CHAPTER IV

PRESENTATION ANALYSIS AND INTERPRETATION

INTRODUCTION

This chapter contains detailed presentation and discussion of data analysis and

the cumulative results of the online survey that was conducted to the BSN students of

Pilar College of Zamboanga City Inc. This study aims to determine the perceptions of

the Nursing students towards their virtual learning experience. The findings are

presented using a tabular form and are segregated according to the Statement of the

Problem which are the following: A. Learning Modules, B. Delivery of Instructions, C.

Virtual Environment, and D. Class Discussions. The analytical procedures are

arranged according to the sequence of specific questions.

INTERPRETATION

The researchers used the four-point Likert Scale which is composed of

(4- Strongly Agree; 3- Agree; 2- Disagree; 1- Strongly Disagree) as choices.

Four-Point Likert Scale

Scale/Frequency Range Verbal Interpretation

1 1.00 - 1.50 Strongly Disagree

2 1.51 - 2.50 Disagree

3 2.51 - 3.50 Agree

4 3.51 - 4.00 Strongly Agree

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Table 1: Interpretation of responses according to the Learning

Modules

Questions : Learning SA A D SD Weighted Verbal

Modules 4 3 2 1 Mean Interpretation
Frequency
The modules contain 14 53 9 2 3.01 Agree
relevant topics and has
enough number of activities
to answer by the students
The Nursing Students 44 26 5 3 3.42 Agree
consider the use of modules
as an advantage because they
can read it during their free
time or anytime they want.
The use of colored pictures 50 19 5 4 3.47 Agree
and figures in the modules of
each course provides good
visual perception and it
enhances the learning of the
nursing students.
Overall Weighted Mean 3.3 Agree
Key: Strongly Disagree (R= 1.00-1.50), Disagree (R= 1.51-2.50), Agree (R= 2.51-

3.50), Strongly Agree (R= 3.51-4.00)

Table 2: Interpretation of responses according to the Delivery of

Instructions

Questions : Delivery of SA A D SD Weighted Verbal

Instructions 4 3 2 1 Mean Interpretation
Frequency
The instructors are audible 22 40 12 4 3.02 Agree
during online classes and the
lessons are explained and
delivered clearly.
The instructors update the 23 43 10 2 3.12 Agree
nursing students about their
requirements regularly.
The unstable internet 66 9 0 3 3.77 Strongly
connectivity often causes the Agree

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 nursing students to
misunderstand or mishear
what their instructor said
during online discussions.
Overall Weighted Mean 3.30 Agree
Key: Strongly Disagree (R= 1.00-1.50), Disagree (R= 1.51-2.50), Agree (R= 2.51-

3.50), Strongly Agree (R= 3.51-4.00)

Table 3: Interpretation of responses according to the Virtual

Environment

Questions :Virtual SA A D SD Weighted Verbal

Environment 4 3 2 1 Mean Interpretation
Frequency
The instructors give 24 44 5 5 3.12 Agree
compliment to those
students who are able to
share their thoughts and
insights about the topics that
are being discussed.
The level of anxiety that the 33 33 8 4 3.22 Agree
students felt during the face
to face recitations and
reporting is at par with the
level of anxiety that they also
feel during virtual
recitations and reporting.
The Student nurses find the 5 36 28 9 2.47 Disagree
virtual environment
convenient and efficient
when it comes to lectures
and discussions.
Overall Weighted Mean 2.94 Agree
Key: Strongly Disagree (R= 1.00-1.50), Disagree (R= 1.51-2.50), Agree (R= 2.51-

3.50), Strongly Agree (R= 3.51-4.00)

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Table 4: Interpretation of responses according to the Class

Discussions

Questions : Class SA A D SD Weighted Verbal

Discussions 4 3 2 1 Mean Interpretation
Frequency
The instructors give equal 15 53 8 2 3.04 Agree
opportunity to every student
to recite and answer the
questions during online
discussions.
The communication 42 32 4 0 3.49 Agree
problems due to poor
internet connectivity which
are commonly encountered
during virtual classes usually
arise from the students than
the instructors.
The virtual class discussions 16 48 9 5 2.96 Agree
in the new normal allows
sufficient time for nursing
students to formulate their
thoughts/answers before
sharing them to the class.
Overall Weighted Mean 3.16 Agree
Key: Strongly Disagree (R= 1.00-1.50), Disagree (R= 1.51-2.50), Agree (R=
2.51-3.50), Strongly Agree (R= 3.51-4.00)

INTERPRETATION

In table 1, majority of the respondents agreed that learning modules have

appropriate contents and it contains sufficient number of activities answerable

by the nursing students. The table also implies that the respondents also agreed

that modules serves as an advantage for them as they can read their lessons

anytime they want. Lastly, the respondents evaluated and they agreed that

incorporating colored pictures and figures in the modules provides them a clear

visual perception and it enhances their learning.

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 In the study of Reyes and De Guia (2017), they concluded that tough

modules may be a great tool for learning it must obtain high acceptability,

validity and relevance. Hence, the lessons must be reliable, clear, appealing,

and original. . However, Cheating, plagiarism, and integrity in taking test

remains to be one of the biggest issues in ensuring quality online instruction

(Simonson et al, 2003). Similarly, in the study entitled ‘'Modern Based

Approach and Student's Achievement Literature,' by Ambayon (2020), he

stated that Learning Modules is more operative in teaching learning method

compared to usual teaching approaches because in this modular approach the

students learn at their own stride. It is unrestricted and self-learning. There is

instantaneous reinforcement, this allows stimulation to the students and it can

build curiosity in them. Similarly, Tohidi et. al (2019) also underscored that

incorporating anatomical parts and images of conditions in the modules could

help the students enhance their memory and understanding towards the lesson.

In the table 2, majority of the respondents agreed that the instructors are

audible during online classes with lessons explained and delivered clearly.

Respondents evaluated and they agreed that instructors update the nursing

students about their requirements regularly. Finally, the respondents evaluated

and they strongly agreed that unstable internet connectivity can alter the

delivery of instructions during online discussions.

Similarly, in the study entitled ‘A comparative Analysis of the Student

Performance in an online vs. face-to-face environmental science course from

2009 to 2016’ by Paul and Jefferson (2019), It has been shown that during

virtual classes, the student needs uninterrupted internet connection. With slow

internet connectivity, students are unable to communicate, send assignments,

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or access study materials if technical difficulties arise. As a result of this

problem, the student can become frustrated, perform poorly, and lose interest

in learning.

In table 3, the respondents agreed that Instructors give compliments to

students who are able to share their thoughts and insights about the topics that

are being discussed. Respondents also agreed that the level of anxiety that

students felt during the face to face recitations is the same as the level of anxiety

that they also feel during virtual recitations and reporting. Lastly, the

respondents evaluated and they disagreed that virtual environment is

convenient for lectures and discussions.

In a similar study conducted by Ajmal & Ahmad (2019), they revealed

that most of the students engaging in the virtual learning classes are still

capable of experiencing anxiety and nervousness during active discussions.

They underscored that students who often manifest anxiety during discussions

leave the meeting intentionally and exhibit speech difficulties. The third

statement in table 3 is further supported by a qualitative research conducted by

Gedera (2014), who underscored one of the main reasons why students are

attracted to virtual learning is for its flexibility, as it was fully online and it

enabled them to have flexibility in terms of time and place. However, on a

particular day when the internet connection is not stable, or in the presence of

any technical difficulties the student may not be able to participate in serious

lectures and class discussions.

In table 4, the respondents agreed that the instructors give them equal

opportunity to recite and express their thoughts during online discussions. It

can be inferred and the respondents agreed that the internet connectivity issues

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usually arise from their connection and it has less incidence on the instructors.

Lastly, the result indicated that respondents agreed that virtual class

discussions allow ample time for nursing students to think about their answers

before sharing it to the class. Virtual class discussions permits them to organize

their thoughts before expressing it during the discussion.

Similarly, Gedera (2014) underscored that another advantage of virtual

classroom that supported students’ active participation was the ability to have

an oral discussion in real time right after each presentation. Having a discussion

after each presentation allowed the students to clarify issues related to the topic

immediately, as well as provide some peer feedback. The third statement has

similar findings to Yilmaz (2015), the study concluded that virtual classroom

provide a two-way interaction between the students and the instructors.

Though virtual classes are spontaneous, participants are able to search for the

terms on the internet while the other participants are still answering compared

to face-to-face classes (F2F).

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 Chapter V

SUMMARY

Virtual learning is a learning experience that is enhanced through

utilizing computers and/or the internet both outside and inside the facilities of

the educational organization. The instruction most commonly takes place in an

online environment. The teaching activities are carried out online while the

educator and learners are physically separated. Due to the ongoing COVID-19

pandemic, the Commission on Higher Education along with the Department of

Education has prompted educational safety measures resulting in formalized

teaching and learning systems specifically designed to be carried out remotely

by using electronic communication.

The intention of the school is to increase the number of students

(reaching those that are far away), and its goal is to give quality education

despite of the ongoing pandemic. The Nursing Program of Pilar College of

Zamboanga City Inc. also utilized blended learning modality in the teaching-

learning process. To deliver quality education, the program opted for modular

learning and virtual meeting. The main focus of this research study was to find

out the perceptions of the student nurses of Pilar College of Zamboanga City,

Inc. towards Virtual Learning Experience. The study focused on the perceptions

of nursing students towards Virtual learning experience as to the:

• Learning Modules

• Delivery of Instructions

• Virtual Environment

• Class Discussion

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 The respondents of the study were the nursing students of Pilar College

of Zamboanga City, Inc. who are officially enrolled in the academic year 2020-

2021. The number of the respondents was 78 which is roughly 22% of the total

population of nursing students, derived using the Slovin’s formula with 10% as

the margin of error. The respondents are from the level one, level two, level

three, and level four. The researchers used the quantitative research method in

interpreting the results of the study. The research instrument used in gathering

the necessary data was a 12-item survey form that was created using Google

Forms. The researchers used a non-probability sampling, specifically, the

convenience sampling method in collecting data from the respondents as this

allowed a fast collection of comprehensive data.

CONCLUSION

Based from the findings of the study, the researchers hereby offer the

following conclusions:

The learning modules provided by the instructors offer abundant help to

nursing students as they contain useful, relevant and credible topics

incorporated with sufficient number of activities that can be answered by the

students at the back of each learning modules. Based on the perceptions of the

respondents, learning modules are a great advantage because this can be used

along with other nursing related books and it already contains summarized

lessons that may not be well understood by the students if they read it on the

actual book. In addition, they can read the modules in the most convenient time

possible which is also considered to be an advantage for their continuous

learning despite of the current shift of nursing education in the country. The

learning modules can be a good temporary substitute of other nursing books for

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students who cannot purchase or avail the actual book and since most of the

contents are all based on the textbooks and other credible websites as per

instructor’s choice, the students may still use them after graduation in

preparation for the Nursing Licensure Examination. Furthermore, the students

can write side notes on the learning modules which they perceive to be a useful

information. The visual perceptions of the nursing students are stimulated by

the integration of colored images, tables and figures in the learning modules of

individual courses. It helps them to understand the concept and it provides a

mental image of what a certain condition looks like. Tables and figures are

proven to be useful for quick memorization of terms and values that are needed

to be mastered by the students.

The delivery of Instructions are perceived by the students to be audibly

clear during online classes. The instructors discuss the lessons clearly most of

the time and the students encounter minimal inconvenience on the instructor’s

connection. However, there were several instances in which the entire city has

experienced a city-wide internet curtailment which halted some online classes

and this can no longer be controlled by the students, instructors and the

institution. There are also occasions where instructors result in sending their

announcements and instructions via phone calls and text messages to

compensate for the unstable internet connectivity or if power interruption has

occurred before the class or in the middle of the discussion. The students are

receiving constant reminders from their instructors regarding their

requirements and consideration for late submissions are often applied by the

instructors more often compared to the traditional face to face classes. Unstable

internet connectivity disrupts the communication between the students and

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their instructors. The respondents perceived that slow internet signals prevent

them from understanding the concept of the lesson that is being discussed by

the instructor during that particular time. Therefore, delivery of instructions is

highly dependent upon the strength of individual’s internet connectivity. This

also involves the compensatory measures that both instructors and nursing

students take in order for them to somehow maintain communication with each

other.

The virtual interactions during online classes creates an environment

where student nurses still receive compliments from their instructors similar to

the traditional F2F classes. The student nurses are able to share their thoughts

and insights in an environment where there is less judgment and fear of

embarrassment. However, the anxiety that is inflicted by the virtual recitations

and reporting is still the same as the traditional F2F classes. Therefore, anxiety

levels remain unaffected and the same to students who are being called for

virtual recitations and reporting. The respondents perceived the virtual

environment to be less convenient for presentation of lectures and discussions.

Therefore, despite the good feedbacks on how the virtual environment is during

virtual classes the respondents still prefer the F2F interaction for presentation

of lectures and discussions.

The class discussions, given the advantages and resources of this rich

learning environment; it still allowed nursing students to exchange ideas and

information through virtual discussions which are typically followed by

recitations, the students were given equal opportunity by their instructors to

recite and to answer based on their capacity. Since the start of the school year,

embarrassment from recitation which commonly occurs during F2F classes

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were lessened and students are now determined to recite because they are not

prohibited to search for answers on the internet during recitations and most of

the answers are found in the learning modules. The institution still maintains

its ability to provide fast internet connectivity to the instructors as most of the

connectivity problems encountered during online classes arise from the

students.

Lastly, discussions which are held virtually provided the students ample

time to formulate their answers before even sharing them to the class. Virtual

class software like Google Meet which is mainly used by the BSN program offers

a ‘Raise Hand’ feature which helps the instructor call the names of those who

are ready to recite. Those who are still formulating their answers may raise their

hand later on; thus, virtual class discussions diminishes the instances of biased

selection of students during discussions and recitations.

RECOMMENDATIONS

Based on the results of this study the following recommendations were

provided:

Learning Modules

• Learning Modules must contain less printing errors and should contain

consistent numbers of activities to answer by the students. The modules must

also be distributed to the students following the regular schedule of returning

the activities that were answered by the students.

• Students should create a daily schedule in reading and answering the activities

in the modules in the most convenient time possible to avoid conflicts with their

daily tasks.

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• The utilization of colored images and figures on the modules in each courses

must be consistently maintained all throughout the school year to ensure good

visual perception and understanding to the students.

Delivery of Instructions

• The administration should provide the instructors proper teaching materials

which they can use in schools or when working at home. The instructors should

only use high quality headphones to deliver the best audio quality to the

students during discussions.

• The instructors must consistently remind the students by posting detailed

information of various instructions in the Google Classroom. The post must

contain the activity number and the due date of the task to remind the students

of their responsibilities and the last date of submission.

• The students in the succeeding school year should already have a stable

internet connectivity at all times if possible to be able to understand the

discussions and catch up with the requirements. Their gadgets should

preferably support 4G or 5G connectivity to allow fast transmission of data

connection during virtual classes.

Virtual Environment

• The instructors should not be bias when choosing students to answer during

recitations. They must continue to give compliments to the students who are

speaking up to uplift their morale and encourage them to listen all throughout

the class.

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• The instructors should provide enough time for students to familiarize the

lessons in recitations and reporting. To the students, they must prepare ahead

of time by doing advanced reading sessions to be familiar with the next lesson.

• For the nursing students, to be able to succeed in online class, they should be

given enough time to fully adapt in the virtual environment until the time comes

when they can no longer discriminate the difference between virtual

presentation and F2F presentation. Instructors should keep in mind that

online learners need program orientation and course orientation before getting

started.

Class Discussions

• The instructors should be consistent in giving fair chances to every student to

speak and deliver their answers during the virtual discussions. They are

encouraged to make the discussions interactive, spontaneous but in a less

stress-provoking way.

• The students should also do their part in ensuring a constant and strong

internet connection to promote a good communication between their

instructors and to avoid frequent disconnection during class discussions.

• To the instructors, avoid discouraging students when they cannot express

their thoughts accurately during class discussions. They are encouraged not to

compare students instead, instructors must commend those students who tried

their best in answering and explaining their thoughts during the discussions.

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