Lyceum de Ylocos

Humanities and Social Sciences

ACADEMIC PERFORMANCE OF STUDENTS IN LYCEUM DE YLOCOS IN

DIFFERENT IN FLEXIBLE LEARNING APPROACH

_____________________________

A Research Paper

Presented to

the Faculty of Senior High School

Lyceum de Ylocos

_____________________________

In Partial Fulfillment

of the Requirements for the track

(HUMSS)

_____________________________

by

Leann Chelsea Tabula

2021
 Lyceum de Ylocos
Humanities and Social Sciences
CERTIFICATION

This research paper entitled, “ACADEMIC PERFORMANCE OF

STUDENTS IN LYCEUM DE YLOCOS IN DIFFERENT IN FLEXIBLE

LEARNING APPROACH”, prepared and submitted by Leann Chelsea Tabula in

partial fulfillment of the requirements for the academic track, (Humanities and Social

Sciences), has been examined and is recommended for acceptance and approval for

Oral Examination.

JE’MIAH G. RABENA
Research Adviser/Statistician
 Lyceum de Ylocos
Humanities and Social Sciences
APPROVAL SHEET

Approved by the Panel of Examiners on Oral Examination with a grade of

_____________.

OSCARLINO R. RABAJA
Chairman

NAME NAME
Member Member

Accepted and approved in partial fulfillment of the requirements for the

academic track, (Track).

OSCARLINO R. RABAJA
School Director
Lyceum de Ylocos

Date: ____________________
 Lyceum de Ylocos
Humanities and Social Sciences
ACKNOWLEGDEMENT

First and foremost, to Almighty God for providing opportunity to the

researcher to finish this work by enlightening me to start this study.

To Lyceum de Ylocos, especially all the teachers in the school, for

giving their skill and proper attitudes that needed to accomplish this study.

To my friends, for their support and for sharing some ideas to my study.

To my dear parents, who had been my constant source of

unconditional support and motivation and prayers and their

encouragement to pursue my studies.

Accomplishing this research study was filled with difficulties and obstacles

but with prayers, encouragement and help from the other people, this study was made

possible with success.

 Lyceum de Ylocos
Humanities and Social Sciences
DEDICATION

This research of mine is dedicated to my very supportive parents that is one of my

inspiration to continue my work. The encouragement that they have given me to finish

this. To The Lord that gave me light to boost me up. This research wouldn’t be possible

without their support and love. This is all for you!

Leann Chelsea Tabula

 Lyceum de Ylocos
Humanities and Social Sciences
ABSTRACT

The research entitled “ACADEMIC PERFORMANCE OF STUDENTS IN

LYCEUM DE YLOCOS IN DIFFERENT IN FLEXIBLE LEARNING

APPROACH” the point of this work is that flexible learning are becoming more

important for the delivery of the information system. Despite this new normal learning

system, the impact of the student learning outcomes. The objective of any learning

environment is that should be able to ensure there are prospects for learners to develop

competencies. The focus of the evaluation is that on what students think about flexible

teaching and learning in the light of their most recent experiences. Some students are

not have accessed any of the flexible learning during the current year.
 Lyceum de Ylocos
Humanities and Social Sciences
TABLE OF CONTENTS

Pages

LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Chapter

I. THE PROBLEM

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Operational Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

II. REVIEW OF RELATED LITERATURES

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

III.METHODOLOGY

Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sampling Method. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Data Collection Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Statistical Treatment of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

 Lyceum de Ylocos
Humanities and Social Sciences
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Title

1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Title

2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Title

3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Title

4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

V. SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Letter of Permission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Letter for the Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
 Lyceum de Ylocos
Humanities and Social Sciences
Chapter I

THE PROBLEM

Introduction

Flexible learning is the new normal learning system caused by the pandemic.

Here in the Philippines flexible learning is implemented during the happening of the

pandemic. According to Commission on Higher Education (CHED) The flexible

learning is done by digital and non-digital technologies. Flexible learning has three

choices it can either be Online, Modular and Blended learning. That it can make some

learning easy, but not all students can connect or access to the internet. Some are

having trouble attending online classes due to not having an internet or a phone. Some

are suffering from anxiety just because they can not keep up to their classes.

Blended learning has been gaining popularity both in academia and the

corporate environment. Each has its own motives (Dewar & Whittington, 2004). In the

business world, the most important reasons for developing blended solutions include

the ability to match learning styles; to create individually tailored solutions; to reduce

class time; to improve the learning rate; and to exploit the investments already made in

re-usable training resources (Sparrow, 2003)Blended learning has the potential to

improve learning experiences by adding the advantages of online instruction to

traditional classroom settings; however, “the magic is in the mix,” and there is no

custom recipe that would help create the ideal blend for every learning situation.

.Online learning is the newest form of distance learning primarily based on

asynchronous text-based communication over the Web.

 Lyceum de Ylocos
Humanities and Social Sciences
The three difference of flexible learning above has different impacts on the

academic performances of the students, therefore the researcher aims to compare the

academic performances of the students specifically to the students of Lyceum de

Ylocos in flexible learning approach.

Statement of the Problem

The objective of the research is to compare the academic performance of the

between students who have undergone the flexible learning approach.

Specifically, it sought to answer the following questions:

1. What is the mean of the grade of students in:

a. Group A

b. Group B

2. Is there a significant difference between the mean of Group A and Group B?

Scope and Delimitation

This study focused in the academic performance of student in Lyceum de Ylocos in

different flexible learning approaches. Conducted by the students of Lyceum de Ylocos.

Significance of the Study

To the readers, this study can help the reader to know how are the academic

performance of the students in how to handle different flexible learning approach.

 Lyceum de Ylocos
Humanities and Social Sciences
To the future researchers, this study will help the future researchers in conducting a

study such this, and be aware and knowledgeable of the process. It may help for your

future references.

The Parents. The parents of the students, can be more open minded about having a

flexible learning that their child is studying through online.

Operational Definition of Terms

Blended learning- is between an online and traditional or face-to-face learning.

Modular learning- that uses printed materials.

Face-to-face learning- takes place in a physical classroom with a group of

learners and an instructor that is physically present in a classroom.

Online learning- a distance learning that uses internet, online classrooms, and

have online video meetings.

Flexible learning- a kind of learning which flexibility is increased in the time,

location of studying and teaching

 Lyceum de Ylocos
Humanities and Social Sciences
Self-Study- a method that they teach themselves or their own studying and

without direct supervision.

Assumptions

The following assumptions are taken in consideration during the study:

1. The students did their best in their subject.

2. The grades given by the subject teacher is without bias.

Hypotheses

1 There is a significant difference between group A and group B in terms of

academic performance during this different flexible learning approach.

2 There is no significant relationship between the academic performance of the

students in Lyceum De Ylocos in different in flexible learning approach of Group A

and Group B.
 Lyceum de Ylocos
Humanities and Social Sciences
Chapter II

REVIEW OF RELATED LITERATURES

Theoretical Framework

Schweizer & Weidenmann (2003) emphasize that blended learning is a natural

evolution for e-learning, it combines e-learning and traditional learning, which does not

eliminate e-learning and traditional learning, but is a combination of the two.Blended

learning is characterized by combining the advantages of both e-learning and traditional

learning, and after reviewing the writings and studies of (Johnson, 2002; Graham, 2005;

Viktorija, 2007; Jamal Mustafa, 2008).

Keegan (1986) identifies three historical approaches to the development of a

theory of distance education. Theories of autonomy and independence from the 1960s

and 1970s, argued by Wedemeyer (1977) and Moore (1973), reflect the essential

component of the independence of the learner. Otto Peter's (1971) work on a theory of

industrialization in the 1960s reflects the attempt to view the field of distance education

as an industrialized form of teaching and learning.  Technology-based learning

activities are frequently used without attention to -the impact on the local social

environment. 
 Lyceum de Ylocos
Humanities and Social Sciences
Conceptual Framework

Y METHOD OF
The Academic
FLEXIBLE LEARNING
Performance of the
1. Online Learning students in Lyceum
2. Modular Learning De Ylocos
3. Blended Learning

Figure 1. Conceptual Framework

The paradigm shows that the researcher will conduct this study to determine the

difference of blended learning the students’ academic performance during flexible

learning.
 Lyceum de Ylocos
Humanities and Social Sciences
Chapter III

METHODOLOGY

Research Design

This research is a comparative design. The research used comparative design to

seek the significant difference between academic performances of the students who

undergone different flexible learning approach.

Population

The researcher target is to determine the difference between the academic

performances of students whom undergone in different flexible learning approach.

Sampling Method

GENERAL MATHEMATICS
Group A Group B
91 89
91 89

92 86
86 89

82 85
83 91

81 91
83 90
88 90
84 80
 Lyceum de Ylocos
Humanities and Social Sciences

Data Collection Procedure

The data for this research provided by the instructor pf the researcher.

Statistical Treatment of Data

1. Mean- is used by getting the grade of the two groups

2. T-test- is used to compare the means of the group, to make it the same
 Lyceum de Ylocos
Humanities and Social Sciences
Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The presentation of data that were gathered follows the sequential order of the

problems and the corresponding hypotheses. The results of the study are presented in

(tabular, graphical and textual) forms.

1. Problem no. 1

2. Problem no. 2

Physical Education Grades

Group A Group B
91 89
91 89
92 86
86 89
82 85
83 91
81 91
83 90
88 90
84 80
Mean = 86.1 Mean = 88
 Lyceum de Ylocos
Humanities and Social Sciences
The table 1 shows the mean of the grade students in Group A is 86.1 while the

mean of Group B is 88. Therefore Group B has the higher mean compared to

Group A.

2. Is there is significant difference between the mean of Group A and

Group b?

Me Co D
M
an mp e
ea Crit
Gr ute c
n ical Sign
ou d i
Gr T- ifica
pB T- s
ou Val nce
Val i
p ue
ue o
A
n
A

86. 1.73 Not c

1 4 Sign c

88 - ifica e

1.1 nt p

21 (NS t
 Lyceum de Ylocos
Humanities and Social Sciences
H

Tested at 0.05 level of significance. The table 2 shows there is a significant

difference between the mean of Group A and Group B because the Critical T-

Value is greater than the computed T-Value.

 Lyceum de Ylocos
Humanities and Social Sciences
Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary

This research study was conducted to determine the Academic Performance of

the students in Lyceum in different in flexible learning. The researcher

compared the academic performance of the students of Lyceum de Ylocos in

different flexible learning. So, for the researcher to find out, the researcher made

a study to the two group of Lyceum de Ylocos. The researcher tabulated and

interpreted the data gathering results. The tables were the analysis of the data

that are based on the gathered data.

Findings

The findings of the study were summarize according to the statement of the

problem.

1.What is the mean of the grade of students in Group A and Group B

-The table 1 shows the mean of the grade of students in Group A is 86.1

while the mean of Group B is 88

2.Is there a significant difference between the mean of Group A and Group B.
 Lyceum de Ylocos
Humanities and Social Sciences
-Yes, because the computed T-Value is greater than the Critical T-

Value
 Lyceum de Ylocos
Humanities and Social Sciences
Conclusions

The researcher therefore concludes that the academic performance of students in

Lyceum de Ylocos cannot be affected by the different learning approaches.

Some are focus on their academics even this time of pandemic, they proved that

the challenges in life cannot affect their self to perform well on school. Big

Lesson for them to adapt the new normal.

Recommendations

The researcher strongly recommends that the students in Lyceum de Ylocos

must

continue learn and fulfill their dreams. They must not lost their hope and study

well to achieve their dreams amidst this pandemic, that has a lot of challenges in

life. Not to give up school, and keep up with the new normal learning.
 Lyceum de Ylocos
Humanities and Social Sciences
BIBLIOGRAPHY

https://digital.library.unt.edu/ark

%3A/67531/metadc11015/m2/1/high_res_d/dissertation.pdf

https://ched.gov.ph/wp-content/uploads/DRAFT-Guidelines-Flexible-

Learning_for-Public-Consultation.pdf

https://www.yumpu.com/en/document/view/12594488/blended-learning-in-

english-language-teaching-course-design-and-implementation
 Lyceum de Ylocos
Humanities and Social Sciences
APPENDICES
 Lyceum de Ylocos
Humanities and Social Sciences
 Lyceum de Ylocos
Humanities and Social Sciences
Appendix A
Letter of Permission

MR. OSCARLINO R. RABAJA

School Director
Lyceum de Ylocos

Sir,
I, Leann Chelsea Tabula the Grade 11 student of Lyceum de Ylocos, requesting
permission to conduct a study entitled “ACADEMIC PERFORMANCE OF
STUDENTS IN LYCEUM DE YLOCOS IN DIFFERENT FLEXIBLE
LEARNING APPROACH” in partial fulfilment of the requirements for the subject,
Practical Research 2.Your approval to conduct this study will be greatly appreciated.

Thank you very much for your support, God Bless you!

Respectfully yours,

Leann Chelsea Tabula

( Researcher )

Noted by:

Mr. Jemiah Rabena

( Research Adviser )
 Lyceum de Ylocos
Humanities and Social Sciences
Appendix B
Letter for the Respondents

Dear Respondents,

I, Leann Chelsea Tabula the Grade 11 student of Lyceum de Ylocos, is currently

conducting a research study entitled “Academic Performance of students in Lyceum
de Ylocos in different flexible learning approach”, in partial fulfillment of the
requirements for the subject, Practical Research 2. Can I ask for your cooperation for
being one of the respondents by accomplishing the questionnaire. This depends much
on your sincere responses of the questionnaire. Rest assured that your response will
keep in strict confidentiality.

Thank you in advance of your professional support and cooperation. God

bless you!

Very truly yours,

Leann Chelsea Tabula

 Lyceum de Ylocos
Humanities and Social Sciences
CURRICULUM VITAE

Personal Background

Name : Leann Chelsea Tabula

Birthday : February 5, 2004

Birthplace :GSGH

Age : 17 years old

Address : Nagsangalan Vigan City

Father : Mark Benedick Tabula

Mother : Lea Tabula

Siblings :Bren, Chelsea, Khloe

Educational Background:

Primary : Nagsangalan Elementary School

(Nagsangalan Vigan City)

Junior HS : Vigan National High School East

(Nagsangalan Vigan City)

Senior HS : Lyceum de Ylocos

3F Landmark Bldg., Jose Singson St., Vigan City

Strand : Humanities and Social Sciences