THE IMPACT OF LONG DISTANCE LEARNING ON THE ACADEMIC

PERFORMANCE OF THE GRADE 11 HUMSS STUDENTS OF MAGALANG

CHRISTIAN ECUMENICAL SCHOOL,INC.

John Patrick S. Abrugar,Andrei Ramses S. Alfonso,Aeron Q. Arcenal,Kiat Emier D.

Campos,Christian James R. Canlas,Noli Jean S. Canlas,Kiel Arvin M. Dayrit,Katrina

Kassandra S. Dela Cruz,Christian John I. De Leon,Felix Jose C. Kabigting,Mark

Andrew L. Manoles,Avery Jaye R. Mella,Kyle C. Santos,Maybelyn L. Soliman,Edky B.

Villapaña & Jairous Ashley S. Yumul

November 2024
 INTRODUCTION

Distance Learning is a method of studying in which lectures are broadcast or classes are

conducted by correspondence or over the internet, without the student's needing to attend a

school or college. It is not implemented before and it is just implemented now a days because

of some circumstances. All the people especially the students need to adjust quickly to the

new environment we are living. The academic performance of the students is so important,

that every student trying hard to study well to maintain their high grades and good

performance in school. Online learning is the learning transferred through internet

technologies by synchronous and asynchronous means. These modes help students interact

with their teachers and colleagues while keeping a social distance (Dong et al., 2020).

The 2019 Pandemic has forced students to take online classes, increasing their stress levels

and negatively impacting their academic performance. Millions of students around the world

were forced into distance learning by the COVID-19 pandemic. This accelerated a trend that

was already taking place. There has been tremendous growth in the number of students

learning online, and it has proved to be a solution to some educational challenges.

Some students slowly liking the distance learning method because of some reasons like they

can do whatever they want during class hours and they can even cheat with their online test.

Even though many students admired this transition; a large number of the student body did
not want to study online due to the increased workload, time management issues, and lack of

technical skills. Moreover, recent research indicates that students feel stressed because of

online learning and prefer face-to-face learning (Patricia, 2020; Fawaz and

Samaha,2021).

Some students needed to motivate to study well, one of the factors that motivate students to

study is peer relationships. In every class, there's always a healthy sense of competition that

drives students to perform better to get bragging rights. But the forced isolation and switch to

online learning has deprived students of that extra bit of motivation. Besides, the leniency in

grading has also contributed to this lack of motivation. Even the top performers no longer feel

the urge to put in them best efforts in class. After all, there is no incentive to burn the midnight

oil. That is why even the top students do not want to study because their effort will not be

recognized if it is in online classes.

The academic performance of students has been affected negatively, leading to an

unsatisfactory academic performance and declining in their grades. So, it urges to understand

how the satisfaction level and performance of the students can be enhanced using online

learning platforms. Moreover, due to an abrupt transition from conventional classroom-based

face-to-face learning to virtual learning, i.e., online learning, institutions, students, and

instructors observe certain challenges. The most significant challenges encountered are

delivering quality education, implementing quality systems required for online learning, and

adapting the latest technologies (Almaiah et al., 2020).

modular distance learning, learners' general weighted average decreased by 2.25 percent,

which indicates a considerable decrease in their academic performance. This may be a result

of limited interaction between the teachers and the students.

Before determining the factors that can enhance the satisfaction level and performance

of students in online learning, we first need to understand the basic concept of e-learning and

its different components. Many words in literature have been used interchangeably for online

learning like “blended learning,” “e-learning,” and “distance learning.” It has been defined as

a method of providing education through the internet while using smartphones, laptops,

desktops, tablets, etc. (Clark and Mayer, 2016)

1.Academic Performance: is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement using

classroom performance, graduation rates, and results from standardized tests.

2.Distance Learning:Distance Learning is a method of studying in which lectures are

broadcast or classes are conducted by correspondence or over the internet, without the

student's needing to attend a school or college. It is not implemented before and it is just

implemented now a days because of some circumstances.

3.Effect: The impact or influence that distance learning has on the academic performance of

the senior high school.

4.Student: Individuals who are enrolled in an educational institution and are engage in

learning activities.

Teachers may find that distance learning necessitates the use of novel engagement and

evaluation techniques, which could have an impact on their capacity to accurately assess and

assist students' development. A variety of effects could be seen by students, ranging from
increased adaptability to difficulties adjusting to online environments and upholding

discipline. Supporting their children's education while juggling their own obligations can be

challenging for parents. Educators can offer valuable perspectives on the wider effects of

remote learning on academic achievements and recommend enhancements by analyzing data

and trends.

This study examines the significant effects on Senior High School Students' Academic

Performance at Magalang Christian Ecumenical School,INC.of the sudden switch to Distance

Learning brought on by the pandemic of 2019. The research covers important concerns

including the difficulties of virtual learning, recognizing students' efforts in online

classrooms, and the wider institutional influence by exploring both good and bad elements of

online education. It recognizes the range of student viewpoints about remote learning, from

gratitude for the flexibility to difficulties with rising workloads and technological difficulties.

The goal of the study is to offer insights into tactics that might be used to improve students'

overall Academic Performance in this new educational environment, while also

acknowledging the significance of peer connections and motivation in academic

achievement. In the end, the study advances knowledge about the impact of remote learning,

guiding the development of interventions and policies that maximize Senior High School

Students' educational opportunities at Magalang Christian Ecumenical School,INC.

THEORETICAL FRAMEWORK

Long Distance Learning Theory (LDL) by Albert Bandura in 1977 provides a theoretical

lens through which to understand student satisfaction and academic performance in online

learning. LDL emphasizes the dynamic interaction between personal factors, environmental
factors, and behavior. In the context of online learning, personal factors such as self-efficacy,

motivation, and perceived social support influence student engagement and performance.

Self-efficacy plays a crucial role in determining students' ability to succeed in online

learning. Students who believe in their own capabilities to learn new material, complete

assignments, and overcome challenges are more likely to engage actively in the online course

and achieve academic success. Moreover, motivation, both intrinsic and extrinsic, serves as a

driving force behind student engagement and persistence in online learning.

Perceived social support from instructors, peers, and the online learning community can also

impact student satisfaction and academic performance. Positive interactions, timely feedback,

and a sense of belonging within the online learning environment can enhance students'

imotivation and sense of competence. Additionally, social interactions and collaborative

activities can promote active learning and knowledge construction.

By applying LDL to the study of student satisfaction and academic performance in online

learning, researchers can better understand the complex interplay of personal and

environmental factors that influence student success. Educators can use this theoretical

framework to develop interventions and strategies that promote self-efficacy, motivation, and

social support to enhance the online learning experience for students.

CONCEPTUAL FRAMEWORK

The dependent variable of this study is the Long Distance Learning of the Grade 11Humss

Students in Magalang Christian Ecumenical School Incorporated. As stated by bernard, R.

M., Abrami, P. C., Borokhovski, E., et al. (2009). Long distance learning and academic
performance refers to educational process where students and instructors are seperated by

physical distance and use various forms of technology to communicate and deliver

instruction. This can include online courses, virtual classroom, and other remote learning

methods. Humanities and Social Sciences is what "HUMSS" stands for. It's a curriculum or

course of study with an emphasis on social science subjects including sociology, literature,

history, and philosophy.

According to Toyama and Baki (2013), Long Distance Learning and Academic Performace is

the effectiveness of online and blended learning compared to traditional face-to-face

instruction. Therefore, this research determined whether there is a relationship between the

Grade 11 Humss Students of Magalang Christian Ecumenical Incorporated Long Distance

Learning and their Academic Performance.

PARADIGM OF THE STUDY

Generally, this study aimed to investigate if there is a significant relationship between

the impact of distance learning to the academic performance of the Grade 11 Humss Students

in Magalang Christian Ecumenical School,INC Specifically, the study aims to answer the

following research questions:

(1) How may Long Distance Learning be define? (2) How may Academic Performances be

define? (3) Is there a significant relationship between the Long Distance Learning of the

Grade 11 Humss Students of Magalang Christian Ecumenical School Incorporated and their

Academic Performance?

HYPOTHESIS

This study state that there is no significant relationship between Long Distance Learning of
the Grade 11 Students of Magalang Christian Ecumenical School Incorporated and their
Academic Performances.

METHODS
This study, in general, utilized a quantitative research design, which is defined as a research
framework that focuses on collecting and analyzing numerical data to identify patterns, test
theories or measure variables Creswell J.D. (2017). This design typically involves structured
methods such as surveys, experiments, or statistical analysis to draw conclusions that are
generalizable across broader populations. Babbie, E. (2021)

The study will make use of correlational design, is a research method used to determine if
there is a statistical relationship between two or more variables. It examines the degree to
which these variables change together, but it does not imply causation.a study might explore
the correlation between study time and academic performance. If a positive correlation is
found, it means that as study time increases, academic performance tends to increase as well.
However, this does not establish that study time causes better performance, as there may be
other influencing factors.Cohen, J. (1988).

Participants

The researchers will be sixty students on Grade 11HUMSS students in one of the school on
Region III, Academic year 2024-2025 The researchers will conduct the random sampling
technique for this study according to Kish, L. (1965).is a technique used in statistical analysis
where each member of a population has an equal chance of being selected in the sample. This
method ensures that the sample is representative of the population, minimizing bias and
allowing for the results to be generalized from the sample to the larger group. is a method of
selecting a subset (sample) from a larger set (population) in such a way that every possible
subset of the desired size has an equal chance of being chosen. This process helps ensure that
the sample is representative of the entire population.refers to a sampling technique where
each individual in the population has an equal probability of being selected, and the selection
process is devoid of bias. This ensures that the sample can be used to make inferences about
the population with a known level of confidence. used in research and surveys to eliminate
selection bias and ensure that the results can be generalized to the entire population. By
giving each member an equal chance of being selected, it provides a fair and unbiased
representation of the population’s characteristics.

Instrument
The researchers adopt a questionaires to asses the Long Distance Learning students get from
their parents or guardian this questionaires was created by Agravante, A. (2024)This
questionaires is also used on the study of Icban, K. (2024). Enson, J. C. (2024). Apelado, J. N.
(2024). This conserving questionaires consist Ten questions that’s is all about on knowing
what can Long Distance Learning effect the academic performances of a students. Every
questions consist scale which are Strongly disagree, disagree, Rarely, Agree, Strongly agree.
It has five boxes before the questions if the participants checked the first box it means that
they strongly disagree on the situation on the other hand the second box as disagree the third
box as Rarely the fourth box as agree the fifth box as strongly agree. The reearchers choose
to adopt the same questionaires because the study of where the researchers adopt the
questionaires is the same study as their styudy so the researchers choosed to adopt the
questionnaire of the given study.

Procedure

The researchers will seek for permission in writing to carry out their study, the Principal and
Teachers. Following the approval process, they sent a follow-up letter to the teachers in
charge of the grade 11HUMSS students. These students were chosen at random from among
the Senior High School Education class, and they were asked to participate by handing out a
printed response form to the students in a campus classroom. The researchers then gathered
the letters of consent and determined which students had consented to take part in the
study.The participants were asked to use their true names in order to maintain confidentiality,
and the researchers will take care to keep their identities hidden when the study's findings are
presented. The Data Privacy Act of 2012, Republic number 10173, was enacted on August
15, 2012. An Act to safeguard private and public sector employees' personal information in
information communication systems, establish the National Privacy Commission for this
purpose, and serve other purposes. The researchers employed direct administration during the
first meeting.the researchers will make sure that the required tools and supplies (such as
questionnaires) are available. Make sure the conference room is suitable and private and for
gathering data. The printed paper that the researcher had created was for the participants to
respond to. concentrating on the subject of "What are the impact of Long Distance Learning
on students academic performances." They have 30 minutes to complete the questionnaire. In
addition, the researchers will invite participants to use their true names during the session,
taking care to conceal their true identities. After the participants completed their responses,
the researchers will gather the papers and organized them according to sections. Once the
researchers had the total number of participants, they will send another mail to their selected
statistician asking for help.The statistician will describe the participants' responses using
descriptive statistics. Descriptive statistics such as Strongly disagree, disagree Neither
disagree, Agree, Strongly agree were used. In order to determine whether there was a
statistically significant relationship in the participants' responses regarding Long Distance
Learning can impact their academic performance, the statistician also employed inferential
statistics. The t-test was utilized by the research statistician XU Manfei, et.al, 2017). This
value is compared to a critical value from the t-distribution to assess significance. The t-test
introduced by William Sealy Gosset first described the t-test in 1908, when he published his
article under the pseudonym 'student' while working for a brewery.