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

JUNIOR HIGH SCHOOL STUDENTS OF SOUTHERNSIDE MONTESSORI SCHOOL

A Research Paper

Submitted to

Dr. Nilo S. Salas

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

Manila

In Partial Fulfillment

of the Requirements in IE 603

(Advanced Educational Statistics)

by

MARIKEY M. CONDE

October 2015
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 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Filipino culture places a high value on education. For the majority 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.
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Background of the Study

Southernside Montessori School is a private non-sectarian school located at

Camella Homes IV, Poblacion, Muntinlupa City. It offers courses from Pre-School to

Senior High School. To adapt seamlessly to 21 st century teaching and learning, the

school partnered with DIWA Inc. to provide online learning system through their Genyo

e-Learning.

Genyo e-Learning is the first and only fully-integrated online learning

management system for Basic Education in the Philippines. It provides students and

teachers with an exclusive online subscription 24/7 to a wide array of multimedia,

curriculum-based teaching and learning resources. Teachers can also customize the

program so they can augment their lesson plans and apply effective teaching styles

suited to the students' needs. Since the program is accessible anytime, anywhere,

parents will also be able to monitor the improvement of their children in school and

guide them in their study.

Now, the school comes with a dedicated two (2) Genyo Computer Laboratories

composed of PCs, LCD projectors, screens and internet connection. Each classroom

also has direct connection to the internet for teachers’ frontal delivery of their lessons.

Genyo’s main objective is to provide rich and engaging interactive multimedia

content for the students so they can have fun while enhancing their academic

performance. With this, the researcher conducted the study to distinguish if the e-

learning program of the school really enhances the students’ achievements.

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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
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.

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 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

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
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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.

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.

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Junior High School- This refers only to the four (4) selected sections (Apitong, Dita,

Maple, and Rosewood) of the Grade Nine students of Southernside Montessori

School

Number of Attendance- This refers to the number of days the respondents attended

their Values Education class from the start of the Second Quarter Class (August

10, 2015) until the day of their post-test (September 18, 2015).

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.

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.

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 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

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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 by the local government) and enterprise-

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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

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.
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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 environment lags far

behind more industrialized countries due to a relatively lack of infrastructure,

investment, and a pedagogy applicable to many Filipinos.

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 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) 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
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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

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.

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 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.

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
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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 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.

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 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 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

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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 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
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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 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.
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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.

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.
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 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 sixty five point fifty three percent (65.53

%) or one hundred thirty five (135) of two hundred six (206) Grade Nine students of

Southernside Montessori School for the school year 2015-2016. They were purposively

chosen by the researcher since its research design was experimental method. These
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students were from the four (4) out of six (6) sections of this level. The sections

selected were the Grade Nine-Apitong and Maple for the Controlled Group and the

Grade Nine-Dita and Rosewood for the Experimental Group. The two sections such as

Grade Nine-Molave (star section) and Grade Nine-Guijo (lowest section) were not

included in the study to avoid invalidity of data.

Table 1

Respondents of the Study

GROUP SECTIONS BOYS GIRLS TOTAL

Apitong 17 17 34
67
CONTROLLED Maple 16 17 33
Dita 15 20 35
EXPERIMENTAL 68
Rosewood 15 18 33
Overall Total 63 72 135

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

number of respondents showed in Table 1 above. Sixty seven (67) students were

under the controlled group and sixty eight (68) students were under the experimental

group for a total of one hundred thirty five (135) Grade Nine students. The number of

girls (72) was greater than the number of boys (63).

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
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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

(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 director (Mrs. Rosario T. Argana) and the coordinator

of the high school department (Mrs. Carmina C. Doromal) 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.

Southernside Montessori 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 September 18, 2015, 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
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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

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.

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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 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
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 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 junior high school

students at Southernside Montessori School for the school year 2015-2016. There

were six (6) specific questions posited 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

Page25

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 Percentage

0 1 .7
20 7 5.2
25 1 .7
30 2 1.5
40 2 1.5
50 17 12.6
60 8 5.9
70 5 3.7
75 1 .7
77 1 .7
80 6 4.4
100 42 31.1
120 8 5.9
125 2 1.5
140 1 .7
150 16 11.9
160 5 3.7
200 9 6.7
250 1 .7
Total 135 100.0
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 (42 out of 135 or 31.1%) of the respondents
Page26

are given by their parents a hundred (100) pesos as their allowance in a day which can
be described as “very high”. There were seventeen (17) students who had a daily

allowance of 50 pesos, sixteen (16) having two hundred fifty (250) pesos, nine (9) with

two hundred (200) pesos, eight (8) having sixty (60) pesos, seven (7) with twenty pesos,

six (6) having eighty (80) pesos, five (5) with one hundred sixty (160) and another five

(5) with seventy (70) pesos. Less number of students had an allowance of 125, 40, and

30 pesos with two (2) students each. Those which had the least number of respondents

are the daily allowances such as 250, 140, 77, 75, and 25 pesos per day with only one

(1) student each. There was also one (1) student who is not given money as allowance.

If the number of students having a daily allowance of one hundred (100) pesos

and above will be added, there were eighty four (84) students. 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 Percentage

4 1 0.7
6 2 1.5
7 1 0.7
9 4 3.0
10 4 3.0
11 4 3.0
12 6 4.4
13 8 5.9
14 15 11.1
15 13 9.6
16 15 11.1
17 13 9.6
18 8 5.9
Page27
 Scores Frequency Percentage
19 4 3.0
20 5 3.7
21 4 3.0
22 6 4.4
23 7 5.2
24 4 3.0
25 1 0.7
27 1 0.7
28 2 1.5
29 1 0.7
30 1 0.7
32 2 1.5
36 1 0.7
37 1 0.7
38 1 0.7
Total 135 100.0
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 (15 or 11.1%) had total of 14 and 16 gadgets at home. Next to that were

totals of 15 and 17 gadgets with 13 respondents each. There were also eight students

who had 13 gadgets and another eight students with 18 gadgets. Seven (7)

respondents had 23 gadgets, six (6) having 22 and another six (6) with 12 gadgets, and
Page28

five (5) with 20 gadgets. Four (4) respondents each acquire the number of gadgets
such as 9,10,11,19 and 24, two respondents each for 6, 28, and 32, and 1 respondent

each for 4, 25 27, 29, 30, 36, 37, and 38 number of gadgets at home.

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.

Table 5

Frequency and Percentage of the Respondents’ Number of Attendance

Scores Frequency Percentage

11 1 .7
13 1 .7
14 3 2.2
15 1 .7
16 4 3.0
17 7 5.2
18 15 11.1
19 32 23.7
20 71 52.6
Total 135 100.0
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
Page29

respondents in terms of number of attendance. Majority of the respondents (71 or

52.6%) had an outstanding number of attendance having a perfect score of 20. There

were thirty two (32) students with one (1) absence, fifteen (15) having two (2) absences,

seven (7) with three (3) absences, four (4) having also four (4) absences, and three (3)

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.

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 135 0 250 99.39 48.659
Number of
135 4 38 17.19 5.913
Gadgets at Home
Number of
135 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 two

hundred fifty (250). 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
Page30
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

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 Percentage

14 6 8.8
15 2 2.9
16 1 1.5
17 4 5.9
18 7 10.3
19 4 5.9
20 2 2.9
21 6 8.8
22 6 8.8
Page31

23 4 5.9
 Scores Frequency Percentage
24 1 1.5
25 4 5.9
26 7 10.3
27 6 8.8
28 5 7.4
29 1 1.5
30 1 1.5
Total 67 100.0
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 seven (7) and

10.3% of the total respondents got the score of 26 and another seven (7) got the score

of eighteen (18). The scores of 14, 21, 22, and 27 was acquired by six (6) respondents

each score. There were five (5) respondents who got twenty eight (28) and four

respondents of each of the scores 17, 19, 23, and 25. Two respondents got 15 and

another two got twenty. (20). Then, the least number of respondents which is one (1)

acquired each of the scores of 16, 24, 29, and 30.

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
Page32

presented in the table in the next page.

 Table 8

Pre-Test Frequency Table for Experimental Group

Scores Frequency Percentage

3 1 1.5
11 1 1.5
14 1 1.5
15 2 2.9
16 4 5.9
17 4 5.9
18 2 2.9
19 6 8.8
20 2 2.9
21 8 11.8
22 4 5.9
23 8 11.8
24 6 8.8
25 5 7.4
26 4 5.9
27 4 5.9
28 1 1.5
29 2 2.9
30 2 2.9
31 1 1.5
Total 68 100.0
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 eight (8) students or 11.8% of

the respondents who got 21 and another eight (8) students who got 23. Six (6) students

acquired in each of the scores 24 and 19, five (5) students got 25, four (4) students got
Page33

each of the scores 16, 17, 22, 26, and 27, two (2) students of each scores of 15, 18, 20,
29, and 30 are acquired, and one (1) student of each of the scores 3, 11, 14, 28, and

31.

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 67 14 30 21.75 4.564
Experimental 68 3 31 21.74 4.840
Total 135

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 (30), which was lesser than the

highest score got by the experimental group which was thirty one (31).

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
Page34

great knowledge about it.

Post-Test Mean Score of the Controlled and 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)?

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 Percentage

17 2 2.9
19 1 1.5
20 1 1.5
23 5 7.4
24 1 1.5
25 1 1.5
26 3 4.4
27 1 1.5
28 3 4.4
29 7 10.3
30 8 11.8
31 6 8.8
32 7 10.3
33 5 7.4
34 8 11.8
35 3 4.4
36 3 4.4
38 2 2.9
Total 67 100.0
Mean: 29.93
Legend:
31-40 Outstanding
21-30 Very Satisfactory
11-20 Satisfactory
1-10 Fairly Satisfactory
0 Did not meet the expectation
Page35
 Table 10 illustrates the frequency and percentage distribution of the post test for

controlled group. Two scores such as 30 and 34 were got by eight (8) respondents or

11.8% each. Another two scores were acquired by seven (7) respondents each, the 29

and 32. There were five (5) respondents who 23 and another five (5) who got 33. The

scores 26, 28, 35 and 36 each were acquired by three (3) respondents. Two (2)

respondents got 17 and another two (2) got 38. The least number of respondents which

is one (1) was distributed to the scores 19, 20, 24, 25, and 27.

From these scores, a mean of 29.93 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.

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 Percentage

17 1 1.5
22 1 1.5
24 1 1.5
25 4 5.9
26 1 1.5
27 2 2.9
28 6 8.8
Page36

29 5 7.4
 Scores Frequency Percentage
30 2 2.9
31 11 16.2
32 8 11.8
33 3 4.4
34 6 8.8
35 6 8.8
36 2 2.9
37 4 5.9
38 2 2.9
39 1 1.5
40 2 2.9
Total 68 100.0
Mean: 31.49
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 (11 or 16.2%) of the respondents got the score of

31. There were two (2) respondents who got perfect score of 40. One respondent made

one mistake in the examination (39), two respondents each got the scores of 27, 30, 36,

38, and 40, four (4) obtained the scores of 25 and 37, three (3) respondents got the

score of 33,and six (6) respondents for each of the scores of 28, 34, and 35 were

obtained. The least number of respondents (1) was recorded in the scores of 17, 22,

24, 26, and 39.

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

31.49. This implies that the experimental group of respondents performed better having
Page37
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 67 17 38 29.93 4.701
Experimental 68 17 40 31.49 4.362
Total 135

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

seventeen (17). The maximum score (40) got by the experimental group was higher by

two points than the controlled group (38). The mean score of the experimental group

(31.49, sd=4.362) which was described as “outstanding” 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.
Page38
 Table 13

Post Test Mean Score of the Respondents

Std.
GROUP N Minimum Maximum Mean
Deviation
Controlled 67 17 38 29.93 4.701
Experimental 68 17 40 31.49 4.362
Total 135 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?

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 67 21.75 4.564 .01
.011 133 .989
Experimental 68 21.74 4.840 4
Total 135
Page39
 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

Post-Test Mean Score Difference Between Controlled and Experimental Group

Std. Mean Sig

GROUP N Mean t df
Deviation Difference (2-tailed)
Controlled 67 29.93 4.701 13
-1.560 -1.999 .048
Experimental 68 31.49 4.362 3
Total 135
The mean difference of -1.560 shown in the table above was obtained by

subtracting the mean score of 31.49 for the experimental group from the mean score of

29.93 for the controlled group.

Page40
 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?

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 135
Page41
 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 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.

Page42
 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.

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
Page43
 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.

Page44
 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 high school

students at Southernside Montessori 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?

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

and experimental group?

Page45
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.”

Page46
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.
Page47
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.

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.
Page48
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.

Page49
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 21st 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.
Page50
 BIBLIOGRAPHY

A. Books

Rosenberg, M. (2001). E-Learning: Strategies for Delivering Knowledge in the Digital

Age. The McGraw Hill Companies, Inc, P.O. Box 182604, Columbus, OH 43272,
USA. ISBN 0-07-136268-1, 344 pp.

B. Thesis and Dissertations

Marcial, D.E. (2012) Teaching and Learning with Technology in Higher Education
Institutions in the Philippines. Silliman University Dumaguete City, Negros
Oriental, Philippines.

Caccam, AM. Q. (2005), E-learning in the Philippines through the Use of Affordable,
High-Quality, and Custom-Designed Development Tools. Advanced Science and
Technology Institute.

Ebardo, R. A. (December 2009). The Effect of Web-Based Learning Management

System on Knowledge Acquisition of Information Technology Students at Jose
Rizal University. Computer Science Department, Jose Rizal University,
Mandaluyong City.

Shai Shalev-Shwartz (July 2007). Online Learning: Theory, Algorithms, and

Applications. Hebrew University, Jerusalem.

Rao, S.R. (2011). Global e-Learning: A Phenomenological Study. Dissertation.

Colorado State University, Fort Collins, Colorado.

Paudyal, D.R. (2006). E-learning Experiences and Sustainability: A Piloting of Distance.

M.SC. Thesis Supervision at ITC, The Netherlands. Survey Department,
Minbhawan, Kathmandu, Nepal.

Alday, R.B. and Panaligan, A.B. (August 2013). Reducing Math Anxiety of CCS
Students Through E-Learning In Analytic Geometry. College of Computer
Studies, Lyceum of the Philippines University, Batangas City.

C. Journals

Arimbuyutan, R.C., Seoksoo Kim, Jae-Gu Song, Wooyoung Soo. International Journal
of Multimedia and Ubiquitous Engineering, Vol.2, No.4 (October 2007) A Study
on e-Learning for Philippines. Department of Multimedia Engineering, Hannam
Page51

University.
Abubakar, BM. and Hassan, B.B. International Journal of Humanities and Social
Science Vol. 3 No. 1 (January 2013). Strategies for Developing an e-Learning
Curriculum for Library and Information Science (LIS) Schools in the Muslim
World: Meeting the Expectations in the Digital Age. Bayero University, Kano,
Nigeria and International Islamic University Malaysia, Kuala Lumpur, Malaysia.

Aseniero, S.J., Buena, A., Carreon, D., De Luna, J., Simangan, Ma.E., Apsay, M.R.
(SEPTEMBER 2013). E-Learning for Programming Languages On Android
Devices. International Journal of Scientific & Technology Research Volume 2,
Issue 9.

Alday, R.B. (April 2012). To Be or Not to Be: E-teaching in the Graduate School in a
Philippine Perspective. International Journal of Computer Theory and
Engineering Vol. 4, No. 2.

Dacanay, M.G. (2010). e-learning on Computer Programming 2 for DMMMSU Institute

of Computer Science. E-International Scientific Research Journal ISSN: 2094-
1749 Volume: 2 Issue: 2. Institute of Computer Science, Don Mariano Marcos
Memorial State University, Agoo, La Union, Philippines.

Bandalaria, M.D. (2007). Impact of ICTs on Open and Distance Learning in a

Developing Country Setting: The Philippine Experience. The International
Review of Research in Open and Distributed Learning (IRRODL), Vol.8, No.1.

Bandalaria, M.D. (October 2009). E-Learning in the Philippines: Trends, Directions, and
Challenges. International Journal on E-Learning Volume 8, Number 4, ISSN
1537-2456Publisher: Association for the Advancement of Computing in
Education (AACE).

D. Magazines/Newspapers

Castillo, T.M. (October 30, 2011). Investing in e-Learning Future. Philippine Daily
Inquirer.

E. Internet Websites

Ingosan, J., Espuerta, H.M., Candelario B., Osting, R. (201). Developing and Assessing
a Learning Style-Driven E-Learning System. The Asian Conference on
Education 2012. Official Conference Proceedings
www.iafor.org

Noda, T. (February 25, 2012). Philippines to Succeed in E-Learning via Effective ICT
Page52

Sector. www.googleplus.com
 Appendix A

LETTER OF REQUEST

MRS. ROSARIO T. ARGANA

Director
Southernside Montessori School

Madam:
I am Marikey M. Conde, currently enrolled in the Graduate Program of
Technological University of the Philippines Manila. At present, I am working on my
thesis entitled “e-Learning: Its Effectiveness as a Teaching Method for the Junior High
School Students of Southernside Montessori School”. In this connection may I request
that I will be allowed to conduct my study and select sections from Grade Nine High
School students to be my respondents.

I believe that the result of this study if properly conducted will yield results that
will help improve the academic performances of the students.

It is hoped that this request would be granted with favorable response. Thank
you very much. God Bless you!

Respectfully yours,

MARIKEY M. CONDE
Researcher

Approved:

MRS. ROSARIO T. ARGANA

Director, SMS
Page53
 Appendix B

PRE-TEST AND POST TEST

SOUTHERNSIDE MONTESSORI SCHOOL

Camella Homes IV, Poblacion, Muntinlupa City

LONG QUIZ #1-Second Quarter

Values Education-Grade Nine
S.Y. 2014-2015

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.
Page54

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.
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.
Page55

______ 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.
______ 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…
Page56

________________________________________________________________
 Appendix B

DATA SHEET

RESPONDENTS' TEST
PROFILE RESULTS
RN NAME
TO
G NOG DA NA PRE POST
R
1 Jan Errin M. Argana 1 1 16 100 20 18 29
2 Lance Rainier B. Barlaw 1 1 15 160 17 14 24
3 Israel F. Bombasi Jr. 1 1 16 100 19 26 32
4 Christopher B. Caribala 1 1 23 150 20 23 26
5 Dave Gabriel N. Casa 1 1 6 20 18 19 23
6 Mark Genre A. Chong 1 1 16 200 18 14 20
7 Emmanuel Chris V. Ganatuin 1 1 12 60 20 18 23
8 Joshua Edson D. Herrero 1 1 14 40 20 29 36
9 Shem Lois S. Laureta 1 1 20 120 20 21 35
10 Jose Miguel S. Mailum 1 1 19 100 19 18 30
11 Arjay S. Matias 1 1 12 120 20 27 34
12 Aynbert C. Niebres 1 1 14 50 18 17 19
13 Roel Angelo B. Obnial 1 1 16 20 20 25 35
14 Rafael C. Quezon 1 1 24 150 20 19 26
15 Philip Matthew N. Reyes 1 1 15 120 19 26 29
16 Jewlian Kobe S. Santiago 1 1 12 100 20 14 17
17 Hans Marion S. Yangson 1 1 13 150 20 23 30
18 Ashley Mae D. Batacandulo 2 1 22 150 20 27 31
19 Raven A. Bigayan 2 1 15 150 20 23 30
20 Alliya Christine T. Cruz 2 1 13 70 20 21 32
21 Erhiyel S. Delos Reyes 2 1 37 200 20 17 34
22 Hanna Grace J. Destura 2 1 10 80 19 28 32
23 Chandice Diane D. Espino 2 1 19 60 20 21 31
24 Julia Faye A. Eusebio 2 1 15 100 20 24 38
25 Trisha Gaile G. Garces 2 1 36 150 20 22 35
26 Diane T. Gonzales 2 1 18 60 20 17 28
27 Kristine Angeli L. Lagundino 2 1 14 50 19 16 29
28 CK IV E. Llaniguez 2 1 13 150 20 28 33
Page57

RN NAME RESPONDENTS' TEST

 PROFILE RESULTS
TO
G NOG DA NA PRE POST
R
29 Marinel Pearl A. Lopez 2 1 10 50 17 21 34
30 Stephanie S. Maglipon 2 1 25 160 20 26 34
31 Krista Lorraine B. Martin 2 1 19 200 19 23 30
32 Mary Krystle B. Mascariña 2 1 18 70 19 27 30
33 Samantha Louise U. Reforma 2 1 10 100 20 30 34
34 Diella Maree C. Samson 2 1 11 100 20 28 32
35 Lance Nicholas G. Corpuz 1 1 22 50 20 25 28
36 Sebastian Philip C. De Chavez 1 1 11 50 15 18 29
37 Anielle Jacob N. De Guzman 1 1 17 200 20 21 31
38 Joshua Carl V. Fajardo 1 1 14 150 20 22 33
39 Bryan Joshua D. Jimenea 1 1 21 100 19 25 36
40 Jericho D. Lobaton 1 1 30 80 16 14 23
41 Gabriel T. Natividad 1 1 15 60 20 14 17
42 Matt Daniel B. Ong 1 1 6 125 17 28 31
43 Kenji Kyle P. Oracion 1 1 14 100 20 20 27
44 Immanuel F. Pandes 1 1 17 100 20 27 36
45 Brix C. Panganiban 1 1 17 200 19 15 29
46 Christian Jade F. Pascual 1 1 17 120 20 22 34
47 Maverick L. Terrado 1 1 20 100 20 26 30
48 Alain Joshua T. Trinidad 1 1 22 200 19 22 38
49 Patrick Daniel L. Vergara 1 1 17 50 20 19 30
50 Jan Kernell D. Villamater 1 1 22 50 20 26 33
51 Queenie Gem R. Alamar 2 1 32 200 20 18 29
52 Jeserey R. Alambro 2 1 16 20 20 18 33
53 Chanelle Stephanie R. Alay-ay 2 1 14 70 20 21 28
54 Alyssa D. Andres 2 1 14 100 16 19 30
55 Dannielle M. Angeles 2 1 17 100 19 25 32
56 Nathalie Monique P. Argana 2 1 15 150 17 26 31
57 Mary Ann V. Datuin 2 1 18 50 20 17 29
58 Aliyah Shane P. Dela Cruz 2 1 21 100 18 15 26
59 Allysa Mari D. Eustaquio 2 1 15 100 20 28 34
RN NAME RESPONDENTS' TEST
Page58

PROFILE RESULTS
 TO
G NOG DA NA PRE POST
R
60 Alexandra Marie L. Exconde 2 1 21 100 20 27 31
61 Angelie Che R. Gutierrez 2 1 15 100 20 18 23
62 Irene P. Ines 2 1 17 30 20 22 32
63 Alexandra A. Paulo 2 1 11 100 20 22 32
64 Ruth Eliza A. Rabara 2 1 12 120 18 14 23
65 Hannah Patricia T. Salita 2 1 13 100 20 20 25
66 Kirsten Zell E. Tan 2 1 16 50 18 26 33
67 Khristine L. Villanueva 2 1 14 100 20 27 34
68 Wilhelm John E. Aldeguer 1 2 20 160 19 3 25
69 Thomas Steven G. Aporongao 1 2 13 100 20 22 26
70 Denver T. Camacho 1 2 9 60 19 25 35
71 Ferdinand S. Campos 1 2 24 100 18 21 28
72 Jesseraelito M. Caraos 1 2 13 140 20 23 31
73 Dominic Isaiah P. Cuaping 1 2 13 150 14 24 25
74 Jay Clement C. De Paz 1 2 17 60 20 15 22
75 Mike Joseff S. Diaz 1 2 16 100 19 25 32
76 Yvan Rafaele D. Dungan 1 2 29 20 20 17 31
77 Johannes T. Gonda 1 2 13 80 11 23 36
78 Justine P. Mejilla 1 2 23 200 19 22 28
79 Wilhelm Aljo D. Padua 1 2 16 80 17 19 32
80 Allen Paul P. Profugo 1 2 14 100 19 19 27
81 Dennis Orlando D. Sangalang 1 2 11 160 20 24 37
82 Shem S. Virtudazo 1 2 20 120 16 15 37
83 Ericka Nicole B. Abay 2 2 16 100 20 27 31
84 Ma. Allison Mae H. Bacarra 2 2 18 50 20 25 31
85 Khim quenvy L. Begosa 2 2 21 100 18 29 39
86 Bianca Mari V. Bunyi 2 2 15 100 19 21 32
87 Dennise Jyrona F. Caabay 2 2 14 50 20 18 31
88 Katlyn Monica S. Campos 2 2 24 100 18 23 33
89 Kaye Reubenne M. Carranceja 2 2 38 100 19 22 28
90 Ma. Dannica M. Celis 2 2 18 50 20 19 32
RN NAME RESPONDENTS' TEST
PROFILE RESULTS
Page59
 TO
G NOG DA NA PRE POST
R
91 Melea Jane C. Cruz 2 2 19 20 18 11 17
92 Marygold Ashley M. Dingle 2 2 17 100 19 27 35
93 Sophia Denise D. Felix 2 2 18 100 20 26 29
94 Jhemeryl U. Hernandez 2 2 24 150 17 24 29
95 Rhea Pamela R. Jaramillo 2 2 15 50 18 26 29
96 Benicia C. Munsayac 2 2 14 40 20 21 33
97 Kyla Izabelle A. Narvaja 2 2 20 100 20 23 35
98 Kate Charlotte T. Navarro 2 2 17 50 20 22 24
99 Justeen Ira B. Nicolas 2 2 22 60 14 27 32
10
Feliz Gracielle M. Paran 2 2 28 70 20 26 32
0
10
Jaedine Moira S. Tan 2 2 23 60 19 23 28
1
10
Keziah Anne N. Villar 2 2 14 80 20 30 38
2
10
Jomil E. Almandres 1 2 23 120 20 30 37
3
10
Norico Angelicom I. Almiñe 1 2 7 70 18 19 34
4
10
Miguel Carlos R. Austria 1 2 14 100 20 24 35
5
10
Noel Keone Babayen-on 1 2 4 200 20 29 38
6
10
Vince Howell P. Bagano 1 2 15 160 20 21 29
7
10
Kent Aron S. Celis 1 2 9 100 20 19 28
8
10
Jan Philip M. Enriquez 1 2 9 100 13 16 31
9
11
Victor III S. Fadul 1 2 15 25 20 18 30
0
11
Lois Anjelo C. Felix 1 2 16 100 20 27 31
1
11
Kerby Bryan N. Gonzaga 1 2 23 125 18 14 27
2
11
Sebastiane Gabriel D. Mendoza 1 2 17 100 16 26 34
3
11
Page60

Christian Sebhastian G. Ramos 1 2 16 150 20 21 29

4
11
Lothrell Joseph D. Sarmiento Jr. 1 2 27 75 19 17 34
5
11
Vossiric Trinidad 1 2 16 100 19 19 31
6
11
Joren Von R. Valencia 1 2 18 150 19 16 30
7
11
Mariel Jasmine D. Bacarra 2 2 10 50 19 23 31
8
11
Trixel Ann C. Balde 2 2 28 20 20 17 32
9
12
Chynna B. Cailles 2 2 16 100 14 21 31
0
12
Ashley Pamela S. Cirunay 2 2 18 150 18 31 40
1
RESPONDENTS' TEST
PROFILE RESULTS
RN NAME
TO
G NOG DA NA PRE POST
R
12
Leri Alexandra S. Clemente 2 2 12 120 19 24 28
2
12
Allysa Gwen G. Doromal 2 2 22 100 19 16 25
3
12
Xara Glyza B. Magadia 2 2 12 150 17 21 37
4
12
Pamela M. Medina 2 2 14 20 20 24 33
5
12
Jeiel Shane B. Montero 2 2 17 0 19 20 32
6
12
Marian C. Mostrales 2 2 23 77 20 17 25
7
12
Trisha Rosette B. Ocampo 2 2 14 30 18 16 36
8
12
Stephanie Kyle G. Pagsuyuin 2 2 16 150 19 23 35
9
13
Melvica Mae O. Paliza 2 2 16 50 19 21 31
0
13
Anthonette S. Pariña 2 2 17 100 19 20 34
1
13
Nicole A. Pe Benito 2 2 15 50 19 25 34
2
13
Bernadette Claire L. Sangalang 2 2 23 250 20 25 34
3
Page61

13 M. Teresia Joy P. Viray 2 2 9 80 20 23 35

 4
13
2 2 32 100 19 28 40
5 Ann Lusyl Ysabel J. Espinosa

LEGEND

RN Respondents’ Number
G Gender (1-Male, 2-Female)
TOR Type of Respondents (1-Controlled, 2-Experimental)
NOG Number of Gadgets
DA Daily Allowance
NA Number of Attendance
PRE Pre-Test
POST Post Test

Appendix D

SPSS RESULTS

Frequency Tables

NGADGETS
Frequency Percent Valid Percent Cumulative
Percent
Valid 4 1 .7 .7 .7
6 2 1.5 1.5 2.2
7 1 .7 .7 3.0
9 4 3.0 3.0 5.9
10 4 3.0 3.0 8.9
Page62

11 4 3.0 3.0 11.9

 12 6 4.4 4.4 16.3
13 8 5.9 5.9 22.2
14 15 11.1 11.1 33.3
15 13 9.6 9.6 43.0
16 15 11.1 11.1 54.1
17 13 9.6 9.6 63.7
18 8 5.9 5.9 69.6
19 4 3.0 3.0 72.6
20 5 3.7 3.7 76.3
21 4 3.0 3.0 79.3
22 6 4.4 4.4 83.7
23 7 5.2 5.2 88.9
24 4 3.0 3.0 91.9
25 1 .7 .7 92.6
27 1 .7 .7 93.3
28 2 1.5 1.5 94.8
29 1 .7 .7 95.6
30 1 .7 .7 96.3
32 2 1.5 1.5 97.8
36 1 .7 .7 98.5
37 1 .7 .7 99.3
38 1 .7 .7 100.0
Total 135 100.0 100.0

DALLOWANCE
Frequency Percent Valid Percent Cumulative
Percent
Valid 0 1 .7 .7 .7
20 7 5.2 5.2 5.9
25 1 .7 .7 6.7
30 2 1.5 1.5 8.1
40 2 1.5 1.5 9.6
50 17 12.6 12.6 22.2
60 8 5.9 5.9 28.1
70 5 3.7 3.7 31.9
75 1 .7 .7 32.6
77 1 .7 .7 33.3
80 6 4.4 4.4 37.8
Page63
 100 42 31.1 31.1 68.9
120 8 5.9 5.9 74.8
125 2 1.5 1.5 76.3
140 1 .7 .7 77.0
150 16 11.9 11.9 88.9
160 5 3.7 3.7 92.6
200 9 6.7 6.7 99.3
250 1 .7 .7 100.0
Total 135 100.0 100.0

NATTENDANCE
Frequency Percent Valid Cumulative
Percent Percent
11 1 .7 .7 .7
13 1 .7 .7 1.5
14 3 2.2 2.2 3.7
15 1 .7 .7 4.4
16 4 3.0 3.0 7.4
Valid
17 7 5.2 5.2 12.6
18 15 11.1 11.1 23.7
19 32 23.7 23.7 47.4
20 71 52.6 52.6 100.0
Total 135 100.0 100.0

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
DALLOWANCE 135 0 250 99.39 48.659
NGADGETS 135 4 38 17.19 5.913
NATTENDANCE 135 11 20 18.98 1.595

Valid N (listwise) 135

PRECONTROLLED
Cumulative
Frequency Percent Valid Percent
Percent
Valid 14 6 8.8 9.0 9.0
Page64

15 2 2.9 3.0 11.9

 16 1 1.5 1.5 13.4
17 4 5.9 6.0 19.4
18 7 10.3 10.4 29.9
19 4 5.9 6.0 35.8
20 2 2.9 3.0 38.8
21 6 8.8 9.0 47.8
22 6 8.8 9.0 56.7
23 4 5.9 6.0 62.7
24 1 1.5 1.5 64.2
25 4 5.9 6.0 70.1
26 7 10.3 10.4 80.6
27 6 8.8 9.0 89.6
28 5 7.4 7.5 97.0
29 1 1.5 1.5 98.5
30 1 1.5 1.5 100.0
Total 67 98.5 100.0

Descriptive Statistics
Std.
N Minimum Maximum Mean
Deviation
PRECONTROLLED 67 14 30 21.75 4.564
PREEXPERIMENTA
68 3 31 21.74 4.840
L
Valid N (listwise) 67
PREEXPERIMENTAL
Cumulative
Frequency Percent Valid Percent
Percent
Valid 3 1 1.5 1.5 1.5

11 1 1.5 1.5 2.9

14 1 1.5 1.5 4.4

15 2 2.9 2.9 7.4

16 4 5.9 5.9 13.2

17 4 5.9 5.9 19.1
Page65
 18 2 2.9 2.9 22.1

19 6 8.8 8.8 30.9

20 2 2.9 2.9 33.8

21 8 11.8 11.8 45.6

22 4 5.9 5.9 51.5

23 8 11.8 11.8 63.2

24 6 8.8 8.8 72.1

25 5 7.4 7.4 79.4

26 4 5.9 5.9 85.3

27 4 5.9 5.9 91.2

28 1 1.5 1.5 92.6

29 2 2.9 2.9 95.6

30 2 2.9 2.9 98.5

31 1 1.5 1.5 100.0

Total 68 100.0 100.0

POSTCONTROLLED
Percen Cumulative
Frequency Valid Percent
t Percent
Valid 17 2 2.9 3.0 3.0

19 1 1.5 1.5 4.5

20 1 1.5 1.5 6.0

23 5 7.4 7.5 13.4
Page66
 24 1 1.5 1.5 14.9

25 1 1.5 1.5 16.4

26 3 4.4 4.5 20.9

27 1 1.5 1.5 22.4

28 3 4.4 4.5 26.9

29 7 10.3 10.4 37.3

30 8 11.8 11.9 49.3

31 6 8.8 9.0 58.2

32 7 10.3 10.4 68.7

33 5 7.4 7.5 76.1

34 8 11.8 11.9 88.1

35 3 4.4 4.5 92.5

36 3 4.4 4.5 97.0

38 2 2.9 3.0 100.0

Total 67 100 100.0

POSTEXPERIMENTAL
Valid Cumulative
Frequency Percent
Percent Percent
Valid 17 1 1.5 1.5 1.5

22 1 1.5 1.5 2.9

24 1 1.5 1.5 4.4

25 4 5.9 5.9 10.3

26 1 1.5 1.5 11.8
Page67
 27 2 2.9 2.9 14.7

28 6 8.8 8.8 23.5

29 5 7.4 7.4 30.9

30 2 2.9 2.9 33.8

31 11 16.2 16.2 50.0

32 8 11.8 11.8 61.8

33 3 4.4 4.4 66.2

34 6 8.8 8.8 75.0

35 6 8.8 8.8 83.8

36 2 2.9 2.9 86.8

37 4 5.9 5.9 92.6

38 2 2.9 2.9 95.6

39 1 1.5 1.5 97.1

40 2 2.9 2.9 100.0

Total 68 100.0 100.0

POSTTEST
Frequency Percent Valid Percent Cumulative
Percent
Valid 17 3 2.2 2.2 2.2
Page68

19 1 .7 .7 3.0
 20 1 .7 .7 3.7
22 1 .7 .7 4.4
23 5 3.7 3.7 8.1
24 2 1.5 1.5 9.6
25 5 3.7 3.7 13.3
26 4 3.0 3.0 16.3
27 3 2.2 2.2 18.5
28 9 6.7 6.7 25.2
29 12 8.9 8.9 34.1
30 10 7.4 7.4 41.5
31 17 12.6 12.6 54.1
32 15 11.1 11.1 65.2
33 8 5.9 5.9 71.1
34 14 10.4 10.4 81.5
35 9 6.7 6.7 88.1
36 5 3.7 3.7 91.9
37 4 3.0 3.0 94.8
38 4 3.0 3.0 97.8
39 1 .7 .7 98.5
40 2 1.5 1.5 100.0
Total 135 100.0 100.0

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

PRETEST 135 3 31 21.74 4.687

POSTTEST 135 17 40 30.71 4.584
Valid N 135
(listwise)
Correlations

NGADGETS POSTTEST

NGADGET Pearson Correlation 1 .025

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 Sig. (2-tailed) .770
S
N 135 135

.025 1
Pearson Correlation
POSTTES .770
T Sig. (2-tailed)

N 135 135

POSTTEST DALLOWANCE

1 .081
Pearson Correlation

POSTTEST Sig. (2-tailed) .348

N 135 135

.081 1
Pearson Correlation
DALLOWANC .348
E Sig. (2-tailed)

N 135 135

POSTTEST NATTENDANCE
1 .019
Pearson Correlation
POSTTEST
Sig. (2-tailed) .831
N 135 135
.019 1
Pearson Correlation
NATTENDANCE
Sig. (2-tailed) .831
N 135 135

T-Test
Group Statistics
RTYPE N Mean Std. Deviation Std. Error Mean

PRETEST 1 67 21.75 4.564 .558

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 2 68 21.74 4.840 .587

Independent Samples Test

Levene's Test for t-test for Equality of
Equality of Means
Variances
F Sig. t df

Equal variances .140 .709 .014 133

PRE assumed
TEST Equal variances not .014 132.747
assumed

Independent Samples Test

t-test for Equality of Means
Sig. (2- Mean Std. 95% 95%
tailed) Differ Error Confidence Confidence
ence Differen Interval of Interval of
ce the the
Difference Difference
Lower Upper
Equal variances .989 .011 .810 -1.591 1.613
PRE assumed
TEST Equal variances not .989 .011 .810 -1.590 1.612
assumed

Group Statistics
RTYPE N Mean Std. Deviation Std. Error Mean

1 67 29.93 4.701 .574

POSTTEST
2 68 31.49 4.362 .529

Independent Samples Test

Levene's Test for Equality t-test for Equality

of Variances of Means
F Sig. t df
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 Equal variances .189 .664 -1.999 133
POST assumed
TEST Equal variances not -1.998 131.942
assumed
Independent Samples Test
t-test for Equality of Means
Sig. (2- Mean Std. 95% 95%
tailed) Differe Error Confidence Confidence
nce Differ Interval of Interval of
ence the the
Difference Difference
Lower Upper
Equal variances .048 -1.560 .780 -.016 -.016
POST assumed
TEST Equal variances not .048 -1.560 .781 -.015 -.015
assumed

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 Appendix E

CURRICULUM VITAE

Marikey M. Conde
Camp Sampaguita, NBP Reservation,
Poblacion, Muntinlupa City
[email protected]
09088796404

Personal Data:

Birthdate: April 26, 1984

Birthplace: Badoc, Ilocos Norte
Gender: Female
Status: Married
Spouse Name: John Jefferson B. Conde
Children’s Name: Khyna M. Conde
Kaizen M. Conde
Religion: Born Again Christian
Father’s Name: Leopoldo G. Mater
Mother’s Name: Virginia D. Mater

Educational Background:

Doctor of Education in Industrial Education Management (Ed.D.-IEM)

Technological University of the Philippines
Ayala Blvd., Ermita, Manila
June 2015-Present

Master of Arts in Education (MAED)

Major in Educational Management
Pamantasan ng Lungsod ng Muntinlupa
Type C, NBP Reservation, Poblacion, Muntinlupa City
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Thesis Title: Computer Games, Academic Performance and the Observable Behaviors
of High School Students in Southernside Montessori School
June 2011-May 2013

Bachelor of Science in Industrial Education

Major in Computer Education
Technological University of the Philippines
Taft Avenue, Ermita, Manila
June 2002- March 2006
-Cum Laude
-AY Discipline Awardee
-Most Outstanding Student Teacher Demonstrator

Secondary Education
Muntinlupa National High School
Type C, NBP Reservation, Poblacion, Muntinlupa City
June 1998- March 2002
-Natatanging Mag-aaral ng Taong 2002
-Model Student of the Year 2002

Elementary Education
Itaas Elementary School
Type C, NBP Reservation, Poblacion, Muntinlupa City
June 1992- March 1998
-Third Honorable Mention

Employment Background:

Computer and Values Education Teacher (High School)

Southernside Montessori School
Camella Homes IV, Poblacion, Muntinlupa City
June 2008- Present
Loyalty Awardee (for serving the school for five consecutive years)-2013
Genyo Teacher of the Quarter (2nd Quarter-S.Y. 2013-2014)

Computer Teacher (Elementary)

Harrell Horne Integrated School
Molino V, Bacoor Cavite
June 2006-April 2008

Seminars and Training’s Attended:

Genyo e-Learning Training for Education (eLITE)

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Southernside Montessori School,

Camella Homes IV, Poblacion, Muntinlupa City
May 19-21, 2014

New Approaches for Effective Teaching and Learning

Phoenix Publishing House, Inc. Center for Professional Development
OLOPH Building, 937 Quezon Avenue, Quezon City
May 23-24, 2014

Daily Vacation Bible School 2014

Theme: Extreme Faith
Youth Teacher
Southville 3, Poblacion, Muntinlupa City
May 5-9, 2014

Bukangliwayway Baptist Church Youth Retreat

Small Group Leader and Facilitator
Starlake Resort, San Pablo, Laguna
May 29-31, 2014

Genyo e-Learning Training for Education (eLITE)

Southernside Montessori School,
Camella Homes IV, Poblacion, Muntinlupa City
June 3-7, 2013
Genyo Integration in the Classroom
Southernside Montessori School,
Camella Homes IV, Poblacion, Muntinlupa City
June 3-7, 2013

“How to Use Microstat?”

College of Information Technology and Computer Studies
Pamantasan ng Lungsod ng Muntinlupa
February 9, 2013

Formative Assessment with Test Construction

Phoenix Publishing House, Inc. Center for Professional Development
OLOPH Building, 937 Quezon Avenue, Quezon City
June 1-2, 2012

Genyo e-Learning Training for Education (eLITE)

Southernside Montessori School,
Camella Homes IV, Poblacion, Muntinlupa City
May 2012
Genyo Integration in the Classroom
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Southernside Montessori School,

Camella Homes IV, Poblacion, Muntinlupa City
May 2012

“The Unlimiting God” Camp 2011

Tierra De Oro Resort, San Pablo, Laguna
April 25-30, 2011

Understanding and Planning for the 2010 Secondary Education Curriculum

Phoenix Publishing House, Inc., Center for Professional Development
ARDEV Building, 22 General Lim st. Quezon City
May 5-6, 2011

Experiencing ICT- Web Development Javascript, Adobe Flash 8, Adobe

Photoshop
San Roque Catholic School, Mendiola St., Alabang Muntinlupa City
May 26-June 1, 2010

“Heirs of the King” Camp 2009- Speaker

Tierra De Oro Resort, San Pablo, Laguna
April 20-25, 2009

Experiencing ICT- Applications Programming I Using Visual Basic, HTML and

Javascript
Southernside Montessori School,
Camella Homes IV, Poblacion, Muntinlupa City
May 26- June 2, 2009

Exp. ICT- Adobe Photoshop, Macromedia Flash

and Dreamweaver MX
Southernside Montessori School,
Camella Homes IV, Poblacion, Muntinlupa City
May 28-29, 2009

Exp- ICT- Web Dev 3, Dreanweaver MX, Installation of Kids Software, Web
Development 2, Javascript
Southernside Montessori School,
Camella Homes IV, Poblacion, Muntinlupa City
May 23- 28, 2008

“God’s Friend” Camp 2008- Camp Staff

Star Lake Resort San Buenaventura, San Pablo City, Laguna
April 28- May 3, 2008
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Encounter God Retreat
Harell Horne Integrated School,
Bahayang Pag-asa Subd, Molino 5, Bacoor Cavite
August 11-12, 2006

1st – TUP Manila Student Parliament-“Stand up, Heal and Build the Nation”
Poveda House of Prayer, Tagaytay City
January 23-25, 2005
Development of Teaching Competencies
CIE Multimedia Center,
Technological University of the Philippines Manila
Nov 10-18, 2005

“Purpose Driven Life”

Lucanin, Mariveles Bataan
April 25-30, 2005

College-Y Club Management Training

Oblates of Mary Immaculate Retreat Center, Mayapa I,
Commonwealth, Quezon City
August 21- 22, 2004

“Called…Challenged…Live…!” Camp 2004- Speaker

Bamboo House II, Puerto Galera, Oriental Mindoro
May 3-8, 2004

Seminars on Microprocessor
ALPAP II Bldg. Madrigal Business Park, Ayala Alabang, Muntinlupa City
September 4, 2004

Leadership Seminar
“Development Leadership – Hope for the Future”
Mt. Zion Retreat Center, Bagac , Bataan
March 1-3, 2004

The 2004 University Student Government Lecture Series

IRTC Building,
Technological University of the Philippines Manila
November 11, 2004

Sensitivity Training Program for PGMA Scholars

Villa Julia Seminar and Retreat House,
By- Pass Silang, Cavite
Page77

November 20-21, 2003

LCSBC Youth Music Camp
Luzon Baptist Camp, Lucanin, Mariveles, Bataan
October 21- 26, 2002

SNAP 100 Computer Literacy Program

PSTC Alabang, 88GNT Compound, National Road,
Poblacion, Muntinlupa City
Nov 10, 2001-January 27, 2002

MRP Leadership Seminar and Workshop

Muntinlupa National High School,
Type C, NBP Reservation, Poblacion, Muntinlupa City
March 31, 2001

Program of Excellence in Mathematics for Talented Students

Muntinlupa National High School,
Type C, NBP Reservation, Poblacion, Muntinlupa City
October 27- December 8, 2001

Curriculum in Drug Abuse Resistance Education (DARE)

Itaas Elementary School
Type C, NBP Reservation, Poblacion, Muntinlupa City
March 19, 1997

Eligibilities:

Licensure Examination for Teachers (LET)

License #: 1022696

Civil Service Eligibility

Certificate of Eligibility #: 10130406

_________________________
MARIKEY M. CONDE, MA.Ed.
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