THE IMPACT OF

ONLINE CLASS TO
GRADE 10
STUDENTS OF SAN
FRANCISCO HIGH
SCHOOL
BINWAG ZYANNE RIZZ
G10 ST. JOHN
ENGLISH ACT. 3 &4
CHAPTER 1
BACKGROUND OF THE STUDY
The transition to online learning has implications not only for teachers, who need to change their
courses but also for students, who need to adapt to the new learning environment. Educators and parents
are taking notice and many are considering whether the shift to online education will lead to lasting
changes for students who move out of the classroom. One of the most important consequences of the
transition to online learning is its impact on students' health and sleeping habits (Michelle, 2021).

No one imagined that Covid-19 would turn our world upside down and would bring major
changes to our lifestyle. The virus has spread everywhere like a wild forest fire due to which numerous
changes were accepted by people all over the world, and it took some time for everyone to adapt to the
new normal. Online learning is rapidly becoming one of the most effective ways to impart education. The
impact of the virus was so strong that online education became a seemingly ubiquitous part of our
growing world, which resulted in the closure of schools and no further physical interaction of teachers
with students. Fortunately, soon enough most of the schools and educational institutions moved to online
mode to resume their studies. As a result, education has changed dramatically, with the distinctive rise of
e-learning, whereby teaching is undertaken remotely on digital platforms instead of physical classrooms
(Prakash, 2021).

Online courses call for a greater amount motivation and self-discipline than a classroom-based
course. A classroom has one or more instructors and peers, who can hold a student accountable for their
course-work. In contrast, online courses involve setting our own goals, tracking progress and meeting
deadlines. One does not learn effectively in isolation so online courses do offer discussion forums, email
and one-on-one support. Technology also adds on to the visual experience by incorporating animations
that can be used interactively for effective learning and communication (Education World, 2020).

Online learning for children improves student accessibility. Students must be organized, self-
motivated, and have a high level of time management to participate in an online program. Online learning
methods can be an effective alternative educational medium for mature and self-disciplined pupils but are
unsuitable for learning environments that depend on the learner. The main benefit of asynchronous,
online learning is that it allows students to fully participate in high-quality learning situations, where
distance learning makes it difficult or impossible to learn on the ground (Michelle, 2021).

Computer learning is one of the biggest motivators for kids today. Students can take part in
classes from anywhere across all countries. E-learning has recorded and interactive sessions. Students
who are unable to attend traditional classrooms enjoy online learning. After all, online classes only need a
computer and a basic internet connection. With the Pandemic, it is uncertain to get back to traditional
teaching anytime soon. With social-distancing, it will have negative effects on learning opportunities.
Educational institutions are struggling to find options to survive. The situation demands unity and
togetherness. There is an urgent need to protect and save our students, teachers and institutions (Nurtem,
2022).

Online learning for children improves student accessibility. Students must be organized, self-
motivated, and have a high level of time management to participate in an online program. Online learning
methods can be an effective alternative educational medium for mature and self-disciplined pupils but are
unsuitable for learning environments that depend on the learner. The main benefit of asynchronous,
online learning is that it allows students to fully participate in high-quality learning situations, where
distance learning makes it difficult or impossible to learn on the ground (Michelle, 2021).

Objectives:
The main objective of the study is to know the impact of online class to Grade 10 students.

Subobjectives:

- To know the negative impact of online class to the Grade 10 students.

- To know what strategies, do students perform to cope up with online class problems and issues.
- To evaluate the performance of students in online class.

Conceptual Framework/ Theoretical Framework

The COVID-19 pandemic has not only changed the way people work but also how students
conduct their studies. As national lockdowns are implemented, working and studying at home has
become the norm, with some classes permanently moving to online-based learning (Davies, 2020). Even
before the pandemic, online learning has been on the rise. The World Economic Forum (WEF) states that
USD 18.99 billion was invested in education technology in 2019 (Li & Lalani, 2020), this would show that
there is an evolving trend of shifting education towards an online learning environment. Thus, as home-
based learning becomes the norm, disruptions to the regular school environment, as well as the various
challenges of organizing online classes could affect the academic performance of students. This paper
seeks to study the impact of online learning on the academic performance of university students and to
determine whether education systems should increase the amount of online learning for traditional in-
class subjects (Aziz, 2021).
Significance of the study
This study is significant to the Grade 10 students because it assesses the negative impacts that
online class may bring. This study will show the impacts of online class to the students which will be a
big help in looking up for solutions to proposed. This study is important to the teachers because it
provides information about the students that they can use in implementing online class. Lastly, this study
is important to the parents because they can be able to know and assess their child who are a participant in
online class. They can be able to evaluate whether their child is having difficulties or none in this learning
distance that our government implement.

Scope and Delimitation of the study

The research study focuses on the impacts of online class to Grade 10 students. It focuses on the
negative impact of online class to students as well as the positive impact it brings. The study will be
carried out involving the grade 10 students of San Francisco High School. It will be done through the
process of surveying wherein Grade 10 students will be the one’s answering the created questions for
them. The study is limited to the other Grade levels in San Francisco High School. Other levels where not
related in this study because we are only aiming to finish what we have created in our objectives.
Research Questions
Name (optional): ______________________________________
Grade & Level: _____________________
Sex: _____________

Please put a check mark on the space provided before the statements if you have experience from
any of the following (negative impacts).
____ Slow internet connection.
____ Always late in passing my requirements.
____ Can’t answer my activities properly.
____ Don’t have enough source of learning materials to use.
____ Lack of information about the subject.
____ Don’t have laptop to use.
____ Don’t have cellphone to use.
____ Always having difficulties in learning through online.
____ Lack of motivation.
____ Lack of communication to teachers
In some case, what strategies do you perform to cope up with these difficulties in online learning?
Put a check mark (/) on the space provided before the statements.
____ Practice time management.
____ Eliminate destructions.
____ Ask questions and help.
____ Take notes.
____ Stay organized.
____ Treat an online class as a real class.
____ Resists social media.
____ Be proactive.
____ Schedule regular study breaks.
____ Participate in online discussions.
____ Find area with internet connection.
Definition of terms:
 Online learning - is education that takes place over the Internet. It is often referred to as “e-
learning” among other terms. However, online learning is just one type of “distance learning” -
the umbrella term for any learning that takes place across distance and not in a traditional
classroom.
 Numerous - very many; being or existing in great quantity: numerous visits; numerous fish.
consisting of or comprising a great number of units or individuals: Recent audiences have been
more numerous.
 Disruption - the act or process of disrupting something: a break or interruption in the normal
course or continuation of some activity, process, etc.
 Accountable - the quality or state of being accountable especially: an obligation or willingness to
accept responsibility or to account for one's actions public officials lacking accountability.
 Rapidly - with great speed; swiftly: Bats are more likely than birds to detect rapidly spinning
turbine blades and avoid flying into them.
 Asynchronous - allows you to learn on your own schedule, within a certain timeframe. You can
access and complete lectures, readings, homework and other learning materials at any time during
a one- or two-week period. “A big benefit to asynchronous classes is, of course, the flexibility.
 Accessibility - can be viewed as the "ability to access" and benefit from some system or entity.
The concept focuses on enabling access for people with disabilities, or enabling access through
the use of assistive technology; however, research and development in accessibility brings
benefits to everyone.
Literature Review
TITLE OF RELATED MAIN IDEAS/ ARGUMENTS YEAR OF
WORKS/ STUDIES THE STUDY
A Comparative Analysis of The overarching purpose of this research was 2019
Student Performance in an to determine which teaching method proved
Online vs. Face-to-Face more effective over the 8-year period.
Environmental Science Course
From 2009 to 2016
The impact of online learning Online classes, COVID-19, Survey, Teachers’ April-June 2020
during COVID-19: students’ Perspective, Students’ Perspective
and
teachers’ perspective
Negative Impacts from the The COVID-19 pandemic led to an abrupt shift January 2022
Shift to Online from in-person to virtual instruction in Spring
Learning During the COVID- 2020. We use two complementary difference-
19 Crisis: Evidence in differences frameworks, one that leverages
from a Statewide Community within-instructor-by-course variation on
College System whether students started their Spring 2020
courses in person or online and another that
incorporates student fixed effects.
Side Effects Of Online Today, with enormous technological advances, October 9, 2021
Education
teachers can train their students with various
online tools to communicate with them when
they are unable to interact with them or share
the problems they have.
The impact of online classes Online learning is rapidly becoming one of the December 2, 2021
on students most effective ways to impart education. The
impact of the virus was so strong that online
education became a seemingly ubiquitous part
of our growing world, which resulted in the
closure of schools and no further physical
 interaction of teachers with students.

The COVID-19 health crisis led to one of the largest disruptions in the history of American
education. Beginning in March 2020, tens of millions of students attending school in person at all
education levels abruptly shifted to online learning due to stay-at-home orders put in place to curb
transmission of the virus. While some teachers and faculty had experience teaching online, many had to
pivot into online teaching for the first time, often using videoconferencing technology (e.g. Zoom) to
deliver instruction and engage students. There are various reasons why the COVID-19 crisis and the
ensuing abrupt shift to virtual instruction may have led to worse outcomes for community college
students (United States Department of Education, 2021). Students may have been dealing with health
challenges associated with COVID-19 infection or have had family members who became sick. Many
community college students and their family members were among the tens of millions of Americans who
lost their jobs during Spring 2020; the stress of these job losses may have reduced the cognitive
bandwidth and attention students could devote to class (Shah, Shafir, and Mullainathan, 2015). Increased
childcare responsibilities may have detracted from time adult students could invest in their college course
work (United States Department of Education, 2021).

Online school has been implemented all throughout the world for students to obtain their
education amidst the breakout of COVID-19. The pandemic shut down schools around the beginning of
March earlier this year, and over 1.2 billion students world-wide are not physically attending school.
Most public schools are still using online learning to avoid students coming in-person to school, but
some, along with several private schools have gone back. Like anything, online school has its pros and
cons, but the problem is that the negatives of electronic learning outweigh the positives. Negative impacts
of online learning are seen in the technicality of the actual use of it. These impacts include how
technology is not always efficient, it is harder for students to grasp concepts being taught, online learning
can cause social isolation, and can cause students to not develop needed communication skills. Online
school’s negative implications can easily be fixed through students coming physically to school
(Northenor, 2020). 

While there are different perspectives of the learning process such as learning achievement and
faculty perspectives, students’ perspectives are especially critical since they are ultimately the raison
d’être of the educational endeavor (Chickering & Gamson, 1987). More pragmatically, students’
perspectives provide invaluable, first-hand insights into their experiences and expectations (Dawson et al.,
2019). The student perspective is especially important when new teaching approaches are used and when
new technologies are being introduced (Arthur, 2009; Crews & Butterfield, 2014; Van Wart, Ni, Ready,
Shayo, & Court, 2020). With the renewed interest in “active” education in general (Arruabarrena,
Sánchez, Blanco, et al., 2019; Kay, MacDonald, & DiGiuseppe, 2019; Nouri, 2016; Vlachopoulos &
Makri, 2017) and the flipped classroom approach in particular (Flores, del-Arco, & Silva, 2016; Gong,
Yang, & Cai, 2020; Lundin, et al., 2018; Maycock, 2019; McGivney-Burelle, 2013; O’Flaherty &
Phillips, 2015; Tucker, 2012) along with extraordinary shifts in the technology, the student perspective on
online education is profoundly important. What shapes students’ perceptions of quality integrate are their
own sense of learning achievement, satisfaction with the support they receive, technical proficiency of the
process, intellectual and emotional stimulation, comfort with the process, and sense of learning
community. The factors that students perceive as quality online teaching, however, has not been as clear
as it might be for at least two reasons (2020, Medina).

Although K–12 school systems lagged behind other sectors in moving into online learning, this
sector’s adoption of e-learning is now proceeding rapidly. As of late 2009, 45 of the 50 states and
Washington DC had at least one form of online program, such as a state virtual school offering courses to
supplement conventional offerings in brick-and-mortar schools, a state-led online initiative, or a full-time
online school (Watson, Gemin, Ryan, & Wicks, 2009). The largest state virtual school, the Florida Virtual
School, had more than 150,000 course enrollments in 2008–2009. A number of states, including
Michigan, Florida, Alabama, and Idaho, 2 Teachers College Record, 115, 030303 (2013) have made
successful completion of an online course a requirement for earning a high school diploma.

The advent of online education has made it possible for students with busy lives and limited
flexibility to obtain a quality education. As opposed to traditional classroom teaching, Web-based
instruction has made it possible to offer classes worldwide through a single Internet connection. Although
it boasts several advantages over traditional education, online instruction still has its drawbacks, including
limited communal synergies. Still, online education seems to be the path many students are taking to
secure a degree (Jefferson, 2019).

Meanwhile, face-to-face classroom setting can provide immediate feedback to faculty members
and students about the quality of lesson, delivery, and experience. In a classroom setup a teacher can
observe student’s body language and these non-verbal cues helps the teacher to immediately make
adjustment in their teaching approach to best suit the needs of the students. Additional questioning and
individualized attention in classroom environment to gain a more detailed idea about the student’s clarity
with concepts being taught is a major advantage when compared to online channels. What might be easily
perceived and approached in the classroom requires a little more probing and alertness in an online class.
Investigating and analyzing how online classes should be designed and arranged by taking into
consideration the students’ and teachers’ perspective should be an integral part of building online
teaching methodology as well as learning. Previous research studies have investigated student’s
perception and satisfaction toward online learning and face-to-face learning. Fortune, Spielman, and
Pangelinan (2011) investigated 156 students who took and enrolled in either an online learning section or
face-to-face learning of the Recreation and Tourism course at multicultural university in Northern
California, United States and found that no statistically significant difference in learning preference was
found between those enrolled in the two different learning modes. Another study by Tratnik (2017)
indicated significant differences in student satisfaction levels when online classes were compared to face-
to-face learning of English as a foreign language. Students taking the face-to face course were found to be
more satisfied with the course compared to their online counterparts (Nambiar, 2020).

References:
 Jefferson, F., (2019). A Comparative Analysis of Student Performance in an Online vs. Face-to-
Face Environmental Science Course From 2009 to 2016. Retrieved from
https://www.frontiersin.org/articles/10.3389/fcomp.2019.00007/full
 Nambiar, D., (2020). The impact of online learning during COVID-19: students’ and teachers’
perspective. Retrieved from https://ijip.in/wp-content/uploads/2020/06/18.01.094.20200802.pdf
 Lohner, G., (2022). Negative Impacts from the Shift to Online Learning During the COVID-19
Crisis: Evidence from a Statewide Community College System. Retrieved from
https://www.edworkingpapers.com/sites/default/files/ai20-299.pdf
 Michelle, E., (2021). Side Effects of Online Education. Retrieved from
https://elearningindustry.com/side-effects-of-online-education#:~:text=Impacts%20include
%20the%20lack%20of,developing%20the%20necessary%20communication%20skills.
 Prakash, P., (2021). The impact of online classes on students. Retrieved from
https://timesofindia.indiatimes.com/readersblog/expressons4b/the-impact-of-online-classes-on-
students-39348/
 Naveen, K., (N/D). Impact of online learning on school education. Retrieved from
https://www.educationworld.in/impact-of-online-learning-on-school-education/
 Wart, M, (2020). Integrating students’ perspectives about online learning: a hierarchy of factors.
Retrieved from https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-
020-00229-8
 Yusnilita, N., (2020). The Impact of Online Learning: Student’s Views. Retrieved from
https://www.researchgate.net/publication/341433863_The_Impact_of_Online_Learning_Student'
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 Northenor, K., (2020). Online school has more negative impacts than positive. Retrived from
https://theroswellsting.com/5200/opinion/online-school-has-more-negative-impacts-than-positive/