CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Organizations of all types and sizes, including schools, have recognized that the use of computers in
the work environment is important as it presents unprecedented challenges that helps individuals to
acquire in inquiring, critical and creative mind to capitalize on the opportunities driven by the
explosive growth of information, knowledge and technology. Indeed computer technology had begun
influencing FBS students' learning experience for more than 25 years ago though it was only in a
moderate manner (Cuban, 2001). However, for the past decade there is major push toward integrating
computer technology into public classrooms because of the vast promise it offers such us cheap,
accessible and instantaneous information, enormous potential for interactivity and media-rich
communication and powerful educational tools it will put at the service of FBS students (Mouza,
2002). Geisert and Futrell Students' Readiness to Use Technology in the Classroom: An Empirical
Study (2001) exclaimed that if students were to revolutionize their classrooms with computers,
ordinary students would make massive gains, wherever illiteracy is a problem, it would be dissolved,
and students would have immense new vistas opened to them. Moreover, policy makers hoping to
improve the quality of students learning have become increasingly willing to make major investments
of fiscal and human resources into hardware, software, and training.
Information technology (IT) has opened wide opportunities for students to integrate technology-
supported materials in the teaching-learning process and to improve the achievement of students
(Jonassen, 2007). The use of computer-aided technology in the classroom will, no doubt, inspire the
teachers to approach their task with a greater sense of purpose and, more importantly, a sense of play to
make the learning process fun for students. Using computer-based technology such as data-logging and
stimulations is important for modeling subjects such as science and mathematics.
Undoubtedly the recent advancement in information technology innovations and computer usage is
rapidly transforming work culture and teachers cannot escape the fact that today’s classrooms must
provide technology-supported learning (Angers & Machines, 2005). Being prepared to adopt and use
technology and knowing how that technology can support student learning must become integral skills
in every student’s professional repertoire. District and school policy and professional development
workshops and training are designed to positively influence student’s adoption and usage of com
technology. However, the usage of computer technology in the classroom has been slow over the years
(Krysta, 2005).
It is clear that computers cannot replace students since students are the key to whether technology
is used appropriately and effectively. Even if there are students who could learn independently how to
use technology to enhance their learning and skills development, with little or no improvement from
their teachers, they are highly unlikely to improve since teachers remain the gatekeepers for students'
access to educational opportunities afforded by technology (Stryker, 2000). Hence, it is important for
students to be computer literate, and be prepared to use information technology in schools. Where free
courses are made available on the internet (A. Ortigas, 2003).

Background of the Study

Before the advent of computer technology in the classroom, FBS as a subject appeared to be
boring to both teachers and pupils.
There appeared to be no excitement since the subject is very familiar to them. On the part of the
teacher, it takes time to prepare materials related to the lessons in FBS which are attractive and
exciting to the pupils especially during reading lesson.
At present, the 21 st century learners who are classified as millennials enjoy the use of multimedia
devices like computers that provide them with opportunities to manipulate, interact and visualize lesson
through actual video clips or animations, thus lesson in FBS are now alive, full of fun and exciting to
the learners.
This situation provides challenges to teachers particularly teaching FBS subject. It cause for the
teachers to hone their knowledge and skills in using computer technology in the classroom.
Furthermore, their attitudes toward the use of computer in the classroom should be positively
enhanced.
The School Of the Future (SOF) is a component of the DepEd modernization program to re-
engineer, re-tool and reinvent the educational system to raise its equality to a level that any country
could offer. It utilizes technology for instruction and learning. (Zulueta, 2009).
In the interview conducted by Villar (2002) to students, she discovered later that much of what
was learned depended not only on the learner’s interest but also on the teacher’s method of teaching
and adeptness in using technology in the classroom.
 Students are less likely to use computer technology in learning unless they perceive technology
as an important tool in learning. It is on this premise that this study on student’s knowledge, skills and
attitudes toward the use of computer in FBS is being used.
Conceptual Framework

This study is anchored on the concept that the use of computer technology in the classroom
particularly in teaching FBS basically requires that teachers should be equipped with basic knowledge,
skills and attitudes toward technology that has positive influence on teaching and learning. The
effective use of technology should start from the teachers before they can equip the learners with
knowledge and skills they need in the 21 st century. Students particularly those learning FBS are at the
center of an effective technology program that is crucial in meeting the needs of us learners in the 21 st
century. While many teachers claim that they have access to computers either at home or in school,
they may not be ready to use computers in the classroom. Some are not comfortable in the use of the
technology while others are reluctant to change their old ways.
There is therefore a need to assess the student’s knowledge, skills and attitudes toward the use of
computer in learning FBS which this research study intends to achieve.

Statement of the Problem

This study determined the impact of the selected profile characteristics of teacher respondents on
their competency in the use of Online Learning in FBS, as inputs for student development program.
Specifically, it answered the following questions:
1.What is the self-assessment of the student respondents on their competency in using Online Learning
in FBS in terms of knowledge?
2. What is the self-assessment of the student respondents on their competency in using Online Learning
in FBS in terms of attitudes?
3. Is there a significant relationship between the profile characteristics of the student respondents and
their knowledge in using Online Learning in FBS?
4. Is there a significant relationship between the profile characteristics of the student respondents and
their attitudes in using Online Learning in FBS?
5. Based from the results, what inputs for learning development program can be proposed?
Null Hypothesis

The study tested the following:

1.There is no significant relationship between the profile characteristics of the students and their
knowledge in using Online Learning in FBS.
2. There is no significant relationship between the profile characteristics of the students and their skills
in using Online Learning in FBS.
3. There is no significant relationship between the profile characteristics of the students and attitudes in
using Online Learning in FBS.

Significance of the Study

This study aimed to provide an overview on how the students learning FBS in District II in the
Division of Mandaluyong perceive the importance of using the Online Learning as a source of
information and instructional materials in learning FBS.
The following will benefit from this study:
The result of this study is expected to encourage students, who until this day, are utilizing the
conventional or traditional learning pedagogy, to embrace technological education;
This study proves that internet is beneficial to students in view of its possibility for students to
include data gathering activities in their class without having to buy software.
Since the internet contains many instructional designs, materiel and information prepared by
learners around the world, FBS students can have a glimpse on how these students prepare and learn
the lesson effectively.
Student’s learning will be enhanced with the teaching strategies, techniques, information and
multimedia materials gathered from the internet by the students.
This study will provide administrators a glimpse on the development of the present educational
situation and issues regarding the importance of computer with internet connection for teachers in their
school.
Lastly, future researchers may use to replicate this study in a different context.
Scope and Delimitation of the Study

The study focuses on the assessment of the student’s knowledge, skills and attitudes on the
importance of computer, as a tool to gather data and collect materials like multimedia or visual and
audio presentation of topics for classroom instruction, specifically in learning FBS subject as perceived
by students learning in Grade 11, 12 in District II in the Division of Mandaluyong. This study is
conducted during the third semester of school year 2020-2021. A total of 80 teachers-respondent is the
sample size.

Definition of Terms

To facilitate clearer understanding of various terms used in this study, the following are given
their contextual and operational meanings:
Online Learning- are computer-based tools used by people to work with the information and
communication processing needs of an organization which encompass the computer hardware and
software, the network and several other devices (video, audio, photography camera, etc.) that convert
information (text), images, sound, motion and so on into common digital form.
Knowledge of Technology- This refers to the student’s understanding of the concept and value
of using Online Learning in FBS subject.
Attitudes Toward Technology- This refers to the student’s self-confidence, enjoyment,
optimism and desire to use Online Learning in FBS subject.
Skills in Technology- are the capabilities and competence to perform specialized tasks such as
making power point presentation using LCD projector, spreadsheet, word processing, downloading
video clips needed in enhancing the learning of FBS subject.
 Competency in the Use of Online
Learning in FBS
Profile Characteristics of Students
1. Knowledge

1. Number of Learners Attended in Relation with Competency in the Use of Online

Online Learning Competency in the Use of Online
Learning in FBS
Learning in FBS
2. Number of Years Using Online Learning in 1.
1. Skills
Attitudes
Learning FBS

Inputs For Learning Development Program

Figure 1 – The Research Paradigm

The paradigm shows the research flow of study. The first box on the left shows the profile of
students learning FBS subject. The arrow indicates the relationship in the competencies of students
learning FBS. The last box below represents the proposed inputs for student development program on
the use of Online Learning in FBS.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 In this chapter, issues in the area of instructional technologies have been discussed, including
reasons for using instructional technologies, adaptation to change, factors influencing student’s use of
instructional technologies, and barriers to using technologies. A discussion of research related to
specific instructional technologies in this study – whiteboard, flip charts, overhead projectors, video,
and computers is also included.

Local Literature

The rise of Online Learning greatly facilitates the acquisition and absorption of knowledge
offering developing countries unprecedented opportunities to enhance educational system, improve
policy formulation and execution, and widen the range of opportunities for business and the poor. One
of the greatest hardships endured by the poor, and by many others who live in the poorest countries is
their sense of isolation, and to open access to knowledge in ways unimaginable not long ago. ( Tinio
2003)

Making Filipino Teachers and Students Digitally-Literate

Previously, students were dependent on teacher and class discussions, textbooks and other
resource materials. But with Online Learning integration in our curriculum, the students have the
freedom and wider resources for their learning.
Online Learning in education recognizes that students need to have the skills to use new
technologies, as well as understand how those technologies affect their everyday live by way of faster
communication and the learning possibilities with great amount of information that can be found in the
internet (Velos 2005).
The use technology in education not only lets the students learn the concepts fast and easy but
also allows them to have a better understanding of why they are studying those concepts and what they
can do with it.
Technology is a disciplined process using resources of materials, energy and natural
phenomena to achieve human purpose making life better. In the field of education, modern technology
has brought enormous changes that contributed to the achievement of educational goals. (Nebres 2001)
If students are to be effective and efficient in the discharge of their duties and responsibilities
and they play the role they are expected to assume in national development, the must continually equip
themselves with skills and knowledge at meet the requirements of the educational system. It is
expected therefore, that the students are capable and efficient and that they grow in passion while
studying. Manaloto (1996)
Genuine understanding comes from real and hands-on approach. The students have the chance
to see where their knowledge leads them and have a full grasp why they needed to hone those skills to
their benefit. With the help of technology, our learners are intrinsically motivated. They are the ones
who want to study more because there is so much to learn. With technology, new generalizations and
outcomes have been demonstrated and performed by our students with more resources and more
content (Dungog, 2005)
More children nowadays receive the best education which implies that need to fully utilize the
best technology to bring educational opportunity to millions who where previously not served with
quality education, Technology can create more educational opportunities and promote the standard of
living. Quality education is better achieved with greater efficiency in the senior level and making
education more comprehensive. (Zogorin, 2003)

Competency Standards and Professional Development

Teachers need to embrace changes Online Learning will effect on teaching and learning. The
teacher’s role will shift from the traditional provider of konwledge to the facilitator of learning. They
should become habitual users of Online Learning. They should continue to look for opportunities to
upgrade their competencies, share their experiences and create of collaboration in order to support
each other.
School administrators will give schools flexibility to adopt to the new teaching and learning
styles needed to effectively integrate Online Learning. However, this increase in decision-making
capabilities is accompanied by the commensurate increase in responsibilities. School administrators
will be expected to lead in fulfilling our shared vision for comprehensive Online Learning integration
and fostering an environment and culture conducive to the realization of Online Learning plan. To do
this, they will have to increase understanding of how Online Learning can support learning, enable staff
to explore innovative practices integrating Online Learning, and have the confidence and capability to
lead and manage the change required to maximize the benefits of these technologies. (DEPED, 2005)
If education is to meet the challenges of the next decade, it must create a computer literate
community and institutionalize the use of these new intellectual tools. Education will only achieve this
goal when computers and information technology are no longer viewed as an educational luxury for the
small elite, but as necessary tool for all. (Molnar, 2005)

Foreign Literature

People may find themselves branded as functionally illiterate in the near future, even though
they can read and write, if they do not understand and know how to interact with the computer. Within
a very few years, it will be necessary to be able to use the capabilities and output of computers
effectively in order to get and hold more jobs. ( Gensler, 2006)
A scheme for four levels of computer literacy:
1. The first level consisted of mastering what Norman believed to be basic, general concepts, to
which the understanding of algorithms, architecture and databases was key.
2. The second level required of understanding on how to use a computer and accomplished
something useful with it.
3. The third level of computer literacy was the ability to program.
4. The fourth level was the understanding of the science computation, or “where the professional
resides”.
Norman opined that everyone should achieve at least the second level of this “computer
literacy scale”. He further stressed that the necessity of learning computer literacy is paramount
in education. Teachers are preparing today’s students for occupation and problem that do not yet
exist in the world. An array of industries depends on employees who are computer literate as
those industries depend on technology more and more each day (Norman, 2004, as cited by
Torres 2005).

T he Impact of the Selected Profile Characteristics of ERIS FBS Students in Online Learning: Inputs
for FBS Students’ Development Program

Chapter 3
Methodology
 Research design The design selected for this research study was qualitative in nature using
interviews, observations, and documents. Qualitative research provides an understanding of a
situation or phenomenon that tells the story rather than determining cause and effect (Fraenkel &
Wallen, 2003; Glesne, 1999).

Techniques for conducting qualitative research include observations, interview, and

document analysis. Triangulation—putting together various types and pieces of information –can
lead to a better analysis or interpretation of a situation. According to Patton (1990), “Studies that
use only one method are more vulnerable to errors linked to that particular method than studies
that use multiple methods in which different types of data provide cross-data validity checks” (p.
18). Interviews and observations are only two parts of that process.

Strengthening the information collected from observations and interviews with other data is not
essential, but desirable (Stake, 1995). The data collection techniques used in this study consisted of
the structured and unstructured interviews, observations, and documentations.

Data Collection Data were collected using the following methods: interviews, observations,
and documents. Multiple sources for data collection will allow the researchers to use different data
sources to validate and crosscheck findings (Patton, 1990). Documents were collected and
evaluated as additional resources for the study. Each participant in this study engaged in two
interviews. One of the interviews was structured and the other was unstructured. Two
observations were conducted in an effort to gain more qualitative data. The observations were
approximately 60-minute sessions. The observations were conducted in the setting that
participants usually completed their online coursework. Documents were collected from all
participants. These documents were printouts and other information to substantiate information
that was already collected and witnessed during the observations and interviews process. Data
were analyzed to answer the research questions and to cross reference similarities and differences
among participants.

Interviews Fraenkl & Wallen (2003) have suggested that interviewing is an essential method for
checking the accuracy of the impressions that a researchers has gained through observations (p.
455). Interviews can be conducted in several ways-with prepared questions, a protocol or
interview guide, or as an unplanned event. Patton (1990) described six different types of questions
that all contribute valuable information to the research study: (a) experience/behavior questions-
what the individual does in this situation or has previously done; (b) opinion/value questions-what
the individual thinks or believes about a situation or issue; (c) feeling questions-what the
individual’s natural emotional responses would be to a situation or issue; (d) knowledge questions-
what facts the individual knows about the situation or issue; € sensory questions-what sensory
response the individual would have to the situation or issue; and (f) background or demographic
questions-what characteristics describe the individual. Each of these questions guides the
researcher in developing an understanding of the phenomenon. This study employed a variety of
questioning techniques (see Appendix A) to encourage the participants to describe their
perceptions of the quality of online education based on their own experiences.

Formal structured interviews were conducted for each participant at the beginning of the
study. Each participant’s interview lasted approximately 60 minutes each. The interviews were
conducted at the convenience of the participants, such as in their dorm room, office, or the campus
library. Unstructured interviews were conducted with each participant. The unstructured
interviews lasted approximately 45-60 minutes. Each participant had an unstructured and a
structured interview. Sample questions asked during the formal interviews included: As a student,
how does your experience of online educational programs compare with traditional in-class
instruction? How do you like or dislike it? As a student, how would you rate the overall quality of
the online instruction you receive? Very good, good, moderate, or not good? Why? In what ways
could online education programs serve your educational needs? As a student, how do you feel
about the communication between yourself and the instructor? Between you and other students?

Questions for the unstructured interviews were based on things that were observed or were not
seen during observations. Also, much room was allowed for spontaneous questions and responses
from both the participants and the researchers.

Observations were conducted from February to May during the spring semester of 2004. An
integral part of qualitative research, observations allow the researcher to determine if what the
participant has said in the interview is transferred into action during the online learning
experience. Participant observation “gives a firsthand account of the situation under study and,
when combined with interviewing and document analysis, allowed for a holistic interpretation of
the phenomenon being investigated (Merriam, 1998, p. 102). During the observation process, field
notes were made and transcribed. Pictures about the setting of the environment where the
participants normally work for online classes were also taken.

Participants were given the opportunity to schedule their observations at their convenience
and in settings conductive for them. Each participant was observed twice. Some of the
observations took place in the participant’s homes, dorm rooms, offices, or the campus library.
During the process of observation, extensive field notes were taken. Those notes included
participants’ study habits, description of the physical environment where the participants were
studying, and how the participants were actively or inactively involved in his/her online learning.

Documentation Fraenkel and Wallen (2003) indicated that documents refers to any kind of
information that exists in some type of written or printed form intended for private or public
consumption public and are available to the researcher for analysis. Thus, photographs,
participants’ email messages, printed version of the class layout, and participants’ submitted
assignments along with class syllabus were collected as data sources.

Documents concerning online education were collected from all participants. These
documents included syllabus, course information, tests, study notes, discussion board postings,
emails, etc. The majority of the documents received from the participants were printouts from each
participant’s course site. The purpose of implementing observations, interviews, and documents
was to provide trustworthiness and accountability to the data. The researchers were attempting to
determine whether the participants’ actions and interview responses were the same. The
researchers examined how closely what the participants said in the interview, and observations
were aligned with what actually happened in the typical online learning settings.

Participants The sample for this research study were three students enrolled in online learning
courses. The participants received online instruction from two different universities (University of
Southern Mississippi, and

Mississippi State University) and one community college (East Mississippi Community College) in
Mississippi.

Fraenkel & Wallen (2003) have concluded that purposive sampling is based on the assumption that
one needs to “select a sample from which they feel will yield the best understanding of whatever it
is they wish to study” (p. 440). However, convenience sampling was used in this study. Two males
and one female student participated in this study. Among the three, one was Caucasian, and two
were African American. These participants were all enrolled in online classes. Their exams and
other assessments were completed online. Two of the participants received instruction delivery via
WebCT and the other participant received instruction via Blackboard. Two of these participants
were non-traditional students. One was a housewife of approximately 42 years old, and the other
participant was almost 40 years old and held a full time job. Both participants took undergraduate
courses offered online. The third participant was a traditional student of 25 years of age, who took
graduate online course.

Procedures The initial step in the procedure was the selection of study participants. Convenience
sampling was done because the participants were known to the researchers. Participants’
interviews and observations were then conducted during the spring semester of 2004. Structured
interviews with the participants were first conducted separately. Conversations were recorded
during the entire interview processes. Following, the participants engaged in unstructured
interviews two weeks later. The interviews were conducted in different places to accommodate the
needs and convenience of the participants. One participant was interviewed twice in his dormitory
room. The second participant was interviewed twice in her home. The third participant was
interviewed in his office once and once at the campus library.

After the completion of interviews, data were organized and preliminarily analyzed. The
first observation was then scheduled upon the participants’ consent to see how he/she worked for
the online class. A week later, the second observation was scheduled with participants to confirm
whether or not there had been any change in participants’ behaviors when the participants became
familiar with the research process.

During the process of the first and second observations, various documents were collected.
Photographs were taken for the physical setting of the online environment of the participants. The
online class design and layout were also printed as archival data. Some other documents such as
syllabus, discussion posting messages were also collected during this stage of the process.

Data Analysis Data analysis is a key component of qualitative research. Transcripts made of
audiotaped interviews were checked for accuracy against the original recordings. Data analysis was
also conducted simultaneously with data collection. Extensive coding of the interview and
observation transcripts was conducted by researchers. The constant comparative method (Glaser
& Strauss, 1967) was used to analyze the qualitative data from different sources over time. Data
were organized around each research questions, which related to experiences of students who
were taking online classes and the factors that shaped those experiences. The researchers
examined the interviews, observations, and archival data for similarities and differences. This
information was then complied around two major areas. These areas were positive experiences and
negative experiences of online education.
The positive experiences included: flexibility, cost-effectiveness, convenience, self-paced,
availability of technical support, and ease of connection. The negative experiences included:
delayed instructor feedback, unavailable technical support from instructor, self-regulation and self-
motivation, and a sense of isolation. The factors that attributed to participants’’ positive
experiences were: easy access to computers and Internet, well designed course layout, available
technical support from the university and library, spontaneous grade postings after assessments,
and flexible class participation time. The factors that attributed to participants’ negative
experiences were: untimely or lack of feedback from instructor; monotonous instructional
methods, lack of technical support, lack of interpersonal communication, and poorly-designed
course interface. Limitations of the analysis is reported and discussed in the findings section of this
paper.

Data collection and analysis provided answers to the following research questions
: (1) What is the experience of students who are receiving online education?
(2) How do students perceive the quality of online education from their experiences?
(3) What factors shaped the students’ online education experience? (
4) How do those factors contribute to the quality of online education?

Chapter 4

Method
The spread of COVID-19 presents an opportunity for many educational institutions to implement
distance learning and ensure the provision of educational resources and services, secure income
and revenues, and contribute to the control and prevention of the coronavirus. This study was
conducted to investigate the impact of demographic characteristics on academic performance.
Students’ grades and grade point averages (GPA) were collected from the Admission and
Registration Unit, Al Ain University in Al Ain, United Arab Emirates. The data were used to measure
academic performance in face-to-face (F2F) learning and distance learning (DL) implemented by
the university to prevent the spread of COVID-19. Statistical analysis including the Mann-Whitney
test, Spearman’s rho test, and a regression test were used to answer research questions and verify
hypotheses. Students demonstrated better academic performance in DL than F2F learning. It was
found that the number of weak students in F2F learning dropped sharply by more than 11% in DL.
Demographic characteristics demonstrated a significant impact on students’ academic performance
and predicted at least 7.4% variation in F2F learning and DL. Findings of the study support the
model developed by Tinto (1975) which proposed the impact of student’s attributes, experiences,
and family backgrounds on academic performance. The findings suggest non-DL institutions should
continue offering DL side-by-side with F2F learning programs.

Result

The spread of COVID-19 presents an opportunity for many educational institutions to implement
distance learning and ensure the provision of educational resources and services, secure income
and revenues, and contribute to the control and prevention of the coronavirus. This study was
conducted to investigate the impact of demographic characteristics on academic performance.
Students’ grades and grade point averages (GPA) were collected from the Admission and
Registration Unit, Al Ain University in Al Ain, United Arab Emirates. The data were used to measure
academic performance in face-to-face (F2F) learning and distance learning (DL) implemented by
the university to prevent the spread of COVID-19. Statistical analysis including the Mann-Whitney
test, Spearman’s rho test, and a regression test were used to answer research questions and verify
hypotheses. Students demonstrated better academic performance in DL than F2F learning. It was
found that the number of weak students in F2F learning dropped sharply by more than 11% in DL.
Demographic characteristics demonstrated a significant impact on students’ academic performance
and predicted at least 7.4% variation in F2F learning and DL. Findings of the study support the
model developed by Tinto (1975) which proposed the impact of student’s attributes, experiences,
and family backgrounds on academic performance. The findings suggest non-DL institutions should
continue offering DL side-by-side with F2F learning programs.
Discussion
Students on their online learning readiness. The study was designed with relational screening
model. The research group was formed of 306 university students who are selected with the
appropriate sampling method from the non-probabilistic sampling methods from (Law Faculty and
the departments of English Language Teaching and Physical and Sports) at different state
universities. Data of the research were collected through “Online Learning Attitude Scale”
developed by Usta, Uysal and Okur (2016), “Online Learning Readiness Scale” developed by Hung,
Chou, Chen and Own (2010) and adapted into Turkish by Yurdugü l and Alsancak-Sarikaya (2013)
and “Personal Information Form” developed by the researchers. Data were analyzed by using
descriptive statistics, Pearson correlation and regression technique. Looking into the findings of the
study, a moderately significant and positive relation was ascertained between the online learning
attitudes of students and their online learning readiness (p<0.05). Besides, online learning attitude
has a meaningful effect on online learning readiness (p<0.05). In addition, it was determined that
online learning attitudes and readiness of students did not differ in a statistically significant manner
by faculty/department studied (p>0.05). This study revealed that online learning attitude of
learners has a positive effect on their online learning readiness. As a result, to provide the learner
with a decent online learning, it is a need to form basis for online learning readiness by creating a
positive online learning attitude.

Conclusions
Structural equation modeling was used to analyze the proposed hypotheses. The results show that
four independent factors used in the study viz. quality of instructor, course design, prompt
feedback, and expectation of students positively impact students’ satisfaction and further student’s
satisfaction positively impact students’ performance. For educational management, these four
factors are essential to have a high level of satisfaction and performance for online courses. This
study is being conducted during the epidemic period of COVID- 19 to check the effect of online
teaching on students’ performance.
Coronavirus is a group of viruses that is the main root of diseases like cough, cold, sneezing, fever,
and some respiratory symptoms (WHO, 2019). Coronavirus is a contagious disease, which is
spreading very fast amongst the human beings. COVID-19 is a new sprain which was originated in
Wuhan, China, in December 2019. Coronavirus circulates in animals, but some of these viruses can
transmit between animals and humans (Perlman & Mclntosh, 2020). As of March 282,020,
according to the MoHFW, a total of 909 confirmed COVID-19 cases (862 Indians and 47 foreign
nationals) had been reported in India (Centers for Disease Control and Prevention, 2020). Officially,
no vaccine or medicine is evaluated to cure the spread of COVID-19 (Yu et al., 2020). The influence
of the COVID-19 pandemic on the education system leads to schools and colleges’ widespread
closures worldwide. On March 24, India declared a country-wide lockdown of schools and colleges
(NDTV, 2020) for preventing the transmission of the coronavirus amongst the students (Bayham &
Fenichel, 2020). School closures in response to the COVID-19 pandemic have shed light on several
issues affecting access to education. COVID-19 is soaring due to which the huge number of children,
adults, and youths cannot attend schools and colleges (UNESCO, 2020). Lah and Botelho (2012)
contended that the effect of school closing on students’ performance is hazy.
Recommendation

There are some caveats with this research, especially given that most research on online learning
has been done with older students and that the sample sizes with k to 12 students are relatively
small. That being said, some evidence for effectiveness is better than no evidence at all. A further
caveat: these recommendations are based on effect sizes, which I have not included since they are
notoriously unreliable to compare.
Actively engage the learning guardians of students in the process of learning.

My sons’ experiences have been far more productive when we have sat down with them while they
work through the online course material. This does not mean that we do the work for our children,
but rather than we are there to support, encourage, and nurture their development as learners.

It will be helpful to offer explicit advice for how learning guardians can support their learners,
especially given the range of knowledge and experience those learning guardians will bring to the
task. You may even want to include videos of what class looks like and descriptions of instructional
routines that learning guardians can use with their learners.

Also, offer suggestions of activities to learning guardians that they can do with their children in
their care that are not on a computer and do not require the learning guardians to be experts in any
particular subject matter.

Skip watch-the-video-then-fill-in-the-blank-spaces activities.

I can say from experience that these types of activities are ubiquitous in online learning and result
in nearly no learning. I watched my son listen to a video in one tab while dutifully recording the
answers in his worksheet in another. I quizzed him 5 minutes later and he could remember literally
nothing at all from the worksheet or the video.

Given that completing these particular courses was a requirement at his school, I taught him a much
more productive learning strategy. First, attempt the worksheet and fill in every blank, even if one
has to guess. Next, watch the entire video without writing or doing anything else. Now go back to
the worksheet and change as many of the answers as one can without going back to the video.
Rewatch or listen to the video with the worksheet and change answers as necessary. This is still a
terrible experience but it at least has the possibility to result in some learning.
Provide devices for students to work if at all possible or at least ensure that any online learning
activities can be completed with a smartphone.

While access to computers and the Internet keeps increasing, there are still households that do not
have access and so providing equitable access to resources to all families is a key responsibility of
schools, particularly when expecting students to engage in online learning.

Where possible, engage students in synchronous activities rather than asynchronous activities.

One of the more successful online classes my son took was with the Art of Problem Solving. Each
week my son met with the entire class in an online chat program where the teacher mostly posed
questions and occasionally told the students information, while the students responded to the
questions in the online platform. He also had a physical textbook, a bank of unlimited practice
problems to work on, and challenging problems to complete each week. The chat program was
nothing amazing, but it mostly kept my son engaged for the full 90-minute sessions.
Use simple assignments that do not require students to navigate complex instructions.

Even with assignments with simple instructions, there is a lot of potential for student learning.
Given that your students will be working remotely and with limited direct support, you don’t want
students spending too much of their time figuring out what they are trying to accomplish.

CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
This chapter present the summary and conclusion derived in the
conduct of the study which is to probe on the effect of student in
online learning in fbs in teaching students in grade 11 of ERIS
integrated school. It also provide recommendation that can be
pursued by the teachers in online learning

The study was conducted at ERIS INTEGRATED SCHOOL. The

response were the grade 11 students from HE4. They were
selected using purposive sampling. It employed quantitative
research and utilized experimental method. Pertinent data were
obtained thru present and posttest. The statistical tools used were
mean, percentage, dependent test

SUMMARY OF FINDINGS
The findings of the study were summarized according
to the statement of the problems stated in chapter 1
1. The first level consisted of mastering what Norman believed to be basic, general concepts, to
which the understanding of algorithms, architecture and databases was key.
2. The second level required of understanding on how to use a computer and accomplished
something useful with it.
3. The third level of computer literacy was the ability to program.
4. The fourth level was the understanding of the science computation, or “where the professional
resides”.
Norman opined that everyone should achieve at least the second level of this “computer literacy
scale”. He further stressed that the necessity of learning computer literacy is paramount in
education. Teachers are preparing today’s students for occupation and problem that do not yet
exist in the world. An array of industries depends on employees who are computer literate as
those industries depend on technology more and more each day (Norman, 2004, as cited by
Torres 2005).
 CONCLUSION
based on the indicated findings, the following conclusions were
drawn:
1. the respondents on the group has almost the same level of base
knowledge on the topics about number and number sense
before the treatment was applied.
2. The findings revealed that the students who undergone the
treatment has higher achievement compared to those student
who are taught in conventional way.
3. The resilt of the comparison between the present and posttest of
each group implies that both of the group learned whether they
used the online study as an inquiry based strategy in teaching
4. The learning gains and its significant difference prove that
though the student learned in either of two strategies in
teaching.

The researcher concluded that students learned more using the online as an inquiry based
in strategy in teaching. In this strategy, the students learned more using online in this
strategy, the students were given a change to clarify theit own understanding through
interaction. It also creates a learning environment that was better enjoyed by the students,
than the performance

RECOMMENDATION
This study revealed the effectiveness of online learning in fbs. Thus, the following
recommendations are hereby presented:
1.since, the effectiveness of online learning in fbs haa been proven, teachers should
incorporate online learning in fbs into their classroom to maintain education for the
students and help them build relational understanding
2. implementation of online learning in fbs should be encouraged by administrators and
embrace by educators in an effort to continually improve public education
3.A similar study must be conducted to a larger group of subjects to determine if the same
findings will be established