FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF

BASIC EDUCATION STUDENTS USING FLEXIBLE LEARNING

A Research Paper Presented to the Basic Education

Divine Word College of Calapan

In Partial Fulfilment of the Requirements for the

Basic Education Department

JOSHUA A. APOLONIO, LPT, Ph. D.

APRIL FAYE M. ACHA, LPT

JENNY LIZ J. ANYAYAHAN, MIT

EMELDA C. ATIENZA, LPT

CARMELA M. DESPUES, LPT

MA. CHRISTINE M. ILAGAN, LPT

CHENEE A. NALUZ, MIT

VANESA JOANNE R. NALUZ, LPT

March 2022
 ABSTRACT

Title of Research: Factors Affecting the Academic Performance of Basic

Education Students using Flexible Learning

Author: Joshua A. Apolonio, LPT, Ph. D.

April Faye M. Acha, LPT
Jenny Liz J. Anyayahan, MIT
Emelda C. Atienza, LPT
Carmela M. Despues, LPT
Ma. Christine M. Ilagan, LPT
Chenee A. Naluz, MIT
Vanesa Joanne R. Naluz, LPT

Date of Completion: March 2022

This study employed a descriptive-correlational approach on assessing the students’ flexible

learning in terms of the learning devices, time for an online class, internet connection, learning

modality, and learning materials. Correlational analysis was utilized to treat data concerning the

learning flexibility of the learners with regards to the students’ academic performance and learning

styles. This study utilized simple random sampling to determine the subset of a statistical population

in which each member of the subset has an equal probability of being chosen.

Based on the findings of the study, it was identified that the learners’ level of experiences in

flexible learning were all considered good, most particularly in the usage of the students’ delivery of

learning when applied in their learning materials. It just shows that the academic performance of the

Basic Education department who were enrolled in Divine Word College of Calapan produced a good

result in the application of Flexible learning, making the students’ used learning materials as most

relevant and the type of internet connection applied as the least appropriate.

However, findings have shown that there was a significant relationship between the problems

being encountered in flexible learning, most notably highlighted at the time used during the online
classes, the type of internet connection, and the learning mode in relation with the academic

performance of the learners. In this scenario, the learning devices and the materials used has not

affected the students’ academic performance. Therefore, a set of activities to enhance teaching

strategies in flexible learning has been proposed.

Keywords: flexible learning, learning materials, students’ delivery of learning, time for online

classes, internet connection, mode of learning, learning devices

 ACKNOWLEDGMENT

This is to express the researchers’ special thanks of gratitude to the teachers, students, and

parents who supported them throughout the whole application of this study.

Also, the researcher’s acknowledgments are given to the Principal of the DWCC Basic

Education, Dr. Fedeliza A. Nambatac, and the Director, Bro. Hubertus Guru, SVD, who gave them

the golden opportunity to conduct this project about Flexible learning in the midst of the COVID-19

Pandemic, which also helped them in conducting the whole research process.

Finally, the researchers’ wholehearted gratitude is given to the Almighty God through the

undying intercession of the Blessed Mother. Without Him, this research will not be possible.
 DEDICATION

This work is dedicated to all the teachers, students, parents,

benefactors, and other stakeholders who helped

the publication of this paper a reality.

Ad Majorem Dei Gloriam!

 TABLE OF CONTENTS

Title Page

Title Page

Abstract

Acknowledgment

Dedication

Table of Contents

List of Tables/ Figures

List of Appendices

Chapter I – The Problem and its Background

a. Introduction

b. Background of the Study

c. Research Locale

d. Theoretical Framework

e. Conceptual Framework

f. Statement of the Problem

g. Statement of the Hypothesis

h. Definition of Terms

Chapter II – Review of Related Literature

a. Student Performance

b. Flexible Learning

Chapter III – Research Methodologies

Chapter IV – Presentation, Analysis, and Interpretation of Data

Chapter V – Conclusions and Recommendations

a. Conclusions

b. Recommendations

References

Appendices
 LIST OF TABLES

Table No. Title Page

Table 1 Learning Devices

Table 2 Time for an Online Class
Table 3 Type of Internet Connection
Table 4 Mode of Learning
Table 5 Learning Materials
Summary Table on the Problems Experiences in Flexible
Table 6
Learning
Relationship between Problems Faced in Flexible Learning
Table 7
and Academic Performance
Proposed Activities to Enhance Teaching Strategies in
Table 8
Flexible Learning
 LIST OF APPENDICES

Appendices Title Page

Teaching Strategies, Needs Analysis, and

APPENDIX A Challenges in English Grammar Learning 157
Questionnaire
Letter to the Schools Division Superintendent,
APPENDIX B 163
Division of Oriental Mindoro
APPENDIX C Letter to the Private School Heads 165
APPENDIX D Letter to the Respondent 166
Department of Education Endorsement Letter
APPENDIX E 167
for Public Schools
APPENDIX F Statistical Output 168
APPENDIX G Curriculum Vitae of the Researcher 198
 Chapter I

The Problem and its Background

Introduction

The primary aim of education is to ensure that students acquire the knowledge and skills needed

to adapt to the changing world. To meet the new generation's needs, educators continuously develop

and improve the country's educational system. Today, education faces a significant challenge due to

the COVID-19 pandemic, and this leads many countries to shift from face-to-face instruction to

online learning or flexible learning. According to CHED Memorandum (2020), flexible learning is

the design and delivery of programs, courses, and learning interventions that address learners' unique

needs in terms of place, pace, process, and learning products. It involves using digital and non-digital

technology and covers both face-to-face/in-person learning and out-of-classroom learning modes of

delivery or a combination of modes of delivery. It ensures the continuity of inclusive and accessible

education when traditional modes of teaching are not feasible, as in national emergencies. Therefore,

flexible learning is one of the most suitable modalities that teachers can use to deliver instructions

effectively. Also, the integration of electronic devices allows learners to learn behind the country's

hurdles.

According to Llego (2020) in Basalo (2020), there are four learning delivery modalities that the

Department had been considered. These include traditional face-to-face, distance learning, online

learning, and homeschooling. Since face-to-face learning is not suitable for delivering instructions in

the current situation, the Department of Education used flexible learning to make teaching and

learning possible. However, the implementation of flexible learning must first determine the level of

technology be used to deliver programs. For online learning, students would have to need a stable

internet connection and devices to access the learning management system (LMS) of the institution
and online platforms such as Zoom and Google Classroom for virtual face-to-face sessions.

Furthermore, those students with a limited or unstable internet connection can opt for self-paced

printed modules that can pick up in school or deliver by courier.

The main objective of flexible learning is to provide learners with the most flexibility in

learning content, schedules, access, and innovative assessment, using digital and non-digital tools. In

this pandemic period, flexible learning aims to decongest classrooms or to reduce the number of

students who go to the classroom at one time. It is to promote physical distancing and protect

students' health (Casiple, 2021).

However, flexible learning has posed different risks, problems, and challenges to both the

teachers and students, especially in higher education institutions (HEIs) (Bao, 2020). Nevertheless,

many of the world's children – particularly those in lower households – do not have internet access,

personal computers, TVs, or even radio at home, amplifying the effects of existing learning

inequalities. Students lacking access to the technologies needed for home-based learning have limited

means to continue their education. As a result, many face the risk of never returning to school,

undoing years of progress made in education worldwide.

Additionally, Liguori & Winkler (2020) in Dhawan (2020) states that distance, scale, and

personalized teaching and learning are the three biggest challenges for online teaching. Innovative

solutions by institutions can only help the teachers deal with this pandemic. Therefore, technological

learning tools have been utilized to provide better learning, better access, and better students'

experience. Though the value of face-to-face instruction cannot be replaced, flexible learning can be

used together with traditional methods to bring efficient and effective quality education.

On the other hand, Oye et al. and Keshavarz in Elfaki et al. (2019) believe that e-learning

positively impacts students' academic achievements in reducing costs and saving time and increases
the accessibility of education as well as enhances academic performance. Since academic

achievement is significant in producing the best quality graduates who will become great leaders and

human resources for the country and therefore responsible for the country's economic and social

development, it is essential to provide various activities and techniques to help learners achieve

academic success.

Likewise, it was pointed out that e-learning harms students' achievements despite these benefits.

They argue that students may feel isolated, parents may have concerns about children's social

development. Students with language difficulties may experience a disadvantage in a text-heavy

online environment. For instance, it has been reported that motivation is a skill that cannot be

developed when students are allowed to complete tasks at their leisure and not to complete tasks

under pressure time. Additionally, some of the factors affecting students' performance are home

environment, solo parenthood, inadequate internet access, and gadgets needed for online learning.

Consequently, many of the children who struggle the hardest to learn effectively and thrive in school

under normal circumstances are now finding it difficult, even impossible in some cases, to receive

practical instruction are experiencing interruptions in their learning and therefore needed a solution to

address this problem (Oye et al. and Keshavarz in Elfaki et al., 2019).

Though teachers do not know the exact impacts, they know that children's academic

performance deteriorates during the pandemic and their progress on other developmental skills. The

educators also know that, given the various ways in which the crisis has widened existing

socioeconomic disparities and how these disparities affect learning and educational outcomes,

educational inequities are growing (Rothstein 2004; Putnam 2015; Reardon 2011; Garcia and Weiss

2017). Educators must therefore provide various techniques to cater to every student's needs, even
amid a pandemic. The weight in their shoulders to teach effectively entails more passion and

dedication to achieve the main goal and purpose of education.

Background of the Study

During the pandemic, flexible learning is being implemented and adapted in different schools in

Oriental Mindoro. DWCC is one of the institutions that shift from face-to-face to flexible learning to

adapt to the pandemic's new situation. DWCC has 1472 enrolees in Basic Education; 46% of the total

population opt to use blended learning while 53.9% choose online learning. To avoid acquiring the

virus and continuing the teaching and learning process, the institution implemented structured class

schedules for Basic Education. Senior High School online class schedule is on Monday and Tuesday,

Junior High School is every Wednesday and Thursday, and the remaining days which are Friday and

Saturday, are assigned for Grade School. This operational structure and schedule help the teachers

and learners spend time working on the requirements necessary for the new program's adaptation.

Furthermore, to make the learning situation efficient for students and teachers, DWCC provides a

licensed Zoom application and Learning Management System (LMS) where teachers could upload,

and learners could easily access the substantial learning materials for their learning.

To determine the factors affecting DWCC Basic Education students' performance using flexible

learning, the researchers made an initial step by collecting information about students' performance in

face-to-face and online learning. Based on the researchers' data, students' performance from Kinder

to Grade 3 increases during online classes compared to face-to-face. The performance of Grades 4 to

6 shows no sharp difference from face-to-face learning situations. However, in Junior and Senior
High School, the students' performance decreases during online classes compared to when the

students are inside the classroom.

Teachers, students, and parents cannot deny that this year has been a rough academic school

year for everyone. Adjustments were made to pursue the objectives and goals of education,

considering the learners' needs and the availability of teaching materials to aid the educational

disruption. Therefore, based on the cited literature and situation, the researchers seek to conduct a

study to improve teaching mode during the pandemic.

This paper also critically evaluates the factors affecting the performance of DWCC Basic

Education students using flexible learning. This study's output proposes enhancing pedagogical

teaching for online and face-to-face learning in the coming school year. This study would help the

teachers in the right teaching option that would pose fewer difficulties and problems to their learners

and enhance students' learning using flexible learning.

Research Locale

Figure 1. Map showing the locale of Divine Word College of Calapan

Freinademetz Campus
 The researchers conducted the study at the Divine Word College of Calapan Basic Education

department located at Brgy. Tibag, Calapan City. The institution composes 60 teachers and 1,922

officially enrolled students who are having their interaction through either of the three (3) provided

modalities (online, offline, or blended mode of education) under Flexible learning. However, the

school currently applies the curriculum that comprises the most essential learning competencies

provided by the Department of Education to further enhance their skills even without in their natural

learning environment.

Theoretical Framework

The application of the Community of Inquiry (COI) model to online learning explains its three

(3) distinct presence in the online class: cognitive, social, and teaching (Anderson et al., 2001). It

emphasized online and blended learning as active learning environments that highlight the connection

between the teacher and their students sharing their thoughts, opinions, and viewpoints towards a

particular topic. It stresses that these models serve as a social phenomenon that can be identified

between the teacher and students' interaction in the online class. The Community of Inquiry (COI) is

one of the commonly used models for online and blended learning modalities that manifests an

effective interaction between the teacher and their learners through different instructional resources

such as webinars, video conferences, blogs, and online learning applications (e.g., Learning

Management Systems).
 Figure 1. The Community of Inquiry (Garrison, Anderson, Garrison and Archer, 2000)

More importantly, Anderson (2011) added one essential element by determining community/

collaborative models from a self-paced instructional model, which explains that these two elements

are fundamentally incompatible. The community/ collaborative model cannot be measured easily due

to a broad interaction between the teachers and their learners. However, the self-paced instructional

model is highlighted for independent learning that applies lesser interaction to the teachers and the

students.

The two main highlights in the classroom are the learner and the teacher, where the learning

content is enhanced through interaction in the learning process. The students can directly interact with

the learning content in different sources, most notably the Internet. On the other hand, many learners

still prefer to have their learning organized and evaluated with the teachers' assistance. This

interaction occurs in a community of inquiry through various net-based synchronous and

asynchronous pedagogy. This learning environment is essential in the students' social learning skills,

including their learning process through collaboration and personal relationships with their

classmates. Nevertheless, the community organizes the students' schedules, forcing regular class

sessions or at least a group-paced pedagogy.

 Figure 2. Anderson’s Online Learning Model. Reprinted with permission by Anderson, T. (2011).
The theory and practice of online learning

However, Figure 2 illustrates the pedagogical flow within the two sides that signifies a theory

from a distance learning perspective. Anderson (2011) proved that the model enables the students and

the learners to comprehend a more complex learning context profoundly. He also stressed the

Internet's perspective for educational application where the online-learning-based theory can

incorporate all the other modalities except for the natural face-to-face classroom interaction in formal

schooling. On the other hand, it has been a dilemma to develop online education since it does not

provide a teaching-learning process for in-person, face-to-face activities, challenging for those who

perceive online learning as an educational subcategory as a whole.

Conceptual Framework

The following paradigm illustrates the conceptual framework in which the factors applied in

Flexible learning affects the academic performance of DWCC Basic Education:

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Factors Affecting the Academic
Performance of DWCC Basic
Education Students using Flexible
Learning
Academic Performance of DWCC
a. Learning devices
Basic Education students
b. Type of connection
c. Time for an online class
d. Mode of Learning
e. Learning materials
 Integration of motivational activities and support group through social media groups

The researchers viewed these factors as these can influence the learners' studies in the current

situation. Identifying these factors serves as the starting point for producing the academic

performance of the basic education students. To achieve a more profound effect on the factors that

affect the academic performance of students using flexible learning, the researchers aim to integrate

motivational activities and support groups through social media groups.

Furthermore, one of the factors includes learning devices that aim to help the students,

especially those in online learning modes. These learning devices can be used during online classes as

these provide a pedagogical foundation that gives access to the teaching and learning process.

However, another factor highlights Internet connection levels being applied during the online

class, whether they are experiencing strong or weak Internet connectivity. Nevertheless, not all

students can afford to have a post-paid Internet connection (i.e., SMART, GLOBE, or PLDT),

reasoning why some students cannot cope with their online classes. They prefer having the modular

type of learning to have the printout module and do the lesson.

Apart from this, the next factor highlights the mode of learning in flexible learning. Since the

school is implementing these three (3) modes: Online, Blended and Modular, not all students prefer

online classes. Online classes refer to the learners who chose pure learning through the Internet and

make it a basis of a teaching-learning process. Moreover, Blended learning refers to the type of

modality that highlights both the application of the teaching-learning process, either online or offline

learning. Additionally, Modular learning focuses on a pure offline modality where the students prefer

using modules only without online teaching.

 Alternatively, the next factor towards flexible learning includes the time for the online class.

The Basic Education Principal prepares the students' schedule with a one (1) hour break each class to

equip for their next class. It can help the students in focusing on what subject should to be prioritized

or study first. It can also help them to relax at every end of their online class.

Finally, the last factor of the study centers on the learning materials applied in flexible learning.

Instructional materials in flexible learning primarily focus on the resources that retain the teaching

and learning process (e.g., Learning Management System or the LMS, Zoom classes), including the

educational quality despite the situation. Further, the quality of the learning materials depends on the

teachers' skills and creativity through the application of the school's educational resources.

Statement of the Problem

This research aims to determine the academic performance of the Basic Education students

studying in DWCC and its relationship to the problems they face in a flexible learning set-up.

More specifically, it aims to answer the following questions:

1. What are the learners’ level of experiences in flexible learning terms of:

a. Technology/ Learning Device

b. Level of Internet connection

c. Mode of Learning

d. Time for Online Classes

e. Learning Modules

2. What is the academic performance of the Basic Education students enrolled in DWCC

concerning the problems they encountered in flexible learning mode?

 3. Is there a significant relationship between the problems faced in flexible learning and the

DWCC Basic Education students' academic performance?

4. What program of action can be utilized to enhance flexible learning?

Statement of the Hypothesis

Based from the problem statement, the following hypothesis is hereby drawn:

1. There is no significant relationship between the problems faced in flexible learning mode and

Divine Word College of Calapan Basic Education students' academic performance.

Scope and Delimitations of the Study

The study focused on the problems faced by basic education students enrolled in Divine

Word College of Calapan, which conducts a flexible mode of learning, particularly their academic

performance in learning their subjects. This study includes only the basic education students from

Nursery to Grade-12 S.Y. 2020-2021. A total of 400 students from the Elementary department, 1,044

from the Junior High school, and 478 from the Senior High school for a total of 1,922 students were

enrolled in the previous academic year. Parents/ Guardians of students from kinder to grade 3 can

assist/ answer the questionnaire on behalf of the student. However, students from Grades 4-12 must

answer a questionnaire that talks about the problems faced during flexible learning.

Definition of Terms

The following terms used in the study were conceptually and operationally defined to give

the reader a better understanding of the research:

Academic Performance. Academic performance is the extent of a student's learning attained in

flexible learning. A student's performance is defined by the accomplishment of requirements in

different academic subjects.

Distance Learning. This process embraces the absence of physical interaction between the teachers

and students. The educational process uses technology for communication and to facilitate the

students in employing information.

E-learning. E-learning uses digital resources (e.g., internet, laptop) for teachers to deliver students'

needs to achieve success in education.

Face to Face Learning. It refers to the educational process that requires the physical presence of

teachers and students. Subject matters are delivered in person by the teacher. This process offers more

interaction between the teachers and students.

Flexible Learning. Flexible learning was planned and provided for students in this kind of status quo

to suit the handiness for excellent learning. It is categorized into three:

a. Students regularly attend class and answer activities online.

b. Students attend online classes at their convenience, combining with a hard copy of the

module.

c. Students do not attend online classes due to a lack of resources and purely uses a hard copy of

modules.

Home Schooling. Home education takes place inside the four corners of the student's house instead

of going to school. This process can either be online learning, blended learning, or offline (modular.)

Learning Modalities. These are the different instructional methods provided with consideration of

the student's capabilities to access the learning process, such as the following: face-to-face, modular,

blended learning, and homeschooling.

Online Learning. A virtual teaching and learning process through different applications and sites

(e.g., Zoom, Moodle, LMS) allows the teachers to provide students' necessities.

Traditional Learning. Traditional learning is the use of a typical classroom setting. It is usually a

teacher-centered learning process. Here, the teacher is the sender of information, and the students are

the receiver.
 Chapter II

Review of Related Literature

Student Performance

According to Shelton (2017), a valuable indicator of student persistence and success is their

engagement patterns with learning and teaching activities. Learning engagement patterns have to do

with how much time students spend on their learning activities and regularity. It also includes how

students regulate their behavior patterns in interacting with their teachers, other students, and their

study's subject matter.

In addition, students' academic performance is an essential subject to all stakeholders in the

education sector. As a result, several studies have been conducted to assess factors that contribute to

students' academic performance. However, Nkrumah (2017) argued that there are inadequate

materials to explain factors contributing to improved students' academic performance.

As believed by Narad & Abdullah (2016) academic performance is the extent to which a

student, a teacher, or an institution has achieved their short- or long-term educational goals. It

determines the human capital development of an economy; it enables students and parents to know

their students' current academic state; and it determines the failure and success of an academic

institution.

Furthermore, academic performance has been defined and explained by several authors. It

serves as the knowledge gained marks assess that by a teacher and educational goals set by students

and teachers to be achieved over a specific period. They added that these goals are measured by using

continuous assessment or examination results (Narad & Abdullah, 2016).

Moreover, Arhad, Zaidi, and Mahmood (2015) also indicated that academic performance

measures education outcomes. They stressed that it shows and measures the extent to which an
educational institution, teachers, and students have achieved their educational goals. Similarly, Yusuf

et al. (2016) opened that academic performance is a measurable and observable behavior of a student

within a specific period. At this current stage, problems sometimes appear in education that require

different forms of intervention. Given problems affect the performance of the learners.

Moreover, student's academic performance is influenced by a combination of factors that

include but are not limited to: Parents' level of education, marital status of parents, home

environment, poor internet connection, interest in a subject, availability of teaching and learning

materials, and competency of teachers. These factors could be classified into the student, teacher,

school, and parent factors (Yusuf et al., 2016).

On the other hand, student factors that contribute to academic performance show that students

play a critical role in their academic performance. As argued by Javanthi et al. (2014), students'

factors such as developing interest in a subject, engaging in co-curricular activities, regular studying,

self-motivation, punctuality in attending classes (Sibanda et al. 2015; Khan & Ahmed, 2013), and

students personal goals, as well as personality traits, affect their academic performance (Ulate &

Carballo, 2011).

Conforming to Maric and Sakac (2014), students' factors that affect their academic performance

could be classified into Internal and social factors. They found that the internal factors influencing

students' academic performance included interest in a subject's content, internal satisfaction, and

aspiration. The social factors also included social prestige and material reward. However, Meenu and

Dev (2016) corroborated that students' level of interest in a subject influences their academic

performance. The attitude of students towards their learning has been found to have a significant

relationship with academic performance, for example, a statistically significant relationship between
students' attitudes towards their learning and academic performance (Awang, Ahmad, Bakar, Ghani,

Yunus et al., 2013).

Apart from this, teacher factors that contribute to academic performance play a vital role in the

academic performance of students. A study conducted by Kimani, Kara and Njagi (2013) in Kenya

(2016), teacher factors influencing academic achievement found that teachers' experience, age,

gender, and professional qualification had no statistically significant relationship with students'

academic performance. However, they noticed that performance targets, completion of syllabus,

paying attention to weak students, assignments, student evaluation, and teacher's teaching workload

had a significant relationship with students' academic performance.

In addition, parent factors contribute to the learner's academic performance, and parental

involvement has a positive impact on their child's academic performance. Parent involvement directly

affects the behavior and students' attitudes and influences their academic performance. Now, the

involvement of parents towards their child's academic performance is categorized into home-based

involvement. Parental involvement has a significant positive relationship with their child's academic

performance (Kimani, Kara and Njagi, 2013) in Kenya, 2016). Similarly, Mante, Awereh, and Kumea

(2014) also concluded that parental involvement affects their students' academic performance, but the

impact's direction was not stated.

Additionally, Mwirichia (2013) noticed that parental involvement in students' academic

performance has different forms. He found parent involvement in educational students' academic

performance communication and parents' involvement in academic activities at home. The study

concluded that parent's involvement in home academic activities directly influences the academic

performance of their child.

 Moreover, Matinez (2015) emphasized that students with a high level of parental involvement

in their academics significantly perform better than those students with no parental involvement.

Empirically, parental involvement has been found to have a significant positive impact on the

academic performance of the wards. However, the degree and level of parental involvement vary,

which has an indirect effect on their children's academic performance.

In addition to this, the level of parents' education and academic performance also affects the

learner's performance. According to Khan, Iqbal, and Tasneem (2015), parents with a higher level of

education show much interest in their children's academic performance. They observed a significant

positive relationship between the level of parents' education and students' academic performance.

Similarly, Ogbugo-Ololube (2016) found that parents' education level has a positive relationship with

academic performance. It was also observed by Ntitika (2014) that parents with a higher level of

education serve as a motivation for their children to work hard to achieve their academic goals. He

added that such students have higher aspirations for their education. He found that parent's level of

education has some level of impact on their wards academic performance.

Flexible Learning

According to Naidu (2017), flexible learning is a state of being in which learning and teaching

are increasingly freed from the limitations of the time, place, and pace of study. Nevertheless, this

kind of flexibility does not end there. For learners, flexibility in learning may include choices about

entry and exit points, selection of learning activities, assessment tasks, and educational resources in

return for additional credit and costs. Furthermore, for the teachers, it can involve choices concerning

the allocation of their time and the mode and methods of communication with learners and the

educational institution. As such flexible learning, in itself, is not a mode of study. It is a value
principle, like diversity or equality are in education and society more broadly. Flexibility in learning

and teaching is relevant in any mode of study, including campus-based face-to-face education.

More so, Huang et al. (2020) suggest that schools and educational corporations at the province

level also provided a considerable amount of open learning resources. The quantity and flexibility of

resources can be guaranteed during the particular period of the virus outbreak. The modality of the

resources includes filmed lectures and educational games.

As Schwartz et al. (2019) explain, the movement towards flexible learning supports a more

equitable educational experience for all learners. Flexibility can be planned and implemented to

numerous degrees and in many ways. Viewing flexible learning through the lens of the following six

pedagogical ideas - learner empowerment, future-facing education, decolonizing education,

transformative capabilities, crossing boundaries, and social learning - can help instructors transition

towards a more flexible learning experience, one that is co-created with students.

However, in looking at pathways to wellbeing in learning environments, Stanton et al. (2016)

found that one of the major themes in creating wellbeing in the classroom was experiences of

flexibility and participation. These experiences ranged from asking students' input on the course

halfway through the semester and responding to feedback to give students a choice in determining

exam questions. These steps, ranging from large to small, impacted reducing stress and increasing

students' sense of support, happiness, and satisfaction in the learning environment (Stanton et al.,

2016).

Based on Aginginplace.com, as society constantly changes, new lifeways are being developed

due to continuous technological advancements and present health conditions. It generates changes not

only in the family but also in education. New techniques are created to manage learning and academic
achievement. In the last few months, teachers, families, and educational administrators had very well-

defined fields of action and roles to play to achieved learning.

Indeed, Beaudoin (2016) added that face-to-face learning ensures a better understanding and

recollection of lesson content and gives class members a chance to bond with one another. Now, the

given method is not possible in learning due to present health condition. However, a system in which

students may complete their learning off-campus is used, flexible learning.

As well as that, flexible learning was termed to describe the design and delivery of programs,

courses, and learning interventions in such a way as to cater to student demands for variety, access,

recognition of diverse learning styles. Also, it serves as a comprehensive approach that enables

institutions to be 'more responsive and relevant to diverse student populations (Beaudoin, 2016).

As stated by the Higher Education Academy (2017), one form of flexible learning is distance

learning, which provides learners with options for pace – accelerated, part- or full-time study; place –

where, when, and how learning occurs; and mode – technology-supported delivery such as online or

utilizing a software accessible on smartphone or tablet. Flexible learning empowers learners and

offers them a choice in how, what, where, and when they learn.

Alternatively, the COVID-19 pandemic has affected education and teacher education in

particular in various ways. As a result of the closure of universities and schools, teachers and students

rapidly adapted to remote teaching. Teacher education is no exception. The need to create learning

environments for student teachers doing their teacher education preparation implied decisions,

choices, and adaptations in order to meet not only the expectations of students but also the

requirements of teacher education as well as the conditions in which both universities and schools had

to operate (Flores & Gago 2020).

 Besides, the rapid, unexpected, and 'forced' transition from face-to-face to remote teaching has

entailed several challenges and constraints, and opportunities that need to be examined. Existing

literature points to an 'emergency remote teaching' (Bozkurt and Sharma 2020) or 'emergency

eLearning' (Murphy, 2020) and difficulties associated with poor online teaching infrastructure, the

inexperience of teachers, the information gap (i.e., limited information and resources to all students)

and the complex environment at home (Zhang et al. 2020). Too, lack of mentoring and support (Judd

et al. 2020) and issues related to teachers' competencies in the use of digital instructional formats

(Huber and Helm 2020) have also been identified.

Further to this, the need to include e-learning in the curriculum has been made more prominent

with the onslaught of the COVID 2019 (Sahi, Mishra, & Singh, 2020). Government agencies, such as

the Department of Education (DepEd) and the Commission on Higher Education (CHED), advocate

online classes or flexible learning to address pandemic issues and the constraints imposed on schools

to observe health protocols and practice social distancing. Thus, schools are now looking into the

viability of implementing online classes or flexible learning, including online and online courses

(Narmada & Somasundaram, 2020).

Additionally, rapid developments in technology have made distance education easy (McBrien et

al., 2009). As argued by Cojocariu et al. (2014), most of the terms (online learning, open learning,

web-based learning, computer-mediated learning, blended learning, m-learning,) have in common the

ability to use a computer connected to a network that offers the possibility to learn from anywhere,

anytime, in any rhythm, with any means. Online learning can be termed a tool that can make the

teaching–learning process more student-centered, more innovative, and even more flexible.

Also, online learning is defined as "learning experiences in synchronous or asynchronous

environments using different devices (e.g., mobile phones, laptops) with internet access. In these
environments, students can be anywhere (independent) to learn and interact with instructors and other

students" (Singh & Thurman, 2019). The synchronous learning environment is structured because

students attend live lectures, there are real-time interactions between educators and learners, and there

is a possibility of instant feedback, whereas asynchronous learning environments are not adequately

structured. In such a learning environment, learning content is not available in live lectures or classes;

it is available at different learning systems and forums. Instant feedback and immediate response are

not possible under such an environment (Littlefield, 2018). Synchronous learning can provide many

opportunities for social interaction (McBrien et al., 2009).

Amidst this deadly virus spread, such online platforms are needed where (a) video conferencing

with at least 40 to 50 students are possible, (b) discussions with students can be done to keep classes

organic, (c) internet connections are good, (d) lectures are accessible in mobile phones also and not

just laptops, (e) possibility of watching already recorded lectures, and (f) instant feedback from

students can be achieved, and assignments can be taken (Basilaia et al., 2020).

As proved by Song et al. (2004) in Parkes (2014), there are several technologies available for

online education, but sometimes they create many difficulties. These difficulties and problems

associated with modern technology range from downloading errors, installation, login problems, and

audio and video problems. Sometimes student finds online teaching to be boring and unengaging.

Online learning has so much time and flexibility that students never find time to do it. Personal

attention is also a huge issue facing online learning. Students want two-way interaction, which

sometimes gets challenging to implement. The learning process cannot reach its full potential until

students practice what they learn.

Sometimes, online content is all theoretical and does not let students practice and learn

effectively. Mediocre course content is also a significant issue. Students feel that lack of community,
technical problems, and difficulties in understanding instructional goals are the significant barriers to

online learning (Song et al., 2004). In a study, students were not sufficiently prepared to balance their

work, family, and social lives with their study lives in an online learning environment. Students were

also found to be poorly prepared for several e-learning competencies and academic-type

competencies. Also, there is a low-level preparedness among the students concerning Learning

Management Systems' usage (Parkes et al., 2014).

Identically, Wilson et al. (2012) explain that providing a comprehensive curriculum enables

young people to make positive future life choices and successfully transition into employment and

further training. Besides, flexible learning aims to explore the value of integrating ICT in the form of

Web 2.0 technologies to enhance young people's engagement with the subject of science. It may have

broader implications concerning general concerns of declining student interest and participation in

science in the secondary years of schooling.

On the other hand, Tucker et al. (2012) argued that flexible education is now firmly entrenched

within Australian higher education discourse, yet the term is a contested one imbued with a

multiplicity of meanings. Also, flexible learning is applied as a "matching" tool to articulate the

understandings and preferences of students and academics of the Built Environment to bridge the gap

between student expectations of flexibility and their teacher's willingness and ability to provide that

flexibility within the limits of the pedagogical context and teaching resources.

In the same way, Blended Learning (BL) implementation usually involves face-to-face (F2F)

classes and other corresponding online learning delivery methods. Usually, students attend traditional

lecturer-directed F2F classes with computer-mediated tools to create a BL environment to gain

experiences and promote learners' learning success and engagement (Moskal et al., 2013; Baragash

and Al-Samarraie 2018b). Moreover, it has been projected that BL will become the new course
delivery model that employs different media resources to strengthen students' interaction. BL

provides motivating and meaningful learning through different asynchronous and synchronous

teaching strategies such as forums, social networking, live chats, webinars, or blog that provides more

opportunities for reflection and feedback from students (Graham 2013; Moskal et al. 2013; Dakduk et

al. 2018).
 Chapter III

Research Methodologies

This chapter presents the research design used by the researchers, the respondents and sampling

procedures, the instruments, and the statistical treatment of the collected data.

Research Design

The researcher utilized the descriptive-correlational design in the study. Descriptive-

correlational research is a quantitative research method that aims to gather measurable data for a

population’s statistical analysis that highlights the comparison between factors (Godaddy, 2020). The

description of the factors that affect the academic performance of the DWCC Basic Education

students using flexible learning were explained thoroughly by providing supporting details related to

the topics. The descriptive research process enables a survey to gather any data analyzed through its

frequencies, averages, or patterns (McCombes, 2019). Descriptive statistics are essential in the

process of deducing the data to a manageable form. Descriptive research can be explicated as they are

present, with the researcher having no control over the variables given. Furthermore, descriptive

research is characterized as merely attempting to determine, define, or detect what is, while analytical

research tries to establish why ‘something’ came to be or why ‘something’ works that way.

Respondents of the Study

The study consisted 792 respondents that represented a quota of 50% + 1 of the total population

of enrolled students in the School of Basic Education at Divine Word College of Calapan. The

researchers also aimed to let the respondents answer the questionnaire about how flexible learning is

being applied in its different factors including the learning devices, the type of connection used,

scheduled time for online classes, learning modalities, and their learning materials.
Research Sampling Technique

This study utilized simple random sampling. According to Hayes (2021), a simple

random sample is a subset of a statistical population in which each member of the subset has an equal

probability of being chosen. A simple random sample is meant to be an unbiased representation of a

group.

Research Instrument

This paper adopted a standardized questionnaires gathered from the internet to identify the

problems experienced by learners in terms of learning devices, internet connection, learning

modalities, online class schedules, and learning materials.

However, the researchers considered and modified particular questions and verbal interpretation

related to flexible learning and its factors and how are they related to the students’ needs assessment.

The researchers modified the said questionnaires to make them more refined and attuned to the

respondents. The same questionnaire was administered to collect data to examine the vital

relationship between the perceived factors on the problems being experienced by the learners in

flexible learning in the Basic Education.

Moreover, the researchers presented the result to the experts in the same field for verification

and validation. The prepared research instrument was declared to be excellent and acceptable based

on the following reliability test results:

Indicators Cronbach Alpha Remarks

Learning Devices 0.741 Acceptable
Time for Online Classes 0.871 Good
Internet Connection 0.803 Good
Mode of Learning 0.897 Good
Learning Materials 0.906 Excellent
George and Mallery (2003) provide the following rules of thumb:
“_ > .9 – Excellent, _ > .8 – Good, _ > .7 – Acceptable, _ > .6 – Questionable, _ > .5 – Poor, and
_ < .5 – Unacceptable”
Scaling and Quantification

In this study, a four-point Likert Scale was used to classify the problems being experienced by

the learners in flexible learning in terms of the learning devices, time for online classes, internet

connection, learning modalities, and materials. Each factor comprised five indicators to determine

how they can be interpreted in accordance to the presented results of the survey.

Scale Description Interpretation

4 Excellent Integration Level

3 Good Acceptance Level

2 Average Minimization Level

1 Poor Denial Level

Table 1. Scaling Pattern to be used for the Factors that Affect the Academic Performance of DWCC
Basic Education Students using Flexible Learning

Data-Gathering Procedure

The paper sought the proposal’s approval and endorsement from the Basic Education Director

and Principal for the study’s conduct. Then, a standardized questionnaire was tested, investigated, and

finalized. Afterward, the questionnaires were administered to the selected respondents. The

researchers have administered the instrument online and expound the questionnaires item by item to

each respondent in the simplest way possible. Moreover, the researchers have interviewed the

respondents to validate the data gathered. The data collected by the researchers were encoded,

tabulated, inferred, and evaluated. Regarding the arrangement of schedules for administering the

questionnaire, the researchers have coordinated with the parents and the students who were enrolled

in the DWCC Basic Education department.

 To fully obtain the objectives of the paper, including the problems that affect the students’

academic performance in flexible learning, questionnaires were given to the respondents. The

researchers have also observed utmost secrecy and confidentiality of information among the

respondents.

Statistical Treatment of Data

The data gathered was treated statistically through Descriptive and Inferential Statistics using

Frequency and Percentage Distribution, the Mode, and Pearson’s r Correlational Coefficient.

1. Frequency and Percentage Distribution

In order to describe the gathered data according to frequency or the number of times a data

value occurs and percentage, the researchers used Frequency and Percentage Distribution. The

frequency is acquired by dividing the results into intervals and then counting the number of results in

each interval. While for the percentage, divide the frequency by the total number of results and

multiply by 100.

P=ff100
Where;
P = percentage
f = frequency
f = total number of frequency
2. Mode

The researchers utilized the computation for mode. It is defined as the value which is repeatedly

occurring in a given set. The formula for computing Mode is written as:

Mode=l+f1-f02f1-f0-f2×h
Where;
 l = lower limit of the modal class

h = size of the class interval

f1 = frequency of the modal class

f0 = frequency of the class preceding the modal class

f2 = frequency of the class succeeding the modal class.

3. Pearson’s r Correlation Coefficient

Lastly, the researchers used the Pearson’s r Correlation Coefficient which is defined as the test

statistics that measures the statistical relationship, or association, between two continuous variables. It

is used to test the degree of relationship between the students’ academic performance applying

flexible learning.

The following formula used to calculate the Pearson’s r Correlation Coefficient.

Where:

= correlation coefficient

= values of the x-variable in a sample

= mean of the values of the x-variable

= values of the y-variable in a sample

= mean of the values of the y-variable

 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the data gathered, the result of the statistical analysis done and

interpretation of findings. These are presented in tables following the sequence of specific research

problem regarding the Factors affecting the performance of DWCC Basic Education students using

Flexible learning.

Table 1
Learning Devices
Indicators Mode Percentage Description Interpretation
1. E-Classroom facilities (e.g., zoom, Acceptance
3 56.69% Good
google meet) Level
2. Learning Management System (e.g. Acceptance
3 56.57% Good
Moodle, etc.) Level
3. Network bandwidth/speed of Internet at Acceptance
3 39.65% Good
home (download and upload) Level
4. Mobile phone condition for flexible Acceptance
3 51.01% Good
learning Level
5. Computer / laptop condition for flexible Acceptance
3 45.71% Good
learning Level

Table 1. Learning Devices affecting the Academic Performance of DWCC Basic Education students
using Flexible Learning

As presented in the table, the result was produced with mode of 3 which means that the items

are good, which was verbally interpreted with an Acceptance Level.

Stated above are some learning devices that can influence the academic performance of the

students. E-Classroom facilities (e.g., zoom, google meet) ranked as the highest with 56.69 %,

followed by Learning Management System (e.g., Moodle, etc.) with 56.57%, next is Mobile phones

condition with 51.01%, Computer/laptop condition with 45.71% and lastly, Network

bandwidth/speed of the Internet at home with 39.65%.

 The outcomes implied that the learning devices used in flexible learning in DWCC was good. It

further implied that the different learning devices were highly relevant and effective in promoting

quality education.

Table 2
Indicators Mode Percentage Description Interpretation
Acceptance
1. Setting of goals and deadlines for myself 3 54.80% Good
Level
Acceptance
2. Keeping myself on track and on time 3 52.90% Good
Level
3. Willingness to spend 10-20 hours each Acceptance
3 46.21% Good
week on an online course Level
4. Ignoring distractions around me when Acceptance
3 44.32% Good
studying Level
Acceptance
5. Finishing the projects I start 3 51.39% Good
Level

Time for an Online Class

Table 2. Time for Online Classes affecting the Academic Performance of the DWCC Basic Education
Students using Flexible Learning

However, Table 2 indicates the result with a mode of 3, which means that the items are good

and was verbally interpreted under an Acceptance Level.

Specified above are some factors that can disturb the academic performance of the students.

Setting of goals and deadlines ranked as the highest with 54.80%, followed by Keeping on track on

time with 52.90%, next is Finishing projects with 51.39%, Willingness to spend 10-20 hours each

week on an online course with 46.21% and lastly, Ignoring distractions when studying with 44.32%

Based on the results, we can clearly perceive that the respondents are capable of managing their

time in attending online classes yet additional amount of motivation and self-discipline could make

their learning better.

 Table 3
Type of Internet Connection
Indicators Mode Percentage Description Interpretation
Acceptance
1. Usage of technology at home 3 56.44% Good
Level
Acceptance
2. Internet connection speed 3 41.16% Good
Level
3. Reliability of internet connection Acceptance
3 46.21% Good
(DSL, or cable modem) Level
4. Comfortability of surfing the Acceptance
3 52.27% Good
internet Level
5. Browser playing several common
Acceptance
multimedia (video and audio) 3 51.77% Good
Level
formats

Table 3. Internet Connection affecting the Academic Performance of DWCC Basic Education
students using Flexible Learning

On the other hand, Table 3 shows that the type of internet connection produced a mode of 3,

which means that the items are good, which was verbally interpreted with an Acceptance Level.

The table suggests that students have good technology which affects their academic

performance. Also, it was foretold that a good internet connection at home and students have a good

and reliable internet connection at home. Therefore, students have a good internet connection at home

and comfortably surf the internet, and have a good browsing experience using several common

multimedia.

Moreover, in indicator number 1, 56.44 % of the respondents agreed that they have good usage

of technology at home while in the second indicator, 41.16% of the respondents approved to have a

good internet connection. The indicator number 3, 46.21% of the respondents who agreed to have a

good and reliable internet connection (DSL, or cable modem) while in indicator number 4, 52.77% of

respondents agreed that they comfortably surf the internet and in indicator number 5, 51.77% of

respondents agreed that they have a good browser experience playing several common multimedia

(video and audio) formats.

 Indicators Mode Percentage Description Interpretation
1. Overall feeling for flexible Acceptance
3 56.94% Good
learning Level
2. Effectiveness of flexible Acceptance
3 55.93% Good
learning Level
3. Level of enjoyment in flexible Acceptance
3 44.70% Good
learning Level
Acceptance
4. Flexible learning experience 3 55.30% Good
Level
5. Level of interactions between Acceptance
3 50.25% Good
the students and the teachers Level

Table 4
Mode of Learning
Table 4. Mode of Learning affecting the Academic Performance of DWCC Basic Education students
using Flexible Learning

Next, Table 4 indicates that the students’ modality in learning had a mode of 3, which means

that the items are good, which was verbally interpreted with an Acceptance Level.

More so, Table 4 recommends that students and parents have a good overall feeling for flexible

learning and outlook on the effectiveness of flexible learning. It was also proven that the learners and

their parents have a good level of enjoyment in flexible learning together with their new experiences.

In this manner, it was shown that the students have a good level of interactions between them and

their teachers.

Table number 4 shown the responses in the survey of students when it comes to mode of

learning. In indicator number 1, 56.94% of respondents have a good overall feeling for flexible

learning while in indicator number 2, 55.93% of respondents have a good outlook on the effectiveness

of flexible learning. In indicator number 3, 44.70% of respondents have a good level of enjoyment in

flexible learning while in indicator number 4, 55.30% of respondents have a good flexible learning
experience and in indicator number 5, 50.25% of respondents have a good level of interactions

between the students and the teachers.

Table 5
Learning Materials

Indicators Mode Percentage Description Interpretation

Acceptance
1. School’s delivery of learning 3 59.22% Good
Level
2. Rating of technology and software
Acceptance
your school are using in flexible 3 59.09% Good
Level
learning
3. Accuracy of the learning materials
Acceptance
to the lessons being taught by 3 56.82% Good
Level
teachers
4. Module(online and offline) for Acceptance
3 55.30% Good
flexible learning Level
5. Effects of learning materials in
Acceptance
offering the resources to learn from 3 55.93% Good
Level
home

Table 5. Learning Materials affecting the Academic Performance of DWCC Basic Education students
using Flexible Learning

Table 5 shows that the learning materials given by the school really affect the academic

performance produced a mode of 3, which was verbally interpreted with an Acceptance Level.

With a percentage of 59.22, school’s delivery of learning was interpreted as good. Based on

the data gathered from the respondents, the learning materials that the school provides have helped

them understand and comprehend their lessons. Results from the questionnaire are parallel to the

students’ performance in their classes. Likewise, the technology and software that the school is using

in flexible learning was considered good as it obtained a percentage of 59.59 interpreted with an

Acceptance Level. On the first year of implementing online classes, learning materials were

accessible and can easily be downloaded on the platforms that the school has chosen. The accuracy of

the learning materials to the lessons being taught by teachers was interpreted as good and has

obtained the percentage of 56.82.

 The learning materials were based on the Most Essential Learning Competencies (MELC) as

mandated by the Department of Education. Before the learning materials were distributed to the

learners, there were assigned subject and academic coordinators to check the content. And these

materials were then signed by the principal and the director afterwards. The institution provides

online and offline module for flexible learning and results revealed a positive outcome as it gained

55.30% with good as its description. In order to provide quality education, flexible learning was

implemented to cater the needs of the learners. There were scheduled dates on when to upload the

modules for students whose internet connection is fine and stable, and stall was open for those

students who cannot access and download the modules. As for the last item, effects of learning

materials in offering the resources to learn from home has a positive response of 55.93% which is

described as good. It shows that most of the respondents are satisfied with the learning materials

provided by the school. It helps the students increasing their academic performance.

Table 6
Summary Table on the Problems Experienced in Flexible Learning

Weighted Verbal
Indicators Rank
Mean Interpretation
1. Learning Devices 2.88 Good 2
2. Time for an Online Class 2.82 Good 3
3. Type of Internet Connections 2.75 Good 5
4. Mode of Learning 2.77 Good 4
5. Learning Materials 2.97 Good 1
Composite Mean 2.84 Good
Legend: 3.50 – 4.00 = Excellent; 2.50 – 3.49 = Good; 1.50 – 2.49 = Average; 1.00 – 1.49 = Poor

As part of the transition process of the school in this time of pandemic, they offered Flexible

Learning modality to their students to deliver a quality education. Flexible learning has different

mode namely, online learning, blended learning and modular. Each mode of learning requires

different strategies, approaches and requirements. Flexible learning can be a good way for students to
learn, but respondents can also have or experience some problems that may affect their learning

process.

Table 6 shows the different problems that may experience by the students when it comes to

flexible learning. Learning Devices as the first item got 2.88 weighted mean. Time for online class as

the second item has a weighted mean of 2.82. Item 3 is Type of connection and have a weighted mean

of 2.75. Mode of learning has 2.77 as its weighted mean. The last item is learning materials and got a

weighted mean of 2.97. All items got a good description. It shows that students of DWCC basic

Education have a good experience with these items. DWCC delivers its flexible learning in such a

way that the students do not get affected by these following problems.

Table 6
Relationship between Problems Faced in Flexible Learning and Academic Performance

Flexible Learning p-value Interpretation

Learning Devices 0.052 Not Significant
Time for an Online Class 0.014 Significant
Type of Internet Connection 0.009 Significant
Mode of Learning 0.006 Significant
Learning Materials 0.099 Not Significant
Legend: Significant at p-value < 0.05

Table 6 presents the association between the problems faced in flexible learning and the

academic performance of the learners. It was observed that the computed p-values were less than 0.05

significant level except for learning devices and materials. Therefore, there is a significant

relationship between problems faced in flexible learning in terms of time for online class, type of

internet connection, mode of learning, and the academic performance of the learners. On the other

hand, learning devices and materials has not affected the students’ academic performance.

As said by Holden et al. (2021), flexible learning applied with the learners’ online classroom

management enables them with full responsibility and control for their comprehension. Rather than

attending the flexible learning class as a full requirement, they can choose freely and assign their time
for learning depending on their preferred modality. This control does not fully permit the learners to

participate their educational progress from time-to-time but guarantee that the students are learning t

their most convenient time. For instance, some learners may fully participate better in the evening but

the face-to-face learning strategy may limit them by only by offering classes during the day. Flexible

learning enables the learners to understand when and how they will learn by adapting their learning

styles to their learning competencies. This enables them to retain their learning capacity and produce

the best outcomes.

Moreover, learning devices and materials has not affected the students’ flexible learning

because the teachers often quickly manage their learning capacities through them and follow up with

the task that students are required to fulfil. As they progress in flexible learning, they quickly

accomplish the requirements but does not leave spaces for the learners to ask specific questions. If the

learners has not fully understood the knowledge that the teacher has taught, they are not able to

complete the tasks to the best of their ability, therefore hindering their own learning. The flexibility of

online learning enables the students to carefully understand all the necessary concepts provided and

ensure full knowledge before moving forward (Holden et al., 2021).

Table 9
Proposed Activities to Enhance Teaching Strategies in Flexible Learning

Enhancement Activities Success Indicators

Key
Project/ Persons
Results During the enhancement At the end of the session,
Objectives Involved
Area activities, the teachers the students must be able
should be able to… to…
1.Learning  Project 1.1. Invite students to Produce outputs from online 1.1. College
Devices Accelerated practice learning classes at the suggested President;
Computer- through available internet hubs (for students Basic
Assisted school internet hubs with a slow internet Education
Learning connection at home); Director
(PACAL) Attend the whole-day class and
at the suggested school Principal;
 internet hub Teachers;
a. To increase 1.2. Form written lectures Note down and analyze the Students;
learning using or recorded provided lectures of the Parents
an appropriate discussion videos for teacher for memory recall
internet speed the students’ and text analysis
reference on the application;
missed subject or Create reflective essays
topic discussed based on the text applied
with metacognition

b. To improvise 2.1. Conduct remedial Apply the discussed topic 1.2. Teachers;
the reliability classes after sessions into the real life situation; Students
of internet for learning Analyze and summarize the
connection enhancement and discussed topic by rewriting
recapitulation on the and recapitulating the
necessary content of the session
components of a through proper participation
discussed topic in the class;
Exchange thoughts through
group brainstorming or
online debates through auto-
didacticism (self-learning)
2.2. Organize a Communicate with the 1.3. Teachers;
consultation time as teacher from time-to-time Students;
professionals through online media Parents
regarding a specific platforms (i.e. Facebook
practice to be used messenger, Twitter);
for future endeavours Share their thoughts about
using metacognition educational conflicts either
to parents or teachers
through metacognition
c. To utilize a 3. Upload videos or Make time and gather 1.4. Teachers;
browser audios on a best relevant information about Students
playing several website (i.e. the uploaded audio or video
common YouTube or file;
multimedia Facebook) for the Practice formal activities
formats (video students’ reference online and create a reaction
and audio) paper based on what they
have listened to
2.Mode of  School Buddy- 1.1. Integrate technology Engage in the teaching- 2.1. Teachers;
Learning System into learning while learning process through Students
playing educational active participation; (by pair/
a. To increase games or online Participate effectively using group)
the level of practice activities specific learning devices
enjoyment in 1.2. Encourage Communicate with an
flexible interaction between assigned partner and
learning students (i.e. working monitor his/her
with a partner/ pair activities/works weekly;
activities) Encourage the assigned pair
 to participate in class and
work together effectively
b. To intensify 2.2. Share relevant Coordinate with the 2.2. Teachers;
the level of experiences or stories teachers effectively through Students
interactions to the learners proper life adaptation of
between the activities;
students and Apply metacognitive
the teachers learning strategies with
proper teacher-student
communication
2.3. Promote emotional Share the affective side to
support to the the teachers through a
learners through proper peer interactions;
responsiveness Increase their interests,
motivations, and point of
view based from classroom
activities
c. To enhance 3.1. Transfer the students’ Produce enough flexibility 2.3. Teachers;
the flexible cognition in different in all genres and types of Students
learning learning modalities learning modality through
experience various learning styles;
Apply their cognitive
domain using auto-
didacticism or
metacognitive strategies
3.2. Approach teaching as Prepare skills for work and
a process of education in the 21st
constructing century;
knowledge, making Fulfill a variety of learning
meaning, and making needs and preferences
connection across through analytical
learning areas cooperation and
communication
3.3. Foster student Make choices and take an
independence and active role in learning
collaborative (either online or offline);
learning Improve classroom culture
management and behaviour
with proper motivation
3. Time for “Take the Stage” 1.1. Provide insightful Participate actively in class 3.1. Teachers,
an Online – Program for questions and and communicate with the Students
Class Online Learning comments by giving teacher effectively;
Readiness and feedbacks to Share their answers based
Collaborative everyone on real life situations or
Education understanding;
Make valuable contribution
a. To encourage in class by getting along
participation with the teacher
on online class 1.2. Assign student Bring a different
to prevent
 students’ moderators to perspective to the
distraction encourage and conversation;
when studying facilitate Encourage and facilitate
conversation online class conversation;
Check the whole online
class flow including the
attendance, and the students
who participate
1.3. Make the class Answer elaborately the
interactive through questions provided by the
questioning or teacher;
recapitulations Expect to listen to lectures
and take notes based from
others’ answers
b. To allow the 2.1. Explain why Provide continual 3.2. Teachers;
students to participation and opportunities to reflect, Students;
spend enough online discussions recall, and apply new Parents
time each are mandatory knowledge;
week on an through proper Increase the interest in
online class motivation discussion as the course
goes on;
Be intrinsically motivated to
engage fully in their
learning experience;
2.2. Encourage Participate with the group
collaboration through mates effectively in online
online group works meetings through breakout
rooms;
Partake in online team
buildings, webinars, and
assemblies efficiently
2.3. Provide flexible time Prepare a list of activities on
for learners and an everyday basis by
require intensive breaking large activities into
work for them smaller ones for better
learning outcomes;
Manage time during online
learning by seeking help
from parents or classmates
c. To let the 3.1. Provide more Work together on class 3.3. Teachers;
students finish project-based projects through class Students
their projects learning activities discussions, group
on time through collaborative exercises, or any skill-
strategies related drills;
Present finished projects
online and catch their
classmates’ interest on
towards their work
3.2. Critique peer works Evaluate co-students’ work
 through virtual through a specific given
gallery walks rubric;
Analyze works and provide
comments or feedbacks for
work improvement
3.3. Evaluate an essay Write an essay based on the
response about produced project or output
students’ reaction done by a group or an
towards the project individual through series of
questions;
Create a reflection towards
the produced output by
basing it in the real-life
situation
4.Learning  Brigada 1.1. Make time to find a Find a high-speed internet 4.1. Basic
Devices Teknolohiya – location with a high- at home before the class Education
Technology speed internet schedule starts to resolve Principal;
Intervention connection (most the internet connection Teachers;
Program recommended to go problem; Students;
to the school instead Provide access to support Parents
a. To produce a for a more reliable devices that can help them
high-quality connection) solve technical problem via
bandwidth/ call, email, or live chat
speed of
1.2. Look for technical Get technical support for
internet at
support for a more their connection and other
home
effective teaching- technical issues related to
learning process software and tools for
effective learning
b. To have a good 2.1. Provide other Communicate with the 4.2. College
computer/ learning resources by teachers through online President;
laptop giving multiple remedial, recorded Basic
condition to be options for discussions, or online Education
used for communicating consultations Director
flexible 2.2. Team up with Coordinate with the nearest and
learning community centers, and available community Principal;
libraries, and workers, libraries, and Teachers;
organizations to help organizations to have an Students;
students have regular access to online learning Parents
access to computers, devices;
tutors, and other Attend regularly the online
resources classes, participate actively,
and observe proper decorum
to the designated area
2.3. Provide off-line Manage asynchronous
learning options classes and communicate
with the adviser and/or
subject teachers from time
to time;
Apply auto-didacticism and
 metacognition in all
learning areas with proper
time management
c. To acquire an 3.1. Maintain live Connect with the other 4.3. Teacher;
excellent connections during classmates and their Students
mobile phone online learning instructor through social
condition for media platforms (i.e.
flexible Facebook or Messenger);
learning Maintain group learning
interactions by giving
feedbacks and answers to
questions
3.2. Provide an accessible Have an access to online
way to connect to educational resources (i.e.
students through LMS)
online educational Gather all learning materials
resources (i.e. and resources on LMS,
Learning including modules, audio or
Management video links, etc.
System)
5.Learning  Learn-at-Home 1.1. Produce a clear Achieve the goals and 5.1. Teacher;
Materials Intervention module with its standards of the module; Students
Program purpose and Know, understand, and
aspiration for demonstrate the completed
a. To produce an students module in different learning
effective styles;
module (online Improvise the skills,
and offline) to knowledge, or learning
be used for through metacognitive
flexible understanding
learning 1.2. Create a Be engaged in learning
constructively activities produced from the
aligned module by learning module;
determining the Review and evaluate the
learners’ self- course to find out if it has
learning strategies successfully aligned
aligned with the learning outcomes with
intended outcomes activity and assessment
1.3. Consider the course Identify the type of course
in context by used in accordance to the
identifying the desired subject taught by the
outcomes, learning teacher depending on the
activities, and desired outcome;
assessment Utilize the resources
available through their
involvement and active
participation
b. To intensify the 2.1. Give the students Review a module based 5.2. Teacher;
positive effects more time to reflect course by studying each Students
of learning on their learning topic into smaller chunks;
 materials in modules Retain information through
offering the reviews, self-made
resources to mnemonics, meta-analysis,
learn from and self-learning
home 2.2. Allow the students to Prepare time in advance
plan ahead for full about the upcoming topics
awareness of what from the formulated
topics will be module;
covered in each Maintain an active social
module life, as well as balancing the
studies around working
hours
2.3. Encourage students Process information in
to fully absorb and segments;
understand what they Demonstrate learning
are learning through knowledge
application in different
learning genres
c. To maintain the 3.1. Provide a reliable Produce a meta-analytical 5.3. Academic/
accuracy of the information for manner of answering Subject
learning development and activities with self-learning Coordinator
materials to the implementation strategies; ; Teacher;
lessons being Refer to other available Students
taught by the learning resources, such as
teacher books, journals, articles, etc.
3.2. Create a valid Listen to the teacher
orientation about the promptly depending on the
module to avoid course intended learning
misinterpretation outcomes;
Organize the course
contents through time
management and study
planning
3.3. Produce a bias free Categorize the different
module to produce a components of the module
fair conclusion through its functions;
Produce answers in
accordance to their level of
expertise
 Table 9 indicates the proposed activities to enhance teaching strategies in Flexible Learning for

Elementary and Secondary teachers. The table showed the areas that need to be enhanced, and the

course of action or measure is proposed.

Furthermore, the proposed program aimed to produce success indicators that could bridge the

gaps resulted from the survey. Interventions are necessary to produce a more engaging way of

Flexible learning, most notably in the situation of the pandemic. The proposed enhancement program

highlights the key results areas that target the factors of flexible learning, including the type of

internet connection, mode of learning, the time for an online class, the learning devices, and the

learning materials to be used. These areas are anchored with how the students’ needs can be

adequately assessed inclined with the success indicators and enhancement activities. Moreover, the

table explains the strategies to overcome the challenges being experienced during online learning.
 Chapter V
Conclusions and Recommendations

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. The learners’ level of experiences in flexible learning were all considered good, most specifically

in the usage of students’ delivery of learning applied in their learning materials.

2. The academic performance of the students enrolled in Divine Word College of Calapan – Basic

Education Department produced a good result in the application of Flexible learning, making the

students’ used learning materials as the most relevant and the type of internet connection utilized

as the least appropriate.

3. There was a significant relationship between the problems faced in flexible learning, most

highlighting in the time for online classes, the type of internet connection, learning mode and the

academic performance of the learners. However, the learning devices and the materials used has

not affected the students’ academic performance.

4. A set of activities to enhance teaching strategies in flexible learning has been proposed.

Recommendations

Based on the findings and conclusions presented, the following recommendations are hereby

suggested:

1. The teachers may assess the students’ online learning experiences by maximizing different forms

of instructional material and strategies to develop their flexible learning experiences and

competencies.
2. The students may enhance their learning strategies based on the type of internet connection utilized

in online classes and apply the learning materials more engaging in different applicable learning

styles.

3. The teachers’ strategies may depend on the students’ comprehension level to lessen their

challenges in online classes, type of internet connection, and the learning modality utilized by their

learners.

4. The future researchers may improve the proposed enhancement program for better results and

outcome towards flexible educational system in teaching and on learning.

References:

2017; Julio Antonio Gonzalez-Pienda; Nova Science Publishers, Incorporated

A Classification of Approaches to Web-Enhanced Learning
Anonymous (2017) How flexible is flexible learning, who is to decide and what are its implications?,
Distance Education, 38:3, 269-272, DOI: 10.1080/01587919.2017.1371831
Bachelor Thesis, 201899 Pages, Grade: 5 (GHA-System) Anthony Abaido
https://www.flexlearnstrategies.net/adjusting-to-the-new-normal/
https://www.gse.harvard.edu/news/uk/20/08/adjusting-new-normal?
utm_source=linkedin&utm_medium=social&utm_campaign=hgse_organic
https://www.igi-global.com/dictionary/academic-performance/42383
https://www.igi-global.com/dictionary/classification-approaches-web-enhanced-
Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook on Facilitating
Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining
Undisrupted Learning in COVID-19 Outbreak. Beijing: Smart Learning Institute of Beijing
Normal University learning/11249
M. Schwartz, N. Roach, S. Anwar, J. Tanner & R. Thistle on behalf of the Ryerson Mental Health &
Wellbeing Committee, http://www.ryerson.ca/lt
Shelton, Brett E.; Hung, Jui-Long; and Lowenthal, Patrick R.. (2017). "Predicting Student Success by
Modeling Student Interaction in Asynchronous Online Courses". Distance Education, 38(1),
59-69.
Stanton, A.,Zandvliet, D., Dhaliwal, R., & Black, T. (2016). Understanding students’ experiences of
well-being in learning environments. Higher Education Studies, 6(3). Retrieved from
http://www.ccsenet.org/journal/index.php/hes/article/view/61858/34166
 LIST OF APPENDICES

APPENDIX A - Statistical Output

 APPENDIX B – Curriculum Vitae of the Researchers

PERSONAL DETAILS:

Name: JOSHUA A. APOLONIO

Address: MANGGA ST., LALUD, CALAPAN CITY, ORIENTAL MINDORO
Contact No.: 0956 471 8370
Date of Birth: SEPTEMBER 25, 1995
Nationality: FILIPINO
Marital Status: SINGLE

EDUCATION:

2007 Elementary Naujan Academy

2011 Secondary Naujan Academy
2015 Tertiary Divine Word College of Calapan
Bachelor of Arts in English Language
2018 Graduate School Lyceum of the Philippines University – Batangas
Master of Arts in English Language Studies
2021 Graduate School Lyceum of the Philippines University – Batangas
Doctor of Philosophy in English Language Studies

WORKING EXPERIENCE:

2015 – 2016 - Reading Teacher/ Instructor

EQ and IQ Mon (Kumon) Learning Center, Batangas City, Batangas

2017 – present - Full-time Faculty

Basic Education - Senior High School Department
Divine Word College of Calapan
PERSONAL DETAILS:

Name: JENNY LIZ J. ANYAYAHAN

Address: MALAMIG, GLORIA, ORIENTAL MINDORO
Contact No.: 09154031219 / 09171564461
Date of Birth: SEPTEMBER 30, 1989
Nationality: FILIPINO
Marital Status: SINGLE

EDUCATION:

2002 Elementary Malamig Elementary School

2006 Secondary Sacred Heart Academy, Gloria
2011 Tertiary Divine Word College of Calapan
Bachelor of Science in Computer Science
2014 Graduate School Asia Pacific College
Master in Information Technology

WORKING EXPERIENCE:

2011 – 2017 - Full-time Faculty

School of Computer Studies
Divine Word College of Calapan

2017 – present - Full-time Faculty

Basic Education - Senior High School Department
Divine Word College of Calapan
PERSONAL DETAILS:

Name: EMELDA CASTRO ATIENZA

Address: ST. FRANCIS CORE HOUSING, GUINOBATAN,
CALAPAN CITY, ORIENTAL MINDORO
Contact No.: 09979875629
Date of Birth: NOVEMBER 27, 1977
Nationality: FILIPINO
Marital Status: MARRIED

EDUCATION:

1990 Elementary Bayanan II Elementary School

1994 Secondary St. Joseph Academy – Bongabong Or. Mdo
2001 Tertiary Divine Word College of Calapan
Bachelor of Elementary Education – Major in Science
2020 Graduate School Divine Word College of Calapan
Master of Arts in Education, Major – Science Education
WORKING EXPERIENCE:

2001 – present - Full-time Faculty

Basic Education – Elementary Department
Divine Word College of Calapan
PERSONAL DETAILS:

Name: CARMELA M. DESPUES

Address: BAYANAN I, CALAPAN CITY
Contact No.: 09614303201
Date of Birth: JANUARY 30, 1997
Nationality: FILIPINO
Marital Status: SINGLE

EDUCATION:

2010 Elementary Calapan Chu Eng School, Inc.

2014 Secondary Oriental Mindoro National High School
2018 Tertiary Divine Word College of Calapan
Bachelor of Secondary Education – Major in Physical Science
2021 Graduate School Divine Word College of Calapan
Master of Arts in Education, Major - Science

WORKING EXPERIENCE:

2011 – 2017 - Full-time Faculty

School of Computer Studies
Divine Word College of Calapan

2017 – present - Full-time Faculty

Basic Education - Senior High School Department
Divine Word College of Calapan
PERSONAL DETAILS:

Name: MA. CHRISTINE M. ILAGAN

Address: GUINOBATAN, CALAPAN CITY, ORIENTAL MINDORO
Contact No.:09777223289
Date of Birth: OCTOBER 01, 1994
Nationality: FILIPINO
Marital Status: SINGLE

EDUCATION:

2006 Elementary Guinobatan Elementary School

2011 Secondary Jose J. Leido Jr. Memorial National High school
2015 Tertiary City College of Calapan
2019 Graduate School Divine Word College of Calapan
Master of Arts in Education, Major – Administration and Supervision

WORKING EXPERIENCE:

2017 – present - Full-time Faculty

Basic Education – Elementary Department
Divine Word College of Calapan
PERSONAL DETAILS:

Name: CHENEE A. NALUZ

Address: NEO CALAPAN BLK 11 LOT 42 ACACIA, CALAPAN CITY,
ORIENTAL MINDORO
Contact No.:09155458832
Date of Birth: NOVEMBER 17, 1989
Nationality: FILIPINO
Marital Status: MARRIED

EDUCATION:

2002 Elementary Adriatico Memorial School

2006 Secondary Jose J. Leido Jr. Memorial National High school
2010 Tertiary Divine Word College of Calapan
Bachelor of Science in Computer Science
2014 Graduate School Asia Pacific College
Master in Information Technology

WORKING EXPERIENCE:

2017 – 2020 - Full-time Faculty

Basic Education - Senior High School Department
Divine Word College of Calapan

2021 – present - Full-time Faculty

School of Information Technology
Divine Word College of Calapan
PERSONAL DETAILS:

Name: VANESA JOANNE REDUCTO NALUZ ID PIC

Address: PUTING TUBIG CALAPAN CITY ORIENTAL MINDORO

Contact No.: 0936 9439413
Date of Birth: AUGUST 24, 1993
Nationality: FILIPINO
Marital Status: SINGLE

EDUCATION:

2005 Elementary Adriatico Memorial School

2009 Secondary Jose J. Leido Jr. Memorial National High School
2016 Tertiary Divine Word College of Calapan
Bachelor in Secondary Education Major in English
2019-present Graduate School Divine Word College of Calapan
Master’s in Education Teaching English Language (candidate)

WORKING EXPERIENCE:

2011 – 2017 - Full-time Faculty

School of Computer Studies
Divine Word College of Calapan

2018 – present - Full-time Faculty

Basic Education - Senior High School Department
Divine Word College of Calapan