Sacred Heart College: Nichedemics in Chemistry 1O: Online Technology For Distance Learning

Sacred Heart College 1
NICHEDEMICS IN CHEMISTRY 1O: ONLINE TECHNOLOGY FOR

DISTANCE LEARNING
A Thesis Proposal
Proposed to
The Faculty of Graduate School
Sacred Heart College
Lucena City
In Partial Fulfillment
of the Requirements for the Degree of
Master of Arts in Education
Major in Physical Science
Monica A. Jardin
May 2021
CHAPTER I
THE PROBLEM
Introduction
Online distance learning is one of the learning delivery modalities as a nation’s
response to protect the teachers, learners, and stakeholders from coronavirus disease outbreak
(Virtic, Dolenc & Sorgo, 2021). Schools worldwide came up with this alternation solution to
ensure interaction and supervision despite the distance.
Since the pandemic continuously disrupt the quality of education, Association of
Southeast Asian Nations (ASEAN) came up with a strategy that aims on taking the crisis an
opportunity to reimagine and transform the education through the use various technology in
learning. This was according to the 11th ASEAN Education (ASED) Ministers Meeting
encouraged ICT-enabled modality in the ASEAN Comprehensive Recovery Framework
(11th ASED Ministers Meeting Comprehensive Recovery Framework, 2020).
The statutory guidelines released by the Department of Education in the Philippines
opted online distance learning as an alternative delivery mode of learning (Department of
Education, 2020). And locally, Luis Palad Integrated High School, the largest high school
under the Tayabas City Division, with an overall total of 6,708 students from Grade 7 to 12
SY 2020-2021, implements online distance learning (LPIHS- BELCP, 2020).
Technology changes the way how people socialize, communicate, and (Reyna,
Hanham, Meier, 2018). It greately aided how learning is carried that resulted to continuous
growing numbers of online resources.

Despite this positive effect to information provision, internet explosion placed
learners to situation wherein they cannot properly select the most useful online technology
because of its abundance. Thus, learners became perplexed and spend too much time in
choosing the appropriate resources to use in learning a certain concept (Kizil and Savran,
2018).
This resulted to gap between students’ existing practices and a desirable yet useful
online technology. Hence, this study aims to address the demand to provide an accessible
online technology resources that will aid students by directing them to various competency-
based learning tools. The Technology Acceptance Model (TAM) is a commonly used
psychological theory that explains people's acceptance of information technology and
information systems (Dislonde & Becerra, 2018).
Using the Technology Acceptance Model (TAM) in this study will determine how the
the users will accept and use the technology. Thus, this study proposes to determine the
students' existing practices in Chemistry 10 online distance learning in order to have a
complete picture of what motivates students to use Nichedemics.
Statement of the Problem
This study aims to determine the acceptability of Nichedemics in Chemistry 10
online distance learning in Luis Palad Integrated High School.
Specifically, this study sought to answer the following:
1. What are the existing practices of the respondents in Chemistry 10 online distance
learning?
2. What are the features of the proposed Nichedemics in Chemistry 10 in online
distance learning in terms of:
2.1. perceived usefulness;
2.2. perceived ease-of-use;
2.3. self-efficacy;
2.4. technical support?
3. Based on the findings of the study, what Nichedemics can be implemented to ease
up online distance learning?
Conceptual Framework
Information and communication technology (ICT) is widely acknowledged tool that
enforces the use of technology for enhancing the quality of education (Blackwell, Lauricella,
Wartella, Robb and Schomburg, 2013) in (Teeroovengadum, Heeraman, and Jugurnath,
2017). However, due to technological abundance, the teachers and/or the learners became
incapable to select the reliable, appropriate, and relevant one (Reyna, Hanham, Meier 2018).
This has become the underlying ground for the pursuant of this study.
Figure 1. Technology Acceptance Model Theoretical Framework (Davis,1989 as cited in by

Aranilla, Villanueva, and Aguilan (2017) in Park (2009).
Figure 1 serves as a foundation of the study. It shows how the external factors affect
one's belief, attitude, and intention to use a certain technology. In here, one's attitude toward
the use Nichedemics in Chemistry 10 can be influenced by two beliefs: perceived usefulness
and perceived ease of use (Davis, 1993 in Dislonde and Becerra, 2018). Perceived usefulness
refers to individuals’ perception on how the online technology will improve and assist the
Grade 10 students in online distance learning while perceived ease of use is the degree to
which how they assume that using it will require minimal effort (Dislonde & Becerra, 2018).
This study is patterned on the research of Aranilla, Villanueva, and Aguilan (2017), in
which the respondents’ existing practices in online distance learning will be the basis in
creating a tool that will ease the respondents’ work. Aside form the above mentioned
variables, Aranilla et al,. 2017 added self-efficacy and technical support. Self-efficacy refers
to the feature of the proposed online technology that helps the learner achieve their goal
while technical support the ability to generate the desired result.
After consolidating all the existing practices of the respondents toward online
distance learning, their attitude and behavior to the use of technology, the researcher will
came
Moreover, this study will consider the existing practices of students under Chemistry
10 in online distance learning upon the creation of an online technology for better learning.
Pengeni 2016 referred web 2.0 technology as a collection of interconnected web platforms
that allow various types of online interaction and information or electronic content sharing
(e-materials). It will be a compilation of research-made activities, video lessons and
assessments embedded in one single website in which activities were made interactive using
BookWidgets, a content creator tool for teachers, video lessons can be watched through
YouTube, a video sharing website, and lastly, assessments were automated using ZipGrade,
an assessment generator.
This technology is inspired by Khan Academy, a non-profitable learning website that
requires signing in. It covers different learning fields such as Physics, Biology, Earth
Science, Chemistry, Mathematics, Sociology, Arts etc. It is a mastery-based learning package
with readings and videos, interactive activities, and quizzes (Khan Academy, 2020). Despite
the ease of use in this website, the usefulness, self-efficacy, and technical support of this
material may be at risk.
Furthermore, the context of Khan Academy will be the basis for Nichedemics’
interface. Generated interactive activities, videos, and assessment from various above
platforms will be incorporated to create one learning package in Chemistry 10 wherein all of
these was based on learning competencies in behavior of gases, biomolecules, balancing
chemical equations, and the factors affecting the rate of reaction (Curriculum Guide).
New technologies are pervasive in the learning processs. According to Dislonde et al.,
(2018), providing an online environment requires various considerations not just the physical
appeal but the usefulness towards achieving the learning goal.

Conceptual Paradigm
Figure 2: Conceptual Paradigm in Nichedemics in Chemistry 10 Online Distance Learning
Figure 1 explains the framework of the study. As shown in the model, the first part or
input presents necessary data necessary for the study. These are the existing practices of the
respondents in Chemistry 10 online distance learning and the features of Nichedemics in
Chemistry 10 in terms of perceived usefulness, perceived ease of use, self-efficacy, and
technical support. The second frame presents the process consisting of the actual gathering of
the study. Lastly, the third frame shows the output of the study which is the Nichedemics in
Chemistry 10.
Significance of the Study
This study would be beneficial to the following:

The online technology will provide interactive learning experiences to Grade 10
students. This study will help them ease the process of looking online resources in
Chemistry. The proposed online technology will aid them in understanding concepts under
Chemistry 10 during online distance learning.
The output of the study can be used by the teachers as a free instructional supplement
in delivering instruction parallel to the needs, competence of learners, and MELCs under the
online distance learning in Chemistry 10. This may also serve as an enhancement or
intervention material to students who need mediation in learning.
The results of the study can provide data to the administrators as a factual basis in
the acceptability of an online technology in Chemistry 10 to ease up online distance learning.
Furthermore, after gathering of data on its acceptability, this can be used for online distance
learning in the next school year given the same situations.
This study can be beneficial to future researchers as a basis in conceptualizing
digitalized or online technology in different learning areas to increase learner’s mastery of
concepts.
Scope and Limitation
This study will employ descriptive-survey type of research to determine the
acceptability of Nichedemics in Chemistry 10. This will be conducted during the fourth
quarter for school year 2020-2021 with 39 (thirthy nine) students under online distance
learning. This study will be limited on determining the existing procedures in Chemistry 10
existing procedures of the respondents in online distance learning, the features of the
proposed Nichedemics in Chemistry 10 in terms of perceived usefulness, perceived ease-of-
use, self-efficacy, and technical support.
The steps in web development life cycle such as 1. planning, 2. analysis, 3. design
and development, 4. testing and 5. implementation and maintenance, this study will be
limited only up to 4th phase which is the testing.
The statistical tool that will be utilized in this study will be weighted arithmetic mean.
Definition of Terms
For better clarification and understanding of the terms related to this study, the
following terms are defined operationally.
Chemistry 10. Pertains to the branch of science that deals with matter and its
interactions being taught on fourth quarter under Grade 10.
Nichedemics. It is a collection of researcher-made activities, videos, and assessments
crafted from respective online creator tool for the links needed on the website to direct
learners to every task. This term was derived from three words put together to create a simple
yet easy to remember one word. The Nic originated from the nickname of the researcher
“Nica”, -che comes from the word chemistry and –demics is grounded from the word
academics which means a scholar or an educator.

Online Distance Learning. Refers to distance learning modality that is dependent to
internet connection to implement instruction and introduce technology for learning. It a
teaching-learning process limited to the use of online resources as a learning tool.
Online technology. Refers to a collection of online materials incorporated in a
website crafted from various platforms combined to provide relevant and useful online
distance learning materials.

CHAPTER II
RELATED LITERATURE AND STUDY
This chapter presents series of literature and studies that are related and relevant with
the study’s main objectives and framework. A number of literature and studies were from
reliable authored books, journals, articles, published and unpublished theses and electronic
resources. In the course of the study, this chapter will guide the readers on how the rsearcher
views the essence of this research undertaking.
Related Literature
The outbreak of the new corona virus infection caused major effect to the education
system, especially the way how teaching and learning interaction carried. From the
traditional way to virtual interaction (DepEd, 2020). Through collaborations with different
units and field offices of the department, Basic Education Learning Continuity Plan (BE-
LCP) was introduced. BELCP provides set of responses to challenges posed by the pandemic
to education system. It includes the most essential learning competencies, school leaders and
learners required health standards in schools and workplaces, special activities, and the
multiple learning delivery modalities (Department of Education, 2020).
Online distance learning modality is one of the learning delivery modalities that
requires the learners and the teachers to look for online resources or technology as a medium
of instruction. According to Carillo & Flores (2020), despite the fight agains the virus,
learning environment can still be provided through online teaching and learning.
These changes the way how teaching and learning occurred that resulted to the
emergence of new practices. Focusing on how the current context has compelled many
teachers’ education programs to adjust to an online format can provide a broad understanding
of adopted practices. It is important to gain a better understanding of the possibilities and
applications of online teaching and learning in order to be more knowledgeable and effective.
As a result, it is critical to create quality online teaching and learning that is the result of
careful instructional design and preparation, rather than relying on emergency online
practices (Hodges et al. 2020) in (Carillo and Flores, 2020).
Definitely, the internet provides various approaches and disciplines to be practices
into the curriculum (Melash et al., 2020). Thus, governments all over the world have
recognized the important role of Information and Communication Technology (ICT) in
improving and enhancing the mode of instructional delivery (Teeroovengadum, Heeraman,
and Jugurnath, 2017).
Technology, especially ICT pertains to an essential instrument for enacting
educational reforms by transforming students into active information workers. Republic Act.
No. 10844 stimulated the implementation of ICT to education aiming to produce reliable
resources as instruments to global competitiveness (Republic Act, 2015). And over the
decade, from ICT pioneers, later-on strike educators in the creation of an online technology
to be used in the teaching-learning process. This resulted to diversed solutions on how
learning will take place in cases of unprecedented turn of events happens.

Online technology refers the most up-to-date tools for successful educational
management, administration, and instructional delivery. This may pertain to countless
internet resources, services, facilities, platforms, and open- educational resources that are
found in the computer (Soetan and Coker, 2018).
Whereas the infeasibility of the traditional method of content delivery resulted the
emergence of using online technology. However, since there are numerous available
resources online, teachers and learners might overlook the most appropriate and relevant
tasks required that will match the learning competencies in a single lesson.
Without a doubt, the implementation and successful use of ICT in the teaching and
learning process is one of the most hotly debated topics in today's education policy debate
(Teeroovengadum, Heeraman and Jugurnath, 2017). In result, various online teaching and
learning practices appealed many researchers.
Several studies have documented a shortfall in learning opportunities in online classes
(Miller, MacLaren, Xu 2020). According to several literature, to improve the teaching-
learning process, considerations, in teaching patterns during an online learning environment
must be identified (Seifert, Feliks, & Kritz 2020). This resulted to various studies that aims to
determine the existing practices in an online learning environment, since this modality has
been of greater use.
Additionally, many educators consider onlince courses’ success to include completing
the course, meeting particular requirements, or earning certificates (Henderikx et al., 2017).
Many scholars, however, argue that measuring online technologies effectiveness requires
taking into consideration student goals (Reich, 2014) in (Kang 2020)
With that, Technology Acceptability Model are used to determine the user’s
perceived ease of use and perceived usefulness in adopting the technology in the learning
process. Because of the nation’s prevention on the spread of coronavirus, the effectiveness of
learning materials being used to during online distance learning must not be jeopardized.
This concerns Samat, Awang, Hussin, and Nawi (2020) to investigate the significant
relationship between the effective use and intention of using a technology in learning.
According to Aranilla, Villanueva, and Aguilan (2017), TAM serves as a foundation
for tracing how external factors affect beliefs, attitudes, and intentions of use. It then
proposes two cognitive beliefs: perceived usefulness and perceived ease of use. Additionally,
the model indicates variables that influence the user’s decision on how and when to use it.
The significance of other determinants such as self-efficacy and technical support will be
discussed further below.
Particulary, this study aims to determine the features of Nichedemics in in terms of
perceived usefulness, perceived ease of use, self-efficacy, and technical support.
Perceived usefulness and perceived ease of use are the individuals' cognitive
responses or attitudes about a particular object and system after their thought process (Tang
and Tong, 2019). Additionally, these two features influence behavioural intention together.
According to research, people are more likely to adopt and use an emerging technology if
they believe it is simple to use (Davis, 1993; Nair & Das, 2011; Saade & Bahli, 2005) in
(Deslonde & Becerra, 2018).

Meanwhile, Alshammari (2020) defined self-efficay be described as a user's
assessment of his or her ability to execute and organize multiples of necessary actions in
order to achieve the desired outcomes while technical support is characterized as
knowledgeable individuals who assist users of software and computer hardware through a
variety of methods, including hotlines, online support, help desks, faxes, machine-readable
support for knowledge bases, voice-response telephone systems, and other services (Ralph,
1991).
Additionally, he revelaed that self-efficacy and technical support is associated with
the acceptance of an online technology and that these two variables, as the external factors,
positively affects ones’ beliefs in using this online technology.
On the other hand, students’ participation has become the principle underlying the
increasing number of online activities as a learning tool (Ullah & Anwar, 2020). As a result,
being a teacher handling an online distance learning requires the use of varied technologies
as a supplemental tool besides the virtual discussion, itself. Huntington (2010) added that
involving students in an immersive teaching and learning atmosphere is one of the ways to
ensure that they will learn successfully in an online setting. Thus, interactive activities when
used during online learning can facilitate active involvement, increase focus, motivation, and
satisfaction, and provide immediate feedback both to teacher and to students.
Thankfully, there has been numerous yet free activity creator websites. In here,
teachers can create their own interactive and engaging activities wherein they will just
convert their prepared activities into interactive one, generate the link, and share it online for
viewing and answering. These includes BookWidgets, Zipgrade, JamBoard, Kahoot, Quizizz
etc,.
According to Carillo and Flores (2020), due to pandemic, teachers must create
learning environments in the light of the required learning outcomes. This resulted to
diversed solutions on how learning will take place in cases of unprecedented turn of events
happens.
Indeed, being teacher handling an online distance learning requires them to make use
of varied technologies as a supplemental tool besides the virtual discussion, itself. Students’
participation has become the principle underlying the increasing number of online activities
as a learning tool (Ullah & Anwar, 2020). Huntington (2010) added that involving students in
an immersive teaching and learning atmosphere is one of the ways to ensure that they will
learn successfully in an online setting. Thus, interactive activities when used during online
learning can facilitate active involvement, increase focus, motivation, and satisfaction, and
provide immediate feedback both to teacher and to students.
Among the platforms used in creating Nichedemics is the BookWidgets.
BookWidgets is a content creator tool for teachers that allows them to create interactive
exercises that can provide grades automatically. It is a Belgium-based platform wherein
teachers can sign up and create interactive activies for free, in one month (Aravindakshan
Menon, 2019). Teachers can choose templates for activities, worksheets, and even quizzes.
To provide detailed discussion of concepts that matches the learning competency, the
researcher created a contextualized video lesson. In order to make it accessible to students

anytime they wanted and needed it, there is no need for downloading. The researcher
uploaded the video lessons individually to youtube as an unlisted video, which means not
anyone can view unless provided with a link.
YouTube provide a platform wherein anyone can upload and watch videos online. It
is a website containing various diversity of videos ranging from fun, creative and informative
videos (Cmpbridge Dictionary, 2021). With the aforementioned concern and benefit of using
Youtube as a mean for instruction, this website can be an effective and efficient tool of
disseminating informations especially as part of the learning process.
Another part of the lesson crucial in facilitating online class in the teachers’
perspective is on how to make assessment and evaultion be automatically checked. During
online distance learning, this has been one of the challenges of teachers, especially
considering the possibilities of leakage and cheating. Greatefully, BookWidgets and
ZipGrade can automatically do this job. For as long as the teacher created the assessment
with correct answer, the system can check for it and provide a learning management system
(LMS).
According to (Perveen, 2016) LMS establish a structure for communication between
students and teachers in the same way as a classroom course content. It provides status on
learning outcome from where the teachers can monitor their students.
Zipgrade is an application often used by teachers in Luis Palad Integrated High
School during assessment. In here, teachers can create an online assessment that will require
students to just tick on the corresponding answer. Afterwards, through the answer key, the
application can automatically generate the scores in a test with item analysis. From there, it
can provide insights to teachers regarding the student’s mastery of the contents.
BookWidgets and ZipGrade both provide learning management system that can track
students’ outcomes. With this, checking of students output will be at ease for both sides.
On the other hand, learning Chemistry is indeed a challenging one considering its
major contributions on society in developing future chemical engineers, nurses, pharmacists,
and food and environmental technologists (Mahdi, 2014). Especially in this period,
educators must impact and provide knowledge that can soon be used as the step to a higher
level. And over the years, several studies investigated the academic achievement of learners
under Chemisty.
There were plenty of studies showing the meaningful increase in the academic
performance of students utilizing an online learning package. According to (Falode &
Gambari, 2017), despite the cost and hard work renedered in developing a learning package,
it is worth it because of its positive educational benefits.
As defined by Joan (2013), online learning package or technology are described as
any set of learning material or an evaluation. It contains lessons with accompanying exercises
and tools for for teachers and students.
Furthermore, Akinbadewa (2020) examined the effects of these on student’s
achievement in Biology. The result of the study shows students' learning of Biology concepts
was substantially increased over the conventional approach, regardless of gender or preferred
learning style.
With this, the researcher will design, craft, and create an online technology to be
based on the findings on the existing practices of students in Chemistry 10. This online
technology will aim on providing contents, aligned with the MELC, that will ease the
students in learning online in Chemistry. This technology will then be termed as
“Nichedemics”.
Related Study
In schools, assessment provides data for two primary purposes. First, is to promote
successful teaching and learning. Second, is to inform decisions on where states, districts,
and schools can concentrate their resources.
A study entitled “Student Assessment During COVID-19” evaluated the status of
students in achieving lessons’ objectives. Results showed that students' well-being,
motivation, and learning environments should be addressed first. And to do so, schools must
collect data to inform how they can respond to COVID-19 pandemic (Jimenez, 2020). As a
result, Department of Education adapts the new normal form of education altered to distance
learning modalities that despite the possible technical hassle, there were learners that
preferred online distance learning. And this can be attributed to various reasons that attracted
them.
In connection, Ilgaz and Gulbahar (2017) saught explanation why learners preferred
online distance learning. In their study entitled “Why do learners choose online learning: the
learners’ voices”, one of the results are due to accessibility and flexibility. They concluded
that learners choose wanted to have a desirable learning experience.

Learning practices during an online distance learning is obsviously different from the
conventional face-to-face instruction that we’re used to be. This resulted to new practices that
should be considered in developing new technologies. The study made by Kang (2020)
“Heterogeneity of Learners’ Behavioral Patterns of Watching Videos and Completing
Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis” was
made to ensure that despite the existing lacking free resources, it aimed to provide new
oppurtunities especially to low-income groups. Consequently, study determines existing
experience of students prior to using this particular technology.
Moreover, a study entitled “Online Learning: Practices, Perceptions, and
Technology” made by Seifert, Feliks, and Kritz (2020) surveyed 93 enrolled students under
online distance learning regarding their online learning experiences, perceptions, and
technological delivery of their class. Results revealed that most learners asynchronously
learned through moodle, an online technology website with required subscription before
accessing the course.
With the existing practices, another difficulty encountered in an online environment is
the content of the learning tools. It is determined in the study entitled “Issues and Challenges
for Teaching Successful Online Courses in Higher Education: A Literature Review” by
Kebritchi et al., (2017). Such literature review was conducted using Cooper's framework. As
stated, pedagogical content refers on how teachers relate their own pedagogical knowledge to
their subject matter knowledge (Huntington, 2010). Though there are various avenues to
create and upload the activities, constructing the content or the activity itself is very
challenging. Activities and assessments included in the online technology therefore

underwent thorough analysis made by the experts following accurately the procedure of
TOS.
In short, although the nation is currently preventing the spread of virus, the suitability
on the use of learning materials being used to during online distance learning must not be
jeopardized. This concerns Samat et al., (2020) to investigate the significant relationship
between the effective use and intention of using a technology in learning. In their study
entitled “Online Distance Learning Amidst Covid-19 Pandemic Among University Students:
A Practicality of Partial Least Squares Structural Equation Modelling Approach”, their
results showed that four out of five external factors; namely performance expectancy, effort
expectancy, social influence, facilitating condition and intrinsic value, were found to be
significantly related with the behavioral intention of the students to use online distance
learning.
Technology Acceptability Model is widely used framework in assessing the
satisfactoriness of technological tool when it comes to usage. A study entitled “A TAM-
Based Study of the Attitude towards Use Intention of Multimedia among School Teachers”,
used the technology acceptability model (TAM) as the foundation for investigating the
impact of the information technology (IT) on perceived usefulness, perceived ease of use,
and attitude toward multimedia use, as well as the importance and influence of these attitudes
on behavioral intention. The findings revealed that the ease of use of the multimedia
technology increased the likelihood of using it while the attitude towards use influences the
intentions to use (Weng, Yang, Ho, & Su, 2018).

On the other hand, Aranilla et al., (2017) in their action research entitled “Tally Tool
in Research Data Tallying” used technology acceptability model in determining the
acceptability of this innovation to ease up the work underwent by a researcher in data
tallying. It identified the existing procedures of the respondents in terms of data tallying and
identified the features of the proposed tally tool in terms of perceived usefulness, perceived
ease-of-use, self-efficacy, and technical support. Findings of the study showed overall
positive features of the proposed tool.
With that, the researcher will anchor this study on TAM in determining the
acceptability of Nichedemics in Chemistry 10 online distance learning. It will adopt the
above-mentioned variables such as perceived usefulness, perceived ease-of-use, self-efficacy,
and technical support.
Perceived usefulness, perceived ease-of-use, self-efficacy, and technical support are
also the variable in the study regarding an online technology specifically the proposed
learning management system (LMS). Although this online technology is widely accepted and
tested to provide positive result, Alshammari (2020) still determine the acceptability of it to
those developing countries. He used these 4 variables in determing the acceptance of LMS to
those.
The aforesaid study was also anchored on TAM in aiming on examining the influence
of these 4 variables on students’ use of the online technology. In his study entitled “The
Influence of Technical Support, Perceived Self-Efficacy, and Instructional Design on
Students’ Use of Learning Management Systems”, the study's findings largely back up the
established model, confirming the impact of technical support (TS), perceived usefulness,
and instructional design Perceived usefulness, perceived ease-of-use, self-efficacy, and
technical support on students' use of LMS in Saudi universities.
Thus, this will target primarily in determining the acceptability of an online
technology in Chemistry 10 after considering the existing practices of students in online
distance learning. In the study made by Eidelman & Shwartz (2016) “E-Learning in
Chemistry education: self-regulated learning in a virtual classroom” investigated the
effectiveness and characteristic of online learning materials in teaching Chemistry in the
student’s profile and self-regulated learning process. By comparing these two, it concluded
that the virtual classroom enables the students to understand Chemistry because it increases
the student’s motivation.
Additionally, (Laureanti, 2020) concluded that online technology as a platform in
learning Chemistry that provides powerful educational tools through a more realistic view of
concepts and ideas. Though simulations, images, and videos will not actually replace
utilization or execution of experiments, it may at least provide extra representation than
merely text with steps and definitions.
Encapsulating all this studies, Lubiano (2017) came up with his study entitled
“Interactive E-Learning Portal for Enrichment of Conceptual Understanding of Grade 8
Learners in Physics” a learning portal incorporating these. The study investigated the
effectiveness of the e-learning portal for the conceptual understanding of Grade 8 students in
learning Physics. Favorable outcomes were presented afterwards in terms of students’
engagement using interactive activities using hyperlinks video lessons, e-quizes, and
interactive activity sheets.

With these gathered literature and studies supporting the use of e-learning materials
integrated in Science especially in Chemistry topics, the study aims to determine the
acceptability of the proposed online technology in Chemistry 10 after considering the
existing practices of the students.

CHAPTER III
RESEARCH METHODOLOGY
This chapter covers the methodology of the study including the research design,
research locale, population and sample, research instrument, data gathering procedure and
statistical treatment of data.
It facilitates better understanding of the concepts tackled and variables used in the
study, as well as the interpretation of findings discussed in the next chapter.
Research Design
The researcher will utilize descriptive method of research in conducting the study.
Specifically, a descriptive-survey will be employed in determining the existing procedures of
the respondents in online distance learning and the features of Nichedemics in Chemistry 10
in terms of perceived usefulness, perceived ease-of-use, self-efficacy and technical support.
Research Locale
This study will be conducted in Luis Palad Integrated High School located at Brgy.
Ipilan, Tayabas City. The biggest high school under the Division of Tayabas City with an
overall total of 6,708 enrolled students in the S.Y. 2020-2021. According to the schools’
BELCP, it is school is presently implementing online distance learning modality in all grade
levels.
The researcher is currelty employed as Teacher 1 and handling online distance
learning in Grade 10. Besides that, the researcher is presently working in this school, another
reason is the MPS of Chemistry 10 in the SY 2018-2019 which is 55.5 percent. This data
showed the need to produce an online technology that will enhance students, upon the use of
technology during their online distance learning. Hence, this school will be more relevant to
achieve the goals of the study.
Research Population and Sample
All the handled thirty-nine (39) Grade 10 students under online distance learning for
S.Y. 2020-2021 will be the participants of the study.
The respondents were chosen utilizing purposive sampling technique. With the
following criteria in the selection; (1) enrolled under online distance learning (2) handled by
the researcher during online distance learning.
Research Instrument
The instrument to be used will be composed of two parts; first part will determine the
existing procedures of the respondents in online distance learning; and the second part will
determine the features of the proposed Nichedemics in Chemistry 10.
Moreover, to ensure the content validity in determining the features of Nichedemics,
the questionnaires to be used will be adopted and modified from Miller, MacLaren, & Xu
(2020) for the existing practices and Alshammari (2020) and Aranilla et al., (2017) for the
feutures of Nichedemics in terms of perceived usefulness, perceived ease of use, self-
efficacy, and technical support.
Some required word changes and modifications to the adopted questionnaires will be
incorporated to make them suitable within the context of online technology. For example, the
question in perceived self-efficacy “I can use LMS without getting detailed instruction on its
use” will be changed to “I can use the online technology without getting detailed instruction
on its use”. Further, all the aforementioned questionnaires underwent reliability statistics
using Cronbach’s Alpha good reliability level.
In addition, these questionnaires have items that contain the four-point Likert scale
with ranges starting from “4 strongly agree” to “1 strongly disagree”.
Hence, to test the validity of the research instrument, three experts will be consulted
including the research expert and the Head Teacher III of Science Department, the Education
Program Supervisor in Science, and the ICT coordinator of Luis Palad Integrated High
School, Division of Tayabas. The researcher will revise the research instrument based on the
feedbacks of the validators.
Data Gathering Procedure
In accomplishing this study, the following procedure or steps will be considered and
followed:
Upon the approval of the proposal, the researcher will gather the necessary materials
needed including the validation of the questionnaires. The reseaecher will promptly
coordinate and request for vital permission to the Dean of Graduate School, Sacred Heart
College followed by a request letter to be noted by her adviser and be given personally to the
concerned office. Then, a request to conduct the study in Luis Palad Integrated High School
in Tayabas City will be given to the Superintended of the said Division, Department of
Education. Upon the approval of the request, the researcher will then seek permission from
the Principal of LPIHS with a letter of endorsement to administer/distribute the questionnaire
for the Grade 10 students. And lastly, a parent’s and respondents consent form will be given
the participating students in the study.
After accomplishing all the necessary letters, the first part of the questionnaire on
existing practices will be given to the respondents after the fourth quarter of this sy. The day
before the end of the 4th quarter, the respondents will be asked to use the Nichedemics
followed by the answering of the second part of the questionnaire.
Ethical Considerations
The researcher will secure a letter seeking the consent of the guardians or parents of
the participating students before the conduct of the study. A consent will also be asked to the
respective respondents to participate in the data gathering procedure. It will be disseminated
through google forms since the above involved persons belong to online distance learning.
Statistical Treatment of Data
The data collected will be tallied, tabulated, analyzed, and interpreted. To achieve the
objectives of the study, the following statistical tools will be applied on the data collected.
To interpret data, various statistical treatments applied as follows:
1. To determine sub-problems 1 and 2, weighted arithmetic mean will be used :
WAM = Σfw
n
where : WAM - is the weighted arithmetic mean

Σfw - summation of products of frequency and weight
n - total number of responses for every item
A four-point scale continuum will be used to facilitate the analysis of the data :
Continuum Qualitative Index

3.26 - 4.00 Strongly Agree
2.51 - 3.25 Agree
1.76 - 2.50 Disagree
1.00 - 1.75 Strongly Disagree
Source: SHC Statistical Guide Revised Edition 2018

APPENDICES
PART I: Existing Practices in Chemistry 10 Online Distance Learning

Direction: The following statements aim to determine the existing practices that you are doing in
Chemistry 10 online distance learning. Kindly put a check mark (/) on the item of your choice in the
space provided using the following scale:
4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
During Chemistry 10 online distance learning, I 4 3 2 1
1. interact with classmates outside of class to work on assignments.
2. am required to work with a partner(s) in my online course.
3. am required to facilitate a discussion as a class exercise.
4. The large number of students in this class makes it difficult to get to know
each other.
5. did not engage in active learning (e.g., worked together) with my classmates.
6. Certain students tend to dominate discussions.
7. participate equally in discussions.
8. have given feedback to one of my peers.
9. Getting to know other course participants gives me a sense of belonging.
10. am able to form distinct impressions of some course participants.
11. have developed friendships with other course participants.
12. preferred online communication as a medium for social interaction.
13. Technological elements to follow up on learning, submission of
assignments, and follow up of grades.
PART II: Features of Nichedemics: Online Technology

Direction: The following statements aim to determine the features of Nichedemics. Kindly put a
check mark (/) on the item of your choice in the space provided using the following scale:
4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
After using the Nichedemics, I found out that …. 4 3 2 1
A. Perceived Usefulness
1. It would improve the performance of my learning

2. It would increase my productivity in learning

3. It would enhance my effectiveness in learning
4. It would make the learning process easier
5. It would improve the quality of my learning
6. It would enable me to control my
7. It would support the critical aspect of my learning
8. Over all, I would find it useful in my learning
B. Perceived Ease-of-Use
1. I find using it easy for me

2. I feel that my interaction with it would be understandable and clear
3. I feel that it would be easy to become skillful with using it
4. I would find it to be flexible to interact
5. Learning how to operate it would be easy for me
6. It would be easy for me to let it do what I want it to do
7. It would be easy for me to remember how to perform tasks
8. I do not find it cumbersome to use
9. It would not make the learning often
10. It would not require a lot of mental effort
C. Self-Efficacy
1. I can freely navigate the course contents.
2. I can use online technology without getting detailed instruction on its use.
3. I can freely navigate the course contents.
4. I can overcome the obstacles that appear.
5. I can use it if system manuals are not available.
6. I have the necessary skills for using online technology.
4 3 2 1
D. Technical Support
1. I can figure out lacking or excess.
2. the system provides an alert indicator in mis correct answers
3. I have no difficulty in accessing online technology.
4. I have no difficulty in using online technology.
5. over-all, I consider the output of the system to be excellent.
Monica A. Jardin
5 Quezon Avenue, Brgy. Angles Zone 4
Tayabas City, Quezon
Mobile No.: 09156339090
Email Add: monica.jardin@deped.gov.ph
PERSONAL INFORMATION
Permanent Address : 5 Quezon Avenue Brgy. Angeles Z4 Tayabas City
Birthdate : August 25, 1996
Birth Place : Tayabas City
Height : 5’3”
Weight : 115 lbs
Sex : Female
Civil Status : Single
Nationality : Filipino
SKILLS
● Basic Computer Skills
● Communication Skills
● Proficient in Microsoft Office Application
EDUCATIONAL BACKGROUND
Graduate Studies
Course: Master of Education Major in Physical Science On-going
School: Sacred Heart College 2019
Address: 1 Merchan St., Lucena City
College
Course: Bachelor of Secondary Education Graduated
Major in Physical Science 2017
School: Southern Luzon State University
Address: Lucban Quezon
PROFESSIONAL EXPERIENCE
National Lecturer at Carl Balita Review Center (2017-Present)
Teacher 1 at Luis Palad Integrated High School
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Sacred Heart College 1

NICHEDEMICS IN CHEMISTRY 1O: ONLINE TECHNOLOGY FOR

Online distance learning is one of the learning delivery modalities as a nation’s

ensure interaction and supervision despite the distance.

Since the pandemic continuously disrupt the quality of education, Association of

encouraged ICT-enabled modality in the ASEAN Comprehensive Recovery Framework

(11th ASED Ministers Meeting Comprehensive Recovery Framework, 2020).

The statutory guidelines released by the Department of Education in the Philippines

opted online distance learning as an alternative delivery mode of learning (Department of

SY 2020-2021, implements online distance learning (LPIHS- BELCP, 2020).

growing numbers of online resources.

Despite this positive effect to information provision, internet explosion placed

psychological theory that explains people's acceptance of information technology and

information systems (Dislonde & Becerra, 2018).

students' existing practices in Chemistry 10 online distance learning in order to have a

complete picture of what motivates students to use Nichedemics.

Statement of the Problem

This study aims to determine the acceptability of Nichedemics in Chemistry 10

online distance learning in Luis Palad Integrated High School.

Specifically, this study sought to answer the following:

2. What are the features of the proposed Nichedemics in Chemistry 10 in online

distance learning in terms of:

2.1. perceived usefulness;

2.2. perceived ease-of-use;

2.4. technical support?

up online distance learning?

Information and communication technology (ICT) is widely acknowledged tool that

Wartella, Robb and Schomburg, 2013) in (Teeroovengadum, Heeraman, and Jugurnath,

Figure 1. Technology Acceptance Model Theoretical Framework (Davis,1989 as cited in by

while technical support the ability to generate the desired result.

(e-materials). It will be a compilation of research-made activities, video lessons and

This technology is inspired by Khan Academy, a non-profitable learning website that

Science, Chemistry, Mathematics, Sociology, Arts etc. It is a mastery-based learning package

material may be at risk.

these was based on learning competencies in behavior of gases, biomolecules, balancing

appeal but the usefulness towards achieving the learning goal.

Figure 2: Conceptual Paradigm in Nichedemics in Chemistry 10 Online Distance Learning

respondents in Chemistry 10 online distance learning and the features of Nichedemics in

Chemistry 10 in terms of perceived usefulness, perceived ease of use, self-efficacy, and

Significance of the Study

This study would be beneficial to the following:

The online technology will provide interactive learning experiences to Grade 10

Chemistry 10 during online distance learning.

intervention material to students who need mediation in learning.

the acceptability of an online technology in Chemistry 10 to ease up online distance learning.

learning in the next school year given the same situations.

This study can be beneficial to future researchers as a basis in conceptualizing

digitalized or online technology in different learning areas to increase learner’s mastery of

Scope and Limitation

This study will employ descriptive-survey type of research to determine the

proposed Nichedemics in Chemistry 10 in terms of perceived usefulness, perceived ease-of-

use, self-efficacy, and technical support.

limited only up to 4th phase which is the testing.

following terms are defined operationally.

interactions being taught on fourth quarter under Grade 10.

Nichedemics. It is a collection of researcher-made activities, videos, and assessments

academics which means a scholar or an educator.