1

Chapter I

THE PROBLEM AND ITS SETTING

1.1 Background of the Study

The E-learning program is a program offered by the Marikina Science High

School to students that allows them to experience school from the comfort of their
own homes. The students are given a schedule that makes them attend school for
a number of days every week and stay at home for the rest. The program promotes
Technological Literacy in students, with them being able to learn even while
staying at home.

According to the US Department of Education, “students in online learning

conditions performed better than those receiving face-to-face instruction,” with
blended results coming in as most successful (Means, Bakia, Jones, Murphy, and
Toyama 2010).

With the situation being like this, E-learning students might experience less
stress than normal students, being at home and not being bombarded with school
works all the time. This may be the case but it may also be the other way around -
- with more stress being put on them due to the insufficient time of being with
teachers. The researchers are conducting this study to find out the experiences of
E-learning students in the four years of their program, and how that experience
affected their learning patterns in Senior High School.

1.2 Statement of the Problem

This study aims to determine the experiences of Marikina Science High

School former E-Learning students now that they are in a Regular class as Senior
High School. Specifically, it seeks to answer the following questions:
1. What are the perspectives of former E-learning students about being
in a regular class program?
 2

2. What are the changes that happened after their transition from being
under the E-learning program to the regular class program in terms
of:
2.1 concept learning;
2.2 study habit; and
2.3 socialization?
3. How do former E-learning students adapt to their new learning
program?
1.3 Theoretical Framework

Cognitive Load Theory. E-Learning theory consists of cognitive science

principles that describe how electronic educational technology can be used and
designed to promote effective learning. In E-learning Theory and Practice, authors
Caroline Haythornthwaite and Richard Andrews (2007) provided this theoretical
framework and explored the world-changing effects of E-Learning.The researchers
started from an understanding of cognitive load theory to establish the set of
principles that compose E-Learning theory.

Cognitive load theory was first outlined in 1988 by John Sweller, an

educational psychologist at the University of New South Wales, Australia. Sweller
built on the working memory model of memory which proposed that long-term
memories develop when auditory and visual information is processed (or
rehearsed) to a greater degree than other everyday observations (Baddeley and
Hitch, 1974). Sweller believed that factors which make learning unnecessarily
complex, or distract us from information we are trying to pay attention to, increase
a person’s cognitive load as they are processing it. As a result of higher cognitive
load, a stimulus is more difficult to pay attention to, rehearse and remember,
making learning less effective (Sweller, 1988).

Cognitive load theory refers to the amount of mental effort involved in

working memory, and these amounts are categorized into three categories:
germane, intrinsic, and extraneous. (1) Intrinsic Cognitive Load. This type of
cognitive load refers the demand made of a learner by the intrinsic quality of
 3

information being learnt. The load exerted on a learner depends on the complexity
of the task set or concept being presented, and a learner’s ability to understand
the new information. (2) Extraneous Cognitive Load. It is produced by the demands
imposed on learners by the teacher, or the instructions that they are asked to
follow. This type of cognitive load is extraneous to the learning task, and is
increased by ineffective teaching methods, which unintentionally misdirect
students with distracting information or make a task more complex than it needs
to be; and (3) Germane Cognitive Load. This third type of cognitive load is
produced by the construction of schemas and is considered to be desirable, as it
assists in learning new skills and other information.

1.4 Scope and Limitations

The research focused on former E-Learning students from the Grade 11.
This study only covered the former E-Learners’ perspectives about being under
the regular class program, changes that happened after their transition, and how
they were able to adapt after they transfer to a regular class program. The method
that was used is in-depth interview to gather data. The total of eight (8) participants
were selected and interviewed: four (4) male and four (4) female from Grade 11.
The duration of the study is from January 2019 to March 2019.

1.5 Criteria for the Participants

This study will have a total number of eight (8) participants: four (4) male
and four (4) female of Grade 11 who will meet the following criteria: 1) the
participant should be a previous E-learning student of Marikina Science Junior
High School; and 2) the participant should be enrolled in the STEM or
Programming Strand of Marikina Science Senior High School for academic year
2018-2019.

1.6 Significance of the Study

The results and findings of the study will be beneficial to the following
groups of people:
 4

E-learning Students. This will help the current E-learning students that are
transitioning to the regular program. It will help shorten their adjustment period that
will prepare them so that it would be easier for them. Also, it will help spread
awareness to the future classmates of the future former E-learning student. This
would help their social skills that they weren’t able to use since they’ve became E-
learners.

Future E-learning Students. This study covers the positive and negative
perception of a former E-Learning student on their previous experiences; knowing
the different perceptions of the previous E-learners can help prepare them.

Parents. It will help the parents of the future former E-learning students because
as parents, they are the ones that will help guide the former E-learners in their new
life as regular students where in this study could serve as a guide for them.

Teachers. It will help teachers on how they would adjust in their teaching
capabilities to their future former E-learning students. This will help their students
in coping up in their lessons that will make it easier for them to teach.

School Administration. This will benefit the institution itself in taking

considerations and actions about the problems that may arise during the
adjustment period of the future former E-learning students.

Future Researchers. This study will help the future researchers in their yet to
come studies related to E-learning. This research may serve as their guide for their
future uses. The future researchers may infer from the study conducted and may
use the researcher’s recommendations and suggestions for their research
proposals.

1.7 Definition of Terms

The following words will be used throughout the study as:

1. Concept Learning. It is an educational method that centers on big-picture

ideas and learning how to organize and categorize information. It leads
 5

students to consider the context in which they will use their understanding
and bring meaning to content knowledge and skills.
2. E-Learning. It is a type of learning where it utilizes electronic technology
to access educational curriculum outside of a traditional classroom.
3. Former E-Learning student. The students who were graduated from
Marikina Science Junior High School’s E-Learning program and now were
enrolled to Marikina Science High School, Senior High Department.
4. Learning process. It is the processes or techniques of how former E-
learning students acquire knowledge.
5. Regular Class. The standard classroom set-up wherein students and
teachers interact personally.
6. Socialization. The processes by how former E-learning students interact
to their classmates and schoolmates who came from regular program in the
Junior High School.
7. Study habits. The regular practices of former E-learning students on how
they perform to maximize their productivity, efficiency, and retention in
preparation for a particular evaluation.
8. Traditional learning. A type of learning where student-to-teacher and
teacher-to-student interactions undergo.

1.8 Research Paradigm

In this study, the Input-Process-Output (IPO) Model will be utilized. This

model comprises of three main parts: the input, process and the output.
 6

INPUT PROCESS OUTPUT

 The perspectives of the
former E-learning
Junior High students of
Marikina Science High
School to being in a
regular class program in
the Senior High School.
 The changes that
happened after their
transition from being
under the E-learning
program to the regular
class program.
 The ways they took to
adapt to their new
learning program.
 The researchers will  The experiences of
conduct an in-depth the eight former E-
interview on eight learning Grade 11
Grade 11 students of
students of Marikina
Marikina Science High
Science High School
School that is formerly
on being in a regular
under the E-learning
class in their Senior
program in the Junior
High School.
High School.
 The researchers will
then analyze and
interpret the data
gathered through the
interview to come up
with their Implications.

FEEDBACK
Figure 1 Research Paradigm

The input tackles the perspectives of the former E-learning Junior High
students of Marikina Science High School to being in a regular class program in
the Senior High School, the changes that happened after their transition from being
under the E-learning program to the regular class program, and the ways they took
to adapt to their new learning program. The next part which is the process will
include the in-depth interview on eight Grade 11 students of Marikina Science High
School who is formerly under the E-learning program in their Junior High School
and the researchers will then analyze and interpret the data gathered through the
interview to come up with their Implications. The researches will then expect to
have the experiences of the eight former E-learning Grade 11 students of Marikina
Science High School on being in a regular class in their Senior High School.
 7

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

The Effectiveness of E-Learning Program

Palan (2018) discusses in his blog article that with online education courses
fast mushrooming across the internet, more and more children and adults looking
for skills advancement are turning to E-Learning. It is also interesting to note that
the major academic institutions of the world including the Harvard, Massachusetts
Institute of Technology, Yale, and Stanford to name a few are now offering
students the option of getting an education by signing up for online courses and
earning the necessary credits. This factor holds true especially in the case of
students in underdeveloped and third-world countries who can use the education
to further their prospects of getting good jobs and living better lives.

In the article “What is E-learning and How it's Important to Education

System” (n.d) the author discusses that the idea of e-learning is to empower
learners to absorb personal accomplishment, basic schooling or to obtain a degree
certificate, without actually attending the school or university or any other academic
institute. Another idea is to apply E-learning to all levels of schooling to ensure
students grasp the lessons adequately. Psychologists believe that audio-visual
method of teaching creates a disciplined learning environment and fosters effective
student engagement in the class. The online learning style is best suited for all.
This is a revolution in learning genre. The information, now, can be accessed,
talked, absorbed and shared anywhere.

Drawbacks of Online Learning

In a study of Anna Ya Ni from California State University (2012), she

mentioned the following authors and their observations about Web-based
technology learning: (Hackbarth, 1996; Harasim, 1990; Kiser, 1999; Matthews,
1999; Swan et al., 2000). Opponents, however, are concerned that students in an
online environment may feel isolated (Brown, 1996), confused, and frustrated
(Hara & Kling, 2000) and that student’s interest in the subject and learning
 8

effectiveness may be reduced (Maki, Patterson, & Whittaker, 2000). The findings
have several implications for student learning, course development, and
curriculum design. In developing online courses, we should realize that some
courses may be more challenging to students who persist in the online
environment.

Moreover, another example reviews from Shiraz University of Medical

Sciences (2014) where medical students have stated they prefer web tutorials
rather than traditional lecture-based classes. However, the important component
of classroom learning is the social and communicative interactions between
student-to-teacher, and student-to-student. A student’s ability to ask a question, to
share an opinion, or to disagree with a point of view are fundamental learning
activities. It is often through conversation, discourse, discussion, and debate
among students and between instructors and students that a new concept is
clarified, an old assumption is challenged, a skill is practiced, an original idea is
formed and encouraged, and ultimately, a learning objective is achieved. Online
learning requires adjustments by instructors as well as students for successful
interactions to occur.

Additionally, in “The Trouble with Online Education” (2012), Mark

Edmundson captures the inadequacy of online courses from the teacher’s
perspective, to corroborate a student’s experience. “A face-to-face meeting in a
classroom imposes accountability, inspires effort and promotes academic
responsibility in subtle ways that we don’t fully appreciate. On a campus, students
attend class and stay alert because they worry what the teacher will think if they
don’t.”

A research from Medical Education, 2017 by Oliver Keis and Claudia Grab
stated in their results that the very factors associated with e-learning – and always
praised as advantages of it – are viewed critically by the students. Thus, although
the 24-h access to learning content was consistently evaluated positively, the
unlimited availability (lack of expiry date) was not seen as conducive to learning.
The lack of fixed time constraints and the attendant lack of pressure were important
 9

reasons why some of the students had discontinued the online course prematurely.
A similar distinction was seen in the flexibility of location for e-learning, because
the very obligation to be physically present on a particular day at a fixed time led
to a higher degree of commitment to courses and a willingness to actually attend
the course until the end. In addition, if the content has a high degree of perceived
professional relevance face-to-face courses are preferred because they offer the
possibility of direct interaction.

The Role of E-Learning Program when it comes to Education

In 2010, the authors Bhavani Sridharan, Hepu Deng and Brian Corbittthat
mentioned in their journal paper that there are several barriers to the effective
adoption of the proposed e‐learning success model for improving the effectiveness
of e‐learning. These barriers include a lack of understanding of the technologies
behind various pedagogies, insufficiencies of the popular learning management
systems, and the sustainability of the learning objects repositories.

Based on the E-learning report of Molas-Castells and Fuertes-Alpiste last

2017, researches show that There is a clear dominance of research focused on
undergraduate studies (56.6%), with the other stages having much lower
percentages. Publications on pre-university research (K-12 and secondary)
account for less than 8.5%, in spite of being stages that attract a growing number
of innovative proposals and projects related with e-learning. The second context
with most research is the professional context but, with 12.6%, it lags far behind
undergraduate research. Postgraduate research accounts for a very small
percentage (5.0%), while published research on vocational education and training
(VET) is residual (0.8%). The code ‘Other’, which is given as the second most
frequent category, includes theoretical review publications, those that refer to more
than one stage of education, longitudinal studies or articles in which the stage of
education is not specified.

To summarize all the related literature and studies, the researchers found
that most of the gathered related studies indicated that most learners agreed that
 10

course design, learner motivation, time management, and comfortableness with

online technologies impact the success of an online learning experience.
Participants indicated that technical problems, a perceived lack of sense of
community, time constraints, and the difficulty in understanding the objectives of
the online courses as challenges. Suggestions for addressing the challenges are
provided.

Upon examining students’ perceptions of e‐learning in a large

undergraduate class environment, the result, improvements were made to the
instructional design of the course, to enable students to engage interactively with
content. The subsequent study, reported in this paper, adopted a broad range of
techniques to understand students’ learning experience in depth. The findings of
this research provide an insight into how these students really work and learn using
technologies, if at all. It is hoped that our findings will improve the experience for
both students and lecturers who engage in teaching and learning through this
medium.
 11

Chapter III

METHODOLOGY

3.1 Research Design

In order to satisfy the objective of the study, the researchers chose to have
a qualitative research wherein it employs a descriptive research design. As per
DeFranzo, S. (2011), a qualitative research is primarily exploratory research. It is
used to gain an understanding of underlying reasons, opinions, and motivations. It
provides insights into the problem or helps to develop ideas or hypotheses for
potential quantitative research.

Qualitative Research is also used to uncover trends in thought and opinions,

and dive deeper into the problem. While complicated problems can be quantified,
when you need to describe the complexity and subtlety of how users interact with
a product or accomplish goals, qualitative research can distill the complexity into
more manageable parts. Talbot (2015) also stated that samples tend to be small
in the case of qualitative interviewing and even focus groups, because the aim is
to generate concepts, strategies, or, for example, an appreciation of processes
that govern groups or institutions.

Qualitative research can pretty much be adapted to any research context

that isn’t about knowing ‘how many’. The benefit of qualitative approaches is that
you do not start with a ‘hypothesis’ that needs to be proved, which can be very
rigid. Rather, it is an open-ended approach that can be adapted and changed while
the research is ongoing, which enhances the quality of the data and insights
generated.

It can help you understand the motivations and perspectives of clients or be

used to pilot ideas and develop qualitative research and evaluation; generate
original insights, concepts and ideas; and be used to generate and tell amazing
stories about what you do. It can be used to understand the cognitive and
emotional or affective landscape of society, institutions or urban contexts.
 12

Qualitative research isn’t an excuse to be sloppy, avoid using numbers, or justify

your opinions. It should be rigorous like quantitative research.

Additionally, according to Creswell (2012), qualitative research in fact has

an equivalent to the quantitative concepts of reliability and validity for example,
having different evaluators code observations independently. Moreover,
Qualitative research is aimed at gaining a deep understanding of a specific
organization or event, rather a than surface description of a large sample of a
population. It aims to provide an explicit rendering of the structure, order, and
broad patterns found among a group of participants.

It is also called ethnomethodology or field research. It generates data about

human groups in social settings. It does not also introduce treatments or
manipulate variables or impose the researcher's operational definitions of
variables on the participants. Rather, it lets the meaning emerge from the
participants. It is more flexible in that it can adjust to the setting. Concepts, data
collection tools, and data collection methods can be adjusted as the research
progresses. This type of research also aims to get a better understanding through
first-hand experience, truthful reporting, and quotations of actual conversations. It
aims to understand how the participants derive meaning from their surroundings,
and how their meaning influences their action towards their surroundings.

3.2 Locale

The research took place at Marikina Science High School because the
school offers E-Learning program in the Junior High School department.
Additionally, the school also offers STEM and Programming Strand in the Senior
High School department that will be convenient to the researchers.

3.3 Sampling

This study requires a purposive sampling which according to Black (2010)

is a non-probability sampling method that occurs when elements selected for the
sample are chosen by the judgement of the researcher. In order to gather the right
 13

participants, the researchers conducted an initial pre-survey where questionnaires

are distributed to the 11th Grade classes of Senior High School department. From
that, researchers were able to determined the participants that passed the set
criteria of confirming that they are enrolled in E-Learning program from Marikina
Science Junior High School and were now studying at Marikina Science Senior
High School.

3.4 Participants

The participants that were selected for the study are from Marikina Science
High School, specifically, from the E-learning department. There were 8
participants with four (4) being boys and the other four (4) being girls. The
participants are E-learning students transitioning from Junior High School to Senior
High School. In other words, the participants were from the Senior High
Department, but at the same time they have experienced the Marikina Science
Junior High School E-learning program. The study was conducted from January
2019 to March 2019.

3.5 Method and Instruments for Gathering Data

To gather data on this research, the researchers conducted an in-depth

interview with eight Grade 11 students of Marikina Science High School that is
previously an E-Learner. The researchers provided an interview guide to make
flow of the interview faster and easier. Then, the researcher analyzed the answers
of each student to come up with a Implication. By using an in-depth interview, the
researches have the data gathered regarding on their insights and first-hand
experience on the subject matter. This would make our research more accurate
and reliable for future reference.

The instrument that was used is the interview guide only that served as the
pilot of our interview with the students.
 14

3.6 Research Procedure

The research was explained using the following diagram. Figure 2 shows
the flow of the research and the steps to be completed by the researcher. The
study will undergo five (5) phases that follows: (1) Identification of the Problem, (2)
Making an Interview Guide, (3) Selection of Participants, (4) Interview, lastly (5)
Data Analysis and Formulating of Implications.

PHASE 1

Identifying of the Problem

PHASE 2

Preparing the Interview Guide

PHASE 3

Selection of Participants

PHASE 4

Conducting the data gathering

procedure

PHASE 5

Data Analysis and Formulating of

Implications

Figure 2 Research Procedure

The research undergoes five (5) phases. The first phase is the identification
of the problem; the researchers identified the purpose of the research, examined
 15

previous researches, the methods was used, including the study’s limitations and
the problem proper. The next phase is making an interview guide. The researchers
constructed an interview questions that was verified by the research adviser. After
the verification another part of the second phase is the mock interview for the
researchers’, the researchers conducted a mock interview within the researchers,
for the easy and fast flow of the research in preparation for the fourth stage. The
third phase of the research is the selection of participants a number of eight (8)
participants over all, four (4) male students and another (4) for the female students.
The participants came from the Grade 11 students of school year 2018-2019 that
underwent the E-Learning program for four (4) years in Marikina Science Junior
High School. The fourth step is the interview proper. The researchers interviewed
eight (8) different participants from the criteria proposed by the researchers. During
this phase was the collection of data which later, was analyzed on the next and
final phase. The final phase the Data Analysis and Formulating of Implications, the
collected data from the previous stage was now analyzed by the researchers.
Finally, after analyzing the data the researchers had created their Implications.
 16

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The perspectives of former E-learning students about being in a regular class

program

Table 4.1 Perspective of Former E-learning Students

Feelings Participant

Relief 1,8,5

Neutral 2

Happy 3,4,6

Excited 4,5,7

Afraid 6,8

Nervous 7,8

Six out of eight students have positive thoughts and is assured that this time
they will surely learn the lessons they missed and should have known between
those four years they spend in E-Learning program. However there were still some
students that were afraid to be merged with the regular class students , participant
6 said (Line # 46), “I didn’t learn anything. That’s why I was scared to be merged
with the regular class students. It’s because I thought I might not learn in pace with
them.”

These statements only show that Marikina Science High School Former E-
Learning students were mostly excited and is looking forward to their new learning
 17

program. Although there were some students that were hesitating to undergo
another learning program.

Six out of eight students also mentioned that they expect their new learning
program to be better than their previous one, because that time they have no social
interactions with their other classmates, schoolmates and teachers. They also
expect to learn the lessons to the teachers and not solely by themselves.
Participant 7 said (Line # 57), “First of all, I expected our classes to be for five days
so, I will have a better time catching up to lessons compared to when I was in the
E-learning program.”

Contrary to the Sweller’s Cognitive Load Theory (1988) where it states that
E-Learning theory consists of cognitive science principles that describe how
electronic educational technology can be used and designed to promote effective
learning. Additionally, opposing to the article by Palan (2018) where he discussed
that E-learning to all levels of schooling, ensures that students grasp the lessons
adequately. Psychologists from Shiraz University of Medical Sciences (2014) also
believe that audio-visual method of teaching creates a disciplined learning
environment and fosters effective student engagement in the class. Based on our
participants’ answers, the learning program they used to have did not help them at
all in learning effectively and efficiently. Most of our participants felt outcasted and
is behind to the lessons they should have known those four years. And instead of
feeling accomplished, they felt they have a deficiency in gaining these knowledges
after finishing their Junior High School E-Learning program.

Changes that happened after their transition from being under the E-learning
program to the regular class program

Concept Learning of former E-Learning students

Four out of eight students said that they have troubles in solving the tasks
or problems given by their teacher since they lack in knowledge regarding the topic
 18

and experienced a culture-shock where they don’t know how to grasp the new
lesson given to them. They also have problems in seeking help and approaching
their teachers and classmates. Two out of eight participants endured the new pace
of learning they have and solved the tasks given to them on their own.

According to the first type of Sweller’s theory which is the Intrinsic Cognitive
Load (2007), the load exerted on a learner depends on the complexity of the task
set or concept being presented, and a learner’s ability to understand the new
information. Since the participants came from a different approach of learning and
is lacking the necessary knowledge regarding the lesson taught to them. The
participants were also having troubles in adapting to the new program and
environment they have.

Another theory to support the participants’ statements is the second type of

Sweller’s theory (2007), Extraneous Cognitive Load. This type of cognitive load is
extraneous to the learning task, and is increased by ineffective teaching methods,
which unintentionally misdirect students with distracting information or make a task
more complex than it needs to be. It is mentioned that the participants were having
a difficulty in approaching their teachers and classmates for help. Because of this
barrier between them, the teachers were not aware of the troubles that the former
E-Learning student were experiencing resulting in the distress that the new
learning program giving them.

Changes happened to the former E-Leaning students’ study habit

Two out of eight students experienced problems in going to school and

coping up with the new schedule given to them. Because of this, the participants
experienced problems in focusing on their studies and conflict in managing their
time in doing their home works and activities given to them.

In response to these, three out of eight students became more focused on

their studies. Participant 2 said (Line # 14), “What I do instead is study, but way
harder than how I usually do it. I focus on the things that I need to do, unlike before
where I take my time, because I have all the time in the world. Now, however, I
 19

don’t have that much time, because most of the time, I use it for resting myself
when I go home from school. It’s unlike when I was in E-Learning where I can
maximize my time fully.” On the other hand, two out of eight students became less
dependent on using technology-related tools and three out of eight students
managed their time more efficiently.
These statements imply that due to the impediments they were
experiencing in shifting their learning program, they have made these adjustments
to help themselves in conforming to their new program. It supports the theory of
Germane Cognitive Load where this third type of cognitive load is produced by the
construction of schemas and is considered to be desirable, as it assists in learning
new skills and other information to reconstruct their style of learning.

Socialization of the former E-Learning students

All of the eight students have changed their behavior towards interacting
with new people around them. The participants varied from their reactions to their
new environment. Two out of eight students felt awkwardness and difficulty in
approaching them. While four out of eight students became more sociable to their
new classmates and teachers. Specifically, participant 2 mentioned (Line # 7),
“...because in the past, it was okay for me to go with the flow, and I don’t want to
be left out. Because there are a lot of people, and they’re continuing to increase in
number, I feel more left out. So, in a way to cope with it, I slowly open myself up to
others, socializing like how I did back when I was in the E-Learning program.” And
on the other hand, two out of eight students thought themselves to be natural and
stayed the way they were.

To corroborate these statements, according to a study of Anna Ya Ni from

California State University (2012), she mentioned the following authors and their
observations about Web-based technology learning: (Hackbarth, 1996; Harasim,
1990; Kiser, 1999; Matthews, 1999; Swan et al., 2000). Opponents, however, are
concerned that students in an online environment may feel isolated (Brown, 1996),
confused, and frustrated (Hara & Kling, 2000) and that student’s interest in the
 20

subject and learning effectiveness may be reduced (Maki, Patterson, & Whittaker,
2000).

Due to the former E-Learners lack of social interaction during their stay in
their previous program the participants are unable to express themselves more
freely and are reserved. Majority of the participants is having trouble at social
interactions and would rather stay enclosed with their former classmates during
the program. One of the factors that enabled the former E-Learners to engage in
social interactions is the regular students themselves.

Former E-learning students in adapting to their new learning program

Table 4.2 How Former E-learning Adapt to Their New Environment

Coping Mechanism Participant

Help From Peers 1,3,7,8

Time Management 2

Became focused on their studies 4

Change of Study Habit 6

Based on the results of the interview, all of the eight participants were able
to accommodate and do some adjustments towards their new learning program.
Most of the participants, study in groups sharing thoughts and ideas allowing them
to understand more. Former E-Learning students became more focused and
studies more frequently than before due to their belief that they are left behind in
learnings. The students with the lack of social interactions due to being in a
program with little time for face-to-face encounters fear approaching other students
while others who are friendly by nature were able to adapt easily. Most of the
 21

students were able to adapt easily with the help of the students who originally are
regular students.

The findings have several implications for student learning, course

development, and curriculum design. In developing E-Learning program, the
researchers realized that some courses may be more challenging to students who
persist in the online environment.
 22

Chapter V

SUMMARY, IMPLICATIONS AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The following is the summarization of data gathered, analyzed and

interpreted to determine the experiences of former E-Learning students on being
in a regular class in the senior high school and the changes happened regarding
their study habit, concept learning and socialization.

1. An average of 6 out of 8 former E-Learning students of Marikina Science

High School looked forward to being in a regular class program. They
believed that it was a chance for growth, as well as an opportunity to learn
the lessons they supposedly missed when they were in the E-Learning
program. They also taught, being behind a computer screen for four years,
that this may also be a chance to commence in social interaction with their
batchmates.
2. An average of 5 out of 8 former E-Learning students of Marikina Science
High School experienced changes when they transferred from the E-
Learning program to the regular class program in Senior High School.
According to them, the lessons are far faster paced and more complicated
than in the E-learning program. Also, 3 out of 8 participants also improved
their time management skills to efficiently work on their studies. These
changes include adjusting due to change in schedule, coping with the
insufficiency of previous learning, struggling with student-student and
student-teacher relationships, and trying to cope with social awkwardness.
The participants reasoned out that they also feel more comfortable learning
with new peers and they learn more efficiently by engaging in a collaborative
study.
3. The factor that contributed to much of the E-Learning students’ struggles,
and their partial inability to cope with them, is their inexperience to the
system of learning in a regular class program. Being in the E-Learning
 23

program, they are seldom given the chance to interact with their classmates
and are not given enough interaction with their teachers. They spend most
of their time behind a computer screen, and without student-teacher
interaction. They cannot even ask a classmate if they, themselves, have not
understood the lessons clearly. Being in a block section for four years only
adds to the fact that they did not get proper exposure to social interaction.
Considering these circumstances, the E-Learning students may not have
had a proper education in a classroom-like setup.

IMPLICATIONS

It can be inferred that the participants are excited yet nervous to be part of
the new program. Nervousness is somehow caused by unanimous of the
participants’ belief that they are left behind in lessons and students of the new
program may not accept the participants in their social group. A huge change in
terms of their concept learning, study habits and socialization were experienced
by the former E-Learning students. Most of the participants were used to study
alone, eventually learned to study in groups and is getting used in sharing their
information and thoughts regarding the lessons taught to them.

The participants’ response was to change their study habits from having a
huge amount of time to a limited time; students learn to manage their time
efficiently, they study more frequently and became more focused on their studies.
The majority of participants is having trouble at social interactions and would rather
stay enclosed with their former classmates.

One of the factors that enabled the former E-Learners to engage in social
interactions is the regular students themselves. These students being more
sociable helped the former E-Learning students. Participants say that they became
more sociable and it helped them in learning.

The researchers concluded that in relation to Sweller’s Cognitive Load

Theory (1988) where it states that “factors which make learning unnecessarily
complex, or distract us from information we are trying to pay attention to, increase
 24

a person’s cognitive load as they are processing it”, due to the large amount of
time that the former E-Learners have staying at their homes rather studying inside
the school, we can infer that the learning program is not effective enough for the
students to learn.

RECOMMENDATIONS

For future studies concerning the study, the researchers recommend the
following to the future researchers for improvement of future studies related to this
one.

1. Having wider coverage of the topic that will not limit the topic to the
experiences of former E-Learning student about their new learning program
by including finding any correlation between being in an E-Learning
program or Regular Class program.
2. Acquiring a bigger sample for the study and increasing the number of
interviewed participants for a more diverse answers and findings.
 25

REFERENCES

Creswell, J. W. (2012). Educational research: Planning, conducting, and

evaluating quantitative and qualitative research. Retrieved from
http://thinkspace.csu.edu.au/melissawaldronlamotte/2014/12/19/eer-500-
creswell-j-w-2012-educational-research-planning-conducting-and-
evaluating-quantitative-and-qualitative-research/

DeFranzo, S. (2011). What’s the difference between qualitative and quantitative

research?. Retrieved from https://www.snapsurveys.com/blog/qualitative-
vs-quantitative-research/

Edmundson, M. (2012). Opinion: The trouble with online education. Retrieved from
http://www.nytimes.com/2012/07/20/opinion/the-trouble-with online-
education.html

Haythornthwaite, C. et al. (2007). Theories and models of and for online

learning, 12(8). Retrieved from
http://firstmonday.org/issues/issue12_8/haythorn/index.html

Keis, O., Grab, C., Schneider, A., Öchsner, W. (2017). Online or face-to-face
instruction? A qualitative study on the electrocardiogram course at the
University of Ulm to examine why students choose a particular format.
Journal of Medical Education. doi: 10.1186/s12909-017-1053-6

Means, B. et al. (2010). Evaluation of evidence-based practices in online learning:

A meta-analysis and review of online learning studies. Retrieved from
https://www2.ed.gov/rschstat/eval/tech/evidence-based-
practices/finalreport.pdf

Moazami, F., Bahrampour, E., Azar, M. R., Jahedi, F., & Moattari, M. (2014).
 26

Comparing two methods of education (virtual versus traditional) on learning

of Iranian dental students: A post-test only design study. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3975717/

Molas-Castells, N., & Fuertes-Alpiste, M. (2017). E-learning research report. E-

learning Research Report 2017, 26-26. Retrieved from
http://openaccess.uoc.edu/webapps/o2/bitstream/10609/75705/6/ELR_Re
port_2017.pdf

Palan V. (2018). E-learning and the modern education system. Retrieved

November 30, 2018 from https://elearningindustry.com/elearning-and-
the-modern-education-system-feature

Sridharan, B., Deng, H., Corbitt, B. (2010). Critical success factors in e‐learning
ecosystems: A qualitative study. Journal of Systems and Information
Technology. 12(4), 263-288. https://doi.org/10.1108/13287261011095798

Stavredes, T. (2011). Effective online teaching: Foundations and strategies for

student success. Retrieved from
http://www.mbpjlibrary.gov.my:8081/webopac/Record/0000158564

Sweller, J., Ayres, P., Kalyuga, S. (2011). Cognitive Load Theory and E-Learning.
In Biswas G., Bull S., Kay J., Mitrovic A. (Eds.), Artificial intelligence in
education. doi: https://doi.org/10.1007/978-3-642-21869-9_3

Talbot, D. (2015). The importance of qualitative research and the problem of

mass data gathering. Retrieved from
https://www.linkedin.com/pulse/importance-qualitative-research-problem-
mass-data-gathering-talbot/

What is E-learning and How it's Important to Education System. (n.d.). Retrieved
 27

from https://www.edsys.in/e-learning-how-its-important-to-our-education-
system/

Waude, A. (2017). Cognitive Load Theory: How 'Cognitive Load' affects memory.
Retrieved from https://www.psychologistworld.com/memory/cognitive-load-
theory

Ya Ni, A. (2012). Comparing the effectiveness of classroom and online learning:

Teaching research methods. Journal of Public Affairs Education, 2(19), 199-
215. Retrieved from www.naspaa.org