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GEE 3 Sample Research Group 7

1. The study compared the learning performance of 3rd year education students between online and face-to-face instructions. 2. It found that students performed at a very high level with online learning and at a high level with face-to-face, with no difference between sexes. 3. However, there was a significant difference found between the two methods, with online instruction being more beneficial for learning performance.

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Mary Misty Rose Pediangco
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41 views

GEE 3 Sample Research Group 7

1. The study compared the learning performance of 3rd year education students between online and face-to-face instructions. 2. It found that students performed at a very high level with online learning and at a high level with face-to-face, with no difference between sexes. 3. However, there was a significant difference found between the two methods, with online instruction being more beneficial for learning performance.

Uploaded by

Mary Misty Rose Pediangco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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UNIVERSITY OF ANTIQUE

COLLEGE OF TEACHER EDUCATION


Sibalom, Antique

Mary Misty Rose O. Pediangco


John Paulo E. Nabua
Reysa S. Padulla
Antonio Otico
Donnalyn Melocotones
BSED 3-C
Learning Performance

Between Online and

Face-to-Face

Instructions of

Education Students of

UA Main Campus
Rationale of the Study
The study aimed to differentiate the levels of learning

performance between online learning and classroom instuctions

of the 3rd Year students of BSED Filipino major of UA Main

Campus in the S.Y. 2021-2022.


The study also discovered which learning/teaching will the

students can benefit more.


The result of this study will be a guideline of information not

only to students but also the teachers for them to learn and

teach effectively.
Methods

Design: Quantitative design using Comparative method or

quasi-experimental approaches.
Respondents: 40 college students of BSED Filipino major

of UA Main Campus (S.Y. 2021-2022).


Instrument: Face-to-Face Interview
Data Analysis: The Mean and Standard Deviation were used

for the descriptive and correlational analysis.


Ethical Consideration: Informed consent was obtained, data

gathered was secured and responses was treated with the


utmost confidentiality.
Results and Discussion
1. Level of Learning Performance via Online Instruction: There is a

very high level of performance of students via Online

Instructions, regardless to sex.


2. Level of Learning Performance via Classroom Instruction: There

is a high level of performance of students via Classroom

Instructions, also regardless to sex.


3. Relationship between Online Instruction and Classroom

Instruction: Study shows that there is a significant differences

between Online Instruction and Classroom Instruction


Conclusion
The learning performance of 3rd year BSED Filipino majors

through Online Instructions is more beneficial to them than

classroom instruction.
High levels of student performance is a result of

technological development and the flexibility offered by

online learning.
The students demonstrated greater independence,

initiative, and responsibility for their education in online

learning.
Recommendation
The School Administrators: They may use this guidelines to
recommend that study be done on how to enhance this

learning process and that online learning be incorporated in

all educational institutions.


The Teachers: they may create or provide mix learning tools

for better engagement with their students online. And also

provide ongoing feedbacks.


Recommendation
The Students: may used this guidelines to enhance their

digital skills, and be actively engaged in learning through

online instruction. Online instruction can also be their

baseline to better engaged also in classroom instruction.


The Furure Researcher: They may used this guideline to see

the comparison between Online and Classroom Instruction


of students even in different courses. This study will only

provide guides because we still don't know how far this

learning settlement will last.


Impact of the study
The findings from this study notably suggested that there is

a need to enhance the students' learning performance in

online instruction and especially develop their performance

in classroom instruction.
Thus, the school adminstrators and teachers will find ways

to improve teaching strategies for the betterment of

student's learning performances in both online and

classroom instructions.
Original Value of the Paper
The findings of this study may contributed to the awareness of learners and

teachers to find a way to have a better engagement for the learning to be

effective.
Furthermore, the findings of this study is to served as guidelines to the

betterment of school adminstrators, teachers, and especially to students.

Since the student is responsible for interacting with the course rather

than just showing up to class on a scheduled day and time, online courses

help students learn better time management skills. As a result, students

improve their time management abilities in addition to learning new

information from their education.


Reference Cited
Larson, D. K., & Sung, C-H. Comparing student performance: Online versus

blended versus faceto-face. Journal of Asynchronous Learning Networks

13(1): 31–42 (2009). http://sloanconsortium.org/publications/jaln_main


Ary, E. J., and Brune, C. W. (2011). A comparison of student learning

outcomes in traditional and online personal finance courses. MERLOT J.

Online Learn. Teach. 7, 465–474.


Atchley, W., Wingenbach, G., and Akers, C. (2013). Comparison of course

completion and student performance through online and traditional courses.

Int. Rev. Res. Open Dist. Learn. 14, 104–116. doi:

10.19173/irrodl.v14i4.1461
Reference Cited
Dell, C. A., Low, C., and Wilker, J. F. (2010). Comparing student

achievement in online and face-to-face class formats. J. Online Learn. Teach.

Long Beach 6, 30–42.


Larson, D.K., and Sung, C. (2009). Comparing student performance: online

versus blended versus face-to-face. J. Asynchr. Learn. Netw. 13, 31–42. doi:

10.24059/olj.v13i1.1675
Liu, Y. (2005). Effects of online instruction vs. traditional instruction on

student's learning. Int. J. Instruct. Technol. Dist. Learn. 2, 57–64.

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