Shannyn D.

Flores
STEM 11 – C
Practical Research 1
Performance Task 1
Critique Paper
In this paper, the author will conduct a critical analysis and evaluation of a published
qualitative research study using the Cormack (2000) methodology for evaluating primary
research publications, as well as other published studies on qualitative techniques. The chosen
article is Yang, Y. & Cornelious, L. (2003) study on students’ perceptions towards the quality of
online education, published on ERIC, an online library for education research and information
sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education. It is
published in a reputable, peer-reviewed publication, which would suggest that it is likely to be of
sufficient quality to warrant a full critique.
The study’s title “Students’ Perceptions towards the Quality of Online Education: A
Qualitative Approach” is concise. As such, it informs the reader of the focus of the study, and its
subject matter. Moreover, the nature of the study is also indicated in the title. The article starts
with an abstract which immediately introduces the reader to the purpose of the research, which is
to investigate the perceptions of students regarding the quality of online education based on their
own online learning experiences (Yang, Y. & Cornelious, L., 2003). This is a positive aspect of
this article because it clearly indicates to the reader the focus of the article. The abstract then
summarizes the sample, data collection method and method of analysis, followed by the results
and an evaluation of the findings and their implication for practice. This abstract also discusses
the qualitative approach used in this study, as well as the reference used that led to the making of
this study.
The introduction contextualizes the research by introducing the reader to the context of
Internet and how it is used by lots of colleges and universities to offer online courses as a viable
alternative to traditional face-to-face instruction. However, they link the usage of Internet in
terms of education to considerable concerns and problems that have developed, particularly as it
relates to the quality of online education (Yang, Y. & Cornelious, L., 2003). This author would
argue that it would have been better to perhaps place the contradiction to the latter part so that
the reader could focus to the advantages of online learning first and then the contradictory
statement with more detailed information so that the reader could better understand where to
stand. Despite that, key concepts are introduced within the introduction, which is a strength of
the reporting of this study. The statement of the problem is well-stated and well-supported by the
rationale of this study that follows. The purpose of the study’s clearly stated as well as the
questions to be answered. However, it would have been better if the statement of the problem
and the research questions was written subsequently. Terms used in relation to this study was
provided, but there is not enough exploration to operational definitions, particularly in relation to
the methodological approach that has been used.
 Literatures in the review of literatures relates to their focus on students’ perceptions
towards online education, and explore this concept with reference to relevant literatures, linking
student variables such as students’ perceived strengths and weaknesses of online learning, as
well as factors influencing their online learning experiences which includes their characteristics
and learning environment to key aspects of students’ perception towards online learning (Yang,
Y. & Cornelious, L., 2003). Real critical analysis and wide range of researches presented a well-
balanced evaluation of the material (Cormack, 2000).
Cormack (2000) suggested that the methodology section should provide a clear statement
about the chosen research approach that was clearly stated in this study as the design selected
was qualitative in nature using interviews, observations, and documents. Qualitative research
provides an understanding of a situation or phenomenon that tells the story rather than
determining cause and effect (Yang, Y. & Cornelious, L., 2003). Data collection techniques used
in this study, consisted of structured and unstructured interviews, observations, and
documentations were well-described and evaluated, therefore, could mean that this study has an
adequate amount of methodological explanation and transparency, which could not only delimit
the ability to replicate and reproduce this study, but also its transferability to populations beyond
the study sample. Methodological rigor in this study was presented enough to justify the
researchers’ approach towards their methodological framework. Participants in this study were
clearly identified (Cormack, 2000) and selection of the participants were done through
convenience sampling (Yang, Y. & Cornelious, L., 2003). However, it would have been better if
the nature and rationale for convenience sampling was explained to make this report more
accessible to readers who are less familiar with research terms and concepts. Data analyzation
was well-organized and accurate. Transcripts made of audiotaped interviews were checked for
accuracy, constant comparative method was used to analyze the qualitative data from different
sources over time, and data were organized around each research questions and provided answers
to each (Yang, Y. & Cornelious, L., 2003).
Findings in this study was well-discussed. It presented positive and negative experiences
of the students about online education thoroughly with contributed factors as support, appearing
to be a balance evaluation between the two. Despite everything, findings concluded that the
participants did not perceive their online education to be of high quality. Moreover, it would
have been better if the findings were link with other researches that was relevant to the study.
Limitations of the analysis were described and discussed in the same section, but there is not
really much explicit evaluation of the implications for practice.
Conclusion of this study was presented long, however, had no separate recommendations
for practice. The conclusion summarizes the findings, of gaining an understanding of students’
perception of online learning and concluded that in the process of ensuring the quality of online
education, the instructor plays a key role (Yang, Y. & Cornelious, L., 2003). They recommend
future research be done with a homogeneous group of students, using a larger sample size;
including more universities and colleges in the study, and suggesting that IHEP benchmarks
should be adopted by every institution of higher education as a measure of the online programs
each institution offers (Yang, Y. & Cornelious, L., 2003).
 This author would argue that this study provides a good contribution to the literature in
the area of online education and provided valuable information from students that can serve both
online instructors and administrators in providing more effective online education.
Shannyn D. Flores
STEM 11 – C
Reading and Writing
Quarter 3, Week 1 – 5
Activity 3. Writing like Pro

Pattern of Paragraph Paragraph

Development of a Text
I wanted to finished my SHS years outside the province. I already
decided few universities I wanted to be enrolled and prepared
Narration necessary documents for registration. I was very ready, however,
few days before my first entrance exam at one of the universities I
applied to, an immersed lockdown occurred in the province,
delaying all the transactions I was preparing to do.
At first, I didn’t really mind the delay since it was still in the
middle of March 2020 and I still few months to prepare before the
entrance exams of the universities I applied to, come to an end. So I
waited, patiently waited until I realized, it was already June and
entrance exams as well as enrollments in the universities already
ended.
There and then, my mother decided to enroll me back at the school
where I finished my JHS years, SHS department – STEM strand. I
was really not pleased that time, however, I didn’t have any choice
but to accept the fact that I’ll be stuck in the province for quite
some time.
The enrollment went smoothly but I definitely wasn’t prepared for
the transition that came with the school closing. I had no idea how
my teachers were going to go about holding these classes modular.
I began to ask myself so many questions: How are discussions
going to work? How am I supposed to learn a subject through self-
studying? How does learning at school work outside the school?
Along with all of those concerns, I was losing motivation to study.
At school, I have a routine. I have a schedule that is all my own,
that I get to determine. Being in a house with two other people, and
a dog that barks at any slight noise changes things.
So not only have I had to adjust to distance learning, I had to adjust
sharing my space and my time with my family too. If it’s dinner
time, I try my best to take a break from what I am doing to go eat
with my family; but if I’m in the middle of an assignment, my
parents have to understand that school comes before family time. I
am so lucky to have a family who helped me a lot with the
adjustments and allowed me to have my own space in the house to
study.
I am lucky enough that most of my teachers have created a great
 system for classes, but it has still been really challenging.
Discussions in the modules did not flow as well as classroom
discussions do. Having to find tutorials online for the subject I’m
having difficulty at gets frustrating in time especially when I’m
having technical difficulties, alongside with a slow internet
connection.
I wanted to do well in the last two years of my high school life but I
felt like distance learning has created too large a gap in my
knowledge to continue with it. We no longer have our mathematics
teacher giving us hands-on learning. I am working on a
mathematical problem, and I have idea how solve it nor even
understand a word in the book given, so it’s been a lot of searching
online tutorials.
It’s not all bad, though. Hard times bring people together, and
everybody involved in my classes, students included, have been
trying their hardest to make things work. Some of my classes have
made a group chat with almost every student so we can help each
other keep updated with assignments. It helped me realize that I’m
not the only person struggling and that gives me a sense of
comradery between me and my peers.
I knew before starting with distance learning that there were going
to be many challenges – and I was right. However, it’s comforting
to see the way that people are working so hard to make everything
work. We are all in this together; we are all fighting the same fight.
COVID-19 community quarantines in the Philippines are series of
stay-at-home orders and cordon sanitaire measures implemented by
Definition the government of the Philippines through its Inter-Agency Task
Force on Emerging Infectious Diseases (IATF-EID).
The four main levels of community quarantine measures are the
enhanced community quarantine (ECQ), the modified enhanced
community quarantine (MECQ), the general community quarantine
(GCQ), and the modified general community quarantine (MGCQ).
Although exact measures per level may vary over time due to the
government revising its guidelines, the strictest of these measures is
the ECQ and the most lenient being the MGCQ.
Localities under an enhanced community quarantine (ECQ) are
generally ordered to stay at home, with its residents restricted from
traveling to other cities or barangays. Barangay governments can
issue quarantine passes allowing residents to buy essential goods
outside curfew hours and within the issuing barangays' jurisdiction.
A level under ECQ, is called a modified enhanced community
quarantine (ECQ).
The general community quarantine (GCQ) is generally less
stringent than ECQ. Public transportation is allowed at a reduced
capacity and select businesses are allowed to operate at 50 to 100
percent of their regular capacity depending on their industry.
 Shopping malls are also allowed to operate, although only select
stalls and stores are allowed to open. A level under GCQ, is called
a modified general community quarantine (MGCQ).
The COVID-19 (coronavirus disease 2019) pandemic presents a
major challenge for all of humanity and is a huge calamity of the
Description 21st century. Initially spreading in China and facilitated by our
hypermobile society and transportation hubs, this new highly
transmissible respiratory syndrome severely broke out and then
spread at extraordinary rates to other countries, with Philippines as
one of the most affected country in Asia. As the Covid-19 virus
spreads throughout the world, the local government enacted a
number of mobility restrictions in our province to slow down the
transmission of the COVID-19 as the greatest risk for infectious
diseases spreading within shared travel modes, such as sea travel
and mass transit, is related to the fact that individuals are in close
proximity in a confined environment. This includes from imposing
minimum health protocols such as social distancing, to
complete/partial lockdown, required/voluntary quarantining,
closure of schools and workplaces and shutting our borders and
restricted travel. As mobility is closely connected to regular habits
and reproducible patterns, the restrictive measures can represent a
“game changer” for all of society entailing permanent behavioral
effects comparable to life events and structural shifts among travel
modes, as individuals modified their attitude in response to the bans
on free movement.
The current global COVID – 19 crises, forced the closure of
schools, and in general brought a halt to formal education. All
Comparison and Contrast classroom – based learning activities that has been used for the last
century have been suspended and replaced with distance education.
Infrastructure for distance education is rather a stumbling block as
most families doesn’t have mobile devices and access to the
internet. At all educational levels, educators teach both in modular
or blended learning which is less effective in terms of student’s
retention in comparison to face-to-face discussion of lessons. In
higher education, the difference between education before and
during the pandemic is bigger than in K-12 education as blended
learning is uncommon. Hence, the switch to exclusively remote
education was unfeasible for most public schools. The response of
schools and teachers to this crisis across the country has been
characterized by the extent of its variation, ranging from full-scale
online distance learning with full conferencing facilities at one end
of the spectrum, through to traditional, paper based worksheet
activities that students are expected to complete individually, with
little or no support and supervision at the other end. The COVID-
19 crisis has highlighted the value and potential of digital tools
such as personal mobile phones, that were often banned or at best
 marginalized as learning technologies more than a year ago.
However, it has also thrown into sharp relief the extent to which
many institutions are still designed and organized around
traditional patterns of face to face teaching, fixed times and
monolithic patterns of thinking that have not evolved to grasp the
more nuanced and differentiated opportunities for learning that
digital technologies offer when they are implemented thoughtfully
and in a principled manner.
Over a year into the coronavirus pandemic, the reported caseload of
infections in our country still jumped to record numbers which has
Cause and Effect cause the rise of concern from the public. At least 3 factors have
contributed to the increase – all of which, the DOH and researchers
pointed out, contributed to sustained community transmission of
the disease which include: increased testing capacity, increased
contact and mobility, and failure to follow implemented health
protocols. Due to the infectious nature of the coronavirus, the
easing of quarantine restrictions, frequent movement among
people, and failure to always properly observe health protocols all
contribute to sustained transmission of the disease in community
which resulted to the clustering of newly reported cases
nationwide.

After the usual introductions of top officials, President Duterte opens his speech stressing the toll
the pandemic has taken on the Philippines as the virus “snuffed” our dreams of prosperity and
had the world living in a “troubled time.” He mentions hopes for a vaccine and thanks frontliners
who risk their lives to respond to those most affected by the disease.
As expected, President Duterte dedicates time in his speech to his drug war. It was among the
first topics he mentioned as he proposed to fight the pandemic with the “same fervor” seen in the
government’s anti-illegal drug campaign.