ROSARIO INSTITUTE 1

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Efficiency of Schoology in Facilitating Student- Centered Learning:

Evidence- based Teachers’ Evaluation of Distance Education
Program of Rosario Institute, 2021

A Research Presented to the

Senior High School Department of

ROSARIO INSTITUTE

In Partial Fulfilment of the Requirements

for the PRACTICAL RESEARCH 2

S. Y. 2021 – 2022

SUBMITTED TO:

Mr. Eric Ryan C. Talactac

SUBMITTED BY:

Crisostomo, Jame Ilya G.

Delos Santos, Mary Rose G.

Ferrer, Elyza Mae G.

Ocampo, Alyssa Irah A.

Padojinog, Herbia Mae B.

Rivera, Christian Jay M.

Segovia, Justin Dave

March 2021
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Efficiency of Schoology in Facilitating Student- Centered Learning:

Evidence- based Teachers’ Evaluation of Distance Education
Program of Rosario Institute, 2021

The coronavirus has had a profound impact on the teaching and learning of the

student. The Department of Health and the Department of Education comes up with the

decision to make the traditional learning change to online learning for the health safety of

everyone.

Schoology is a free e-learning program categorized into Social Learning

Networks (SLNs) gaining popularity among teachers (Low, 2017). It is a learning

management system in which the design is parallel to Facebook where students and

teachers are given chance to have a conversation, update status and information, or

share other media in a user-friendly and secure environment (Sicat, 2015). They can

discuss in Schoology anytime and anywhere through the posting of comments or

responses or private messages. The teachers can also give online assignment and

assessment, instant feedback that can track the document workflow and badges, see

the student`s grade book and attendance, add the material, maintain the class calendar,

collect a few resources, join a group or two within the application, and post the personal

blog. Schoology also offers the parents account to update with the activity of their

children and school event. The Schoology is a web based tool that allows students,

teachers, and district staff to network efficiently. The site, created in 2009, has the feel of

“Facebook", but Schoology has managed to incorporate attendance, student

assignments, grades and homework features (Angela, 2013).

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Student-centered learning engages students in their own success and

incorporates their interests and skills into the learning process. Rather than having

educators hand down information, students can engage with teachers and their peers in

real-time, preparing them to participate in a skilled workforce later in life. Student-

centered approaches to learning highlight four key tenets that work in concert with each

other: learning is personalized; learning is competency-based; learning happens

anytime, anywhere; and students take ownership of their learning. (Nellie Mae Education

Foundation, 2020).

Therefore, the researcher would like to identify the teacher’s evaluation of the

efficiency of Schoology in facilitating student-centered learning as their Learning

Management System that Rosario Institute offers.

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Statement of the Problem

This study primarily focuses on evaluating the efficiency of Learning

Management System in facilitating student-centered learning in light of the

implementation of distance education offered by Rosario Institute for Academic Year

2020-2021. The institution offers online learning through the use of Schoology LMS as

the main platform to provide learning materials to students.

The following research questions will help guide the study towards it focus:

1. What is the attitude and comfort of teachers in using Schoology as LMS?

a. Effort expectancy

b. Attitude towards using Schoology

c. Anxiety in using Schoology

2. To what extent teachers see students are in control of their own learning while

using Schoology?

3. How teachers perceived the effectiveness of Schoology in student’s achievement

of the learning targets and learning skills development?

4. How Schoology can help students to develop growth mind set values for

independent learning?

5. What are the features of Schoology that can help students to take control of their

learning by getting exposure to feedback mechanisms?

Scopes and Limitations of the Study

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The study will see the efficiency of Schoology by facilitating student-centered

learning by the teacher`s evaluation. The researchers gather data from the fourty four

teachers in Rosario Institute. This study will focus to the Schoology as the Learning

Management System that Rosario Institute uses to offer online learning.

Significance of the Study

The significance of the study is to know the Efficiency of Schoology in Facilitating

Student-centered Learning by the Teacher’s evaluation. This study will help the

teacher`s to easily give the school works that students need.

This study will also help the researchers to gain more knowledge and ideas

about the efficiency of Schoology as their Learning Management System.

This study will be helpful for the future researchers as they plan to make a

research study that is related to the topic, the information presented maybe used to gain

more knowledge about the efficiency of Schoology in facilitating student-centered

learning.
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Conceptual Framework

The Efficiency of Learning

Management System in
Facilitating Student
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Growth Characteristic
Mindset Values of Method for
of Student Learning
Agency
Learner-focused
Attitude and Multiple Data
Facilitation of
Comfort of Points to support
learning object
Teachers Student Agency
under investigation

Anxiety Effort Attitude

Figure 1.

Acquiring The Efficiency of Learning Management System in facilitating student Data

is to collect the Characteristic of Method for Learning, Multiple Data Points, to support

Student Agency, Learner-focused Facilitation of Learning object under investigation and

Attitude and Comfort of Teachers. Data of Attitude and Comfort of Teachers can be based on

Anxiety, Effort and Attitude.

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To better understand this research, the definition of terms will help them

understand the meaning of each word:

Evaluation. Is process by which a certain topic is going through assessment.

Schoology. A type of application that aims to bring access to different courses

and accessible to students, teachers as well as the parents.

Asynchronous. Refers to education and learning that does not occur within the

same time.

Tenet. Is the principles of the doctrin held in common and believed to be true by

the members of organization or a group.

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Review of Related Literature

Foreign Literature

SCHOOLOGY

Schoology serves two great benefits in the case of academic information

exchange and interactive communication that enable teacher to upload material,

discussion question, feedback, and assignment and possibly students to access them,

as well as to ask question and to give comments on the students’ work (Zainnuri and

Cahyaningrum,2017). Schoology can be an innovative media in teaching writing that can

enhance students’ writing skills. Students can improve their writing and knowledge

through this interesting media from the class instruction and from cooperative learning in

which they can help each other. Further, this integrated instruction results in enhancing

their motivation and interest in learning (Sicat, 2015). Schoology can increase interaction

between the teacher and students anytime and everywhere, increase motivation, and

create an effective learning and environment (Low, 2017).

STUDENT-CENTERED LEARNING

Student-centered learning emphasizes the active role of students and their

ownership of learning, which increases the opportunities for developing critical thinking

and problem-solving skills (Brush and Saye, 2002; Savery and Duffy,1995). This

approach allows students to construct knowledge by gathering, synthesizing, and

integrating information and often they work as a group to do this (Huba & Freed, 2000).
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LEARNING MANAGEMENT SYSTEM

A learning management system (LMS) is a web-based application capable of

transforming face-to-face sessions by offering students a space for online learning

(Wichadee, 2015). LMS`s offer many tools such as online group chats ,discussion

threads, video conferencing ,lecture materials, learning modules grading, and course

evaluation , all of which may be customized to suit specific instructional needs (Fathema

et al.,2015; Walker et al.,2016). Some of the benefits provided by a LMS include

organized course content, enhance student engangement, improved Autonomy among

learners, convenient submission of requirements and immediate feedback (Adzharuddin

et al., 2013; Cavus, 2015; Alenezi, 2018)

LOCAL LITERATURE

Student-centered learning is a system of instruction that places the student in its

heart. It is teaching the facilitates active participation and independent inquiry, and seeks

to instill among students the joy of learning inside and outside the classroom.

Student-centered learning sees the students as synthesizing new learnings and making

new meanings based on prior knowledge, experiences, mental structures, and beliefs.

The goal of instructions in a student-centered learning environment are problem-solving,

reasoning, critical thinking, and the active use of knowledge. (Ang,R.P;Santos,B.S.,PHD

et al (2001)
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SYNTHESIS

As said by Zainnuri and Cahyaningrum (2017) that Schoology serves two great

benefits to the teachers and students. Teachers can interact virtually with the student

through discussion, assignments and can give comments on the student's work. Sicat

(2015) stated that Schoology can help students to improve their writing skills and

knowledge. Brush, Saye, Savery, and Duffy (1995) knew that student-centered learning

is an active role of students that can help to develop critical thinking and problem-solving

skills. Student-centered learning is the approach where the student’s study by

themselves independently. The Schoology is an example of the Learning Management

System. Wichadee (2015) said that LMS or learning management system can transform

the traditional learning or the face-to-face sessions into online learning.

Methodology

This chapter will discuss the overall approach and the research design of the

study, the research participants and the sampling procedures, the data collection

methods and the statistical analysis of data.

Research Design

This research will be done by using a survey through descriptive quantitative

approach. According to Polland (1998), in order to get an accurate measurement of such

items, surveys can be used to identify phenomena and summarize them. In this study,

the goal will focus on evaluating the efficiency of Learning Management System in

facilitating student-centered learning in light of the implementation of distance education

offered by Rosario Institute for Academic Year 2020-2021 as the institution offers online

learning through the use of Schoology LMS as the main platform to provide learning
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materials to students. The overall comfort and attitude of the teachers towards the use of

Schoology in facilitating student- centered learning will be described through numerical

approach based on the mean average scores of the response from the teachers.

Population and Sampling

The study will collect and gather data through survey among teachers of Rosario

Institute. The population is composed of 44 teaching personnel from the Elementary,

Junior High School and Senior High School department of the institution. No sampling

method will be used since the participants of the study will be the totality of the

population.

Data Collection Procedures

This study is part of a broader effort meant to measure the overall performance

and efficiency of the implementation of the distance education for Academic Year 2020-

2021. The institution adapts online distance learning through the use of Schoology

Learning Management System as the main platform for delivering asynchronous

learning activities to the students (The Rosarian, 2020).To determine the overall

perception of the teachers in the use of Schoology to facilitate student- centered

learning, online survey questionnaire through Google Forms will be used. The use of

electronic survey is least intrusive method to collect all the data needed from the

teachers since on site data collection is limited due to the onset of the COVID- 19

pandemic.
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Research Instrument

To evaluate the teachers’ perception towards the efficiency of Schoology in

facilitating student- centered learning, the study will use the Teacher Survey Crosswalk

adapted from the assessment tools provided by the National Skills Development

Corporation (2020). Some modifications are made to appropriately consider that the

main variable being evaluated is the Schoology LMS and how it helps teachers in

facilitating student- centered learning.

The research questionnaire is composed of three sections on which the last two

sections contains 30 questions to determine the overall perception of the teachers in the

use of Schoology in facilitating student- centered learning .

The first section contains prompts that will ask for the demographic profile of the

teachers including their age, gender, subjects and grade levels taught and the number of

years teaching in the institution.

The second section focuses on asking teachers about their overall perception on

how much effort they exert on using Schoology, their attitudes towards the LMS and

some questions to measure difficulties they encounter on the use of Schoology. Five-

point Likert Scale is used to measure the perception of the teachers on their comfort and

attitude in the use of Schoology (Table 1).

Table 1

Numerical and Descriptive Value of the Responses for Teacher Comfort and Attitude

Using Schoology

Numerical Value Descriptive Value

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1 Strongly Disagree

2 Disagree

3 Neutral

4 Agree

5 Strongly Agree

The last section contains questions with multiple options that will ask teachers

what Schoology features are helpful for them in facilitating student- centered learning on

the conduct of online distance education.

Statistical Treatment of Data

For the questions in the survey questionnaire, the weighted mean formula will be
employed to calculate the mean of each question in the Teacher Comfort and Attitude in
Schoology Use for Facilitating Student- centered Learning Survey
Formula:
∑f (x)
x́=
n

Where:
x́=Mean Score

f =Number of responses
n=Sample ¿¿
The mean scores of responses for each survey question will be process through

calculations. Table 2 below shows the numerical value as well as the descriptive

equivalent of the mean average of the responses for each question.

Table 2
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Numerical and Descriptive Value of the Mean Scores of Reponses for Teacher Comfort

and Attitude in Schoology Use for Facilitating Student- centered Learning Survey

NUMERICAL VALUE DESCRIPTIVE VALUE

1.00- 1.80 Not really
1.81- 2.60 To a minor extent
2.61- 3.40 To a moderate extent
3.41- 4.20 To a great extent
4.21- 5.00 To a very great extent

References

Adzharuddin et al., "Learning management systems (LMS) among university students:

Does it work? International Journal of e-Education, e- Business, e-Management and e-
Learning, 3(3), 248–252. (2013) https://doi.org/10.7763/IJEEEE.2013.V3.233

Alenezi, A. " Barriers to participation in learning management systems in Saudi Arabian

universities. Hindawi Education Research International". (2018)
https://doi.org/10.1155/2018/9085914
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Cavus, N. "Distance learning and learning management systems. Procedia - Social and

Behavioral Sciences, 191, 872–877". (2015)

https://doi.org/10.1016/j.sbspro.2015.04.611

Fathema, N. "Expanding the technology acceptance model (TAM) to examine faculty

use of learning management systems (LMSs) in higher education institutions. MERLOT
Journal of Online Learning and Teaching, 11(2), 210–232." (2015) https://eric.ed.gov/?
q=Learning+management+system&id=EJ1265695

Walker, D. "Learning management system usage: Perspectives from university

instructors. Quarterly Review of Distance Education, 17(2), 41–50. (2016)
https://eric.ed.gov/?q=Learning+management+system&id=EJ1265695

Wichadee, S. "Factors related to faculty members’ attitude and adoption of a learning

management system. The Turkish Online Journal of Educational Technology, 14(4), 53–

61". (2015) https://eric.ed.gov/?q=Learning+management+system&id=EJ1265695

Zainnuri, H.& Cahyaningrum, D. “Schoology” (2017) https://eric.ed.gov/?id=EJ1250551