ABUYOG COMMUNITY COLLEGE

SENIOR HIGH SCHOOL

ABUYOG, LEYTE

THE INFLUENCE OF DISTANCE LEARNING EDUCATION TO THE ACADEMIC

GRADES OF SELECTED GRADE 10 STUDENTS OF ABUYOG NATIONAL HIGH
SCHOOL

A RESEARCH PROPOSAL

Presented to
Mr. Ritche R. Deloria
Practical Research II Adviser

In Partial Fulfillment of the Requirements

In Practical Research II

Presented by
Shielded Metal Arc Welder (XII)

Michelle P. Boctot

January 2022
 TRANSMITTAL

The senior high school researchers attached hereto, entitled “THE INFLUENCE OF
DISTANCE LEARNING TO ACADEMIC GRADES OF GRADE 10 STUDENTS OF
ABUYOG NATIONAL HIGH SCHOOL” prepared and submitted MICHELLE P. BOCTOT
in partial fulfillment of the requirements for the strand of SHIELDED METAL ARC
WELDER, is hereby accepted.

RITCHE R. DELORIA
Adviser

_____________________
Date

Accepted as partial fulfillment of the requirements for the strand of SHIELDED METAL
ARC, WELDER

Mrs. Marlisa B. Rinos

ACC-SHS Coordinator

________________________
Date
 APPROVAL SHEET

RESEARCH EXTENSION AND DEVELOPMENT UNIT

Abuyog Community College- Senior High School
Brgy. Guintagbucan Abuyog, Leyte

SENIOR HIGH SCHOOL RESEARCH MANUSCRIPT

Name of Students: MICHELLE P. BOCTOT

For the strand of: SHIELDED METAL ARC WELDER

Title of the Study: “THE INFLUENCE OF DISTANCE LEARNING EDUCATION

TO THE ACADEMIC GRADES OF SELECTED GRADE 10
STUDENTS OF ABUYOG NATIONAL HIGH SCHOOL”

Approved: RITCHE R. DELORIA Adviser: ____________, 2022

Approved: MARLISA RINOS SHS Dept. Head/Registrar: ___________, 2022

 ACKNOWLEDGEMENT

The researcher is grateful to the one Holy Jesus Christ, who has given me fortitude,
strength, intelligence and to overcome my fear with our Father at my side to always keep
striving forward without looking back and being guided the researcher on her research.

The researcher sincerely thanks to all the people who has helped and appreciated my
research, especially the researcher’s family and friends to help her in every step on the way.

The researcher’s acknowledge with sincere gratitude goes to Mr. Ritche Deloria for
his guidance and sole dedication as an adviser. The researcher is extremely grateful for
helping correcting her mistakes until the researcher has picked up everything she had to know
through failure. There are very few people than him recognize the researcher’s blunders and
mistakes to improve her research.

The researcher hopefully thanks to an author’s other researchers, and their works
that gave valuable information to make the base of my research and to help work this
research. Since is not easy for me to work on this research I thank all of those people
especially my friend who helped me get this far in the bottom of my heart.
 TABLE OF CONTENTS

TITLE PAGE-----------------------------------------------------------------------------------------1

TRANSMITTAL-------------------------------------------------------------------------------------2

APPROVAL SHEET--------------------------------------------------------------------------------3

ACKNOWLEDGEMENT--------------------------------------------------------------------------4

CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY------------------------------------------------------7

SIGNIFICANCE OF THE STUDY------------------------------------------------------7

THEORITICAL FRAMEWORK---------------------------------------------------------8

STATEMENT OF THE PROBLEM-----------------------------------------------------9

STATEMENT OF HYPOTHESIS-------------------------------------------------------9

DEFINITION OF TERMS----------------------------------------------------------------9

SCOPE AND LIMITATION-------------------------------------------------------------10

CHAPTER II

REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE----------------------------------------------11-12

CHAPTER III

RESEARCH METODOLOGY

RESEARCH METHOD USED----------------------------------------------------------13

RESPONDENTS AND LOCALE OF THE STUDY---------------------------------13

SAMPLE AND SAMPLING TECHNIQUE-------------------------------------------13

RESEARCH INSTRUMENT-------------------------------------------------------------13
RESEARCH DATA GATHERING PROCEDURE------------------------------------13

STATISTICAL TREATMENT OF DATA----------------------------------------------14

REFERENCE---------------------------------------------------------------------------------15
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

In light of the recent use of virtual modes in health education, some students
researched whether distance classes show differences in distance learning are influencing to
the academic grades.

The advantages of teaching of distance classes are often readily apparent, particularly
with regard to student access and availability, but there are some drawbacks. Students cannot
develop the socialization and interpersonal skills that normally accompany traditional
learning methods. For Grade 10 Students, the daily interaction with faculty and peers to aid in
the development of professionalism can also be lost.

Students in online courses fail to complete learning activity and get lower grades for a
greater amount motivation and self-discipline than a classroom-based course. A classroom
has one or more teachers 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.

Therefore, the distance learning is to overcome barriers of place and time. Students
can choose when, where, and how they learn by selecting the time, place, and medium for
their education.

SIGNIFICANCE OF THE STUDY

The result of this study may be beneficial especially to:

STUDENTS

Students can gain more knowledge, skills, use appropriate technology to interact
collaboratively with each other and teacher, consultation to develop and self-responsible for
own learning.

PARENTS

Parents can give support to their students by advising, motivate to fully engage in
learning activities, provide and organized environment at home.
TEACHERS

Teachers can gain more knowledge and skills to do their jobs. It also collaborates with
student in self-development and responsibility.

DEPARTMENT OF EDUCATION

From this study the policy of the Department is to ensure continued delivery of basic
education services amidst the COVID-19 pandemic.

THEORITICAL FRAMEWORK

Thousands of students who participate in online education programs are attracted to

virtual schooling because it offers advantages over classroom-based programs. Among the
benefits of distance education for school-age children are increases in enrollment or time in
school as education programs reach underserved regions, broader educational opportunity for
students who are unable to attend traditional schools, access to resources and instructors not
locally available, and increases in student-teacher communication.

Students in virtual schools showed greater improvement that their conventional school
counterparts in critical thinking, researching, using computers, learning independently,
problem-solving, creative thinking, decision-making, and time management (Barker &
Wendel, 2001). Virtual schooling, like classroom schooling, has had limited success in some
situations. In an online environment, students may feel isolated, parents may have concerns
about children’s social development, students with language difficulties may experience a
disadvantage in a text heavy online environment, and subjects requiring physical
demonstrations of skill such as music, physical education, or foreign language may not be
practical in a technology-mediated setting. Bond (2002) found that distance between tutor and
learner in an online instrumental music program has negative effects on performance quality,
student engagement, and development and refinement of skills and knowledge. While
distance learning was viewed as beneficial for providing the opportunity for elementary
school students to learn a foreign language.
STATEMENT OF THE PROBLEM

People think that distance learning can bring more benefits than schools. Distance
learning are the constant distractions around you. Some of those distractions always exist at
home such as family and electronics. Students also may encountered some challenges like
poor internet, self-studying, lack of time and sleep to answer all modules due to the number
of activities and lack of focus.

SPECIFIC PROBLEM:

*Poor internet *Lack of focus

*Self-studying *Lack of time and sleep

*Distraction always exist at home such as family and electronics

RESEARCH QUESTION

>What are the challenges of distance learning in this pandemic situation?

>What is the main way of teachers to interact with their students?

>What would be the percentage of Grade 10 Students of Abuyog National High

School whose selected of their Academic Grades?

>How many students of Grade 10 that influence of Distance Learning Education to

the Academic Grades?

>What would offer the teacher to the student in distance learning?

STATEMENT OF HYPOTHESIS

The following null hypothesis will be tested at a=0.05 levels of significance: There is
no significant difference in influencing the distance learning to the academic grades of the
students.

DEFINITION OF TERMS

Distance Learning – is a way of educating students online. Lectures and learning

materials are sent over the internet. Students work at home, not in classroom.
SCOPE AND DELIMITATION

In a study about influence of distance learning education to the academic grades

within grade 10 students, only 6 students out of 24 received parental consent to participate the
research. There were several initial delimitations to this study. First, it was limited by
defining distance education as on-line coursework only. Distance education classes are being
delivered by correspondence, video interaction, and video and audio interaction. By
examining only courses that were offered on-line, the results of the present study may have
been influenced in some way.

Despite these delimitations, the study was worthwhile. Understanding the scope

of knowledge by teachers of distance learning education courses can assist higher education

administrators in several areas including curriculum assessment and development.

 CHAPTER II

REVIEW OF RELATED LITERATURE

By the time they reach higher education, most adults have acquired a degree of
autonomy in learning, but younger students need to be scaffolded as part of the distance
education experience. Virtual school teachers must be adept at helping children acquire the
skills of autonomous learning, including self-regulation. Adult learners more closely
approach expertise in the subjects they study and in knowing how to learn, due to their long
experience with the concepts and with meta-cognition, whereas children are relative novices.
This distinction is important because experts organize and interpret information very
differently from novices, and these differences affect learners’ abilities to remember and
solve problems (Bransford, Brown, &Cocking, 1999), and their ability to learn independently.

Research has found that older children have more internal locus of control than
younger children (Gershaw, 1989), reinforcing the need for careful design and teaching of
distance education at K–12 levels. Younger students will need more supervision, fewer and
simpler instructions, and a more extensive reinforcement system than older students.
Effective online programs for young learners include frequent teacher contact with students
and parents, lessons divided into short segments, mastery sequences so student progress can
grow in stages, and rewards for learning such as multimedia praise and printable stickers or
certificates.

Given instruction of equal quality, groups of students learning online generally

achieve at levels equal to their peers in classrooms (Kearsley, 2000). Equality between the
delivery systems has been well documented over decades for adult learners, and while much
less research exists focusing on K–12 learners, the results tend to agree. “Evidence to date
convincingly demonstrates that, when used appropriately, electronically delivered education
‘e-learning’ can improve how students learn, can improve what students learn, and can
deliver high-quality learning opportunities to all children” (National Association of State
Boards of Education, 2001, p. 4).

Young students are different from adult learners in other ways. Piaget’s stages of
cognitive development, in particular preoperational (2 to 7 years), concrete operational (7 to
11 years), and formal operational (11 years to adulthood) outline the phases in development
toward adulthood. The stages offer pedagogical guidance for delivering effective web-based
education, which should focus on the major accomplishments of learners in these stages.
Each stage is characterized by the emergence of new abilities and ways of processing
information (Slavin, 2003), which necessitates specialized instructional approaches and
attention to each child’s development. In contrast, web-based instruction for students in their
formative years must include age appropriate developmental activities, building on the
students’ accomplishments in and through the cognitive stages. For example, an online
mathematics or science lesson designed for students at the preoperational stage needs to use
very concrete methods, such as instructing the student to develop concepts by manipulating
and practicing with real-world objects. The concept can build upon for students in the
concrete operational stage using multimedia drag-and-drop manipulations and
representations, or realistic simulations. At the formal operational stage, students are capable
of using symbols, language, and graphic organizers to continue to learn the concepts in more
abstract ways.
 CHAPTER III

METODOLOGY

RESEARCH METHOD USED

This study utilize survey as research methods to answer the research question. The
descriptive research method will be used to determine the influence of distance learning
education to the academic grades of the students.

RESPONDENTS AND LOCALE OF THE STUDY

The respondents of this research are the Grade 10 Students of Abuyog National High
School.

This Descriptive Research study will be conducted at Brgy. Sta Fe Abuyog, Leyte,
Philippines.

The Data Gathered this researched was from observation and the internet website.

SAMPLE AND SAMPLING TECHNIQUE

Sample is a subset of the population. The process of selecting a sample is known as

sampling. Random Sampling is used for the study. Where the random sampling is part of the
sampling techniques in which each sample has an equal probability of being chosen.

DATA GATHERING PROCEDURE

In collecting data for determining the influence of distance learning education was the
researchers used convenient sampling method in getting the participants of this study. In this
result, out of 24 students only 6 students of Grade 10 were given to answer the survey
questionnaire because of their availability of time.
STATISTICAL TREATMENT DATA

In this research the researchers use a quantitative data analysis techniques. The
quantitative data of the research used statistics method. The technique is use to find the
significance difference on the sample with the applied treatment and controlled variables
without any applied treatment.
REFERENCE

Barker, K., & Wendel, T. (2001). E-learning: studying Canada's virtual secondary schools.

Kelowna, BC: Society for the Advancement of Excellence in Education. Retrieved

April 11, 2004, from http://www.excellenceineducation.ca/pdfs/006.pdf

Bond, A. (2002). Learning music online: An accessible program for isolated students.

Kensington Park, SA: Australian National Training Authority. Retrieved April 12,
2004, from http://www.ncver.edu.au/research/proj/nr1013.pdf

Bransford, J., Brown, A., & Cocking, R. (Eds.). (1999). How people learn. Washington, DC:

National Academies Press.

Gershaw, D. (1989). Line on life: locus of control. Retrieved May 29, 2004, from

http://www3.azwestern.edu/psy/dgershaw/lol/ControlLocus.html

Kearsley, G. (2000). Online education. Belmont, CA: Wadsworth.

National Association of State Boards of Education. (2001). Any time, any place, any path,

any pace: Taking the lead on e-learning policy. Alexandria, VA: author.

Slavin, R. (2003). Educational psychology theory and practice, 7th Ed. Boston, MA:

Pearson Education, Inc.