The Effects of Massive Online Open Course towards the Learning and Skills

of grades 11 & 12 Information and Communications Technology

Senior High School Students of Maryknoll College of Panabo, Inc

A Phenomenology Study

In Partial Fulfillment in Practical Research II

Arcena, Denise

Aque, Michelle

San Antonio, Kayla Mae

Ungcad, Johngerber

Tulio, Exekiel Albert

October 2017
ABSTRACT
ACKNOWLEDGEMENTS
DEDICATION
TABLE OF CONTENTS
 CHAPTER I

INTRODUCTION

The Massive Online Open Course (MOOC) is a response to the challenges faced by the

organizations and distributed disciplines in the time of information overload. It used to be that

when you wanted to know something you could do few things. You could ask someone, you

could buy a book, try to figure it all out of yourself or you could call a school. If that school

offered that course in the thing you were trying to figure out. You could go there and take it. You

could get access to information about the topic. An instruction at home through journals and

books to Boolean information together from a library. You might even find others who are also

interested in the same things as you are. The MOOC is built for world where information are

everywhere. Where social network obsessed with the same thing that you are is a click away at

digital world. A world where an internet connection gives you access to staggering amount of

information. A MOOC is one way of learning in the network world. A MOOC is a course, its

open, its participatory, its distributed and it supports life-long networked learning. In one sense

Massive Online Open Course is just that. Its a course it has facilitators, course materials, it has a

start and end date, it has participants. But a MOOC is not a school. Its not just an online course.

Its a way to connect and elaborate while developing digital skills. Its a way of engaging in the

learning process that engages what it means to be a student. It is maybe most importantly an

EVENT around which people care about the topic and get together and work and talk about it in

a structured way. The course is open. All of the work gets done in areas accessful for people to

read, reflect and comment on. The course is open in the sense that you can go ahead and take a

course without paying for it. You might pay to get the credit through an institution but you are

not paying for participating in the course. Its also open in the sense that the work done in the
course is shared between all the people taking it. The material put together by the facilitators, the

work done by the participants, its on negotiated in the open. You get to keep your work and

everybody gets to learn from it. The course is participatory. You really become part of the course

by engaging with other peoples work. Participants are not asked to complete specific

assignments but rather to engage with the material with each other and with other material they

may find in the web. You make connections between ideas and between you and other people,

your network. One of the outcomes that people get from the course are the network connections

they built up through engaging with each other. The course is distributed and all blog posts,

video responses, articles, tweets and tags all meet together to create a network course. Theyre

mostly not found in one central location but rather all over the internet in different pockets and

clusters. Theres no right way to do the course no single path from the first week to the last. This

allows for new ideas to develop and for different points of views to co-exist. But it also means

that one of the side effects of a MOOC is the building of a distributed knowledge base on the net.

The course is a step on the road to life-long learning. MOOCs promote independence among

learners and encourages participants to work in your own spaces and to create authentic networks

that they can easily maintain after the course finishes. A MOOC can promote the kind creation

that life-long learning is all about. The course part is just the beginning. And how can you go

about finding one of these? Well news that a MOOC will be offered usually spreads on online

networks. People who have reputations for interesting skills or innovative thinking about the

topic decide to collaborate by offering an open online course covering that topic anyone who

wants to join in can. In a MOOC you can choose what you do, how you participate, and only you

can tell in the end if youve been successful just like real life.
STATEMENT OF THE PROBLEM

People nowadays do not often recognize MOOC as a learning guide for learning which in

fact it greatly helps the students of today to learn more through advance technology. For them

MOOC is nothing more than like just a gaming tool to make time pass by without being bored,

but for us it is not just a mere technology, it is our future, we believe there is still something in it

that others were not recognizing. This study aims to conduct a study about this research because

there is a great misunderstanding about technology as learning (Particularly MOOC) and

technology and as technology as to ruin our future.

Specifically it sought to answer the following questions:

1. What is the profile of the SHS in the use of technology with MOOC?

2. What is the profile of the SHS in learning and skill?

3. Is there a significant relationship between the use of technology with MOOC and the learning

and skills of the SHS?

OBJECTIVES OF THE STUDY

1. To determine the profile of SHS ICT with regards to the use of technology especially the

MOOC.

2. To determine the profile of SHS ICT in their learning and skills.

3. To determine the significant relationship between the use of technology with MOOC learning

and skills of SHS.

SIGNIFICANCE OF THE STUDY

The importance of our study is to make sure that MOOC really helps with the students

learning and skills in their academic performance. This study refers to the enthusiastic effects of

MOOC to the students of today and the near future.

RESEARCH HYPOTHESIS

The alternative hypothesis, there is a significant relationship between effects of Massive

Online Open Course and learning and skills of grades 11 & 12 Senior High Students.

SCOPE AND DELIMITATION

This study is limited to the determination of the significant relationship between effects of

Massive Online Open Course and learning and skills of grades 11 & 12 Senior High Students. It

focuses on the effects of Massive Online Open Course. The scope of this study is limited to the

learning and skills of grades 11 & 12 SHS of MCPI, which is a great deal to give attention today

in terms of its effect on students.

 CHAPTER II

This chapter represents the effects of Massive Online Open to the learning and skills of

grades 11 & 12 ICT SHS of MCPI. This literature and performance was reviewed to determine

the learning and skills of the students so as to gain a comprehensive understanding with respect

to the objectives, nature, structure, presentation and effectiveness of MOOC.

REVIEW OF RELATED LITERATURE

Wegerif, R. (2002). Literature Review in Thinking Skills, Technology and Learning. Bristol:

Futurelab.

"Education has received a much needed boost in the form of distance learning and a key catalyst

for the growth of distance learning is video communications" (Walsh & Reese, 1995).

Papert (1980) studied on Children, computer and powerful idea. He understood the importance

of digital media and how it could be used to enable children to learn better within a constructivist

learning environment. He believed that in order for children to assemble and modify their ideas,

the traditional tools such as pencils, copies and texts were inadequate. He felt that computers

were the appropriate tool to enable the learner to take control of the learning process. He found

that a complementary relationship exists between technology and constructivism, the

implementation of each one benefiting the other. Recent attempts by educators to integrate

technology in the classroom have been within the context of a constructivist framework.
Jakobsone and Cakula (2015) aimed to get a new perspective on knowledge sharing process, and

better understand the future of automated learning support system involving the use of new

technological opportunities. The major study question was how the automated learning support

system could develop the efficiency and quality of further knowledge flow and offer sustainable

cooperation between educational institutions and entrepreneurs. The researchers found that the

analysis of the information system as an online learning support platform, improved quality of

knowledge flow, and recommendations for advancing work-based learning besides the

encouragement of efficient knowledge management technologies. Furthermore, innovations in

the learning process needs to be real and simple to help adults find how to solve their problems;

preparation of training is needed following a specific employer demand and knowledge sharing

has to be equally vigorous on both interested sides; and needs have to be obtained; and accurate

content and quality must be presented according to merchants prospects.

Czerniewicz, L; Deacon, A; Fife, M; Small, J; Walji, S (2015). CILT Position Paper: MOOCs.

CILT, University of Cape Town.

THEORETICAL FRAMEWORK

'CCK08' was a unique event on Connectivism and Connective Knowledge within a MOOC

(Massive Open Online Course) in 2008. It was a course and a network about the emergent

practices and the theory of Connectivism, proposed by George Siemens as a new learning theory

for a digital age. It was convened and led by Stephen Downes and George Siemens through the

University of Manitoba, Canada. Although the event was not formally advertised, more than

2000 participants from all over the world registered for the course, with 24 of these enrolled for

credit. The course presented a unique opportunity to discover more about how people learn in

large open networks, which offer extensive diversity, connectivity and opportunities for sharing

knowledge. Learners are increasingly exercising autonomy regarding where, when, how, what

and with whom to learn. To do this, they often select technologies independent of those offered

by traditional courses. In CCK08 this autonomy was encouraged and learning on the course was

distributed across a variety of platforms. This paper explores the perspectives of some of the

participants on their learning experiences in the course, in relation to the characteristics of

connectivism outlined by Downes, i.e. autonomy, diversity, openness and

connectedness/interactivity. The findings are based on an online survey which was emailed to all

active participants and email interview data from self-selected interviewees. The research found

that autonomy, diversity, openness and connectedness/interactivity are indeed characteristics of a

MOOC, but that they present paradoxes which are difficult to resolve in an online course. The

more autonomous, diverse and open the course, and the more connected the learners, the more

the potential for their learning to be limited by the lack of structure, support and moderation

normally associated with an online course, and the more they seek to engage in traditional groups

as opposed to an open network. These responses constrain the possibility of having the positive
experiences of autonomy, diversity, openness and connectedness/interactivity normally expected

of an online network. The research suggests that the question of whether a large open online

network can be fused with a course has yet to be resolved. Further research studies with larger

samples are needed, as is an investigation into the ethical considerations which may need to be

taken into account when testing new theory and practice on course participants.

CONCEPTUAL FRAMEWORK

Figure II. e shows the conceptual paradigms of the study.

Independent Variable Dependent Variable

Learning and skills of
grades 11 & 12 ICT SHS of
The effects of Massive
Maryknoll College of
Online Open Course
Panabo

Figure II. e

Conceptual Paradigms of the Study

 CHAPTER III

METHODOLOGY

This chapter will discuss the research method which includes the method used, the

respondents of the study, research instrument, data gathering procedure and statistical treatment

of the data.

Method used

The study made use of the descriptive experimental method of research. It involves the

collection and description of data in order to test the hypothesis or answer the question

concerning the effects in students learning and skills in terms of using Massive Online Open

Course (MOOC) specifically to the grades 11 and 12 Senior High School students of MCPI.

The Respondents of the study

The respondents of this study are the aspiring programmers of Senior High School

students particularly the Grades 11 and 12 of Information and Communication Technology (ICT)

in Maryknoll College of Panabo Inc.

Research Instrument

The study made use of a survey questionnaire and observation checklist on the students

learning and skills of using massive online open course (MOOC), which was adopted and

revised by the researcher. There are 21 questions intended the respondents that will provide the

necessary information needed by the researchers in the process of finishing this study.
Data Gathering Procedure

The following procedures were undertaken by the researcher to gather the data that will

answer the problem of the study.

1. Request of permission to conduct the study. A formal request was presented through the

research adviser, to their subject teachers and to the school head of the MCPI to conduct

a survey to the students of Information and Communication Technology (ICT) of Grades

11 and 12.

2. Students Permission to answer our survey questionnaires. The respondents will be

informed first by having a letter given by the researcher and will sign after reading. For

the agreement between the researcher and the respondents, approving to answer the given

questions related to the study.

3. Administration of the questionnaire. After the approval of the request, the researcher

personally distributed the survey questionnaire to the chosen 40 students of Grades 11

and 12 during the last week of October and 1st week of November 2017. The respondents

will be given a short briefing about the questionnaire, particularly in some areas that are

not clear to them.

4. Retrieval of the questionnaire. The questionnaires were retrieved after 4 days through the

help of some friends. The data were collected, tabulated, and analysed in accordance

with the problem mentioned in this study.

Statistical Treatment of the data

The statistician made used of the Statistical Package for Social Sciences (SPSS) version

16 to analyze the data gathered. Furthermore, descriptive statistics were used in order to

determine the mode, median, minimum, maximum values and range. Moreover, principal

component analysis (PCA) was used to resort, to lessen and to determine the correlation of

variables. Chi square test of independence was also used to compare to variables in contingency

table to see if they are related in a more general sense, it tests to see whether distributions

of categorical variables differ from each another.

 CHAPTER IV

Presentation, Analysis and interpretation

This chapter presented, analyzed and interpreted all the data gathered in this study.

P0resenttation was done through the use of tables. Analysis and interpretations of data was done

through tabular presentation.

Frequency Table

Social Media often used by the students

Cumulative

Frequency Percent Valid Percent Percent

Valid youtube 2 5.0 5.0 5.0

facebook 15 37.5 37.5 42.5

MOOC 2 5.0 5.0 47.5

google 5 12.5 12.5 60.0

twitter 16 40.0 40.0 100.0

Total 40 100.0 100.0

It is shown in the table that the twitter is the most social media site commonly used by the

students. The table shows that 40.0% of the students often use twitter and less to use Facebook

that has the percentage of 37.5%, Google of only 12.5%, and the MOOC and Youtube that has

the same percentage of 5.0%,.The Respondents in the table represents the number of respondents
agreed to what social media sites they are using often, while the percentage represents the

percentage of the respondents, Valid Percent indicates no one refuse to answer and cumulative

percent is the total of all the percent showed in the table.

Interactive learning websites recognized by the students

Cumulative

Frequency Percent Valid Percent Percent

Valid 1 5 12.5 12.5 12.5

2 10 25.0 25.0 37.5

3 25 62.5 62.5 100.0

Total 40 100.0 100.0

As shown in the data the respondents know more than 3 interactive learning websites in

approximately 62.5% and 12.5% of the respondents stated that they only know 1 interactive

websites leaving 25.0% percent who answered that they only knew 2 interactive learning number

of websites.
 Hours spent on gathering information in MOOC

Cumulative

Frequency Percent Valid Percent Percent

Valid 30 min 22 55.0 55.0 55.0

2 hours 4 10.0 10.0 65.0

1 hour 7 17.5 17.5 82.5

3 or more hours 7 17.5 17.5 100.0

Total 40 100.0 100.0

The data being presented shows the number of hours that students consumed in gathering

information is mostly 30 minutes which has the percentage of 55.0% while the less is only 2

hours that has the percentage of 10.0%, because for them 30 minutes is enough to gather

information.
 MOOC is particularly used in gaining knowledge

Cumulative

Frequency Percent Valid Percent Percent

Valid chatting 7 17.5 17.5 17.5

sharing information 5 12.5 12.5 30.0

gaining knowledges 19 47.5 47.5 77.5

any others 9 22.5 22.5 100.0

Total 40 100.0 100.0

It is shown in the data that 47.5% of the students agreed that MOOC is particularly used in

gaining knowledge rather than any other use of social media that only got 22.5%. 19 of the

respondents agreed that MOOC is particularly used on gaining knowledge

MOOC improves the learning and skills of the students

Cumulative

Frequency Percent Valid Percent Percent

Valid yes 32 80.0 80.0 80.0

no 8 20.0 20.0 100.0

Total 40 100.0 100.0

As the data being shown in the table most of the respondents answered yes which got the

percentage of 80.0% than no that only got the percentage of 8% to the effectiveness of MOOC in

terms of enhancing the learning and skills of the students.

MOOC changes the way you comprehend things

Cumulative

Frequency Percent Valid Percent Percent

Valid yes 29 72.5 72.5 72.5

no 11 27.5 27.5 100.0

Total 40 100.0 100.0

As the data being shown in the table most of the respondents answered yes which got the

percentage of 72.5% than no that only got the percentage of 27.5% as the MOOC changes the

way they comprehend things.

 MOOC allows you to express yourself

Cumulative

Frequency Percent Valid Percent Percent

Valid yes 19 47.5 47.5 47.5

no 21 52.5 52.5 100.0

Total 40 100.0 100.0

As the data being shown in the table most of the respondents answered yes which got the

percentage of 47.5% than no that only got the percentage of 21% to the MOOC as the tool for

expressing yourselves.

Using MOOC for having interactive online friends

Cumulative

Frequency Percent Valid Percent Percent

Valid yes 22 55.0 55.0 55.0

no 18 45.0 45.0 100.0

Total 40 100.0 100.0

As the data being shown in the table most of the respondents answered yes. Those who answered

no only got the percentage of 18% unlike to those who answered yes that has the percentage of

55.0% to the MOOC as an interactive gaining friends in website.

MOOC is way too effective rather than actual class, mostly those who

are in favor are the passive students in the class

Cumulative

Frequency Percent Valid Percent Percent

Valid yes 23 57.5 57.5 57.5

no 17 42.5 42.5 100.0

Total 40 100.0 100.0

As the data being showed above most of the respondents answered yes with the percentage of

57.5% rather than the no with the percentage with 42.5% who does not believe that MOOC is

way too effective rather than actual class.

MOOC is way too better rather than listening to baseless facts said by other people

Cumulative

Frequency Percent Valid Percent Percent

Valid yes 27 67.5 67.5 67.5

no 13 32.5 32.5 100.0

Total 40 100.0 100.0

As the data being shown in the table most of the respondents answered yes that has the

percentage of 67.5% than those who answered no with only 32.5%. because as what they have

said they can learn more to their lessons rather than listening to the baseless statements of other

people.
 MOOC as an educational community

Cumulative

Frequency Percent Valid Percent Percent

Valid educational 19 47.5 47.5 47.5

entertainment 6 15.0 15.0 62.5

informational 12 30.0 30.0 92.5

any others 3 7.5 7.5 100.0

Total 40 100.0 100.0

As the data being showed above 47.5% of the students agreed that the MOOC is considered as an

educational community rather than the 7.5% who stated that they consider MOOC as any other

digital world uses.

 MOOC as a reliable source in terms of gathering information

regarding the students career or academic interests of social

networking sites

Cumulative

Frequency Percent Valid Percent Percent

Valid yes 27 67.5 67.5 67.5

no 13 32.5 32.5 100.0

Total 40 100.0 100.0

It can be gleaned through the data that 67.5% considered MOOC as a reliable source in terms of

gathering information regarding your career or academic interests on social networking sites

rather than the 32.5% who disregard MOOC as a reliable source in terms of gathering

information regarding to their career or academic interests on social networking sites.

 Students prefer to use MOOC few times a week

Cumulative

Frequency Percent Valid Percent Percent

Valid more than 9 times/day 8 20.0 20.0 20.0

5-8 times/day 2 5.0 5.0 25.0

a few times a week 13 32.5 32.5 57.5

once a week 7 17.5 17.5 75.0

once a month 10 25.0 25.0 100.0

Total 40 100.0 100.0

As shown in the data there are 32.5%who stated that they use MOOC few times a week which is

for them it is already way too enough to gather the informations they needed to acquire and

approximately 5.0% who stated that they use MOOC 5-8 times/day per week
 MOOC is seldom used to search for specific information

Frequency Percent Valid Percent Cumulative Percent

Valid never 3 7.5 7.5 7.5

seldom 23 57.5 57.5 65.0

sometimes 7 17.5 17.5 82.5

most of tha time 7 17.5 17.5 100.0

Total 40 100.0 100.0

As what can be gleaned through the data it 57% of the students stated that they seldom use

MOOC in terms of searching for specific information and 7.5% who stated that they never use

MOOC for specific information.

 CHAPTER 5

Conclusion, and Recommendations

This chapter presents the conclusion and recommendations of the research work

undertaken, the conclusions drawn and the recommendations made as an outgrowth of this study.

This study is on the profile and performance evaluations of Grades 11 & 12 Senior High School

Students of MCPI towards the effects of Massive Online Open Course.

Conclusions

Based on the findings the following conclusions are drawn:

1. The students are often or commonly using the twitter in terms of social media,

2. The students know more of three interactive learning websites for gathering their

information and in gaining knowledge.

3. Only few of the students are familiar with the word MOOC

4. Twitter, Youtube, Facebook and any other social media websites are somehow related

to the MOOC (Massive Open Online Course)

5. There is a exiguous significant relationship between the use of technology with MOOC

and the learning and skills of the Senior High School.

Recommendation

Based on the findings and conclusions presented, the following recommendations are

suggested:

1. The researchers recommend that the students must be aware of the massive open online

course for they are often using it.

2. The researchers recommend that the students should improve their learning and skills not

only through using the digital world but also through interacting with real life person.

Interacting with each other and learning together with others is way too better than being

a pinnacle who doesnt recognize the help of others.

3. The researchers recommend that the students should keep on learning and doing mistakes

(not literally always but sometimes) while programming, in that way they are going to

notice their mistakes and no one will ever have to tell them about it again.
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