CHAPTER I

Introduction

Background of the study

The covid-19 pandemic has brought so many changes in our lives and

dramatically altered our everyday living across the globe. This pandemic has brought a

wide impact on the economy of a country, in tourism, health sectors, and most

especially in the education system of the world. As a response to this problem the

Philippine higher education, secondary, and even primary education suddenly shifted

from traditional learning to emergency remote learning to continue education despite the

global health threat (Alvarez Jr., 2020). The Department of Education come up with

different distant learning modalities such as online learning, modular learning, blended

learning, and radio learning (in remote areas around the country).

As a developing country, it is a challenge for us in meeting the needs of every

learner and provide more convenient and conducive learning. With these continuation of

education become challenging because of the advantages and disadvantages brought

by this. Moreover, financial stability and lack of resources affect student learning

engagement and increase academic pressure students and educators were custom to

face-to-face learning and became more distant in using technology as a medium of

learning and teaching.

Thus, the researchers aimed to know the impact of distance learning and

traditional learning on the academic performance of grade 12 of Fatima National High

School. To provide knowledge to create a more effective and efficient learning process

and to make a positive on the development of the general economy of our country.

Significance of the Study

This study will be undertaken by the administration, the teachers, the students

with the hope that what can’t be the result of this study will provide useful information.

This study aims to determine the Impact of Traditional Learning and Distant Learning on

the Academic Performance of Senior High Students in STEM Strand in Fatima National

High School.

To the administrators, this study will offer a new lens of knowledge about the

impact of traditional learning and Distant learning on the academic performance of

Grade 12 HUMSS students.

To the teachers, through this study, educators can think of more strategies and

teaching techniques.

To the students, this study will give knowledge about the impact of Traditional

and distant learning on the learners' academic performance.

Additionally, this study may provide other researchers with additional knowledge

and learning in this field of study. This can help them in pursuing their studies that are

parallel in this research and serve as a future reference that is essential for their

readings.

Statement of the Problem

 This study aims to know the impact of Traditional Learning and Distant Learning

on the Academic Performance of Grade 12 HUMSS Student of Fatima National High

School. Precisely, our study aims to improve the answer to the following questions:

1. What is the impact of Traditional Learning on the academic performance of

Grade 12 HUMSS Student of Fatima National High School?

2. What is the impact of Distant Learning on the academic performance of Grade

12 HUMSS Student of Fatima National High School?

3. What is the significant difference between Traditional Learning and Distant

Learning on the Academic Performance of Grade 12 HUMSS Student of Fatima

National High School?

Scope and Delimitation

This study will be limited to recognizing the impact of Traditional Learning and

Distant Learning on the Academic Performance of Grade 12 HUMSS Student of Fatima

National High School. This study will be conducted in Fatima National High School,

General Santos City in the school year of 2020 - 2021. The respondents will be the

Grade 12 Senior High students in HUMSS Strand Fatima National High School.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature

Distance Learning

Distance education is defined, the various approaches for effective research are
summarized, and the results of major research reviews of the field are explained in this
article. Additionally, two major areas of research are included—research on barriers to
the adoption of distance education and research summaries that explain and support
best practices in the field. This paper concludes with the summary statement that it is
not different education, it is distance education; what is known about effectiveness in
education is most often also applicable to distance education (Simonson, Schlosser &
Orellana, 2011).

Distant learning sort of delivering lessons remotely without a face-to-face contact

between a teacher and the students. It produces many changes to conventional

learning in classroom (Ferri, D’Andrea, Grifoni, Guzzo, 2018)

Distance education is defined, the various approaches for effective research are
summarized, and the results of major research reviews of the field are explained in this
article. Additionally, two major areas of research are included—research on barriers to
the adoption of distance education and research summaries that explain and support
best practices in the field. This paper concludes with the summary statement that it is
not different education, it is distance education; what is known about effectiveness in
education is most often also applicable to distance education (Simonson, Schlosser &
Orellana, 2011).
 Blended learning has received increasing attention with the infusion of web-

based technologies into the learning and teaching process. Virtually all courses in

higher education incorporate information and communication technologies to some

degree. These technologies create new opportunities for students to interact with their

peers, faculty, and content. The infusion of information and communications technology

in higher education draws attention to the theory and practice of blended learning

(Vaughan, Cleveland-Innes, & Garrison)

Blended learning is a format rapidly spreading in education worldwide. The

idea of it looks attractive as it enables the preservation of traditional forms of

learning, shaped by centuries of pedagogical experience and enjoying a lot of

human loyalty, despite the temptation of handing over many educational functions to

new technologies. It also allows the compromise of integrating these wonderful

technologies into a teaching/learning process, following the tendency of using them

in education as in any other area of human activity in the XXI century of

“informatization”(Nazarenkoa, 2015)

Traditional Learning

The traditional learning environment has established a prevailing type of the

educational process within the higher education area, for many decades. Over the

last 20 years, computer-based learning has gradually revolutionized and revitalized

the university sector, becoming an icon of the 21st century higher education

provision (Selwyn, 2007). The primary reason has been the possibilities for
technologies to expand opportunities regarding communication, interaction, and

collaboration (Harasim et al., 1995).

Conventional classroom learning is defined as teacher-centered delivery of

instruction to classes of students who are the receivers of information. Traditional
schools generally stress basic educational practices and expect mastery of
academic learning in the core subjects of math, reading, writing, science and social
studies. Public schools generally follow this educational model, although charter
schools can offer a more flexible educational approach. Other alternatives to
the traditional public school include independent schools that operate outside the
public school jurisdiction, religious schools, homeschool and online learning.
Since many factors come into play when choosing a school, it's wise to look not
only at the educational program, but also at social atmosphere and availability of
support services. Traditional schools are most common nationwide and can offer
quality instruction along with the benefits of federal- and state-mandated
regulations and laws (De La Piedra, 2020).

The F2F learning format is characterized as “traditional” by many of the authors,

referring to the fact that this is the format with the longest history of the three formats
and in relation to which online and blended learning represent a modern or innovative
intervention (e.g., Chigeza and Halbert, 2014; Adams, Randall and Traustadóttir, 2015;
Pellas and Kazandis, 2015; González-Gómez et al., 2016). Generally, its meaning
derives from an understanding of an instructional format that involves a physical
classroom and the synchronous physical presence of all participants (i.e., teachers and
students). One study emphasizes that even in-class use of computers and educational
technology does not affect the definition of the F2F format so as to change it into
blended learning (Bernard et al., 2014).

Face to face learning (Qureshi, 2019 & Miles et al. 2018) contended that F2F

is a teaching/learning method that enhances the teaching/learning process through

interpersonal contact. These interactions can create a support network among students
and teachers. Students may feel more comfortable and thus, learn easier in a

familiar, traditional classroom setting. They may also access more information and

acquire a better understanding of course content materials through these interactions.

Kirkup and Jones (1996) offered a similar perspective and claimed that it was quite

possible to have this bond of camaraderie between students and instructors in a

F2F learning environment. Chen (1997) also supported this perspective and further

stated that interactions not only allowed students to assess their own learning but

also further assisted them to develop a genuine sense of community among

themselves. Moreover, this community and fraternity can sometimes increase their

level of confidence, intelligence as well as alleviate problems often associated with

learning in isolation. Thus, F2F allows students to have greater scope of learning.

F2F is the more traditional type of learning instruction and it involves the transmission

of information from the lecturer to the students (Bandara and Wijekularathna, 2017).

It generally occurs in an enclosed physical classroom setting. Classes are

conducted daily and may vary from early morning to afternoon and night. A

whiteboard is normally placed to the front of the classroom, with furniture to

accommodate both teachers and students.

 CHAPTER III

METHODOLOGY

Introduction

In this chapter, the researcher will present the research design, the respondents,

the research instruments and the procedures used in data gathering, and the

statistical method of data.

Research Design

This study used a descriptive-comparative research design in which seeks to

compare the two variables in order to enhance one's understanding of the other variable.

This research is designed to assimilate the Distance Learning and Traditional Learning on

Academic Performances of Grade 12 HUMSS A of Fatima National High School.

Research Respondents

The respondents will be the Senior High Students under the class of Grade

12-HUMSS A of Fatima National High School were selected to answer the

questionnaires

Research Instruments

The research instrument is consisted of two parts. The first part is consist of

the items which gathers respondent profile such as their name, sex, age, parents

education attainment and parents occupation. The second part of the research

instrument is where the respondent is required to fill or answer each number. Each
of number that they answer has following response option and corresponding

indicators, as follows; 5 - strongly disagree, 4 - disagree, 3 - neutral, 2 - disagree, 1 -

strongly disagree.

Data Gathering Procedures

The researchers had allotted vigorous time, effort and cooperation in making

the questionnaire so as to serve its intended respondents. The survey was created

using suitable questions modified from related research and individual questions

formed by the researchers. The survey comprised of 2 main parts subdivided into

different parts. After approving the questionnaire, copies were distributed to the

Grade 12-HUMSS A Students of FNHS. The respondent were given time to respond

and then the researchers collected the survey questionnaire the next day.

Statistical Treatment

To identify how distance learning and traditional learning will affect the

academic performances of Grade 12-HUMSS A of Fatima National High School,

with the used of Likert's Five- Point rating scale the data were analyzed and

interpreted.