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A COMPARATIVE STUDY: TRADITIONAL LEARNING AND ELECTRONIC

LEARNING

A Qualitative Research
Presented to
the Faculty of the Senior High School
Pangasinan State University - Bayambang Campus
Bayambang, Pangasinan

In Partial Fulfillment
of the Requirements for the Course
PRACTICAL RESEARCH 1
11 – STEM

Ron Arvin Saludes

Neil Mar Datuin
Camila Enverzo
Renz Denmarc Calderon
Alloysious Jessearl Macam
James Ferdinand Lamsen

May 2019
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Chapter I

THE PROBLEM

Background of the Study

Learning is an act, process or experience of acquiring knowledge or skill. The

learning process starts when a baby is born and it continues to be there in some form or

the other as per the learning techniques available. There are many classifications to

categorize the ways or methods of learning. But, learning can be broadly categorized into

two different parts considering the way how they are being pursued. They are Traditional

and Electronic Learning. Traditional learning is based on the physical interaction between

learner and teacher whereas Electronic learning eliminates the necessity of the physical

presence of a teacher through some alternatives. These two techniques recursively

modified after the invention of new techniques. For example distance learning traveled or

transformed from correspondence to E-learning. However traditional learning dominates

and cannot be fully replaced by other methods like E-learning even though the latter is

having a wide reach to the learners. The conventional classroom teaching is a leading

method of traditional learning and has been accepted and adopted in different

universities, colleges, schools for centuries (Singh, 2004).

(http://www.ascd.org/publications/books/107003/chapters/Educating-Everybody's-

Children@-We-Know-What-Works%E2%80%94And-What-Doesn't.aspx)

Traditional Learning is one of the systems we are using today. It is defined as a

learning process where learners and experts are present physically in the same place at

the same time. With regular attendance in classes helps them interact with other

individuals of their own age, be better disciplined, follow a regular schedule, and improve
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their physical fitness and mental alertness. Traditional learning helps students and

teachers know each other in a better manner. This allows teachers to know the students

and evaluate their strengths and weaknesses better, act as mentors, and guide students in

their career possibilities. In a traditional classroom, students can directly share their views

and clarify their own queries with the teacher, thus getting their questions answered right

away. Also, Traditional Learning or Classroom Learning is more helpful due to

continuous interaction between students and teachers, as it helps students to get rid of

their fears regarding exams, which can rarely happen with online guidance.

(https://elearningindustry.com2011/traditional-learning-vs-online-learning)

A study by Zhang (2004) showed some advantages of Traditional Learning and by

building up E-Learning (Electronic Learning) Environment is very difficult that we all

need well-trained people who obviously have practically learned the things to implement.

(https://www.academia.edu/5768507/E-learning_vs_traditional_learning_hanine_)

Electronic Learning or “Web-Based Learning” As people take professional level

courses usually to increase their qualifications and enhance their career opportunities in

their jobs. For example, to get promotion in higher level and higher paid jobs; in

management related professional degrees, diplomas are helpful. However many

employees may be exhausted after their work and don’t want to attend regular classes.

So, naturally, an online class is more convenient for them, as it saves valuable time,

money, and energy. The best thing about online learning is that individuals can take a

course from the comfort of their office or home. Even with a busy schedule, one can find

some spare time to take a course or study for it. In online classes, the learner is not

directly interacting with the faculty. However, these courses often offer alternatives to
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live query resolution like online forums, emails, and chat rooms. Using these alternatives

can be helpful for individuals to get their queries answered. People often think that

interacting with a trainer live is the best way to learn, as it is interactive and allows for

two-way communication. For such types of people, synchronous online courses will be

more appropriate. Another way to acquire knowledge through an online medium is by

searching on different search engines like Google, Bing, etc. Although this helps by

reducing the number of books one has to read, there may be too many sources of

information one has to read, and choose the relevant ones, which can result in

information overload. Thus online learning may be more suitable for grownups who are

continuing their education while they're working in their regular jobs

(https://elearningindustry.com2011/traditional-learning-vs-online-learning).

A study by Sloan Consortium (2017) sheds light on the fact that a whopping (6)

six million students in the United States (US) were studying through some online course

or another. The number of people taking these online courses is so significant, that it has

caused several prestigious institutions to offer online learning courses. Universities like

Stanford, Berkeley, Princeton, UCLA (University of California, Los Angeles), a number

of other institutions have made a place for E-learning classes to help those who want to

put, for, this, method, of, learning.

(https://www.academia.edu/34767929/A_Summary_of_Research_on_the_Effectiveness_

of_K-12_Online_Learning)

Gardner (2017) in his research entitled Trends in Education states that Online

Education has become more popular in today’s fast-paced society in his town Alabama,

Virginia. In his observation many are taking the online education, taking online jobs and
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test at home. Which the students are not capable of public speaking, going out at home

and for the character and for the responsibility of the students (Owlcation, 2014).

(http://www.appleseeds.org/Acad_Educ_Teach.htm)

Rapid advances in information and communications technology (ICT) have

brought about significant changes in the field of electronic learning (EL) since the mid-

1990s. At the University of the Philippines-Open University (UPOU), a single-mode EE

institution in the Philippines, the term “open and distance e-learning” (ODeL has been

coined to refer to the new mode of online or Web-based Electronic Education (EE)

(www.irrodl.org/index.php/irrodl/article/view/1913/3651).

Although the Philippine system of education has long served as a model for other

Southeast Asian Countries, in recent years that system has deteriorated. This is especially

true in the more remote and poverty-stricken regions of the country. While Manila, the

capital and largest city in the Philippines, boasts a primary school completion rate of

nearly 100%, other areas of the country, including Mindanao and Eastern Visayas, have a

primary school completion rate of only 30% or less. Not surprisingly, students who hail

from Philippine urban areas tend to buy gadgets and learn in online education. (Study

Country, 2019) (https://www.studycountry.com/guide/PH-education.htm)

The Senior High School Students (STEM, ABM, HUMMS, TVL) Grade 11 and

12 at Pangasinan State University (PSU) use both methods the Online Learning and

Traditional Learning. Based on the observation of the researchers of this “A Comparative

Study: Traditional and Online Learning” is two-way more effective and useful to the

students.
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Theoretical Framework

The basic method that many schools are using is Traditional Teaching, while the

use of technologies and the internet like Electronic Learning is anchored on certain

developed theories of teaching and learning. The researchers adopted several of them to

anchor the study.

The Theory of Multiple Intelligences (MI) by Howard Gardner (Sevilla, as cited

in Garcia, 2014) can likewise be cited here. Gardner claims that all human beings possess

all nine intelligences in varying amounts. He states that we can improve education by

addressing the MI of our students. These intelligences are located in different areas of the

brain and can either work independently or together. These MI are capable of

development and facilitated by formal schooling.

The E-Learning can improve the MI of the students and teachers in using

technologies. It also helps or enhances the technological skills/abilities of the students

and teachers.

The researchers started from an understanding of cognitive theory to establish the

set of principles that compose e-learning theory. Cognitive Load Theory refers to the

amount of mental effort involved in working memory, and these amounts are categorized

into three categories: germane, intrinsic, and extraneous. Germane cognitive load

describes the effort involved in understanding a task and accessing it or storing it in long-

term memory (for example, seeing an essay topic and understanding what you are being

asked to write about). Intrinsic cognitive load refers to the effort involved in performing

the task itself (actually writing the essay). Extraneous cognitive load is any effort
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imposed by the way that the task is delivered (having to find the correct essay topic on a

page full of essay topics) (Mayer, 2015).

The Theory of Practice also termed as Experimentation Theory by Dabbagh

(2005) and (Mehlenbacher, 2010). E-Learning theory comprises three elements.

According to Dabbagh (2005), E-Learning can be defined through a theory-based

framework that relates learning technologies, instructional strategies, and pedagogical

models or constructs. Dabbagh’s framework (2005) includes multiple dimensions, such

as the way people learn (open/flexible way), with the learning strategy (collaboration,

exploration, problem-solving) and also with technology.

It is a pedagogical model, and “cognitive models or theoretical constructs are

derived from knowledge acquisition models or views about cognition and knowledge,

which form the basis for learning theory. In other words, they are the mechanism by which

we link theory to practice” (Mehlenbacher, 2010). Instructional strategies facilitate

learning, such as collaboration, articulation, reflection, and role-playing among others.

Although they are pedagogical models, our main objective in this study is to review the

literature, on, e-learning, systems.

The Theory of Connectivism (Siemens, 2005) is a theory of learning in a digital

age that emphasizes the role of the social and cultural context in how and where learning

occurs. Learning does not simply happen within an individual, but within and across the

networks. Connectivism sees knowledge as a network and learning as a process of

recognition. Connectivism has similarities with Vgotsky’s Zone of Proximal

Development and Engestrom’s Activity Theory. The phrase “a learning theory for the

digital age” indicates the emphasis that connectivism gives to technology’s effect on how
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people live, communicate and learn. The different practices in the Traditional Learning

and E-Learning in Pangasinan State University-Bayambang Campus (PSU-BC)

provides a wide variety of learning experiences for the students to answer for the needs

for authentic learning experiences for a meaningful life in the future. The students can

design their own investigation or plan of action or propose a practical solution where they

can learn easily through the use of technology.

Conceptual, Framework

The CMO No. 55, s. 2016 or the New Teacher Education Curriculum (NTEC)

served as the basis in the development of the Online Learning System. The purpose is to

rationalize the advent of globalization and rapid changes in information and

communications technology—the concept of internationalization is distinguished from.

……… International Education by the comprehensiveness of the framework and the

inclusion of different forms, providers, and products of cross-border education apart from

internationalization initiatives at home that entails the incorporation of international

dimensions in the curriculum and the learning process (CMO, Article I, 2016).

Article IV, Section 8 of this CMO sets beneficial standards for future students and

teachers who, among others, must have a meaningful and comprehensive knowledge of

instructional materials development and evaluate the effectiveness of such in improving

student learning, can be creative and innovative in thinking of alternative teaching

approaches, and take informed risks in trying out these innovative approaches to

improve.student,learning.

Another basis is Article III, Section 3 of this CMO involves the mobility of

students, faculty and researchers, programs, and institutions. The activities under cross-
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border educations include movement of students to study in a foreign country, faculty

changes between institutions located in different countries, research collaboration

involving visits of scholars to countries, twinning programs, program articulation

program, branch campuses, and other international institutions.

Commission on Higher Education (CHED, 2016) Mobilization of funds from

internal and external sources in support from academic exchanges will be intensified, and

better programming of these funds will be undertaken to support priority covered by

internationalization initiatives. The CHED shall encourage and support HEIs’

participation in ASEAN (Association of Southeast Asian Nations) and other regional and

global initiatives on internationalization. In particular, participation in regional academic

mobility schemes shall be promoted; these include the ASEAN University Network

(AUN), the ASEAN International Mobility for Students Program (AIMS) and the

University Mobility in Asia and the Pacific (Article V Academic, Mobility, 2016).

The conceptual framework in the study in an Input-Process-Output (IPO) flow

is shown in Figure 1 on the next page. The figure shows the entire flow of the observation

and comparing the study in Electronic Learning and Traditional Learning.

The first box shows the questionnaires involve in this study like the profile of

the respondents: age, sex, and their grade point average (GPA), perceptions of the

respondents: in materials use and time consumed in every lesson, and benefits of Online

Learning and Traditional Learning in education, entertainment and medical.

The second box illustrates the processes use by the researchers. The focus of

this study is on the assessment and observation of Traditional and Electronic Learning. It

started with observing and identifying the similarities and dissimilarities of Traditional
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and Electronic Learning and followed by comparing and assessing of Traditional and

Electronic Learning in Pangasinan State University-Bayambang Campus Senior High

School students S.Y. 2018-2019.

The third box processes the effective use of the system on Traditional or

Electronic Learning in Senior High School Students (STEM, ABM, HUMMS, TVL) at

Pangasinan State University.

INPUT PROCESS OUTPUT

1. Profile of the
respondents in
terms of the
variables:

1.1 Sex,
1.2 Age, and
1.3 GPA

2. Perceptions of the
respondents in Descriptive Research
The Effective System in
terms of the and Survey about
Senior High School
following: Electronic Learning
Students
and Traditional
(STEM and ICT)
2.1 Materials used in Learning
at Pangasinan State
learning, and
University -Bayambang
2.1 Time consumed in Campus. (PSU-BC)
every, lesson

3. Pros and Cons of

Online Learning
and Traditional
Learning.
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Figure 1. Conceptual Paradigm of the Study

Statement of the Problem

This study aims to identify and asses the difference between Online Learning and

Traditional Learning of the Senior High School Students in Pangasinan State University -

Bayambang Campus during the second semester S.Y. 2018-2019.

Specifically, it will be able to find answers for the following questions

1. What are the profiles of the respondents in terms of the following variables:

1.1. Sex
1.2. Age, and
1.3. Grade Point Average?

2. What are the perceptions of the respondents in terms of the following:

2.1 Materials used in learning, and

2.2 Time consumed in every lesson?

3. What are the Pros and Cons of Online Learning and Traditional Learning?

Scope and Delimitation to the Study

This study focuses on the observation of the E-Learning and Traditional Learning

in Information and Communication Technology (ICT) and Science, Technology,

Engineering and Mathematics (STEM) students of Pangasinan State University -

Bayambang Campus.
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The researchers include the performances of the students of Pangasinan State

University - Bayambang Campus last semester. The researchers believe observation of

Traditional Learning and E-Learning at Pangasinan State University - Bayambang

Campus will get feedbacks and some suggestions.

Significance of the Study

The observation of similarities and dissimilarities of the Traditional Learning and

E-Learning in the High School Department of Pangasinan State University - Bayambang

Campus will find the significance to the following:

Students. With the results of this study, students would more understand the

differences between Traditional Learning and E-Learning. With this information, they can

cast better judgment on which Learning method would best suit them.

Parents. Parents who plan to enroll their child in an educational establishment

that involves E-Learning are now able to see the differences and the advantages and

disadvantages of E-Learning compared to Traditional Learning.

Professors/Instructors. Instructors who are assigned to utilize E-Learning can

use this study as a way to compare Traditional Learning to E-Learning. With this

information, they can be more prepared and get a good idea of what E-Learning has to

offer and how to best utilize the tools given

Education. Traditional Learning is something that will never go out of date.

However, it is important to see what advantages and tools E-Learning has to offer. With

this study, we can better compare the two and determine their flaws and strengths.

Knowing these may enhance the learning experience and to better choose which medium

of learning is best suited for an educational establishment.

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Future Researchers. This study could guide future researchers in doing their

study in educational learning and traditional learning dissimilarities and similarities. This

could also serve as a reference or data and a source of information in conducting related,

studies.

Definition of Terms

To provide a better understanding of the terms used in this research, the following

important terms used are hereby defined as conceptually and operationally.

Comparative. It refers to the measured or judged by estimating the similarity or

dissimilarity between one thing and another, Involving the systematic observation of the

similarities or dissimilarities between two or more branches of science of the study. In

this study, it refers to the comparison of Traditional Learning and Electronic Learning

(Oxford Dictionaries, 2019).

Traditional Learning. It is defined as teacher-centered delivery of instruction to

classes of students who are the receivers of information. Educational Practices and

Academic Learning in the core subjects of math, reading, writing, science and social

studies. In this study, it refers to the basic way which many schools are adopting this kind

of method (Education Seattlepi, 2011).

Electronic Learning. It refers to the use of the Online or (E-Learning) served by

Entertainment, Education and Professional and Medical. This system will give easy

access to the Schools or Buildings. In this study, it refers to the new type of learning or

teaching system (Merriam - Webster, 2019).

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Facility/Facilities. Something that makes an action, operation, or activity easier, a

building or large piece of equipment that is built for a specific purpose, skill, and ease in

doing something (Merriam - Webster, 2019). In this study,

Technology. It refers to the use of science in industry, engineering, etc. and to

invent useful things or to solve problems. From this study, the term technology refers to

equipment used in modern learning or teaching (Merriam - Webster, 2019).

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CHAPTER II

REVIEW OF LITERATURE & STUDIES

In this study, presents a set of literature and studies in the area of comparing

Traditional and Electronic Learning that serve as a guide in the conceptualization of the

present study.

Related Literature

A study by Cheryl Usher a researcher of the Effectiveness of Online Learning: A

Literature Review states that Online learning is being utilized in all levels of education

from elementary to professional development for educators. This literature review

synthesizes research that has examined online learning for professional development for

educators, compared online learning to blended and face to face instruction and

discovered critical components that support effective online instruction for all students.

Results indicate when educators have a positive online experience; they are more likely

to transfer their learning to other areas. Results were mixed when comparing online,

blended and face to face instruction, with most of the results showing little difference in

the learning outcomes of the professional learning for educators.

(http://webcache.googleusercontent.com/search?

q=cache:EtiSaLXDBgcJ:cherylusher.weebly.com/uploads/2/2/0/1/2201856/mini_literatur

e_review_cusher.docx+&cd=3&hl=en&ct=clnk&gl=ph)
 15

A Former German Teacher stated that it is well-known that the globalization of

the online environmental communication influenced all sectors of human activity;

therefore education, as a personal and professional training has undergone the same

trends. The development of e-learning, as an alternative to traditional education, has

generated different perceptions among the main players of university education - teachers

and students. To emphasize these different perceptions, in their study, they compare the

traditional with online learning from two perspectives. Firstly, they made a literature

review of e-learning studies showing different perceptions. Secondly, they considered

useful and necessary to analyze the Faculty of Business students’ perceptions regarding e-

learning and traditional learning. The study was conducted from the perspective of

software solutions implemented by their faculty, namely a platform for long distance

education.,(M.Tuturnea,2007)

(https://www.researchgate.net/post/What_are_the_advantages_and_challenges_of_online

_learning_and_teaching)

Some believe that technology is a very effective way of engaging young minds

and improving student learning ( Carlson, 2005 ). However, considering the explosion of

social media, hand-held technology, and numerous ways for Millennials (the generation

born between 1980 and 2000) to get screen time, the fear is that students cannot really

focus and multi-task effectively, especially when asked to follow specific instructions. To

think creatively, work in teams, and have a deep understanding of project-based learning,

students must understand that technology is a useful tool but not a replacement for human

interaction. There is significantly more information available to be consumed today than

in past generations, and Millennials have more ways to consume it than ever before. To
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say that students do not have the ability to learn, engage, and concentrate greatly

underestimates their abilities. Learners have simply grown accustomed to acquiring

information and communicating by utilizing technology-based methods ( Moore, 2007 ).

Research Variables

In this part of the study, definition and citations from other authors of the dependent

and independent variables in a similar area of research will be presented here.

Teaching Importance

Rickey and Stacy (2000) analyzed the importance of metacognition in regard to

teaching and learning. They suggested that there are four principal facets of

metacognition: descriptive and declarative knowledge of one's own mental processes, the

ability to monitor one's own thinking and understanding, and the ability to regulate that

thinking as well as the flexibility and inclination to apply those practices to solving

problems. In their work, Rickey and Stacy suggested metacognition is central to helping

students to develop their learning skills because it provides them with more transferrable

and dynamic knowledge banks from which to draw ideas. Further, they argued students

unaware of their own cognitive processes were unlikely to recognize when their ideas are

unproductive, and these students often struggled when they come across contradictions

within data and observations. In this regard, Rickey and Stacey proposed students with

heightened metacognitive abilities were better able to recognize inaccurate thinking

directions and consider alternative paths. For teaching purposes, Rickey and Stacy stated

the most effective and productive metacognitive strategies are taught within specific

domains.
 17

(https://resources.depaul.edu/supplementalinstruction/about/PublishingImages/Literature

%20Review%20of%20Teaching%20Strategies%20for%20College%20Level

%20Chemistry.pdf)

Teaching Strategies

In a study conducted by Stroud and Schwartz (2010), the role of metaphors and

graphics as tools to enhance students’ learning of complex topics was investigated. Stroud

and Schwartz suggested that students struggle to learn due to the abstract nature of certain

concepts which can also be hard to visualize. Traditional style lectures develop students'

verbal processing, but they do not stimulate visual processing or encoding to the same

degree. Thus, they explained that metaphorical graphics have the potential to help

learners recall information better by forming new connections in their schema for a

particular topic. In their experiment, students enrolled in a midsized United States

university participated. This experiment tested the effect that metaphorical graphics had

on students' recognition of elements' properties. Students in the metaphorical graphics

group were shown representations of each element as a person conveyed information

regarding the reactivity and behavior of each element. Stroud and Schwartz found that

metaphorical graphics helped students develop a better understanding of elements’

behavior and reactivity. Students who were shown metaphorical graphics were also better

able to answer inference questions regarding the characteristics of the elements which

they were shown. This experiment demonstrated that metaphorical graphics have the

ability,to,act,as,a,constructional,adjunct,for,teaching,chemistry.

(https://resources.depaul.edu/supplementalinstruction/about/PublishingImages/Literature
 18

%20Review%20of%20Teaching%20Strategies%20for%20College%20Level

%20Chemistry.pdf)

Student Perception of Online Learning

While efficacy and outcome data may be scarce, counselor education and

rehabilitation counseling education researchers have focused more specifically on

students’ perceptions of student learning and engagement (Barrio Minton & Gibson,

2012). One counselor education program compared student perceptions of on-campus

and hybrid course models for a career development course (Ting & Gonzalez, 2013). The

hybrid course was held mostly online but required four on-campus meetings over the

course of the semester. The two types of courses matched in requirements, syllabus,

textbook, and assignments. Generally speaking, both groups of students found their

interactions throughout the course to be sufficient, although different. Results showed

that students enjoyed both types of learning environments and felt as though they

experienced sufficient course instruction over the semester. Ting and Gonzalez (2013)

noted the importance of creating a community-like environment online in order to

replicate what students received in the classroom. This notion has been echoed in cross-

disciplinary research as a crucial component to supporting worthwhile and meaningful

online education (Garrison &Arbaugh, 2007; Openshaw, Schultz, & Millington, 2008).

(file:///C:/Users/hp/Documents/Online%20Learning%20Outcomes.pdf)

Related Studies
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The following are foreign and local studies reviewed by the researcher that was

born with the present study.

Foreign

This study was conducted by Thomas Dondorf and Heribert Nacken (2016)

entitled Classroom Vs. E-Learning: A case study on the performance of students in

different learning scenarios. They compared the performance of students using an online

mathematics course with the performance of students who were taught in a face-to-face

classroom course. While many approaches exist to measure the learning progress of

students in e-learning environments, practical comparisons of different learning

approaches are still rare. More than six thousand (6000) students began studying in the

semester of fall 2015. About one-quarter of them took the preparatory mathematics

course. To get a homogeneous group of students, they restricted their experiment to the

group of students in the field of engineering. One hundred and thirty (130) students

agreed to participate in the study. Before the start of the course, they were randomly

divided into two groups. The aim of the study was to evaluate whether there is a

significant difference in performance between students learning with the e-learning

system and students who are taught by the typical lecture format. Multiple assessments

were conducted to measure the performance of the students. In addition, a survey

conducted at the end of the course allowed the students to give feedback about the

perception and satisfaction of the study. Based on their results, the face - to - face

teaching was more successful than the e-learning format in this case. While the overall
 20

performance of the students in the control group significantly improved, the e-learning

group did not improve their average performance. They performed a t-test to show

statistical significance (p = 0.018) and compared the different results of the students in

the tests. Using the results of the survey, they also explain how motivation and distraction

of the students implied the overall performance. In their scenario, the use of an e-learning

application led to significantly worse performance. They do not claim that the results are

generally applicable for people using an e-learning application but they point out which

factors influenced the learning experience most and the necessary changes for successful

e-learning.

(https://www.researchgate.net/publication/46419957_A_Comparative_Study_between_

Traditional_Learning_and_E - Learning)

Fei Li (2013) entitled Traditional Classroom VS. E-Learning in Higher

Education: Difference between Students’ Behavioral Engagement conducted that

discussed traditional classroom, e-learning, behavioral engagement and the difference

between behavioral engagements in two kinds of instruction environment. Results from

variance analyses suggest that there is no significant difference between engagements of

active learning in different classroom conditions, and there exist significant differences in

higher-level learning of innovative and critical thinking. Their findings highlight students'

behavioral engagements in two environments have no significant advantage over each

other, but e-learning facilitates higher-level learning better.

David Rashty (2014) conducted a study entitled Traditional Learning vs. E-

Learning. He stated that comparing learning an identical course in a traditional

framework to a computer-mediated learning framework, students have expressed higher

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satisfaction from the computer-mediated learning and rated the learning as more effective

than in the traditional framework. In other studies, too, it was argued that computer-

mediated or online learning is more effective and interactive. Findings of a research

conducted in the seventies and eighties, comparing the use of computers as a learning

environment, also indicated a slight improvement in the student's achievements following

the use of a computer. E-Learning includes many components that are familiar from

traditional learning, such as presentation of ideas by the students, group discussions,

arguments and many other forms of conveying information and accumulating knowledge.

The contents of the course's curriculum might be organized according to subjects and in a

serial manner. E-Learning also includes advantages which are not found in traditional

learning, such as: time for digesting the information and responding, enhanced

communication among the learners, both as regards quality and as regards urgency,

knowledge being acquired and transferred among the learners themselves, the ability to

conduct an open discussion, where each learner gets more of an equal standing than in a

face - to - face discussion, access to information and to discussion ability, responses may

be made around the clock with no restrictions, a higher motivation and involvement in

the process on the part of the learners.

Locale

Christina Gómez (2016) has conducted a study entitled Teaching and Learning

with E-Learning in the Philippines. She stated that E-Learning is not only about

sophisticated platforms where teachers and students can meet up in a digital space and

interact. E-Learning has to do with any learning that uses technology to enhance the

learner experience. This is what the President for the Philippine E-Learning Society
 22

(PeLS) also shares knowledge and experiences through annual conferences held in

different regions of the Philippines. They conduct training workshops and create case

studies through which their members share experiences in technology adoption, as well

as benefits and challenges throughout the process. To date, they have participated in

13 national conferences and two international congresses where they invited

international presenters and delegates to speak and share. Thennie adds that the

Philippines is very different from some other developing countries in how it embraces

change and evolution, instead of resisting it for fear of not understanding the

technology. The country has a strong Spanish and Chinese influence in its history, and

its education system is American-influenced as well. Thennie says she sees how people

now recognize the importance of eLearning especially in the field of education. The

President of the Philippines has even passed the "Open Distance Learning Act" (RA

10650) which seeks to institutionalize distance learning in higher education and also

recognizes it as a suitable and efficient system that delivers quality education. Thennie

believes in lifelong learning and feels that eLearning is the best way to go. It is

impossible to remove technology from the equation today, even in the most remote of

places, because technology is making its way through every place in the world. Even

though achieving full adoption of E-Learning through all educational institutions in the

Philippines is a huge task and will take many years, Thennie is glad that it is moving

forward.
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Synthesis

The researchers have presented foreign and local literatures and studies related to

the present study. These works of literature and studies have a few similarities and

differences with the present undertaking.

In Dondorf and Nacken’s study, they taught mathematics to two separate groups.

One group was taught face to face, while the other utilized E-Learning. The result of this

experiment led to the students taught using E-Learning doing significantly worse

compared to Traditional Learning. The students who were taught using E-Learning did

not improve their average performance. This proves that face-to-face learning is more

effective in teaching mathematics than E-Learning. They spoke that the motivation and

distraction of students played a significant role in their overall performance. In Fei Lin’s

study, she concluded that E-Learning has no significant differences in student behavioral

engagement compared to Traditional Learning. However, E-Learning does facilitate a

higher level of learning better than Traditional Learning this could be because of the

control the students have over the E-Learning medium. Rashty study stated that students

express more satisfaction in computer-mediated learning and is said to be more effective

and interactive than Traditional Learning. He stated that students have overall more

control in their learning experience such as being able to communicate to fellow students

more effectively, having more time to digest information, having access to information

easier, fewer restrictions, more equal standing compared to traditional learning, and

higher motivation and involvement which contradicts the conclusion of Fei Lin's study.

However, their studies are similar in a way that E-Learning is an effective learning

medium. This also contradicts Dondorf and Nacken’s study in terms of performance. In
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Gomez' study, she focused on the acceptance of E-Learning in the Philippines. In which,

we Filipinos are very open to the ways of E-Learning, while the full adaptation of E-

Learning may take many years, we as a country are progressing forward. Most of the

studies involved in this chapter agree that E-Learning is an effective learning medium and

holds features that traditional learning lacks. However, with the students having more

control over their learning come responsibility as well. In Dondorf and Nacken’s study, it

is said that E-Learning despite its advantages may still fail if students are distracted or

lack motivation.

Chapter III

Methodology

This chapter describes the research methodology used in the study. This includes a

discussion regarding the research design, sources of data, research instrument, data

collection, and statistical tools used to analyze the data.

Research Design

The aim of this study is to descriptively investigate the difference between e-

learning and traditional learning, Students were asked to participate in a survey. The data

collected is then analyzed and compared to other student’s answers.

In descriptive studies, information is gathered and analyzed for describing

situations, events or existing phenomena to identify problems and make an evaluation

(Babbie, as cited in Siapno, 2012). In the survey method research, participants answer

questions administered through interviews or questionnaires. After participants answer

the questions, the researchers describe the responses given. In order for the survey to be
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both reliable and valid, it is important that the questions are constructed properly.

Questions should be written so they are clear and easy to comprehend. (Jackson, 2009),

(https://www.rdsyh.nihr.ac.uk/wpcontent/uploads/2013/05/12_Surveys_and_Questionnair

es_Revision_2009.pdf)

It is descriptive because it described the existing conditions in Traditional

Learning and Online Learning. Descriptive research is a way of ascertaining conditions

affecting a given group- in this study, The Grade 11 who took up Science, Technology,

Engineering and Mathematics (STEM) and Grade 12 students who took up Information,

Communication and Technology (ICT) at the PSU – BC for the second semester (S.Y.

2018-2019)

Sources of Data

The locale of the Study

The study was conducted at the Pangasinan State University, Bayambang

Campus, Bayambang, Pangasinan where the researcher is the students of Science,

Technology, Engineering, and Mathematics (STEM). Our respondents are Senior High

School (SHS) Grade 11 Science, Technology, Engineering, Mathematics (STEM) and the

Grade 12 Information, Communication and Technology (ICT).

The purpose of this survey in all of these respondents in this university is to know

the pros and cons, similarities and dissimilarities of Online Learning and Traditional

Learning are what the present study wanted to address.

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Population Sampling

This research utilized the purposive sampling design. In purposive sampling, the

respondents are chosen on the basis of their knowledge of the information desired. This

type of non-scientific sampling design is based on selecting the individuals as samples

according to the purposes of the researcher as her controls (Calmorin, as cited in Garcia,

2014).

There were two groups of samples included in this study: the validator,-

respondent who validates the content of this study and the ICT and STEM students of

Pangasinan State University – Bayambang Campus who use to be the sources of data for

determining the similarities and differences of E-Learning and Traditional Learning.

The validator - respondent is a Bachelor of Secondary Education (BSE) Major in

English graduate and presently an Instructor at Pangasinan State University - Bayambang

Campus.

Research Instrument

The researchers will primarily utilize a questionnaire to gather information

regarding the student’s perceptions of E-Learning. Including their views on the time

consumed in every lesson and their preferred learning material.

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Sampling Procedure

The researchers will randomly select an amount total of 80 Senior High School (SHS)

students. Specifically, the researchers will be choosing students of STEM and ICT.