Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 5 (2024)

The E- Learning Classroom in Flexible Learning and its Relation to Academic Performance of Learners in Science in Selected Public Elementary Schools in the Division of City Schools Manila

Roselyn Abellon

Discipline: Education

 

Abstract:

The study examined the effectiveness of e-learning in flexible learning and its impact on students' academic performance in selected public elementary schools in Manila for the 2021-2022 school year. It found that most teachers were aged 31-40, female, married, held a bachelor's degree, and had less than ten years of teaching experience. Elearning was found to be highly effective in lesson delivery, participation, and discourse but moderately effective in virtual learning and critical analysis. Students' academic performance was outstanding in video conferencing/teleconferencing and very satisfactory in other areas like science investigation, weather reporting, discussion boards, and science journals/news. A significant relationship was identified between e-learning effectiveness and students' academic performance (Pearson-r = 0.84). Teachers faced challenges such as excessive paperwork, expensive professional development, and schedule conflicts. Recommended solutions include reducing paperwork, providing free training, enhancing support from school heads, promoting parent involvement, and securing electronic gadgets for students. Overall, teachers were effective in using e-learning for flexible learning, positively impacting students' academic performance, though addressing these challenges is essential for further improvement.



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