CHAPTER I

INTRODUCTION

Background of the Study

By definition, learning is associated with change. Smart phones and dumb phones

(basic phones) are increasingly used more as information-finding devices than as simple

communication tools. Our job as learners and educators is to provide tools, paths, and

techniques by which this knowledge can be accessed, appropriated, constructed and re-

constructed so as to meet our individual and collective needs (Dron and Anderson, 2014).

Flexible learning is a set of educational approaches and systems concerned with

providing learners with increased choice, convenience, and personalization to suit their

needs. In particular, flexible learning provides learners with choices about where, when,

and how learning occurs, by using a range of technologies to support the teaching and

learning process (Lee and McLoughlin, 2010). Flexibility has a variety of choices around

the educational institution and it focuses on supplying the needs of each learners by

letting them choose what really fit with their distant-learning. That is when Flexible

Learning takes place. It is up to the learners when they should start acquiring knowledge

on their own because it is more on learner-centered approach.

Therefore, flexible learning is not a distinct educational mode but it embraces,

extends and combined a number of familiar, existing and evolving approaches to learning

and teaching. Flexibility can be found in -On-campus classroom learning, distance

education, open learning, independent learning, online learning, mobile learning,

multimedia learning, resource based learning, tele teaching, computer managed learning,

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computer assisted learning, blended learning and virtual learning (Deakin University,

2013).

According to Vaughan, Cleveland-Ines and Garrison (2013), the pioneering

innovation of virtual communication and community requires both teacher and student to

engage, interact, and contribute to learning in new ways. The role of learner in blended

learning environments constitutes multiple roles and responsibilities. As Rossett (2002)

state, "online learning has many promises, but it takes commitment and resources, and

must be done right" (p. 16). It is veracious that students should commit their time and

efforts just to comply with those necessary paper works that need to do and submit before

the deadline comes. With the help of blended learning, they should also maximize and

make use of the technologies that are available in the comfort of their homes - it could be

through the use of mobile phones, laptops, e-books, radios, television and internet data or

the internet.

The Enterprise Marketing & Research Services Pty. Ltd. (2003) estimates that

irrespective of whether flexible delivery influenced unit selection, 70% of students said

that the flexible learning has provided them with opportunities that would not otherwise

have been possible through traditional methods. Half of the students said that flexible

learning had provided them with a more collaborative culture compared with 17% who

found it less collaborative.

McCarthy, Miller, and Skidmore (2004) expound that: "networks are the language

of our times, but our institutions are not programmed to understand them" (p. 11). As

Zawacki-Richter and Anderson (2014) have observed, although technology has capacity

and is changing at exponential speeds, it is becoming apparent that humans, as biological

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creatures, are not genetically equipped for the same speed of change. Most distance

students encounter problems in their studies because of the demands of their paid work.

A multiple-response question shows that only one quarter of the respondents in paid work

(24%) can claim to spend as much time on the job as their contract requires. Eighteen

percent have to put in significantly more hours always, and 22% have to do this at

foreseeable intervals. This means that the majority of distance students must expect to

deal with situations where the demands of their paid work interfere with their study

schedules and affect their ability to meet deadlines.

As the researchers, we want to fill in those gaps or at least show the positive and

negative factors of flexible learning especially in assessing the impact on students'

satisfaction with the PCCM flexible learning approach about the access, participation,

and achievement so that the institution itself could be able to enhance the current flexible

learning that they have to meet the needs of each learners' diversity.

The flexible learning can be the solution in the continuous pandemic crisis like this

when all the learners could not be able to experience the traditional mode of learning in

schools. But today, this topic often discuss especially with those students who can't bear

the pressure and few committed suicide. This research will serve as an eye-opener

specifically to the DepEd and CHED if this kind of learning will guarantee a satisfaction

not only with the learning materials and the technologies used but also with the students

as well.

Statement of the Problem

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 This research dealt with the total percentage of BSE Math students who

are satisfied to flexible learning, nowadays.

Specifically, the study sought to answer the following questions:

1. In what percentage of male and female math students are likely more satisfied, is

it using the online learning or answering the printed learning materials given by

the school?

2. How often do math students' use internet and not books as their references for

their study weekly?

3. What are the important factors that extremely affects the students' satisfaction in

flexible learning?

4. What proportion of Filipino male and female math students use flexible learning

applications as related with their learnings?

5. How long do the students can cope in the flexible learning especially to the

remote areas?

Significance of the Study

This research aims to assess the impact on students' satisfaction with the PCCM

flexible learning approach concerning access, participation, achievement, and

satisfaction.

This study will mainly identify the benefit to the following:

Students - This research can help the students to adjust to the new-normal way of

learning, also known as flexible learning. Hence, online learning and modular way of

learning either satisfy the needs of the students, logically. This study can also help them

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to understand the relationship between flexible learning and students' satisfaction.

Moreover, this research can determine what are likely more satisfied in mode of learning,

whether the online learning or the usage of printed learning materials.

Teachers - This study can help the teachers to discover what is the accessible

participation of each BSE Mathematics students in learning. Also, this research will help

them to understand the vital factors that extremely affects the students with their flexible

learning and can find ways to modify the teaching strategies they have based on the

diversity of learners' capability to acquire all the knowledge within just one sitting.

Parents - Who are directly concerned with the education their children have. This

research will enlighten them with the kind of flexible learning approach their children are

dealing with so that they can also have their satisfaction.

School Administration - This research can aid the school administration to know the

effects of the flexible learning for teachers as well as students. They can come up with

the better strategies to regulate their respective teachers and students and for them to have

the satisfaction on their own.

In addition, the core values of the PCCM, especially the "Upholder of Wisdom and Moral

Values" can turn into reality.

Guidance Counselor - This study will help them to come up with the appropriate

counseling concerning to the students who are having a hard time adopting with the

flexible learning approach.

Readers - The study can help the readers to know what are the conditions of the BSE

Mathematics students in the flexible learning and what kind of useful information they

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can actually obtain from it. You are entitled to be a good reader if you can also acquire

the core and essence of our research.

Future Researchers - This research will be use as your future reference if you are

planning to make the same study and it will lessen your works. Attach other statement of

the problem and answer it with your future study for its usage of the next generation.

Scope and Delimitation of the Study

As per the general objectives, this research is focused on the relationship of

flexible learning to the satisfaction in learning of Bachelor of Secondary Major in

Mathematics students.

This study will assess the students' satisfaction regarding with the flexible

learning approach about the access, participations, and their achievements. Moreover, this

research will be able to identify the percentage of male and female math students who are

likely more satisfied with the use of online learning, and even come up with the precise

proportion of the students who are using flexible learning apps that can be useful with

their acquisition of knowledge.

Our research was conducted in Polytechnic College of the City of Meycauayan

that is located in Malhacan, Meycauayan, Bulacan. We will be using Slovin's formula to

ascertain the population mean of the students.

As with all research projects, there were several initial delimitations to this study.

It was limited by defining flexible learning education as on-line coursework only.

Flexible learning education classes are being delivered by correspondence, video

interaction, and video and audio interaction. By examining only courses that were offered

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on-line, the results of the present study may have been influenced in some ways. Also,

this study will limit itself to the BSE Mathematics students of Polytechnic College of the

City of Meycauayan.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews the existing literature around Flexible Learning in order to

explore how the term Flexible was derived, developed and the pedagogies around it. The

discussion aims to situate the research inquiry within the theories and concepts around

Flexible Learning as a way of identifying and innovating new approaches to teaching and

learning in Higher Education, and the emerging technologies, The critical overview and

discussion of the available literature will demonstrate how Higher Education learning is

changing the needs of Flexible Learning degrees and approaches; the online and the

blended learning, and finally, the implications on teachers and students, both positive and

negative.

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Emerging Technologies

Veletsianos (2016) explained that: "adding emerging technologies and emerging

practices to the mix inevitably brings the outside in. By definition, what is emerging will

not yet be fully understood, and its uses will not yet be set in stone" (p. 21, 23). A study

showed that a video lecture had a great impact or possessed a "powerful sphere of

intimacy" as it requires addressing personally to teach by means of focused the eyes of

the teachers on the camera lens. Therefore, the MOOC (Massive Open Online Courses)

instructor can leave a big influence to the learners even if it was only virtually taught.

Virtual environment includes visual, auditory, olfactory or your senses to bring an

embodied physical experience "sensation" at the comfort of your home nor wherever you

are. Emerging technologies brings an area of complexity even though it promotes an

engaging virtual environments.

Online Learning

Online learning refers to an electronic learning environment where, unlike

traditional learning, there are no physical peer learners, and there is freedom of time and

space. However, e-learning makes learning flexible and provides an alternative for those

who cannot attend traditional classrooms for any reason. With the growth of technology

and the Internet, e-learning has secured a good position in an academic world. At times,

e-learning is included in the category of distance education (Bates, 2005).

The interaction for online courses can take place through the use of both

synchronous tools (videoconferencing, audio channels, online chat rooms) and

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asynchronous tools (e-mail, discussion boards) (Alamri & Tyler-Wood, 2017). Ku,

Tseng, and Akarasriworn (2013) suggested in online courses specifically, interaction is

an important factor for perceived student learning and motivation. Moore (2002) found

instructor-learner interaction to be the most significant factor in “student satisfaction” as

well as in “student learning outcomes.”

According to Bernard, Borokhovski, Schmid, Tamim, and Abrami (2014), in online

learning, students do much better than at traditional learning, and this can be seen through

the increasing rates of course completion, student’s satisfaction, and their motivation

levels in order to acquire more knowledge from online learning. Several studies have also

reached the same conclusion that online learning gets a better result than traditional

methods (Lockman & Schirmer, 2020; Ryan, Kaufman, Greenhouse, She, & Shi, 2016).

No doubt, in this innovative and technological era, online learning is trending because of

its increasing importance in the world of academics; meanwhile, there are some other

researches that show that it has its limitations, or, in other words, which prioritize face-to-

face learning. A comparative study conducted by Adams, Randall, and Traustadóttir

(2015) shows that online learners were less successful when compared with face-to-face

learners which was inferred through student’s motivation, satisfaction, and attendance.

Blended Learning

Singh, Harvey (2003) stated that at first, e-learning or Web-based learning

(digitally delivered learning) introduced the physical-like classroom-based instructional

content with the aid of the internet. Due to the learners' diversity, their learning

requirements and preferences also differ. Institutions should use a blended learning

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approach to attain appropriate information and its precise format that is intended for the

appropriate people - which are the students.

Willems (2004) had a conversation with "Angelina", a non-English speaking rural

student. She said that the 24 hours availability and the asynchronous way of

communication tools - through emails and discussion from an online class allows the

communication she needed for her academic when possible, regardless of the time.

Nevertheless, it will be a great frustration when you know in fact, the system is really

accessible within 24 hours but the facilitator of learning can only allocated his or her time

inside the school. One example was "Diane," she was disappointed of how long it takes

for her to get a response she badly needed about the subject that they had. She wanted

a most time limit to established for responses so students don't feel the confusion or

frustration.

The Nature of Flexible Learning

The notions of lifelong learning and the need for prioritising the students is

becoming more and more central in Higher Education. The Australian Higher Education

has been a pioneer in this area (Nagy & McDonald, 2007), but gradually other countries

wished to examine Flexible Learning, such as the 2008 HEFCE project that I was

involved in. Flexible Learning is an evolving concept, and this is reflected in the

literature by the variety of terms used to describe it throughout the years. For example,

the term Flexible Learning (and approaches within it) has also been found in the literature

as flexible delivery, flexible teaching, distributed learning, open learning, networked

learning, online learning and e- learning. Those terms have been used to describe a wide

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range of educational methods, techniques, approaches and strategies that seek to provide

flexibility to both learners and teachers. In the figure below I tried to demonstrate how all

the different types of learning are blended and how they fall under the umbrella of

Flexible Learning.

Flexibility may be touted as a method for catering for students in a crowded higher-

education marketplace, distinguishing between students' demands and institutions’ supply

initiatives is often difficult. It is not clear whether students have fundamentally increased

their demand for flexibility in time, place and mode of study (Casey & Wilson 2005); but

it simultaneously increases student diversity. In reality, the interconnectedness of these

issues can no longer be separated: "Strategically, operating flexibly can be seen as both

an offensive and defensive tactic" (KirkPatrick 2001, p.169).

The Relationship of Different Types of Teaching and Learning

From the learner’s perspective, with regard to the particular courses at the

institution where the research took place, flexibility was seen as a module-based scheme,

focusing upon one module at a time during the summer school of 2009, and experiencing

a variety of teaching approaches. From the academic’s perspective, flexibility was seen in

terms of the ability to select such teaching methods, techniques, resources and

technologies that are in accordance with pedagogical aims and objectives of a taught

flexible course (Hallas, 2008). Universities have also seen these developments as a way

of expanding their student base, and of offering more economical subject teaching

through technological applications. As such, at the target institution, as mentioned in

Chapter 1, the Flexible Learning courses were available and offered to students between

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the years 2008 and 2012. Those courses were designed in such a way that would offer the

opportunity to both academics and students to practice both the didactic and the flexible

approaches. The curriculum on modules, exams and coursework was developed in a way

to explore Flexible Learning in comparison to the traditional didactic approach, to

explore the future of Higher Education, and to meet the institution’s future plans and

requirements. Therefore, aim of this thesis is to explore how Flexible Learning is

affecting teaching and learning, and how it is supported, determined and justified as a

future need and requirement in Higher Education.

The term flexible teaching has often been used, especially in Australia, as a generic

term, which includes all aspects of flexibility in education. Research so far has

emphasised the use and delivery of packaged learning resources that tend not to consider

the educational process, but mostly seeing education as a product (Callender, Wilkinson,

Makinon, 2006).

Some academics have been conscious about the agenda of Flexible Learning

(Fazackerley, Callender, Chant, Wilkinson, 2009) feeling that it is only an ambition to

increase student numbers within an institution. However, such negative opinions could be

the result of negative experiences with open and distance education. Others feel that

flexibility in learning is a positive way forward, and an opportunity to engage and be

creative with new forms of teaching that provide greater equality and inclusion for

students (Hallas, 2008). The successful implementation of a Flexible Learning module or

degree is also seen as a strong dependent on the relationship between the teacher and the

students. Therefore, Flexible Learning can demonstrate a positive impact on the

educational.

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 Theoretical Framework

This study is theoretically anchored on Moore's theory which states that the

modes of communication between the facilitator of learning and the student

can expedite with the use of electronic, print, mechanical or any digital devices that are
INPUT PROCESS OUTPUT
available. He also contended that the distance or the physical separation with the

instructor should not be a main reason for not acquiring the knowledge coming from a

distant form of education.

PERCENTAGE OF
He formulated the types of interaction theory as follows: the learner-content
STUDENTS'
SATISFACTION
interaction, learner-instructor interaction, and learner-learner interaction which simply

explains that distance cannot be measure by its geography but rather it is through the
Online Learning
connection of the dialogue and structure. Most of the students may restructure the
Printed Learning Materials
traditional schedules of learning to provide them a time for collaboration and other
The Demands on the
Internet as their Learning
activities to assist their understanding about a certain topic. Therefore, the learner can
Reference Google Forms An analysis about the
gain a meaningful andSurvey/Polls
memorable learning experience while percentage
achievingof students'
the desired
Proportion of Students that satisfaction
Uses Flexible Learning Gathering of Data
learning outcomes.
Applications
Analysis of Data An analysis of flexible
learning
FLEXIBLE LEARNING Data Interpretation

Time Alloted in
Coping Mechanism

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Figure 1. Conceptual Framework of the Relationship of Flexible Learning to the

Students' Learning Satisfaction

Conceptual Framework

Figure 1 shows the Conceptual Framework of this research study that is based on

the literature review of Moore's theory.

Definition of Terms

For better clarification and understanding of the terms related to this study. The

following terms are defined conceptually and operationally.

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 Asynchronous. This refers to the time alloted for the students to answer other

activities offline, without the online interaction of their instructors.

Blended Learning. This refers to a combination of a face-to-face interaction and

e-learning or the online learning. This method can reach the learners' diversity.

Emerging Technologies. This refers to the digital devices and also the emerging

ones that are often used by youths and the learners. This technologies can ease their life

while learning but can also be a burden to some older users who are not used to

manipulate a particular gadget.

Flexible Learning. Refers to an alternative method of teaching the students which

can be measurable through students' or learners' level/amount of satisfaction.

MOOC (Massive Open Online Course). This gives a flexible way of acquiring

new skills, step-up to your chosen career, and provides a quality education with its

learners.

Online coursework. This refers to limit the definition of flexible learning

education, usually a course conducted over the Internet.

Online Learning. This refers to a distant way of learning with the use of any

technologies like mobile phones, computer or a laptop, radios and television as well. It

provides an easy learning access for the students. This includes timetabled activities,

structured learning activities, independent learning, and assessment.

Remote Learning. Learning, teaching and assessment designed for traditional

modes of delivery or in a Flexible Learning approach, which may need to be delivered

fully online due to the changes to the Covid-19 situation preventing any present-in-person

on-campus delivery.

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 Slovin's Formula. Refers to the calculation of sample size (n) to determine the

number of respondents to the study, given the population size (N) and a margin of error

(e). The sample size is equal to the population size divided by one added to the product

of the population size and the square of a margin error.

Students' Satisfaction. This refers to the amount or level of satisfaction of the

students or learners in flexible learning.

Synchronous. This refers to learning and teaching activities that are part of the

student’s timetabled contact hours, and delivered online.

Web-based Learning. This refers to a learning with the help of the technology

and the internet. Its feature is an online course which allows a student to study wherever

he or she is.

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 CHAPTER III

METHODOLOGY

This chapter presents the research design, the research locale, the respondents of

the study, the research instruments, the data gathering procedure and the data analysis.

Research Design

This research must be appropriate to the requirements of the research problem.

Research Locale

This section includes the place of study where the research was done.

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Respondents of the Study

This section provides the respondents of the study that include the subjects of the

survey or interview or the participants that are the focus of the discussion.

Research Instruments

Kind of Instrument Used

Include here the research instruments used in your study for data collection.

Present the components of the questionnaire, interview schedule (if there is any), focus

group discussion (if needed), guides, tools, and other materials used for the

instrumentation to make your work explicit.

Data Gathering Procedure

This is a detailed step-by-step guide on how the researchers conducted their study.

It may start with the conceptualization of the problem to the letter of permission sent to

the schools, to the creating of survey questionnaires, making the researcher-made test,

until the revelations to the respondents about the research. PLEASE MAKE THIS

SECTION AS DETAILED AS POSSIBLE.

Data Analysis

This section indicates how exactly all the information obtained in the research

instruments will be used and analyzed. It is suggested that for beginners, dummy tables

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be prepared indicating the variables to be studied. It may also include formulas that were

utilized in the study.

CHAPTER IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter contains the presentation, analysis and interpretation before and after

the experiment (if quasi-experimantal).

Table 1

Title of Table 1

Group X SD P-value r
AfLg a 82.80 3.00 .026 0.75
Cag a 82.93 3.28
Note: an = 30

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 Explain the content of the table here. Backtrack the results to make your study

more reliable and valid. Include the names of the authors that validated the results.

Continue this with the other tables. Sample backtrack, i.e.

The findings in this research are consistent with the study of Black and William

(1998) which stated that ……………………………………….

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary, conclusions and recommendations based on the

findings of this study.

Summary

This study dealt with the ….. summarize the research study here.

The researcher aimed to answer the following questions: (1)………………..

To answer the questions, the researcher used …………………………………

The instruments that used in this study were …………………………………..

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Conclusions

Based on the results of the study, the following conclusions were made:

1. Draw the conclusions based on the number of your SOP. In other words, answer

your SOP here.

Recommendations

In the light of the discussions presented, the following recommendations were

made:

1. Enumerate your recommendations based on your findings.

REFERENCES

Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader.

Educ. Psychol. Rev. 1: 3-38.

References should be written in alphabetical order. Please refer to your notes.

PLEASE FOLLOW THIS FORMAT! DO NOT ALTER THE FORMAT!

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Polytechnic College of the City of Meycauayan – Teacher Education Program | 22
 APPENDICES

Appendix A

Letter to the Principal

Attach the letter here with the proper signatures. Continue with all the needed
appendices.

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