Valley High Academy, Inc.

J.P. Rizal St. Manggahan Rodriguez, Rizal

Telefax No. 997-1286
fb page: https://www.facebook.com/officialvha/

COMPARATIVE STUDY BETWEEN ACTUAL AND ONLINE CLASSES IN

THE VIEWS OF THE SELECTED STUDENTS IN VALLEY HIGH

ACADEMY

A Research Proposal Presented to

the Senior High School of Valley High Academy Inc.

In Partial Fulfillment of the Requirements for

the Subject of Practical Research 1

by:

Rosario, Aila Eunice Salcedo, Zharren

Salinas, Dennise Sawyer, Pitter

Señerez, Jehan Umpad, Nick Hanzel

Villasis, Rochelle Villafuerte, Jay

Sanchez, Kenneth Villanueva, Mjay

January 2021
 ACKNOWLEDGEMENT

The researchers would like to express their gratitude to the people

who assisted and contributed in making the study possible. Their support

and guidelines rendered in the realization of this study are in debt:

The researchers would like to thank:

Mr. Lincoln S. Fabella, Practical Research Teacher, for giving

encouraging words and guiding the researchers to make this study

possible.

And, our Almighty God for giving enough wisdom and strength

to the researchers for the fulfillment of what it serves.

A. E. G. R. D. O. S. J. G. S.
R. A. A. V. K. A. S. Z. B. S.
P. R. R. S. N. H. D. U.
J. R. B. V. M. P. V.

i
 DEDICATION

This study is wholeheartedly dedicated to:

The researchers’ beloved family, who have been the source

of their inspiration and gave them strength while

doing this study, who also continually provide

their love, spiritual, emotional, moral

and financial support;

Their friends, who also showed their support and shared their

words of advice and encouragement

in making this research possible;

The teachers, who lend their time and patience

in helping the researchers to make

this study successful.

And lastly, to our Almighty God for giving the researchers

guidance, strength, power of mind, skills

and wisdom that helped them in

accomplishing this study.

A. E. G. R. D. O. S. J. G. S.
R. A. A. V. K. A. S. Z. B. S.
P. R. R. S. N. H. D. U.
J. R. B. V. M. P. V.

ii
 ABSTRACT

Due to this pandemic, all education levels shifted to online classes

causing some students and teachers to adjust at such a short time. This

study identifies the differences and similarities between the actual and online

classes in the views of the selected student of STEM 11 E by conducting a

qualitative approach using the survey questionnaire method. This study

utilized the descriptive method of research to discover the differences and

similarities of both actual and online classes. An online survey data was

collected and analyzed using the descriptive and documentary analysis.

Findings indicate that the respondents don't have any good experiences in

online classes. Even all the learning platforms used by the respondents are

free of charge, students have still encountered problems like lack of

resources, poor internet connection, and lack of training among the students

and teachers. The researchers recommend that online classes should be

reconsidered to explore more about the effects of it for students, teachers

and also for the parents. It is also expected that this research would serve

as a future guide for conducting an in-depth study using a structured

interview to authenticate its findings.

iii
 TABLE OF CONTENTS

ACKNOWLEDGEMENT…………………………………………………………i

DEDICATION……………………………………………………………………..ii

ABSTRACT………………………………………………………………..…….iii

TABLE OF CONTENTS………………………………………………..………iv

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

INTRODUCTION..…………………………………….…………………..1

STATEMENT OF THE PROBLEM ……………….….…………………3

HYPOTHESIS ………………………………..……………………………3

SCOPE AND DELIMITATION ...…………………….…………..………3

SIGNIFICANCE OF THE STUDY ......…………………………………..4

DEFINITION OF TERMS…………………………………………………5

CHAPTER II:

REVIEW OF RELATED LITERATURE AND STUDIES………………8

THEORETICAL FRAMEWORK.………….……………………………17

CONCEPTUAL FRAMEWORK………………………………………..18

RESEARCH PARADIGM……………………………………………….19

iv
CHAPTER III: METHODOLOGIES AND DESIGN

METHOD OF RESEARCH USED……………………………………..22

RESEARCH DESIGN……………………………………………………23

POPULATION AND RESPONDENTS………………………………...23

SAMPLING TECHNIQUE……………………………………………....24

INSTRUMENTS AND TOOLS………………………………………….24

VALIDATION……………………………………………………………..25

DATA GATHERING PROCEDURE…………………………………...25

CHAPTER IV: PRESENTATION OF DATA AND ANALYSIS

INTERPRETATION OF DATA…………………………………………27

CHAPTER V: SUMMARY OF DATA, CONCLUSIONS, AND

RECOMMENDATIONS

SUMMARY…………………………………………………………….....32

CONCLUSIONS………………………………………………………….34

RECOMMENDATIONS………………………………………………….35

BIBLIOGRAPHY

v
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Learning is a process of taking information in which a person bases its

action from what they know. It changes a person on how they would reflect

into a certain topic. There are different types of learning that affect a person’s

capacity to understand and process information. However, there are some

changes in the type of learning due to the pandemic that is affecting many

countries in the world. Because of this pandemic, millions of people are

suffering in terms of their livelihood, health, and economy. One of the impacts

of the pandemic is on education.

All education levels shifted into emergency mode causing it to shut

down schools, academies and campuses to prevent the spread of COVID-

19. Online class is a type of learning that uses technology. It requires the

students to attend their classes through video recordings or live lectures with

readings and assessments. According to an August 2011 "Pew Research

Center" report, 89 percent of public and 60 percent of private colleges offer

online courses.

1
 Traditional learning takes place inside a classroom wherein the

students and teachers are having a face-to-face interaction. Research

studies have indicated the importance of face-to-face interaction (Marold &

Haga, 2003) and demonstrated that quality in education can be achieved by

incorporating computer technology and face-to-face interaction (Kiser,

2002). The sudden change in the education system has its negative impacts

on the people since there is a little time to prepare for it. Online classes were

implemented because of the pandemic in which there are many people that

are severely affected by it making them lose their jobs. This research focuses

on identifying the differences and similarities between traditional learning

and online learning that is based on the perspective of various selected

students.

What would this study imply to the comparison between actual and

traditional classes in the views of some students? Therefore, the students

from Grade 11 STEM E of Valley High Academy School Year 2020-2021

conducted this research.

2
Statement of the Problem

This study aims to know the comparison between online and actual

class in selected students of Valley High Academy.

Specifically, the study sought to answer the following problems:

1. What are the similarities and differences in online and actual

classes?

2. How does the actual classes differ with online classes in terms of

learning?

3. Is there a significant difference between actual and online classes

in the views of selected students of Valley High Academy Inc.?

Hypothesis

There is a significant difference between the views of the selected

students of Grade 11 STEM E in actual classes and online classes.

Scope and Delimitation

This study focuses on how does the differences and similarities of

online and actual classes affects the academic performances of students. In

this study, the researchers will analyze the similarities and differences of

online and actual classes and the preference of the students.

3
 The study is delimited only for Grade 11 STEM E students of Valley

High Academy Inc. The sample size of the population will be 15 respondents.

The setting of the study will be held in the respondents' homes as well as the

researchers due to the pandemic. The instruments or methods that will be

used for gathering data are technology gadgets, mainly laptops, phones and

headphones for convenient usage for communicating with respondents.

Significance of the Study

This study aims to compare the actual and online classes. This

research will possibly benefit the following:

The Students

This will serve as a background to have more knowledge about the

differences and similarities of actual and online classes.

The Professors

This can be used as a reference to provide an understanding and ideas

for their teaching techniques and styles.

The Parents

This study can be used as a basis for guiding and choosing on what

4
would be the best type of learning they would choose for their children.

Future Researchers

This study can be used as references to have an idea on the

comparison of actual and online classes.

Definition of Terms

Activity – It is an any procedure in which students work toward a purpose,

such as playing a game or participating in a discussion.

Asynchronous – This is done by in which teaching materials are posted

online and learners work through them in their own time.

Classroom – It is a room dedicated primarily to teaching or learning

activities.

Distance Learning – This is where students work online at home while the

teacher assigns work and checks in digitally.

Education – It is the field of study that deals mainly with methods of teaching

and learning in schools.

5
e-Learning - A learning system based on formalized teaching but with the

help of electronic resources.

Gadgets – It is a small, unique-use mechanical or electronic device.

Internet – It is widely used to gather information and to do research or add

to the knowledge of various subjects.

Learning – It is the process of acquiring new understanding, knowledge,

behaviors, skills, values, attitudes, and preferences.

Pandemic – It is a disease outbreak that spreads across countries or

continents.

Physical Interaction – It is a face-to-face encounter in which people are

physically present with one another for a specified duration.

Synchronous – It refers to all types of learning in which learners and

instructor are in the same place, at the same time, in order for learning to

take place.

Teaching – It refers to engagement with learners to enable their

understanding and application of knowledge, concepts and processes.

6
Technology – A knowledge put into practical use to solve problems or invent

useful tools.

Variables – It refers to a person, place, thing, or phenomenon that you are

trying to measure in some way.

7
 CHAPTER II

This chapter presents the review of related literature and studies, the

conceptual model of the study, the theoretical framework, and the research

paradigm of this study.

Related Foreign Literature

According to Nature (2020), the majority affected are in the southern

half of the globe, encompassing many low and middle-income countries.

That means that students there are much less likely to be taking part in the

online revolution. Internet penetration in this hemisphere is low — and some

360 million young people do not have access, according to the International

Telecommunications Union. Many countries are using terrestrial television

and radio to broadcast lessons as a lower-cost alternative to broadband. All

this means that students from the poorest families, without Internet access,

are more likely to be denied education — widening already deep educational

inequalities. Because education is strongly linked to later jobs, income and

health, setbacks now will last a lifetime.

According to Li and Lalani (2020), while countries are at different points

in their COVID-19 infection rates worldwide, there are currently more than

8
1.2 billion children in 186 countries affected by school closures due to the

pandemic. In Denmark, children up to the age of 11 are returning to nurseries

and schools after initially closing on 12 March, but in South Korea students

are responding to roll calls from their teachers online. With this sudden shift

away from the classroom in many parts of the globe, some are wondering

whether the adoption of online learning will continue to persist post-

pandemic, and how such a shift would impact the worldwide education

market.

As stated by Will, online learning is famously flexible. When we think

of learning online, it’s usually the asynchronous activities such as

presentations and quizzes that spring to mind first. There is another

important element to online learning, though, and that’s the live, synchronous

element. Live learning increases engagement by adding a human element.

It is especially beneficial for learners who are not so self-sufficient or who are

used to the traditional ‘teacher and class’ model of education. The first

essential difference is in classroom management. In a physical classroom,

the teacher is free to move the learners around, grouping them in different

ways and laying out the class in a way that will make the activities run

smoothly. Most online classes use conferencing software which can make

9
breakout groups and different arrangements of learners possible in the

classroom. there are differences between physical and online learning, in the

hands of a well-trained teacher, both delivery methods can be used to

achieve the same goals. Which one you choose depends on the logistics of

delivering your training as much as the subject matter being taught.

However, in a more and more globalized workplace, live online lessons are

becoming an increasingly obvious choice for any professional development

program.

Related Local Literature

According to Cuico (2020), the actual face-to-face classroom learning

was the best and first option to learn, especially for the young students and

those who are one step closer to the corporate world. Students can gather

together and share ideas about the topic, and this would help them know

more and understand the discussion. Students can discuss their learning

which can help others learn and understand, too. As for online classes, we

must have internet, laptops, and gadgets that might affect the students and

teachers. Online classes tend to have less interaction with students and

teachers due to the distance. In our video conferences, the teachers gave

10
us the inputs, and we learned from it through self-study. The online platform

of our learning is way different from what we used to have. Students and

youngsters are very flexible since we are born in the world of technology but

some students and teachers did not have the privilege of using online class

platforms.

As stated by Adonis (2020), millions of students continue to endure the

difficulties of the new learning systems, latest data from the Department of

Education (DepEd) showed that only 25 million students were enrolled for

school year 2020-2021, leaving nearly 3 million out of school. The DepEd

lowered its enrollment target this year to just 22.2 million, or 5.5 million shorts

of the 2019 turnout, citing financial difficulties of families due to the new

coronavirus pandemic. As public schools brace for the second quarter of the

school year in January, teachers like Nestor Reyes are lamenting the

difficulties brought about by distance learning, which has forced some

students to drop out of school. Reyes, who teaches technology and livelihood

education at Jose Abad Santos High School in Manila, said he had noticed

that some of his students either abruptly stopped attending classes or did

not show up for online lectures at all.

11
 As stated by Bello (2020), the Department of Education (DepEd)

welcomed 24.7 million students from public and private schools, around

three million fewer enrollees from the previous school year, amid growing

public resistance to pursuing classes given the pandemic. A month prior, the

DepEd rejected the call, stating that an academic freeze is a “shortsighted

solution” to the learning issues raised. Clinical psychologist and private

practitioner Beatrix Aileen Laguisma-Sison says that having space, routines,

and clear boundaries are significant to managing studies during this

pandemic, which may not be afforded at home. Therefore, it becomes more

challenging for students to adjust to remote, online learning.

Related Foreign Study

According to Bentz (2009), that due to ease of delivery, to attain new

students and lower delivery costs, institutions have turned to distance

education programs as cost effective growth centers. For learners,

convenience of learning online has replaced many of the traditional

educational environments and has given them more and greater

opportunities to continue their education. Students can access their course

content nearly 24 hours a day, giving them greater convenience and flexibility

12
in their daily lives to participate in furthering their education. The very nature

1 of the environment may give students not only time to be thoughtful in their

reflections but to have at times a greater timeframe in which to reflect and to

think about the materials presented.

As stated by Hong, Li, Lin, Xie, Yan, and Lin (2018), at the beginning

of the New Year in 2020, the coronavirus disease 2019 (COVID-19) outbreak

became a global public health incident and has constituted a public health

emergency of international concern so far, as a result, the online education

has been popularized and developed. Teachers and students were very

satisfied with the implementation of online live broadcast courses in special

periods, and also affirmed the role of online live-streaming courses in

improving the quality of teaching. But in general, teachers and students

believed that online teaching is an extension of offline classroom teaching.

Effective and appropriate use may help improve the teaching effect, but it is

impossible to replace traditional classrooms. Teachers were inspired by this

live-streaming lesson. They generally believed that online teaching was a

form of teaching that was worth promoting. They planned to increase online

teaching and use online and offline, in-class and out-of-class teaching

modes.

13
 According to Wu, Garza, and Guzman (2015), international students’

enrollment in higher education in the US has expanded considerably in the

last decades. In this study, international students’ experiences were

examined in academic and sociocultural settings. Through qualitative

interviews, the findings revealed that international students deal with

academic challenges, social isolation, and cultural adjustment. Specifically,

academic challenges included communication with professors, classmates,

and staff. Consequently, they have to deal with social isolation when

engaging in different group activities.

Related Local Study

According to Joaquin, Biana and Dacela (2020), to respond to the

needs of learners, especially of the 3.5 million tertiary-level students enrolled

in approximately 2,400 HEIs, certain HEIs in the country have implemented

proactive policies for the continuance of education despite the closure.

These policies include modified forms of online learning that aim to facilitate

student learning activities. Online learning might be in terms of synchronous,

real-time lectures and time-based outcomes assessments, or asynchronous,

delayed-time activities, like pre-recorded video lectures and time-

14
independent assessments (Oztok et al., 2013). Case in point are top

universities in the country, viz., De La Salle University (DLSU), Ateneo de

Manila University (ADMU), the University of Santo Tomas (UST), and the

state-run University of the Philippines, Diliman (UPD).

According to Chua et. al., 2020, the professors utilized mostly the free

platforms such as: Google Classroom, Edmodo, Zoom, FB messenger,

Google meet, We Chat, Schoology, and Moodle. The professors and the

students could easily adapt to these new changes to align one-self in the

21st century skills of learning. However, despite the presence of these

platforms, there were concerns raised by this study. One major problem is

the lack of training of the faculty members and students in using the

eLearning classroom. It is recommended that the HEI should conduct a

thorough training and workshop for all students and faculty in various

platforms that could be appropriate to their academic needs and to prepare

the whole institution in times of crisis like the COVID-19. The second major

dilemma is the lack of resources that will lead to unsuccessful e-learning

classes. It is recommended that lessons, ILO’s, quizzes or examinations per

unit may be prepared by the department concerned or an assessment

department to make sure that the students have learned what they ought to

15
learn. In brief, Higher Education Institutions have made the intervention

successful, but this could still be improved through the joint efforts of the

administration, deans, heads, and faculty members make the learning

possible for all students via different e-learning solutions.

As stated by Wenceslao (2015), education is a process of sharing and

disseminating information from one entity to another. Such information

enables people how to think, to work properly and to make sound decisions

as the needs arise. Education should not only provide the right information

at a time but also should also ensure the full understanding and processing

of information in a given context. In today’s so-called information age, the

role of computers and similar devices in schools have been isolated and

given more emphasis. Computers gave opportunities to learners to learn at

their own pace. Education, in that sense, becomes on-demand, as learners

simply decide where, when and how they are going to access information

that would in turn enable learning. Since the growth in the advancement of

the technology, the need to integrate technological tools in education has

been recognized. Hence, the concept of e-learning has been established. E-

learning which stands for “electronic learning”, is a general term used to refer

to computer enhanced learning. It is used interchangeably in so many

16
contexts that it is critical to be clear what one means when one speaks of

'eLearning'. Today, the term e-learning has captured a wider scope from the

use of personal computers (PCs) and the Internet as it was originally

conceptualized to the utilization of more advanced applications, as well as

devices or tools for more effective teaching and learning.

Theoretical Framework

Many educational theories are based on distance and actual learning.

This study is based on three main theories, Equivalency Theory, Moore’s

Transactional Distance Theory and Learning Theory. Each theory addresses

a significant issue in this study. Equivalency Theory proposes that learning

experiences should be equivalent, rather than similar regardless of whether

the learner is in a distant setting. (Simonson et al, 2011). Learning Theory

explains how students acquire, maintain information and interpret while

learning. Michael Moore’s Transactional Distance Education has compiled a

study that highlights the equity between distance and traditional learning.

17
Conceptual Framework

Input Process Output

- Comparing - Corroborate - There is

online learning of the significant

from traditional questionnaire difference of online

learning of the learning between

- Distribution,
view of traditional classes
administering and
respondent that has an impact
retrieval of
in student learning.
questionnaire

checklist
- Making

questionnaires for - Analysis and

the respondents. elucidation of the

gathered data

Figure 1. The Framework Showing the Processes of Comparing the

Online and Actual Learning by Conducting Surveys.

18
Research Paradigm

The researchers started to think about topics that focus on online

learning since everyone is affected by the pandemic. Perceptions, effects

and differences were considered. While the topics were being discussed, the

targeted participants were also pondered. The researchers eliminated topics

that are not within their reach. In the middle of choosing the final title study,

the researchers encountered some problems in making the title, it was

changed by 5 times until it reached the deadline.

The researchers had no choice but to propose two titles about two

different topics. The first title is about the perceptions of the students about

the online learning and apparently it was rejected immediately. The

researchers, especially the leader, were nervous when it was rejected, but

there is still another title that is reserved and luckily it was accepted.

After the title was accepted, the researchers decided to start the first

chapter. The researchers were paired up to help each other with the

assigned part of them. At first, the researchers encountered some problems

of how to start their part because some of the researchers were new to this.

The researchers tried to read and use some references so that it will be easy

19
to start their part. The researchers were given time to finish the part given to

them.

In the process of making the Chapter 1, the researchers encountered

some problems especially in constructing the statement of the problem. It

was hard to come up with questions that will describe the issue of this study.

The rest of the Chapter 1 was already done accordingly and the remaining

time that the researchers had were focused in constructing the statement of

the problem.

The Chapter 2 is quite difficult to make since this is where the

researchers identified the methods and ideas that will support this study. The

researchers struggled to find a theory that will support the whole study. In

finding the related literature and studies, the researchers also had a tough

time since the online learning was just implemented last year in the world.

The researchers had a brainstorming about making the conceptual

framework of this study. Since this study involves some participants, the

researchers directly focused on the process of this study. The last part of

Chapter 2 is the Research Paradigm. In paradigm, researchers would input

the beliefs, shared agreements and how problems are addressed between

20
the researchers. (Kuhn, 1970).

Chapter 3 is the collection of the data. This is where the researchers

discussed what should be the right number of participants that is needed to

gather the insights about this study. In Chapter 3, the method of research

used was determined by considering the current situations that the

researchers have. The design of this study was contemplated because the

design will act as a guide to reach the goal of this study. The descriptive-

comparative design was chosen by the researchers because this study is

about comparing two variables which are the online class and actual class.

Chapter 4 is the interpreted data of the gathered response from the

respondents. Interpreting the respondents’ answer took the researcher’s

time, especially in the respondents who didn’t give accurate answers. Every

respondent of this study has different insights about the topic resulting in

having different responses. However, in Chapter 5, the summarization and

the conclusion on the respondents’ answers have resulted that actual

classes are highly favorable by the respondents. The recommendation of this

study is about reconsidering the implementation of online classes because it

affects the students and teachers that are not well enough adjusted.

21
 CHAPTER III

METHODOLOGIES AND DESIGN

This chapter shows the method of research used, the research

design, the respondents and population, sampling technique, instruments

and tools, the validation and the data gathering procedure.

Method of Research Used

Descriptive method is a fact-finding study with adequate and accurate

interpretation of findings. It describes with emphasis what actually exists

such as current conditions, practices, situations, or any phenomena. The

researchers used the descriptive method in gathering data in order to identify

the similarities and differences between online and actual classes.

This study aims to compare the actual and online classes by

conducting a survey to the selected STEM 11 E students of Valley High

Academy Inc. The researchers used survey questionnaires that are suitable

for this study. It will provide the researchers for an accurate result. The

comparison of actual and online classes happens in today’s time, since the

online classes were implemented worldwide last year because of the

22
pandemic, many people are having a hard time choosing the convenient

way of learning.

Research Design

This study used descriptive-comparative design in order to compare

the actual and online classes. It is also used to determine which type of class

is more convenient for the students and professors. Descriptive-comparative

design considers two variables and establishes a formal procedure which

are not manipulated or biased. This design is appropriate in comparing and

describing the actual and online classes.

Population and Respondents

The target population of this study focuses only on one section of

STEM 11 students in Valley High Academy Inc. which is the STEM 11

E. Since STEM E is the accessible population for this study, the sample size

of the population is 15 respondents. These respondents were determined by

using the Sloven’s Formula. Sloven’s formula allows a researcher to sample

the population with a desired degree of accuracy. (Stephanie, 2013).

23
Sampling Technique

A simple random sampling procedure was used for selecting the

participants in this study. Simple random sampling is a type of probability

sampling in which the researcher randomly selects a subset of participants

from a population. This technique was employed to have an equal chance

that each of 50 students could be selected for inclusion in our sample.

Instruments and Tools

To collect the data that is needed, the researchers used a survey

questionnaire. The survey questionnaire is answered by the respondents

which are the selected students of STEM 11 E. A questionnaire is a research

instrument that consists of a series of questions to gather information from

the respondents. A survey is a research method that is used to collect data

from a group of respondents. The questionnaire includes questions that

would give the researchers an insight about a certain topic and it also helps

to collect the needed data for the comparison of actual and online classes

based on the views of the selected students in STEM 11 E in Valley High

Academy of School Year 2020-2021.

24
Validation

Data Gathering Procedures

1. The researchers asked for the authorization of Mr. Fabella Lincoln to

conduct this study.

2. Consequent to the consent and elucidation of the topic, the researchers

began conducting the study.

3. The researchers gathered all the participants by asking them through

private messages.

4. The following are the questionnaires that was made in order to gather the

information needed:

a.) Which one do you prefer: Online classes or Actual classes? Why?

b.) What do you think are the disadvantages and advantages of having

online classes?

c.) How does actual classes differ from online classes?

25
d.) Are the online classes suitable for the students and professors?

Why?

e.) What are the similarities that you have noticed between online

classes and actual classes?

f.) What are the difficulties that you have encountered during online

classes?

g.) In what type of class can you learn faster?

h.) Would you prefer to have actual classes rather than online classes?

Why?

i.) Has there been a change in your habits when the online classes

started?

j.) Does having online classes affect your academic performance? If

yes, Why?

26
 CHAPTER IV
Presentation of Data and Analysis

This chapter presents the research results from the data obtained
during the researchers' survey.

Respondents Perceived Summary of Theme

Answers

Respondent 1 Respondent 1 prefers the The respondent answered

actual classes because all of the SOP numbers 1,
he/she wants to socialize with 2, and 3. The researchers
other people and he/she is have gathered notable
experiencing problems during data for SOP our because
online classes. of his/her conclusive
answers.

Respondent 2 As stated by respondent 2, Respondent 2 answered

he/she highly favored the all of the SOP 1, 2, and 3.
actual classes for the reason The researchers have
that he can focus well and gathered considerable
also its difficult for him/her to data for our SOP from
learn fast especially hard his/her answers.
subjects.

Respondent 3 In the opinion of respondent The respondent’s

3, he/she chose the actual answers helped the
classes because traditionally researchers in gathering
he/she wants to data for the SOP number
communicate and have a 1 and 3, no data has been
connection to other people. In gathered for SOP 2
addition, he/she encounters because he/she is
internet issues. inconclusive.

27
Respondent As mentioned by respondent 4, The respondent’s
4 he/she tends to choose the answers helped the
actual classes since he/she can researchers in meeting
learn here fast and he /she also data for the SOP number
suffers with the internet 1 and 3, no data has
connection and lack of gadgets. been collected for SOP 2
because of his/her
indefinite answers.

Respondent In accordance with the study, Respondent’s answers

5 the respondent prefers the were valuable, he/she
actual classes in view of the fact answered all the SOP
that he/she learns fast and numbers 1, 2 and 3 and
he/she is able to express his/her the researchers got
opinion. necessary data from
his/her answers.

Respondent In line with the answers of Respondent’s answer

6 respondent 6, he/she selected helped the researchers
the actual classes because in gathering data for the
he/she can handle it well and SOP numbers 1 and 3,
without cramming. no data has been
congregated for SOP 2
because his/her answers
were undetermined.

Respondent In the opinion of Respondent 7 Respondent's answer

7 he/she preferred online classes was precise, his/her
because he/she believes that answer helped the
students can easily understand researchers a lot to
and learn more and aside from gather all the data for the
that he/she says it is more fun. SOP.
He/She also struggles due to
slow internet connection.

28
Respondent The respondents highly agree The respondents' answers
8 that actual classes are better are great. His/ her
than online for the reason that answers helped the
during online classes, the researchers to gather all
respondent is easily distracted the data that is needed in
by some factors that affect the SOP.
way of learning of the
respondent.

Respondent As indicated by the The respondents' answer

9 respondent, he/she highly is good enough because
agreed that actual classes are she/he points out some of
a better way for learning but the data that is needed for
due to the lack of resources SOP.
some student’s academic
performance is highly affected.

Respondent Based on the respondents' Respondent’s answer was

10 answer, he/she is favored in not conclusive. he /she is
online class because he/she not a good respondent
confidently replied that it gives because the researchers
a boost in his/her study. couldn’t get any
He/she also struggles with necessary data from
internet connection, noise and his/her answers.
a proper place to work.

29
Respondent Depending on the Respondent’s answer only
11 respondent’s response, he/she helped the researchers in
tends to choose online class gathering data for the SOP
because he/she believes that numbers 1 and 2, no data
in that kind of learning he/she has been gathered for sop
will gain a lot of learning and 3 because of his/her
he/she stated that it is more indecisiveness.
enjoyable than online class.
He/she is having a hard time
on the internet connection so
sometimes he can't catch up
on the lesson.

Respondent Based on the view of the Respondent's answer

12 respondent he/she is highly doesn't help at all on the
favored in online class SOP numbers 1 and 2
because he/she stated that a because he/she didn’t
student can learn quickly and answer but in SOP
the fun is always present while number 3 he gave some
in online class. However, idea to gather some data.
he/she also stated that it
needs to have a good and
stable internet connection.

30
Respondent According to the respondent, Question was
13 he/she favored actual class answered nicely by the
because he/she knew that being respondent, he/she
able to go to school will help helped the researchers
him/her to understand every topic a lot to gather data that
right away. He/she also struggles is needed for the SOP.
at internet connection and aside
from that, he/she has anxiety
when it comes to recitations.

Respondent According to the respondent, Respondents' answer

14 he/she chose the actual class was good enough to
because he/she stated that online evaluate some ideas
class is way harder than actual and give what might be
class. He/she also struggles at needed in the SOP.
internet connection.

Respondent Respondent 1 highly favors actual The respondent

15 classes because online classes answered the SOP
affect his/her academic numbers 1 and 3.
performance and there has been However, there is no
a change in his/her learning definite answer for the
habits SOP number 2.

31
 CHAPTER V

SUMMARY OF DATA, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary, conclusion and recommendation

of the study.

Summary

1. 15 out of the 15 respondents preferred the actual classes for the reason

that they were all suffering from internet issues and lack of gadgets. The

respondents also stated that it's easy to learn through face-to-face classes.

2. In accordance with the answers from the respondents, in terms of

advantages of the online classes, 7 out of 15 says that they have much time

in studying and can choose a place they want, 5 out of 15 answered that

they have easy access on lectures and 3 out 15 replied that it's not a hassle

for them to go to school. On the other side, the disadvantages, 11 out of 15

responded that they are experiencing internet error then 4 out of 15 said that

online classes lack socialization.

3. Based on the respondents' answers, 8 out of the 15 respondents declared

that actual classes are more fun and can really have communication and

32
interaction with classmates and teachers unlike the online classes. The

remaining 7 say that they learn more faster through face-to-face classes than

the new way of learning.

4. In line with the result of the survey, 6 out of 15 stated that online classes

are not suitable for both students and professors because they need the

personal approach and interaction. 4 out of 15 says lacking in gadgets is also

a reason for not being suitable. The other 4 respondents answered that they

don't have a choice, that's why they need to use it in that way and the

remaining 1 doesn't know the answer.

5. In conformity with the conducted survey, 2 out of 15 replied that the

difficulty of the subjects is the similarity of both actual and online classes. 6

out 15 says that teachers are still teaching and they'll listen. 4 out of the 15

respondents answered that both ways of learning have still given tasks,

assignments and performances. The remaining 3 stated that actual and

online classes don't have any similarities.

6. 15 out of our 15 respondents have encountered difficulties during online

classes. According to the respondents, one of it is because of the poor

internet connection.

33
7. 15 out of the 15 respondents answered that they learn faster in actual

classes. None among the 15 respondents learns faster in online classes.

8. All of the 15 respondents prefer actual classes rather than online classes.

According to the respondents, they prefer actual classes considering that it's

more efficient and they are more used to it.

9. 15 out of the 15 respondents answered 'yes' upon the question if there

has been a change in their habits when online classes started.

10. 11 out of the 15 respondents agreed that online classes affect their

academic performance. While 4 out of 15 respondents disagreed that online

classes affect their academic performance. Almost all of the respondents

observed the impacts of online classes on their academic performance.

Conclusions

The following are the conclusions of the study which are the results of the

data gathered.

1. The researchers came to the conclusion that actual classes are highly

favored rather than online classes.

34
 2. The researchers have concluded that physical interaction in actual

classes within the teachers and the students is an important aspect in

learning.

3. The researchers came to the conclusion that the disadvantages of

online classes greatly affect the academic performance of the students

because of the poor internet connection.

4. The researchers have concluded that there is a big difference between

online and actual classes.

5. The researchers have concluded that online classes are not suitable

for both students and teachers

Recommendations

The following are the recommendations presented for the improvement and

development of the study.

1. The researchers recommend that online classes should be

reconsidered to explore more about the effects of it for students,

teachers and also for the parents.

35
2. The researchers recommend that the local government should provide

the learning materials that are needed for the online classes.

3. The future researchers may present new ideas and may use this study

as their guide to propose new ideas.

4. The researchers recommend that teachers should give activities that

may help the students to socialize to others.

5. The researchers recommend this study to students to guide them in

choosing the most suitable way of learning.

36
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e_2-reflections_on_equivalency_theory.pdf
 CURRICULUM VITAE

SALCEDO, ZHARREN B.

Address: Phase 1 Block 2 Lot 29 Centella Homes, San Isidro, Rodriguez, Rizal
Cellphone #:
E-mail Address: bloodra17@gmail.com

PERSONAL INFORMATION
Date of Birth: July 17 2004
Place of Birth: UST MANILA
Age: 16
Religion: Catholic
Civil Status: Single
Sex: Male
Mother: Melba Bantugan Occupation: Housewife
Father: Oliver Salcedo Occupation: Driver
EDUCATIONAL ATTAINMENT
Elementary School: Eulogio Rodriguez Jr. Elementary School
Address: Balite Rodriguez Rizal

Secondary School: San Jose National High School

Address: Ipil St. San Jose, Rodriguez
Achievements:
With Honors (Grade 10)

Motto:

"Ang Importante, Mahalaga."

SANCHEZ, KENNETH A.

Address: Blk 1 Lot 42 PH1-E Kasiglahan Village, Montalban Rizal

Cellphone #: 09633955956
E-mail Address: kinetsanchez@gmail.com

PERSONAL INFORMATION

Date of Birth: 9/8/2003

Place of Birth: Masbate
Age: 17
Religion: Catholic
Civil Status: Single
Sex: Male
Mother: Gemma Sanchez Occupation: Housewife
Father: Dominador Sanchez Occupation: Aluminum & Glass
Installer
EDUCATIONAL ATTAINMENT
Elementary School: Kasiglahan Village Elementary School
Address: Kasiglahan Village, San Jose, Rodriguez Rizal

Secondary School: Valley High Academy

Address: JP Rizal St. Brgy. Manggahan, Rodriguez, Rizal

Motto:

“Pag gusto may paraan, pag ayaw tinatamad

lang yan.”
SAWYER, PITTER RUSSEL R.

Address: Dela Costa Blk38 Lot 6 Montalban Rodriguez, Rizal

Cellphone #:
E-mail Address: pittersawyer0101@gmail.com

PERSONAL INFORMATION

Date of Birth: 01/01/04

Place of Birth: Barangka Marikina
Age: 17
Religion: Catholic
Civil Status: Single
Sex: Male
Mother: Irene R. Sawyer Occupation: Housewife
Father: John M. Sawyer Occupation: OFW
EDUCATIONAL ATTAINMENT
Elementary School: San Jose Elementary school
Address: San Jose Rodriguez, Rizal

Secondary School: Valley High Academy

Address: J.P Rizal St. Manggahan, San Jose, Rodriguez, Rizal
Achievements:
With Honors (Grade 9)

Motto:

"If I can do it tomorrow, I won't do it today."

UMPAD, NICK HANZEL D.

Address: Blk 4 Lot 4 VRV St. Maria Street, San Jose, Rodriguez, Rizal
Cellphone #: 09296921006
E-mail Address: g10mumpad@gmail.com

PERSONAL INFORMATION

Date of Birth: June 20 2003

Place of Birth: Rodriguez Rizal
Age: 17
Religion: Catholic
Civil Status: Single
Sex: Male
Mother: Rosalie D. Umpad Occupation: Housewife
Father: Hanzel D. Umpad Occupation: Seaman
EDUCATIONAL ATTAINMENT
Elementary School: Amityville Elementary School
Address: Christine Ville San Jose, Rodriguez, Rizal

Secondary School: Montalban Heights National High School

Address: Villa Ana Maria Subdivision, San Jose, Rodriguez, Rizal

Motto:

“Bilog ang mundo kaya kahit talikuran mo ang

mga problema mo, sa huli haharapin mo rin yan
sa ayaw at gusto mo.”
VILLAFUERTE, JAY B.

Address: Block 16 Lot 49 Phase 1B, Sub-Urban San Jose, Montalban Rizal
Cellphone #: 09288791796
E-mail Address: jramvillafuerte0807@gmail.com

PERSONAL INFORMATION

Date of Birth: July 7, 2004

Place of Birth: HVILL
Age: 16
Religion: catholic
Civil Status: Single
Sex: Male
Mother: Sharlyn D.C. Bolivar Occupation: OFW
Father: Brando S. Villafuerte Occupation: OFW
EDUCATIONAL ATTAINMENT
Elementary School: San Rafael Elementary School
Address: San Rafael Rodriguez, Rizal

Secondary School: Valley High Academy

Address: J.P Rizal St. Manggahan, San Jose, Rodriguez, Rizal
Achievements:
Grade 7 to 8 - Achievers
Grade 9 - With Honors
Grade 10 – Achievers

Motto:

"Don't give up kaya wag kang sumuko."

VILLANUEVA, MJAY P.

Address: 8 Carnation St. Torres Subdivision, San Jose, Rodriguez, Rizal

Cellphone #:
E-mail Address: villanuevag9tirad@gmail.com

PERSONAL INFORMATION

Date of Birth: August 1, 2003

Place of Birth: HVILL
Age: 17
Religion: Catholic
Civil Status: Single
Sex: Male
Mother: Liezl Villanueva Occupation: Housewife
Father: Manolo Villanueva Occupation: Sentenciador
EDUCATIONAL ATTAINMENT
Elementary School: Holy Family Montessori School of Rodriguez, Rizal
Address: Lawaan St. COR Tanguile St. San Jose Rodriguez, Rizal
Achievements:
Prep to Grade 4 – With Honors

Secondary School: San Jose National High School

Address: Ipil St. Rodriguez, Rizal
Achievements:
Grade 7 - Achievers
Grade 8 – With Honors (3rd Quarter)
Grade 9 – With Honors (4th Quarter)
Grade 10 - With Honors (Best in ICT)

Motto:

“Try and try until you die, if you die, at least you
try.”
ROSARIO, AILA EUNICE G.

Address: P1 BLK6 LOT309 Green Breeze Subdivision, San Isidro, Rodriguez, Rizal
Cellphone #:
E-mail Address: ailaeunicerosario@gmail.com

PERSONAL INFORMATION

Date of Birth: September 11, 2003

Place of Birth: Marikina
Age: 17
Religion: Catholic
Civil Status: Single
Sex: Female
Mother: Aileen G. Rosario Occupation: Housewife
Father: Erwin M. Rosario Occupation: Company Driver
EDUCATIONAL ATTAINMENT
Elementary School: Eulogio Rodriguez Jr. Elementary School
Address: Balite Rodriguez Rizal
Achievements:
Grade 1 to Grade 6 – With Honors

Secondary School: General Licerio Geronimo Memorial National High School

Address: Green Rose Subdivision, Geronimo, Rodriguez, Rizal
Achievements:
Grade 8 – With Honors
Grade 9 – With Honors
Grade 10 - With Honors

Motto:

“Ten people's steps is more important than one

person's ten steps.”
SALINAS, DENNISE O.

Address: Blk 09 L-137 Southville 8-C, Brgy. San Isidro, Rodriguez, Rizal
Cellphone #: 09162594266
E-mail Address: dennisesalinas79@gmail.com

PERSONAL INFORMATION

Date of Birth: February 09, 2003

Place of Birth: Agusan del Sur
Age: 18
Religion: Evangelical Christian
Civil Status: Single
Sex: Female
Mother: Ophelia Ontulan Salinas Occupation: Teacher
Father: Dennis Balo Salinas Occupation:
EDUCATIONAL ATTAINMENT
(2008-2009) Del Monte Day Care Center
(2010-2011) Del Monte Elementary School
(2011-2012) Bislig City Elementary School
(2012-2014) Del Monte Elementary School
(2014-2016) Southville 8-C Elementary School
(2016-2020) Southville 8-C National High School

Achievements:
Preschool (Del Monte Elementary School) 1st Honor
Grade 1 (Bislig City Elementary School) 1st Honor 2nd place (MTAP)
Grade 3 (Del Monte Elementary School) 1st Honor 5th placer (Quiz Bee Division
level)
Grade 4 (Del Monte Elementary School) 2nd Honor 10th placer (Quiz Bee
Regional) 1st placer (Science Quiz Bee Division level)
Grade 8 (Southville 8-C National High School) With Honor Grade 10 (Southville
8-C National High School) With Honors

Motto:

"Never stop dreaming because God never stop

working."
SENEREZ, JEHAN G.

Address: Blk 7 Lot 81 Phase 1-N San Isidro Rodriguez, Rizal

Cellphone #: 09460740761
E-mail Address: jehansenerez038@gmail.com

PERSONAL INFORMATION

Date of Birth: August 17, 2003

Place of Birth: Rodriguez, Rizal
Age: 17
Religion: Catholic
Civil Status: Single
Sex: Female
Mother: Rosalie E. Ganza Occupation: Self-employed
Father: Lorenzo M. Señerez Jr. Occupation:
EDUCATIONAL ATTAINMENT
Elementary School: Southville 8C Elementary High School
Address: Southville 8C San Isidro Rodriguez, Rizal

Secondary School: Southville 8C National High School

Address: B12 L36 Southville 8C San Isidro Rodriguez, Rizal

Motto:

"Vision without action is just a daydream."

VILLASIS, ROCHELLE ANN A.

Address: MLPI Farm San Jose Rodriguez, Rizal

Cellphone #: 09514984833
E-mail Address: rochelleannvillasis@gmail.com

PERSONAL INFORMATION

Date of Birth: June 5, 2004

Place of Birth: Rodriguez Rizal
Age: 16
Religion: Catholic
Civil Status: Single
Sex: Female
Mother: Annabelle Villasis Occupation: Housewife
Father: Romeo Villasis Occupation: Driver
EDUCATIONAL ATTAINMENT
Elementary School: San Jose Elementary School
Address: Sampalok St. San Jose, Rodriguez, Rizal

Secondary School: San Jose National High School

Address: Ipil St. San Jose Rodriguez Rizal

Motto:

“Kaya ako pumayag mag online class dahil

sayang yung taon kung titigil lang ako.”