The Adaptability and Productivity on Online

Learning of the Selected Junior and Senior High

School Student of St Patrick Math-Sci School
During COVID 19 Pandemic

A Research Paper Presented to

The Faculty of St. Patrick Math-Sci School
In Partial Fulfillment for the Subject
Practical Research 2

By

Kent Chester Badilles

Josh Robert A Basas
Neil Roed Dagohoy
Gwenneth Montero
Charis Amethyst C. Labordo
Pink Khatifa Tancio

October 2022
 CHAPTER I:
THE PROBLEM

Introduction

Online learning affect changes in both teacher's teaching and student learning especially during

this pandemic COVID 19. Spreading across the globe, many countries have ordered the closure of all

educational institutes. The COVID-19 pandemic has many elements that make it exceptionally stressful

for students' safety concerns prevail due to the potential risk to health and well-being for individual

students but also for their family members, friends, and colleagues. Many students have also had to cope

with the sense of isolation and loneliness that accompanies adherence to guidelines to engage in physical

isolation or social distancing. Stress and anxiety are also elicited by circumstances that have resulted in

complete disruptions of daily routines. Educational institutions have come to a functional standstill since

they had to protect their students from viral exposures, which are likely in a highly socializing student

community. Among higher education students required to adapt to an abrupt transition to synchronous

online learning due to the global COVID-19 pandemic. The ability to adapt is central to coping and

problem-solving with adaptability being related to—but distinguishable from—resilience (see Martin,

2017). Programmatic research by Martin and colleagues has focused on adaptability to new and

uncertain circumstances. A measure known as the Adaptability Scale was created by Martin, Nejad,

Colmar, and Liem (2013) to assess levels of adaptability in general. This nine-item self-report inventory

has been used in numerous investigations that consistently show the benefits of having the capacity to

effectively adjust to new and uncertain circumstances. This research focused on the adaptability and

productivity of how Online Learning affects the student of St. Patrick Math Sci School of both Junior

and Senior high school during this Covid -19 pandemic.

Statement of the Problem

This study aims to determine the significant relationship between the Adaptability and

Productivity in Online Learning of the selected Junior and Senior High School student of St. Patrick

Math Sci School during this COVID 19 pandemic.

Specifically, it intends to answer the following questions:

1.) To determine the level of adaptability of the students in terms of

1.1) Self efficacy

1.2) Critical Thinking

2.) To determine the level of productivity of the students in terms of:

2.1) Time Management

2.2) Students Achievements

Significance of the study

This study will be beneficial to the following individuals:

Student. This research will be productive and valuable to the students, because it can help them to know

more about how they can adapt, use and improve their productivity for the challenges and struggles in

the online learning. And for them to be aware of what they can do or make use of the said research.

Teachers. This research will be valuable to the teachers because they are also being affected by the

struggles and challenges of online learning, having gone through it themselves. It may also assist them

in learning more about the findings of this study.

Parents. This research will help the parents to know more about the struggles of the students and for

them to be aware about how the students adapt and use their productivity on their struggles and

challenges for online learning during the pandemic

Future Researchers. This research will be useful to future researchers because it will help them

undertake more research that is relevant to this subject. This research will help them obtain some facts

from this research paper that they will find useful while conducting their own research for future

presentations.
Scope and Delimitation

This study focuses on the impact of Adaptability and Productivity of the student in Online

Learning during pandemic. The study will be limited in determining the adaptability of the student in

terms of self-efficacy and critical thinking and also to determine the productivity of the student in terms

of time management and student achievements. A survey was conducted here in St Patrick Math Sci

school, the member of students who can participate is limited to 100 Junior and Senior high school

students
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature that the researcher considered in strengthening the

importance of the present study. It also presents the synthesis of the study to fully understand the

research for better comprehension.

Adaptability of the students to Online Learning

An abrupt transition to online learning is impacting the students who are trying to learn as the

pandemic continues to unfold. As more and more students move to online learning, experts say those

who have a greater ability to adapt to novel situations and uncertainty are better able to learn online

examined in a study published by the American Psychological Association’s journal Scholarship of

Teaching and Learning in Psychology, researchers at York University(October 2020)

Moreover, Gordon Flett, Canada Research Chair in Personality & Health, (2020) they studied a

sample of 1,217 college students from Israel who completed an online questionnaire after transitioning

to online learning during the COVID-19 pandemic. The data revealed that the students who feel like

they belong, and have a sense of mattering, are better able to adapt to online learning. Adaptability as

defined by the study is the capability of being able to adjust effectively to novel, uncertain and

potentially threatening circumstances. They found certain types of students are more adaptable and

better able to cope than others.

People who are more extroverted to begin with, higher in psychological openness, which means that

you're more willing to try new things and look at things from a different perspective − more agreeable

people − would be more likely to adapt to this new normal, because the social network would be there
for them. The people who are going to have a more difficult time with such a major transition are those

who tend to have difficulty controlling their negative emotions.

Overall, compared to their experience in previous traditional face-to face learning, students in the

study experienced online learning as substantially less positive in all aspects of the two learning

experiences with significantly higher levels of stress and isolation as well as negative mood and

significantly lower levels of positive mood, relatedness, concentration and focus, motivation and

performance. It’s very easy when you’re online to feel like no one is paying attention to you. How

people feel about themselves in uncertain times makes a difference. That includes finding out for some

people who thought they were adaptable and resilient, that they’re not. It is not simply about resilience;

it is about adaptability and finding ways to encourage it. It’s the sort of thing that is relevant to what life

is going to be like − regardless of what age they are right now − as they go forward. We know today’s

young person may have to change his or her job several times and re-orient as new opportunities emerge

and old opportunities no longer are available to them. Arguably, this might be the most relevant

individual difference factor right now for the current time because people are in this giant mass

experience with needing to adapt.

The role of adaptability in helping high school students navigate their online learning during a

period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-

Resources theory and data from a sample of 1,548 Australian high school students in nine schools, we

examined the role of adaptability in predicting students’ online learning self-efficacy in mathematics and

their end of year mathematics achievement. It was found that beyond the effects of online learning

demands, online and parental learning support, and background attributes, adaptability was significantly

associated with higher levels of online learning self-efficacy and with gains in later achievement; online

learning self-efficacy was also significantly associated with gains in achievement—and significantly
mediated the relationship between adaptability and achievement. These findings confirm the role of

adaptability as an important personal resource that can help students in their online learning, including

through periods of remote instruction, such as during COVID-19, Martin (2020).

Self-Efficacy of the students in Online Learning

One of the component in successful online learning is self –efficacy; however, most existing

studies of online self-efficacy focus on the computer. Although computer self-efficacy is important in

online learning, researchers have generally agreed that online learning entails self-efficacy of

multifaceted dimensions; therefore, one of the purposes of the current study was to identify dimensions

of online learning self-efficacy. Online learning self-efficacy is an individual's perceptions of the

students of his or her abilities to successfully complete specific tasks required of online learners. The

definition of self-efficacy is based on the work of Bandura (2012).

An individual’s general self-efficacy affects their cognitive behaviors in several ways. Previous research

has found general self-efficacy to influence how people interpret persuasive messages designed to

encourage behavioral change. No previous work has looked into how general self-efficacy affects the

interpretation of vicarious experience information and how this affects self-efficacy in being able to

complete a set task within a career skills online learning environment. The study presented considers this

knowledge gap, analyzing the effect of six different types of vicarious experience information on the

self-efficacy of online workshop participants to complete a set task. In analyzing the results, each

participant’s general self-efficacy was considered, Natalie Wilde, Anne Hsu (2019)

Academic performance and good grades are among the most important goals at all levels of

school, with favorable effects for both students and educational systems, Hayat et al., (2020).
 As a result, one of the most important concerns of researchers and educational psychologists has

always been identifying the factors impacting students' academic progress, as well as one of the issues

encountered by medical schools. Researchers have focused on recognizing the impact of motivation,

learning techniques, and academic emotions In students' learning and performance in this regard.

However, correlation analysis and qualitative methods have been used in the majority of studies. and

experimental approaches; they have revealed a positive and simple relationship between these variables

and academic performance and have not shown a direct and indirect effect of these variables on each

other.

Moreover, most of these studies have been carried out in the field of psychology, social sciences, and

education, and the results of these studies cannot be generalized to the medical context. Since the nature

of the academic field is supposed to affect the students' learning strategies there may be a difference

between medical students' learning approaches in comparison with those of other students in higher

education. Using the studies found on Nosignificantdifference.org, Merlot (2015) as indicator of the

effectiveness of distance and online learning, it would be observed that about 92% of all distance and

online education studies find that distance and online education is at least as effective, if not better, than

traditional education.

Students Achievements in Online Learning

Online schooling quickly became the new normal for the students when school buildings closed

to help curb the spread of COVID-19. Although the full impact this will have on student performance

will not be understood for quite some time, a study published in the April issue of the journal

Educational Researcher may offer a glimpse, Lexington, Ky. (June 10, 2020)
Joseph Waddington, an assistant professor in the University of Kentucky College of Education

Department of Educational Policy Studies and Evaluation, is part of a research team that analyzes

student performance in charter schools. Virtual charter schools are offered in 21 states across the U.S.,

including in Indiana, where the majority of Waddington’s research data is collected.

The results of the study published in April do not bode well for virtual learning. The research

team found that students who switched from traditional public schools to virtual charter schools saw test

scores in mathematics and English/language arts drop substantially, and the lower scores persisted over

time. When students across the U.S. abruptly shifted to online learning, Waddington and his colleagues

considered whether their performance would mirror that of students in virtual charters. Researchers,

policymakers, teachers, school administrators and parents alike have all been concerned about the

negative consequences for student learning resulting from the dramatic shift to online instruction during

COVID-19, amongst other health, safety and socioemotional outcomes. We knew we could not directly

compare virtual charter schools and the online learning taking place during COVID-19. However, we

thought it would be beneficial to provide the community with a research-informed discussion of the two

online learning environments, since many individuals have been eager to catch a glimpse of the potential

impacts on student achievement.

Ricarda Steinmayr, et al. (2020), Academic achievement represents performance outcomes that

indicate the extent to which a person has accomplished specific goals that were the focus of activities in

instructional environments, specifically in school, college, and university. School systems mostly define

cognitive goals that either apply across multiple subject areas (e.g., critical thinking) or include the

acquisition of knowledge and understanding in a specific intellectual domain (e.g., numeracy, literacy,
science, history). Therefore, academic achievement should be considered to be a multifaceted construct

that comprises different domains of learning. Because the field of academic achievement is very wide-

ranging and covers a broad variety of educational outcomes, the definition of academic achievement

depends on the indicators used to measure it. Among the many criteria that indicate academic

achievement, there are very general indicators such as procedural and declarative knowledge acquired in

an educational system, more curricular-based criteria such as grades or performance on an educational

achievement test, and cumulative indicators of academic achievement such as educational degrees and

certificates. All criteria have in common that they represent intellectual endeavors and thus, more or

less, mirror the intellectual capacity of a person. In developed societies, academic achievement plays an

important role in every person’s life.

It was supported by the research Merlot (Vol.6 No.1, March 2010) to analyze student achievement using

submitted assignments for two sections of a graduate course in human development and learning, taught

both online and face-to-face, as well as three sections of undergraduate educational psychology, two of

which were taught face-to-face, and one taught online. Results suggest there were no significant

differences between the work submitted by students from the online sections and from the face-to-face

students, and that the methods of instruction are more important than the delivery platform.
Students Productivity

The productivity in education is extensive. The object of this effort is to find a production

function--a mathematical expression of the relationship between inputs and outputs in education. In this

paper, the status of the literature on production functions is reviewed. Most of these approaches have

seen schooling as something that is done to students, rather than thinking about education as something

that students essentially do for themselves. An argument is developed that makes students the key

factors in shaping school outcomes, and therefore a central focus of our thinking about productivity. The

paper concludes with suggestions for research and policy. (Benjamin Levin University of Manitoba The

literature)

In the past decade educational systems around the world have come under sharp criticism

because of a feeling that students are simply not learning enough. Many countries made major

efforts to expand educational provision in the 1950s and 1960s with the idea that more education

would lead to many other social goods, such as increased economic success, greater social

harmony, less poverty, less crime, and the like. While expenditures on education increased

steadily in most industrialized countries through the 1970s, for at least the last fifteen years there

has been contention that the higher investment has not brought the anticipated results (Hallak,

1990). More is spent on education, yet economic and social circumstances do not seem to

improve. Of course such an argument is a simplification, and not uncontroversial. One could take issue

with every statement within it. For example, there are all sorts of reasons beyond spending levels

as to why students and schools perform as they do. In many countries public support for

education remains high, and there is not the same sense of crisis that envelops education policy in
the United States. Some critics see the attack on schooling as a neo-conservative effort to move.

According to Minh Q. Huynh (2005) the meanings of learning productivity from the selective

literature and points out the need to conceptualize learning productivity in an e-learning environment. It

draws on Habermas’ Cognitive Interests Theory as the conceptual foundation. The proposed framework

for e-learning productivity describes three distinct orientations: instrumental, communicative, and

emancipatory. The common notion of e-learning productivity often focuses mainly on instrumental

objectives that are measured in terms of higher achievement, better test scores, more satisfaction, less

cost, and so forth. Yet, this article argues that the notion of e-learning productivity should also

encompass the aspects of reaching common understanding, building team consensus, and achieving

critical reflection, self-actualization, and emancipation from constraints, because all of these are relevant

aspects in today’s technologically rich learning environment.

Time Management

According to Richelle V. Adams (2019) Time management can be defined as clusters of

behavioral skills that are important in the organization of study and course load. Empirical evidence

suggests that effective time management is associated with greater academic achievement as students

learn coping strategies that allow them to negotiate competing demands. Students are tasked to juggle

the work–life balance without much institutional support, and the way that higher education institutions

are organized tends to lead to peaks and troughs in the student workload. found that noncognitive

personal behaviors such as a student’s time perspective are effective predictors of academic outcomes as

poor time management approaches mean that students find it hard to plan their work and may feel

agitated toward the end of a course—when they are likely to be assessed. found that students perceived
poor time management to also be related to particular negative examination outcomes—whether this is

actually the case or whether this is a case of self-serving bias, there is a clear association between

student performance and their ability to manage time effectively, Richelle V. Adams (2019)

According to Erik Blair (2019) A number of studies have identified the positive impact of time

management. Time management skills have been shown to have a positive impact on student learning

and student outcomes and report that the capacity to successfully manage their time is the foundation of

students developing good study habits and strategies for success. Time management offers individuals

the means to structure and control their activities and found that time management is important beyond

the university campus, where the capacity to manage one’s free time is found to significantly increases

an individual’s quality of life. also suggests that the balance between sleep, exercise, and appropriate

diet alongside an increase in “downtime” would lead to a decrease in student illness, therefore

suggesting the link between time management a physical health, Erik Blair (2019).

According to Khan and Nazrulla (2015) Time management plays a vital role in improving

student’s academic performance and achievements. Each and every student should have time

management ability which includes setting goals & priorities, using time management mechanism

and being organized in using time. Here time management is only possible through self-motivation;

performance, ability and motivation are the few activities performed by today’s university students,

which act as a barrier between them and their academic performance. Due to miss management of time

they gap behind. This study will help to analyze the positive or negative impact of time management

on academic performance of students. It will also help to make some decision about changes we

would like to make to use our time more effectively There is no one right way to manage our time;

however; it is important to get to know our self, so we can make good decisions about how to use our

time. Likewise, in the process of providing educational services this issue has been a subject of interest
discussed and emphasized in several platforms and an attempt has been initiated to assess and analyze

time and the time management attitudes and behaviors of students in educational institutes. Muhammad

Saqib Khan et al. (2015)

Critical Thinking

According to Einav Aizikovitsh-Udi, Diana Cheng Beit Berl College, Kfar Saba, (2015) Critical

thinking (CT) is a capability essential to contemporary life. Furthermore, the benefits of critical thinking

are lifelong, supporting students in the regulation of their study skills, and subsequently empowering

individuals to contribute creatively to their chosen profession. In this paper, we argue that critical

thinking is constituted through both dispositions and abilities. While the abilities may be developed

through direct instruction, the dispositions are better thought of as “habits of mind” and their

development requires long-term participation in learning environments conducive to reflection and

argumentation. (Einav Aizikovitsh-Udi, et al.2015).

The article focuses on the problem of developing students' critical thinking skills, which help

them become independent learners. Analysis of research works of educators and scholars enable the

authors to reveal qualities, necessary for students to enhance their critical thinking skills and become

independent learners. Different points of view on the problem are given. The authors pay attention to the

big role of command, team work. They consider project technology as one of its varieties, directed to

improvement of learners creative and cognitive potential. The authors conclude that proper organization

of independent work contributes much to development of students' critical thinking, reflective skills.

(Kopzhassarova, Umit et al. 2016).

Colleges and Universities recognize that one of the primary goals of higher education is to

promote students' ability to think critically. Using data from the Wabash National Study of Liberal Arts
Education (WNS), this study examined the relationship between faculty teaching practices and the

development of students' critical thinking skills, specifically the differences between students' self-

report and the direct assessment of critical thinking. The results from multinomial logistic regression and

OLS regression analyses showed that asking challenging questions increased both students' self-reported

and the directly measured critical thinking abilities. Interpreting abstract concepts as well as giving

well-organized presentation increased students' self-reported gains in critical thinking; however, these

same practices did not significantly impact their CAAP scores. Inconsistent with previous literature,

class presentations as well as group discussions decreased either students' self-reported or directly

assessed critical thinking abilities. These findings can guide faculty teaching practices to foster critical

thinking for first-year college students. According to Shim Woo Joeng et.al. (2012) This research

examines how the use of the CAT (Critical thinking Assessment Test) and involvement in CAT-Apps

(CAT Applications within the discipline) training can serve as an important part of a faculty

development model that assists faculty in the assessment of students' critical thinking skills and in the

development of these skills within their courses. Seventy-five percent of faculty participating in a CAT

scoring workshop at their institution reported greater understanding of students' strengths and

weaknesses in critical thinking and 45% reported that CAT scoring had changed their teaching practices

and/or assessment. In addition, participants attending a training session on CAT-Apps reported a greater

willingness to place more emphasis on critical thinking assessments and less on factual knowledge

assessments in their courses as a result of participation in training, Haynes Ada, et al. (2016)
 The purpose of this study was to investigate the effect of RICOSRE learning models towards

critical thinking skills of students with different academic abilities. This quasi-experimental study

employed a pretest-posttest nonequivalent control group design and involved all the eleventh-grade

students from high schools in Malang, Indonesia. The sample consisted of 134 students from two

separate schools which represented different academic abilities (high and low). Data were collected

using an essay test on students' critical thinking skills. A rubric was employed to assess students'

answers and the results were analyzed using ANCOVA. Findings suggest that there is a difference

between the critical thinking skills of students whose learning was facilitated with RICOSRE and critical

thinking skills of students who were engaged in conventional learning, there is a critical thinking

difference between the high and low ability students, here is a difference in students' critical thinking

skills affected by the interaction between learning models and students' academic abilities. Based on the

results of this study, it can be concluded that RICOSRE can close the critical thinking skills gap between

the high and low ability students. (Mahanal et.al.2019).

Related Review of Studies

According to Becca Cornell (2020) How to Increase Productivity taking online classes. With the

world suddenly online, being productive at home is essential to be successful; especially for anyone

taking online classes. You should know that if you stay productive, you can get more done in less

amount of time and some of the student are just now being forced to adapt their educational systems to

new educational system. we research about the role of adaptability in predicting students’ online

learning self-efficacy in their achievement of the semester in this year.

According to , Anuragini Shirisha et al. (2011) Online learning environments facilitate improved

student learning by offering IT tools to enhance student productivity- and creativity-in-learning. Online

learning environments facilitate improved student learning by offering IT tools to enhance student

productivity- and creativity-in-learning. Online learning environments facilitate improved student

learning by offering IT tools to enhance student productivity- and creativity-in-learning. COVID-19

impacted social-distancing measures forced an abrupt switch to online learning in most universities,

putting immense pressure on the students to creatively adapt to new ways of online learning.

According to Andrew J. Martin et al. (2021) Adaptability and High School Students’ Online

Learning During COVID-19 The present study investigated the role of adaptability in helping high

school students navigate their online learning during a period of COVID-19 that entailed fully or

partially remote online learning. We examined the role of adaptability in predicting students’ online

learning self-efficacy in mathematics and their end of year mathematics achievement. It was found that

beyond the effects of online learning demands, online and parental learning support, and background

attributes, adaptability was significantly associated with higher levels of online learning self-efficacy
and with gains in later achievement; online learning self-efficacy was also significantly associated with

gains in achievement—and significantly mediated the relationship between adaptability and

achievement. These findings confirm the role of adaptability as an important personal resource that can

help students in their online learning, including through periods of remote instruction, such as during

COVID-19.

Online learning self-efficacy and learning satisfaction

Demei Sheena Moon-Heum et al. Unpacking online learning experiences: Online learning self-efficacy

and learning satisfaction. (2013) Self-efficacy is believed to be a key component in successful online

learning; however, most existing studies of online self-efficacy focus on the computer. Although

computer self-efficacy is important in online learning, researchers have generally agreed that online

learning entails self-efficacy of multifaceted dimensions; therefore, one of the purposes of the current

study was to identify dimensions of online learning self-efficacy.

Self -Efficacy Achievement as an Outcome of Online Learning

In most JD-R models, workplace outcomes reflected in diverse forms of performance (e.g.,

retention and achievement) are the final part of the process (though, the process is cyclical over time;

Collie et al., 2020a). Extrapolating to learning and instruction processes under a JD-R framework,

academic achievement is contended as an analogous performance outcome. Thus, the final part of the

process examined in our hypothesized model considers the association between online learning self-

efficacy and subsequent achievement. This component is also supported by conceptualizing from social

cognitive theory (Bandura, 1997) and supported by a long line of empirical research in education

(Martin, 2007, 2009; Lee et al., 2014; Schunk and DiBenedetto, 2014). We therefore hypothesize a

positive link between online learning self-efficacy and achievement. Moreover, given our focus on
adaptability as a predictor of online learning self-efficacy, we also explore the indirect association

between adaptability and achievement via online learning self-efficacy.

Effectiveness of Online Learning on Students' Achievement

An experimental design was carried out to study the effectiveness in learning of tenth grade

students in Physics, when taught through online and face-to-face (F2F). A mash-up of different online

tools and learning environment is used for the study. Website 'Wiziq.com' provides these online tools

and learning environment hence it is used for the study of effectiveness of online learning on students'

achievement. A high score in achievement among students' taught and studied through online tools and

online learning environment was found through this research. Similarly, achievement among students of

F2F teaching was found low, this is because in F2F learning, collaborating and sharing of resources is

limited to the walls of classroom, but online learning made possible to learning, collaborating, and

sharing of resources beyond four walls. Online learning environment provides features such as, user

center, user control and communication, and making teaching learning process learner centric, (Baig,

Muntajeeb Ali 2020).

Online learning could develop students’ critical thinking skills

Josephine A Larbi-Apau (2021). Online learning could develop students’ critical thinking skills. As a

subject, critical thinking has been defined in literature to include the demonstration of cognitive maturity

and intellectual capabilities, sound reasoning and representations, application of prior learning

experiences to new knowledge, and the degree of thoughtfulness regarding its processes. Others have

sought to include reflective dialogue, the ability to provide evidence of problem-solving and sound

decision-making skills, as well as the application of mental and emotional equability. Developing

critical thinking should be devoid of moral ambiguities which seek to promote self-gratification,

skepticism and altruism by either the faculty or student. Indeed, helping students to develop critical
thinking skills means the adoption of an effective communication style regarding the ability of the

faculty member to moderate and keep focused during class interactions. It is unsurprising that critical

thinking is recognized as a major skill for job placement across the globe and considered one of the most

important skills for success in higher education. It allows students to evaluate sources of information for

reliability, develop analytical skills, demonstrate intellectual capabilities, and apply them in real-life

contexts. E-learning has become the new normal in many places of learning, with the key purpose of

averting the effects of the COVID-19 pandemic. In addition, the benefits of e-learning, if exploited

effectively, can help to mitigate the effects of deferment and conventionalism in these institutions, and

promote the critical thinking skills development of students as would be expected in conventional

residential practices. More often than not, e-learning has been criticized for not being able to engage

students amply, although myriads of research have proved that it is an action- and student-oriented

model which, when applied effectively, has the potential to achieve optimal education and learning

outcomes. Obviously, teaching students to develop critical thinking skills in residential systems has not

been easy since it requires the physical presence of both faculty and students to engage in the analysis

and synthesis of complex ideas for clarity, better assimilation, and application.

To apply the same effectively in an online environment will require augmented knowledge, not only in

the subject matter, but also knowledge in the dynamics of online learning including context, influential

theories, and application of germane instructional strategies, among others, Josephine A Larbi-Apau (27

May 2021)
Theoretical Framework

This study is primarily anchored by the Theory of Educational Productivity that employs a

number of approaches to discover the elements that influence a student's academic performance in this

investigation of academic accomplishment. Walberg’s (1981) theory of educational productivity was

empirically tested as one of very few theories of academic achievement. According to his theory, a

student's cognitive, behavioral, and attitudinal, have an impact on educational achievements.

This theory is supported by Sejčová (2006) which explains that an important factor contributing to

good results of students in individual subjects is their attitude towards them. Furthermore, Kubiatko

(2013) argues that if attitudes towards a subject and school are positive, also the achievement of students

gets better.

Ajzen (1993) pointed out that attitude is an individual’s disposition to react to a certain object,

behavior, person, institution, event or other discriminable aspect of the individual’s world. Ajzen

recognized that attitude can be measured through the reaction or responses of the person toward the

object of the attitude which can be favorable or unfavorable toward the object, persons, institution,

events or situations.

Papanastasiou (2005) identified five factors of student attitudes toward research. These were the

factors of usefulness of research, anxiety, positive feelings about research, life relevancy of research to

the students, and difficulty of research.

Moreover, Narad and Abdullah (2016) defined academic performance as the knowledge gained

which is assessed by marks by a teacher and/or educational goals set by students and teachers to be

achieved over a specific period of time. It is the measure of a student's performance in various academic
subjects. Teachers and education officials generally measure performance using class performance, and

the results of standardized tests.

Conceptual Framework

According to Swaen (2015), a conceptual framework explains what you plan to discover. It defines the

related variables and maps out how they might relate to each other. The conceptual framework will map

the expected relationship between them. The conceptual framework shown above is the map of this

study.

Variable #1: Variable #2:

1.) Adaptability 2.) Productivity

2.1) Time Management

1.1) Self-Efficacy
2.2) Students Achievements
1.2) Critical Thinking

Figure 1: Conceptual Framework

Hypothesis

This part of research states the formulated hypotheses of the research upon the result of the

analyses.

Alternative: There is a positive significant relationship between the adaptability and productivity

in the online learning during pandemic.

Null: There is no positive significant relationship between the adaptability and productivity in

the online learning during pandemic.

Definition of Terms

Self-Efficacy. Conceptually, Self-Efficacy is defined as a person’s belief in his or her capability

to successfully perform a particular task (Bandura, 2006). Operationally, it refers to the students

individual's perceptions of the students of his or her abilities to successfully complete specific tasks

Critical Thinking. Conceptually, Critical Thinking is describes as “self-directed, self-

disciplined” thinking that attempts to reason at the highest level of quality in a fair-minded way

(Marone, Ph.D, 2021). Operationally, it refers to the student’s identifying the alternative solutions to the

problem.

Time Management. Conceptually, Time Management is about how you organize your time

(your attention) and what you focus on during the day (Borucka, 2020). Operationally, it refers to the

student’s time management and how they manage their time.

Students Achievements. Academic achievement represents performance outcomes that indicate

the extent to which a person has accomplished specific goals that were the focus of activities in

instructional environments, specifically in school, college, and university (Ricarda Steinmayr, et al.)

Operationally, it refers to how they apply their cognitive skills to achieve school goals.
 CHAPTER III:
METHODOLOGY

Research Design

This study used Quantitative research method. Correlational methodologies have mostly been used. The

study focused on gathering and evaluating data in order to answer the above-mentioned research topics.

A correlational research design assesses the connection between two variables without requiring the

researcher to manipulate one of them. Its goal is to determine whether there is either:

Correlational is a type of descriptive research (as opposed to experimental research). There are two

primary scenarios in which correlational research may be used. Determining the relationship between

the two variables, but did not expect to find a casual relationship between them McCombes, (2019).

According to SIS International Research (2018), survey questionnaires are the most popular method for

doing quantitative market research. Interviews are a type of survey that can be conducted in a variety of

ways, including face-to-face, telephone, internet, or computer-assisted interviews.

Quantitative research employs statistical or numerical data analysis. It also entails each participant's

participation and preserves the respondents' anonymity. The researchers hope that the respondents will

be fully involved in data collecting, and that they will develop a sense of affiliation and integrity with

the people who will be participating in the study.

Research Locale of the Study

The study was conducted at the St. Patrick Math Science School located in Buhangin Laverna

Hills Subdivision Davao City. And the chosen respondents were students of the said School. This study

was conducted in one certain school in Davao City. It is the St. Patrick Math-Science School. The school

has coordinates 7.1233⁰ N, 125.6374⁰.

Figure 3: Locale of the Study

Source: Google Map (2021)
Research Respondents

The respondents of this study will be 100 students of St. Patrick Math Sci School. The researchers will let

the respondents answer a fixed questionnaire. The researchers are evaluating Adaptability and productivity of the

students through fixed questionnaires and will be conducted online. The study will have 100 students from Grade

7 up to GRADE 12 students of St. Patrick Math Sci School. This survey will use the Stratified Random Sampling

method which involves the random selection from the entire population so the possible sample is equal to occur

(Hayes 2021).

Students of: Population (N) Respondents (n)

Grade 7 16 12

Grade 8 23 17

Grade 9 25 18

Grade 10 28 20

Grade 11 15 11

Grade 12 30 22

Total: 137 Target Sample Size: 100

Table 1 - Distribution of the Respondents

Research Instrument

The survey questionnaire aims to answer the questions that the study needed. It aims to evaluate the

Adaptability and Productivity in Online Learning during COVID 19 Pandemic of the selected Junior and

Senior High School students in St. Patrick Math-Sci School.

The following rating scale will be in the interpretation of the adaptability and productivity of

selected junior and senior high school students in online learning during COVID 19 Pandemic:

Table 2. Rating Scale

Range of Means Descriptive Equivalent Interpretation

4.50 - 5.00 Very High When the adaptability and productivity of

selected junior and senior high school
students in online learning during Covid
19 Pandemic is always manifested.

3.50 - 4.49 High When the adaptability and productivity of

selected junior and senior high school
students in online learning during Covid
19 Pandemic is oftentimes manifested.

2.50 - 3.49 Moderate When the adaptability and productivity of

selected junior and senior high school
students in online learning during Covid
19 Pandemic is sometimes manifested.

1.50 - 2.49 Low When the adaptability and productivity of

selected junior and senior high school
students in online learning during Covid
 19 Pandemic is seldom manifested.

1.00 - 1.49 Very Low When the adaptability and productivity of

selected junior and senior high school
students in online learning during Covid
19 Pandemic is never manifested.

Gathering data procedure

Before gathering the data, the researchers will explain to the respondents the attributes that they will

acquire during the process of our survey. During the process of conducting our study, the researchers

will explain first and point out all the important details. The respondents will know our objective for this

study and what would they benefit from this study. Furthermore, the researchers make sure to answer all

the question first, before handing it to the respondents. lastly the data will be gathered, examined and

analyze and collectively to affirm the perception of the respondents.

Statistical Treatment

The following tools were used for data analysis and treatment.

Mean. This was used to determine the adaptability and productivity of the selected students in online of

St. Patrick Math-Science School.

Pearson Product Moment Correlation Coefficient (Pearson-r). This statistical tool was used to

determine the significant relationship between of the adaptability and productivity to the selected

students in online of St. Patrick Math-Sci School.

 Republic of the Philippines
St. Patrick Math-Sci School
La Verna Hills Subdivision, Calle Sta. Ana
Barangay Angliongto, Buhangin, Davao City

November 16, 2021

JEANAH MAE DOCTOR GILLESANIA

Principal
St. Patrick Math-Sci School

Dear Ms. Gillesania:

Greetings of peace and prosperity, to!
The undersigned Grade 12 Senior High School students of St. Patrick Math – Sci School are planning to
undertake a research entitled “ADAPTATABILITY and PRODUCTIVITY in ONLINE LEARNING
TO THE SELECTED STUDENTS OF ST. PATRICK MATH-SCI SCHOOL DURING COVID -
19 PANDEMIC” in the partial fulfillment of the requirements for Practical Research II: Quantitative
Research.
In connection with this, the researchers would like to ask for your permission from your good office to
conduct the said study to the selected junior and senior high school students.
Rest assured that whatever the data gathered from this investigation will be treated with confidentiality.
The researchers are looking forward for your favorable action on this matter.
Thank you and God bless you more.
Respectfully yours,
JOSH ROBERT A. BASAS CHARIS AMETHYST C. LABORDO
Researcher Researcher

KENT CHESTER BADILLES GWENETH C. MONTERO

Researcher Researcher

NEIL ROED G. DAGOHOY PINK KHATIFA TANCIO

Researcher Researcher

Noted by: Approved by:

IVONY PANAGUITON JEANAH MAE GILLESANIA
Teacher Principal