July 15, 2022

EDUCATIONAL SYSTEM TECHNOLOGICAL INSTITUTE

COMPARATIVE ANALYSIS OF ONLINE CLASSES

VERSUS FACE-TO-FACE CLASSES ON BSMT 3 RD
YEAR STUDENTS OF ESTI
Research Title

JHON JOWARD SOTTA

Researcher
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Table of Contents

I. Introduction

II. Review of Related Literature

III. Methodology

IV. Findings

V. Summary of Findings, Conclusion and Recommendations

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I. Introduction

The current Covid-19 pandemic has a profound impact not only on people's health but also on their
daily activities. The most challenging part of this pandemic is how to continue the learnings of every
student worldwide. And how the students and teachers may adapt to a system of education built around
physical schools.

At its peak, more than 188 countries encompassing around 91% of enrolled learners worldwide, closed
their schools to try to contain the spread of the virus. School closures have a genuine impact on all
students. But especially on the most vulnerable ones who are more likely to face additional barriers.
Children and youth from low-income, indigenous backgrounds, with diverse gender identities and sexual
orientations, and those with special education needs suffer by being deprived of physical learning
opportunities, social and emotional support available in schools, and extra services (Organization for
Economic, Cooperation and Development, 2019).
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I. Introduction

Despite schools closing, the Department of Education finds ways to extend the topic lessons to the
students. Many schools, especially public ones, use different learning materials such as modules and
learning books. At the same time, some schools have been using virtual teaching or online schooling
between students and teachers to deliver education. With this learning setup, those vulnerable students
may find it hard to cope-up with this way of teaching. That's why parental support for homeschooling is
more to provide students with the best learning conditions and support them in their studies during online
classes.

For this reason, the researcher decided to conduct a study regarding comparative analysis of online
classes vs. face-to-face classes in BSMT 3rd-year students of ESTI. To achieve this goal, the researcher
devised the following study questions:
1) What are the effects of online classes for BSMT 3rd Year students of ESTI?
2) What are the impacts of face-to-face classes on BSMT 3 students of ESTI?
3) And, what is more efficient in teaching for BSMT 3rd Year students of ESTI, online classes or face-to
face classes?
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II. Review of Related Literature

The researcher made an effort to find the most pertinent publications for the current study despite the
fact that there haven't been many studies comparing online classes to face-to-face classes for BSMT third-
year students of ESTI. Therefore, all the related studies will be presented based on whether it is Local or
Foreign, and the researcher will discuss the importance and linkage of the related literature to the current
research.

Foreign Literature
(1) Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face
Learning Environments
(2) Students' Perceptions of Teaching and Social Presence: A Comparative Analysis of Face-to-Face and
Online Learning Environments
(3) Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning
contexts
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II. Review of Related Literature

Local Literature
(1) Comparative Study on the Performance of Bachelor of Secondary Education (BSE) Students in
Educational Technology Using Blended Learning Strategy and Traditional Face-to-Face Instruction
(2) A Comparison of Two Theories of Learning Behaviorism and Constructivism as applied to Face-to-Face
and Online Learning
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III. Methodology

The current study employed a quantitative research approach in which a survey questionnaire was
created to look at the research questions stated on this research. The information gathered was evaluated
using descriptive and inferential statistical methods. The researcher used descriptive statistics to
determine the frequency, percentage, mean, and standard deviation of the demographic profile of the
respondents.

Participants
The current survey was conducted at ESTI Marinduque, where all of the respondents (N = 100),
comprising ninety-three (93) male and seven (7) female students from BSMT 3rd year students on campus,
took part. They were between the ages of 18 and 25. The sampling process was carried out using a basic
random sampling approach to guarantee that each sample had an equal probability of being chosen for the
research.
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III. Methodology

Data Collection Instruments

Based on the literature review, the researcher created a survey questionnaire.The questionnaire is
divided into three sections, each with a five-point Likert scale ranging from 1 to 5, with 1 indicating strong
disagreement and 5 indicating strong agreement. The different components of the questionnaire focus on
answering the three (3) research questions as stated in this study. Because English is a foreign language,
the researcher created two research questions: one written in English and the other written in Filipino. In
addition, the researcher decided to create two formats to ease students during the survey.
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III. Methodology

Validity and Reliability

To guarantee the validity of the survey, it was distributed to a group of research experts at the ESTI
faculty of language and literature. The expert's suggestions and viewpoints were incorporated into the
questionnaire and taken into account for successive revisions.

Data Collection Procedure

Questions for the survey were collected using Google forms. The URL for the questionnaire was posted
on social media platforms along with an invitation letter (Facebook, WhatsApp, and Twitter). It was shared
on Facebook Messenger 20 times by the students and their friends. Along with asking them to share it and
complete the questionnaires, it was also disseminated to additional group chats (GC). The survey must be
completed and responses sent within 20 days. The consent form also addressed the problem of
confidentiality and privacy, assuring respondents that the data they provided would only be used for the
study.
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III. Methodology

Data Analysis
The data analysis process started when the respondents completed the questionnaire using the
Google form given by the Free Version of Data Analysis Software. Then, using descriptive statistical
analysis, the mean, standard deviation, percentage, and frequency of the respondent's demographic
profile and the comparison of online vs. face-to-face classes were calculated. Lastly, the researcher creates
an analysis based on the survey result on the most effective mode of learning, online or face-to-face.
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IV. Findings

Descriptive statistical analysis and inferential analysis were employed to answer the research
questions. The findings based on the study questions are displayed in the below-prepared tables. In
addition to the overall mean score for each variable, the first portion of the tables includes demographic
data about the respondents. The second component displays the results of the inferential statistics.
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IV. Findings

Findings on the Most Preferred Mode of Learning for BSMT 3rd Year Students
The preferred teaching modes for BSMT third-year students are displayed in Table 1. Between the ages
of 18 and 25, 30 respondents selected online classes. The preferred method of education was face-to-face
classes for 70 responders in the same age range. Most respondents (70) were contented with face-to-face
classes, whereas only 30 students preferred online teaching classes.

Table 1. Descriptive statistic of learning mode preferences

 
  BSMT 3rd Year Students  

Age Total

18-25 Preference Online Classes 30 30

Face to face Classes 70 70

Total 100
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IV. Findings

Findings on the Most Effective Mode of Teaching for BSMT 3rd Year Students
The most effective mode of teaching for BSMT third-year students is displayed in Table 2. Between the
ages of 18 and 25, 30 respondents selected online classes. The most effective mode of teaching was face-
to-face classes for 70 responders in the same age range. Most respondents (70) were contented with face-
to-face classes, whereas only 30 students preferred online teaching classes.

Table 2. Descriptive statistic of the Most Effective Mode of Teaching

 
  BSMT 3rd Year Students  

Age Total

Effective Mode
18-25 of Teaching Online Classes 30 30

Face to face Classes 70 70

Total 100
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IV. Findings

Findings on what teaching mode BSMT 3rd Year Students learn Better
The teaching mode where BSMT third-year students learn better is displayed in Table 3. Between the
ages of 18 and 25, 30 respondents selected online classes. The teaching mode where BSMT third-year
students learn better was face-to-face classes for 70 responders in the same age range. Most respondents
(70) were contented with face-to-face classes, whereas only 30 students learn in online classes.

Table 3. Descriptive statistic on what teaching mode BSMT 3rd Year Students learn Better
 
  BSMT 3rd Year Students  

Age Total

What teaching
18-25 mode do you Online Classes 30 30
learn Better?
Face to face Classes 70 70

Total 100
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IV. Findings

Findings on the effects of online class in BSMT 3rd year students

Table 4 is used to analyze the effects of an online class on third-year BSMT students. According to
Table 4, the average score for each item ranged from 2.40 to 2.65. This shows that on every topic
pertaining to the usage of the internet platform in schools, the vast majority of respondents either strongly
disagreed with or were at least in disagreement. When comparing the highest and lowest means of the
items relating to the effects of an online class in BSMT students, item 1 has the highest mean score of M =
2.65, indicating their degree of satisfaction in an online course. The question on whether online classes
encourage flexibility and self-paced learning received the lowest mean score, M = 2.40, from respondents.
This study also shows that online classes merely affect the BSMT student in many aspects that can cause
failures or glitches in their educational development.
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IV. Findings

Table 4. The effects of online class in BSMT 3rd year students

Effects Frequency and Percentage  

No
Items (1)Bad (2)Fair (3)Good (4)Very Good (5)Excellent Mean SD
1 Rate your 20 40 10 15 15 2.65 2.48
satisfaction level in 20% 40% 10% 15% 16%
online class.
2 Do you clearly 20 41 9 20 10 2.59 2.40
understand the 20% 41% 9% 20% 10%
topics being given
using online
classes?

3 Is online classes 25 40 15 10 10 2.40 2.21

promote flexibility 25% 40% 15% 10% 10%
and self-paced
learning

4 Do you gained 20 40 15 15 10 2.55 2.34

higher grades in 20% 40% 15% 15% 10%
online class?
5 Are you motivated 20 41 20 10 9 2.47 2.24
to move and learn 29% 30% 8.33% 16% 16.67%
the next topic in
online class setup?
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IV. Findings

Findings on the impacts of face-to-face class in BSMT 3rd year students

Table 5 is used to analyze the impacts of face-to-face classes on third-year BSMT students. According
to Table 5, the average mean for each item ranged from 3.53 to 3.78. This shows that on every topic
pertaining to the usage of the face-to-face mode in schools, the vast majority of respondents either
strongly agreed with or were at least in agreement. When comparing the highest and lowest mean of the
items relating to the impacts of face-to-face class on BSMT students, item 1 and item 5 has the highest
mean score of M = 3.78, indicating their degree of satisfaction in a face-to-face class and the level of
motivation to move and learn the next topic. The questions on whether face-to-face classes encourage
flexibility and self-paced learning and do students receive higher grades received the lowest mean score, M
= 3.53. However, this score (mean) also discloses that this result is highly acceptable to respondents. These
findings also show that the BSMT third-year students are more satisfied, motivated, get higher grades, feel
more flexible, and clearly understand the topics in a face-to-face class.
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IV. Findings

Table 5. The impacts of face-to-face class in BSMT 3rd year students

Impacts Frequency and Percentage

No
Items (1)Bad (2)Fair (3)Good (4)Very Good (5)Excellent Mean SD
1 Rate your 3 7 10 30 50 4.17 3.78
satisfaction level in 3% 7% 10% 30% 50%
f2f class.
2 Do you clearly 1 9 15 35 40 4.04 3.64
understand the 1% 9% 15% 35% 40%
topics being given
using f2f classes?

3 Is f2f classes 1 9 15 35 40 3.82 3.53

promote flexibility 1% 9% 15% 35% 40%
and self-paced
learning

4 Do you gained 10 8 12 30 40 3.82 3.53

higher grades in f2f 10% 8% 20% 30% 40%
class?
5 Are you motivated 3 7 10 30 50 4.17 3.78
to move and learn 3% 7% 10% 30% 50%
the next topic in f2f
class setup?
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V. Summary of Findings, Conclusion and Recommendations

This chapter provides a summary of the findings, a conclusion, and recommendations based on the
findings.

Summary of Findings

The data gathered were tallied, tabulated, analyzed, and interpreted using percentage, mean and
standard deviations. The analysis of data revealed the following results:
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V. Summary of Findings, Conclusion and Recommendations

Research Question 1: What are the effects of online classes for BSMT 3rd Year students of ESTI?
As stated in Table 5, the effects of an online class on BSMT students are as follows:

1. The highest mean score is 2.65, which is about the satisfaction rate. Therefore, only half of the
respondents are satisfied with an online class setup. Since satisfaction is a vital point in learning, it
affects the students psychologically (item 1 in table 4).
2. With a mean of 2.59 (fair), students point out that they do not understand the topics being given
online (item 2 in table 4).
3. With the lowest mean score of 2.40 (fair), most students agreed that online class does not
promote flexibility and self-paced learning (item 3 in table 4).
4. With a mean of 2.47 (fair), most students do not get motivated in online class setup (item 5 in table
4).
5. Lastly, with a mean of 2.55, after analyzing all the burdens and experiences of the student in an
online learning setup, most students get lower grades in an online class format (item 4 in table 4).
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V. Summary of Findings, Conclusion and Recommendations

Research Question 2: What are the impacts of face-to-face classes on BSMT 3 students of ESTI?
As stated in Table 5, all the variables from items 1 to 5 clearly show that face-to-face class has the
highest satisfaction rate and positively impacts education for BSMT 3rd-year students. The lowest mean
score in a face-to-face class is 3.82. According to researchers that follow the Likert Scale, it is Very Good or
Strongly agrees on all aspects. Therefore, it has a high acceptance rate from the students.

Research Question 3: And, what is more efficient in teaching for BSMT 3rd Year students of ESTI,
online classes or face-to-face classes?
As stated in descriptive statistics in Tables 1 to 3, 70% of BSMT 3rd-year students agreed that face-to-
face class is the most efficient teaching modality.
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V. Summary of Findings, Conclusion and Recommendations

Conclusions
Based on the data analyzed and the findings of the study, the researchers deduced the following
conclusions:
1. The BSMT 3rd-year students are more preferred and most satisfied in face-to-face classes than
online ones.
2. The BSMT 3rd-year students get a higher grade in face-to-face classes than in online classes.
3. The BSMT 3rd-year students experience more flexibility and self-paced learning in face-to-face
rather than online classes.
4. The BSMT 3rd-year students mostly understand the topic being given in face-to-face class rather
than online class.
5. And, The BSMT 3rd-year students are more motivated to proceed to new topics in face-to-face
classes rather than online classes.
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V. Summary of Findings, Conclusion and Recommendations

Recommendations
Based on the findings and conclusion, the researchers hereby present the following recommendations:
1. To get a higher satisfaction rate from the students in deploying online class materials, it is
better to get feedback from the student to modify and upgrade the learning peripherals.
2. Students much preferred the face-to-face class rather than the online class. In this case, the
management needs to revise or improve its syllabus to gain the need of the students. If the online
class is still prohibited, conduct research in which students will accept that they need to be fitted
to an online class setup.
3. The management needs to provide Training and Seminar to the teachers regarding Virtual
Classroom Management to deal with the need of students in terms of motivation, flexibility, and
other aspects related to students' learning and development.