Comparative study on the transactional distance levels in synchronous and asynchronous classes of DLSMHSI-SHS students A.Y. 2022-2023

Date of Completion


Document Type

Research Project

Degree Name

Grade 12


online learning, synchronous classes, asynchronous classes, student experiences, transactional distance, relative proximity, ideal expectations, actual experience


The occurrence of COVID-19 has had a severe impact on various aspects of people's lives, including the education sector, leading to the implementation of online learning as an adaptation measure. This study aims to investigate transactional distance levels between synchronous and asynchronous classes in the online-focused hybrid learning mode for Senior High School students at DLSMHSI. Factors such as co-learners, teachers, content, and technology, identified by the Revised Relative Proximity Theory, influence student experiences. The survey questionnaire focuses exclusively on senior high school students' actual experiences regarding synchronous and asynchronous modalities at DLSMHSI, excluding modular students. A t-test will compare data from students' evaluations of transactional distance in both modes. Findings show significant differences between the actual and ideal transactional distance in synchronous classes, indicating unmet expectations. Thus, the null hypothesis is rejected, signifying a significant difference in transactional distance levels for synchronous classes. Additionally, students' experiences in the asynchronous modality differ from the synchronous modality and do not meet their ideal expectations. Consequently, significant differences exist in both synchronous and asynchronous classes among DLSMHSI-SHS students. Hence, it is noted that the ongoing online learning approach implemented by the institution likely influences these differences observed between synchronous and asynchronous classes.

First Advisor

Gabriel Ian G. Guiao

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