THE Effects OF Online Class ON THE Academic Performance Level OF THE Third YEAR Students PDF

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THE EFFECTS OF ONLINE CLASS ON THE ACADEMICPERFORMANCE LEVEL OF THE THIRD YEAR STUDENTSOF BACHELOR OF ELEMENTARY EDUCATION INUNIVERSITY OF CEBU-BANILAD_____Thesis Presented to the Faculty of the College of Teacher Education University of Cebu-Banilad Cebu City, Philippines _____ In Partial Fulfilmen...

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THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE LEVEL OF THE THIRD YEAR STUDENTS OF BACHELOR OF ELEMENTARY EDUCATION IN UNIVERSITY OF CEBU-BANILAD _____________________________________ Thesis Presented to the Faculty of the College of Teacher Education University of Cebu-Banilad Cebu City, Philippines _____________________________________ In Partial Fulfilment of the Requirements for the Degree of Bachelor of Elementary Education

_____________________________________ ANGELIGHT BORDEN HANAH LOU SANCHEZ SHERYL MAE ULGASAN JESHAN RUBY OPO JUDY ANN ASIGNAR

December 2020

APPROVAL SHEET IN PARTIAL FULFILLMENT of the requirements for the Degree of Bachelor of Elementary Education, this research entitled "THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE LEVEL OF THE THIRD YEAR STUDENTS OF BACHELOR OF ELEMENTARY EDUCATION IN UNIVERSITY OF CEBU BANILAD", prepared and submitted by Angelight E. Borden, Hanah Lou C. Sanchez, Sheryl Mae G. Ulgasan, Jeshan Ruby Opo and Judy Ann Asignar has been examined, accepted and approved for PROPOSAL HEARING. JOSEPHINE C. PAGUNSAN, MAED-Filipino Adviser ACCEPTED AS partial fulfillment of the requirements for the Degree of Bachelor of Elementary Education.

LYNIE P. MINDAJAO, MAT-ENG Dean, College of Teacher Education APPROVED by the tribunal at Oral Examination with the grade of PASSED. PANEL OF EXAMINERS

MARITESS T. KHO, MAT-ENG Chairman

SHEILA MARIE FALLAR, MAST Member 1

CRISLEN DESAMPARADO, MAED Member 2

MARITESS T. KHO, MAT-ENG Program Research Coordinator

LYNIE MINDAJAO, MAT-ENG Dean, College of Teacher Education Date: December 28, 2020

JUDY ANN F. GIMENA, DBA Research Director

ACKNOWLEDGMENT The researchers would like to extend the deepest sincerest gratitude to all the people who helped in any manner and have shared the effort and acknowledgement in order to make this research a reality. Ms. Josephine Pagunsan, our adviser, for giving the researchers an opportunity to participate on this project, and for guiding the team and pursuing this module. Ms. Maritess Kho, our instructor, for giving guidance and encouragement to the Researcher in completing the requirement. Ms. Sheila Fallar, Ms. Crislen Desamparado, and Ms. Roselita Doming, the thesis committee of the College of Teacher Education, for the continuous feedback and sharp criticism, also the feedbacks and insights are always valuable. Ms. Ofelia G. Maña, dean of the College of Teacher Education, for his constant encouragement throughout the study as well as the dreams to become successful mariners. To the respective respondents, for their worthy support, effort, cooperation and time in terms of providing the researchers of all the needed information. Our respective families, who encouraged the team to extend the capabilities and for the help and support to complete this research. And lastly, praises and thanks to the God, the Almighty, for showering blessings throughout the study, and giving the researchers enough strength, courage, teamwork and everything that He has done in His grace to make this research possible.

DEDICATION This study is dedicated to the University of Cebu-Banilad students, who are the main beneficiaries of this research. They are one of the reasons why we pursued and conducted this specific study. This study is also dedicated to the management of the University of Cebu-Banilad, who encourage us to conduct a good research that will benefit the researchers, future researchers, respondents or participants and teachers. Lastly, we dedicate it to the staff of the University of Cebu-Banilad such as the teachers and faculty, who inspire, help and guide us throughout the study.

ABSTRACT The Effects of Online Class on the Academic Performance Level of the Third Year Students of Bachelor of Elementary Education in the University of Cebu- Banilad By: Judy Ann Asignar, Angelight Borden, Jeshan Rubie Opo, Hanah Lou Sanchez, and Sheryl Mae Ulgasan The pandemic has sparked a worldwide shift in today’s academic structure. Due to the sudden shift, a lot of students struggled in adapting the new learning platform. Most especially those students who have poor access to the internet will probably face a lot of challenges. (Cathy Li & Farah Lalani, 2020). This study is conducted to determine the effects of online class to the academic performance level of the third year BEED students in University of Cebu-Banilad. The result of this study will be the basis for the proposed intervention plan. This webinar would help the learners to actively participate and engage themselves in this online class. The study examined the effect of online classes to the academic performance level of a student and did a statistical analysis using a descriptive-correlational research design. A researcher-made tool was utilized for data collection. A convenience sampling method was used to determine the number of participants in this study. Out of the computation, 64 participants were extracted from 72 enrolled third-year Bachelor of Elementary Education students in the University of Cebu- Banilad Campus S.Y 2020-2021. Based on the findings of this study, the majority of the participants were females who are under the age bracket of 20-22 years old. Most of the respondent's household income is below 5,000 and used mobile phones along with cellular data as connection during online class. In addition, 65.6% of the respondents have good performance levels before and after the implementation of online class. However, it was found out that there was no significant relationship between the age and gender of the respondents and the effects of online class to their academic performance. It means that the age and gender of the respondents have no impact on the effects of online class to their academic performance. Nevertheless, there were significant relationships noted between profiles of the respondents when considering household income, devices used in online class and modes of internet connection This implies that the household income, devices used in online class and modes of internet connection are indicators on the effects of online class to their academic performance. Furthermore, it was concluded that there was a significant relationship between the profile of the respondents and the effects of online class to their academic performance. Keywords : online class, effects, online learning, academic performance level, University of Cebu

TABLE OF CONTENTS

Page Title Approval Sheet

I

Acknowledgement

II

Dedication

III

Abstract

IV

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION Rationale of the Study Theoretical Background THE PROBLEM Statement of the Problem Significance of the Study 18 RESEARCH METHODOLOGY 21 Research Design Research Environment Research Respondents/Participants Research Instrument Dry Run Procedures Research Procedure Data Gathering

Data Analysis Ethical Considerations Trustworthiness of the Research DEFINITION OF TERMS 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

3

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary Findings Conclusion Recommendations REFERENCES APPENDICES A

Transmittal Letter

B

Informed Consent

C

Survey Questionnaire (Set A-Teaching)

D

Pilot Testing Result-Cronbach's Alpha

E

Location Map

CURRICULUM VITAE

LIST OF TABLES AND FIGURES

Table

Description

1

Respondent’s profile

2.1

Academic Performance Level Before the

Page

Implementation of Online Class 2.2

Academic Performance Level After the Implementation of Online Class

3.1

Effects of Online Class in terms of Psychological Factors

3.2

Effects of Online Class in terms of Technological Factors

3.3

Effects of Online Class in terms of Environmental Factors

4

Results of the hypothesis on the Relationship Between the Respondent's Profile and the effects of Online Class to their Academic Performance

Figure 1

Description Research Flow

Page

CHAPTER 1 THE PROBLEM AND ITS SCOPE INTRODUCTION Rationale

The coronavirus disease in 2019 spread at a rapid rate. All the schools throughout the country were closed with the declaration of community quarantines to slow the increased rate of cases. The Department of Education (DepEd) eventually decided to use the online platforms to start the classes. Education has changed drastically with the phenomenal rise of e-learning, where teaching is undertaken remotely and on digital media.

Globally, over 1.2 billion children are out of the classroom. The unplanned and rapid move to online learning with no training, insufficient data connection, and little preparation will result in a poor user experience that is unconducive to sustained learning growth. Most significantly, those students who have poor access to the internet will probably face many challenges. (Cathy Li & Farah Lalani, 2020).

As COVID-19 requires more schools to transition to online learning, the students who were already the most vulnerable to falling behind will face even more hurdles to keep pace. As part of a recent project focused on the connection between broadband, equity, and health, Brookings Metropolitan, an American research group, heard repeated stories of parents who have used patchwork solutions to overcome broadband barriers: taking their kids to McDonald's after work for Wi-Fi access, or sitting outside the local

library or even a gas station to connect. These solutions are burdensome, tiring, and might not even be possible during the coronavirus pandemic, as public spaces across the country shutter their doors (Lara Fishbane & Tomer Adie, 2020).

According to OOKLA's Speed test Global Index, the Philippines' fixed broadband internet speed average has improved this 2020. But, despite the improvement, the Philippines' global rank for the fixed broadband internet speed moved two spots lower this year from 97 to 99, and 11 spots for the mobile position at 111 from 100. Due to this, many students suffer from a slow internet connection that affects their online classes. Also, due to poverty in the Philippines, not all families have the resources to get the required equipment for online learning. These families cannot adjust to the requirements for online schooling and will otherwise be left behind, forced to find other schooling methods for their children (Flores, 2020).

According to DepEd's ICT Service Director Aida Yuvienco (2020), in a recent interview with GovInsider, only 26 percent of public schools are connected to the internet or connect to the internet 5,000 public schools in remote areas do not even have access to electricity. In accordance with the Education Week Article (2020), students who struggle in in-person classes are likely to work even more online.

Leah Apao, assistant school division superintendent of Cebu Province, said that the internet is the number one requirement for online classes. During their meeting with the officials of the Department of Education (DepEd) on June 9, 2020, that about 82.71 percent of students in the entire province of Cebu have no access to the internet, which will result

to poor performance online classes. In line with this, President Rodrigo Duterte's direction that no face-to-face courses should be conducted nationwide until a vaccine against Covid19 will be developed.

Regarding the information presented above, the researchers conducted dry run to determine if there is an effect on the academic performance level of third-year BEEd students during an online class. The responses were checked and revealed that most of the students experienced some difficulties coping and dealing with their online courses that affected their academic performance. Most of the problems include psychological, technological, and learning environment factors.

The researchers chose the third-year students as their suitable respondents because they are at the same level as the researcher. In addition, researchers can survey with convenience. They are chosen to see whether an online class affects their academic performance.

These reasons prompted the researchers to conduct the study on the effects of online classes on the academic performance level of third-year BEEd students. The results of this research will be the basis for a proposed seminar about "How to Deal and Cope up with the Demands of Online Learning."

Theoretical Background

This study is anchored by the theory of online learning by Stefan Hrastinski (2009). The idea of Online Learning is suggested as online participation. It is believed that online learner participation is a process of taking part and maintaining relations with others. It is supported by physical and psychological tools and all kinds of engaging activities. Participation and learning

are argued to be inseparable. The implication of this theory is straightforward: To enhance online learning, we need to improve online learner participation.

Throughout the history of technological developments, humans have been creating technologies that have changed how we communicate, use intellectual resources and participate in the field of online platforms (Saljo, 1999). Vygotsky (1978) distinguished two types of tools in participation, the physical and psychological means. Physical devices (e.g., computers) help people to accomplish their goals, while psychological tools (e.g., language) are used together with physical tools. For example, when using a computer connected to the internet with appropriate software (physical tool), it is possible to communicate with others using language (psychological tools). It emphasizes that by interacting with more experienced people, such as a teacher or a more skilled peer, someone can complete more advanced tasks and, thus, learn or develop more than she could have done by herself. Edward Thorndike's Connectionism Theory (1898) supported the main theory. He believed that learning is a result of associations forming between stimuli and responses. There are three primary laws known as Thorndike's Laws. According to these Laws, learning is achieved when an individual can form associations between a particular stimulus and a response. First, law of effect. An individual's response to a specific situation is followed by a reward and will eventually make those responses stronger. When a student has a complete necessity for his or her online classes, they have greater chances that their answers are much better than those who lack those primary needs or tools in an online class.

Second, law of readiness. It suggests that a teacher can only instruct a student if that student is willing to be educated. When a student does not show any signs of readiness, a teacher should provide instructions to help the student develop. A series of responses can be linked together to achieve a goal. If the person is prevented from achieving this goal, this will cause "annoyance”.

Lastly, law of exercise. Connections become strengthened with practice and weakened when practice is discontinued. When a student quits his or her good practices during the traditional face-to-face classes, he or she may likely have poor performance in online classes, but if he or she strengthened those practices, he or she has more chances to perform great. Humanistic Learning Theory (Maslow et al.,1990) supports the theory above. This theory and approach in education take root in humanistic psychology, with the fundamental concepts focusing on the idea that children are good at the core and that education should focus on rational ways to teach the "whole" child. This theory states that the student is the authority on how they learn, and that all of their needs should be met for them to understand well. The humanistic theory approach engages social skills, feelings, intellect, artistic skills, practical skills, and more as part of their education. The humanistic learning theory developed further and harnessed the idea that if students are upset, sad, or distressed, they're less likely to focus on learning. There are several essential principles involved in the humanistic learning theory that all lead to self-actualization. Selfactualization is when all your needs are met, you've become the best you've can, and you are fulfilled. Maslow and the humanists believe that we are always searching for self-actualization, and the closer we are, the more we can learn. One of them is a safe learning environment. Educators need to create a safe and conducive environment to meet as many of their needs as

possible. They need to feel safe physically, mentally, and emotionally to be able to focus on learning.

A lot of studies conducted show factors that may affect the academic performance level of a student. The first factor is socioeconomic. According to Ogunshola and Adewale (2012), socioeconomic differences such as health, nutrition status, home environments that provide access to academically related experiences, mobility rates, and financial assets can certainly influence academic achievements. Moreover, Hill et al. (2004) agreed that family income is one major factor that affects their children's educational level, competitive ability, and performance.

Next, the psychological factors that may influence the academic performance of students. According to Bhattacharya, R. and Bhattacharya B. (2015), in their research entitled "Psychological factors affecting students' academic performance in higher education among students", there are two possible factors that may affect Grade Point Average (GPA): cognitive and noncognitive factors. Both of these contribute significantly to the overall development of a student. According to Nobel Prize-winning economist James Heckman, noncognitive means beyond academic knowledge and academic skills. Motivation, time management, selfregulation, academic mindsets, and learning strategies are being termed noncognitive factors (Nagaoka et al., 2013). At the same time, cognitive factors mean characteristics of the person that affect performance and learning. Messick (1994) refers to this as characteristic modes of thinking, perceiving, problem-solving, and remembering that may influence how a person approaches a problem or a particular task.

The third is the technological factors. Warschauer (2007) claims that mobile technologies have great potential for facilitating more innovative educational methods. Simultaneously, these patterns in educational practices will likely help subject content learning and facilitate the development of communication, problem-solving, creativity, and other highlevel skills among students.

Under the study conducted by Jibrin, et al., (2017) on the effects of the internet on students' academic performance in tertiary institutions within Niger state, Nigeria reveals that the internet has great influence on students' academic performance in these tertiary institutions. However, the lack of a stable power supply was among the challenges students encountered. Therefore, adequate internet services will enhance the access to information needed by the students, which would positively affect their academic performance. Lastly are the environmental factors. Research findings suggest that the physical environment can impact students that it could affect a student's academic progress by as much as 25%. Classroom organization, cleanliness, sufficient supplies, and bright lights can enhance the learning experience and boost student achievement (Warfielld, K.,2016). Thus, several studies reveal...