The Use of an Online Learning Management System to Assess the Performance of the Students in Trigonometry

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 7 Issue 5, September-October 2023 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD59946 | Volume – 7 | Issue – 5 | Sep-Oct 2023 Page 980
The Use of an Online Learning Management System to
Assess the Performance of the Students in Trigonometry
Michael L. Novero
Master of Education, University of the Philippines Cebu, Philippines
ABSTRACT
Learning Management Systems were widely used in education, and
studies have demonstrated that they boost student achievement. This
study's goal was to confirm the findings of the related studies in the
context of the school's online learning program. Piaget’s
Constructivism Learning Theory, Siemens’ Connectivism Theory,
and Engestrom’s Activity Theory backups the process of the group of
students who used the LMS and students who were exposed to
modular learning. The study examined the effectiveness of
incorporating a learning management system in assessing students’
performance. Fifty students from a private institution in Cebu,
Philippines, were the subjects of a pretest-posttest explanatory
sequential mixed method. The mean, median, standard deviation, t-
test for independent samples, paired t-test, and Spearman rho were
used to test the null hypothesis at 0.05 level of significance. The
study's findings show that the respondents did not perform well on
the pretest, but they did exceptionally well on the posttest.
Additionally, the study discovered that while there is no significant
difference between group 1 pretest and posttest results and those of
group 2, there is a significant difference between group 1’s pretest
and posttest results but there was no significant difference in the
mean improvement of the student’s scores. Respondents' attitudes
toward the use of learning management systems in the classrooms
were positive but there was no significant relationship between the
attitude of the students towards LMS and their performance. Based
on these findings, it is recommended that schools develop programs
in upgrading their teachers’ skills in manipulating the features of the
LMS; among others, teachers should intensify efforts in the use of
LMS tools in teaching Trigonometry; and that students should be
provided with avenue wherein they can enhance their skills in
technology and be engaged in the learning process.
How to cite this paper: Michael L.
Novero "The Use of an Online Learning
Management System to Assess the
Performance of the Students in
Trigonometry" Published in
International
Journal of Trend in
Scientific Research
and Development
(ijtsrd), ISSN:
2456-6470,
Volume-7 | Issue-5,
October 2023,
pp.980-1000, URL:
www.ijtsrd.com/papers/ijtsrd59946.pdf
Copyright © 2023 by author (s) and
International Journal of Trend in
Scientific Research and Development
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KEYWORDS: Learning
Management System, online
learning, modular Learning, attitude
level, performance
1. THE PROBLEM AND ITS SCOPE
Rationale
The pandemic has prompted the majority of
educational institutions around the world to switch
from traditional face-to-face learning to online
distance learning as a result of COVID-19. To close
the gap in the learning process, this circumstance has
given institutions the chance to invest in and renew
the usage of various online learning platforms and
technologies. The benefits of creative thinking have
allowed educational activities to expand to new
heights thanks to educational technologies (Cetin and
Saygili, 2021). An instrument used to provide
actively remote education activities is a learning
management system (LMS).
For years, most schools have used LMS to integrate
educational technology and enhance communication
in the learning process. LMS is typically utilized in a
wide range of courses, such as those in higher
education. Since then, there has been a growth in
LMS utilization (Garcia et. al., 2021). In addition, the
COVID-19 pandemic has led to the widespread use of
the internet in schools due to the popular practice of
distance learning. Some institutions still do not adopt
this trend in their teaching practices because they
prefer the modular learning technique, even though
online technology is becoming more popular.
Majority of the universities usually use online
IJTSRD59946

International Journal of Trend in Scientific Research and Development @ www.ijtsrd.com eISSN: 2456-6470
modular learning or offline modular learning.
However, no research has been done to determine the
effectivity of the aforementioned LMS in assessing
students’ performance compared to the modular
learning students use, particularly in the department
where the data for this research will be gathered.
Trigonometry is a topic to be taught in the last quarter
of the grade 9 curriculum. Extra-curricular activities
interrupt with most of the schools’ schedule and
hinder teachers to finish the target topic. Due to time
restrictions, some schools have not included the
teaching of Trigonometry and in the case of where the
research was conducted, administrators opted to move
the said topic to grade 10. The delay in teaching of
important concepts will greatly impact students’
acquisition of the fundamentals because of the spiral
progression curriculum. Hence, there will be non-
inclusion of some topics to be taught in grade 10.
This study was developed to look more closely the
function/s of LMS in the learning process, notably in
Mathematics. When the use of online modular
learning modality is contrasted with the use of LMS
(Garcia et. al., 2021), the result could provide a
possible standpoint to determine if the use of LMS
can offer students platforms that demonstrate an
active learning environment where they can
participate and collaborate with their peers and
teachers without being in a classroom. This is in
contrast to conventional, offline modular education.
Statement of the Problem
The purpose of this study was to evaluate and
compare the performance of the students using
LMS as an educational tool in Trigonometry to
students who were using modular distance learning,
and determine student perceptions on the
incorporation of LMS in teaching Trigonometry.
Specifically, it aimed to answer the following
questions:
1. What is the pretest and posttest performance in
Trigonometry of the students:
1.1. who attended synchronous sessions with paper-
pencil exams and;
1.2. who attended synchronous sessions with the
customized style of the exam?
2. Is there a significant mean gain in the
performance in Mathematics from the pretest to
the posttest of the students:
pencil exams and;
2.2. who attended synchronous sessions with the
3. Is there a significant difference in the mean gain
in Mathematics performance between the
respondents who attended synchronous sessions
with paper-pencil assessments and those who
attended synchronous sessions with the
customized style of assessments?
4. What is the attitude level of the respondents who
attended synchronous sessions with the
customized style of the exam towards the use of
LMS?
5. Is there a correlation between the attitudes
towards the use of and the performance in
trigonometry of the respondents?
6. What is the feedback about learning trigonometry
from the students:
6.1. who attended synchronous sessions with a
customized style of the exam and;
pencil exams?
Hypotheses of the Study
The following null hypotheses were investigated to
establish support for the claims made in finding
solutions to the problems of the study:
1
0
H : There is no significant difference between the
hypothetical mean and actual mean of the pretest and
posttest results of students:
pencil exams and
customized style of the exam.
2
0
H : There is no significant mean gained in the
mathematics performance from the pretest to the
posttest of students:
pencil exams and
customized style of the exam.
3
0
H : There is no significant difference in the mean
gain of the Mathematics performance between the
groups of students who attended synchronous
sessions with paper-pencil exams and students who
attended synchronous sessions with a customized
style of the exam.
4
0
H : There is no significant correlation between the
attitudes towards the use of LMS and the performance
in trigonometry of the respondents.
Theoretical Background
This study was anchored on John Piaget's
Constructivism Theory, George Siemen’s
Connectivism Theory, and Yrjo Engostrom’s Activity
Theory.

Related Theories
Learning Theory of Constructivism.
Constructivism theory of Piaget states that a young
individual that participates in designated tasks as part
of his learning experiences will be able to develop
connections actively towards certain concepts and
apply them to his personal life experiences (Piaget,
1971).
The learning theory of constructivism has altered the
process of teaching and learning (Vintere, 2018).
Constructivist justifications from psychologists like
Piaget gave us a full grasp of how people learn.
Before the twenty-first century, the teacher was the
focal point of education. For professors, students
were like blank canvases ready to be painted.
Constructivism theory has helped turn a passive
classroom into an activity-based one. Students fail to
learn. Neither individually nor in groups do we learn.
Teaching occurs after learning what the students
already know (Obi et al., 2019 and Ștefan, 2017). The
function of a teacher has evolved from that of a
knowledge transmitter to that of a knowledge and
concept facilitator. Students take an active role in
their learning processes and experiences help students
build knowledge (Kurt, 2021). As new ideas are
introduced, each student evaluates his own experience
and applies it to what he already knows.
Constructivism provides students independence in
many areas, and it frequently comes with a variety of
resources that are offered to them.
Despite the situation, it is notable to point out that the
current distance learning setup in the context of
Constructivist learning does not have dissimilarity
from Constructivism in traditional learning (Janelli,
2018). In distance learning, students express their
opinions and ideas about a concept just as much as
they do in traditional face-to-face learning. Both offer
students to create actively their knowledge through
experience, present data from a range of views,
involve the facilitation of a mentor or expert, and
access opportunities and time to get involved or
master a certain skill.
Learning Theory of Connectivism. Connectivism is
a learning philosophy in which several aspects are
used to meet the needs of online learning (Siemens,
2008). As much as learning is concerned, it is now
impossible for teachers to reach these pupils using a
blackboard and chalk to impart knowledge (Boyraz
and Ocak, 2021) due to the current prevailing issues
brought upon by the pandemic. So, technology has
been utilized to address the continuous demand for
education. The use of technology has brought
acknowledgment to a theory of learning appropriate
for the digitally saturated world in which we live
must explicitly acknowledge connections—among
people, institutions, and technology (Janelli, 2018).
The idea of Connectivism or distributed learning is
then put out as a better theory for the digital age,
where action without individual learning and the use
of information outside of our field of expertise are
required (Mattar, 2018).
Epistemologically, Connectivism is built on
interactions between networks in the brain and the
outside environment (Boyraz and Ocak, 2021). A
perspective on the dynamics of networks, ecosystems,
and ecologies that promotes a continuous learning
process is offered by Connectivism as a learning
theory. According to Connectivism, the use of an
online learning program encourages critical thinking
and various activities that promote and guide
problem-solving substantial information.
Constructivism and Connectivism assert that learning
is no longer a process that is solely controlled by the
individual, an internal individualistic activity. Instead,
it is also outside of ourselves, within other people, an
organization, or a database, and these external
connections that potentiate what we can learn are
more important than our current level of knowledge.
This is because students are frequently exposed to
technology which gives them resources to learn on
their own. Quite often, these two theories support the
development of distance learning which is attributed
to their commonalities in nature.
Activity Learning Theory. Engestrom's Activity
Theory explores the information exchange between
humans and computers using the many technologies
accessible during the learning process (Engestrom,
2008). In conjunction with this idea, LMS usage
relies on communication between students and
computers. You must have internet access to utilize
the LMS properly.
As students continue to involve themselves in
educational technology, this can be attributed to
computer and human interaction. Educational
technology enables users to copy, reproduce, and
trade information from countless sources, as well as,
to delete, criticize, and reject inaccurate, pointless, or
unreliable information straight from the information
links. Students are required to participate actively in
the development of these actions since there is a
relationship between the technologies utilized to
gather this information. Since educational technology
requires a variety of digital environments to function
while still necessitating hands-on interaction between
the computer and the user, the ensuing event is
particularly true for teaching LMSs. Engestrom's
Activity Theory investigates how humans and
computers share information while using the many

technologies available during the educational process
(2008). In conjunction with this notion, LMS usage
depends on computer-to-student communication. So
far Activity theory is significant as it highlights this
mediating role that technologies can play when
students attempt to achieve desired learning outcomes
within the social learning context (Bower, 2019). In
this context, technology is seen as a tool (computer)
used by students in achieving desired learning
outcomes as well as involving themselves in the
process.
Related Literature
When compared to earlier or more conventional
ways, modern teaching techniques take a radically
different approach. The traditional approach to
teaching combines exercises with strong teacher
direction. A more teacher-centered approach has
historically been recommended to instructors as more
useful (Mapesos, 2017). Learning is a notion and the
instructor is the main controller in the classroom.
Most of the time, students are inactive listeners who
do not contribute to the discussion. Teachers who put
their students' needs first prefer heavily textbook-
based lessons. It should be taken into account because
teaching from books limits pupils' capacity for
problem-solving and decision-making (Seirin, 2018).
One's capacity to communicate how one feels about a
certain course of action is constrained by his
incapacity to do so (Garcia et al., 2021). By
participating in discussion-based activities and
building a respectable community for differing views
and beliefs, students may deal with a variety of
difficulties.
The authoritarianism in the classroom and the failure
to foster an atmosphere where students are
encouraged to engage in critical thinking and
problem-solving have led to criticism of traditional
approaches. As a result of the negative feedback, the
approach of teaching was changed from being
teacher-centered to being student-centered (Seirin,
2018). Although adopting a student-centered
approach in the classroom has lately gained
popularity, teachers still play a crucial role in
ensuring that student learning is effective and
efficient. Students' growth and performance are more
likely to succeed in a classroom atmosphere that
fosters active participation in the process.
Online learning and traditional face-to-face learning
are two separate formats that call for different
techniques. However, a teacher must still take care to
engage pupils' interest or help them become
motivated learners. Both learning methods depend
heavily on motivation, which encompasses the
students’ desire to learn new things. Students are
encouraged to use the LMS for broad instruction
using self-learning resources that are inherently
accessible and readily available (Handayanto et al.,
2018). Many activities in the conventional learning
platform were on the verge of being finished, but
thanks to the Learning Management System (LMS),
things were able to get back on track.
When implementing any potential embedded activity,
the classroom's readiness and focus are greatly
anticipated. LMS is a great tool for monitoring
student involvement in synchronous learning in
addition to being used to implement distance learning
activities (Handayanto et. al., 2018). The
aforementioned LMS features give teachers adequate
information to give students quick feedback on their
performance or participation, especially those who
are in desperate need of attention and assistance
(Kehrwald and Parker, 2019).
LMS has emerged as a preferred method for acquiring
ICT-based information that is currently employed
extensively in the field of education (Rabiman et. al.,
2020). As a result of significant changes brought
about by the existence of e-learning, particularly
during the COVID-19 pandemic, LMS became one of
the top learning systems established by institutions at
every level of education. When creating the LMS, a
"classroom" was referred to as a gathering place for
teachers and students. LMS underwent a significant
transformation to become a defined virtual learning
environment with a variety of components. Some
education experts believed that this phenomenon
would eventually lead to the transformation of the
Industrial Revolution into the Information Age (or
Digital Age) in the twenty-first century (Kehrwald
and Parker, 2019). In this light, the LMS's
communication capabilities can be viewed as
infrastructures that combine human collaboration and
cooperation in the digital world to lower the cost of
education. Additionally, the adaptability and
affordability of the online learning system are
motivating factors for enhancing students' cognitive
understanding, particularly in light of the difficulties
presented by the COVID-19 pandemic at the moment.
(Hu and Spiro, 2021).
From a larger standpoint, the COVID-19 pandemic
has led to a rise in LMS usage with different feature
compositions. In choosing an LMS, educational
institutions should consider numerous factors
especially in addressing the school’s objective and the
appropriateness of the features to the setting. LMS is
divided into three categories: learning skill tools,
productivity tools, and communication tools (Kraleva
et. al., 2019). The LMS's role in facilitating
interactions between teachers and students through

chat, discussion fora, and email is the emphasis of
communication tools. The second category,
productivity tools, is the functionalization of software
offered by the LMS system. Examples include the
ability for teachers and students to download and
upload data, an evaluation platform for measuring
student learning achievement and security measures
for LMS user data. Last but not least, the LMS's
learning skill tools predominate in online instruction
and learning activities including task columns, video
presentations, connections to uploading resources,
and quiz columns (Mundir and Umiarso, 2022).
Even though online learning with the use of platforms
is mostly observed especially in urban areas, there are
still remote areas in the country that are still incapable
of utilizing such due to lack of resources and
materials to be used in the learning procedure got
worse when COVID-19 came. Fortunately, leaders
from the education sector were able to improvise an
approach that could, at the very least, respond to the
demand for distance learning. Modular Distance
Learning was implemented (Bacomo et. al, 2022)
with the aid of Self-Learning Modules. The
Department of Education was able to address one of
the biggest problems brought upon by the pandemic.
Although, there were questions about the integrity
among learners (Bautista and Pentang, 2022), MDL
encourages the students to perform the desired
outcomes with the use of SLM, which enjoins
independent and self-regulated learning.
The modernization of teaching techniques that
incorporate various forms of technology goes hand in
hand with the evolution of various learning
approaches in instruction to meet the demands of
students. Technology has an impact on nearly every
area of our life, including our towns, cities, and
homes. When it comes to integrating technology into
their teaching methods, most schools lag far behind.
Many individuals are only now starting to recognize
technology's intrinsic worth in education and learning
(Rathore et al., 2015). Technology can assist students
in developing the skills necessary to succeed in a
challenging, increasingly sophisticated knowledge-
based economy. The expanding technology in
education needs to be implemented fast and
sufficiently to keep up with the times. By
incorporating LMS into diverse activities, learning,
and self-regulation are enhanced (Al-Fraihat et al.,
2020). The flexibility, personalization, and adaptation
of technology offer a positive prospect for
practitioners' productivity. Many innovative thinkers
in the field of online education are advocating the use
of LMS to enable student-centered online learning
environments that include a variety of applications
and virtual communication technologies, as well as
the freedom of the students to choose their preferred
online learning resources with the proper guidelines
and modulation (Bradley, 2020). Both students and
teachers can benefit from the advancement of new
information technologies to enhance their educational
experiences (Ghavifekr and Rosdy, 2015). Due to
technology's complicated multidimensional process,
which involves dynamics and manipulation of
systems and structures, integrating technology into
the learning process may take longer than expected.
However, the outcome of incorporating such might be
able to address specific problems in teaching and
learning processes (Akcil et al., 2021). It was
discovered that using technology in the classroom
offers several advantages for both teachers and pupils.
Among the advantages of technology are the
integration raised student motivation, engagement,
teamwork, and opportunity for hands-on learning.
Additionally, it enables learning at all educational
levels; raises students' self-confidence and technical
proficiency (Costly, 2014). Teachers have also been
able to adapt their methods in teaching their lessons,
particularly for those who have registered or joined
professional development whose topics are centered
on the use of different types of educational
technology in the learning process. When it comes to
delivery and education, teachers were able to advance
in their profession (Garcia et al., 2021). The creation
of an online classroom that fosters a positive learning
environment can be done by teachers and students
using LMS (Bradley, 2020). To improve learning for
both teachers and students, LMS is utilized in online
classrooms. The LMS is a fantastic tool for learning
because it has numerous features and is
straightforward to use from an architectural
perspective (Handayanto et. al., 2018).
It is suitable to set up an internet system or portal to
meet the students’ academic needs in the rapidly
changing nature of today's society. This is due to the
fact that most students conduct majority of their daily
activities online. Through the online portal, students
must be able to confidently look for and obtain
information about their subject while ensuring that
the content is correct and trustworthy (Bradley 2021).
Learners can use an LMS for communication,
interaction, and uploading assignments. Currently,
LMS users generally use it to submit work and
receive handouts (Jung and Huh, 2019). The use of
LMSs provides students with a forum to share and
track their progress. To build online lessons that
analyze learning results based on certain criteria,
teachers may make use of LMS technology tools
(Bradley 2021). Their intrinsic grasp of all the
concepts presented to them will be improved by

connecting items or issues that are generally linked
with reality. Students' ability to develop and modify
their interpretations can be used by teachers who
promote their participation in online forums.
Related Studies
The following relevant studies were reviewed to give
more substance to the study.
LMS and other video conferencing programs have
become popular tools among creative teachers to
employ in the classroom. This was the result of the
decision made by the education sector's leaders,
which the majority of institutions have been putting
into practice because of the epidemic. Since then,
several LMS, including Google Classroom, Edmodo,
and a plethora of other e-learning platforms for
academic institutions, have become widely used. The
most popular webcam-integrated conferencing tools
in the online classroom setting include Zoom, Jitsi,
Big Blue Button, and others (Garcia et al., 2021).
Different rules apply to the usage and accessibility of
these platforms. Amid a pandemic, learning online
through multiple platforms seems to be the most
practical option, and since it is very flexible, anyone
can access it with the necessary qualifications without
specifying a preferred location or time (Taha et al.,
2020). Researchers who have studied the effects of
using LMS discovered that it has enhanced
educational quality by expanding access, reducing
costs, and cutting prices. This allow schools and
institutions to admit more students. Due to LMS's
benefits, higher education sectors have started to
adopt it more frequently (Bervell and Umar, 2017).
In the study of Mohammed (2021), it was found that
students who were taught with the use of LMS
performed better compared to those who the
conventional learning. Mohammed concluded that
LMS is effective in teaching Financial Accounting
and possibly be utilized to muster a better
performance of the students. The same conclusions
were reached by Oguguo et al. (2020), who found that
students who were taught using an LMS (Moodle)
outperformed those who were exposed to the different
computer-assisted instruction packages Phoenix
Aralinks specially employed the study LMS to
customize the exam format for the experimental
group. Digital learning provider Phoenix Aralinks
offers a collaborative learning environment. It makes
use of a system built on moodle that can advance your
school. The LMS that the school has been using for a
good while is called Phoenix Aralinks-LMS.
On the other hand, the modular learning modality is
an additional strategy for tackling the problem of one
of the overall effects of the abrupt change to distance
learning. In Toach locations without reliable internet,
parents pick up the printed learning modules from
schools and return them after a week. Anzaldo
(2002). SLMs provide all the components required for
self-paced learning, including diagnostics,
exploration, practice, and application (Castroverde
and Acala, 2021). Because students can complete
their modules at their own pace, modular learning is
much more successful at delivering courses than
traditional teaching methods (Ambayon, 2020).
Practice tasks receive a lot of attention through
reinforcement or comment in this process, which is
unconstrained and self-paced, motivating students and
igniting their interest (Castroverde and Acala, 2021).
The facts that raise doubt about the modular learning
modality demonstrate the significance of the learning
modality and kind of learning environment in
supporting a student-centered learning environment.
According to Dargo and Dimas(2021), there a
positive and negative impact of impacts under
positive impact was being able to bond with their
family; enjoy asynchronous learning; the cost of
education was a lesson in the sense that transportation
and other allowance are not necessary as learning is
done most in at the comfort of their home.
Consequently, it has a negative impact since most of
the students stay at home most of the time. Students
have limited interaction with the teacher through the
use of messenger or email applications. Since parents
are also in the house, they will be given new
workload, as they monitor their child’s activity; no
exposure to significant school activities; too many
activities to attend to their modules; lack of
socialization with other children; and last was the
errors found from the modules due to short period
preparation. In the same literature, the authors found
that the students’ academic performance in Modular
Distance Learning decreased after the
implementation. It simply indicates that the most
crucial aspect of physical learning—face-to-face
interaction—was more advantageous and productive
for students' learning. This is inconsistent with the
findings of the study of Bacomo et. al. (2022), which
says that students manifested satisfactory
performance in their SLMs. It was also indicated in
their study that students who are enthusiastic about
answering SLMs are most likely to improve their
performance.
more effective in terms of children’s learning
However, many private institutions have the option to
update their modular learning programs to include
online modules. Since it is online, this modality
enables students to engage with their lecturers and
submit their work via email or instant messaging
while working on their assignments at their leisure.

This delivery method was developed to help some
students who struggle to join synchronous classes or
to spend the entire course period online.
Theoretical-Conceptual Framework
The theoretical-conceptual framework of the study is
presented below.
Figure 1 Theoretical-Conceptual Framework of the Study
The three learning theories—Connectivism Theory,
Constructivism Theory, and Activity Theory—were
used to support this study. According to Piaget's
constructivism hypothesis, a person who engages in
an activity that he views as a chance for a fresh
experience, will build an active relationship with it
and apply the lessons he has relearned from those
experiences to their daily life (Piaget, 1971).
Constructivism is evident in online learning since
students focus mostly on self-paced modules or
exercises after an online lecture and use primarily
their newly acquired knowledge in subsequent exams.
Students in the process were provided with
synchronous discussions that… Individually, after the
discussions, students are to be provided with
formative assessments in which they construct and
apply their understanding of the concept taught to
them online. Whether it is synchronous sessions or
asynchronous sessions, relevant activities were
provided to the students to connect their learning
experiences and understanding of the concept taught
to them to their individual real-life experiences.
Constructivism is evident in online learning because
students focus primarily on self-paced modules or
activities and apply the majority of what they've
learned in the subsequent assessments.
As students continue to apply their understanding of
the concept in which they have to communicate and
connect the ideas provided to them, they were also
provided several materials as supplementary
discussions. Students connect their understanding of
the concept by gathering more information about the
said concepts and collating it with what was given to
them. With that significant activities were
implemented to address the idea of Activity theory.
As they construct and connect meaning understanding
to their real-life experiences, they are provided with
activities that assess their understanding of the
concepts.
Constructivism and Connectivism are two theories
that are interrelated because they are student-centered
and link mostly the past experiences to the present
knowledge. However, Connectivism focuses on the
connection of networks and the significance of
technology in the learning process (Brown, 2021).
The learning process in the current setting requires a
connection among information sources. The
relationship between the two theories is based on how
they link the past experiences or information sources
to their own time learning experience. And to be
continuously engaged, computers and human
connection are usually observed in the learning
process in which Activity theory comes in
(Engestrom, 2008).
The theories cited above support the use of online
learning. Two groups of Grade 9 students participated

in the study. One group had synchronous sessions
with the paper and pen to assess their learning which
they had to submit in messenger or emails. While the
other group had synchronous sessions with the use of
LMS in assessing their learning of the lesson.
Students participate in online activities, engage in
communication, and attend classes using a variety of
platforms. After the Pretest and Posttest examination,
the students who attended synchronous sessions with
the use of LMS had an attitude survey. Furthermore, a
limited number of participants from each group were
subjected to a focus group discussion.
Significance of the Study
The implications of the study would benefit the
following:
the teachers could be provided with the option to use
blended learning and enhance skills in manipulating
the complex threads in the system to maximize
learning;
the school administrators could be provided with the
results as serve as bases for improving school
programs not just for their students but also for the
continuing professional growth of their teachers. The
provision of enough resources to utilized fully the
learning instructions with the integration of
technology is one to be looked upon;
the students could be aided in overcoming their
difficulties in understanding the concepts of
Trigonometry by using LMS in the process. The
result of the study could be utilized in achieving
desired learning outcomes;
the LMS providers could maximize learning as they
provide alternatives to the education sector by
improving and by upgrading their features in the
interface based on students’ suggestions with proper
mediation and consideration from administrators; and,
the future researchers could acquire knowledge that
enables them to use the study's conclusions to
produce additional research on the impact of the LMS
on the teaching procedure. Additionally, this study
will inform them of the areas that need to be
improved to enhance students' learning of
trigonometry.
Scope and Delimitation of the Study
The study was focused on the effects of the usage of
the LMS Phoenix Aralinks, as an aid in Trigonometry
to grade 9 students. The results of the pretest and
posttest examination given to the students were used
as a basis for exploring the implications of using
LMS on their performance in Trigonometry
The study only covered the Right Triangle
Trigonometry topics. Furthermore, respondents were
grade 9 students in a private university in Cebu City.
Students' pretest and posttest scores following
synchronous sessions with pen and paper to assess
their learning and the use of LMS was compared
using a statistical method to see if there is a
significant difference.
The attitude level of the students towards the use of
LMS in online learning was determined through the
use of an attitude survey. The survey is a standardized
test adopted from a study conducted on college
students.
Definition of Terms
The following terms were defined according to their
use in the study:
Attitude. Perceived usefulness of the LMS in learning
Trigonometry online. Students’ favorable and
unfavorable evaluation of the use of LMS in learning
Trigonometry. This was measured by the use of an
attitude survey adapted from a similar study
conducted on college students.
Learning Management System. A web-based
technology developed to be used as a tool in the
development and engagement of students in an online
learning environment. A system in which students are
to engage in learning and where learning is also
assessed. Specifically, the LMS used in this study is
the Aralinks.
Modular Learning. A learning modality in which
students have to answer everything manually without
the aid of any devices. Modality in which learning is
done by the students on their own with Self-Learning
Modules hardcopy.
Online Learning. A learning modality in students’
use of internet-based platforms in engaging with their
classmates and teachers. Students have synchronous
classes in the morning and asynchronous in the
afternoon.
Online-Modular learning. A learning modality in
which students had to attend synchronous sessions
and answer the prescribed activities from Self-
Learning Modules but has to submit their works
through messenger or emails. Assessments were
embedded in the Self-Learning Modules and has to be
answered and submitted in a specified number of
days.
Performance. Measurable progress was made by the
student, both before and after the having the
synchronous sessions with the Modules and with the
use of LMS.
2. RESEARCH METHODOLOGY
This chapter presents the study’s research
methodology, including research design, the research

environment, the research subjects, the data-gathering
procedure/research procedures, research instruments
and statistical treatment of data.
Research Design
This study utilized an explanatory-sequential mixed-
method design. To analyze the performance of the
students in Trigonometry, a quantitative approach
was used in the process of the pretest-posttest design
of two groups; group 1 and group 2
Figure 2. Experimental Design Diagram
G1 O1 O2
G2 O3 O4
where: 1 is the group exposed to synchronous
session with the use of LMS,
2 is the group exposed to synchronous sessions and
modular learning approaches,
1 3 are pretest,
2 4 are posttest,
is the use of online LMS to assess learning, and
is the use of pen and paper (module) to assess
learning
In order to determine the attitude of the respondents
towards the usage of the LMS and their perceptions
of their learning modality, a qualitative thematic
analysis approach was utilized. Group 1 took the
attitude test and selected respondents from both
groups who were enjoined to participate in the focus
group discussion (interview about how they felt about
their learning format).
Data was gathered through pretest and posttest
assessments. The pretest was done before having the
synchronous sessions and the respective use of
modules and LMS. Group 1 was provided with the
module which was also embedded in the LMS and
their assessments were time bounded, in which they
had to submit their outputs within the time set.
Meanwhile, the control group was able to enjoy the
synchronous sessions but their outputs (formative
assessments) were submitted a day before the next
meeting.
The pretest-posttest was time bounded. Wherein
group 1 was required to submit their output within the
time set in the LMS while group 2 was required to
submit on or before noon the next day. Group 2 was
required to submit their answers via messenger or
email while group 1 had to attempt the quiz in LMS.
Posttest was conducted after the synchronous sessions
with the use of modules and LMS. Group 1 had
synchronous sessions with the use of the LMS for
their assessment, pretest, and posttest.
After the conduct of the research, the data was
gathered and analyzed through a statistical tool. The
resulting data were interpreted and discussed.
Research Environment
The study was conducted in one of the private
universities in Cebu City, Cebu. The university offers
students basic education, undergraduate, graduate
studies and post-graduate studies. Grade 9 took part
in this study. The department’s population is not less
than 1,164 students.
Research Respondents
The respondents of this research were the randomly
selected Grade 9 students from a private university in
Cebu City. Both groups participated with 25 students.
The control group has undergone an intervention with
their mode of instruction being online but they have
to answer their modules manually and the
experimental group used the digital Phoenix Aralinks-
LMS with the customized format of the formative
exams. These 50 students were 15% of the total
Grade 9 population from the junior high school
department of the university.
Data Gathering Procedure
The data were gathered using pretest and posttest
assessments. Before the start of the synchronous
sessions, respondents answered a pretest with 20
items.
A synchronous session with different styles of exams
was done for the two groups of students. Group 2
underwent synchronous sessions with their formative
assessment answered manually (paper pencil). The
experimental group used the Phoenix Aralinks-LMS
in both pretest-posttest exams and formative
assessments.
After the series of synchronous sessions and
formative assessments in a different style (different
quiz formats were available among the features in the
Aralinks LMS), a posttest with the same number of
items was given. An attitude survey test from the
study conducted by Garcia et. al (see Appendix I),
was provided to the students, and some students were
enjoined to participate in FGD. Results were
statistically treated and analyzed.
Pedagogical Approach
The respondents were composed of two groups. Each
group received the same set of questions from the
pretest examination, formative assessment (activities),
and posttest examination. Each group of respondents
was instructed to submit their outputs in the LMS for
the ones using the Aralinks and email or messenger
for the ones having modular learning.
Group one is composed of respondents who had
synchronous sessions with the use of LMS to assess

their learning. Students in this group were able to
interact with the teacher in the synchronous sessions.
Each synchronous discussion has a corresponding
formative assessment that each student has to answer
in the LMS which has an indicated number of
minutes to finish, and what time the activity will be
open and closed. The video link of some related
discussions was also provided to the students if ever
they need to review the discussion after the scheduled
synchronous discussion. The pretest was given to the
students at the start of the lesson and for more than
three weeks, students were given the posttest. The
students were also asked to answer an attitude survey
towards the use of LMS and some were invited to be
part of the focus group discussion to determine their
feedback on the use of LMS in assessing their
learning in Trigonometry.
Respondents in group two participated in
synchronous sessions with modules to assess their
level of learning. In the synchronous sessions, this
group's students had the opportunity to communicate
with the teacher. Students were provided with a
module after the pretest of the lesson. After
discussion, students were asked to answer specific
activity in the module within a certain timeframe.
They need to submit through email or messenger.
Similarly, the module also contained the set of
formative assessments provided to group 1. The video
links of some related discussions were also provided
to the students if ever they missed the discussion.
After more than three weeks, students were given the
posttest. Some students were also invited to be part of
the focus group discussion to determine their
feedback on having modular learning to assess their
learning in Trigonometry.
Research Instrument
The study assessed the performance in Trigonometry
those of students who attended synchronous sessions
with paper and pen assessments and who students
who use LMS in their assessments, with the use of a
researcher-made questionnaire. A pretest-posttest
examination (see Appendix H) with 20 items was
implemented before and after the series of
synchronous sessions and the use of the modules and
LMS to measure students’ performance. The
questionnaire covers Right Triangle Trigonometry.
The instrument for the pretest-posttest examination
was validated by experts (see Appendix C). The
questionnaire had a Table of Specifications (see
Appendix G) and was pilot tested (see Appendix J)
and the result was analyzed through an item analysis
(see Appendix K).
The other instrument was provided to the students to
evaluate their attitudes toward the usage of the LMS
and how students feel about their style of learning
Trigonometry. The attitude survey test was an
adopted instrument from the study of Garcia, et. al.
entitled “Integration of Learning Management System
as an Aid in Teaching: An Assessment” (see
Appendix I).
The students who attended synchronous sessions with
the LMS specifically used the Phoenix Aralinks CLE.
It is a collaborative learning environment provided by
digital learning provider Phoenix Aralinks. It makes
use of a moodle-based system that can help your
school. The school has been utilizing Phoenix
Aralinks-LMS as its LMS for 5 years. It has featured
many features about quiz styles and other functions
(See Appendix M).
Research Ethics and Data Management Plan
The study was carried out with the agreement of the
chosen school's administrator via a request letter (see
Appendix A) written before the study's conduct. In
doing the research, the researcher will adhere to the
school's norms, good behavior, and ethics.
The parents or guardians of the students were
informed and were requested of their consent,
following the school's policies and research ethics
(see Appendix F). Only students with parental or
guardian consent were allowed to participate in the
study. The study's procedures were explained to the
participants' parents and children before they signed
the consent form.
The information gathered during the research was
kept private and was provided to the students as
feedback. A statistician tested and evaluated the
pupils' test results with the strictest confidence. The
research preserved the pupils' raw test scores even
though the data had already been cleaned up for
verification purposes.
The study's conclusions were shared with the school,
parents, and kids. By the Data Privacy Act, the
respondent's information would remain private, and
no data obtained from the study would be disclosed to
parties not involved in the proceedings. The only data
collected was the respondents' scores.
Statistical Treatment of Data
The study employed the following statistical tools:
1. the mean was used to determine the respondents’
performance in their pretest and posttest
examination.
Formula:
where: is the mean,
is the total of all values, and

is the number of samples.
2. a paired t-test was used to compare the posttest
scores of group 1 and group 2.
Formula:
where: computed t-test
difference per paired value, and
number of samples.
3. an independent sample t-test was utilized to test
whether there is a significant difference between
the mean of the pretest and posttest scores of each
group.
Formula:
where: independent sample t-test,
mean of the group 1,
mean of the group 1,
standard deviation of group 2,
standard deviation of group 1,
sample size of group 2, and
sample size of group 1.
4. a Spearman Rho correlation would be utilized to
test the relationship between the attitude of the
students towards the usage of LMS and their
performance in Trigonometry.
Formula:
where: difference in marks,
number of pairs of data,
sum of the squares of the difference in marks,
Spearman’s Rank Correlation Coefficient,
5. Median was used to determine the attitude level
of the students towards the use of LMS.
Formula:
where: computed position of the median score,
is the number of samples.
All tests were conducted at 5% level of significance.
3. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the results, analysis, and interpretations of data on the performance of the two groups of
Grade 9 students in learning Trigonometry in synchronous sessions with paper and pencil assessments modules
and with the online Learning Management System (LMS).
The Performance Level of the Grade 9 Students in Trigonometry
Table 1 reveals the pretest and posttest performance levels of Grade 9 students in Trigonometry
Table 1 Pretest Performance Level in Mathematics
N HM Pretest Mean SD p-value Qualitative Description
Group 1 25
12
8.68 3.46 < 0.0001*
Below Average
Group 2 25 8.44 2.80 < 0.0001*
Note. HM = 60% of the total number of items; based on the passing standard of the school;
the perfect score is 20, and the 60% is 12
*significant at α = 0.05 (two-tailed test).
The table shows that the actual mean of group 2 is 8.44 (SD=2.80) and the actual mean of group 1 is 8.68 (SD=
3.46). Both group scores in the pretest were lower than the hypothetical mean (HM) = 12. These values were
significant and 1
0
H were rejected. This means that there were significant differences between the hypothetical
mean and the actual mean of the pretest scores in groups 1 and 2. Their performance in the pretest was below
average. Although, there were quite a few who got a score above the hypothetical mean from both groups
generally both were below the hypothetical mean (HM) of 60% which is the passing standard criterion set by the
school where the study was conducted. This below below-average performance of both groups could be
attributed to the presumption that the topics were unfamiliar to them.
Table 1 shows the small variation in the pretest mean score in Trigonometry of group 1 and group 2, this may be
because of the unfamiliarity with the topics. Furthermore, because the test is a pretest, it is normal for the
respondents' overall score to be quite low for a 20-item test (Garcia, et. al, 2021).

Following the DepEd curriculum guide, both the pre-pandemic curriculum guide or the recently crafted Most
Essential Learning Competencies (MELCS) of 2020 for the distance learning curriculum, learning competencies
relating to Right Triangle Trigonometry are only found in Grade 9 learning competencies. Although the basic
skills and concepts in solving equations were taught in Algebra, Trigonometry, in general has new terminologies
which were found to be new to the students. Hence, as students were introduced to new concepts, based on the
result of their pretest, may have below-average scores.
Table 2 presents the posttest performance level of Grade 9 students in Trigonometry.
Table 2 Posttest Performance Level in Mathematics
N HM Posttest Mean SD p-value Qualitative Description
Group 1 25
12
17.44 2.36 0.0000*
Above Average
Group 2 25 15.36 3.62 0.0001*
Note. HM = 60% of the total number of items; based on the passing standard of the school;
the perfect score is 20, and the 60% is 12
*significant at α = 0.05 (two-tailed test)
Table 2 reveals that during the posttest group 2 had an actual mean of 15.36 (SD= 3.62), while group 1 had an
actual mean of 17.4 (SD= 2.36). 1
0
H was rejected which means that there were significant differences between
the hypothetical and actual means of group 1 and group 2. The performance of the students in the posttest was
Above Average. This suggests that the performance of both groups obtained an actual mean which is higher than
the hypothetical mean (HM) of 60% which is the passing standard criterion set by the school where the study
was conducted. This may imply that students probably have acquired more understanding of the concepts in
Trigonometry with the aid of either modular learning or learning management systems through distance learning.
Students were provided with enough instruction and resources before and after their online discussion. If they
have confusion or difficulty, they can always revisit the materials. It is where the Constructivism theory works
and facilitates their learning. This was also observed in the study of Bacomo, et.al, in which students’
performance towards SLMs was satisfactory despite their situation at that time (2021). Modules were deemed to
ensure that basic education must be offered in any way possible. Even though schools give pupils these
resources, the learners must do all the tasks and activities assigned to learn. This was also demonstrated in the
same study by Bacomo et al. (2021), students had shown the desire to study independently, a sense of comfort
with their work, confidence in their results, and a willingness to put in extra effort to complete projects and
complete necessary materials during a pandemic.
It is important to note that the students who had their learning with the LMS, were able to manage and to utilize
the available features. But were limited to the teaching style of the teacher is and the items from of the said
activities. The students were able to perform very satisfactorily performance in their intervention and this was a
similar result to the findings of Araiza and García Leal (2021). According to them, the use of LMS platforms
significantly influences learners’ academic performance in a certain course. This might be attributed to the
extensive utilization of the different significant features of the tor to address students’ willingness to learn more
engagingly and innovatively.
Mean Improvement of the Grade 9 Students in Trigonometry from the Pretest to Posttest
Table 3 shows the mean improvements of group 1 and group 2 in their performance in Trigonometry.
Table 3 Mean Improvements of the Control and Experimental Group in Mathematics
N Pretest Mean Posttest Mean Mean Difference p-value
Group 1 25 8.68 17.44 8.76 < 0.0001*
Group 2 25 8.44 15.36 6.92 < 0.0001*
Note.*significant at α = 0.05 (two-tailed test).
As indicated in Table 3, group 2 which was exposed to modular distance learning had a mean gain of 6.92. This
showed a significant mean improvement from the pretest (M=8.44) to the posttest (M= 15.36). For group 1
which was exposed to the use of LMS to assess their learning, a mean gain of 8.72 was obtained. Significant
improvements were shown in the posttest (M=17.4) from the pretest (M=8.68). In both cases, 2
0
H was rejected.
This means that learning can happen in distance learning whether the students will be assessed using pen-paper
and with the use of LMS, the students performed well in the posttest. This would mean that both assessments
were effective in enhancing students’ performance in Trigonometry

This may imply that students who were taught of the lessons without integration of LMS still acquired an
understanding of the concepts of Right Triangle Trigonometry because they were still provided with the same
sources and materials used during the discussion. Respondents in group 2 were still able to exhibit improvement
in their posttest performance despite the situation. This was seen in the research by Bacomo et al. et al. (2022),
in which the respondents could meet the minimum requirements established by their lecturers but were unable to
achieve great performance.
Meanwhile, the respondents from the experimental group were able to perform well in their posttest. This can be
attributed to the features provided to them by the LMS (Garcia, et. al., 2021). The students were privileged
enough to utilize relevant features and functions of the LMS. These provided them enough engagement and
motivation to learn things distant towards one another and from their teacher as well (Kassim, 2021).
Comparison of the Mean Gains in Trigonometry of the Group 1 and Group 2.
The mean gains in Trigonometry of the experimental and control groups are shown in Table 4.
Table 4 Mean Difference of the Posttest Scores of the Control and Experimental Group in
Mathematics
N Pretest Mean Posttest Mean Absolute Mean Difference SD p-value
Group 1 25 8.68 17.44 8.76 3.62
0.0908
Group 2 25 8.44 15.36 6.92 3.75
As shown in Table 4, a mean difference of 1.84 was obtained in favor of group 1. However, the result was not
significant which p = 0.0908. This fails to reject the 3
0
H which means that there is no significant mean gain in
Trigonometry performance existed in the group 1 and group 2. Both groups had improvements in their
performance however group 1 did make a greater difference. Looking closely in assessing students’ learning
through the use of LMS and pen-paper, many students were encouraged to join a synchronous discussion. It was
still undeniable that there were still few areas capable of stable signal reception for those students who were in
group 2. Meanwhile, group 1 was able to join most of the discussion. There may be some who were not able to
manage their connection but were able to catch up with the discussion. These findings of group 2 were backed
up by the study of Bacomo, et. al. (2022), in which students’ average performance towards SLMs was
satisfactory. Most of the respondents in their study have a performance from 80 to 84 out of 100 percent. Similar
findings were found in Pentang (2021) when students working individually on their courses encountered issues
as reported by their teachers. While SLMs promote independent learning, the biggest obstacle in today's
educational environment is the learners' infrequent connection and communication with their teachers, which
negatively impacts the learners' performance over time.
Meanwhile, group 1 was able to outperform the students from group 2 by a slight mean average difference.
Despite outperforming the other group, there is still no significance between respondents’ performance. It is
inconsistent with the claims of the researchers beforehand. Magno (2017) discovered that when LMS is used to
teach mathematics to pupils in Grades 10 and 11, the performance of those students who utilized the LMS was
much greater than that of those who did not. In a study Ahmed and Mesonovich (2019) did apply LMS to
students in the teaching of mathematics, and they discovered that the student's overall course grades increased
when LMS was used to them.
Levels of Attitude of the Experimental Group Towards the of Use Aralinks LMS in Learning
Trigonometry
Table 5 Attitude of the Experimental Group Towards the Use Aralinks LMS
Table 5 Relationship Between the Attitude Towards LMS and Mathematics Performance
N Attitude Level Qualitative Description Posttest Mean r value p value
Group 1 25 4.00 Positive 17.44 0.3933 0.0517
With a median score of 4, which has a qualitative
interpretation of Positive, Table 5 displays the
respondents' opinions toward the integration of the
learning management system in learning
trigonometry. It's also vital to note that the
respondents firmly concurred that an LMS is a crucial
tool for making it simple to access their lectures or
other content. However, because the LMS has the
lowest mean value of 3.84, respondents felt that it had
fewer possibilities for group work and quick
communication (see Appendix L). This pertains to the
consideration that both groups are on time discussion.
But, one group couldn’t entirely participate in group
activities because internet resources were limited on

their end. The LMS offers other meeting conferences
that could be utilized at that time. But, due to the
situation, the instructions were limited to interactive
discussions and the like.
The study's findings, as shown in Table 5, indicate
that respondents have favorable opinions about using
the Aralinks LMS or including technology in the
instruction of mathematics. The results, however, also
showed that students occasionally had trouble
working and talking with one another. This can be as
a result of the respondents' comfort level with face-to-
face interaction. The results are in line with earlier
studies on learners' perceptions of educational
technology, including LMS (Ajijola et. al., 2021). It
was revealed in his study that students find it
beneficial in their learning process and prefer to learn
with as it is convenient for them to locate resources
and information of the lesson. The same procedure
was done in the delivery of lesson when the
intervention was done to those students who used the
LMS during the process. This was further
demonstrated by Kassim's (2021) study, which
discovered that students thought LMS was very
simple to use, with this element having the highest
mean. They also said that the LMS was very helpful
because it increased their productivity, provided them
convenience to access materials and complete
assignments, and allowed them to communicate with
the professor, and other students. Furthermore, it is
also important to note that gaining a positive attitude
towards the LMS is not the end of the ensuring the
efficacy of the utilization of the technology, might as
well consider the value of the technology on the
students’ and teachers’ end (Ajijola et. al., 2021).
Relationship Between the Attitude Towards LMS
and Mathematics Performance
Table 5 reveals the relationship between the attitude
towards the use of learning management system and
students’ performance in trigonometry. The
correlation r value is at 0.3339. This, therefore, means
that the null hypothesis was not rejected because the
significant value (.3339) was greater than the 0.05
alpha level. By implication, the null hypothesis was
established thus, no significant difference existed
between students’ performance in Trigonometry and
students’ attitudes towards the use of LMS. Despite
the significant improvement in the performance of the
students in Trigonometry from group 1, as well as the
positive qualitative interpretation of their attitude
level towards the integration of LMS in the learning
delivery, the correlation between the attitude towards
LMS usage and the performance in trigonometry of
the respondents has no significance at all.
This finding is consistent with a similar study of
Daryazadeh et al, (2022) in which they studied the
relationship of attitude towards e-learning and the
respondents’ academic performance. They found out
that attitude towards e-learning had no significant
correlation with the student’s academic achievement.
Although there were outdated studies whose findings
do not coincide with this finding like Deryakulu
(2009) and Keshavarz (2013), perhaps, the
inconsistency can be attributed with the environment
and demographics of the respondents.
Respondents’ feedback in terms of using LMS and
Modules to assess their learning in Trigonometry.
The integration of LMS in the learning process
especially in the online distance learning has provided
different views to students pertaining to their usage of
such. Different perspectives provide individualized
experiences which may hinder or improve their
performance. Despite the platform’s complex systems
and multidimensional functions, navigation is not a
question to their capabilities as most of these learners
are exposed to the internet (Handayanto et al, 2018).
On the other hand, there were some who commented
about the other issues like internet and system error
for some time in their navigation. These were
supported by the following statements from the focus
group discussion.
Learner 3: “Sometimes it’s annoying due to
technical problems and Wi-Fi but sometimes
it’s mostly okay.”
Learner 9: “It’s good, but it gets very laggy
and loading.”
Learner 14: “Sometimes the internet
connection is a bit off but I can follow
through.”
The most practical option during pandemic is learning
online through multiple platforms because it is very
flexible. Anyone can access it with the necessary
qualifications without specifying their preferred
location or time (Taha et al, 2020). However, the
technical and geographical issues, may affect learner’
performance.
To add up, unscheduled system updates are also
demanding on the side of the learners as there are new
panels added in their navigation, some students were
confused at first in the navigation of the new interface
but eventually, with the help of the teacher, they
caught up. These were the comments of the learners
when it comes to the unannounced system updates.
Learner 5: “There are times that there have
been problems in terms of logging in to my
account in Aralinks since the new version of it
came.”

Learner 17: ”Aralinks overall is fine and nice
but it would be better if they got rid of the
login pels before you go in aralinks. Because
for me, I deem it as unnecessary considering
we have to log in to this to go to that and then
click and finally open Aralinks. It's just doesn't
make things faster.”
Fortunately, one of the roles of the learning
management system (LMS) is to offer a place where
the students may engage, communicate, and upload
assignments. Currently, LMS users generally use it to
submit work and receive handouts (Jung and Huh,
2019). Such are just few functions which enable the
learners to track their submissions and even revisit the
necessary resources they have missed when
technicalities occur (Branch, 2015). These were
backed up by the response/s of the students during the
group discussion.
Learner 3: “It was convenient to locate
resources as we do not have to log in into or
search for the website, you just have to click
the links or open the said activity and
resources are already provided.”
Learner 5: “Video links of discussion about the
topics can be easily navigated; it notifies you
with new activities and its submission dues;
it’s easier taking activities and quizzes using
the LMS.”
Learner 6: “also easy because of the videos
and sources provided in the LMS for me to see
and learn about the topic.”
Learner 12: “it's convenient for me because
there are files about trigonometry provided by
my teacher and i can re-read or re watch
whenever I’m stuck.”
Moreover, the LMS’s key objective is to enhance
students’ performance and engagement in learning
both by themselves or with the teacher. Developing
such innovations has provided enough positive
learning experience when it comes to their
performance. This was discovered by Costly's (2014)
study, which indicated that using technology in the
classroom had various advantages for both teachers
and students. Among the advantages of technology
integration are raised student motivation,
engagement, teamwork, and opportunity for hands-on
learning. Additionally, it improves education at all
levels and boosts students' self-assurance and
technical proficiency.
Learner 1: “I'm happy because I learned about
trigonometry even though we are in a virtual
classroom setting. It was difficult at first, but
after our teacher discussed it and with the
resources provided, I learned about it and
know about it.”
Learner 8: “I believe the use of LMS in
learning mathematics can help the students
greatly especially in learning the concepts.”
Learner 10: “The use of LMS is helpful in
learning trigonometry because it can give links
to sources that further explains the topic.”
Learner 13: “It was really hard. I admit I had
a hard time understanding Trigonometry
especially using LMS. But in many ways,
Aralinks has helped me understand but I still
had a hard time to do so.”
These learning experiences are backed up with
Connectivism theory and Activity Theory. The
interaction between a machine or computer and a
human provides a variety of networks in which
learning can happen. Positively done, learners will be
able to enhance their performance as they can
exchange and communicate with the provision of the
LMS. To put into consideration, the additional inputs
of the teacher can provide different perspectives in
learning the concept.
Meanwhile, the group 2 was still able to manage and
prove its performance given the circumstances. These
learners were the ones who opted to have modular
learning as there were times that they couldn’t use the
internet and couldn’t perform tasks online. Browsing
through the LMS requires strong bandwidth of
connection. And it was quite known that Odette has
made a lot of damage and one area is the service area
provider’s line. Taking into consideration has
provided options to the learners in order for them to
continue their learning despite the situation.
The format provides them modules as these modules
were provided to them online, the can just download
and revisit it as many times over. As restriction were
still strictly observed that time, hard copy of the
modules cannot be provided to the students. Despite
the situation, the learning development on their end
was still obvious. It is an indication that these learners
were still able to perform and achieve the learning
goals in each resources provided to them and these
can be seen in their statements below.
Learner 20: “Yes as it helped learn new things
in a new perspective and new ways in life.”
Learner 22: It helped me in my studies since it
can help me source out more sources and can
study much easier.”
Learner 17: “The modular-online learning
was a conducive type of long distance

education because even in the midst of the
problem we were still able to continue to learn
and answer activities despite the internet
problems. It helps in my studies, that just like I
said I was still able to continue to learn the
subject even though there are times that the
internet would slow down.”
Learner 19: “It was also difficult to keep up
with the lecture since many networking links,
particularly LAN, were not set up ahead of
time. Having modular learning as an
alternative to traditional learning or schooling
is partly beneficial, albeit it was first difficult
to adjust to the new things and we were
unfamiliar with all of the requirements.
Reaching out to kids in the virus we confront to
pursue education, I can state that this modular
learning was better than imagined, even if
learning was difficult.”
These experiences are just one way of strengthening
the claims from the Constructivism theory of Jean
Piaget. According to Piaget's constructivism theory, if
a person engages in an activity that he views as a
chance for a fresh experience, they will build an
active relationship with it and apply the lessons they
have learnt from those experiences to their daily lives
(Piaget, 1971). Constructivism is evident in online
learning since students focus mostly on self-paced
modules or exercises after an online lecture and use
primarily their newly acquired knowledge in the
subsequent exams.
Furthermore, Dargo and Dimas were able to identify
impacts of learning through MDL, that goes around
its positive and negative impact on student learning
(2022). One of the interesting impact was about the
number of activities provided to the students. It is not
a question of whether DepEd remains committed in
molding and producing notable individuals to the
country (Bacomo et. al. 2022), but it would be really
take a tool on the student’s end to work on numerous
task considering their learning environment.
Fortunately, the university provided enough learning
materials and activities to answer. This to lessen their
burden with the consideration of targeting the same
skill and learning competency.
4. SUMMARY, CONCLUSION, AND
RECOMMENDATION
This chapter presents the summary, findings,
conclusions, and recommendations of the study.
Summary
This study employed the quasi-experimental method
with the use of a pretest-posttest control group design
that aimed to determine the effects of using the
Aralinks LMS on the performance of the respondents
in the Trigonometry. Specifically, this study sought to
answer the following questions:
1. What is the pretest and posttest performance in
Trigonometry of the students:
pencil exams and;
1.2. who attended synchronous sessions with
2. Is there a significant mean gain in the
performance in Mathematics from the pretest to
the posttest of the students:
pencil exams and;
3. Is there a significant difference in the mean gain
in Mathematics performance between the
respondents who attended synchronous sessions
with paper-pencil assessments and to those who
attended synchronous sessions with customized
style of the assessments?
4. What is the attitude level of the respondents who
attended online lecture with customized style of
the exam towards LMS?
5. Is there a correlation between the attitude towards
LMS usage and the performance in trigonometry
of the respondents?
6. What are the feedback about learning
trigonometry of the students:
customized style of the exam and;
pencil exams?
Findings of the Study
After the analyses of the data, this study obtained the
following results:
1. Both groups of students who had LMS and
Modules to assess their learning in Trigonometry
manifested below average performance in the
pretest examination.
2. Both groups of students who had LMS and
Modules to assess their learning in Trigonometry
manifested above average performance in the
posttest examination.
3. There was significant mean improvement in the
students’ performance in Trigonometry in both
experimental and control groups.
4. There was no significant difference in the mean
improvement in Trigonometry between the group
1 and group 2.

5. The students from group 1 exhibited a median
score of 4 with a qualitative interpretation of
“Positive” attitude towards the use of Aralinks
LMS in Trigonometry.
6. There was no significant relationship established
between the attitude of the students towards the
use of Aralinks LMS and their performance in
Trigonometry.
7. Students’ response in their views on their
perspective intervention varies on their situation.
The ones using the LMS had positive and
negative outlook on the usage of the LMS,
depending on the availability and accessibility of
the learning resource they were provided.
Although they experienced varied learning
experiences during the process, they still claim
that the use of LMS has been a convenient in
general since all the things they needed is place in
one place. Meanwhile, the other group also
appreciated their intervention as it provided them
control on their time and be able to continue their
learning process even with the current situation
they had that time.
Conclusion
The transition of instruction from face to face to
blended learning requires innovation to target
specifically necessary skills students should acquire.
The innovations that has certainly progressed
students’ involvement and performance based on the
literatures identified is LMS.
According to the results, respondents still
demonstrated a considerable improvement in
trigonometry as seen by their equivalent performance
with or without the inclusion of LMS. The results of
the study demonstrate the improvement of the
students’ performance as they did poorly on the
pretest, but they performed remarkably well on the
posttest. Though, group 1 outperformed group 2 in
both pretest and posttest mean scores, the gap of
scores was minimal. So, based on the statistical
treatment, researcher found no significant difference
of mean improvement of the two groups. Positive
responses were received from respondents on the use
of learning management systems in the classroom.
But, there was no connection found between students’
attitudes and performance and the use of LMS. Based
on this finding, it is recommended among others that
teachers should intensify efforts in the use of LMS
tool in teaching Trigonometry.
The theories of Constructivism Learning Theory by
Jean Piaget which states that the individual is at the
center of the knowledge generation and acquisition
process, and that humans develop knowledge by
interacting with their experiences and ideas;
Connectivism by Siemens and Activity theory by
Engestrom which stand on the belief that innovations
require network of communication and connection
provided by computer they faced on a daily basis
were confirmed by the findings of this study.
Recommendation
Based on the results of the study, the following are
the suggested recommendations:
1. the schools continue to upgrade the skills of their
teachers by conducting more extensive trainings
or workshops and giving them incentives like
certificates and cash/allowance in attending
trainings to support them to face the continuing
demand in addressing students’ engagement and
participation in the learning process. School
administrators would provide devices necessary
in implementing and maximizing the use of LMS;
2. the teachers be open to the idea that classroom
practices can also be mediated with teaching
innovations to assess learners in academic
proficiency and to lessen the gap between the
development of teaching approaches and the
applications of technology to intensify efforts in
the use of LMS in teaching;
3. the students be given the opportunity to be able to
develop more their skills in a non-linear way.
They may enjoy in the learning process through
effective teaching approaches to overcome the
difficulty in Mathematics; and,
4. the future researchers conduct similar study in the
face-to-face modality but not limited to the
teaching of Trigonometry.
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