Assessment of Academic Performance of Senior High School Students

of Cebu Institute of Technology University (CIT-U) in Relation

to the implemented Online Distance Learning Curriculum

of A.Y. 2020-2021

____________________

A Research Study

Presented to the Department of Senior High School

Cebu Institute of Technology University

Cebu City, Philippines

____________________

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Science in *****

____________________

by

Enlogada, Daniel C.

Esmas, Brandon A.

Mosquite, Kenny P.

Velos, Roel Rj jr. A.

March 2021
 Approval Sheet

This thesis entitled, “Assessment of Academic Performance of Senior High

School Students of Cebu Institute of Technology (CIT-U) in Relation to the

Implemented Online Distance Learning Curriculum of A.Y. 2020-2021”, prepared

and submitted by Enlogada Daniel, Esmas Brandon, Mosquite Kenny, and Velos

Rj in partial fulfillment of the requirements for the degree COURSE OF THE

STUDENTS is hereby recommended for approval.

Ofelia Aljade Escala Ramos

Adviser
Date: _____________

Name of panel member and signature Name of panel member and signature
Member Member
Date: _____________ Date: _____________

This thesis is approved in partial fulfillment of the requirements for the degree of

COURSE OF THE STUDENT.

Ofelia Aljade Escala Ramos Name of Dept. Chair and Signature

Thesis Instructor Chair, Department of ********
Date: _____________ Date: _____________

Name of the College Dean and Signature

Dean, College of ********
Date: _____________
Name of the Representative
CHED Representative
Date: _____________
Abstract
 Acknowledgment

Table of Contents

Page
Abstract (all entries should be double spaced) iii
Acknowledgement iv

List of Tables vi

List of Figures vii

Chapter 1 INTRODUCTION 1

1.1 Background of the Study 1

1.2 Statement of the Problem 2

1.3 Significance of the Study 3

1.4 Hypothesis 4

1.5 Purpose of the Study 5

1.6 Scope and Delimitation of the study 6

1.7 Definition of terms 6

Chapter 2 THEORETICAL BACKGROUND 9

2.1 Review of Related Literature and Studies 9

2.2 Theoretical Background 15

Chapter 3 RESEARCH METHODOLOGY

3.1 Research Design 16

3.2 Data Gathering Procedure 16

3.3 Statistical Treatment of Data 16

BIBLIOGRAPHY 21

Appendix A TRANSMITTAL LETTER

(and so on)

Appendix X CURRICULUM VITAE

 List of Tables

Page

2.1 Table 1 in Chapter 2

2.2 Table 2 in Chapter 2

3.1 Table 1 in Chapter 3

(and so on)
 List of Figures

Page

2.1 Figure 1 in Chapter 2

2.2 Figure 2 in Chapter 2

3.1 Figure 1 in Chapter 3

(and so on)
 Chapter 1

INTRODUCTION

1.1 Background & Rationale of the Study

The outbreak of the COVID-19 pandemic prompted educational authorities

around the globe to suspend the conventional learning curriculum which required

students to physically attend school discussions, and to shift to a new mode of

learning that takes advantage of modern communications technology while

assuring the safety of students in their homes (Joaquin et al., 2020). As part of a

transitional initiative, the Department of Education in the Philippines implemented

the online distance learning curriculum to continue the advancement of the

academic year amid lockdown restrictions. Such policy however met negative

feedback amongst a considerable number of students in higher education

(Baticulon et al., 2021), and a similar educational policy in foreign academes

(Fidalgo et al., 2020) met strong opposition due to the socioeconomic constraints

on both the students and their households as a consequence of the resulting

economic recession during the pandemic. Prior to the pandemic, distance

learning curriculums had been proven to be slightly more effective than traditional

learning curricula (Russell, 2006). However, the occurrence of a global

emergency situation might affect the learning competency of students and

drastically alter significant aspects of a student’s learning environment

(Simbulan, 2020).

1
 There exists no feasible data on the impact of the pandemic to the

educational performance of students across the various institutions of the

Philippines. Similarly, the effects of the online distance learning curriculum

implemented during the pandemic have yet to be formally studied, particularly in

the Cebu Institute of Technology-University (CIT-U). As a point of contention, the

researchers aspire to determine the impact of the online distance learning to the

performance of select Senior High School (SHS) students from the particular

university. Such data may present an overview of the effects of the current

curriculum to the circumstances of the SHS students and may provide the

responsible authorities to implement a resolution with the study as a basis of

decision.

1.2 Statement of Problem

This quantitative study aims to investigate the Impact of online distance

learning (ODL) on the performance of the students in Cebu Institute of

Technology University A.Y 2020-2021

Specifically, the researchers asks the following:

1. What is the level of performance of students of CIT-U?

2. What is the level of satisfaction of students of CIT-U in adapting to online

distance learning (ODL)?

3. Has the administration of online distance learning (ODL) handled well?

3.1. What is the level of satisfaction of students in using the learning

management system (LMS) software?

2
3.2. What is the level of satisfaction of students when it comes to the different

modes of delivering the discussions?

3.3. What is the level of satisfaction of students when it comes to provisions of

activities/assessments?

1.3 Significance of the Study

This study will investigate the impact of online learning. Through this

study, the beneficiaries which include the members of the Senior High School

Department of CIT-U will be able to pinpoint the strengths and weaknesses of

online learning. The results of the study shall be the following:

The Senior High School Students of CIT-U will be able to determine how

online classes affected their studies. The effects of technology such as the

learning management systems to the student will also be studied as well.

The Senior High School Teachers of CIT-U will be able to assess their

performance with regards to the implementation of their lesson plans in an online

setting. They will be able to determine the optimum way to teach online.

The Senior High School Parents of CIT-U With the help of this study the Senior

High School Parents will be able to identify and assess the multitude of outcomes

of online learning on the student’s academic performance.

3
.

The General Public will also benefit from this study. This study will help the

public to accept and adapt online learning as a part of education, they will be

aware of the benefits this study has to offer to students and to other practitioners.

The Researchers will be able to contribute in improving the education system

and imply effective learning methods in the service of the community.

The Future Researchers will be able to benefit from this study because they can

have this study as a reference to their future studies as linked to studies or

literature.

1.4 Hypothesis

The researchers hypothesized that there is no significant correlation

between the performance of the Senior High School students of the Cebu

Institute of Technology University and the use of online distance learning (ODL).

Moreover, this proposed study conjectures a significant relationship exists

between the student’s performance development and their utilization of online

learning. This study considers Senior High School students of the Cebu Institute

of Technology University may express similar sentiments.

H1 Senior High School students of CIT-U are more effective at online learning

rather than traditional face to face learning.

4
H0 Senior High School Students of CIT-U are less effective at online learning

rather than traditional face to face learning.

H1 Senior High School Students of CIT-U learn more basic technical skills at

online learning.

H0 Senior High School Students of CIT-U learn less basic technical skills at online

learning.

H1 Senior High School Students of CIT-U learn more about time management

skills at online learning.

H0 Senior High School Students of CIT-U learn less about time management

skills at online learning.

1.5 Purpose of the Study

The purpose of this quantitative research is to explore the different

impacts of online distance learning (ODL) to the performance of the Senior High

School students of Cebu Institute of Technology University. Furthermore, the

research is aimed at providing a scientific basis as a recommendation to the

educational authorities of the Senior High School Department of CIT-U in

adjusting to the learning needs of the students corresponding to their

performance in the online learning curriculum.

5
1.6 Scope and Delimitation of the study

The study aims to look into the impact of online learning to the changes on

the performance of students. It will be conducted to the Senior High School

students of Cebu Institute of Technology- University for the Academic Year 2020-

2021 located at N. Bacalso Avenue, Cebu City.

The researchers will gather data from one of the many universities in Cebu

so the results may vary when conducted to any other universities and does not

necessarily account for all the other existing universities.

The Cebu Institute of Technology – University offers academic track in the

Senior High School Department while other universities may also focus on other

types of tracks such as technical-vocational, and sports and arts. This may

influence the different routines of students from different universities hence

results may vary.

1.7 Definition of Terms

For a better understanding of this study, the following terms are defined in

the context of this research.

Asynchronous Classes. A circumstance which students do not attend class at a

fixed time simultaneously, but rather access at a time of their choosing.

6
Connectivism. It underlines how internet technologies have contributed to new

learning opportunities and used this method by the senior high school students

nowadays because of this pandemic.

Covid19. A pandemic spread all over the world, a type of illness caused by a

virus that can spread from person to person.

E-learning. A system of learning based on formalized teaching but with the help

of electronic resources and can be used by students and teachers for academic

interaction.

Economic recession. A contraction in the business cycle when there is a general

decline in economic activity and this occurred currently because of the pandemic.

Pandemic. An epidemic of an infectious disease that can spread and infect

people more importantly the students in the school.

Scrutinize. It examines or investigates a person or a thing.

Study Aims. A research goal reflects the research study's purpose or aspiration; it

summarizes in a single sentence what you intend to accomplish at the end of the

project.

Synchronous Classes. The occurrence of students and teachers that are in the

same position at the same time in order to learn simultaneously through online or

electronic devices.

7
 Chapter 2
THEORETICAL BACKGROUND

2.1 Review of Related Literature

Online distance learning is an educational process where students receive

instruction through online classes, video recordings, video conferencing, or any

other audio/visual technology medium. It enables people to receive education

without having to be physically present in a classroom. Properly designed

distance learning programs can be a very convenient and effective way to

8
acquire more education. This may seem difficult without students and teachers

interacting in a classroom, but people enrolled in distance learning programs can

learn just as much away from a classroom as in one. Distance learning and

education are interchangeable terms. Distance learning is not a recent

phenomenon. The origins of distance learning can be traced back to the advent

of the modern postal system and the mass production of printed publications,

which made it possible to spread information rapidly throughout the world

(Loveless, 2021). Education has become more available to a wider number of

people thanks to distance learning. It's a convenient way to get job experience

while attending college or another form of vocational school. However, many

organizations, such as the military, large corporations, and government agencies

rely on distance education to train service members and employees. Education

has also changed as communication technology has revolutionized society

(Loveless, 2021). While online education provides a holistic availability for

convenient acquisition of education in contrast there are still various fields in the

academe that need physical presence for a more effective comprehension.

With the historian it is an article of faith that knowledge of the past is a key

to understanding the present (Szasz, 2006). In the history of E-learning, it is

important to note that there is no single evolutionary tree and no single agreed

definition of E-Learning: since the 1960s, E-learning has evolved in different

ways in Business, Education, the Training sector, and the Military (Fletcher &

Rockway, 1986), and currently means quite different things in different sectors. In

the school sector, ‘E-Leaning’ refers to the use of both software-based and online
9
learning, whereas in Business, Higher-Education, the Military and Training

sectors, it refers solely to a range of on-line practices (Campbell, 2004).

The history of E-learning across all sectors is best summed up as:

‘Opportunities multiply as they are seized.’ (Sun Tzu, 410bc) as for the past 40

years, educators and trainers at all levels of Education, Business, Training and

the Military made use of computers in different ways to support and enhance

teaching and learning. (Charp, 1997; Molnar, 1997) Consequently, the

contemporary use of the term ‘E-learning’ has different meanings in different

contexts (Campbell, 2004). In the Higher Education, Business, and Training

sectors it relates particularly to Internet-based flexible delivery of content and

programs that focus on sustaining particular communities of practice. E-learning

in business and training can be characterized as being driven by notions of

improved productivity and cost reduction, especially in an increasingly globalized

business environment, with a focus on content delivery and online course

management. These sectors initially employed the limited learning models extant

at the time, but have since moved to incorporate a diverse range of learning

models and foci (Nicholson, 2004). E- learning or online learning has been one of

the keys to avail quantities of opportunity. Thus, it is relatively important to seize

these opportunities to set it for a better deployment.

At the University of the Philippines – Open University (UPOU), a single-

mode DE institution in the Philippines, the term “open and distance e-learning”

(ODeL) has been coined to refer to the new mode of online or Web-based DE.
10
More specifically, ODeL refers to “forms of education provision that use

contemporary technologies to enable varied combinations of synchronous and

asynchronous communication among learners and educators who are physically

separated from one another for part or all of the educational experience"

(Alfonso, 2012, n.p.). ODeL expands the term “open and distance learning” or

ODL to include use of e-learning or online learning methodologies to enable

multiple forms of interaction and dialogue that can bridge the distance between

teachers and learners (Anderson, 2008c; Calvert, 2005; Garrison, 2009) and

provide access to a vast array of interactive and multimedia learning resources

that can be used to design learning environments for learners in diverse

circumstances (Bates, 2008; Haughey, Evans & Murphy, 2008; Tait, 2010). Using

online portals and VLEs further enables DE institutions to support both

independent learning and collaborative learning through “increasingly complex

pedagogical structures” (Haughey et al., 2008, p. 15).

Indeed, 21st century DE is distinguished from older forms of DE by

flexibility and adaptability of design (Garrison, 2000; Haughey et al., 2008; Tait,

2010). While industrial era DE deployed “standardized, normalized and

formalized procedures for design and delivery” (Burge & Polec, 2008, p. 238), in

online DE the boundary between course development and course delivery is

increasingly blurred and “former course development roles... are being

deconstructed and reinvented” (Abrioux, 2001, p. 1) as the role of teachers in the

design of pedagogically effective learning environments receives renewed

emphasis (Anderson, 2008c; Bennett et al., 2009). Moreover, DE course designs

11
are increasingly “resource-based” (Calvert, 2005; Naidu, 2007), and in some

cases, “online discussion-based” (Jara & Fitri, 2007), with course contents that

are “more fluid and dynamic” because they are created during synchronous and

asynchronous online collaborative activities (Mason, 1998). Online distance

learning provides a wide array of unchallenging access to avail supplementary

convenience.

With the growing number of online programs and the increasing rate of

enrollment in these programs, a major concern for institutions of higher education

and students is whether the quality of the online program instruction and learning

is comparable to that in a traditional classroom setting. A review of the current

research literature finds mixed results. Over the years, numerous studies have

been conducted comparing online with traditional face-to-face learning

concerning the design, effectiveness, and students’ performance as indicators of

course quality. For example, McFarland and Hamilton (2005) examined the level

of student engagement as an indicator of quality and found no difference in

satisfaction or performance of students enrolled in online versus those students

enrolled in traditional courses. In another study, Russell (2001) focused on

student exam performance and found that learning outcomes were comparable

in both online and traditional teaching modes. Klesius, Homan, and Thompson

(1997) found that learners’ satisfaction with online learning was the same as

traditional face-to-face courses. The results of a study conducted by Astani,

Ready, and Duplaga (2010), indicated that students believe that the quality of

online courses offered by traditional institutions is as good as traditional face-to-

12
face learning. In research conducted by Palloff, and Pratt (2001), no significant

difference was found in the learning outcomes of students in online versus face-

to-face settings. Thomas Russell’s (2001) analysis of 355 previous studies found

no significant difference in student outcomes based on the mode of education

delivery. Thus, there is no significant distinction with the learning outcome of the

student may it be online learning or traditional learning.

While many studies have found no significant differences in traditional

versus online education, other research reported opposing results. A study by

Dobbs, Waid and del Carmen (2009) measured students’ perceptions of online

course experiences. The participants of the study were 100 students who were

attending traditional, “face-to-face” (on-ground) courses and 180 students who

were attending online classes. The authors found that more students perceived

the traditional “face-to-face” courses to be easier than online classes. Forman

(2011) reported that on-campus CIS students taking a computer literacy course

had consistently higher GPAs and success rates than those taking online

courses. Beard and Harper (2002) cited lack of interaction, privacy issues,

technological difficulties, and a focus on technology rather than content as

disadvantages of online versus traditional on campus instruction. Hence, a lot of

students prefer to attend traditional “face-to-face” rather than online learning due

to experienced aforementioned difficulties.

One possible explanation for the insignificant difference between the

traditional and fully online program is the implementation of online courses

13
policies designed to ensure organization of online courses and that students

enrolled in the online environment are continuously engaged. Course

organization and planning are critical in the process of teaching effective

courses, particularly courses taught online (Coppola, Hiltz, and Rotter, 2002;

Karuppan, Karuppan, 1999). Dykman and Davis (2008) explained that the

process of course organization should go far beyond simply choosing a textbook

and developing the syllabus. Instead, it is essential to include detailed planning,

including developing specific objectives for the entire course as well as for each

individual lesson, specifying assignments in detail, and describing specific

deliverables. Floyd, Harrington, and Santiago (2009), reported a significant

correlation between student engagement and course organization as well as a

relationship between course organization, student engagement, and active

learning. Therefore, engagement of both parties the learners and educators are

necessary to correspond to the distinction of both traditional “face-to-face” and

online learning.

2.2 Theoretical Background

Behaviourist theory by John B. Watson is a learning theory that studies

observable and measurable behavioral changes, which result in stimulus-

response associations made by the learner. It states that the learning process

places the teacher in a primary role wherein he or she adjusts the learner's

behavior and directs learning through drill and practice, habit-breaking, and

punishment/reward. Conversely, the learner's activity, be it thinking or doing, is

14
confined to the framework of "behavior", and is governed by the stimulus-

response-reinforcement process (Watson, 1910).

This study is anchored to this theory because it explains how the students

behave to various circumstances namely during synchronous classes,

asynchronous classes, and etc., particularly the teacher provides specific

instructions such as turning on and off the camera, giving assignments, and etc.

in order to observe the behavioral changes of the students. Hence, this means

that the students will be assessed by the teachers as to how they behave in both

circumstances giving them a chance to impose supplementary interventions.

Another theory that this study is anchored on is the Cognitivism theory by

Jean Piaget. It is a theory about how they use various strategies to process and

construct their personal understanding of the content to which they are exposed.

According to this theory, cognitivism is a learning theory that focuses on the

processes involved in learning rather than on the observed behavior. Knowledge

can be seen as schema or symbolic mental constructions and learning is defined

as change in a learner’s schemata. Some important classroom principles from

cognitive psychology include meaningful learning, organization, and elaboration

(Rhalmi, 2020).

This study is anchored to this theory because students are gaining more

knowledge and learning that correspond to their course. The wide array of

convenient access to the internet and technology’s intervention gives the

15
learners a chance to avail their full potential. Thus, acquiring various strategies to

process and construct their personal understanding of the content would be

relatively easy.

Chapter 3
RESEARCH METHODOLOGY

3.1 Research Design

Quantitative research with a descriptive method will be used by the

researchers to assess the satisfaction of the students in adapting to online

learning and their performance in an online setting. It determines the impact of

online learning on the performance of the Senior High School students of Cebu

Institute of Technology University in the academic year 2020-2021.

3.2 Data Gathering Procedure

The researchers will hand out the survey questionnaires using the survey

administration software, Google Forms. An online survey will be chosen in

16
accordance with the restrictions and protocols due to the pandemic. The

respondents will be sent with the online survey questionnaires. After collecting

the responses, it will be recorded and tallied.

3.3 Statistical Treatment of Data

In this study, the researchers will tally and record the responses from the

Google Form. In determining the respondents per satisfaction, the researchers

calculated the weighted mean score of each statement/factor in the

questionnaire.

17
 Chapter 4

RESULTS AND DISCUSSIONS

18
 Chapter 5
CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

5.2 Recommendations

19
 Chapter 6
PROPOSED PROGRAM

20
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essional organizations (pp. 360). New York: Kluwer.ducation), 24(1), 8-11.

Tait, A. (2010). Foreword. In M. F. Cleveland-Innes & D.R. Garrison (Eds.), An

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 Appendix A
TRANSMITTAL LETTER

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 Appendix B
RESEARCH INSTRUMENT

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 Appendix C
TIMETABLE OF ACTIVITIES

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 Appendix D
RESEARCH BUDGET

For undergraduate
a. Certificate Grammarian
b. Anti-Plagiarism

Graduate School (optional)

30
 Appendix E

CURRICULUM VITAE

Name: Daniel C. Enlogada

Hobby: Playing sports
Religion: Roman Catholic
Nickname: Dan2x
EmailAddress: danielgwaponalang@gmail.com
Contact number: 09770128181

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Name: Mark brandon A. Esmas

Hobby: Playing computer games Religion: Roman

Catholic

Nickname: Brandon

Email Address: Brandonalforque1433@gmail.com

Contact number: 09208968987

Name: Kenny P. Mosquite

Hobby: Playing table tenis, Computer, Editing videos
Religion: Baptist
Nickname: Ken
Email Address: eezz.kennyes@gmail.com
Contact number: 09292136291Contact

Name:Roel rj jr. A. Velos

Hobby:Playing Basketball,Drawing
Religion: Catholic
Nickname:Rj
Email Address: velosrj14@gmail.com
Contact number:096120543

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