inbound2683719032042817545.pptx

THE
EFFECTIVENESS OF
ONLINE CLASS
DURING PANDEMIC
GROUP 2 – AWPR (05215) / 9:00 – 10:30 AM (MW)

CHAPTER 1
1. INTRODUCTION
Learning plays a virtual role in the development of society. While learning is only a single
practice, it occurs in numerous types. Most especially we are facing a pandemic now. Universities
and schools are closed, and we have to face the normal learning style. Students have to choose
either they were going to choose modular classes or online classes, both of these style are currently
in the education system. The understanding of different kinds classes is crucial for student’s academic
success. To create a good academic foundation, the teacher must exhibit different forms of learning
style to the students to create awareness and cope up with the lessons. With the help of technology
in our society and education system, this research aims to understand the effects of both learning
style concerning the student ability to learn either in the online classes or modular classes. The
researchers are interested in the different types of the learning process and how teachers
accommodate each student’s different kinds of classes. This generation of students is more into
hassle – free processes. The focus of this is to survey how both of the learning style are beneficial to
the students and teachers.

 2. STATEMENT OF THE RESEARCH PROBLE
1. Does online class affect how students learn during the pandemic?
2. Would online class have good or bad effect?
3. Will the pandemic affect how students learn?
3. RESEARCH HYPOTHESIS
Student performance doing online classes is less effective than face to face since
online classes lack the essential part of learning which is the student’s concentration.

4. REVIEW THE RELATED LITERATURE
Amidst the outbreak of the novel Corona virus, everyday lives are much affected. Not only that it
threatens the health but also the economy and most specially the education. As we are going
through this phenomena, the government with the help of the front liners made way for students to
have and adequate learning. But was the ways they made effective for the growing knowledge of the
youth?
According to Carmen Dexway, Students can fit them around existing responsibilities and
commitments, and can engage with multimedia content and learning materials at whatever time is
most convenient to them. Even better, they don’t have to the virtual campus from the comfort of
their own home or office.
There a second reason why online learning has become to popular; its cheaper. Cost
can often be a prohibitive factor in why individual students don’t enroll in courses they’re interested. This is also
an issue for corporations who wish to encourage their employees to undergo further training but don’t have much
of a budgets for conferences and training courses. accessible on much smaller budgets.

Cathy Li and Farah Lalani (2020) also stated that the COVID- 19 has resulted in schools shut all
across the world. Globally, over 1.2 billion children are out of the classroom. As a result, education
has changed dramatically, with the distinctive rise of the learning, whereby teaching is undertaken
remotely and on digital platforms. Research suggests that online learning has been shown to
increase retention of information, and take less time, meaning the changes coronavirus have caused
might be here to stay.
Sensei Adorador (sep.8 2020) also added the COVID – 19 Pandemic has been shaping the course
of education. It has shifted from the more familiar face to face setup to the unfamiliar space of online
learning, with teacher trying to replicate traditional classroom methods that are now unsuitable.
Despite the problem of student learning and the difficulty of their adjustment during the pandemic
the commission on higher Education (CHED) still pushed for the opening of classes like the
department of Education (DepEd), but provided some leniency, saying it will be up to the schools to
decide whether they would open in August or October.

By the words of Susanna Loeb (March 20, 2020) Clearly online time cannot provide many of the
informal social interaction students have at schools, but how will online courses do in terms of
moving students learning forward? Research to date gives us some clues and also points to what we
could be doing to support students who are the most likely to struggle in the online setting.
The use of virtual courses among K -12 students has grown rapidly in recent years. Florida, for
example, requires all the high school students to take at least one online course. Online learning can
take a number of different forms. Often people think of Massive Open Online Courses, or MOOCS,
where thousands of students watch a video online and fill out questionnaires or take exams based on
those lectures.

5. CONCEPTUAL
FRAMEWORK
THE EFFECTIVENESS OF
ONLINE CLASS DURING
PANDEMIC
EFFECTS OF ONLINE
CLASS
ACCES
EFFICIENCY
SOCIAL
INTERACTION
COSTS

 SIGNIFICANT OF THE STUDY
The COVID -19 has resulted in schools shut all across the world. Globally, over 1.2 billion
children are out of the classroom.
As a result, education has changed dramatically, with the distinctive rise of e, learning, where
by teaching is undertaken remotely and on digital platforms.
Research suggests that online learning has been shown to increase retention of information,
and take less time, meaning the changes coronavirus have caused might be here to stay.

 SCOPE AND DELIMITATION OF THE STUDY
This study focuses about the effectiveness of online learning has an effect on pandemic. The
purpose of the study is to help the students to grow through knowledge of the online learning.
The researcher Aims to know more about the effectiveness of online class during pandemic.

 DEFINATION OF TERMS
Adequate – satisfactory or acceptable in quality or quantity.
Aims – point or direct at a target; have the intention of achieving.
Amidst – is being surrounded by something or have something going on all around you.
Asynchronous learning – is a general terms used to describe forms of education, instructions,
and learning that do not occurs
in the place or at the same time. It uses resources that facilitate information sharing outside the
constraints of time and place among a network of people.
Convenient – fitting in well with a persons needs, activities, and plans.
Crucial - decisive or critical, especially in the success or failure of something.
Effectiveness – is the capability of producing in the desired output.
E- learning – learning conducted via electronic media, typically on the internet.
Haphazard – characterized by lack of order or planning, by irregularity, or by randomness ;
determined by or dependent on chance; aimless.
Lack – the state of being without or not having enough of something

Norm – are a fundamental concept in the social sciences. They are most commonly defined as rules
or expectations that are socially enforced. Norm may be prescriptive (encouraging positive behavior;
for example, “be honest’’) or proscriptive ( discouraging negative behavior ;for example ,”do not
cheat”).
Pandemic – ( of a disease ) prevalent over a whole country or the world.
Pedagogically – anything that relates to teaching.
Privileged – having special rights, advantages, or immunities; having the rare opportunity to do
something that brings particular pleasure; ( of information) legally protected from being made public.
Quagmire – a soft boggy are of land that gives away underfoot.
Synchronous – existing or occurring at the same time.

CHAPTER 2
RESEARCH METHODOLOGY
This study is all about the effectiveness of online Learning and it is descriptive method used a
quantitative research design. It is closed ended questions that answerable by making checks on the
choices. The data was taken from Abellana National school in 12 St. Augustine & St. Francise . The
overall respondent were 60
RESEARCH DESIGN
This study will use the quantitative research method which is getting some information through
surveying the participants regarding to” THE EFFECTIVENESS OF ONLINE CLASS DURING PANDEMIC.”
This type of research design would help the researcher to perceive students what they feel during
online class pandemic and to identify the student preferable way of learning.

RESEARCH ENVIRONMENT
This study will be conducted at Abellana National School {ANS}, a public school established in the
year 1906, located in Osmena Blvd, Cebu City, Cebu. The present principal of the school is Dr. Evelyn
R. Pielago. This school was known on more on Sports like dancing ,singing, Volleyball and more. It
was focused on Technical Vocational Livelihood (TVL) and sports.
RESEARCH RESPONDENTS
The researcher chooses participants in grade 12. The chosen section was student of St. Augustine,
& St. Francise major in Bread and Pastry in Abellana National School {ANS}, The two sections have 30
students that have a total respondent of 60 and that was handled by Ms. Evelyn F. Oncines and Mrs.
Delia T. Canono in this Bread and Pastry major.

RESEARCH INSTRUMENT
The researcher used survey – questionnaire that can be answered through putting check on the
box provided . The questions number one {1} is about the feelings of the students in distance
education. while questions number two {2} is about the device that can used to access for students
learning online. The questions found in the survey – questionnaire are based from the two main
problem of the study some are in review literature in RRL.
RESEARCH PROCEDURE
In gathering the data, the research conducted a survey - questioannaire with the Senior high School
Grade 12 Section St. Augustine and St. Francise in Abellana National School. The participants are
conducted based on their responses and attitude. All participants were fairly surveyed using the
survey – questionnaire . Written informed consent letter were asked for their participants.

CHAPTER 3
PRESENTATION, ANALYSIS & INTERPRETATION OF
DATA
4.1 INTRODUCTION
To complete this study properly, it is necessary to analyse the data collected in order to test the
hypothesis and answer the research questions. As already indicated in the preceding chapter, data is
interpreted in a descriptive form.
This chapter comprises the analysis, presentation and interpretation of the findings resulting from
this study. The analysis and interpretation of data is carried out in two phases. The first part, which is
based on the results of the questionnaire, deals with a quantitative analysis of data. The second,
which is based on the results of the interview and focus group discussions, is a qualitative
interpretation.

4.2 PHASE ONE: QUANTITATIVE INTERPRETATION OF RESULTS
Analysis of Questionnaires
Of a total of 5 questionnaires distributed, only 60 completed questionnaires were the base for
computing the results. Data gathered through the questionnaire was subjected to frequency counts.
In other words, the subjects’ responses for each individual question were added together to find the
highest frequency of occurrence (i.e. the number of times that a particular response occurs). These
responses to the questions, which are quantified, are then presented in percentage forms. This
analysis is presented in tabular form. The researcher uses tables containing a variable and in some
cases , combines two or more variables in a single table.
This first section of the questionnaire sought to identify the subjects who had the opportunity to the
effectiveness of online class during pandemic. It enabled the researcher to identify the responses of
those subjects who had never know is how effective our only ne class right now and exclude them
from the analysis. It is the researcher’s conviction that to obtain reliable results, only the responses
of subjects who had the chance to say how is there online classes going on should be analyze since
most of the questions are based on online class during pandemic. The responses to the questions are
summarized in the tables below, of which some consist of a maximum of 62 responses and others
depended on the responses subjects gave in the preceding question.

4.2.1 How do you feel overall about distance education?
VARIABLE FREQUENCY PERCENTAGE
A. POOR 4 15
B. BELOW AVERAGE 11 21.7
C. AVERAGE 28 35
D. GOOD 17 28.3
E. EXECELENT 0 0
TOTAL: 60 100

4.2.2 How Effective has remote Learning been for you?
A. POOR 3 8.3
B. BELOW AVERAGE 28 35
C. AVERAGE 17 28.3
D. GOOD 12 25
E. EXCELLENT 0 0
TOTAL: 60 100

4.2.3 How often do you get focused on activities in your classes that you lose track of time?
A. POOR 11 18.3
C. AVERAGE 25 26.7
D. GOOD 8 16.7
E. EXCELLENT 0 0
TOTAL: 60 100

4.2.4 How stressful is distance learning for you during the Covid – 19 pandemic?
A. POOR 18 26.7
B. BELOW AVERAGE 5 11.7
C. AVERAGE 23 31.7
D. GOOD 11 21.7
E. EXCELLENT 3 8.3
TOTAL: 60 100

4.2.5 How helpful are your teachers while studying online?
A. POOR 3 8.3
C. AVERAGE 25 38.3
D. GOOD 21 31.7
E. EXCELLENT 6 11.7
TOTAL: 60 100

4.2.6 Please indicate your age category.
AGE TOTAL PERCENTAGE
A. 14-16 YRS 0 0
B. 17-19 YRS 57 91.7
C. 20-22 YRS 3 8.3
D. 23-25 YRS 0 0
E. 26-28 YRS 0 0
TOTAL: 60 100

4.3 PHASE TWO: QUALITATIVE INTERPRETATION OF RESULTS
Analysis of Interviews and Focus Group Discussions
To supplement the results and to fill the gaps left in the questionnaire, the qualitative approach
was used. This kind of technique looks more likely to give more substance and to reveal detailed
information. Qualitative research is concerned with trying to achieve a clear understanding of the
problem under review in a more complex way than in the generalised way that is the outcome of
questionnaires. This methodology is used to get information about how people think, feel and act
and what they know. This section of the research was conducted in one ways, through individual
survey. The information collected was presented in a narrative form that includes the description and
analysis of data. This section reflects on the results of the survey conducted with google form. It
presents the analysis of their verbal responses during the survey.

4.3.1 TOPICS DISCUSSED DURING INTERVIEWS AND FOCUS GROUP DISCUSSIONS
1. How do you feel overall about distance education?
We believe that Distance Education is a useful tool and resource when time and location cannot be
worked out between teacher and student. It allows for quick and thorough communication, and
because of the advancements and features to programs, it provides a fresh option to teaching and
learning. As students having had Distance Education, we feel there are both advantages and
disadvantages to the experience. Since an actual class setting was not possible for us, it was
incredible to have the chance to take a class and learn from our desks at home. We felt in control of
our communication with the teacher and our schedules while completing the work. Giving advice to
future Distance Education goers, we say to choose a face-to-face, actual classroom environment
course if you can, but if not, Distance Education allows for an effective, advanced, and
communicative education.

2. How Effective has remote Learning been for you?
Not with standing the herculean efforts of students, teachers, and parents, the latest version of
remote learning performed across the country this past spring, and perhaps continuing into the fall
would not offer evidence that remote learning is effective. According to early research, forced
remote learning during the Covid-19 pandemic set students back months, sometimes as much as half
as they would have learned in a physical classroom. On top of that, remote learning has “further
entrenched racial and economic disparities.” By and large, student engagement was down, teachers
lowered standards for rigor and student performance, and too many young people did not have
access to the tools they needed to learn. In addition, diverse learners often did not receive the
learning support required by law. Furthermore, some districts, in agreements with teacher unions,
chose to suspend classes for long periods of time, severely limit synchronous learning experiences,
and eliminate grading and feedback on student work.

3. How often do you get focused on activities in your classes that you lose track of time?
Now that you have spent some time exploring your values and your goals, you can easily see how
you need to manage your time well in order to accomplish your goals. When you have a long-term
goal and break it down into mid-term and short-term goals, it leads to the question. Your goals guide
how you spend your time and resources. Having clearly defined goals with specific deadlines leads you
to be deliberate in planning your time and makes it easier to establish an effective time management
system. When you manage your time well, you don’t have to ignore some goals completely in order to
meet other goals. In other words, you don’t have to give up your life when you register for college, but
you may need to work on managing your life and time more effectively.

4. How stressful is distance learning for you during the Covid – 19 pandemic?
COVID-19 is a newly discovered infectious Coronavirus that became pandemic. Since disease
outbreaks can have mental health consequences, this study explored the perceived stress level
among students during the Coronavirus Disease Outbreak. There was a moderate to high level of
stress among students the start of the COVID-19 outbreak. This study found a significant correlation
between a high level of stress and students. The integration of online counselling and stress
management programs would help mitigate the stress of students during distance learning. The
integration of online counselling and stress management programs would help mitigate the stress of
students during distance learning. COVID-19 is a newly discovered infectious coronavirus that spreads
from one person to another through droplets. The virus emerged in December 2019 and was first
discovered in Wuhan, China. It was declared as a public health emergency of international concern in
January 2020.

5. How helpful are your teachers while studying online?
Public and private schools around the world are closing because of the COVID-19 pandemic: almost
one billion children have had their schooling interrupted. The abrupt shift has put a burden on
families, who are faced with a new role in their children’s day-to-day learning. School administrators,
and especially teachers, also find themselves in uncharted waters. Thanks to digital communication
tools and learning platforms, schools have many paths to enable teaching to children at home. The
immediate change to remote teaching is forcing many administrators and teachers to come to terms
with a shift that would have happened anyway. The global experiment currently underway is likely to
highlight both the strengths and weaknesses of teaching online. Students are keeping up with their
work and seem just as motivated as before, Grant reports, but adds that they’re starting to get sick of
online learning. “They miss coming to school for the peer interaction.

4.4 FINDINGS OF OVERALL RESULTS
The following observations were drawn from the results of the questionnaires held with subjects.
Online learning enrollment may be up across the board, but one type of institution is climbing up the online
enrollment ladder at a breakneck pace; and some institutions may be giving up on online learning before they
start. In addition to finding that enrollment numbers for online learning are increasing, the report also revealed
that enrollment is uneven, spiking in a specific kind of institution: private non-profit. “The study’s findings
highlight a thirteenth consecutive year of growth in the number of students taking courses at a distance,” said
study co-author I. Elaine Allen, co-director of the Babson Survey Research Group. “While enrollments in higher
education institutions decreased overall, enrollments in online programs continued to increase,” said Todd
Hitchcock, senior vice president of Online Learning Services for Pearson. “We have seen strong growth in online
professional degree programs as learners are increasingly focused on employability and career advancement. As
more institutions turn to professional degree programs to meet this new demand, we expect to see accelerated
growth in online learning continue over the next three-to-five years.”

4.5 LIMITATIONS OF THE STUDY
This research, as it is often the case with social research, also encountered certain challenges. Online learning
has completely changed the scenery of both academic education and corporate training. Asking an eLearning
professional to point out the possible limitations of online leaning. However, if we need to be fair, there might be
some potential limitations of online learning, when this has not been designed properly. Students said that
through online learning modalities they were unable to teach and learn practical and clinical work. They could
only teach and assess knowledge component. Due to lack of immediate feedback, teachers were unable to assess
students’ understanding during online lecturing. The students also reported limited attention span and resource
intensive nature of online learning as a limitation. Some teachers also mentioned that during online study,
students misbehaved and tried to access online resources during assessments. Teachers and students suggested
continuous faculty development. They recommended a reduction in cognitive load and increased interactivities
during online teaching. Those in clinical years suggested ways to start online Case Based Learning. However, some
were also of the opinion that there should be revision classes along with psychomotor hands on teaching after the
COVID-19 pandemic is under control. To enhance quality, they suggested buying premium software and other
proctoring software to detect cheating and plagiarism. The current study supports the use of online learning in
medical and dental institutes, considering its various advantages. E-learning modalities encourage student-
centered learning and they are easily manageable during this lockdown situation. It started as ‘emergency remote
learning’, and with further investments we can overcome any limitations. There is a need to train faculty on the
use of online modalities and developing lesson plan with reduced cognitive load and increased interactivities.

CHAPTER 4
THE SUMMARY OF FINDINGS, CONCLUSION &
RECOMMENDATION
This chapter summarize the findings of the experimental study and on the basis of such findings,
conclusions and recommendations are made.
SUMMARY OF STUDY
To summarize this experimental study.” The effectiveness of online class during pandemic. Online
learning makes students more in control of their learning path. If they want to pass the course or
exam given, they need to take time to study, putting them in charge of their own learning process
Instead of the teacher and therefore making them more self-disciplined

SUMMARY OF FINDINGS
The following observation were from the results of the questionnaires held with subjects.
Online learning enrollment may be up across the board, but one type of institution is climbing up the
online enrollment ladder at a breakfast pace; and some institutions may be giving up on online
learning before they start. In additional to finding that enrollment numbers for online learning are
increasing the report also revealed that enrollment is uneven, spiking kind of institutions: private
non-profit.” The study of findings highlight a thirteenth consecutive year of growth in the number of
students taking courses at a distance,” said study co-author I. Elaine Allen, co-director of the Babson
survey Research Group.” While enrollment in higher education institutions decreased overall,
enrollment in online programs continued to increase,” said Todd Hitchcock , senior vice president of
online learning services for person.” We have seen strong growth in online professional degree
programs as learner’s are increasingly focused on employability and career advancement. As more
institutions turn to professional degree programs to meet this new demand, we expect to see
accelerated growth in online learning continue over the next three- to five years.

CONCLUSION
The Effects of Online Classes during this pandemic in which learning plays an important role in the
development of society. Universities and schools were closes and we have to face the new normal
learning style. The understanding of different kinds of learning style is crucial for students academic
success. With the help of technology that is being implemented as one of the ways in learning during
this pandemic. This research aims to gain an understanding on the online classes. This study will be
conducted at Abellana National School and will focus to the Technical Vocational Livelihood[TVL] and
support strand. The researcher have chosen the grade 12 students as our respondents. The chosen
section were the students of ST. Augustine and ST. francise major in bread and pastry . The two
sections have 30 students with the total of 60 respondents, through this research, the researcher will
know the students on what they feel on their online classes during this pandemic and also to identify
the student preferable ways of learning. Based on the survey result, from the 60 respondents 8.3%
who vote in Average of learning, 31.7% who vote in Good learnings and 11.7% who vote in Excellent
of learnings based on the result that shows they’re some respondents who need some access of the
internet because of lock of gadgets and financial problem.

RECOMMENDATION
1.Establish norms Instructing students online is different from being face to face. As student move
to this method of learning, teachers can discuss with them the norms that supports effective
learning. This might include discussing topics such as appropriate attire. when to mute/ unmute,
when to use chat, raising your hand to contribute, using backgrounds, how to clap, and what to do
when classes are recorded.
2.Creating accessible content means reducing barriers of comprehension, ensuring that content
is accessible to everyone, including those with disabilities and who speak languages other than
English. At this point, you should assume that any document you create will end up on the device of
a person with a disability. Unlike traditional paper, digital content can be made accessible using
digital tools and employing accessible practices. However, this takes knowhow. For example, if you
are taking screenshots or pictures of documents that you have share or post online, this is not
accessible.

3.Strengthen relationships teachers know the important of developing meaningful relationships
with and among students. When teaching online this is as, or even more, important . Consider
incorporating tools and techniques that help you and your students connect. should assume that
any document you create will end up on the device of a person with a disability. Unlike traditional
paper, digital content can be made accessible using digital tools and employing accessible
practices. However, this takes knowhow. For example, if you are taking screenshots or pictures of
documents that you share or post online, this is not accessible.
4.Have a schedule while there may not be bells [thank goodness] in an online learning
environment, every teacher should have a schedule that is posted and easily accessible.

5.Teach digital literacy and citizenship teaching online means every teacher needs to engage in
a dialogue around appropriate and responsible ways to act online. While schools should have
taught students about digital literacy and citizenship prior to COVID-19 and the transition to
online learning, there needs to be a refresher. All teachers, not just the librarian or technology
teacher, must address the issues so that students have a better understanding of their digital
footprint, how to effectively communicate online, tools they can use when they engage in digital
spaces, and strategies for when they feel uncomfortable or unsafe online.

CHAPTER 5
RESEARCH PROPOSAL
TITLE AND PROPONENT
We choose this title to remain the student and encourage them and to pursue themselves to
study well. However, we have found out the developing effective online lessons in a short
period of time very stressful and difficult. This study describe how we successfully addressed
this crisis by transforming two conventional flipped classes into fully online flipped classes with
the help of a cloud based video conferencing app. As in conventional flipped course in a fully
online flipped course students are encourage them to complete online pre-class work but unlike
in the conventional flipped approach students do not subsequently feel face to face in physical
classroom, but rather online. This study examines the effect of fully online flipped classroom on
students learning performance in two video conferencing assisted online flipped classroom.
With the study, we aim to explore now students perceive there dreams. We encourage all
students to go for it even how hard the situation is. While studying during the global pandemic,
there is the institution of crisis.

RATIONALE
Pandemic learning approach to teaching enables the learner to have control over his/her
learning and accepts greater responsibility for learning. It demands greater maturity on the
part of the learner, the modules is more appropriate for more mature students satisfaction in
online classes. Instructor quality refers to a professional who understands the students’
educational needs, has unique teaching skills, and understands how to meet the students’ in
this pandemic that we are facing . But we students must also have the courage ang the
character to face this distance learning . have flexibility in taking classes and working at their
own pace and time. face no commuting or parking hassles. learn to become responsible for
their own education with information available at their fingertips. find the submission of
assignments easy and convenient. In the Philippines, there are many questions now about
the continuity of the opening of schools. So far, DepEd has opted in for doing online classes
as an alternative for continuing courses during this crisis. This coming August schools can
resume, and students can go to school despite the threat of the pandemic and there's still an
ongoing debate about this matter One of the main reasons why these countries can resume
their education system is because of their excellent contact tracing methods and functional
technologies, programs that they have which are appropriately funded and manned Which no
doubt contributed to beating the pandemic in their country, which makes it easier for them to
resume classes.

GENERAL OBJECTIVES:
 To enable students know how to cope up in online class stress
 To enable students know the effects of online class
 To enable students know how difficult online class is.
SPECIFIC OBJECTIVES:
 To know the respondents how online class can be beneficial
 To explore students satisfaction acceptance of learning, distance learning, success factor and
learning efficiency
 To improve students outcome and the opportunity that many have been taking advantage of.
ACTIVITIES/ST
RATEGIES
• Online
Webinar
PERSONS
INVOLVE
• Respondents
• Teacher
• Researcher
TIME FRAME
• By the end of
June
MATERIAL &
BUDGET
• Certificate
• Groceries
EXPECTED
OUTPUT
• The
respondents
will
understand
tips how to
survive online
class

• Infographic/
browser
• Respondents
• Researcher
• Teacher
• June 25, 2021 • School
Materials
• Certificate
• Token
• The
respondents
will be aware
about the
effectiveness
of online
class.
• Online
Courseware
• Teacher
• Respondents
• Researcher
• First week of
July
• School
Supplies
• Load
• Certificate
• The
respondents
will be
informed on
how to cope
up in online
class.

REFERENCE
UNPUBLISH MATERIALS:
Aboagye E.; Yawson,J.A.; Appiah, K.N.(2020) COBID-19 and E-learning: The challenges of student
in tertiary institution.
Sobaih,A.E.E.; Hasanein, A.M.; Abu Elnasr,A.E.(2020) Social Media Usage for Sustaining
Formal Academic Communication in Developing Countries.
Anwar,K.; Adnan,M.(2020) Online learning amid the COVID-19 pandemic.

ELECTRONIC SOURCES
Dexway, C.(2019) Reasons Why Online Learning is More Effective
https://www.dexway.com/5-reasons-why-online-learning-is-more-effective/?fbclid=IwAR3Bkd-2L-
EK5uEXaqfoSSRm6Vo5NcArMpfVpmemTLbXuOfLTobepKAImzA#:~:text=Online%20learning%2
0is%20certainly%20the,than%20traditional%20in%20person%20courses

Cathy L. & Farah L.(2020) The rise of online learning during the COVID-19 pandemic
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-
learning/?fbclid=IwAR2OdvRq_RO8RoLcfaTUymXSwHOhSQdx1M1-
0BY06B2P2WAYcS3AqgnzmPs
Sensei A. (Sept. 8 2020) Are students actually learning during pandemic
https://www.rappler.com/voices/imho/opinion-are-students-learning-during-pandemic?
fbclid=IwAR0s06VI91oBGyX48CWC8zrWU4gs_AHD9Ajrj5Zaa7GxPDRdLl3acGyRR4k

Susanna L. (March 2, 2020) How effective is online class
https://www.edweek.org/technology/opinion-how-effective-is-online-learning-what-the-research-
does-
and-doesnt-tell-us/2020/03?fbclid=IwAR3g5mhQ_PhqX9nZYztmAh426RatLvw51r-
FLbwG19kJskfaOCPXf5Yw6RQ

APPENDICES
APPENDIX A
Letter to the Respondent
APPENDIX A
Letter to the Respondent
Dear Respondents,
Greetings!
Good day Respondents, We are the researcher from Grade 12-St.Augustine, TVL students of
Abellana National School. We hare presently conducting a study entitled “The Effectiveness of
Online Class During Pandemic”, as a requirement of the subject Inquiries, Investigation, and
Immersion.

With this regard, we are asking for your help to be one of our respondents in this study. We need your
participation in answering the given question. Hoping you would freely participate in our research.
We make sure that your identities will be confidential.
Thank you very much.
Respectfully.
12-ST.AUGUSTINE

APPENDIX B
Name: Year & Section:
Direction: This is not a test nor graded. There is no wrong answer in each question. Each of the
statement in this questionnaire express feelings about distance education on how they cope up in online
class. Each question can be answered through putting check (/) on the box provided.

1. How do you feel overall about
Distance Education?
2. How effective has remote
learning been for you?
3. How often do you get so
focused on activities in your
classes that you lose track of
time?
4. How stressful is distance
learning for you during the
COVID-19 pandemic?
5. How helpful are your teacher
while studying online?

APPENDIX C
CURRICULUM VITAE
MYLENE T. BRACERO
Block 1, Lot 10 Paseo San Ramon
Banawa Cebu City
09353497253
Mylenebracero112000@gmail.com
PERSONAL INFORMATION
Nickname: MaiMai
Birthdate: November 27, 2000
Birthplace: TuburanCawayan Masbate
Age: 20
Nationality: Filipino
Region: Roman Catholic
Civil Status: Single
Father’s Name: Pablito
Bracero
Mother’s Name: Lucia
Limbagan
EDUCATIONAL BACKGROUND
COLLEGE: UNIVERSITY OF CEBU-MAIN
(Sanciangko St., Cebu City)
SENIOR HIGH: ABELLANA NATIONAL SCHOOL
(Osmena Blvd., Cebu City)
Batch 2020
JUNIOR HIGH: DELCARMEN NATIONAL HIGH
SCHOOL
(Delcarmen Uson, Masbate)
Batch 2018
PRIMARY: Talisay Elementary School
(F. Jumao-as Elementary School)
Batch 2016

CLARICE D. CATAYAS
F Llamas St., Brgy. Punta Princesa,
Labangon, Cebu City
09685602165
aricedivinagracia@gmail.com
Nickname: Ayis
Birthdate: January 16, 2002
Birthplace: Alegria, Cebu
Age: 20
Father’s Name: Elmerio Catayas
Mother’s Name: Claribel D. Catayas
SENIOR HIGH: SAINT PETER ACADEMY OF
ALEGRIA INC.
(Poblacion, Alegria, Cebu)
Batch 2021
JUNIOR HIGH: SAINT PETER ACADEMY OF
ALEGRIA INC.
Batch 2019
PRIMARY: ALEGRIA CENTRAL ELEMENTARY
SCHOOL
Batch 2016

MANILYN BONGHANOY
Sitio Dam-an Pamutan, Cebu City
09611273641
abatayobonghanoy@gmail.com
Nickname: Nilyn
Birthdate: February 23, 2003
Birthplace: Sitio Dam-an Pamuran, Cebu City
Age: 19
Father’s Name: Esperedion H. Bonghanoy
Mother’s Name: Jasmin A. Bonghanoy
SENIOR HIGH: PAMUTAN INTEGRATED
SCHOOL
(Proper Pamutan, Cebu City)
Batch 2021
JUNIOR HIGH: PAMUTAN INTEGRATED
SCHOOL
(Proper Pamutan, Cebu City)
Batch 2019
PRIMARY: PAMUTAN DAY CARE CENTER
(Proper Pamutan Cebu City)
Batch 2016

CHRISTINE MAYE P. CATIPAY
Panagsama, Basak , San Nicolas, Cebu
09060488813
tin.catipay@gmail.com
Nickname: Tine
Birthdate: October 17, 1999
Birthplace: Negros Occidental, San Carlos City
Age: 23
Father’s Name: Larry L. Catipay
Mother’s Name: Genera P. Catipay
SENIOR HIGH: DON VICENTE RAMA MEMORIAL
NATIONAL HIGH SCHOOL
Batch 2018
JUNIOR HIGH: DON VICENTE RAMA MEMORIAL
NATIONAL HIGH SCHOOL
Batch 2016
PRIMARY: DON VICENTE RAMA MEMORIAL
ELEMENTARY SCHOOL
Batch 2012

CHRISTIAN B. CABALLERO
Ubca, 3 quiot
09999680328
cristianzxc70@gmail.com
Nickname: Tang2x
Birthdate: March 9, 2000
Birthplace: Cebu City
Age: 22
Father’s Name: Ronel A. Caballero
Mother’s Name: Nenita H. Caballero
SENIOR HIGH: PROPER PAMUTAN SCHOOL
(Cebu City)
Batch 2021
JUNIOR HIGH: DON VICENTE RAMA NATIONAL HIGH
SCHOOL
(Makupa Street Cebu City)
Batch 2019
PRIMARY: DON VICENTE RAMA ELEMENTARY SCHOOL
(Cebu City)
Batch 2012

inbound2683719032042817545.pptx

Recommended

Recommended

More Related Content

Similar to inbound2683719032042817545.pptx

Similar to inbound2683719032042817545.pptx (20)

Recently uploaded

Recently uploaded (20)

inbound2683719032042817545.pptx