Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF BULACAN
PRENZA NATIONAL HIGH SCHOOL

TIME IS GOLD: COPING

MECHANISM OF SENIOR HIGH SCHOOL
STUDENT TOWARDS SYNCHRONIZING ONLINE
CLASS AND HOUSEHOLD CHORES

In Partial Fulfillment of the Requirements in Practical Research 2

1st Semester, S.Y. 2021-2022

by:

Mendoza, Jedidiah P.
Padilla, Shirley G.
Razo, Mary Rhaizen
San Felipe, John Lemuel D.

HUMANITIES AND SOCIAL SCIENCES - GRADE 12 Cheerful

December 2021

Ms. Maria Lourdes A. Punay, LPT.

Subject Teacher
CHAPTER II

THEORETICAL FRAMEWORK

Relevant Theories

The present study was conceptualized from the theories advocated by Albert

Bandura (1977, 1986, 1997)), Pintrich (1991), Deci and his colleague (1991). Macan,

Shahani, Dipboye, and Phillips (1990), Locke & Latham (1984, 2006), Wentzel (2000),

Ames & Archer (1988), Meece, Anderman, & Anderman (2006), Elliot & Dweck (1988),

Nicholls (1984), Maehr & Midgley (1991), and Dweck & Leggett (1988).

Theory 1

Self-efficacy refers to an individual's belief in his or her capacity to execute

behaviors necessary to produce specific performance attainments (Bandura, 1977,

1986, 1997). According to Albert Bandura, self-efficacy is "the belief in one’s capabilities

to organize and execute the courses of action required to manage prospective

situations." Self-efficacy is a person’s belief in his or her ability to succeed in a particular

situation. Bandura described these beliefs as determinants of how people think, behave,

and feel.

Pintrich (1991) believes that both attribution and self-efficacy theory make

motivation appear too cognitive, too abstract, too devoid of energy and passion.

Similarly, Deci and his colleagues (1991) argue that most current approaches to

motivation fail to deal with the question of why learners desire certain goals or

outcomes. For example, Deci believes that attribution and self-efficacy theory

emphasize too strongly the role of beliefs when accounting for intrinsic motivation. He

questions how these theories account for the needs of learners to feel competent and

independent. He claims that such theories make the motivational process appear too
rational, too cold, too isolated from the day-today emotions and feelings that

characterize the classroom behavior of children.

Some of the researchers stated that people who believe that they can

successfully finish a task i.e., those who have high self efficacy are likely to do a work

better as compared the people who does not have such a belief (Jackson, 2002; Lane &

Lane, 2001; Pajares, 1996; Pajares, 2003). Beside 11 this, Hsieh et al. (2008) stated

that the students with high self efficacy beliefs deal with more difficult and challenging

tasks, spend much more effort and try new ways to make learning meaningful.

Self-efficacy theory is relevant to the present study because it tells us how

individual’s will gain confidence to their ability in completing their task or achieve a goal.

Self-efficacy also tells us what are the goals we choose to pursue, how we go about

accomplishing those goals, and how we reflect upon our own performance. It shows

how students will achieve their certain goals in sychronizing online class and doing

house hold chores. The individual’s beliefs can affect how they’re going to response in

their responsibilities. Our ability to achieve a goal or complete a task will depends on

how we thinks we can do it. For example, a student who feels confident to accomplish

his/her responsibilities in school and home can do well on his/her activities. Students

with higher self-efficacy set higher goals and expend more effort towards their

achievement. Sele-efficacy can help students to attain a goal, set new challenges and

have a progress.

Theory 2

Another theory that has bearing on the present study is Fybin (2012) Theory of

Time and Effective Time Management consequently involves taking conscious control

over the amount of time spent on specific activities. It is also exercised to increase

productivity, effectiveness, efficiency as well as effective scheduling of your time, goal

setting, prioritising and choosing what to do and what not to do, delegating tasks,
analysing and reviewing spent time, organising workspace, keeping concentration and

focus at work, motivating one’s self to work towards a goal.

Generally define time management as the combination of  process of organizing

and planning how to divide your time between specific activities. Good time

management enables you to work smarter – not harder – so that you get more done in

less time, even when time is tight and pressures are high. These behaviors affect a

person's perceived control of time, which refers to the feeling that one is in control with

respect to how time at work is spent. In other words, it reflects the extent to which one

feels that one has the time in the work situation in hand.

For Macan, Shahani, Dipboye, and Phillips (1990), the most significant aspect of

time management is “Perceived Control of Time”—In their research they found that

students who perceived that they were in control of their own time reported a

significantly greater work–life balance; a lower sense of work overload, and less tension

than their peers. This article is of value in adding to the existing knowledge base of time

management issues particularly in regard to identifying the granular aspects of student

time management. Typically such awareness is developed through self-regulation and

the development of goals and action plans, and it has been found that such time

management techniques can lower student feelings of anxiety (Lang, 1992)—although

they do not affect clinical conditions such depression.

The significance of the time management theory has a lot to do with this study,

it is the most relevant theory because being in control or the time makes everything in a

good plan, it helps us to prioritize tasks that ensure us to have enough time available to

complete our duty as a student and as having household chores. This results a less

work overload dealing with following activities that avoids procrastination that allows us

to be more efficient by having control of how we spend our time and allows every

student to complete more in less time. It also reduce stress in overloaded works that

gives us enough time to get sleep. Being aware in the clock can easily manage action

plans, achieve goals faster and easier and have a good progress towards both online
class and household chores to prevent burdens that each student will encounter

because each time will pass by, will be monitored by the student for them to be more

productive that their attention is focused and doesn't waste the ticking clock as the title

presents, time is gold and we can't get wasted time back.

Theory 3

Goal setting is a key motivational process (Locke & Latham, 1984). Goals are

the outcome that a person is trying to accomplish. People engage in activities that are

believed to lead to goal attainment. As learners pursue multiple goals such as academic

goals and social goals, goal choice and the level at which learners commit to attaining

the goals influence their motivation to learn (Locke & Latham, 2006; Wentzel, 2000).

Besides goal content (i.e., what a person wants to achieve), the reason that a

person tries to achieve a certain goal also has a significant influence on learning and

performance. Goal orientations refer to the reasons or purposes for engaging in learning

activities and explain individuals’ different ways of approaching and responding to

achievement situations (Ames & Archer, 1988; Meece, Anderman, & Anderman, 2006).

The two most basic goal orientations are mastery and performance goals (Ames &

Archer, 1988). Different researchers refer to these goals with the following terms:

learning and performance goals (Elliot & Dweck, 1988), task-involved and ego-involved

goals (Nicholls, 1984), and task-focused and ability-focused goals (Maehr & Midgley,

1991). A mastery goal orientation is defined as a focus on mastering new skills, trying to

gain increased understanding, and improving competence (Ames & Archer, 1988).

Students adopting mastery goals define success in terms of improvement and learning.

In contrast, a performance goal orientation focuses on doing better than others and

demonstrating competence, for example, by striving to best others, using social

comparative standards to make judgments about their abilities while seeking favorable

judgment from others (Dweck & Leggett, 1988).

This theory is relevant to the present study because goal orientation refers to

students’ reasons for engaging in various achievement. The goal to learn (mastery
orientation) and the goal to do better than others (performance orientation) are ideal for

students to learn and achieve a goal with desirable outcomes. They will have a courage

to do their task in home and school by having a goal to learn and improve. For example,

a student wants to learn but the household chores responsibility is also needed to be

done, the students will do it in early times so that after doing the household chores

she/he will have time to do his/her school activities. Another example, the student’s

friend has already passed his/her school activities but the student wasn’t able to pass

his/her activities because he/she are doing their task in home, so the student will have a

goal to compete with others in managing his/her time to complete a particular task in

time. Students will strive harder to do a tasks in time and responsible by managing their

school activities and responsibilities in home.

Goal setting can impact student’s motivation in achieving a task to learn and

improve. The attention of a student will focuse on a task. They are focused on reaching

a goal in synchronizing their studies and household chores. They encourage

themselves in learning and development. Students will become more self-motivated,

they will strive harder to accomplish their tasks goal.

Accordingly, the three theories: Albert Bandura, Pintrich, Deci and his colleague

of Attribution and Self-efficacy. Macan, Shahani, Dipboye, and Phillips of Perceived

Control of Time and Locke & Latham, Wentzel, Ames & Archer, Meece, Anderman, &

Anderman, Elliot & Dweck, Nicholls, Maehr & Midgley, and Dweck & Leggett for Goal

Setting are the foundation of the current study for they laid the pattern in order to

develop a variety of methods and answers to efficient time management in informational

and homework. These theories will guide the students managing their time in doing their

module. It is important to study this because it will reveal the benefits of good time

management that will suit even young people into adulthood. Also, shapes the student’s

mind into the direction of discipline and sense of duty. Discipline is extremely important

especially in school life to become better students. Teachers can provide emotional

support, a simple text or personal post on social media is an effective way for students

to feel that they are on their teacher’s mind. Ensuring that their teacher is aware of their
emotional needs can go a long way in inspiring them to cope with current problems.

There are resources such as reading materials for counseling on self -care activities. in

mental health management in our SDOs that we can ask to be shared with their

student. Effective time management allows students to complete more in less time,

because their attention is focused and they’re not wasting time on distractions (such

as social media, for example. Efficient use of time also reduces stress, as students tick

off items from their to-do list. It can also provide a sense of achievement from fulfilling

goals. For example, they might plan to complete an assignment by Friday so they can

see friends on the weekend. Furthermore, by using time efficiently, students can

complete their work on time, stay engaged with their learning, and have more time free

for pursuing activities that are important to them, such as sports, hobbies, youth group

and spending time with friends and family.

These theories allow students in PNHS to improve their performance that helps

prioritize tasks so that they ensure and have enough time available to complete every

project. The quality of your work increases when you're not rushing to complete it ahead

of a fast-approaching deadline. These also improve their awareness, strategies and will

get a good idea of how to efficiently divide time for specific task. We can get many

benefits from proper time management especially for students who have trouble

managing time. Here in this study, most will discover the ways to practice proper time

management, how to solve it and what are its possible positive effects on our lives as

well as in other areas of this topic. This will be a great help for everyone who is

experiencing this kind of problem.

Related Literature

Age. As stated by William Little, is not merely a biological function of the number of

years one has lived, or of the physiological changes the body goes through during the

life course. It is also a product of the social norms and expectations that apply to each

stage of life. Age represents the wealth of life experiences that shape whom we

become. With medical advancements that prolong human life, old age has taken on a
new meaning in societies with the means to provide high-quality care. However, many

aspects of the aging experience also depend on social class, race, and other social

factors.

Ogletree (1988) encouraged the use of “maturity age rather than chronological age”

when considering school entrance, due to the “importance of maturity as a key predictor

of school readiness” (p. 2). He urged that traditional approaches “must be replaced with

a developmental approach that examines the needs of the child and the process of the

child‟s development” (Ogletree, 1988, p. 4). Crnic and Lamberty (1994) also made the

distinction between students‟ chronological age and their maturational age, stating that

chronological age is related to school readiness, while maturational age is related to

learning readiness (Crnic & Lamberty, 1994). Shepard (1997) agreed that emotionally

mature children may do better in school compared to younger, less mature children, but

stated there are “no valid instruments” to identify these children (p. 86). Jenkins (2003)

agreed, referring to chronological age as “a student‟s actual age from birth” while

maturational age was referred to as “readiness to achieve at a set task” (p. 7). Jenkins

(2003) linked the idea of maturational age to maturational readiness, and stated,

“children should be expected to achieve a specified standard prior to school entry”

These researchers (Braymen, 1987; Crnic & Lamberty, 1994; Jenkins, 2003;

Ogletree, 1988; Shepard, 1997) agreed that maturational age could differ from

chronological age, and that a child‟s maturity was often a better predictor of a student‟s

school readiness. Morrison‟s (1997) research on groups of younger and older first

graders found no academic differences between the two age groups, and suggested

readiness screenings for children entering school, which would take into account the

child‟s maturity. However, possible solutions for testing a child‟s maturity readiness

which could be done on a large scale and with valid results (Shepard, 1997) were sorely

lacking. 20 Currently, research findings in the educational literature regarding age and

academic performance are inconclusive. While most agree that early entry into school is

not advised outside of special cases, there is no agreement on the value of delayed

school enrollment.
The maturity of a person also depends on age. It deals how people will have

enough knowledge on managing their time on teenager stage where responsibilities at

home. The fact that when we step forward on aging, there would be more household

chores, more advance-academic activities that is need to be prioritized and handle time-

to-time. For example, when you reach teenager stage and you're now capable to do

responsibilities at home where young stage cannot do heavy chores such as washing

heavy clothes, cleaning vulnerable areas etc. Also, being at the right age has a lot of

percentage of being a working student where they handled different types of task and

duties, that means there would be another cause of stress in time control.

But in some instances, a younger person can be way more mature than an older

person in another way. The experiences of a person depend on how matured he/she is,

if the person was already flexible enough to do heavy chores, he/she can be consider

as a versatile person at a younger age. Being a versatile person can seriously handle

his/her time management depending on the task and flexibility.

Sex. Gender is embedded meticulously in our institutions, our actions, our beliefs, and

our desires, that it appears to us to be completely natural. Gender is not something we

are born with, and not something we have, but something we do (West and

Zimmerman, 1987) –something we perform (Butler, 1990).

Many studies have examined student gender differences in SRL with respect to

several components. In an early study, Zimmerman and Martinez-Pons (1990) found

that girls had a far greater tendency than boys to employ the strategies of self-

monitoring, goal setting, planning, and structuring of their study environment, while in

Bidjerano’s (2005) review study, female students showed better ability than males in

using self-regulated strategies including information organization, metacognition, time

management skills, elaboration, and effort. Hargittai and Shafer (2006) found that

females tended to assess their own skills significantly lower than males evaluated
theirs, while Özsoy-Güneş et al. (2014) found that the average self-regulation scores of

their female participants were significantly higher than those of the males in the areas of

“planning and determining aims” and “lack of self-direction.” According to these studies,

there have been conflicting findings regarding gender and the dependent components

of SRL (Martinez-Lopez et al., 2017; Stanikzai, 2019). The gender difference in the

three phases (the preparatory phase, the performance phase, and the appraisal phase)

has not been discussed in the context of the COVID-19 lockdown (Alghamdi et al.,

2020). Hong et al. (2021) proposed that further research on gender difference in the

context of the COVID-19 lockdown is required. Thus, the present study focused on

exploring gender differences in high school students’ practice of SROL lessons during

the COVID-19 lockdown.

Regarding gender as a personal characteristic, Wu and Cheng (2019) examined

who is better adapted to learning online within the personal learning environment. They

found that males adopted more behavioral strategies than females to deal with their

disorientation during online learning. Another study indicated that in Pakistan, females

have better online communication self-efficacy than males during COVID-19 online

learning (Rafique et al., 2021).

Grade Level. According to the related literature, students’ grade level is a significant

key concept that affects students’ motivation (Eccles et al., 1993; Wighfield & Ecceles,

1994; Trumper, 1995; Lepper, Corpus & Iyengar, 2005; Yeung & McInerney, 2005; Otis,

Grouzet & Pelletier, 2005). It affects how motivated students on managing their time

schedule and do a particular task.

The literature concerning the changes in students’ motivational beliefs across

transition period (from elementary to high school) also reveals similar results. For

instance, Wigfield et al (1991) investigated the effects of school transition on young

adolescents from elementary school to junior high school. The sample was 1,850 young

adolescents and they filled out the questionnaire twice a year across two years:

transition from 6th grade (elementary school) to 7th grade (junior high school). The
questionnaire measured students’ self-perceptions and self-esteem values in some

subjective domains (math, English, social activities and sports) through the transition

period. According to the findings, all self-perceptions and selfesteem values were

exhibit significant decrease through transition period from 6th grade to 7th grade at all

subjective domains; however, after this transition decrease, most of the self-perceptions

and self-esteem values showed increase during 7th grade period. Similarly, Gottfried et

al. (2001) investigated the continuity of students’ academic intrinsic motivation from

childhood through late adolescence. The sample was 96 students (43 girls, 53 boys).

According to the results of the study, students’ academic intrinsic motivation decreased

significantly at the transition period from middle school to late adolescence. The most

significant decreased took place for Math, then for Science and 23 Reading subject

domains; however Social Studies domain did not show significant decrease. According

to researchers; these results revealed that the decreases in academic intrinsic

motivation were about specific subject domains, not valid for all subject domains.

When a student is aware on his/her grade level responsibilities, she/he will be

motivated to his/her studies. Also, when the students are aware on the structures and

curriculum that follows by the class of students it allows them to be more focus on their

studies. By this incident, the motivation on doing a task is also based on grade level of a

student. As I see it, when a child is at elementary level and still wants to enjoy

childhood, they are not fully focused on their studies. But if a High school student are

already aware on their responsibilities at home as well as on Academic, they are

motivated to do their particular task on a proper time.

Related Studies

This study considered the foreign and local researches on the experiences of the

students in PNHS to Remedy for Heaps of Lessons and Homework in this Modular

Study.

According to Covey (2013) from the newspaper (researchgate.net), effective

people plan, make better decisions, take control of their lives and have effective time
management skills. A person needs to be proactive in taking responsibility for his or her

learning and hold the direction of one’s life through personal choice and initiative. In

order to set meaningful goals and manage time properly, one needs to start with the

end of the mind (Covey, 2013). This helps people reach their goal faster and avoid

dealing with unnecessary distractions. To prevent one from chasing the wrong path or

goal, one needs to know exactly what is desired. It's simple to get back on track if you

have an important goal in mind. Their goal is faster and to avoid dealing with

unnecessary interference. To prevent one from chasing the wrong path or goal, one

needs to know exactly what is desired. It is simple to get back on track if you have an

important goal in mind. We can use this to simple things like Weigh your time for study,

homework, sleep, helping and prayer. Find out how long it will take to study the

subjects, make a booklet and find a place in the home where you can study if someone

does not understand plan to seek help from a teacher or a close relative for the lesson.

Overall, no matter how difficult it is to combine school activities and eating at

home, there is still a solution to each of those difficulties. This was evident to manage

the increase in both workload and burnout more effectively is essential because their

behavior has significant impact on others. Recent studies confirm that under stress,

people act more defensively, make poorer decisions, and literally lose the “executive”

function of their minds. This is especially costly for students because they set the tone

for their organizations. Their moods affect how others think and behave, so that people

around them also tend to react in confused, defensive, and otherwise unproductive

ways.

According to Georgi Todorov (2017) from the newspaper (eLearning Industry)

The truth is that time is like any other finite resource. If you don’t learn how to manage

your time well, you won’t be able to accomplish things as efficiently as possible. You

can miss achieving your goals, fail to study often enough, and get too far from your

lessons. Even if you don’t have those specific problems, time management is also about

helping you avoid stress while throwing it all away. If you’ve always wished you could
have a lot of time in the day, you don’t know where the all your time, or you felt the

stress of all you have to do, learning time management can be a solution to all those

problems. Time management learning can keep you on top of your class work, help you

stay ahead of assignment deadlines, and free up some extra time you didn’t know you

had for too much study or relaxation.

Regardless of your age, gender, working status, or otherwise, time is one of the

most important resources you have. Everything you ever hope to do or accomplish in

your lifetime will take some amount of time. This is something that’s especially relevant

to those hoping to study online. Because you’re in control of your own learning and

pace, you need to understand how to manage your time well to make enough room for

your online courses and the rest of your responsibilities. It’s easy not the take online

learning seriously. With regular classroom learning, you have a specific place you need

to be at a specific time. But, learning online requires you to set aside some time on your

own to study and go through the lessons. This requires discipline and a real

understanding about how to wisely use your time throughout the day. Even if you don’t

have those specific problems, time management is also about helping you avoid stress

while juggling everything. While some people may be naturally gifted in organizing

themselves, time management is a skill that can be taught and learned. It’s the same as

any other resource management. You’ll put a little time investment in at the beginning to

plan and strategize how to use your time efficiently. If you’re diligent to learn this skill

well, your little investment will help you reap enormous benefits in your online learning

by making you more efficient and less stressed. It’s useful to learn time management

sooner rather than later. Take this skill seriously. Learning time management can keep

you on top of your classwork, help you stay ahead of assignment deadlines, and free up

some extra time you didn’t know you had for extra studying or relaxing. It’s something

anyone anywhere can learn at any point in their life, even if you’ve never been good at it

before.
One simple way to start is using time you may not think about to do simple tasks.

If you’re doing an eLearning course, you may be able to find some time to listen to

course materials while you’re commuting to and from your daily responsibilities. Your

commute may not seem long, but it’s an extra 30 minutes – 1 hour daily that’s otherwise

empty. If you’re driving, you can put on a podcast form your professor or listen to an

audio textbook covering your topic. When others are commuting with you, you may be

able to ask them to quiz you on the materials you’ve been learning to help you stay on

top of new information.

In this study all of the students surveyed that online class have more of an

advantage, because you can use that time to do a lot more. Bring a device that has

access to data and knock out some of your online coursework on your way to and from

work or other daily activities. Or, bring a text book and keep yourself refreshed on

whatever you’re learning. The point of managing your time to include activities during

your commute is to not waste any of your free time. Commuting is a daily activity for

most people, and instead of wasting it staring at a phone screen or listening to music on

the radio, you can harness that time to improve your eLearning experience and become

a better student with one simple change.

We can’t stop or control time. But, if you want to take control of your online

learning and make the best of it, you need to learn how to properly manage the time you

have. Time management is something that every student can and should learn; it’s not

just for those who are naturally gifted at planning and arranging. Take the simple step of

utilizing your commuting time to start on your way to learning time management skills as

soon as possible.

According to Dhawan (2020), As the year 2020 enters, not everyone expects the

arrival of the deadly and contagious “Corona Virus” known as “Covid 19” and is

considered a major global downturn especially in the economy. One of those severely

affected is the education sector which has been forced to close down and first stop the

practice of traditional teaching temporarily. More than one billion students in 186
countries have been affected by this pandemic. But not everyone wants the students to

stop this year as well as teachers and other staff to lose their jobs but it is impossible to

implement the traditional study due to precautions to increase the number of those

infected with the virus. and for the safety of all. That is why during this crisis the best

solution is to implement online learning mode.

The study was conducted at Educational institutions (schools, colleges, and

universities) in India are currently based only on traditional methods of learning, that is,

they follow the traditional set up of face-to-face lectures in a classroom. Although many

academic units have also started blended learning, still a lot of them are stuck with old

procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a

Corona Virus (SARS-CoV-2) shook the entire world. The World Health Organization

declared it as a pandemic. This situation challenged the education system across the

world and forced educators to shift to an online mode of teaching overnight. Many

academic institutions that were earlier reluctant to change their traditional pedagogical

approach had no option but to shift entirely to online teaching–learning. The article

includes the importance of online learning and Strengths, Weaknesses, Opportunities, &

Challenges (SWOC) analysis of e-learning modes in the time of crisis. This article also

put some light on the growth of EdTech Start-ups during the time of pandemic and

natural disasters and includes suggestions for academic institutions of how to deal with

challenges associated with online learning.

Several arguments are associated with e-learning. Accessibility, affordability,

flexibility, learning pedagogy, life-long learning, and policy are some of the arguments

related to online pedagogy. It is said that online mode of learning is easily accessible

and can even reach to rural and remote areas. It is considered to be a relatively

cheaper mode of education in terms of the lower cost of transportation, accommodation,

and the overall cost of institution-based learning. Flexibility is another interesting aspect

of online learning; a learner can schedule or plan their time for completion of courses

available online. Combining face-to-face lectures with technology gives rise to blended
learning and flipped classrooms; this type of learning environment can increase the

learning potential of the students. Students can learn anytime and anywhere, thereby

developing new skills in the process leading to life-long learning. The government also

recognizes the increasing importance of online learning in this dynamic world.The

severe explosion of Corona Virus disease can make us add one more argument in

terms of online learning, that is, online learning serves as a panacea in the time of

crisis. The challenge to educational institutions is not only finding new technology and

using it but also reimagining its education, thereby helping students and academic staff

who are seeking guidance for digital literacy.

According to Petter et al. (2013), Highlighted the service provider and should

adopt new changes and change from time to time the System where students can learn

well in online learning, whether or not it will prevent the slowing down number of internet

connection using the net then continues to affect the teaching of teachers and also

learning of scholars so my children choose an option that is most comfortable in online

learning by zooming and other online educational policies or using only Modular.

One reason why there is so much discussion around online learning is that there

are many purported benefits and uses of online learning. Some of the most important

ones are: its effectiveness in educating students, its use as professional development,

its cost-effectiveness to combat the rising cost of postsecondary education, credit

equivalency at the postsecondary level, and the possibility of providing a world class

education to anyone with a broadband connection (Bartley & Golek, 2004; De la Varre,

Keane, & Irvin, 2011; Gratton-Lavoie & Stanley, 2009; Koller & Ng, 2014; Lorenzetti,

2013). What has received most of the attention for online learning is the postsecondary

education arena. The rising cost of postsecondary education and the importance of a

postsecondary degree are well documented in the literature. The lifetime earning gap

between high school graduates and college graduates is continuing to widen (Dynarski

& Scott-Clayton, 2013). At the same time, the cost of college tuition is rising faster than

inflation and the student loan debt is rapidly increasing. As of 2014, the total national
student loan debt is over one trillion dollars (Finaid.org, 2014). Many scholars and

educators believe that online learning can be an effective tool in combating the rising

cost of postsecondary education by spreading the cost of a class over a much larger

number of students compared to the traditional setting, dividing the cost by tens or

hundreds of thousands of students as opposed to dozens (Bowen, 2013; Bartley &

Golek, 2004; Jung & Rha, 2000; Koller & Ng, 2014; Tucker, 2007). Moreover, the

marginal cost of a student in an online setting is negligible relative to the traditional

setting, necessarily constrained by a number of factors such as the size and availability

of the physical classroom.

The physical " brick and mortar " classroom is starting to lose its monopoly as

the place of learning. The Internet has made online learning possible, and many

researchers and educators are interested in online learning to enhance and improve

student learning outcomes while combating the reduction in resources, particularly in

higher education. It is imperative that researchers and educators consider the

effectiveness of online learning compared to traditional face-to-face format and the

factors that influence the effectiveness of online courses. This study examines the

evidence of the effectiveness of online learning by organizing and summarizing the

findings and challenges of online learning into positive, negative, mixed, and null

findings. Particular attention is paid to the meta-analyses on the effectiveness of online

learning, the heterogenous outcomes of student learning and the endogenous issue of

learning environment choice. Taken as a whole, there is robust evidence to suggest

online learning is generally at least as effective as the traditional format. Moreover, this

body of literature suggests that researchers should move beyond the " no significant

difference " phenomenon and consider the next stage of online learning.

Thus far, “literature on the efficacy of online courses is expansive and divided”

(Driscoll et al., 2012). Some studies favor traditional classroom instruction, stating

“online learners will quit more easily” and “online learning can lack feedback for both

students and instructors” (Atchley et al., 2013). Because of these shortcomings, student
retention, satisfaction, and performance can be compromised. Like traditional teaching,

distance learning also has its apologists who aver online education produces students

who perform as well or better than their traditional classroom counterparts (Westhuis et

al., 2006).

The advantages and disadvantages of both instructional modalities need to be

fully fleshed out and examined to truly determine which medium generates better

student performance. Both modalities have been proven to be relatively effective, but,

as mentioned earlier, the question to be asked is if one is truly better than the other.

According to (Management Study Guide, 2018) This is the division of time into the

right tasks depending on the weight of its value, Because everyone's time is limited

Time Management is the one that helps each other. Time Management covers effective

planning, goal setting, making deadlines of them, assigning responsibilities, prioritizing

the Task depending on its value and using the right time for the task.

According to their analysis (Rothstein 2004) Putnam 2015; Reardon 2011;

Garcia and Weiss 2017). COVID-19 has been identified as a virus because of its

severity and atrocities similar to that of the largest health crisis within the world since the

century leading human civilization. we lack the structures to safeguard effective

teaching and learning during shutdowns and to make protective supports that many

school children receive. While we do not know the exact effects, we do know that

children’s academic performance deteriorated during the pandemic, along with their

progress in other developmental skills. We also know that given the various ways in

which the crisis has exacerbated existing socioeconomic differences and how

differences in learning and academic outcomes, educational inequality is affected.

Computer-assisted instruction is changing the pedagogical landscape as an

increasing number of students are seeking online education. Colleges and universities

are now touting the efficiencies of Web-based education and are rapidly implementing

online classes to meet student needs worldwide. One study reported “increases in the

number of online courses given by universities have been quite dramatic over the last
couple of years” (Lundberg et al., 2008). Think tanks are also disseminating statistics on

Web-based instruction. “In 2010, the Sloan Consortium found a 17% increase in online

students from the years before, beating the 12% increase from the previous year”

(Keramidas, 2012). Contrary to popular belief, online education is not a new

phenomenon. The first correspondence and distance learning educational programs

were initiated in the mid-1800s by the University of London. This model of educational

learning was dependent on the postal service and therefore wasn't seen in American

until the later Nineteenth century. It was in 1873 when what is considered the first

official correspondence educational program was established in Boston, Massachusetts

known as the “Society to Encourage Home Studies.” Since then, non-traditional study

has grown into what it is today considered a more viable online instructional modality.

Technological advancement indubitably helped improve the speed and accessibility of

distance learning courses; now students worldwide could attend classes from the

comfort of their own homes.

First, prospective students want to be able to receive a quality education without

having to sacrifice work time, family time, and travel expense. Instead of having to be at

a specific location at a specific time, online educational students have the freedom to

communicate with instructors, address classmates, study materials, and complete

assignments from any Internet-accessible point (Richardson and Swan, 2003). This

type of flexibility grants students much-needed mobility and, in turn, helps make the

educational process more enticing. According to Lundberg et al. (2008) “the student

may prefer to take an online course or a complete online-based degree program as

online courses offer more flexible study hours; for example, a student who has a job

could attend the virtual class watching instructional film and streaming videos of lectures

after working hours.”

 Increasingly, students have complicated schedules, often juggling several part-

time jobs, family responsibilities or to cut in short family bonding, and other

commitments. For many, education has been out of reach when traditional scheduled
classes did not mesh with their busy schedules and obligations. If we look at the basis

online learning means students can learn when it suits them. Students can do their

readings throughout the day in between other commitments and responsibilities. They

can work on and submit assignments in the middle of the night if that suits them as well

as the early passing of task so that it is not piled yet up. The time flexibility literally

means that students who just couldn’t take classes on a traditional schedule can now

further their education on a flexible schedule according to their needs.

According to an analysis conducted by Alynna Vince Lazarte and Ailene Petrona

Aquino (2013), students know the harmful effects of computers but they continue to use

them. It also does not affect the students' learning because they get good and average

marks, because the computer also has the internet which makes it faster for us to get

information, the computer also has applications such as MS Word, Powerpoint

Presentation, etc. to speed up school activities. Students also have a positive view of

computers because they make it easier for the poor in academic fields.

If there is internet connection a computer can make an individual do anything

account of those social networking sites such as faceboook, twitter, Instagram, and

many more. It is popular with today's students who are really addicted to the use of

social networking sites .The sites that it is services web-based which allows individuals

to build a public profile. We also all know almost all the information is now getting to

internet. Apart from the books that the students use, they also get additional information

here. Just like Google, Youtube and Yahoo, here students often research answers

when they have assignments.

We can say that technology has helped a lot in all sectors in our community and

the importance of computers in the way of modern technology has been felt to the

students. Because of the computer, office and school work can be speeded up.

Communication is also speeded up.

According to the analysis conducted by Basilio, Aileen Marie O. and Lim, Janica

Rose D. (2015), computers have both good and bad effects on students, one of the

good effects is that when we have projects is fixed lessons in school, it makes it easier
for us to find answers, on the negative side of this are the games that are here on the

computer, one of which is DOTA which is addictive and causes students to decline in

the field of academically or in their studies.

In conclusion, the computer we can no longer get rid of games or what they call

computer games. This is really popular with young people especially with students from

elementary, secondary and tertiary. These computer games serve as entertainment

whenever you use a computer. Because all the games can be downloaded to the

computer, so many young people are very attracted to it, so this is also where the bad

effects of the computer come into play. Young people are addicted to play which often

causes them to neglect their studies. These computer games are especially popular

with men. It's just like the computer game Dota, which young people are really addicted

to, who can be said to be addicted to drugs when you're overdosed. Because, no

education is neglected as well as health. Health, in the field of waking up and

sometimes they miss eating at the right time or sometimes they don't really eat because

they only focus on playing computer games. In elementary school, children have also

learned how to use a computer. their knowledge increases but sometimes this is also

where a child's addiction begins. Instead of opening books, they often open computers,

laptops and other gadgets and focus on them, so until they grow up, computers are

conscious in their minds. When they come to secondary and tertiary, they are sure that

they are often dependent on it because they are aware of it.

Modular distance learning is the use of a module that can be printed or digitally

copied will be given to the student (DepEd LCP, 2020). Student does not need internet

or gadgets (DepEd Undersecretary Malaluan, 2020). The module used is a kind of self-

learning module. The online Challenges of distance learning in teaching-learning

Filipino International Journal of Research Studies in Education 95 Distance learning

requires proper internet connection, gadgets and more. There are four types this online

distance learning is the synchronous, asynchronous, hybrid, and modified hybrid

(Almario and Austria, 2020). Synchronous learning takes place as actual or live

teaching-learning. While the Asynchronous learning is not real-time interaction.

Synchronous and asynchronous can also be combined This learning is called hybrid.

The modified hybrid will have online tasks need to do also need not online class or face-

to-face online discussion but can do only if necessary (Almario and Austria, 2020).

Changing the education system or using distance learning is likely to affect student

learning experience. Although DepEd already uses it for ALS and open high school

program. But, most students and teachers are new to distance learning. Teaching using

different methods have an impact on student learning (Naseri, 2014). If we examine,

there are problem switching from face-to-face to distance learning. Distance learning

like ODL have problems when it comes to the internet, gadgets, and so on. Also with

MDL there is also a problem, an example of this is ALS which uses MDL. According to

the World Bank Education that is low participation (enrollee) and passing rates in ALS

are indications that the program is not very effective.

Except here the Division also has other supplementary activities such as radio-

based instruction and so on. Most public schools use modular distance learning. While

some use online distance learning public and private schools. Supplementary programs

such as the use of enrichment activities are very important in distance learning.

Enrichment activities do not require the student to have another book, TV, internet or

anything else to do or complete the task. Some of students really have difficulty with

distance learning, online or modular whether. According to this citation the observation

of teachers, that modular distance learning and online distance learning have problems.

ODL and MDL will also have an impact on the teacher/student teaching-learning

experience. The This factor has motivated researchers to study the challenges in

distance learning learning-teaching Filipino.

According to a study written by Allan Ortiz (2017) based on framework of 21st

Century Learning, people of the 21st century are accustomed to technology and media-

driven livelihoods, because of this with the training or size of young people, they can get

of information in an easy way, However they should be able to study it on their gadgets

or in their home, so the method of online classes will be effective with citizens and
workers in the current century who should use the range of useful learning or training,

and critical thinking skills related to information, media, and technology.

It tells here that the modern ways which is studying online amidst the pandemic

helps to search for faster information that is needed by students who cannot study hard

copy of modules or lesson because of the new normal system that we should apply

advance knowledge towards using the technologies, media etc.

Furthermore, 21st Century Learning Framework was developed with input from

educators, education experts, and business leaders to define and illustrate their learning

skills, knowledge, expertise, and support systems that students need to succeed in work

and school activities.

According to a recent paper (Orlov et al. 2020), the role of online tutoring,

demographics, and active learning in student learning during the pandemic was

examined. and teachers and students did not miss with them daily access to colleges

and primary schools supporting for many students, but also lost team activities, sports

facilities, and recreational options such as pools and playgrounds. The closure of

faculties, combined with issues related to public health and economic crises, poses

major challenges to our students and their faculty.

The innately motivated learners are relatively unaffected in their learning as they

need minimum supervision, advice and guidance from teachers or parents. We can do it

simply encouraging in things that entice them. Sometimes students who appear lazy are

actually discouraged or frustrated that they are having trouble learning. Our words can

be extremely powerful in inspiring them and sense of self worth, but more importantly,

we can encourage them by giving them one-on-one help or advice and showing them

that they can indeed do the work and be successful.  It’s also important to point out their

successes and show them that their hard work is paying off. Teachers can even take it

to the next level by creating individualized awards and certificates to attracts students to

work harder.
To cut in short, makes people feel that their work is valued. This simple thing

shows approval and gratitude for each person's good job, and it makes student aware

that good work will be rewarded.

From the newspaper vincerapisura.com (Financial Literacy Online Course),

according to Vince Rapisura, in the online class, you can learn just at home; no need to

risk traffic, leave work early or be absent to attend class, or postpone important family

walks. You can choose the time and place where you are most comfortable —

bedroom, living room, café, gym and even in the middle of traffic. And because you

don’t have to go to the classroom, you’ll be able to spend less on online classes. There

is also no need to search for textbooks because online class references are also

available on the internet.

In today’s era, our world is changing really fast, and technology is already one of

the main reasons for these changes. Technology is rapidly changing the lifestyle of

mankind. One of the contributions of technology has been the availability of a new mode

of student learning. With modern technologies, online class or e-learning has become

an alternative way for students to continue to have communication or interaction with

their teachers, during the absence of each other in school. But online classes have

different effects on students as well as teachers. However, no matter where we are

even outside of home and school, we still do not forget the habit of studying as long as

we are on the right path that each school work will be completed even if it is

accompanied by other activities.

Online and traditional education share many qualities. Students are still required

to attend class, learn the material, submit assignments, and complete group projects.

While teachers, still have to design curriculums, maximize instructional quality, answer

class questions, motivate students to learn, and grade assignments. Despite these

basic similarities, there are many differences between the two modalities. Traditionally,

classroom instruction is known to be teacher-centered and requires passive learning by

the student, while online instruction is often student-centered and requires active
learning. In teacher-centered, or passive learning, the instructor usually controls

classroom dynamics. The teacher lectures and comments, while students listen, take

notes, and ask questions. In student-centered, or active learning, the students usually

determine classroom dynamics as they independently analyze the information,

construct questions, and ask the instructor for clarification. In this scenario, the teacher,

not the student, is listening, formulating, and responding (Salcedo, 2010).

In education, change comes with different side of questions in mind. Despite all

current reports championing online education, researchers are still questioning its

efficacy. But still being conducted on the effectiveness of computer-assisted teaching.

Cost-benefit analysis, student experience, and student performance are now being

carefully considered when determining whether online education is a viable substitute

for classroom teaching of face-to-face classes. This decision process will most probably

carry into the future as technology improves and also for students demand better

learning experiences.

According to Salceda (2020), who is also co-chairman of the House Economic

Stimulus Response Package Cluster, colleges may be forcing their students to consent

to 'virtual classes' to justify their taxation charges that will be additional. even families

who have lost their jobs and income. The legislator said that at the opening of the

House session next week, he will table their proposed ‘Economic Stimulus Act’ which

will provide ‘Tertiary Education Subsidy’ (TES) to all students who previously did not

have it, if not private schools will insist on the ‘online classes’ they want. "'Online'

education is unfair and unreasonable because of the 'digital divide' where many poor

families cannot afford to buy 'laptops' or' desktop 'computers that need to be spent on a

regular basis.' "In addition, 'online learning' will not be effective due to the very slow

interest in the country which has been further slowed by the current crisis," he said.

Due to the problems of accessing for online studies because they lack on having

budget to buy for gadget, internet access or even load, this leads to a difficulties on

attending online class or for searching information that leads to a burden for students. It
results work overload because of the problem dealing with online access that also leads

to difficulties in time control where a student needs to work with her/his studies together

with doing the household chores.

As researchers/students, we try our best to make use of what we have at home and

ensure we don’t get left behind. Although online learning may be the best option we

have for now, still you can’t help but wonder how everyone is adjusting and coping with

the problems that arise while attending online classes, especially during synchronous

classes. Speaking of Synchronous classes are classes conducted in real-time and

during this time, a lot of problems arise. Sadly, most of these problems are technical

and sometimes financial where they really find it difficult to keep up with other

classmates.

According to Centeno-De Jesus (2020), online learning has benefits such as

having students discipline in balancing their study, doing homework and having time to

play games on their phones. Moreover because of the online class earlier students

learn how to adapt to a new situation which will help them in dealing with reality when

they are already at work.

Thus, online learning offers students the accessibility of time and place in

education that they want. There was have advantage of online education one part of

that is it allows students to attend classes from any location of their choice. It also

allows schools to reach out to a more extensive network of students, instead of being

restricted by geographical boundaries.

Additionally, online lectures can be recorded and posted using facebook,

youtube, google classroom and google drive that can be archived, and shared for future

reference. This allows students to access the learning material at a time of their comfort.

All of us has a different learning journey and a different learning style. Some of

students are visual learners can utilize graphs, charts, maps, diagrams to effectively

interpret information while some students prefer to learn through audio.

According to Education Undersecretary Revsee Escobedo, they hope that the

number of enrollees this year will surpass last year's number. In her message,

Education Secretary Leonor Briones considered it a "success" to reopen the class in the

midst of the pandemic. DepEd says SY 2021-2022 opening a 'success' as teachers

lament same challenges This is despite the fact that many teachers, students and

parents have struggled in the first year of distance learning, and there are also some

groups now saying that the new school year is no different from the past. During the

program, President Duterte also gave a message, saying that the opening of the class

was proof of the government's dedication to provide quality education to students. It

even raises doubts as to whether students actually learn in the first year of distance

learning. As school year ends, learning under distance education questioned Under

distance learning, children will learn from their homes through printed and digital

modules, online classes, and TV and radio instructions.

Philippines is one of the five countries in the world that have not started in-person

classes since the pandemic started, affecting the right to learn of more than 27 million

Filipino students. While new variants are causing a rise of infections, the United Nations

Children's Fund (UNICEF) is advocating for a phased reopening of schools, beginning

in low-risk areas. This can be done on a voluntary basis with proper safety protocols in

place.

While other countries worldwide are taking some actions to provide remote

learning such as printed and digital modules, online classes, and TV and radio

instructions at least 29 percent of primary students are not being reached. In addition to

lack of assets for remote learning, the youngest children may not be able to participate

due to a lack of support using the technology, a poor learning environment, pressure to

do household chores, or being forced to work.

Studies have shown in this part that positive school experiences during this

transition period are a predictor of children’s future social, emotional and educational

outcomes. At the same time, children who fall behind in learning during the early years

often stay behind for the remaining time they spend in school, and the gap widens over
the years. The number of years of education a child receives also directly affects their

future earnings.

Conceptual Framework

This study is focused on the experiences about Efficient Time Management:

Remedy for Schoolwork and Homework Anxiety with Modular-Online Learning among

Prenza National High School Students.

Researcher

Questionnaire

Analysis
͢ Conclusion
Interview Experience

Observation

Figure 1
Paradigm of the Study
From the illustration, multiple measurement tools will be used for the study:

questionnaire, interview, and observation through site visitation using survey link in

order to gather pertinent data. This research has the topic “Remedy for Anxiety in

School Activities and Homework in Modular-Online Learning among Prenza National

High School Students” it used the process model. The Questionnaire frame shows the

profile of the respondents, age, grade level and name of the school they are attending.

The process frame specifies the steps that the researcher will take regarding data

acquisition, questionnaire answering and analysis of students ’responses. The

observation frame will provide the answer and result in which the students will know the

methods of doing homework and school work.

The researcher will keep track of interviews and specifics regarding observations

such as the different conclusion of PNHS student on efficient time management.

After thorough analysis of the data, the researcher will develop a survey that

compares and contrasts the data of the student respondents and will create their

narrative in the final report. Regarding the findings that are also part of the research

being discussed.

Definition of Terms

The following terms in this study were defined operationally to understand the

concepts clearly.

Academic Freeze. It refers to the cancellation of formal schooling amid the COVID-19

crisis in the country. The so-called academic freezers are urging the government and

the Department of Education (DepEd) to cancel the School Year (SY) 2020-2021 in

both public and private schools due to the challenges faced by students and parents

as they navigate distance learning.

Academic Standards.  Identify what students should know and be able to do in the

classroom within a given subject or content area. Standards serves as goals for student

learning, guideposts for classroom instruction, and a framework for assessment. Also

provide a critical foundation or starting point for the development of local curriculum.

Adaptive Learning. Is an education or training experience that is customised to the

unique needs of individual learners as they progress. This could be provided by a

teacher or trainer based on their insights, while adaptive learning systems use data to

understand learner strengths, weaknesses and needs in order to automatically signpost

the best materials for each individual to work through next.

Asynchronous Learning.  The ability for learners to access and consume an online

course at different times. This is a core concept in elearning and Web Based Training

(WBT) and allows a course to be delivered at a pace that suits each individual learner.

Authoring Tool. A tool (either desktop or browser-based) that allows instructional

designers to integrate an array of media formats to create training/elearning that is

engaging and interactive.

Blended Learning. An educational syllabus that combines multiple media types with a

combination of offline and online learning; often a blend of classroom environments and

elearning.

Computer-based Training. Also referred to as CBT, computer based training refers to

any course that relies on a computer. A decade or more ago, the content may have

arrived on a CD, but it’s increasingly common to distribute learning content over the

Internet. However it arrives, the trainer does not need to be present.

Curation. The sourcing, organisation and presentation of content or media. In elearning,

the curation process is often a core part of creating online courses, in which a diverse
range content is collated from internal and external sources. Curating learning content

can drastically reduce the time taken to create an online course and enables course

content to stay highly topical and relevant.

Distance Learning. Also known as Distance Education. Distance learning occurs when

student and teacher / instructor are in different locations. Distance learning has been

around since long before the Internet and the presence of a computer in nearly every

home and office. Distance learning was a form of asynchronous learning, long before

the internet. With the Internet and mobile telephony, distance learning can now be both

synchronous and asynchronous – or a combination of both.

eLearning. Short for ‘electronic learning’, elearning is any kind of education or training

that is accessed via a digital device. As so much elearning now happens over the

Internet nowadays, the term is largely synonymous with web-based training (WBT)

and computer-based training (CBT).

Gadgets. Digital gadgets are essential for modern students today. They save you from

carrying dozens of books in your backpack and make life more simple. On your tablet,

you may bring thousands of useful literature and, at the same time, save your back from

heavy loads. Once students own a gadget, they have a chance to make their learning

more enjoyable. Digital devices provide access to various closed online training

platforms. Students, regardless of distances, can efficiently study in universities, or on

online courses on Udemy, EdX, Teachable, Coursera, or other online platforms. The

most significant advantage of education online is that students can attend classes at

any convenient time. 

Input Devices. Is any hardware device that sends data to a computer, allowing you to

interact with and control it. The picture shows a Logitech trackball mouse, which is an

example of an input device. The most commonly used or primary input devices on a
computer are the keyboard and mouse. However, there are other devices that input

data into a computer.

Interactive Multimedia. In the context of elearning, learners provide input within an

online course in the form of selecting options, completing quizzes etc, and receiving

feedback as a result. Interactive multimedia is present in many other fields, notably

Gaming – an industry that has a major impact on the elearning industry in terms of

engagement theory and best practices.

Learning Platform. A rather general term that refers to the underlying technologies

people use to build and deploy e learning. It usually refers the authoring software,

the Learning Management System (LMS) or both.

Multimedia Learning. A cognitive theory – multimedia learning is based on three main

assumptions: there are two separate channels (visual and auditory) for processing

information; there is limited channel capacity; and that learning is an active process of

filtering, selecting, organizing, and integrating information. This theory was first

popularized by Richard E Meyer in his book, Multimedia Learning, published in 2001.

Online Learning. Frequently used synonymously with e learning and meaning the same

as web-based training, online learning describes education or training where materials

are distributed, and communication takes place, over the Internet.

Social Learning. Social learning has been ever-present through human history in the

form of copying others and sharing knowledge through any form of communication.

Today however, social learning generally refers to knowledge sharing and the debate of

training through online discussion boards or social media networks, such as Facebook.

Social learning is the 20% in the 70:20:10 model.

Story based Learning. A framework for exercises where the training is accompanied by

an unfolding story or narrative to help guide the learner and stimulate their thought

processes. In e learning, this is highly similar to scenario-based training, but with a

focus on putting the learner through a precise journey.

Synchronous Learning. Whether in a face-to-face classroom environment or online in a

live lecture or webinar, synchronous learning involves instructors and learners

communicating at the same time. When people need to conduct education or training as

a group at the same time, but being in the same place is not possible, it can be

facilitated by virtual classroom software.

Virtual Classroom. Where a live education or training environment is created online and

accessed via digital devices, this is known as a virtual classroom. Learners and

instructors need to use the same virtual classroom software to communicate, and this

might be downloaded as a desktop application or mobile app, or accessed online with

cloud-based software.

Webinar. A seminar conducted over the Internet. Although sometimes made available

as a recording, webinars are usually conducted live, enabling real time participant

debate, with the sharing of diagrams, slides and other images, audio and other

multimedia content.

Web-based Training. Also known as WBT, web-based training refers to any time of

instruction where materials are delivered and communication happens primarily via the

Internet.

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