EFFECTIVENESS E-LEARNING

IN TEACHING ARALING PANLIPUNAN 7

AN ACTION RESEARCH
Presented to the Faculty of the
Institute of Graduate and Professional Studies
LYCEUM – NORTHWESTERN UNIVERSITY
Dagupan City

In Partial Fulfilment of the

Requirements for the Degree of
MASTER IN EDUCATION – SOCIAL STUDIES

JULIETA OCUMEN - ICO

2017 - 2018

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II. SITUATION

There are a lot of practices in the Philippine schools that have worked through the years.

The Philippines, being a third world country is one of those low economic countries providing

low budget for education. A classroom of 50 students may have only one textbook, may lack

chairs, lack technology equipment needed for learning. But the great deprivation of a lot of

things may have been one reason why Filipinos have very high regard for education. One other

reason is the competition in jobs requiring college graduates to get good jobs. Every country

may have their own practices which may work in their countries and may not work for others.

But the beauty of learning from each country’s efforts to educate your minds and form young

hearts in different methods from different cultural backgrounds . It helps us to realize that

education is fundamental and essential to every person and every nation. It provides us a venue

to know that what every country it is, the school brings out the need for teacher

who stay and make a difference not only in the classroom

As a result of the rapid development of the information and communication technology,

the use of computers in education has become inevitable. The use of technology in education

provides the students with a more suitable environment to learn, serves to create interest and a

learning centered-atmosphere, and helps increase the students’ motivation. The use of

technology in this way plays an important role in the teaching and learning process (İşman,

Baytekin, Balkan, Horzum, & Kıyıcı, 2002). In parallel with the technological advances;

technological devices, particularly computers began to be used in educational environments to

develop audiovisual materials such as animation and simulation, which resulted in the

development of the computer-based instruction techniques.

E – Learning is a computer based instruction that extends its sources of learning of the

students online. It is the first and only fully-integrated Online Learning Management System

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for Basic Education in the Philippines. It provides students and teachers with an exclusive online

subscription 24/7 to a wide array of multimedia, curriculum-based teaching and learning

resources.

E-Learning allows the school to adapt seamlessly to 21st Century teaching. It

provides an avenue for schools, students, teachers, and parents to create a global online

learning community. It also provides the necessary teacher training on basic ICT skills and e-

Learning and e-Teaching strategies.

The researcher wanted to investigate the effects of E- Learning on the Academic

Achievement of the Grade Eight students of the Tococ National High School along Araling

Panlipunan. This study is thought to be important as it will contribute to the wide use of

educational software which triggers active participation and enables students to make their own

meaning. The research was considered in making English learning more enjoyable, productive

and functional.

As E-Learning became one of the most effective methods of learning, so we must know
the ways of using this method for better education. E-Learning is a kind of procedure where you
can produce huge materials to explore the subject. Apart from the production of enough study
material, there are more fascinating aspects that can make a learner eligible.

CHAPTER III

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 BACKGROUND OF THE PROBLEM

The evolution of Technology has an impact on the way we work, Teach and Learn.

According to Kor Annan, Secretary-General of the United Nations. Information and

Communication Technology has transformed Education.

Indeed, what are witnessing is a revolution of Education. Many schools are attempting to

achieve functionality and excellence along the stand.

Teachers in public or private education are under pressure to provide more effective and

efficient learning environments and educational experiments to their students.

According to Santos (2008) as a teacher there are some of the things that can be done

to enhance the use of other instructional materials for the mastery of the subject matter. First,

read newspapers daily, subscribe to broadsheet or spend time to read in the library, or listen to

any news program on radio or television.

The role of the teacher is changing from one being the supplier of knowledge to the

facilitator of communications between the learners, interaction between the teacher and

learners is critical to the success of learning as well as pupil motivation. With technology-based

learning increasing. It is necessary to determine how to make the best use of the tools that are

becoming available to enhance learnings.

In traditional classrooms, the teacher has been at the center of knowledge and

considered the content authority. It is still the responsibility of the teacher to be authority in the

classroom, but there is a need to shift from a content authority, to a learning authority.

Effectiveness of E- Learning and Technology Based Instructional Material in Araling

Panlipunan aimed to harness Technology as a powerful tools that can improve motivation and

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engagement in learning process. Develop multiple-intelligence through multimedia presentation

of materials.

The DepEd is Five-Year Information and Communications Technology for Education

Strategic Plan has an overall vision “21st Century Education: For All Filipinos, Anytime,

Anywhere”

The study is based on the theory advocated by Nate Jorgensen (2005) in which he

stated that a theory of instruction demonstrated a comprehensive approach to instruction, with a

slight focus on learner collaboration toward understanding. The 4 instructional methods – gain

attention, present information, provide practice materials, provide feedback – point toward

effective and efficient instructional approaches, regardless of content or context. He further

stressed that this theory is recommended for use in most instructional situations, and should be

especially useful in instructional situations with more than one learner. Even though the theory

leans toward cooperative learning, the comprehensive nature of this theory even allows it to be

used for situations that do not appear to accommodate cooperative learning.

The purpose of this theory is to provide direction in helping people to learn, understand

and/or apply a predetermined set of principles, concepts and/or procedures. The theory is

designed to be prescriptive and to promote effective, efficient and appealing instruction. While

many instructional theories are focused to a particular field or learning context, this theory is

designed to be comprehensive; this theory can be used for most instructional situations.

CHAPTER IV

STATEMENT OF THE PROBLEM

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Statement of the Problem

This study tested the Effects of E– Learning on the Academic Achievement of the Grade

Seven Students of Tococ National High School in Araling Panlipunan. Specifically, it will answer

the following questions:

1. What is the performance of the Grade 7 students in English class exposed to:

a. Traditional Instruction; and

b. E – Learning

2. Is there a significant difference between the performance of the Grade 8 students

exposed to traditional instruction and E – learning in Araling Panlipunan?

Research Hypothesis

There is no significant difference in the performance of the students between traditional

instruction and E – learning in Araling Panlipunan.

Scope and Delimitation of the Study

This study focused on the effectiveness of E– Learning on the academic achievements

of the Grade 8 students enrolled in Araling Panlipunan compared to traditional instruction.

In this study, 76 grade eight students of Tococ National High School taking up Araling

Panlipunan were the subjects. 8-Amethyst composed of 38 students was considered as the

control group, in which the traditional instruction was used and 8 – Jade composed of 38

students served as experimental group in which the E – learning was used.

The study was restricted to the topic, “Unang Digmaang Pandaigdig” in Araling

Panlipunan and to the Grade 7 studying in a secondary school of Tococ National High School

on the school year 2017-2018. Only “the learning package” was used in the process of teaching

the experimental group.

Significance of the Study

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 The findings of this study will help the following beneficiaries:

1. Administrators. They can use this study as a guide in policy making regarding teaching

methods that encourages higher order thinking skills. They can post here the information

about the school. They can monitor the development of the students in studying.

2. School. The demands of the students and teachers for attaining the academic

excellence by developing E-Learning instructional materials will be given more time and

effort to be materialized and implemented. They will also understand the needs of the

Araling Pnlipunan Teachers to be provided with more comprehensive trainings and

programs

3. Araling Panlipunan Teachers. This study can encourage them to use the genyo e -

learning as a way of teaching the English subject. They can teach the students in

enjoyable and interesting way. They can post here all their lessons that are already

discussed and will be discussed.

4. Faculty. The findings of this study will help them identify the skills or aspects of the

problem-solving that need to be emphasized or strengthened. They will be more

effective in teaching Araling Panlipunan by using E-Learning instructional materials

which are especially designed for the needs of their students in understanding the

subject. The teachers can assess the progress of the students’ learning in the subject of

Araling Panlipunan. They can use their evaluation and assessment results to develop E-

Learning instructional materials in teaching Araling Panlipunan

5. Students. This study will help them realize that studying through E – learning is vital in

understanding concepts and principles. They have the chance to view their lessons

again. This can be done anywhere as long as there is internet connection. They can

experience enjoyment in learning. These materials may help them better understand

difficulties met since they will be given illustrative examples and provide them many

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 opportunities to participate and respond to Araling Panlipunan. They will discover their

strengths and capabilities to develop their own techniques in understanding Araling

Panlipunan E- Learning materials. They will be trained to be flexible and to cope easily

on different Araling Panlipunan learning process an experience

6. Parents. This study will help the parents to encourage their children to study their

lessons. There’s no need for them to push their children to review their lessons instead

the students will volunteer to study them. Also, they will be able to monitor the

improvement of their children in school and guide them in their study.

7. Future Researchers. They can use this study as a reference for their thesis as related

studies. The study will benefit future researchers who are conducting studies on

Outcomes-Based Instructional Materials in other subjects and also a useful source of

related study for similar researchers in the future

Definition of Terms

Computer – Based Instruction. It is the use of computers in the teaching and learning

activities. It enables the students to learn by self-evaluating and reflecting on their learning

process. CBI motivates children to learn better by providing them with the immediate feedback

and reinforcement and by creating an exciting and interesting game-like atmosphere.

E – Learning. A computer based instruction that extends the resources of learning

through online sources. It is the use of internet connection in the teaching - learning process

done in the four corners of classroom.It is a state-of-the-art online e-Learning Management

Program that comes complete with rich interactive multimedia content on Science, Math,

English, Araling Panlipunan, Filipino, and Chinese. It also features an online resource portal to

ensure success and sustainability of the school's e-learning program. It is the approach that will

be used in teaching experimental group of this study.

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 Traditional Instruction. The approach that will be used in teaching the control group. It

is the use of chalk, board and chart in teaching the students. Pure lecture method is most used

in this instruction

This chapter presents the literature and studies which are relevant to the current research.

These are made by foreign authors whose works greatly contributed to the improvement of this

study.

Related Literature

E-learning is the use of electronic media and information and communication

technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational

technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with

multimedia learning, technology-enhanced learning (TEL),computer-based instruction (CBI),

computer-based training (CBT), computer-assisted instruction or computer-aided instruction

(CAI), internet-based training(IBT), web-based training (WBT), online education, virtual

education and virtual learning environments (VLE) which are also called learning platforms.

E-learning includes numerous types of media that deliver text, audio, images, animation,

and streaming video, and includes technology applications and processes such as audio or

video tape, satellite TV, CD-ROM, and computer-based learning, as well as local

intranet/extranet and web-based learning.

In the early 1960s, Stanford University psychology professors Patrick Suppes and

Richard C. Atkinson experimented with using computers to teach math and reading to young

children in elementary schools in East Palo Alto, California. In 1963, Bernard Luskin installed

the first computer in a community college for instruction, working with Stanford and others,

developed computer assisted instruction. Luskin completed his landmark UCLA dissertation

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working with the Rand Corporation in analyzing obstacles to computer assisted instruction in

1970.

Educational institutions began to take advantage of the new medium by offering distance

learning courses using computer networking for information. Early e-learning systems, based on

Computer-Based Learning/Training often attempted to replicate autocratic teaching styles

whereby the role of the e-learning system was assumed to be for transferring knowledge, as

opposed to systems developed later based on Computer Supported Collaborative Learning

(CSCL), which encouraged the shared development of knowledge.

With the advent of World Wide Web in the 1990s, teachers embarked on the method

using emerging technologies to employ multi-object oriented sites, which are text-based online

virtual reality system, to create course websites along with simple sets instructions for its

students. As the Internet becomes popularized, correspondence schools like University of

Phoenix became highly interested with the virtual education, setting up a name for itself in 1980.

In 1993, Graziadei described an online computer-delivered lecture, tutorial and

assessment project using electronic mail. By 1994, the first online high school had been

founded. In 1997, Graziadei described criteria for evaluating products and developing

technology-based courses include being portable, replicable, scalable, and affordable, and

having a high probability of long-term cost-effectiveness.

Technological developments give rise to new teaching and learning facilities. In our time,

human beings keep on searching to find out how to use computer in educational activities in a

more productive way rather than searching to reveal whether the use of computer in teaching

and learning activities is effective (Kara & Yakar, 2008). Educational technologies, especially

computers play an important role in concretizing abstract concepts, which are difficult for

children to learn, by means of animations (Akpınar, 2005). The computer-based Instruction

makes teaching techniques far more effective than those of the traditional teaching methods as

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it is used for presenting information, testing and evaluation and providing feedback. It makes a

contribution to the individualization of education. It motivates students and gets them to take an

active part in the learning process. It helps to develop creativity and problem solving skills,

identity and self-reliance in learners. CBI provides drawings, graphics, animation, music and

plenty materials for the students to proceed at their own pace and in line with their individual

differences. It serves to control lots of variables having an impact on learning, which cannot be

controlled by means of traditional educational techniques (Kaşlı, 2000; Chang, 2002).

The emergence of e-learning is arguably one of the most powerful tools available to the

growing need for education. Online education is rapidly increasing and becoming as a viable

alternative for traditional classrooms.

REVIEW OF RELATED STUDIES

Local Study

Filipino culture places a high value on education. For the majority of the Filipinos, the

only best thing for a child to acquire and secure a better future is through education. So, they

want more effective education system. E-Learning is still an emerging market in the Philippines.

Its use is still sporadic and most users represent only a small segment of the Philippines

education stated by Reynato C. Arimbuyutan, et.al. in their research “A Study on E-Learning for

Philippines”.

Foreign Studies

According to Alessi & Trollip (2005), it is possible to divide educational software into five

different types such as tutorial, drill and practice, simulation, educational games and

hypermedia type. For effective and productive teaching, these techniques should be used with

some classroom activities. These are: presentation, demonstration, practice and evaluation of

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learning (Özmen, 2004). The use of computer technology enables learners be active in the

learning process, to construct knowledge, to develop problem solving skills and to discover

alternative solutions (Özmen, 2008).

Liao (2007) found out that CBI had a positive effect on individuals by comparing 52

research studies carried out in Taiwan in his meta-analysis study. Senteni (2004) also found out

that CBI enabled the students to increase their motivation and achievements and to develop

positive attitudes. According to research studies in literature, the use of computer-based

education increases students’ attitudes and achievements significantly (Berger, Lu, Belzer, &

Voss, 1994; Geban, 1995). There is a lot of research on CBI both in Turkey and in the world.

Different results have been arrived at in these studies. Some of these studies reveal that CBI

serves to establish more effective learning situations than traditional teaching methods which

involve teacher presentation, question and answer techniques, and discussions etc. (Lin, 2009).

It has been found out that CBI serves to develop meta-cognitive skills in students and helps

them to learn in a meaningful way instead of rote-memory learning as well as it enables them to

increase their achievements (Renshaw & Taylor, 2000).

According to a 2008 study conducted by the U.S Department of Education, back in

2006-2007 academic year, about 66% of post secondary public and private schools began

participating in student financial aid programs offered some distance learning courses, record

shows only 77% of enrollment in for-credit courses being for those with an online component. In

2008, the Council of Europe passed a statement endorsing e-learning's potential to drive

equality and education improvements across the EU.

With a growing emphasis being placed on the importance of integrating technology into

the classrooms, many teachers are struggling to find the best integration techniques, the proper

materials, and the time to learn how to use new materials. As teachers, we are now expected to

turn our classrooms into a center where the 21st century learner can grow. This literature review

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will provide a description of effective strategies for integrating technology into the social studies

curriculum, how incorporating technology into the classroom effects student learning, and what

are the teachers and students attitudes towards the use of technology in a social studies

classroom.

What does a 21st century social studies classroom look like?

When you begin to think about incorporating technology into social studies, it is

interesting to note that social studies has been affected by the impact of technology more than

any other subject, According to Ayas’ (2006) online journal article, An Examination of the

Relationship between the Integration of Technology into Social Studies and Constructivist

Pedogogies, “ researchers report that social studies educators are somewhat less likely to

integrate technology into the curriculum than instructors in other disciplines, such as

mathematics and science education” ( p.1). Instead of incorporating technology into the social

studies classrooms, many social studies teachers are more comfortable teaching in the

traditional classroom where students are in a passive learning environment and primarily

learning through lectures, direct instruction, textbooks, and other expository materials, which

tends to result with students becoming unmotivated and disengaged (Ayas, 2006).

With so many different forms of technology available to be used and integrated into the

classroom, how can teachers know which strategies are the most effective? Some of the latest

and hottest trends being used to integrate technology into the social studies curriculum are

virtual or online field trips, WebQuests, educational games online, computer simulation

programs, and the digital poster website, Glogster.

Virtual and online field trips are one of the best ways to bring social studies topics to life

in the classroom. This tool is especially attractive to use in the classroom because of the

growing number of budget cuts in schools that have prevented many school systems from

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participating in field trips. In fact, in Wilson, Rice, and Bagley’s article, Virtual Field Trips and

Newsrooms: Integrating Technology into the Classroom, the authors had this to say about the

benefits of virtual field trips, “Virtual field trips on the internet provide students with first-hand

learning experiences and allow for the interactivity and student control delineated in a student-

centered constructivist model. Thus, virtual or online field trips for students can become an

authentic experience, which is one principle of meaningful learning” (as cited in Ayas, 2006,

p.22). An interesting example provided by Wilson, Rice, and Bagley of how virtual field trips

have been integrated into the classroom was when high school students participated in a virtual

field trip to Mount Vernon. This field trip was used was while the students were studying the

American Revolution and George Washington (as cited in Ayas, 2006). This is just one

example of many on how virtual field trips can be used effectively in the social studies

classroom.

The third and final example of an effective technology tool to use in the

classroom is the educational-based program, Glogster. Glogter is a website where teachers

and students are given personal accounts in order to create “Glogs”, which are basically online

posters. In Hodgson’s 2010 article, Digital posters: Composing with an online canvas,

Hodgson explains some of the benefits of using Glogster in the classroom, “A virtual poster is a

flexible platform, in that students can mix, mash-up, and use almost any form of media for a

project on an online canvas. This means that along with a summary of understanding and

reflections on a topic, such as a style of bridge or a profile of a mathematician, the student can

also embed videos, audio files, images, and more on the poster where items are placed, and

replaced, through the simple act of moving a mouse” (p. 3). Hodgson makes a good argument

about the benefits of using digital posters over traditional posters by pointing out traditional

posters take up space and the publication is often short lived, with most posters ending up in a

trash can, whereas Glogs provide students with an authentic publishing opportunity to have the

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world as their audience, and improve their visual literacy skills by learning through a mixture of

media and words. Hodgson also provides the reader with some of the “pitfalls” of using

Glogster in the classroom. Technology Integration and Student Outcomes

In order to determine how effective the technology strategies that are being incorporated

into your classroom are, it is important that you provide your students with a variety of different

assessments. When we think about assessments, oftentimes we tend to automatically think

about the traditional paper-pencil tests which usually consist of multiple choice, matching, and

essay questions. These types of assessments can be valuable, but they are not the only types

of assessments out there. In fact, to truly assess a student’s knowledge and understanding of a

topic, a teacher will have to use a number of different types of assessments to gauge his

student’s grasp of a concept. Formative assessments, summative assessments, and projects

are a few of the different types of assessments a teacher can use to provide their students with

a good variety of assessments.

It is also interesting to point out that the research shows that students who are given the

opportunity to use technology in the classroom tend to produce higher test scores. According to

Taylor and Duran’s (2006) article, Teaching Social Studies with Technology: New Research on

Collaborative Approaches, “The positive effects which the use of computers has on student

achievement in history have been documented by the United States Department of Education.

The more frequently eight- and twelfth- grade students reported using CD-ROMSs or the

Internet for research projects, the higher their scores were on the National Assessment of

Education Progress (NAEP) in United States history in 2001” (p. 10). Furthermore, the 2006

report produced by the NAEP also explains that students who used computers to aide with

writing reports had higher scores than those students who did not use computers (as cited in

Taylor & Duran, 2006, p.10).

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Teachers’ Attitudes

Before teachers begin using technology in their classrooms, they bring their own set of

beliefs and attitudes towards the integration of technology. This is important. But, it is also

important that teachers look back and reflect on their experiences after using technology in their

classes. One of the best ways a teacher can grow and become a better teacher is through

reflection. By keeping a reflective journal, a teacher is able to look back on what he has done in

their classroom and determine what worked, and what didn’t work. Gil-Garcia and Cinton

(2002) put it best when they say,

A reflective journal is a private artifact that stimulates individual reflection. It facilitates

the process of reflection of teachers and administrators on teaching and learning, administrative

decisions, educational goals, cultural background and differences, repertoire of teaching

strategies, individualized attention, differentiated classroom, active learning, and world learning

activities among others. By systematically writing in the reflective journal, practitioners acquire

a better understanding of his/her students, their likes and dislikes, their ethnic and cultural

background, their personalities, and respect and validate their languages and cultures.

Expressing in print that knowledge and analyzing the ideas versed, teachers and administrators

could make changes, modify or preserve their teaching and administrative practices. (pg. 5)

Many teachers believe that it is important to be reflective, but are sometimes at a loss on

how to be a reflective teacher. Gil-Garcia and Cinton give teachers an example of how they can

effectively use a reflective journal by introducing the Learning and Professional Development

Model (LPDM). “The LPD model focuses on designing and planning around the six reflective

strategic priorities: Why we teach, who we teach, what we teach, ways we teach, who teaches,

and where we teach. The reflective model focuses on reflective teaching. It also focuses on

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leadership, not simply management” (Gil-Garcia & Cinton, 2002, pp. 7-8). The LPD is broken

down into three different phases; the Teaching and Learning phase, the Instructional

Partnership, and the Reflective Educator.

In the Teaching and Learning phase teachers are supposed to set goals about their

instruction. They want to strive to create lessons that connect students to the real world, are

hands on, and have students actively engaged in the learning process. During this phase

teachers should strive to go beyond just teaching students the “basic skills” and information (Gil-

Garcia & Cinton, 2002).

CHAPTER V

PLAN OF ACTION

This chapter presents the research design, the subjects and sources of data the

procedure in conducting the research and the treatment of the data.

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Research Design

The pre-test/post-test control group design (PPGD) was used in this study. The pre-

test/post-test control group design is a mixed design, which is widely used experimental design..

In PPGD, in order to determine the effectiveness of the experimental process, whether the

variation between two groups is significantly different or not, “t” or “F” test was used.

Figure 1. The Pre test – Post test Control Group Model.

Groups Pre Test Process Post Test

E1 01 X1 02

E2 03 X2 04

As can be seen in Figure1, notations are: E1=Control group, E2=Experimental Group,

O1, O2 = Pre-test and Post test (Control group) scores, O3, O4= Pre-test and Post-test

(Experimental group ) scores, X1, X2 = Processes that stand for the experimental variable of

the E - learning program and control variable of the traditional method.

Research Subject

The participants of the study were 76 grade seven students in a secondary school in

Tococ National High School in the school year 2017 - 2018. Those 76 students were put into

two groups by section 38 students were placed in the experimental group and 38 in the control

group. In order to avoid the effects of the gender variable, male and female students were

assigned to the groups equally.

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Statistical Treatment of Data

To obtain valid and reliable results from the data that will be gathered appropriate

statistical tools will be used.

The results from pretest and post-test were used to determine the mean difference. The

researcher compared the means of control and experimental group.

To determine the significant difference between the means of the control and

experimental group, t-test was employed.

Data Gathering Instrument and Procedure

A 50-item teacher – made test was used as pre-test to determine the level of

understanding in both groups (control and experimental) before being exposed to traditional

instruction and E - Learning. Likewise, it was used as posttest for both groups to measure their

understanding and purposely to find out if there is a significant difference between the level of

understanding of Grade 7 students in Araling Panlipunan using the traditional and E– Learning

approach.

Chapter VI

PRESENTATION AND INTERPRETATION OF DATA

This chapter presents the analyses of gathered data as well as their interpretation in

accordance with the specific problems.

COMPARISON OF TRADITIONAL INSTRUCTION AND E - LEARNING

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 Table 1

Performance of the Grade 7 Students in Araling Panlipunan Class along Traditional Instruction
and E – Learning.

Pre – Test Post – Test

Student Experi Control Mean Mean Experime Control Mean Mean of
No. mental Group 0f of ntal Group Group 0f Control
Group Experi Control (using (Traditional Experi Group
mental Group Genyo e- Instruction) mental
Group Learning) Group
1 15 18 35 18
2 23 22 35 25
3 32 32 45 32
4 24 24 43 24
5 18 20 35 20
6 17 17 35 20
7 16 16 35 20
8 15 15 38 20
9 15 15 37 23
10 15 15 35 25
11 15 20 34 20
22.29 22.53 38.13 27.37
12 16 16 40 16
13 18 18 25 20
14 24 24 30 24
15 23 23 45 23
16 21 21 45 39
17 26 26 47 38
18 25 25 38 25
19 32 32 40 32
20 33 33 45 33
21 31 31 45 31
22 24 24 35 24
23 25 25 45 25
24 29 29 34 29
25 27 27 32 27
26 28 28 33 28
27 30 30 31 30
28 30 30 45 30
29 25 25 30 25
30 25 25 49 36
31 24 24 43 38
32 22 22 37 38
33 22 22 42 35
34 15 15 35 35
35 15 15 35 28
36 16 16 33 30
37 18 18 40 29
38 18 18 43 25

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 Table 1 shows the scores of the students from the experimental group and control group

in the pre-test and post – test along Araling Panlipunan. It can be gleaned from the table that

the mean score of the control group which is 22.53 is higher than the mean score of

experimental group with 22.29 in pre – test. But in the post – test, the experimental group with

38.13 mean score is higher than the control group with 27.37. It can be seen also from the table

that the mean score of the experimental group in post – test is higher than their mean score in

pre-test which are 38.13 and 22.29, respectively.

Also, the control group has higher mean score in the post – test than in pre-test with 27.37 and

22.53, respectively.
𝛴𝑋
Mean 𝑋=
𝑁

Where:

𝑋 = the arithmetic mean

𝛴𝑋 = sum of the scores

N = number of scores

CHAPTER VII

FINDINGS

This study was conducted for the purpose of determining the effectiveness of E-Learning

in Grade 7 students of Tococ National High School during the School Year 2017 – 2018.

Specifically, it dealt with the:

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1. performance of the Grade 7 students of Tococ National High School exposed to traditional

instruction and E-Learning; and

2. testing the significant difference between the performance of the Grade 7 students exposed

to traditional instruction and E– Learning in Araling Panlipunan 7.

The Grade 7 students at Tococ National High School were the subject of the study.

Seventy six (76) students from different sections were randomly taken to represent the whole

population of the Grade 7 students. The conduct of the study lasted for two (2) of weeks.

A 50-item teacher – made test was constructed by the researcher to determine the

performance of the grade 8 students in Araling Panlipunan. Mean and t-test were used in the

treatment of data.

Based on the problems posed, the following are the findings:

1. The mean scores of experimental group which was exposed to E-learning among pre-test

and post – test are 22.29 and 38.13, respectively, while the mean scores of control group

which exposed to traditional instruction are 22.53 in pre-test and 27.37 in post – test.

2. The values obtained in the test for difference between the traditional instruction and E-

Learning among Grade 7 students in Araling Panlipunan is 0.030 (significant).

CHAPTER 8

CONCLUSION

Based on the gathered data, the researcher arrived at the following conclusions:

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 The respondents were group into two which constitute the control and experimental

groups. Both groups took the pretest and posttest to determine if there was an improvement in

their competence in Araling Panlipunan before and after the study.

From the data collected and analyzed, it was found out that the implementation of

programmed tasks was significantly more effective than the conventional method in improving

the competence of the learners.

1. The pretest results of the control group against the experimental group are not significantly

different. Meanwhile, learners exposed to E-Learning had a significantly higher level of

mathematical competence compared to the control group based on the results of the posttest.

Hence, there appeared to be a significant difference in the competence between the control and

experimental groups in terms of posttest.

2. The control group or the learners taught conventional method obtained an increase in the

level mathematical competence from pretest to posttest. Hence, the null hypothesis was

rejected. On the other hand, the learners exposed to programmed tasks had significantly better

competence from pretest to posttest.

3. The mean gain of the learners exposed to programmed tasks was found to be significantly

higher than the mean gain of the control group. Hence, the implementation of programmed

tasks was more effective in improving the mathematical competence of the learners than the

conventional method.

4. The performance of the Grade 7 students of Tococ National High School is higher when

exposed to E-learning than in traditional instruction.

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5. There is significant difference between the performance of Grade 7 students of Tococ

National High School when exposed to E-Learning compared to traditional instruction.

CHAPTER IX

RECOMMENDATIONS

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 In view of the above conclusions, below are the recommendations which are deemed

important:

1. The future researcher should focus on the effect E-Learning in other areas like Science,

Mathematics and others.

2. The E-learning should also be tested its effectivity in higher grade levels.

3. Seminars and trainings must be conducted to familiarize the teachers with the tenets of E-

learning and its utilization in the Philippine classrooms.

4. A parallel study must be conducted to determine the effect of E-Learning in other grade

levels.

5. Teachers of Araling Panlipunan must make use of the findings of this research to improve

their teaching skills particularly in discussing Araling Panlipunan.

BIBLIOGRAPHY

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EC (2000). Communication from the Commission: E-Learning – Designing "Tejas at
Niit" tomorrow’s education. Brussels: European Commission.

Aleksander Aristovnik. 2012. The impact of ICT on educational performance and its
efficiency in selected EU and OECD countries: a non-parametric analysis.

Tavangarian D., Leypold M., Nölting K., Röser M.,(2004). Is e-learning the Solution
for Individual Learning?.

Hughes, W. R. (1974). A study of computer simulated experiments in physics

classroom. Journal of Computer Based Instruction. (pp. 1-6)

Alacapınar, F. G. (2003). The effect of traditional education and education via

computer on the students’ gain. Eurasian Journal of Educational Research. (pp. 4045)

Cavin, C. S. & Lagouski, J. J. (1978). Effect of computer simulated or laboratory

experiments and student aptitude on achievements and time in a college general
chemistry laboratory course. Journal of Research in Science Teaching. (pp. 455-463)

Çekbaş, Y., Yakar, H., Yıldırım, B., & Savran, A. (2003). The effect of computer
assisted instruction on students. The Turkish Online Journal of Educational
Technology.

İşman, A. (2005). Instructional technology and material development. Ankara: Pegem

A Publishing.

Liao, Y. C. (2007). Effects of computer-assisted instruction on students’

achievements in Taiwan: A meta analysis. Computer and Education,(pp. 216-233)

Lin, C. (2009). A comparison study of web-based and traditional instruction on

preservice teachers’ knowledge of fractions. Contemporary Issues in Technology and
Teacher Education.

Ayas, C. (2006).
DenBeste, M. (2003). Power point, technology and the web: more than just an overhead

projector for the new century? The History Teacher, 36 (4), 491-504.

Eisner, E. (1991). The enlightened eye. New York: MacMillan.

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Gil-Garcia, A. & Cintron, Z. (2002). The reflective journal as a learning and professional

development tool for teachers and administrators (Research Report No.143). Paper

presented at a Conference on Word Association for Case Method Research and

Application.

Hendricks, C. (2009). Improving schools through action research: A comprehensive guide for

educators (2nd ed.). Boston: Allyn& Bacon.

Manzo, K. (2005). Social studies losing out to reading, math. Education Week, 24(27), 1,.

Retrieved from EBSCOhost.

Popham, W. J. (2010). Classroom assessment: what teachers need to know. Boston, MA:

Pearson College Div.

Taylor, J. & Duran, M. (2006). Teaching social studies with technology: New research on

collaborative approaches. The History Teacher, 40 (1), 9-25.

APPENDIX A
EXPERIMENTAL GROUP

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 1. Angeles, Jayson A.
2. Austria, Aldrin C.
3. Bancolita, Arjay C.
4. Cabatbat, Jervin Lance S.
5. Caguioa, James Kelly R.
6. Diaz, Joseph V.
7. Diola, Arwin Kurt M.
8. Doloque, Joey T.
9. Enrico, John Paul
10. Alarin, May Ann A.
11. Aquino, Mary Jane R.
12. Bugarin, Charlene D.
13. Cayabyab, Alona A.
14. Daligdig, Diana M.
15. De Guzman, Mary Ann R.
16. De Guzman, Sheena F.
17. De Vera, Jean Kimberly R.
18. Diaz, Jenny F.
19. Junio, Elizabeth M.

APPENDIX B

CONTROL GROUP
1. Junio, Bryan T.
2. Macaraeg, Mitch S.
3 Manlongat, Ernie. D.
4 Mendoza, Mark I.
5. Mendoza, Pamelo D.
6. Menor, Christian T.
7. Pata, Kenneth P.
8. Patayan, Randy F.
9. Rosales, Bobby
10 Labuga, Althea Mae
11. Malong, Ma. Regina P.
12. Magsano, Rochelle M.
13. Main, Maveril M
14. .Mamaril, Camille U.
15. Martinez, Mariella C.
16. Munoz, Berna Gie L.
17 Pagodpod, Angelica
18. Payomo, Amber Wen D.

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 19 Valdez, Ruth Joy

APPENDIX C

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 PRETEST/ POSTTEST

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31
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32
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 CURRICULUM VITAE

A. PERSONAL DATA

Name : JULIETA OCUMEN – ICO

Occupation : Teaching

Home Address : Alinggan, Bayambang, Pangasinan

Email Address : icojulieta2016@gmail.com

Birthday : March 26, 1982

Birthplace : Bayambang, Pangasinan

Age : 36

Civil Status : Married

Religion : Iglesia Ni Cristo

Position : Teacher III

B. EDUCATIONAL ATTAINMENT

Elementary : Philex Mine Elem Shool

Al-Ba Elem. School
Bayambang, Pangasinan
1993-1994

Secondary : Bayambang National High School

Bayambang, Pangasinan
1999

Tertiary : Pangasinan State University

Bayambang Campus
Bayambang, Pangasinan
Oct. 2004

Degree : Bachelor of Secondary Education

(HISTORY)

Graduate Studies : San Carlos College

Sn CarlosCity,
Master of Arts in Administration and Supervision
Academic Requirements
2009-2011

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 Lyceum – Northwestern University
Institute of Graduate and Professional Studies
Master in Education

Course : MEd – Social Studies

C. WORK EXPERIENCE

February 20, 2014- present Secondary Teacher III

Tococ National High School
Alinggan, Bayambang, Pangasinan

September 25, 2007 - November 30, 2014 Secondary Teacher I

Tococ National High School
Alinggan, Bayambang, Pangasinan

June –March 2006 Secondary Teacher

Imaculate Heart Learning Center
Urdaneta City , Pangasinan

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