THE INFLUENCE OF DISTANCE LEARNING AMONG STUDENT’S

ENGAGEMENT IN LORENZO S. SARMIENTO SR. NATIONAL HIGH SCHOOL

A Research Workbook Presented to

MAE ANTONETTE TICAR
Subject Teacher

In Partial Fulfillment of the Requirements for the Subject of

Practical Research 2
General Academic Strand (HERA)

AYENTO, RONNA MAY

FELISILDA, JORRY MAE
GONZAGA, FAITH MARJORIE
NOVECIO, JHANDEL
PONTEJOS, DARYL
QUIBOL, MARY COLEEN
November 2021
 CHAPTER 1

INTRODUCTION

Background of the study

In Richmond, California learners, struggle to face and study through

distance learning these days since this Covid-19 pandemic is still here. It is

possible that distance learning will be a prominent part of the school landscape

these days. However, according to student's experiences, distance learning

makes them mentally exhausted and very emotional (Echeverria, V., Mascorro,

K., Maharaj, R., and Sanchez, D. 2020).

University of the Philippines Open University (UPOU) is a single-mode

distance learning school in the Philippines. The term open and distance e-

learning has been referring to as the new model of Web-based learning. ODeL

means the forms of an education plan that use technologies to enable different

combinations of synchronous and asynchronous communication among learners

and educators who separated from one another for the part. (Alfonso, G. J.

2012).

While in the local context here at Lorenzo S. Sarmiento Sr. National High

School, has a current status of applying the method of distance learning due to

our situation right now. By doing a physical separation of teacher and learner,

learning occurs in the context of an educational institution, technical media used,

teacher and learner, communication, face-to-face meetings are possible, and an

industrial model of providing education used. This learning approach can

influence student engagement investigation by looking at the goal structures and

other combined learning strategies that may affect learners.

The researcher has not come across a study that was the same as the

study undertaken at present. It only shows that behavioral engagement,

emotional engagement, and cognitive engagement can predict by different

motivational regulation and strategies after controlling for the academic level.

Although students were somewhat apprehensive, many indicated they were

interested in taking Distance education courses. Therefore in this context, the

researcher was eager to determine the ascending involvement of distance

learning towards student engagement. Moreover, this study provides learning on

informative and offers flexible time frames that can be personalized to each

person, offering them the ability to learn at their own pace.

Theoretical Framework

This study is an anchor by the conception of Chickering & Gamson (1987),

which states that determining the factors affecting student engagement in

distance education was the most significant part of this study. All the articles are

probe in terms of variables affecting student engagement. These variables were

classified based on the framework of the indicators.

This investigation supported by the study Ma, J. (2015), who also stated

that this study showed efforts on understanding student engagement in distance

education has increased over the years. This increase is not surprising when it is
considered that engagement plays a vital role in promoting student retention, and

increasing student retention rates is relevant for educational institutions. Distance

education technology allows students to take advantage of the convenience and

flexibility of taking classes at the times and locations they prefer.

Further support to this study is the proposition of Fatawi, I. (2020). To

increase student engagement in distance learning, a strategy where the

instructor must position students as active learners in which students are allowed

to construct their knowledge is required. Through the internet, students can now

obtain knowledge with ease at home by simply clicking a few buttons on the

computer to listen live or asynchronously to a professor thousands of miles away,

interact with the professor, and solve problems. While a more expensive option

for education in terms of setting up, distance education has progressed in

concept

Statement of the problem

With our situation, these days with this pandemic wondering around us

ready to affect our health. Student engagement with distance learning has

become the main problem, student psychological distress, lack of information or

explanation about the topic, misuse of technology, load shedding, poor internet

connection, and hidden costs. This study examines the effects of distance

learning on student engagement and its impact on the learners' behavioral

engagement, emotional engagement, and cognitive engagement.

Hypothesis
The following hypothesis was tested at 0.05 level of significance:

1. There is no significant relationship between distance learning and student

engagement of the students.

2. There is no domain in distance learning that significantly involves the student

engagement of the learners.

Significance of the study

This study will make more time for teacher-student interaction. It helps in

flexibility in terms of time. In these ways, online classes can allow for

communications or connections between teacher and student, however

surprisingly, more immediately gratifying, clear, and in-depth.

This study will help the guardians or parents of the said student have the

information and the capability to know something that is going on with their

children during distance learning. Through this par will be more willing to

understand and help their sons and daughters to assimilate circumstances as

they engage in learning without physically present at school.

The students will know how to handle the effects of distance learning

negativity and positively. Also, this study will serve as a guide to students to

overcome situations in terms of online education or distance education.

Scope and Delimitation

This study entitled "Ascending the Involvement of Distance Learning

towards Student's Engagement" aims to know the influence of Distance Learning

on the learners of Lorenzo S. Sarmiento Sr. National High School. A Quantitative

Research Work Immersion of III SY. 2020- 2021. Moreover, the research will only

focus on the senior high school learners of grade 12 students, the specific target

respondents. The researchers will randomly select and give questionnaires to the

said respondents. The scope of this research will be only on the students who

engaged in distance learning.

Definition of terms

Distance learning or distance education is a field of education tat

focuses on technology in the distribution of a curriculum to students who are not

physically on-site to receive their education. In this study, distance learning is the

independent variable and indicated by synchronous learning or asynchronous

learning and blended learning delivery mode programs (Singh, 2003; Taylor,

2006).

Student engagement refers to the degree of attention, curiosity, interest,

optimism, and passion that learners show when they are learning, which extends

to the level of their learning progress in their education. In this study, student

engagement is the dependent variable and indicated by behavioral engagement,

emotional engagement, and cognitive engagement (Sun, S. C. & Rueda, R.

2011).
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Presented in this section are the theories, ideas, facts, data, views, and

readings related to the influence of distance learning on student engagement.

The independent variable is distance learning based on synchronous

learning or asynchronous learning and blended learning (Singh, 2003; Taylor,

2006). The dependent variable is student engagement in behavioural

engagement, emotional engagement, and cognitive engagement (Sun & Rueda,

2011).

Distance Learning

Distance education innovations are advancing at a breakneck pace. Too

frequently, instructional planners and program creators have become obsessed

with the newest technology while ignoring the fundamental concerns of learner

characteristics and needs, the impact of media on the instructional process,

equality in access to digital distribution systems, and the emerging positions of

instructor, site facilitator, and student in the distance learning process (Keles, M.

et al. 2016).

Today’s distance learning systems take a variety of forms. These

methods include, for example, independent research classes via computer

networking, computer-delivered teaching, correspondence between students and

lecturers via electronic mails, class meetings, cluster groups, undergraduate and

graduate degrees via cable networks, and video courses with texts and other

collateral materials. The history of distance education reveals a continuous state

of evolution. A flood of new innovations and technology has been found in the

history of distance learning (Keles, M. et al. 2016).

Since distance learning allows students to learn from anyone, anywhere,

at any period, there is tremendous potential for expanding access to higher

education and growing the diversity of the student population in traditional

distance education. Also, there is a conservatism culture in European higher

education that needs to change, as well as awareness that modern forms of

provision, such as free online courses, present unique challenges. New

technology enables greater cooperation, both with global partners and with local

partners (Traxler et al 2018).

With no face-to-face contact from faculty and no peers to assist with daily

updates about pending tasks, the odds of being overwhelmed and losing track of

deadlines are high. If you want to successfully complete your distance learning

course, you must stay inspired and focused. To successfully complete a course,

one just needs to be self-motivated and centred (Brown, 2017).

Also, he stated that any student interested in enrolling in a distance

learning program must purchase a computer, a webcam, and a secure internet

connection. Since teaching is provided over the internet, there is no direct

interaction with students and teachers. However, some students in the class
session will come to a halt, potentially disrupting the learning process.

Furthermore, due to the complexity of the technologies used in distance learning,

online education is only available to students who are computer and software

experienced (Brown, 2017).

Lastly, Learning in a brick-and-mortar establishment allows students to

meet and engage with people from all around the world on a personal basis.

Distance learning restricts students to online courses and learning resources.

Students may communicate via chat rooms, message forums, emails, and/or

video conferencing apps, but the atmosphere is not comparable to that of a

typical university (Brown, 2017).

If students have problems with assignments or have concerns about a

presentation when in a typical class, they can usually speak to the teacher before

or after class, or arrange meetings online at a later time. When students are

enrolled in distance education, However, They would have a more difficult time

contacting their teacher. They might send an update, but it would not get them

the instant answers they would get if they were able to meet with their teacher

(Hutt, 2017).

For certain classes of students, distance learning is not the only

option. When a student is not familiar with group classes, online learning helps to

increase interest in learning and success. The desire for students to

communicate with their teachers shapes the form the new curricula can take.

Distance learning necessitates that both the pupil and the tutor be machine
literate. To study at a distance, every student must have a mentor (Burdina

2019).

Distance learning has been more versatile and competitive in the century

with the assistance of advanced technologies. As a result, the growth of distance

learning has expanded, and many colleges and institutions have begun to deliver

some online academic programs. This services offer a decent atmosphere for

students who are unable to take classes on campus (Rehn, 2017).

Students who have ambitious expectations lose confidence in their

research when they are confronted with a heavier-than-expected workload.

Personal considerations, having reasonable expectations for the amount of work

needed at the start of a study program are a student success factor. Students

who take responsibility for their own learning and are dedicated to their research

are more likely to succeed (McGhie, 2017).

Also, Students who make a seamless transition from high school to

university begin with the understanding that university will be difficult and

somewhat different from high school. They are focused on their objectives and

are well conscious of their own role in learning. When asked how he/she

overcame obstacles, a student said that he/she remained focused and worked

hard all the time (McGhie, 2017).

Lastly, Encouragement should be obtained from family members. Family

members’ encouragement and guidance are significant motivators. They assist

students in being centered and working hard. Many of the good students
emphasized the importance of making the “right people,” or those who love,

inspire, or help them academically. They chose friends who were driven to excel,

and they collaborated and encouraged one another (McGhie, 2017).

Distance learning can benefit universities because it adds diversity

towards the learning process through the use of technologies and

interdisciplinary approaches to teaching and learning. The use of technology and

interdisciplinary methods are critical components of distance learning in higher

education. The benefit of technology in distance learning is that students can

watch lectures before coming to class and participate in more engaging events in

class (Mahlangu 2018).

Moreover, they should also work with other students and use the teacher

as a facilitator instead of a lecturer. Since online videos can be pre-recorded and

shared with the rest of the class, it also allows for consistent content distribution.

Distance learning has the potential to promote learning mechanisms such as

teamwork, flexibility, and the delivery of education and training, as well as

assessment, content, and ability (Mahlangu 2018).

Previously, young matriculated students who had not obtained a study

place at a proper university were more likely to use open universities in Finland;

however, today’s students are more frequently adults in technical roles who

choose to improve their credentials, abilities, and expertise by e-learning by

enrolling in web-based courses (Mahlangu 2018).

 Lastly, Distance learning appears appealing because it means instruction

through immersive electronic content delivery, including information and

communication technology (ICT) applications. This method of instruction has

been used successfully for many years at Financial University under the

Government of the Russian Federation, allowing the university to give students a

diverse variety of academic disciplines across various majors. The instructor

connects with students via telecommunication technology, regardless of where

they are located (Olga V. 2016).

Student Engagement

Student engagement can be described as a learner’s active participation

within their learning environment or an important factor in educational outcomes.

In the literature, engagement has been identified in a variety of ways, but it

generally refers to students’ active participation and purposeful effort in all

aspects of their learning, both for formal and informal activities. Student

engagement has been linked to success in both online and conventional

campus-based higher education environments however it is difficult to quantify.

The experiences a student creates inside a virtual learning environment are used

to assess student interest in most studies of online-only education (Boulton, et.al

2019).

Additionally, student engagement has been seen as a way to re-engage or

recover a subset of mostly socioeconomically marginalized students who were

on the verge of dropping out. Its techniques have evolved and become more
widely used as a means of controlling classroom actions over time. In a

knowledge-based society, student participation has recently been developed

around the hopeful aim of improving all students’ abilities to learn how to learn or

to become lifelong learners. Participation of students has evolved into a strategic

learning mechanism as well as an accountability result in and of itself (Gilbert,

2017).

In an article, however, it is mentioned that one way to define student

engagement is to look at how it is measured. A variety of common measures

have been used in history to determine if students are actively engaged in

learning. Quantitative data such as enrolment, standardized test scores, and

truancy or graduation rates have dominated these indicators. The majority of

these variables monitor levels of achievement (for example, high test scores or

year-end attendance), but not levels of student participation in learning (interest,

time on task, enjoyment in learning). Thus, researchers are starting to inquire

about how students and teachers can gauge commitment. This topic has led to

the development of both fascinating contextual parameters and additional

concepts of engaged learning, which has influenced how we ‘assess’ teach

(Taylor, 2016).

Moreover, student engagement is identified in three indicators namely

behavioural, emotional and cognitive. These dimensions may have both a

positive and a negative value and each ‘negative’ pole represents a different type

of engagement, separated by a non-engagement chasm (withdrawal, or apathy).

The words “positive” and “negative” are used here not to imply a value judgment,
but to represent the underlying assumption in most of the literature that

conformity to expectations and norms implies internalization and approval, and is

thus, behavior that challenges, confronts, or rejects is seen as positive, while

behavior that challenges, confronts, or rejects may be disruptive, delaying, or

obstructive, and thus is seen as counterproductive. This is not to say that

evidence of analytical analysis isn’t essential for individual academics. Students’

participation is regarded as a good measure of progress. As a result, one may

engage in either a positive or negative manner along behavioral, emotional, or

cognitive dimensions (Trowler, 2017).

The behavioral engagement domain is concerned with student

activity in class, participation in school-related activities, and interest in their

academic task. Students can either demonstrate optimistic behaviors, which are

signs of success, or they can display negative behaviors, which are indicators of

failure. They can show positive behaviors that indicate higher student

engagement, or they can show negative behaviors that indicate lower

engagement or disengagement. Although schools have a significant impact on

student conduct, engagement varies significantly between classrooms within a

school that can associated with greater behavioral student engagement about

how students interact with the teacher and how students interact with peers Even

though student engagement has been described as a multidimensional construct

that includes cognition, emotion, and motivation, behavioural interaction, on the

other hand, is easier to operationalize and quantify because it is immediately

measurable, and it is thus the most often measured (Tuan, et.al 2016).
 Good ehavior, involvement in learning and academic assignments, and

participation in school-related programs are all examples of behavioural

engagement. Positive conduct, for example, involves following school rules,

attending class on a regular basis, adhering to social norms, and avoiding

disruptive ehavior. Furthermore, initiative, patience, attention, class engagement,

questioning, and conversing with the teacher and other students are all examples

of interest in learning and academic tasks. Also, behavioural engagement refers

to how students communicate within the school environment by academic and

non-academic behaviours in order to be considered engaged in the school’s life.

Students who are behaviourally engaged are those who consistently respond to

learning tasks by asking specific questions, trying to solve task-related issues,

and engaging in relevant discussions with peers and teachers (Conner, 2016).

Also, cooperative learning groups provide a more relaxed environment for

student interaction and provide an opportunity for students to ask questions in a

more controlled setting, allowing them to stay more involved in the learning

process. Active learning is needed for student involvement. Every minute spent

on teaching, data collection and review, and professional development will not

inspire students to learn if they are not engaged in the learning process (L.Dale,

et.al 2008).

The degree to which students are able to take on the learning challenge is

referred to as cognitive involvement. This involves how much time and effort

students are able to put into completing the challenge. Students’ cognitive

involvement refers to the thought they do when working on an academic

assignment. It means that students are participating in a learning challenge that

connects their thought and skills. Furthermore, motivational objectives and self-

regulated learning are also linked to cognitive involvement. It refers to how

students learn in the classroom with the aim of self-motivation and how they

organize their learning plan to achieve a good grade in English. Moreover, during

the teaching and learning phase, teachers must inspire students so that they can

engage and be involved in the classroom ( Sesmiyanti, 2018).

Moreover, students’ cognitive engagement is a major factor in how they

approach completing educational tasks. Students are more likely to adjust their

learning to predictable and unexpected circumstances based on cognitive and

positive thoughts, making learning important and scaffolding learners to a higher

intensity of thought, keeping students actively thinking and engaged in the

learning process, thereby enhancing their behavioural engagement. Cognitive

regulation, or the ability to organize thoughts and behaviours in relation to

internal goals, is often needed in our daily lives and acts as a backup to higher-

level processes like planning and reasoning. Furthermore, student involvement

requires cognitive requirements that students are paying attention to and exerting

mental effort in the learning process (Conner, 2016).

Students’ emotional responses in the classroom, such as pleasure, desire,

boredom, anxiety, anger, and sorrow, are all important components of student

interaction. When students use positive or negative emotional responses to

learning experiences, they show emotional commitment. Some people define

emotional engagement as a feeling of investment and identity in addition to

emotional responses. Identification is described as a sense of belonging, a sense

of being a valuable member of the school community, and finding meaning in the

educational experience. According to this viewpoint, an individual develops an

attachment to a place or activity structure that may reflect certain desires, values,

beliefs, or practices (Conner, 2016).

Despite the fact that emotion has been studied for a long time, there is no

single definition; rather, it is an overarching term that encompasses affective,

emotional, expressive, and physiological components that may or may not

cohere over time. Learning is both emotional and cognitive. Moreover, positive

emotions can promote and improve learning behaviours in the classroom by

broadening the reach of people’s cognition, attention, and action, as well as

building psychological, social, intellectual, and physical capital. They have come

to the conclusion that an educator’s qualities (Hewson, 2018).

Correlation between Measures

There is a significant relationship between the two variables. Distance learning

has an impact that can affect student engagement by using online activities and

tools such as multimedia. And, the discussion boards may increase the

involvement of a student in a different kind of model in DE (Nakamura, M. 2017).

Some previous studies have typically recognized student engagement as

a multidimensional construct, such as behavioural engagement, emotional

engagement, and cognitive engagement. The commonly used indicators to

estimate based on their interactions to measure each capability on distance

learning (Hew, K. F. (2016).

Also, by applying statistical tools and learning device methods to analyse

distance learning and student engagement, including logistic regression with

these instruments, the guide of earning activities can be present for the teachers

and schools to identify factors that influence student engagement. This new

platform of learning enhances student engagement may establishments have

combined several methods into their programs and courses of the educators.

Using a DE also organize possibilities for online reviews so that student

communications can continue to exceed. (Jacobs, G. M., 2016).

Moreover, platforms can potentially increase student engagement and

interactivity. This issue to explore here is the pattern and construction of distance

learning, and awareness also needs to be given to the management process of

the course, activities, and organizational structures that lead to a suitable

environment for distance learning. With an open schedule, online education

students work asynchronously with all the elements provided digitally. Although

there are deadlines for submitting assignments, students working alone have

independence as to do their assessment. There are advantages and

disadvantages to taking DE courses. Some of the positive outcomes are self-

paced study, time and space flexibility, and distance learning has cost less

(Harasim, L. 2018).
 Furthermore, the responses to another survey concerning DE course

format found the student’s reasons for taking these courses added flexibility to

accommodate work and family schedules, to avoid commuting to the school, and

more platform courses being available to learners. Experiencing distance

learning indicated that the character of this platform has a good contribution. The

traditional students who have never taken this course felt that the quality of this

field has a lower approach to student engagement in these programs (Dobbs, R.

2017).

Other authors refer to the point that the student already spends much time

on the internet not to socialize but to learn, swap ideas and new knowledge. The

schools should consider and bring web 2.0 as their teaching method, not only

because students are comfortable here. It can motivate them and provide new

skills, the digital level to level participation, collaboration, and consideration

(Johnson, S. (2018).

In parallel, this platform can increase attention on student engagement

technology devices have become a primary feature of higher education,

inherently affecting all aspects of the student experience on distance learning.

International acknowledgment that the importance of ICT skills and digital literacy

has been developing, alongside the mounting acceptance. Using technology can

expand the potential to make teaching-learning processes of absolute

improvement student self-regulation and self-efficacy increase involvement in

methods and predict increased student engagement. (Barak, 2018).

 Additionally, the potential that educational technology like distance

learning has to improve student engagement has been acknowledging. Without

careful preparation and pedagogy, technology can promote disengagement and

prevent rather than help to learn. Most of the study undertaken to gain insight

into this has been focused on undergraduate learners, finding a positive

relationship between using technology and student engagement. Research has

also been predominantly STEM, with at least five literature reviews published in

the last years. Further synthesis is needed of research in other disciplines with

an investigation into whether research on undergraduate students. (Howard, S.

K., (2016).

Plus, extra reviews that have discovered an impact on student

engagement include concentrated audience response methods

like synchronous, asynchronous, and blended learning. Each learner has

improved their student engagement result using technology interest, improved

confidence, attitudes, and strengthened relationships with peers and teachers.

Systematically, identified the literature on student engagement and educational

technology such as distance learning with higher education, through a systematic

review, to address the issues raised by the prior study and identify research gaps

(Atmacasoy, 2018).

Besides, the journey of distance education or distance learning has

started as correspondence learning now has a type of pattern such as web-

based, online, blended, and these entire terms correspondent. Regardless of

how it is named, distance education has become the essential segment of higher
education. It is recognized in the article that distance education has many

opportunities and advantages (Karatas, 2017).

In some of the articles, student engagement is considered a component of

learning environments and a predictor of student retention and success. One of

the challenging tasks both in face-to-face and distance education settings is how

to engage the students. Because the student is physically far from the other

students and instructors in distance education, it becomes difficult to engage

students. Currently, the studies centered on the parts that influence student

engagement, and the approaches to ensure student engagement in distance

education are increasing (Bolliger, 2018).

Similarly, according to the description of the National Survey of Student

Engagement (NSSE®, 2017), engagement is similar to the amount of time and

effort students Turkish Online Journal of Distance Education-TOJDE January

2020 ISSN 1302-6488 Volume: 21 Number: 1 Article 8 102 dedicated to their

studies and educational activities, and schools effort to get students to cooperate

in learning activities. Engagement considers as the rhythm with which students

join in learning activities. (Selwyn, 2017).

There is a developing body of research on engagement in distance

education environments. Researchers are trying to find out ways to increase

engagement in these learning environments. For instance, examine the effects of

Web 2.0 tool usage in distance education on students and retention, and have

reached positive results in increasing engagement. Positive findings have also

been in the studies using some specific Web 2.0 tools such as Wiki. This article
examines the role of social learning spaces on student engagement found that

these spaces can enhance student engagement in blended learning

environments (Carpenter, 2016).

As previously mentioned, that engagement has a significant part of the theory of

distance learning. Accordingly, the amount of studies on student engagement in

distance education environments is dramatically increasing. For instance, the

Web of Science database, the product of articles which include the words

distance education and types of distance education, engagement, and learner in

its topic was 33 in 2011 and increased to 135 in 2016. Considered the student

dropout rates are higher in distance education than traditional education and

engagement is a key for retention, it is not surprising that the number of studies

about student engagement is progressing (Boston, Ice & Gibson, 2018; Simpson,

2016).

The forgoing presentation and discussion of various literatures had helped

bring into focus the importance of distance learning on student engagement

nowadays. The study showed also helped the teachers, parents, students, and

co-researcher. This research aims to give information or knowledge on how the

student engaging toward the teaching method of distance learning with a

different feature.
 CHAPTER 3

METHOD

This chapter presents the research design, research locale, population

and sample, research instrument, data collection, and statistical tool.

Research Design

This study employed the quantitative non-experimental design utilizing

correlational technique. Quantitative research configuration is a formal, objective,

precise procedure in which numerical information is utilized to get data about the

variables. It is used to describe variables or concepts, examine relationships

among variables, and determine the effects of an intervention on an outcome.

Correlational research is a best quantitative method of research in which you

have two or more quantitative variables from the same group of subjects (Gay,

2006).

This survey dealt with quantitative data about the said phenomenon. The

quantitative aspect is an appropriate schedule for gathering the data designed for

the target respondents to answer the questions. The focus of the study was to

determine the level of the influence of distance learning on student engagement

in Lorenzo S. Sarmiento Sr. National High School.

Research Setting
 The finding of this study is specific to the context of Lorenzo S. Sarmiento

Sr. National High School, Poblacion, Mawab, Davao de Oro. The possibility is the

general applicability of this data was limit by the scope and the sample.

Figure 2. Map of the Philippines Highlighting Poblacion, Mawab, Davao de Oro

Accordingly, even though there could be general features, the findings may not

have usual applicability to other systems. Presented in figure 2 is the Philippines

map consisting of 17 regions, in which the municipality of Mawab, province of

Davao de Oro located in Region XI. Moreover, Presented in figure 3 is the vicinity
map of the respondents in which Lorenzo S. Sarmiento Sr. National High School

located in the municipality of Mawab.

Participants of the Study

Complete enumeration was in the selection of the respondents. The subjects of

this study are the current grade 12 senior high school students of Lorenzo S.

Sarmiento Sr. National High School. Table 1, the respondents of this study will

be the grade 12 students of Lorenzo S. Sarmiento Sr. National High School year

2020-2021.

Distribution of Respondents

Respondents No. of Students Number of

Respondents

A 50 36

B 58 41

C 52 37

TOTAL 160 114

The selection of respondents of this research uses the random sampling method

using Slovin’s formula by year level total of 114 students. The respondents are

grade 12 students of Lorenzo S. Sarmiento Sr. National High School. The

distribution shown in Table 1 is as follows: 36 students from class A, 41 students

from class B, and 37 from class C total number of 114 research respondents.

Research Instrument

The instrument used in the study was adopted from the standardized

survey of Distance Education Questionnaire Fall Term (2003) for the

independent variable and the Student Engagement in Schools Questionnaire

(2008) for the dependent variable but modified questionnaire to suit the context of

the study. The first set of questionnaires deals with distance learning with three

(3) indicators; synchronous learning, asynchronous learning, and blended

learning. The contents of the instrument were presented to the group of experts

and gained a rating of 4.85 which indicates very good.

In evaluating the level of distance learning, the five orderable gradations

with their respective range of means and description were considered:

Range of Means Descriptive Equivalent Interpretation

4.20 – 5.00 Very High This means that the distance

learning of the students was
very much observed.

This means that the distance

3.40 – 4.19 High learning of the students was
observed.

This means that the distance

learning of the students was
 2.60 – 3.39 Moderate moderately observed.

This means that the distance

learning of the students was
1.80 – 2.59 Low less observed.

This means that the distance

learning of the students was
1.00 – 1.79 Very low not observed.

The second set of the instrument embarks with student engagement. It

was composed of three (3) indicators such as behavioral engagement, emotional

engagement and cognitive engagement.

For student engagement the following five orderable gradations with their

respective range of means and descriptions were considered:

Range of Means Descriptive Equivalent Interpretation

4.20 – 5.00 Very High This means that the student

engagement of the students
was very much observed.

This means that the student

3.40 – 4.19 High engagement of the students
was observed.

2.60 – 3.39 Moderate This means that the student

engagement of the students
was moderately observed.
 This means that the student
1.80 – 2.59 Low engagement of the students
was less observed.

This means that the student

1.00 – 1.79 Very low engagement of the students
was not observed.

Data Gathering Procedure

           After the approval of all the members of the panel, the researchers have

undergone the following steps and procedures in gathering data for the study.

           The researchers asked permission from the principal office to conduct the

study in Lorenzo S. Sarmiento Sr. National High School. Moreover, the

researchers made another letter to research Grade 12 students of the Senior

high school of Lorenzo S. Sarmiento Sr. National High School. Likewise, the

researchers asked for approval from the school heads and the adviser to

distribute the survey questionnaire and explain the research tool and its purpose.

Furthermore, the researchers retrieved the survey questionnaire after the

respondents answered all the items. Finally, the researchers tallied and tabulated

all the data gathered from the respondents subject to statistical analysis. The

statistical results have now been analyzed and interpreted. With the data,

conclusions are drawn, and the recommendations have been formulated based

on the study.