STUDENT’S ATTITUDE TOWARDS ONLINE LEARNING

AND THEIR ACADEMIC PERFORMANCE

A Quantitative Research Presented to the

Senior High School Department

In partial fulfillment of the

Requirements for the

Practical Research 2

By:
Canceran, Rachael
Compendio, Ralph Fergus
Go, Vince
Lagamon, Princess
Quintero, Kyle
Pasobillio, Wesley
Portante, Arabella Grace

Our Lady of Lourdes

 Chapter I

INTRODUCTION

Rationale

The introduction of distance education at campus-based universities worldwide

recently makes the provision of a smooth transition between face-to-face and distance

mode of education an increasingly important management task for the universities.

International and U.S. data provide a benchmark of what can be considered usual

educational progress over a given school year. Indeed, for students for whom the

pandemic may operate as a revolving door, the possibility of dropping out is of particular

concern [ CITATION Gar20 \l 1033 ] . Mental illness, behavior problems, and student’s status

were commonly highlighted to be the factors affecting student’s academic performance

towards online learning globally. Student’s academic performance in an online learning

system usually is dependent in their attitude.

Recently, the education system has faced an unprecedented health crisis that

has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced

understanding of students’ online learning experience in times of the COVID-19

pandemic. In the Philippines, a new study conducted by SunStar Davao revealed that many

students are struggling in online learning, which causes the student's attitude to make worse

and affects their academic performances entirely [ CITATION Lle20 \l 1033 ]. Innovating

approaches to fulfill their three-pronged objectives of education, research, and service have
been found by leading universities and colleges in the Philippines. Everyone adjusted to work-

from-home arrangements, from operations and support service units to administrators and

teachers. Learning management systems like Canvas, Moodle, and Blackboard, as well as

applications like Google Hangouts, Zoom, and Skype, were employed when students and

teachers had access to electronic devices and dependable Internet connections. These

arrangements were unsustainable in some cases, and several universities were forced to

suspend remote or online programs as a result of students' uneven socioeconomic status

affecting their access to these modes of learning. Concerns about the mental health of students

and teachers affected by the uncertainty were also a factor in the decision to halt online

sessions [ CITATION Sim20 \l 1033 ]

In Davao City, many students become unproductive and unmotivated towards learning

online, which has a vast effect on their academic performances. A grade 12 student enrolled in

a private school in Davao City also finds online learning tiring than having the more familiar

face-to-face setup. She said that she spent her whole day working on assessments, or even

until midnight. Online learning changes her lifestyle and makes her feel depressive and stress-

out causes her to be inoperative in learning online and makes her academic performances fall

[ CITATION Cag20 \l 1033 ].

This paper aims to study the attitude of students towards online learning and

their academic performances in Holy Cross of Mintal Inc. (HCM) given the several

research questions. The current study is very relevant because it can give a clear

perspective of the audience of the study especially the teacher and students in the

Philippines and in Holy Cross of Mintal in particular. The various factors that influence
the student’s attitudes towards online learning and its relationship to their academic

performance are to be dealt with. The proposed current study also hopes to generate

new ideas and information on students' ways in handling their attitudes towards online

learning which affects their academic performance. Students will then be able to

perceive online learning as face-to-face learning from gaining knowledge about attitudes

towards online learning which can somehow improve their academic performance. This

study is important for teachers as well since it increases awareness for them. They will

know how to handle the students' attitudes towards online learning. Basically, this is

both important for both students and teachers.

Research Problem

 The students’ attitude towards online learning among the Senior High School Students

of Holy Cross of Mintal is affecting their academic performances.

 Students’ attitude towards online learning in relation with their academic performance.

Research Question

 Is there any significant relationship between students’ attitude and their academic

performance towards online learning?

Null Hypothesis
  There is no significant relationship between level of student’s attitude towards

online learning and their academic performance

Scope and Delimitations

This study will focus on the relationship of students’ attitude in online learning

and their academic performance at the Catholic School: Holy Cross located at Mintal,

Davao City during the year 2020-2021. Initially, this study will confine itself to

conducting an analyzation and few interviews.

Review of Related Literature

This section provides the scholarly writings and literatures of well-known authors

in the field. Their contribution to the field will help support this study.

Online learning

In recent years, the Internet movement has rendered online learning a common

learning method. An alternative to studying face-to-face. For online teaching, the

Internet has become a means of distribution. To date, substantial focus has been paid

to online learning as a way of offering alternatives to traditional, instructor-led, face-to-

face schooling [ CITATION DED04 \l 13321 ]. Online teaching offers vast opportunity to

expand the learning environment for diverse student’s populations [ CITATION Jar10 \l

13321 ].[ CITATION Kee06 \l 13321 ] argue that students will get various instructional aid and
communication method from online learning. This is because there are a wide set of

technology engage in online learning including computer-based learning, web-based

learning, virtual classroom and digital collaborations (Urdan and Weggen,2000).

Further, online learning allowed students to participate regardless of geographic

location, independent of time and place [ CITATION Jen03 \l 13321 ].

Learner’s attitude

Learner attitude toward online learning also depend on system characteristic.

[ CITATION Kee06 \l 13321 ] from their empirical studies indicate that learner have greater

intention to use the system if the system is user friendly. Their research also shows that

system that enable learner to interact effectively and offer access to course content at

the time influencing student to use the system for their learning. As noted by [ CITATION

Has07 \l 13321 ] learner attitude to engage in online learning is also related to student’s

previous knowledge in using computer. In addition, learner attitude toward internet is

also important to determine learner’s motivation, interest and performance in online

learning environment (yang & Lin, 2010). Following research from [ CITATION Has12 \l

13321 ], there are three aspects of learner attitude that link to online learning

environment. First; online learning as self-paced learning environment as learner can

control their learning time and procedures. Second; online learning environment

provides learners with various assisted function such as teacher-made online

instruction. This function offer opportunities for teacher to be assisted tutor. Third; online

learning provides multimedia instruction environment because it uses multimedia to

support online teaching. Previous research indicates that online learning methods are
often less guided and self-directed [ CITATION Eun05 \l 13321 ] . According to[ CITATION

Has12 \l 13321 ], there are learners who prefer direct and guided instruction, thus without

proper guideline, the learner may get lost due to incapability to adapt to online

environment. This study raises the need to engage to mentor online as to facilitate

student in online learning environment.

E-mentor

[ CITATION Lau02 \l 13321 ] defined e-mentoring as “a computer mediated, mutually

worthwhile between a mentor and a protégé that provides learning, advising,

encouraging, promoting, and modeling, that is often boundary less, egalitarian, and

qualitatively different from traditional face-to-face mentoring”. On the other hand, Singer

and Muller (2001) described e-mentoring as the merger of mentoring with electronic

communications and has also been termed tele-mentoring, cyber-mentoring, or virtual

mentoring. Similarly, [ CITATION Ham03 \l 13321 ] defined e-mentoring as a method using

electronic means as the primary channel of communication between mentors and

protégés. Acknowledging e mentoring used electronic communications. In conclusion

that the key feature of e-mentoring lies in internet, using e-mail and list servers and non-

face to face method of interactions [ CITATION Lew03 \l 13321 ] . For the purpose of this

research, considering learning occurs through online discussion, the author shares

[ CITATION Cha07 \l 13321 ] views of e mentoring that is combination of mentoring and

electronic communications.

Pros and cons of online learning

 According to [ CITATION JiĜ16 \l 1033 ] , e-learning practices, similarly to other

educational activities, require complex evaluation before they can be implemented in

the process of teaching and learning. An integral part of such evaluation is the

consideration of specific gains and losses of using certain education technologies,

methodologies, etc. This consideration is rather crucial: it usually serves as the basis

for various decisions whether concrete tools and methodologies could and should be

applied in a specific pedagogical situation.1At the beginning, we would like to stress

one important premise upon which we build the following discussion. It is the

assumption that there are no e-learning advantages or disadvantages which we could

hold as absolutely universal. Moreover, it could be quite inadvisable to mechanically

adopt patterns and frameworks which were devised and tested in a different (cultural)

context. We subscribe to the idea that decisions about educational technologies should

always be made with increased awareness for the full range of conditions of each

learning situation in question. Any list of generally applicable advantages and

disadvantages of e-learning implementation can thus serve more as a source of

inspiration framing the actual decision-making processes, rather than a set of hard and

fast rules.

Traditional Courses

These are courses “with no online technology used” [ CITATION All03 \l 1033 ] .

Actually, since this statement was made ten years ago, these kinds of traditional

courses have often now come to mean that very few parts of the course (but not none at

all) are delivered in an online format. The majority of each lesson is conducted without
using the online capabilities of computers, even though a small online component might

exist as a supplementary tool for the instructor to use (for example, the distribution of

syllabi through a learning management system). In this study, one group of respondents

took these kinds of traditional writing courses (without individual computers for each

student in the classroom).

Theoretical Framework

This theory supports the student’s academic performance by Kohn’s Student

Directed-Learning Theory. “Skillful educators tap students’ natural curiosity and desire

to become competent. In a learning environment, teachers want to help students

engage with what they are doing to promote understanding” [ CITATION Koh97 \l 1033 ]. He

proposed that this theory is an approach to the classroom management that may result

effectively in the modern classroom environment. And he believes that curiosity and

cooperation can be emphasized on the ideal classroom, and that student’s curiosity

should determine what is taught. He also stated that student-directed learning will keep

the students motivated and teaches them to cooperate with each other when sharing

responsibilities and functions within their community.

Another theory is reported towards students’ academic performance by Walberg.

His theory of academic achievement approaches the influence of students’ academic

performance in learning. He even presumed the psychological characteristics of

students and their immediate psychological environments that may influence

educational outcomes (Reynolds & Walberg, 1992). In an exploration of academic

achievement, Walberg uses a variety of methods to determine the factors that affects

students’ academic performance.

Conceptual Framework

Based on Research Title: Students Attitudes towards Online Learning and their
Academic Performances

Independent Variable Dependent Variable

Level of Attitude towards Online

Level of Academic Performance
Learning
- Straightforward Subjects
- Improvements
- Essence of Education
- Realizations
- More Opportunities
- Social Relationship

As shown in the schematic diagram, it is the conceptual framework of the study

showing the relationship between students’ perceived level of attitude towards online
learning (independent variable) and their level of academic performance (dependent
variable). Indicators of level of attitude towards online learning include improvements,
realizations, and social relationship. Indicators of level of academic performance are the
straightforward subjects, essence of nature, and more opportunities.

Significance of the Study

Definition of Terms

Based on Research Title: Students Attitude Towards Online Learning

and Their Academic Performance.

Students Attitude. In this study, it refers to the magnitude or level of the students’

attitude towards online learning and their academic performance in terms of the paper

works, online relationship, and virtual meetings. It will be measured as very high, high

average, low, and very low.