FELICEN_Thesis-Proposal-1 (1).pdf

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THE PHILIPPINE WOMEN’S UNIVERSITY
ANALYSIS ON THE IMPACT OF FACE-TO-FACE, ONLINE, AND SELF-
PACED E-LEARNING MODES OF TRAINING DELIVERY ON
TRAINING LEARNING EFFECTIVENESS
A Thesis
Presented to
The Faculty Committee of the Graduate School of
Conrado Benitez Institute for Business Education
The Philippine Women’s University
Taft Avenue, Manila
In Partial Fulfillment of the Requirements for the Degree
Master of Business Administration
By
IRENE L. FELICEN
May 2023

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TABLE OF CONTENTS
Page
Title Page i
Table of Contents ii
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction 1
Background of the Study 2
Theoretical Framework 4
Conceptual Framework 6
Statement of the Problem 8
Hypothesis of the Study 9
Significance of the Study 10
Scope and Limitation 12
Definition of Terms 12
2 REVIEW OF RELATED LITEREATURE AND STUDIES
Foreign Literature 16
Foreign Studies 19
Local Literature 23
Local Studies 24

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Synthesis of Reviewed Literature and Studies 27
3 METHODOLOGY
Research Design 30
Research Locale 31
Population and Sample Size 31
Research Instrument 32
Data Gathering Procedure 32
Reliability and Validation 33
Statistical Treatment 33
REFERENCES 36
APPENDICES 40
CURRICULUM VITAE 46

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
In today's rapidly changing world, continuous learning and development of skills
have become essential for professionals to remain competitive in their respective
fields. This helps ensure that they have the appropriate knowledge and skills to do
their jobs well. Therefore, training and development initiatives are now
fundamental to the success of any business. The traditional face-to-face training
method has long been the norm, but when COVID-19 broke out, many corporate
training courses and classes were redesigned and transitioned drastically to
different learning strategies and delivery modes. While online learning has gained
popularity in recent years, the world grudgingly embraced them in March 2020 as
a means of communication and training (Banta, 2023). In the Philippines, learning
and development practices have rapidly transformed in the last three years. The
COVID-19 outbreak made an impact on learning and teaching activities in both
educational and organizational institutions. This abrupt change brought about by
COVID-19 necessitated innovative teaching strategies and a complete shift to
online learning (Enoch et al., 2022). This shift created an unprecedented
opportunity to assess face-to-face training, online training, and self-paced e-
learning training methods for organizational training, allowing the merits of all three
modalities to be vetted.

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Many previous studies reveal the advantages of e-learning for learners; most
significantly, it is more flexible than face-to-face instruction. Some studies show
lower learning effectiveness in online classes than in face-to-face classes, which
emphasize the role of interactions, disturbances, and a lack of active engagement
in the effectiveness (Janmaimool et al., 2021). Additionally, Patterson (2015) cited
reasons why self-paced training is highly effective, which include efficiency,
effectiveness, convenience, scalability, and reusability.
Regardless of the learning environment, training programs are intended to
impart knowledge and helps develop and retain skills. In fast-paced sectors,
training is crucial as it improves employee performance, competitiveness, and
corporate success. In this regard, analyzing and carefully considering delivery
methods is crucial to enhance learning effectiveness, maximize learning
outcomes, and meet diverse needs of the workforce.
Background of the Study
With the sudden onset of the COVID-19 pandemic, organizations faced
complications in ensuring that they would be able to ensure a trained workforce
given the issues presented by the COVID-19 pandemic. Workplace learning is
emerging as one of the first and worst-hit corporate activities as companies all
around the world postpone and cancel in-person meetings in response to the new
coronavirus (or SARS-CoV-2) (Kshirsagar et al., 2020). The current COVID-19
pandemic has made online learning more important than ever before. The

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pandemic has forced educational institutions and organizations to shift from
traditional face-to-face training to online and self-paced e-learning. Moreover, new
technologies have elevated and played a major role in the progression of training
and development programs, and they have evolved workplace training in the new
normal. Each training method has advantages and disadvantages, but its
efficiency is debated.
The relationship between various training delivery strategies and its
effectiveness has been examined in a number of studies. For example, a study by
Gayed et al. (2019) discovered that face-to-face training was successful in
enhancing the retention rates of managers in various organizations. Similar to this,
Knoch et al. (2018) study comparing the impact of face-to-face and online training
on skill development found that both were equally successful in developing skills.
However, further research is required to determine whether self-paced online
training is an effective delivery method.
Additional research is required to compare the effects of traditional face-to-face
training methods and online learning on corporate training. As opposed to
corporate training, a lot of prior research on online learning has concentrated on
its implementation in schools and colleges. A large number of studies on the
efficacy of online learning have been undertaken in K–12 and higher education
settings, however, very few have looked at its impact in corporate settings,
especially in the Philippines. Hence, this study seeks to address this gap in the
literature by investigating the influence of face-to-face, online, and self-paced e-

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learning modes of training delivery on training learning effectiveness in a corporate
training setting.
The population for this study was employees of the Bangko Sentral ng Pilipinas
(BSP), particularly in the Technology and Digital Innovation Office (TDIO). As an
organization responsible for implementing monetary policies and committed to
ensuring the stability of the Philippine economy, the BSP continuously invests in
the professional development of its employees through various training programs.
One of the critical challenges that the BSP faces in providing training programs is
ensuring that they effectively reach their targeted learning goals. This is especially
crucial in light of the COVID-19 epidemic, which has caused many companies,
including the BSP, to adopt alternative training delivery modalities, such as online
and self-paced e-learning.
To solve this issue, the BSP may need to assess the impact of various training
modalities on training learning effectiveness among its personnel. This study aims
to contribute to this goal by evaluating the effectiveness of face-to-face, online,
and self-paced e-learning training modes and the role of employee engagement in
the efficacy of learning among BSP workers.
Theoretical Framework
Cognitive Load Theory (CLT) can provide a useful framework for analyzing the
impact of face-to-face, online, and self-paced e-learning modes of training delivery
on training learning effectiveness. The framework is an instructional theory based

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on our knowledge of evolutionary psychology and human cognitive architecture. It
explains how the human mind processes and retains information (Sweller et al.,
2022). CLT is concerned with the learning of complex cognitive tasks, in which
learners may be overwhelmed by the number of interactive information elements
that need to be processed simultaneously before meaningful learning can
commence (Van Gog et al., 2010). According to CLT, the brain has limited
capacity for processing information, and when this capacity is exceeded, learning
can be hindered. According to Van Gog et al (2010), CLT suggests that instruction
should be designed in such a way that it is at an optimal level of complexity
(intrinsic load), reduces the load on working memory resulting from processes that
do not contribute to learning (extraneous load), and optimizes as far as possible
the load resulting from processes that foster learning (germane load). Therefore,
learning is optimized when instructional designers create learning programs that
match the learner's cognitive capacity.
CLT assumes the brain has limited processing capacity. Thus, instructional
designers must limit learners' information intake. Online and self-paced e-learning
training programs provide students with more flexibility over content pacing and
sequencing. Instructional designers must ensure the content is not overwhelming
and learners have enough time to comprehend and retain it.
CLT can be used to provide instructional guidelines, wherein learning programs
should match training objectives and aims. Instructional designers should ensure
that content is relevant, meaningful, and appropriate for learners' knowledge and

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experience. Face-to-face training is crucial because learners may have varied
learning styles and preferences.
Lastly, CLT suggests that effective instructional material promotes learning
(Cooper, 1990). Instructional designers must consider cognitive demands when
designing learning programs. For instance, online learning systems may require
learners to navigate complex interfaces or interact with multimedia information,
which can be cognitively demanding. Self-paced e-learning programs may require
learners to govern their own learning and establish their own goals, which can also
be cognitively challenging. For optimal learning outcomes, instructional designers
must match delivery methods to cognitive capacity.
Conceptual Framework
This research utilized the framework propounded in the study of Sankar L. And
Sankar C. (2010) comparing the effectiveness of face-to-face and online training
on teacher knowledge of the principles of teaching and teacher confident in the
south-eastern United States.

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Figure 1: Conceptual framework used in the study of Sankar L.
and Sankar C. (2010)
The independent variables of the study were face-to-face training and online
training, and the dependent variables were knowledge and confidence. The
treatment that was provided to the subjects was co-teaching training. Pre-tests and
posttests were administered to measure the dependent variables and pre-test
scores were compared with post-test scores (Sankar et al, 2010).
Research Paradigm
Figure 2
SELF-PACED
E-LEARNING
ONLINE
FACE-TO-FACE
TRAINING
LEARNING
EFFECTIVENESS
EMPLOYEE
ENGAGEMENT

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Using the framework of Sankar et al. (2010), the current study compares the
impact of face-to-face, online, and self-paced e-learning training modes of
delivery. In this study, the learning effectiveness of each training modality has
been measured as outcomes.
The independent variables include different modes of training delivery, namely,
face-to-face, online, and self-paced e-learning. The dependent variable is the
learning effectiveness of the training modes. Meanwhile, the mediating variable of
employee engagement will be assessed to determine if it plays a role in the training
learning effectiveness of each training mode.
Statement of the Problem
The study aimed to determine the impact of face-to-face, online, and self-paced
e-learning training modes of delivery on training learning effectiveness of
employees of Bangko Sentral ng Pilipinas (BSP) in a selected department.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of the respondents with respect to the
following:
1.1. Sex
1.2. Age
1.3. Civil Status
1.4. Educational Attainment
1.5. Job Grade Level/ Position

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1.6. Employment Status
1.7. Years of Experience
2. How do the respondents assess the modes of training delivery as to:
2.1. Face-to-face training
2.2. Online training
2.3. Self-paced e-learning training
3. How do the respondents assess the effect on the employee engagement
on the modes of training delivery?
3.1. Face-to-face training
3.2. Online training
3.3. Self-paced e-learning training
4. Are there significant differences on the modes of training delivery, namely,
face-to-face, online, and self-paced e-learning?
5. Is there a significant relationship between the employee engagement and
the modes of training delivery, namely, face-to-face, online, and self-paced
e-learning?
6. What action can be recommended by the researcher in this study?
Hypothesis of the Study
Ho1 There are no significant differences on the modes of training delivery,
namely, face-to-face, online, and self-paced e-learning.

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Ho2 There is no significant relationship between employee engagement and the
modes of training delivery, namely, face-to-face, online, and self-paced e-
learning.
Significance of the Study
Face-to-face training has been the most common method of training delivery in
organizations before the COVID-19 pandemic. Since then, online and e-learning
have gained popularity as alternative modes of training. The introduction of
different training delivery modalities and the continued adoption of remote work
arrangements in the Philippines could indicate that organizations may continue to
evolve and adapt to these changes in corporate training. Given that online and e-
learning are a relatively new methods of training delivery in organizations in the
Philippines, this necessitates the researcher to investigate the impact of face-to-
face, online, and self-paced e-learning modes on training learning effectiveness in
a corporate training setting.
This study will provide significant contributions to the fields of educational
learning and organizational training and development. It specifically provides
insights into the effectiveness of different training modes.
The following individuals of groups may benefit from the study:
Organizational and educational institution trainers and instructional
designers. They will have an improved understanding of the positive and negative
aspects of various training modes and may utilize the results to enhance the

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training courses they provide. Additionally, it can offer useful expertise on the
design and creation of training programs that can successfully engage students,
encourage learning, and foster skill development.
Academe. The results of the study will guide the academe in developing and
improving their programs. The findings of the study will also help shape
educational policies, instructional design and learning approaches, ultimately
leading to improved learning outcomes and better-equipped learners.
The government and the general population. They may gain indirectly from
an improvement in Bangko Sentral ng Pilipinas' performance as an institution
responsible for the country’s financial system.
Organizations, especially the Bangko Sentral ng Pilipinas. This study will
be beneficial in enhancing their training programs and delivery methods. This study
will assist them optimize their training and development programs by selecting the
best delivery method depending on learning objectives. The results of the study
will guide organizations in making informed decisions and choosing appropriate
training techniques. The results of this study will aid in the selection and
implementation of training methods that will enhance learning effectiveness.
Bangko Sentral ng Pilipinas employees. Employees who will take part in the
study and have the chance to improve their knowledge and abilities through
various training methods. They can gain by offering them efficient and interesting
training courses that can enhance their knowledge and abilities, which can result
in higher work output and career advancement.

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Future researchers. They may utilize the study as a source for further study
on the effects of various training modalities in the effectiveness of learning.
Scope and Limitation
This study seeks to examine the impact of face-to-face, online, and self-paced
e-learning training modes of delivery on training learning effectiveness. The study
aims to determine which mode is most effective in terms training learning. The
study is confined to Bangko Sentral ng Pilipinas (BSP) employees in the
Technology and Digital Innovation Office and may not be generalizable to other
populations, organizations, or industries. The study will be conducted within a
specific timeframe, Quarter 3 of 2023, focusing on a selected group of employees
within the organization. Data relies on self-reported data, which will be collected
through the utilization of online questionnaires.
Definition of Terms
Effectiveness - The ability to be successful and produce the intended results.
Employee Engagement - Learners' ability to motivationally and behaviorally
engage, participate, involve in the learning process. It encompasses learners'
interaction with educational materials and activities. Engaged learners actively ask
questions, seek clarification, make connections during the learning process.
Face-to-face Training - A type of training that takes place in-person, with
participants physically present in the same location as the trainer.

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Knowledge Retention - Ability of an individual to retain or remember information
and knowledge that has been learned over a period of time.
Learning Instruction - Refers to the teaching methods and learning activities that
a teacher/instructor uses to deliver the lesson or course.
Online Learning - An instructor-led training, where employees can complete
training activities online using a web-based classroom platform rather than in-
person in a physical location.
Self-paced e-learning - Type of e-learning that uses different instructional
materials and assessment tools for the use of the learners at their own pace and
progress
Skill Development - The process of gaining or enhancing skills that allow people
to carry out tasks or activities successfully and efficiently.
Technological development/ Technological advancement - Refers to various
tools and platforms that enable real-time interaction and communication between
trainers and learners, regardless of their geographical locations. This includes
videoconferencing tools such as Zoom, Google Meet, Microsoft Teams. This may
also include the use of email, internet, and cloud storage such as OneDrive and
Google Drive for storing and sharing of files.
Training - Refers to educational activities within a company designed to enhance
the knowledge and skills of employees, as well as provide guidance on how to
perform specified tasks more effectively.

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Training modalities - Refers to the different methods of delivering learning,
lessons or training courses, such as face-to-face, online, and self-paced e-learning
Training Learning Effectiveness - Refers to the degree of success of training
programs and activities in achieving the learning goals and objectives. It can be
measured through knowledge acquisition, skill development or performance
improvement among learners.
Virtual - Virtual refers to an environment or experience that is happening online or
on a computer screen, rather than in person or in the physical world.

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Chapter 2
REVIEW OF RELATED LITERATURE
The training industry emphasizes content, even though this is only one factor
in the learning process. The magic occurs, however, when strong content is
communicated through the most effective training delivery methods, allowing
learners to comprehend, retain, and implement the information. Studies have
shown that when effective training takes place, employees perform better in their
roles (Somji, 2018).
Employee training in the workplace has traditionally been done in a classroom
format, led by an instructor. Today, however, the rapid growth of technology has
resulted in a substantial shift in how we study and gain new skills. With the current
COVID-19 epidemic, online learning has become even more important, as many
traditional face-to-face learning environments have migrated to online or self-
paced online delivery modes.
Having a skilled workforce is advantageous to businesses. These advantages
have included improved efficiency, production, and competitiveness (Gaither,
2009; Paul, 2014). Different training modalities have distinct features that may
affect learning outcomes differently. According to Blanchard (2023), most training
programs have learning objectives for knowledge, skill, and attitudes. The ultimate
goal of training is to help employees acquire knowledge and develop the skills they
need to do their jobs successfully and efficiently. That goal does not change when
training is switched to a virtual classroom, but it does face more challenges (Blum).

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Face-to-face learning is a traditional classroom-based method of learning
which incorporates instructor-led classes. On the other hand, online learning is
instructor-led learning, where participants can complete training activities online
using a web-based classroom platform rather than in-person in a physical location.
Online training requires an instructor to deliver a training session live to participants
(Hall, 2021). In the context of this paper, self-paced e-learning is a type of e-
learning that uses different instructional materials and assessment tools for the
use of the learners at their own pace and progress.
Foreign Literature
For many years, face-to-face training has been the most traditional learning
instruction and the primary mode of training delivery. The instructor sets the
learning rate in face-to-face learning, and students are passive learners. Live
instructor-student interaction makes face-to-face learning effective (Olmstead,
2022). According to Banna (2014), there is no substitute for physical human
interaction when it comes to education. This is because of the fundamental reality
that humans are social beings. There is no question that online learning is
beneficial, but when it comes to training, face-to-face time is still significant. When
a student sees a teacher or expert who is enthusiastic about a subject, it makes
them want to be passionate about it, too, due to the lack of distractions, which
makes it easier to learn and remember. Banna (2014) stressed that face-to-face
meetings provide verbal, physical, and psychological communication, stimulating
the body and mind more than virtual meetings cannot.

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When it comes to education, distance education or virtual education is becoming
a more popular option. As demand grows, more universities offer online classes
and open university programs.
In this age of technological advancement, the online mode of training delivery
has become increasingly popular in recent years, allowing learners to participate
in training sessions remotely using various online platforms such as Zoom,
Microsoft Teams, or Google Meet (McPheat, 2022). Online learning presents
advantages for professionals' learning and development as instructors can use
links, videos, text, and assessments, increasing learning retention and training
engagement (Olmstead, 2022).
Even though digital learning may be an excellent approach to obtaining an
education, it is not the best choice for everyone. Several experts have already said
that face-to-face training is still the preferred form for the world's most popular and
successful companies. Many researchers have found that traditional face-to-face
training and education are more successful than virtual training and education
(Banna, 2014). However, students are subject to more interruptions in a remote,
real-time context. Teachers cannot consider all the outside distractions that every
learner faces, such as emails, messages, needing to make lunch, or having to tend
to young children and pets. These interruptions make it difficult for the students to
concentrate on the presented material (Blum). Further, Blum affirmed that online
classrooms are not great for nonverbal communication and offer limited
opportunities for application and fewer opportunities for learners to apply what they

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have learned. Overall, there are many benefits to the digital learning environment,
such as fewer physical barriers and more freedom and interactivity. However,
several concerns exist about the quality of education and the overall learning
experience (Banna, 2014).
Another training modality is self-paced e-learning. Its self-paced nature of
learning content may benefit both the contemporary learner and employers looking
for new approaches to managing employee training and development in a post-
COVID environment (Olmstead, 2022). Self-paced learning promotes inductive
reasoning, which is the capacity to comprehend information and then draw
conclusions based on that information, leading to higher knowledge retention
(Startkiwi, 2022). Additionally, video recordings, resource libraries, forums, and
quizzes allow learners to revisit the content and learn at their own pace. This
results in better knowledge retention (Hall, 2021). Blanchard (2023) also affirmed
that Self-paced e-learning is an excellent way to improve declarative knowledge,
especially procedural knowledge. It builds declarative knowledge by presenting the
same facts in various forms and styles. It can do a great job of explaining when
and how to use what learners know in different scenarios. Learners learn how to
apply knowledge in different scenarios that the software simulates. This way of
giving the training is helpful because it can instantly record trainees' answers,
interpret what they mean, and give them the proper practice modules to improve
areas where they are weak. At the same time, e-learning can effectively develop
or modify attitudes. With e-learning technology, there are many ways to show the

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connections between things and events and the results of different choices. The
visual and written presentation can change how people think about things, events
and how they relate to each other (Blanchard, 2023).
However, self-paced e-learning may not always have the structure and direction
offered by more conventional methods of instruction. This learning method may
make it more difficult for students to stay motivated, focused, and aware of what
needs to be learned and when. In addition, the lack of support, limited exposure to
different perspectives, and limited social interaction hinder the learning process.
This learning approach emphasizes the learner's importance as an active
participant in the learning process rather than a passive recipient of knowledge.
(Sharma, 2023).
Foreign Studies
According to Soyemi et al. (2011), face-to-face learning provides an interactive
classroom setting that promotes an open exchange of ideas. Learners can connect
directly with both instructors and classmates when they participate, which results
in a learning experience that is both rich and engaging. Learners benefit from
greater interaction with their fellow students and instructor as it enables real-time
interaction, asks questions, and receive immediate feedback. Moreover, it creates
an environment of learning where students behave in an appropriate manner,
something that is not possible in online courses (Soyemi et al., 2011). Face-to-face
training remains the most effective and efficient method of training delivery. For
instance, a study by Asghar et al. (2022) found that face-to-face learning creates

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more positive results than online learning and clearly identified was preferred and
demanded compared to online and offline learning. Face-to-face is better in
understanding concepts and resolving issues. Participants felt comfortable in the
face-to-face session because it helped them solve their problems quickly and gave
them hands-on experience. It further suggests that in terms of the application of a
blended learning approach for in-service vocational education teacher training,
more time should be allocated for face-to-face learning than online and offline
learning. This training approach gains the maximum benefits (Asghar et al., 2022).
Sankar et al. (2010) revealed that teachers' confidence to co-teach increased
significantly among face-to-face participants than online participants. According to
researchers, face-to-face communication is the most efficient approach to impart
knowledge because it enables participants to express themselves through body
language, verbal signals, and visual cues. As a result, frequent interactions
increase the learner's motivation to study (Sankar et al., 2010).
Online learning has many benefits for students, but perhaps the most important
one is that it is more flexible than face-to-face training, as shown by numerous
previous studies (Janmaimool et al., 2021). There are, however, circumstances in
which online learning may not be effective, such as when the topic of study is highly
challenging or when the learner lacks confidence and requires intensive support
and encouragement to complete the course. In these circumstances, face-to-face
training is preferable to online learning because the facilitator can immediately
identify the learner's struggles and provide immediate feedback (Sankar et al.,

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2010). Despite these limitations, online training has been found to be just as
effective as face-to-face training (Binmohsen, 2020; Zaghal et al., 2022; Paul,
2014; Gaither, 2009). Online training has been identified as the best alternative for
face-to-face training sessions (Shirmila, 2022), while results were very similar to
the study of Means et al. (2009), stating that on average, students who learned the
same content online performed modestly better than those who did so in traditional
face-to-face instruction. Meanwhile, Sankar et al.'s (2010) study revealed that
online training is as effective as face-to-face training in increasing teachers'
knowledge but did not increase their confidence to co-teach.
Self-paced learning is when students complete a particular work module at their
own pace, with limited teacher guidance (Inkson et al., 2001). For instance, two
students may start a self-paced computer-based course on the same day, but one
may finish the course days ahead of the other. Assuming control of the learning
process highly motivates many learners (Soyemi et al., 2011). Self-paced e-learning
is an exciting mode of study, and it attracts students due to its flexibility and lack of
formality compared to more traditional learning methods. It allowed them to decide how
studying would fit in with other commitments in their daily activities (Inkson et al., 2001).
However, some studies have suggested that self-paced e-learning is not
inherently more effective than other instructional methods, as some may find it
overwhelming and an impediment to their development (Noe et al., 2014). In the
study of Asghar et al. (2022), offline learning or the self-study modules, printed
materials, learning media and digital library was the least preferred option in
comparison to the face-to-face and online modes. Although students in a self-

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learning mode were not mainly well served in teaching and learning due to the
teacher’s inability to give adequate individual attention, which makes it less
attractive to managers (Inkson et al., 2001).
According to Liu (2007), Ganesh et al. (2015) and Liu 2002, as cited in
Janmaimool (2021), learning effectiveness is acquiring knowledge, skills, and
attitudes through learning or training. Students evaluate learning effectiveness as
values or outcomes. The authors discovered that learning effectiveness is an
indicator of learning outcomes and may be examined by studying learners'
behavior during different learning periods. Learning effectiveness includes
performance, motivation, satisfaction, knowledge construction, and post-learning
effects such as changes in learning behaviors and improved performance (Kintu
et al., 2017; Guay et al., 2008 and Pike et al., 2012, as cited in Janmaimool, 2021).
Thus, online course developers must address both content and learner
interactions. Student-teacher interactions promote learning (Bernard et al., 2009,
as cited in Janmaimool, 2021).
Socio-cognitive theories of learning assert that social contact is necessary for
all teaching and learning activities and that social interactions are how knowledge
is created. For students to effectively communicate and construct a correct
knowledge of the material, interactions between their teachers and fellow students
are essential and help develop new concepts and knowledge (Janmaimool et al.,
2021).

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Learner engagement directly impacts the effectiveness of the training program.
Engaged students are more likely to remember and apply what they learn. They
are likelier to ask questions, participate in class, and get feedback. Learning
effectiveness is impacted by student engagement in online learning activities
because it encourages interaction with the instructional material. Learners'
engagement with online learning activities affects how well they learn because it
makes them interact with the material. Learners' interactions with teachers and
other students can help them come up with new ideas and learn new things
(Janmaimool et al., 2021). Moreover, online learning, which is becoming more
popular for employee learning and development programs, has served as an
efficient tool for employee engagement (Shariar et al., 2022).
Local Literature
Before the pandemic, face-to-face education was the standard learning setup
for most academic institutions in the Philippines (College of Arts and Technology).
Face-to-face training remains the most effective and efficient method of training
delivery, especially when a large body of material is presented (Banna, 2014). In
face-to-face learning, the setup is comforting. Learning new concepts and skills
alongside other students in real life is easier, encourages better concentration with
fewer distractions, and allows collaboration (College of Arts and Technology). The
best and most prioritized method of learning was face-to-face classroom learning.
Students can discuss the subject, increasing their knowledge and comprehension.
Students can share what they have learned, which will aid in the understanding

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and learning of others. Because they can connect successfully with the learners,
teachers may readily assess and identify the student’s strengths and weaknesses.
Communication makes it simple for students to respond to clarifications and
questions, while teachers can quickly assess and evaluate whether the student
learns from the discussion (Cuico, 2020).
As for online learning, the distance reduces student-teacher contact in online
classes. The teacher struggles to evaluate students' learning progress. Access to
learning platforms such as emails, group chats, and video conferencing
software/applications may strain students and teachers (Cuico, 2020). The
pandemic may have sped up the shift toward online education, but this remedy is
more than a quick fix. Online learning has drawbacks but ultimately benefits
students in the long run. Flexilibilty, convenience, enhanced self-discipline and
responsibility are identified as benefits of online learning. It facilitates customized
learning and builds tech skills (College of Arts and Technology).
Local Studies
In the Philippines, many studies on the efficacy of online training have been
undertaken in K–12 and higher education settings. Face-to-face learning allows
learners to connect, socialize and express themselves. This is the primary reason
why moving to virtual formats created social isolation, which led to feelings of
loneliness, discouragement, and lack of motivation which have been found in
numerous studies to cause adverse outcomes (Esteron, 2021). One study by
Caballero et al. (2022) states that due to the COVID-19 pandemic, the curriculum

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in the education sector has undergone a significant evolution, and e-learning now
occurs both online and on digital platforms. The transition to online education has
not halted students' education, and teachers can efficiently instruct pupils online.
Moreover, teachers can improve efficiency by adding online resources and utilizing
videos, PDFs, and podcasts in their lessons. However, one of the biggest
challenges of online learning is the struggle with focusing on the screen for long
periods. Also, online learning increases social media distractions, which affects
learning (Esteron, 2021).
A study by Sunga et al. (2022) found that distance learning as an alternative
modality among nursing students was viewed as effective only in terms of cost-
effectiveness; all other metrics, such as its effectiveness in the area of learning
environment, perceptible of content, student-instructor interaction were considered
ambiguous. Connectivity, isolation, lack of community involvement, increased
workload, online learning environment, and learner motivation were identified in
the study as barriers to learning. Online learning makes students less inclined to
participate in discussions and activities. Students enter the online session but do
not engage in conversation, which indicates that the connection between students
hinders effective learning (Aguinaldo, 2021).
As the debate continues between the different schools of thought, minimal
studies are found on the relative merits of a specific learning format used to train
employees. A study on secondary school teachers in Cavite focused on the impact
of virtual training on teachers' sense of efficacy. In this study, face-to-face training

26
appeared to be more effective than virtual training in developing teachers’ sense
of efficacy and showed that student engagement plays a crucial role. Several
downsides of learning virtually that are affected by student engagement are the
extensive time spent staring at digital screens, lack of body movements, lack of
conditions for developing social interaction skills, fear of online assessment,
suffering from concentration loss, lack of peer interaction, audio difficulties,
difficulties in acquiring the contents, difficulties in following the study schedule, and
lack of self-discipline. Teachers found virtual training advantageous in terms of
convenience, safety, personal technological development, flexibility, accessibility,
creativity, and focus. Nevertheless, it has limits when it comes to teaching and
learning. Some teachers agreed that learning does not take place well through
virtual training. Concepts that could be misunderstood or misinterpreted are no
longer brought up or talked about correctly. The distance between the host and the
participant makes it hard for them to talk to each other, making it hard for the host
to figure out how much the participants understand. There is little guarantee that
participants will learn about some things that cannot be used in real life after the
training. Even if virtual training is well-planned, technical problems like a bad
internet connection, problems with security and accessibility, audio problems, and
video problems can make learning hard for people. Distractions get in the way of
virtual learning. Teachers have the same trouble focusing on training as students
because of social media sites. (Entegro, 2022).

27
Synthesis of Reviewed Literature and Studies
Each mode of training delivery has its strengths and weaknesses. Using online
learning for online university classes may differ from using it for corporate training.
While some of the same data can be used, it must be interpreted as it relates to
for-profit and not-for-profit corporations while identifying current research's
limitations and scope of applicability (Sandlin, 2013).
The reviewed literature and studies suggest that the face-to-face mode of
training delivery positively impacts training learning effectiveness. A direct
connection and real-time interaction between learners and instructors significantly
impact the learning effectiveness offered in a face-to-face learning environment.
The physical presence of participants also enables the use of non-verbal cues,
such as body language and facial expressions, which play a crucial role in
communication and understanding. The various modes of training delivery, such
as virtual or self-paced e-learning, can complement and address some of the
limitations of face-to-face training, offering alternative options for effective learning.
Moreover, the learner’s engagement appears to have a role in the relationship
between the success of training and the face-to-face delivery method. Face-to-
face training is advantageous due to its interactivity, immediate feedback
capability, and use of non-verbal indicators. However, challenges such as resource
demand and geographical limits should be considered. Organizations may use
face-to-face training by developing engaging and dynamic learning experiences

28
that drive employee engagement. This engagement, in turn, leads to improved
training outcomes and enhanced performance.
On the other hand, online classrooms, multimedia presentations, online
discussions, and collaborative platforms promote engagement in online learning.
Active learning and real-time interaction with trainers and peers enhance
knowledge and collaboration. However, social separation is a significant issue in
online learning. Participant interaction and engagement can decline without face-
to-face communication and presence. Internet connectivity and software
compatibility difficulties can sometimes impede training. With technology and
interactive platforms, online training is becoming more popular and successful
despite these drawbacks. Organizations can use online training to meet training
goals and participants' demands while being aware of its drawbacks.
Employee engagement can influence of online training on learning
effectiveness, according to the evaluated literature and studies. Online training is
flexible, multimodal, and collaborative. Technical difficulties and limited personal
interaction should be considered. Designing compelling and dynamic learning
experiences, giving proper assistance and feedback, and encouraging virtual
collaboration among employees can improve online training outcomes and
performance.
Lastly, self-paced e-learning offers several strengths that contribute to its
effectiveness. It allows learners to conveniently access training materials and
modules and learn at their own speed. This flexibility allows busy learners to fit

29
instruction into their schedules. Additionally, self-paced e-learning often allows
learners to revisit and review content as needed, reinforcing knowledge retention
and understanding. Self-paced e-learning has limitations which include interactivity
and fast feedback. Students may miss collaborative conversations and immediate
explanations without a real-time trainer or peer participation. Learners may
struggle to stay motivated and rely heavily on self-discipline and self-regulation to
complete the training successfully.
Self-paced e-learning is flexible, individualized, and multimedia-rich. However,
technical problems, lack of organization, and restricted interactivity should be
considered. Clear guidelines, dynamic content, encouraging feedback, and learner
collaboration can maximize self-paced e-learning. This can boost performance,
engagement, and training.

30
Chapter 3
METHODOLOGY
This chapter offers a comprehensive and detailed discussion of this study's
research methodology and data collection to fulfill the research purpose and
objectives defined in Chapter 1. This section outlines the research design,
research locale, population and sample size, research instrument, data gathering
procedure, reliability and validation, and the statistical treatment used in the study.
Research Design
The study will use a random sampling technique to provide an unbiased and
representative sample for analysis. The research paper will include descriptive and
quantitative study. Descriptive research aims to accurately and systematically
describe a population, situation, or phenomenon. This design describes a study
population situation or condition and determines the characteristics of the study
population or respondents (McCombes, 2022). Quantitative research
systematically investigates phenomena by gathering quantifiable data and
performing statistical techniques. It can find patterns and averages, make
predictions, test causal relationships, and generalize results to broader
populations (Bhandari, 2022). A quantitative design was employed using a survey
method. The quantitative method tests the research objective, which is to examine
the impact of the different modes of training delivery on training learning
effectiveness. The quantitative approach will enable the collection and analysis of

31
numerical data to draw statistical inferences and examine the relationships
between variables.
Research Locale
The study was conducted at the Head Office of the Bangko Sentral ng Pilipinas
(BSP) located at Mabini Street, Malate, Manila. BSP is the Central Bank of the
Philippines and serves as an important institution in the financial sector. BSP offers
its employees numerous training opportunities to help them grow professionally.
This organization is ideal for investigating the effectiveness of different training
modalities because of its focus on employee development.
There are several positive aspects of doing this study in BSP. It provides a large
and varied sample from which inferences can be drawn regarding the research
questions. BSP puts a strong emphasis on its employees' growth and
development. Finally, the resources and infrastructure already in place at BSP
make it possible to roll out various training approaches, including face-to-face,
online, and self-paced e-learning.
Population and Sample Size
The target population of this research will be the Technology and Digital
Innovation Office (TDIO), one of the departments in the BSP. The target population
will comprise 120 employees, wherein a sample size of 100 will be utilized for the
study. A random sampling method will be used to determine the sample population
to ensure a representative sample.

32
Research Instrument
The researcher prepared a self-structured questionnaire and is divided into
three parts. The first part sought the respondent's personal data, such as sex, age,
civil status, educational attainment, job grade level/position, employment status,
and years of experience. The second part comprises statements designed to
analyze the participant's assessment of the impact of the face-to-face, online, and
self-paced e-learning modes of training delivery on training learning effectiveness.
The last part will measure the respondents' level of engagement during training to
identify its role in the training learning effectiveness. The complete design of the
questionnaire used only a 5-point Likert scale.
Data Gathering Procedure
The researcher will obtain the necessary permissions and approvals from the
participants' supervisors and unit heads. Participants will be ensured that they are
informed about the purpose of the study, their voluntary participation, and the
confidentiality of their responses. Online survey questionnaires will be
administered to the target population from the TDIO to be sent to their official email
addresses. After gathering all the completed questionnaires from the respondents,
total responses for each item were obtained and tabulated.

33
Reliability and Validation
According to Middleton (2023), validity is the extent to which the results really
measure what they are supposed to measure. The validity of the instruments for
data collection in this study will be done through expert review. To ensure the
reliability of the research instrument used in this study, the thesis panel faculty
members, together with the thesis adviser, will validate the questionnaire. Their
corrections and suggestions will be incorporated in the next stage of validation,
aside from the approval of the board of ethics committee.
Reliability is the extent to which the results can be reproduced when the
research is repeated under the same conditions (Middleton, 2023). To confirm its
authenticity, the research tool will go through content validation. To determine
whether the items accurately capture the desired construct, subject matter experts
and researchers in the field must carefully review the questionnaire. The
questionnaire will be modified and enhanced based on their comments and ideas.
Statistical Treatment
After the collection of the data, the researcher will analyze and interpret the
data using statistical tools.
1. Percentage – A ratio of any value to the whole value multiplied by 100
Formula:
Where:% = Percent
f = Frequency
N = Number of cases

34
2. Mean – It is the average or the most common value in a collection of
numbers. Used to get an overall idea or picture of the data set average or
central value.
Formula:
Where: x = sum of all data values
n = number of data items in sample
Value, Verbal Interpretation and Range to be Used in Measuring the Response
of Participants to Questions Stated in the Survey
VALUE VERBAL INTERPRETATION RANGE
1 Strongly Agree 4.21 – 5.0
2 Moderately Agree 3.41 – 4.20
3 Neither Agree nor Disagree 2.61 – 3.40
4 Moderately Disagree 1.81 – 2.60
5 Strongly Disagree 1.00 – 1.80
VALUE VERBAL INTERPRETATION RANGE
1 Always 4.21 – 5.0
2 Often 3.41 – 4.20
3 Sometimes 2.61 – 3.40
4 Rarely 1.81 – 2.60
5 Never 1.0 – 1.80

35
3. Ranking – The data transformation in which numerical or ordinal values are
replaced by their rank when the data are sorted
4. Analysis of Variance (ANOVA) – A statistical formula used to compare
variances across the means (or average) of different groups. This will be
used to identify if there are significant differences across the three modes
of training delivery (face-to-face, online, and self-paced e-learning).
Formula:
Where: F = ANOVA coefficient
MST = Mean sum of squares due to treatment
MSE = Mean sum of squares due to error
5. Chi-square Test of Independence – Used to examine whether two
categorical or nominal variables are likely to be related or not. This will be
used to determine if there is a significant relationship between employee
engagement and the modes of training delivery (face-to-face, online, and
self-paced e-learning).
Formula:
Where: X2
= chi squared
Oi = observed value (actual value)
Ei = expected value

36
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SURVEY QUESTIONNAIRE
ANALYSIS ON THE IMPACT OF FACE-TO-FACE, ONLINE, AND SELF-PACED
E-LEARNING MODES OF TRAINING DELIVERY ON
TRAINING LEARNING EFFECTIVENESS
Dear Respondent,
I am student taking up Master’s in Business Administration at the Philippine
Women’s University. I am doing a research study on the impact of face-to-face,
online, and self-paced e-learning modes of training delivery on training learning
effectiveness. As part of this study, I would like to request your participation in
completing the survey questionnaire.
Your participation in this study is voluntary, and all responses will be kept
confidential. Any information obtained in the study will be used solely for purposes
of this research.
Thank you for your time and consideration.
Very truly yours,
Irene L. Felicen
Part I. Demographic Profile
Instruction: Please provide necessary information by putting a check mark () in
the space provided for and supplying answers as needed.
1. What is your sex?
_____ Male _____ Female
2. What is your age?
_____ Less than 25
_____ 26 – 35
_____ 36 – 45
_____ 46 – 55
_____ 55 and above

41
3. What is your civil status?
_____ Single
_____ Married
_____ Separated
_____ Widowed
4. What is your highest educational attainment?
_____ Postgraduate/Graduate
_____ College
_____ High School
_____ Vocational
5. What is your job grade level/position?
_____ Job Grade 1-8 Position: _______________
_____ Job Grade 9-12 Position: _______________
_____ Job Grade 13 up Position: _______________
6. What is your employment status?
_____ Permanent
_____ Contractual
_____ Casual
7. How long have you worked for your current employer?
_____ Below 10 years
_____ 10 – 19 years
_____ 20 – 29 years
_____ 30 – 39 years
_____ 40 years and above
Part II. Respondents’ Assessment on the Impact of Face-to-Face, Online,
and Self-Paced e-Learning Modes of Training Delivery
Face-to-Face training is a type of training that takes place in person, with
participants physically present in the same location as the trainer.
Online training is an instructor-led training, where employees can complete training
activities online using a web-based classroom platform rather than in-person in a
physical location
Self-paced e-learning is a type of e-learning that uses different instructional
materials and assessment tools for the use of the learners at their own pace and
progress

42
Instruction: Please indicate your assessment on the impact of face-to-face, online,
and self-paced e-learning modes of training delivery by putting a check mark () in
the space provided. Assessment may be:
5 = Strongly agree
4 = Moderately agree
3 = Neither agree nor disagree
2 = Moderately disagree
1 = Strongly disagree
Face-to-face training 1 2 3 4 5
1
Face-to-face training allows more interactive and
engaging learning experiences, resulting in higher
knowledge retention.
2
Face-to-face training allows learners to ask questions
and receive immediate feedback, which enhances
knowledge retention
3
Face-to-face training provides a more personalized
learning experience, leading to better knowledge
retention compared to online training
4
Learners retain more knowledge when they participate
in face-to-face training with their colleagues compared
to training in isolation
5
Face-to-face training is more effective in developing
practical skills compared to online training, resulting in
higher knowledge retention
6
Face-to-face training enables learners to apply the
knowledge gained to real-world scenarios
7
Face-to-face training is more effective in developing
practical skills
8
Face-to-face training allows learners to receive
immediate feedback and guidance, leading to better
skill development
9
Face-to-face training provides a more personalized
learning experience, leading to better skill development
10
Learners develop better practical skills when they
participate in face-to-face training with their colleagues
compared to training in isolation
11
Learners who actively participate in face-to-face
training sessions develop better practical skills than
passive learners
12
Face-to-face training provides a better environment for
hands-on learning, leading to better skill development

43
Online training 1 2 3 4 5
1
Online training allows learners to access training from
anywhere, resulting in higher knowledge retention
2
Online training provides a more flexible and convenient
learning experience, which enhances knowledge
retention
3
Online training allows personalized learning
experiences, leading to better knowledge retention
4
Learners retain more knowledge when they participate
in online training with their colleagues compared to
training in isolation
5
Online training provides a more engaging and
interactive learning experience, leading to better
knowledge retention compared to traditional classroom
training
6
The use of online platforms that offer collaborative
tools such as chat rooms and discussion forums
enhance knowledge retention rates
7
Online training is an effective way to deliver training
that enhances skill development
8
Online training is an effective way to deliver training to
remote employees, leading to higher skill development
9
Online training allows learners to access training from
anywhere, leading to higher skill development
10
Online training can be used to provide refresher
training to employees, leading to higher skill
development
11
The use of online platforms that offer collaborative
tools such as chat rooms and discussion forums
enhance skill development rates
12
Online training can be used to provide training to
employees who have different learning styles, leading
to higher skill development
Self-paced e-learning training 1 2 3 4 5
1
Self-paced e-learning is an effective way to deliver
training that enhances knowledge retention
2
Self-paced e-learning allows learners to learn at their
own pace, leading to higher knowledge retention
3
The use of interactive multimedia aids such as videos
and presentations during self-paced e-learning
sessions enhances knowledge retention

44
4
Self-paced e-learning allows learners to access
training materials and resources from anywhere,
leading to higher knowledge retention
5
training to learners who have different learning styles,
leading to higher knowledge retention
6
Self-paced e-learning allows learners to take breaks,
revisit training materials and resources, and review
content as needed, leading to higher knowledge
retention rates
7
training that enhances skill development
8
Self-paced e-learning allows learners to take breaks
and review content as needed, leading to higher skill
development rates.
9
The use of self-paced e-learning platforms allows for
more flexible training schedules and enhances skill
development
10
Self-paced e-learning allows learners to learn at their
own pace, leading to higher skill development
11
The use of interactive multimedia aids such as videos
and presentations during self-paced e-learning
sessions enhances skill development
12
training to learners who have different learning styles,
leading to higher skill development
Part III. Respondents’ Assessment on the Employee Engagement During
Training
Instruction: Please indicate your behavior related to employee engagement during
training by putting a check mark () in the space provided. Assessment may be:
5 = Always
5 = Often
4 = Sometimes
3 = Rarely
2 = Never

45
Employee Engagement 1 2 3 4 5
1 Participates and demonstrates enthusiasm
2 Engages in discussions and contributes valuable
insights
3 Demonstrates a high level of interest and motivation in
the training content
4 Actively engages in hands-on activities and exercises
during training
5 Collaborates effectively with others and fosters a
positive learning environment
6 Asks questions, seeks clarification and feedback
Thank you for your cooperation

46
CURRICULUM VITAE
IRENE L. FELICEN
Unit 2E Sunvar Condominium
Corner Luna and Villaruel Streets, Pasay City
Mobile: 0908-9284478
Email: Irenelaroya@yahoo.com
Profile
A dedicated and enthusiastic graduate student pursuing a Master's degree
in Business Administration. With a strong academic background and a keen eye
for detail, I strive for excellence and producing high-quality results. I am highly
organized and capable of managing multiple tasks simultaneously.
Educational Attainment
GRADUATE STUDIES Master in Business Administration (MBA)
August 2021 – present Philippine Women’s University Taft, Manila
TERTIARY Bachelor of Arts in Mass Communication
June 1998 – April 2002 University of the Philippines Baguio City
SECONDARY Don Mariano Marcos Memorial State University
June 1994 – April 1998 Agoo, La Union
ELEMENTARY Macalva Elementary School
June 1988 – March 1994 Macalva Sur, Agoo, La Union

47
Professional Experience
BANGKO SENTRAL NG PILIPINAS
2018 October – Present Bank Officer II
2012 September – 2018 October Information Systems Analyst II
2010 September – 2012 October Research Analyst II
SHOPPING CENTER MANAGEMENT CORPORATION
2008 June – 2009 May Tenant Relations Office
BANK OF THE PHILIPPINE ISLANDS
2007 September – 2008 March Credit Analyst
SECURITY BANK CARDS
2004 August – 2006 May Junior Assistant Manager
2004 February – 2004 August Member Services Representative
ePLDT PARLANCE SYSTEMS, INC.
2003 July – 2004 January Customer Service Representative
TOYOTA SHAW-ORTIGAS
2002 June – 2003 March Administrative Staff
Civil Service Eligibility
Career Service Examination (Professional)
Civil Service Commission Quezon City
March 2003

48
Professional Certification
o Certification on IT Infrastructure Library (ITIL v3)
January 2014
o Certification on IT Infrastructure Library – Operational Support Analysis
September 2015
Special Skills
o Proficient in Microsoft Word, Excel, Powerpoint Presentations
o Sound Knowledge and Proficiency in Microsoft Office
o Knowledge in Technical/ Features/ Literary Writing
o Detail-Oriented
o Typing Speed 35 wpm
o Knowledge in Stenography
o Driving skills
Professional References
Alona H. Isidro
Deputy Director
Client Management Support Group, Bangko Sentral ng Pilipinas
+632 8811-1277 local 2623
IsidroAH@bsp.gov.ph
John Conrad B. Gabriel
Bank Officer V
IT Service Desk, Bangko Sentral ng Pilipinas
+632 8811-1277 local 2114
JCGabriel@bsp.gov.ph

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