Prevailing Effects of Online Teaching To The Academic Performance of Grade 12 Students

PREVAILING EFFECTS OF ONLINE LEARNING TO THE ACADEMIC
PERFORMANCE OF GRADE 12 DOMINICAN COLLEGE OF STA. ROSA’S

STUDENTS SCHOOL YEAR 2020 - 2021
A Thesis Proposal to
The Faculty of Basic Education
DOMINICAN COLLEGE OF SANTA ROSA
Santa Rosa, Laguna
In partial Fulfillment of the

Course Requirements of Research II
Science, Technology, Engineering, and Mathematics Strand
Perez, Mei Lea P.

Villa, Rayne Denice I.
2020
Title Page Page
Certification and Approval sheet ii

Acknowledgement iii
Certification of Originality iv
Abstract v
List of Tables x
List of Figures xi
1 The Problem and Its Setting

Introduction 12
Background 13
Statement of the Problem 14
Hypothesis 14
Theoretical Framework 15
Conceptual Framework 17
Scope and Delimitation 18
Significance of the Study 18
Definition of Terms 19
2 Review of Related Literature

Local Literature 21
Foreign Literature 30
Synthesis of the Review of Related Literature 32
3 Research Design and Methodology
Research Design 34
Participants of the Study 35
Instrumentation and Validation 35
Data Gathering Procedure 36
Statistical Treatment 36
4 Results and Discussions
Presentation of Data 37
Tables 38
5 Summary, Findings, Conclusion & Recommendation
Summary 47
Findings 48
Conclusion 53
Recommendation 53
Appendices
Appendix A – Bibliography 55
Appendix B – Survey Questionnaire 59
Appendix C – Computations 63
Appendix D – Proposed Action Plan 70
Appendix E – Letters 72
Appendix F – Curriculum Vitae 73
CERTIFICATION
This thesis entitled “THE PREVAILING EFFECTS OF ONLINE LEARNING TO

THE ACADEMIC PERFORMANCE OF GRADE 12 DOMINICAN COLLEGE OF
STA.ROSA STUDENTS SCHOOL YEAR 2020-2021.” prepared and submitted by
Rayne Denice I. Villa and Mei Lea P. Perez, in partial fulfilment of the course requirements
in Research II Science, Technology, Engineering and Mathematics Strand has been
examined and is recommended for acceptance and approval of oral examinations.
Evaluation Committee
____________________________
Ms. GINALYN M. PRESBITERO
Research II Teacher
_____________________________ ______________________________
Ms. GRACE MAE V. RIVERA Ms. MARIA NIMFA B. ROVIRA
Member Member
__________________________________
Mr. ALLEN JAY F. DE GUZMAN
Member
APPROVAL
Approved by the Panel on Oral Examination on April 10, 2021 with a grade of ____.
MR. ALLEN JAY F. DE GUZMAN

Panelist
MS. GRACE MAE V. RIVERA MS. MARIA NIMFA B. ROVIRA

Panelist Panelist
Accepted in partial fulfillment of the requirements for the course Research II in

Science, Technology, Engineering and Mathematics Strand.
______________________ _______________________________
MR. DEVEN M. BRIZ SR. MARIA GORETTI S. VERGA O.P
Vice Principal for Academics School Directress
_________________________
MS. ANA V. IGLORIA
VP for Senior High School Department
ii
ACKNOWLEDGEMENT
The completion of this undertaking could not have been possible without the
participation and assistance of so many people whose names may not all be enumerated.
Their contributions are sincerely appreciated and gratefully acknowledged. However, the
researchers would like to express their deep gratitude and indebtedness particularly to
the following:
To Ms.Ginalyn Presbitero and Sir. Ryan Dangcolis, their research teachers, for
their vitality, vision, sincerity and motivation have deeply inspired the researchers. It was
a great privilege and honor to work and study under their guidance.
To Ms. Ma. Nimfa Rovira, Ms. Grace Mae Rivera, and Sir Jay De Guzman, their
panelist, for their endless support, kind and understanding spirit during their defense.
Also, for giving them the opportunity to do research and providing invaluable guidance
throughout this research.
To Alexandra Mae V. Madriaga, Eunice Anne N. Eustaquio, Antoine Joseph E.
Chua for the never-ending support, help, and kindness to the researchers without them
this research would be impossible; and also, to all the relatives, friends and others who
in one way or another shared their support either morally, financially, physically, thank
you. Above all, to the Great Almighty, the author of knowledge and wisdom, for his
countless love.
We thank you.
M.L.P.P
R.D.I.V
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CERTIFICATION OF ORGINALITY
This is to certify that the research work presented in this thesis, “PREVAILING
EFFECTS OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE OF GRADE
12 DOMINICAN COLLEGE OF STA. ROSA’S STUDENTS SCHOOL YEAR 2020 –
2021”, for the partial fulfillment of the course requirements in Research II in Science,
Technology, Engineering and Mathematics Strand at the Dominican College of Sta. Rosa
Laguna, embodies the result of original and scholarly work carried out by the undersigned.
This thesis does not contain words or ideas taken from published sources or written works
that have been accepted as basis for the award of a degree from any higher education
institution, except where proper referencing and acknowledgement were made.
_____________________
MEI LEA P. PEREZ
Researcher
Date Signed (April 8, 2021)
_ _____________________
RAYNE DENICE I. VILLA
Researcher
Date Signed (April 8, 2021)
iv
ABSTRACT
Title: PREVAILING EFFECTS OF ONLINE LEARNING TO THE ACADEMIC
PERFORMANCE OF GRADE 12 DOMINICAN COLLEGE OF STA. ROSA’S
STUDENTS SCHOOL YEAR 2020 – 2021
Name: MEI LEA P. PEREZ
RAYNE DENICE I. VILLA
School: DOMINICAN COLLEGE OF STA. ROSA LAGUNA
Year: 2020 – 2021
Teacher: MS. GINALYN M. PRESBITERO
This research aimed to answer the following questions:
1. Are there prevailing effects of online learning to academic performance of Grade
12 Students of Dominican College of Sta. Rosa?
2. What action plan can the researchers recommend in this study?
Findings
Based on the analysis and interpretation of the gathered data, the findings of this study
are:
1. The results of the survey gathered from the Grade 12 Students who voted YES under
the category of Lack of Motivation are: The first question obtained 76 votes and a
mean percentage of 78.35%. The second question obtained 71 votes and a mean
percentage of 73.20%. The third question obtained 60 votes with a mean percentage
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of 61.86%. The fourth question obtained 84 votes and a mean percentage of 86.60%.
And the Fifth question obtained 83 votes and a mean percentage of 85.57%.
2. The results of the survey gathered from the Grade 12 students who voted NO under
the category of Lack of Motivation are: The first question obtained 21 votes and a
percentage of 26.80%. the third question obtained 37 votes and a mean percentage
of 38.14%. the fourth question obtained 13 votes and a mean percentage of 13.40%.
And the fifth question obtained 14 votes and a mean percentage of 14.43%.
3. The results of the survey gathered from the Grade 12 students who voted YES under
the category of Distracted are: The first question obtained 50 votes and a mean
percentage of 51.67%. The second question obtained 54 votes and a mean
percentage of 55.67%. The third question obtained 68 votes and a mean percentage
of 70.10%. The fourth question obtained 55 votes and a mean percentage of 56.70%.
4. The results of the gathered data from the Grade 12 Students who voted NO under the
category of Distracted are: The first question obtained 47 votes and a mean
percentage of 48.45%. The second question obtained 43 votes and a mean
The fifth question obtained 37 votes and a mean percentage of 43.30%.
5. The results of the gathered data from the Grade 12 Students who voted YES under
the category of Productive Self - Learning are: The first question obtained 81 votes
and a mean percentage of 83.51%. The second question obtained 59 votes and a
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mean percentage of 60.82%. The third question obtained 59 votes and a mean
percentage of 60.82%. the fourth question obtained 65 votes and a mean percentage
of 67.01%. The fifth question obtained 80 votes and a mean percentage of 82.47%.
category of Productive Self - Learning are: The first question obtained 16 votes and a
7. The results of the gathered data from the Grade 12 Students who voted YES under
the category of Efficient Time Management are: The first question obtained 69 votes
and a mean percentage of 71.13%. The second question obtained 52 votes and a
mean percentage of 53.61%. The third question obtained 72 votes and a mean
percentage of 74.23%. the fourth question obtained 56 votes and a mean percentage
of 57.73%. And the fifth question obtained 78 votes and a mean percentage of
80.41%.
category of Efficient Time Management are: The first question obtained 28 votes and
a mean percentage of 28.87%. The second question obtained 45 votes and a mean
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Conclusion
The researchers were able to come up with the following conclusions:
1. The majority of the Grade 12 Students voted that the following are the effects of
Online Learning to their Academic Performance such as: Lack of Motivation,
Distracted, Productive Self – Learning, and Efficient Time Management.
2. The researchers concluded that the Online Learning has a negative and positive
effect to the academic performance of the students.
3. It is clear in the data shown that majority of the Grade 12 Students believed that
the following are the effects of Online Learning to their Academic Performance
such as: Lack of Motivation, Distracted, Productive Self – Learning, and Efficient
Time Management.
4. Therefore, the alternative hypothesis is acknowledged while the null hypothesis of
the study is rejected.
Recommendation
Based on the findings and conclusions presented above, the following
recommendations are suggested:
For having lack of motivation of the students the teachers should let the students work
asynchronously and lessen the workloads so that the students can manage their time
well. And for the effect distracted the researchers suggest that the school should instruct
the students to download soft wares like Safe Exam Browser that allows the teachers to
see students during synchronous sessions & prevent them from interacting and opening
social networks/sites during online classes.
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Overall, this study will help the students to be motivated and undistracted for online
classes to make them reach their Academic Performance at the Excellence. Not only for
the next school year but also in times when the Online Learning is present. Since this
study proved that there are prevailing effects of Online Learning to the Academic
Performance of the Grade 12 Students. The researchers have thought that with this study,
both students and teachers are needed to make this recommendation effective for the
sake of the Academic Performance of the Students.
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LIST OF TABLES
TABLE PAGE
1 Grade 12 Respondents 37
2 Number of respondents who voted YES 38
under the category of Lack of Motivation.
3 Number of respondents who voted NO 39
under the category of Lack of Motivation.
under the category of Distracted.
under the category of Distracted.
under the category of Productive Self Learning.
under the category of Productive Self Learning.
under the category of Efficient Time Management.
x
LIST OF FIGURES
Figure 1. Elements of an educational experience (Garrison, Anderson & Archer, 2010)
INPUT PROCESS OUTPUT
- Prevailing effects of - Creating a Pre - survey - Prevailing Effects of

online learning to the Questionnaire Online Learning to the
academic performance Academic Performance
of Dominican College of - Gathering Pre-Survey
of Dominican College of
Sta. Rosa’s Grade 12 data
Sta. Rosa Grade 12
Students such as: - Creating a Survey Students School Year
Questionnaire 2020 – 2021
- Lack of Motivation
- Validation of Survey - Action Plan
- Distracted
Questionnaire
- Efficient Time
- Conduction of Survey
Management
- Data Analysis
- Productive Self -
Learning. - Recommendation from
the researchers
Figure 2. Prevailing Effects of Online Learning to the Academic Performance of Grade 12 Students
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Academic Performance is the outcome of education, the extent to which a student,
teacher or an institution has achieved their education goals. Although, academic
performance of the students is focused to determine their intellectual ability; however,
school structure and its environment also plays a significant role in the capacity of a
student to learn. In today’s time, Online learning is the newest and most popular form of
distance education today. Within the past decade it has had a major impact on
postsecondary education and the trend is only increasing.
Online learning is education that takes place over the Internet. It is often referred
to as “e-learning” among other terms. However, online learning is just one type of
“distance learning” - the umbrella term for any learning that takes place across distance
and not in a traditional classroom. By far the most popular approach today is online
learning. According to the Sloan Consortium, online enrollments continue to grow at rates
faster than for the broader student population and institutes of higher education expect
the rate of growth to continue increasing (Stern,2015)
In conclusion, the researchers aim to know and discover the prevailing effects of
online learning to the academic performance of grade 12 Dominican College of Sta.
Rosa’s students. The result of the study may vary due to the different pace of learning of
students and other different factors that may be encountered in the process.
12
Background of the Study
The Internet has significantly changed how we communicate with one another as
well as how we access, share and facilitate information. The issue is no longer one of
how to use technology to teach, but one where teachers acknowledge the way the world
is already developing, and understand the significance of online literacy and the role that
collaboration and online engagement plays in student learning and their future workplace
environment. Software and technology changes very rapidly, and it can be difficult to keep
up with these developments. It is important therefore to focus on understanding effective
pedagogical strategies for online teaching rather than the technology itself.
Since technology has been emerging these days, and while the pandemic is still
around us. The Covid -19 has resulted in school shut all across the world. While we are
at this situation, education should also adapt. With this sudden shift away from the
classroom, online teaching has been the solution to the educational problem in the midst
of this pandemic. Even Pre - Covid 19 days, there was already high growth and adoption
in education technology. Since our country is slowly adapting 21st century education,
online teaching is adopted only in this time of pandemic mandatorily.
Since online learning is currently mandatory all over the country, this resulted in
the transition from face-to-face learning to the online environment. In this case, this new
system of education will require a transformation of mindset. What normally works in the
classroom would not be necessary in distance learning. This presents a challenge to the
teachers making the primary shifts online. Teachers should adjust intelligently with a
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sharp feeling of affectability to the online format. The challenge is to build rich activities
that will keep the students engaged in learning.
Statement of the Problem
The study aims to answer the following questions:
3. Are there prevailing effects of online learning to academic performance of Grade
12 Students of Dominican College of Sta. Rosa?
1.1. Lack of Motivation
1.2. Distracted
1.3. Productive Self Learning
1.4. Efficient Time Management
4. What action plan can the researchers recommend in this study?
Hypothesis
In this study, the researchers formulated two hypotheses as temporary solutions.
Null Hypothesis:
1. There are no prevailing effects of online learning to academic performance of
Grade 12 Students of Dominican College of Sta. Rosa.
2. There is no action plan that the researchers can recommend in this study.
Alternative Hypothesis:
1. The prevailing effects of online learning to academic performance of Grade 12
Students of Dominican College of Sta. Rosa are: Lack of Motivation, Distracted,
Productive Self Learning, and Efficient Time Management.
2. There is an action plan that the researchers can recommend in this study.
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Theoretical Framework
The Community of Inquiry (CoI) is a theoretical framework for the optimal design
of online learning environments to support critical thinking, critical inquiry and discourse
among students and teachers. The Community of Inquiry (CoI) framework highlights
social presence, teaching presence, and cognitive presence as essential elements to
facilitate successful educational experiences in online distance learning environments as
theorized by Garrison, Anderson, and Archer.
● Social Presence. The ability of participants to identify with the community,
communicate purposefully in a trusting environment, and develop
interpersonal relationships by way of showing their individual personalities.
● Cognitive Presence. The extent to which learners are able to construct and
confirm meaning through sustained reflection and discourse in a critical
Community of Inquiry.
● Teaching Presence. The design, facilitation and direction of cognitive and
social processes for the purpose of realizing personally meaningful and
educationally worthwhile learning outcomes.
15
Figure 1. Elements of an educational experience (Garrison, Anderson & Archer, 2010)
According to Garrison et al. (1999), it is through the skillful marshalling of these
forms of presence that online academic staff and students, in collaboration, develop a
productive online learning environment through which knowledge is constructed.
Figure 1 illustrates:
According to Garrison et al. (1999), The Community of Inquiry (CoI) model
describes how learning occurs for a group of individual learners through the educational
experience that occurs at the intersection of social, cognitive and teaching presence.
Each of these types of presence has categories and indicators. Conforming to Lipman
(1991), the importance of a Community of Inquiry is that, while the objective of critical
reflection is intellectual autonomy, in reality, critical reflection is thoroughly social and
communal.
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Conceptual Framework
INPUT PROCESS OUTPUT
- Prevailing effects of - Creating a Pre - survey - Prevailing Effects of

online learning to the Questionnaire Online Learning to the
academic performance Academic Performance
- Gathering Pre-Survey
of Dominican College of of Dominican College of
Sta. Rosa’s Grade 12 data
Sta. Rosa Grade 12
Students such as: - Creating a Survey Students School Year
Questionnaire 2020 – 2021
- Lack of Motivation
- Validation of Survey - Action Plan
- Distracted
Questionnaire
- Efficient Time
Management - Conduction of Survey
- Data Analysis
- Productive Self -
Learning. - Recommendation from
the researchers
The conceptual framework illustrates the three variables: the input, process, and
the output. The input includes the data that the researchers need to get from their
respondents which is the grade 12 students from different strands, wherein they will be
the one to give the prevailing effects of online learning based on their academic
performance. The questions from the survey came from the researched materials; the
process includes the methods that have been used in this study. It focused on the
gathering and analyzing the data. The output includes the proposal and the action plan
of the study to help the researchers in determining the prevailing effects of online teaching
to the academic performance of Grade 12 students.
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Scope and Delimitation
The scope of this study focuses mainly on the prevailing effects of online learning
to the academic performance of Grade 12 Dominican College of Sta. Rosa’s students.
The researchers will conduct their research virtually; the period of the research will be
2020-2021 only. This study will also show the effects in using online learning to the
academic performance of Grade 12 DCSR students. The main concern of conducting this
survey research is the sampling. Since the main area of the survey area is available
should be related, all students from Grade 12 are requested to participate in the survey.
The aim of this thesis is to inform the students about the prevailing effects of online
learning to the academic performance of the Grade 12 students. It is hoped that this thesis
will provide more reference to the individuals that are interested in this study.
Significance of the Study
The significance of this study explains how important the prevailing effects of
online learning are based on the academic performance of the Grade 12 students of
Dominican College of Santa Rosa Campus. In addition to that, it also can be a way to
help the department to know whether the setup is really helpful to the students especially
in the midst of this pandemic. The study will be beneficial to the following:
The Students. They will be the one who evaluate their academic performance
based on their experience with the online version of education. In addition to that, this
research will give them the idea of how an educational setup can affect their academic
performance as well as on how they participate in online class.
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The Parents. They will be informed about how online class can affect their child’s
academic performance. It can also help the parents to understand more about their
children’s capacity in learning with the use of internet.
The Teachers. Since they are the ones who will guide the students in these
learning platforms, with the use of this study, they will understand or it will give them some
ideas that can improve their teaching method in terms of online learning methods to
further enhance the child’s learning capacity.
Definition of Terms
The following terms were used and define the conceptual context of this study.
Learning Environment is a term used to refer to an educational approach, cultural
context, or physical setting in which teaching and learning does occur.
Learning Module is a term used to mean an organized collection of content presented
together. It can also serve as a support in goal courses, a course objective and a subject.
Online Learning is a term used as the process of learning something via the internet.
Quarantine is a term used as a state, period, or place of isolation in which people or
animals that have arrived from elsewhere or been exposed to infectious or contagious
disease are placed.
Virtual Classroom is a term used to mean a digital learning environment that allows
teachers and students to connect in online in real time. It also refers to an online system
that allows students and teachers to communicate and collaborate.
19
Efficient Time Management is a term used to describe a person's skills as: performing
or functioning in the best possible manner with the least waste of time and effort.
Distracted is a term used to describe a person's thoughts that means unable to
concentrate or give attention to the lesson or presentation of the teacher.
Self - Learning is a term defined as a process by which individuals take the initiative,
with or without the assistance of others, in diagnosing their learning needs, formulating
learning goals, identifying human and material resources for learning, and evaluating
learning outcomes.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes the ideas, finished thesis, generalization or conclusions,
methodologies and others. Those who were included in this chapter helps in familiarizing
information that are relevant and similar to the present study.
Local Literature
Joaquin et al., (2020), in this study, The Philippine Higher Education Sector in Time
of Covid - 19 stated that as the Philippines ventures into a new mode of learning, several
factors need to be considered. This includes teacher capacity, situation and context of
the learner, and efficiency of the learning environment. These are, of course, on top of
the more obvious issues of internet speed, cost of materials, and mode of delivery. The
best way to move forward is to take a step back and design a strategy that engages
teachers, students, parents, school administrators, and technology-based companies.
This collaborative response based on a collective vision is the kind of creative solution
this novel problem warrants.
Zare et al., (2019), in this study, An Assessment of the Effectiveness of E-Learning
in AMA Olongapo Campus quotes Levy’s definition of e-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 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, training and knowledge. He also stated that one may find it
21
difficult at times to learn new ideas and that e-learning systems provide the possibility for
students to learn the same material repeatedly until they are satisfied. In addition, e-
learning is usually a cost- efficient way of learning for most students as they can choose
from a large range of courses and make the selection depending on their needs.
Moneymax|Lifestyle, (2020) this article “What Is Distance Learning and How Does
It Work” discussed the pandemic as one of the leading factors why we ended up in
distance learning or online class. Online learning can be efficient because it offers to save
time, avoiding physical contact, and cheaper.
Philippines Education.info, (2020), in this article, Distance Education in the
Philippines discussed that Distance education is traditionally defined as any educational
or learning procedure in which the guide and the student are separated geographically.
There is no interaction between students. Distance education also known as distance
learning or distributed learning, or remote education, has now existed for ages. It involves
acquiring information from methods other than the traditional way of gaining knowledge
– attending institutions. Some recent definitions have focused on it as a new
development, involving advanced technology. Present-day distance learning is influenced
a lot by computer and electronics technology. The technology has now made it possible
for the guide and student to connect almost immediately. Study resources can be
delivered instantly through computers, satellites, internet, cable television, interactive
video etc.
Dela Pena, (2015), in this article, E-Learning in the Philippines: Trends, Directions,
and Challenges stated that in the Philippines, the term "e-learning" is used synonymously
with online learning and concerns the online delivery of instructional content as well as
22
associated support services to students. It showcases the development of e-learning in
the country from just a supplement within once-a-month face-to-face (FTF) sessions in a
university learning center to more extensive use of a learning management system (LMS)
as a venue for academic discussions as well as learning assessments, sharing learning
resources and content, and students’ submissions of course requirements. Also
discussed is how the mobile phone is being used to bridge the digital divide and make
the digitally excluded sectors of the Filipino society become part of the online learning
program of the university. The mechanisms being used to ensure quality education in e-
learning as well as the challenges faced by e-learning institutions are extensively detailed.
Cua, (2020) this article, Academics in times of Pandemic: Pros and cons of Online
Learning, Campus Press stated that there are two types of online teaching and learning:
synchronous, which happens in real-time, and asynchronous, which has no interaction
but uses online channels. Some would actually mix the methods. For a senior high school
graduating student, online learning was easy to cope with for her strand. One of the
benefits of online learning is her schedule. She also said some of her teachers were hard
to reach with one of them experiencing a power outage, which made contacting them
hard. In addition, some difficulties within their learning system affected her grade. Some
students told The Times that the online learning format is not that effective. They think it
will not be that effective, unlike the traditional method. There are a lot of courses that
require technical stuff, laboratories, and other things that online learning cannot provide.
They will miss out on those subjects in the meantime since it’s not really possible to do
that stuff virtually. Some of the students also stated that there is no means to fight the
online classes because of internet issues and it is somehow unfair.
23
Malipot, H., San Juan A. (2020) this article, learning in the time of Corona Virus
News stated the continuity of learning, thus, becomes more challenging for learners,
teachers, and schools. In Metro Manila, for instance, classes have been suspended in all
schools at all levels for an entire week starting from March 10 to 14 in an effort to minimize
the risk of spreading the virus. While distance learning is “somehow helpful,” especially
in this situation, a conventional classroom set-up is more effective given the ability to
interact with instructors and other students. Since face-to-face interaction is not currently
possible due to cancellation of on-campus classes, some schools are taking advantage
of technology in order to ensure that their students will not miss out on their lessons.
Nicholls, (2020) this article, Education in time of a pandemic: What students and
teachers are in for this coming school year stated that instead of physical classes, the
Department of Education will implement distance or remote learning. This method
delivers lessons through various ways, including online, television, radio, and printed
materials. For some parents, distance learning seems impractical as it could mean
spending more time and money on their children’s education. In private schools, parents
are demanding lower tuition since students will be studying from home. They worry about
online requirements, and having to pay for the internet regularly. Remote learning means
more work for teachers in the teacher's point of view, they believe distance learning will
require making the extra effort to reach students. They now have to create more
educational content. These should contain essential lessons but at the same time, simple
enough for students to digest on their own. Whether or not distance learning will be
effective, even officials can’t say for certain. But they insist on trying to make it work rather
than do nothing.
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Arimbuyutan et al., (2017) this research, Study on e-Learning for Philippines
Filipino culture places a high value on education discussed that for the majority of the
Filipinos, the only best thing for a child to acquire and secure a better future is through
education. So, they want a more effective education system. E-Learning is still an
emerging market in the Philippines. Its use is still sporadic and most users represent only
a small segment of the Philippines education and business communities. On the contrary,
Filipinos are used to the traditional classroom set-up, which may slow down the transition
to a new learning modality.
Informatic College, (2020) this article, Major Benefits of E- Learning stated that
online learning comes with many benefits. Flexibility in online degrees help you to save
commuting time and complete modules at your own pace and schedule. You have your
own learning environment; some people also learn better in online environments
compared to traditional classroom settings. Online learning environments offer an
academic domain that’s unique in terms of the potential for interaction, participation, and
collaboration. The use of social media also can create a novel learning experience by
enabling students to interact in networks that reach beyond the standard confines of the
classroom.
Asuncion, (2017) this article, Five reasons why you should take online courses
stated that Online courses have been a popular choice for many people in recent years—
and for good reason. This learning option will not only teach you technical skills, but also
develop your soft skills. And there are many more advantages to choosing online courses
over a traditional classroom setup. Learning online will save you the usual costs of
transportation, expensive books, school supplies, and more. Tuition for online courses is
25
not only relatively cheaper, but some classes are even free. Enrolling in an online course
will allow you to choose when to work, where to work, and the pace that best fits your
learning style. Online education will also develop your soft skills—given the lifestyle
change and responsibilities that come with learning online. While classroom learning has
its many advantages, online education clearly presents itself as a strong choice for the
average person.
Chua, (2020) this study, the status of the Implementation of the E-learning
classroom in selected Higher Education Institution in Region IV - A amidst the Covid-19
Crisis discussed that because of the COVID-19 crisis, Higher Educational Institutions
(HEIs) have resorted to online classes or E-Learning Classrooms to deliver the content
of their curriculum in various platforms. Findings indicate that the respondents had good
experiences in introducing the E-learning classroom as an immediate response to the
country's enhanced quarantine situation. Although all the E-learning platforms used by
the respondents are free of charge, still, students have encountered problems like lack of
resources, difficulty of Wi-Fi connection, and lack of training among the students and
faculty members. This study recommends professional development workshops for both
faculty members and students and preparation of advanced lessons, slide presentations,
and examinations per unit to cope with the prescribed number of hours set by the
Commission on Higher Education (CHED).
CIIT, (2020) this article, Blended learning is a learning stated approach that
combines traditional face-to-face teaching methods with online-based instructions.
Benefits of Adapting Blended Learning are Enhances Safety; during these dire straits,
there’s nothing more we can do than to practice safety measures such as social
26
distancing. Promotes Autonomy; Studying at home surely provides students ease and
freedom to do things at their own will and pace. Boosts Efficiency; Compared to traditional
setup, blended learning saves more time and resources. Allows Flexibility; since students
don’t have the same learning styles, teachers often find it hard to sustain their interests,
especially if they’re enclosed in a classroom’s four walls. But this changed when blended
learning took part in the usual learning setup. Next to take note is the mode of teaching.
Most lectures today will happen through online platforms. Teachers will set virtual
meetings or provide livestream links as their main teaching mode. It will be accompanied
by online modules and exams to test the students’ skills.
Arinto, (2016) this study, Issues and Challenges in Open and Distance e-Learning:
Perspectives from the Philippines discussed that at the University of the Philippines –
Open University (UPOU), a single-mode DE institution in the Philippines, the term “open
and distance e-learning” (ODeL) has been coined to refer to the new mode of online or
Web-based DE. More specifically, ODeL refers to “forms of education provision that use
contemporary technologies to enable varied combinations of synchronous and
asynchronous communication among learners and educators who are physically
separated from one another for part or all of the educational experience". ODeL expands
the term “open and distance learning” or ODL to include use of e-learning or online
learning methodologies to enable multiple forms of interaction and dialogue that can
bridge the distance between teachers and learners and provide access to a vast array of
interactive and multimedia learning resources that can be used to design learning
environments for learners in diverse circumstances. Using online portals and VLEs further
27
enables DE institutions to support both independent learning and collaborative learning
through “increasingly complex pedagogical structures”.
Daniels et al., (2019) this study, Students’ perception on e-learning: a basis for the
development of e-learning framework in higher education institutions discussed that in
this millennial age where the learning style has shifted from traditional to a more student-
centered learning, e-learning became widely used. Not only does it enhance classroom
instruction, it has also helped address the problem with conflicting time and distant spaces
among teachers and students. Collaboration became possible online that learning is no
longer confined in the classroom. Specialized educational software that comes in many
forms like e-learning, 3D virtual lab, virtual environment, and mobile games can
supplement teaching aids to cater to the different learning styles of students. In its
broadest sense, Abbad et al. defined e-learning to mean any learning that is enabled
electronically. It was also described by Jethro et al. as a computer assisted learning, and
as pedagogy for student-centered and collaborative learning. In some definitions e-
learning encompasses more than just the offering of wholly online courses. E-learning
provides facilities for sharing of learning resources and easy interaction among learners
and teachers. Other e-learning software also provides immediate results on student
performance which makes it easier for students to track their progress.
Manuel, (2020) this article, Advantages and disadvantages of online classes stated
that the kinds of distraction for an online class are endless. Even a sudden loss of signal
could be crucial to the flow of learning. Let us not go too far, but simply becoming too lazy
to do school work and choose to play online games hits the mark towards one of the most
distracting factors in an online class. Whatever keeps the students away from focusing, it
28
certainly turns the table from the advantages of being free and in control unlike in a
classroom setting where students’ actions are monitored and disciplined.
Ki, (2020) this article, Students say they have a hard time with online classes stated
that the main concern now for students is just how difficult online schooling is compared
to actual classes. Several students lamented that they are no longer learning, as their
focus has shifted to completing assignments on a daily basis. Even students who love to
study are struggling with online schooling. “I’m not against education. In fact, I love
studying, but if this is how the system will be, not only the students will have a hard time
(but if this will be the system, not only the students will have a tough time) but also the
teachers. It’s not about learning anymore, it’s about passing,” a student shared her
opinion.
Cuaton, (2020) this study, Philippines Higher Education Institutions in the time of
COVID-19 Pandemic discussed that although flexible learning may not necessarily mean
that instruction will be delivered purely online according to CHED, online education is an
inevitable option to decongest classrooms amid physical or social distancing protocol and
help mitigate COVID-19 transmission in schools. And while it may be argued that
complete online modality of the instruction can be feasible (Cahapay, 2020) and
regardless of the fact that the Philippines is one of the top users of internet worldwide
(Oducado, 2019), the lack of preparation of faculty members to conduct online classes
and the long before problem on poor internet connection in the country pose challenges
in the adoption of online education in the Philippine context.
29
Simbulan, (2020) this study, COVID-19 and Its Impact on Higher Education in the
Philippines discussed that higher education institutions (HEIs), both public and private,
have also had to adjust to the new situation where face-to-face interaction and mass
gatherings are prohibited. From the confines of their homes, teachers and administrators
were put to the task of revising and adapting course syllabi and requirements as they
shifted to alternative or remote teaching modalities, both synchronous and asynchronous.
Where students and teachers had access to electronic devices and reliable Internet
connections, learning management systems such as Canvas, Moodle, Blackboard, and
applications like Google Hangouts, Zoom and Skype, were used. But where students had
limited access to computers or unreliable access to the Internet, teachers and students
used smartphones to exchange messages, notes and materials, through text messaging,
e-mail, Facebook Messenger, and Twitter. In some instances, these arrangements
became unsustainable and some universities had to suspend remote or online classes
because the uneven socioeconomic status of students affected their access to these
modalities of learning. Also, concerns regarding the mental health of both students and
teachers affected by the uncertainty, became another reason to suspend online classes.
Foreign Literature
Brown, (2017) this study, Online Education vs Traditional Education: Which One
Is Better explores how convenient the online class can be. The last three years, online
education has expanded dramatically. This is because, relative to conventional studies,
it appears to offer cheaper and more flexible study choices. We do not, however, discredit
formal schooling entirely.
30
Ryan et al., (2016), in this study, A Literature Review of the Factors Influencing E-
Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction
and Engagement discussed that Online learning is commonly defined in contradistinction
to F2F learning. Its most prominent feature is the absence of the physical classroom,
which is replaced by the use of web-based technologies offering opportunities for out-of-
class learning independent of time, place and pace. 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. Typically, the online learning
setting is launched through so-called learning management systems (LMS) or virtual
learning environments (VLE) such as Moodle and Blackboard.
Fidalgo et al., (2020), in this study, Students’ perceptions on distance education:
A multinational study stated that there are advantages and disadvantages in taking online
learning courses. Some of the advantages are self-paced study, time and space flexibility,
time saving (no commute between home and school) and the fact that a distance learning
course often costs less. Disadvantages include a sense of isolation, the struggle with
staying motivated, lack of face-to-face interaction, difficulty in getting immediate feedback,
the need for constant and reliable access to technology, and occasionally some difficulty
with accreditation.
Nguyen, et al., (2015), in this study, The Effectiveness of Online Learning: Beyond
No Significant Difference and Future Horizons One reason why there is so much
discussion around online learning is that there are many purported benefits and uses of
online learning. Some of the most important ones are: its effectiveness in educating
students, its use as professional development, its cost-effectiveness to combat the rising
31
cost of postsecondary education, credit equivalency at the postsecondary level, and the
possibility of providing a world class education to anyone with a broadband connection.
Education Staff (2020) This study, How Does Online Instruction Measure Up to
Face-To-Face focuses on how online classes measure up to face-to-face classes, and
shows how online class can be useful as one of the learning platforms. One of the key
distinctions between online and face-to - face teaching is that face-to - face lectures
require real-time contact between students and teachers. In addition, online students
work at their own pace by lectures and other instructional materials. On online discussion
boards, they ask questions and must wait for a teacher or another student to respond.
Synthesis of the Review Literature and Studies
The above collection of both foreign and local studies provides information that
supports the study. As stated, Due to the global pandemic the new normal education
seems to be a new challenge to the basic education of the institution of the Philippines.
Since these changes affected the student’s academic performance and learning
environment. The study aims to determine the effectiveness of online teaching to the
academic performance of Grade 12 students. The collection of articles and studies above
are related to the study which mainly focuses on the prevailing effects, benefits, and
significance and relevance of online teaching to the academic performance of the
students. This can be beneficial for the students, school, and parents to perceive and
improve the method and quality learning development of the student’s academic
performance.
32
The collections of studies given above are related in the area of the study in
knowing the effectiveness of online teaching to the academic performance of Grade 12
Dominican College of Sta. Rosa’s students. Also, it determines that this kind of teaching
affects the learning of students in their environment, behavior, and performance.
33
CHAPTER III
Methodology
This chapter deals with the research procedures and methods used in this study.
It includes the methodology, research design, participants of the study, instrumentation
and statistical treatment of data. After considering the objectives of the study, the
prevailing effects of online teaching to the academic performance of grade 12 DCSR
students, the research questions, the limitations and scope, the researchers felt the
appropriateness for designing quantitative gathering techniques i.e., the designed
research instrument, using the survey questionnaire as the instrument and items
supported by data obtained through structured questions.
Research Design
The essential gist of this study is to determine the prevailing effects of online
teaching the academic performance of grade 12 DCSR students. In order to ensure
outcomes of this research, descriptive design of questions through the researchers own
set of questionnaires will be applied. This design is classified as descriptive since the
researchers will be gathering data that seeks to analyze the effectiveness of the gathered
information from the respondents.
Seeing that this study used descriptive design in data gathering strategies, the
quantitative data would be collected through the researchers’ own research instrument.
The researchers believe that through this research design and methodology, it would
implement resilience and be more convenient in studying the prevailing effects of online
teaching to the academic performance of grade 12 DCSR students.
34
Participants of the study
The population of the study will be composed of Grade 12 students of Dominican
College Sta. Rosa S.Y 2020-2021. The total number of respondents is 90 students. All of
these participants were selected through random sampling. This sampling method is
conducted where each member of the population has an equal opportunity to become
part of the sample. The researchers chose them to be the respondents for the sole
purpose of knowing their experience that can determine the prevailing effects of online
teaching the academic performance of Grade 12 students.
Table 1: Number of students in each section of Grade 12 level
Grade level: Section Girls Boys Total
St. Antoninus 21 15 36
Grade 12 St. Vincent 17 15 32
St. Raymond 9 20 29
TOTAL: 47 50 97
Instrumentation and Validation
The instrument the researchers will use is a researcher-made questionnaire
checklist to gather the needed data for this study. The draft of this questionnaire is based
on the readings of the researchers, previous studies, professional literature, published
and unpublished thesis that is relevant to the study. This questionnaire will use the
dichotomous (close - ended) set of questionnaires to determine the prevailing effects of
online teaching to the academic performance of grade 12 DCSR students. The pre-survey
and final survey will be distributed virtually through Google forms. Also, the researchers
35
used laptop and internet, for them to encode the hypothesis and to browse some topic
regarding the study, The Prevailing Effects of Online Teaching to the Academic
Performance of Grade 12 Dominican College of Sta. Rosa’s students.
Data Gathering and procedure
After the validation of the instrument, the researchers will provide a softcopy permit
to the administrators, subject teachers, and research adviser of Dominican College of
Sta. Rosa to ask for an approval to conduct a survey through google forms with their
permission. In the given questionnaire, the purpose of the study and the procedure in
answering the survey form was indicated. Also, the researchers will ensure the
confidentiality of the respondents that comprises their age, gender, strand, together with
their answers. After the respondents take the survey form; each form will be checked,
interpreted, and analyzed.
Statistical Treatment
The statistical tool of this study is the application of Mean Percentage. The use of mean
and percentage is to get the average of the frequency of the response of students that
corresponds. This is used for the study to determine the prevailing effects of Online
learning to the academic performance of Grade 12 Dominican College of Sta. Rosa’s
students. Where:
Formula: P = Percentage (%)

𝛴𝐹
P= X 100 𝛴 = Summation of Frequency
𝑁
N = Total Number of Population
36
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter presents the results and discussion of gathered data through a survey
questionnaire for this study. Specifically, it presents the data and results gathered of the
Prevailing Effects of Online Learning to the Academic Performance of Grade 12
Dominican College of Sta. Rosa Students School Year 2020 – 2021.
Table 1: Number of students in each section of Grade 12 level
Grade level: Section Girls Boys Total
St. Antoninus 21 15 36
Grade 12 St. Vincent 17 15 32
St. Raymond 9 20 29
TOTAL: 47 50 97
Table 1 shows the distribution of the respondents according to their gender and
section. Accordance to the section, it shows that 36 of the respondents are from St.
Antoninus, it also shows that 32 respondents are from St. Vincent while the rest 29 are
from St. Raymond with the overall population of 97 respondents from both sections.
Accordance to the gender, there are 21 females came from St. Antoninus, while 17
females came from St. Vincent, there are 9 females came from St. Raymond with the total
population of 47 from all sections; There are 15 males came from both St. Antoninus and
St. Vincent, while there are 20 males came from St. Raymond therefore there is a total
population of 50 from both sections.
37
Table 2: The data results of the 97 Grade 12 respondents who voted YES under the
category of Lack of Motivation.
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you actively participate in discussions
and recitations because you are being 76 78.35%
graded?
Do you undertake the reading activities
71 73.20%
indicated because you have to?
Do you comment during chats and
discussion forum because it is what 60 61.86%
expected from you?
Do you participate in online class because

84 86.60%
studying is important to you?
Do you believe that participating in online

83 85.57%
class is a waste of time?
The table 2 shows the 97 Grade 12 Respondents who voted Yes under the
category of Lack of Motivation. The question number 1 that states “Do you actively
participate in discussions and recitations because you are being graded?” obtained 76
votes with a mean percentage of 78.35%. The question number 2 that states “Do you
undertake the reading activities indicated because you have to?” obtained 71 votes with
a mean percentage of 73.20%. The question number 3 that states “Do you comment
during chats and discussion forum because it is what expected from you?” obtained 60
votes with a mean percentage of 61.86%. The question number 4 that states “Do you
participate in online class because studying is important to you?” obtained 84 votes with
a mean percentage of 86.60%. The question number 5 that states “Do you believe that
38
participating in online class is a waste of time?” obtained 83 votes with a mean percentage
of 85.57%.
Table 3: The data results of the 97 Grade 12 respondents who voted NO under the
category of Lack of Motivation.
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you actively participate in discussions
and recitations because you are being 21 21.65%
graded?
Do you undertake the reading activities

26 26.80%
Do you comment during chats and
discussion forum because it is what 37 38.14%
expected from you?
Do you participate in online class because
13 13.40%
Do you believe that participating in online

14 14.43%
The table 3 shows the data results of 97 Grade 12 respondents who voted no in
the category of Lack of Motivation. The question number 1 states “Do you actively
participate in discussions and recitations because you are being graded?” obtained 21
votes with a mean percentage of 21.65%. For the question number 2 states “Do you
undertake the reading activities indicated because you have to?” obtained 26 votes with
a mean percentage of 26. 80%. For the question number 3 that states “Do you comment
during chats and discussion forums because it is what expected from you?” obtained 37
votes with a mean percentage of 38.14%. For the question number 4 that states “Do you
39
participate in online class because studying is important to you?” obtained 13 votes with
a mean percentage of 13.40%. And for the question number 5 that states “Do you believe
that participating in online class is a waste of time?” obtained 14 votes with a mean
percentage of 14.43%.
category of Distracted.
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you open social media apps or play
games while the teacher is presenting 50 51.56%
his/her lessons?
Do you tend to not pay attention to the class
54 55.67%
because of lost interest in studying?
Do you usually study in place where you

68 70.10%
have few distractions?
Do you feel comfortable and not distracted

with the people around you whenever you 55 56.70%
try to study?
Were you able to ignore distractions when

60 61.87%
you want to learn?
The table 4 shows the data results of the 97 Grade 12 Respondents who voted
Yes under the category of Distracted. For the question number 1 that states “Do you open
social media apps or play games while the teacher is presenting his/her lessons?”
obtained 50 votes with a mean percentage of 51.67%. For the question number 2 that
states “Do you tend to not pay attention to the class because of lost interest in studying?”
obtained 54 votes with a mean percentage of 55.67% For the question number 3 that
40
states “Do you usually study in place where you have few distractions?” obtained 68 votes
with a mean percentage of 70.10%. For the question number 4 that states “Do you feel
comfortable and not distracted with the people around you whenever you try to study?”
obtained 55 votes with a mean percentage of 56.70%. And for the question number 5 that
states “Were you able to ignore distractions when you want to learn?” obtained 60 votes
with a mean percentage of 61.87%.
category of Distracted.
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you open social media apps or play
games while the teacher is presenting 47 48.45%
his/her lessons?
Do you tend to not pay attention to the class
43 44.33%
Do you usually study in place where you
29 29.90%
have few distractions?
Do you feel comfortable and not distracted
with the people around you whenever you 42 43.30%
try to study?
Were you able to ignore distractions when
37 38.14%
you want to learn?
The table 5 shows the data results of the 97 Grade 12 Respondents who voted No
under the category of Distracted. For the question number 1 that states “Do you open
social media apps or play games while the teacher is presenting his/her lessons?”
obtained 47 votes with a mean percentage of 48.45%. For the question number 2 that
states “Do you tend to not pay attention to the class because of lost interest in studying?”
41
obtained 43 votes with a mean percentage of 44.33% For the question number 3 that
states “Do you usually study in place where you have few distractions?” obtained 29 votes
with a mean percentage of 29.90%. For the question number 4 that states “Do you feel
comfortable and not distracted with the people around you whenever you try to study?”
obtained 42 votes with a mean percentage of 43.30%. And for the question number 5 that
states “Were you able to ignore distractions when you want to learn?” obtained 37 votes
with a mean percentage of 38.14%.
category of Productive Self-Learning.
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you tend to study by yourself? 81 83.51%
Does self – learning is effective to you? 59 60.82%
Does self - learning help you understand lessons

59 60.82%
more clearly?
Do you productively read and study the lesson
65 67.01%
handouts (ppt's) given by your teachers?
Does reading presentations / lessons help you
80 82.47%
retain knowledge?
Table 6 shows the response shows the data results of the 97 Grade 12
respondents who voted YES in the category of Productive Self-Learning in the Prevailing
effects of online learning to the Academic performance. For the question no. 1 which is
“Do you tend to study by yourself?” has a total vote of 81 with a mean percentage of
83.51%. For the question no. 2 which is “Does self – learning is effective to you?” has a
42
total vote of 59 with a mean percentage of 60.82%. For the question no. 3 which is “Does
self - learning help you understand lessons more clearly?” has a total vote of 59 with a
mean percentage of 60.82%. For the question no. 4 which is “Do you productively read
and study the lesson handouts (ppt's) given by your teacher?” has a total vote of 65 with
a mean percentage of 67.01%; Lastly, for the question no. 5 which is “Does reading
presentations / lessons help you retain knowledge?” has a total vote of 80 with a mean
category of Productive Self-Learning.
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you tend to study by yourself? 16 16.49%
Does self – learning is effective to you? 38 39.18%
Does self - learning help you understand

38 39.18%
lessons more clearly?
Do you productively read and study the
lesson handouts (ppt's) given by your 32 32.98%
teachers?
Does reading presentations / lessons help
17 17.53%
you retain knowledge?
respondents who voted NO in the category of Productive Self-Learning in the Prevailing
“Do you tend to study by yourself?” has a total vote of 16 with a mean percentage of
16.49%. For the question no. 2 which is “Does self – learning is effective to you?” has a
43
vote of 38 with a mean percentage of 39.18%. For the question no. 3 which is “Does self
- learning help you understand lessons more clearly?” has a total vote of 38 with a mean
percentage of 39.18%. For the question no. 4 which is “Do you productively read and
study the lesson handouts (ppt's) given by your teacher?” has a total vote of 32 with a
mean percentage of 32.98%; Lastly, for the question no. 5 which is “Does reading
presentations / lessons help you retain knowledge?” has a total vote of 17 with a mean
Table 8: The data results of the 97 Grade 12 respondents who voted YES
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you have schedule allotted just for PT's,
69 71.13%
complying school works, requirements, and etc.?
Have you estimated the time that need to spend
52 53.61%
in studying this semester?
Do you tend to complete your modules / school
72 74.23%
works on time?
Do you have schedule time to study for exams? 56 57.73%
Do you tend to pass all of your performance tasks

78 80.41%
on time?
respondents who voted YES under the category of Efficient Time Management in the
Prevailing effects of online learning to the Academic performance. For the question no. 1
which is “Do you have schedule allotted just for PT's, complying school works,
requirements, and etc.?” has a total vote of 16 with a percentage of 71.13%. For the
44
question no. 2 which is “Have you estimated the time that need to spend in studying this
semester?” has a total vote of 52 with a percentage of 53.61%. For the question no. 3
which is “Do you tend to complete your modules / school works on time?” has a total vote
of 72 with a percentage of 74.23%. For the question no. 4 which is “Do you have schedule
time to study for exams?” has a total vote of 56 with a percentage of 57.73%; Lastly, for
the question no. 5 which is “Do you tend to pass all of your performance tasks on time?”
has a total vote of 78 with a percentage of 80.41%.
category of Efficient Time Management.
TOTAL MEAN
QUESTIONS
VOTES PERCENTAGE
Do you have schedule allotted just for PT's,
complying school works, requirements, and 28 28.87%
etcetera?
Have you estimated the time that need to
45 46.39%
spend in studying this semester?
Do you tend to complete your modules /

25 25.77%
school works on time?
Do you have schedule time to study for

41 42.27%
exams?
Do you tend to pass all of your performance

19 19.59%
tasks on time?
respondents who voted No in the category of Efficient Time Management in the Prevailing
“Do you have schedule allotted just for PT's, complying school works, requirements, and
45
etc.?” has a total vote of 28 with a percentage of 28.87%. For the question no. 2 which is
“Have you estimated the time that need to spend in studying this semester?” has a total
vote of 45 with a percentage of 46.39%. For the question no. 3 which is “Do you tend to
complete your modules / school works on time?” has a total vote of 25 with a percentage
of 25.77%. For the question no. 4 which is “Do you have schedule time to study for
exams?” has a total vote of 41 with a percentage of 42.27%; Lastly, for the question no.
5 which is “Do you tend to pass all of your performance tasks on time?” has a total vote
of 19 with a percentage of 19.59%.
As stated by the Article of ingresqr (2020) The online learning has a huge impact
on the students’ Academic Performance. Since the student uses a distance type of
learning and uses the internet to communicate to other peers and teachers for complying
the course. It is important to know what can be the impact of this online learning.
According to the article, online learning has a lot of pros and cons to the academic
performance of the students; just like the fact that the students are engaged in
independent learning and training themselves to invest their time in productivity to
improve their academic performance. Since there is no need for actual classrooms the
students can learn anywhere, they wanted as long as it is reached by the internet so it
has more distractions most especially that you can do anything with the use of internet.
The internet offers a lot of functions and it can also help the students with productivity and
learning. Students can use online tools and can efficiently have a lot to gain in the
workplace. Online learning provides multiple ways to learn so that the students can be
productive at their own pace and with the time schedule they planned for studying.
46
CHAPTER V
SUMMARY, FINDINGS, CONCLUSION & RECOMMENDATION
This chapter will provide a summary of the purpose, methodology and results of
the study. Then, the conclusions will be discussed based on the data analyzed from the
previous chapter. This will also be sought to provide necessary conclusions and
recommendations for the effective outcome of this study.
Summary
This study was conducted at Dominican College of Sta. Rosa, with the total
respondents of 97 grade 12 students. The researchers used a dichotomous (close-
ended) questionnaire method in gathering data
The primary objective of this research was to determine the prevailing effects of
online learning to the academic performance of grade 12 students. It aims to found out
the appropriate answers on following questions: Are there prevailing effects of online
teaching to academic performance of Grade 12 Students of Dominican College of Sta.
Rosa? What action plan can the researchers can recommend in this study?
1. Through these questions stated, the researchers came up with the following
hypothesis. For the null hypothesis: There are no prevailing effects of online
teaching to academic performance of Grade 12 Students of Dominican College of
Sta. Rosa. For the alternative hypothesis: The prevailing effects of online learning
to academic performance of Grade 12 Students of Dominican College of Sta. Rosa
47
are: Lack of Motivation, Distracted, Productive Self Learning, and Efficient Time
Management.
The researchers have completed the Review of Related Literature wherein the
researchers find sources to be the base of information used in Chapter 1. Through this
chapter the researchers searched for articles and websites local and international sources
to be used in the study.
The purpose of this study is to determine the prevailing effects of online learning
to the academic performance of Grade 12 students. Using and conducting a validated
survey questionnaire, the researchers gathered data from the mentioned population. A
total of 97 Survey questionnaires were distributed and retrieved from the respondents.
After administrating the questionnaire, the researchers used mean percentage
formula to determine the prevailing effects of online learning to the academic performance
of Grade 12 students through mean percentage.
Findings
Based on the analysis and interpretation gathered data, the findings of this study are:
1. The results of the 97 Grade 12 respondents who voted YES under the category of
Lack of Motivation for the first question which is “Do you actively participate in
discussions and recitations because you are being graded?” obtained 76 votes
with a mean percentage of 78.35%. For the second question which is “Do you
undertake the reading activities indicated because you have to?” obtained 71 votes
with a mean percentage of 73.20%. For the third question which is “Do you
comment during chats and discussion forum because it is what expected from
48
you?” obtained 60 votes with a mean percentage of 61.86%. For the fourth
question which is “Do you participate in online class because studying is important
to you?” obtained 84 votes with a mean percentage of 86.60%. For the fifth
question which is “Do you believe that participating in online class is a waste of
time?” obtained 83 votes with a mean percentage of 85.57%.
2. The data results of 97 Grade 12 respondents who voted NO in the category of
Lack of Motivation. For the first question which is “Do you actively participate in
discussions and recitations because you are being graded?” obtained 21 votes
with a mean percentage of 21.65%. For the second question which is “Do you
undertake the reading activities indicated because you have to?” obtained 26 votes
with a mean percentage of 26. 80%. For the third question which is “Do you
comment during chats and discussion forums because it is what expected from
you?” obtained 37 votes with a mean percentage of 38.14%. For the fourth
question “Do you participate in online class because studying is important to you?”
obtained 13 votes with a mean percentage of 13.40%. And for the fifth question
which is “Do you believe that participating in online class is a waste of time?”
obtained 14 votes with a mean percentage of 14.43%.
3. The data results of the 97 Grade 12 Respondents who voted Yes under the
category of Distracted. For the question number 1 that states “Do you open social
media apps or play games while the teacher is presenting his/her lessons?”
obtained 50 votes with a mean percentage of 51.67%. For the question number 2
that states “Do you tend to not pay attention to the class because of lost interest in
studying?” obtained 54 votes with a mean percentage of 55.67% For the question
49
number 3 that states “Do you usually study in place where you have few
distractions?” obtained 68 votes with a mean percentage of 70.10%. For the
question number 4 that states “Do you feel comfortable and not distracted with the
people around you whenever you try to study?” obtained 55 votes with a mean
percentage of 56.70%. And for the question number 5 that states “Were you able
to ignore distractions when you want to learn?” obtained 60 votes with a mean
4. The data results of the 97 Grade 12 Respondents who voted No under the category
of Distracted. For the question number 1 that states “Do you open social media
apps or play games while the teacher is presenting his/her lessons?” obtained 47
votes with a mean percentage of 48.45%. For the question number 2 that states
“Do you tend to not pay attention to the class because of lost interest in studying?”
obtained 43 votes with a mean percentage of 44.33% For the question number 3
that states “Do you usually study in place where you have few distractions?”
obtained 29 votes with a mean percentage of 29.90%. For the question number 4
that state “Do you feel comfortable and not distracted with the people around you
whenever you try to study?” obtained 42 votes with a mean percentage of 43.30%.
And for the question number 5 that states “Were you able to ignore distractions
when you want to learn?” obtained 37 votes with a mean percentage of 38.14%.
5. The data results of the 97 Grade 12 respondents who voted YES in the category
of Productive Self-Learning in the Prevailing effects of online learning to the
Academic performance. For the question no. 1 which is “Do you tend to study by
yourself?” has a total vote of 81 with a percentage of 83.51%. For the question no.
50
2 which is “Does self – learning is effective to you?” has a total vote of 59 with a
percentage of 60.82%. For the question no. 3 which is “Does self - learning help
you understand lessons more clearly?” has a total vote of 59 with a percentage of
60.82%. For the question no. 4 which is “Do you productively read and study the
lesson handouts (ppt's) given by your teacher?” has a total vote of 65 with a
percentage of 67.01%; Lastly, for the question no. 5 which is “Does reading
presentations / lessons help you retain knowledge?” has a total vote of 80 with a
6. The data results of the 97 Grade 12 respondents who voted NO in the category of
Productive Self-Learning in the Prevailing effects of online learning to the
Academic performance. For the question no. 1 which is “Do you tend to study by
yourself?” has a total vote of 16 with a percentage of 16.49%. For the question no.
2 which is “Does self – learning is effective to you?” has a vote of 38 with a
percentage of 39.18%. For the question no. 3 which is “Does self - learning help
you understand lessons more clearly?” has a total vote of 38 with a percentage of
39.18%. For the question no. 4 which is “Do you productively read and study the
lesson handouts (ppt's) given by your teacher?” has a total vote of 32 with a
percentage of 32.98%; Lastly, for the question no. 5 which is “Does reading
presentations / lessons help you retain knowledge?” has a total vote of 17 with a
7. The data results of the 97 Grade 12 respondents who voted YES under the
category of Efficient Time Management in the Prevailing effects of online learning
to the Academic performance. For the question no. 1 which is “Do you have
51
schedule allotted just for PT's, complying school works, requirements, and etc.?”
has a total vote of 69 with a percentage of 71.13%. For the question no. 2 which
is “Have you estimated the time that need to spend in studying this semester?” has
a total vote of 52 with a percentage of 53.61%. For the question no. 3 which is “Do
you tend to complete your modules / school works on time?” has a total vote of 72
with a percentage of 74.23%. For the question no. 4 which is “Do you have
schedule time to study for exams?” has a total vote of 56 with a percentage of
57.73%; Lastly, for the question no. 5 which is “Do you tend to pass all of your
performance tasks on time?” has a total vote of 78 with a percentage of 80.41%.
8. The data results of the 97 Grade 12 respondents who voted No in the category of
Efficient Time Management in the Prevailing effects of online learning to the
Academic performance. For the question no. 1 which is “Do you have schedule
allotted just for PT's, complying school works, requirements, and etc.?” has a total
vote of 28 with a percentage of 28.87%. For the question no. 2 which is “Have you
estimated the time that need to spend in studying this semester?” has a total vote
of 45 with a percentage of 46.39%. For the question no. 3 which is “Do you tend
to complete your modules / school works on time?” has a total vote of 25 with a
percentage of 25.77%. For the question no. 4 which is “Do you have schedule time
to study for exams?” has a total vote of 41 with a percentage of 42.27%; Lastly, for
the question no. 5 which is “Do you tend to pass all of your performance tasks on
time?” has a total vote of 19 with a percentage of 19.59%.
52
The researchers found that the alternative hypothesis was approved because there
are prevailing effects of online teaching to academic performance of Grade 12 Students
of Dominican College of Sta. Rosa in terms of the factors: Lack of Motivation, Distracted,
Productive Self –learning, and Efficient Time Management.
Conclusion
The researchers were able to come up with the following conclusions:
5. The majority of the Grade 12 Students voted that the following are the effects of
Online Learning to their Academic Performance such as: Lack of Motivation,
Distracted, Productive Self – Learning, and Efficient Time Management.
6. The researchers concluded that the Online Learning has a negative and positive
effect to the academic performance of the students.
7. It is clear in the data shown that majority of the Grade 12 Students believed that
the following are the effects of Online Learning to their Academic Performance
such as: Lack of Motivation, Distracted, Productive Self – Learning, and Efficient
Time Management.
8. Therefore, the alternative hypothesis is acknowledged while the null hypothesis of
the study is rejected.
Recommendation
Based on the findings and conclusions presented above, the following
recommendations are suggested:
53
For having lack of motivation of the students the teachers should let the students
work asynchronously and lessen the workloads so that the students can manage their
time well. And for the effect distracted the researchers suggest that the school should
instruct the students to download soft wares like Safe Exam Browser that allows the
teachers to see students during synchronous sessions & prevent them from
interacting and opening social networks/sites during online classes.
Overall, this study will help the students to be motivated and undistracted for online
classes to make them reach their Academic Performance at the Excellence. Not only
for the next school year but also in times when the Online Learning is present. Since
this study proved that there are prevailing effects of Online Learning to the Academic
Performance of the Grade 12 Students. The researchers have thought that with this
study, both students and teachers are needed to make this recommendation effective
for the sake of the Academic Performance of the Students.
54
APPENDIX A
55
BIBLIOGRAPHY
A. Articles:
Arinto, P. (2016) Issues and Challenges in Open and Distance e-Learning: Perspectives
from the Philippines Retrieved from: https://files.eric.ed.gov/fulltext/EJ1093775.pdf
Chua, E. (2020) The status of the Implementation of the E-learning classroom in

selected Higher Education Institution in Region IV - A amidst the Covid-19 Crisis
Retrieved from: http://www.jcreview.org/fulltext/197-1590731776.pdf
Cua, S. (2020) Academics in times of Pandemic: Pros and cons of Online

Learning, Campus Press Retrieved
from: https://www.manilatimes.net/2020/07/09/campus-press/pros-and-cons-of-
online-learning/
Cuaton, G. (2020) Philippines Higher Education Institutions in the time of COVID-19

Pandemic Retrieved from:
https://www.researchgate.net/publication/341843119_Philippines_Higher_Educati
on_Institutions_in_the_time_of_COVID-19_Pandemic
Daniels et al. (2019) Students’ perception on e-learning: a basis for the development of
e-learning framework in higher education institutions. Retrieved from:
https://iopscience.iop.org/article/10.1088/1757-899X/482/1/012008/pdf
Dela Pena, (2015), E-Learning in the Philippines: Trends, Directions, and Challenges
Retrieved from: https://eric.ed.gov/?id=EJ851849
Fidalgo et al., (2020), Students’ perceptions on distance education: A multinational
study Retrieved from:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-
020-00194-2
Joaquin et al. (2020) Philippines Higher Education Sector in times of Covid - 19
Retrieved from: https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full
Ki, C. (2020) Students say they have a hard time with online classes Retrieved from:
https://mb.com.ph/2020/09/04/students-say-they-have-a-hard-time-with-online-
classes/
Malipot, H., San Juan A. (2020) Learning in the time of CoronaVirus News
Retrieved from:https://mb.com.ph/2020/03/11/learning-in-the-time-of-coronavirus/
Moneymax Lifestyle (2020). What Is Distance Learning and How Does It Work.
Lifestyle Articles Retrieved from:
https://www.moneymax.ph/lifestyle/articles/distance-learning-philippines
56
Nguyen, (2015), The Effectiveness of Online Learning: Beyond No Significant
Difference and Future Horizons Retrieved from:
https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Nicholls, AC. (2020) Education in time of a pandemic: What students and teachers
are in for this coming school year? News Retrievedfrom:
https://www.cnn.ph/news/2020/6/11/COVID-19-2020-school-classes.html
Retrieved from:https://www.frontiersin.org/articles/10.3389/fcomp.2019.00007/full
Ryan et al., (2016), in this study,A Literature Review of the Factors Influencing E-
Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction
and Engagement
Retrieve from: https://files.eric.ed.gov/fulltext/EJ1175336.pdf
Simbulan, N. (2020) COVID-19 and Its Impact on Higher Education in the

Philippines Retrieved from:https://headfoundation.org/HESB8/covid-19-and-its-
impact-on-higher-education-in-the-philippines
Zare et al., (2019), An Assessment of the Effectiveness of E-Learning in AMA Olongapo

Campus Retrieved from:
https://www.researchgate.net/publication/336277449_An_Assessment_of_the_Eff
ectiveness_of_E-Learning_in_AMA_Olongapo_Campus
B. Websites:
Arimbuyutan, C. A et al. (2017) Study on e-Learning for Philippines Retrieved from:

https://www.semanticscholar.org/paper/A-Study-on-e-Learning-for-
Philippines-Arimbuyutan-Kim/89d900cdc88713524aa80b14a0df1871acee3bcb
Asuncion, M. (2017) Five reason why you should take online courses Retrieved from:
https://portal.edukasyon.ph/blog/5-reasons-why-you-should-take-online-courses
Brown, E. (2017) Online Education vs Traditional Education: Which One Is Better

Retrieved from:https://www.eztalks.com.edu/online-education/online-education-vs-
traditional-education-which-one-is-better
CIIT (2020) Blended Learning in the Philippines Retrieved from:

https://www.ciit.edu.ph/blended-learning-in-the-philippines/
Informatics College. (2020) Major Benefits of E- Learning Retrieved from:

https://www.informatics.edu.ph/2020/04/27/the-transition-to-online-learning-
because
Education Staff (2020) How Does Online Instruction Measure Up To Face-To-Face

Retrieved from: https://www.focuseduvation.com/how-does-online-instruction-
measure -of-covid-19-was-sudden/
57
Lukins, S. (2020) Is Online Learning as Good as Face-to-Face Learning? Retrieved
from:https://www.topuniversities.com.edu/student-info/distance-learning/online-
learning-good-face-face-learning
Malanay (2017) Progressive vs traditional Education 101: Choosing the right pre-school
Retrieved from: https://momcenter.com.ph/2017/04/12/progressive-vs-traditional-
education-101-choosing-right-pre-school/
Manuel, J. (2020) Advantages and disadvantages of online classes Retrieved from:

https://www.noypigeeks.com.ph/featured/advantages-disadvantages-online-
classes/
Philippines Education.info,(2020), Distance Education in the Philippines Retrieved

from:https://www.philippineseducation.info/distance-education
58
APPENDIX B
59
PRE-SURVEY
Dominican College of Sta. Rosa Students School Year 2020 – 2021
Good day! We the researchers from Grade 12 - St. Vincent would like to ask a little of
your time to answer our pre - survey questionnaire regarding the "Prevailing Effects of
Online Learning to the Academic Performance of Grade 12 DCSR Students of SY. 2020
- 2021". Your Response is highly appreciated. Thank you very much.
Email Address:
Name:
Section:
List down at least 5 prevailing effects of online teaching to your academic performance
as a student. (Can either be positive or negative)
1.
2.
3.
4.
5.
Thank you for your participation. Your response is a big help to our study. May God bless
you always!
60
SURVEY
Dominican College of Sta. Rosa Students School Year 2020 – 2021
Good day! We the researchers from Grade 12 - St. Vincent would like to ask a little of
your time to answer our pre - survey questionnaire regarding the "Prevailing Effects of
Online Learning to the Academic Performance of Grade 12 DCSR Students of SY. 2020
- 2021". Your Response is highly appreciated. Thank you very much.
Email Address:
Name:
Section:
Instructions: Please click the blank under “Yes” if your answer is yes, and check
the blank under “No’ if your answer is no. Please answer the following questions
honestly. Thank you.
Lack of Motivation Yes No
1. Do you actively participate in discussions and ______ ______
recitation because you are being graded?
2. Do you undertake the reading activities ______ ______
3. Do you comment during chats and discussion ______ ______
forum because it is what expected from you?
4. Do you participate in online class because ______ ______
5. Do you believe that participating in online ______ ______
61
Distracted Yes No
1. Do you open social media apps while the ______ ______
teacher is presenting his/her lessons?
2. Do you tend to not pay attention to the class ______ ______
3. Do you usually study in place where you ______ ______
have a few distractions?
4. Do you feel comfortable and not distracted with the ______ ______
people around you whenever you try to study?
5. Were you able to ignore distractions ______ ______
when you want to learn?
Efficient Time Management Yes No
1. Do you have a schedule allotted just for making PT’s, ______ ______
complying school works, requirements and etc?
2. Have you estimated the time that you ______ ______
need to allot in studying this semester?
3. Do you tend to complete your modules ______ ______
on time?
4. Do you schedule time to study for exams? ______ ______
5. Do you tend to pass all of your performance
tasks on time? ______ ______
Productive Self – Learning Yes No
1. Do you tend to study by yourself? ______ ______
2. Does self – learning is effective to you? ______ ______
3. Does self - learning help you understand ______ ______
lessons more clearly?
4. Do you productively read and study the lesson ______ ______
handouts given by your teachers?
5. Does reading presentations/lessons help you ______ ______
retain knowledge?
62
APPENDIX C
63
% = Frequency Percentage
f = Number of Responses
N = Total Number of Responses
%=f
X 100
N
Grade 12 – Total of 97 responses who voted YES under the category of Lack of Motivation.
Question 1: Do you actively participate in discussions and recitations because you are
being graded?
76/97 = 0.784
0.784 x 100 = 78.35%
Question 2: Do you undertake the reading activities indicated because you have to?
71/97 = 0.732
0.732 x 100 = 73.20%
Question 3: Do you comment during chats and discussion forum because it is what
expected from you?
60/97 = 0.619
0.619 x 100 = 61.86%
Question 4: Do you participate in online class because studying is important to you?

84/97 = 0.866
0.866 x 100 = 86.60%
Question 5: Do you believe that participating in online class is a waste of time?
83/97 = 0.856
0.856 x 100 = 85.57%
64
Grade 12 – Total of 97 responses who voted NO under the category of Lack of
Motivation.
Question 1: Do you actively participate in discussions and recitations because you are
being graded?
21/97 = 0.216
0.216 x 100 = 21.65%
Question 2: Do you undertake the reading activities indicated because you have to?
26/97 = 0.268
0.268 x 100 = 26.80%
Question 3: Do you comment during chats and discussion forum because it is what
expected from you?
37/97 = 0.381
0.381 x 100 = 38.14%
Question 4: Do you participate in online class because studying is important to you?

13/97 = 0.134
0.134 x 100 = 13.40%
Question 5: Do you believe that participating in online class is a waste of time?
14/97 = 0.144
0.144 x 100 = 14.43%
Grade 12 – Total of 97 responses who voted YES under the category of Distracted
Question 1: Do you open social media apps or play games while the teacher is
presenting his/her lessons?
50/97 = 0.515
0.515 x 100 = 51.56%
Question 2: Do you tend to not pay attention to the class because of lost interest in
studying?
54/97 = 0.557
0.557 x 100 = 55.67%
65
Question 3: Do you usually study in place where you have few distractions?
68/97 = 0.701
0.701 x 100 = 70.10%
Question 4: Do you feel comfortable and not distracted with the people around you
whenever you try to study?
55/97 = 0.567
0.567 x 100 = 56.70%
Question 5: Were you able to ignore distractions when you want to learn?
60/97 = 0.619
0.619 x 100 = 61.87%
Grade 12 – Total of 97 responses who voted NO under the category of Distracted

Question 1: Do you open social media apps or play games while the teacher is
presenting his/her lessons?
47/97 = 0.485
0.485 x 100 = 48.45%
Question 2: Do you tend to not pay attention to the class because of lost interest in
studying?
43/97 = 0.443
0.443 x 100 = 44.33%
Question 3: Do you usually study in place where you have few distractions?
29/97 = 0.299
0.299 x 100 = 29.90%
Question 4: Do you feel comfortable and not distracted with the people around you
whenever you try to study?
42/97 = 0.433
0.433 x 100 = 43.30%
66
Question 5: Were you able to ignore distractions when you want to learn?
37/97 = 0.381
0.381 x 100 = 38.14%
Grade 12 – Total of 97 responses who voted YES under the category of Productive Self-
Learning.
Question 1: Do you tend to study by yourself?
81/97 = 0.835
0.835 x 100 = 83.51%
Question 2: Does self – learning is effective to you?

59/97 = 0.608
0.608 x 100 = 60.82%
Question 3: Does self - learning help you understand lessons more clearly?
59/97 = 0.608
0.608 x 100 = 60.82%
Question 4: Do you productively read and study the lesson handouts (ppt's) given by
your teachers?
65/97 = 0.670
0.670 x 100 = 67.01%
Question 5: Does reading presentations / lessons help you retain knowledge?
80/97 = 0.825
0.825 x 100 = 82.47%
Grade 12 – Total of 97 responses who voted NO under the category of Productive

Self-Learning.
Question 1: Do you tend to study by yourself?
16/97 = 0.165
0.165 x 100 = 16.49%
67
Question 2: Does self – learning is effective to you?
38/97 = 0.392
0.392 x 100 = 39.18%
Question 3: Does self - learning help you understand lessons more clearly?
38/97 = 0.392
0.392 x 100 = 39.18%
Question 4: Do you productively read and study the lesson handouts (ppt's) given by
your teachers?
32/97 = 0.330
0.330 x 100 = 32.98%
Question 5: Does reading presentations / lessons help you retain knowledge?
17/97 = 0.175
0.715 x 100 = 17.53%
Grade 12 – Total of 97 responses who voted YES under the category of Efficient Time
Managemen
Question 1: Do you have schedule allotted just for PT's, complying school works, requirements,
and etcetera?
69/97 = 0.711
0.711 x 100 = 71.13%
Question 2: Have you estimated the time that need to spend in studying this semester?
52/97 = 0.536
0.536 x 100 = 53.61%
Question 3: Do you tend to complete your modules / school works on time?

72/97 = 0.742
0.742 x 100 = 72.23%
68
Question 4: Do you have schedule time to study for exams?
56/97 = 0.577
0.577 x 100 = 57.73%
Question 5: Do you tend to pass all of your performance tasks on time?

78/97 = 0.804
0.804 x 100 = 80.41%
Grade 12 – Total of 97 responses who voted NO under the category of Efficient Time
Management
Question 1: Do you have schedule allotted just for PT's, complying school works,
requirements, and etcetera?
28/97 = 0.287
0.287 x 100 = 28.87%
Question 2: Have you estimated the time that need to spend in studying this semester?
45/97 = 0.464
0.464 x 100 = 46.39%
Question 3: Do you tend to complete your modules / school works on time?

25/97 = 0.258
0.258 x 100 = 25.77%
Question 4: Do you have schedule time to study for exams?

41/97 = 0.423
0.423 x 100 = 42.27%
Question 5: Do you tend to pass all of your performance tasks on time?
19/97 = 0.196
0.196 x 100 = 19.59%
69
APPENDIX D
70
Appendix C – Proposed Action Plan
PROPOSED ACTION PLAN IN IMPROVING THE ONLINE LEARNING FROM AFFECTING

THE ACADEMIC PERFORMANCE OF GRADE 12 DOMINICAN COLLEGE OF STA. ROSA
STUDENTS
Areas to be Persons Time Performance

Objectives Strategies
Improved Involved range Indicators
Lack of To minimize the lack Let the students Students Whole Students who
Motivation of of motivation of work and School are well
Students students through asynchronously Faculty Year motivated can
reducing the and lessen the Staff help them
workload of the workloads so succeed
students (ex: that the students academically
can manage whether it be
assignments,
their time well online or
performance tasks)
traditional
learning
Distraction To minimize the Download soft Students Whole Students will

distraction of students wares like Safe and School not be
through secure Exam Browser Faculty Year distracted
applications that will that allows the Staff during
prevent the student teachers to see synchronous
from interacting with students during sessions
social networks/sites synchronous because of
during online classes sessions & the software
prevent them (Safe Exam
from interacting Browser) that
and opening blocks and
social prevents
networks/sites students from
during online browsing
classes social
networking
sites during
online classes
71
APPENDIX E
72
Dominican College of Sta. Rosa
San Lorenzo South, Balibago, City of Sta. Rosa Laguna (4026)
Tel no. (049) 534 – 4591
Email: dcstarosa@yahoo.com
April 5, 2021
Dear Ma’am/Sir,
Greetings in Saint Dominic de Guzman!
We the group from Grade 12 – Saint Vincent is seeking for your participation in order to conduct
our survey for our data collection procedure. This is for our Research I project entitled, “THE
PREVAILING EFFECTS OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE
OF GRADE 12 DOMINICAN COLLEGE OF STA.ROSA STUDENTS SCHOOL YEAR 2020-
2021.” We have chosen your class because it will be the most appropriate data for our study.
We recognized that in conducting a research associate with complex matters such as the current
state of the students will entail confidentiality–thus, we are very aware that the protection and
safety of the students must be prioritized and also guarantee the students’ well-being–the
researchers hereby, assure that no personal information or data of students to be taken without
permission.
With this, we are requesting few minutes of your time to fill and complete this survey. Your
participation and cooperation in this survey would help us greatly understand our study, and our
key in creating an effective research.
Thank you and God bless you all!
Sincerely,
Mei Lea Perez
Rayne Denice Villa
Noted by:
______________________ ________________________
Mr. Ryan I. Dangcolis Ms. Ginalyn M. Presbitero
Research I Teacher Research II Teacher
Approved By:
______________________ _________________________
Mr. Deven M. Briz Ms. Ana V Igloria
VP for Academics VP for Senior High School Department
CERTIFICATE OF VALIDATION
This is to certify that the thesis entitled “THE PREVAILING EFFECTS OF ONLINE
LEARNING TO THE ACADEMIC PERFORMANCE OF GRADE 12 DOMINICAN
COLLEGE OF STA.ROSA STUDENTS SCHOOL YEAR 2020-2021.” that is being
submitted by Rayne Denice Villa, and Mei Lea Perez of Grade 12 - St. Vincent section,
Dominican College of Sta. Rosa, Sta. Rosa City, Laguna, in partial fulfillment for the
requirements in Research is a record of Bonafede work carried out by them under my
guidance and supervision. This Certificate embodied that I validated the survey
questionnaire upon the request of the above-mentioned researchers.
_ MS. JANINE B. CADIZ____

Name and Signature
VALIDATION LETTER
Dear Ms. Janine Cadiz,
Greetings in St. Dominic De Guzman!
We, the group of researchers from Grade 12 – St. Vincent of Dominican College of Sta.
Rosa under the Basic Education (Senior High School) Department are required to submit a
research paper under the subject Research II entitled, “THE PREVAILING EFFECTS OF
ONLINE LEARNING TO THE ACADEMIC PERFORMANCE OF GRADE 12 DOMINICAN
COLLEGE OF STA.ROSA STUDENTS SCHOOL YEAR 2020-2021.”
Considering this, we are writing to humbly request your expertise to validate our self-
constructed questionnaires to be eligible for execution. Recognizing your experience in the field
of online teaching we would like to ask for your help in validating our research instrument before
distributing it to the respondents of the study.
We will be glad to know your recommendations and suggestions regarding our

questionnaire for the improvement of the instrument. We hope you will be able to fulfill our
request.
Thank you and God Bless!
Respectfully yours,
Mei Lea Perez
Rayne Denice Villa
Noted by: Approved by:
______________________ ______________________ ______________________

Mr. Ryan I. Dangcolis Ms. Ginalyn M. Presbitero Ms. Janine B. Cadiz
Research I Teacher Research I Teacher Applied Science Head
APPENDIX F
73
CURRICULUM VITAE
BIOGRAPHICAL INFORMATION
Name : Mei Lea P. Perez
Birth date : December 5, 2001
Home Address : Blk 1 Lot 21, Terra Fortuna 1, Sta. Rosa City,
Laguna
Email Address : meileaperez@gmail.com
Contact Number : 0919 398 0487
PERSONAL PROFILE
Status : Single
Religion : Roman Catholic
Nationality : Filipino
Mother’s Name : Lolita P. Perez
Occupation : Businesswoman
Father’s Name : Macario P. Perez
Occupation : Businessman
EDUCATION
Pre-School to Grade 3 : Dominican College of Sta. Rosa
Grade 4 to Grade 6 : Dominican College of Sta. Rosa
Grade 7 to Present : Dominican College of Sta. Rosa
74
CURRICULUM VITAE
BIOGRAPHICAL INFORMATION
Name : Rayne Denice I. Villa
Birth date : November 4, 2002
Home Address : Blk 22 Lot 8 Villa Susana Subd. Brgy. Malitlit Sta. Rosa
Laguna
Email Address : denice.villa02@gmail.com
Contact Number : 0921 313 5812
PERSONAL PROFILE
Status : Single
Religion : Born Again Christian
Nationality : Filipino
Mother’s Name : Ma. Theresa I. Villa
Occupation : Housewife
Father’s Name : Rey N. Villa
Occupation : Businessman
EDUCATION
Pre-School to Grade 3 : Mary’s Ville Academy
Grade 4 to Grade 6 : Academia de Maria Elena Inc.
Grade 7 to Present : Dominican College of Sta. Rosa
75

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PREVAILING EFFECTS OF ONLINE LEARNING TO THE ACADEMIC

PERFORMANCE OF GRADE 12 DOMINICAN COLLEGE OF STA. ROSA’S

In partial Fulfillment of the

Perez, Mei Lea P.

Certification and Approval sheet ii

1 The Problem and Its Setting

2 Review of Related Literature

This thesis entitled “THE PREVAILING EFFECTS OF ONLINE LEARNING TO

MR. ALLEN JAY F. DE GUZMAN

MS. GRACE MAE V. RIVERA MS. MARIA NIMFA B. ROVIRA

Accepted in partial fulfillment of the requirements for the course Research II in

throughout this research.

To Alexandra Mae V. Madriaga, Eunice Anne N. Eustaquio, Antoine Joseph E.

EFFECTS OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE OF GRADE

12 DOMINICAN COLLEGE OF STA. ROSA’S STUDENTS SCHOOL YEAR 2020 –

institution, except where proper referencing and acknowledgement were made.

Title: PREVAILING EFFECTS OF ONLINE LEARNING TO THE ACADEMIC

PERFORMANCE OF GRADE 12 DOMINICAN COLLEGE OF STA. ROSA’S

STUDENTS SCHOOL YEAR 2020 – 2021

Name: MEI LEA P. PEREZ

RAYNE DENICE I. VILLA

School: DOMINICAN COLLEGE OF STA. ROSA LAGUNA

Year: 2020 – 2021

Teacher: MS. GINALYN M. PRESBITERO

This research aimed to answer the following questions:

1. Are there prevailing effects of online learning to academic performance of Grade

12 Students of Dominican College of Sta. Rosa?

2. What action plan can the researchers recommend in this study?

percentage of 51.67%. The second question obtained 54 votes and a mean

percentage of 48.45%. The second question obtained 43 votes and a mean

The fifth question obtained 37 votes and a mean percentage of 43.30%.

The researchers were able to come up with the following conclusions:

Online Learning to their Academic Performance such as: Lack of Motivation,

Distracted, Productive Self – Learning, and Efficient Time Management.

effect to the academic performance of the students.

4. Therefore, the alternative hypothesis is acknowledged while the null hypothesis of

the study is rejected.

Based on the findings and conclusions presented above, the following

recommendations are suggested:

social networks/sites during online classes.

sake of the Academic Performance of the Students.

2 Number of respondents who voted YES 38

under the category of Lack of Motivation.

3 Number of respondents who voted NO 39

under the category of Lack of Motivation.

4 Number of respondents who voted YES 40

under the category of Distracted.

5 Number of respondents who voted NO 41

under the category of Distracted.

6 Number of respondents who voted YES 42

under the category of Productive Self Learning.

7 Number of respondents who voted NO 43

under the category of Productive Self Learning.

8 Number of respondents who voted YES 44

under the category of Efficient Time Management.

9 Number of respondents who voted NO 45

under the category of Efficient Time Management.

Figure 1. Elements of an educational experience (Garrison, Anderson & Archer, 2010)

INPUT PROCESS OUTPUT

- Prevailing effects of - Creating a Pre - survey - Prevailing Effects of

Academic Performance is the outcome of education, the extent to which a student,

teacher or an institution has achieved their education goals. Although, academic