Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the results from the descriptive findings to the inferential

analysis of the data gathered from 96 first year and second year Nursing students at the

Andres Bonifacio College. The data analysis and interpretation are presented in a manner

that follows the sequence of the problems in the first chapter.

Descriptive Findings

Table 1. Over-all Perceived Effectiveness of Online Learning among Nursing Students

__
X SD
Variables Description

Individual Concern 3.30 .57 Neither Effective Nor

Ineffective
Institutional Concern 3.29 .66 Neither Effective Nor
Ineffective
Community Concern 2.76 .61 Neither Effective Nor
Ineffective
Academic Compliance 3.12 .69 Neither Effective Nor
Ineffective
TOTAL 3.12 .63 Neither Effective Nor
Ineffective

For individual concern, respondents adjudged the effectiveness of online learning

as “neither effective nor ineffective.” In other words, respondents are likely to be equivocal

as to questions pertaining to their readiness, hurdles, preconceptions and attributes in

relation to online learning. They were more likely to vacillate between a positive and a

negative assessment of online learning in this dimension. The same is true for institutional

concern. Respondents were likely to say that, in this dimension, the effectiveness of online
learning is not clear-cut: it is neither effective nor ineffective. Respondents’ judgments

were thus in a tug-of-war as to questions that focus on the school administrators and

teachers regarding their preparedness, expertise, and capability to go online.

As to community concern, respondents still declared that, in this dimension, online

learning is neither effective nor ineffective. Community concern captures the “struggles

faced by the respondents such as restrictions to go outside because of quarantine measures

and the distractions in their homes while studying online.” As such, it is probable that

respondents may vacillate between favorable and unfavorable views as to their struggles

when it came to online learning. When it came to academic compliance, the respondents

continued to opine that online learning in this respect is neither effective nor ineffective.

In other words, as this dimension refers to “the questions about assessment on how fast or

slow or either the respondents finish or comply their assignments and activities in a given

time, including their retention of topics discussed,” then respondents may be undecided as

to whether they could finish requirements in a timely manner and retain concepts discussed

via the online platform. Taken together, respondents opined that online learning is neither

effective nor ineffective.

These findings correspond to a study conducted by Pei and Wu (2019), which

aimed to evaluate the effectiveness of online learning. The study postulated that the

availability of needed gadgets and internet connection was not guaranteed for every student

and there was also a lack of interactive knowledge-building among instructors and students

in the online platform. Meaning, although there are students who are able to strive hard in

online classes because they have access to adequate online class paraphernalia, there are

also students who cannot cope with it and even though online learning can be used, it does
not imply that online learning is an effective teaching method for every student in every

learning context, especially in the nursing field.

Since for some with the resources and know-how, online learning works but for

others who do not, it is the opposite; then, collectively, students came to adjudge online

learning in an ambivalent way.

Table 2. Perceived Effectiveness of Online Learning among Students by Biological Sex

Biological Sex

Males Females
Variables
__ __
X SD Description X SD Description

Individual Concern 3.30 .53 Neither 3.30 .57 Neither Effective

Effective Nor Nor Ineffective
Ineffective

Institutional 3.07 .73 Neither 3.34 .64 Neither Effective

Concern Effective Nor Nor Ineffective
Ineffective

Community 2.88 .82 Neither 2.73 .55 Neither Effective

Concern Effective Nor Nor Ineffective
Ineffective

Academic 3.17 .75 Neither 3.10 .68 Neither Effective

Compliance Effective Nor Nor Ineffective
Ineffective

TOTAL 3.10 .71 Neither 3.12 .61 Neither

Effective Nor Effective Nor
Ineffective Ineffective

Across dimensions studied, both males and females agreed that such aspects of

online learning are neither effective nor ineffective. This assessment also constitutes their
over-all view. The literature also speaks of the absence of a significant difference between

males and females in terms of performance in online learning (Kintu, et. al, year?). While

the cited study talked about performance, it could be extrapolated to this study on

perception. It is probable that, in the absence of positive feedback tilting towards males or

females as reflected in performance, the perceptions of respondents came to be of equal

standing. Both sexes were undecided as to the efficacy of online learning.

Table 3. Perceived Effectiveness of Online Learning among Students by Year Level

Year Level

First Year Second Year

Variables
__ __
X SD Description X SD Description

Individual Concern 3.40 .53 Neither 2.95 .52 Neither Effective

Effective nor nor Ineffective
Ineffective

Institutional 3.38 .68 Neither 2.92 .41 Neither Effective

Concern Effective nor nor Ineffective
Ineffective

Community 2.86 .60 Neither 2.37 .45 Somewhat

Concern Effective nor Ineffective
Ineffective

Academic 3.22 .66 Neither 2.73 .67 Neither Effective

Compliance Effective nor nor Ineffective
Ineffective

TOTAL 3.21 .62 Neither 2.74 .51 Neither

Effective nor Effective Nor
Ineffective Ineffective

Individual concern was viewed both by first year and second year students as

neither effective nor ineffective. The same is true for institutional concern and academic
compliance. However, they differed in their views of community concern, whereby first

year students held that this dimension as neither effective nor ineffective. Second year

students, on the other hand, reported that the said dimension was somewhat ineffective.

Over-all, first year and second year students perceived online learning, including its

dimensions, as neither effective nor ineffective.

Consistent with Bali and Liu (2018), respondents reported their perception that

traditional or face-to-face learning fostered better social presence, interaction, and thus

satisfaction. Since second year students have had experiences with physical, face-to-face

instruction needed in the Nursing field, their practical knowledge and skills have been

honed through this mechanism. Since the community dimension measured in this research

speaks of social restrictions, these second year students may have perceived more keenly

than first year students how current pandemic-related restrictions hindered what they

previously experienced and learned when instruction was still in the face-to-face medium.

However, the vacillation cannot be denied in the judgments of these students. Faced

with a new medium, the online learning mechanism, they also get to see its advantages

particularly that there is no choice in these times of the pandemic. So, caught up between

the necessity of doing online learning and the loss of practical knowledge only possible

through the traditional learning method, students ended up reporting that they were

uncertain as to the effectiveness of online learning. Bali and Liu (2018) explain this

tendency to endorse online learning, amidst its many downsides, as a reflection of students’

appreciation that online learning is cost efficient and convenient in terms of ease of time in

attending classes. So, while at the back of their mind they acknowledge the negative aspects

of online learning, they still consciously continue to defend the arrangement in the absence
of alternatives, figuring that there are still advantages to it in the process. Nonetheless, the

second year Nursing students, being more familiar with the Nursing experience and

curriculum, are less hesitant to say that there is really a burden imposed by social

restrictions in the learning processes connected with the Nursing field. The more novice

first year students are less likely to report such a problem.

Table 4. Differences in Perceived Effectiveness of Online Learning by Biological Sex

Biological Sex

Males Females

Variables _ _ p- REMARKS
X SD x SD t level

Individual Concern 3.30 .53 3.30 .57 -.01 .99 Insignificant

Institutional 3.07 .73 3.34 .64 -1.63 .10 Insignificant

Concern

Community 2.88 .82 2.73 .54 .94 .35 Insignificant

Concern

Academic 3.17 .75 3.11 .68 .35 .73 Insignificant

Compliance

Over-all Perception 3.10 .66 3.12 .53 .13 .90 Insignificant

For individual concern, there was no significant difference in the perceived

effectiveness of online learning by biological sex, t(94)=-.01, p=.99. In other words, males

and females were likely to view the effectiveness of online learning in a statistically similar

fashion in this dimension. Moreover, as to institutional concern, no significant difference

also surfaced, t(94)=-1.63, p=.10. Males and females were likely to perceive the institutional

concern dimension of online learning effectiveness in a statistically similar way.

As to community concern, there was also no significant difference, t(94)=.94, p=.35.

Male and female respondents adjudged the effectiveness of online learning in a similar

way. The same is true for academic compliance. There was also no significant difference,

t(94)=.35, p=.73. In other words, there is a statistical similarity in the perceptions of males

and females as to this dimension.

Over-all, no significant difference in males and females could be found, t(94)=.13,

p=.90. As such, systematically speaking, males and females were likely to view the

effectiveness of online learning in a similar way across dimensions.

In a similar vein, Kay (2008) researched the perceived effectiveness of online

learning. The study looked into biological sex-based differences in perceptions, along with

computer aptitude, ability, and/ or use. Consistent with the results of the present study, it

was found in the said systematic review that up to 50% of the studies showed that a positive

perception was held more significantly by males; that up to 15% of studies reviewed

showed a trend of favorable attitudes in the corner of females; and that up to 60% of the

studies in consideration suggested the absence of any significant difference. Just like this

research, majority of the studies reviewed showed that biological sex did not play a role in

the perception of the effectiveness of online learning. Learning through the online platform

is a novel innovation brought about by technology. It is a new way of transferring

knowledge. As such, it is probable that, unlike math or language where there are biological-

based differences are apparent, the same may not be true for learning via the online

mechanism.
Table 5. Differences in Perceived Effectiveness of Online Learning by Year Level

Year Level

First Year Second Year

Variables _ _ p- REMARKS
X SD x SD t level

Individual Concern 3.39 .53 2.95 .52 3.26 .002 Significant

Institutional 3.38 .68 2.92 .40 3.81 .001 Significant

Concern

Community 2.86 .60 2.37 .44 3.42 .001 Significant

Concern

Academic 3.22 .66 2.73 .67 2.92 .004 Significant

Compliance

Over-all Perception 3.21 .54 2.74 .42 3.58 .001 Significant

In terms of individual concern, a significant difference between first year and

second year students emerged, t(94)=3.26, p=.002, suggesting that first year students

(x=3.39, SD=.53) were significantly more likely than second year students (x=2.95,

SD=.52) to perceive online learning as effective in this dimension. In other words, first

year students were more likely to believe that they are ready to hurdle the demands of

online learning than second year students. Meanwhile, for institutional concern, a

significant difference was also found, t(50.35)=3.81, p=.001. This finding suggests that, in

the same vein, first year students (x=3.38, SD=.68) were significantly more likely than

second year students (x=2.92, SD=.40) to view online learning positively in the area of

institutional concern. In other words, they were significantly more likely to believe in the

preparedness of institutions for online learning.

 On the other hand, for community concern, another significant difference between

first year and second year students was found, t(94)=3.42, p=.001. The results mean that, in

this dimension, first year students (x= 2.86, SD=.60) were significantly more likely to have

a positive judgment about online learning than second year students (x=2.37, SD=.44). For

academic compliance, a significant difference was also established, t(94)=2.92, p=.004,

showing the same pattern where first year students (x=3.22, SD=.66) had a more rosy view

about being able to comply with academic demands in the online world than that of second

year students (x=2.73, SD=.67). Overall, there was a significant difference between first

year and second year students, t(94)=3.58, p=.001. Like the rest of the results, first year

students (x=3.21, SD=.54), significantly more than second year students (x=2.74, SD=.42),

assessed online learning positively.

As noted by Bali and Liu (2018), traditional learning, referring to face-to-face

method, is still better in terms of social presence, social interaction, and satisfaction. So,

for the second-year nursing students who have already experienced the satisfaction of

traditional learning now perceives the transition to online learning, which came with

numerous challenges that were absent before, as unfavorable compared to the first year

nursing students who never experienced face-to-face method in the nursing course. In other

words, first year students may tend to be impressionable. Second year students, on the other

hand, who have previous experience with classroom instruction know what they miss.