NATIONAL COLLEGE OF BUSINESS AND ARTS

Fairview, Quezon City

Senior High School Department
A.Y 2019-2020

The Impact of Online Class to the Learning Competency of Grade 12

Students in National College of Business and Arts-Fairview

In Partial Fulfilment of the Requirements for the Subject of

Practical Research 2

Accountancy, Business and Management (ABM)

By:
Ballesteros, Benz Bryan

Concepcion, Jabez

Del Prado, Marcella Sofia

Esperanza, Sofiah

Fajardo, Bea Mae Beverly

Herman, Andrei

Manalili, Jhon Carlo

Miranda, Christian Angelo

Raña, Marjorie

Sambayon, Rechelle

Teves, Jackie

Submitted To:

Ms. Raven Kaye Magbanua

 NATIONAL COLLEGE OF BUSINESS AND ARTS

Fairview, Quezon City

Senior High School Department
A.Y 2019-2020

DEDICATION

We, the researchers would like to extend our deepest gratitude to the
following persons for without them we cannot fulfill this research.

The researchers was guided by Ms. Raven Kaye Magbanua, practical

research 2 instructor, without her guidance and efforts we would not be able to
do this research.

To the whole Senior High School faculty who provided insight and
expertise in assisting the researchers to get the best possible outcome, your
efforts and dedication was highly appreciated.

To the Senior High School students who participated in the gathering of

data’s needed during the online survey, we would like to extend our appreciation
for answering our survey with your best knowledge and effort to make time for
our paper.

To the researchers parents, the never ending support was none of the
key why this paper was pushed through to squeeze the juiciest outcome we, the
researchers gathered. We owe this accomplishment to all of you.

Lastly, to our Mighty God for giving the researchers the bright
knowledge, patience, strength, supportive parents and teachers and the hope to
finish this paper on time.

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Senior High School Department
A.Y 2019-2020

TABLE OF CONTENTS
DECATION………………………………………………….
ABSTRACT…………………………………………………………………. page 4
INTRODUCTION (CHAPTER 1)…………………………………………… page 5-7
STATEMENT OF THE PROBLEM………………………………………...page 7
SCOPE AND DELIMITATION……………………………………………. page 7-8
SIGNIFICANCE OF THE STUDY…………………………………………page 8-10
LITERATURE REVIEW AND STUDY (CHAPTER 2)………………...page 10-34
THEORETICAL AND CONCEPTUAL FRAMEWORK……………….page 34-37
DEFINITION OF TERMS………………………………………………….page 37
RESEARCH DESIGN (CHAPTER 3)…………………………………...page 38-39
SAMPLING TECHNIQUE…………………………………………………page 39-40
RESPONDENTS OF THE STUDY………………………......................page 40-41
INSTRUMENT OF THE STUDY …………………………………………page 41
INSTRUMENT RELIABILITY AND VALIDITY…………......................page 42
DATA GATHERING……………………………………………………….page 43
STATISTICAL TREATMENT…………………………………………… page 44
CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA.. page 45-69
SUMMARY OF FINDINGS (CHAPTER 5)…………………………….page 69-71
CONCLUSIONS……………………………………………………………page 71-73
RECOMMENDATIONS……………………………………………………page 71-74
BIBLIOGRAPHY…………………………………………………………..page74-80
APPENDIX A………………………………………………………………page 80-82
APPENDIX B………………………………………………………………page 83-88
APPENDIX C………………………………………………………………page 88-89
APPENDIX D……………………………………………………………….page 89-93
CURRICULUM VITAE…………………………………………………….page 92-96

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 NATIONAL COLLEGE OF BUSINESS AND ARTS

Fairview, Quezon City

Senior High School Department
A.Y 2019-2020

ABSTRACT

This research is all about the impact of online class to Grade 12

student's learning competency. We, the researchers gathered 179 respondents
out of 324 students of Accountancy, Business and Management and General
Academic Strands' , this was computed through the Slovin's formula. To get the
sample size per section the researchers used stratified data sampling in which an
average of 30 respondents per section excluding Brazil in which it has 29
students was computed since the total students is only 53 unlike the rest who
have 55 students each.

The Related Literature's and Studies served as guide for the

researchers in doing chapter's 3-5. We, the researchers adopted the sampling
method and the research design used by one of the related study presented in
this paper in which it was the stratified sampling method and descriptive research
design, to justify this, we, the researchers simply learned that through these two
techniques the results gathered by this research can be interpreted effectively.
In addition, the theoretical framework used in this study was the one presented
by David S. Knowlton, it was called "Student-Centered Classroom". It simply
discuss that effective learning can be done through students' collaboration of
ideas and only facilitated by the respective instructor per subject.

This research concluded that Online learning was slightly effective

due to barriers that served as bumps for students' to learn effectively and be a
globally competitive graduate of business and arts. The barriers encountered in
online class are unstable internet connection and lagging gadgets, because of
these two main reason students cannot absorb the topics discussed by the
teacher's, some of the students even got a failing grades or just a passing score
because they did not fully learned the lessons tackled during class discussions.
Another factor is the noise disturbance felt at home. These are the main reasons
tallied by our survey that is why our research concluded that online learning isn't
effective and should be modified if incase it will still be used for the next school
year so that students learning competency can be enhanced.

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 NATIONAL COLLEGE OF BUSINESS AND ARTS

Fairview, Quezon City

Senior High School Department
A.Y 2019-2020

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

As the coronavirus (COVID-19) pandemic rapidly spread across the

country, schools have shut their doors and classes have moved online in order to
slow the spread. The transition to online learning has impacted not only teachers,
who have had to amend their courses, but also students who have had to adjust
to a new learning environment. One of the major consequences of the transition
to online learning is its impact on student health, specifically sleep habits
according to Balram (2020). Online class may have a struggle to the students
and teachers mostly to those people who cannot afford internet and gadgets for
this learning and can affect the health of every students and teachers. But it also
have advantages for them, it may have difference compare to the face to face
learning but still some of the students are approve for this learning kind of
learning system for they believe education must continue.
No doubt, the transition to online learning because of COVID-19 was
sudden. With the present COVID-19 pandemic grounding flights and temporarily
stalling travel, many students have put their study plans on hold. While you’ll not
be able to be somewhere physically at once, it doesn’t mean you can’t earn an
online degree or certificate from a reputable university. When done right, online
learning comes with many benefits. Considering that universities and colleges
might not be going back to traditional classes for the upcoming months, with
some experts estimating it might take up to a year before a coronavirus vaccine

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A.Y 2019-2020

becomes commercially available, this could come as welcome news for all those
progressing to attend school in 2020.

Due to the digital era that we live in, we are overwhelmed by new
learning technologies. All these new technologies have one thing in common;
they support asynchronous learning. Synchronous learning is learning that
happens at the same time for the instructor and the learners, meaning that
there’s real-time interaction between them. It can happen on or ofline.
Asynchronous learning is learning that doesn’t necessarily happen at the same
time for the instructor and the learners. There’s no real-time interaction; the
content is created and made available for consumption later on said by Precila,
(2020). Online class can be effective despite of many struggles that the teachers
and students are facing on having online classes. The users can have an
advantage on how it can be effective and help to gain and learn knowledge even
the users of online class is not learning in person. Teachers can still educate
where the students can see each other by the use of technology .Online class
can give more access in learning even the participants is at home. Students will
just listen to the teacher and needs to be attentive and have focus on the lesson
to continue the learning that the students need. At this point that everyone needs
to find a way to cope and stick to the class, every learner must be determined to
learn and be resourceful. This study aims to identify how effective online class is
and studying online gives students flexibility. Students can work and fit the work
schedule the learners have as well as the hobbies a student possess. Some
students prefer this mode of learning as it gives the learners power over how the
learners will delegate their time towards their different projects. At the end of this
research, the study aims to identify if the online classes is really effective and
whether students are learning anything in the online class.

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Senior High School Department
A.Y 2019-2020

Statement of the Problem

This study aims to assess how online class affects the learning competency of
the students in Grade 12 Accountancy, Business, and Management and General
Academic Strand in National College of Business and Arts- Fairview

1. Are students ready for online class as the medium of education?

2. Is online class effective based on the students learning competency?

3. Are the students getting the same quality of learning ?

Scope and Delimitation

The scope of this study will focus on the effectivity of online class during
pandemic, this Research delimited only for grade 12 Accountancy, Business, and
Management and General Academic Strand Students in National College of
Business and Arts-Fairview. The main purpose of this study is to point out the
impact of online learning activities on learning outcomes of students who
participated in the blended learning course, focusing specifically on skill-based
courses. The learning outcomes or results of a learner are usually measured by
scores, knowledge or skills gained in the course.

This study will talk about the learning competency standard met by
students during online class. Furthermore this study is conducted to know the
effectivity of online class to the grade 12 students. The study will use descriptive
analysis and the research variable will be interpreted through polychotomous and
ordinal system, it will be used to determine the students insights about the

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benefits they get from online class based on what they have experienced. The
researchers will not conduct a survey to the learners who are not yet studying
through online class because this is exclusive on the effectivity of online class to
the grade 12 students only. Survey will be conducted virtually through Google
forms or Facebook Messenger, the researchers will coordinate to the Academic
coordinator of NCBA-Fairview to validate the prospect students who will serve as
the respondents if the learner is officially enrolled to the school.

Significance of the Study

All educators approach this new paradigm with varying degrees of
enthusiasm and concern It is important to consider both the pros and cons of
online learning so you can be better prepared to face the challenge of working in
this new environment as well as embrace the new opportunities that it has to
offer. Online learners receive benefits from online learning modality in this time
of pandemic because of their connectivity with one another, student-instructor
interaction and student-student interaction. They are able to share knowledge
and fulfill common goals. The relationship and interaction between the instructor
and learners and among peer learners can increase student performances and
their satisfaction of the course. This study aims to help respondents to find out
how effective the online class is, despite the many hindrances faced.

The general purpose of this present study would be a freat contribution to

the best knowledge in relation to student's achievements. This will also help the
concern persons in identifying and evaluating the common concerns in online
class, in the hope that it will be avoided and addressed earlier by the Department
of Education. Vital results of this investigation could be highly significant and
beneficial specifically to the following:

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 NATIONAL COLLEGE OF BUSINESS AND ARTS

Fairview, Quezon City

Senior High School Department
A.Y 2019-2020

Board of School Directors – This paper will be beneficial to the key persons of
a certain College or University in terms of nurturing the schools educational
competency despite of a new norm for education which is the online class
platform. The data’s gathered can help the Administrators as well as the Principal
in avoiding the hindrances experience by the respondents so that online learning
will be an effective tool for the institution in further years to come or if a pandemic
will happen once again.

Teachers - The researchers wants the teachers to identify if the students had
learned well and understand what they are teaching. The given data would guide
the teachers on what to do with students who struggles with the new normal of
learning.

Students – The learners can raise their opinions regarding the new normal of
education and can gain better education once the Department of Education
addressed the problems being raised.

Parents - The results will provide the parents some knowledge about the reality
on how online classes affects the learning competency to students. In addition
they can offer some of the most important guidance that the students need to find
the right online learning approaches, remain accountable for their works, and get
extra help when needed.

Future Researchers - It may serve as their guidance to gather information and

may serve them as a building blocks to have a bigger study. This topic will be
useful for the researchers who would plan to make any study related about online
class.

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Senior High School Department
A.Y 2019-2020

CHAPTER 2
REVIEW RELATED LITERATURE AND STUDY
This part of research includes the collection of compiled and evaluated articles or
study from researches related to the topic of this paper. Review of related
literature establishes the relevance of the study. It will further help the researcher
in establishing the research gaps that the study intends to fill. Literatures, such
as articles which are found in internet and books, that are relevant to this study
will be included. These literatures will serve as foundation and support to this
study.

Review of Related Literature

Pelmin, M. (2020). Readings on Coronavirus Disease (COVID-19)
and the Higher Education Institution (HEIs) Emergency Preparedness in the
Philippines stated that in today’s time Internet, mobile phones and technology
are now connected in our lives whether it is based on communication, accessing
information and entertainment, Internet can go a long way. And because of the
pandemic COVID-19 any huge assembly are postponed to practice “social
distancing” in order to prevent human-to-human transmission. Because of the
pandemic most universities and the higher education has resorted to online
activities or classes. Due to the late solutions and actions, and the lack of
competence of the government, the virus has already entered the Philippines,
which in result of the Community Quarantine where schools are suspended and
so are government offices. The next day Malacañang ordered an “Enhance
Community Quarantine” by putting up checkpoints, disinfecting stations and
banning mass transportation to prevent human-to-human contact, limiting malls
to leaving the supermarket and drugstores only being open. This greatly affects
people’s businesses most especially the most of the people here in the
Philippines are in the working class or blue collared jobs or manual labor

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meaning “no work, no pay”. Classes are being suspended which results to most
universities, whether inside or outside the Metro Manila, resorting to “online
classes”. This requires having a device either computer or mobile device and a
stable Internet connection. In this country to where the Internet providers are in
the situation of duopoly where both do not perform well. Since there are no jobs
and no source of income and everything is on halt, this also causes anxiety and a
lot of overthinking to other people. With further considerations there are a lot of
factors contributing on why “online classes” are effective. Our country, the
Philippines, is not prepared to the pandemic and as wells as the changes in the
academe or the educational system, upon considering such factors: Internet
speed (in the country (which we rank as the lowest among the ASEAN) and ever
since in our history it has not performed well), Socio-economic status at the
present (not only the present but the past as well, because if our government
want these motivations to take place the government should have enhanced this
aspect for it can also help innovation in other aspects), Welfare of the stake
holders.

Albrahim (2020) Online Teaching Skills and Competencies, The

Turkish Online Journal of Educational Technology, 19 ,1. says that E-learning
provides easier access to learning, promotes flexibility so that students can
overcome space and time limitations and offers new potential for the teaching
process to be focused on the learners’ needs and possibilities, emphasizing
different learning styles. There are few studies reflecting on the abrupt switch to
online teaching and the significant impact on society and the educational
processes is currently not yet fully. The current COVID-19 pandemic forced an

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abrupt switch to online teaching in universities around the world. While this might
not be a good moment to evaluate the effectiveness of online education, the
impact of this event is important for universities, students and employers.
However, researchers emphasize that the trust in the effectiveness in these tools
is only medium, which may impact their future use as well. . Overall, it is obvious
that the current online experience will impact the future of education, and future
research is needed to understand both positive and negative consequences of
this abrupt change. The switch to online teaching has an overall moderate
positive perceived impact, and, the overall effectiveness of the online educational
experience is perceived to be lower than in the case of face-to-face teaching.
The importance of interaction and active learning in online teaching in the online
context is not easy to ensure. Our results indicate that institutional support, trust
in the online system, and the perceived effectiveness of formative assessment
are positively associated with the impact and effectiveness of online education.

Estelami, H.(2016) An Exploratory Study Of The Effects Of Online

Course Efficiency Perceptions On Student Evaluation Of Teaching (SET)
Measures, American Journal of Business Education. Volume 9, Number 2. One
of the primary underlying motivations for the adoption of distance learning
methods is the efficiency gains that are often attributed to distance education.
Many of the factors that create physical constraints and infrastructural demands
in traditional face-to-face teaching become less relevant in the distance mode of
teaching. For example, distance education has lower demands on the physical
facilities of the educational institution while at the same time it provides
significantly greater flexibility in terms of the time and environment in which the

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online students can engage with the learning material. Students can access
learning material such as podcasts, lecture captures and other learning
resources at a time of convenience to them, and as a result more efficiently use
their time. Furthermore, the use of automated grading rubrics and assessment
software has made it possible for distance educators to process large numbers of
online students, resulting in efficiency gains for universities. In light of the
growing efficiency through which online education is delivered, an emerging
question is regarding the effects of such efficiency gains on the online student.
Given that for online classes, students can benefit from flexible access to
lectures and instructors, and can engage with the learning material at their own
convenience, the degree to which the efficiency gains positively influence them
needs further study. The gained efficiency can be reflected, for example, in the
length of time and the amount of effort needed to achieve learning outcomes,
when compared to the time and effort associated with learning in traditional face-
to-face courses .Interestingly, while research in distance education has
established that online students can experience learning outcomes equal to and
in some cases greater than traditional classroom students, student perceptions of
such efficiency gains has not been quantified or studied. Furthermore, research
has not examined the characteristics of those online students who find the
learning efficiency of the online learning process as different from traditional
classroom learning. Understanding the characteristics and views of this unique
group of students is instrumental to the future of distance education. To better
understand students’ perceptions of the efficiency of online courses, in this study
we explore the extent to which online delivery of marketing courses is perceived
by students to be more or less efficient compared to face-to-face delivery. This
line of inquiry will be carried out in the context of three online marketing courses.

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We will examine how those students who perceive an online course as more
efficient may be different from those students who perceive it as less efficient.
Specifically, the impact of efficiency perceptions on critical measures such as
instructor ratings and course ratings, as well as students’ intent to take online
courses in the future is examined. Surprisingly, the results show that efficiency
gains are not positively related to course and instructor ratings. Furthermore,
significant differences in the students’ academic profiles can be identified as
function of their perceptions of online course efficiency. The paper concludes
with a discussion of the implications of the findings on educational administration
and distance education research.

Fitzpatrick, (2018) How Online Learning Can Improve Academic

Performance says that every level of the education system can be enhanced
through online courses, as students can study at their own pace and work with
course materials that are adapted to their needs and learning abilities. In
traditional classroom-based courses, there is an ongoing problem with student
retention. Sometimes, students don’t connect with the course materials or
instructors. You may have noticed attendance suffer, and soon enough, some
students quickly fall behind their peers. While there are many reasons for the
drop-off, it is an issue that continues to plague offline courses. As online
education provides a greater degree of flexibility, it can be less stressful to
manage alongside other commitments. Furthermore, there is less pressure to
engage the students, as you have the help of devices, apps, and multimedia
tools to make learning a more interactive and enjoyable prospect. Learning
online help improve digital literacy as it provides students with an insight into how

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to be effective online and communicate with content, peers and lecturers.

Similarly, teaching online will help all educators communicate more effectively
through various digital mediums, as well as making lecturers competent and
confident users of video technology in education. Regular interaction with fellow
staff and students through email and message boards will enhance your
computer skills and make you more adept at handling the technology and
devices of the digital age. As digital literacy is quickly becoming the
most valuable tool for lifelong learning, improving abilities is a worthwhile
investment for students and faculty. The statistics on online learning demonstrate
a significant positive impact on the employability of those who successfully obtain
online qualifications. Faculty members, like students, will develop new computer
skills, regardless of what the course is, from working with cloud-based
documents to incorporating video and audio materials in their course materials.
These core skills will translate to many professions in the digital age, making
students more confident and more competent to transition to different roles. They
will be ready to take on more tasks in virtual learning, helping graduates excel in
the working world of the future.

Review of Related Literature (Local)

According to Pelmin, M. (2020). Readings on Coronavirus Disease

(COVID-19) and the Higher Education Institution (HEIs) Emergency
Preparedness in the Philippines. the spread of coronavirus disease 2019
(COVID-19) has just taken on widespread degrees, affecting more than 100
countries very quickly. On January 30, 2020, the Philippine Department of Health
announced the primary instance of COVID-19 in the nation with a 38-year-old
female Chinese national. On March 7, the local transmission of COVID-19 was

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affirmed. HEIs Emergency planning for COVID-19 is fundamental to guarantee

that institutions can oversee future vulnerability by creating reactions dependent
on various flare-up situations, remembering varieties for the seriousness of
sickness, method of transmission, and paces of contamination in the network.
Most governments around the globe have incidentally shut instructive
foundations trying to contain the spread of the COVID-19 pandemic. Enormous
number of students, whose school closures have as a general rule, got them,
their instructors, and families unsuspecting. For a few, it implies missing class
through and through, while others are trailing web-based adapting frequently
confronting troubles with online associations, just as persuasive and
psychosocial prosperity challenges. These issues point to a central hole in
school-based possibility arranging inside the more extensive instruction part
readiness arranging and crisis the executives. HEIs Emergency planning for
COVID-19 is fundamental to guarantee that institutions can oversee future
vulnerability by creating reactions dependent on various flare-up situations,
remembering varieties for the seriousness of sickness, method of transmission,
and paces of contamination in the network.

San Luis, G. (2020) Is online learning effective Due to the current situation
with the pandemic, the humongous increase of technology related learning is
already expected. Despite being in a community quarantine, several activities are
still determined to continue, such as working from home and even studying.
Though a lot of employees are currently relying on the benefits of the technology,
they need to continuously train on how to perform their jobs well in order to
become fully equipped with the "new normal." According to Jeff Chua, an

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entrepreneur, that individuals should look for in choosing the best option.
Technology has been revolutionary ever since the 70's. And over the time,
numerous corporations quickly embraced the capabilities of the technology for
learning. With the introduction of "video-based" trainings, it was followed quickly
by "computer-based" training. And recently, web-based trainings become a key
for learning strategies on some major businesses. Despite the misconceptions on
online learning for being "boring and ineffective," it can be engaging as well.
Some of the key points are discussed such as having right, relevant, and
accurate content for the trainings depending on the target learners, giving more
time when it comes to igniting the creativity of the learners for them to become
more interactive, and lastly, having an appropriate design of the course for the
learners. Having all these points considered, allows the learners to easily refer
back to specific parts of the job. To sum up, the whole research implies that
technology can become a great enabler in order for us to attain learning and
training efficiency. However, the way these trainings are designed and discussed
play a role on how effective it can be, which is the main objective.

Cahapay, M. B. (2020). Development of Preparedness

Competencies in Basic Education Science Curriculum: An Insight from
theCOVID-19 Global Outbreak. European Journal of Environment and Public
Health, 5(1),. The COVID-19 is a communicable viral infection caused by a new
strain of severe acute respiratory syndrome coronavirus. It originated in Wuhan,
China, and has now spread across six continents and in more than a hundred
countries. As world health care systems concentrate resources into research
about COVID-19 control and treatment, emerging data are released daily. Within
the context of education, most current studies related to COVID-19 and
curriculum are focused on the immediate need to shift instructional

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implementation to distance, online modality. Much of the current school guidance

efforts related to the present crisis focus on practical preparedness such as
staying at home, practicing new etiquettes, washing hands, and increasing social
distance. However, in the long run, there is a need to intentionally incorporate
preparedness as a set of competencies in the curriculum. The concept of
competencies originally refers to is a set of knowledge, skills, and values that are
expressed as curriculum goals. Within the context of preparedness
competencies. The structure shows a performance that is intended to be
developed to the target learners. It can be followed in formulating preparedness
competencies in the context of global disease outbreak. The competencies in the
context of preparedness are constantly being developed in higher education
fields. This is understandable because most of these professions serve as the
forefronts in disasters, emergencies, and diseases. There has also been a call to
develop it in the teacher education. It can be further maintained that
preparedness competencies have a relevant space in the basic education
science curriculum. The subject of science has been a launching pad for
emerging social issues and is one of the critical focus for stakeholders in public
education in the last two decades. If these claims are to be pursued, then the
development of preparedness competencies, which likewise stem from the
current social issue and are a public concern, has a primary space in the basic
education science curriculum. There are pieces of scholarly evidence that
indicate the appropriateness of children developmental capacity and children
social role in processes that engage them in preparedness such as disaster
preparedness. Schools have essentially integrated preparedness competencies
into the curriculum for children. It is currently in the basic education science
curriculum in most counties such as the Philippines. It should be noted, however,

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that the current focus of preparedness is understandably within the context of

natural disasters. Many curriculum development initiatives in different domains
and contexts offer glimpses as to the methods in formulating competencies.
These methods are systematic review, situational analysis, and expert validation.
A systematic review employs a set of structured techniques to gather secondary
materials, analytically assess them, and synthesize the results. It has been used
in competencies formulation. The situational analysis is also an essential
component and process of curriculum organization. It has been applied to
contextualize competencies. Moreover, the preparedness competencies
generated from one or a combination of systematic review and situation analysis
will require expert validation referred to this process of expert validation as
“knowledge extraction” which is a technique of obtaining technical information
from subject matter experts in the formulation of the competencies. The COVID-
19 is undeniably changing the educational landscape across the world. One of
the calls responding to the emerging educational changes is the development of
preparedness competencies in the basic education science curriculum. The
science curriculum has always served as an introductory pad for emerging
educational changes, thus a strategic subject for preparedness competencies for
school children. Some cogent approaches rooted in curriculum development
practice offer means as regards the development of preparedness competencies.

Javier, C. (2020). The Shift towards New Teaching Modality: Examining

the Attitude and Technological Competence among Language Teachers teaching
Filipino. Asian ESP, 16(2.1), 210-244. said that the demand of virtual teaching is
increasingly now a days, the educational system in the Philippines due to the

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COVID-19 pandemic which made to conduct an online learning education

through virtual classes for the continuous delivery of education. That pandemic
caused the shift in teaching modality. In response to this situation, teachers now
are working and attending sets of training through webinars to learn and explore
e-learning technologies which is perceived to be an effort of educating and
capacitating teachers for the new role they are soon to take – that is to become
managers of virtual classes. The level of success on the implementation of virtual
learning is highly dependent on the attitude of teachers and students involved.
The teachers instructing the subject Filipino. With respect to Science teachers
who teach a subject involving experimentation, observation and other activities
difficult to be performed virtually, this study, in its wholeness, presents itself as a
novel and essential investigation. Therefore, this analyzation when it comes in
virtual classes is both difficult between the teachers and students when incomes
in learning and teaching through online. The positive attitude is an important
indicator of willingness and initial step in effective integration. Teachers are the
key players in online class. They are catalysts who play significant roles in
technology in the virtual classrooms. It is therefore necessary for teachers to
develop positive attitudes towards online teaching since it has been found to be
linked to usage and intention to use. In order to be aware and competencies on
virtual teaching among teachers, seminars on virtual teaching development and
management may be conducted in series covering topics related to development,
operations, delivery, maintenance, repair, administration and security.
Educational leaders may venture on training teachers on how to convert their
instructional materials to an electronic format as well as on the familiarity with the
different functions and features of e-learning platforms including how to facilitate
learning and support learners in a particular learning platform. As regards the

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implementation of virtual teaching in the education sector under the “new

normal”, more of the teacher factors are yet to be explored, hence it will continue
to get the attention of scholars, academicians, curriculum developers and
educational leaders in implementing educational reforms in response to the
changing societies.

Velasquez, D. (2020) Online education during a pandemic stated that

the Covid-19 pandemic has made each and every body stay at home however it
has now not stopped the world. People then again favor to work. Students need
to have a look at and instructors choose to teach. Personally, I’m not a fan of
online classes. I suppose it’s brought stress for college students who don’t have
computer systems and/or Internet get proper of entry to at home. But existence
goes on and there are some things, such as education, that can’t be delayed.
Ann Abacan of Sophia School in Meycauayan, Bulacan, stated the Internet has
allowed them to continue their operations. “Our teachers meet on line as soon as
or twice a week the use of Zoom or Google Hangouts. Members of the school
administration meet around three to 5 situations [a week] to follow-up on tasks,”
said the important and owner. Sophia School launched a Facebook campaign,
referred to as “Share Ko Lang,” a sequence of revolutionary videos presenting
sophian students, mother and father and instructors sharing their experiences all
via this time. Staying connected with her university students is additionally a
priority for Marj Palmares-Cruz, an employer professor at the Polytechnic
University of the Philippines-San Pedro Campus and PUP Open University.
Palmares-Cruz’s precedence used to be to end the closing classes for the
semester after education had been suspended due to the Covid-19 outbreak.

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“The task lies in the students’ get entry to the Internet, due to the reality now no
longer all of them own computers.” Palmares-Cruz concept of making use of
Facebook Messenger, an app which all people can get right of entry to freely.
She designed her academic substances in such a way that there would be lesser
on line meetings, which without problems devour up data. “Outputs are submitted
thru Facebook Messenger as a group, in consideration of the college students
who don’t have gadgets and have restrained Internet access.”

Review of Related Study (Foreign)

In this part, studies such as thesis, which have already been researched
before, were included in order to support and give foundation to this study.

Bigatel (2012)the identification of competencies for online teaching

success,16,59-78 concluded that Learning education turned into online class to
have another way to learn. The online learning makes all the students, teachers
preparing for work by having practices in digital form. Some people say that it
was better than in classroom. In education can improve the students under in
online courses. The outcome of this study shows improvement into 5%or higher.
The first benefit is Engage students in deeper level addressing that there has a
problem in traditional that students can't stick on their courses, difficulty in terms
of their attendance, research point out that online assist the maintenance rates
as 60%,video content for 80%.It less pressure since the technologies, device,
that could help then. Next is Improve Digital literacy, the students can benefit in
online device. Since some demand of digital works, example of this is the
services that has changes on their communication in online, and need to know

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some platforms. Learning online is a helpful to improve your digital literacy that
can give the students’ knowledge in online and to communicate through
communicating in online makes you better in computer skills. Next its offer
flexibility in online learning makes the students to study on their own, the
students can study day or night if they have things to do, Have a flexible
schedule that could help to let them free time in days. Next is No need for actual
classrooms since this is not in the classroom you can study anywhere you want
that has comfort to them but ensure that don't have interruption. It can give you
fun and happiness since you are learning to the place you prefer. Next is Get to
know the students better since in classroom some students was timid and it is
hard for them to cooperate but in online some students was easy in interacting
with them. Then it Enhance Career prospects for students and faculty ,Studies
from the university of Illinois’ that some students 44% enhance employment
standing. Some 45% higher their wages. students and faculties improve their
capability in digital. Students prepared more in digital terms. Last is offer multiple
ways to learn in online class offer more ways how they teach the students like
power point, guided design projects. The students can connect with their
groupmates in any apps. They give the students other way how they will teach
under video lesson. The relationship of the student and faculty become stronger
that lead in success .

Nguyen, V. (2017) The Impact of Online Learning Activities on Student

Learning Outcome in Blended Learning Course. stated that the outcomes of
student success are an assessment of standards that meet the learner's
academic goals. There are two methods of assessing student success so far:
summative evaluation and formative evaluation. To weigh several factors, the
previously estimated outcomes by grades at the completion of the course or

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appraisal forms, the later estimated outcomes in the student learning process.
Recent studies have focused on studying and understanding the link between
factors that impact learning outcomes, especially in mixed learning environments.
In the blended learning course, there are several variables influencing the effects
of student learning. It is an intricate topic to figure out the particular variables and
understand the magnitude of their impact on learning outcomes. This paper
explored the influence of interactive forms and interactive variables on student
learning outcomes. Research has developed the chain of online learning
activities reflect the operational interaction between actors: student - teacher,
student - content, student - student and student - technology. The findings
indicate that the online learning activities in the blended learning model that
affect student learning outcomes, in which the student - student interaction is the
significant impact on student results. This thesis suggests a model focused on an
overview of these variables to determine the occurrence of learning outcomes
focused on interactive learning through learning experiences.

Paul J and Jefferson F (2019) A Comparative Analysis of Student

Performance in an Online vs. Face-to-Face Environmental Science Course. The
sample 548 student grades were obtained from FVSU's Office of Institutional
Research Planning and Effectiveness (OIRPE). The OIRPE released the grades
to the instructor with the expectation the instructor would maintain confidentiality
and not disclose said information to third parties. After the data was obtained, the
instructor analyzed and processed the data though SPSS software to calculate
specific values. These converted values were subsequently used to draw
conclusions and validate the hypothesis. The first research question investigated

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if there was a difference in student performance between F2F and online

learners. To investigate the first research question, we used a traditional chi-
square method to analyze the data. The chi-square analysis is particularly useful
for this type of comparison because it allows us to determine if the relationship
between teaching modality and performance in our sample set can be extended
to the larger population. The chi-square method provides us with a numerical
result which can be used to determine if there is a statistically significant
difference between the two groups. Initial, a chi-square investigation was
performed utilizing SPSS to decide whether there was a factually noteworthy
contrast in grade circulation among on the web and F2F understudies.
Understudies tried out the F2F class had the most noteworthy level of A's when
contrasted with online understudies . The distinction in understudy execution was
factually noteworthy, 2 = 6.531, p > 0.05. Table 3 shows the sex contrast on
understudy execution among on the web and F2F understudies. Table 2 shows
us the exhibition proportions of on the web and F2F understudies by grade
classification. As can be seen, F2F understudies produced the best numbers for
each evaluation class. Notwithstanding, this dissimilarity was generally because
of a higher number of F2F understudies in the examination. There were 401 F2F
understudies rather than only 147 online understudies. When survey grades as
for methodology, there are more modest rate contrasts between individual
students . For instance, F2F students won 28 As while online students gained 16
As . Notwithstanding, when seeing the An evaluation concerning complete
students in every methodology, it tends to be seen that 28 of the 401 F2F
understudies won As when contrasted with 16 of 147 online students. For this
situation, online students scored moderately higher in this evaluation
classification. The last measure is a superior impression of individual execution

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levels. There is no factually critical contrast between the two gatherings

regarding execution scores. Table 3 shows the sex contrast on understudy
execution among on the web and eye to eye understudies. We utilized chi-
square test to decide whether there were contrasts in on the web and F2F
understudy execution regarding sexual orientation. The chi-square test with
alpha equivalent to 0.05 as basis for noteworthiness. The chi-square outcome
shows that there is no measurably noteworthy contrast among people as far as
execution score. Table 4 shows the mean scores and standard deviations of
rookie, sophomore, and junior and senior understudies for both on the web and
F2F understudy execution. The ANOVA is a helpful evaluation device for this
specific speculation as it tests the contrasts between various methods. As can be
found in Table 4, the ANOVA test for this specific theory states there is no
noteworthy distinction among on the web and F2F students regarding class rank.

Kurtz, G. et. al (2009) Experiences and Opinions of E-learners:

What Works, What are the Challenges, and What Competencies Ensure
Successful Online Learning What new insights can be derived from the results of
this study of the experiences and opinions of more than 300 online learners in
more than four countries to further inform our understanding of the dynamics of
teaching and learning in this environment. Also, are these findings helpful in
ultimately identifying online learner competencies critical for academic success
and which, in turn, might aid providers to enhance their practice in the expanding
distance education arena. Online students’ satisfaction. The study revealed that
the majority of respondents rated their satisfaction with their online learning to be
Very Good to Good. The range of responses reflected extremely high satisfaction

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among Mexicans (91%), perhaps due to support received via their affiliation with
the sponsoring consortium, to more modest satisfaction levels among Japanese
(53%), probably due, at least in part, to this society’s aversion to expressing
extreme opinions which may have tended to minimize their selection of
responses at either end of the continuum. Elements influencing satisfaction.
Among Westerners and Japanese, the course itself (in terms of organization and
content) was the determining factor in influencing satisfaction. This was followed
by the quality of instruction, interaction, convenience, and flexibility. For
Mexicans, it was the instructor and the interaction, followed by flexibility and
institutional support. Israelis cited convenience and flexibility as key elements.
This suggests that, for those who are studying more or less independently, the
quality of the course and the convenience of delivery are paramount in
determining satisfaction. While for those enrolled through a specific institutional
mechanism (e.g., a consortium), it is the services and support derived from that
entity that is key to their ultimate satisfaction with the experience. Challenges.
Almost every respondent encountered one or more challenges in their online
learning experiences, with time management the dominant challenge for all but
Israeli students. Despite institutional efforts to enhance their student support
services as enrollments in online courses increase, it seems that these issues
are ultimately resolved by students utilizing their own resources, many by simply
persevering. Items critical for success. Excepting the Mexican respondents, the
strongest determinant for success among these online learners was self-
motivation, followed by time management, then capacity to learn with limited
support. It is noteworthy that these choices relate to learner attributes, rather
than to course attributes. This result would indicate that, for most of these
students, success was primarily dependent on learner traits and behaviors,

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rather than any factors inherent to the course. This implies that key
competencies for online learning success emanate from the learner, rather than
from characteristics related to the learning environment. The least critical items
were: ability to cope with unstructured settings, familiarity with technology, and
(perhaps surprisingly, as it tends to counter the conventional wisdom)
relationships with other online learners. U.S. and Israeli respondents considered
the role of instructors to be important to their success (78% and 95%
respectively), but this was minimally important to Japanese and Mexican
students. It seems that for some, those in this role are viewed largely as
facilitators, rather than actually providing instruction. Many commented that
faculty are most useful in offering support by answering questions, clarifying
requirements, etc., rather than serving as the expert in the course content.

Review of Related Study (Local)

Javier, C. L. (2020) The Asian ESP ,International Journal of

Educational. Research Innovation has been instrumental for effective
communication to counter the widespread that the world is confronting
nowadays. It moreover rethinks how the instructive framework can multiply the
conveyance of the teaching-learning handle in the midst of COVID-19. This
paper verbalizes the adequacy of remove instruction, highlights the conceivable
challenges in crisis inaccessible instruction, and suggests rising farther learning
stages in conjunction with approaches for the use of crisis inaccessible
instructing and conventions for the anticipation of COVID-19 in Philippine
learning educate. The paper offers assist investigate of imaginative techniques,
virtual learning encounters, and the move from the physical classroom into an
crisis farther instruction environment amid the pandemic. The Covid-19

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widespread has incited a move in educating methodology as the conventional

confront to confront instruction may not be realized within the fear of the
persistent far reaching of the infection. Against this, the display consider pointed
to decide the demeanor of the respondents toward online instructing and
distinguish teachers’ innovative competence. In expansion, the consider too
aiming to decide whether a relationship exists between the most variables, and
whether a sex hole may well be found with regard to attitude toward online
instructing and teachers’ innovative competence. 162 instructors educating the
Filipino dialect were studied employing a created, approved and pilot tried
surveys (Demeanor toward online Instructing Instrument [Cronbach’s α=
0.862],Teachers’ Innovative Competence Device [Cronbach’s α= 0.898]). The
think about unveiled that the respondents’ demeanor is characterized to be
‘somehow negative and they claimed to be mechanically ‘competent’. In
expansion, the consider invalidates the existence of gender gap with respect to
attitude and competence; however, a significant positive and linear.

Doculan, J. (2014) E-Learning Readiness Assessment Tool for

Philippines Higher Education Institutions , International Journal of Engineering
Sciences & Emerging Technologies, Volume 7, Issue 3. concluded in her study
that the growth of internet technologies changed learning strategies globally. The
Philippines is no exemption. E-learning is gaining popularity in the country due to
its potentials and usefulness. But before these benefits would be enjoyed, it is
very important for an institution to be assessed. This is to identify the needs and
factors that directly affect their readiness. This study presents a readiness
assessment tool for Philippine Higher Education Institutions. It also serves as a

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needs assessment instrument. Higher Education Institutions in the Philippines

were mandated to change the curriculum to Outcomes- Based Education. This
was ordered by the Commission on Higher Education (CHED) in its CHED
Memorandum Order No. 46 in 2012 to promote learner-centered learning. This is
the essence of e-learning. This initiative is promising but issues arise on the
readiness of state universities and colleges in adopting such change. The use of
technology in the country is still in its infancy, shifting to e-learning platform is still
on its planning stages. The benefits of eLearning can only be experienced if the
organization is deemed prepared. Learning institutions should first assess their
readiness to integrate e-learning. This is if they want to implement and benefit
from it. While the instrument yielded positive reliability, it is recommended that it
would still be reduced to shorten the time spent in answering. This way, students
especially, would concentrate answering and completely fill-up the questionnaire.
It is recommended further that factor analysis would be conducted to compact
the tool. Finally, this tool is recommended for Philippine Higher Education
Institutions which are considering to implement e-learning platforms, especially
the state universities and colleges.

Yusnilita, N. (2020); The Impact of Online Learning: Student’s Views states

that this study enlighten how the online learning bring out impact for students
achievement. 20 students as participant in this study. The descriptive qualitative
was used as method of the study. Based on the result of questionnaire 80% of
online learning is interesting for students. 65% of students answer that online
learning class are easier that regular class and 5% answer not. 85% of students
always prepare their learning with taking notes or record it. 90% of students

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answer online learning practical for them. When talking about the time of online
learning 7% of students feel disturb and hurry but 70% are not. 75% of students
ask that online learning is cheaper than they should go to class, because they
need to pay for bus fare, lunch, clothes etc. 68% of students always join
discussion along the online learning. 75% of students feel more confidence
joining online learning that face to face in class. That’s why 60% of students think
online learning can improve high quality of learning. And 70% of the teacher
always accommodate their students in learning. They teacher also give them
feedback after they send their assignment and more of the students feel more
confidence with online learning. In summary, online learning provide students
practical and flexible way in learning, it also make them more creative and active.
Online learning give them some benefit in learning. Based on the result of
questionnaire 80% of online learning is interesting for students, only 3% they are
disagree. 65% of students answer that online learning class are easier that
regular class and 5% answer not. 85% of students always prepare their learning
with taking notes or record it. 90% of students answer online learning practical for
them. When talking about the time of online learning 7% of students feel disturb
and hurry but 70% are not. 75% of students ask that online learning is cheaper
than they should go to class, because they need to pay for bus fare, lunch,
clothes etc. 68% of students always join discussion along the online learning.
75% of students feel more confidence joining online learning that face to face in
class. That’s why 60% of students think online learning can improve high quality
of learning. And 70% of the teacher always accommodate their students in
learning. The students answer about “the problems that they face during and
after online learning” 80 % of them said that it correlated with the signal of
internet, because most of them are stay in the village. In questionnaire about

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“teacher deliver the lesson very short and few, how do you solve it” 70% of
students answer they need to explore by themselves to find the solution about
the material given by the teacher. And for last questionnaire “did your teacher
always give feedback after you send video or assignment”, 65% of their teacher
give them feedback about their assignments. The researchers believed this
finding suggested that more mature students with better independent learning
skills were better candidates for online learning. We could not denied that
method of teaching will be change faster. Though that we felt that traditional
teaching and learning are better, but technology change it. Teacher should
always prepare themselves for the changing ways of teaching. They needs to be
creative and find the effective method in teaching their students. Online learning
brought out effect for students achievement. It has various benefits over the
traditional techniques of learning. A lot of the students are attracted because of it
flexible, although they need pay for the cost to use the internet.

Caroro, R. A., Jomuad, M. T., & Lumasag, J. M. (2013). Effectiveness of

online learning system as a supplemental pedagogical tool. Journal of
Multidisciplinary Studies, 2(1). The utilization of the web as a method for
expanding training and learning set up new ideal models for learning. Enriching
face-to-face learning with supplemental web programs gained an advantage
towards accomplishing students’ activities utilizing the resources of the World
Wide Web. Learning can be extended from the traditional face-to-face classroom
experience towards the virtual pedagogical environment. Conducted studies
described the role of web based technologies in several aspects of the teaching-
learning process. For example, one study described the belongingness that

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students experienced in an online learning community and awareness of the

roles of others in on-line learning. One study evaluated the effectiveness of the
Misamis University Online Learning Environment (MUOLE) established as a
supplemental tool for classroom learning in all information technology and
computer science subjects. Researchers from College of Computer Studies,
Misamis University, Ozamiz City, Philippines made questionnaires for a total of
342 students to fill out to serve as the evaluation tool. Results showed that the
students perceived the MU-OLE as an effective online learning system in
downloading instructional materials and assignments, taking quizzes and
examinations, submitting requirements, checking files, and accessing scores
from their secured personal account. It further showed that integrating an online
learning system with traditional teaching gives the students a great deal of
convenience and ease in enhancing learning. The overall review reflects MU-
OLE features that make the system effectively as an instruction tool. In addition,
the results show that MU-OLE’s feature effectively provides the advantage of
allowing students to take quizzes and examinations online. Students reported
this as an advantage because the test can be done at anytime and anywhere it is
within the deadline, allowing students who are not in class to take an online quiz
zone.

Based on the study of Baticulon, R. (2020) Barriers to online learning in

the time of COVID-19: A national survey of medical students in the Philippines.
in March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced
medical schools in the Philippines to stop face-to-face learning activities and
abruptly shift to an online curriculum. This study aimed to identify barriers to
online learning from the perspective of medical students in a developing country.
The authors sent out an electronic survey to medical students in the Philippines

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from 11 to 24 May 2020. Using a combination of multiple choice, Likert scale,

and open-ended questions, the following data were obtained: demographics,
medical school information, access to technological resources, study habits,
living conditions, self-assessment of capacity for and perceived barriers to online
learning, and proposed interventions. Descriptive statistics were calculated.
Responses were compared between student subgroups using nonparametric
tests. Among 3,670 medical students, 3,421 (93%) owned a smartphone and
3,043 (83%) had a laptop or desktop computer. To access online resources,
2,916 (79%) had a postpaid internet subscription while 696 (19%) used prepaid
mobile data. Under prevailing conditions, only 1,505 students (41%) considered
themselves physically and mentally capable of engaging in online learning.
Barriers were classified under five categories: technological, individual, domestic,
institutional, and community barriers. Most frequently encountered were difficulty
adjusting learning styles, having to perform responsibilities at home, and poor
communication between educators and learners. Medical students in the
Philippines confronted several interrelated barriers as they tried to adapt to online
learning. By implementing student-centered interventions, medical schools and
educators play a significant role in addressing these challenges during the
COVID-19 pandemic and beyond.

Theoretical and Conceptual Framework

The Student centered theory of David S. Knowlton explains the concept

of learning through students shared ideas and collaboration and the professor
will play the role of facilitator or guide in learning the different lessons of each
subject matter.

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• Web Resources – Represents the online platforms that could be the

source of information for online learning.
• Traditional Resources – Represents the text books and other printed
stuff as the other source of information.
• Life Experiences of students – Represent the personal experience that
can be shared by a student to possess learning.
• Problem Solving Activities and Evaluation- Represents the cognitive
skills that a student must have in order to possess learning.

STUDENT-CENTERED CLASSROOM

Web Resources: Traditional Resources:

*World Wide Web *Text Books
*Listserv *Library Research
*News Groups STUDENTS

Life Experience Of
Problem Solving Activities
Students:
STUDENTS STUDENTS and Evaluation:
*Extra Curricular Activities
*Iterative
*Job
*Negotiable
*Gender
*Supplemental
*Culture

PROFESSOR
This figure follows the flow of input-process-output to present the researchers
study that aims to know the Impact of Online Class to the Learning Competency
of Grade 12 students in National College of Business and Arts – Fairview.

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INPUT PROCESS OUTPUT

Knowledge Requirement: Planning:

Preliminary investigation
A. The researchers must
of the study.
explore and do fact-
finding about how the Research Design :
learning competency The researcher’s will
of students got use descriptive analysis
affected by online Perception of Grade 12
and the research data students towards the
classes.
variable will be Impact of Online Class to
B. Target group
information analysis interpreted through the Learning Competency
and making sure that polychotomous and of Grade 12 students in
every respondent is ordinal system. National College of
qualified to the Business and Arts-
Survey Process:
standards set by the Fairview
researchers. Respondents will come
C. Analysis of the data’s
from different sections of
gained from the
Grade 12, survey will be
survey and making a
statistical conducted through
representation of it. Google Forms or
Facebook Messenger
Online Requirements: chat.
A. Analysis of the Implementation:
platform that will be
The research will be
use in conducting the
implemented in National
online survey.
College of Business and
B. Analysis of online
netiquette to be Arts – Fairview.
performed during the
survey.

The input is consist of how the researcher’s determine how online class affect
the learning competency of grade 12 students. The input also contains the
planning of how to identify and assess the target group of this study as well as

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how the researcher’s analyzed the mode of online survey and their analysis and
planning of online netiquette to be performed while conducting the survey. The
process includes how the research will be conducted, its type and the form of
variable used.

This research will tackle about Online Class and its effect to the
learning competency of students therefore the output must clearly show the
student’s perception regarding the topic at the end of this research.

Definition of Terms
Competencies - The ability to do something successfully or efficiently. Set of
demonstrable characteristics and skills that enable, and improve the efficiency or
performance of a job.

Devour - intelligence to devour greedily and hungrily.

Digital Literacy - means having the skills you need to live, learn, and work in a society
where communication and access to information is increasingly through digital
technologies like internet platforms, social media, and mobile devices.

E-Learning - learning utilizing electronic technologies to access educational curriculum

outside of a traditional classroom. In most cases, it refers to a course, program or degree
delivered completely online.

Enhanced Community Quarantine - is the strictest form of quarantine where everyone

stays at home except for essential workers and medical front liners, and Public
transportation and large gatherings are prohibited.

Hiatus - a break in or as if in a material object.

Intricate - very complicated or detailed. Hard to follow or understand because full of

puzzling parts, details, or relationships

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Socio-Economic Status - a measure of one's combined economic and social status

usually measured by education, income, or occupational status, is used to determine an
individual or a group's social standing.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter focuses on the methodological choice and the impact of this

on the processes and outcome of the research. It discusses the method of

collecting data, the respondents, the sampling technique, the instrument used in

order to obtain data and the statistical treatment of data.

Research Design

The researchers used descriptive method. Descriptive research is used to

describe characteristics of a population or phenomenon being studied. In this

study, the researchers need to find out what how online class affects the learning

competency of Grade 12 ABM and GAS Senior High School Students of National

College of Business and Arts - Fairview. The study does not answer questions

about what, when, and why the online class affects the students learning

competency instead it answers the question "how".

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Sampling Technique

Stratified Sampling Technique was used in this study in order to develop

the sample of the research in discussion. The population is divided into numbers

of groups or subgroups called strata, which in every group, they will pick

participants. The researchers conducted the study to the Senior High School

Students of National College of Business and Arts - Fairview. The respondents

must be a student taking ABM and GAS strand and currently a Grade 12

considering that 12 students who are currently taking the aforementioned strand

have the best knowledge on the the research topic.

𝑁 𝑥𝑛
𝑛= 𝑝=
1+𝑁𝑒 2 𝑁
n = Sample Size p = Sample per section

N = Total Population x = Total Population per section

e = Margin of Error n = Sample Size

n= 324 N = Total Population

=1+324(0.05)2
=179

Name of strata ns (number of n (Total Ns (Population N (Number of

sample size sample size) size per strata) population)
per strata)
Aristotle 30 54
Bacon 30 55
Confucius 30 54

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Lao Tzu 30 179 54 324

Mencius 30 54
Brazil 29 54
Table 1: Number of participants

Respondents of the Study

The researchers selected the Senior High school Students to be the respondents
of the study, specifically the Grade 12 students of ABM and GAS strand of National
College of Business and Arts Fairview. The researchers came up with 179 students. . As
for the number of respondents, the sample size that this study will be needing has a total
of 179 students in which, out of all the grade 12 students, 30, 30, 30, 30, 30, and 29
students will come from section Aristotle, Bacon, Confucius, Lao Tzu, Mencius, and
Brazil, respectively. The computation for the number of participants in every stratum will
be shown below:

Sample p = xn/N Class Number

Section Population per
Section
Aristotle 54 30 p = (54)(179) / 324 17 13 24 25 28 29 35 43 47 50 9
23 30 17 10 36 38 49 34 40 16 4
p = 29.833 or 30 37 26 20 41 18 22 3 54

Bacon 55 30 p = (55)(179) / 324 6 1 18 7 28 10 53 48 19 11 13

p = 30.385 or 30 12 51 22 55 32 52 17 21 42 24
20 35 31 25 50 46 33 36 37
Confucius 54 30 p = (54)(179) / 324 6 13 15 18 20 22 24 28 31 36
p = 30 38 41 42 43 48 37 46 21 17 34
30 16 29 22 46 47 10 49 8 10
Lao Tzu 54 30 p = (54)(179) / 324 52 34 14 50 36 1 5 3 7 26 33 53
p = 29.833 or 30 48 40 38 23 22 2 21 20 25 19
11 12 41 27 31 24 39 30
Mencius 54 30 p = (54)(179) / 324 1 5 10 14 15 17 29 31 35 42 43
p = 29.833 or 30 44 45 46 47 48 50 51 52 53 54
21 22 24 25 26 27 38 36 37

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Brazil 53 29 p = (53)(179) / 324 2 16 30 33 49 45 52 4 17 24 32

p = 29.280 or 29 34 37 43 46 51 50 41 20 5 8 29
14 26 12 7 3 40 15
n = 179 P = 179

Table. 2. Grade 12 Population size, Sample size and Random samples

Instrument of the Study

The primary instrument used for this study is survey questionnaire. The
primary data were collected upon submission of google forms submitted by the
respondents from National College of Business and Arts-Fairview and the target
of it was grade 12 ABM and GAS students. The questionnaire, also known as
self-administered survey, is a type of statistical survey handed out usually to a
specific demographic to gather information in order to provide better service or
goods.

The research questionnaire was composed of 14 questions in a form of

likert scale and multiple choice combination. Likert scale was used because the
questionnaire measures the level of agreement on a specific statement. It is often
used to measure respondent attitudes by asking the extent to which they agree
or disagree with a particular question or statement. The likert scale questions are
great for digging down deep into one specific topic to find out what people think
about it. In addition, multiple choice question will help the study to further explain
the reasons of the respondents that will justify their response to the likert scale
questions.

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Instrument validity and reliability

To measure the internal consistency reliability, Cronbach’s alpha was

used. It is obtained from the quotient of the number of respondents divided by the

number of respondents minus 1, multiplied by 1 minus the sum of the variances

divided by the total score’s variance, with the formula;

𝑲 ∑𝑲 𝟐
𝒊−𝟏 𝝈𝜸𝒊
𝜶= ( )
𝑲−𝟏 𝝈𝟐𝔁

Where:

𝛼= Cronbach’s alpha

K= respondents

𝜎𝓍2 = variance of the observed total scores

𝜎𝛾21 = variance of component i for the current sample of respondents

The following scale was used;

Cronbach’s alpha Verbal Description
𝛼 ≥ 0.9 Excellent
0.9 ≥ 𝛼 ≥ 0.8 Good
0.8 ≥ 𝛼 ≥ 0.7 Acceptable
0.7 ≥ 𝛼 ≥ 0.6 Questionable
0.6 ≥ 𝛼 ≥ 0.5 Poor

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0.5 𝛼 ≥ Unacceptable
Table 3. Cronbach’s Scale

Upon checking Cronbach’s alpha, the researchers can determine if are

reliable in measuring the students’ E-learning satisfaction.

Data gathering procedure

The researchers furnished a letter of request to the Grade 12 students of

National College of Business and Arts, Fairview asking permission to conduct the

study. Upon approval of this request, the researchers seek authority to

administer the survey questionnaires addressed to the president of the section of

the students concerned.

The researchers distributed the questionnaires to the students online and

will automatically be retrieved upon submission of the form. Likewise, the

researchers sent the questionnaires to all the respondents covered by the study

through Google forms.

Statistical Treatment

The total population of Grade 12 Students taking ABM strand in the

National College of Business and Arts - Fairview was 255 while the total

population of GAS students was 69 . From the total population and with the

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margin of error of 5 percent, 179 students were taken as sample which

represents the whole population of Grade 12 students of the ABM and GAS

strand. Formula of Slovin was used in order to find the sample size of the total

population of Grade 12 students taking ABM and GAS strand.

Weighted Mean Formula:

W = ∑ wX Where:
n W = Average weighted mean
w= weights applied to x values
n= sample size
Percentage Formula:
𝒇
%= x 100
𝒏

INDICATORS WEIGHT MEAN RANGE

NOT AT ALL EFFECTIVE / 4 3.26 – 4.00 /

AGREE 3.1 – 4.0

SLIGHTY EFFECTIVE 3 2.51 – 3.25

VERY EFFECTIVE 2 1.76 – 2.50

EXTREMELY EFFECTIVE/ 1 1.00 – 1.75 /

DISAGREE 2.1 – 3.0

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CHAPTER 4
Presentation, Analysis, and Interpretation of Data
The results of the survey will be presented in this chapter. The following
information interpreted in the chapter included; (a.) The students readiness for
online class as the medium of education (b.) The effectivity of online class based
on the students learning competency (c.) The efficiency of getting the same
quality of learning.

ARISTOTLE

QUESTION WEIGHTED MEAN / INTERPRETATION

PERCENTAGE
Out of 30 respondents 6
What device do you use for students has been using a
New- 20%
distance learning? Is it a new gadget while 24 of them
new or an old gadget ? Old- 80% used an old one.
If it is an old one, are the
specs of your gadget
suitable with the gadget 3.625 AGREE
performance level required
when undergoing an online
class?
17 students from the
respondents used Laptop, 4
*Laptop- 56.67%
of them has been using
Please identify the gadget *Desktop- 13.33% desktop while no one from
you’re using in online class? this section used mobiles
*Tablet- 0
tablet of the remaining
*Smartphone- 30% respondent, 9 students used
Smartphone.

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Do you excel in your

subjects during this online 2.1 DISAGREE
class?
Rate the effectiveness of
online class based on your 3.17 SLIGHTY EFFECTIVE
experience?
Among the 30 respondents,
How was the results of your *Failing- 13.33% 4 students got failing scores,
written outputs, quizzes, and *Passing- 16.67% 5 got passing rate while the
chapter test in every *Average- 70% remaining 21 students got
subject? average scores.
Did you get a failing grade
or any grade below your 2.5 DISAGREE
expectation?

*R1:Having a hard time

learning in this new normal
of education – 73.33%
From the population of 30
*R2: Experienced unstable
students, 15 respondents
internet connection that
disagreed with the previous
hinders you from learning -
question. 11 of them chose
13.33%
reason 1 as their
If yes please check your
justification, while 2 of them
reason in the choices below
chose reason 2 and both
*R3: Experienced gadgets
reason 3 and 4 got a single
break down such as lagging
response.
due to low gadget specs -
6.67%

*R4: Other – 6.67%

Are you getting the same

quality of learning just like 1.3 DISAGREE
face-to-face classes?
*R1: Cannot focus- 66.67% Out of 30 respondents, 27
Please explain your answer disagreed with the previous
from the previous question? *r2: Face to face is more question. 18 of them chose
effective- 14.81% the reason 1, 4 respondent

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chose reason 2 while

*r3: Lesson not easily reason 3 got 5 responses.
understand- 18.52%
Can you answer the
question being asked to you 2.7 DISAGREE
during class discussion
simultaneously?
*R1: Having a hard time Out of 30 respondents, 12
understanding the lesson- students disagreed with the
If you disagree, please 66.66 % previous question. Reason 1
check your reason in the got 8 responses while both
choices below? *R2: Unstable connection - reason 2 and 3 got 2
16.67% responses each.

*R3: Lagging
gadget=16.67%

Can you answer written task

such as essays and got high 3.2 AGREE
scores ?
*Unstable internet Out of 30 respondents, 8
connection- 62.50% students disagreed with the
If you disagree, please previous question. 5 of them
check your reasons on the *Lagging gadgets-25.00% chose reason 1. 2
choices below responses were tallied in
*Both- 12.50% reason 2 while a single
response was recorded for
reason 3.
Table 4: Section Aristotle

It appears in the study that 80% of the respondents from section Aristotle
have been using an old gadget but the study shows that even if it is an old one, it
complies with the specs performance needed and majority of them used Laptop
during online class. It appears that this section disagrees that they excel in their
academics resulting to a slightly effective rating for online class. Among the
population of 30 respondents, 4 of them was tallied getting failing scores while

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the rest got passing or average scores. The survey indicates that the students
disagreed that the respondents are getting the grades they expect. Study also
shows that students cannot focus during online classes due to disturbances
experienced at home; it resulted to difficulties in class participation. Another
reason is that the internet connection is unstable. Lastly, the study shows that the
students agreed that they can do written task although there are students who
encountered difficulties in doing it due to unstable internet and lagging gadgets.

BACON
WEIGHTED MEAN /
QUESTION PERCENTAGE INTERPRETATION
Out of 30 respondents 11
What device do you use students are using a new
New- 36.6%
for distance learning? Is it gadget while 19 of them
a new or an old gadget? Old- 63.3% have been using an old
one.
If it is an old one, are the
specs of your gadget
suitable with the gadget
performance level 2.47 AGREE
required when
undergoing an online
class?

15 students from the

respondents are using
Laptop, 2 of them have
*Laptop- 50%
Please identify the been using desktop,
*Desktop- 6.66%
gadget you’re using in while 1 respondent have
*Tablet- 3.33%
online class? been using a mobile
*Smartphone- 40%
tablet. As for the
remaining respondents,
12 students used
Smartphone.

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Do you excel in your 1.9 DISAGREE

subjects during this
online class?
Rate the effectiveness of
online class based on 3.23 SLIGHTY EFFECTIVE
your experience?
Among the 30
How were the results of *Failing- 16.66% respondents, 5 students
your written outputs, *Passing- 33.33% got failing scores, 10 got
quizzes, and chapter test *Average- 50% passing rate while the
in every subject? remaining 15 students
got average scores.
Did you get a failing
grade or any grade below 2.9 DISAGREE
your expectation?

*R1: Having a hard time

learning in this new
normal of education –
57.89%
From the population of 30
students, 19 respondents
*R2: Experienced
disagreed with the
unstable internet
previous question. 11 of
connection that hinders
them chose reason 1 as
If yes please check your you from learning -
their justification, while 5
reason in the choices 26.32%
of them chose reason 2,
below
3 of them chose the
reason 3 and no one
*R3: Experienced
chose the reason 4.
gadgets break down such
as lagging due to low
gadget specs - 15.79%

*R4: Other – 0%

Are you getting the same

quality of learning just 3.7 AGREE
like face-to-face classes?

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*R1: Cannot focus- Out of 30 respondents,

66.67% 27 disagreed with the
Please explain your previous question. 18 of
answer from the previous *r2: Face to face is more them chose the reason 1,
question? effective- 14.81% 4 respondents chose
reason 2 while reason 3
*r3: Lesson not easily got 5 responses.
understand- 18.52%
Can you answer the
question being asked to
you during class 3.7 DISAGREE
discussion
simultaneously?
*R1: Can’t Focus- 0 % Out of 30 respondents,
17 students disagreed
If you disagree, please *R2: Face to Face - with the previous
check your reason in the 88.24% question. Reason 1 got 0
choices below? responses, while reason
*R3: Not Easily 2 got 15 responses and 2
Understand =11.76% of them chose reason 3.

Can you answer written

task such as essays and 2.3 DISAGREE
got high scores?
*Internet Connection- Out of 30 respondents, 7
28.57% students disagreed with
If you disagree, please the previous question.
check your reasons on *Lagging gadgets- Both Reason 1 and 2 got
the choices below 28.57% 2 responses, while 3 of
them were recorded for
*Both- 42.86% reason 3.
Table 5: Section Bacon

It appears in the study that 63% of the respondents from section

Bacon have been using an old gadget but the study shows that even if it is an old
one, it complies with the specs performance needed and majority of them are

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using Laptop during online class. It appears that this section disagrees that they
excel in their academics resulting to a slightly effective rating for online class.
Among the population of 30 respondents, 5 of them was tallied getting failing
scores while the rest got passing or average scores. The survey indicates that
the students disagreed that the respondents are getting the grades they expect.
Study also shows that students cannot focus during online classes due to
disturbances experienced at home; it resulted to difficulties in class participation.
Another reason is that the internet connection is unstable. Lastly, the study
shows that the students agreed that they can do written task although there are
students who encountered difficulties in doing it due to unstable internet and
lagging gadgets.

BRAZIL

WEIGHTED MEAN /
QUESTION PERCENTAGE INTERPRETATION
Out of 29 respondents 6
What device do you use students are using a new
New- 20%
for distance learning? Is it gadget while 23 of them
a new or an old gadget? Old- 79.31% have been using an old
one.
If it is an old one, are the
specs of your gadget
suitable with the gadget 2.8 DISAGREE
performance level required
when undergoing an online
class?
7 students from the
Please identify the gadget respondents used Laptop,
*Laptop- 24.14%
you’re using in online 7 of them have been using
class? *Desktop- 24.14% desktop while no one from
this section used mobile
*Tablet- 0
tablet. As for the remaining
*Smartphone- 51.72% respondents, 15 students
are using Smartphone.

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Do you excel in your subjects

during this online class? 2.1 DISAGREE
Rate the effectiveness of
online class based on your 3.13 SLIGHTY EFFECTIVE
experience?
Among the 29
How were the results of respondents, 3 students
your written outputs, *Failing- 10.34% got failing scores, 12 got
quizzes, and chapter test *Passing- 41.38% passing rate while the
in every subject? *Average- 48.28% remaining 14 students got
average scores.
Did you get a failing grade
or any grade below your 1.8 DISAGREE
expectation?

*R1:Having a hard time

From the population of 29
learning in this new normal
students, 8 respondents
of education – 25%
disagreed with the
previous question. 2 of
*R2: Experienced unstable
them chose reason 1 as
internet connection that
their justification, while 2 of
hinders you from learning -
them chose reason 2. 3 of
25%
them chose reason 3 and
If yes please check your
4 got a single response.
reason in the choices
below *R3: Experienced gadgets
break down such as
lagging due to low gadget
specs - 37.5%

*R4: Other – 0

Are you getting the same

quality of learning just like 1.27 DISAGREE
face-to-face classes?
*R1: Cannot focus- Out of 29 respondents, 26
Please explain your 42.31% disagreed with the
answer from the previous previous question. 11 of
question? *r2: Face to face is more them chose reason 1, 10

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effective- 38.46% respondents chose reason

2 while reason 3 got 5
*r3: Lesson not easily responses.
understand- 19.23%
Can you answer the
question being asked to
you during class 2.66 AGREE
discussion
simultaneously?
*R1: Having a hard time Out of 29 respondents, 12
understanding the lesson- students disagreed with
If you disagree, please 75% the previous question.
check your reason in the Reason 1 got 9 responses
choices below? *R2: Unstable connection - while reason 2 got a single
8.33% response and reason 3 got
2 responses.
*R3: Lagging
gadget=16.67%

Can you answer written

task such as essays and 3 AGREE
got high scores ?
*Unstable internet Out of 29 respondents, 10
connection- 40% students disagreed with
If you disagree, please the previous question. 4 of
check your reasons on the *Lagging gadgets- 40% them chose reason 1. 4
choices below responses were tallied in
*Both- 10% reason 2 while reason 3
got 2 responses.
Table 6: Section Brazil

It appears in the study that 79.31% of the respondents from section Brazil
have been using an old gadget but the study shows that even if it is an old one, it
complies with the specs performance needed and majority of them used
Smartphone during online class. It appears that this section disagrees that they
excel in their academics resulting to a slightly effective rating for online class.

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Among the population of 29 respondents, 3 of them was tallied getting failing

scores while the rest got passing or average scores. The survey indicates that
the students disagreed that the respondents are getting the grades they expect.
Study also shows that students cannot focus during online classes due to
disturbances experienced at home; it resulted to difficulties in class participation.
Another reason is that the internet connection is unstable. Lastly, the study
shows that the students agreed that they can do written task although there are
students who encountered difficulties in doing it due to unstable internet and
lagging gadgets.

CONFUCIUS
WEIGHTED MEAN /
QUESTION PERCENTAGE INTERPRETATION

Out of 30 respondents 12
What device do you use for students are using a new
New- 40%
distance learning? Is it a gadget while 18 of them
new or an old gadget? Old- 60% have been using an old
one.
If it is an old one, are the
specs of your gadget
suitable with the gadget 3.5 AGREE
performance level required
when undergoing an online
class?
*Laptop- 46.67% 14 students from the
Please identify the gadget respondents are using
*Desktop- 26.67%
you’re using in online Laptop, 8 of them have
class? *Tablet- 3.33% been using desktop while 1
of them have been using
*Smartphone- 23.23%
mobile tablet. As for the
remaining respondent, 7
students are using
Smartphone.

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Do you excel in your

subjects during this online 2.5 DISAGREE
class?
Rate the effectiveness of
online class based on your 2.87 SLIGHTY EFFECTIVE
experience?
Among the 30
How were the results of *Failing- 13.33% respondents, 4 students
your written outputs, *Passing- 30% got failing scores, 9 got
quizzes, and chapter test *Average- 56.67% passing rate while the
in every subject? remaining 17 students got
average scores.
Did you get a failing grade
or any grade below your 3.2 AGREE
expectation?

*R1:Having a hard time

learning in this new normal
of education – 25%
From the population of 29
*R2: Experienced unstable
students, 8 respondents
internet connection that
disagreed with the
If yes please check your hinders you from learning -
previous question. 2 of
reason in the choices 25%
them chose reason 1 as
below
their justification, while 2 of
them chose reason 2. 3 of
*R3: Experienced gadgets
them chose reason 3, and
break down such as
4 got a single response.
lagging due to low gadget
specs - 37.5%

*R4: Other – 0

Are you getting the same

quality of learning just like 1.3 DISAGREE
face-to-face classes?

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*R1: Cannot focus- Out of 30 respondents, 27

Please explain your 36.67% disagreed with the
answer from the previous previous question. 11 of
question? *r2: Face to face is more them chose reason 1, 12
effective- 40% respondents chose reason
2 while reason 3 got 4
*r3: Lesson not easily responses.
understand- 13.33%
Can you answer the
question being asked to 3.2 AGREE
you during class
discussion simultaneously?
*R1: Having a hard time Out of 30 respondents, 8
understanding the lesson- students disagreed with
If you disagree, please 26.67% the previous question.
check your reason in the Reason 1 got 8 responses
choices below? *R2: Unstable connection - while reason 2 no
0% response and reason 3 no
response also.
*R3: Lagging gadget=0%

Can you answer written

task such as essays and 3.5 AGREE
got high scores ?
*Unstable internet Out of 30 respondents, 5
connection- 16.67% students disagreed with
If you disagree, please the previous question. 5 of
check your reasons on the *Lagging gadgets- 0% them chose reason 1. No
choices below responses was tallied in
*Both- 0% reason 2 and reason 3.
Table 7: Section Confucius

It appears in the study that 60% of the respondents from the section
Confucius have been using an old gadget but the study shows that even if it is an
old one, it complies with the specs performance needed and majority of them
used Smartphone during online class. It appears that this section disagrees that
they excel in their academics resulting to a slightly effective rating for online
class. Among the population of 30 respondents, 4 of them was tallied getting

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failing scores while the rest got passing or average scores. The survey indicates
that the students agreed that the respondents are getting the grades they expect.
Study also shows that students cannot focus during online classes due to
disturbances experienced at home; it resulted to difficulties in class participation.
Another reason is that the internet connection is unstable, the study shows that
the students agreed that they can do written task although there are students
who encountered difficulties in doing it due to unstable internet and lagging
gadgets. Lastly, they think that they learn more and focus when face to face or
traditional learning is used.

LAOTZU
WEIGHTED MEAN /
QUESTION PERCENTAGE INTERPRETATION
Out of 30 respondents, 12
What device do you use for students are using a new
New- 40%
distance learning? Is it a gadget while 18 of them
new or an old gadget? Old- 60% have been using an old
one.
If it is an old one, are the
specs of your gadget
suitable with the gadget 3.61 AGREE
performance level required
when undergoing an online
class?
*Laptop- 46.67% 14 students from the
Please identify the gadget respondents are using
*Desktop- 26.67%
you’re using in online Laptop, 8 of them have
class? *Tablet- 3.33 been using desktop while
only 1 from this section is
*Smartphone- 23.33%
using mobile tablet. As for
the remaining respondents,
7 students are using
Smartphone.
Do you excel in your
subjects during this online 2.5 DISAGREE
class?

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Rate the effectiveness of 3.13 SLIGHTY EFFECTIVE

online class based on your
experience?

How was the results of *Failing- 13.33% Among the 30

your written outputs, *Passing- 30% respondents, 3 students
quizzes, and chapter test *Average- 56.67% got failing scores, 13 got
in every subject? passing rate while the
remaining 14 students got
average scores.
Did you get a failing grade
or any grade below your 3.1 DISAGREE
expectation?

*R1:Having a hard time

learning in this new normal
of education – 71.43%
From the population of 30
*R2: Experienced unstable
students, 21 respondents
internet connection that
agreed with the previous
hinders you from learning -
question. 15 of them chose
23.81%
reason 1 as their
If yes please check your
justification, 5 of them
reason in the choices
chose reason 2. Reason 3
below *R3: Experienced gadgets
got a single response and
break down such as
no response on reason 4.
lagging due to low gadget
specs - 4.76%

*R4: Other – 0%

Are you getting the same

quality of learning just like 1.1 DISAGREE
face-to-face classes?
*R1: Cannot focus- Out of 30 respondents, 29
44.83% disagreed with the
previous question. 15 of
Please explain your *r2: Face to face is more them chose the reason 1, 5

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answer from the previous effective- 3.45% respondents chose reason

question? 2 while reason 3 got single
*r3: Lesson not easily response.
understand- 51.72%
Can you answer the
question being asked to 2.6 DISAGREE
you during class
discussion simultaneously?
*R1: Having a hard time Out of 30 respondents, 14
understanding the lesson- students disagreed with
If you disagree, please 85.71 % the previous question.
check your reason in the Reason 1 got 12
choices below? *R2: Unstable connection - responses while both
7.14% reason 2 and 3 got single
response each.
*R3: Lagging gadget-
7.14%

Can you answer written

task such as essays and 3.5 AGREE
got high scores ?
*Unstable internet Out of 30 respondents, 5
connection- 100% students disagreed with
If you disagree, please the previous question. All
check your reasons on the *Lagging gadgets-0% of them chose reason 1.
choices below
*Both- 0%
Table 8: Section Lao Tzu

It appears in the study that 60% of the respondents from section Bacon
have been using an old gadget but the study shows that even if it is an old one, it
complies with the specs performance needed and majority of them used Laptop
during online class. It appears that this section disagrees that they excel in their
academics resulting to a slightly effective rating for online class. Among the
population of 30 respondents, 3 of them was tallied getting failing scores while
the rest got passing or average scores. The survey indicates that the students

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disagreed that the respondents are getting the grades they expect. Study also
shows that students cannot focus during online classes due to disturbances
experienced at home; it resulted to difficulties in class participation. Another
reason is that the internet connection is unstable. Lastly, the study shows that the
students agreed that they can do written task although there are students who
encountered difficulties in doing it due to unstable internet and lagging gadgets.

MENCIUS
WEIGHTED MEAN /
QUESTION PERCENTAGE INTERPRETATION
Out of 30 respondents 5
What device do you use students are using a new
New- 17%
for distance learning? Is it gadget while 25 of them
a new or an old gadget? Old- 83% have been using an old
one.
If it is an old one, are the
specs of your gadget
suitable with the gadget 3.16 AGREE
performance level required
when undergoing an
online class?

17 students from the

respondents are using
*Laptop- 56.67% Laptop, 5 of them have
Please identify the gadget been using desktop while
*Desktop- 16.67%
you’re using in online no one from this section
class? *Tablet- 0 uses mobile tablet. As for
the remaining
*Smartphone- 26.67%
respondents, 8 students
have been using
Smartphone.

Do you excel in your

subjects during this online 2.4 DISAGREE
class?

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Rate the effectiveness of

online class based on your 3 NOT AT ALL EFFECTIVE
experience?
Among the 30
How were the results of *Failing- 20.00% respondents, 6 students
your written outputs, *Passing- 43.33% got failing scores, 13 got
quizzes, and chapter test *Average- 36.67% passing rate while the
in every subject? remaining 11 students got
average scores.
Did you get a failing grade
or any grade below your 2.7 DISAGREE
expectation?

*R1:Having a hard time

From the population of 30
learning in this new normal
students, 13 respondents
of education – 56.67%
disagreed with the
previous question. 9 of
*R2: Experienced unstable
them chose reason 1 as
internet connection that
their justification, while 5 of
hinders you from learning -
them chose reason 2 and
43.33%
reason 3 got 2 responses,
If yes please check your
and other reason specify
reason in the choices
by one respondent.
below *R3: Experienced gadgets
break down such as
lagging due to low gadget
specs - 6.67%

*R4: Other – 3.33%

Are you getting the same

quality of learning just like 1.3 DISAGREE
face-to-face classes?
Please explain your *R1: Cannot focus- Out of 30 respondents, 27
answer from the previous 10.00% disagreed with the
question? previous question. 7 of
*r2: Face to face is more them chose the reason 1
effective- 23.33% and 3 respondent chose
reason 2 while reason 3

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*r3: Lesson not easily got 8 responses.

understand- 40.00%
Can you answer the
question being asked to
you during class 2.9 DISAGREE
discussion
simultaneously?
*R1: Having a hard time Out of 30 respondents, 11
understanding the lesson- students disagreed with
If you disagree, please 23.33 % the previous question.
check your reason in the Reason 1 got 7 responses
choices below? *R2: Unstable connection - while both reason 2 and 3
13.33% got 2 responses each.

*R3: Lagging
gadget=23.33%

Can you answer written

task such as essays and 3.3 AGREE
got high scores?
*Unstable internet Out of 30 respondents, 7
connection- 6.67% students disagreed with
If you disagree, please the previous question. 6 of
check your reasons on the *Lagging gadgets-13.33% them chose reason 1 as
choices below their responses was tallied
*Both- 3.33% in reason 2 while a single
response was recorded for
reason 3.
Table 9: Section Mencius

It appears in the study that 83% of the respondents in section Mencius

have been using an old gadget but the study shows that even if it is an old one, it
complies with the specs performance needed and majority of them used Laptop
during online class. It appears that these sections disagree that they excel in
their academics resulting to a not at all effective rating for online class. Among
the population of 30 respondents, 6 of them was tallied getting failing scores

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while the rest got passing or average scores. The survey indicates that the
students disagreed that the respondents are getting the grades they expect.
Study also shows that students cannot focus during online classes due to
disturbances experienced at home; it resulted to difficulties in class participation.
Another reason is that the internet connection is unstable. Lastly, the study
shows that the students agreed that they can do written task although there are
students who encountered difficulties in doing it due to unstable internet and
lagging gadgets.

Graphical Representation

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Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusion, and

recommendations that are based on the information that are analyzed from the
previous chapters.

Summary of Findings

During this trying times, where a pandemic occur and our nation is not
ready for it. Community lock down, home quarantine protocols, and online
learning are the new modes being implemented. This scenarios lead the
researchers to find out the problems encountered by students that hinders
effective learning as well as the impact of online class to the learner’s learning
competency.

• On the data gathered, it shows that among the 179 respondents, 72.9%
are the students that used their old gadget, 25.9% are the students who
has been using new gadgets. The data denotes that most of the
respondents are using old gadgets.
• On the data gathered, it shows that among the 179 respondents, 45.3%
are using Laptop, 16% are using Desktop, 1% are using Tablet, 36.5% are
using Smartphone. The data denotes that the most of the respondents are
using Laptop.
• On the data gathered, it shows that among the 179 respondents, 13.8%
are the students that obtained a failing grade in written outputs, quizzes,
and chapter test in every subject, 34.2% are the students who have

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passing grade in written outputs, quizzes, and chapter test in every

subject, 50.8% are the students who has an average grade in written
outputs, quizzes, and chapter test in every subject.
• On the data gathered, it shows that among the 179 respondents, 56.3%
are the students agree that they get a failing grade or any grade below
expectations, 44% are the students who disagree that they get a failing
grade or any grade below your expectation.
• On the data gathered, it shows that among the 179 respondents, 35.9%
are the students that encountered a hard time learning in this new normal
of education, 12.2% are the students that experienced unstable internet
connection in which it hinders the learners from learning, 6.1% are the
students that encountered gadgets break down such as lagging due to low
gadget specs, 2.2% are the students who have checked the other option.
• On the data gathered, it shows that among the 179 respondents, 22.1%
are the students agreed that they are getting the same quality of learning
just like face-to-face classes, 76.7% are the students disagree that they
are getting the same quality of learning just like face-to-face classes.
• On the data gathered, it shows that among the 179 respondents, 37% are
the students who answered can't focus, 20.9% are the students answered
face to face is more effective, 18.7% are the students who answered they
cannot easily understand the lessons being taught.
• On the data gathered, it shows that among the 179 respondents, 24.3%
are the students that are having a hard time understanding the lesson,
11.6% are the students that are having a unstable connection, 4.9% are
the students who experienced lagging gadget.

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• On the data gathered, it shows that among the 179 respondents, 76.7%
are the students agree that they can answer written task such as essays
and got high scores. 23.2% are the students who disagree that they can
answer written task such as essays and got high scores.
• On the data gathered, it shows that among the 179 respondents, 12.7%
are the students that are having unstable internet connection, 6.6% are
the students encountered having a lagging gadgets, 3.8% are the students
that answer both option.

Conclusion
The researchers conducted a research and the respondents said that
Having an online class as medium of education is hard to learn by using their
old gadgets like laptop that they did not agree that online class is more
effective and having a hard time to understand of lesson because of their
lagging gadgets and internet connection but still they can get an average
score and did not fail in their subjects.

Based from the findings, the researchers concluded that:

1. Learning Competency of students was greatly affected because of unstable

internet connection, lagging of gadgets and home disturbances that turns
made the respondents unfocused during class discussions. As the data
showed that among 179 respondents 23.2% are the students who disagree
that they can answer written task such as essays and got high scores. 24.3%
are the students that are having a hard time understanding the lesson. 76.7%
are the students disagreed that they are getting the same quality of learning
just like face-to-face classes. With these data’s, we, the researchers
concluded that online class is not totally effective if the system will not be
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modified and the concerns regarding internet stability will not be addressed.
There will be students who will not cope with the new mode of learning.
2. According to the findings that the researchers collected most of the
respondents stated that the effectiveness of online class based on their
experience is not at all effective although some of them say that for them is
slightly effective. The respondents encountered some technical issues that
affect their studying like the unstable internet connection. Among the 179
respondents, 56.3% are the students agree that they get a failing grade or
any grade below expectations, 44% are the students who disagree that they
get a failing grade or any grade below your expectation. 13.8% are the
students that obtained a failing grade in written outputs, quizzes, and chapter
test in every subject, 34.2% are the students who have passing grades.
35.9% are the students that encountered a hard time learning in this new
normal of education
3. The respondents also disagreed that they are getting the same quality of
learning just like face-to-face classes; Among 179 respondents 76.7% are the
students disagree that they are getting the same quality of learning just like
face-to-face classes. Study also shows that students cannot focus during
online classes due to disturbances experienced at home.

Majority of students that is currently enrolled in E-Learning instead of

Face-to-Face classes are slowly accepting the new normal. As the Research
preceded, most of the student using laptop for online class to make the online
learning smoother or better. Although the respondents said that there are
factors that affects E-Learning from house because of the distraction of the
animals around.

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Recommendations

•For more accurate data gathering relating to this study, Include the scope of the
research not only at one school, but to district base schools with any strand.

•The researchers recommends that online class is not effective to the learning
competency of the students that was proved on the result that there are students
who encountered no enhancement of students competency during online class.
The system must be modified and internet stability must be fixed. Another thing,
the learning must be more interactive so that students can learn effectively.

•Future researchers could also conduct different designs and strategies that can
improve and develop this study to obtain more knowledge about the topic

•The researchers would also like to recommend to the future researchers to

gather data that emphasize students tendency to cheat just to pass online
learning, or does cheating help them in having a passing grades since they
cannot be monitored and guarded by their professors at the best way possible.

•We, the researchers highly recommend for the future researchers to get
respondents who belonged to the honor roll, a separate survey should also be
done to those who did not belong to the class achievers to test the validity of
answers. We have seen that students intelligence could greatly affect the results.

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Outbreak. European Journal of Environment and Public Health, 5(1)
• https://www.rappler.com/newsbreak/in-depth/online-classes-what-the-
country-will-need-to-make-it-happen?fbclid=IwAR2-
WyQOxi9DeCGXA3IWtKwk11xmXfJY6-ZK85jPrZFNvOi9APXDDvun9-4
Flores, L.J. (2020) Online classes: What the country will need to make
them happen

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• https://www.jhunewsletter.com/article/2020/04/how-online-learning-can-
affect-student-
health?fbclid=IwAR1Q3GMCisvjDN4Mh839VnDltLlmFsTqnRehr8KMJaVJl
153Dz0zr635nSA#:~:text=Virtual%20learning%20has%20inevitably%20in
creased,spend%20on%20digital%20devices%20everyday.&text=In%20ad
dition%20to%20adverse%20health,student's%20physical%20and%20men
tal%20health Balram, A. (2020) How online learning can affect student
health
• https://www.utep.edu/extendeduniversity/utepconnect/blog/november-
2018/is-online-education-as-effective-as-traditional-on-campus-
schooling.html?fbclid=IwAR3zcoLfAHkbQeFR0iwp0FiufAqcWbhvPGY83E
g5MUsLSV3MgBIYwTQZNZQ UTEP Connect (2018) Online Learning ,
Going Back To School
• https://www.informatics.edu.ph/2020/04/27/the-transition-to-online-
learning-because-of-covid-19-was-
sudden/?fbclid=IwAR24kAMQYik6IZRyQkSUcIeGL5NWSIn2wj-
HIy5bx4QIx6s6jz-Q3zjLvYQ Informatics College (2020) Major benefits of
E- Learning
• https://jolt.merlot.org/vol4no4/power_1208.htm?fbclid=IwAR1IsjQOZJpHD
F9SnykBB1PHUTRjz1yxM6usT0sOkmQaz9A7KXl6Kjex3sE Power, M
(2008) The Emergence of a Blended Online Learning Environment
MERLOT Journal of Online Learning and Teaching Vol. 4, No. 4,
• https://www.pna.gov.ph/articles/1109587?fbclid=IwAR1YfTkJ9XvaCIZUup
Sjz5sSnHmzR4531ryHyS2F7cSEzAaiSJyMyARZaFk#:~:text=MANILA%2
0%E2%80%93%20The%20Department%20of%20Education,the%20acad

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emic%20year%202020%2D2021 Montemayor, T. (2020) 21.7M learners

enrolled for incoming school year: DepEd

APPENDIX A

Sample Survey

Name: Gender:
Section:

What device do you use for distance New

learning? Is it a new or an old gadget? Old
(Extension Question 1.1)
If it is an old one, are the specs of your Agree (3.1-4.0)
gadget suitable with the gadget Disagree (2.1-3.00)
performance level required when
undergoing an online class?

(Extension Question 1.2) Laptop

Please identify the gadget you’re using Desktop
in online class Tablet
Smartphone

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Do you excel in your subjects during Agree (3.1-4.0)

this online class? Disagree (2.1-3.00)
Rate the effectiveness of online class Not at all effective (3.25-4.00)
based on your experience? Slightly effective (2.51-3.25)
Very effective (1.75-2.50)
Extremely effective (1.00 – 1.75)
How was the results of your written Got failing scores
outputs, quizzes, and chapter test in every Got passing scores as I expected
subject? Got average scores
Did you get a failing grade or any grade Agree (3.1-4.00)
below your expectation? Disagree (2.1-3.00)
Having a hard time learning in
this new normal of education
(Extension Question) Experienced unstable internet
If yes please check your reason in the connection that hinders you from
choices below learning
Experienced gadgets break
down such as lagging due to low
gadget specs
Other:

Are you getting the same quality of Agree (3.1-4.00)

learning just like face-to-face classes? Disagree (2.1-3.00)
Please explain your answer from the (Explanations were categorized into 3

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previous question divisions since they are pointing to the

same thought)
Can you answer the question being Agree (3.1-4.00)
asked to you during class discussion Disagree (2.1-3.00)
simultaneously
(Extension Question) Having a Hard time
If no, please check your reason in the understanding the lesson
choices below Unstable internet connection
Lagging gadget
Can you answer written task such as Agree (3.1-4.00)
essays and got high scores ? Disagree (2.1-3.00)
If you disagree, please check your Unstable internet connection
reasons on the choices below Lagging gadgets

APPENDIX B ( MULTIPLE CHOICE QUESTIONS )

SECTION
ARISTOTLE
Q1
NEW= 6 20%
OLD= 24 80%
Q1.3
LAPTOP=17 56.67%
DESKTOP=4 13.33%
TABLET=0 0
SMARTPHONE=9 30%

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Q4
FAILING=4 13.33%
PASSING=5 16.67%
AVERAGE=21 70%
Q5.1
Having a hard time learning in this new normal of education = 11 73.33%
Experienced unstable internet connection that hinders you from 13.33%
learning = 2
Experienced gadgets break down such as lagging due to low gadget 6.67%
specs = 1
Other =1 6.67%
Q6.1
C1: CAN'T FOCUS = 18 66.67%
C2:FACE TO FACE IS MORE EFFECTIVE= 4 14.81%
C3:NOT EASILY UNDERSTAND= 5 18.52%
Q7.1
C1: HAVING A HARD TIME UNDERSTANDING THE LESSON = 8 66.66 %
C2: UNSTABLE CONNECTION= 2 16.67%
C3: LAGGING GADGET=2 16.67%
Q8.1
C1: INTERNET CONNECTION= 5 62.50%%
C2: LAGGING GADGETS= 2 25.00%
C3: BOTH= 1 12.50%
BACON
Q1
NEW=11 36.67%
OLD=19 63.33%
Q1.3
LAPTOP=15 50%
DESKTOP=2 6.67%
TABLET=1 3.33%
SMARTPHONE=12 40%
Q4
FAILING=5 16.67%

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PASSING=10 33.33%
AVERAGE=15 50%
Q5.1
Having a hard time learning in this new normal of education = 11 57.89%
Experienced unstable internet connection that hinders you from 26.32%
learning = 5
Experienced gadgets break down such as lagging due to low gadget 15.79%
specs = 3
Other =0 0
Q6.1
C1: CAN'T FOCUS=1 33.33%
C2: FACE TO FACE IS MORE EFFECTIVE =1 33.33%
C3:NOT EASILY UNDERSTAND= 1 33.33%
Q7.1
C1: HAVING A HARD TIME UNDERSTANDING THE LESSON = 0 0
C2: UNSTABLE CONNECTION= 15 88.24%
C3: LAGGING GADGET=2 11.76%
Q8.1
C1: INTERNET CONNECTION= 2 28.57%
C2: LAGGING GADGETS= 2 28.57%
C3: BOTH= 3 42.86%
BRAZIL
Q1
NEW=6 31.03%
OLD=23 79.31%
Q1.3
LAPTOP=7 24.14%
DESKTOP=7 24.14%
TABLET=0 0.00%
SMARTPHONE=15 51.72%
Q4
FAILING=3 10.34%
PASSING=12 41.38%
AVERAGE=14 48.28%

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Q5.1
Having a hard time learning in this new normal of education = 2 25%
Experienced unstable internet connection that hinders you from 25.00%
learning = 2
Experienced gadgets break down such as lagging due to low gadget 37.50%
specs = 3
Other =1 0
Q6.1
C1: CAN'T FOCUS=11 42.31%
C2: FACE TO FACE IS MORE EFFECTIVE =10 38.46%
C3:NOT EASILY UNDERSTAND= 5 19.23%
Q7.1
C1: HAVING A HARD TIME UNDERSTANDING THE LESSON= 9 75.00%
C2: UNSTABLE CONNECTION= 1 8.33%
C3: LAGGING GADGET=2 16.67%
Q8.1
C1: INTERNET CONNECTION= 4 40%
C2: LAGGING GADGETS= 4 40%
C3: BOTH= 2 10%
CONFUCIUS
Q1
NEW=12 40%
OLD=18 60%
Q1.3
LAPTOP=14 46.67%
DESKTOP=8 26.67%
TABLET= 1 3.33%
SMARTHPHONE=7 23.33%
Q4
FAILING= 4 13.33%
PASSING=9 30%
AVERAGE=17 56.67%
Q5.1
Having a hard time learning in this new normal of education = 17 77.26%

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Experienced unstable internet connection that hinders you from 13.64%

learning = 3
Experienced gadgets break down such as lagging due to low gadget 4.55%
specs = 1
Other =1 4.55%
Q6.1
C1: CAN'T FOCUS=12 44.44%
C2: FACE TO FACE IS MORE EFFECTIVE =11 40.75%
C3:NOT EASILY UNDERSTAND= 4 14.81%
Q7.1
C1: HAVING A HARD TIME UNDERSTANDING THE LESSON = 8 100%
C2: UNSTABLE CONNECTION= 0 0
C3: LAGGING GADGET=0 0
Q8.1
C1: INTERNET CONNECTION= 5 100%
C2: LAGGING GADGETS= 0 0
C3: BOTH= 0 0
LAO TZU
Q1
NEW=7 23.33%
OLD=23 76.67%
Q1.3
LAPTOP=12 40%
DESKTOP=3 10%
TABLET=0 0
SMARTPHONE=15 15%
Q4
FAILING=3 10%
PASSING=13 43.33%
AVERAGE=14 46.67%
Q5.1
Having a hard time learning in this new normal of education = 15 71.43%
Experienced unstable internet connection that hinders you from 23.81%
learning = 5

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Experienced gadgets break down such as lagging due to low gadget 4.76%
specs = 1
Other =0 0
Q6.1
C1: CAN'T FOCUS=13 44.83%
C2: FACE TO FACE IS MORE EFFECTIVE =1 3.45%
C3:NOT EASILY UNDERSTAND= 15 51.72%
Q7.1
C1: HAVING A HARD TIME UNDERSTANDING THE LESSON = 12 85.71%
C2: UNSTABLE CONNECTION= 1 7.14%
C3: LAGGING GADGET=1 7.14%
Q8.1
C1: INTERNET CONNECTION= 5 100%
C2: LAGGING GADGETS= 0 0
C3: BOTH= 0 0
MENCIUS
NEW=5 16.67%
OLD=25 83.33%
Q1.3
LAPTOP=17 56.67%
DESKTOP=5 16.67%
TABLET=0 0
SMARTPHONE=8 26.66%
Q4
FAILING=6 20%
PASSING=13 43.33%
AVERAGE=11 36.67%
Q5.1
Having a hard time learning in this new normal of education = 9 52.94%
Experienced unstable internet connection that hinders you from 29.41%
learning = 5
Experienced gadgets break down such as lagging due to low gadget 11.76%
specs = 2
Other =1 5.88%

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Q6.1
C1: CAN'T FOCUS=12 44.44%
C2: FACE TO FACE IS MORE EFFECTIVE =11 40.74%
C3:NOT EASILY UNDERSTAND= 4 14.81%
Q7.1
C1: HAVING A HARD TIME UNDERSTANDING THE LESSON = 7 63.64%
C2: UNSTABLE CONNECTION= 2 18.18%
C3: LAGGING GADGET=2 18.18%
Q8.1
C1: INTERNET CONNECTION= 2 28.57%
C2: LAGGING GADGETS= 4 57.14%
C3: BOTH= 1 14.29%

APPENDIX C ( LIKERT SCALE QUESTIONS )

SECTION Q1.2 Q2 Q3 Q5 Q6 Q7 Q8WEIGHTED

MEAN
ARISTOTLE 3.63 2.10 3.17 2.5 1.3 2.7 3.2 2.71
BACON 2.47 1.9 3.23 2.9 3.7 2.3 3.43 2.85
BRAZIL 2.8 3.1 3.13 1.8 1.27 2.66 3 2.76
CONFUCIUS 3.5 2.5 3.87 3.2 1.3 3.2 3.5 3.01
LAO TZU 3.61 2.5 3.13 3.1 1.1 2.6 3.5 2.79
MENCIUS 3.16 2.4 3 2.7 1.3 2.9 3.3 2.68

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APPENDIX D ( CRONBACH’S ALPHA )

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Curriculum Vitae

Name: Benz Bryan S. Ballesteros

Age: 19 years old
Birthday: October 27, 2001
Address:#23 Doña Maria Street Don Jose Heights,
Quezon City
Junior High School: National College Business and Arts
Awards and Achievements: Grade 10&11 Champion in
Basketball boys
Hobbies: Playing online games, eating and watching
anime
Clubs joined: Smart Club

Name: Jabez G. Concepcion

Age: 18
Birthday: September 17, 2002
Address: Blk 13 Lot 28 NTA Montalban Heights San Jose
Rodriguez Rizal
Junior High School: Montalban Heights National High
School
Awards and Achievements: With Honors
Hobbies: Eating, Sleeping, Overthinking, and more
Sleeping
Clubs joined: Glee Club

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Name: Marcella Sofia L. Del Prado

Age: 18
Birthday: August 3, 2002
Address: #36 Valiant St. Fairview, Quezon Ciry
Junior High School: National College of Business and
Arts
Awards and Achievements: With honor last year 2nd
semester
Hobbies: Playing volleyball and watching movies
Club joined:

Name: Sofiah C. Esperanza

Age: 18 years old
Birthday: July 10, 2002
Address: 106 Area a3 Talanay Batasan Hills Quezon
City
Junior High School: Ampid National High School
Awards and Achievements: With honors ( grade 11
2nd sem), With honors ( grade 10), Best script writer
( grade 10)
Hobbies: Badminton, Watching anime
Clubs joined: Sports Club

Name: Bea Mae Beverly B. Fajardo

Age: 19 years old
Birthday: October. 07, 2001
Junior High School: Lagro High School
Hobbies: Volleyball, Riding motor
Awards Achievements: Champion volleyball, (Grade
10) best in mathematics
Clubs Joined: Smart Club

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Name: Andrei C. Herman

Age: 17
Birthday: April 18, 2003
Address: #26 Kalayaan D. Batasan Hills Quezon City
Junior High School: National College of Business
and Arts
Hobbies: Playing online games
Club joined: Sports Club

Name: Jhon Carlo M. Manalili

Age: 17
Birthday: July 31, 2003
Address: 848 San Jose Drive Brgy. Comm. QC
Junior High School: Commonwealth Highschool
Awards and Achievements: With Honors
Hobbies: Eating
Clubs joined:
Science Club
Photo Journ
Communication Arts

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Name: Christian Angelo Miranda

Age: 18 Years Old
Birthday: May 26, 2002
Address: 49 B- Seminary Rods Bagbag Novaliches
Quezon City
Junior High School: San Bartolome High School
Awards and Achievements:
GRADE 7 -WITH HONORS
GRADE 8 -WITH HONORS
GRADE 9 -WITH HIGH HONORS
GRADE 10 -WITH HONORS
GRADE 11- WITH HIGH HONORS
*3rd Placer Contemporary Issues Quiz Bee 73rd
Founding Anniversary of United Nations
* Best Student Teacher (ST Week 2018)
*Awards of Excellence for CIC project “Guhit ng
Integridad” and “Sandigan para sa pagkakaisa, Pick
and Go”
*Skin Tech Male model of the year
Clubs Joined:
•SUPREME STUDENT GOVERNMENT - 2015-2016
*GRADE 7 REP.
•CAMPUS INTEGRITY CRUSADERS - 2015-2016
*SECRETARY
•SBHS HISTORICAL SOCIETY - 2015-2016
*GRADE 7 REP.
•SUPREME STUDENT GOVERNMENT (2016-2017)
*GRADE 8 REP.
•MARIAN YOUTH MOVEMENT (2017-2018)
*WORSHIP COORDINATOR
•ENGLISH CLUB - 2018-2019
*VICE PRESIDENT
•CAMPUS INTEGRITY CRUSADERS - 2018-2019
*VICE PRESIDENT
•SMART CLUB - 2019-2020
*11-DOLLAR REP.

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Name: Marjorie L. Raña

Age: 17
Birthday: June 21, 2003
Address: S-85 Durian St. Brgy Bagonng Silangan
Q.C
Junior High School:
Grd7: Bagong Silangan Highschool
Grd8-10: Sta. Rosa National High School
Awards and Achievements: With Honors
Hobbies: Eating,Watching kdrama and
anime,reading manga and wattpad.
Clubs Joined: Glee Club

Name: Rechelle Sambayon

Age: 17 years old
Birthday: May 5, 2003
Address: 044 saint beatriz street payatas area A Quezon City
Junior High School: Bagong Silangan High School
Awards and Achievements: With Honor
Hobbies: Playing Guitar, Watching Movies and Sleeping
Clubs joined: Smart club

Name: Jackie G.Teves

Age: 18
Birthday: February 26,2002
Address: Blk.5 Lot 2 Dona Nicasia Puyat barangay
Commonwealth Quezon City
Junior High School: North Fairview High School
Awards and Achievements: With Honors
Hobbies: Dancing,Reading wattpad,Stanning
Kpop,Watching K drama
Clubs joined: Glee Club

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