scholarly journals RESULTS-BASED ANALYSIS OF STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH UNDER DISTANCE LEARNING

2021 ◽  
pp. 28-34
Author(s):  
Mariel Kristine M. Cortez
Keyword(s):  
High School ◽  
Academic Performance ◽  
Distance Learning ◽  
Main Tool ◽  
School Year ◽  
Huge Impact ◽  
The Mean ◽  
Online Distance Learning ◽  
Online Distance ◽  
Additional Support

Using the descriptive research design, this study aimed to do a results-based analysis of online and modular distance learning of the students’ academic performance in English on first and second quarter of school year 2020-2021 in Don Manuel Rivera Memorial National High School. The respondents of the study were composed of 50 Online Distance Learning (ODL) Students and 250 Modular Distance Learning (MDL) Students from Grades 7 to Grade 10 levels of Don Manuel Rivera Memorial National High School. This is a descriptive study using the questionnaire as the main tool in gathering the data. The data gathered were treated using frequency distribution and percentage statistics, weighted mean, standard deviation, and T-test. The mean level of parents’ support to ODL students was 2.72 interpreted as “Moderately Supportive” indicates that parents are somehow extending additional support to their children in accomplishing the tasks given to them. On the other hand, the mean level of parents support to MDL students was 2.95 interpreted as “Moderately Supportive” indicates that only few parents extend their support to their children despite the awareness that their children have no direct contact to their subject teachers to give them assistance in understanding the lessons. This concludes that students under online distance learning gets more instructional support rather than the students under modular distance learning which gives a huge impact to their academic performances.

scholarly journals THE LIVED EXPERIENCES OF ENGLISH TEACHERS IN ONLINE DISTANCE LEARNING (ODL) IN THE NEW NORMAL

2021 ◽  
pp. 35-40
Author(s):  
Regiel V. Condino
Keyword(s):  
Distance Learning ◽  
Junior High School ◽  
Lived Experiences ◽  
Hermeneutic Phenomenology ◽  
English Teachers ◽  
New Normal ◽  
School Year ◽  
The Mean ◽  
Online Distance Learning ◽  
Online Distance

The study focused on the lived experiences of English teachers in Online Distance Learning (ODL) in the new normal. The study aimed to determine the degree of the pre-identified challenges and their feelings about teaching through ODL. The participants of this study involved five (5) Junior High School English teachers of the Basic Education Department (BED) in private schools in Laguna, Philippines in this first school year under the new normal, the SY 2020-2021. The study employed quantitative and qualitative research methods. The researcher obtained the mean from the raw data of the pre-identified challenges in teaching English through ODL in three (3) aspects: preparations, conduct of lessons, and assessment and feedback. The results revealed that the participants, being in ODL modality for almost a year now, found preparations very easy, having a mean of 3.40. Consequently, they considered that in the other two (2) aspects, they did not find much difficulty with 3.00 as the mean as the school year ended. These results showed that the participants have a low degree of difficulty in the pre-determined challenges as experienced in the ODL. This is due to their adjustment for a year now being first time-teachers in this new normal. As for the qualitative results, the hermeneutic phenomenology was used to identify their feelings about their teaching through ODL. Eight (8) themes emerged about their feelings in the beginning, middle, and end of the school year. At the beginning of the school year, the teachers had feelings of anxiety and challenge. In the middle of the school year, they had feelings of inefficiency and stress. However, they also felt hopeful that this pandemic would soon be over. Lastly, at the end of the school year, the teachers concluded their first school year in ODL with the feelings of fulfillment, confidence, and resilience. KEYWORDS: Online Distance Learning, English, lived experiences, hermeneutic phenomenology

scholarly journals Enhancing Students’ Academic Performance in Malaysian Online Distance Learning Institutions

2019 ◽  
Vol 33 ◽  
pp. 19-28 ◽  
Author(s):  
Zahir Osman ◽  
◽  
Wardah Mohamad ◽  
Ratna Khuzaimah Mohamad ◽  
Liana Mohamad ◽  
...  
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Online Distance Learning ◽  
Online Distance ◽  
Learning Institutions

scholarly journals THE TEACHERS' ROLES AND STUDENTS' BEHAVIOR IN ENGLISH ONLINE DISTANCE LEARNING

2021 ◽  
pp. 89-101
Author(s):  
Jayson R. Salvador
Keyword(s):  
Distance Learning ◽  
Significant Relationship ◽  
Survey Method ◽  
School Year ◽  
Managerial Roles ◽  
Online Distance Learning ◽  
Online Distance ◽  
And Behavior ◽  
Relationship Of ◽  
Descriptive Survey

This study aims to determine the levels of status of the roles of the teachers and behavior of the students in English online distance learning during the first and second grading periods of the school year 2020-2021. There are ninety-five (95) students who participated in the study. The instrument used to gather data was the questionnaire. Employing the descriptive survey method of research, the teachers’ roles are examined into three categories. These categories are teachers’ affective roles, teachers’ planner roles, and teachers’ managerial roles during the English online distance learning. The roles have 10-item descriptors to describe the online distance learning teachers. The students’ behavior is examined into three categories, too. These categories are students’ behavior when reading, students’ behavior when writing, and students’ behavior when viewing and listening during their English online distance learning classes. Each role has 10-item descriptors to describe the behavior of the students. This study hypothesized that there is no significant relationship of the teachers’ roles and the students’ behavior in English online distance learning during the first and second grading periods of the school year 2020-2021. To test the significant relationship between the teachers’ roles and students’ behavior, correlation analysis is used.

scholarly journals Going the Distance: What School Administrators Can Learn from One-to-One Laptop Schools

2020 ◽  
Vol 5 (S1) ◽  
pp. 55-60
Author(s):  
Miguel Gonzales ◽  
Iesha Jackson
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
School Administrators ◽  
Shared Vision ◽  
School Year ◽  
Distance Learning Environment ◽  
One To One ◽  
Online Distance Learning ◽  
Online Distance

As a response to the COVID-19 pandemic, many school administrators are forced to transform traditional schooling into an online distance learning environment. This commentary addresses how some of the challenges and implications of our research in leadership and instruction of one-to-one laptop schools are applicable to establishing a distance learning environment alongside current standards for instruction. School administrators are strongly encouraged to collaborate with teachers as soon as teachers report for the school year to help create a shared vision of effective online instruction and implement supplemental frameworks that will guide evaluation of teaching and learning online.

scholarly journals TEACHING STRATEGIES IN ONLINE DISTANCE LEARNING ON CRITICAL THINKING SKILLS AND TECHNICAL SKILLS OF THE STUDENTS

2021 ◽  
pp. 341-355
Author(s):  
April L. Trilles
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Distance Learning ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Technical Skills ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Distance Learning ◽  
Online Distance

This study conducted to determine the effect of teaching strategies in online distance learning on the critical thinking skills and technical skills of the students of Liliw National High School, Liliw Laguna, specifically sought to answer the following questions. What is the level of teaching strategies in Online Distance Learning in terms of Lecture-Discussion Method/ Virtual Class; Inquiry-based Method; Visualization; Elaboration? What is the level of critical thinking skills of the student in terms of; Alertness; Flexibility; Decision making? What is the level of technical skills of the students in TLE in terms of; Mensuration and Calculation; Use of tool and equipment; Occupational health and safety? Are the teaching strategies in online distance learning have significant effect on the critical thinking skills of the Grade 7 and 8 TLE online students? Are the teaching strategies in online distance learning have significant effect on the technical skills of the students in Liliw National High School, Liliw, Laguna? The researcher utilized a descriptive design and used the teaching strategies in technology and livelihood education to its effects on the critical thinking skills and technical skills of the students. Respondents are selected forty-five (45) online distance learning students from grade 7 and 8 levels in Liliw, Laguna. Purposive sampling technique was used to get the sample respondents for this study. The scheme was used to ensure that the student-respondents came from Liliw, Laguna. The main source of data of the study is the survey questionnaire prepared by the researcher and the statistical use of simple descriptive statistics such as mean and standard deviation to determine the mean level of the teaching strategies used by the teachers to measure the students’ critical thinking and technical skills..

scholarly journals High school students’ academic performance associated with psychological aspects, body practices and physical activity

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Guilherme da Silva Gasparotto ◽  
Aline Bichels ◽  
Thaynara do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Valdomiro de Oliveira
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Extracurricular Activities ◽  
Self Concept ◽  
School Students ◽  
The Mean ◽  
Body Practices ◽  
Academic Self Efficacy

The objective of this study was to verify the association of psychological factors and body practices with the academic performance of high school students. A sample of 330 students participated, made up of 167 girls and 163 boys. Likert scale instruments were used for collecting information on self-concept, and on general and academic self-efficacy. Time spent on moderate to vigorous physical activity was recorded, and so was participation in several types of body practices, such as sports, dances, martial arts, performing arts, and systematic physical exercises. Academic achievement was referred to from the students' grades on regular subjects. Linear regression analysis was used for verifying the association of independent variables with academic performance. The adjusted regression model explains between 7% and 36% of academic performance variance, whereas Self-Concept explains academic performance on six of the twelve subjects, and the mean of the grades, with Beta values between 0.13 (p = 0.02) for Sociology and 0.28 (p <0.01) for Mathematics. Academic self-efficacy explained performance on eleven subjects and the mean of the grades, with Beta values between 0.21 (p <0.01) for Physical Education and Philosophy, and 0.44 (p <0.01) for Biology. Participation in extracurricular activities involving body practices explained academic performance on six subjects and the mean of the grades, with Beta values between 0.14 (p = 0.02) for Sociology and 0.31 (p <0.01) for Arts. The studied psychological variables and participation in projects concerning body practices during extracurricular activities correlated with academic achievement as to several school subjects, and with the mean of the grades.

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