i

UTILIZATION OF WEB-BASED EARLY ALERT SYSTEM

AT TRACE COLLEGE

A Research Paper
Presented to the Faculty of
Basic Education Department
TRACE College
Los Baños, Laguna

In Partial Fulfillment of the Requirements

For Practical Research 2 and
Inquiries, Investigations, and Immersions

FRANCINE DENISE PREGONERO ACUÑA

JEAMUEL AÑORA AMADO
ENRICO JIAN ARDEZA BLANCO
JASMENE CATHE PEÑAFIEL CATEDRILLA
JOSHUA HATE DE VERA
JOANA MAY SATURINAS GABRIEL
REUEL GILEAD HIBEK GLORIOSO
WILHELM HIRAO LANCERAS
GIAN CARLO BAUTISTA MENDOZA
JUSTIN CARL PESIGAN PELEÑO
MARCO JAY VIDAL REYES
MATTHEW AMISTAD SUAREZ

MAY 2024
 ii

TRACE COLLEGE
El Danda St., Batong Malake, Los Baños, Laguna

APPROVAL SHEET

In partial fulfillment of the requirements for Practical Research 2 and Inquiries,

Investigations, and Immersions, this Research Paper entitled: “UTILIZATION OF
WEB-BASED EARLY ALERT SYSTEM AT TRACE COLLEGE” has been
prepared and submitted by FRANCINE DENISE P. ACUÑA, JEAMUEL A.
AMADO, ENRICO JIAN A. BLANCO, JASMENE CATHE P. CATEDRILLA,
JOSHUA H. DE VERA, JOANA MAY S. GABRIEL, REUEL GILEAD H.
GLORIOSO, WILHELM H. LANCERAS, GIAN CARLO B. MENDOZA,
JUSTIN CARL P. PELEÑO, MARCO JAY V. REYES, and MATTHEW A.
SUAREZ who are hereby recommended for approval and acceptance.

MARLENE C. PANAGLIMA, LPT

Research Adviser

Approved in partial fulfillment of the requirements for Practical Research 2 and

Inquiries, Investigations, and Immersions, by the committee on Final Defense with a
grade of ____.

KERWIN R. MORCILLA, LPT

Chairman

JAMES LLOYD M. CARNICE, LPT MARLENE C. PANAGLIMA, LPT

Member Member

Accepted in partial fulfillment of the requirements for Practical Research 2 and

Inquiries, Investigations, and Immersions.

______________ MARLA ANNIE M. MAGCALAYO, MA-EML

Date Vice President for Academic Affairs
 iii

ACKNOWLEDGEMENT
The researchers extend their profound gratitude and utmost appreciation to the
individuals whose invaluable contributions were instrumental in ensuring the success
of this research endeavor.
Mr. John Marvin S. Canaria, principal and statistician, we would like to
extend our gratitude for sharing his experience and insights, which have greatly aided
us in developing our research, particularly in relation to key areas like obtaining
statistically significant data and providing a comprehensive analysis of our research.
Ms. Marlene Panaglima, research adviser, we want to take this opportunity to
thank her for her guidance and assistance with our research, through this well-deserved
acknowledgement. Her invaluable advice and expertise enabled us to reach our goals
and establish the situation we are in now. The success of the study has been greatly
attributed to her excellent guidance, provided from the very start to the end.
Mr. Kerwin R. Morcilla, research instructor, we want to express our
appreciation to him for sharing with us the necessary resources and knowledge we
needed to learn the basics of writing research. His perceptive contributions helped and
aided our research journey. We are grateful to him for investing a great deal of time
discussing everything, whilst it was tremendously helpful to our growth.
Ms. Altheya P. Comia, language critic, we would like to thank her for her
significant contributions to our research which helped us with the relevant and right
use of language. Her feedback helped us fix the grammatical errors we had and
maintain a precise understanding of the appropriate research language.
Mr. Gene Marck Catedrilla and Mr. Mico Corcuera, external validators, we
would like to give our big thanks for providing the biggest and most helpful feedback
and insights into our research. These ensured the accuracy of our research study and
helped us fully understand our research better.
Student Respondents, we would like to give our special thank you to our
fellow students who have helped us immensely with the research. Providing their
precious time to answer and give feedback on our website. This is an acknowledgment
of the crucial role you've played in our research. Thank you for being such essential
contributors to our research journey.
 iv

Teacher Respondents, we would like to give our heartfelt thanks to our

teachers who participated and helped us with our research. We are extremely grateful
for their constant support and feedback. They have helped us and provided us with an
invaluable contribution to our journey.

F.D.P.A.
J.A.A.
E.J.A.B.
J.C.P.C.
J.H.D.V.
J.M.S.G.
R.G.H.G.
W.H.L.
G.C.B.M.
J.C.P.P.
M.J.V.R.
M.A.S.
v
 vi

TRACE COLLEGE
El Danda St., Batong Malake, Los Baños, Laguna

CERTIFICATION OF STATISTICIAN

This is to certify that this research entitled, “UTILIZATION OF WEB-

BASED EARLY ALERT SYSTEM AT TRACE COLLEGE” prepared and

submitted by FRANCINE DENISE P. ACUÑA, JEAMUEL A. AMADO, ENRICO

JIAN A. BLANCO, JASMENE CATHE P. CATEDRILLA, JOSHUA H. DE

VERA, JOANA MAY S. GABRIEL, REUEL GILEAD H. GLORIOSO,

WILHELM H. LANCERAS, GIAN CARLO B. MENDOZA, JUSTIN CARL P.

PELEÑO, MARCO JAY V. REYES, and MATTHEW A. SUAREZ in partial

fulfillment for the requirements in Practical Research 2 and Inquiries, Investigations,

and Immersion of Technical Vocational Livelihood – Information Communication

Technology (TVL-ICT) has been statistically reviewed by the undersigned. This

certification is issued this 17th day of May 2024.

JOHN MARVIN S. CANARIA, LPT, MAEd

Statistician
vii
 viii

DEDICATION
To our research adviser, Ma'am Marlene Panaglima, thank you for helping us.
We are so grateful to have the opportunity to learn from you. Thank you for the extra
time and effort you put in to help us succeed.
To our group leader, Gilead Glorioso, thank you for being our leader in this
research. Your patience and understanding are truly amazing. Thank you for the proper
and clear explanation of our questions.
I am thankful for the support of my friends throughout this research process.
Your words of encouragement and belief in me have been a constant source of
motivation. Thank you for understanding when I had to prioritize this project and for
giving me the space and time to work on it.
I am also grateful to my mother for helping me with this research. I know you're
doing a lot, but you give me time to help, especially when due dates are over and we
need to wait for unfinished tasks. You're not just a mother; you're also a teacher and a
friend to me.

F.D.P.A.
 ix

DEDICATION
I am profoundly grateful to my parents, whose unwavering support has been
pivotal in my journey. Their financial assistance, including schooling expenses, has
empowered me to pursue education with determination. Without them, I wouldn't have
been able to attend school.
I also want to express my deep appreciation to my friends, who have been pillars
of strength and companionship, motivating me to persevere. Their unwavering moral
support and encouragement encourage me to do my best.
Special thanks to our leader, who has shown remarkable patience and support
even when our group dynamics weren't ideal. Your endurance and backing are truly
appreciated.
Furthermore, heartfelt thanks to the respondents to our research, whose
participation and cooperation are indispensable for our success. Their contributions
have enriched our research with invaluable insights.
Lastly, I am indebted to our beloved teachers, Sir Kerwin and Ma'am Marlene,
whose guidance and mentorship have shaped our research endeavors. Their dedication
to our academic growth is truly commendable, and I express my sincere gratitude to
them from the bottom of my heart.

J.A.A.
 x

DEDICATION
This research is the result of many and immeasurable efforts and sacrifices. This
work is wholeheartedly dedicated to the people who have served as a source of
inspiration from the beginning until now.
To Our God Almighty who is always there when I am in need. Thank you for
guiding me and giving me strength in my everyday life. Thank you for all the
knowledge and wisdom. Thank you for making all of these happen and ended it with a
good outcome.
To my beloved parents, Michelle A. Ardeza and Jerico D. Blanco. Thank you
for supporting me in achieving my goals. Accomplishing this will hopefully make you
as proud of me as I am of having you as parents. Mi and di, I love you.
To Erika, my number one enemy and best friend, thank you for always believing
in me. You are truly the best sister a brother could have.
To my mama Olen and daddy Bonet, as my second parents, you are always there
to guide and remind me of the good and bad.
To Lola Laura, my critic. Thank you for telling me to focus on my study and
believing in me. To all my friends who believe in me. Thank you for all the messages
of support. To all my classmates. Thank you for all the happy memories.
To all my very diligent teachers and also our adviser, I also dedicate this to all
of you, for you have shared your knowledge and effective teachings with me. Thank
you very much.

J.A.B.
 xi

DEDICATION
Firstly, I would like to thank my groupmates as they have given so much
dedication and hard work to make this research possible, especially to the ones who are
encoding our website Matthew Suarez and Marco Reyes, and to our leader Gilead
Glorioso who has been very understanding and patient to the group members.
I would also like to thank my mother Darlene Dimapilis, who has been giving
and helping me with our research funds and giving me motivation every day.
I would also like to thank our research adviser Ma'am Marlene Panaglima and
Sir Ryan who helped us to make this project possible. I would also like to thank the
respondents who have participated in our research.

J.C.P.C.
 xii

DEDICATION
I would dedicate this research to my beloved Mother. Who has been my source
of inspiration and gave me strength when I thought of giving up. Who continually
provide their moral, spiritual, emotional, and financial support.
And to my beloved friends who become my supporters and help me when I face
any problem. And sometimes they encourage me to finish my research task on time.
I’m so thankful though to the teacher who helped us with our research because
if it wasn't for the teachers who helped us, we wouldn't have finished our research
properly and the result wouldn't have been good.

J.H.D.V.
 xiii

DEDICATION
I dedicated our research to our Lord who always guided me in my journey and
never let anything bad happen to me, Thanks to my parents, my mother Nilfa Gabriel,
and father Ruldan Gabriel who always encouraged me and my siblings to study hard
for our bright future. I'm also thankful for my Tito Val and Tita Ems, who support our
education too, and support us no matter what happens. And I would like to thank
Spencer (my lover) for cheering me up when I'm down because of my acads and
especially when I'm dealing with emotional and mental health, for not being tired to
remind me to fight always, for not giving me up even though he is struggling to deal
with my attitude. Thank you and I love you all.

J.M.S.G.
 xiv

DEDICATION
This research is wholeheartedly dedicated to my mother and father. They are
always there to help me overcome difficulties and challenges I face, especially when
academic problems are like a large wall obstructing you from your goals. They are
always supportive and always give me the strength to move and carry on.
This research is also dedicated to our instructor and research adviser Mr. Kerwin
Morcilla and Ms. Marlene Panaglima as they became our stepping stones to accomplish
the goal and achieve this accomplishment. They taught us to do research properly and
to persist despite obstacles and challenges along the way.
This research is also dedicated to my friends Brent and Orlando. They became
foreign helping hands and partners coming all the way from the opposite groups.
Generously sharing their thoughts and comments despite being out-bounded by our
group.
Lastly, I dedicate this research to my groupmates who kept their perseverance
along this year-long journey. As a whole, we worked together day and night with
positivity in our minds that we could accomplish and succeed with this project.
R.G.H.G.
 xv

DEDICATION
This is dedicated to the individuals who have significantly influenced my
academic journey, providing constant support, unconditional love, and selfless actions,
which have been crucial in my success.
I want to express gratitude to my beloved mother, Evelyn Lanceras, and father,
Ronaldo Lanceras, for their unwavering support and sacrifices. They demonstrated
their love and value for our family by making sacrifices across countries and oceans.
Their dedication, hard work, and sacrifices abroad have made my future possible. The
values of selflessness and determination shaped by my parents have significantly
influenced my character and morals, shaping me into the person that I am today.
I want to express my gratitude to my siblings, grandmother, and extended
family for their unwavering support, inspiration, and belief in this journey of mine. I
dedicate this work to them with heartfelt appreciation.
I want to give special thanks to my girlfriend, Ghia Althea C. Reyes, for always
believing in me and supporting me. Reminding me of my potential and the heights I
could achieve, and for sending me a ray of sunshine during this adventure. Her love,
belief, and gentle push have always been a driving force behind me, inspiring me to
keep trying my hardest. I thank her for being my pillar of support, and confidante, and
for being my biggest believer throughout our lives. I dedicate this work to my partner
as a token of my love and gratitude for her unwavering encouragement and support.
Lastly, to the one true God above who has blessed me with everything.
W.H.L.
 xvi

DEDICATION
First of all, I would like to thank the teachers who helped to finish this research,
especially our major teacher, Sir Ryan, our head teacher in computer programming,
and Sir Kerwin Morcilla for guiding us in our research study. and I would like to thank
our respondents who helped without a doubt and supported our research study and our
principal, Mr. John Marvin S. Canaria, we would like to thank you very much for being
approved and for what should be done in our research we will not be able to achieve
this without you to guide and teach us the right things to do to my fellow members and
our leader. get along with other students I would like to thank my parents and family
who never tire of supporting me either financially or because they believed in me that
I could finish and pass this test, thank you very much.

G.C.B.M.
 xvii

DEDICATION
Firstly, I want to express my gratitude to God for providing me with the strength
and resilience needed to complete this thesis.
I am thankful to my parents for their immense support, particularly in terms of
financial assistance, as I am aware of the significant costs associated with thesis work.
I am also appreciative of my siblings' hard work in meeting our daily needs.
I extend my appreciation to my close friends at school, especially Gilead
Glorioso for motivating me to excel academically. Their encouragement and
understanding have been invaluable to me during difficult times.
To my fellow group members, I am grateful for their collaboration and
assistance throughout the thesis process. Their contributions have been crucial to our
collective success.
Together, each of you has played a vital role in my academic journey, and I am
deeply thankful. This thesis reflects not only my dedication and effort but also the
support and encouragement of those around me. Thank you."

J.C.P.P.
 xviii

DEDICATION
I want to dedicate this heartfelt message to everyone who played a part in our
research journey. It's important for me to express my gratitude to each person who
contributed, as each of you made a difference, no matter how big or small.
First and foremost, I owe a huge debt of gratitude to our research adviser,
Ma’am Marlene C. Panaglima. Her guidance and expertise were like a guiding light,
showing me the right path and teaching me how to conduct our research properly.
Without his support and knowledge, I wouldn't have been able to accomplish what I
did.
To my amazing group mates Matthew, Francine, Gian, Ian, Justin, Joana, Cath,
and Wilhelm I extend my sincerest thanks. Each of you brought something special to
the table, and your hard work and dedication were crucial to the success of our project.
Whether it was brainstorming ideas, conducting experiments, or analyzing data, your
contributions were invaluable.
I want to give a special shoutout to our leader, Gilead, for his exceptional
leadership skills. Gilead kept us motivated and focused, even when things got tough.
His guidance and encouragement helped me stay on track and work towards our goals.
And to Hemwel, our assistant leader, thank you for always being there to lend a helping
hand and offer words of encouragement.
Together, we are a team united by a common goal to contribute to the world of
knowledge and make a difference. This research is not just mine; it belongs to everyone
who helped make it possible. I hope that our work will benefit others and inspire future
generations to pursue their passions and dreams. Thank you all for being a part of this
incredible journey.

M.J.V.R.
 xix

DEDICATION
I would like to express my gratitude to everyone who contributed to making
this research project possible and for the support they provided. I want to thank our
research adviser Ma’am Marlene Panaglima for providing us with valuable advice to
ensure the quality of our study.
To our Research Leader, Gilead Glorioso, I am thankful for his dedication and
for providing us with assistance, encouragement, and support, even when it's difficult
at times.
To our Assistant Leader, Hemwel Amado, I am grateful for his being always
active, despite all of the challenges, he continued to encourage and assist our fellow
members.
And I want to thank my parents, especially My Mother Lily, who never stops
encouraging me to complete our research study by giving me their whole support every
day. I also want to thank my sister for her assistance with our research project, which
included helping us purchase the tools we needed for our website.
I want to thank all of my research team members for completing their assigned
jobs, despite the numerous tasks that always come up. Even when their work is wrong,
they never give up, instead, they always find a way to finish it.
I want to express my gratitude to my development team for their significant
contributions to the development of the project, including ideas and continuous
encouragement despite many problems and errors with our website, they are always
there to motivate me and provide the assistance I need.

M.A.S.
 xx

ABSTRACT

Title of the Research : UTILIZATION OF WEB-BASED EARLY ALERT

SYSTEM AT TRACE COLLEGE

Researchers : FRANCINE DENISE PREGONERO ACUÑA

JEAMUEL AÑORA AMADO
ENRICO JIAN ARDEZA BLANCO
JASMENE CATHE PEÑAFIEL CATEDRILLA
JOSHUA HATE DE VERA
JOANA MAY SATURINAS GABRIEL
REUEL GILEAD HIBEK GLORIOSO
WILHELM HIRAO LANCERAS
GIAN CARLO BAUTISTA MENDOZA
JUSTIN CARL PESIGAN PELEÑO
MARCO JAY VIDAL REYES
MATTHEW AMISTAD SUAREZ

Adviser : Marlene C. Panaglima, LPT

This study aimed to analyze the Level of Usefulness of the Web-Based Early Alert
System in TRACE College as rated by teachers and students, and if there is a significant
difference in their responses. The researchers developed a web-based early alert system
to be utilized by teachers and students of TRACE College. The researchers developed
the web-based system using HTML, CSS, JavaScript, SQL, and PHP. The study aimed
to test and observe the effectiveness of a web-based early alert system for Grade 12
Humanities and Social Sciences (HUMSS) and Technical Vocational Livelihood –
Information Communication Technology (TVL – ICT) students at TRACE College. A
quantitative approach was used to analyze data from student and parent surveys. The
study involved thirty-six students and nine teachers. The respondents were chosen
purposively to provide insights into the effectiveness of the system. Results revealed
that the Average Weighted Mean of teachers' responses for efficiency (3.79),
convenience (3.77), and effectiveness (3.87) prove that teachers strongly agree that the
web-based early alert system is useful and functional. While the students’ AWM for
efficiency (3.16), convenience (3.19), and effectiveness (3.30) show that the students
agree with the website’s usefulness. The independent t-test indicates that there is a
statistically significant difference between how teachers and students perceive the
usability and functionality of the TRACE College web-based early alert system.

Keywords: academic early alert, web-based system, efficiency, convenience and

effectiveness of a digital approach, student retention, and programming language
 xxi

TABLE OF CONTENTS

PRELIMINARIES

TITLE PAGE ………………………………………………………………... i

APPROVAL SHEET ……...………………………………………………... ii
ACKNOWLEDGEMENT ……………………………………………………..... iii
CERTIFICATION OF ENGLISH CRITIC ……...……..……………………........ v
CERTIFICATION OF STATISTICIAN ….……...……..……………………...... vi
CERTIFICATION OF RESEARCH ADVISER ….……...……..………………. vii
DEDICATION ……………………………………………………………... viii
ABSTRACT ………………………………………………………………………. xx
TABLE OF CONTENTS ……...……………………………………………….. xxi
LIST OF TABLES ………..…….……………………………………... xxiv
LIST OF FIGURES ……………………………………………………... xxv

Chapter

1 THE PROBLEM AND ITS BACKGROUND

Introduction ….……………………………………………… 1

Background of the Study ….……………………………………………… 1

Theoretical Framework ……………………………………………... 3

Conceptual Framework ……………………………………………… 4

Statement of the Problem ……………………………………………… 4

Hypothesis …………………………………………………………...…. 5

Scope and Limitation of the Study ……………………………………… 5

Significance of the Study .…………………………………………….... 6

Definition of Terms …………………………………………………….... 7

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ……………………………………………… 10

 xxii

Related Studies ……………………………………………… 43

3 RESEARCH METHODOLOGY

Research Design ………………………………………………. 79

Research Locale …………………………………………......... 80

Population and Sampling …………………………………………......... 80

Respondents of the Study ………………………………………............ 81

Research Instrument ………………………………………………. 81

Validation of the Instrument ………………………………………………. 81

Statistical Treatment ………………………………………………. 83

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

………………………………………………. 85

5 SUMMARY, CONCLUSION AND RECOMMENDATION

Summary ………………………………………………………………. 99

Conclusion ……………………………………………………………... 100

Recommendation ……………………………………………………... 101

BIBLIOGRAPHY

…….………………………………………. 103

APPENDICES

Letter of Request ……………………………………………………... 116

Validation of Instrument ………………………………………………... 121

Survey-Questionnaire ……………………………………………………... 122

Data Matrix …………………………………………………….……….. 128

Documentation ……………………………………………………….….. 132

 xxiii

Result of Turn-It-In ………………………………………………….….. 136

CURRICULUM VITAE ………………………………………………….… 137

 xxiv

LIST OF TABLES

Table

1 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Efficiency ………………….………………... 111

2 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Convenience ……………….………………... 113

3 Level of usability of the TRACE College Web-Based Early Alert System as

rated by teachers in terms of Effectiveness ………………………………... 116

4 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Efficiency ……………….………….…...…... 118

5 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Convenience ………………………….……... 120

6 Level of usability of the TRACE College Web-Based Early Alert System as

rated by students in terms of Effectiveness ……..……….………….……... 123

7 Test on the significant difference between the level of usability and functionality
of the TRACE College Web-Based Early Alert System as rated by teachers and
students ………………………………...………….……............................. 125
 xxv

LIST OF FIGURES

Figure

1 Research Paradigm …….…………………………….………… 5

2 Registration of ICT students ……….………………………….………… 162

3 Logging in of ICT students …..…….………………………….………… 162

4 Registration of HUMSS students ..….………………………….………… 163

5 Registration and logging in of teachers …..…………………….………… 163

6 Recording students with received alerts ……………………….………… 164

7 Surveying ICT students …….……….………………………….………… 164

8 Surveying HUMSS students ..……….………………………….………… 165

9 Surveying teachers ………………….………………………….…………. 165

 111
1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Education was an important subject in one's life. Having many opportunities in

a person’s life is crucial on obtaining a successful life in the future. In addition, it also

benefits people in a lot of ways. For example, it brightens a person's intellect and

thinking. It also helps students plan for their post-university professions or additional

studies (Al-Shuaibi, 2014). In line with this, school compliance is particularly

important for academic success. Failure of compliance may lead to unfortunate

circumstances for the students. According to NASET (2011), teaching defiant or non-

compliant kids can be extremely difficult. They may lack motivation to learn,

frequently interrupt classes, and perform poorly academically. There are no magic

solutions for dealing with defiant students. This leads to the policy of issuing the

traditional early alert.

Background of the Study

Early Alert system is a widely used method across the globe to help students

who are at risk of academic failure. According to an article written by Tampke (2013),

the early alert referral system developed at a large public university in the Southwest,

was intended to identify students who were at risk of academic failure and provide them

with necessary interventions. The system seamlessly integrates with the university's

student information system, making it simple for faculty and staff to use and get started.

The study also presents recommendations for other institutions considering the
 2

introduction of Early Warning Systems, concerning their challenges and success in

doing so.

Furthermore, in today's digital era, educational institutions need to adapt to

fulfill the needs of parents, teachers, and students. The implementation of an online

early warning system was spurred by the need for a more efficient and environmentally

responsible replacement for conventional paper systems. As mentioned by Obatuase

and Ositelu (2022), early alert systems are communication advocacy tools used for

identifying academically at-risk students and improving student retention. These

systems are intended to provide wrap-around services to students and help institutions

make data-driven decisions to improve their retention and completion rates.

For this reason, TRACE College implemented an early alert system to help its

students in managing their academic challenges. It was helpful in quickly identifying

students who might be at risk of academic failure. However, the system was

implemented through conventional paper. With this, the researchers innovated a web-

based early alert system. This system enables teachers to send an alert to their students

through the use of a website, e-mail, and telecommunication. By facilitating early

intervention and providing the required tools and support, this system assisted

educators and administrators in improving student performance. It encouraged

preventative actions, which enhanced the effectiveness and personalization of the

learning environment. The purpose of this study was to examine whether the use of a

Web-Based Early Alert System in TRACE College was effective in alarming students

and their parents about the need for better academic attention. The researchers
 3

embarked on the journey towards more digitalized and student-oriented training

environments, taking these objectives into account.

Theoretical Framework

This study was supported by the Epstein Model (2009) by Joyce Epstein. This

theory explains that parenting involves the provision of things such as health, housing,

a home environment to support their studies, parental skills in parent-child associations,

and the provision of information to assist schools in knowing more about their children.

In the Epstein model theory, the presumed things that could be done by parents

to help in the development of their kids in school will be shown. The researcher created

a web-based early alert system as a way for parents to be aware of what is happening

in their children's studies, and this in turn will help guide children to support their

studies.

Another theory that supports this study is the Technological Determinism

Theory. It states that media technology shapes how we, as individuals in a society,

think, feel, act, and how society operates as we move from one technological age to

another (tribal, literary, print, and electronic). It suggests that the nature of media

technology shapes how societies are structured and operate as they transition through

different technological epochs. Each technological age introduces new tools that, in

turn, become influential forces in shaping the fabric of human society (Mcluhan, 2001).

Nowadays, with the help of technology, our lives are easier, especially in education. In

relation to this theory, the researchers developed a web-based early alert system,

streamlining communication between educators and students to identify potential

challenges promptly and enhance academic support mechanisms.

 4

Conceptual Framework

The focus of this study was undertaken by the research paradigm shown in

Figure 1. The illustration below illustrates the paradigm which includes the input,

process, and output that deals with the utilization of web-based early alert systems.

INPUT PROCESS OUTPUT

• The researchers developed
Respondent’s Profile • TRACE College
a web based Early alert
• TRACE Domain system through the use of
Web-Based Early
• E-mail of Students Alert System
PHP, MySQL, JavaScript,
and Teachers HTML, CSS, SMS
• Teacher’s name gateway and Bootstrap5
• Student name and • Data entry
Grade Level and
• Before launching, the
Section
researchers conducted
• Guardian’s Contact usability testing
Number
• Conducted Survey to
• List of Subjects
assess the usability of
• Previous Record of
Web-Based Early Alert
Students with Early System in terms of:
Alert - Effectivity
- Convenience
- Efficiency

Figure 1. Research Paradigm

Statement of the Problem

This study utilized the TRACE College Web-Based Early Alert System and

aimed to answer the following questions.

1. What is the level of usability of the TRACE College Web-Based Early Alert

System as rated by teachers in terms of:

1.1 Efficiency;

1.2 Convenience; and

 5

1.3 Effectiveness?

2. What is the level of usability of the TRACE College Web-Based Early Alert

System as rated by students in terms of:

2.1 Efficiency;

2.2 Convenience; and

2.3 Effectiveness?

3. Is there a significant difference between the level of usability and functionality

of the TRACE College Web-Based Early Alert System as rated by teachers and

students?

Hypothesis

There is no significant difference between the level of usability and

functionality of the TRACE College Web-Based Early Alert System as rated by

teachers and students.

Scope and Delimitation

This study was focused on improving the early alert system to overcome the

student’s academic difficulties and make it easy for faculties and staff to identify

academically at-risk students through the early alert website. The study was conducted

at TRACE College, El Danda Street, Los Baños, Laguna. The primary respondents of

the study were the Grade 12 students taking Humanities and Social Science (HUMSS)

and Technical Vocational Livelihood – Information Communication Technology

(TVL-ICT) strand. The respondents consisted of 36 students and 9 teachers. The

questionnaire had sections consisting of the level of usability of TRACE College’s

Web-Based Early Alert System in terms of efficiency, convenience, and effectiveness.

 6

Significance of the Study

The significance of the study "Utilization of Web-Based Early Alert System at

TRACE College" lies in its potential to enhance student success and academic support

mechanisms. By investigating the effectiveness of this system, the study aimed to

contribute valuable insights into how technology can be leveraged to identify students

at risk of academic challenges early on. The findings may inform educational

institutions about the benefits of implementing such systems, fostering a proactive

approach to student support and improving overall academic outcomes.

Additionally, the study holds significance for teachers, parents, students, and

future researchers.

Teachers. The research may shed light on how the implementation of a web-based

early alert system can streamline communication, allowing for timely intervention and

personalized support to address students' academic needs. This insight could contribute

to more effective teaching strategies and improved student-teacher collaboration.

Parents. The study offers the prospect of increased involvement in their child's

education through a transparent and accessible platform. Understanding the impact and

benefits of the web-based early alert system can empower parents to actively engage in

their child's academic journey, fostering a collaborative environment between

educators and parents for the betterment of student success.

Students. The web-based system could mean personalized support to address academic

challenges promptly for the students, fostering a conducive learning environment.

Educational Institutions. By analyzing data from the early alert system, schools can

tailor academic support services to address specific challenges faced by students,

 7

eventually leading to improved academic performance. Understanding the

effectiveness of the web-based early alert system allows the school to allocate resources

efficiently, focusing on areas that have the most significant impact on student success.

Future Researchers. Future researchers can build upon this study to explore the

broader impact of web-based early alert systems on student success, institutional

effectiveness, and the evolving landscape of educational technology.

Definition of Terms

For clarity of the study to guide and enlighten the readers, the following

terminologies are hereby defined both conceptually and operationally:

Bootstrap. According to Rouse (2017), bootstrap is the program that starts the

operating system (OS) from scratch. In the early 1950s, the phrase "bootstrap" or

"bootstrapping" first appeared. It was a reference to a bootstrap load button, which was

used to start a smaller program that ran a larger program, such as the operating system,

or a hardwired bootstrap program. The researchers used Bootstrap for the website

design and responsiveness on computer platforms and mobile phones.

CSS. As indicated in the Cambridge Dictionary (2023), CSS is an abbreviation for

Cascading Style Sheet. It is a software on a computer that lets you specify and manage

how a webpage or set of web pages should appear to the user. Giving users more

flexibility is one of CSS's objectives. The researchers used CSS to design the page

particularly in adding pictures, logos, and colors.

Early Alert. As stated by Arkansas State University (2010), early alerts sometimes

known as “early warning systems,” are recognized tools for improving student

retention. It addresses a variety of issues that a student may encounter during the whole
 8

term. In this study, the researchers used early alerts to inform academically vulnerable

students and help them with their academic needs.

HTML. As stated by Hemmendinger (2023), HTML is an arrangement for presenting

content that has been retrieved from the Internet. Every retrieval unit is referred to as a

Web page (from the World Wide Web), and these pages often have hypertext links that

let users obtain similar pages. The markup language used to encode Web pages is called

HTML. The researchers used HTML to create the structure of the website

including headings, paragraphs, and buttons.

JavaScript. According to Munro (2023), JavaScript is a computer programming

language that is essential to web development and allows for the creation of interactive

and sophisticated features for websites, online apps, and other use cases. The

researchers used this language to collect and retrieve data for students, faculties,

classrooms, functions, and data tables.

SQL. According to the Editors of Encyclopedia Britannica (2023), SQL, or Structured

Query Language is a computer language intended to extract data from databases. The

researchers used SQL to store data including the student and teacher’s name, email,

password, section, etc.

PHP. As mentioned by Toal (2023), PHP is a server-side programming language that

is free and open-source and can be used to make apps, websites, customer relationship

management systems, and more. It is a general-purpose language that is often used and

may be integrated into HTML. The researchers used this scripting language to code the

backend of the website and connect it to the database with the use of MySQL.
 9

Web-based. According to the Cambridge Dictionary (2023), it is relating to or done

using the web or the network of documents that are connected to the internet. It can

include web-based software and training. The researchers used this to create a web-

based Early alert system that is different from the traditional system.
 10

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the different literature perused to gather insights for the

study. This chapter introduces the studies considered to strengthen the concepts, as

well. The topics presented below discuss the facts on Academic Early Alert Utilization,

Parent assistance in student learning, Teacher’s assistance in student learning,

Technological aid on academic monitoring, Web-based communication, and Efficiency

and effectiveness of the digital approach. This helped the researchers to see the methods

used by other academic institutions in early alert utilization, the advantages of using an

early alert in a student’s learning, and how technology helps work to be more effective

and efficient in academic and non-academic fields.

Related Literature

Academic Early Alert Utilization

In today's higher education context, institutions around the world prioritize

student achievement and retention. Several techniques and interventions have been

developed and applied to address this issue. This introduction serves as a preface to a

more in-depth investigation of early alert systems in academics, spanning a variety of

topics and perspectives. From community colleges to flagship universities, academics

have investigated the influence of various systems on student retention, academic

development, and institutional success. By combining findings from numerous studies,

we hope to shed light on the varied character of early alert activities and their

importance in contemporary higher education.

 11

According to Poole (2015), student evaluation reveals that, 137 of the 279

students were considered successful, or 49%. One hundred and thirty-one (47%) did

not demonstrate positive academic progress and 11 (4%) were considered neutral. The

population of students who did not respond showed an increased level of negative

academic progression. Of the 672 referred students, 393 did not respond to a request

for intervention, and 52%, or 204, did not demonstrate positive academic progress.

Additionally, only 41%, or 161, were considered successful and 7% (28) were

considered neutral. In contrast, the student population that received an intervention had

a 49% success rate; a success rate difference of 8%.

Poole’s studied a medium-sized public liberal arts institution in a rural setting.

They implemented a student success initiative, using early alerts and interventions to

support at-risk students. Over a period excluding summer sessions, 732 intervention

requests were made, resulting in 42% of referred students receiving interventions.

Among those who received interventions, 49% showed academic progress, compared

to 41% of non-responsive students. This highlights an 8% difference in success rates,

suggesting the effectiveness of the intervention program in improving student

outcomes.

According to Dwyer (2017), Student attrition, especially in community

colleges, has been a long-standing issue in higher education. From Fall 2013 to Fall

2014, only 59.3% of first-time postsecondary students and 46.9% of two-year college

students were retained. To address this, institutions often invest in early alert systems.

A study examined the impact of such a system in the Virginia Community College

System (VCCS) on student persistence, focusing on developmental education and

 12

college-level courses. Using existing data, they found a significant positive effect of

the early alert system on developmental mathematics students' persistence, while the

impact on developmental English and college-level courses was more modest. This

suggests prioritizing early alert resources for developmental mathematics students and

exploring alternative retention strategies for others, emphasizing the value of early alert

systems in retention plans.

Dwyer noted the ongoing problem of student dropout rates, especially in

community colleges. A study in the Virginia Community College System (VCCS)

assessed the impact of an early alert system on student persistence. It found a significant

positive effect on developmental math students, suggesting prioritizing resources for

them. Other areas saw more modest effects, prompting a need for alternative retention

strategies. This underscores the importance of early alert systems in addressing dropout

rates.

According to Gammon (2017), Central Piedmont Community College is

looking into ways to help at-risk students succeed academically by using an early-

warning system known as Success Through Academic Reporting (STAR). All first-

time, full-time degree-seeking students (FFD) are eligible for follow-up services that

support a centralized strategy, which has the potential to establish a more engaging

approach to communicating and tracking student academic progress. This approach,

when implemented in partnership with teachers, advising, and student support

personnel, has the potential to help students achieve academic achievement.

Gammon discusses Central Piedmont Community College's use of the Success

Through Academic Reporting (STAR) early-warning system to support at-risk

 13

students. All first-time, full-time degree-seeking students are eligible for follow-up

services aimed at improving communication and tracking academic progress.

Implemented with faculty, advisors, and support staff, this approach aims to enhance

student academic achievement.

According to Tudor (2019), Community colleges often deploy early academic

alert systems to enhance student retention rates. These systems proactively notify

struggling students, aiming to prompt corrective actions. While the efficacy of such

systems is widely acknowledged, existing research predominantly focuses on

quantifiable outcomes, overlooking the qualitative aspects of student responses.

Exploring the nuanced responses of students and considering factors that may influence

the effectiveness of early alert systems, this aimed to provide valuable insights for

educators and administrators seeking to optimize retention strategies in community

college settings.

Tudor investigates the use of early academic alert systems in community

colleges to boost student retention rates. Unlike previous research focusing on

quantifiable outcomes, this explores qualitative aspects of student responses.

Conducted at a rural community college in Washington state, it interviews nine students

who received academic alerts. Using Leximancer software, the study categorizes

students' reactions and subsequent actions, offering insights for educators and

administrators to optimize retention strategies.

According to O’Malley (2019), As government involvement in higher

education has grown, accountability measures have increased alongside funding.

Despite a more diverse student body, bachelor's degree completion rates have remained
 14

steady for nearly four decades. Theories on student retention and departure shed light

on factors influencing students' decisions to persist. In response to performance funding

initiatives, institutions have implemented early alert systems like the IU FLAGS system

to foster student engagement and support success. This shift underscores two principal-

agent relationships: between the state and public institutions, and between institutions

and faculty. Notably, higher utilization correlated with greater proportions of female,

out-of-state, traditional-aged, White students, as well as adjunct or lecturer instructors

and certain course types. Course completion and fall retention were positively linked

to FLAGS usage. This highlights the potential of early alerts, particularly in general

education courses with dedicated teaching staff, to enhance student success

O'Malley discusses the rise of accountability measures in higher education,

prompting the implementation of early alert systems like IU FLAGS to support student

success. A study found that increased utilization of FLAGS by faculty correlated with

positive outcomes such as course completion and fall retention, particularly among

certain student demographics and course types. This highlights the potential of early

alerts, especially in general education courses with dedicated teaching staff, to enhance

student success amid government funding pressures.

According to Hyatt (2023), Early academic intervention programs are crafted

to bolster struggling students, aiding them in surmounting obstacles and enhancing

their prospects for sustained success in their academic endeavors. The research

underscores that deficiencies in foundational skills, particularly those linked with

reading difficulties, are most prevalent in low-income communities of color (Ramey &

Ramey, 2004). This scrutinized the impact of early academic intervention services,
 15

commonly known as response to intervention (RtI), on students from low

socioeconomic backgrounds, alongside evaluating teachers' perceptions and

expectations regarding the special education classification process. The findings

proffered insightful recommendations for educators regarding the implementation of

academic intervention services, alongside illuminating the impact of teachers'

perceptions and expectations on the academic performance of students exhibiting

promise. Notably, a significant positive correlation was observed between the faithful

implementation of academic interventions and the utilization of highly effective

programs, as evidenced by a correlation coefficient of r(77) = 0.67, with a p-value <

0.001 among low SES minority students.

Hyatt investigates the impact of early academic interventions, such as response

to intervention (RtI), on low socioeconomic status students. It examined the

effectiveness of these interventions and teachers' perceptions of special education

classification. Findings highlight the importance of faithful implementation of

interventions and the correlation with improved outcomes, particularly among minority

students.

Borcherding (2023) investigated the effectiveness of academic interventions

provided by a university for conditionally admitted (CA) students amidst the COVID-

19 pandemic. The aim was to understand the alterations in academic interventions for

CA students and their utilization during the pandemic at a four-year institution. They

aimed to comprehend the distinct challenges faced by CA students in pursuing higher

education during the pandemic and identify factors contributing to their success. It also

offered recommendations for universities to enhance student learning, retention, and

 16

institutional enrollment goals. While some positive impacts of the pandemic were noted

by students, it exacerbated other issues. While students now anticipate more flexibility

in deadlines, work hours, and course formats, instructors and administrators are

inclined toward reinstating stricter policies, boundaries, and deadlines. Practical

implications advocate for continued support for academic interventions for CA students

post-COVID-19 normalization, adapting the delivery of some interventions from in-

person to online or hybrid formats, and further exploration of students' experiences with

these educational interventions.

Borcherding assesses academic interventions for conditionally admitted (CA)

students during COVID-19 at a four-year university. It aims to understand changes in

interventions, student challenges, and factors contributing to success.

Recommendations include ongoing support for CA students, adapting intervention

delivery, and exploring student experiences. Participants included CA students,

university administrators, and instructors. The themes identified include the importance

of interventions and connections, and adapting to flexibility in coursework

Rogers et al. (2020) address the needs of students who are significantly lagging.

Rogers et al. created a handbook that provides comprehensive guidance on

implementing rigorous intervention. These handbooks are tailored for elementary

school educators. It explores effective practices and techniques to intervene effectively

when students encounter difficulties with core subject matter, as well as with

fundamental skills from previous academic years. The inverted pyramid model of RTI

at Work is crafted to consistently direct a school's collective efforts and resources

towards a central focus: the individual student. Tier 1 involves access to a vital grade-
 17

level curriculum with ongoing monitoring for all students. Tier 2 encompasses

immediate and targeted behavior and academic interventions systematically applied

and monitored for students not proficient in the core curriculum. Tier 3 is dedicated to

intensive interventions and remedial actions aimed at bridging learning gaps.

Their study provides guidance for elementary educators on implementing Tier

3 interventions within the RTI at Work™ framework. This handbook covers effective

practices for intervening when students struggle with core subjects or foundational

skills. It emphasizes the importance of addressing the needs of students who are

significantly behind, with a focus on bridging learning gaps through intensive

interventions at Tier 3.

According to Sonju., Kramer, Mattos, & Buffum (2019) Extensive research

shows that reaction to intervention (RTI) is the best technique for addressing student

problems in educational settings. The RTI procedure, also known as a multi-tiered

system of support (MTSS), ensures that each student receives the additional time and

assistance required to achieve academic success.

Sonju, Kramer, Mattos, & Buffum advocate for response to intervention (RTI)

as the optimal approach for addressing student struggles. They created a manual that

provides essential strategies for implementing Tier 2 interventions in secondary

schools, focusing on understanding challenges, receiving empirical strategies,

exploring educational principles, recognizing educator roles, assessing student

learning, evaluating support structures, and utilizing teacher teams and the PLC at

Work® framework.
 18

According to Williams (2022), Over the past two decades, the prevalence of

academic early alert technology has risen in colleges and universities, prompting

numerous rigorous studies on their effectiveness and the perspectives of various

stakeholders. He examined how academic advisors perceive the usefulness of early

alert technology in fulfilling their job responsibilities.

Williams explores professional academic advisors' perceptions of the efficacy

of academic early alert technology at a Midwest university. Despite its widespread use,

little research focuses on advisors' views. This aimed to bridge this gap by investigating

how advisors perceive the usefulness of early alert technology in their roles.

In conclusion, the body of research surrounding early alert systems in higher

education underscores their pivotal role in fostering student success and institutional

effectiveness. These pieces of literature collectively highlight the diverse applications

and outcomes of early alert initiatives across different academic settings. From rural

community colleges to flagship universities, these studies demonstrate a common goal:

to identify at-risk students early and provide timely interventions to support their

academic journey. While the specific strategies and outcomes may vary, the

overarching theme of leveraging data-driven interventions to enhance student success

remains consistent. As institutions continue to grapple with challenges related to

student retention and persistence, the insights provided by these studies offer valuable

guidance for shaping effective intervention strategies. By embracing early alert systems

and integrating them into comprehensive student support frameworks, higher education

institutions can strive towards creating more inclusive and supportive learning

environments conducive to student success.

 19

Parent Assistance in Student Learning

The learning environment has been influenced by a number of literary works that

have attempted to comprehend the intricate relationships that exist between parents,

students, and the educational system. These works of literature offer valuable

perspectives on enhancing educational results, ranging from examining the

difficulties encountered by student-parents to determining the significance of parental

involvement in education. An overview of numerous research projects that shed light

on important aspects of Philippine education is given in this introduction.

As stated by Laurence Cruz and Beruin (2022). An analysis of the views of

former 12th grade STEM students on online learning during the COVID-19 epidemic

revealed nine primary categories of negative experiences. Students were generally not

enthusiastic or supportive of online learning, according to the study conducted in a

private school in Laguna, Philippines; the most common finding was that "online

learning provided aberrational learning experiences." These findings can be used to

inform future interventions and policy changes that aim to improve online education

and give the educational system a more effective pandemic response.

Bartolome et al. (2020) assert that family involvement in education is crucial.

For better student outcomes, the authors emphasized its significance in enhancing

teacher effectiveness and encouraging home-school contact.

Lenon et al. (2020) found that students manage money and time management,

discipline their children, and handle home duties using 10 psychology students from

Bestlink College of the Philippines. The writers created a guide to assist with these

areas and advised students to refrain from having children while enrolled in school.
 20

Better academic students chose academic tracks, while less successful students chose

technical/vocational/livelihood tracks, according to Kilag et al. (2023). The findings

may be used to inform the development of programs and policies that improve SHS

education and assist students in making informed decisions.

Jabar (2021) showed that parental engagement programs are essential in

Philippine public elementary education particularly when it comes to addressing

financial difficulties. It also suggests that future quantitative studies employ indirect

methodologies. According to a survey of 3153 students from 29 public schools in the

Philippines, parents with modest incomes have little influence over their kids'

academic success. Regular meals, academic success, and online proficiency all led to

increased parental involvement. By giving parents access to tools and support, we can

promote involvement and raise kids' academic performance.

Manuel and Vargas (2022) found that when there were fewer children and

better levels of education, there was more support for home-supported learning. It's

critical that parents participate in their children's education.

This is especially true for parents who have only a few children and are well

educated. It explains the necessity for assistance with at-home learning.

Pagulayan et al. (2021) mentioned that people with lower earnings and less

education are not equipped for college. Greater preparedness for college is correlated

with higher levels of cultural and economic capital. Low economic and cultural

capital may account for students' lack of enthusiasm for college since they lack the

skills necessary for postsecondary education.

 21

Roldan et al. (2020) state that parents who put their kids' education ahead of

their own find it difficult to balance their various responsibilities. Problems with

money and time management significantly affect their academic performance. Most

of them are thirty-year-old women who are single and have one child. Having no

support networks and dealing with family issues exacerbate these difficulties.

Support groups offered on campus can lessen stress and feelings of isolation

brought on by juggling work and family responsibilities. While managing their time

and resources is necessary, student-parents can reduce stress and feelings of isolation

by attending on-campus support groups. Parental involvement in education is critical

for a child's success because it has been linked to improved academic performance

and morale.

Gina Madrigal Sapungan and Ronel Mondragon Sapungan (2014) stated that

parental effort is associated with higher achievement levels; however, the most

common obstacle is parents' pessimistic attitude toward supporting their children's

schools and a "we-don't-care-attitude." Even with the proven advantages, many

parents encounter obstacles—like unfavorable opinions—that keep them from being

involved in their kids' education. Lastly, the extensive selection of material included

in this compilation highlights the complexity of education and the vital roles that all

stakeholders—including parents, teachers, and students—play in the process. These

highlight the difficulties and barriers that were faced and offer practical advice and

insights for getting beyond them.

 22

Teacher’s Assistance in Student Learning

The term "technological support for learners" describes the application of

computer-based technology to get around obstacles and improve learning. These tools

can be applied to remote and in-person learning environments. The technologies

encompassed in these are electronic meeting systems, audience response systems,

blended learning environments, computer simulations, modeling software,

microworlds, probes for real-time data acquisition, virtual communities and

collaborative websites, virtual laboratories, remote instrument access, software to

support and structure student investigations, and learning environments that integrate

these tools with an inquiry-based curriculum. It has been demonstrated that concept-

effect relationship-based technologically customized learning environments are

successful in enhancing student learning outcomes, identifying learning challenges,

and offering tailored remedial learning assistance. When compared to in-person

instruction, technology-assisted learning can be more successful for certain types of

knowledge, such as abstract conceptualization and reflective observation, but less

effective for knowledge that requires concrete experience

According to Hui et al. (2007), The evolution of Technology‐assisted learning

has transformed various aspects of our lives, enhancing efficiency, communication, and

access to information. Peer-assisted learning (PAL) is a widely recognized pedagogical

approach in health professional education that involves a socialization process for

students. PAL exercises offer a structure that allows students to hone and improve their

teaching and healthcare abilities. The "agency" of each student, or their willingness to

engage, and, more crucially, the "affordance" of the activity, or the invitational quality
 23

offered by the clinical school, are the two main components that determine the

effectiveness of PAL activities. This study aims to support healthcare educators and

administrators who are in charge of course coordination, curriculum design, and

educational research in creating their PAL activities.

According to Burgess et al. (2020). Peer-assisted learning is an effective

method, fostering collaboration and knowledge exchange among peers. The term

personalized learning (and related synonyms) has become more widely used by online

schools and companies selling online learning programs. It should be noted that

“personalized learning,” as it is typically designed and implemented in K–12 public

schools, can differ significantly from the forms of “personalized learning” being

offered and promoted by virtual schools and online learning programs. In some schools,

however, personalized learning may take the form of blended learning” or the practice

of using both online and in-person learning experiences when teaching students. When

investigating or reporting on personalized learning, it is important to determine

precisely how the term is being used in a specific context.

According to Sabbott. (2013), The goal of instructional support is to maximize

each student's potential while also acting as a screening tool for pupils who might

require special education assistance. A positive, goal-oriented approach called

Instructional Support employs targeted evaluation and intervention strategies to help

all kids in the regular classroom overcome behavioral or academic obstacles. A team

must collaborate to determine the student's requirements, establish objectives, and

create an intervention plan to help the student reach those objectives. Members of the
 24

Instructional Support Team include parents, teachers, administrators, and instructional

facilitators.

Instructional Support is a process to maximize individual student success,

while at the same time serving as a screening process for students who may require

specialized education services. Instructional Support is a positive, success-oriented

program that uses specific assessment and intervention techniques to help remove

educational or behavioral stumbling blocks for all students in the regular classroom.

In a few public special education schools in Cebu, Philippines, teachers'

impressions of and readiness for including hearing-impaired (deaf and hard-of-hearing)

pupils in mainstream classes were investigated using a descriptive correlational

methodology. To uncover skill gaps and training requirements for inclusive practices

for deaf pupils, the research contrasted the perspectives of special education instructors

and ordinary educators using stratified convenience sampling. Equal chances for all

kids were the goal of inclusion, but its successful execution hinged on the attitudes,

abilities, and support of the instructors. The results of a descriptive correlational

analysis were used to inform changes that would optimize inclusive education's

capacity to foster involvement and learning in all students, regardless of aptitude.

According to recent studies conducted in the Philippines, educators embrace inclusion

but encounter challenges.

The findings from this study can potentially inform policy decisions and

educational interventions aimed at enhancing inclusive practices in schools. By

addressing gaps in skills and training, educators can be better equipped to support the

diverse needs of their students, ultimately fostering a more inclusive learning

 25

environment. Overall, this research has the potential to contribute positively to the

advancement of inclusive education in the Philippines.

According to Cagalitan et al. (2023), instructors used a fairly authoritative style

of classroom management, and students showed a moderate level of anxiety and

familiarity with their teaching strategies. The years of teaching experience, marital

status, and educational attainment of the teachers all had an impact on how differently

they approached classroom management.

According to Magulod, Capili, & Pinon (2019), The development of teaching

teams within schools and school systems is receiving more attention to enhancing

teaching and learning procedures. Therefore, establishing the framework for teachers

to collaborate to enhance teaching and learning in the classroom has come to be

associated with effective school leadership. Serving as an intermediary between senior

leaders and teachers, middle leaders are educators with official appointments to

leadership positions. They are often in charge of managing teacher teams and creating

a conducive environment for communication so that teamwork improves both student

learning and teacher practice. Nevertheless, little conceptual knowledge exists

regarding the little actions middle leaders do to support teacher teams and how

facilitation influences novel or unconventional methods of instruction and teamwork.

We examine data by utilizing the notion of practice architecture.

According to Harris (2004), school reform calls for leadership committed to

teaching and learning that extends beyond a single school leader and consists of leaders

in various roles and spheres of influence who collaborate to enhance student learning.

According to research, senior leaders—principals included—can and do indirectly

 26

impact student learning by fostering high-performance cultures and mediating the

circumstances that allow teachers to have a good impact on their students' learning

(Leithwood et al., 2020). By leading from the classroom (Grootenboer, 2018) and

working with teachers (Lipscombe, et al., 2019), middle leaders can directly impact

teaching and learning (Bassett, 2016; Bryant, 2019; Gurr, 2019) with the support of

principals, according to research on another type of leadership, middle leadership (De

Nobile, 2017; Lipscombe, et al., 2021). "Middle Leaders' Facilitation of Teacher

Learning in Collaborative Teams" suggests a study or investigation focused on the role

of middle leaders within educational institutions, such as department heads, team

leaders, or coordinators, in facilitating teacher learning within collaborative team

settings.

According to Tarrayo (2023Previous research from the Philippines has shown

how poorly gender mainstreaming has been implemented in schools. Furthermore,

there is a lack of information in academic literature concerning teachers' attempts to

incorporate gender and development (GAD) education in Philippine schools,

particularly for English language instructors. Through a qualitative survey of 124

English teachers in senior high school in the Philippines and subsequent focus groups,

this study investigates the viewpoints of ELT instructors regarding the benefits,

strategies, and difficulties of integrating gender elements. Although the results show

that teachers are prepared to incorporate a gender perspective into their lessons,

institutional support, curriculum materials, concrete frameworks, and teacher education

are necessary because gender consideration can raise delicate moral issues with

students, teachers, and other stakeholders are needed.

 27

Perceptions of Senior High School Teachers in the Philippines" suggests a

research study that explores the beliefs, attitudes, and viewpoints of senior high school

teachers in the Philippines regarding the integration of gender dimensions into English

Language Teaching

Technological Aid on Academic Monitoring

Technological aids in academic monitoring refer to tools and software that help

educators and administrators track and analyze student progress and performance in an

academic setting. These aids can include student information systems, learning

management systems, data analytics platforms, and communication tools that provide

real-time updates on student attendance, grades, behavior, and other academic metrics.

By utilizing these technological aids, schools can identify areas for improvement,

provide targeted interventions, and ensure that students are on track to meet their

academic goals.

According to Montoya and Barbosa (2020), the necessity for all nations to

make immediate investments in digital infrastructure, teacher preparation, and

resources to maintain school continuity in times of disaster has been brought to light

by the pandemic-related shutdown of schools. In the future, lawmakers should give top

priority to the creation of all-inclusive remote learning approaches that are available to

students from all socioeconomic backgrounds. This crisis has demonstrated that to

avoid further interruptions to students' learning and development, education systems

need to be prepared to shift immediately to online learning.

As stated by Walker (2019), school administrators' top priority is student

safety, and there are several approaches to addressing it. One way to harden buildings
 28

is to improve the facilities and install metal detectors and bulletproof glass. Less

obvious preventative measures, such as mental health services and social-emotional

learning programs, can also be implemented by administrators. Finally, they can

employ technology to monitor kids' online behavior in order to spot possible dangers

or safety issues before they become serious.

A comprehensive strategy that incorporates technology monitoring, social-

emotional learning programs, mental health care, and physical security is needed to

ensure student safety in schools. Developing thorough safety plans requires

cooperation with community stakeholders.

According to Diaz (2019), Progress monitoring assessments are increasingly

important to district administrators, teachers, and students’ families. They allow a more

frequent look at what’s happening with students’ learning. With fast, reliable results,

digital progress monitoring tools provide assessment data that can be used in several

ways:

The study emphasizes the importance of digital tools in education for tracking

students' learning progress, enabling educators to make informed decisions, support

academic growth, and ensure success.

According to Fuller (2019), Software exists that allows instructors or school

administrators to monitor which websites and social media platforms students are

visiting while on the school network — and what they are doing on those sites and

platforms. If school staff discovers a student is visiting sites associated with self-harm,

or is having conversations in chat rooms about bullying, they can take appropriate

action to address these concerns.

 29

Monitoring software aids schools in identifying and addressing online student

behavior issues, enabling timely intervention and support, but requires ethical use and

respect for student privacy.

According to Pandria and Bamidis (2023), Children's behavior demonstrates

adaptation to early-age development. Adaptive challenges linked to behavioral

difficulties are common among school-aged children and have a multifaceted impact.

Five key approaches have been employed therapeutically, with systematic behavior

monitoring used to assess the efficiency of various interventions. Traditional

monitoring techniques have inherent limitations, necessitating the development and

implementation of novel approaches. Research shows that therapy treatments and

behavior monitoring are critical for children's adaptive development. Technology-

based monitoring techniques can help to improve the effectiveness of interventions.

Collaboration among caregivers, educators, and healthcare professionals is critical to

successful implementation.

According to Lara (2022), The implementation and usability of a technology-

based online system, as well as available research on educational engagement's

predictive ability to influence students' educational paths in Chilean schools. It is an

online system composed of six steps whose axis is centered on a decision-making space

between teachers, students, and parents (School Engagement Board) tasked with

applying online and scientifically validated school engagement and contextual factors

measurement instruments, checking specific report results for each actor involved in

the system (teacher, School Engagement Board coordinator, school), and reviewing

promotion strategies relevant to the school context. This suggests that a technology-
 30

based web system in Chilean schools can enhance student engagement and academic

performance by fostering collaboration between teachers, students, and parents, and

identifying areas for improvement.

According to Ganesh (2020), An Academic Monitoring System, at its most

basic, entails government officials conducting visits and inspections to schools in an

attempt to ensure the delivery of quality education and allied processes like the

implementation of Mid-Day Meals. This is a system that exists, at least on paper, in all

states: Block and District officials are expected to conduct regular visits and inspections

of government schools. However, in practice, these visits do not take place regularly,

and when they do, they are not conducted in a structured manner that is meant to

identify and resolve challenges specific to academic performance. Most visiting

officers limit themselves to verifying teacher attendance and infrastructural concerns

such as the presence of functioning toilets, cleanliness of school premises, etc. This

emphasizes the need for structured academic monitoring in schools, involving active

engagement with teachers, students, and administrators to address the root causes of

poor performance and improve education quality.

According to Oerlemans (2021), The task can be mediated at every level by

technology. Placed on the school’s Learning Management System (LMS), facilitated

by Microsoft Teams, it is broken into smaller steps as part of a scaffolding strategy for

those with additional learning support needs. These students, even Gifted and Talented

(GAT) students, generally dislike working in teams, though for different reasons.

Students with additional needs they can feel left out, do not know how to contribute, or

may be perceived as not contributing enough by other team members (Ball, 1994);
 31

whilst GAT students often feel they are heavily relied on by their team to do much of

the work.

This suggests that technology can effectively mediate group work tasks in

educational settings, breaking down tasks into smaller steps, facilitating

communication, and addressing challenges like feeling left out, thus creating a more

inclusive and effective learning environment.

According to Ahmad (2021), A major problem an instructor experiences is the

systematic monitoring of students’ academic progress in a course. The moment the

students, with unsatisfactory academic progress, are identified the instructor can take

measures to offer additional support to the struggling students. The fact is that modern-

day educational institutes tend to collect enormous amounts of data concerning their

students from various sources, however, the institutes are craving novel procedures to

utilize the data to magnify their prestige and improve the education quality. This

research evaluates the effectiveness of machine learning algorithms to monitor students’

academic progress and informs the instructor about the students at risk of ending up

with unsatisfactory results in a course.

This suggests that machine learning algorithms can help instructors monitor

students' academic progress, identify those at risk, and provide targeted support,

improving performance and enhancing educational quality by leveraging vast data.

According to Matheo (2019), The Department of Education (DepEd) has vowed

to monitor the use of tablets and other devices by public school students to mitigate the

risks and dangers of technology misuse. In a statement issued yesterday, the DepEd

said it had taken into consideration various research on technology use in schools
 32

before the implementation of its computerization program. The DepEd is dedicated to

responsible and beneficial use of technology in schools, ensuring continuous

monitoring and regulation to protect students from potential harm.

Web-based Communication

Web-based communication refers to the exchange of information and

interactions over the Internet using platforms such as email, messaging, social media,

and video calls, allowing for quick and convenient contact between individuals or

groups regardless of location. According to Tim Berners-Lee, the World Wide Web's

inventor, web-based communication has fundamentally changed human interaction by

democratizing access to information and promoting worldwide connectivity. He feels

that the internet has enabled people to share knowledge, express themselves, and

engage in meaningful discourse despite geographical boundaries. Berners-Lee

underlines the need for an open and decentralized web architecture to maintain its

integrity as a platform for free expression and collaboration. He advocates for ongoing

innovation and responsible management to ensure that web-based communication is

inclusive, secure, and useful to all users.

According to Factor et al. (2023), The COVID-19 pandemic has led to an

increase in the use of technology in academic institutions, particularly libraries, to

improve research, teaching, and information sharing. Libraries no longer need

extensive programming knowledge to create and administer information-rich websites

thanks to content management systems (CMSs). WordPress and Drupal were the CMSs

utilized, along with Adobe Muse, Microsoft ASP.Net, and Springshare as

supplementary platforms. These CMSs enhance communication with library customers

 33

since they are flexible and easy to use. However, only one library provides a detailed

tutorial on how to use library services in the "new normal."

According to Urbano et al. (2021), Given its geographic location, the

Philippines is considered to be vulnerable to natural disasters such as earthquakes,

typhoons, volcanic eruptions, and floods. These terrible occurrences had a negative

impact on people's income, property, health, and living conditions. The web-based

application Post Disaster Needs Assessment (PDNA), an effective post-disaster

response that has the potential to save more lives and mitigate the negative effects of

the disaster on the National Capital Region (NCR), was created in response to the

unpredictable and unavoidable nature of these natural disasters. The purpose is to

provide Filipinos with access to a web-based application system that provides real-time

catastrophe monitoring data, allowing individuals to make critical decisions in the

aftermath of disasters.

According to Gadong & Chavez (2016), Since the beginning of the Internet,

asynchronous and synchronous online communication technologies have been used to

improve training and education. According to computer-supported collaborative

learning, the Internet provides learners with a forum for collaborative interactions,

which may result in the development of socially contextualized ideas and culturally

proximate experiences required for meaning-making and, as a result, learning.

However, many learners in developing countries like the Philippines continue to face

challenges in obtaining affordable access to technology, so it is important not to be

hasty in integrating or rejecting the use of network technologies as an add-on to

 34

traditional instruction, particularly at the start of the development phase of e-learning

as a "transformative medium."

The results reveal that the ODF was usually appealing to students because of its

asynchronous character, which allowed them to study and analyze their responses.

Furthermore, the ODF encouraged everyone to participate in the debate, creating a

more dynamic learning environment even outside of the classroom. However, learners

claimed that their inability to organize their time, as well as a lack of constant internet

access, are major reasons why they are unable to achieve the ODF response deadlines.

These findings indicate that students prefer the use of an ODF in a web-based LMS to

aid learning as long as reliable internet connectivity is provided and posting conditions

are appropriate.

Yang-Handy & Angela Kathryn (2013) surveyed LIS professionals at

Columban College, Inc. about their favorite training methods and training requirements.

The investigator adopted a descriptive cross-sectional study design. The survey

instrument was distributed to all LIS professionals throughout the school year 2022-

2023. It was administered using an invitation sent via Google Form. Personal and

professional competency development is defined as the training required for LIS

practitioners. Leadership talents, interpersonal competencies, cultural competencies,

lifelong learning, and personal growth are all important areas of personal competency

training.

According to Cerezo et al. (2022), access services, reader's advisory, and

reference/information are fairly important. In terms of hardware, system units, and

input systems are critical, whereas storage is fairly important. In terms of software,
 35

operating systems, utilities, applications, communication software, and the use of

information tools and technologies are critical. LIS professionals require extensive

training in managing information organizations, strategic planning/policy formulation,

financial management/budgeting and funding, project management/research, personnel

management, public relations/marketing and promotion, collaboration/networking, and

facilities management. Furthermore, the most popular training techniques among LIS

professionals include face-to-face teaching, online/webinars, practical hands-on

training, web-based training and computer tutorials, books and references, and self-

learning.

According to Peñalvo et al. (2023), From a multidisciplinary perspective, the

Proceedings of the TEEM 2022 Conference (International Conference on Technology

Ecosystems for Enhancing Multiculturality) showcase the most noteworthy

developments in technology ecosystems that support the formation and expansion of

the Knowledge Society. TEEM is divided into topical and highly cohesive tracks, each

aimed toward a certain community of interest, including academics, professionals, and

students. TEEM is known for its transversal approach and learning technology-based

focus.

According to Elisa (2020), In international university settings, digital media and

information and communication technology (ICT) are becoming more and more

common. The English-language dissertation of Elisa Bruhn explores the potential

strategic applications of this technology to boost internationalization. The content

analysis of contributions to international conferences on university internationalization,

ICT and internationalization, online and remote learning, university administration and
 36

research, and so on provided the data for the thesis. We used the "Comprehensive

Internationalization" model (CI) to analyze the chosen abstracts. Bruhn creates a model

for Virtual Internationalization (VI) based on the research findings, which considers

teaching staff, international collaboration, curriculum, distant learning, and the roles of

university strategy, administration, and management. The highly topical dissertation

fills a gap in academic research and offers universities useful starting points for practice

and study in internalization.

According to Looi, Chee-Kit, Ed et al. (2020), with mounting global concerns,

the Belt and Road Initiative appears to be a viable platform for evaluating a variety of

choices and approaches to promoting international collaboration and development in

Asia, Europe, Africa, and other countries. As a major priority, information and

communication technology (ICT) in education provides valuable insights for

governments, intergovernmental, and non-governmental organizations seeking to

develop and improve both ICT and education independently and collaboratively. This

book investigates the expanding use of ICT in education in eleven countries, focusing

on the Belt and Road Initiative. ICT is becoming increasingly important in education,

including boosting teaching and learning quality and fostering educational equity.

According to Milheim, Karen L. (2018), higher education programs are

increasing internationally, and students enrolled in online courses can now study from

anywhere in the globe. As a result of this phenomenon, institutions are being pushed to

adjust to better serve their distant students. "Cultivating Diverse Online Classrooms

Through Effective Instructional Design" presents new information on developing

online courses that acknowledge cultural variations, creating successful learning

 37

settings and forums, and incorporating classroom aesthetics. While highlighting the

obstacles of online education and intercultural learning, readers will get useful insights

into how to enhance student communication, learning, and other culturally varied

classroom resources. This journal is a significant resource for instructional designers,

graduate students, academics, and other higher education professionals looking for the

most up-to-date information on how to extend online higher education internationally.

According to Yoon, Jiyoon, Ed. & Semingson, Peggy, Ed. (2019), as more

classrooms transition to online education, there is a need for studies demonstrating the

efficacy of synchronous learning. Educators must lead students through the usage of

these new learning technologies, as well as become aware of the research trends and

possibilities that exist within these growing online and hybrid courses. "Educational

Technology and Resources for Synchronous Learning in Higher Education" outlines

evidence-based practices for introducing synchronous teaching tools and practice into

online courses to improve subject mastery and community growth. Furthermore, the

book provides a thorough theoretical review of the subject, allowing readers to gain a

more nuanced knowledge of the benefits and limitations of synchronous learning.

Covering subjects such as game learning, online communication, and professional

development, it is meant for online teachers, instructional designers, administrators,

students, researchers, and instructors in higher education, as well as the private, military,

and public sectors.

In conclusion, web-based communication is vital because it allows for quick

connectivity, effective collaboration, and access to a multitude of information,

 38

ultimately breaking down geographical borders and improving communication across

personal and professional realms.

Efficiency and Effectiveness of a Digital Approach

Efficiency in a digital method relates to maximizing output while limiting input

or optimizing procedures to achieve goals in a timely and cost-effective manner.

Meanwhile, effectiveness requires achieving targeted goals using digital tools and

processes, ensures that objectives are met and stakeholders obtain useful results.

According to Elon Musk, CEO of Tesla and SpaceX, the digital approach has altered

businesses by enhancing efficiency and effectiveness in a wide range of fields. He

emphasizes that technological advances provide rapid iteration, automation of

repetitive tasks, and real-time data analysis, leading in more efficient procedures and

higher quality outputs. Musk believes that using a digital-first approach allows firms to

grow faster, adapt to changing market conditions, and provide better products and

services to customers. He believes that adopting digital tools and platforms is crucial

for keeping competitive in today's fast-paced corporate environment and capitalizing

on new opportunities for development and innovation.

According to Noroozi, Omid and Ed. & Sahin, Ismail, Ed. (2022), education,

science, and technology fields are intricately intertwined in various forms and degrees.

The spread of COVID-19 has increased this interconnection, making it practically

impossible to give instruction in many scientific areas of study at all educational levels

without the use of technology. Educational leaders and policymakers should grasp the

conditions for effective teaching and learning in the post-COVID-19 era (for example,

the importance of culture and educational governance). Teachers and researchers must
 39

be skilled at communicating information to the young generation known as "digital

natives" by making efficient and inventive use of technology (e.g., online peer

feedback).

According to James and Jonathan D. & Ed (2014). "The Internet and the Google

Age" commemorates the Internet's 25th anniversary in March 2014, highlighting its

achievements and benefits while noting its limitations and hazards. It describes the

general characteristics of the Internet age and includes various studies that demonstrate

the educational benefits of the Internet and social media platforms like as Facebook,

which connect diaspora families. "The Internet and the Google Age" also looks at the

impact of faith and religion on the Internet. It demonstrates how living in the digital

age is both interesting and challenging. An excellent introduction to Internet Studies,

the book predicts that life will become increasingly digitalized, as will the current

division between private and public spheres. As the Internet becomes more intertwined.

According to Pracana Clara, Ed. & Wang, Michael. Ed. (2019), Modern

psychology offers a diverse range of scientific applications. The ultimate goal of this

academic and practical scientific subject is to benefit society by better understanding

individuals and organizations (mental and behavioral views). The goal is to create a

global network of psychologists, researchers, and lecturers from diverse academics

who are engaged in researching and contributing to psychological issues. This is surely

one of the reasons for representing different countries and cultures, which promotes

transdisciplinary collaboration, intellectual engagement, and development. InPACT

2019 got 322 submissions from more than 35 countries globally, which were analyzed

using a double-blind method. Submissions took the form of oral presentations, posters,
 40

virtual presentations, and workshops. 107 submissions (33% acceptance rate) were

selected for presentation at the conference.

According to Singh (2015), this book explores the significance of recognition,

validation, and accreditation (RVA) of non-formal and informal learning in education,

training, the workplace, and society. It investigates RA's strategic policy objectives and

best practices, as well as the issues and next steps identified by Member States. The

analysis focuses on the institutional and political requirements that place a genuine

value on the recognition of non-formal and informal learning; the role of RVA in

education, working life, volunteer work, and social inclusion; and the interests and

motivations of all stakeholders, as well as the significance of their cooperation and

acceptance. The book aims to exchange experience, expertise, and lessons learned

regarding RVA in non-formal and informal learning across UNESCO Member states.

According to Mobo, Froilan D. & Garcia, Ana Liza R. (2023), the style of

learning in the Philippines was significantly transformed when the global pandemic

began, affecting the entire economy and education sector with terrible results.

Universities and Basic Education established an alternative learning method that

follows the Inter-Agency Task Force on COVID-19 (IATF) criteria. Students

appreciate the in-person hybrid learning method because it helps them to easily

understand and catch up on the subject being taught. The majority of students still

prefer limited in-person or face-to-face classroom conversations. According to the

ratings, the most common challenges faced by pupils are a lack of proper equipment

and a connection with teachers and peers.

 41

According to Kohnke and Moorhouse (2021), utilizing various parts of video-

conferencing software and other digital resources is important to the effectiveness of

the HyFlex Learning Modality. That is why colleges must continuously monitor and

strengthen hybrid learning techniques, as well as follow national government

compliance regulations.

As indicated by Samantha M. Curle Ed. & Mustafa Tevfik Hebebci (2023), the

International Conference on Academic Studies in Technology and Education

(ICASTE) addresses various educational and technical topics, including the role of AI

assistance, gamification, and teaching the nature of science. It addressed issues such as

emotional labor among educators, upskilling engineering teachers, and ethical concerns

in the digital age. The meeting also included sustainable development, family

principles, and smart wheelchairs. Other topics covered include cyanogenic reflection,

small group conversation frameworks, risk management, and teenage reflection, and

the ADDIE model implementation. The conference also focused on English

conversational learning, design, and critical language awareness.

According to Keengwe, Jared and Ed. (2023), Lee Digital practices are

becoming more prevalent in the 21st-century learning environment, mandating a focus

on student preferences and active learning pedagogies. In higher education, the

judicious application of digital tools and active learning pedagogies is essential for

meaningful student learning. "Innovative Digital Practices and Globalization in Higher

Education" looks into how these practices can boost academic performance and prepare

students for a global digital workforce. This resource is essential for teachers, students,

and researchers.
 42

As stated by Ed. Yi-Fang Lee and Ed. Lung-Sheng (2023), digital learning (DL)

has altered traditional education by creating both opportunities and issues. This book

aims to promote understanding between Taiwan and other nations with strong digital

competitiveness when it comes to establishing digital literacy in elementary and

secondary schools. It also enables countries to share their experience in developing

digital learning, global reference, and shared prosperity.

According to OECD Publishing (2021), the COVID-19 pandemic has led to a

shift towards online learning in higher education, highlighting the significance of good

digital technology. A report issued by the European Commission, the Hungarian

Ministry of Innovation and Technology, and the OECD's Directorate for Education and

Skills assesses Hungary's digital transformation, gives policy recommendations, and

suggests the establishment of a monitoring system to follow digitalization.

According to Tour et al. (2022), the book looks into the use of digital literacies

in adult English language instruction for migrant and refugee adults. It takes readers

inside Langfield, an adult community-based center, where they learn about the

educational techniques, attitudes, and practices of adult learners, teachers, and the

organization's CEO. The book examines the strengths and needs of this distinct and

complex educational sector, with implications for practice, policy, and research.

In summary, the efficiency and effectiveness of a digital strategy are crucial

because they streamline processes, maximize resource usage, and improve output,

ultimately driving innovation and competitiveness in today's rapidly changing digital

market.
 43

Related Studies

Academic Early Alert Utilization

According to the studies conducted by Jessica Groomer Smith (2018), Faculty

members at West Texas A&M University can recommend students to Advising

Services through the Early Alert Warning system, which was put in place for new

freshmen enrolled in core curriculum courses. After Advising Services receives these

referrals, it contacts the students to offer assistance. The goal of the study is to

determine whether the time of an Early Alert warning affects its usefulness, even

though the system is available to staff and students at all undergraduate levels of the

University. The Early Alert Warning system allows instructors to recommend

incoming freshmen enrolled in core curriculum courses to Advising Services for

support; this is the topic of the study.

According to a study that was conducted at The University of Missouri (2022),

research is scarce on the efficacy of academic early alert technology in higher

education, and there is a lack of insight into the viewpoints of academic advisors

regarding these systems. The majority of studies prioritize examining student outcomes

over understanding the experiences of academic advisors who interact with the

systems. Commonly used statistical measures such as First Time in College students

and retention rates are utilized to evaluate effectiveness. Although some studies

investigate the perspectives of instructors or students, there remains a noticeable gap in

comprehending academic advisors' attitudes toward early alert technologies.

There is a noticeable lack of research on the effectiveness of academic early

alert technology in higher education and a limited understanding of academic advisors'

 44

perspectives on these systems. Most studies focus on analyzing student outcomes rather

than exploring the experiences of advisors who use these systems

According to the studies that Sue Ann Cecilia Curran (2022) conducted, some

early alert interventions may involve personal outreach by college staff through phone

calls or text messages (Choi et al., 2018). At Care Community College, when faculty

issue an early alert, the system automatically sends an email to students at risk of failing

a course. This email intervention can help establish a connection between the student

and either the faculty member or an advisor. This study focuses on understanding how

students perceive the early alert system and how interactions and relationships are

developed between students, faculty, and advisors through this phenomenon.

According to the studies conducted by Chris R. Patterson, Emily York, Danielle

Maxham, Rudy Molina, and Paul Mabrey (2023) titled, Applying a Responsible

Innovation Framework in Developing an Equitable Early Alert System, the retention

of students in higher education is a pressing issue in the United States, with implications

that go beyond academic achievement to encompass equity concerns. Despite

education being a pathway to economic and social progress, there are enduring

disparities, notably among Black, Indigenous, and first-generation students compared

to their white and continuing education peers (National Center for Education Statistics,

2022). Although some historically white institutions may have retention rates

surpassing the national average, disparities persist across various social dimensions,

including race, gender, socioeconomic status, and first-generation status. It is essential

to tackle these inequities to combat the marginalization faced by students of color and

first-generation students. Therefore, disaggregating retention data is vital for

 45

institutions committed to examining and remedying disparities across diverse segments

of the student population.

According to the study conducted by Leah Marcal (2023), Nearly 60 % of

respondents who received an early alert agreed that the early alert system helped them

improve their grades in ECON 160. However, the early alert pilot does not seem to

enhance exam performance. On average, students who receive early alerts achieve

midterm scores that are 7.1 points lower than those who do not receive alerts.

Furthermore, students with early alerts tend to have lower CSUN GPAs, take more

developmental math courses, and possess lower math SAT scores.

Getting an early alert doesn't seem to help students who are struggling in ECON

160. Students who received early alerts in fall 2018 achieved midterm scores similar to

those of students in fall 2014, despite both groups having similarly low average Aplia

quiz scores before the midterm. Except for total units completed and verbal SAT scores,

both groups of struggling students have similar characteristics.

According to the studies conducted by Mydin and Surat (2021), Doctoral

education aims to develop graduates skilled in research, publishing, and academic

ethics, beyond just thesis completion. However, there's a lack of research on how early-

career academics perceive doctoral-level research. This qualitative study aimed to fill

this gap by examining factors influencing the research capability of early-career

academics. Through interviews, it explored research, publication, supervision, and

networking among 19 academics in Malaysia. The analysis highlighted the role of

supervision, individual scholarly engagement, and institutional support in enhancing

research capabilities. It emphasized the need for doctoral programs to recognize the
 46

phased nature of skill development, stressing the importance of research courses and

supervisor guidance in fostering independent scholarship.

According to Dwyer (2017) of the University of Wisconsin-La Crosse, student

dropout rates have posed a major issue in higher education, especially in community

colleges for many years. Specifically, data from Fall 2013 to Fall 2014 shows that only

59.3 percent of first-time postsecondary students were retained, with even lower rates

(46.9 percent) observed in two-year colleges (National Student Clearinghouse, 2015a).

In efforts to improve student retention, institutional leaders commonly turn to early

alert systems as a crucial component of strategies aimed at enhancing student success.

In 2013, The Virginia Community College System (VCCS) introduced an early alert

system. This quantitative study aimed to investigate the correlation between the

adoption of this system and student retention rates among those enrolled in

developmental education and college-level courses within the VCCS. Utilizing pre-

existing data supplied by the VCCS Office of Institutional Research and Effectiveness,

the study employed a quasi-experimental, nonrandomized research design with

matched-control groups to assess the system's impact on student persistence.

According to studies by O'Malley (2019), Theories on student retention and

departure have provided valuable insights into how specific characteristics can

influence students' decisions to stay enrolled. Colleges and universities have turned to

early alert systems like the IU FLAGS system to engage with students meaningfully,

guiding them toward success, especially as more states adopt performance-based

funding and formalize accountability measures. The relationship between key

stakeholders in student success, including the state and public institutions, as well as
 47

institutions and faculty, forms the basis of change theory in this context. Course

completion and retention to the fall semester showed statistically significant and

positive relationships with faculty use of FLAGS early alerts. While the research design

limits generalizability to the sampled student population, it still holds meaningful

implications for future research and practice. The main takeaway from this study is that

early alert systems, particularly when utilized by faculty focused on teaching in general

education classes, can effectively contribute to student success.

The study found positive relationships between faculty use of early alerts and

course completion and retention in the fall semester. While the research design limits

generalizability, it offers valuable insights for future research and practice,

emphasizing the effectiveness of early alert systems when utilized by faculty focused

on teaching in general education classes.

As stated by Campbell (2022), In early childhood education and care, there are

few non-invasive methods for recognizing high academic potential, and the complexity

of cognitive development implies that a mix of screening instruments may be required.

This study involves 136 Norwegian students from kindergarten through the eighth

grade and looks at the validity and reliability of three different instruments both

separately and together. While a combined mean score of the items showed to be the

most valid and reliable screening approach, systematic mistakes pertaining to the

mother's educational level and gender were also detected. The study intends to address

these three research topics. As such, care should be taken when handling similar

equipment.
 48

This research investigates the shortage of non-invasive tools for identifying

high academic potential in early childhood education and care. It explores the reliability

and validity of three screening instruments, both individually and in combination,

through a longitudinal study involving 136 Norwegian children from kindergarten to

8th grade. The study addresses three key questions: the accuracy of these instruments

in identifying high academic potential in kindergarten, their consistency with academic

achievement in 8th grade, and potential biases influenced by factors such as gender,

family income, birth semester, or maternal education level. While a combined mean

score of the instruments is deemed the most reliable and valid screening method,

caution is warranted due to identified systematic errors associated with gender and

maternal education level.

According to Cai, Lewis, and Higdon (2015), a new early-alert system called

MavCLASS was created and tested in a large introductory math class attended by 611

first-year students. It aimed to identify students at risk academically and send alert

messages accordingly. The study discovered a notable link between the alert messages

students received and their subsequent visits to the university's tutor center.

Additionally, students who utilized the tutoring center showed signs of academic

improvement throughout the semester. The findings suggest that an early alert system

that provides personalized feedback from instructors is associated with increased

assistance-seeking behaviors among at-risk students in large introductory classes.

This study discusses the development and implementation of an early-alert

system, known as MavCLASS, within a large introductory math class attended by first-

year students. The study found a significant correlation between the alert messages sent
 49

to students and their subsequent visits to the university's tutor center. Moreover, it

observed that students who availed themselves of the tutor center's services showed

improvement in their academic performance for the semester. This suggests that early-

alert systems that offer personalized feedback from instructors can effectively

encourage at-risk students to seek assistance, leading to better outcomes in their

academic endeavors.

Parent Assistance in Student Learning

In the ever-changing world of education, parents' support of their children's

learning is more important than ever. Beyond conventional ideas of involvement,

parental support for students' education signifies a cooperative collaboration between

the home and the school, with the common objective of ensuring that every kid has a

successful educational journey. This proactive involvement acknowledges the

significant influence parents have on a student's general well-being, personal growth,

and academic achievement. Parents have a major role in a child's learning process

because they are their child's first and most permanent teachers. The inclusion of family

involvement in the educational process highlights the significance of fostering an

atmosphere in which parents and teachers collaborate to help each student reach their

greatest potential. Helping with homework, creating a positive learning environment at

home, attending school events, and utilizing cutting-edge educational tools are just a

few of the many activities that make up this collaborative approach. To give children a

complete support network that goes beyond conventional academic bounds, we want

to seamlessly integrate the efforts of parents and educators into the home and

classroom.
 50

As stated by Abdul-Adil et al. (2008), Strong parental involvement, in

particular, has been linked to positive attitudes toward education, a child's preparedness

and success in school, attendance, and enrollment in postsecondary education (Epstein

& Dauber, 1991; Henderson & Berla, 1994; Reynolds, Weissberg, Zellman &

Waterman, 1998; Stevenson & Baker, 1987; & Kasprow, 1992). Despite the limits of

the available studies, parental participation is now viewed as a promising technique for

increasing children's successful school performance.

As mentioned by Barnard (2009), There is minimal evidence that parental

involvement in elementary school improves children's academic performance in high

school. Even after controlling for baseline characteristics and risk variables, parental

involvement in school was significantly associated with lower rates of high school

dropout, higher on-time high school completion, and highest grade completed. The

findings of this study suggest that early childhood education should prioritize parental

involvement in the classroom.

According to Green C et al. (2008), This study investigated a theoretical model's

ability to predict the types and intensities of parental participation in elementary and

middle school. Parental motivation for involvement, how people interpreted invitations

to participate from others, and perceived life environment features were all predictor

variables. Even after controlling for family socioeconomic status, analyses of the

responses of 853 parents of first- through sixth-graders enrolled in a multicultural

metropolitan public school system in the mid-southern United States revealed that

model constructs predicted a significant portion of the variance in parents' involvement

at home and school. The predictive value of specific model constructs varied across
 51

parents of elementary and intermediate school-aged children. The findings are

supported by research on school procedures and family participation.

As mentioned by the National Clearinghouse for English Language Acquisition

(2020), Family and community participation are critical components of student success.

With COVID-19-related school closures and the shift to online learning, many schools

are focusing on maintaining involvement with English learner (EL) families and

communities, as well as ensuring two-way communication to strengthen school.

Parental involvement is viewed by policymakers as an important component of school

reform attempts. School-based parental involvement is successful, but it also indicates

that schools should look into more effective strategies to harness low-income families'

social capital. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

In terms of role expectations, parents and teachers agreed that they should

support one another's duties, that parents should be more responsible than schools for

teaching social skills, and that families and schools should share responsibility for their

children's academic performance. Teachers had higher expectations for parent

engagement than parents, which increased when parent-teacher communication

increased and the school climate improved.

In a study by Ross (2016), He studies the impact of various aspects of parental

participation on high school completion and postsecondary attendance (with a focus on

dropouts who later obtained GEDs and went on to college). The results reveal that

parents' educational expectations for their children have a considerable impact on

whether students from all backgrounds complete high school and enter a postsecondary

institution. This study also reveals that parental involvement in school functions is a
 52

substantial favorable predictor of both high school completion and postsecondary

enrollment, whereas communication between parents and schools about their children's

school troubles is negatively related with both outcomes. The consequences of

increasing developmentally appropriate and culturally responsive policies for family

and school involvement are highlighted.

Although family-school relationship is critical for child and adolescent

development, most research, programs, and policies have concentrated on elementary

children and settings. The current study goes beyond elementary school settings to

investigate the unique and common effects of developmental context to family-school

interaction (both across and within elementary and middle schools). The data came

from two randomized controlled trials that assessed the effectiveness of teacher training

in universal classroom management methods.

Family-school partnership (FSP) interventions take advantage of relationships

between families and schools, with parents and teachers working together to improve

child development through activities that span both settings. The current meta-analysis

examined the impact of FSP interventions on children's academic and social-emotional

skills. Certain Family-School Partnership intervention components were more effective

with older students. There were no significant moderating effects in race/ethnicity,

showing that the FSP intervention components were helpful for all participants. Overall,

the findings lend additional support to the use of FSP treatments to improve youth

outcomes. Future meta-analyses should incorporate single-case design studies and

investigate novel combinations of FSP intervention components.

 53

According to Berger, et al. (2015), Parents as Partners in Education explores

various family arrangements, the history of family-school collaboration, present

concerns, and demographic changes affecting American communities and schools. It

also discusses how to build great relationships with parents and encourage their

involvement in their children's education (PreK–Grade 4). One of the book's key

themes is the value of knowledge funds for children's growth and strong family

relationships—the information that youngsters get from their parents. The concept of

identity finances has been added to this version to help educators acquire a greater self-

awareness. The authors integrate these principles throughout the book to assist

educators better understand child development and demonstrate how children grow in

the setting of schooling.

The study found that parents' involvement in their children's education has a

constant and favorable impact on academic achievement and self-concept. Parents

increasingly believe that schools must answer to them and that they have the right and

obligation to participate in school management and leadership. Parental involvement

in education is a modern parenting technique that has the potential to benefit both

children and schools, but it may also be problematic.

Student achievement is most strongly influenced by parental involvement in

their children's at-home learning. Involving parents in school-based activities is a

standard practice in most schools, however research shows that it has little to no

influence on future learning and accomplishment for young people.

 54

Teacher’s Assistance in Student Learning

Teacher Support for Student Learning" involves the guidance and interventions

teachers provide to improve students' comprehension, skills, and overall academic

success. This encompasses tailored instruction, small group activities, constructive

feedback, tutoring, and the integration of technology. The goal is to meet diverse

student needs while cultivating positive teacher-student relationships.

As stated by Langdon and Wittenberg (2019) a study exploring the impact of

supportive training on Graduate Teaching Assistants (GTAs) in a college/university

physical activity program. Given the unique challenges faced by GTAs in instructing

undergraduate students, the study aimed to provide in-depth perspectives through the

reflections of GTAs on the training process, aligning with the principles of self-

determination theory.

The study investigates the impact of need-supportive training on graduate

teaching assistants in a university's physical activity program, aiming to understand

their perspectives and challenges in teaching undergraduates, aligning with self-

determination theory principles. The research provides valuable insights into enhancing

the effectiveness of instruction within the unique context of physical activity courses

in higher education.

According to Thanaporn and Neil (2020), to scale on-demand assistance for

online learning, the study implemented Teacher Assist within Assessment. This system

empowered teachers to create on-demand assistance for assigned problems, resulting

in 40,292 instances of assistance for 25,957 different problems over three years. Large-

scale experiments demonstrated that students receiving crowd-sourced on-demand

 55

assistance from one teacher exhibited significant improvement in subsequent problem

performance, confirming the effectiveness of this approach for enhancing student

learning.

The effort to scale on-demand assistance for online learning through the

implementation of Teacher Assist within Assessments is noteworthy. Allowing teachers

to create on-demand assistance resulted in a substantial number of instances for a

diverse range of problems over three years. The observed significant improvement in

student performance following the utilization of crowd-sourced on-demand assistance

underscores the effectiveness of this approach, providing valuable insights for

enhancing student learning in online education.

According to Rafael Santos et. Al. (2015), This paper addresses the challenge

of developing an effective teaching-learning process that accommodates individual

learning paces within a group of students. The authors introduce a web-based assisted

learning tool named e Tutor, designed to monitor and report students' learning behavior

to the teacher. e Tutor also executes pre-configured actions, such as displaying videos

or text, based on the current state of student learning. The tool was tested in two topics

with two student groups, and the evaluation demonstrated its efficacy in promoting

student assistance, enabling teachers to better engage with and support their students.

The e-Tutor tool, designed to address individual learning paces within

student groups, stands out for its ability to monitor and report students' learning

behavior. By incorporating preconfigured actions based on students' learning states, the

tool enhances teacher support. Testing showed improved student assistance and closer
 56

teacher-student engagement, indicating the tool's promising potential to enhance the

teaching-learning process.

According to Wilson and Danette (2022), This qualitative phenomenological

study explores K-1 teachers' perceptions of technology supporting literacy

development for children with reading disabilities. The research aims to understand the

influence of these technologies on reading comprehension and low test scores. The

study reveals that teachers find technology beneficial in efficiently instructing students,

providing tailored teaching, monitoring progress, fostering confidence and motivation,

and aiding students in achieving target test scores. Themes arising from interviews and

shared experiences highlight the positive impact of technological tools and activities in

supporting literacy development, emphasizing their role in enhancing learning for

students with reading disabilities or delays.

This study highlights K-1 teachers' positive views on technology's

effectiveness in supporting literacy development for children with reading disabilities.

Teachers find it beneficial for tailored instruction, progress monitoring, and boosting

confidence and motivation, ultimately improving test scores. The findings underscore

technology's valuable role in enhancing literacy skills for students facing reading

challenges.

Eleni's (2022) case study involved 50 multilingual and multicultural ESL

student-teachers engaged in Educational Digital Storytelling (EDS) using Canva to

create stories incorporating text, images, videos, podcasts, and infographics. The goal

was to enhance academic performance and motivation while exploring attitudes toward

this dynamic instructional strategy. Results from quantitative and qualitative analyses
 57

indicated improvements in writing, critical thinking, self-confidence, and intercultural

awareness. Despite challenges for some non-traditional students, overall, learners

expressed pride in their digital stories and found EDS rewarding, expressing a desire

to explore it further in other modules. The study highlights the potential of EDS for

inclusive and integrated learning, suggesting implications for higher education teaching

practices.

In this case study, the integration of Educational Digital Storytelling (EDS)

using Canva demonstrated positive outcomes for multilingual ESL student-teachers,

fostering improvements in writing, critical thinking, self-confidence, and intercultural

awareness. Despite challenges faced by non-traditional students, the overall enthusiasm

expressed by learners underscores the potential of EDS as a rewarding and inclusive

instructional strategy, with implications for enhancing higher education teaching

practices.

According to Catherine et al (2016), the Every Student Succeeds Act (ESSA)

introduces significant changes to the role of tests in state education systems,

emphasizing a broader set of factors in school accountability beyond test scores. This

report suggests principles for developing effective assessment systems, conducting

alignment studies, supporting districts in selecting high-quality tests, ensuring timely

delivery of test results, and increasing the overall value of tests for schools, parents,

and students. The recommendations aim to refine testing systems under ESSA,

acknowledging the continued importance of standardized testing while emphasizing

usefulness and value for educational improvement.

 58

The recommendations provided in this report offer a thoughtful approach to

refining testing systems under the Every Student Succeeds Act (ESSA), recognizing

the need for comprehensive assessments while addressing concerns related to their

effectiveness and value. By emphasizing principles, alignment studies, timely delivery

of results, and increased test value, the report advocates for a balanced and improved

testing framework that aligns with the evolving landscape of education policy

According to Dazhi and Sally (2020), The paper reviews technology-use

strategies for supporting student learning in integrated STEM (Science, Technology,

Engineering, and Mathematics) learning environments. It identifies four key strategies,

including providing authentic learning contexts, offering web-based inquiry

environments, utilizing immersive and interactive technology, and transforming

students into creators. The study addresses challenges and offers practical implications

and research directions for technology-supported learning in integrated STEM settings.

The paper emphasizes crucial technology-use strategies for enhancing

student learning in integrated STEM environments. By focusing on authentic contexts,

web-based inquiries, immersive technology, and student creativity, it provides valuable

insights for educators navigating the challenges of integrated STEM learning.

According to Rebecca (2021), The document provides a comprehensive

review of research, evaluation, resources, and stakeholder knowledge concerning

"Remote Learning Support for Students with Disabilities." Utilizing databases such as

Google Scholar and EBSCO, the review covers literature from peer-reviewed journals,

conference papers, reports, and resources from education research centers, with a focus

on studies and sources published from 2000-2020. Findings reveal that challenges in
 59

remote learning for students with disabilities are not new, and the last five years have

seen the development of numerous resources, with emerging themes detailed in the

review.

The document presents a valuable overview of the research landscape on

"Remote Learning Support for Students with Disabilities," drawing from a variety of

reputable sources. By summarizing findings and categorizing resources, it provides a

useful reference for educators, researchers, and stakeholders involved in addressing the

challenges of remote learning for students with disabilities.

According to Colleen and Iverson (2022), The study explores the

implementation of digital story assignments in social work courses, assessing

undergraduate and graduate students' perceptions and learning outcomes. Findings

indicate high satisfaction, positive impacts on social work competencies, and

challenges related to technology learning curves and group projects. The study suggests

that digital story assignments offer a valuable tool for enhancing engagement, fostering

advocacy skills, and building digital literacy in social work education.

The study underscores the positive impact of digital story assignments in

social work education, enhancing key competencies and fostering creativity. While

acknowledging challenges, it highlights the potential of such assignments in preparing

students for the digital demands of 21st-century social work practice.

According to Marinenko and Olga (2021), international students studying

abroad face challenges, leading universities to offer extra help. However, not much is

known about the support teachers provide. The study aimed to find out what kind of

help teachers give and which ones are more likely to help. They surveyed a quarter of
 60

the teachers at Belarusian-Russian University. They found that popular ways to help

international students included simplifying assignments, using interactive projectors,

and encouraging personal guidance. Teachers also understood the problems

international students face and tried to create friendly classrooms. Middle-career

teachers were most active in helping. The study suggests that universities should give

more support to international students and train teachers accordingly

This study found that international students often need extra help while

studying abroad. Teachers use various methods like simplifying assignments and

encouraging personal guidance to support them. Middle-career teachers are particularly

active in this. The study suggests that universities should provide more support and

training for teachers to assist international students better.

Technological Aid on Academic Monitoring

According to Angelo (2018), Maintaining a thorough comprehension of course

material while staying up to date with contemporary digital developments is crucial for

students as the workforce and educational system change to become more

technologically literate. Introducing technology into the classroom gives teachers a

priceless chance to improve student participation and academic achievement. Through

the use of digital platforms, students can work together with peers, explore creativity

through technical features, engage in higher-order thinking skills, take part in inquiry-

based learning, synthesize data from many sources, and create an online social

presence. While integrating technology into the curriculum makes the classroom more

student-centered, teachers are still crucial in guiding comprehension, providing

support, and making the required arrangements to guarantee that students are there and
 61

making progress. In general, educators and students view technology integration

favorably and believe it enhances student pleasure, encourages engagement, and helps

kids succeed academically. One example of an educational social media network that

works to improve learning is Edmodo, which enables students to accomplish learning

objectives, work with peers and teachers after school, and improve their technological

proficiency. This is only one of the numerous technological tools that can be used to

improve teaching and learning across the curriculum.

The study emphasizes the significance of integrating technology into education

to improve student learning experiences and prepare them for a tech-driven workforce.

It highlights the role of teachers in guiding students, and leveraging digital platforms

for collaboration, creativity, and critical thinking. The statement also highlights the

positive views of educators and students towards technology integration, highlighting

the transformative potential of technology in education.

According to Gorra (2016) who conducted a study from different state colleges

and universities in the Caraga region of the Philippines, the issue of unexpected

outcomes from using technology in the classroom is crucial because consequences have

the potential to disturb learning environments and undermine institutional guidelines

about strategic guidance and assistance during the teaching and learning process. The

most recent research on using e-learning for While teachers focus on elements that

boost e-learning efficiency, there isn’t much study on the unexpected effects of online

learning, especially as it relates to underdeveloped nations. The majority of the benefits

that were seen were immediate emailing and receiving, research, lesson inquiry on

homework, and messaging through chat through using the internet to browse, collect
 62

data, download information, and exchange cultural experiences via the internet with

other people. One of the detrimental effects that students mentioned was using social

media while in class, using social media sites like Facebook and Twitter, playing

games, listening to music, responding to calls, downloading, and using copyrighted

materials. It is further observed that the incidence of positive and negative

consequences varies with the use of technology.

In this study, the researchers learned about the importance of considering both

positive and negative consequences when implementing technology in the classroom,

particularly in higher education institutions in the Philippines. The study aimed to fill

a research gap by investigating the impact of technology use on classroom activities,

focusing on both benefits like immediate communication and access to information, as

well as drawbacks such as distraction from social media and copyright infringement.

The findings suggest that the effects of technology use vary among students and can

have significant implications for learning environments.

Sena et al. (2023) stated that the science I teachers at Letran Calamba presently

use PowerPoint presentations for discussions and lectures, and pen and paper for

quizzes and assessments. Unfortunately, the Grade 5 pupils’ interest in the subject was

not sustained nor engaged by these instructional resources. The students were

struggling to keep up with the material, which made their activity scores below average.

The suggested system is a multimedia learning tool that can provide accurate reports,

make assessments, and upload and download educational content. While taking an

evaluation, the user can engage and have fun on the system’s game-based platform. Its

goal is to encourage more active learning among the students in the science course. A
 63

pre-assessment survey was used to find out what obstacles the fifth-grade science

students faced. However, a post-assessment survey was also carried out to find out what

the customer thought of the system that was designed. The researchers discovered that

the system might improve traditional teaching methods, increase accessibility to

learning, and make learning more engaging for students. It might solve the issue of

students losing interest in and motivation to learn the material as a result of inadequate

and ineffective learning resources.

Sena et al.’s study reveals that science teachers at Letran Calamba primarily use

PowerPoint presentations and pen and paper for discussions and quizzes, which fail to

sustain interest in Grade 5 students. To address this, they propose implementing a

multimedia learning tool with accurate reporting, assessment functionalities, and a

game-based platform. Surveys show potential improvements in traditional teaching

methods, increased accessibility, and enhanced student engagement, addressing issues

of lost interest and motivation due to inadequate resources.

The need for an industry with a workforce that is both skilled and equipped is

expanding in tandem with the rapid improvements in technology. While many nations

throughout the world have addressed this gap between academic curricula and business

needs through programs like the K–12 educational system, some, like the Philippines,

have just recently begun to adopt it (Almerino, 2020). By employing a standardized

method to assess K–12 student performance, this research aims to address these issues.

In this study, scholastic abilities are measured using the Scholastic Abilities Test for

Adults, a standardized test for assessing adults’ academic competency. The paper’s

descriptive analysis could be useful in creating stronger foundations for strategies

 64

aimed at aligning the current K–12 educational system with business and global

demands. Furthermore, the findings of this study will help stakeholders supervise plans

aimed at filling existing deficiencies in the nation’s K–12 educational system.

From the excerpt provided, the study focuses on evaluating the effectiveness of

the K–12 educational system in the Philippines, particularly in addressing the gap

between academic curricula and the needs of the industry. The study utilizes a

standardized assessment method, specifically the Scholastic Abilities Test for Adults,

to measure the scholastic abilities of K–12 students. The aim is to understand the

current state of the educational system and identify areas for improvement to better

align with business and global demands. The findings of the study are expected to

inform stakeholders in developing strategies to address deficiencies in the K–12 system

and ensure that students are equipped with the necessary skills and competencies for

the workforce.

The primary objective of this study conducted by Barinova et al. (2018) is to

gather feedback on the computer science lessons to implement a series of adjustments

in the curriculum that will improve the effectiveness of the teaching process. Using

information and communication technology to help find a solution for increasing

efficiency is one potential technique to solve such a challenge. The current study aims

to implement a process for teachers’ intentional acquisition of monitoring abilities and

to develop monitoring of the educational process of Computer Science lessons through

the use of information and communication technologies. The key strategy is

monitoring, which can raise the standard of instruction in computer science classes by

spotting issues and encouraging focused individual work. The paper discusses the
 65

detailed methodology used for the monitoring system in computer science lectures. The

introduction and motivational, reproductive, productive, and final stages are all

included in this algorithm. The traceability of the educational process, the phased

examination, and the progress assessment during computer science sessions are the

unique aspects of monitoring. Phased monitoring is being implemented in Computer

Science lessons with the goals of improving classroom management, creating

instructional materials, and conducting an unbiased assessment of students’ progress.

In the study conducted by Barinova et al. (2018), the primary focus is on

enhancing the effectiveness of computer science teaching through the implementation

of adjustments in the curriculum. They propose using information and communication

technology to facilitate this process. The study emphasizes the importance of

monitoring as a key strategy to elevate the quality of instruction in computer science

classes by identifying issues and promoting focused individual work. The paper

outlines a detailed methodology for implementing a monitoring system in computer

science lectures, which includes various stages such as introduction, motivational,

reproductive, productive, and final stages. The unique aspects of this monitoring

system include traceability of the educational process, phased examination, and

progress assessment during computer science sessions. The ultimate goal of

implementing phased monitoring is to improve classroom management, develop

instructional materials, and provide an unbiased assessment of students’ progress.

This descriptive study examined by Monserate (2018) shows how students and

teachers use computers and what impact it has on the student’s performance in both

public and private education. The elements influencing one’s own technological
 66

efficacy, use, and emphasis were on teaching proficiency and students’ academic

success. Survey instruments, focus groups. Interviews with key informants and

discussions were conducted. 436 kids and 97 teachers were among the respondents

made up of the 19 secondary public and private schools located in District VI, Division

of Negros Occidental. The results showed that there are substantial correlation between

pupils’ technological and digital literacy and academic achievement usage as well as

their family’s income. Data indicated that a student’s academic achievement is

significantly impacted both by the teacher’s proficiency with technology and their

ability to educate effectively. Grade 7 students of private and public schools utilize

technology the least while fourth-year students utilize technology the most. Regarding

self-efficacy, there was no discernible variation across year levels

Monserate’s study (2018) investigates the impact of technology on students’ academic

performance in both public and private schools. The research involved surveys,

interviews, and discussions with students and teachers from 19 secondary schools.

Statistical analyses revealed a strong correlation between students’ technological

literacy, academic achievement, and family income. Teacher proficiency with

technology also significantly influenced student success. While technology usage

varied among grade levels, self-efficacy remained consistent across the years.

Recently, technology has become more and more integrated into daily life,

providing access to a large volume of information is now easily accessible. The

students of today have matured with technology permeating every aspect of their lives.

To create a twenty-first-century classroom that fits the needs of the pupils, a modern
 67

teacher must consider the impact of technology on inclusionary education and the drive

to learn.

As stated by Francis (2017), A technological solution was developed to meet

this growing demand. The investigation was finished at a 348-student urban charter

school during the technological intervention by use of data examination. Surveys of

students were given out to assess student-specific education programs for each student

were examined, such as perception and motivation, and classroom.

In this study, technology plays a significant role in shaping modern classrooms

to meet the needs of today’s students. The integration of technology aims to enhance

inclusionary education and foster students’ motivation and perception of learning. The

study conducted at a 348-student urban charter school utilized data examination,

surveys, and assessment of individualized education programs to evaluate the impact

of technological interventions on student learning experiences and classroom

dynamics.

As stated by Martin (2022), Our technological advancements must keep up with

the world around us. Technology has been included in education, particularly in the last

few years. This instrument offers an avenue for learner acquisition. Several people have

found that the use of technology in the classroom has impacted students’ development

in both positive and negative ways. In addition to the compromises that come with

integrating technologies. In addition, technology offers as a tool and as the instructor,

two roles to watch. In conclusion, it is critical to comprehend the external elements

influencing the secondary education system, such as social media, diversions, and

attitudes.
 68

The study discusses the importance of technological advancements in

education, particularly in secondary education. It highlights that technology can impact

student development both positively and negatively. The study aims to explore the

impact of technology on student learning in secondary education, as well as the

challenges associated with integrating technology into the classroom. Additionally, it

acknowledges the dual role of technology as both a tool and an instructor. The study

also emphasizes the importance of understanding external factors such as social media,

distractions, and attitudes that influence the secondary education system.

According to Haleem (2022), High-quality education is a cornerstone of the

Sustainable Development 2030 agenda of the United Nations. It aims to ensure that

every student receives an inclusive, high-quality education. Digital technology is now

an essential tool for achieving this goal. By utilizing energy-efficient fossil fuel

substitutes and lowering their carbon footprint, one can readily identify the sources of

emissions, prevent additional harm from happening, and even completely remove

excess greenhouse gas emissions from the environment. The goal of digital technology

is to reduce or eliminate waste and pollution while simultaneously increasing

production and efficiency. These technologies have had a big impact on the educational

system. The COVID-19 pandemic that is currently raging has reinforced the usage of

digital tools in education even more.

From the study by Haleem (2022), The researchers learned that digital

technology plays a crucial role in achieving the United Nations’ sustainable

development goal of quality education by 2030. It aids in identifying emissions sources,

promoting energy-efficient alternatives, and reducing carbon footprints and greenhouse

 69

gas emissions. The COVID-19 pandemic has further accelerated the integration of

digital tools in education, leading to a paradigm shift in the educational system. These

technologies serve various roles, including mentorship, assessment, and co-creation of

information, ultimately making learning more accessible and efficient for students.

While digital advancements ease students’ lives by replacing traditional tools like pen

and paper with software and e-books, the study also addresses the challenges associated

with their use and emphasizes their necessity in modern education.

The study conducted by Carstens et al. (2021) set out to examine how

technology affects students’ ability to learn. Given the dynamic nature of technology,

schools are acquiring more equipment and must use it to enhance the educational

experience for their students. Technology has the potential to enhance student learning,

but it can also have negative effects on the educational process. While technology

makes studying more convenient for students and improves many learning possibilities,

it can also be a tool that excessive reliance may have an adverse influence on students’

ability to acquire fine motor skills and solve problems. To gather input on how

technology affects K–12 educators, the researchers polled in the classroom. This

research helped determine how technology affects student learning. The findings

showed that more training for teachers and students is necessary to better implement

technology in the classroom. Furthermore, this research pointed out that students are

more engaged and comfortable with technology, yet they can become a management

concern.

In the study conducted by Carstens et al. (2021), The researchers learned that

technology has both positive and negative effects on students’ ability to learn. While it
 70

can enhance learning possibilities and make studying more convenient, excessive

reliance on technology may hinder students’ fine motor skills and problem-solving

abilities. The research highlighted the importance of providing more training for

teachers and students to effectively implement technology in the classroom.

Additionally, it revealed that students are more engaged and comfortable with

technology, but it can also pose management concerns for educators.

Web-Based Communication

Web-based communication is any communication done through the use of the

internet such as websites, email, social media, blogs, live chats, video chats, and web

calling. Web-based communication aims to provide a more effective, convenient, and

efficient mode of communication. According to Lucchi (2015) digital technologies

such as the Internet, present new opportunities to organize and access data and

information more efficiently. It has become an integral part of a human's everyday life

and changes the way how they communicate, learn, and conduct business. Web-based

technology can be the present and the future of our tech-based society.

According to Alehpour and Behjat (2016), older adolescents use the Internet for

communication more than younger adolescents. As they get older, they simultaneously

use the internet and offline communication. But due to the lack of social skills most

adolescents are more active in virtual space and less active in an offline environment.

This explains that web-based communication is a trend of today especially for young

adults. The new generation of citizens is inclined to use web-based communication

which is why using it can have a larger impact on a wider population in comparison to

the traditional media.

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According to Joe and Ramakrishnan (2015), the web communication

architecture that they integrated into Vehicular Ad hoc Network (VANET) provides

better communication. It reduces the overheads existing in the previous communication

models. This amplifies that web-based communication can have a larger impact and a

better outcome for a Vehicular Network in comparison to other modes of

communication.

Another project that uses web-based communication is the TRACE project or

“Tracing Food Commodities in Europe”. According to Vermuelen (2009), It uses tools

such as the Intranet and a public website to spread information about food authenticity

and traceability. It was stated that all of these tools are functional as long as all

participants use them and that continuous improvement and harmonization of these

web tools is necessary to improve their use and shorten the project's learning curve for

the researchers involved. This shows that a web-based tool can be effective and

efficient. It can help in disseminating information across the web but constant work

needs to be done to keep it operational and convenient.

Despite the advantages utilizing web-based communication can be challenging

and inconvenient. According to a study conducted by Williamson and Parolin (2012)

using interactive tools for responsive dialog and mutual discourse communication

proved to be a challenge for the Local governments. The main cause of the difficulty

is the lack of technical expertise. The public was also putting a lot of pressure on US

planning departments to improve the functionality of their websites making it tougher

for the departments. This shows that utilizing web-based communication can pose a lot
 72

of problems and difficulties. That is why careful consideration is needed before using

such systems.

In a study conducted by Francisco and Barcelona (2020), they utilized a web-

based classroom called Eliademy and measured its effectiveness. A qualitative

interview is conducted at La Consolacion University Philippines to achieve this goal.

Based on their perceptions of the benefits and drawbacks of the platform, the students

majority agreed that Eliademy may be utilized as an alternative teaching and learning

tool. The study discovered that while Eliademy demands reliable internet connections

and time constraints, it is accessible, and can help users improve time management,

promptness, and challenge themselves.

According to Oducado and Estoque (2021), Online communications can pose a

major challenge. Their study focuses on determining undergraduate nursing students'

stress, satisfaction, and academic performance during their online learning. According

to the findings, undergraduate nursing students found online learning to be both very

stressful (47.2%) and stressful (44.4%) during the COVID-19 pandemic. Furthermore,

during the COVID-19 outbreak, undergraduate nursing students reported moderate

satisfaction (46.3%) and low satisfaction (37%) with their online education. Stress

related to online learning was significantly inversely correlated with both academic

achievement (p=0.012) and satisfaction with online learning (p=0.000). This indicates

another downside of web-based communication where it can be a cause of stress and

low satisfaction in terms of learning and studying through this medium.

As stated by Buan (2010), Students perceived Web 2.0 to be user-friendly for

conducting research and communicating with instructors and peers. They say that these
 73

tools help with online collaboration, social connection, information access, self-

direction, and the development of critical thinking and communication skills. These

Web 2.0 tools include wikis, blogs, media sharing, online collaborative documents, and

social networking sites. Although learning online can be difficult, web-based systems

can help academically in terms of disseminating information thus helping students with

their research and projects.

In a study by Esmaquilan et al. (2023), they aimed to determine the

effectiveness of an online approach to the pupil's academic performance. The degree

of effectiveness with which information and communication technology was employed

in lesson design, delivery, monitoring, and assessment was very high. When

categorized based on the previously indicated characteristics, the degree of

effectiveness of the use of information and communication technology was also very

effective. Furthermore, the student's academic achievements are satisfactory.

According to Soso (2020), The use of an online method in the discussion had

an impact on the student's performance, as shown by the experimental group's better

performance on the post-test than the control group. Students who have been exposed

to the discussion web strategy have become proficient problem solvers, and it,

therefore, matters that they continue to practice and use this strategy in all areas of

mathematics. Although online methods can pose problems to some, this study shows

that they can still be effective and students can still have better performance despite

using web-based communication.

These examples show that web-based communication has proven to be effective

and convenient in many aspects. Web-based communication has helped families,

 74

patients, companies, and organizations to communicate, prepare, transfer, and handling

of data, reduce time consumption, enhance coordination, and relieve mental stress. It

also proved to be efficient by simplifying the work and reducing the time needed to

accomplish the work. These studies help the researchers to see that even though web-

based communication can pose problems and difficulties it can still be effective and

convenient.

Efficiency and Effectiveness of a Digital Approach

As stated by Abid Haleem (2022) digital technologies aim to reduce or

eliminate waste and pollution while boosting productivity and efficiency, claims Abid

Haleem (2022). The educational system has been significantly impacted by these

technologies. The recent COVID-19 Pandemic has solidified the use of digital tools in

education even more. The entire educational system has undergone a paradigm shift as

a result of these digital technologies. For pupils, technological advancements in

education have made life easier. These days, students prepare presentations and

projects utilizing a variety of software and tools rather than pen and paper. An iPad is

rather light in comparison to a stack of notebooks. It's simpler to navigate an e-book

than a thick book. These techniques support raising research interest.

According to Kumi-Yeboah and Kim (2020), In asynchronous online learning

environments, digital technologies, multimedia presentations, and social networking

tools help participants' educational experiences and accomplishments. In order to

interact and contribute to knowledge development within the Learning Management

Systems (LMS) and improve their academic performance in an online setting,

participants utilized digital technologies. The results corroborate the necessity for
 75

virtual educators to use digital tools to promote the academic success and involvement

of learners from a variety of backgrounds in virtual education.

According to Zhylin et al. (2024), Considerable changes are seen in the way

mentors and students engage, in how educational content is developed, and in how

instruments are used to convey information. The contact between professors and

students has been the primary emphasis of digital technology up until now. However,

in the current setting, this approach has developed into comprehensive horizontal

communication throughout the educational community. Most respondents agree that

using digital technologies is a productive and helpful measure. Simultaneously, a

sizable portion of participants utilize digital tools frequently—many of them even on a

daily or weekly basis. This suggests that educators and psychologists generally use

digital tools extensively; Ukrainian respondents mostly emphasize the use of Zoom,

Microsoft Teams, Google Meet, Moodle, Google Classroom, etc. This is in line with

current trends in assessing the impact of digitalization on the professional activities of

teachers and psychologists. The conclusions indicate that it is equally important to

further develop research in the direction of using foreign experience that actively

implements the capabilities of artificial intelligence.

According to Tulinayo, Sentume, and Najjuma (2018), Opportunities provided

by digital technologies enable hybrid, online, and mobile learning. On the other hand,

not much is known about their acceptability and usefulness at higher education

institutions with limited resources. A model is derived from this. Relevant theoretical

and practical consequences have resulted from the findings. It has been investigated to

what degree students incorporate digital tools into their learning processes. We have
 76

approached this from two perspectives: the acceptability of digital technology by

students and their usability. The TAM model and higher education institutions

operating in resource-constrained environments have been the main areas where the

ideas have been used. In these settings, the choice of students to study various topics is

heavily influenced by the particular issues that need to be resolved. This paper aimed

to lay a foundation that enables researchers to reason about the many models of

viewpoints that are already available.

According to Timotheou et al. (2022), The recent COVID-19 epidemic, which

accelerated the use of digital technologies in education, prompted concerns about

digitalization in classrooms. The epidemic brought these challenges to light. The

findings suggest that, in addition to student performance, ICT integration in the

classroom affects stakeholders and several other school-related characteristics.

Furthermore, a variety of factors affect how digital technology impact education. The

study's findings provide insight into how ICTs might help schools undergo a digital

transition and what needs to be taken into account for change to be successful.

According to Trecene (2021), The development of ICT infrastructure, moving

government operations and policies online, encouraging citizen digital engagement,

enacting ICT laws and policies, and closing digital divides were the main objectives of

the Philippine e-Government Master Plan of 2012 and the current Philippine digital

transformation strategy of 2022. Nonetheless, the government's policy initiatives

should acknowledge the relationship between ICT infrastructures, digital literacy, and

the accessibility of inexpensive connectivity.

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According to Nueva (2019), Since the 1980s, most researchers have been

interested in how technology is adapted by society. An increasing number of research

have been conducted that present several angles from which this phenomenon might

be investigated. There are several perspectives on how technology is distributed to its

final consumers. The findings of this study of the literature show that technology is

utilized in the classroom as a platform for communication and cooperation, as well as

to support instruction. Due to their differences in digital proficiency, institutional

perceptions about the use of technology in the classroom, and their own beliefs,

teachers encountered digital inequality. The ability of students to use technology for

academic purposes determines digital inequality in schools, and this ability is linked to

instructors' technological proficiency and interventions.

According to Abella and Dela Rosa (2023), It was discovered that teachers with

fewer than 10 years of experience possess more proficiency in digital literacy. DL and

DC were highly correlated with pre-service education, access to ICT resources, and a

positive attitude toward ICT use. The research's key contribution is its validation of the

usefulness of DC and DL, which can be applied to critically approach new technologies

and incorporate them into digital pedagogy.

As stated by Lagas II and Isip (2023), The implementation of a digitization

program was hampered by a lack of personnel, a dedicated physical area, insufficient

finance, and unsuitable equipment. Instead of being the start of an all-encompassing

plan to offer digital library services, the majority of the respondents' digitization

activities started in reaction to outside stimuli. The sustainability of digitization efforts

is impacted by the project-based methodology used in these operations. The report

 78

suggests setting up additional digitization consulting programs, teaching ICT

applications for digitization in LIS schools, information companies providing

digitization services, communities of practice for digitization, and consortia for pooling

resources. Philippine academic libraries need to assess their short- and long-term

objectives and determine how digitization fits into them in order to meet the demands

of a more robust digital framework that allows for flexible access.

del Mundo (2022), the implementation of a digitization program was hampered

by a lack of personnel, a dedicated physical area, insufficient finance, and unsuitable

equipment. Instead of being the start of an all-encompassing plan to offer digital library

services, the majority of the respondents' digitization activities started in reaction to

outside stimuli. The sustainability of digitization efforts is impacted by the project-

based methodology used in these operations. The report suggests setting up additional

digitization consulting programs, teaching ICT applications for digitization in LIS

schools, information companies providing digitization services, communities of

practice for digitization, and consortia for pooling resources. Philippine academic

libraries need to assess their short- and long-term objectives and determine how

digitization fits into them in order to meet the demands of a more robust digital

framework that allows for flexible access.

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Chapter 3

RESEARCH METHODOLOGY

This chapter provides the research design and statistical treatment used in the

study. Likewise, this identified the research locale, respondents, population, and

sampling techniques. Validation techniques for the instrument and data gathering

complete the procedures utilized.

Specifically, this chapter presents the methods used in the study “Utilization of

Web-based Early Alert System at TRACE College”. It aimed to measure the web-based

early alert system’s efficiency, convenience, and effectiveness compared to the

traditional early alert system.

Research Design
The researchers used the experimental method because it is best suited to the

study's goal of testing and observing the effectiveness of a web-based alert system for

TRACE College students. A quantitative approach was used to analyze the statistical

data gathered from the students and parents’ survey results to determine the

effectiveness of a web-based early alert system.

According to Mitchell (2015), the main objective of experimental research

design is to create studies with strong causal (internal) validity. Randomized

experimental designs provide the highest levels of causal validity. There are several

potential threats to the causal validity of quasi-experimental approaches. The level of

causal validity provided by new quasi-experimental designs adapted from disciplines

other than criminology is comparable to experimental designs.

The research focused primarily on Grade 12 Humanities and Social Sciences

(HUMSS) and Technical Vocational Livelihood – Information Communication

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Technology (TVL – ICT) students. The researchers employed the web-based early alert

system for the second semester - third quarter.

Three parts of the questionnaire were dedicated to efficiency, convenience, and

effectiveness. Thirty-six (36) pupils and nine (9) teachers were the respondents. After

sending and receiving the early warning, the researchers surveyed to evaluate the

effectiveness of the online early warning system.

Research Locale

The study was conducted at TRACE College, located in El Danda Street, Brgy.

Batong Malake, Los Baños, Laguna, Philippines- the main educational setting for this

study, which provided a suitable environment for putting the web-based alert system

into action. The TRACE students along with their respective teachers contributed to

the comprehensive gathering of information required to evaluate the system's

effectiveness.

Population and Sampling

The population of this study included students under the Technical Vocational

and Livelihood – Information Communication Technology (TVL – ICT) strand which

consists of fifty-seven (57) students and students under the Section A of Humanities

and Social Sciences (HUMSS) strand consisting of thirty-eight (38) students. This

study’s repondents also included the teachers of the Basic Education Department, in

total, there are forty-eight (48) teachers in the said department.

From the said population, the researcher used the Purposive Sampling

Technique to determine the main respondent for the study. As indicated by Creswell

(2014), Purposive sampling involves choosing participants thoroughly to see if they

 81

can shed light on your research subject. Choosing participants for purposeful sampling

entails doing so because you think they could add value to your analysis.

The respondents were chosen purposively since the study is primarily focused

on students with early alerts. This is for the reason that they were the ones who could

give clear insights into the effectiveness of the Web-based Early Alert System.

Respondents of the Study

The targeted respondents of the study were composed of twenty-two (22)

students from the Grade 12 Technical Vocational and Livelihood – Information

Communication Technology (TVL – ICT) and fourteen (14) students from the section

A of the Humanities and Social Sciences (HUMSS) strand of TRACE College for the

Academic Year 2023 – 2024 and their respective subject teachers. The teachers were

composed of nine (9) teachers from the Grade 12 HUMSS-A and TVL-ICT. The

respondents were chosen to offer their perspectives on the use of a web-based early

alert system. In total, the research had 45 respondents.

Research Instrument

Survey-style questionnaires were used by the researchers to collect data from

the students and teachers. The questionnaire was used as the main data-gathering

instrument for the study.

The questionnaire had three sections consisting of efficiency, convenience, and

effectiveness that will assess the website’s level of usability.

Validation of the Instrument

Before being administered, the questionnaire had been checked, assessed, and

scrutinized with the research adviser for validation purposes in order to gain feedback
 82

on its layout, statement structure, and appropriateness for the intended respondents.

The researchers then sought the expertise of two external validators. Afterwards, the

instrument was then critiqued by a Language Critic. Lastly, the researchers consulted

a statistician. The researchers sought valuable feedback to enhance the quality and

depth of their study, appreciating the validators' time and expertise in this matter.

Data Gathering Procedures

The researchers first secured the necessary permits through a Request Letter at

the Office of the Principal of TRACE College. After securing the necessary permits,

permission from the research adviser was sought to conduct instructional material used

for the questionnaire.

A. Development of Questionnaire. The questionnaire was prepared in three (3)

sections consisting the Level of Efficiency, Convenience, and Effectiveness

B. Validation of the Questionnaire. The research adviser, external validators, and

language critic then checked and evaluated the content of the survey in terms of the

distribution of questions, grammar, and accuracy of the survey before administration.

C. Administration of the Questionnaire. The instrument was administered to thirty-

six (36) Grade 12 HUMSS and TVL-ICT students and their nine (9) subject teachers.

D. Transcription, Analysis, and Interpretation. Afterward, transcriptions of the

survey and analysis of the results of the study were done using the quantitative method.

This is followed by the analysis and interpretation of the gathered data.

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Ethical Considerations

To ensure the success of this research, every respondent in this study was

assured of their safety and the confidentiality of their data. Each one understood the

purpose of the study and how it could support appropriate communication between

parents, teachers, and students and they voluntarily shared their knowledge and

perspectives on the importance of using web-based early alerts in contrast with the

traditional early alert system. Additionally, respondents were also considered during

the process of conducting the research giving them protection from any possible

problems associated with this research.

Treatment of Quantitative Data

The researchers utilized the mean and standard deviation. According to Frost

(2023), in mathematics and statistics, the mean is a single number representing a

dataset's center point or usual value. It summarizes the entire dataset. The most often

used indicator of central tendency is the arithmetic mean, as it is also known. It's

commonly referred to as the "average”.

According to Cheung (2023), Standard Deviation is a measurement with respect

to the mean. If the standard deviation is small, it suggests that the data points are closely

packed around the mean. If the standard deviation is large, it suggests that the data

points are distant from the mean.

A survey was conducted on students and teachers to determine the level of

usability of the TRACE College Web-based Early Alert System. The data collected

were encoded and analyzed. The weighted mean and standard deviation determined the
 84

level of efficiency, convenience, effectiveness, and satisfaction. The following scale

points and adjectival interpretation were referred to for analysis.

Scale Points Range Adjectival Interpretation

4 3.51-4.00 Strongly Agree (SA)

3 2.51-3.50 Agree (A)

2 1.51-2.50 Disagree (D)

1 1.00-1.50 Strongly Disagree (SD)

The researchers also utilized an independent t-test. According to Bevans

(2023), A statistical test for comparing the means of two groups is called a t-test. It

is frequently employed in hypothesis testing to ascertain whether two groups are

distinct from one another or whether a procedure or treatment genuinely affects the

population of interest.

The independent t-test was used to determine if there is a significant

difference between the level of usability and functionality of the TRACE College

Web-Based Early Alert System as rated by teachers and students.

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Chapter 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter presents a comprehensive analysis and interpretation of gathered

data shown through tabular presentations and analyzed statistically to answer the

problem stated in the study.

Table 1. Level of usability of the TRACE College Web-Based Early Alert System
as rated by teachers in terms of Efficiency
Verbal
Statements Mean SD
Interpretation
1. The web-based system helps create seamless work 3.89 0.33 Strongly Agree
and has no bugs.
2. The performance of the web-based system is fast 3.67 0.50 Strongly Agree
and reliable.
3. The web-based system helps in accessing the early 4.00 0.00 Strongly Agree
alert more easily.
4. The web-based system decreases the work time in 3.67 0.50 Strongly Agree
sending academic early alerts.
5. The web-based system turns routine tasks, such as 3.89 0.33 Strongly Agree
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve 3.67 0.50 Strongly Agree
issues promptly.
7. The mechanism of inviting and joining within 3.89 0.33 Strongly Agree
classes is well-systematized.
8. The early alert messages provide options for 4.00 0.00 Strongly Agree
customization depending on user preference.
9. The parental reply slip system is efficient in terms 3.33 0.71 Strongly Agree
of uploading and submitting signatures.
10. Signing up is fast. It does not require too much 3.89 0.33 Strongly Agree
information.
Overall Mean 3.79 0.44 Strongly Agree
Legend:

Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

 86

Table 1 presents the Level of usability of the TRACE College Web-Based Early

Alert System as rated by teachers in terms of Efficiency.

The teachers' good response to the TRACE College Web-Based Early Alert

System is demonstrated by the examination of mean evaluations. High mean ratings

were seen for elements including the simplicity of accessing early alerts, the ability to

customize alert messages, and the flawless operation free of problems, with mean

ratings of 3.89, 4.00, and 4.00, respectively. With mean scores of 3.33, 3.67, and 3.67,

respectively, the lowest mean values include the effectiveness of the parental reply slip

system, system performance, and the influence on reducing work time in issuing

academic early notifications were noted as areas for improvement. The overall mean

has a 3.79 rating with a Strongly Agree verbal interpretation.

Dwyer (2017) examines the impact of an early alert system on student

persistence in the Virginia Community College System, particularly focusing on

developmental mathematics students. Gammon (2017) discusses Central Piedmont

Community College's use of the STAR early-warning system to support at-risk

students. These studies highlight the importance of early alert mechanisms in fostering

student achievement, echoing our investigation into the efficiency of the TRACE

College web-based early alert system as rated by teachers.

Johnetta Elishia Price's (2023) research at Keiser University delves into

university technology transfer efficiency, emphasizing the need to optimize educational

systems. Meanwhile, Matthew T. Liberatore's (2019) study at Concordia University

Chicago explores the effectiveness of district-embedded Early Warning Systems

(EWS) in enhancing counselor practices. These insights underscore the relevance of

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our web-based system's efficiency in streamlining educational processes. Overall,

Despite these shortcomings, teachers strongly agreed that the system did a great job of

supporting their pedagogical responsibilities.

Table 2. Level of usability of the TRACE College Web-Based Early Alert System
as rated by teachers in terms of Convenience
Verbal
Statements Mean SD
Interpretation
1. The web-based system's classes' design and layout are
3.78 0.44 Strongly Agree
organized.
2. The web-based system is easily accessible from various
3.78 0.44 Strongly Agree
devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are easy
3.89 0.33 Strongly Agree
and simple to navigate.
4. The website meets the needs and expectations of the user
3.67 0.50 Strongly Agree
in terms of sending and accessing early alerts.
5. Finding the necessary information such as student
information and alert notifications within the web-based 3.56 0.53 Strongly Agree
system is easy and simple.
6. The web-based system can be easily navigated without
3.56 0.53 Strongly Agree
prior training or support.
7. It is easy and simple to log in on the web-based system. 3.78 0.44 Strongly Agree
8. The reply slip is easy and simple to fill up. 3.67 0.53 Strongly Agree
9. It is easy for students to check if they have current alerts. 4.00 0.00 Strongly Agree
10. The requirements for filling up the registration page are
4.00 0.00 Strongly Agree
easy to understand.
Overall Mean 3.77 0.43 Strongly Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

Table 2 indicates the Level of usability of the TRACE College Web-Based

Early Alert System as rated by teachers in terms of Convenience.

It includes several convenience statements, mean ratings, standard deviations

(SD), and verbal interpretations. Among the statements, those with the highest mean

ratings are the convenience of availability from various devices, the ease of navigating

if they have current alerts, and the registration page are easy to understand, with mean
 88

scores of 4.00, 3.89, and 3.78. Statements with the lowest mean ratings, on the other

hand, lower ratings for aspects such as using the system without assistance or training

indicate that teachers may find certain aspects challenging without additional support.

with mean scores of 3.78, 3.68, and 3.56. The overall mean has a 3.77 rating indicating

a Strongly Agree verbal interpretation.

According to Joe and Ramakrishnan (2015), the web communication

architecture that they integrated into Vehicular Ad hoc Network (VANET) provides

better communication. It reduces the overheads existing in the previous communication

models. According to Zhylin et al. (2024), the use of digital tools is a productive and

useful measure, which is recognized by most respondents. These studies amplify that

web-based communication can have a more convenient and better outcome than other

modes of communication.

In addition, as stated by Uzorka (2021), teachers use technology in their

communication according to their research’s concluding statements. Faculty members

look to early enablers to share the best technology practices. Furthermore, according to

Haight (2011), the quantitative data collected in their study revealed a strong

correlation between the self-efficacy and computer self-efficacy of the participating

teachers. Those educators who were optimistic toward their self-belief to perform a

variety of tasks were also optimistic in their self-belief to perform technology-related

tasks. These studies explain that educators really use technology and web-based

communication. That makes technology convenient and easy to understand for them.

Overall, these evaluations suggest that students generally think the system is quite
 89

usable in terms of accessibility, navigation, and organization, while features like

logging in and system navigation without training may need to be improved.

Table 3. Level of usability of the TRACE College Web-Based Early Alert System
as rated by teachers in terms of Effectiveness
Verbal
Statements Mean SD
Interpretation
1. The web-based system effectively sends the early
3.89 0.33 Strongly Agree
alert on time.
2. The web-based system sends precise and accurate
3.89 0.33 Strongly Agree
early alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students 4.00 0.00 Strongly Agree
in resolving the academic difficulties of students.
4. The registration form is effective in acquiring
3.89 0.33 Strongly Agree
necessary information.
5. The usage of a web-based system is more cost-
3.89 0.33 Strongly Agree
effective compared to paper-form early alerts.
6. The web-based system is more effective in reaching
3.78 0.44 Strongly Agree
the intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email, cellphone
number) helps to make sure that the recipients receive 4.00 0.00 Strongly Agree
the information.
8. The web-based system effectively sends an early alert
3.89 0.33 Strongly Agree
containing the subject of concern.
9. The web-based system's parent's reply slip is effective
3.56 0.53 Strongly Agree
in informing teachers about the parent's response.
10. The web-based system supports collaboration
3.89 0.33 Strongly Agree
among teachers in marking and sending early alerts.
Overall Mean 3.87 0.34 Strongly Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

Table 3 shows the Level of usability of the TRACE College Web-Based Early

Alert System as rated by teachers in terms of Effectiveness

Among the statements, those with the highest mean ratings are the system that helps

teachers connect with parents and students, resolving academic issues effectively. Its

effectiveness in alerting through website, email, and cellphone notifications, making

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communication easy and timely with mean scores of 4.0, 3.89, and 4.0. Statements with the

lowest mean ratings, on the other hand, the system surpasses paper-based methods in both

delivery speed and alert notifications to recipients. While there's room for enhancing parental

response efficiency, statistics validate its effectiveness in alert communication and facilitating

parent-teacher interactions with mean scores of 3.89, 3.78, and 3.56. The overall mean has a

3.87 rating with a Strongly Agree verbal interpretation.

According to Catherine et al. (2016) and Wilson and Danette (2020).

emphasizing a broader approach to school accountability beyond test scores and aiming

to refine testing procedures to enhance educational improvement. Additionally, Wilson

& Danette reveal the methodology of their study, which is a qualitative

phenomenological study, reveals that technology can help to illuminate reading boost

comprehension, and achieve desired test scores differentiate instruction monitor

progress emotionally encourage the student, and motivate. These findings together

prove the benefits of the technology power in these two directions.

Williams (2022) explores the perceived usefulness of early alert technology for

professional academic advisors at a Midwest flagship university, filling a gap in the

literature concerning advisors' perspectives on such systems. Additionally, Halvorsen

et al. (2023) investigate the role of technology in educational interventions, using a

web-based fidelity application to measure the implementation fidelity of a social and

emotional learning intervention in Norway. Both studies highlight technology's

potential to enhance educational practices. Overall, these evaluations suggest that

teachers generally strongly agreed that the system is usable in terms of effectiveness,

while features like sending early alerts without using paper and sending it directly to

their parents.
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Table 4. Level of usability of the TRACE College Web-Based Early Alert System
as rated by students in terms of Efficiency
Verbal
Statements Mean SD
Interpretation
1. The web-based system helps create seamless work
2.97 0.65 Agree
and has no bugs.
2. The performance of the web-based system is fast
3.00 0.68 Agree
and reliable.
3. The web-based system helps in accessing the early
3.42 0.55 Strongly Agree
alert more easily.
4. The web-based system decreases the work time in
3.28 0.78 Strongly Agree
sending academic early alerts.
5. The web-based system turns routine tasks, such as
3.25 0.50 Strongly Agree
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve
3.00 0.68 Agree
issues promptly.
7. The mechanism of inviting and joining within
3.33 0.53 Strongly Agree
classes is well-systematized.
8. The early alert messages provide options for
2.94 0.53 Agree
customization depending on user preference.
9. The parental reply slip system is efficient in terms
3.22 0.59 Agree
of uploading and submitting signatures.
10. Signing up is fast. It does not require too much
3.17 0.74 Agree
information.
Overall Mean 3.16 0.64 Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree Table

4 reveals the Level of usability of the TRACE College Web-Based Early Alert System

as rated by students in terms of Efficiency.

The study analyzed the mean ratings provided by students to assess the

efficiency of the system. The aspects of the system that received high mean ratings,

such as 3.42, 3.33, and 3.28, indicate that students strongly agreed that the system was

efficient in terms of providing easy access to early alerts and simplifying routine tasks.

These ratings suggest that students found the system to be effective and user-friendly.
 92

On the other hand, there were aspects of the system that received lower mean ratings,

such as 3.25, 3.22, and 3.00. The overall mean has a rating of 3.16 indicating an Agree

verbal interpretation. Although these ratings are slightly lower, they still fall within

the "Agree" range. This suggests that students found the system to be satisfactory

overall in terms of efficiency.

In relation to this, Abid Haleem (2022) indicated that technological

improvements in education have made life easier for students. Additionally, Rapael

Santos (2015) stated in his study that technology provides easy access to resources,

decreases work time, and simplifies routine tasks for both teachers and students, based

on the positive feedback from students using the e-tutor tool, a web-based learning aid

designed to monitor student learning behavior and provide the instructor with reports.

Furthermore, Karthik (2019), demonstrates the efficiency of a web-based early

alert system in identifying and responding to at-risk students in his study. Through this

system, at-risk students were assisted and monitored to prevent academic failure. This

shows that using a web-based early alert system can be efficient for students. Overall,

based on the interpretation of the mean ratings, it can be concluded that the Trace

College Web-Based Early Alert System performed well in terms of efficiency,

according to the feedback provided by the students.

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Table 5. Level of usability of the TRACE College Web-Based Early Alert System
as rated by students in terms of Convenience
Verbal
Statements Mean SD
Interpretation
1. The web-based system's classes' design and layout are
3.36 0.54 Strongly Agree
organized.
2. The web-based system is easily accessible from
3.42 0.60 Strongly Agree
various devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are
3.39 0.55 Strongly Agree
easy and simple to navigate.
4. The website meets the needs and expectations of the
3.11 0.52 Agree
user in terms of sending and accessing early alerts.
5. Finding the necessary information such as student
information and alert notifications within the web-based 3.14 0.54 Agree
system is easy and simple.
6. The web-based system can be easily navigated
3.03 0.65 Agree
without prior training or support.
7. It is easy and simple to log in on the web-based
2.78 0.80 Agree
system.
8. The reply slip is easy and simple to fill up. 3.19 0.58 Agree
9. It is easy for students to check if they have current
3.28 0.74 Strongly Agree
alerts.
10. The requirements for filling up the registration page
3.19 0.52 Agree
are easy to understand.
Overall Mean 3.19 0.63 Strongly Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree Table

5 shows the Level of usability of the TRACE College Web-Based Early Alert System

as rated by students in terms of Convenience.

Among the statements, those with the highest mean ratings are the convenience

of availability from various devices, the ease of navigating different sections, and the

structure of the system's classes' design and layout with mean scores of 3.42, 3.39, and

3.36. Statements with the lowest mean ratings, on the other hand, are about how easy

it is to log in, navigate the system without prior training, and match the needs and
 94

expectations for early notifications with mean scores of 2.78, 3.03, and 3.11. The

overall mean has a rating of 3.19 indicating an Agree verbal interpretation.

According to Alehpour and Behjat (2016), as adolescents get older, they

simultaneously use the Internet and offline communication. But due to the lack of social

skills most adolescents are more active in virtual space and less active in an offline

environment. This explains that web-based communication is a trend of today and can

be more convenient, especially for young adults. In addition, Lara et al. (2022)

discussed the usefulness of a technology-based web system in Chilean schools,

emphasizing its importance in increasing collaboration among stakeholders and

enhancing convenience by simplifying communication while providing important

insights into student performance. These findings show how the TRACE College Web-

Based Early Alert System improves convenience by enhancing communication and

accessibility in educational settings.

Furthermore, Thaneshan, Mat Yamin, and Othman (2020) emphasize

convenience as a key factor guiding users to access websites through mobile devices.

Their research emphasizes the importance of convenience in improving user experience

and influencing user behavior, with a focus on the TRACE system's usability.

Additionally, Yucha (2004) discusses efforts at Virginia Commonwealth University

(VCU) to provide web-based services that reduce the need for physical presence on

campus, indicating a commitment to convenience and efficiency. These findings

demonstrate the TRACE system's focus on convenience to improve usability and user

happiness. Overall, these evaluations suggest that students generally think the system
 95

is quite usable in terms of accessibility, navigation, and organization, while features

like logging in and system navigation without training may need to be improved.

Table 6. Level of usability of the TRACE College Web-Based Early Alert System
as rated by students in terms of Effectiveness
Verbal
Statements Mean SD
Interpretation
1. The web-based system effectively sends the early
3.33 0.68 Strongly Agree
alert on time.
2. The web-based system sends precise and accurate
3.33 0.48 Strongly Agree
early alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students 3.19 0.62 Agree
in resolving the academic difficulties of students.
4. The registration form is effective in acquiring
3.19 0.47 Agree
necessary information.
5. The usage of a web-based system is more cost-
3.17 0.74 Agree
effective compared to paper-form early alerts.
6. The web-based system is more effective in reaching
3.11 0.75 Agree
the intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email, cellphone
number) helps to make sure that the recipients receive 3.42 0.55 Strongly Agree
the information.
8. The web-based system effectively sends an early alert
3.47 0.51 Strongly Agree
containing the subject of concern.
9. The web-based system's parent's reply slip is effective
3.36 0.59 Strongly Agree
in informing teachers about the parent's response.
10. The web-based system supports collaboration
3.42 0.50 Strongly Agree
among teachers in marking and sending early alerts.
Overall Mean 3.30 0.60 Strongly Agree
Legend:
Scale Range Verbal Interpretation

4 3.25-4.00 Strongly Agree

3 2.50-3.24 Agree

2 1.75-2.49 Disagree

1 1.00-1.74 Strongly Disagree

Table 6 shows the Level of usability of the TRACE College Web-Based Early

Alert System as rated by students in terms of effectiveness.

Among the component, high mean ratings of 3.47, 3.42, and 3.36 suggest that

students strongly agreed that the system was effective in delivering early alerts

containing a subject of concern, assisting instructors with marking and sending early
 96

alerts, and notifying teachers about parent concerns. While components with lower

mean ratings of 3.11, 3.17, and 3.19 remained in the “agree” category, it appears that

students judged the system to be good in terms of overall performance. The overall

mean has a rating of 3.19 indicating an Agree verbal interpretation.

In line with this, Dwyer (2017) examines the impact of an early alert system on

student persistence in the Virginia Community College System, particularly focusing

on developmental mathematics students. Gammon (2017) also discusses Central

Piedmont Community College's use of the STAR early-warning system to support at-

risk students. These studies highlight the importance of early alert mechanisms in

fostering student achievement, echoing our investigation into the efficiency of the

TRACE College web-based early alert system as rated by teachers.

In addition, Johnetta Elishia Price's (2023) research at Keiser University

examines university technology transfer efficiency using a multistage capital efficiency

model. Moreover, Liberatore's (2019) study from Concordia University Chicago

focuses on high school counselors' perceptions of district-embedded Early Warning

Systems (EWS). These findings emphasize the importance of assessing efficiency in

educational systems and the role of data systems in enhancing counselor effectiveness.

Overall, based on the interpretation of the mean ratings, it is possible to state that the

system performed well in terms of effectiveness according to the student's feedback.

 97

Table 7. Test on the Significant Difference Between the Level Of Usability and
Functionality of The TRACE College Web-Based Early Alert System as Rated
by Teachers and Students
LEVEL OF Computed Critical p-
TRACE College Web-Based Early Alert System as rated by Analysis
USABILITY t-value t-value value

Teachers
Efficiency -7.073 2.063 0.000 Significant
Students

Teachers
Convenience 6.556 2.063 0.000 Significant
Students

Teachers
Effectiveness -7.143 2.063 0.000 Significant
Students

Alpha level at 0.05

Table 7 reveals the Test on the significant difference between the level of

usability and functionality of the TRACE College Web-Based Early Alert System as

rated by teachers and students.

There is a significant difference between teachers and students in their ratings

of certain aspects of the system's usability and functionality. This is evidenced by the

computed t-values either being lower than the critical t-value of -2.063 or higher than

2.063 across all three categories, which are efficiency, convenience, and effectiveness.

According to Gan et al. (2021), teacher feedback is often perceived as more

favorable than student feedback due to the perceived authority, expertise, and

structured nature of teacher feedback. According to Thompson (2019), teacher

feedback in educational scholarship is considered more valuable than student feedback

due to its role in providing expert guidance, constructive criticism, and personalized

support tailored to individual student needs. Thompson highlights that teacher feedback

offers a deeper understanding of curriculum goals and learning objectives, ensuring

 98

alignment with academic standards and facilitating meaningful academic progress.

Overall, the research suggests that the system is effective, efficient, and convenient for

both teachers and students but there is a significant difference in their perception of the

website.
 99

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study conducted. This also presents

the findings derived from the analysis and interpretation of the results. Moreover, this

imparts the conclusions framed and the recommendations thereafter.

Summary

This study sought to determine the level of usability of the web-based early alert

system at TRACE College according to teachers and students and if there is a

significant difference in their responses. There were thirty-six (36) Grade 12 students

from the section A of the Humanities and Social Sciences (HUMMSS) and Technical

Vocational Livelihood – Information Communication Technology (TVL-ICT) strands

and nine (9) teachers from the Basic Education department that were purposively

chosen in this study. The researchers utilized a survey questionnaire to assess the

performance of the web-based system as rated by teachers and students. The

researchers let the students and teachers create an account and utilize the web-based

system. The researchers then handed the students and teachers the survey

questionnaires afterward. The researchers used the average weighted mean and

standard deviation to analyze the results. An independent t-test was used to analyze if

there was a significant difference between the level of usability as rated by teachers

and students.

Summary of Findings

From the interpretations and analysis of the data collected, the following

findings are presented:

 100

1. The web-based early alert system at TRACE College had a high level of usability

according to teachers in terms of efficiency with 3.79 average weighted mean or

strongly agree, convenience with 3.77 average weighted mean or strongly agree,

and effectiveness with 3.87 average weighted mean or strongly agree.

2. The web-based early alert system at TRACE College had a great level of usability

according to students in terms of efficiency with 3.16 average weighted mean or

agree, convenience with 3.19 average weighted mean or agree, and effectiveness

with 3.30 average weighted mean or agree.

3. There was a significant difference between the level of usability and functionality

of the TRACE College Web-Based Early Alert System as rated by teachers and

students with a Critical t-value of 2.063.

Conclusion

1. Teachers had rated the web-based early alert system at TRACE College highly in

terms of efficiency. The teachers viewed the system to be efficient in terms of

helping them to recognize and solve concerns with students more rapidly, allowing

them to intervene when necessary.

2. The teachers also found the system simple and convenient. It fitted seamlessly into

their workflow and required little extra effort to use efficiently.

3. The teachers believed that the system was effective in accomplishing its goals. It

aided them in accurately identifying pupils who may require more assistance or

intervention.

4. The students found the system efficient and simple to navigate and interact with.

This suggests that the system's design helped to a seamless user experience.
 101

5. The students concluded that the system was convenient and easy to use. This

indicates that the system is available from a variety of devices and locations,

allowing students to access information.

6. Students believed that the approach was effective in identifying and supporting

pupils who were struggling academically or otherwise. This means that the system

provided significant information and tools to help teachers support children more

effectively.

7. There is a statistically significant difference between how teachers and students

perceive the usability and functionality of the TRACE College web-based early

alert system.

Recommendations

Based on the conclusions, the following recommendations are offered:

1. Instead of deleting, the researchers must have an archive button to keep the

previous early alert records of the students to help the teachers better recognize

students with additional academic attention needs.

2. The website can utilize a drop-down button for subject selection instead of typing

it manually.

3. A Select All button can be used to make early alert sending more efficient for

teachers, instead of checking the students with alerts one by one.

4. The researchers can make the parental reply slip simpler and more user-friendly to

make it more convenient for parents.

5. The One-Time Password (OTP) can be simplified to make it more convenient for

students to log in.

 102

6. Future researchers can replicate this study using other locales and with an increased

number of respondents.
 103

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A. Unpublished Thesis

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B. Internet

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C. Conference Paper

Santos R., Luz B., Martins V., Dias D. & Guimarães M. (2015) Teaching-Learning
Environment Tool to Promote Individualized Student Assistance Retrieved from
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 116

APPENDIX A
LETTER OF REQUEST (STATISTICIAN)
 117

APPENDIX A
LETTER OF REQUEST (LANGUAGE CRITIC)
 118

APPENDIX A
LETTER OF REQUEST (EXTERNAL VALIDATOR)
 119

APPENDIX A
LETTER OF REQUEST (RESEARCH ADVISER)
 120

APPENDIX A
LETTER OF REQUEST (EXTERNAL VALIDATOR)
 121

APPENDIX B
VALIDATION OF INSTRUMENT
 122

APPENDIX C

SURVEY QUESTIONNAIRE

To our Dear Respondents,

Greetings of Peace and Goodwill!

We the Grade 12 TVL-ICT students of Senior High School in TRACE College Inc., are
currently working on our research paper entitled “UTILIZATION OF WEB-BASED
EARLY ALERT SYSTEM AT TRACE COLLEGE” as part of our requirements
for our Practical Research 2 and Inquiries, Investigation, and Immersion subjects. In
connection with this, we prepared this survey questionnaire in order to gather
information and data needed for our study. Kindly answer the following questions with
honesty. Rest assured that the information and data obtained will be used for the
purpose of this study only.

Your cooperation will be a great contribution for our study. Thank you and God bless!

- The Researchers

SURVEY-QUESTIONNAIRE

Name (Optional): ________________________

DIRECTION: Read the following questions carefully. Put a check ( / ) in the

box that corresponds to your responses for each statement. Kindly answer the
questions honestly for the researchers to be able to gather reliable data for this
study.
Legend:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
 123

A. Efficiency 4 3 2 1

1. The web-based system helps create seamless work and

has no bugs.

2. The performance of the web-based system is fast and

reliable.

3. The web-based system helps in accessing the early alert

more easily.

4. The web-based system decreases the work time in

sending academic early alerts.

5. The web-based system turns routine tasks, such as

individual message sending, to just a few clicks.

6. Log in failure messages are clear and help resolve

issues promptly.
7. The mechanism of inviting and joining within classes is
well-systematized.

8. The early alert messages provide options for

customization depending on user preference.

9. The parental reply slip system is efficient in terms of

uploading and submitting signatures.

10. Signing up is fast. It does not require too much

information.

B. Convenience 4 3 2 1

1. The web-based system's classes' design and layout are

organized.

2. The web-based system is easily accessible from various

devices (e.g. desktops, cell phones).

3. The various sections of the web-based system are easy

and simple to navigate.

4. The website meets the needs and expectations of the

user in terms of sending and accessing early alerts.

5. Finding the necessary information such as student

information and alert notifications within the web-based
system is easy and simple.
 124

6. The web-based system can be easily navigated without

prior training or support.

7. It is easy and simple to log in on the web-based system.

8. The reply slip is easy and simple to fill up.

9. It is easy for students to check if they have current

alerts.

10. The requirements for filling up the registration page

are easy to understand.

C. Effectiveness 4 3 2 1

1. The web-based system effectively sends the early alert

on time.

2. The web-based system sends precise and accurate early

alerts.

3. The web-based system effectively promotes

communication between teachers, parents, and students in
resolving the academic difficulties of students.

4. The registration form is effective in acquiring necessary

information.

5. The usage of a web-based system is more cost-effective

compared to paper-form early alerts.

6. The web-based system is more effective in reaching the

intended recipients than the paper-form early alerts.

7. The triple alert mechanism (website, email, cellphone

number) helps to make sure that the recipients receive the
information.

8. The web-based system effectively sends an early alert

containing the subject of concern.

9. The web-based system's parent's reply slip is effective

in informing teachers about the parent's response.

10. The web-based system supports collaboration among

teachers in marking and sending early alerts.
 125

Dear Ma’am/Sir,

Greetings!

We, the undersigned, are student researchers from Grade 12 TVL – ICT and are
currently conducting a study entitled “UTILIZATION OF WEB-BASED EARLY
ALERT SYSTEM AT TRACE COLLEGE.”

The survey would last only about 15-20 minutes and would be arranged at a time convenient
to the teachers’ schedule (e.g. during break). Participation in the survey is entirely voluntary
and there are no known anticipated risks to participation in this study. All information provided
will be kept in utmost confidentiality and will be used only for academic purposes. The names
of the respondents will not appear in any thesis or publications resulting from this study unless
agreed to.

We will ask our respondents to utilize our website in marking, sending, or viewing students
with early alert in the Grade 12 TVL-ICT Enthusiasm and answer the questionnaire afterwards.
In this regard, we guarantee you that we will not disturb your precious schedule. We will highly
appreciate the time you may allot to us upon conducting our use. Your response to this letter is
crucial in providing the necessary information for our study to help us achieve the factual result.

Your response and time are greatly appreciated. We are hoping for your kind approval and
support regarding this undertaking

Sincerely,

REUEL GILEAD H. GLORIOSO JEAMUEL A. AMADO JASMENE CATHE P. CATEDRILLA

FRANCINE DENISE P. ACUÑA ENRICO JIAN A. BLANCO JOSHUA H. DE VERA

JOANA MAY S. GABRIEL WILHELM H. LANCERAS GIAN CARLO B. MENDOZA

JUSTIN CARL P. PELEÑO MARCO JAY V. REYES MATTHEW A. SUAREZ

Noted by:

MARLENE C. PANAGLIMA
Research Adviser
 126

DIRECTION: Read the following questions carefully. Put a check ( / ) in the

box that represents your responses for each statement. Answer the questions
honestly for the researchers to be able to gather reliable data for this study.
Legend:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree

A. Efficiency 4 3 2 1
1. The web-based system helps create seamless work and
has no bugs.
2. The performance of the web-based system is fast and
reliable.
3. The web-based system helps in accessing the early alert
more easily.
4. The web-based system decreases the work time in
sending academic early alerts.
5. The web-based system turns routine tasks, such as
individual message sending, to just a few clicks.
6. Log in failure messages are clear and help resolve
issues promptly.
7. The mechanism of inviting and joining within classes is
well-systematized.
8. The early alert messages provide options for
customization depending on user preference.
9. The parental reply slip system is efficient in terms of
uploading and submitting signatures.
10. Signing up is fast. It does not require too much
information.

B. Convenience 4 3 2 1
1. The web-based system's classes' design and layout are
organized.
2. The web-based system is easily accessible from various
devices (e.g. desktops, cell phones).
3. The various sections of the web-based system are easy
and simple to navigate.

4. The website meets the needs and expectations of the

user in terms of sending and accessing early alerts.
 127

5. Finding the necessary information such as student

information and alert notifications within the web-based
system is easy and simple.
6. The web-based system can be easily navigated without
prior training or support.
7. It is easy and simple to log in on the web-based system.
8. The reply slip is easy and simple to fill up.
9. It is easy for students to check if they have current
alerts.
10. The requirements for filling up the registration page
are easy to understand.

C. Effectiveness 4 3 2 1
1. The web-based system effectively sends the early alert
on time.
2. The web-based system sends precise and accurate early
alerts.
3. The web-based system effectively promotes
communication between teachers, parents, and students in
resolving the academic difficulties of students.
4. The registration form is effective in acquiring necessary
information.
5. The usage of a web-based system is more cost-effective
compared to paper-form early alerts.
6. The web-based system is more effective in reaching the
intended recipients than the paper-form early alerts.
7. The triple alert mechanism (website, email, cellphone
number) helps to make sure that the recipients receive the
information.
8. The web-based system effectively sends an early alert
containing the subject of concern.
9. The web-based system's parent's reply slip is effective
in informing teachers about the parent's response.
10. The web-based system supports collaboration among
teachers in marking and sending early alerts.
 128

APPENDIX D
DATA MATRIX
129
130
131
 132

APPENDIX E
DOCUMENTATION

Figure 2. Registration of ICT students.

Figure 3. Logging in of ICT students.

 133

Figure 4. Registration of HUMSS students.

Figure 5. Registration and logging in of teachers.

 134

Figure 6. Recording students with received alerts.

Figure 7. Surveying ICT students.

 135

Figure 8. Surveying HUMSS students.

Figure 9. Surveying teachers

 136

APPENDIX F
RESULT OF TURN IT-IN
 137

CURRICULUM VITAE

ACUÑA FRANCINE DENISE P.

Address: 210 Purok 1 Brgy. Tadlak, Los Baños,
Laguna 4030
Contact number: 09927343117
Email: fdeniseacuna@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake
Los Baños, Laguna
2018 - 2022 : Castor Alviar National High School
Brgy. Masili, Calamba City, Laguna

Elementary 2012 - 2018 : Tadlac Elementary School

Brgy. Tadlak, Los Baños, Laguna
B. Skills
Collaboration
Communication
Creativity
Adaptivity
Analytical

FRANCINE DENISE P. ACUÑA

 138

CURRICULUM VITAE

AMADO, JEAMUEL A.
Address: 539 Purok 3 Brgy. Bucal, Calamba City,
Laguna 4028
Contact number: 09669072388
Email: ajeamuel@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 - 2022 : Calamba City School for the Arts
Chipeco Ave, Calamba, 4027 Laguna

Elementary 2012 - 2018 : Bucal Elementary School

Manila S Rd, Calamba, 4027 Laguna
B. Skills
Collaboration
Communication
Editing photos and videos
Multitasking

JEAMUEL A. AMADO
 139

CURRICULUM VITAE

BLANCO, ENRICO JIAN A.

Address: Purok 4 Masapang Victoria Laguna 4011
Contact number: 09150643602
Email: eblanco.f2f@tracecollege.edu.ph

A. Educational Background
Secondary 2023 - 2024 : TRACE College
El Danda St., Brgy. Batong Malake,
Los Banos, Laguna 4030
2019 – 2021 : MCA of Calo Bay Inc.
Calo Bay, Laguna 4033
Elementary 2011 - 2018 : MCA of Masapang
Brgy. Masapang Victoria, Laguna 4011

B. Skills
Computer Literate
Athletic/Sports
Good Communication

C. Honors and Awards

2018 3rd Honor
Recognition Rites
Brgy. Masapang Victoria, Laguna 4011

ENRICO JIAN A. BLANCO

 140

CURRICULUM VITAE

CATEDRILLA, JASMENE CATHE P.

Address:1618 Lower Dampalit Lalakay Los Baños,
Laguna, 4030
Contact number: 09774736792
Email: keikei10305@gmail.com

A. Educational Background
Secondary 2022 – 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 – 2022 : Los Baños National High School
Jamboree Road, Brgy. Timugan,
Los Baños, Laguna
Elementary 2016 – 2017 : Lalakay Elementary School
Brgy. Lalakay, Los Baños,
B. Skills
Illustration making
Graphic design
Character and story design
Film and picture editing
Digital / Traditional
 141

C. Trainings/Workshops/Seminars Attended
2019 Art Workshop
Municipal Government of Los Banos
2019 Science Camp
Los Baños National High School (Poblacion)
2018 Math Camp
Los Baños National High School
2017 GSP Encampment
Los Banos Central Elementary School
2016-2018 Journalism (Editorial Cartooning)
Lalakay Elementary School
D. Honors and Awards
2024 2nd Place
National Arts Month On the spot Painting
Municipal of Los Baños
2023 “People’s Choice Award”
National Arts Month Painting
Municipal of Los Baños
2019 1st Place
Poster Making “National Children’s Month”
Municipal of Los Baños
2018-2020 With Honors
Recognition
Los Baños National High School

JASMENE CATHE P. CATEDRILLA

 142

CURRICULUM VITAE

DE VERA, JOSHUA H.
Address: Purok 5 Extension, BLIPAI, Barangay
Bambang Los Baños, Laguna 4030
Contact number: 09514054532
Email: deverajoshua951@gmail.com

A. Educational Background
2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
Secondary 2018 - 2022 : Eduardo Barretto Senior National
High School
Jalandoni St., Brgy. Pansol, Calamba
Elementary 2012 - 2018 : Jose Rizal Memorial School
Brgy. 2, Calamba, Laguna

B. Skills
Computer Literate
Crafting
Photography
Film and Picture Editing
 143

C. Trainings/Workshops/Seminars Attended
2023 Festival Dance (Bañamos Festival)
Los Baños, Laguna
2023 Festival Dance (Anilag Festival)
Sta Cruz, Laguna
2019 Festival Dance (Buhayani Festival)
Calamba, Laguna
2018 Math Camp
Eduardo Barretto Sr Nation High School

D. Honors and Awards

2023 2nd Place
‘Anilag Festival’
Sta. Cruz, Laguna
2019 Grand Champion
‘Buhayani Festival’
Calamba, Laguna

JOSHUA H. DE VERA
 144

CURRICULUM VITAE

GABRIEL, JOANA MAY S.

Address: Blk 99, Lot 2 Site 1 NHA, Dayap,
Calauan, Laguna 4012
Contact number: 09922648283
Email: joanamaygabriel@gmail.com

A. Educational Background

Secondary 2022 - 2024 : TRACE College

El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 - 2022 : Dayap National High School Main
Purok Ilaya, Brgy. Dayap, Calauan, Laguna
Elementary 2012 - 2018 : Dayap Elementary School Annex
Brgy. Dayap, Calauan, Laguna

B. Skills
Self – motivation
Creativity
Communication
Customer Service
Interpersonal
 145

C. Trainings/Workshops/Seminars Attended
April 27, 2019 Computer Literacy Training Program
3a Hermanos Belen St. San Pablo City, Laguna
January 11-12, 2019 Astro Camp
Dayap National High School- Main
February 22, 2017 GSP Councilwide World Thinking Day Camp

Dayap Elementary School Annex

January 21, 2017 GSP Council Wide Trip-out
Binakayan Kawit, Cavite
August 12-13,2016 GSP Council Wide Troop Camp
Dayap Elementary School- Annex

D. Honors and Awards

2021-2022 With Honors
Graduation S.Y. 2021-2022
Dayap National High School Main
2018-2021 Achiever
Moving-up and Recognition Day
Dayap Elementary School- Annex
2014-2015 Achiever
Moving-up and Recognition Day
Dayap Elementary School- Annex
2011-2012 Outstanding Award
Moving-up Kindergarten and Recognition Day
Dayap Elementary School- Annex

JOANA MAY S. GABRIEL

 146

CURRICULUM VITAE

GLORIOSO, REUEL GILEAD H.

Address: Rosario Cortez St. Brgy. Batong Malake,
Los Baños, Laguna 4030
Contact number: 09081314524
Email: gloriosoreuel.cdlb@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El danda St., Brgy. Batong Malake,
Los Baños, Laguna 4030
2018 - 2022 : Colegio de Los Baños
Lopez Ave., Brgy. Batong Malake,
Los Baños, Laguna 4030

Elementary 2012 - 2018 : Colegio de Los Baños

Lopez Ave., Brgy. Batong Malake,
Los Baños, Laguna 4030
B. Skills
Computer Literacy
Intermediate Skills in Java Programming
Basic Skills in HTML, PHP, and SQL
Proficient in MS Word, MS Excell, MS PowerPoint, and MS Visio
Communication and Public Speaking
Collaboration
Driving 2-wheeled and 4-wheeled vehicles
 147

C. Trainings/Workshops/Seminars Attended
March 8, 2018 Envirobot 2018: Robotics for a
Greener Society
Joy in Learning School Inc., Los Baños, Laguna

D. Honors and Awards

2023 With Honors
Recognition Rites
TRACE College
2021 With Honors
Recognition Rites
Colegio de Los Baños
2017 With Honors
Recognition Rites
Colegio de Los Baños

REUEL GILEAD H. GLORIOSO

 148

CURRICULUM VITAE

LANCERAS, WILHELM H.
Address: 418 Purok 4 Barangay Calo, Bay, Laguna
Contact number: 09060080954
Email: willanceras@gmail.com

A. Educational Background
Secondary 2022 - 2024 :
TRACE College
El Danda St. Brgy. Batong Malake Los
Baños, Laguna
2018 - 2022 : Maranatha Christian Academy of Bay
507 Calo, Bay, Laguna
Elementary 2012 - 2018 :
2016 - 2018 : San Agustin Learning Center of Bay
F Arieta, Bay, Laguna
2013 - 2016 : Maquiling School Inc.
College, Los Baños, Laguna
2012 - 2013 : Father Angelico Lipani School
Asiaville Subdivison, Masaya, Bay,
Laguna
B. Skills
Communication
Computer Literate
Collaboration

WILHELM H. LANCERAS
 149

CURRICULUM VITAE

MENDOZA, GIAN CARLO A.

Address: Purok 5 Brgy. San Benito, Victoria, Laguna
Contact number: 09649834460
Email: mendozagiancarlo390@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna
2018 - 2022 : Masapang Integrated National High
School
Brgy. Masapang, Victoria, Laguna

Elementary 2012 - 2018 : San Benito Elementary School

Brgy. San Benito, Victoria, Laguna

B. Skills
Collaboration
Communication
Creativity

GIAN CARLO A. MENDOZA

 150

CURRICULUM VITAE

PELEÑO JUSTIN CARL P.

Address: El Danda St. Brgy. Batong Malake,
Los Baños, Laguna 4030
Contact number: 09516019466
Email: jpeleno.f2f@tracecollege.edu.ph

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy. Batong Malake,
Los Baños, Laguna 4030
2018 - 2022 : Batong Malake National High School
Brgy. Batong Malake, Los Baños,
Laguna
Elementary 2012 - 2018 : Maahas Elementary School
Brgy. Maahas, Los Baños, Laguna
B. Skills
Creativity
Problem Solving
Active Listening
Computer Literacy
D. Honors and Awards
2014 With Honors
Recognition
Maahas Elementary School

JUSTIN CARL P. PELEÑO

 151

CURRICULUM VITAE

REYES, MARCO JAY V.

Address: Brgy. Tagumpay, Bay, Laguna 4033

Contact number: 09670312025

Email: marcojayreyes98@gmail.com

A. Educational Background
Secondary 2022 – 2024 : TRACE College
El Danda St, Brgy. Batong Malake,
Los Baños, Laguna
2018 – 2022 : Nicolas L. Galvez Memorial
Integrated High School
Brgy. San Antonio, Bay, Laguna
Elementary 2012 – 2018 : Tagumpay Elementary School
Brgy. Tagumpay, Bay, Laguna

B. Skills
Adaptability
Communication
Collaboration
MARCO JAY V. REYES
 152

CURRICULUM VITAE

SUAREZ, MATTHEW A.
Address: Arieta St. Brgy. San Antonio Bay,
Laguna 4033
Contact number: +63 965 368 2649
Email: mathewsuarez20@gmail.com

A. Educational Background
Secondary 2022 - 2024 : TRACE College
El Danda St. Brgy Batong Malake,
Los Baños, Laguna
2018 - 2022 : Nicholas L. Galvez Memorial Integrated
National High School
Brgy. San Antonio, Bay, Laguna

Elementary 2012 - 2018 : San Antonio Elementary School

Brgy. San Antonio, Bay, Laguna
B. Skills
Basic Computer Programming
Effective Communication
Computer Literate
Problem Solving
Logical & Critical Thinking

MATTHEW A. SUAREZ