INQUIRIES,

INVESTIGATION AND
IMMERSION

MANNYBOY ZARANDIN

STEM 12 – 3
 WEEK 1

LEARNING TASK 1

 Pandemic
 COVID – 19 Virus
 Learning
 Mental Health
 Lifestyle

LEARNING TASK 2

MOST INTERESTING PRELIMINARY RESEARCH TOPIC

All of our lives have been greatly affected by the COVID – 19 pandemic. Everything has
stopped. Our lifestyle changed overnight and until now we are still hoping when this will end. Every
person in the world tries to cope up, adjust, and adapt to this new normal lifestyle. As a student, I
actually don’t know where my path leads, but I hope and pray that there is a bright future ahead of
me.

RESEARCH PLAN

Initial Research Topic: Effects of Online Learning on STEM 12 – 3 Senior High School students during
the COVID 19 – Pandemic

I. Basic Information
A. Complete Name: Mannyboy Zarandin
B. LRN: 114797080016
C. School and Address: Congressional Integrated High School
D. Track and Strand: STEM 12 – 3
E. Complete Home Address: BLK N 14 Lot 9 Brgy. Emmanuel Bergado 1 City of Dasmarinas,
Cavite
II. Background

“The COVID-19 pandemic has changed the world. Due to the nature of the virus, particularly how
it is transmitted, it has altered human behaviors, relations and lifestyles, and had profound impacts
on the economic, political and cultural landscapes of societies across the world. It has likewise
exacerbated poverty, discrimination and inequalities in many parts of the world, not only through how
COVID-19 appears to be affecting poorer communities more than the rich, but also as a consequence
of the measures taken by states to control the spread of the virus, primarily by curtailing freedom of
movement through the imposition of community quarantine, lockdowns and curfews in many parts
of the world.” (Simbulan, 2020)

Research has identified numerous critical challenges thought to affect learning within an online
environment. Such challenges include instructors’ assessments of learners’ academic integrity,
cyberstalking and cyberbullying (Waleed, 2020), lack of internet access, low quality of online
instructional delivery, cost control, individual in learning (D. S. Stein, 2020) lack of professional
technological training (C. Bonafini, C. Chae, E. Park, and K. W. Jablokow, 2017) tool inaccessibility, and
technical issues. Additional challenges are related to the instructors’ adaptability skills to customize
lectures for online learning, learn to monitor students’ synchronous or asynchronous collaboration,
and design authentic online assessment tools that accompany the transition to the online platforms
from face-to-face sessions (C. Cochran and L. Benuto, 2016). Thus, online instruction necessitates
 various skills, including pedagogical skills, design skills, technical skills, and communication skills. (A.
Alenezi, 2020) Argues that “case studies, story-telling, streamed videos, discussion groups, and
bulletin boards” (p.55) are examples of effective communication techniques, and they are the critical
foundation of an interactive online environment.

The researcher thinks that there are a lot of reasons why this research is important. The pandemic
really affected our lives. Students experienced ups and downs during the COVID 19 pandemic. The
researcher also added that this study is timely and relevant to raise awareness about different
perspectives of STEM 12 – 3 students.

The significance of this study is to provide a thorough discussion of what potential actions can be
undertaken to improve the online learning delivery on Congressional Integrated High School base on
the results of this study.

III. Objectives and Methods

1) What learning conditions were experienced by senior high school students of STEM 12
education during their online learning process in the pandemic period?
2) What benefits and obstacles were perceived by senior high school students of STEM 12
education when performing online learning?
3) What expectations do senior high school students of STEM 12 have for future online learning
practices?

The researcher will use a quantitative method because it is more applicable to the study.

IV. Working Framework

As noted, Terry Anderson (2011) examined the possibility of building a theory of online
education, starting with the assumption that it would be a difficult, and perhaps impossible, task. He
approached this undertaking from a distance education perspective, having spent much of his career
at Athabasca University, the major higher education distance education provider in Canada. While he
acknowledged that many theorists and practitioners consider online learning as “a subset of learning
in general” (Anderson, 2011, p. 46-47), he also stated: online learning as a subset of distance education
has always been concerned with provision of access to educational experience that is, at least more
flexible in time and in space as campus-based education (Anderson, 2011, p. 53).
These two perspectives (subset of learning in general and subset of distance education) complicate
any attempt to build a common theory of online education. Blended learning models, for instance, do
not easily fit into the distance education schema, even though they are evolving as a prevalent
component of traditional face-to-face and online education environments.

Anderson considered a number of theories and models but focused on the well-respected
work of Bransford, Brown, and Cocking (1999) who posited that effective learning environments are
framed within the convergence of four overlapping lenses: community-centeredness, knowledge-
centeredness, learner-centeredness, and assessment centeredness. These lenses provided the
foundational framework for Anderson’s approach to building an online education theory, as he
examined in detail the characteristics and facilities that the Internet provides with regards to each of
the four lenses. Second, he noted that the Internet had evolved from a text-based environment to one
in which all forms of media are supported and readily available. He also accurately commented that
the Internet’s hyperlink capacity is most compatible with the way human knowledge is stored and
accessed. In this regard, he referred to the work of Jonassen (1992) and Shank (1993) who associated
hyperlinking with constructivism. Finally, Anderson extensively examined the importance of
interaction in all forms of learning and referred to a number of mostly distance education theorists
such as Holmberg (1989), Moore (1989), Moore and Kearsley (1996), and Garrison and Shale (1990).
The essence of interaction among students, teachers, and content is well understood and is
referenced in many theories of education, especially constructivism. Anderson’s evaluation of
interaction concludes that interactions are critical components of a theory.

With these three elements in mind (the Bransford, Brown, and Cocking lenses, the affordances
and facilities of the Internet, and interaction), Anderson then proceeded to construct a model (see
Figure 6). He did add one important element by distinguishing community/collaborative models from
self-paced instructional models, commenting that community/collaborative models and self-paced
instructional models are inherently incompatible. The community/collaborative models do not scale
up easily because of the extensive interactions among teachers and students. On the other hand, the
self-paced instructional models are designed for independent learning with much less interaction
among students and teachers.

Figure 6 illustrates:

The two major human actors, learners and teachers, and their interactions with each other
and with content. Learners can of course interact directly with content that they find in multiple
formats, and especially on the Web; however, many choose to have their learning sequenced,
directed, and evaluated with the assistance of a teacher. This interaction can take place within a
community of inquiry, using a variety of Net-based synchronous and asynchronous activities…These
environments are particularly rich, and allow for the learning of social skills, the collaborative learning
of content, and the development of personal relationships among participants. However, the
community binds learners in time, forcing regular sessions or at least group-paced learning. The
second model of learning (on the right) illustrates the structured learning tools associated with
 independent learning. Common tools used in this mode include computer-assisted tutorials, drills, and
simulations (Anderson, 2011, p. 61-62).

Figure 6 demonstrates the instructional flow within the two sides and represents the
beginnings of a theory or model from the distance education perspective. Anderson concluded that
his model “will help us to deepen our understanding of this complex educational context” (Anderson,
2011, p. 68), which he noted needs to measure more fully the direction and magnitude of each input
variable on relevant outcome variables.

Anderson also commented about the potential of the Internet for education delivery, and
that an online learning-based theory or model could subsume all other modes with the exception of
the “rich face-to-face interaction in formal classrooms” (Anderson, 2011, p. 67). This becomes a
quandary for Anderson in trying to develop a common theory of online education in that it does not
provide for in-person, face-to-face activity and is problematic for those who see online education as a
subset of education in general.

V. Assumptions

The researcher expected outcome is to know the effects of online learning to Grade 12 STEM
students of section 3 by their experiences through the whole online class and their expectations for
future online learning practices.

VI. Timetable
VII. References

C. Bonafini, C. Chae, E. Park, and K. W. Jablokow, “How much does student engagement with videos
and forums in a MOOC affect their achievement?,” Online Learn. J. vol. 21, no. 4, pp. 223–240, 2017.
https://doi.org/10.24059/olj.v21i4.1270

A. Alenezi, “The role of e-learning materials in enhancing teaching and learning behaviors,”
Int. J. Inf. Educ. Technol., vol. 10, no. 1, pp. 48–56, 2020.

Yusri B. K. Waleed Mugahed Al-Rahmi “Social media – based collaborative learning: the effect on
learning success with the moderating role of cyberstalking and cyberbullying,” J. Interact. Learn.
Environ, 2020. https://doi.org/10.1080/10494820.2020.1728342

D. S. Stein, “Keeping the Promise of Distance Education: Ethical Challenges for Higher
Education Administrators,” in Handbook of Research on Ethical Challenges in Higher Education
Leadership and Administration, 2020, p. 15. https://doi.org/10.4018/978-1-799 8-4141-8.ch015

C. Cochran and L. Benuto, “Faculty transitions to online instruction: A qualitative case

study,” Online J. Distance Educ. e-Learning, vol. 4, no. 3, pp. 42–54, 2016.

LEARNING TASK 3 (EVALUATE YOUR WORK)

WEEK 2

LEARNING TASK 1

Initial Research Topic: Effects of Online Learning on STEM 12 – 3 Senior High School students
during the COVID 19 – Pandemic
Factor – Isolating What learning conditions were experienced by senior high school
Question students of STEM 12 – 3 education during their online learning process
in the pandemic period?
Factor – Relating What mode of learning does STEM 12 - 3 senior high school students
Question prefer between online learning and face-to-face learning?
Situation – Isolating What benefits and obstacles were perceived by senior high school
Question students of STEM 12 – 3 education when performing online learning?
Situation – Relating What expectations do senior high school students of STEM 12 – 3 have
Question for future online learning practices?

LEARNING TASK 2

TYPE OF QUESTION RESEARCH QUESTION S M A R T

Factor – Isolating What learning conditions were
Question experienced by students of STEM 12 – 3
senior high school education during / / / / /
their online learning process in the
pandemic period?
Factor – Relating What mode of learning does STEM 12 - 3
Question senior high school students prefer
/ / / / /
between online learning and face-to-
face learning?
Situation – Isolating What benefits and obstacles were
Question perceived by senior high school students
/ / / / /
of STEM 12 – 3 education when
performing online learning?
Situation – Relating What expectations do senior high school
Question students of STEM 12 – 3 have for future / / / / /
online learning practices?

LEARNING TASK 3

1) Attainable
2) Measurable
3) Realistic
4) Time bound
5) Specific

LEARNING TASK 4

1) D
2) C
3) B
4) A
5) A
 6) C
7) B
8) D
9) A
10) B

LEARNING TASK 5

TYPE OF QUESTION RESEARCH QUESTION S M A R T

Factor – Isolating What learning conditions were
Question experienced by senior high school
students of STEM 12 – 3 education / / / / /
during their online learning process in
the pandemic period?
Factor – Relating What mode of learning does STEM 12 - 3
Question senior high school students prefer
/ / / / /
between online learning and face-to-
face learning?
Situation – Isolating What benefits and obstacles were
Question perceived by senior high school students
/ / / / /
of STEM 12 – 3 education when
performing online learning?
Situation – Relating What expectations do senior high school
Question students of STEM 12 – 3 have for future / / / / /
online learning practices?

LEARNING TASK 6

Initial Research Topic: Effects of Online Learning on STEM 12 – 3 Senior High School students
during the COVID 19 – Pandemic
COMMENTS AND SUGGESTIONS OF THE
GENERAL AND SPECIFIC RESEARCH QUESTIONS
TEACHER OF RESEARCH
What learning conditions were experienced by
senior high school students of STEM 12 – 3
education during their online learning process
in the pandemic period?
What mode of learning does STEM 12 - 3 senior
high school students prefer between online
learning and face-to-face learning?
What benefits and obstacles were perceived by
senior high school students of STEM 12 – 3
education when performing online learning?
What expectations do senior high school
students of STEM 12 – 3 have for future online
learning practices?
MESSAGE: MESSAGE:
WEEKS 3 – 5

LEARNING TASK 1

1) /
2) X
3) /

LEARNING TASK 2

Recency based on the excerpt of RRL on Language and its Sustainability in the Teaching and
Learning Process, most of its references are way back from 10 years ago. So its recency is not valid
now because the ideal is within the last five years. While the objectivity, relevance and conciseness
based on the excerpt of RRL on Language and its Sustainability in the Teaching and Learning Process,
for me is well connected to the excerpt.

LEARNING TASK 3 (write a draft)

The ongoing COVID-19 pandemic poses significant challenges to the global education system. By
July 2020, the UN Educational, Scientific and Cultural Organization (2020) reported nationwide school
closure in 111 countries, affecting over 1.07 billion students, which is around 61% of the global student
population. Traditional brick-and-mortar schools are forced to transform into full-time virtual schools
to provide students with ongoing education (Van Lancker & Parolin, 2020). Consequently, students
must adapt to the transition from face-to-face learning to fully remote online learning, where
synchronous video conferences, social media, and asynchronous discussion forums become their
primary venues for knowledge construction and peer communication.

For K-12 students, this sudden transition is problematic as they often lack prior online
learning experience (Barbour & Reeves, 2009). Maladaptation to online learning could expose
inexperienced students to various vulnerabilities, including decrements in academic performance
(Molnar et al., 2019), feeling of isolation (Song et al., 2004), and lack of learning motivation
(Muilenburg & Berge, 2005). Unfortunately, with confirmed cases continuing to rise each day, and
new outbreaks occur on a global scale, full-time online learning for most students could last longer
than anticipated (World Health Organization, 2020). Even after the pandemic, the current mass
adoption of online learning could have lasting impacts on the global education system, and potentially
accelerate and expand the rapid growth of virtual schools on a global scale (Molnar et al., 2019). Thus,
understanding students' learning conditions and their experiences of online learning during the COVID
pandemic becomes imperative.

Due to the spread of this disease and the closure of physical classes, online learning through the
uses of several devices like computers, laptops, tablets and mobile phones with internet access in
synchronous and asynchronous environments become the alternative learning methods. Through
these learning methods and environments, students have a freedom in learning and get connected
with their teachers anywhere they want (Singh and Thurman, 2019). There are two modes in online
learning, which are synchronous and asynchronous depending on the application of applying optional
timing of interaction (Algahtani, 2011). The synchronous online learning provides the direct
interaction between the lecturers and students during class through tools such as videoconference or
chatrooms. While asynchronous online learning provides the opportunity for the lecturers and
students to interact before or after the online class through thread discussion and emails. The online
learning provides advantages in independent learning and developing new skills in the process leading
to life-long learning (Dhawan, 2020).
 However, the online learning can be challenging to the disabled, underprivileged, and
marginalized students who had limited resources and accessibility to online learning (The Regional
Risk Communication and Community Engagement (RCCE) Working Group, 2020). This inability to
access and involve in online learning causes the disparity and dropout among them. Online learning
also requires students’ commitment and discipline, especially for vulnerable students who need
interaction that allows them to strengthen their social skills (UNESCO IESALC, 2020).

Online learning provides advantages for both students and universities. In developed countries
such as Australia and Korea, the students opted to have flexible time for learning, which is more
convenient for them to access the teaching materials. The universities also gain benefits through the
implementation of this learning method, which is more cost-effective with a wide audience and no
necessities of physical infrastructure. (Misko et al., 2004). However, the online teaching has a few
limitations as the lecturers faced difficulty in preparing materials for the online method, which is a
very time-consuming process. Also, the online learning become challenging tasks in assisting the
students in accessing the learning materials as online learning requires less supervision.

Online learning has emerged as a new method of learning for developing countries (Iqbal and
Ahmad, 2010). There are problems that arise as online learning is introduced to the developing
countries (Folorunso et al., 2006; Siritongthaworn et al., 2006). The students need to adapt
themselves to the new environment computer-led training in virtual classrooms from traditional
classroom, which is a challenging task (Sanchez-Gordon and Luján-Mora, 2014). Many educations
institutional facing inadequate supply of e-learning equipment necessities, such as highly efficient
devices and Internet connections. Some of the students have poor computer literacy and self-
motivation, which affected them to access the online learning (Randy, 2011). Bhuasiri (2012) indicated
the obstacles in online learning for developing countries including investments in technology such as
hardware, software licenses, learning material development, equipment maintenance, and training.
Besides, there are also some issues related to management support.

Alternatives to online learning. Intermittent internet connectivity is an issue throughout the

country, and of course, online learning is made even more difficult for poorer families who may not
have access to a device with a screen. The education secretary did announce that they would provide
modular learning to students, which would be printed out and given to them, but there might be some
other things that students can try too. The activities can help the students to engage more like to read
different books for a specific time and creative activities.

The COVID-19 pandemic has produced a new world full of challenges, dilemmas, as well as
opportunities. It is up to us to adapt and transform the challenges and dilemmas to opportunities for
growth and development for our nation and the global community. (Simbulan, 2020)

REFERENCES:

Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature.
Computers & Education, 52(2), 402–416

Molnar, A., Miron, G., Elgeberi, N., Barbour, M. K., Huerta, L., Shafer, S. R., & Rice, J. K. (2019). Virtual
schools in the US 2019. National Education Policy Center.

Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study.
Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269
Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student
perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–
70. https://doi.org/10.1016/j.iheduc.2003.11.003

Van Lancker, W., & Parolin, Z. (2020). Covid-19, school closures, and child poverty: A social crisis in
the making. The Lancet Public Health, 5(5), e243–e244. https://doi.org/10.1016/S2468
2667(20)30084-0

World Health Organization. (2020, July). Coronavirus disease 2019 (COVID-19): Situation Report-164
(Situation Report No. 164). https://www.who.int/docs/default-source/coronaviruse/situation-
reports/20200 702-covid-19-sitrep-164.pdf?sfvrsn$=$ac074f58$_$2

LEARNING TASK 4
Bear similar parts and details.

Bear similar parts and details.

MLA STYLE APA STYLE CHICAGO MAN
WALL STYLE
Every source of References do
References are
information is not beat page
provided with end
numbered. number where
note.
the detail is taken
unless for a cited.

LEARNING TASK 5

STYLE IN – TEXT CITATION BIBLIOGRAPHIC ENTRY

APA – STYLE According to Department of Department of Education. (2009).
Education (2009)… Research in TVET Made Easy. Colombo
Plan Staff College: Pasig City
MLA – STYLE Caintic and Cruz stated that …. (1) (1) Caintic, H.E. and J.M. Cruz. (2008)
Scientific Research Manual. C&E
Publishing, Inc.: Quezon City
CHICAGO Notes Patton
MAN STYLE Author date
WEEKS 6 – 8

LEARNING TASK 1

ELEMENTS QUANTITATIVE RESEARCH

FOCUS Testing theories and hypotheses
TREATMENT Statistical analysis
DATA FORM Tables and graphs
INSTRUMENT Fixed objective questions
PARTICPANTS Large Samples (STEM 12 – 3 Senior High School Students)
DATA COLLECTION Survey

1) The research method that I chose for this research is quantitative research because it focuses
on testing theories and I’m more familiar with it.
2) Quantitative research is appropriate for my study because I will collect the data by using
surveys to know the effects of online learning thru my classmates, so the participants should
be large samples of data.
3) Of course, when it comes to the steps or process I should be in line with the format that my
research adviser sends to us and I hope that my study will help because it is not just a school
problem but a global challenge for all areas.
4) I think the problem could be time management because I’m the only one in this study, I don’t
have groupmates but I will try my best to finish it.
5) By preventing problems, which we can’t resist, the solution would be to think about why we
started. I'm almost there, and I have been given chance so I will not take it for granted.

LEARNING TASK 2

1) I’m interested to deal with casual design because I think it is more connected with my
research.
2) It is appropriate to my research because it is used to measure the impact or effect of a
particular change on the existing situation or norm which is similar to my research.
3) My plan to execute the research design by collecting the data thru surveys which I will be
conducting with my classmates.
4) First I will do the survey questions, then I’ll send the draft to my teacher then I will disseminate
it to my classmates. Then I will incorporate it into the casual research design by theoretical
framework and hypotheses.
5) The problem that arises in terms of resources will be where I find questions that would be
suitable to the study and of course time, time is so fast so sometimes I feel lazy to continue
but I rest then start again.
6) I will solve it by asking myself, why I started this research and this is not only for myself but
for my family waiting in the province.
LEARNING TASK 3

RESEARCH DESIGN

This study will utilize the quantitative method of research. This research will use the casual
research design that is appropriate to the study in collected the views, perspectives, and experience
information about the effects of online learning during the COVID 19 pandemic in STEM 12 – 3 Senior
High School students of Congressional Integrated High School, City of Dasmarinas, Cavite. It is helpful
to measure the impact of a particular change on an existing situation as it occurs at the time of study
to discover the cause of a certain occurrence.

The casual design approach in studies is appropriate in explaining are sought to reflect on
hypotheses testing. The causal effect happens when there is a difference in a phenomenon which
leads to significant results of the study.

Finally, this study will entail data in the form of words and extracting meanings from a
framework of data analysis.

LEARNING TASK 4

A. POPULATION: Students of STEM 12 – 3 of Congressional Integrated High School, City of

Dasmarinas, Cavite
B. SAMPLE: 35 students
C. SAMPLING TECHNIQUE: Clustered Sampling Technique

LEARNING TASK 5

A.
1. MD
2. CT
3. CT
4. MD
5. CT
B. The heart of the research is its data. The 5 characteristics of a good data collection instrument
are brief and effective, efficient, systematically sequential, valid and reliable, and researcher
& sample friendly. All of this is important to achieve a good data collection instrument. Time
and information are important, also be sensitive when it comes to forming the questions,
validity. Because my research is quantitative, the tabulation and analysis of data should be
concise and its interpretation will greatly affect the study.
C.
1. Observation
2. Questionnaire Checklist
3. Interview
4. Document Review
5. Focus Group Discussion (fgd)
LEARNING TASK 6

CREATE A DRAFT OF AN APPROPRIATE DATA GATHERING TOOL

Demographic

Q1. Name:

Q2. Section:

Behaviour

Q3. What equipment and materials did you use for online learning during the COVID-19 pandemic
period?

o Paper – Based Materials (Modules)

o Audio
o Phone
o Tablet
o Computer
o TV

Q4. Other than the lecture function, which features of the online education platform have you used?

o Google Meet
o Zoom
o Microsoft Teams

Q5. What is the longest class time for your online courses?

o 1 hour
o 2 hours
o 3 hours

Q6. How long do you study online every day?

o 1 hour
o 2 – 3 hours
o 3 – 4 hours
o 4 – 5 hours
o 5 – 6 hours

Q8. Did you need family companionship when studying online?

o Yes
o No
o Sometimes
o It depends on situation

Q11. What approaches did you use to tackle the unlearnt concepts you had when performing online
learning?

o Leave it for later

o Communicate with other students
o Ask teachers by using social platforms
 o Attend Q and A sessions organized by teachers
o Solve independently by searching online

Experience

Q7. Which of the following learning statuses is appropriate for your situation?

o Perhaps understand the lessons

o Perhaps do not understand the lessons
o Not familiar the lessons

Q13. What obstacles did you encounter when studying online?

o Time
o Stress
o Poor internet connection
o Distraction
o Eyestrain caused by long staring at screens

Q15. What skills do you think are developed from online education?

o Can learn anytime and anywhere

o Helpful to develop self – discipline and autonomy
o Less learning efforts are required
o Achieve better learning performance

Q16. How satisfied are you with the following aspects of online learning?

o Satisfied
o Not Satisfied
o Often Satisfied

Q17. Compared to classroom-based learning, what are the advantages of online learning?

o Responsible
o Time Management
o Self – Motivation
o Accessible
o Improve technical skills

Q18. What do you think are the deficiencies of online learning compared to physical classrooms?

o Procastination
o Time Management
o Don’t have teacher to guide
o Sense of isolation
o Technical Issues

Expectations

Q9. What is your preferred online classroom format?

o Synchronous
o Asynchronous
o Modular
Q19. What online activities or experiences do you expect to have that will enhance your online
learning?

o Make discussions more meaningful

o Motivation
o Increase student engagement
o Support struggling students
o Personal connection with students

Q20. After the COVID-19 pandemic, which type of learning would you prefer?

o Online learning
o Modular learning
o Face to face learning