AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND

TECHNOLOGY

THE IMPACT ONLINE LEARNING TOWARDS BSED SCIENCE

STUDENTS IN AGUSAN DEL SUR STATE COLLEGE OF

AGRICULTURE AND TECHNOLOGY (ASSCAT)

Group 1
Maribel V.Adorable
Vivian E. Bangalaw
Melisa D. Camanso
Jessabel Magan
Aljo An M. Orbuda
Charlita Ypon

BACHELOR OF SECONDARY EDUACTION

(SCIENCE)
 CHAPTER I

INTRODUCTION

As the Covid 19 pandemic broke out, combinations of mask,

cleaning, hand washing, and physical distancing arose and became a

major problem on a local, national, and even global. Many countries

are experiencing a pandemic. All face-to-face classes were canceled

during the school shutdown, forcing many institutions, including our

own university, to instantly switch from face-to-face in-person

instruction to entirely online classes. Many instructors and students

who prefer in-person instruction have found the abrupt transition to

totally online learning to be extremely unpleasant. However, many

teachers have found creating good online classes in a short period of

time to be extremely stressful and difficult. As a result, it is critical

that new studies support technological applications such as virtual

classrooms, distance education, and online concept teaching, which

are not as common as face-to-face education

As technology advances, technologically enhanced environments

that support learning must be integrated into teaching programs.

Learners can interact meaningfully in online learning environments

(Woo & Reeves, 2007). In the Philippines, the Department of

Education (DepEd) has used distance learning modalities that involve

technology and an internet connection to ensure learning continuity.

Students can continue their education in remote settings by using

online/offline platforms, TV and radio, and printed modules in this

manner. Online learning is sometimes portrayed as a less desirable

choice that gives a lower-quality education than face-to-face

instruction (Hodges et al. 2020).

One of the government programs that are concerned with online

learning materials is to provide free public Wi-Fi to those students

that are need of this. They planted free Wi-Fi spots specially in those

areas that has no signal for internet connection. Another one is the

distribution of flash drives by the different schools and colleges. This

is to help the students have enough technological storage of data and

soft copies of outputs. The schools, as part of the community is

encouraging in performing and adopting the new normal. Teachers

modified their teaching and learning designs in accordance with the

institution's policies. However, due to limited or no internet

connectivity, the majority of students struggled to complete the

learning activities and requirements.

Along with this concern, the researcher is a challenged to

determine the Impact of Online learning towards BSED Science

students in Agusan del Sur State College of Agriculture and

Technology (ASSCAT). The findings of this study serve as the basis in

formulating a possible resolution design to address the teachers and

students regarding the issue.

 Statement of the Problem

A recent work by Kofoed and co-authors adds to the body of

knowledge by focusing on online learning during the COVID-19

epidemic in a unique setting. They discovered that online learning

reduced a student's ultimate grade by 0.2 standard deviations. Their

findings back up prior research, which found that students with

poorer academic aptitude were the ones that caused the negative

effects of online learning. What was the source of their distress? Was

it the learner's fault? Was it because of the program? Was it because

of the professor? Based on their own online learning experiences, how

do students rate the quality of online education? Are they happy or

unhappy with the online education they've received? What elements

influence the online learning experiences of students? All of those

inquiries motivated the current study and its investigation into

students' perceptions of online education quality.

Objectives of the study

This study aimed to determine the Impact of Online learning

towards BSED Science students in ASSCAT (Agusan del Sur State

College of Agriculture and Technology), it aims to;

a. Determine the impact of online learning towards BSED

SCIENCE classified as:

 1. Positive impact

1.1. Flexibility

2.2. Cost-effectiveness

2.3. Convenience

2.4. Self-paced

2.5. Availability of technical support and;

2.6. Ease of connection.

2. Negative impact

2.1. Delayed instructor feedback

2.2. Unasvailable technical support from instructor

2.3. Self-regulation and self-motivation

2.4. A sense of isolation

Significance of the study

The finding of this study will redound to the benefit of society

considering that online learning plays an important role of the

students of BSED SCIENCE in Agusan del Sur State College of

Agriculture and Technology (ASSCAT). This study is significant to the

following;

Students- This will help them in such way that the impact of online

learning will be given much attention and be provided with

intervention that will help them to overcome and improve their

learning. As they undergo in the intervention activities, they will be

able to know their difficulty and be able to strengthen their learning.

Through this the students will gain and learn effectively in an online

learning materials.

Teachers- The knowledge of the student’s difficulties will aid the

teacher's in creating an intervention program for learners. Through

this, the teacher will achieve their goal to make the frustration level

online learner be independent.

Parents- They will participate in the process of developing the impact

of the online learning materials by being more patient and passionate

to the students while at home.

The Administrators- The result of this study will provide an avenue

for the administrators to adapt and create the online learning

materials intervention materials program to solve the difficulties

among the students thereby improve the online learning materials

towards BSED SCIENCE students in Agusan del Sur State College of

Agriculture and Technology (ASSCAT). And thereby improve the

academic achievement and increase school performance indicators.

This will also lead the school head in mandating the teachers to

contextualize materials to use in conducting intervention activities.

The Future Researchers- This study can be used as basis for further

studies on the impact of online learning towards BSED SCIENCE

students.
 Scope and limitations

The study was conducted at Agusan del Sur State College of

Agriculture and Technology located at Bunawan, Agusan del Sur. This

research focused the Impact of Online Learning of First year to Fourth

year BSED Science students in ASSCAT. The Impact of Online

Learning classified as negative and positive feedback according to the

data collected through Online Survey Questionnaires, which is

prepared by the researchers.

Operational Definition of Terms

Online learning materials- study materials published in digital

format. These include e-textbooks, e-workbooks, educational videos,

e-tests, etc.

Technological applications- the various ways a technology can be

used in online learning.

New normal learning- school equivalency arrangements. Often aimed

to serve the needs of certain groups, this type of learning needs open

options in the course design and assessment scheme.

Phenomenological method- aims to describe, understand and

interpret the meanings of experiences of human life.

Basic online modality- the competent use of basic online class tools

online grading, navigation methods, online grade book, and the

announcements’ function.

Conceptual learning- involves students engaged in quality learning

experiences based around key concepts and central ideas rather than

using the more traditional method of focusing on learning on topics.

Conceptual Framework

Independent Variable Dependent Variable

Positive Impacts

 Flexibility
 Cost-effectiveness
 Convenience
 Self-paced
 Availability of
technical support
Impact of online and;
learning materials  Ease of connection.

Negative Impacts

 Delayed instructor
feedback
 Unavailable
technical support
from instructor,
 Self-regulation and
self-motivation, and;
 A sense of isolation
Figure 1. Conceptual framework

CHAPTER 2

Review of Literature and Studies

Technical standards, evidence of effectiveness, and consistency

are important to accreditation agencies (Grandzol & Grandzol, 2006).

Institutions are concerned with their reputation, rigor, student

satisfaction, and efficiency (Jung, 2011). Subject coverage, student

participation, instructor satisfaction, and faculty workload are all

important to professors (Horvitz, 2015; Mansbach & Austin, 2018).

Students, for their part, care about academic success (Marks, Sibley,

& Arbaugh, 2005, but they also value class enjoyment, instructor

capability and response, and comfort in the learning environment

(e.g., Asoodar et al., 2016; Sebastianelli, Swift, & Tamimi, 2015). We'll

concentrate on the last perspective, that of students.

In order to develop a clear definition of what online learning

materials was necessary to review previous literatures as well as best

practices in traditional and online teaching. An effective online

learning materials is where the teacher provides interactive online

modality. That is, the instructor makes effective use of interactive

online classroom resources such as video lectures, videoconferencing,

and small group discussions. It is frequently included in ideas such as

instructional quality (Artino, 2010; Asoodar et al., 2016; Mohammadi,

2015; Otter et al., 2013; Paechter et al., 2010) or engagement (Artino,

2010; Asoodar et al., 2016; Mohammadi, 2015; Otter et al., 2013;

Paechter et al., 2010). (Clayton, Blumberg, & Anthony, 2018).

Individual methods (e.g. Durabi et al., 2011) have been studied, but

high-end engagement strategies have not. Another one is the basic

online modality which refers to the effective use of basic online class

features such as online grading, navigation methods, the online grade

book, and the announcements feature. It's sometimes confused with

phrases like instructional quality (Artino, 2010), service quality

(Mohammadi, 2015), instructor expertise in e-teaching (Paechter,

Maier, & Macher, 2010), and others. Some studies stress the

relevance of training since Basic Online Modality is addressed with

basic instructor training (e.g., Asoodar et al., 2016).

The concept of combining concepts and digital multimedia

information is based on a number of theories. It is critical to

comprehend students' conceptual learning and knowledge acquisition,

as well as meaningful learning theory, cognitive theory of multimedia

learning, and learning neuroscience (Schunk, 2012). According to

Ausubel (2000), learning new concepts and obtaining new knowledge

become more meaningful when they are linked to previous notions. As

a result, meaningful learning necessitates a well-organized knowledge

structure as well as advanced idea association (Novak, 2002).

Students may benefit from computer-assisted idea mapping or

interactive tools in this situation (Schaal, Bogner, & Girwidz, 2010).

Understanding the hierarchical links and linkages between

concepts aids learning (Ausubel, 2000). According to diSessa (2002),

there are two types of mental entities: p-prims, which are small,

simple, and abundant knowledge elements, and coordination classes,

which are huge and complicated. There are numerous mental

connections in coordination classes, one of which arises in the mind

associated to a fact or an event defined by diSessa and Sherin as

"learning a new word" (1998). 2006, Novak & Caas). Concepts,

according to Novak and Caas (2006), are perceived regularities or

patterns in events or objects, or records of events or objects identified

by a label. Concept maps are teaching tools based on this concept

that identify concepts in boxes and the linking words and

relationships between them to increase conceptual understanding.

Mayer (2009) based his cognitive theory of multimedia learning

on I Baddeley's (1983) model of working memory, which concerned the

selection and organization of knowledge, as well as the requirement to

bring it into conformity with prior knowledge, (ii) Clark and Paivio's

(1991) dual coding theory, which concerned the requirement to

support verbal concepts with visuals or vice versa, and (iii) Sweller's

(1994) cognitive load theory, which stated that excessive cognitive load

can Supporting learning environments with technological applications,

such as smartboards and multimedia, is an important factor in

reducing cognitive load.

On the minds of kids and boost their levels of interaction and

motivation (Sweller, 1994). (iv) When audio materials and animations

are utilized simultaneously, students' learning improves, according to

the information processing theory, which supports Mayer's cognitive

theory of multimedia learning (Schunk, 2012). It was also stressed

that while these two learning channels have limited information

capacity when used independently, combining them makes learning

easier (Mayer, 2009; Wu, Zhou, & Duan, 2013).

Inspiration (http://www.inspiration.com/), CM-ED (Cmap-

Editor), and Knowledge Master (http://conceptmaps.it/KM-

KnowledgeManagerJob-eng.htm) are some of the digital concept

mapping tools that have been studied in the literature and allow

visuals to be added to concept maps (Asan, 2007; Novak & Caas,

2006). KMap and CmapTools (http://cmap.ihmc.us/cmaptools/) are

two idea mapping tools that allow users to benefit from a rich internet

environment.
 CHAPTER 3

Purpose of the Study and Research Design

The main purpose of this study is to examine the Impact of

Online Learning among students to supplement their self-directed

learning practices. Students have control over how much time they

spend learning, what they learn, and how they learn. As the

traditional and online modalities of education increasingly collide, we

owe it to our students to use creativity, enthusiasm, and careful

planning to make their education relevant to their future. This study

uses online survey method.

This study is designed as a phenomenological method that aims

to describe, understand and interpret the meaning of experiences of

human life. The qualitative approach to gathering information focuses

on describing the Impact of online learning towards BSED SCIENCE

students of Agusan del Sur State College of Agriculture and

Technology.
 Data Gathering Procedure

The researchers virtually administered the research instruments

to the respondents. They conferred and discussed the significance of

the study and accomplished the distribution of the instruments

properly. The respondents were given 15 minutes to accomplish the

forms to prevent them from giving hasty responses. The researchers

virtually ask from one section to another on collecting the

accomplished questionnaires. After the questionnaires have been

accomplished, the results were tallied and tabulated. These data

became the bases of analysis and interpretation.

Data Analysis

Data were organized around each research questions, which

related to experiences of students who were taking online classes and

the factors that shaped those experiences. This information was then

complied around two major areas. These areas were positive impacts

and negative impacts of online learning materials. The positive

impacts included: flexibility, cost-effectiveness, convenience, self-

paced, availability of technical support, and ease of connection. The

negative impacts included: delayed instructor feedback, unavailable

technical support from instructor, self-regulation and self-motivation,

and a sense of isolation. Questionnaires will undergo content

validation and will be disseminated to the respondents through online

platforms.

Thereafter, the questionnaires will be submitted also through

online after the respondents answers it will be interpreted using

organization of the collected data which transcribed the questionnaire,

translate the data and record the details of the respondents.

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Survey Questionnaires

In

The Impact of online learning towards BSED SCIENCE students

(Yi, Y., Cornelius, L., 2004)

1. As a student, how does your experience of online educational

programs compare with traditional in - class instruction? How do you

like or dislike it?

2. In what ways could online education programs serve your

educational needs?
3. As a student, how do you feel about the communication between

yourself and the instructor? Between you and other students?

4. As a student, do you think your learning outcomes could be

achieved through online education? Why? How?

5. As a student, how do you view the feedback from instructor? Is it in

a timely manner? Constructive? Please give some examples.

6. As a student, how do you think the technical support provided from

university? Do you receive any other type of support, such as enrolling

in online class, electronic database, and written information about the

program? If you have any complain, is there anyone you can address

to and solve your problem?

7. How do you view your online educational environment? E.g. Quality

of graphics, layout, user friendly, navigation, etc.?

8. How does the amount of course work in your online education

program compare with traditional in - class instruction?

9. As a student, what could you do to improve the quality of your

online education?

10. What do you think are the important factors determining the

quality of the online instruction you receive?

11. What factors would lead you to choose online educational

programs rather than traditional in-class instruction?

12. As a student, how would you rate the overall quality of the online

education you receive? Very good, good, moderate, not good? Why?