Chapter 1

Introduction

Background of the Study

Education nowadays has become prominent thing as it involves most

people to take part in this matter. In addition, it cannot be separated from

human’s life. Both males and females need to be educated. Education plays an

important role in the development of the country. If a country does not have

proper education, it may be left behind by other countries which support

education. There are many factors that affect the education system. Culture,

economic and of course, the technology matters give much impact to the

education system of a country.

The most important goal of education is improving quality of teaching.

There are several moderns teaching and learning. In a 2009 report released by

the National Centre for Education Statistics with the Department of Education

(DepEd): 74% of Pre-K to 12th grade teachers said that technology has helped

them reinforce and expand content and has also motivated students to learn.

73% of these teachers also reported that technology enables them to respond to

a variety of learning styles and allows them to demonstrate things that could not

demonstrated otherwise. Modern teaching techniques have been spread all over

the world, which is useful and easy for teachers. Modern teaching techniques

educate children well and make them understand clearly. In this era, there is an

1
increased usage of the internet in educational applications; this could mean that

students and teachers will increasingly make use of technology within open and

flexible learning systems. Technology plays an important role in enhancing and

developing our learning system.

Nowadays, people live in a landscape where text messages, photos, audio

and video files are transmitted from one cellphone to another in seconds, latest

mobiles and iPhone allow us to connect to the internet through wireless network.

There is a belief that new technologies have the potential to support curriculum

(Vrasidas & McIssac, 2000). The new technologies are reshaping the curriculum

delivery and management processes in different Universities (Mlitwa, 2006). With

that, E-learning have been implemented in some schools worldwide.

Electronic Learning (E-learning) is a learning system based on formalized

teaching but with the help of electronic resources. While teaching can be based

in or out of the classrooms, the use of computers and the Internet forms the

major component of E-learning. It involves the use of digital tools for teaching

and learning. Furthermore, it makes use of technological tools to enable learners

study anytime and anywhere. E-learning also provide quick delivery of lessons.

As compared to traditional classroom teaching method, this mode has relatively

quick delivery cycles. Moreover, this indicates that the time required to learn is

reduced to 25%-60% of what is required in traditional learning.

Through e-learning, according to Raba (2005), objectives can be

accomplished in the shortest time with least amount of effort. Both learners and
2
instructors can be able to accomplish and keep up with development as they

obtain experience that is provided by numerous specialists in the various fields of

knowledge. The impacts of e-learning on educational ethics according to Khan

(2005) are ensured. This is because the environments for e-learning are tolerant,

so they are a good way of offering equal access to the information world

irrespective of the locations of the users, their ages as well as ethnic origins, and

races (Khan, 2005).

The environment for e-learning also aids learners or students to depend

on themselves for the reason that instructors are no longer the solitary

knowledge source. They instead become advisors and guides (Alsalem, 2004). E-

learning also aids in the preparation of the society to globally communicate and

to dialogue with others (Zeitoun, 2008). However according to Algahtani (2011),

the likely benefits of e-learning are greater than the benefits of traditional

learning if e-learning is used and applied in proper ways.

According to Zhang et al (2006) stresses that e-learning permits the

exploration of much flexible learning ways with much reduced need for travel to

go to classes. This according to Brown et al (2008) and Judahil et al (2007)

offers teachers with several ways of interacting with learners and to give them

instantaneous feedback. However, according to Judahil et al (2007), it is

essential for those who embrace the advanced technology during the process of

teaching and learning has a variety of skills in Information and Communication

Technology (ICT). Other studies (Singh, 2001; Hemsley, 2002; and Sadler-Smith

3
2000) also give the advantages or benefits of e-learning to students. For

instance, according to Singh (2001), e-Learning systems enable improved

communication between and among students and between students and faculty

or instructors. Hemsley (2002) have stated the opinion that full time and part

time students can participate easily accessible resource for learning and

experience (Hemsley, 2002). Sadler-Smith (2000) and Brown et al (2001) note

that, the adoption and implementation of e- Learning provides disabled people

the chance to further their education from any location.

Within the current situation of covid-19 pandemic, e- learning more given

importance than before. This technology will help to prevent the spread of

coronavirus while students continuous their education.

In Pangasinan there are public and private secondary schools which

employs e-learning system. One of the secondary schools in Pangasinan is the

Pangalangan National High School in San Carlos City, with a student population

of 1,129. Because of the pandemic, Pangalangan National High School has

adopted e-learning program.

Despite of several studies conducted in the deployment of e-learning,

there are no known studies conducted in the province. As such this study aims to

identify the extent of integration of e-learning in Pangalangan National High

School.

4
Statement of the Problem

The research aims to assess the extent of integration of e-learning

classrooms in Pangalangan National High School.

Specifically, the study seeks to answer the following sub problems.

1. What is the profile of the teacher in terms of:

a. Age

b. Sex

c. Subject handled

2. What is the profile of the school:

a. Number of computers

b. Number of projectors

c. Availability of Internet Connection

d. Availability of Learning Management System (LMS)

3. What is the extent of integration of e-learning in secondary schools in

terms of:

a. Curriculum – paki indent gayahin mo ung sa SOP 1 and 2

b. Teaching

c. Facilities

5
Scope and Delimitations

This scope of the study will mainly focus on the extent of integration of e-

learning classrooms in Pangalangan National High School. It is limited on

selected teachers of Pangalangan National High School. This study will be

conducted at San Carlos City, Pangasinan.

Significance of the Study

The study is focused on extent of integration of e-learning in Pangalangan

National High School.

Students - The study will help the students to learn conveniently while

saving money and time. Also, students don’t have to travel somewhere to build

new skills and gain new knowledge.

Teachers- The study will help the teachers to develop their teaching

styles with the use of modern technology. It also gives them the ability to receive

constant feedback from their students whether they understand the material or

not.

Environment- E-learning promotes a carbon-free environment by being

paperless. Paper manufacturing is the third largest fossil fuel industry which has

direct consequences for mother nature. D. future Researchers- This study will

6
serve as their reference if they are interested about experimenting that will help

their community. This research will also serve as motivation to do more research

and also inspire the other research.

Definition of Terms

To shed light in this study, these are the terms used. They are defined

conceptually and according to how they are used in this study.

E-Learning-refers to the use of information and communication

technologies to enable the access to online learning/teaching resources. In this

study, it will be use as a tool to introduce new teaching and learning system.

Computers- is an electronic device that manipulates information or data,

it has the ability to store, retrieve and process data. In this study, it served as

independent variable as one of the profile of the school in integrating e-learning.

Projectors – An object that is used to project rays of light, especially an

apparatus with a system of lenses for projecting slides or film onto a screen. In

this study, it served as independent variable as one of the profile of the school in

integrating e-learning.

Internet Connection- is the ability of individuals and organizations to

connect to the internet using computer terminals, computers, and other devices;

and to access services such as email and World Wide Web. In this study, it

served as independent variable as one of the profiles of the schools in integrating

e-learning.

7
 Learning Management System (LMS)- is a software application for

the administration, documentation, tracking, reporting, delivery of educational

courses, training programs or learning and development programs.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter represents the related literature of this study. It includes

some issues and topics concerning the study in order to help the researchers

determine, distinguish and be inform on the background definition and studies

conducted that give insights about the topics of the study.

Related Literature

Foreign

According to Tamm, (2019) some educational scientists have identified

types of e-learning according to learning tools, while others have chosen to focus

on different metrics such as synchronicity and learning content. There are

different types of e-learning: Computer Managed Learning (CML), Computer

Assisted Instruction (CAI), Synchronous Online Learning, Asynchronous Online

Learning, Fixed E-learning, Adaptive E-learning, Linear E-learning, Interactive

Online learning, Individual Online Learning and Collaborative Online Learning.

Computer Managed Learning (CML) also known as Computer Managed

Instruction (CMI), computers are used to managed and assess learning

processes. Computer Managed systems operate through information databases.

8
These databases contain bits of information which the student has to learn,

together with a number of ranking parameters which enables the system to be

individualized according to the preferences of each student. As a result of two-

way communication between the student and the computer, determination can

be made as to whether the student achieved their learning goals on a

satisfactory level. If not, then processes can be repeated until the student has

achieved their desired learning goals.

Computer Assisted Instruction (CAI), also sometimes referred to as

computer-assisted learning (CAL), is another type of e-learning which uses

computers together with traditional teaching. This could mean interactive

software for the students or the kind of training software used by Patrick Suppes

of Stanford University in 1966. Computer-assisted training methods use a

combination of multimedia such as text, graphics, sound, and video in order to

enhance learning. The primary value of CAI is interactivity – it allows students to

become active learners instead of passive learners, by utilizing various methods

such as quizzes and other computer-assisted teaching and testing mechanisms.

Most schools nowadays, both online and traditional, use different variations of

computer-assisted learning to facilitate the development of skills and knowledge

in their students.

Synchronous online learning enables groups of students to participate in a

learning activity together at the same time, from any place in the world. Real-

time synchronous online learning often involves online chats and

9
videoconferencing, as these tools allow training participants and instructors to

ask and answer questions instantly while being able to communicate with the

other participants.

In the case of asynchronous online learning, groups of students’ studies

independently at different times and locations from each other, without real-time

communication taking place. Asynchronous e-learning methods are often

considered to be more student-centered than their synchronous counterparts, as

they give students more flexibility.

Fixed e-learning is a fancy name for something you are likely already

familiar with. “Fixed” in this context means that the content used during the

learning process does not change from its original state and all the participating

students receive the same information as all the others. The materials are

predetermined by the

Adaptive e-learning is a new and innovative type of e-learning, which

makes it possible to adapt and redesign learning materials for each individual

learner. Taking a number of parameters such as student performance, goals,

abilities, skills, and characteristics into consideration, adaptive e-learning tools

allow education to become more individualized and student-centered than ever

before.

We are now at a point in time where laboratory-based adaptive

instructional techniques can be used for mathematical sequencing of student

data. When done correctly, this could mean a new era for educational science.

10
While this type of e-learning can be more difficult to plan and accomplish than

traditional teaching methods, it’s potential value and effectiveness is often

understated.

When referring to human-computer interaction, linear communication

means that information passes from sender to receiver, without exception. In the

case of e-learning, this becomes a very limiting factor, as it does not allow two-

way communication between teachers and students. This type of e-learning does

have its place in education, although it’s becoming less relevant with time.

Sending training materials to students through television and radio programs are

classic examples of linear e-learning.

Interactive e-learning allows senders to become receivers and vice versa,

effectively enabling a two-way communication channel between the parties

involved. From the messages sent and received, the teachers and students can

make changes to their teaching and learning methods. For this reason,

interactive e-learning is considerably more popular than linear, as it allows

teachers and students to communicate more freely with each other.

Individual learning in this context refers to the number of students

participating in achieving the learning goals, rather than the student-

centeredness of the material. This type of learning has been the norm in

traditional classrooms for thousands of years. When practicing individual

learning, the students study the learning materials on their own (individually),

and they are expected to meet their learning goals on their own.

11
 This type of learning is not ideal for developing communicational skills and

teamwork abilities in students, as it largely focuses on students learning

independently, without communication with other students. Therefore, a more

modern approach is necessary to supplant the communicational of skills and

abilities.

Collaborative e-learning is a modern type of learning method, through

which multiple students learn and achieve their learning objectives together as a

group. Students have to work together and practice teamwork in order to

achieve their common learning objectives.

This is done through the formation of effective groups, where each

individual student has to take into account the strengths and weaknesses of each

other student. This boosts the communicational skills teamworking abilities of the

students. Collaborative e-learning expands on the idea that knowledge is best

developed inside a group of individuals where they can interact and learn from

each other.

While this type of learning is more often used in traditional classrooms

than in online courses, it’s still a valid type of e-learning which can be highly

effective if done correctly.

According to Suresh Babu in his Benefits of E-learning, the adaption of E-

learning in education, several studies and authors have provided benefits and

advantages derived from e-learning technologies into Higher educational

institutions and is considered among the best methods of education.

12
 The most evident advantage of E-learning is that, it allows flexibility and

open learning for the students hence, giving them the time to attend to other

things such as working and so forth. In addition, the increased demand for off-

campus or distance learning is likely to create a larger geographical market

especially for small institution through online education systems.

Implementation the E-learning system in Universities, the Indian IT

market is expected to grow by more than 10percent while online education

market is expected to increase at a compound growth rate of around 32 percent.

The e-learning programs are easier to monitor than traditional class-based

courses. In addition, e-learners are given the opportunity to interact with faculty

members, instructors and other peers via electronic mail.

E- learning is also cheaper for the students as it saves both time and

money thus making higher education more available than before. It provides

more instructor-student and student-student interaction than the traditional

systems. Slow learners are particularly advantages by online programs since they

get to spend as much time as they wish reading and participating online than

they would in class-based program. It also offers many advantages in terms of

student’s flexibility and larger online market for the institutions.

E-learning an institutional strategy for imparting needed knowledge, skills

and attitudes in organizations, is here to stay. Its viability, effectiveness and

potential to return tangible benefits to organizations depend largely on how it is

designed, delivered, and evaluated.

13
 In fact, Aseniero (2013) and her group made a study to create E-learning

software that can be great help to IT or CS students as well as to those people

who are interested in programming by using their mobile phones, specifically,

Android phones.

 For Ruiz, J. (2006), e-learning is the use of Internet technologies to

enhance knowledge and performance. E-learning technologies offer learners

control over content, learning sequence, pace of learning, time, and often media,

allowing them to tailor their experience to meet their personal learning

objectives.

According to Abubakar and Hassan (2013), e learning has become an

integral part of the 21st century education and training which is adopted by

different institutions. In their paper, they discussed the concept of e-learning and

curriculum development.

Online learning is commonly defined in contradistinction to F2F learning

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

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

opportunities for out-of-class learning independent of time, place and pace

(Bernard et al., 2014; Chigeza and Halbert, 2014; Northey et al., 2015; Israel,

2015; Potter, 2015). Typically, the online learning setting is launched through so-

called learning management systems (LMS) or virtual learning environments

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

Local

14
 According to Jo Ann D. Doculan, in his “E-learning Readiness Assessment

tool for Philippines Higher Education Institution” the evolution of technology

addresses the gaps in teaching and learning. E-learning is the use of technology

to enhance teaching and learning activities. The main purpose of e-learning is to

increase accessibility of education and reducing costs. It also increases

productivity while enhancing independent learning. This approach of learning

facilitates students at different continents to attend the same classes almost at

the same time. It also creates economic benefits and make lifelong learning

opportunity for all. In 2012, the Commission on Higher Education (CHED) thru its

CHED Memorandum Order No. 46, ordered the promotion and adaptation of

learner-centered learning.

According to Valentina Arkorful & Nelly Abaidoo in their “The Role of E-

Learning, the Advantages and Disadvantages of its Adoption in Higher Education”

the Internet has become one of the vital ways to make available resources for

research and learning for both teachers and students to share and acquire

information (Richard and Haya 2009). The European Commission (2001)

describes, e-Learning as the use of new multimedia technologies and the

Internet to increase learning quality by easing access to facilities and services as

well as distant exchanges and collaboration. E-learning refers to the use of

information and communication technologies to enable the access to online

learning/teaching resources. This definition is further narrowed by some

researchers as any learning that is internet-enabled or web-based (LaRose et al,

15
1998; Keller and Cernerud, 2002). According to Maltz et al (2005), the term ‘e-

learning’ is applied in different perspectives, including distributed learning,

online-distance learning, as well as hybrid learning.

E-learning, according to OECD (2005) is defined as the use of information

and communication technologies in diverse processes of education to support

and enhance learning in institutions of higher education and includes the usage

of information and communication technology as a complement to traditional

classrooms, online learning or mixing the two modes. Also, according to Wentling

et al (2000) the term e-learning refers to the attainment and use of knowledge

that are predominantly facilitated and distributed by electronic means. In their

literature review on definitions for e-learning, Liu and Wang (2009) found that

the features of e- learning process are chiefly centered on the internet; global

sharing and learning resources; information broadcasts and knowledge flow by

way of network courses, and lastly flexibility of learning as computer-generated

environment for learning is created to overcome issues of distance and time (Liu

and Wang, 2009).

Other researchers also defined e-learning as a revolutionary approach

(Jennex, 2005; Twigg, 2002) to enable a workforce with the knowledge and skills

needed to turn change into benefit (Jennex, 2005). Welsh et al. (2003) also

referred to the term as the use of computer network technology, principally

through the internet, to provide information and instruction to individuals.

16
 Liaw and Huang (2003) defined e-learning based on the summaries of its

characteristics. According to Tao et al (2006), this new environment for learning

that is centered on electronic networks has allowed learners in universities to

receive individualized support and also to have learning schedules that is more

suitable to them as well as separate from other learners. Kartha (2006) in

support of this thought reported that the number of courses online has vividly

increased as a result of the attained benefits for both learners and universities.

Algahtani (2011) in his evaluation of the effectiveness of the e-learning

experience in Saudi Arabia categorized the definitions of e-learning from three

different perspectives: the distance learning perspective (Perraton, 2002; Alarifi,

2003; Holmes and Gardner, 2006), the technological perspective (Wentling et al.

2000; Nichols, 2003) and also from the perspective of e-learning as pedagogy

(Khan, 2005; Schank, 2000).

According to Melecio Salgado Valero, in the Philippines, the term e-

learning is used synonymously with online leaning and concerns the online

delivery of instructional content as well as associated support services to

students. This study is primarily based on experience at the University of the

Philippines Open University (UPOU). It showcases the development of e-learning

in the country from just a supplement within once-a-month face-to-face 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

17
assessments, sharing learning resources and content, and students’ submissions

of course requirements.

Technological trends these days shift the economy of the countries

including the behavior pf the universities. The need to acquire and to provide

students’ knowledge and skills beyond geographic borders drives higher

education institutions to an astute stat of cogitation.

Related Studies

Foreign Studies

According to MM Daniels et al 2019, in his study “Students’ Perception on

E-Learning: a basis for the development of E-Learning Framework in Higher

Education Institutions”, as learning styles evolve along with modernizing society,

educational technology also expands. A current trend in education brought about

by technological advances is the e-learning system where teachers and students

can discuss lessons online and exchange learning resources. In this millennial

age where 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. Abbad et al. defines e-learning to

mean any learning that in enables electronically. It was also described by Jethro

18
et al. as 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 provide immediate result on student performance which

makes it easier for students to track their progress. Parents could also be invited

into the online platform to see their child’s performance.

The study “The Effectiveness of E learning: An Explorative and Integrative

review of the Definitions, Methodologies and Factors that promote E-Learning

Effectiveness” show that several systematic reviews and meta-studies on the

effectiveness of e-Learning are considered within the context of health care or

language learning

Motivation to learn and engage with the e-Learning solution is key to

effectiveness, especially when effectiveness is defined as the time spent using

the product: ‘Results suggest the importance of motivation to learn and workload

in determining aggregate time spent in e-learning courses’ (Brown, 2005: 465).

It is concluded that even for adult learners, social interaction with instructors and

collaborative interaction with peer students are important in enhancing learning

and active participation in online discussion’ (Jung et al, 2002: 153). Therefore,

as in traditional learning, motivation is not only based on individual factors. For

the e-Learning solution and process, the key factors are ‘interaction’ and

‘practice’. Though e-Learning is often considered to be equally or more effective

19
than face-to-face learning, interaction is generally considered to be critical to the

effectiveness of e-Learning, as illustrated in the following papers: ‘Students

valued interaction with instructor as an important factor in online learning. New

students had a better success rate in instructor-led online courses than in

independent-study online courses. Results indicate teachers attributed improved

student learning to technology use; online communication with peers and

experts reduced teacher isolation, enhanced professional practice and gave

access to perspectives and experiences otherwise unavailable; but the additional

workload discouraged several teachers’ (Hawkes and Good 2000). The learner is

given the opportunity or is required to practice the educational material

presented via the e-Learning solution in case studies, simulations or actual work

situations.

According to a study “E-Learning and Students’ Motivation: A Research

Study on the Effect of E-Learning on Higher Education”, web-based learning is

used nowadays as another option to face to face education. As a matter of fact,

its use in-creases in a direct proportion with the increase of the number of

students. This has made educators exert a lot of effort to help the learners to get

interactive content that is full of multimedia as it has been proven that it has a

significant effect on the process of learning. E-learning has been introduced as a

tool in the learning process in the majority of the international universities

worldwide. The term “e-learning” is defined by as “any learning that involves

using internet or intranet.” According to “e” in e-learning should not stand for

20
electronic; it should be an abbreviation for “evolving, enhanced, everywhere,

every time and every-body.” In fact, the quotation of shows most of the

advantages of e-learning for learners and instructors. Although the e-learning

term and tools do exist for over a decade, the educational research field has not

given enough attention to the study of student motivation under the effect of e-

learning. E-learning has grown in significance as an educational tool just like

technology has developed and progressed over the years. The 21st century has

seen rapid progress with such things as the Internet and online learning. The

increased use of e-learning among educational institutions has led to a change in

higher education. According to findings, there has been a rise of about 12-14

percent annually in enrolment for online learning over a five-year period: 2004-

2009 after secondary education. E-learning has transformed the educational

sector by enabling students to share information and data in a relatively easy

way.

According to Ngampornchai & Adams, 2016, in Thailand, like many

developing countries, e-learning and Information Communication Technology

(ICT) have become an important part of a national effort to improve public

education. On one hand, Thai educators hope that e-learning will provide a

pathway to education for students who are unable to access higher education:

on the other, it is a necessary enhancement for the country to become more

competitive among ASEAN neighbors (Khaopa,2012; Saowapon,

Laohajaratsaeng, Thammajinda, & Singharajwarapan,2001).

21
Local studies

According to Reynato Arimbuyutan, Seoksoo Kim, Jae-gu Song and

Wooyoung So, (2007), Filipino culture places a high value on education. For the

majority of the Filipinos, the only best thing for a child to acquire and secure a

better future is through education. 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.

In the study “E-learning Technology Adoption in the Philippines: An

investigation of Factors Affecting Filipino College Students’ Acceptability of

Learning Management Systems”, when combined, education and technology can

build dynamic teaching and learning experiences that are tailored to developing

and transforming the educators and learners needed to power the digital

economy. For some reasons, however, there is still a big chunk of people

especially students who aren’t ready yet to embrace the technological change in

the field of education. This study aims to determine the factors affecting

students’ e learning technology acceptance particularly on Learning Management

Systems (LMS) in the Filipino context. A conceptual model was proposed based

on the Technology Acceptance Model (TAM) which was extended through the

inclusion of Internet Connectivity Experience (ICE), Social Media Influence (SMI),

Integrated Multimedia Instruction (IMI), System Interactivity (SI) and Perceived

Quality Work of Life (PQWL) as additional predictor values. The constructs were

determined according to the three-tier use model (3TUM) which was

22
characterized to explore users’ attitudes towards IT at three levels. The target

population in this research was Filipino students from colleges that are

considered as promoters of eLearning integration in the educational sphere in

the Philippines. The collected data from 629 Filipino college students were

analyzed using structural equation modeling (SEM) technique based on AMOS

methods. Finally, a path model was created to examine the relationships

between the factors to explain students’ adoption of e-learning technology from

the information systems acceptance point of view. As a result, it provided

practical and technical implications applicable for local and global school

environments that could help educational leaders, educational technologists,

educators and learners in their development, implementation, and acceptance of

e-learning technology like LMS.

Synthesis of the Study

The researchers came up with the idea that this research will help the

schools and teachers to expand their knowledge about e-learning and on how

they will connect to their students using this modern way of teaching.

The above collection of both Related Literature and Studies provides

information to the proponents that their proposed study has similarities with

each other which is widely useable for understanding the cause of global

warming and the possible solutions on this phenomenon.

Theoretical Framework

23
 According to Abubakar and Hassan (2013), e learning has become an

integral part of the 21st century education and training which is adopted by

different institutions. According to Suresh Babu in his Benefits of E-learning, the

adaption of E-learning in education, several studies and authors have provided

benefits and advantages derived from e-learning technologies into Higher

educational institutions and is considered among the best methods of education.

According to Jo Ann D. Doculan, in his “E-learning Readiness Assessment tool for

Philippines Higher Education Institution” the evolution of technology addresses

the gaps in teaching and learning. E-learning is the use of technology to enhance

teaching and learning activities.

Conceptual Framework

The developed framework includes input, and Output when designing

application for students.

From the above study, we developed a conceptual framework as shown in

figure 1.

Figure 1

Paradigm of the study

Independent variable Dependent variables

Respondent in term of: What is the extent of

integration of e-learning in
a. Age
b. Sex secondary schools in terms
24
c. Subject handled of:
a. Curriculum
Profile of the school in terms
 Chapter 3

METHODOLOGY

As it is indicated in the title, this chapter includes the research method

and techniques used in this study, instrument of the study, and the data

processing and statistical treatment.

Research Design

The descriptive research design was use by the researchers in this study.

According to McCombes (2020), descriptive research design aims to accurately

25
and systematically describe the population, situation or phenomenon. It can

answer what, when, where, and how questions, the data processing statistical

data. A descriptive research design can use a wide variety of research methods

to investigate one or more variables. The main focus of this study is to assess

the extent of integration of e-learning classroom in secondary school in SEPNAS.

Subject of the Study

Pakilagyan ng discussion

Data Gathering Instruments

A mainly well-structured and developed questionnaire was used by the

researchers. The questionnaire consists of four parts. The first part of the

questionnaire is the profile of the respondents in terms of Personal level

including age, sex and subject handled, while the second part of documents

dealt with the profile of school. Nawawala ang second and third part The last

part of documents dealt with the extent of integration of e-learning in

Pangalangan National High School.

Data Gathering Procedures

The researchers constructed a questionnaire which includes the

demographic profile of the respondents and statements that will be able to

assess the contribution of HEI students in preventing the global warming. In the

questionnaire, Likert Scale was used to determine if the respondents are (SA),

strongly agree (A), agree (N), Neutral (D), disagree (SD), strongly disagree. The

26
researchers will request permission from the respondents, research instructor,

and Campus Executive Director with regards on the following questionnaires.

Statistical Treatment Data

The statistical tool utilized in the analysis and interpretation of data of the

demographic profile of the respondents` frequency:

F
Formula: P= x100%
N

where: P = percentage

F = frequent distribution

N = total number of the respondents

The statistical treatment of data was used to assess the contribution of

Higher Education Institution in preventing the global warming, is the Arithmetic

Weighted Mean formula as shown below.

∑ fx
AWM=
N

where: AWM = Average Weighted Mean (AWM)

f = frequency of score

x = relative value/scale

N = number of respondents

27
 The assessment on the contribution of the respondents were describe

using the 5 Likert’s Scale.

Rating Scale Mean Scale Descriptive Rating

5 4.21- 5.00 Strongly Agree

4 3.41- 4.20 Agree

3 2.61- 3.40 Neutral

2 1.81- 2.60 Disagree

1 1.00-1.80 Disagree Strongly

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

28
 This part of research reports include data gathered which were analyze

and interpreted of the basis of the problem raised.

Profile of the Respondents

The profile of respondents is given upon in terms of age, sex and subject

handled was described using frequency counts with corresponding percentage.

In determining the profile of the school in terms of number of computers,

number of projectors, availability of internet and availability of LMS (Learning

management Software) was described using frequency counts with

corresponding percentage. In assessing the extent of integration of e-learning

classrooms of Pangalangan National High School, the following terms are given

such as teaching, curriculum and facilities weighted mean was utilized.

It can be gleaned in the table below that in terms of age there are 8 or

26.67% of respondents belong to the age bracket of 48-57 year’s old. This

implies that _____________________________________________(ano ang

reason bakit 48 to 57 and pinakamarami) This findings is consonance with the

study conducted by Thomas (2021) which claims that public teachers finish their

degree at old age and require professional education and continuing their

masters and doctorate degree. Further 7 or 23.33 of the respondents belongs to

the age range of 38-47 years old, parallel with the study of Santos (2019) which

claims that most of the respondents are permanent on their job as a teacher and

continuing their professional careers.

29
 Table 1

Profile of the Respondents

n=30
Variables Categories Frequency Percentage (%)

Age 18-27 years old 6 20.00

28-37 years old 3 10.00
38-47 years old 7 23.33
48-57 years old 8 26.67

58 years old and

6 20.00
above
Sex Male 8 26.67
Female 22 73.33
Subjects Math 8 26.66
Handled Science 5 16.67
  English 7 23.33
Filipino 6 20.00
Social Science 4 13.33
MAPEH 3 10.00

In terms of sex, majority are (lagi mong lagyan ng word na majority)

female respondents got a frequency count of 22 or 73.33%. This implies

___________________________(bakit maraming babae) is consonance with

the study of Tani (2019) which claims that female teachers are dominant in

schools because they were more nurturing than men and were seen as the ideal

candidate to fill the need.

It can be noticed that in terms of subject handled, there are 8 or 26.66%

of the respondents teaching math. This implies _____________________ (bakit

30
yan ang findings) This is in parallel with the study of Clark (2017) which claims

that mathematics is in demand subject and it provides opportunities in

developing important and intellectual skills in solving problem. While there are 3

or 10.00% of the respondents teaching Music, Arts, Physical education and

Health, similar with the study of which claims that there are problems in the said

subject, MAPEH teachers need to be trained and requires a great number of skills

and proficiencies.

Table 2

Profile of the Schools

n=30
Variables Categories Frequency Percentage

Number of 0-15 0 0.00

Computers
16-30 2 6.67
31-45 0 0.00
46 and above 28 93.33
Number of 0-2 Projectors 20 66.67
Projectors 3-5 projectors 10 33.33
6-8 projectors 0 0.00
9 projectors and
0 0.00
above
Availability of Available 30 100.00
Internet
Not Available 0 0.00
Availability of Available 30 100.00
LMS
  Not Available 0 0.00
Legend: 1-Strongly Disagree; 2 - Disagree; 3 - Neutral; 4 - Agree; 5 - Strongly Agree

Table 2 show the profile of the school in terms of number of computers, 28 or

93.33% of respondents believe that having many computers in their schools is a big

31
help. This implies _____________________ (bakit yan ang findings). This is in

parallel with the study of Williamson, (2018) which claims that computers contribute

infinite resources of learning and made education more flexible and easy to access.

It can be gleaned that in terms of number of projectors, 20 or 66.67% of the

respondents are using projectors in their school, consonance with the study of Dotcom,

(2020), This implies _____________________ (bakit yan ang findings). This is in

parallel with the study of _____which claims that using projectors can improve the

teaching and learning process more prolonged and interactive.

It can be noticed that in terms of availability of internet, all of the

respondents are using internet in their schools. This implies

_____________________ (bakit yan ang findings). This is same with the study

of Enfres, (2017) that having internet in schools can improve the quality of

education in many ways. It opens doorways to a wealth of information,

knowledge and educational resources and increasing opportunities for learning.

In terms of availability of Learning Management System (LMS), majority of

respondents are Agree that Learning Management System This implies that this

is a big help for teachers. This is in consonance with the study of, which claims

that LMS frees teacher from much of misery of paper works, expands what

teachers can do and also talk to students looking at the same data.

32
 Table 3

Extent of Integration of E-Learning

n=30
Curriculum

Indicators SD D N A SA WM DE

a. Do you think e-
0 0 1 24 5 4.13
learning can be an
A
effective way in learning
0.00 0.00 3.33 80.00 16.67
the various subjects?
b. Do you think e-
0 0 2 25 3 4.03
learning can be for
A
efficient in learning the
0.00 0.00 6.67 83.33 10.00
various subjects?
c. Students can cope up 0 0 12 17 1 3.63
in learning through the e- A
learning method. 0.00 0.00 40.00 56.67 3.33
d. Leaners will
0 0 13 14 3 3.67
immediately attain
A
different learning
0.00 0.00 43.33 46.67 10.00
objectives.
e. E learning ensures
students development 0 0 4 22 4 4.00
A
and advancement
through various lessons. 0.00 0.00 13.33 73.33 13.33
Mean 3.89
Legend: 1-Strongly Disagree; 2 - Disagree; 3 - Neutral; 4 - Agree; 5 - Strongly Agree

33
 The table 3 shows that in terms of Curriculum, indicator B got a total

weighted mean of 4.13% and a descriptive rating of Agree which means that

teachers believe that this time of pandemic e-learning can be an effective way in

learning the various subjects and gives a better option for students (Soni, 2015).

While indicator C got a least weighted mean of 3.63% with a descriptive rating of

Agree. It implies that not all students can cope up with e-learning method

because of financial problem and connectivity issues (Castelo, 2020).

Table 4

Extent of Integration of E-Learning

n=30
Teaching

Indicators SD D N A SA WM DE
a. Do you think teachers
can be able and willing to 0 0 0 22 8 4.27
teach using the e-learning A
73.3
method? 0.00 0.00 0.00 26.67
3
b. E-learning can be an 0 0 1 24 5 4.13
easier and convenient way A
of teaching. 80.0
0.00 0.00 3.33 16.67
0
c. Students can learn the
0 0 5 21 4 3.97
same from the traditional
A
way of teaching and e- 70.0
0.00 0.00 16.67 13.33
learning. 0
d. Teacher should motivate
0 0 2 23 5 4.10
students to participate on E
A
learning 76.6
0.00 0.00 6.67 16.67
7
e. Teacher must create and
0 0 1 27 2 4.03
maintain strong presence
A
when teaching online. 90.0
0.00 0.00 3.33 6.67
0
Mean 4.10
Legend: 1-Strongly Disagree; 2 - Disagree; 3 - Neutral; 4 - Agree; 5 - Strongly Agree

34
 Table 4 shows that in terms of teaching, indicator E got a total weighted

mean of 90.00% with a descriptive rating of Agree, which means teachers know

that they need to create strong presence when teaching online, it contribute

students sense of learning and respect to their teacher (Perciso, et al, 2010).

Further, indicator C got a least weighted mean of 3.97 and a descriptive rating of

Agree. This shows that there is a difference in traditional way of teaching and e-

learning. People always think that interacting trainer face to face is the best way

to learn (De, 2018).

Table 5

Extent of Integration of E-Learning

n=30
Facilities

Indicators SD D N A SA WM DE
a. The school have
0 1 6 18 5 3.90
enough equipment to
A
support e-learning
0.00 3.33 20.00 60.00 16.67
method.
b. Do you think
0 7 7 13 3 3.40
students can provide
N
the equipment needed
0.00 23.33 23.33 43.33 10.00
in e-learning.
c. Teachers should 0 0 18 8 4 3.53
have enough training
A
on using modern 0.00 0.00 60.00 26.67 13.33
gadgets in teaching
d. School should
0 2 11 13 4 3.63
provide gadgets for
A
those students who
0.00 6.67 36.67 43.33 13.33
can’t afford buying it
e. School should have
qualified staff, 0 0 9 16 5 3.87
resources and access A
to educational 0.00 0.00 30.00 53.33 16.67
materials

35
 Mean 3.67
Grand Mean 3.89
Legend: 1-Strongly Disagree; 2 - Disagree; 3 - Neutral; 4 - Agree; 5 - Strongly Agree

Table 5 shows that indicator A got a total weighted mean of 3.90% which

corresponds to the descriptive rating of Agree, which means that respondents

believe that their school have enough equipment to support e-learning method.

In order to boost online learners on their learning (Zambito, 2018), while

indicator B with the lowest weighted mean of 3.40% and a descriptive rating of

neutral, means not all students can provide the equipment needed in their e-

learning.

36
 Chapter 5

Findings, Conclusions, and Recommendation

This contains the research summary, conclusions and recommendations of

the whole study. The findings of the without so much detailed is written on the

summary. Generalization and other interference would be seen in the conclusions

while recommendation of researchers to the beneficiaries of this study can also

be seen in this chapter. Generaly this chapter aims to cover up end result of the

study.

Summary

This study sought to assessed the integration of e-learning classrooms in

Pangalangan National High in San Carlos City, Pangasinan. Specifically, it sought

to answered the profile of the respondents in terms of age, sex, civil status,

program, year level and school attended. Also the extent of integration of e-

learning classrooms in terms of curriculum, teaching and facilities. Moreover, the

significant relationship between the profile of the school, profile of the teachers

37
and the extent of integration of E-learning classrooms in Pangalangan National

High School

Descriptive research design was used by the researchers in this study. A

well-mainly questionnaire was constructed by the researchers which includes the

profile of the respondents and statements that will be able to assess the extent

of integration of e-learning classrooms in Pangalangan National High School.

Variables in the literature are used to determine some issues concerning the

study.

Salient Findings – ayusin mo ito, paki align sa Statement of the

Problem

Based on the result of the study, the following are the findings

1. Majority of the respondents are within the age bracket of 48-57 years

old, 22 of them are female and 8 are male respondents. Most of the

respondents are single, 30 of them are from BS Business

Administration. most of the respondents are teaching math.

2. There is a significant relationship between the profile of the

respondents in terms of program, year level, and school, and the

contribution of the higher education institution students in preventing

the global warming in terms of tree planting, proper waste disposal

and conserve electricity as indicated by the probability value < 0.05. –

wala kang SOP( Statement of the problem na ganito

38
Conclusions

Based on the findings presented, the following conclusions are drawn:

1. Majority of the respondents are female single. Curriculum, teaching and

facilities is worthy to be taken into account in assessing the extent of integration

of e-learning classrooms in Pangalangan National High School.

2. The study unveils that educational technology such as computers, projectors,

availability of internet connection and Learning Management System (LMS) are

very useful to improve the teaching and learning process of teacher and

students.

39
3. The researchers have found out that the majority of the respondents know the

extent of e-learning classrooms and they are willing to use this method.

Teaching, curriculum and facilities are capable to assessed the extent of

integration of e-learning.

Recommendations

Base on the findings and conclusions, the following are recommended:

1. The researchers recommends that the future researcher should include other

variables such as civil status, religion and years of employment.

2. It is recommended that to improve the teaching and to enhance the skills and

capabilities of teachers in using educational technologies, schools must have

trainings and availability of this technologies.

40
3. It is recommended that DEped must allocate funds for every public schools to

improve their technological equipment for education.

4. It is also recommended that some study should also be conducted in different

locations.

Bibliogaphy

Johan, Rita & Harlan, Johan. EDUCATION NOWADAYS

Retrieve from: https://www.researchgate.net/publication/274704027_

Arkorful, Valentina (2014). The role of e-learning, the advantages and

disadvantages of its adoption in Higher Education.

Retrieve from: https://www.ijern.com/journal/2014/

Babu, Suresh & Sridevi K. Importance of E-Learning in Higher Education

Retrieve from: https://www.academia.edu/36868903/

41
Doculan, Jo Ann. E-Learning Readiness Assessment Tool for Philippine

Higher Education Institutions

Retrieve from: https://www.researchgate.net/publication/304991636_

Daniels MM., Sarte, Emily & DeLa Cruz J. Students’ perception on e-

learning: a basis for the development of e-learning framework in

higher education institutions

Retrieve from: https://www.researchgate.net/publication/331666761_

Noesgaard & Rikke Omgreen. The effectiveness of e-learning: An

explorative and integrative review of the definitions, methodologies

and factors that promote e-Learning effectiveness

Retrieve from: https://www.researchgate.net/publication/281676355_

Samir A. Taj-eddin Islam. E-Learning and Students' Motivation: A

Research Study on the Effect of E-Learning on Higher Education

Retrieve from: https://www.researchgate.net/publication/264417866_

Ngamporchai, Anchalee & Adams, Jonathan. Students’ acceptance and

readiness for E-learning in Northeastern Thailand

Retrieve from: https://educationaltechnologyjournal.springeropen.com/ /

Garcia, Manuel B. E-Learning Technology Adoption in the Philippines: An

Investigation of Factors Affecting Filipino College Students' Acceptance

of Learning Management Systems

Retrieve from: https://www.researchgate.net/publication/323576195_

McCombes, Shona (2020). Descriptive research

42
https://www.scribbr.com/methodology/descriptive-research/

APPENDIX A
LETTER TO THE SCHOOL HEAD

43
 APPENDIX B
QUESTIONNAIRE

QUESTIONNAIRE
Name: ______________
1. Demographic Profile
Direction: Please put a check a mark (/) on the space provided that corresponds
to your answer.
Age:
21-23
24-26
27-29
30-32
32 and above
Gender:
Male
Female
Subject Handled:
Math
Science
English
Filipino
Social Science
Music, Arts, Physical Education and Health (MAPEH)
2. Profile of the School
Direction: Please put a check a mark (/) on the space provided that corresponds
to your answer.
Number of computers:
None
1-10
11-20
31 and above
Number of projectors:

44
 None
1-3
4-5
6 and above
Availability of internet connection:
Available
Not Available
Availability of Learning Management System (LMS):
Learning Management System is a software application for the
administration, documentation, tracking, reporting, automation and delivery of
educational courses, training programs and development programs. The learning
management system concept emerged directly from e-Learning.
Available
Not Available
3. Direction. Listed below are the specific extent of integration of e-learning in
secondary school in SEPNAS. Please qualify the extent of integration in your
current position by putting a checkmark (/) corresponding to your honest
assessment.
Curriculum
Strongly Agree Neutral Disagree Strongly
Agree Disagree
a. Do you think e-learning
can be an effective way in
learning the various subjects?
b. Do you think e-learning
can be for efficient in
learning the various subjects?
c. Students can cope up in
learning through the e-
learning method.
d. Leaners will immediately
attain different learning
objectives.
e. E learning ensures
students development and
advancement through various
lessons.

45
Teaching
Strongly Agree Neutral Disagree Strongly
Agree Disagree
a. Do you think teachers can
be able and willing to teach
using the e-learning method?
b. E-learning can be an
easier and convenient way of
teaching.
c. Students can learn the
same from the traditional
way of teaching and e-
learning.
d. Teacher should motivate
students to participate on E
learning

e. Teacher must create and

maintain strong presence
when teaching online.

Facilities
Strongly Agree Neutral Disagree Strongly
Agree Disagree
a. The school have enough
equipment to support e-
learning method.
b. Do you think students can
provide the equipment
needed in e-learning.
c. Teachers should have
enough training on using
modern gadgets in teaching
d. School should provide
gadgets for those students
who can’t afford buying it
e. School should have
qualified staff, resources and
access to educational
materials

46
47