CHAPTER 1
INTRODUCTION, CONCEPTUAL
FRAMEWORK, STATEMENT OF THE
PROBLEM, SIGNIFICANCE OF THE
STUDY, BENEFICIARIES OF THE STUDY,
SCOPE AND DELIMITATION, DEFINITION
OF TERMS
INTRODUCTION
Online learning is one of the new innovative study methods that have been
INPUT in the pedagogy field. In the last few years, there has been a OUTPUT
introduced great
Profile ofshift in the training methods. students can now learn remotely using
the Respondents the internet
Effects of Poor Signal in
and computers. Online Learning among
- Load Allowance
Grade 12, HUMSS Strand
Online learning comes in many forms and has been developing withStudents
- Place of Residence
the of Lyceum of
introduction of new technologies. Most of the universities, high schools and other
Alcala, School Year 2020-
Survey Questions
institutions in the world have all instituted this form of learning and the student 2021
population
1. What are the effectsintothe online class is increasing fast. There has been a lot of research
you when onyoutheencounter
impacts of online education as compared to the ordinary classroom
poor signal during online
education.
class?
There are considerable differences between the online learning environment and
2. How often do you
classroom environment. In the online environment, teachers and pupils don’t
encounter poor signal?
meet physically as opposed to the classroom environment where teachers and
3. What are the things you
pupils interact physically. In this study, the impact of the online learning on the
do to cope up with the
students, teachers and institutions involved was examined.
signal?
4. What do you
recommend to atleast ease
this problem
CONCEPTUAL FRAMEWORK
PROCESS
Analyze the following:
• Profile of the Respondents
•Frequency and Percentage
Distribution of respondents
according to:
- the effects of having poor signal
during online class
- how often they experience poor
signal
- things they do to cope up with
the problem
- recommendations to atleast
ease the problem
EXPLANATION OF THE CONCEPTUAL FRAMEWORK
The research paradigm shows the interrelationship of the following variables
presented. The input namely: the respondent's profile as to load allowance, and
place of residence floated to identify the the effects of poor signal in online
learning among Grade 12 Students, what struggles do they encounter when
having poor signal, how often they experience it, things they do to cope up with
the signal and solutions they recommend to solve this problem.
In the process , gathered data were analyzed. The researcher were guided by
different principles and also took into account the assumption that there are
effects of poor signal during Online Class with the different processes that were
utilized in the gathering of data, it is hopeful that it will produce an output that
can provide a better understanding and enlightenment among teachers and also
students that there effects of having poor signal during Online Class among Grade
12, HUMSS Strand Students of Lyceum of Alcala , School Year 2020-2021.
The Arrow shows the interdependence of the columns namely: the input, the
process and the output because it is expected that a good output is based for how
must input given.
STATEMENT OF THE PROBLEM
The study intends to discover the effects of poor signal during online class
among Grade 12, HUMSS Strand Students of Lyceum of Alcala, School Year 2020-
2021. Furthermore, it also aims to find solutions to the problem of having poor
signal during online classes among students. Eventually, through this study we will
come up with a possible recommendations to solve the problem.
SIGNIFICANCE OF THE STUDY
This study will help the school to know what concerns do students have in
terms of having online class, especially when they are encountering poor signal.
This will also help students for them to know what they would do when they are
encountering poor signal. This could also be a help to teachers for them to know
what to do, especially in adjusting when some of their students have poor signals,
in order for the learning process to flow smoothly, and for the learnings to
disseminate equally.
BENEFICIARIES OF THE STUDY
Students
It will help the students to find possible solutions that can help them cope up in
online learning amidst poor signal.
Teachers
It will help them to understand and give consideration to the situation of the
students who's having a hard time with online learning due to Poor Signal
Administrators
It will help them to come up with school policies that can ease the burden of the
students who struggle in online learning due to poor signal.
SCOPE AND DELIMITATION
This study was limited only to the Grade 12, HUMSS Strand Students of Lyceum
of Alcala, School Year 2020-2021. It deals with the personal profile of the
respondents, frequency and percentage distribution of respondents in terms of
the effects of poor signal during online class.
This study was conducted on April 2021.
DEFINITION OF TERMS
SIGNAL
- a gesture, action, or sound that is used to convey information or instructions,
typically by prearrangement between the parties concerned.
ONLINE LEARNING
- is education that takes place over the Internet. It is often referred to as “e-
learning” among other terms. However, online learning is just one type of
“distance learning” - the umbrella term for any learning that takes place across
distance and not in a traditional classroom.
STRUGGLE
- make forceful or violent efforts to get free of restraint or constriction.
COPE UP
- to deal with and attempt to overcome problems and difficulties —often used
with with.
ENCOUNTER
-unexpectedly experience or be faced with (something difficult or hostile).
CHAPTER 2
REVIEW OF RELATED
LITERATURE AND
STUDIES
RELATED STUDY
Slow Internet connections or limited access from homes in rural areas can
contribute to students falling behind academically, according to a new report
from Michigan State University’s Quello Center. The educational setbacks can
have significant impacts on academic success, college admissions and career
opportunities.
“We were surprised with how powerful the findings were,” said Keith Hampton,
associate director for research at the Quello Center and a professor in MSU’s
College of Communication Arts and Sciences. “Students without Internet access
and those who depend on a cell phone for their only access are half a grade point
below those with fast access. This gap has ripple effects that may last an entire
life.”
Conducted in partnership with Merit Network and 15 Michigan school districts,
the first-of-its-kind report – “Broadband and Student Performance Gaps” –
underscores the need for improved infrastructure in rural communities. The
report is based on data collected from fifteen school districts covering Mecosta
County, St. Clair County and the eastern region of the Upper Peninsula, spanning
from the Tahquamenon area to St. Ignace and Sault Ste. Marie.
Other researchers from the Quello Center – including Laleah Fernandez, assistant
director; Craig Robertson, doctoral student; and Johannes Bauer, professor and
director – contributed to the report.The researchers collected and analyzed three
sets of data on student Internet access and academic performance that included
in-class surveys in 21 schools, PSAT and SAT test scores and home Internet speed
tests. Nearly 3,300 students in grades 8-11 – across 173 classrooms – were
surveyed based on topics including online activities, grades, digital skills,
homework completion and career interests.
Results showed that the most rural and socioeconomically disadvantaged
students are least likely to have broadband Internet access at home. Only 47% of
students who live in rural areas have high-speed Internet access at home
compared to 77% of those in suburban areas. Of those who do not have home
access, 36% live in a home with no computer and 58% live on a farm or other
rural setting.
Students with no high-speed Internet access at home are also less likely to plan to
attend a college or university. On the other hand, students with Internet access
have substantially higher digital skills, which are a strong predictor of
performance on standardized tests
Digital skills are related to proficiency in a range of domains beyond simple
technology use, including language and computation. Better home Internet access
contributes to diverse technology use and higher digital skills,” Hampton said.
The results show that students who rely on a cell phone only – or who have no
home Internet access – had a skills gap similar to the gap in digital skill between
8th and 11th grade students.
“We found that students with even modestly lower digital skills perform a lot
worse on the SAT test,” Hampton said. “We measured digital skills on a scale from
0 to 64. The average score was around a 30, but a student who performed
modestly lower in digital skills scored about 7 percentiles lower nationally on the
SAT. That is true for standardized test scores across all grades, not just the SAT.”
Gaps in student performance related to home Internet access exist regardless of
differences in socioeconomic status, such as student race and ethnicity, family
income or parental education, according to the findings.
“Much of the focus has been on attributing differences in student outcomes to
sociodemographic factors, such as household income or parent education levels,”
Bauer said. “Some argue that the same reasons explain why people do not have
Internet access.
Hampton explained that the study is unique in that it captured data from students
who came from both high- and low-income families who are without Internet
access because it’s just not available to them.
“It turns out that deficiencies in student outcomes are tied to both Internet access
and socioeconomic issues,” Hampton said
In addition, students who could only get Internet access at home on their cell
phone struggled to utilize the resources available on the Internet, whether due to
slow connectivity or caps on data use from local service providers.
“It is wrong to assume that since most have a smartphone, students have
sufficient access,” Bauer said. “It turns out that this is not the case. Those who
have only cell phone access perform as poorly as those who have no Internet
access at all.”
Digital skills serve a key role in many sectors of the economy and are necessary
for careers across the workforce. In rural areas, gaps in broadband access could
lead to economic impacts on entire communities.
“Those who have better broadband access at home also have higher digital skills
overall,” Hampton said. “Those digital skills then position individuals better for
lifelong careers.
( Johannes Bauer & Caroline Brooks & Keith Hampton, March 2, 2020, MICHIGAN
STATE UNIVERSITY )
RELATED LITERATURE
Education in lockdown: Poor internet connectivity shadows online classes, many
students walking to reception areasMany times students had to trek for a few
kilometres in certain areas to get a proper signal so that they could attend classes
or submit their assignments online.
Students studying at a hilltop in Bangaan region of Uttarkashi near Himachal
Pradesh border where they get proper mobile connectivity.(HT Photo)
With the government trying all options for education from online, to television
classes through community radio, online education has not got the desired
response due to poor internet connectivity in the remote areas of the hilly
districts in the state.
Many times students had to trek for a few kilometres in certain areas to get a
proper signal so that they could attend classes or submit their assignments online.
In the Bangaan region of Uttarkashi district, students have to trek around 10 to 12
km from their homes to a hilltop in Kotadhar area where they get mobile
connectivity from the neighbouring state of Himachal Pradesh to join the online
classes. Earlier this month, the locals from the region wrote to the prime minister
demanding proper network connectivity in the age of Digital India.
Anish, a ten-year-old student from Silla village in the district shared a video talking
about his problems with the district administration where he said that due to the
lack of mobile network in the village, he has to walk into the forests where he can
get a signal for online classes.
Prime Minister Narendra Modi held a meeting with the Union Education Minister
Ramesh Pokhriyal, Education Secretary, and other important officials earlier today
to discuss the issue of CBSE board exams issue.
CBSE Class 10 students to be promoted on basis of internal assessment
CBSE Board: Class 10th exam cancelled, 12th postponed, a timeline of events
CBSE Board: Class 10th exam cancelled, 12th postponed, a timeline of events
“Our village is one of the places where basic communication facilities are missing
and villagers have to walk towards the forests at the time where they get signal
on their phones. Sometimes it rains when we are outside and we are not able to
study. Students are the ones who are suffering the most who have to travel 3-4
km at times during the lockdown to attend online classes,” said Anish.
The situation is similar in the bordering district of Pithoragarh where online
classes failed to pick up as most areas do not have network connectivity or the
guardians are not able to purchase smarts phones due to lack of money with
them.
AK Jukariya, chief education officer of Pithoragarh said, “We started online classes
for all 214 secondary and higher secondary schools in the district but only half of
the schools could pick up it due to lack of network connectivity.”
Along with poor network connectivity is the added cost of procuring smartphones
so that children can have access to online education.
Govind Singh Bhandari, president of Rajkiya Shikshak Sangh in Pithoragarh said,
“Many parents who were told that online classes will be starting failed to
purchase smartphones due to lack of money. Most parents who send their
children to government schools cannot afford smartphones.”
Kishan Ram, a daily wage labourer from Tipalkot village in the district said, “Since
the imposition of lockdown I have not gotten steady work or income. I have
requested my neighbour to let my three daughters use his smartphone so that
they can continue studying, but it mostly depends on his will and availability of
network in our village.”
Villagers from Betalghat area, a remote area in Nainital district said that mobile
network is not balanced across the village and they get signal only in the upper
reaches.
Deepak Budhani, a resident of Unchakot village in Betalghat said that his house is
in the lower part of the village while good signal can be reached only in the upper
reaches of the village, so children are forced to trek till a particular point to study.
Since the starting of the lockdown, with the aims that each and every child in the
Himalayan state is connected to education and regular classes, Uttarakhand
education department started classes through community radio, internet,
Whatsapp and classes via Doordarshan on television.
( Hindustan Times, Dehradun by Suparna Roy. Updated on May 25, 2020)
CHAPTER 3
METHODS
AND PROCEDURES
METHODS AND PROCEDURE
This chapter presents the methods and procedures the researcher used. It includes the
research design, respondents of the study, data gathering tool and data gathering procedure.
RESEARCH DESIGN
Since this study aims to discover the effects of poor signal during online class among the
students of Grade 12 HUMSS of Lyceum of Alcala, School Year 2020-2021. Qualitative Research
is used.
RESPONDENTS OF THE STUDY
Students of Lyceum of Alcala, Grade 12 HUMSS STRAND are the respondents of the study.
DATA GATHERING TOOL
Questionnaire-checklist was used in gathering data constructed by the researcher. It was
conducted through messenger chat, because of the protocol, limiting everyone to go out
because of the pandemic. The Questionnaire consist of two parts:
Part I. Contains the items that asked the data on respondent's profile in terms of load
allowance and place of residence.
Part II. Contains the information about the Survey Questions, which focuses on the effects of
poor signal during online class, and recommendations of the respondents.
DATA GATHERING PROCEDURE
The researcher asked permission from the subject teacher to conduct the
study and float questionnaire to the respondents. The respondents were given
assurance that their answers would be held confidential. The researcher floated
the questionnaire through Messenger Chat. After all the data were gathered, they
were tabulated, analyzed and statistically treated.
STATISTICAL TOOL
To present meaningful findings on the data gathered the simple percentage and
frequency count were used,
P= f/n x 100
Where: p = mean
F = frequency
n =total number of respondents
CHAPTER 4
PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA
Table 1
Frequency and Percentage Distribution of Respondents According to Load
Allowance
Load Allowance Frequency Percentage
20-29 0 0
30-39 0 0
40-49 0 0
50-59 8 80%
60-up 2 20%
Table 1 reveals that majority of the respondents have load allowance of 50-59
with the total number of 8 or 80% among all the respondents.
Table 2
Frequency and Percentage Distribution of Respondents according to
Place of Residence
Place of Residence Frequency Percentage
Centro Sur, Centro 3 30%
Norte
Tupang, Baculod, 2 20%
Maraburab
Barrio Area 5 50%
TOTAL 10 100%
Table 2 reveals that majority of the respondents are from Barrio Area with the
total of 5 or 50% among all the respondents.
Table 3
Frequency and Percentage Distribution of Respondent on the Effects
of having Poor Signal among students.
Effects of having Poor Frequency Percentage
Signal among the
students
Reduces self- 1 10%
encouragement
Overthinks when poor 1 10%
signal comes in
Fear of getting low 5 50%
grades
Pressured on passing 3 30%
activities on time
TOTAL 10 100%
Table 3 reveals that majority responded that the effect of having poor
signal is that they fear of getting a low grade, having a total number of
5 or 50%.
Table 4
Frequency and Precentage Distribution of Respondents according to
how often they experience poor signal
How often they Frequency Percentage
experience poor
signal
Not at all 1 10%
Sometimes 6 60%
Everytime 3 30%
TOTAL 10 100%
Table 4 reveals that 6 or 60% of the respondents sometimes
experiences poor signal being the majority among all respondents.
Table 5
Frequency and Percentage Distribution of Respondents according to
the things they do to cope up with the poor signal
Things they do to Frequency Percentage
cope up with the
signal
Find a place where 6 60%
there is a signal
Update to a classmate 2 20%
Tell the teacher about 2 20%
the problem
TOTAL 10 100%
Table 5 reveals that finding a place where there is a signal is what
majority of the respondents do to cope up with the poor signal having 6
or 60% of total among all respondents.
Table 6
Frequency and Percentage Distribution of Respondents according to
the recommendations suggest to atleast ease the problem
Recommendations Frequency Percentage
they suggest to ease
the problem
Teachers should 6 60%
consider students who
have poor signal
Less virtual meeting 2 20%
Should post activities 1 10%
in Quipper than
meeting in zoom or
virtual meeting
No virtual meeting 1 10%
TOTAL 10 100%
The table 6 shows that majority of the respondents recommended that
teachers should consider students having poor signal having 6 or 60% in
total.
CHAPTER 5
SUMMARY,
CONCLUSION AND
RECOMMENDATION
SUMMARY OF FINDINGS
Based on the data gathered from the respondents, the researcher come up
with the following:
1. Eight or Eighty Percent (80%) of the respondents have load allowance ranging
50-59.
2. Five or Fifty Percent (50%) of the respondents lives in Barrio places.
3. Five or Fifty Percent (50%) of the respondents says that the effect of having
poor signal to them is that they fear on getting low grades.
4. Six or Sixty Percent ( 60%) of the respondents sometimes experiences poor
signal.
5. Six or Sixty Percent ( 60%) of the respondents finds a place where there is a
signal to cope up with the signal
6. Six or Sixty Percent (60%) of the respondents recommended that teachers
should consider the students having diffficulty in connecting with a stable signal.
CONCLUSION
• The Grade 12 Students HUMSS Strand of Lyceum of Alcala have a load
allowance ranging 50-59.
• Most of them are from Barrio Areas.
• The Effects of having poor signal to them is that they get afraid of getting low
grades.
• Majority of them sometimes experiences poor signal.
• Finding a place where there is a signal is what they do to cope up with lesson.
• They recommend that teachers should consider students having difficulty in
connecting to signal.
RECOMMENDATIONS
• Students should be ready before the class, they should find places where signal
is audible.
• Consoling to the subject teacher about having trouble in signal is a must.
• Teachers should consider students having difficulty in connecting to signal and if
possible extend the deadline of passing the activities to these students.
• Teachers should limit their time in Virtual Meeting because not all students
have the strong signal to stay up to the end of the meeting. If possible 50% of the
time will be alloted to Virtual Meeting and 50% is alloted for the chat discussion.
QUESTIONNAIRE
Title of Research : The Effects of Poor Signal in Online Learning among Grade 12,
HUMSS STRAND Students of Lyceum of Alcala, School Year 2020-2021
Dear Respondents,
May I seek assistance from you to please accomplish the attached data gathering
instruments. Your responses will be a great help in undertaking my research as a partial
requirement in our subject.
Rest assured that your answer will be treated with outmost confidentiality. Thank you for
your support.
______________________________________________________________________________
________
Name: _________________________________
Directions: Please put a check on the box that best describe your answer.
I. PERSONAL PROFILE
1. Load Budget :
□ 20-29 □ 50- 59
□ 30-39 □ 60- up
□ 40-49
2. Place of Residence:
□ Centro Sur, Centro Norte
□ Tupang, Baculod, Maraburab
□ Barrio Area
II. SURVEY QUESTIONS
1. What are the effects of poor signal to you during online class??
□ Reduces self-encouragement □ Fear of getting low grades
□ Overthinks when poor signal comes in □ Pressure on passing activities on time
2. How often do you experience poor signal?
□ Not at all □ Sometimes □ Everytime
3. What do you do to cope up from the poor signal?
□ Find a place where there is a signal
□ Update to a Classmate
□ Tell the teacher about the problem
4. What recommendations do you suggest to atleast ease the problem?
Indicate your answer: ____________________________
The Effects of Poor Signal in Online Learning
among Grade 12, HUMSS Strand Students of
Lyceum of Alcala, School Year 2020- 2021
___________________________
A Research Paper
Submitte to the subject teacher
Dr. Teresita D. Perlas
____________________________
In partial fulfillment
of the requirements for the subject
Research 1
_______________________________
by
Urbano V. Villaspin III
April 2021
ABSTRACT
Problems on connecting good signals had been one of the major concerns student
bowadays encounters. We had been in a new normal since the pandemic began.
We had been learning through online class. Having trouble in poor signal had
contributed effects to students which this research paper studied. This research
aimed to identify the main effect of having poor signal among students of Grade
12 HUMSS Strand of Lyceum of Alcala. Data were gathered and analyzed as the
study goes on and shows negative effects of having poor signal during online
class. Recommendations had also been acknowledged which also helped the
researcher come up with a conclusion.
BIBLIOGRAPHY
• Bauer, Johannes & Brooks, Caroline & Hampton Keith. Poor Internet
Connection leaves rural studenta behind. Michigan State University.
source: msutoday.msu.edu. (March 02, 2020).
• Hindustan Times, Dehradun | by Suparna Roy , Updated on May 25 2020,
04:27 PM IST . From hindustantimes.com ( with inputs from Vipin Negi
in Uttarkashi, BD Kasyanil in Pithogarh and Ankur Sharma in Haldwani).
