CHAPTER I

The Problem and Its Background

Background of the Study
All human beings carry prior knowledge. For example, when a person enters a

new situation, they are not blank slates with no pre-existing knowledge. Instead, they

have with them what they have learned in previous situations and life experiences,

which informs how they then interact with every new situation they encounter. Prior

knowledge is defined as all the knowledge one has before learning about a particular

topic. This study aimed to determine the prior knowledge of senior high school students

during online class at Jesus F. Magsaysay Technical Vocational High School.

Broad concepts such as “world knowledge” and “background knowledge” was

considered as prior knowledge (Dochy, 1992). In his research he distinguishes between

domain-specific knowledge and subject-oriented knowledge. Alexander et al. (1994)

use this classification as well but refer to subject-oriented knowledge as topic-

knowledge. Both consider domain-specific knowledge as knowledge of a broader

subject area, whereas topic knowledge or subject-oriented knowledge is knowledge of

a specific topic within a subject.

Research on prior knowledge often is on mathematical or scientific topics. The

advantage of investigating prior knowledge of such topics is that they are well-

structured and clearly defined in terms of related topics. It is easy to allocate to these

topics the domain-specific prior knowledge necessary to acquiring subsequent

knowledge. (Alexander and Murphy, 1998; DeMarie et al., 2004)

In research there are definitions on when a topic or problem is ill-defined or ill-

structured. Ill-structured knowledge domain has had two characteristics. First, each

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case of knowledge application involves the interaction and involvement of multiple,

sometimes complex conceptual structures which might be widely different from each

other. Second, every case of application varies in what kind of knowledge and domains

might need to be involved, even if the different cases seem to be similar. (Spiro et al,

1992)

Statement of the Problem

This study aimed to determine the prior knowledge of senior high school

students during online class at Jesus F. Magsaysay Technical Vocational High School.

It precisely sought to answer the following questions:

1. What is the respondent’s demographic profile in terms of:

1.1. Age

1.2. Sex

1.3. Grade/Strand?

2. What are the impact of prior knowledge on online class of senior high school

students?

3. How does digital learning influence the behavior of Jesus F. Magsaysay Technical

Vocational High School’s senior high school students?

Significance of the Study

The prior knowledge during online class of senior high school students at Jesus

F. Magsaysay Technical Vocational High School is very beneficial for the students who

wants to improve or enhance their knowledge. And for teachers to guide and encourage

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students to achieve higher grades than before in order for their students to have a bright

future ahead of them.

Students – they will recognize that their prior knowledge is related to their current

lessons or studies.

Teachers – they will be able to personally guide their students, allowing them to teach

more effectively than before.

Future Researchers – they will benefit from gaining a better understanding of the

impact of prior knowledge on online learning behavior.

Scope and Delimitation

This study focused on the prior knowledge of senior high school students during

online classes at Jesus F. Magsaysay Technical Vocational High School. The data

collection will be conducted to the Senior High School students of Jesus F. Magsaysay

Technical Vocational High School S.Y. 2022-2023. The study would be done through

the utilization of questionnaire to the students as survey and reference. By this strategy,

the researcher will be able to know the impact of prior knowledge on online learning

behavior of senior high school students at Jesus F. Magsaysay Technical Vocational

High. The respondents of this research study were the Grade 11 and Grade 12 Senior

High School students of each strand (HUMSS, CSS and H.E I, II, and III). The study

was conducted in the second quarter of 2023 with an overall number of respondents of

30.

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 CHAPTER II
Review of Related Literature and Studies
This chapter presented the review of related literature and studies which helped

the researchers gain insights for the conduct of the present study.

Review of Related Literature

Students regularly use Web-primarily based totally substances as their primary,

and regularly simplest, informational reassets for instructional duties (e.g., Graham &

Metaxas, 2003). Although college students are obsessed with the usage of on line

substances, studies proof indicates that even university college students understand

themselves as extra able to the use of generation than they truly are (Stone & Madigan,

2007). According to Graham and Metaxas (2003), they located that scholars had trouble

figuring out honest reassets, have been now no longer consistently capin a position to

distinguish among marketing and marketing and truth, and did not verify online facts

with the aid of using checking more than one reassets.

The hassle can be particularly severe while one considers now no longer simply

locating statistics on line, however gaining knowledge of from such statistics. For

people engaged in self-directed gaining knowledge of responsibilities (e.g., the usage

of online assets to jot down a systematic essay), powerful use of online assets calls for

college students to install a chain of complicated behaviors. Students have to determine

on seek phrases applicable to their data needs, behavior searches the usage of their seek

phrases and alternatives from on-line seek engines, compare lists of capacity assets to

determine what to discover, pick out how lengthy to discover an internet resource, and

determine whilst sufficient data has been gathered.

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 From a cognitive perspective, freshmen need to pick out and encode applicable

statistics from probably big quantities of online content material and constantly

combine the brand new facts that they discover into an accurate, universal know-how

of area content material. Overall, those demanding situations are crucial to complicated

cognitive tactics which include sensemaking and self-regulated studying (Russell,

Jeffries, & Irani, 2008; Azevedo, Guthrie, & Seibert, 2004; Azevedo, Moos, Greene,

Winters, & Cromley, 2008).

Students do not come into courses as blank slates, but rather with knowledge

gained in other courses and through daily life. This knowledge consists of an amalgam

of facts, concepts, models, perceptions, beliefs, values, and attitudes, some of which

are accurate, complete, and appropriate for the context, some of which are inaccurate,

insufficient for the learning requirements of the course, or simply inappropriate for the

context.

Students build on a foundation of robust and accurate prior knowledge, forging

links between previously acquired and new knowledge that help them construct

increasingly complex and robust knowledge structures. Students may not make

connections to relevant prior knowledge spontaneously. If they do not draw on relevant

prior knowledge, if the knowledge is inactive, it may not facilitate the integration of

new knowledge. Moreover, if students’ prior knowledge is insufficient for a task or

learning situation, it may fail to support new knowledge, whereas if it is inappropriate

for the context or inaccurate, it may actively distort or impede new learning.

Other researchers have examined the critical role of prior knowledge in laying

the groundwork for new learning. Researchers have seen that if students’ prior

knowledge has gaps and insufficiencies it may not adequately support new knowledge.

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If prior knowledge is applied in the wrong context, it may lead students to make faulty

assumptions or draw inappropriate parallels. In addition, inaccurate prior knowledge

some of which can be surprisingly difficult to correct can both distort students’

understanding and interfere with incoming information (Ambrose et al., 2010).

Activating Prior Knowledge is basically important in students understanding,

because it allows them and helps make connections to the new information. By using

what students already know, it helps the teacher assist students with the learning process

because it give him/her an idea of what students know and what they still need to learn.

It is simply to use background knowledge to make understanding of what the text mean.

According to schema theory, as students learn about the world, they develop a schema

and are allowed to make connections to many other things. In Piaget’s schema theory,

it’s stated that activating prior knowledge before reading essential can connect

something “old” to something new to helps us better understand the new. As students

are reading they are able to access their schema and make understand of the text and

use their experiences. When students and teachers applied schema theory to reading

comprehension readers constantly connect their background knowledge to the new

knowledge in a text to help them make sense of the reading (Gunning, 2012).

Activating prior knowledge is something that we do naturally as readers, as

mature readers. We always relate what we’re reading to something we know. As a

matter of fact when we read we really have to think about those connections. Sometimes

students don’t access their background knowledge because they never think that it’s

important or if they don’t have the background knowledge the teacher doesn’t have an

opportunity to really build that background knowledge (Clewell, 2012).

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Conceptual Framework

INPUT PROCESS OUTPUT

Students who Survey Identified the prior

questionnaire
had experience knowledge of senior
Weighted Mean high school students
online

learning/class. . during online class.

Figure 1 Framework of the Study

Definition of Terms

For the purpose of clarification, the important terms used in this study have

been defined.

The following terms are:

Prior knowledge. – it used to help students see the connection between previous

learning and new instruction, builds on what students already know.

Online.- connected to, served by, or available through a system and especially a

computer or telecommunications system (such as the Internet)

Behavior.- the way in which one acts or conducts oneself, especially toward others.

Online learning.- it allows students to attend classes from any location using any

gadgets available.

Learning behavior. - learned actions that enable students to access learning and

interact with others productively in the community.

Web-based. - it is a system that provides access to a software system using a computer

and internet connection.

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8|Page
 CHAPTER III
METHODOLOGY OF THE STUDY
This chapter concentrated on the discussion of the research methods and

procedures adhered to by the researcher in order to answer systemically the specific

problems posed for investigation. Specifically, the research method population and

samples, research locale, research instrument, data gathering procedure, and statistical

treatment of the data used for accurate data analysis and interpretation were explained

in this chapter.

Research Method and Technique Used

This study used descriptive-survey method design of research. The descriptive-

survey method design is an approach of descriptive research that blends quantitative

and qualitative data to provide a relevant and accurate information. It utilized research

questionnaire to gather the needed data essential for the study. Quantitative methods

were used to observe the relationship between the variables with the principal objective

analyzed and associated mathematically through the use of statistical analysis.

Population and Samples

Jesus F. Magsaysay Technical Vocational High School is one of the school in

Castillejos, Zambales. There are almost 800 students who are currently enrolled in this

school. The researchers choose the population of Senior High School who has 300

students and 10% of it was chosen as representative of the study. The researcher

employed the purposive sampling scheme by selecting students each section who has

experience online class in Senior High School. The selection is based on the result of

selection by each section. According to Robinson (2014), purposive sampling is

intentional selection of informants based their ability to elucidate a specific theme,

concept, or phenomenon.
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Research Locale

The survey is conducted at Jesus F. Magsaysay Technical Vocational High

School, San Jose, Castillejos, Zambales.

Figure 2.0 Map of Jesus F. Magsaysay Technical Vocational High School.

Research Instrument

In this study, the researchers used questionnaire. The questionnaire is a set of

orderly arrange questions carefully prepared to answer by a group of people design to

collect facts and information. The questionnaire was about the past knowledge of the

students from the previous online class. The choices was consist of not much, a little,

some and a lot. We used Likert Scale Method in the survey questionnaire to specify the

level of agreement of the respondents to the statement.

Data Gathering Procedure

This study had two phases: phase 1 and phase 2

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Phase 1:

The researcher sent a letter of request to conduct a study to the school principal

of Jesus F. Magsaysay Technical Vocational High School. Copies of the research

questionnaire were attached to the letter.

Phase 2:

After getting permission, the researchers started floating their research

questionnaire to students of HUMMS, CSS and H.E I, II, and III whose representative

of the study.

Data Processing and Statistical Treatment

In this study, the researchers used weighted mean and Likert Scale.

1. Weighted mean.

The weighted mean was computed to get the average or central value of the

response in every statement using this formula:

Figure 3.0 Weighted Mean Formula

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 2. Likert Scale

Likert Scale are used to measure respondents' attitudes to a particular questions

or statement. In this research, Likert Scale is used to determine the interval of frequency

dissatisfaction. The scales that will be used are shown below:

Likert Scale Interval Verbal Description

4 3.51 - 4.00 A lot

3 2.51 – 3.50 Some

2 1.51 - 2.50 A Little

1 1.00 - 1.50 Not Much

Figure 4.0 Likert Scale Table

Analysis of Likert Scale utilized descriptive statistics specifically, mean,

median, and interquartile range. Additional data analysis procedures include skewness.

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 CHAPTER IV
RESULTS AND DISCUSSION

This chapter presented the result and discussion of data gathered from the 30

Senior High School students of Jesus F. Magsaysay Technical Vocational High School

that answers survey questionnaires distributed to the field. The said data were presented

in tabular form in accordance with the specific questions posited on the statement of

the problem.

Results
SOP1: What is the respondent’s demographic profile in terms of
1.1 Age

1.2 Sex

1.3 Grade /Strand?

Table no. 1
Frequency and Percentage of the Respondents in terms of age

AGE FREQUENCY PERCENTAGE(%)

80%
16-17 24
20%
18-19 6
100%
TOTAL 30

According to the Table 1, 80% of the respondents of the study has age of 16-17

years old and 20% for age of 18-19. Therefore majority of the respondents that answer

the survey questionnaire was students that has age of 16-17.

Table no. 2

Frequency and Percentage of the Respondents in terms of Sex

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 SEX FREQUENCY PERCENTAGE(%)
53.3%
MALE 16
46.7%
FEMALE 14
100%
TOTAL 30

According to the Table 2, 53.3% of the respondents of the study was male and

46.7% was for female respondents. Therefore majority of the respondents that answer

the survey questionnaire was male, because it has the highest value (53.3%) than female

(46.7%).

Table no. 3

Frequency and Percentage of the Respondents in terms of Grade/Strand

GRADE/STRAND FREQUENCY PERCENTAGE(%)

HUMSS 11 & 12 11 36.7%

CSS 11 & 12 10 33.3%

HE I,II and III 11 &
9 30%
12
TOTAL 30 100%

According to the Table 3, 33.7% respondents that has participate in the survey

was came from HUMSS 11 & 12, 33.3% for CSS 11 & 12, 30% for H.E I, II and III.

Therefore majority of Senior High School students that answer survey questionnaire

was came from HUMSS 11 & 12 which it is has the highest value (33.7%) than CSS

11 & 12 (33.3%), and H.E I, II, and III (30%).

SOP2: What are the impact of prior knowledge on online class of senior high

school students?

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Table no. 1
The Prior Knowledge of Senior High School Students During Online Class statement
no. 1
A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I understand the lessons we are tackling

2 19 7 2 2.7
during our online class.

After the tallying of the survey questionnaire, it was found that 19 respondents

answered some with the statement “I understand the lessons we are tackling during our

online class”, 7 respondents answered a little, 2 answered a lot, while 2 answered not

much.

The weighted mean of 2.7 falls under Some. Generally, respondents understand

some of the lesson that they were tackling during online class.

Table no. 2

The Prior Knowledge of Senior High School Students During Online Class statement
no. 2
A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)
I was able to answer the given activities. 12 12 5 1 3.17

After the tallying of the survey questionnaire, it was found that 12 respondents

answered a lot and 12 respondents answered some with the statement “I was able to

answer the given activities”, 5 answered a little, while 1 answered not much.

The weighted mean of 3.17 falls under Some. Generally, respondents were able

to answer some of activities given by the teacher during online class.

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Table no. 3

The Prior Knowledge of Senior High School Students During Online Class statement
no. 3
A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I did advance studying for online class

2 10 10 8 2.2
recitations.

After the tallying of the survey questionnaire, it was found that 10 respondents

answered some and 10 respondents answered a little with the statement “I did advance

studying for online class recitations”, 8 answered not much, while 2 answered a lot.

The weighted mean of 2.2 falls under A little. Generally, respondents does

advanced studying a little to be able to answer in recitation.

Table no. 4

The Prior Knowledge of Senior High School Students During Online Class statement
no. 4
A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I have prior knowledge in my subjects. 5 8 14 3 2.5

After the tallying of the survey questionnaire, it was found that 14 respondents

answered a little with the statement “I have prior knowledge in my subjects”, 8

answered some, 5 answered a lot, while 3 answered not much.

The weighted mean of 2.5 falls under A little. Generally, respondents has a little

prior knowledge in their subjects.

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Table no. 5

The Prior Knowledge of Senior High School Students During Online Class statement
no. 5
A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I am listening to the online lessons. 8 12 6 4 2.8

After the tallying of the survey questionnaire, it was found that 12 respondents

answered some with the statement “I am listening to the online lessons”, 8 answered a

lot, 6 answered a little, while 4 answered not much.

The weighted mean of 2.8 falls under Some. Generally, respondents was

listening some of the lesson during online class.

SOP3: How does digital learning influence the behavior of Jesus F. Magsaysay

Technical Vocational High School’s senior high school students?

Table no. 6

The Prior Knowledge of Senior High School Students During Online Class statement

no. 6

A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I know the steps to take when our teacher

12 14 4 0 3.3
gives us activities to answer on google form.

After the tallying of the survey questionnaire, it was found that 14 respondents

answered some with the statement “I know the steps to take when our teacher gives us

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activities to answer on google form”, 12 answered a lot, 4 answered a little, while none

answered not much.

The weighted mean of 3.3 falls under Some. Generally, respondents was know

some of the steps on how to take the activities in google form during online class.

Table no. 7

The Prior Knowledge of Senior High School Students During Online Class statement

no. 7

A A Not
W.
STATEMENT lot Some little Much
M
(4) (3) (2) (1)

I can troubleshoot when the internet

connection is slowing down while I’m in 8 9 13 0 2.8
online class.

After the tallying of the survey questionnaire, it was found that 13 respondents

answered a little with the statement “I can troubleshoot when the internet connection is

slowing down while I’m in online class”, 9 answered some, 8 answered a lot, while

none answered not much.

The weighted mean of 2.8 falls under Some. Generally, respondents say that

some of them was able to troubleshoot when the internet connection is slowing down

during online class.

Table no. 8

The Prior Knowledge of Senior High School Students During Online Class statement

no. 8

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 A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I know what should be done and should not

10 12 7 1 3.0
be done while taking an online class.

After the tallying of the survey questionnaire, it was found that 12 respondents

answered some with the statement “I know what should be done and should not be done

while taking an online class”, 10 answered a lot, 7 answered a little, while 1 answered

not much.

The weighted mean of 3.0 falls under Some. Generally, respondents say that

some of them was know what should be do and should not do during online class.

Table no. 9

The Prior Knowledge of Senior High School Students During Online Class statement

no. 9

A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I can explain my answer very well during

4 14 11 1 2.7
recitation.

After the tallying of the survey questionnaire, it was found that 14 respondents

answered some with the statement “I can explain my answer very well during

recitation”, 4 answered a lot, 11 answered a little, while 1 answered not much.

The weighted mean of 2.7 falls under Some. Generally, respondents say that

they can explain their answer very well during online.

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Table no. 10

The Prior Knowledge of Senior High School Students During Online Class statement

no. 10

A A Not
STATEMENT lot Some little Much W.M
(4) (3) (2) (1)

I did a preparation before attending online

13 6 5 6 2.9
class.

After the tallying of the survey questionnaire, it was found that 13 respondents

answered a lot with the statement “I did a preparation before attending online class”, 6

answered some, 5 answered a little, while 6 answered not much.

The weighted mean of 2.9 falls under Some. Generally, a lot of respondents say

that they did preparation before attending online class.

Overall Results

Table no. 1
Overall Frequency and Percentage in terms of Age, Sex, and Grade/Strand

AGE F % SEX F % GRADE/STRAND F %

16-17 24 80% MALE 16 53.3% HUMSS 11 & 12 11 36.7%

18-19 6 20% FEMALE 14 46.7% CSS 11 & 12 10 33.3%

HE I,II and III 11

TOTAL 30 100% TOTAL 30 100% 9 30%
& 12

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 Table no. 2
Overall Frequency and Weighted Mean of the Statement
A Not
A lot Some W. Verbal
STATEMENT little Much
(4) (3) M Description
(2) (1)
I understand the lessons we are
2 19 7 2 2.7 SOME
tackling during our online class.

I was able to answer the given

12 12 5 1 3.17 SOME
activities.

I did advance studying for online

2 10 10 8 2.2 A LITTLE
class recitations.

I have prior knowledge in my

5 8 14 3 2.5 A LITTLE
subjects.

I am listening to the online lessons. 8 12 6 4 2.8 SOME

I know the steps to take when our

teacher gives us activities to answer 12 14 4 0 3.3 SOME
on google form.
I can troubleshoot when the internet
connection is slowing down while 8 9 13 0 2.8 SOME
I’m in online class.
I know what should be done and
should not be done while taking an 10 12 7 1 3.0 SOME
online class.
I can explain my answer very well
4 14 11 1 2.7 SOME
during recitation.

I did a preparation before attending

13 6 5 6 2.9 SOME
online class.

Based on the tables presented above, it was found out that the majority of

students that answer in the survey questionnaire were age of 16-17, in terms of sex male

has the highest value than female, in terms of grade level and strand HUMMS is the

one who has the highest value than other strand. It was also found out that the majority

of students that answer the questionnaire were answered SOME.

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 CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATION
In this chapter, the researchers presented the summary of findings, conclusion

and recommendation.

This study was conducted for the purpose of determining the Prior Knowledge

of Senior High School students during Online Class at Jesus F. Magsaysay Technical

Vocational High School. The descriptive-survey method was utilized and Likert Scale

was used for gathering data. The survey questionnaire served as the instrument for

collecting data. The respondents of the study was 30 Senior High School students.

Summary of Findings

The findings of the study were summarized according to the statement of the

problem stated in chapter 1.

SOP1: What is the respondent’s demographic profile?

 In terms of age the respondents, 80% of the respondents of the study has age of

16-17 years old and 20% for age of 18-19.

 In terms of gender of the respondents, 53.3% of the respondents of the study

was male and 46.7% was for female respondents that answer the survey

questionnaire.

 In terms of grade/strand of the respondents, 33.7% respondents that has

participate in the survey was came from HUMSS 11 & 12, 33.3% for CSS 11

& 12, 30% for H.E I, II and III.

SOP2: What are the impact of prior knowledge on online class of senior high

school students?

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  In statement no. 1, respondents understand some of the lesson that they were

tackling during online class.

 In statement no. 2, respondents were able to answer some of activities given

by the teacher during inline class.

 In statement no. 3, respondents did has advanced studying a little to be able to

answer in recitation.

 In statement no. 4, respondents has a little prior knowledge in their subjects.

 In statement no. 5, respondents was listening some of the lesson during online

class.

SOP3: How does digital learning influence the behavior of Jesus F. Magsaysay

Technical Vocational High School’s senior high school students?

 In statement no. 6, , respondents was know some of the steps on how to take the

activities in google form during online class.

 In statement no. 7, respondents say that some of them was able to troubleshoot

when the internet connection is slowing down during online class.

 In statement no. 8, respondents say that some of them was know what should

be do and should not do during online class.

 In statement no. 9, respondents say that they can explain their answer very well

during online.

 In statement no. 10, a lot of respondents say that they did preparation before

attending online class.

Conclusions

Based on the summary of findings above. It was showed that the students were

lacking in terms of prior knowledge. The results could be seen, as follows:

 The students can barely understand the lesson that they were tackling.

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  The students was not able to answer the activities.

 The students can not answer the recitation without a problem.

 The students could not use their prior or background knowledge in the next

online classes.

 The students does need more advanced preparation before tackling online class.

Recommendation

Based on the conclusion above and summary of findings in the study that has

been done, the researchers would like to offer some recommendation to others students

and teachers of Jesus F. Magsaysay Technical Vocational High School as follows:

1. Students must continue their studying even the online classes was already in the

end because of mandatory face-to-face classes, so they can make a better future

for themselves.

2. Teachers must also continue their guidance to the students, improved them, help

them when they need help and help them to make their dreams come true.

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