Title

A Research Paper Presented to the Faculty of the College of Arts and Sciences
Rizal Technological University
Mandaluyong City

In Partial Fulfillment to the Requirements for the Degree

(your course)

By:
NAME
DATE
 CHAPTER I
INTRODUCTION

Although distance learning existed hundred years ago, tracing back to civilization, the

advancement of technology has been rapidly changing the ways learning was customarily

imparted. Online learning resources and online courses are becoming prevalent in traditional

education as the society at large integrates the use of technology into their everyday lives. We,

ourselves, may already have encountered how disseminating information can be massively

accessible and convenient through the use of mobile devices. We can distinctly notice that even

the established Universities that are performing very well decades ago are progressively adapting

to technology for all its uses- for the benefit of learning. Some may argue about the implications

for traditional learning. Instead of assessing the advantages and disadvantages and choose

whichever is better, we should be strategizing how to use online education for the advancement

of the traditional educational systems, may it be in an urban or regional setting.

In the student level, the online education may require them more personal drive and

discipline, compared to when a student is in a conventional classroom setup wherein students

are personally supervised by their instructors. To aid this, we may utilize the various interactive

software applications, available in the internet, with provisions for a group and individual

meetings, conducive for one-on-one coaching and group discussions. Online learning is not

limited to exchanges of modules and written outputs, but may introduce interactive, learning

stimulus and social activities while being located remotely.

 In light of the current pandemic and the irrevocable progress in technology, the study

aims to assess the effects of the different learning delivery systems (LDS) in Technical-Vocational

based learning. The study also provides how this platform can contribute in terms of the data

subjects’ productivity, efficiency and capacity to adapt while utilizing the given resources and

materials remotely and synchronously.

Theoretical Framework

Learning Delivery system is an approach to conveying teaching and learning activities. For

example, distance learning represents one kind of learning system involving various technologies

to deliver materials and instruction to students who are not physically present with a teacher,

lecturing face-to-face represents another kind of learning system involving a person delivering

instruction and materials orally to students physically present in the same place with a teacher.

Distance education is defined as an educational system in which the student is formally

enrolled in a school or college but receives instruction at some remote site. Traditionally,

correspondence has been the primary delivery medium. However, the delivery systems most

common today is based on video, audio, and computer technologies. An interesting facet of

these technologies is that they have been adapted to transmit information in unexpected

forms: visual images via telephone lines, for example. A variety of such adaptations make live

transmission of lectures, demonstrations, and audiovisual resource materials possible, often

in an interactive context. Distance learning has been around for a long time, even before

technology made it extremely accessible. Traditional schooling is now seeing an increased

proliferation of virtual training materials and online courses. Even in a world of tried and tested

schooling systems and curricula, the most successful schools are the ones who adapt to the
changing times, as well as to the expectations of students, parents and the society. If online

education is here to stay, then what are its implications for traditional learning? Instead of

focusing on pros and cons, the conversation we should be having today is about leveraging online

education to make our education systems more conducive to learning.

Online courses call for a greater amount motivation and self-discipline than a

classroombased course. A classroom has one or more instructors and peers, who can hold a

student accountable for their course-work. In contrast, online courses involve setting our own

goals, tracking progress and meeting deadlines. One does not learn effectively in isolation so

online courses do offer discussion forums, email and one-on-one support. Technology also adds

on to the visual experience by incorporating animations that can be used interactively for

effective learning and communication.

Research Paradigm

Independent Dependent
Variable Variable

Learning Delivery System used  Learning Outcomes

by the Student Teachers  Academic Performance

• Blended e-learning
• Learning Management
System
• Flexible Learning
• Asynchronous e-Learning
• E-Learning
Figure 1.
Schematic Diagram showing the relationship between
Independent and Dependent Variable
 The independent variable shows the interplay of variables
that correlates with the student’s learning outcome and
academic performance.

Statement of the Problem

The purpose of the study is to assess the effects of Learning Delivery System for Online

Classes as Executed by BTVTED Students Teachers of Rizal Technological University for Selected

Senior High Schools of Mandaluyong. With the underlying situation nowadays, the researcher

wants to answer and verify the following questions of the effects of the Learning delivery system

as used for online classes by the BTVTed students:

1. What are the Learning Delivery Systems used by the BTVTED Students Teachers of the

Rizal Technological University?

2. What is the most efficient Learning Delivery System to use in the current educational

setup in Mandaluyong?

3. What kind of Learning Delivery Systems are most effective to use according to the types

of available resources.

4. Is there any significant relationship between the type of Learning Delivery System used

by the RTU BTVTED Student Teachers of RTU and the learning outcome of the students?

5. Is there any significant relationship between the type of Learning delivery System used by

the BTVTED Students Teachers and the Academic performance of the students?
Hypothesis

1. There is no significant relationship between the type of Learning Delivery system used by

the BTVTED Student teachers of Rizal Technological University and the learning outcome

of the students.

2. There is no significant relationship between the type of Learning delivery System used by

the BTVTED Students Teachers and the Academic performance of the students.

Scope and Delimitation

The Purpose of the study is to assess the effects of the different kinds of Learning Delivery System

used by the Students Teachers of the Rizal Technological University.

The Researcher will limit the study to the students of the BTVTED Student Teachers of

Rizal Technological University that will use different Learning Delivery System online in selected

Senior Highschool in Mandaluyong City. The researcher will use questionnaires that includes

objective type of questions that can easily answered by the respondents and will not use

openended questions.

Significance of the Study

The result of the study might be significant to the following:

1. Teachers/Faculty Members- This research will be extremely beneficial to instructors in terms

of their critical position as TVET Student-Teachers. That no classes would be jeopardized in

the event of a disaster, and that they could be continued without interruption. They must, in
 this opinion, equip themselves with technical literacy in order to perform their daily

responsibilities, as this may influence the quality of future societal leaders.

2. Department Heads- They would be more conscious of the need to review their faculty's

teaching tactics and approaches in relation to the need or nature of their students, as well as

societal demand and current demands.

3. Future Educator – The study hopes to reinforce teacher-students collaboration in attaining

outcome-based education (OBE) which would ultimately determine the level of achievement

of the students and success of the school.

4. Future Researchers- This can be used as a starting point for future researchers who want to

undertake studies to learn more about the idea and test it further in order to fill in the gaps

in the literature. The research design they chose could assist them conceptualize their

research.

Definition of terms

1. Asynchronous eLearning refers to the idea that students learn the same material at

different times and locations. (Source: umich.edu) It refers to the learner-centered

process which uses online learning resources to facilitate information sharing regardless

of the constraints of time and place among a network of people. (Source: TESDA Circular

No. 103 and 104, Shahabadi and Uplane, 2015).

2. Blended eLearning refers to a learning or training event or activity where eLearning, in its

various forms, is combined with more traditional forms of training such as classroom
 training (Source: TVET Glossary of Terms 2017 and TESDA Circular No. 104 s. 2019). It is a

combination of multiple approaches to learning. Learning in a classroom situation may be

blended with learning from Internet resources. Numerous combinations are

possible.(Source: Padolina, Sapala and Westergaard, 2007)

3. Competency-Based Curriculum refers to the specifications for a program or module,

which describes all the learning experiences a learner undergoes. It generally includes

learning outcomes, contents, conditions, methodologies, and assessment methods. It

specifies outcomes, which are consistent with the requirements of the workplace as

defined in the Training Regulations (TRs) or based on industry or community consultations

and/or supported by a demand or employability study for NTR. (Source: 2019 TVET

Glossary of Terms, TESDA Circular No. 089 s. 2018)

4. Competency-Based Learning Materials (CBLM) refers to a well-designed and carefully

developed learning materials (hard or soft copy) that provide detailed instruction to guide

and help a learner acquire the necessary knowledge, skills and attitude of a specific unit

of competency on a self-paced learning modality. It contains the learner guide, list of

competencies, summary of competencies, summary of learning outcomes, learning

experiences, information sheet, self-check, tasks sheet, operation sheet, job sheet, and

performance criteria checklist.

5. Competency-Based Training (CBT) refers to a system by which the learner acquires a

competency, or a qualification based on demonstrated ability rather than on the time

spent on training. (2019 TVET Glossary of Terms, TESDA Circular No. 090 s. 2018)
6. Digital Contents refer to information available in digital format. It could be in the form of

text, audio and video files, graphics, animations, and images. Typically, digital content

refers to information available for streaming, downloading or distribution on electronic

media. 7.

7. Distance Learning refers to Distance Education which is a mode of learning in which

students and teachers are physically separated from each other. It is a student-centered,

guided independent study making use of well — studied teaching and learning pedagogies

to deliver well-designed learning materials through various media. It is sometimes

described as flexible learning and distributed learning. (Source: RA 10650)

8. E-Learning refers to an umbrella term for providing computer instruction (courseware)

online over the public internet, private distance learning networks or in-house via an

intranet. (Source: TESDA Circular No. 104 series of 2019)

9. Face-to-Face Learning refers to an instructor-led training in a traditional classroom

setting. (Source: 2017 TVET Glossary of Terms, TESDA Circular No. 104 series of 2019 )

10. Flexible Learning refers to the provision of a range of learning modes or methods giving

learners greater choice of when, where and how they learn. (Source: NCVER 2013,

Australia)

11. Learning Outcomes refers to clear statements of what a learner can be expected to know,

understand and/or do as a result of a learning experience. (IRR of RA No. 10968)

12. Learning Management System (LMS) refers to a computer application that can be used

to create, manage and organize lessons, courses, quizzes and other learning materials.
 This application can also be used to facilitate learning, collection and evaluation of learners'

response. It refers to the software-based platform that facilitates the management, delivery

and measurement of an organization's corporate e-learning programs. (Source: WET Glossary

of Terms 2019, Powell, 2018, TESDA Circular No. 104 s. 2019)

13. Nominal Duration refers to the estimated learning hours, which indicate the time for an

average person to achieve the learning outcomes of the units of competency, inclusive of

classroom contact time laboratory/field work/practicum and other methods of

study/assignments as defined in the Training Regulation (TR). (Source: 2017 WET Glossary

of Terms)

14. Online Learning - a learning delivery mode where learning generally takes place outside

the classroom using primarily or entirely the internet-connected computer or mobile

device to deliver the WET program.

15. Technical Support System (TSS) refers to the mechanism that provides user friendly

assistance for individuals having technical problems in accessing the digital content and

utilizing the web application. Usually this can be in the form of support hotline, chat

support, and Frequently asked Questions.

16. TESDA Online Program (TOP) is an open educational resource that aims to make technical

education more accessible to Filipino citizens through the use of information and

communication technologies. TOP provides an effective and efficient way to deliver

technical education and skills development services to a broader audience/wide range of

users/all learners at a lesser cost. (eTESDA)

17. Technical Vocational Institution (TVI) refers to an institution whether public or private

offering WET program(s). This shall include TESDA Technology Institutions (TTIs), Private

and Public Technical Vocational Institutions, and Higher Education Institutions (HEls),

State Universities and Colleges (SUCs) Local Universities and Colleges (LUCs), Training

Centers and enterprises. (Source: 2019 WET Glossary of Terms)

18. Web Application refers to a computer software that runs on a web server. Typically, users

access these applications using a web browser

 CHAPTER II
REVIEW OF RELATED LITERATURE

Online Educational Delivery Models

Although there has been a long history of distance education, the creation of online education

occurred just over a decade and a half ago—a relatively short time in academic terms. Early

course delivery via the web had started by 1994, soon followed by a more structured approach

using the new category of course management systems.1 Since that time, online education has

slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of

U.S. postsecondary students were taking at least one course online.2 Fast forward to 2012: a new

concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher

education circles. Most significantly, it has opened up strategic discussions in higher education

cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of

California–Berkeley, and others have thrown their support—in terms of investment, resources,

and presidential backing—behind the transformative power of MOOCs and online education.

National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are

touting what David Brooks has called "the campus tsunami" of online education.3

Unfortunately, a natural side effect of this new interest in education and educational technology

is an increase in hype and in shallow descriptions of the potential for new educational models to

replace the established system. All too often, the public discussion has become stuck in a false

dichotomy of traditional vs. online—a dichotomy that treats all online models as similar and that

ignores blended or hybrid approaches. This false dichotomy is even more evident now that
discussions are spilling into national media forums. But in fact, as my colleague Molly Langstaff

has described, educational technology is interacting with innovative educational courses and

programs to create not only new language but also multiple models for delivering education.4

As we continue to discuss important issues such as access, affordability, and personalized learning

in higher education, we would be helped by having a richer understanding of the changes that

are already occurring. I would like to offer a more descriptive view to capture the growing number

of approaches enabled by educational technology. The following is certainly not exhaustive, since

the field is rapidly changing. In addition, not all of these models will end up thriving in the long

term. My intention is simply to describe some of the primary models and ideally to reduce some

of the confusion evident in public discussions.

The impact of the COVID-19 pandemic on the delivery of TVET

The ILO survey on the impact of COVID-19 pandemic on Technical and Vocational Education and

Training (TVET) has revealed the weak resilience of the vocational training systems to maintain

continuity of delivery of instruction, assessment and instructor professional development in 11

Caribbean Community (CARICOM) Member States. A survey of National Training Agencies (NTAs)

/ TVET Councils indicated that 53 per cent of the respondents do not use any form of Information

and Communication Technology (ICT) Rapid advances in Information and Communication

Technologies (ICT) in the 1990s have created both opportunities and challenges for the design

and delivery of education and training in Member States of the Caribbean Community

(CARICOM). This policy issue was articulated in the 1990 CARICOM Regional Strategy for
Technical and Vocational Education and Training (TVET), revised in 2014. The development and

use of ICTs for the delivery of instruction in a face-to-face classroom setting or at a distance was

aimed at improving the quality and access to education and training. The use of ICT to deliver

instructions allows the instructor and the learner to interact in different environments at the

same time (synchronous) or in different places and times (asynchronous). These learning options

serve all students including those with disabilities, providing them with greater flexibility, and

eliminating time and place barriers to learning (Havice and Havice 2005). While many of the

practices that are used in face-to-face instructional delivery modes can be adapted and utilized

using different technologies in an e-learning context, both the instructor and learner must be

able to use the technology and the resources for quality delivery and learning in vocational

training. The quality of distance learning, should consider among other factors, the Learning

Management System (LMS) and its capability; technology used for instructional strategy; learner

and instructor interactivity; support services and resources; assessment of learning, and financial

viability of the learning system (Sinclair 2003). The involvement of other stakeholders in financing

will support and facilitate the use of ICT in the learning environment (ILO 2005). Education

institutions should closely collaborate with stakeholders to ensure and to deliver high-quality

learning content; diverse learning activities and support services for instructors and learners

(UNESCO 2020). Thirty years after the regional TVET policy recommendation on instructor use of

variety of instructional technologies and distance learning mode for delivery of instruction, the

COVID-19 pandemic brings into focus the weak resilience of the vocational training systems to

maintain continuity of programme design, delivery, student/trainee assessment and certification,

and instructor professional development. The continuous functioning of the TVET systems is a
critical factor for effective delivery of programmes and the development of necessary skills in

emerging occupations and in building human capacity for transition towards environmentally

sustainable economies and societies (ILO 2015). for delivery of instruction at a distance, while

47 per cent of the respondents indicated moderate use of ICT for delivery of instruction via

distance learning. Among the major issues inhibiting the use of ICT for design and delivery of

instruction, assessment of student learning at a distance during the pandemic was the lack of, or

limited knowledge and use of the Learning Management System (LMS); a critical factor in

facilitating the adoption of ICT for distance learning. Similarly, vocational training institutions that

use ICT for distance learning provide limited or no training to their instructors on the use of the

technologies and e-learning resources.

Rapid advances in Information and Communication Technologies (ICT) in the 1990s have created

both opportunities and challenges for the design and delivery of education and training in

Member States of the Caribbean Community (CARICOM). This policy issue was articulated in the

1990 CARICOM Regional Strategy for Technical and Vocational Education and Training (TVET),

revised in 2014. The development and use of ICTs for the delivery of instruction in a face-to-face

classroom setting or at a distance was aimed at improving the quality and access to education

and training. The use of ICT to deliver instructions allows the instructor and the learner to interact

in different environments at the same time (synchronous) or in different places and times

(asynchronous). These learning options serve all students including those with disabilities,

providing them with greater flexibility, and eliminating time and place barriers to learning (Havice

and Havice 2005). While many of the practices that are used in face-to-face instructional delivery

modes can be adapted and utilized using different technologies in an e-learning context, both the
instructor and learner must be able to use the technology and the resources for quality delivery

and learning in vocational training.

The quality of distance learning, should consider among other factors, the Learning Management

System (LMS) and its capability; technology used for instructional strategy; learner and instructor

interactivity; support services and resources; assessment of learning, and financial viability of the

learning system (Sinclair 2003). The involvement of other stakeholders in financing will support

and facilitate the use of ICT in the learning environment (ILO 2005). Education institutions should

closely collaborate with stakeholders to ensure and to deliver high-quality learning content;

diverse learning activities and support services for instructors and learners (UNESCO 2020).

Thirty years after the regional TVET policy recommendation on instructor use of variety of

instructional technologies and distance learning mode for delivery of instruction, the COVID-19

pandemic brings into focus the weak resilience of the vocational training systems to maintain

continuity of programme design, delivery, student/trainee assessment and certification, and

instructor professional development. The continuous functioning of the TVET systems is a critical

factor for effective delivery of programmes and the development of necessary skills in emerging

occupations and in building human capacity for transition towards environmentally sustainable

economies and societies (ILO 2015).

Effectiveness of an Online Classroom for Flexible Learning

Typical learning usually happens inside the classroom setting and having a face-to-face

interaction with their teachers. But when typhoons, floods, calamites and other emergencies
come in, what can teachers do so as not to compromise learning? Singapore, Taiwan, Hongkong,

Japan and other parts of Asian countries have already advanced their technological capabilities

in terms of the delivering quality instructions. Web-based learning refers to the type of learning

that uses the Internet as an instructional delivery tool to carry out various learning activities. It

can take the form of a pure online learning in which the curriculum and learning are implemented

online without face-to-face meeting between the instructor and the students, or a hybrid in

which the instructor meets the student’s half of the time online and half of the time in the

classroom, depending on the needs and requirement of the curriculum. Web-based learning can

be integrated into a curriculum that turns into a full-blown course or as a supplement to

traditional courses. 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 [1]. 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 [2]. 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 [3]. 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.

The Impact of Online Lecture Delivery Methods

Web based education systems have tremendous growth rate with all merits and demerits they

have. However, several registered e-learners have been reported unsuccessful to complete their

degrees. The e-learning systems’ satisfaction comprises of various factors, i.e., interaction with

contents, interaction with system, interaction with students and interaction with instructor. This

study is undertaken to evaluate the effectiveness of teaching assistance during online lecture on

various learning styles keeping in view that can teaching assistance be an effective factor during

online lecture for students’ satisfaction. A two-way independent ANOVA test is conducted to

evaluate the results. It is found that adding a layer of teaching assistance has an impact on various

learning styles in an online education system.) The E-Learning market is visibly growing year-

onyear. The compound annual growth rate of five years is estimated about 7.6% (Docebo, 2014).

Elearning mode of education advantages its users by means of providing an interaction between

learners and teachers or learners to learners beyond of time and space limitations (Katz 2002,

2000; Sun et al. 2008b). The other side of this growing mode of education includes failure also
(Wu et al. 2006). The students enrolled in online courses do not complete their courses (Dutton

et al. 2002; Zhang et al. 2004). The present study is undertaken to evaluate the impact of teaching

assistance during an online lecture. The 80 participants were the undergraduate students of a

Public University where an e-learning system is partially running to enhance learning. To

undertake the experiment a course of networking for BSCS P-III and BSIT P-III was chosen. The

subjects were randomly distributed in two groups. Students’ learning styles were also detected

using Kolb’s Learning Style Inventory tool (KLSI). The two separate groups, i.e., Group A (Control

Group) and Group B (Experimental Group) were experimented during an online lecture using

different methods. To measure the learning level of the students of two various groups their

scores of quiz was used as scale of measurement. A two-way between groups Anova test was

conducted to test the impact of teaching assistance on various learning styles’ learning outcomes.

The study found a significant impact of teaching assistant on various learning styles. The results

of this study can be helpful for the institutions to lessen the risk of failure of students in an online

system of teaching and learning.

Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance

Creating an integrative research framework that extends a model frequently used in the

Information Systems field, the Technology Acceptance Model, together with variables used in the

Education field, this empirical study investigates the factors influencing student performance as

reflected by their final course grade. The Technology Acceptance Model explains computer

acceptance in general terms. The model measures the impact of external variables on internal
beliefs, attitudes, and intentions. Perceived Usefulness and Perceived Ease of Use, two main

constructs in the model, refer to an individual’s perception of how the adoption of a new

technology will increase their efficiency, and the individual’s perception of how easy the

technology will be to use. The lower the perceived effort is, the easier the technology will be to

adopt. Thus, Perceived Usefulness, Perceived Ease of Use, Computer Self-Efficacy, and Computer

Anxiety were measured to determine their effect on student performance. The proliferation of

the personal computer was possible because of the applications written for it. The continuous

creation of new applications has created ample ground to test the Technology Acceptance Model

to determine how a user will decide to adopt such applications. The recent escalation of

delivering online education via the Internet has again sparked a new dimension of information

systems. This has given rise to research using the Technology Acceptance Model for applications

in the Education field. Today’s modern classroom, whether online or campus-based, uses

elearning tools and Learning Management Systems that capture student cognition and engages

them in the learning process via technology, while increasing their need for self-directedness. In

view of this, the present study also considers the students’ ability to work independently. The

results of the statistical analysis used in this study revealed marked differences in student

perceptions of e-learning tools between students who chose to take an online course and

students who preferred to take the campus-based section. Additionally, Perceived Usefulness,

Perceived Ease of Use, and the students’ ability to work independently were all statistically

significant factors in predicting students’ final grades.

 CHAPTER III

RESEARCH METHODOLY

This chapter presents the research method used, sampling scheme, description of the

respondents, data gathering procedure and statistical treatment of data.

Research Method Used

The study used descriptive correlational design for gathering data and facilitates the specific

information needed in the study. The purposed of employing this method is to correlate the

profile of the respondents, factors in choosing their Learning Delivery System for teaching and

the efficacy of using LDS as variable which is the academic engagement. The researcher opted to

use this kind of research considering the desire of the researcher to obtain first hand data from

the respondents so as to formulate rational and sound conclusions and recommendation of the

study.

Description of Respondents

The respondents of this study were the BTVTED Student Teachers who will be teaching in the

selected Senior High School in Mandaluyong, and their students chosen using purposive

sampling, the researcher selected them and will be answering the survey questionnaire with

regards to the effectiveness of the LDS used by their student teachers.

Sampling Scheme

The researcher will be using purposive sampling method. The main goal of purposive sampling is

to focus on particular characteristics of a population that are of interest, which will best enable

the researcher to assess the effectiveness of the Student Teacher’s chosen LDS.

Data Gathering Procedure

The researcher will gathere data through assessment of collective response of the respondents

on the correlates of students’ preference on academic engagement used by their Student

Teachers. With this, the researcher will seek approval from the Program Chair (Department

Head) and from the Principals of the selected Senior High schools in Mandaluyong. After

answering the questions, the researchers gathered the entire questionnaire and checked them

an will treat it with full confidentiality. With the assistance of a statistician, the gathered data will

be categorized, tabulated and statistically handled.

Statistical Treatment

For analysis and interpretation of data, the responses on the questionnaire were tallied and

recorded accordingly and the following treatment tools are used:

Weighted Mean Formula – this will be used to determine the level of students digital readiness

for academic engagement and self-regulated external resource management.

TWF
WM = ___________________________
N

Where:

N = Number of respondents

WM = Weighted Mean

TWF = Total Weighted Frequency

Standard Deviation

The spread of statistical data is measured by the standard deviation. The degree of
dispersion is computed by the method of estimating the deviation of data points. You can read
about dispersion in summary statistics. As discussed, the variance of the data set is the average
square distance between the mean value and each data value. And standard deviation defines
the spread of data values around the mean. Here are two standard deviation formulas that are
used to find the standard deviation of sample data and the standard deviation of the given
population.

Where:
 ∑ = sum

X = value in the data distribution

X = The sample mean

n = the total number of observations

Correlated (or Paired) T-Test

The correlated t-test is performed when the samples typically consist of matched pairs of similar

units, or when there are cases of repeated measures. For example, there may be instances of the

same patients being tested repeatedly—before and after receiving a particular treatment. In such

cases, each patient is being used as a control sample against themselves.

This method also applies to cases where the samples are related in some manner or have

matching characteristics, like a comparative analysis involving children, parents or siblings.

Correlated or paired t-tests are of a dependent type, as these involve cases where the two sets

of samples are related.

The formula for computing the t-value and degrees of freedom for a paired t-test is:

Where:

Mean1 and mean 2 =the average values of each of the sample S(diff)

= The Standard deviation of the difference of the pair

 n = The sample size (the number of paired difference)

n – 1 = The degrees of freedom

Resources:

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