A COMPARATIVE STUDY OF ONLINE EDUCATION VS. TRADITIONAL
EDUCATION ON THE STUDENTS‟ ACADEMIC PERFORMANCE
OMRA SAGUIRA PILION
A Thesis Manuscript Submitted to the College of Education, University of
Southern Mindanao, Kabacan, North Cotabato in Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
DECEMBER 2021
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
APPROVAL OF THESIS MANUSCRIPT
Name
Major
Degree Sought
Specialization
Thesis Title
OMRA S. PILION
BACHELOR OF ELEMENTARY EDUCATION
A COMPARATIVE STUDY OF ONLINE EDUCATION VS. TRADITIONAL
EDUCATION ON THE STUDENTS’ ACADEMIC PERFORMANCE
APPROVED BY THE GUIDANCE COMMITTEE
SANDRA M. PAIDOMAMA, MPA
Adviser
______________
Date
PAUL JOHN B. ONGCOY, PhD.
Statistician
ERLMARIE P. CRASE, PhD
Department Research Coordinator
______________
Date
_____________
Date
FARIDA Y. PIANG MPS-DE
Department Chairperson
______________
Date
DYANE RHEA B. BANA-AY, MAEd
College Research Coordinator
MA. LEZEL P. PATARAY, EdD
OIC Dean
____________
Date
_________
Date
Study No: ________________
Index No: ________________
Recorded by: _____________
RECORDED:
MA. TEODORA N. CABASAN, PhD
Director for Research and Development
_________________
Date
Recorded by: __________
ii
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
ACCEPTANCE OF THESIS MANUSCRIPT
The thesis attached hereto, entitled “A COMPARATIVE STUDY OF ONLINE
EDUCATION VS.
TRADITIONAL EDUCATION ON THE STUDENTS‟ ACADEMIC
PERFORMANCE” prepared and submitted by OMRA S. PILION in partial fulfillment of the
requirements for the degree of BACHELOR OF ELEMENTARY EDUCATION is hereby
accepted.
SANDRA M. PAIDOMAMA, MPA
Adviser
______________________
Date
Accepted as partial fulfillment of the requirements for the degree of BACHELOR OF
ELEMENTARY EDUCATION
ERLMARIE P. CRASE, PhD
Department Research Coordinator
___________________
Date
iii
BIOGRAPHICAL DATA
The researcher was born at Katanayanan, Carmen, Cotabato on
November 22, 1998. He is the eldest among the eight siblings of Mr.
Abdulkahar P. Gandalibo and Mrs. Norma U. Pilion. He was also caring, loving
and supportive son to his siblings Norhadiya S. Pilion, Morad S. Pilion,
Nuronnisa S. Pilion, Nor-ain S. Pilion, Boharie S. Pilion, Muhajiar S. Pilion and
Sittie Nuraliza S. Pilion.
The researcher finished his elementary education in Carmen Central
Elementary School at Poblacion, Carmen Cotabato in 2013. He pursued his
secondary education in Carmen Senior High School at Carmen, North
Cotabato. He joined several activities and seminars and graduated in the year
2019.
With much desire to achieve his dream, he pursued his tertiary
education at the University of Southern Mindanao, Kabacan, North Cotabato
with a degree of Bachelor of Elementary Education.
Despite all the challenges that he had faced from his younger age up to
present, still he stayed positive in achieving his dreams. He is strong and
brave enough to face his challenges in life.
As a student of the University, he joined many activities like seminars,
trainings and workshops related to his field of study to further improve. His
iv
ability and skills to gain more knowledge and experiences to prepare himself
to become more competent and efficient professional someday.
OMRA S. PILION
Researcher
v
ACKNOWLEDGEMENT
First and foremost, the researcher gives highest honor and praise to the
Almighty Allah for the constant blessing, wisdom, guidance, strength, love and
courage that led to the success of this study.
The research would not be completed without the following gratitude
and appreciation to which he dedicates the words, thanks and inspiration.
To Prof. Sandra M. Paidomama, his adviser for the numerous
suggestions, encouragement, assistance, advises and guidance, and most
especially, for sharing her precious time which made this study successful;
To Prof. Farida Y. Piang, MPS-DE, the chairperson of the Department
of Elementary Education;
To Dr. Erlmarie P. Crase, the Department Research Coordinator for
the unending support, guidance, and suggestions;
To Prof. Ma. Lezel P. Pataray, EdD, the Dean of the College of
Education, for always being available for the document’s approval;
To Dr. Paul John B. Ongcoy, his statistician for the understanding,
time, persistence and effort in analyzing the data of the study;
To Dr. Kautin S. Kulano, Dr. Elrmarie P. Crase, and Dr. Norquez M.
Mangindra, for their knowledge, time, and warm accommodation as members
of the panels;
vi
To 4BEED-A, his classmates, his friends Annalyn M. Akmad, Iman C.
Ayob, Abdullah A. Uko, and Mansor S. Samaon, for their unceasing time,
motivation and support;
The Emmanuella‟s, his friends, for sharing their precious time in
helping and for extending their prayers for him;
To Edris P. Gandalibo, his uncle, for the support and love. Deepest
and greatest thanks to his understanding, very supportive, and beloved
parents Mr. Abdulkahar P. Gandalibo and Mrs. Norma U. Pilion, for the
unselfish intent of sending him to school every day, and who were always
there in times of his deepest needs.
Above all, the Almighty Allah who has been his strength and comforter
amidst his difficulties in conducting this study. For all the blessing, courage,
love, joy, guidance and strength to continue and pursue the real essence of
life.
vii
TABLE OF CONTENTS
PRELIMINARY PAGES
Pages
Title Page
i
Approval of Thesis Manuscript
ii
Acceptance of Thesis Manuscript
iii
Biographical Data
iv
Acknowledgement
vi
Table of Contents
viii
List of Tables
ix
List of Figures
xi
List of Appendices
xii
Abstract
xiii
CHAPTER I – INTRODUCTION
1
Significance of the Study
2
Objectives of the Study
3
Operational definition of Terms
4
Hypothesis of the Study
5
Theoretical Framework
5
CHAPTER II – REVIEW OF RELATED LITERATURE
7
Qualities of Online and Traditional Face-to-Face
7
(F2F) Classroom Education
viii
Students Need Online Education
9
Benefits of Face-to-Face Education via Traditional
10
Face-to-Face Instruction
Online Education Compared to Face-to-Face
16
Academic Performance of Students in Online Learning
17
Academic Performance of Students in Face-to-Face Setup
18
Problems/Challenges Encountered by Students in the
19
Online Classes and Traditional face-to-Face
CHAPTER III – METHODOLOGY
22
Research Design
22
Locale of the Study
22
Respondent of the Study
23
Sampling Procedure
24
Research Instrument
24
Data Gathering Procedure
25
Statistical Analysis
25
CHAPTER IV – RESULTS AND DISCUSSIONS
27
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
42
LITERATURE CITED
45
APPENDICES
50
LIST OF TABLES
ix
Tables
Title
Pages
1
Socio-Demographic Profile of the Respondents
24
2a
Students’ Experiences in Online Education
26
2b
Students’ Experiences in Traditional Education
28
3a
Problems Encountered by the Students in Dealing
30
with Online Education
3b
Problems Encountered by the Students in Dealing
with Traditional Education
32
4
Test of Difference between the Academic Performance
35
of the Respondents in terms of Online Education and
Traditional Education
x
LIST OF FIGURES
Number
1
Title
Page
Map of the University of Southern Mindanao
xi
23
LIST OF APPENDICES
APPENDIX LETTER
Title
Pages
A.
Application for Research Adviser
51
B.
Application for Research Title
52
C.
Estimated Budget of the Research
54
D.
Application for Manuscript
55
E.
Sample of Interview Guide Questionnaire
56
F.
Curriculum Vitae
60
G.
Comment Form
62
H.
Distribution Slip
64
I.
Sample of Letter to Conduct
65
J.
Manuscript Processing Form
66
xii
ABSTRACT
Pilion, Omra S. 2020. A comparative study of online education vs.
Traditional education on the students’ academic performance
Adviser: Prof. SANDRA M. PAIDOMAMA
The study was conducted to determine the comparative study of online
education vs. traditional education on the students’ academic performance.
Specifically, it aims to determine the socio-demographic profile of the
respondents in terms it their sex and students’ experiences in online education
vs. traditional education; determine the participant’s existing problems in
dealing with online education vs. traditional education; and, determine the
significant difference between the academic performance of the respondents
in terms of online education and traditional education.
Descriptive correlation design was used in determining sociodemographic profile of the respondents and difference between the academic
performance of the respondents in online and traditional education. Through
the use of survey questionnaires with 97 respondents taken through complete
enumeration; the data gathered was analyzed and interpreted through
statistical tools such as percentage, frequency count and mean to determine
the significant difference between the academic performance of the students
in online education and traditional education
.
Majority of the respondents were female and enrolled as BEED
students. The results revealed that online education increases their chances of
getting better grades and they would find traditional education useful and easy
to deal with. In terms of the problems encountered by the students in dealing
with online education, the respondents agreed that they had a lot of technical
issues when dealing with online education, and in a face-to-face or traditional
education, respondents agreed that they are pressured to study harder
because of the hectic schedule. Therefore, the data revealed that students
performed better in online education than face-to face or traditional education.
Keywords: Online Education, Traditional Education, Students’ Academic
Performance
xiii
INTRODUCTION
Learning can be defined as the process of acquiring new information,
skills, and talent, as well as improving one’s performance. As a result, learning
was
one
of
the
fundamental
cornerstones
societal
transformations.
Technology has unquestionably made our lives easier in recent years. In other
words, the internet technology has long been seen as a critical medium for a
variety of elements of our lives, including academic learning (Elfake, 2019).
In spite of all the benefits that online classes provide, there are still
concerns regarding whether education can deliver on its promises. There was
little to no evidence that online education saves money or generates high
returns on investment. In fact, students pay more for online education than
they do for face-to-face education. Although the online approach provides for a
greater flexibility, it also obliged more discipline on the part of both students
and the educators (Mozes et al., 2009). The students should make a collective
effort to finish the material within the allotted time. They must grasp the
discipline required to complete the task on time, which is normally administer
by the class timetable. When the class doesn’t meet at a specific location time,
instructors should organize ahead of time to make sure that all content was
provided and assessed on time. Educators should also ensure that the person
receiving credit for the class will actually accomplishes the work in class. But
probably the most pressing worry was whether the online courses provide a
learning opportunity that are equal to traditional face-to-face courses in terms
of quality (Hoxby, 2017).
To truly identify whether what medium promotes a greater students’
performance, the benefits and downsides of both teaching modalities should
be extensively explored and studied. The question to that was whether one is
genuinely better than the other one. Numerous studies have found substantial
difference between online learning and traditional face-to-face learning in
terms of learning results. Regardless of which method is more effective, some
individuals still believe in online learning while others believe in traditional
learning (Elfake, 2019).
Significance of the Study
The following will benefit from the findings of this study:
For the students, it will help students understand the difference between
online and traditional education because it has been implemented and
approved by higher education institutions.
For the teachers, it will assist them in determining the benefits and
drawbacks, as well as developing strategies or techniques that may be used in
both online and traditional schooling.
For the administrators, they will gain information and be able to create
educational intervention programs to address the issues with online education.
For the future researchers, the findings of this study will help them better
understand the influence of online education vs. traditional education on
student performance, which will be useful when they do research on the topic.
Objectives of the Study
The study generally aims to determine the comparative study of online
education vs. traditional education on the students’ academic performance.
Specifically, the study’s goal is to:
1.
determine the socio-demographic profile of the respondents in terms of
their sex and students’ experiences in online education vs. traditional
education,
2.
determine the participant’s existing problems in dealing with online
education vs. traditional education; and,
3.
determine the significant difference between the academic performance
of the respondents in terms of online education and traditional education.
Operational Definition of Term
The following terminologies were operationally defined in order
understand the various terms used in the study.
Online Education- A type of learning that uses the internet and other
computer-mediated communication methods to offer lessons and course
materials.
Face-to-Face (F2F)-These types of lecture-based learning in which lecturers
instruct students. It is a form of teacher-directed learning that takes place in a
setting with face-to-face interaction.
Students‟ Academic Performance- It is dependent variable that serves as
the foundation for calculating the students’ grades.
ACRONYM
CHED- Commission on Higher Education
GPA- Grade Point Average
Hypothesis of the Study
Ha: There is a significant difference between online education vs. traditional
education on the students’ academic performance.
Theoretical Framework
Many educational theories are based on distance learning work;
however, this research is based on Michael Moore’s Transactional Distance
Education Theory. Transactional Distance Education, by Michael Moore,
compiles research demonstrating the traditional and online learning are
equally effective (Anderson, 2008).
Transactional Distance Education Theory
TDET (Transactional Distance Education Theory) is a distance
education pedagogy theoretical paradigm. TDET is the first complete theory
for characterizing the remote education business in terms of pedagogies
(Moore, 2007). This idea is significant since it is limited to teaching and
learning that occurs outside of the usual classroom setting, therefore
addressing the issue of time and distance between the teacher and the
learner. The cognitive divide between teachers and students is often applied to
online learning in distant education. Transactional gap maybe a potential
misunderstanding area between the teacher’s inputs and the learner’s people.
Moore once again identified the space as a psychological barrier influenced by
three teaching elements organization, discussion, and autonomy. As a result,
TDET is primarily concerned with the pedagogy of online learning rather than
the physical location.
According to TDET, pedagogical design of online courses should be
purposely structured to prevent gaps in teacher-student, student-student, and
student-content interactions. (Moore, 2007) claimed that his theory was
flexible since it is often applicable to all or any programs that have separation
as a defining feature, regardless of the degree of structure, conversation, or
autonomy. By studying Moore's Transactional Distance Education Theory,
online course designers and teachers can prepare for teacher and student
interactions and build intentional course design. Learner autonomy must
increase in tandem with TDET research. In addition to TDET research, learner
autonomy must rise as the level of interaction between teacher and learner
diminishes.
REVIEW OF RELATED LITERATURE
Qualities of Online and Traditional Face-to-Face (F2F) Classroom
Education
Change in education is accompanied by doubts. Academics continue to
debate the efficacy of online education, despite all current studies endorsing it.
The effectiveness of computer-assisted teaching, analysis, and student
viability as a substitute for traditional classroom instruction is still being
investigated. This decision-making process will undoubtedly continue in the
future as technology advances and students want better learning experiences.
According to the study, ―the research on the efficacy of online courses is broad
and mixed‖ (Driscoll, 2012).
Furthermore, other studies booster for traditional classroom education,
assert that ―Online learning can lack feedback for both students and
instructors,‖ and ―leave more easily.‖ As a result of these flaws, student
retention, suitability, and performance are harmed (Atchley, 2013). Distance
learning, like traditional teaching, has its supporters. Students that receive an
online education perform on par with or better than their peers in traditional
settings (Westhuis, 2010).
According to Salcedo (2010), there are numerous parallels between
online and traditional education in that students must still attend class,
understand the subject, submit assignments, and collaborate on group
projects. Teachers must still create curricula, improve instructional quality,
answer class queries, push students to learn, and grade assignments. Despite
their fundamental similarities, the two modalities differ greatly. Online training
is often student-centered and requires active learning, whereas classroom
teaching is traditionally regarded to be teacher-centered and requires passive
learning from students. Managing classroom dynamics is a common task for
the trainer. Apart from that, when the teacher speaks and has comments,
pupils normally listen, take notes, and ask questions. In student-centered or
active learning, students typically define classroom dynamics by autonomously
analyzing content, formulating questions, and seeking clarification from the
trainer. In this situation, however, the teacher, nor the student, is listening,
articulating, and replying.
Learning theory based on constructivism proposes new explanations for
learning and teaching. Students are the subject of instruction, according to this
theory. Teachers should provide more humane care to kids and establish a
positive learning atmosphere. It encourages initiative and connection in the
classroom. Students should use interactive activities to focus on exploration
and cooperative learning based on prior knowledge and experiences. Students
can continuously increase their cognitive skills in this manner. Teachers can
assist students in developing good learning techniques, affection, attitude, and
habit. All of these novel ideas come together to form the constructivism
teaching theory framework, which makes a significant contribution to modern
teaching theory (Vygotsky, 1978). Constructivism, on the other hand, agrees
that learning is a proactive and beneficial process. Students are the subject of
instruction when it comes to learning. Learning is meaningless without
students' initiative participation. Teachers are the subject of teaching in the
classroom. Teachers intend to motivate and guide pupils in their quest for
knowledge (Oliver, 2000).
Student Needs Online Education
According to Wladis (2015) because of technology improvements,
students today want high-quality programs that they can access from any
location and at any time. Due to these needs, online education has emerged
as a feasible and enticing choice for business professionals, stay-at-home
parents, and other groups. Distance education has become more desirable
due to a range of other advantages, including curriculum choice and time
efficiency, in addition to flexibility and accessibility.
Benefits of Face-to-Face (F2F) Education via Traditional Classroom
Instruction
On the other hand, classroom teaching is a well-established
educational medium in which teaching style and organization have been
passed down the centuries. There are several advantages to face-to-face
training over online training. (Xu and Jaggars, 2016).
First and most importantly, classroom education is very dynamic. Faceto-face instruction and unique inquiries are prioritized in traditional classroom
teaching. It also aspires for a faster teacher answer and more effective
delivery of curriculum. Because students must their discussions to blurbs,
because it takes time for the teacher and pupils to respond to online
education, it devitalizes the learning process. Online learning, on the other
hand, is likely to develop over time, boosting classroom dynamics and bringing
students face-to-face with their peers and teachers. For the time being,
however, face-to-face training offers dynamic learning aspects not seen in
Web-based training (Salcedo, 2010).
Second, traditional classroom learning may be a tried-and-true method.
Some children are resistant to change and have unfavorable feelings about
classroom education. These pupils could also be technophobes who find
sitting in a classroom taking notes easier than absorbing facts from a
computer.
Face-to-face
connection,
pre-
and
post-class
talks,
and
spontaneous student-teacher bonding may be valued by the other students
(Roval and Jordan, 2004). Some students may avoid classroom activities, their
grades may decrease, and their educational contact may vanish as a result of
their perception of the web as an impediment to learning using the educational
medium. Students may benefit from more universities using computer-based
training. Students may be forced to require just Web-based instruction as
more universities adopt computer-based training (Kemp and Grieve, 2014).
Third, traditional classroom degrees outnumber online educational
degrees when it comes to employment preferences. Many academic and
professional institutions do not place the same weight on online degrees as
they do on-campus degrees (Columbaro and Monaghan, 2009).
Lastly, studies suggest that students online have more likely to drop out
if they dislike the teacher, the structure, or the feedback at all. Online students
may be more likely to drop out of class if they do not see fast their results
because they work alone and rely almost exclusively on self-motivation and
self-direction, online students may be more prone to drop out if they do not
see immediate results. To improve student retention, F2F instructors may
change the structure and teaching style of the class. Instructors should not
pick up on verbal or nonverbal clues when teaching online because they are
limited to electronic correspondence (Kemp and Grieve, 2014). According to
Sangra et al., (2002), E-Learning is defined as ―a way of teaching and learning
that fully or partially signifies the tutorial model used, supported by the use of
electronic media and devices as tools for enhancing availability of coaching,
communication, and interaction that helps in accepting novel ways of
understanding and establishing learning.‖ Simply described, E-Learning refers
to courses that are offered through the internet to locations other than the
classroom with the goal of promoting or supporting learning. E-learning, in
other words, is the application of network technology to develop, foster,
deliver, and facilitate learning at any time.
Furthermore, having an E-Learning feature has a substantial impact on
a scholar's academic achievement in terms of cost savings, time savings,
better educational accessibility, and improved academic performance. Despite
its advantages, numerous studies have found that E-Learning has a negative
impact on student achievement; they argue that students may feel isolated,
parents may be concerned about their children's social development, and
students with language difficulties may face a challenge in a text-heavy
environment (Oye and Keshavarz, 2019).
According to Jaggars (2020), many students need the flexibility of
online coursework to balance school with work and family obligations, while
others struggle in online courses due to a lack of self-directed learning skills.
According to a study Bennett and Maniar (2002), one of the disadvantages of
E-Learning for both the learner and the teacher is the lack of immediate
feedback. Furthermore, one of the key disadvantages of E-Learning is the
requirement of self-discipline on the part of students.
Many researchers believe that in order to have a legitimate real course or take
a true exam, you must be present in a certain location, such as classroom,
and have an educator or trainer available to assist or help you at all times.
Community colleges are a source of online or remote learning courses,
according to (Moore, 2002). Kennedy (2001), found that one-third of schools
and universities offered distance-learning courses in 1998, forcing education
to deal with property issues by updating school policies to deal with conflicts
about online learning. Fairleigh Diskinson University, for example, has made
the unusual decision to require students to take at least one online course per
year. All students, including those who manage to stay on campus, are forced
to do this (Young, 2003). Moreover, online learning is becoming popular
among two-and-four-year schools and universities. (Davey, 1998). Aside from
that, learners can take online courses as a supplement to their regular classes
in order to prepare for university (Bickle and Carroll, 2003). In traditional
classes, university and college faculty personnel use computers and, as a
result, the internet to efficiency executes routine duties.
According to Newman (2001), more faculties will rely on software, and
the learning environments will change as a result. Instructors encounter
numerous problems as they transition from traditional classroom sessions to
using technologies and tools for instructional (Adam and Logan 2003; Paloff
and Pratt, 1999).
Adam and Logan (2003) dispute that if teachers comprehend new
modifications, their strengths, shortcomings, and distinctions, scholars will
study more effectively. Bates (1997) says that transitioning from traditional
face-to-face instruction to online distance learning is a challenging process
that necessitates a paradigm.
Except for the mechanism of delivery, both online and traditional
curricula were identical. Lectures, course content, student status, and
university records were all identical. When comparing traditional face-to-face
delivery to online delivery, student grade evaluations showed that internet
delivery produced similar or better performance. There have been some
discussions about increasing the number of students per lecturer in online
courses to achieve greater economies of scale; however, (Hislop, 1999)
proposed that the current student lecturer ratio must be maintain due to the
high level of interaction of participants. Online courses were also argued,
demand more mature students who seek flexibility on their studies. As a result,
pupils will need to be more disciplined, as well as extra help and a period of
adjustment to the new learning.
Heiens and Hulse (1996) appeared to be a study that looked into sex,
overall academic achievement, and performance during a specific course
between men and women. The data revealed that older students, particularly
women, were more likely to benefit from online or remote learning.
Between online and non-campus classes, there was no significance
difference in overall academic achievement. This suggests that there was no
reduction in academic achievement as a result of technological issues.
The use of two-way interactive television for business education at the
university level was examined by (Pirrong and Lathen, 1990). The sample
population's origin site had 34 students, and the course was taken by students
at three distinct locations. In fact, their study found that remote-site students
outperformed on-campus students on exams. Furthermore, (Seay and
Milkman, 1994) discovered that 15 remote-site students out performed oncampus students on each of three exams in the Principles of Accountancy
course, while (Arndt and Lafollete, 1991) discovered no statistically significant
differences in student performance between traditional classroom and remotesite students on the idea of average ending GPA and SAT scores.
Buzhardt and Semb (2005) compared academic achievement of
students who used online study tools to students who did not. Students who
used online study guides reported better pleasure, but no differences in
academic achievement, according to the findings of this college classroom
study. In contrast to the satisfaction level reported by (Buzhart and Semb,
2005) found that distance education classes were less satisfying than their
face-to-face counterparts.
Online Education Compared to Face-to-Face
Stephenson (2001) says that the relevance of online distance learning
as a new pedagogical mode in the field of education during those previous
decade is obvious from the number of studies that look at its usefulness to
students; especially through the wide spread usage of computer conference.
Fisher et al., (2004) comparing online and face-to-face learning have
supported the case for the newer kind of learning, while data has amassed to
establish its usefulness. They discuss the transition from traditional on-campus
education to online learning in their report. Van Schaik et al., (2003) reported
on a study that compared online learning to on-campus classes (using the
WebCt learning management system with extra electronic lectures).
Other research has confirmed these findings, which reveal no
significant differences in test outcomes or attrition rates between the two
approaches. Indeed, when Ladyshewsky (2004) compared student learning in
nine graduate business courses, all of which were taught in both online and
face-to-face modalities, he discovered that students who learned online
performed better than those who learned face-to-face mode. Lotus Learning
provided lecture notes and resources for the web courses. The quality of selfassessment activities and online education has improved.
Academic Performance of Students in Online Learning
According to Coates (2001), the online format leads in poorer test
results in general. Yet they discovered that students who select the online
format got higher grades than they would have receive if the identical collected
data from various sections of the class in which students pick whether to take
online class or face-to-face class. Those who choose to register for an online
class are systematically different from those who select to register for a
traditional face-to-face class.
Furthermore, Rovai (2002), for some students, online education may
not be the best option. During the learning process, some students may suffer
feelings of isolation and disconnection. Increased unhappiness and discontent,
as well as dropout rates, may result from a diminished feeling of community. A
strong sense of community and camaraderie among students is important not
only for increasing coursework devotion, but also for encouraging cooperation
and dedication among students and student goals.
This suggests that online learning has the potential to improve learning
outcomes by substituting lecture time with group and individual work that
engages students more actively in learning and allows for more motivation and
deeper learning. Online activities are among them. Expanded computer lab,
debates, and continual assessments with immediate feedback hours during
which students can receive one-on-one assistance based on the work they
have completed in class (Twigg, 2003). When institutions assist students feel
committed and satisfied with their online practices and when they have a
strong sense of community inside the learning environment, the learning
process is strengthened and sustainable (Tinto, 1993).
Academic Performance of Students in Face-to-Face Setup
Schutte (1996) hypothesized that face-to-face involvement with the
professor was necessary for students to succeed on exams. According to the
findings of a comparative study, however, the lack of face-to-face interaction
with the instructor resulted in higher student interaction and improved exam
results. Although it was not entirely due to technology, the web students
looked to be more frustrated. Their discontent stemmed from their inability to
ask questions of the instructor in a face-to-face environment. Some students
established peer-to peer virtual networks and study groups on their own.
According to the findings, the most peer contact was reported by the best
students (in both courses). They presumed from the data that numerous of
their performance variations are typically due to the students’ cooperation
rather than the technology, and the instructor must allow time for participation
in the online situation.
Problems/ Challenges Encountered by Students in the of Online Classes
and Traditional Face-to-Face
According to Hislop (1999) online students had to work harder than
those in regular classroom lectures because of the lack of face-to-face
contact. As a result, the online class was less interesting than the traditional
one.
Paik (2004), roughly half of the scholars in online courses faced hurdles
that prohibited them from building a collaborative learning team. There’s also
additional pressure on the lecturers to recognize and contacting the students
who are falling behind, because in an electronic environment, someone can
―disappear‖ more readily than in a real classroom (Graham, 2000).
Developing online equivalents of present teaching approaches is
unlikely to be sufficient to fully utilize online learning (Twigg, 1992). Rather,
educational decision-makers should learn from other mistakes and restructure
essential educational procedures. The transformation's goal is to narrow the
focus on students' particular needs and interests. Instruction should be
personalized to suit student goals at their preferred learning pace to the extent
practicable. Diagnostic tests and regular and tailored feedback are facilitated
by online learning, which may indicate a shift toward competency-based
systems. Once students have demonstrated a desired degree of expertise,
they can move on to other topics and skills, potentially saving time and money
if they do so at a faster pace. Interventions like this necessitate a thorough
rethinking of educational institutions' core principles, but also offer huge
productivity gains.
As a result, neither modality's academic performance differed. Buzhardt
and Semb (2005) compared the academic outcomes of students who used
online study aids to those who utilized paper study guides. According to the
findings of this school classroom study, students who used online study guides
were
more
satisfied,
but
there
were
no
differences
in
academic
accomplishment or performance. When compared to face-to-face sessions,
(Allen, 2002) reported a lower degree of satisfaction with distant education
programs. Low satisfaction may have an impact on completion and/or dropout
rates.
Another study compared and contrasted face-to-face and online
learning in a non-STEM course called "Foundations of American Education,"
as well as overall course satisfaction among students enrolled in both
modalities. The satisfaction with face-to-face and online courses was studied
qualitatively and quantitatively. However, when quantitative feedback was
used to compare online and face-to-face course satisfaction, F2F satisfaction
was lower than online course satisfaction. The researcher concluded that
there was difference in learning performance between online and face-to-face
pupils, adding that "students who apply themselves rigorously should be
successful in either mode" in terms of learning (Dell et al., 2010). The author's
conclusion assumes that "issues surrounding class size are under control, and
that the instructor has a course load that allows for the intensity of the online
course workload to be feasible," where the authors conclude that the workload
for online courses is greater than that of face-to-face courses (Stern, 2004).
METHODOLOGY
This chapter covers research design, locale of study, respondents of the
study, sampling procedure, research instrument, data collection procedure,
and statistical analysis that was employed in this study.
Research Design
The descriptive comparative research design was used in this study. The
design was considered appropriate because it allows the research to collect
data using standardized processes based on well-organized research
instruments, as well as clearly stated study concepts and variables.
This comparative design was used to determine the students’
experiences in online education and traditional education.
Locale of the Study
The study was conducted at the University of Southern Mindanao –
Main Campus, Kabacan, Cotabato during the school year 2021-2022, first
semester.
Fig. 1. Map showing the location of the study
Respondents of the Study
The respondents of this study are the 97 third-year BEED students who
are currently enrolled in College of Education in the University of Southern
Mindanao - Main Campus for the 2nd semester of school year 2020-2021.
Sampling Procedure
The researcher used complete enumeration of 3rd year BEED students.
The researcher used this method in order to gained necessary information
from the respondents.
Research Instrument
The data were gathered using survey questionnaires. The researcher
used a self- made survey questionnaires validated by the experts. The
questionnaires were divided into three parts. The first part deals on the
sociodemographic of the respondents in terms of their sex. The part II focused
on the students’ experiences in online education vs. traditional education. Part
III focused on the problems encountered by students’ in dealing with online
education and traditional education.
Data Gathering Procedure
First, the researcher started the data gathering procedure through
preparing a letter that was addressed to the Dean of College of Education in
University of Southern Mindanao – Main Campus. The letter stipulated the
researcher’s interest of the study and the request of permission to conduct.
After the approval of the letter, the researcher is ready to conduct the study.
Following the minimum health protocols given by IATF. The survey was
administered online through Google form. The survey process was finished no
longer than 10 minutes and it was arranged at a time convenient to the
respondents‟ schedule. After the collection of the data, the researcher
processed, analyzed and interpreted results from the gathered data with a
help and guidance of the experts.
Statistical Analysis
Descriptive statistics such as frequency and percentage were used to
determine the socio-demographic profile of the respondents. The mean with its
corresponding verbal description was used to determine the students’
experiences in online education and traditional education and the problems
encountered by the respondents in online education and traditional education.
Comparative design using the t-test of difference was used to
determine the significant difference between the academic performance of the
respondents in online education and traditional education.
RESULTS AND DISCUSSION
This chapter presents the results and discussions of the data gathered
from the respondents namely: (1) determine the socio-demographic profile of
the respondents in terms of sex, online education GPA, and face-to-face GPA,
students’ experiences in online education and students’ experiences in
traditional education; problems encountered by the students in dealing with
online education and the problems encountered by the students in dealing with
traditional education; and significant difference between the academic
performance of the respondents in terms of online education and traditional
education.
Socio-demographic Profile of the Respondents
Table 1. shows the socio-demographic profile of the respondents in terms of
their sex, online education GPA and face-to-face classes GPA.
Sex. Out of ninety-seven (97) respondents, most of the respondents or 69
(71.1%) were female, while 28 (28.9%) were male. The data implies that the
majority of the respondents were female.
Online Education GPA. As revealed in the data, 83.5% respondents had a
grade point average range of 1.51-2.00; and 13.4% respondents had a grade
point average range of 2.01-2.50, and 3.1% respondents had a grade point
average range of 1.00-1.50;
Face-to-face GPA. As revealed in the data, 79.5% respondents had a grade
point average range of 1.51-2.00; 17.5% respondents had a grade range of
2.01- 2.50; 2.1% respondents had a grade range of 1.00-1.50; and 1.00
respondents had a grade point average range of 2.51-3.00.
Table 1. Socio-demographic profile of the respondents.
CHARACTERISTICS
FREQUENCY
PERCENTAGE
n=97
%
Sex
Male
28
Female
69
28.9
71.1
Online Education GPA
1.00 – 1.50
3
3.1
1.51 – 2.00
81
83.5
2.01 – 2.50
13
13.4
1.00 – 1.50
2
2.1
1.51 – 2.00
77
79.4
2.01 – 2.50
17
17.5
2.51 – 3.00
1
1.0
Face-to-Face GPA
4. Students‟ Experiences in Online Education
Table 2a presents the responses of the respondents on their
experiences in online education. It is shown in this table that respondents
agreed that online education increases their chances of getting better grades
(2.58) and they like the combination of attending class for instruction and
assignments done online (2.54). However, they disagreed that online
education enables them to accomplish learning activities more quickly (2.33),
mobile learning increases their learning productivity (2.26); they prefer online
education because of the easy learning at their own pace (2.18) and online
education is more useful in their learning (2.16).
Generally, the respondents obtained an overall mean of 2.34 which
described as Disagree, which connotes that online education is not efficient on
their learning. This finding supported the study of (Rovai, 2002), for some
students, online education may not be the best option. During the learning
process, some students may suffer feelings of isolation and disconnection.
Increased unhappiness and discontent, as well as dropout rates, may result
from a diminished feeling of community. A strong sense of community and
camaraderie among students is important not only for increasing coursework
devotion, but also for encouraging cooperation and dedication among students
and student goals.
This suggests that online learning has the potential to improve learning
outcomes by substituting lecture time with group and individual work that
engages students more actively in learning and allows for more motivation and
deeper learning. Online activities are among them. Expanded computer lab,
debates, and continual assessments with immediate feedback hours during
which students can receive one-on-one assistance based on the work they
have completed in class (Twigg, 2003). When institutions assist students feel
committed and satisfied with their online practices and when they have a
strong sense of community inside the learning environment, the learning
process is strengthened and sustainable (Tinto, 1993).
Table 2a. Students’ experiences in online education
STATEMENT
WEIGHTED MEAN
VERBAL DESCRIPTION
1.
Online
education
increases my chances of
getting better grades.
2.58
Agree
2. I like the combination of
attending
class
for
instruction
and
assignments done online.
2.54
Agree
3.
Online
education
enables me to accomplish
learning activities more
quickly.
2.33
Disagree
2.26
Disagree
5. I prefer online education
because of the easy
learning at my own pace.
2.18
Disagree
6. Online education is
more useful in my learning.
2.16
Disagree
OVERALL MEAN
2.34
Disagree
4.
Mobile
increases my
productivity.
learning
learning
Legend:
3.50 – 4.00
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Strongly Agree
Agree
Disagree
Strongly Disagree
Students‟ Experiences in Traditional Education
Table 2b. presents the responses of the respondents on their
experiences during the face-to-face classes. Respondents agreed they would
find traditional education useful and easy to deal with (3.33), traditional
education helps them able to get immediate feedback from their teachers
(3.28); dealing with traditional education increases my learning productivity.
(3.26); traditional education enables them to accomplish learning activities on
time (3.20); they can easily deal with others’ ideas (3.09), and traditional
education increases their chances of getting better grades (3.05).
Generally, the respondents obtained an overall mean of 3.20 which
described as Agree. The results imply that traditional education is useful and
effective on the students’ learning. Salcedo (2010), stressed that, traditional
education is very dynamic. Face to-face instruction and unique inquiries are
prioritized in traditional classroom teaching. It also aspires for a faster teacher
response and more flexible curriculum delivery. Teachers can assist students
in developing good learning techniques, affection, attitude, and habit. All of
these novel ideas come together to form the constructivism teaching theory
framework, which makes a significant contribution to modern teaching theory
(Vygotsky, 1978).
Table 2b. Students’ experiences in traditional education
STATEMENT
WEIGHTED MEAN
VERBAL DESCRIPTION
1. I would find traditional
education useful and easy
to deal with.
3.33
Agree
2. Traditional education
helps me able to get
immediate feedback from
my teachers.
3.28
Agree
3.26
Agree
3.20
Agree
3.09
Agree
6. Traditional education
increases my chances of
getting better grades.
3.05
Agree
OVERALL MEAN
3.20
Agree
3. Dealing with traditional
education increases my
learning productivity.
4. Traditional education
enables me to accomplish
learning activities on time.
5. I can easily deal with
others’ ideas.
Legend:
3.50 – 4.00
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Strongly Agree
Agree
Disagree
Strongly Disagree
Problems Encountered by the Students in Dealing with Online Education
Table 3a. presents the problems encountered by the students in
dealing with online education. It was revealed that they were agreed that they
had a lot of technical issues when dealing with online education (3.20); online
education seems to be stressful form them knowing they are not able to
manage their class time (3.12); they had difficulties in managing their time
when dealing with online classes (3.10); with online classes they tend to
procrastinate (2.98), and they had realized that online education is not
interesting (2.56).
Generally, the respondents obtained an overall mean of 2.99 which
described as Agree. This implies that students encountered various problems
in dealing with online education. According to Hislop (1999), online students
had to work harder than those in regular classroom lectures because of the
lack of face-to-face contact. As a result, the online class was less interesting
than the traditional one. This idea is also supported by Paik (2004), roughly
half of the scholars in online courses faced hurdles that prohibited them from
building a collaborative learning team. There’s also additional pressure on the
lecturers to recognize and contacting the students who are falling behind,
because in an electronic environment, someone can ―disappear‖ more readily
than in a real classroom (Graham, 2000).
It is unlikely to be sufficient to fully utilize online learning, rather,
educational decisionmakers should learn from other mistakes and restructure
essential educational procedures. The transformation's goal is to narrow the
focus on students' particular needs and interests. Instruction should be
personalized to suit student goals at their preferred learning pace to the extent
practicable. Diagnostic tests and regular and tailored feedback are facilitated
by online learning, which may indicate a shift toward competency-based
systems. Once students have demonstrated a desired degree of expertise,
they can move on to other topics and skills, potentially saving time and money
if they do so at a faster pace. Interventions like this necessitate a thorough
rethinking of educational institutions' core principles, but also offer huge
productivity gains (Twigg, 1992).
Table 3a. Problems encountered by the students in dealing with online
education.
STATEMENT
WEIGHTED MEAN
VERBAL DESCRIPTION
1. I had a lot of technical
issues when dealing with
online education.
3.20
Agree
2. Online education seems
to be stressful for me,
knowing I’m not able to
manage my class time.
3.12
Agree
3.10
Agree
3.00
Agree
2.98
Agree
2.56
Agree
2.99
Agree
3. I’m having a difficulty in
managing my time when
dealing
with
online
classes.
4. I frequently forget about
the work I have to
accomplish while dealing
with online classes.
5. With online classes, I
tend to procrastinate more.
6. I’ve realized that online
education
is
not
interesting.
OVERALL MEAN
Legend:
3.50 – 4.00
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Strongly Agree
Agree
Disagree
Strongly Disagree
Problems Encountered by the Students in dealing with Traditional
Education
Table 3b. presents the problems encountered by the students in
dealing with traditional education. It was revealed in the data that they were
agreed in the three indicators stating that I am pressured to study harder
because of the hectic schedule with the highest weighted mean of (2.87) .
Followed by learning in traditional mode is expensive (2.69); students are
becoming dependent from teachers (2.60); dealing with traditional education
decreases students’ self-confidence (2.10); I am more likely to get distracted
easily with face-to-face classes (2.08), and statement 4 got the lowest
weighted mean among others (1.99) I felt boredom in traditional learning
modality.
Generally, the respondents agreed with an overall mean of 2.39 they
have encountered several problems in dealing with face-to-face classes.
According to Oliver (2000), the traditional style ignores the student practice
process and just feeds them pre-programmed information. As a result,
students will be unwilling to think independently. This style, which places the
teacher's teaching at the center, is not conducive to the development of
students' potentials and development.
The study of Roval and Jordan (2004) states that, traditional classroom
learning may be a tried-and-true method. Some students are resistant to
change and have unfavorable feelings about classroom education. These
students could also be technophobes who find sitting in a classroom taking
notes easier than absorbing facts from a computer. Face-to-face connection,
pre- and post-class talks, and spontaneous student-teacher bonding may be
valued by the other students.
Findings of the study affirmed the views of "Discovery Learning" which
states that it encourages students to experiment and discover while also
developing new understandings. Learning opportunities that allow students of
various cognitive levels to collaborate typically aid less mature students to get
to a greater degree of understanding of the content. The utilization of handson experiences to assist students learn is one future implication for student
learning (Wood, 2008).
Constructivism, on the other hand, agrees that
learning is a proactive and beneficial process. Students are the subject of
instruction when it comes to learning. Learning is meaningless without
students' initiative participation. Teachers are the subject of teaching in the
classroom. Teachers intend to motivate and guide pupils in their quest for
knowledge (Oliver, 2000).
Table 3b. Problems encountered by the students in dealing with traditional
education
STATEMENT
WEIGHTED MEAN
VERBAL DESCRIPTION
1. I am pressured to study
harder because of the
hectic schedule.
2.87
Agree
2. Learning in traditional
mode is expensive.
2.69
Agree
2.60
Agree
4. Dealing with traditional
education
decreases
students’ self-confidence.
2.10
Disagree
5. I am more likely to get
distracted easily with faceto-face classes.
2.08
Disagree
6. I felt
traditional
modality.
1.99
Disagree
2.99
Agree
5.
Students
are
becoming dependent from
their teachers.
boredom in
learning
OVERALL MEAN
Legend:
3.50 – 4.00
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Strongly Agree
Agree
Disagree
Strongly Disagree
A Comparative Study of Online Education vs. Traditional
Education on the Students‟ Academic Performance
The results of the two tailed t-test show that there was significant
difference in the academic performance of the students in online education
and traditional education with the t-value of 8.000** and p-value of .000.
Therefore, the null hypothesis was rejected. This means that students
performed better in online education with a mean grade of 1.67 compared to
their performance in traditional education with mean grade of 1.88.
Academic quality of the online course and learning outcomes were
assessed in a study analyzing the transformation of a graduate level course
for instructors. The study assessed course instructors' capacity to create
courses for online delivery and build various interactive multimedia models at
a reduced cost to the university. The online learning platform showed to be
effective in translating information, with test students achieving learning
outcomes that were comparable to those of students taking a face-to-face
course (Herman and Banister, 2007).
Another study compared and contrasted face-to-face and online
learning in a non-STEM course called "Foundations of American Education,"
as well as overall course satisfaction among students enrolled in both
modalities. The satisfaction with face-to-face and online courses was studied
qualitatively and quantitatively. However, when quantitative feedback was
used to compare online and face-to-face course satisfaction, F2F satisfaction
was lower than online course satisfaction. The researcher concluded that
there was difference in learning performance between online and face-to-face
pupils, adding that "students who apply themselves rigorously should be
successful in either mode" in terms of learning (Dell et al., 2010). The author's
conclusion assumes that" issues surrounding class size are under control, and
that the instructor has a course load that allows for the intensity of the online
course workload to be feasible," where the authors conclude that the workload
for online courses is greater than that of face-to-face courses (Stern, 2004).
Table 4. Test of difference between the academic performance of the
respondents in terms of online education and traditional education.
GPA
MEAN
t-VALUE
p-VALUE
Online
1.67
8.000**
Traditional
**highly significant at .01 level
1.88
.000
SUMMARY, CONCLUSION AND RECOMMENDATION
This part of the study presents the gathered data and revealed the
results of survey conducted. The study was conducted to compare the online
education and traditional education academic performance of the University of
Southern Mindanao students.
Specifically, it aimed to determine the socio-demographic profile of the
respondents in terms of sex, and students’ experience in online and traditional
education, problems encountered by the students in online and traditional
education, and determine the significant difference between the academic
performance of the respondents in terms of online and traditional education.
The study was carried out in descriptive comparative design.
Descriptive design was used in determining socio-demographic profile of the
respondents. Comparative design using the t-test of difference was used to
determine the difference between the academic performance of the
respondents in online and traditional education.
The results of the study were summarized as follows.
1.
Majority were female 69 (71.1%); majority of the respondents or
81 (83.5%) have a GPA range of 1.51-2.00; for online education; and
majority of the respondents or 77 (79.4%) have a GPA range of 1.512.00 for traditional education.
2.
Respondents disagreed with an overall mean of 2.34 that they
have experienced an inefficient online education. However, they
agreed with an overall mean of 3.20 that they have experienced an
effective face-to-face class.
3.
Respondents agreed with an overall mean of 2.99 that they have
encountered problems in dealing with online education. In addition,
they also agreed with an overall mean of 2.39 that they have
encountered problems in dealing with face-to-face classes.
4.
There was significant difference in the academic performance of
the students in online education and traditional education with the tvalue of 8.000** and p-value of .000.
Conclusion
Based on the findings of the study, the following conclusions are drawn:
1. Students experienced inefficient online classes while they have
experienced efficient face-to-face classes.
2. Students had encountered problems in dealing with both online and
traditional education.
3. Students performed better in online education than traditional
education.
Recommendations
Based on the findings and conclusion on the study, the following are
recommended:
1.
Teachers may consider monitoring the learning progress of their
students to improve the efficiency of the online education.
2.
Students may seek help from their teachers to address the
problems they encounter more specifically on technical issues.
3.
A more in-depth study may be conducted to better give focus on
the experiences of the students on online learning.
APPENDICES
Appendix A. Application for Research Adviser
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH ADVISER
Date: ________________
SANDRA M. PAIDOMAMA, MPA
Department of Elementary Education
College of Education
USM, Kabacan, Cotabato
Madam:
I would like to request that you will be my Research adviser effective
first semester of school year 2021-2022. I intend to work on A COMPARATIVE STUDY
OF ONLINE EDUCATION VS. TRADITIONAL EDUCATION ON THE STUDENTS’
ACADEMIC PERFORMANCE.
I am hoping for your most favorable approval on this request. Thank
you very much.
Very truly yours,
OMRA S. PILION
Researcher
RECOMMENDING APPROVAL
NOTED
ERLMARIE P. CRASE, PhD
Department Research Coordinator
FARIDA Y. PIANG, MPS-DE
Department Chairperson
_______________
Date
Date
APPROVED
SANDRA M. PAIDOMAMA, MPA
Adviser
____________
Date
USM-EDR-F01-Rev.3.2020.02.24
Appendix B. Application for Research Title
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH TITLE
Date: ______________
FARIDA Y. PIANG, MPS-DE
Chairperson, Department of Elementary Education Department
Madam:
I would like to request your office to allow me to research on the study
entitled “A COMPARATIVE STUDY OF ONLINE EDUCATION VS. TRADITIONAL
EDUCATION ON THE STUDENTS’ ACADEMIC PERFORMANCE.”
The study has the following objectives/research questions:
1. Determine the socio-demographic profile of the respondents in terms of
their sex and students’ experiences in online education vs. traditional
education,
2. determine the participants existing problems in dealing with online
education vs. traditional education; and,
3. determine the significant difference between the academic performances
of the respondents in terms of online education vs. traditional education,
Very truly yours,
OMRA S.PILION
Researcher
USM-EDR-F02-Rev.3.2020.02.24
NOTED
SANDRA M. PAIDOMAMA, MPA
Adviser
________________
Date
ERLMARIE P. CRASE, PhD
Department Research Coordinator
________________
Date
DYANE RHEA B. BANA-AY, MAEd
College Research Coordinator
REMARKS:_________________
APPROVED
________________
Date
FARIDA Y. PIANG, MPS-DE
Department Chairperson
________________
Date
USM-EDR-F02-Rev.3.2020.02.24
USM-EDR-F02-Rev.3.2020.02.24
Appendix C. Estimated Budget of the Research
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
ESTIMATED BUDGET OF THE RESEARCH
Title of Study
“A COMPARATIVE STUDY OF ONLINE EDUCATION VS.
TRADITIONAL EDUCATION ON THE STUDENTS‟ ACADEMIC PERFORM
ANCE.”
ITEMS
A. Supplies
Bond Paper
Ink
Folder and Clips
B. Travelling Expenses
Transportation
Snacks
Others
Grand Total
ESTIMATED COST
1,500.00
700.00
300.00
3,500.00
2,000.00
4,000.00
P12, 000.00
Prepared and submitted by:
OMRA S. PILION
Researcher
NOTED
SANDRA M. PAIDOMAMA, MPA
Adviser
ERLMARIE P. CRASE, PhD
Department Research Coordinator
FARIDA Y. PIANG, MPS-DE
Department Chairperson
USM-EDR-F06-Rev.3.2020.02.24
_________________________
Date
_________________________
Date
_________________________
Date
Appendix D. Application for Manuscript Defense
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
APPLICATION FOR MANUSCRIPT DEFENSE
Name
Degree/Major
Thesis Title
Date of Examination
Time
Place
OMRA S. PILION
BACHELOR OF ELEMENTARY EDUCATION
A COMPARATIVE STUDY OF ONLINE EDUCATION VS. TRADITIONAL
EDUCATION ON THE STUDENTS’ ACADEMIC PERFORMANCE
November 03, 2021
3:00 P.M
GOOGLE MEET
MEMBERS OF THE EXAMINING COMMITTEE
Name
Dr. NORQUEZ M. MANGINDRA
Dr. KAUTIN S. KULANO
Dr. ERMARIE P. CRASE
Signature
Date
_____________________
_____________________
_____________________
_____________________
_____________________
_____________________
RECOMMENDING APPROVAL:
SANDRA M. PAIDOMAMA, MPA
Adviser
APPROVED:
PAUL JOHN B. ONGCOY, PhD
College Statistician
FARIDA Y. PIANG, MPS-DE
Department Chairperson
ERLMARIE P. CRASE, PhD
Department Research Coordinator
REPORT ON THE RESULT OF EXAMINATION
Name
Signature
Remarks
Dr. NORQUEZ M. MANGINDRA
Dr. KAUTIN S. KULANO
_____________________
____________________
_____________________
_________________
Dr. ERLMARIE P. CRASE
_____________________
_____________________
APPROVED:
ERLMARIE P. CRASE, PhD
Department Research Coordinator
_______________
Date
USM-EDR-F08-Rev.3.2020.02.24
USM-EDR-F06-Rev.3.2020.02.24
Appendix E. Sample Interview Guide Questionnaire
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
SAMPLE OF INTERVIEW GUIDE QUESTIONNAIRE
Dear Respondent:
I am OMRA S. PILION, a 4th year student from University of Southern
Mindanao taking up Bachelor of Elementary Education. I am presently
undertaking my undergraduate thesis entitled “A COMPARATIVE STUDY OF
ONLINE EDUCATION VS. TRADITIONAL EDUCATION ON THE
STUDENTS‟ ACADEMIC PERFORMANCE”.
In this connection, I wish to request your permission to be one of my
respondents in this study. Rest assured that all data gathered will be treated
confidential and will be used only for this research. Thank you for your support
and cooperation.
.
OMRA S. PILION
Researcher
Survey Questionnaires
A COMPARATIVE STUDY OF ONLINE EDUCATION VS. TRADITIONAL
EDUCATION ON THE STUDENTS‟ ACADEMIC PERFORMANCE
Survey Questionnaires
Instruction: Fill the necessary information on the space provided and
indicate with check (/) mark the level of agreement with the following
statements.
Part I. Socio-demographic Profile of the Participants.
57
Name: (Optional) _________________________
Sex: ( ) Male
( ) Female
Online GPA (2nd Sem. of the S.Y. 2020-2021:
_________
Traditional GPA (1st Sem. of the S.Y. 2019-2020:
_________
Part II. Students‟ experiences in online education and traditional
education.
Instruction: Indicate with check (/) mark the level of agreement with
the following statements about the issues related to the students’ performance
in online education vs. traditional education.
Legend: (4- Strongly agree
3- Agree
2- Disagree
disagree)
I.
Students‟ experiences in online education
(i). Online Education
1-Strongly
58
4 3 2 1
1. Online education is more useful in my learning.
2. Online education enables me to accomplish learning activities
more quickly.
3. Mobile learning increases my learning productivity.
4. Online education increases my chances of getting better grades.
5. I like the combination of attending class for instruction and
assignments done online.
6. I prefer online education because of the easy learning at my own
pace.
(ii). Traditional Education
4 3 2 1
1. I would find traditional education useful and easy to deal with.
2. Traditional education enables me to accomplish learning activities
on time.
3. Traditional education increases my chances of getting better
grades.
4. Dealing with traditional education increases my learning
productivity.
5. I can easily deal with others’ ideas.
6. Traditional education helps me able to get immediate feedback
from my teachers.
Part III. Respondents‟ existing problems in dealing with online education
vs. traditional education
II.
Existing problems
(i). Online education
4 3 2 1
1. I’ve realized that online education is not interesting.
2. I had a lot of technical issues when dealing with online education.
3. I’m having a difficulty in managing my study time when dealing
with online classes.
4. I frequently forget about the work I have to accomplish while
dealing with online classes.
5. With online classes, I tend to procrastinate more.
6. Online education seems to be stressful for me, knowing I am not
able to manage my class time.
(ii). Traditional Education
4 3 2 1
1. Learning in traditional mode is expensive.
2. Students are becoming dependent from teachers.
3. Dealing with traditional education decreases students’ selfconfidence.
4. I felt boredom in traditional learning modality.
5. I am pressured to study harder because of the hectic schedule.
6. I am more likely to get distracted easily with face-to-face classes.
OMRA S. PILION
Researcher
Appendix F. Curriculum Vitae
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
CURRICULUM VITAE
Personal Data
Name
Date of Birth
Place of Birth
Mobile Number
Email Address
Home Address
Civil Status
Religion
Tribe
: Omra S. Pilion
: November 22, 1998
: Katanayanan, Carmen, Cotabato
: 09557942833
: opilion@usm.edu.ph
: Katanayanan Carmen, Cotabato
: Single
: Islam
: Maguindanaon
Family Background
Father’s Name
Mother’s Name
Siblings’ Name
: Abdulkahar G. Pilion
: Norma U. Saguira
: Norhadiya S. Pilion
: Morad S. Pilion
: Nuronnisa S. Pilion
: Nor-ain S. Pilion
: Boharie S. Pilion
: Muhajiar S. Pilion
: Sittie Nuraliza S. Pilion
Educational Background
Tertiary Education
: Bachelor of Elementary Education
University of Southern Mindanao
Kabacan, Cotabato
Senior High School
: Carmen Senior High School
2018-2019
Secondary Education
: Carmen National High School
2015-2016
Primary Education
: Carmen Central Elementary School
2011-2012
Membership in Organizations
 Future Elementary Educators Society
 Kapisanan ng mgaKabataangMaka-Pilipino
 Group Growth Program (GGP)
Training/Conferences/Workshops/Seminars
 Environmental Peace Seminar
 First Virtual Focus Group Discussion of University of Southern
Mindanao Muslim Students Association (USMMUSA)
 Group Growth Program
 Leadership Training on Climate Change and Environmental
Preparedness
 Training on Community Service and Earthquake and Fire Drill
 Training on Standard Basic Aid and Basic Water Safety
 You Matter: Soctudians Mental Health Awareness Program
 Young Leaders Summit on Sustainable Development Goals (SDG’s)
Appendix G. Comment Form
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
FINAL DEFENSE COMMENT FORM
Name: OMRA S. PILION
Date: _________________
Degree Program: BACHELOR OF ELEMENTARY EDUCATION
Title: A COMPARATIVE STUDY OF ONLINE EDUCATION VS. TRADITIONAL
EDUCATION ON THE STUDENTS’ ACADEMIC PERFORMANCE
Comments (use additional sheets, if necessary):
Chapter/Section
Comment
Action taken
Chapter 1
Remove “Year level” in objective
number 1
I removed the “Year
level”
Remove the objective number 2 then
add to objective number 1.
I add objective number 2
to objective number
Chapter 3
It should not be purposive sampling
Complete enumeration
Chapter 4
Arrange the entry from highest to
lowest
I arranged the entry from
highest to lowest
Chapter 5
Weak points basis for
recommendation (for improvements)
and the strong points (sustain)
Further study considering other
variables
Weak points and strong
points are applied in the
study
Advisory Committee:
Examining Committee:
Adviser: SANDRA M. PAIDOMAMA, MPA
Dr. NORQUEZ M. MANGINDRA
Dr. KAUTIN S. KULANO
USM-EDR-F08-Rev.3.2020.02.24
Appendix H. Distribution Slip
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
Distribution Slip
Date:
Name: OMRA S. PILION
( ) Indicate study number of the outline
( ) Stamp the new study number at the side lettering in your hard bound
manuscript
( ) Make proper corrections and return
( ) Submit only corrected pages
( ) Reproduce into 2copies as needed (one copy with plastic cover)
( ) Use white bond paper (subs 20/book paper) for all copies
( ) Submit one extra copy of abstract
( ) Proofread with your adviser (to ensure proper arrangement, etc.) and request
adviser to sign below before binding
SANDRA M. PAIDOMAMA, MPA
Adviser
My signature certifies that I have received a hardbound copy of the thesis
manuscript
Adviser
:
___________________________
Department Research Coordinator:
___________________________
USM Library:
___________________________
College Research Coordinator:
___________________________
USM-EDR-F15-Rev.3.2020.02.24
Appendix I. SAMPLE OF LETTER TO CONDUCT
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
LETTER TO THE RESPONDENT
September 13, 2021
Dear Sir/Ma’am,
Greetings of Peace!
I am a fourth year Bachelor of Elementary Education student of College of
Education of the University of Southern Mindanao. In partial fulfillment of my
degree, I am currently undertaking my undergraduate research entitled „„A
COMPARATIVE STUDY OF ONLINE EDUCATION VS. TRADITIONAL
EDUCATION ON THE STUDENTS‟ ACADEMIC PERFORMANCE‟‟. In this
research I will be using direct method to gather the data and information from
the respondents. In this regard, I would like to request an interview with you
and your most convenient day and time.
It is my goal to come up with a comprehensive study that would be many
benefits to education in our quest for quality education. I would greatly
appreciate it if you allow me to interview you. Rest assured that responses will
be kept confidential and used solely for academic purposes.
Your approval of my request is highly anticipated. Should you need further
clarification, please feel free to call me at my mobile phone number
09557942833 or email me at my email accounts opilion@usm.edu.ph or
pilionomra@gmail.com
I am hoping for your positive response.
Very respectfully yours,
OMRA S. PILION
Researcher
Appendix J. Manuscript Processing
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
Philippines
MANUSCRIPT PROCESSING FORM
Name
Degree/Major
Thesis Title
OMRA S. PILION
BACHELOR OF ELEMENTARY EDUCATION
A COMPARATIVE STUDY OF ONLINE EDUCATION VS.
TRADITIONAL EDUCATION ON THE STUDENTS’ ACADEMIC
PERFORMANCE
Date of Manuscript Defense: November 03, 2021
I. CORRECTED FINAL DRAFT
Signature
A. Adviser
____________________
B. English Critic
____________________
C. Statistician
____________________
II. PRE-APPROVAL MANUSCRIPT REPRODUCTION
A. Adviser
____________________
B. Department Research Coordinator
____________________
C. College Research Coordinator
____________________
III. APPROVAL OF MANUSCRIPT REPRODUCTION AND BINDING
A. College Research Coordinator
____________________
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