FACTORS AFFECTING GRADE 12 GAS STUDENTS’

PARTICIPATION IN THE ASYNCHRONOUS ONLINE LEARNING AT

BICOL COLLEGE, DARAGA, ALBAY

A Quantitative Research
Presented to the Faculty of Bicol College, Inc.
Senior High School Department
Daraga, Albay

In Partial Fulfillment of the Requirements in

PRACTICAL RESEARCH 2

Researchers
ADAN, Jericho Y.
LABITAG, Franklin O.
MADRONIO, Joshua C.
MAGLALANG, Rica Mae N.
MARBELLA, Rovic Jin B.
MARJALINO, Joni Angela A.
RABULAN, Jerico M.

12 GAS – Gold

MS. FILAMY M. MALINAO, LPT

Research Adviser

January 2021
 CHAPTER 1

Introduction

Background of the Study

In recent years, online learning has become increasingly popular

across the higher education spectrum (Dunn, 2016). Due to ease of

delivery, to attain new students and lower the costs of delivery, institutions

have turned to distance education programs as cost effective growth

centers. For learners, convenience of learning online has replaced many of

the traditional educational environments and has given them more and

greater opportunities to continue their education. Enrollment numbers

support this trend as well. According to the Sloan-Consortium report, Sizing

the Opportunity: The Quality and Extent of Online Education in the United

States (Allen & Seaman, 2017), figures compiled showed by fall 2004 an

estimated 3.5 million students were projected to be enrolled in the nation’s

institutes of higher education online distance education courses. The author

also found that more than 33 percent of the estimated 1.9 million students

enrolled in distance education classes in 2003, took all of their courses

online, and more than 80 percent of U.S. colleges offered at least one fully

online or blended course (Allen and Seaman, 2020). Others have found

similar growth in the U.S. and Canada (Lewis, Levin & Greene, 2019;

Paradise & Lewis, 2016; LaGrange & Foulkes, 2015). For students
choosing to participate in online environments, the flexibility of “anytime,

anywhere” accessibility has many advantages and disadvantages. Students

can access their course content nearly 24 hours a day, giving them greater

convenience and flexibility in their daily lives to participate to furthering their

education. The very nature of the environment may give students not only

the time to be thoughtful in their reflections but to have at times a greater

time frame in which to reflect and to think about the materials presented.

Even with these inherent advantages, online learning is not without

disadvantages. Critics contend that learning online lacks many of the

advantages of face-to-face learning. In particular online learning

environments have come under scrutiny as not delivering equal or

comparable educational experiences for learners. The core of this argument

is the notion that the instructor is removed by distance and time that

students have a perceived sense of loss in terms of a vital contextual

component of the learning community. Bullen (2018) found that some

students felt detached from other students or isolated while learning.

Further, students often felt as if the delay in online communications reduced

the dynamics of online discussions.

A key component to learning is the transactional exchange that

exists between the teacher and the student. Without this exchange and

access, learning is either greatly hindered or arguably nonexistent. This

collaboration has also been known as teaching immediacy. Early research

examining teacher immediacy by Mehrabian (2015) suggested that

increased nonverbal behaviors helped reduce the physical or psychological

distance between teachers and students. A tapestry of subsequent

research has emerged. Andersen (2016) suggests that both verbal and

non-verbal communication styles affect perceived "closeness." This

closeness or reduction in perceived distance between people, whether it is

physical or psychological, has a direct orientation impact on communicator /

receiver or teacher/student relationship. Anderson, Norton, and Nussbaum

(1981) research, found that those teachers perceived by students as having

a positive communication style were also perceived generally more

positively. Students will often view teachers as being more effective based

on the instructor's communication style. Gorham and Zakahi (1990) make

the case that many teachers regardless of experience are often aware of

this relationship, are able to monitor it and can make adjustments. They

also go on to stipulate that not all teachers, regardless of years of

experience, are properly trained to employ successful skills or strategies to

effect moderation of this process. Research by Christophel (2018) goes a

step further by linking student motivation to teaching immediacy, which may

impact on student learning outcomes. In an attempt to further refine and

explain the importance of immediacy behaviors and the perceptions of

closeness of online learning environments, Garrison, Anderson, and

Archer's (2000) developed a framework called the Community of Inquiry

Model. This model attempts to define the dynamics of online learning

environments through three types of presence: (1) social presence, the

ability of learners to project themselves socially and emotionally, thereby

representing themselves as "real people"; (2) cognitive presence, the

extent to which learners are able to construct and confirm meaning through

sustained reflection and discourse; and (3) teaching presence, the design,

facilitation, and direction of cognitive social processes for the purpose of

realizing personally meaningful and educationally worthwhile learning

outcomes (Garrison & Archer, 2017).

Statement of the Problem

This study aims to identify what factors influenced student’s

participation in online learning at Bicol College, Daraga, Albay.

Specifically, this study seeks answer to the following questions:

1. What are the asynchronous communication tools used by the

students in online learning?

2. What are the factors that affect student’s participation in the

asynchronous online learning in terms of:

a. Technology

b. Teacher Related Factors

c. Personal Factors
 3. What are the suggested ways to improve student’s participation in

an online learning?

Significance of the Study

As a student of Bicol College Senior High School, gaining

improvements on the participation of the students on asynchronous online

learning have great intervention for those students who dont have the

advatnage of a good quality of internet to be able to participate on the new

learing system.

Others might say its fine to be absent from the subject so they just

got to have attendance only. It is quite abused, and discipline is not being

established by the students.

Students. This may help them have more knowledge about the

advantage and disadvantages of asynchronous online learning.

Teacher. This study will help them on how to manage the class

during asynchronous and to understand the problems that their students are

being experienced.

Bicol College Senior High School Department. This can be used

as an instructional material. This study is beneficial to the Senior High

School Students as they also conduct a study related to this topic and

further improve the strategies and techniques discovered by the

researchers.
 Administrators. This study can be used as a support to improve the

school’s system on asynchronous online learning.

Future Researchers. This study will serve as a reference as well as

guide for other researchers.

Scope and Delimitation

This study focuses on Asynchronous online Learning in Bicol College

Senior High School. The respondents are the Grade 12 GAS students of

Bicol College only. This study is only about the students, so the faculty

members and non-faculty members are not included.

Definition of Terms

Advantage – a condition or circumstance that puts one in a favorable or

superior position in the asynchronous online learning.

Disadvantage – an unfavorable circumstance or condition that reduces the

chances of success or effectiveness in the asynchronous online learning.

Face to Face – in or into direct contact or confrontation.

Learning – the acquisition of knowledge or skills through experience, study,

or by being taught.

Online - Controlled by or connected to another computer or to a network.

Participation - Action of taking part in something.

Teacher - A person who helps the grade 12 GAS students of Bicol College

to acquire knowledge, competence or virtue.

Technology - The tools that are being used in the asynchronous online

learning.
NOTES:

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Kaplan A. and Haelein M. (2016). “Users of the World, Unite! The

Challenges and Opportunities of Social Medi.” Business Horizons

53: 59-68.

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International Journal, 3(3) 162-176.Retrieved from:

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 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is a presentation of Related Literature and Related Studies

that were found to be relevant to the present study. Also, it contains discussion of

the theoretical and conceptual framework and as well as the paradigm, gap to be

the bridge by the study and synthesis of the state of the art.

Related Literature

The advent of online education has made it possible for students with

busy lives and limited flexibility to obtain a quality education. As opposed to

traditional classroom teaching, web-based instruction has made it possible to

offer classes worldwide through a single internet connection. Although it boasts

several advantages over traditional education, online instruction still has its

drawbacks, including limited communal synergies. Still, online education seems

to be the path many students are taking to secure a degree (Mozes-Carmel and

Gold, 2009).

With regards to the asynchronous online learning, revealed the

asynchronous collaborative learning online can boost professional competences,

normally acquired only in small face to face educational settings. In their report,

they indicated that online learning can be used to provide innovative educational
opportunities to fit the particular needs of students who have time management

problems in their learning strategies. Solimeno et al. (2008).

The learner participation is intertwined with interaction. Generally, learner

participation refers to a process of taking part and also to the relations with

others that reflects the process. In this research area, the concept of learner

behavior as a process of taking part has been employed as a narrower definition

of learner participation rather than the concept of learner participation includes

interaction. For instance, the following studies showed that encouraging learners’

active participation by providing more interaction opportunities is one effective

approach that promotes success in online class, it seems that interaction is a

factor that contributes to participation. (Croxton, 2014; Hawkins et al., 2013)

A number of researchers have reported that learner active participation in

online courses is associated with high levels of learner performance and high

retention rates. Learner participation level measured by the number of messages

learners posted to discussion forums mediated the relationship between learners’

procrastination and academic achievement. The researchers suggest that

encouraging learner participation leads to increased performance of online

learners, especially those who have a tendency to procrastinate. Bettinger et.al

(2016) also examined the effects of learners’ participation in online class

performance and persistence. More active participation in discussion forums was

associated with higher performance in the courses and lower dropout rates in the

following academic term. Learners’ active participation can therefore be

considered a key factor in learning success in online courses. Bettinger et.al

(2016)

The online environment was used as a tool to augment the traditional

delivery of classroom material. Consequently, there are many studies that

demonstrate that utilizing online material in addition to lecturing has positive

benefits in one such study, Coates and Humpries (2017) show that having online

material available is useful but stress the importance of students actively

engaging in the material for it have its full effect. Passive interaction had an

impact on student performance. Van der Merwe (2011) is another good example

of studies that show the positive effect of supplementing a traditional classroom

experience with an online component. While there is fairly strong consensus that

additional resources will generally improve outcomes, such results are neither

surprising nor particularly informative concerning the asynchronous online

delivery.

Learners’ preferences and online interaction with information, with the

instructor and with other learners. Learners were found to have different

perspectives and preferences towards online interaction, specifically regarding

frequency of use and perceived usefulness, learners in their study more often

interacted with instructor and with other learners. Similarly, the effects of

interaction on online learners’ performance might depend on the content of

interactions. Kang and Im (2013), Kang and Im’s exploratory factor analysis

showed that instruction related interaction factors had more predictive power for
perceived performance than non-instructional interaction factors. Thus, it seems

that instructional content-related interaction ha a more significant effect on

learner performance than the other types of interaction.

According to Jolliffe, Ritter, & Stevens (2014) a precise definition of online

learning is difficult, for it involves a variety of technologies. Online learning does

not necessarily refer to asynchronicity instead, online learning could include real-

time video conferencing or chat rooms to make it synchronous. Regardless,

online learning often takes advantage of some elements of asynchronous

learning networks such as computer forums to assist learners with

organizing and processing the learning materials. Online participation, on the

other hand, is associated with whether authentic learning occurs. Many studies

use quantitative measure units such as number of postings or total quantity of

login.

Vonderwell & Sachariah (2016) define participation as taking part and

joining in a dialogue for engaged and active learning. They further explain

participation is more than the total number of student postings in a discussion

forum. It is essential for adult learners to be engaged in active, student-centered

learning.

Noble (2015) student’s academic accomplishments and activities,

perceptions of their coping strategies and positive attributions and background

characteristics in terms of family income guidance from parents and number of

negative situations in home. The student’s face a lot of problems in developing

positive study attitudes and study habits. Guidance is one of the factor through
which the student can improve the study habits and attitudes and is directly

proportional to academic achievement. The students who are properly guided by

their parents have performed well in academic.

Related Studies

Hrastinski (2008). Asynchronous learning allow flexibility for non-

traditional learners and easily accommodates different learning styles.

Asynchronous learning is often called location independent learning, because

students can access the course from anywhere in the world with the help of

Internet. There are many benefits to asynchronous learning, many of which are

now being recognized and studied thanks to the prevalence of online learning.

The most obvious benefit is flexibility which allows non- traditional students to

balance family, work and school in a way that works for their schedules. This

flexibility can also be beneficial to younger students with health issues that limit

time in school or with other needs that cannot be met in the traditional classroom,

but can be addressed through an online program. In a more recent work, A

theory of online learning as online participation argues that online participation

underlies online learning in a more powerful way than any other variable,

consequently, if we are to understand online learning we need a learning theory

that views online learning as online participation. There is growing evidence from

literature supporting the effectiveness of online discussion forums. Recently

much has been written on participation in asynchronous discussion (Gerbic,

2006; Thompson and Savenye, 2007) including the effects of participation levels
on learning outcomes, the relationship between participation levels and student

satisfaction with the online class and the factors affecting participation levels.

Webb et al. (2004) established a correlation between participation in

asynchronous discussion forums and how well learners perform during

assessment in online learning.

According to Moore and Kearsley (2008) there are three types of

interaction in distance learning. Learner-content interaction, learner-instructor

interaction, and learner-learner interaction. In this respect Winiecki (2009) argues

that there are various spheres of difficulties found with asynchronous learning

networks interaction and sees the possibility of losing track of the threaded

discussion as a major issue. Gilbert and Moore (1998) posit further that

interactivity online has been a problem in distance education at two levels (social

and instructional). As it relates directly to instruction, they conclude that there

needs to be “fine tuning” of the control of interaction within the instructional

process. This pilot study is an attempt to understand what factors actually effects

learner participation in asynchronous online discussion forum in higher education

environment.

Neuhauser (2002). Online learning environment strongly reflects on

learning preference and self-regulation. Concluded in her study comparing online

and face to face instruction that an effective distance learner has characteristics

of being a strong self-starter, self -disciplined, and knowledge of technology

requirements. Learners in online education are required to be self- directed,

intrinsically motivated, and proficient in computer technology (Irizarry, 2002).

That is independent learners prefer independent study and self-paced

instructions and would prefer to work alone rather than with others on course

projects; whereas dependent learners look to their teachers and peers as a

source of structure and guidance and prefer an authority figure to tell them what

to do. Presumably, independent learners tend to be more motivated because

they decide when and where to learn as well as how the learning process

proceeds. Compared with a traditional, face to face learning environment online

instruction requires more learning autonomy. It is plausible that a proactive

learner in a rather low structured learning environment like the online, Web-

based setting tends to learn more effectively than a reactive learner. As a whole,

because the two different instructional environments are structured and delivered

differently, ample factors associated with learning outcomes such as a high-low

course structure should be taken into account in additional to learning style and

life characteristics. (Diaz & Cartnal, 2009).

Computer- assisted instruction is changing the pedagogical landscape as

an increasing number of students are seeking online education. Colleges and

universities are now touting the efficiencies of web-based education and are

rapidly implementing online classes to meet student needs worldwide. One study

reported increases in the number of online courses given by universities have

been quite dramatic over last couple of years (Lundberg et al. 2008).

Contrary to popular belief, online education is not phenomenon. The first

correspondence and distance learning educational programs were initiated in the

mid-1800s by the university of London. This model of educational learning was

dependent on the postal service and therefore wasn’t seen in American until the

later nineteenth century. It was in 1873 when it was considered the first official

correspondence educational program was establish in Boston, Massachusetts

known as the society to encourage home studies since then, non-traditional

study has grown into what it is today considered a more viable online

instructional modality. Technological advancement indubitably helped improve

the speed and accessibility of distance learning courses; now students worldwide

could attend classes from the comfort of their own homes (Keramidas, 2012).

First prospective students want to be able to receive a quality education

without having a sacrifice work time, family time and travel experience instead of

having to be at a specific location at specific time, online educational students

have the freedom to communicate with instructors, address classmates, study

materials and complete assignment from any internet accessible point. (Richard

and Swan 2003).

Synthesis of the State of the Art

A review on studies conducted about asynchronous online learning,

however there are several studies that showed certain degree of relatedness as

far as the asynchronous online learning is concerned.

The study of Solimeno explain on how it can helps every students on

studying by online class. In their report, they indicated that online learning can be
used to provide innovative educational opportunities to fit the particular needs of

students who have time management problems in their learning strategies.

The study of Bettinger tackles about the participation of students in terms

of online learning the effects of learners’ participation in online class is the lack of

interaction to the instructor that can lead to the misinformation that students

cannot understand the studies that is why they are inactive when it comes to

participation while in face to face learning they can gather information to the

instructor for them to clearly understand the studies.

The study of Noble tackles the student’s academic accomplishments and

activities, perceptions of their coping strategies and positive attributions and

background characteristics in terms of family income guidance from parents and

number of negative situations in home. The student’s face a lot of problems in

developing positive study attitudes and study habits.

Kang and Im’s exploratory factor analysis showed that instruction related

interaction factors had more predictive power for perceived performance than

non-instructional interaction factors. Thus, it seems that instructional content-

related interaction ha a more significant effect on learner performance than the

other types of interaction. Still further research is required to identify different

types of interaction and different roles in learning.

Gap to be the Bridged by the Study

 The problem that the researchers are aiming is to provide a necessary

support from the respondents which is the Grade 12 Gas students of Bicol

College to be able to know the factors that can affects them to participate in

asynchronous online learning and what are the coping strategies that they do to

overcome it. This study will provide answers by gathering data to know the total

percentage of students who are having a hard time to participate in

asynchronous online learning.

Many students have explored the Asynchronous Online Learning. They

have often look impact to learners, but they are always sufficiently explored of

having an asynchronous online learning. For instance, there are factors that

affects student’s participation in asynchronous online learning students still

attend online class but they are not competent to participate in asynchronous

online learning.

The researchers will provide a better reference and data to know if how

many students cannot participate well in asynchronous online learning.

Conceptual Framework

In connection to the present study, we gather information that shows

relatedness to the concept. Conceptual framework is the guide of the

researchers to support the study. Researchers construct a paradigm that serves

as a foundation of methodological study.

 The researchers conducted a research to exactly know if how many students

could not participate in asynchronous online learning. On the other hand, the

researchers make a statement of the problem that can serves as a research

instrument to gather information to the respondents which is the Grade 12 Gas

students of Bicol College. This research study can help researchers to execute

their study, also to know if how many students are struggling to participate in

asynchronous online learning. This study can help students to participate actively

in the asynchronous online learning. It can be the way to know of those instructor

or professor why some of the students cannot participate well in the new mode of

learning in a way that instructor or professor have an idea on how students can

cope from this new learning modalities and to become more interactive to their

student’s. This will help the instructor and also the students to overcome this

problem.

Researchers will be able to compute the total percentage of students who

struggle in the new mode of learning. These concepts will help the researchers to

provide a legitimate answer from the respondents that cover of the study, they

carefully observed it by connecting the concept to the present study.

 Conceptual Paradigm

Learner’s
Interaction to the
instructor

Life experiences Lack of Motivation

and prior
knowledge

Factors
affecting
student’s
participation
in
asynchronou
s online
learning

Learning styles
 Family problem

Lack of gadget or
technology

Theoretical Framework

This study is based on a theory with bearings to the topic which guided the

researchers in coming up to the proper research instrument. This research

focused on the theory closest to the study of asynchronous online learning. This

study was anchored on Connectivism Theory, this theory believes that learning

can be gather through network connection.

Connectivism theory by George Siemens claim to be a new theory for

network learning has been questioned as many of its underlying principles can

be drawn from theories from the traditional epistemological paradigms,

particularly constructivist theories, which are still considered fit for purpose

(Verhagen 2006)

Connectivism is a relatively new learning theory created on 2005 by

George Simens, developed and based upon the idea that people process

information by forming connections. This theory has developed with the digital

and technology age, adapting to advances in these arenas. This new theory
suggests that people no longer stop learning after formal education and continue

to gain knowledge from other avenues such as job skills, networking, experience

and access to information with new tools in technology. This theory suggests that

learning does not simply happen within an individual, but within and across the

networks. What sets Connectivism apart from theories such as constructivism is

the view that learning (defined as actionable knowledge) can reside outside of

ourselves (within an organization or a database), is focused on connecting

specialized information sets, and the connections that enable us to learn more

are more important than our current state of knowing.

Goldie (2016) investigate is usefulness for medical education.

Connectivism is one of the most prominent of the network learning theories that

have been developed for e-learning environments. It first appeared in Siemens

online publication. Connectivism a learning theory for the digital age, ideas which

have been developed by Downes (2005) due to its claim to provide a lens

through which teaching and learning using digital technologies can be better

understood and managed. The authors conclude that while connectivism may not

be sufficiently developed as a proper learning theory, it can inform medical

teachers for their classroom practice.

Connectivism is a theoretical framework for understanding learning in a

digital age. It emphasizes how internet technologies such as web browsers,

search engines, wikis, online discussion forums, and social networks contributed

to new avenues of learning. Technologies have enabled people to learn and

share information across the World Wide Web and among themselves in ways
that were not possible before the digital age. Learning does not simply happen

within an individual, but within and across the networks. Connectivism suggest

that students should combine thoughts, theories and general information in a

useful manner. Current students may appear on the exterior to know what they

want to do, but with so many options and potential vocation, students may not

see all the possible connections (Siemens, 2004). In connectivism it is the

collective connections between all the nodes in a network that result in new

forms of knowledge. According to Siemens (2004) knowledge is created

beyond the level of the individual human participants, and is constantly shifting

and changing. Knowledge in network is not controlled or created by any formal

organization, although organizations can and should plug in to this world of

constant information flow, and draw meaning from it. The significance of

connectivism is that its proponents argue that the internet changes the essential

nature of knowledge. Connectivism combines previous information with current

information to create new meanings and understandings. Elieson (2013) claims

“one cannot learn something new without having first obtained certain

prerequisite knowledge. Astin (1999) believes college administrators, including

academic advisors, are fighting for student time against these prerequisite or

even current experiences. Advisors are part of a zero-sum game, in which the

time and energy the student invests in family, friends, job and other outside

activities represent a reduction in the time and energy the student has to devote

to educational development. The idea is that knowledge is constantly changing

with multiple influences, including but not limited to peers, technology, and
media. Students find connections between their previous and current

understandings. In this regard, students bring preexisting knowledge about

particular majors and even regarding academic advising. Some students could

see their advisor as a guidance counselor where others would see differences

between advisors and counselors. Previous knowledge, experiences, and

aspirations are driving the student’s assumptions about academic advising and

advisors (Bowen, 2012).

CHAPTER 3

Research Design

The descriptive research design will be use to find out the factors that

affects in the participation of the Senior High School students in asynchronous

online learning in Bicol College during their online and modular class. Descriptive

research aims to accurately and systematically describe a population, situation or

phenomenon. It can answer what, where, when and how questions, but not why

questions (Shona McCombes, 2019).

A descriptive research design can use a wide variety of research methods

to investigate one or more variables. Unlike in experimental research, the

researcher does not control or manipulate any of the variables, but only observes

and measures them.

This approach emphasizes both the word “what” and “why” of the topic of

interest. It centers on describing the factors that affects the participation of

students during the student’s participation this year 2020-2021.

Quantitative methodology was considered pertinent from the point of view

of comparing concrete aspects of the same teaching program taught in two

different modes, i.e., face-to-face and online. Quantitative methods emphasize

objective measurements and the statistical, mathematical, or numerical analysis

of data collected through polls, questionnaires, and surveys, or by manipulating

pre-existing statistical data using computational techniques. Quantitative

research focuses on gathering numerical data and generalizing it across groups

of people or to explain a particular phenomenon (SAGE Publications, 2010).

The researchers will use an online adaptive survey-questionnaire that will

then circulate to the participants in order to calculate and collect results which

was sent to be statistically analyzed, summarized, and interpreted for the

research subject. This study will be limited to all Senior High School students in

GAS sections in Bicol College.

Sources of Data

According to Cooper and Schindler (2018) there are two main sources of

data. These sources of data are primary and secondary data sources. The study
implements both primary and secondary data in answering research questions.

Both data sources contribute to the objectives and helped generate conclusions

and recommendations.

Primary Data Sources will be gathered from surveys from the total

numbers of respondents. Primary data basically includes the data collected by

observing the respondents. Neil J. Salkind (2018) describes primary data as an

original data source, that is, one in which the data are collected firsthand by the

researcher for specific research purpose.

Secondary Data Sources may be referred to as information that isn’t

initially gathered by the study, and helped in some ways to an end result for the

investigation. Secondary data for this study was acquired from many different

online databases of books, year projects by past students and other such

sources.

Population and Sample

The population of the study is referred as comprehensive group of

institution, object, individuals and so forth with common characteristics that are

interest of a researcher (Dr. Rafeedalie, 2021). A clearly defined population of

respondents can ensure that the result and findings will also be clear. Knowing

that the study basically assesses all the factors that affects the participation of

grade twelve GAS students in Bicol College Senior High School. Since the data

that will be gathered from all of respondents is needed to have an end result,
there is no need for respondents to have an investigation. Once all the

information that is need from the grade twelve GAS students have gathered, the

researchers will compute results for the factors that affects the participants

participation in asynchronous online learning.

Research Instrument

The study adopts a questionnaire guide as instruments for data collection

in this quantitative approach and the large data mode collected helps gather

enough evidence to know the factors that affects the participation of students

through asynchronous learning method. The instrument used by researchers was

performed in a fiend by the respondents to ensure the validity and clarity of the

instructions. Sigmund (2018) describes primary data as data gathered for the

central purpose of the study. Gathering primary data helped to enhance

understanding and implementation of direct evaluation of the subject using a

survey questionnaire and an interview guide. The instrument that will be used is

an online adaptive survey-questionnaire. It is a combination of check boxes that

allows the respondent to choose weather what kind of factors affects their

participation. Before distributing the questionnaire, the materials were first pilot

by a professional librarian to have a critic and examine the materials and have a

recommendation for much clear study.

Data Gathering Procedure

 The researchers wil focus the interview and group discussions to the

selected respondents. There were 15 selected respondents in total. Online

surveys will be used and after assesments simple follow up questions or

interview with the respondent will be conducted through chat whether text chat,

voice chat or video chat.

Statistical Treatment Data

Descriptive Statistics will be used to determine the factors affecting the

participation of Grade 12 GAS students at Bicol College during the asynchronous

online classes. Trochik (2020) stresses that descriptive statistics are used to

describe the basic features of data in a study. They provide simple summaries

about the sample and the measures.

 CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents the data gathered from the eighty-seven (87)

students Grade 12 GAS students of Bicol College Senior High School who

served as the respondents of this research and has gone through the online

Google survey questionnaire that was conducted. The researchers aim to

identify the factors affecting the Grade 12 GAS Students participation in the

Asynchronous Online Learning at Bicol College. This chapter also show the

Tabular Presentation of Data that contains all the collected data and the

interpretation of the complete Tabular Presentation to which the raw data

acquired will be evaluated with their corresponding meaning. The

accumulated quantitative data will be shown data will be shown through the

use of tables and then interpreted with further explanation to detailed the

descriptions. This study provides the analysis and interpretation of data that

has been organized according to the structure of the research

questionnaire.

DEMOGRAPHIC PROFILE OF THE RESPONDENTS

This includes the demographic information of the respondents to the

questionnaire. The data in this section was based on the first part of survey

which is composed of the respondents’ profile, gender and respondents

strand and section. This section provides the researchers the needed

information regarding the personal profile of the identity of the respondents.

A. Respondents’ Profile

Gender Frequency Percentage

Female 53 60.9%

Male 34 39.1%

Total 87 100%

TABLE 1. Distribution of Respondents by Gender

 Table 1. present the distribution of respondents in terms of gender.

The results show that fifty-three (53) of the respondents are female and

thirty-four (34) are male, out of the total of eighty-seven (87) respondents. In

terms of percentage, 60.9% are female and 39.1% are male in total of

100% respondents.

Section Frequency Percentage

Copper 30 34.5%

Gold 30 34.5%

Platinum 27 31%

87 100%
Total

TABLE 2. Distribution of Respondents by Strand and Section

The respondents were asked to identify their strand and section as

they answer the questionnaire. The Table 2 shows the distribution of the

respondents in terms of strand and section of the respondents in Grade 12

GAS Students Senior High School of Bicol College. The table show the

thirty (30) respondents are from GAS Copper, another thirty (30) from GAS

Gold and twenty-seven (27) are from GAS Platinum, total of eighty-seven

(87) respondents. In terms of percentage, the table show thirty-four point

five percent (34.5%) respondents are from GAS Copper, another thirty-four
point five percent (34.5%) from GAS Gold and thirty-one percent (31%)

from GAS Platinum, total of one hundred percent (100%).

Frequency of Use of Social Media Platforms by Grade 12 GAS

Students of Bicol College

INDICATORS Respondents Percent Cases

Frequency Percentage

1. Messenger 80 26% 92%

2. Facebook 66 22% 75.9%

3. Google 74 24% 85%

Classroom

4. Google Meet 77 25% 88.5%

5. Discord 2 0.6% 2.3%

6. Others 1 0.3% 1.1%

Total 300 100% 344.9%

Table 3. Frequency of use of Social Media Platforms by Grade 12 GAS

Students of Bicol College.

The Table shows that eighty (80) of the Grade 12 GAS Students of Bicol

College were using messenger, sixty-six (66) of the GAS students are using
Facebook, seventy-four (74) used Google Classroom, seventy-seven (77) are

also using Google meet and one (1) of the response that used another type of

technology when participating in Asynchronous Online Learning, total of three

hundred (300). In terms of percentage, twenty-six percent (26%) of the Grade 12

GAS Students of Bicol College were using messenger, twenty-two percent (22%)

are using Facebook, twenty four percent (24%) are using Google Classroom,

twenty-five percent (25%) of the respondents are using Google Meet, zero point

six percent (0.6%) of the response were using Discord in participating and zero

point three percent (0.3%) are using other type of social media platforms in

Participating in Asynchronous Online Learning in Bicol College. The total percent

case of messenger is ninety-two percent (92%), seventy-five point nine percents

(75.9%) are using Facebook, eighty five percent (85%) are using Google

Classroom, eighty eight point five percent (88.5 %) were using Google Meet, two

point three percent (2.3%) are using Discord and one point one percent (1.1%)

are using other type of Social Media Platforms in Participating in Asynchronous

Online Learning in Bicol College, overall total of three hundred forty four point

nine percent (344.9%).

B. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this part of the survey, respondents were asked to indicate the level of

their experiences based on the given situations when Participating in

Asynchronous Online Learning of Grade 12 GAS Students of Bicol College. The

inquired and given questions or statements are only being answered with the

provided choices of 5-1, 5 being the highest and 1 being the lowest. These
numbers then coincide with different meaning or specifics which is also related to

as the legend. This legend will help the researchers to connote meanings easily

on the data to be gathered and to easily form conclusions. The legends are as

follows;

(5)-STRONGLY AGREE (4)-AGREE (3)- SOMEWHAT AGREE

(3)- DISAGREE (1)- STRONGLY DISAGREE

This figure shows the number which the respondents were asked to put or

to fill out regarding the situations being given. Each number correlated to

different meanings and ranks 5-1 from five (5) being the highest and one (1)

being the lowest. The higher the number meaning the often the respondents

experience or encounter the stated scenarios and the lower it gets meaning the

lower the level of occurrence it has happened. The following Table are the results

being displayed is showing the responses of each respondents on the inquired

questions of the survey questionnaire.

A. Technology
 INDICATORS FREQUENCY Weighted Adjectival
Mean Rating

SA A SA D SD
(5) (4) (3) (2) (1)

1. I have laptop 14 23 16 20 14 3.03 Agree

and other gadgets
to support my
online learning.

2. We have fast 6 7 22 32 20 2.40 Disagree

and reliable
internet connection
at home.

3. Internet 20 30 13 13 11 3.40 Strongly Agree

connection at
home is unstable.

4. I have no 5 4 16 33 29 2.11 Disagree

gadgets to use for
attending online
class.

5. I have 7 17 30 19 14 2.82 Agree

difficulties in
navigating digital
media platforms
used for our online
learning.

2.75 Agree

General Weighted Mean

Table 4. Factors Affecting Participation in Asynchronous Online Learning in

terms of Technology.
 Out of 87 students, twenty three (23) of them picked level (4) Agree, the

respondents said they have laptop and other gadgets to support online learning,

twenty (20) of them picked level (2) Disagree, sixteen (16) of them choose level

(3) Somewhat Agree, fourteen (14) choose (5) Strongly Agree and the other

fourteen (14) picked (1) Strongly Disagree, the weighted mean of the question

one(1) is three point three (3.03) the Adjectival Rating is Agree. The question two

(2) “ We have fast and reliable internet connection at home" (32) of the

respondents picked level (3) Disagree in terms of having fast internet connection

at home, while twenty two (22) Somewhat Agree, twenty (20) of the respondents

Strongly Disagree, seven(7) Agree and six (6) respondents Strongly Agree, the

Weighted Mean of question two (2) two point forty (2.40) which is the Adjectival

Rating is Disagree. Question number three (3) “Internet connection at home is

unstable” thirty (30) of the respondents Agree that the internet connection at

home is unstable, twenty (20) Strongly Agree, thirteen (13) Somewhat Agree,

other thirteen (13) of the respondents Disagree and eleven (11) Strongly

Disagree, the Weighted Mean of the GAS students regarding the unstable

internet connection at home is three point forty (3.40) the Adjectival Rating is

Strongly Agree. According to the Grade 12 GAS students of Bicol College the

thirty-three (33) Disagree on having a gadget to attend the online learning,

twenty-nine (29) Strongly Disagree, sixteen (16) Somewhat Agree, five (5) of the

respondents Strongly Agree of having a lack of gadgets on attending online

classes, four (4) of the respondents Agree in terms of having gadgets on

attending online class, the Weighted Mean is two point eleven (2.11) and the
Adjectival Rating is Disagree. The last question in terms of technology in

attending the Asynchronous online classes the majority of thirty (30) Grade 12

GAS students of Bicol College Somewhat Agree on having difficulties in

navigating digital media platforms used for the online learning, nineteen (19)

Disagree, seventeen (17) of the respondent Agree, fourteen (14) Strongly

Disagree and the other seven (7) respondents Strongly Agree on having

difficulties in navigating social media platforms in attending online classes, the

Weighted Mean is two point eighty two (2.82) and the Adjectival Rating is Agree.

The General Weighted Mean of the Grade 12 Gas Students in terms of

technology is two point seventy-five (2.75) which is the Adjectival Rating is

Agree.

INDICATORS FREQUENCY Weighted Adjectival

Mean Rating

SA A SA D SD
(5) (4) (3) (2) (1)

1. Teacher’s 5 14 45 17 6 2.94 Agree

discussion of the
subject matter
online is fun and
engaging.

2. I always 8 18 37 18 6 23.06 Agree

participate in
online discussions
because the
teacher listens and
takes times to
answer all my
questions.

3. My teacher’s 9 21 41 12 4 3.22 Agree

real time
feedbacks are
interesting to hear
so I always make
sure to attend
online classes.

4. I always attend 13 31 26 12 5 3.40 Strongly Agree

classes online
classes because
our teachers
require us to
attend diligently in
online classes as
part of course
policy.

5. I participate 14 22 36 12 3 3.37 Strongly Agree

actively because
teachers give
additional points
for those who
participate in the
online discussion.

6. Teachers 17 28 31 6 5 3.53 Strongly Agree

motivates us to
participate in an
online discussion
to learn more.

General Weighted Mean 3.25 Strongly Agree

Table 5. Factors Affecting Participation in Asynchronous Online Learning in

terms of Teacher Related Factors

B. Personal Factors

INDICATORS FREQUENCY Weighted Adjectival

Mean Rating

SA A SA D SD
(5) (4) (3) (2) (1)

1. Attending 4 20 42 14 7 3 Agree
online classes
is convenient
for me.

2. I am 15 31 26 11 4 3.48 Strongly
motivated to Agree
have complete
attendance in
all my subjects
and get
additional
points from my
teachers.

3. It is important 22 31 23 8 3 3.70 Strongly

for me to follow Agree
course policies
especially when
it comes to
attendance.

4. I don’t want 18 30 26 9 4 3.56 Strongly

to miss any Agree
lesson or
activity so I
always make
sure to attend
and participate
in online
discussion.
 5. I have quite 16 29 20 11 11 3.32 Strongly
problems at Agree
home (or at
work) so
sometimes I am
unable to
participate in
online classes.

6. I don’t mind 4 10 23 22 28 2.31 Disagree

attending online
classes
regularly.

3.23 Agree
General Weighted Mean

TABLE 6. Factors Affecting Participation in Asynchronous Online Learning

in terms of Personal Factors.

In terms of personal factors, the convenience of attending online

classes, forty-two (42) of the respondents Somewhat Agree, twenty (20) of

the respondents Agree, fourteen (14) of the respondents Disagree, seven

(7) of the respondents Strongly Disagree and the remaining four (4)

respondents Strongly Agree. The Weighted Means of the convenience of

attending online classes is three (3), the Adjectival Rating of the

convenience of attending online classes is Agree. In terms of personal

factors, the motivation of the Grade 12 GAS students to have complete

attendance in all subjects and get additional points from teachers, thirty-

one (31) of the respondents Agree, twenty-six (26) of the respondents

Somewhat Agree, fifteen (15) of the respondents Strongly Agree, eleven

(11) of the respondents Disagree and the remaining four (4) respondents

Strongly Disagree. The Weighted Means of the motivation of the Grade 12

GAS students to have complete attendance in all subjects and get

additional points from teachers is three point forty-eight (3.48), the

Adjectival Rating of the motivation of the Grade 12 GAS students to have

complete attendance in all subjects and get additional points from teachers

is Strongly Agree. In terms of personal factors, the importance of course

policies especially in attendance of the Grade 12 GAS students, thirty-one

(31) of the respondents Agree, twenty-three (23) of the respondents

Somewhat Agree, twenty-two (22) of the respondents Strongly Agree, eight

(8) of the respondents Disagree and the remaining three (3) respondents

Strongly Disagree. The Weighted Means of the importance of course

policies especially in attendance of the Grade 12 GAS students is three

point seventy, the Adjectival Rating of the importance of course policies

especially in attendance of the Grade 12 GAS students is Strongly Agree. In

terms of personal factors, the attendance and participation of the Grade 12

GAS students in online discussion, thirty (30) of the respondents Agree,

twenty-six (26) of the respondents Somewhat Agree, eighteen (18) of the

respondents Strongly Agree, nine (9) of the respondents Disagree and the

remaining four (4) respondents Strongly Disagree. The Weighted Means of

the attendance and participation of the Grade 12 GAS students in online

discussion is three point fifty-six (3.56), the Adjectival Rating of the of the

attendance and participation of the Grade 12 GAS students in online

discussion is Strongly Agree. In terms of personal factors, the problems at

home or at work so sometimes the Grade 12 GAS students are unable to

attend online classes, twenty-nine (29) of the respondents Agree, twenty

(20) of the respondents Somewhat Agree, sixteen (16) of the respondents

Strongly Agree, eleven (11) of the respondents Disagree and the remaining

eleven (11) respondents Strongly Disagree. The Weighted Means of the

problems at home or at work so sometimes the Grade 12 GAS students are

unable to attend online classes is three point thirty-two (3.32), the Adjectival

Rating of the problems at home or at work so sometimes the Grade 12 GAS

students are unable to attend online classes is Strongly Agree. In terms of

personal factors of the Grade 12 GAS students in attending online class

regularly, twenty-eight (28) of the respondents Strongly Agree, twenty-three

(23) of the respondents Somewhat Agree, twenty-two (22) of the

respondents Disagree, ten (10) of the respondents agree and the remaining

four respondents Strongly Agree. The Weighted Means of the Grade 12

GAS students in attending online class regularly is two point thirty-one

(2.31), the Adjectival Rating of the Grade 12 GAS students in attending

online class regularly is Disagree. The General Weighted Mean is three

point twenty-three (3.23) and the total Adjectival Rating is Agree.

Indicators Responses Percent cases

 Frequency Percentage

1. Take breaks 64 19.5% 73.6%

and get enough
sleep.

2. Focus and get 69 21% 79.3%

organized before
classes.

3. Manage your 72 22% 82.8%

time wisely.

4. Provide better 71 21.6% 81.6%

data or internet
connection before
the classes

5. Have the 51 15.5% 58.6%

initiative to check
for updates.

6. Others. 1 0.3% 1.1%

Total 328 100% 377%

Recommendation three manage your time wisely with a seventy-two

(72) frequency has the highest recommendation with a percentage of

twenty-two percent (22%). Next recommendation is to provide a better data

or internet connection before the classes got a second highest

recommendation with a frequency of seventy-one (71) with a percentage of

twenty-one point six percent (21.6%). Indicator (2) to focus and get

organized before classes got the third highest recommendation with a

frequency of sixty-nine (69) with a percentage of twenty-one percent (21%).

Indicator (1) take breaks and get enough sleep have a frequency of sixty-

four with a percentage of nineteen point five percent (19.5%) got the fourth

to the highest recommendation. Have the initiative to check, got a frequency

of fifty-one (51) and a percentage of fifteen point five percent (15.5%).

Others with frequency of one (1) with a percentage of zero point three

percent (0.3%) recommended to stop wasting time to social media when

there is nothing important to look and take time to study and review.

CHAPTER 5

SUMMARY OF FINDINGS, CONCUSIONS AND RECOMMENDATIOS

This chapter is the presentation of the summary of the research

study highlighting the significant findings which led to the conclusion and

recommendations for further enhancements.

Summary of the findings

This study was conducted in order recognize the factors affecting

GRADE 12 GAS students in Bicol College in participation in asynchronous

online learning. The researchers focused on finding out the factors that

affects in the participation of students during asynchronous online learning.

The researchers used an adopted online sampling in gathering the

needed data. A questionnaire based on the objective of researchers was

made through the use of Google Forms to be answered easier by the Grade

12 GAS students. The researchers then also receive help from the officers

and teachers from each sections of the students that was said to be the one

to answer the survey questionnaire.