IMPACT OF ONLINE LEARNING OF 1st AND 2nd YEAR BEED STUDENTS

ACHIEVEMENT AT F.L. VARGAS COLLEGE,

INC. S.Y 2022-2023

Researchers:

Joylyn B. Lorenzo

Khia Joy B. Medrano

Mariemar S. Villaroza
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The importance of education in helping people become

equipped for a professional workforce cannot be overstated.

The COVID-19 pandemic has altered not just how people live

and work, but also how pupils approach their academic

pursuits. Working and studying from home has become

customary as a result of the implementation of national

lockdowns, with some classes switching entirely to online

instruction (Davies, 2020). Online learning has increased

even before the pandemic. An important goal of instruction

is the development of the whole person. It entails teaching

people skills, mental states, and personality traits that

will benefit them in their daily life. It enhances a

person's knowledge, refinement, civility, and social skills.

Because the totality of online learning depends on

technology and the internet, teachers and students who have

poor internet connections may not be able to participate.

For institutions, professors, and students, the dependence

of online learning on technological equipment and the

provision of the equipment posed significant challenges.

 According to the World Economic Forum (WEF), USD 18.99

billion was spent on educational technology in 2019 (Li &

Lalani, 2020). This indicates that there is a growing trend

of moving education toward an online learning environment.

Therefore, if home-based learning becomes the norm,

interruptions to the traditional school environment as well

as the numerous challenges of organizing online classes may

have an effect on students' academic progress. This study

will look at how online learning affects university

students' academic performance in order to determine whether

educational systems should increase the amount of online

learning for subjects that are typically taught in-person

classes.

Statement of the Problems

This study aims to assess the Impact of Online

Learning on BEED 1ST and 2nd year students at F.L Vargas

College Inc. S.Y 2022 to 2023.

Specifically, it will be seek to answer the following:

1. What is the profile of the respondent in terms

of:

1.1 Year level

1.2 Age

1.3 Gender
 1.4 Gadgets

1.5 Status of internet connection

2. How do the respondents access the platforms of

online learning to the 1st and 2nd year BEED

Students relatively to the following:

2.1 Google meet

2.2 zoom

2.3 Google classroom

3. What the achievement of the respondents as

reflected in their final grades?

4. Is there a significant relationship between the

assessment of the respondents on online

learning to their academic achievement as

reflected in their final grades?

5. Is there a significant relationship between the

achievement of the respondent and their

personal profile?

Hypothesis

This study will be guided by the following hypothesis:

 1. There is no significant relationship on the

impact of online Learning to the achievements of BEED

students at F.L Vargas College.

2. There is no significant relationship between the

achievement of the respondent and their personal

profile.

Scope and Delimitations

This study was conducted at FL. Vargas College in the

school year, 2022-2023. The respondents were the First Year

and Second Year College of Education major in Bachelor in

Elementary education.

This study involved the grades of the respondents to

their academic achievements for the evaluation of the

problem.

Significance of the Study

This study will be conducted to find out what are the

impact of online learning is on the academic achievements of

the students and to inform them on how important it is to

know the impact of online learning on their academic

achievements.

The result of the study will beneficial to the following:

 Students. The study provides the foundation for

understanding the impact of online learning on their

academic achievements. 

School. It will provide them with information in

knowing the importance of the impact of online learning on

the student's achievements.

Parents. As their child participates in online

learning, for them to comprehend what is best for their

children. Due to the students' participation in various

activities and character development, this study helps

parents in educating their children.

Future researchers. The result of this study will also

be a great help to future researchers and to all those who

are interested in knowing more about the impact of online

learning on students.

Teachers. They can determine and evaluate the effect of

online learning on students' academic performance using the

study's findings. They will be able to understand the

significance of online learning thanks to this study.

 Conceptual Framework

Independent Variable Dependent Variable

I. Profile of the
respondents
 Year level
 Age

 Gender

 Gadgets

 Status of
internet
connection

II. What is the impact

Academic Performance of the
of online respondents.

educational

platforms to the

respondents

relatively to the

following:

a. Google meet

Figure 1. A diagram showing the relationship between

the variables under study. The independent variables are the

profile of the respondents, including the educational

platforms that they use in attending the class. The

dependent variable is the academic performance of the

respondents.

Definition of Terms

For a better understanding of this study, the following

terms were defined operationally and conceptually.

Online learning. This study refers to e-learning or

electronic learning, which is the acquisition of knowledge

that takes place through electronic technologies and media.

Virtual learning. Is a learning experience that is

enhanced through utilizing computers and/or the internet

both outside and inside the facilities of the educational

organization. The instruction most commonly takes place in

an online environment.

E-learning. This study allows the student to interact

with their teacher only via internet. They cannot learn or

communicate with the tutor in any platform.

Google Meet. A video-communication service developed by

Google. It is one of two apps that constitute the

replacement of Google hangouts, the other being Google chat.

Zoom. Is a video conferencing platform that can be used

through a computer desktop or mobile app that allows you to

set up virtual video and audio conferencing, webinars and

also classes.

Google classroom. All-in-one place for teaching or

learning. our easy-to- use and secure tool helps educators

manage, measure, and enrich learning experiences.

Impact. Is the influence of research or its effect on

an individual, a community, the development of policy, or

the creation of a new product or service. It relates to the

effects of research on our economic, social, and cultural

lives (AHRC, 2010).

Technology. Technology, the application of scientific

knowledge to the practical aims of human life or, as it is

sometimes phrased, to the change and manipulation of the

human environment.
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter represents the related literature and

studies which are relevant and show bearing in the present

undertaken.

Literature

Broadbent (2017) discovered a small positive

correlation between effort put into the course and time

management on the overall academic performance of liberal

arts students at the University of Melbourne. The study's

limitation is that it only focuses on online courses and

thus cannot provide a comparison of the effectiveness of

online and face-to-face courses.

Previous research has also found that students enrolled

in online courses do not necessarily outperform their peers

in traditional courses during assessments, because they are

generally comparable in content and experiences (Hurlbut,

2018). An alternative learning environment did not improve

the overall learning experience because most other factors

remained constant, such as class size, class duration, and

course content and academic requirements (El Said, 2021).

There has been little research into the impact of

course effectiveness on student performance in both online

and face-to-face courses (Hurlbut, 2018). There was also

limited data available over a long period of time about the

effectiveness of online learning, which had only recently

gained popularity and widespread adoption as a result of the

recent pandemic.

Student engagement is possibly the most important

causal factor of differences in academic performance

identified in previous studies. A decrease in academic

performance has been attributed to a lack of student

engagement in both online and face-to-face courses, with the

quality of faculty-student interactions and learning

strategies being among the variables with a high positive

correlation (Dumford & Miller, 2018).

Digital‐readiness is the availability and adoption of

information technologies and infrastructures in a country.

Western countries like America (3rd) scored significantly

higher in digital‐readiness compared to Asian countries like

China (54th; Cisco, 2019). Students from low digital‐

readiness countries could experience additional technology‐

related problems. Supporting evidence is emerging in recent

studies conducted during the COVID‐19 pandemic. In Egypt's

capital city, Basuony et al. (2020) found that only around

13.9%of the students experienced issues with their internet

connection. Whereas more than two‐thirds of the students in

rural Indonesia reported issues of unstable internet,

insufficient internet data, and incompatible learning device

(Agung et al., 2020. Niemi and Kousa (2020) also find that

students in a Finish high school experienced increased

amounts of technical problems during the examination period,

which involved additional technical applications. These

findings are concerning as young children and adolescent in

primary and lower secondary school could be more vulnerable

to these technical problems as they are less experienced

with the technologies in online learning (Barbour & LaBonte,

2017). Therefore, it is essential to investigate the

learning conditions and the related difficulties experienced

by students in K‐12 education as the extend of effects on

them remain underexplored.

As previous studies do not demonstrate a clear direct

correlation between online learning and student

achievements, therefore our study seeks to contribute to the

literature by having a direct comparison between online and

in-class settings, having chosen courses that have both

traditional and online versions offered. Along with adopting

some of the factors found in previous studies to be

statistically significant, we seek to provide an overall

conclusion on whether online learning creates a difference

in student academic achievement compared to traditional in-

class settings. This allows us to provide recommendations

and further discussions on online learning based on the

results of our study

There is no denying that technology will play a

significant role in our lives in 2020. Everything from

exploring the vastness of our solar system to passing the

time while waiting for the bus is made easier by technology.

As a result, it is not surprising that technology has had a

significant impact on education. While many schools around

the world use technology in the classroom, other

institutions are less fortunate. The Philippines' schools

currently have a technology gap, which prevents students

from reaping the benefits and use of technology in the

classroom.

The Philippines have noticed that technology has a

positive impact on education. A study conducted by Houghton

Mifflin Harcourt in California is highlighted in an article

published by The Manila Times. This study "found that

students using iPads performed better in math compared to

students using traditional textbooks." The article goes on

to list even more convincing evidence by citing an Oklahoma

State University study that "found that 75 percent of

students said use of gadgets enhanced their learning

experience."

The Philippines as a country would benefit greatly from

providing more of its students with high-tech learning

tools. A WorldRemit article explains that “especially in

emerging countries, such as the Philippines” it is important

that “students can get familiar with technology at a young

age.” This is because technology “sparks many market

possibilities – even a chance to compete against developed

economies!” Unfortunately, for impoverished areas of the

country, that is not the current reality. An article

published by OffCrowd points out that “Public education and

technology are hard to provide, especially where [the]

majority of the people are living beyond the daily means.”

The article goes on to inform that a technology gap is

present in the local schools of the Philippines and that

this gap has been caused by a “lack of distribution of

resources to the poverty line.” Without the proper

resources, students in these lower-income areas will not

receive the same educational support as students fortunate

enough to come from higher-income regions. Filipino students

suffering from the technology gap are the ones that would

benefit the most from these educational tools. According to

a Rappler article, the internet is becoming more accessible

across the country. By helping Filipino schools and students

increase their access to educational technology, we can help

give them the education they deserve.

Studies

The students' performance may be most affected by

online learning in this instance, particularly those who

were unable to use technology or who lacked the necessary

gadgets to participate in online classes. Due to weak or no

signal, those who live in urban areas are also impacted. It

explains that the effects of online education are both

positive and negative. They find that online education

decreased a student's final grade by about 0.2 standard

deviations. Student's performance in a particular subject.

Their work also supports earlier studies' findings that

students with lower academic ability were responsible for

the negative effects of online learning, according to

Cellini, 2021. Additionally, compared to traditional

learning, online learning has a significant negative impact

on students' academic abilities, making them weaker.

Research on online education and academic learning

suggested that interaction with online education increases

student-centered learning, promotes students’ participation,

and creates and facilitates more in-depth, logical, and

interactive discussion forums in place of out dated face-to-

face discussion programs. Online education increases their

creative attitude among them, thus among e-learners,

creativity increased, and they have new ideas for their

study and the online medium of education stimulates

creativity among them. The study reveals that the current

online educational methods are not enough to improve

academic skills, so it is recommended that some major

efforts must be made to continue to improve online

technology that fosters dynamic learning opportunities for

students through online education. (Akhter,2018.)

The number of research examining the "new normal" in

education has exploded recently. Others narrowed in on the

particular learning experience of kids during the pandemic,

while several concentrated on national policies,

professional development, and curriculum. These include

Copeland et al. (2021) and Fawaz et al. (2021), who looked

at how COVID-19 affected the mental health and coping

mechanisms of college students. According to Copeland et al.

(2021), the pandemic had a negative impact on students'

behavioral and emotional functioning, especially attention

and externalizing issues (i.e., mood and wellness behavior),

which were brought on by isolation, consequences on the

economy and health, and uncertainties. Students voiced their

worries about the study by Fawaz et al. (2021) over the

methods used for instruction and evaluation, the burdensome

task load, technical issues, and confinement.

Tang et al. (2020) looked at the effectiveness of

several online teaching modalities among engineering

students in a different study. The results of a

questionnaire showed that students were generally

unsatisfied with online learning, but notably with the

communication and question-and-answer formats. However, the

flipped classroom and online teaching methodology as a whole

enhanced student engagement, academic achievement, and

course evaluation. Hew et al. (2020) conducted a parallel

study in which they used a cloud-based video conferencing

program to convert traditional flipped classrooms into

completely online flipped classrooms. According to their

findings, these two categories of learning settings were

equally efficient. They also provided advice on how to

successfully implement online flipped classes supported by

videoconferencing. Unlike the other two research, Suryaman

et al. (2020) investigated the process of learning.

Because of the ever-expanding influence of technology,

the world has seen significant changes in the landscape of

education since the 1990s. Adoption of online learning

across various learning contexts, whether formal or

informal, academic or non-academic, residential or remote,

is one such development. We saw schools, teachers, and

students increasingly adopt e-learning technologies that

enable teachers to deliver interactive instruction,

seamlessly share resources, and facilitate student

collaboration and interaction (Elaish et al., 2019; Garcia

et al., 2018).

Given the current uncertainty, it is critical to gain a

more nuanced understanding of students' online learning

experiences during the COVID-19 pandemic. Many studies have

been conducted in this area to date, with a focus on

students' mental health (Copeland et al., 2021; Fawaz et

al., 2021), home learning (Suryaman et al., 2020), self-

regulation (Carter et al., 2020), virtual learning

environment (Almaiah et al., 2020; Hew et al., 2020; Tang et

al., 2020), and overall learning (e.g., Adarkwah, 2021; Day

et al., 2021; Khalil et al., 2020; Singh et al., 2020). The

current study differs from previous studies in two

significant ways.

An unprecedented health disaster (the COVID-19

pandemic) that has affected the education sector has rocked

its basis. As a result, numerous governments throughout the

world have started a crisis response to lessen the

pandemic's negative effects on education. This reaction

entails, but is not limited to, curriculum updates, the

provision of infrastructure and technology resources,

adjustments to the academic calendar, and rules for the

delivery and evaluation of education. These changes pushed

educational institutions to switch entirely to online

training until face-to-face instruction was permitted, which

was inevitable. The current situation is special since

movement limits and health precautions may make the

difficulties encountered while online learning worse

(Gonzales et al., 2020; Kapasia et al., 2020). Gaining

knowledge is crucial given the uncertainty of today. Their

studies demonstrated that students had numerous challenges

when learning at home, including a lack of technological

proficiency, high Internet costs, and a lack of

interactivity and socializing between and among students.

Kapasia et al. (2020) examined how lockdown affects pupils'

learning performance in a related study. Their findings

showed that the lockdown seriously disrupted the educational

process for the children. The students also discussed some

difficulties they had with their online lessons. These

problems are exacerbated among marginalized and remote

students and include anxiety, sadness, bad Internet, and

unpleasant home learning environments. The confinement of

pupils during the pandemic had a considerable favorable

impact on their performance, contrary to Kapasia et al(2020)

.'s findings, according to Gonzales et al. (2020). These

outcomes were attributed to

Synthesis

A study has found a positive correlation between effort put

into a course and time management on the overall academic

achievement of liberal arts students at the University of

Melbourne. The study's limitation is that it only focuses on

online courses and cannot provide a comparison of the

effectiveness of online and face-to-face courses. Students from

low digital-readiness countries could experience additional

technology-related problems. Young children and adolescent in

primary and lower secondary school could be more vulnerable to

these technical problems. It is essential to investigate the

learning conditions and the related difficulties experienced by

students in K‐12 education. The number of studies examining the

"new normal" in education has exploded recently. Copeland et al.

(2021) looked at how COVID-19 affected the mental health and

coping mechanisms of college students. Online classroom and

online teaching methodology as a whole enhanced student

engagement, academic achievement, and course evaluation.

The world has seen significant changes in the landscape of

education since the 1990s. An unprecedented health disaster (the

COVID-19 pandemic) has affected the education sector. This study

aims to gain a more nuanced understanding of students' online

learning experiences during the pandemic. Kapasia et al. (2020)

examined how lockdown affects pupils' learning performance in a

related study. Their findings showed that the lockdown seriously

disrupted the educational process for the children. The

Philippines have noticed that technology has a positive impact on

education. A study conducted by Houghton Mifflin Harcourt in

California found that students using iPads performed better in

math compared to those using traditional textbooks. The country

would benefit greatly from providing more of its students with

high-tech learning tools.

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