CONCEPT TITLE

PERCEPTION ON THE IMPACT OF NEW LEARNING TOOLS IN

HUMSS STUDENT

Jovelyn Gonzales
Alie L. Crescini
Merwin Labian

November 2021

Title:

The Profound Impact of Online Class to the Academic Performance of

HUMSS Student

Research Discipline:
This study will be most beneficial to the HUMSS student who are experiencing having a
class during pandemic. As a versatile platform for learning and teaching processes the
E-learning framework has been increasingly use(Salloum and Shaalan 2018). It is
define as a new paradigm of online learning based on information technology (more et
Al, 2011).We all know that it's hard to study while having this kind of crisis nowadays,
we are experiencing to study of our own, finding things on our own not like before that
we are able to learn even find things with help of our professors when it comes to study
but it doesn't mean that we need to stop from. Learning, that's why online class was
created is because of us students who wants to learn continuously while having this
pandemic and also help us to reach our dreams even we are on this crisis. We are able
to learn, having quizzes of what we learn through the day, to recite, to test, and to
perform what is given task to us with the used of medium we called social media the
Google classroom or zoom.

Theoretical Background of the Study

The students in the current research indicates that learners must have prior experience
in relation to utilising online learning platform in their education settings. Thus,
students experience towards online learning offers several advantages among
themselves and their instructors in strengthening student's learning experiences
specially for isolated learners (Lav and Shaikh, (2012) Salmon, 2011;Salmon 2014).

As demonstrated over learner's experience and feedback from several online session
over the years, this may frequently become a frustration source between both learners
and their instructors, as this may make typically uncomplicated duties, for instance,
watching a video, uploading a document, and other simple task to be progressively
complicated from them, having no such prior experience. Furthermore, when filling out
evaluations, for instance, online group presentations, the relatively limited capability to
communicate face - to-face them to rely on non-verbal signal along with audience's
body languages might be a discouragingly component. None the less, the significance
of being in a position to participate with the colleges employing online sessions, which
are occasionally. Non visual, forinstance;tele conference format is a progressively
significant skill in the modern workplace, thus affirming, the importance of concise,
clear, intensive interactions skills (Salmon, 2011;Salmon,2014)
International Engineering Journal for Research & Development, 2021

Parental involvement is one of the determinants of the academic success of the

students. Thus, the COVID-19 pandemic affected the living conditions of societies,
specifically, the families. Further, this resulted in the implementation of the new normal
of education: online learning modalities. Therefore, it challenges the students with their
parents to be active in learning in-home while the isolation is relative to their success in
their educational goals. Moreover, the study investigates the relationship between
parental involvement and the academic performance of the 493 participants in private
schools in the Philippines. The study's statistical analysis resulted in a significant
relationship between parental involvement and students' academic performance. Thus,
the following conclusions were derived: The parents were still in the process of
developing their involvement in school, specifically, in this challenging time. Also, the
level of academic performance showed that the mean score of the respondents'
academic performance was very satisfactory. This revealed that the students performed
well in class during online learning modalities.
European Journal of Contemporary Education 15 (1), 24-33, 2016

Distance education in the 21st century often relies on educational technology as the
primary delivery of teaching to learners. In distance education, the source of the
information and the learner do not share the same physical setting; therefore, the
information is delivered by a variety of methods. The new emerging tools that are used
in online learning have changed the view of pedagogical perspective in distance
education. Although online learning shares some elements with traditional classroom
environments, the shared elements often take very different forms, and each type of
learning environment has distinct limitations and affordances. Because current practices
often compare or assess the effectiveness of online learning by comparing it with
traditional instruction methods, educators and researchers often find it important to
consider the methods and strategies that are used in classroom settings when
designing online learning environments. Online environments should provide
opportunities for students to master necessary tasks by using appropriate strategies,
such as self-regulation. Self-regulation is one of the predictors of student performance
in both traditional and modern learning environments. In an online platform, when
students use strategies that are related to self-regulation, they can regulate their
personal functioning and benefit from the online learning environment by changing their
behaviors accordingly. Thus, it is important to explore and embed new interactive
functions to the online learning environments and lead learners to use self-regulatory
behaviors in those learning environments. This article discusses the importance of self-
regulation in online environments, and provides recommendations for best practices in
the design and implementation of interactive online learning environments with the self-
regulated learning approach.

Knowledge Gap to be filled:

The two theories talks about students recognition of the advantages towards supporting
their learning throughout utilising the technology, difficulties may occur through the
boundaries about their technical capabilities and prior experiences towards utilising the
soft ware itself. From the perspective of its functionality.
This new adaptation of learning must have a focus for the students to learn even they
are in their home we know that this was challenging but still we need to find some ways
to help them realize that this crisis will not end up them to stop learning and dream what
they wanted to be someday. The researchers believes that this theory can used as
validity to determine the Profound impact of online class to the academic performance
of HUMSS students in Cabuyao Integrated National High School.

Conceptual Framework
INPUT
Demographic Profile of HUMSS students according to:
A) Gender
B) Age
C) Impact of online class on their academic performance.

PROCESS
1.QUESTIONAIRE
2. DATA
COLLECTION
OF STUDENTS
PROFILE
3. STATISTICAL
ANALYSIS OF
DATA.

OUTPUT
THE PROFOUND OF ONLINE CLASS TO THE ACADEMIC PERFORMANCE OF
HUMSS STUDENTS.

(FEEDBACK)
Figure 1. Research Paradigm of the Study

Main Research Questions

List of Problem /s to be addressed.

Research Design, Method and Material

 Methodology
 Target Population
 Sampling Technique
 Instrumentation
 Materials and Process (If Possible)
The study will used descriptive method, data collection and also statistical analysis of
data.

The respondents must be those Senior High School students in HUMSS strand of
Cabuyao Integrated National High School.

This study will formulated of questionnaire to composed the three parts refer as;Part 1
respondents Demographic Profile, part 2 impact of online class and part 3 how helpful
the online class learning to the students. It will be used to determine the Profound
impact of online class to the acadic performance of HUMSS students in Cabuyao
Integrated National Hight School.

Relevant References
Abuhassna, H., Megat, A., Yahaya, N., Azlina, M., & Al-rahmi, W. M. (2020). Examining
Students' satisfaction and learning autonomy through web-based courses.
International Journal of Advanced Trends in Computer Science and Engineering, 1(9),
356–370. https://doi.org/10.30534/ijatcse/2020/53912020.

Abuhassna, H., & Yahaya, N. (2018). Students’ utilization of distance learning through
an interventional online module based on Moore transactional distance theory. Eurasia
Journal of Mathematics, Science and Technology Education, 14(7), 3043–3052.
https://doi.org/10.29333/ejmste/91606.

Al-Rahmi, W., Othman, M. S., & Yusuf, L. M. (2015). The role of social media for
collaborative learning to improve academic performance of students and researchers in
Malaysian higher education. The International Review of Research in Open and
Distributed Learning, 16(4). http://www.irrodl.org/index.php/irrodl/article/view/2326.
https://doi.org/10.19173/irrodl.v16i4.2326.