Holy Nazarene Christian School

101 Nazarene Compound, Mulawin, Tanza, Cavite

The Impact of the Digital Learning and Teaching in Senior High School Students and Teacher in

Holy Nazarene Christian School

Leader: Benz Opeña

Members:

Angelica Taculao

Gerald Liwanag

Ian Dave

Ishang Oliveros

Jeremy Eisenlois Javier

Ken Lisama

Kimberly Noson

Lei Andrea Reyes

Rhenvic Besanes

Xyrille Armintia

Karl Angelo Barquilla

Approval Sheet
Completion Sheet
Acknowledgement
 TABLE OF CONTENTS

Title Page … … … … … … … … … … … … … … … … … … … … I

Approval Sheet … … … … … … … … … … … … … … … … … … … … II

Completion Sheet … … … … … … … … … … … … … … … … … … … … III

Acknowledgement … … … … … … … … … … … … … … … … … … … … IV

Table of Contents … … … … … … … … … … … … … … … … … … … … V

Abstract … … … … … … … … … … … … … … … … … … … … VI

Chapter I The Problem and its Setting … … … … … …1

Nature and Background of the Study … … … … … … … 1

Theoretical Framework … … … … … … … … 4

Conceptual Framework … … … … … … … … 10

Statement of the Problem … … … … … … … … 11

Hypotheses … … … … … … … … 11

Purpose of the Study … … … … … … … … 12

Significance of the Study … … … … … … … … 12

Scope and Delimination … … … … … … … … 14

Definition of Terms … … … … … … … … 16
Chapter II Review of Related Literature and Studies … … … … … 17

Asynchronous Modality…… … … … … … … … … 17

Advantages of Asynchronous Modality … … … … … … … … 18

Disadvantages of Asynchronous Modality … … … … … … … … 18

Synchronous Modality … … … … … … … … 19

Advantages of Synchronous Modality … … … … … … … … 19

Disadvantages of Synchronous Modality … … … … … … … … 20

Comparing the effectiveness between Asynchronous and

Synchronous Modalities … … … … … … … … 20

Students perspective about Asynchronous and Synchronous

Modalities … … … … … … … … 21

Effects on the academic performance … … … … … … … … 23

Chapter III Research Methodology … … … … … … … … … … ….

Research Design … … … … … … … … … …

Subjects of the Study … … … … … … … …

Sampling Technique … … … … … … … …

Research Instruments … … … … … … … …

Data Collection Procedure … … … … … … … …

Data Analysis Procedure … … … … … … … …

Abstract
 Chapter 1

THE PROBLEM AND ITS SETTING

Nature and Background of the Study

Digital learning is an instructional practice that helps students to use broad range of

technology-enhanced educational strategies. It includes blended learning, flipped learning,

personalized learning, and other strategies that rely on technology. Digital learning is a high-

quality academic strategy that is delivered through technology. It is what students learn. It

ranges from new engaging, interactive, and adaptive software to classic literature to video

lectures to games. Digital learning is far more interactive than textbooks and lectures, they

offer good context, a greater sense of potential, and more appealing activities than traditional

education processes. It can enhance learning experiences, saves teachers and students time,

aid in tracking student progress, provide transparency into learning process for all stakeholders,

and much more. The purpose of this study is to know if digital learning is suitable for the

students of Holy Nazarene Christian School and how can it affect their academic performance.
Theoretical framework

• Connectivism: A learning theory for the digital age by George Siemens This study relates to

our research because this study tackles about how can people learn digitally. This study shows

that our ability to learn what we need to learn tomorrow is more important what we know

today. This study about connectivism also shows that connectivism provides insight into

learning skills and task needed for learners to expand the digital era.

• What is RAT? by developer, Dr. Joan Hughes This study allows the teachers to self-assess their

integration of technology in the classroom. RAT is short term for Replacement, Amplification,

Transformation. With RAT model they can self-reflect and assess ourselves the use of

technology to learn efficiently

• The Peeragogy Handbook with founder Howard Rheingold This study shows the population of

students that use technology to learn. The study states that whatever you want to learn it is

only one search away and you can do it. This study connects to our research because we're all

students that wants to learn.

• SAMR and Digital Blooms resources by Kathy Schrock This study is a model to help the school

learning and teaching more efficient. This study also shows that this model is for teachers, it

enables them to design, develop, and utilize technology better. The goal of this study is to

transform learning experience so they result in higher levels of achievements.

• Learning access is good for students Liane Wardlow, Ph.D. This study shows that social

cognitive theory increases access to digital learning. This means we learn by observing what is

going on in our surroundings. It increases digital learning the students are learning in their own

way and the teacher is there to guide.

Conceptual framework

Input
- Students
Process Output
- Technological
equipment - Learning results
- Teaching and
learning through - Learning - Student’s
technology in live environment satisfaction
mode.
- Satisfaction with
- Student and technology
teaching level
- Digital
- Distance student's
treatment - skills
Statement of the Problem

The purpose of this study is to discover the impact of digital learning and teaching among the

Senior Highschool Students and Teachers of Holy Nazarene Christian School as perceived by the

teachers and students during the school year 2020-2021.

Specific questions

How does digital learning affect a student's academic performance at school?

how does digital teaching enhance a student's learning capability?

What are the challenges that teachers encounter in digital teaching?

How does teachers ensure efficiency of digital teaching to students?

How many hours does the teachers expect the students to work their activities?
Hypothesis

Null hypothesis. there is no significant relationship between student's learning capability and

digital learning alternative hypothesis there is a significant relationship between teaching

efficiency and digital teaching.

Alternative hypothesis. there is a significant relationship between teaching efficiency and

digital teaching

Purpose of the Study

The purpose of this study is to know how well is the students and the teachers coping with the

new normal in education system. This study will also show what are the things we need to

overcome to make digital learning and teaching more efficient. This study will also reveal the

advantages and disadvantages of digital learning and digital teaching.

Significance of the Study

Among the significance of this study is to determine how the impact of digital teaching and
learning will help give ideas for where to work on for better improvements- benefiting both
students & teachers. The study will go in depth in the advantages and disadvantages of digital
teaching and learning when opposed to traditional methods of learning.
Data produced from this study will be used to show this comparison and provide insight into
the issue of struggling students, and well-off students. In addition, it is hoped that this project
will be the beginning of an ongoing body of research into the issue of digital teaching and
learning. Vital results of the study will be highly significant and beneficial specially to the
following:

Researchers. This project will help future researchers in conducting a research into the issue of
digital teaching and learning.
Students. With the impact of Covid 19 pandemic, students are left with the option of online
learning. Conducting this study will help students in understanding of e learning. Having a
better understanding of e learning will give the ability for students to take advantage and excel.
Schools. With the lack of face-to-face contact, ongoing quarantine, and continuous social
distancing, schools are forced to adapt to the new normal. Conducting this study will help
schools have a better perspective on where & what to work on. Having a better connection with
the students will benefit both parties.

Scope and Delimitation

571 senior high school students of Holy Nazarene Christian school will be used as a sample in
conducting the survey.
This study limits its coverage on the senior high school students only. Its main purpose is to
have a better perspective on the subject.
This research focuses on knowing the impact of digital teaching and learning in senior high
school students in Holy Nazarene Christian school, Tanza, Cavite. This study is conducted during
the second semester of S.Y. 2019-2020.
Definition of Terms
For a better understanding of this study, the following terms are defined in the context of this

research.

Blended Learning

- a style of education in which students learn via electronic and online media as well as

traditional face-to-face teaching.

Digital

- involving or relating to the use of computer technology.

Digital Learning

- is any type of learning that is accompanied by technology or by instructional practice that

makes effective use of technology.

Digital Teaching

- is the innovative use of digital tools and technologies during teaching.

Flipped Learning

- is a methodology that helps teachers to prioritize active learning during class time by assigning

students lecture materials and presentations to be viewed at home or outside of class.

Personalized Learning

- is an educational approach that aims to customize learning for each student's strengths,

needs, skills, and interests.

Technology

- the application of scientific knowledge for practical purposes, especially in industry.

 Chapter II

Review of Related Literature and Studies

This chapter presents the local and foreign related literatures

RELATED LITERATURE

Among these many benefits of digital learning, an overwhelming majority of teachers and

administrators who took our survey agree that digital learning positively impacts student

growth and achievement (Davis, 2020). The use of technology in education has become a

lifeline during the COVID-19 pandemic which consider the longer-term role of technology (Jake

Bryant, Felipe Child, Emma Dorn, and Stephen Hall, 2020). Justly stated that due to the COVID-

19 crisis teachers and students both find themselves in the situation where they felt compelled

to embrace the digital academic experience as the summum bonus of the online teaching-

learning process (Lederman, 2020). Some technologies are more neutral. At the global level,

there is no statistically significant difference between students who use desktop computers and

interactive whiteboards in the classroom and those who do not. Again, the regional differences

are instructive. Looking again at reading, we note that US students are getting significant lift

(three-quarters of a year of learning) from either just teachers or teachers and students using

devices, while students alone using a device score significantly lower (half a year of learning)

than students who do not use devices at all. Exclusive use of devices by the teacher is

associated with better outcomes in Europe too, though the size of the effect is smaller (Jake
Bryant, Felipe Child, Emma Dorn & Stephen Hall, 2020). For those who do have access to the

right technology, there is evidence that learning onlinecan be more effective in a number of

ways (Cathy Lani and Farah Lalani, 2020). In addition, students who could only get Internet

access at home on their cell phone struggled to utilize the resources available on the Internet,

whether due to slow connectivity or caps on data use from local service providers. It is wrong to

assume that since most have a smartphone, students have sufficient access. It turns out that

this is not the case. Those who have only cell phone access perform as poorly as those who

have no Internet access at all. Compared to communities with fast Internet access, those with

poor broadband connectivity will experience fewer benefits from the digital transformation

(Bauer, 2020). When students see a well-organized virtual classroom, they’re more engaged,

more confident, and more autonomous. (Sarah Schroeder, 2020). From other studies we know

that how education technology is used, and how it is embedded in the learning experience, is

critical to its effectiveness. This data is focused on extent and intensity of use, not the

pedagogical context of each classroom. It cannot therefore answer questions on the eventual

potential of education technology—but it can powerfully tell us the extent to which that

potential is being realized today in classrooms around the world (Jake Bryant, Felipe Child,

Emma Dorn & Stephen Hall, 2020). While it's easy to focus solely on the classroom when

analyzing digital learning, there are many important factors at the school and district level that

affect outcomes.Administrators, and other education professionals who primarily work outside

of the classroom, have their own set of challenges (Davis, 2020). Most online courses, however,

particularly those serving K-12 students, have a format much more similar to in-person courses.

The teacher helps to run virtual discussion among the students, assigns homework, and follows
up with individual students. Sometimes these courses are synchronous (teachers and students

all meet at the same time) and sometimes they are asynchronous (non-concurrent). In both

cases, the teacher is supposed to provide opportunities for students to engage thoughtfully

with subject matter, and students, in most cases, are required to interact with each other

virtually. Unlike asynchronous is for the student who can’t access Internet anytime. In

comparisons of online and in-person classes, however, online classes aren’t as effective as in-

person classes for most students. Students who struggle in in-person classes are likely to

struggle even more online. Online courses are generally not as effective as in-person classes,

but they are certainly better than no classes (Loeb, 2020). Methods for digital learning takes

many forms—from barely blended learning to gamified, mastery learning. But some

instructional strategies are practiced more than others. Below is the pedagogical landscape

according to our survey results (Davis, 2020). Informal and non-formal schooling is also pretty

affected. However, it is a well-established assumption that no pedagogical method can replace

the height function of formal training due to having teacher-taught direct interaction. But, the

aftermath of COVID-19 crisis, on line training grew to be a pedagogical shift from common

approach to the contemporary method of teaching-learning from classroom to Zoom, from

personal to virtual and from seminars to webinars (Martinez, 2020). What’s more, since each

student takes three to five (sometimes more) courses, they experienced multiple modalities of

online education, from Zoom meetings to fully asynchronous courses taught via videos and

podcasts. For the first time, a student can say, “I took the course both ways, and here’s what I

think.” While it’s true that for many, the transition was rushed, don’t underestimate how many

profs puttogether viable online classes that ranged from Zoom to fully synchronous (more on
that term below) classes with all the bells and whistles (Peter German, 2020). While student

access to technology at home and lack of time during the school day are cited as the top

obstacles to integrating technology into teaching and learning, there are many other concerns

as well. These include lack of a digitized curriculum, as well as ineffective professional

development and a lack of parent involvement (Davis, 2020). Moving instruction online can

enable the flexibility of teaching and learning anywhere, anytime, but the speed with which this

move to online instruction is expected to happen is unprecedented and staggering. Although

campus support personnel and teams are usually available to help faculty members learn about

and implement online learning, these teams typically support a small pool of faculty interested

in teaching online. In the present situation, these individuals and teams will not be able to offer

the same level of support to all faculty in such a narrow preparation window. Faculty might feel

like instructional MacGyvers, having to improvise quick solutions in less-than-ideal

circumstances. No matter how clever a solution might be—and some very clever solutions are

emerging—many instructors will understandably find this process stressful. Online learning

carries a stigma of being lower quality than face-to-face learning, despite research showing

otherwise. These hurried moves online by so many institutional once could seal the perception

of online learning as a weak option, when in truth nobody making the transition to online

teaching under these circumstances will truly be designing to take full advantage of the

affordances and possibilities of the online format. (Charles Hodges, Stephanie Moore, Barb

Lockee, Torrey Trust and Aaron Bond, 2020). The amount of time children and teenagers are

spending on digital technology inside and outside school is having a significant impact on their

classroom learning, and physical and mental wellbeing, according to teacher and principal data
from an Australian research study. When discussing the impact of digital technologies on

student wellbeing, teachers commented on the pressure students face of having to ‘measure

up' in the cyber world, how they struggle not to be in constant contact with their phone, and

students who are obsessed with social media and gaming. (Jo Earp, 2020). As the coronavirus

(COVID-19) pandemic rapidly spread across the country, schools have shuttheir doors and

classes have moved online in order to slow the spread. The transition to online learning has

impacted not only teachers, who have had to amend their courses, but also students who have

had to adjust to a new learning environment. One of the major consequences of the transition

to online learning is its impact on student health, specifically sleep habits. Students in different

time zones than their institutions are now sacrificing sleep to wake up for classes on Zoom.

Matthew Walker, a sleepscientist at Google and professor of neuroscience at the University of

California at Berkeley, explained how a lack of sleep can affect learning outcomes in his

research article titled “The sleep-deprived human brain.” Walked wrote that sleep deprivation

causes deficits in the prefrontal cortex, which normally keeps our amygdala, the emotional and

impulse region of the brain, in check. Virtual learning has inevitably increased the amount of

time students spend on digital devices everyday. Sophomore studentDivisha Jaiswal is an

international student from India. She noted that online learning has resulted in a significant

increase in her personal electronic use in an interview with The News-Letter. “I spend around

eight to 10 more hours on my laptop on a weekly basis because of the switch to remote

instruction,” she said. In an interview with The News-Letter, Director of the Hopkins Pediatric

Sleep Center Dr. Laura Sterni expressed her concern that digital learning will disrupt student

sleep. “The risk is that the technology becomes all-consuming and, as a sleep doctor, I worry
most about the potential negative impact on sleep,” she said. In addition to adverse health

impacts from altered sleep cycles, increased digital use can affect student’s physical and mental

health. Jennifer Katzenstein, director of psychology and neuropsychology at the Hopkins All

Children’s Hospital, has observed the impact of remote learning on children of all ages (Amrita

Balram, 2020). A digital learning skills can also accelerates their learnings because it will make

them easier to focus on their own home but not at all student didn’t experience a quiet place to

study and focus to their home but some of the students is interrupt by their pet, baby crying,

transportation, and etc. At a high level, quality in online, digital and alternative learning should

be defined in the same way it is in any learning environment (though this is hardly an item of

consensus). Online learning is defined as “learning experiences in synchronous or asynchronous

environments using different devices (e.g., mobile phones, laptops, etc.) with internet access. In

these environments, students can be anywhere (independent) to learn and interact with

instructors and other students” (Singh and Thurman, 2019). Justly stated that due to the

COVID-19 crisis teachers and students both find themselves in the situation where they felt

compelled to embrace the digital academic experience as the summum bonum of the online

teaching-learning process. Through digital intelligence (DQInstitute,2019). They point out that

teachers who are new to online instruction are often too focused on content—converting their

lectures, presentations, and worksheets into digital format—leaving course design as a

secondary consideration. While“novice instructors have subject-matter expertise, it’s the design

that falls short,” Kumar points out, explaining that novice teachers often “don’t know how to

organize their materials or set up a design that makes sense” to students. That’s why the study

which sought to identify the methods of the best online teachers say that you should regularly
“gather student feedback on various aspects of...online courses” in order to identify “what was

working or not.” (Swapna Kumar, Florence Martin, Kiran Budhraniand Albert Ritzhaupt, 2019).

Educational units are struggling to find options to deal with this challenging situation.In a study,

students were found to be not sufficiently prepared for balancing their work, family, and social

lives with their study livesin an online learning environment. Students were also found to be

poorly prepared for several e-learning competencies and academic-type competencies. Also,

there is a low-level preparedness among the students concerning the usage of Learning

Management Systems (Parkes et al., 2014). Most of the terms (online learning, open learning,

web-based learning, computer-mediated learning, blended learning, m-learning, for ex.) have in

common the ability to use a computer connected to a network, that offers the possibility to

learn from anywhere, anytime, in any rhythm, with any means” (Cojocariu et al., 2014).

Research confirms that when compared to traditional lectures, the usage of such software

provides students with positive class experience, though the grades are not likely to be changed

significantly (Jennifer et al., 2006; Harris, 2011). Synchronous learning can provide a lot of

opportunities for social interaction (McBrien et al., 2009).

https://www.schoology.com/blog/digital-learning

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/new-global-data-

reveal-education-technologys-impact-on-learning#

https://www.sciencedirect.com/science/article/pii/S2666374020300121?via%3Dihub

https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-

digital-learning/
https://msutoday.msu.edu/news/2020/poor-internet-connection-leaves-rural-students-behind

https://www.edutopia.org/article/7-high-impact-evidence-based-tips-online-teaching

https://www.edweek.org/technology/opinion-how-effective-is-online-learning-what-the-

research-does-and-doesnt-tell-us/2020/03

https://www.edweek.org/technology/opinion-how-effective-is-online-learning-what-the-

research-does-and-doesnt-tell-us/2020/03

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308790/

https://journals.sagepub.com/doi/full/10.1177/0047239520934018

https://www.frontiersin.org/articles/10.3389/fict.2016.00001/full

https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2077

https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-

and-online-learning

https://www.teachermagazine.com/au_en/articles/the-impact-of-digital-technology-on-

student-learning-and-wellbeing

https://www.jhunewsletter.com/article/2020/04/how-online-learning-can-affect-student-

health
 Chapter III

Research Methodology

The Research Design

This study uses a quantitative approach to identify to examine the utilization of student

response system to The impact of digital teaching and learning in senior high school students in

holy Nazarene Christian School SY 2020-2021, and in-line with the main goal of the researchers,

which is to determine the effects, either positive or negative, of its usage to the participants.

Subjects of the Study

We’ve chosen SHSD or the Senior High School Department as the subject or the one who will

answer the questionnaire and will be the basis for analyzation of data for constructing the

conclusion for the issue of tardiness is already present and relatable upon them.

Sampling Technique

We’re using Cluster Sampling, because we’re randomly giving out questionnaire forms on a

section.

Research Instruments
Data Collection Procedure

Before the instrument of the test, the researcher prepared the necessary requirements for

conducting the test to the sample population. The letter of request was sent to the School Head

of the Senior High School Department, who will read and sign the letter, and upon her approval,

the administration of the test will pursue.

After preparing and the approval of the appropriate letter of request, the next step is to ensure

the validity evidence of the instruments by reviewing the questionnaire for the following

criteria: (1) Objectivity of words used, (2) Relevance of the items to the topic/title, (3) Use of

the language, (4) Absence of biased words and statements, (5) Item construction, and (6)

Clearness of the directions/instructions.

Data Analysis