Effectiveness of Online Class on Students’ Learning Ability

A Research Paper Presented to the Faculty of

College of Sciences Technology and Communications Inc.

College Department – Sariaya Quezon

In Partial Fulfillment of Requirements for the

School Teacher of Education

Social Studies

Magkalas, Alyanna J.

Marquez, Manelyn M.

Navarro, John Lloyd A.

The corona virus disease 2019 (COVID‐19) was detected in China in December 2019, spread
throughout the world within a few months and was declared a pandemic by the World Health
Organization on 11th March 2020. Universities around the world had to close their campuses down in the
spring of 2020 and shift all their academic programs online (Bao, 2020). Universities were not prepared
for such a transition from classroom‐based education to completely online education. Most universities
initially lacked infrastructure and strategies (Zhang, Wang, Yang, & Wang, 2020).

There has been a lot of advances in educational technology in the last few decades and the same
proved to be immensely useful during this pandemic (Chatterjee & Chakraborty, 2020; Dhawan, 2020).
Several online platforms to support online education were available (Nash, 2020). Nevertheless, it was a
challenge for universities to map their educational activities in an online space. Additionally, professors
and students faced a wide range of logistic, technical, financial, and social problems (Lassoued,
Alhendawi, & Bashitialshaaer, 2020; Peters et al., 2020).

With the corona virus disease (COVID-19) pandemic, the role of technology in learning has
dramatically increased. Though we are in a community quarantine, some educational activities are still
ongoing and will resume in earnest, eventually. And even if many are study from home students still need
to be continuously trained to perform well on their academics especially with the forthcoming “new
normal.” It is undeniable that online learning also called distance learning is here to stay. Online learning
consists of classes that are fully delivered via the internet, or a combination of internet delivered classes
and periodic meetings in a traditional classroom. There are two types of online teaching and learning
synchronous, which happens in real-time, and asynchronous, which has no interaction but uses online
channels. Some would actually mix the methods. Even through online, the instructor can still design
activities like well-thought out knowledge quizzes to complex simulations, and group discussion where
learners can discuss and assimilate the concepts and reflect how they can apply it back on the job. With
active learning, the instructor can also immediately provide feedback that can confirm understanding of
the learner or help assist the learners in understanding the concepts.

One of the major advantages of online learning is the flexibility it provides the student. Tucker
(2003) states that distance learning classes reach a broader student audience, better address student needs,
save money (for both the school and student) and more importantly use the principles of modern learning
pedagogy.

The expansive nature of the Internet and the accessibility of technology have generated a surge in
the demand for web-based teaching and learning (Chaney, 2010). Distance learning is a rapidly
expanding environment which allows users the flexibility of operating outside of the constraints of time
and place (Chaney, 2010). Online learning can be defined as “learning that takes place partially or
entirely over the Internet” (U.S. Department of Education, 2010). Online learning is appealing to a range
of learners and is becoming more commonplace in settings from elementary schools to high school and
into post-secondary education.

Background of the study

There are many reasons why online programs have become a popular form of distance learning in
higher education today. The online environment offers unprecedented opportunities for people who would
otherwise have limited access to education, as well as a new paradigm for educators in which dynamic
courses of the highest quality can be developed.

The literature of adult education supports the use of interactive learning environments as
contributing to self-direction and critical thinking. Some educators have made great strides in applying
these concepts to their on-ground teaching. However, many classes still exist which are based on lectures
and rote memorization of material. The nature of the semi-autonomous and self-directed world of the
Virtual Classroom makes innovative and creative approaches to instruction even more important. In the
online environment, the facilitator and student collaborate to create a dynamic learning experience. The
realization of a shift in technology creates the hope that those who move into the new technology will
also leave behind bad habits as they adopt this new paradigm of teaching. As educators transform their
courses to take full advantage of the online format, they must reflect on their course objectives and
teaching styles. Many of the qualities that make a successful online facilitator are also tremendously
effective in the traditional classroom.

STATEMENT OF THE PROBLEM

1. Demographic Profile of the Respondents

1.1 Age

1.2 Sex

2. What are factors that have shaped students’ online education experience?
2.2 Enhance critical thinking ability
2.3 Focus on study
2.4 Internet Connection Problems
Research Objectives

This research aims to:

 Enhance the quality of learning and teaching

Research Design

This study used the descriptive research design to determine the effectiveness of online class on
students learning ability. A descriptive research design can use a wide variety of  research methods to
investigate one or more variables. Unlike in experimental research, the researcher does not control or
manipulate any of the variables, but only observes and measures them. The researchers chosen the
descriptive research design because it aims to accurately and systematically describe a population,
situation or phenomenon. It can answer what, where, when and how questions, but not why questions.
Many researchers prefer to use descriptive because it is accessible to analyze statistically. Whilst the
results are always open to question those first year students from BSED- Social Studies and give their
different interpretation about experiencing online class that affect their learning ability.

Respondents of the Study

The respondents of the study were the selected First year college of education department that
major in Social Studies in College of Sciences Technology and Communications, Inc. at Sariaya Quezon
were the subjects of this study composed of thirty (30) enrolled students in College of Sciences
Technology and Communications Inc. They were chosen by the researchers because they also the one
who experience the new style of learning through online platforms.

Sampling Technique

The researchers choose the Non-probability sampling involves non-random selection based on
convenience or other criteria, allowing you to easily collect data and individuals are selected based on
non-random criteria, and not every individual has a chance of being included. Because researcher’s basis
their respondents only for first year college from education department that major in Social Studies is able
to response and answer the questionnaires for the survey. And this research is using the convenience
sample simply includes the individuals who happen to be most accessible to the researcher. This is an
easy and inexpensive way to gather initial data, but there is no way to tell if the sample is representative
of the population, so it can’t produce generalized results.

Data Collection Method and Instruments

The researchers used the structured questionnaire to determine the effectiveness of online class on
students learning ability. Questionnaires are a popular means of data collection because they are
inexpensive and can provide a broad perspective. They can be conducted face-to-face, by mail, telephone,
or Internet (in which case, they can include respondents from anywhere in the world). The prepared
survey questionnaire composed of two parts. In the first part of the survey questionnaire, the researchers
asked about the demographic profile of the chosen respondents in terms of their age and sex. The second
part deals with the factors that have shaped students’ online education experience in terms of Enhance
critical thinking ability, Focus on study and Internet Connection Problems.

Timetable
DATE
TASKS NAME February

15 16 17 18 19 20 21 22 23 24 25 26 27
1 Planning the Research
Proposal
1.1 Formation of Group

1.2 Planning for Research Title

1.3 Title Approved

2 Research Proposal
2.1 Literature Review &
Writing up of Research
Proposal
2.2 Develop a Timetable using
Gantt Chart & Planning the
Research Checklist
2.3 Writing up a full Research
Proposal
3 Research Project
 3.1 Checking up all the
Research Project
3.2 Submit the Full Research
Proposal

References:

https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1304&context=education_ETD_masters
https://www.multidisciplinaryjournal.com/pdf/Effectiveness.pdf

https://business.inquirer.net/296354/is-online-learning-effective

https://www.manilatimes.net/2020/07/09/campus-press/pros-and-cons-of-online-learning/739650/

http://www.u.arizona.edu/~mdomenic/documents/ResrchPropLearning.pdf.
https://www.uis.edu/ion/resources/tutorials/online-education-overview/strengths-and-
weaknesses/https://onlinelibrary.wiley.com/doi/10.1002/hbe2.240

https://www.scribbr.com/methodology/sampling-methods/

https://www.fulcrumapp.com/blog/field-data-collection-methods

https://elearningindustry.com/goals-and-expectations-of-elearning-major#:~:text=The%20Major
%20Goals%20Of%20eLearning&text=Enhance%20the%20quality%20of%20learning,learners
%20in%20the%20learning%20process