Educational System Technological Institute: Murallon, Boac, Marinduque

Educational System Technological Institute
Murallon, Boac, Marinduque
CAUSE AND EFFECT OF ONLINE CLASSES
TO
SHS MARITIME STUDENTS OF ESTI
AY: 2021-2022
Researchers
James Cedric Alva
Carl Joshua Francisco
John Jomiel Orlina

Dedication
This study is dedicated with genuine gratefulness and

warmest regard, to Almighty God , for the guidance, strength,
power of mind, protection and for giving them a healthy life .
To the adviser, who shared her words of advice and

encouragement to finish this study.
And lastly, to their families, friends and love ones who have
given them motivation when they were about to give up, who
continually provide them moral, spiritual, emotional, and financial
support.
ACKNOWLEDGEMENT
The Researcher would like to express their deepest gratitude

to Almighty God for Giving me Knowledge, skills, and strength
every day to complete this research, to my beloved family for the
love, and for the unending support emotionally and financially.
Mrs. Theresa M. Leal for her endless support and guide while
making this research paper.
ABSTRACT
The educational system across the world has immensely been
affected due to outbreak of COVID-19; it forced the shutdown of
educational institutions, which adversely affected students. Due to
its contagious nature, COVID-19 demanded containment and
enforced isolation that tremendously affected personal interaction of
teachers and students. In the absence of traditional classroom
teaching and face-to-face interaction, computer-based learning has
emerged as closest substitute for off-line teaching. Against such a
backdrop, it is pertinent to examine the students’ perception and
readiness about online-learning system adopted at the institutional
level during the ongoing COVID-19 pandemic. In this research
paper, I would like to present the Cause and Effect of Covid-19 on
the academic performance of Maritime Students at ESTI. How the
Students is able to overcome their problem based on the current
path of the pandemic. Furthermore, despite the hardship and
difficulties. They still resist the stress and fatigue stress in their,
modules. This study explored the status of the students during a
pandemic.
Chapter I
INDTRODUCTION
BACKGROUND OF THE STUDY
Online Education involves electronic mode of learning and
teaching specialized media have been used to implement the
education. Now a days a lot of people use technology or other
electronics gadget in anytime and the most important is the used of
internet. A lot of school started to used online learning to replace
traditional paper based teaching method. Basically online learning
had been widely accepted and practiced throughout the world.
There’s tons of online learning students around the world ,but did
they ever think about what are the benefits they actually enjoyed in
online learning ? Now the online learning is one of the aims that is
achieved in education sectors .This is a way of learning which
learning is throughout internet . There is no need for the students
to go in university campus in order to learn something new .They
can do this at home or anywhere they are .Through online
education ,it is so easy to learn whatever you want at anytime that
is appropriate for the students .

This study aims to determine the Cause and Effect of Covid-
19 on the academic performance of Maritime Students at ESTI. To
give ideas to the next generation. How the students are struggling
on the new mode of learning . Moreover the educators need to
understand the current situation of the students . Help those
students who struggles by giving consideration when it comes to
their school works , because every student has a different way of
coping up into this new type of learning .
THEOTRICAL FRAMEWORK
The aim of the study is to identify the factors affecting
students’ satisfaction and performance regarding online classes
during the pandemic period of COVID–19.
Online learning and classes are increasingly becoming part of
the education system worldwide. Online channel has made
education convenient and easily accessible by one and all.

STATEMENT OF THE PROBLEM
This study will be conducted to determine the cause and effect
of online learning on the academic performance of SHS Maritime
Students of ESTI. The research aims to answer the following:
1. What are the factors that affect the academic performance
of the SHS Maritime Students at ESTI?
2. What are the cause and effects of online learning on the
academic performance of SHS Maritime Students at ESTI?
3. What intervention does SHS Maritime Students at ESTI
should do to cope up in new mode of learning ?
HYPHOTHESIS
The academic performance of students was affected by
different factors due to this pandemic. Student’s Academic
performances dependent on their location in degree of access to the

new mode learning . Most student under the age of 18 were the
ones who are affected these factors.
Students who have the better access to the new mode’ of
learning will not be affected that those who don’t have better
access. As well as ,those students who are in area where the
response on the pandemic was adequate that those students who
are located in an area where the response on covid-19 is poorly
implemented .
SCOPE AND DELIMITATION
The study focuses on determining the cause and effects of
online learning on the academic performance of SHS Maritime
Students. The study will only focus in Educational System
Technological Institute. The researcher will gather the data by
survey questionnaire .
SIGNIFICANCE OT THE STUDY
The study would give significance to the following people .

Students: The study will help the student to be aware of what is
the cause and effects of online learning on their academic
performance. And how the students will cope up in the new mode of
learning.
Parents: The study will help the parents to understand the
situation of their children .Through this the pressure of the students
will be lessen because the parents have the knowledge about their
situation .
Future Researcher: This study will serve as a reference to the
future researcher if they conducted the same research and might
give them data that they needed.
LIMITATION OF THE STUDY
The study focuses on determining the cause and effect of
online learning on the academic performance of SHS Maritime
Students. The study would be limited in terms of respondent
because it will only use selected SHS student in Educational System
Technological Institute. With that the gathering of data and
information will be conducted through use of online survey.

DEFINITION OF TERMS
Online learning- is education that takes place over the Internet. It
is often referred to as “e- learning” among other terms.
Academic performance- is the measurement of student
achievement across various academic subjects.
Covid -19 – is an illness caused by a virus that can spread from
person to person.
Pandemic- is a disease outbreak that spreads across countries or
continents.
CHAPTER 2
REVIEW OF THE LITERATURE
FOREIGN LITERATURE
Educational institutions (schools, colleges, and universities) in
India are currently based only on traditional methods of learning,
that is, they follow the traditional set up of face-to-face lectures in a
classroom. Although many academic units have also started
blended learning, still a lot of them are stuck with old procedures.
The sudden outbreak of a deadly disease called Covid-19 caused by
a Corona Virus (SARS-CoV-2) shook the entire world. The World
Health Organization declared it as a pandemic. This situation
challenged the education system across the world and forced
educators to shift to an online mode of teaching overnight. Many

academic institutions that were earlier reluctant to change their
traditional pedagogical approach had no option but to shift entirely
to online teaching–learning. The article includes the importance of
online learning and Strengths, Weaknesses, Opportunities, &
Challenges (SWOC) analysis of e-learning modes in the time of
crisis. This article also put some light on the growth of EdTech
Start-ups during the time of pandemic and natural disasters and
includes suggestions for academic institutions of how to deal with
challenges associated with online learning.
The deadly and infectious disease Corona Virus also known as
Covid-19 has deeply affected the global economy. This tragedy has
also shaken up the education sector, and this fear is likely to
resonate across the education sector globally. The Covid-19
pandemic outbreak forced many schools and colleges to remain
closed temporarily. Several areas are affected worldwide and there
is a fear of losing this whole ongoing semester or even more in the
coming future. Various schools, colleges, and universities have
discontinued in-person teaching. As per the assessment of the
researchers, it is uncertain to get back to normal teaching anytime
soon. As social distancing is preeminent at this stage, this will have
negative effects on learning opportunities. Educational units are
struggling to find options to deal with this challenging situation.
These circumstances make us realize that scenario planning is an

urgent need for academic institutions (Rieley, 2020). This is a
situation that demands humanity and unity. There is an urgent need
to protect and save our students, faculty, academic staff,
communities, societies, and the nation as a whole.
Several arguments are associated with e-learning.
Accessibility, affordability, flexibility, learning pedagogy, life-long
learning, and policy are some of the arguments related to online
pedagogy. It is said that online mode of learning is easily accessible
and can even reach to rural and remote areas. It is considered to be
a relatively cheaper mode of education in terms of the lower cost of
transportation, accommodation, and the overall cost of institution-
based learning. Flexibility is another interesting aspect of online
learning; a learner can schedule or plan their time for completion of
courses available online. Combining face-to-face lectures with
technology gives rise to blended learning and flipped classrooms;
this type of learning environment can increase the learning potential
of the students. Students can learn anytime and anywhere, thereby
developing new skills in the process leading to life-long learning.
The government also recognizes the increasing importance of online
learning in this dynamic world.
The severe explosion of Corona Virus disease can make us
add one more argument in terms of online learning, that is, online
learning serves as a panacea in the time of crisis.

Rapid developments in technology have made distance
education easy (McBrien et al., 2009). “Most of the terms (online
learning, open learning, web-based learning, computer-mediated
learning, blended learning, m-learning, for ex.) have in common the
ability to use a computer connected to a network, that offers the
possibility to learn from anywhere, anytime, in any rhythm, with
any means” (Cojocariu et al., 2014).Online learning can be termed
as a tool that can make the teaching–learning process more
student-centered, more innovative, and even more flexible. Online
learning is defined as “learning experiences in synchronous or
asynchronous environments using different devices (e.g., mobile
phones, laptops, etc.) with internet access. In these environments,
students can be anywhere (independent) to learn and interact with
instructors and other students” (Singh & Thurman, 2019). The
synchronous learning environment is structured in the sense that
students attend live lectures, there are real-time interactions
between educators and learners, and there is a possibility of instant
feedback, whereas asynchronous learning environments are not
properly structured. In such a learning environment, learning
content is not available in the form of live lectures or classes; it is
available at different learning systems and forums. Instant feedback
and immediate response are not possible under such an
environment (Littlefield, 2018). Synchronous learning can provide a

lot of opportunities for social interaction (McBrien et al., 2009).
Amidst this deadly virus spread such online platforms are needed
where (a) video conferencing with at least 40 to 50 students is
possible, (b) discussions with students can be done to keep classes
organic, (c) internet connections are good, (d) lectures are
accessible in mobile phones also and not just laptops, (e) possibility
of watching already recorded lectures, and (f) instant feedback from
students can be achieved and assignments can be taken (Basilaia et
al., 2020).
Online Teaching Is No More an Option, It Is a Necessity
The major part of the world is on quarantine due to the
serious outbreak of this global pandemic Covid-19 and therefore
many cities have turned into phantom cities and its effects can be
seen in schools, colleges, and universities too. Betwixt all this online
teaching and online learning can be termed as the panacea for the
crisis. The Corona Virus has made institutions to go from offline
mode to online mode of pedagogy. This crisis will make the
institutions, which were earlier reluctant to change, to accept
modern technology. This catastrophe will show us the lucrative side
of online teaching and learning. With the help of online teaching
modes, we can sermonize a large number of students at any time

and in any part of the world. All institutions must scramble different
options of online pedagogical approaches and try to use technology
more aptly. Many universities around the world have fully digitalized
their operations understanding the dire need of this current
situation. Online learning is emerging as a victor ludorum amidst
this chaos. Therefore, the quality enhancement of online teaching–
learning is crucial at this stage. Online education in Chinese
universities has increased exponentially after the Covid-19
outbreak. There was an overnight shift of normal classrooms into e-
classrooms, that is, educators have shifted their entire pedagogical
approach to tackle new market conditions and adapt to the
changing situations. During this tough time, the concern is not
about whether online teaching–learning methods can provide
quality education, it is rather how academic institutions will be able
to adopt online learning in such a massive manner (Carey, 2020).
Resistance to change will not help any educational unit across
the world. They will be judged on their pace to adapt to the changes
in such a short period and their ability to maintain the quality. The
reputation of educational units is on stake and under scrutiny. How
well they behave and how well they maintain their quality of
education amidst this crisis shows their adapting capabilities. The
shift from face-to-face lectures to online classes is the only possible
solution. Indeed, academic institutions would not be able to

transform all of their college curricula into and online resource
overnight. Distance, scale, and personalized teaching and learning
are the three biggest challenges for online teaching. Innovative
solutions by institutions can only help us deal with this pandemic
(Liguori & Winkler, 2020). There is a requirement of a quick shift to
online learning mode; therefore, the products by Google can be
really useful under such problematic situations; they are (a) Gmail,
(b) Google Forms, (c) Calendars, (d) G-Drive, (e) Google Hangouts,
(f) Google Jam board and Drawings, (g) Google Classroom, and (h)
Open Board Software (not a Google product, helps in recording
meetings in the form of files). These tools can successfully be used
as an alternative for face-to-face classes (Basilaia et al., 2020).
Problems Associated With Online Teaching and Learning
There are n number of technologies available for online
education but sometimes they create a lot of difficulties. These
difficulties and problems associated with modern technology range
from downloading errors, issues with installation, login problems,
problems with audio and video, and so on. Sometimes student finds
online teaching to be boring and unengaging. Online learning has so
much of time and flexibility that students never find time to do it.
Personal attention is also a huge issue facing online learning.
Students want two-way interaction which sometimes gets difficult to
implement. The learning process cannot reach its full potential until
students practice what they learn. Sometimes, online content is all
theoretical and does not let students practice and learn effectively.
Mediocre course content is also a major issue. Students feel that
lack of community, technical problems, and difficulties in
understanding instructional goals are the major barriers for online
learning (Song et al., 2004). In a study, students were found to be
not sufficiently prepared for balancing their work, family, and social
lives with their study lives in an online learning environment.
Students were also found to be poorly prepared for several e-
learning competencies and academic-type competencies. Also, there
is a low-level preparedness among the students concerning the
usage of Learning Management Systems (Parkes et al., 2014).
Possible Solutions for Problems
A lot of issues are attached to online education but we cannot
ignore the perks of it in times of such crisis. We can always have
solutions to fix these difficulties. Technical difficulties can be solved
through prerecording video lectures, testing the content, and
always keeping Plan B ready so that the teaching–learning process
cannot be hampered. Online courses should be made dynamic,
interesting, and interactive. Teachers should set time limits and
reminders for students to make them alert and attentive. Efforts
should be made to humanize the learning process to the best extent
possible. Personal attention should be provided to students so that

they can easily adapt to this learning environment. Social media
and various group forums can be used to communicate with
students. Communication is the key when it gets difficult to try
reaching out to students via texts, various messaging apps, video
calls, and so on—content should be such that enable students for
practice and also hone their skills. The quality of the courses should
be improved continuously and teachers must try to give their best.
Online programs should be designed in such a way that they are
creative, interactive, relevant, student-centered, and group-based
(Partlow & Gibbs, 2003). Educators must spend a lot of time in
making effective strategies for giving online instructions. Effective
online instructions facilitate feedback from learners, make learners
ask questions, and broaden the learner horizon for the course
content (Keeton, 2004). Institutions must focus on pedagogical
issues and emphasize collaborative learning, case learning, and
project-based learning through online instructions (Kim & Bonk,
2006).
The challenge to educational institutions is not only finding
new technology and using it but also reimagining its education,
thereby helping students and academic staff who are seeking
guidance for digital literacy.

LOCAL LITERATURE
The Coronavirus Disease 2019 (COVID-19) pandemic has
dramatically changed the higher education system in the Philippines
with a distinctive shift in online instruction as an effort to limit
further transmission of the virus. This sudden change to online
instruction raised concern among many teachers and students
because a large segment of the population have unstable internet
access and limited electronic devices (Pastor, 2020; Mirandilla-
Santos, 2016). Since the pandemic started and presently shows
little signs of declining, worries whether internet connection would
not suffice to support online education persist as a challenge.
Undergraduate Chemical Engineering students are required to take
Analytical Chemistry and Physical Chemistry 1 courses during their
first and second year of studies at universities in the Philippines.
The Physical Chemistry 1 curriculum for Chemical Engineering
undergraduate students includes topics in properties of gases, laws
of thermodynamics, and phase equilibria. The Analytical Chemistry
course includes topics in chemical equilibrium, classical quantitative
analysis, and instrumental methods analysis.

The second term of the academic year (AY) 2019–2020, which is
from January to May 2020, at the University of Santo Tomas (UST)
was indefinitely suspended at around March due to the steadily
increasing COVID-19 cases in Metro Manila, risks and local
transmission concerns of COVID-19. This led to all courses being
advised to shift online until the end of the second term. Due to the
projected continuous increase of cases, it was also later decided by
the University that online classes will be implemented until the first
semester of AY 2020–2021 (August to December 2020). The
sudden shift to full online instruction led faculty members to adjust
their teaching plans, teaching styles and assessment methods.
Students also faced the challenge to quickly adapt to the “new
normal” in higher education setting. The shift to online instruction
was a contingency plan to secure the continuation of the courses
offered by the University and enable students to continue with their
studies. However, developing countries, like the Philippines, have
areas that do not have a reliable or existent internet connection
which posed a great and major challenge to the shift to full online
instruction.
As the immediate future is uncertain with new outbreaks and
looming lockdowns, many instructors had to consider online
instruction, which can be given in one of three pedagogical
approaches: (1) synchronous, (2) asynchronous and (3) blended
learning strategy. In synchronous online lectures (real-time),
instructors and students meet online using a video conferencing
software during the designated class hours and instructors give
lectures on the course. Students participate in the lectures and are
able to ask questions vocally or via live text chat. In asynchronous
lectures, instructors record lecture videos and upload them in
Blackboard learning management system (LMS) or YouTube, so that
students can access them in their most convenient time.
The blended online learning strategy is deemed to be the most
practical method to adapt as this combines the advantages of
synchronous and asynchronous strategies. The main motivation in
choosing the blended strategy is to increase the student’s
participation in their own learning process rather than quietly sitting
during a synchronous discussion. The basis of this approach is the
cognitive load theory, on the basis that novice learners are
immediately overwhelmed by a large amount of new ideas and
terminologies, and resort to surface learning (Darabi and Jin, 2013;
Seery and Donnelly, 2012; Seery, 2013). This type of active

learning pedagogy is called “flipped classroom” approach
(Bergmann and Sams, 2012; Olakanmi, 2017). In this learning
approach, traditional lecture and homework are replaced by pre-
class activities, such as viewing short, pre-recorded lecture videos.
The class time is devoted to further reinforce the topics through
problem solving examples, interactive activities and detailed
discussions (Pienta, 2016; Rau et al., 2017). However, the
synchronous online class sessions (called the “virtual classroom”)
replaced the traditional face-to-face class for engaging the students
with activities and guided problem-solving discussions in the
traditional flipped classroom.
The benefits from flipped classroom were reported by economists
(Lage et al., 2000). Lage and colleagues showed that reducing
variability in teaching styles across classroom and implementing
various activities to create an inclusive classroom resulted to an
improved student performance (Lage et al., 2000). Several other
disciplines have reported a similar success with implementing the
flipped learning in materials science courses (Liou et al., 2016),
pharmacy (Koo et al., 2016), statistics (Peterson, 2016),
engineering education (Kerr, 2015; Chiquito et al., 2020), computer
science (Sohrabi and Traj, 2016; Davies et al., 2013), and health
science courses (Betihavas et al., 2016; McLaughlin et al., 2014). In

chemistry, flipped classrooms were first introduced in a high school
general chemistry curriculum (Bergmann and Sams, 2012). There
are several literatures that discuss the benefits that can be accrued
from flip learning in chemistry courses with most of the examples
presented involve high school general chemistry (Bergmann and
Sams, 2012; Schultz et al., 2014). Moreover, substantial amount of
work has been published on the effectiveness of the flipped
classroom when implemented higher education chemistry courses
such as General chemistry, Organic chemistry, and Biochemistry
(Smith, 2013; Fautch, 2015; Seery, 2015; Mooring et al., 2016;
Ojennus, 2016; Bokosmaty et al., 2019). Interestingly, reports
published about the effectiveness of flipped learning in calculation
intensive courses such as Analytical Chemistry and Physical
Chemistry are scarce (Fitzgerald and Li, 2015; Esson, 2016).
Therefore, it is important for this paper to contribute to this current
information gap.
CHAPTER 3
METHODOLOGY
INTRODUCTION
This Chapter contained research design, population and
sample instrumentation,data collection and analysis plan.
RESEARCH DESIGN
This research proposal will use a quantitative approach survey
is used to collect data. The quantitative approach to gathering
information focuses on describing a trend or phenomenon across
larger number of participants thereby providing the possibility of
summarizing characteristics across groups or relation .This
approach surveys a large number of individuals and appies
statistical techniques to recognize overall patterns in the relations of
processes . According to Creswell (2014), to study the relationship
of two or more variables correlational research design is often used.
This research design is most common in quantitative approach as it
involves gathering data from groups or sample.
This research design is designed to identify the cause and
effects of online learning to the academic performance of students,
to know the positive and negative effects of this new mode of
learning to their academic performance, and to distinguish the
things they should do to cope up in this new mode of learning.
The students that have been selected are the SHS Maritime
Students in ESTI. For this quantitative research, researcher sample
from list and people available. In educational research that involves
school, the population is commonly the students. This research

applies convenience sampling where researcher selects sample that
are available and willing to participate in the study.
The sample that had been used in this research was 20
students in ESTI,
The respondents were from SHS Maritime Students and they were
selected to give the effects of online learning regarding to their
academic performance.
INSTRUMENTATION
The researcher seek to identify the cause and effects of online
learning to the academic performance of SHS Maritime Students in
ESTI. The instrument that has been used is questionnaire. The
questionnaire we’re composed of questions that will help to
determine the possible answers and conclusion in the end of the
process.
DATA-GATHERING PROCEDURE
The data-gathering procedure went firstly on asking the
participants if I can give them the questionnaire in order for them to
acquire the clean process then after that ,the questionnaire is done
by only sending it in messenger to the students who are the part of
this research study since it’s pandemic and can’t be done through
face to face. In addition ,the questionnaire we’re being analyzed
carefully and precisely.
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRERATION OF DATA
This chapter presents the result of the study by answer all

questions found in Chapter 1, Statement of the Problem(SOP), left
side heading the heading I each problem and the presentation of
answer is in textual, tabular and/or graphical forms.
Table 1
1. What are the factors that affect the academic performance of the
SHS Maritime Students at ESTI?
Items 4 3 2 1 Total
F W F W F W F W R TW W RAN
F F F F F M K
1. Family 6 24 1 36 2 4 0 0 2 64 3.2 1
Background 2 0
2. Confidence 5 20 1 30 4 8 1 1 2 59 2.9 4
0 0 5
3. Disorientati 2 8 1 33 4 8 3 3 2 52 2.6 5
on 1 0
4. Individual 6 24 1 30 4 8 0 0 2 62 3.1 2
Motivation 0 0
5.Previous 4 16 1 36 4 8 0 0 2 60 3 3
Learning 2 0
Experience
In specific question number 1,”What are the cause and effect

of online learning on the academic performance of the SHS Maritime
Students at ESTI?
In item number 1, 6 answered strongly agree, 12 answered

agree, 2 answered moderately agree, and none answered disagree,
having weighted mean of 3.2 and is ranked 1 st. In item number 2, 5
answered strongly agree, 10 answered agree, 4 answered
moderately agree, and 1 answered disagree, having weighted mean
2.95 and is rank 4th. In item number 3, 2 answered strongly agree,
11 answered agree, 4 answered moderately agree, and 3 answered
disagree, having weighted mean of 2.6 and is ranked 5 th. In item

number 4, 6 answered strongly agree, 10 answered agree, 4
answered moderately agree, and none answered disagree, having
weighted mean of 3.1 and is ranked 2 nd. In item number 5, 4
answered strongly agree, 12 answered agree, 4 answered
moderately agree, and none answered disagree having weighted
mean of 3 and is rank 3rd.
Table 2
2. What are the cause and effects of online learning on the

academic performance of the SHS Maritime Students at ESTI?
Item 4 3 2 1 Total
F W F W F W F W R TW WM RAN
F F F F F K
1. A 3 12 8 24 6 12 3 3 2 51 2.5 3
decrease in 0 5
academic
performanc
e
2. Low self- 3 12 6 18 9 18 2 2 2 50 2.5 4

esteem 0
3. It’s more 5 20 7 21 5 10 3 3 2 54 2.7 1

cost- 0
effective
than
traditional
education
4.It offer a 4 16 7 21 7 14 2 2 2 53 2.6 2

wide 0 5
selection of
programs
5.It’s 3 12 5 15 8 16 4 4 2 47 2.3 5
accessible 0 5
In specific question number 2, “What are the cause and

effects of online learning on the academic performance of the SHS
Maritime Students at ESTI?

agree, 6 moderately agree, 3 disagree as well, having weighted
mean of 2.55 and is ranked 3rd. In item number 2, 3 answered
strongly agree, 6 answered agree, 9 answered moderately agree, 2
answered
disagree, having weighted mean of 2.5 and is ranked 4 th. In item

number 3, 5 answered strongly agree, 7 answered agree, 5
answered moderately agree, 3 answered disagree, having weighted
mean 2.7 and is ranked 1st. In item number 4, 4 answered strongly
agree, 7 answered agree, 7 answered moderately agree, 2
answered disagree, having weighted mean of 2.65 and is ranked
2nd. In item number 5, 3 answered strongly agree, 5 answered
agree, 8 answered moderately agree, 4 answered disagree, having
weighted mean of 2.35 and is ranked 5th.
Table 3
3.What intervention does SHS Maritime Students at ESTI should do

to cope up in new mode of learning?
Item 4 3 2 1 Total
F W F W F W F W R TW WM RAN
F F F F F K
1. Focus on 7 28 1 30 3 6 0 0 2 64 3.2 1
Learning 0 0
2. Embrace 5 20 1 39 2 4 0 0 2 64 3.1 2
Technology 3 0 5
3. Impleme 3 12 7 21 7 14 3 3 2 50 2.5 5
nt regular 0
assessment
and
readiness
checks
4. Help 4 16 8 24 7 14 1 1 2 55 2.7 4
students 0 5
develop
new
routines
and
strategies
5. Create a 5 20 8 24 6 12 1 1 2 57 2.8 3
Dedicated 0 5
Study
Space
In specific question number 3,”What intervention does SHS

Maritime Students at ESTI should do to cope up in new mode of
learning?

agree, 3 answered moderately agree, and none answered disagree,
having a weighted mean of 3.2 and is ranked 1 st. In item number 2,

5 answered strongly agree, 13 answered agree, 2 answered
moderately agree, and none answered, having a weighted mean of
3.15 and is ranked 2nd. In item number 3, 3 answered strongly
agree, 7 answered agree, 7 answered moderately agree, 3
answered disagree, having weighted mean 2.5 and is ranked 5 th. In
item number 4, 4 answered strongly agree, 8 answered agree, 7
answered moderately agree, 1 answered disagree, having weighted
mean of 2.75 and is ranked 4th. In item number 5, 5 answered
strongly agree, 8 answered agree, 6 answered moderately agree, 1
answered disagree, having weighted mean of 2.85 and is ranked
3rd.
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
This chapter presents the summary, findings, conclusions, and

recommendation of the study entitled.” The effects of the lack of
internet access to students”.
SUMMARY OF FINDINGS
This study aimed to identify the cause and effects of online

learning to shs maritime students of esti.
Specifically, it sought answer for:
1.What are the factors that affect the academic performance of the
SHS Maritime Students at ESTI?
2.What are the cause and effects of online learning on the academic
performance of the SHS Maritime Students at ESTI?
3.What intervention does SHS Maritime Students at ESTI should do

to cope up in new mode of learning?
This study made use of quantitative method to identify the

cause and effects of online classes to shs maritime students of esti.
The researcher used population of Grade 11 and 12 students in
Educational System Technological Institute with the total of 20
respondents. The data are gathered through the use of
questionnaires.
FINDINGS
The following statements were the findings of this study in
their academic performances.
1. Factors that affect the academic performance of the

SHS Maritime Students at ESTI.
Out of 5 statements given by the researchers to the

participants, the item that states “Family Background”, have
the highest weighted mean of 3.2. While the item that was
ranked the least is the item that states “Disorientation” and

had an average weighted mean of 2.6.
2. The cause and effects of online learning on the

academic performance of the SHS Maritime Students at ESTI.
Based on the findings of the researchers, the item that

has been ranked first is the one that states “It’s more cost-
effective than traditional education” with an average weighted
mean 2.7, then item that has been ranked last, on the other
hand is the item that states “It’s accessible” with the weighted
mean of 2.35.
3. Intervention does SHS Maritime Students at ESTI

should do to cope up in new mode of learning.
To summarize the gathered responses, the item has been

ranked first was the item that states “Focus on Learning” that
has a weighted mean of 3.2. The item that states “Implement
regular assessment and readiness checks”, on the other hand
was the item that has ranked 5th because it has a weighted
mean of 2.5. To summarize, the respondents knew the
possible solutions to cope up in new mode of learning.
Conclusion
The researchers therefore conclude that:

1. There are many factors that affects the academic

performances of Maritime Students of ESTI mainly family
background because they affect the student’s achievement.
2. Online classes genuinely affect all of SHS Maritime

Students of ESTI. Since were are not used to this kind of
educational system where we can’t have the same practices
and evaluations before with face to face classes.
3. There are numbers of possible solutions that the SHS

Maritime of ESTI can do to cope with this new model of
learning such as focusing more on learning, embracing new
technology and more.
Recommendation
The researchers recommend to the

student’s,teachers,parents, and future researchers the following:
To the student’s, to always focus on learning more and find a

way to look for alternative resources and not just to rely only in
using internet access during online classes.There are possible ways
in this research that the students can apply in order for them to
finish SHS without struggling with it because of online classes.
To the teachers, to help and give the students the advices

needed when they struggle in given activities. And to provide to
other possible alternative motivation for them to keep striving and
having fun learning even if it is through online classes.
To the partners, to given guidance as well, so that the

students can have the support, push and urge to finish the activities
and home works that has been given to them .
To the future researchers, to elaborate more about this topic, to

provide more solutions and to expand this kind of study entitled
“The Cause and Effects of Online Classes to SHS Maritime Students
of ESTI”.
Appendix A
Letter of Approval of the Topic
June 29, 2022
MRS. MARIA TERESA M. LEAL

Research Report Teacher
ESTI, Boac, Marinduque
Madam,
Greetings!
We, the undersigned, ______________, ____________, _______________,
and ___________ are Grade 12 STEM students here in our beloved institution. We
are presently undertaking a research report study entitled “_______________” as
one of the requirements for the subject, Inquiries, Investigations and Immersion. In
this regard, we have the honor to submit our research proposal entitled
“__________________” for your approval.
Thank you very much.
Very truly yours,
THE RESEARCHERS
James Cedric C. Alva

John Jomiel Orlina
Approved by:

Research Report Teacher
Appendix B
Letter to the Panelist
June 29, 2022
Mrs. _____________
(Position)
Educational Systems Technological Institute

Ma’am:
We have the honor to invite you to be a Chairman of our Final

Defense Panel of our research report entitled
“________________”. The Final Defense will be held on June
___, 2022 at Room___ .
We are anticipating for your presence and will appreciate your

honest comments for the improvement of our research report.
Thank you and more power.
Respectfully yours,
THE RESEARCHERS:
John Jomiel Orlina
Noted by:

Subject Teacher
Appendix C
Letter to the Panelist
June 29, 2022
Mrs. ________
(Position)
Educational Systems Technological Institute

Ma’am:
We have the honor to invite you to be a member of our Final

Defense Panel of our research report entitled
“________________”. The Final Defense will be held on June
___, 2022 at Room___ .
We are anticipating for your presence and will appreciate your

honest comments for the improvement of our research report.
Thank you and more power.
Respectfully yours,
THE RESEARCHERS:
John Jomiel Orlina
Noted by:

Subject Teacher
Appendix D
Letter to the Respondents
June 29, 2022
Dear Respondents,
Greetings!
We the undersigned students of Grade 12 STEM at

Educational Systems Technological Institute (ESTI) are currently
working on our undergraduate research report study entitled
“__________________” as one of the requirements for the subject
Inquiries, Investigations and Immersion.
In this connection, may we respectfully request your

cooperation by answering the questionnaire attached here with.
Your response will be vital in determining the extent of our research
for the completion of this study. Please feel assured that your
anonymity and the information you will give will be treated with the
strictest confidentiality.
Thank you very much.
Respectfully yours,
The Researchers:

John Jomiel Orlina
Noted by:

Subject Teacher
Appendix E
Defense Criteria
Name of Examinee: James Cedric C. Alva
John Jomiel Orlina

Title of the Research Report: CAUSE AND EFFECT OF ONLINE

CLASSES TO MARITIME STUDENTS OF ESTI
Date of Oral Presentation: June 29, 2022
To the Panelist: Rate the defense and his/her work using the following points along this
scale:
5-Excellent 2-Satisfactory
4-High Satisfactory 1-Fair
3-Very Satisfactory 0-Poor/Re-Defense
A. Personality (20%)
1. Punctuality…………………………………………….. (5%) __________
2. Preparedness…………………………………………. (5%) __________
3. Attitude…………………………………………………. (5%) __________
4. Proper Grooming…………………………………… (5%) __________
B. Knowledge (45%)
1. Mastery of the Topic……………………………… (15%) _________
2. Delivery/Presentation……………………………. (15%) _________
3. Competence in Answering Questions…….. (15%) _________
C. Content and Relevance and Technical Quality of

Research Report Documentation (20%)
1. Appropriateness of Methodology and
Statistics………………………………………………….. (5%) __________
2. Sufficiency of the Presentation and
Interpretation of Data……………………………… (5%) __________
3. Consistency of the Summary, Conclusion
and Recommendation with the Problems,
and the Findings………………………………………… (5%) __________
4. Impact of the Results to SHS Department…. (5%) __________
D. Manuscript (15%)
1. Layout (Encoding and Format)………………… (5%) __________
2. Mechanics (Spacing, Punctuation, etc.)….. (5%) __________
3. Neatness and Accuracy…………………………… (5%) __________
Total: __________
Appendix F
Survey Questionnaire
______________________________
Panellist
Editors Recommendation
The research report entitled “____________________”

prepared by _________________in partial fulfilment of the
requirements for the subject INQUIRIES, INVESTIGATIONS
AND IMMERSION, has been edited and found to be
satisfactory, and is hereby recommended for presentation and
binding.
Editor
CURRICULUM VITA
PERSONAL BACKGROUND
Name: James Cedric C. Alva
Age: 18
Address: Baliis Santa Cruz Marinduque

Birthdate: October 26, 2022
Birthplace: Boac Marinduque
Civil Status: Single
Father’s Name: Jonathan Francisco P. Alva Jr.
Occupation: Tricycle Driver
Mother’s Name: Beny Lyn Alva
Occupation: Municipal Employee
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Secondary: Senior High School
EDUCATIONAL SYSTEM TECHNOLOGICAL INSTITUTE
PRE BACCALAUREATE MARITIME SPECIALIZATION
MURALLON, BOAC, MARINDUQUE
2020-2022
Junior High School
SANTA CRUZ INSTITUTE MARINDUQUE INC.
BANAHAW, SANTA CRUZ, MARINDUQUE
2016-2020
Elementary: SANTA CRUZ INSTITUTE MARINDUQUE INC.
BANAHAW, SANTA CRUZ, MARINDUQUE
2013-2016
SANTA CRUZ NORTH CENTRAL SCHOOL
LANDY, SANTA CRUZ, MARINDUQUE
2012
HOLY INFANT PAROCHIAL SCHOOL
2009-2011
SKILLS:
Working knowledge of MS – Office software
Organized and Creative
Hardworking and Devoted
Able to understand English and Speaks English
Accurate and speedy typing skills
PERSONAL BACKGROUND
Name:
Age:
Address:
Birthdate:
Birthplace:
Civil Status:
Father’s Name: Occupation:
Mother’s Name: Occupation:
Religion:

Junior High School
Elementary:
SKILLS:
PERSONAL BACKGROUND
Name:
Age:
Address:
Birthdate:
Birthplace:
Civil Status:
Father’s Name: Occupation:
Mother’s Name: Occupation:

Religion:
Junior High School
Elementary:
SKILLS:

Approval Sheet
The attached research report entitled “CAUSE AND

EFFECT OF ONLINE CLASSES TO SHS MARITIME STUDENTS
OF ESTI.” prepared and submitted byJAMES CEDRIC C. ALVA,
CARL JOSHUA FRANCISCO AND JOHN JOMIEL ORLINA in
partial fulfillment of the requirements for the subject
INQUIRIES, INVESTRIGATION AND IMMERSION, has been
examined and is recommended for acceptance and approval for
ORAL EXAMINATION.
Teacher
…………………………………………………………………………………
Panel of Examiners
Approved and accepted by the committee on oral

examination with a grade of ______.
(Name of chairman)
Chairman
(Name of member) Name of Member
Member Member
…………………………………………………………………………………………………………
Accepted in partial fulfillment of the requirements for the

subject INQUIRIES, INVESTIGATIONS AND IMMERSION.
MRS. JENNIFER R. MOLBOG

Administrator
TABLE OF CONTENTS
Preliminaries Page
TITLE PAGE………………………………………………………………………………. i
APPROVAL SHEET……………………………………………………………………. ii
ACKNOWLEDGMENTS……………………………………………………………… iii
DEDICATION……………………………………………………………………………. iv
ABSTRACT………………………………………………………………………………… v
TABLE OF CONTENTS……………………………………………………………….. vi
LIST OF TABLES……………………………………………………………………….. vii

.
LIST OF FIGURES……………………………………………………………………… viii
Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………..
Background of the Study………………………………….…..
Theoretical Framework………………………………………..
Conceptual Framework……………………………………….
Statement of the Problem…………………………………….
Scope and Delimitations of the Study………………………….

Significance of the Study…………………… ……………….
Definition of Terms……………………………………………
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature ………………………………..
Foreign Literature ………………………………………………….
Local Literature ……………………………………………………..
Review of Related Studies …………………………………….
Foreign Studies …………………………………………………

Local Studies …………………………………………………….
Chapter 3 RESEARCH METHODOLOGY
Method of Research …….…...……………………………….
Population, Sample Size, Description of the

Respondents………………………………………………
Research Instruments………………………………………..
Data Gathering Procedure…………………………………..
Statistical Treatment of Data………………………………..
Chapter 4 PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
Chapter 5 SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS
Summary…………………………………………………….
Findings……………………………………………………..
Conclusions………………………………………………...
Recommendations…………………………………………
Bibliography………………………………………………………
Appendices
Appendix A (Letter of Approval of the Topic) ………………
Appendix B (Letter to the Panelist)………………………………
Appendix C (Letter to the Panelist) ……………………………..
Appendix D (Letter to the Respondents)………………………
Appendix E (Defense Criteria) ……………………………………..
Appendix F (Survey Questionnaire) …………………………….
Editor’s Recommendation………………………………………………..
Sample questionnaire with answer of the respondent ….
Curriculum Vitae ……………………………………………………………..


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Educational System Technological Institute

Murallon, Boac, Marinduque

CAUSE AND EFFECT OF ONLINE CLASSES

SHS MARITIME STUDENTS OF ESTI

James Cedric Alva

Carl Joshua Francisco

John Jomiel Orlina

This study is dedicated with genuine gratefulness and

To the adviser, who shared her words of advice and

The Researcher would like to express their deepest gratitude

The educational system across the world has immensely been

affected due to outbreak of COVID-19; it forced the shutdown of

educational institutions, which adversely affected students. Due to

its contagious nature, COVID-19 demanded containment and

enforced isolation that tremendously affected personal interaction of

teachers and students. In the absence of traditional classroom

teaching and face-to-face interaction, computer-based learning has

emerged as closest substitute for off-line teaching. Against such a

backdrop, it is pertinent to examine the students’ perception and

readiness about online-learning system adopted at the institutional

level during the ongoing COVID-19 pandemic. In this research

paper, I would like to present the Cause and Effect of Covid-19 on

the academic performance of Maritime Students at ESTI. How the

Students is able to overcome their problem based on the current

path of the pandemic. Furthermore, despite the hardship and

modules. This study explored the status of the students during a

BACKGROUND OF THE STUDY

Online Education involves electronic mode of learning and

teaching specialized media have been used to implement the

education. Now a days a lot of people use technology or other

electronics gadget in anytime and the most important is the used of

internet. A lot of school started to used online learning to replace

traditional paper based teaching method. Basically online learning

had been widely accepted and practiced throughout the world.

achieved in education sectors .This is a way of learning which

learning is throughout internet . There is no need for the students

to go in university campus in order to learn something new .They

can do this at home or anywhere they are .Through online

education ,it is so easy to learn whatever you want at anytime that

is appropriate for the students .

This study aims to determine the Cause and Effect of Covid-

19 on the academic performance of Maritime Students at ESTI. To

on the new mode of learning . Moreover the educators need to

understand the current situation of the students . Help those

students who struggles by giving consideration when it comes to

their school works , because every student has a different way of

coping up into this new type of learning .

The aim of the study is to identify the factors affecting

students’ satisfaction and performance regarding online classes

during the pandemic period of COVID–19.

Online learning and classes are increasingly becoming part of

the education system worldwide. Online channel has made

education convenient and easily accessible by one and all.

STATEMENT OF THE PROBLEM

This study will be conducted to determine the cause and effect

of online learning on the academic performance of SHS Maritime

Students of ESTI. The research aims to answer the following:

1. What are the factors that affect the academic performance

of the SHS Maritime Students at ESTI?

2. What are the cause and effects of online learning on the

academic performance of SHS Maritime Students at ESTI?

3. What intervention does SHS Maritime Students at ESTI