Comparative Analysis of Senior High School Learners’ Academic Performance in Traditional Face-to-Face and Online Distance Learning Modalities

Abstract

With the current stance of the educational system in the COVID-19 pandemic period, it is imperative for any academic institution to have a nuanced perspective of the academic performance of its learners. This ensures that the educational system remains attuned to the institution's vision and mission amid the global health crisis. Although a considerable study had been conducted in an online distance learning setup during the pre-pandemic period, there is a dearth of literature comparing the academic performance of senior high school (SHS) learners in traditional face-to-face and online distance learning modalities. Hence, this study compared the academic performance of SHS learners in the traditional face-to-face and online distance learning modalities. The average final grades of 1,913 enrolled in the traditional face-to-face, and 1,449 enrolled in the online distance learning modality were used to determine which instructional modality improved learners’ academic performance. Results revealed that the learners' academic performance in the traditional face-to-face and online distance learning modality was generally considered proficient. Furthermore, a statistically significant increase (p0.05) in learners' academic performance in the online distance learning modality was observed. This study supports that online distance learning modality can improve the academic performance of SHS learners amid COVID-19 pandemic.

Technology-Aided Instruction as Perceived by Indigenous Learners and Their Academic Performance: Bases for Implementing Enhanced Technology-Based Teaching Instruction

“…From enhancing instructional practices in Pakistan to offering promising TPD approaches in low-and middle-income countries and leveraging AR technology for improved achievement and attitudes in science education, these studies showcase the diverse ways technology can positively impact learners' skills and attitudes towards learning. Very Satisfactory The findings of the previous studies [50,51,52] were parallel with the findings of the current study in collectively emphasizing the importance of written works in assessing and enhancing learners' academic performance, whether in traditional face-to-face, online distance learning, or blended learning modalities. They underscore the need for teachers to adapt and design effective written assignments to support learners' learning and achievement in diverse educational settings.…”

Learning privilege divide: A framework for interrogating personal privileges of STEM students education during the pandemic

“…Access to reliable internet connectivity played a pivotal role in facilitating student participation and enhancing student productivity (Fietzie, 2022). Students with this privilege were more likely to benefit from immediate feedback through online academic consultations, actively engage in class, and submit their requirements on time, as noted by Cano (2022), plausibly resulting in positive academic performance. Accessibility to reliable internet access served as a crucial enabler, allowing students to enhance their overall educational experience.…”

“…Within the proposed framework, accessibility is operationalized as the extent of availability in experiencing specific learning privilege. Specifically, it focuses on the ease of access through external barriers or circumstances that affects a STEM student's ability to benefit from certain learning privileges (Beruin, 2022;Cano, 2022;Desabayla, 2022;Fietzie, 2022;Pinar, 2021;Rogayan et al, 2021;Vallespin & Prudente, 2022).…”

“…Another concern that emerged is the access to quality gadgets and necessary hardware to accommodate distance learning during the pandemic. Students with smartphones can attend classes anytime and anywhere (Fietzie, 2022;Vallespin & Prudente, 2022) and easily consult with their teachers about their academic performances (Cano, 2022). In addition to owning a laptop or desktop, Diaz (2021) and Beruin (2022) emphasized the importance of these devices meeting certain specifications (i.e., necessary software, and decent peripherals like headphones with microphone and webcam) to effectively support distance learning.…”

“…With the E-Commons, it was revealed as unoptimized in slow internet connection (Kim & Saldana, 2023). And in some cases, disadvantaged students with no access to these platforms received mediocre instructional materials to compensate for their learning (Cano, 2022).…”