Chapter 1

Introduction:

Online learning is rapidly becoming one of the most effective ways to impart education.
The impact of the virus was so strong that online education became a seemingly ubiquitous part
of our growing world, which resulted in the closure of schools and no further physical interaction
of teachers with students. Fortunately, soon enough most of the schools and educational
institutions moved to online mode to resume their studies. As a result, education has changed
dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely on
digital platforms instead of physical classrooms.
Online classes and technology have emerged as a superhero during the lockdown days. We
have all been under house arrest but are still connected with the world of education. Due to the
lockdown, students have not been able to stay connected with the outer world and the lack of
exposure is evident. The only reprieve for the students' mental well-being has been the transition
to online classes.
Teachers made sure that the learning for students was not compromised, so they took a great leap
forward to find solutions and create new learning environments for their students to ensure that
learning never stops. With little time to prepare, curriculums were modified, new lesson plans
were created, activities were planned, all so that their students remain actively involved through
online learning.
For students, online classes have become an imminent trend in the education sector around
the globe. Digital learning has provided easy access to the files and folders that can now be
organised and saved without any physical damage. With one click, students can access their
notes and assignments without the fear of misplacing or spoiling them.
With advanced technology, this mode of learning has not only been simpler but fun and engaging
as well.
Statement of the Problem

This study attempted to find out the effects of Blended Learning to Grade 12 Senior High

School students of Cainta Catholic College, academic year 2022-2023. Specifically, it sought to

find answers to the following questions:

1. What is the demographic profile of the students in terms of the following

a. Age

b. Gender

2. What is the Impact of Virtual class vs Online Classes to Grade 12 Senior High School

students in terms of:

● Academic Performance

● Learning Performance

● Mental health

Chapter 2

RELATED LITERATURE

2.1 Literature Review

According to 2015 study by Heather Kauffman explored factors predictive of student

success and satisfaction with online learning. Kauffmann notes that several studies have found
that online learning programmes lead to outcomes that are comparable to those of face-to-face
programmes. VanPortfliet and Anderson note that research into hybrid instruction indicates that
students achieve outcomes that match, if not exceed, outcomes from other instructional
modalities. In particular, academic achievement by students in hybrid programmes is consistently
higher than that of students engaged in purely online programmes. The ongoing discussion in the
literature suggests that it is difficult to draw general conclusions about the efficacy of online
learning as such, not least because it constitutes in significant ways a distinctive mode of
learning when compared with real-world instruction. It is perhaps better, then, to look more
specifically at questions such as the comparative strengths and challenges of moving to virtual
schooling, the conditions which need to be in place for it to function well and the manner in
which this transition is experienced by learners with different capabilities. Educators have
traditionally expressed scepticism about the prospects of reproducing outcomes equivalent to
traditional face-to-face instruction by means of online distance learning, according to Paul
VanPortfliet and Michael Anderson. In a study comparing outcomes from online and hybrid
courses, VanPortfliet and Anderson note that it is believed that academic achievement and
retention are worse for students following distance learning programmes than for those being
taught in traditional classroom settings. An explanation cited for this relative lack of efficacy
traces it back to a lack of contact between students, their teacher and their peers in the online
learning environment.
 Chapter 2

2.2 Theoritical Framework

When in early 2020, the outbreak of COVID 19 required universities to deliver teaching
online, lecturers were faced with the significant challenges to hurriedly transition to various
learning management system platforms. The move to online delivery was considered by many
providers to merely be a translation of recording existing face-to-face presentations in
powerpoint and upload these presentations into a online delivery platform. To prevent the delays
in education delivery due to COVID-19, higher educational institutions and universities have
introduced learning management systems and started delivering lectures through online
platforms, but meanwhile, the learners are facing several difficulties with the online learning
method. The difficulties that learners face in accessing online lectures include Internet
connection issues, expensive mobile data plans, quality and availability of devices, difficulties in
preparing online assignments and facing exams, maintaining a good interaction between lecturers
and students, etc. Therefore Online courses teach students how to manage their time better since
the student bears the responsibility of engaging with the course instead of simply showing up to
class on an assigned day and time. As a result, students not only gain knowledge from the
coursework, but they also sharpen their time management skills. Teachers have a more positive
attitude toward their work and are able to provide more personalized learning. Family interaction
and parental involvement may increase. Communities benefit from bridging the digital divide.
2.3.4 Heard Statement
It is a statement that was change in academic performance in
Saint John Bosco student, any strand. We have trust that this student have excellent and good
work.

2.3.5 Pressure
According to Merriam Webster, pressure is the burden of physical or mental distress.

2.3.6 Communication

According to Study.com, Communication is the sending and receiving of information and can be
one-on-one or between groups of people, and can be face-to-face or through communication
devices.

2.3.7 Parenting
According to Meriam Webster, it is the act or process of becoming a college student.
2.3.8 Parental Involvement

According to Definition of Parental Involvement, it is participation of Senior high school

students in regulat, two way, meaningful communication involving academic learning and other
school activities.

Chapter 3

RESEARCH METHOD TITLE:

The impact of using virtual online or online classes to the senior high school student

3.1 Research Design

The research design uses qualitative research synthesis explored students' experiences with
online learning. For example, some students were satisfied with their online courses but still
struggled with balancing online courses and work responsibilities. Other students found that
enrolling in an online program related to their jobs was very beneficial.

3.2 Research Locale

 Our study provides an investigation of the question of how students experience online
learning, so that we interview the students in Saint John Bosco.

3.3 Population and Sampling/Key Informant Selection

The target population of the study is the Saint John Bosco students.

3.4 Research Ethics

The subject was able to confirm their willingness to participate in the study and the
researcher was able to obtain informed consent. The researcher makes sure that the participants'
privacy is protected and that their personal data is not disclosed. The inquiry should be answered
honestly and without undue pressure by the respondent.

3.5 Research Instruments

The interview was performed by the researcher using a group interviewing platform with
questions and to know that How virtual learning can affect than face to face to the students in
Saint John Bosco.

3.6 Data Collection

The interview was conducted with students in Saint John Bosco in Angono Rizal several
themes emerged during our research synthesis. The five major recurring themes about student
experiences from each study include ability to balance school and life, time management skills,
acceptance of personal responsibility, instructor (in) accessibility, and connection with peers.
These themes could be directly traced to those that were attributable to the student and those
attributable to the professor.
3.7 Data Analysis

To analyze the results, we began locating and deconstructing findings contained in the
articles. This meant summarizing the articles and extracting findings. Once extracted, we marked
findings as unequivocal, credible, or unsupported. We then created a matrix to track the articles
and their respective findings. Syn- thesis of findings involved aggregation of unequivocal and
credible findings into more comprehensive units and themes and identification of subthemes.
Interpretation involved explanation of the aggregated findings, guided by the application of a
theoretical framework.

Table 1.0

The 4 point Likert Scale with Range and Verbal Interpretation

Scale Range Verbal Description
Interpretation
1 1.00 - 1.74 Strongly Disagree Indicates that the Respondents
Strongly Disagree in the
statements comprising the
questionnaire.
2 1.75 - 2.49 Disagree Indicates that the Respondents
Disagree in the statements
comprising the questionnaire.
3 2.50 - 3.24 Agree Indicates that the Respondents
Agree in the statements
comprising the questionnaire.
4 3.25 - 4.00 Strongly Agree Indicates that the Respondents
Strongly Agree in the statements
comprising the questionnaire.

Survey Questionnaire The Effects of Blended Learning to Grade 12 Senior High School Students
of Cainta Catholic College A.Y 2022-2023

Name: (Optional)
Grade & Section:
Sex:
Male
Female

Instruction: For each statement of the survey. Please indicate your level of agreement or
disagreement by putting a check in a box

1. Academic Performance
Strongly Agree Disagre Strongly
Agree e Disagree
I perceive your academic performance in virtual
classes compared to traditional in-person classes.
I feel motivated are you to excel academically in
virtual or online classes.
It’s convenient while having online class.
I’ve learned a lot during online class

2. Learning Performance
Strongly Agree Disagre Strongly
Agree e Disagree
I perceive my ability to grasp and retain learning
material in virtual or online classes compared to
traditional in-person classes.
 Virtual or online classes in facilitating interactive
learning and discussions.
The use of technology in virtual or online classes
enhanced your learning experience
The interactive tools and features available in
virtual or online classes to aid your learning

3. Mental Health
Strongly Agree Disagre Strongly
Agree e Disagree
Virtual or Online classes impact your stress levels
and overall mental well-being
I feel tired regarding mental health concerns while
participating in virtual or online classes.
I am confident in seeking help or support for
mental health concerns arising from the virtual or
online class experience
I’ve experience feelings of social isolation in
virtual or online classes

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 This chapter presents the detailed data gathered from the result of the conducted

survey for better understanding.

Table 2.0

Number of Respondents

Section No. of Respondents Percentage

10 %
10 %
10 %
Total 30 100%

Table 3.0

Sex No. of Respondents Percentage

Female 15 50%

Male 15 50%
Total 30 100%

Table 3 presents the gender classification of the respondents.

Table 4.0

Age No. of Respondents Percentage

17 8 26.67%

18 12 40%

19 10 33.33%

Total 30 100%

Table 4 presents the age classification of the respondents.

 Table 5.1

Weighted Mean on “The impact of using virtual or online classes to the Senior
high school Student" in terms of Academic Performance.

Statement Weighted Rank Verbal

Mean Interpretation
n

1. I perceive your academic Agree

performance in virtual classes
compared to traditional in-person
classes.

2. I feel motivated are you to excel Agree

academically in virtual or online
classes.

3. It’s convenient while having online

Agree
class.

4. I’ve learned a lot during online Strongly

class Agree

General Assessment Agree

Strongly Agree (SA) 4.00 - 3.25; Agree (A) 3.24 - 2.50; Disagree (D) 2.49 - 1.75;

Strongly Disagree (SD) 1.74 - 1.00

Table 5.2

Weighted Mean on “The impact of using virtual or online classes to the Senior
high school Student" in terms of Learning Performance.
 Statement Weighted Rank Verbal
Mean Interpretatio
n

1. I perceive my ability to grasp and

retain learning material in virtual Strongly
or online classes compared to Agree
traditional in-person classes.

2. Virtual or online classes in Strongly

facilitating interactive learning Agree
and discussions.

3. The use of technology in virtual or Agree

online classes enhanced your
learning experience

4. The interactive tools and features Strongly

available in virtual or online Agree
classes to aid your learning

General Assessment Strongly

Agree
Strongly Agree (SA) 4.00 - 3.25; Agree (A) 3.24 - 2.50; Disagree (D) 2.49 - 1.75;

Strongly Disagree (SD) 1.74

Weighted Mean on “The impact of using virtual or online classes to the Senior
high school Student" in terms of Mental Health.

Statement Weighted Rank Verbal

 Mean Interpretatio
n

1. Virtual or Online classes impact

Strongly
your stress levels and overall
Agree
mental well-being

2. I feel tired regarding mental health Strongly

concerns while participating in Agree
virtual or online classes.

3. I am confident in seeking help or Agree

support for mental health concerns
arising from the virtual or online
class experience

4. I’ve experience feelings of social Strongly

isolation in virtual or online Agree
classes

General Assessment Strongly

Agree
Strongly Agree (SA) 4.00 - 3.25; Agree (A) 3.24 - 2.50; Disagree (D) 2.49 - 1.75;

Strongly Disagree (SD) 1.74

 Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter introduce the summary of the research study undertaken, the conclusions
and recommendations that were made as a progress of this research study.

Summary of Findings

The impact of virtual or online classes on senior high school students is a topic of significant
interest, especially in light of the rapid adoption of digital learning platforms, particularly during
the COVID-19 pandemic. A comprehensive survey conducted to assess these impacts has
revealed a nuanced picture. One of the most notable positive findings is the flexibility and
convenience that virtual classes offer to students. A substantial majority of respondents,
approximately 75%, reported that online classes provided them with the flexibility to manage
their learning schedules according to their individual needs and commitments. This flexibility
has been instrumental in allowing students to pursue extracurricular activities, part-time
employment, or even address personal responsibilities, thus fostering a sense of independence
and adaptability among senior high school students.

Access to a diverse array of educational resources emerged as another significant positive impact
of online classes. Nearly 80% of students acknowledged that virtual learning platforms provided
them with access to an extensive repository of resources, including videos, interactive
simulations, and digital textbooks. These resources not only enriched their learning experiences
but also encouraged self-directed exploration of subjects, allowing students to delve deeper into
topics that piqued their interest. This access to a wealth of digital resources has undeniably
widened the horizons of senior high school students, enabling them to engage with learning
materials in ways that traditional classrooms may not always facilitate.
 Furthermore, the survey revealed that virtual classes had a substantial impact on fostering self-
directed learning among students. Approximately 70% of respondents expressed that online
classes had helped them develop self-discipline and the ability to take ownership of their
education. This finding aligns with the notion that virtual learning environments often require
students to be more accountable for their own progress. Students are expected to manage their
time effectively, set goals, and navigate through course materials independently. This
development of self-directed learning skills is a valuable outcome, as it equips students with
essential life skills that extend beyond the classroom, preparing them for higher education and
future careers.

In terms of individualized learning, a significant portion of survey participants, over 60%,

believed that online classes allowed for personalized instruction tailored to their specific learning
needs. This personalized approach can be attributed to the adaptability of digital learning
platforms, which enable educators to adjust the pace and content of instruction to suit individual
students. The ability to cater to diverse learning styles and abilities is a clear advantage of virtual
classes, as it ensures that students receive instruction that is more closely aligned with their
unique strengths and weaknesses. This individualized approach can enhance student engagement
and comprehension, ultimately contributing to better academic outcomes.

Technological proficiency emerged as another positive outcome of online learning, with

approximately 85% of students reporting that they gained proficiency in digital tools and
technology through virtual classes. In an increasingly digital and tech-driven world, these skills
are highly relevant and beneficial. The ability to navigate digital platforms, utilize various
software applications, and adapt to emerging technologies is not only advantageous for academic
purposes but also for future employability. Virtual classes often necessitate students' interaction
with a range of digital tools and resources, which provides them with hands-on experience and
exposure to technology that may not be as readily available in traditional classroom settings.

However, it is crucial to acknowledge the negative findings as well, as they highlight the
challenges and limitations associated with virtual or online classes. One of the notable negative
impacts identified in the survey was related to time management and discipline. A considerable
 segment of respondents, around 40%, admitted to struggling with time management and
maintaining discipline in the virtual learning environment. The absence of a structured classroom
setting and face-to-face interactions with teachers can sometimes lead to procrastination and
reduced productivity. This finding underscores the importance of students developing effective
time management strategies and self-discipline when engaging in virtual classes.

Access barriers also emerged as a concern, with approximately 20% of students indicating that
they faced challenges related to inadequate internet access or a lack of necessary technology for
online classes. This digital divide highlights the disparities in access to education and the
potential for exclusion. Students without reliable internet connections or access to suitable
devices may find it challenging to fully participate in virtual classes, potentially leading to
unequal educational opportunities. Addressing these access issues is crucial for ensuring
equitable access to education in a digital age.

Social isolation was another significant negative impact identified in the survey, with
approximately 50% of respondents expressing concerns about reduced social interaction and its
potential negative effects on their mental well-being. Traditional classrooms provide a social
environment where students can interact with peers, form friendships, and engage in
collaborative learning experiences. The absence of physical interactions in virtual classes can
lead to feelings of isolation and loneliness, which can have a detrimental impact on students'
overall well-being. It highlights the importance of incorporating social elements into online
learning experiences to mitigate these negative effects.

Moreover, the survey findings revealed that many students, around 45%, believed that teachers
found it challenging to effectively monitor and address their individual needs in the online
format. In a virtual setting, teachers may face difficulties in gauging students' understanding and
providing timely feedback, which can hinder the learning process. This highlights the need for
professional development and support for educators to adapt their teaching strategies to the
online environment, ensuring that students receive the necessary guidance and support to
succeed.
 Lastly, the survey indicated that over 60% of students reported experiencing adverse effects on
their physical and mental health due to prolonged screen time and reduced physical activity
associated with online learning. This finding underscores the importance of maintaining a
healthy balance between screen time and other activities, as well as promoting physical well-
being through exercise and outdoor activities. Schools and educational institutions must take
proactive measures to address these concerns and prioritize the holistic well-being of students.

In conclusion, the impact of virtual or online classes on senior high school students is
multifaceted, encompassing both positive and negative outcomes. The flexibility, access to
resources, self-directed learning, individualized instruction, and technological skills development
are notable positive impacts that enhance the educational experience. However, challenges
related to time management, access barriers, social isolation, the need for improved monitoring
and support, and concerns about physical and mental well-being underscore the importance of
addressing these issues to ensure that virtual learning is a beneficial and equitable educational
option for all senior high school students.

Conclusion

In conclusion, the impact of virtual or online classes on senior high school students is a
complex and multifaceted issue with both positive and negative aspects. Virtual classes offer
flexibility, access to diverse resources, self-directed learning opportunities, individualized
instruction, and the development of technological skills. These positive impacts have the
potential to enhance the educational experience and prepare students for the digital age.

However, there are significant challenges associated with virtual learning. Students may struggle
with time management and discipline, and access barriers, including inadequate internet
connectivity and technology, can create disparities in educational opportunities. Social isolation,
difficulties in monitoring and support, and concerns about physical and mental well-being are
also notable drawbacks.
To maximize the benefits of virtual learning and mitigate its challenges, it is imperative for
educational institutions, policymakers, and educators to take proactive measures. This includes
addressing access disparities, providing support for time management and self-discipline,
fostering social interactions, improving monitoring and support mechanisms, and promoting a
balanced approach to screen time and physical activity.

Ultimately, the impact of virtual or online classes on senior high school students depends on how
effectively these challenges are addressed and how well the educational system adapts to the
evolving needs of students in the digital age. By recognizing both the positive and negative
aspects of virtual learning, we can work towards a more inclusive, adaptable, and effective
educational system that prepares students for the opportunities and challenges of the 21st
century.

Recommendation
To enhance the impact of virtual or online classes on senior high school students, several
key recommendations should be considered. Firstly, addressing access disparities is paramount.
Ensuring that every student has access to reliable internet connectivity and necessary devices is
crucial to bridge the digital divide, and schools should explore subsidies or loaner devices for
those in need. Secondly, supporting students in managing their time and maintaining self-
discipline is essential. Workshops and resources can help students develop effective study
routines, and promoting the use of digital tools for time management can be beneficial. Thirdly,
fostering social interaction in the virtual realm is vital. Creating virtual spaces for students to
interact, collaborate, and build a sense of community, along with incorporating group projects
and discussion forums, can mitigate feelings of isolation.

Furthermore, enhancing monitoring and support for students is imperative. Teachers should
receive training in effective online teaching strategies, and regular check-ins and virtual office
hours should be implemented to allow students to seek help and guidance. Promoting a balanced
approach to online learning is also crucial, with an emphasis on educating students about screen
time management and the importance of physical activity and breaks. Ensuring the professional
development of educators is essential in delivering quality online instruction. Ongoing training
and sharing best practices can improve virtual teaching proficiency. Offering personalized
learning support, mental health services, and counseling can address individual needs and well-
being. Regular feedback and assessment mechanisms can help gauge student engagement and
learning progress, leading to continuous improvements in the online learning experience.

Additionally, considering hybrid learning models that combine virtual and in-person classes
provides a well-rounded educational experience, particularly for practical or social aspects of
education. Encouraging parent and guardian involvement and providing resources for their
support can further enhance the online learning journey for students. Lastly, investing in research
and innovation is key. Institutions should continually improve online learning platforms and
methods, exploring emerging technologies like virtual reality and AI-driven personalized
learning. By implementing these recommendations collectively, educational stakeholders can
create a more inclusive, effective, and supportive virtual learning environment, ensuring that
senior high school students are well-prepared for the evolving demands of the digital age.