THE COMPARATIVE STUDY OF ONLINE EDUCATION AND TRADITIONAL

EDUCATION OF ANGELICUM LEARNING CENTRE’S

GRADE 10 STUDENTS IN THE NEW NORMAL

S.Y 2021-2022

An Undergraduate Thesis

Submitted to

The Faculty of Angelicum Learning Centre

Ms. Aquila M. Burdeos, LPT

English Adviser

The Partial Requirement for

the completion of English Subject Research

Angelicum Learning Centre Cagayan de Oro City

By:

Larosa, Chelsea Louwena J.

Madriaga, Jessleen Clare S.

Grade 10 on

March 23, 2022

 APPROVAL SHEET

This undergraduate Thesis entitled “The Comparative Study Of Online Education and

Traditional Education of Angelicum Learning Centre’s Grade 10 Students In The New Normal”

prepared and completed by Chelsea Louwena J. Larosa and Jessleen Clare S. Madriaga, in partial

fulfillment for the In Partial Requirement for the Compilation of English Subject Research has

been examined and recommended for approval.

Ms. Aquila M. Burdeos, LPT

Mentor

PANEL OF EXAMINEE

Approved by the Committee of an Oral Examination with a grade of .

Annie C. Manla, LPT Aquila M. Burdeos, LPT

Panelist 1 Panelist 2

Kris Diane M. Pecasales Jonalyn R. Lebita, LPT

Panelist 3 Panelist 4

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 ACKNOWLEDGEMENT

To Jesus Christ, our Lord and Savior, for giving the wisdom, strength, support and

knowledge in exploring things, for the guidance in helping surpass all the trials that we encountered

and for giving determination to pursue our study, and to make this study possible.

The researcher would like to extend their deepest sincerest gratitude to all the people who

helped there in any manner, who have shared the effort and knowledge in order to make this

research a reality.

Whatever has been accomplished and whatever has been the product of every and

endeavor, there is a great source of all effort, striving, guidance and gracious blessings without

whom this task would have been impossible.

We would like to express our sincere gratitude to our research adviser, Aquila M. Burdeos,

for the continuous support to our study and research, for her patience, motivation, enthusiasm, and

immense knowledge. Her guidance helps us all the time of research and writing of this study. We

could not have imagined having a better advisor and mentor for our research study.

We would like to give our deepest gratitude to our panelist Annie C. Manla, Jonalyn R.

Lebita, Kris Diane M. Pecasales, who is the key person in the realization of this study. The

researchers truly salute to their expertise surmount what seem to be an uphill task. Thank you for

their time, suggestion and encouragement. Allowing us to get the necessary information we need

to make this research possible.

To the researcher’s loving parents, for their moral encouragement, financial assistance as

well as their spiritual support in every path the researchers take.

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 DEDICATION

This humble piece of work is lovingly dedicated to the Angelicum Learning Centre’s Grade

10 students, who were the respondents of this research for their time and effort, and for making

this research possible. To ALMIGHTY GOD, who serves as guidance and the source of strength

and knowledge for without his guidance everything is futile.

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 Table of Contents

CHAPTER 1

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2

Purpose/Reason why you conduct the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4

Scope & Limitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CHAPTER 2: Review of Literature

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-13

CHAPTER 3: Methodology

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15

Research Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Data Gathering Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

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Scoring Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17

CHAPTER 4: Presentation, Analysis, and Interpretation of Data

Demographic profile of the respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-26

CHAPTER 5: Summary of Findings, Conclusion and Recommendation

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

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Reference

https://elearningindustry.com/traditional-learning-vs-online-learning

https://www.rasmussen.edu/student-experience/college-life/online-vs-traditional-education-answer-
never-expected/

https://www.learnworlds.com/online-classes-vs-traditional-classes/?fp_ref=191170

https://eric.ed.gov/?id=EJ1134653

https://www.voices.com/blog/online-learning-vs-traditional-learning/

https://www.questia.com/library/journal/1G1-59085619/student-assessment-comparison-of-lecture-
and-online?fbclid=IwAR3vIbQ4AtGej6bBrZGUKk49QetrbOiXF0farxWF_Yhb1Shze0Ma6c9bGww

http://free-journal.umm.ac.id/files/file/04_5224ns0906_18_23.pdf

https://www.tandfonline.com/doi/abs/10.1080/10528008.2015.1029851?fbclid=IwAR0HhN6epQCWD2
XcJhZM2tX5UrEUeNs9WV_0srjsvcvq5QkT2EVnAgiOyBw&

https://www.learntechlib.org/p/94124/?fbclid=IwAR20VjbzOsHTR3ceLY-3Sn3RXLnOx2cbt-
o59Z3k88q71nb4YAeg9_rLGGg

https://www.clutejournals.com/index.php/CIER/article/view/919?fbclid=IwAR33H0rxtJH6iSn11GQA7p1
6JTLYNVPTmRhe8bLJl9hgZpCsh9aJFNRGgSU

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 THE COMPARATIVE STUDY OF ONLINE EDUCATION AND TRADITIONAL

EDUCATION OF ANGELICUM LEARNING CENTRE’S

GRADE 10 STUDENTS IN THE NEW NORMAL

S.Y 2021-2022

Dear Respondents,

We, the researchers, are currently conducting a Comparative Study of Online Education and
Traditional Education of Angelicum Learning Centre’s Grade 10 students. Thus, we humbly ask
for your consent and participation by providing answers on our questionnaire truthfully. Your
responses will remain confidential and anonymous.

Thank you so much for your cooperation, and may God bless you.

Very truly yours, Noted by:

Chelsea Louwena Larosa & Jessleen Clare Madriaga Aquila M. Burdeos, LPT

Student Researchers

Part I. Respondent’s Profile

Please answer all items completely and truthfully on the space provided for.

A. Socio-Demographics

Name:

Age:

Gender:

Grade Level & Section:

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Part II. The Comparative Study of Online Education and Traditional Education of

Angelicum Learning Centre’s Grade 10 Students in the New Normal.

Direction: Please check the answer of your choice carefully using the scale below.

5 – Strongly Agree 4 – Agree 3 – Neither 2 – Disagree 1 – Strongly Disagree

2.1 Online Education

Questions 5 (S.A) 4 (A) 3 (N) 2 (D) 1 (S.D)

I am satisfied with the technology and

software I’m using for online learning.

I am able to actively communicate and

engage in class online via email or
discussions.
Online Education makes me more
motivated and interested in learning.

It is difficult for me to use the distance

learning tools (video calls, learning
applications, etc.).
I would classify myself as someone who
is suited in Online education.

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2.2 Traditional Education

Questions 5 (S.A) 4 (A) 3 (N) 2 (D) 1 (S.D)

The face-to-face interaction with the

teachers and classmates through the
discussion board in the Traditional
learning assist me to learning more.
I find the schedule in Traditional
education rigid.

Traditional Education makes me more

motivated and interested in learning.

I can learn some learning topics which I

don’t understand by myself without the
fear of asking questions in front of the
public (classmates).
Traditional learning is efficient. It’s
accessible. Personally, I find it effective.

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