PREFERENCE BETWEEN ONLINE DISTANCE LEARNING

AND TRADITIONAL LEARNING OF

HIGH SCHOOL STUDENTS

In Partial Fulfillment

of the Requirements for the Subject

Research 2: Quantitative Research

BAUTISTA, DENISE JOY M.

CASTRO, CLOUIE IVAN L.

GALLEGUEZ, PRINCESS MIRA M.

JAINAL, MICHAELLA JEMAINE R.

SISON, FRANCINE E.

TIOMICO, LOUIS JOHN R.

OCTOBER 2020
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

It is time, at last, to speak the truth about the current global crisis, Coronavirus

disease 2019 or more popularly known as COVID-19, a pandemic that has put a sudden

halt not only to the lives of certain individuals, but the entire world, from the economy to

the society. Livelihood, well-being and even education were all in a brink of collapse

because of the changes caused by this pandemic. Changes were rapidly appearing and

people had no choice but to adapt to these. For the benefit of all, people were led with no

choice but to comply with the restrictions that came along with this pandemic, including

the quarantine which is observed to decrease the rampant cases of the disease as well as

the risk of transmitting it. Despite the despites, nothing could cease the people from their

pursuit of knowledge and learning and this current state referred to as the “new normal”

has only made people socially distant through technology. Because of the advancements

in technology, individuals learned how to survive this new normal without leaving the

confines of their home. Interaction and engagements are now done through online

systems with the utilization of technology. Amidst the pandemic, educational institutions

had decided to push through with the academic year in order to continue the education of

students.

Despite the pandemic that is being faced, the Department of Education had come

up with learning delivery modalities for the academic year 2020-2021. Seeing that

traditional face-to-face learning is less likely to be delivered, DepEd suggested that the
conduct of classes should be done through distance learning, which includes online

distance learning. With distance learning, learners work online at home while the teacher

assigns work and check in digitally, it limits in-person interaction between the educators

and the learners. This greatly relies on the use of digital devices as means of

communication such as messaging, video calls and discussion boards. If these cannot be

accessed by the learners, the use of modules is greatly considered.

As stated by Llego, M. (2020), Online Distance Learning (ODL) utilizes various

technologies accessed through the internet while learners and teachers are apart from

each other during instruction. It allows live synchronous instruction with the use of

internet to facilitate learner-teacher and peer-to-peer communication. Compared to the

other types of distance learning, it is more interactive but it requires participants to have a

stable internet connection to attend virtual classes and webinars. On the other hand,

Traditional Face-to-face Learning is the modality wherein the learners and the teachers

are both physically present in the classroom. With this, it is more probable to have active

engagement, immediate feedback and socio-emotional development of learners.

The rise of e-learning has made a difference to empower students to require on

more duty for the acquisition of their own knowledge.In a traditional, teacher-centered

model of teaching, the lecturer transmits knowledge to students, with little input from

those students. However, the shift to less traditional classes has coincided with a greater

focus on more student-centered learning, with the lecturer facilitating or managing the

students' learning, rather than simply transmitting information. (Ituma, 2011)

Because of the more self-directed learning assumed to occur in online

environments, online learning may have the potential to produce more in-depth
discussions and to improve the quality of learning, as well as having the practical benefits

of encouraging wider student participation and increasing the cost-effectiveness of

education, compared to traditional face-to-face learning. A timely example is that of

flipped classrooms, whereby the students engage in active learning (often via vodcasts or

in online discussions) and the instructor provides support and scaffolding. (Strayer, 2012)

Taking into consideration the predicament of the learning situations of the

learners during the pandemic and the COVID-19 restrictions, various learning modalities

are considered for appropriate methods of relaying instructions and pursuing education.

Hence, the study will be conducted to determine the preference between online

distance learning and traditional face-to-face learning of high school students in

Concepcion, Tarlac.

Statement of the Problem

This study aims to determine the preference between online distance learning and

traditional face-to-face learning of high school students. Specifically, this study aims to

answer the following:

1. What are the socio-demographic characteristics of the students in terms of:

1.1. Sex

1.2. Age

1.3. School

1.4. Grade level

1.5. Family income

2. What is the most preferred learning modality between online distance learning and

traditional face-to-face learning?

3. What are the factors that contributed to the chosen modality of the students between

online distance learning and traditional face-to-face learning?

4. What are the learning barriers encountered by the students in terms of:

4.1. Online distance learning

4.2. Traditional face-to-face learning

5. What are the problems dealt with by the students in aspects such as:

5.1. Technological difficulties

5.2. Systematic changes

5.3. Learning environment

Null Hypothesis

There is no significant difference between the preferences of high school students

toward online distance learning and traditional face-to-face learning. There is a

significant relationship between the students’ preferences associated to their learning

experiences and conditions.

Scope and Delimitation of the Study

This study focuses on preference of high school students between online distance

learning and traditional face-to-face learning that are associated with factors that affected
their choice. The choice of the respondents, fifty (50) high school students from the

municipality of Concepcion, Tarlac, will be measured in accord to their own experiences.

The aspects that will be looked into are the socio-demographic characteristics of the

students, the factors that have contributed to their choice of modality, the learning

barriers they have experienced and their ways of dealing with it.

Nevertheless, this study doesn’t imperatively cover the underlying problems that

are not associated with the preference of learning modalities and the factors that affected

the choice, but only aims to measure the predilection of the students as their way of

learning. The data that will be gathered are obtained from a limited and particular area

only, which are areas in Concepcion, Tarlac. Students from other areas or not in high

school level are not within the scope of this research. The study will be done through the

utilization of questionnaires and check lists. By this method, the researchers will be able

to know the preference of high school students between online distance learning and

traditional face-to-face learning.

Significance of the Study

The generalization of this study will be deemed significant and beneficial

specifically to the following:

Students. This study will serve as a guide for the students as they will benefit by

gaining knowledge and understanding about information associated with modular with

online learning and traditional face-to-face learning.

 Teachers. The gathered data will help them gain information about the students’

preference and use this as a guide on what to do with the students who are dealing with

the problems about specific modalities and find solutions for the predicament associated.

Parents. The parents will benefit from this study for they will be able to find

ways on how to motivate, guide, and understand their children in dealing with the

problems about their children’s modality of learning.

Administration. This study will serve as a guide for the administrators to be able

to lead the school efficiently by understanding the preference of the students and enhance

the students’ academic performance.

Community. The data that will be gathered from the study will be a benefit to the

community by giving awareness and understanding about the possible causes and effects

of the modalities to the students of Concepcion, Tarlac. The findings will help in finding

ways for the improvement of the whole community.

Researchers. The researchers will be able to broaden their knowledge and ideas

about the chosen study. They will also gain more experience, competence and practical

knowledge for conducting future research.

Future Researchers. The researchers undertaking the same study will be able to

utilize this as a useful guide and a reference for their own study in the future. The

analysis of the study will serve as a supplemental reference for their future studies.

Definition of Terms

COVID-19. It is also referred to as Coronavirus disease 2019, an infectious

disease caused by a newly discovered coronavirus, wherein people infected will

experience mild to moderate respiratory illness and recover without requiring special

treatment. (World Health Organization)

In this study, the presence of COVID-19 in the current situation affects the

preference of the students between the modalities because the study is undertaken during

the pandemic.

Department of Education. It is a federal executive division responsible for

carrying out government education programs and policies, which seeks to ensure

access to education and to improve the quality of education nationwide. (Merriam

Webster)

Department of Education is the institution which provided the learning delivery

modalities that the respondents will base their preference from.

Digital. It is defined as of, relating to, or using calculation by numerical

methods or by discrete units; characterized by electronic and especially computerized

technology. (Merriam Webster)

The researchers defined this as one of that describes the devices used by the

respondents which may influence their choice of modalities.

Distance learning. It refers to a method of study where teachers and students do

not meet in a classroom but use the Internet, e-mail, mail, etc., to have classes.

(Merriam Webster)
 In the study, this is one of the main concepts that are looked into by the

researchers. It is a learning method that are undertaken by the respondents in this

study.

E-learning. It is a learning system based on formalized teaching but with the help

of electronic resources. (The Economic Times)

E-learning is a system used in one of the modalities to be chosen by the

respondents.

E-mail. It pertains to a means or system for transmitting messages electronically

(as between computers on a network); messages sent and received electronically

through an e-mail system. (Merriam Webster)

The researchers see e-mail as one of the features involved in distance learning

and is widely used by the respondents.

In-person interaction. It is an interaction with the personal presence or action of

the individual specified. (Oxford Languages)

The respondents may have experienced in-person interactions which may affect

their view on their preference of learning modalities.

Internet. It is a global computer network providing a variety of information and

communication facilities, consisting of interconnected networks using standardized

communication protocols. (Oxford Languages)

Internet is one of the instruments needed by the respondents to consider one of the

modalities, which could be a factor as to why they chose their preference.

 Learner. It is defined as someone who is learning about a particular subject or

how to do something. (Collins Dictionary)

In this study, the learners are the respondents, they are the ones who the

researchers will obtain data from in order to come up with the findings.

Modality. It is a particular mode in which something exists or is experienced or

expressed. (Oxford Languages)

The researchers pertain to this as the method of delivery or way of instructing the

respondents. It is a way from which the researchers will measure the student’s preference

from.

Module. It is pertained as each of a set of standardized parts or independent units

that can be used to construct a more complex structure, such as an item of furniture or a

building. (Oxford Languages)

Learners, the respondents involved in conducting this study use their modules as

one of the tools in certain modalities, this may have an impact to the preference of the

students.

Online Distance Learning. It features the teacher facilitating learning and

engaging learners' active participation using various technologies accessed through the

internet while they are geographically remote from each other during instruction.

(Teacher PH)

Online Distance Learning will be used in the study because it is one of the

learning modalities that the respondents will choose from.

 Preference. It refers to the act, fact, or principle of giving advantages to some

over others. (Merriam Webster)

Preference is the main concept that will be chosen by the respondents and will be

measured by the researchers in this study, this is based upon the choice between modular

with online distance learning and traditional face-to-face learning.

Synchronous. It pertains to what is happening, existing or arising at precisely the

same time. (Merriam Webster)

The researchers determined this as a description of learning of the respondents,

wherein learning takes place at the same time.

Technology. It is the application of scientific knowledge to the practical aims of

human life or, as it sometimes phrased, to the change and manipulation of the human

environment. (Britannica)

The presence of technology in this study is greatly considered for it is a tool that

is necessary to apply the modalities measured in this study.

Traditional Face-to-face Learning. This refers to a learning delivery modality

where the students and the teacher are both physically present in the classroom, and there

are opportunities for active engagement, immediate feedback, and socio-emotional

development of learners. (Teacher PH)

One of the learning delivery modalities measured in this study is Traditional Face-

to-face Learning, the respondents may have to select between this and other modalities in

order to come up with an analysis and conclusion.

 Chapter 2

REVIEW OF RELATED LITERATURE

Introduction

The researchers utilized multiple reading resources from online systems

particularly web articles, in order for the researchers to establish knowledge about the

study being conducted. These materials enabled the researchers to garner ideas regarding

the research and make improvements. These have greatly contributed to broadening the

researchers’ knowledge about the study.

In this study, the review of the literature focuses on the preference of high school

students between online distance learning and traditional face-to-face learning, as well as

the factors that are involved and associated in the said modality. In order to complete the

analysis, the researchers needed to find some useful tools regarding the study.

Related Literature

In the article “Face-to-face or face-to-screen? Undergraduates’ opinions and test

performance in classroom vs. online learning”, Kemp. N et. al (2014) stated that

according to their assessment in terms of preferences, students preferred to complete

activities face-to-face rather than online. However, there were no significant difference

when it comes to their test performance in the two modalities. In the students’ responses,

they expressed a strong preference for class discussions to be conducted face-to-face

owing to the fact that they felt more engaged and received more immediate feedback as

compared to the online classes.

 The question: ‘is online learning as good as face to face learning’, was answered

in the article “Online training vs face to face learning” (Cooke, G., 2020), it shows that

online learning is as good as face to face learning and in fact is more effective than face

to face learning in many ways. Research shows that 80% of organizations believe that the

use of digital learning will remain the same, but e-learning will unlikely ever fully

replace classroom learning. Online learning is considered more effective as many

organizations incorporate lessons from face-to-face into digital strategy, with a

combination of self-paced learning and social group online learning.

According to the article “Traditional Learning Vs. Online Learning” (De, B.,

2018), more institutes are offering courses online as it has become extremely popular.

However, despite of its popularity, vast groups of people still stay away from such

methods, mostly because of misconception. Although online courses are rising in

popularity, traditional classroom training are still thriving and resisting as they try to

adapt newer means of retaining learners’ interest.

In a written research article titled “Online Learning: A Panacea in the Time of

COVID-19 Crisis” (Dhawan, S., 2020), it was stated that most of the educational

institutions in India are currently based only on traditional methods of learning, which is

a setup of face-to-face lectures in a classroom. With the sudden break of the COVID-19,

many educational institutions had no option but to shift entirely to online teaching-

learning, although they were reluctant to change their traditional approach. E-learning

can help in providing inclusive education even at the time of crisis. Such systems need to

be developed in educational institutions that make sure that no student is getting deprived

of education due to their location, social class, ethnicity, and so on. Online methods of
teaching support and facilitate learning–teaching activities, but there is a dire need to

weigh the pros and cons of technology and harness its potentials. 

Additionally, Arthur, K.A. (2017) wrote in the article “E-learning, resilience and

change in higher education: Helping a university cope after a natural disaster”, adoption

of e-learning will increase if academic staff are motivated to use e-learning to engage

with students. In addition, students’ engagement and familiarity with the technologies are

essential to its adoption. E-learning adoption in an institution depends on the availability

of centrally located support for e-learning tools that are used in the institution. Adoption

of e-learning also depends on the motivation for the adoption of e-learning, which will

vary with the crisis and the time of the academic year because of varying needs within the

academic calendar. 

Related Studies

Foreign

According to Rawashdeh, A. et. al (2020) in “Transitioning from Face-to-Face to

Online Learning: Students’ Achievements and Perceptions of Learning Calculus during

COVID-19 Pandemic”, results show that the participants had a positive experience

learning online than face to face learning. Some of the students preferred online learning

because it’s more interactive to them, and half of the participants that they will have to do

more effort when they do online learning. Although they had to put more effort, they

perceived online learning to be flexible, useful and helpful to their learning. With the

ongoing pandemic, educators (administrators and faculty) are stepping up their plans to
provide a high-quality education experience for all students. With all the possibilities out

there, this will be an exciting yet challenging experience.

Moreover, the research titled “Traditional Versus Online Learning in Institutions

of Higher Education: Minority Business Students’ Perceptions” (Alsaaty, F. et. al, 2016)

has shown that the respondents in this study suppose that online learning would be highly

advantageous to students. Some of the students perceived their online experience as being

positive despite to multiple problems like lack of the instructional materials, poor

organization, limited faculty access and poor technological knowledge. These findings

suggest that institutions need to address their students desire for more flexible,

technology-oriented educational platforms, and to apply greater efforts to eliminate

problems that might stop the smooth utilization of these technologies. In education

institutions around the world have debate continues as to whether online courses are

perceived as being as less difficult than face-to-face course.

In the study “Evaluation of E-learning program versus traditional lecture

instruction for undergraduate nursing students in a faculty of nursing” (Abdelaziz, M. et.

al, 2011), the respondents that participated were a group of 186 students who used

traditional lectures and a group of 90 students who used e-learning from the Faculty of

Nursing of Ain Shams University in Cairo, Egypt. The researchers reported an analysis

and statistical result of the research in accord to the knowledge gained, practice, attitudes

and opinion of the respondents toward tradition lectures and e-learning. Those who lack

in computer skills had a hard time to communicate effectively with their instructor and

they failed to participate in various online communication methods. On the other hand,

the other group were satisfied with the e-learning program. However, they do not wish to
take another e-learning program unless they had internet and computer at home. The

findings recommended that it is better to use a blended learning environment that

integrates both e-learning and lecture into education to overcome the deficiency of

limited skills and resources.

The research titled “Comparison of Student Learning Outcomes in Online and

Traditional Classroom Environments in a Psychology Course” (Lyke, J. and Frank, M.,

2012) investigated whether students in an online class performed differently than the

students in a traditional classroom setting on terms of weekly quizzes and their

satisfaction with the course and the instructor. Results show that there is no difference

between the scores of the two groups of respondents on weekly quizzes. However, the

respondents in online class were less satisfied with the course and the instructor overall.

This research indicates that students may perform as well in an online environment as in

a traditional classroom, but their satisfaction with educational experience may suffer.

Another study by Khalil, R. et. al (2020) titled “The sudden transition to

synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a

qualitative study exploring medical students’ perspective” states that despite the

unplanned shift from traditional learning to a setup that exclusively involves digital

teaching and learning, 60 medical students accepted synchronized online classes and

agreed that online sessions were time saving and their performance improved due to

enhanced utility of time. Nevertheless, they still encountered some problems which

includes methodological, content perception, technical and behavioral challenges during

sessions and online exams.

 According to Weldy, T. (2018) in “Traditional, Blended, or Online: Business

Student Preferences and Experience with Different Course Formats”, despite the

increasing enrolment in blended and online courses, results show that students gained

more positive experience and still prefer traditional courses, based on their experiences in

learning, study time, expected grade and self-teaching.

Furthermore, Adnan, M. and Anwar, K. (2020) indicated in their study “Online

learning amid the COVID-19 pandemic: Students' perspectives”, that online learning

cannot produce a good result in underdeveloped countries like Pakistan, where majority

of the students are unable to access the internet due to technical, as well as financial

issues. In this study 73% of students had proper internet facility, 71.4% students felt that

they were qualified to use a computer/laptop for online classes even then 78.6%

respondents felt that traditional classes with apart from technical and financial issues

students also reported a few other difficulties like lack of interaction with the instructor,

response time and absence of traditional classroom socialization. 42.9% reported by

students that caused difficulties to them is lack on campus socialization were more

effective as compared to online learning. 50.8 % reported by students voted against the

possibility of effectively completing entire courses through online learning. There also

indicated that educational organizations need to improve their curriculum and design

appropriate content for online lectures. As per the instructions of WHO, they will have to

adjust their daily activities with COVID-19 for some time at least, which means arrange

an effective delivery system and provide digital literacy training to their current faculty so

better learning outcomes can be achieved.

 The data gathered from the related studies are comparable to the study being

conducted by the researchers in terms of numerous points that are inscribed in this study

which includes: the preference of students between the two modalities based on their

experiences and perception from the sudden shift of learning methods, the comparison

between the two modes of learning in relation to the problems and challenges that were

experienced by the respondents, results in preferences in accord to the knowledge gained,

practice, attitudes and opinion of the respondents toward tradition lectures and e-learning,

comparison of the student outcomes in both learning methods, the situation faced by the

students during the COVID-19 which includes the sudden shift from traditional to online

learning, the students’ experience in learning which resulted to their choice of modality

and lastly, the barriers or difficulties experience in terms of technical, financial,

systematic and social factors.

Local

According to Chua et al. (2020) in the study “The Status of the Implementation of

the E-Learning Classroom in Selected Higher Education Institutions in Region IV-A

Amidst the COVID-19 Crisis”, due to the threat of Coronavirus Disease or most

popularly known as COVID-19, the Higher Educational Institutions or HEIs have

resorted to online distance learning or E-learning Classroom to continuously deliver the

content and quality of their curriculum on variety of platforms. The implementation of E-

learning Classroom or online classes was assessed and examined using an online survey

questionnaire to a small group of professionals teaching various courses in tertiary level

in selected Higher Educational Institutions (HEIs) of Region IV – A. The collected and

analyzed data findings indicates that the respondents had a positive feedback regarding
the implemented E-learning Classroom and could easily adopt the changes. However,

despite of all the free E-learning platforms used by the professors and students, problems

and difficulties were still encountered such as lack of resources, difficulty of internet

connection, and lack of training among the students and members of the faculty. It is

advisable for both students and faculty members to undertake trainings and workshops

appropriate to their academics needs.

Alipio, M. (2020) proved in the study “Education during COVID-19 era: Are

learners in a less-economically developed country ready for e-learning?” that among the

880 Filipino students from lower middle class and private higher education institution, a

high scale belong to the low readiness probability due to the lack of digital skills and lack

of programs that would capacitate them. If financial, operational and internet connectivity

issues are addressed, this shift should be considered in rural areas.

Daniels (2019) stated in the study “Students’ perception on e-learning: a basis for

the development of e-learning framework in higher education institutions” that as the

learning styles evolve along with the modernization of the society, the technological

education expands. The e-learning system, an ongoing development in education,

provides the ability for both of the educators and the learners to share learning resources

and discuss lessons online. This study explored and examined the established e-learning

system from various studies in e-learning fields. This paper was adopted from the study

of Debattista which presented a comprehensive rubric for e-learning as a basis for

gathering data regarding the e-learning system. Students rated these rubrics according to

importance which leads to the statistical results indicating that the ratings of students

from public and private institutions differ significantly as well as the ratings between the
male and female students. The difference might come from the level of students learning

interest of as determined by the form of institutions and gender. The data regarding the

learning expectations of the students in an e-learning environment were also gathered in

this study as the basis for proposing several standards along with the rubrics presented by

Debattista. These additional standards focus on improving and enriching the experience

of the students in learning. A strict and proper implementation of these standards is

advisable to be monitored by the administrative department.

In the research “Barriers to online learning in the time of COVID-19: A national

survey of medical students in the Philippines” (Alberto, N. et. al, 2020), barriers to online

learning were identified from the perspective of medical students in the Philippines. Data

were obtained from the respondents, including demographics, medical school

information, access to technological resources, study habits, living conditions, self-

assessment of capacity for and perceived barriers to online learning, and proposed

interventions, using a combination of multiple choice, Likert scale, and open-ended

questions. There were five categories of barriers classified as technological, individual,

domestic, institutional, and community barriers. Most frequently encountered were

difficulty adjusting learning styles, having to perform responsibilities at home, and poor

communication between educators and learners. 

Moreover, as stated by Moralista (2020) in “Faculty Perception toward Online

Education in a State College in the Philippines during the Coronavirus Disease 19

(COVID-19) Pandemic”, the Coronavirus Disease outbreak has shaken the education

system as it presented both opportunities and obstacles to the learning institutions. This

study determined the perception among the member of the faculty regarding the online
education in a State College in the Philippines amidst the pandemic. A descriptive online

survey was used in this study involving the 27 members of the faculty using a Mann-

Whitney U and Kruskal-Wallis test as statistical tools. Findings indicate that majority of

the faculty members have limited computer knowledge and had no online teaching

experience, with only a few having a stable internet connection. In comparison to the

face-to-face classes, the faculty members considered online education as an academic

dishonesty, impersonal, and a difficulty in terms of managing technologically. In

addition, the faculty were undecided whether they were in favor of online education.

Continuous support and trainings must be provided for the faculty of Higher Education

Institutions as they adapt to the new normal situation in education brought by the

COVID-19.

These local studies significantly align with this study as it provides necessary data

on the various perspective of students and also provides points about problems and

difficulties such as lack of resources, difficulty of internet connection, and lack of

training among the students and members of the faculty, which are factors that are

aligned to the study being conducted. Financial, operational and internet connectivity

issues are also addressed in certain studies. Significant learning barriers were also looked

upon on the related studies which are included in the main context of this study.
Conceptual Framework

Socio- Internal and Learning Barriers in Online

demographic External Factors Distance Learning
Characteristics
(Sex, Age, School,
Grade level,
Family income)
Problems dealt
with in:
Learning Barriers in
Technological
Chosen Preference Traditional Face-to-face
between Online difficulties,
Learning
Distance Learning Systematic
and Traditional Face- changes, and
to-face Learning Learning
environment

Figure 1. Paradigm of the Study

It is greatly considered that the preferences of the students between Online

Distance Learning and Traditional Face-to-face Learning are influenced by various

factors, barriers and problems that have led them to their choice.

The concept of this study is best understood through the illustration of framework

in Figure 1. This diagram of the study shows the variables that may affect the preference

of the respondents. The data that will be gathered includes the socio-demographic

characteristics of the respondents specifically, sex, age, school, grade level and the range

of family income. As shown in the figure, internal and external factors are also

independent variables that may lead to the chosen preference. Learning barriers in both

online distance learning and traditional face-to-face learning are also looked through as

this is one of the main reasons for the choice. In consideration to the problems dealt with
in technological difficulties, systematic changes and learning environment, the

researchers will be able to further examine analyze the data.

Subsequently, the researchers will be using the descriptive method as the

approach for conducting the study. The students, which serve as the respondents, will be

asked to answer the provided researcher-made questionnaires to gather the necessary data

stated priorly. The data that will be obtained will undergo transcription. The data that has

been analyzed will lead to the findings of the study which is the preference of the

students between Online Distance Learning and Traditional Face-to-face Learning.

 Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

In this chapter, the methodologies used in the analysis of the study are shown and

explained. In addition to that, this part presents the research, design, respondents of the

study, data gathering instruments and procedures, along with the statistical treatment.

Research Design

The researchers applied the descriptive method in order to determine the

preference of the students between Online Distance Learning and Traditional Face-to-

face Learning as per every choice of the respondents currently living in Concepcion,

Tarlac.

A descriptive research design can use a wide variety of research methods to

investigate one or more variables, wherein the researcher does not control or manipulate

any of the variables, but only observes and measures them. (McCombes, S., 2020)

Sampling Technique

To find the suitable samples for the study, the researchers will be using the

snowball sampling. From the total number of students in the whole municipality of

Concepcion, Tarlac, 50 students will be randomly selected based on referrals that suit the

trait of which the student has experienced both Online Distance Learning and Traditional

Face-to-face Learning. This sampling was chosen owing to the fact that it will be hard to

find the respondents from a large geographical area since the students may be studying

outside the municipality.

The Respondents of the Study

The respondents that will take part in this study are students currently living in the

municipality of Concepcion, Tarlac. The respondents may be studying outside of the

municipality and should be enrolled in high school level for the academic year 2020-

2021. The researchers have chosen these random students due to the fact that the data that

will be obtained requires information about their perspectives and are only chosen in this

particular area for the convenience of the researchers, for this is considerably less time-

consuming and resource-friendly.

Data Gathering Instruments

The instruments that will be utilized in this study are researcher-made

questionnaires, as this is the most reliable utility to gather data from the respondents. The

questionnaires will be sent out by the researchers via Google Forms in a form of

electronic survey. It will contain questions that will be derived from the problem of the

research and the researcher’s readings. The questionnaire involves a checklist and Likert

scale to measure the data from every respondent. It contains questions about personal

information and their perspective about the topic, the answers that will be gathered by the

researchers will be treated with utmost confidentiality and will be strictly used for

academic purposes only. The structure of the questionnaire is premised on aspects such as

a digital platform to hand it out due to current situations, sense of anonymity for the sake

of the respondents and avoidance of pressure for immediate response.

Data Gathering Procedure

In order to conduct the study, the researchers will be sending a letter of

permission to the principal of Concepcion Catholic School for approval, this is prior to

sending the letters of consent to the respondents as a way of asking permission to

participate in answering the questionnaires that will be provided, wherein the intent of

conducting this study will be mentioned. Through this, the researchers will be able to

obtain digital copies of the data with the use of the researchers’ devices.

Statistical Treatment

To interpret the data effectively, the researcher will employ the following statistical

treatment. Weighted Mean and Percentage are the tool used to interpret data.

1. Average Weighted Mean

This will be used to determine the assessment of the respondents with regards to

their personal profiles.

Fx
Formula: X =
N

X is the weighted mean

F is the frequency

x is the weight of each item

N total number of respondents

2. Percentage
 This will employ to determine the frequency counts and percentage distribution

of personal related variables of the respondents.

F
Formula: % = x 100
N

 % is the percentage

F is the Frequency 

N is the total number of respondents

 CONCEPCION CATHOLIC SCHOOL

CONCEPCION, TARLAC
S.Y. 2020- 2021

This is a survey for the study titled “PREFERENCE BETWEEN ONLINE

DISTANCE LEARNING AND TRADITIONAL LEARNING OF HIGH SCHOOL

STUDENTS” as a partial fulfillment for the subject Research 2: Quantitative Research.

The researchers guarantee that the information will be treated with utmost confidentiality

and will be used for academic purposes only. The questions provided are expected to be

answered honestly.

Name:
Sex: Female Male
School:
Grade level:

1. What is your annual family income?

Annual family income

Under 40,000
40,000-59,999
60,000-99,999
100,000-249,999
250,000-499,999
500,000 and over

2. If there wasn’t a pandemic and now that you have tried the following modalities,

what do you prefer more as a learning modality?

 Online Distance Learning

 Traditional Face-to-face Learning
3. What are the factors you considered as to why you prefer the modality you chose?
(disregarding the present situation in a pandemic) (you may choose more than one)
 Personal choice
 Social factors
 Availability of resources
 Convenience
 Schedule
 Efficiency in Learning
 Others:
4. What hindrances have you experienced in traditional face-to-face learning? (you may
choose more than one)
 Social and cultural barriers (peer pressure, family background, etc.)
 Emotional barriers (lack of self-esteem, lack of self-motivation)
 Psychological barriers (anxiety, depression, etc.)
 Health barriers (disability, proneness to disease, etc.)
 Practical and personal barriers (transportation, time, financial)
 Workplace barriers (discrimination, isolation, etc.)
 Others:
 None
5. What hindrances have you experienced in online distance learning? (you may choose
more than one)
 Financial capability (funds to purchase devices, etc.)
 Technological difficulties (slow internet speed, etc.)
 Adapting to new modifications (online systems, zoom calls, software, etc.)
 Personal reasons (lack of self-motivation, etc.)
 Distractions and time management
 Difficulty in understanding lessons
 Lack of in-person interaction
 Others:
 None
The following questions are to evaluate the preferences:
6. I am learning more in Online Distance Learning than in Traditional Face-to-face
Learning.
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
7. My device/s have the necessary software or applications required and needed for
online learning. (Microsoft Word, Powerpoint, Zoom, Google, etc.)
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
8. Are you experiencing network interruptions while having classes or doing activities
online?
 Never
 Rarely
 Sometimes
 Often
 Always
9. Are you experiencing power interruptions while having classes or doing activities
online in your area?
 Never
 Rarely
 Sometimes
 Often
 Always
10. Are you having a hard time figuring out how to operate the devices that you are using
for online classes or activities?
 Never
 Rarely
 Sometimes
 Often
 Always
11. Due to the switch from Tradition Face-to-face Learning to Online Distance Learning,
I am adapting well to the changes encountered.
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
12. Do you experience difficulties in executing or performing tasks due to the changes?
 Never
 Rarely
 Sometimes
 Often
 Always
13. I had a hard time adjusting to the new learning modality at the beginning of the
school year.
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
14. How often do you experience environmental disturbances or distractions in online
learning? (noise, own workspace, etc.)
 Never
 Rarely
 Sometimes
 Often
 Always
15. How often did you experience environmental disturbances in traditional learning?
(noise, own workspace, etc.)
 Never
 Rarely
 Sometimes
 Often
 Always