Chapter 1

INTRODUCTION

Background of the Study

Education is a process of learning the truth and possibility, and encouraging

students to explore and discover more through time (Smith, 2020). It can be a

transformative when teachers and students share their own lessons and experiences

in life to compare how significantly different their perspectives and various inquiries

(Sun & Chen, 2016). According to Passion in Education, there are three (3) types of

education; Formal Education (takes place inside the school or classrooms), Informal

Education (reading many books or educational websites) and Non-Formal Education

(adult literacy education). And under Formal Education, there is online class that is

revolutionizing formal education (IDEA, 2012). The series of lessons will be

transported to web browsers or phone platforms that can be accessed anytime,

anywhere.

Education can become

transformative when teachers and
students synthesize information
across
subjects and experiences,
critically weigh significantly
different perspectives, and
incorporate
various inquiries.
Education can become
transformative when teachers and
students synthesize information
across
subjects and experiences,
critically weigh significantly
different perspectives, and
incorporate
various inquiries.
Education can become
transformative when teachers and
students synthesize information
across
subjects and experiences,
critically weigh significantly
different perspectives, and
incorporate
various inquiries.
Online class is learning through internet or virtual. Instead of having a physical

class where teachers and students interact physically, the class is conducted

through online education. Students can view their lessons and past quizzes, and

even review their past lessons to master the topic given by their teachers (Top Hat,

2020). According to Loeb of 2020, mostly, online classes can provide the same

format of teaching similar to in-person courses. Teachers can still discuss virtually

with students, assign tasks and even help those students who needed more

attention, individually. The classes have both synchronous, where teachers and

students meet virtually through a particular platform, and asynchronous, where

teachers give their students reviews and quizzes so students can study on their own

(Loeb, 2020). Teachers are still required to interact with their students virtually to

provide the proper needs of their students in terms of subject matter. But online

classes cannot provide the same impact of social interactions between students and

their teachers. That’s why the Researchers came up to this study to know the

readiness of the students for Online Classes.

In global setting, a study was conducted in University of California Irvine by

Frydenberg in 2007 for over two years, total of eight quarters. The researcher

investigates the persistence rate of online class which showed 79 percent while the

persistency of physical class was 84 percent. The drops for both fields were

separated to different categories: before class start, during the initial week, and

during instruction. The study showed there was a significant difference between
online and physical class requests for withdrawals during the initial week

(Frydenberg, 2007).

In national setting, although Philippine telecoms are developing and

upgrading their products and services for the poor performance, the question of what

kinds of access still exists (Tioco, 2019). The study of Baticulon, et.al entitled

Barriers to online learning in the time of COVID-19: A national survey students in the

Philippines, the responses of the online survey showed were compared between

students subgroups using nonparametric tests. Among 3,670 medical students,

3,421 (93%) owned a smartphone and 3,043 (83%) had a laptop or desktop

computer. To access online resources, 2,916 (79%) had a postpaid internet

subscription while 696 (19%) used prepaid mobile data. Under prevailing conditions,

only 1,505 students (41%) considered themselves physically and mentally capable of

engaging in online learning.

In local setting, college students in Malayan Colleges in Mindanao (MCM)

were lucky they were already practicing online learning and would actually have an

allotted one day per week to have the online learning so it wasn’t a much of

adjustments. Students have options to either enroll on fully online, blended or remote

learning (Arado, 2020). Teachers also did adjust with all the webinars (web

seminars) and trainings they attended month before the classes started.

Even though there are researches constant to distance education and related

topics, the study of factors that influence students’ intention and even their readiness

to take online classes has not been thoroughly developed (Grandon, Alshare, &

Kwun, 2005). Online class will be a big challenge to students especially with the
factors that we can’t avoid. This study will help us know the readiness of student’s for

online class.

Hypothesis

The study tested the null hypothesis that there is no significant difference on

the student’s readiness towards online class with regards to their demographic

profile at point 0.05 level of significance.