Section: MAPITAGAN

Group Number: 3

Leader: Mary Jane Cinco

Members: Janelle Ramirez Hazel Pearl Pineda
Alyssa Reyes Christia Marie Galang
Queny Fructozo Jarlene Roxane Tongol

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Quarter 3 – Week 4
INSTRUCTION:
Since you have already worked on your literature review section of Chapter 2, now work on your
RRS (Review of Related Studies). You should at least have a minimum of six (6) local and international
studies.
Before you write your review of related studies, please accomplish the template for each study
below.

RRS – 1
Author Christopher DC. Francisco1
and Marites C. Barcelona

Date (Year) of Publication 2020

Title of the Study Effectiveness of an Online Classroom for Flexible

Learning

Objectives of the Study To determine the effectiveness of Online Classroom to the

students and teachers , To describe the advantage and
disadvantage of online classroom  to the students and
teachers of La Consolancion University , To assess the
knowledge and ability of students in  Online classroom
for flexible learning

Methodology (research design, data collection
and analysis method, sample, etc.)
The method was based on the phenomenology as the
researcher 
wished to describe their perceptions and lived
experiences. 
According to Center for Innovation in Research and 
Teaching of Grand Canyon University, this design is used
to 
describe how human beings experience a certain 
phenomenon and attempts to set aside biases and 
preconceived assumptions about human experiences, 
feelings, and responses to a particular situation. It allows
the 
researchers to delve into the perceptions, perspectives, 
understandings, and feelings of those people who have 
actually experienced or lived the phenomenon or
situation of 
interest, or the so-called, “lived-experiences.”

Data Collection: 
For the smooth flow of the data collection, the 

Salient findings (only that relates to your thesis
or hypothesis)
following procedures were carefully followed by the 
researcher:
1.The researcher briefed the participants about the study
and 
informed them that participation was voluntary. They
were 
given a choice if they wanted to be part of the study or
not.
Data Analysis:
The thematic content analysis was used to analyze 
the interview data. This analysis method comprised of
five 
steps, namely: transcription, checking and editing,
analysis 
and interpretation, and verification. 
Step 1: Transcription. The researcher transferred 
tape recorded data onto paper and read it to get an idea
of  what the data was about.
Ethical Considerations: 
This research considered the ethical standards set by 
the generic research ethics. In so doing, the participants 
were informed about all the steps that were to be taken in
this research. The participants were more important
than the study, and therefore always respected. The
participants were informed that the study was completely
voluntary and would 
not affect their lives as students and as persons, even
their 
families, in any way. Confidentiality was provided, as the 
participants’ identifying information was not sought.
The 
data collection material was kept and destroyed on 
completion of the study.
This section of the research shows the results that the
study found in relation to both research questions and
existing knowledge following the sequence of the research
objectives . 
Challenge. It challenges both the instructor and learners
with regard to usefulness. Students must be
technologically oriented. This means that the students
and teachers would have to go out of the box in using this
web-based classroom. It is an advantage for them to
challenge and equip themselves with the 21st century
skills (ICT) of the educational system of the present time.
On the other hand, also based on experience this
platform has disadvantages:Requires Strong Internet
Connection. It requires strong internet network.
Unluckily not all areas in the country are given the
opportunity of having the privilege of good internet
network. Much of the literature on web based learning
shows that one of the main barriers to the effective use of
teaching materials is the technology (for example, poor
access, slow downloading) rather than the design of the
learning materials themselves. Some of these issues are
discussed in the article, but it is vital that teachers take
on expert help with technical issues in the planning,
design, and delivery of web based learning programmes.
 Doing this can improve learning and are often more
enjoyable and meaningful for learners

Conclusions/Synthesis (Explanation on the Based from the findings of the study, the researcher
relationship of your study to the reviewed hereby offers the following conclusions: 
research) 1.Eliademy as a web-based classroom is indeed one of the
best possible alternative tools and a good avenue for
teaching  and learning by which teachers and learners
can continue their lessons even in times of calamities.
This was evident by the lived experiences of the
respondents. The study found out that Eliademy was
accessible, can promote time management, promptness
and a challenge for the users. Although, it requires strong
internet connections and time pressured. 2.Getting
started with Eliademy is simple. Teachers may follow
these three steps: “Signing in”, “Designing it”, and,
“Managing out”. The first step requires social media
accounts. The second step is about designing the
classroom which includes uploading of discussions, tasks,
assignments, and assessments. The third and last sustains
the quality of such classroom. 3.There are other web-
based classrooms wherein teachers and learners can
interact with besides Eliademy. Teachers may choose
other tools depending on the needs on the learners
because these platforms have their own specialties. These
are open and free of use (e.g. CourseSites, iTunes U,
LatitudeLearning, Myicourse, Schoology, ATutor,
Dokeos, Moodle, etc.
Conclusions/Synthesis (Explanation on the relationship of
your study to the reviewed research):
The results revealed that students strongly agreed that
Eliademy can be used as an alternative tool for teaching
and learning as evidenced by their perceived advantages
and disadvantages of such platform. The study found out
that Eliademy is accessible, can promote time
management, promptness and a challenge for the users
although it requires strong internet connections and time
pressured. The researcher offered three easy steps in
using creating this web-based classroom, to wit: “Signing
in”, “Designing it”, and, “Managing out”. Finally, the
researcher also presented other potential alternative
learning tools by which teachers may utilize depending
on the needs on the learners since such platforms have
their own special features (e.g. CourseSites, iTunes U,
Latitude Learning, Myicourse, Schoology, ATutor,
Dokeos, Moodle, etc.). It was concluded that in times of
calamities, educators and other institutions may consider
the utilization of Eliademy so as not to compromise
classes and even in a regular routine. Doing this may
promote schools’ learning management system (LMS)
which is required by the different accrediting agencies
(e.g. PAASCU, PACUCOA, ISO).  

RRS – 2
Author Tyan Nguyen

Date (Year) of Publication 2014

Title of the Study DETA Research Center Community | No Significant

Difference

Objectives of the Study
Methodology (research design, data collection
and analysis method, sample, etc.)
Objectives of the study - This study examines the
evidence of the effectiveness of online learning by
organizing and summarizing the findings and challenges
of online learning into positive, negative, mixed, and null
findings.
In comparison to the number of positive studies, there
are many, many more studies that found null findings for
the effects of online learning. One of the most cited (1900
citations!) and well-known studies for the effects of
 distance and online education on student learning
outcomes is the seminal work by Thomas Russell (1999).
The author compiled over 350 studies on distance and
online education dating back from 1928 that suggested
that there is no significant difference in the learning
outcomes for the traditional face-to-face format versus
mediated instruction. The author has continued this
work by soliciting and compiling studies on distance
education in its various formats—most of the current
studies are now on online learning—at
http://www.nosignificantdifference.org. Thiswebsite
contains one of the largest collections of studies
comparing the effects of distance and online learning
versus the traditional format. Of all the positive, mixed,
null, and negative findings on the site, about 70 percent
of the studies found no significant differences. However,
one of the most common criticisms of Russell’s work is
that the majority of theoriginal studies have poor
methodology: they often lack control groups, random
assignment, experimental controls for confounding
variables, and little to no discussion of attrition.
Subsequent meta-analyses, such as Bernard et al. (2004)
and Means et al.

Salient findings (only that relates to your thesis
or hypothesis)
Their Participant is also students, difference in
achievement, attitude, and retention outcomes between
distance education, which included online education, and
the traditional face-to-face education. However, there
was significant heterogeneity in student learning
outcomes for different activities. Separating student
learning outcomes based on synchronous and
asynchronous activities, activities that have to be done at
the same time or at each person’s convenience
respectively, showed that the mean achievement effect
sizes for synchronous work were better for the traditional
format, but asynchronous work favored distance
education. In other words, there are better learning
outcomes in the traditional format for activities that have
to be done simultaneously.

Conclusions/Synthesis (Explanation on the According to their findings studies found on Non

relationship of your study to the reviewed significantdifference.org as indicator of the effectiveness
of distance and online learning, it would beobservedthat
research) about 92% of all distance and online education studies
find that distance and online education is at least as
effective, if not better, than traditional education. About
3% of the studies compiled by the site show the reverse,
that traditional face-to-face format is more effective, and
about 4% show mixed findings. However, given the issues
of selection bias that later studies pointed out and the
lack of rigorous methodology of the earlier studies, it is
difficult to say how meaningful these numbers really are.
Moreover, this repository is subject to selection issues
related to voluntary submittal to the site. In terms of high
standard meta-analyses, Means et al. (2010) found there
is positive but modest significant difference in favor of
online learning, and Lack (2013) concluded that there is
not enough evidence one way or another.

RRS – 3
Author Felicismo V. Wenceslo Jr

Date (Year) of Publication 2015

Title of the Study A comparative study on the effectiveness of

e learning technologies used in blended learning
approach

Objectives of the Study To know the effectiveness of e learning technologies

 Methodology (research design, data collection
and analysis method, sample, etc.)
Research Design:
The research design use is experimental.  According
to Sigiyono(2006) experimental research is a research
which has the purpose to find the cause- effect
relationship among the variables on a controlled
condition. 
Data Collection:
The data were obtained through the use of
researcher made survey questionnaires for the
teachers. The survey questionnaires were sent to
respondents through email. The survey questionnaire
was composed of four specific items that
covered common areas of e learning. These items
included the hardware technology, which determined the
most commonly used e learning hardware technologies
used by teachers respondent’s.
Data Analysis:
In the analysis o f data the researcher used
randomized multigroup with a pre-test and a post-test
experimental research study aimed to compare the
effectiveness of e learning technologies used in the
blended learning approach in teaching Advanced
Programming. It was also aimed to find out the most
commonly used e learning tools and technologies by the
faculty members of the NIPSS System teaching.

Salient findings (only that relates to your thesis
or hypothesis)
The study revealed that prior to the intervention, the
level of comptency of students enrolled in the subject was
described as a satisfactory . After the invention the
results showed that their level of comptency in the
subject was veru satisfactory.However, it can be noted
that the students influenced by the e learning
2 (combination of multimedia projector, PDF distributed
file, flash drives or CD ROM distribution and
text contnets) achieved higher mean gain compared
to the students being influenced by e learning
1. ( combination of desktop or laptop
computers, electronic presentation softwares, email
distribution and slide contents) The use of bigger screen
like that of the multimedia projector can provide better
retention of the lesson being discussed and therefore,
better performance. Although the use of desktop or
laptop computer screen have positive gain om the
performance scores, the fact that yhe screen size is small,
the vision of the students towards any lesson imthe
electronic format is compressed in a very limited space in
front near the computer screen.

Conclusions/Synthesis (Explanation on the
relationship of your study to the reviewed
research)
Students are given the opportunities to develop their own
system of understanding, and therefore, learning by
reflecting through past experiences . By allowing students
to work on their own pace through the provision of
alternative modes of instructional delivery other than the
traditional face to face learning , students will develop
the maturity towards acquisition of learning.

RRS – 4
Author Roseclaremath A. Caroro, Miraflor T. Jomuad, Jerry
M. Lumasag

Date (Year) of Publication 2013

Title of the Study Effectiveness of Online Learning System as a

Supplemental Pedagogical Tool

Objectives of the Study This study evaluated the effectiveness of

the Misamis University Online Learning Environment
(MU-OLE) established as a supplemental tool for
classroom learning in all information technology and
computer science subjects.
 Methodology (research design, data collection
and analysis method, sample, etc.)
Salient findings (only that relates to your thesis
or hypothesis)
Conclusions/Synthesis (Explanation on the
relationship of your study to the reviewed
research)
RRS – 5
Author
Date (Year) of Publication
Title of the Study
Objectives of the Study
Methodology (research design, data collection
and analysis method, sample, etc.)
Salient findings (only that relates to your thesis
or hypothesis)
Conclusions/Synthesis (Explanation on the
relationship of your study to the reviewed These learning innovations, however, should be grounded
research)
RRS – 6
Author
Date (Year) of Publication
Title of the Study
Objectives of the Study
Methodology (research design, data collection
and analysis method, sample, etc.)
The study used the quantitative descriptive survey
research method. A researcher-made and validated
questionnaire served as the tool that comprised these
areas: system’s features, account management, uploading
of assignments/activities, account security and the overall
use of the system. A sample of 342 students (N = 1,135)
enrolled (first semester of the academic year 2012-2013)
in information technology or computer science subjects
served as respondents, to evaluate the effectiveness of
the applied supplemental online learning system.
Results showed that the students perceived the MU-OLE
as an effective online learning system in downloading
instructional materials and assignments, taking quizzes
and examinations, submitting requirements,
checking files and accessing scores from their secured
personal account. It further showed that integrating
online learning system with traditional teaching gives the
students a great deal of convenience and ease in
enhancing learning.
Teachers may consider strategies in delivering lessons
and activities without compromising the students’
attendance and behavior in classes. MU-OLE is less
effective in monitoring the students who intentionally
copy other students’ work. The system opens
for possibilities that students develop the behavior of
copying the work of others when they are working online.
Teachers need to strategize to effectively and efficiently
monitor students’ outputs to avoid students’ tendency to
plagiarize. The teachers have to develop classroom
policies to maintain students’ perfect attendance in both
the traditional classroom and online settings.
Jeremiah Joven B. Joaquin, Hazel T. Bianca and Mark
Anthony Dacela
2020
The Philippine Higher Education Sector in the Time of
COVID
How filipino people overcome this pandemic and across
the learning system
on a deeper understanding of distance education and
should be sensitive to the call of the times.
Cathy S Cavanaugh, Michael K Barbour, Tom Clark
2009
Effectiveness of online learning
The effectiveness of learning thru online
Research design - descriptive research
Data collection - The researcher employed the survey
method in the collecting of quantitative data.
 Analysis method - the thematic analysis we used in this
method

Ethical consideration-were informed about all the steps

that were to be taken in this research. The participants
were more important than the study, and therefore
always respected.

Research Question-
1.what is the benefits of being in online classes
2.what would you choose traditional or online learning
3.the effectiveness of online learning in students

Researcher
Is the one who responsible to brief the participants

Salient findings (only that relates to your thesis This section shows the results that the study found in
or hypothesis) relation to both research questions and exist study

This paper reviews open access literature in online

learning and reports on a structured content analysis of
both study. both study shows relation because of their
main point that we can actually gain learning thru online
and we are here in millennial time we can actually have
this method to take and to gain more learning.

Conclusions/Synthesis (Explanation on the Factors associated with student persistence in an online

relationship of your study to the reviewed program include satisfaction with online learning, a sense
of belonging to the learning community, motivation, peer,
research) and family support, time management skills, and
increased communication with the instructor. Persistence
carries the nuance of complexity beyond mere success.
Factors unrelated to knowledge have the ability to
provide support, thus allowing the student to overcome
hardships in completing a course.