K.C.M. Academy Inc.

10 Aguinaldo Street Malacanang Village Sucat, Parañaque

In Partial Fulfillment of Practical Research Requirement:

Factors That Affect the Academic Performance Of Selected Grade 11

Online Learners of K.C.M Academy. School Year: 2020-2021

Submitted by:

Edilyn Eva

Jhowannalyn Lonzaga

Shiela Mae Loretero

Jhon Ryan Manginsay

Rezelyn Poniado

Kenneth Rapososn

James Salumag

Jayson Tormento

Submitted to:

Ms.Remia C. Canajawan

(2021)
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 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for His

showers of blessings throughout our research work to complete the research

successfully. We would like to express our deep and sincere gratitude to Ms.

Jesselyn Koh-Quing Perez, Our school Directress, School Administrative

Head, Ms. Mary Jean Blanco-Nadao and Tr. Jabelle G. Gatpo, the assistant

SHS Coordinator, for the approval to conduct this study. Thank you for

letting us to achieve our survey results 

To the Grade 11 students for fully participating in our research and

especially we would also like to express our special gratitude to our

Research Adviser, Tr. Remia C. Canajawan for guiding and giving us

motivation throughout our research work. She always there to cheer us up

every time we are about to give up as she encouraged us to be positive that

we could accomplish and complete this research.

Last but not the least the researchers who fully participate throughout

the research and especially sincerely acknowledge the efforts of all those

who have directly and indirectly helped us to complete the research.

To God be the Glory! 

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 ABSTRACT

This research aims to know the Factors That Affect the Academic

Performance of Selected Grade 11 Online Learners of K.C.M Academy and

to stand again from the difficulties that they have encountered. The target

respondents of this research are the Grade 11 online learners that are

learning in K.C.M Academy. The students are currently experiencing

different circumstances that significantly affect their academic performance.

It is listed down with the responses of students according to their

experiences.

They need to acquire new techniques in order to deal through their

challenges as online learners. The study aims to unveil the factors impacting

the academic performance of one’s student. Via this, it might be a benefit to

the students to transcend their present condition and take advantage of it to

find something new.  The aim of this study is to make it abundantly clear for

online students that they are inclined to maintain to learn and rise strong to

this challenging situation. And the researcher will provide an overview of

how these kinds of concerns will be overcome in the coming years.

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APPROVAL
SHEET

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February 3. 2020

Greetings!
K.C.M Academy
10 Aguinaldo St.,
Malacañang Village
Parañaque City

Greetings!
The undersigned are grade 12 senior high school Accountancy, Business and
Management students undertaking a research entitled “Factors that Affects the
academic Performance of Selected Grade 11 Online Learner’s of KCM academy
During the S.Y. 2020-2021” with your expertise, we are humbly asking your permission
to validate the attached group-made questionnaire.
We are looking forward that our request would merit your good response.
Thank you and more power!
Sincerely,
Jhowannalyn Lonzaga
Shiela Mae Loretero
Edilyn Eva 
Rezelyn Poniado
Jayson Tormento
Jhon ryan manginsay
John Lester Navarro 
Kenneth Raposon
James Salumag 

______________________
Tr. Remia C. Canajawan 
Research Project adviser
_______________________________________________________________________
Approved by:
____________________________
Ms. Jesselyn Koh Quing-Perez
(School Directress)
______________________ ____________________
Mary Jean Blanco-Nada Jabelle Gatpo 
(School Administrative Head) (Assistant Coordinator) 

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 TABLE OF CONTENTS

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENTS iii

ABSTRACT IV

TABLE OF CONTENTS v

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

1.1 Introduction………………………………………………… 8

1.2 Background of the Study…………………………………… 13

1.3 Statement of the Problem…………………………………… 16

1.4 Significance of the Study…………………………………… 17

1.5 Scope and Limitations of the Study………………………… 19

1.6 Definition of Terms………………………………………… 20

1.7 Theoretical Framework……………………………………… 21

1.8 Conceptual Framework……………………………………… 24

CHAPTER 2: REVIEW OF RELATED LITERATUR

2.1 Foreign Literature…………………………………………… 26

2.2 Foreign Studies……………………………………………… 29

2.3 Local Literature……………………………………………... 32

2.4 Local Studies………………………………………………... 34

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CHAPTER 3: METHODOLOGY

3.1 Research Design……………………………………………. 37

3.2 Research Instrument ………………………………………. 38

3.3 Research Sampling Techniques…………………………… 38

3.4 Participants of the Study…………………………………… 39

3.5 Data gathering Procedures………………………………… 40

CHAPTER 4: PRESENTATION OF ANALYSIS AND

INTERPRETATION OF DATA……………………………… 41

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

5.1 Summary of Findings……………………………………. 64

5.2 Conclusions……………………………………………… 68

5.3 Recommendations……………………………………… 69

REFERENCES……………………………………………… 71

APPENDICES

1.1 Approval Letter…………………………………………. 77

1.2 Survey Questionnaire…………………………………… 78

1.3Letter of Consent to the Respondents…………………… 83

CURRICULUM VITAE…………………………………… 85
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 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

To our students and their teachers, the shutdown of classrooms,

compounded by the associated public health and economic crises, presents

significant challenges. Both of our public and private education system

has not been designed or equipped to deal with such a situation. We

lack the structures to ensure successful teaching and learning during

the shutdown and to provide the safety net service that many children

receive in school.

While we do not know the exact impacts, we do know that children’s

academic performance is deteriorating during the pandemic, along with their

progress on other developmental skills. We also know that, given the various

ways in which the crisis has widened existing socioeconomic

Disparities and how these disparities affect learning and educational

outcomes, educational inequities are growing (Rothstein 2004; Putnam

2015; Reardon 2011; Garcia and Weiss 2017).

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 As a consequence, many of the children who struggle the hardest to

learn effectively an thrive in school under normal circumstances are now

finding it difficult, even impossible in some cases, to receive effective

instruction, and they are experiencing interruptions in their learning that

will need to be made up for.

There are several factors affecting the student performance of grade

11students in K.C.M Academy. In previous study, student academic

performance assessment has received considerable attention and

challenging elements of academic literature, and the performance of grade

11 students is influenced by social, psychological, economic,

environmental and personal factors.

Student academic performance (SAP) includes academic achievement,

achievement of learning objectives, acquisition of desired skills and

competencies, satisfaction, and persistence. These variables have a direct

impact on the success of students, but these variables differ from person to

person and from country to country.

Previously, mainly analysis of student academic success on issues

such as gender differentiation , style of teacher education and teaching,

class setting , socioeconomic factor and history of family education.

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These are some examples factors that affect the student’s academic

performance mainly present in traditional teaching. Yet, on the other hand it

is still an occurring obstacle to the current set-up of learning through online

adding some more difficulties and as well benefits.

As Covid-19 cases continue to rise in the Philippines, most schools

have adapted online teaching and learning to keep students safe and help

control the spread of the virus.

The online learning set-up is a combination of synchronous learning

(learning at the same time with classmates and a teacher) and asynchronous

learning (learning at any time that works for the student).

Schools have also picked their own platforms for communication and

for teaching lessons virtually. Still, a lot of students, teachers, and parents

are not thrilled about this method because of its many challenges.

When we talk about the benefits of studying online we are talking

about the following; (a) you are safe inside your home (b) you don’t need to

commute or travel (c) you got to enjoy more time with your family (d) you

have the freedom to learn wherever you want (e) you can take advantage of

available technology.

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The quality of student’s performance remains at the top priority of educators

(Crosmoe et. Al, 2004)

There’s a lot more factors student facing throughout the new progress

of acquiring education in which is through online classes. Successful online

learning and teaching, with several metrics of progress, are complex

practices and certainly affects the academic performance of the students.

According to our findings, these are some hindrance variables

impacting students ’ academic performance in online learning; (a) inability

to focus on screen for a very long time (b) technology and connection issues

(c) sense of isolation (d) requires strong self-motivation (e) requires an

ability on time management (f) cheating prevention is complicated (g)

lack of social interaction (h) limited to certain disciplines (i) lack of

practice-based learning (j) makes it easier to procrastinate (k) Lack of

communicational skill development  (l) house responsibility distraction.

This research focuses on the factors affecting academic performance

faced by K.C.M Academy grade 11 students as online learners,

particularly in the midst of challenging events in the country. Students

can benefit from the outcome of this study by helping them to better

understand the variables that can influence their academic performance.

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 With the results developed by this research, they may be able to

enhance their academic performance. With the insights of this research,

parents will be able to understand and encourage their children with their

academic issues and give them support. Also, this research may help

teachers recognize problems encountered by learners that may have an

influence on their success. Alternative actions about how to manage students

can be discovered. For school administrators, they will be able to facilitate

the evaluation of thinking abilities in their school, helping their teachers to

consider the influences of their preferred learning styles that facilitate

appropriate learning opportunities and efficient instructions for their

students.

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 BACKGROUND OF THE STUDY

Technology rapidly evolves and its innovations have had a positive

impact on our daily lives. It also brings revolution in the field of education

and research. E-learning can refer to the situation where the interaction

between the students and the teacher is done through online system. Students

are received training and taught through online system and teacher may also

in the same building with them ( Ajadi, Salawu, & Adeoye, 2008).

According to Alismail (2015) in technology e-learning is a powerful

tool, which provides direct access to get information and knowledge by

themselves. E-learning leading to independent learning. Teachers have the

responsibility to guide students as they research and obtain information in

order to further develop that skills. Subsequently, without even knowing it

students “learn how to learn” and develop their own learning strategies that

can last a life time.

Zare, Sarikhani, Salari and Mansouri quotes Levy’s definition of

online learning as a system based on technology, organization, and

management which bestows upon the students the ability to learn via

internet and facilitates their learning. Additionally, Zare, et al., stated that

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the use of electronic technologies has led to the development of educational

opportunities and helps students develop their skills.

According to Guragain e-learning systems are the storehouses of

information, trainings and knowledge. He also stated that one may find it

difficult at times to learn new ideas and that online system provide the

possibility for students to learn the same material repeatedly until they are

satisfied

In a recent study, this issue of effectiveness of e-learning was

examined. They focus on engagement and motivation as necessary factors

for knowledge gain and learning transfer, relation between learning

outcomes and behavior. They identify resources and support as essential

factors for using e-learning initiatives. Learner characteristics such as age,

previous online experience, gender, interaction with instructors, use of

technology, online communication were identifies as contributing factors to

improvement to learning as well as to student’s performance. Their study

however does not address the issue of unintended consequences of online

learning.

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 The study of Oye et al examines the application of e-learning model to

explain the acceptance of e-learning technology in academic setting. Their

study mainly focuses on the relationship of student’s ‟ use of online learning

and their academic performance. Their results show that e-learning

improves student academic performance . According to these authors

positive perception online learning is crucial to foster the use of e-learning.

Although students ‟ attitude influence the intention to use the e-learning, the

actual use of e-learning improves the academic performance of students.

(University of Wollongong)

However, this study conducted before the pandemic. As evolving

country we understand that there is a need of change and evolution in the use

of technology. And ever since pandemic started we didn’t happened to be

fully prepared to the possible outcomes this may impact into our educational

institutions that leads to the possible factors that may affect the student

performance.

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 STATEMENT OF THE PROBLEM

The study aimed to know the AQ. It sets to know the factors by

achieving the following objectives of the study:

I. Describe what the student is experiencing in their academic

performance using online learning.

II. Explain the factors that affect the Academic Performance of

Selected Grade 11 Online Learners.

III. Make conclusions and realization of the study.

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 SIGNIFICANCE OF THE STUDY

This study would be a great help to students, parents, schools,

teachers, researchers, and future researcher.

STUDENTS- This research will be beneficial to all of the students for they

will find answers on how they can cope with online learning. They will

improve themselves to focus on their academic performance.

PARENTS- This study would serve as an “eye-opener” to them, allowing

them to see what their child is really experiencing in online learning. The

parents should know the factors that will help them realize and enable them

to formulate some solutions so that they can help their child.

TEACHERS- All of those teachers who have a student with problems or

difficulties in their academic performance during online learning will be

alarmed and give them the interest to provide the immediate actions that the

students needed. This study will also be beneficial to them for they will

know the different factors affecting the Academic Performance of their

students.

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SCHOOLS- They will be able to encourage the assessment of their school's

thought skills, allowing their teachers to understand the influences of their

chosen learning styles that facilitate their students' adequate learning

experiences and successful instructions.

FUTURE RESEARCHER- This study will help those future researchers;

this will serve as their guide in the research work. The findings will help and

provide insights for future researchers.

RESEARCHERS- This study will help the researchers who conduct the

study in further expanding their knowledge regarding the subject of the

study.

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 SCOPE AND DELIMITATION

This research focuses on the factors affecting the academic

performance of selected Grade11 Online learners of K.C.M Academy. This

includes selected participants of K.C.M Academy. This study is conductive

only for K.C.M Academy.

All of the data gathered provided by participant for us to know the

reasons effects of Academic Performance in Selected Grade 11 students. The

results of the interview are to find out the possible reasons of effect of

studying online learning.

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 DEFINITION OF TERMS

To give a common definition, the following terms were defined to

provide understanding on the part of the readers.

Academic Performance- the measurement of student achievement across

various academic subjects.

Online learners– A person who is studying through distance teaching and

online learning.

Factors – An element that influences something. In this study, the factors

considered as an influence on the senior high students. This could be defined

as a reason for something that is happening.

E-learning- learning conducted via electronic media, typically on the

internet.

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 SCOPE AND DELIMITATION

This research focuses on the factors affecting the academic

performance of selected Grade11 Online learners of K.C.M Academy. This

includes selected participants of KCM Academy. This study is conductive

only for K.C.M Academy.

All of the data gathered provided by participant for us to know the

reasons effects of Academic Performance in Selected Grade 11 students. The

results of the interview are to find out the possible reasons of effect of

studying online learning.

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 THEORITICAL FRAMEWORK

In this section, the researchers present the theory that will be the

foundation and basis of this study.

This study is conducted to determine the factors that affect academic

performance among selected grade 11 Senior High School students of

K.C.M. Academy.

Theories about learning are mostly derived from psychology. While

psychology describes how people act, educational theory describes how

people learn (O’Neil et al., p. 17). An understanding of educational theories

can assist us in the design and implementation of an effective online learning

environment. Three prevalent theories are described below (O’Neil et al., pp.

17-20):

Behaviorism Theory

Behaviorism, also known as behavioral psychology, is a theory of

learning based on the idea that all behaviors are acquired through

conditioning. Conditioning occurs through interaction with the environment.

Behaviorists believe that our responses to environmental stimuli shape our

actions.

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Social Cognitive Theory 

It describes the influence of individual experiences, the actions of

others, and environmental factors on individual health behaviors. Cognitive

theory is used in the traditional classroom to impart information from the

teacher to the student. The responsibility for learning lies with the student. A

weakness of cognitive theory is its inability to explain human thought and

learning (p. 19)

Constructivism 

Learning is active and reflective which means there is doing, then

reflecting about the doing and then rethinking about the doing. Action and

reflection enables the student to integrate new knowledge with existing

knowledge and experiences so that complex mental models can form.

Constructivist learning is process oriented and emphasizes collaboration and

conversation among learners and teachers.

The way an online learning environment is designed is largely

affected by the teacher’s philosophy of learning and understanding of

educational learning theories. As educators, it is important we reflect upon

the nature of how people learn and consciously utilize educational theory as

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the foundation to construct meaningful learning experiences in our online

classrooms.

In order for meaningful learning to occur according to Jonassen,

Howland, Marra and Crismond (2008), the task that students pursue should

engage active, constructive, intentional, authentic, and cooperative activities.

Rather than testing inert knowledge, educators should help students to learn

to recognize and solve problems, comprehend new phenomena, construct

mental models of those phenomena, and given a new situation, set goals and

regulate their own learning (learn how to learn)

Incorporating a constructivist approach to designing and implementing

online learning can provide the instructor and student with a variety of

learning opportunities achieving the objective of  meaningful learning.

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 CONCEPTUAL FRAMEWORK

Fig. 1

Conceptual Framework of the study

The image above represents the study's conceptual framework. It

portrays his/her attending online class as a student. The style of teaching

may differ from person to person. Depending on the students, being a

student learning via online class or distance learning can be a benefit or

difficulty. The aim of this study as well as the researcher is to analyze what

factors prevent K.C.M Academy grade 11 students from achieving their

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academic goals that significantly affecting their academic performance as

online learners.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researchers thoroughly searched background

information regarding the study. Literatures and studies conducted by the

past researchers in order to support this research.

Foreign Studies

Web-based learning does not require extensive computer skills,

although familiarity with computers and software (especially Web browsers)

helps to reduce the acceptance barriers (Steven, 2001; Tarhini et al.,

2013a). Web-based learning generally fits into one of three major categories:

Self-paced independent study: Students determine the schedule and study at

their own pace. They can review the material for as long as necessary.

Feedback from online quizzes takes the form of pre-programmed responses.

Unfortunately, there is no one to whom the student can direct questions. This

form of study requires the most self-motivation (Tsang et al., 2007) a

student can only cope with limited access of self-motivation during online
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class. Motivation is not only important in its own right; it is also an

important predictor of learning and

achievement. Students who are more motivated to learn persist longer,

produce higher quality effort, learn more deeply, and perform better in

classes and on standardized tests. And this is one of the reasons why it

affects student performance as being online learners.

Initially, Smith (2009) stated that e-learning is among the most recent

types of education systems that has been attracted the attention of the

educators in the world.

According to Arasteh et al. (2014), Draghici et al. (2014), and

Mustea et al. (2014); online learning is the method which allows people

especially students to take courses form home or anywhere as he/she can

access the internet, among other platforms such as peer-to-peer, client-

server, and web services.

Moravec et al. (2015) mentioned that there are several studies which

are looking at how e-learning tools affect the result of students such as Fatih

Baris and Tosun (2013) who described the influence of using e-tools in the

education process at the high school and concluded the positive influence of

this tool on students. In addition, the e-learning platforms allowed users to

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access information on the personal computers while mobile e-learning (M-

learning) allowing users to access through mobile devices (Zamfiroiu and

Sbora, 2014; Masa’deh et al., 2015; Almajali et al., 2016).

Therefore, students could interact with their courses online via such

technological platforms. Eventually, these factors affected student

performance. Despite widespread agreement that the blended learning

format produces better learning achievement among students, other studies

have shown the exact opposite.

In a comparative study by Adams, Randall and Traustadóttir

(2015) the overall finding is that university students following a hybrid

introductory course in microbiology were less successful than their peers

following the same course in a traditional teaching version. Less interaction

with the material or a sense of isolation arising from less class attendance are

counted among potential reasons for the hybrid students’ lower success.

Similar findings are mentioned in Powers et al.’s study (2016) of students’

performance in respectively hybrid and traditional sections of an

introductory psychology course where a significant decrease in exam grades

throughout the semester was observed for students in the hybrid section. A

suggested reason for this negative difference in achievement for students

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following the hybrid program is that these students had to deal with difficult

concepts independently and without sufficient explicit teaching. In contrast,

another study reaches the opposite conclusion and points to similar

circumstances as a way of explaining.

Foreign Literature

According to Hayman (2010) online class is a revolutionary trend of

educational technology today. With the rapid rise in online course

enrollment comes a growing concern for low retention rates in many online

courses and programs. Heyman points out that one of the biggest concerns in

online education emanates from the excessively high attrition rates in fully

online programs compared with traditional classes. Online courses have a

10% to 20% higher failed retention rate than traditional classroom

environments (Herbert, 2006). Totally, 40% to 80% online students drop out

of online classes (B. Smith, 2010). Review of existing literature indicates

that online courses have several social, technological, and motivational

issues existing from both the learners’ and the faculty’s perspectives. The

online delivery system has revolutionized educational technology and has

provided easy access to learning for multitudes of students, including many

who were unable to go to school prior to this revolution. Today, online

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education is one of the top industries in the world, providing support,

knowledge, and jobs to a large segment of the world’s population.

Allen and Seaman (2011) report that more than 6 million students

were taking at least one online course in the year 2010 and that there is a

steady 10% growth in online course enrollments. Despite all these benefits,

online classes continue to display serious retention issues, which need to be

addressed. A good place to start this is by examining why online learners

leave, when in their academic careers are they most prone to leave, and what

can be done to eliminate or mitigate these causes. Literature reviews indicate

that the online attrition pattern is not limited to any specific period or level

of graduation. Students may withdraw from online classes anytime in the

semester and at any level of their learning process. Several studies have been

conducted specifically to observe when and why students withdraw from

graduate programs. The study conducted by Perry, Boman, Care, Edwards,

and Park (2008) indicated that out of a group of 113 students who had

withdrawn from the graduate program, 17 had been accepted, but they did

not begin any class work prior to withdrawing. The balance consisted of

students who had been registered and had started attending their classes, and

yet decided to drop the program. These students stayed in the program

anywhere between 2 months and 2 years. Willging and Johnson’s (2009)

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study indicated that although students were less likely to leave after

investing in several semesters, there was no dominant reason for dropping

out. Most students dropped out of a program due to personal, job-related,

and program-related reasons. Perry et al. (2008) mention the Canadian

Association of Graduate Schools Report of 2004, which indicates that

withdrawals from programs may occur even after several semesters.

Willging and Johnson’s (2009) study indicated that although students were

less likely to leave after investing in several semesters, there was no

dominant reason for dropping out. Most students dropped out of a program

due to personal, job-related, and program-related reasons.

Several studies have compared traditonal teaching to online learning

and/or blended learning in order to try to define which of the formats

provides, e.g., the highest learning outcome, create the most satisfied

students or has the highest rate of course completion. In the following, we

make an introductory review of recent comparative studies of the three

formats mentioned. The main focus will be on summing up the results

developed by these studies and discussing some of the limitations said to

accrue to comparative studies of teaching formats. In the literature reviewed,

it is often shown that teaching and learning are influenced by more than

teaching format alone as many other factors play significant roles. Bernard

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et (2014); Chigeza and Halbert ( 2014) ; González-Gómez (2016) ;

Israel (2015) ; Northey(2015) ; Ryan (2016) ; Southard, Meddaug and

Harris, (2015).

Local Literature

For instance, 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).

Online learning is commonly defined in contradistinction to F2F learning

(e.g., Ryan et al., 2016). Its most prominent feature is the absence of the

physical classroom, which is replaced by the use of web-based technologies

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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

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continue one way or another (Ramos et al., 2007; Ali, 2020). Such support

presupposes collaboration between teachers and policy makers and

authorities to develop the relevant referenced programs as well.

Local studies

Offering opportunities for out-of-class learning independent of time,

place and pace (Bernard et al., 2014; Chigeza and Halbert, 2014; Northey et

al., 2015; Israel, 2015; Potter, 2015). Ryan et al. (2016) point out that “in the

context of higher education, the phrase online learning is often interpreted as

referencing courses that are offered completely online; [..]” (p. 286).

Typically, the online learning setting is launched through so-called learning

management systems (LMS) or virtual learning environments (VLE) such as

Moodle and Blackboard (Pellas and Kazanidis, 2015).

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

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education and the knowledge and skills of teachers when it comes on online

learning.

Teachers’ knowledge on applying theories on effective implementation

of online learning is very 3 LLI-II-010 Presented at the DLSU Research

Congress 2014 De La Salle University, Manila, Philippines March 6-8, 2014

crucial as well. According previous researches on the educational

technology, the benefit to students of using new technologies is greatly

dependent, at least for the moment, on the technological skill of the teachers

and the teacher’s attitude to the presence of the technology in teaching.

(Gregoire, Bracewell, and Lafarriere 1996); (John and Sutherland,

2004)

Another study on Philippines education by Lazarro and Mandela

focuses on the study of English as a language of communication in

Philippines. They argue that Filipinos lack proficiency in English language

and have therefore lost valuable opportunities in development of education

because of lack of proficiency in English language. The lack of linguistic

abilities in English could also hamper the use of technology in Philippines.

This study is specific to Philippines but does not address the issue of use of

technology in Filipino class rooms and resulting unintended consequences of

use of technology in teaching and learning. The literature on unintended

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consequences of e-learning includes the definition of unintended

consequences, various theoretical models on unintended consequences and

incidence of unintended consequences

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 CHAPTER III

METHODOLOGY

Research Design

This study employs the use of a phenomenological research design. It

enables the researchers to analyze and describe the phenomenon from the

Students’ personal experience regarding tardiness.

Phenomenology is an approach to qualitative research that focuses on

the commonality of a lived experience within a particular group. The

fundamental goal of the approach is to arrive at a description of the nature of

the particular phenomenon. (Creswell, 2013)

The researchers will explore the causes that influence the academic

success and accomplishments of grade 11 students at K.C.M Academy with

the aid of phenomenological study design.

Research Instrument

In gathering the data relevant to the study, the researchers used Focus

Group Interview as the instrument of the study. A group of selected

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participants are asked about their opinion or perceptions concerning a

particular topic.

Focus group discussion is a technique where a researcher assembles

a group of individuals to discuss a specific topic, aiming to draw from the

complex personal experiences, beliefs, perceptions and attitudes of the

participants through a moderated interaction (Cornwall & Jewkes, 1995;

Hayward, Simpson, & Wood, 2004)

Research Sampling Techniques

The research used in this method is Non-Probability Sampling which

is Purposive Sampling. The Non-Probability Sampling is defined not all

members of the participating in the study has a known chance of being

selected.

Non-Probability Sampling is also known not all members of the

population have an equal chance of participating in the study, unlike

probability sampling. Each member of the population has a known chance of

being selected. We researcher believe that non-probability sampling is

needed in this study.

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 We researcher ask the students problems about this online learning

affecting their academic performance and aspect of the online experience

and they tell us what the cause and effect and we will ask the Grade 11

student what are they perceptions towards the online education based upon

the online learning experiences they had. Grade 11 perceptions toward

online education based on their own experiences have been examined. The

factors which shaped those students’ online education experiences have also

been investigated. The findings of this research will be grouped in two

clusters: student’s positive experiences and negative experiences. The Grade

11 student positive experiences were: flexibility, cost-effectiveness,

electronic research availability, and ease of connection to the Internet. The

students negative experiences were identified as: delayed feedback from

instructors, unavailable technical support from instructor, lack of self-

regulation and self motivation, and the sense of isolation.

Participants of the Study

The participants of the study will be the selected grade 11Senior High

students that study at K.C.M. Academy Sucat, Paranaque City. The

researchers will select 5 respondents who are currently learning through

online/distance learning which has essentially affects their academic

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performance and achievements and the researchers will do a online survey to

examine various factors in this research.

Data Gathering Procedure

After the draft version of the structured interview and after obtaining

approval from the K.C.M Academy, the researchers will then hold an

interview with the chosen study participants. After collecting the data, the

researchers will analyze it and decide if the results will be helpful in learning

more about the variables those affecting grade 11 students ‘Academic

performance. This would be achieved by reviewing and selecting the best

responses provided by the interviewees.

The researchers plan to present their results to the general public or to

respondents, especially students, in order to raise awareness about the

factors that have a major effect on their academic success and achievements.

This will act as a roadmap to help the academic achievement dilemma that

often happens to online learners. This analysis can also be used as a

reference or as a guide for prospective researchers.

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 CHAPTER IV

INTERPRETATION OF DATA

This chapter presented the methods and procedure on Factors that

affects the Academic Performance of Selected Grade 11 Online Learning’s

of K.C.M Academy during the S.Y. 2020-2021 and how the research project

has to be done. The proponents conducted descriptive qualitative methods

to collect as much data to capture all the procedures. This method can gather

all information that the researchers need to be inserted in the proposal

system. It helps the researchers to know what the Grade 11 students think of

how they are coping with online academics or the factors that affect their

academic performance.

Central Purpose

The purpose of this chapter is to know what the grade 11 students

think on how they handle their academic performance online. The researcher

selected 5 respondents for the study. The research is not confidential so the

respondents gave their full name, grade level and strand.

The researchers seek to acquire the following objectives:

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 I. The stress level of students in distance learning amidst

COVID-19 pandemic

Alona Jane Pepito “For me it's moderate, kasi po sometimes I have

Grade 11- ABM breakdowns when I really can’t understand some

topics but somehow I gain knowledge from this

distance learning during the pandemic. “

Princess Relojas “Moderate po, kasi may times po na na ba-balance

Grade 11- ABM ko naman yung time management sa paggawa ng

mga activities pero may times then sobrang sabay-

sabay and ang dami so ang ending super stress po

talaga and halos di naman naiintindihan ng husto

yung lesson. And then sa way of teaching naman

po, moderate pa rin. Kasi yung oras ng pagtuturo,

okay naman if hindi stressful week pero minsan

kulang talaga yung time and hindi na eexplain ng

maayos yung ilesson.”

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 Ira Grace Polancos “High, kase parang masyado akong nabigla

Grade 11-ABM physically,mentally and emotionally. Kasabay

narin ng mga adjustments na kailangang kaharapin

since bagong community na yung ginagalawan ko

and then iba na yung mga subjects etc. Tsaka

compared sa face to face mas maraming workload

yung ginagawa during online class.”

JhasmineWaquezBesa “Mild, there’s a time I am perfectly capable of

Grade 11 - ABM managing all works I have to do although it’s

sometime it’s getting out of hand.”

DecenaReyann “High. Kasi halos simula nung nag karoon ng

Grade 11- ABM Covid-19 pandemic parang huminto mundo ng

bawat tao , huminto yung mundo ko na tipong

yung mga bagayna nagagawa mo salabas ng

bahaykailangan sa loob na ng bahay. “

Analysis:

According to students they are experiencing anxiety and stress due to

online learning, online school has made this emotional stress the norm for

most students but they still cope up to online learning, adjusting, balancing,

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discipline and keeping in touch too. In a comparative study by Adams,

Randall and Traustadóttir (2015) the overall finding is that university

students following a hybrid introductory course in microbiology were less

successful than their peers following the same course in a traditional

teaching version. Less interaction with the material or a sense of isolation

arising from less class attendance are counted among potential reasons for

the hybrid students’ lower success.

II. Most common problem faced by students during distance

learning.

Alona Jane Pepito “My most problem is the letter c which is the

Grade 11- ABM unstable internet connection, lalo na ‘pag may

class or when opening Google classroom

sobrangtagal mag bukas or even mag- pasa ng

mga activities sa google classroom minsan po

sobran gbagal.”

Princess Relojas “Letter c po, B also. Misan hindi po sapat

Grade 11- ABM ‘yung budget naming para makapagpaload.

Wala rin naman po kaming wifi.”

Ira Grace Polancos “Unstable internet connection. Especially

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Grade 11-ABM tuwing may klase, ang hirap sumabay kapag

hindi stable ‘yung connection.”

JhasmineWaquezBesa “Unstable Internet Connection. It was difficult

Grade 11 - ABM to continue online class because of the

connection. “

DecenaReyann “Unstable internet connection. Since wala

Grade 11- ABM naman po kaming w-ifi minsan po kapag

naglo-load ako mahina po ‘yung signal kaya

ang hirap.”
Analysis:

Most of the students choose unstable internet connection because of

the reason of difficulty in accessing Google classroom or sending file to it.

As well it begins to log due to the poor connection the exact situation during

online class. The unstable internet connection constantly brought a major

difficulty to the learners to be able to connect and rely to the communication

between the students and the teacher. According to Hayman (2010) online

class is a revolutionary trend of educational technology today. With the

rapid rise in online course enrollment comes a growing concern for low

retention rates in many online courses and programs. Hayman points out

that one of the biggest concerns in online education emanates from the

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excessively high attrition rates in fully online programs compared with

traditional classes.

III. Difficulty understanding teacher’s discussion during online

class.

Alona Jane Pepito “Minsan po yes when the topic or lesson is naituro

Grade 11- ABM po or na explain naman ng maayos minsan nga

lang po talaga may part na hindi mo maiintindihan

kaya nag re-reach out po kami sa kanila para

matanong po yung particular topic po na hindi ko

maintindihan. “

Princess Relojas “Yes po, especially sa subject na need ng

Grade 11- ABM mahabahabang discussions just to fully explain the

lesson.”

Ira Grace Polancos “Pwede bang sometimes? Kasikahitnana discussed

Grade 11-ABM nasa video ‘yung lesson may mga part pa din don

na medyo complicated kahit na anong pagiintindi

yung gawin ko, it takes me 2-3 days to really

understand the lesson also in order for me to get it,

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 I need to read a lot of resources that may help me

to understand it fully.”

JhasmineWaquezBesa “No, Because all teachers do their best to teach

Grade 11 - ABM and explain well and to clearly understand.”

DecenaReyann “Yes. Dahil lang siguro kasi baguhan ako sa topic

Grade 11- ABM and kahit naman paunti=unti naiintindihan naman

na.”

Analysis:

Most of them chose “yes”. They said sometimes they don’t understand

what the teacher is discussing. It takes them 2-3 days to understand and

because they don’t understand what the teacher is saying they take time

search the internet to fully understand more about the lesson. But the teacher

is still trying their best to teach the students despite they are in online

learning. Similar findings are mentioned in Powers et al.’s study (2016) of

students’ performance in respectively hybrid and traditional sections of an

introductory psychology course where a significant decrease in exam grades

throughout the semester was observed for students in the hybrid section. A

suggested reason for this negative difference in achievement for students

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following the hybrid program is that these students had to deal with difficult

of understanding their instructor.

IV. Effectiveness of online class to students in distance learning.

Alona Jane Pepito “In my case its sometimes effective, I don't if

Grade 11- ABM it’s just me but the feeling or the concentration

when you are learning mismo sa school iba pag

sa internet lang which is may mga terms or part

na hindi ka maintindihan pero pag sa school or

sa room ka mismo naturuan pwede mo agad

maitanong kay teacher.”

Princess Relojas “Sometimes effective, may mga arawpo kasi na

Grade 11- ABM mas natututo talaga ang mga students if nasa

loob talaga sila ng school. In my case po kasi,

hindi na po sobrang tahimik ng sorroundings

ko. Ang hirap mag-review tapos panganay po

ako, need ko po mag-help kay mama. So kahit

may time management ako —nasisira pa rin

yon kahit papaano kasi may responsibilities ako

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 ditto sa bahay.”

Ira Grace Polancos “Sometimes effective because as what I've said

Grade 11-ABM a while ago, that I need to browse first before i

can fully understand the lesson. So with that it

is somehow effective because before in face to

face I rarely open my books for browsing more

information about our lesson, I also rarely

search in the internet but with this set up it

teaches me how to study by myself and look for

the other meaning of the lessons that may help

me to understand it clearly which is somehow a

good thing for me.”

JhasmineWaquezBesa “Sometimes effective. Due to the unstable

Grade 11 - ABM internet connection, sometimes you experience

the technical problem that causes a reason for

you not to follow the discussions.”

DecenaReyann “Sometimes effective kasi ‘di paring sakin likas

Grade 11- ABM na online na ‘yung dating face to face and

madalas kasi ‘di na tayo nababantayan ng mga

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 teacher’s natin pag online ‘di kagaya dati

natutok sila satin.”

Analysis:

All of them choose “sometimes effective” because there is no face-to-

face communication in online learning that makes online

learning less effective. There is a lack of face-to-face communication

in online learning due to classes in zoom or Google meet. Lack of

communication is face to face with the instructor disrupts student response.

Still the teacher does everything to lessen the burden to students so that they

can still cope up to the lesson. 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.

V. Eagerness of students in participating online class.

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Alona Jane Pepito “Eager po kasi do’n po talaga basis nila ng grade

Grade 11- ABM and malalaman po ng teacher if may natutunan ka

ba sa previous discussion kaya when there's a

recitation nag paparticipate namanp o.”

Princess Relojas “May mga favorite subject po kasi ako, doon po

Grade 11- ABM nagpa-participate ako ng sobra, sa iba naman po

sometimes lang kasi its either ‘di ko maintindihan

yung lesson or ayaw ko po talaga sa subject na

‘yon.”

Ira Grace Polancos “Eager po, kahit naman mahirap yung situation

Grade 11-ABM gusto pa rin po naming pagsumikapan matuto.”

JhasmineWaquezBesa “Sometimes eager. Because of the current

Grade 11 - ABM pandemic it affects my motivation in learning

during this time although I’m trying my best to be

active.”
DecenaReyann “Eager naman po, kahit hindi ako sanay sa

Grade 11- ABM ganitong set-up ginagawa ko pa r in po lahat ng

makakaya ko para matuto. ”

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Analysis:

Most of them are eager to participate or learn in online class, they

don’t want to fail their subject. They have to be eager for the lesson because

aside from the benefits of learning it also a practice to the new set-up of

education. Students also encourage participating to not only answer their

questions but to seek help or ask for clarification. According to Arasteh et

al. (2014), Draghici et al. (2014), and Mustea et al. (2014); online learning

is the method which allows people especially students to take courses form

home or anywhere as he/she can access the internet, among other platforms

such as peer-to-peer, client-server, and web services.

VI. Missed the online classes due to different circumstances.

Alona Jane Pepito “Yes po. Last week po i has missed one

Grade 11- ABM subject dahil nga po dun sa internet

connection pero yung last 3 subject naman po

nakapasok nako.”
Princess Relojas “Wala naman po. Nakakapasok naman po ako

Grade 11- ABM kapag may online class.”

Ira Grace Polancos “Yes, I missed my online class twice the first

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 Grade 11-ABM one was because of the death of my auntie

and the second one was a family problem.”

JhasmineWaquezBesa “No, Because there's no reason not to attend

Grade 11 - ABM online classes. After all, I’m really doing my

best to cope up with the current situation.

DecenaReyann “No, Because there's no reason not to attend

Grade 11- ABM online classes. Atsaka ginagawan ko po

talaga ng paraan para ma-complete yung

attendance.”

Analysis:

Three of the students chose disagree because they said that there is no

reason to not attend in online class. Two students chose to agree because of

the poor internet connection and the other because of family problems.

Teachers can’t stop them if they don’t want to attend online class. Students

need a sense of motivation because students observe what they are seeing,

they see other students’ study makes them realize that they are not the only

one struggling, and this drives them to do their best to attend online class.

Willging and Johnson’s (2009) study indicated that although students were

less likely to leave after investing in several semesters, there was no

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dominant reason for dropping out. Most students dropped out of a program

due to personal, job-related, and program-related reasons.

VII. Factors affecting the student’s ability to complete their school

work.

Alona Jane Pepito “Insufficient data load po minsan kasi talaga

Grade 11- ABM nauubusan eh. Umaalis po kasi mother ko then

antayin ko pa siya bumalik ‘saka po ako

makakapag-load ulit.”
Princess Relojas “Insufficient data load/allowance po talaga. Kasi

Grade 11- ABM sobrang gastos sa load kahit twice a week lang

pasok. Kasi need ‘din mag-research and mag-

download ng mga pre-recorded vids. “

Ira Grace Polancos “Conflict with other activities specifically

Grade 11-ABM because of household’s chores and helping my

auntie with her business.”

JhasmineWaquezBesa “Unstable internet connection. There’s a time

Grade 11 - ABM when it’s hard to pass my assignments because of

the low internet connection.”

DecenaReyann “Unstable internet connection. Kahit po minsan

Grade 11- ABM tapos ko na yung gagawin ko magaantay pa po

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 ako para lang maipasa talaga yung mga

assignment na pinapagawa.”
Analysis:

With the two students choose unstable internet connection since our

provided connection in our country is not as privileged unlike others, there’s

such a concern about low signal, unstable internet connection and etc. On

the other hand one student chose conflict with other activities as

circumstances in which mismatch all definitional decisions. The rest chose

insufficient data load/ allowance; they have other particular problems

regards of financial status. in addition, the e-learning platforms allowed

users to access information on the personal computers while mobile e-

learning (M-learning) allowing users to access through mobile devices

(Zamfiroiu and Sbora, 2014; Masa’deh et al., 2015; Almajali et al.,

2016). Therefore, students could interact with their courses online via such

technological platforms. Eventually, these factors affected student

performance. Despite widespread agreement that the blended learning

format produces better learning achievement among students, other studies

have shown the exact opposite and it is because of the problem of the

connection.

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 VIII. Individually time of teachers to their student during distance

learning.

Alona Jane Pepito “Minsanpo 3 times a week or more than pa lalo

Grade 11- ABM napopag may gusting iclarifyganonpo.”

Princess Relojas “Twice a week. Kapag may online clasp o ganon.

Grade 11 - ABM Nagtatanong po ako regarding sa mg

assignments.

Ira Grace Polancos “Twice a week po. Tuwing online class po

Grade 11-ABM nakakausap ko naman sila teacher kapag

nagpaprticipate sa discussion.”
JhasmineWaquezBesa “Everyday naman po. Lalo na kapag may

Grade 11 - ABM itatanong tungkol sa discussion or sa mga

assignments.”
DecenaReyann “Everyday, nagcha-chat po ako sa mga teachers

Grade 11- ABM for example hindi ko maintindihan o may

magtatanong pos a aasignments.

Analysis:

As the students answered according to them their teachers often speak

to them even in their distance learning. The teacher always answers the
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students’ question as much as they can or for the time being. This is a good

sign of a healthy communication for an effective education. Despite of the

current set-up both the instructor and learners are trying to collaborate in

most possible way. 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).

IX. The different learning destructions we have at home in our

new education system.

Alona Jane Pepito “As a ate in our house I do a lots of house chores

Grade 11- ABM but I need to manage my time so that i can do

house chores and seatwork at the same time.”

Princess Relojas “Yes, first is house responsibilities and then yung

Grade 11 - ABM ingay ng surroundings na hindi naman

makokontrol talaga. “

Ira Grace Polancos “Yes, because aside from doing a house hold

Grade 11-ABM chores the most destruction was my laziness, i

always say "bukas nayan, mahaba pa naman oras

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 ng deadline" until I found myself doing my

workloads in a rush.”

JhasmineWaquezBesa “Yes, some noise from our dog and the sound

Grade 11 - ABM system of our neighbors.”

DecenaReyann “Yes, some noise from our dog and the sound

Grade 11- ABM system of our neighbors.”

Analysis:

A response comes from the students there are specific enough on what they

are experiencing in their current situation. Most of them answered yes.

Staying home and at the same time online learning for them is difficult

because of the current situation. Online learners are always torn in which

they have to do first: the house chores or the school works. Aside from that

the unbeatable noise from the environment cannot be prevented easily.

Offering opportunities for out-of-class learning independent of time, place

and pace (Bernard et al., 2014; Chigeza and Halbert, 2014; Northey et

al., 2015; Israel, 2015; Potter, 2015). Ryan et al. (2016) point out that “in

the context of higher education, the phrase online learning is often

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interpreted as referencing courses that are offered completely online; [..]” (p.

286). Typically, the online learning setting is launched through so-called

learning management systems (LMS) or virtual learning environments

(VLE) such as Moodle and Blackboard (Pellas and Kazanidis, 2015). Due to

this reason students are more engaged in house responsibilities distraction

rather than full attention in online schooling.

X. Students anxious over possibility of not understanding the

lesson.

Alona Jane Pepito “Halos every time, kasi iniisip ko laging kung

Grade 11- ABM wala akong matututunan lalo na ngayon

gganitong situation ako yung talo so kahit

hindi ko maintindihan or matagal bago mag

pick up sakin kailangan ko talaga siyang aralin

po.”
Princess Relojas “Yes, ito yung mga times na sobra sobra yung

Grade 11 - ABM Gawain lalo na if malapit na mga test. Kasi

magprereview natapos may mgaia-accomplish

pa na task. Feel ko sobrang bigat ng ulo ko

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 kasi ‘di ko alam uunahin.”

JhasmineWaquezBesa “No, Because here’s my family and friend to

Grade 11 - ABM guide and to help some of the lesson can’t

really understand.”

DecenaReyann “No, because here’s my ate and friend to guide

Grade 11- ABM and to help some of the lesson can’t really

understand.”
Analysis:

Three students confirm to feeling anxious because of the possibility of

not understanding the lecture due to the current situations. The difficulty of

proper time management in extends of house responsibilities. These factors

appealingly have an impact to the performance of the students in the school.

On the other hand but two respondent choose to disagree regarding of

feeling anxious. Just like what they respond it easy for the other respondents

not to feel anxious because they have someone to accompany them if they

don’t understand what the teacher said they can ask the person with them.

III. Make conclusions and realizations of the study.

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 Based on the data gathered, analyzed, and interpreted, the reflections

drawn by the researchers from this study are:

First, the issue of the factors that affecting the students performance as

online learners has significantly affects not only the student but also to the

school association.

This includes, inability to focus on screen for a very long time,

technology and connection issues, sense of isolation , requires strong self-

motivation requires an ability on time management ,cheating prevention s

complicated lack of social interaction, limited to certain disciplines, lack of

practice-based learning, makes it easier to procrastinate , lack of

communicational skill development , house responsibility distraction.

Secondly, students who sometimes cannot attend online lessons may miss i

mportant information such as assignments and tasks. It is necessary to attend

every class session to be able to cope up and learn regardless of the hardship

of the student to learn during pandemic .Being online learners affects the

academic performance of a student to the extent a student got unsatisfactory

grades not a line to the things they might actually do better but not given a

chance due to different circumstances.

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Finally, it is necessary to take serious account of the influences affecting stu

dent’s academic performance

Teachers should assist students in overcoming the student’s dilemma as onli

ne students. Parents should be aware of the conditions that will make them u

nderstand these solutions and help their child to develop them.Parents must s

upport and strive and persuade their husband to attend school and the online 

classes because they have a significant impact on their academic achievemen

t to be successful.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

SUMMARY OF FINDINGS

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I. With the study the tackles about online learning, some of the

respondents agreed that the distance learning is stressful. However,

these are consequences that the respondent got. Also distance

learning affects their academic performance to the extent that they

all become worry about failing in school

II. The factors that were drawn in the study are unstable internet

connection, insufficient data load/allowance, and responsibilities in

house/household chores, laziness, lastly some noise in

surroundings.

 Unstable internet connection- this is the common conflict in distance

learning. Most of the students say that they often lose their internet

connection that lead to poor communication between the students and

the teacher. This also causes the students to not be able to catch-up

along with the on-going discussion. It turns out many of the students

loses their interest to continue listening due to the problem of unstable

internet connection. As it plays a major role on the learning process of

the student they tend to affect the learner’s academics achievements.

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 Insufficient data load/ allowance- In most students and online learners

this aspect is still a problem. Some of the other students cannot afford

to install Wi-Fi in their homes so that they choose to consume a

load/data to precede their regular courses and to upload their

assignments as well as to view videos prepared by the instructors.

However, the cost of a data/load is a barrier for many students to

pursue their education because of financial challenges. You would

spend a lot of money on purchasing the load/data every day as it is

simply not enough to afford the necessary data, so that you can carry

out all tasks.

 Responsibilities in house/household chores- Another aspect also

distract students from studying. Most of them have household work to

do, some have to look for their siblings and some support their parents

in their jobs.

 Laziness- This aspect also distract students from learning from

distance. Any of them say "Maybe tomorrow, as it's still have time to

do that," before they find that they're working pretty hard rushing

things to be done. Procrastination has long been an obstacle for

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 finishing their assignments on schedule, and many students have

received a low mark because of passing it late. Overall, it has a major

influence on the factors which affect academic performance of

students.

 Noises in surroundings- Factors that appear to influence success in

school often distract learners. Perhaps a dog barking or someone's

fighting as well distractions because of neighbor’s sound equipment

happens when they have an online lesson. They cannot concentrate

well when a lot of noisy sounds are there. To concentrate in usual spot

in school is already hard but concentrating inside a house is much

harder than that. This is also a factor why most students are more

likely not satisfied on the outcome of their academic performance in

school.

III. The realization in conclusion that can be drawn from the study are;

First, distance learning is not easy because there are so many

distractions, distractions is a occurring problem of K.C.M

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 Academy. It is a case that needs to be taken care of. Not just in

K.C.M Academy also in other school or university setting.

Second, distraction in online learning can affect the academic

performance of the students. They can’t pass their seatwork’s and

assignments on time nor do they learn much. They may not get

satisfaction on their final outcome/ grades.

Lastly, this problem must overcome. Teachers and parents can help

to overcome this problem. The student also needs to double his/her

efforts to help himself/himself these are various way to overcome

this kind of problem.

CONCLUSIONS

 This study reveals the factors affecting the academic performance of

selected Grade 11 online learner’s students of K.C.M Academy.

Nowadays, Grade 11 Online today's student’s cause a series of

obstacles, for it is too difficult to study online.

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 The selected informants are five in Grade 11 students in K.C.M

Academy that are experiencing difficulties in learning.

 Various factors affect selected in Grade 11 students towards having

difficulty learning being of these are neglected, there is another

preoccupation and just don’t want to do that.

 Having difficulties in learning comes with consequences in the study,

the consequences that the informants are difficult to chase other

lessons and having a low grades.

RECOMMENDATIONS

 Parents should guide their child in online learning because students

are unfamiliar with online learning. They are still struggling so they

need to guide them so that their child is not stressed too much.

Page 67 of 94
 Students, who still having difficulty with tasks and others who are

unable to pass their tasks. To prevent that, there are ways to overcome

the problem. The researchers give some way to eliminate the problem

these are; do your seat works in assignments so as not to be

overwhelmed with things to do, have time management and double

your efforts to understand the lessons.

 Teacher is a sort of role model for the students who plan to be

someone someday; teachers need to guide their students too. When

they know that the student is having difficulties they should point out

where he/she is having difficulty so as not to be left out of the lessons

and to continue pursue them to do better.

 Therefore students as a prospect are the only group as punctuality

leaders should make a practice of proper time management to improve

and manage their work successfully, as we undergo a new educational

process. This will benefit both instructor and the students to satisfy

their academic achievements.

Page 68 of 94
 Students, who are not able to cope up with a new process of learning

affecting their academic performance the researchers, give some ways

to eradicate the problem and how we can take advantage about the

current situation. These are: you don’t need to commute or travel, you

got to enjoy more time with your family, you have the freedom to

learn wherever you want, you can take advantage of available

technology, and also you can practice time management during this

new set-up.

Page 69 of 94
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Crosmoe et. Al, 2004 “Equity and Quality In Education Supporting

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in AMA Olongapo Campus. Orient.J. Comp. Sci. and Technol;12. (2019)
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effectiveness-of-e-learning-in-ama-olongapo-campus/ 

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Steven, 2001; Tarhini (2013) “A Review of Literature on E-Learning

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LA Burgess · (2003) “Web CT as an E-Learning Tool: A Study of

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Learning and Blended Learning in Relation to Learning Outcome, Student
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 JJB Joaquin (2020) “The Philippine Higher Education Sector in the Time of
COVID-19” Retrieved from:

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Jozenia Torres, Colorado And, Jane Eberle (2010) “Student Demographics

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Mas Enriquez (2014) “Students’ Perceptions on the Effectiveness of the Use

of Edmodo as a Supplementary Tool for Learning” Retrieved from:

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V Carbonilla Gorra (2016) “Students' perception on use of technology in
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 Tricia Chambers (July 11, 2013) “Qualitative Research in Corporate

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210X.12860

Page 75 of 94
APPENDICES

Page 76 of 94
 A.APPROVAL
LETTER

February 3. 2020

Greetings!
K.C.M Academy

Page 77 of 94
10 Aguinaldo St.,
Malacañang Village
Parañaque City

Greetings!
The undersigned are grade 12 senior high school Accountancy, Business and
Management students undertaking a research entitled “Factors that Affects the
academic Performance of Selected Grade 11 Online Learner’s of KCM academy
During the S.Y. 2020-2021” with your expertise, we are humbly asking your permission
to validate the attached group-made questionnaire.
We are looking forward that our request would merit your good response.
Thank you and more power!
Sincerely,
Jhowannalyn Lonzaga
Shiela Mae Loretero
Edilyn Eva 
Rezelyn Poniado
Jayson Tormento
Jhon ryan manginsay
John Lester Navarro 
Kenneth Raposon
James Salumag 

______________________
Tr. Remia C. Canajawan 
Research Project adviser
_______________________________________________________________________
Approved by:
____________________________
Ms. Jesselyn Koh Quing-Perez
(School Directress)
______________________ ____________________
Mary Jean Blanco-Nada Jabelle Gatpo 
(School Administrative Head) (Assistant Coordinator) 

Page 78 of 94
 B. SURVEY
QUESTIONAIRE

Good day! We would just like to conduct a survey about on Factors

that affects the Academic Performance of Selected Grade 11 Online
Learning’s of K.C.M Academy during the S.Y. 2020-2021. Kindly answer

Page 79 of 94
the following questions honestly and don’t hesitate to ask if you have
questions. All information collected will be strictly confidential and purely
used for academy purposes only.

1. How stressful is distance learning for you during the COVID- 19

Pandemic?
 MILD
 MODERATE
 HIGH
2. What is the most common problem when you have online class?
 LACK OF AVAILABLE GADGETS/EQUIPMENT
 INSUFFICIENT DATA LOAD/ALLOWANCE
 UNSTABLE INTERNET CONNECTION                            
   CONFLICT WITH OTHER ACTIVITIES Specify; ___________

3. Do you find it difficult to understand or to learn what your teachers

teach?
 YES 
 NO

4. How effective has online learning been for you? Why?

 EFFECTIVE _______________________________________
 SOMETIMES EFFECTIVE____________________________
 NOT EFFECTIVE__________________________________

5. In your classes, how eager are you to participate?

 EAGER
 SOMETIMES
 NOT EAGER

6. If you have missed online classes recently, why did you miss recently?
 YES _____________________
 NO _____________________

7. What has been the hardest part about completing your school works?

Page 80 of 94
  LACK OF AVAILABLE GADGETS/EQUIPMENT
 INSUFFICIENT DATA LOAD/ALLOWANCE
 UNSTABLE INTERNET CONNECTION                            
   CONFLICT WITH OTHER ACTIVITIES Specify;___________

8. If you are participating in distance learning, how often do you hear

from your teachers Individually?
 EVERY DAY
 TWICE A WEEK
 3 TIMES A WEEK

9. Because of the new education system today, are you having a learning
destruction in your home? WHY?
 YES _____________________
 NO _____________________

10. Do you ever feel anxious like you might not understand the lessons?
WHY?
 YES _____________________
 NO _____________________

Page 81 of 94
C. LETTER OF
CONSENT TO
THE
RESPONDENT

Page 82 of 94
Good day Grade 12 Students!

We would like to conduct our survey for our research project to you,
Grade 12 students; on Factors that affects the Academic Performance of
Selected Grade 11 Online Learning’s of K.C.M Academy; connection with
this, we would also like to ask for your help to provide necessary
information that we’ll need from you. All data that will be given by each
student will be strictly confidential and purely used for academic purposes
only. Hoping for your kind consideration regarding this matter.

Thank you so much for your cooperation

Sincerely,
Eva, Edilyn
Lonzaga, Jhowannalyn
Loretero, Shiela Mae
Manginsay, Jhon Ryan
Navarro, Jhon Lester
Poniado, Rezelyn
Raposon, Kenneth
Salumag, James
Tormento, Jayson
Date__________________

Name of respondent: ___________________________

☐ Yes, I will cooperate with the said activity and give all necessary
information needed

☐No Thank you

Signature:______________

Page 83 of 94
CURRICULUM
VITAE

Page 84 of 94
Jhowannalyn R.Lonzaga
#61 Sitio Malaya Barangay Merville
Paranaque City
Email:lonzagajhowanna@gmail.com
092664473754

PERSONAL DATA

o Age: 17 years Old

o Birthday: July 22 2003

o Birth Place: Bulacan

o Nationality: Filipino

o Mother Name: Rosalie Lonzaga

o Occupation: Store Owner

o Father Name: Joemar Lonzaga

o Occupation: Security Guard

EDUCATIONAL BACKGROUND

o Junior High School: Sun Valley National High School (2014-2016)

o Senior High School: Kids Choice Montessori Academy (2019-2021)

Page 85 of 94
Kenneth A.Raposon
#30 A India St Better living
Don Bosco Parañaque City
Email:kennethraposon24@gmail.com
09614060970

PERSONAL DATA

o Age: 17 years Old

o Birthday: February 4 2004

o Birth Place: Paranaque Community Hospital La Huarte Paranaque City

o Nationality: Filipino

o Mother Name: Mary Joy A. Raposon

o Occupation: Online Global Working

o Father Name: Jervy Pasion

o Occupation: Radio Program

EDUCATIONAL BACKGROUND

o Junior High School: Don Bosco National High School (2015-2016)

o Senior High School: Kids Choice Montessori Academy (2019-2021)

Page 86 of 94
John lester N. Navarro
Malacañang Dulo Barangay Don
Bosco Paranaque City
Email:navarrojohnlester06@gmail.com
09518950327

PERSONAL DATA

o Age: 19 years Old

o Birthday: December 06 2001

o Birth Place: Parañaque Doctor Hospital

o Nationality: Filipino

o Mother Name: Juliet Nonong

o Occupation: House wife

o Father Name: Samuel Navarro

o Occupation: Tricycle driver

EDUCATIONAL BACKGROUND

o Junior High School: Don Bosco National High School (2015-2016)

o Senior High School: Kids Choice Montessori Academy (2019-2021)

Page 87 of 94
Jhon Ryan M Manginsay
Eldorado Sitio Gitna Parañaque City
Email; paulszone@gmail.com.
09307139593.

PERSONAL DATA.

o Age: 18 years old.

o Birthday : March 11 2003

o Birth Place: Paranaque. Don Bosco.

o Nationality: Filipino

o Mother name: Janith Moises.

o Occupation: House wife.

o Father name: Brian Manginsay.

o Occupation: Security guard.

EDUCATIONAL BACKGROUND

o Junior high school Don Bosco national high school (2015-2016)

o Senior high school :Kids Choice Montessori Academy (2019-2021)

Page 88 of 94
Rezelyn C.Poniado
38f Dona Solidad Barangay
Don Bosco Paranaque City
Email: rezelynponiado@gmail.com
09215741416

PERSONAL DATA

o Age: 20 years Old

o Birthday: March 7 2001

o Birth Place: Camiguine

o Nationality: Filipino

o Mother Name: Merlinda Grado

o Occupation: House Wife

o Father Name: Rene Poniado

o Occupation: Carpenter

EDUCATIONAL BACKGROUND

o Junior High School: Don Bosco National High School (2015-2016)

Page 89 of 94
 o Senior High School: Kids Choice Montessori Academy (2019-2021)

Edilyn E. Eva Pascual

Compound 1, Sucat Brgy
San Antonio Parañaque City
Email: eva.edilyn@kcm-acamdemy.com
09499853378

PERSONAL DATA

o Age: 20 years Old

o Birthday: February 27, 2001

o Birth Place: Parañaque City

o Nationality: Filipino

o Mother Name: Emely E. Eva

o Occupation: House Wife

o Father Name: Edison D. Eva

o Occupation: Civil Engineer

EDUCATIONAL BACKGROUND

Page 90 of 94
 o Junior High School: Paranaque National High School - Main (PNHS) (2014-

2018)

o Senior High School: Kids Choice Montessori Academy (2019-

2021)

Jayson M. Tormento
Malacañang dulo Barangay
Don bosco, Paranaque City
Email:Tormento. tormento.jayson@kcm-academy.com
09109079980

PERSONAL DATA

o Age: 20 years old

o Birthday: June 12, 2000

o Birth Place: Malacanang Dulo Barangay Don Bosco Paranaque City

o Nationality: Filipino

o Mother Name: Sinobra Marabong

o Occupation: None

o Father Name: Welvick Tormento

o Occupation: None

EDUCATIONAL BACKGROUND

Page 91 of 94
 o Junior High School: Don Bosco National High School (2014-2018)

o Senior High School: Kids Choice Montessori Academy (2019-2021)

Shiela Mae A. Loretero

Unit 9 AAI GK Village El Dorado Dulo
Brgy. Don Bosco Parañaque City
shiemaeloretero@gmail.com
09632021677

PERSONAL DATA

o Age: 17 years old

o Birthday: June 23, 2003

o Birthplace: Parañaque City

o Nationality: Filipino

o Mother Name: Teofila Loretero

o Occupation: Vendor

o Father Name: Prisco Loretero

o Occupation: Security Guard

EDUCATIONAL BACKGROUND

Page 92 of 94
 o Junior High School: Don Bosco High School-Parañaque (2015-2018)

o Senior High School: Kids Choice Montessori Academy (2019-2021)

James D. Salumag
#050 Sitio Malugay San Martin Sepores
Paranaque City
Email: James salumag@gmail.com
09511224845

PERSONAL DATA

o Age: 17 yrs Old

o Birthday: October 28 2003

o Birth Place: Manila

o Nationality: Filipino

o Mother Name: Josephine Dollopac

o Occupation: Assistant

o Father Name: Alexander Salumag

o Occupation: None

EDUCATIONAL BACKGROUND

Page 93 of 94
o Junior High School: Don Bosco National High School (2015-2018)

o Senior High School: Kids Choice Montessori Academy (2019-2021)

Page 94 of 94