Appendix A

The impact of long distance learning on academic performance.

Regelline B. Barredo, Angelica N. Canlas, John Mark C. Diaz, Christian Ross C.
Furton, Johanna Mae C. Maggay, Danica N. Marcelo, Jasmin S. Villanueva A Re-
search Paper Presented to the Faculty of College of Education Pampanga State
Agricultural University May 2023

The impact of long distance learning on academic performace

2
APPROVAL SHEET

This research paper entitled, “The impact of long distance learning on academic
performance ”,

prepared and submitted by REGELLINE B. BARREDO, ANGELICA N. CAN-

LAS,JOHN MARK C. DIAZ, CHRISTIAN ROSS C. FURTON, JOHANNA
MAE C. MAGGAY, in partial fulfillment of the requirements for the course, Lan-
guage Education Research is hereby recommended for approval and acceptance.

DANICA N. MARCELO, MAEd, LPT Adviser

_______________________________

Date Signed

JASMIN S. VILLANUEVA, Ed.D., MAEd, LPT

Co-adviser
________________________________

Date Signed

PANEL OF EXAMINERS
JHONATHAN L. ULIT, PhD, LPT LANCE JOSHUA S. CASTRO, LPT

Member Member
____________________ ___________________
Date Signed Date Signed

Approved and accepted as partial fulfillment of the requirements for the subject

Language Research Education.

Passed the oral examination on _______________________ with the rating of
___________________.

ELMER P. CALAGUAS, Ph.D., LPT

Dean, College of Education

__________________________

Date Signed

Appendix B
11 HUMSS A
Long Dis- Strongly Disagree Rarely Agree Strongly TOTAL
tance Disagree Agree
Learning
1. 2 6 1 0 6 15
2. 0 5 8 1 1 15
3. 0 3 6 4 2 15
4. 0 0 4 9 2 15
5. 0 2 6 7 0 15
6. 1 1 5 5 3 15
7. 1 1 5 4 4 15
8. 0 1 5 5 4 15
9. 0 0 9 6 0 15
10. 1 2 9 2 1 15
11. 2 1 2 2 8 15
12. 2 0 1 4 8 15
13. 1 0 4 6 4 15
14. 1 0 5 6 3 15
15. 1 0 5 6 3 15
16. 2 0 4 2 7 15
17. 0 1 3 10 1 15
Face to Strongly Disagree Rarely Agree Strongly TOTAL
Face Disagree Agree
1. 1 1 0 6 7 15
2. 1 1 0 9 4 15
3. 2 0 2 8 3 15
4. 1 1 0 11 2 15
5. 0 2 9 3 1 15
GWA 80-85 86-89 90-94 95-99 TOTAL
G-9 0 0 13 2 15
G-11 0 0 8 7 15

11 HUMSS B
Long Dis- Strongly Disagree Rarely Agree Strongly TOTAL
tance Disagree Agree
Learning
1. 0 0 6 7 2 15
2. 0 2 5 5 3 15
3. 0 3 5 4 3 15
4. 0 3 3 6 3 15
5. 0 3 4 4 4 15
6. 0 0 6 6 3 15
7. 0 0 7 4 4 15
8. 0 0 5 6 4 15
9. 0 0 11 2 2 15
10. 0 0 5 7 3 15
11. 0 0 6 6 3 15
12. 0 1 7 4 3 15
13. 0 0 9 4 2 15
14. 0 0 7 6 2 15
15. 0 1 2 7 5 15
16. 0 0 0 11 4 15
17. 0 0 2 10 3 15
Face to Strongly Disagree Rarely Agree Strongly TOTAL
Face Disagree Agree
1. 0 0 1 9 5 15
2. 0 0 1 10 4 15
3. 0 0 4 6 5 15
4. 0 0 0 11 4 15
5. 0 1 7 5 2 15
GWA 80-85 86-89 90-94 95-99 TOTAL
G-9 0 8 7 0 15
G-11 0 3 12 0 15

11 HUMSS C

Long Dis- Strongly Disagree Rarely Agree Strongly TOTAL

tance Disagree Agree
Learning
1. 8 4 1 1 1 15
2. 0 9 5 1 0 15
3. 1 3 10 1 0 15
4. 0 4 4 5 2 15
5. 2 3 3 3 4 15
6. 3 5 6 0 1 15
7. 9 3 2 1 0 15
8. 5 5 4 0 1 15
9. 2 5 6 2 0 15
10. 2 4 6 3 0 15
11. 5 3 2 2 3 15
12. 3 3 4 5 0 15
13. 3 2 6 4 0 15
14. 1 6 4 3 1 15
15. 5 2 4 2 2 15
16. 3 8 2 1 1 15
17. 0 5 5 3 2 15
Face to Strongly Disagree Rarely Agree Strongly TOTAL
Face Disagree Agree
1. 2 2 1 9 1 15
2. 2 2 1 8 2 15
3. 2 0 5 7 1 15
4. 1 1 3 8 2 15
5. 8 0 6 4 3 15
GWA 80-85 86-89 90-94 95-99 TOTAL
G-9 4 7 4 0 15
G-11 0 13 2 0 15

11 HUMSS D
Long Dis- Strongly Disagree Rarely Agree Strongly TOTAL
tance Disagree Agree
Learning
1. 8 4 1 1 1 15
2. 0 9 5 1 0 15
3. 1 3 10 1 0 15
4. 0 4 4 5 2 15
5. 2 4 3 3 4 15
6. 3 3 6 0 1 15
7. 9 2 2 1 0 15
8. 5 4 4 0 1 15
9. 2 6 6 2 0 15
10. 2 4 6 3 0 15
11. 5 3 6 2 3 15
12. 3 3 2 5 0 15
13. 3 2 4 4 0 15
14. 1 6 4 3 1 15
15. 5 2 4 2 2 15
16. 3 8 2 1 1 15
17. 0 5 5 2 0 15
Face to Strongly Disagree Rarely Agree Strongly TOTAL
Face Disagree Agree
1. 2 2 2 8 1 15
2. 2 1 5 6 1 15
3. 2 1 3 8 1 15
4. 2 1 3 8 1 15
5. 2 3 7 1 2 15
GWA 80-85 86-89 90-94 95-99 TOTAL
G-9 7 4 4 0 15
G-11 3 4 8 0 15

OVERALL
Long Dis- Strongly Disagree Rarely Agree Strongly TOTAL
tance Disagree Agree
Learning
1. 12 10 9 18 11 60
2. 1 19 23 10 7 60
3. 1 12 23 17 7 60
4. 1 11 16 24 8 60
5. 5 10 18 18 9 60
6. 4 9 21 17 9 60
7. 14 7 16 14 9 60
8. 6 8 20 16 10 60
9. 2 10 31 14 3 60
10. 3 10 23 16 8 60
11. 7 5 12 17 19 60
12. 5 8 14 19 14 60
13. 5 6 23 17 9 60
14. 2 10 21 19 8 60
15. 7 3 15 23 12 60
16. 5 10 8 21 16 60
 17. 0 8 13 31 8 60
Face to Strongly Disagree Rarely Agree Strongly TOTAL
Face Disagree Agree
1. 5 5 4 32 14 60
2. 5 4 7 33 11 60
3. 6 1 14 29 10 60
4. 4 3 6 38 9 60
5. 5 6 29 13 7 60
GWA 80-85 86-89 90-94 95-99 TOTAL
G-9 11 19 28 2 60
G-11 3 20 30 7 60

Appendix C

October 17, 2024

MS. ELIZABETH S. TIMBOL

School Administrator
MCESI

LESLIE T. MALIT
School Directress

Thru: MS. ALONDRA D. RAZON

School Principal
MS. LYN TANHUECO
SHS Assistant Principal

To whom it may concern,

I am writing to seek your permission to allow my students in Practical Research 2 from the fol-
lowing classes: ABM A, ABM B, ABM C, HUMSS A, HUMSS B, and HUMSS C, to conduct
their data gathering within the school premises during their designated class hours from October
22 to October 25, 2024.
Rest assured that I will personally guide the students throughout the data-gathering process, en-
suring that they adhere to the proper protocols and conduct themselves professionally. We will
also take all necessary measures to avoid disrupting other ongoing classes or school activities.
Your favorable consideration will greatly contribute to the success of their research work.
Thank you for your support and understanding.

Sincerely,

Christian Ross C. Furton

Practical Research II Teacher
Appendix D

Originating from magalang Christian ecumenical school group 1 in magalang,

pampanga. Please grant our permission to conduct a research study with grade 11
HUMSS students, school administrators

I’m writing to politely ask for permission to run a research study among magalang
Christian ecumenical school grade 11 HUMSS students. In magalang Christian ec-
umenical school incorporated the study was named the impact of long distance
learning on academic performance of grade 11 HUMSS students. Our study will
be quantitative in nature, and we will employ questionnaires to collect data. We
guarantee that ethical norms and rules will be followed during the imvestigation.
The welfare and rights of participants will be safeguarded and upheld. Policies and
procedures of the school will be followed. Please feel free to contact Jean Canlas.
Thank you for considering our request we appreciate your support and cooperation.

Sincerely, Group 1
Land rights of paripants will be safeguarded and upheld. Policies and procedures
of the Appendix E
LONG DISTANCE LEARNING

Lack of face-to-face interactions with teachers and peers affects my aca-

demic performance.
STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

Limited access to resources and materials hinders my learning.

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

Distraction at home interfere with my studying and concentration .

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

Feelings of isolation and loneliness impact my academic performance.

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

Promoting student well-being through breaks and mental health support.

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE
Appendix F
FACE TO FACE

I have a good performance during face to face classes .

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

I have a good grades during face to face classes.

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

I can listen well in face to face classes.

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

I can maintain my grades as long face to face classes .

STRONGLY DISAGREE RARELY AGREE STRONGLY
DISAGREE AGREE

I still have free time even on face to face classes.

STRONGLY DISAGREE RARELY AGREE STRONGLY

DISAGREE AGREE

Appendix G
Appendix H