E-LEARNING: IT’S EFFECTIVENESS AS A TEACHING METHOD FOR

STEM STUDENTS OF RAMOS NATIONAL SCHOOL

A Research Paper

Submitted to

Reah Luz C. Talledo

RAMOS NATIONAL HIGH SCHOOL

Ramos

In Partial Fulfillment

of the Requirements in PR 3

By

Jojo P.Lazala

John Carlo D. Aganon

Kim Lorence T. Drio

Jon Jon F. Maglalang

CHAPTER I
1
 THE PROBLEM AND ITS BACKGROUND

Introduction

Filipino culture places a high value on education. For many of the

Filipinos, the only best thing for a child to acquire and secure a better future is

through education. They want more effective education system so when e-

Learning emerged in Philippine market, the educational leaders easily decided

to include it in the system.

Students are empowered through e-learning in a number of ways. They

are free to access materials whenever and wherever they want, using a system

they are comfortable with. This flexibility allows students to learn in a way in

which they are successful. They are empowered to make choices on how to

explore content, which is accommodating to different learning styles.

Lessons and projects can also offer customization to the student's

interest, which empowers students to own their learning experience and

ensures relevancy. Online learning also fosters collaboration and interaction.

This interaction expands the sources of knowledge and allows students to be

involved in the world, as well as their own studies. In online learning, students

create their own learning experience; it not only puts the student at the center of

the learning experience, but also makes them responsible for their own learning.

And this was a challenge that made this heart of the study. The

researcher conducted this to find out if these positive characteristics of e-

learning affect the students’ achievement.

2
Background of the Study

Online class is one of those unpractical kind of class that we do

sometimes in order to review lessons and collect new ideas through technology.

But as of now, as we are under of COVID19 pandemic which started to spread

last year, students are considering online class a new-normal type of class

along with modular classes. Ramos National High School implements online

class for some high school students especially Senior High School students.

The Science and Technology, Engineering and Mathematics(STEM); one of

those strands with some hard subjects and performance tasks, might take it

difficult for students to study through this kind of class for some reasons.

Conceptual Framework

The framework of the study is composed of one (2) independent

variables and one (1) dependent variable. The independent variables are the

teaching methods which are grouped into two (2): the e-learning method

(experimental group) and the conventional method (controlled group) and the

students’ demographic profile made up of students’ daily allowance, number of

gadgets at home, and the number of attendance. The dependent variable is the

student’s achievement that includes the pre-test and post-test score of the

respondents.

TEACHING METHODS
A. E-Learning Method
STUDENTS’ ACHIEVEMENT
(Experimental Group)
A. Pre-Test
B. Conventional Method 3 B. Post-Test
(Controlled Group)
 STUDENTS’
DEMOGRAPHIC PROFILE
A. Daily Allowance
B. Number of Gadgets at Home
C. Number of Attendance

Figure 1. Conceptual Paradigm

The figure illustrates the effects of the teaching methods such as e-

learning and conventional method to the students’ achievement. It also shows

the relationship between the students’ demographic profile and the students’

achievement.

STATEMENT OF THE PROBLEM

The purpose of the study was to determine the effectiveness of e-

learning teaching method to the students’ achievement. It also aimed to find out

the relationship between the students’ demographic profile and the students’

achievement.

Specifically, the study was undertaken to answer the following questions:

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

1.1. daily allowance,

1.2. number of gadgets at home, and

4
 1.3. number of attendance?

2. What is the pre-test mean score of the respondents taught by

conventional method (controlled group)? By e-learning method

(experimental group)?

3. What is the post-test mean score of the respondents taught by

conventional method (controlled group)? By e-learning method

(experimental group)?

4. What is the post-test mean score of all the respondents?

5. Is there a significant difference between the pre-test mean score of the

controlled and experimental group?

6. Is there a significant difference between the post-test mean score of the

controlled and experimental group?

7. Is there a significant relationship between the student’s achievement and

the students’ demographic profile such as:

7.1. daily allowance;

7.2. number of gadgets at home; and
7.3. number of attendance?

HYPOTHESES

Based on the stated problems, the researcher formulated the following null

hypotheses:

HO1: There is no significant difference between the pre-test mean score of the

controlled and experimental group.

5
HO2: There is no significant difference between the post-test mean score of the

controlled and experimental group.

HO3: There is no significant relationship between the student’s achievement and

the students’ demographic profile such as daily allowance, number of

gadgets at home, and number of attendance.

DEFINITION OF TERMS

Conventional Method- A teaching method which refers to a combination of

traditional and modern way of teaching and giving instruction to the

students.

Daily Allowance- This refers to the exact monetary allowance given to the

students by their parents in a day.

e-Learning Method- This refers to all teaching and assessment approaches

that use technology to enhance learning.

Frontal Delivery- It is an e-learning technique wherein teachers use projector to

deliver the lessons from the Genyo learning portals.

Genyo e-Learning- It is a state-of-the-art online e-Learning Management

Program that comes complete with rich interactive multimedia content.

Number of Gadgets at Home- This refers to the total number of cellphones,

tablet, Personal Computer (PC), Laptop, Ipod, MP3, Camera, and even

printer that the respondents can freely use or manipulate as an access to

the online learning or as a device to produce hard copies from the portal.

6
Students’ Achievement- This refers to the score of the respondents in the

Second Quarter Long Quiz #1. The same test was administered as the

pre and post test.

Teaching Methods- This refers to the general principles, pedagogy and

management strategies used for classroom instruction. It comprises the

principles and methods used for instruction.

7
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

The chapter includes related literature and studies coming from both foreign

and local sources that are of importance to the present study and those that

support the theoretical framework, including those that might show opposite trends.

Related Literature

Foreign

E-learning, an instructional strategy for imparting needed knowledge, skills,

and attitudes in organizations, is here to stay. Its viability, effectiveness, and

potential to return tangible benefits to organizations depend largely on how it is

designed, delivered, and evaluated.

Rosenberg (2001) identifies knowledge management as a key in creating a

culture for e-learning.  E-learning and knowledge management are separate

processes from training.  In speaking of knowledge management, he stresses that

support to move in the learning-through-technology direction.

In fact, Aseniero (2013) and her group made a study to create E-learning

software that can be a great help to IT or CS Students as well as to those people

who are interested in programming by using their mobile phones, specifically,

Android phones.

For Ruiz, J. (2006), e-learning is the use of Internet technologies to enhance

knowledge and performance. E-learning technologies offer learners control over

8
content, learning sequence, pace of learning, time, and often media, allowing them

to tailor their experiences to meet their personal learning objectives.

According to Abubakar and Hassan (2013), e-learning has become an

integral part of the 21st century education and training which is adopted by different

institutions. In their paper, they discussed the concepts of e-learning and curriculum

development. The paper concludes that e-learning has come to stay, and that all

efforts should be made by LIS schools in the Muslim world to ensure its full

acceptance and adoption, if they are to become key players in the 21st century LIS

education arena.

Local

Arimbuyutan (2007) and his friends said that development of information

Technology and knowledge information society transfer brought huge change of

education filed in the world. In fact, Educational infra of Philippines was meager

before 4~5 years. Also computing and Internet infra it will not support to education

environment. But Philippine education environment changed fast during 2000~2006

years. Development of network environment is big effect of computer game by

Philippine young generation. Also, effect of education reform policy that Philippines

government. Philippines making e-Learning systems for remote education

environment. And, there is progressing various project with more interest about e-

Learning. They added that CHED reported a total enrollment of about 2.5 million

tertiary students in 2006 while TESDA has about 0.5 million school-based

enrollment and another 0.7 million non-school based enrollees that includes

(training centers operated by TESDA), community-based (training centers financed

9
by the local government) and enterprise-based (corporate sectors) for a total of

about 3.8 million in enrollment. The prime advocates that spearhead the drive to

incorporate e-Learning technologies into the Philippines school system are

educators from prominent universities like the University of the Philippines which

has established in 1995 the UP Open University (UPOU), as an

alternative to traditional classroom. It has started offering fully accredited classes in

2001. The University of Sto. Tomas (UST) have added in their curriculum an e-

learning course that provides learning materials on-line named as e-LeAP (e-

Learning Access Program).

Moreover, Ateneo de Manila University, the Dela Salle University and other

major

universities offer some form of online courses. Many of these academic institutions

use

prepackaged programs brought from suppliers, although some schools are now

creating their own programs using a variety of software options. Some schools,

under the TESDA use Moodle, which is an open-sourced Course Management

System (CMS) to help educators create on-line learning communities in carrying

out their technical and vocational programs.

On-line degrees however are still fighting an uphill battle to be recognized as

legitimate equivalents to traditional degrees. There are only a few number of

students

use these services. Consider the culture of the Filipinos preference for a face to

face

10
interaction as learning process and are used to classroom training.

During the recent conference of Computer Manufacturers, Distributors and

Dealers Association of the Philippines (COMDDAP) last October 2006, they have

estimated that there are over 1.53 million personal computers (PCs) in the country

(i.e. about 1 computer for every 57 Filipinos), and roughly 7.82 million people can

readily access the internet, which puts the internet penetration at about 9.0 percent.

Users access the internet through their own personal computers, corporate

facilities, schools and the growing Internet Café business. It is estimated that

internet dial-up still predominates (80 percent of the total internet users) up to the

moment. The big telecommunication companies PLDT, Digitel, Smart and Globe

put enormous marketing campaign for DSL and broadband shift though. Internet

penetration and infrastructure is superior in urban centers like Metro Manila.

Between 2000 and 2006, the number of internet users increased by about

291 percent, fueled by affordable pre-paid cards (preferred by Filipinos), increased

access and interest, but most of all since users are dominated by Filipino youth, on-

line gaming. Added to this is the desire of the corporate sector to identify more cost-

efficient and productivity-enhancing training methods and the academic sector’s

drive to improve learning techniques to cope with the rest of the wired world.

E-learning can be regarded as a relatively new concept in the Philippines

and is still in its embryonic stage. Although open and distance learning has been

documented to be introduced in the Philippines way back in 1952 through the

Farmers’ School-on-the-Air program over a one kilowatt radio station in the

province of Iloilo, the development of distance education, much so of the e-learning

11
environment lags far behind more industrialized countries due to a relatively lack of

infrastructure, investment, and a pedagogy applicable to many Filipinos.

Alday (2012) said that e-teaching is an innovative teaching strategy using

the e-learning technology to empower both learners and teachers thus providing

opportunities for superior learning experiences. The findings of her study revealed

that the graduate school teachers are aware of their vital role in developing

effective delivery of instruction and their openness on the active participation in

conducting classes in an online learning environment. Also, the university is ready

to take the e-teaching program.

In the paper of Bandalaria (2007), she examines how ICTs have influenced

or shaped the development of ODL or Open and Distance Learning in the

Philippines. Also examined are the different stages or generations of distance

education (DE) in the Philippines, which are characterized mainly by the dominant

technology used for the delivery of instructional content and student support

services. The different ICTs being used in ODL and their specific applications to the

various facets of this mode of delivery are also described. Also included is an

examination on how quality of education is ensured in a technology-driven system

of teaching and learning, which includes, among others, the employment of the

‘quality circle approach’ in the development of courses and learning packages, and

the provision of appropriate technologies to perform academic processes and

achieve institutional goals. She also showcases the development of e-learning in

the country from just a supplement within once-a-month face-to-face (FTF)

12
sessions in a university learning center to more extensive use of a learning

management system (LMS) as a venue for academic discussions as well as

learning assessments, sharing learning resources and content, and students

submissions of course requirements in 2014. Also discussed is how the mobile

phone is being used to bridge the digital divide and make the digitally excluded

sectors of the Filipino society become part of the online learning program of the

university. The mechanisms being used to ensure quality education in e-learning as

well as the challenges faced by e-learning institutions are extensively detailed.

Dacanay (2010) said that the advent of new technologies and the Internet

has opened-up a whole new range of opportunities for enhancing learning. The

integration of ICT into education and training (e-learning) has been recognized as a

powerful tool for improving learning at the highest political level.

Castillo (2011) believed that Education has followed suit with e-learning.

Accprding to him, today’s learners are tech-savvy digital natives—mobile phone

toting, Internet surfing and RPG-game playing youngsters.

Noda (2012) cited in his article that Senator Edgardo Angara highlighted the

importance of developing a progressive Information and Communication

Technology sector in the Philippines seeing it as the key in achieving the promises

of distance education or E-Learning. According to him, "If we are able to connect

each person in the archipelago through broadband, for example, we would be able

to provide quality education even to those in the most distant barrios."

Related Studies

Foreign

13
 Shalev-Shwartz (2007) said that online learning is the process of answering

a sequence of questions given knowledge of the correct answers to previous

questions and possibly additional available information.

Rao (2011) believed that there is a strong sense that the educational

processes must change, if for no other reason than to keep up with a rapidly

emerging information-based society. As the need for learning and knowledge has

outstripped what is possible using conventional learning methods, e-Learning may

allow us to respond more effectively. The new generations of e-Learning

technologies that allow interactive knowledge construction and provide richer

learning environments have been gaining increased global acceptance. His

qualitative study with an interpretative phenomenological approach indicated the

evolution, current status and anticipated future advances of e-Learning among

academia, corporations and the governments across developed and developing

countries. The data was collected through in-depth interviews with subject matter

experts. With e-Learning interventions rapidly becoming organization's response to

continuous learning and change in the new economy, his study provided evidence

that e-Learning is a growing global phenomenon and if the potential is turned into

reality, e-Learning will be transformative. The shortening product development

cycle, lack of skilled workforce, increasing global competition and a shift from the

industrial to the knowledge economy and the fast-paced advances with the related

technology, e-Learning is here to stay and could be the answer to tomorrow's

learning needs.

14
 In most of the developing countries according to Paudyal (2006), the

blackboard and chalks are quite common teaching materials to deliver the

knowledge to the students. Students cannot think about virtual learning techniques.

Teaching means teacher should be physically presented front of students with

chalk and duster and delivered their lectures to the students. But now, the use of

computer technology and ICT tools are making possible for virtual learning. The

concept of distance learning is emerging in each of the academic institution. Within

this distance learning environment, the mode of teaching as well as learning has

been shifted from physical to virtual environment.

The e-learning has become a part of education system in most of the

renowned academic institutions. The physical presence is becoming less significant

and the earth is becoming a global village due to web technology and development

in ICT.

Lumadi (2013) conducted a study to explore the impact of eLearning on the

academic performance of student-teachers. The researchers' concern with e-

Learning was sanctioned by the need for a teaching and learning strategy that can

help institutions of learning address their problems and improve on their outcome.

In this respect, the researchers conducted an experiment to find out whether

student-teachers taught using the method of e-Learning (blended learning) perform

better than student-teachers taught using the traditional method of teaching and

learning. Findings offers new evidence that e-Learning has a significant influence

on the performance of students as student-teachers taught using eLearning

consistently performed better than student-teachers taught using the traditional

15
method. Based on this result, recommendations are made to training institutions to

embrace ICTs and become more flexible by adopting learning approaches that are

dynamic and multidimensional as problems in education are becoming more

complex.

Another study was conducted that supports this. According to Oye (2012) e-

learning has become an increasingly popular learning approach in higher

educational institutions due to the rapid growth of Internet technologies. E-learning

is the use of information and communication technology (ICT) to enhance and

facilitate teaching and learning. His study examines the application of e-learning

model to explain acceptance of the e-learning technology within the academic

settings. The study confirms that in order to foster individuals’ intention to use an e-

learning, positive perception on e-learning use is crucial. By using linear regression

analysis, the study verified that, while attitudes have influence on intention to use,

the actual e-learning use has significant effect on students’ academic performance.

E-learning use is associated with increased students’ academic performance.

Recommendation was that, training and information sessions on e-learning need to

focus primarily on how the e-learning technology can help improve the efficiency

and effectiveness of students’ learning process

Fayomi (2014) said that e-learning is a new paradigm shift in educational

sector for the purpose of advancing the knowledge base. The beginning of 21st

Century has heralded the educational technology that has facilitated e-learning

among secondary and tertiary institutions in the developing countries. The empirical

study of his study focused on some selected private Secondary Schools and Higher

16
Institutions in Ota. Both primary and secondary data shall be utilized in the study.

Structured and unstructured interviews with some staff and students of the selected

Secondary and tertiary institutions was conducted. The impacts of e-learning in

facilitating academic performance were examined using regression analysis based

on the testable hypothesis based on the study objectives. Analysis of the result

from the study provides evidence of significant impact of e-learning in facilitating

academic studies and self-development resulting to improved learning process and

high academic performance. The therefore recommends that more effort should be

made by the management of secondary schools and tertiary institutions in providing

a e-learning facilities in their institutions and students should be encouraged to

make a proper use of these facilities by given them e-learning related assignment

and projects.

Local

Caccam (2002) in the the 2nd National E-learning Conference defines e-

learning as: “technologically-supported learning, which includes the use of

electronic media such as the Internet, personal computers, phone bridging, audio

and videotape, video teleconferencing, satellite broadcast, mobile phones, personal

digital assistants, and other related technologies to enhance teaching and learning.”

Ingosan (2012) believes that education is the corner stone of modern human

civilization. Today, knowledge is considered as a valuable asset, and the process of

learning plays an important role in shaping knowledge according to him. Thus, the

need to improve the delivery of information must be satisfied since people go

17
hungrier for more knowledge. His study explored the potential of a learning style-

driven e-learning system to help learners. This undertaking was accomplished by

determining the learning style model to identify the learning style of learners;

determining the learning style model tool to classify the learners based on their

learning style; identifying the features of the proposed learning style-driven e-

learning so it can adapt to the learning style of learners; and, determining the

benefits of using the learning style-driven e-learning.

Data as basis for identifying the learning style model, appropriate learning

style

model tool, features of the proposed learning style-driven e-learning system and

benefits of using the learning style-driven e-learning were gathered from graduating

Bachelor of Science in Elementary Education and Bachelor of Science in

Secondary Education students, review of published papers, and by pilot testing the

developed learning style-driven e-learning system to elementary pupils. During the

testing, two groups of learners were identified. The first group proceeded with the

traditional classroom setup and the second group used the developed learning

style-driven e-learning system.

At the end, the researchers’ proved that a learning style-driven e-learning

system is a tool in the learning process similarly with the traditional classroom

learning.

Alday (2013) also conducted a study was conducted in an undergraduate

level with the use of e-learning particularly in analytic geometry to lessen the

common fear of Filipino students to Mathematics. Since teen age students used to

18
engross themselves with the use of technology specifically computers, this study

maximized the capability of computers in reducing math anxiety by teaching

mathematics subject using e-learning thus improving student academic

performance.

An investigation was also done by Marcial (2012) on the level of prioritization

and implementation of teaching and learning with technology in higher education

institutions (HEIs) in the Philippines. Ninety-five HEIs in the Philippines were

evaluated in the study. The respondents are all heads in the management of the

information technology function in their HEIs. A survey questionnaire that had been

based on EDUCAUSE was used to gather data.

The study reveals that the level of prioritization of teaching and learning with

technology in HEIs in the Philippines is high. It has an aggregate mean of 4.03,

implying that teaching and learning with technology is highly prioritized in the HEIs

and needs to be done in the next 3 years. The study also reveals a significant

positive relationship between degree of implementation of the teaching and learning

with technology and conceptual skill of the respondents. On the other hand,

respondent’s technical skills, extent of decision-making, gender, civil status, highest

educational attainment, working status, and teaching status, an HEI’s number of

years of existence, and an HEI’s total internet bandwidth have no significant

positive relationship the implementation of teaching and learning with technology in

HEIs in the Philippines.

19
 Ebardo (2009) said that one of the primary challenges faced by higher

education institutions has been to discern the effect of the application of Learning

Management

Systems (LMS) on student learning outcomes. His paper maps the performance of

Information Technology students enrolled in two sections at Jose Rizal University

where the first section studied in the traditional learning environment while the

second section

studied in a blended or E-Learning environment. After applying qualitative analysis

methods on assessment results from both sections, this paper concludes that the

knowledge acquisition skills of the students improved through the intervention of

LMS.

20
 Chapter III

RESEARCH METHODOLOGY

This chapter contains the research design to include its four components,

the method of research, the respondents of the study with the necessary

information on population and sample frames, the research instrument and data

gathering procedures, and the different statistical methods used for data analysis.

Research Design

The researcher preferred from the different methods of research, the

experimental method. This method is the only method of research that can truly

test hypotheses concerning cause-and-effect relationships. It represents the most

valid approach to the solution of educational problems, both practical and

theoretical, and to the advancement of education as a science. This is the best

method — indeed the only fully compelling method — of establishing causation is to

conduct a carefully designed experiment in which the effects of possible lurking

variables are controlled.

Using this method, the researcher selected two (2) teaching methods to be

experimented. The respondents were divided into two (2) groups: the conventional

method as the controlled group and the e-learning method as the experimental

group.

Population and Sample

The researcher’s respondents were the thirty students of STEM Strand for

the school year 2020-2021. They were purposively chosen by the researcher since

its research design was experimental method.

21
 Table 1

Respondents of the Study

GROUP SECTIONS

CONTROLLED Emerald 25

Altair 25
EXPERIMENTAL
Overall Total 50

With the use of purposive sampling method, the researcher came up with

number of respondents showed in Table 1 above. Twenty-five (25) students were

under the controlled group and twenty-five (25) students were under the

experimental group for a total of fifty students.

Research Instrument

The researcher employed a teacher-made test instrument to get the pre and

the post test score. The profile of the respondents such as daily allowance and the

number of gadgets at home appeared only in the first part of the pre-test while the

number of attendance was from the researcher’s daily attendance record.

Data Gathering Procedures

To be able to obtain and gather information needed for the analysis and

interpretation of the subject of this study, the researcher formulated first the pre-test

22
(Long Quiz #1-Second Quarter). The demographic profile of the respondents was

included in the first part of this test. After that, the researcher asked permission

from the person in authority, the school principal to administer the test. The letter of

permission was constructed and was given to them, who could really decide for

conducting the study. When the researcher got the letter of approval from highest

authority of the school, the questionnaires were administered and distributed to the

respondents. Before the retrieval procedure, the researcher made sure that all the

items in the test including the profile were completely answered by the

respondents. The researcher then checked and recorded the results of the pre-test.

Ramos National High School has its own schedule of giving examinations

so, the researcher waited for it for administering the post test. After the

examination which was scheduled last January 8, the researcher again checked the

test papers and recorded the results. Then, the data were sorted, canvassed,

collated and tabulated according to their nature, numbers and characteristics.

When the researcher found that some of the respondents were absent during the

examination day, the researcher waited for the school’s schedule of making up

examination. It was to assure that the respondents who took the post test were

given also the pre-test to get equal number of data.

Statistical Treatments Employed

The researcher used both descriptive and inferential statistics in interpreting

and analyzing the data gathered.

A. Descriptive Statistics

23
 To answer question numbers 1, 2, and 3, the following statistical treatments

were employed. To be able to compute for these, the Statistical Package for

Social Sciences (SPSS) program was used.

1. Percentage. This statistical measure was used to determine how a part

related to its whole. It was used extensively in describing the demographic

profile of the respondents.

2. Frequency. It is the number of times the event occurred in an experiment or

study. It was also used to describe the respondents’ demographic profile

and the results of the pre test and post test both for controlled group and

experimental group.

3. Arithmetic Mean. A measure of central tendency used to determine

quantitative variables such as students’ achievement. It was extensively

used to determine the mean scores of the respondents in the pre-test and

post-test. It was also used to get the average of the respondents’ number of

gadgets owned, number of attendance, and daily allowance.

B. Inferential Statistics

To test the hypothesis, the following inferential statistical treatments were

employed.

1. T Test. It was used to answer question numbers 4 and 5 in the statement of

the problem. T test is used to compare two different set of values. It is

generally performed on a small set of data. T test is generally applied to

normal distribution which has a small set of values. This test compares the

24
 mean of two samples. T test uses means and standard deviations of two

samples to make a comparison.

2. Pearson r. It was used to answer the question number 6 in the statement of

the problem. The Pearson product-moment correlation coefficient is a

measure of the strength of the linear relationship between two variables. It is

referred to as Pearson's correlation or simply as the correlation coefficient. If

the relationship between the variables is not linear, then the correlation

coefficient does not adequately represent the strength of the relationship

between the variables. Table 2 shows r value and the level of relationship.

Table 2

Pearson’s Correlation Coefficient

r Value Relationship
+.70 - +1.0 Very Strong Positive/Negative Relationship
+.40 - +.69 Strong Positive/Negative Relationship
+.30 - +.39 Moderate Positive/Negative Relationship
+.20 - +.29 Weak Positive/Negative Relationship
+.01 - +.19 No or Negligible Relationship

Chapter IV

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the analysis and interpretation of data gathered out of

the instruments used in the study. The result of the study is presented using the

tabular and textual presentations.

The purpose of the study was to determine the effect of e-learning teaching

method and the relationship of the demographic profile such as daily allowance,

number of gadgets and number of attendance to the students’ achievement of

25
STEM students at Ramos National High School for the school year 2020-2021.

There were six (6) specific questions posted in this study.

The researcher found ways to smoothen the progress of this study by

following the specific problems in the presentation of data in this chapter.

Demographic Profile of the Respondents

The first three (3) tables describe the demographic profile of the respondents

in terms of daily allowance, number of gadgets at home, and the number of

attendance. Specifically, these answer the question below:

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

1.1. daily allowance,

1.2. number of gadgets at home, and

1.3. number of attendance?

The demographic profile of the respondents in terms of daily allowance is

described in the table below.

Table 3

The Frequency and Percentage of the Respondents’ Daily Allowance

Scores Frequency
0 0
20 0
25 0
30 0
40 0
50 7
60 1
70 5
75 8
77 9

26
 80 5
100 15
120 0
125 0
140 0
Total 50
Mean: 99.39
Legend:
100 above Very High
76-100 High
51-75 Medium
26-50 Low
0-25 Very Low

Table 3 shows the frequency and percentage of the respondents’

demographic profile in terms of daily allowance. Majority (15 out of 50) of the

respondents are given by their parents a hundred (100) pesos as their allowance in

a day which can be described as “very high”. There were five (5) students who had

a daily allowance of 80 pesos. There were five (5) students who had a daily

allowance of 70 pesos. And there were twenty seven (27) student who had a daily

allowance of 50, 60, 75 and 77 pesos

It means that majority of the respondents belongs to a wealthy family for

having a mean of 99.39 pesos as daily allowance which be described as “high”.

Table 4

Frequency and Percentage of the Respondents’ Number of Gadgets

Scores Frequency
1 2
2 2
3 2
4 2
5 6
6 6
7 3
8 6

27
 9 3
10 13
11 1
12 1
13 1
14 1
15 1
Total 50
Mean: 17.19
Legend:
21 above Very High
16-20 High
11-15 Medium
6-10 Low
1-5 Very Low

The frequency and percentage of the respondents’ profile in terms of number

of gadgets is shown in table 4 above. The number of gadgets is pertaining to total

number of respondents’ cellphone, tablet, Personal Computer, camera, iphone,

ipad, and even printer that is very useful in education. The table reveals that the

highest number of respondents (13) had total of 10 gadgets at home. Next to that

were totals 5,6 and 8 gadgets with 6 respondents each. There were also three

students with 7 gadgets and anothere three students with 9 gadgets. Two (2)

respondents each acquire the number of gadgets such as 1,2,3,and 4 and 1

respondents each for 11,12,13,14and 15 With this, a mean of 17.19 number

of gadgets was obtained which can be described as “High”. This means that the

daily allowance of the respondents does not only show how wealthy the

respondents are, but also the number of gadgets that they can freely manipulate at

home as access to their genyo e-learning accounts.

The number of attendance also contributed a big role in this study. For the

description, see table below.

28
 Table 5

Frequency and Percentage of the Respondents’ Number of Attendance

Scores Frequency
11 1
13 1
14 1
15 1
16 1
17 1
18 1
19 13
20 30
Total 50
Mean: 18.98
Legend:
16-20 Outstanding
11-15 Very Satisfactory
6-10 Satisfactory
1-5 Fairly Satisfactory
0 Did not meet the expectation

Table 5 describes the frequency and percentage distribution of the profile of

the respondents in terms of number of attendance. Majority of the respondents

(30) had an outstanding number of attendance having a perfect score of 20. There

were one (1) students with one (1) absence, one (1) having two (2) absences, one

(1) with three (3) absences, one (1) having also four (4) absences, and one (1) with

six (6) absences. One respondent of each acquire the number of attendance of 11,

13, and 15.

With the mean of 18.98, the respondents’ number of attendance can be

described as outstanding. This means that respondents had shown great interest

in attending the class.

29
 To summarize the data gathered from the demographic profile of the

respondents, refer to table below.

Table 6

Summary of the Respondents’ Demographic Profile

Demographic
N Minimum Maximum Mean Std. Deviation
Profile
Daily Allowance 50 0 100 99.39 48.659
Number of
50 1 15 17.19 5.913
Gadgets at Home
Number of
50 11 20 18.98 1.595
Attendance

The table above is the summary of the respondents’ demographic profile.

The minimum allowance of the respondents daily was zero (0) and the maximum

was one hundred (100). The lowest number of gadgets possessed by the

respondents was four (4) and the highest was thirty eight (38). From this data, one

may think that highest number of gadgets the respondents had was not realistic,

but it was because some of the respondents owned computer shops. The number

of personal computers in the computer shops was included in the total. The

minimum number of attendance was eleven (11) while others got the perfect

number of attendance of twenty (20).

The obtained mean for the daily allowance was 99.39 (sd=48.659) which

was described as “high”, 17.19 (sd=5.913) for the number of gadgets at home

which was also described as “high”, and 18.89 (sd=1.595) for the number of

attendance described as “outstanding”.

Pre-Test Mean Score of the Controlled and Experimental Group

30
2. What is the pre-test mean score of the respondents taught by

conventional method (controlled group)? By e-learning method

(experimental group)?

To distinguish the pre-test mean score of the respondents taught by

conventional method or those respondents who were under the controlled group,

the data was tabulated below. See table 7.

Table 7

Pre-Test Frequency Table for Controlled Group

Scores Frequency
14 1
15 2
16 1
17 2
18 1
19 4
20 2
21 3
22 5
23 4
Total 25
Mean: 21.75
Legend:
31-40 Outstanding
21-30 Very Satisfactory
11-20 Satisfactory
1-10 Fairly Satisfactory
0 Did not meet the expectation
Table 7 is the frequency and percentage distribution of the pre-test for

controlled group. The data reveals that the highest number of respondents which is

five (5) of the total respondents got the score of 22. The scores of 19 and 23 was

acquired by four (4) respondents each score and two respondents of each scores

15,17and 20. One respondents got 14 ,16 and another one got eighteen (18).

31
 With this, a mean of 21.75 was obtained which means that the knowledge of

the respondents about the topics hasn’t discussed yet by the teacher can be

described as “very satisfactory”.

To describe the results of the pre-test for the experimental group, the data is

presented in the table in the next page.

Table 8

Pre-Test Frequency Table for Experimental Group

Scores Frequency
16 1
17 1
18 2
19 3
20 2
21 5
22 3
23 4
24 6
25 4
Total 25
Mean: 21.74
Legend:
31-40 Outstanding
21-30 Very Satisfactory
11-20 Satisfactory
1-10 Fairly Satisfactory
0 Did not meet the expectation
Table 8 shows the frequency and percentage distribution of the

experimental group’s pre-test. It reveals that there were six (6) students of the

respondents who got 24,five (5) students got 21,four (4) students got scores 23 and

25 ,and three (3) students each scores of 19 and 22.Two (2) students acquired got

each scores 18 and 20, and one (1) student of each scores 16 and 17.

32
 The mean score obtained was 21.74 which means that pre-test mean score

of the experimental group was “very satisfactory”. This implies that, the

respondents have enough knowledge already of the topics that was not yet

discussed to them by the teacher.

To summarize the results of the pre-test for both controlled and experimental

group, see table 9.

Table 9

Pre-Test Mean Score of the Controlled and Experimental Group

Std.
GROUP N Minimum Maximum Mean
Deviation
Controlled 25 14 23 21.75 4.564
Experimental 25 16 25 21.74 4.840
Total 50

The pre-test mean score of the controlled and experimental group is shown

in the table above. The minimum score got by the controlled group was fourteen

(14) compared to that of experimental group which was three (3) and fairly

satisfactory. The highest score got by the controlled group was thirty (23), which

was lesser than the highest score got by the experimental group which was thirty

one (25).

The mean score for controlled group (21.75, sd=4.564) and experimental

group (21.74, sd=4.840) were both described as “very satisfactory”. This implies

that, the two groups of respondents, even without the discussion yet of the topics

already possessed great knowledge about it.

Post-Test Mean Score of the Controlled and Experimental Group

33
3. What is the post-test mean score of the respondents taught by

conventional method (controlled group)? By e-learning method

(experimental group)?

To list the results of the post-test for the controlled group, the table below is

presented.

Table 10

Post-Test Frequency Table for Controlled Group

Scores Frequency

11 0

12 0

13 0

14 0

15 0

16 0

17 0

18 0

19 2

20 3

21 5

22 1

23 1

24 1

25 5

26 2

34
 27 2

28 3

25 1
0
0
.
0

Total

Mean: 22.33
Legend:
31-40 Outstanding
21-30 Very Satisfactory
11-20 Satisfactory
1-10 Fairly Satisfactory
0 Did not meet the expectation
Table 10 illustrates the frequency and percentage distribution of the post test

for controlled group. Two scores such as 21 and 25 were got by five (5)

respondents each. Another two scores were acquired by three (3) respondents

each, the 20 and 28. There were two (2) respondents who got 19,26 and 27. The

scores 22, 23, and 24 each were acquired by one (1) respondent. From these

scores, a mean of 22.33 was obtained. Following the legend at the table, the mean

score can be expressed as “very satisfactory”. This means that the respondents’

pre-test mean score improved after the teacher’s employment of the conventional

method. The “very satisfactory” description was not changed because the post-test

mean score still fall in the range of scores for this category.

35
 To describe the results of the post-test for the experimental group, the data

below were tabulated. See table 11.

Table 11

Post-Test Frequency Table for Experimental Group

Scores Frequency
11 0
12 0
13 0
14 0
15 0
16 0
17 0
18 0
Scores Frequency
19 0
20 0
21 4
22 4
23 3
24 5
25 2
26 2
27 3
28 1
29 1
Total 25
Mean: 24.11
Legend:
31-40 Outstanding
21-30 Very Satisfactory
11-20 Satisfactory
1-10 Fairly Satisfactory
0 Did not meet the expectation

The experimental group of respondents’ post test results is shown in the

table above. This describes that majority (5) of the respondents got the score of

24. There were four (4) respondents who got 21 and another four (4) who got 22.

36
Three respondents each got the scores 23 and 27, two respondents each got the

scores of 25 and 26. One(1) rerspondent got the score of 28 and 29.

With this, the post test mean score obtained for the experimental group was

24.11. This implies that the experimental group of respondents performed better

having an “outstanding” result of mean score after the teacher’s intervention of the

e-learning method.

To summarize the results of the post-test for both controlled and

experimental group, the table below is presented.

Table 12

Post Test Mean Score of the Controlled and Experimental Group

Std.
GROUP N Minimum Maximum Mean
Deviation
Controlled 25 11 28 29.93 4.701
Experimental 25 11 29 31.49 4.362
Total 50

Table 12 illustrates the post test mean score of the controlled and

experimental group. Both of the controlled and experimental group got the

minimum score of eleven (11). The maximum score (29) got by the experimental

group was higher by two points than the controlled group (28). The mean score of

the experimental group (31.49, sd=4.362) which was described as “outstanding”

37
was also higher than the mean score of the controlled group (29.93, sd=4.701)

which was described as “very satisfactory”.

Respondents’ Post-Test Mean Score

4. What is the post-test mean score of all the respondents?

To identify the post-test mean score of all the respondents in order to

compare its relationship with the demographic profile, the table in the next page is

presented.

Table 13

Post Test Mean Score of the Respondents

Std.
GROUP N Minimum Maximum Mean
Deviation
Controlled 25 11 28 29.93 4.701
Experimental 25 11 29 31.49 4.362
Total 50 Grand mean 30.71

Table 13 shows that if the scores of the controlled and experimental group

will be combined, a mean 30.71 will be obtained. It means that the post-test mean

score of all the respondents can be described as “outstanding”.

With this, for whatever method that was employed to the respondents by the

teacher, they have performed very well in their post-test achievement. It is in

support with the results of the study of Ingosan (2012). He said that conventional

and e-learning method are both important.

Pre-Test Mean Score Difference

5. Is there a significant difference between the pre-test mean score of the

controlled and experimental group?

38
See table 14 for the pre-test mean score dif. of the controlled and experimental

group.

Table 14

Pre-Test Mean Score Difference Between Controlled and Experimental Group

Std. Mean Sig

GROUP N Mean t df
Deviation Difference (2-tailed)
Controlled 25 21.75 4.564 .
.011 133 .989
Experimental 25 21.74 4.840 014
Total 50

The table shows the difference between the mean score obtained by the

controlled group and the mean score obtained by the experimental group in the pre-

test. It shows that there was a mean difference of .011.

The obtained value of t which is .014 was not significant at .989. This means

that there is no significant difference between the pre-test mean score of the

controlled group and the pre-test mean score of the experimental group and that

the null hypothesis is accepted. The result was very helpful because it showed that

the two groups of respondents have the same level of intelligence. This is to make

sure that gathered from the respondents are valid.

Post-Test Mean Score Difference

6. Is there a significant difference between the post-test mean score of the

controlled and experimental group?

The table below is the data presentation on the difference of the post-test

results got both by controlled and experimental group. See table 15.

Table 15

39
 Post-Test Mean Score Difference Between Controlled and Experimental

Group

Std. Mean Sig

GROUP N Mean t df
Deviation Difference (2-tailed)
Controlled 25 22.33 4.701 13
-1.560 -1.999 .048
Experimental 25 24.11 4.362 3
Total 50
The mean difference of -1.560 shown in the table above was obtained by

subtracting the mean score of 24.11 for the experimental group from the mean

score of 22.33 for the controlled group.

The t value of -1.999 is significant at .048 level. This means that there is a

significant difference between the post-test mean score of the controlled group and

the post-test mean score of the experimental group and that the null hypothesis

telling that there is a significant different between the post-test mean score of the

controlled and experimental group was rejected. The result shows that the e-

learning method is very effective and can help improve the students’ achievement.

The study conducted by Lumadi (2013), Oye (2012), and Fayomi (2014)

supports the results above. It is when they revealed e-learning method can help

improve the academic performance of students.

Relationship of the Post Test Achievement and the Demographic Profile

7. Is there a significant relationship between the post test achievement and

the students’ demographic profile such as:

7.1. daily allowance;

7.2. number of gadgets at home; and
7.3. number of attendance?

40
 To know the relationship between the respondents’ daily allowance and their

post-test achievement, the table below is presented.

Table 16

Relationship Between the Daily Allowance and Post Test Achievement

Variables Mean r Sig (2-tailed)

Daily Allowance 99.39
.081 .348
Post Test 30.71
N 30

The mean of 99.39 for the respondents’ daily allowance and 30.71 for the

post-test is shown in table 16 above. By the r value of .081 obtained from the two

groups of mean, there was no relationship between the daily allowance of the

respondents and their post-test achievement. It was not also significant at .348

level. With this, the null hypothesis is accepted.

To determine the relationship between the number of gadgets and the post-

test achievement, see the table below.

Table 17

Relationship Between the Number of Gadgets and the Post Test Achievement

Variables Mean r Sig (2-tailed)

Number of Gadgets 17.19
.025 .770
Post Test 30.71
N 135

The number of gadgets having a mean of 17.19 and the post-test

achievement having the mean of 30.71 are described in terms of their relationship

in table 17 above. There was no relationship between the number of gadgets and

41
the post-test achievement by the obtained r value of .025. The relationship

between the two variables was also not significant at .770 level (2-tailed).

By this results, the null hypothesis which states that “there is no significant

relationship between the demographic profile of number of gadgets and the post-

test achievement” was accepted.

To determine the relationship between the number of attendance and the

post-test achievement of the respondents, see table 18.

Table 18

Relationship Between the Number of Attendance and the Post Test

Achievement
Variables Mean r Sig (2-tailed)
Number of
18.98
Attendance .019 .831
Post Test 30.71
N 135
The post-test mean of 30.71 and the mean of the number of attendance

which is 18.98 are illustrated in terms of their relationship in table above. It shows

that no relationship occur between the two variables by obtained value of r which

is .019. Since there was no relationship, it was also not significant at .831 level.

This denotes that the null hypothesis is accepted since there was no

significant relationship between the number of gadgets and the post-test

achievement of the respondents.

To summarize the relationship between the respondents’ demographic

profile and their post-test achievement, the data below is tabulated.

42
 Table 19
Summary of the Relationship Between the Demographic Profile and
the Post Test Achievement of the Respondents
Demographic Profiles Mean r Sig. (2-tailed)
Daily Allowance 99.39 .081 .348
Number of Gadgets 17.19 .025 .770
Number of Attendance 18.98 .019 .831
N=135
Post Test Mean=30.71

The relationship between the demographic profile and the post-test

achievement of the respondents was summarized in the table 19 in the previous

page. This proves that none of the demographic profiles has a significant

relationship with the post-test achievement.

With this, the null hypothesis is accepted because there is no significant

relationship between the demographic profile of the respondents such as daily

allowance, number of gadgets and number of attendance and the post-test

achievement.

43
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the summary of findings, conclusions and

recommendations of the study.

The major purpose of the study was settle on the effect of e-learning

teaching method and the relationship of the demographic profile such as daily

allowance, number of gadgets and number of attendance to the students’

achievement of junior and senior high school students at Ramos National High

School.

Specifically, this study answered the following questions to wit:

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

1.1. daily allowance,

1.2 number of gadgets at home, and

1.3 number of attendance?

2. What is the pre-test mean score of the respondents taught by conventional

method (controlled group)? By e-learning method (experimental group)?

3. What is the post-test mean score of the respondents taught by conventional

method (controlled group)? By e-learning method (experimental group)?

4. What is the post-test mean score of all the respondents?

44
5. Is there a significant difference between the pre-test mean score of the

controlled and experimental group?

6. Is there a significant difference between the post-test mean score of the

controlled and experimental group?

7. Is there a significant relationship between the post test achievement and the

students’ demographic profile such as:

7.2 daily allowance;

7.3 number of gadgets at home; and
7.4 number of attendance?

Summary of Findings

1. Demographic Profile of the Respondents

The daily allowance of the respondents was described as “high” by the

obtained mean of 99.89. The mean of 17.19 for the number of gadgets at home

was also described as “high”. Then, the number of attendance by the mean of

18.98 was described as “oustanding”.

2. Pre-Test Mean Score of the Controlled and Experimental Group

The pre-test mean score of the controlled group was 21.75 and 21.74 for

the experimental group. Both of the means were described as “very

satisfactory.”

3. Post-Test Mean Score of the Controlled and Experimental Group

The post-test mean score of the controlled group was 29.93 while the

respondents who belong to the experimental group obtained a mean of 31.49.

The mean score of the experimental group was “outstanding” while the

controlled group was still “satisfactory.”

45
4. Respondents’ Post-Test Mean Score

The post-test mean score of all the respondents was 30.71 which was

described as “outstanding.”

5. Pre-Test Mean Score Difference

The mean difference of .011 and the t value of .014 was not significant

at .898 level (2-tailed). This result accepted the null hypothesis which states

that “there is no significant relationship between the pre-test mean score of the

controlled group and pre-test mean score of the experimental group.”

6. Post-Test Mean Score Difference

At .048 level of significance (2-tailed), the t value of -1.999 and the mean

difference of -1.560 were significant. The null hypothesis was rejected because

there is a significant relationship between the post-test mean score of the

controlled group and post-test mean score of the experimental group.

7. Relationship of the Respondents’ Demographic Profile and the Post-Test

Achievement

The obtained value of r for daily allowance-post test which was .081-sig

(2-tailed)=.348 , .025-sig (2-tailed)=.770 for the number of gadgets-post test,

and .019-sig (2-tailed)=.831 for the number of attendance-post test were all

showed no significant relationship. This signifies that the null hypothesis which

states that “there is no significant relationship between the post-test

achievement and the demographic profile such as daily allowance, number of

gadgets, and number of attendance” is accepted.

46
Conclusions

Based on the findings summarized in this study, the researcher therefore

concluded that:

1. The respondents belong to a wealthy family for having a high number of

gadgets and daily allowance.

2. The respondents have a great interest in attending their class for having an

outstanding number of attendance.

3. The pre-test mean score of the controlled group is higher than the pre-test mean

score of the experimental group.

4. The post-test mean score of the controlled group is lower than the post-test

mean score of the experimental group.

5. All the respondents performed very well in their post-test achievement for

having an outstanding mean score.

6. There is no significant difference between the pre-test mean score of the

controlled and experimental group.

7. There is a significant difference between the post-test mean score of the

controlled and experimental group which shows that e-learning method is very

effective and could help improve the students’ achievement.

47
8. The post-test achievement of the respondents and their demographic profile

such as daily allowance, number of gadgets, and number of attendance have no

significant relationship.

9. The improvement of the students’ achievement was fully brought by using the e-

learning method because the demographic profiles did not show any

relationship with it.

10. The conventional and the e-learning method of teaching were both necessary

for having an outstanding mean score of all the respondents.

Recommendations

By the conclusions obtained in this study, the researcher hereby

recommends the following:

1. Parents should understand that gadgets can be used as an easy access to

education but it can also serve as distractions. They should impose limitations

to their children in using any gadgets and make it sure that these gadgets are

mostly used for education, specifically in accessing their e-learning accounts.

2. Parents should not also use money as educational motivation for their children.

It is in a sense that, it does not affect their children’s achievement in school.

Instead, this could lead their children to temptations that involve money (e.g.

computer game addiction) that can possibly affect their education negatively.

3. Parents should encourage and guide their children in using their e-learning

accounts. It is to monitor the websites being browsed by their children and to

help their children in their study using e-learning.

48
4. Parents and teachers should still and always encourage the students to come to

school. Number of attendance may not affect the students’ achievement but it

could help them cope up with the daily lessons of their teachers.

5. Future researchers if they will choose experimental research as their design

should make sure the respondents that they will be choosing for the controlled

and experimental group have the same level of intelligence, skills, and others. It

is to avoid vias and invalidity of data.

6. Teachers should use e-learning and one of their teaching method. It is to

address to needs of the 21 st century learners and to help these learners improve

their academic achievement.

7. School administrators should provide laboratories specifically used for e-

learning instruction. It is to give all the students an equal chance to enjoy this

kind of educational access. They should make sure that all students in their

school can use this.

8. E-learning website developers should continue and enhanced their programs in

a way that this will be a user-friendly so that not only the younger ones could

enjoy it but also those who are still interested to learn but are already in adult

stage.

49
50
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52
Student’s Profile:
Name: _________________________________ Gr. &
Section:__________________
Daily Allowance:________________ Number of Gadgets at
Home:____________

I. Multiple Choice
Direction: Read the questions carefully and write the letter of the correct answer on
the space provided.
________ 1. As young adults, you are already expected to be good citizens of our
country. How will you live in accordance to everyone’s duties as a
Filipino citizen?
a. Practice patriotism. c.Take care the natural resources.
b. Remember the Filipino heroes. d. All of these
________ 2. _________________or popularly known as GK builds “GK Villages”
and provides not just housing but also hope for millions of slum dwellers
and the homeless.
a. Gawa at Kapatiran c. Gawad Kalinga
b. Gawa at Kapayapaan d. Gawad Kapamilya
________ 3. How can you be an agent of positive change in your school? The
following are answers except…
a. If I have resources and time, I will find out how I can help in the programs
of the school.
b. I will lead a support group for school scholars.
c. I will discriminate the modern-day heroes who are trying to make this
world a better place.
d. I will support the socio-civic projects of the school.
________ 4. In our interactions, there is a conscious effort to maintain an
agreement in feeling, attitude, or action. It is about the virtue of…
a. Bahala Na b. Pakikisama c. Utang na Loob d. Hospitality
________ 5. It is a virtue that pertains to a positive feeling of deep admiration or
esteem for someone or something.
a. Courtesy b. Politeness c. Respect d. Esteem
________ 6. It is defined as the legal, social, or ethical standards of entitlement.
a. Liberty b. Privileges c. Laws d. Rights
________ 7. It is the foundation of harmonious relationships since expectations are
leveled and the nonnegotiable things are known to all.
a. Freedom b. Pakikisama c. Order d. Respect
________ 8. It is universal and thus, affects all men regardless of race, religion,
social status, country, or political affiliation.

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 a. Common Law b. Formal Law c. Natural Law d. None of
these
________ 9. The 1987 Philippine Constitution enumerates the rights of the Filipino
citizen in what article?
a. Article 1 b. Article 2 c. Article 3 d. Article 4
________ 10. The _____________ is every citizen’s privilege.
a. Bill of Rights b. Law of Rights c. Law d. Rights
________ 11. The CNN hero and founder of Dynamic Teen Company,
______________ offers Filipino youth an alternative to street gangs
through education.
a. Antonio Meloto c. Kesz Valdez
b. Efren Peňaflorida d. Harnin Manalaysay
________ 12. The duties of the Filipino citizens are stated in what constitution of
the Philippines?
a. 1972 Constitution c. 1986 Constitution
b. 1973 Constitution d. 1987 Constitution
________ 13. The following are citizens of the Philippines except…
a. Those who are citizens of the Philippines at the time of the adoption
of this constitution.
b. Those whose fathers or mothers are citizens of the Philippines.
c. Those born after January 17, 1973, of Filipino mothers, who elect
Philippine Citizenship upon reaching the age of majority, and
d. Those who are naturalized in accordance with law.
________ 14. Which of the following is a duty of a Filipino citizen?
a. Tempt or bribe government officials.
b. Cooperate with the duly constituted authorities.
c. Escape or abandon his lawful responsibilities.
d. Steal from the coffers of the government.
________ 15. Which of the following words is not synonymous to patriotism?
a. Devotion b. Loyalty c. Nationalism d. Infidelity

II. Read and analyze the following statements. Write R if the statement is our
Right and D if it is our Duty.
______ 16. Contribute to the development, welfare, and nation-building of his
country.
______ 17. Due process of law and equal protection of the law.
______ 18. Engage in gainful work to assure himself and his family worthy of
human dignity.
______ 19. Loyalty to the federal republic and national consciousness, aspirations,
and ideals of every Filipino.
______ 20. No imprisonment for failure of debts or poll tax.
______ 21. Peaceful assembly and petition.
______ 22. Presumption of innocence until the contrary is proved.
______ 23. Prohibition against the death penalty and excessive fines.
______ 24. Report corrupt, dishonest, or fraudulent government officials to the
proper forum, courts, and agencies.

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______ 25. Respect, honor, and give due accord to his Filipino heritage, patrimony,
values, and tradition.
III. Read and analyze the following sentences. Write TRUE if the underlined word
makes the sentence correct and CHANGE the underlined word if it makes the
sentence incorrect.
__________________ 26. Be a good example to your neighbors.
__________________ 27. Citizens may enjoy their rights only if they fulfill their
duties and obligations.
__________________ 28. Common Law is a system of laws that is determined not
by men or governments but by nature.
__________________ 29. Create a study group for those who find difficulty in their
studies.
__________________ 30. Filipinos are known to practice “utang na loob” which
basically means going along with others.
__________________ 31. Justice implies that a person is able to do things that will
benefit himself and others in the community.
__________________ 32. Rights are important for a society to know its boundaries
and observe justice, inequality, and peace.
__________________ 33. Section 1 of Article 2 of the Philippine Constitution lays
down the criteria for individuals to be recognized as
citizens of the Philippines.
__________________ 34. We must never forget the bravery of the fearless Filipino
heroes who fought to defend our country.
__________________ 35. Without order or agreed upon rules, the relationships will
be strained.
III. Complete the following phrases.
As a Filipino citizen,
36. I will strive to follow the natural law by…
_____________________________________________________________
___
37. I will do my duties and responsibilities by…
_____________________________________________________________
___
38. I will strive to know my rights because…
_____________________________________________________________
___
39. I will maintain harmonious relationship by…
_____________________________________________________________
___
40. I will practice patriotism by…
_____________________________________________________________
___

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