TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii
DEDICATION iii

ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENTS vii

LIST OF FIGURES ix
LIST x

CHAPTER 1

1 THE PROBLEM AND ITS SCOPE

Theoretical Framework

Conceptual Framework

Statement of the Problem

Hypothesis

Significance of the Study

Scope and Limitations

Definition of terms

2 REVIEW OF RELATED LITERATURE

Related Literature

Insights Learned from Related Literature

 Related Studies

3 RESEARCH METHODOLOGY

Research Design

Research Environment

Respondents and Sampling Procedure

Research Instrument and Its Validity

Data Gathering Procedures

Statistical Treatment

REFERENCES

APPENDICES
A Letter for the Dean of Academic Affairs
B Letter for the Dean
C Letter for the Manager
D Letter for the Respondents
E. Questioner

CURRICULUM VITAE
A STUDY ON STUDENT'S ASSESSMENT OF CONNECTIVISM IN
RELATIONSHIP TO BUSINESS EDUCATION

An
Undergraduate Thesis Proposal
Presented to
The Faculty of the College of Business Administration
St. Peter’s College
Iligan City, Philippines

In Partial Fulfilment
Of the Requirements for the Degree
Bachelor of Science in Business Administration

By:

IRISH P. PONTINO
CRISTILLE PEARL S. RUFLO
RAYNA LAMPING

August 2020
 St. Peter’s College
Sayable Street, Iligan City 9200 PHILIPPINES

APPROVAL SHEET

In partial fulfilment of the requirements for the Degree in Bachelor of Science in

Business Administration, This research “A Study on a Student's Assessment of
Connectivism in Relationship to Business Education ” prepared and submitted by Rayna
Lamping, Irish P. Pontino and Cristelle S. Ruflo has been examined and recommended for
acceptance an approval for oral examination.

Michael Jere’ D. Abiol MBM

Adviser

Accepted in partial fulfillment of the requirements for the Degree in Bachelor of

Science in Business Administration with a grade of _____

PANEL OF EXAMINERS

JULIET C. BOLOCON, MPA, MM-HRM

Chairman

____________________ ____________________
Member Member
 DEDICATION

Every challenging work needs self-efforts as well as guidance from elders specifically
those who are close to our hearts. Our humble effort we dedicate this research to our beloved
parents who have been our source of inspiration, motivate us and strength, who continually
provide their spiritual, moral, emotional and financial support.
To our family, mentors, colleagues, and classmates who expressed their words of
advice and encouragement to complete this research.
And finally, we have dedicated this book to the Almighty God, and thank you for
your guidance, courage, force of mind, security and abilities, and for giving us a healthy life
despite the pandemic (COVID19).
 Acknowledgement

First and foremost, praise and gratitude to Heaven. The Almighty who enabled us to
research on such a hot issue for these days and for His blessed showers throughout our
research work to successfully complete the research study.

We are grateful to all those with whom we have had the pleasure to work for this
study. Nobody has been more important to us in the pursuit of this study than the members of
our family, especially to our parents, whose love and guidance are with us in whatever we
pursue.

Finally, and most importantly, we submit our heartiest gratitude to our mentors and
colleagues for their sincere guidance and help for completing this research. We humbly
extend our thanks to all concerned persons who cooperated with us.
 ABSTRACT

This article aims to investigate the academic performance (measured by quality points) of the
business students in quantitative courses. It also explores the impact of a number of factors on
the academic performance of business students in these courses. A random sample of third-
and fourth-level business students at the St. Peter’s College (SPC) Faculty of Business was
chosen. The collected data were analysed using descriptive statistics, analysis of variance, t
test, and correlation. The results indicated that the academic performance of the business
students in quantitative courses differs across the fields of study (Accounting, Finance,
Management, Marketing, Management Information Systems, Economics, and Statistics), the
nationality, the type of high school (private or public), the major track in high school (science
or art), the gender), and the age. The study has a number of implications for both
administrators and instructors. For administrators, it will make them aware of the impacts of
the factors under investigation on business students’ performance in quantitative courses.
Therefore, this will improve the administrators’ ability to design more effective plans to
enhance students’ learning experience and in turn their performance in those courses and
accordingly their overall performance. For instructors, this study will indicate which students
might perform poorly in quantitative courses and in turn lead to taking the necessary actions
to enhance their performance in these courses. Instructors should organize separate classes
for management and marketing students on one hand, and students of other fields of study on
the other. Different teaching strategies, course contents, assessment approaches could be used
for different groups. Similarly, students could be classified according to grade point average
and major track in the high school. Once again, different teaching strategies, course contents,
assessment approaches could be used for different groups.
 CHAPTER 1
THE PROBLEM

Introduction

Connectivism is a theoretical paradigm for understanding modern- day learning. It explores

how internet technologies, such as web browsers, search engines, wikis, online discussion
boards, and social networks, have contributed to new learning platforms. The term “digital
age learning theory” effects on how human living interacts and learns. Connectivism places
the effect of technology upon the way of life people. The way we learn and work in the
modern age has been altered by technology prevalent learning and intelligence, theories have
not kept pace with development in culture and technology. Connectivism is a modern
learning philosophy that acknowledges that technology has changed society and that thoughts
are changing on how we work and learn.

Technologies, particularly computers, are currently important for students. Computers are
used by universities around the world and distance education courses are offered with the
help of the internet, making research simple and organizing a well-out plan is a great help for
the students in business education. Online resources such as, Facebook, Virtual Reality,
YouTube, Chat rooms and similar technologies are now being used. This study would
support the connectivism theory as a possible teaching and learning guide as the digital age
advances in business education.

Technological inventions have brought many changes in our lives. Our period is called a
digital age or the period of digitalization not only for communication, online games, but also
for education. Consequently, instructional materials are presented not only through textbooks,
but also through the use of technology. In addition, when using technologies outside a
classroom, learners are asked to access information. Educational technology is an umbrella
term that encompasses several forms of technologies, such as computer software, internet,
iPods, iPods, and mobile devices. Learners are introduced to an exciting world by using the
internet.

Connectivism is important in online learning. Information is spread through a knowledge

network, according to connectivism, and can be saved in a number of digital formats. As
knowledge is constantly evolving, its validity and accuracy can change over time, based on
the discovery of new topic-related contributions.
Theoretical Framework
This research is based on the following theories that were introduced by two
publicators in 2005, Siemens’ Connectivism: Learning as Network Creation and Downes’ An
Introduction to Connective Knowledge. This E-learning, Online Learning, Open
Learning,Distance Education, pedagogy, learning theory, educational theory by Siemens and
Downes initially received increasing attention in the blogosphere in 2005 when they
discussed their ideas concerning distributed knowledge.

Theory of Learning as Network Creation

George Siemens (2004) explains the philosophy of learning that describes how
internet technologies have generated new opportunities for individuals around the World
Wide Web and among themselves to exchange knowledge. These tools include web
browsers, email, wikis, online discussion boards, social networks, YouTube and any other
tool that allows users to learn and exchange data with others.

Theory of An Introduction to Connective Knowledge

Stephen Downes (2005) who works in the areas of online learning, content
syndication, and new media for the National Research Council, Institute for Information
Technology, in Moncton, New Brunswick, Canada Downes has studied connective
knowledge that he characterizes as interactive, knowledge of a connection within a network
(Downes, 2005). A learning group which is always part of a larger network, is defined as a
node in the connectivist model. On a network that is found. In order to share resources, a
network consists of two or more nodes connected. Depending on the data concentration and
the number of people navigating through on the data concentration.

In a number of formal and informal contexts, this theory by Siemens focuses on the process
of establishing unique and reusable patterns of links between technology, people and
knowledge and then the efficient navigation of those networked links. It sees learning as a
limitless action through a distributed network, not as dependent on a particular location,
person(s), or time. Some components have been referred to as networked learning in this
approach. The instructor serves as a guide and adviser on how to properly and efficiently
create, maintain and enable our learning networks. They also aim to minimize the impact of
our digital differences by helping us at every point of the learning process to improve our
digital literacy. This way of learning depends on the ability to access, create, create and use
our connection networks and, again, not all of our networks are equal. Both our digital skills
and literacy are not fair.
Conceptual Framework

The discussion in the preceding section has demonstrated the connectivism in

business education.

Learners as Nodes Learners join the connectivist method as single nodes. Each student
emerges as an information point containing personal knowledge, influenced by their own
experiences, emotions, feelings and opinions. In every learning process, content is a critical
problem as the guardian of information, educator’s role themselves by stipulating the material
that feeds into the curriculum. The context of learning is understood as the collection of
circumstances that are important when someone wants to learn something. In the extension
and change of spaces and systems for a new learning approach, learning technology is
important; it affects the acquisition of knowledge and skills by modern day learners and
educators.

There are several more in response to these restrictions, however theories concentrate on the
theory of connectivism by Siemens, which it comes to the fore as one of the most important
the theory of Siemens essentially implies that learning take place when the learner creates
links with other learners, culture, data and thoughts to build a network. The learning process
that takes place to gain more knowledge when the learner expands these networks. All four
fields provide space for the development of studies in an atmosphere of technologically-
mediated learning.

STATEMENT OF THE PROBLEM

The purpose of this study is to more understand the help of online learning to business
education students. Especially in this time of new learning systems because of pandemic
(Covid19).

The specific queries that this study will seek to answer are the following:

1. What are the gadgets that students will use for class:

1.1 laptop;

1.2 cell phone;

1.3 tablet?

2. What are the most useful applications:

2.1 Google meet;

2.2 Zoom;

2.3 Messenger;

3. What will happen to those students who can’t afford to have internet or data access?

4. What would be the result of this research to assist students with their online learning
system?

Significance of the study

The result of this study would be a great help to the students that are now using online
learning especially in the new normal learning system. The result of this study will provide
information and insights to the following:

To the students. This study will be a great help for students to understand the situation and
new normal online learning system that the government set because of the pandemic. Online
learning and communication is a big advantage for business students because this can be their
practice and exercise to use in the future. Business premises now are using technology to run
their business easier and affordably.

To the professors. The professors can use this study to determine which students need more
understanding of this system and can use technology much easier to teach them more about
business.

To the School. The school could use the findings of this study to determine when, what and
where to improve their IT system for the benefit of the students and the professors. They also
need a budget for this improvement.

Future Researcher. Future Researchers could serve this as a point of reference for future
studies related to this proposed study. The result of this study could be a baseline information
for any future study for deep understanding of online learning.

SCOPE AND LIMITATION

The scope of this study will be limited to the perceptions of the St. Peter’s College
BSBA students. The study will be conducted to the BSBA students of St. Peter’s College for
the academic year 2020-2021.

The researchers were use descriptive research method as it adopts the usage of survey
questionnaires to anchor the information provided by the respondents were answered with
validity for the analysing and tabulation purposes. The survey questionnaires however, were
to be simplified for the respondents to fully comprehend to the questions provided. The
instruments used were only limited to explore the demographic profile of the respondents.

DEFINITION OF TERMS

Learning platforms. As an engaging, interactive and inspiring practice, the learning

platform provides learning and training capable of involving users, generating a positive
spirit, and promoting the sharing of ideas, perspectives and experiences that may be useful
anywhere in the world. As a consequence, this theory aimed at social environments and
interactivity provides substantial opportunities for professional synergy and networking.

Nodes Learners. is an app that allows users to teach courses effectively at the best price.

Pedagogy. most commonly understood as the approach to teaching, is the theory and
practice of learning, and how this process influences, and is influenced by, the social,
political and psychological development of learners.
 CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies taken from the books
and internet sources which are related to the study. The Internet (or World Wide Web) has
been a network of information sources since the 1990s, where users either searched for
unique information or came across information as they surfed, clicking from link to link via
related web pages. Internet users learned to enrich other learning activities while surfing and
acquiring knowledge, such as face-to-face conversation. As bulletin board discussions moved
to the internet, the ordinary internet user who lacked the technological expertise to build web
pages could also contribute online, where they could reach broader and more diverse
audiences, (Steinmueller,2002).
The rejection that knowledge is propositional by Connectivism precludes it from
compliance with concept 1 (Downes,2007b). The writing of Downes on connectionist/
connective knowledge is called “abstract knowledge or reasoning” (Downes, 2006a, 2006b),
while the writing of Siemens on connectivism is engaging and involves other ideas, more in
line with the concept of connectivism. The conjectural view of connectivism might help to
explain its attractiveness to the CCK 08 and CCK 09 participants, many of whom have been
able to integrate to integrate it into their own personal philosophy of learning and teaching in
a connected world, while Downes writes extensively on logic (1995-2001), connectivism can
not be defined as a collection of hypotheses linked to or phrased as a hypothesis that can be
tested by logical or mathematical argument.
Cornier (2008) recognizes that connectivism allows what they are doing to be
legitimized by a group of people (working with learning technologies). When we look at the
effect connectivism and the theory of the actor network had on the blogosphere and in more
conventional academic publishing (using scholar,google.co.uk as much less than optimal
proxy for the latter), I we can see that after the publication of Siemens’ article in 2004,
connectivism made a huge splash in the blogosphere, but had a relatively limited impact in
scholarly publishing while discussion about actor network theory has continued to expand
steadily in both spheres. One reason for this is that only argument and exposition, but also the
conduct and publication of rich studies have established actor network theory and other
robust theories of social change. Alternatively, the blogosphere witnessed an immense
growth in connectivism, the peak coinciding with the very popular MOOC CCKO8. Taking
2008 as an example, by way of argument, exposition, 2 and interaction through CCKO8,
Siemens and Downes made a huge contribution to Information to date, what emerges from
rich practice studies has been missing. This is evolving as at least two Connectivism related
funded research initiatives are underway: an analysis of personal learning environments led
by Stephen Downes and research into how open learning MOOCS can benefit the digital
economy by George Siemens, Dave Cornier, and Bonnie Stewart (George Siemens,2010).
Nevertheless, as they modelled the behaviors, they wanted their students to use the
CCK08 and to a lesser degree, CCK09 MOOCs Offered many opportunities for practitioners
to examine connectivism as a structure for their evolving practice. The networked interaction
experienced through blogs by some CCKO8 participants (also linked to forums) enabled
them to situate connectivism within their personal learning contexts ( Mak,Williams &
Mackness, 2010).
This paper will extend the Connectivism Learning Theory of George Siemens
(Siemens 2005) to a number of educational settings and explain ways in which educators and
scholars can communicate their work and participate in public discussions using technology
platforms Connectivism Learning Theory by George Siemens was originally published in
2004 on his blog, elearningspace.Org. He obtained input from other scholars over the next
year, and revised the theory based on feedback from the other scholars in 2005. Today the
learning theory has been embraced by learning institutions and the Massive Open Online
Course (MOOC) movement has been developed. Websites like Edx,http/www.edx.org/ have
been developed by many learning organizations that understand the evolving environment of
how people learn, where they learn and what they want to learn, where everyone can take a
course and/ or participate in public debate on a given subject. These MOOCs to drive the
debate forward.
These MOOCs create a group of learners who continue to drive forward the discussion. The
Eight Principles of the Learning Theory of Connectivism by Siemens:
1. The plurality of views depends on learning and awareness
2. Learning is a process where specialized nodes or sources of Knowledge are
associated
3. In non-human appliances learning can lie
 4. More critical that what is actually understood is the opportunity to know more
5. In order to promote continuous learning, fostering and sustaining relationships is
important
6. A core skill is the ability to see similarities between fields, ideas and concepts
7. The purpose of all connectivism learning activities is currency (accurate, up-to-date
knowledge)
8. Decision making is a learning process itself. It is seen through the prism of a changing
reality to choose what to learn and the sense of incoming knowledge, although there is
now a correct answer, it may be wrong tomorrow due to alterations in the information
climate affecting the decision.

The internet gives everyone a voice and an opinion. The power of opinion and the
debate of facts and non-facts is at the core of the question as to whether the internet has had a
genuinely positive effect on our culture at large. If one is to assume that knowledge and
learning are Siemens said there is diversity of opinions so systems need to be put in place to
allow taking a place for such debates. In several online communities and forums, these
mechanisms are missing. Collectives these procedures and protocols are required by online
forums, and communities that would in a normal and civil environment, views can then be
expressed. What, then will follow? It is an area for exchanging, extrapolating, and
synthesizing fats and opinions. Hopefully the end result is learning and knowledge.

INSIGHTS LEARNED FROM REVIEW RELATED OF LITERATURE RELATED

STUDIES

A literature review of connectivism is given in this manuscript it provides facts and

thought in which connectivism, a modern philosophy of learning that has traditionally been
used for online learning is extended to leadership with the study on student’s assessment of
connectivism in relationship between business students with a stimulating debate on the still
unexplored possibilities of using connectivism in the twenty-first century to redefine
leadership. The paper aims to close the gap between the contributions of educational digital
learning and the field of the philosophy and development of education. It seeks to apply the
core tenants of connectivism to leadership theory in education and learning and to stimulate a
discussion about new forms of learning.
RELATED STUDIES

There is now an increasing number of students opting for online courses. They find
the classical modality of the classroom restrictive, inflexible, and impractical. Schools can
now provide effective classroom teaching through the Web in this age of technological
advancement. This change in the pedagogical climate causes academic institutions to
reconsider how they want the content of their course to be presented.
 Chapter 3
RESEARCH METHODS

This chapter describes the study’s methodology. It involves research design, research
environment, study respondents, data collection methods, research tools and their validity, the
statistical tools used for data processing.

Research Design

This case study allows the reader to better understand the application and
interpretation of correlational studies in order to understand it. The research process is
explained in depth, allowing all for the reader, shortcomings and lessons learned offer
additional perspectives. The researchers would also use a descriptive form of analysis. When
a researcher wants to gain a better understanding of a subject, descriptive research is mainly
carried out. In the analysis the researchers conclude that the descriptive approach is the right
one. The main purpose of this type of study is to identify the details and characteristics of
what is being studied.

Research Environment

This study was conducted at St. Peter's College (SPC) is a private higher educational
institution in Iligan City. Founded in 1952, the school currently provides programs in Junior
High School, Senior High School, and College. Its SHS department has available strands
from the Academic and the Technical-Vocational-Livelihood (TVL) tracks where many
business students are currently studying. This mainly focuses on this institution where it has
been said to have been conducting online classes. But still College students, on the other
hand, can choose undergraduate programs from the areas of Criminology, Computer Studies,
Engineering, Humanities, Teacher Education, and Business Administration where the
institution provides.. SPC and its programs are duly recognized by the Department of
Education (DepEd) and the Commission on Higher Education (CHED). 

Research Subject

The subject of this study is to assess the students in connectivism in relationship to

business education. The respondents for this study will consist of business students who
officially enrolled in St. Peter’s College (SPC) for the academic year 2020-2021. In answer to
this study's target, they will be the main informants. They will serve as the primary source of
information to evaluate and comment based on their experience, awareness, behaviour and
practices towards online learning.  A total of fifteen (15) participants will be chosen to
provide data pertaining to this study. There will be five (5) participants majoring in financial
management, five (5) participants in marketing management and five (5) participants from
operation management. 

Research Instrument

As it is more convenient and can collect data faster than any other process, this study

will primarily use a self-made questionnaire as its research instrument. The questionnaire will

be updated as to its validity and will be reviewed by the advisor before release. The

researchers will also seek guidance from senior faculty and scholars at St. Peter's College,

Iligan City, for further research feedback and recommendations. In order to verify if the

questionnaires are understandable for the respondents, a pre-test will be carried out at St.

Peter's College and will be subject to approval for final distribution.

The questionnaire consists of two main parts. The first part consisted of questions

concerning the participants' profile in terms of age, gender, civil status, major and year level.

The second part consists of their evaluation and comment based on their experience,

awareness, behaviour and practices towards online learning.

Data Gathering Procedures

In performing this analysis, the following procedures are followed:

1. The researcher will be sent by their researchers to their research adviser or

consultant for final revision.
 2. The researchers shall request the permission of the President of St. Peter’s
College by means of a letter of intent to perform further studies to obtain these
findings.

3. Once the letter is accepted by the President, the researchers must then draw up
a letter for the target respondents.

4. The Researchers must ensure that the information is handled with the utmost
confidentiality.

5. The data collected must be graded, tabulated, evaluated, and interpreted. In

order to provide legible answers to the theories formulated by the utmost
scientific ethics, the potential results will be presented with intellectual
integrity and authenticity.

Statistical Treatment

In a set of tables and figures, the data to be obtained will be arranged, tabulated and illustrate.

Frequency count and percentage, mean and standard deviation, and Pearson of Product

Moment Correlation would be the descriptive indicators used to address the goals. The

researchers used the following statistical method in the analysis of the study data.

1. Frequency and Percentage - This will determine the respondents’ socio-demographic

profile.

2. Mean and Standard Deviation- This will assess the saving behaviour of the

respondents and the variables that influence their saving behaviour.

3. Pearson of Product Moment Correlation- This will determine the relationship between

variables.

1. Weighted Arithmetic Mean. Arithmetic Mean will be used to compute for the

mean of the age, gender, civil status, religion, tribe, and academic status. It will also use to
determine the rank of the characteristic of professionalism observed by the students towards

the faculty members.

Verbal Interpretation of Weighted means

Score Weighted Mean Verbal Interpretation

4 3.25 – 5.0 Always
3 2.5 – 3.24 Often
2 1.75 – 2.49 Seldom
1 1.0 – 1.74 Never

QUESTIONAIRE
 CURRICULUM VITAE

CURRICULUM VETAE

Personal Information
Name : Irish P. Pontino
Nickname : Aie2
Gender : Female
Civil Status : Single
Address :Zone 1-b. Del carmen Iligan
Place of Birth             : Iligan City
Date of Birth             : August 27,1998
Nationality : Filipino
Religion : Roman Catholic
Mother’s Name : Isabelita P. Pontino
Father’s Name : Arnold A. Pontino
Undergraduate : St. Peter’s College
   Sabayle St.,Iligan City
Secondary : Del Carmen Integrated School
Elementary : DJAL Memorial Central School
DILI DAW MADAWAT ANG REFERENCES NATU DAI BASAHA LANG TO GE
NOTE NI MAAM

ALL References: Introduction

https://en.wikipedia.org/wiki/Connectivism#:~:text=Connectivism%20is%20a%20theoretical%20framework,to
%20new%20avenues%20of%20learning.
https://www.nactateachers.org/images/TeachingTips/004_Using_Connectivism_Theory_in_the_Classroom.pdf
http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Theoretical Framework

https://www.futurelearn.com/courses/learning-network-age/0/steps/24641

https://en.wikipedia.org/wiki/Connectivism

http://www.irrodl.org/index.php/irrodl/article/view/523/1103

https://www.learning-theories.com/connectivism-siemens-downes.html

http://usir.salford.ac.uk/id/eprint/2569/1/ConnectivismEdDev.pdf.

Conceptual link

https://www.google.com/search?
q=conceptual+framework+in+connectivism&rlz=1C1GCEA_enPH915PH915&sxsrf=ALeKk03Ae
J_HVll8-
K91yj25FDf4k50kVA:1603031821382&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjypJvyrr7s
AhWPHXAKHepaCr0Q_AUoAnoECAUQBA&biw=1366&bih=657#imgrc=-MXrXYElrzI8jM

https://www.researchgate.net/publication/269071838_Connectivism_Probing_Prospects_for_a
_Technology-Centered_Pedagogical_Transition_in_Religious_Studies_1#pf16

REVIEW OF RELATED LITERATURE

http://www.irrodl.org/index.php/irrodl/article/view/902/1664
https://www.researchgate.net/publication/329862464_ORIGINAL_RESEARCH_ARTICLE_Using_connectivis
m_theory_and_technology_for_knowledge_creation_in_cross-cultural_communication
https://files.eric.ed.gov/fulltext/EJ1219672.pdf