Measuring Self Regulation of Grade 12 Students in Distance Learning Environment Group 4 Final Defence Manuscript

SELF-REGULATION IN DISTANCE LEARNING
MEASURING SELF-REGULATION OF GRADE 12 STUDENTS IN DISTANCE

LEARNING ENVIRONMENT
A Thesis Presented to the

Senior High School Department
In Partial Fulfillment of the Requirements for the Subject

Inquiries, Investigation and Immersion
Rica R. Angeles
Jeric I. Baquiran
Kris Anne F. Cahayag
Angelo L. Cayanan
Kersten Cheggy C. Hipolito
Chyna A. Marcelo
Kristine Heart A. Masanding
Kathereena Karla P. Mendoza
Reena Marie A. Sadiño
April 2021
ii
APPROVAL SHEET
This thesis entitled, Measuring Self-Regulation Of Grade 12 Students In

Distance Learning Environment prepared and submitted by Rica R. Angeles, Jeric I.
Baquiran, Kris Anne F. Cahayag, Angelo L. Cayanan, Kersten Cheggy C. Hipolito,
Chyna A. Marcelo, Kristine Heart A. Masanding, Kathereena Karla P. Mendoza,
and Reena Marie A. Sadiño in partial fulfillment of the requirements for the subject
Inquiries, Investigation and Immersion has been examined and is recommended for
acceptance and approval for Oral Examination.
Rosalie P. Cayabyab, LPT, MAEd

Thesis Adviser
Committee on Oral Examination
Accepted and approved in partial fulfillment of the requirements for the subject
Inquiries, Investigation and Immersion.
Kim Kenneth T. Ayroso, LPT, MAEd

Chairman
Kevin Russel D. Batara, MA, RGC Elizer S. Sampang, LPT

Panel Member Panel Member
Approved by
Ma. Socorro M. Sunglao, CPA, MBA

Strand Coordinator
Rosalie P. Cayabyab, LPT, MAEd

Principal, Senior High School Department
Michael B. Lapid, MBE, MAT

President
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ACKNOWLEDGMENT
The researchers would like to express their heartfelt gratitude and appreciation to
all of the individuals who supported them throughout the research process. First and
foremost, the heavenly Father for providing knowledge and guiding each and every
person involved in this research. To the parents who provided moral support, financial
assistance, and served as an inspiration. Mrs. Rosalie P. Cayabyab, the research adviser,
is being thanked profusely by the researchers for sharing and imparting her knowledge to
finish this research, as well as for her constant assistance in completing the study. To the
respected panelist, Mr. Kevin Russel D. Batara, Mr. Elizer S. Sampang, and instructor
Mr. Kim Kenneth T. Ayroso, who gives support, advice, guidance, and motivation in
accomplishing this research and the statistician Mr. Erese M. Ayson, for the kind
assistance and encouragement to the researcher. Their motivation and reliable ideas have
greatly aided in the completion of this research paper. The researchers also want to take
this opportunity to express their sincere gratitude to all of the respondents. Although, we
are unable to reveal their names, we would like to express our deepest appreciation for
their participation and accountability in this research. Their knowledge and experience
aided us in completing this research.
- Rica R. Angeles - Chyna A. Marcelo

- Jeric I. Baquiran - Kristine Heart A. Masanding
- Kris Anne F. Cahayag - Kathereena Karla P. Mendoza
- Angelo L. Cayanan - Reena Marie A. Sadiño
- Kersten Cheggy C. Hipolito
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DEDICATION
This research is dedicated first and foremost to our Almighty God, who has
blessed everyone with wisdom, bravery, mental strength, security, ability, and a long and
prosperous life. To our families, who have been a source of inspiration for us as we
carried out this research project. To the teachers who encouraged and guided us to
complete this study successfully, as well as those who gave us advice on how to achieve
our goal of completing the study. To the students who were able to participate in this
study as respondents and spent enough time engaging with the researchers. To the future
researchers, who can use this study as a guide or reference in gaining more knowledge
and obtaining a deeper understanding of the research topic.
- Rica R. Angeles
- Jeric I. Baquiran
- Kris Anne F. Cahayag
- Angelo L. Cayanan
- Kersten Cheggy C. Hipolito
- Chyna A. Marcelo
- Kristine Heart A. Masanding
- Kathereena Karla P. Mendoza
- Reena Marie A. Sadiño

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TABLE OF CONTENTS
Content Page
Title Page …………………………………………… i
Approval Sheet …………………………………………… ii
Acknowledgment …………………………………………… iii
Dedication …………………………………………… iv
Table of Contents …………………………………………… v
List of Tables …………………………………………… vi
List of Figures …………………………………………… vii
Abstract …………………………………………… 1
Introduction …………………………………………… 2
Method …………………………………………… 23
Results …………………………………………… 29
Discussion …………………………………………… 36
References …………………………………………… 46
Appendices …………………………………………… 54
Curriculum Vitae …………………………………………… 85

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LIST OF TABLES
Table 1 Percentage and Frequency Distribution of the Respondents
According to their Sex.
Table 2 Assessment of the Respondents towards their Self-Regulation in
terms of Goal-Setting. 9
terms of Help Seeking. 11
terms of Self-Study Strategies. 12
terms of Managing Physical Environment.
13
terms of Effort Regulation.
14
Table 7 Comparison between Male and Female Respondents in terms of
their Self-Regulation in Distance Learning Environment
Using Independent Samples t-test.
15
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LIST OF FIGURES
Figure 1 Conceptual Framework 13

1
Abstract
Self-regulation is a skill that everyone, particularly students, should practice and

obtain. It enables them to learn and make improvements that could benefit them in their
lives in this new normal setup. Therefore, the researchers approach to existing knowledge
was to develop each individual's understanding of self-regulation in a distance learning
environment. A 30-item questionnaire was completed by 248 grade 12 senior high school
students of Mary the Queen College of Pampanga. The researchers gathered data using
quantitative research to determine the measure of self-regulation in a distance learning,
thus descriptive and comparative research designs was used to analyze the information.
Descriptive research design is concentrated with identifying the respondents in a study.
Furthermore, a comparative research design was used as it seeks to assess and compare
the self-regulation of Grade 12 students, both male and female respondents. Finally, the
findings showed that there was no significant difference in self-regulation between male
and female respondents, this meant that the mean scores were statistically equal. Along
with this, students could generally improve techniques that they already know by
exploring and having a deeper understanding with the self-regulations they have. Though,
it would be beneficial for both respondents to assist each other.
Keywords: self-regulation, distance learning, online classes, flexible learning

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Measuring Self-Regulation of Grade 12 Students in Distance Learning Environment
Self-regulation was an ability that anyone should learn, not just those who are
having difficulties in one area of their lives. This entails understanding and taking action
to improve one's performance in areas that are critical to one's personal growth, as stated
by Elias, (2019). Therefore, researchers and educators focused on how to help learners in
developing their self-regulated learning skills in both face-to-face and e-learning
environments. In addition, recent studies and meta-analysis have made a major
contribution to the domain understanding of the use of self-regulation approaches and
how they contribute to enhance the academic performance of students. However, there is
no systematic review of the literature on the methods and software used for measuring
self-regulated learning on online platforms, (Araka, Maina, and Oboko, 2020). Moreover,
Johnson, & Davies, (2014) added that the existing empirical literature helps well-
established results from looking up in regular classroom sessions, primarily the tutorial of
self-regulation is essential for wonderful knowledge of and daily overall performance in
virtual communities. Self-regulation was greater and more fundamental to common
learning outcomes. Besides, Bergamin, Werlen, Siegenthaler, and Ziska (2012) note that
flexible learning involves students to already possess autonomous and self-regulated
academic skills to actively participate in time, speed, and content-friendly learning
activities.
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Accordingly, self-regulation constitutes the crucial technique of human
enhancement and encompasses lots increased than different self-governance constructs,
such as self-control, grit, smooth skills, or no cognitive skills. A 30-item scale regarding
with self-regulation revealed five factors: goal setting, help seeking, self-study strategies,
physical environment management, and effort regulation, was made by Kocdar,
Karadeniz, Bozkurt, & Buyuk (2018). As a result, the scale was found to have a high
level of validity and reliability. This scale is intended to assist teachers and curriculum
developers in designing strategies that will allow students whether to improve or gain
new self-regulated learning skills in self-paced open and distance learning settings.
In accordance with this, Dotson (2016) stated that setting goals of students will
assist them in achieving their goals. Simply stating an objective does not guarantee that
students will be motivated and succeed academically. When done correctly, goal setting,
on the other hand, has the potential to improve learning. Performance evaluation provides
a framework for ensuring that students value and own their learning, which is an
important part of goal-setting. Progress monitoring allows for this framework by
immersing students in the implementation of a self-developed needs-based action plan
that was evaluated systematically.
As mentioned by Qayyum, (2018), students used a variety of learning strategies to
improve their learning, including studying more, planning their studies, taking notes,
outlining notes and reading, reviewing, choosing engaging assignments, and managing
expectations. Selecting challenging activities and managing expectations, including

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lowering goals, are all important aspects of the job. Academic assistance is an important
behavior that can help students learn more effectively in both face-to-face and online
settings. Apart from this, academic aid seeking is the process of recognizing a need for
support, deciding that help is required, identifying potential helpers, obtaining help, and
evaluating the help received. Moreover, learning methods or study strategies are terms
used to describe various approaches to learning in general. They are usually crucial to a
student's academic success. There are various learning approaches that can focus on
preparing, absorbing and remembering new information, or passing exams based on the
analysis of Reyes (2019).
Furthermore, as studied by Jeong & So (2010), the monotony of the classes in
their limited environment, as well as limited educational materials that did not adequately
communicate the importance of physical education, nationwide trial-and-error methods
resulting from a lack of experience running online physical education classes, and very
limited assessment guidelines suggested by the Korea Ministry of Education, made
systematization difficult. As a result, it was difficult to conduct a systematic evaluation
using online resources. Students enrolled in community colleges' liberal arts online
courses even though students' intrinsic task value standards were modest, those who
reported greater effort regulation performed better than those who reported a lower level
of effort regulation in the current study. Given these findings, encouraging students to
participate in school activities is a good strategy. Based on these findings, supporting
students' effort regulation may be one way to help them perform better in an online
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learning environment. The scaffolding for student effort regulation used by online
teachers, which includes monitoring and guiding student efforts, may be used to design
effort regulation help as explained by Kim, Park, Cozart, and Lee, (2015).
Besides, Maja (2018) revealed in her study that, self-regulation offers the
requisite means for individuals to achieve objectives that can either emerge from their
own desires or from social demands. Achieving targets in both cases would allow
individuals to achieve self-fulfillment and achievement. Self-regulatory mechanisms
often maintain our acts within the boundaries of appropriate and unwanted activities as
well as restrict them. Self-regulatory learning helped students achieved greater academic
outcomes as it gave students power over their learning. Self-regulated learners were also
characterized as diligent, strategic and decisive; they can track their progress and
therefore are goal-oriented according to Doria (2011). At any certain time and place they
choose, distance learners can research and gain knowledge, although they are responsible
for preparing, maintaining, and reviewing their educational process as discussed by
Moore & Kearsley (2012).
On the other hand, when schools adapt virtual classes, professors, students &
parents have a lot of room for improvement and learn new. In most countries, childcare,
kindergartens, primary and secondary schools, academic institutions were temporarily
shut down across the world in order to monitor the spread of COVID 19. Classes in most
campuses are suspended and shifted through distance learning. While children and
schools have been forced to go online by the lockdown, technological difficulties indicate
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that there were frequent interruptions. In comparison, learners were more distracted from
their respective homes when staring at a phone, as stated by Saraswathy, (2020). Internet
accessibility levels vary from region to region as well. This may be a concern if live
classes are held because the lessons would be missed by students in poorly linked areas.
As mentioned by Paul & Jefferson (2019), there are several characteristics shared
between online and formal education. Students are also expected to attend class, study the
content, apply tasks, and complete team activities. While teachers also have to plan
teaching materials, maximize the standard of teaching, answer questions from the
audience, inspire learners to read, and grade assignments. There are several variations
between the two modalities, in view of these fundamental parallels. Classroom teaching
is historically considered to be teacher-centered and allows the student to actively study,
while online instruction is mostly student-centered and requires active learning.
As eloquently stated by Winne (2015), mastering of self-regulation of learners
wass when they take a look at the getting to know the environment and monitor
mastering procedures to inform selections about managing gaining knowledge of
processes. Under the assumption that freshmen are sellers with inherent functionality to
make and act on decisions, self-regulated skills were ubiquitous. Decisions inexperienced
persons make about regulating learning, however, can promote or hinder achievement
and other valued outcomes. Research on self-regulated learning and its roles in training
faced more than one challenges. Evidence suggests productive self-regulation of learners
can be fostered via evidenced-based designs for learning activities and environments, by
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way of merchandising particular beliefs among teachers, and assisting freshmen discover
value in education.
Hence, there is proof that learning online can be more useful in a variety of areas
for those who already have access to the right technologies. Some study indicates that
students maintain 25-60% more content on average while studying online, compared to
only 8-10% in a classroom. This is primarily due to the willingness of students to study
online faster; e-learning takes 40-60 percent less time to learn than in a typical flipped
classroom because students can practice at their own pace, go back and re-read, skip or
speed up lessons as they want, based on the report of Li & Lalani (2020). Nevertheless,
across age demographics, the efficacy of online learning varies. The overall consensus
among children, particularly younger ones, is that, since children are more easily
distracted, a structured setting is needed.
In most cases, self-regulation was an ability to manipulate responses in our self. It
was equal behavioral (personality) and natural (temperament/disposition). Optimal self-
regulation was at once related to how respectable performers manipulate novel events, a
doable that was influenced by using means of way of temperament, early developmental
experiences, and persona traits. Understanding these variables increases interest of man
or girl wishes and how to tailor fantastic schooling approaches, as indicated by Thomson
& Jaque, (2017). Additionally, studies stated that there was a significant difference
between male and female adolescents on all assessments and the self-regulation
composite score. Self-control in male adolescents is higher than in female adolescents.

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School administrators should be aware of the current need to provide strategies for
students, especially female students, to improve their self-regulation, according to Bashir
& Bashir (2018). Self-regulation was crucial because it enables students to activate and
maintain cognition, attitudes, and affects that are regularly oriented toward achieving
objectives. As the study conducted by Elsevier, (2011), the aim of the research was to see
whether men and women with varying levels of education had different levels of
difficulty with self-regulation. Gender and educational level had significant main effects
on the difficulties of planning, organizing, and implementing learning. Furthermore,
gender was found to have a significant impact on general inventory efficiency,
motivational and emotional regulation problems, and reflecting and making changes.
Teachers should encourage planning, motivational influence, and reflection in their
students.
However, distance learning in e-learning courses became the most critical and
most demanded way of learning in the last decade. As studied by Leontyeva, (2018) this
essay assesses the integration into the teaching and learning process of distance learning
principles in terms of performance. The experiment got 1,250 students from Kazan
Federal University. The analysis addresses the following obstacles to successfully
implementing modern distance learning technologies in the instructional and learning
process of the universities: the lack of teachers' and parents' instruction, the lack of
computer-based online training systems and the lack of sufficient online mentors, the
failure to connect with professors and teachers. Furthermore, this study examines internal
9
problems: limited resources funding, unequal allocation of marketing benefits,
insufficient institutional framework and lack of physical innovation. This research
gradually integrates a paradigm of distance learning that suits all universities regardless
of their specialty and makes it possible to address the problems described. In short,
distance learning provides an outstanding chance to show useful learning opportunities in
online environments. The research was attended by 1,250 second-third-year students.
The experiment revealed that students are awaiting online learning; but the
consistency of teacher engagement and the undeveloped digital framework of the
University are being called into question. The researchers have also defined internal or
external considerations that hinder the acceptance of state-of-the-art remote learning
technologies such as restricted reach and scope, resource management issues,
inappropriate marketing value analyses, limited funding, insufficient administrative
structure, etc. In six months after the launching of the curriculum, the opportunities for
more study are based on the students' knowledge and skills assessment.
Though E-Learning methods promote student-centered practice and are
manageable for the period of this lockdown situation without difficulties. Right here, it is
truly worth challenging that online information acquisition is currently at a nascent stage
in Pakistan. It began as an ‘some distance emergency from learning' and we can solve any
limitations with investments in a similar fashion, as mentioned by Mukhtar, Javed,
and Sethi (2020). The school wants to be educated on the use of online modalities and to
build lesson templates with reduced cognitive load and increased interactivity.
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As the study of Kocdar, Karadeniz, Bozkurt, and Buyuk, (2018) revealed that, in
self-paced distance learning environments where learners research on their own, self-
regulated learning abilities are crucial to success. For self-paced learning, current scales
that quantify self-regulation are not sufficient. In this research, a scale was therefore built
to fill the void in the literature for measuring self-regulation in environments of self-
paced learning. The study of validity and reliability revealed that this scale is accurate. It
is possible to use the scale to classify the self-regulated learning skills of the students
who are enroll in online or conventional distance courses in self-paced courses learning
settings, such as Massive Open Online Courses (MOOC), self-study courses or open
university courses. Failure occurs when the learner’s study at their own pace throughout
self-paced open and distance learning. Most Massive Open Online Courses (MOOCs),
for example, are self-paced, and the success of it depends mainly on self-regulating
learners. In addition, the absence of self-regulated abilities contributes to high incidence
of dropouts and low retention according to the study of Milligan, Littlejohn, &
Margaryan, 2013; Mustain (2016). Self-regulated learning is an integral component of
lifelong learning and a mechanism in which a learner regulates, records, and influences
the process of thought that involves information and skills stated by Dabbagh &
Kitsantas, (2012).
This study aimed to measure the self-regulation of Grade 12 students in Mary the
Queen College (Pampanga) Inc. during their distance learning to be conducted during the
second semester of the academic year 2020-2021.

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It is clearly intended to pursue responses to the following:
1. How may the student-respondents’ be described in terms of sex?
2. How may the respondents measure their self-regulation in terms of the
following:
2.1 Goal setting
2.2 Help seeking
2.3 Self-study strategies
2.4 Managing physical environment
2.5 Effort regulation
3. Is there a significant difference between the self-regulation of the Grade 12
students in terms of their sex?
H0 1. There is no significant difference between the self-regulation of Grade 12
students in terms of their sex.
This research was based on Shea, Bidjerano, “The online learning theory that
keeps completion of the degree”. As reported by Shea, Bidjerano, (2014), "Initial analysis
of the available data found that students who had taken any of their online courses tended
to be achieving associate degrees at greater rates than those who had not." This concept
clearly illustrated the accessibility of online classes in distance learning which it involves
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getting a greater chance of success, virtual classes related to self-regulating of students
proved to have been more efficient and more effective than face-to-face practices. Online
programs, though, had made up a significant portion of their activities that contradict
many people's normal thinking. In the new normal, electronic classrooms were the used
of technologies in teaching and studying due to the world's current circumstances.
However, people cannot acknowledge the fact that they had some issues at first because
of accessibility difficulties, the gadgets that would have been used and also the academic
ability of a child in their respective homes. Furthermore, students had encountered
difficulties with self-discipline, self-regulation that were typically experienced in life.
Though, self-regulation must be taught when an individual was born not just when they
reached adulthood, parents should begin teaching children until they could’ve handled
certain things. And if parents fail to support these practices, when they children mature, a
person may experience difficulties. Either because during adolescence, this skill was not
established, or because of a lack of techniques to handle emotional pain. Parents had the
most important aspect of opening interactive courses, they seemed to have less work
time, whereas if their child asks for assistance, they need to be personally accessible. In
this, the success of online classes in learning from students' self- regulation have the
highest probability of being passed. The analysts also added that there was a relatively
higher rate of completion of the bachelor's degree for students who took any of their
virtual distance courses in 2004, i.e., online distance education, with 14.1 percent,
compared with 8.9 percent of students who did not took online courses. Based on these
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findings, as they entered the new standard classes, students had far higher opportunities
to had a degree when they apply suitable self-regulation techniques in Senior high school
rather than getting the classroom setting. In comparison, the possibilities of Mary the
Queen College of Pampanga's Grade 12 senior high school students graduating with
honors by taking online classes with the appropriate self-regulation practices are much
more possible than taking in a classroom environment class. Nevertheless, by some
standards, students of online classes were rather less trained but also had a higher chance
of graduation than learners who did not take lessons in distance learning. In fact, given
such results for online classes, instead of those who did not took the challenged of
attending online courses, their success seems to increase with honors.
Male Female
Self-regulation
1.1 Goal Setting
1.2 Help Seeking
1.3 Self-Study Strategies
1.4 Managing Physical
Environment
1.5 Effort Regulation
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Figure 1. Conceptual Framework
The figure illustrated the comparative model that showed the paradigm of the
study. The left upper frame represents the Grade 12 senior high school male students of
MQCPI which contrasting to the right upper frame which represents the grade 12 female
students in the study. With regards to their sex profile these two would be compared to
each other in line with influence of their self-regulation in distance learning environment
which was in the centered frame below arrowing up to the male and female. Measuring
their self-regulation in terms of: (1.1) goal setting, (1.2) Help Seeking, (1.3) Self-Study
Strategies, (1.4) Managing Physical Environment, and (1.5) Effort Regulation. On the
other hand, the comparative model would indicate the overall objective of the study,
which was to measure and compare the self-regulation of male and female grade 12
senior high school students in distance learning environment.
The researcher's approached to existing knowledge was to enhance the
understanding of each individual on the self-regulation in distance learning environment
of students. The results of the study would be highly beneficial to various sectors as
follows:
Students. The students used this study as a guide to help them improve and adjust
their performance and skills regarding their self-regulation in distance learning
environment. Moreover, the information might help them asses themselves with
measuring their self-regulation. Furthermore, it will also help beneficiaries to find a

15
solution and distinguish the factors that affect their self-regulation in a distance learning
environment. As a result, all of these could lead to better school performance of a student.
Parents. The findings of this study will lead them to monitor how their children
will be adapting the new online learning environment. It will also help them to
understand how it affects the child’s ability to adjust in the new normal setting. With
these, they can provide parental support to keep their children motivated to continue
learning.
Teachers. This will benefit the teachers to be able to find more ways to execute
the lessons better, considering their situation. This study will help the teachers develop
and adopt new techniques that can be an advantage in the self-regulation of the students.
School Administrators. This will lead to further developments that can be
accepted by the school administration to deliberate with the students involved. Thus, the
information to this study will be beneficial to the school administrators to keep the school
performing as it best and can give measures to the experiences of both teachers and
students for further adjustments.
Government. This study, if it is to give policymakers an opportunity to read it,
might also be a means for them to hear about what is actually going on in the school
sector, especially in the situation of each students. It could allow them send a message to
start giving more time to concentrate on ways to help their constituents.
Future researchers. The findings of the study will help the future researchers
gain more knowledge and attain deep understanding into the study prior to the
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measurement of self-regulation in distance learning set up. Moreover, the study will
benefit future researchers and will serve as a reference that will help in further study.
This study primarily focused on determining the measure of self-regulation in
distance learning environment of the Grade 12 Senior High School students who belongs
to the Mary the Queen College of Pampanga, Inc. (MQCPI), and does not exceed to the
said problem but only would assess in measuring self-regulation in distance learning.
Recognizing the capabilities of the researcher, the study was delimited to 248 grade 12
students of MQCPI located at Jose Abad Santos Avenue, San Matias, Guagua, Pampanga
that was conducted during the second semester of academic year 2020-2021. The main
data gathering method was through questionnaires and online survey since students only
interacted virtually in the middle of pandemic, in adaptation to the new normal. This
study analyzed and considered the findings of the study for the above standardized tests.
Thus, it measures the self-regulation of the students as the major factors in distance
learning. Nevertheless, there may have been a potential limitation upon on the ability of
the respondents to intervene and provide accurate responses to the online survey.
The researchers clarify terms purposely for the study by defining the following
terminologies conceptually and operationally to understand each deeply.
Academic Institution. A tutorial agency with till now frequent day time out with
PD will end quit end result in widely wide-spread overall performance high quality
factors and extended outcomes as analyzed by Kennedy, et. al., (2017). As described in
17
this study, Academic institutions gives student the opportunity in learning skills that are
necessary to achieve the goals of each other.
Distance learning. The method of learning carried out over time and space and
supported by digital technologies is distance learning. Online education platforms enable
synchronous or asynchronous interactions to teachers and learners and provide limitless
possibilities for distance learning or hybrid courses as mentioned by Papadopoulou,
(2020). Functionally, it refers to the education that media platforms can offer. Through
their electronic devices, students are working.
Effort regulation. Komarraju & Nadler, (2013), said that improving learning by
development of effort regulation strategies can also lead to a greater opportunity for life -
long learning. In this section, other characteristics of students may also be analyzed. For
example, the beliefs of students about intelligence "evaluating effort and hard work" may
be used to enhance control of effort. It is among the terms that the respondents will assess
with their online courses based on the report. It will help them assess their output in the
most effective manner.
E-learning. It refers to electronic education delivery, in other words ICT act as a
mechanism to implement the learning process. E-learning means the transmission of
content through the Internet, in translation, video, satellite television and a CD-ROM via
one or more of the channels. The e-learning feature is a E-learning variant include e-
learning, e-learning and wording such as computer-based training, IBT (Internet-based

18
training) and WBT E-learning (Web Based Training), as eloquently stated by Robinson,
Rhonda; (Molenda, Michael; Rezabek, Landra, 2016). In this study, E-learning
implements a critic incentive system into learning practices, students increase frequencies
of course discussion and constructive engagement with the E-learning Platform.
Flipped classroom. As indicated by Falciani (2020), it is an instructional
technique and form of mixed learning aimed at improved dedication and learning through
students completing home readings and focusing on problems in the classroom. The
participants in this study will be able to completely understand this new approach and to
perform a "flip classroom" lesson with confidence.
Formal education. It is often planned, standardized and aimed at learning. From
the point of view of the learner, information, abilities and/or skills are often deliberate.
The goal of the student is to acquire knowledge, according to (OECD, 2014). The study
sought to make 'lifelong learning for all' reality for all and, as a result, to restructure
knowledge in order to better address the needs of the knowledge economies and open
societies of the 21st century.
Goal setting. Grant, (2012), defined that the setting of goals should be
accomplished in such a way that an action plan is easier to develop and implement. The
action plan should be designed to encourage the individual to take action and should also
include means of performance monitoring and evaluation to provide knowledge on which
follow-up training sessions should be based. Depending on the outcomes, the setting of
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goals is one of the things that students can do to make their online classes productive. It
can vary from other students due to the obvious various tracks we take.
Help-seeking. In overall, behaviour patterns that seek help relies on three
categories, attitudes (beliefs and willingness) towards asking for help, desire to seek
support, and observable behaviors that seeks help said by Plant, Ericsson, Hill, & Asberg
(2017). As defined in this report, the desire for support allows students to engage in their
online classes in their interactivity.
Internet access. Majumdar, (2019), Together, Internet connectivity and digital
communication technologies can provide valuable resources for improving nutrition by
strengthening rural people's agriculture production with access to services and
information for growth. Internet technology and the ability to use digital literacy can
allow people to adapt their solutions in accordance with their economic, climatic, and
local conditions. As explained in this research project, Internet connectivity is one of the
common students’ difficulties. Some regions have not been able to have such
connectivity to participate on digital platforms in most countries in the world.
Institutional framework. Institutional framework will usually decide more than a
few vital strategies that need to be followed for obtaining relevant decisions,
authorizations and approvals from relevant nearby authorities, as discussed by Clews
(2016). In this study, institutional framework refers to the implementation of rules and
norms that are being used in a formal organization specially in an online classroom.
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Learning Management System (LMS). A Learning Management System offers
instructional content and administrators, and usually manages student registration,
management of online classes, and monitoring and student job evaluation. Some LMS
help to define progress towards goals for methods of learning. To improve accessibility,
most learning management systems are web-based, as it is often defined by Morris,
(2019). As described in this report, LMS are the automated tools that universities
frequently use to assess their learners on online resources.
Online instructions. Borcoman (2012) stated that, online preparation is any
formal educational technique in which the coaching takes place when the learner and the
instructor are now not in the equal region and Internet technological statistics is used to
provide a verbal change hyperlink among the trainer and students. However, in this study,
online instruction refers to teachers giving lectures and lesson to students as a way to
teach using technology.
Online discussion platforms. Online discussion platforms can engage and share
views and intercultural understanding in mutual reflection, as mentioned by D, Liping; C,
Yang-Hsueh; Li, Sandy C., 2017. In this study, gadgets are very useful because of new
normal, and some student has very difficult to adjust.
Parents. This involves friends, siblings, parents, immediate contacts, relatives,
and ancestors who are involved in the learning for the support of a particular individual
based on the statement of Martinez (2015). They are also one of the beneficiaries of the
21
outcomes of this research, as defined in this report. They have the most effect on a
student's willingness to embrace the modern regular classes with self-regulation.
Physical innovation. Oksanen & Ståhle (2013) said that, this search for
contributes to our hold shut of how the bodily surroundings relates to innovation and
outlines features to be seen when growing modern spaces. As used in this study, physical
innovation refers to the change of medium of instruction that help students improve
resiliency and help students improve what they learned to continue learning.
School administrators. Bruens (2020) claimed that an institution's leaders are
school managers, performing leadership and setting optimistic goals and visions. They
must guarantee that their school follows the laws defined by local, state, and federal
officials. Any person working for a school, from instructors to custodial personnel,
reports to an educational administrator. In accordance in this study, they are also one of
the beneficiaries of this report and has the ability to assess or to take actions with the
findings of this study.
Self-paced learning. It ensures that you can simultaneously know and understand.
At the very same time as others, you don't really need to accomplish the same tasks or
read. You may turn from one subject or chapter to the next at your own moment, as
indicated by Priscila (2020). Basically, self-paced learning implies that you have the
freedom to control what you want to do with your schooling. As a learner, this also
allows students adapt their educational environment to their specific requirements.

22
Self-regulation. It is possible to characterize self-regulation in numerous ways.
The journey towards long-term goals, in the basic sense, involves regulating one's
behavior, feelings and thoughts. More specifically, the capacity to regulate disturbing
emotions and sensations is mental self-regulation, according to Cuncic (2020).
Throughout the report, self-regulation describes the student’s self-control about what they
doing inside the distance learning as well as the time in the asynchronous tasks that
assigned. It also shows how their behaviors, attitudes, and learning methods are
controlled in asynchronous and synchronous classes. Difficulties can always be presented
and this will test how a student works while having these interruptions to his or her
lessons. This really isn't the physical noise, but even the inner emotions that hinder your
mind's processing of ideas and concepts.
Self-study strategies. Plant, Ericsson, Hill, & Asberg, (2017), said that
particularly for long-term learning, not every learning or teaching strategy is equally
successful. We will describe some techniques for learning that have been shown to be
effective for long-term learning. Importantly, this is somewhat different from attempting
to make learners do more, which is based on the premise that they will automatically
learn more when students do more. This idea could be enticing, but the relationship
between hours spent and improvements in learning is considerably smaller than what
could be expected. The amount of study time alone is rarely a major indicator of
academic performance in schools and is also negatively linked to certain academic
success indicators, such as SAT scores. As defined in this study, the best way to absorb
23
things in a modern-day classes is to use self-study tactics. You would be able to easily
understand things by getting these without having any difficulties.
Technologies. This are typically not purely scientific products since the criteria of
utilities, usability and protection must be met, as stated by Sharma (2020). In this study,
we observed how technology is use in this study and are the impact of these.
Virtual learning. Virtual analyzing is a getting to know experience that is greater
through making use of computer structures and/or the net each outdoor and indoor the
services of the educational organization. The practice most normally takes area in an
online environment. The teaching things to do are carried out on line whereby the teacher
and newbies are bodily separated (in phrases of place, time, or both), based on Racheva’s
statement (2017). In this study, digital getting to recognize moreover brings new
pedagogical strategies into the ordinary types of schooling and makes getting to know
extra personalized and convenient.
Method
This chapter stated and discussed the research design, respondents, instruments,
procedure, data analysis, and ethical consideration that is used in this study.
Research Design
The researchers used quantitative research design to gather data that indicated the
measure of self-regulation of Grade 12 senior high school students in distance learning
environment. According to Goertzen (2017), quantitative research is a lookup method

24
concerned with gathering and analyzing records that is structured and can be represented
numerically. One of the central goals is to construct an accurate and dependable
measurements by the use of statistical analysis. Furthermore, the researchers used
descriptive and comparative research design. Based on the lesson by Devin Kowalczyk,
(2013), descriptive research design was a type of research intended to correctly specify
the samples. In basic sense, descriptive research is concentrated with identifying the
respondents in a study. As stated by Siedlecki (2020), descriptive studies look at the
population’s characteristics; recognize problems that occur within a unit, entity, or
population; or look at differences among organizations in characteristics or practices. For
this study, descriptive research design will utilize as it attempts to identify the factors that
impact/influence the self-regulation of the respondents in distance learning environment.
In addition to this, comparative research design used in this study aimed to measure and
compare the Grade 12 students, male and female respondents in terms of their self-
regulation. Commonly, the "interpretation of disparities and the justification of
similarities" is stressed in the comparative analysis (p.2). This helps to create ties and
provide clear explanations between two or more phenomena. Comparisons are now
undertaken at different levels, with regional, national or larger geographical boundaries
being focused on a single subject or field of interest (Adiyia, Ashton, 2017). Moreover,
this design focused on combining and generalizing numerical data from groups of
individual or to described a specific phenomenon.
Respondents
25
The respondents in this study are Mary the Queen College of Pampanga Inc.
Senior High School Grade 12 students. Surveys and analysis are conducted using
convenience random sampling. The method of taking samples conveniently placed
around the facility or on the browser is known as convenience sampling. (Manz, Thomas,
Edgar, and David, 2017). In this study, respondents are all that are accessible grade 12
that was assessed by the researchers. The minimum target number of respondents in this
survey is 248 as suggested by RaoSoft, a program that measured and calculated the
sample size of a given population size. The primary focused of this research is to evaluate
a measure of self-regulation in a distance learning environment for Grade 12 students.
The researchers chose all grade 12 students at Mary the Queen College (Pampanga) Inc.
grade 12 students since they are more available and convenient to access for the
researcher, and as well as they are more closely associated with the chosen locale, and
they all have the preferred strand intentionally related to the grade 12 students in the
sample.
Instrument
To assess the preferences of the respondent, the researchers adapted a survey
questionnaire using the likert scale method: Measuring Self-Regulation in Self-Paced
Open and Distance Learning Environment Scale (MSRSPODLE), either agreeing or
disagreeing with a statement or collection of statements which have a Cronbach’s Alpha
of 0.937, implying that it is accurate and effective to be used and accepted. Kocdar,
Karadeniz, Bozkurt, created the questionnaire & Buyuk, (2018). Furthermore, the
26
questionnaire of self-regulation in the study described how the students measure their
study in distance learning in terms of goal setting, help seeking, self-study strategies,
managing physical environment and effort regulation. In addition, the instrument of this
research is a tool for collecting or obtaining data, measuring data and analyzing data that
are relevant to the study (DiscoverPhDs,2020). Questionnaires were prepared in
Google forms by researchers. This tool was used in measuring self-regulation of grade 12
students in distance learning environment in MQCPI. It is a 30-itemed questionnaire were
prepared using a Likert style scale of 5 points, including “strongly agree,” “agree,”
“slightly agree,” “disagree,” and “strongly disagree.” The researchers sent the
questionnaires to the respondents who had been selected directly via social media. It will
be passed as a guide to the respondents by the researchers. Respondents are encouraged
to reach out to one of the researchers after responding to the questionnaire to be updated.
This approach is used to secure the confidentiality of the individual and to ensure the
accuracy of the gathered data. The collected information is recorded using Microsoft
Excel.
Procedures
To make the analysis feasible, the researchers undertaken the following procedures.
(1) The researchers asked for the approval of the school’s principal to allow them to
gather data by securing a permission form letter. (2) Once permission was given, the
researchers allowed collect data from Grade 12 senior high school students putting the
survey questions from standardized questionnaires after obtaining authorization from the
27
administrators. (3) Before conducting a survey, the researchers would ask for the
respondents' permission and assured their safety. (4) The questionnaire was sent to the
researchers via Google forms by sending links to the respondents. In line with its
instruction about the importance of how to answer it. (5) The collection was carried out
through Microsoft Excel after the data had been gathered by the researchers, and the
information collected would therefore necessarily be treated as confidential data that have
been properly taken care of, well evaluated in this study. (6) Interpretation of gratitude
was given to the respondents for completing the survey. (7) After collecting the response,
the researchers combined the data that have been gathered. (8) Lastly, data was analyzed
using statistical analysis to interpret the results to determine the measure of self-
regulation in distance learning environment for grade 12 students as a conclusion of the
survey.
Data Analysis
The data that have been collected from the respondents was organized, tallied and
tabulated using the following: Frequency distribution and percentage was used to present
the demographic profile of the respondents effectively. Weighted mean was utilized in
getting the average of every responses in line with given standardized questionnaires to
measure the self-regulation of Grade 12 students in regards sex considering the influence
of distance learning environment. To be able to determine if there is a significant
difference between male and female grade 12 students in measuring their self-regulation,
since this study is univariate the researchers used t-test method to compare the means of
28
the two groups. The t-test is a statistical test used to compare the means of the two
groups. Hypothesis testing is often used to determine whether a process or treatment
actually affects the population sample or whether two groups are different from one
another (Bevans, 2020). With these statistical treatments, the data was examined are
expected to provide results that will be contributed to the field of research.
Ethical Consideration
Researchers had responsibly identified the following protective measures for the
privacy of the participants' data and individuality. Researchers have formal permission
and approval from the right authorities to gather data. There is no pressure put on the
respondent to answer the questionnaire. The information collected and the respondent's
identity are private. The respondents are aware that they have the right at any time to
reject or drop out of the study. The only researchers are those that have access to the data
that has been obtained. All the information obtained is for research purposes only and
does not, in any event, result in victimization. The key, the ethical standards that will be
included in the conduct of this research study are informed consent, voluntary
participation, do no harm, confidentiality and privacy, and assess only appropriate
components.
Informed consent. The study information should be submitted by the researchers
to the respondents. The respondents need to be told by researchers about how to respond
and what to reply.

29
Voluntary participation. Voluntary engagement requires that respondents are not
blackmailed into data collecting. Researchers should not force respondents to contribute
if they don’t want to.
Do no harm. To prevent any cause of harm, researchers should secure the data
about the participants. In any records or against them, the researcher may not use
important details about the participants. Any blackmail activity is forbidden. Researchers
should not use either foul words or offensive words.
Confidentiality and privacy. In order to protect the anonymity and privacy of
respondents who have sensitive answers to their answers in this discussion, self-
administered questionnaires can be used. The privacy and status of the participants must
be protected, where possible, in order to ensure the safety of the participants and the
future well-being of the participants. The researcher should respect the privacy of the
answers of the subjects involved in the research. In addition, the researcher must protect
the respondents' confidentiality.
Assess only appropriate components. Evaluate only certain elements that are
applicable to the study being carried out. It is important to keep assessments as
straightforward as possible and to stay focused on the evaluation's purpose and what the
data collected is.
Results
Table 1.
Percentage and Frequency Distribution of the Respondents According to their Sex.

30
Sex Frequency Percentage
Male 111 44.76%
Female 137 55.24%
Total 248 100%
Table 1 shows the percentage and frequency distribution of the respondents
according to their sex. As gleaned in the table, there are a total of 248 respondents. The
majority of them are female (55.24%), while 111 or 44.76% are male.
Table 2.
Assessment of the Respondents towards their Self-Regulation in terms of Goal Settings
Verbal
Goal Settings Mean SD
Interpretation
I set my study goals daily. 3.85 0.91 Agree
I set my goals for myself while studying. 4.00 0.90 Agree
I study my lessons in a planned manner. 3.69 0.90 Agree
I set my goals for myself to arrange my

3.76 0.90 Agree
study hours for distance learning.
I do not compromise on the quality of what Slightly

3.32 0.93
I do for my lessons. Agree
Overall Mean 3.73 0.01 Agree

31
Table 2 presents how the respondents assessed their self-regulation in terms of
goal settings getting an overall mean of (M=3.73, SD=0.01) which interpreted as
“Agree”. The statement “I set my goals for myself while studying.”, obtained the highest
mean (M=4.00, SD=.90) interpreted as “Agree”. On the other hand, the statement “I do
not compromise on the quality of what I do for my lessons.”, received the lowest mean
(M=3.32, SD=.93) interpreted as “Slightly Agree”.
Table 3.
Assessment of the Respondents towards their Self-Regulation in terms of Help Seeking
Verbal
Help Seeking Mean SD
Interpretation
0.9
I contact someone to discuss my understanding. 3.47 Agree
6
I participate in social media group discussions 1.0

3.60 Agree
regarding study subjects 8
When I do not understand the distance education 1.0

3.94 Agree
course material, I ask another student for help. 0
I contact other students, who think are successful on 0.9

3.36 Agree
the social media. 8
0.8
I determine what will ask before receiving. 3.67 Agree
4
I find someone who has information about course 3.82 0.8 Agree
32
content to consult when I need help. 5
I share my questions about the lessons with other
1.0
3.54 Agree
1
distance education students in the internet.
I try to talk face-to-face with my classmates in 1.2 Slightly

3.09
distance education if necessary. 2 Agree
I insist on receiving help from someone who has 0.9

3.51 Agree
information about the course content in the internet. 1
0.1
Overall Mean 3.56 Agree
2
Table 3 shows the respondents assessed their self-regulation in terms of Help
seeking getting an overall mean of (M=3.56, SD=0.12) which interpreted as “Agree”.
The statement “When I do not understand the distance education course material, I ask
another student for help.”, received the highest mean (M=3.94, SD=1.00) interpreted as
“Agree”. However, the statement “I try to talk face-to-face with my classmates in
distance education if necessary.”, obtained the lowest mean (M=3.09, SD=1.22)
interpreted as “Slightly Agree”.
Table 4.
Assessment of the Respondents towards their Self-Regulation in terms of Self-Study
Strategies
Self-Study Strategies Mea SD Verbal

33
n Interpretation
I think of questions on the subject while reading the

3.69 0.91 Agree
material.
I draw up a draft of reading material to be able

3.58 0.90 Agree
organize my thoughts.
I practice by repeating the contents of the contents

3.79 0.88 Agree
of the material.
I review my reading materials and notes and try to

3.95 0.87 Agree
find the most important opinions.
I create simple scheme, diagrams or tables to Slightly

3.33 1.04
organize my study materials. Agree
While studying my distance education lessons, I
review my lessons notes and draw up a draft of 3.67 0.96 Agree
important subjects.
I summarize the subjects to understand what I have

3.75 0.98 Agree
learned from the lessons.
I evaluate what I understand by pausing at regular

3.75 0.88 Agree
intervals while studying.
Table 4 presents how the respondents assessed their Self-Regulation in terms of
Self-Study Strategies getting an overall mean of (M=3.69, SD=0.18) which interpreted as

34
“Agree”. The statement “I review my reading materials and notes and try to find the most
important opinions.”, obtained the highest mean (M=3.95, SD=0.87) interpreted as
“Agree”. On the other hand, the statement “I create simple scheme, diagrams or tables to
organize my study materials.”, received the lowest mean (M=3.33, SD=.1.04) interpreted
as “Slightly Agree”.
Table 5.
Assessment of the Respondents towards their Self-Regulation in terms of Managing
Physical Environment
Verbal
Managing Physical Environment Mean SD
Interpretation
I prefer studying in places where I can 0.9 Strongly

4.32
concentrate. 5 Agree
0.9 Strongly
I choose a comfortable place to study. 4.44
1 Agree
I have places where I can study efficiently for my 1.0

3.98 Agree
distance education lessons. 1
I choose places where nothing distracts me from 0.9

4.18 Agree
studying my distance education lessons. 4
0.8 Strongly
I study my lessons in places where I can focus. 4.31
7 Agree
I have a regular place to study. 3.95 1.0 Agree

35
0.0
Overall Mean 4.19 Agree
7
Table 5 presents how the respondents assessed their self-regulation in terms of
managing physical environment. getting an overall mean of (M=4.19, SD=0.07) which
interpreted as “Agree”. The statement "I choose a comfortable place to study" obtained
the highest mean (M= 4.44, SD=.91) interpreted as "Strongly Agree". On the other side,
the statement "I have a regular place to study" received the lowest mean (M=3.96,
SD=1.06) interpreted as "Agree".
Table 6.
Assessment of the Respondents towards their Self-Regulation in terms of Effort
Regulation
Verbal
Effort Regulation Mean SD
Interpretation
I study the course subject until finishing
them even though I find the course 3.68 0.95 Agree
materials boring.
I make an effort to understand the subjects

4.02 0.88 Agree
in my distance learning education lessons.

36
Table 6 shows how the respondents assess their self towards their self-regulation
in terms of effort regulation getting an overall mean of (M=3.73, SD=0.01) which
interpreted as “Agree”. In a statement which is "I make effort to understand the subject in
my distance learning education lessons" have the highest mean (M= 3.85, SD= 0.24)
interpreted as "Agree". While the other statement which is "I study the course subject
until finishing them even though I find the course materials boring" obtained the lowest
mean (M=3.68, SD= 0.95) and its verbal interpretation is "Agree".
Table 7.
Comparison between Male and Female Respondents in terms of their Self-Regulation in
Distance Learning Environment Using Independent Samples t-test
Sex
Male Female t df
Self- 3.71 3.81

1.322 246
Regulation (.58) (.60)
Note. * = p < .05, ** = p < .01. Standard Deviations appear in parentheses below means
Independent Samples t-test was carried out to determine the significant difference
between male and female respondents in terms of their self-regulation in distance
learning environment. Researchers found out that there is no significance difference
between the self-regulation of male (M=3.71, SD=.58) and female (M=3.81, SD=.60)
respondents in distance learning environment. This mean that the mean scores of male
37
and female self-regulations in distance learning environment were statistically equal
t ( 246 )=1.322 , p=.187).
Discussion
In terms of the sex of the respondent, most of the student at Mary the Queen
College of Pampanga Inc. are female student which means there are many colleen
students in the campus. Females in middle adolescence recorded high degree of self, self
monitoring, and attention than males, according to Tetering et al. (2020). The impact
sizes of these differences are small, and the criteria errors are just the same as teenage
males and females, but they clearly show that there are significant differences in group
evaluations. Nonetheless, given the mean differential on an individual basis, sex
differences are extremely important.
Furthermore, self-regulated learning refers to the mechanism by which students
become masters of their own learning. Self-regulation is the self-directed method by
which learners turn their intellectual abilities into task-related skills in various fields of
functioning, such as academia, athletics, music, and wellness, according to Zimmerman
(2015). As a result, it illustrates that all students are dedicated to their studies in order to
achieve their goals. Moreover, since the statement "I set my goals for myself while
studying" had the highest mean (M= 4.0, SD=0.90) and was interpreted as "Agree," it is
clear that the majority of students understand how to set their own goals while studying.
It basically means that students are more planned when it comes to setting academic
goals.
38
Moreover, the assessments of students with their abilities to seek help indicated
that many students agreed on how to support one another in a distance learning
environment. According to White, M., and Bembenutty, H. (2013), in order to succeed
academically, students always need to request assistance from appropriate sources such
as their classmates, friends and etc. Help-seeking is a critical self-regulatory learning
technique linked to motivation and academic success. Students started to understand and
learned about it since it is one of the most basic aspects of self-regulation. It also showed
how students, even though they are both struggling, want to support each other. As
discussed by Karabenick, (2013); Karabenick & Dembo, (2011), seeking support is an
effective self-regulatory technique in a school setting. It clarifies that seeking assistance
is effective particularly in a school setting. Although, as we have seen in other ways of
researching, it is apparent that seeking help will also occur in a student's online learning
setting. It is also necessary and can honestly assist a student in overcoming a complicated
situation.
The results of the self-study strategy evaluation revealed the MCQPI students'
methods for dealing with their studies. Different views applicable to learning in general
are referred to as learning methods or study techniques, according to Reyes, V.T. (2019).
They seem to be crucial to students' academic success. There are several different
learning strategies that can be used to work on the preparation process, absorbing and
retaining new information, or completing exams. Students, on the other hand, can achieve
39
positive results if they have strategies in what they are doing in class. Along with Ellis,
Y., et al. (2017), the advancement and expansion of communication technology have
resulted in a multitasking generation of students who believe that doing two or three
things simultaneously saves time. It implies that students can do a variety of things in
their lives and that they too can multitask while studying. According to the information
gathered, Mary the Queen College Pampanga Inc. grade 12 students agreed on self-study
methods, which is the one that got the highest mean. "I review my materials and notes
and try to find the most important opinions." Similar to Sumeracki's (2020) analysis,
students cannot recall anything and therefore depends on their notes or course materials
to fill in the gaps after retrieval. Nonetheless, in this form of distance learning, students
choose and find it easier to use the approach.
As shown in the table 5, the students are searching for a place where they can
focus and concentrate on their class or study, as revealed by the MQCPI outcome in
managing physical environment of grade 12 students. According to Pacificia., C. (2019),
if your child has a designated study area, he or she will be able to learn in a quiet
environment. It enhances their ability to pay attention in class. The result indicated that
the highest mean of grade 12 students agreed on how to manage the physical world,
which is "I choose a safe place to learn." Furthermore, the outcome shows the
significance of managing the physical environment, which will assist students in doing
well in their studies. Further to that, the results suggest that controlling the physical
40
environment is essential since it can make students learn better and pay more attention to
the lessons they are studying. Adeyemi, B.M. (2017) mentioned that, the study of library
as a place cannot be overstated due to its importance in the college community. Despite
the advancement of science and convenient access to the Internet, students and scholars
still visit the library on a daily basis. As a result, students will choose where they will
work in a calm area where they will not be disrupted by outside noise.
In terms of effort management, Table 6, It shows how the independent samples
assess their self towards their self-regulation in terms of effort regulation. Self-control
can be described in a number of ways. Controlling one's actions, feelings, and thoughts in
the pursuit of long-term objectives is the simplest definition. Emotional self-regulation,
more precisely, refers to the capacity to control disruptive feelings and desires. In terms
of effort management. According to Senol, S. (2016), Students' learning strategies
(elaboration, organization, logical thinking, and metacognitive learning strategies), self-
efficacy values, and effort control were all explored in this study. Furthermore, the
students' self-efficacy beliefs influenced deep cognitive learning strategies and effort
control directly, but not metacognitive learning strategies indirectly. Furthermore,
metacognitive learning techniques and self-efficacy values clarified 88.6% of the
variation in effort control. Learning with peers is evaluated because it is a key skill
necessary for lifelong learning, which includes analytical thinking and reflection, as well
as the ability to analyze one's own and others' work, as other scholars have argued (Nicol
et al. 2014; Thomas et al. 2011). Universities are gradually focusing their energies on
41
these skills, making them an important part of what students learn during their university
careers.
Based on Table 7, it presents the independent sample t-test between the
significant difference of male and female respondents in terms of their self-regulation in
distance learning environment. The results shows that there is no statistically significant
difference between the self-regulation of male respondents and female respondents in
distance learning environment. The null hypothesis is accepted that there is no significant
difference between the self-regulation of the Grade 12 students in terms of their sex. It
shows in the gathered data that there are no variance in the measures of self-regulation of
male and female respondents in distance learning environment. Thus, sex is the primary
piece of character, it decides the mental and social improvement of a subject. The
investigation of people's highlights is certainly not a particular wonder; however, it
conceals entire society. These days sex brain research is effectively investigating the
sexuality parts of individuals and their mental contrasts. The point of examination study:
to develop the mental highlights of individual self-administration in sex relations' setting
(Berdibayeva et.al., 2015). Studies shows that female and male college understudies have
numerous distinctions, yet the outcome in this study shows that genuinely there is no
critical distinction in the college understudies’ inspiration what's more, self-controlled
learning, overall or on the inspiration and self-directed learning factors halfway. This
outcome resembles as another examination made in huge southern college which shows
that female and male college understudies memory review are not unique. The tracking
42
down that the college understudies have high inspiration and self-directed learning and
there is no huge distinction between the male what's more, the female college
understudies brought about by the college understudies, both male or female, know the
significance of learning measurements and know a few pieces of the subjects from the
past investigation the understudies got. Additionally, since both college understudies,
male and female need to build their scholarly accomplishment, explicitly in
measurements, they will in general have the same inspiration and technique in learning it .
Study shows that there is positive and shared causal connection between understudies'
inspiration and understudies' scholastic exhibition. (Saija, 2019).
Conclusion
From the results of the study, the following are the researcher’s generalizations:
1. Self-regulated learning is a key component of continuous learning and a method in
which a learner regulates, evaluates and impacts his or her own thinking process
which provides knowledge and skill. Since, distance learning is one of the methods
used in continuing education the main objective of this study is to measure the self-
regulation of the student’s respondents in terms of their sex and compare both sexes
with their self-regulation skills.
2. This study explained the five factors influencing self-regulation such as the Goal
Setting, Help-Seeking, Self-Study Strategies, Managing Physical Environment and

43
Effort Regulation. As stated in the results, it shown the factors with the highest mean
and lowest mean based on how the student measure its self-regulation However,
based on the data gathered the students did not experience much and heaviness in
their studies. Therefore, MQCPI students were familiar with the methods mentioned
above. Some of them, on the other hand, were still adapting to their new normal
environment. This is why they have poor self- control and therefore don't know how
to deal with stress which interpret having the lowest means. The researcher
1. conducted this study in order to assist the factors in the student’s self-regulation to
their new normal environment. Therefore, self-regulated learning skills are essential
for accomplishment in a distance learning environment where students study
independently in an online-based learning. Where teachers and students meet
through the use of internet and other social media platforms and websites.
3. To conclude, the results revealed that there is no significant difference between the
self-regulation of male and female in distance learning environment. This
statistically means that the means scores in self-regulation of both sexes in distance
learning environment are equal. As a result, in these new normal classes, both male
and female respondents were able to self-regulate. Despite the fact that there was no
significant difference between them, it demonstrated that both sexes were capable of
managing their online courses to enable them in carrying it out. Self-regulation
seemed to have an impact on online education, given the fact some students were
unfamiliar with it. Students who have problems controlling their emotions or mental
44
ability may develop self-regulation techniques to help them overcome their
difficulties. Regardless of the fact that classes were shifted online due to the world’s
current situation, challenges still exists.
Recommendations
Based on the findings and conclusions revealed, the following are the
recommendations:
1. In this new normal environment, both female and male respondents must be mindful
of how to assess their self-regulation. As a result, learning more about self-regulated
skills and techniques is highly recommended, as it will assist learners in dealing with
their distance learning environment, particularly for male respondents. Due to the
fact that the majority of the respondents were female, this study suggests that males
should strengthen or practice self-regulation skills so they can conveniently adjust to
the new study environment.
2. Aligned with the results, students continued to struggle with seeking help, since it
obtained the lowest mean. It is apparent that seeking support is an essential part of
this new normal setup, since it allows students to learn further. In addition, seeking
help from other students or teachers is recommended; this would encourage students
to not only understand, but also to connect and establish rapport and trust throughout
their distance learning.

45
3. Despite the fact that the major portion of the respondents were female, the study
found no significant differences in self-regulation between the sexes. As a result,
they could generally improve techniques that they already know by exploring and
having a deeper understanding with the study environment they had. It would be
beneficial for both respondents to assist each other, not just between students but also
with other people within the school or not.
4. Future students may use this study beneficial as a reference since it is current and
updated. They may also undertake a study in a specific environment with a larger
1. sample size. Potential researchers could enhance the focus by including more factors,
and variables that are not discussed in the report.

46
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Appendix A
LETTER OF REQUEST
February 03, 2021
Mrs. Rosalie P. Cayabyab

Principal, Senior High School
Mary the Queen College (Pampanga) Inc.
Jose Abad Santos Avenue, San Matias, Guagua, Pampanga
Dear Madam,
55
Greetings! We, the undersigned are Grade 12 Accountancy, Business and Management
students of Mary the Queen College (Pampanga) Inc. from section Isaiah who are
presently undertaking a study entitled, “Measuring Self-Regulation of Grade 12
students in Distance Learning Environment”, as partial fulfillment of the requirements
in the subject Inquiries, Investigation and Immersion.
In connection with this, the researchers are kindly asking for your permission to allow
them to have an access to your good office to request for the copy of the following:
I. List of Grade 12 students by section
II. Total number of Grade 12 students.
Rest assured, all of the data and information that will be gathered will be used for the
purposes of the study only and will be kept secured and confidential.
Your favorable response to this request will be highly appreciated.
Thank you.
Respectfully yours,
Rica Angeles Jeric Baquiran Kris Anne Cahayag
Angelo Cayanan Kersten Cheggy Hipolito Chyna Marcelo
Kristine Heart Masanding Kathereena Karla Mendoza Reena Marie Sadiño
Noted by: Approved by:

Signed 02.04.2021
Kim Kenneth T. Ayroso, LPT, MAEd Rosalie P. Cayabyab, LPT, MAEd
Instuctor SHS Principal/ Adviser
COMMUNICATION LETTER
56
Appendix B
STANDARDIZED QUESTIONNAIRES
Strongly Disagree Slightly Agree Strongly

Disagree Agree Agree
1. I set my study 1 2 3 4 5
goals daily.
2. I set goals for 1 2 3 4 5
myself while
studying.
3. I study my 1 2 3 4 5
lessons in a planned
manner.
57
4. I set goals for 1 2 3 4 5

myself to arrange
my study hours for
distance education
lessons.
5. I do not 1 2 3 4 5
compromise on the
quality of what I do
for my lessons.
6. I contact 1 2 3 4 5
someone to discuss
my understanding.
7. I participate in 1 2 3 4 5
social media group
discussions
regarding study
subjects.
8. When I do not 1 2 3 4 5
understand the
distance education
course material, I
ask another student
for help.
9. I contact other 1 2 3 4 5
students, who I
think are successful,
on social media.
10. I determine 1 2 3 4 5
what will ask before
receiving help.
11. I find someone 1 2 3 4 5
who has
information about
the course content
to consult when I
need help.
12. I share my 1 2 3 4 5
questions about the
lessons with other
distance education
students on the
Internet.
13. I try to talk 1 2 3 4 5
face-to-face with
my classmates in
distance education
58
if necessary.
14. I insist on 1 2 3 4 5
receiving help from
someone who has
information about
the course content
on the Internet.
15. I think of 1 2 3 4 5
questions on the
subject while
reading the
material.
16. I draw up a 1 2 3 4 5
draft of reading
material to be able
to organize my
thoughts.
17. I practice by 1 2 3 4 5
repeating the
contents of the
material.
18. I review my 1 2 3 4 5
reading materials
and notes and try to
find the most
important opinions.
19. I create simple 1 2 3 4 5
schemes, diagrams
or tables to organize
my study materials.
20. While studying 1 2 3 4 5
my distance
education lessons, I
review my lesson
notes and draw up a
draft of the
important subjects
21. I summarize the 1 2 3 4 5
subjects to
understand what I
have learned from
the lessons.
22. I evaluate what 1 2 3 4 5
I understand by
pausing at regular
intervals while
59
studying.
23. I prefer 1 2 3 4 5
studying in places
where I can
concentrate.
24. I choose a 1 2 3 4 5
comfortable place
to study.
25. I have places 1 2 3 4 5
where I can study
efficiently for my
distance education
lessons.
26. I choose places 1 2 3 4 5
where nothing
distracts me from
studying my
distance education
lessons.
27. I study my 1 2 3 4 5
lessons in places
where I can focus.
28. I have a regular 1 2 3 4 5
place to study.
29. I study the 1 2 3 4 5
course subject until
finishing them even
though I find the
course materials
boring.
30. I make an effort 1 2 3 4 5
to understand the
subjects in my
distance education
lessons.
60
Curriculum Vitae
RICA R. ANGELES
450 San Roque, Guagua, Pampanga
Mobile: 09454657427
PERSONAL INFORMATION:
Birthday: December 12, 2002
Birthplace: Guagua, Pampanga
Age: 18
Gender: Female
61
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Ronalyn R. Angeles
Occupation: Driver
Mother’s Name: Rico D. Angeles
Occupation: Housewife
EDUCATIONAL BACKGROUND:
SECONDARY: MARY THE QUEEN COLLEGE (INC.)

Senior High School
Accountancy Business and Management
San Matias, Guagua, Pampanga
(2019-2021)
GUILLERMO D. MENDOZA NATIONAL

HIGHSCHOOL
Junior High School
Sta. Filomena, Guagua, Pampanga
(2015-2019)
PRIMARY: GUAGUA ELEMENTARY SCHOOL

(2009-2015)
Curriculum Vitae
KRIS ANNE F. CAHAYAG
Address: Lourdes Lubao, Pampanga
Mobile: 09350553237
Birthday: February 18, 2003
Birthplace: Escolastica Romero Dist. Lubao, Pampanga
Age: 18
Gender: Female
62

Father’s Name: Raul B. Cahayag
Occupation: OFW
Mother’s Name: Maricris F. Cahayag

Senior High School
(2019-2021)
HOLY CROSS INSTITUTE

Junior High School
Sta Cruz, Lubao, Pampanga
(2015-2019)
PRIMARY: LAUC PAO ELEMENTARY SCHOOL

Lourdes Lubao, Pampanga
(2013-2015)
Curriculum Vitae
ANGELO L. CAYANAN
Basa Air Base, Floridablanca, Pampanga
Mobile: 09499099261
Birthday: May 03, 2003
Birthplace: Lubao, Pampanga
Age: 17
Gender: Male
63

Father’s Name: Noel A. Cayanan
Occupation: Military
Mother’s Name: Gina L. Cayanan

Senior High School
(2019-2021)
ST. AUGUSTINE ACADEMY OF PAMPANGA

Junior High School
Poblacion, Floridablanca, Pampanga
(2015-2019)
PRIMARY: ST. AUGUSTINE ACADEMY OF PAMPANGA

Poblacion, Floridablanca, Pampanga
(2013-2015)
Curriculum Vitae
JERIC I. BAQUIRAN
Natividad Guagua,Pampanga
Mobile: 09511343114
Birthday: May 03,2003
Birthplace: Mabalacat Hospital Angeles City, Pampanga
Age: 17
Gender: Male
64

Father’s Name: Ferdinand G. Baquiran
Occupation: Driver
Mother’s Name: Erlinda I. Baquiran
Occupation: Business woman

Senior High School
(2019-2021)
BECURAN HIGH SCHOOL

Junior High School
Becuran Sta. Rita, Pampanga
(2015-2019)
PRIMARY: NATIVIDAD ELEMENTARY SCHOOL

Natividad Guagua, Pampanga
(2009-2015)
Curriculum Vitae
KERSTEN CHEGGY C. HIPOLITO
Zone 6 Dila dila Sta Rita, Pampanga
Mobile: 09298373778
Birthday: January 01, 2003
Birthplace: Jose B. Lingad Hospital, San Fernando, Pampanga
Age: 18
Gender: Female
65

Father’s Name: Nelson S. Hipolito
Occupation: Driver
Mother’s Name: Jhonalyn C. Hipolito
Occupation: Business Woman

Senior High School
(2019-2021)
BECURAN HIGH SCHOOL

Junior High School
Becuran Sta Rita, Pampanga
(2015-2019)
PRIMARY: DILA DILA ELEMENTARY SCHOOL

Dila dila Sta Rita, Pampanga
(2008-2015)
Curriculum Vitae
KRISITINE HEART A. MASANDING
450 San Roque, Guagua, Pampanga
Mobile: 09101929144
Birthplace: Guagua, Pampanga
Age: 18
Gender: Female
66
Father’s Name: Orlando M. Masanding
Occupation: Driver
Mother’s Name: Arlyn A. Masanding

Senior High School
(2019-2021)
GUILLERMO D. MENDOZA NATIONAL

HIGHSCHOOL
Junior High School
(2015-2019)
PRIMARY: GUAGUA ELEMENTARY SCHOOL

(2009-2015)
Curriculum Vitae
CHYNA A. MARCELO
Purok 3, Pias, Porac, Pampanga
Mobile: 09109758191
Birthplace: Porac, Pampanga
Age: 18
Gender: Female
67

Father’s Name: Cristopher S. Marcelo
Occupation: Driver
Mother’s Name: Myrna A. Marcelo
Occupation: OFW

Senior High School
(2019-2021)
BECURAN HIGH SCHOOL

Junior High School
Becuran Sta Rita, Pampanga
(2015-2019)
PRIMARY: PIAS ELEMENTARY SCHOOL

Pias, Porac, Pampanga
(2008-2015)
Curriculum vitae
KATHEREENA KARLA P. MENDOZA
Purok 2 San Isidrol, Floridablanca, Pampanga
Mobile: 09487891887
Birthday: December 2,2002
Birthplace: Floridablanca, Pampanga
Age: 18
Gender: Female
68
Religion: Methodist
Civil status: Single
Father’s name: Avelino M. Mendoza
Occupation: Storekeeper
Mother's name: Gina P. Mendoza
Occupation: Government Employee
SECONDARY: MARY THE QUEEN COLLEGE (INC)

Senior High School
(2019-2021)
DIOSDADO MACAPAGAL MEMORIAL

HIGH SCHOOL
Junior High School
Solib, Floridablanca, Pampanga
(2015-2019)
PRIMARY: LITTLE ANGELS ECUMENICAL LEARNING

INSTITUTION, INC.
Ascomo, Guagua, Pampanga
(2009-2015)
Curriculum Vitae
REENA MARIE A. SADIÑO
Zone 5 Dila Dila, Sta. Rita, Pampanga
Mobile: 09461356755
Birthday: October 21, 2003
Birthplace: Porac District Hospital, Pampanga
Age: 17
Gender: Female
69
Father’s Name: Randy B. Labuguen
Occupation: Carpenter
Mother’s Name: Marites A. Sediño
Occupation: OFW

Senior High School
(2019-2021)
BECURAN HIGH SCHOOL

Junior High School
Becuran, Sta. Rita, Pampanga
(2015-2019)
PRIMARY: DILA DILA ELEMENTARY SCHOOL

Dila dila, Sta. Rita, Pampanga
(2008-2015)

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SELF-REGULATION IN DISTANCE LEARNING

MEASURING SELF-REGULATION OF GRADE 12 STUDENTS IN DISTANCE

A Thesis Presented to the

In Partial Fulfillment of the Requirements for the Subject

This thesis entitled, Measuring Self-Regulation Of Grade 12 Students In

Rosalie P. Cayabyab, LPT, MAEd

Committee on Oral Examination

Kim Kenneth T. Ayroso, LPT, MAEd

Kevin Russel D. Batara, MA, RGC Elizer S. Sampang, LPT

Ma. Socorro M. Sunglao, CPA, MBA

Rosalie P. Cayabyab, LPT, MAEd

Michael B. Lapid, MBE, MAT

aided us in completing this research.

- Rica R. Angeles - Chyna A. Marcelo

and obtaining a deeper understanding of the research topic.

- Kris Anne F. Cahayag

- Kersten Cheggy C. Hipolito

- Kristine Heart A. Masanding

- Kathereena Karla P. Mendoza

- Reena Marie A. Sadiño

Title Page …………………………………………… i

Approval Sheet …………………………………………… ii

Acknowledgment …………………………………………… iii

Table of Contents …………………………………………… v

List of Tables …………………………………………… vi

List of Figures …………………………………………… vii

Curriculum Vitae …………………………………………… 85

Table 1 Percentage and Frequency Distribution of the Respondents

According to their Sex.

Table 2 Assessment of the Respondents towards their Self-Regulation in

Table 3 Assessment of the Respondents towards their Self-Regulation in

terms of Help Seeking. 11

Table 4 Assessment of the Respondents towards their Self-Regulation in

terms of Self-Study Strategies. 12

Table 5 Assessment of the Respondents towards their Self-Regulation in

terms of Managing Physical Environment.

Table 6 Assessment of the Respondents towards their Self-Regulation in

terms of Effort Regulation.

Table 7 Comparison between Male and Female Respondents in terms of

their Self-Regulation in Distance Learning Environment

Using Independent Samples t-test.

Figure 1 Conceptual Framework 13

Self-regulation is a skill that everyone, particularly students, should practice and

Keywords: self-regulation, distance learning, online classes, flexible learning

Measuring Self-Regulation of Grade 12 Students in Distance Learning Environment

developing their self-regulated learning skills in both face-to-face and e-learning

environments. In addition, recent studies and meta-analysis have made a major

contribution to the domain understanding of the use of self-regulation approaches and

self-regulation is essential for wonderful knowledge of and daily overall performance in

virtual communities. Self-regulation was greater and more fundamental to common

flexible learning involves students to already possess autonomous and self-regulated

academic skills to actively participate in time, speed, and content-friendly learning

Accordingly, self-regulation constitutes the crucial technique of human

enhancement and encompasses lots increased than different self-governance constructs,

physical environment management, and effort regulation, was made by Kocdar,

important part of goal-setting. Progress monitoring allows for this framework by

immersing students in the implementation of a self-developed needs-based action plan

that was evaluated systematically.

As mentioned by Qayyum, (2018), students used a variety of learning strategies to

expectations. Selecting challenging activities and managing expectations, including

analysis of Reyes (2019).

Furthermore, as studied by Jeong & So (2010), the monotony of the classes in

communicate the importance of physical education, nationwide trial-and-error methods

limited assessment guidelines suggested by the Korea Ministry of Education, made