“Effectiveness of E-learning Activities in Teaching English” (original) (raw)

“Effectiveness of E-learning Activities in Teaching English”. Thesis presented to the College of Education of Calayan Educational Foundation Incorporated in partial fulfillment of the requirements for the degree in the Bachelor of Secondary Education major in English. At this time being, the advances of technology are already found in the classroom and are now challenging the field of education. A new profound integration of new technologies into education will inevitably requires from teacher changes in attitude and teaching paradigm. This change to this technology requires a shift and a focus of a course from the educator to the subject as stated by Magnussen (2008). It was anchored to the constructivist learning principles, where the traditional pedagogies and new method point it major differences. However frequent criticism of technology applications in classrooms is that they are a little more than a decoration, unessential and just pointlessly tacked trends onto routine instruction. The Flash and Splash of a PowerPoint presentation may look good, but many question the value added to the students learning. This leads to question, how can technologies genuinely enhance learning? It is really effective in teaching a particular subject like English? The study is conducted to evaluate the effectiveness of Electronic Learning activities in teaching English. This study tried to combine the students perception and quantitative data to provide an answers to the main problems which is divided into sub problems; Perceived effects of the use of E-learning Activities on the Academic Performance of English Students, Pretest and posttest performance of the Experimental Group and Controlled Group, Difference between the pretest results of the Experimental Group and Controlled Group, Difference of the Pretest and posttest results of the Controlled Group and Experimental Group, Difference between the posttest results of the Experimental Group and Controlled Group. This study made use of the mixed method which combines the quasi- experimental method of research. The respondents were the selected grade nine (9) students of English class of the Calayan Educational Foundation Incorporated in the academic year 2014-2015. The respondents were selected purposely into two groups namely the: Group exposed to e-learning (EE) or Experimental Group and Group not exposed to e-learning or Controlled Group (NE) which are equally divided into twenty (20) each with ten (10) males and ten (10). Pretest and posttest where constructed to identify the achievement of the students along with the perception of the effects of E-learning activities in the students English achievement performance. Pretests were given to identify the students standing in the lessons to be discussed. After the pretest, the English teacher gave the same lessons to the students however the Group exposed to e-learning was given the privileges to use and integrate in the lessons e-learning technology which is the computer and LCD along with the software’s which is commonly used in English classes such as power point presentation, word processing and internet. On the other hand the group not exposed to e-learning was limit into traditional setting with the chalk board, and books. Then, after five days of classes a posttest was given to both groups and a survey questionnaire regarding the effects of e-learning technology were given in the group exposed to e-learning. The data gathered were tabulated, statistically treated, analyzed and interpreted. According to the findings of the study it was found out that the effects of E-learning activities in the performance of Selected Grade Nine (9) students of Calayan Educational Foundation Incorporated in English subject are: Increases the engagement and participation in the English learning, Interest (motivation) of students in learning English subject and Promotes knowledge discovery are requisite for learning. The pretest and posttest results of shows that the following null hypothesis of the study must be rejected ; (1) The Students have negative perception in the effects on of E-Learning activities in the teaching of English in the selected grade 9 students of Calayan Educational foundation Incorporated. (2.) There is no increase of student’s motivation to learn English subject after the exposure to e-materials/activities. (3.) The use of e-learning activities has no significant effect in the improvement of the student achievement in English class. It was supported by the Survey questionnaire entitled “Perceived effects of e-learning activities in the performance of the of selected grade 9 students of CEFI in English subject”, resulted into descriptive rating of agree and falls to the descriptive category of effective which means that they believed that they use of e-learning activities in teaching English increases their learning. Aligned with this is the statistical result that there is a greater increase of English achievement in the experimental Group compared to controlled group. There is no significance difference between the pretest of the EE group and the NE group. This means that the two groups have the same level of knowledge and understanding of the topic to be discussed. While, there is a significant difference between the pretest and posttest of the EE group. This indicates that there is an increase in the learnings of the student on the topic discussed since there is a huge improvement on the posttest compared to the results of the pretest. There is a significant difference between the pretest and posttest of the NE group. This indicates that there is learning occurred in the students mind since there is an improvement on the posttest compared to the results of the pretest however they improve less compared to EE group. There is a significant difference between the posttest of the EE group and the NE group. The results suggest that there is a greater improvement in the students learnings in the topic introduce with the electronic learning materials compared to the group of students introduce with the same topic but limit the use of electronic materials. This reveals that the use of electronic learning activity in teaching has a positive effect in teaching English language. Based from the results of the study the researcher recommends that the teacher should employ electronic materials/activities used English class to meet the demands of the student’s new form of learning. E-learning materials open new educational resource that increases the engagement; attendance and motivation of students which are requisite for learning. Give more attention in integrating e-learning tools or variety of technology in the English subject depending in the availability of material in the school. The Electronic learning activities can be tested for it maximum effectiveness in teaching-learning process. The administrator or schools may encourage more seminars and workshops on the electronic instructional materials. The future researcher can use a larger number of respondents and a long period of time frame; follow up studies could be conducted.