Proponent: Bernadette G. Paraiso
Research Agenda
Category: Teaching and Learning
Subject: Araling Panlipunan
Office/School: CID Schools Division Office of
Balanga City

A major transformation is happening that has some worried and others delighted this major transformation is the rapid and pervasive adoption and diffusion of online learning or e-learning. Whether for formal degree completion or personal development, individual and their communities of inquiry. In wholly online environments and hybrid, on and off-line context, new technologies are giving rise to new educational and learning practices, and the new environments are engendering new behaviors. Despite being a relatively young phenomenon, with approximately 17 years of existence [1], online learning has evolved from the success of distance education and early computer assisted teaching, such as the PLATO system (Thompson, 2007).

Quality education stands as a paramount concern for nations, playing a pivotal role in economic growth and national development. The responsibility of shaping students’ learning experiences lies with teachers, who serve as key contributors to a nation’s competitiveness in the modern world (Ayeni, 2010). In the pursuit of effective
and efficient learning, the teacher’s role encompasses vital tasks such as lesson planning, delivery, monitoring, evaluation, and maintaining discipline. As the education landscape continues to evolve, the question of whether online learning is comparable to traditional offline methods has been a central focus of debate, with various studies yielding inconclusive results (Russel, 2001).

The rise of information technology has brought about a revolution in educational technology, enabling easy access to learning for diverse student populations. Online education has become a global industry, reaching millions of students and influencing corporate training practices. However, despite its benefits, online classes face significant
retention challenges. Understanding why students leave online courses, identifying critical periods of attrition, and finding ways to address these issues are crucial aspects that require exploration (Roman, et al 2008).

This research aims to shed light on the complexities and distinctions of online
learning, considering factors such as cognitive load, student-teacher interaction, and the disparities in learning experiences. Through a thorough examination, this study sought to contribute valuable insights to enhance the effectiveness and inclusivity of online education in the ever-evolving landscape of modern learning among Grade 10 learners of Bataan National high School and City of Balanga National high School from the City Division of Balanga.