i

LEARNING EFFECTIVENESS BETWEEN PHYSICAL CLASSROOM

AND E-CLASSROOM OF SECOND YEAR EDUCATION
STUDENTS OF PANGASINAN STATE
UNIVERSITY-INFANTA CAMPUS

A Thesis Presented to the Faculty of Infanta

Campus Pangasinan State University
Infanta Pangasinan

In Partial Fulfillment of the Requirements for the

Degree Bachelor of Elementary Education

ANGIE M. ANCHETA
GIZEL M. BARNACHEA
MARY JOY N. MERINDO
JOANNE B. MIRADOR
JOHN NORBERT ANTHONY M. MODELO
AIRA MAE A. NAFARRETE

NOVEMBER 2022
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TABLE OF CONTENTS

Page

TITLE PAGE i

CHAPTER

1 INTRODUCTION

Background of the study 1

Statement of the Problem 3

Scope and Delimitation of the Study 4

Significance of the Study 4

Definition of Terms 5

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 7
Related Studies 12
Theoretical Framework 15
Conceptual Framework 17
Hypothesis 18

3 RESEARCH METHODOLOGY
Research Design 19
Respondents of the Study 19
Locale and Population of the Study 20
Research Instrument 20
Statistical Tool 20
4 PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA
Profile of the Respondents 24
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ANOVA 36

BIBLIOGRAPHY 38

APPENDICES 45

A. Letter of Permission to Conduct the Study 46

B. Questionnaire 47

CURRICULUM VITAE 51
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND `

This chapter presents the rationale of the study, statement of the

problem, significance of the study, and scope and delimitations.

Background of the Study

The outbreak of the new coronavirus infection known as COVID-19 has

first occurred in Wuhan city of China in December 2019 and within a couple of

months it has turned out to be a global health emergency (Huang, C., et. al

2020). It has quickly touched thousands of individuals, who are sick or dying

as a result of the diseases spread. The COVID-19 epidemic also caused

considerable disruption, including travel restrictions, school closures, and a

global economic downturn. As a result of the coronavirus pandemic, schools

have been forced to adopt digital academic experiences as the new norm in

the teaching and learning process (Li, C. and Lalani, F.2020).

Classrooms have a direct impact on our ability to learn and

comprehend. Classrooms meant only actual classrooms back then. However,

since the outbreak of the COVID-19 pandemic, online classes have grown in

popularity using mobile application, desktop and other gadgets

(Dictionary.com, LCC 2022).

An online classroom is a digital learning environment in which teachers

and students can communicate in real time through the internet. Teachers can
 v

conduct live lectures, virtual office hours, and conversations with students in

an interactive setting using video conferencing, online whiteboards, and

screen sharing in an online classroom. Furthermore, online classrooms are

designed to mimic the experience of traditional classes, with the added

benefits of file sharing, quick feedback, and interaction, and are perfect for

distance learning. An online classroom also features an online learning

system that allows students and teachers to connect and cooperate through

Smartphones, tablets, and laptops (The Online Teaching Toolkit 2021).

A physical classroom has a variety of items and furnishings. This

comprises projectors, whiteboards, teachers, and classroom monitors. They

also assist students in being less distracted. This is because they are

surrounded by an academic environment. However, keeping students

engaged does not have to be limited to books, lessons, and numerous class

assignments. Other factors, such as furniture, classroom decorating,

instructor demeanor, and peer interaction, all contribute to students'

immersion in the classroom environment. It provides an environment that

encourages students to study and concentrate more (Tophat 2020).

Comparison between physical classroom and e-classroom, both

modes of teaching are able to deliver a high-quality learning experience to

students (Sood S., 2021). The rise of E- learning has helped to encourage

students to take on more responsibility for their own acquisition of knowledge

(Ituma 2021). In a traditional, teacher-centered model of teaching, the lecture

transmits knowledge to students, with little inputs from the students.

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Statement of the Problem

This study aims to examine the Learning Effectiveness between

Physical Classroom and E- Classroom of Second Year Education Students

during the COVID- 19 Pandemic in Pangasinan State University- Infanta

Campus, Academic Year 2022- 2023. Specifically, this study will answer the

following questions:

1. What is the profile of the respondent according to Socio-Demographic

Information:

1.1. Gender;

1.2. Gadget used (during E-classroom);

1.3. Internet facility in your house;

1.4. Income of Parent; and

1.5. General Weighted Average/GWA

2. How do respondents describe the effectiveness of physical classroom in

terms of:

2.1. Accessibility;

2.2. Easiness; and

2.3. Learning Outcomes

3. How do respondents describe the effectiveness of electronic classroom

during COVID- 19 pandemic in terms of:

3.1. Accessibility;

3.2. Easiness; and

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3.3. Learning Outcomes

4. Is there significant difference between the learning effectiveness of physical

classroom and E- classroom during COVID 19 pandemic.

Scope and Delimitation of the Study

This study will be conducted to determine the Learning Effectiveness

between Physical Classroom and E- Classroom during the COVID- 19

pandemic.

The data will be gathered through survey questionnaire using online

platform (Google Forms). The respondents will be the Second-Year students

of Pangasinan State University- Infanta Campus taking Education Courses

with a total of 40 students.

Significance of the Study

The researchers find this study beneficial to the following:

Students. This study will help them to become an effective and efficiently

learners between physical classroom and e classroom.

Teacher. This study will help them to improve their teaching demonstration.

University/Administration. This study will help administrators and curriculum

planners in designing programs that will ensure the safety and well-being of

the pupils.
 viii

Parents. This study will help them realize their essential role as a motivator to

their children who participate on physical classroom and e-classroom.

Researcher. This study will help themselves to compare the learning

effectiveness between physical classroom and e-learning classroom during

the COVID-19 pandemic.

Future researcher. This study will serve as additional reference to the pool of

knowledge and as a similar reference to related studies.

Definition of Terms

Accessibility- It is the practice of making information, activities, and/or

environments sensible, meaningful, and usable for as many people as

possible.

Classroom. It is a room dedicated primarily to teaching or learning activities.

Classrooms are found in educational institutions of all kinds, including public

and private schools, home schools, corporations, and religious and

humanitarian organizations. The classroom attempts to provide a safe space

where learning can take place uninterrupted by other distractions.

Corona Virus Disease (COVID)-19. It is an emerging disease caused by the

severe acute respiratory syndrome coronavirus (SARS-CoV-2) that causes

illnesses ranging from the common cold to more severe diseases, and

patients may experience pneumonia and abdominal distress with other

functional failures.

Easiness- The quality or condition of being easy to accomplish.

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E-Classroom. It is a form of online learning, offering various educational

programs in an online form. This multimedia classroom technology provides a

unique learning experience. It uses various educational platforms and

communication tools to simplify the process.

Education. It is the process of facilitating learning, or the acquisition of

knowledge, skills, values, morals, beliefs, habits, and personal development.

Educational methods include teaching, training, storytelling, discussion, and

directed research.

Learning Effectiveness. It is the holistic process by which students engage

in a high-quality learning experience.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the framework of the study which comprises the

review of related literature, theoretical framework, conceptual framework,

hypothesis of the study, and definition of terms.

Related Literature

According to Arend 2020, individuals, institutions, and governments all

prioritize education for their progress. It is a mechanism that aids in the

development of relationships between institutions and countries. The quality

of education is mostly determined by the result or outcome of the educational

system. The process of teaching and learning cannot take place in a vacuum.

It happens in formal education settings as a result of interactions between

students. Teacher, students, material, learning method, and learning scenario

are all parts of the teaching-learning process in the classroom. The conditions

in which learning takes place are referred to as the learning context or

learning environment. Each classroom has its own set of teaching and

learning circumstances. Classes may appear similar from afar, yet they differ

in their procedures and processes.

According to Gherhes V., et.al, 2021, during the COVID-19 pandemic,

e-learning has turned into an important alternative for reforming the entire

traditional education system. Both teachers and students have to change their

behaviors, their teaching/learning style, assessment methods, and so forth.

This reform has brought about several benefits, but has caused tensions and
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frustrations among both the beneficiaries of the teaching act and the

educational actors. E-learning has shown that it is necessary to model the

behaviors of all parties involved. In order to streamline the educational

process, especially the one carried out in the university environment, creative

and constructive interventions are required. These would solve specific

problems and could lead to ensuring the sustainability of education.

Milcah Paul et.al, 2017, stated that the physical environment of a

classroom should be cultivated because it plays a significant role in shaping

students’ behavior and creating a happy learning environment. A conducive

learning environment creates conditions that make it easier to complete their

work while also promoting their social, mental, physical, and emotional well-

being.

Hannah R., et.al, 201 stated that the term "classroom environment"

refers to the surrounds, ambiance, and items that students use in the

classroom, such as the white board, arm chairs, and electric fans/ceiling fans.

Academic performance refers to a student's overall Academic Activities in the

classroom or at school in order to attain a goal. The classroom is where

students learn about their role in the world and the contributions they have to

make. It is here that the student develops a vision for their future as well as

understanding of the talents required to achieve that vision. Because the

classroom plays such a significant role in a child's development, it's crucial to

learn how to influence it.

In another finding Puteh M., et.al, 2015, Indicate that the learning

environment is a significant factor in student achievement. An atmosphere

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that is suitable to teachers' and students' requirements, as well as supports

classroom activities, can aid to improve learning results. As a result,

consideration should be given to issues such as learning style and classroom

design, as these elements interact and influence teaching and learning

comfort, affecting learning effectiveness. This is because the learning

environment is more than simply a physical location; it also includes a variety

of materials and information sources, interaction, relationships between and

among students and teachers, and learning and behavior expectations and

norms. There is a link between the physical structure of the body and its

mental state.

According to Sari, P.,2015, learning that makes use of Information and

Communication Technologies is referred to as e-learning (ICTs). Teaching

and learning processes have been revolutionized by the use of technological

resources and creative education methodologies. Various e-learning and

online learning methods have been found to be successful for teaching and

learning. E-learning was demonstrated to be equivalent to face-to-face

approaches in terms of knowledge gain and performance by students.

Blended learning is defined as the combination of classroom and online

learning to enable students to learn independently, interactively, and

collaboratively. To put it another way, a blended learning strategy redesigns

courses that are designed, scheduled, and administered using a variety of

technologies.

Harandi 2015, also stated that the platform of e-learning is more

suitable for university students as it facilitates student engagement.

 xiii

According to López-Catálan et al., 2018, e-learning supports higher

education students in effectively utilizing the time and getting them committed

to the courses. E-learning could bring more confidence, reduce stress, and

enhance concern and empathy.

Baczek M. 2021, stated that there are some difficulties with the

material preparation for e-learning as the students may not be able to access

the modules or lack of understanding of the contents in the modules.

However, the teachers find the e-learning platform very interactive as

the lessons can be mapped with visual aids and engaging learning. E-

Classroom refers to computer-enhanced learning environment which means a

traditional classroom space with students and teacher using computers. In

other words, a regularly-scheduled class where students use computers for

some portion of the class period (Marutschke et al., 2019; Tomas et al.,

2019).

According to McDougall, A et.al., 2020 Claim that if there are pre-

existing differences in performance in online classes, these could be

exacerbated by the pandemic forcing classes to be taught remotely. The

factors behind disproportionate morbidity effects might create disproportionate

stress on students from these demographic groups. One might also worry that

when institutions went online, many students who were already

disadvantaged returned to environments with relatively fewer resources to

support learning, thus putting them a further disadvantage.

There are several ways to potentially increase the effectiveness of

online learning, and many of them fall under the broad category of ‘active
 xiv

learning’. Active learning includes any method that allows students to engage

with the material through application, problem-solving, and discussion. For

example, students might be asked to answer conceptual questions or solve

problems during class, and this has been shown to improve learning

outcomes by inducing students to engage in lectures and giving both students

and teachers feedback on understanding (Knight and Wood 2014, Balaban et

al. 2016).

The preference for and/or the necessity of e-learning has brought into

question the dichotomy between this form of education and the face-to-face

one. The first is defined by the specialized literature as “those specific

teaching activities and information transfer mediated by electronic and digital

platforms facilitated by the Internet”. E-learning is part of a broader concept,

namely distance education. Face-to-face learning, on the other hand, is “an

instructional method where course content and learning material are taught in

person to a group of students”, and is considered to be the most traditional

type of learning instruction (Gherhes, V et.al., 2021).

Unlike face to-face learning, e-learning has its advantages, such as

flexibility, no need to travel to school, and a low cost, requiring only an

Internet connection. However, this does not mean that e-learning does not

have its shortcomings, such as inequities in accessing technology or learning

computer skills, or even a lack of physical space for this teaching/learning

process. E-learning is dependent on technology, the Internet, and various

devices that not all potential beneficiaries can access. Students’ experience of

quality learning is not only related to the teachers’ skills and abilities to

capture attention during the e-learning process but also to their own training,
 xv

characteristics, and digital skills. In e-learning, physical space should foster

involvement in interpersonal relationships, thus encouraging didactic

communication. In addition, some studies show that e-learning does not have

the same impact as face-to-face learning. It seems that online students may

lose their focus and miss deadlines for different tasks. Over time, both

teachers and students may experience various negative effects from e-

leaning, such as sight problems (due to long periods in front of the screen) or

back pain, and, at the same time, they may feel the lack of activities in open

spaces (Naved et al., 2021).

E-learning, like every other kind of education, has its own set of

advantages and disadvantages. Decoding and comprehending them will

assist educational institutions in developing strategies for more efficient

distribution of educational information to the process's beneficiaries. In terms

of the benefits of e-learning, research has revealed that students are very

pragmatic, prioritizing time savings as the most important benefit, followed by

the convenience of staying at home and the online environment's

accessibility. These benefits may make it easier to design courses that meet

the needs of students (Gherhes, V et.al., 2021).

Related Studies

Shows that majority of the student’s found physical classroom was

more effective than online classroom in terms of accessibility, easy to use

resources, and importance to enhance teaching-learning habit (Mahat D.

2021).
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Learning is a process of acquiring knowledge, enhancing the skills, helps in

improvement of Student’s career. In this pandemic situation, there is no way

of teaching in the classroom. All educational institutions are forwarded to the

e-learning environment (Radha, Mahalakshmi, Kumar, & Saravanakumar,

2020). Teaching in an online environment presented a number of challenges

in comparison with face-to-face instruction. A key question raised about online

learning is its effectiveness in comparison with traditional instruction (Guo,

Zhu, Zhao, Li, & Zhang, 2020).

Learning can be explained as a quantitative increase in knowledge,

memorizing of facts, skills, and methods that can be retained and used as

necessary (Behlol & Dad, 2010). To make teaching and learning activities

effective, the teaching methods and delivery technique should be easy and

accessible for all types of students. The concerned campus must organize

training program to the faculties and students in order to makes its process

easy, convenient, and familiarize to technology.

“Different from face-to-face learning, E-learning gained popularity

mainly because of its flexibility in delivering education and Accessing content

and resources. Thus, E-learning has great importance in the E-learning

process for it has the ability to improve its quality, offering the possibility to

personalize and adapt courses to the needs of the learners” (Coman, Tîru,

Schmitz, Stanciu, & Bularca, 2020).

The study comparing the effectiveness of an inverted classroom to a

traditional classroom in three areas: 1) content coverage; 2) student

performance on traditional quizzes and exam problems; and 3) student

 xvii

observations and perception of the inverted classroom format. The result

shows that: 1) the inverted classroom allowed the instructor to cover more

material; 2) students participating in the inverted classroom performed as well

or better on comparable quiz and exam questions and on open-ended design

problems; and 3) while students initially struggled with the new format, they

adapted quickly and found the inverted classroom format to be satisfactory

and effective (Mason, G et.al., 2013).

The classroom still remains to be the main learning environment in the

schools although learning can take place in other venues. On this premise, it

is imperative that educators strive to make the classroom the best venue for

students to attain their full potential in academic performance. Teachers are

continually looking to create a "positive" classroom climate in which student

learning is maximized. It is having an environment where students feel safe,

nurtured, and intellectually stimulated. This type of positive classroom climate

allows for students to meet their basic needs of physical and mental health.xx

While there is no specific definition of what creates a negative classroom

climate, it is considered to be one in which students feel uncomfortable,

whether physically, emotionally, or academically, for any reason (Falsario H.,

et.al., 2019).

Find that students’ performance in Online learning is difficult after

transitioning to online learning. There is relatively associated with those

students who has good WIFI access and those using mobile internet data.

They also found out that students are having lower academic performance

expressed a preference for self-study like reading through the class slides and

notes over assisted study like joining live lectures. As a whole finding they
 xviii

suggest that improving digital infrastructure and reducing the cost of internet

access will be helpful in online learning to become more effective than in face-

to-face learning (Chisadza, C and Clance, M. et al., 2021).

Conclude that students are tended to have a viewpoint that the learning

effectiveness of online class learning was better than physical classroom. But

they tended to have a convenience and fairness of physical classroom

examination was better than the online learning. The study recommends to

have a blended learning or having an online and physical classroom (Yu-Fong

Chang, J., 2021).

Reported that students in learner-centered online classrooms produced

higher quality course projects and mastered concepts better than those in

non-learner centered online classrooms. The learner-centered model has

become a key component for online distance education, breaking from the

traditional teaching model (Miller 2021).

Theoretical Framework

Progressivist Theory of John Dewey’s theory of progressivism called

for a more democratic classroom where students are involved in their own

learning and goal setting, and they collaborate and interact with their peers in

authentic, meaningful ways (Dewey, 1963). Theories of constructivism and

social development of Piaget was similar to Dewey regarding their beliefs that

students need to construct new meaning based on knowledge they already

have (Foote, et al., 2001). While Bandura (David, 2015) and Vygotsky (1978)

both stressed the importance of learning in a social environment to cultivate

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learning. A constructivist classroom allows students to be a part of a

community of learners with expectations and routines (Foote, et al., 2001).

Student-centered learning “is broadly based on constructivism as a

theory of learning, which is built on the idea that learners must construct and

reconstruct knowledge in order to learn effectively, with learning being most

effective when, as part of an activity, the learner experiences constructing a

meaningful product” (Attard, et al., 2010, p. 2). To be student-centered, to

engage students, to improve learning, teachers must meet students where

they are with the use of technology (Tucker, 2012).

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Conceptual Framework

The study will follow the input – process – output (I – P – O) model of

research as shown in Figure 1.

Input Process Output

What is the profile of the respondent
according to Socio-Demographic
Information:
Gender
Gadget used (during E-classroom)
Internet facility in your house
Income of Parent
General Weighted Average/GWA Learning Effectiveness
between Physical
2. How do respondents describe the
Classroom and E-
effectiveness of physical classroom in Classroom of Second
Year Education Student
terms of:
in Pangasinan State
2.1. Accessibility University-Infanta
Campus.
2.2. Easiness Questionnaire,
2.3. Learning Outcomes Statistical Tools,
Frequency,
3. How do respondents describe the
Percentage, Mean and
effectiveness of electronic classroom ANOVA.
during COVID- 19 pandemic in terms
of:
3.1. Accessibility
3.2. Easiness
3.3. Learning Outcomes
4. Is there significant difference
between the learning effectiveness of
physical classroom and E- classroom
during COVID 19 pandemic.
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Figure 1. Paradigm of the Study

As shown in figure 1, the input box contains the respondents in

describing the learning effectiveness between physical classroom and

electronic classroom during the COVID-19 pandemic in terms of accessibility,

easiness and learning outcomes. The process box contains the questionnaire,

statistical tools, frequency, percentage, mean and ANOVA that will be used to

gather data. The output box contains the assessment of the Learning

effectiveness between physical classroom and e-classroom during the

COVID-19 pandemic in Pangasinan State University-Infanta Campus.

Hypothesis

The Null Hypothesis will be tested by:

There is no significant difference between the learning effectiveness of

physical classroom and E- classroom during COVID 19 pandemic.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents a description of the research design, respondents and

location, instruments, data collection, and data analysis.

Research Design

Descriptive quantitative research will be used in this study. A

descriptive study is carefully designed to ensure complete description of the

situation, making sure that there is no minimum bias in collecting the data and

to reduce errors in interpreting the data collected. The researchers will have

utilized survey questionnaire as a main instrument in gathering the needed

data.

A quantitative research method deals with quantifying and analysis

variables in order to get results. It involves the utilization and analysis of

numerical data using specific statistical techniques to answer questions

like who, how much, what, where, when, how many, and how (Williams

2011).

Described quantitative research methods as the explaining of an

issue or phenomenon through gathering data in numerical form and

analyzing with the aid of mathematical methods; in particular statistics (Aliaga

and Gunderson 2002).

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Respondents

The respondents will be the Second-Year students of Pangasinan

State University- Infanta Campus taking Education Courses with a total of 40

students Academic Year 2022-2023.

Locale and Population of the Study

This study will be conducted at Pangasinan State University- Infanta

Campus. Pangasinan State University located at Bamban, Infanta,

Pangasinan. The focus respondents are the 40 students of Bachelor of

Elementary Education and Bachelor of Secondary Education Academic Year

2022-2023.

Research Instrument

The online survey questionnaire will be used as the major instrument

in this study. In part 1, it will contain the profile of the respondents according

to Socio-Demographic Information. In part 2, the respondents describe the

effectiveness of physical classroom in terms of accessibility, easiness and

learning outcomes. Part 3, the respondents describe the effectiveness of

Electronic Classroom in terms of accessibility, easiness and learning

outcomes. And In part 4, it describes the differences between the learning

effectiveness of Physical classroom and E-classroom in Pangasinan State

University Infanta Campus.

Statistical Tool
 xxiv

To interpret the data effectively, the researcher will employ the

following statistical treatment. The Frequency, The Percentage, Weighted

Mean and AN OVA.

1. Frequency

Frequency distribution is an organized tabulation/graphical

representation of the number of individuals in each category on the scale of

measurement. It allows the researcher to have a glance at the data

conveniently.

2. Percentage

This will employ to determine the frequency counts and percentage

distribution of personal related variables of the respondents.

Formula:

P= 𝑓 x 100
𝑁
Where: P=Percentage

f=frequency

N=total number of respondents

3. Average Weighted Mean

This will use to determine the assessment of the respondents with

regards to their personal profiles.

Formula: X = 𝑓𝑥 x 100
𝑁
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X is the weighted mean f is the frequency

x is the weight of each item N is the number of cases 38

4. Analysis of Variance (ANOVA)

This will helpful in making comparison of two or more means which

enables a researcher to draw various results and predictions about two or

more sets of data.

Source of Sum of Degree of Mean Computed F

Variation Squares Freedom Square

Between SSB n-k MSB= SSB F= M MSB

dfb MSW
Columns

Within SSW k-1 SSW

MSW=
K(n-1)
Columns

Where:

F= f-test

k = number of columns

SSB= Sum of squares between columns

SSW= sum of squares within columns

MSB= Mean Square for between columns

MSW= Mean Square for within columns k-1

& k (n-1) = degrees of freedom

 xxvi

The procedure for obtaining the level of significance was to compare

the computed f values with the tabular value in the corresponding values used

in determining the significant different of 0.5 level of significance.

5. Likert Scale

The 4-point rating is used for the interpretation on the results of

the perceived level of the respondent’s satisfaction.

Point Point Scale Qualitative Symbol

Interpretation

4 3.25-4.00 Strongly Agree SA

3 2.50-3.24 Agree A

2 1.75-2.49 Disagree DA

1 1.01.74 Strongly Disagree SD

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results or findings of the study that answers

the specific questions posited for the research. It also analyses and interprets

the data gathered as to the profile of the respondents, learning effectiveness

of physical and electronic classroom in terms of accessibility, easiness and

learning outcomes.

1. Profile of the respondents

In tables 1 to 5 presents the findings on the profile of the respondents

according to Socio-Demographic Information in terms of gender,

technology/gadget used (during e-classroom), internet facility in their house,

parent’s income and general weighted average.

1.1 Gender

Table 1. Profile of the respondents by Gender.

FREQUENCY PERCENTAGE
GENDER
(f) (%)

MALE 7 18.4
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FEMALE 33 86.8
TOTAL 40 100

As shown in the Table 1, out of 40 respondents, 7 or 18.4 are male and

only 33 or 86.8 % are female this is because the enrolled in second year

education students male are fewer than the female.

Table 2. Profile of the respondents by the Technology/Gadget

used (during E-classroom).

Technology/Gadget
FREQUENCY (f) PERCENTAGE (%)
used(e-classroom)

CELLPHONE 33 86.84
LAPTOP/COMPUTER 5 13.16
TABLET 2 5.26
TOTAL 40 100

As shown in the table 2, out of 40 respondents, 33 or 86.84% using

cellphone while 5 of them or 13.16% using laptop and 2 or 5.26% using tablet.

It is evident from the result that mobile devices such as cellphones,

smart phone and etc, that have greatly enhanced the quality of learning

among university students during the COVID-19 period. Some of the effects

are access to and provision of current and up-to-date information and improve

academic performance (Durcas, B.O., 2022).

1.2 Internet Facility in their house

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Table 3. Profile of the respondents by Internet Facility in their house.

FREQUENCY PERCENTAGE
Internet facility
(f) (%)
WIFI 11 28.95
MOBILE/CELLULAR DATA 29 76.32
BROADBAND 0 0
OTHERS 0 0
TOTAL 40 100

As shown in the table 3, out of 40 respondents, 11 or 28.95% using

cellphone while 29 of them or 76.32% using mobile/cellular data and none of

them using broadband.

WIFI is much faster than mobile data. But mobile data is cheaper rather

than WIFI. Most of the students prefer mobile data because they can surf

whenever they are (Caroll B., 2021).

1.3 Parent’s Income

Table 4. Profile of the respondents by Parent’s Income.

INCOME OF FREQUENCY PERCENTAGE

PARENTS (f) (%)

BELOW-5,000 25 65.79
5,000-10,000 9 23.68
10,000-15,000 6 15.79
15,000- and above 0 0
TOTAL 40 100

As shown in the table 4, out of 40 respondents, there are 25 or 65.79% of

the respondents has a total of 5,000- below for their family monthly income,
 xxx

while 9 or 23.68% of them earned between 5,000-10,000, also 6 or 15.79%

respondents earned between 10,000- 15,000 and none of them earned

15,000 and above. The 5,000 below belongs to the poor family while 10,000

above belongs to middle class (Philippine Statistics Authority, 2019).

1.4 General Weighted Average

Table 5. Profile of the respondents by General Weighted Average

(Physical Classroom).

FREQUENCY PERCENTAGE
GRADE 11
(f) (%)
100-95 1 2.63
94-90 19 50
89-85 20 52.63
84-80 0 0
79-BELOW 0 0
TOTAL 40 100

As shown in table 5, during their grade 11 (S.Y. 2019-2020) general

weighted average out of 40 respondents 1 or 2.632% got 100-95, 19 or 50%

got 94-90, while 19 or 52.63% students got 89-80 and none of them got 84

and below.

FIRST YEAR FREQUENCY PERCENTAGE

(SECOND SEM) (f) (%)
1-1.25 0 0
1.26-1.5 0 0
1.51-1.75 16 42.11
1.76-2 21 55.26
2.1-2.5 3 7.90
2.4 and below 0 0
 xxxi

TOTAL 40 100
Table 5. Profile of the respondents by General Weighted Average (E-

Classroom).

As shown in table 5, out of 40 respondents 16 or 42.11% got 1.51-1.75

general weighted average while 21 or 55.26% students got 1.76-2 and 3 of

them got 2.1-2.5 general weighted average.

2. Learning effectiveness of Students in Physical Classroom

Accessibility.

In tables 6 to 8 represents the Learning effectiveness of students in

Physical Classroom in terms of Accessibility, Easiness and Learning

Outcomes.

Table 6. Physical Classroom Accessibility

WM DR
1. Focus on the content is easy on Physical 3.35 SA
Classroom situation.
2. Process of learning is easy in Physical 3.4 SA
Classroom.
3. Simplifying the learning process is easy on 3.48 SA
Physical Classroom.
4. Use of resources is easy on Physical 3.33 SA
Classroom.
5. Physical Classroom is comfortable. 3.45 SA

TOTAL 3.4 SA

As shown in table 6, the learning effectiveness of the respondents in

Physical Classroom in terms of Accessibility was Strongly agree with an

Average weighted mean of 3.4. The highest weighted mean is 3.48 it implies
 xxxii

that simplifying the learning process is easy on physical classroom and the

lowest computed weighted mean is 3.33 it implies that the use of resources is

easy on physical classroom. It implies that physical classroom is comfortable,

having an available updated learning materials and resources and they are

easily learned. It also, encourages higher level of competitiveness among

students (Guo, Zhu, Zhao, Li, and Zhang., 2020). Traditional classroom

teaching environment increases interaction among students and provides

conducive environment to learn fellow students. The social environment at a

traditional school is perfect to build a child’s character and personality (India

Today, 2020).

WM DR

1. Physical Classroom develops high 3.4 SA

literacy skills.
2. Physical Classroom develops high 3.33 SA
numeracy skills.
3.Physical Classroom develops computer 3.25 A
literacy.
4. Physical Classroom develops good 3.43 SA
moral and values.

5. Physical Classroom develops good 3.4 SA

academic performance.

TOTAL 3.36 SA
Table 7. Physical Classroom Easiness

As shown in table 7, the learning effectiveness of the respondents in

Physical Classroom in terms of Easiness was Strongly agree with an Average

weighted mean of 3.36. The highest computed weighted mean was 3.43 it

implies that physical classroom develops high literacy skills and physical
 xxxiii

classroom develops good moral and values. The lowest computed weighted

mean was 3.25 it implies that physical classroom develops computer literacy.

The concepts become clearer when discussion is done face-to-face. Easier to

communicate, because in case of any doubt students can ask at that any

moment and get it cleared (J. Isha., 2020). Easy and fast access to

information, and students gain more confidence in public speaking. The

students are hands-on; therefore they can learn to develops their literacy

skills, numeracy and etc (Raouna, K., (2022).

  WM DR

1. Physical Classroom has a comfortable environment 3.48 SA

for students.
2. Available updated learning materials like textbooks,
worksheets, etc. were used by the students in 3.28 SA
Physical Classroom.
3. Physical Classroom is easy to access for the 3.38 SA
students.
4. Physical Classroom promotes high quality of 3.58 SA
education.
5. Physical Classroom motivates students’ interests in 3.5 SA
classroom participation.
TOTAL 3.44 SA
Table 8. Physical Classroom Learning Outcomes

As shown in table 8, the learning effectiveness of the respondents in

Physical Classroom in terms of Learning Outcomes was Strongly agree with

an Average weighted mean of 3.44. The highest computed weighted mean

was 3.58 it implies that physical classroom promotes high quality of

education. The lowest computed weighted mean was 3.28 it implies that the

availability of updated learning materials like textbook, worksheets, etc., were

 xxxiv

used by students in physical classroom. It suggests that can easily learned

from the physical classroom because they can easily identify the learning

outcomes of the topic or subject. They also, motivate to perform in the class

by showing interest upon discussion (CDC Healthy Schools). Physical

environment performs better in learning outcomes. The researcher suggests

that using of instructional materials helps students to achieve in class, and

motivated in participating in class (Baafi, R., 2020).

3. Learning effectiveness of Students in E-Classroom

In tables 9 to 11 represents the Learning effectiveness of students in E-

Classroom in terms of Accessibility, Easiness and Learning Outcomes.

WM DR
1. Focus on the content is easy on E- 2.78 A
Classroom.
2. Process of learning is easy in E-Classroom. 2.78 A

3. Simplifying the learning process is easy on 2.7 A

E-Classroom.

4. Use of resources is easy on E- Classroom. 2.95 A

5. E-Classroom is comfortable. 2.95 A

TOTAL 2.83 A
Table 9. E-Classroom Accessibility

As shown in table 9, the learning effectiveness of the respondents in

Physical Classroom in terms of Accessibility was Agree with an Average

weighted mean of 2.83. The highest computed weighted mean was 2.95 it

implies that the use of resources is easy on e-classroom and e-classroom is

 xxxv

comfortable. The lowest computed weighted mean was 2.7 it implies that

simplifying the learning process is easy on e-classroom. It implies that the

lessons are delivered through digital resources, students are being flexible

and comfortable in terms of e-classrooms since they are allowing them to

connect through their mobile phones and listen. Online learning means that

the students can now access their learning materials online and anytime

(B.F.Darkwa., and S. Antwi., 2021). They access through laptops, mobile

phones, tablets, and desktops that can utilized electronic library, lessons and

other useful online apps that will used in their studies (CHED Memo Order

No.04, series of 2020).

Table 10. E-Classroom Easiness

WM DR

1. E- Classroom develops high literacy skills. 2.88 A

2. E- Classroom develops high numeracy 2.8 A
skills.
3. E- Classroom develops computer literacy. 3.05 A
4. E- Classroom develops good moral and 2.83 A
values.
5. E-Classroom develops good academic 2.83 A
performance.
TOTAL 2.88 A

As shown in table 10, the learning effectiveness of the respondents in

Physical Classroom in terms of Easiness was Agree with an Average

weighted mean of 2.88. The highest computed mean was 3.05 it implies that

e- classroom develops computer literacy. The Lowest computed weighted

mean was 2.8 it implies that e-classroom develops high numeracy skills. It

indicates that students are provided with updated study material that can be
 xxxvi

studied anytime. They became flexible because they aren’t just learning

instead, they also develop their literacy skills (J. Isha., (2020). The perceived

usefulness of the course develops students their numeracy skills, computer

literacy and become flexible. They also, satisfied and created an interactive

environment that is effective to have a good academic performance (Arbaugh,

JB., 2022).

Table 11. E-Classroom Learning Outcomes

WM DR

1. E- Classroom has a comfortable environment for 2.8 A

students.
2. Available updated learning materials like Laptops,
cellphones, videos, etc. were used by the students on 3.08 A
E- Classroom.
3. E- Classroom is easy to access for the students. 2.85 A

4. E- Classroom promotes high quality of education. 2.75 A

5. E- Classroom motivates students’ interests in classroom 2.78 A

participation.
TOTAL 2.85 A

As shown in table 11, the learning effectiveness of the respondents in

Physical Classroom in terms of learning outcomes was Agree with an

Average weighted mean of 2.85. The highest computed weighted mean was

3.08 it implies that the available updated learning materials like Laptops,
 xxxvii

cellphones, videos, etc. were used by the students in e-classroom. And the

lowest computed weighted mean was 2.75 it implies that e-classroom

promotes high quality of education and e-classroom motivates students’

interest in classroom participation. Suggest that E-learning produces

constructive learning outcomes, as it allows students to actively participate in

learning at any time and any places. They can easy access the learning

materials on the applications they used in learning (Lee et. al., 2019). E-

learning or blended learning provides highest learning outcomes, creates the

most satisfied students and/or higher rate of completion. We generally

assumed that more innovative used of mobile technology leads to a greater

outcome (Petersen, AK. et. al., 2018).

Analysis of Variance to test the learning effectiveness of Student

in Physical Classroom in terms of Accessibility.

Source
Decision/
of SS df MS F P-value F crit
Interpretation
Variation
Between 0.16
Groups 0.667 4 7 0.581 0.677 2.419187 Accept Ho
Within 54.51 0.28
Groups 3 190 7 Not
55.17 Significant
Total
9 194

This table shows the Analysis of Variance to test the learning

effectiveness of student in Physical classroom in terms of Accessibility.

The computed significant value (Sig.) is 0.677 is greater than (>) 0.05

alpha level of significance. This result indicates that there is no significant

difference in the learning effectiveness of students in physical classroom in

terms of Accessibility, thus the hypothesis is accepted.

 xxxviii

Analysis of Variance to test the learning effectiveness of Student

in Physical Classroom in terms of Easiness.

Source Decision/
P-
of SS df MS F
value
F crit Interpretatio
Variation n
Between
0.851 4 0.213 0.752 0.558 2.419187 Accept Ho
Groups
Within Not
53.744 190 0.283
Groups Significant
Total 54.595 194        
This table shows the Analysis of Variance to test the learning

effectiveness of student in Physical classroom in terms of Easiness.

The computed significant value (Sig.) is 0.558 is greater than (>) 0.05

alpha level of significance. This result indicates that there is no significant

difference in the learning effectiveness of students in physical classroom in

terms of Easiness, thus the hypothesis is accepted.

Analysis of Variance to test the learning effectiveness of Student

in Physical Classroom in terms of Learning Outcomes.

Source P- Decision/
of SS df MS F valu F crit Interpretatio
Variation e n
Between 0.55
2.236 4 1.830 0.125 2.419187
Groups 9 Accept Ho
Within 58.05 0.30
190 Not
Groups 1 6
60.28 Significant
Total 194        
7
This table shows the Analysis of Variance to test the learning

effectiveness of student in Physical classroom in terms of Learning

Outcomes.
 xxxix

The computed significant value (Sig.) is 0.125 is greater than (>) 0.05

alpha level of significance. This result indicates that there is no significant

difference in the learning effectiveness of students in physical classroom in

terms of Learning outcomes, thus the hypothesis is accepted.

Analysis of Variance to test the learning effectiveness of Student

in E-Classroom in terms of Accessibility.

Source
P- Decision/
of
SS df MS F valu F crit Interpretatio
Variatio
e n
n
Between 0.59 1.55 2.41918
2.390 4 0.188
Groups 7 4 7 Accept Ho
Within 73.02 19 0.38
Groups 6 0 4 Not
75.41 19 Significant
Total        
5 4

This table shows the Analysis of Variance to test the learning

effectiveness of student in E-classroom in terms of Accessibility.

The computed significant value (Sig.) is 0.188 is greater than (>) 0.05

alpha level of significance. This result indicates that there is no significant

difference in the learning effectiveness of students in E-classroom in terms of

Accessibility, thus the hypothesis is accepted.

Analysis of Variance to test the learning effectiveness of Student

in E-Classroom in terms of Easiness.

Source
of P- Decision/
Variation SS df MS F value F crit Interpretation
Between Accept Ho
Groups 1.692 4 0.423 1.027 0.394 2.419187
 xl

Within
Groups 78.256 190 0.412 Not
Total 79.949 194         Significant

This table shows the Analysis of Variance to test the learning

effectiveness of student in E-classroom in terms of Easiness.

The computed significant value (Sig.) is 0.394 is greater than (>) 0.05

alpha level of significance. This result indicates that there is no significant

difference in the learning effectiveness of students in E-classroom in terms of

Easiness, thus the hypothesis is accepted.

Analysis of Variance to test the learning effectiveness of Student

in Physical Classroom and E-Classroom in terms of Learning Outcomes.

Source Decision/
P-
of SS df MS F F crit Interpretation
value
Variation
Between Accept Ho
2.954 4 0.738 1.554 0.188 2.419187
Groups Not
Significant
Within
90.308 190 0.475
Groups
Total 93.262 194        

This table shows the Analysis of Variance to test the learning

effectiveness of student in E-classroom in terms of Learning Outcomes.

 xli

The computed significant value (Sig.) is 0.188 is greater than (>) 0.05

alpha level of significance. This result indicates that there is no significant

difference in the learning effectiveness of students in E-classroom in terms of

Learning Outcomes, thus the hypothesis is accepted.

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 xlix

APPENDICES
 l

APPENDIX A

Letter of Permission to Conduct the Study

Republic of the Philippines

PANGASINAN STATE UNIVERSITY
Infanta, Campus
Bamban, Infanta, Pangasinan

Dear Respondent,

The undersigned are presently conducting research for the

thesis entitled Learning Effectiveness of Pangasinan State University -

Infanta Campus Second Year. This thesis is a component of the

degree program of Bachelor of Elementary Education and Bachelor of

Secondary Education; hence, may we request your participation in

answering the questionnaire attach herein. Rest assured that all

information or data given shall be accorded with utmost confidentiality

and anonymity according to the ethics of research.

Thank you very much.

God Bless!

Angie M. Ancheta Gizel M. Barnachea Mary Joy N. Merindo

Joanne B. Mirador John Norbert Anthony O. Modelo Aira Mae Nafarrete

Researchers/BEEd-IV Students
 li

APPENDIX B

QUESTIONAIRE

1. PROFILE OF THE RESPONDENTS.

Kindly fill up or put a check mark ( / ) on the following items:
Profile of the respondents in terms of:
A. Gender
( ) Male
( ) Female
B. Technology/Gadget used (during E-classroom)
( ) Cellphone
( ) Laptop/Computer
( ) Tablet
C. Internet facility in your house
( ) Wi-Fi
( ) Mobile Data/Cellular Data
( ) Broadband
Others (please specify) ______________________.
D. Income of Parent
( ) Below – 5,000
( ) 5,000 – 10,000
( ) 10,000 – 15,000
( ) 15,000 – and above
E. General Weighted Average
Grade 11 : __________
First Year (Second Semester) : ______________

2. Direction: Please assess the Physical Classroom experience

based on the following criteria. Please put a check mark on the
appropriate column of your personal perception on the listed
items using the following rating scale:
4-Strongly Agree 3- Agree
2- Disagree 1- Strongly Disagree

2.1. PHYSICAL CLASSROOM ACCESSIBILITY

Strongly Agree Disagree Strongly
Agree Disagree
 lii

Focus on the content is easy

on Physical Classroom
situation.
Process of learning is easy in
Physical Classroom.
Simplifying the learning
process is easy on Physical
Classroom.
Use of resources is easy on
Physical Classroom.
Physical Classroom is
comfortable.

2.2 PHYSICAL CLASSROOM EASINESS

Strongly Agree Disagree Strongly
Agree Disagree
Physical Classroom develops
high literacy skills.
Physical Classroom develops
high numeracy skills.
Physical Classroom develops
computer literacy.
Physical Classroom develops
good moral and values.
Physical Classroom develops
good academic performance.

2.3PHYSICAL CLASSROOM LEARNING OUTCOMES

Strongly Agree Disagree Strongly
Agree Disagree
Physical Classroom has a
comfortable environment for
students.
Available updated learning
materials like textbooks,
worksheets, etc. were used
by the students in Physical
Classroom
Physical Classroom is easy to
access for the students
Physical Classroom promotes
high quality of education
Physical Classroom motivates
students’ interests in classroom
participation.
 liii

3.Direction: Please assess the E-Classroom experience based on the

following criteria. Please put a check mark on the appropriate column of
your personal perception on the listed items using the following rating scale:
4-Strongly Agree 3- Agree
2- Disagree 1- Strongly Disagree

3.1. E-CLASSROOM ACCESSIBILITY

Strongly Agree Disagree Strongly
Agree Disagree
Focus on the content is
easy on E- Classroom
Process of learning is
easy in E-Classroom
Simplifying the learning
process is easy on E-
Classroom.
Use of resources is
easy on E- Classroom.
E-Classroom is
comfortable.

3.2. E-CLASSROOM EASINESS

Strongly Agree Disagree Strongly
Agree Disagree
E- Classroom develops
high literacy skills.
E- Classroom develops
high numeracy skills.
E- Classroom develops
computer literacy
E- Classroom develops
good moral and values.
E-Classroom develops
good academic performance.

3.3. E-CLASSROOM LEARNING OUTCOMES

Strongly Agree Disagree Strongly
Agree Disagree
E- Classroom has a
comfortable environment for
students
Available updated learning
materials like Laptops,
cellphones, videos, etc.
were used by the students on
E- Classroom
E- Classroom is easy to access
for the students
E- Classroom promotes high
quality of education
 liv

E- Classroom motivates
students’ interests in classroom
participation.

CURRICULUM VITAE
 lv

ANCHETA, ANGIE M.
Doliman, Infanta, Pangasinan
anchetaangie4@gmail.com
0905-380-5326

PERSONAL INFORMATION

Birthdate : January 27, 2001

Birthplace : Doliman, Infanta, Pangasinan
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Height : 5’4
Weight : 49 kgs
EDUCATIONAL BACKGROUND
Tertiary : BACHELOR OF ELEMENTARY
EDUCATION
PANGASINAN STATE UNIVERSITY
INFANTA CAMPUS, INFANTA
PANGASINAN
Year Graduated SY: Present
Secondary : GUISGUIS NATIONAL HIGH
SCHOOL
GUISGUIS STA. CRUZ, ZAMBALES
Year Graduated SY: 2018-2019

Primary : DOLIMAN ELEMENTARY SCHOOL

DOLIMAN, INFANTA, PANGASINAN
Year Graduated SY: 2012-2013
 lvi

BARNACHEA, GIZEL M.
Nangalisan, Infanta, Pangasinan
gizelbarnachea22@gmail.com
0912-122-1315

PERSONAL INFORMATION

Birthdate : August 22, 2000

Birthplace : Nangalisan, Infanta, Pangasinan
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Height : 5’1
Weight : 54 kgs
EDUCATIONAL BACKGROUND
Tertiary : BACHELOR OF ELEMENTARY EDUCATION
PANGASINAN STATE UNIVERSITY
INFANTA CAMPUS, INFANTA
PANGASINAN
Year Graduated SY: Present
Secondary : ST. JOHN’S INSTITUTE
POBLACION, INFANTA, PANGASINAN
Year Graduated SY: 2018-2019

Primary : NANGALISAN ELEMENTARY SCHOOL

NANGALISAN, INFANTA, PANGASINAN
Year Graduated SY: 2012-2013
 lvii

MERINDO, MARY JOY N.

Nangalisan, Infanta, Pangasinan
merindomaryjoy@gmail.com
0910-472-4622

PERSONAL INFORMATION

Birthdate : September 27, 1999

Birthplace : Nangalisan, Infanta, Pangasinan
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Height : 5’2
Weight : 55 kgs
EDUCATIONAL BACKGROUND
Tertiary : BACHELOR OF ELEMENTARY
EDUCATION
PANGASINAN STATE UNIVERSITY
INFANTA CAMPUS, INFANTA
PANGASINAN
Year Graduated SY: Present
Secondary : GUISGUIS NATIONAL HIGH
SCHOOL
GUISGUIS STA. CRUZ, ZAMBALES
Year Graduated SY: 2018-2019

Primary GUISGUIS ELEMENTARY SCHOOL

GUISGUIS STA. CRUZ, ZAMBALES
Year Graduated SY: 2012-2013
 lviii

MIRADOR, JOANNE B.
Doliman, Infanta, Pangasinan
jbmirador2000@gmail.com
0905-380-5326

PERSONAL INFORMATION

Birthdate : September 11, 200

Birthplace : Doliman, Infanta, Pangasinan
Gender : Female
Civil Status : Single
Religion : Bible Baptist
Height : 5’
Weight : 42 kgs
EDUCATIONAL BACKGROUND
Tertiary : BACHELOR OF ELEMENTARY
EDUCATION
PANGASINAN STATE UNIVERSITY
INFANTA CAMPUS, INFANTA
PANGASINAN
Year Graduated SY: Present
Secondary : CATO NATIONAL HIGH SCHOOL
CATO, INFANTA, PANGASINAN
Year Graduated SY: 2018-2019

Primary : DOLIMAN ELEMENTARY SCHOOL

DOLIMAN, INFANTA, PANGASINAN
Year Graduated SY: 2012-2013
 lix

NAFARRETE, AIRA MAE A.

Nangalisan, Infanta, Pangasinan
airamaenafarrete@gmail.com
0946-707-6332

PERSONAL INFORMATION

Birthdate : November13, 2000

Birthplace : Infanta, Pangasinan
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Height : 5’
Weight : 57 kgs
EDUCATIONAL BACKGROUND
Tertiary : BACHELOR OF ELEMENTARY EDUCATION
PANGASINAN STATE UNIVERSITY
INFANTA CAMPUS, INFANTA
PANGASINAN
Year Graduated SY: Present
Secondary : ST. JOHN’S INSTITUTE
POBLACION, INFANTA, PANGASINAN
Year Graduated SY: 2018-2019

Primary : NANGALISAN ELEMENTARY SCHOOL

NANGALISAN, INFANTA, PANGASINAN
Year Graduated SY: 2012-2013
 lx

MODELO, JOHN NORBERT ANTHONY O.

Nangalisan, Infanta, Pangasinan
modelojohnnorbertanthony@gmail.com
0991-520-7203

PERSONAL INFORMATION

Birthdate : March 28, 2000

Birthplace : Infanta, Pangasinan
Gender : Male
Civil Status : Single
Religion : Born Again Christian
Height : 5’6
Weight : 70
EDUCATIONAL BACKGROUND
Tertiary : BACHELOR OF ELEMENTARY EDUCATION
PANGASINAN STATE UNIVERSITY
INFANTA CAMPUS, INFANTA
PANGASINAN
Year Graduated SY: Present
Secondary : ST. JOHN’S INSTITUTE
POBLACION, INFANTA, PANGASINAN
Year Graduated SY: 2018-2019

Primary : NANGALISAN ELEMENTARY SCHOOL

NANGALISAN, INFANTA, PANGASINAN
Year Graduated SY: 2012-2013