The study was conducted to establish the effects of Web-Enhanced Learning Activities (WELA) on the achievement in English of first year high school students of the Nueva Vizcaya General Comprehensive High School (NVGCHS).

The research combined the quantitative approach using the quasi-experimental design, with the qualitative approach involving immersion learning. A total of 66 respondents from the two first year classes, 34 under the experimental group and 32 under the control group, were used as subjects of the study. The researcher employed observation, participation in the classroom interaction, and interview for feedbacks on WELA. The study covered only the third grading period of School Year 2007-2008.

Profiling of students included age, gender, number of children in the family, birth order, religious denomination, ethnic group, and type elementary school graduated from. The achievement level of respondents was evaluated based on pretest and posttest with a validated teacher-made test prepared by the researcher. Data were statistically analyzed using mean, frequency distribution, percentage, and t-test.

Results indicate no significant difference between the experimental and control groups in pretest scores but show significant difference in posttest scores While the respondents gained knowledge in both approaches, students under the WELA displayed
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The study was conducted to establish the effects of Web-Enhanced Learning Activities (WELA) on the achievement in English of first year high school students of the Nueva Vizcaya General Comprehensive High School (NVGCHS).

The research combined the quantitative approach using the quasi-experimental design, with the qualitative approach involving immersion learning. A total of 66 respondents from the two first year classes, 34 under the experimental group and 32 under the control group, were used as subjects of the study. The researcher employed observation, participation in the classroom interaction, and interview for feedbacks on WELA. The study covered only the third grading period of School Year 2007-2008.

Profiling of students included age, gender, number of children in the family, birth order, religious denomination, ethnic group, and type elementary school graduated from. The achievement level of respondents was evaluated based on pretest and posttest with a validated teacher-made test prepared by the researcher. Data were statistically analyzed using mean, frequency distribution, percentage, and t-test

Results indicate no significant difference between the experimental and control groups in pretest scores but show significant difference in posttest scores While the respondents gained knowledge in both approaches, students under the WELA displayedhigher achievement level in the posttest, significantly outperforming the students in the control group. Moreover, the following positive behaviors were observed among the students under the WELA: (a) increased interaction among the students, between the students and learning materials, and between the students and the teacher; (b) decrease of absenteeism cases, (c) independent learning, (d) enhanced and structured learning styles, and (e) more defined focus in learning.

The WELA clearly appears to be very effective approach in enhancing English achievement levels of first year students.

Since the preparation of web-enhanced activities is not that difficult, administrators should encourage their teachers to be involved in updating their teaching and learning methods and strategies. Teachers should be more open to new techniques and styles so that they would not be left out. They should also join trainings, seminars, and workshops on this regard.

More trainings, seminars, and workshops on web-enhanced learning and ICT integration should be widespread. Moreover, these should be conducted locally with minimal registration fees, or better yet, free of charge, so that would-be trainees will no longer worry about their expenses Communications and memoranda regarding this matter should be properly disseminated.

Schools should tap government and non-government people to donate communications equipment such as computers, 1.CD projectors, Internet servers, and Internet connection. Educators should take advantage of the eagerness of students to learn. Most public elementary schools are not yet computer-equipped. When students from these schoolsenter high school, they are likely to be interested in anything new them, including the use of computers and the Internet in studying the English language

The main evaluation instrument used in this study was a periodical test, which is just one factor in determining academic performance of students in English. Researchers should therefore conduct other studies to determine the possible effects of WELA on the other factors such as recitation, group work, reports, projects, etc. In this way, educators would identify strengths and diagnose needs, and would be able to properly address them. Further researches using WELA could still be conducted in other subject areas like Mathematics, Science, Social Studies, etc., and in other year levels.

Thesis (Master of Education - Language, Reading and Numeracy)

Includes appendices and bibliographical references.