The Correlation of the Highschool Students of Jesus Cares Christian

Academy’s Academic Performance Before and During Online Classes

A THESIS
PRESENTED TO
JESUS CARES CHRISTIAN ACADEMY
JUNIOR HIGHSCHOOL DEPARTMENT

IN PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE RESEARCH PAPER
OF GRADE 10 STUDENTS

BY

ALEXANDRIA BAYAS

JOHN GLAUBEN CADUAN

MIKAS LAUZON

APRIL 2021

1
 Jesus Cares Christian Academy
#7 Pasture Rose St. Dona Manuela Subd,
Pamplona 3, Las Pinas City.

Junior High School Department

APPROVAL SHEET

This certifies that ALEXANDRIA BAYAS, JOHN GLAUBEN CADUAN and

MIKAS LAUZON has successfully presented their thesis “The Correlation of
the Highschool Students of Jesus Cares Christian Academy’s Academic
Performance Before and During Online Classes S.Y 2020-2021” On
April 8, 2021

___________________
Mr. Nelson C. Uy
School Director

__________________
Ms. Pedrita O. Mongaya
School Principal

__________________ __________________
Ms. Maryann Mendez Ms. Maren Laborte
Research Teacher Research Consultant

2
 ACKNOWLEDGMENT

We would like to extend my deepest gratitude to all who helped us

accomplish this study:

To our Lord God Almighty, for giving us the will, strength, and knowledge to

finish this study.

To ourselves who helped each other whenever there was a problem in

finishing the study.

To our kind and helpful teachers Ma’am Maryann Mendez and Ma’am

Maren Laborte for the patience, time and endeavor that they shared in finishing

this study.

To Mr. David Testor for helping us on the early stages of our thesis and for

the constant support that he has provided.

To our personal families who were the reason we are here doing well and

alive.

To our classmates who helped us in finishing the study, answering all the

questions that we asked, and cheered us on before our defense.

To all our friends who supported us and congratulated us for the

completion of this study.

To all the authors in our sources, for our study will not be possible without

their work.

3
Table of Contents

Title Page 1

Approval Sheet 2

Acknowledgment 3

Table of Contents 4

List of Tables 5

Abstract 6

Chapter

I The Problem and Its Background 7

Introduction 7

Statement of the Problem 9

Assumptions 9

Hypothesis 10

Significance of the Study 10

Scope and Delimitations 11

II Review Related Literature 12

Foreign Studies 12

Local Studies 15

III Methodology 18

Research Design 18

Subjects of the Study 18

Gathering Procedures 19

Statistical Treatment of Data 20

IV Analysis, Presentation, and Interpretation of Data 22

V Summary, Conclusions, and Recommendations 32

4
Summary of Findings 32

Conclusions 33

Recommendations 34

Bibliography 36

5
 ABSTRACT

The COVID-19 pandemic took a massive toll on every human

being’s livelihood especially for students who have to continue their education

while being under these circumstances. Being forced to quarantine at home for

our own safety, students had to deal with carrying on their education through the

means of online learning which was then criticized by a hefty amount of people;

students, teachers and parents alike. This study will further investigate the

correlation between the student’s grades back when they were still having face-

to-face classes and the student’s grades while they are undergoing online

classes.

6
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

On March 11, 2020, the World Health Organization officially

recognized COVID-19 as a global pandemic. Cases were high and this virus

proved to be a threat to the nations of the world. In respect to the quarantine

guidelines, COVID-19 has forced humanity to think of innovative ways to

continue the education of the children. Thanks to the devices that the modern

world has produced, technology has played a big role in continuing the

educational journey of the students through conducting online classes which has

been met with heavy criticism by parents and educational organizations alike.

The current system used for learning at times like this is the new online learning

system. Online learning is education that takes place over the Internet. It is often

referred to as “E- learning” among other terms.

Online Learning is the newest and most popular method of distance

learning today. Online learning is the type of education that takes place over the

internet hence why it is referred to as “E-learning”. In a traditional classroom

setting, students often learn by listening, doing activities, and by physically

interacting with a teacher or instructor. E-learning is different because you are

not in the same room or environment as your instructor and your classmates.

According to Jasmine Paul and Felicia Jefferson in an article, this

new learning system has been around for quite some time since 1996 where the

7
first online university, Jones International University, was founded (Jasmine Paul

and Felicia Jefferson, November 12, 2019). Although online learning was not

popular back then; 2020 and COVID-19 paved the way for it to be used and be

popularized in a time of physical distancing and viral diseases. Online learning

has helped many people and is now the safest way to continue education. Online

learning has become more and more common, whether for comfort, adapting to

work hours, or just having the freedom to study from anywhere. Now with the

coronavirus pandemic, as people are having to stay at home, it has become

more important than ever. The measures put in place by governments and

entities confirms that it is possible for workers and students to do their daily tasks

from home or from anywhere with just a computer or a smartphone. A technology

entrepreneur named Ilker Koksal stated that there’s a huge demand from people

to learn online. The reason for this demand and rapid growth of the market with a

wide variety of platform options for different groups of people may be because of

the the rapid changes of the world. He also stated that at this moment, online

learning is becoming a huge catalyzer for people and companies to help the

adoption of this rapid change in the world (GISUSER, July 15, 2020).

With the help of this study, the researchers are hoping to determine if

there will be a positive correlation between the academic performances of the

students of Jesus Cares Christian Academy before and during the

implementation of online classes.

8
STATEMENT OF THE PROBLEM

The research was organized to figure out the correlation between

the academic performance of the high school students of Jesus Cares Christian

Academy before and during online classes.

By conducting this study, the researchers aim to determine the

differences of the high school students’ academic performance of the school year

of 2019-2020 and during the school year of 2020-2021. More accurately, the

researchers will seek to answer the following questions:

● Did the sudden change of the classroom environment impact the

performance of the students?

● Does online learning positively or negatively affect student performance?

And if so, by how much?

ASSUMPTIONS

1. The students’ grades accurately reflect and represent their academic

ability.

2. The researchers assume that the instruments and measurements were

utilized properly.

3. The data that was used was accurate and credible.

9
HYPOTHESIS

The sudden shift from face-to-face classes to online classes

affected the academic performances of the students in a way resulting in their

grades being lower compared to the previous year.

SIGNIFICANCE OF THE STUDY

Below lies the significance of the study:

● For the Students: The study can be beneficial to the students who are

concerned if they are getting the best quality of education that they were

receiving before from having face-to-face classes.

● For the Parents: The investigation can be of help to the parents who are

skeptical about the effectivity of conducting online classes.

● For the Administration: The organized research can be of help to the

administration to come up with alternatives or different ways to improve

the quality of education in these trying times.

● For the Government: The conducted analysis can be of help to the

government in making future decisions or configurations regarding the

educational system in the future.

10
SCOPES AND DELIMITATION

The focal point of the study will only include the students of Jesus

Cares Christian Academy, from the 7th Grade to the 9th Grade of the junior high

school department A.Y. 2019-2020, and the students from the 8 th Grade to the

10th Grade of the junior high school department A.Y. 2020-2021 to determine if

the shifting to having online classes had an impact on their academic

attainments; the researchers agreed to get the academic records of the high

school students of Jesus Cares Christian Academy A.Y. 2019-2020 and A.Y.

2020-2021 in the subjects of Bible, English, Mathematics, Science, Filipino and in

Araling Panlipunan more specifically in the 1 st and 2nd quarters to determine the

impact. For the cases of the students who have recently returned to Jesus Cares

Christian Academy but already spent 2 whole quarters studying in a different

school, the researchers have decided not to include them in the respondents for

it will further delay the progress and the completion of their thesis.

11
 CHAPTER 2
REVIEW RELATED LITERATURE

The researchers presented various literary materials and reported

research studies on the effectiveness of Online Learning. A few of them are

reviewed and summarized in this chapter to provide background and

development of this research study.

FOREIGN STUDIES

A major question that online education faces is whether it is

effective and although the sudden shift from traditional classes may give the

students a feeling of discomfort and irritation, distance learning guarantees the

students’ health to be safe because of the power of the technology that online

classes provide. According to a comparative study conducted by Ivy Panda,

online learning has several challenges such as lack of feedback from students

and lack of the proper technology to effectively conduct online learning, these

limitations can be overcome by upgrading the E-Learning systems and the use of

online discussion forums and new web-based software. The study was done by

analyzing the findings recorded in books and journals on the applicability online

education to students. The study showed that online learning has many benefits

as compared to traditional learning in the classroom environment. Benefits such

12
as flexibility in schedules, self-discipline, and easier documentation of documents

are brought by conducting online classes (Ivy Panda, November 25, 2019).

A study conducted by Ali Alghazo from the Department of

Workforce Education & Development Southern Illinois University Carbondale

addressed the effectiveness of online education. This study was conducted to

help add to the body of knowledge regarding whether online learning is effective.

The approach that has been taken on in the said study was comparing the

overall students’ latter grades (students' final grades are indicators of their

success in that course) of two sections of a course offered at College of Applied

Science and Arts (CASA) Information Management Systems (IST 483) -Real

Time Captioning Technology I- offered by the department of IMS at Southern

Illinois University at Carbondale (SIUC). For most of the research on the

effectiveness of online education, the result has been the same, online education

is as effective as traditional classroom education. The study also showed that

online education is effective and overcomes many restrictions which students

might have due to geographical, economic, social or personal issues (Ali

Alghazo, August 16, 2010).

According to Knowly on July 8, 2020, exam results in their study

show that distance learners can get either similar or better scores in exams

compared to students who don’t rely on online classes and reside to traditional

learning in the classroom because they study more. Actually, many of the top

universities are offering online courses now because of its effectiveness and

13
benefits in students’ academic performance in 2020 where COVID-19 is still

occurring (Knowly, July 8, 2020).

In a study by the U.S. Department of Education, students tested in

online learning performed better than those learning the traditional classroom

teaching. Learning outcomes for pupils engaged in online classes exceeded

academic performances with an average effect favoring those who have entered

online classes. The effectiveness of online classes appears quite broad across

different materials, lectures, and different types of students in the learning

environment. Online classes seemed to be effective for undergraduates,

graduated students, and other professionals also in a wide range of academic

and professional studies, although the results favor in online learning, the effect

was not of much significance. Some of the studies had resulted in either having

significant effects favoring blended learning, significant negative effect favoring

traditional classroom learning, or did not attain statistical significance at all

(Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, Karla Jones,

September 2010).

14
LOCAL STUDIES

In an article by Aric John Sy Cua from The Manila Times, several students

who were on different levels of education were interviewed about the current

educational program that the world is implementing. Some students told The

Times that there are pros and cons in online learning. University of Santo Tomas

(UST) college student Paul Lantay explained that his university implemented the

asynchronous method of learning and how his classes went. “Our college

applied the asynchronous type of studying where professors give students the

handouts or materials through UST Cloud Campus while the students need to

study at their own pace,” he said in a private message. He also said that the

flexibility of the schedules helps the students to study at their own pace based on

how fast or how slow they can understand a topic. For UST senior high school

graduating student Jana, online learning was easy to cope with with for her

strand. “For our strand, which is Humanities and Social Sciences (HUMMS), I

would say it’s a lot easier to cope, since we don’t have laboratory subjects and

other practical subjects, so most of our tasks and lectures are more on readings,

so that is more practical online learning,” Jana said. The interview concludes with

several students having mixed feelings about online learning. The interviewees

assume that this kind of learning is not as effective as traditional learning and

that this might have a negative to students who are academically challenged

(Aric John SY Cua, July 9, 2020).

15
 On an assessment of the effectivity of E-Learning conducted by Froilan D.

Mobo and Gesswein O. Sabado from the Oriental Journal of Computer Science

and Technology, the majority of the respondents on their questionnaire think that

online learning is excellent in giving students time to be flexible and be able to do

more things in their free time. The researchers also stated in their conclusion that

the platform is a well-designed and user-friendly webpage and it makes it easy

for users to study lessons prepared by the teacher and answer online activities

like quizzes, exams, seat works, homework, and all academic practices alike.

The researchers conclude that even the E-Learning education system promotes

a high productivity and enhances learners’ affectivity in learning it still needs

improvement and more upgrades, the researchers have used descriptive

research design to have better information and accuracy (Froilan D. Mobo and

Gesswein O. Sabado, October 2019).

A study of the same matter was also conducted in 2020 by Ronnie E.

Baticulon MD. The researchers sent out electronic surveys to medical students

from the 11th to the 24th of May in the year 2020. Using a series of multiple-choice

questions, Likert scales, and open-ended questions, the following data were

obtained: demographics, medical school information, access to technological

resources, study habits, living conditions, self-assessment of capacity for and

perceived barriers to online learning, and proposed interventions. Acclamations

were compared between student subgroups using a distribution free-tests. Out of

the 3,760 responses from various medical students around the country, 3,421

(93%) owned a cell phone and 3,043 (83%) had a laptop or desktop computer.

16
To access online resources, 2,916 (79%) had a postpaid internet subscription

while 696 (19%) used prepaid mobile data. Under prevailing conditions, only

1,505 students (41%) considered themselves physically and mentally capable of

engaging in online learning. Some of the difficulties that the respondents

encountered are: difficulty to adjust in a new way of education, having to do

responsibilities at home, and having poor communication with teachers and

fellow classmates (Ronnie E. Baticulon MD, July 18, 2020).

These literatures and the present study of the correlation of the students’

grades before and during online classes would have teachers, students, and

parents as well to be aware that the new online learning system is similar or just

as effective as the traditional way of learning. The literacies that the researchers

have also provided may also give more information on the different views

towards online classes to others who are in doubt about this new learning

system.

17
 CHAPTER 3
METHODOLOGY

RESEARCH DESIGN

The researchers utilized Quantitative Research as a means of

convenience and practicality for the data available is numeric and measurable.

Another reason why the researchers utilized Quantitative Research is to be able

to index the result which will be very convenient in evaluating and drawing a

conclusion.

SUBJECTS OF THE STUDY

The researchers settled on the decision to use the students from the

Grade 7 class to the Grade 9 class of the junior high school department A.Y.

2019-2020, and the students from the Grade 8 class to the Grade 10 class of the

junior high school department A.Y. 2020-2021 as their subject for the research

giving them a total of 25 respondents. The group of researchers will only use the

information of those students who remained and have been enrolled since the

start of the academic year 2020-2021.

18
DATA GATHERING PROCEDURE

To attain the data needed to continue the study, the researchers

constructed a letter of request that they may access the 1 st and 2nd Quarter

grades in the A.Y 2019-2020 and A.Y 2020-2021 in the subjects Bible, English,

Mathematics, Science, Filipino, and Araling Panlipunan. The letter of request is

then relayed to the school administration for approval and once approved, the

registrar kindly provided the researchers with the records that they needed.

To gather the data, the researchers specifically made use of the

following:

● The 1st and 2nd Quarter grades of the A.Y 2019-2020 of their respondents

in the subjects of Bible, English, Mathematics, Science, Filipino and

Araling Panlipunan.

● The 1st and 2nd Quarter grades of the A.Y 2020-2021 of their respondents

in the subjects of Bible, English, Mathematics, Science, Filipino, and

Araling Panlipunan.

19
STATISTICAL TREATMENT DATA

The researchers will use the percentage of change of the

respondents in their academic records in the major subjects to determine the

change of their academic performance. With that, the researchers will use the

formula:

y−x
Percentage of Change = ∙ 100
x

Where:

x=¿the average of Quarter 1 and Quarter 2 in A.Y 2019-2020

y=¿ the average of Quarter 1 and Quarter 2 in A.Y 2020-2021

The project will also be dealing with significant relationships between

different variables. Correlation, one of the most common and useful statistics, will

be utilized in the undertaking. The group will make use of the Pearson

Correlation formula represented by:

n ( ∑ xy )−( ∑x )(∑ y )
r= 2 2 2 2
√ [n ∑ x −( ∑ x ) ][n ∑ y −( ∑ y ) ]
Where:

r = Pearson Product-Moment Correlation Coefficient

n = total number of respondents

20
 x=¿the average of Quarter 1 and Quarter 2 in A.Y 2019-2020

y=¿ the average of Quarter 1 and Quarter 2 in A.Y 2020-2021

Aside from the Pearson r, the group of researchers will also be using the

linear regression formula, defined by the formula:

y=bx+ a
∑ y−b ∑ x
a=
n
n ∑ ( xy )−(∑ x )(∑ y )
b=
n ∑ x 2−(∑ x2 )
Where:

n = total number of respondents

x=¿the average of Quarter 1 and Quarter 2 in A.Y 2019-2020

y=¿ the average of Quarter 1 and Quarter 2 in A.Y 2020-2021

21
 CHAPTER 4

ANALYSIS, PRESENTATION AND INTERPRETATION OF DATA

This chapter presents the analyzed, the collected data and the

corresponding interpretation.

The data that the registrar handed includes the 1 st and 2nd quarter

grades of our respondents in the subjects of Bible, English, Mathematics,

Science, Filipino and in Araling Panlipunan in the S.Y. 2019-2020 as well as S.Y.

2020-2021.

The 1st and 2nd Quarter grades of the students are supported by

tables in sequential order, according to subject as well as to the percent of

change, correlation, and line of regression.

Student Filipino English Math Science AP Bible

22
Number
Student 1 76 82 80 79 83 85
Student 2 74 75 77 75 80 82
Student 3 83 91 70 85 88 88
Student 4 91 84 75 80 90 85
Student 5 94 92 87 87 95 94
Student 6 94 90 90 92 96 95
Student 7 92 94 87 91 96 95
Student 8 91 91 85 82 92 86
Student 9 92 92 88 83 93 90
Student 10 76 75 74 86 86 79
Student 11 80 89 75 76 89 83
Student 12 94 96 93 94 96 96
Student 13 86 89 75 81 91 87
Student 14 89 94 80 80 92 85
Student 15 93 90 89 89 96 94
Student 16 86 88 81 86 90 87
Student 17 86 87 81 86 89 86
Student 18 90 92 83 87 93 87
Student 19 94 94 92 86 96 93
Student 20 90 85 75 80 88 87
Student 21 87 91 84 79 90 83
Student 22 92 89 80 79 91 91
Student 23 95 94 94 89 96 95
Student 24 92 91 89 89 93 92
Student 25 92 95 91 93 92 93

Table 1.1: Respondent’s Grades in Quarter 1 (2019-2020)

23
 Table 1.1 presents the 1st Quarter grades of the students in the

subjects Filipino, English, Math, Science, Araling Panlipunan (AP), and Bible in

the school year of 2019 to 2020.

Student Filipino English Math Science AP Bible

Number
Student 1 85 77 76 78 80 85
Student 2 75 75 75 77 76 78
Student 3 87 83 86 89 86 88
Student 4 88 83 77 83 88 81
Student 5 95 90 90 94 91 94
Student 6 95 86 92 94 96 92
Student 7 92 88 89 92 90 95
Student 8 91 81 82 85 92 86
Student 9 93 86 90 88 89 90
Student 10 86 77 76 84 80 78
Student 11 78 80 78 82 85 86
Student 12 94 92 95 96 95 94
Student 13 90 80 77 83 87 89
Student 14 90 86 87 83 88 88
Student 15 94 88 89 94 96 91
Student 16 90 81 80 89 88 89
Student 17 90 84 80 89 85 87
Student 18 88 83 83 87 91 87
Student 19 95 93 94 90 96 96
Student 20 87 80 77 83 85 91
Student 21 88 87 84 84 87 85
Student 22 88 83 84 86 89 90

24
Student 23 95 92 92 96 94 96
Student 24 89 83 91 93 89 90
Student 25 92 88 91 94 91 95

Table 1.2: Respondent’s Grades in Quarter 2 (2019-2020)

Table 1.2 presents the 2nd Quarter grades of the students in the

subjects Filipino, English, Math, Science, Araling Panlipunan (AP), and Bible in

the school year of 2019 to 2020.

Student Number Quarter 1 Quarter 2 Average

Student 1 81 80 81
Student 2 77 76 77
Student 3 84 87 85
Student 4 84 83 84
Student 5 92 92 92
Student 6 93 93 93
Student 7 93 91 92
Student 8 88 86 87
Student 9 90 89 90
Student 10 79 80 80
Student 11 82 82 82
Student 12 95 94 95
Student 13 85 84 85
Student 14 87 87 87
Student 15 92 92 92
Student 16 86 86 86
Student 17 86 86 86
Student 18 89 87 88
Student 19 93 94 93

25
 Student 20 84 84 84
Student 21 86 86 86
Student 22 87 87 87
Student 23 94 94 94
Student 24 91 89 90
Student 25 93 92 92

Table 1.3: Average of Quarter 1 and Quarter 2 (2019-2020)

Table 1.3 presents the individual averages of the students in the 1 st

and 2nd Quarter in the school year of 2019 to 2020.

Student Filipino English Math Science AP Bible

Number
Student 1 85 83 86 80 83 94
Student 2 79 79 77 80 80 90
Student 3 87 96 93 92 85 95
Student 4 84 83 80 90 80 93
Student 5 94 93 96 94 91 96
Student 6 95 93 96 94 92 95
Student 7 92 93 93 92 94 96
Student 8 92 92 93 88 92 94
Student 9 91 96 91 93 92 96
Student 10 84 88 77 86 82 90
Student 11 76 90 75 86 77 88
Student 12 95 96 96 96 95 96
Student 13 87 87 83 85 81 91
Student 14 92 93 84 90 86 95

26
Student 15 93 94 91 92 91 95
Student 16 90 85 81 83 85 93
Student 17 87 92 81 94 87 91
Student 18 86 89 80 83 88 94
Student 19 94 95 97 94 93 96
Student 20 85 86 75 82 82 92
Student 21 84 92 82 92 84 93
Student 22 91 89 88 88 88 95
Student 23 98 96 96 95 96 96
Student 24 87 82 90 89 86 91
Student 25 86 95 96 93 93 96

Table 2.1: Respondent’s Grade in Quarter 1 (2020-2021)

Table 2.1 presents the 1st Quarter grades of the students in the

subjects Filipino, English, Math, Science, Araling Panlipunan (AP), and Bible in

the school year of 2020 to 2021.

Student Filipino English Math Science AP Bible

Number
Student 1 94 89 95 86 88 93
Student 2 78 75 85 78 81 90
Student 3 88 93 85 77 88 96
Student 4 88 91 5 92 91 94
Student 5 95 95 91 93 93 96
Student 6 96 95 96 95 96 96
Student 7 93 94 95 92 92 96
Student 8 93 93 93 93 95 95
Student 9 93 95 92 88 91 96

27
Student 10 85 85 78 83 83 90
Student 11 83 83 80 86 84 87
Student 12 96 95 98 93 96 96
Student 13 86 86 83 86 87 92
Student 14 88 86 90 83 90 96
Student 15 95 94 94 90 93 96
Student 16 89 84 86 86 88 95
Student 17 91 92 88 86 88 96
Student 18 86 83 81 88 90 86
Student 19 94 95 94 91 96 96
Student 20 86 85 80 75 86 93
Student 21 87 92 85 88 87 92
Student 22 91 91 85 86 90 92
Student 23 94 95 95 98 95 97
Student 24 88 87 90 86 90 92
Student 25 92 91 90 95 93 97

Table 2.2: Respondent’s Grade in Quarter 2 (2020-2021)

Table 2.2 presents the 2nd Quarter grades of the students in the

subjects Filipino, English, Math, Science, Araling Panlipunan (AP), and Bible in

the school year of 2020 to 2021.

Student Number Quarter 1 Quarter 2 Average

Student 1 88 91 88
Student 2 81 81 81
Student 3 91 88 90
Student 4 85 90 88

28
 Student 5 94 94 94
Student 6 94 96 95
Student 7 93 94 94
Student 8 92 94 93
Student 9 93 93 93
Student 10 84 84 90
Student 11 83 84 83
Student 12 96 96 96
Student 13 86 87 86
Student 14 89 89 89
Student 15 93 94 93
Student 16 87 88 87
Student 17 89 90 89
Student 18 87 86 86
Student 19 94.83 94 95
Student 20 83.67 84 84
Student 21 87.83 89 88
Student 22 89.83 89 90
Student 23 96.17 96 96
Student 24 87.5 89 88
Student 25 94.83 93 94

Table 2.3: Average of Quarter 1 and Quarter 2 (2020-2021)

Table 2.3 presents the individual averages of the students in the 1 st

and 2nd Quarter in the school year of 2020 to 2021.

Student Number Average of A.Y Average of A.Y Percentage of

29
 2019-2020 2020-2021 Change
Student 1 81 88 8.64 %
Student 2 77 81 5.19 %
Student 3 85 90 5.88 %
Student 4 84 88 4.76 %
Student 5 92 94 2.17 %
Student 6 93 95 2.15 %
Student 7 92 94 2.17 %
Student 8 87 93 6.90 %
Student 9 90 93 3.33 %
Student 10 80 90 12.5 %
Student 11 82 83 1.22 %
Student 12 95 96 1.05 %
Student 13 85 86 1.18 %
Student 14 87 89 2.30 %
Student 15 92 93 1.09 %
Student 16 86 87 1.16 %
Student 17 86 89 3.49 %
Student 18 88 86 -2.27 %
Student 19 93 95 2.15 %
Student 20 84 84 0%
Student 21 86 88 2.33 %
Student 22 87 90 3.45 %
Student 23 94 96 2.13 %
Student 24 90 88 -2.22 %
Student 25 92 94 2.17 %

Table 3: Percentage of Change

30
 Table 3 presents the percentage of change which determines

whether the students have increased, maintained or decreased based on the

average of the first two quarters of school year 2019-2020 and school year 2020-

2021. Based on the results of the calculation, 3 students gained a percentage of

change between negative to 0%. 16 students gained a percentage of change

between 0.1% to 4%. 4 students gained a percentage of 4.1% to 8%. Lastly 2

students gained a percentage of change 8.1% to 13%.

S.Y 2019-2020 S.Y 2020-2021

Average
Average

S.Y 2019-2020 Pearson Correlation 1 0.8427

Average
S.Y 2020-2021 Pearson Correlation 0.8427 1

Average

Table 4: Pearson Correlation

Table 4 describes the correlation of the average of the first two

quarters of school year 2019-2020 and school year 2020-2021. A positive

correlation was found between the average of the first two quarters of S.Y 2019-

2020 and S.Y 2020-2021.

31
 y = 0.744x + 24.88

FIGURE 1: Linear Regression

Figure 1 demonstrates the result of the Linear Regression Formula.

The chart above portrays that there is a positive relationship between the

averages of the respondents in the first two quarters of S.Y 2019-2020 as well as

S.Y 2020-2021.

32
 CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The study has been conducted to determine the correlation of the

students’ averages from the first two quarters of school year 2019-2020 and

school year 2020-2021 from 5 different subjects. With the researchers’ data

analysis, the following findings were drawn:

1. According to the percentage of change table, most of the students had

their grades increased during the pandemic era. Only a number of

students significantly increased their grades in the time of online classes.

Fewer are the small percentage of students who either had insignificantly

decreased grades or maintained their grades from before conducting

online classes.

2. According to the Pearson Correlation chart, a positive correlation was

found between the average of the first two quarters of the school years

before and during online classes.

3. According to the Linear Regression chart, the graph portrays that there is

a positive relationship between the averages of the students in the first

two quarters of the school years before and during online classes in the

pandemic era.

33
 4. The correlation between the GWA of the students before and during online

classes in the conquest of COVID-19 display a positive linear relationship.

CONCLUSIONS

Based on the results of the calculations that the researchers have

performed, the researchers conclude that conducting online classes is as good

and, in some cases, even better than taking face-to-face classes. The

calculations for the percentage of change have proven that the majority of the

researcher’s respondents have improved their grades. The remainder of the

respondents either maintained their grades or had their grades decreased but

only by a very minimal amount.

The sudden change of the classroom environment did have an

impact on the academic performance of the students but based on the

researcher’s calculations, this impact on the students is declared as positive.

Since there is a positive correlation between the first two quarters of S.Y 2019-

2020 and S.Y 2020-2021, the investigators can safely assure that the students

are improving in their academic performances.

Like previously mentioned, out of the 25 students that the

researchers have chosen as their subject for this research paper, 22 students

had a very significant improvement on their grades and the 3 remaining students

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either maintained their grades from S.Y 2019-2020 or had a very insignificant

decrease on their grades. To go more in depth on the changes of the students’

performances: 3 students gained a percentage of change between negative to

0%. 16 students gained a percentage of change between 0.1% to 4%. 4 students

gained a percentage of change between 4.1% to 8%. Lastly 2 students gained a

percentage of change between 8.1% to 13%.

RECOMMENDATIONS

The researchers knew that there is a positive correlation between

the averages of the first two quarters of S.Y 2019-2020 and S.Y 2020-2021. They

suggest that:

1. Since the result of the students’ grades is fairly positive, the students

should try their best to maintain these marks even if we were asked to

revert back to conducting face-to-face classes.

2. Parents should familiarize themselves more with online classes and check

with their children so that they can know what mode of learning can be

more suited for their child’s needs. If the parents are still not satisfied with

their child’s performance during online classes, the group suggests that

they should try to look for other schools with a different mode of learning

that they think will help their child excel in the classroom.

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3. Since most of the students’ grades increased during online classes, the

researchers would like to recommend the Administration to conduct a

survey for their students on what mode of learning they are more

comfortable in so that they may come up with a solution where every

student may excel.

4. The government should start conducting studies about online classes and

how these classes can be more beneficial and helpful to the students.

Since a lot of students still prefer face-to-face classes, the government

should talk about ways on how they can solve this pandemic faster since

the students and parents are more comfortable with the face-to-face

classes.

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