PR2-SuCriTeJe-1.pptx 123455828274828r7727wdush3728748282847383783

For research purposes

1. Researchers Jhon Susej Savio Cris Miguel Acohon Jefferson T. Samudio Sreven John M. Diesta Angelo Gonzaga

2. Effectiveness of synchronous classes on Grade 12 hums students of Tagaytay city science school – integrated senior high school

3. CHAPTER I The Problem and its Background

4. In recent events synchronous classes, in which students and teachers meet online in real time, have become a common way to deliver instruction during this time. However, there are multiple factors to consider to know the effectiveness of synchronous classes - namely the communication skills, adaptability skills, task performance, and technological skills. According to Wintemute, D. "Synchronous classes run in real time, with students and instructors attending together from different locations. Synchronous classes run on a more relaxed schedule, with students accessing class materials during different hours and from different locations. " Introduction

5. According to ( Secreto & Tabo , 2023), “synchronous online attendance positively impacts students’ academic performance. In general, students who regularly participate in online classes get a higher final grade. Furthermore, results showed a moderately positive relationship between these two factors using the Pearson correlation coefficient. Meanwhile, instructional support such as recorded lectures and supplementary materials prevented asynchronous students or those who could not participate in synchronous online classes from failing the course.” According to Cohen, K. (2023), “one of the major disadvantages of online education can be the lack of physical interaction, which can make it more challenging for teachers to communicate with students and tutors.” Introduction

6. Statement of the Problem This study aims to determine the effectiveness of synchronous classes on the students’ academic performance. Specifically the study will answer the following research questions: 1. How may the students’ skills be described in terms of: a. Communication skills b. Task performance c. Adaptability skills d. Technological skills

7. Statement of the Problem How may the students academic performance be described? 3. Does the synchronous class significantly affect the students’ academic performance?

8. The respondents of this study are the Grade 12 Students at Tagaytay City Science National High School - Integrated Senior High School. The researchers will gather the data at the Tagaytay City Science National High School - Integrated Senior High School during the school year 2023-2024. The researchers will conduct this study to know the effectiveness of synchronous classes in various aspects and factors. The researchers will be using Quantitative as their research design to analyze the effectiveness of online classes to G12 students. Scope and Delimitation of the Study

9. The researchers will be giving questionnaires to the respondents and must answer the questions that are provided. The study will only be focusing on the aspects mentioned in the background of the study, and will not be focusing on the teachers’ skills, attention span, learning environment, and students' attendance. Scope and Delimitation of the Study

10. Significance of the Study The findings of this study will be beneficial and important due to it being able to determine whether synchronous classes are actually beneficial to students in terms of their Grade Point Average (GPA). Students: The main beneficiary of this study, because this study, will affect specifically their grades due to multiple factors including internet access, teacher skills, & students attention span.

11. Significance of the Study The findings of this study will be beneficial and important due to it being able to determine whether synchronous classes are actually beneficial to students in terms of their Academic performance. Students : The main beneficiary of this study, because this study, will affect specifically their grades due to multiple factors including internet access, teacher skills, & students attention span.

12. Significance of the Study Teachers : By assessing the impact of online classes and its effectiveness, teachers can come up with more strategies and ways to improve their way of teaching in online classes. Proponents of this study : The researchers of this study will also be benefited in this study, due to the researchers being able to identify the factors to the success of online classes and the challenges that students face during these online classes. Future researchers : They will serve as the people to find potential gaps to the outcome of this study to further increase the knowledge on this given topic.

13. Conceptual Framework Independent Variable Dependent Variable Title: Effectiveness of Synchronous classes on the Students’ Academic Performance of Grade 12 HUMSS Students of Tagaytay City Science National High School-Integrated Senior High School. Students’ skills: -Communication skills -Adaptability skills -Task performance -Technological skills Academic performance

14. Academic performance – Refers to the average of the grades obtained by a student across various academic subjects. Classes- Refers to the length of each class in minutes or hours. Internet/data - Refers to the speed of internet/data used by the students to attend classes. Student attention span - Refers to the number of minutes that a student can maintain focus during a lesson. Synchronous classes - Refers to scheduled, real-time interactions by phone, video, or in-person. Definition of Terms

15. , Wimba , 2011 as cited in Martin et al,. 2012), “Virtual classrooms allow instructors and students to interact online synchronously. The Best advantages of synchronous online instruction are that faculty and students can talk to Each other using text, audio, and video and express emotion using emoticons. Synchronous Virtual classrooms provide the instructors with the ability to poll students instantly and afford the students the chance to participate in group activities in the breakout rooms, while having the feeling that they can still interact as if they were face-to-face. These interactive elements are unavailable in an asynchronous course”. CHAPTER II Review of Related Literature

16. , In online learning, two basic settings are often compared, asynchronous and synchronous. They differ in terms of time and place of teaching and learning activities: Asynchronous settings are temporally and geographically independent and defined as more individually based and self-paced as well as less instructor-dependent (Bernard et al., 2004; Murphy et al., 2011; Clark and Mayer, 2016; Xie et al., 2018). The main strengths of synchronous online learning are the real-time interpersonal communication, the use of natural language, and immediate feedback ( Blau et al., 2017). For students, learning experience, positive outcomes, and the type of performance matter: They acquire practical skills better when they are taught in a synchronous online setting ( Nsa et al., 2012; Ogbonna et al., 2019) CHAPTER II Review of Related Literature

17. , Active participation in both synchronous and asynchronous online learning opportunities has been found to result in higher engagement and better academic outcomes than attending face-to-face classes only (Northey et al., 2015). According to ( Secreto & Tabo , 2023), "synchronous online attendance positively impacts students’ academic performance. In general, students who regularly participate in online classes get a higher final grade. Furthermore, results showed a moderately positive relationship between these two factors using the Pearson correlation coefficient. Meanwhile, instructional support such as recorded lectures and supplementary materials prevented asynchronous students or those who could not participate in synchronous online classes from failing the course." According to Wintemute, D. "Synchronous classes run in real time, with students and instructors attending together from different locations. Asynchronous classes run on a more relaxed schedule, with students accessing class materials during different hours and from different locations. " CHAPTER II Review of Related Literature

18. , “Effective communication will achieve the desired effect and uphold the effect, with the potential to improve the message’s effect. Therefore, effective communication serves the purpose it was intended or built for. Possible objectives may be to make change, to encourage action, to create awareness, to educate or to convey some idea or perspective. Good communication means talking and listening” ( Velentzas and Borni , 2014 as cited in Alawamleh et al., 2020) According to Khan, A. (2017), Communication is the dominant factor affecting the academic achievements of the students. According to Iksan , Z. (2012), Communication skills is one of the elements of generic skills that are essential among university students. Through their years in the university, students would have been exposed to situations, in and outside of the lecture halls, where they have to use their communication skills, for example group assignments and class presentations. According to Sabo, C. (2020) “Many students prefer taking online courses because they allow greater flexibility, especially during the pandemic, as many may now be balancing work and childcare with completing their course assignments in a way that they weren’t before.” CHAPTER II Review of Related Literature

19. , However, the pandemic has also made it so that synchronous elements may be entirely necessary for student learning, to complete the objectives of the course, or to simply allow for students to better engage with instructors or peers. For example, you could hardly take a language course without practicing speaking the language yourself or hearing others speak it. According to Jadhav, S. (2022) Communicating with students in online learning can be a challenge. Some barriers to communication in online learning are e-mail and social media usage; the role of e-mail as a communication method; the impact of social media on online learning; and the effectiveness of e-mail for student engagement. According to Hollis, B. "Mind wandering often leads to performance and accuracy errors during activities that are demanding and require concentration. Students are often asked to concentrate on demanding tasks in their studies, and by the nature of this principle, off-task thinking would inherently be prohibitive to their success." According to Explorance (2023) "Technology provides students with instant access to a vast amount of information and resources. The internet and digital tools allow students to explore various subjects, conduct research, and access educational materials that may not be available in traditional textbooks. " CHAPTER II Review of Related Literature

20. According to Bree, B. (2023) "Having access to the internet allows students to keep up with information that might not make it into textbooks or that might become outdated by the time it becomes available in a traditional format. Having access to this information empowers students to take charge of their education, and the research backs that up. Students with access to internet-capable devices tend to score higher on tests. Other studies showed that discipline issues decreased when students could use technology to help with their studies.   " According to Cirelli , (2019)."Cell phones can be beneficial to students when reviewing 0and studying for exams or tests. Most cell phones have a camera these days, so children can use these to take pictures in class. This is great for science class, for example, where they may be exposed to certain creatures, plants and other things that they probably won't encounter anywhere else. This is much more effective that simply producing a quick sketch. Reviewing photos later can help students better understand the procedure in metalwork, woodwork or other hands-on courses." According to the study conducted by Blah, (2021)   "Findings show that the academic performance of the students with personal computers is generally higher than those without personal computers. Therefore, personal computers have effects in improving the students' academic performance." CHAPTER II Review of Related Literature

21. According to Ken R. Lodewyk (2007), “Students with differing profiles of epistemological beliefs—their beliefs about personal epistemology, intelligence, and learning—vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students’ epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill‐structured task but not on the well‐structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed.” “The highest identified domain is science learning value indicating that students find the relevance of science with daily life which makes them motivated to learn science even in a remote learning environment where there is no direct contact and supervision. In contrast, self-efficacy and performance goal are the least domains suggesting that students are least concerned with their own ability to perform well in science learning tasks and they do not compete with other students and get attention from the teacher” (Annabeth Aque , Manuel Barquilla , Amelia Buan , Joy Bagaloyos , 2021) CHAPTER II Review of Related Literature

22. According to Percia Villaflor Secreto and Eudora Tabo (2023) “Due to the pandemic, open and flexible learning has become the norm for schools and universities, where students get lessons through online classes or study modules. Acknowledging the difficulties of remote learning, many institutions allowed more flexibility by providing learners with increased choice and accessibility to suit their learning conditions. One is making online class attendance less mandatory compared to the pre-pandemic when attendance was strictly implemented in most schools. To a certain extent, this allowed students to study at their own time and pace and even assume work and home responsibilities.” “We find that the total quality of students' participation is positively related to final examination performance but the total quantity of students' participation is related to overall course performance. We also find that synchronous engagement with the course (combined quality and quantity) drives these results and has twice the examination and grade impact relative to asynchronous course engagement. We conclude that encouraging high quality and frequent participation in both synchronous and asynchronous forums will help maximise students' performance” Keith Duncan (2012). According to Rodrigues A. (2021)“It is concluded that the balanced development of students’ technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning.” CHAPTER II Review of Related Literature

23. According to Gupta, U. (2000) “Access to technology is clearly an important issue and the primary source of access to computers is the school. Other places, in order of ranking, where students gained access to computers were home, middle school/ junior high, at another individual’s home, elementary schools, and work place.” According to Rodriguez, M. (2005). “Students with no online course-related experiences, comfort was related to motivation to learn about technology, but neither of these factors were related to perceived quality of online courses. For students with limited or no online course experience, perceptions of online course quality were more difficult to explain.” “It is the responsibility of teachers and parents to instill adaptability in students through awareness and practice. Both educators and children need to keep up with the changing edu -verse and the challenges that come with it through awareness to better manage their emotional quotient and ability to adapt. This will especially help students to foresee obstacles, identify them and manage them in the best possible way. It also helps them to keep up their motivation and bring in positivity in their lives. When their wellbeing is taken care of, students are more likely to succeed and live a fulfilling life.” ( Conciousleap , 2022) CHAPTER II Review of Related Literature

24. According to Chun Mae, (2023), “The shift to the new learning model created many academic pressures and challenges those students had to cope with. It is forecasted that the skills and competencies necessary for learning success in the accelerated changing academic context need to be founded upon adaptability, coping, and self-regulated learning. From the perspective of adaptability, changes, uncertainty, and novelty can be “positive things and opportunities for growth and new beginnings. Students with high learning adaptability have strong flexibility according to changes in the learning environment and can actively regulate their physical and existing cognitive schemata and change their learning behavior to achieve balance.” Adaptable students were “more ambitious in their future plans (positive intent), more able to keep up with the rapid pace and variable nature of lessons (class participation), more likely to experience more positive academic outcomes (school enjoyment), and less inclined to maneuver defensively (self-handicapping) or give up (disengagement)”. They showed that “an adaptable student is more likely to self-regulate and be buoyant in the face of everyday academic challenge and difficulty”. Therefore, the ability to adapt will have a positive impact on achievement in school and in the world beyond. Sullivan, K. (2017) A child with high behavioral adaptability will automatically know how to change their behavior when things change. This includes shifting gears from playing videogames with friends to paying attention to a class discussion online. Tucson (2023) CHAPTER II Review of Related Literature

25. CHAPTER III Research Methodology

26. This study will utilize a quantitative method of research. This study will use causal-comparative research design that is appropriate to the study in collecting the necessary data and information about the effectiveness of synchronous classes to the students’ academic performance of grade 12 students of Tagaytay City Science National High School – Integrated Senior High School. Causal-comparative research design is used to establish the cause and effect relationship among the variables of academic performance, and students’ skills in terms of: communication skills, adaptability skills, task performance and technological skills. This study will employ the various processes in analyzing data using narrative and content. If necessary, the researchers will also conduct focused group discussion to verify findings and results. Research Design

27. The respondents of this study will be Grade 12 Students from Tagaytay City Science National High School-Integrated Senior High School year 2023-2024. The Research sampling used in this research will be a purposive sampling technique. Purposive sampling technique is used for each section because only those who experienced online class will be chosen.(According to Robinson 2014) Purposive sampling strategies move away from any random form of sampling and are strategies to make sure that specific kinds of cases of those that could possibly be included are part of the final sample in the research study. Purposive sampling is used to select respondents that are most likely to yield appropriate and useful information and is a way of identifying and selecting cases that will use limited research resources effectively (Palinkas 2015). The researchers will choose students that experienced online classes from 7 sections of Grade 12 Respondents and Sampling Technique

28. The researchers will use online survey questionnaires as their research instrument. The questionnaires consist of questions which are termed by the researchers from the independent and dependent variable. The researchers preferred to use an online questionnaire instead of a printed questionnaire due to the online questionnaires being more convenient and more accessible to the intended respondents of this study. Research Instrument

29. The researchers of this study used an online survey questionnaire in collecting the data.. The researchers examined each question, which were distributed to Grade 12 HUMSS Palma, Rizal, Quezon, Bonifacio, Tolentino, and STEM Titanium, Chromium, and Zirconium of Tagaytay City Science National High School – Integrated Senior High School. Students that had experience of online classes are the respondents chosen by the researchers in this study. In the said survey, the respondents’ personal information is confidential. The respondents can ask questions to the researchers if they have any problems or issues in answering the survey. Data Gathering Procedure

30. The researchers of this study used an online survey questionnaire in collecting the data.. The researchers examined each question, which were distributed to Grade 12 HUMSS Palma, Rizal, Quezon, Bonifacio, Tolentino, and STEM Titanium, Chromium, and Zirconium of Tagaytay City Science National High School – Integrated Senior High School. Students that had experience of online classes are the respondents chosen by the researchers in this study. In the said survey, the respondents’ personal information is confidential. The respondents can ask questions to the researchers if they have any problems or issues in answering the survey. CHAPTER IV PRESENTATUON, ANALYSIS, AND INTERPRETATION OF FINDINGSS

31. Questions Mean Score Standard Deviation Verbal Interpretation I see communication as an important part in improving my academic performance. 3.74 0.467 Strongly Agree I often communicate to my teachers and classmates during synchronous classes. 3.31 0.639 Strongly Agree Clear communication from my teacher positively impacts my academic performance. 3.65 0.479 Strongly Agree Communicating will help me understand discussions more. 3.66 0.504 Strongly Agree Active participation in synchronous classes positively impacts my academic performance 3.5 0.602 Strongly Agree Table 2 How may the students’ skills be described in terms of communication skill

32. Questions Mean Score Standard Deviation Verbal Interpretation I see communication as an important part in improving my academic performance. 3.74 0.467 Strongly Agree I often communicate to my teachers and classmates during synchronous classes. 3.31 0.639 Strongly Agree Clear communication from my teacher positively impacts my academic performance. 3.65 0.479 Strongly Agree Communicating will help me understand discussions more. 3.66 0.504 Strongly Agree Active participation in synchronous classes positively impacts my academic performance 3.5 0.602 Strongly Agree Table 3 How may the students’ skills be described in terms of adaptability skill

33. Question Mean Score Standard Deviation Verbal Interpretation I have the ability to effectively complete tasks in synchronous classes. 3.40 0.617 Strongly Agree The ability to effectively manage and complete my tasks in synchronous classes positively impacts my academic performance. 3.41 0.617 Strongly Agree I believe that meeting deadlines and completing tasks positively impacts my academic performance. 3.46 0.643 Strongly Agree I can efficiently manage my workload 3.2 0.569 Strongly Agree Consistent performance and achievement of learning objectives in synchronous class tasks can positively impact academic performance. 3.44 0.575 Strongly Agree Table 4 How may the student’s performance in terms of task performance

34. Question Mean Score Standard Deviation Verbal Interpretation I have sufficient knowledge in using technology to attend synchronous classes. 3.38 0.590 Strongly Agree I can troubleshoot technical issues. 3.04 0.556 Strongly Agree I can proficiently use online platforms and software. 3.34 0.557 Strongly Agree Having technological skills is essential for succeeding in synchronous classes. 3.37 0.635 Strongly Agree I can adapt to changes in software or platforms used for synchronous classes. 3.28 0.605 Strongly Agree Table 5 How may the students’ skills be described in terms of technological skills

35. Question Mean Score Standard Deviation Verbal Interpretation Grade Point Average during synchronous classes 3.2 0.753 With High Honors Table 6 How may the students’ academic performance be described?

36. CHAPTER V SUMMARY OF FINDINGS 1. The results from the survey shows about how the students skills be described in terms of: 1.1 Communication skills The results show that the respondents strongly agree that their communication skills are still the same in a synchronous classes with an average mean of 3.51. 1.2 Adaptability Skills The results show that the respondents agree that they are able to adapt to synchronous classes, including sudden changes in their schedules and unexpected technology issues, with a mean score of 3.13. 1.3 Task Performance The results show that the respondents agree that they can effectively complete tasks in synchronous classes, with a mean score of 3.40.

37. CHAPTER V SUMMARY OF FINDINGS   1.4 Technological Skills The results show that the respondents agree that they have sufficient knowledge about technology which is essential for synchronous classes with a mean score of 3.38   2. The results of the study show that the grade point average (GPA) of the students during their synchronous classes has a mean score of 3.5, which is interpreted as “with high honors,” meaning that the synchronous classes have a positive effect on the students academic performance.   3. Based on the results of the study, students didn’t find a struggle in terms of communicating and their adapting skills, especially in their academic performance in school. It shows that the students are capable of adapting to a sudden change in their environment without affecting their task performance. The study shows that the synchronous classes have a huge positive impact on their school performance.   

38. CHAPTER V CONCLUSION   Based on the findings of the study, the following conclusions are drawn: 1. Based on the data gathered, the researchers conclude that synchronous classes have positive effects on students academic performances. 2. The findings help to conclude that the students didn’t have a hard time in synchronous classes. 3. The students are able to adapt to the different online learning environments and unexpected changes in their class schedules. 4. The researchers conclude that students communication skills have a huge impact on their performance in synchronous classes. 5. The students can effectively complete their tasks in synchronous classes. 6. The technological skills of students greatly affect their success in synchronous classes. Overall, the synchronous classes haven’t shown any negative effects on the academic performance of the students.