THE EFFECTS OF ONLINE CLASS AMONG SENIOR HIGH SCHOOL STUDENTS

A Research Paper to the Faculty of Senior High School

Bayambang NatIonal High School

Bayambang, Pangasinan

In Partial Fulfillment

In

Practical Research 2

By:

Anthony Abalos

Angela Mae Cayabyab

Cristine Ubando

Ella Todio

Ashley Casingal
 Chapter 1

Background of the Study

With the fast development of the Internet, many colleges and universities have

offered online courses as a viable alternative to traditional face-to-face instruction.

However, considerable concerns and problems have developed, particularly as it relates

to the quality of online education. Online education, according to Harasim (1989), is a

new domain of learning that combines distance education with the practice of face-to-

face instruction utilizing computer-mediated communication. Ascough (2002) suggested

that online education has the following features: (a) it provides a learning experience

different than in the traditional classroom because learners are different, (b) the

communication is via computer and World Wide Web, (c) participation in classroom by

learners are different, (d) the social dynamic of the learning environment is changed,

and (e) discrimination and prejudice is minimized (p.1).

The term online education is often associated with Internet education, virtual

education, cyber-learning, and asynchronous learning (Office of Sustainable

Development, 2000). Kearsly (2000) reported the following themes that shape online

education: collaboration, connectivity, student-centeredness, unboundedness,

community, exploration, shared knowledge, multisensory experience, and authenticity

(p. 4-10). Therefore, online class expansive nature of the internet and the accessibility

of technology have generated a surge in the demand for web based teaching and

learning (Chaney, 2010). Distance learning is a rapidly expanding environment which

allows users the flexibility of operating outside of the constraints of time and place

(Chaney, 2010). Online learning can be defined as “learning that takes place partially or
entirely over the Internet” (U.S. Department of Education, 2010). Online learning is

appealing to a range of learners and is becoming more commonplace in settings from

elementary schools to high school and into post-secondary education. This paper

examines the potential challenges and drawbacks of online coursework. This paper

raises questions about how to best support high school students enrolled in an online

course.

Statement of the Problem

This study aims to determine the effects of asynchronous online modality among

senior high school students.

Specially, the study will seek to answer the following questions:

1. What is the profile of the respondents in the terms of the following:

1.1. sex;

1.2. family income; and

1.3. general weighted Average (First Quarter of SY 2020-2021).

2. What are the effects of asynchronous online modality to the senior high students in

terms of their:

2.1 emotional aspect;

2.2 psychological aspect; and

2.3 social aspect.

3. Is there a significant relationship between the profile of the respondents and the

effects of online class among senior high school students?

The main objective of this study is to find the percentage of the students who has

positive and negative remarks and find out the problems in asynchronous online class

Bayambang Senior High School to help the senior high school students solve their

problems and find the most efficient way to learn and improve in this kind of learning

modality.

Specific problem

This study aims to find the answers in the following specific objective:

1. What is online classes?

2. What is learning competency?

3. What kind of software helps the students in online class to learn and understand their

subject more?

4. What are the technical problems that the students and teachers experience during

the online classes?

5. How does the students keep motivated during their online class?

Research Hypothesis

The study would like to test the hypothesis in its null form at less than 0.05 level

of significance.

There is no significant relationship between the profile variables and the level of

parental acceptance on relationship engagement among senior high school students.

Significance of the study

The results of the research study will benefit the following person about the

effects of online class among senior high school students.

research; the outcome can make the students fully aware of the effects of taking online

classes.

Teachers- The study will serve as a basis to give advice on their students who hard to

cope up in the online class.

Parents- This study will help them to handling their child in using internet when it comes

on unstoppable engaging in social networking sites due on having online classes.

Guidance Counselor- The study will serve as their basis to help the students to

motivate them especially on this pandemic.

Future Researchers. The findings of the study will serve as their reference on

conducting further study.

Scope and Delimitation

This study is conducted in Bayambang National High School during the first

semester of S.Y. 2020-2021. . The target respondents of the researchers are the Grade

12 students of the said school. The researchers will determine the effects of internet on

academic performance to the senior high school students.

REVIEW OF RELATED LITERATURE AND STUDIES

In this study, the researchers will thoroughly discuss the local and foreign related

literature and studies. This review will present the legal basis, local and foreign literature and

related studies.

The first section of the review of literature addresses the review session contents as

related to academic performance. The following influences on academic performance are

addressed: effectiveness, communication, learner-responsibility and self-evaluation. The second

section of the review of literature addresses the student characteristics that may influence

academic performance such as self-efficacy, attributions, and self-regulatory activities.

RELATED LITERATURE

Effectiveness

Distance education gained popularity, due in part, to its academic effectiveness. Pedagogy,

according to Markel (1999), should not have to be compromised based upon instruction mode.

Spooner, Jordan, Algozzine, and Spooner (1999) focused on creating practical 8 and productive

personnel preparation programs for the special education field. Lack of direct contact between

participants in a distance education format was one concern. Results, however, indicated no

cognitive difference between the distance education and traditional class participants. Mann,

Henderson, and Guffy (2002) also focused on the special education field. They felt traditional
teacher preparation programs could not effectively and efficiently produce enough educators to

meet the growing needs of qualified special education educators. Their project delivered

Internet-based professional development and special education courses to students as an

alternative certification program. Results indicated alternative certification program students

scored higher competency ratings than their FtF counterpart. Steinweg, Davis, and Thomson

(2005) reported no significant difference in academic results between online and face-to-face

venues for an introductory special education course.

There were no differences in academic performance between the two modalities. Buzhardt

and Semb (2005) compared academic performances between students using online study guides

versus students using pen and paper study guides. Results from this college classroom study

indicated students using online study guides reported higher satisfaction but did not differ in

academic performance. Contrary to the Buzhart and Semb (2005) study’s 9 satisfaction level,

however, Allen et al. (2002) reported a lower level of satisfaction with distance education classes

when compared to its FtF counterpart. Allen et al. (2002) expressed concern that low satisfaction

could influence completion and/or drop out rates.

Communication

Communication is vital in distance education as the traditional face-to-face contact is either

minimal or absent. Thus, instructors need to develop deliberate communication strategies for

enhancing interactions. Important to online education, and a responsibility of the instructor, is the

interaction between learner and instructor, learner and learner, and between the learner and

content (Boaz, 1999). Creating a nonthreatening learning environment will enhance

approachability and interaction among all parties (Dillon & Walsh, 1992). Unity among
classmates generally produces high quality 10 results and should be facilitated (Boaz, 1999).

Learner-to-learner interactions, however, are quite different in online environments as compared

to traditional classroom settings. Whiteneck (2004) stresses the importance of respect towards

one another in online communications. Asynchronous communication is an option for online

formats and chosen for the present study. Asynchronous communication allows students a choice

of when they participate in online learning, allows the student time to reflect on postings, and

affords the student an opportunity to respond to each discussion topic. Such benefits are not

common in FtF settings. Self-reflection, according to Bandura (1986), enables people to make

sense of their experiences, engage in self-evaluation, and recognize self-beliefs. A benefit of

online assessment is that learners have the ability to respond to every question/issue the

instructor generates (Robles & Braathen, 2002).

Learner-Responsibility

Online education typically offers learners more control over their study level,

involvement, and time on task. Such benefits allow for professional and career development

while juggling responsibilities between family and work. Williams, Goldstein, and Goldstein

(2002), however, noted that minority and adult populations are at a greater risk of

underachieving than traditionally-aged students because they most 11 likely have external

responsibilities. Thus, it would seem reasonable that distance education for non-traditional

populations need sound study habits and good time management skills to succeed in the learner-

controlled environment. Additionally, it would be improbable to assume that online education

results in success for every student who engages in such modality. Brown (2001) found that

employees did not wisely control their learning time commitment. Learners skipped vital

practice areas critical for building understanding of the material. Learners also moved quickly

through training, possibly to return to personal or professional obligations. Results indicated that
some of the lowest academic performers completed less than 70% of the recommended practice

and spent less than 50% of the recommended time commitment.

Self Evaluation

Schunk (1991) reported that self-evaluation of one’s learning progress enhances a student’s self-

efficacy and motivation to continue working on the task.

Self-Efficacy

Self-efficacy, as defined by Bandura (1997), is a person’s belief in his or her capability of

being successful. Graham and Weiner (1996) concluded self-efficacy is a consistent predictor of

behavioral outcomes, especially for psychology and education settings. Furthermore, they stated

that it is not how capable a person is, rather, how capable a person believes one could be.

Kitsantas (2002) reports that high efficacious individuals are more likely to set goals, self-

monitor, and persist in face of difficulties than those with self-doubt. Research on Social

Cognitive Theory of career choice and development link the impact of self-efficacy beliefs on

decisional behavior. Bandura and Locke (2003) found persons with high-perceived self-efficacy

for fulfilling educational requirements and/or occupational roles explore a wide range of career

options, have a great interest in their career, have an increased desire to prepare educationally,

and pursue mastery of educational requirements. However, Keogh and French (2001) state that

in a test conscious environment, individuals are affected greatly by their test performance.

Academic self-efficacy refers to subjective convictions that one can successfully carry out

academic tasks at designated levels (Schunk, 1991). Lee and Witta (2001) found self-efficacy of both

course content and technology use. Interestingly, Lee and Witta (2001) found that students who were

not efficacious with online technologies performed better than those who were efficacious. Dellana et
al. (2000), however, found no significant difference in academic performances based on the student’s

initial computer proficiency. According to Bandura and Locke (2003), a person has the power to produce

desired effects; otherwise, one has little incentive to act or persevere in the face of difficulty.

Attributions

Attributions such as ability, effort, and task difficulty can affect expectations and behaviors

(Weiner, 1985). People who succeed at a task and continue to work hard are likely to expect

future success and be motivated to expand the effort (Schunk, 2003). Completion of a structured

review session, thus, may increase self-efficacy. Cheung and Kan (2002) studied an online

business communication course and reported academic performance correlated to tutorial

attendance. Mann, Henderson, and Guffy (2002), under the direction of the Division of

Education at West Texas A & M University in 2001, reported Internet courses were well

conceived but rigorous.

Self-regulation

The distance learner faces challenges apart from traditional face-to-face classroom learners.

The learner must accept that they are responsible for their learning. Hardy (1999) discusses

characteristics that will enhance a learner’s success in online education. Online students should

demonstrate focus and time management skills. Students should be able to work both

independently and collaboratively with classmates. Students should be motivated to succeed and

possess the skills and abilities to engage in self-regulated learning strategies. Zimmerman (2001)

identified self-regulated learners as a metacognitively, cognitively, motivationally, and

behaviorally active participant in their own learning process to improve their academic

achievement. Self-regulated learners set goals, self-monitor and evaluate their progress
consistently, approach tasks with diligence and complete them on time, and report high

motivational beliefs (Zimmerman, 2000, Zimmerman & Kitsantas, 1999). Kitsantas (2002) found

the successful students in a college psychology class used self-regulatory processes and

strategies to prepare for examinations.

RELATED STUDIES

A. FOREIGN STUDIES

The impact of online interaction on student learning outcome Chou (Chou, Peng, &

Chang, 2010) has defined active interaction in online learning activities including the

types of interaction: the learner -self, learner- learner, learner - instructor, learner -content,

and learner interface. The learning activities in the course is a combination of forms of

interaction between the subjects involved in the teaching and learning activities include:

student-content, student-instructor, and student-student interaction (Grade l & Edson, 2010).

Popular LMS systems currently provide essential tools that allow interactive activities in the

course, such as forums, message, online forms of assignments, exercises in wiki format,

virtual classroom, etc. These tools also assist teachers in tracking and monitoring the

student learning process, such as status submitted assignments reports, the frequency of

access statistics, activity logs on the system. There have been many studies propose

solutions to make interactive activities effectively support the learning process of students.

Evans and colleagues (Evans & Sabry, 2003) implemented three interactive activities: the pace

control, self-assessment, interactive simulation of his research and time of using the
system is a factor affecting student results. The results of their study showed that students

with better results and need less time learning when interacting more with the system.

However, the research no conducted with other interactive forms. Similarly, according to

research results (Damianov, Kupczynski, & Calafiore, 2009), there is a positive influence in

the direction of time spent online and the results calculated by the scores of students, especially

students in the group above average. Contrary to the judgment of Eom (Eom, Wen, & Ashill,

2006) showed that there was no relationship between other forms of interaction to the learning

outcomes of students. Early research found out interactive activities online in the blended

learning course have an impact on student learning outcomes.

Student performance is a multidimensional concept; successful completion of a course,

course withdrawals, grades, added knowledge, and skill building are among some of the aspects.

Nevertheless, researchers have been interested in differences in performance between the two

modes of instruction. McLaren (2004) found significant differences in persistence between the

two instructional modes, though no significant performance difference was noted as measured by

the final grade. Carr (2000) reported dropout rates as high as 80% in online classes and

suggested a rule of thumb that course completion rates are often 10 to 20% higher in traditional

courses. This result can be attributed to the demographic that distance education students are

frequently older and have more life obligations. It also can be attributed to the mode of

instruction itself, because online classes are often viewed as easier to drift away from or sever

ties with. Comparable performance findings were identified in different academic curriculums.

Moore and Thompson (1990, 1997) reviewed much of this type of research from the 1980s

through the 1990s and concluded that distance education was effective in terms of achievement

of learning, attitudes expressed by students and teachers, and return on investment (1997).
Harrington (1999) compared classroom and online statistics instruction for master’s-level social

work students and suggested that students who previously have been successful academically can

do just as well with a distance learning approach as can students in a traditional classroom

course. Thirunarayanan and Perez-Prad (2001), in their study of education programs, found that

although the online group scored slightly better than the campus group on the class post-test, the

difference in performance was not statistically significant. L. Smith (2001) compared instruction

in an MBA marketing planning course, providing descriptions of the differences needed in the

two environments to achieve the same learning objectives. McLaren (2004), in comparing

performance measures of an undergraduate business statistics course, provided evidence that the

final grade for students who successfully completed the course is independent of the mode of

instruction. Despite the proliferation of literature, performance measurement for online

instruction is quite difficult and often problematic. For example, Brown and Wack (1999) point

out the difficulty of applying a clinical experimental design to educational research and suggest

the efforts to compare distance and conventional courses and programs are problematic,

especially as distance and campus programs and populations are increasingly integrated. Within

the limited amount of original Comparing the Effectiveness of Classroom and Online Learning

204 Journal of Public Affairs Education research, three broad measures of the effectiveness of

online education are usually examined: (a) student outcomes, such as grades and test scores; (b)

student attitudes about learning through distance education; and (c) overall student satisfaction

toward distance learning. Such research studies have often demonstrated weak designs,

especially in control of the populations under comparison, the treatment being given, and the

statistical techniques being applied (Moore & Thompson, 1990). A study by Phipps and

Merisotis (1999) found that several key shortcomings are inherent within the original research on
the effectiveness of online learning, including no control for extraneous variables (and therefore

no demonstrable illustration of cause and effect), lack of randomization for sample selection,

weak validity and reliability of measuring instruments, and no control for any “reactive effects.”

It is important to note that, despite the proliferation of literature on online learning, there is a

relative scarcity of true, original research dedicated to examining online learning effectiveness in

the field of public administration

B. LOCAL STUDIES

As a supplement to the traditional courses especially in times of emergencies, Eliademy

is a virtual learning environment for course creation in universities, colleges, etc. by which

educators can use this platform to create their web based classroom to teach students online.

Along with the creation of courses, they also have the option to start discussions on the courses

at any point of time. Features like invitation to external members and tasks assignment allows

users to easily monitor each other’s learning and progress on a course. Courses having sub-topics

can be easily managed and taught here while utilizing all basic features like Course description,

Tasks, Discussion and invitation to external members. With extra features like adding pictures,

presentations, files, YouTube & Vimeo videos users can easily create more engaging courses.

This app is good for individuals and institutions that are looking to setup their own online course

management system which educators can use to manage their classrooms online. Several studies

have shown that technology integration have been affecting academic excellence and the quality

of the delivery instructions by the teachers. For instance, an study investigated the differences in
perceptions and attitudes toward technology integration of K-12 public school teachers in rural,

suburban, and urban environments. The purpose was to examine the relationship between

frequency of use and perception of effectiveness of web-based learning tools based upon the type

of school setting. The research found teachers from urban schools trailed rural and suburban

schools in usage and perception. Suburban schools indicated the highest perceptions of

technology effectiveness, followed by their rural peers. Current teachers, administrators, and

teacher educators may benefit from this insight to identify the most effective technologies, as

well as work focus on improved use of technology, particularly in the urban classroom. Popular

researchers designed a web-based learning system using a set of scaffolding procedures and

collaborative learning techniques to enhance students' creative writing in the classroom. Guiding

questions are meant to be suggestive of creative association to foster their creative thinking.

Through peer assessment, students could learn from others' thinking methods while appreciating

and criticizing their writing. After the system was developed, an evaluation experiment was

performed. Compared with the control group, participants who used the system to assist writing

showed significant improvements after three times trainings. Meanwhile, other study stated that

the typical "flipped classroom" delivers lecture material in video format to students outside of

class in order to make space for active learning in class. Interactive video vignettes incorporate

evidence-based teaching strategies to address known areas of confusion for entering students .

Each includes a live action scenario with undergraduates investigating a biological problem with

a realistic experiment that users participate in. Through the course of each 10-20 minute video,

users are required to make predictions, answer questions, collect data and draw conclusions.

Branching and reflection of previous answers allows each user to have a personalized

experience. Research into how students learn with these tools is being used to develop entire
modules that will incorporate the IVV as a priming activity to be done as homework, along with

suggested activities to be done in class that take the introduced concepts deeper and/or broader.

The findings of this study indicated that using a web-based classroom was really a significant

contributor of students’ improvement in learning. As a matter of fact, a study introduced an

open‐ source, online software tool called OMAT as a teaching tool for performing economy

wide‐ material flow analysis (EW‐ MFA) at urban or regional level in industrial ecology

curricula. To that intent, they presented a classroom and project activity that was developed for a

masters‐ level industrial ecology course offered by the Autonomous University of Barcelona.

Insights were provided with regards to the outcome of the classroom exercise as well as lessons

learned from both an academic and a software development point of view. The OMAT software

provided users with a specialized tool to enter and process MFA data in a simple, intuitive way.

The usefulness of OMAT as a teaching tool was tested by engaging students in a classroom

activity that entailed using OMAT as a tool to perform an EW ‐ MFA applied to the Metropolitan

Area of Barcelona for the years 2005‐ 2011. The aim of this exercise was to teach students

specific skills required in performing an EW‐ MFA, not through theory classes, but hands ‐ on

through a learn‐ as‐ you‐ go approach. The exercise not only equipped the students with

knowledge about MFA, but also introduced them to solving problems as a team, meeting project

deadlines, and communicating effectively with colleagues from different disciplines and

backgrounds. Even though there is room for further improvements, this exercise showed that

OMAT provided a useful addition to traditional methods that allowed students to get a more

practical and thorough understanding of the MFA methodology. Additionally, some scholars

stated that the population of students all over the world is growing without a proportionate

increase in teaching/learning resources/infrastructure. There is also much quest for learning in an

opportunity learning environment that will hitherto improve the system of education globally has

therefore become imperative. Based on their findings, a mathematical model Web-based Virtual

Classroom system (Web VCS) was developed to provide a viable medium through which sound

education can be offered in tertiary institutions that can carter for varieties of learners

irrespective of their abilities, dispositions and geographical locations. The system model was

developed based on active learning approach that adopts blended learning theory (Constructivist

Cognivist learning approach), incorporating e-pedagogy that supports collaboration among

participants in the web-based Virtual learning environment. The key objects used in creating the

Web VCS model are: Courses, Students, Instructors and Learning performances. Such system

model set a framework for developers of virtual classrooms and successful implementation of the

model leads to students learning by interacting with their peers resulting in the construction of

knowledge. Web-based learning is generally a solitary process without teachers' on-the-spot

assistance. In their study, a quasi experiment was conducted to explore the effects of various

combinations of Web-Based Cognitive Apprenticeship (WBCA) and Time Management (TM)

on the development of students' computing skills. The goal of their research was to examine the

effects of WBCA, TM, and their combination on undergraduates' learning, and further develop

appropriate course design and online teaching methods for both teachers and schools. The results

showed that students who received WBCA and TM had higher grades than those without. Such

findings were supported by a study as it was argued that, contact time with students was

becoming more valuable and must be utilized efficiently . Unfortunately, many students attend

anatomy lectures and labs ill-prepared, and this limits efficiency. To address the issue, they have

created an interactive mobile app designed to facilitate the acquisition and transfer of critical
anatomical knowledge in veterinary students, thereby increasing classroom and laboratory

preparedness. She found out that in contrast to a traditional reading assignment, utilization of

such an app to introduce students to a subject area significantly enhanced the initial learning of

anatomy and the transfer of that learned material to a related, but novel area. Towards the end of

the article, the author proposed that students using the apps were subsequently better prepared

for lecture and lab, than students using the more traditional method of reading a textbook.

Exposure of students to a topic prior to lecture and laboratory, using methods that students

embrace, can only lead to a more efficient and better educational experience.

FRAMEWORK OF THE STUDY

Interaction lies at the center of any learning experience (Dewey, 1938; Vygotsky, 1978),

and it has been identified as one of the major constructs in distance education research (McIsaac

& Gunawardena, 1996; Moore, 1989; Vrasidas, 2000; Wagner, 1994). Dewey (1938) argued that

education is based on the interaction of an individual’s external and internal conditions.

Interaction and the situation within which one experiences the world cannot be separated because

the context of interaction is provided by the situation. He postulated that “an experience is

always what it is because of a transaction taking place between an individual and what, at the

time, constitutes his environment . The idea of transaction suggests the intersubjectivity between

the individual him or herself, other people, and his or her surrounding environment.
 Between 1997 and 2002, the authors and colleagues conducted a series of studies to

examine face-to-face and mediated interaction in distance education courses. The results of those

studies led to the construction and refinement of a conceptual framework (see Figure 1). The

classic concept of “interaction” can now be seen as resolvable into a set of concepts embedded in

a particular instructional structure that itself is embedded in a social/institutional context that

mediates the salience of these concepts and the relationships among them. Figure 1 is an attempt

to portray this framework. Modalities or qualities of interaction form the foreground (or “figure”)

emerging from the background (or “ground”) of social and institutional context. Other

researchers will reverse the figure-ground relationship as their interests dictate. But for us, it is

the evolving nature of teacher-learner-content interactions shaped by technological advances

considered in their social and institutional contexts that serves as the focus of our disciplined

inquiries. The framework consists of the following categories: context (e.g., institutional policies,

teacher, technology, content), structure, learner control, social presence, feedback, dialogue, and

interaction. Teacher and technology are the two most important components of context since

they shape the structure of the learning environment in ways that will allow learners to construct

knowledge and meaning alone and in collaboration with teachers and peers.

The major categories of the framework were fine-tuned by conducting a review of

research in distance education (Baynton, 1992; Chen & Willits, 1999; Dille & Mezack, 1991;

Gunawardena, 1995; Gunawardena & Zittle, 1997; Hillman, Willis, & Gunawardena, 1994;

McHenry & Bozik, 1995; McIsaac & Gunawardena, 1996; Moore, 1994; Parker, 1995; Quinn,

Mehan, Levin, & Black, 1983; Ross, 1996; Saba & Shearer, 1994). All categories of the

framework are part of a system and are interrelated.

METHODOLOGY

This chapter presents the research methods that were used in the study. It includes the

research designs, research locale, research settings, the Respondent, the data gathering and the

statistical treatment used. The purpose of this study was to determine The Effects of Online Class

among Senior High School Students.

Research Design

The research method used is descriptive research. It involves gathering, organizing

analyzing, summarizing, and interpreting of the data gathered. It aims to describe systemically

the Effects of Online Class among Senior High School students in Bayambang National High

School Senior High School. It will also provide useful information about the effects of online

class. Describe method was used since the study focuses on the Effects of Online Class Among

Senior High School Students.

Research Locale

The study will be conducted in Bayambang National High School. Bayambang National

High School is located at the north western hilly part of the Poblacion area Quezon Blvd.

Bayambang, Pangasinan. It is the bound in the north by the Pangasinan State University. East by

Bayambang Old Central Elementary School. South by Magsaysay road and west by new

Bayambang Central Elementary School. It has a land of 53,530 square meters.

The research setting refers to the place where the data are collected. In this study data were

collected at Bayambang National High School Senior High School. The main purpose of this

study is to know the effects of online class among senior high school students.

Research Instrument

This research programed aims at identifying policy instruments and other strategic decisions

that contribute to the effects of online class among senior high school students in Bayambang

National High School Senior High School.

For this purpose, we investigate the major effects and how online class affects the students

academically and mentally. The question are factual that are really intended to gather pertinent

information about the effects of online class among senior high school students.
Methods of Gathering Data

The methods of gathering data used were the online questionare. This is concerned with

looking into the effects of online classes to students. Since the present is a study; the survery

questionare are sent online. It is the most appropriate method used in gathering data due to

pandemic.

Sampling Procedure

The Study was conducted for High School student only. The students of Bayambang

National High School Senior High School is including to this study. List were collected from 20

respondents. It includes also the total percentage of the people who participate in this study.

Statistic Treatment

The gathered data are grouped, tabled and carefully organized into three tables.

Frequency, percentage and ranking are reflected in all the tables. This helps the researchers

determine the validity and reliability of the research instruments used.

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