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ONLINE CLASS OF LEGAZPI CITY NATIONAL HIGH SCHOOL:

ITS IMPACT ON TEACHING AND LEARNING

A Basic Research
Submitted to the
Schools Division Research Committee
Department of Education
SCHOOLS DIVISION OF LEGAZPI CITY
Legazpi City

NAME
2021
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I. Introduction and Rationale

The COVID-19 pandemic brought about abrupt changes in the human lives

around the world. The educational set-up had changed from face to face to

distance learning. The distance learning is the only option to sustain the delivery

of learning among students amidst the difficult situations and ensure health safety

among teachers and students (Fernando, R., 2020).

With regards to distance learning, DepEd Order number 012 series of

2020 entitled “Adoption of the Basic Education Learning Continuity Plan (BE-LCP)

for School Year 2020-2021 in the Light of the COVID-19 Public Health

Emergency”, was implemented. it is a “package of education interventions’ that will

address challenges brought about by COVID-19 pandemic in the education sector.

(DepEd.gov.ph). This implemented policy was adapted by the education

institutions to sustain education for all.

Distance learning is defined as a method of study where teachers and

students do not meet in a classroom but use the Internet, e-mail, mail, etc., to have

classes (Meriam-dictionary). In the Philippines, distance learning is divided into

different modalities. The learning modalities are classified into three types:

Modular Distance Learning (MDL), Online Distance Learning (ODL), and

TV/Radio-Based Instruction.

The modular distance learning refers to an “individualized instruction” such

as self-learning modules (SLMs) in print or digital format/electronic copy. While in

online distance learning, the teachers serve as facilitator, allowing students to

actively participate using electronic gadgets through the use of internet

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connections. In this regard, in this study online class is operationally defined as

the one of the distance learning modalities that make use of the computer and

other gadget dependent on the internet connection to conduct lesson virtually

facilitated by teachers.

According to Xu and Jaggars (2013), back then, online class is preferred by

those who have problems on commuting, while in the new normal, most schools

offered online classes based on the students’ personal decision. Since some

students decided to take online classes amidst COVID-19 pandemic, the computer

facility of the school which was not utilized most of the time before, will now be a

prime necessity to conduct online classes.

On the other hand, Lorente, L.M. et al. (2020), in an article entitled, “The

Right to Education and ICT during COVID-19: An International Perspective”, cited

that basic computer facility and computer-based equipment, and internet access

in the school are the means on how teachers can prepare and conduct distance

learning, implement ICT preventive measures, and continue educational

processes amidst COVID-19 pandemic.

In line with this, the Legazpi City National High School in particular, had

implemented the modular and online delivery learning. Though majority of students

preferred the modular learning, some students preferred online learning. To serve

online students, teachers that will be handling online classes should have their

designated online classrooms to efficiently attend to their online classes. In this

regard, the administration set-up departmental online classrooms to give favors to

those who will be handling this group of students. The computers and other ICT
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facilities were situated outside computer laboratories to a secured classroom so

that teachers can have an access to the computers and internet facility.

The purpose of setting-up online classrooms is to serve its clientele with

online class services in the most efficient manner. This can result to better

academic performance of students. In this regard, the researcher aims to

determine whether the online classes have positive impact on the part of teachers

(teaching) as they perform their responsibilities as learning facilitators and in the

academic performance (learning) of online students in the new normal. This study

is significant to teachers, learners, policy-implementing bodies and the school

community. The findings of the study can be an avenue of providing the students

and teachers better services in terms of ICT facility and internet connections in the

hope of improving the implementation of online classes in the Department of

Education in the new normal. This can eventually improve the teaching and

learning process in the future. Further, the findings of this research may support

schools and online administrators to focus on student attendance and participation

within online learning environments, which may be used as academic performance

indicator for students.

II. Literature Review

An online classroom is a learning environment that uses a learning

management system which allows learners and teachers to connect either

“synchronously, or asynchronously’, where the teacher and students are

separated by location (Li and Lalani, 2020). Online classroom is equipped with ICT

facility. ICT (Information and Communication Technologies) refers to the

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“technologies that provides access to information through telecommunications”. It

focuses to information technologies which includes internet, wireless networks,

computer sets and other means of communication (McCarthy, J. (2020). In

education, online classrooms provide ICT facilities utilized for online classes and

facilitate learning virtually. On the other hand, virtual classroom “refers to an online

system that allows students and teachers to communicate and collaborate”. It is

accessible to students and teachers using smartphones, tablets and laptops when

there is an internet connection.

In this regard, students who chose online learning delivery have access to

ICT and internet facility. In return they are expected to have better participation

and regular attendance which can be a factor of having a better academic

performance. This statement is supported by Kim, A. and Shakory, S. (2019), in a

study, entitled, “Understanding the Impact of Attendance and Participation on

Academic Achievement”, cited that “class participation has a positive relation

between attendance and academic achievement”. Similarly, Rapposelli, J. A.

(2014), also stated that “there is a positive relationship between student

attendance and participation and student final grade achievement”. In addition,

Zolochevskaya, E.Y. et al. (2021) in a study entitled, “Education Policy: The Impact

of E-Learning on Academic Performance” also cited that the use of ICT has a

positive effect on the academic performance of students in virtual learning.

The academic performance refers to the learning outcome indicated by the

students’ General Performance Average (GPA). “The grade point average or GPA

represents the summary of students’ academic performance (igi-global.com) for a

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certain period of time. In line with this, the use of ICT in education, as cited by

Angara (2020), that the online world is a powerful tool”.in conducting online

classes, and becomes a part of distance learning and everyday routine.

In line with the importance of ICT technology, Udas (2020), stated that the

isolation suffered by humans due to COVID- 19 was bearable due to the presence

of technology. Since ICT facility plays a vital role to make others’ works sustainable

through work from home scheme, others survive because they can still make a

living through online business. It is wise to say that internet and gadgets has been

part of human lives in the new normal specially in education.

Furthermore, Neilson (2010) cited the importance of setting portable

computer laboratory in Saskatchewan Health Information Resources Partnership

(SHIRP). “The library provide instruction to Saskatchewan's health care

practitioners and students on placement in health care facilities as part of its

mission to provide province-wide access to evidence-based health library

resources”. The portable computer facility had provided students and practitioners

who have no computer of their own, access to the outside world. Despite of minor

inconveniences, the portable computer laboratory was effectively sustained its

function.

To elaborate the impact of the use of ICT facility, the study conducted by

Bhakta, K. and Dutta, N. (2017), entitled, “Impact of Information Technology on

Teaching-Learning Process”, investigated the factors that influenced students'

choice of computer studies in both public and private secondary schools in

Machakos Sub-County, Kenya. This descriptive survey research uses census

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sampling technique, Results showed that, “availability of computer facilities in both

public and private secondary schools highly influenced students' choice of

computer studies”. However, “private secondary schools were found to be better

equipped with computer equipment/facilities compared to public secondary

schools”. It is recommended that public school should have available computer

facilities “to enable more students choose computer studies and ensure quality of

the learning skills”. The present study is similar since it also tackled computer

facility and its impact in teaching and learning, and descriptive statistics will be

used in treating the data. However, it will not discuss the factors except online

classroom and why students chose online learning delivery modality. instead of

modular learning.

In addition, König, J. et. al (2020), in a study entitled, “Adapting to Online

Teaching During COVID-19 School Closure: Teacher Education and Teacher

Competence Effects among Early Career Teachers in Germany”, analyzed the

extent on how teachers maintained social contact with students and the challenges

encountered and factors. Results revealed that information and communication

technologies (ICT) tools, teachers’ digital competence and teacher education

opportunities to learn digital competence, are influential in adjusting to online

teaching during COVID-19 school closures. The present study has the same

bearing since it investigated the impact of ICT facility in teaching and learning.

However, it will not determine the factors of effective ICT use.

On the impact of online class, the study conducted by Gopal, R. et al.,

entitled, “Impact of Online Classes on the Satisfaction and Performance of

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Students during the Pandemic Period of COVID 19”, identified the factors affecting

students’ satisfaction regarding online classes in the new normal. This quantitative

research involved 544 business management respondents. Results revealed that

the factors that positively impact students’ satisfaction and has positive impact on

students’ performance are: quality of instructor, course design, prompt feedback,

and expectation of students. The present study is similar since its focus is impact

of online classroom on teaching and learning. However, it will not determine the

other than online classroom having impact on online learning involving: teachers’

managing of instruction, enhancing students’ management of learning, and

enhancing ICT preventive maintenance practice and academic performance.

The reviewed literatures center on the learning environment which focus on

instruction, teacher and student. It can be summed up that online learning involved

ICT facility and persons interconnected to achieve learning. In these regards, the

present study is anchored on Connectivism Learning Theory, which states that

“connectivism is one of the newest educational learning theories which focus on

the idea that people learn and grow when they form connections”. Teachers can

employ connectivism in the learning environment to motivate and help students

learn. In particular, teachers can utilize digital media to monitor students and create

positive “relationships with students and with their peer groups to help them feel

motivated about learning”. The lack of studies and knowledge on the impact of

online classroom to teachers and students in the new normal are the gap bridged

by the present study.

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.III. Research Questions

This study will assess the impact of online class on teachers and students.

Specifically, it will seek answers to the following questions:

1. What are the impacts of the departmental online class to the teachers’

enhancement along:

a. Instruction using ICT Skills;

b. Students’ management of learning; and

c. ICT preventive maintenance practices.

2. What is the impact of online class to students’ academic performance?

3. What policy standards and guidelines can be proposed on the operation of

online classroom with regards to maintenance and sustainability of teaching

and learning?

IV. Scope and Limitation

This descriptive-quantitative research will assess the impact of online class

on teachers and academic performance of students. It will also be used as basis

of the policy standards and guidelines that will be proposed to enhance the

implementation of online class with regards to maintenance and sustainability of

teaching and learning. This study will be conducted at Legazpi City National High

School, Rawis, Legazpi City for the school year 2020-2021. The respondents of

this study will be the online class teachers from Grade 7 to Grade 12. To gather

the data, a 5-point Likert scale questionnaire will be accomplished by the

respondents. Descriptive statistics employing weighted mean will be utilized. The

final rating of the online class students will be utilized in determining the academic
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performance of the students and will be analyzed using frequency and percentage

distribution.

V. Research Methodology

a. Sampling

The population of online class teachers of Legazpi City National High

School is 40. All the teachers with online classes will be involved in this study.

Involving all populations is known as total enumeration or total population

sampling. Total population sampling is a type of purposive sampling technique

where the entire population were examined. The grade sheets containing the final

rating of the online class students of each teacher will be utilized in determining

the academic performance of students.

b. Data Collection

The researcher will use a 5-point Likert scale validated structured survey

questionnaire in determining the impact of online class among teachers. The

conduct of the data gathering process for teachers will be face to face. Those who

are not available will accomplish the questionnaire through online using google

forms. To determine the academic performance of students, the grade sheets for

the school year 2020-2021 of each online subject teacher will be utilized. The

academic rating will be collated, analyzed and treated per year level.

c. Ethical Issues

Permit to conduct research will be secured by the researcher before

conducting the data collection. The objectives of the study will be discussed with
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the respondents along with asking their permission to be one of the respondents.

The academic rating that will be obtained from each subject teacher will be treated

with utmost confidentiality. It will be discussed to the teachers that the names of

the students will remain anonymous, and only the academic rating will be utilized.

The teachers will be assured that the data will be utilized to determine the

academic performance of the students that can be a basis of improvement of

online class in the future. Any incident that may arise from the utilization of the data

will be dealt with appropriate action. Be it known that the findings of the study will

serve as basis of planning and implementing sustainable digital learning in the

future.

d. Plan for Data Analysis

Descriptive statistics will be utilized in this study. To treat the data obtained

from the teachers, Weighted Mean (WM) will be applied in the analysis of data.

The mathematical formula of Weighted Mean is WM=∑n/N, where: WM is

Weighted Mean, ∑n is sum of responses, and N is the number of respondents. In

the analysis of academic performance of students, frequency and percentage

distribution will be employed. To facilitate the interpretation, and the researcher will

be properly guided in the computation, a 5-point Likert scale will be used. Below is

the numerical rating range and the adjectival description. 5-Very High (4.50-5.00),

4-High (3.50-4.49), 3-Moderate (2.50-3.49), 2-Low (1.50-2.49), 1-Very Low (0.50-

1.49).
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VI. Timetable

The activities involved in this study will be realized from June 2021 to

November 2021. Below is the Gantt Chart.

Activities June July Aug Sept Oct Nov

2021 2021 2021 2021 2021 2021
Planning and preparation of
proposal
Processes for the approval for
funding
Revision Process

Data Collection, analysis of data,

discussion and interpretation
Revision

Completion, binding and

submission

VII. Cost Estimate

The expenses for each activities in conducting the present study were shown

below.

Activities Items Unit Qua Description Total

Cost ntity Amount
(P)
Preparatio Supplies and Short
n of materials; 250 5 substance 20 1250
research -coupon bond
proposal, -folders & fastener 10 25 White 250
Revision short
Processes -ink 878 2 Epson ink 644 1756
set
Data Domestic travel 5,500
Collection expenses;
Communication 7,700
expenses;
Food and other 6,500
incurred expenses
during conduct of
research (surveys)
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Printing Reproduction, printing, 5,044

and binding costs;
Other expenses 7,000
Dissemina Research Seminar - 15,000
tion of Workshop during
result INSET
Total P50,000

VIII. Plan for Dissemination and Advocacy

The findings of this research will be disseminated through research forum

(local, national, international) webinar, online faculty meetings, PTA and other

stakeholder’s meeting and other appropriate school activities in which there is a

need to discuss the result. The researcher will also collaborate with other

researchers to organize division level research activity, to facilitate the

dissemination of the findings of the research.

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IX. References

Angara (2020). The new normal is digital. Retrieved 2020 from https://businessmirror.
com.ph/2020/05/15/the-new-normal-is-digital/

Assam, K. (2016). International Research Journal of Interdisciplinary & Multidisciplinary

Studies (IRJIMS) A Peer-Reviewed Monthly Research Journal. Scholar
Publications, 2 (11), 131-138. Retrieved June 2021 from https://www.ijims.com/

Bhakta, K. & Dutta, N. (2017). Impact of information technology on teaching- learning

process. Retrieved June 2021 from http://oaji.net/articles/

Distance learning. Retrieved June 2021 from https://www.merriam-webster.com/

DO No. 012, s.2020. Adoption of the basic education learning continuity plan for the
school year 2020-2021 in the light of the covid-19 public health emergency.
Retrieved June 2021 from https://www.deped.gov.ph

Fernando, R. (2020). What the Covid-19 Pandemic will change in education. Retrieved
September 2020 fromhttps://www.worldsofeducation.org/

Gakunga, D. K., & Kithungu, R. M. (2016). The influence of availability of computer

facilities in public and private secondary schools on students’ choice of computer
studies as a learning subject in Machakos Sub-County, Kenya. The Journal of
Scientific and Engineering Research, 3(5). Retrieved June 2021 from
https://www.researchgate.net/publication/316430345

Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction
and performance of students during the pandemic period of COVID 19.
Retrieved June 2021 from https://link.springer.com/article/10.1007/s10639- 021-
10523-1

ICT. Retrieved June 2021 from https://techterms.com/definition/ict

Kim, A., Shakory, S., & Azad, A. (2019). Understanding the impact of attendance and
participation on academic achievement. Retrieved June 2021 from
https://www.researchgate.net/publication/334159263_Understanding_the_impa
ct_of_attendance_and_participation_on_academic_achievement

Konig, J., Jager-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during
COVID-19 school closure: teacher education and teacher competence effects
among early career teachers in Germany. Retrieved June 2021 from
https://www.tandfonline.com/
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Li, C., & Lalani (2020). Global agenda covid-19 education and skills future of media,
entertainment and culture. Retrieved 2020 from google.com

Li, C. & Lalani, F. (2020). The COVID-19 pandemic has changed education forever.
Retrieved June 2021 from https://www.weforum.org/agenda/2020/04/

Llego (2020). Buhay Guro. DepEd Learning Delivery Modalities for School Year 2020-
2021. Retrieved 2020 from https://www.teacherph.com/deped-

Lorete, L. M., Arrabal, A. A., & Pulido-Montes, C. (2020). The Right to Year Education
and ICT during COVID-19: An International Perspective. Retrieved June 2021
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McCarthy, J. (2020). Four key aspects of teaching an online class. Retrieved June 2021
from https://www. edutopia. org/ article/ 4-key-aspects- teaching-online- class

Morillo (2020). Online Education: The New Normal? Retrieved September 2020 from
https://homebusinessmag.com/lifestyles/education/online-education-new-
normal/

Neilson (2010). Have computers, will travel: providing on-site library Instruction in
Rural Health Facilities Using a Portable Computer Lab. Retrieved 2020 from
https://www.tandfonline.com/

Rapposelli (2014). The correlation between attendance and participation with respect
to student achievement in an online learning environment. Retrieved June 2021
from https://digitalcommons.liberty.edu/

Ten Reasons Online Learning in Education should be the new normal (2020). Retrieved
2020 from https://www.staffordglobal.org/articles-and-blogs/

The COVID-19 pandemic has changed education forever (2020). Retrieved 2020 from
fhttps://www.weforum.org/agenda/2020/04/coronavirus-education-global-
covid19-online-digital-learning/

Udas (2020). Here’s how technology has become a part of our new Normal. Retrieved
2020 from https://www.expresscomputer.in/news/covid-19/heres-how-
technology-has-become-a-part-of-our-new-normal/52434/

Virtual classroom. Retrieved June 2021 from https://tophat. com/ glossary/ v/virtual-
classroom/
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What is Academic Performance? (n.d.). Retrieved June 2021 from https://www.igi-

global.com/dictionary/academic-performance/42383

What is Online Classroom? Retrieved June 2021 from https://www.igi- global.com/

dictionary /a-framework-for-engaging-language-learners-in-the-online-
constructivist-classrooms/

Zolochevskaya, E., Zubanova, G., Fedorova, N., & Sivakova, Y. (2021). Education
policy: the impact of e-learning on academic performance. Retrieved June 2021
from https://www.e3s-conferences.org/articles/e3sconf/