Pasig Catholic College

Senior High School Department

S.Y. 2020 – 2021

"Learning or Complying": A feasibility study on the new online learning modality towards the

academic performance of STEM Grade 12 students of Pasig Catholic College S.Y. 2020 – 2021

Submitted to:

Dionimar Banaria

Submitted by:

Art Benedict De Castro

Luis Manuel Gonzales

Adrienne Railey Juan

Julius Andrei Laja

Luis Miguel Makalinaw

12 – Pope John XIV

 CHAPTER 1

THE PROBLEM AND ITS SETTINGS

This chapter presents the introduction of the study and its background together with the

statement of the problem, significance of the study, scope and delimitations and definition of

terms.

INTRODUCTION

The novel coronavirus has caused the rise of a global pandemic that has undermined most

institutional settings. The virus has disrupted the economies of different countries, healthcare and

also heavily affected the education system worldwide. Once the global pandemic has been

implemented, the decision to stop the face-to-face classes has been granted for the safety of the

students and to prevent further increase of positive cases. However, here in the Philippines, the

Department of Education found alternatives, which is the new online learning modality to

continue providing the youth the education they need amidst the implemented quarantine. The

online learning modality is a form of education approved by the Department of Education where

students are required to stay home and use their Gadgets connected to Wi-Fi such as PC or

laptops to study and follow the required courses and schedule for their specific grade-level.

Though, the newly implemented online learning modality has enclosed the gap on education, it

still generated mixed perspectives.

Marin J (N.D.), "Disadvantageous sa mga relatively underprivileged kasi yung facilities

ay kulang para sa requirement ng ganung setup… Mahihirapan yung student kung lahat ng

classes nila ay online. Hindi lahat ng students ay pantay-pantay na may access. May nakasagot

pa ngang, very limited ang gadgets nila. Hindi lahat kaya 24/7." On the other hand, CNN
Philippines (2020), "Learning will continue, COVID or no COVID," Education Secretary Leonor

Briones said at the second pre-SONA forum on Tuesday. Briones acknowleged the difficulties

faced by students who may not have the gadgets to use for the online platforms prepared by the

DepEd, but said it was not the only way to continue learning."We are not insisting that they go

online, kasi may ibang alternatibo," she said. "Kung hindi pwede ang online...nandiyan ang

telebisyon, nandiyan ang radyo,” she added.

Online classes are the only acceptable way to implement a curriculum-based education,

due to educational programs in television and radios defy the standards of institutions, provide

generalized topics, and do not qualify as curriculum-based learning. Since online classes are the

only properly implemented way, there are still many issues to consider. According to Sanchez

M.J. (2019) In December 2019, an average download speed of a fixed internet connection in the

Philippines was 25.55 Mbps. On the other hand, the average mobile internet connection speed

was 16.76 Mbps. Here, the Philippines chugs along at 77, placing it among the countries with the

slowest and least stable Internet. Asian neighbor Singapore takes the top spot, while other Asian

countries such as Nepal, Bangladesh, India, Pakistan, and Indonesia occupy the five bottom slots

in this category. Which means there is possible hindrance of learning due to internet connectivity

issues and tight band-width distributions. Knowing that schools nowadays tend to rely solely

upon how high a student’s grade is, given the situation of impaired learning due to multiple

factors such as disconnection, etc. from the new online classes, students just tend to comply or

fail to comply with the requirements and sometimes do not even bother learning from what

lesson was taught. Online classes contributed to the student’s perception in education,

compliance precedes knowledge.

STATEMENT OF THE PROBLEM

This research seeks to identify the feasibility of the new online learning modality towards

the academic performance of Grade 12 Science, Technology, Engineering and Mathematics

(STEM) of Pasig Catholic College. Hence, the researchers aim to gather the perspectives of the

Grade 12 STEM students through an online survey questionnaire.

1.What are the factors that hinders the online learning modality for students?

A. Internet Connectivity

B. Availability of Electronic Devices

C. Financial Capability

2.What are the included learning systems that specifically impact the perspective of Grade 12

STEM students of Pasig Catholic College included in the new learning modality?

A. Synchronous Classes

B. Given Modules

C. Online Quizzes and Exams

3. Is there a significant difference in the academic performance between the previous learning

modality and the new learning modality?

4.What are the possible effects of the online learning modality to the academic performance of

the students?
STATEMENT OF HYPOTHESIS

Ho: There is no significant relationship between the new online learning modality to the learning

of STEM Grade 12 students.

Ha: There is a significant relationship between students’ and

SIGNIFICANCE OF THE STUDY

Our research "Learning of Complying": A feasibility study on the new online learning

modality towards the learning of STEM Grade 12 students of Pasig Catholic College S.Y. 2020 –

2021” could benefit many people and the result of this topic will be of great benefit of the

following:

The students who are part of Science, Technology, Engineering and Mathematics (STEM).

The research can aid the Grade 12 STEM students in terms of education, such as to help

implement a medium of learning in which students will learn more efficiently, effectively and

with practicality, coping with the new online learning modality and the global pandemic.

The Parents. The parents of the students will be ensured that their investment in enrolling their

child in the school will not go into waste. They can also determine whether or not the given

learning modality is effective for their children.

The Faculty Members and The School Administrators. To enable them to cater more

significantly and consistently to the students' educational needs, courses and lessons through

online learning and to be able to provide a better environment that does not impair and hinder the

students' performance in education.

Future Researchers. This research may be used as a basis for a proposal or research for a more

effective way of online learning that can be more effective to aid the current state of education

and peak their interests in an engaging and effective manner.

Department of Education. To implement a much more feasible curriculum-based learning

modality in situations such as the pandemic or quarantine that caters to students effectively in

terms of education.

SCOPE AND LIMITATIONS

Due to the health risks caused by the pandemic, the researchers have limited resources,

time frame. The researchers will be focusing on the students under the Science, Technology,

Engineering and Mathematics (STEM) of school year 2020 -2021. In line with this, the use of

online survey-questionnaires will be virtually conducted inside the Pasig Catholic College or at

home depending on the situation of the pandemic. The purpose of this research is to identify the

feasibility of the new online learning modality towards the learning of the aforementioned grade

12 students. The online survey-questionnaire via google-forms will consist of the questions in

relation to the questions in the statement of the problem such as the feasibility of the new online

learning modality in their academic performance, using random sampling from 60% of the 5

sections in the STEM strand of the Grade 12 students of Pasig Catholic College to prevent bias

and will not include any students in other strands and grade levels.
DEFINITION OF TERMS

The following terminologies used are necessary in understanding the context of the study.

Learning Modality - The learning medium integrated within a certain educational curriculum

the government uses to implement in schools and institutions to teach the students.

Complying - This is what students do if a certain task is given by a teacher.

Pandemic - This is where a virus spread throughout a community

Online Classes - The currently imposed learning modality by the Department of Education for

the students to cope with education amidst the pandemic and enable education at home.

Academic Performance - The learning, attentiveness and response ability towards the given

learning modality.

Resources - Materials and Supply that are limited to internet connectability, electronic devices,

finances, and learning environment that people can consume to function effectively.

STEM - A specialized strand in Senior Highschool dedicated to Science, Technology,

Engineering and Mathematics.

Feasibility - an assessment of the practicality of a proposed plan or method.

 CHAPTER 2

REVIEW AND RELATED LITERATURE AND STUDIES

The COVID - 19 has greatly affected the economies, healthcare and the means of

education of all countries in the world. Because of this, students are also being affected and are

not experiencing the usual face to face classes, but other school institutions are implementing the

use of the internet as an alternative to try providing high-quality education for the students while

in their homes. Some students are still having difficulty coping with the current state of the

education’s given modality and affects their perspective about online classes and dealing an

impact on their academic performance. The researchers believe that there is an effect on how the

new learning modality is being executed towards the mental health and academic performance of

the students.

Limited Resources

Having good network connection is limited and inaccessible to most students, many of the

students come from remote areas, due to lockdown it is necessary to go home, in cases some

have 2G connection and it is enough only for calls or texts but unreliable in terms of internet

connection which is required by most mediums of teaching such as MS Teams, Zoom, etc.

Leaving students to decide whether to attend online classes or let a year move past their

education in such risks that affects the student’s health and academic performance. (Chandran,

A., 2020). This can be a huge factor for many students who attend online classes because they

only rely on their internet connection to learn, if their connection is constantly fluctuating it will

be difficult for them just to cope up with the lesson. Online learning is the newly proposed

modality due to the pandemic. However, having online classes is not completely effective for
learning despite it being an alternative to face - face classes. It offers students more convenience

and a safer way of getting their education. Remote learning still has its flaws and faces

challenges that hinders students from obtaining high-quality education that the Department of

Education (DepEd) has provided. (Tan, B., 2020). In the given new normal of learning, some

students may feel dismayed because they are given more workloads than usual. Some institutions

that provide extracurricular and physical activities, which has been suspended because of the

pandemic, some educators tend to find other alternatives and found this opportune time to give

the students more workloads. According to Adnan, M. and Anwar, K. (2020,7), “where a vast

majority of students are unable to access the internet due to technical as well as monetary issues.

The lack of face-to-face interaction with the instructor, response time and absence of traditional

classroom socialization were among some other issues highlighted by higher education

students.”

The Exposure to Online Learning

There are plenty of ways to provide education for the students. Students are used to the

usual face to face classes. However, during this COVID - 19 pandemic, physical classes are

suspended to assure the safety of the students. According to Camp, C. Et.al (2017), there is a

difference between the use of online and face-to-face classes rather than just a delivery method.

Yet, many educators and students are mired in the traditional approach to learning. Educators

often try to take face-to-face lecture materials and simply make them accessible to students

through the online usage. Students may feel that they need a synchronous component to be able

to fully interact with their teachers and classmates. As more and more research is being collected
on distance learning, the authors are beginning to see that online learning and new educational

strategies are leading to high-quality educational opportunities. Online classes are no longer just

a last resort for those who cannot attend the traditional classes rather it can also serve as an

equivalent option and perhaps even a better choice for some students.

As the world experiences a lot of changes during the COVID - 19 pandemic, some

people, most especially the youth are used to the long breaks that the pandemic has given. When

the return of education has been implemented, there has been a difficulty building up the

motivation of the students as they cope with the pandemic. In implementing the new learning

modality, in terms of online classes, educators must prioritize the motivation of the students and

they must also engage in the given activities. According to Caldwell, K and Pattenaude, R.,

(2020), for the past several decades, student engagement has been an increasingly popular

subject of research in higher education. The conversation around the engagement has become

even more critical in the context of the COVID-19 pandemic, as institutions navigate a rapid

shift to remote learning. A body of research indicates that an approach to engagement, which

prioritizes frequent interaction between students and their educators, as well as among students

themselves, is critically important part of online instruction. One of the main factors of an active

classroom in physical teaching is the active participation when it comes to the discussion

between the teacher and the students. It enhances the connection and the learners’ outcomes

when the students physically experience the classroom-based teachings. However, through the

use of advanced technology as an alternative way of providing education, there is no guarantee

that the teacher has the students’ full attention and to determine if they are really participating.

According to Hamman, K., Pollock, P. and Wilson B. (2007). Little is known about the

relationship between the active learning through discussion and learners outcome in the online
environment. We have constructed an index of active learning online that includes the number of

postings a student has read, the number of direct responses a student has posted, and how many

meaningful “in-depth” statements a student has made. We have gathered that active learners

perform better, on average, than the less active students.We also analyze the component

indicators of the index and find that the number of postings read is most closely related to course

grade. This is particularly true for those students who came into the class with a lower GPA. We

conclude that online courses can stimulate active learning through discussion. Furthermore, we

point to the importance of measurement of active learning in any assessment effort and argue

that the individual components of active learning behavior through discussions might have a

differential effect on learner outcomes.

Burgess, T. Et al. (2010) Adapting non-online courses to online courses can be arduous

or challenging. Although many classes have performed well with the online course, there are

other courses that have not. An example is the lab portion of a science class. Lab classes require

a great amount of hands-on work. Online courses cannot offer the hands-on experience that an in

class lab could offer. This is not to say that some of the lab exercises can be done by the

computer, because it can. However, the Internet cannot duplicate the hands on approach students

experience with an in class lab . Not all courses are compatible with online classes like

Chemistry and Physics which require a lot of hands on work and cannot just rely only on visuals.

The Internet is not that much effective compared to doing hands on experiments. According to

Prof. Al-Lozi, M., Dr. Alrowwad, A., and Kattoua, T. (n.d) “These might include little or no “in-

person” contact with the faculty member, feelings of isolations, a difficult learning curve in how

to navigate within the system, problems with the technology, the need for the student to be

actively involved in learning, and increased lead-time required for feedback regarding
assignments. There are also different aspects, especially in the developing countries, such as

providing the required funds to purchase new technology, lack of adequate e-learning strategies,

training for staff members and most importantly the student resistance to use the e-learning

systems.”

We live in a world where advanced technology is slowly taking over. The more engineers

and inventors are being employed and being discovered, there will be continuous innovation of

certain things and or replace it with technologies. In terms of education, the millennials are being

exposed to the new online learning strategy rather than the usual face-to-face classes. However,

is there assurance if all of the students have their own technology to have their online classes.

According to Chen, J. Et. al (2020). We have examined what are the differences in technology

readiness related to learner’s self-efficacy, engagement, and achievement in an online class. We

implemented the established technology readiness index to examine if learners who are less

comfortable with technology are disadvantaged. Findings from the data gathered shows that

learners are self-confident in completing technological tasks no matter their level of technology

readiness or their lack of online class experience. Learners who are less comfortable with

technology, however, report lower self-efficacy in general social interactions and in academic-

specific social interactions with classmates, respectively. Online educators should reassure less

technology-ready students to increase comfort in online social channels.

The Pros and Cons of Online Learning

As the world is in the midst of a virus outbreak, there was a big adjustment in terms of

how we live our daily basis and interact with everyone. It also has greatly affected the means of

education for the youth. Now, students are in the midst of adjusting and coping with the current
situation of providing the education that they need which is the implementation of online classes.

We know that it can be a convenient way of getting the education that the students need,

however there are also strengths and weaknesses in terms of online classes.

According to Kumar, D (2015). The online method of education can be a highly effective

alternative method of education for the students who are matured, self-disciplined and motivated,

well organized and have a high degree of time management skills, but it is an inappropriate

learning environment for more dependent learners and has difficulty assuming responsibilities

required by the online courses. Students have to analyze both the pros and cons factors that

contribute greatly to making an informed decision about the direction of his/her career path.

Students have to decide how they are going to accomplish their goals: online, in the classroom,

or a combination of both. However, in some situations, the inconvenience of maintaining a

consistent school schedule prohibits potential students from furthering their education. It is also

true that learning is highly dependent on the individual’s motivation to learn. So the bottom line

is that the efforts any student puts into their education that eventually determines how much he

or she will retain and how beneficial the overall experience was to his/her future career.

Different perspectives have arisen as the online classes have been implemented. But, in

order for the students to fully appreciate the use of technology and the internet as the new

medium for education, students must know the strengths and weaknesses in having online

classes. According to the University of Illinois, Springfield (n.d.). There are many reasons why

online programs have become a popular form of distance learning. It can be anywhere, at any

available time and at anyplace. The main advantages of giving asynchronous online learning is

that it allows students to participate in high-quality learning situations when distance and

schedule make on-ground learning difficult-to-impossible. Synergy, The online format allows a
dynamic interaction between the instructor and students and among the students themselves.

Resources and ideas are shared, and continuous synergy will be generated through the learning

process. High-Quality Dialog, Within an online asynchronous ruinous discussion structure, the

learner may reflect on comments from others before responding or moving on to the next item.

This structure allows students time to articulate responses with much more depth and forethought

than in a traditional face-to-face discussion situation where the participant must analyze the

comment of another on the spot and formulate a response or otherwise lose the chance to

contribute. According to Baig, M. (2011). The students exposure to the online learning

environment is highly effective and facilitates the comprehension and assimilation of concepts in

Physics. From the scores obtained it can be inferred that girls and boys have achieved equally

when taught through an online learning environment. Students should be given an opportunity to

learn through an online classroom, where they can interact with the content, and get space to

share learning objects. Similarly they also get an opportunity to collaborate with their peers in

creating knowledge. In Online learning environment, teachers can explain abstract concepts with

the help of animation and graphics, thus developing imagination among students.

Not everybody has access to the Internet and has the financial capability to afford and

provide a laptop or tablet. Given the aforementioned situation, the main concern now for students

is how difficult the online learning modality is. Several students lamented that they are no longer

learning, as their focus has shifted to completing assignments on a daily basis (Ki, C., 2020) This

is the researcher’s concern now as students, the students are having difficulties in catching up

with each lesson due to the way the teacher discusses the lesson during online classes is different
compared to face-to-face classes. Many of the students tend to just comply with their subject but

not learn.

According to Mishra, S. (2020). It is crucial to identify technological issues as they can

create an instant, significant influence on learners as well as the teachers. While the teachers may

lose control of the class, the students may lose interest and enthusiasm in class if repeated

technical glitches hinder the flow. Being an online education novice, one has to do a substantial

degree of self - driven investigation and practice. Before incorporating it in the online class with

the students, it is essential to figure out how everything works. Other challenges pertaining to

technology usage were the control on the students’ microphones to avoid noise and disturbance.

This could be handled by learning the presentation control details – muting all when you speak

and allowing them to speak when you want to make it interactive.

According to the University of Illinois, Springfield (n.d.). The Students, while an online

method of education, can be a highly effective alternative medium of education for the mature,

self-disciplined student, it is an inappropriate learning environment for more dependent learners.

Online asynchronous education gives students control over their learning experience and allows

for the flexibility of study schedules for non-traditional students; however, this places a greater

responsibility on the student. The Facilitators or the Teachers, Successful on-ground instruction

does not always translate to successful online instruction. If facilitators are not properly trained

in online delivery and methodologies, the success of the online program will be compromised.

Equity and Accessibility to Technology, Lack of access, whether it be for economic or logistic

reasons, will exclude otherwise eligible students from the course. This is a significant issue in

rural and lower socioeconomic neighborhoods. Furthermore, speaking from an administrative

point of view, if students cannot afford the technology the institution employs, they are lost as

customers.

In 2019, Tamm, S stated the disadvantages of E-Learning. He stated that looking at the

industry as a whole also reveals plenty of enthusiasm, with the statistics of the E-Learning

industry in 2020 showing massive growth. However, educators worldwide still recognize some

major issues plaguing the industry. In a traditional classroom, teachers can give students

immediate face-to-face feedback. Students who are experiencing difficulty in their curriculum

can be resolved by their teachers quickly and directly either during the lecture or during

dedicated office hours. Personalized feedback from the teachers has a positive impact on the

students, as it makes learning processes easier, richer and more significant and it also allows

students to build a connection with their teachers. E-Learning on the other hand, still tends to

struggle with student feedback. Students completing regular assessments become dissatisfied

when they experience a lack of personalized feedback. In terms of the traditional methods of

providing student feedback do not always work in an E-Learning environment, because online

education providers are forced to look towards alternative methods for providing feedback.

Methods in E-Learning currently practiced in education tend to make participating students

undergo contemplation, remoteness and lack of interaction that results in many of the students

and teachers who inevitably spend much of their time online can start to experiencing signs of

social isolation, due to the lack of human communication and interactions. For students, it will

require a strong self-motivation and time management skills. Not having these kinds of factors in

learning can lead to the failure to comply with their online classes. In many cases, the students

are left to fend for themselves during their learning activities, without anyone constantly urging

them on towards their learning goals. Students taking E-Learning courses will find that they are
often required to learn difficult materials in a comfortable home setting without any of the added

pressure normally associated with traditional colleges. As a result, keeping up with regular

deadlines during online studies can become difficult for those students who lack strong self-

motivation and time management skills. When it comes to the communicational skills of the

students, this area would be neglected during online lessons due to the lack of face-to-face

communication between peers, students and teachers. The avoidance of online cheating and

dishonesty are not guaranteed that it will be controlled and it can be very complicated. As

compared to on-campus students, the use of the internet can give the students an opportunity to

cheat on assessments more easily. There is no direct observation while the students are taking

their assessments. Online instructors and teachers tend to focus more on theory rather than

practice. According to Zounek, J., Sudický, P. (2013), “technology-enhanced learning may also

cause negative resentments with students who lack sufficient motivation and the ability to

organize workload and learn independently. Some students may require strict and detailed

management from their teachers; however, when implementing e-learning solutions, teachers

usually expect a higher degree of activity, self-organization and independence on the part

of learners. For unmotivated students with poor learning habits, therefore, technologies may

become the reason for decreased productivity and worse study results. Furthermore,

students may sometimes feel isolated and abandoned in the virtual environment.” Not all

students are the same, some of them need more attention compared to others, that can greatly

affect not only their mentality but also on how they cooperate during classes. The technology

may also be the reason for the lack of productivity for those students who are having a bad time

be inspired and motivated.

Readiness for Online Classes During Pandemic

The real question that arises from other people is that are the people, most especially the

youth ready for the new adjustment in getting the education that they need. Looking at the state

of economies of all countries, the financial status of every family and the unstable internet

connection that every country has, how are the people going to cope with this adjustment?

According to Namgyel, T. (2020). The true test of the implementation of online teaching-

learning came in the autumn semester of 2020 when Colleges and Schools were closed for

normal teaching-learning activities due to pandemic Covid-19. The Ministry of Education and

RUB had to adapt to online teaching learning in response to the situation. The effectiveness of

online classes is studied in comparison to face-to-face classes using factors like understanding

level, convenience, concentration level, ease of assessment, confidence to take part in

discussions, pace of teaching, freedom for the learners etc. These factors were expressed in terms

of 10 different statements where the respondents were asked to choose appropriate responses on

a scale of five. It was also found that if given an option, most (80%) of the respondents will not

choose online classes. Only 4.4% would choose online classes while remaining 15.6% of the

respondents remain undecided. Overall, 80% of the respondents feel that face-to-face classes are

better than online classes. It was understood that factors like poor network connectivity,

inconsistent power supply, high consumption of data packages and household chores contributed

towards their negative attitude towards online classes. The major problem faced during online

classes as mentioned by most of the students is poor network connectivity. Most of the students

also mentioned that having to balance between household chores and studies affect their

concentration for online classes.

 As stated by Race, R. (2020). In his journal about the “Emergency Response Online

Classes During Community Quarantine: An Exploratory Research to Philippine Private

Schools”, the results show that Through purposive sampling, the respondents comprised 91

teachers and 24 instructional supervisors from 18 schools. Results of the study revealed that

teachers and instructional supervisors needed experience and training to be able to efficiently

and effectively perform their tasks in online classes; and that there were students and teachers

who were not able to regularly participate in online classes due to lack of resources.

Respondents also said that online classes were flexible in terms of schedule and choice of

strategies, able to ensure learning continuity, were convenient, and efficient in terms of saving

time, money, and effort. However, they also said that online classes had decreased participation

rate, were ineffective, and had limited interaction and socialization. Conduct of

training/orientation and regular practice on online classes, and ensuring needed infrastructure and

resources are in place and available, respectively; as well as further research on the topic were

suggested. Despite the dynamic development of ICTs and decreasing prices of personal

computers, laptops, smartphones, tablets and other devices, there is still quite a

considerable imbalance among students as far as material equipment and Internet

connectivity is concerned. Also, even when appropriate technologies are present and available,

students may lack sufficient knowledge and skills to use these technologies efficiently in order to

enhance their study experiences. In particular, students often struggle to utilize various time-

management, presentation, word-processing, collaboration, and other kinds of tools for

personal learning purposes. (Zounek, J., Sudický, P., 2013)

CONCEPTUAL FRAMEWORK

Figure 1.

The importance of presenting a framework is to give comprehension on what the

researchers are trying to imply. The researchers are illustrating the possible scenarios that can

occur during the implementation of online classes that can affect the academic performance of

the STEM Grade 12 students. In this conceptual framework, as the new online learning modality

is being implemented, there are certain factors that can hinder the new learning modality. As

seen in Figure 1, there are two types of factors that can affect the new learning modality. First,

the term “Internal Factors” tackles the student’s mental state towards the online classes. In this

factor, the researchers believe that the level of engagement that a student gives towards the

online classes can affect his/her academic performance. On the contrary, the “External Factors”

tackles the limitations that the students are encountering while having the online classes. The

researchers believe that these external factors such as the stability of the internet connection, the
type of environment that the student is living in and the availability of devices to be used in

online classes can affect the academic performance of the students. If these factors are present to

the student, it can hinder them to get the education and learning that is provided to them,

therefore affecting their academic performances.

THEORETICAL FRAMEWORK

This research was inspired by the study developed by Garrison, D., Anderson, T. and

Archer, W. (2000); the theory is about the online learning environments.

Figure 1. Garrison, Anderson & Archer: Community of Inquiry Model

According to Garrison, D., Anderson, T. and Archer, W. (2001), the “community of

inquiry” model for online learning environments is based on the concept of the three distinct

“presences”, cognitive, social and teaching as in Figure 1. It represents a process of creating a

deep and meaningful (collaborative-constructivist) learning experience through the development

of the three presences. Social presence is “the ability of participants to identify with the

community (e.g., course of study), communicate purposefully in a trusting environment, and

develop interpersonal relationships by way of projecting their individual personalities.”

(Garrison, D. 2009). Another part of the diagram is the teaching presence to enhance the

educational experience of the students. Teaching presence is the “design, facilitation, and

direction of cognitive and social processes for the purpose of realizing personally meaningful

and educationally worthwhile learning outcomes.” (Garrison, D., Anderson, T. and Archer, W.

2000). To simply explain the teaching presence, it includes designing and developing the course

and guiding and supporting the learners during the course delivery. The last portion of the

diagram seen in Figure 1 is the Cognitive Presence. As stated by Garrison, D., Anderson, T. and

Archer, W. (2001), that cognitive presence is the “extent to which learners are able to construct

and confirm meaning through sustained reflection and discourse.” Active and engaging learning

activities are required for the course to be effective. The main focus of cognitive presence is to

further enhance a higher-order thinking process like critical thinking and practical inquiry, that

incorporates existing learning with the new learning through reflection, discussion and feedback.

Czerkawski and Lyman (2016) favoured Trowler’s (2010) in his definition of

“engagement”. They have believed that student engagement not only deals with the interactions

and socialization among time, effort and resources among students, however, it is also

influenced by institutional efforts in enriching a student's learning experience and their

performances. As stated by Bomia Et. al., (1997), in generalization, students are more engaged

when they are interested in their work, persisting in it despite the challenges and the obstacles,

and taking visible delight in accomplishing work goals. The engagement of the students also
refers to a student’s willingness, need, desire and compulsion to participate and succeed in the

learning process.

SYNTHESIS
 CHAPTER 3

RESEARCH METHODOLOGY

RESEARCH DESIGN

A feasibility study is an evaluation and assessment of the practically of a proposed

project or system. The said study is used to determine whether the aforementioned proposed

system is feasible and should go forward. It is a feasibility study because the researchers can

determine whether the implemented new online learning modality has an impact on the students’

academic performance. The main purpose of the study is to determine the practicality of the new

learning modality towards the learning of the students, the method in collecting data is through

the use of online survey-questionnaires in google forms. Coping with the current pandemic of

COVID - 19, it is a big deal for the students in maintaining their education. This research will

also follow a quantitative research design, which will aim to obtain data in the form of survey

questionnaires via google forms. Then, all the amassed data from the data collection will

determine the feasibility of the online learning modality towards the academic performance of

students.
RESPONDENTS OF THE STUDY

The research will be conducted through the internet in the students’ and the researcher’s

own home. Since the only answers for the questionnaires the researchers will use does not

require physical meeting, the respondents will be answering a given survey in a google form and

the researchers will assure that all of their answers will be recorded and will be kept confidential.

The study will be conducted for the school year 2020 - 2021. The target population of this

research are all Science, Technology, Engineering, and Mathematics or simply, the STEM

students of Pasig Catholic College. The researchers will use a random sampling method to

prevent bias of data. The researchers will select 60% of the Grade 12 students in the 5 sections of

the STEM strand as our respondents, due their inclusion in the aforementioned school’s online

learning modality and are currently having mixed perspectives in the aforementioned modality’s

practicality, the researchers will then determine if the online learning modality is feasible

towards the student's academic performance. The researchers chose 60% of the students from the

5 sections so that it will be the majority of one section. The conclusion and interpretation of data

will then be based on the answers of the respondents.

INSTRUMENTATION

The Researchers chose online surveys through google forms as their instrument, because

it is a survey administration app that is included in the Google Docs office suites that allows a

much accessible collection of data amidst the situation of the pandemic them and to be able to

determine the stand of the student towards the feasibility of the new learning modalities towards

their academic performances. Through this method of data gathering, the researchers can acquire

sufficient data that can prove useful to the research. The researchers chose to conduct an online
survey to get enough data and detailed information that will be needed for the conducted

research. The respondents can take his or her time in answering the given survey.

DATA GATHERING PROCEDURE

Due to the risks of the pandemic, the researchers will not be able to conduct physical

surveys in a face-to-face manner. In order for the researchers to gather all the information about

the feasibility study about the new learning modality towards the academic performance of the

students, the researchers will conduct a survey-questionnaire with the use of Google Forms. All

forms answered by the respondents will be recorded and collected by the researchers. The

amassed data will then be interpreted statistically using z-test.

STATISTICAL TREATMENT OF DATA

Having the knowledge in the field of Statistics, the researchers will be using the z-test as

their statistical tool in order to find out if there is a relationship between students' academic

performance and the new learning modality. When conducting a z-test statistics, the sample size

should be greater than 30. The researchers will also be using the Likert Scale in order for them to

identify the relationship between the students’ academic performance.

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