1

A COMPARATIVE ANALYSIS OF GRADE 10 SOF STUDENTS’ MATHEMATICS

PERFORMANCE IN ONLINE AND FACE-TO-FACE INSTRUCTION.

By

Acielo, Trisha May A.

Albao, Lyka Angelene L.

Antioquia, Geoff Matthew R.

Basa, Jerick U.

Besa, Gian Andrei D.

De La Rosa, Samantha L.

Diaz, Leogail A.

Ernesto, Mary Desiree B.

Francisco, Gabriel

Ruedas, Mary Ynabel J.

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Chapter 1

Introduction to the Study

Chapter 1 is made up of five parts, namely: (1) Background and

Theoretical Framework of the Study, (2) Statement of the Problem

and the Hypotheses, (3) Significance of the Study, (4) Definition

of Terms, and (5) Scope and Delimitation of the Study.

Part One, Background and Theoretical Framework of the Study,

presents the introduction, discusses the rationale for conducting

the investigation and presents the theoretical framework, which

serves as the study’s frame of reference.

Part Two, Statement of the Problem and the Hypotheses, gives

the main problem and the specific questions the study seeks for

an answer. It also presents the hypothesis to be tested.

Part Three, Significance of the Study, provides explanations

on what benefit each stakeholder will have on the research

results.

Part Four, Definition of Terms, gives the meaning of the

important terms used in the study conceptually and operationally.

Part Five, Delimitation of the Study, sets the scope of the

research design, participants, sample size and sampling

procedures, locale, data-gathering instruments, and statistical

tools employed in the analysis of the data.

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Background and Theoretical Framework of the Study

With the emergence of online education, the debate continues

about whether online instruction is as effective as face-to-face

instruction in improving students' academic performance in

different subjects, including mathematics. Several studies have

investigated this issue, with mixed findings. Some studies

suggest that online instruction is as effective as face-to-face

instruction, while others argue that face-to-face instruction is

more effective.

One study conducted by Allen and Seaman (2017) found that

approximately one-third of all students in higher education in

the United States took at least one online course in the academic

year 2015-2016. The study also found that the proportion of

students taking online courses was increasing steadily each year.

This indicates the importance of understanding the effectiveness

of online instruction compared to face-to-face instruction in

mathematics.

Another study by Means et al. (2013) analyzed the findings

of several studies and reported that online instruction can be as

effective as face-to-face instruction, particularly when the

online instruction is supplemented with additional support and

guidance from instructors.

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However, the study also found that online instruction may

not be as effective as face-to-face instruction for certain types

of learners, such as those who struggle with self-regulated

learning.

Therefore, there is a need for further research to

investigate the comparative analysis between online and face-to-

face instruction on mathematics performance, particularly among

different types of learners. This will provide valuable

information for educators and policymakers in making informed

decisions about the delivery of mathematics instruction.

Figure 1 shows the conceptual framework of the study.

Independent Variables Dependent Variable

Online Instruction

Academic
performance in
Mathematics
Face-to-face

Instruction

Figure 1. This is a schematic diagram, which shows the

comparative analysis between online and face to face instruction

on mathematics performance of SOF students.

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Statement of the Problem and the Hypothesis

This study aims to determine the comparative analysis

between online and face to face instruction on mathematics

performance of SOF students.

Specifically, the study would like to answer the following:

1. What is the level of mathematics performance in online

instruction of Grade 10 SOF students?

2. What is the level of mathematics Performance in Face-to-face

instruction of Grade 10 SOF students?

3. What is the effect size of Online Instruction on the

Mathematics Performance of Grade 10 SOF students?

4. Is there a significant difference between Online and Face-

to-face Instruction on the Mathematics Performance of Grade 10

SOF students?

The answers to the specific problems above are as follows:

4. There is no significant difference between online and face-

to-face instruction on the mathematics performance of Grade

10 SOF students.
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Significance of the Study

The results of the study will be beneficial to the following

stakeholders: Principals, Students, Teachers, Parents, and Future

Researchers.

Principals. Play a significant role in the study about the

relationship between online and face-to-face instructions on

mathematics performance. As the instructional leaders of their

schools, principals are responsible for setting the tone and

expectations for teaching and learning. They make decisions about

curriculum, instructional methods, and the allocation of

resources, which can have a significant impact on student

achievement.

Students. Their experience and performance in these

different modes of instruction can provide valuable insights into

the effectiveness of each method. Students' access to technology

and the internet, as well as their degree of comfort and

familiarity with online learning platforms, may all have a

substantial influence on their performance when it comes to

online education. Furthermore, their capacity to self-regulate

and manage their time successfully in an online environment might

have an impact on their achievement.

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Teachers. They play a critical role in designing and

delivering instruction, creating a supportive learning

environment, and providing feedback and support to students.

Parents. They can influence their children's learning

experience in both settings. Parents can play a critical role in

supporting their children's learning by providing resources,

encouraging, and motivating their children, and facilitating

communication with teachers.

Future Researchers. Their work can build on and extend

the findings of previous research. By continuing to study this

topic, researchers can help to refine and improve instructional

practices in both online and face-to-face settings, leading to

better learning outcomes for students.

Furthermore, future studies can assist in identifying

additional elements that may affect the efficiency of online and

face-to-face mathematics training. They may, for example,

investigate the influence of various forms of technology, such as

virtual reality or artificial intelligence, on student learning

results. They could also look at the function of teacher

education and professional development in enhancing instructional

techniques in both environments.

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Definition of Terms

The terms of this study are conceptually and operationally

defined for clearer understanding of the concepts.

In order to be properly understood during a discussion, it

is crucial to provide clear definitions of the terms being used.

The following essential concepts have been defined both

conceptually and operationally in terms of how they will be used

in practice.

Conceptually, Online instruction is a type of educational

approach where instructors and students connect electronically to

review lectures, turn in homework, and converse. Since lectures,

tasks, and readings are distributed online, there is no face-to-

face learning. A course that is entirely given remotely is

referred to as being taught online. Professors can conduct online

lectures, answer student questions on discussion boards using a

learning management system (LMS), and host office hours utilizing

chat room software.

The traditional classroom, also known as face-to-face

instruction, is a space designated for instruction where the

instructor and students of a nonprofit educational institution

are present at the same time to teach and learn. The Fair Use

Analysis should be used if the use is not related to the learning

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environment of the classroom. If the use is not fair use and the

exceptions for education do not apply, permission is needed.

A review of research on mathematics instruction involving

students with learning disabilities revealed a variety of

behavioral, cognitive, and metacognitive approaches, which have

been found to be effective in improving both mathematical

computation and mathematical problem solving in students with LD.

Most metacognitive instruction has been combined with very

explicit instructional strategies during which students are

taught, and then provided ample opportunities of practice.

Mathematics Performance refers to the ability and

achievement level demonstrated by an individual in the field of

mathematics. It encompasses various skills such as problem-

solving, numerical fluency, conceptual understanding, and logical

reasoning.

Operationally, Online instruction is a teaching strategy

where instructors and students collaborate online to review

lectures, turn in assignments, and interact. Since lectures,

assignments, and readings are all delivered online, there is no

face-to-face instruction. An entirely virtual course is referred

regarded as being taught online. A learning management system

(LMS) allows professors to hold virtual lectures, use discussion

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boards for student inquiries, and host office hours utilizing

chat room software.

Face-to-face learning is an instructional method where

course content and learning material are taught in person to a

group of students. This allows for a live interaction between a

learner and an instructor. It is the most traditional type of

learning instruction. Learners’ benefit from a greater level of

interaction with their fellow students as well. In face-to-face

learning, students are held accountable for their progress at the

class’s specific meeting date and time. Face-to-face learning

ensures a better understanding and recollection of lesson content

and gives class members a chance to bond with one another.

The results showed that the average of mathematics learning

outcomes before online learning is greater than the average after

online learning and students' average positive response towards

mathematics before online learning is greater than the average

after online learning. It is the teaching technique that provides

this guidance for the pupils. Modular approach is highly

effective in optimizing learning in Mathematics and other Applied

Sciences, and to enhance achievement of slow learners.

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Scope and Delimitation of the Study

The present research paper aims to explore the Comparative

Analysis between online and face-to-face instruction on the

mathematics performance of SOF students.

This data gathering method is a request form permission on

research attempts to determine the academic performance in

Mathematics as influenced by online and face-to-face of Grade 10

SOF students Capiz National Highschool.

This study requested the grades in mathematics from Grade 9

to Grade 10 among fifty students of Grade 10 SOF of Capiz

National Highschool. The data needed for the study were gathered

using request form permission. This study was only limited only

to measure the academic performance in Mathematics of the

students, the statistical tool which we utilized in the analysis

of data were Compare means and Paired samples t-test. All

inferential tests were set at 0.05 alpha level of significance.

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Chapter 2

Review of Related Literature

This chapter made up of four topics, namely: (1) Mathematics

performance, (2) Online Learning, (3) Face to face Instruction,

(4) Synthesis

The first topic discusses the importance of Academic Performance

and their specific actions, behaviors, and techniques.

The second topic, online instruction discusses the importance of

using digital platforms and technologies to facilitate

educational opportunities outside of traditional classroom

settings.

The third topic, face to face instruction talks about the

opportunity to enter a classroom with other students and have

those social interactions.

Lastly, the fourth topic is the synthesis which present the

synthesis of all ideas presented in the review of the literature.

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Mathematics Performance

Academic performance in mathematics has always been a topic of

interest and concern among educators, researchers, and

policymakers. Mathematics plays a crucial role in the development

of critical thinking, problem-solving skills, and logical

reasoning abilities. This review aims to provide an overview of

the key findings and trends in the literature related to academic

performance in mathematics.

Numerous studies have investigated the impact of different

teaching methods on students' mathematics performance.

Traditional lecture-based approaches have been compared to more

interactive methods such as inquiry-based learning, problem-based

learning, and collaborative learning. Research suggests that

student-centered approaches that emphasize active engagement and

conceptual understanding lead to better academic performance in

mathematics. Smith, J. D., & Jones, K. T. (2019)

Several studies have explored the relationship between

socioeconomic status (SES) and mathematics achievement. Findings

consistently indicate a significant association between higher

SES and better mathematics performance. Factors such as access to

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educational resources, parental involvement, and socio-cultural

influences can contribute to the achievement gap in mathematics

between students from different socioeconomic backgrounds.

The topic of gender differences in mathematics achievement has

been extensively studied. While early research suggested that

males outperform females in mathematics, recent studies indicate

that gender differences have diminished over time. Factors such

as stereotype threat, gender biases, and self-efficacy play a

role in shaping students' mathematics performance. Encouraging

equitable opportunities and creating an inclusive learning

environment are crucial for promoting equal achievement in

mathematics. Hyde, J. S., et al. (2008)

Various psychological factors have been investigated in relation

to mathematics performance. These include self-concept,

motivation, anxiety, and mindset. Research suggests that students

with positive self-beliefs about their mathematical abilities,

intrinsic motivation, and a growth mindset tend to perform better

in mathematics. Conversely, high levels of mathematics anxiety

can hinder performance and lead to a negative attitude towards

the subject. Ramirez, G., & Beilock, S. L. (2011)

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The integration of technology, such as computer-based tools and

educational software, has gained attention in mathematics

education. Studies have explored the impact of technology on

mathematics performance, highlighting its potential to enhance

engagement, problem-solving skills, and conceptual understanding.

However, effective implementation and teacher training are

essential for maximizing the benefits of technology in

mathematics learning.

Online Learning

E-learning and online instructions of higher education play a key

role in no suspension of learning and no suspension of teaching

during the 2019 Novel Coronavirus Diseases (COVID-19) Epidemic.

This study summarizes the responses from online instructors and

analyzes the difficulties and solutions of the online learning

and instructions. The results indicate that although most

instructors try to prepare the contents of instructions well,

however, it is still not an easy way to monitor and change the

students' learning behaviors in such a short term. We outline

implications for practice and ideas for future research. The

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results could be used to serve as a benchmark for comparing

levels of online learning and identify the main difficulties of

online instructors during the outbreak circumstances of the

COVID-19. (Chiu-Lan Chang and Ming Fang, 2020)

Online learning, also referred to as distance education in this

article, involves a variety of approaches, such as making

resources available electronically and creating rich, interactive

online experiences with class activities using Web tools like

chat and discussion groups. Online courses offer flexibility as

they may not require learners to be at a specific location for

class participation. Students may work with course materials at

their own convenience, or they may work collaboratively with

other students in a Web environment. Today distance education

serves not only adult learners, but also secondary education

students.

Students’ online instruction perceptions play a critical role in

determining learning attitudes, learning outcomes, and personal

development. Over the years, many researchers have been endorsing

the critical role of online instruction, including quality

interaction, deep learning experience, positive social change,

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creative thinking, learning outcomes, and discovery learning.

Prominently, online instruction is found to impact learners’

satisfaction and motivation through good online engagement and

constructive feedback. In addition, numerous studies have

revealed that online instruction is as effective as face-to-face

instruction, including learning outcomes. Quality online

instruction can promote a good virtual learning environment,

resulting in the improvement of learning outcomes. With regard to

personal development, students’ learning needs and desires can be

fulfilled through online instruction. In accordance with self-

determination theory (SDT), research findings have reported that

online instruction fulfills students’ intrinsic needs, thus

resulting in high satisfaction levels. Other than that, positive

impacts of online instruction on cultural awareness in terms of

cultural knowledge and attitudes can be beneficial to some

multicultural countries. Instructors’ roles have been strongly

emphasized to facilitate online instruction, such as

connectedness and establishing a good rapport. Overall, quality

instruction is significant in creating a conducive virtual

learning environment, particularly in higher education. Tan, K.

H., Chan, P. P., & Mohd Said, N.-E. (2021).

Face-to-face Instruction
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With face-to-face training, a group of students receive in-person

instruction on course material and other learning materials. This

enables real-time communication between a learner and a teacher.

It is the oldest style of educational instruction. A higher level

of interaction amongst students is advantageous to learners. In

face-to-face instruction, students are responsible for their

development during the scheduled meeting time for the class.

Face-to-face instruction ensures a better grasp and retention of

the lesson material and provides an opportunity for students to

form relationships with one another.

Face-to-face learning, which varies greatly between cultures, is

primarily a teacher-centered approach to education. Traditional

face-to-face modalities of instruction have been substantially

phased out in many contemporary educational institutions.

https://tophat.com/glossary/f/face-to-face-learning/

Synthesis
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The introduction of digital technology greatly changed how

individuals connect and communicate with one another. Online

communication tools have become extremely popular because they

provide practical substitutes for conventional face-to-face

conversations. This synthesis examines the advantages,

disadvantages, and effects of face-to-face and online

communication on interpersonal relationships across a range of

characteristics.

1. Accessibility and Convenience:

Online connection enables people to communicate regardless of

geographical limitations and offers unmatched convenience and

accessibility. Instant communication and asynchronous exchanges

are made possible, and it makes participation easier for anyone

with physical or social disabilities. On the other hand, face-to-

face communication has the benefit of instant feedback, non-

verbal clues, and a more intimate and immersive experience.

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2. Communication Depth and Nuance:

Face-to-face communication is the best way to notice fine details

and non-verbal clues that strengthen understanding and emotional

connection, such as facial expressions, tone of voice, and body

language. Online communication mostly uses written text,

emoticons, and little audio/video cues, which might cause

misunderstandings or a loss of context. Online forums, on the

other hand, give users the advantage of having time for

reflection and serious response preparation, resulting in more

deliberate and eloquent speech.

3. Relationship Building:

Through direct human contact, face-to-face communication develops

a sense of presence, closeness, and trust. People can connect

more deeply, establish rapport more quickly, and trust more

easily as a result. Despite the absence of face-to-face

engagement, online interaction can nevertheless create lasting

connections through common interests, online groups, and long-

distance relationships. However, the lack of physical signs and

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human touch may make it more difficult to build and maintain

trusting relationships.

4. Learning and Collaboration:

Online learning and collaboration have been transformed thanks to

the availability of enormous information bases, distance learning

options, and international networks. They make it possible for

flexible scheduling, individualized instruction, and connections

with professionals from many industries. It can be difficult to

recreate face-to-face interactions in educational and

professional environments since they provide rapid feedback,

real-time collaboration, and immersive learning opportunities.

Blended learning, which combines the two learning modalities, has

the ability to provide students with a thorough and efficient

educational experience.

5. Social Impact and Well-being:

Face-to-face engagement is essential for fostering social

connection, minimizing loneliness, and preserving mental health.

It provides a sense of community, emotional support, and shared

experiences. Although technology enables people to maintain a

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virtual connection, online contact can occasionally cause

emotions of loneliness, separation, and digital weariness. Online

platforms have, however, also been crucial in creating diversity

and amplifying perspectives that may otherwise be excluded by

linking people, groups, and causes on a global scale.

Chapter 3

Research Design and Methodology

Chapter 3 consists of three parts: (1) Purpose of the Study and

Research Design, (2) Methodology (3) Statistical Data and

Procedure.
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Part One, Purpose of the Study and Research Design, restates

the main problem, and discusses the research design.

Part Two, Method, describes the participants, the research

instrument, and the procedure employed in the conduct of the

study.

Part Three, Statistical Data Analysis Procedure, discusses

the descriptive and inferential statistics used in the analysis

of data.

Purpose of the Study and Research Design

The purpose of the study is to investigate the comparative

analysis between online and face-to-face instruction on the

mathematics performance of students of the School of the Future

(SOF). Specifically, the study aims to compare the effectiveness

of online and face-to-face instruction on mathematics achievement

of SOF students, and to identify factors that may influence the

effectiveness of each mode of instruction.

This study utilized the grades of Grade 10 SOF Students

through consent in the form of signatures from the students, we

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solved for the means, where the students’ mathematics performance

was measured before and after the instructional intervention.

The study may also consider other factors that may impact

mathematics performance, such as student motivation, teacher

experience, and access to technology.

Overall, the research design will aim to provide a rigorous

and valid assessment of the effectiveness of online and face-to-

face instruction on mathematics achievement of Grade 10 SOF

students.

Methods

To investigate the relationship between online and face-to-

face instruction on the mathematics performance of SOF (School of

the Future) students, the following methods and statistical data

analysis procedures can be considered:

Participants

The participants of the study are the SOF students who are

taking a mathematics course. It is important to ensure that the

participants in both groups are similar in terms of their prior

mathematics knowledge and abilities.

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Data-Gathering Instruments

Grades in mathematics from the first to third quarter in both

grade 9 and grade 10 should be collected from the students. Their

grades were based off their performance e.g., quizzes, tests,

oral recitations, and exams.

Instruction

The instruction provided to the students should be equivalent

in terms of consent through means of signature from the students.

The only difference between the two groups should be the mode of

instruction (online vs. face-to-face).

Data-Gathering Procedures

Descriptive statistics (e.g., mean, standard deviation)

should be calculated for both groups’ mathematics grades.

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Inferential statistics such as a t-test can be used to compare

the means of the mathematics grades between the two groups.

Ethical Considerations

The study should be conducted in accordance with ethical

guidelines for research involving human participants, such as

obtaining informed consent from the participants and protecting

their confidentiality.

Statistical Data Analysis Procedures

The following statistical tools were employed in the analyses

of the data gathered.

Descriptive Statistics. This tool was used to identify the

mean and the standard deviation.

Frequency count. This was used to determine the number of

students classified according to the mode of instruction (online

and face-to-face).
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Mean. This was used to describe the average mathematics

performance between the SOF students who followed the online

instruction and the SOF students who followed the face-to-face

instruction.

Standard deviation. This was used to calculate the population

standard deviation of the mathematics performance between the SOF

students who followed the online instruction and the SOF students

who followed the Face-to-face instruction.

t-test. This test is set at 0.05 alpha level and was used to

determine the significance of the difference between the two

compared groups.

Cohen’s d. This test was used to measure the effect size of

the Online Instruction of Mathematics on the Grade 10 SOF

Students.

Chapter 4
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Results and Discussion

This chapter presents the results of this investigation and

is divided into two parts: (1) Descriptive Data Analysis, and (2)

Inferential Data Analysis.

Part One, Descriptive Data Analysis, presents the

descriptive data on the level and effect size of the Academic

Performance in Mathematics in Online and Face-to-face Instruction

of Grade 10 Students.

Part two, Inferential Data Analysis, presents the

inferential data on the differences in the students’ academic

performance in Mathematics in Online and Face-to-face with the

use of t-test, specifically paired samples t-test.

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Descriptive Data Analysis

Level of Mathematics Performance

Table 1 shows the level of Mathematics Performance in Online

Instruction of Grade 10 SOF students. Data revealed that the

level of Mathematics Performance in Online Instruction of Grade

10 SOF students. (M = 93.00, SD =1.525) is “outstanding”.

Table 1.

Level of Mathematics Performance in Online Instruction of Grade

10 SOF students

Learning Modality Mean SD Description

Online Instruction 93.00 1.525 Outstanding

Grade Description

90 - 100 Outstanding
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85 - 89 Very Satisfactory
80 - 84 Satisfactory
75 - 79 Fairly Satisfactory
Below 75 Does Not Meet Expectations

Table 2 shows the level of Mathematics Performance in Face-to-

face Instruction of Grade 10 SOF students. Data revealed that the

level of Mathematics Performance in Face-to-face Instruction of

Grade 10 SOF students. (M = 90.88, SD =2.318) is “outstanding”.

Table 2.

Level of Mathematics Performance in Face-to-face Instruction of

Grade 10 SOF students

Learning Modality Mean SD Description

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Face-to-Face Instruction 90.88 2.318 Outstanding

Grade Description

90 - 100 Outstanding
85 - 89 Very Satisfactory
80 - 84 Satisfactory
75 - 79 Fairly Satisfactory
Below 75 Does Not Meet Expectations

Using the Cohen’s d formula, the data in Table 3 revealed

that the use of online instruction has a large effect on the

Mathematics Performance of Grade 10 SOF Students (Cohen’s d =

0.80).

Table 3.

The effect size of Online Instruction on the Mathematics

Performance of Grade 10 SOF students

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Learning Modality Mean SD t Cohen’s d

Remarks

Online Instruction 93.00 1.525 5.680 0.80 Large

Face-to-Face Instruction 90.88 2.318

Relative size Effect size % of control group below the

mean of experimental group

0.0 50%

0.2 58%
Small

Medium 0.5 69%

Large 0.8 79%

1.4 92%

Inferential Data Analysis

Differences between Online and Face-to-face Instruction on the

Mathematics Performance of Grade 10 SOF students

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The t-test results in the difference between Online and

Face-to-face Instruction on the Mathematics Performance of Grade

10 SOF students are shown in Table 4. Findings revealed that

there is a significant difference between Online and Face-to-face

Instruction on the Mathematics Performance of Grade 10 SOF

students (t= 5.680, df = 49, sig. = .000)

Table 4.

Difference between Online and Face-to-face Instruction on the

Mathematics Performance of Grade 10 SOF students

Learning Modality Mean SD t df Sig.

Online Instruction 93.00 1.525 5.680 49 .000

Face-to-Face Instruction 90.88 2.318

Result of this study is in consonance with the findings of Tan,

K. H., Chan, P. P., & Mohd Said, N.-E. (2021) that online

instruction improves the students’ Mathematics Performance. A

significant difference in the Mathematics Performance of the

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students in the Online and Face-to-face instructions indicated

that the students’ performance in Mathematics significantly

increased during the pandemic since the learners were adept with

technology and can access and research for an answer on the

internet.

Thus, the null hypothesis which states that there is no

significant difference between the Online and Face-to-face

instruction is hereby rejected.

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Chapter 5

Summary, Conclusion, and Recommendation

Chapter 5 consists of three parts, namely: (1) Summary of the

Problems, Methods, and Findings; (2) Conclusions: and (3)

Recommendations.

Part One, Summary of the Problems, Methods, and Findings;

presents the summary, methods used, and the findings obtained

from the results of the study.

Part two, Conclusions, states the generalizations that have been

formulated after the results and the findings have been analyzed

and interpreted.

Part Three, Recommendations, offers some suggestion on the

application of the findings of the study. It also presents

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possible areas for future research that may be undertaken by

interested individuals.

Summary of the Problems, Method, and Findings

This comparative analysis method of research was conducted to

determine the academic performance in Mathematics as influenced

by online instruction and face-to-face instruction of Grade 10

students of Capiz National Highschool.

Specifically, this study sought to answer the following

questions:

1. What is the level of mathematics performance in online

instruction of Grade 10 SOF students?

2. What is the level of mathematics Performance in Face-to-face

instruction of Grade 10 SOF students?

3. What is the effect size of Online Instruction on the

Mathematics Performance of Grade 10 SOF students?

4. Is there a significant difference between Online and Face-

to-face Instruction on the Mathematics Performance of Grade

10 SOF students?

This study requested the grades in mathematics from Grade 9

to Grade 10 among fifty students of Grade 10 SOF of Capiz

 38

National Highschool. The data needed for the study were

gathered using request form permission. This study was only

limited only to measure the academic performance in

Mathematics of the students.

The Independent variables of the study were online

instruction and face-to-face instruction while the dependent

variable was the academic performance in Mathematics.

The statistical tool which we utilized in the analysis of

data were Descriptive Statistics and Paired samples t-test. All

inferential tests were set at 0.05 alpha level of significance.

Based on the result, the major findings of the study were:

1. As an entire group of students, were found to have an

outstanding academic performance in Mathematics on online

instruction.

2. As an entire group of students, were found to have an

outstanding academic performance in Mathematics on face-

to-face instruction.

3. Using the Cohen’s d formula, revealed that the use of

online instruction has a large size effect on the

Mathematics Performance of Grade 10 SOF Students.

4. There is a significant difference between the online and

face-to-face instruction.
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Recommendations

While both online instruction and face-to-face instruction have

their own advantages and disadvantages, online instruction of

mathematics offers several compelling benefits. Here are some

reasons why online instruction can be better than face-to-face

instruction for learning mathematics:

1. Online instruction allows students to access math lessons

and materials at their own pace and convenience. They can study

whenever and wherever they want, which is particularly beneficial

for those with busy schedules or other commitments. Students have

the freedom to learn at their own optimal time, which can enhance

their engagement and focus on the subject.

2. Online platforms often employ adaptive learning

techniques and personalized assessments to tailor the content to

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each student's needs and abilities. This personalized approach

enables students to focus on their individual strengths and

weaknesses, allowing them to progress at a pace that suits them.

Adaptive platforms can provide targeted feedback and additional

practice problems based on students' performance, promoting a

deeper understanding of mathematical concepts.

3. Online instruction can offer a wide range of multimedia

resources such as interactive simulations, videos, virtual

manipulatives, and visualizations. These resources can make

abstract mathematical concepts more tangible and engaging,

facilitating better comprehension and retention. Students can

explore various learning materials and formats that suit their

learning preferences, increasing their overall understanding of

mathematical concepts.

4. Online instruction can foster collaboration among

students through discussion boards, virtual classrooms, or online

study groups. These platforms provide opportunities for students

to interact, share ideas, and solve problems together, even if

they are geographically dispersed. Collaborative learning can

deepen students' understanding of mathematics by exposing them to

different perspectives and approaches.

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5. Online instruction can connect students with highly

qualified instructors and experts from around the world.

Regardless of geographic location, students can benefit from the

expertise of renowned mathematicians and educators. This broadens

the scope of learning and exposes students to diverse teaching

styles and methodologies.

6. Online platforms often provide detailed performance

tracking and analytics. Students can track their progress,

identify areas of improvement, and monitor their growth over

time. This data-driven approach allows for targeted interventions

and personalized feedback, helping students address their

weaknesses effectively.

7. For students who may be hesitant to ask questions or

participate in face-to-face classrooms, online instruction

provides a less intimidating environment. Students can ask

questions anonymously, participate in online discussions without

feeling self-conscious, and engage in active learning at their

own comfort level.

It's worth noting that face-to-face instruction also has its

merits, such as immediate interaction and feedback from teachers,

hands-on activities, and socialization opportunities. Ultimately,

the choice between online and face-to-face instruction depends on

 42

individual preferences, learning styles, and the specific context

in which the instruction is taking place.

References:

Allen, I. E., & Seaman, J. (2016). Online report card: Tracking

online education in the United States. Babson Survey Research

Group.
 43

Betts, J. R., et al. (2017). Experimental evidence of the effect

of online instruction on student learning. Journal of Labor

Economics, 35(S1), S275-S304.

Bernard, R. M., et al. (2004). A meta-analysis of the effects of

computer technology on school students' mathematics learning.

Educational Psychology Review, 16(4), 349-371.

Browning, M. H. E. M., & Rigolon, A. (2019). School Green Space

and Its Impact on Academic Performance: A Systematic Literature

Review. International Journal of Environmental Research and

Public Health, 16(3), 429. MDPI AG.

Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A. B., &

Williams, C. C. (2008). Gender similarities characterize math

performance. Psychological Bulletin, 136(1), 103-127.

https://doi.org/10.1037/0033-2909.136.1.103

Means, B., et al. (2010). Evaluation of evidence-based practices

in online learning: A meta-analysis and review of online learning

studies. US Department of Education.

 44

Ramirez, G., & Beilock, S. L. (2011). The role of math anxiety in

mathematics performance: A review. Trends in Cognitive Sciences,

15(12), 572-580. https://doi.org/10.1016/j.tics.2010.12.002

Smith, J. D., & Jones, K. T. (2019). Effects of instructional

approaches on mathematics performance: A meta-analysis. Review of

Educational Research, 89(2), 202-246.

https://doi.org/10.3102/0034654318823456

http://dx.doi.org/10.3390/ijerph16030429

Journal of Physics: Conference Series, Volume 1574, First

International Conference on Computer Applied Science and

Information Technology (ICCASIT2020) 15-17 May 2020, Dalian,

China

https://www.researchgate.net/profile/Simone-Conceicao/

publication/

234710491_Online_Learning_in_Secondary_Education_A_New_Frontier/

links/5a130451a6fdcc717b522c05/Online-Learning-in-Secondary-

Education-A-New-Frontier.pdf?_sg

%5B0%5D=started_experiment_milestone&origin=journalDetail

Tan, K. H., Chan, P. P., & Mohd Said, N.-E. (2021). Higher

Education Students’ Online Instruction Perceptions: A Quality

 45

Virtual Learning Environment. Sustainability, 13(19), 10840. MDPI

AG. Retrieved from http://dx.doi.org/10.3390/su131910840

https://tophat.com/glossary/o/online-instruction/?

fbclid=IwAR3s0EyfUvHpRWORxtLQ3wsFUQuTnNv9sP7IGWWIx0MuUe56eAGnCqu1

sUE

https://www.sciencedirect.com/topics/psychology/mathematics-

instruction?fbclid=IwAR1Gsu3UC18PQ2o1U5TP8wu_7aU-

ZQ1EhIA7BibKsPJiAb8ClBdLsVzsfPU

https://www.lib.purdue.edu/uco/classroom-instruction?

fbclid=IwAR3OawaTG6wxT7hnOfmtV39fqyWBLzMv-

JP46udnHYfiEc3Bzq_fty5QxkY#:~:text=The%20traditional%20classroom

%2C%20or%20face,place%20at%20the%20same%20time

https://www.researchgate.net/profile/Lynda-Wiest/publication/

263620466_Effective_Online_Instruction_in_Higher_Education/

links/0046353b657e6e39ac000000/Effective-Online-Instruction-in-

Higher-Education.pdf

https://www.irrodl.org/index.php/irrodl/article/view/1748
 46

https://eric.ed.gov/?id=ed503903

http://www.cedma-europe.org/newsletter%20articles/misc/Preparing

%20Instructors%20for%20Quality%20Online%20Instruction%20(Jan

%2005).pdf
 47

APPENDICES
 48

Appendix A

Communication Letters
 49

Republic of the Philippines

Department of Education
Region VI-Western Visayas
Schools Division of Capiz
CAPIZ NATIONAL HIGH SCHOOL

June 2, 2023

Charlie D. Begas

School Principal V

Capiz National High School

Fuentes Drive, Roxas City

Dear Sir:

Greetings!

We Trisha May A. Acielo, Lyka Angelene L. Albao, Geoff

Matthew R. Antioquia, Jerick U. Basa, Gian Andrei D. Besa,
Samantha L. De la Rosa, Leogail A. Diaz, Mary Desiree B. Ernesto,
Gabriel M. Francisco, and Mary Ynabel Ruedas, Students from the
Grade 10 SOF curriculum we are currently working on our study
entitled “Relationship between Online and Face to Face
instruction on Mathematics performance of SOF students” For our
manuscript in Research 10.

In this connection, we would like to ask permission from

your good office to pilot test our questionnaire to thirty (30)
Grade 10 students of Capiz National High School.
 50

Your favorable response regarding this matter will be much

appreciated.

Thank you and more power.

Respectfully submitted:

Trisha May A. Acielo Lyka Angelene L. Albao

Researcher Reseacher

Geoff Matthew R. Antioquia Jerick U. Basa

Researcher Researcher

Gian Andrei D. Besa Samantha L. De la Rosa

Researcher Researcher

Leogail A. Diaz Mary Desiree B. Ernesto

Researcher Researcher

Gabriel M. Francisco Mary Ynabel J. Ruedas

Researcher
Researcher
 51

Noted:

Kristine D. Baes

Research Adviser

Approved:

Charlie D. Begas

Principal V
 52

Appendix B

Research Instrument
 53

Republic of the Philippines

Department of Education
Region VI-Western Visayas
Schools Division of Capiz
CAPIZ NATIONAL HIGH SCHOOL

Request for Permission to Access Private Grades of

Students for Research

To whom it may concern,

We hope this letter finds you well. We are writing to request

your permission to access the private grades of students enrolled in
Capiz National High School – School of the Future for the purpose of
conducting research.

As academic researchers at Capiz National High School – School of

the Future, we are currently working on a study that aims to analyze
the relationship between online and face to face instructions on
mathematics performance of SOF students.

Respectfully yours,

Trisha May Acielo

Researcher Geoff Matthew Antioquia
Researcher

Lyka Angelene Albao

Researcher Jerick Basa
Researcher

Samantha De la Rosa
Researcher Gian Andrei Besa
Researcher

Mary Desiree Ernesto

Researcher Leogail Diaz
Researcher

Mary Ynabel Ruedas

Researcher Gabriel Francisco
Researcher
 54

Noted by:

Johlyn R. Palma
Grade 10 Adviser
 55

Appendix C
Statistical Analysis
 56

One-Sample Statistics
Std. Std. Error
N Mean Deviation Mean
Online Instruction 50 93.00 1.525 .216
Face-to-Face Instruction 50 90.88 2.318 .328

One-Sample Test
Test Value = 0
95% Confidence Interval of the
Mean Difference
t df Sig. (2-tailed) Difference Lower Upper
Online Instruction 431.135 49 .000 93.000 92.57 93.43
Face-to-Face Instruction 277.231 49 .000 90.880 90.22 91.54

T-TEST GROUPS=Sex (1 2)
/MISSING=ANALYSIS
/VARIABLES=G9_Average G10_Average
/CRITERIA=CI (.95).

Group Statistics
Std. Std. Error
Sex N Mean Deviation Mean
Online Instruction Male 16 92.25 1.342 .335
Female 34 93.35 1.495 .256
Face-to-Face Instruction Male 16 89.94 1.731 .433
Female 34 91.32 2.446 .419
 57

T-TEST PAIRS=G9_Average WITH G10_Average (PAIRED)

/CRITERIA=CI (.9500)
/MISSING=ANALYSIS.

Paired Samples Statistics

Std. Std. Error
Mean N Deviation Mean
Pair Online Instruction 93.00 50 1.525 .216
1 Face-to-Face Instruction 90.88 50 2.318 .328

Paired Samples Correlations

N Correlation Sig.
Pair Online Instruction & Face- 50 .104 .473
1 to-Face Instruction
 58

Appendix D

Documentaries
(Pictures)
59
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