Diocese of Imus Catholic Educational System (DICES)

St. Mary Magdalene School

Poblacion, Kawit, Cavite

AN EVALUATION ON THE EFFECTS OF INDEPENDENT LEARNING

ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL
ACADEMIC YEAR 2020-2021

A Descriptive Quantitative Research

Submitted to the Faculty of
Senior High School Department
Saint Mary Magdalene School
Poblacion, Kawit, Cavite

In partial fulfillment
of the requirement for the subject
Inquiries, Investigation, and Immersion

MATEO, ROSEL A.
REYES, MACY DANE
RODRGIUEZ, DANNILYN JOY S.
TORRES, NEIL MARJUNN B.

May 2021
 AN EVALUATION ON THE EFFECTS OF INDEPENDENT LEARNING
ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

BIOGRAPHICAL DATA

Rosel A Mateo, one of the researchers of the study, was born on December 23,

2002, at Sto. Nino, Cagayan and is currently residing at Salinas, Bacoor, Cavite. Her

parents are Joseline Mateo, a real estate agent, and Roding Mateo. She finished her

Elementary education at Salinas Elementary School and went to Bacoor National High

School-Salinas Annex for her Junior High School. She continued her Senior High School

at Saint Mary Magdalene School-Kawit. She is still studying there with a strand of

Humanities and Social Sciences (HUMSS) and is expected to graduate this year in 2021.

She is the eldest of her siblings that also leads her to be more dedicated to being a

responsible sister, daughter, and student. When she has goals in mind, she ensures to

accomplishes them and does not waste time. She also has positive and bright thinking that

helps her to deal with a difficult situation.

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Macy Dane Reyes was born in District Hospital in Las Pinas City. Her parents are

Joan and Marcy Jaminal. She has two siblings named Cristal and Kian Jaminal. She

finished her Elementary education at Panamitan Elementary School and continued her

Junior High School at General Emilio Aguinaldo National High School. Her chosen strand

is Humanities and Social Sciences (HUMSS) and she is currently taking it at Saint Mary

Magdalene School in Kawit, Cavite.

She wants to pursue her dreams and goals to help her parents and to give back what

they have done to her, all the love and support especially their hard work. She was one of

the achievers in Grade 11 who received a silver medal because of it.

Her hobby is singing. And when she has time, she hangs out with their friends. She

doesn’t want “What if’s” in life that is why if she does things, she does it all by her heart.

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Dannilyn Joy S. Rodriguez is one of the researchers of this study. She was born on

October 11, 2001, at Noveleta, Cavite. Her parents are Janeth and Danilo Rodriguez. She

has three siblings namely Dannica Jane, Diana, and Jhan Andrei Rodriguez. She finished

her Elementary education at Salcedo Elementary School and she continued her Junior High

School at Bagbag National High School. She chose the strand of Humanities and Social

Sciences (HUMSS) at Saint Mary Magdalene School in Kawit, Cavite, and is expected to

graduate this year in 2021.

She is hard working in achieving her dreams and goals in life for her to become

successful in the future to make her parents proud and happy. She always put an effort into

all things that she has to do.

She likes spending time with her friends when she is free. She believed that when

you want it, work for it and you will soon get it.

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Neil Marjunn B. Torres, one of the researchers of this study, is an 18-year old man

and an only child who was born on March 21, 2003, at Tondo, Manila, Metro Manila, and

is still residing there. His parents are Marites B. Torres, a data encoder, and Maximo

Ronaldo C. Torres, a simple father, and husband. He finished this Elementary education at

Don Bosco College in Canlubang, Calamba Laguna and went at St. Peter’s Academy in

Parian, Calamba, Laguna; Calamba Institute-Canlubang in Canlubang, Calamba, Laguna;

and at St. Michael’s Institute of Bacoor in Poblacion, Bacoor, Cavite for his Junior High

School. He continued his Senior High School at Saint Mary Magdalene School in Kawit,

Cavite where he is still studying with a strand of Humanities and Social Sciences (HUMSS)

strand and is expected to graduate this year 2021.

He is a man that pays too much attention to details for he always aims for perfection

and high standards. He is an active volunteer in their local parish where he served as a

lector and commentator and Social Communications member at the same time. Most of the

time, he exhibits his total effort in his tasks while paying attention to details as a part of his

routine as a student.

His goal is to become successful in life for he wanted to lift his family's living.

Thus, he intended to pursue the course of Bachelor of Arts in Political Science at the

University of the Philippines-Manila as his preparation in taking the law school if he was

eligible to be admitted. Lastly, he wishes to have a better life that is different from what he

is experiencing at the present which he can only by continuing to study for tertiary

education.

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

ACKNOWLEDGEMENT

Despite the challenges and trials that came on their way while finishing this study,

the researchers still wanted to thank their parents, who supported them in every little way

and inspires them in everything that they do. They became their refuge when they feel

helpless and tired in making their tasks with high standards. They continue to show support

when everybody is already tired of consoling one another.

To their friends, who became their beacon of light on the times that they are in the

shadows of their lives. They supported them and became their consoler and confidant when

things did not go well. They are the living channels made by God to let them know that

they can surpass anything.

To their teachers especially to their research adviser, Ms. Rose May E. Pacumio,

who selflessly gave her time and effort to guide their group in accomplishing this study

while giving support to them until the end.

And lastly, to Almighty God who made us and who had given them the prowess

and capabilities to accomplish this study on time. He is their Comforter when they feel

tired and empty while making this study happen. Indeed, the researchers finished this study

and everything in between through God who never fails to protect them from harm and to

guide them every day.

Ad Majoren Dei Gloriam!

-R.A.M, M.D.R, D.J.S.R, N.M.B.T

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

TABLE OF CONTENTS

BIOGRAPHICAL DATA ................................................................................................. i

ACKNOWLEDGEMENT ................................................................................................ v

TABLE OF CONTENTS ................................................................................................ vi

LIST OF TABLES ........................................................................................................... ix

LIST OF FIGURES .......................................................................................................... x

ABSTRACT ...................................................................................................................... xi

INTRODUCTION............................................................................................................. 1

Background of the Study .............................................................................................. 1

CHAPTER I ...................................................................................................................... 4

THE PROBLEM AND ITS SETTING ........................................................................... 4

Statement of the Problem .............................................................................................. 4

Objectives of the Study ................................................................................................. 5

Hypothesis..................................................................................................................... 6

Significance of the Study .............................................................................................. 6

Scope and Limitations of the Study .............................................................................. 7

Definition of Terms....................................................................................................... 8

Conceptual Framework ............................................................................................... 10

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Theoretical Framework ............................................................................................... 11

CHAPTER II ................................................................................................................... 14

REVIEW OF RELATED LITERATURE AND STUDIES ........................................ 14

Independent Learning ................................................................................................. 14

Difficulties Encountered in Independent Learning ..................................................... 15

Learning Approaches in Independent Learning .......................................................... 17

Importance of Independent Learning .......................................................................... 20

CHAPTER III ................................................................................................................. 23

METHODOLOGY ......................................................................................................... 23

Research Design.......................................................................................................... 23

Sources of Data ........................................................................................................... 23

Data Gathering Procedure ........................................................................................... 24

Research Instrument.................................................................................................... 25

Statistical Treatment of Data ...................................................................................... 26

CHAPTER IV.................................................................................................................. 28

RESULTS AND DISCUSSIONS ................................................................................... 28

Introduction ................................................................................................................. 28

Report of the Findings ................................................................................................ 28

Demographic Profile of the Respondents ............................................................. 28

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Extent of the Effects of Independent Learning through Rate and Scale ............... 30

Approaches towards Independent Learning.......................................................... 35

Summary ..................................................................................................................... 37

CHAPTER V ................................................................................................................... 38

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ............................... 38

Summary ..................................................................................................................... 38

Conclusions ................................................................................................................. 39

Recommendations ....................................................................................................... 40

BIBLIOGRAPHY ........................................................................................................... 41

APPENDICES ................................................................................................................. 44

Survey Questionnaire .................................................................................................. 44

Curriculum Vitae ........................................................................................................ 46

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YEAR 2020-2021

LIST OF TABLES

Table 1: Breakdown of the Population of the Study.................................................... 24

Table 2: Scale Used for Interpreting the Weighted Mean .......................................... 27

Table 3: Frequency Distribution of the Ages of the Respondents (N=40) ................ 28

Table 4: Frequency Distribution of the Genders of the Respondents (N=40) ........... 29

Table 5: Frequency Distribution of the Strands of the Respondents (N=40) ............ 30

Table 6: Effects of Independent Learning in Terms of Motivation ........................... 30

Table 7: Effects of Independent Learning in Terms of Environment ....................... 32

Table 8: Effects of Independent Learning in Terms of Level of Focus ..................... 34

Table 9: Approaches of the Respondents in Adapting Independent Learning ......... 35

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

LIST OF FIGURES

Figure 1: Conceptual Framework of the Study ........................................................... 10

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

ABSTRACT

The main objective of this study was to evaluate the effects of independent learning

on the academic performance of selected Grade 11 students of Saint Mary Magdalene

School, Academic Year 2020-2021. The research aimed to (1) identify the demographic

profile of the respondents; (2) evaluate the extent of the effects of independent learning on

the academic performance of the respondents in terms of motivation, strand, and level of

focus; and (3) discover the different approaches used by the respondents on independent

learning. This study was limited only to selected Grade 11 students of Saint Mary

Magdalene School, Academic Year 2020-2021. The respondents were 40 students and the

researchers utilized simple random sampling in data gathering. The research design used

in this study is a descriptive research and the instrument used is a researcher-made

questionnaire. The results showed that there are significant effects between independent

learning and the academic performance of the respondents in terms of (a) motivation; (b)

environment; and (c) level of focus which is supported by the variables that affect the

students in studying under independent learning such as distraction in their environment,

lack of independent learning abilities, decrement of motivation to learn, and personal

problems that can affect their level of focus. The researchers concluded that utilizing the

approaches used by the respondents can help the students and the school in addressing the

students’ concerns and difficulties present within their learning environment. The

researchers recommended the schools and their administrators formulate ways in

eradicating the problems included in this study by using the school’s philosophy, vision,

and missions as their basis.

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

INTRODUCTION

Background of the Study

Learning is a vital element in the life of the students which allows them to acquire

new knowledge and skills that they can use in their future endeavors. It helps the students

to be equipped with the different challenges of life by providing them the opportunity to

learn the things that they need for their subsistence. Through learning, students can exhibit

their prowess and skills be it acquired or by-birth as an application of their learning from

school. On the other hand, independence, as a state of the human person, enables one to

have freedom and sovereignty over his or her actions. It allows every person to perform

things in life which entails responsibility and consequences in the end. Through

independence as a state of the human person, learning alone can be made possible without

intervention from the teachers.

Taking the context of the world today, it is clear that conventional face-to-face

classes are not feasible at the moment due to COVID-19. Having such type of learning at

present is not advisable for there is a high risk of transmitting the disease which makes

both students and teachers vulnerable. Therefore, a shift in education has been made to

cater to the needs of students and teachers for this academic year. Students and teachers

are no longer required to report in school since classes are already done virtually. Because

of the limited intervention that teachers can provide to their students, some institutions

started to adapt independent learning or self-paced learning as their primary mode of

learning at the moment. Independent learning is “an integral part of the learning and

teaching process where students have an opportunity to extend their learning and develop

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

self-management skills” (Suriaman, 2015). This method of learning allows the learners to

explore and go beyond their limits by having control of their time and effort in learning. It

also makes them responsible for dealing with their tasks as they balance their personal life

with school life. However, teachers only have a limited intervention with their students

since this method of learning promotes learning at their own pace. Thus, learners are

required to learn on their own with minimal assistance from their instructors. Nevertheless,

there are still some students who struggle in learning due to some challenges that this

method of learning posed.

In a similar study, (Abria, Abraham, Lupian, & Copino, 2020) found that “the

students disagreed with the use of Self-Paced Learning (SPL) as if it promotes greater

participation and interaction.” This is an issue for the students because what SPL promotes

is the opposite of what the students are currently experiencing. SPL tends to advocate for

a learning experience that is adaptive to the individual needs of the students. Another

difficulty was posed by Bautista (2015) that “great impact of self-paced learning prototype

was observed among high ability students; however, the marginal impact was observed

among low ability students.” It implies that independent learning can only be observed

positively on students who can manage learning without needing too much help from

others.

This study aimed to determine the extent of the effects of independent learning on

the academic performance of selected Grade 11 students of Saint Mary Magdalene School,

Academic Year 2020-2021. The respondents became aware of the impacts of independent

learning on their academic progress in school this academic year. This study also identified

the different approaches of students in handling independent learning as their mode of

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

learning which is needed by the researchers to formulate possible ways in coping with the

said methodology in learning.

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

CHAPTER I

THE PROBLEM AND ITS SETTING

Statement of the Problem

Due to the unprecedented health crisis in the country, a shift in education and

learning has been made to address the different needs of both students and teachers. Some

schools continue to find an effective and suitable method of learning for this school year

while considering the different factors that affect the learning of the students and the

capacity of the teachers to teach. Thus, leaving schools the choice to deviate from the

conventional way of learning to a new one since it is not feasible considering the current

condition of the country today. Nevertheless, a different method of learning was adopted

which may address the challenges and conditions of education today and that is

independent learning. Therefore, the researchers conducted a study that aimed to evaluate

the effects of independent learning on the academic performance of selected Grade 11

students of Saint Mary Magdalene School, Academic Year 2020 – 2021. More specifically,

it sought answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1. age;

1.2. gender; and

1.3. strand?

2. To what extent are the effects of independent learning on the academic performance

of selected Grade 11 students in terms of:

2.1. motivation;

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

2.2. environment; and

2.3. level of focus?

3. What are the different approaches used by the selected Grade 11 students on

independent learning?

Objectives of the Study

This study generally aimed to evaluate the effects of independent learning on the

academic performance of selected Grade 11 students of Saint Mary Magdalene School,

Academic Year 2020-2021. Specifically, it aimed to:

1. identify the demographic profile of the respondents in terms of:

1.1. age;

1.2. gender; and

1.3. strand;

2. evaluate the extent of the effects of independent learning on the academic

performance of selected Grade 11 students in terms of:

2.1. motivation;

2.2. environment; and

2.3. level of focus;

3. discover the different approaches used by the selected Grade 11 students on

independent learning.

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Hypothesis

The following null hypothesis was tested in this study:

H0 = There are no significant effects between independent learning and the

academic performance of selected Grade 11 students of Saint Mary Magdalene School –

Kawit, Academic Year 2020 – 2021.

Significance of the Study

This study is deemed significant to the students, teachers, parents, and school

administrators.

Students. They are the main beneficiaries of this study for this helps them to be

organized and disciplined individuals concerning their studies due to the limited assistance

from the teachers. Through this study, they can formulate coping strategies that would help

them improve their academic performance in school. Furthermore, this will allow them to

learn and understand every lesson effectively by adopting independent learning as their

method of learning.

Teachers. Due to the limitations of independent learning, the teachers may find

suitable ways from this study to help their students who need further assistance. This would

allow them to have more time in facilitating their students than in spending most of the

time teaching a subject matter without any assurance that the students are learning

effectively. By knowing the different facets of independent learning from this study, they

can critically create teaching strategies and different learning approaches on independent

learning that would be suitable for the students.

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Parents. As close collaborators of the teachers, they would become aware of the

concept and nature of independent learning and its implications to their children as

students. This study would allow them to recognize the limitations of independent learning

between the teachers and students. This would also them establish boundaries for their

child as they guide them while under independent learning.

School Administrators. This study would help them to have a further

understanding of independent learning and the things that can be done to improve the

learning experience of the students. They would also become aware of the difficulties and

problems that the learners continue to encounter under independent learning which needs

attention and solution. As administrators of a school, they must ensure that the experience

of both teachers and students is efficient which they can learn from this study.

Scope and Limitations of the Study

This study focused on the evaluation of the effects of independent learning on the

academic performance of selected Grade 11 Senior High School students of Saint Mary

Magdalene School, Academic Year 2020 – 2021. The researchers included certain

variables to evaluate the effects of independent learning on the academic progress of the

respondents such as motivation, environment, and level of focus. This study was conducted

in Saint Mary Magdalene School located at Tanggulan St., Poblacion, Kawit, Cavite. Saint

Mary Magdalene School is a private Catholic institution operated and supervised by the

Diocese of Imus Catholic Educational System (DICES). The researchers selected the locale

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YEAR 2020-2021

of the study based mainly on the proximity of its location to the researchers who, at the

same time, are also studying in the same school.

The respondents of the study were selected Grade 11 students of Saint Mary

Magdalene School. It is comprised of old and new students who are currently enrolled in

the said school. The researchers have chosen the respondents because most of the Grade

11 students are new students in the school which makes them unfamiliar with the

philosophy of DICES and of the school, which is independent learning. In the same

manner, they considered that the respondents are considered as one of the sectors in society

that are affected by COVID-19. On the other hand, the researchers decided to utilize

questionnaires as the instrument of the study to evaluate the effects of independent learning

on the students’ academic performance in terms of (a) motivation; (b) environment; and

(c) level of focus. The said instrument was also utilized to utilized the different approaches

of the respondents on independent learning. Also, the research methodology used in this

study is surveying because it suits the context of both the researchers and the respondents

due to the different limitations brought by the pandemic.

Definition of Terms

The following definitions are provided to ensure the uniformity and understanding

of these terms throughout the entire study.

Academic pertains to the scholarly work of the students which involves learning

areas that they need to pass to be promoted to the next level.

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Activities refer to the tasks provided by the teachers that the students need to

accomplish to determine their progress in school.

Academic performance is the development of the learners on their studies which

are based on the results of their tasks and activities.

Independent learning is an integral part of the learning and teaching process

where students have an opportunity to extend their learning and develop self-management

skills (Suriaman, 2015).

Learning approaches are the ways in helping the learners to effectively experience

independent learning.

Philosophy is the set of values, customs, and beliefs that helps an institution to

formulate possible ways in addressing the needs and concerns of its stakeholders.

Self-paced is working and doing tasks on your own without too much help from

other people.

Students are the main respondents of the study since they have direct experience

of independent learning as their school’s method of learning.

Teachers are individuals who are tasked to guide and support the students in

instilling in them the skills that they needed to experience independent learning effectively.

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YEAR 2020-2021

Conceptual Framework

Independent Variable Dependent Variable

INDEPENDENT Student’s Academic

LEARNING Performance
Motivation Grades
Environment Learning Outcomes
Level of focus Learning Areas

Student’s
Behavior and
Approach

Figure 1: Conceptual Framework of the Study

The researchers constructed a graph that illustrates the content and extent of the

study (Figure 1). The graph consists of indicators and factors of independent and dependent

variables that are used in this study. The researchers find independent learning as the

independent variable of this study for it is the concept that mainly affects the academic

progress of selected Grade 11 students as the respondents of this study. It is comprised of

several indicators that affect the totality of the study such as motivation, environment, and

level of focus.

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On the other hand, the academic performance of the students is considered as the

dependent variable in this study since it is affected by independent learning as the

independent variable. It also consists of indicators that are affected by motivation,

environment, and level of focus of independent learning such as the grades of the students,

their learning outcomes, and their various learning areas in the school. Furthermore, the

academic progress of the students may vary due to the indicators of independent learning.

However, both independent and dependent variables are affected by another variable which

is the behavior and approach of the respondents on both independent learning and their

academic performance. It is considered as the moderator variable in this study because it

affects the relationship between the independent and dependent variables which the

researchers considered to be important in conducting this study.

Theoretical Framework

The researchers used Cognitivism and Andragogy as their guide in this study.

According to Arghode et al. (2017), Cognitivism emphasizes facilitating learning through

organized, structure, and simple presentations. It implies that effective learning can be

attained through the use of engaging and appealing instructions that motivate students to

learn intensively. Such instructions allow the students to actively participate in the different

activities that their instructors will provide and at the same time, will enjoy doing and

accomplishing those. They added that a learner can be extrinsically motivated. It means

that the learners can feel motivated not only within the limits of themselves but through

the external factors as well which they can utilized to improve their learning.

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In a wider perspective, Cognitivism does not only focus on motivating the learners

to study more through the help of engaging and appealing instructions. Hence, it also deals

with the process of how the students come up with their answers on activities that require

support from their schema. Through utilizing the prior knowledge of the students in

answering the actions, the teachers can trace the progress and development of the students

and the process that they went through while learning independently. Thus, it theorized

that learning effectively under independent learning requires instructions and directions to

be engaging and appealing to the students so that they can feel motivated even without the

intervention of the teachers. Additionally, it can be used as an avenue for the teachers to

track the progress of students in accomplishing the activities with the help of their schema.

Another theory used by the researchers in this study is Andragogy which states that

learners are independent learners and that they can learn with minimal assistance from the

teachers. According to Merriam et al (2007, as cited in Arghode et al, 2017), Andragogy

espouses the idea of adults as self-directed learners who require little help from instructors.

Like independent learning, the students are taught how to learn on their own without

assistance from their instructors. However, this concept is contrasting to some due to the

concept that they believed that some learners still need more assistance from their teachers

especially to those considered as proactive learners―those who are dependent on the

teachers. Thus, “Educators and researchers acknowledge that adult learners cannot be

stereotyped for their learning abilities and motivation to learn” (McClellan and Conti,

2008, as cited in Arghode et al, 2017).

On the other hand, Andragogy is somehow related to Cognitivism since it posits

that teachers can also have the opportunity to create and design activities that are engaging

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to the learners which could help them to be encouraged to strive more in being an

independent learner. Educators may benefit by investing time and effort in designing and

developing videos and activities which the learners can then utilize to improve learning at

their own pace (Arghode et al, 2017). Allotting time to develop and formulate activities

that are appealing to the learners might have a huge impact on their academic development

and state of learning. Nevertheless, they argued that Andragogy emphasizes individual

motivation and proactivity more than imposing concepts and learning. This gave the

researchers an impression that Andragogy shares some concepts with Cognitivism in terms

of motivation towards learning. Thus, Andragogy theorized that self-paced learners should

be aware of the minimal assistance from their teachers since they are using independent

learning as their method of learning. Moreover, it proposed that the activities provided by

the teachers must be engaging as well for it allows the students to feel motivated which

may increase their level of learning despite the limitations of independent learning.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews some local and foreign existing relevant literature and studies

about the effects of independent learning on the academic performance of the students. The

first section focuses on independent learning, followed by the difficulties encountered in

independent learning, the learning approaches used, and its importance, especially to the

students.

Independent Learning

Independent learning is an integral part of the learning and teaching process where

students have an opportunity to extend their learning and develop self-management skills

(Suriaman, 2015). The students extend their learning by having authority and control over

their learning. Furthermore, this method of learning provides room for opportunities for

the students as they develop their cognitive skills and prowess that may be useful for their

future endeavors in life. By providing them the chance to take action on their studies, they

are made responsible and aware of their duties as students. Thus, independent learning

equips the students to be responsible for their studies as they have control over it.

Bautista (2015) used the term “self-paced instruction” to describe independent

learning as “a kind of instruction that proceeds based on the learners’ ability and responses

to instructional and pedagogical interventions. This implies that this method of learning

allows the learners to master their learning while focusing on their ability to respond to

different techniques of teaching. And it is clear that it enables them to make use of their

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abilities, either achieved or ascribed, to make their learning experience worthwhile through

the support of “learning resources, including libraries, online materials, and learning

environments, and physical learning spaces” (Jones, Ottaway, & Thomas, 2015). Thus,

they understood independent learning as a methodology in teaching in which students are

guided by curriculum content, pedagogy, and assessment, and supported by staff and the

learning environment, and in which students play an active role in their learning

experience―either on their own or in collaboration with others.

Difficulties Encountered in Independent Learning

Despite the effectiveness of independent learning, there are still some challenges

that can be encountered along the way which are meant to be addressed by the

administrators of the schools implementing this method of learning. In a study conducted

by Bautista (2015), he concluded that “great impact of self-paced learning prototype was

observed among high ability students; however, the marginal impact was observed among

low ability students.” By using the three reasons developed by Knowles (1975, as cited in

Suriaman, 2015) in promoting independent learning, it implies that independent learning

can only be effective for those proactive students who do not need much assistance from

their teachers. On the other hand, it may be not as effective for the reactive learners who

tend to seek assistance from their teachers rather than by learning alone. Consequently,

there is a wide gap between the proactive and reactive learners in terms of the effectiveness

of their learning under independent learning. However, in the context of a health crisis, it

is noticeable that most of the schools had already shifted to independent learning to avoid

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physical contact between the students and teachers which resulted in learning alone without

too much guidance and support from the teachers. Thus, studying independently amid a

pandemic is quite favorable for proactive learners since they can handle their learning on

their own. However, it is directly opposite to reactive learners who always rely on their

teachers for independent learning cannot support their needs as students.

In a similar study, (Abria, Abraham, Lupian, & Copino, 2020) found that “the

students disagreed with the use of Self-Paced Learning (SPL) as if it promotes greater

participation and interaction.” This is an issue for the students because what SPL promotes

is the opposite of what the students are currently experiencing. SPL tends to advocate for

a learning experience that is adaptive to the individual needs of the students. On contrary,

they found that “students should be given more time in answering the tasks, the teacher

should provide precise and explicit instructions, and the teacher should enhance functions

that will meet the student’s skills.” Such findings posit that self-paced learning, another

term for independent learning, is not suitable for every student regardless of their capacity

to learn. Therefore, “students’ needs should be assessed and addressed” (Suriaman, 2015)

to improve their learning experience under self-paced learning amid a pandemic. It is

through evaluating the needs and concerns of the learners that the schools and their

administrators can come up with some solutions that can reduce the burden of the learners.

In this manner, students may experience better learning while utilizing self-paced learning

as their method of learning.

In addition, the role of the teachers is important as well in ensuring the quality of

learning under independent learning “using brain-based and individual instructional

strategies (Fernandez, Queroda, & Sison, 2019)” to the students. Nevertheless, not all

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teachers have the capacity to do such which directly affects the students including their

learning. One of the roles of the teachers is not only to provide knowledge to their students

but to make knowledge acquisition a motivating one. This can be done by utilizing different

learning materials which include technology as one of its major components since it is

more suitable to use nowadays. According to (Asghar & Rashid, 2016), the “use of

technology has a direct positive relationship with student’s engagement and self-directed

learning.” It implies that technology can be of great use by teachers and instructors in

motivating the students to engage in independent learning. Thus, using all the available

resources to make knowledge acquisition worthwhile is suggested to the teachers as it will

help them in fulfilling their incapacity in creating instructional strategies that will evoke a

sense of responsibility and discipline in a student.

Learning Approaches in Independent Learning

Like any other method of learning, independent learning requires several different

ways to experience it effectively by the students. It may be a change in the teaching

strategies of the teachers or on the habits of the students. According to the study of Stoian

(2016), “to efficiently achieve the differentiated learning, there is a required combination

of organizing forms of learning and a stimulus for pupil’s collaboration which increases

their motivation for learning.” Organizing forms of learning can be experienced through

differentiated instructions provided by the teachers which can evoke a sense of motivation

on the part of the students. It can be a mixture of teacher-student discussion that provides

an opportunity for the students to learn in real-time with their teachers; and asynchronous

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activities that give them ample time to learn by themselves. Furthermore, the activities to

be provided by the teachers must evoke a sense of motivation on the part of the students

for this “ingredient” will allow them to actively engage and participate in learning

independently. In line with this, “deliberate instructions in the development of independent

learning skills is autonomy-supportive” (Duffy, Field, & Huggins, Teaching independent

learning skills in the first year: A positive psychology strategy for promoting law student

well-being, 2015) for it prevents students to be confused especially on ambiguous

instructions from the teachers. Instructions that are well-planned and carefully made gives

more room for the students to explore more of themselves as they develop the skills that

they need to experience independent learning effectively. By giving clear and

understandable instructions, the students can understand and grasp the lesson effectively

even without the assistance of the teachers.

In the study of Abrahams, Bennett, & Cukurova (2018), independent learning was

categorized into guided and un-guided independent learning. They found out that “guided

independent learning settings improved students’ knowledge and ability to apply

knowledge in novel situations.” The knowledge of the students is essential in aiming for

their progress and development in their studies and applying such knowledge into real-life

situations is integral in the formation of the students for the real world. Thus, knowing that

independent learning can provide such capacity for the students is an implication that this

approach is effective in terms of knowledge acquisition. On the other hand, they found that

“un-guided independent learning leads to a statistically significant increase in the number

of student misconceptions.” This is opposite to what guided independent learning provides

which may not be good for the students. Leaving the students in learning alone may not

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help them in seeking progress in their studies since they lack guidance and proper

orientation of the things that they must do. Thus, they recommended that “guidance in

independent learning is a key necessity” which posits that independent learning does not

mean studying alone without any help from others. The guidance and assistance from the

teachers are still vital on the part of the students for they are tasked to teach them the skills

they will need in independent learning. Without it, the students may not be on the right

path that they should be due to a lack of monitoring and guidance.

Most studies about independent learning or self-paced learning found out that

motivation is a key factor that can affect the academic performance of the students. This

was proven by Bautista (2015) in his study “Optimizing Classroom Instruction through

Self-Paced Learning Prototype.” He found that “there is a highly significant relationship

between their internal drive and their academic performance” which poses that motivation

must be taken into consideration in the academic performance of the learners. The internal

drive of every student dictates how he or she will perform towards his or her studies which

has a direct impact on his or her overall progress. Therefore, considering the importance of

motivation to the students can be a ground for the teachers to find ways in making their

students motivated in learning. This may be in any form of activity or interaction that must

elicit the profound interest of the students in learning which was proved by Stoian in her

study. Nonetheless, ensuring that students are motivated to learn is fundamental especially

in independent learning since it focuses more on their inner ability to learn on their own

with adequate guidance and help from others particularly their teachers. Thus, eliciting a

sense of motivation in every student is an approach that can help them improve in their

studies.

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Importance of Independent Learning

Despite the challenges posed by independent learning on both teachers and

students, there are still considerable reasons to tackle the importance of this method of

learning especially in times of health crisis. In the study of Suriaman (2015), she argued

that “independent learning addresses the needs of individual learners for independence and

active participation in their learning.” Such needs were posed as difficulties encountered

by the students in independent learning which are addressed by the learning approaches

mentioned in this study. It is through learning independently that students can practice their

skills with minimum assistance from the teachers. This approach also enables students to

be responsible in their studies by doing the required tasks without too much intervention

from the teachers. The abovementioned claim of Suriaman was supported by the findings

of Abria, Abraham, Lupian, & Copino (2020) that “using a self-paced learning module is

an effective strategy as a replacement for a face-to-face class or the traditional class.”

Considering the context of the world today, it can be seen that a shift in education has been

made to address the needs and concerns of the academe. It is on the preceding claim that

independent learning used in modules is a beneficial replacement for the conventional way

of conducting classes. Thus, utilizing independent learning addresses the needs of the

students for it was proven to be a substitution to the old way of conducting classes.

As independent learning continues to address the needs of both students and

teachers, it is essential to consider instilling the skills that the students may use in having

an effective independent learning experience. “Explicitly teaching students skills is an

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important strategy that will contribute in addressing the issue” (Duffy, Field, & Huggins,

Independent learning skills, self-determination theory and psychological well-being:

strategies for supporting the first year university experience, 2014). It is another way of

eradicating the problems encountered by the academe in which the role of the teachers is

still significant. Without the teachers and their support, students cannot learn and adapt

such skills that they can use in their studies. Therefore, this can affect the learning styles

of the students which are supported by the study of (Paspasan, 2015) on relating learning

styles in teaching trigonometry. His study shows that there is a “significant difference on

the respondents learning styles and level of performance, established independent learning

conditions, and demonstrate remarkably higher mathematical performance, respectively.”

By using the skills instilled by the teachers in the students, they can have the opportunity

to adapt existing learning techniques or even to create one of their own. He also added that

the Self-Paced Modular Approach (SPMA) made the students’ learning styles more

independent because they prefer to work at their own pace. This supports the nature of

independent learning of learning at their own pace since it must exhibit the control and

authority of the students on their time and effort in studying.

Lastly, Jones, Ottaway, & Thomas (2015) said that “directed independent learning

seems to be more effective when it is fully integrated into the program of study” wherein

it gives room for the schools and its administrators to craft possible ways and approaches

in attending to the needs of the students. This method of learning must be fully rooted in

the entire philosophy of the institution so that it may become a basis for them whenever

creating ways to improve the learning and teaching experience of the students and teachers,

respectively. The claim of Thomas et al is aided by other findings of Abria, Abraham,

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Lupian, & Copino (2020) which proved that “self-paced learning is flexible and convenient

that enhance the student’s ability as an independent learner.” This manifests that despite

the challenges and problems encountered by students and teachers in independent learning,

it continues to have a favorable impact on them as it improves not only the capacity of the

students to learn independently but also the learning and teaching experience of both

students and teachers, respectively. Thus, utilizing independent learning provides

convenience and sufficient capability for the learners to become an independent learner

who is responsible in controlling their time in learning.

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CHAPTER III

METHODOLOGY

This chapter discussed the research design of the study. It also described the

population of the study, the sampling technique, and the research instrument used in

gathering data for the study. It also exhibited the data gathering procedure and the statistical

treatment of data that are used to obtain the results and interpretation of the study.

Research Design

In this study, the researchers used a descriptive research design to determine the

extent of the effects of independent learning on the academic performance of selected

Grade 11 students of Saint Mary Magdalene School. Descriptive research is defined as a

research method that described characteristics of the population or phenomenon studies

and it focuses more on the “what” than the “why” of the research subject (Bhat, 2020).

There are three main types of descriptive research methods: observational, case

study, and survey methods. In this study, the survey method is used wherein the questions

are administered to the respondents. Their responses were given descriptions and

interpretations by the researchers.

Sources of Data

The population of the study was forty (40) respondents which were randomly

selected from the Grade 11 Senior High School students of Saint Mary Magdalene School,

Academic Year 2020-2021. These target respondents are defined as students who were

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currently experiencing independent learning in the same academic year. They have also the

capacity to answer questions in a form of questionnaires provided by the researchers.

Sections No. of Respondents

STEM 1 – St. Anthony of Padua 5
STEM 2 – St. Kateri Tekakwitha 5
STEM 3 – St. Lorenzo Ruiz 5
STEM 4 – St. Pedro Calungsod 5
STEM 5 – St. Vincent de Paul 5
ABM 2 – St. John XXIII 5
HUMSS 1 – St. Domingo Savio 5
HUMSS 2 – St. Jose Luis Sanchez Del Rio 5
Total No. of Respondents 40

Table 1: Breakdown of the Population of the Study

Data Gathering Procedure

Before administering the survey to the respondents, the researchers conducted a

background about the research study to ensure that the respondents understand the

information contained in the survey questionnaire. A letter of request was sent to the

research mentor beforehand as a sign of seeking approval and consent to survey the target

respondents. The letter also contains the request of gathering the population of all Grade

11 students who are currently enrolled at Saint Mary Magdalene School, Academic Year

2020-2021.

The questionnaires were distributed to the selected Grade 11 students from the

Senior High School Department of Saint Mary Magdalene School, Academic Year 2020-

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2021 in a form of a link directing them to Google Forms. Google Forms was utilized in

this survey since the researchers cannot conduct the distribution of the questionnaires to

the respondents personally due to the restrictions brought by the pandemic which requires

the researchers and the respondents to be at their respective homes. To aim at the forty (40)

respondents required for this study, the researchers equally distributed the respondents to

the eight (8) sections of Grade 11 which resulted in five (5) respondents from each section.

The collected data from the instrument were tallied and tabulated properly by the

researchers.

Research Instrument

The researchers used a researcher-made questionnaire as the main instrument of the

study to achieve the objective of the research. The questionnaire was divided into three

main sections: the first part contain the demographic information needed to identify the

profile of the respondents including their age, gender, and strand; the second part contains

rate and scale questions to determine the effects of independent learning in terms of

motivation, environment, and level of focus which can be answered with always,

sometimes, rarely, and never; and the last part contains an open-ended question that aimed

to identify the approaches of the respondents towards independent learning. For the validity

of the research instrument, the questionnaire used was validated by the research consultant

before it was laid on the study.

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Statistical Treatment of Data

For a clearer interpretation of the data gathered from the survey questionnaire, the

researchers used the following statistical procedures:

1. Simple Percentage. This was used in describing the demographic profile of the

respondents in terms of age, gender, and strand.

The formula for computing simple percentage is as follows:

𝐹
𝑃= 𝑥 100
𝑁

Where: 𝑃 = 𝐶𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑝𝑒𝑟𝑐𝑒𝑛𝑡

𝐹 = 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑓𝑜𝑟 𝑒𝑎𝑐ℎ 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑦

𝑁 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠

2. Weighted Mean. This procedure was used to measure the extent of the effect of

independent learning on their academic performance in terms of motivation, environment,

and level of focus.

The formula for computing weighted mean is as follows:

∑𝐹
𝑊𝑀 =
𝑁

Where: 𝑊𝑀 = 𝐶𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑊𝑒𝑖𝑔ℎ𝑡𝑒𝑑 𝑀𝑒𝑎𝑛

∑ = 𝑆𝑢𝑚𝑚𝑎𝑡𝑖𝑜𝑛 𝑠𝑦𝑚𝑏𝑜𝑙

𝐹 = 𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑓𝑜𝑟 𝑒𝑎𝑐ℎ 𝑜𝑝𝑡𝑖𝑜𝑛

𝑊 = 𝐴𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑊𝑒𝑖𝑔ℎ𝑡

𝑁 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑖𝑒𝑠

The following scale was used in interpreting the computed weighted mean:

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Descriptive
Weight Scale/Range Description
Equivalent
4 3.26 – 4.00 Very Great Extent VGE
3 2.51 – 3.25 Great Extent GE
2 1.76 – 2.50 Moderate Extent ME
1 1.00 – 1.75 Little Extent LE
Table 2: Scale Used for Interpreting the Weighted Mean

The formula for computing the scale interval is as follows:

𝑈𝐿 = 𝐿𝐿
𝑆𝐼 =
𝑁

Where: 𝑆𝐼 = 𝑆𝑐𝑎𝑙𝑒 𝐼𝑛𝑡𝑒𝑟𝑣𝑎𝑙

𝑈𝐿 = 𝑈𝑝𝑝𝑒𝑟 𝐿𝑖𝑚𝑖𝑡

𝐿𝐿 = 𝐿𝑜𝑤𝑒𝑟 𝐿𝑖𝑚𝑖𝑡

𝑁 = 𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑤𝑒𝑖𝑔ℎ𝑡𝑠

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CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents the data gathered, the results of the statistical analysis, and

the interpretation of the findings. These are presented in tabular form following the

sequence of questions in the questionnaire about the Effects of Independent Learning on

the Academic Performance of Selected Grade 11 students of Saint Mary Magdalene

School, Academic Year 2020-2021.

Introduction

The main objective of the researchers in this study is to determine the effects of

independent learning on the academic performance of selected Grade 11 students. The

researchers surveyed through Google Forms with only forty (40) respondents due to the

current situation of society. Furthermore, the researchers ensure that the results of the

survey conducted are valid and credible and that they come solely from the respondents.

Report of the Findings

Demographic Profile of the Respondents

Table 3: Frequency Distribution of the Ages of the Respondents (N=40)

Age Frequency Percentage (%) Rank

16 11 27.5 2
17 26 65. 1
18 3 7.5 3
Total 40 100

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Age. Table 3 shows that 26 out of 40 respondents (65.00%) are 17 years old, 11

(27.50%) are 16 years old, and 3 (7.50%) are 18 years old. None of the respondents

gathered ages 15 and 19. Based on the findings of the online survey conducted by the

researchers, the majority of the respondents who are Grade 11 students are 17 years old.

The data posits that 17 years old, having the highest number of respondents, is the suitable

age for Grade 11 students and for the respondents to understand and grasp the content and

questions included in the survey of this study. Nevertheless, this stage in the development

process of an individual is where students can already learn to study independently as their

preparation for higher education and as a part of their process to maturity as well.

Table 4: Frequency Distribution of the Genders of the Respondents (N=40)

Gender Frequency Percentage (%) Rank

Male 16 40 2
Female 24 60 1
Total 40 100

Gender. Table 4 presents that majority of Grade 11 students are female (60.00%)

which outnumbered the male Grade 11 students (40.00%). Based on the findings of the

online survey conducted by the researchers, most of the respondents are female which

poses that female Grade 11 students likely have a high level of volunteerism to answer the

survey than male Grade 11 students. Furthermore, the data affirms that female Grade 11

students are more interested to be part of this study which will benefit them, particularly in

their studies.

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Table 5: Frequency Distribution of the Strands of the Respondents (N=40)

Strand Frequency Percentage (%) Rank

Humanities and Social
10 25 2
Sciences (HUMSS)
Science, Technology,
Engineering and 25 63.5 1
Mathematics (STEM)
Accountancy, Business
and Management 5 12.5 3
(ABM)
Total 40 100

Strand. Table 5 exhibits that 25 out of 40 respondents (63.5%) are taking the

Science, Technology, Engineering and Mathematics (STEM) strand, 10 (25%) are taking

Humanities and Social Sciences (HUMSS) strand and 5 (12.5%) are taking Accountancy,

Business and Management (ABM) strand. Based on the data gathered by the researchers,

the majority of the respondents are taking Science, Technology, Engineering, and

Mathematics (STEM) strand. This implies that most Grade 11 students are inclined with

sciences and mathematics which may be a preparation for their higher education. However,

despite the outnumbering of the STEM strand, this shows that each strand that Saint Mary

Magdalene School offers has representations that are vital for the entire study.

Extent of the Effects of Independent Learning through Rate and Scale

Table 6: Effects of Independent Learning in Terms of Motivation

Motivation Rating Scale Overall

The students: 4 3 2 1 WM DE Rank

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1. find themselves
6 21 11 2
motivated under 2.78 GE 3
(24) (63) (22) (2)
independent learning.
2. have the desire to study
6 32 2 0
under independent 3.10 GE 2
(24) (96) (2) (0)
learning.
3. experience at least one
of the following that
makes you feel
unmotivated under
independent learning.
(High Academic 16 24 0 0
3.40 VGE 1
Standards, Lack of (64) (72) (0) (0)
Facilities and
Equipment, Overload of
Tasks and Activities,
Minimal Teacher
Assistance)
4. are satisfied with your
3 17 13 7
learning under 2.40 ME 4
(12) (51) (26) (7)
independent learning.
Overall Average Weighted
2.92 GE
Mean

Motivation. Table 6 manifests an analysis of the respondents on the effects of

independent learning in terms of motivation on their academic performance with an overall

average weighted mean of 2.92 indicating great extent which is also posted on the two

indicators included. The third item about the students experiencing at least of the

difficulties indicated that makes them unmotivated under independent learning posed the

highest weighted mean of 3.40, ranked 1. On the other hand, the fourth item about students’

satisfaction with their learning under independent learning posed the lowest weighted mean

of 2.40, ranked 4. The item about the students finding themselves motivated under

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

independent learning garnered a weighted mean of 2.78, ranked 3, while the second item

obtained a weighted mean of 3.10, ranked 2.

Based on the data gathered by the researchers, it implies that the respondents feel

unmotivated in studying under independent learning which leads to loss of their desire to

study which is also affected by the difficulties related to independent learning that they

experience. It has been revealed that they are not too much motivated in studying under

independent learning as they experience at least one of the difficulties in independent

learning such as high academic standards, lack of facilities and equipment, overload of

tasks and activities, minimal teacher assistance. Nevertheless, it led to an increase in their

desire to study more under independent learning while using the different learning

approaches that they are familiar with. However, the respondents’ satisfaction went down

which can be posited due to the difficulties that they experience.

According to Bautista (2015), there is a significant relationship between their

internal drive and their academic performance. Considering the motivation, the internal

drive of the students can lead to huge development in their academic progress.

Furthermore, it indicates how well a learner performs on his or her studies which have a

proportional impact on his or her entire progress. Therefore, giving importance to evoking

the sense of motivation or the inner drive of the learners can be a big step in making the

students feel motivated while learning.

Table 7: Effects of Independent Learning in Terms of Environment

Environment Rating Scale Overall

The students: 4 3 2 1 WM DE Rank

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YEAR 2020-2021

1. are satisfied with the set-

1 12 21 6
up of learning for the 2.20 ME 3
(4) (36) (42) (6)
school year 2020-2021.
2. experience difficulties
with their environment 30 9 1 0
3.05 GE 2
for the school year 2020- (120) (27) (2) (0)
201
3. prefer studying at school
rather than at home 12 22 2 4
3.73 VGE 1
before the pandemic (48) (66) (4) (4)
happened.
Overall Average Weighted
2.99 GE
Mean

Environment. Table 7 presents the evaluation of the respondents on the effects of

independent learning in terms of the environment on their academic performance with an

overall weighted mean of 2.99 indicating great extent which is also posted on one of the

indicates included. The third item about the students’ preference in studying at school

rather than at home before the pandemic happened gained the highest weighted mean of

3.73, ranked 1 while the first item about the satisfaction of the learners with their set-up of

learning for the school year 2020-2021 obtained the lowest weighted mean of 2.20, ranked

3. The item about the students experiencing difficulties with their environment for the

school year 2020-2021 gained a weighted mean of 3.05, ranked 2.

Based on the findings, the respondents are not that satisfied with their working

space or area as their environment for the school year 2020-2021 which are also affected

by some difficulties that they experience in terms of their surroundings. Learning at home

without sufficient guidance from the teachers is a huge challenge on the part of the students

which may result in confusion regarding the subject matter and insufficient learning from

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

learning alone literally. This was proven in the study of Abrahams, Bennett, & Cukurova

(2018) that “un-guided independent learning leads to a statistically significant increase in

the number of student misconceptions.” It posits the fact that questions and clarifications

from the learners will arise while learning and by considering such action from the students

that the teachers must be prepared to answer and give clarifications to the students in light

of the confusion and misconception of the topic. Thus, this may be one of the difficulties

that the respondents experience which makes them feel unsatisfied with their learning

environment for the school year 2020-2021.

Table 8: Effects of Independent Learning in Terms of Level of Focus

Level of Focus Rating Scale Overall

The students: 4 3 2 1 WM DE Rank
1. are focused on their
5 24 9 2
learning under 2.80 GE 2
(20) (720 (18) (2)
independent learning.
2. get easily attracted while 15 17 8 0
3.18 GE 1
studying at home. (60) (51) (16) (0)
Overall Average Weighted
2.99 GE
Mean

Level of Focus. Table 8 manifests the analysis of the respondents on the effects of

independent learning in terms of the level of focus on their academic performance with an

overall weighted mean of 2.99 still indicating great extent which is also posted on all of

the indicators included. The second item about the students getting easily attracted while

studying at home gained the highest weighted mean of 3.18, ranked 1 while the first item

about the level of focus of the students on their learning under independent learning posed

the lowest weighted mean of 2.80, ranked 2. From the data gathered by the researchers, it

hinted that the respondents get easily attracted while studying at home which led to the

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YEAR 2020-2021

downfall of their level of focus while studying under independent learning. Thus, learning

techniques may be crafted to help the learners stay focused and goal-oriented towards

studying which was observed by Paspasan (2015) in his study.

His findings showed that there is a significant difference in the learning styles of

the respondents and their level of performance. Formulating learning strategies that are

personalized for the learners is made possible by using the skills instilled in the learners

which they can use in improving their independent learning experience. Moreover, it is a

suitable way for the students to determine the possible solutions that will suit their needs

and capabilities as a person as they enhance their learning experience. Nevertheless, it is

important to consider the level of focus of the learners as they thrive in learning

independently.

Approaches towards Independent Learning

Table 9: Approaches of the Respondents in Adapting Independent Learning

Approaches in Adapting
Independent Learning
Frequency Percentage (%) Rank
The students adapt
independent learning by:
1. managing their time. 16 20 2
2. setting goals. 9 11.25 5
3. motivating themselves. 14 17.50 3
4. being responsible and
10 12.50 4
organized.
5. avoiding distractions. 7 8.75 6
6. taking care of
6 7.50 7
themselves.
7. studying intensively. 18 22.50 1

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YEAR 2020-2021

Total 80 100

Approaches in Adapting Independent Learning. Table 9 shows the different

approaches of the respondents in adapting independent learning as their method of learning.

18 out of 80 responses (22.50) study intensively, 16 (20) manage their time, 14 (17.50)

motivate themselves, 10 (12.50) being responsible and organized, 9 (11.25) study

intensively, 7 (8.75) avoid distractions, and 6 (7.50) take care of themselves. Based on the

findings, the respondents have a wide array of strategies and ways in adapting independent

learning which could help them improve their academic performance. Some wanted to be

organized and responsible by managing their time and setting some goals. Others wanted

to have more time for themselves as a way of motivating and taking care of it. Nevertheless,

there are still others who intended to study hard and intensively by finding ways in helping

themselves understand the subject matter.

According to Abria, Abraham, Lupian, & Copino (2020), “enhancing self-

regulation and self-monitoring is a good start to explore and discover new things in

whatever lessons and learnings they might receive in a course subject.” They argued that

allotting students' quality time to assess their performance and capabilities can help them

discover more beyond the facts of the subject. It may also help them to be equipped as they

continue their journey to higher education a year from now. Therefore, the researchers can

assert that the approaches mentioned by the respondents can be applied to their specific

situations and needs since these can be considered as forms of assessment and monitoring

of themselves with regards to their performance in their studies.

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Summary

After implementing the data gathering procedure of this study, the researchers

found out that the majority of the respondents experienced difficulties under independent

learning which manifested in the decrement of their motivation in learning. This also

affected their satisfaction with their learning which is integral in the holistic development

of a learner. The researchers also noticed that the problems which the learners encounter

within their learning environment create conflict between their progress in learning and the

desire to learn amid a pandemic. Thus, it hinted at the preference of the respondents in

choosing to study at school rather than at home which must be taken into consideration

since the learning environment is integral in the academic wellness of a student.

Furthermore, they found that the respondents get easily distracted when studying at home

that led to the decrease of their level of focus in studying. Nevertheless, the researchers

discovered some ways used by the respondents in adapting and considering independent

learning as their method of learning. Some of their approaches to independent learning

consist of, but not limited to, allotting quality time for themselves, managing their time,

and setting goals both for the short-term and in the long run. In the end, the respondents

still need adequate help and support from their teachers since they do not too much

experience from them. Without their assistance, students may continue to feel unmotivated

and unsatisfied which is detrimental on their part especially on their academic progress.

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions, and

recommendations based on the data analyzed in the previous chapter. This study was taken

with the general objective of evaluating the extent of the effects of independent learning

on the academic performance of selected Grade 11 students of Saint Mary Magdalene

School, Academic Year 2020-2021.

Summary

This study focused on the evaluation of the effects of independent learning on the

academic performance of the respondents. After administering the survey and analyzing

the data gathered, the researchers found that independent learning is a key factor in the

academic performance of the respondents which is manifested in their level of focus and

motivation, and in the difficulties that they encounter in their learning environment and

independent learning as a whole. This was proven more by one of the findings of this study

that the student's learning environment is integral and that it can affect their learning

entirely. However, there are still some respondents who continue to be positive by being

continuously motivated and satisfied with their learning. Some of them also find no

problem with their learning environment since learning at home is not already new to them.

Furthermore, the researchers explored the different approaches and ways of the

respondents in adapting independent learning as their learning method for the school year

2020-2021. Some of these focuses on giving priority to themselves, including their physical

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YEAR 2020-2021

and mental health, in managing their time wisely, in setting up goals, and in motivating

themselves which the researchers considered as ways in improving the wellness of the

students. However, other approaches deal with studying more intensively, avoiding

distractions, and being responsible and organized students which are more technical in

perspective. Nevertheless, these approaches are proven by the respondents to be effective

on their part in which most are alike to one another.

Conclusions

Nowadays, learning continues to be available to every student despite the context

of the country at the present. This allowed the education sector of the country to find ways

to cater to the needs and concerns of the learners while being preventive from the COVID-

19 that caused an emergence of a pandemic. Due to this fact, some schools deviate to

another method of learning where it will address the needs of both teachers and students.

Independent learning is one of those other methods of learning that was considered by

schools and universities of today. It allows the students to develop and enrich their sense

of responsibility and independence as students especially in a time of a pandemic.

Therefore, to further understand the different facets of independent learning and its effects

on the learners, the researchers gathered adequate information from the selected Grade 11

students of Saint Mary Magdalene School regarding their experience in using the same

method of learning.

The researchers concluded that independent learning has significant effects on the

academic performance of selected Grade 11 students which was noticed on the level of

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

focus and motivation of the respondents and also on the difficulties they experience in their

learning environment. Thus, they reject the null hypothesis that is contrary to the main

findings of this study. This was proven wrong by the variables that affect the students in

studying under independent learning such as distraction in their environment, incapacity of

learning independently, decrement of motivation to learn, and the lack of guidance from

the teachers. The level of focus and motivation became a huge factor in the learning

experience of the learners in which this study proved that such factors decrease due to the

current context of education today. Moreover, the learning environment of the respondents

became a contributing factor to their academic performance since most of them struggle to

learn at home. These factors present in this study can be addressed by the approaches that

the learners used in addressing independent learning as their method. Furthermore, the

findings of this study showed that their experience is to a great extent which proves that

these are not welcoming on their part as students.

Recommendations

Based on the findings and conclusions presented in this study, the researchers

suggest to the schools and their administrators to formulate ways in eradicating the

problems included in this study through the help of the school’s philosophy, vision, and

mission. They also suggest a study that would focus on the effective application of the

approaches stated in this study to have a continuity of the concept and a clear direction of

utilizing it. Moreover, they wanted to recommend the future researchers always have the

passion and the desire in finishing their study since this may be affected by the several

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

limitations that the country has. Do not lose courage in finding solutions to the problems

this study had encountered because you have that perseverance to pursue. On the other

hand, they may also organize a brief yet sounding orientation to their chosen respondents

before gathering data so as for them to achieve the optimal result that can lead to a

successful and well-planned

BIBLIOGRAPHY

Abrahams, I., Bennett, J., & Cukurova, M. (2018). Students' knowledge acquisition and

ability to apply knowledge into different science contexts in two different

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

independent learning settings. Research in Science and Technological Education,

36(1), 17-34.

Abria, H. A., Abraham, A. E., Lupian, M. C., & Copino, J. L. (2020, December). Perceived

utilization of self-paced learning (SPL) in literature. Makati, Metro Manila,

Philippines.

Arghode, V., Brieger, E. W., & McLean, G. N. (2017). Adult learning theories:

implications for online instruction. European Journal of Training and

Development, 41(7), 593-609.

Asghar, H. M., & Rashid, T. (2016). Technology use, self-directed learning, student

engagement and academic performance: Examining the interrelations. Computers

in Human Behavior, 63, 604-612.

Bautista, R. G. (2015). Optimizing classroom instruction through self-paced learning

prototype. Journal of Technology and Science Education, 5(3), 184-193.

Bhat, A. (2021, April 21). Descriptive Research: Definition, Characteristics, Methods,

Examples and Advantages. Retrieved from QuestionPro:

https://www.questionpro.com/blog/descriptive-

research/#:%7E:text=Descriptive%20research%20definition%3A%20Descriptive

%20research,the%20population%20or%20phenomenon%20studied.&text=The%

20descriptive%20research%20method%20primarily,why%E2%80%9D%20a%20

partic

Duffy, J., Field, R., & Huggins, A. (2014). Independent learning skills, self-determination

theory and psychological well-being: strategies for supporting the first year

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

university experience. Proceedings of the 17th International First Year in Higher

Education (pp. 1-10). Queensland University of Technology, Australia: Creagh, T.

Duffy, J., Field, R., & Huggins, A. (2015). Teaching independent learning skills in the first

year: A positive psychology strategy for promoting law student well-being. Journal

of Learning Design, 8(2).

Fernandez, M. M., Queroda, P. G., & Sison, R. S. (2019). Brain-based and individualized

instructional strategies of hospitality management faculty members in Pangasinan

State University, Philippines. Southeast Asian Journal of Science and Technology,

4(1), 108-112.

Jones, R., Ottaway, J., & Thomas, L. (2015). Effective practice in the design of directed

independent learning opportunities. York: Higher Education Academy and the

Quality Assurance Agency.

Paspasan, R. M. (2015). Structured approach vs. self-paced modular approach in teaching

Trigonometry. Asia Pacific Journal of Multidisciplinary Research, 3(5), 51-58.

Stoian, A. D. (2016). The efficiency of differentiated learning-independent learning

situations versus collaborative learning. Network Intelligence Studies, 4(07), 51-59.

Suriaman, A. (2015, November). Strategies in promoting independent learning through

Self-Access Centre (SAC) at Tadulako University. Asian EFL Journal(88), 29-58.

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

APPENDICES

Survey Questionnaire

Diocese of Imus Catholic Educational System (DICES), Inc.

St. Mary Magdalene School
Poblacion, Kawit, Cavite
(046) 484-7486; (046) 484-7488 | www.facebook.com/SMMSchool1963

THE EFFECTS OF INDEPENDENT LEARNING ON THE ACADEMIC PERFORMANCE OF

SELECTED GRADE 11 STUDENTS OF SAINT MARY MAGDALENE SCHOOL,
ACADEMIC YEAR 2020-2021

Grade and Section: ____________________________________ Signature: _______________________

Strand: ___________________________________________________ Gender: ( ) Male ( ) Female

A. Binary Scale: This test will determine the effects of independent learning on the respondents in terms of
motivation, environment, and level of focus. Analyze each statement carefully and check (✓) the box that
corresponds to your answer.
Motivation Always Sometimes Seldom Never
1. Do you find yourself motivated under independent
learning?
2. Do you have the desire to study under independent
learning?
3. Do you experience at least one of the following
that makes you feel unmotivated under independent
learning?
 High Academic Standards
 Lack of Facilities and Equipment
 Overload of Tasks and Activities
 Minimal Teacher Assistance
4. Are you satisfied with your learning under
independent learning?
Environment
1. Are you satisfied with the set-up of learning for
the school year 2020-2021?
2. Do you experience difficulties with your
environment for the current school year?
3. Before the pandemic happened, do you prefer
studying at school rather than studying at home?
Level of Focus
1. How focused are you on your learning under
independent learning?
2. Do you get easily distracted while studying at
home?

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

B. Open-Ended Question: This test will discover the different approaches of the students towards
independent learning. Kindly answer the question below with brief and honesty.

 What are the things that you do in adapting independent learning as the method of learning of your
school?
(List down your answer below on the space provided)
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

Curriculum Vitae

CURRICULUM VITAE
ROSEL A. MATEO
Ville 3, Urban, Salinas
Bacoor City, Cavite

OBJECTIVES:
To learn about the things that I must learn and I want to learn and be successful in
the future as a result of all my hard works.

PERSONAL DATA
Age: 18 years old
Date of Birth: December 23, 2002
Place of Birth: Sto. Nino, Cagayan
Gender: Female
Height: 4’8”
Weight: 37 kilograms
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Mother’s Name: Joseline A. Mateo
Father’s Name: Roding B. Mateo

EDUCATIONAL ATTAINMENT
Senior High School Saint Mary Magdalene School
Poblacion, Kawit, Cavite
2019-2021
Junior High School Bacoor National High School-Salinas Annex
Salinas, Bacoor City, Cavite
2015-2019
Primary Salinas Elementary School
Salinas, Bacoor City, Cavite
2009-2015

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ON THE ACADEMIC PERFORMANCE OF SELECTED GRADE 11
STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

SKILLS
• Proficient in making MS Word documents.
• Can do multi-tasking

I hereby certify that the information above is true and correct to the best of my
knowledge and belief

ROSEL A. MATEO

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

CURRICULUM VITAE
DANNILYN JOY S. RODRIGUEZ
0149 Salcedo 2, Noveleta, Cavite
(0966) 9871641

OBJECTIVES:
To have the opportunity to share and polish not only my knowledge but also my
positive attitude as a determined person.

PERSONAL DATA
Age: 19 years old
Date of Birth: October 11, 2001
Place of Birth: Noveleta, Cavite
Gender: Female
Height: 5’4”
Weight: 37 kilograms
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Mother’s Name: Janeth Rodriguez
Father’s Name: Danilo Rodriguez

EDUCATIONAL ATTAINMENT
Senior High School Saint Mary Magdalene School
Poblacion, Kawit, Cavite
2019-2021
Junior High School Bagbag National High School
Rosario, Cavite
2015-2019
Primary Salcedo Elementary School
Noveleta, Cavite
2009-2015

SKILLS

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

• Emotional intelligence
• Critical thinking

I hereby certify that the information above is true and correct to the best of my
knowledge and belief

DANNILYN JOY S. RODRIGUEZ

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

CURRICULUM VITAE
NEIL MARJUNN B. TORRES
3126 Abucay St., Manuguit Subdivision
202, Tondo, Manila
(0999) 7674507
[email protected]

OBJECTIVES:

PERSONAL DATA
Age: 18 years old
Date of Birth: March 21, 2003
Place of Birth: Tondo, Manila
Gender: Male
Height: 5’5”
Weight: 75 kilograms
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Mother’s Name: Marites B. Torres
Father’s Name: Maximo Ronaldo C. Torres

EDUCATIONAL ATTAINMENT
Senior High School Saint Mary Magdalene School
Poblacion, Kawit, Cavite
2019-2021
Junior High School St. Michael’s Institute of Bacoor
Gen. Evangelista St., Poblacion, Bacoor Cavite
2017-2019

Calamba Institute-Canlubang
Kapayapaan Village, Canlubang, Calamba
City, Laguna
2016-2017

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STUDENTS OF SAINT MARY MAGDALENE SCHOOL ACADEMIC
YEAR 2020-2021

St. Peter’s Academy

Parian, Calamba, Laguna
2015-2016
Primary Don Bosco College
Jose Yulo Sr. Blvd., Canlubang, Calamba,
Laguna
2011-2015

St. Mary Montessori School

Mamatid, Cabuyao, Laguna
2009-2011

SKILLS
• Proficient in Adobe Photoshop, Adobe Illustrator, and Adobe Premiere Pro
• Ability to do multi-tasking
• Attention to detail

I hereby certify that the information above is true and correct to the best of my
knowledge and belief

NEIL MARJUNN B. TORRES

St. Mary Magdalene School 51