CHAPTER I
Introduction
Background of the Study
One of the greatest technological advancements in human history is the
development of online tools. Nearly everyone must meet the difficulty of having to
adjust to the significant change that technology has brought into practically every
aspect of human life as a result of its development, advancements, and the plunge
that the worldwide communities have made into it. Communication between
organizations, communities, and individuals has undergone significant and pervasive
changes as a result.
The reason why people throughout the world are celebrating communication
technology developments today is because they have made it possible for people to
interact socially and for business purposes even across national and international
borders, transforming the entire world into a "Global village." The goal of the online
tools is to foster social contact between individuals through which they share and
exchange knowledge and concepts in online communities and networks while
developing a language they comprehend and have created for themselves. But as
things stand, this amazing invention has had both positive and negative effects, and
the primary goal of this research study is to determine whether it has an impact on
students' language learning.
The growth of online tools has made it the best medium for communication;
two-thirds of internet users in the world regularly visit social networking sites, which
act as a communication and connection tool in particular for reconciling with old
friends and making new ones for shared, professional, or academic interests.
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However, the less positive effects of this technological development have led
to problems like the downturn in the speaking and writing abilities of English
Language, which used to be the pride of any student who possessed it, particularly
in this current generation of students who form the majority of users interacting
through the use of the online tools on educational platforms.
Therefore, the primary goal of this research study is to examine the efficiency
and usage of these online tool platforms and how they have profoundly impacted
students' language learning.
*(Cite your sources of borrowed ideas.)
2
Purpose of the Study (Delete)
This study will focus about how well junior high students at Calbayog City
National High School learn languages using online tools on educational platforms.
Online tools have become a major concern in the minds of the majority of
students at every level, regardless of age or location. The manufacture and
distribution of equally sophisticated but easily accessible mobile phones has not
helped the situation in the least because almost every student has easy access to
one, either belonging to them or their parents.
The purpose of this study generally is to evaluate how well students can learn
languages using online tools on educational platforms.
However, this study particularly looks for;
1. Students' exposure to online tools on educational platforms has affected their
ability for communication and grammatically correct writing in English.
2. The online tools on educational platforms language style comprising word
abbreviations and acronyms have eroded the English writing skills of students
in Junior High.
3. If the online tools on educational platforms the students have access to have
had a positive impact on their English language performance and
competency.
4. The impacts of online tools on the academic performance of junior high
students. (Delete this part).
3
Statement of the Problem
The ability of the online tools to reach a very large audience in a short span of
time is both an advantage and a disadvantage. It makes its negative influence on
English language proficiency spread like wild fire among students who are its major
users when used improperly. According to media research sources, it has been
observed that students participation in social platforms sites is having an increasing
negative impact not only on their general academic performance, but also on their
ability to employ formal literacy of English language in communicative events, hence
the alarming mass decline of students in English language learning,
Since the advent of online tools in the 1990s, students' academic commitment
has been neglected significantly, resulting in a significant decline in their overall
academic performance. When students are unable to distinguish between the formal
usage of English Language, a core subject among others that determines their
academic progress, and the grammatical errors spawned by their consistent use of
social media to the extent that the ability to construct good English has become a
formidable obstacle, this is cause for grave concern. Due to the fact that the benefits
of participating in online tools sites have expanded beyond online sharing of ideas to
include career building and income generating opportunities, it has become a strong
point of attraction for its users, both young and old, who view it as a tempting offer.
The question of whether these opportunities promote academic excellence among
students must be answered especially now that circumstances have changed and
classes have been adapted to be online.
4
Thus, this research objective is to investigate the variables that influence the
English proficiency among student as a result of online tools interference on their
speaking and writing skills. (Delete all the paragraphs.)
Research Questions (Is your research quantitative or qualitative? If it quanti,
use the term Statement of the Problem.)
The following research questions were raised in light of the aforementioned
problems:
1. Does the students' exposure to online tools on educational platforms have
affected their ability for communication and grammatically correct writing in
English?
2. Do these online tools on educational platforms language style comprising
word abbreviations and acronyms has eroded the English writing skills of
students in Junior High?
3. Do these online tools on the educational platforms the students have access
to have had a positive impact on their English language performance and
competency?
4. What are the impacts of online tools on the academic performance of junior
high students?
5
Research Hypothesis
The researcher came up with the following hypotheses, which were
conducted in this study: (Base your hypotheses with the statement of the problem. If
your research is qualitative, there is no need for hypotheses.)
1. The ability of junior high students to communicate and write in English with
correct grammar is significantly impacted by their exposure to online tools on
educational platforms.
2. Online tools on educational platforms language style has an impact on how
well junior high students write.
3. The academic performance of junior high students has been significantly
impacted by the use of online tools on educational platforms.
4. The type of online tools the junior high students are exposed to has influence
on their English Language learning.
6
Scope of the Study (Make this section as Scope and Limitation of the Study.)
The main purpose of this research is to examine how well junior high students
learn languages using online tools on educational platforms. In order to facilitate data
processing, the study will concentrate on junior high students at Calbayog City
National High School in Calbayog City, Samar.
This will lessen complexity that may occur as a result of having a very large
population. However, because student characteristics are generally similar, the
research results would be applied to all junior high students at Calbayog City
National High School.
7
Significance of the Study (Place after Scope and Limitation of the Study.
Arrange the beneficiaries from according the significance.)
The teachers, parents, and students should all take note of this study. This
study will serve as guide for the teachers at the school and help them in
understanding the effectiveness of online tools on educational platforms and how
they continue to shape students' academic performance, particularly in their learning
of the English language. It will also serve as an eye opener for the teachers to help
in enlightening and creating awareness for the students, enumerating to them the
potential adverse affects it could have on them if not checked.
The study is significant to parents because it will help them understand the
potential consequences of online tools on their children' learning and act as a
watchdog to prevent them from exposing their children to online tools too much. After
all, parents are a child's first teachers.
In a similar sense, the study will give students the knowledge that, in addition
to the social benefits of these online tools, which are more anticipated, utilizing them
excessively could endanger their personal and professional lives. It will be helpful for
teaching students about the variety of online tools. It will offer essential information
for students and other researchers conducting related study.
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The Limitation of the Study (Integrate with Scope and …)
More often than anybody else, students are the main vulnerable of online
tools. They have been exposed to experiences beyond their capabilities as a result
of Information Communication Technology (ICT) becoming a required component of
the school curriculum in almost all levels of academic institutions, and the only way
to keep up is to pay attention to it even at the expense of academic concerns.
However, one of the limitations of this study is the fact that students are now
required to use the internet as part of their education in order to increase their
technological skills.
Another drawback is the low cost of internet-enabled mobile devices, through
which it is simple and uncontrolled to access the internet.
As a result, the study will be limited by information and other factors that, as
previously indicated, are not in the researcher's control.
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De-limitation of the Study
Online tools have made it possible for us to communicate with a lot more
people on a worldwide scale than we could previously done on a local level. This is
excellent because it allows us to maintain connections across long distances, but it
also puts more pressure on people to maintain multiple contacts with a much bigger
number of people at once. For instance, if a class on Zoom has an average of 100
students, even if you are only friends with 10% of that class, you still have 10
numbers of people to keep track of, leading to an ever-expanding channel of
communication.
This study will seek to explore the various factors that have contributed to the
Internet Technology, which is the main channel of online tools, becoming a
necessary path of study in academic setting, rather than a positive influence it has
wielded over the students and their capabilities to learn English language.
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Definition
of
Terms
(Arrange
terms
alphabetically.)
The following are key terms utilized in this research study:
Online Tools – online learning tools refer to any program, app, or technology that
can be accessed via an internet connection and enhance a teacher's ability to
present information and a student's ability to access that information.
Language – A language is a system of communication which consists of a set of
sounds and written symbols which are used by the people of a particular country or
region for talking or writing.
Academic – associated with an academy or school especially of higher learning the
academic curriculum academic courses.
Technology - Technology refers to methods, systems, and devices which are the
result of scientific knowledge being used for practical purposes.
Students - a person formally engaged in learning, especially one enrolled in a
school or college.
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(Insert conceptual framewprk and theoretical framework.
Insert them after
hypotheses.)
CHAPTER II
Review of Related Literature
This chapter provides an overview of some literature pertaining to the
effectiveness of online tools on educational platforms among junior high in language
learning. These literature are of great significance and relevance to the study. The
succeeding literature and studies will provide the researchers added information and
data on the effectiveness of online tools on educational platforms among junior high
in Calbayog City National High school in language learning.
Related Literature
Technology has advanced to the edge. It has not only provided few but it as
well made a lot of new forms of socialization, information, exchange, and
communication. After decades, traditional media has been slowly fading while
modern tools and modern media are advancing overwhelmingly quickly. Aside from
the common social media application, there are also the existence of online learning
12
tool such as Moodle, Google Classroom, and the like. These online tools are
significant in the learning process of the students, for the teaching process of the
teachers. These tools are essentially useful to the academic aspect of both student
and teacher. Although it is useful, many think these tools cause positive and
negative effects to them. (Cite your sources of borrowed ideas.)
Social media can be used as an online learning tool because in social media
students and teachers can easily communicate regarding to the academic
responsibilities. However, social media is not as good as the proper online tools.
Online tools features focus more on and limited to the learning process of the
students and teaching process for teachers.
It was estimated that 90% of students owned a mobile phone, and 96% used
text messaging. This shows that many young students are fully able to use online
learning tool effectively (Plester et al., 2008). Because online learning tool is more
effective in the learning process than with the use of social media, certain features
enhancing online tools was created to make the learning process efficiently. The only
solution to this issue was to begin teaching all the students who are not
technologically good on how to utilize online tools for them to be able to not be left
behind.
However, as professed by Aydin (2012), studies on the educational benefits of
online tools focus on specific areas such as social learning, e-learning,
environmental learning, etc. A good illustration is the skillfully designed i-Learn
platform of our esteemed National Open University (NOUN), which has aided
students and made learning more engaging and convenient.
(Add more related literature.)
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Related Studies
From the student perspective, online education is convenient as it offers
learners flexible location and time (Petrides 2002; Poole 2000; Schrum 2000). For
many business schools, switching to online and hybrid teaching has become a
necessity to increase the convenience for many students who work part-time while
pursuing their higher education and expand their educational opportunities (Hill
2002; Hofmann 2002; Rourke 2001; Trammell and Laforge 2017). Therefore,
researchers have started examining the effectiveness of different OTL tools and
components. The examination of effectiveness in prior research has been conducted
by analysing student ratings (e.g., Arbuckle and Williams 2003), course and
instructors’ characteristics and the magnitude of social interactions (e.g., Gorsky and
Blau 2009).
Although earlier research suggests that the flexibility afforded by OTL courses
is the main attraction for many learners, learners still expect them to be of equivalent
or comparable quality to face-to-face courses, to be meaningful in their contents and
to allow for communication with instructors (Tricker et al. 2001). Researchers
document that student satisfaction in OTL courses is significantly affected by the
extent of interactions with the instructor (Ausburn 2004; Valenta et al. 2001). This
critical factor is presented by earlier research as the ‘immediacy behaviours’ of
instructors (Arbaugh 2004). While emails were the original forms of communication
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with the instructor, recent technological infrastructure now allows for better ways of
interaction, including visual conference calls, virtual office hours, and so on. Further,
virtual interactions between students can be increased by creating discussion boards
and forums for virtual groups and teams to work on common cases.
In recent research, Florence Martin and colleagues (2019) conducted a
survey that examined the perspectives of award-winning online faculty from across
the United States on the effectiveness of different teaching practices. Martin et al.'s
(2019) results show that faculty recommended using timely response and feedback,
availability and presence, and periodic communication. Lokanath Mishra and
colleagues (2020) investigated teachers’ and students’ perceptions of the shift to
OTL at an Indian university during the pandemic. Their findings revealed that
resources, instructors’ readiness, student motivation and access to the internet have
valuable roles in achieving integrated learning, particularly during exceptional
circumstances such as COVID-19.
(Cite similarities and differences of the cited studies with the present study.
Add more related studies.)
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Concept of Online Tools
Definition (What is this? The related studies section should be continous, no
subheadings.)
Online tools, as we also taught, are any software, application, or technological
innovation that can be accessible through an internet connection and improve both
the ability of a teacher to communicate information and the ability of a student to
acquire that information.“E-learning is learning based on information and
communication technologies with pedagogical interaction between students and the
content, students and the instructors or among students through the web”
(González-Videgaray, 2007). These Online learning tools are the tools that are used
by the students and teachers such as Moodle, Google Classroom, and the likes.
Online learning is education that takes place over the Internet. It is often
referred to as “e- learning” among other terms. However, online learning is just one
type of “distance learning” – the umbrella term for any learning that takes place
across distance and not in a traditional classroom. “E-learning is an on-line
education defined as the self-paced or real-time delivery of training and education
over the internet to an end-user device” (Lee & Lee, 2006). “E-learning is the delivery
16
of a learning, training or education program by electronic means” (Li, Lau
&Dharmendran, 2009). During the widespread of Covid-19, online learning has
become the new trend and become the safest learning process in the country.
The usage effect of these online tools, according to Nielsen (2012) is that,
students are hardly making a good performance in academics and are always get
distracted by the other applications installed in their phones. Many believe that online
learning is harder than the actual face to face learning because there are a lot of
factors that distracts students from learning.
Student’s Exposure to the Online Tools
The achievement of students academically in Nigeria's higher education
institutions is directly correlated with their use of online tools. However, the
unfavorable side of technology advancements has led to unintended consequences,
such as the loss of real life values among students, which has had a significant
impact on the way they speak and write English in recent years.
Online learning tools and applications encourage users to develop their
technological skills and communication skills, which causes students to forcefully
learn how to utilize online learning tools to be able to not be left behind. Additionally,
they must learn to use online tools in order to learn and improve his or her academic
performance.
Nowadays, the majority of students have online learning tools/application
installed in their smart phones. It may not be implausible that the majority of them
struggle in school, particularly in classes that focus on English grammar. While many
parents are so quick to blame the poor quality of teachers, they might have to think
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twice, if they have not heard about the hardships the teacher is facing while teaching
online and at the same time worrying about pandemic (Oche&Aminu .2010). In
(Obi,Bulus, Adamu&Sala’at 2012), it was observed that the use of these sites also
affects students’ use of English and grammar. Olubiyi (2012) noted that these days,
students are so engrossed in the social media that they are almost 24 hours online
and become grumpy or lazy if it’s about checking and learning through online
learning tools. However because of pandemic, the teachers depend so much on the
use of online tools that they lack on providing the students needs of knowledge.
As a result, students are going in the wrong direction and gradually losing
touch with the proper way to use English grammar because they are more focused
on the improper way of writing and communicating. What's worse is that they are not
excited anymore to answer the activities or school tasks that are given to them, and
deadline is not a big deal to them anymore. The students are not trying anymore to
be on top, and worse their mindset has changed into “as long as they do not have a
fail grades, all is well” mindset. How long will this last, and will we eventually adapt to
this new way of learning, is a question that still remains unresolved.
Knowing that kids are wasting their time learning the wrong way and thinking
that their answers on their academic task are okay even unsure if it is and losing
touch with the knowledge that will be to their greatest advantage in the future is
extremely upsetting. Online learning tools are not enough to supply the needs of
students to knowledge. As a result, the majority of pupils experience academic
difficulties.
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Most used Online Tools by Students
A. Moodle
The GNU General Public License governs the use of Moodle, a free and
open-source learning management system written in PHP. You may build online
courses, add assignments, and monitor your students’ progress using the Moodle
platform for online learning. Additionally, it enables you to interact with the students
and promote interaction among them in forums and conversations. Moodle is a free
learning management system that offers a platform for e-learning. It greatly aids
various educators in conceptualizing the various courses, course structures, and
curriculum, which makes it easier for them to communicate with online students.
Martin Dougiamas created Moodle, whose main goal ever since has been to
contribute effectively to the e-learning system and to make it easier to pursue online
degrees and online education. Statistics show that over 14 million users are enrolled
in roughly 1.4 million courses spread by this learning management system, which
goes by the name Moodle, which stands for Modular Object-Oriented Dynamic
Learning Environment (Lungu, Monica 2022).
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According to Kesse, the term “Moodle” initially stood for “Modular ObjectOriented Dynamic Learning Environment,” and its core principles centered on
promoting the interaction-based social constructionist pedagogy learning style. No
matter where the user is, learning may still be incorporated as a crucial component
of the individual’s professional push to aim higher thanks to the system’s adaptable
approach to dynamic learning. Connection to the Moodle platform can spark new
ideas about how individuals should approach learning with the correct kind of
assistance and internet access.
B. Google Classroom
Create, distribute, and grade assignments more easily with the help of Google
Classroom, a free blended learning platform designed for educational institutions.
Google Classroom’s main objective is to make file sharing between professors and
students more efficient. For educators, Google Classroom is a free platform. It
employs a scaled-down strategy to provide teachers with the tools they require to
interact with students, plan activities and resources for classes, and maintain
records.
Basically, Google Classroom is accessible to everyone with a Google
account. Google Classroom is available to non-profits, schools, independent
teachers, homeschoolers, administrators, and families as well as organizations using
G Suite for Education.
Mr. Rochelle, who founded Google’s education apps division, and Zach
Yeskel, a Google product manager and former high school math instructor, came up
with the idea for Classroom. When Google Classroom first debuted in August 2014,
it positioned itself as a one-stop shop that would free up teachers’ time so they could
20
concentrate on teaching. Google stated that approximately 10 million students and
teachers were using it as of October 2015.
Google Classroom, a platform designed with educators in mind, gives
teachers and students in classrooms the advantages of paperless sharing,
assessment, and digital collaboration. Google Classroom is one of the most widely
used edtech products, being used by tens of millions of teachers and students in
tens of thousands of schools worldwide.
C. Google Meet
Google Meet (formerly known as Hangouts Meet) is a video-communication
service developed by Google. It is one of two apps that constitute the replacement
for Google Hangouts, the other being Google Chat. It is also set to replace the
consumer-facing Google Duo on mobile devices.
During the COVID-19 pandemic, the use of Meet grew by a factor of 30
between January and April 2020, with 100 million users a day accessing Meet,
compared to 200 million daily uses for Zoom as of the last week of April 2020.
After being invite-only and quietly releasing an iOS app in February 2017,
Google formally launched Meet in March 2017. The service was unveiled as a video
conferencing app for up to 30 participants, described as an enterprise-friendly
version of Hangouts. It has launched with a web app, an Android app, and
an iOS app.
While Google Meet introduced the above features to upgrade the original
Hangouts application, some standard Hangouts features were deprecated, including
viewing attendees and chat simultaneously. The number of video feeds allowed at
one time was also reduced to 8 (while up to 4 feeds can be shown in the "tiles"
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layout), prioritizing those attendees who most recently used their microphone.
Additionally, features such as the chat box were changed to overlay the video feeds,
rather than resizing the latter to fit. Hangouts were scheduled to cease operation in
the first half of 2021. Google suspended its usual 60-minute limit for unpaid
accounts.
In August 2020, it was reported that Google was planning to eventually merge
Google Duo with the business-oriented Google Meet. In December 2021 this
objective had been dropped, but Duo continued to be available and updated. In June
2022, Google reversed course and announced that Duo would, in fact, be merged
into Meet. The mobile app will be rebranded as "Google Meet", while the original
Meet app will eventually be deprecated.
D. Zoom
Zoom is a cloud-based video conferencing platform that can be used for video
conferencing meetings, audio conferencing, webinars, meeting recordings, and live
chat.
Zoom is the most popular video conferencing solution for companies with 500
employees or fewer, and the second-most popular solution for companies with more
than 500 employees, after Skype for Business. According to Zoom's S-1 filing in
early 2019, more than half of Fortune 500 companies are using Zoom, and it earned
an average NPS of more than 70 in 2018.
This year the number of Zoom users has grown rapidly surrounding concerns
for corona virus (COVID-19). It's estimated that the company has added 2.22 million
monthly active users so far in 2020, while in all of 2019 it added 1.99 million users.
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Impacts of Online Tools on Students
There is no denying that online learning tools have fundamentally made the
lives of students and teachers easier. Although in some ways technology has
improved how people share information and communicate, it also has a dark side
that seems to be more depressing than its positive aspects. Online learning tools can
occasionally have detrimental effects, some of which can be so severe as to be fatal.
Of course, we have heard tales of similar occurrences; the most common issues that
are lurking behind the use of smart phones and eye exposure while using online
learning tools, some says that there are cases that a particular student suffers eye
problem and cancer because of too much exposure to radiation while learning
online. Worse is, that student die right before his graduation day. That was the
potential harm.
These days, it's quite concerning how much time students spend on learning
through online learning tools. It is extremely uncommon to find a student without a
mobile device with internet access and installed online learning tools or applications.
Although the schools are trying their best to change the situation by planning to
conduct a face to face class, it cannot guarantee that the online learning tools will not
23
be of use anymore. Though online learning tools are somehow not easy to use or
utilize, it is still significant for, without them, learning will be ineffective.
However, a coin always has two sides: good and bad, left and right, up and
down. Examining online learning tools’ beneficial effects on students will provide us
with a solid foundation from which to conclude the effects it has on their lives.
CHAPTER III
Methodology
Research Design
This study looked into the effects of multiple online tools on English
proficiency, with a focus on a few junior high school students in Calbayog City
National High School. A descriptive survey design was used for the study. A
descriptive survey is one that uses observation as the primary method of data
collection. It collects data through observation (questionnaires and interviews) so
that valid and accurate conclusions can be drawn.
Time and locale of the study
This study was conducted at Calbayog City National High School.
Furthermore, the schedule was based on what was convenient for the respondents
given the current status of the environmental challenges.
Participants of the Study (Use the term Respondents of the Study;
Participants is only used when your research is qualitative.)
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The participants of the study were students from Grades 7 to 10 from
Calbayog City National High School.
Grade Level
Sample
7
13
8
12
9
13
10
12
However, the study adopted simple and stratified technique in selecting the sections
in each grade level. (Why do you have so few samples in every grade level?
How did you come up with the sampling procedures? Having Grades 7-10 as
your respondents is too exhaustive. Why not consider only one grade level?
Say Grade 8, then determine the sample size using the slovin’s formula.)
These are the criteria that must be met in the selection of the participants of
the study:
1. Must be a bonafide student of Calbayog City National High school
(CCNHS);
2. must be enrolled in junior high level (Grade 7-10).
(No need of the criteria if you did not use purposive sampling.)
Research Instrument
A self-created questionnaire titled Effects of Social Media on English
Proficiency Questionnaire was used to collect data for the study. The instrument was
divided into two parts. Section A included questions about the students' demographic
25
data. Section B of the instrument contained 15 items with four options each (Strongly
Agree, Agree, Disagree, and Strongly Disagree).
(Did you conduct validation of research instrument?)
Data Gathering Procedure
The researcher used questionnaires to collect the data for this study. The
researcher visited the selected schools to administer the instrument with the
permission of each school's principal. (Why do you selected schools wherein you
have identified CCHHS as your locale of the study?) Before the principal
approved the administration of the instrument to the students, the importance of the
instrument was adequately explained to the school authority. As a result, the
selected students were given the instrument to administer, and the instruments were
collected from the schools after they were answered.
(Discuss the statistical treatment of data)
CHAPTER IV
Presentations, Analysis, and Interpretations of Data
This chapter deals with the interpretation, analysis, and discussion of the
garnered data by the researchers.
Profile of Respondents
Table 1 represents the profile of the respondents in terms of age, sex, if the
respondent ever does operate online tools, online tools used, and span of time for
using online tools.
TABLE 1
Demographic Data of Respondents (Use the term Profile of the Respondents. )
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Variables
Frequency (f)
Percentage (%)
8yrs – 12yrs
0
0
13 -17yrs
50
100
18-22yrs
0
0
23 yrs and above
0
0
50
100%
Male
24
48
Female
26
52
50
100%
50
100
0
0
50
100%
Google Meet
50/50
100%
Zoom
38/50
76%
Google Classroom
50/50
100%
Others
0/50
0%
1: AGE
TOTAL
2: SEX
TOTAL
3: DO YOU OPERATE ONLINE
TOOLS?
Yes
No
TOTAL
4: ONLINE TOOLS USED
27
5: SPAN OF TIME FOR USAGE
Less than 1 hour
6
12
1-2 hours
43
86
3-4 hours
1
2
5 hours and above
0
0
50
100%
TOTAL
In Table 1, profile according to age, sex, if the respondent ever does operate
online tools, online tools used, and span of time for using online tools are presented.
It shows that all fifty (50) or 100% of the respondents’ ages are within the age range
of 13 -17 years old.
(Present the data on online tools and time usage in graph form.)
In terms of sex of the respondents,
twenty-four (24) or 48% are Male
students and twenty-six (26) or 52% of the respondents are Female.
It also shows that all fifty (50) respondents or 100% of them operate online
tools. With regards to the online tools that they are using, All fifty (50) respondents or
100% of them are using Google Meet and Google Classroom. While only thirty-eight
(38) or 76% of the respondents use Zoom Meetings.
In relation to the span of time the respondents took in using the mentioned
online tools, six (6) or 12% spends less than one (1) hour. While, 43 or 86% of the
respondents spend one to two (1-2) hours on online tools, and one (1) or 2% spends
3-4 hours.
Table 2.a
Online Tools and English Language Communication Skills
1
INDICATORS
Online Tools helps with my spoken
English
WEIGHTED MEAN
INTERPRETATION
1.96
Strongly Agree
28
2
3
4
5
Online Tools changes the way people
communicate and share information
Online Tools improves
people interact globally
the
1.14
Strongly Agree
2
Agree
1.04
Strongly Agree
1.98
Strongly Agree
1.62
Strongly Agree
way
Online Tools provides accessible tool
for helping students to work together
Online Tools
broadens students’
knowledge and connectedness
TOTAL WEIGHTED MEAN
The highest frequency among the indicator is Statement 4 with a frequency of
1.04 which has the interpretation of Strongly Agree which implies that they agree that
such online tools give them accessible tool for cooperation within students. The
lowest frequency among the indicator is Statement 3 with a frequency of 2 which has
the interpretation of Agree which implies that such online tools improve interaction
within people globally. The total statements mean is 1.62 which has the
interpretation
Strongly
Agree
about
Online
Tools
and
English
Language
Communication Skills. The result shows that the respondents positively see online
tools as a venue to practice English Language Communication.
Table 2.b
Online Tools and Academic Performance of students in English Language
6
7
INDICATORS
Online Tools exposes students to
abbreviations and ungrammatical
spellings which latter have negative
impacts
on
them
during
examinations
Online Tools contributed to mass
failure of students in English
WEIGHTED MEAN
INTERPRETATION
3
Disagree
2.88
Agree
29
Language and other English related
courses or subjects
8
9
10
Online
Tools
encourages
examination malpractices in schools
Online Tools aids wastage of
students time that should be wisely
invested in academic and profitable.
Online Tools motivates students to
participate well amidst not having
face-to-face classes.
TOTAL WEIGHTED MEAN
3.18
Disagree
2.98
Agree
2.9
Agree
2.99
Agree
The highest frequency among the indicator is Statement 7 with a frequency of
2.88 which has the interpretation of Agree which implies that they agree that such
online tools contributed to mass failure of students in English Language and other
English related courses or subjects. The lowest frequency among the indicator is
Statement 8 with a frequency of 3.18 which has the interpretation of Disagree which
implies that such online tools encourage examination malpractices in schools. The
total statements mean is 2.99 which have the interpretation Agree towards Online
Tools and Academic Performance of students in English Language. The result
shows that the respondents positively see online tools as a venue to practice English
Language Communication.
Table 2.c
Type of Online Tools and English Language Ability (Consider this as part of
the previous table.)
11
12
INDICATORS
WEIGHTED MEAN
INTERPRETATION
Online Tools contributes to students
success in English language
1.8
Strongly Agree
2.5
Agree
The type of online tools students
exposed to determines his/her
success in examinations
30
13
14
15
Some
online
tools
influences
students positively without any
constraints
Online Tools sites has been
recognized as one of the most
important resource avenues for
education today
Students enjoy Google Meet, Zoom,
and Google Classroom more than
any other online tools.
TOTAL WEIGHTED MEAN
2
Agree
2
Agree
1.94
Strongly Agree
2.05
Agree
The highest frequency among the indicator is Statement 11 with a frequency
of 1.8which has the interpretation of Strongly Agree which implies that they agree
that such online tools contribute to student’s success in English language. The
lowest frequency among the indicator is Statement 12 with a frequency of 2.5 which
has the interpretation of Agree which implies that the type of online tools students
exposed to determines his/her success in examinations. The total statements mean
is 2.05 which have the interpretation Agree towards Type of Online Tools and
English Language Ability. The result shows that the respondents with their Online
Tools and English Language Ability have a positive effect on them.
(Insert implication in discussing every table.)
CHAPTER V
Summary of Findings, Conclusions and Recommendations
The researchers presented the summary of findings, as well as the conclusion
and recommendations based on the study's findings, in this chapter.
Summary of Findings
31
1. The researchers observed that in terms of the ages who use online tools,
most are 13 to 17 years old. Students who are 12 below resulted to 0
percentages. All male participants resulted to lower use of online tools in their
education and a higher rate for female students.
2. The respondents mostly use Google meet and Google classroom as their
virtual learning preference. Zoom meetings are not commonly use as learning
platforms. Most students only spend 1 to 2 hours of studying in online
platforms and some answered 3 to 4 hours of spending their time on online
tools.
3. All participants have strongly agreed that their English have improved over
using online tools as well as many other things including communication and
sharing of information, collaboration between peers, and knowledge and
connectedness. The participants also agreed they are able to benefit through
global interactions.
4. The academic performance of participants in the English language through
online tools shows their basic English did not improve, promotes malpractice,
failure in the subject, and does not profit good teaching. However,
respondents agreed online tools also help them to participate in the new
learning process.
5. The English language ability of the participants through the use of online tools
presented positive response in their contribution of success in learning the
language and it depends on the online tools used by the student to have good
grades in their examinations. Some participants agreed online tools do not
limit their knowledge acquisition of the subject.
6. Online tools sites have been recognized some participants as important
educational platforms in the case of COVID-19.All respondents have agreed
32
they use Google meet, zoom, and Google classroom as their main online
tools.
Conclusion
The following conclusions are based on the findings of the study:
1. The researchers discern most of the students who use online tools on
educational platforms are at the age where it could be a disadvantage or an
advantage. Female students have higher interest and focus in learning more
than the male groups.
2. The participants commonly use Google classroom and Google meet in
connection to their classes considering these are applications that lessen the
consumption of storage and internet usage rather than the zoom application.
3. The respondents have improved in different aspects of learning the English
language through using online tools on education platforms.
4. The junior high students encountered problems in terms of learning the target
language. The effectiveness of online tools is not securely established
resulting to poor teaching.
5. The respondents however, agreed they did well on their examinations through
using online tools. They also answered knowledge is not limited.
6. The students of Calbayog City National High School recognized Google meet,
Google classroom and zoom as important applications in these times of
learning.
Recommendations
33
The researchers would like to recommend a further investigation on the
effectiveness of online tools on educational platforms. Any research into the effects
of using interactive applications on their course should the subject pool.
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