K to 12 Issues and Trends Explored
Research Journal, Quarter 1,
Vol. I, No. 1, 2021
Students’ performance in an online learning platform:
A qualitative study
Donna Mae D. Suraliza-Tagsip
Teacher II
Tayud National High School
Schools Division of Cebu
Abstract
This research aimed to develop a resiliency program after finding out the impact of an online
learning platform at Tayud National High School (TNHS) – Senior High School (SHS)
during the school year 2020-2021. This qualitative research used phenomenological design.
The findings of this study revealed that there is a significant impact on the student’s learning
in an online platform. Moreover, it is a must to design a resiliency program to address
learners’ needs and SHS teachers’ pedagogical skills. Thus, the use of Google applications
such as Google Meet, Google Drive, and Google Classroom has helped in the attainment of
an online learning platform. It is recommended that online or distance learning be employed
as the core of the resiliency school program to be more impacting to the student’s learning
even during the time of the pandemic.
Keywords:
online learning students’ performance, qualitative study, phenomenological
design, resiliency program
Introduction
Virtual learning or e-learning utilizes electronic strategies to gain access to subjects and
other learning experiences in an educational curriculum (Saifi, 2018). Instruction is concerned
with the holistic improvement of students’ reformation of knowledge, abilities, states of mind,
and qualities. Despite the CoVid-19 pandemic, education remains a constitutional right amidst
health and community protocols. E-learning makes education flexible, attainable, and relevant
because there is no limitation of time and space. However, activities such as virtual teacher-
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student interaction and student-content interaction are core to achieve the higher impact of
online learning. Relatively, internet connection plays a big role in online or virtual learning.
In conjunction with this, the impact of the COVID-19 pandemic on the education
system leads to schools and colleges’ closures worldwide. As a typical example, India declared
a country-wide lockdown of schools and colleges in order to prevent the transmission of the
coronavirus among the students (NDTV, 2020; Bayham & Fenichel, 2020; Gohal, 2021).
School closures, in response to the COVID-19 pandemic, have shed light on several issues
affecting access to education. COVID-19 cases are soaring which resulted to a huge number of
learners who cannot attend schools and colleges (UNESCO, 2020). Lah and Botelho (2012)
contended that the effect of school closing on students’ performance is hazy. On the other hand,
the Department of Education (DepEd) ordered school closing and introduced blended learning
to achieve continuity of learning.
School closing can also affect students because of internet disruptions which may lead
to poor performance. Bridge (2020) reported that schools and colleges are moving towards the
use of educational technologies for student learning to avoid a strain during the pandemic
season. Hence, the present study’s objective is to develop and test a conceptual model of
student satisfaction about online teaching during COVID-19, where both students and teachers
have to use the online platform for uninterrupted learning and teaching.
Henceforth, this research assesses the online learning platform at TNHS–SHS
Department during the School Year 2020-2021 for the development of a resiliency program.
Methodology
Research Design
This study explores the effects of online learning on students’ performance at the SHS
level of TNHS. The researcher used the qualitative method, in particular a phenomenological
design.
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Selection Criteria
The gathering of data followed the scheme: preliminary preparation, administration,
and collection of research instruments, scoring treatment, and statistical treatment of data.
As an initial preparation for the gathering of data, permission to conduct a study was
sought from the school authorities which included a consent letter from the Public Schools
District Supervisor (PSDS). To ensure the full support and cooperation of the respondents, the
researcher met them to explain the purpose of the study followed by the administration of the
questionnaire. Thirty students were selected using simple random sampling. After getting the
responses, the gathered data were interpreted using statistical treatment computations,
tabulated, and analyzed.
Sources of Data
An adapted questionnaire for the students was established to assess their performance
in online learning. Follow-up interviews and reflective conversations were also done to have
more in-depth accounts on the need to have a resiliency program for students enrolled in online
learning.
Data Analysis
The following statistical tools were used to treat the data gathered in this study:
Percentage. This was used to get the profile of the respondents. The formula is:
P = (f/n) * 100
where:
P = percentage
f = frequency of respondents or responses given in the specific item
n = the total number of respondents
Ranking. This formula was used to determine the impact of the abovementioned effects
in terms of classroom instruction, academic performance, students’ health and safety, and
governance as perceived by the teachers and students.
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Average Weighted Mean. This formula was used to determine the teachers-students’
overall highest and lowest impact of the abovementioned effects in terms of classroom
instruction, academic performance, students’ health and safety, and governance as perceived
by the teachers and students. The formula is:
WM: twp/n
where:
WM= Weighted Mean
twp = the total weighted points
n = the total number of cases/ number of sample
Results and Discussion
This study revealed that online learning has impacted students’ learning. Out of the 30
participants, 29 shared their satisfaction since teachers had the time to discuss the lessons with
them as compared to modular learning. Ninety-nine percent promoted the significance of
enrolling in online learning since there is no need for a home tutor to discuss with for teachers
are available to be contacted most especially during class hours. To support education during
school closures caused by the CoVid-19 pandemic, UNESCO recommends the conduct of
distance learning programs and use of open educational resources so that schools and teachers
can delivery learning continuity. In response, many educational institutions deliver online
classes (Shehzadi et al., 2020).
Below is the presentation of the perception of students in online learning.
Table 1
Perception of Students in an Online Learning Platform
2.0 points
When respondents
perceive a little online
class satisfaction
Ƒ: 0
Perception of Students in an Online Learning
3.0 points
4.0 points
When respondents
When respondents
perceive an average
perceive a very good
level of online class
level of online class
satisfaction
satisfaction
Ƒ: 0
Ƒ: 1
5.0 points
When respondents
perceive an excellent
level of online class
satisfaction
Ƒ: 29
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It can be gleaned that most of the respondents answered 5.0 which means that they
perceived an excellent level of online class satisfaction indicating that these students gained
learning from their teachers. Most of the students enrolled in online learning had internet
connections and gadgets at home since their parents were working. Precisely, the use of elearning in instruction is more effective in improving students’ creativity than traditional
lectures (Zare et al., 2016). This is supported by Salamat et al. (2018) who reported that elearning provides the students time flexibility and motivates them to do their work
independently.
On the other hand, for online question and answer system in the teaching process,
teachers need to understand the students’ inaccessibility to attend their online classes due to
sudden internet disconnection or interruption. Teachers should not mark them absent but must
find ways to assist students cope with the lessons for the day. In the presence of online social
platforms, students can utilize group chats via Facebook Messenger to seek assistance from
their peers and classmates. For teaching and learning, the e-learning framework has been
increasingly used (Salloum & Shaalan, 2018). E-learning is defined as a new paradigm of
online learning based on information technology (Moore et al., 2011). In contrast to traditional
learning, academics, educators, and other practitioners are eager to know how e-learning can
produce better outcomes and academic achievements. By analyzing student satisfaction and
their performance, this can be sought. In the present study, the author proposed that online
learning should have a resiliency program covering online learning pedagogies, online question
and answer system in the learning process, and interactive learning process.
Table 2 below presents the online questions and answer system of the teachers and
students’ learning process.
Table 2
Online and Answer System in the Learning Process
Perception of Students in an Online and Answer System in the Learning Process
2.0 points
3.0 points
4.0 points
5.0 points
When respondents
When respondents
When respondents
When respondents
perceive a little online
perceive an average
perceive a very good
perceive an excellent
class satisfaction
level of online class
level of online class
level of online class
satisfaction
satisfaction
satisfaction
Ƒ: 0
Ƒ: 5
Ƒ: 10
Ƒ: 15
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Data showed that five or 16.67 percent answered 3.0 which means that respondents
perceived an average level of online class satisfaction since students, most especially those
whose parents are working, relied on their teachers’ responses and assistance in accomplishing
assigned tasks virtually. In addition, ten or 33.33 percent answered 4.0 which means that they
perceived a very good level of online class satisfaction indicating that teachers did good in
providing assistance and immediate responses to all of them. Moreover, 15 or 50 percent of
the respondents perceived an excellent level of online class satisfaction since teachers
monitored their student’s interaction via Google applications and Facebook Messenger. As
Weggen (2000) cited, online learning is emerging as a potential tool to transact and exchange
information and learning material anywhere, anytime on-demand. It refers to the delivery of
content via all electronic media, including the internet, intranets, satellite broadcast, and audio/
videotape, interactive television, and CD-ROM.
Further, the last perception being addressed to the selected respondents was on
interactive learning activities among students since pedagogical skills and techniques were
embraced and implemented among the learners in the Senior High School Department.
Table 3 presents the Interactive Learning Activities of Students in an Online Learning.
Table 3
Interactive Learning Activities of Students in Online Learning
Perception of Students on Integrative Learning Activities
2.0 points
3.0 points
4.0 points
5.0 points
When respondents
When respondents
When respondents
When respondents
perceive a little online
perceive an average
perceive a very good
perceive an excellent
class satisfaction
level of online class
level of online class
level of online class
satisfaction
satisfaction
satisfaction
Ƒ: 0
Ƒ: 0
Ƒ: 20
Ƒ: 10
The data shows that 20 or 66.67 percent of the respondents answered a very good level
of online class satisfaction while 33.33 percent answered an excellent level of online class
satisfaction which indicates that online learners had class engagement and involvement. Allen
and Seaman (2014) stated that in online classes, students engage with teachers and institute a
system that delivers 80 percent of the course like video conferences, chat, workshops, etc.
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Implications from the Study
This research discusses the following factors that affect the performance in online
learning of the students: quality of subject teachers; implementation of the curriculum guide;
prompt feedback of teachers, and expectations of students.
The quality of the teachers refers to the most critical measures for student satisfaction
leading to the education process’ outcome (Munteanu et al., 2010; Arambewela & Hall, 2009;
Ramsden, 1991). The teachers must effectively deliver the lesson within the given time and
extend a mile to influence the lives of their learners. Furthermore, understanding the needs of
the learners also ensures student satisfaction (Kauffman, 2015).
On the other side, curriculum guide implementation refers to the course design in
the SHS to implement the K to 12 program. Understanding the students’ learning style is
essential for effective course design (Wooldridge, 1995). While creating an online course
design, it is essential to keep in mind that teachers generate an experience for students with
different learning styles. Similarly, Jenkins (2015) highlighted that the attributes of course
design could be developed and employed to enhance student success.
Similarly, the teacher’s prompt feedback and students’ expectations emphasize
learning as a two-way process. The teachers’ prompt responses affect the academic
performance of the learners (Chang, 2011; Grebennikov & Shah, 2013; Simsek et al., 2017).
Prompt feedback enhances student learning experience (Brownlee et al., 2009) and boosts
satisfaction (O'donovan, 2017). Prompt feedback is the self-evaluation tool for the students
(Rogers, 1992) by which they can improve their learning outcomes. Eraut (2006) highlighted
the impact of feedback on future practice and student learning development. Good feedback
practice is beneficial for student learning and for teachers to improve the students’ learning
experience (Yorke, 2003).
Recommendations
Based on the findings of this study, it is recommended that a resiliency program in an
online learning program must be designed for the School Year 2021-2022 to keep track of the
impact of the student’s performance enrolling in an online platform.
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Acknowledgments
The author is sincerely grateful to the Department of Education – Cebu Province,
specifically Marilyn S. Andales, EdD., Division Schools Superintendent; Raul A. Jumao-as,
Public School District Supervisor of Consolacion II district, and Fritzie C. Soronio, School
Principal of TNHS, Tayud, Consolacion, Cebu for their support in this study.
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Appendix 1. Supplementary Data
RESILIENCY PROGRAM IN AN ONLINE LEARNING PROGRAM
Activities
Day 1:
Registration
and
Orientation
Objectives
Register participant's name
through providing the online
link.
Date &
Duration
(2021)
Human
Resource
Financial
Resource
05 August
Master Teachers;
selected teachers;
resource
speakers;
ADAS and other
support staff
School's
Maintenance
and Other
Operating
Expenses
(MOOE)
projector/
SMART TV/
laptop/
worksheets/
chosen learning
resource/ bond
papers/ printers
100 percent of
the participants
attended
06 August
Master Teachers;
selected teachers;
resource
speakers;
ADAS and other
support staff
School's
MOOE
projector/
SMART TV/
laptop/
worksheets/
chosen learning
resource/ bond
papers/ printers
Accomplished
1st quarter
Module
dependent on
the subject area
assigned
Facilitate the participants'
needs and distribute online
hand-outs for the said training
entitled, "The proper utilization
of learning resources”.
Day 2:
Discussion on
Learning
Resources
Discuss the nature and usage of
Learning Resources.
Accomplish at least one (1)
alternative learning modalities
1st quarter subject area.
Materials &
other resources
needed
Indicators of
success
10
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Day 3:
Facilitative
Learning on
the Utilization
of Learning
Resources
Identify the different learning
resources in an Alternative
Delivery mode.
Day 4:
Evaluation on
the Utilization
of ADM
Learning
Resource
Outline the areas to improve
for the reproduction of
Alternative Delivery Mode
(ADM) learning resources.
Day 5:
Learning
Action Cell
(LAC) per
subject area
Compose a learner-friendly,
encouraging, gender-sensitive,
safe and motivational selflearning home-task (SLHT).
07 August
Master Teachers;
selected teachers;
resource
speakers;
ADAS and other
support staff
School's
MOOE
projector/
SMART TV/
laptop/
worksheets/
chosen learning
resource/ bond
papers/ printers
Utilized
learning
resource for
Alternative
Delivery Mode
08 August
Master Teachers;
selected teachers;
resource
speakers;
School's
MOOE
projector/
SMART TV/
laptop/
worksheets/
chosen learning
resource/ bond
papers/ printers
Rated rubrics
per learning
resource being
utilized.
projector/
SMART TV/
laptop/
worksheets/
chosen learning
resource/ bond
papers/ printers
Accomplished
Self-Learning
Home-task
(SLHT)
Utilize the ADM learning
resource through interactive
activities.
Share to the whole training area
the best practices utilized by
the school.
Recognize the importance of
making a learner-friendly,
encouraging, gender-sensitive,
safe and motivational selflearning home-task (SLHT).
KITE Journal Quarter 1, 1(1)
ADAS and other
support staff
09 August
Master Teachers;
selected teachers;
resource
speakers;
ADAS and other
support staff
School's
MOOE
Shared best
insights
11