FINAL IMRAD Students Feedback in The Implementation of AFLEX

Carlos Hilado Memorial State College
Alijis Campus | Binalbagan Camps | Fortune Towne Campus | Talisay Campus

To be a leading GREN institutin of higher learning in the global community by 2030
(Good governance, Research-oriented, Extension-driven, Education for Sustainable Development & Nation-building)
College of Criminal Justice college.criminaljustice@chmsc.edu.ph (63-34) 388 – 8621
CRIMINOLOGY STUDENTS' FEEDBACK ON ADAPTIVE FLEXIBLE LEARNING
EXPERIENCE (AFLEX) IMPLEMENTATION
Kirsty Mae I. Magno

Binalbagan Campus
Abstract
AFLEx is a generic term used to describe a wide range of applications of electronic

technologies and modules or hardcopy instructional materials in study environments, with a
special emphasis on learning through the web and self-paced. The COVID-19 pandemic has
become a global health issue and has had a major impact on education. A quantitative research
approach was chosen for this study because it emphasizes objectivity and uses systematic procedures
to measure human behavior by using formal structured instruments when collecting data from
respondents. A percentile is also used in collecting the percentage of the respondents. Study participants
were students of BS Criminology program of Carlos Hilado Memorial State College- Binalbagan
Campus with an overall population of 502. Voluntary response sample was used in getting the
percentage of the respondents who answer the survey. Descriptive Statistics was utilized in the
presentation of data in order for the reader to fully understand the purpose of the study. The
questionnaire was developed to assess the student’s feedback of the Adaptive Flexible Learning
Experience (AFLEx) method. The Aman’s Satisfaction Survey was utilized to get the response options
of the questionnaire items represent 5 Likert-type scales. The survey questions were Altogether there
were 19 statements in Three parts but with different sub-parts: Part 1: Sex and Year Level; Part 2: On
Institutional Implementation of AFLEx Approach: (A) On the Instructional Material used (module,
lesson handouts, etc.); (B) On Teacher's Support; (C) C. On Carousel Classes; and Part 3: On Students'
Personal Challenges. The researcher sent the questionare. A total of 297 criminology students
participated in the study. Majority of BS Criminology students who responded to the survey
were male and from the 1st year level. Results shows that students are satisfied to the
implantation of AFLEx in CHMSC. Majority of BS Criminology students responded that they
have a poor connection in their area of residence.
INTRODUCTION
The World Health Organization has declared the pandemic of the novel SARS-CoV2 infection
early last year and it has now become a major public health challenge worldwide. The infection
control and physical distancing measures are crucial to prevent the virus from further spreading and to
help control the pandemic situation. The policy of compulsory physical distancing has been
implemented in many countries including in the Philippines but with stricter implementation because
Filipinos are obliged to wear face mask and face shield when they go out of their homes. It also
resulted in the nationwide school and university closures. In accordance with this policy, higher
education institutions like CHMSC are compelled to make appropriate and timely modification in
order to continue to deliver education and to sustain the continuation of student academic progress.
The teaching and learning activities were immediately shifted to a full Adaptive Flexible Learning
Experience or AFLEx.
(63-34)712-0420
chmsc.edu.ph
@chmscofficialpage
The world is adjusting to a new reality that was unimaginable one year ago. COVID-19 has
altered every aspect of our lives, introducing abrupt changes to the way governments, businesses, and
communities operate. The pandemic has impacted education systems around the world, forcing more
than 1.5 billion students out of schools and universities. The crisis offers an important reflection point
for education leaders to question the status quo and explore new approaches for delivering quality
education to millions of children. How can the global education community use this moment as an
opportunity to “build back better” to meet the demands of the future?
AFLEx is a generic term used to describe a wide range of applications of electronic

technologies (TV, radio, CD-ROM, DVD, cell phone, Internet, etc.) and modules or hardcopy
instructional materials in study environments, with a special emphasis on learning through the web
and self paced. (Drucker, 1997, 1998; Duderstadt et al., 2002; Matkin, 2002).
The COVID-19 pandemic has become a global health issue and has had a major impact on
education. Consequently, half way through the second semester of the academic year 2019/2020,
learning methods were delivered through Adaptive Flexible Learning Experience or AFLEx.
As the COVID-19 pandemic protocol forced the compulsory work and study from home
policy, since March 16, 2020, courses with Collaborative Learning, Peer Teaching, Problem Solving
and many other methods were transferred to full distance learning or the AFLEx. Group or class
discussions, clarification lectures and assessments were carried out using various online platforms
(Microsoft Teams, Google meets, Zoom, Google Classroom, Google Forms and many other). Practical
class and skills lab courses in which the expected learning outcomes involved various psychomotor
skills were either substituted with video simulation either from YouTube, and or live by the Instructor
and presented the stages of work online or postponed until the school is ready to be opened for the
face-to-face classroom learning.
This study aimed to evaluate the Criminology student’s perspective or feedback on Adaptive
Flexible Learning Experience or AFLEx in its implementation during COVID-19 Pandemic.
STATEMENT OF THE PROBLEM
1. What is the Profile of the BS Criminology Students when grouped according to:
a. Sex
b. Year Level
2. What is the level of Criminology Students' Feedback on Adaptive Flexible Learning

Experience (AFLex) Implementation of the respondents when grouped according to the
aforementioned profile variables?
METHODOLOGY
A quantitative research approach was chosen for this study because it emphasizes objectivity
and uses systematic procedures to measure human behavior by using formal structured instruments
when collecting data from respondents (Brink 2006). In this study an attempt was made to obtain
information from criminology students on their feedback on the implementation of the Adaptive
Flexible Learning Experience or the AFLEx of Carlos Hilado Memorial State College- Binalbagan
Campus.
A percentile is a term used in statistics to express how a score compares to other scores in the same
set. While there is technically no standard definition of percentile, it's typically communicated as the
percentage of values that fall below a particular value in a set of data scores.
(63-34)712-0420
chmsc.edu.ph
@chmscofficialpage
Research Participants
This study was performed from December 2020 to January 2021. Study participants were the
first, second, third-year and fourth year of BS Criminology program of Carlos Hilado Memorial State
College- Binalbagan Campus with an overall population of 502.
The online questionnaire was given at the end of first semester. They were strongly
encouraged to fill out the questionnaire through google form but their participation remained
voluntary. The name and other personal information of the study participants were protected. Students
were informed about the study and voluntarily participated in the conduct of it.
Research Instrument
Voluntary response sample was used in getting the percentage of the respondents who answer
the survey. Descriptive Statistics was utilized in the presentation of data in order for the reader to fully
understand the purpose of the study. Descriptive statistics are used to describe the basic features of
the data in a study. They provide simple summaries about the sample and the measures. Together
with simple graphics analysis, they form the basis of virtually every quantitative analysis of data.
The questionnaire was developed to assess the student’s feedback of the Adaptive Flexible
Learning Experience (AFLEx) method. The Aman’s Satisfaction Survey was utilized to get the
response options of the questionnaire items represent 5 Likert-type scales (1 = Very Dissatisfied to 5 =
Very Satisfied). The survey questions were
Altogether there were 19 statements in Three parts but with different sub-parts: Part 1: Sex and
Year Level; Part 2: On Institutional Implementation of AFLEx Approach: (A) On the Instructional
Material used (module, lesson handouts, etc.); (B) On Teacher's Support; (C) C. On Carousel Classes;
and Part 3: On Students' Personal Challenges. The researcher sent the questionare
Results and Discussion
Analysis of Data
A total of 297 criminology students participated in the study. The response rate was 79.1%. Most
of the participants were male which is 319 (80.4%) in the total responses while female were only
comprise of 78 (19.6%) and it reflects in the Table 1.
(63-34)712-0420
chmsc.edu.ph
@chmscofficialpage
Table 2 shows the profile of the respondents when grouped according to Year Level.
Table 3 shows the percentage of students on the Implementation of AFLEx.

(63-34)712-0420
chmsc.edu.ph
@chmscofficialpage
A. On the Instructional Material used (module, lesson handouts, etc.) Number of Percentage Interpretation
Students
1. Quality of Instruction Material 141 47.8% Satisfied
2. Clarity of Instructions Provided 145 48.8% Satisfied
3. Promptness of Instructional Material Distribution 140 47.3% Satisfied
4. Level of Difficulty of Learning Activities 130 43.9% Satisfied
5. Time allotment for submission of outputs 117 39.7% Satisfied
6. Ease in understanding lesson content 139 47.1% Satisfied
7. Provision of sufficient input to aid understanding of lesson concepts 138 46.6% Satisfied
B. On the Teacher’s Support
1. Availability of teacher to address individual concerns 115 39% Satisfied
2. Knowledge and skill of the teacher on the use of varied learning platforms 136 45.9% Satisfied
to connect with students
3. Relevance of topics discussed in virtual meetings 143 48.5% Satisfied
4. Frequency of virtual meetings to support understanding of key concepts 142 48.3% Satisfied
5. Flexibility on submission of outputs 124 42% Satisfied
6. Teacher's expertise on the subject and display of positive attributes that 123 42.1% Satisfied
promotes class solidarity, intrinsic motivation, and encourages excellence
C. On Carousel Classes
1. Number of classes assigned per cycle 137 46.8% Satisfied
2. Volume of school works assigned 128 43.3% Satisfied
3. Schedule of virtual meetings 131 44.4% Satisfied
D. On Student’s Personal Challenges
Poor Connection in the Area of Residence 210 71.9%
Managing Time in Accomplishing School Work and Household Chores 176 60.3%
Lack of Financial Capacity to Sustain Data Connection 161 55.1%
Understanding Lesson Contents on Your Own 126 43.2%
Managing Time between School and Part Time Job 84 28.8%
(63-34)712-0420
chmsc.edu.ph
@chmscofficialpage
Availability of Computer/ Laptop/Tablet/Cellphone that is Compatible for 82 28.1%
Required Application for the Conduct of Online Class
Lack of Motivation to Dedicate Time and Effort in the Accomplishments of 76 26%

Learning Tasks due to Various Distractions at Home
Lack of Personal Knowledge or Skills on the Use of Online Platform such as 64 21.9%
Google Classroom, Google Meet, Submission via email or the required
Platform
Lack of Support from family in Terms of giving Time and Attention in the 39 13.4%
Accomplishment of School Works
Inhibition to Seek for Assistance from the Teachers and Classmates 37 12.7%
Base on the different categories that shown in Table 3, Majority of the respondents responded
that they are satisfied on the implementation of AFLEx in CHMSC-Binalbagan Campus. The
respondents also responded on their personal’s challenge is that they are challenged in the Poor
Connection in the Area of Residence.
Conclusions
Based on the findings of the study, the following conclusions were formulated:
1. Majority of BS Criminology students who responded to the survey were male.
2. Majority of the respondents are from the 1st year level.
3. Results shows that students are satisfied to the implantation of AFLEx in CHMSC.
4. Majority of BS Criminology students responded that they have a poor connection int heir area
of residence.
Recommendations
Based on the findings of the study, the following recommendations were formulated:
1. The School shall create or propose to have a hotline wherein students could be able to raise
their concerns about their online class.
2. The School shall conduct an online orientation for students and parents on the importance of
AFLEx and on the management of online classes and household chores and etc.
3. The School headed by the ICT office shall initiate a Webinar or Online Training on the uses of
different online platforms that the teachers will be using like Google Classroom, Google Meet,
etc.
References
BMC Medical Education 0ct. 29, 2020
http://www.ijede.ca/index.php/jde/article/view/729/1206
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02312-0
https://conjointly.com/kb/descriptive-statistics/
https://milwaukee.ca1.qualtrics.com/reports/RC/public/bWlsd2F1a2VlLTVlYzY3Y2U3MGExYmVi
MDAwZThlYjg0MS1VUl9iS0Y4ZTlzTm9yN0NnUWQ=
(63-34)712-0420
chmsc.edu.ph
@chmscofficialpage
https://www.brookings.edu/blog/education-plus-development/2020/04/23/adapting-approaches-to-
deliver-quality-education-in-response-to-covid-19/
https://www.hawaii.edu/its/surveyshare/surveyshare_examples/studentsatisfaction.htm
https://www.indeed.com/career-advice/career-development/how-to-calculate-percentile#:~:text=A
%20percentile%20is%20a%20term,a%20set%20of%20data%20scores.
(63-34)712-0420
chmsc.edu.ph
@chmscofficialpage

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Carlos Hilado Memorial State College

Alijis Campus | Binalbagan Camps | Fortune Towne Campus | Talisay Campus

Kirsty Mae I. Magno

AFLEx is a generic term used to describe a wide range of applications of electronic

AFLEx is a generic term used to describe a wide range of applications of electronic

STATEMENT OF THE PROBLEM

2. What is the level of Criminology Students' Feedback on Adaptive Flexible Learning

Results and Discussion

Table 3 shows the percentage of students on the Implementation of AFLEx.

1. Quality of Instruction Material 141 47.8% Satisfied

2. Clarity of Instructions Provided 145 48.8% Satisfied

3. Promptness of Instructional Material Distribution 140 47.3% Satisfied

4. Level of Difficulty of Learning Activities 130 43.9% Satisfied

5. Time allotment for submission of outputs 117 39.7% Satisfied

6. Ease in understanding lesson content 139 47.1% Satisfied

B. On the Teacher’s Support

1. Availability of teacher to address individual concerns 115 39% Satisfied

3. Relevance of topics discussed in virtual meetings 143 48.5% Satisfied

5. Flexibility on submission of outputs 124 42% Satisfied

1. Number of classes assigned per cycle 137 46.8% Satisfied

2. Volume of school works assigned 128 43.3% Satisfied

3. Schedule of virtual meetings 131 44.4% Satisfied

D. On Student’s Personal Challenges

Poor Connection in the Area of Residence 210 71.9%

Lack of Financial Capacity to Sustain Data Connection 161 55.1%

Understanding Lesson Contents on Your Own 126 43.2%

Managing Time between School and Part Time Job 84 28.8%

Lack of Motivation to Dedicate Time and Effort in the Accomplishments of 76 26%

BMC Medical Education 0ct. 29, 2020

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