THE IMPACT OF DISTANCE LEARNING AND FACE-TO-FACE CLASSES

ON THE LEARNING EXPERIENCES OF TECHNICAL VOCATIONAL AND

LIVELIHOOD STUDENTS OF
MAGPAPALAYOK NATIONAL HIGH SCHOOL

INTRODUCTION

BACKGROUND OF THE STUDY

Face-to-face classes and distance learning,specifically the

modular, are forms of education that involve both students and teachers

that gauge the knowledge acquired by students.It also portrays the

willingness of the students learn and improve as they engage with the

learning activities given.Both forms may test the attention span of

students to learning, especially those who can be easily distracted ,

wherein for face-to-face classes, the students may be subjected to a lot

of distractions from their peers, while for modular,the pres ence of

gadgets and other activities may distract them from studying.For

differences, the face-to-face classes use two-way learning where there

is a live interaction between students and teachers will ease in the

communication.

According to Neriza A. Lucid o (2020), Technical Vocational

Livelihood or TVL in new normal will bring a positive outlook for TVL

teachers who are teaching TVL strand specialize subjects.They are

going to use the suitable teaching strategies to promote the welfare of

teaching TVL subjects.

The difference of face-to-face and distance learning has a great

impact in terms of Technical Vocational Livelihood students. In fact, in

a traditional setting, teachers will do or perform the demonstration so

students could see what is process and procedure to start and return the

demonstration after. While in a new normal teachers will make a

learning activities sheets and students will answer the activity in their

own pace and the demonstration of the learning competency areas

which will need to master the skills is not properly executed.

However, Technical Vocational Livelihood or TVL in the new

normal is facing a challenge and different platforms for teaching

learning process.

Furthermore, when the COVID-19 outbreak began in 2019 ,most

university courses shifted suddenly from face-to-face classrooms to

online platforms,and both instructors and learners have faced diverse

challenges related to learning and teaching.In 2021,the COVID-19

outbreak continues to impact learning and teaching activities at

educational organizations,and many educational institutions have used

online instruction from 2019 to 2021.Therefore, it is important to

develop strategies for improving online instruction.

Many previous studies reveal the advantages of online learning for

learners; most significantly, it is more flexible than face-to-face

instruction.Some studies find that interactions between instructors and

learners in online courses can be improved can be improved by the use

of asynchronous and synchronous platforms such as Facebook,online

forums and chats, and video conferences.Additionally, online learning

gives instructors better control over the content and time of teaching.

However, online learning may also have some disadvantages.It

may negatively impact learners’ motivation,and learners may feel

isolated due to the lack of interaction with classmates.However, these

disadvantages can be overcome by changes to instructors, teaching

strategies.Instructors’ experience with and knowledge of online

teaching could help them improve their teaching activities.

Coman et al. found that a sudden shift from face-to-face to

online learning has many disadvantages. This is because both learners

and instructors may lack experience with online learning and teaching

and because appropriate learning and teaching environments may not be

available. During the COVID-19 outbreak, many inst ructors began to

offer online instruction for the first time.

Distance learning is an alternative form where students and

teachers do not meet physically, and learning commences through

modular.These forms of learning are similar in some ways but still

contain differences that define them from each other.

Face to face classes it is structured as there is a scheduled time

for each subject to attend and follow;therefore, there is uniformity with

their pacing.Modular distance learning, on the other hand, utilizes one-

way learning and is more flexible. The students have the freedom to

choose which time they prefer to do and accomplish their modules, as

they are readily available anytime but with a specific deadline to

meet.However, teachers cannot attend promptly to the questions,and

they hardly communicate with each other.

Moreover, In conclusion,face-to-face classes and modular

distance learning can be beneficial to the students and the teachers.

Their similarities mainly focus on the learnin gs or the knowledge

acquired, while the differences emphasize their pros and cons towards

the ways of executing them. Either way as long as the students get to

learn and improve, any of two will do. Its effectiveness and efficiency

will always depend on the willingness of the students to learn.

This study aims to investigate the impact of the distance

learning and face-to-face classes.It also explores factors impacting the

effectiveness of face-to-face classes and distance learning.These

factors include interactions among learners;interactions between

learners and the instructor; the quality of online platforms;learners’

ability to use devices and follow instructions; and environmental

challenges, such as software and hardware errors,disturbances or

distractions in learners’ environments, pro’s and con’s of distance

learning and face-to-face classes, and learners’ lack of active

engagement in the learning process due to distraction.

 LITERATURE REVIEW

According to Liu (2007), defines learning effectiveness as a

learner’s acquisition of knowledge, skills, and attitudes through

participation in a learning or training activity. From the perspectiv e of

students, learning effectiveness refers to learning values or outcomes

that students can perceive. There are many different ways to measure

learning effectiveness. Liu finds that learning effectiveness is an

indicator of learning outcomes; learning effectiveness can be assessed

by exploring learners’ behaviors during different phases of learning.

Kintu et al. defines learning outcomes as learning effectiveness, which

includes four dimensions: performance, motivation, satisfaction, and

knowledge construction. Other indicators of learning effectiveness

include learner attitudes (including satisfaction and motivation) and

post-learning effects (including changes to learning behaviors or

improved performance).

The present study measures learning effectiveness by exploring

students’ leaning behaviors, attitudes, and feelings during classes.

These learning behaviors or affects include learners’ concentration

during lessons, enjoyment in learning, and enthusiasm about the class.

Students’ learning achievements after completing the class are also

used to measure learning effectiveness in the present study. These

outcomes include students’ comprehension of the instructional content

and motivation to continue learning about the topic on their own after

completing the class and teaching activities are social in nature, and

knowledge is according to socio-cognitive theories of learning, all

learning constructed through social interactions.

Astleitner (2000) states that learners’ interactions with

instructors and classmates can contribute to

learning effectiveness because learners can exchange messages and

ideas, thereby constructing a correct understanding of the content

together. Moreover, learners’ interaction with instructors and

classmates can contribute to the construction of new ideas and

knowledge. Hodges et al. contend that learning is a social and cognitive

process rather than merely the transfer of information from instructors

to learners. A lack of interactions with instructors and classmates could

cause learners to withdraw from learning activities

According to www.uopeople.edu ,Online learning or distance

learning is increasingly popular nowadays, and this trend is here to

stay. With more flexibility, self-directed study options, and access to

the same instructors and teachers as traditional learning, it’s no

surprise that online learning is popular. Online learning can be any type

of learning that takes place over the internet. This could be a

supplemental course, a full degree program, or self study. More times

than not, online learning is asynchronous, as students do not have to

learn at the same time and place as their instructors are teaching.
 One of the most significant differences between face-to-face

learning and online learning is that face-to-face learning is

synchronous, or done at the same time All instructors and

students/classmates are present in face-to-face learning. With online

learning, however, that is not necessary. Online instruction can be

either synchronous or async hronous.In face-to-face classes, instructors

are usually just delivering knowledge, and then assessing the

understanding of that knowledge at a later date. This is compared to

online learning, where instructors are seen more as facilitators of

learning — helping their students understand the material through

provided online materials .

While both online and face-to-face learning can have

components of both student-led and teacher-led curriculum, online

study lends itself better to student-led advancement and learning.

In online study, students can decide for themselves what they want

to dig deeper on, and spend more time learning.Some may say that

it is harder to succeed in online education, and that is because you

must be highly self-motivated and disciplined. In online learning,

no one is keeping you on track — you must be your own motivator,

time keeper, and disciplinarian.In both face-to-face and online

learning, instructors must have a way to measure performance. This

is typically done by way of submitting assignments, administering

tests, exams and quizzes, and creating points for participation.

Participation and class ‘attendance’ is harder to measure in an

online learning environment.

Face-to-face learning has been the standard way of

instruction for centuries. While online instruction is becoming

increasingly popular, in-person study may still be the best option

for some people. With face-to-face learning, instructors are better

able to gauge understanding and interest of students, and it is

easier to generate group excitement about a subject. It is also

easier to hold students accountable.Online courses give students

full control over what they are learning, so students are able to

work at their own speed. They are able to work quickly through

areas they understand, and spend more time on areas they do not.

Online courses give students full control over what they are

learning, so students are able to work at their own speed. They are

able to work quickly through areas they understand, and spend

more time on areas they do not.

In online learning, students save a ton of time by not having to

commute to class. There is also a need by face-to-face instructors to

fill the allotted course time, when students could be using that time to

work on something more valuable for their learning. In online learning,

students are spending less time overall, and making that time towards

their education count.In a classroom setting there are many

distractions, but at home, those same distractions are removed. Online,

students’ disruptive behavior is no longer a factor in classroom culture,

and there is no need to hold up the lesson for just one student. In
addition, many online courses make use of more frequent ‘knowledge

checks’ or mini quizzes which can keep students on trac k.

Online learning not only cuts back on paper and electricity

use, but also on carbon emissions commuting to a campus. Online

courses use  90% less energy and have 85% fewer carbon emissions  than

traditional, face-to-face classes.Online learning helps educators and

instructional designers track learning in ways that face-to-face learning

cannot do. Through analytical tools, educators and researchers can see

what really works and what doesn’t, and use that information to inform

future curriculum and instruction design.

According to www.ncchomelearning .co.uk ,Distance

learning is possibly one of the most  FLEXIBLE study options open to

the modern student, irrespective of their age, working status and so on .

You do need to  COMMIT to your course, which means understanding

the difference between flexibility and ‘not really bothering’. If you

don’t have a strong sense of discipline or are not interested in forming

one when it comes to your studies, distance learning may not be for

you.

You can study in a space in which you feel most COMFORTABLE. This

could be at the kitchen table or even curled up on the couch.Studying

on the couch is all well and good but you also need to be prepared for

the fact that there are times, with deadlines looming and assignments
pressing that you need to create a study space that is conducive to

learning. Sometimes, lounging on the sofa is not the best space…

For many students of open learning, the  PACE at which they complete

their course is dictated by no one other than themselves. If you don’t

grasp a concept initially, you can go over the module again, for

example.Pace is one thing, not applying yourself is something

completely different. When pace is lacking, or the feeling that there is

no one else there to drive your learning, making time to study can fall

by the wayside.

It can FIT AROUND YOU  and your work, family and social

commitments. Many people find that the course is so well structured

that they are able to pick it up after a few weeks break if they have to

re-schedule their learning . Fitting it around life is one aspect of

distance learning but you also need to ensure you value your course

too. So, when you can’t study at a certain time because ‘life happens’

when you will re-schedule your study time for?

Choosing the right distance learning course and provider is

essential. You need to be confident that the course and its content, as

well as the qualification once you have completed it, have the same

‘value’ as that of a course completed at a college or a training

provider. For some employers and organi zations, knowing that as a

student you can organ ize your own learning and successfully complete

a course speaks volumes. There are many more  benefits to distance

learning – so it’s an option that is really worth exploring.

It’s PHYSICAL. Face to face teaching and learning is something that is

essential for some people when it comes to effective learning.It can

bring back uncomfortable memories of times spent in school, as well as

it feeling cloistered and closed. It is a big step to walk into a room full

of people.

You get INSTANT ANSWERS  and interaction, as well as creating a

support network with fellow students, the teacher and the training

provider as a whole.For some students, this is not delivered in the way

that they want it. With distance or online learning, you can be part of

an online support community, as well as having expert tutors on hand

to answer your questions and queries.

You may find you stay  MOTIVATED  because, in order to complete the

course, you have to attend a certain number of sessions and so on. For

many students, this ‘obligatory’ attendance is what drives them forward

to complete the course.But, for students who have difficulties in their

lives, or work and family commitments, missing a few sessions can

lead to the sense of ‘no point carrying on, I’ve missed too much’. If

you can’t attend a taught session, it is important you communicate with

your tutor. You may be able to continue your work at hom e.

 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Profile of the TVL 1. Data collection of

students according the students profiles Identify the impact of
to their: 2. Administering distance learning and
questionnaires face-to-face classes
A) Age 3. Organization of to Technical
B) Sex students responses Vocational
C) Track Taken 4. Statistical analysis Livelihood Senior
of data High School students

C onceptual Framew ork of the study wherein IPO model is being

presented. Input is the profile of the Senior High S chool s tudents

consisting of the follow ing; Age, Sex and Track Taken. On the other

s ide, the Proces s being us ual is through; Data collection of s tudents

profiles, Administering questionnaires, Organization of students

res ponses, and Statis tical analys is of data. The Output is to identified

the Impact of Dis tance Learning and F ace-to-face clas ses to the

Technical Vocational Livelihood S enior H igh School S tudents.The

res earchers w ant to identify the impact of distance learning and face-

to-face class es to Technical Vocational Liv elihood S tudents

STATEMENT OF THE PROBLEM

This research aims to identify the impact of both distance learning and

face-to-face classes to the Technical-Vocational Livelihood as

perceived by the selected Senior High School TVL Students of

Magpapalayok National High School for the 1st Semester of S.Y. 2022-

2023.

Specifically,this study seeks the answers to the following questions:

1. How may the profile of the respondents be described in terms of:

1.1 Age;

1.2 Sex, and;

1.3 Track Taken

2. What is the main difference between face to face and distance

learning?
3.How may the Technical Vocational Livelihood students be impacted

by the face-to-face classes and distance learning in terms of their:

3.1 advantages

3.2 disadvantages

4. How may the learning behavior/attitude and feelings of TVL students

be described when they are in:

4.1 Face to face classes

4.2 Distance Learning

SCOPE AND DELIMITATION

The purpose of this study is to identify the impact of face-to-face

classes to Technical-Vocational Livelihood Senior High School

students. The study will be focused on the impact of the face-to-

face classes to the Technical-Vocational Livelihood Students.

The respondents of this study will be limited to 25 senior high

school students which will be selected through random sampling

technique.To gather data,each respondent will be given a set of

structured survey questionnaire to answer.

The researchers chose to Magpapalayok National High School

since the respondents of the researchers study in this school,it is

much easier for the researchers to approach

and conduct the study in this locale. This is located in Brgy.

Magpapalayoc,San Leonardo,Nueva Ecija.The researchers

conducted this study during the 1st Semester,School Year 2022-

2023.

SIGNIFICANCE OF THE STUDY

This research aimed to identify the impact of face-to-face clas ses to

TVL s tudents of M agpapalayoc National High School for the 1st

S emes ter of S.Y. 2022-2023.

The results of this study would be beneficial for the following:

 STUDENTS - This study is exclusively made for the students,being

the major source.Through this research,they can assess themselves

about the impact of distance learning and face-to-face classes and

how each of them can contribute and help battling it.

 TEACHERS - Since most of them are the students;it would great to

have their teachers’ guidance as well.Through this study,the idea

and the other side of it would be much clearer and could be an

answer to the never-ending delay when it comes to students’

requirements submission in distance learning and face-to-face

classes.
 PARENTS - As a guardian ,it is important to be aware of the

children’s simple habits that may affect their future. This study

could serve as a guide for every parents in helping to avoid

procrastinating to their face-to-face classes,decrease the impact to

their children to the distance learning and sudden face-to-face

classes.

 SCHOOL INSTITUTION - This is beneficial to address the

students’ problems regarding delays on school works and premises

due to distance learning and sudden face-to-face classes which are

vital for their grades and could also reflect to their school’s

performance.

 FUTURE RESEARCHERS - The findings of the study would serve

as a basis for future researchers whose s tudy i n the same field .

DEFINITION OF TERMS

The follow ing are the terms frequently us ed in this study,defined

technically/operationally.

 FACE-TO-FACE - is an instructional method where course content

and learning material are taught in person to a group of

students.This allows for a live interaction between a learner and a

instructor.
 SENIOR HIGH SCHOOL - is a secondary school that students

attend in the three or four highest grades before college.

(google.com)

  TECHNICAL-VOCATIONAL LIVELIHOOD - is designed to

develop students’ skills that is useful for livelihood and technical

projects.It provides a curriculum that is a combination of Core

Courses and specialized hands-on courses that meets the

competency-based assessment of TESDA.


 CHAPTER II

II. METHODOLOGY

This chapter of the study presents the methodologist employed in the study and is
inclusive of the following the Research Design, The discussion on the selection of
respondent, the data gathering produces, identification or research instruments, the
statistical treatment of data portion, and the ethical considerations.

RESEARCH DESIGN

This study will employ description design , according to Baraceros (2016),

Discipline research (also known as Ex Post Fasto in social sciences) includes surveys
and fact.Finding inquires of different kinds. The major purpose of description of
statement of affairs as it exist of percent.
The main characteristic of this method is that the researchers has no control over
the variables: he/she can study report what has happened or what is happening.

RESEARCH LOCALE

The study aims to identify the impact of both distance learning and face to face
classes among Technical Vocational Livelihood to the senior high school students in
Magpapalayok National High School.

Instrumentation
 To provide and gather necessary information, the researchers uses survey
questionnaires. According to Saul McLeod (2018). A questionnaire is a research
instrument consisting of a series of questions for the purpose of gathering from
respondents

In addition, questionnaires are a relatively inexpensive,quick and efficient method of

gathering large amounts of information from a large sample of people. Because the
researchers is nit required and to the percent when the questionnaires are completed
data can be collected relatively quickly. This is useful for large population where
interviews are not feasible.

It’s first part seeks to identify the profile of respondents in terms of there
Age, Sex, TVL Specialization. The second part consist the questions pertinent to their
main difference between face to face and distance learning as experienced by TVL
students. Third part wants to identify the reasons behind the impact of face to face
classes on learning experiences of students.

For the data, The Researchers will communicate with the honestly and
transparency; Most especially during evaluating and presentation of data findings.
Any biases and misleading information shall be avoided. The researcher will also
ensure to maintain the adequate level of confidentiality of research data.
For the participants, The researchers will ensure to respect the dignity of its
respondents. This study will also consider the privacy of the research participants.
Prior with the study, full consent will be obtained before conducting the research.
Statistical Treatment
In the analysis of data, the following statistical tools were utilized:
1. Likert’s Scale - According to Jamieson likert’s scale is to rating system, used in
questionnaires, that is designed to measure people’s attitude, opinions, or perceptions.
2. Percentage Frequency distribution - According to young (2022) A frequency
distribution is a representation, either in a graphical or tabular format, that display the
numbers of observation within a given interval. The frequency is how often a value
occurs in interval, while the distribution is the pattern of frequency of the variable.
f
Formula: %= x 100
N
 Where:

%- percentage

f- Frequency

N- Total number of respondents

3. Weighted mean - According to CFIT Team the weighted mean is a type of

mean that is calculated by multiplying the weight ( or probability ) associated

with a particular event or outcome and then summing all the products together.

It is very useful when calculating theoretically expected outcome where each

outcome has a different probability of occurring, which is the key feature that

distinguishes that weighted mean from the arithmetic mean

Formula: x=
∑x
N

Where:

x - Mean

x- Frequency

N- Total number of respondents

4. Verbal Description

Range of responses has the following verbal interpretations:

RANGE OF RESPONSES VERBAL INTERPRETATION

4.1 - 5.0 Strongly Agree

3.1 - 4.0 Agree

2.1 - 3.0 Disagree

1.0 - 2.0 Strongly Disagree

 CHAPTER III

RESULT AND DISCUSSION

TABLE 1.1 AGE

Students Demographic Profile according to their age
AGE FREUENCY (F) PERCENTAGE (%)

17 - 18 28 93.33%

19 - 20 2 6.66%

21 - 22 - -

23 - Above - -

TOTAL= N=30 100%

As shown in Table 1.1, 28 or 93.33 percent of 11 HE and 12 HE students in

Magpapalayok National High School fall under the Age of 17-18 and 2 or 6.66
percent fall under the age of 19-20.

TABLE 1.2 SEX

Students Demographic Profile according to their sex
 FREQUENCY (F) PERCENTAGE (%)
SEX
MALE 17 56.66%

FEMALE 13 43.33%

TOTAL N= 30 100%

As can be gleaned in Table 1.2, 17 or 56.66 percentage of 11 HE and 12 HE students

of Magpapalayok National High School are MALE and 13 or 43.33 percent are
FEMALE.

TABLE 1.3 TVL SPECIALIZATION

Students Demographic Profile according to their TVL SPECIALIZATION.
TVL SPECIALIZATION FREQUENCY (F) PERCENTAGE (%)

11-HE 23 76.66%

12-HE 7 23.33%

TOTAL= N=30 100%

As can be seen in Table 1.3, 23 or 76.66% of grade 11 TVL students are HE

Specialization and 7 or 23.33% of grade 12 students are under HE specialization.
SCALE:
1 - STRONGLY DISAGREE
2 - DISAGREE
3 - AGREE
4 - STRONGLY AGREE
 2.1 DISTANCE LEARNING WM VI

1. In distance learning, I am
knowledgeable about the subject. 2.87 A

2. In distance learning, the teacher has

an effective style of presentation. 3.13 A

3. In distance learning, the teacher is

available for consultation. 2.93 A

4. In distance learning, the teacher

challenges me to think. 2.93 A
5. In distance learning, the teachers treat
students with respect. 3.3 A
6. In distance learning, the objectives of
PART 3: Impact of Distance learning on
the lesson are clear. 2.87
WM A VI
learning Experiences of TVL students
7. In distance learning, the teacher
effectively uses technology to facilitate 3 A
learning.
1. I can study whenever I want in the 2.8 D
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comfort of my home.
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9.
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 CHAPTER IV :

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusions derived in the conduct of the study which is to
identify the impact of both distance learning and face to face classes to the Technical Vocational
Livelihood Senior High School students of Magpapalayok National High School for the 1st semester of
S.Y 2022 -2023.

The study was conducted at Magpapalayok National High School.The respondents were the Grade 11
and 12 Technical Vocational Livelihood from section Ruby and Emerald.They were selected using
Simple Random Sampling.The statistical tools utilized were weighted mean,percentage,likerst scale.

Conclusions

Based on the indicated findings,the following conclusion where drawn:

1.

2.

Recommendations

This study revealed the impact of Distance learning and Face to Face classes to the Technical
Vocational Livelihood Thus,the following recommendations are hereby presented

1.

2.