MMW-Research-Comment

1st Year Research Title: The Effectiveness of Remote Learning on the Academic Performance among CAS Students of Northwestern University during the Covid-19 Pandemic Lead Researcher: Donald Cristopher B. Buted Co-researcher: Jasper Ryan Tayo Mark Angelo Campos Nino Jiro Nacino Kevin Dave Zambrano Mark Isip Michael Andro Domingo Neal Andrei Sahagun Ricardo Decena Introduction The Covid-19 pandemic is irrefutable that it hit the world as hard as it is. At the beginning of pandemic, some organizations and institutions have closed because of the Covid-19. Meeting virtual was the last resort in order for the Covid-19 to not spread geometrically and to instill productiveness among organizations and such even in this kind of situation. School is one of the pillars of education and was one of the most affected in the surge of the pandemic. In fact, the pandemic has disrupted over 150 countries and has affected the education of 1.6 billion students(World Bank Group, 2021). This 1.6 billion consists the 20.78% of the total population of the world. A one-fifth of the world population is a very concerning case and these are just the students, other types of civil are still not included here. So closing all schools would delay the progress of a constitution so it was not included as one of the option. By taking advantage of technology, schools have managed to hang up by a thread and used it in order for schools to continue their objectives. Online learning were mostly implemented by many schools. Hence, the “New Normal” term was coined. New normal is the digitization of works and learning. According to Daniel, 2020, many institutions has intended to make a greater use of technology as years pass by but this Covid-19 outbreak made it only possible by a few days. The online modular learning and virtual meeting were components of this new normal. Despite the lack of physical interaction, this type of normal has introduced the remote learning type. As remote learning has been the way of learning, the researchers made a research titled, “The Effectiveness of Remote Learning on the Academic Performance among College of Arts and Science(CAS) Students of Northwestern University during the Covid-19 Pandemic.” in order to answer the gaps in this problem.

Remote learning is new to students and also to all the institutions of learning. As this type of learning went on, many problems arose like stress of the students, technological literacy, digital divide and etc. Also, as most discussions were on virtual meetings, according to the study of (Reese, 2015), it was found out that one of the main limitation of this mode of learning was the lack interaction between student and teachers in which it is crucial to make the students learns the new material. The Covid-19 made living rooms into classrooms for all students (Aliu, 2020), as this pandemic has caused health crisis for everyone and technology also played a role to keep the flame of learning alive for years. Now in Laoag City, various institutions of learning has opened limited face to face classes. But remote learning is still being practiced so, studying its effects to the students is still accessible Research Framework. The Multimedia Learning Theory talks about some individuals can learn faster from text, pictures and even audiovisuals. But according to (Ibrahim, 2012, mentioned in the article of Sey, 2020), the human mind can only process small portions from large amounts of audiovisuals in a short period of time. With that, they have suggested to minimize the load of information from multimedia in regards with learners’ intake of information. The human cognition to information all starts with the brain and memory (Sweller, Merrienboer & Paas, 1998). This Cognitive Load Theory has three principles: germane, intrinsic and extraneous. Germane is about the dedication of an individual to process, construct and understand the information. While intrinsic cognitive load on the other hand, it concerns about the effort made to do a certain thing in order to reply to an instruction or come up with an action to answer the problem given to an individual. Lastly, extraneous cognitive load tackles about how an information is presented to the learners so that they can process with a feedback. It can be through physical means and also can be through virtual. The Social Learning Theory of (Bandura and Walter, 1962, which was mentioned in the book of Lyons and Berge, 2012) explains that learning can be done through observing the society. By this, the individual may be able to imitate on what has been observed and reap the rewards or they can chose not to, just to avoid unwanted consequences. Conceptual Framework.The conceptual framework in the study of The Level of Effectiveness of Remote Learning among CAS Students of Northwestern University has 3 parts: the input, process, and output.

Input includes (1) the information of the respondents such as year level, course and gender and (2) a questionnaire that assess the level of effectiveness among the students. For the process, the researchers will start reviewing related literature and previous study, after that, they will be designing the methods of the study and proceed to gather data. Then, the data gathered will be interpreted to find the final output. Lastly, the researchers will write a discussion on the level of effectiveness on remote learning and make recommendations on how the Northwestern University and its student would do in order to improve the effectiveness of the type of learning mentioned. Don't use IPO as a framework. It is use for creating material. Figure 1. Paradigm of the Study Use Independent and Dependent Variable Input Process Output Personal information of the 1. Designing Methods 1. Discussion on the results CAS Students of 2. Data Gathering of the study regarding the Northwestern university. 3. Interpretation of Data and level of effectiveness of Analysis Remote Learning on the CAS 1. Year Level, Students of Northwestern 2. Gender and; 3. Age University. Questionnaire Checklist on the effectiveness of Remote 2. Recommendations for Learning among CAS students of Northwestern Northwestern University to University. 1. Level of effectiveness increase the students level of effectiveness in remote Remote Learning Academic learning type. Performance ... Research Problem. This study aims to know the level of effectiveness of remote learning among students of CAS Department of Northwestern university. Specially, it aims to answer the questions below: 1. What is the demographic profile of the students in terms of: Name (Optional) a) Year Level b) Gender 2. What are the gadget/s that the students use? 3. What is the level of effectiveness of remote learning among the students? 4. What are the recommendations to increase the level of effectiveness of remote learning to the CAS students of Northwestern University?

METHODS This section presents the participants, research instrument, data analysis and ethical consideration. Participants. The study will be conducted at Northwestern University of Laoag City. The mentioned school was chosen since it is were the researchers are acquainted with. The chosen respondents were the students enrolled in the 2nd Semester of Academic Year 2021-2022 under the CAS Department of the university. The total population is ___. Using the Raosoft Software, the total sample gotten were ___. The respondents will be selected via purposive and quota sampling. Identify your population to know the sample size Research Instrument. The researchers will use survey questionnaire the get data from the respondents. Since face to face is still limited, researchers will use an online tool which is the Google Forms to gather data. The first part will be the demographic Name (Optional), Sex profile of the respondents such as Year Level, Gender and also the gadgets they use in remote learning. The third part is a likert-scale type ranging from Strongly Agree=(5) to Strongly Disagree=(1). The likert-scale questionnaire the respondents will use is adopted from the questionnaire of Pragadeesh(2022). Data Analysis. The statistical treatment of data are listed below. The researchers will use frequency, percentage and mean for the first part of the survey in which it contains the demographic profile of the respondents. For the second part, since it is a likert-scale type, in order for the researcher to analyze the data, the range scale below will be used; 4.21 - 5.00 Strongly Agree 3.41 - 4.20 Agree 2.61 - 3.40 Neutral 1.81 - 2.60 Disagree 1.00 - 1.80 Strongly Disagree Ethical Considerations. The researchers will include some ethical practices while conducting the research on the level of effectiveness of remote learning to the CAS students of Northwestern University. Researchers will not force the respondents to disclose their name in the research since it is just optional to fill it up in the survey so that anonymity is obtained. The data gathered will be treated with utmost confidentiality and the researchers will make sure that no one can access the raw data

other the the researchers themselves. But before all the data gathering procedure, the researchers will write a letter of consent to the dean of Northwestern University for his/her approval. Also with the participants, the letter of consent will be appendage in the front page of google form survey. Literature Cited Aliu, L. (2020). The new normal, in the time of COVID-19: A snapshot from Prishtina. UNICEF Europe and Central Asia. https://www.unicef.org/eca/stories/new-normal-time-covid-19-snapshot- prishtina Pacheco, J.A. The “new normal” in education. Prospects 51, 3–14 (2021). https://doi.org/10.1007/s11125-020-09521-x Pragadeesh, P. (2022, May 20). 80+ Remote Learning Survey Questions for Students, Teachers, and Parents. SurveySparrow. https://surveysparrow.com/blog/remote-learning-survey-questions/ Reese, Sasha. (2014). Online learning environments in higher education: Connectivism vs. dissociation. Education and Information Technologies. 20. 10.1007/s10639-013-9303-7. https://www.researchgate.net/publication/272030180_Online_learning_enviro nments_in_higher_education_Connectivism_vs_dissociation Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296. Sey, A. (2020, July 30). Multimedia Learning Theory and Design Principles. Sey Education Solutions. https://www.seyeducation.com/abenas-blog- spot/2020/7/29/multimedia-learning-theory-mayer-2001-and-design- principles-a-summary World Bank Group. (2022, May 19). Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow. World Bank. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using- edtech-to-support-remote-learning-during-the-covid-19-pandemic Appendices  Letter to the Respondents  Letter to the Head of Office  Survey Questionnaire

Letter to the Respondents Dear Respondents, Greetings! We, the undersigned, are the First Year Computer Science Students of Northwestern University. We are requesting for your cooperation to answer our questionnaires for our research entitled, “The Effectiveness of Remote Learning on the Academic Performance among Computer Science Students of Northwestern University during the Covid-19 Pandemic.” In this connection, we would like you to be the one of our respondents in our study. We hope you can help us by answering the survey sincerely and truthfully. Your response to this request will be a valuable contribution to the study’s completion and will be deeply appreciated. Rest Assured that all the information that we would gather will be treated with utmost confidentiality and it will be used for academic purposes only. Thank you! Yours Sincerely, Donald Cristopher Buted Jasper Ryan Tayo Michael Andro Domingo Angelo Campos Jiro Nacino Neal Andrei Sahagun Kevin Dave Zambrano Ricardo Decena

Letter to the Head of Office June 06, 2022 _______________________ CAS Dean We, the undersigned, are the First Year Computer Science students wishes to conduct the study for our partial fulfillment of our requirements in the Mathematics in the Modern World subject which is titled, “The Effectiveness of Remote Learning in the Academic Performance among Computer Science students of Northwestern University during the Covid-19 Pandemic” under the supervision of Mrs. Carissa Faith Bueno, our subject teacher. We are hereby seeking your consent to conduct the study and gather data among the Computer Science students of Northwestern University. Rest assured, the data we will gather will remain absolutely confidential and will be used in academic purpose only. Upon completion of the study, we undertake to provide the school with the hard copy of the full research report. If you require for more information, please do not hesitate to tell us. Thank you for your time and consideration in this matter. Yours Sincerely, Donald Cristopher Buted Jasper Ryan Tayo Michael Andro Domingo Mark Angelo Campos Nino Jiro Nacino Neal Andrei Sahagun Kevin Dave Zambrano Ricardo Decena

Survey Questionnaire Researcher-made questionnaire on assessing the effectiveness of remote learning on the academic performance of Computer Science students of Northwestern University. Name: ______________________(Optional) Part I. Demographic Profile a) Year Level: 1st Year 2nd Year 3rd Year 4th Year b) Gender: Male Female Prefer not to say c) Gadget used for remote learning: Laptop Mobile phone Both Part II. Level of Effectiveness of Remote Learning Note: Please check the answer accordingly. 1 2 3 4 5 Strongly Disagree Neutral Agree Strongly Disagree Agree 1. You have sufficient equipment and facilities (computer/laptop/Interne t/software) to participate for online lectures 2. You have sufficient computer knowledge and IT skills to manage your online learning 3. Guidelines are provided (ex. how to use relevant online tools) before starting online lectures by your lecturer 4. Online tools are easy to use 5. Happy about online teaching methods and lecture materials 6. Frustration and lack of interest in learning while being locked down 7. Online lectures are effective than traditional/live classroom lectures 8. Using online learning is fun 9. Gained experience of learning in a new online environment

10. Flexibility in participating for online lectures 11. Lack of direct contact with other students/colleagues/frien ds 12. Inconsistent/poor contact and communication with the lecturers 13. Learning remotely is more difficult than in classroom 14. My motivation is high in participating online lectures 15. I am happy about the student-teacher interaction during online teaching & learning 16. Lecturer’s personal attention and touch are less 17. Home environment is suitable for participating online lectures 18. There are more distractions in remote learning 19. Do you have facility to ask questions or clear doubts during online lectures 20. Do you like to participate for online lectures with conventional lectures after COVID-19 pandemic over