Gubat National Highschool

The effect of online Learning to the academic performance of General

Academic strand to the students of Gubat National High School

Submitted by:

Rio Ermino

Gregorio Ejercito

(12-Bentley)

Submitted to:

Josephine Escasinas
 Chapter I

The Problem

Introduction

This research is about the impact of online learning on the GAS students
in GNHS. This study will elaborate on how online learning can affect students.
The researcher will cite the positive and negative impact of online learning on the
students, particularly those who have a poor connection to the internet.
Considering those students who can’t afford to have data all the time because of
a lock on budget, it can cause major impact on studying via online learning.

GAS students have more subjects than other academic tracks in senior
high school because they were studying all core subjects in other academic
tracks, hence they must attend all the sessions in online classes because it
serves as their attendance.

Statement of the Problem

1. What are the negative results of online learning to the students?

2. How can this negative result affect the students regarding on studying
their lessons?
 3. What is the positive impact of online learning to the students?
4. How can the positive impact can be advantage to the students?

Scope and Delimitation

The target of the researcher will be the senior high school students that
currently taking the GAS strands. They will be the primary subject of this study.
The researcher will know the insight of the student about online learning. Explain
the advantage and disadvantages of having online classes.

The topic must not exceed the main subject of this research regarding
explaining and elaborating the subject, although the researcher must describe
the point vividly and give all the data and ideas needed on this paper in order to
make this research a success.

Significance of the Study

GAS Student

In this research, the main subject is to know the situation of students on

the GAS track. They are the primary source of information that the
researcher requires.

Students from other strands

The researcher also needs to know the insight of the other students about
this online learning method that the student will use regarding studying.
 Definition of Terms

Comprehensive

complete; including all or nearly all elements or aspects of something.

Significance of the study

The significance of the study is a written statement that explains why your
research was needed. It's a justification of the importance of your work and impact it
has on your research field, it's contribution to new knowledge and how others will benefit
from it.

Cohort

A cohort typically refers to a group of students that enter a program together
and remain together throughout its duration. The cohort model emerged in the
1990's as a popular framework for educational leadership programs.

Foreshadow

: to represent, indicate, or typify beforehand 

Ontological perception

Here any physical object takes on this basic tenant, for it has form and therefore
exists to be perceived.

Pedagogy

the method and practice of teaching, especially as an academic subject or

theoretical concept.
 CHAPTER II

THEORITICAL, CONCEPTUAL AND OPERATIONAL FRAMEWORK OF THE

STUDY

Presented in this chapter are the foreign and local related literature and
studies. It relates various published and unpublished articles complied by the
researcher which have direct relevance to the effect of online learning to the GAS
students and other academic strands. The researcher reviewed different
literature that gives important insights. This contribution and supports her
conceptualization of the study.

Related Literature

The researcher review different local and international literatures that hold
significance to the study. These literatures will provide more comprehensive
understanding of their study and become foundation to its outcome.

According to journal.plos.org., based on a growing number of studies reporting

detrimental effects of the pandemic on students’ performance and well-being (see
above), we hypothesized that the academic performance of K-12 students decreased
during the school closures in 2020 relative to the previous year. To test this hypothesis,
we analyzed differences in the absolute error rate of students on mathematical problem
sets between 2020 and 2019. We analyzed these differences in a within-group analysis
(Analysis 1a) controlling for the number of problem sets each student computed, the
number of repetitions on each problem set, and overall experience with the software.
Since absolute error rate can vary as a function of problem set difficulty, we also
assessed how school closures affected the error rate of students relative to a reference
group (relative error rate), using the same within-group cohort (Analysis 1b). We also
conducted a within-group analysis to examine whether problem sets assigned by
teachers were associated with a lower difficulty during the shutdown compared to the
previous year. Finally, according to the Matthew effect, high-performing should be less
affected by this than low-performing students, resulting in a widening performance gap.
Thus, we expected that students with comparably low performance in 2019 would show
greater performance decrements as a consequence of school closures in 2020, relative
to students with comparably high performance in 2019, suggesting a widening
performance gap between students. To test this hypothesis, we assessed the average
relative error rate of each student in 2020 as a function their average relative error rate
in 2019, controlling for number of problem set assignments and problem set repetitions
(Analysis 2). To foreshadow results from these analyses, we observed—contrary to our
expectations—a decrease in students’ error rate and relative error rate, reflecting higher
performance during the shutdown of schools in 2020 compared to the same time frame
in 2019. In addition, we observed a decrease in performance differences between low-
performing students and high-performing students from 2019 to 2020.

According to Carstern-Stahl & McRobb, the area of e-learning is influenced by

the ontological perceptions of the individual. The ontological perception of the individual
will influence the principles, epistemology, methodology and the way e-learning is
implemented to produce results. A positivistic approach which views reality in
quantifiable terms, will affect the formulation and implementation of an e-learning
strategy. The adoption of the constructivist/interpretive approach will also have its own
approach. This was highlighted by Jefferies, Carstern-Stahl & McRobb (2007) who
affirmed that the use of virtual learning tools (emails, tutorials, quizzes, web pages and
PowerPoint) can all be related to a positivistic pedagogy, while the use of discussion
boards foster social constructivist pedagogy. Successful e-learning implementation
depends on building a strategy that meets the needs of the learners and the business
goals of the institution (Engelbrecht, 2003)

According to Kofoed  adds to this literature looking specifically at online learning

during the COVID-19 pandemic in a novel context: the U.S. Military Academy at West
Point. When many colleges moved classes completely online or let students choose
their own mode of instruction at the start of the pandemic, West Point economics
professors arranged to randomly assign students to in-person or online modes of
learning. The same instructors taught one online and one in-person economics class
each, and all materials, exams, and assignments were otherwise identical, minimizing
biases that otherwise stand in the way of true comparisons . They find that online
education lowered a student’s final grade by about 0.2 standard deviations. Their work
also confirms the results of previous papers, finding that the negative effect of online
learning was driven by students with lower academic ability. A follow-up survey of
students’ experiences suggests that online students had trouble concentrating on their
coursework and felt less connected to both their peers and instructors relative to their in-
person peers.

According to Cacault et al. (2021) also use an RCT to assess the effects of

online lectures in a Swiss university. The authors find that having access to a live-
streamed lecture in addition to an in-person option improves the achievement of high-
ability students, but lowers the achievement of low-ability students. The key to
understanding this two-pronged effect is the counterfactual: When streamed lectures
substitute for no attendance (e.g., if a student is ill), they can help students, but when
streaming lectures substitute for in-person attendance, they can hurt students.

According to Kristi L. There has been much conversation about whether or not
online classes are effective for students. Online classes can cause a feeling of
disconnect between students and their peers, as well as between students and their
professors (Otter et al., 2013). This feeling of disconnect can often cause problems with
motivation and engagement in class. Otter et al. (2013) found that students in online-
classes felt more disconnected from their peers and lecturers, were more autonomous in
their studies, and were helped less by their professor than their professor believed them
to be. Some students may feel that their professors do not care about them or how well
they do in their classes when they are unable to meet with them face-to-face or when it
takes a long time for the student to get a response from the professor. “Most students
feel that face-to-face contact is essential for building a sense of community” (Conole et
al., 2008). This sense of community could be what causes some students to prosper in
their courses. Some students may be unable to focus on their work or may feel that a
course is less important than others because they do not feel like they are a part of a
community that is meant to be learning together.
Related Studies

According to Copeland et  al. (2021) and Fawaz et  al. (2021) who examined the
impact of COVID-19 on college students’ mental health and their coping mechanisms.
Copeland et  al. (2021) reported that the pandemic adversely affected students’
behavioural and emotional functioning, particularly attention and externalizing problems
(i.e., mood and wellness behaviour), which were caused by isolation, economic/health
effects, and uncertainties. In Fawaz et al.’s (2021) study, students raised their concerns
on learning and evaluation methods, overwhelming Education and Information
Technologies 1 3 task load, technical difficulties, and confinement. To cope with these
problems, students actively dealt with the situation by seeking help from their teachers
and relatives and engaging in recreational activities. These active-oriented coping
mechanisms of students were aligned with Carter et al.’s (2020), who explored students’
self-rim another study, Tang et  al. (2020) examined the efficacy of different online
teaching modes among engineering students. Using a questionnaire, the results
revealed that students were dissatisfied with online learning in general, particularly in the
aspect of communication and question-and-answer modes. Nonetheless, the combined
model of online teaching with flipped classrooms improved students’ attention, academic
performance, and course evaluation.

A parallel study was undertaken by Hew et al. (2020), who transformed

conventional flipped classrooms into fully online flipped classes through a cloud-based
video conferencing app. Their findings suggested that these two types of learning
environments were equally effective. They also offered ways on how to effectively adopt
videoconferencing-assisted online flipped classrooms. Unlike the two studies, Suryaman
et al. (2020) looked into how learning occurred at home during the pandemic. Their
findings showed that students faced many obstacles in a home learning environment,
such as lack of mastery of technology, high Internet cost, and limited interaction/
socialization between and among students. In a related study, Kapasia et al. (2020)
investigated how lockdown impacts students’ learning performance. Their findings
revealed that the lockdown made significant disruptions in students’ learning experience.
The students also reported some challenges that they faced during their online classes.
These include anxiety, depression, poor Internet service, and unfavourable home
learning environment, which were aggravated when students are marginalized and from
remote areas. Contrary to Kapasia et al.’s (2020) findings, Gonzales et al. (2020) found
that confinement of students during the pandemic had significant positive effects on their
performance. They attributed these results to students’ continuous use of learning
strategies which, in turn, improved their learning efficiency regulation strategies.

Finally, there are those that focused on students’ overall online learning
experience during the COVID-19 pandemic. One such study was that of Singh et  al.
(2020), who examined students’ experience during the COVID-19 pandemic using a
quantitative descriptive approach. Their findings indicated that students appreciated the
use of online learning during the pandemic. However, half of them believed that the
traditional classroom setting was more effective than the online learning platform.
Methodologically, the researchers acknowledge that the quantitative nature of their study
restricts a deeper interpretation of the findings. Unlike the above study, Khalil et al.
(2020) qualitatively explored the efficacy of synchronized online learning in a medical
school in Saudi Arabia. The results indicated that students generally perceive
synchronous online learning positively, particularly in terms of time management and
efficacy. However, they also reported technical (internet connectivity and poor utility of
tools), methodological (content delivery), and behavioural (individual personality)
challenges. Their findings also highlighted the failure of the online learning environment
to address the needs of courses that require hands-on practice despite efforts to adopt
virtual laboratories. In a parallel study, Adarkwah (2021) examined students’ online
learning experience during the pandemic using a 1 3 Education and Information
Technologies narrative inquiry approach. The findings indicated that Ghanaian students
considered online learning as ineffective due to several challenges that they
encountered. Among these were lack of social interaction among students, poor
communication, lack of ICT resources, and poor learning outcomes. More recently, Day
et al. (2021) examined the immediate impact of COVID-19 on students’ learning
experience. Evidence from six institutions across three countries revealed some positive
experiences and pre-existing inequities. Among the reported challenges are lack of
 appropriate devices, poor learning space at home, stress among students, and lack of
fieldwork and access to laboratories.

Although there are few studies that report the online learning challenges that
higher education students experience during the pandemic, limited information is
available regarding the specific strategies that they use to overcome them. It is in this
context that the current study was undertaken. This mixed-methods study investigates
students’ online learning experience in higher education. Specifically, the following
research questions are addressed: (1) What is the extent of challenges that students
experience in an online learning environment? (2) How did the COVID-19 pandemic
impact the online learning challenges that students experience? (3) What strategies did
students use to overcome the challenges?

Conceptual Framework

Disadvantages of having
Advantages of online
online learning
learning to the students

The primary problem that students

The result of having an online class for the
dealing while having online
students. Students plan on how to cope
learning
with e-learning.
 References

https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0255629

https://halshs.archives-ouvertes.fr/halshs-02901505/document

file:///C:/Users/STUDENT/Downloads/107265-Article%20Text-292355-1-10-
20140903.pdf

https://www.brookings.edu/blog/brown-center-chalkboard/2021/08/13/how-does-
virtual-learning-impact-students-in-higher-education/#:~:text=They%20find
%20that%20online%20education,students%20with%20lower%20academic
%20ability.

https://files.eric.ed.gov/fulltext/EJ1310048.pdf

file:///C:/Users/STUDENT/Downloads/
Barrot2021_Article_StudentsOnlineLearningChalleng%20(1).pdf
 CHAPTER III

Introduction

In this chapter, the researcher will gather information about the topic which is the
effect of online learning on the academic performance of the GAS strand to the student
of GNHS. The researcher will discuss the methods used to discuss this paper such as
research design, research instrument, data gathering, data treatment, and the
participants.

Research Design

The research design used in this study is descriptive whereas the researcher will
observe and study the insights of the students to have concrete details of results at the
end of this paper. This design is the appropriate design that the researcher used
because of the hindrances that the researcher's facing.

Research Instrument

The will provide questioner through electronic methods such as Google form,
online surveys, etc. because of the pandemic interviewing the participants can cause
risk to the health of everyone who is included in this research activity. It is the alternative
way to gather information on the subject of this study.
Data Gathering

The information that the researcher needs are the positive and negative effects
of online learning as well as the advantages and disadvantages of online learning.

1 week is enough to collect all the information that the researcher needed. It is
the timeframe that the researcher must follow.

The methods of gathering the data are questionnaires and surveys online that
the researcher provided.

Data Treatment

The researcher must conduct a survey before proceeding to the data treatment.
Data treatment is important in maintaining the authenticity, reliability, and accuracy of the
research. Inaccurate data treatment can be done in many form and in different accuracy.
A data that has been totally produced without any real experiments is called a fraudulent
data

Participants

The participants in this research paper are the students in GNHS, especially
those who are taking the GAS track they are the main subject of this research. Their
participation has big role in this paper. The thoughts and opinions of the students are the
objective of this research.