Volume 5, Issue 10, October – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Extent of Implementation of ELMS and the

Participation of STI General Santos City Senior
High School Students
Adonis Solidarios Besa
Sultan Kudarat State University – Access Campus, EJC Montilla, Tacurong City
09097373444/09278195156

Abstract:- The title of the study is Implementation of I. INTRODUCTION

ELMS and Participation of STI College General Santos
City Senior High School. It focuses on the Learning is no longer restricted to the pedagogy used
implementation of electronic learning management as a by the teacher. Interactive and adaptive software allows
digital learning tool of STI Senior High School in students to learn in their own style, making learning
General Santos City, Philippines. The problems include personal and engaging. New learning technologies provide
the assessment on the respondents’ literacy level in using real time data that give teachers the information they need to
computers, respondents’ access in internet connections. adjust instruction to meet the unique needs of the students.
The implementation was just started June 2016. The
study uses the descriptive design where an interview The 21st century brings such innovations in the
method is used, a checklist that consists of assessment Philippines Education System that even the parturition of 12
questions and designed with references from manuals, year education become the current concern of educators and
research papers under study. students. In contesting this trend, the Electronic Learning
Management System (ELMS), a digital learning application
The findings of this study are the following: is introduced by STI College nationwide among its Senior
1. The computer literacy level of the respondents is High School Students. This interactive educational system
found to be AVERAGE featuring social networking platform and personal organizer
2. Extent of Accessing Materials and Activities in the that even they were absent, the students have access to their
ELMS is found to be MODERATELY ACCESSIBLE modules, handouts, and assignments, where students can
3. ELMS Assessment is found to be hard or difficult to review, study ahead, and catch up their classroom activities
the students but helpful wherever and whenever with their internet connections.
4. ELMS help them acquire knowledge Sophong, W et al (2013) indicated that this method is a
5. Identified Problems and Recommendation on the formalized learning that occurs in response to distance
implementation of ELMS learning especially those who are not physically present in
school using the internet to promote teaching effectiveness.
Many students encounter problems like poor How does ELMS work? In line with the ever-changing
internet connections due to underdeveloped modern times where students rely on the internet for most of
infrastructure. They have no smart phones or gadgets to their daily activities, it is appropriate for an online system or
be used to comply with the online requirements. Their student portal to be set up to cater to their academic needs as
performance tasks and other related online said by Adzharuddin, N (2013). According to Pastore, M
requirements are most likely affected. Thus, they (2012) common in this ELMS is an automated testing
recommend that the school must have excellent or strong facility which the lecturers assess activities, record answers
internet connections and should have more computer and grades for evaluations.
laboratories where they can freely access with the
ELMS. The availability of excellent connections with This software tools is now used worldwide by a
devices where they can perform their online tasks number of academic institutions switching the traditional
effectively is also a recommendation addressed to the classroom. This digital system is compulsory among the
school administration by the senior high school students, lecturers and learners in delivering contents to the students.
the end users in the implementation of electronic The internet as a computer network linking smaller
learning management system. computer networks is a basic tool in the implementation of
ELMS. The school has to provide internet to access the
Keywords: - lecturers and learners. Rashid, N et al (2002) students should
be allowed to learn anytime, anywhere at their own pace.
Digital Learning System Teachers should keep activities to perform online.
STI Senior High School
General Santos City Philippines

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Volume 5, Issue 10, October – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
This research is focused on the affectivity of the from different strands or academic programs namely: ABM
implementation of ELMS as a digital learning system – Accountancy and Business Management, HUMSS –
among the senior high school students of STI General Humanities and Social Sciences, GAS – General Academic
Santos City, its influence and the response of the students to Strand and TVL-Technical Vocational Skills regardless of
the latter that seeks answer to the problems. gender and age.

The purpose of this paper is to capture the reactions of A questionnaire in this study is formulated and
the STI Senior High School Students on the implementation undergone series of validation by the experts. It is a
of Electronic Learning Management System (ELMS) checklist which consists of questions that include their
including their problems encountered, suggestions and computer literacy level, access in the internet of their related
recommendations to better the implementation. The findings modules in their respective subjects, online activities and
of this research must be submitted to STI College Head assessments, how the ELMS help in improving their
Office, STI College General Santos City Branch and to competencies and their problems encountered and
some other researchers as their basis to enhance the recommendations for the improvement of its
electronic learning program and other purposes. implementation. The researcher’s observations and
experiences are also considered in constructing the tools.
II. MATERIALS AND METHODS The questions asked to the respondents are carefully
validated by the experts and really suit to the actual
Electronic Learning Management System is a system experiences of the Senior High School students.
owned and implemented by STI College among its Senior
High School students as part of their curricula and academic The researcher conducted the interview in seven
requirements. This is a programmed system through the use working days. The respondents are coming from the
of internet wherein students with their personal accounts can different strands or programs. During the interview, the
explore as long as they are being enrolled by their subject researcher gets the chance to talk with the students,
teacher in the system. With their respective accounts, they converses with them and feeds them some explanations on
can get copies of their handouts, modules and answer the questions not so clear to them. They find time to answer
assessment tools online. Their subject teacher leaves the questionnaire because they believe that the findings of
activities in the system and the students will have to perform this research will help them in the future.
all those during their free time, even at home and any places
they are comfortable. Their activities are graded and After the interview, the researcher encoded all the
computed with percentile in their quarterly grades. Thus, the gathered data, interprets the results through simple tables.
study is likely designed to measure the level of its The data gathered are numerically coded to facilitate
implementation and to get their feedback on the system tabulation to arrive at a frequency distribution and to
delivery. facilitate organizing.

The STI General Santos City Senior High School has III. RESULTS AND DISCUSSION
600 students. As subject of the study, the researcher
interviews 200 respondents comprising 33.33% of the total The following tables show the findings of the study
population. The researcher uses the descriptive design to with the number of respondents and their responses on the
determine the responses of the respondents on the different questions asked in the interview.
problems presented and. The 200 respondents are coming

A. On the Computer Literacy Level

Indicator Elementary Percentage Average Percentage Superior Percentage Mean Remarks

Computer 71 35.5% 103 51.5% 26 13% 1.78 Average

Skills
Table 1:- Computer Literacy Level

.5 – 1.0 Elementary
1.5 – 2.0 Average
2.5 – 3.0 Superior

The above table shows that the respondents’ computer literacy is found to be AVERAGE. Meaning they are skilled in
Microsoft word, excel, power point and can perform activities in the internet.

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Volume 5, Issue 10, October – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
B. Extent of Accessing Academic Related Modules/Materials, Specialized Courses Handouts, Assignments and Quizzes in the
ELMS.

Indicator LA Percentage SA Percentage MA Percentage VA Percentage Mean Remarks

Academic 8 4% 56 28% 102 51% 34 17% 2.67 MA
Related

Specialized 14 7% 45 22.5% 97 48.5% 44 22% 2.90 MA

Courses

Assignments 17 8.5% 59 29.5% 70 35% 47 23.5% 2.70 MA

Quizzes 15 8% 46 23% 91 46% 50 25% 2.90 MA
Table 2:- Accessing Academic Related Modules/Materials, Specialized Courses Handouts, Assignments and Quizzes in the
ELMS.

.5 – 1.0 – Less Accessible (LA)

1.5 – 2.0 – Slightly Accessible (SA)
2.5 – 3.0 – Moderately Accessible (MA)
3.5 – 4.0 Very Accessible (VA)

Table 2 shows the level of students’ access in the E. Common problems encountered in performing ELMS
internet. Thus, it is noticed that the students have their and their recommendations.
moderate access in the ELMS. They can perform activities The following are the most common problems
and can access to other related requirements. They have encountered by the students in performing the ELMS and
moderate access only considering some problems in the their recommendation to better the implementation.
internet connections.
Problems Recommendations
C. How the users assess ELMS. No internet connections at Open wifi in school
home
Level Frequency Percentage Poor internet connections at The school must have strong
Helpful 69 35% school internet connections
Expensive internet café School provides more
Not helpful 34 17% computer lab with internet
Hard/difficult 83 42% No smart/android phones School allows the use of
and gadgets, laptops laboratory
Easy 12 6%
Limited time in answering Consider the time of
Enjoyable 8 4% ELMS activities submission of activities
Not enjoyable 23 12% ELMS activities are going Schedule the online (ELMS)
together in most subjects activities
Table 3 :- ELMS Assessment Level No materials in the ELMS All subjects must have
for some subjects materials online
Table 3 presents the assessment level whether the Teachers limit attempts in No limits until they finish
ELMS is helpful or not, difficult or easy, enjoyable or not. the ELMS activities the activities
Based on the findings, it is observed that basically ELMS It wastes more time Lessen ELMS activities
among STI Senior High School students is found to be hard Stressful More interactive ELMS
or difficult but helpful. activities
Table 5:- Problems and Recommendations
D. Does ELMS help in acquiring knowledge?
E-Learning is still an emerging market in the
Indicator Yes Percentage No Percentage Philippines. Its use is still sporadic and most users represent
Acquiring 156 78% 44 22% only a small segment of the Philippines education and
knowledge business communities. There is a slow adoption of e-
learning mainly due to underdeveloped infrastructure as
Table 4:- Acquiring knowledge researched by Arimbuyutan, R et al (2007).

Table 4 presents if ELMS help students in acquiring However, despite of the embracing complications the
knowledge. The result justifies that ELMS really help them Philippines has, there are still institutions like STI College
in acquiring knowledge. enthusiastically implemented the ELMS for its teachers and
learners.

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Volume 5, Issue 10, October – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
In STI College General Santos City Senior High The acceptance of the learning management system is
School (Grade 11), the designed ELMS is instigated as a vital in deciding whether the system is usable and utilized
digital learning system. In this interactive education method by students and instructors. According to the original
they are trying to bring the world in the four corners of the Technology Acceptance Model (TAM), perceived
classroom. Although there are some problems and usefulness is hypothesized to affect intention to use, and
technicalities on its realization, still, the learners keen to perceived ease of use is not hypothesized to directly affect
perform their activities with the internet as being required. intention.
According to Azura and Ling (2013) there are views from
researchers on whether the internet is a good medium for The teachers have very important roles in the
students to search for information, as some agree, while implementation of the system. They must be equipped with
some disagree with this idea. enough technical skills on the use of ELMS and internet.
The learners must also be committed to honestly perform
The ELMS implementation in the locale meets number activities in the ELMS as part of their curricula. Many
of challenges from the learners. These basic problems are instructors restrict themselves to uploading course materials
very technical and can be bases of the implementers to to the course web site and never use the interactive features.
regulate more modifications in the process of its Although many interactive features are available in the
implementation. Students use the internet when they need to LMS, its capacity to use is still limited because of its
gather further information when it comes to understanding demand on the commitments from both instructors and
lectures and ideas for assignments as mentioned by students during a specific time frame.
Adzharuddin, N (2013).
With both teachers and students commitment, with
However, another study of Scurry, DW et al (2005) friendly features of ELMS, very good access in the internet,
found out that there are numerous barriers to the integration the acceptance of this system is likely conceivable.
of instructional technology into higher education, such as
technology infrastructure, faculty effort, technology IV. CONCLUSIONS
satisfaction, and graduates competency.
The online portal has to be a place where students can
According to Schofield and Davision (2002), millions confidently search and obtain information regarding their
of students in the United States and around the world can courses, and also to ensure the accuracy and reliability of the
connect to the internet from their schools. Billions of dollars information as viewed by Adzharuddin, N (2013).
have been spent to provide such access with the expectation
that the information and communication resources the As recommended, to lessen the burden of the teachers
internet provides will improve educational outcomes. Yet and the learners the school will have to provide more
educational benefits do not flow automatically from internet accessible internet connections and computer laboratories as
access. avenue for their online performances. On the part of the
implementers, they suggested to limit the online activities as
As we found out on the results, the learners as the they are also bombarded by some other requirements in the
subjects of this study they are computer literate and can find ILS.
more access in doing their tasks online. However, some of
the major problems they are encountered are the internet Thus, since the ELMS is helpful, they can perform
connections (some have no connections and some have poor their tasks better if they have excellent internet connections
connections), several learners have no devices and many of and more computer laboratories to access their needs.
them have no financial supports to spend in the internet café.
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ISSN No:-2456-2165
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