CHAPTER I

Introduction

Background of the study

The covid-19 pandemic has brought so many changes in our lives and dramatically

altered our everyday living across the globe. This pandemic has brought a wide impact on the

economy of a country, in tourism, health sectors, and most especially in the education system of

the world. As a response to this problem the Philippine higher education, secondary, and even

primary education suddenly shifted from traditional learning to emergency remote learning to

continue education despite the global health threat (Alvarez Jr., 2020). The Department of

Education come up with different distant learning modalities such as online learning, modular

learning, blended learning, and radio learning (in remote areas around the country).

As a developing country, it is a challenge for us in meeting the needs of every learner and

provide more convenient and conducive learning. With these continuation of education become

challenging because of the advantages and disadvantages brought by this. Moreover, financial

stability and lack of resources affect student learning engagement and increase academic

pressure students and educators were custom to face-to-face learning and became more distant in

using technology as a medium of learning and teaching.

Thus, the researchers aimed to know the impact of distance learning and traditional

learning on the academic performance of grade 12 of Fatima National High

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School. To provide knowledge to create a more effective and efficient learning process and to

make a positive on the development of the general economy of our country.

Significance of the Study

This study will be undertaken by the administration, the teachers, the students with the

hope that what can’t be the result of this study will provide useful information. This study aims

to determine the Impact of Traditional Learning and Distant Learning on the Academic

Performance of Senior High Students in STEM Strand in Fatima National High School.

To the administrators, this study will offer a new lens of knowledge about the impact

of traditional learning and Distant learning on the academic performance of Grade 12 HUMSS

students.

To the teachers, through this study, educators can think of more strategies and

teaching techniques.

To the students, this study will give knowledge about the impact of Traditional and

distant learning on the learners' academic performance.

Additionally, this study may provide other researchers with additional knowledge and

learning in this field of study. This can help them in pursuing their studies that are parallel in this

research and serve as a future reference that is essential for their readings.

Statement of the Problem

 This study aims to know the impact of Traditional Learning and Distant Learning on the

Academic Performance of Grade 12 HUMSS Student of Fatima National High School. Precisely,

our study aims to improve the answer to the following questions:

1. What is the impact of Traditional Learning on the academic performance of Grade 12

HUMSS Student of Fatima National High School?

2. What is the impact of Distant Learning on the academic performance of Grade 12

HUMSS Student of Fatima National High School?

3. What is the significant difference between Traditional Learning and Distant Learning on

the Academic Performance of Grade 12 HUMSS Student of Fatima National High School?

Scope and Delimitation

This study will be limited to recognizing the impact of Traditional Learning and Distant

Learning on the Academic Performance of Grade 12 HUMSS Student of Fatima National High

School. This study will be conducted in Fatima National High School, General Santos City in the

school year of 2020 - 2021. The respondents will be the Grade 12 Senior High students in

HUMSS Strand Fatima National High School.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature

Distance Learning

Distance education is defined, the various approaches for effective research are
summarized, and the results of major research reviews of the field are explained in this article.
Additionally, two major areas of research are included—research on barriers to the adoption of
distance education and research summaries that explain and support best practices in the field.
This paper concludes with the summary statement that it is not different education, it is distance
education; what is known about effectiveness in education is most often also applicable to
distance education (Simonson, Schlosser & Orellana, 2011).

Distant learning sort of delivering lessons remotely without a face-to-face contact

between a teacher and the students. It produces many changes to conventional learning in

classroom (Ferri, D’Andrea, Grifoni, Guzzo, 2018)

Distance education is defined, the various approaches for effective research are
summarized, and the results of major research reviews of the field are explained in this article.
Additionally, two major areas of research are included—research on barriers to the adoption of
distance education and research summaries that explain and support best practices in the field.
This paper concludes with the summary statement that it is not different education, it is distance
education; what is known about effectiveness in education is most often also applicable to
distance education (Simonson, Schlosser & Orellana, 2011).
 Blended learning has received increasing attention with the infusion of web- based

technologies into the learning and teaching process. Virtually all courses in higher education

incorporate information and communication technologies to some degree. These technologies

create new opportunities for students to interact with their peers, faculty, and content. The

infusion of information and communications technology in higher education draws attention to

the theory and practice of blended learning (Vaughan, Cleveland-Innes, & Garrison)

Blended learning is a format rapidly spreading in education worldwide. The idea of it

looks attractive as it enables the preservation of traditional forms of learning, shaped by

centuries of pedagogical experience and enjoying a lot of human loyalty, despite the

temptation of handing over many educational functions to new technologies. It also allows

the compromise of integrating these wonderful technologies into a teaching/learning process,

following the tendency of using them in education as in any other area of human activity in

the XXI century of “informatization”(Nazarenkoa, 2015)

Traditional Learning

The traditional learning environment has established a prevailing type of the

educational process within the higher education area, for many decades. Over the last 20

years, computer-based learning has gradually revolutionized and revitalized the university

sector, becoming an icon of the 21st century higher education provision (Selwyn, 2007).

The primary reason has been the possibilities for

technologies to expand opportunities regarding communication, interaction, and

collaboration (Harasim et al., 1995).

Conventional classroom learning is defined as teacher-centered delivery of instruction to

classes of students who are the receivers of information. Traditional schools generally stress
basic educational practices and expect mastery of academic learning in the core subjects of
math, reading, writing, science and social studies. Public schools generally follow this
educational model, although charter schools can offer a more flexible educational
approach. Other alternatives to the traditional public school include independent schools that
operate outside the public school jurisdiction, religious schools, homeschool and online
learning. Since many factors come into play when choosing a school, it's wise to look not
only at the educational program, but also at social atmosphere and availability of support
services. Traditional schools are most common nationwide and can offer quality instruction
along with the benefits of federal- and state-mandated regulations and laws (De La Piedra,
2020).

The F2F learning format is characterized as “traditional” by many of the authors,

referring to the fact that this is the format with the longest history of the three formats and in
relation to which online and blended learning represent a modern or innovative intervention
(e.g., Chigeza and Halbert, 2014; Adams, Randall and Traustadóttir, 2015; Pellas and Kazandis,
2015; González-Gómez et al., 2016). Generally, its meaning derives from an understanding of an
instructional format that involves a physical classroom and the synchronous physical presence of
all participants (i.e., teachers and students). One study emphasizes that even in-class use of
computers and educational technology does not affect the definition of the F2F format so as to
change it into blended learning (Bernard et al., 2014).

Face to face learning (Qureshi, 2019 & Miles et al. 2018) contended that F2F is a

teaching/learning method that enhances the teaching/learning process through interpersonal

contact. These interactions can create a support network among students

and teachers. Students may feel more comfortable and thus, learn easier in a familiar,

traditional classroom setting. They may also access more information and acquire a better

understanding of course content materials through these interactions. Kirkup and Jones (1996)

offered a similar perspective and claimed that it was quite possible to have this bond of

camaraderie between students and instructors in a F2F learning environment. Chen (1997) also

supported this perspective and further stated that interactions not only allowed students to

assess their own learning but also further assisted them to develop a genuine sense of

community among themselves. Moreover, this community and fraternity can sometimes

increase their level of confidence, intelligence as well as alleviate problems often associated

with learning in isolation. Thus, F2F allows students to have greater scope of learning. F2F is

the more traditional type of learning instruction and it involves the transmission of information

from the lecturer to the students (Bandara and Wijekularathna, 2017). It generally occurs in

an enclosed physical classroom setting. Classes are conducted daily and may vary from early

morning to afternoon and night. A whiteboard is normally placed to the front of the

classroom, with furniture to accommodate both teachers and students.

 CHAPTER III

METHODOLOGY

Introduction

In this chapter, the researcher will present the research design, the respondents, the

research instruments and the procedures used in data gathering, and the statistical method of

data.

Research Design

This study used a descriptive-comparative research design in which seeks to

compare the two variables in order to enhance one's understanding of the other variable.

This research is designed to assimilate the Distance Learning and Traditional Learning on

Academic Performances of Grade 12 HUMSS A of Fatima National High School.

Research Respondents

The respondents will be the Senior High Students under the class of Grade 12-

HUMSS A of Fatima National High School were selected to answer the questionnaires

Research Instruments

The research instrument is consisted of two parts. The first part is consist of the items

which gathers respondent profile such as their name, sex, age, parents education attainment

and parents occupation. The second part of the research instrument is where the respondent

is required to fill or answer each number. Each

of number that they answer has following response option and corresponding indicators, as

follows; 5 - strongly disagree, 4 - disagree, 3 - neutral, 2 - disagree, 1 - strongly disagree.

Data Gathering Procedures

The researchers had allotted vigorous time, effort and cooperation in making the

questionnaire so as to serve its intended respondents. The survey was created using suitable

questions modified from related research and individual questions formed by the researchers.

The survey comprised of 2 main parts subdivided into different parts. After approving the

questionnaire, copies were distributed to the Grade 12-HUMSS A Students of FNHS. The

respondent were given time to respond and then the researchers collected the survey

questionnaire the next day.

Statistical Treatment

To identify how distance learning and traditional learning will affect the academic

performances of Grade 12-HUMSS A of Fatima National High School, with the used of

Likert's Five- Point rating scale the data were analyzed and interpreted.