(Research Proposal Worksheet)
Title of research:
Researcher: Valenzuela, Janhel B.
Objectives:
The overall objective of this study is to measure and identify…..
Research Questions:
----Hypothesis:
Ho: There is no significant effect between mode of learning and class performances
Ha: There is significant effect between mode learning and class performances
 Does it mean that students who take online courses are more active in their class
performances in face-to-face classes than those students who take non-online courses?
Justification in the proposed study:
The aim of this study is to identify the key issues on online learning platform affects class
performances on face-to-face learning. The existing comparison knowledge about different
modalities based on quality of education, performances on students, and factors of higher
education quality on blended learning. Mode of learning is
The existing study on various modalities of different learning platforms has been performed by
different learners and allows flexible learning modes so students can control their learning path,
pace, and different in terms of learning, instructional satisfaction (Lim, 2019). This experimental
study will help to identify whether the mode of learning affects the class performances on
traditional learning and if there are another possible research questions that should be tackled on
this study that can lead to another development studies on effective learning in student
performances through different platforms.
Experiment:
In conducting this experiment, the researcher will find participants who are first year
students who have been taking face-to-face classes that must be in the same environment
(school, classes and have the same subjects). The researcher will find two classroom (two blocks)
in 1st year level that has a same environment and find a student who will participate in this study,
in each group online and non-online will be randomly divided into 5 members into two variables
which is the experimental group who had participated online and the other control group that
doesn’t participate in an online class. The manipulation of this study is that students will take
online and non-online courses on the face-to-face classes (school, subject, same teachers) which
is the control variable. The observation will last in 1 week where every student who participated
in this study will be measured by their performances by answering all survey questionnaires to
evaluate their overall performances in an online course and non-online course.
Scenarios will be: The researcher will conduct an experiment to students who are currently taking
face-to-face class programs and will find if adaptive online learning will affect the student
performances. The researcher will find 10 participants in the first year students in two blocks who
are currently taking face-to-face classes that have the same environment which is they have the
same subjects, same teachers of the subjects and it will be randomly divided into two groups
which is we are going to measure the overall performances of students. The experimental group
which will be taking an online course (online learners) and the control group will not be taking any
online course (non-online learners), the control variables is the student’s environment that are
remain constant when conducting an experiment in both group, they should have the same
classroom, same major subjects and same subject teachers. The experimental procedure will last
only in one week (7days). The result of their overall performances will be measured through
evaluation in the survey questionnaires. The researchers will use true experimental design which
is the post-test only group design where students' performance will be measured only in the posttest result.
Research Consent Form:
Title: “The impact of adaptive online learning on college students’ face-to-face class
performances”
This research consent is only for those who are willing to participate in this study. It is to
ensure the participants were acknowledge about how the procedure will be implemented if they
are going to participate. It also to ensure the safety and confidentiality of the participants. This
research consent is implemented to the participants to follow research policies that there will be
no problem in both researcher and participants in doing this experimental procedures.
Please read and complete this form carefully. If you are willing to participate in this study,
ring the appropriate responses and sign and date the declaration at the end. If you do not
understand anything and would like more information, please ask.
I understand that this experimental research involve:

Conducting a different mode of learning platforms (online vs. non-online) on students who
are currently enrolled in the face to face program.

Performance evaluation on both online and non-online learners.

Evaluating the class overall performances in between two groups by answering all the
survey questions that were provided by the researcher.
YES / NO
I understand that all information about me is being classified and that I will not be named in any
written work arising from this study.
YES / NO
I understand that all information about me will be used for research purposes only.
YES / NO
I understand the data will be treated with confidentiality and that the study participants will not be
named in the write-ups.
YES / NO
I understand that I may withdraw from this study at any time without having to give an explanation.
YES / NO
I freely give my consent to participate in this research study and have been given a copy of this
form for my own information.
SIGNATURE:
NAME:
DATE:
ADRESS:
EMAIL:
CONTACT NUMBER:
Analyze:
An independent sample t-test will be used in the evaluation of student’s performances to identify
the effects between an adaptive online learning and student’s overall performances on face-toface classes.
Predictions:
If online classes are more reliable on student’s class performances, then we will know how
adaptive online learning affects the student performances in face-to-face classes.
Materials:

Papers (performance evaluation survey questionnaires)

Printable machine

Ballpen

Participants

Statistical tools analysis
Integration Paper
Introduction: Literature Review
This review explores the impact of different modes of learning affects the learning outcome
which it will be measured by the performances of the student in face-to-face class. This
experimental study is link with a comparative study between traditional and online learning
throughout the years. These two modes of learning in the study which online learning is more
flexible and convenient, offering different settings and online learning platforms while face-to-face
classes provide physical presents and opportunities to interact with your classmates (Summers,
2005). This study defines the effectivity mode of learning to the class performances which online
platform learners will be tested with non-online platform learners in extending the research
knowledge of learners who are currently taking a face-to-face on how these modes of learning
affects students overall performances in traditional face-to-face learning. :,<
Literature Summaries :<
References:
References
Lim, D. M. (2019). ONLINE VS. BLENDED LEARNING: DIFFERENCES IN INSTRUCTIONAL OUTCOMES AND
LEARNER SATISFACTION. . Online Learning, 11, 1-16.
Shu-Chen Yen, Y. L. (2018). Learning online, offline, and in-between: comparing student academic
outcomes and course satisfaction in face to face, online, and blended teaching modalities.
Education and Information Technologies 23, 2141-2153.
Summers, J. J. (2005). A Comparison of Student Achievement and Satisfaction in an Online Versus a
Traditional Face-to-Face Statistics Class. Innovative Higher Education 29 (3), 233-250.
Shen, Q., Chung, J. K. H., Challis, D., & Cheung, R. C. T. (2007). A comparative study of student
performance in traditional mode and online mode of learning. Computer Applications in Engineering
Education, 15(1), 30–40. https://doi.org/10.1002/cae.20092
Heather J. Hoffman & Angelo F. Elmi (2021) Comparing Student Performance in a Graduate-Level
Introductory Biostatistics Course Using an Online versus a Traditional in-Person Learning Environment,
Journal of Statistics and Data Science Education, 29:1, 105-114, DOI: 10.1080/10691898.2020.1841592
JOURNAL ARTICLES SUMMARIES
Article: A blended learning Approach to teaching foreign policy: Student experiences of learning
through face-to-face and online discussion and their relationship to academic performance.
References:
(Ana-Maria Bliuc, 2011)
Introduction
In this article study, the researcher wants to understand how students make sense of
various combinations of online and face-to-face discussions, if there are significant differences
between academic disciplines in students’ conceptions of, and approaches to learning through
online and face-to-face discussion (Ellis & Goodyear, 2010).
IV: Learning Aspect (student’s learning outcomes on different approaches and
conceptions)
DV: Academic performances
Method
Total participants: sixty-three (63) undergraduates’ students enrolled in the course
Measurements/Instruments:

There is an independent sample t-test were performed to see whether academic
performances was related to the student’s conception or approaches in both context in
learning.

Cross-tabulations performed between conceptions of learning through discussion and
approaches to both online and face to face discussions.
Procedures:
The tutorials were structured around face-to-face discussion for a number of sessions followed
by sessions of asynchronous online discussion. In the face-to-face tutorials, one student prepared
a presentation on a designated topic, followed by discussion around the topic. The students were
required to contribute a minimum of two posts (of 200 words) based on their understanding of the
recommended readings for the topic.
The initial stages of the process, students’ descriptions of their learning experiences in the course
(from both open-ended questionnaires and interviews) were analysed independently by two
members of the research team.
Results and discussion:
According to the study, deep approaches to face-to-face and online discussion result in cohesive
conceptions, while surface approaches result in fragmented conceptions. It has also been found
that students who tend to approach face-to-face discussions in a surface way are more likely to
approach online discussions in a surface way as well.
Conclusion:
According to this study, integration needs to be done across different aspects of learning (between
conceptions and approaches), and across learning contexts (between online and face-to-face
learning experiences).
For students to learn about integrated conceptions of learning when technology is involved,
perhaps a way to do this is to clarify expectations for them by explaining the purpose,
particularities, and advantages of each learning context (Sharpe et al., 2006). Integration can
have particular implications for teaching and designing blended learning programs that ensure
high-quality student learning.
Source:
Ana-Maria Bliuc, R. A. (2011). A blended learning Approach to teaching foreign policy: Student
experiences of. Computers and Education 56, 856-864.
JOURNAL ARTICLES SUMMARIES
Title: Learning online, offline, and in-between: comparing student academic outcomes and course
satisfaction in face-to-face, online, and blended teaching modalities.
Reference:
(Shu-Chen Yen, 2018)
Introduction
This study is an extensive research has been conducted on comparisons of face-to-face
vs. online learning, or online vs. blended learning (Wandera 2017), very few studies have utilized
a three-way comparison to examine the impact of different teaching modality on student success.
researcher wants to examine the three-way comparison of teaching modalities in an
undergraduate Child Development, and if there were differences in student academic outcomes
and course satisfaction in different learning modalities.
IV: Mode of learning
DV: Students Academic Outcomes
Method
Participants: Total participants: Eighty-six students for the undergraduate upper division Child
Development course.
Measurements/Instruments:
A sample t-test where performed to compare online and blended learning on student academic
learning outcomes.
Procedure:
It measured by :
•
Student opinion questionnaires (SOQ)
•
Online Environment Satisfaction: (COLLES)
All classes had the same instructor, course content, examinations, assignments, and textbook.
The same instructor evaluated all the examinations, the assignments, and all the course
homework from all the modalities. Online and blended students engaged in a weekly online
discussion activity with the same purpose of testing students' understanding of course themes in
addition to interacting with students, E-tutors, and students in the face-to-face modality were
engaged in traditional classroom discussion and were given weekly quizzes testing their
understanding of child development theories and key course themes.
Results and Discussion:
Data was gathered in the academic outcomes, learning on demand, Face-to-Face interaction and
course satisfactions.
In academic outcomes there were no significant association between class standing, majors,
examination grades and research papers grades. While in learning on demand is to enable
students to partake learning flexibility, the data was gathered in the demonstrated that allowing
student learning academically through assignments, notes, exam on the course website.
Conclusions:
In this study, combining the best features of face-to-face and online learning can improve student
academic outcomes, as demonstrated in our study. The study showed that students performed
equally well across all three teaching modalities, allaying traditional concerns about online and
blended teaching. Online courses can be just as effective as face-to-face classes in achieving
satisfactory student outcomes.
Source:
Lim, D. M. (2019). ONLINE VS. BLENDED LEARNING: DIFFERENCES IN INSTRUCTIONAL
OUTCOMES AND LEARNER SATISFACTION. . Online Learning, 11, 1-16.
JOURNAL ARTICLES SUMMARIES
Title: A Comparison of Student Achievement and Satisfaction in an Online Versus a Traditional
Face-to-Face Statistics Class
Reference: (Summers, 2005)
Introduction
The researcher of this study highlights a supportive publication of distances education is
Russell’s The NO Significant Difference Phenomenon (1999) that cited a several comparison
study on distance learning and face to face learning. The study was designed as an exploratory
analysis to determine if there are no significant differences between grade levels and attitudes
toward the subject. Although this study was limited by using a small convenience sample of
students, we hypothesized that significant differences in student outcomes do exist, using
instruments with good psychometric properties and controlling for extraneous variables as much
as possible.
IV: Statistical on different Mode of learning
DV: Course satisfaction
Methods
Participants: Total of thirty-eight (38) undergraduate students enrolled in the School of Nursing at
a large Midwestern university
Measurements/Instruments:
The measurement that used in this study is an Independent-samples ttests were used to
determine whether significant differences existed between groups in terms of statistics knowledge
and on the item related to student satisfaction.
The instruments that used in this study is measure of statistics knowledge and measure of
students’ satisfaction with the course.
Procedure:
The first step of the procedure of this study is to find undergraduate students that enrolled in the
School of Nursing at large Midwestern-university. There 17 students elected to take the Webbased statistics course while 21 students chose traditional face-to-face statistic course. Both
group of students have slightly different versions of the evaluation form were used for the online
and face-to-face classes, items that were most similar were grouped into two categories: Category
1, which included eight questions related to the instructor, and Category 2, which included eight
questions related to the course.
Results and Discussion:
The result of the study is based on the statistical knowledge which baseline data was gathered in
related to entry-level mathematics/statistics profiency with basic and algebraic math problems
raging in difficulty in results that there is no significant differences between the two groups on
mathematical statistical skill. Another result that the study based on the course satisfaction
differences between the two presentation methods. There was a significant group differences, in
seven items which it is an instructor related and the other three is course related.
Conclusions:
The results indicated that web students were less satisfied with the method of delivery as
compared to traditional students but there some possible it may have been differences between
the face-to-face class and online statistics class.
Source:
Summers, J. J. (2005). A Comparison of Student Achievement and Satisfaction in an Online
Versus a Traditional Face-to-Face Statistics Class. Innovative Higher Education 29 (3),
233-250.
Title: Online Vs. Blended Learning: Differences In Instructional Outcomes And Learner
Satisfaction
Reference:
Introduction:
Method
Participants:
Measurements/Instruments:
Procedure:
Results and Discussion:
Conclusions:
Title:
Reference:
Introduction:
Method
Participants:
Measurements/Instruments:
Procedure:
Results and Discussion:
Conclusions :