Chapter 1

INTRODUCTION

Rationale and Background of the Study

E-leaning is considered as new platform of learning where the students

can embody the topics and lecture without being physically present in the school

or inside the classroom but as long as they had a gadget and a good source of

internet, they can still learn wherever they are. Technological companies such as

Google formulate this kind of learning in order for the students to continue this

school year despite of the amidst of the lockdowns and strict precautions of

physical and social distancing.

Traditional learning is an educational platform where we are accustomed

to, it takes place in a classroom setting wherein there is a live interaction and

communication between teachers and students. In face-to-face set-up, the

primary source of information of students is still the trainer or teacher. Unlike

traditional learning, E-learning is new to all of the people especially to students

and the teachers.

According to vocabulary, E-leaning is learning system based on

formalized teaching but with the help of electronic resources and the internet. It is

used to describe something that exists in essence but not in actuality and this

probably means that students cannot see or experience things in reality or in

physical existence but by the use of online networks it may represent the

foremost critical quality or feature of traditional study set-up that has been
upgraded through the use of computers. Furthermore, e-learning is an upgraded

representative of the traditional learning that we cannot achieve through the

given circumstances.

In the Philippines, to curb the spread of COVID-19, the government

employ different protocols regarding on the quarantine procedures and this also

affects the temporary shutdowns of schools and universities. However, in order

for the students to continue acquiring and gaining knowledge, some institutions

continue to pursue and educate them despite of different consequences. To

respond to the needs of learners, especially of the 3.5 million tertiary-level

students enrolled in approximately 2,400 HEIs, certain HEIs in the country have

implemented proactive policies for the continuance of education despite the

closure. These policies include modified forms of online learning that aim to

facilitate student learning activities. (Grogan, 2020)

Before the crisis begun, the utilization of digital substance in instruction

and e-learning platform around the world was moderately uncommon. As it were

20% of nations had computerized learning assets in instructing, but only in a few

schools. In the amidst of pandemic, higher education tends to proceed with e-

leaning stage not only within the Philippines but also within the diverse parts of

the world. There are 144 countries-wide are influenced for the school closures. A

study conducted by UNESCO concluded that most education frameworks, of the

61 addressed nations, actualized measures related to distance learning. Schools,

instructors, families, and learners have taken on e-learning at expansive, where

educating is attempted remotely and on computerized stages. (UNESCO, 2020)

 2

Since it is newly introduced, students might find difficulty in using

this kind of learning set-up, and this might affect their study habits and even their

grades which can lower their capacity to understand the topics that are given

online rather than in the face-to-face learning. Many effects had been introduced

by this e-learning and these results might be advantageous of disadvantageous

to students especially in the aspect of their academic performances. E-learning

employments any innovation and internet access to exchange or convey data to

other learners. The significance of e-learning is that students ponder or

accumulate data and have a few information by this kind of platform. It improves

learner's mind, giving more substance and assets since e-learning is more

extensive and have a parcel of alternatives that we might require in our

instructive purposes. For some students, it’s a bit difficult for them to manage up

with this modern learning strategy or learning setup since they are continuously

tempted by social media and online diversions.

Conceptual Framework of the Study

E-learning is a systematic way of learning by using means of a

technology. It comes from the word “electronic” that means not physically existing

it is made by a software or networks so it can literally exist or to do so. In this

time of pandemic, people had been raising a lot of questions and one of that is

where the school and learning stand does. Probably, most of the people ask if

learning is essential or not essential in this amidst of crisis, however, learning is

one of the keys in order for the people to survive and gained new knowledge to

help eliminate this virus.

In due to this, most of the people decided to pursue education however

not in a traditional way or face to face learning but rather people called it a new

normal. The new normal are done by electronic or online learning, this kind of

learning are done even though students are not physically present in the school

however they can still learn by just using any gadgets that they had with a Wi-Fi,

internet, or even a mobile data.

The Cognitive Learning Theory

Many theories that have been formulated about e-learning platform and

one of that is the Cognitive Learning theory that has been divided into two: first is

the social cognitive learning, which is utilized in eLearning as social learning, and

cognitive behavioral learning, which is utilized in eLearning by reminding learners

of concepts they known since the beginning of the course, in arrange to enact the

nodes of the brain related to the subject at hand.

Coherence principle

The less that learners know approximately the introduction substance, the

more they will be occupied by irrelevant substance. Unessential video, music,

design, etc. ought to be cut out to decrease cognitive stack that might happen

through learning pointless substance.

 4

Input Process Output

Factors that affect

eLearning education Effects of E-
- Distributing
- Internet online survey Learning among
Connectivity questionnaires.
- Availability of Medical Laboratory
eLearning - Statistical
Science Students in
devices Treatment of
- Learner’s their Academic
Data gathered
Environment
using survey Performances
questionnaire

Figure 1

The Research Paradigm

In this paradigm, the researchers discuss about the content of this study.

This study uses survey questionnaire to determine the effects of E-Learning

among Medical Laboratory Science Students in their Academic Performances.

Below the input includes the factors that affects the education of the students in

the e-learning platform. The process is consisted of distributing survey

questionnaires through online and statistical treatment of data gathered will be

used to collect the responses of the respondents. The output of this study is the
level of effects of E-Learning among Medical Laboratory Science Students in

their Academic Performances.

Statement of the Problem

Main Problem: In this study, intend to determine the effects of E-learning among

Medical Laboratory Science students of Lyceum-Northwestern University in their

academic performances.

Sub Problems:

It further seeks to answer the following questions:

1. What are the factors that affect the Academic Performance of the Medical

Laboratory Science Students in the e-learning platform?

a. Internet Connectivity

b. Availability of eLearning devices

c. Learner’s Environment

2. What are the advantages and disadvantages based on certain parameters

of using eLearning platform as supplementary tool for education among

medical laboratory science students?

Hypotheses of the Study

HO - There is no significant effect of E-learning on the students' academic

performances
HA - There is a significant effect of E-learning on the students' academic

performances

Assumptions of the Study

The following assumptions are made regarding this study:

1. The instrument to be used will elicit reliable responses.

2. The respondents will fully understand the questions they will be asked.

3. The respondents will provide honest expressions of their knowledge.

Significance of the Study

The results of the study will be of great help to the following:

On the part of the teachers, the result may give them insight on the

factors that affect their student’s academic performance and may encourage and

motivate them to help their students cope with problems in their academics and

others.

To every student, the result may give them right information about the

effects of virtual learning not only on their academic performances but also in

their physical and mental health

To the parents, the results of this study may give and make them be

aware on the factor that affects their children’s academic performance so that

they could assist them in their needs at home.

 To the readers and researchers may use the data of this study as

reference for the readers and researchers related to the concerns and issues.

Scope and Delimitations of the Study

The study limits its coverage for Medical Laboratory Science

students in the Lyceum-Northwestern University only and who are enrolled in first

semester A.Y. 2020-2021.The study was designed to tell the effects of E-learning

among Medical Laboratory Science students on their academic performances.

Out of 189 medical laboratory science students, 100 were used as a sample in

conducting the survey. The manner of collection of all the data of this study is

through online survey. No face-to-face contact to any respondents due to the

pandemic.

Definition of terms

The following are defined for clearer understanding:

Academic Performance is a presentation of the student in the school may be in

academic or extra-curricular

Cognitive Learning is a learning that focuses on the use of brain.

Computer is an electronic device that utilize or operate information and data.

Education is process of imparting or acquiring general knowledge.

Effects is a consequence of an action.

E-learning is a learning that delivers information through electronics.

Electronic is the study and flow of electrons (electricity).

Face-to-face learning is a type of learning method that can be taught in person

wherein there is live interaction between teachers and students.

HEI Higher Education Institution such as colleges and university

Indicator is a characteristic that can be used to show changes or progress.

Internet is the biggest world-wide communication network.

Medical Laboratory Science is the health profession that provides laboratory

information and services needed for the diagnosis and treatment of disease.

Online is connected through a system.

Platform is used to develop application, technologies, software and services.

Traditional Learning is a face-to-face discussion of the teachers to their

students

Technology is the application of scientific knowledge to the practical aims of

human life.
 9
Chapter 2
REVIEW OF RELATED LITERATURE

E-learning stands for Electronic Learning and it is a form of distance

education wherein teachers and students relies on the internet as their primary

mode of teaching and communication. E-learning is also same with online

learning that refers to the delivery of education and training through digital

resources. Technology has the ability to make connection between students and

teachers to keep or help the teaching easier and more fun to students. E-learning

allows many more students to be actively thinking about information, making

choices, and executing skills than is typical in face-to-face classes. E-learning

provides the learners or the students with the ability to fit around their learning

lifestyles.

According to Alismail (2015) in technology e-learning is a powerful tool,

which provides direct access to get information and knowledge by themselves. E-

learning leading to independent learning. Teachers have the responsibility to

guide students as they research and obtain information in order to further

develop those skills. According to Olaniyi (2006), e-learning is all about learning
that occurs at the computer. In our contemporary world, the learning through the

aid of a computer simply means online knowledge acquisition through the

internet or offline through CD-ROM etc. In other words, it is the use of network

technologies to create, foster, deliver, and facilitate learning, anytime and

anywhere. Horton (2005) defined e-learning as the use of internet and digital

technologies to create experiences that educate our fellow human being

E-learning specifies electronic and is simply know by the use of

Information and Communication Technology for the purpose of learning such as

Internet, Computer, Mobile phones, Learning Management System (LMS),

Televisions, Radios and others to enhance other educational activities. By the

use of E-learning, students have access to the resources includes notes, video

presentations, diagrams etc. wherein students can use them anytime and

anywhere of the day. Students also get immediate result or feedbacks when the

tests are taken through online and it also reduces the work of the teacher.

Attitudes concerning e-learning, echoed by scholarly and academic

reviews, range from neutral to positive. On one hand, it is noted that e-learning is

at least as effective as traditional instructional strategies (Rosenberg, Grad and

Matear, 2003), and that there are no major differences in academic performance

between the more traditional and more technology-oriented modes of instruction

(Cavanaugh, 2001). On the other hand, many reviews go further, reflecting a

principally positive attitude towards the impact of elearning (Mayer, 2003). The

current piece sought to demystify e-learning by concentrating on how specific e-

learning factors (socio-demographic characteristics, hours spent on-line and prior

computer skills) influence individual academic performance.

Electronic learning is not the most effective choice because some

students may experience or feel isolated, parents may get worried about their

children not being interactive or lacking social development, some students may

experience difficulty unlike those students that are fast learners and don’t mind

online on their

11

environment and lastly those subjects that have laboratory hours may not be

practical enough to this kind of online setting or set-up. Highly technical subjects

have also proven to be difficult to teach well online. E-learning has a velocity

advantage by being able to reach a large number of learners in a shorter time. In

addition, Goyal postulates that the learning is mostly a socio-cognitive activity,

not every student will find E-learning suitable for his or her learning style.

Agarwal and Pandey stated that E-learning is superior to traditional learning

when it comes to reduction of training time, cost and having better effect. E-

learning has endorsed student knowledge and improved the process of

education training.

In E-learning students or learners can easily avail education because it do

not require any equipment and tools to teach students. You only need your

gadgets to teach and learn. E-learning is free from boring lecture methods that

we always encountered during face-to-face classes, it includes other methods

like demonstration, presentation, project methods and so on. This type of

education is a way of providing learning opportunities to every learner, whatever

their circumstances might be. This means that distance education may extend

access to education through distribution and economies of scale (Guri-Rosenblit,

2005; Owusu-Agyeman and Amoakohene, 2020).

One may claim that the main thrust of distance education is to bring

education to those who are unreachable, under-resourced, less-privileged and

inaccessible (Biana, 2013). Taken as such, distance education “reaches out to

students wherever they live or wish to study” (Guri-Rosenblit, 2005). This kind of

12

flexibility gives students more freedom to actively participate in learning (Guri-

Rosenblit, 2005; Daniel, 2016). Students learn even if they are separated from

their instructors by space and/or time (Edge and Loegering, 2000). In the time of

COVID-19, distance learning became a necessity for learners and educators all

over the world (Ali, 2020).

Synthesis of Related Literature

In chapter 2 of the research study entitled "Effects of E-learning among

Medical Laboratory Science Students on their Academic Performances", the

researchers provided and discussed significant literature that is relevant to the

course of study. They also laid out consequential arguments that focus on the

definition of E-learning by citing related authors who previously studied the

concept. Also written in this chapter is the detailed explanation of e-learning’s

correlation with the academic standing of the students. To further analyze the

content of the paper, elucidation of paragraphs will be available in the next

section.

            The researchers introduced the topic of interest in the first paragraph of

the paper. They imparted the definition of e-learning and primarily compared it

with online learning. The second paragraph outlined the citation of relevant

sources to the field of study. Existing studies from Alismail (2015), Olaniyi (2006),

and Horton (2005) were utilized in extracting the term e-learning and how it is

one of the most powerful tools in acquiring knowledge.

13

Written in the third paragraph is the justification of the mentioned terms and how

Information and Communication Technology plays a huge role in the utilization of

the subject. In the fourth paragraph, various attitudes toward e-learning were

stated. Scholars like Rosenberg, Grad and Matear (2003), Cavanaugh (2001),

and Mayer (2003) were enumerated in emphasizing significant variables that

exponentially comprised the idea of e-learning.

The potential stand or conclusion of the researchers lies in the fifth and

sixth paragraphs. This is where they mentioned that e-leaning may not be the

most-effective choice due to some environmental and technical factors such as

the feeling of isolation, social development issues, individual’s learning capacity,

and the impracticality of online-set up for those students who are required to

have laboratory hours. Furthermore, the researchers also stated the accessibility

of online learning education as this only requires a gadget and an internet

connection. Finally, in the last paragraph, the researcher aims to rationalize the

implication of distance education by providing solid citations from Biana (2013),

Guri-Rosenblit (2005), Daniel (2016), Edge and Loegering (2000) and Ali (2020).

            Conclusively, the researchers highlighted the different definitions and

utilization of distance learning education based on the previous existing studies.

They have cited major generalizations, conclusions, and findings that explain the

idea of the concept of interest. Hence, they were able to come up with their own.

14

Chapter 3
REASERCH METHODOLOGY

This chapter describe methods used for the study. It consists of the research

design, sources of data, tools used for data analysis and the instrumentation and data

collection.

Research Design

The researchers used an online descriptive survey research design in this

study. This online descriptive research uses a survey questionnaire to gather the

data needed in the study. This kind of research design is appropriate to use for

their study for it is easy to gather more relevant data from the respondents.
Sources of Data

The center point of this study will be the 100 randomly chosen Medical

Laboratory Science students of the Lyceum-Northwestern University who are

enrolled in first semester A.Y. 2020-2021 that are undergoing eLearning classes

are tended to answer survey online.

Instrumentation and Data Collection

The instrument used was a questionnaire checklist in gathering the data

needed in the study. Questionnaires will be distributed online to all 100 randomly

chosen Medical Laboratory Science students in Lyceum-Northwestern University

who are enrolled in first semester A.Y. 2020-2021. No face-to-face distribution of

survey questionnaire or field data collection as per instructions of Institutional

Guidelines for Conducting Research during the COVID19 pandemic. The survey

was conducted and posted in the different FB grouped chat of the respondents

and the researchers expected the respondents to answer the questionnaire with

all honesty.

The questionnaire was about the effects of eLearning among medical

laboratory science students which was categorized into: demographic profile

such as family background and the year level, factors that affects eLearning,

advantages and disadvantages, and the effects of the eLearning platform in their

academic performances. After the specified time for the collection of data from
survey questionnaire, the researcher accumulated all the responses and analyze

it.

Table 1: Representation of the respondents

Year Level Frequency Percentage

I 20 20%

II 30 30%

III 35 35%

IV 15 15%

Total 100 100%

16

Tools for Data Analysis

The data from the respondents were tabulated, classified and computed

for analysis. The following statistical tools were employed as frequency

percentage, ranking, and weighted mean. The formula is used to calculate

percentile: P = f / n x 100.

Wherein:

P = Percentile

f = Frequency

n = The total number of the respondents

100 = Fixed value

The researcher calculated the frequency of the respondents’ demographic

profile and their ratings on the different effects of eLearning unto them. This

study will be determining the frequency by adding all the answer of the

respondents to a certain question. To compute for the weighted mean, each

answer must be multiplied by its weight. Answer should be then be added to

obtain the total. The total weight should also be computed by adding all the

weights. The total answer is then divided by the total weight.

The scale below was used to interpret the total responses of all the

respondents for every survey question by computing the weighted mean.

17

The average weighted mean computed using the formula:

Wherein:

AWM = Average Weighted Mean

Σfx = Sum of all data

x = The weighted mean

Σf = Total frequency

The following scale was used to interpret the obtained weighted mean:
 Scale Numerical Value Descriptive Rating Descriptive Equivalent
4.20 – 4.99 5 Strongly Agree Highly effective
3.40 – 4.19 4 Agree Effective
2.60 – 3.39 3 Moderately Agree Moderately effective
1.80 – 2.59 2 Disagree Slightly effective
1.00 – 1.79 1 Strongly Disagree Not effective

18
Chapter 4
RESULTS AND DISCUSSION

This chapter presents the analysis and interpret the data gathered in order

to draw out important information and significant points regarding the Effects of

E-learning among Medical Laboratory Science students of Lyceum-Northwestern

University in their academic performances. For clarity and consistency, the data

are presented by the Likert Scale.

Table 1.1.
Year Level of the Respondents

Year Level Frequency Percentage (%)

I 20 20%
II 30 30%
 III 35 35%
IV 15 15%
Total 100 100%

The Table 1.1. above shows the percentage of the respondent's year

level. 15% of the respondents are from 4 th year, 35% are from 3rd year and 30%

of them are from 2nd year and 20% are from first year college.

Table 1.2.
Availability of Wi-Fi/Internet

Availability of Frequency Percentage (%)

Wi-Fi/Internet
Yes 89 89%
No 11 11%
Total 100 100%

The percentage of students that had Wi-Fi/Internet on their home are

shown in the Table 1.2. Out of 188 students, 89% of them answered they had a

Wi-Fi at home and 11% answered NO.

Table 1.3.
Type of Internet access
 Type of Internet access Frequency Percentage (%)

Mobile Data/Hotspot 25 25%

Wi-Fi 64 64%
Do not have 11 11%
Total 100 100%

The Table 1.3. above shows what type of internet access does the

student used during eLearning classes. 25% of the respondents uses mobile

data or hotspot, 64% uses Wi-Fi during online classes and 11% of them are do

not have internet connection at all.

20
Table 1.4.
Connection speed of the Respondents

Year Level Frequency Percentage (%)

Slow internet connection (data/hotspot) 21 21%

Moderate Internet connection 42 42%
Fast internet connection 26 26%
Do not have internet connection 11 11%
Total 100 100%

The Table 1.4. above shows the percentage of Connection speed of the

Respondents at home. 21% of the respondents had a slow internet connection

were they only used data/hotspot during classes, 42% had moderate internet

connection, and 26% of them had fast connection due to their upgraded internet

like Fiber network and 11% do not have internet connection.

 Table 1.5.
Back-up networks available

Back-up networks available Frequency Percentage (%)

Yes 59 59%
No 61 61%
TOTAL 100 100%

Table 1.5. determines the back-up networks available is the Internet had

been lost. Out of 100 students, 59% of them answered they had back-up

networks available at home and 61% answered NO.

21

Table 1.6.
Back-up networks available

Device used during E-learning Frequency Percentage

Computer/Laptop 48 48%
Phone 35 35%
Tablet 17 17%
TOTAL 100 100%

Table 1.6. includes information regarding to the answers of the respondents in

the survey. Most of the students uses computer/Laptops during eLearning

classes which has 48%, 35% uses phones, and 6% for uses tablet.
 22

Table 2.
Factors that affect E-learning

Factors that affect E-learning AWM DR DE

A. Lighting
1. The level of lighting in my study area allows me to see 3.71 A E
clearly what is around, as well as to concentrate when
taking online classes.
2. I can control the level of lighting in my study area when
taking online classes (for example: opening/closing blinds, 3.54 A E
curtains; having a table lamp; dimmers within reach).
3. The level of lighting (from lamps, computer screen) in
my study area allows me to have visual comfort when 3.52 A E
taking online classes
B. Noise
1. I have privacy in my study area when taking classes 2.59 D SE
online.
2. The noise level (coming from devices, people’s talks,
external sources) in my study area allows me to 2.54 D SE
concentrate, take the class, and clearly hear my teacher
and classmates.
3. I can control the noise level in my study area (example: 2.51 D SE
opening/closing doors/windows).
C. Temperature
1. The temperature in my study area allows me to be 2.31 D SE
comfortable and concentrate when taking online classes.
2. I can control the temperature in my study area (for
example: opening/closing windows, turning ventilators 2.82 MA ME
on/off) when taking online classes.
3. The air quality in my study area is appropriate for taking 2.90 MA ME
the classes online.
OWM 2.94 MA ME
Legend:

Scale Numerical Value Descriptive Rating Descriptive Equivalent

4.20 – 4.99 5 SA - Strongly Agree HE - Highly effective

3.40 – 4.19 4 A - Agree E - Effective

2.60 – 3.39 3 MA -Moderately Agree ME - Moderately effective

1.80 – 2.59 2 D - Disagree SE - Slightly effective

1.00 – 1.79 1 SD - Strongly Disagree NE - Not effective

 Table 3.1.
Advantage of eLearning among MLS

Advantage of eLearning among MLS Frequency Percentage (%)

a) Learning from own home 21 21%

b) Everything in the same place 5 5%

c) Easy access to information 29 29%

d) No fixed terms of learning 18 18%

e) Freedom in choosing teaching materials 11 11%

f) Possibility of repetition if necessary 10 10%

g) Lower cost of studying 4 4%

h) Favorable for people with restricted mobility 2 2%

i) Special ideas 0 0%

TOTAL 100 100%

 Table 3.2.
Disadvantage of eLearning among MLS

Disadvantage of eLearning among MLS Frequency Percentage (%)

a) No direct communication with teachers 26 26%

b) No direct communication among students 11 11%

c) No interaction 12 12%

d) Loneliness, depression 8 8%

e) Costs of Internet 17 17%

f) No compulsion for learning 5 5%

g) Working long hours on the computer can be harmful 18 18%

h) Loss of tradition 3 3%

i) Special ideas 0 0%

TOTAL 100 100%

 Table 4.
Effects of the activities among Medical Laboratory Science Students in
their Academic Performance

Effects of the activities among Medical Laboratory AWM DR DE

Science Students in their Academic Performance

1. By taking online classes/eLearning classes I can do all my 3.04 MA ME

activities successfully.
2. By taking classes online I can organize my time to do 3.07 MA ME
everything the teachers ask me to do.
3. By taking online classes my grades improve. 3.28 MA ME
4. Compared last school year, by taking online classes my 2.61 MA ME
grades become lower
5. By taking online classes, I failed one or more subjects (75 2.33 D SE
below)
6. I have acquired more knowledge by taking online classes 2.92 MA ME
7. I have improved my communication skills by taking classes 2.64 MA ME
online.
8. I have improved my teamwork skills by taking classes online. 2.95 MA ME
9. I am satisfied with the results that I have obtained by taking 3.94 A E
classes online
10. E-learning discussions improves my academic performance 3.22 A E
11. E-learning makes studying easier for me. 4.23 MA ME
12. Using E-learning for modules/notes encourages me to 3.41 SA HE
continue learning on the Internet by myself.
13. During E-learning, I miss/skip every lesson due to my 3.79 A E
poor internet connection.

OWM 3.19 MA ME

Legend:

Scale Numerical Value Descriptive Rating Descriptive Equivalent

4.20 – 4.99 5 SA - Strongly Agree HE - Highly effective

3.40 – 4.19 4 A - Agree E - Effective

2.60 – 3.39 3 MA -Moderately Agree ME - Moderately effective

1.80 – 2.59 2 D - Disagree SE - Slightly effective

1.00 – 1.79 1 SD - Strongly Disagree NE - Not effective

 Table 5
Evaluation of eLearning by students

Effect of eLearning platform among students, is Frequency Percentage (%)

it positive or negative

Positive, cause by taking online class, I had 78 78%

improved my grades in the previous semester

Negative, cause by taking online class, my grades 22 22%

become lower or I even failed my subjects in the

previous semester
Total 100 100%
 Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusion and recommendation derived in

the conduct of the study regarding the Effects of E-learning among Medical

Laboratory Science students of Lyceum-Northwestern University in their

academic performances. The summary will include the study findings, which will be

summarized as succinctly as feasible. Generalizations and other interfering factors will

be observed in the conclusion, as well as recommendations in this chapter.

Summary of Findings

This study showed the effects of E-learning among Medical Laboratory

Science Students in their academic performance. The researchers used

descriptive method and distributed an online survey questionnaire. A high

percentage of the students in this study (35%) were 3 rd year college level. The

data were analyzed by getting the percentage and average weighted mean

(AWM). Likert Scale was used for computing the average weighted mean.