Notre Dame University Senior High School

Notre Dame University
Senior High School
FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF GRADE 12 - HUMMS
STUDENTS OF NDU-SHS
A Research Paper Presented to the Notre Dame University – Senior High School Faculty in
Partial Fulfillment for the Requirements in Practical Research 2
Aleiah Yszradee Usman
Fattimaeh Ashley Kulat
Bai Shalimar Pantaran
Rubina Manili
NOVEMBER 2022
1
Learning Strategies of Grade 12 Humss Students During Online and Face to Face Classes of
Notre Dame University-Senior High School
NOTRE DAME UNIVERSITY- SENIOR HIGH SCHOOL
INTRODUCTION
The world was faced with an extraordinary epidemic of COVID-19 in the first half of
2020. Due to these characteristics, teachers and students were forced to immediately move their
classes online to prevent the spread of the virus that causes COVID -19. This problem has
presented new opportunities and challenges to the world education system. This approach offers
a unique opportunity for the advancement of online education. However, other research has
revealed that online teaching during the crisis is not of high quality, indicating that this type of
learning can only be used as a particularly temporary strategy. A few years later, the face-to-face
class returned due to the slight spread of the virus. Some students are changed when they enter
the face-to- face class because of the online class, because some students in the online class do
not listen to what the teachers are teaching. Thus students can begin to understand the learning
process with the help of strategies, which also enable them to overcome their areas of weakness
and perform to their potential.
This study, categorized learning strategies into three groups: organization, elaboration,
and metacognitive self-regulation. To mobilize different awareness and behavior to engage in the
learning process, students use metacognitive self-regulation strategies in particular, which can
help students to successfully implementation of cognitive strategies. The meaning of new
information can be enhanced by using elaboration strategies to create connections between new
materials and visual imagination or semantic expertise. Learning strategies can be divided into
several categories. Metacognitive, social-affective approaches to learning fall into these three
2
categories. The two groups that make up learning strategies are indirect and direct strategies. The
main purpose of using learning strategies is to support the development of communication skills.
They also help students become more independent and self-controlled people. Learning
strategies are also problem oriented and cover not only cognitive but also other aspects of
students.
By teaching students how to learn and how to apply their learn to solve issues and succeed,
learning strategy teaching focuses on methods that support the active learning process. Teaching
students how to create a study plan, assessing understanding of the topic, determining the
meaning of information, and evaluating their work are some of these tactics. Students who
engage in this type of self-regulated learning perform better in both online and face to face class
settings because it is the foundation for successful lifelong learning and involves developing
skills such as goal setting, self-coaching, and self-monitoring.
REVIEW OF RELATED LITERATURE
This section presents the related literature reviewed in the conduct of this study. Online
and face to face classes in Notre Dame University is discussed alongside with the learning
strategies of students.
Online Learning
According to Navarosa and Fernando (2020), distance learning today is the ‘new normal’
in the education system not only for colleges and universities but also for elementary and high
schools as well. This brought significant challenges for the students since they must now engage
3
in online distance learning which is totally different from their daily routines. They now
experience limited physical or in-person affiliation with peers although research suggests that
students typically enjoy taking online courses (Seiver & Troja, 2014).
Online learning takes place through the use of the internet and when the teacher and
students are physically separated. This type of learning setup allows for communication.
(Rossen, 2017). Online learning, which was highly recognized in the field of education is defined
as a learning process that allows students to access various learning resources at the same time
even though they are removed from the typical learning environment. The fact is that students
can have access to resources from a range of different sources using this online learning method.
Where they go and how they communicate with other students, as well as their teachers, are
completely up to them. Using synchronous and asynchronous learning apps on the internet, it
facilitates the acquisition of information and skills in a flexible manner. (Pillayet al., 2017).
One of the reasons why there is so much talk and studies about online learning is because
there are several stated advantages and applications for online learning. For example, its
effectiveness in educating students, its use as professional development opportunities, its cost-
effectiveness in combating the rising cost of college education, and the possibility of providing a
world-class education to anyone with a broadband connection are some of the most significant
benefits. In recent years, online learning in higher education has undergone transformations,
moving away from an instructor-led paradigm and toward a learner-centered paradigm through
the use of technology (Chung et al., 2020). Online learning has advantages and that the use of
intelligence and technology has made learning more accessible to more people. In this sense,
according to Chung et al. (2020), the students must be ready to learn in online learning platforms
to benefit from the advantages. Readiness in online learning is indeed crucial for the Online
4
Learning platform to be conducive in teaching and Learning process as without the readiness of
the students the platform will not succeed and achieve its purpose (Martin et al. (2020)
Numerous studies have been conducted to know if students are prepared for online learning.
Martin et al. (2020) investigated whether students were ready for online learning by looking at
how much importance they placed on online learning and how confident they felt about their
own abilities. Kussel et al. (2020) compared German and American students in their study,
where German university students were asked about their preparation for online learning and the
results were compared to those of American university students.
Online learning as a mode of learning is challenging for students particularly in the
Philippines, where internet connections are slow and, taking into consideration the socio-
economic status of students, the purchase of digital phones and other essential technology that is
deemed necessary in the conduct of online classes is difficult for those from less fortunate
backgrounds (Barrot et al.,2021)
Synchronous and asynchronous learning in online class during the COVID-19 Pandemic
The mode of online learning varies based on the format and intensity of
communication between educators and students. Typically, it can be separated into two
categories: synchronous and asynchronous learning. Both of these learning modes require
multiple learning presences featured in the Community of Inquiry Framework to be
highlighted in order to best benefit the students. This is especially prevalent when noting
that the face-to-face learning modality allows for teaching and social presence to be
seamlessly present within all portions of the course. For online learning modalities,
instructors must work to open lines of communication both between themselves and
5
students as well as between students and their fellow peers in order to optimize the CoI
framework (Rueter et al.,2019). Research hasshown that the CoI framework significantly
predicts the final course out comes of students participating in online learning
(Rockinson-Szapkiw et al.,2016).
Synchronous online learning occurs when students are taking part in a class lesson in
real-time as it is being taught. This allows students to actively participate in real-time
discussions and work on their social presence of CoI during class time. Students and
educators can communicate with one another as the course is occur-ring, allowing for
classes to be discussion based with student-led conversations. While all aspects of CoI
are important, in virtual classroom settings teaching presence is the most prevalent
indication of a positive course outcome (Szeto,2015).
Synchronous learning is learning that is done both offline and online in real-time, and
asynchronous learning is autonomous learning that takes place at various times. Arfah et
al. (2021) For online learning to become successful, educational institutions and
organizations can adopt two systems: synchronous or asynchronous approaches.
Synchronous learning occurs when all the participants interact at the same time. In
contrast, asynchronous learning allows participants to exchange ideas and information
without the dependency of other participants interacting simultaneously (Chauhan, 2017).
There is a difference between synchronous and asynchronous online conversations
(Malik et al., 2017). Teachers and students can establish a better connect and enhance
communication effectively with the help of synchronous methods. Different spaces can
be utilized to facilitate synchronous learning, say Moallem (2015),
6
According to Giatman et al. (2020) The Covid-19 pandemic has given a great
impact on the implementation of learning at every level of education. The virtual classes
suddenly replaced the common face-to-face ones. The sudden replacement could have
some negative impacts on the learning processes and outcomes. The research result
showed that students experienced emotional exhaustion, physical and cognitive fatigue,
and lack of motivation during online learning. The condition makes the course materials
tend to be more difficult to understand meaningfully. The lack of understanding and
many assignments were given by lecturers caused online learning processes tended to be
ineffective. The ineffectiveness of learning processes was also caused by an unstable
internet connection, especially for students in rural areas. (Mulyanti et al. 2020) The
ineffectiveness of learning processes was also caused by an unstable internet connection,
especially for students in rural areas (Mulyanti et al. 2020).
Synchronous learning fosters real-time feedback and interactions between the
instructor and participants. Synchronous learning may take place in a face-to-face
environment, with all participants being in the same physical location, or it may occur
online, via a virtual platform or videoconferencing technology. Asynchronous learning
results when the instructor and learners are not engaged in the learning process at the
same time and real-time interactions with other people are absent. There are several
advantages to asynchronous learning since participants can learn on their own time and
schedule. A meta-study examining the effect of delivery timing within distance education
found greater student achievement with asynchronous teaching than classroom
instruction (Stack, 2020) while a separate study employing random assignment found that
there was no statistically different performance on course exams for students in an online
7
or face-to-face section of a course. A meta-analysis of online education in medical
education (Tang, 2020) found no evidence for enhanced effectiveness of face-to-face
instruction on medical students’ knowledge, skills, or retention of material. Thus, it is
reasonable to conclude that online instruction should not pose an inherent danger to
veterinary students, in terms of learning gains.
Blended learning
The Covid-19 pandemic has had a dramatic influence on the professional/personal lives
of academics. Jung et al. (2021) report the uncertainty associated with online/BL teaching has;
heightened faculty workload; disrupted work routines; and increased the prevalence of anxiety
and psychological issues associated with isolation. In a Dutch context, de Boer (2020) surmises
that the challenges associated with online teaching have made university employment a less
attractive proposition. Greenberg and Hibbert (2020) infer that given the toll that the Covid has
had on the private as well as professional lives of academics, particular attention should be paid
to post-traumatic stress. Belkhir et al. (2019) implies that early career researchers have the
potential to be negatively affected mentally due to the stress associated with Covid-19. Sangster
et al. (2020) collect qualitative data from 72 accounting academics in 30 countries with each
academic reporting context, challenges, reflections and future plans (amongst others). They find
that 48.3% consider that the modifications required to deliver lectures has increased stress levels.
Taken together, reflective studies acknowledge that the sudden and dramatic pivot from F2F to
BL and/or online teaching has had a negative impact on higher education practitioners.
8
On the other hand, some consider the Covid-19 pandemic as an opportunity to
develop new virtual frameworks. Sangster et al. (2020: 437) report that before the pandemic, a
blended approach has been considered tomorrow’s world. But following the pandemic, virtual
environments are expected to become a more common feature in Higher Education. Sangster et
al. (2020) report that optimism exists amongst academics about the opportunity to enhance
virtual learning environments. It is also reported that the implementation of BL can enhance
student experience. Using a case-study approach, Yang and Huang (2020) posit that whilst the
sudden change to teaching has disadvantages, the pandemic can expedite the development of
new online materials. They also interpret that BL has the potential to accommodate different
learning styles to become the ‘new normal’. Bettis (2020) surmises that whilst there are new
challenges when traditional universities adopt online teaching, the Covid-19 pandemic can be an
opportunity to enhance student experience by providing students with flexible deliveries via
recorded lectures. Baber (2021) shows that South Korean students have adapted to e-learning
during the Covid-19 pandemic, implying that the change from F2F to online was not perceived
negatively by students. Taken together, there is a consensus the pandemic has a negative short-
term influence on educators and academic institutions. However, some argue that the Covid-19
pandemic has been an opportunity to enhance BL deliveries. Thus, one of the most important
questions for educators following the Covid-19 pandemic is whether BL and/or online can be
considered a viable alternative to F2F teaching on a consistent basis.
With the advances in online learning, flipped classroom model (FCM) has increased in
popularity as innovative learning practices for supporting higher education. As a new norm of
blended learning, the FCM reverses traditional teaching, and reorganizes the teaching time to
provide more class time for students to learn. Researchers documented that FCM offers
9
opportunities to study with rich course contents, at their own pace, providing a flexible learning
environment with technology support (Shih & Huang, 2020). While students are preparing for
the lesson with the materials out of class, they can do hands-on activities in the in-class sessions
(Bergmann & Sams, 2012). In the FCM, during out-of class sessions, students can participate in
online discussions while learning about course content by watching videos (Hosseini, Ejtehadi,
& Hosseini, 2020; Leatherman & Cleveland, 2020). In this period, learning management
systems, YouTube, blogs, wikis or etc. are used to understand the given content. Educators also
offer specialized online learning platforms (Wanner & Palmer, 2015). In the in-class sessions,
students are able to practice what they have learned at out-of class sessions within collaborative
group working, problem solving, discussing, and working on projects (Huang & Hong, 2016)
with instructors’ feedback and guidance.
The learning model of blended learning has been going on for a long time, especially
since the development of information technology systems Idris (2018). This makes all learning
resources accessible online / offline. The blended learning model allows teachers and students to
do distance learning through video conferencing so that distance, space and time are no longer a
problem. Fully online and integrated learning that is, which combines elements of an online class
and face-to face has grown very rapidly in Western society for a long time. The use of blended
learning is not something new in the educational context. Literature studies reveal that blended
learning is widely used not only for learning receptive language skills (reading, listening) and
productive (speaking and writing), but also for teaching language components, such as grammar
and spelling. Mabuan and Ebron (2017) explored the use of e-mail for teaching writing with a
blended learning approach in the context of English as a second language, in Manila. The results
of his research show that e-mail is very useful in helping improve the students’ ability to write
10
English. The result also shows that the use of emails gives the students the opportunity to
collaborate and interact with peers, increase positive attitudes and confidence in writing English,
as well as increase learning independence.
Furthermore, Mccall (2017) investigates the use of Facebook, to improve students’ ability to read
and write through classroom action research designs. In his research, the teacher created a micro
blog on Facebook and held classes online with all his students.The teacher posts pictures and
reading material for students, to read, comment on, and write summaries. Students wrote a
summary of the micro blog in the classroom by using a laptop or other smart phone and allowed
to complete Genre-Based Approach through the Blended Learning model for grade 11 high
school students in Cimahi, West Java. The use of Edmodo in the blended learning setting makes
learning is more interactive and makes writing activities more meaningful.
Blended learning has also been applied in Islamic boarding schools in Indonesia,
especially in Probolinggo, East Java. Rahman and M (2018) investigates the effectiveness of the
implementation of blended learning and compares it with conventional face-to-face methods. In
the experimental class, the students use the blended learning method. The students receive
feedback from peers and teachers through social media,complete assignments outside the
classroom, and submit them through an application. Meanwhile, the control class uses
conventional face-to-face methods. The students do not get mutual interaction, between peers
and from the teacher. Learning in the classroom also does not vary, because all are centered on
the teacher. The results of his study showed that students who learned by using blended learning
methods had better writing performance than students in the control group. In addition, this study
also revealed that 88% of students in the experimental class had the basic ability to operate
11
computers independently and 76% of them have better internet skills. This is all because these
students must participate in e-forum discussions, e-mails, and the use of other websites.
Theoretical Framework
This research topic used Jasmina Hasanbegovic theory of learning strategies to students.
The theory indicates that the learning strategies refers to students self-generated thoughts,
feelings, and actions that are systematically oriented toward attainment of their goals. Therefore,
implementation of appropriate learning strategies is related to student’s self-regulation behavior
which in turn should be encouraged by pedagogical designs. In this study, the method of the
study is for the students to be aware of and identify what learning strategies. Second learning
strategies awareness is crucial for students because it facilitate the creative learning process by
teaching students how to learn and how to use what they have learned to solve problems and be
successful.
Scope and Delimitation
This study limits its coverage to Grade 12 Students only at Notre Dame University-
Senior High School, Cotabato City. The general purpose of this study is to determine the effect
of Online and Face to Face class on student as well as to determine what problems students of
NDU-SHS have in face to face and online class. Furthermore, this research is only focused on
the learning strategies of NDU-SHS on online and face to face class; How learning strategies can
12
help the students of NDU-SHS. The conducting of close-ended questionnaires and gathering data
will take a place inside Notre Dame University, Cotabato City.
Definition of Terms
The following terms are operationally defined to assure clear and common understanding
of terminologies used in the study.
Learning Strategies
 It is an individual’s way of organizing and using a particular set of skill in order to
learn content or accomplish other task more effectively and efficiently in school as well
as in non-academic settings.
Strategies
 Strategy is a plan of actions that fit together to reach a clear destination. That
destination is dictated by a set of decision that sets the organization apart from
competitors, derives from the organization’s unique characteristics, and is hard to
emulate.
Online Classes
 A class taught to students via Internet or in an online learning environment.
Students access class objectives, lecture notes, instructional materials, and exams via
Internet. Students and instructor interact online via-email, chat rooms, and threaded
discussions.
13
Blended Learning
 Blended Learning is an approach to learning that combines face-to-face and
online learning experiences. Ideally, each (both online and off) will complement the other
by using particular strength.
Face to Face Classes
 Students meet with the teachers at regularly scheduled times primarily in a
classroom. Students in face-to-face classes will normally be expected to be physically
present for all or part of the term/semester.
Conceptual Framework
Independent Variable Dependent Variable
Online and Face to Face Classes in Notre

Learning Strategies of Students
Dame University Senior High School
14
The schematic diagram consisting of two boxes indicates that Online and Face-to-Face
classes depend on the learning strategies of students of Notre Dame University Senior High
School. Which indicates that box 1 (from the left) is the Independent Variable, while the last box
(on the right) is the Dependent Variable.
Statement of the problem
Generally, the main purpose of this study is to determine the learning strategies of grade 12
students in online and face to face of class Notre Dame University Senior High School.
Specifically, it seeks to answer the following questions:
1. What is the advantage and disadvantage of online learning and face to face learning?
2. What is the best strategies to cope up with online classes in Grade 12 students of Notre
Dame University-Senior High School?
Significance of the Study
The present study is significant since it will provide knowledge to the administrator, teachers,
role the learning strategies. The results of the study will be of great benefit to the following:
For Notre Dame University- As a school that visualize character and excellence, Notre Dame
University will be able to determine the learning strategies used by HUMSS students.
15
Furthermore, the administrator will be able to learn about the learning strategies of the students
in online and face to face classes.
For the School Administrators- They may able to promote thinking skill assessment in
school, letting their teachers understand the influences of their student’s preferred learning styles
that will promote adequate learning opportunities and effective instructions.
For the Teachers- Teachers can benefit from this research by exactly gaining knowledge about
the problems and challenges encountered by the students. They may find alternative actions on
how to address and handle the situation of the student.
For the Parents- Parents can benefit from their research study by knowing the challenge and
problems of their children which they can provide the ness and moral support that students
needed the must.
For the Student- The study will be beneficial to the students since it will provide them an idea
what are the learning strategies they used in online and face to face classes. With the results in
the current study, they may be able to deal with the challenges and may improve their academic.
For the Future Research- Those who aspire to be in field of researching will have an
advantage on being able to have knowledge in identifying the learning strategies used by
students in Notre Dame University-Senior High School. This will help them accumulate ideas of
16
learning strategies in online and face to face classes used by Grade 12 HUMSS students in Notre
Dame University-Senior High School.
REFERENCES
Yang, B., & Huang, C. (2020), Turn crisis into opportunity in response to COVID 19:
Experience from a Chinese university and future prospects. Studies in Higher Education
46(03):1-129
https:///publication/348058530_Turn_crisis_into_opportunity_in_response_to_COVID-
19_experience_from_a_Chinese_University_and_future_prospects
Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting, education in a COVID-19
world. Accounting Education, 2015). 131-542.
http://hdl.handle.net/10.1080/09639284.2020.1808487
Saxena, C., Baber, H., & Kumar, P. (2021). Examining the moderating effect of perceived
benefits of maintaining social distance onning rmality during CO 19 pandemic. Journal of
Educational Technology Systems, 49(4), 532-554. https:///pmc/articles/PMC7746950/
Greenberg, D., & Hibbert, P. (2020). From the editors-covid 19: Learning to hope and hoping to
learn. The Academy of Management Learning and Education, 19(2),
https:///doi/abs/10.5465/amle.2020.0247
Betts, A. (2020). A lockdown journal from Catalonia. Studies in Higher Education, 46(1), 86-
95. https:///publication/354214971_How_do_students_perceive_face-to
faceblended_learning_as_a_result_of_the_Covid-19_pandemic de
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Boer, H. (2020). COVID-19 in Dutch higher education. Studies in Higher Education, Baber, H.
(2021a). Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of
South Korea. International Journal of Management in Education, 100503.
https:///pmc/articles/PMC8040541/
Baber, H. (2021b). Social interaction and effectiveness of the online learning-A moderating role
of maintaining social distance during the pandemic COVID-19. Asian Education and
Development Studies.
https:///publication/348236574_Social_interaction_and_effectiveness_of_the_online_learning_-
_A_moderating_role_of_maintaining_social_distance_during_the_pandemic_COVID-19
Jung, J., Horta, H., & Postiglione, G. A. (2021). Living in uncertainty: The COVID-19
pandemic and higher education in Hong Kong. Studies in Higher Education, 46(1),107-120.
https:///83677954/
Living_in_uncertainty_the_COVID_19_pandemic_and_higher_education_in_Hong_Kong
Belkhir, M., Brouard, M., Brunk, K. H., Dalmoro, M., Ferreira, M. C.,
Figueiredo, B., & Smith, A. N. (2019). Isolation in globalizing academic fields. A collaborative
autoethnography of early career researchers. The Academy of Management Learning and
Education, 18(2), 261-285. https:///doi/abs/10.5465/amle.2017.0329
O'Malley, J. (1987). The effects of training in the use of learning strategies on acquiring
English as a second language In: Wenden, A. & Rubin, J. (eds) Learner Strategies in Language
Learning Hemel Hempstead: Prentice Hall International.
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Rubin, J. (1975). What the "good language learner can teach us TESOL Quarterly 9, 41-51.
Rubin, J. (1987). Learner strategies: theoretical assumptions, research history and typology In:
Wenden, A. & Rubin, J. (Eds.) Learner Strategies in Language Learning Hemel Hempstead:
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Thompson, I. (1987). Memory in language learning In: Wenden, A. & Rubin, J. (Eds.) Learner
Strategies in Lan Learning Hemel Hempstead: Prentice Hall International.
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FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF GRADE 12 - HUMMS

Partial Fulfillment for the Requirements in Practical Research 2

Aleiah Yszradee Usman

Fattimaeh Ashley Kulat

Bai Shalimar Pantaran

and perform to their potential.

help students to successfully implementation of cognitive strategies. The meaning of new

skills such as goal setting, self-coaching, and self-monitoring.

REVIEW OF RELATED LITERATURE

results were compared to those of American university students.

Online learning as a mode of learning is challenging for students particularly in the

backgrounds (Barrot et al.,2021)

multiple learning presences featured in the Community of Inquiry Framework to be

real-time as it is being taught. This allows students to actively participate in real-time

indication of a positive course outcome (Szeto,2015).

Synchronous learning is learning that is done both offline and online in real-time, and

asynchronous learning is autonomous learning that takes place at various times. Arfah et

organizations can adopt two systems: synchronous or asynchronous approaches.

contrast, asynchronous learning allows participants to exchange ideas and information

without the dependency of other participants interacting simultaneously (Chauhan, 2017).

There is a difference between synchronous and asynchronous online conversations

be utilized to facilitate synchronous learning, say Moallem (2015),

tend to be more difficult to understand meaningfully. The lack of understanding and

ineffective. The ineffectiveness of learning processes was also caused by an unstable

ineffectiveness of learning processes was also caused by an unstable internet connection,

especially for students in rural areas (Mulyanti et al. 2020).

Synchronous learning fosters real-time feedback and interactions between the

instructor and participants. Synchronous learning may take place in a face-to-face

online, via a virtual platform or videoconferencing technology. Asynchronous learning

found greater student achievement with asynchronous teaching than classroom

education (Tang, 2020) found no evidence for enhanced effectiveness of face-to-face

instruction on medical students’ knowledge, skills, or retention of material. Thus, it is

veterinary students, in terms of learning gains.

considered a viable alternative to F2F teaching on a consistent basis.

with instructors’ feedback and guidance.

as well as increase learning independence.

learning is more interactive and makes writing activities more meaningful.

implementation of blended learning and compares it with conventional face-to-face methods. In

implementation of appropriate learning strategies is related to student’s self-regulation behavior

Scope and Delimitation

will take a place inside Notre Dame University, Cotabato City.

of terminologies used in the study.

 It is an individual’s way of organizing and using a particular set of skill in order to

competitors, derives from the organization’s unique characteristics, and is hard to

 A class taught to students via Internet or in an online learning environment.

 Blended Learning is an approach to learning that combines face-to-face and

by using particular strength.

Face to Face Classes

 Students meet with the teachers at regularly scheduled times primarily in a

classroom. Students in face-to-face classes will normally be expected to be physically

present for all or part of the term/semester.

Independent Variable Dependent Variable

Online and Face to Face Classes in Notre

(on the right) is the Dependent Variable.

Statement of the problem