This evaluation study investigates the effectiveness of synchronous (SL) and asynchronous (AL) mode of learning delivery in the development of competencies in Oral Communication among Senior High School students of Engineering (STEM), Business (ABM), and Social Sciences (HUMSS) in a state-run laboratory school. Participants are selected through Stratified Sampling. It compares the extent to which objectives of the course were met, relevance of contents amidst the current context, the effectiveness of instructional delivery, and the difference in the acquisition of competencies among students in SL versus those in AL. It is especially significant as an assessment of distance e-learning is necessary amidst the digital shift in education because of the pandemic. A Course Evaluation Form as well as a Student Self-assessment of Learning were used to gather data. These instruments were validated and checked for reliability, with a Cronbach α of .859 and .871, respectively. The results of data analysis illustrate that at α=0.05: (1) there is no statistically significant difference in the mean evaluation of SL and AL learners as to the extent in which the objectives of the course were met (p=0.109); (2) there is a statistically significant difference in the mean evaluation of the relevance of course content in the current context of the learners (p=0.012); (3) there is a statistically significant difference in the mean evaluation of SL and AL as to the effectiveness of instructional delivery (p=0.013), and; (4) there is no statistically significant difference in mean evaluation of SL and AL learners’ acquisition of competencies in Oral Communication ( p=0.215).