THE IMPACT OF E-LEARNING CLASSROOM IN FRESHMEN ACADEMIC

PERFORMANCE

Rationale

Freshmen often face significant adjustment when entering Secondary Level

E- learning provide flexible and accessible learning environments that can ease this

transition, allowing student to adapt at their own peace. Freshmen student are still

adjusting to new environment in Secondary Level which they also face challenges in

using E learning Classroom. E-learning is a more inclusive learning classroom for

student especially for freshmen Despite the fact that E-learning Classroom has many

advantages, freshmen student could find the self-directed aspect of online learning

difficulties. Academic performance may be inhibited by a lack of enthusiasm or trouble

managing their time effectively, freshmen student have difficulty using E- learning

classroom because it is still new in their view although they do not use it in primary

school that’s why their still adjusting in secondary school which cause a low grades. E-

learning platforms often allow for differentiated instruction, enabling students to

progress at their own, this personalized approach can help struggling students catch up

while allowing advanced learners to explore and open for a new skills of learning in

greater depth, thereby enhancing their overall academic performance.

E-Learning Classroom shown by the massive growth, being significantly the learning

technique in terms of schooling specifically development of student academic

understanding, more educational organization schools now take a crucial moves in

learning system are enable a method of education aimed to enhancing high quality in

teaching higher education for students, e-learning has been emerging in a variety of

higher education organization worldwide, both private and public are mindful of e-

learning effect in education , offers modern curriculum by growing learning and teaching

and promoting teamwork, growth and imagination for the students technology growth,

E-learning is a way for other student to learn and adopt the new technology it is use to

learn in new generation, e-learning is a way better than just a normal student learning

through e-learning they can easily approach school needs and problems using e-

learning classroom in their school purposes, but some of the student is not familiar in e-

learning classroom especially freshmen student who are still adjusting in their new

environment and consequences are their low mark of grades because of the technology

problem adjusting in there in environment.

Global

According to Russian Presidential Academy of National Economy at Moscow

Russia(2018) E-learning is essentially encompasses (ICT) on website personal

computer, portable, mobile phone, learning management System, radio and other forms

of enhancing teaching and reading. It requires the application and usage of information

and communication technology, the high use of web system in learning implies that e-

learning is becoming a common successful learning method, in order to enhance and

support schooling literacy, e-learning include information and communication

technology. A set of 150 authors observational studies, carried in Russian educational

institution, Many developing economies are utilizing highly immersive e-learning from
several education institution that specifically increase student success. Technologies is

recent times are machine used to remove physical barriers, allowing the student to

study anytime and anywhere without communicating with the teacher.

National

In national context the Department of Computer Science, Mariano Marcos State

University were evaluated by utilizing mixed methodology through a survey. E-learning

can be considered as one of the best strategies not just in teaching but also to the

student.

Higher education has dramatically evolved from traditional pedagogical models to

current methods using computer technology that supports knowledge delivery and

knowledge acquisition. The evolving technology has provide an opportunity to improve

teaching skills and increase students learning capabilities (Cappel & Hayen, 2014) The

trend of e-learning is one example of evolving technology use in higher education

especially in secondary institution . in higher education, the use of information

technologies have been embraced largely by educational institution and E-learning has

been viewed to bring education were they tackle that e-learning is helpful in student life

especially in freshmen student in secondary learners.

However freshmen student are still adjusting in their new environment for them to

learn and adjust the technology, According to Dhawan(2020) the students are

unprepared for range of e-learning and academic type skills, student commitment is the

main issue with online learning regarding academic performance. According to the

student , the primary hurdles online learning are a lack of connection, freshmen
problem is not just about adjusting the environment but also the internet connection and

technological issues. As a result the student commitment is diminished, aside from that

student are found to be underprepared that the consequence is a low mark of grades

because of the digital divide.

Review Related Literature

E-learning Classroom has become an appropriate and attractive solution for students

who pursue their education while undergoing busy activities (Seaman et al., 2018).

Therefore, universities are constantly looking for ways to improve the quality of online

courses to increase student satisfaction, enrollment, and retention (Legon and Garrett,

2017).

A unique feature of online learning is that students and lecturers are physically far apart

and require a medium for delivering course material (Wilde and Hsu, 2019). The

interaction of students and lecturers is mediated by technology, and the design of virtual

learning environments significantly impacts learning outcome (Bower, 2019; Gonzalez

et al., 2020). For decades, research on online learning has been studied, and the

effectiveness of online teaching results from instructional design and planning (Hodges

et al., 2020). The COVID-19 pandemic is forcing students worldwide to shift from offline

learning to online learning environments. Students and teachers have limited capacities

regarding information processing, and there is a chance that a combination of learning

modalities may result in the cognitive overload that impacts the ability to learn new

information effectively (Patricia Aguilera-Hermida, 2020). In addition, lack of confidence

in the new technology they use for learning or the absence of cognitive engagement

and social connections have less than the optimal impact on student learning outcomes
(Bower, 2019). The existence of technology, if used effectively, can provide

opportunities for students and teachers to collaborate (Bower, 2019; Gonzalez et al.,

2020). The success of the transition from offline to online learning is strongly influenced

by the intention and usefulness of technology (Yakubu and Dasuki, 2018; Kemp et al.,

2019), so the effectiveness of online learning is highly dependent on the level of student

acceptance (Tarhini et al., 2015). Therefore, it is essential to analyze the factors related

to online learning to achieve student learning outcomes.

component in the instructional design process. They help guide course writers and

identify needed improvements in courses and programs and create consistency in

faculty expectations and student experience (Scharf, 2017).

In general, quality is an essential factor in online learning to provide a helpful learning

experience for students (Barczyk et al., 2017), while course quality supports university

learning performance. Quality Matters™ (QM) is an international organization that

involves collaboration between institutions and creating a shared understanding of

online course quality (Ralston-Berg, 2014). This research measures course quality by

three dimensions: course design, course content support, and course assessment

(Hadullo et al., 2018). These three dimensions are determinants in assessing the quality

of learning.

The quality of the instructor in delivering the material becomes the input to achieve

learning performance (Ikhsan et al., 2019). To facilitate an active learning process,

instructors should use strategies to increase participation in learning. While the

responsibility for learning lies with the learner, the instructor plays an essential role in

enhancing learning and engagement in the online environment (Arghode et al., 2018).
As an essential actor in the classroom, instructors must have psychological similarities

with students to help academically lacking students by changing perceptions of external

barriers and stereotypes (Sullivan et al., 2021).

Several research results have proven the influence of instructor interactivity in the

classroom on online teaching, including active learning (Muir et al., 2019), instructor

presence (Roque-Hernández et al., 2021), discussion and assessment techniques

(Chakraborty et al., 2021; McAvoy et al., 2022), and feedback (Kim and Kim, 2021).

Some of these study areas are topics often studied with the needs and values of

instructor interaction. In this study, the importance of instructor interactivity in online

learning is related to online discussion forum activities and instructor interaction.

The characteristics of students who take online learning education are different from

those who study conventionally (face to face). Several essential factors drive student

success in online learning: understanding computers and the internet, personal desires,

motivation from instructors, and reasonable access to online learning systems (Hadullo

et al., 2018; Bashir et al., 2021; Glassman et al., 2021; Rahman et al., 2021). Self-

efficacy is explained by social cognitive theory as the ability to self-regulation (Bandura,

2010).

According to social cognitive theory, people can develop self-efficacy by observing other

people’s models of achieving goals and having had various successful attempts in the

past to achieve challenging goals (Duchatelet and Donche, 2019). People who have

high levels of self-efficacy tend to be confident in their ability to succeed in challenging

tasks, such as their own, and observe others to achieve goals.

acceptance, as it explains how institutions adapt to institutional change (Rohde and

Hielscher, 2021). Currently, most higher education institutions have migrated from

traditional to online learning systems, thereby changing traditional learning

environments such as the physical presence of teachers, classrooms, and exams

(Bokolo et al., 2020). Today’s developing technologies have improved education due to

online learning, teleconferencing, computer-assisted learning, web-based distance

learning, and other technologies (Bailey et al., 2022; Fauzi, 2022). Online learning

systems provide more flexibility and improve teaching and learning processes, offering

more opportunities for reflection and feedback (Archambault et al., 2022). Online

learning offers interactive teaching, easy access, and is cost-effective mainly (Sweta,

2021).

E-learning technology in this study is defined as the learning media used by universities

in going online learning. The task-technology fit (TTF) model has been used to assess

how technology generates performance, evaluate the effect of use and assess the fit

between task requirements and technological competence (Wu and Chen, 2017). The

TTF model suggests that the user accepts the technology because it is appropriate to

the task and improves learning performance (Kissi et al., 2018). Technology acceptance

is determined by the individual’s understanding and attitude toward technology, but the

compatibility between task and technology must be considered necessary (Zhou et al.,

2010). When a student decides to use technology, such as an LMS, their decision is

very likely that the assignment and technology match.

practitioners to improve the quality and functionality of a new system to take advantage

of its growth potential (Aldholay et al., 2018). Overall quality is understood as a new

construct that includes system quality, information quality, and service quality (Ho et al.,

2010; Isaac et al., 2017d). System quality is defined as the extent to which users

believe that the system is easy to use, easy to learn, easy to connect, and fun to use

(Jiménez-Bucarey et al., 2021). Information quality is understood as the extent to which

system users think that online learning information is up-to-date, accurate, relevant,

comprehensive, and organized (Raija et al., 2010). Service quality is referred to through

various attributes, such as tangible, reliability, responsiveness, assurance, functionality,

interactivity, and empathy (Preaux et al., 2022).

Student engagement in online learning is when they use online learning platforms to

learn, including behavioral, cognitive, and emotional engagement (Hu et al., 2016).

Student engagement in online learning is not only due to the behavioral performance of

reading teaching materials, asking questions, participating in interactive activities, and

completing homework, but more importantly, cognitive performance (Lee et al., 2015).

In this study, cognitive behavior is all mental activities that enable students to relate,

assess, and consider an event to gain knowledge afterward. In addition, cognitive

behavior is closely related to a person’s intelligence and skill level. For example: when

someone is studying, building an idea, and solving a problem. Student behavioral

engagement is essential in online learning but is difficult to define clearly and fully reflect

student efforts. So, it must consider students’ perception, regulation, and emotional

support in the learning process (ChanMin et al., 2015). Students must fully enter online
learning, including the quantity of engagement and quality of engagement,

communication with others and conscious learning, guidance, assistance from others,

and self-management and self-control.

Students who are satisfied while studying with an online learning system will strive to

achieve good academic scores. performance impact, In the context of education,

performance is the result of the efforts of students and lecturers in the learning process

and students’ interest in learning (Mensink and King, 2020). The essence of education

is student academic achievement; therefore, student achievement is considered the

success of the entire education system. Student academic achievement determines the

success and failure of academic institutions (Narad and Abdullah, 2016).

and their academic performance was correlated with their usage of the online content

materials (Kuo,Luo, & Brielmaier, 2016); meanwhile, Wei, & Chou (2020) indicated that

students' computer or internet self-efficacy and motivation for learning exerted a direct,

positive effect on their online discussion score and course satisfaction. There is a

significant but weak positive correlation between the engagement of students in the

online module and their performances in the final learning activity (Rajabalee, Santally,

& Rennie, 2020); and instructional strategies that facilitate cross-cultural collaborative

online learning, including group work, self-introductions, and cultural awareness activity,

computer-supported collaborative learning activity, the inclusion of global examples, and

internationalized curriculum (Kumi-Yeboah,(2018).Shaw, MacIsaac, & Singleton-

Jackson (2019) indicated that students had high test scores using the online tool

compared to multiple-choice paper-and-pencil exam marks; and Akhter,& Mahmood

(2018) show that improving online technology fosters dynamic learning opportunities for
students through online education. The relationship between learning activities in the

online package and assessment component grades was found to be weak but

meaningful, and the total number of attempts and performance in individual online

learning activities, are predictors of the final course grade (Foung, & Chen, 2019);

meanwhile Zhang et al. (2020) concluded that personalized learning intervention can

effectively improve students'

learning behaviors, attitude, motivation, self efficacy, and academic performance in a

blended learning environment.

Statement of the problem

E-learning is very essential in student life where student can use it in their learning

studies, student are able to use it in educational purposes in which some school are

already have a access already in e-learning classroom. However student are still facing

a lot of challenges in using e-learning classroom especially freshmen student who are

still adjusting in new environment.

#1 How does e-learning affect the learning style of the teachers and students

performance?

#2 Is there a difference between the freshmen students new environment in their

academic performance?

#3 How e-learning improves freshmen students academic performance?

Methodology
This study investigated the correlation between e-learning and secondary freshmen

academic achievement. It is a descriptive survey of expo-facto type. A total of 100

secondary school student were randomly selected from 5 randomly selected secondary

schools in Paradise Embac National High School local government area of Paradise

Embac. An E-learning questionnaire was used to collect data while the students ‘score

in English and Mathematics were used to measure academic achievement. Data were

analyzed with Person product-moment statistics at 0.05 level of significance. There

hypotheses were raised and tested. The result of the analysis indicated a positive

relationship between e-learning and academic achievement of secondary school

student (junior, senior). Based on these findings, recommendations were made that all

stakeholders in academics (parents, teacher, and school administrators) should

encourage and support students to acquire computer training for e-learning knowledge

to enhance the academic achievement of secondary school student.

Timeline:

Week 1 to Week 2 Week 3 January 05 2025

October 25, 2024 November 05, 2024 We will conduct our

We make our research We are done making all research.

tittle November 04, 2024 the research parts and

We make the rationale. ready to defend it.

References
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Cappel, J.J & Hayen, R.L (2018). Evaluating e-learning

Tarhini et al., 2015

(Kuo,Luo, & Brielmaier, 2016)

Aldholay et al., 2018

Rohde and Hielscher, 2021)

(Cappel & Hayen, 2014)

Dhawan (2020)

Seaman et al., 2018

(Legon and Garrett, 2017).

Bower, 2019; Gonzalez et al., 2020)

(Wilde and Hsu, 2019)

(Hodges et al., 2020)

(Patricia Aguilera-Hermida, 2020).

(Bower, 2019)

(Bower, 2019; Gonzalez et al., 2020)

(Yakubu and Dasuki, 2018; Kemp et al., 2019)