Chapter 1: The Problem and its Background

The Problem and its Background

Learning is the acquisition of knowledge or skills through experience, study, or

by being taught, throughout our lives we are constantly learning new knowledge in

the form of Visual, Auditory, Reading/Writing, and Kinesthetic. But, with technology

making our lives drastically easier, so does acquisition of knowledge become

effortless. With our lives becoming intertwined with the internet, it became an

important medium for many aspects, especially academic learning. Online learning

has existed ever since the internet, handheld devices, ang personal computers

became mainstream, with online courses starting to appear in the mid 2010s with the

likes of squarespace, brilliant.org and many more but only took off in popularity when

covid-19 spread globally leading to a pandemic causing normal school operations to

be halted in order to minimize disease transmission and to protect the students’

welfare against the virus. But as the months went by and cases started to drop, some

schools are returning to pre-pandemic operations but are still offering online classes,

students are faced to choose what mode of learning they want to accomplish their

studies in. This study was conducted to define the positives and negatives of the two

main modes of learning namely Traditional learning and Digital learning to ascertain

which of the two modalities perfectly suit the needs and preference of a student

reading this research.

Statement of the Problem

This study intends to answer whether which of the two main learning

modalities is best suited for a particular student. To ascertain the desired conclusion,

this study has to answer the following questions:

1. Is traditional learning still a viable way to get information in the 21st century

compared to digital means.

2. Is digital learning the better way of acquiring knowledge compared to

traditional learning.

3. What are the benefits of online courses compared to traditional learning and

vice versa in the 21st century.

4. Is the information gathered or presented online genuine.

Significance of the Study

The importance of this study is to fathom which learning modality is more effective in

grades 7-10 in Maries Christian School (2022-2023)

Students. This study will be beneficial to the students for them to know which

learning modalities are suited to them.

Parents. This study will also be beneficial to the parents to guide their children

to choose their preferred learning modalities.

 Future Researchers. This study will also be beneficial to our future

researchers because they can use the data provided by this paper for their

future studies.

Assumption of the Study

Our expectations in the study would be that the respondents will be honest

with their answers and the data collected would help us researchers to construct a

profound conclusion to help the students' academic decision on which mode of

learning suits them better. Additionally, Our target audience or the respondents and

the future researchers would acquire useful knowledge contained in this study.

Scope and Limitation

This study only focuses on weighing out the differences between traditional

learning (face to face classes) and digital learning (online classes) to determine which

of the two modes of learning better suits a certain student in gathering or learning

new knowledge. This study will consist of 40 students, with 10 students from each

grade level of maries christian school from grade 7 to grade 10.

Conceptual Framework

Input Process Output

Profile of the respondents - Conducting survey The benefits and

according to negatives of the two main
- Data collection modes of learning and
a. Age their effectiveness in
- Analysis of collected imparting knowledge to
b. Sex data the target demographic of
 c. Section - Interpretation of the research
collected data
d. Modality

Definition of terms

To have a better understanding of our study, the following terms used in the

study are given context.

Ascertain - To find out or learn with certainty

Genuine - Existing in fact and not merely as a possibility

Viable - Capable of being done or carried out

Acquire - To receive as return for effort

Modality - The sensory channels or pathways through which individuals give,

receive, and store information.

Profound - Extreme in degree, power, or effect.

Beneficial - Producing good results or helpful effects.

Mainstream - The ideas, attitudes, or activities that are regarded as normal or

conventional; the dominant trend in opinion, fashion, or the arts.

Intertwined - To become mutually involved.

Operations - The act or activity of looking after and making decisions about

something.
 Chapter 2: Review of related literature

Foreign Literature

There are several studies available that seek to compare traditional and online

courses (Caris et al., 2001) The results of these studies vary with the learning offered,

the characteristics of the students enrolled (e.g., gender, age, learning style, and level

of academic competence), and the instruction being offered. Thus, it appears that

when the literature comparing online and traditional learning is reviewed, the

researcher can make a case for either one or both being more or equally effective,

depending on the variables used. Therefore, for this case study another framework

for comparing the two instructional formats was clearly needed.

According to (Goodwin, 2012), the development of interactive technology or

modern learning introduced a new generation of educational tools that have been

praised as revolutionary devices that hold great potential for transforming the

traditional learning environments. The emerging use of these tools causes a transfer

of the traditional learning model where the classroom is the central place of learning

driven by the teacher, to a modern learning model in which the teacher is no longer at

the center of the learning process. For example, the portability and connectivity of

mobile devices, such as tablets or laptops, provides children access to a broader and

more flexible source of learning materials than materials that are offered in traditional

classroom settings, such as blackboards or books (Goodwin, 2012).

 Developing useful tools or learning environments that encourage youngsters to

use their innate learning abilities and boost learning when compared to traditional

teaching methods is one of the biggest problems facing people who design these

interactive educational goods (Blackwell et al., 2013). There is growing evidence to

support the idea that these goods have a big potential to promote learning. (Shuler,

2012).

(Chang et al., 2003) conducted a study using traditional learning and noted

that students found simulations helpful in developing team building, decision making,

planning and managerial skills. In another study, (Scalzo et al., 2014) found that the

blend of traditional learning methods with managerial skills resulted in provision of

practical knowledge for the students that they later required in their practical lives.

Inevitable crises and disasters can profoundly affect the educational sector.

Previously, the emergency procedure was to stop the educational process

completely. However, today’s technological developments have provided solutions to

help overcome the sorts of difficulties encountered in an emergency, including online

learning as an educational option. For example, having developed a national plan for

continuing education in emergencies, Saudi Arabia aims to maintain the entire

pedagogical system fairly and effectively through online learning via the Internet.

(Moawad, 2020)
Online learning is defined as an educational strategy in which the learner is

geographically distant from the teacher, and the entire educational process is

conducted across the Internet and communication networks (Ali Ta’amneh, 2021).

Despite the advantages of online learning, there are still numerous challenges for

students, administration, and faculty, whether in regular environments or

emergencies. For instance, there is a need for an integrated infrastructure and

qualified and trained human staff to support this type of learning. Furthermore,

computers supported by communication networks and a fast internet connection must

be available to teachers and learners. Thus, this kind of learning system may be

challenging to implement in developing countries owing to a lack of technology and

auxiliary tools (Osuji et al., 2020). The results show that the teaching and learning

were more effective before the coronavirus than during the coronavirus. Similarly, the

student’s average performance before the coronavirus was found to be higher than

their average score during the coronavirus. (Darkwa, 2021)

Local literature

We began to witness schools, teachers, and students increasingly adopt online

learning technologies that allow teachers to deliver instruction interactively, share

resources seamlessly, and facilitate student collaboration and interaction (Elaish et

al., 2019; Garcia et al., 2018). Although the efficacy of online learning has long been

acknowledged by the education community (Barrot et al., 2020), evidence on the

challenges in its implementation continues to build up (Boelens et al., 2017; Rasheed

et al., 2020). Two trends are noted in the literature on the impact of technology
integration on pedagogical practice. The first is that contrary to expectations, teaching

approaches in e-learning contexts are not necessarily being transformed or changed

for the better (Kirkwood et al.,2009). Instead, there is a persistence of traditional

modes of teaching and, in some cases, outright resistance to educational innovation.

Given today’s uncertainties, it is vital to gain a nuanced understanding of students’

online learning experience in times of the COVID-19 pandemic. To date, many

studies have investigated this area with a focus on students’ mental health (Copeland

et al., 2021; Fawaz et al., 2021). Recently, the education system has faced an

unprecedented health crisis (i.e., COVID-19 pandemic) that has shaken up its

foundation. Thus, various governments across the globe have launched a crisis

response to mitigate the adverse impact of the pandemic on education. This

response includes, but is not limited to, curriculum revisions, provision for

technological resources and infrastructure, shifts in the academic calendar, and

policies on instructional delivery and assessment. Inevitably, these developments

compelled educational institutions to migrate to full online learning until face-to-face

instruction is allowed. The current circumstance is unique as it could aggravate the

challenges experienced during online learning due to restrictions in movement and

health protocols (Gonzales et al., 2020; Kapasia et al., 2020). Rapid advances in

information and communications technology (ICT) have brought about significant

changes in the field of distance education (DE) since the mid-1990s. These are

encapsulated in the shift by many DE institutions from print-based to online delivery

using virtual learning environments (VLES) and various Web technologies. This has
so altered the organization, practices, and cultures of DE (Cleveland-Innes et al.,

2010)

There are many other benefits and limitations that may have not been mentioned in

traditional and online learning, but what really matters is that students get to adjust to

online education, while being able to address other needs that would help in doing so

(depending on the circumstances). They should always seek support from their social

support groups—be it friends, family or schoolmates—while actively trying to reach

out to their teachers, and realize that the common good of staying healthy is what

should be set as a priority in these trying times. Ultimately, there are many gaps in

our system that the government has yet to fill or help with. Without authoritative

intervention or direct aid, most of the country is left to their own capabilities, while

some face the chances of not enrolling this year at all. (Peñas, 2020)

In today's era technology has been a part of people's everyday life. Learning

improves and evolves from the traditional teaching set up where students learned

from their instructors or from what they read from books into a more technologically

advanced way of learning, the use of mediating instructional tools such as media.

According to (Peter Duffy, 2008), studies have shown that computer-based teaching

enriches learning and nurtures positive attitudes toward instruction. It also offers the

opportunity for conceptual understanding through a form of visualization. Several

studies have shown that technology integration has been affecting academic
excellence and the quality of the delivery instructions by the teachers. (Francisco et

al., 2020)

Rapid advances in information and communications technology (ICT) have brought

about significant changes in the field of distance education (DE) since the mid-1990s.

Two trends are noted in the literature on the impact of technology integration on

pedagogical practice. The first is that contrary to expectations, teaching approaches

in e-learning contexts are not necessarily being transformed or changed for the better

( Kirkwood et al., 2019). Instead, there is a persistence of traditional modes of

teaching and, in some cases, outright resistance to educational innovation.

Synthesis

First and, perhaps most importantly, classroom instruction is extremely

dynamic. Traditional classroom teaching provides real-time face-to-face instruction

and sparks innovative questions. It also allows for immediate teacher response and

more flexible content delivery. Online learning dampens the learning process

because students must limit their questions to blurbs, then grant the teacher and

fellow classmates time to respond (Salcedo, 2010).

With technological advancement, learners now want quality programs they can

access from anywhere and at any time. Because of these demands, online education

has become a viable, alluring option to many students. In addition to flexibility and

access, multiple other face value benefits, including program choice and time
efficiency, have increased the attractiveness of distance learning (Wladis et al.,

2015).

Studies on the relationship between study time and performance are limited;

however, it is often assumed the online student will use any surplus time to improve

grades (Bigelow, 2009).

To truly determine which instructional modality produces better student

performance, the advantages and disadvantages of both must be thoroughly

explored. It has been demonstrated that both modalities are largely effective. Online

learning is frequently student-centered and calls for active learning, in contrast to

traditional learning that is teacher- centered and necessitates passive learning on the

part of the students.

Chapter 3: Methods and Procedures

Research Methodology

Quantitative research design was used for this study to compare the

effectiveness of two learning modalities which is the face to face and online class at a

grade level from 7 to 10. According to Creswell (1994), numerical data is collected in

quantitative research that is later analyzed with the help of mathematically based

methods. Pre-test and post-test results were used as a primary data collection tool.

Research Design
 This study applied the non experimental, descriptive design of research. It is

the most accurate of all the research designs because of its effectiveness of

discerning what learning modality the students or the respondents prefer and trust.

Research Locale and Population of the Study

The subjects of this study are grades 7 - 10 students of Maries Christian

School. This study consists of 10 randomly selected pupils ranging from 11 - 16 years

old of every grade level from the junior highschool department. The reason their

demographic is chosen is because of the general and simple nature of their subjects

that tests their knowledge on broad topics, ideas, concepts, etc.

Data Gathering Instrument

The research instrument used in order to orchestrate this study is a survey

questionnaire. The questionnaire contains 10 questions. The questionnaires will be

distributed to the respondent. Our survey consists of 2 - 3 choices which are Yes or

No & Massive, Minimal or No Improvement. This legend will offer assistance to the

researchers to examine the result of conducting data-gathering.

Data Gathering Procedure

The procedures undergone by the researchers for this study are gathering

various articles related to our title and followed by conducting a survey for our target

demographic in order to produce a valid, and vigorous conclusion in order to prove

the legitimacy of our hypothesis and have a robust background for our conclusion.
 Chapter 4: Presentation, Analysis, and Interpretation of data

Profile of the respondents

Table 1

Age of the Respondents

Age Frequency Percentage (%) Rank

10 - 11 years old 6 4

12 - 13 years old 13 2

14 - 15 years old 14 1

16 - 17 years old 7 3

Total 40

According to table 1,

Table 2

Gender of the Respondents

Gender Frequency Percentage (%) Rank

Male

Female

Total