FACTORS AFFECTING ACADEMIC PERFORMANCE OF COLLEGE STUDENTS IN

ONLINE LEARNING AT STI COLLEGE GENERAL SANTOS CITY

S.Y 2020-2021

____________________________

A THESIS

Presented to

The faculty of STI College -General Santos City

________________________________

In partial Fulfillment of the Requirements for Research 1

_______________________________________

By:

Bascompte Rufa Mae F.

Mahometano Grace E.

June, 2021
 ABSTRACT

Research Entitled” Factors Affecting Academic Performance of college

students in Online learning At STI college General Santos City” this study seek an

answer to the following questions, What is the student’s perception towards

environmental learning as factors affecting academic performance in terms of: Lighting,

noise, temperature, and What is the student’s perception towards teaching method as

factors affecting academic performance in terms of: Teaching Responsibilities and

Teaching Responsiveness to students need, What is the level of students’ academic

performance in online learning? What is the level of students’ academic performance in

online learning? The Researcher aims to determine the factors affecting academic

performance of college students during online learning. This research conducted only in

STI College General Santos City wherein the subjects for this study is 305 respondents

from 11 departments in tertiary at STI College General Santos City.

According to this Literature, determined the factors affecting the academic

performance of college students in BSU , the factors affecting a student’s academic

performance arise from several reason, in line with this, this literature was determine the

factors that affect the academic performance of the students, which may consequently

help in the improvement of the students and teacher alike, this may benefit the

students by allowing them ,to understand better, the factor that can affect their

academic performance ( Sunshine, Lawrence Caranto, Juan Jose David 2015).

 In this study the gathering of data was attained and aimed through Online survey,

the researchers formulate the adaptive and modified questions to collect information

from 305 respondents from different department of tertiary, in which factors affecting

their academic performance in online learning. the researchers also used by the

researchers are 2 types categories of questionnaire, and this questionnaire is adapted

and modified questionnaire, the first category of the survey questionnaire, used scale

from 1 to 4, to identify the leading factors affecting the student’s interest in online

learning in terms of environmental factors and teaching methodology which include

teachers’ responsibilities, and teachers Responsiveness to student needs. The research

sample of this study are from the BSBAOM, ASCT, BSTM, BSHRM, BBMA, BSHM,

BTLEd, BSIT, BSCS, TEM.

This study seeks an answer to the following questions, what is the student’s

perception towards environmental learning as factors affecting academic performance

in terms of: Lighting, noise, temperature, after all the process that was conducted, the

researchers came up with a conclusion to answer the stated problems, Environmental

factors sometimes affect the academic performance of students in Online Learning in

terms of the Lightning, Noise, and Temperature. Over all mean (M=2.42), Lightning

greatly affects the academic performance while the least is the noise. And the study

aims to answer these questions, what is the student’s perception towards teaching

method as factors affecting academic performance in terms of: Teaching

Responsibilities and Teaching Responsiveness to students need. Teaching Methods is

also one of the factors that sometimes affect the academic performance of students in

Online Learning in terms of Teachers Responsibilities (considered least) and Teachers

Responsiveness in student needs that greatly affects. Whereas, over all mean (M=2.20)

the level of students’ academic performance in online learning is considered below

average. There is a significant relationship between the factors and the academic

performance of the students in online learning. The Teachers Responsibilities yield the

highest value of correlation coefficient while the noise has the lowest value of

correlation coefficient. Lastly, the overall total correlation coefficient indicates

Moderately Positive Correlation.

 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty for his showers of blessings

throughout our research work to complete the research successfully.

We would to express our deep and sincere gratitude to our research adviser,

Mrs. Hanifa Macadaya Undac, for giving us opportunity to do the research and

providing invaluable guidance throughout this research , her dynasim, vision, sincerity

and motivation have deeply inspired us, she has taught us the methodology to carry out

the research and to present the research works as clearly as possible, it was a great

privilege and honor to work and study under her guidance , we are extremely grateful

for what she offered us, we would also to thank her for her friendship, empathy and her

patience for us.

We are also grateful to our dearest respondents from different courses , for their

participation, for their kindness to cooperate with our research paper, if its not because

of them, this is not possible to accomplish this research paper, we would like to express

our sincere gratitude to them, and also, we extend our heartfelt thanks and express our

deep and sincere gratitude to Engr. Ann Gilyn Premarion the STI college Dean,

we’re very grateful to allowed us to conduct this study at STI college General Santos

city, We very Appreciated her kindness, she’s not even hesitated to help us to

accomplish and reach out the 305 students as our respondents, this research would not

be possible, if not because of her.

 We are extremely grateful also to our parents/ guardian for their love, for their

financial assistance and for their moral support, for their prayer, caring and sacrifices

for educating and preparing us for the future, We are very thankful to them to their

understanding , and continuing support to accomplish this research work, We also

wants to express our deepest thanks to our sister, and brother in law for providing our

needs when it comes to financial problem, and last but not the least, our special thanks

goes to our Statistician , Mrs. Rachel Lou Paranga, she spend a lot of time for us, to

accomplish this research paper well done, she doesn’t hesitate to help us to interpreting

the data, she help us beyond our expectation, we would like to extend our gratitude to

her, because she help us with, sincerity and love, we really feel her empathy for this

research paper, she has big part of this thesis to complete this research paper

successfully.
 Chapter I

Introduction

Background of the Study

The Covid-19 has resulted in schools shut all across the world and as a result,

education has changed dramatically, with the distinctive rise of e-learning, whereby

teaching is undertaken remotely on digital platforms, the digital transformation of

education system in all levels has allowed incorporating a new teaching-learning

ecosystem called e-learning. This research study acquires the factors that affect the

academic performance of students while learning online. In this method, the influence of

the online learning that has not been scrutinize before; therefore, the results show a

narrative presentation for the administrators of the school who reorganized the

guidelines of the system to evaluate and make use of it for verifying the favorable

utilization of online learning system (Alamri, & Tyler-Wood, 2017).

Explore the several dimension to online learning, identifying the dimension to

online learning entails important basic issues which are great of relevance to educators

today, the primary question of this study is what are the factor that contribute the

possible success/ failure of online learning today, with the wide use of technology in

today’s learning environment, we should not be any more concerned with finding out

which is better, face to face or technology- enhanced instruction, from examining

previous literature we identified six variables that are considered to be important by

researchers to the learning outcome and learning experience with online learning tools,

these variables are an affects a learners perception of the course a perceived learning
outcome , an attitude, an intrinsic motivation and an extrinsic motivation (Daley et al,

2001).

The use of technology to facilitate better learning and training is gaining

momentum worldwide, reducing the temporal and spatial problems associated with

traditional learning despite its several benefits, retaining students in online platforms is

challenging, through a literature review of the factors affecting adoption online learning ,

the continuation of technology use and learning outcomes, this study discusses an

integration of online learning with virtual communities to foster students engagement for

obtaining better learning outcomes, along shift in the technology, the students

perspective on online education is profoundly important, what shapes students

perception of quality integrate are their own sense of learning achievement, satisfaction

with the support they receive, technical proficiency of the process, intellectual and

emotional stimulation , comfort with the process and sense of learning community, the

factors that students perceive as quality online learning however has not been as clear

as it might be for at least two reason, one of the important to note that the overall online

learning experience for students is also composed of non- teaching factors, such as (1)

Convenience (2) learner characteristics and readiness (3) antecedent conditions that

may foster teaching quality but are not directly responsible for it ( Fidalgo Thormann,

2020).

Online learning enables the teacher and the students to set their own learning

pace and there’s the added flexibility of setting a schedule that fits everyone agenda

and it has been studied for decades and effective online learning is the result of careful

instructional design and planning (Hodges, 2020) Wherever possible, the situation
showed the strengths and weakness of education system facing the challenge of

digitalization. there are however challenges to internet access or technology struggle to

participate in digital learning, that lead to affecting the academic performance of

students in online learning through this, the researchers decided to conduct this study.

This will determine the factors affecting the academic performance of College students

in online learning. It also aims to help STI College to improve its approach in dealing

with students (Adnan, & Anwar, 2020).

Statement of the Problem

Since STI Electronic Learning Management System (elm’s) is one of the new

ways of learning online before the pandemic happens, online learning is not new to

students of STI General Santos City. technology is important source of information, due

to its availability, reasonable cost and convenient in terms of using it. affecting the

Academic performance of the students and its interest level is one of the major

challenges of the students on learning online justifies their staying at home for too long,

accessible distractions and conflict to own attention span.

From the gathered information, there is no available accurate analysis of factors

influencing how the interest of students the make an impact from online learning amidst

the COVID-19 pandemic; despite that, elms were introduced in STI almost 5 years ago.

Therefore, this research aims to evaluate the main factors that affect academic

performance of the college students during COVID-19 pandemic. In that respect, the

following questions.

SOP

General Objectives.

Determine the factors affecting academic performance of the college students in

STI college General santos City

1. What is the student’s perception towards environmental learning as factors

affecting academic performance in terms of?

 1.1 Lighting;

1.2 Noise; and

1.3 Temperature?

2. What is the student’s perception towards teaching method as factors affecting

academic performance in terms of?

2.1 Teaching Responsibilities; and

2.2 Teaching Responsiveness to student needs?

3. What is the level of students’ academic performance in online learning?

4. Is there significant relationship between the factors and the academic

performance of the students in online learning ?

Significance of the Study

This research study will have significance to future methods, study and

guidelines. the number of respondents in a specific course is a big help in determining

the factors of interest level of the students, knowing the percentage of students from

different courses and its different characteristics when it comes to interest level in

academic asynchronous and synchronous class.

The students, this study would benefit them to improve and enhance their

attention span in asynchronous and synchronous class, knowing the surrounding they

are moving, help in adjusting, this research will able to keep them well informed of the

new environment of learnings they are within.

 The teachers, this study would benefit teachers, for they are the most important

person in the school, for without them, those students wouldn’t be educated and some

couldn’t reach the success, they have already achieved now, keeping them informed of

interest of students in the synchronous class they are teaching will help them in coping

up especially for those who are not used to new normal education.

The researchers, this study would benefit them to acquire more learnings that

would provide them an information that could help them to explore their knowledge

about this study.

The administration, this study would benefit the school and administration for

this study will eventually help keep the school informed of the academic performance of

the students in new normal environment of learnings. This will make them

knowledgeable of the institution they are holding. Aside from that they could establish

program for the students.

Scope and Delimitation of the study

As with other research studies, there were several primary scope and

delimitations to this study. First, its study will be associated with the students of STI

General Santos. Online survey questionnaires will be distributed to the students through

a Uniform Resource Locator (URL) that redirects to the certain the questions. The study

will be limited to the enrolled college students of the STI General Santos City and from

different departments. The students should be taking online classes. Online classes are

being implemented by virtual meetings such as webinars and task performances in

elms. Understanding the scope of knowledge by instructors of distance education

courses can assist higher education administrators in several areas including curriculum

assessment and development.

CHAPTER II

Chapter two Includes, Review of related literature, Related studies, definition of

terms, Conceptual framework, and theoretical Framework.

Related Literature

Online learning in educational Institution is increasingly adopting and implemented.

The rapid expanding use of online education in K to 12, two-year colleges, and four-

year university courses has been documented by the national Center for Education

Statistics (NCES,2003), Educators, Researchers, and instructional designs are faced

with the task of understanding the pedagogical implications of online learning. Learner

participation in online learning is often related to the percentage of grade weight

assigned to discussion the written nature of online discussions criteria for evaluating

and discussing online discussion the written nature of online discussions (Liang &

creasy 2004) course design and instructor interventions (bullen, 1998; asides &

McIsaac, 1999) and learner background knowledge (ross 1996 can influence

participation, several researchers have examined whether learner participation patterns

differ (Jiang & Ting, 2000).

Several authors around the world have carried out research on the influence of

COVID-19 on academic performance of university students. For instance, Gonzalez et

al. analyzed the effects of the COVID-19 confinement on the autonomous learning
performance of students in higher education, specifically in the Universidad Autónoma

de Madrid. To perform the analysis, these authors used a field experiment that included

458 students divided into two groups: the control group, and the experiment group.

Students in the experiment group were those who took online classes as a

consequence of the confinement. As a result, Gonzalez found that this confinement had

a significant positive effect on the academic performance of students, which helped to

improve students’ learning strategies to a more continuous habit, improving their

efficiency (PLoS ONE 2020).

Similarly, Adnan and Anwar studied the attitudes of college students in Pakistan

towards online classes during the COVID-19 pandemic. to carry out their study, these

authors surveyed undergraduate and postgraduate students. Students’ perspectives

revealed that, in underdeveloped countries like Pakistan, online classes cannot produce

desired academic performance, since most students are unable to access the Internet.

Moreover, these authors discovered that, during the COVID-19 pandemic, students face

other problems, such as response time, absence of traditional classroom socialization,

and lack of face-to-face interaction with the instructor. In other research, Demuyakor

analyzed the satisfaction level of Ghanaian international students in higher educational

institutions in China during the COVID-19 pandemic. To collect data, this author

employed an online survey focused on level of satisfaction of online learning and how

Ghanaian international students were coping with this new situation. Results indicated

that most of the students showed a positive attitude towards the implementation of

online classes, even though they had to pay high costs to access the Internet with very

slow connectivity ( Pedagog. Social. Psychol. 2020)

 This review focuses on three interconnected socio-emotional aspects of online

learning: interaction, sense of community and identity formation. In the intangible social

space of the virtual classroom, students come together to learn through dialogic, often

asynchronous, exchanges. this creates distinctive learning environments where learning

goals, interpersonal relationships and emotions are no less important because of their

‘virtualness’, and for which traditional face-to-face pedagogies are not neatly

transferrable, the literature reveals consistent connections between interaction and

sense of community, yet identity, which plausibly and naturally emerges from any social

interaction, is much less explored in online learning. While it is widely acknowledged

that interaction increases the potential for knowledge-building, the literature indicates

that this will be enhanced when opportunities encouraging students’ emergent identities

are embedded into the curriculum. to encourage informed teaching strategies this

review seeks to raise awareness and stimulate further exploration into a currently

under-researched facet of online learning.

This Literature determined the factors affecting the academic performance of

college students in BSU , the factors affecting a student’s academic performance arise

from several reason, in line with this, this literature was determine the factors that affect

the academic performance of the students, which may consequently help in the

improvement of the students and teacher alike, this may benefit the students by

allowing them ,to understand better the factor that can affect their academic

performance , they may be able to improve their academic performance with the

findings that are established by the researchers, in the subset of factors, feeling sleepy

in class was related to be the number one factor, and another factor is, study only
where there is a quiz, was determined to have highest impact among study habits, and

the highest impact among the factors were the teacher related factors, conversely,

personal conditions and home related factors are pose little effect on students’

academic performance ( Sunshine Alos, Lawrence Caranto, Juan Jose David 2015).

Motivating college students learning is an essential goal for teachers and

educators in higher education institutions, Motivation is an important key for effective

and successful learning, However, this task is not straight forward nor easy as there are

many factors affecting students learning which is only a part of their academic and

social lives this information determined the main factor that motivate college students to

learn from student’s perspective, this literature describing many issues related to

motivating students towards learning, this information showed the three factors, and the

most and first important factor, were related to teacher’s personality, the second factor

is teaching method, and the last one is classroom management (Ibtesam Halawah

Education 2011).

Evidence suggests that children acquire language in culturally specific ways,

which is supported by the socio-cultural theory of literacy acquisition, each student will

acquire language at home in a different manner. It is important that teachers consider

this factor, since some children will acquire language through the reading of numerous

books and others will learn through oral language alone, Students’ manner of acquiring

literacy will impact their interests as well as their abilities (Meier, 2003).

Another theory that can provide further support for this study is the social

constructionism theory, which states that a child’s identity in literacy-based events is

impacted by his or her environment the identity of the reader is directly related to the
experiences the child has with literacy. Therefore, the feelings of the child and the

teacher about the child will impact the literacy experience. This is where the

effectiveness of the instructor becomes a factor in student performance. When a

teacher engages and motivates students, they are more likely to want to participate in

activities and demonstrate their abilities. Instructor effectiveness and the role of the

teacher are crucial in determining student success. Evaluation and assessment of this

component of learning will help me to go forward in my teaching career. Student

success has so many factors, but this is one that we, as educators, have control over

(Triplett, 2004).

The importance of student interest was a key takeaway from that study, and this

is an important factor for teachers to remember, although not just with middle school

students. In Hargrove’s (2005) study of younger students, the same trend could be

seen. The study was motivated by one teacher’s frustration when faced with high

potential but underachieving students.

When students are not invested in their learning, they are not as likely to be

engaged Lack of student engagement impacts not only their learning, but the learning of

others in the classroom. As a teacher with over 10 years of “the impact of students

interest and instructor effectiveness” few things are more frustrating than planning a

lesson that simply fails to engage students. While it is inevitable that such lessons

happen on occasion - and those lessons can even provide valuable opportunities for

reflection – teachers could make better use of their time by knowing the interests of their

students beforehand, in addition to being aware of the needs and interests of their

students, teachers should not overlook the importance of their relationship with their
students-which does not necessarily mean it has to be defined by students “liking” their

teachers. It simply means that for optimal learning to occur, there should be mutual

respect, based on personal experience, it is easier to reach struggling students when a

trusting relationship has been established (Skinner, Furrer, Marchand, & Kindermann,

2008).

Academic performance can be affected by other variables different to the lighting,

noise, and temperature levels. Such variables can include the desk/table and chair

design where students take classes on, or the technological devices they are using

(tablet, cell phone, computer) to study, and the time they interact with these furniture

and equipment. If the design of these furniture and equipment is not ergonomic,

students may suffer from pain in different body parts such as back, neck, arms, and

wrists, also these variables may increase the students’ mental workload, which can

cause stress, anxiety, headache, among other effects (Acoust 2008).

A study in non-electrified areas of North Bengal to study solar product

effectiveness on children’s academic performance. Results indicated that solar-based

lights initially tended to increase school attendance, which decreased later. Although,

the students’ study hours and attendance initially improved, the academic performance

did not improve. Similarly, Choi and Suk investigated lighting color temperature impact

on elementary students’ academic performance, to do this, they experimented in a real-

life environment with prolonged exposure in which they conducted three empirical

studies to measure physiological responses as a potential mediator performance as well

as to observe cognitive and behavioral responses during academic learning and

playtime tasks (Build. Environ. 2020)

 All these effects may impact on students’ academic performance influencing their

motivation to continue studying and learning. All these variables are detailed in the

QEOC questionnaire. However, the COVID-19 worldwide pandemic has not affected

only university students, but also higher education teaching institution staff, whose job

performance may consequently affect their sustainability. Therefore, for further

research, different analyses can be carried out on the variables mentioned in this study

and include other variables that could affect online learning, in addition to combining

both the perceptions of university students and teachers (Sustainability 2020).

students who engage in effortful are more likely to engage teachers positively

and accomplish academic tasks. As a teacher, it is important to note that when there

are so many other factors that influence a child’s performance in school, it is essential to

build a positive relationship between student and teacher. There are factors that are

outside of the school’s control, but a teacher can control certain aspects of what a child

is exposed to within the walls of the classroom. Those choices can have a lasting effect

on the student’s school performance (Swanson, Valiente, & Lemery-Chalfant).

Similarly, Hamre and Pianta (2001) followed a group of students from

kindergarten to 8th grade. Students and teachers were given screening measures and

questionnaires. Several trends were observed: in elementary years, teachers reported

fewer conflicts with girls than boys; girls received more “positive habits” remarks than

boys overall. Generally, early teacher-student relationships were reliable predictors of

student academic and behavior patterns through 8th grade. The results of the study

support Swanson, Valiente, & Lemery-Chalfant’s (2012) claim that the teacher-student

relationship is important in predicting student outcomes. Low negativity ratings in

kindergarten led to fewer behavioral issues in later years. However, students who had

early behavioral problems but were able to develop relationships with teachers were

less likely to have continuing behavior problems, teachers can conclude that their

relationship with a student is an important component in that child’s success in school,

even if it is not necessarily academic. When students have a positive relationship with a

teacher, they may be more invested in school, leading to increased motivation and effort

(Hamre & Pianta).

There will be times when this is a daunting task for teachers. There are many

contributing factors to the events that occur over the course of a day. This concept was

examined in a study done by Jackson and Lunenburg (2010), who surveyed a group of

middle school teachers. The teachers rated themselves and their schools with regard to

academic excellence, developmental responsiveness, social equity and organizational

structures. According to the results of the measures, there was variability in teacher

behaviors, principles, and methods, learning environments, services available,

instructional strategies used, resources available (Jackson and Lunenburg 2010).

Another factor in the teacher-child relationship is the parent, since it has been

established that the relationship between the teacher and student is essential for

success, the role of the” parents in this equation should also be considered. Included

parent feedback in making their determinations also conducted a study that showed

how relationships among teachers, parents, and students factor into student

achievement and feelings of school-relatedness (Hughes and Kwok (2007).

As a teacher, it is important to note that when there are so many other factors

that influence a child’s performance in school, it is essential to build a positive

relationship between student and teacher. There are factors that are outside of the

school’s control, but a teacher can control certain aspects of what a child is exposed to

within the walls of the classroom. Those choices can have a lasting effect on the

student’s school performance (Swanson, Valiente, & Lemery-Chalfant).

Student performance is a vital part of their school success, and teachers must

consider how best to help students achieve that success, determining what interests

their students and therefore how to motivate them is a key component in any classroom

if the end goal is student achievement and learning. Also, given that students interact

with their teachers daily, the student/teacher relationship should not be undervalued or

overlooked. Establishing rapport early on can lead to success and satisfaction for both

the student and the teacher; it creates an environment in which student learning is

relevant and meaningful (Brookhart, S. & Durkin, D. 2003).

Related Studies

Online Learning, a recent study performed by Sunal et al (2003) analyzed a body

of research on best practice in synchronous or synchronous online instruction in higher

education. The study indicated that online learning is viable and result in the

identification of potential best practices. Most studies behavior was found to be

anecdotal and are not evidence based. Researchers today are concerned with exploring

students’ behavior and attitudes towards online learning. The evaluation of behavior and

attitudes factor is well developed and scarce. Motivated by the need for more concrete

and accurate evaluations tools, identified six important factors that may be used to

better understand student behavior and attitude towards online learning. these factors

which shall refer to as the dimensions to online are affect, perception, of course,

perceived learning outcomes, attitude, intrinsic motivation and extrinsic motivation.

It is remarked that the COVID-19 pandemic has impacted on the academic

performance of university students who take online classes in Mexico. However, this

academic performance can be affected by other variables different to the lighting, noise,

and temperature levels. Such variables can include the desk/table and chair design
where students take classes on, or the technological devices they are using (tablet, cell

phone, computer) to study, and the time they interact with these furniture and

equipment. If the design of these furniture and equipment is not ergonomic, students

may suffer from pain in different body parts such as back, neck, arms, and wrists. Also,

these variables may increase the students’ mental workload, which can cause stress,

anxiety, headache, among other effects. All these effects may impact on students’

academic performance influencing their motivation to continue studying and learning. All

these variables are detailed in the QEOC questionnaire. However, the COVID-19

worldwide pandemic has not affected only university students, but also higher education

teaching institution staff, whose job performance may consequently affect their

sustainability. Therefore, for further research, different analyses can be carried out on

the variables mentioned in this study and include other variables that could affect online

learning, in addition to combining both the perceptions of university students and

teachers (Sustainability 2020).

Affects Interest level, refers to individual feelings, of joy, elation, pleasure,

depression, depression, discontentment or hatred with respect to particular behavior.

(triandis, 1979). In previous studies, the student perceptions of using technology as part

of the course learning process was found to be mixed (Piacciano, 2002, Kim, 1999).

Some students, were uncomfortable with the students – centered nature of the course

and were put off by the increased demands of the computer- based-based instruction,

which reduced student’s engagement in the course and led to a decline in student

success Perceived learning outcome is defined as the observed results in connection

with the use of learning tools (Lowell, 2001).

 Perceived learning outcome was measured with three items: 1 performance

improvement, 2. Grade’s benefit: 3. Meeting learning needs. Most of the online learning

literature concentrates on students and instructor attitudes towards online learning

(Sunal et al., 2003) Marzano and Pickering, 1997 indicated that student’s attitude would

impact the learning they achieve, researchers also studied motivational perspectives to

understand behavior intention to use (Venkatesh 1999, Vallerand, 1997). Wlodkowshi

(1999) defined intrinsic motivation as an evocation, an energy called forth by

circumstances that connect with what is culturally significant a specific reward. In

student’s perspective, extrinsic motivation on learning may include getting a higher

grade in the exams, getting awards, getting prizes and so on (Venkatesh 1999,

vallerand, 1997).

Interest In online course delivery has increased in recent years, and a body of

research has emerged regarding this trend, many of the studies compare students’

performance online versus in a traditional class, the purpose of this study is threefold, to

see the careful control between online and traditional sections can alleviate the

generally lower satisfaction of online students, and preliminary propose a set of factors

that could lead to increase performance and satisfaction for online students, and this

research confirm previous work which indicates that students’ performance online is no

different than performance in a traditional classroom ( Adam Driscoll 2012)

Factors affecting college student’s performance, the focus of this study is that

student’s performance in intermediate examination is associated with student’s profile

consisted of his attitude towards attendance in classes, time allocation for studies,

parents’ level of income, mother age and mother’s education (Syed Tahir Hijazi 2006).
 Today’s educational institutions are expected to create learning opportunities

independent of time and place , to offer easily accessible learning environment and

interpersonal communication opportunities, accordingly higher institutions develop

strategies to meet these expectations through teaching strategies , such as E- learning ,

mobile learning, blended learning and etc., by using technologies, these new technology

based teaching strategies are mainly shaped by decision -makers in education, this

study seeks to analyze the factors that affect learner mode of teaching and learning

delivery preferences, in this study online learning is considered as preferences of

learners mode of teaching and learning delivery.

Essentially, they advised teachers to encourage students, give them a chance to

work autonomously as well as with peers, and be approachable, prepared, and

sensitive to student needs. In addition, they should create fun and challenging

educational experiences, while also encouraging diversity and providing support

services (orientation, mentoring). Teachers should help students cultivate social and

cultural capital so they can develop a sense of belonging and form relationships with

others. Teachers can adapt, modify, individualize, and expand upon these action steps

in their own classroom to increase student engagement. Wand would agree that such

steps will lead to increased student motivation, performance, and success (Dai and

Wand 2006).

Pianta and Stuhlman (2004) agree that teachers influence the classroom

environment and its impact on students. Their study found that there is a correlation

between teachers’ rating of conflict and closeness with students’ academic skills. Based

on surveys and observations, they determined that students who had negative
relationships in preschool liked school less by first grade, based on the patterns that

were established from data analysis. Negative feelings led to less engagement in the

classroom. Nichols (2006) and Martin (2007) would agree-that teachers need to be

aware that their thoughts, feelings, and interaction with students are all factors in

students’ engagement, and, ultimately, student success. Additionally, closer monitoring

and observation of teacherstudent relationships could afford more opportunities for

student success (Pianta and Stuhlman 2004).

The individual factors discussed in this research are cognitive and motivation,

and according to the study, there is a correlation between the preferences of the

learning environment and the construct of self-efficacy online motivation and task value,

it can be said that the motivational variables are more effective in the learning

environment preferences, the students with high task value, e-learning motivation, and

self-efficacy, preferred studying in online learning environment, cognitive strategies,

self-directed learning, learner control, and test anxiety factors are independent of the

learners learning delivery preferences ( Sinan keskin EURODL 2019).

The literature presents several studies that deal with environmental conditions

(lighting, noise, temperature) impacting on students’ academic performance. In several

studies, data has been collected through a questionnaire. For example, applied a

questionnaire divided into three different sections. The first section addressed the

general students’ welfare at and out of school. The second section included eight

questions about indoor environment perceptions from the classroom (temperature, air

sensation, air quality, noise, lighting). The third section asked students to rate their
motivation considering: headache, concentration difficulty, fatigue, effort, and well-being

Similarly, Singh et al. applied a questionnaire that was divided into eight sections,

where three belonged to the indoor temperature, noise, and lighting perception by

students (Sustainability 2020).

The results obtained in this research make it clear that the academic

performance of university students can be affected by the environmental conditions,

which they are exposed at home during the COVID-19 pandemic, and this is supported

by previous studies. In the specific case of lighting, these results are like those obtained

by other authors. For example, Oselumese et al. highlight that the level of lighting

directly affects the academic performance of students. In fact, these authors mentioned

that students cannot study unless the level of lighting is adequate. This also applies to

students who take classes online (Acoust 2011).

Three hypotheses were statistically tested to analyze the relationship among

three environmental variables (lighting, noise, and temperature) and the academic

performance of university students who take online classes during the COVID-19

pandemic in Mexico. the present study analysis and results show that the three

environmental variables have an important role in the academic performance of

university students who take online classes in Mexico, implying these variables

influence students’ academic performance, concentration, and comfort. Consequently,

their grades and learning process can be affected. In turn, their motivation to continue

with their studies can be impacted as well Similarly, sustainability in its socioeconomic

dimension implies that human well-being conditions (such as study area design), must

be provided to efficiently use the human resources, such as university students.

Therefore, a study area design in which environmental variables are uncomfortable and

cannot be controlled tend to negatively affect the effective human resource

sustainability, in this particular case, academic performance of university students is the

aspect that is affected (Sustainability 2020).

A number of studies have been done that positively correlate student interest

with academic performance Several of the examples that support this idea are based

specifically on interest in literature, although some studies can be generalized across

content areas. In a two-year study of middle school students, found that self-selected

texts increased the readers’ positive feelings about reading and improved (Barbara

Moss and Judith Hendershot 2002).

The sociocultural theory defines the student as an active member of a

continuously changing community of learners in which knowledge constructs and is

constructed by larger cultural systems (Larson & Marsh, 2005). In terms of its

significance for teachers, their classroom becomes that community when the students

are in school. Children want to be able to relate and connect to what they are learning,

as well as to one another and to the larger world, which is especially important for

teachers to consider when choosing appropriate and relevant texts for their students.

They want to be able to make connections to what they read. They may need guidance

in doing this, particularly struggling readers. The sociocultural theory shifts the focus in

the classroom from being teacher-centered to being student-centered. When teachers

select texts with little to no student input or consideration, they are 6 students as

individuals and as a community, they are putting their students at a disadvantage, and

not mining their full potential. By gaining insight into the factors that motivate students,
teachers can use that knowledge to guide, foster, and encourage a community of

focused and successful learners (Larson & Marsh, 2005).

The following action research study will explore the role of student interest and

motivation on performance in school, Student school performance is an area widely

researched and documented. It spans age, grade level, ability, and geography.

Countless research has been done to determine factors that influence student success;

much has also been done to establish why students fail and what can be done to

remedy the situation, the researchers found that when students saw value and

relevance in what they were learning and how it could help achieve their goals, they

were more likely to have increased interest, put forth effort, and graduate–going on to

post-secondary opportunities (Hardr, Sullivan & Crowson). In addition, the more

competent they felt about their abilities, the more likely they were to commit to

continued study and education. Therefore, the interest these students felt in their

learning had a significant impact on their feelings of success, and, ultimately, their

performance. It is important that students view their learning experiences as authentic

and meaningful. Students are far more likely to put forth effort when they understand

why they are doing a task, In the case of the noise variable, the discussion is similar.

For example, in their study, found that noise was distracting for students when they

were performing cognitive tasks. This also applies to Mexican students who take online

classes, since they are exposed to a higher level of noise at home, and therefore, a

higher level of distraction when taking online classes from home. This comes to support

the result obtained in this investigation. On the other hand, the study carried out by

Batho et al. makes it clear that variations in noise level impact students’ reading and
writing, which in turn ends up impacting their academic performance. In fact, mentioned

that a healthy school climate favors the academic development of students. So, noise

pollution negatively impacts their learning. Finally, the results of this research coincide

with those obtained by both in the sense that in both studies the results indicated that

the noise level impacts the academic performance of students (Ergonomics 2016).

Research showed that when complex cognitive tasks, such as studying for a test,

reading, or writing were performed, about 38% of the students were distracted by the

noise and speech in the background in the open study environment. In another

research, Batho et al. examined the impact of ambient noises (speech and white noise)

on the academic performance and difficulty scores tasks of youth with attention deficit

hyperactivity disorder to observe and grade the reading performance, the oral count

technique (reading precision) was required to register the time that was spent when

reading tasks were done. Likewise, students’ writing performance was assessed

considering well-structured writing sequences (accuracy), and the total words that were

written in an essay were considered. It was shown that white noise seems to improve

students’ reading time performance and writing competence, but their writing accuracy

did not differ or improve at all (Appl. Behav. Anal 2014).

Regarding temperature, the results obtained in this research also coincide with

those obtained in previous studies in the fact that this variable influences the academic

performance of students. Proof of this is found in a recent study, where Baafi detected

that the temperature of the classrooms had an impact on academic performance. These

results also coincide with those obtained by López-Chao. this is since these authors

detected those low levels of temperature as well as hot environments, negatively

appreciate the academic performance of students, compared to thermally neutral

environments. Similarly, as in this research, Phan detected that there is a correlation

between thermal perception and academic performance. In turn, this coincides with

what was obtained by Wargocki and Wyon, and Haverinen-Shaughnessy et al, who

found that student performance improves if temperature drops from 25 to 20 ◦C (77 ◦F

to 68 ◦F). In fact, Earthman found that temperature levels between 20 to 24 ◦C (68 ◦F to

74 ◦F) are ideal for improving student comfort and academic performance so that

temperature levels outside this range have a negative impact on their performance

(Carol Acad, 2020).

Conceptual Framework

This study aimed to determine the factors affecting the academic performance of
college students of STI College Gensan.  Figure 1 shows the relationship between the
independent variable to the dependent variable. The independent variable pertains to
the two different factors; first is the environmental factors in terms of lighting, noise, and
temperature. The dependent variable is the level of students’ academic performance in
online learning. The intervening variable pertains to different courses taken by the
students of STI College Gensan.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Environmental Factors

a. Lighting Students’ academic

b. Noise
performance in online
c. Temperature
learning
Teaching Methods
a. Teaching
Responsibilities
 INTERVENING VARIABLE

Figure 1. Schematic Diagram of Conceptual Framework

Course taken by the students

 BSBAOM  BMMA
 Tourism  Computer
 IT Science
 BTLEd  TEM
 BSHM  ASCT
 BSHRM  BSA

Hypotheses of the Study

The following hypotheses were be tested at 0.05 significance level.

H 0: There is no significant relationship between the factors and the academic
performance of the students in online class.

Theoretical Framework

A theory that can provide further support for this study is the social constructionism

theory, which states that a student’s identity in literacy-based events is impacted by his

or her environment (Triplett, 2004). The identity of the reader is directly related to the

experiences the students have with literacy. Therefore, the feelings of the students and
the teacher about the students will impact the literacy experience. This is where the

effectiveness of the instructor becomes a factor in student performance. When a

teacher engages and motivates students, they are more likely to want to participate in

activities and demonstrate their abilities. Teacher effectiveness and the role of the

teacher are crucial in determining student success. Evaluation and assessment of this

component of learning will help me to go forward in my teaching career. Student

success has so many factors, but this is one that we, as educators, have control over.

Definition of Terms

For clarity purposes, the following terms were given their conceptual and operational

meaning:

Academic Performance – Conceptually, it relates to education, especially at college or

university level and performance is the act of performing of doing something

successfully using knowledge as distinguished from merely possessing it (UKESSAY

2015).

Academic Performance- Operationally, referring to students’ Academic performance of

students in online learning at STI college and what factors affects it.
Asynchronous Online learning – Conceptually, when learners participate in an online

learning course at different times, it is known as asynchronous learning. This might also

be called eLearning or web-based training (WBT). Asynchronous learning allows

learners to go through a course at their own pace and on their own schedule (the best

school.org 2021).

Asynchronous Online learning – Operationally, it is used by college students in today’s

pandemic studies and it’s a great instrument for their learning.

College students – conceptually, a person engaged in study; one who is devoted to

learning; a learner; a pupil; a scholar; especially, one who attends a school, or who

seeks knowledge from professional teachers or from books; as, the students of an

academy, a college, or a university; a medical student; a hard student. the student is

looking around the room, talking with other students, staring out the window, playing

with items, and/or resting his/her head on the desk (Ward et al. 2012).

College students- operationally, someone who is learning at school, or any teaching

environment. In this study College refers to the college students and as the researcher’s

respondents from different courses such as, BS tourism, BS Computer science, BS

information Technology, Bachelor of Technology Livelihood education, BS multimedia

Arts, BS accountancy, BS hospitality management, BS hotel and restaurant

management, ASCT, TEM and BS business Administrations.

Environmental factors- Conceptually, Cognitive abilities were examined across the

lifespan for a Chinese sample, taking into consideration gender, education, and

environmental factors (KW Schaie 2001). stands for political, social, legislative,
economic, cultural and natural environmental factors that significantly affect the

implementation of any cooperation (RF Subotnik 2019).

Environmental factors – operationally, it refers to the study of researcher’s where it used

as one of the independent variables that needs to identify if it has correlation between

dependent variables and it includes lighting, noise and temperature.

Lighting- Conceptually, lighting is the expressed desired character of space, the

inclusion of lighting design during the conceptual phases will enable the lighting to

enhance a perception of space, reinforce the activity within a space or highlight

prominent areas (Ahvaz 2008).

Lighting – operationally, it’s one of the independent variables that needs to identify if it

has a correlation between dependent variable of the study.

Noise- Conceptually, noise is well known to have an impact on human performance

Noise undermines reading, writing and comprehension skills as well as overall,

academic performance as noise make it hard to focus on the task being performed

(Zannin 2009)

Noise- operationally its one of the independent variables of research study that needs to

identify if it considered one of the factors affecting students’ academic performance.

Online learning- Conceptually, education takes place over the Internet. It is often

referred to as “e- learning” among other terms. However, online learning is just one type

of “distance learning” - the umbrella term for any learning that takes place across

distance and not in a traditional classroom. (Manoj k, 2019). A learning system based

on formalized teaching but with the help of electronic resources is known as E-learning.
While teaching can be based in or out of the classrooms, the use of computers and the

Internet forms the major component of E-learning. (Rogers and Donna, 2003).

Online learning – operationally, online learning refers to virtual learning which used by

the students in STI College, and this is one of the most important part of the research

that need to identify by the researchers’ what factors affect it when used by the

students.

Teaching methodology-conceptually, when a teacher designs lessons that focus on

concepts instead of individual facts, she is teaching conceptually. Concepts can be

understood as categories that can contain smaller facts or ideas but are simultaneously

part of larger categories. (Hugh Gourgeon 2013).

Teaching methodology – operationally, it’s part of independent variable and need to

determine if it’s has correlation between dependent variable, it includes, teachers’

responsibilities, teachers Responsiveness to student needs.

Teaching responsibility- Conceptually, the aim of this paper is to find out what kind of

learning responsibility has been formed on the learner when a teacher performs

(Gunduz 2016).

Teaching responsibility- operationally, researchers considered the teacher responsibility

as one of the independent variables and if it has correlation between dependent

variable.

Teaching responsiveness – Conceptually, responsiveness is specific to each

encounter that a teacher has with a student and suggest a moral responsibility to the
well-being of the students inherent in each act a responsibility that always oriented to

the personal development of the child (Sherman 2004).

Teaching responsiveness –operationally, it’s one of the independent variables of

research study that needs to identify if it has correlation between dependent variables.

Temperature – Conceptually, the conditions around learning such as students

emotional experience, are often invisible to instructors and sometimes even to students

themselves, this type of feedback can be understood as effective feedback (Hardiman

2002).

Temperature – operationally it’s part of research study and one of the independent

variables that needs to identify if it has correlation between dependent variable of

research study.

Chapter III

Research Methodology

Chapter three Includes (1) research design (2) Locale of the study (3) Research

Respondents (4) Research Instrument (5) Data Gathering Procedure (6) Statistical

Treatment.
Research Design

In this study, the researchers will use correlational research design, and the

gathering of data will attain and aim through methods of online survey, the researchers

formulate on that research design to determine the different factors affecting academic

performance of students in terms of Environmental learning, such as noise, temperature

and lighting, and teaching Methodology includes, teacher responsiveness and teacher

responsibility, in STI College General Santos City.

FACTORS AFFECTING ACADEMIC PERFORMANCE OF COLLEGE

STUDENTS IN ONLINE LEARNING AT STI COLLEGE GENERAL SANTOS
CITY

Research Locale

Environmental Factors General Santos City

 Lighting
 Noise
 Temperature

Teaching Methodology
 Respondents of the study

College Students of STI

GSC with 11 different
courses

Sampling Method
 Proportionate
Stratified & Random
Sampling
Students’ Academic
Performance Research Instrument

Modified Questionnaires

Statistical Treatment
 Mean
 Pearson- r correlation

Promoting Progressive Academic Performance in Online Learning

Figure 2: Research Design

The research figure composed of different component of the study that will

ensure effectively address the research problem, it includes the research locale, where
the study can be conducted, and respondents of the study which is college students of

STI college General Santos City, with composed of 11 different courses, such as,

BMMA, BSBA, BTLEd, Computer Science , IT, BSHM, BSHRM , BST, BSA,, TEM ,

ASCT, and to get the proper number of respondents researchers used sampling method

to get proper respondents for every department, researchers composed SOP to

identify which factors affects the environmental factor, and teaching methodology, the

researcher’s used 2 category of questionnaires the first category is using the scale from

1-4 to identify the leading factors affecting the students interest online learning, and the

2nd category is identify the factors affecting academic performance of students, the

questionnaires was used in this study is adapted and modified questionnaires, and

statistical treatment of this study, determine the Mean which was utilized to determine

how frequently the experience the situation using a 4 point-Likert scale and Pearson

Correlation is refers to measure and to determine the relationship between two

quantitative variables and the degree, which one the two variables with one another that

is the extent to which two variables are linearly related.

Locale of the study

STI college General Santos is an institution accredited by TESDA that offers

Technical and Vocational Education training programs TVET under the technical
Authority (TESDA) and the commission on higher education (CHED) and STI college is

the largest network of for-profit information technology-based colleges in the

Philippines. this private college systems offers a curriculum under senior high school

including, Accountancy Business management , Science technology Engineering and

Mathematics, humanities and social science, General Academic, IT in Mobile app and

web development Computer and communications Technology, Tourism operations ,

and culinary arts, and for the tertiary courses , STI college offers Bachelor of science in

computer science ( BSCS) , bachelor of science in Information technology ( BSIT) ,

Bachelor of science in Business Administration ( BSBA) , Bachelor of science in

Accountancy ( BSA) , bachelor of science in Hospitality Management ( BSHM) ,

bachelor of science in Hospitality Management , Bachelor of science in hotel and

restaurant management, (BSHRM) ( BMMA) , Bachelor of Technology Livelihood

Education ( BTLEd ), and 2- yr. Associate in computer Technology ( ACT).

The STI College, started when four visionaries conceptualized setting up a

training center to fill very specific manpower needs, it was in the early ‘80s

when Augusto C. Lagman, Herman T. Gamboa, Benjamin A. Santos, and Edgar H.

Sarte, four entrepreneurs came together to set up Systems Technology Institute (STI), a

training center that delivers basic programming education to professionals and students

who want to learn this new skill. Systems Technology Institute’s name came from

countless brainstorming sessions among the founders, perhaps from Sarte’s penchant

for three-letter acronyms from the companies he managed at the time.

The first two schools were inaugurated in August 21, 1983 in Buendia, Makati

and in España, Manila, and offered basic computer programming courses. With a
unique and superior product on their hands, it was not difficult to expand the franchise

through the founders’ business contacts. A year after the first two schools opened, the

franchise grew to include STI Binondo, Cubao, and Taft.

A unique value proposition spelled the difference for the STI brand then: “First

We’ll Teach You, Then We’ll Hire You.” Through its unique Guaranteed Hire Program

(GHP), all qualified graduates were offered jobs by one of the founders’ companies, or

through their contacts in the industry, the schools’ 1st batch of graduates, all 11 of them,

were hired by Systems Resources Incorporated. And through GHP, more qualified STI

graduates found themselves working in their field of interest straight out of school, No

one among the four founders imagined that the Systems Technology Institute would

become a college, or would grow to have over 100 schools across the country. But it

did, all because of its unique value proposition, the synergy between the founders and

their personnel, and the management’s faithfulness to quality, a long way since its birth,

STI’s thrust has permeated right into the core of the globally competitive market — it

has transcended beyond ICT and beyond education, addressing the need for job-ready

graduates.

The researchers choose STI college as a locale of the study because this place

was selected for knowing said study among college in different department, the chosen

respondents of the study also belong to STI college General Santos City, and the

advantage of conducting this study in STI College, it can be easy to the researchers to

reach out the students through online because of its own learning system.
Research Respondents

The Research respondents of this study are the College students of STI College

General Santos City. Students’ respondents are from different department of STI tertiary

which from, Bachelor of science in Information Technology, Bachelor of Science in

Computer Science, Bachelor of Technology Livelihood education, Bachelor of Science

in tourism, Bachelor of Science in Business Administration, Bachelor of Science In

multimedia Arts, Bachelor of Science in Accountancy, Bachelor of Science in Hospitality

managements, Bachelor of Science in Hotel and Restaurant management, Associate In

Computer Technology ( ASCT) , TEM.

n= Sample size = 1,179

N = population Size = 1, 279
e= Margin of Error
Confidence level 95% (100%- 95% = 5% 0r 0.05)
Margin of Error (e) = 0.05 N=1279
1279
n= =304.7=305
1+(1279 ( 0.05 )2)

Courses Population Sample size

Bachelor of science in Computer 76 76 ˣ 305 =19

Science 1279
(BSCS)

Bachelor of science in Information 298 ˣ 305= 71

technology (BSIT) 298 1279

Bachelor of science in Business 171 ˣ 305 = 40

Administration (BSBAOM) 171 1279

Bachelor of science in Accountancy 44 ˣ 305 =10

(BSA) 44 1279

Bachelor of science in Hospitality 287 ˣ 305 =68

Management (BSHM) 287 1279

Bachelor of science in Hotel and 12 ˣ305= 2

restaurant and Management (BSHRM) 12 1,279

Bachelor of science in Multimedia Arts 43 ˣ 305 =11

(BMMA) 43 1279
 Bachelor of Technology Livelihood 21 ˣ 305 = 5
Education 21 1279

Associate in computer Technology 7 7 ˣ 305 =2

(ASCT) 1,279

312 ˣ 305=74
Bachelor of Science in Tourism 312 1,279
8 ˣ 305= 3
TEM 8 1,279

Total 1279 305

Research Instrument

The research instrument used by the researchers are 2 types categories of

questionnaire, and this questionnaire is adapted and modified questionnaire, the first

category of the survey questionnaire, used scale from 1 to 4, to identify the leading

factors affecting the student’s interest in online learning in terms of environmental

factors and teaching methodology which include teachers’ responsibilities, and teachers

Responsiveness to student needs.

The second Category of questionnaire form, is pertaining to academic

performance, this survey determines the common factors that act on the interests of the

college students, from different courses during online learning, this is like a profile

survey to identify the reason or common factors affect their interest. It will be given to

the respondents who are purposively chosen from different courses who states their

opinion (Carrillo-Gutiérrez, T. & Hernández-Escobedo, G. 2020).

 The instrument was rated using a four-point response scale shown below.

Scale Description Verbal Interpretation

4 Always The student experience it with frequency level of

76%-100%

3 Often The student experience it with frequency level of

51%-75%

2 Sometimes The student experience it with frequency level of

26%-50%

1 Never The student experience it with frequency level of

1%-25%

Original questionnaires used a five-point scale, but the current study modified it
into a four-point Likert-type scale to avoid true neutral responses.

Data Gathering Procedure

The researchers conferred and discussed the significance of the study, and for

the good study outcome and proper conduct of the study, researchers decided consult

their study with the statistician, and researchers sending letter to asked permission

from the academic head to conduct the study, and to find out the correct number of

total populations and get the proper number of respondents of tertiary at STI College

General santos , the researcher’s asked permission from admin by sending email to get
the total number of students, and researchers’ will conduct this study with honesty to do

the data result, and carefulness by avoiding careless action and errors , and avoid

discriminations against colleagues or fellow students on the basis of sex , race,

ethnicity, researcher’s make sure to avoid misinterpret data, and also researchers

obliged the participants should not be harmed, should not be deceived , and participants

should be willing and informed.

Statistical treatment

The following were the different statistical treatments employed in the study:
Mean was utilized to determine how frequently the experience the situation using
a 4 point-Likert scale described as follows:

Mean Range Description

3.26-4.00 Always

2.51-3.25 Often

1.76-2.50 Sometimes

1.00-1.75 Never

Pearson correlation measure to determine the relationship between the

quantitative variables, and what is the level of students’ academic performance in online

learning, this will be used to identify the statistical measures of relationship. All tests

were done at the 0.05 level of significance.

 CHAPTER IV

Chapter four includes result and discussion

This chapter presents, analyzes, and interprets the data gathered in this

study. The various results on the factors affecting academic performance of the college

students are presented in the succeeding tables.

Environmental learning factors affecting academic performance as Perceived by

the College students
 This study determined the importance of environmental factors in affecting the
academic performance of the students.

Table 2A
Environmental factor in terms of Lightning
Statements Mean Description
1) The level of lighting in my study area 2.45 Sometimes
allows me to see clearly what is around, as
well as to concentrate when taking online
classes.
2) I can control the level of lighting in my 2.42 Sometimes
study area when taking online classes (for
example: opening/closing blinds, curtains;
having a table lamp; dimmers within
reach).
3) The level of lighting (from lamps, computer 2.40 Sometimes
screen) in my study area allows me to
have visual comfort when taking online
classes.
Mean 2.42 Sometimes
Legend: 3.26-4.00 Always 1.76–2.50 Sometimes
                2.51-3.25 Often 1.00-1.75 Never

As perceived by the College students, sometimes the level of lighting in their

study area allows them to see clearly what is around, as well as to concentrate when

taking online classes (M=2.45). They can also control sometimes the level of lighting in

their study area when taking online classes (for example: opening/closing blinds,

curtains; having a table lamp; dimmers within reach) (M=2.42). Most importantly, the

level of lighting (from lamps, computer screen) in their study area allows them

sometimes to have visual comfort when taking online classes (M=2.40). Over all mean

(M=2.42), shows that the lightning as an environmental factor can sometimes affect the

online learning.
 The students feel cared and motivated to learn when their teachers possess

good classroom management skills. This indicates that good classroom management

helps students to focus on learning due to reduced poor behavior and distractions. It

decreases bullying and promotes emotional and social development. 

This result is supported by Charles (2011), who stated that students have the

right to learn in a calm, organized classroom, and teachers have the right to teach in a

school free of interruption and misbehavior. Emphatic teachers display classroom

expectations positively, and consistently.

Table 2B

Environmental factor in terms of Noise

Statements Mean Description
1) I have privacy in my study area when 2.23 Sometimes
taking classes online.
2) The noise level (coming from devices, 2.04 Sometimes
people’s talks, external sources) in my
study area allows me to concentrate, take
the class, and clearly hear my teacher and
classmates.
3) I can control the noise level in my study 2.16 Sometimes
area (example: opening/closing
doors/windows).
Mean 2.14 Sometimes
Legend: 3.26-4.00 Always 1.76–2.50 Sometimes
                2.51-3.25 Often 1.00-1.75 Never

As perceived by the College students, sometimes they have privacy in their study

area when taking classes online (M=2.23). The noise level (coming from devices,

people’s talks, external sources) in their study area allows them sometimes to

concentrate, take the class, and clearly hear their teacher and classmates. (M=2.04).

Most importantly, they can sometimes control the noise level in their study area
(example: opening/closing doors/windows) (M=2.16). Over all mean (M=2.14), shows

that the noise as an environmental factor can sometimes affect the online learning.

In the case of the noise variable, the discussion is similar. For example, in their

study, found that noise was distracting for students when they were performing

cognitive tasks. This also applies to Mexican students who take online classes, since

they are exposed to a higher level of noise at home, and therefore, a higher level of

distraction when taking online classes from home. This comes to support the result

obtained in this investigation. On the other hand, the study carried out by Batho. makes

it clear that variations in noise level impact students’ reading and writing, which in turn

ends up impacting their academic performance (Ergonomics 2016).

Table 2C

Environmental factor in terms of Temperature

Statements Mean Description
1) The temperature in my study area allows 2.17 Sometimes
me to be comfortable and concentrate
when taking online classes.
2) I can control the temperature in my study 2.22 Sometimes
area (for example: opening/closing
windows, turning ventilators on/off) when
taking online classes.
3) The air quality in my study area is 2.22 Sometimes
appropriate for taking the classes online.
Mean 2.20 Sometimes
Legend: 3.26-4.00 Always 1.76–2.50 Sometimes
                2.51-3.25 Often 1.00-1.75 Never

As perceived by the College students, sometimes the temperature in their study

area allows them to be comfortable and concentrate when taking online classes

(M=2.17), and can control the temperature in their study area (for example:

opening/closing windows, turning ventilators on/off) when taking online classes

(M=2.22). In addition, sometimes the air quality in their study area is appropriate for

taking the classes online (M=2.22). Over all mean (M=2.20), shows that the temperature

as an environmental factor can sometimes affect the online learning.

Proof of this is found in a recent study, where Baafi detected that the temperature

of the classrooms had an impact on academic performance. These results also coincide

with those obtained by López-Chao. This is since these authors detected those low

levels of temperature as well as hot environments, negatively appreciate the academic

performance of students, compared to thermally neutral environments (Carol Jr.2020).

The literature presents several studies that deal with environmental conditions

(lighting, noise, temperature) impacting on students’ academic performance. In several

studies, data has been collected through a questionnaire. The first section addressed

the general students’ welfare at and out of school. The second section included eight

questions about indoor environment perceptions from the classroom (temperature, air

sensation, air quality, noise, lighting). The third section asked students to rate their

motivation considering: headache, concentration difficulty, fatigue, effort, and well-being

Similarly, Singh et al. applied a questionnaire that was divided into eight sections,

where three belonged to the indoor temperature, noise, and lighting perception by

students (Sustainability 2020, 12, 1994).

Teaching Methods as a factor affecting Academic performance as Perceived by

the College students

Table 3A
Teaching Methods in terms of Teachers Responsibilities
Statements Mean Description
1) are prepared for class 2.69 Often
2) gave clear directions 2.37 Sometimes
3) instruction made learning interesting 2.36 Sometimes
4) demonstrate enthusiasm 2.24 Sometimes
Mean 2.41 Sometimes
Legend: 3.26-4.00 Always 1.76–2.50 Sometimes
                2.51-3.25 Often 1.00-1.75 Never

As rated by the College students, their teachers are often prepared (M=2.69). In

addition, their teachers sometimes gave clear directions (M=2.37), and sometimes

instruction made learning interesting (M=2.36). Sometimes, their teacher also

demonstrates enthusiasm (M=2.24). Over all mean (M=2.41), shows that the Teachers

Responsibility as one of the Teaching Method factors can sometimes affect the online

learning.

As a teacher, it is important to note that when there are so many other factors

that influence a child’s performance in school, it is essential to build a positive

relationship between student and teacher. There are factors that are outside of the

school’s control, but a teacher can control certain aspects of what a child is exposed to
within the walls of the classroom. Those choices can have a lasting effect on the

student’s school performance (Swanson, Valiente, & Lemery-Chalfant).

Table 3B
Teaching Methods in terms of Teachers responsiveness to student needs
Statements Mean Description
1) are available and helpful 2.35 Sometimes
2) provide feedback on student work 2.21 Sometimes
3) respect students’ ideas 2.76 Often
4) show concern for student learning 2.64 Often
Mean 2.49 Sometimes
Legend: 3.26-4.00 Always 1.76–2.50 Sometimes
                2.51-3.25 Often 1.00-1.75 Never

As rated by the College students, their teachers are sometimes available and

helpful (M=2.35), and provide feedback on student work (M=2.21). In addition, their

teachers often respect students’ ideas (M=2.76), and show concern for student learning

(M=2.64). Over all mean (M=2.49), shows that the Teachers responsiveness to student

needs as one of the Teaching Method factors can sometimes affect the online learning.

Student performance is a vital part of their school success, and teachers must

consider how best to help students achieve that success. Determining what interests

their students and therefore how to motivate them is a key component in any classroom

if the end goal is student achievement and learning. Also, given that students interact

with their teachers daily, the student/teacher relationship should not be undervalued or

overlooked. Establishing rapport early on can lead to success and satisfaction for both

the student and the teacher; it creates an environment in which student learning is

relevant and meaningful (Brookhart, S. & Durkin, D. 2003).

 Table 4
Academic Performance of Students in terms of Online Learning
Statements Mean Description
1) I can do all my activities successfully. 2.37 Sometimes
2) I can organize my time to do everything the 2.17 Sometimes
teachers ask me to do.
3) My grades improve. 2.17 Sometimes
4) I have acquired more knowledge. 2.02 Sometimes
5) I have improved my communication skills. 1.99 Sometimes
6) I have improved my teamwork skills. 2.23 Sometimes
7) My creativity improved. 2.31 Sometimes
8) I am satisfied with the results that I have 2.30 Sometimes
obtained.
Mean 2.20 Sometimes
Legend: 3.26-4.00 Always 1.76–2.50 Sometimes
                2.51-3.25 Often 1.01-1.75 Never

The College students rated sometimes as they experience all the statements
pertaining to their academic performance in terms of Online Learning. Specifically, with
the highest mean (M=2.37), sometimes the students can do all their activities
successfully. The students also rated sometimes but with a lowest mean of 2.72, that
they have improved their communication skills. Over all mean (M=2.20) shows that the
Academic Performance of Students in terms of Online Learning is below average.

Perceived learning outcome was measured with three items: 1 performance

improvement, 2. Grade’s benefit: 3. Meeting learning needs. Most of the online learning

literature concentrates on students and instructor attitudes towards online learning

(Sunal 2003). Marzano and Pickering, 1997 indicated that student’s attitude would

impact the learning they achieve, researchers also studied motivational perspectives to

understand behavior intention to use (Venkatesh 1999, Vallerand, 1997).

 Table 5
Relationship between the factors and the academic performance of the students
in online learning

Academic Performance of the students

Factors that can affect Online in Online Learning
Correlation
Learning
p-value Remarks
Coefficient
Lightning 0.516 0.000 Significant
Noise 0.490 0.000 Significant
Temperature 0.507 0.000 Significant
Teachers Responsibilities 0.601 0.000 Significant
Teachers Responsiveness to student 0.576 0.000 Significant
needs
Overall 0.703 0.000 Significant

Legend: 1 (-1) Perfect Positive (Negative) Correlation

0.71 to 0.99 (-0.71 to -0.99) Strong Positive (Negative) Correlation
0.51 to 0.70 (-0.51 to -0.70) Moderately Positive (Negative) Correlation
0.31 to 0.50 (-0.31 to -0.50) Weak Positive (Negative) Correlation
0.01 to 0.30 (-0.01 to -0.30) Negligible Positive (Negative) Correlation
0 No correlation

            The table showed that the p-values are less than 0.05, which means that all the
factors significantly influence the academic performance of the students in Online
Learning. However, the Teachers Responsibilities yield the highest value of correlation
coefficient (r=0.601, p=0.000) which showed Moderately Positive Correlation. Moreover,
with the overall total correlation of (r=0.703, p=0.000) that also indicates Moderately
Positive Correlation.

Essentially, they advised teachers to encourage students, give them a chance to

work autonomously as well as with peers, and be approachable, prepared, and

sensitive to student needs. In addition, they should create fun and challenging

educational experiences, while also encouraging diversity and providing support

services (orientation, mentoring). Teachers should help students cultivate social and
cultural capital so they can develop a sense of belonging and form relationships with

others. Teachers can adapt, modify, individualize, and expand upon these action steps

in their own classroom to increase student engagement. Dai and Wand (2006) would

agree that such steps will lead to increased student motivation, performance, and

success.

The individual factors discussed in this research are cognitive and motivation,

and according to the study, there is a correlation between the preferences of the

learning environment and the construct of self-efficacy online motivation and task value,

it can be said that the motivational variables are more effective in the learning

environment preferences, the students with high task value, e-learning motivation, and

self-efficacy, preferred studying in online learning environment, cognitive strategies,

self-directed learning, learner control, and test anxiety factors are independent of the

learners learning delivery preferences ( Sinan keskin EURODL 2019).

 CHAPTER V

This chapter presents the summary, findings, conclusion and

corresponding recommendation of the study.

Summary

The study is conducted to determine the factors affecting academic performance of

the college students in STI college General Santos City, the main goal of this study is to

determine the leading factor affecting their academic performance during online

learning, data collected from the survey composed of 305 respondents from the eleven

different courses in tertiary which from, BSBAOM, BBMA, ASCT, BTLEd (ICT/ HE),

Tourism, BSHRM, BSHM, BSIT, BSCS, TEM. The researchers determined the samples

of the study which has purposively random chosen from different courses, the
researchers conducted the survey in every course but only to the students who are

available and willing to answers the survey, the researchers completely got 305

respondents during the survey.

After the collection of data, which were the results of the students’ respondents

from the survey, the researchers processed the data in quantitative form to arrive in the

interpretation, it was categorized and tabulated, and we made manually tally of how

many students answered in different factors affecting their academic performance in

online learning, and it was stat by statistician to have a clear interpretation and good

data results. With these the researchers could formulate their conclusions and

recommendations.

Findings

Findings of the study.

What is the student’s perception towards environmental learning as factors

affecting academic performance in terms of?

Lighting;

The student’s perception towards Environmental learning, sometimes the level of

lighting in their study area allows them to see clearly what is around as well as to

concentrate when taking online classes as average mean of 2.42. Most importantly, the

level of lighting (from lamps, computer screen) in their study area allows them

sometimes to have visual comfort when taking online classes (M=2.40). Over all mean
(M=2.42), shows that the lightning as an environmental factor can sometimes affect the

online learning.

Noise

The student’s perception towards environmental learning as factors affecting

academic performance in terms of Noise level, over all mean with an average of 2.14

shows that the noise as an environmental factor can sometimes affect the online

learning.

Temperature

student’s perception towards environmental learning as factors affecting

academic performance in terms of temperature, sometimes the air quality in their study

area is appropriate for taking the classes online. Over all mean (M=2.20), shows that

the temperature as an environmental factor can sometimes affect the online learning.

What is the student’s perception towards teaching method as factors affecting

academic performance in terms of.

Teaching Responsibilities

The student’s perception towards environmental learning as factors affecting

academic performance in terms of teaching responsibility with an over all average mean

of 2.41 shows that the Teachers Responsibility as one of the Teaching Method factors

can sometimes affect the online learning.

2.2 Teaching Responsiveness to student needs?

 The student’s perception towards environmental learning as factors affecting

academic performance in terms of teaching responsiveness to student needs with an

over all average mean of (M=2.49), shows that the Teachers responsiveness to student

needs as one of the Teaching Method factors can sometimes affect the online learning.

What is the level of students’ academic performance in online learning?

The level of students’ academic performance in online learning with an over all

average of (M=2.20) shows that the Academic Performance of Students in terms of Online Learning is

below average.

Is there significant relationship between the factors and the academic

performance of the students in online class?

The result showed that the p-values are less than 0.05, which means that all the

factors significantly influence the academic performance of the students in Online

Learning. However, the Teachers Responsibilities yield the highest value of correlation

coefficient (r=0.601, p=0.000) which showed Moderately Positive Correlation. Moreover,

with the overall total correlation of (r=0.703, p=0.000) that also indicates Moderately

Positive Correlation.

Conclusion

Based on the findings, the following conclusions were derived:

Environmental factors sometimes affect the academic performance of students in

Online Learning in terms of the Lightning, Noise, and Temperature. Lightning greatly

affects the academic performance while the least is the noise. Teaching Methods is also
one of the factors that sometimes affect the academic performance of students in

Online Learning in terms of Teachers Responsibilities (considered least) and Teachers

Responsiveness in student needs that greatly affects. Whereas, the level of students’

academic performance in online learning is considered below average. There is a

significant relationship between the factors and the academic performance of the

students in online learning. The Teachers Responsibilities yield the highest value of

correlation coefficient while the noise has the lowest value of correlation coefficient.

Lastly, the overall total correlation coefficient indicates Moderately Positive Correlation.

Recommendation
Since the data were only gathered from the students, the data were too reliant to

the honesty of the respondents, based on the result and findings of the data, since there

is a significant correlation between the factors and the academic performance in online

learning, and Lightning greatly affects the academic performance of the students,

based on the result of the respondents, since light is most available factor in life,

Attention to its learning, and best use of it is to increase the quality of educational

space is necessary work when it comes to online learning, therefore, it is recommended

that lightning of students be provided through natural light ( window, valves, etc.) for

students to focus more on its learning environment.

when it comes Teaching Methods, since its also one of the factors that

sometimes affect the academic performance of students in Online Learning in terms of

Teachers Responsibilities (considered least) and Teachers Responsiveness in student

 needs that greatly affects. researchers recommend also that teachers encouraged

students, be sensitive to student’s needs, approach students first, recognize students in

class for them to feel welcome, teachers should create fun and challenges that could

make students comfortable in class, and to enhance their communication skills, and

improve its approach to synchronous class, and improve the academic performance

always in online learning and also boost their confidents.

The Researchers also recommend this to students, for being attentive, and active

in online learning, be responsible to its academic performance and do their best to

reach out every teacher as well for their needs, for them to enhance also the

communication skills when it comes to online learning. With these recommendations,

the researchers would like to encourage fellow researchers to take these

recommendations and be guided by this research paper to acquire better result.

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