Implementation of the Components of Synchronous and Asynchronous Learning as A Predictor to Students’ English Achievement

Abstract

The purpose of this study, was to find out the extent of implementing the components of synchronous and asynchronous learning in English. It was specifically designed to ascertain the profile of the respondents in terms of their gender and age, to determine the extent of implementing the components of synchronous and asynchronous learning in English subject particularly in terms of dialogue, structure, autonomy, and transactional distance, to determine the students’ level of achievement in their English subject, and to find out if the implementation of the components of synchronous and asynchronous learning significantly predict the students’ achievement in English.

The study surveyed ninety-five (95) students from the College of Education. The results were analyzed using Statistical Packages for Social Sciences version 20, frequency and percentage, and mean standard deviation.

The findings indicated that majority of the respondents were female and majority of them were 20 years old. Results of the study showed that all the components of synchronous and asynchronous learning were both implemented to at least a large extent. Other findings of the study revealed that with a percentage of 47.4, most of the respondents performed satisfactory in English. Additionally, the study’s findings indicated that among the components of synchronous and asynchronous learning, only “Learner-Content: Flexibility” and “Learner-Content: Formality”, “Learner-Interface: Visualization”, and “Autonomy: Study Habits” had significantly predicted the achievement of the students in their English subject.