FINAL RESEARCH
PRESENTATION
A Final Research Paper
presented to:
The Faculty of College of Education
Eastern Visayas State University
Tacloban City
In Partial Fulfillment
Of the Requirements of the Degree
BACHERLOR OF CULTURE AND ARTS EDUCATION
BY GROUP 2:
Ralph villanueva
Princess del Rosario
Consorcia Rellama
Gharlyn Operio
Katherine Diane M. Tañola
Joseph Pedrigal
Alderiza Cagyat
Ella Mae Gacusana
IMPACTS OF ONLINE LEARNING TO
BACHELOR OF CULTURE and ARTS EDUCATION
STUDENTS (BCAED) OF
EASTERN VISAYAS STATE
UNIVERSITY
CHAPTER I: INTRODUCTION
BACKGROUND OF THE STUDY
Equal Opportunity to a Quality Education In
a new normal Education,
Technology as a tool for a better future,
E-learning a way to its changing world.
This Covid-19 pandemic greatly influence education system that leads to
widespread of closure of all schools from primary to tertiary level. It has been debated
whether to suspended the classes or just stick with the staying at home protocol to be
safe. The government were concerned that students will be left behind if they will stop
schooling and might affect their future. In the end, the government decided to continue
the education in the absence of face-to-face and divert the education process on modular
and online learning. Lower level of education continues their schooling thru modular
approach while the higher level of education applies the online learning approach. This
condition is called the new normal education.
In Eastern Visayas State University, online learning is employed from the start
of this pandemic. Students are obliged to attend online classes via zoom, google meet,
and other online learning platforms. Submissions of school outputs are via email. Class
reporting or presentation of topics for discussion by the students is done via video
lesson.
Thus, the researchers decided to conduct the study on the impact of online
learning particularly to Bachelor of Culture and Arts in Education students of Eastern
Visayas State University for clarifying things and letting the public know that there are
impacts of the online learning to students in this generation. Some students may
experience that online is more convenient way of learning while some students may say
that this will make a burden to them.
SIGNIFICANCE OF THE STUDY
The results of the study may provide deeper insights on how new
normal education can be made easier and more meaningful by the use of
online learning. The study determined the significant effect of using of
electronic devices and the internet as products of technology on the
performance of the students. This study is beneficial to the following
stakeholders.
Administrators. This study will serve as basis for conducting webinars for
teachers in the new teaching approach using online platforms. Outcome of this study
will serve also as a guide on what intervention program to be implemented.
Teachers. The results may serve as an eye-opener for teachers who are not
comfortable with using computers and internet in their class lesson presentation. The
findings of this study may encourage more teachers to apply technology-aided
instruction. The teachers will be more inspired to teach using technology.
Students. The results of the study may serve as an inspiration for them to
continue improving their skills in using computers and the internet as they realize the
comfort and advantages when it comes to technology as tools when they work on the
requirements of their subjects.
Parents. The results of the study may encourage parents especially those who
aren’t used to technology to try using and learning the stuff to help their children with
their studies. Parents may understand more on the usefulness of these technology and
support their children with what is being demanded to get access to new normal
education.
App and Website Developers. The results may serve as a guide in the program
planning and implementation of the IT department to create learning platforms which
can be of great help to the both students and teachers of the universities.
Researchers. Results and findings of this study will serve as a source of
information in their related studies.
SCOPE and DELIMINATION
This study considers every aspect of students ‘personal information
about how online learning has impacted student behavior in learning. Each
of the respondent is given same questionnaire to answer. This study
focuses on the current school year 2020-2021 where pandemic occurred
and new normal education was implemented.
CHAPTER II:
REVIEW OF RELATED LITERATURE
RELATED LITERATURE
There are many approaches that a teacher can employ in teaching,
however, some teachers prefer traditional approach than conventional or
modern approach of teaching. Teaching methods in traditional approach
are direct instruction, lectures and seatwork. Students learn through
listening and observation. Teachers choose activities and provide
materials at the appropriate level (Beck, 2009).
There are advantages in the increased usage of virtual classrooms, as students
get plenty of time to finish their coursework, keeping both their study and job hours
feasible by working from homes. A survey by faculties from the International School
of Business and Research, Bengaluru said: When faculty started taking sessions
online, they were shocked to see students’ attendance was 20 times better than
regular class sessions, with almost full attendance while engaging with them
virtually.
The faculty feels there is not much of a difference between online and
offline sessions as they can share presentations, play videos and use boards and
markers as in regular classrooms Teaching online is better than regular sessions
as one can focus on their family and mental peace. On the other hand, poor
internet connectivity, power supply, lack of smartphones and other gadgets
hinder educational opportunities for the students in rural areas (Chatterjee, et.al,
2020).
RELATED STUDIES
Bebell and O'Dwyer (2010) examined four different empirical
studies of laptop programs in schools. They discovered that in most
schools participating in one-to-one programs there were significant
increases in grade-point averages or standardized tests of student
achievement, relative to schools that did not provide such programs. In
addition, they found that most students used their laptops to write,
browse the Internet, make presentations, do homework, or take tests.
Fleischer (2012) conducted a narrative research review of 18 different
empirical studies on the usage of gadgets. These studies found a large range in the number
of hours that students used laptops, from a few days to as little as 1 h per week. The most
frequently used computer functions were searches, followed by expression and
communication. In most studies it was found that students had a positive attitude toward
laptops, and felt that they were more motivated and engaged in their learning, and it was
further believed that teachers conducted more student-centered learning activities.
Hwang and Tsai (2011) provided a broad discussion of studies on mobile and
ubiquitous learning published in six journals between 2001 and 2010. In their review of
154 articles, they discovered that the use of mobile and ubiquitous learning accelerated
markedly during 2008; researchers mostly studied students of higher education, and the
fields most often researched were language arts, engineering, and computer technology.
HYPOTHESIS
In this study, the following hypotheses will be tested.
•
There is significant relationship between demographic profile
of the students and the technological factors being experienced.
•
Online learning has an impact to the culture of education to
Bachelor of Culture and Arts in Education students.
•
Online learning has an impacts to the academic performance of
Bachelor of Culture and Arts in Education students.
THEORITICAL FRAMEWORK
Dr. Michael G. Moore developed the “Theory of Transactional Distance”.
This theory articulates the idea that “distance education is not simply a geographic
separation of learners and teachers, but, more importantly, is a pedagogical concept.”
Even in face-to-face teaching there is some element of transactional distance.
Byron Reeves and Clifford Nass (1990). Revealed postulates the theory of
equations media This suggests that the media is similar to real life and the electronic
media in particular are given human nature. This is based on the equation Reeves
and Nass stated that we respond to the communications media as though they alive.
CONCEPTUAL FRAMEWORK
INPUT
INPUT
Profile of the
Students
Profile of the
Students
•Demographic
Profile
•Demographic
Profile
• Technological
Profile
• Technological
Profile
OUTPUT
Intervention
Scheme
DEFINITION OF TERMS
Internet. A global computer network providing a variety of information
and communication facilities, consisting of interconnected networks using
standardized communication protocols. Oxford Languages Dictionary.
E-learning. Electronic Learning, is the delivery of learning and training
digital resources. Although eLearning is based on formalized learning, it is
provided through electronic devices such as computers, tablets and even
cellular
phones
that
are
2018/www,learnupon.com
connected
to
the
internet.
Oct.
25,
Achievement- is the measurement of the amount of academic content a
student learns in a given time frame. Each instruction level has specific
standards
or
goals
that
educators
must
teach
to
their
students.
Tophat.com/glossary
Behavior- response of an individual or group to a stimulus. How students are
acting in the classroom in response to what is going on or present around
them.
CHAPTER III:
METHODOLOGY
RESEARCH DESIGN
Due to today’s current situation, the researchers preferred to use
quantitative method. This method is the only method that the researchers can
use also in order to follow the policies given by the community for safety
precautions. Further, it can produce numerical information and as a rule looks
to set up easy-going connection between utilizing measurable techniques to test
the quality and importance of connection. The data collection was based on the
questionnaire distributed to the respondents and this serve as the primary
instrument.
RESEARCH LOCALE
The study was done at Tacloban City, but as a descriptive analysis,
the content of the study was conducted through Google Form which
specifically surveyed of class BCAED (25) students in 1ST year, and (25)
students in 2ND Year 2020-2021 in equivalent to 50 respondents. It has the
needed students as respondents for the study. Collection of data from
survey on the Impacts of online leaning to students in new normal
education were summarized and analyzed.
RESEARCH RESPONDENTS
The respondents of this study were selected in accordance with
convenience sampling procedure. The respondents were the students under
the course of Bachelor of Culture and Arts Education (25) from 1ST year,
and (25) students from 2ND Year 2020-2021 in equivalent to 50 respondents.
The researchers select these participants because they are willing and
available to be studied.
RESEARCH INSTRUMENT
The researcher constructed and use questionnaire in order to determine the
perception of the BCAED 1st year and 2nd year students in EVSU. The student’s
questionnaire was divided into two parts.
The first part of the student’s questionnaire was designed to elicit
information on the student’s profile such as age, sex, and average monthly family
income. Included in this part is the technological profile of the students such as
internet capabilities, electronic devices use and the type of access to internet.
Part II & III of the questionnaire elicited the impacts of online learning to
the culture of education of the students and to their academic performance.
DATA GATHERING PROCEDURE
The researchers had allotted enough time, effort and cooperation in
developing their questionnaire so as to serve its intended respondents. The
survey was created using suitable questions modified from related research
and individual questions formed by the researchers. The survey was
comprised of 3 parts which were related to the participant’s experiences on
the impacts of online learning to them. Google form is used to create the
survey online following the manual made questionnaire on the appendix p.
21 (Research Questionnaire) that were distributed to the respondents via
facebook messenger.
The questionnaire is a combination of recognition type and subjective type where
in recognition type, fixed alternative answers are already provided; the respondents
simply choose from among the given choices. On the survey, respondents will check
their preferred answers to the questions and also write their opinions at the last part. The
respondents were given allotted time to complete the survey.
Prior to the administration of questionnaire, a letter permit to conduct the survey
was send to the respondents. The data gathered from this research instrument were
tallied and computed for interpretation according to the frequency of items checked by
the respondents.
STATISTICAL TREATMENT
Percentage will be used to present the data on the profile of the students in terms of
sex, age, civil status and average family monthly income. This is to get the proportion
of the whole.
Formula:
Percentage (%)= f/N x 100
Where:f – stands for the frequency of responses
N- number of participants
Weighted Mean. This is to arrive at a verbal description of each item in the three (3)
selected checklist.
Formula:
TWF/N
Where:WF- weighted mean
TWF- total weighted frequency
N-number of responses
CHAPTER IV:
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
IMPACTS OF ONLINE LEARNING to BACHELOR OF CULTURE and
ARTS EDUCATION in 1st YEAR AND 2nd YEAR STUDENTS
The table 1 discusses both positive and negative impact to 1st and 2nd
year BCAEd students. Conducted by the college of education students.
The result presented in the table statement 3, 6 and 10 got the highest
mean of 1.96 interpreted as "high" followed by statement number 5 with 1.88
take to mean as "high" and statement 1 with 1.6 read as "high".
On the other hand statement 7 and 9 got a mean of 1.56 presumed as "high"
being followed by statement 4 with 1.52 delivered as "high" while statement 8 has to
interpreted also as "high".
The Impacts of Online Learning to Culture of Education of 1st year and 2nd
year students got an overall mean of 0.31 which was interpreted as "high".
The results presented in all the items imply that respondents were know the
impact of online learning to culture of education in EVSU.
STATEMENT
MEAN
1. I need to wake up early morning
STATEMENT
starts at 2am just to catch up1.theI need to wake up early morning starts at
just to catch up the internet access
internet access especially during2am
1.6
especially during submission of school
submission of school outputs viaoutputs via email.
email.
1.
I cannot feel the spirit of being student
because wearing of school uniform is not
required in an online learning.
2. I cannot feel the spirit of being
1.
Teamwork task in an online learning is 1.2
student because wearing of school
difficult to perform and building a good
uniform is not required in an online
rapport and intra personal relationship
with groupmates is not effective
learning.
INTERPRETATION
MEAN
1.6
1.2
INTERPRETATION
HIGH
HIGH
HIGH
HIGH
1.96
HIGH
compared to face-to-face learning.
3. Teamwork task in an online1. I cannot feel a strong collaboration and
mutual support from my classmates in an
learning is difficult to perform and
online learning.
building a good rapport and intra
1.
I can save money in an online learning 1.96
because there are no fees anymore like
personal relationship with
library, medical, student id, classroom
groupmates is not effective compared
contribution for school outputs, etc.
to face-to-face learning.
1.52
HIGH
HIGH
1.88
HIGH
STATEMENT
STATEMENT
4. I cannot feel a strong collaboration
and mutual support from my
1. I need to wake up early morning
classmates
in anjust
online
learning.
starts at 2am
to catch
up the
internet access especially during
submission of school outputs via
5.email.
I can save money in an online
learning because there are no fees
2. I cannot feel the spirit of being
anymore
library,
medical,
studentlike
because
wearing
of student
school
id,uniform
classroom
contribution
is not
required infor
anschool
online
outputs,
etc.
learning.
6. School celebrations like founding
3. Teamwork task in an online
anniversary, intramurals, JS Prom, etc.
learning is difficult to perform and
are
no longer
required
in an
building
a good
rapport
andonline
intra
learning.
affects my
social
personalThese
relationship
with
aspect
of beingisstudents.
groupmates
not effective compared
to face-to-face learning.
MEAN
MEAN
1.52
1.6
1.88
INTERPRETATION
INTERPRETATION
HIGH
HIGH
HIGH
1.2
HIGH
1.96
1.96
HIGH
HIGH
STATEMENT
7. Students in face-to-face learning
are more disciplined because of
personal contact with instructors and
peers who can hold student’s
accountabilities and responsibilities
compared to online learning in which
self-discipline is a must.
8. I feel that I am isolated in an online
learning than face-to-face where I can
communicate my classmates
immediately, laugh with them, easily
exchange ideas, and other
interactions with my classmates and
even my instructors.
MEAN
INTERPRETATION
1.56
HIGH
2
HIGH
STATEMENT
MEAN
9. Physical interactions during face-toface learning boost more selfconfidence than online learning.
1.56
HIGH
10. Instructor-student and studentstudent mutual respect is less
observed in an online learning
compared to face-to-face.
1.96
HIGH
Overall Mean:
0.31
INTERPRETATION
The data on the impact of online learning to student's academic performance to 1st and
2nd year BCAED students of EVSU was presented in table 2.
Based on the results presented on the table, statement 1 got the highest mean of 1.88
deduced as "great extent", followed by statement 4 with a mean of 1.52 understood also as
"great extent", statement 2 with a mean of 1.24 construed also as "great extent", and statement
3 with a mean of 1.04 interpreted also as "great extent". Contrariwise statement 5 got the
lowest mean of 0.96 inferred as "less extent".
The table 2 shows the result of the total tally of the impact of online learning to 1st and
2nd year culture of educations of BCAEd students.
STATEMENT
MEAN
INTERPRETATION
1.I cannot attend more often in an
online class because of internet
connections.
1.88
GREAT EXTENT
2.I cannot participate online class
discussion because I am not
comfortable on this kind of learning.
1.24
GREAT EXTENT
3.Submission of school outputs is
limited because of problems on
internet access.
1.04
GREAT EXTENT
STATEMENT
MEAN
INTERPRETATION
4.My learning satisfaction is less in an
online learning compared to face-toface learning.
1.52
GREAT EXTENT
5. I feel motivated in an online
learning compared to face-to-face
learning.
O.96
LESS EXTENT
Overall Mean:
O.13
As shown on the table, the impact of online learning to student's academic
performance to 1st and 2nd year BCAED students of EVSU got an overall mean of
0.13 which was interpreted as "great extent". The result implies that the respondents
were having a problem and difficulties regarding the impact of online learning in
students academic performance .
CHAPTER V
SUMMARY, CONCLUSION &
RECOMMENDATIONS
SUMMARY OF THE STUDY
With today’s new learning style the researchers conduct a study in
regarding to know whether the online learning have impacted the students. It
mainly focuses on measuring the impacts of online learning to 1st and 2nd
year BCAED students of EVSU.
Specifically, it intended to answer the following questions:
1.What are technological profile of the students in terms of the following:
1.1 Internet capabilities
1.2 Electronic or devices used
1.3 Types of internet access
2. What are the impacts of online learning to culture of education of Bachelor of Culture
and Arts Education students?
3. What are the impacts of online learning to the academic performance of Bachelor of
Culture and Arts students?
4. Are there some significant relationships between the demographic profile of the
students to the technological factors?
5. What intervention scheme may propose based on the findings of the study?
SUMMARY OF THE FINDINGS:
1. Technological profile
1.1 Internet capabilities – the findings in this area is that majority of
the students can access to all social media forms and also applications that
are mainly used during the online learning. But there are few who cannot
download some applications due to the reasons that they do not have enough
space or storage in their phones.
1.2 Electronic or devices used – 95% of the students in 1st year and 2nd year
under BCAED have gadgets and phones that they can use during classes. Some who
came from affluent family have more than one electronic devices at home. The
remaining 5% of the students always faces problems because since they don’t have
the technology they need to borrow gadgets from their parents or they will go to
computer shops just to attend online classes and to encode some paper works.
1.3 Types of internet access – Most of the 1st year and 2nd year students uses
Mobile Data and Go Surf promos as the source of their internet access. Few of them
have a home prepaid WIFI.
2. For the RQ 2, the things that impacted the most on the culture of education is the selfmotivation of the students to continue learning. With sudden changes it affects their
social life and also deprived things that they can do during face-to-face classes. Students
feel suffocated inside of their home, plus having too much worries in online classes
affect their culture behavior in education.
3. For the RQ 3, the result implies that the students are really having difficulties in their
academic performance. This means that their grades also were highly affected. Their
grades become much lower than the one they’ve got during online classes. This is
because most of the students prefer learning in a traditional way.
4. For RQ 4, there are a significant relationships between the demographic
profile and the technological factors of the students. Since most of the students
uses Mobile data and Go Surf promos in accessing internet, students needed to
ask some money from their parents to buy some load. And it is also pricey for
some students since they need to have internet everyday for their classes.
CONCLUSION
Based on the aforementioned findings, the following conclusion are deduced:
1. The 1st year and 2nd year BCAED respondents have “High” impact on the
positive and negative impact of online learning to the BCAED students in
EVSU.
2. The impact of online learning to the students academic performance have
"Great Extent".
3. The respondents were having a difficulty and adjustment on the online
teaching in learning process rather than in face to face class.
RECOMMENDATIONS
1. Enhanced the internet connection and services in the Philippines in order that
students of 1st and 2nd year BCAED students can access directly the E-learning flat
forms of the university.
2. The school should provide E-learning tools and materials such as flash drives,
internet load, hard drives, and WiFi to every students so that online lectures can be
recorded, archived and shared for future references .
3. Another related research study should be conducted with much bigger population
to further justify the results of current study.
THANK YOU!