Effects of Online learning to students learning outcomes, High school final essays of English

Download Effects of Online learning to students learning outcomes and more High school final essays English in PDF only on Docsity! The Effects of Online Learning on the Learning Outcomes of High School Students of Mother Barbara Micarelli School De Guzman, Lynuel Zyra V. , Garcia, Khurt Andrei N. , Guevarra, Pauline Izzy C. , Javier, Juliene Demnise O. , Landicho, John Emmanuel S. , Lo, Robert Humphrey L. , Malabanan, Nica Diane M. , Maligalig, Charles M. , Orillaneda, Bianca Nicole M. , Roldan,Ishmael G. , Tagapan, Kravitz Matthew S. Mother Barbara Micarelli School General Santos Ave., Brgy. San Miguel, City of Santo Tomas, Batangas Philippines May, 2021 ACKNOWLEDGEMENTS Preparing a research paper is really challenging work for any one. Being a student of management and preparing a report on a specified topic, we accept it with challenge, opportunity, and become successful to present this report with our full endeavor. This paper has been prepared and submitted to meet the partial requirement for the moving up of tenth grade. We are so pleased and proud for being an integral part of this report in this context. We owe a deep sense of gratitude to Miss Apple Mae Lorico, LPT, Lecturer of English Ten and Research Instructor for her constant encouragement, patient guidance, and valuable supervision at every stage of our work. This work would have not been materialized at the present form without her indecisive observations and intellectual directions in the course of completion. We are also grateful to Sir Marvin Vargas, LPT, Lecturer of Mathematics Ten for imparting his knowledge and expertise in this study. We extend out and respectfully offer our thanks to our noble parents for their constant moral support and affection in helping us achieve success in every aspect of life. Without their kind devotion, this paper would have been a sheer dream. We would like to thank the students who provided data for this research. Finally, and most of all, we are grateful to the almighty God, for establishing us to complete this paper. For the physical and mental strength to undertake and accomplish this project. 4.2.2.1 Frequency of Effects of Online Learning «1.0.0.2... .00..0.cceeceeeee cence eeeens 32 4.2.2.2 Frequency of Experiences Affecting Learning Outcomes .....................5 34 4.2.2.3 Frequency of Shift in Teaching Modality Affecting Learning ................. 36 4.2.3 DiSCUSSION 2.2000... 0 0c coe eee eee cence eee cece eee eee tee eeeee tee eeetet eee eeeteeenneeents 38 CHAPTER FIVE SUMMARY, CONCLUSIONS, & RECOMMENDATIONS S.1 Introduction. 0.000... eee eee teen eeeteeeneeeteeeeeeeteeeeeetereee sees 42 5.2 Summary of Findings 0.2.0.0... 600000 cee cee ee cece cence cnet cee eee eee teeeee eee ttneeeeeeeeeeeees 42 5.2.1 The Effects of Online Learning during COVID-19 on the Learning Outcomes of High School students 2.000.000.0600 ccc cece eee eee cee eee eee eeeeee eee eeeeeeeeeeeeeeeeeeneeeeanes 5.2.2 Experiences during Online Learning that Significantly Affect Learning 43 OUPCOMES 22. e ee eee rete teeta ttt eee se tteeeteetteeeeeneteeeetieeteaes 5.2.3 The Shift in Teaching Modality Significantly Affects Instruction of Learning B Outcomes 5.3 Comelusion ...... 0.0. co cece eee eee cette ee eee tee teeeee eee eeetet eee eeetetneeeeteeeeeeeetees 44 5.4 Recommendations .......00.00 0c cece eee eee cece eee tee cee eee eee eeeteeeneeeeteeeneteeeese 44 References... 0.00... eee cece e cece eee eee eee cen eee eee eee eeesnneee eee eeetee eee eeeterneeeeeeeeeeese 46 APPENDICES Appendix I: Questionnaire for Students 2.00. .00....0. ccc cccee cee ee eee cee eet eee eeeet eee teneeeeeee 55 LIST OF TABLES Tables Table 3.1.0... eee eee eee ee teen eee eeedneeee eee eeetetnneeettetnsettineeetet ees 29 0) (So 30 Table 4.1 0... eee eee eect etter eee tet tnbtee tee eeetetneeeetiesneettiteeeterees 31 Table 4.2 000... cee cece cree en eee tet eneeee eee eeeteteneeetiesneeteeieeeternes 32 Table 4.3 34 Table 4.4.00... cece cece een eee tee nne eee teeeeetee eee eeetiedieeeteeeeeetttneeeeeeeas 36 CHAPTER 1 INTRODUCTION 1.1 Background of the Problem When the global outbreak of the Novel Coronavirus, also named the COVID-19, hit our planet, no one could predict what was to come in the days, months, and years to come. The outbreak first being detected in the Wuhan region of China unprecedentedly shocked the globe. Like the surrounding countries, it has already taken unprecedented measures to contain the epidemic immediately but has failed. And then, we learned that this would not stop. This was just in its earliest stage. Under these circumstances, there is a need for change. Countries worldwide came together, gathering pieces of information and at least eliminating old rivalries for the common good. However, there is not enough scientific tesearch to allow for a complete cure to develop. Therefore, precautionary measures have been developed, and safety strategies have been established. Strategies, these included handwashing, debilitating face masks, physical treatments, distancing, and avoidance of social and mass gatherings or assemblies have been implemented. Lockdowns and stay-at-home strategies have also been implemented to cover aspects of our society at the national and global levels. The Philippine government declared the closure of faculties and facilities for the first time within the second week of March 2020, specifically Tuesday, 10 March 2020 through Saturday, 14 March 2020. Furthermore, the entire national lockdown occurred on 16 March 2020, implemented across the island of the Philippines by April 30th, and remained in excessive hazard and high-risk regions until May 31st. Enhanced Community Quarantine aspect and a common tool in education. And the suddenness of this shift initiated debates about the quality of learning (Baber, 2020). Continuing this teaching modality might prevent learning consistency, which in turn inhibits the achievements of the goals of education. And challenges experienced by nearly every single student and institute across the world might cause significant outcomes. This proposed research is set out to investigate the effects of virtual schooling on students’ academic learning outcomes. 1.3 Objectives of the Study This study seeks to investigate the effects of COVID-19 online learning with student achievement and learning. And as students had not been psychologically prepared for this sort of shift; this paper aims to investigate how the global pandemic COVID-19 has pushed students regarding learning experiences and outcomes of the quality of learning. With these variables in mind, this study aims to answer the following research questions: i. What are the effects of online learning during COVID-19 on the learning outcomes of high school students? ii. | What experiences during online learning significantly affect the students' learning outcomes? iii. How did the shift in teaching modality sifnificantly affect instruction of learning outcomes? 1.4 Significance of the Study This study aims to provide such information needed by the students and teachers, staff, and parents for them to understand the effects of the COVID-19 pandemic on the new way of learning. The findings of this study would be beneficial to: 10 ii. iil. For the High School Students, the research study would help them realise how this new way of learning affects their academic performance nowadays, knowing that they are not used to it. The findings of the said topic can also be their guide to realise what studying factors they should consider for them to improve their studying habits and, most especially, their grades. This research also aims to help the students to increase academic performance with the new mode of learning. And it can be a big help for the students to have an idea on maintaining their academic performance even in this dire challenging situation. Lastly, it can help the students to continue developing new skills and continue to learn even with this kind of situation and new/modern way of teaching. For parents, the research study could also be one reason to understand well why their child/ren is/are acting unusually unlike before during the past months. Maybe there is something wrong with their child/ren’s school performances, especially during this kind of situation. With that given possible situation, after conducting this research study, parents will be knowledgeable enough on how they should handle their child/ren performances. Parents might be the source of students’ motivation to make their grades better. For teachers and staff, this study can also be a way for teachers and staff to realise what areas of their field should be improved so that the students’ learning outcomes will be positive. Finding out what kind of teaching way they will apply to the students will not affect the students’ academic performance. This can also be a way for teachers and staff to know their crucial role to make sure the students stay motivated in their studies. This will help them adapt to the situation to make the best steps for themselves and the students. 1 iv. _ For educational institutions: this research as well as the results can help the educational institutions on how they should improve their strategies and what are those things needed to be improved in terms of dealing with the effects of this new way of educating the students ifthe next school year will still be an online type of learning again. The findings will also help them to know if the students are really learning in this way. After finalizing different kinds of strategies in dealing with the effects of this new educational system , they will try to find the best possible outcome for the students and for the educators as well. v. For the future researchers, this study will be beneficial for the future researchers since they can also make a study which will discuss how the teaching habits or teaching methods differ from online one to face to face. 1.5 Definition of Significant Terms Encoded: It is the process of putting a sequence of raw data into a special format for calculation and analysis. Mean Score: Refers to the average point showing individual or group responses of the survey. Traditional classes: Refers to the education in which instruction takes place between. an instructor and students where all are physically present in the same classroom. Teaching modality: comprehensive and comprehensive pathway for students to see progress after the end of each module. Digital technology: Refers to electronic tools, systems, devies, and resources used to communicate across distances and perform virtual classes. Online learning: Refers to the type of learning accomplished using computers and usage of the internet and other digital technology. 12 2.4 Foreign According to Jessica Gilmour (February 3 2020) the main idea about the subject is to define what are the challenges of implementing blended learning in adult education.In spring the author surveyed the New Readers Press customers.In all,the author received 509 tesponses.Of this 509 responses 12% were volunteers,31 were teachers and 59% were program managers.Then after providing them with a definition of blended learning similar to the one above,slightly less than half (48%) that they or their staff implement blended learning.Teachers and volunteers who say they use blended learning represented 25% of all tespondents;22 percent of respondents were program manages who say most or more of their teachers and/or volunteers use blended learning. Even though even half reported that they or their staff do umplement blended learning,they expressed considerable consensus about the challenges of doing so.They were asked about their own challenges as well as the challenges that learners face.Nearly half 47% said the learned have trouble being self directed enough to make good use of technology and 25% reported learners not being interested in using technology.The other challenges focused on their own circumstances,including not enough knowledge about using technology to make full advantage ofits affordances,26% is not having enough planning time,25% isn't having the budget to implement s they would like,22% for responses listed as other challenges,nearly half to do with access issues to Wifi,hardware or software.The author pointed out the most frequently cited in class blended learning challenge for learners is identified by the instructors was lack of basic computer/digital skills including being able to navigate different platforms and devices, keyboarding,using a password and etc.The challenges that respondents assumed for learners was engaging in blended learning outside the classroom overlapped with challenges inside the classroom,most especially with regard to lack of basic digital knowledge and skills,but they also reported affected issues and distractions,In conclusion many of the 15 identified challenges suggest that instructors need meaningful professional development to help address them. They also made it clear that blended learning is not a cure at all.Expectations that learners will spend substantial time on educational activities outside of class may be unrealistic.The reality of adult lives and responsibilities should play an important role in blended learning and instructional design decisions. 2.5 Foreign In this article Megan Khufeld, James Soland, Beth Tarasawa, Angela Johnson, Enk Ruzek, and Jing Liu explain/review the impact of COVID-19 pandemic in the academic performance or achievement and learnings of every student. The authors used a national sample of 5 million students in Grades 3 to 8 who took Growth assessments in the 2017-2018 and 2018-2019 school years (about 22% of the approximately 22 million U.S. public school students in Grades 3 to 8 according to the National Center for Education Statistics, 2018). This article is by 5 authors that they made. This article focuses on how big is the impact of the COVID-19 in academic achievement and learnings of the students. This article is useful to our research as the 5 authors who made this article used a real data of numbers of the students that they gathered from National Center for Education Statistics which can be a great opportunity to give us an idea on how we will make our research more easy to work on, finish and published it with a clear data on it. (6, Limitations) The major limitation of this article is that we do not differentially project the impact of COVID-19 on the basis of race. The COVID-19 pandemic simultaneously occurred alongside social unrest and protests about the mistreatment and killings of Black people by police. Moreover, there are higher rates of unemployment among Black households, and COVID-19 infection and death rates are higher in the Black communities than in the White communities (Cerullo, 2020; Krogstad et al., 2020). We decided against providing race-based projections due to a 16 fundamental concern that we might underestimate just how significant the impact of COVID-19 will be on schooling and learning for Black communities.In conclusion, this study states that there are fears among the many education leaders like for example students’ achievements will be affected since they miss school for a long period. Furthermore,students are expected to return this fall with a greater range of academic abilities. The educational loss estimates suggest that it should be anticipated by educators and policymakers knowingly that a large number of students are falling behind academically as a result of prolonged school closures, especially if many schools are closed for extended periods during the 2020-2021 school year..This article will be more helpful to us in gathering respondents for surveys in our tesearch and at the same time it will give us an idea on how we will do it easier. 2.6 Foreign Shivangi, D. (June 2020) explained that education systems across the globe are deeply affected by the sudden outbreak of Covid-19. Soon after a series of lockdowns occurred, forcing academic institutions that still practiced the traditional method of teaching to abandon the idea and switch into online based learning. The author used SWOC analysis to conduct various strengths, weaknesses, opportunities, and challenges regarding online learning. The data collected from many sources was analyzed using content analysis and descriptive tesearch. Their research introduces the concepts of Online Learning or E-Learning. It also tackles the problems associated with Online Teaching and Learning and the It Is a necessity to adapt.The article is useful in our research to fully understand the scope of this new Online based learning. This article’s main limitation is they primarily focus on using ready to made data that can be found on different sources.In conclusion the article itself is impressive; it tackles the topic of an online learning system well balanced and also well expressed the everyday struggles of the people. 17 protection measures for epidemics but also identify ways to continue assisting and educating teachers and students if schools remain closed. 2.10 Foreign The pandemic challenges us a lot, a lot has changed because of covid 19. Many teachers and students face severe challenges to study properly and be able to do tasks. Because it is still forbidden to go out of the house, the first requirement is "Teach from home" where the child studies only inside the house. SWOT analysis will help us to find strategies in our study. Some children lack gadgets for online classes, but there are ways to keep up with lessons. There are challenges that are more difficult when you are just at home, compared to when you are at school you can do it easier because you have many helpers and you are with them, hopefully at home, it is difficult to communicate with others especially when it is not always active in messages. Many students are worried about their studies and they think about how they can pass a school year because the big challenge for them is to study on their own and understand on their own. Also because of the use of technologies, children have learned more about how to do good work, they know the things they did not know when the study was face to face. Teachers and Students face almost the same challenge because they are both learning how to make their lessons flow well that must be properly understood. They teview things they know will help them with the opportunities they need to do. And we have a lot of skills to gain here from the challenges we have experienced and will yet experience. 2.11 Foreign The study about the Effectiveness of an Online Classroom for Flexible learning tackles the usage of web-based learning as an alternative for the face-to-face classes that the students are in, last March 2020. Eliademy [a web-based classroom] is accessible, can promote time management, promptness and a challenge for the users. It was concluded that in 20 times of calamities, educators and other institutions may consider the utilization of Eiademy so as not to compromise classes and even ina regular routine. Doing this may promote schools’ learning management system (LMS) which is required by the different accrediting agencies (Francisco & Barcelona, 2020). Eliademy, as stated by the authors, is a specially designed classroom that can be a great alternative especially if the students are facing a pandemic. Several studies have shown that integrating technology has an effect on academic excellence and the consistency of teachers' delivery instructions. Many aspects of distance learning settings have been investigated by researchers, as well as many of the problems that should be addressed when using distance learning as a method of educational delivery. 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. There are zoom meetings, g-meet and g-classroom that are provided by Google. The study that is conducted by Francisco and Barcelona will be of great help to teachers as tegards their essential role to their students. That in times of emergencies and calamities, no lessons might be compromised and be continued without any hindrance. In this view, they must equip themselves with technological literacy in doing their daily tasks because this may determine the quality of future leaders of the society. The aim of their study is to strengthen teacher-student partnership in order to achieve outcome-based education (OBE), which will eventually decide the students’ level of achievement and the school's performance. It became successful as the interviewees from La Consolacion University the Philippines had great experiences in web-design classrooms that feel like they are in an ongoing classroom discussion. The virtual classroom is open-source which academicians and industrialists could use as a platform in teaching-learning. According to the respondent's experience in Eliademy schools, it reduces personal 21 involvement in the classroom. In other words, a facilitator may talk to and teach his learner without having to attend classes on a regular basis. Because of its user-fiiendliness, this site can be easily accessed. In conclusion, Eliademy, as a web-based classroom, is unquestionably one of the best alternative resources and a strong outlet for teaching and learning, allowing teachers and students to continue their lessons even in the face of disaster. The respondents’ lived experiences corroborated this. The downside of this is that it happens to end their web-design platforms however google classrooms take place and they have succeeded in opening a great experience for the student to continue their distance learning in times of pandemic. The web-design classrooms were found to be available, encourage time management, promptness, and provide a challenge for users, according to the report. It does, however, necessitate heavy internet connections as well as being time-constrained. All in all, the learning outcomes of the students might be as great as they were in face-to-face classes since they can manage their time easily. 2.12 Foreign Based on this article it is said that because of COVID-19 we there are so many things that change in our lives and one of those things is about our education. The purpose of this is for us to know the changes and the new opportunities that we have right now. Because of our new lifestyle we undergo digital transformation and we use online learning for our students. The announcement of the social distancing policy has made schools close and that has made our learning more difficult. Because we are now using technology as means to continue learning there are many problems that make it difficult and one of those is the difficulty of bad connection because not all of us have good connections and because of that some of us 22 aim of the researchers was to report the effects and experiences during online education influencing the students’ academic learning. 3.3 Sample Design Technique Since the researchers cannot cover all the 228 students of the junior highschool department, a sample was taken to take part in the study. In determining the desired sample size, the researchers used a non-probability random sampling technique. Random sampling is one such method that selects a sample of units from a populace via means of chance, commonly to facilitate generalization from the sample to the populace (Shadish, Cook, & Campbell, 2002). It guarantees that outcomes acquired out of the sample approximate to what could have been acquired if the whole populace have been measured (Shadish et al., 2002). The simplest random sample allows all the units in the population to have an equal chance of being selected. (Reeger & Aloe, 2019). It eliminates bias by giving all individuals an equal chance to take part in the study. 3.3.1 Target Population According to Oso (2009), the target population is the total number of subjects, or the total environment of interest for the researcher. The population from which the sample was drawn consisted of all the junior high school (JHS) students in Mother Barbara Micarelli School. The target population of interest was all the two hundred and twenty-eight (228) junior high school students of Mother Barbara Micarelli School. 3.3.2 Sample Size and Sampling Procedure Asample size is the measure of the number of individual samples measured or observed for use in a survey (Zamboni, 2018). It is the procedure in which the researcher 25 gathers a number of participants in a given study that would represent a larger population (Orodho & Kombo, 2002). In the present study, the desired sample size of the researcher for the field was coded and entered into the computer for calculation using the SurveyMonkey online computer software for Google Chrome. The recommended sample size from a populace of 228 was 144 in order to achieve the desired results of the researcher. 3.4 Research Instrument To provide and gather as much informative data, a descriptive method was used. This includes the utilization of survey questionnaires for data collection. A questionnaire was used as the main data-gathering instrument for this study. It was chosen because it saves time. According to Nkapa, (1997) a questionnaire is a carefully designed instrument for collecting data in accordance with the specification of the research questions. By this method, it can teach a large number of subjects who are able to read and write independently (Orodho, 2004). A single questionnaire was used for the students, further divided into four sections as follows: Two questions following the academic characteristics and introductory, e.g. the name and the academic year level of the students. Five questions following a five-point numerically assigned Likert scale design that ranges from Strongly Agree (5), Considerably Agree (4), Neither Agree or Disagree (3), Considerably Disagree (2), and Strongly Disagree (5) was conceptualized to measure the degree of responses. One multiple response question that presents a list of seven possible answer options, and participants select options that are true for them. Six questions following a three-point Likert Scale that ranges from yes, somewhat, and no is adapted and based on University of Wisconsin (2020) which targeted 6th to 12th year students - on what students’ life and experiences looked like during the COVID-19 crisis. At the end, the respondents had the option to leave their opinions on what their school could do to help or support them with home/remote learning during the COVID-19 cmisis. 26 The questionnaire was designed using English language. Using English for survey and tesearch purposes is indispensable - it allows people to study internationally or read the scientific works right after they are published, using them when they are necessary in their own research, not when they are available in local language (Anonymous, n.d). 3.4.1 Research Instrument Validity The validity of a test is a measure of how well a test measures what it is supposed to measure (Michubu, 2013). It is the ability of the instruments to create questions that reflect the issue being researched (Mora, 2011). Best and Khan (1993) stated that the content validity of the research instrument can be enhanced through expert judgement. Therefore, the tesearchers’ teachers and supervisors as experts in the field guided and helped assess the validity of the instruments and questions used. 3.4.2 Research Instrument Reliability Reliability is a measure of the degree to which a research instrument yields consistent tesults or data after repeated trials (Mugenda 2003). It concerns the extent to which a measurement provides stable and consistent results (Carmines and Zeller, 1979). Reliability of the instruments therefore enables the researcher to estimate error and make correction if any (Michubu, 2013).The larger the reliability the smaller the margin of error and conversely, the larger the margin of error the smaller the reliability (Mugenda 2003). The margin of error determines how reliable the survey is or how reliable the results are (Kalla, 2009). To determine the reliability of the study, the researchers encoded the population and sample size and calculated the margin of error in correspondence to its confidence level using SurveyMonkey online software available in Google Chrome. The margin of error was +9%. 27 Table 3.2 Descriptive Equivalent of Mean of the Statistical Scale Mean Score Descriptive Equivalent From, To 1.00 1.67 Disagreement 168 2.35 Uncertainty 2.36 3.00 Agreement 30 CHAPTER FOUR RESEARCH FINDINGS 4.1 Introduction This chapter deals with the analysis of data and findings from the survey questionnaires completed by the students of the junior highschool (JHS) department of Mother Barbara Micarelli School. The analysis was aimed at addressing the purpose of the study, which was the effects of online learning during the pandemic on the learning outcomes of the junior highschool students of Mother Barbara Micarelli School. 4.2 Descriptive Analysis 4.2.1 Profile of the Respondents Table 4.1 Demographic Characteristics of the Surveyed Students Demographic Characteristics of the Surveyed Students Year Level Number (%) First Year 15 (19%) Second Year 14 (17.7%) Third Year 25 (31.6%) Fourth Year 25 (31.6%) Total 79 (100.0%) Table 4.1 shows that there is an equal number of respondents (n = 25, 31.6%) between third year and fourth year highschool students. While the rest of the respondents seem to be 31 divided between first year highschool (n= 15, 19%) , and a roughly equal number of tespondents (n = 14, 17.7%) were second year highschool students. 4.2.2 Survey Results 4.2.2.1 Frequency of Effects of Online Learning Table 4.2 Descriptive Tabulation of the Survey Results on the Effects of Online Learning Item Answer Frequency Mean Standard (%) Deviation 1 0 (0.0%) 2 1 (1.3%) Online learning has affected my study 3 27 (34.2%) 38 0.8 4 35 (44.3%) 5 16 (20.3%) 1 2 (2.5%) 2 25 (31.6%) It is easy for me to focus well during 0 discussions with the current setup 3 30 (38.0%) 29 0.9 4 19 (24.1%) 5 3 (3.8%) 1 2 (2.5%) Ihave made progress with my course 2 7 (8.9%) works and objectives during online 3 23 (29.1%) 3.6 09 learni earning, 4 39 (49.4%) 5 8 (10.1%) 32 Table 4.3 (Continued) Experiences Significantly Affecting Learning Outcomes Statistics Responses N Percentage . Performance of technology and. ° Experiences intemet of school and instructors 31 26.6% No experiences 1 1.3% Note. In this survey section, respondents were asked what experiences affected their learning. They may choose at least one option. “N = 79 Table 4.3 indicates that many of the respondents have experienced feelings of being challenged by the courseworks and activities given during online learning (n= 50, 63.3%). Their reason as to how online learning experiences have affected their studies is also due to the toll of stress and mental pressure when taking online classes (N = 54, 68.4%). Another experience that significantly affects their performance during online learning is due to the accessibility of resources needed for online learning (n = 35, 44.3%). The table also obtained tesults of technological difficulties (e.g. performance of internet) of schools and teachers (n= 31, 26.6%). The idea is further supported by the finding that results also showed that students themselves experienced difficulties to utilize technology as an alternative method of learning (N = 19, 24.1%). It is interesting that a number of students expressed that the noiseful environment of their study affects their learning capabilities (n = 16, 20.3%). Only one student (1.3%) expressed having no significant experiences affecting their learning. Further statistical analysis of frequencies by quartile reveal that < 50% of the experiences have a frequency of 21. The mean score for the frequency was 28 (SD = 19.2), while the true percentage of statistical results had a margin of error of +9%. 35 4.2.2.3 Frequency of Shift in Teaching Modality Affecting Learning Table 4.4 Descriptive Tabulation on the Shift in Teaching Modality Affecting Learning Item Answer Frequency Mean Standard (%) Deviation 1 0 (0.0%) Has your school provided you clear instructions to access the materials for 2 10 (12.7%) 287 0.3 your classes? 3 69 (87.3%) 1 0 (0.0%) Are your teachers available to you 2 21 (26.6%) 273 04 when you need help? 3 58 (73.4%) 1 8 (10.1%) Are you keeping up with your schoolwork as much as you were 2 37 (46.8%) 2.33 0.7 before the COVID-19 crisis? 3 34 (43.0%) 1 11 (13.9%) Are you leaming as much as you were 5 before the COVID-19 crisis? 2 50 (63.3%) 2.09 0.6 3 18 (22.8%) 1 0 (0.0%) Are your teachers providing you several different ways to demonstrate 2 27 (34.2%) 2.66 0.5 your learning? 3 52 (65.8%) 1 13 (16.5%) Are you satisfied with the home/remote learning education 2 45 (57%) 2.10 0.7 provided to you? 3 21 (26.6%) The majority of those surveyed students (n = 69, 87.3%) indicated agreement that schools did provide instructions in accessing resources and materials for online learning while very few (n= 10, 12.7%) indicated uncertainty. The sample as whole in the case of the 36 first question, was relatively agreeing with the idea (M = 2.87, SD = 0.3). When the subjects were questioned on the availability of teachers if they needed help, the majority (n= 58, 73.4%) indicated that they agree with the idea, anda substantial number indicated that they were uncertain with regards to the question (n= 21, 26.6%). Furthermore, mean results in the matter of the second question backed the idea of agreement with the question. (M = 2.73, SD = 0.4). Surprisingly, opinions of the respondents seem to be divided as to whether students can keep up during online learning as much as prior to the crisis. Many respondents (n = 37, 46.8%) expressed uncertainty and an almost equal number of responses (n= 34, 43%) expressed agreement. Only eight of the respondents (10.1%) expressed disagreement with tegards to the question. The results of mean values showed that students were uncertain on an average (M = 2.33, SD = 0.7). Referring to Table 4.4, a large proportion of the respondents (n = 50, 63.3%) were uncertain whether or not they were learning virtually as much as while taking traditional classes. A small minority (n= 18, 22.8%) indicated agreement, and the remaining respondents expressed disagreement (n = 11, 13.9%). On average, the idea of students learning as much on online learning in contrast with traditional schooling was shown to have a neutral perception (= 2.09, SD = 0.6). The next question of the survey was concerned with the teachers providing ways to demonstrate learning. 52 of those who tesponded (65.8%) indicated agreement and 27 of which expressed uncertainty. The mean score for the fifth question was 2.66 (SD = 0.5) indicating agreement in response to the question. In the last question, over half of those who answered reported that they were uncertain whether or not they are satisfied with online learning (n = 45, 57.7%). Whilst a minority expressed satisfaction with online learning (n = 21, 26.6%), a small number of tespondents (n = 13, 16.5%) were not. The mean of the data with regards to the sixth question indicates uncertainty with the idea (SD = 0.7). Further analysis of data showed a second quartile mean score of 2.495. That said, < 50% of the mean results indicate agreement 37 between students, instructors, and institutions) were consistent with other published studies assessing effects of online learning during the pandemic. Lack of internet access and poor connectivity excludes learners from their online classes therefore missing several contents that could enhance their learning. Agung, Surtikanti, & Quinones (2020) indicated that due to constraints regarding accessibility with resources used for online learning, students are forced to exert extra effort in order to cope with their struggles. Similarly, Nambiar (2020) considered technical capabilities as an important critical factor in determining education during online classes, therefore students with slower connections can have a harder time learning vital contents and have a significant effect on their performance. It is somewhat encouraging to see results reveal that lecturers and institutions continuously provide guidance for students. In response to the case of questions 1, 2, and 5 (Table 4.4), this accords with earlier observations of Agung, Surtikanti, & Quinones (2020), Muthuprasad, et al. (2020), and Koirala et al. (2020), which showed that lecturers and institutions were clearly providing guidance and explanations in order to help educate students with online learning. The fact that institutions and teachers play a significant role in educating youth, means that they have a significant part in students’ learning outcomes. It is consistent with the findings of Yao et al. (2020), who found that including teachers is an important way to increase learning outcomes and efficiency. This research further lends support to the findings of Hadi et al. (2020), who discovered that teachers play a role as a learning agent in the creation of high-quality learning outcomes. Student satisfaction with online learning may be related to several factors that substantially impact online course outcomes. In the current study, students were uncertain with their overall satisfaction what the online learning provided. Satisfaction, as a key 40 differentiator, is crucial for the improvement of students’ outcomes (Elshami et al., 2020). It is a broadly applicable predictor of students’ success and learning (Lane et al., 2021). A note of caution is due here since overall uncertainty of the study’s results contradict previous evidence of earlier studies (e.g. Bergeler & Read. 2021; Suyitno et al., 2021) which suggest that satisfaction of students can be categorized as highly effective. a CHAPTER FIVE SUMMARY, CONCLUSIONS, & RECOMMENDATIONS 5.1 Introduction This chapter presents the summarization as well as the conclusions that were derived from the conducted study which is to determine the effects of online learning on the learning outcomes of jumor high school students of Mother Barbara Micarelli School. This section provides recommendations that can be applied by students themselves, teachers and staff, and for educational institutions. 5.2 Summary of Findings The main purpose study sets out to examine the effects of online learning on students’ outcomes. The second aim was to determine the experiences of students during online learning that significantly affect their outcomes. Finally, the last goal of the current study was to determine significant effects of instruction during online learning on the students’ outcomes. 5.2.1 The Effects of Online Learning during COVID-19 on the Learning Outcomes of High School Students According to the present study, most of the students progressed with their courseworks and were able to think independently. This signifies that they have successfully achieved the outcomes expected in their level by having the constructive strategy to position themselves as active learners through independent study. The study indicates that there is a problem of uncertainty experienced by students with regards to their increased knowledge. As revealed, students generally somewhat agree nor disagree that focusing while taking 42 chat virtually. It is also recommended for schools and teachers to continue implementing constructive strategies to build student knowledge (e.g. giving students the ability to think independently). 5.5 Suggestion for Further Research In terms of future research, it would be useful to extend the current findings by exploring the problem on a large sample and by conducting another quantitative study in other institutions. It is also suggested to have a qualitative approach to view this case in a different perspective. 45 REFERENCES Abaidoo, N., & Arkorful V. (December 2014) The role of e-learning, the advantages and disadvantages of its adoption in Higher Education. https:/Ajern.com/journal/201 4/Decembet-2014/34.pdf Adedoyin, O. B., & Soykan, E. (02, September 2020). Covid-19 pandemic and online learning: the challenges and opportunities https:/Avww.tandfonline.com/doi/full/10.1080/10494820.2020.1813180 Aditya, KS., Aiswarya, S., Jha, GK., & Muthuprasad, T. 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The survey will only take a quick 5-10 minutes. Thank you for taking the survey. Kindly and honestly respond to all questions and follow directions. Introductory Name (ex: Surname, First name) Grade Level (ex: Grade 7; Grade 8) Section A What are the effects of online learning on the learning outcomes? Note: Kindly and honestly rate your answer. (1 = Strongly disagree; 5 = Strongly agree) 1. Online learning has affected my study. 2. Itis easy for me to focus well during discussions with the current setup. 3. Ihave made progress with my course works and objectives during online learning. 55 4. My learning knowledge has increased during online learning. 5. Online learning has given me the ability to think independently in the matter of subject and coursework. Section B What experiences during online learning significantly affect your learning outcomes? You may choose more than one experience. Access to digital media (computers, software, stable internet connection, etc). Level of digital and technical skills and capabilities. Feeling challenged by the coursework during online learning. Stressed or frustrated and keeping motivated and engaged when taking online classes. The environment of the study area is noiseful. Performance of technology and internet of school and instructors. No experiences. 56 Section C Did the shift in teaching modality significantly affect instruction and learning? 1. Has your school provided you clear instructions for how to access the instructional materials for your classes? Yes Are your teachers available to you Yes Somewhat Somewhat when you need help? No Are you keeping up with your schoolwork as much as you were before the COVID-19 crisis? Yes Are you learning as much as you were Yes Are your teach Yes Are you satisfied with the home/remote learning educ: Yes Somewhat Somewhat Somewhat Somewhat No No No before the COVID-19 crisis? ers providing you several different ways to demonstrate your learning? ation provided to you? 57