ASIA TECHNOLOGICAL SCHOOL OF SCIENCE AND ARTS

2020-2021

Difficulties encountered in distance learning of Senior High school

students of Asiatech

Presented to:
Sir John Dave Aripol

Group 1

Mark Vincent Aguardo

Sherilyn Almodovar
Roswell Angeles
Dan Lester Arambulo
Helaena Francine Balda
Ian Reister Baragona
Lilibeth Bergantin
Joven Boquiren
Jellica Jezreel Burce
Jenniel Capero

March 4, 2021
INTRODUCTION

Instruction, hidden costs, misuse of technology, and the attitudes of instructors, students, and

administrators. Each one of these has an effect on the overall quality of distance learning as a

product. Distance learning and its relationship to emerging computer technologies have together

offered many promises to the field of education. In practice however, the combination often falls

short of what it attempts to accomplish.

In spite of the fact that it is thought of as a modern term, separate learning has been around for

well over 100 years. One of the prior shapes of distance learning was done through

correspondence courses begun in Europe. This remained the essential implies of remove learning

until the center of this century when directions radio and tv got to be more prevalent (Imel,

1996).

As technology has changed, so has the definition of distance learning. Recorded addresses have

been a standard in college and proficient courses for the final two decades (Moore & Lockee,

1998). Audiotapes and lessons sent through the mail have been utilized in correspondence

courses to educate subjects such as outside dialect for very a few time (Teaster & Blieszner,

1999). Nowadays, the Web and compressed video have taken distance learning in unused

headings, permitting distance learning to happen in genuine time. Live video instruction is the

foremost well known and fastest growing conveyance mode within the Joined together States

(Ostendorf, 1997).Greenberg (1998) characterizes contemporary distance learning as “a planned

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teaching/learning encounter that employments a wide range of advances to reach learners at a

separate and is planned to energize learner interaction and certification of learning” Desmond

Keegan (1995) gives the foremost careful definition.

He says that separate instruction and preparing result from the mechanical partition of educator

and learner which liberates the understudy from the need of traveling to “a settled put, at a settled

time, to meet a settled individual, in order to be trained”.

From these definitions we can see that the student and teacher are separated by space, but not

necessarily by time. This would include compressed video, which is delivered in real time.

As stated earlier, this type of live video instruction is the fastest growing means of distance

learning today. Because of this, much of the discussion here will be dedicated to the promises

and problems of this technology. Despite the promises and obvious advantages to distance

learning, there are problems that need to be resolved. These problems include the quality of

instruction, hidden costs, misuse of technology, and the attitudes of instructors, students, and

administrators. Each one of these has an effect on the overall quality of distance learning as a

product. In many ways, each of these issues relates to the others. We will examine each of these

issues separately.

The teaching purpose of the different approaches needs to be taken into account. If this is not

factored in by administration, there may be costs that are not apparent at first glance. Caffarella

et al. (1992) found in a study at the University of Northern Colorado that when electronic

distance delivery costs were compared with those of instructor travel directly to the site, the least

costly alternative was the live instruction with the instructor traveling to the remote site

compressing the class into fewer weeks.

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Background of the Study

This study aims to determine the Difficulties encountered in distance learning of

Senior High school students of Asiatech.

Before delving into the subject of distance learning, it's important to understand

how the word has been defined in the past and how it's actually defined in the literature. The

concept can be extended to a wide variety of educational circumstances. Distance learning has

been around for well over a century, despite the fact that it is still considered a modern concept.

Correspondence courses, which began in Europe, were one of the first forms of distance

learning. Until the middle of the twentieth century, when instructional radio and television

became more prevalent, this was the primary mode of distance learning (Imel, 1996). The

concept of distance learning has grown in parallel with technological advances. For quite some

time, audiotapes and lessons sent via the mail have been used in correspondence courses to teach

subjects like foreign language (Teaster & Blieszner, 1999). The common problem in Distance

education's most popular concerns “Lack of Assistance” Because the instructor is not physically

present during asynchronous learning independent learning, they may not be able to guide or

support the student when they need it the most. This means the student will have to wait until the

next synchronous learning live instruction/class time cycle to obtain assistance, or they may have

to contact the instructor by email or other means. Having support often requires the student to

formulate questions and ask for assistance, which some students may find challenging.

Furthermore, if a student has overlooked a definition or is lacking critical information building

blocks, they may be unaware that they are on the wrong track. Isolation thoughts Students use

conversation and groups to work through content, because a lot of learning is peer-based.

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Teaching others, explaining concepts, answering questions, and defending positions are all great

ways to learn and practice critical thinking. Although this is still possible in distance learning, it

lacks the social effect of working together in person. The child can feel socially withdrawn and

miss out on the normal interaction that they get in a classroom setting. While this is a common

issue with distance education, you can help your child feel more connected to their peers by

encouraging them to participate in class discussions and providing opportunities outside of class,

such as phone or video chats with friends, group online gaming, and in-person interactions.

Discipline in the Classroom there is a certain degree of social pressure and control in a

synchronous learning environment. Students must arrive on time, with their homework

completed, and are directed through their learning as they would in a typical classroom. This

ensures that students must be accountable to their teacher and peers in order to be a productive

class member. Asynchronous learning, on the other hand, does not have the same sense of

responsibility because students work through the class content and study independently. Some

students are self-disciplined and have no difficulty with distance learning's independence,

whereas others can feel confused.

Given the clear benefits and promises of distance learning, there are concerns that must be

tackled. The standard of teaching, hidden costs, technology misuse, and teacher, student, and

administrator attitudes are among the issues. Each of these variables has an effect on the overall

product quality of distance learning. And of these issues is related to the others in several ways.

We'll look at each of these points separately.

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THEORETICAL FRAMEWORK

This study is supported by the theory of learning that is meant to explain and help us understand

how students or people learn. It also involves multiple disciplines including psychology,

sociology, neuroscience, lastly is education. The 3 most popular learning theories are

behaviorism, cognitivism, social constractivism will be highlighted to have a foundation for

further discussion. Theory is defined as a set of statements, principles, ideas that is related to a

particular subject. As noted by Graham, Henrie, and Gibbons (2013), the two terms are used and

generally refer the same concept.

Behaviorism

It means focuses on how students behave. In education behaviorism shows how students behave

while learning. It also shows focuses on observing how students respond to certain stimuli that

when repeated can be evaluated quantified and controlled in each individual. Behaviorism is

associated with Ivan Pavlov known for his experiments with animals. Pavlov conducted his

experiments early 1900s and they were replicated by many other researchers.

Cognitivism

The reaction to the "Rigid" stressed by the behaviorist is known to be a predictive stimulus and

response (Harasim, 2012, p. 58). Cognitive theorist suggests that mind has an important role to

play in learning to reflect on what occurs between the event of environmental and student

reactions.

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It has been mentioned the cognitive functions of the mind, such as motivational imagination, are

the essential elements of learning that bridge external stimulation and student reaction. For

example, Noam Chomsky (1959) wrote a critical analysis of Skinner's behavioral work,

emphasizing the significance of imaginative mental mechanisms that are not visible in the

physical world. While written primarily from the perspective of a linguist, Chomsky’s view

gained popularity in other fields, including psychology. Interdisciplinary in nature, cognitive

science draws from psychology, genetics, physiology, computer science, and philosophy to

clarify the functioning of the brain as well as the stages of cognitive function that shape the basis

for learning and knowledge acquisition. As a consequence, cognitivism has developed into one

of the dominant philosophies of learning. The future of cognitivism is

particularly interesting as more advanced online software evolves into adaptive and personalized

learning applications that seek to integrate artificial intelligence and learning analytics into

instruction.

Behaviorism led to the development of taxonomies of learning because it emphasized the study

and evaluation of multiple steps in the learning process. Behaviorists repeatedly studied learning

activities to deconstruct and define the elements of learning. Benjamin Bloom (1956) was one of

the early psychologists to create a taxonomy of learning that applied to the growth of academic

skills and to emphasize the importance of problem solving as a higher level of ability. Bloom's

(1956) School Target Taxonomy Handbook: Cognitive domains remain a fundamental text and

an important reading within the educational culture. Bloom’s taxonomy is based on six key

elements (see Figure 1) as follows:

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Figure 1. Bloom’s Taxonomy

• Creating: taking together the elements to create a cohesive or usable whole, and reorganizing

the elements into a new pattern or arrangement by generating, preparing, or making.

• Evaluating: Making judgments based on criteria and standards through checking and critiquing.

• Analyzing: Breaking material into constituent parts, and determining how the parts relate to one

another and to an overall structure or purpose through differentiating, organizing, and attributing.

• Applying: Carrying out or using a procedure through executing or implementing.

• Understanding: Constructing meaning from oral, written, and graphic messages through

interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

• Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term

memory.

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Conceptual Framework

The researchers used the following conceptual framework below to understand

the diagram of the study.

The framework shows the process undergone by the study. First in the input the researchers

considered the demographic profile of the respondents in terms of age and gender. Then, the

researchers listed down and study what are the difficulties encountered in distance learning of

senior high school students. After that, the researchers took the next step, which includes the

construction of pre-survey test, conduction of pre-survey test, construction of researchers made

questionnaires, validation of questionnaires, distribution of questionnaires, data gathering, data

tabulation and lastly, the data interpretation. Moreover, in the output frame, the researchers

identified the different difficulties encountered in distance learning.

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Statement Of the Problem

The Study being focused is the difficulties encountered in distance learning of Senior High

school students of Asia Technological School of Science and Arts A.Y. 2020-2021. The study

wants to know the demographic profile of each respondents, and how factors such as difficulty,

extrinsic and intrinsic affect the distance learning of senior high school students.

The study want to find the answer to the specific problems:

1. What are the demographic profile of each respondents base of their:

1.1 Age and;

2.2 Gender

2. What are the difficulties encountered in distance learning of Senior High school students?

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 2.1 Intrinsic Factor and;

2.1.1 Student

2.2 Extrinsic Factor

2.2.1 Environment

2.2.2 Time

2.2.3 Resources

3. What are the different kinds of distance learning?

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 3.1 Full Online

3.2 Flexible

3.3 Modular

4. Is there any improvement on the difficulties encountered in distance learning of Senior

High school students?

Hypothesis:

There is no improvement on the difficulties encountered in distance learning of Senior High

school students of Asia Technological School of Science and Arts?

SIGNIFICANCE OF THE STUDY

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The objective this study was to assess challenges which hinder the effective implementation of

the Harmonized Modular, Online, etc. Curriculum for Undergraduate. Many people have

negative perceptions and conceptions about distance learning education, considering it to be poor

in performance.

Yet new tools and techniques such as distance learning, web-based courses, learning

management systems and Moodle are making significant contributions in the distance learning

arena and increasing students' satisfaction Distance learning is not a concept, and nor is research

on this topic Although distance and online learners have faced many challenges historically, such

as impersonal interactions and unsatisfying.

Still the number of student satisfying signing up for distance learning courses has increased

dramatically over the past thirty years. With the rapid expansion and increasing availability of

material and communication technologies, distance learning courses have continued to improve,

and new methods have been developed.

Scope and Limitations

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This research was conducted to determine Difficulties encountered in distance learning of

Senior High school students of Asiatech 2020-2021. The chosen respondents were the

Senior High school students of Asia Technological School of Science and Arts during the

academic year of 2020 to 2021.

Nowadays we know that there is a pandemic outloose and lockdowns are happening

anytime and anywhere in the world. Since being closed together can increase the

infection we should stay at our houses but this changes the way we learn. This research

can help the students, teachers, and staff of Asiatech.

The researchers wants to improve the distance learning because we all know that

everything is not perfect, everything has some flaw in it. But during the pandemic the

researches cannot go interview students outside so instead the researchers would make a

survey to find the problem and solve it.

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