Alitagtag Senior High School

IMPACT OF THE UTILIZATION OF OPEN RESOURCES IN THE

ACADEMIC PERFORMANCE OF THE LEARNERS: BASIS FOR THE

DEVELOPMENT OF TECHNOLOGY ENHANCED MATERIALS IN

ASHS

A Quantitative Research
Presented to
Faculty of
ALITAGTAG SENIOR HIGH SCHOOL
Alitagtag, Batangas

In Partial Fulfillment
In the Requirements for Practical Research 2

By:

BANAWA, ELIJAH JAMES D.

CALINGASAN, KYLE DELA PENA
PAGCALIWAGAN, JOHN NEIL A.
HERNANDEZ, STEPHANIE A.
VILLANUEVA, PRINCESS MEG

SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS

2021
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CHAPTER I

The Problem

Introduction:

Remote learning is defined as the separation of students and teachers,

which implies that pupils must be able to study alone. To aid the system,

ASHS supplies a range of learning resources, largely in the form of printed

and non-printed materials. During the semester's learning process,

students must study using printed materials and multimedia-based

learning aids. Which implies students must be able to study independently.

ASHS also provides internet-based learning support services, such as

online lessons, self-exercise, and enrichment resources. The online class

is a type of e-learning that is used to teach students about a certain

subject. Students can use an online tutorial as one of their learning

support services in the form of a virtual class that lasts eight weeks.

Students may connect with professors, ask questions about the material,

and get to know and discuss each other if they can't attend a face-to-face

session by taking an online class.

Open Educational Resources (OER) is widely used these days,

including in education. OER has gained increased attention for its potential

and promises to obviate demographic, economic, and geographic

educational boundaries and to promote life-long learning and personalized

learning. The rapid growth of OER provides new opportunities for teaching
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and learning, at the same time, they challenge established views about

teaching and learning practices in higher education (Yuan, et al., 2008).

ASHS also utilizes OER in the learning process, including in online

classes. The online classes are designed in 8 weeks. Every week, a

teacher provides learning material and a discussion forum. To enrich the

material, the teacher can adapt material that is freely taken from the

internet, named OER. The utilization of OER is expected to be useful for

students since it can increase students’ insight beyond what they can get

from printed materials. 

Open Educational Resources are defined as "technology-enabled,

open provision of educational resources for consultation, use, and

adaptation by a community of users for non-commercial purposes". They

include learning content, software tools to develop, use and distribute

content, and implementation resources (such as the open licenses

themselves). There are also several benefits of OER. Initially, they can

extend access to learning for everyone, including nontraditional groups of

students and those from disadvantaged backgrounds, resulting in the

widening of participation in higher education. OER can be an efficient way

of promoting lifelong learning, bridging the differences between informal

and formal learning. Additionally, they can be an asset for expanding

education in developing countries. In short, they offer a dramatically new

approach to the sharing of knowledge which can lead to the economic

success of individuals, communities, companies, and, ultimately, entire

countries (McDowell, 2010). One of the barriers to the significant

 Alitagtag Senior High School
expansion of OER is the possible loss of intelligence property rights and

copyrights.

To ease the concern of maintaining copyrights to the material posted

on the web, institutions and individuals have turned to Creative Commons

and the Open Courseware Consortium (McDowell, 2010). OER can be a

valuable resource to students and instructors for many reasons. From the

student’s perspective, OER had the following advantages: 76 free

materials; continuous access to resources; the ability to pursue a topic

thoroughly; the ability to learn for personal knowledge or enjoyment; and

easy access to materials (Arendt and Shelton, 2009). According to

D’Antoni (2009), there are also several barriers in using OER: technical,

such as lack of broadband access; economic, such as inadequate

resources to invest in the necessary software and hardware; social, such

as a lack of the skills needed to use technology; 4) policy-oriented, such

as the lack of academic recognition of the development of OER by

teaching staff; and legal, such as the time and expense associated with

gaining permission to use the third party owned copyrighted materials or

its removal from the material. Many higher education institutions around

the world have been using the Internet and other digital technologies to

develop and distribute teaching and learning for decades. As with any

other technology-related initiatives in education, OER is driven by

technical, economic, social, policy, and legal factors. Some of these

factors provide either a favorable environment or a particular handle for

bringing about changes and others may hinder a broader uptake of OER

initiatives. Recently, OER has gained increased attention for its potential
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and promise to obviate demographic, economic, and geographic

educational boundaries and to promote life-long learning and personalized

learning.

OER provides new opportunities for teaching and learning; at the same

time, they challenge established views about teaching and learning

practices in education. At a minimum, OER possesses at least three

elements, (1) learning content, (2) the tools required to support the

development and sharing of learning content, and (3) implementation

resources such as intellectual property licenses that support the sharing

and re-use of learning content.

E-learning distance education has become an area of opportunity and

concern for many schools. It refers to technology-based instructions in

which the students are at a location physically separated from their

instructors during the entire course of study (Ormrod, 2008). Initially,

distance education was created for the students who were unable to

attend school. Before all technological advancements, distance education,

in the form of “pure” correspondence study, was created to give those

students a chance to study and could not attend ordinary schools or

universities due to social, medical, financial, or geographical reasons.

Although it offers tremendous opportunities to expand services to the

students, it also poses challenges because students are often off-campus

and are connected to teachers, resources, and peer learners through

technologies and teaching techniques. In a learning environment where

students and instructors are separated from one another by physical

distance, and in which written communication is the key to all interactions,

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feedback becomes an important issue in helping the students maintain

interest and be successful with the course contents (Steinweg, et al.,

2006). Higher education systems all over the world are challenged

nowadays by the new information and communication technologies (ICT).

These technologies have had a huge impact on the world economy,

corporate management, and globalization trends, and they bear a

tremendous potential to reshape the nature of study environments

everywhere, of both conventional and distance teaching institutions (Guri-

Rosenblit, 2005). E-learning has been used very effectively in our school

also, in teaching for enhancing the traditional forms of teaching and

administration. Students on many strands in our school now find they have

web access to the lecture notes and selected digital resources in support

of their study, they have personalized web environments in which they can

join discussion forums with their class or group, and this new kind of

access gives them much greater flexibility of study. E-learning refers to the

use of Internet technologies to deliver a broad array of solutions that

enhance knowledge and performance (Rosenberg, 2001). E-learning can

be used in almost every level of education. It can be an effective way for

students to explore knowledge more than what they can get from a

classroom.

E-learning is also called Web-based learning, online learning,

distributed learning, computer-assisted instruction, or Internet-based

learning. Historically, there have been two common e-learning modes:

distance learning and computer-assisted instruction. Distance learning

uses information technologies to deliver instruction or materials to learners

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who are at remote locations from a central site. Computer-assisted

instruction (also called computer-based learning and computer-based

training) uses computers to aid in the delivery of stand-alone multimedia

packages for learning and teaching. These two modes are subsumed

under e-learning as the Internet becomes the integrating technology (Ruiz,

et al., 2006).

Blended learning is one of the most commonly used learning methods,

in which learners can study through online digital media as well as

conventional classroom methods. In blended learning, the use of online

learning methods allows course designers to employ learning materials of

their choosing. Open Educational Resources (OERs) are educational

materials that are free to use in the public domain or that have been

released under an open license (UNESCO, 2002). Open Educational

Resources (OERs) are types of educational materials that are in the public

domain or released under an open license (UN), they are becoming

increasingly popular among online course designers (UNESCO, 2014).

Through the openness and flexibility in educational resource use provided

by open licensing of content, the Open Educational Resources (OER)

movement has enabled educators to become more inventive in their

instructional approaches (Karunanayake, Naidu, & Mohan, 2016).

For decades, many higher education institutions throughout the world

have been developing and disseminating teaching and learning utilizing

the Internet and other digital technologies. OER is driven by technical,

economic, social, policy, and legal issues, just like any other technology-

related project in education.

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Statement of the Problem

To determine the impact of the COVID-19 pandemic among Grade

12 students in Alitagtag Senior High School who lacks learning tools for
modular distance learning. Specifically, it seeks to find the answers to
the following questions:

1. What are the distinct features of Open Educational Resources?

2. How frequently do learners utilize the Open Educational Resources

in doing school-related activities in terms of: 2.1 performance tasks;
and 2.2 written works?

3. How effective are the Open Educational Resources in improving the

learner’s academic performance?

4. What are the challenges encountered in the utilization of Open

Educational Resources?

5. Based on the findings, what technology-enhanced materials may be

prepared to further improve the learner’?

Scope and Limitation

This study aims to determine the impact of the COVID-19 pandemic

among Grade 12 students in Alitagtag Senior High School who lacks learning

tools for modular distance learning. Following the major objectives of the

research study:

 To define features of Open Educational Resources.

 To utilize the Open Educational Resources in doing school-related

activities in terms of performance tasks and written works?

 To determine the effectiveness of the Open Educational Resources

in improving the learner’s academic performance.

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To attain such a goal, the researcher opted to interview the students of

the Alitagtag senior high school about the effect of open resources education

on the learner’s academic performance and development of technology to

enhance materials or tools for their education.

Furthermore, the main coverage of the study is to mention the impact

of open education resources on all students of ASHS. The study has

conclusions from the findings and results of the research study. Additionally,

researchers are urged not to reveal participants' names, allowing them to

provide reliable information. The methodology includes structured questions

that are tailored to the researchers' principal purpose. Throughout the

investigation, the researcher acted with honesty and integrity when collecting

and analyzing data.

Moreover, the researchers did not address the most intimate aspects of their

personal lives, which could have an impact on their privacy terms.

Furthermore, the researchers have no way of knowing if the respondents

have personal issues that prevent them from responding to the

questionnaires. Furthermore, one of the study's shortcomings may be the

cultural diversity of the respondents and researcher.

Significance of the Study

The results of the study will have a great impact on the following:

Parents. This study can assist them in overcoming obstacles, giving

more attention to their children, and motivating them to never give up and

keep fighting. Furthermore, because of the changes made by the study's plan,
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the research will give individuals the opportunity to empower themselves—

even in the face of factors that may force them to give up.

Students.  The research will aid learners in improving the quality of

their learning experience by allowing them to use a variety of resources while

applying their knowledge in a broader context. Furthermore, this experiment

promotes learner-centered, self-directed, peer-to-peer, and social/informal

learning approaches, while learners benefit from improved facilitation and

improved self-learning skills. Furthermore, open educational resources (OER)

will encourage all learners to share their knowledge and abilities.

Faculty. This research study will help them in reducing the number of

students who are late or fail to complete their work, allowing them to maximize

their learning. This will also result in a shift in their daily online interactions,

allowing them to educate more effectively and qualitatively.

Future Researchers. The findings could be used as a guide for future

scholars looking into the same subject. This could be a source of inspiration

for them, as well as a piece of related literature. In addition, the study could

serve as a guide or foundation for their research. They may also be able to

assist in offering information and remedies to the problem as a result of this.

Definition of Terms

For a deeper comprehension of this work, the terminology used by the

researcher is listed below. The operational and conceptual definitions of

words were included by the researcher.

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Open education resources (OER) are freely accessible, openly

licensed instructional materials such as text, media, and other digital assets

that are useful for teaching, learning, and assessing, as well as for research

purposes. The term OER describes publicly accessible materials and

resources for any user to use, re-mix, improve, and redistribute under some

licenses.

Performance Task is any learning activity or assessment that asks

students to perform to demonstrate their knowledge, understanding, and

proficiency. Performance tasks yield a tangible product and/or performance

that serve as evidence of learning.

Written Works a written test or piece of work is one that involves

writing rather than doing something practical or giving spoken answers.

Learners may have to take a written exam before they pass their driving test.

Challenges something that needs great mental or physical effort to be

done successfully and therefore tests a person's ability

Technology is the sum of many techniques, skills, methods, and

processes used in the production of goods or services or the accomplishment

of objectives, such as scientific investigation

Utilization when you utilize something, you use it, whether it is a tool,

like when you utilize a pen to write something down, or a skill or talent, like the

speed you utilize when you run a race. So, utilization is the act of using.
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CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter includes the purpose of the literature review, a review of

the literature on the impact of the utilization of open educational resources on

the academic performance of the learners. The chapter highlights recurring

themes and recommended practices that evolve from this literature review.

CONCEPTUAL FRAMEWORK

The study's framework identifies the possible perspectives that might be

seen in Alitagtag Senior High School's current blending approach. The study

also recommended certain concepts that may be utilized to gather information

in a more efficient and easy manner when performing the research. It also

aids in the modification of an acceptable plan of action for determining the

positive effect of open educational materials.

INPUT

PROCESS

OUTPUT
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Distinct features of
open educational
resources

Frequently utilization
of the learners in the
open educational
resources in doing
school-related
activities in terms of
performance task and Technological
written works. Questionnaires enhanced materials
Effectiveness of the Group discussion to further improve
open educational the learner's
resources in
improving the
learner's academic
performance

Challenges
encountered in the
utilization of open
educational
resources.

The first box discusses the characteristics of a blended learning method, the

extent to which open educational materials may aid student performance, and

the obstacles that come with it. The second box comprises the surveys and

group discussions that the researchers used to gather information. The

study's final outcome, the plan of action, is highlighted in the last box.

RESEARCH LITERATURE

Technology becomes increasingly prevalent in the education system

and workforce, it is important for students to become familiarized with various

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digital applications. Integrating technology into the curriculum not only

provides students with the opportunity to expand their skills and succeed

academically, but also prepares them for the real world upon graduation.

While educational technology shifts the learning environment from being

teacher-centered to student-centered, it is important that teachers carefully

think through effective methods of implementation. Since there are hundreds

of technological applications out there, each with distinguishing features,

teachers must guide students in the process of learning about these

technologies to prevent them from becoming overwhelmed. It is

recommended that teachers also provide continuous feedback to students

throughout their experiences with using technology. Future recommendations

would include developing more research pertaining to methods of effectively

implementing technology into the curriculum. While this chapter has focused

on the impact that technology has on student engagement and success, the

research could be done to understand methods educators can use to facilitate

this process. Every child deserves a quality education. In as early as 2002,

Open Educational Resources (OERs) was introduced as a very potent tool for

enhancing the quality of and access to education. OERs, with their inherent

purpose, reduce costs by reusing learning materials. The use of OER results

in tremendous cost savings to benefit families of students as well as impact

their performance and completion rates in school. The term opens educational

resources was first adopted by the 2002 UNESCO Forum on the Impact of

Open Courseware for Higher Education in Developing Countries, sponsored

by The William and Flora Hewlett Foundation. The term was defined as “the

open provision of educational resources, enabled by information and

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communication technologies, for consultation, use and adaptation by a

community of users for non-commercial purposes” (UNESCO, 2002, p.24) An

obvious question at this point concerns the relationship of OERs to learning

objects. Although a consensual definition of the terms learning object has

proven notoriously exclusive (e.g., Wiley, 2000), a look at even a few of the

many divergent definitions is telling. For example, the learning object has

been defined as “a modular building block for e-learning content” (Allan,

2008), as an instructional element “grounded in the object-orientated

paradigm” (Wiley, 2000, p. 2), and as a “digital self-contained and reusable

entity” (Chiappe Segovia, & Rincon,2007, p. 675). What is significant in each

definition is precisely what is included and excluded: Each definition

highlights (either directly or indirectly) modularity as a technological and

design attribute for the object and its content, emphasizing the “self-

contained,” “building block” or “object-oriented” nature of the technology. This

corresponds to a broader emphasis on technological solutions and standards

that is evident in many learning object projects and publications. Mention of

technical standards and modular design, on the other hand, is conspicuously

absent in discussion of OERs. Although OERs, learning objects, and other

ways of defining educational content may be readily distinguished in

theoretical and definitional terms, they are not so easily discriminated in

practice. This is especially clear when the characteristics of repositories,

databases, or collections of online educational resources are reviewed. Some

of the longest-lived and thus most “successful” collections of resources have

eschewed reference to learning objects, OERs, and other related

nomenclature in facilitating and promoting the use of online educational

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resources. This suggests that some of the best examples available in practice

are based on approaches not reducible to those of either the OER or the

learning object terms or categories. One could say that they have developed a

vocabulary and self-understanding inductively from actual practices, rather

than deriving them inductively from first principles. This includes the

Multimedia Educational Resource for Learning and Online Teaching

(MERLOT), which went online in 1997 and includes links to contents that are

available both for free and for a fee. Correspondingly, it is one of the original

inspirations for the OER movement (UNESCO, 2002, pp. 1-2), and it is

significant for being one of the few early, high-profile online initiatives

announced by a campus-based institution to survive to the present day. At the

same time, this project is also conspicuous in its emphasis on MITs own

institutional products or courses rather than on collecting smaller units of

content from a range of sources. As such, it offers a model that is both

robust and distinct from efforts that make available smaller components or

units of online courseware. Still, the number of online collections of

educational resources that are active at the time of writing is considerable,

large enough, in fact, to make an exhaustive listing impossible or at least

unwieldy. Instead, the collections listed in the table below are intended to be

representative of the wide range of collection emphases, policies, and

histories. (A similar, selective listing is provided by Yuan, MacNeill, & Kraan,

2008.) it reflects the multiplicity of emphasis and approaches in practice that

confounds neat attempts at compartmentalization. The data on the

approximate number of resources in each collection, the indication of the

subjects and educational domains addressed, and the type of copyright

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licensing implemented (if any) vary widely. A special effort was made to

determine the source of finding for each collection or project as well as its

start date, which is in most cases the year the collection first appeared online.

SYNTHESIS

The current research analyzes the guiding variables for using online

learning platforms to increase students' academic accomplishments in

education institutions, with the goal of developing a new hybrid technology

acceptance model by merging OER and E-learning. The present study is

taking a step further by including open educational resources (OER) with the

standard methodology. Using the suggested model, the current study looked

at how students' backgrounds, experiences, partnerships, relationships, and

autonomy influenced their satisfaction. Furthermore, the consequences of

students' application, remembering, comprehending, analyzing, and

satisfaction influenced students' academic results in a favorable way. In the

current study, students' backgrounds, experiences, and relationships were

revealed to be crucial elements. Students' happiness affected their

interactions and autonomy. Additionally, the benefits of students' application,

remembering, comprehending, analyzing, and pleasure had a favorable

impact on students' academic results. This finding is in line with previous

associated research. As a result, learners must first determine whether or not

utilizing online learning platforms met their study criteria, or whether or not

using online learning platforms is appropriate to their study process, before

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contemplating using such technology in their studies. Learners have been

noted to perceive that platforms of online learning is more useful only once

they discover that such a technology is actually better than the traditional

learning which does not include online learning platforms (Choy &

Quek, 2016; Illinois Online Network, 2003.

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CHAPTER 3

RESEARCH METHODS AND PROCEDURES

This chapter presents the methods employed by the researchers, the

respondents or subjects of the study, the research instrument, preparation of

the instrument, data gathering procedure, and the statistical treatment of data.

RESEARCH METHOD

In this study, the researchers employed the quantitative method of

research. According to Earl (2018) To achieve a good outcome from this

research project, the data gathered must be reliable, credible, and relevant.

As a result, techniques and methods will be used in specific situations to

provide an accurate, valid, and satisfactory data analysis. It consists of the

research design, population, sampling technique, and sample size. As defined

to Babbie (2016) Quantitative methods emphasize objective measurements

and statistical, mathematical, or numerical analysis of data gathered through

polls, questionnaires, and surveys, or by manipulating pre-existing statistical

data with computational techniques. Quantitative research is concerned with

collecting numerical data and generalizing it across groups of people or

explaining a specific phenomenon.

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RESEARCH DESIGN

According to Barbara and Benedick (2018) A research design

ensures that the evidence obtained allows you to address the research

problem as clearly as possible. Obtaining evidence relevant to the research

problem in social sciences research generally entails specifying the type of

evidence required to test a theory, evaluate a program, or accurately describe

a phenomenon. However, researchers frequently start their investigations far

too soon, before they have critically considered what information is needed to

answer the study's research questions. Without first addressing these design

issues, the conclusions drawn risk being weak and unconvincing, failing to

adequately address the overall research problem.

This study focuses on how the Challenges of e-learning in Alitagtag Senior

High School during the Covid 19 Pandemic experience.

SUBJECTS OF THE STUDY

The researchers utilized 15 selected Senior High School students as

their respondents who were from Alitagtag Senior High School during the

school year 2019-2020.

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Table 1

Strand Population of Number of

Students Respondents

Science Technology 9 9

Engineering and Mathematics

Accountancy Business 4 4

and Management

Humanities and Social 1 1

Sciences

Technical-Vocational- 1 1

Livelihood

TOTAL 15 15

The distribution of responses by strand is seen in this table.

DATA GATHERING INSTRUMENT

The data gathering tool was Alitagtag Senior High School's Grade 11

and 12 profile. We utilized Google Forms to collect the students' profiles and

responses to the inquiry.

DATA GATHERING PROCEDURE

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The researchers went to the concerned respondents to discuss

their matter and ask for their permission in distributing survey forms provided

in the study. Then, the researchers administered the survey forms to the

respondents involved. Everybody cooperated and 100 percent of the survey

forms that was given to the students were answered.

In constructing the questionnaire, we based on the student’s

everyday response in making modules and in attending online classes. There

are two parts in our questionnaire. The first part is how much time did the

students spend on average answering modules. The second part is, did online

classes every two weeks helps the students make modules much easier?

In validating our questionnaire, we asked a retired teacher to

validate our research question. When it is validated, we distribute it to the

students of Alitagtag Senior High School.

Result of the survey. In the first part, some of the students in

Fig.1. is 60% of the student’s population is studying more than 5 hours and

the other 40% of the students is answering the modules between 2-3 hours. In

the second part, in Fig.2. 53.3% of the students is not sure if online classes is

helpful in making modules and the other 46.7% of the students find online

classes is helpful enough to answer the modules

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Figure 1

Figure 2

After the checking and recording of data, the presentation and

interpretation of results we’re done.

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