Perceptions of BSED Values Education Major Students towards Flexible Learning

In UEP

In partial requirements for the Introduction of Research

by

Cristobal M. Cantor

Ginalyn V. Divad

Maria Lalaine G. Bacani

Bernadette V. Cabida

Jasmine A. Casabar

Jenifer D. Cuaresma

Angelica B. Fernandez

Jedelyn Rose O. Torralba

Ursula R. Urmatan

Geremie F. Velasco

December 2020
 CHAPTER I

THE INTRODUCTION

Background of the Study

In the last decades, the teaching and learning process by using technology and

applications have become a necessity for the teachers to respond the changes of teaching

from face to face teaching learning to online teaching. The development of technology

requires a change in the teaching and learning environment. Although technology does

not replace existing conventional methods, its emergence will enhance the process of

learning. The education systems have principal responsibilities to mitigate the demands

generated by the technology development.

Especially, nowadays, the COVID-19 pandemic took the globe abruptly.

Globally, everything has ceased. Ventures have been postponed, working environments

closed and schools closed. Since the new coronavirus, the world seems to have ground to

a halt. As a result of the spread of COVID-19, the Government of the Republic of the

Philippines has educated citizens to stay at home and to conduct self-quarantining before

the circumstance progresses. Be that as it may, students proceed their instruction through

online learning and by means of video calls with their teachers or lecturers. The method

is as of now the most excellent elective as keeping schools open postures a security

hazard for students. Many schools were not able to apply home learning programs as well

as this is also due to a lack of preparation in this country. Amid the learning from

domestic period, it is typical for students to be bored, focused, or stressed around the

current circumstance or to be befuddled with the unused learning strategies. Many

students think that the workload of online classes is larger than regular classes. Usually

since those students need the gadgets and web access to participate in online learning,

and the schools do not have the capacity to instruct online. Many obstacles that come

during online learning as well there are also advantages for education field. Not all the

learning materials can be applied through distance learning and not all regions in several

countries around the world have adequate access to the internet to apply online learning.

Digital learning in Philippines still faces deterrents since of the constrained internet

access and supporting infrastructure. The enhanced use of e-learning among academic

institutions has led to an amendment in higher education.

The coronavirus pandemic has disrupted the educational system worldwide. In the

Philippines, educational institutions are trying to make sure that learning is unhampered

during the health crisis. Many students and groups have also called for an “academic

freeze” as the country fights the pandemic. They pointed out that the coronavirus

lockdown affected household finances, and many Filipinos don't even have access to a

computer or the internet.

According to De Vera, "flexible learning," which will be implemented this year,

is not new. “We are ready because our top universities have been doing flexible learning

even before COVID. The other universities have shifted to flexible learning during the

quarantine and are moving ahead for the opening of classes."

According to CHED, flexible learning “ensures the continuity of inclusive and

accessible education when the use of traditional modes of teaching is not feasible, as in

the occurrence of national emergencies.” "Flexible learning" for higher education

institutions involves a combination of digital and non-digital technology, which

according to CHED, doesn't necessarily require being connected to the internet. De Vera

said that universities and colleges have the freedom to choose what mode would be

effective for them. Some of them would be using pure online, pure modular, while others

would use a combination of the two.

3 MODES OF FLEXIBLE LEARNING

Online – A flexible learning mode which is electronic-based and which uses available

online classrooms for the delivery of instruction. Learning materials are in digital format

such as webcast, podcast, videos, audio, and other open educational resources or OERs.

To aid online learning, CHED launched a web-based platform, PHL CHED Connect, that

provides free learning materials for college students. 

Offline – A flexible learning mode that does not use internet connectivity at all. Learning

is done through printed modules or uses digital forms such as video and audio placed in

storage devices.

Blended – A type of flexible learning which is a combination of online and offline

modes. Online technology will be used for delivering lessons, while other classroom

activities will be done offline using printed modules, video tapes, storage devices, and

learning packets.

In line with this, the researchers would like to distinguish the perceptions of

BSED Values Education major students towards flexible learning. To consult and query

the perception of the students lastly, to measure the knowledge and skills of the students

who studied or experience flexible learning.

Statement of the Problem

The general objective of this study is to conduct a quantitative study about the

Perception of students in BSED Major in Values Education of the University of Eastern

Pangasinan towards the Flexible Learning.

The researchers sought to answer the following questions.

1. What is the profile of the respondents?

a. Name

b. Age; and

c. Sex;

2. How student does affect their learning through flexible learning?

3. What barriers do students encounter when taking flexible learning?

4. What differences exist between students who want to take flexible

learning?

5. Is there a significance difference between…….

a. online learning

b. offline learning/ modular learning

c. combination of face-to-face and distance learning

6. How is learning being affected after analyzing and evaluating the different

teaching and learning approached?

NOTE: Ma’am here is the possible title we can think of

Significance of the Study

This gathering, research and study are helpful or beneficial to the following;

The school administration of the University of Eastern Pangasinan, will have knowledge

to the situation of each student who complies with the regulations and procedures of the

university. Teachers will be able to know the perception of the students towards the

flexible learning, the level of students' learning in three different teaching styles and the

ability of each student to interact with learning from traditional to modern methods.

Parents who earn a living and provide for their children's education will also be aware of

the differences between face-to-face learning and online learning, they can also learn how

to provide support and guide their children. Students especially the Bachelor of

Secondary Education major in Values Education, will learn every knowledge and strategy

of their classmates to meet the challenge of flexible learning.

Scope and Delimitation

The scope of our study is delimited to the college students of BSED Major in

Values Education Pangasinan for the academic year 2020-2021. The researchers focus on

the Perception of BSED students towards the flexible leaning and it will be conducted at

University of Eastern Pangasinan, at Barangay Canarvacanan Binalonan, Pangasinan.

 CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter will present related literature of the Perception of students in BSED

major in Values Education of the University of Eastern Pangasinan towards the flexible

learning.

In the case of online learning the external environment is not a tangible space

such as the brick and mortar classroom, but one that must be facilitated and nurtured in

cyberspace by online instructors. Many educators do not feel an external online

environment can provide the same degree of impact to student learning that is possible in

face to face classrooms. From the behaviorists’ standpoint, cyberspace does not allow for

the instructor to develop a relationship to a deep degree that is possible with face to face

courses. However, there are new technologies that are allowing for better synchronous

communication. These technologies allow instructors to provide rewards and feedback in

real time. Instructors and students, who are challenged by written online communication,

may find that this type of synchronous online communication may help them to bridge

this gap.

As electronic communication becomes increasingly common, and as students

juggle study, work, and family life, many universities are offering their students more

flexible learning opportunities. Classes once delivered face-to-face are often replaced by

online activities and discussions.

The learning process is traditionally understood to take place only when a teacher

meets a student or a group of students at a designated place and time. It is believed that
the effectiveness of the learning process relies heavily on the teacher’s strategies and the

students’ listening skills (Young, 2013 & Redmond, 2011). The teacher plays a more

important role because of the sense of leadership given to him/her during the learning

process while inside the classroom. These are the main features of a traditional face-to-

face classroom. The most important component of a traditional face-to-face classroom is

the opportunity it offers for immediate social and communicative interaction between

student and teacher and student and student.

Two phrases tend to be used to describe flexibility in this context: in this

context flexible delivery and flexible learning. Flexible learning focuses on options

regarding access for learners: the what, where, and when learning occurs. Flexible

delivery is concerned primarily with managing and administering the provision of access,

content, delivery style, logistics, and productivity (Smith, 2000; Taylor, 1998).

In contrast, flexible learning focuses on options related to how learning occurs;

that is, the learning process. Flexible learning is concerned primarily with facilitatingbthe

individual student’s learning process. The goal is to provide quality learning experiences

through consideration of the learner’s personal characteristics , learning styles, work

responsibilities, learning needs and desires, and personal circumstances (Nikolava &Colls

1998; Nunan, George, &McCausland, 2000; Smith 2001).

According to Ismini Vasileiou (2016) in their Thesis Flexible Learning

Submission stated that

This chapter has provided a critical description and analysis of different views

around Flexible Learning and the secondary approaches and methods of teaching that
Flexible learning entails. Technological change allows a shift in expectations, practices

and discourse around the terms, old and new, in teaching and learning. Although Flexible

Learning, online learning, and their analogues sometimes mean the same, in this chapter

we tried to present a variety of opinions and research and offer the reader a substantial

understanding around Flexible learning and also a critical description and examples of

approaches that can be embedded in a Flexible learning degree. The chapter investigated

the challenges a student or an institution might face of the very diverse background

students have.

There is a media/technology literature that predates the development of online

delivery. Many of these early studies found a “no effect” result when comparing the

learning outcomes of different media. According to Clark (1983), one should not expect

the choice of media to have any effect on learning outcomes. He argues that those studies

that do find different outcomes are actually picking up the effect created when an

instructor switches to a new medium and must re-evaluate how the course material is

presented within the new medium (Clark, 1983). In other words, there is a change in the

method of instruction as well as a change in the medium which is confounding the

results. Kozma (1994) reframes the debate by acknowledging that each medium has

specific attributes which are conducive to certain types of mental processes and social

interactions. Clark’s position is that the medium does not matter, other things being

equal.

According to the authors, ―Distance learning is the new player in a global

concern: the right to education. Distance learning is the route to increasing access to

education and has resulted in mega universities, open universities branch campuses by
foreign institutions operating in a host country or in partnership with a local university

and cross-border education

Comparative studies of live and technology-delivered lectures appeared in the

epoch of early TV and video tapes, long before digital technology was widely available.

Schramm, in summarizing the results of more than 400 studies comparing televised and

classroom lectures, concludes confidently that students learn from technology-supported

environments quickly and efficiently (Schramm, 1962, cited in Saba, 2000). Ellis &

Mathis (1985) report twelve studies from as early as 1957 that fail to identify any

significant difference between students who attend live lectures and those who attend

televised lectures. The authors claim that “students can learn introductory college

material as well from video-taped lectures as from lectures taught in-person.” (Ellis &

Mathis, 1985, p. 171).

More recently, Wofford et al. (2001) argue that moving the traditional

clinical lecture to the computer,should be an appropriate strategy for efficiently dealing

with cost-containment pressures in education. The authors review eight studies

concerning medical education. These studies compare the live lecture not specifically to

the digital lecture but to various other design interventions based on computer technology

(some of them being multimedia computer presentations). Six of these studies show no

difference in effectiveness, while two of them favor the computer-based strategy. The

authors conclude that digital lectures should be no less effective than traditional lectures.

Several other studies also focus on the use of digital lectures in medical education,

highlighting the need for reusable and flexibly accessible learning resources in this
specific field. Spickard et al. (2002) examine the effect of using e-lectures to deliver

medical curricular content to students who participate in an outpatient clerkship. The

control group attended a traditional live lecture, while the treatment group was offered

the possibility of viewing an Internet-based PowerPoint presentation synchronized with

an audio feed (lecturer’s narration). No differences were found in the different groups’

learning, and the authors argue that an online lecture is a feasible, efficient, and effective

method for instruction. Moreover, they encourage the direct comparison between digital

and live lecture format, emphasizing that such studies seem to be fairly limited in

number.
 CHAPTER III

METHODOLOGY

The methodology includes the research design, sampling methodology, research

instrument, research procedure, analysis, and ethical considerations.

Research Design

This study will employ descriptive quantitative research method, where the results

of standardized instruments that are conducted to the respondents, collected and be rated

by the researchers.

Sampling Methodology

The respondents will be all the Bachelor of Secondary Education Major in Values

Education students, through using CLUSTER SAMPLING technique. randomly select

to the students as the chosen samples. There are 126 students under BSED Major in

Values Education, we will choose 40 students into cluster as the chosen samples. Those

students will be given a questionnaire which contained question about the Perception of

the students toward flexible learning.

Research Instrument

An instrument will be use is researcher-made questionnaire to gather the needed

data for the students’ profile including their name, age, and sex. It is provided to

accommodate their views related to the topics or issues. In this way, the instrument is

authorized to obtain valid responses of the students.

 A cover letter with the importance of this research is attached to the instruments.

The second instrument included questions on how does the perception of BSED

Major in Values Education students affect towards the flexible learning.

Research Procedure

Consent from the Administration of University of Eastern Pangasinan will be

pursued to administer the adopted instruments of Bachelor Secondary Education Major in

Values Education of University of Eastern Pangasinan, Canarvacanan Binalonan,

Pangasinan for the academic year 2020-2021.

Data such as names of the respondents and their Perception of students in

Bachelor Secondary Education Major in Values Education of the University of Eastern

Pangasinan regarding the perception of the students toward the flexible learning is

requested from the Education Department once the request has been granted.

The instruments will be retrieved after they finish answering. The researchers will

compile and tally all the answers of the respondents and it will be the basis of the taken

results. The answers of the respondents will be taken and make as a basis of all the tables

and results to be interpreted.

Analysis

The data will be gathered from the questionnaire that will be collected and presented in

the tables.

1. Frequency Distribution and Percentage will be use to answer the problem

statement number 1.
f
Formula: P= x 100
N

P = Percentage

f = frequency

N = No. of Cases

100 = Constant Variables

2. Likert scale will be use to answer the problem statement number 2 and 3, the

average weighted mean and the table below will be utilized.

LIKERT SCALE DESCRIPTION

4 STRONGLY DISAGREE

3 DISAGREE
2 STRONGLY AGREE
1 AGREE

Ethical Consideration

In conducting the study, the researchers will ask first for the permission of the

research coordinator in order to gather information or data in the office of the registrar of
the needed in conducting the research for the Bachelor Secondary Education Major in

Values Education students in the floating of questionnaires.

The researchers will manage the questionnaire themselves to the respondents. An

arrangement with the students will be done as to how the researchers will administer the

questionnaire after the test was administered, the responses or feedback will be collected,

analyzed and interpreted.

Rest assured that the answers of the respondents toward their profile and survey

questionnaire will be kept in full confidentiality.