PHILIPPINE NORMAL UNIVERSITY VISAYAS

The National Center for Teacher Education

The Environment and Green Technology Education Hub
Center for Teaching and Learning
Cadiz City, Negros Occidental
33E2013
5

“Pros and Cons of the Online Learning Modality in the New Normal Education as
Perceived by the Grade 5 and Grade 6 of Philippine Normal University Visayas
Center for Teaching and Learning Students”

A Thesis Presented to
The Faculty of Teacher Development Philippine Normal University Visayas
Cadiz City, Negros Occidental

In Partial Fulfillment
Of the Requirements for the Course
Practice Teaching 01 and Practice Teaching 02

Mae Ann Barcenilla

Jan Mark Chan
Joy S. Policarpio
Marvelyn Villeta

July 2022
 ACKNOWLEDGEMENT

First and foremost, praises, honor, and thanks be

to our God Almighty for blessing us and giving us

extraordinary strengths throughout our journey of making

our thesis.

Furthermore, we would like to express our deep and

sincere gratitude towards the people that motivates us

to keep going and finish what we started despite all the

obstacles in finishing this thesis making journey.

To our course professor, Dr. Erwin G. Tiberio who

pushes us through, we appreciate your patience in

lending us your time to teach us and to extend your help

whenever we need your expertise.

To our research adviser, Dr. Meah L. Gonzaga, we

would like to express our heartfelt gratitude for

imparting your skills and expertise in this study. We

thank you for your patience, continuous support, time

and guidance in doing this research.

To our validators, we are truly blessed with the

help you extend. We thank you for the time you spent to

lend us your expertise.

 To our parents that supports us in this journey, we

thank you for the prayers, sacrifices, love, and care

that keeps us going despite the hardship we faced

through.

To ourselves who did our best to our best to

accomplish this research paper. Our hard work and

sleepless nights were finally paid off.

 CHAPTER 1
THE PROBLEM AND THE LITERATURE REVIEW
Background of the Study

One of the most recent public health emergencies of global concern is the recent

COVID-19 pandemic, which started in China and almost infected every country in the

whole world. This disease is caused by a novel coronavirus (SARS-CoV-2, previously

known as 2019-nCoV) and has received global attention from growing infections and on

how to eradicate the disease and flatten the curve of infections (Guo et al, 2020). These

have resulted in the widespread disruption such as travel restrictions (Chinazzi et al.,

2020), closure of schools (Viner et al., 2020), global economic recession (Fernandes,

2020), political conflicts (Barrios & Hochberg, 2020), racism (Habibi et al., 2020), and

misinformation and controversies (Enitan et al., 2020). 

On the other hand, this crisis stimulated innovation within the education sector

(UNESCO, 2020). Educational institutions shutdown in 186 countries affecting

approximately 74% of total enrolled learners in the world (UNESCO, 2020). However, in

2020, one of the most often used terms after the pandemic is the term “new normal”,

and the new normal in education is the increased use of online learning tools (India TV

News Desk, 2020). As the Philippine’s Department of Education (DepEd) Secretary,

Leonor Briones quipped, “Education must continue even in times of crisis whether it

may be a calamity, disaster, emergency, quarantine, or even war” (Department of

Education, 2020). The Philippines’ Commission on Higher Education (CHED), on the

other hand, advised HEIs to continue the “deployment of available flexible learning and

other alternative modes of delivery in lieu of on-campus learning” (Commission on

Higher Education, 2020). 

Online learning has its own set of pros and cons. It is critical to know and

understand the conditions for students to succeed in these environments.  Studying the

impacts of online learning to students’ well-being is necessary to ensure students'

health, academic success, equity, and inclusion. Research has shown that it is not the

computer that makes students learn, but the design of the real-life models and

simulations, and the students’ interaction with those models and simulations (Kozma,

2001). 

Decoding and understanding these pros and cons will assist institutes in

developing strategies for more effective delivery of lessons and to ensure that students

have an uninterrupted learning experience. Hence, this study aims to determine the

pros and the cons of the online learning modality in the new normal as perceived by the

Philippine Normal University Visayas Center for Teaching and Learning Elementary

Students.

Related Literature Review

Gone are the days of traditional classrooms and face-to-face learning. As the

pandemic changes the way we live, the demand for a more flexible learning opportunity

also increased. To address this growing necessity, schools all over the Philippines
shifted to distance learning — a remote learning method where students don’t need to

attend lectures and can study at their own pace. 

On the other hand, online learning heavily uses the internet as a tool for

education. There is a physical distance between students and teachers, but they can

interact during virtual lectures and other online assessments (Moneymax, 2021). Based

on the researchers’ readings, here are the pros and cons on online learning modality in

the new normal education.

THE PROS IN ONLINE LEARNING MODALITY 

While many people still believe that attending a conventional university is the

best way to gain knowledge and obtain a diploma, online learning has proven to be an

excellent alternative. Students have the choice of studying on their own time and for

free. It's a fantastic way to learn about a variety of subjects while also increasing self-

motivation. Since students can complete their assignments at their own pace, online

learning is extremely successful. Participants can learn wherever they are since they

have access to all the tools of a typical course, giving them the opportunity to study

whenever they want. A person can attend various courses using only an internet

connection. Moreover, students' accountability and self-discipline are among the

benefits of online learning. Under these pros in online learning modality are as follows: 

COGNITIVE 
 Cognitive skills, or cognitive abilities, are the ways that your brain remembers,

reasons, holds attention, solves problems, thinks, reads and learns. It helps you

interpret data, remember team goals, pay attention during an important meeting and

more (Indeed Editorial Team, 2021). Working together, they take incoming information

and move it into the bank of knowledge you use every day at school, at work, and in life

(Mind Matters, 2018). Under these categories are the following;

Improve Students Attendance 

Since online classes can be taken from home or location of choice, there are

fewer chances of students missing out on lessons (Gautam, 2020). Through technology,

participants can attend classes from the comfort of their homes or nearly anywhere with

an internet connection. (Goldsworthy, 2020). One way to avoid losing student enrolment

and tuition for hours is to rely on e-learning courses with integrated classes. This allows

students to attend the course from any place where they have access to a web portal

(Rosell, 2020). Hence, this increases student’s attendance in your language courses

with online learning solutions. Also, students who study online can plan their own time

schedule, without having to make personal sacrifices in order to meet the class

attendance requirements of teachers and traditional universities (Tamm, 2019).

“Promoting attendance early in a student's life can encourage attendance and maintain

this habit throughout his or her school career. The studies reviewed— using parent

involvement—show promise to improving students’ attendance” (McConnell & Kubina,

2014, p. 249). We do know that showing up matters, and that when students show up to

learn, they are more likely to be able to stay on track, stay engaged and meet major
educational milestones. It is more essential than ever to measure attendance and notice

which students are facing difficulties in showing up for learning. Students who do not

attend school are missing the teaching of self-awareness, self-management, social

awareness, relationship building, and decision-making skills which are all associated

with a student’s long-term success academically (Gayl, 2017). 

Student-centered Learning 

Student-centered learning (SCL), also referred to as learner-centered education,

is a modern learning method which aims to put the students in the center of focus,

rather than the teachers. Online learning is fundamentally student-centered, due to the

easy implementation of student discussion boards and peer grading systems. Both

collaborative online learning and synchronous online learning promote student-to-

student interaction. The value of student centeredness must not be understated (Tamm,

2019). 

Moreover, both the students and teachers had an opinion that online learning

modalities had encouraged student centeredness during this lockdown situation. The

student had become self-directed learners and they learnt asynchronously at any time

in a day. The students also become self-directed learners, which is an important

competency for encouraging lifelong learning among health professionals. (Mukhtar,

2020). Online learning environment is very largely self-driven and dependent on the

learners’ ability to manage academic responsibilities, with fewer props than those

available in face-to-face classes. Another factor in this equation is that many online
classes follow constructivist models of teaching, wherein learners are given props and

aids to learn, but are left to solve complex problems on their own (Papia, 2020). 

Suits of Variety of Learning Style 

The online courses that seem to be most engaging combine a variety of

resources that appeal to many learning styles, offering different ways to learn and

absorb the concepts required to be successful. Regardless of how a student learns,

there are resources available to appeal to all learning styles. There is a variety at your

fingertips for you to review over and over again, at your convenience, day or night

(Bennett and Neff, 2018). Visual students prefer using pictures, images, and spatial

understanding. Visual learners often learn best when they have access to visual aids in

the online classroom, as opposed to reading only text. Obviously, the way to combat

this as an online educator is to include charts, images, and so on in lessons,

announcements, and forums (Driver, 2020). Auditory learners prefer using sound and

music. Auditory learners tend to be better listeners than other students, and they are

better at following directions when they hear them rather than when they see them.

They tend to love music and are often excellent at remembering song lyrics, movie

quotes, and more. They thrive when things are explained to them, when stories are read

to them, or when they can read aloud to themselves. The mantra of auditory learners is

“tell me” or even “tell me again.” They will benefit from hearing lessons, talking through

problems, or making up songs to reinforce concepts (SDVS, 2019). Logical learners are
students who prefer using logic, reasoning, and systems. Logical learners create

systematic ways of working through problems. Once a solution is found, the procedure

is then stored in memory to be used when faced with a similar problem. These types of

learners are so concerned with being scientifically correct, they may be quick to point

out when there are logic flaws in something a person is saying, writing, or doing. For

this reason, logical learners may come across as being abrasive, but they only have the

best intentions in mind (Ricles, 2017). Verbal students who prefer using words both in

speech and writing. Verbal learners acquire knowledge best through written and spoken

words. Verbal-linguistically talented people flourish in school activities such as reading

and writing. They express themselves well and are usually good listeners with a well-

developed memory for the material they’ve read and strong recall of spoken information.

People with verbal-linguistic learning styles learn best when taught using spoken or

written materials. They prefer activities that are based on language reasoning rather

than abstract visual information. Math word problems are more appealing to verbal-

linguistic learners than solving equations (Logsdon, 

2020). 

PHYSIOLOGICAL 

Physiology is the science of life. It is the branch of biology that aims to

understand the mechanisms of living things, from the basis of cell function at the ionic

and molecular level to the integrated behavior of the whole body and the influence of

the external environment. Research in physiology helps us to understand how the body
works in health and how it responds and adapts to the challenges of everyday life

(Newman, 2017). 

Accessibility of Time and Place 

In times of crisis, in-person learning may be unsafe or impossible. In response to

the COVID-19 pandemic, schools and classrooms nationwide have shut down

indefinitely. Online training, however, continues on. With no face-to-face instruction,

online courses provide a safe and effective alternative to the classroom (ASC, 2020).

Also, online education allows students to attend classes from any location of their

choice. It also allows schools to reach out to a more extensive network of students,

instead of being restricted by geographical boundaries. Online lectures can be

recorded, archived, and shared for future reference. This allows students to access the

learning material at a time of their comfort (Gautam, 2020). Courseware can be

accessible for students when they need it. Students can review lectures, discussions,

explanations, and comments. Individuals can also share notes with each other to help

facilitate community learning (Aspillera, 2010). There is freedom in studying and

completing your coursework 24/7 from anywhere and at any time that suits your

schedule. Through logging in to the student portal online university’s website, and other

online platforms, you’re already in school. The student can personally access

assignments, post homework, watch faculty presentations, join student discussions,

conduct research, contact your teacher and classmates, get assistance from student

support service. 

Affordability 

Online courses are generally less expensive than campus based programs

(Unicaf, 2016). Due to simplified logistics and lowered travel costs, among other factors,

learning institutions who utilize E-Learning can expect to save 50% to 70% on overall

training costs (Tamm, 2019). Cost-efficiency in online learning applies not only to

educational institutions, but it also similarly applies to the students. For instance, online

learning reduces all the costs associated with commuting, textbooks, and childcare.

Online learning reduced the amount of overall time professors had to spend on learning

sessions, and these time savings led to reduced monetary spending for the university

(Tamm, 2019). The University of North Carolina in Charlotte (UNC) is an excellent

example of cost-efficiency. UNC claims that they managed to save US$5,000,000 in

2010 by focusing on e-learning rather than traditional classroom-based learning.

Additionally, they saw an increased number of total students in their faculties. These

savings came from the simple fact that they did not have to make investments into

business premises to facilitate learning. Virtual classrooms have no need for physical

lecture halls, which tend to get very costly (Tamm, 2019). Although online learners may
pay the same per credit tuition rate as on-campus degree- and certificate seekers, they

do not pay for on-campus housing or meal plans. Learners also save time and money

by eliminating a commute. Other cost savings include cheaper textbooks, especially if

online learners can purchase digital versions (Broderick, 2019). 

Flexibility 

Flexible learning is a state of being in which learning and teaching is increasingly

freed from the limitations of the time, place and pace of study. For learners, flexibility in

learning may include choices in relation to entry and exit points, selection of learning

activities, assessment tasks and educational resources in return for different kinds of

credit and costs. And for the teachers it can involve choices in relation to the allocation

of their time and the mode and methods of communication with learners as well as the

educational institution (Naidu, 2017). Flexible learning provides students with full control

and accountability for their learning. Rather than having to show up to a class as a

requirement, they are able to decide and allocate time for their learning. This control not

only allows them to co-ordinate their education around their commitments but ensures

that they are learning at the best time. For example, some students may work better in

the evening but traditional education may restrict them by only offering classes during

the day. Flexible learning allows the student to decipher when and how they will learn

by tailoring their course to their own capabilities. The flexibility of online learning allows

students to slowly grasp concepts and ensure full comprehension before moving
forward. This ultimately leads to them retaining information and producing better results.

(OBS, 2020). The flexibility of online learning helps educators better cater to differing

student needs, and is particularly well-suited to help students with complicated

schedules and diverse responsibilities. Online courses provide students with more

opportunities to grow personally and academically. Because it’s more self-directed,

students build time management skills, and can more easily balance school, work,

family responsibilities, and extracurricular activities. Students also experience positive

encouragement and engagement from virtual teachers, like myself, who are committed

to their growth and success (Carter, 2019). Online learning means students can learn

when it suits them. Students can do their readings throughout the day in between other

commitments. They can work on and submit assignments in the middle of the night if

that suits them. The time flexibility literally means that students who just couldn’t take

classes on a traditional schedule can now further their education on a flexible schedule

according to their needs (Sheir, 2018). Students who may not have the ability to

participate in traditional classes can often take online classes. A full-time worker

returning to school, for instance, can schedule reading, writing and test time in the

evenings or on weekends. Additionally, students may blend online and traditional

classes to fill out a schedule when they work part-time or have other life demands

(Kokemuller, 2011). 

THE CONS OF ONLINE LEARNING MODALITY 

At school, students learn how to make friends, to be patient, to get rid of

disappointment, and especially to compete. However, competition between colleagues

can be very stimulating and students will only benefit from it. However, online learning

cannot offer human interaction. Another disadvantage refers to the fact that online

courses cannot cope with thousands of students that try to join discussions. Also, online

learning can be difficult, if it is meant for disciplines that involve practice. In conclusion,

online learning should be seen as a complement and extension of classical forms of

learning. Not even the best online course can fully replace the personal contact with a

teacher, or the human relationships that develop in a group. So, traditional classes

shouldn’t be replaced with online learning. The cons of online learning modality are as

follows:

AFFECTIVE 

The affective domain involves our feelings, emotions, and attitudes, and includes

the manner in which we deal with things emotionally (feelings, values, appreciation,

enthusiasm, motivations, and attitudes). Like Bloom’s cognitive domain, the affective

domain is arranged in a hierarchy whereby learners move from simpler feelings to more

complex feelings. The guiding principle for movement through the hierarchy is

internalization. Internalization is the process whereby your affect toward something

goes from a general awareness level to a point where the affect is internalized and

consistently guides or controls your behavior (Nikole D. Patson, PhD., 2020). 

Academic Dishonesty 
 Academic dishonesty is always of concern in any educational setting. Academic

dishonesty is defined as “any type of cheating that occurs in relation to formal academic

exercises. It can include plagiarism, fabrication, deception, cheating, [or] sabotage”

(Berkeley City College, 2018, para. 1). Also, students are obviously under pressure to

earn good grades. If the opportunity presents itself to dishonestly improve a grade in

some way, many students will take advantage of that opportunity because they have the

ability to rationalize it. Thoughts such as “everyone is doing it” or “it isn’t hurting anyone”

are ways in which students rationalize their behavior. With the growth of online learning

and remote classes this year, students who are used to traditional teaching methods

find themselves exposed to an over encroaching risk: plagiarism Quetext blog, 2020).

Plagiarism and cheating have existed in education long before online learning. Despite

the fact that research has not demonstrated a significantly higher rate of cheating in

online courses, the perception that cheating is more widespread in such courses still

exists. This perception, coupled with the huge growth in the number of online course

offerings in the last 10- 15 years, has led to an increased emphasis on online course

cheating (Young, 2016). 

Sense of Remote Feeling 

Effective communication is a process of exchanging ideas, thoughts, knowledge

and information in such a way as to fulfill the purpose or intent in the best possible way.

In other terms, it is nothing more than the sender’s expression of views in a way that the

recipient understands best (Alawamleh et al, 2020). The impact of isolation on

geographically separated faculty has been documented in several studies. (Dolan,

2011; Fouche, 2006; Ng, 2006). According to counselors Jessica Oyoque and Courtney

Brown at Michigan State University Counseling and Psychiatric Services, feelings of

isolation due to the lack of face-to face interaction is just one of the many pitfalls of

digital learning. Having felt alone from the lack of in-person classroom relationships, I

found the lack of connections to be a downfall of online courses (Karnoup, 2020). For

students, belonging matters. Meaningful learning occurs when students show up as

their whole selves and feel they are valued in their learning space (Hartman, 2020). In

addition, fostering a sense of community in online classes will make the students’

learning experience more meaningful and it can help them stay connected during the

course life (Alawamleh et al, 2020). Also, ease of participation is an aspect of the

appeal of virtual classrooms. One of the many versatile aspects of cyber learning is the

willingness of the students to participate in a mixed learning environment, either

asynchronously or synchronously (Morrison et al., 2019). 

Suits of Variety of Learning Style 

The online courses that seem to be most engaging combine a variety of

resources that appeal to many learning styles, offering different ways to learn and

absorb the concepts required to be successful. Regardless of how a student learns,

there are resources available to appeal to all learning styles. There is a variety at your

fingertips for you to review over and over again, at your convenience, day or night

(Bennett and Neff, 2018). 

Interpersonal 

Social students prefer to learn in groups or with other people. Solitary learners

are students who prefer to work alone and use self-study. Effective interaction is not

necessarily more interaction; rather, it is interaction resulting in learners thinking in new

and more profound ways. (York and Richardson, 2012). People exchange their ideas,

beliefs, opinions or emotions by communicating with each other. During their day-to-day

interaction, people send and receive message. Besides, intrapersonal communication

and interpersonal communication are highly related with another. The way we

communicate with our selves’ directly affects the way we communicate with each other. 

In the era of digitalization, formal education more often takes place as flexible

online courses that might affect human beings in multiple ways. This, in turn, calls for an

Exploration of the complexity of educational spaces (Alerby, Arndt, & Westman, 2017),

especially in relations to interpersonal relationships. To achieve knowledge,

interpersonal relationships are of significance for not only learning but for human beings’

health and well-being (Bragg, 2007). Also, there are several interaction typologies

discussed in the literature. “Three Types of Interactions” which includes learner-learner,

learner-instructor, and learner-content interactions and stems from the field of

communications (Hirumi, 2010). A recent meta-analysis supports the importance of the

three types of interactions and that the strength of the interactions is found to be

associated with increasing achievement outcomes (Marks et al, 2010). Furthermore,

instructional interaction is meaningful communication that challenges learners’ thinking,

shapes the acquisition of knowledge in meaningful ways, and changes learners, moving

them toward achieving their goals. Effective interaction is not necessarily more
interaction; rather, it is interaction resulting in learners thinking in new and more

profound ways. (York and Richardson, 2012). Others have also argued for the

opportunities of online communication as they found that it enhances self-esteem,

relationship forming, friendships, and increases friendship quality (Valkenburg & Peter,

2011). 

According to students, the use of interactive technology in school promotes good

relationships as it offers a way to socialize, provides a tool for meeting, and gives

support when encouraging classmates (Kostenius & Hertting, 2016). Also, student’s

experiences of health and wellbeing in the school context point to the importance of

being cared for, confirmed by and connected to others (Kostenius et al., 2017).

Therefore, spaces for education need to facilitate not only the achievement of academic

goals but the fundamental needs of interpersonal relationships (Kostenius & Hertting,

2016). 

Intrapersonal 

A solitary learner, also known as an intrapersonal learner is someone who prefers

learning on their own. These types of students are self-motivated, enjoy working

independently, and learn best when working alone. Students who are solitary learners

spend a lot of time in self-reflection and enjoy working on themselves. These learners

also favor a quiet environment both in their personal and academic lives.

(Time4Learning, 2021)
Technological Challenges 

Digital revolution affects education, changing the whole learning process in so

many ways (Hesevich, 2017). In 2021, Prensky refers to the term “digital natives” to

describe learners who may be familiar with popular technology but are not conformable

with educational technology. Most of the learners belong to the “digital immigrant” group

(Prensky, 2001), and although they could be technology users for personal things, they

may not be equally well informed when it comes to using educational technology.

Several studies support this idea and indicate that student satisfaction related to the

overall course design is a key concern and determinant in student retention. Although

almost all participants in the study were familiar and comfortable with sites such as

Facebook and YouTube, they were far less conversant with the usage of

teaching/learning technologies such as wikis, blogs, Google Docs, Movie Maker, and

Photoshop, to name a few. Almost none of them was familiar with widely used

educational technologies such as Prezi or Voice Thread. They were also unfamiliar with

concepts of e-Portfolio or cloud computing. Therefore, it is quite possible that students

of online classes often experience computer-related issues, especially at the beginning

of the semester, and probably during the course of the semester, if they choose to

continue in the class (Ng, 2012). 

On the other hand, consider yourself lucky if you’re located in an area where the

internet connection is fast and stable. Unfortunately, some have very limited access to

the internet. They have to go to internet cafes or use public WiFis which is very

inconvenient (Lynch, 2020). Clearly, online learning is wholly reliant on adequate

access to the internet, and the survey found that 71% of students anticipated lower
grades because of poor connectivity. Low-income families and students living in rural

areas struggle most with accessibility, which creates a possible class-based

performance gap (Mendoza, 2020). Not being able to see or hear an instructor’s lesson

is a surefire way to encourage students to give up. Many times in the past, students

were required to download and/or install cumbersome apps or technology that would

deliver inconsistent performances (Swibel, 2019). You’ll spend most of your time

listening to podcasts, watching videos, and looking at slide presentations. There’s no

hands-on experience like conducting experiments (Lynch, 2020).

CONCEPTUAL FRAMEWORK

The Internet has made online learning possible, and many educators and

researchers are interested in online learning courses to enhance and improve the

students’ learning outcomes while battling the shortage in resources, facilities and

equipment particularly in private school institution (Castro and Tumibay, 2021).

Notwithstanding its many inconveniences, online learning provides students who wish to

have greater comfort and versatility in pursuing a course many more learning choices.

Online learning has become popular because of its potential for providing more flexible

access to content and instruction at any time, from any place (Castro, 2021). The key

advantages of distance education are that they allow students to use minimal financial

resources to access various learning tools. Online learning has become popular

because of its potential for providing more flexible access to content and instruction at

any time, from any place (Castro, 2021). The use of video conferencing tools makes
online learning even more immersive. This increases the ability to gather information on

a specific topic and to preserve it (Bijeesh, 2021).

Between 2021 and 2022, the authors and colleagues conducted a

series of studies to examine the disadvantages and the disadvantages of

online. The results of those studies led to the construction and

refinement of a conceptual framework. The classic concept of online

learning modality can now be seen as resolvable set of concepts

embedded in a particular instructional structure that mediates the

salience of these concepts and the relationships among them. The

framework consists of the following categories; the pros and cons of

online learning modality, connected to it, is the two variable use to find

the significant difference. Under the variables are the domains to classify

the factors affecting the online learning modality? The pros and cons are

the two most important categories in the context because it is what the

researchers seek to find at the end of the study. The major categories of

the framework were fine-tuned by conducting a review of research in

distance education (Baynton, 1992; Chen & Willits, 1999; Dille &

Mezack, 1991; Gunawardena, 1995; Gunawardena & Zittle, 1997;

Hillman, Willis, & Gunawardena, 1994; McHenry & Bozik, 1995; McIsaac

& Gunawardena, 1996; Moore, 1994; Parker, 1995; Quinn, Mehan,

Levin, & Black, 1983; Ross, 1996; Saba & Shearer, 1994). All categories

of the framework are part of a system and are interrelated.

Research Problems and Hypothesis

This study aims to determine the pros and the cons of the online learning modality in the

new normal as perceived by the Grade 5 and grade 6 PNUV-CTL Students.

Specifically, it seeks to answer the following questions:

1. What is the profile of the participants?

2. What are the pros and cons of online learning modality in the new normal
education as perceived by PNUV-CTL students when taken as a whole and
group according to;
2.1. Grade level

2.1.1. Grade 5
2.1.2 Grade 6

2.2 Location
2.2.1. Upland
2.2.2. Lowland
2.2.3. Coastal

3. Is there a significant difference in the pros and cons of online learning modality in
the new normal education as perceived by PNUV-CTL students when taken as a
whole and grouped according to;
3.1. Grade level
3.2.Location

3.2.A. Upland
3.2.B. Lowland
2.3.C. Coastal

HYPOTHESIS
1. There is no significant difference in the pros and cons of online learning

modality in the new normal education when taken entirely and grouped according

to their grade level and location.

SIGNIFICANCE OF THE STUDY

To the students. It will provide them (students who wished to have) greater comfort

and versatility in pursuing an education despite of its inconveniences.

To the Faculty and Administration. It will assist them in developing strategies for an

effective delivery of lessons and ensuring students uninterrupted learning experience.

To the teachers. This study is a great significance to them because they can provide

new learning strategies to deliver the lessons more effectively.

To future researchers. This study will benefit as guide to future researchers to meet

the questions about the study. It could serve as a Source-based research.

Scope of the Study

The researchers conducted the study through online platforms during the school year

2021-2022. This study limits only on the elementary students of PNUV-CTL. The study

primarily focused on the pros and cons of online learning modality in the new normal

and it aimed to describe how students perceived the online learning modality in the new

normal education. The study involves disseminating survey forms through Google forms

to PNUV-CTL, which help the researchers gather information.

Definition of Terms

ACADEMIC DISHONESTY. Committing or contributing to dishonest acts by

those engaged in teaching, learning, research, and related academic activities, and it

applies not just to students, but to everyone in the academic environment (Cizek, 2010).

ACCESSIBILITY OF TIME AND PLACE. Students can easily access the

learning material regardless of time limit (McAlvage, 2018).

AFFORDABILITY. Ability to purchase needed/appropriate education and have

sufficient resources (Minnesota State Spotlight Affordability Handout, 2020).

CONS. An unfavorable situation or circumstance (Adil, 2015).

COVID 19. Coronavirus disease is an infectious disease caused by a newly

discovered coronavirus (WHO, 2020).

EDUCATION PLATFORMS. A technological tool for teachers but also offers

students the opportunity to view the subject as an academic challenge to overcome

(Gomez-Zermeno, 2018).
 FLEXIBILITY. To be able to work at the time, place and pace that the student

chooses (National Centre for Vocational Education Research, 2020).

IMPROVE STUDENTS ATTENDANCE. Students who study online can plan their

own time schedule, without having to make personal sacrifices in order to meet the

class attendance requirements (Tamm, 2019).

LIMITED FEEDBACK. Techniques that exploit the temporal correlation of

channel to further reduce feedback requirements (Heath, 2010).

MODALITY. Modality means that there is reference to actualization of a situation

in a world that is not represented as being the factual world (Declerk, 2011).

NEW NORMAL. A new way of living and going about our lives, works and

interactions with other people (The Star, 2020).

ONLINE LEARNING. Learning facilitated by the use of digital tools and content

that involves some form of interactivity, which may include online interaction between

the learner and their teacher or peers (Ministry of Communication and Technology of

New Zealand, 2010).

PANDEMIC. An epidemic occurring worldwide, or over a very wide area,

crossing international boundaries and usually affecting a large number of people (WHO,

2011).

PROS. Any state, circumstance, opportunity, or means specially favorable to

success, interest, or any desired end (Adil, 2015).

 PNUV-CTL. Philippine Normal University Visayas - Center for Teaching and

Learning.

REQUIRES TIME MANAGEMENT SKILLS. Time management is the process of

organizing and planning how to divide your time between specific activities (Emerald

Works Limited, 2021).

STUDENT-CENTERED LEARNING. Modern learning which aims to put the

students in the center of focus, rather than the teachers (Tamm, 2019).

SUITS OF VARIETY OF LEARNING STYLE. It enables highly able students to

explore methods of learning to develop self- awareness of the methods and conditions

under which they excel or struggle (Heacox, 2014).

TECHNOLOGICAL ISSUES. Are unforeseen equipment problems such

as hardware failures or software bugs that make it difficult or impossible to

perform a desired action (Manuel, 2020).

CHAPTER II
 METHODS

Research Design

The study aims to determine the pros and cons of online learning modality in the

new normal education of PNUV-CTL students. To meet the purpose of the study, the

descriptive quantitative research method was the most appropriate to use.

Descriptive research aims to cast a light on current problems or issues by

preparing collected information that empowers them to depict the circumstances more

completely than was conceivable without utilizing this strategy (Bother, M.D. et al.,

2007). It also aims to find out "what is," so observational and survey methods are

frequently used to collect descriptive data (Borg & Gall, 1989).

The student's t test is used to compare the means between two groups, whereas

ANOVA is used to compare the means among three or more groups. In ANOVA, first

gets a common P value. A significant P value of the ANOVA test indicates for at least

one pair, between which the mean difference was statistically significant. To identify that

significant pair(s), we use multiple comparisons. In ANOVA, when using one categorical

independent variable, it is called one-way ANOVA (Mishra, 2019).

Participants of the Study

 The researchers chose the PNUV-CTL students in this school year 2021-2022 as

respondents of the study because they had been adversely affected by the COVID-19

pandemic because their lessons are collaborative by nature and involve hands- on and

project-based learning.

The researchers grouped the respondents according to their grade level; PNUV-

CTL students with a total number of 207 participants. They will be determined as

conversation partner of the study using purposive sampling by the researchers.

Purposive sampling is a sampling technique in which researcher relies on her or his

own judgement when choosing members of population to participate in the study

(Saunder, 2012).

GRADE LEVEL NUMBER OF STUDENTS

Grade 5 36
Grade 6 43
TOTAL 79

Table 1. Total population of PNUV-CTL students.

Research Instrument

The researchers utilized a survey questionnaire, ”Pros and Cons of Online Learning

Modality as perceived by PNUV-CTL students in the New Normal Education”, a 29-item

questionnaire which was composed of four parts which attempted to answer the

mentioned problem in this study.

Part 1 of the questionnaire is about the information of the respondents.

 Part 2 of the research questionnaire deals with questions that will signify each

respondent’s level of measurement of how they perceived the pros and cons of online

learning modality in the new normal education in terms of cognitive domain. Along with

this, the questions have to determine the level, and these are; strongly agree, agree,

disagree and strongly disagree.

Part 3 of the research questionnaire deals with questions that will signify each

respondent’s level of measurement of how they perceived the pros and cons of online

learning modality in the new normal education in terms of affective domain. Along with

this, the questions have to determine the level, and these are; strongly agree, agree,

disagree and strongly disagree.

Part 4 of the research questionnaire deals with questions that will signify each

respondent’s level of measurement of how they perceived the pros and cons of online

learning modality in the new normal education in terms of physiological domain. Along

with this, the questions have to determine the level, and these are; strongly agree,

agree, disagree and strongly disagree.

The questionnaire was formulated by the researchers themselves. Evaluation

was done to test the effectiveness of the questionnaire such as reliability and validity.
Validity of the Research Instruments

A final definition is proposed to delimit the validation, reliability, and

generalization of the phenomenological research results. Drost (2011) stated that

validity is the extent to which a measure adequately represents the underlying construct

that it is supposed to measure. It also tries to explain the truth of research findings as

explained by Zohrabi (2003). Validity is calculated using both theoretical and empirical

evidence. The research instrument for this study will be subjected to content validation

using a panel of experts in the field.

The validators went over the research instruments item- by-item and judged the

sustainability and appropriateness of the questions. Recommendations or suggestions

for improvement were taken into consideration and was given due consideration by the

researchers. In the conduct of validity, the researchers adapted the criteria developed

for evaluation of

RANGE INTERPRETATION

5 Excellent

4 Very Good

3 Good

2 Fair

1 Poor
the survey questionnaire set forth by Good and Scates. It will be evaluated on a scale of

1 to 5 wherein one being the lowest and five being the highest.

The validation showed over all 4.305. The questionnaire was valid very well.

Suggestions and recommendations were also considered for the improvement of the

research’s instrument.

Reliability of the Research Instrument

In conducting reliability, the research instrument was pilot tested on 30 Cadiz

West 2 Elementary students. These dry run participants were not considered as actual

respondents in the study. In the process of determining whether the research instrument

is reliable or not, the Cronbach Alpha was used. The Cronbach Alpha is used whenever

the researcher has items that are not scored simply as right or wrong (Carlson, 2004).

INTERPRETATION

.81 – 1.00 Very High

.61 - .80 High

.41 - .60 Moderate

.21 - .40 Low

.0 - .20 Very Low

The reliability result of the 29-item questionnaire in the pros and cons of online

learning modality in the new normal education is .695.

Therefore, as the result shows, the research instrument is high in reliability.

Data Collection
 In conducting the study, the researchers asked permission from the Faculty and

Teacher Development Office to use the copy of the complete list of PNUV-CTL students

enrolled in Academic Year 2021-2022 from the offices’ Facebook post. Next, the

researchers asked permission from the Dean for Academics, and the Associate Dean

for Faculty and Teacher Development for the conduct of the study.

After the permit was granted, the researchers produced sufficient soft copies of

the survey form and administer them to the study participants. The analysts dispersed

the surveys to the respondents through Google forms to ensure the safety of COVID-19

and quick retrieval of the data. After the research instruments were conducted, the data

were tallied, tabulated, analyzed, and interpreted according to the specific problems.

Data Analysis

In the process of data obtained through survey forms, the researchers utilized the

following descriptive and inferential statistics:

Problem 1 descriptive profile of the participants of the students.

Problem 2 determines the pros and the cons of online learning modality in the

new normal as perceived by the PNUV-CTL students when taken as a whole and group

according to variable year level and location. Mean and Standard Deviation were used

to analyze the problem 1.

 Problem 3 determines the significant difference in the pros and cons of online

learning modality in the new normal education as perceived by PNUV-CTL students

when taken as a whole and group according to variable, year level and location. T-test

and one-way ANOVA were used to analyze the problem 2.

Potential Ethical Issues

According to Arifin (2018), ethical issues are crucial throughout all stages of a

quantitative study to balance the potential risks of research and the potential benefits of

the investigation. The following are the ethical considerations in a research study: 1)

Informed Consent and Voluntary assent ought to be given unreservedly (deliberate),

subjects ought to understand what is being inquired of them, and involved people must

be competent to consent 2) Participation Anonymity, Confidentiality, and Data

Protection-the secrecy and privacy of the participants were protected by not revealing

their names and identity within the information collection, examination, and reporting of

the study discoveries 3) Data Analysis and Dissemination of the Findings-Data

transcribing should be conducted privately by the researchers. The participants'

identities should be removed during data transcription, including their names or

significant identity aspects. In presenting the study's findings, the participants were

referred to by their pseudonym names in the verbatim quotes.

 CHAPTER 3

RESULTS AND DISCUSSION

This chapter deals with the presentation of the results and its discussion. The

discussion of the result includes interpretation and analysis of the data gathered in

connection to the specific problems and hypothesis in this study.

Results and Discussion are presented in this order.

1. Profile of the participants.

2. The pros and cons of online learning modality in the new normal education when

taken as a whole and grouped according to grade level and location.

3. The significant difference in the pros and cons of online learning modality in the new

normal education when taken as a whole and grouped according to grade level and

location.

Results

Advantages and Disadvantages of Online Learning Modality in the New Normal

Education.
Table 3.1

Profile of the participants

Table 3.1 shows the profile of the participants. As shown in this table, the

respondents are categorized by the variable year level which are second year and third

year. Second year with a frequency of 22 accumulating 56% of the total population and

third year with a frequency of 17 accumulating 44% of the total population. The total

frequency of both year level is 39 which is 100% of the total population.

Another variable is the location, it is divided into three categories which are;

lowland, coastal, and upland. Lowland with a frequency of 19 accumulating 48%.

Coastal and upland both with a frequency of 10 accumulating 26%. The total frequency

of the three location is 39 which is 100% of the total population.

Table 3.2

Advantages and Disadvantages of Online Learning Modality in the New Normal

Education
 Table 3.2 shows the advantages and disadvantages of online learning modality

in the new normal education when taken as a whole. As shown in this table, the

cognitive and affective domain is an agreeable advantage to the respondents which

means it is considered as pros in the online learning modality in the new normal

education. Both collaborative online learning and synchronous online learning promote

student-to-student interaction. Being able to plan and design fully student-centered

online learning environments is one of the greatest advantages that online learning has.

The value of student-centeredness must not be understated (Tamm, 2019). The

students had become self-directed learners and they learnt asynchronously at any time

in a day. The students also become self-directed learners, which is an important

competency for encouraging lifelong learning among health professionals. (Mukhtar,

2020). The physiological domain is somewhat disadvantage which only means that it is

a con to the online learning modality in the new normal education. Although this

generation of students may have technical knowledge relating to social media and

digital entertainment options such as video games, they were far less conversant with

the usage of teaching/learning technologies such as wikis, blogs, Google Docs, Movie

Maker, and Photoshop, to name a few (Ng, 2012). Therefore, it is quite possible that

students of online classes often experience computer-related and other issues.

Table 3.3

Advantage and Disadvantage of Online Learning Modality in the New Normal

Education when Grouped According to Grade Level

 Table 3.3 indicates advantage and disadvantage of online learning modality in

the new normal education when grouped according to grade level. As shown in this

table, the cognitive and affective domain is an agreeable advantage to the PNUV-CTL

students which means it is considered as pros in the online learning modality in the new

normal education. The physiological domain is somewhat disadvantage which only

means that it is a con to the online learning modality in the new normal education. The

students perspective is especially important when new teaching approaches are used

and when new technologies are being introduced  (Crews  &  Butterfield, 2014;)  along 

with extraordinary shifts in the technology, the student perspective on online education

is profoundly important. What shapes students’ perceptions of quality integrate are their

own sense of learning achievement, satisfaction with the support they receive, technical

proficiency of the process, intellectual and emotional stimulation, comfort with the

process, and sense of learning community (Medina, 2020).

Table 3.4
Advantage and Disadvantages of Online Learning Modality in the New Normal

Education when Grouped According to Location

Table 3.4 shows the advantage and disadvantage of online learning modality in

the new normal education when grouped according to location. The three sub-

categories of location show an agreeable advantage to both cognitive and affective

domains which means it is a pro in the online learning modality. Whilst the physiological

domain for the three sub- categories of location shows a disadvantage in the online

learning modality. Consider yourself lucky if you are in an area where the internet

connection is fast and stable.

 Unfortunately, some have extremely limited access to the internet. They must go

to internet cafes or use public Wi- Fis which is very inconvenient (Lynch, 2020). Clearly,

online learning is wholly reliant on adequate access to the internet, and the survey

found that 71% of students anticipated lower grades because of poor connectivity. Low-

income families and students living in rural areas struggle most with accessibility, which

creates a possible class-based performance gap (Mendoza, 2020). A recent study

covering the state of Wyoming indicated only about 30% of rural Wyoming students

have access to high-speed broadband internet. There has been an effort to expand Wi-

Fi capabilities into rural areas, the report pointed out, and added that organizations are

donating services. Unfortunately, laws in almost half of US states prevent local

governments from providing subsidized internet to those in need.

Significant Differences in the Advantage and Disadvantage of Online

Learning Modality in The New Normal Education as Perceived by the Grade 5 and

Grade 6 PNUV-CTL Students Table 3.5

 Significant differences in the advantage and disadvantage of online

learning modality in the new normal education as perceived by Grade 5 and

Grade 6 PNUV-CTL Students when grouped according to grade level.

 Table 3.5 shows the significant difference in the advantage and disadvantage of

online learning modality in the new normal education as perceived by Grade 5 and

Grade 6 PNUV-CTL students when grouped according to year level. As shown in the

table, year level has no significant difference. Furthermore, grade level does not affect

Grade 5 and Grade 6 PNUV-CTL students’ learning in the new normal education. Many

universities offer Distance Education (DE) courses and programs to address the diverse

educational needs of students and to stay current with advancing technology.

Investigating learners’ perceptions, attitudes and willingness to try Distance Education

can provide guidance and recommendations for Institutions of Higher Education that are

considering expanding use of Distance Education formats (Fidalgo, 2020). Numerous

studies have demonstrated that a students’ active involvement in the learning process

enhances learning, a process often referred to as active learning (Benek-Rivera &

Matthews, 2014). Interactive instruction or “learning by doing” has been found to result

in positive learning outcomes (Picciano, 2010). Because many new technologies and

web-based activities are interactive, online coursework has the potential to create

environments where students actively engage with material and learn by doing, refining

their understanding as they build new knowledge (Johnston, 2010).

Table 3.6

Significant differences in the advantage and disadvantage of online learning modality in

the new normal education as perceived by Bachelor in Mathematics and Science in

Elementary Education Students when grouped according to location.

 Table 3.6 shows the significant difference in the advantage and disadvantage of

online learning modality in the new normal education as perceived by Bachelor in

Mathematics and Science in Elementary Education students when grouped according to

location. As shown in this table, location has no significant difference. Moreover,

location does not affect BMSEE student’s learning in the new normal education. E-

learning courses are proving a viable and popular way to fill gaps for rural K12 students
across the country. Ten years ago, online learning was ground breaking and rare, but

since then the eLearning sector has grown stronger — as of 2014, 30 states offered full-

time virtual schools. And as David Miller notes in his 2014 eLearning article Online

Learning Advantages: Why Online Learning Offers Plenty of Incentives, besides

physical college campuses often feeling too far and few between, living in a rural

community "can be even more difficult for students to find experts in the fields they’re

interested in". This is where online learning can make all the difference. With eLearning

courses, students can study at their own pace with a wide range of online tools from

scholarly articles to audio or video lectures. Online learning can also support rural

students when shrinking budgets and strained resources limit access to libraries and

other learning materials (Pike, 2017).

 CHAPTER 4

Summary, Conclusion, and Recommendations

This chapter presents the summary of the study, summary of results, conclusion,

and recommendations formulated based on the research findings.

Summary of the Study

In response to the current situation, educators have been instrumental in finding

new ways to ensure learning continues for children by developing online and offline

learning materials. However, it is not guaranteed that online learning is not always

effective considering many factors that affect learning. The advantages and

disadvantages of online learning modality is an important topic to be discussed,

especially to the Grade 5 and Grade 6 PNUV-CTL students that requires skills in

performing hands-on activities. The researchers decided to identify the pros and cons of

online learning modality in the new normal education. The research hypothesis stated

that there is no significant difference in the pros and cons of online learning modality in

the new normal education as perceived by the Grade 5 and Grade 6 PNUV-CTL

students when taken entirely and grouped concurring to grade level and location. The

research design was in the form of quantitative research and the chosen participants

were the Grade 5 and Grade 6 students of PNUV-CTL in the academic year 2021-2022.

The researchers utilized an adapted and modified research instrument and made use of

Google forms to disseminate the questionnaire to the Grade 5 and Grade 6 students of

PNUV-CTL students to adapt to the new normal brought about by the COVID-19
pandemic. The researchers intend to identify the pros and cons of online learning

modality with regards to their location and year level. The data gathered was then

coded and analyzed using descriptive, t-test, and one-way ANOVA statistics. The

results show that there are no significant differences in the pros and cons of online

learning modality as perceived by the BMSEE students regardless of their location and

year level.

Summary of the Results

The following are the results that answer each statement of the problem after which

appropriate descriptive, t-test, and one-way ANOVA statistics were used.

1. Profile of the participants.

2. The cognitive and affective domain shows a high advantage to Grade 5 and

Grade 6 students of PNUV-CTL students when taken as a whole and group according

to location and grade level, and a high disadvantage in physiological domain when

taken as a whole and group according to location and grade level.

3. The results shows that there is no significant difference in the pros and cons of

online learning modality as perceived by the Grade 5 and Grade 6 students of PNUV-

CTL student when taken as an entirely and group concurring to location and grade

level.
The respondent’s response towards the pros and cons of online learning modality did

not vary based on location and grade level; therefore, these variables are not significant

factors hindering one’s learning in the new normal education.

Limitation of the Study

The empirical findings presented in this study should be viewed in the context of

certain limitations that will be discussed in future studies. The results show no

significant differences in the pros and cons of online learning modality as perceived by

the Grade 5 and Grade 6 students of Students of Philippine Normal University Visayas

Center for Teaching and Learning, regardless of their location and grade level. The

analysis of results has not been comprehensively analyzed and further explained

because there have not been any prior relevant research studies related. These prior

studies are essential to provide the theoretical basis for the research problem that the

researchers are examining. As a result, prospective researchers should emphasize the

need for future research within the field.

Conclusion

The pandemic has sparked a worldwide shift in today’s academic structure and

people have wholeheartedly embraced this new normal of study in every facet of life.

This study assessed Bachelor in Grade 5 and Grade 6 students of PNUV-CTL Students’

view on online learning education. And it shows that the cognitive and affective domains

were both highly advantageous whilst the physiological domain was highly
disadvantageous. Also, there is no significant difference in the pros and cons of online

learning modality as perceived by the Grade 5 and Grade 6 students of PNUV-CTL

students in the new normal education when taken as a whole and group according to

location and grade level. This means that the variable, locations and grade level, does

not affect one’s learning in the new normal education. However, in the midst of this

situation, the CHED should consider the concerns and struggles of students in this new

mode of learning. On the other hand, according to Education Secretary Leonor Magtolis

Briones, the DepEd Commons is a step towards being able to offer continuity of

education to Filipino learners despite disruptions of classes. Additionally, it is highly

important to try and stay organized even if some are starting to feel discouraged. To get

the full benefit of online learning, there needs to be a concerted effort to provide this

structure.

Recommendations

Based on the findings and conclusion, the researchers came up with a

recommendations;

1. This study should be forwarded to the offices of the Philippine Normal

University Visayas Center for Teaching and Learning so that they can formulate

solutions to address the problems of online learning.

2. A similar study should be conducted with a wide set of participants, probably

the whole college students, to confirm that the Grade 5 and Grade 6 students of PNUV-

CTL have the same advantages and disadvantages with other schools.
 3. The researchers suggest effective strategies for the students in the new

normal mode of learning. These strategies are the following:

3.1. Treat an online course like a real course.

Treat your online classes the same way you would in a face-to-face.

3.2. Hold yourself accountable.

By being organized, proactive, and self-aware, you can get the most

from your online class even when life outside of school becomes

chaotic.

3.3. Practice Time Management

The flexibility to create your own schedule is often one of the biggest

appeals of taking online classes.

3.4. Create a Regular Study Space and Stay Organize

Set up a dedicated learning environment for studying. By completing

your work there repeatedly, you will begin to establish a routine.

3.5 Eliminate Distraction

The best online students know how to lessen distractions and set

aside time to focus.

3.6. Figure out How You Learn Best

 Once you have established where you’ll learn, think about when and

how you accomplish your best work.

3.7. Actively Participate

Participate in the online class to help you better understand course

materials and engage with fellow classmates.

3.8. Leverage Your Network

Build a relationship with other students by introducing yourself and

engaging in online discussion.

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