Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School

of Fisheries SY: 2021- 2022

CHAPTER I: INTRODUCTION TO THE STUDY

Background to the Study

Howlett defined online learning as “the use of electronic technology and media to deliver, support, and
enhance both learning and teaching and involves communication between learners and teachers
utilizing online content”. The advantages of using online learning in medical education include improved
accessibility of information, ease of standardizing and updating content, cost-effectiveness,
accountability, and enhancement of the learning process, wherein students are motivated to be active
learners. Online learning can provide students with foundational knowledge and confidence before
exposure to real or standardized patients; it has been used effectively to teach evidence-based medicine
and to facilitate interprofessional education. A recent systematic review suggested that online learning
for undergraduate health professions was equivalent and possibly even superior to traditional methods
of curriculum delivery. The high risk of bias among several included studies, however, precluded the
authors from drawing definitive conclusions.

Virtual learning, also known as online learning or distance learning, has changed the face of educational
systems for quite some time. Now, as a result of COVID-19 infection, it is a broader and more important
aspect of higher education and a common tool. In addition to offering other learning methods in the
digital age, online learning offers students the opportunity to learn new and improve existing skills.
Today, most students take advantage of remote online learning programs. Working professionals, high
school students, and even traditional college students enroll in virtual learning classes.

Studies from the United Nations Children’s Fund (UNICEF) have shown that when education is disrupted
by emergencies like disease outbreaks, children are more likely to drop out of school completely. The
agency also warned that delaying the opening of the school year would further widen the education gap
and would have long-term repercussions on children’s development. “Distance learning is not perfect
and it is not going to be easy, but it is better than nothing,” Faingold added.

With in-person classes impossible, the Department of Education (DepEd) and the Commission on Higher
Education (CHED), which oversees colleges and universities, put together distance learning options that
include online platforms, offline modules, or a combination of the two, called blended or flexible
learning. But distance learning has made inequities, especially around the digital divide, more apparent
than ever before.

Statement of the Problem

1. Demographic Profile of the Respondent (s):

Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School
of Fisheries SY: 2021- 2022
1.1. Age

 15 - 20 years old
 21 - 25 years old
 26 and above

1.2. Sex

 Male
 Female

2. What are the perceptions of the students regarding the online class learning process?

3. What are the level of performance of the students regarding online class?

Significance of the Study

This study is indeed timely and relevant for it will define what are the performance of the grade 11
students in Lamon School of Fisheries. It is important to tackle this thing to know the the needs and
capacity of the students regarding the online class learning. It will help in boosting their mentality and
helps them to cope-up in blended learning especially this time of pandemic.

Scope and Limitations of the Study

The scope area of the study is the Lamon Bay School of Fisheries in Brgy. San Vicente, Gumaca, Quezon.
The grade 11 students of the said school will be the respondents of this study as its limitation.

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDY

According to Anna P. Santos (2020), Despite the effort that goes into printing materials, K-12 teachers
are still expected to be available for consultations either online (usually through Facebook Messenger)
or by text. This requires a laptop and an internet connection, which is out of reach for many public
Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School
of Fisheries SY: 2021- 2022
school teachers, whose starting monthly salary is PHP 22,000 (USD 420).

Many students, too, still need the internet to do supplemental research on more complex assignments.
That’s a problem, given a DepEd survey showing that, of the 6.5 million students who have access to the
internet, approximately 20 percent use computer shops or other public places to go online. Worse, 2.8
million students have no way of going online at all. This is especially common in the rural areas where 53
percent of the population live and where both internet access and speed can be a challenge.

The southern Philippine province of Siargao, for example, lies within the areas that have the slowest
internet connection. Provincial government data indicates that less than 30 percent of the student
population have internet access and there are some 600 students in “off-the-grid schools,” which
includes schools in island villages that do not have electricity and are so remote that they can only be
accessed by boat.

There, lack of in-person classes is having big effects. The 500 residents of the Halian island village in
Siargao have electricity only from 6pm to 9pm. Teachers must travel to the nearest urban center via
motorized boat to get printed modules. It is a voyage that can take up to two hours. “Most of the
residents here are fisherfolk. Many do not have sufficient formal schooling and worry [about] how they
will help their children answer these learning modules when their children probably know more than
them,” said village captain Elsa Tampos. Distance education cannot solve these geographical disparities.

According to the study of Mark Angelo S. Enriquez (2014), (student of Our Lady of Fatima in Valenzuela
Campus) regarding the Student's Perceptions on the Effectiveness of the Use of Edmodo at
Supplementary Tool for Learning. In the field of educational technology, recent studies have proven
many benefits of using the Internet for providing stronger motivation for learning among students. The
Internet allows cost-effective information delivery services, collaborative and distance education, more
than has ever been qimagined (Clyde, 1995; Todd, 1997). 21st century students are very knowledgeable.

A number of researches have been written on the effectiveness of virtual learning environments at the
higher institution level. The said advantages are as follows: convenience, accessibility and flexibility.
(Colorado & Eberle, 2010; Osciak & Milheim, 2001). However, the said effectiveness may vary
considering the internet facilities of the school, level of enthusiasm among students on the use of social
networking sites in education and the knowledge and skills of teachers when it comes on online
learning.

A study conducted by Brady et al. on effectiveness of an education-based social networking sites or

virtual learning environments in education supported the idea of a great potential of these online
educational platforms as a supplementary tools for a face-to-face class. (Brady et al. 2010).

There are many educational activities that can be done in virtual learning environments such as online
assignments, discussions, and other tasks. For example, computer based assignments are very crucial in
assessing students’ progress. Computer based assignments are an effective way of ascertaining
students’ understanding of concepts. Students also learn more quickly, demonstrate greater retention,
and are better motivated to learn when they work with computers (Koert, 2000).
Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School
of Fisheries SY: 2021- 2022
According to Glenn San Luis (2020), "Some companies have concluded that online training is inferior to
face-to-face training. The success of online training lies in the design of the training. Well-designed and
interactive e-learning can achieve the same or even better results in learning effectiveness. Design of the
course should allow learners to easily refer back to specific, application-oriented parts of it once back on
the job. The requisite skills or knowledge address the learning needs that came out from the needs
assessment. The instructor can also provide job aids and other tools to remind the learners once the
training has ended."

According to the study of Hazel T. Biana, Mark Anthony Dacela and Jeremiah Joven B. Joaquin, October
22, 2020, To respond to the needs of learners, especially of the 3.5 million tertiary-level students
enrolled in approximately 2,400 HEIs, certain HEIs in the country have implemented proactive policies
for the continuance of education despite the closure. These policies include modified forms of online
learning that aim to facilitate student learning activities. Online learning might be in terms of
synchronous, real-time lectures and time-based outcomes assessments, or asynchronous, delayed-time
activities, like pre-recorded video lectures and time-independent assessments (Oztok et al., 2013). Case
in point are top universities in the country, viz., De La Salle University (DLSU), Ateneo de Manila
University (ADMU), the University of Santo Tomas (UST), and the state-run University of the Philippines,
Diliman (UPD).

DLSU has resorted to remote online learning, which combines both synchronous and asynchronous
activities. For students who cannot participate in online learning, there are flexible options for
completing course requirements throughout the academic year (De La Salle University, 2020a). ADMU
has suspended synchronous online classes but continued asynchronous online learning so that “all
students can learn at their own pace” (Villarin, 2020). UST, like DLSU, has opted to continue with
synchronous and asynchronous online classes, and a flexible grading of student outputs and
assessments (University of Santo Tomas, 2020). Other private universities and institutions such as STI
College, St. Scholastica’s College, Adamson University, Far Eastern University, the University of the East,
Ateneo de Davao University, and the University of San Carlos have continued with their online classes as
well.

Arguably, the HEIs’ pivot to modified forms of online learning attempts to concretize the government’s
stance to continue learning despite the pandemic. As the Philippine’s Department of Education (DepEd)
Secretary, Leonor Briones quipped, “Education must continue even in times of crisis whether it may be a
calamity, disaster, emergency, quarantine, or even war” (Department of Education, 2020). The
Philippines’ Commission on Higher Education (CHEd), on the other hand, advised HEIs to continue the
“deployment of available flexible learning and other alternative modes of delivery in lieu of on-campus
learning” (Commission on Higher Education, 2020). These pronouncements aim to encourage the
continuance of learning. Without implementing rules and regulations, however, private HEIs are left to
make their own policies.

General Public's Initial Reaction ( Hazel T. Biana, Mark Anthony Dacela and Jeremiah Joven B. Joaquin,
October 22, 2020)
Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School
of Fisheries SY: 2021- 2022
For varying reasons, however, different sectors have chastised the proactive online learning measures
by these HEIs. For example, through an online petition based on student and faculty sentiments, student
governments from different universities urged CHEd to mandate the cancellation of online classes,
stating that “while we understand the need for learning to continue, the different circumstances of
students across universities are not ideal and conducive for such.” The petitioners argue that “access to
the internet connection and learning devices continued to be a privilege up to this day, placing those
with poor internet access at a disadvantage when it comes to online classes.” [For a better picture, 45%
of Filipino citizens (46 million) and 74% (34,500) of public schools do not have access to the internet
(Jones, 2019)].

Furthermore, “adding more workload for the students increases their burden and contradicts the
purpose of the lockdown, which is to help their families prepare and adjust to the situation at hand.”
Finally, there is an issue about the “lack of environments conducive to learning at home and the
effectiveness of the online lectures” (Bagayas, 2020).

In consideration of such petitions, the state-run University of the Philippines-Diliman (UPD) suspended
all modes of online learning. In his message to the academic community on March 17, 2020, UPD
Chancellor Fidel Nemenzo announced the cancellation of online classes due to (i) emergency concerns
as “caring for our families and for ourselves comes first,” (ii) “unequal access to personal computers and
the internet exists among our community,” and (iii) “the shift to online classes has also not been smooth
for our faculty, who have had to learn new skills and revise their syllabi overnight” (Nemenzo, 2020).

It is quite understandable that some of the backlashes stem from the stresses caused by the pandemic.
The other concerns, however, have already been noted by experts in the field of distance education.
First, there is the issue of social integration and peer culture, and the possibility of transmission of
values in a “virtual” classroom. Since there is a lack of human interaction in the learning process,
students may learn less in such a set-up as opposed to those in the traditional classroom (Edge and
Loegering, 2000; Gamage et al., 2020). Second, there is also an issue on the unnaturalness and the
results of online learning, since it goes against how natural teaching and learning supposedly take place
(Larreamendy-Joerns and Leinhardt, 2006; Adnan and Anwar, 2020). The lack of face-to-face human
interaction in the online learning space and process appears disconcerting to both educators and
learners alike.

Furthermore, there is also an issue of social policy. The Philippines does not have a national policy
dealing directly with online platforms such as Massive Open Online Courses (MOOCs), Open Distance e-
learning (ODel), and Open Educational Resources (OERs). While there are laws, like the Open Distance
Learning Act (Sixteenth Philippine Congress, 2014), which provide legal bases for funding such platforms,
they are not enough as “some national policies will have to be put in place to sustain the growth” of
these online platforms (Bandalaria, 2019).
Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School
of Fisheries SY: 2021- 2022
The Idea of Distance Education

At the time of quarantines and viral outbreaks, it would seem that online learning is the only viable way
to continue learning at a distance. This, however, seems to rest on a mistaken assumption. It should be
emphasized that online learning is just one mode of distance education.

Distance education is broadly characterized as any form of learning experience where the learner and
the instructor are physically separated from each other (not only by place but also by time). Arguably,
such a dislocation is “the perfect context for free-flowing thought that lets us move beyond the
restricted confines of a familiar social order” (hooks, 2003). Moreover, this type of education is a way of
providing learning opportunities to every learner, whatever their circumstances might be. This means
that distance education may extend access to education through distribution and economies of scale
(Guri-Rosenblit, 2005; Owusu-Agyeman and Amoakohene, 2020).

One may claim that the main thrust of distance education is to bring education to those who are
unreachable, under-resourced, less-privileged and inaccessible (Biana, 2013). Taken as such, distance
education “reaches out to students wherever they live or wish to study” (Guri-Rosenblit, 2005). This kind
of flexibility gives students more freedom to actively participate in learning (Guri-Rosenblit, 2005;
Daniel, 2016). Students learn even if they are separated from their instructors by space and/or time
(Edge and Loegering, 2000). In the time of COVID-19, distance learning became a necessity for learners
and educators all over the world (Ali, 2020).

Such a form of education, however, need not be limited to online learning (Baggaley, 2008). Some have
suggested using cell phones and (SMS) texting technology to facilitate learning (Flores, 2018). Others
urge to employ TV programs, radio broadcasts, and other non-internet based media (Punzalan, 2020).
Perhaps, some teachers might go back to basics and distribute annotated physical textbooks to their
students through courier services. As long as the education sector is engaged, teachers and students
have ample support, the curriculum and content of the learning modules are well-defined and
personalized, technological limitations are acknowledged, and user-friendly and enjoyable materials are
present, education will continue one way or another (Ramos et al., 2007; Ali, 2020). Such support
presupposes a collaboration between teachers and policy makers and authorities to develop the
relevant referenced programs as well.

Notwithstanding the various stresses it brings, the outbreak of COVID-19 not only forced us to think
about the technologies for delivering education (Kim, 2020), it also compelled us to rethink the very
nature of education itself. The government should create and implement concrete policies that will
support a new breed of distance educators. Educators in turn need to innovate to ensure that education
remains inclusive and accessible, and that distance learning is not limited to pure online learning.
Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School
of Fisheries SY: 2021- 2022

CHAPTER III: RESEARCH METHODOLOGY

In this chapter, I discuss the research design, research instrument, sampling procedure, purpose of the
study, and research locale to better understand the whole thesis study. This chapter will answer what is
written in chapter 1.

Research Design

The researcher chose a survey research design because it best served to answer the questions and
the purposes of the study. It will also helps to define clearly the whole study.

Research Instrument

The researcher used checklist on the google form as an instrument to collect data from the
respondents. It is easy and enought to use especially in this time of pandemic.

Sampling Procedure

The researcher used a random sampling because it is one of the simplest forms of collecting data
from the total population. Under random sampling, each member of the subset carries an equal
opportunity of being chosen as a part of the sampling process.

Respondent (s)
Title: Effects of online class on the performance and learning of grade 11 students of Lamon Bay School
of Fisheries SY: 2021- 2022
The respondent(s) are the grade 11 senior high students of Lamon Bay School of Fisheries. They
are chosen due to their level of awareness regarding the study.

Research Locale

The locale of the study is in Lamon Bay School of Fisheries in Brgy. San Vicente, Gumaca, Quezon.
It is one of the famous school in the whole Gumaca for achieving lots of awards and the school visited by
the former Secretary of the Department of Education Mr. Armin Luistro.