CLC1

New Era University
Integrated School
Senior High School
No.9 Central Avenue, New Era, Quezon City
THE EFFECTS OF ONLINE LEARNING IN THE ACADEMIC

PERFORMANCE OF GRADE 12 STEM STUDENTS OF
NEW ERA UNIVERSITY S.Y. 2020-2021
A Research Paper Presented to the Faculty of

INTEGRATED SCHOOL SENIOR HIGH SCHOOL PROGRAM
New Era University
In Partial Fulfillment of the Requirements
in
Research 2
______________________________
RESEARCHERS
GRADE 12 STEM 4 –CLC 1
ACHUELA, RHEXELLE
ARCAYAN, CHARLENE
BAUTISTA, IRISH CHLOEY
CAILLO, FORTUNATO
CARDENAS, JESLY GEM
CASTILLO, DANIELLE AGATHA
CRUZ, MARK DANIEL
DANAO, QEISHA
2020-2021
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ACKNOWLEDGEMENT
The researchers would like to extend their sincere gratitude to those individuals
who extended their help and guidance for the completion of this research,
To Almighty God for giving us wisdom, perseverance, strength, and determination

for making this research possible.
To our Principal, Bro. Sunday S. Sibul, for permitting us to conduct this study.
To our Vice Principal, Dr. Ronnie G. Cainglet, for the approval of our study and for
the support he has given to us.
To our Research Adviser, Prof. Emily P. Orpiada, for her valuable and
constructive suggestions and advice during the planning and development of this study
work. Her willingness to give her time so generously has been very much appreciated.
The Respondents, for allowing the researchers to conduct the survey to them and
gather valuable data to complete this research, this research cannot be done without
them.
And especially to our parents who gave us moral support and guidance
throughout.
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DEDICATION
The researchers would like to dedicate this study to their beloved families who
have been the pillars of motivation both financial and emotional when thought of giving
up.
To their adviser for her ineluctable support and oversight throughout the process.
To their classmates and peers who shared their words of encouragement in finishing the
research study.
To the future researchers who can use this study as their guide and reference.
Lastly, this study is wholeheartedly dedicated to our Almighty God who gave the overall
power of mind and skills to make this study possible.
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ABSTRACT
Title: THE EFFECTS OF ONLINE LEARNING IN THE ACADEMIC

PERFORMANCE OF GRADE 12 STEM STUDENTS OF
NEW ERA UNIVERSITY S.Y. 2020-2021
Author: 1ST Group from Grade 12 STEM 4
Course: SHS – STEM
School: NEW ERA UNIVERSITY

Adviser: PROF. EMILY P. ORPIADA
This COVID-19 pandemic is primarily a health concern. Many countries have

decided to clean up universities, colleges, and schools and closing them to reduce
engagement and save lives. As a result, education has changed considerably, with a
marked increase in e-learning going down online and on digital platforms. Unplanned
and rapid transitions to online learning – with little training, insufficient bandwidth, and
minimal planning – would lead to a poor user experience that is not conducive to
sustainable development.This study seeks to investigate how the Grade 12 STEM
students from NEU-IS adjust and adapt to the new learning system. An online survey
was conducted to analyze the impact of new normal learning to the students. Finally, we
applied our method of quantifying as cluster sampling.
The results showed that the majority of the respondents were agreed that they easily
adjust to the new mode of learning, although it is challenging for them they take it in a
positive way that a new learning system is no hindrance to their studies and they can
easily adjust to it.
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TABLE OF CONTENTS
1 THE PROBLEM AND ITS BACKGROUND

Introduction ………………….…………………………..
Statement of the Problem …..…………………………..
Hypothesis ………………………………………….….…
Significance of the Study …….…………………………
Scope and Delimitation ………………………………..
Definition of Terms ……………………………………..
2 REVIEW OF RELATED LITERATURE AND STUDIES
Theoretical Framework ………………………………...
Conceptual Framework ………………………………..
3 METHODS OF RESEARCH
Research Design ……………………………………….
Population and Sampling Technique ………………..
Sources of Data ……………………………………….
Data Analysis ………………………………………….
4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
5 SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary of Findings ……………………………………….

Conclusion …………………………………………………..
Recommendation …………………………………………
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
The COVID-19 pandemic is principally a health issue. Many countries (rightly)

have agreed to clean up schools, colleges and universities. The crisis crystallizes the
dilemma that politicians face between closing schools (reducing interaction and saving
lives) and keeping them open (allowing workers to figure and maintaining the economy).
Many families around the world are experiencing significant short-term disruptions:
homeschooling isn't only an enormous shock to parents' productivity but also to
children's social life and learning. Teaching is moving online, on an unlimited and
untested scale. Student tests are now going surfing, with lots of trial and error and
confusion for everybody. Many of the tests have simply been canceled. Importantly,
these interruptions might not only be a short-term problem but will have long-term
implications for the affected cohorts and are likely to extend inequalities.
As a result, education has changed significantly, with a marked increase in e-
learning going down online and on digital platforms. Unplanned and rapid transitions to
online learning – with little training, inadequate bandwidth, and tiny planning – would lead
to a poor user experience that's not conducive to sustained development.
The New Era University is one of all the schools that implemented online learning
amidst the pandemic to cope up with the new normal of learning, which also experiences
difficulties adjusting to the new change.
This crisis has highlighted the various inadequacies and inequities in our
education systems – from internet access and also the computers required for online
education, to the supportive environments needed to consider learning, to the
misalignment of resources and desires.
There are, however, challenges to beat. Some students without reliable internet
access and/or technology are struggling to interact in digital learning; this gap is seen in
our country.
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Due to the pandemic crisis, there has been a particular challenge that the
scholars may encounter within the online education system include their deficiency of
proper learning attitude, lack of suitable learning materials, and more involvement in
classroom learning at a number of their homes during self-isolation. Educational units
are struggling to go looking for options to cope with this challenging situation. These
circumstances make people realize that scenario planning is an urgent need for
educational institutions (Rieley, 2020). Instruction, content, motivation, relationships, and
psychological state are the five important things that a tutor must confine mind while
imparting online education (Martin, 2020). Some teaching strategies (lectures, case-
study, debates, discussions, experiential learning, brainstorming sessions, games, drills,
etc.) are often used online to facilitate effective and efficient teaching and learning
practices.
This study about the effect of the net learning system on the students’ academic
performance of recent Era University. Amidst the Covid-19 crisis, to handle and present
an answer to the present issue especially the education system which is shut, and to
proceed with the tutorial curriculum this could be cited with an increased number of
online classes, conferences, meetings, etc. This research was focused on learning
performances and knowing the experiences of the scholars in New Era University within
the online learning system.
Regarding this idea, this might help this study to grasp the positive and negative
effects of online learning to the scholars of latest Era University and to work out what
challenges students’ online face, which could, in turn, improve persistence and retention
in online courses. it's a vital avenue of inquiry. It also brought the researchers to a
deeper understanding of the experiences of the scholars in an internet class. this study
aims to research students’ experiences in online learning system and help them to seek
out an answer to the matter that they'll encounter. These issues must be resolved
appropriately for optimum learning outcomes.
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STATEMENT OF THE PROBLEM
One of the profound effects and impacts of the novel coronavirus (COVID-19) is
the extraordinary challenges in our educational system. To sustain and provide quality
education despite this pandemic, our government and educational sectors implemented
the “new normal education system.” This study aims to perceive the effects of online
learning on the academic performance of Grade 12 STEM students of New Era
University.
Thus, this study aims to achieve an answer to the following remark:
1. Do respondents easily adjust in their Online mode of learning?
2. How do respondents adapt with their new Mode of learning?
3. What are the challenges that respondents experience in this new normal
learning?
4. What are the effects of Online learning to respondents in terms of the

following:
A. Performance
B. Motivation
C. Attitude
D. Health
E. Socialization
5. How do respondents cope with the new normal Mode of Learning?

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HYPOTHESIS
This study made two hypotheses, null and alternative hypotheses. This method is
the most suitable for our topic to know the effect of the online learning system on the
academic performance of Senior High-School Students of New Era University.
Null Hypothesis:
H0: The online learning system of New Era University does not affect the students'
academic performance.
Alternative Hypothesis:
H1: The online learning system of New Era University affects the students' academic
performance.
SIGNIFICANCE OF THE STUDY
The study focuses on assessing the effect of the online learning system on the
Grade 12 STEM students’ academic performanceat New Era University. Furthermore,
the results of the study will be beneficial to the following:
Students
The students will enable the student to set their own learning pace, and there’s
the added flexibility of setting a schedule that matches everyone’s agenda. Also, the
research can significantly assist them in accessing very diverse resources such as
videos, images, and online workbooks, and tutors may also incorporate other formats
such as forums or discussions to improve their courses.
Teachers
The study outcomes will allow teachers to provide online learning platforms at a
time and allow better interaction and more feedback between students and teachers as
well. Online learning also teaches teachers essential time management skills, making it
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easier to maintain a precise work-study balance. It will also provide necessary guidance
on how to handle this type of learning.
Parents/Guardians
The parents and guardians will benefit from the results of the research because
they will identify and gain insight into what they need to do to direct their children
appropriately and to better cope with the study's adjustments and changes.
School Administrator
The results of this study could function as baseline data if the implementation of
an online learning system to the students of New ERA UNIVERSITY – amidst the
COVID-19 crisis will improve the programs of the school advancement.
Future Researchers
The findings and outcome of the study will greatly help the upcoming researchers
who are looking for a similar and related study.
SCOPE AND DELIMITATION OF THE STUDY
This study focuses on the effect of the online learning system on the Grade 12
STEM students’ academic performanceat New Era University. The study will be done
through the utilization of interviews of Grade 12 students in New Era University.
By this strategy, the researchers will be able to know their experiences regarding
the new way of learning and how it impacts their learning phase. The researchers also
considered working on this study as it is timely and to enhance their learning ability in
these times. This study will not cover other studies that are not considered an online
learning system.
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DEFINITION OF TERMS
Academic performance - Academic performance is among the several components of

academic success. Many factors including the COVID-19 pandemic affect the academic
performance of students. Students from all over the world had to adjust to the new
conditions of universities during COVID-19, which could therefore have an effect on their
academic performance (Vargas, 2020).
COVID-19 - for coronavirus disease and even referred to as the 2019 novel coronavirus
or ‘2019-nCoV’ (Bender, 2020). This new virus can be spread by droplets or even
touching surface metals or other materials that have been contaminated by a person with
respiratory problems in just minutes.
Internet - According to Strauss, El-Ansary, and Frost (2003, p8) they described that the
Internet is an entire network connected, storing data on some computers in this network,
like sites, which may be accessed by all network computers.
Online learning – is an education system that takes place over the Internet. Due to the
COVID-19 pandemic, higher education intuitions in the Philippines are shifting to online
learning or distance education programs. The advantage is it can allow for the students
to learn at their convenience since itis needless to attend training centers and
universities (Knibel, 2001).
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

The research conducted by Dhawan (2020) focused on the condition of EdTech in
India during the time of natural disasters and the newly COVID-19 pandemic. He stated
that we need a high level of preparedness for us to adapt to the changes that are
happening in the environment and can adjust ourselves to different delivery modes, for
instance, remote learning or online learning in situations such as the COVID-19
pandemic. Many students and teachers also face psychological problems during kind of
crises—there is stress, fear, anxiety, depression, and insomnia that can cause a lack of
focus and concentration (Di Pietro, 2017). E-learning has started gaining popularity in
India and many platforms provide affordable courses to students via Massive Open
Online Courses. Still, a lot of institutions in India were against online teaching and
learning just because of these crisis-like situations such as natural disasters and the
COVID-19 pandemic (Saxena, 2020).
In the Philippines, there are still cases of COVID-19, this study conducted by Tria
(2020) tackled some of the new normal situations in the school setting. The
implementation of an internet learning system posed challenges and issues within the
education sector. The researcher stated that the fight against COVID-19 has resulted in
widespread disruption like travel restrictions (Chinazzi et al., 2020), closure of colleges
(Viner et al., 2020), global economic recession (Fernandes, 2020), political conflicts
(Barrios & Hochberg, 2020), racism (Habibi et al., 2020), and misinformation and
controversies (Enitan et al., 2020), to call some.When the new normal arrives, several
implications have been discussed, namely: wearing face masks and physical distancing,
improving online platforms, research and development, and establishment of programs
and integration of health. This article will serve as a guide for future studies on the
response to the COVID-19 crisis in the education sector, particularly in the context of the
Philippines.
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The research conducted by Toquero (2020) highlights pedagogical and policy

implications. To respond effectively to the impact of the pandemic, universities need to
reassess curricular interventions to be equipped for online learning. Institutions of higher
education should incorporate courses on the environment and health into the curriculum.
In particular, making the curriculum sensitive to the needs of the world at present is of
utmost importance. The integration of basic environmental and health courses should be
accessible to any or all students within the university (Türkoglu, 2019) and not only for
the science-related majors since everybody dealswith environmental and health
problems. The COVID-19 pandemic has triggered school closures worldwide, so
environmental hygiene in schools should be a priority to avoid the spread and outbreak
of infectious diseases in the future.
According to Wargadinata (2020), online learning is an alternative learning system

that is done in anticipation of the COVID-19 pandemic at the same time. Online learning
tends to be a solution to conditions and circumstances that disallow the learning process
to operate in a normal business. Over time, online learning and its development include
not just the presentation and dissemination of information using the Web, but also
students who use the Internet to access learning materials, connect with content,
teachers, and other students (Jones & Sharma, 2020). In coping with circumstances and
situations due to the COVID-19 pandemic, educational institutions should follow
government policies, leaving them no choice but to take online application-based
learning, so that this global strategy has led all educational institutions to introduce online
system learning.
According to Mobo (2020) technology transcends by mobilizing the Educational

Technology tool that can be done in an internet-based smartphone system device,
especially in the current pandemic crisis we are experiencing at the moment. Because of
the rapid rise in COVID-19 infection, the new pandemic brought real-life conditions. The
Researcher employed a Learning Management System (LMS) for smartphone devices in
Zambales, Philippines. The purpose behind this study is its simplicity and versatility
wherever you are as a means of flexible learning, you can still access the LMS and then
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obtain updates such as the students' accessible in this type of learning platform. The
mixed-method research study found out that there are 22 participants from various
institutions in Zambales based on the level of profiles of users mobilizing the learning
management system using smartphones. The study comes up with a conclusion that
there are no hindrances in terms of mobilizing the smartphones Learning Management
Systems.
Influence of Covid-19 Confinement on Students’ Performance in Higher Education

is a study that analyzes the effects of COVID-19 confinement on the autonomous
learning performance of students in higher education. Using a field experiment with 458
students from three different subjects at Universidad Autónoma de Madrid (Spain), we
study the differences in assessments by dividing students into two groups. the primary
group (control) corresponds to academic years 2017/2018 and 2018/2019. The second
group (experimental) corresponds to students from 2019/2020, which is that the group of
scholars that had their face-to-face activities interrupted thanks to the confinement. The
results show that there's a big positive effect of the COVID-19 confinement on students’
performance. This effect is additionally significant in activities that failed to change their
format when performed after the confinement. we discover that this effect is important
both in subjects that increased the number of assessment activities and subjects that
failed to change the coed workload.
Online Education during Covid-19: Perception of Academic Stress and Emotional

Intelligence Coping Strategies Among College Students. The findings indicated
significant differences were observed between the fear of educational failure and online
and residential environments among male and feminine students. Many of them have
started diverting themselves to various creative activities and taking up courses that are
helping them to learn new technical skills. By using emotional intelligence and distancing
from boredom and depressive thoughts, students were trying to cope with the negative
effects arising from the current pandemic situation.
Strengthening Online Learning When Schools are Closed: The Role of Families
and Teachers in Supporting Students during the Covid-19 Crisis. As a response to the
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COVID-19 crisis, many countries around the world closed schools, colleges, and
universities to halt the spread of the virus. consistent with data from UNESCO, the height
in class closures was registered at the start of April 2020, when around 1.6 billion
learners were affected across 194 countries, accounting for quite 90% of total enrolled
learners (UNESCO, 2020[1]). The sudden closure of schools meant that education
policymakers, school principals, and teachers had to find alternatives to face-to-face
instruction to guarantee children’s right to education. Many systems have adopted online
teaching (and learning) on an unprecedented scale, often together with widespread
remote learning materials like television or radio. Until effective vaccines or therapeutics
for the novel Coronavirus become available, schooling may likely still be disrupted.
whether or not the worst-case scenario of a second wave of the outbreak wasn't to
materialize, localized and temporary school closures should still be needed to contain
transmission of COVID-19.For example, children coming in grips with infected individuals
could also be required to self-isolate, and also the lack of adequate spaces for them to
attend classes or of qualified educators to be deployed in those circumstances will force
certain schools to adopt blended models to ensure social distancing.
Development of a New model on Utilizing Online learning Platforms to Improve

Students’ Academic Achievements and Satisfaction. This research aims to explore and
investigate potential factors influencing students’ academic achievements and
satisfaction with using online learning platforms. This study was constructed supported
Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study
was conducted on 243 students using online learning platforms in pedagogy. This
research utilized a quantitative research method. The model of this research illustrates
eleven factors on using online learning platforms to enhance students’ academic
achievements and satisfaction. The findings showed that the students’ background,
experience, collaborations, interactions, and autonomy positively affected students’
satisfaction.Moreover, the effects of the students’ application, remembering,
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understanding, analyzing, and satisfaction were positively aligned with students’

academic achievements.
Online Learning Revealing the Benefits and Challenges. Online learning appeals
to diverse populations of scholars with ranging academic needs that traditional education
classes are deficient or incapable of meeting. The demand for online courses comes
from a push “to provide quality education to any or all students, irrespective of location
and time” (Chaney, 2010, p.21). the necessity for flexible learning environments for
potential learners who are hospitalized, have phobias linked to high school
environments, are single parents, are expelled, are dropouts seeking to realize a
diploma, and plenty of other specific cases have led to growth within the amount of
distance learning courses and programs that are offered(Chaney, 2010). Online learning
has the potential to create educational opportunities for individuals who may have faced
unsurpassable barriers before the expansion of online educational programs.
The outcome of Online Teaching-Learning over Traditional Education during

Covid-19 Pandemic by Kumar et al., during the COVID-19 outbreak, closure of academic
ventures left unprecedented impacts on education (teaching-learning process). During
the lockdown, Teachers are instructed to teach through online learning platforms like
zoom, MSteams, YouTube, etc. stating that there is a need for the adoption of new
technologies to continue the teaching-learning process.
Students are in the dilemma of accepting the new education system "e-learning".
The COVID-19 outbreak results in the digital revolution in the higher education system
through online lectures, teleconferencing, digital open books, online examination, and
interaction at virtual meeting platforms. “Distance education has managed very well
without any theory” it was remarked Over 39 years ago. The same can be said today
about e-learning and ICT (Information Communication Technology) based learning. The
education sector is exploring information communication technology (ICT) for making
teaching and learning attractive and useful. During the COVID-19 pandemic, teaching-
learning activities shifted to online education practices from the conventional way of
education. The study through the online survey reflected as people felt that the face-to-
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face interaction can build the confidence of learners, however, ICT-based education
could help to explore the new edges of education. Most people said that online education
has less exposure to real-time implementation for practical knowledge. Since India is a
developing country, information technology infrastructure is not as good as developed
countries. More especially in rural and remote areas people facing scarcity of resources
is the hurdle for adopting online education in the current scenario.
Understanding the Typologies of the Different Learning Institutions in the

Philippines: Surviving the Crisis of COVID-19 and Beyond by Morales, S. & Morales, Y.,
this narrative study is to understand the typologies of the different learning institutions
and how COVID-19 impacted their operations. Looking at how these learning institutions
will survive and adapt possible strategies to overcome the crisis. Talcott Parsons’ social
system explains how a social system can survive by adaptation. He suggested that
systems in society are related to external non-essential environment28 (psychic,
biological, cultural environments). Learning institutions specifically the private ones are
relying on external references (such as the economic status of their clientele, the
educational technology demands, and government policies related to education),
management strategies should be oriented toward the future trends. And with a crisis like
COVID-19, it is important to look at the role of crisis management as part of an external
non-social environment to survive.
In the article Philippine Basic Education Learning Continuity Plan: Creating Space
for Indigenous Peoples toward Inclusive post-COVID-19 Education by Cahapay, the
COVID-19 global outbreak early this year, a billion children and youth were full of the
college closures across the globe. At the front of further inequality in education amid the
crisis are the vulnerable groups that include the IP learners. Synchronous and
asynchronous learning requires electricity access and technology and internet access,
which may not necessarily be available in most IP communities. On the other hand, just
like the first two learning delivery modes, it safe for the learners. It needs a moderate
amount of supervision from an adult or a parent for younger learners and minimal for
older learners. Looking into the pre-COVID-19 background of resources and the current
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epidemiological status of the IP communities, this paper offered possible learning

delivery modes. These possible learning delivery modes include print modular learning,
radio- and television- based learning, synchronous and asynchronous learning, and
stagger in-person learning.
From the study, Online Learning and Its Effects on English Language Skills
among Higher Education Students Amid the Covid-19 Lockdown by Purushotham&
Swathi, the first quarter of 2020 due to the COVID-19 pandemic brought closure to all
schools, colleges, and universities all around the world. “Never before have we
witnessed educational disruption on such a large scale. This Corona Virus is similar to
SARS as it can be fatal as it can be easily transmitted. The academic calendar has been
disrupted globally and school, colleges, and universities had to be closed and students
had to return to their homes to isolate and quarantine with their families” (UNESCO,
2020). This paper aimed to examine whether the students in a private higher education
institution are satisfied with the sudden plunge in online learning for English language
skills. The main objectives of the study were: to know the perceptions of the students
from the responses given by the male students and female students, to know the
perceptions of students by examining their location, to know the perceptions of students
by finding out the students’ economic background, to know the perceptions towards
learning by the teacher’s IT background, and to know their perceptions to online learning
by comparing responses to their previous exam scores.
In the study IMPACT OF THE COVID-19 DISRUPTION ON UNIVERSITY

STUDENTS’ PERCEPTIONS AND BEHAVIOR by Charissi, Tympa, &Karavida, this
study aimed to investigate the impact of the COVID-19 disruption on university students,
namely pre-service teachers from an Early Years Learning and Care Department in
Greece. The pandemic disruption prompted pre-service teachers from an Early Years
Learning and Care Department in Greece, to challenge their perceptions and behavior
based on which they used to interpret reality until the emergence of COVID-19. The
specific experience operated as a disorienting dilemma concerning taken-for-granted
assumptions about habitually internalized social roles, organization of social life, and
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management of personal time. It further triggered perspective transformation, a 10 steps

process leading to transformative learning. We cannot ignore the fact that the urgent and
intense character of the situation experienced by the students during COVID-19
quarantine and online shift affected their immediate response. However, according to the
relevant literature, the capacity to gain a full insight into critical life events and engage in
processes of perspective transformation and transformative learning is important to
effectively deal with novel situations. It presupposes a conscious and systematic
involvement in reflection, critical thinking, and dialogue as well as the development of
skills that promote resilience and transformative learning.
Rapid developments in technology have made distance education easy (McBrien

et al., 2009). “Most of the terms (online learning, open learning, web-based learning,
computer-mediated learning, blended learning, m-learning, for ex.) have in common the
flexibility to use a computer connected to a network, that provides the chance to be told
from anywhere, anytime, in any rhythm, with any means” (Cojocariu et al., 2014).
Online learning is termed as a tool that will make the teaching-learning process
more student-centered, more innovative, and even more flexible. Online learning is
defined as “learning experiences in synchronous or asynchronous environments using
different devices (e.g., mobile phones, laptops, etc.) with internet access. In these
environments, students may be anywhere (independent) to be told and interact with
instructors and other students” (Singh & Thurman, 2019).
The synchronous learning environment is structured within the sense that

students attend live lectures, there are real-time interactions between educators and
learners, and there's an opportunity for instant feedback, whereas asynchronous learning
environments don't seem to be properly structured. In such a learning environment,
learning content isn't available within the sort of live lectures or classes; it's available at
different learning systems and forums. Instant feedback and immediate response don't
seem to be possible under such an environment (Littlefield, 2018).
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Synchronous learning can provide lots of opportunities for social interaction

(McBrien et al., 2009). Amidst this deadly virus spread such online platforms are needed
where (a) video conferencing with a minimum of 40 to 50 students is feasible, (b)
discussions with students will be done to stay classes organic, (c) internet connections
are good, (d) lectures are accessible in mobile phones also and not just laptops, (e)
possibility of watching already recorded lectures, and (f) instant feedback from students
is achieved and assignments are taken (Basilaia et al., 2020).
This study focused on understanding how remote learning during the COVID-19
pandemic has been conducted in a tertiary education institution by analyzing university
students' perspectives and experiences. The limited research was conducted recently in
Indonesia during the midst of the COVID-19 pandemic. Most of the prevailing research
conducted is in Indonesian, published in Indonesian journals, focuses on either primary
or educational activity, or education generally (the level of education isn't explained).
samples of this include, "COVID-19 impact on the implementation of online learning in
primary schools" (Aji et al., 2020); "Education during the COVID-19 pandemic"
(Khasanah et al.,2020); "Studying Mathematics within the COVID-19 era" (Abidin, 2020);
and "Online learning within the middle of the COVID-19 pandemic" (Firman&Rahayu,
2020).
Lederman (2020) correctly claimed that teachers and students are both in a
situation where they feel forced to accept the digital academic experience as the
summum bonum of the online teaching-learning process due to the COVID-19 crisis.
Through digital intelligence (DQ Institute, 2019), educators can cater to the digital
skills of children who are on the verge of cyber risk in educational opportunities to
succeed in future projects, especially in this pandemic where children rely entirely on
online learning.
The coronavirus is life-ending (EdSource, 2020), which has created a permanent

danger to our educational institutions from kindergarten to tertiary level and has
intensified teaching-learning day by day. In addition to the philanthropic attempts, several
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individuals hoped to parlay their entrepreneurial talents into opportunities for profit-
making.
According to (Singh & Thurman, 2019) online learning is defined as “learning

experiences in synchronous or asynchronous environments using different devices (e.g.,
mobile phones, laptops, etc.) with internet access. In these environments, students can
be anywhere (independent) to learn and interact with instructors and other students”.
According to (Littlefield, 2018) The synchronous learning environment is structured

in the sense that students attend live lectures, there are real-time interactions between
educators and learners, and there is a potential for immediate feedback, though
asynchronous learning environments are not organized properly. Learning material is not
accessible in the form of live lectures or lessons in such a learning environment; it is
available through various learning structures and forums. In such an environment, instant
feedback and immediate response are not feasible.
According to Lederman (2020) justly stated that due to the COVID-19 crisis
teachers and students both find themselves in a situation where they felt compelled to
embrace the digital academic experience as the summum bonum of the online teaching-
learning process. Through digital intelligence (DQ Institute, 2019), educators can cater to
the digital skills of children who are on the verge of cyber risk in educational
opportunities to succeed in future projects, especially in this pandemic where children
rely entirely on online learning.The coronavirus is upending life (EdSource, 2020) that
caused an enduring threat to our educational institutions from kindergarten to tertiary
level and day by day exacerbated the teaching-learning. Apart from the philanthropic
efforts, some people hoped to parlay their enterprising skills into profit-making
opportunities.
The five main things that an educator must bear in mind when delivering online
education are instruction, material, encouragement, relationships, and mental wellbeing
(Martin, 2020). To promote efficient and effective teaching and learning practices, some
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teaching methods (lectures, case-study, debates, discussions, experiential learning,

brainstorming sessions, games, exercises, etc.) can be used online.
Educational units are struggling to find options to deal with this challenging
situation. These circumstances make us realize that scenario planning is an urgent need
for academic institutions (Rieley, 2020). Despite being a desirable option compared to no
schooling – which would have caused major interruptions in student learning with
possible long-lasting consequences for the affected cohorts (Burgess, 2020[2];
Hanushek and Woessmann, 2020[3]) - As compared to a business as usual in-presence
teaching, the abrupt transition to using digital instruction may have contributed to sub-
optimal outcomes, as teachers, students and schools all had to adapt suddenly to a new
situation.This policy brief takes stock of some of the challenges faced by students,
teachers, and schools in adjusting to online learning to explain how remote education
can be further enhanced if online learning is needed to avoid widespread transmission.
The first issue that has emerged is that online learning is only open to children who have
access at home to a broadband link that is easy enough to facilitate online learning.While
network operators have mainly been successful to maintain services and efficiently
utilize pre-existing capacity during phases of lockdown (OECD, 2020[4]), there are still
geographical areas and population groups that are underserved, especially in rural and
remote areas and among low-income groups. In several OECD countries, for example,
less than half of rural households are located in areas where fixed broadband is
accessible at adequate speeds.Also, children need to have access to devices such as
computers and the necessary software to participate in online learning activities, which is
often a challenge for lower-income households.
The second issue for those students who are related is that some learners have not
been able to access a sufficient number of hours of instruction.For example, in the
United Kingdom, 71% of state school children received no or less than one daily online
lesson (Green, 2020[5]), while in Germany only 6% of students had online lessons daily
and more than half had them less than once a week (Woessmann et al., 2020[6]). Some
economists have estimated that, as a consequence of this, students in the United States
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will resume their schooling in the fall of 2020 with roughly 70% of the learning gains
relative to a typical school year on average and that the learning gains might be even
smaller in mathematics, amounting to just 50% (Kuhfeld and Tarasawa, 2020[7]). In
addition to the lack of infrastructure, the lack of adequate training in schools and among
teachers, as well as, in some cases, the lack of curriculum guidance, it is, therefore,
necessary for education policymakers to consider which factors have prevented some
children from obtaining appropriate instruction.
Other issues include the fact that, in certain instances, the lack of basic digital skills
among some students and teachers may have hampered the efficacy of online learning,
leaving them unable to adapt so suddenly to the new circumstance (OECD,
2020[11]).For instance, descriptive evidence based on PISA 2018 shows that there were
substantial gaps between 15-year-olds across countries and socio-economic groups in
the use of schoolwork technology before the pandemic, increasing the concern that less
experienced students may be those who suffer the most from the shock-induced by
online learning.
This research was focused on the learning performances of the students at New
Era University in the online learning system. As we observed, some of the students are
having difficulties in their online courses and are struggling to deal with it. The
researchers aim to find the positive and the negative effect of online synchronous and
asynchronous learning to help the students to cope with the ongoing tough times and
find a solution to the problem that they may encounter. The purpose of this study is to
explore and investigate the students’ academic performance in the online learning
system, determine the challenges and opportunities to know the efficacy of new normal
learning in the said institution during this pandemic.
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THEORETICAL FRAMEWORK
This study is anchored on the Online Collaborative Learning Theory that was
proposed by Linda Harasim (2012). The researchers considered Online Collaborative
Learning (OCL) to be the most fitting model to be used in this research study. The
purpose of using Online Collaborative Learning (OCL) is to better explain how
technology for teaching and learning is embraced and used by students and educational
institutions. The theory focuses on the internet as a means of learning through the
encouragement of cooperation and knowledge building. The new theory of acquiring
knowledge is defined by Harasim as one that focuses on collaborative learning, internet
use, and knowledge building. It is possible to describe the theory as a way to reshape
formal, non-formal, and informal education. Like Siemens, Harasim (2017) points out that
several advantages are associated with shifting to the internet to teach and learn and
predicts the development of a large-scale educational network from the idea of e-
learning. Three stages of information development and creation are thought to be
supported by OCL. They include the following;
• Idea generating: This is a phase in which brainstorming is involved. Divergent

thoughts are put together in this process.
• Idea organizing: Using formal debates and arguments, different ideas are
compared, evaluated, and placed into a group.
• Intellectual convergence: Intellectual synthesis and consensus take place at this

point. It embraces agreement to disagree; assignments are made in the form of essays
and joint workpieces (Harasim, 2017).
OCL is focused on social constructivism as well. This is because, through

discourse, learners are motivated to address issues collaboratively. The key feature of
OCL is that a teacher's work is to promote the learning process. In other theories of
constructivism, the educator is an involved facilitator of the development of knowledge.
There are many theories closely connected to online education. However, it is important
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to decide whether an integrated or coherent theory of online education is something that

can be accepted and effectively applied instead of coming up with multiple theories and
trying to keep up with the main purpose of the study.
CONCEPTUAL FRAMEWORK
ONLINE LEARNING
Teaching Social Intellectual
Presence Presence Presence
Teaching presence includes both the planning and forethought that go into
building your course and what you do "at the moment" when interacting with your
students. The parts of teaching presence that occur while the course is in the session
include facilitation of discourse and direct instruction.
Social presence is important especially at the beginning of the semester when

students are getting to know and trust both you and one another. If students can make
interpersonal connections with others, they are more likely to engage with the course
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and the content. Indicators of Social Presence include affective responses, interactive
responses, cohesive responses.
Cognitive presence is central to successful student learning. The quality of

cognitive presence reflects the quality and quantity of critical thinking, collaborative
problem-solving, and construction of meaning occurring in student↔student and
student↔faculty interactions. You can model and support cognitive presence in your
interactions with students in discussions, assignment feedback, and other
communications.
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CHAPTER 3
METHODS OF RESEARCH
This chapter deals with the procedures and techniques used by the researcher in
completing the study.The primary components of this chapter include our research
design and methodology for our research study, together with the data we've collected
from our participants.
RESEARCH DESIGN
The researchers conducted the study in New Era University Integrated School to
find out the effects of Online Learning in the Academic Performance of Grade 12 STEM
Students. This study approaches the research questions provided from Quantitative
Descriptive Research that attempts to collect quantifiable information for statistical
analysis of the population sample. The research was conducted using Survey
Questionnaires through Google Form to gather data and information from 11 sections of
Grade 12 STEM Students in New Era University which aim to identify the positive and
negative effects of online learning in their academic performance. The researchers
asked the participants to be able to answer the survey questions by sending them a
message on their social media and give them enough time to think and to answer the
questionnaires without being forced. All respondents were permitted to participate in this
study to answer the survey questions provided in the Google form. This research design
would allow researchers to provide factually and accurately describe the existing
phenomenon and solid base data which support for whole research.
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POPULATION AND SAMPLING TECHNIQUE
For this study, the collection of respondents was performed by the researchers
using the cluster sampling technique. The researchers randomly selected 12 students of
every Grade 12 STEM section from STEM 1 to STEM 11.
SOURCE OF DATA
Our survey determines the impact or effect of online learning activities on the
Academic Performance of Grade 12 students in the strand STEM. Since there are so
many students who affect their performance because of technical problems,the
perception of people is needed to conduct our study. The survey questionnaires contain
9 questions related to our research topic. It can help us provide more information to our
research. The learning effects or results of a learner are usually measured by scores,
knowledge, or skills gained in the course. In this type of Learning,the mastering results
may be assessed in line with many criteria. The study of interactive activities such as
student and teacher interaction is considered.
DATA ANALYSIS
Quantitative data analysis may be performed in different ways. We attached a
google docs survey to a spreadsheet for our survey questionnaire. Our data collection is
usually in the first part, but to read and review the collected data. We researchers, write
notes on items while reading it through and try to make the data manageable by finding
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key passages in the answers and writing and highlighting them. And for the code of data,
we try to find common themes related to the questions in the survey that might be
represented in multiple answers. These themes are common ideas and patterns that
appear repeatedly in the collected data as we try reading it through multiple times to
catch the most common themes. On the other hand, we put weight on the different
themes that we found and think about different explanations to the findings and list them.
And lastly, summarize findings in a report.
This research also mainly uses the descriptive-analytical and correlation-analytical
design of the research. The descriptive-analysis is a measure that provides data that
summarizes the data set, while the correlation-analysis is a measure of how variables
relate to each other.
The data relating to the determination of the demographic profile of the
respondents used the frequency and percentage count. Microsoft Excel also helped to
create a frequency distribution to provide an overview of the data.
Researchers first identified the responses to each item in the survey questioners.
The respective totals of each response were then sorted into tables; Table representing
one of the questions raised by the study. One column shows the exact value of the
respondents. The number of times the answer is chosen, and one column shows its rank
among the whole column. It is in percentage form. The percentages were calculated by
dividing the rate of the rate. The individual response by the total number of responses
and the quotient multiplied by 100. The analysis of the organized data comes in the form
of a textual explanation and each of the tables.

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CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Table 1- Do you easily adjust in your online mode of learning?
CHOICES FREQUENCY PERCENTAGE RANK

1. Strongly agree 29 22% 2
2. Agree 65 49.2% 1
3. Neutral 26 19.7% 3
4. Disagree 11 8.3% 4
5. Strongly Disagree 1 0.8% 5
TOTAL: 132 100%
This table shows the result of a survey in which the Grade 12 STEM students, a
total of 132 respondents, were asked through google forms online survey about how they
easily adjust their studies in the online mode of learning. The question referred to going
online at home and in other palaces. Researchers mentioned five main choices in the
question. Strongly agree, agree, neutral, disagree, and strongly disagree.
From the table, it is clear that the majority of the respondents answer the “agree”
with the percentage of 49.2% (65 respondents), the next one is the “strongly agree” with
22% (29 respondents), “neutral” with 19.7% (26 respondents), “disagree” with 8.3% (11
respondents) and only 0.8% (1 respondent) answer “strongly disagree” with the total of
100% (132 respondents).

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In conclusion, since the learning of the students in this academic year is in online
learning form, it is clear that many respondents in the Grade 12 STEM students in NEU-
IS are comfortably adjusting their studies that are shown with the high percentage of the
“agree” as their preferred choice.
Table 2- How do you adapt in the New mode of learning?

1. Manage my time 48 36.4% 2
2. Actively participating in 8 6.1% 4

an online class
3. Stay positive and 62 47% 1
informed
4. Connect with 11 8.3% 3
classmates and teachers
5. Not helping at all 3 2.2% 5
TOTAL: 132 100%
adapt to their studies in the online mode of learning. The question referred to going
question. Manage my time, actively participating in an online class, stay positive and
informed, connect with classmates and teachers, and not helping at all.
From the table, it is clear that the majority of the respondents answer the “stay
positive and informed,” with the percentage of 47% (62 respondents), the next one is the
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“manage my time” with 36.4% (48 respondents), “connect with classmate and teachers”
with 8.3% (11 respondents), “actively participating in online class” with 6.1% (8
respondents) and only 2.2% (3 respondents) answer “not helping at all” with the total of
100% (132 respondents).
IS are comfortably adapting their studies that are shown with the high percentage of the
“stay positive and informed” as their preferred choice.
Table 3- What are the challenges that you experience in this new normal learning?
(3 answers per respondents)

1. Lack of Internet 29.6 22.4% 2
source or experiencing
slow connection
2. Having a hard time to 30.3 23% 1
comprehend lessons in
modules
3. Unable to manage 28.3 21.5% 3
time
4. Lack of sleep 24.6 18.7% 4
5. Students lacked a 8.6 6.6% 6

sense of belonging and
communication
6. Requires a lot of 10.3 7.8% 5
adjustment
7. Others 0 0% 7
TOTAL: 132 300%

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total of 132 respondents, were asked through google forms online survey about the
challenges they are experiencing to their studies in the online mode of learning. The
question referred to going online at home and in other palaces. Researchers mentioned
seven main choices in the question. Lack of Internet source or experiencing a slow
connection, having a hard time to comprehend lessons in modules, unable to manage
time, lack of sleep, students lacked a sense of belonging and communication, requires a
lot of adjustment, and others.
From the table, it is clear that the majority of the respondents answer the “having
a hard time to comprehend lessons in modules” with the percentage of 23% (30.3
respondents), the next one is the “lack of Internet source or experiencing slow
connection” with 22.4% (29.6 respondents), “unable to manage time” with 28.3% (21.5
respondents), “lack of sleep” with 18.7% (24.6 respondents), requires a lot of adjustment
with 7.8% (10.3 respondents), and only 6.6% (8.6 respondents) answer “students lacked
a sense of belonging and communication” with the total of 100% (132 respondents).
IS are experiencing different challenges in their studies that are shown with the high
percentage including having a hard time to comprehend lessons in modules, lack of
Internet source or experiencing a slow connection, unable to manage time as their
preferred choice.
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4. What are the effects of online learning to you in terms of the following?
Table 4 - A. Performance (3 answers per respondents)

1. Online learning tools 28.7 21.7% 2
enhance my learning
performance
2. Online learning makes 25.7 19.5% 3
studying easier for me
3. My grades were 37 28% 1
much higher in the online
classroom than in
traditional classroom
4. Lack of memory 20.3 15.4% 4

development
5. Lack of concentration 19.7 15% 5

and focus in doing school
works
6. Others 0.6 0.4% 6
TOTAL: 132 100%
six main choices in the question. Online learning tools enhance my learning
performance; online learning makes studying easier for me, my grades were much
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higher in the online classroom than in traditional classroom, lack of memory
development, lack of concentration and focus in doing school works, and others.
From the table, it is clear that the majority of the respondents answer the “my
grades were much higher in the online classroom than in traditional classroom” with the
percentage of 28% (37 respondents), the next one is the “online learning tools enhance
my learning performance” with 21.7% (28.7 respondents), “online learning makes
studying easier for me” with 19.5% (25.7 respondents), “lack of memory development”
with 15.4% (20.3 respondents), and “lack of concentration and focus in doing school
works” with 15% (19.7 respondents) and others with 0.4% (0.6 respondents) with the
total of 100% (132 respondents).
IS are experiencing different effects in their studies in terms of their performance that are
shown in the data.

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Table 4.1- B. Motivation

1. Online learning 19.3 14.7% 5
platforms motivate me to
do school-works.
2. I easily get lazy after 31.7 24% 1
finishing half of my school-
works.
3. Having a lot of school 30.3 23% 2
activities tempt me not to
do and comply.
4. It motivates me to 28 21.2% 3
learn when teachers use
creative school-works in
online learning.
5. Self-studying motivates 22 16.7% 4

me to focus in online
learning.
6. Others 0.6 0.4% 6
TOTAL: 132 100%
question referred to going online at home and in other palaces. Online learning platforms
motivate me to do school-works, I easily get lazy after finishing half of my school-works,
having a lot of school activities tempts me not to do and comply, it motivates me to learn
when teachers use creative school-works in online learning, self-studying motivates me
to focus in online learning and others.

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From the table, it is clear that the majority of the respondents answer the “I easily
get lazy after finishing half of my school-works” with the percentage of 24%
(31.7respondents), the next one is the “having a lot of school activities tempts me not to
do and comply” with 23% (30.3 respondents), “it motivates me to learn when teachers
use creative school-works in online learning” with 21.2% (28 respondents), “self-studying
motivates me to focus in online learning.” with 16.7% (22 respondents), and “online
learning platforms motivate me to do school-works.” with 14.7% (19.3 respondents) and
others with 0.4% (0.6 respondents) with the total of 100% (132 respondents).
IS are experiencing different effects in their studies in terms of their motivation that are
shown in the data.

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Table 4.2 - C. Attitude

1. I easily get annoyed 30.6 23.2% 2
when hearing noise while
studying and answering
activities in module.
2.I am unconsciously 30.3 23% 3
showing rudeness attitude
after having a hard time
understanding and doing
school-works.
3. Having a will to 35 26.5% 1
complete assignments
and activities on time.
helps me to improve my
time management.
5. Having anxiety in 13.3 10.1% 5
learning that leads me to
stop studying or to
dropout in school.
6. Others 0 0% 6
TOTAL: 132 100%
six main choices in the question. I easily get annoyed when hearing noise while studying
and answering activities in the module, I am unconsciously showing rudeness attitude
after having a hard time understanding and doing school-works, having a will to complete
assignments and activities on time, online learning helps me to improve my time

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management, having anxiety in learning that leads me to stop studying or to dropout in
school, and others.
From the table, it is clear that the majority of the respondents answer the “having
a will to complete assignments and activities on time” with the percentage of 26.5% (35
respondents), the next one is the “I easily get annoyed when hearing noise while
studying and answering activities in module” with 23.2% (30.6 respondents), “I am
unconsciously showing rudeness attitude after having a hard time understanding and
doing school-works” with 23% (30.3 respondents), “online learning helps me to improve
my time management ” with 17.1% (22.6 respondents), and “having anxiety in learning
that leads me to stop studying or to dropout in school” with 10.1% (13.3 respondents)
with the total of 100% (132 respondents).
IS are experiencing different effects in their studies in terms of their attitude that are
shown in the data.

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Table 4.3- D. Health

1. Being too drained 27.6 20.9% 3
from doing the activities
that leads to my bad
health.
2. I feel too much exposed 35 26.5% 2
to gadgets when doing my
activities that my
body suffers from it.
3. I sometimes stay up 37.3 28.2% 1
late to catch up with other
activities and go to class
the next day feeling tired.
4. Despite the 19 14.4% 4

workloads I can still
manage to have a break
to avoid having untimely
illness.
5. My body cannot cope 13 9.8% 5

up with the activities
sometimes (e.g having to
do more activities but you
feel sleepy in the middle
of doing it.)
6. Others 0 0
TOTAL: 132 100%
six main choices in the question. Being too drained from doing the activities that lead to
my bad health, I feel too exposed to gadgets when doing my activities that my body
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suffers, I sometimes stay up late to catch up with other activities and go to class the next
day feeling tired, despite the workloads I can still manage to have a break to avoid
having untimely illness, my body cannot cope up with the activities sometimes, and
others.
From the table, it is clear that the majority of the respondents answer the “I
sometimes stay up late to catch up with other activities and go to class the next day
feeling tired” with the percentage of 28.2% (37.3 respondents), the next one is the “I feel
too much exposed to gadgets when doing my activities that my body suffers from it” with
26.5% (35 respondents), “being too drained from doing the activities that lead to my bad
health” with 20.9% (27.6 respondents), “despite the workloads I can still manage to have
a break to avoid having untimely illness” with 14.4% (19 respondents), and “my body
cannot cope up with the activities sometimes” with 9.8% (13 respondents) with the total
of 100% (132 respondents).
IS are experiencing different effects in their studies in terms of their health that are
shown in the data.

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Table 4.4 - E. Socialization

1. Online learning helps 28 21.2% 3
me engage in social
media groups.
2. It helps me to enhance 30.3 23% 2
my performance in
collaborative tasks.
3. Online learning 39.7 30% 1
develops my social skills
(e.g. asking for help,
discussing answers with
groupmates)

sometimes makes me
doubt asking for help for
being unable to catch up.
5. It helps me develop 15.3 11.6% 5

my confidence during
socializing.
6. Others 0 0% 6
TOTAL: 132 100%
six main choices in the question. Online learning helps me engage in social media
groups, it helps me to enhance my performance in collaborative tasks, online learning
develops my social skills, online learning sometimes makes me doubt asking for help for
being unable to catch up, it helps me develop my confidence during socializing, and
others.
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From the table, it is clear that the majority of the respondents answer the “online
learning develops my social skills” with the percentage of 30% (39.7 respondents), the
next one is the “it helps me to enhance my performance in collaborative tasks” with 23%
(30.3 respondents), “online learning helps me engage in social media groups” with
21.2% (28 respondents), “online learning sometimes makes me doubt asking for help for
being unable to catch up” with 14.2% (18.7 respondents), and “it helps me develop my
confidence during socializing” with 11.6% (15.3 respondents) with the total of 100% (132
respondents).
IS are experiencing different effects in their studies in terms of their socialization that are
shown in the data.

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Table 5- How do you cope with the new normal Mode of Learning?

1. Treat the online classes 29 22% 3
the same way with a face-
to-face class
2. Practice time 40 30.3% 2
management
3. Eliminate distractions 49 37.1% 1
4. Built relationships with 13 9.8% 4

other students by
introducing yourself and
engaging in online
discussion.
5.I don’t consider deadline 1 0.8% 5

at all
TOTAL: 132 100%
adapt to their studies in the online mode of learning. The question referred to going
question. Treat the online classes the same way with a face-to-face class, practice time
management, eliminate distractions, built relationships with other students by introducing
yourself and engaging in the online discussion, and I don’t consider deadline at all.
From the table, it is clear that the majority of the respondents answer the
“eliminate distractions” with the percentage of 37.1% (49 respondents), the next one is
the “practice time management” with 30.3% (40 respondents), “treat the online classes
the same way with a face-to-face class” with 22% (29 respondents), “built relationships
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with other students by introducing yourself and engaging in online discussion” with 9.8%
(13 respondents) and only 0.8% (1 respondent) answer “I don’t consider deadline at all”
with the total of 100% (132 respondents).
IS are comfortably coping their studies that are shown with the high percentage of the
“eliminate distractions” as their preferred choice.

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CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter contains the restatement of the problem, the summary of the
findings, conclusions, and recommendations.
SUMMARY OF FINDINGS
The purpose of this study was to identify and examine the Gr.12 STEM students about
the perspective towards online education based upon the online learning experiences
they had and their effects on their academic performance. There were 132 respondents
in Grade 12 STEM students in New Era University who participated in answering survey
questions using Google form conducted by the researchers. The factors which shape
those respondents in online education have also been investigated. This study aims to
identify the positive and the negative effects of online learning on the academic
performance of the students to help them to cope with the ongoing tough times and find
a solution to the problem that they may encounter.
In (Table 1) do respondents easily adjusting tothe online mode of learning? The finding
shows that the majority of the respondents are answered “agree” with the highest
percentage of 49.2% (65 respondents) and only 0.8% (1 respondent) answered,
“strongly disagree”.
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In (Table 2) how do respondents adapt in the new mode of learning? The findings show
that majority of the respondents are answered “stay positive and informed,” with a
percentage of 47% (62 respondents). On the other hand, only 2.2% (3 respondents)
answered: “not helping at all”. The study result in (table 3) showed the top 3 challenges
that respondents experienced in this new normal learning, the majority of the
respondents answered “having a hard time to comprehend lessons in modules” with the
percentage of 23% (30.3 respondents). Second, with the percentage of 22.4% (29.6
respondents) that they are experiencing “lack of Internet source or experiencing slow
connection” Lastly with the percentage of 28.3% (21.5 respondents) respondents
answered “unable to manage time”.
In (Table 4) showed the effects of online learning in terms of the following: The study
result showed the top 3 that affects in online learning of the respondents in terms of
performance. The majority of the respondents answer the “my grades were much higher
in the online classroom than in traditional classroom” with the percentage of 28% (37
respondents), the next one got 21.7% (28.7 respondents), voted that “online learning
tools enhance my learning performance”. Lastly with the 19.5% answered by (25.7
respondents) that “online learning makes studying easier for me”. (Table 4.1) In
motivation, the study result showed the top 3 that affects in online learning of the
respondents, the majority of the respondents answer the “I easily get lazy after finishing
half of my school-works” with the percentage of 24% (31.7respondents), the next one is
the “having a lot of school activities tempts me not to do and comply” with 23% (30.3
respondents), and lastly with 21.2% (28 respondents) answered, “it motivates me to
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learn when teachers use creative school-works in online learning”. (Table 4.2) The study
result showed the top 3 that affects in online learning of the respondents in terms of the
Attitude, the majority of the respondents answer the “having a will to complete
assignments and activities on time” with the percentage of 26.5% (35 respondents), the
next one is the “I easily get annoyed when hearing noise while studying and answering
activities in module” with 23.2% (30.6 respondents), “I am unconsciously showing
rudeness attitude after having a hard time understanding and doing school-works” with
23% (30.3 respondents). (Table 4.3)The study result showed the top 3 that affects online
learning of the respondents in terms of Health, the majority of the respondents answer
the “I sometimes stay up late to catch up with other activities and go to class the next
day feeling tired” with the percentage of 28.2% (37.3 respondents), the next one is the “I
feel too much exposed to gadgets when doing my activities that my body suffers from it”
with 26.5% (35 respondents), “being too drained from doing the activities that leads to
my bad health” with 20.9% (27.6 respondents). (Table 4.4) The study result showed the
top 3 that affects online learning of respondents in terms of socialization the majority of
the respondents answer the “online learning develops my social skills” with the
percentage of 30% (39.7 respondents), the next one is the “it helps me to enhance my
performance in collaborative tasks” with 23% (30.3 respondents), “online learning helps
me engage in social media groups” with 21.2% (28 respondents).
(Table 5) Lastly, in the questions about how the respondents cope with the new
normal mode of learning, the majority of the respondents answered the “eliminate
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distractions” with the percentage of 37.1% (49 respondents) and only 0.8% (1
respondent) answer “I don’t consider deadline at all”.
The following findings are based on the result of the research survey questions
answered by respondents and each component in each table were ranked and evaluated
by the researchers for the formation of the conclusion of the research study. These
findings and the outcome of the study will greatly help the upcoming researchers who
are looking for a similar and related study.
CONCLUSION
The researchers conclude the result of our study is as follows:
The researchers conclude that the majority of the respondents were agreed that
they easily adjust to the new mode of learning.Many of the respondents from Grade 12
STEM are comfortably adjusting their studies in this new normal mode of learning in New
Era University.Many of them are answered in a positive way that a new learning system
is no hindrance to their studies, although it is challenging for them to adjust and to adapt,
the outcomes show that they can easily adjust to online learning (1).It shows that
respondents are engaged to learn positively and developed the fundamental knowledge
and skills required, and have a core understanding of the concept (2). Many respondents
in the Grade 12 STEM students in NEU-IS are experiencing different challenges that
affect theironline studies (3). The new normal mode of learning has both positive and
negative effects on the respondents in terms of their performance, motivation, attitude,

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health, and socialization (4). The result signifies that the respondents suddenly develop a
laser-like focus and avoid destructions to finish their school-works in synchronous and
asynchronous time and be efficient.
RECOMMENDATION
The present study’s online review session of the Academic Performance of the
students in Grade 12 joined self-regulatory factors known to move forward scholarly
execution; self-evaluations, dialog postings, and practice tests. A self-evaluation was
prescribed at the starting and after the online survey session.
Research has shown that self-assessment exercises emphatically impact
scholarly interests. The display considers to included talk postings, as said already as a
self-regulatory movement appeared to make strides in scholastic execution.Online
education,as discussed in the literature review, typically offers learners more control over
their study level, involvement, and time on task. Minority and adult populations, reflective
of the sample in the present study, have external responsibilities and are at a greater risk
ofunderachievement. Brown (2001) found learners skipped crucial practice zones basic
for building an understanding of the material, moved rapidly through preparing, and
completed less than 70% of the prescribed practice.
Furthermore, two of the participants who were unsuccessful at passing the Class
A written evaluation were two points shy of a passing score, and one participant was one
point shy of achieving a passing score.

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BIBLIOGRAPHY
Alalwan, N., Al-Rahmi, W. M., Alfarraj, O., Alzahrani, A., Yahaya, N., & Al-Rahmi, A. M.
(2019). Integrated three theories to develop a model of factors affecting students’
academic performance in higher education. IEEE Access, 7, 98725–98742.
Angrist, J. and V. Lavy (2002), “New evidence on classroom computers and pupil
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http://www.babson.edu/newsevents/babsonnews/pages/140115-babson-survey-
study-of-online-learning.aspx
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E. (2009). A meta-analysis of three types of interaction treatments in distance

education.Review of Educational Research, 79(3), 1243-1289.
Biasutti M. A comparative analysis of forums and wikis as tools for online collaborative
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Cahapay, M. B. (2021). Philippine Basic Education Learning Continuity Plan: Creating
Space for Indigenous Peoples toward Inclusive post-COVID-19 Education.

International Journal of Pedagogical Development and Lifelong Learning, 2(1),
ep2102.
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Carlsson, M, G B Dahl, B Öckert and D Rooth (2015), “The Effect of Schooling on
Cognitive Skills”, Review of Economics and Statistics 97(3): 533–547
Chandra, Y. (2020), "Online education during COVID-19: perception of academic stress
andemotional intelligence coping strategies among college students", Asian

Education and Development Studies, Vol. ahead-of-print No. ahead-
ofprint. https://doi.org/10.1108/AEDS-05-2020-0097
Charissi, A., Tympa, E., &Karavida, V. (2020). IMPACT OF THE COVID-19
DISRUPTION
ON UNIVERSITY
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of
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pp. 355-396). Mahwah, NJ: Erlbaum

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Kumar, Gautam & Singh, Gulbir& Bhatnagar, Vivek & Gupta, Rajeev & Upadhyay,
Sushil.
(2020). Outcome of Online Teaching-Learning over Traditional Education during
Covid-19 Pandemic. International Journal of Advanced Trends in Computer
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Lockee, B., Moore, M., & Burton, J. (2001). Old concerns with new distance education
research. Educause Quarterly, 60-63
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education
during lockdown period of COVID-19 pandemic. International Journal of
Educational Research Open, 1, 100012.
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Learning Institutions in the Philippines: Surviving the Crisis of COVID-19
andBeyond.
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COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5 (4),
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learning in the early COVID-19 pandemic. Tadris: Journal of Education and
Teacher Training, 5(1), 141-153

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APPENDICES
SURVEY QUESTIONNAIRE:
Directions: Put a check in the box of your preferred answers. (limit 3 checks only)
1. Do you easily adjust in your online mode of learning?
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree
2. How do you adapt with their new Mode of learning?
o Manage my time
o Actively participating in online class
o Stay positive and informed
o Connect with classmate and teachers
o Not helping at all
o Others:
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3. What are the challenges that you experience in this new normal learning? (Pls.
check your Top3 answers)
Lack of Internet source or experiencing slow connection
Having a hard time to comprehend lessons in modules
Unable to manage time
Lack of sleep
Students lacked a sense of belonging and communication
Requires a lot of adjustment
A different preparation
Others:
4. What are the effects of online learning to you in terms of the following?
A. Performance
B. Motivation
C. Attitude
D. Health
E. Socialization
A. Performance (Pls. check your Top3 answers)
Online learning tools enhance my learning performance
Online learning makes studying easier for me

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My grades were much higher in the online classroom than in traditional classroom
Lack of memory development
Lack of concentration and focus in doing school works
Others:
B. Motivation (Pls. check your Top3 answers)
Online learning platforms motivate me to do school-works.
I easily get lazy after finishing half of my school-works.
Having a lot of school activities tempts me not to do and comply.
It motivates me to learn when teachers use creative school-works in online

learning.
Self-studying motivates me to focus in online learning.
Others:
C. Attitude (Pls. check your Top3 answers)
I easily get annoyed when hearing noise while studying and answering activities
inmodule.
I am unconsciously showing rudeness attitude after having a hard time
understanding and doing school-works.
Having a will to complete assignments and activities on time.

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Online learning helps me to improve my time management.
Having anxiety in learning that leads me to stop studying or to dropout in school.
Others:
D. Health (Pls. check your Top3 answers)
Being too drained from doing the activities that leads to my bad health.
I feel too much exposed to gadgets when doing my activities that my body suffers
from it.
I sometimes stay up late to catch up with other activities and go to class the next
day feeling tired.
Despite the workloads I can still manage to have a break to avoid having untimely
illness.
My body cannot cope up with the activities sometimes (e.g having to do more
activities but you feel sleepy in the middle of doing it.)
Others:
E. Socialization (Pls. check your Top3 answers)
Online learning helps me engage in social media groups.
It helps me to enhance my performance in collaborative tasks.
Online learning develops my social skills (e.g. asking for help, discussing answers
with groupmates)
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Online learning sometimes makes me doubt asking for help for being unable to
catch up.
It helps me develop my confidence during socializing.
Others:
5.How do you cope with the new normal Mode of Learning?
o Treat the online classes the same way with a face-to-face class
o Practice time management
o Eliminate distractions
o Built relationships with other students by introducing yourself and engaging in
online discussion.
o Others(specify):
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LETTER TO THE PRINCIPAL

DATE: Jan 30, 2021
BRO.SUNDAY S. SIBUL
IS-Principal
Dear Sir:
A Pleasant day!
We are Grade 12 students from section STEM 4 We are currently conducting a study entitled
“The Effects of Online learning in the Academic Performance of Grade 12 Stem Students
of New Era University S.Y. 2020-2021” as part of the requirements in our Research and Daily
Life 2.
With regard to this, may we ask your permission to allow us to conduct our online survey among
our respondent, Grade 12 STEM students.
Rest assured that all information we will gather will be treated with confidentiality. We hope for
your positive response on this matter. Your Approval to conduct this study will be greatly
appreciated.
Thank you very much, Sir!

New Era University
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Senior High School
Respectfully yours,
New Era University
Integrated School
Senior High School
LETTER TO THE RESPONDENTS
Dear Respondents,
A Pleasant day!
We are Grade 12 students from section STEM 4 We are currently conducting a study entitled
“The Effects of Online learning in the Academic Performance of Grade 12 Stem Students
of New Era University S.Y. 2020-2021”as part of the requirements in our Research and Daily
Life 2.
With regard to this, may we ask your participation to answer our online survey question carefully
and with complete honesty. Rest assured that all information we will gather will be treated with
confidentiality. We hope for your positive response on this humble matter. Your answers to the
questions will be greatly appreciated.
Thank you very much!
Respectfully yours,
New Era University
Integrated School
Senior High School
New Era University
Integrated School
Senior High School
CURRICULUM VITAE
Achuela Rhexelle A.
6 Daffodil, Del Nacia 1, Tandang Sora, Quezon City
------------------------------------------------------------------------------
PERSONAL INFORMATION
_______________________________________________________________________________
Name: Rhexelle A. Achuela
Age: 18
Address:6 Daffodil, Del Nacia 1, Tandang Sora, Quezon City
Religion: Roman Catholic
Place of Birth: Quezon City
Birthday: September 9, 2002
Citizenship: Filipino
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
Coramdeo Christian Academy 2009-2012
Tandang Sora Elementary School 2012-2015
Junior High School
Dr. Carlos S. Lanting College 2015-2019
Senior High School
New Era University 2019-present
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
Arcayan, Charlene T.
Purok 5, Noli, Bayugan City, Agusan del Sur
------------------------------------------------------------------------------
_______________________________________________________________________________
Name: Charlene T. Arcayan
Age: 19
Address:Purok 5, Noli, Bayugan City, Agusan del Sur
Religion:Iglesia Ni Cristo
Place of Birth: Bayugan City
Birthday: January 03, 2002
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
Noli Central Elementary School 2009- 2015
Junior High School
Bayugan National Comprehensive High School 2015-2019
Senior High School
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
Bautista, Irish Chloey B.
62-C Green Condo Brgy. New Era, Q.C
------------------------------------------------------------------------------
_______________________________________________________________________________
Name: Irish Chloey B. Bautista
Age: 17
Address:62-C Green Condo Brgy. New Era, Q.C
Religion: Iglesia Ni Cristo
Place of Birth: Tagumpay, Rodriguez Rizal
Birthday: June 25, 2002
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
Tagumpay Elem. School / New Era Elem. School 2009-2015
Junior High School
New Era High School 2015-2019
Senior High School
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
Caillo, Fortunato G.
43 Mabini St. Bagong Silangan Quezon City
------------------------------------------------------------------------------
_______________________________________________________________________________
Name: Fortunato G. Caillo
Age: 18
Address:43 Mabini St. Bagong Silangan Quezon City
Birthday: February 09, 2003
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
Bagong Silangan Elementary School 2009-2015
Junior High School
Bagong Silangan High School 2015-2019
Senior High School
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
Castillo, Danielle Agatha A.
#290 P. Tuazon Blvd., Cubao QC
------------------------------------------------------------------------------
_______________________________________________________________________________
Name: Danielle Agatha A. Castillo
Age: 18
Address:#290 P. Tuazon Blvd., Cubao QC
Religion: Iglesia Ni Cristo
Birthday: February 09, 2003
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
New Era University 2009-2015
Junior High School
Senior High School
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
Cardenas, Jesly Gem M.
Commonwealth, Quezon City
------------------------------------------------------------------------------
_______________________________________________________________________________
Name: Jesly Gem M. Cardenas
Age: 18
Address:6 Daffodil, Del Nacia 1, Tandang Sora, Quezon City
Place of Birth: Manila
Birthday: August 17, 2002
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
Junior High School
Senior High School
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
Cruz, Mark Daniel
Lot 4A Dianne Ville Extension Dona Faustina 1, Culiat, QC
------------------------------------------------------------------------------
_______________________________________________________________________________
Name: Mark Daniel A. Cruz
Age: 18
Address:Lot 4A Dianne Ville Extension Dona Faustina 1, Culiat, QC
Religion:Iglesia Ni Cristo
Place of Birth:Calamba, Laguna
Birthday:June 04, 2002
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
Junior High School
Senior High School
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
Danao, Qeisha P.
Batasan Hills, Quezon City
------------------------------------------------------------------------------
_______________________________________________________________________________
Name: Qeisha P. Danao
Age: 18
Address:Batasan Hills, Quezon City
Birthday: November 29,2002
SCHOLASTIC RECORDS
_______________________________________________________________________________
Elementary
Saint Anthony De Padua School 2009-2015
Junior High School
Saint Anthony De Padua School 2015-2019
Senior High School
_______________________________________________________________________________
New Era University
Integrated School
Senior High School
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New Era University

THE EFFECTS OF ONLINE LEARNING IN THE ACADEMIC

A Research Paper Presented to the Faculty of

In Partial Fulfillment of the Requirements

To Almighty God for giving us wisdom, perseverance, strength, and determination

Title: THE EFFECTS OF ONLINE LEARNING IN THE ACADEMIC

School: NEW ERA UNIVERSITY

This COVID-19 pandemic is primarily a health concern. Many countries have

1 THE PROBLEM AND ITS BACKGROUND

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

5 SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of Findings ……………………………………….

THE PROBLEM AND ITS BACKGROUND

The COVID-19 pandemic is principally a health issue. Many countries (rightly)

STATEMENT OF THE PROBLEM

Thus, this study aims to achieve an answer to the following remark:

1. Do respondents easily adjust in their Online mode of learning?

2. How do respondents adapt with their new Mode of learning?

4. What are the effects of Online learning to respondents in terms of the

5. How do respondents cope with the new normal Mode of Learning?

SIGNIFICANCE OF THE STUDY

SCOPE AND DELIMITATION OF THE STUDY

Academic performance - Academic performance is among the several components of

REVIEW OF RELATED LITERATURE AND STUDIES

The research conducted by Toquero (2020) highlights pedagogical and policy

According to Wargadinata (2020), online learning is an alternative learning system

According to Mobo (2020) technology transcends by mobilizing the Educational

Influence of Covid-19 Confinement on Students’ Performance in Higher Education

Online Education during Covid-19: Perception of Academic Stress and Emotional

Development of a New model on Utilizing Online learning Platforms to Improve

understanding, analyzing, and satisfaction were positively aligned with students’

The outcome of Online Teaching-Learning over Traditional Education during

Understanding the Typologies of the Different Learning Institutions in the

epidemiological status of the IP communities, this paper offered possible learning

In the study IMPACT OF THE COVID-19 DISRUPTION ON UNIVERSITY

management of personal time. It further triggered perspective transformation, a 10 steps

Rapid developments in technology have made distance education easy (McBrien

The synchronous learning environment is structured within the sense that

Synchronous learning can provide lots of opportunities for social interaction

The coronavirus is life-ending (EdSource, 2020), which has created a permanent

According to (Singh & Thurman, 2019) online learning is defined as “learning

According to (Littlefield, 2018) The synchronous learning environment is structured

teaching methods (lectures, case-study, debates, discussions, experiential learning,

• Idea generating: This is a phase in which brainstorming is involved. Divergent

• Intellectual convergence: Intellectual synthesis and consensus take place at this

OCL is focused on social constructivism as well. This is because, through

to decide whether an integrated or coherent theory of online education is something that

Teaching Social Intellectual

Presence Presence Presence

Social presence is important especially at the beginning of the semester when

Cognitive presence is central to successful student learning. The quality of

from our participants.

Descriptive Research that attempts to collect quantifiable information for statistical

negative effects of online learning in their academic performance. The researchers

POPULATION AND SAMPLING TECHNIQUE

every Grade 12 STEM section from STEM 1 to STEM 11.

many students who affect their performance because of technical problems,the

student and teacher interaction is considered.

Quantitative data analysis may be performed in different ways. We attached a

And lastly, summarize findings in a report.