MIDTERM PROJECT

Title: Relationship Between Online Learning and Problem Solving skills on Math Related
subjects of First-year BS-CHEM students of TUPV
Respondents: First-year engineering students from BS-CHEM course of the Technological
University of the Philippines – Visayas will be randomly selected as the respondents of
the study.
Instrument: The respondents will be asked to answer a researcher-made questionnaire that will
assess their academic performance on math subjects and its relationship on online
learning.
Related literature:
This review focuses on the literature that supports the constructs of this research and the
roots upon which it was founded. On a study of Lowe (2009), he examined the relationship
between learner autonomy and academic performance of adult learners using a validated tool that
determines the learner’s academic placement base on a number of constructs and components.
The student’s learning preferences and instructional delivery methods predicts a relationship that
shows a significant result in their academic performance. Few research studies focused on
student satisfaction, as it relates to instructional delivery methods, in an online learning (Loo,
2004). Witowski (2008) investigated the factors that predict student satisfaction with online
learning. Further, this study explored the course delivery methods and student learning
preferences that may predict student satisfaction.

Online learning affects how a student performs in class, and it changed the experience for
many. However, in a research article where the effect of E-learning on academic performance of
undergraduate students was studied, e-learning has a positive influence on the students’
performance and are taking advantage of their classes and other forms of learning (Suresh, Priya
& Gayathri, 2018).

Web-based learning and its newer and more general synonymous term e-learning are two
of today’s buzz-words in the academic world. Decision-makers associate with their new ways of
learning techniques that is more cost efficient than traditional learning strategies. This allow
students to control the process of learning, because they can decide when, where and how fast to
learn. The emergence of e-leaning has tremendously transformed information - handling and
management in academic environments (Suresh, Priya & Gayathri, 2018).
 References

Loo, R. (2004). Kolb’s learning styles and learning preferences: Is there a linkage? Educational

Psychology, 24(1), 99-108. https://eric.ed.gov/?id=EJ680580

Lowe & Casi. (2009). A correlational study of the relationship between Learner Autonomy and

academic performance. https://pqdtopen. proquest.com/doc/304880786. html?FMT=ABS

Manya, S., & Vishnu, P., (2018). Effect of e-learning on academic performance of undergraduate

students. https://jprsolutions.info/files/ms-file-5b692123b87d92.42985137.pdf

Witowski, L. (2008). The relationship between instructional delivery methods and student

learning preferences: What contributes to student satisfaction in an online learning

environment? https://pqdtopen.proquest.com/doc/250194432.html?FMT=ABS
GROUP MEMBERS:

Alyka Torres

Angel Terante

Rojan Trayco

Jugil V. Uypico, Jr.

Jose Villanueva