THE IMPACT OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE OF

GRADE 10 STUDENTS IN ROGATIONIST COLLEGE SY 2022 – 2023

Research work being submitted to:

Genevie M. Flores
In Partial Fulfillment of the Requirements for the Subject
Basic Research

Barrion, Dominico Zakariya

Cadorna, Cesan Liana

Penus, Antonio Sebastian

San Jose, Nichollai Cassie

Sangalang, Atasha Raine

Talledo, Gell Myrik

Rogationist College

June 2023
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND:

This chapter discusses the influence that online has on the academic

performance of Grade 10 students to maximize its benefits and minimize its drawbacks.

INTRODUCTION:

The COVID-19 pandemic has significantly affected education systems worldwide,

resulting in the closure of schools and the implementation of distance learning

programs. Educational institutions in the Philippines were not spared from this

disruption, as they were forced to shift from traditional classroom-based learning to

online learning to ensure continuity of education amidst the pandemic. This shift

towards virtual learning has brought about a new era of education, where students and

educators alike are forced to adapt to new technologies, pedagogies, and learning

methodologies.

Online learning has been gaining traction in recent years, but the pandemic has

accelerated its implementation on a massive scale. It has become a prominent mode of

education delivery that offers many benefits, such as flexibility, accessibility, and

convenience. With online learning, students can learn at their own pace, and the

geographical barrier is no longer a hindrance to education. However, online learning

also poses challenges that need to be addressed, such as technical difficulties, lack of

face-to-face interaction, limited access to resources, and reduced social interaction.

1
 Rogationist College is one of the educational institutions in the Philippines that

has adapted to the new normal by shifting to online learning. As an institution that

provides quality education, it is crucial to assess the impact of online learning on

students' academic performance. Specifically, this study will focus on Grade 10

students, who are in their senior high school year and are preparing for college. This

study will investigate how online learning has affected the academic performance of

these students and identify the factors that contribute to their success or failure in this

new learning environment.

The academic performance of students is a critical indicator of the quality of

education provided by an institution. Therefore, this study will examine the academic

performance of Grade 10 students at Rogationist College before and after the shift to

online learning. This will provide insights into the effectiveness of online learning as an

alternative mode of education delivery. Additionally, this study will identify the factors

that affect the academic performance of Grade 10 students in online learning. This will

enable educators to understand the challenges that students face in this new learning

environment and address them accordingly.

Furthermore, this study will compare the academic performance of Grade 10

students in online learning to their performance in traditional classroom-based learning.

This will enable educators to understand the differences between the two modes of

education delivery and identify the strengths and weaknesses of each. By doing so,

they can make informed decisions about the best approach to deliver quality education

to their students.

2
 In conclusion, this study aims to examine the impact of online learning on the

academic performance of Grade 10 students at Rogationist College in SY 2022-2023.

By investigating the academic performance of these students and identifying the factors

that affect their success or failure in online learning, this study will provide valuable

insights into the effectiveness of this new mode of education delivery. The findings of

this study will enable educators to understand the challenges and opportunities of online

learning and improve the quality of virtual education delivery.

STATEMENT OF THE PROBLEM:

Specifically, this research seeks to answer the following:

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

1.1: gender?

1.2: estimated number of hours spent per week using a computer

1.2.1: for educational purposes?

1.2.2: online exploring the internet (gaming, social networking, etc.)?

2. What are the impressions of the respondent’s online classes in terms of:

2.1: accessibility?

2.2: flexibility?

2.3: enhanced time management skills?

2.4: new technical skills?

3. What is the impact of online learning to the academic performance?

3
 3.1: regular studying

3.2: self – motivation

3.3: punctuality and regular attendance

3.4: hard work and interest of the subject

FRAMEWORK OF THE STUDY:

The conceptual framework that was used in the study is the Input-Process-

Output Model as shown in figure 1. In the IPO model, a process is viewed as a series of

boxes (processing elements) connected by inputs and outputs. Information or material

objects flow through a series of tasks or activities based on a set of rules or decision

points. Flow charts and process diagrams are often used to represent the process

(Harris, Taylor, 1997). What goes in is the input; what causes the change is the

process; and what comes out is the output (Armstrong, 2001). The IPO model provided

the general structure and guide for the direction of the study. Substituting the variables

of this study on the IPO model, the researchers came up with the following model.

INPUT:
1. What is the demographic profile
of respondents in terms of:
1.1: gender?
1.2: estimated number of hours spent
per week using a computer:
1.2.1: for educational purposes?
PROCESS: OUTPUT:
1.2.2: online exploring the internet
(gaming, social networking, etc.)?
2. What are the impressions of the The Impact of Online
respondents in terms of: - Questionnaire (will
2.1: accessibility? Learning to the
be distributed to target
2.2: flexibility? Academic
respondents) 4
2.3: enhanced time management Performance of Grade
skills? - Data Gathering
2.4: new technical skills? 10 Students in
3. What is the impact of online - Analysis / Rogationist College
learning to the academic Interpretation
 Figure 1.1 Framework of the Study

SIGNIFICANCE OF THE STUDY:

This study will be significant to the following:

Students. Students can learn more about how online learning benefit their academic

performance from this research.

Parents. The parents of the students would gain knowledge about the impact of online

learning on their children's academic performance.

Teachers. Because of this research, teachers will be able to assist students who

struggle with their academic performance (learning difficulties or disabilities,

underachievement, lack of attention from teachers, and bullying).

Future Researchers. This will be of great assistance to future researchers because it

can serve as a reference for their initial research.

SCOPE AND DELIMITATION:

The primary focus of this study will be to identify and discuss the beneficial

impact of online learning to the academic performance of students. It will focus on the

advantages of online learning as identified in the research of Gautam (2020), Drexel

University, School of Education and Northeastern Education (2019) which are

accessibility, flexibility, enhanced time management skills and new technical skills.

5
 In relation to academic performance, the researchers used Abaidoo’s (2018)

factors of academic performance namely regular studying, self-motivation, punctuality

and regular attendance and hard work and interest in the subject.

It will not discuss other factors which might influence the mode of learning of the

students like academic grades/rating, teachers and school environment.

DEFINITION OF TERMS:

To comprehend the study better, the following terms are defined.

Academic Performance. This is the measurement of student achievement across

various academic subjects. Teachers and education officials typically measure

achievement using classroom performance, graduation rates, and results from

standardized tests.

Accessibility. Accessibility is the practice of making information, activities, and/or

environments sensible, meaningful, and usable for as many people as possible.

Flexibility. In this research, flexibility is used figuratively, meaning to change easily in

response to situations.

Hard Work. Hard work generally involves physical, mental or emotional effort, high

levels of focus and purpose. The definition of being hard working is something or

someone that is diligent in laboring and that puts effort into doing and completing tasks.

Interest of the Subject. This refers to the students' engagement and enthusiasm for a

specific subject.

6
Online Learning. This refers to instruction that is delivered electronically through

various multimedia and Internet platforms and applications. It is used interchangeably

with other terms such as web-based learning, e-learning, computer-assisted instruction,

and Internet-based learning.

Regular Studying. Studying is not just important for educational development, but also

builds personal skills. Having good study skills can improve your confidence,

competence, and self-esteem. As well as helps reduce stress and anxiety around

deadlines and exams

Self – Motivation. Self-motivation is the force that keeps pushing us to go on. It's our

internal drive to achieve, produce, develop, and keep moving forward.

Punctuality. Punctuality at school is essential for students to achieve their full

educational potential. It is also vital for students to form good habits for later life.

Technical Skills. They are also known as hard skills. They are qualities acquired by

using and gaining expertise in performing physical or digital tasks.

Time Management. This is the process of organizing and planning how to divide your

time between different activities.

7
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

After conducting an extensive and in-depth search, the researchers present the

related literature and studies in this chapter. Those that were included in this chapter

helps in familiarizing information that are similar and relevant to the present study.

GENDER

According to Voxco (2023), the purpose of a survey is to let people know that

they are heard and their opinion is valued. Surveys can provide more valuable data if

the questions are asked consciously.

Asking gender questions in a survey could provide an insight into patterns among

different gender categories. These questions help to determine how gender impacts the

choices of an individual, thereby having an impact on the survey.

8
 At times, surveys are conducted for specific gender categories. Knowing the

gender identity allows you to screen out participants in the beginning itself.

SCREEN-TIME USAGE

According to the Wiley Online Library (February 2017), screen time has become

a more complicated concept, with an ever-expanding variety of electronic media devices

available throughout the world. Television remains the predominant type of screen-

based activity among children.

However, computer use, video games and ownership of devices, such as tablets

and smartphones, are occurring from an increasingly young age. Screen time, in

particular, television viewing, has been negatively associated with the development of

physical and cognitive abilities, and positively associated with obesity, sleep problems,

depression and anxiety.

The physiological mechanisms that underlie the adverse health outcomes related

to screen time and the relative contributions of different types of screen and media

content to specific health outcomes are unclear.

ONLINE CLASSES

According to Minnesota State (n. d), online class is different from a traditional

classroom, where you often learn by listening, reading, writing, and doing other activities

designed by your instructor. In online courses, students "attend" class by visiting the

9
class web pages. They complete assignments according to the class schedule.

Students communicate with the instructor and classmates using e-mail and online

discussion forums.

This class format is very flexible for busy schedules. Students can often log on to

the course at any time of the day (or night). Computer skills and determination are

necessary to be successful. Students need keyboarding skills and must be able to write

so that others can understand.

Online students may have more contact with their fellow students online than

they would in the regular classroom. There are many ways for students to interact

online: discussion boards, e-mail, group activities, etc. It can be fun to meet students. It

can also be a great way to broaden your learning experience.

Students may also receive more personal feedback than they would in a

traditional classroom. Your fellow students might read and respond to your work. Your

instructor might give you more comments (both formal and informal).

ACCESSIBILITY

As stated by Graham Glass (October 6, 2022), Student autonomy in the

classroom is also essential for their future careers. Working independently and self-

managing are must-have abilities. Equipping students with future-ready skills is one of

the main aspects educational institutions should focus on nowadays. Preparing students

for their future jobs by teaching them how to effectively learn on their own builds a

reliable and skilled workforce.

10
 There are several ways to interact with your teachers in an online class: through

synchronous interaction and asynchronous interactions. The tricky part is interacting in

meaningful ways with your teacher in an online class. However, with the advancement

of technology, learning management systems (or LMS for short) provide multiple ways

that enable you as the learner to meaningfully interact with your instructor and peers.

(Cheng Li, Jan 30, 2017)

According to Jess Obana (June 02, 2021), the LMS is a platform that education

and corporate learning institutions can use to deliver online and blended learning. It

typically possesses a wide range of essential features. The LMS allows students to

learn anytime and anywhere. Students can have access to courses whenever they like

rather than during a set time, enabling them to learn at their own pace and get the most

out of their education. Even those who may not have time for traditional learning can

benefit from it.

Cooperative learning follows this idea as groups work together to learn or solve a

problem, with each individual responsible for understanding all aspects. The small

groups are essential to this process because students are able to both be heard and to

hear their peers, while in a traditional classroom setting students may spend more time

listening to what the instructor says. Cooperative learning uses both goal

interdependence and resource interdependence to ensure interaction and

communication among group members. (Brame, C.J., et. al, 2015)

As explained by Moodle (September 17, 2020), if Activity Completion is enabled

by the administrator and in the course settings, teachers can indicate for each course

item how they wish it to be registered as complete. A tick/checkmark will then appear

11
against the activity. Students may either mark it complete manually or the item will

automatically be registered as complete once a student has met the specified criteria.

These may be viewing a resource, submitting an assignment, posting in a forum or

other conditions. A number of “course reports” are available to the teacher in their

course to help them track the progress of their students. In addition to the activity and

course completion reports mentioned, there are also activity reports, participation

reports and general course logs.

FLEXIBILITY

Understanding the students' experiences in these courses has implications on

the effectiveness of the teaching strategies. The students' positive and negative

experiences in hybrid and online courses, and what can be done to improve hybrid and

online courses (El Mansour, 2007) students can somehow engage with the class

through their gadgets and apps and keep at ease while the teacher is discussing their

lesson.

Students may require to download specific apps that can help them to

communicate with the rest of the class, many apps were programmed to help students

and teachers to get in touch throughout the pandemic and some of the apps that were

used for classes were Zoom, Google Meet, Microsoft teams, etc. (Vicky Davis, 2020).

According to Madison Kenny there are many ways that you can adopt to the time

in online class where in some schools they try to minimize their screen time due to the

12
health of the students and teachers which seems fair however students still needs to

attend the appointed time in their classes and keep track of their next classes schedule.

Some of the subjects that are discussed in the online classes were a little bit

changed due to the place and accessibility of a student and where sometimes students

need to adjust to the contents of the subject in order for him/her to meet their concerns.

According to Sheng-Yi Wu (2021) not only teachers have trouble submitting their

done outputs but students as well and through the use of online learning platforms

students can send their done activities there. However, even with the use of online

learning platforms, students can still submit their outputs through email, message tools

and other messaging platforms.

TIME MANAGEMENT

According to Baek (2021) When a student is unmotivated, they tend to

procrastinate. According to Piers Steel, author of "The Procrastination Equation: How to

Stop Putting Things Off and Start Getting Stuff Done," procrastination is the deliberate

postponement of a task despite knowing the consequences. Procrastination manifests

in people in a variety of ways, leaving different effects and repercussions for each

person. For several students, procrastination comes to them naturally and for other

students, they can’t resist the temptation even though they are aware of their priorities

and needs.

According to Frommert Harkness (2020), conversations in class or on Zoom,

journal entries (written or in Flipgrid-style video), or old-fashioned sticky-note notes in

13
the book can all be used to hold students accountable for their reading. Consider how

much time you will have in class the next day to go over many difficulties. Instead,

select four or five rich multistep challenges that allow for practice and application of the

skills. Alternatively, give students a choice: e.g. "Choose five of these ten tasks." Many

pupils (and adults) enjoy talking about themselves. Students may be more motivated to

complete an assignment if they can make it personal to them. Well-planned movies can

be good to assign the night before in order to inspire debate in class the next day.

Following the film, use a quick Google Form to prompt the student to reflect and/or ask

preliminary questions about what they saw. To keep flipped learning fresh and

interesting, use it selectively.

According to ASU Online (2021), locate a designated location to serve as your

home base, preferably with a desk or other surface on which to lay out your documents.

Working in the same location every time will help you establish a habit, keep your mind

clear and organized, and set boundaries to help you maintain work-life balance. Make

sure that wherever you study is peaceful, well-lit, and free of distractions. Keeping your

most often used supplies, such as headphones, pens, highlighters, and notebooks,

easily accessible can lessen wasting your time looking for them. This also applies to

your digital study space, where you should have a well-organized folder structure for

class documents and assignments. Setting objectives can provide you with a sense of

direction. As a student, you'll have to juggle many duties between life and school, so

planning out your week ahead of time is essential for success. It can be useful to set

daily and weekly goals to help you break down jobs into a manageable process. A

planner allows you to envision your week and can assist you in staying on track. List-

14
making tools such as highlighting, check boxes, and hourly time slots can help you

prioritize your responsibilities and keep on track.

According to Myall (2017), a course outline is normally posted in the course

section at least a week before the actual start of class. The assignments for each week

are listed in this course plan. Pay special attention to the assignments that are not part

of the conversation. Weekly talks are usually easier to accomplish than written

homework. Depending on the length of the course, use a calendar to note the dates for

the course assignments. The purpose of putting down the assignments is to have a

mental picture of how you will fit them into your work calendar. Take the time to study

some of the recommended chapters, and remember to utilize the assignment questions

and grading criteria as a guide.

Plan out your day before it begins. Always make a list of the tasks you want to

complete in the morning or, better yet, the night before you go to bed. As much as

possible, stick to the plan. Set a time limit for each job in your daily planner. Make it

clear that you intend to complete task. A by 3 p.m. and task B by 5 p.m. A deadline

should encourage you to work more effectively. Close your email, switch off your phone,

TV, and, if necessary, close doors and windows to improve your attention. A crowded

desk will also make it difficult to work efficiently. An organized and tidy workspace will

allow you to simply discover items and get everything in order. (Szyszka, 2015)

NEW TECHNICAL SKILLS

15
 According to “What Do I Need For Online Classes?” (n.d.), a working computer

or tablet is required. Any computer, whether desktop or laptop, will suffice to allow you

to attend your classes in an efficient virtual environment. The next thing you must have

is a reliable Internet connection. A video discussion that cuts out all the time and you

can only hear every second word is not suitable for distance learning. It's a waste of

time and might easily irritate you. It may become the source of your loss of motivation to

learn. A microphone is essential for communicating with your students, especially if you

are the teacher. Make sure you have a good microphone if you wish to host the session

and converse properly.

According to “Guide To Digital Competence” (2021), above all, the Internet

contains information, which is normally accessible to anybody in the globe with an

Internet connection. Learning to search for information, however, isn't enough; you also

need to know how to analyze what you find in order to identify its credibility. Knowing

your digital gadgets, particularly how they connect to the Internet, is a smart place to

start when it comes to becoming digitally savvy. However, understanding how to

correctly communicate with people via the Internet (and other digital networks) unlocks

even more of these devices' potential. After all, the Internet allows us to share aspects

of our lives on a worldwide scale with our friends, family, and colleagues. Practicing

digital communication skills, then, is critical to your success in becoming digitally

proficient.

According to Mastery (2022), students can now have more flexible learning

experiences thanks to modern technologies. You can, for example, watch online

tutorials to better understand crucial ideas. Some students use online games to learn

16
ideas and obtain immediate feedback. They can readily determine whether they are

doing the proper thing this way. Students who learn faster can use technology to find

exercises or problems that will augment what they've been studying. Students who need

practice, on the other hand, can employ these challenges or tasks to catch up. Students

used to have to attend all of their classes, revise for their examinations, finish their

assignments and projects on time, and find time to socialize with their loved ones. It was

difficult to stay organized in college.

According to Nelson (2022), mastering touch-typing should be your first priority.

Begin with a new blank document and type whatever words come to mind. Proceed

gently, concentrating on pressing the correct keys. Consider purchasing a blank

keyboard or keyboard cover if you find yourself peering at your hands. Try using an on-

screen keyboard to guide you and lessen the temptation to keep an eye on your fingers.

The developing and mature brain learns by practice, and repetition of practice

generates actual structural changes in the brain that encode that learning. Again, start

with accurate touch-typing and work your way up to speed. Type all of your academics

and anything else that has to be written. During class, type lecture notes. Write down

some literary works (or portions of them), whether favorites or new.

According to IT Resource (n.d.), improve your reading and language skills with

individualized learning technology. Microsoft Learning Tools are free tools that use

proven approaches to help learners of all ages and abilities improve their reading and

writing skills. Excel, Data Types, Ideas, and Pivot Tables make data come to life and

make data analysis simple for students. Alternatively, use Microsoft's Hacking STEM

program to provide project ideas to instructors for developing low-cost inquiry and

17
project-based activities to visualize data in Microsoft Excel across STEM curricula. With

Microsoft Teams, teachers may save time by having tools for planning, assignments,

and communication all in one place. Teachers devote less time to technology

management and more time to supporting students in their study. With OneNote, you

can promote teamwork and innovation. Students can record ideas, and professors can

customize them.

ACADEMIC PERFORMANCE

According to Ballotpedia (2020), student performance can be measured using a

variety of benchmarks, including grade point average (GPA), high school graduation

rate, annual standardized tests, and college entrance exams. A student's GPA is

typically measured on a scale of zero to four. State and federal education officials

collect graduation rates to use as a baseline measurement of secondary education

performance. Each state conducts annual tests at the elementary, middle and high

school levels to determine student proficiency in subjects like English and mathematics.

These tests are also used to comply with federal education standards. School districts

also track student performance on the ACT and SAT to determine readiness for higher

education.

REGULAR STUDYING

According to Future Learn, during they’re courses, they often talk to students

who have monitored their time for a whole week. And they noticed 3 trends: In reality,

18
they actually study fewer hours than they think. The second trend is that they can’t

recall how they spend their time. Basically, they are wondering: what did I actually do?

And, the final trend is that whatever you do: leisure, cleaning, sports, travel, studies –

there is always something that takes more time than expected.

According to Valerie Strauss (September 1, 2020), the value of homework has

long been debated in the education world — but now, the discussion has become even

more complicated in the era of the coronavirus pandemic. Researchers have long found

that there is less to homework than many might think; they have found that it has little to

no effect on test scores in elementary school and a marginal positive effect in the later

grades. That was when kids were in school for classes and went home to do homework.

For students and educators participating in distance learning these days, it may be hard

to distinguish homework assignments from any kind of school-assigned work that is

done at home.

According to UMass Darmouth, the first step in honing your new study skills is to

take better notes. It keeps you awake. Note taking forces you to pay attention and helps

you focus in class or while reading a textbook. It also helps you learn. Studies on

learning have shown that actively engaging with the topic by listening and then

summarizing what you hear helps you understand and remember the information later.

According to Education Corner (2016), setting aside regular time to study is

critical for achieving high test performance. Preparing a term calendar or a weekly

schedule and daily schedule that includes regular study sessions is recommended. It's

so easy for work and other activities to quickly take precedence over studying, so plan

your study time in advance. As you progress through the term it's okay to amend your

19
study schedule to meet your needs, but make sure you plan study sessions in advance

– and that you stick with them.

They have also mentioned that once you've developed a term calendar, weekly

schedule, and daily schedule, there are several other strategies that will help you

accomplish more and make the most effective use of your time. Complete your school

work as soon as possible. Putting off less important activities until after you complete

your school work will allow you stay on track and focus on your "fun" activities without

the pressure looming school work.

SELF-MOTIVATION

According to EHL Insights, one way to facilitate learning is by being able to learn

and study in an environment that is comfortable for you. When you are learning at

home, you can create your own unique atmosphere that is conducive to your needs for

studying. This can include eliminating distractions, having a comfortable workspace,

and having the tools you need to work with close at hand without having to carry a ton

of things to a classroom, and some students can also see the importance for them to

strive and to study to achieve their own academic goals. According to E Campus

Ontario, setting a long-term goal usually leads to setting medium and short term-goals.

These are practical goals related to being a student that can help you make better

decisions when considering your choices of how to spend your time. Setting priorities

with shorter term goals can help you see what you need to do next. Working through

goals can help you feel more in control and can reduce stress

20
 In a face-to-face class, it’s typical to give students some quiet reflection time to

work alone or read a text. But these kinds of activities don’t translate well in online

classrooms. Long and dense texts are challenging to read on a screen (it’s much easier

to break things into chunks). Planning activities that keep your students actively clicking,

typing or talking throughout the lesson is the way to go (Joanna York, 2020). Having

able to interact inside the online class may find the students motivated in actually

participating in the class and some may include games to make the students feel

optimistic and happy while learning.

According to Daniel Wong, using your energy to get good grades is not as bad as

using your energy to have fun but actually using it for your own good it can also affect

others around your like your parents who is keep paying your tuition fee and expenses

having you repay the price of all of the sacrifices they brought to you. And having your

gadgets in front of you, you can widen your knowledge by researching things that are

related in your lessons or something that you are interested about.

PUNCTUALITY AND REGULAR ATTENDANCE

According to Aatka Aazar (2021), when it comes to the importance of school

attendance, there is a great deal at stake. Students who cut classes or skip school

altogether are not only potentially harming their education, but they may also be

affecting the progress and performance of classmates by disrupting their learning

environment. Because of the potential risks of skipping or cutting class, students must

view absences, not as a way to get out of work or simply skip past an unpleasant task,

21
but rather understand how their actions can have negative consequences on their

academic and professional future.

According to Exforsys (2006), once you have set goals to achieve something,

you will need to begin properly managing your time in order to work towards these

goals. After you have created a To-Do list, you will need to create a schedule which will

allow you to complete all the important tasks within a given period of time.

Assignments tend to be one of the things most students hate with a passion. It is

rather unfortunate that many students find it hard to complete their assignments on

time. This tends to be frustrating to them and has been liked even to make some have

bad grades. There are various ways students have been able to finish their assignments

on time. Apart from lacking enough sleep, not finishing homework tends to make

students frustrated, leading to stress. As many have come to find out the bad way,

being stressed tends to have adverse side effects on many people’s health. When a

student finishes their assignment on time, they can relax and have good health in

return. (James Dudley, n.d.)

According to Leigh Fisher, stress is unavoidable in life, especially for a student.

You’ve got endless competing priorities in your life, especially if you’re juggling any sort

of part-time or full-time work in addition to your studies. Even if you’re solely a student, if

you’ve got a lot of credits this semester, you’re going to be feeling the crunch of

obligations and deadlines no matter what else is going on in your life. Subsequently, if

you can save yourself the mounting stress that comes with an approaching deadline,

you’re doing yourself a favor.

22
 Falkner and Falkner (2012) found that assignment submission patterns could be

an indicator for identifying at-risk students and increased rate of course withdrawals at

an institution. Several studies show a correlation between student procrastination and

academic performance (Nordby et al., 2017). Procrastination can lead to missed

classes, assignments, and result in lower grades. Additionally, the quality and accuracy

of work can be reduced due to the pressure associated with completing an assignment

on a crunched timeline (Kim & Seo, 2015). In addition, procrastination tendencies are

linked to poor goal achievement and lower achievements (Akran, et al., 2019).

HARD-WORK AND INTEREST IN THE SUBJECT

Students who enroll in a distance education course (online, hybrid, or virtual) are

responsible for having adequate computer skills to accomplish the tasks that will be

expected of them. Online instructors are not responsible for teaching these skills within

the course. If you do not possess the following skills, you may want to take a computer

class to increase your knowledge before attempting an online class.

It provides easy access to a multitude of courses and resources relevant to your

field. It can also help you develop skills at your own pace, time, and convenience. More

importantly, it gives you the opportunity to improve or learn skills from experts and not

worry about leaving your home.

According to My Study Focus (October 12, 2018), the habit of being diligent,

persistent and hardworking as a student can be a herculean task, but developing the

habit of diligence can make you come out the best in your class and bring great

23
achievements while you are in school and as a graduate in the real world. Whatever

course/subject you are offering in school, if you make persistent efforts with hard work

in having good grades, you will definitely have them.

According to WikiHow (October 2022), being a student can be difficult. You have

to balance your schoolwork with your other responsibilities, which may include work or

time with friends and family. With practice, though, you can learn to be a responsible

student and develop skills that will help you throughout the rest of your life.

According to Achieve Virtual (2023), staying organized is essential for success in

online courses. Because students don’t have face-to-face interaction with teachers or

peers, it’s the responsibility of the individual student to stay organized and up to date

with their course load.

With the tight competition in the job market these days, it makes sense to invest

in building your qualifications. Moreover, besides industry-specific skills, online learning

allows you to develop critical leadership skills crucial to landing a job.

SYNTHESIS OF THE REVIEWED RELATED LITERATURE AND STUDIES

`The above collection of both foreign and local studies provides information to the

proponents that their proposed study has similarities with other system which is widely

used. As stated, technology has brought new option that helped us improve. Interaction

is done through the use of computerized systems which above product of technology

processing.

24
 The collections of studies above are related in the area of the importance in

keeping all the records and files. It will give assurance that these are secured and

accessible for the advancement of the Rogationist College. It also guarantees that the

employee’s task will be easier, faster and more efficient for the benefit of the school.

CHAPTER 3

METHODOLOGY

The methods that were used in the study to achieve the predetermined goals of

this study are discussed in this chapter. It contains the research method, population and

sampling, respondents of the study, locale of the study research instrument, validation

of instrument, data gathering procedures, and statistical treatment of data.

RESEARCH DESIGN:

The research used descriptive methodology. According to Creswell (1994), the

descriptive method of a research is to gather information about the present existing

condition. With this in mind, the research will use questionnaires for the basis of its

research instrument and will be distributed among selected Junior High School Students

of Rogationist College S.Y. 2022 - 2023.

The research method supplements the study since it permits us researchers to

keep the variables the same whilst gathering information. This ensures that there will be

no changes and that the research will remain consistent all the way to the end.

25
POPULATION AND SAMPLING:

The population that the researchers chose for this research are the Grade 10

students of Junior High School Department. The researchers chose the Grade 10

students since they are the students that experienced Grade 7 in Rogationist College

specifically and they have stayed in Rogationist College for 4 years so hopefully they

can provide better answers than their younger counterparts. The sampling technique

that the researchers used is the Stratified Random Sampling technique, it is a method of

random in where researchers first divide a population into smaller subgroups, or strata,

based on shared characteristics of the members and then randomly select among these

groups to form the final sample (Simkus, 2022). This is done with the use of Slovin's

formula which is n =
N Mn
2 and the formula per strata which is where:
1+ Ne N

n = sampling size / number of chosen students

N = population size / size of our target audience

e = margin of error

M = the result of the Slovin’s Formula

In our research our audience (N) were 227 students, our margin of error (e) is 5

percent which is the default margin of error according to statisticsshowto.com. The

researchers then substituted these values to the formula and got a total of 146 students.

These are the number of students that will answer our questionnaires.

26
RESPONDENTS OF THE STUDY:

The respondents of the study came from all the sections of grade 10 (St.

Alphonsus, St. Augustine, St. Basil, St. Bernard, St. Bonaventure, St. Gregory, and St.

Hannibal) students of Rogationist College. A total of 146 students were chosen to be

the respondents of the study. They were chosen to be respondents because this batch

experienced two years of face to face classes and two years of online classes in

Rogationist College and they may help the researchers to know what the impact of

online learning is to them.

F
The Impact of Online Learning to the Self-Control and Self-
igur Discipline of Grade 10 Students from Rogationist College SY e
2022 – 2023
3.1
18

16

14

12

10

0
St. Alphonsus St. Augustine St. Basil St. Bernard St. Bonaventure St. Gregory St. Hannibal

Total Population Sample Population

Respondents of the Study

RESEARCH LOCALE:

27
 This research is conducted in Rogationist College, also referred to by its acronym

RC. Rogationist College is a private Catholic secondary and higher education institution

run by the Rogationists of the Heart of Jesus in Silang, Cavite, Philippines. The study

will be conducted in the Philippines. The selected respondents will be answering the

questionnaire inside the school.

By conducting research at Rogationist College, researchers can be confident that

their work will be of the highest quality and will have a positive impact on the world. For

these reasons, Rogationist College is an excellent choice for conducting research.

RESEARCH INSTRUMENT:

An adapted questionnaire was used to collect the data to determine how online

classes affected the respondents. There are three sections to the questionnaire;

The first part contains the demographic profile of the respondents. This part will

only be getting the gender of the respondents.

The second part of the instrument is the “Statements About Online Learning”.

This part has 4 components with 5 statements each. This part will be using a 4-point

Likert Scale, meaning this part is provided with an option that ranges from a scale of 1-4

where 1 is strongly disagree, 2 is disagree, 3 is agree and 4 is strongly agree.

The third part of the instrument is the “Statements About the Impact of Online

Learning to Academic Performance”. This part also has 4 components with 5

statements each. This part will also be using the 4-point Likert Scale for the options.

28
VALIDATION OF THE INSTRUMENT:

The English teacher will be validating the research questionnaire's content for

any modifications or additions. The research instruments will be checked to make sure

they were appropriate for the researcher's topic after a few content revisions and related

literature reviews. In addition, prior to distributing the instruments to the study's

respondents, the researchers will revise certain sections in accordance with the

recommendations of the teacher/s.

DATA GATHERING:

The researchers will be writing a letter of request to carry out the study after the

instrument has been validated. After giving permission, the researchers will be

explaining the purpose of the study to the selected respondents.

The survey will be distributed to class representatives from each section and the

researchers will carry out the study at Rogationist College. They will be sending the

survey to the other students of their corresponding sections. The questionnaires will be

collecting data including their gender and screen-time usage. All data provided by the

respondents will remain confidential.

29
STATISTICAL TREATMENT OF DATA:

The data collected where treated and carefully studied and classified

systematically analyzed and organize according to established criteria in the instrument.

Statistical treatment of data is when you apply some form of statistical method to a data

set to transform it from a group of meaningless numbers into meaningful output. The

criteria are as follow:

Percentage. This method in interpreting subjects and sub components having

equal size. This method is particularly useful when expressing the relative frequency of

survey responses and other data. The frequency count is translated to percentage to

indicate the number per hundred compared. It takes the formula:

P=
F (100)
y

Where:

P = Percentage

F = Frequency

y = Total No. of Population

Mean. The mean will be used in determining the impact of online learning to

grade 10 students. The mean can be used to represent the typical value and therefore

serves as a yardstick for all observations. It takes the formula:

30
x̄ =
∑x
N

Where:

x̄ = mean of the score

∑x = summation / sum of each value in the population

N = number of values in the population

31
 CHAPTER 4

FINDINGS AND DISCUSSION

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

information to answer questions raised.

PROBLEM 1: THE DEMOGRAPHIC PROFILE OF THE RESPONDENTS IN TERMS

OF GENDER AND SCREEN TIME USAGE

TABLE 1.1: FREQUENCY AND PERCENTAGE OF GENDER

GENDER FREQUENCY PERCENTAGE

FEMALE 77 52.7

MALE 69 47.3

TOTAL: 146 100

Table 1.1 interprets that out of 146 chosen respondents, 53% are female and

47% are male. This section will help the researchers determine how gender impacts the

choices of an individual.

32
TABLE 1.2: FREQUENCY AND PERCENTAGE OF TIME SPENT IN USING

COMPUTER OR ANY ELECTRONIC GADGET PER WEEK: (FOR EDUCATIONAL

PURPOSES)

ESTIMATED SCREEN TIME

FREQUENCY PERCENTAGE
USAGE

LESS THAN 1 HOUR 8 5.5

1 - 5 HOURS 62 42.5

6 - 10 HOURS 56 38.4

10 OR MORE HOURS 20 13.7

TOTAL: 146 100

Table 2.2 shows time spent by respondents on their gadgets for educational

purposes adapting the questionnaire made by Concordia (2003) entitled, “Online

Learning/Distance Education Questionnaire” wherein the estimated screen time is

divided into 4; less than 1 hour, 1-5 hours, 6-10 hours, and 10 or more hours.

From this table, out of 146 students, 6% of the respondents use their gadgets

less than 1 hour for educational purposes. 43% of the respondents only use their

33
gadgets for 1-5 hours. 38% of the students use their gadgets for 6-10 hours, and 14%

use their gadgets for 10 hours or more.

TABLE 1.3: FREQUENCY AND PERCENTAGE OF TIME SPENT IN USING

COMPUTER OR ANY ELECTRONIC GADGET PER WEEK: (FOR EXPLORING THE

INTERNET, E.G; GAMING, SOCIAL NETWORKING, ETC.)

ESTIMATED SCREEN TIME

FREQUENCY PERCENTAGE
USAGE

LESS THAN 1 HOUR 5 3.4

1 - 5 HOURS 37 25.3

6 - 10 HOURS 48 32.9

10 OR MORE HOURS 56 38.4

TOTAL: 146 100

Table 1.3 shows time spent by respondents on their gadgets for exploring the

internet like gaming, entertainment, social networking, and the like. Just like the

previous table, the estimated screen time is divided into 4; less than 1 hour, 1-5 hours,

6-10 hours, and 10 or more hours.

34
 In this table, it is observed that 3% of the respondents use their gadgets less

than 1 hour for entertainment purposes. 25% of the respondents only use their gadgets

for 1-5 hours. 33% of the students use their gadgets for 6-10 hours, and 38% uses their

gadgets for 10 hours or more.

PROBLEM 2: IMPRESSION OF RESPONDENTS ON ONLINE LEARNING IN TERMS

OF ACCESSIBILITY, FLEXIBILITY, TIME MANAGEMENT, AND NEW TECHNICAL

SKILLS

TABLE 2.1: IMPRESSION OF RESPONDENTS IN TERMS OF ACCESSIBILITY

STATEMENTS MEAN INTERPRETATION

During online class, I was able to work independently

3 Positive
using the LMS.

During online class, I was able to interact with my

3.1 Positive
teachers about courses/subject lessons.

During online class, I was able to learn the lessons

3.1 Positive
uploaded in the LMS.

During online class, I was able to communicate with my

3.2 Positive
classmates/groupmates about class activities.

During online class, I was able to see my progress in

3 Positive
every subject. (scores/submissions)

TOTAL 3.2 Positive

Range: 1.00 - 1.75 (Very Negative), 1.76 - 2.50 (Negative), 2.51 - 3.25 (Positive), 3.26 - 4.00 (Very Positive)

35
 As reflected in Table 2.1, data shows that respondents were able to have a

positive impression in terms of being able to work independently in using LMS, with a

computed mean of 3. Concerning the respondents’ impression on interacting with their

teachers, they also have a positive impression on this, with a computed mean of 3.1. A

computed mean of 3.1 was also gathered in terms of respondents’ ability to learn

lessons uploaded in LMS. A positive impression (with a computed mean 3.2) was given

to respondents being able to communicate with classmates/group mates concerning

class activities. Lastly, a positive impression (with a computed mean of 3) is seen when

respondents were asked about seeing their progress in every subject. Looking at the

overall impression of respondents in terms of accessibility, they have a positive

impression.

This implies that accessibility is a major factor in online learning as it makes

online learning convenient. These are further proved by the statements like the

respondents being able to work independently using the LMS, ang being able to

communicate teachers on lessons and with classmates/group mates about class

activities.

According to Jess Obama (2021), the LMS allows students to learn anytime and

anywhere and enables them to learn at their own pace. Cooperative learning both goal

independence and resource interdependence to ensure interaction and communication

among group members (Brame, C.J, et. al, 2015). Overall, the findings highlight the

importance of accessibility in online learning to the academic performance of

respondents.

36
TABLE 2.2: IMPRESSION OF RESPONDENTS IN TERMS OF FLEXIBILITY

STATEMENTS MEAN INTERPRETATION

During online class, I was able to feel at ease

3 Positive
in engaging with my teachers and classmates.

During online class, I was able to choose

3.2 Positive
alternative ways of communicating.

During online class, I was able to easily adopt

3 Positive
to time the class schedule of online class.

During online class, I was able to adjust to the

contents of the subjects to meet my own 3.1 Positive

concerns.

During online class, I was able to submit

activities thru e-mail, message tools in LMS 3.3 Very Positive

and social networking.

TOTAL 3 Positive

Range: 1.00 - 1.75 (Very Negative), 1.76 - 2.50 (Negative), 2.51 - 3.25 (Positive), 3.26 - 4.00 (Very Positive)

Table 2.2 exhibits the computed means and the respondent’s impressions on

how online learning affects academic success in terms of flexibility. Being able to feel at

ease engaging with teachers and classmates had a computed mean of 3 and left a

37
positive impression on the respondents. Being able to choose alternative ways of

communication had a computed mean of 3.2 and a positive impression. Being able to

easily adopt to online class time schedule had a computed mean of 3 and a positive

impression. Being able to adjust contents of subjects to meet own concerns had a

computed mean of 3.1 and a positive impression. Being able to submit activities thru e-

mail, message tools in LMS and social networking with a computed mean of 3.3 that is

considered as very positive. Over-all the respondents have a positive impression (with

computed mean of 3) on flexibility.

This implies that the respondents were able to adjust to online learning to meet

their own needs.

These are further proved by that statement being able to choose alternative ways

of communicating, adjust to the content of subjects to meet own concerns. Many apps

were programmed to help students and teachers get in touch like Zoom, Google Meet,

etc. (Vicky Davis, 2020). According to Madison Kenny, some of the subjects discussed

in online class are a little bit different and may require students to adjust contents of the

subject in order to meet their own concerns. Overall, the findings highlight the

importance of flexibility as it enables respondents to adjust to their studies as it allows

respondents to adjust contents of subjects to better suit them and be able to use various

apps to able to complete tasks.

38
TABLE 2.3: IMPRESSION OF RESPONDENTS IN TERMS OF TIME MANAGEMENT

STATEMENTS MEAN INTERPRETATION

During online class, I was able to avoid

2.6 Positive
procrastination.

During online class, I was able to complete

3.1 Positive
assigned tasks.

During online class, I was able to put things in

3.1 Positive
order so I can complete all tasks.

During online class, I was able to submit

3.1 Positive
assignments on time.

During online class, I was able to have enough

2.9 Positive
time to complete and submit activities.

TOTAL 2.9 Positive

Range: 1.00 - 1.75 (Very Negative), 1.76 - 2.50 (Negative), 2.51 - 3.25 (Positive), 3.26 - 4.00 (Very Positive)

Table 2.3 presents the respondent’s impression on time management, to which

the respondents replied with a positive impression with a computed mean of 2.9 overall.

When asked if respondents were able to avoid procrastination during online class,

respondents answered with a positive impression and a computed mean of 2.6. Being

able to complete assigned tasks was perceived by respondents as a positive impression

39
with a computed mean of 3.1. Similar computed means and impressions were produced

with the statements of respondents putting things in order for task completion and

submitting assignment on time to which as stated earlier had similar to previous

statement with a computed mean of 3.1 and positive impression.

TABLE 2.4: IMPRESSION OF RESPONDENTS IN TERMS OF NEW TECHNICAL

SKILLS

STATEMENTS MEAN INTERPRETATION

During online class, I was able to operate my device in

3.3 Very Positive
order to enter online classes.

During online class, I was able to develop my digital

3.4 Very Positive
competency.

During online class, I was able to do my activities using

3.4 Very Positive
available computer applications.

During online class, I was able to improve

typing/encoding/searching skills using computer/mobile 3.3 Very Positive

gadgets.

During online class, I was able to use new software

3.4 Very Positive
applications (MS Word, Excel, etc.).

TOTAL 3.4 Very Positive

Range: 1.00 - 1.75 (Very Negative), 1.76 - 2.50 (Negative), 2.51 - 3.25 (Positive), 3.26 - 4.00 (Very Positive)

40
 For the respondents’ impression on new technical skills, being able to operate

devices in order to enter online class were met with a very positive impression along

with a computed mean of 3.3. Statements of being able to develop digital competency

and being able to do activities using computer applications were responded with a

computed mean of 3.4 and a very positive impression.

A very positive impression, with a computed mean of 3.4 was found from the

respondents when they were asked about new technical skills gathered from online

classes.

TABLE 2.5: COMPONENTS IN ONLINE LEARNING

COMPONENTS MEAN INTERPRETATION

Accessibility 3.2 Positive

Flexibility 3 Positive

Time Management 2.9 Positive

New Technical Skills 3.4 Very Positive

TOTAL 3.1 Positive

Range: 1.00 - 1.75 (Very Negative), 1.76 - 2.50 (Negative), 2.51 - 3.25 (Positive), 3.26 - 4.00 (Very Positive)

Shown in the table above are the components in online learning. Respondents

view the component accessibility with a positive impression with a computed mean of

3.2. Flexibility had a positive impression with a computed mean of 3. Time management

41
was seen by respondents with a positive impression and a computed mean 2.9.

Respondents perceived new technical skills with a very positive impression and a

computed mean of 3.4. Overall, the components in online learning had a positive

impression and a computed mean of 3.1.

This implies that respondents have an overall positive impression on online

learning and can manage it and even excel in an aspect.

These are further proved by the very positive impression on new technical skills,

and the rest of the components having a positive impression. According to Minnesota

State (n.d), online learning is very flexible for busy schedules, students can log on the

course at any time, and that computer skills and determination are necessary to be

successful. Overall, the findings highlight the advantages of online learning and the

respondents view these advantages. The accessibility and flexibility of online learning,

being able to manage time due to its accessibility and flexibility, and the new technical

skills you learn in order to be able to use online learning.

PROBLEM 3: IMPACT OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE

OF RESPONDENTS IN TERMS OF REGULAR STUDYING, SELF-MOTIVATION,

PUNCTUALITY, AND HARDWORK

TABLE 3.1: IMPACT OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE

OF RESPONDENTS IN TERMS OF REGULAR STUDYING

STATEMENTS MEAN INTERPRETATION

42
 Because of my exposure to online learning, I
2.9 High Impact
can spend much of my time studying.

Because of my exposure to online learning, I

3.1 High Impact
can focus on my school works.

Because of my exposure to online learning, I

can prepare my notes and tasks in every 3 High Impact

subject.

Because of my exposure to online learning, I

3.1 High Impact
can review for examinations.

Because of my exposure to online learning, I

can regularly do my academic tasks and 3.1 High Impact

submit them on time.

TOTAL 3 High Impact

Range: 1.00 - 1.75 (Very Low Impact), 1.76 - 2.50 (Low Impact), 2.51 - 3.25 (High Impact), 3.26 - 4.00 (Very High
Impact)

Shown in the table above when respondents were asked about the impact of

online learning to their academic performance in terms of regular studying, the

computed mean is 2.9 as they saw its high impact of this to their time spent in studying.

Focus on school works after exposure to online learning is viewed by respondents as

having a high impact, with a computed mean of 3.1. A computed mean of 3 was shown

in terms of preparation of notes and tasks and were perceived by respondents having a

high impact. In reviewing for examinations, respondents saw its high impact with a

computed mean of 3.1 while In regularly doing academic tasks and submitting them on

43
time, respondents said there is also a high impact with a computed mean of 3.1.

Overall impact of online learning to regular studying is viewed by respondents as high,

resulting in a computed mean of 3.

This implies that the respondents study regularly and can focus on school works.

This is further reinforced by the statement that the respondents can prepare

notes for subjects. According to UMass Darmouth (n.d), note taking forces you to pay

attention and helps you focus in class or while reading a textbook. These data prove

that respondents can focus on school work and study regularly if they do activities like

note taking as it helps them focus. Overall, the findings highlight the importance of

activities such as note taking because they help one focus to study and do school

related tasks

TABLE 3.2: IMPACT OF ONLINE LEARNING TO ACADEMIC PERFORMANCE OF

RESPONDENTS IN TERMS OF SELF-MOTIVATION

STATEMENTS MEAN INTERPRETATION

Because of my exposure to online learning, I

2.8 High Impact
can see the importance of learning/studying.

Because of my exposure to online learning, I

can strive to study to achieve my academic 3.1 High Impact

goals.

Because of my exposure to online learning, I

3 High Impact
can easily find inspiration in my subjects.

3 High Impact
Because of my exposure to online learning, I
44
 can feel optimistic and happy in studying my

lessons.

Because of my exposure to online learning, I

can use my energy to study and have good 3 High Impact

grades.

TOTAL 2.9 High Impact

Range: 1.00 - 1.75 (Very Low Impact), 1.76 - 2.50 (Low Impact), 2.51 - 3.25 (High Impact), 3.26 - 4.00 (Very High
Impact)

Respondents were asked about the impact of online learning to their self-

motivation. They considered a high impact (with a computed mean of 2.8) of online

learning on seeing the importance of learning. A computed mean of 3.1 was gathered

when they were asked to rate the impact of online learning as they strive to study to

achieve their goals, meaning it has a high impact. Also, they see the high impact (with

a computed mean of 3.1) of online learning to their self-motivation when they easily find

inspiration in subjects. Talking about feeling optimistic, happy and using their energy to

study and have good grades, resulting in a computed mean of 3 respectively; reflecting

high impact on both statements. As a whole, respondents considered a high impact of

online learning to their self-motivation; with a computed mean of 2.9.

This implies that the respondents are able to stay motivated.

These are further proved by the statements of being optimistic and happy in

studying lessons and using one’s energy to study and have good grades. According to

(Joanna York, 2020), being able to interact in online class helps students be motivated

in participating in class and help them feel happy and optimistic while learning. Also

according to Daniel Wong (n.d), using your energy to get good grades is not as bad as

45
using your energy to have fun but actually use it for your own good. Overall, the findings

highlight the importance of self-motivation to the academic performance of respondents

as it helps respondents want to continue studying or do their best in studying.

TABLE 3.3: IMPACT OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE

OF RESPONDENTS IN TERMS OF PUNCTUALITY AND REGULAR ATTENDANCE

STATEMENTS MEAN INTERPRETATION

Because of my exposure to online learning, I

3.3 Very High Impact
can attend classes on time.

Because of my exposure to online learning, I

can be aware of time according to our class 3.2 High Impact

schedule.

Because of my exposure to online learning, I

can start doing my academic tasks as soon as 3 High Impact

they are given.

Because of my exposure to online learning, I

can submit all subject requirements before their 3 High Impact

deadline.

Because of my exposure to online learning, I

2.9 High Impact
can minimize my late submissions.

TOTAL 3.1 High Impact

Range: 1.00 - 1.75 (Very Low Impact), 1.76 - 2.50 (Low Impact), 2.51 - 3.25 (High Impact), 3.26 - 4.00 (Very High
Impact)

46
 This table demonstrates the respondents’ response when asked about the

impact of online learning to their academic performance in terms of punctuality and

regular attendance. Being able to attend classes on time had a computed mean of 3.3

which means very high impact. Awareness of time according to schedule was given a

computed mean of 3.2 and high impact. Starting tasks as soon as they're given and

submitting all subject requirements, both statements have a computed mean of 3 and

high impact. Minimizing late submissions was met with a computed mean of 2.9 and a

rating of high impact. Overall, the statements had an overall computed mean of 3.1 and

a high impact.

This implies that the respondents are consistent in terms of punctuality and

regular attendance.

These are further proved by the statements that the respondents can attend

classes on time, start academic tasks as soon as they’re given, submit all subject

requirements before their deadline, and minimize late submissions. According to

Exforsys (2006), once you have set goals to achieve something, you will need to begin

properly managing your time in order to work toward these goals, it basically means that

if you have schedule, you can manga your activities and be able to schedule them in

order to prevent or minimize late submissions. Overall, the findings highlight the

importance of planning to punctuality and regular attendance as it helps respondents

manage their time among activities to prevent late submissions and consistent

attendance.

47
TABLE 3.4: IMPACT OF ONLINE LEARNING TO THE ACADEMIC PERFORMANCE

OF RESPONDENTS IN TERMS OF HARD WORK AND INTEREST OF THE SUBJECT

STATEMENTS MEAN INTERPRETATION

Because of my exposure to online learning, I can

3.2 High Impact
learn and improve my skills.

Because of my exposure to online learning, I can

3.1 High Impact
show diligence during the entire school year.

Because of my exposure to online learning, I can

3 High Impact
accept responsibilities related to school works.

Because of my exposure to online learning, I can

3 High Impact
discipline myself to study regularly.

Because of my exposure to online learning, I can

do my best in order to achieve academic 3.1 High Impact

success.

TOTAL: 3 High Impact

Range: 1.00 - 1.75 (Very Low Impact), 1.76 - 2.50 (Low Impact), 2.51 - 3.25 (High Impact), 3.26 - 4.00 (Very High
Impact)

The table above presents the respondents' ratings on the impact of online learning to

academic performance in terms of hard work and interest in the subject. Learning and

improving skills had a computed mean of 3.2 and high impact. Showing diligence

throughout the entire school year was given a computed mean of 3.1 and high impact.

Accepting responsibilities related to schoolwork and disciplining oneself to study

regularly had a similar computed mean of 3 and high impact. Doing their best in order to

48
achieve academic success was given a computed mean of 3 and high impact. Overall,

the statements had an overall computed mean of 3 and high impact.

This implies that the students learnt a lot in online learning when it comes to

learning and improving new skills and that the students also are disciplined enough to

accept their responsibilities as students and study regularly even with the distractions of

the internet.

These are further proved by the study of My Study Focus (2018) which states

that while the habit of being diligent is difficult it will help students give their best and

bring great achievements.The second statement also proves this by indicating that the

students are capable enough to show diligence throughout the entire school year.

These statistics suggest that diligence and discipline are largely relevant to a student’s

performance as they help students develop skills or are the skills that help a student

accept their responsibilities. Overall, the findings highlight the importance of diligence

and discipline on a student’s academic performance.

TABLE 3.5: COMPONENTS IN ACADEMIC PERFORMANCE

COMPONENTS MEAN INTERPRETATION

Regular Studying 3 High Impact

Self-Motivation 2.9 High Impact

Punctuality and Regular Attendance 3.1 High Impact

49
 Hard Work and Interest in the
3 High Impact
Subject

TOTAL 3 High Impact

Range: 1.00 - 1.75 (Very Low Impact), 1.76 - 2.50 (Low Impact), 2.51 - 3.25 (High Impact), 3.26 - 4.00 (Very High
Impact)

Shown in the above are the components of academic performance. Respondents

viewed the component regular studying having a high impact on academic performance

and a computed mean of 2.9. Self-motivation had a computed mean of 2.9 resulting in

high impact. Punctuality and regular attendance had a computed mean of 3.1 and high

impact. Lastly, hard work and interest in the subject had a computed mean of 3 which

means high impact. Overall, the components in academic performance had a computed

mean of 3 and high impact.

This implies that academic performance components and the statements they

contain have an overall high impact in how respondents manage their academic

performance.

These are further proved by the overall high impact of the components of

academic performance and the consistent computed mean of being around 3.

According to Ballotpedia (2020), student performance can be measured using a variety

of benchmarks, including grade point average, high school graduation rate, annual

standardized tests, and college entrance exams. While none of the components are

mentioned to help measure a student’s performance, they can help in improving a

student’s performance as all the components in academic performance are

requirements or parts to increase one’s academic performance.

50
 CHAPTER 5

This chapter presents the summary and conclusion derived in the conduct of the

study which is to prove on the “The Impact of Online Learning to the Academic

Performance of Grade 10 Students in Rogationist College SY. 2022 - 2023.” It also

provides recommendations that can be helpful to students, teachers, and the whole

educational community.

SUMMARY OF FINDINGS

The purpose of this study is to determine what is the impact of online learning to the

academic performance of Grade 10 students in Rogationist College S.Y 2022 – 2023.

This study tackled the subsequent concerns:

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

1.1: gender?

1.2: estimated number of hours spent per week using a computer

1.2.1: for educational purposes?

1.2.2: online exploring the internet (gaming, social networking, etc.)?

2. What are the impressions of the respondent’s online classes in terms of:

2.1: accessibility?

2.2: flexibility?

2.3: enhanced time management skills?

2.4: new technical skills?

51
3. What is the impact of online learning to the academic performance?

3.1: regular studying

3.2: self – motivation

3.3: punctuality and regular attendance

3.4: hard work and interest of the subject

The following results have been reported based on the data obtained from statistical

instruments:

1. In the demographic profile, out of 146 respondents, majority of them are female,

with a frequency of 77, leaving male with a frequency of 69.

2. Regarding to the screen time usage of the respondents, it is seen that they

spend most of the time using their electronic gadgets in browsing the internet

than in educational purposes.

3. Concerning the impressions of respondents on online learning in terms of

accessibility, an overall computed mean of 3 was taken; making this a positive

impression. The highest computed mean of 3.2 was found in respondent’s ability

to communicate with their classmates/group mates about class activities.

4. For flexibility, an overall computed mean of 3 was reflected with the highest (3.3)

on their very positive impression on their ability to submit activities thru email,

message tools in LMS and social networking.

52
5. With time management, an overall mean of 2.9 is seen, meaning that it is a

positive impression. The highest determined mean which is 3.1 is found in three

statements. Consistent computed means and impressions were formed in the

statements of respondents that they were able to complete assigned tasks,

putting things in order for task completion and submitting assignment on time

6. Regarding respondents' opinions on online learning in terms of new technical

skills, a very positive impression was derived from the overall computed mean of

3.4. Similarly, statements concerning the respondents’ ability to develop digital

competencies, do their activities using available computer applications, and using

new software applications were met with a computed mean of 3.4 and elicited a

very positive impression.

7. When considering the impact of online learning on academic performance in

relation to regular studying, respondents consistently held a predominantly

positive evaluation, as reflected by the mean score of 3, indicating a noteworthy

level of impact. Additionally, respondents demonstrated a consistent mean score

of 3.1, underscoring their ability to focus on school works, review for

examinations, and regularly do academic tasks and submit them on time.

8. In relation to self-motivation and its impact on academic performance,

respondents maintained a predominantly positive assessment of online learning,

as indicated by the mean score of 2.9, signifying a high level of impact. A mean

of 3.1 is found in respondents’ being able to strive to study to achieve their

academic goals.

53
 9. Respondents reported a mean score of 3.1 which signifies a high impact of

online classes on their punctuality or regular attendance; meaning that it has a

high impact. A recorded mean of 3.3 is seen in the respondent's ability to attend

classes on time.

10. With regard to the impact of online classes to their hard work and interest of the

subject, an overall mean of 3; meaning that it has a high impact as well. The

highest mean of 3.2 is noticed in the respondents’ ability to learn and improve

their skills because of exposure in online class.

CONCLUSION

1. There was equal representation of gender in this research

2. Since respondents spent more time in using their electronic gadgets in activities

not directly related to educational activities and many of them would be spending

10 or more hours in a week, this may have direct or indirect impact on their lives

as students, especially in their academic performance.

3. No one among the respondents have a negative impression on online learning.

Positive impressions were measured in accessibility, flexibility, and time

management components. Moreover, a very positive impression was seen in

new technical skills.

4. Looking at the components in academic performance namely; (1) regular

studying, (2) self-motivation, (3) punctuality and regular attendance and (4) hard

work and interest in the subject, it was proven that after the students’ exposure to

online learning, it has highly impacted their academic performance.

54
RECOMMENDATIONS

In line with the findings of the study, the following recommendations are made:

Teachers. In this study, it was found that students favorably seen that in online

learning they were able to develop new technical skills. With this, training sessions on

digital literacy or new software applications and programs can be attended by teacher

so they can be fully equipped with new knowledge and skills that can help them deliver

learning activities using gadgets, technology and online learning. Another aspect which

teachers can do is to regularly and consistently encourage students to minimize the

time they spend using gadgets for entertainment or non-academic activities. Teachers

can integrate in their lessons the importance of time management so students will

always be reminded to use their time productively.

Students. As proven in this study that students are prone to spend more time in

exploring the internet to play online games or visit social media networks, it is being

recommended that students develop self-regulation. They should be able to regulate,

manage or control their behavior in terms of spending time in using gadgets and

prioritize academic work before recreational activities on the internet. Development of

self-regulation will also address the problem of students in terms of procrastination and

not being able to complete and submit academic tasks on time. Further, as students

see the importance of the element of time, they should place great importance on self-

discipline, exercising the virtue of punctuality and being mindful of deadlines or

schedule. Another important aspect is the development of students’ initiative to

personally enhance their digital skills and not just merely relying or depending on

teachers’ lectures.

55
 Parents. Parents should monitor their child to ensure that their child is doing

well and help their child if necessary. Parents should also have the ability to navigate

the LMS in order to monitor their child’s academic progress in order to help their child.

Future researchers. Future researchers should be knowledgeable about past

technologies/programs to be able to get an idea on how past students adapted and

learnt from online learning. Future researchers should also be knowledgeable and

considerate of the feelings and perspectives of past students when online learning was

introduced and when face-to-face classes returned.

56
BIBLIOGRAPHIES

Glass, G. (October 6, 2022). Linked in. 8 Ways to use the LMS to Enable Student

Autonomy. https://www.linkedin.com/pulse/8-ways-use-lms-enable-student-

autonomy-graham-glass

Li, C. (January 30, 2017). Illinois online. How to Interact with Online Instructors in Online

Classes?. https://online.illinois.edu/articles/online-learning/item/2017/01/30/how-

to-interact-with-instructors-in-online-classes

Obana, J. (June 2, 2021). Learning Management System: An Essential Tool to

Enhance Remote Education. The Manila times.

https://www.grantthornton.com.ph/insights/articles-and-updates1/from-where-we-

sit/learning-management-system-an-essential-tool-to-enhance-remote-

education/#:~:text=Learning%20Management%20System%3A%20An

%20Essential%20Tool%20to%20Enhance%20Remote%20Education,-By%3A

Brame, C. J & Biel, R. (2015). Using cooperative learning groups effectively.

Tracking progress. (September 17, 2020).

https://docs.moodle.org/402/en/Activity_completion

Mansour, E. (2007). Students' Positive and Negative Experiences in Hybrid and Online

Classes. College student journal.

Baek, K. (March 26, 2021). Students battle against procrastination in an online learning

environment. https://chantillynews.org/6862/features/students-battle-against-/

57
Frommert, C. (October 5, 2020). 5 Keys to Successful Homework Assignments During

Remote Learning. https://www.edutopia.org/article/5-keys-successful-homework-

assignments-during-remote-learning/

5 tips to stay organized while taking online college courses. (July 22, 2021).

https://asuonline.asu.edu/newsroom/online-learning-tips/staying-organized-

college-students/

Myall, O. (February 25, 2017). eLearning Industry. 4 Tips To Help You Complete Online

Assignments On Time. https://elearningindustry.com/4-tips-complete-online-

assignments-on-time/amp

Szyszka, J. (November 9, 2015). TimeCamp. 10 Ways To Get Things Done on Time.

https://www.timecamp.com/blog/2015/11/10-ways-get-things-done-time/

What do i need for online classes?. (n.d). https://www.classgap.com/en/blog/what-

equipment-need-for-online-classes.

Academic performance. (2020). https://ballotpedia.org/Academic_performance

Future Learn. (n.d). https://www.futurelearn.com/info/courses/improving-study-

techniques/0/steps/55511

Strauss, V. (September 1, 2020). Does homework work when kids are learning all day
at home?. www.washingtonpost.com/education/2020/09/01/does-homework-
work-when-kids-are-learning-all-day-home/

Why take notes?. (December 2, 2020). Umass Dartmouth.

https://www.umassd.edu/dss/resources/students/classroom-strategies/why-take-
notes/

58
Plan your study time. (2016). https://www.educationcorner.com/test-preparation-
tips.html

Azhar, A. (December 10, 2021). 15 Reasons why attendance is important?.

https://curiousdesire.com/why-attendance-is-important/

Vennapoosa, C. (July 21, 2006). The importance of scheduling for time management.
www.exforsys.com/career-center/time-management/the-importance-of-
scheduling-for-time-management.html

Dudly, J. (November 3, 2020). The benefits of finishing your homework on time.

https://www.africanpu.org/the-benefits-of-finishing-your-homework-on-time/

Fisher, V. C. (December 14, 2018). 7 Reasons to finish assignments early.

https://sleeplessauthor.medium.com/7-reasons-to-finish-assignments-early-
5a052f87bb2c

Falkner, K., & Falkner, N. (September 2012). A fast measure for identifying at-risk
students in computer science.
https://www.researchgate.net/publication/262256755_A_fast_measure_for_identi
fying_at-risk_students_in_computer_science

Nordby, et. Al. (September 2017). Do procrastination-friendly environments make

students delay unnecessarily?.
https://www.researchgate.net/publication/318420502_Do_procrastination-
friendly_environments_make_students_delay_unnecessarily

Tolustar. (October 12, 2018). My Study Focus. How to be a diligent student.

http://mystudyfocus.com/articles/how-to-be-a-diligent-student/

Pritchard, A. (October 2022). wikiHow. How to be a responsible student.

https://www.wikihow.com/Be-a-Responsible-Student

Self-Discipline Needed for Online Schooling. (March 30, 2023). Achieve virtual.
https://achievevirtual.org/blog/student-resources/self-discipline-needed-for-
online-schooling/

59
 APPENDIX A
Letter to the Principal

Rogationist College
JUNIOR HIGH SCHOOL DEPARTMENT
St. Anthony’s Boys Village  Km. 52 Aguinaldo Highway
Lalaan II, Silang, Cavite, 4118
Tel: (0460 414-0125 (046) 414-0448

March 15, 2023

MR. JED BELARDO

Junior High School Principal
Rogationist College

Dear Mr. Belardo:

Greetings of peace!
We the researchers are currently conducting a research about "The Impact of Online Classes to
the Academic Performance of the Grade 10 Students in Rogationist College SY 2022-2023".
This research aims to know how the Grade 10 students comply with the activities given to them.
With this said, we are politely requesting for your permission to allow us to send questionnaires
to Grade 10 students of Rogationist College Junior High School Department. In addition, we
would also like to request for the class list of the Grade 10 students for our sampling.
Information that will be used study shall be kept confidential and only be used for this study.
Thank you and good day.

With appreciation,

60
 APPENDIX B
Letter to the Respondents

The Impact of Online Learning to the Academic Performance Of Grade 10

Students In Rogationist College SY 2022 – 2023

The Lord be with you and good day, RCians! As part of our research, we, Cesan
Liana Cadorna, Nichollai Cassie San Jose, Atasha Raine Sangalang, Dominico
Zakariya Barrion, Gell Myrik Talledo, and Antonio Sebastian Penus of Grade 10 – St.
Basil would like to ask the following students to answer this questionnaire. Kindly
answer it with full honesty and as soon as possible. All responses provided by the
respondents will remain private and will be treated with confidentiality. Thank you very
much!

61
 APPENDIX C
Questionnaire

I. DEMOGRAPHIC PROFILE:
Instructions: Please check your corresponding gender and screen-time duration
according to the situation.
1. Gender: Male: ___ Female: ___

2. Time spent in using computer or any electronic gadget per week:

(Adapted from Online Learning/Distance Education Questionnaire, Concordia, Fall 2003)

2.1 for educational purposes:

Less than 1 hour: ___ 1 – 5 hours: ___
6 – 10 hours: ___ More than 10 hours: ___
2.2 for exploring the internet (gaming, social networking, etc.)
Less than 1 hour: ___ 1 – 5 hours: ___
6 – 10 hours: ___ More than 10 hours: ___

II. STATEMENTS ABOUT ONLINE LEARNING

Instructions: Please check the following situations on which you agree or disagree on
with 1 being strongly disagree and 4 being strongly agree.
1 = Strongly Disagree 3 = Agree
2 = Disagree 4 = Strongly Agree

A. ACCESSIBILITY
(Adapted from McAlvage and Rice, 2018)

During online learning, I was able to:

STATEMENTS 1 2 3 4
1. work independently using the LMS.
2. interact with my teachers about courses/subject
lessons.

62
3. learn the lessons uploaded in the LMS.
4. communicate with my classmates/groupmates about
class activities.
5. see my progress in every subject. (scores/submissions)

63
 APPENDIX D
Curriculum Vitae

Rogationist College
JUNIOR HIGH SCHOOL DEPARTMENT
St. Anthony’s Boys Village  Km. 52 Aguinaldo Highway
Lalaan II, Silang, Cavite, 4118
Tel: (0460 414-0125 (046) 414-0448

Name: Dominico Zakariya C. Barrion

Gender: Male
Nickname: Zaki, Dom
Birthplace: Las Pinas
Birthday: September 5, 2007
Age: 15

Civil Status: Single

Nationality: Filipino
Religion: Catholic

Educational Attainment:
Elementary: Casa De San Miguel Montessori
Secondary: Rogationist College

Skills and Talents: Swimming, Playing Volleyball

Honors Received: 3rd Place in Diligence for 3rd Quarter
Character References: Ma'am Grace Calupad - 0977 980 3252

64
 Rogationist College
JUNIOR HIGH SCHOOL DEPARTMENT
St. Anthony’s Boys Village  Km. 52 Aguinaldo Highway
Lalaan II, Silang, Cavite, 4118
Tel: (0460 414-0125 (046) 414-0448

Name: Cesan Liana S. Cadorna

Gender: Female
Nickname: Cesan, Ian
Birthplace: Legaspi City, Albay
Birthday: August 16, 2007
Age: 15

Civil Status: Single

Nationality: Filipino
Religion: Roman Catholic

Educational Attainment:
Elementary: Madre Giuditta Martelli School
Secondary: Rogationist College

Skills and Talents: Dancing, Singing

Honors Received:
Character References: Carol M. Toledo - 0939 626 7258

65
 Rogationist College
JUNIOR HIGH SCHOOL DEPARTMENT
St. Anthony’s Boys Village  Km. 52 Aguinaldo Highway
Lalaan II, Silang, Cavite, 4118
Tel: (0460 414-0125 (046) 414-0448

Name: Antonio Sebastian L. Penus

Gender: Male
Nickname: Basty
Birthplace: Trece, Martirez, City, Cavite
Birthday: Dec, 12, 2007
Age: 15

Civil Status: Single

Nationality: Filipino
Religion: Catholic

Educational Attainment:
Elementary: La Asuncion Montessori
Secondary: Rogationist College

Skills and Talents: Drawing, Reading

Honors Received:
Character References:

66
 Rogationist College
JUNIOR HIGH SCHOOL DEPARTMENT
St. Anthony’s Boys Village  Km. 52 Aguinaldo Highway
Lalaan II, Silang, Cavite, 4118
Tel: (0460 414-0125 (046) 414-0448

Name: Nichollai Cassie A. San Jose

Gender: Female
Nickname: Cassie
Birthplace: Pasay City
Birthday: September 4, 2007
Age: 15

Civil Status: Single

Nationality: Filipino
Religion: Catholic

Educational Attainment:
Elementary: Malinta Elementary School
Secondary: Rogationist College

Skills and Talents: Singing, Dancing, Playing Instruments, Painting, Drawing

Honors Received:
Character References: Martha Faviola A. San Jose - 0917 303 6109

67
 Rogationist College
JUNIOR HIGH SCHOOL DEPARTMENT
St. Anthony’s Boys Village  Km. 52 Aguinaldo Highway
Lalaan II, Silang, Cavite, 4118
Tel: (0460 414-0125 (046) 414-0448

Name: Atasha Raine H. Sangalang

Gender: Female
Nickname: Atasha
Birthplace: Silang, Cavite
Birthday: June 7, 2007
Age: 15

Civil Status: Single

Nationality: Filipino
Religion: Catholic

Educational Attainment:
Elementary: Sunhill Montessori Casa-Metro Tagaytay
Secondary: Rogationist College

Skills and Talents: Dancing

Honors Received:
Character References: Anna Margarita H. Sangalang - 0916 491 3500

68
 Rogationist College
JUNIOR HIGH SCHOOL DEPARTMENT
St. Anthony’s Boys Village  Km. 52 Aguinaldo Highway
Lalaan II, Silang, Cavite, 4118
Tel: (0460 414-0125 (046) 414-0448

Name: Gell Myrik V. Talledo

Gender: Male
Nickname: GM
Birthplace: Imus, Cavite
Birthday: December 21, 2007
Age: 15

Civil Status: Single

Nationality: Filipino
Religion: Roman Catholic

Educational Attainment:
Elementary: Philippine Christian University
Secondary: Rogationist College

Skills and Talents: Playing Drums and Basketball Player

Honors Received: 1st Place in Diligence for 3rd Quarter
Character References: Emelita Rodis Zamora - 0916 426 2278

69