ND RD

ATTITUDE OF 2 AND 3 YEAR STUDENTS

IN COLEGIO NG LUNGSOD NG BATANGAS
TOWARDS ONLINE LEARNING

A Thesis Presented to the

Faculty of College of Elementary
Education Colegio ng Lungsod
ng Batangas Batangas City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education
Major in Content Course

By: Anonuevo, Beulah C.

Caguicla, Nei Ann D.
Carandang, Roxan Jane T.
Catapang, Rona T.
Dimaano, Jemilyn F.
Mareveles, Dane Vincent
Mazo, Jessame C.

May 2021

i
 APPROVAL SHEET

ND RD
This thesis, titled ATTITUDE OF 2 AND 3 YEAR STUDENTS IN
COLEGIO NG LUNGSOD NG BATANGAS TOWARDS ONLINE LEARNING
prepared and submitted by Anonuevo, Beulah C., Caguicla, Nei Ann D.,
Carandang, Roxan Jane T. Catapang, Rona T. Dimaano, Jemilyn F. Mareveles,
Dane Vincent and Mazo, Jessame C. in partial fulfillment of the requirements for
the degree Bachelor of Elementary Education Major in Content Course, has been
examined and is recommended for acceptance for oral examination.

RETCHIE M. GUICO Ph.D.

Adviser

Approved by the Committee on Oral Examination with a grade of

PANEL OF EXAMINERS

FIRST NAME M. SURNAME,

Chairperson

FIRST NAME M. SURNAME, FIRST NAME M. SURNAME,

Member Member

Accepted and approved in partial fulfillment of the requirements for the

degree Bachelor of Elementary Education Major in Content Course

May 2021
FELICIANA F. ADARLO Ph.D
Date Dean, BEED

ii
 ACKNOWLEDGEMENT

The proposed research was made with enthusiasm, cooperation, love,

and patience by the proponents. The proponents would like to express their

heartfelt gratitude and appreciation to those who encouraged and motivated the

proponent's shared time, effort, and expertise that made this proposal possible.

To Colegio ng Lungsod ng Batangas, for their warm welcome and

hospitality in assisting the researchers for the administration of their

questionnaires;

To their dean, Feliciana F. Adarlo for the support and encouragement.

To their Research adviser, Dr. Retchie Guico, for giving her time and effort

in guiding and clarifying about the uncertainties of the research.

To Ms. Charity G. Maano, Ms. Marilou Custodio, Ms. Richelle L. Cueto

and Mr. Romancito D. Sanchez for their effort and valuable assistance in

validating the researchers – made questionnaire;

To Dr. Karen A. Bunquin, Dr. Roselle Rosales, and Dr. Rose Mae Ann G.

Lumanglas, the panelists, for their substantial suggestions for the improvement of

this study;

To Mr. Regie D. Abila, the researcher‘s statistician, for his time and effort

in checking the statistical analysis of the data gathered by the researchers;

iii
 nd rd
To the 2 year and 3 year students of Colegio ng Lungsod ng Batangas

involved in this study who gave their time in answering the questionnaires;

To their friends, classmate and colleagues who never gave up on giving

advice, cheers and support whenever they seem to lose hope.

To their parents who fully understand them and helped them morally and

financially.

We are grateful to the Lord Almighty who without Him, the proponents

lose hope, with Him he strengthens the proponents, faces all problems without

fear, and be the courage to surpass all the tasks, challenges, and hardships to

finally

make this study possible. Thank you very much.

iv
 TABLE OF CONTENTS

Page

TITLE PAGE................................................................................................. i

APPROVAL SHEET..................................................................................... ii

ACKNOWLEDGEMENT............................................................................... iii

TABLE OF CONTENTS............................................................................... v

LIST OF TABLES.........................................................................................

vi LIST OF FIGURES.......................................................................................

viii ABSTRACT..................................................................................................

ix

CHAPTER

I. THE PROBLEM

Introduction....................................................................................... 1

Statement of the Problem................................................................. 3

Theoretical Framework..................................................................... 4

Conceptual Framework.................................................................... 5

Hypothesis of the Study................................................................... 7

Scope and Limitations of the Study................................................. 8

Significance of the Study................................................................. 8

Definition of Terms........................................................................... 9

II. REVIEW OF LITERATURE AND STUDIES

v
 Related Literature….........................................................................
11

Related Studies................................................................................
27

Synthesis..........................................................................................
32

III. RESEARCH METHODOLOGY

Research Design..............................................................................
36

Respondents of the Study................................................................

37

Data Gathering Instrument...............................................................

38

Data Gathering Procedure...............................................................

39

Statistical Treatment of the Data......................................................

40

IV. PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

Subtitle 1...........................................................................................

xx Subtitle 2...........................................................................................

xx Subtitle 3...........................................................................................

xx Subtitle 4...........................................................................................

xx Subtitle 5...........................................................................................

V. SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
Summary..........................................................................................

81

Findings............................................................................................
83

Conclusions......................................................................................
88

Recommendations............................................................................
89

vi
BIBLIOGRAPHY .......................................................................................... 91

vii
 Abstract

A lot of research studies about online education were already done, but

the attitude of students towards it was rarely tackled and discussed. The study

aimed at examining the attitudes of 2nd and 3rd year students towards online

learning in Colegio ng Lungsod ng Batangas. It‘s mainly focused on exploring the

relationship between 2nd and 3rd year student‘s attitudes towards Online

Learning. It also tackled the online learning adoption, effectiveness, and

easiness, to have a further understanding of what affects student‘s attitudes

towards online learning. The main objective and purpose of the study is to

enhance and improve student‘s attitudes towards online learning, and embrace

this type of approach of education.

By the formulated statement of the problem by the researchers, they are

able to realize the main objectives and purpose of the study. It was concluded on

the findings that the majority of the students are female, 17-22 years old, 2nd

year level, and from the BSBA program. While in regards to the adoption,

effectiveness, and easiness of online learning, the majority of the learners of CLB

have a positive response and point of view towards it. A self-structured closed

questionnaire with 5-point Likert Scale was designed for data collection from a

sample of 239 respondent‘s level students. Random sampling was used to

analyze the data. Findings of the study show no significant relationship between

students‘ interest in computers, the usefulness of the computer to students, and

viii
easiness in using online learning at 2nd and 3rd year students in Colegio ng

Lungsod ng Batangas.

Slow and meager internet facilities, with at least an understanding of

students about online learning, often develop negative approaches among

students regarding online learning. Policymakers should include online learning

topics in the curriculum and the government needs to organize workshops and

seminars for teachers to equip them with knowledge and application of online

learning in the academic process. The researchers formulated strategies

regarding online learning with the intention of enhancing the student‘s attitude

towards it.

ix
 1

Chapter I THE
PROBLEM

This chapter deals with the presentation of the problem. Specifically, this

presents an introduction, the background of the study, statement of the problem,

theoretical framework, conceptual framework, hypothesis of the study, scope and

limitations of the study, significance of the study, and definition of terms of

nd rd
adoption, effectiveness and easiness of online learning of 2 and 3 year

college students in Colegio ng Lungsod ng Batangas.

Introduction

Online learning is the newest and most popular form of distance education

today. E-learning is most commonly used this year due to COVID 19 pandemic to

prevent the spread of viruses. In the fast-paced world of e-learning, the available

technologies to make a course new and exciting constantly change. Course

content can and should be updated quickly to give students the latest

information. The new normal now is a transformed concept of education, with

online learning at the core of this transformation.

Today, digital learning has emerged as a necessary resource for students

and schools all over the world. Schools and colleges worldwide use online

learning to continue learning and teaching students even there are virus

outbreaks—technologies used as learning materials and tools in online learning.

In the Philippines, adapting online learning, teacher and students adjust to online

learning. The Philippines has limited internet connection and devices. Our
government provides devices for students and teachers for online learning for

everyone to attend online learning.

According to Singh and Thurman (2019), Online learning is often used

interchangeably with different and overlapping terms such as distance learning,

blended learning, and e-learning. Over the past three decades, online learning

has become a significant part of education internationally. It is necessary to

understand expectations of online learning, to understand the practice of online

teaching and its impact on the students. Students have different skills and

attitudes toward online learning and will use the various online learning tools and

understand online learning effectiveness. Everyone will develop further skills in

using online learning.

Online learning is beneficial not only in having pandemics but also in

lifelong learning. Technologies are increasing, and with the different uses of

technology tools, it has a lot of importance to the students and teacher. It

becomes easier to create learning materials, provide other information, do

activities and answer exams, and communicate with their teachers. This study

aims and analyzes the effectiveness and the easiness of using online learning

towards students‘ attitudes in online learning. This study shows the different

learning styles, teaching methods, and learning tools using online learning, even

the learning problems. It tackles the effectiveness of online learning to students

and teachers. This study implemented online learning to know that online

learning effectively teaches and learns and seeks information about the online

class since we‘re getting closer to a more advanced digital learning.

Statement of the problem:

This research aims to determine the attitude of CLB students

towards online learning. This study specifically sought answers to the following

questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Genders

1.3 Programs

1.4 Year level

2. What e-learning in education is utilized by the respondents?

3. What is the attitude of student respondents towards Online Learning as

regards to:

2.1 Adoption of Online Learning

2.2 Effectiveness of Online Learning

2.3 Easiness in Using Online Learning

4. Is there a significant relationship between profile and responses on the

attitude towards online learning?

5. What are the strategies to improve the attitude of student towards

online learning?

Theoretical Framework

Online learning is the type of instruction that is mediated via the internet.

Instruction may be synchronous or asynchronous and various technologies

can
be used to mediate the process, Dabbagh and Bannan-Ritland (2005), stated

that many educators have recently become interested in technology-enabled

classrooms. E-learning systems have become a global phenomenon due to their

widespread use in both vocational and higher educational settings. Computers,

class websites and journals, digital microphones, mobile devices, online media,

and online study resources are all examples of technology in the classroom.

These innovations, as well as their implementations, have exploded in popularity.

Those theory indicated in the study supported the existing study of the

researchers. It also pertains to the relationship between the strategies and E-

learning tools.

The Online Learning Interaction Theory states that it is imperative for

teachers to devise strategies in which their pedagogical skills meet the needs

effectively. In order to meet the diversity of student needs, this theory stated

that it should be the goal of every teacher to develop the precise activities

and techniques to facilitate online learning. (Anderson and Dron, 2011).

In addition, the Communication Multimodal Theory focuses on online

learning multimodal perspectives in communication. Online learning features a

number of multimodal perspectives and functions based on the use of an

interface, serving as a portal or mean to engage in numerous tasks such as

reading, writing, viewing, and listening in real time. Essentially, this theory delves

into the connection or relationship between learning, multimodality, and the use

of new technologies to facilitate online learning (Andrews, 2011). This theory

indicates also the use of E-learning tools as a source of learning in between

teachers and learners in online learning. Its constituents to the study and

showing the relevant of this theory to the further studies.

The Online Learning Interaction Theory, is based on the premise that

there are various ways or modalities of student interaction, and that teachers

must use the most suitable strategies and activities to better promote students'

online learning experiences. Meanwhile, the Communication Multimodal Theory

looks at the structure and role of the relationship or correlation between the

multimodal nature of online learning and the use of different technologies to

make it more available.

Conceptual Framework

The conceptual model that guided the researchers in conducting the study

the paradigm predicted showed the variables taken into consideration. These

included the independent variable such as online learning and dependent

variables such as the adoption of online learning, online learning effectiveness,

and easiness in online learning. The conceptual model intervened by the

demographic profiles of the respondents. The study centered on the attitude of

2nd and 3rd year college students in Colegio ng Lungsod ng Batangas towards

Online Learning.
 Attitudes of student
Profile of the respondents towards
Respondents Online Learning as
regards to:
1.1 Age
2.1 Adoption of Online
1.2 Genders
Learning
1.3 Programs
2.2 Effectiveness of
1.4 Year Levels Online Learning

2.3 Easiness in using

Online Learning

Proposed strategies
towards Online Learning
nd rd
for 2 and 3 year
college students

Figure 1. Conceptual Paradigm

 The proponents outlined the conceptual framework, the independent and

dependent variables essential to the study. It purposely guided the flow of the

study. The first box included intervening variables, which pertain to the profile of

the respondents in terms of age, gender, programs, and year levels. This

demographic profile significantly relates to the respondents' perception of their

online learning attitude. The second box included students' attitudes towards

online learning regarding the adoption of online learning, the effectiveness of

online learning, and easiness in using online learning. The dependents variables

were assessed through an adopted questionnaire distributed to the respondents

through a google form. The last and third boxes offered a strategy to be

proposed to 2nd and 3rd year college students.

Hypothesis of the Study

These provide the hypothesis formulated by the researchers. It aims to test the

following hypothesis:

1. There is no significant difference on profile of the respondents when

grouped according to age, gender, year level, and programs.

2. There is significant relationship between the e-learning education utilized by

the respondents and its attitude towards online learning education.

3. The adoption, effectives and easiness of online learning has significant

effect on students‘ attitude towards online learning.

Scope and Limitations of the Study

This study focuses on the attitude of 2nd and 3rd year college students in

Colegio ng Lungsod ng Batangas towards online learning. It also consists of how

students' attitude towards online class is affected with regards to how it will be

adopted and its easiness and effectiveness. The study indicates how online

learning should be enhanced and developed by the use of proposed strategies.

The general purpose of this study is to show the positive attitude towards

online classes. This study is limited only to online education and doesn't have

further research on its difference towards traditional education. Our respondents

only include 2nd and 3rd year college students and have a limited minimum

number of 14 students only per section.

The researchers do not intend to include pure negative feedback

regarding online education since it enhances students' attitudes towards online

education.

Significance of the Study

This research will provide future researchers with credible and reliable

reference materials for relevant research studies who may be interested in

investing their time in understanding the research topic under study.

Online class is now needed and much more use on the new normal. The

government and other educational organizations had design policies for online

learning to implement in the education field at every level. Researches made on

various studies about online learning‘s barriers and impact on the students‘
academic achievements, but least study was made on students‘ attitude
towards

online learning.

Students. This study will be able to know their attitude regarding online learning

is of great importance. This study knows the student‘s level of interest in an

online class and its effectiveness.

Teachers. This study will able to know the effectiveness of online learning. This

study helps develop new approaches and effective strategies to improve

students‘ attitudes towards online learning.

Educational Organizations. This study will design policies for online learning to

implement in the education field at every level. It can be a way to implement and

support online learning for teachers and students in new normal and teaching

and learning.

Future researchers. This study will benefit future researchers by giving

information and serve as a reference for their study about online learning.

Definition of Terms

The following terms are defined operationally for the study. These are

defined to understand better concepts and factors that will be discussed

throughout the whole study. It provides a list of terms that will be used throughout

the dissertation and definitions of each of them.

Age. It means to the person‘s numeric age from date of birth in years
(Jarvik,

1975). This refers to the age of the respondents under the demographic profile of

the students.
Blended learning. It pertains to the integration of face-to-face and online

instruction is widely adopted across higher education. Some scholars refer to it

as the ―new traditional model‖ or the ―new normal‖ in course delivery. Graham et

al. (2018). In this study, blended learning indicates as one form of online

learning.

Effectiveness. This means a construct involving multiple constituencies that hold

specific (and sometimes conflicting) expectations about what a college should be

doing and the results it should produce (Alfred et al., 2007). In this study, it

defines as how effective online class, and the result of applying and experiencing

the online learning.

Learner Attitude. It defines as ―learner impression of participating in e-learning

activities through computer usage‖. Norziani et al., (2008). In this study, to

understand what makes learners engage in online learning, the present research

believed that learner attitude plays a significant role.

Online learning. It refers to a wide range of programs that use the internet to

provide instructional materials and facilitate interactions between teachers and

students and, in some cases, among students as well. Bakia et al. (2012). In this

study, online learning connects CLB students for instruction and educational

materials through the internet.

 Chapter II
REVIEW OF LITERATURE AND STUDIES

The researcher had reviewed different studies related to the presented

research paper. It presents relevant information that can support the

researcher‘s study about students‘ attitudes towards online class regarding the

adoption of online learning, the effectiveness of online learning, and easiness in

online learning.

Related Literature

Online Learning

Online learning, according to Rohtak (2017), includes a variety of

technologies such as the internet, email, talk, new groups and messages, audio

and video conferencing distributed through computer networks for the purpose of

imparting education. It allows the learner to progress at their own speed and at

their leisure. Online education necessitates a significant investment in time and

money, as well as careful planning. Teachers take on the role of facilitators rather

than transmitters of content awareness, and ICT is seen as a resource that

improves students' learning experiences. E-learning resources, which are free to

use, are used by students to study. Through its creative and engaging content

delivery, e-learning has reintroduced the joy of learning and has proven to be

more appealing to students.

In addition, the term "online learning" may refer to a variety of programs

that use the Internet to provide instructional materials and promote interactions

between teachers and students, as well as among students in some cases.

Online learning can be completely online, with all training delivered via the

Internet, or it can be mixed, with online elements combined with face-to-face

interactions (Horn and Staker 2010).

Furthermore, online learning is a form of distance education in which all

instruction and assessment are delivered through the Internet (Picciano and

Seaman 2009). If they provide instructional environments accessible exclusively

via the Internet, both instructor-led instruction and tools designed to instruct

without the intervention of a teacher follow the concept of entirely online learning

in this brief.

Others argue that online learning can provide individualized and

differentiated instruction through a variety of mechanisms that provide immediate

formative feedback on a student's performance or through modularized content

that allows students to learn the same content at a different pace Rice et al.

(2008).

Online learning is a form of distance learning, also known as distance

education, that has long been a part of the American educational system and has

recently grown to become the largest sector of distance learning Bartley and

Golek, (2004). Since much of the literature compares these two formats to

conventional face-to-face learning, both hybrid or mixed learning and solely

online learning are considered online learning for the purposes of this literature

review.

E-Learning Tools
 According to Abdulhamid et al., (2017) Electronic examinations are now a

viable alternative method of assessing student learning. They provide freedom of

choice, in terms of the location of the, examination, and can provide immediate

feedback; students and institutions can be assured of the integrity of knowledge

testing. This in turn motivates students to strive for deeper learning and better

results, in a higher quality and more rigorous educational process.

Mesonovich et. al, (2019) Students in this study had access to the

numerous Connect aid resources when working on homework and quizzes,

whereas students in the conventional format class did not. These assistance

resources included excellent guides to the knowledge required to learn how to

solve problems and respond to questions, and this information was accessible

anytime they needed it. They got direct feedback on whether or not their

responses were correct. They were given a variety of resources to look at,

ranging from resource icons that they could simply click on to be directed to

specific readings that would assist them in answering the questions, to

unrestricted access (of course, the teacher would set a limit on the number of

times students can review their work and answers if they want to) on the number

of hints that include advice, to be able to explicitly submit a question to the

teacher, you must first practice questions.

Higher education institutions are increasingly using computer-assisted

assessments Conole and Warburton, (2005) or automated grading systems to

improve the learning process. In this study, an automated grading system called

the Adaptive Grading/Learning System (AGLS) was developed to allow

instructors to quickly grade multiple and complex computer literacy assignments

while also providing meaningful feedback to students, resulting in a more efficient

learning process. Each assignment has a grading rubric that is consistent across

the board.

Attitude of online learning

The desire and manner with which an individual approaches online

learning can be described as "the individual's desire and manner with which he

or she approaches online learning." Students must have a certain degree of

preparation in order for this multifaceted online learning to be realized. Since

students' preparation allows for the advancement of online learning. As a result,

we might claim that a learner's optimistic online attitude is the foundation for

online learning readiness. If performance in online learning practices is desired,

students' preparation should be considered prior to the process, Engine (2017).

Bulent et. al (2016) defines attitude as a term with ―cognitive, effective,

and behavioral‖ dimensions. The learner may ensure the realization of online

attitude by reacting to all stimuli in the electronic world, triggering her or his own

thoughts, energy, and desire, and reacting to the effect and converting it into

actions. In his study found that an individual's attitude toward performing a

behavior is directly proportional to the individual's intention to perform the

behavior.

Students' attitudes toward online learning are characterized as a student's

perception of the online learning experience, including its success or difficulty

Bolton, (2017). The sample consisted of people from these ethnic groups,

ages
18 and up, male and female, from the southeast, who were enrolled in

online classes to earn an Associate to Bachelor's degree.

Reading self-efficacy influenced students' attitudes toward online learning

and their success in online learning. Students with high levels of self-efficacy

would take a more successful approach to a program rooted in developing the

confidence needed to further improve their reading abilities. (Barkley, 2006)

Sanders (2002) evaluates students' attitudes toward enabling learning

components through the Web in the course of biology at the tertiary level in the

same context. The study's findings revealed a progressive impact on students'

learning in terms of their problem-solving approach and development of critical

thinking abilities. Similarly, Paris (2004) assessed and investigated cognition,

affective, and behavioral domains in 52 Australian public-school students, with a

focus on their attitudes toward online learning. His findings show that students

are more supportive of online learning programs, though there are gender

differences regarding gender wise attitude were recorded.

Adoption of Online Learning

A number of studies have centered on computer access, ownership, and

skills, with the premise that these factors affect e-learning adoption through

computer literacy. In a survey of Cameroonian students, Bediang et al. (2013)

discovered that two-thirds of the students were unfamiliar with the idea of e-

learning and that 17% of the students did not own a personal computer. Most

students who used the Internet had only basic email and Web search

programming skills. In another Jordanian survey, Akhu-Zaheya et al. (2011)

discovered that the majority of students did not have computers at home and

relied on word processing, email, and web browsing. Computer anxiety grew in

students who used computers infrequently, leading to computer illiteracy.

With e-learning experts (faculty, ICT experts, and researchers) in

developing countries, Bhuasiri et al. (2012) investigated crucial success factors.

ICT experts rated computer preparation, perceived utility, attitude toward e-

learning, and computer self-efficacy as the top four factors that emerged from

the results. Faculty ranked perceived utility, attitude toward e-learning, program

versatility, and consistent path as the top four factors. The researchers

concluded that since people in developing countries are less familiar with

technology, they are more skeptical of e-learning.

Although current research identified a number of issues, few studies

attempted to link these flaws to users' acceptance of e-learning. The views of

potential adopters of technologies, as Moore and Benbasat (1991) argued, were

vital for the integration's success. E-learning acceptance the creation of survey

instruments used to determine adoption (or acceptance) of new technologies has

been influenced by a variety of theoretical perspectives. While each of the

theoretic frameworks is based on research on innovation acceptance they each

have a unique viewpoint. Rogers (1983) proposed five characteristics of an

invention in his Diffusion of Innovation Theory: relative advantage, compatibility,

difficulty, trialability, and observability. Moore and Benbasat (1991) expanded on

Roger's theories by adding two more constructs: voluntariness and image.

Voluntary describes how the right to choose whether or not to use a technology
can influence willingness to adopt, while image is described as "the degree to

which use of an invention is perceived to enhance one's image or status in one's

social system."

Several studies have shown that developed countries significantly impact

online learning and adoption. These characteristics include internet self-efficacy,

computer and internet experience, computer usability anxiety, and approaches to

online learning Students' attitudes are often influenced by the quality and ease of

using online learning courses, the accessibility of online learning, and the

students' level and computer skills. Their device interactions, including apparent

self-use, satisfaction, efficacy, and online learning use, play a significant role.

After all, positive attitudes and behaviors among students toward online learning

are critical and appropriate for acceptance and adoption (Selim, 2007).

According to Woo (2000), debates about the implementation of online

learning have been time-consuming and difficult. Similarly, in a study of students

who regularly use Web CT in the course of social work, found that the majority of

respondents believed that the course material of online learning was beneficial to

their overall learning experience.

Easiness of Online Learning

A detailed review of the literature revealed a strong and positive

relationship between students' interest in online learning and machine

accessibility and ease of use. The majority of previous research studies have

identified the obstacles to online learning and the factors influencing students'

interest in online learning. Similarly, Al-Fahad (2009) found that students

embraced m-learning (mobile learning) because wireless networks allow them to

search for, obtain, and work independently on learning materials and resources

in a short amount of time.

Information and communication technology (ICT) advances and their

penetration into the education sector have significantly impacted the educational

process, especially in higher education. Web-based or Internet-based

distribution

modes have developed into various learning modes, such as e-learning,

m-

learning (mobile learning), tablet-learning, and flipped classrooms, Johnson et

al., (2020).

E-learning has been one of the most common learning methods in

academia in recent years. E-learning is described as the application of

information and communication technologies (ICT) in education that evolves to

meet the needs and demands of students Johnson et al., (2020).

E-learning uses technology and a web interface to build a two-way

platform for communication and interaction between students and teachers.

Student-to-student conversations improve social learning, and teachers provide a

scaffolded learning environment for students through timely feedback.

Computer-assisted learning, web-based training, virtual classes, and interactive

collaboration are examples of e-learning technologies and processes Kashive et

al., (2020).

Effectiveness of Online Learning

Since then, many apps and courses that can and have been used to

personalize student learning have developed and grown for example, Xu et

al.
(2014) discovered that personalized virtual online learning environments

enhanced students' exam efficiency, satisfaction, and self-efficacy compared to

non-personalized virtual learning environments in an experimental study of 228

university students. Furthermore, by learning sciences, scholars and researchers

can evaluate student learning, click by click, as they progress through lessons

and quizzes, using the vast amount of data obtained from MOOCs. It significantly

expands our understanding of how students learn, and academics, educators,

and entrepreneurs will use it to create better online courses aimed squarely at

enhancing student learning outcomes

There are many alleged advantages and uses of online learning, which is

why there is so much debate about it. The effectiveness in educating students,

its use as professional development, its cost-effectiveness in combating the

rising cost of postsecondary education, credit equivalency at the postsecondary

level, and the ability to provide a world-class education to everyone with a

broadband connection are only a few of the most significant according to the

same studies of (Bartley & Golek, 2004).

Traditional learning methods are preferred by developing countries

because they are more reliable and long-lasting, according to Gulati (2008). In

Iran's educational institutions, the use of ICT technology for learning was widely

embraced. When the authors compared the computer anxiety and computer

usability of two Dutch and Turkish students, they found that obtaining the needed

e-learning material and providing the requisite infrastructure remained a major

challenge. According to the study's findings, Dutch students had lower computer
anxiety and more technology use than Turkish students. It was evidenced by

the relatively high levels of computer access and use among the Dutch

participants.

In general, student and teacher attitudes and competencies are influenced

by technology usability, which is positively correlated with the degree of

technology use According to Sweeney and Geer (2010), restricted access to ICT

limits student skills, attitudes, and experiences agreed. Students chosen for an

e- learning study in Pakistan, suggested that they had several difficulties

accessing ICT facilities, which restricted their ability to use technologies. For their

educational needs, many students were forced to rely on a small number of

cafes.

General Topic

This chapter focused on providing related literature on the Attitude of 2nd

and 3rd year College Students in Colegio ng Lungsod ng Batangas Towards

Online Learning. According to Keegan (2002), online learning is an educational

experience where instructors and learners are separated in time and space. This

means it can happen away from an academic institution and can lead to a

degree or credential. The literature in this chapter focused on the data

regarding the level of attitudes of 2nd and 3rd year college students in Colegio

ng Lungsod ng Batangas as perceived by the respondents and adoption,

easiness, and effectiveness of online learning. This chapter also tried to identify

the gaps in the existing body of literature.

Age
 The concept is to find out and analyze the role of gender and age on

students' perceptions towards online learning. The age results showed that the

older the students are, the more is their preference towards attending face-to-

face classes is based on a questionnaire as a means of data collection

technique. To find out the role of age and gender on the student's observations

toward online education, the study developed by finding connections between the

variables used in the data collection instrument. Fahme(2008).

Based on the Mostert, et. al (2005). Instruction in distance learning can

be made efficient enough if the site is developed and designed in such a way

as to maximize the course requirements, satisfy student needs, and make the

communication process more interactive. Communication between students has

been the most significant factor in many studies.

Base on the online programs offered by the Sakarya University will form

the basis of this case study in this research, in which the perceptions and

attitudes of the students to online distance learning will be analyzed with respect

to their age and gender. Students enrolled in these programs have varying skill

levels related with the technology and the distance learning environment.

Fahme, (2008)

Blended Learning

The plan features learner interactions, face-to-face support, learning

management tools, and technology quality, while the outcomes considered

include satisfaction, performance, intrinsic motivation, and knowledge

construction.

One big challenge is how users can successfully use the technology and

ensure participants‘ obligation given the individual learner characteristics and

encounter technology. Instituting the significant analysts of outcomes in blended

learning will help inform planners of such learning environments to put in place

necessary groundwork planning for designing blended learning as an innovative

approach.

Blended learning is an important approach to passive knowledge for and

student interaction and learning outside of the conventional face-to-face learning

experience. Additionally, Blended learning is a trending foundation due to its

positive influence on student motivation and general presentation, as Oakley

(2016) indicated. It also helps instructors engage students in active learning that

upholds communication, information literacy, creativity, and collaboration that

transform the capability to use ordinal technologies for different purposes

Effectiveness

There is so much discussion around online learning that there are many

purported benefits and uses of online learning. Some of the most important ones

are: its effectiveness in educating students, its use as professional development,

its cost-effectiveness to combat the rising cost of postsecondary education,

credit equivalency at the postsecondary level, and the possibility of providing a

world- class education to anyone with a broadband connection Bartley et al.

(2004)
 Many academics and educators agree that online learning can help

combat rising postsecondary education costs by spreading the cost of a class

over a much greater number of students than in a conventional environment,

splitting the cost by tens or hundreds of thousands of students rather than a few

dozen, Bowen et al. (2013)

The effectiveness of using online learning has become popular because of

its potential for providing more flexible access to content and education at any

time, from any place. Frequently, the motivation for online learning programs

entails increasing the accessibility of learning experiences for learners who

cannot or choose not to attend traditional face-to-face offerings. Collecting and

distributing instructional content more cost-efficiently and providing access to

qualified instructors to learners in places where such instructors are not

available. Online learning promoters argue further that additional reasons for

implementing this medium of instruction include current technology‘s support of a

degree of interactivity, social networking, collaboration, and reflection that can

improve learning qualified to normal classroom conditions, Schoenholtz-Read

(2010).

Learner Attitude

The standard and ease of using online learning classes, the accessibility

of online learning, and the students' level and computer skills all affect students'

attitudes. Their computer interactions, which include obvious self-use, happiness,

effectiveness, and online learning use, are significant As a result, positive student
attitudes and behaviors toward online learning are critical and appropriate for

acceptance and adoption, according to the findings (Rosenberg, et. al 2001).

The negative attitudes of students towards online learning were also

found in some past research studies. The negative attitudes of students towards

online learning were identified with a low level of computer skills, technological

anxiety, and computer hardware problems, as well as poor study skills, low

motivation, and an inability to work independently (Smith et al. 2000).

Another negative factor regarding online learning was that online classes

lack personal contact with the teacher and peers. Several research studies

reported that some students had feelings of isolation and loneliness when they

were required to face a computer screen.

Online learning

It aims to seek changes in the pattern of the whole academic process.

Online learning is known with many names and terms like learning through the

web, online learning, instruction through computer assistance. Online learning

has many definitions in the contexts and milieu of its operationalization.

According to Bertea (2009), some specialists believed that online learning

is a way of teaching in which multiple integrations of technology are sought.

Meanwhile, while some were of the notions that it is a substitute for distance

education, facilitated by the application of the internet is considered an effective

way of rapid communications. Online learning is a general concept that

encompasses a wide range of online learning methods that make use of digital

information and communication technologies (ICT).

 In addition, Legris (2003), stated that online learning aims to shift the pattern

of the entire academic process. Online learning is referred to by a variety of

names and words, including web-based learning, online learning, and computer-

assisted teaching. Among these various and convenient formats, online learning

is the most widely used and accepted method of promoting academics in

reputable educational institutions all over the world. Though study of the

literature indicated a significant and positive association between students‘

interest towards online learning, the usability and easiness in application of

computer. Majority of past research works identify the barriers in use of online

learning and the factors, which have impact on the interest of students

towards online learning. Based distance learning and found positive attitudes of

students toward online learning because of the feasibility and new ways of

learning.

In another study, Kirkwood (2003) used a survey and focused a group to

determine the attitude of nursing students towards online learning technology at

the Open University in the United Kingdom. Similarly, Paris (2004) evaluated and

examined cognition, affective, and behavioral domains public school students in

Australia, with a focus on their attitudes toward online learning study showed

strongly positive student‘s attitude regarding the application of multimedia

technologies in online learning. Al-Fahad (2009) concluded from his research

that students extensively accepted m-learning (mobile learning) because wireless

network makes it easy for them to search, gain and work independently on

learning materials and resources in a Short span of time.

 Moreover, Furlong, et al., (2000) used a mixed method design to study the

use of computer and attitude of 800 students of elementary and secondary

schools in United Kingdom. The findings of the study reveal that students using

computer at home has positive attitude while negative at school. Students are

changing preferences and have their own point of views on what is better and

more convenient for them in learning. It concludes in the study that many of the

students on the modern days preferred online education rather than the face to

face set up of learning.

Topic about respondents/subject of the study

Regarding gender impact, this study found that both female and male

students held relatively similar positive attitudes towards ICT and e-learning. This

is aligned with Hussein's (2011) results, which found no statistically significant

differences in attitudes between male and female university students.

Furthermore, the effects of other demographic characteristics such as student

location (urban/rural), age, and year of study on their attitudes toward e-learning

were not statistically significant.

Furthermore, studies have been conducted to investigate the impact of

gender, as well as age and year of study, on student attitudes and perceptions of

technology and attitudes and perceptions of e-learning; numerous studies have

been undertaken to investigate the effect of gender, as well as age and year of

study, on student attitudes and perceptions of e-learning. Male students had

more optimistic attitudes toward e-learning than female students, according to

several studies Liaw, et al (2011). In comparison, Egbo et. al, (2011) found

that
female students were more likely than male students to support the use of

ICT. The study discovered no gaps in attitudes toward e-learning between men

and women. These findings are consistent with recent research findings that

show the gender divide (difference between men and women) is narrowing.

The study demonstrated that there was a statistically significant correlation

between student attitudes toward technology and their levels of access to

various technologies; unsurprisingly, students who had better access to

technology and the internet generated stronger positive attitudes. The level of

access to technology and its reliability influence student intentions to use ICTs to

support learning. The study showed also that a student skill in

technologies is a significant predictor of attitudes online learning.

Several studies of Obaid, U. (2018), indicates that online learning and

their adoption was widely affected by students‘ characteristics, which were

regarded as important factors in online learning in developing countries. These

traits consist self-efficacy of internet, and experience in computer and internet,

anxiety with computer usability and approaches to online learning. Students‘

attitudes are also affected via the excellence and easiness of using course of

online learning, usability of online learning, and students‘ level and skills in

computer. Respondents computer experiences, which consists apparent self-

use, gratification and effectiveness and application of online learning play a

dominant role in this study. After all, positive attitudes of students‘ and behaviors

regarding online learning are important and necessary towards the acceptance

and adoption of online learning

Related Studies

According to Peytcheva-Forsyth et. al, (2018) education or distance is

becoming more popular in the higher education. Their study had a good result

since students have a clearly stated positive attitude towards online distance

learning, which implies that they are more likely to accept it well as a mode of

education. Generally, the results of this study are encouraging in terms of

introduction of online and distance education because they clearly demonstrate

the willingness and the positive attitudes of many bachelor students to the use of

technology in education. Forthcoming steps are related to the integration of

technology into academic life and the provision of a distance mode of education

without neglecting the importance and function of face-to-face mode of learning.

Furthermore, Mehra and Omidian (2011) had stated that e-learning is now

emerging as the advance paradigm for higher education. With a long research,

the result revealed that students‘ have high attitude towards e-learning. Their

attitude scores did not differ significantly with their personal variables such as,

gender, stream of study and residence.

Adoption of Online Learning. Ansong, Boateng S.L., et. al, (2016) explores

and investigated about the adoption of e-learning within a university in a

developing country. Specifically, the determinants of e-learning adoption. As

they test and validate the overall results in that the determinants of e-learning

adaptation in the University of Ghana infrastructure, its perceived ease of use,

expected benefits, organizational compatibility, competitive pressure, educational

partners, content of the course and E-learning curriculum. This therefore

provides a general idea of power for the factors that determine e-learning

adoption in higher learning institutions.

In addition, a research develops a theoretical model that highlights the

determinants of adoption of online teaching at the time of the outbreak of

COVID

19. The adoption of online teaching during pandemic outbreak was a step indeed

to exploit the potential of technology for schools by keeping the safety of

students and teachers without wasting their academic hours. By the performance

expectancy perceived by school teachers can build positive attitude as well as

drive their behavioral intention to adopt online teaching during the pandemic

outbreak, suggested by Tandon (2020).

Moreover, Panigrahi, et. al (2018) stated on their study about ‗Online

Learning: Adoption, Continuance, and Learning Outcome‘ that 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 and there are different factors on adopting online class.

But using apps in e-learning it can boost the ease and access of online learning

users and organizations and can have better learning outcome. Therefore,

adoption of online learning would have a higher chance of positive rate using

other helpful apps to enhance the students learning through online

Effectiveness of Online Learning. According to Luaran, et.al, (2013)

nowadays internet is widely used as a research and educational, providing a

society with access to global information and instant communication. Everything

could be access now to internet everywhere, just like E-Learning which is one of

the instructional education programs that can help students in their studies.

Based on their study, it can be concluded that the students were exposed to the

e-learning in great deal. This study has also proven that e-learning could provide

greater flexibilities on instructor-led or self-study courses among the students.

The main advantage of e-learning is it enables learning at any place and time

while its disadvantages are the students may be required to buy computers or go

to cyber cafes to use computers, thus, reducing the opportunities for face-to-face

contact among friends. In short, e-learning is an integration of technologies in

teaching and learning. In conclusion, the students can learn effectively but as for

the educators they still able need to play a role and be a part of giving task to

perform by the students for learning process to continue.

Apart from that, Irina et. al, (2016) research on effectiveness of e-learning

based on students‘ evaluation showed the overall neutrally-positive attitude of

students. According to the students, teachers actively (above average) use EER

(Electronic Educational Resources) in the educational process. The vast majority

of students think it is necessary to have video connection with the teacher.

Presently the university distance learning center isn‘t able to provide it. Video

connection such as Skype, Viber are used by some teachers, but it‘s their

personal decision. The most actively used elements of EER are tests and

homework. 2/3 of the interviewed students think it is effective to use EER in

educational process. Although more students think they have low motivation for

working with EER. Besides that, the reason for low effectiveness of distance
learning is mentality, lack of trust of potential users to educational services, low

level of assimilation of material by students, lack of control or defective control

from the teachers. So, we can view distance learning methods, according to the

interviewed students as effective, necessary, still additional elements of

educational process at the university.

However, Xu and Jaggars (2013) employed an instrumental variable

technique to estimate the impact of online versus face-to-face course delivery on

student course performance as indicated by course persistence and final course

grade. In conclusion of the study the results suggest that policymakers and

college administrators may need to improve the quality of online learning before

enacting policies that would incentivize an accelerated expansion of online

enrollments because analysis shows a significant negative impact on both

course persistence and course grade with the use of online learning. It can be

improved more in the future if the school will consider the factors that might

affect the effectiveness of online learning.

Easiness in Using Online Learning. According to Norziani, et. al, (2012).

People are looking for flexible learning to accommodate their needs for

improvements. One option is through internet-based learning or online learning.

Internet has provided people with unlimited access to information. Online

learning enables lifelong learning to become more accessible. The development

of online learning offer opportunities for teachers to create mentor online as to

support student engagement in learning. Online learning provides multimedia

and instructional information. Therefore e-mentoring becomes a viable tool to

help student engage in online learning. By using electronic communications, e-

mentoring intends to develop and grow the skills, knowledge, confidence, and

cultural understanding of the lesser skilled individual. E-mentoring enables

teachers interacting with students through email, online chat and online bulletin

board regardless of geographic location. Consequently, learners are capable to

build their own knowledge when they feel connected by the activity in which them

engage. Analysis shows that learner's attitudes play a role in predicting e-

mentoring. To ascertain the successful of e-mentoring program, this research

provides evidence learner's attitude are critical factors to ensure students would

stay involve with their mentor.

Furthermore, Mamattah (2016) study shows that most students have

strong technological background that will enable them to easily make use of the

e-learning tools that can enhance their e-learning experience without much

hindrance. Varied attitudes towards e-learning have been displayed in this study.

These includes students liking the idea of e-learning and considering it to be an

innovative concept which needs to be encouraged and enhanced. It has also

been discovered in this research that even though all the respondents are

studying in the traditional classroom setting, most of them are willing to study

through any of the e-learning modes in the future and not to continue their

studies through the fully classroom learning as all of them presently do. To

confirm this assertion, the research reveals that the preferred mode of studies for

most students is hybrid learning (one of the types of e-learning) and not the

fully
classroom learning. The research further shows that in comparison, men have

positive views about e-learning than women, and that men are more likely to

pursue further studies through e-learning modes than the women.

In addition, a research about identifying the determinants of students‘

acceptance of online learning and to investigate how these determinants can

shape students‘ intention to use online learning, reveals that students‘

perception of ease of use, usefulness, attitudes towards online learning, and

the social influence of students‘ referent group were identified as significant

determinants of students‘ intention to practice online learning. The possibility of

using the social influence of students‘ referent group, students‘ perceived ease

of use, students‘ perceived usefulness and their attitudes towards online

learning to predict their behavioral intention to use online learning was also

confirmed (Farahat, 2012). Synthesis

The researchers come across with reviewed concept as well as several

theses and studies of different authorities that are similar, distinct, parallel, and

supportive to the study. With the statements and information of authors, the

researchers found out that there were certain facts that are like the present

study.

Student‘s attitude towards online class can be positive or negative, but it

can be enhance and improve by being aware on its benefits and advantages.

The study of Peytcheva-Forsyth et al. associates with the present study for both

dealt with the introduction of the online and distance education and the

positive
attitudes of college students to the use of technology in education. Likewise, the

study of Mehra and Omidian is similar to the present study since it also stated

that the emerging e-learning is an advance paradigm for higher education and

the results revealed that students‘ have high attitude towards e-learning.

However, these differs because the present study focuses on improving the

attitude of student‘s attitude towards online learning, while the two other studies

are just observing what attitude or result of student‘s perspectives regarding

online education.

Related to the adoption of online learning, Ansong et al. studies can be

connected to the present study as it is proving that adoption of online learning

could gain benefits and new learning. It‘s different with the present study in terms

of the target respondents and adopting different set up of online learning on a

university. While the study according with Tandon research studies has

similarities with the present study since it proves that adopting online learning

have a positive side and convenience, which is the present study is aiming to

show. The studies dissimilarities were the situation because the present study

aims for a long use and purpose of online education, and Tandon study is only

about the adoption of online education during the case of COVID 19 outbreak.

Base on the study of Panigrahi et al. is alike with the present study since it both

consider factors that students might encounter on the adopting of online learning

as well as their attitudes towards it. And by suggesting different new apps and

sites could be helpful to increase positive feedback with the students who are

experiencing online learning. Its contrast with the present study is that it focuses
more on the factors and certain negative effects of adopting online learning, the

present study is more on the positive and enhancing of point towards online

education.

In corresponding with the effectiveness of online learning. According to

Luaran et al. its proven that e-learning could provide greater flexibilities and

effectiveness for the teachers as well as the students, similar with the present

study that proves not only for the student, but it has also a great impact with

teachers. Its difference is its focus a lot with teacher and students‘ perspectives,

the present study focuses about the attitude students only. The study of Erina et

al. is alike with the present study, both point out how e-learning tools has a great

importance to improve effectiveness of online class. The dissimilarities are this

study emphasize a lot of relationship and connection of a teacher and students

that should be maintain to improve online learning effectiveness, unlike the

present study that give more emphasize on the student perspective and how to

improve their attitude towards online learning. While based on the study of Xu

and Jaggars it‘s important to improve the quality of online learning to be more

effective, same with the idea of present study that aims to provide meaningful

contribution in encouraging to improve the online effectiveness. The difference

was this study employed an instrumental variable technique to estimate the

impact of online versus face-to-face, while on the present study it was mainly

focus on online learning only.

On the other hand, in terms of easiness in using online learning,

according to Norziani et al. online learning enables lifelong learning to

become more
accessible, similar with the present study about how online learning is more

convenient until the future. The difference is that on this study the analysis shows

that learner's attitudes play important role in predicting e-mentoring, while the

present study is pointing that learner‘s attitudes plays an important role to

improve online learning, not focus on e-mentoring. In addition, Mamattah study

most students have strong technological background that will enable them to

easily make use of the e-learning tools and have easiness in studying, related

with the present study that gives importance on e-learning tools as one of the

ways to improve students attitude towards online learning. In contrast with the

present study, it discusses more about blended learning and traditional

education, which the present study rarely added in the contents. Furthermore,

Farahat perceived ease of use of online learning, students perceived its

usefulness, alike with the present study that discuss how online learning could

help a lot and have more advantages. This study dissimilarity was the possibility

of using the social influence of students, it is not discussed or focus on the

present study.

Online learning is a form of distance learning, also known as distance

education. According to Abdulhamid et al., electronic examinations are now a

feasible alternative method of assessing student learning capacity. In addition,

Conole and Warburton research reveals that higher education institutions are

increasingly using computer-assisted assessment grading systems to improve

the learning process. To ensure the realization of students on their online

learning attitude they should be reacting to all stimuli in the electronic world,
triggering her or his thoughts, energy, and desire, and reacting to the effect and

converting it into actions, according to Tavşancl. Furthermore, Bolton explains

that students' attitudes toward online learning are characterized as a student's

perception of the online learning experience, including its success or difficulty.

These research statements are similar to the present study as it shares the same

point of view and aims at developing the student's attitude on their online

learning education.
 Chapter III
RESEARCH METHODOLOGY

This chapter presents the research design of the study, the respondents

the instruments used in data gathering the construction and validation of

instruments used in data gathering the construction and validation of instrument,

the data gathering procedure and the statistic treatment of data that are used in

this study.

Research Design
nd rd
The main purpose of this study is to determine the attitude of 2 and 3

year college students in Colegio ng Lungsod ng Batangas towards Online

Learning that can use as inputs to further knowledge and understand in the topic

area. This study will use descriptive design method to generate data. Descriptive

method could best describe the prevailing conditions and the research design

that could relate the cause-and-effect relationships of the variables. With regards

to the research design, the researchers chose the descriptive survey type for

they believe that it was the most appropriate to use to acquire systematic data

that will provide them the actual picture of the data set that they are reviewing.

Specifically, the data using the study comes from the viewpoints, thoughts,

and perception of the respondents indicated in the self-constructed questionnaire

disseminated by the researchers. This scheme was applicable, for this study

pursue to answer the up-to-date status or problem of the explained subject

matter.
Respondents of the Study
nd rd
The researcher decided to choose 2 and 3 year students of Colegio ng

Lungsod ng Batangas as their respondents. The total number of respondents

are
nd rd
156 which is 2 year students. And the 3 year 83 respondents‘ total number is

239 respondents. The researchers choose those respondents because they are

the ones whom are dealing with and they are the one who observe the

performance itself.
nd rd
There was a total of four hundred (583) 2 and 3 year college student.

Using the Raosoft sample size calculator, the confidence level is 95% confidence

level and 232 minimum recommend sample size and 5% margin of error. To

determine the sample size of the subject, the researchers used the random

sampling the total population computed 239 and divided into 17 sections. Each

section included at least 14 respondents based on respondent‘s year level and

program.

The purpose of the study was discussed to the respondents and inquired

them about their convenience and availability and if they are eager to answer the

survey questionnaire presented to them.

Data Gathering Instrument

The researcher used survey questionnaire as the main instrument to

obtain needed information and data. In gathering information, with the help

of
internet, and the researcher‘s know-how and personal interpretation and

applicable items for the questionnaire were made.

The questionnaire is consisted of three parts. The first part is concerned

with the subject‘s profile: The Name, Age, Gender, Year level and program. The

second part of the questionnaire is about E-leaning tools. And the part three

consist of questions to assess the attitude of student‘s respondents towards

online learning. The E-learning tools consists of (5) questions. The adaptation of

online learning consists of (7) questions, the effectiveness of online learning

consists (8) questions, the easiness in using online learning consists of (10)

questions. The questionnaire is answerable by rating variation. To determine the

result, count strongly-agree in value, rareness and imitability. If most are strongly

agree in knowledge-value, this means that the competency in terms of

knowledge is valuable, otherwise, strongly disagree.

When valuable result to yes and then rare result to no it is automatic

having competitive implication of competitive parity therefore, their performance

is normal. This result is not totally favorable for the faculty member and also to

the school. When valuable, rare, and imitability result to yes, it is temporary

competitive advantage therefore, their performance is above normal. This

result is favorable for the faculty member and to the school. When valuable

result to yes, the rare result to yes then the imitability result to no it is

sustained competitive advantage therefore, their performance is above normal.

Data Gathering Procedure

 The researcher gathers more information and check on books, journals

and thesis through online that might contain the same concepts and ideas that

would support researchers‘ study.

The researchers formulated the survey questionnaire based on the related

research and studies from the gathered information and data. And has been

checked corrected by adviser and validated by three (4) professional and

authorized people in the field of education. Thereafter, revising the question was

conducted in consideration of the comments and suggestion given by these

people.

To conduct an authorized survey, the researchers made a letter that

nd rd
requests for the information about the total population of 2 and 3 year college

students and to have a survey to their school in Colegio ng Lungsod ng

Batangas.

The researcher used google form in conducting the survey. The

researchers directly give the questionnaire to the respondents to properly answer

the given question.

The following ranges and them correspond interpretations were used to a

core the response in the items which are relevant to the answer of students

nd rd
and to distinguish the attitude 2 and 3 year college students towards

online learning.
 Table 1
Scoring and Interpretation
Response Scale Mean Score Interpretation
4 3.50 – 4.00 Strongly Agree
3 2.50 – 3.49 Agree
2 1.50 – 2.49 Disagree
1 1.00 – 1.49 Strongly Disagree

Statistical Treatment Data

The researchers used different statistical tools to measure quantitative

responses. The statistical treatments used in analyzing and interpreting data are

the following:

Frequency. In this study, it was uses to determine the frequency and ranking of

the respondents in terms of the demographic profile which are the age and

gender.

Percentage. This was used for distribution demographic profile of the

respondents with respect of age and gender of the selected College students.

Chi Square. This was used in distributions of categorical variables differ from

one another. It is asymptotically true, meaning that the sampling distribution can

be made to approximate and Chi Square distribution as closely desired by

making the sample size large enough. It was used to determine the relationship

between human resource practices and profile of the

respondents.
 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of

data. It contains the textual and tabular presentation of data, quantitative and

qualitative analysis of data, and interpretation of data in the light of relevant

literature.

1. Profile of the Respondents

The following sets of tables show the profile of the respondents in terms of

nd rd
gender, age, year level and program of 2 and 3 year students in Colegio ng

Lungsod ng Batangas.

Table 2
Profile of Respondents in terms of Gender

Gender Frequency Percentage Rank

Male 50 20.92 2
Female 189 79.08 1
Total 239 100

Table 2 presents the distribution of respondents in terms of their gender.

The table shows that female frequency result is 189 and was greater than the

frequency total of male which is only 50. It also reveals that female respondents

obtain a percentage of 79.08 over male respondents receiving percentage

of

20.92. Based on the table 2 in terms of gender of respondents‘ female ranks

higher than the male.

nd rd
The results clearly show that in terms of the population of 2 and 3 year

CLB students, female is much greater compared to male CLB student‘s that are

experiencing online learning. But the present study was unbiased regarding the

gender of respondents, since both experience the same process, and have
almost the same pattern of response regarding online learning. Both genders

have much more positive attitude and perception regarding the online class.

This parallels with the findings of Paris (2004) who focuses on the

attitudes of students toward online learning. His findings reveal that students are

more supportive of online education even though there are gender differences

on the record. It proves that gender has no greater significance with the student‘s

perception regarding online learning.

Table 3
Profile of Respondents in terms of Age
Age Frequency Percentage Rank
17-22 122 51.05 1
21-24 101 42.26 2
25-28 3 1.26 4
29- above 13 5.44 3
Total 239 100

Table 3 presents the distribution of respondents in terms of their age. The

table shows the selected age range of 17-22, 21-24, 25-28, and 29- above the

study's respondents. The 17-22 years old shows the highest number of

frequency, which is 122 and with a percentage of 51.05, then 21-24 years old

higher number of frequency which is 101, and with a percentage of 42.26.

Meanwhile, 29 years old and above show a high number of frequency which is

13 and with a percentage of 5.44 and the least number of frequency is the age
of

25-28 years old, which is 3 and with a percentage of 1.26. The respondents' total

is 239, suggesting that 17-22 years got the highest respondents and 25-28 years

got the least number of respondents.

 According to Fahme, (2008) the age is results showed that the older the

students are the more is their preference towards attending face-to-face classes

is based on a questionnaire as a mean of data collection technique to find out the

role of age and gender on the student‘s observations toward online

education, and the study developed through finding connections between the

variables used in the data collection instrument. As a result of the profile of

respondents according to their age was clearly showed the corresponding age of

students is based on a questionnaire as a mean of data collection method to find

out the role of age and gender on the student‘s perceptions toward online

education, and the findings of the analysis revealed that although the

students registered to the online program by will, they preferred the traditional

face-to-face education due to the difficulty of the nonverbal communication, their

incompetence of using the technology required, and their belief in traditional

face-to-face learning more than online education. The results showed that the

122 students that age is 17-22 years old have a better perception of the online

education as opposed to the 25-

28 years old. Regarding age, the results showed that the 17- 22 year‘s old

students are the more their preference towards attending face-to-face classes.

Table 4
Profile of Respondents in terms of Year Level
Year level Frequency Percentage Rank
nd
2 year 156 65.27 1
rd
3 year 83 34.73 2
Total 239 100

Table 4 presents the profile of respondents according to year level. The

table reveals that 2nd year respondents obtain a percentage of 65.27 over

3rd
year respondents receiving percentage of 34.73. The 2nd year is ranked 1
with

156 respondents, and the 3rd year is ranked 2 with 83 respondents with 239

respondents. The results suggest that 2nd year respondents are found that there

more respondents than 3rd year respondents.

The various levels of students can also influence how they perceive the

effectiveness of online education and how they feel about it. Due to the

difficulties a number of demographic populations face when online courses are

their only educational choice, Palloff and Pratt (2009) proposed that the desired

results of online courses should be motivated by the needs of the

participants (the students themselves) rather than reliance on technology alone.

Table 5
Profile of Respondents in terms of Program
Program Frequency Percentage Rank

BSA 14 5.86 5

BSBA 116 48.54 1

BEED 53 22.18 2

BTLED 29 12.13 3

BPED 27 11.30 4

Total 239 100

 The table 5 shown the profile of the respondents in terms of their program.

The majority of respondents are from BSBA, which received 116 percent or

48.54 percent, BEED, which received 53 percent or 22.18 percent, and BTLED,

which received 29 percent or 12.13 percent. BPED received 27 respondents with

an average of 11.30 percent, and BSA received 14 respondents with an average

of 5.86 percent, for a total of 239 respondents in 2nd and 3rd year students in

the Colegio ng Lungsod ng Batangas.

The result clearly shown that the large number of populations of the

respondent is from the program of BSBA and most of the information will be

gather from them. In an exploratory factor study, Muilenburg and Berge (2007)

looked at student attitudes toward online learning, satisfaction with online

learning, and overall satisfaction. Gender, age, ethnicity, type of learning

institution, self-rating of online learning ability, online enjoyment, and other

variables were found to be primary factors in student success in overcoming

academic barriers, according to his study.

2. E- Learning Tools
nd rd
The tables that show how E-Learning tools assessed by 2 year and 3

year college students in Colegio ng Lungsod ng Batangas. The table presents

and interprets the data gathered and is supported by previous researches. The

three indicators receiving the highest weighted means were given emphasis as

well as the least indicator.

 The table shows the E- Learning Tools in Education utilized by the

respondents. It has five statements that were given interpretations based on their

rankings.

Table 6
E- Learning Tools in Education utilized by the respondents

Use of E Learning Tools

Mean Verbal Rank
Interpretation
1. There is a Learning Management 3.73 Strongly Agree 1
System such as (Edmodo, Moodle,
Google classroom, etc.) used in your
institution.
2. There are any e-exam systems used 3.41 Agree 5
in your institution in conducting exams
or quizzes.
3. There are e- Learning tools employed 3.51 Strongly Agree 4
in the conduct of extracurricular
activities.
4. There are electronic applications 3.53 Strongly Agree 3
utilized to calculate your coursework
grades.
5. There is an e- learning embedded in 3.64 Strongly Agree 2
your classroom activities effectively.

Area mean 3.56 Strongly Agree

Table 6 presents the E-Learning Tools in Education respondents strongly

agreed that Learning Management System (Edmodo, Moodle, Google

classroom, etc.) is used in the institution with the weighted mean of 3.73. The

findings suggest then that respondents receive self-fulfillment in different learning

management systems used by the institution. The study of Chaw et al. (2018)

proved it, the revised DeLone and McLean information system performance
model was used to see whether LMS system efficiency, information quality, and

service quality affect learners' system usage and satisfaction, and thus their

learning effectiveness. Responses from 123 university students enrolled in a

blended learning program at a university were analyzed using a questionnaire

survey. Although not information quality, system and service quality were

found to have a significant relationship with system use. As a result, machine use

had a substantial impact on learning effectiveness.

In addition, the group of respondents displays strong agreement on

having any e-learning embedded in your classroom activities effectively with a

weighted mean of 3.64. This can indicate that the students effectively

incorporating some e-learning into the classroom practices with the same result

in the study of Mesonovich et al., (2019) the students in his study in the

traditional format class did not have access to Link support resources while they

worked on their homework and quizzes. Still, in using online, they get some

support in from their activities. Also, they were given a variety of tools to look at,

ranging from resource icons that they can simply click on to be directed to

relevant readings that will assist them in answering the questions, to unlimited

access of course, the instructor can set a limit on the number of times students

can check their work and answers if they want to to hints that provide

suggestions, to practice questions, to being able to directly send a question to

the instructor.

Receiving the third highest weighted mean of 3.53 is the electronic

applications that utilized to calculate your coursework grades since they can
greatly improve the learning process, computer-assisted evaluations. Conole and

Warburton, (2005) added his perspective about automated grading systems is

becoming more common in higher education institutions. An automated grading

system, also known as the Adaptive Grading/Learning System (AGLS), was built

in our study to enable instructors to quickly grade multiple and complex computer

literacy assignments while providing meaningful feedback to students, resulting

in a more productive learning process.

Notwithstanding, the respondents have deemed are any e-exam systems

used in your institution in conducting exams or quizzes obtaining the lowest

weighted mean of 3.41 with the verbal interpretation of agree positioned in the

least any e-exam systems currently in use and accessible at the institution for

administering exams or quizzes. The result suggest that any e- exam system

used by the student from the institution cannot sustain the need of the students

in terms of online class. In contrast to the idea of Abdulhamid et al. (2017) that

electronic assessments have emerged as a viable alternative to traditional

methods of evaluating student learning. Students and universities can be

confident of the integrity of information testing because they have freedom of

choice regarding the evaluation and can provide direct feedback. As a result,

students are more motivated to pursue deeper learning and better outcomes,

resulting in a higher-quality and more comprehensive educational process.

3. Attitude of student respondents towards Online Learning

 The table shows the respondent's attitude towards online learning in terms

of adoption of online learning, the effectiveness of online learning, and

easiness of using online learning. Adoption online learning has 7

statements, effectiveness of online learning has 8 statements and easiness in

using online learning has 10 statements they were given an interpretation based

on their rankings.

Table 7
Adoption of Online Learning

Mean Verbal Rank

Interpretation
1. It is difficult to understand online 3.16 Agree 4
learning without getting acquainted
with appropriate guidance.
2. It is difficult to favor online learning on 3.24 Agree 3
regular basis due to least face to face
interaction among students and
teachers.

3. Slow computer and poor internet 3.44 Agree 1.5

connections discouraged to use online
learning.

4. Online learning materials should be 3.44 Agree 1.5

provided for the students to easily work
with the given task.
5. Online learning is often avoided as it 2.97 Agree 5.5
promotes social isolation.
6. Online learning highly motivates the 2.97 Agree 5.5
students for taking advance courses.
7. Using online learning makes learning 2.84 Agree 7
interesting.
Area Mean 3.15 Agree
 Table 7 presents the adoption of online learning respondents agree

that are adoption employed in the conduct of extracurricular activities obtaining

the highest weighted of 2.97. The findings suggest that respondents receive

online learning materials should be provided for the students to easily work with

the given task and often avoided as it promotes social isolation. According to

Berta (2009), some experts believe that online learning is a method of

teaching in which various integrations of technology are pursued, while others

believe it is a replacement for distance education, which is enabled by the use of

the internet, which is considered an efficient means of rapid communication.

In addition, the group of respondents display agrees on having a difficult

to understand online learning with the weighted mean of 3.16. This can indicate

that online learning is difficult. The majority of previous research studies have

identified the obstacles to online learning and the factors that influence students'

interest in online learning. Similarly, Al-Fahad (2009) found that students

embraced m- learning (mobile learning) because wireless networks enable them

to search for, obtain, and work independently on learning materials and

resources in a short amount of time. According to Woo (2000), debates about

the implementation of online learning have been time consuming and difficult.

Receiving the third highest weighted mean of 3.24 is the indicator stating

that they have a difficult favor online learning on regular basis due to least face to

face interaction among students and teacher. As Ponzurick (2000) they were

deprived of face-to-face communication with the teacher, which is common in

conventional classrooms. However, the respondents have agreement that they

show computer and poor internet connections discourage to use online learning

and should be provided online learning materials for the students to easily work

with the given task with the weighted mean of 1.5 respectively and both given a

verbal interpretation of agree. It is agrees with Chu (2010) these characteristics

include internet self-efficacy, computer and internet experience, computer

usability anxiety, and approaches to online learning. In similar token, the

indicators such as they using online learning make learning interesting receive

low weighted means 2.84. Because the findings reveal that their students using

computer at home has positive attitude while negative at school. The findings are

supported by the strategies forwarded by Shang (2005) conducted a study on

Taiwanese university students‘ attitudes towards the use of e-mail journaling,

as a mean for learning second language. An open-ended survey was used to

elicit feedback and attitude. The results revealed that students while using e-mail

have positive effects on their learning, moreover, such approaches positively

contributed in the improvement and performance of reading second language.

Table 8
Effectiveness of Online Learning
Verbal
Mean Interpretation Rank
1. Online learning increases students' 3.12 Agree 1
knowledge and expertise in using
digital technology.
2. Online learning ensures the 2.95 Agree 6
effectiveness in terms of coping up
with missed lectures.
3. Productivity of students can be 2.96 Agree 5
enhanced through online learning to
strengthen educational concepts.
 4. Online learning is economic in terms of 3.03 Agree 2
time for students and teachers.
5. Online learning ensures the 3.00 Agree 3.5
effectiveness for presenting the work in
class.
6. Quality of teaching and learning can be 3.00 Agree 3.5
increased through Online learning
because it integrates various types of
media.
7. Online learning offers maximum 2.87 Agree 8
engagement of students.

8. Access to education increases through 2.92 Agree 7

online learning.
Area Mean 2.98 Agree

Table 8 presents the attitude of student respondents towards

effectiveness of online learning with its indicators receiving an area mean of 2.98

and a verbal interpretation of Agree. Among the indicators, the respondents show

that online learning increases students' knowledge and expertise in using digital

technology with a weighted mean of 3.12 ranks first. The result shows that online

learning helps students to improve their skills in using digital technology. As

Omamerhi, E. & Hongjiang X. (2007) states that the assessment tools employed

offers a positive effect on the effectiveness of online program. Delivery method is

the systematic way of identifying what the audience needs and it involves the

development of a learning process tailored to suits the needs.

nd
Furthermore, 2 ranking of the groups of respondents agree that online

learning is economic in terms of time for students and teachers, receiving a

weighted mean of 3.03 followed by online learning ensure the effectiveness for

presenting the work in class and quality of teaching and learning can be

increased through online learning, both of them obtaining a weighted mean of

3.00. The respondents rate the indicator that productivity of students can be

enhanced through online learning to strengthen educational concepts, reaching a

weighted mean of 2.96. The results show that online learning both effective for

teachers and students. The study of show that e-learning improves student

academic performance. According Omamerhi, E. & Hongjiang X (2007) positive

perception of e-learning is crucial to foster the use of e-learning. Although

students‟ attitude influence the intention to use the e-learning, the actual use of

e-learning improves the academic performance of students. The acceptance and

use of the technology may influence and improve the learning process and

learning outcome of the students.

On the other hand, the respondents agreed that online learning ensures

the effectiveness in terms of coping up with missed lectures, obtaining a

th th
weighted mean 2.95. Ranking 7 and 8 with the weighted mean of 2.92

and

2.87, the respondents indicates that access to education increases

through

online learning and online learning offers maximum engagement of students.

The result shows that students are have engagement and access in

online learning. Bakia et. al (2012) in accordance in his research online learning

has a potential to improve learning outcomes by replacing lecture time with group

and individual work that engages students more actively in learning, enabling

greater motivation and deeper learning.

Table 9 Mean Verbal Rank

Easiness in Using Online Learning
 Interpretation
1. The usability and expertise in 3.06 Agree 4
computer ensure the effectiveness in
computer mediated learning.
2. For searching online educational 3.23 Agree 1.5
resources, the web is often student
friendly.
3. Doing assignments and reading 2.99 Agree 8
lecture‘s web notes are easy for students
to manage and learn.
4. Expression of thoughts and notions is 3.00 Agree 6.5
a hectic job in terms of writing via
online learning.
5. It is easy to read from print learning 3.23 Agree 1.5
materials instead of electronic medium
or internet.
6. Use of online learning is easier and 2.87 Agree 9
better than using books/journals in the
library.
7. It is easy to become skillful at using 2.80 Agree 10
online learning system.
8. Learning of courses through online 3.03 Agree 5
portal is difficult.
9. Provide better platform for learning via 3.18 Agree 3
direct interaction among students and
teachers rather than by using
computer.
10. Acquisition of significant information is 3.00 Agree 6.5
difficult through using internet.
Area Mean 3.04 Agree

Table 9 presents the assessment of an easiness in using online learning.

Respondents agreed on searching online educational resources, the web is often

student friendly and finding themselves to easily read print learning materials

instead of electronic medium or internet obtaining the highest area mean of 3.23.

The findings suggest then that respondents capable to build their own knowledge

when they feel connected by the activity in which them engage. The respondents

liking the idea of e-learning but some respondents are studying in the

traditional
classroom setting which providing print learning materials instead of electronic

medium or internet. According to Mamattah (2016), study shows that most

students have strong technological background that will enable them to easily

make use of the e-learning tools that can enhance their e-learning experience

without much hindrance.

In addition, the respondents agreed on providing better platform for

learning via direct interaction among students and teachers rather than using

computer. This can indicate that they find themselves a better platform to

emphasize relationship and connection of a teacher and students that should be

maintain improve online learning effectiveness. Song et al. (2016) suggested that

student and teacher relationship in online environments was more intimate than

face-to face environments. It revealed that teacher plays a pertinent role in the

development of satisfied student-teacher relationship in online classes that

resultantly increases class satisfaction and knowledge gain.

Receiving the 4th highest area mean of 3.23 is the indicator stating that

they use and expertise in computer ensure the effectiveness in computer

mediated learning. This is solid implication that respondents‘ have interest

towards online learning, the usability and easiness in application of computer.

Students‘ attitudes are also affected via the excellence and easiness of using

course of online learning, usability of online learning, and students‘ level and

skills in computer Aixia, (2011). Their computer experiences, which consists

apparent self-use, gratification and effectiveness and application of online

learning play a dominant role Liaw, (2011).

 The respondents shared learning of courses through online portal is

difficult the least indicator obtaining the low area mean of 3.03. The results

suggest that respondents experiencing difficulties like group activities regardless

of mode, online environment and challenges for the external or isolated learner

particularly through considerations around their engagement, access,

community, and support.

In parallel, the barriers to participation that external students may

experience are particularly evident in collaborative learning tasks through group

work, group presentations and group assessments (Davidson, 2015). Despite the

best intentions of teaching staff to provide equitable and beneficial learning

experiences for all students, regardless of enrolment mode, many academic staff

members feel apprehensive and not suitably equipped to teach via wholly (or

mostly) online particularly as they themselves may be still learning to use some

of the platforms (Schmidt et al., 2016).

With the same agreement and area mean of 3.00, the indicators of their

eexpression of thoughts and notions is a hectic job in terms of writing via online

learning and aacquisition of significant information is difficult through using

internet are positioned in the least. The findings can be interpreted as

challenging and difficulties to the students in the writing via online learning and

acquisition of significant information using internet. As Williams et.al (2012),

online environment provides opportunities for the way‘s education is delivered

and accessed by learners, assessment practices are often limited in the variety

and modes in which they are allocated in the online environment. Even so,

online
group presentation assessments do not appear to be common practice which

may be due to some of the difficulties experienced by both students and

academics in using an online delivery platform.

Notwithstanding, the respondents have deemed their assignments and

reading lecture‘s web notes are easy for students to manage and learn obtaining

the lower area mean of 2.99. The results suggest that students accept the e-

learning to help themselves. By using electronic communications, e-mentoring

intends to develop and grow the skills, knowledge, confidence, and cultural

understanding of the lesser skilled individual.

According to Norziani et.al (2012), students are looking for flexible learning to

accommodate their needs for improvements. One option is through internet-

based learning or online learning. Internet has provided people with unlimited

access to information. Online learning enables lifelong learning to become more

accessible. The development of online learning offer opportunities for teachers to

create mentor online as to support student engagement in learning.

The respondents shared that the use of online learning is easier and better

than using books/journals in the library obtaining the second lowest area mean of

2.87. Finding reveals that the use of technology to facilitate is better than

traditional learning. It can boost the ease and access of online learning users and

organizations and can have better learning outcome.

The findings supported by Luaran, et. al (2013) nowadays internet is widely

used as a research and educational, providing a society with access to global

information and instant communication. Everything could be access now to

 internet everywhere, just like E-Learning which is one of the instructional

education programs that can help students in their studies. Based on their study,

it can be concluded that the students were exposed to the e-learning in

great deal. This study has also proven that e-learning could provide greater

flexibilities on instructor-led or self-study courses among the students.

In a similar token, the indicators are easily become skillful at using online

learning receive lowest area mean of 2. 80. The finding reveals that indicators

are more likely advance in Internet-based technology. Online learning

significantly improved writing and computer skills.

Online learning can be used to refer to a wide range of programs that use the

Internet to provide instructional materials and facilitate interactions between

teachers and students and in some cases among students as well. Online

learning can be fully online, with all instruction taking place through the Internet,

or online elements can be combined with face-to-face interactions in what is

known as blended learning (Horn and Staker 2010).

4. Significant relationship between profile and responses on the attitude towards

online learning.

Table 10
Relationship between the Gender of the Respondents and their responses on
their attitude towards online learning
Attitude towards Chi Square Tabular Value Decision HO Verbal
Online learning Interpretation
Adoption of 3.3 3.84 Accept Not Significant
Online Learning
Effectiveness of 5.09 3.84 Reject Significant
Online Learning
Easiness in 11.16 3.84 Reject Significant
Using Online
Learning

Table 10 presents the relationship between the gender of the respondents

and their responses to their attitude towards online learning. The table shows

that Easiness in Using Online Learning was the highest in the chi-square that has

11. 16 and the effectiveness of online learning were the next in the chi-

square that has a percentage of 5.09. The Adoption of Online learning in the chi-

square result had a percentage of 3.3 and the tabular value that respondents

responded to was the same. The result suggests that the Easiness of online

learning and the effectiveness of online learning is significant, and the Adoption

of online learning is not significant. The table showed the result that more on

respondents' perception is in using online learning.

According to Rhema and Miliszewska (2018), the factors that influence

students' attitudes toward online learning are divided into two categories:

demographic (age and gender) and computer skills (ICT training background,

experience in working with ICT, possession of own computer, access to ICT,

frequency of using computer). Without a doubt, for Sofia University, which is

transitioning from face-to-face to blended and distance learning, ongoing

research into students' perspectives and attitudes is essential not only for the

successful transformation of the educational paradigm, but also for the academic

staff's support in designing and conducting effective online courses. Collecting

information from learners about their attitudes, desires, needs, and factors that

affect their choice of mode of education is an essential element of planning and

delivering quality online education in the current situation in Bulgaria, where

there are ongoing changes in higher education and fierce competition among

universities.

To investigate the interdependencies between demographic factors and

attitudes of students to online learning and distance education, we used the Chi-

Squared test with the null hypothesis that the variable "attitudes to online learning

and distance education" was independent of the easiness of using online

learning. The most significant dependencies are those relationships between the

gender of the respondents and their responses on their attitude towards online

learning. Gender and their responses to their attitude towards online learning are

variables that played an important role in this analysis. The cross-tabulation data

showed that 3.84 of the students respond to their online learning attitudes.

For most students, the easiness of using online learning was found to be

mechanical, and most preferred taking traditional face-to-face education. They

also had concerns regarding the reliability of the materials used on the net and

the adequacy or competence of the teachers who deliver the instruction. They

also faced shortness of time and experienced difficulty in nonverbal

communication.

The analysis, nonetheless, showed that the percentage of easiness in

using online learning perceiving the good quality online education as these is

higher than the adoption of online learning. In addition, It was evident that

for
more respondents, the students prefer to use this way of using online learning as

probably they have experience in doing it in the face-to-face mode of training

and because this gives them more flexibility. Statistically significant was not

found between the easiness in using online learning, the effectiveness of

online learning between the adoption of online learning in students' attitudes

towards online learning between their gender.

Table 11
Relationship between the age of the Respondents and their responses on
the attitude towards online learning
Attitude towards Chi Square Tabular Value Decision HO Verbal
Online learning Interpretation
Adoption of 6.92 7.82 Accept Not Significant
Online Learning
Effectiveness of 15.75 7.82 Reject Significant
Online Learning
Easiness in 3.06 7.82 Accept Not Significant
Using Online
Learning

Table 11 indicates the relationship between the age of the respondents

and their responses on their attitude towards Online Learning.

It explicates that age of the respondents have significant relationship with

the effectiveness of online learning. It can be inferred that they are employed that

age affects each other in terms of the attitude of the students. Thus, gender has

no significant relationship on the respondents' responses on their attitude

towards Online Learning under the adoption and easiness of online learning.

Based on the online programs offered by the Sakarya University will form

the basis of this case study in this research. The perceptions and attitudes of the

students to online distance learning will be analyzed with respect to their age

and
gender. Students enrolled in these programs have varying skill levels related to

technology and the distance learning environment. The concept is to find out and

analyze the role of gender and age on students' perceptions towards online

learning. The age results showed that the older the students are, the more is

their preference towards attending face-to-face classes is based on a

questionnaire as a means of data collection technique. To find out the role of age

and gender on the student's observations toward online education, the study

developed by finding connections between the variables used in the data

collection instrument. Fahme (2008).

Table 12
Relationship between the Year Level of the Respondents and their
responses on the attitude towards online learning
Attitude towards Chi Square Tabular Value Decision HO Verbal
Online learning Interpretation
Adoption of 50.86 3.84 Reject Significant
Online Learning
Effectiveness of 0.55 3.84 Accept Not
Online Learning Significant
Easiness in 0.78 3.84 Accept Not Significant
Using Online
Learning

Table 12 explains the Relationship between the year level of the

respondents and their responses on the attitude towards online learning. It

explicates that year Level of the Respondents have significant relationship with

Adoption of Online Learning. It can be inferred that year level affects each other

in terms of the attitude of the students. Meanwhile, Year Level of the

Respondents have no significant relationship between Effectiveness of Online

Learning and Easiness in Using Online Learning it shows that what so ever the
year level of the respondents wouldn‘t affect their attitudes towards online

learning. The results was supported by the study of Bolton (2017). His study

claims that students' attitudes toward online learning are characterized base on

the student's perception and own experiences of success and difficulty on

learning.

Table 13
Relationship between the Program of the Respondents and their responses
on the attitude towards online learning
Attitude towards Chi Square Tabular Value Decision HO Verbal
Online learning Interpretation
Adoption of 3.84 9.49 Accept Not Significant
Online Learning
Effectiveness of 13.01 9.49 Reject Significant
Online Learning
Easiness in 9.72 9.49 Reject Significant
Using Online
Learning
Table 13 explains the significant relationship between the program of the

respondents and their responses on the attitude towards online learning. The

table shows that adoption of online learning is not significant on the attitude of

the students towards online learning. While effectiveness and easiness in using

online learning was significant on the attitude of the students towards online

learning.

The results show that adoption of online learning does not have any

significance on attitude of CLB students towards online learning, while its

effectiveness and easiness of use have greater significance. Since adoption of

this type of learning is not on the student‘s hands, and it was a convenient and

innovative option of learning. Therefore, improving the online education

effectiveness and easiness of use is the best way to be able to enhance

students‘ attitude towards it.

It is quite connected but dissimilar with the study of Barkley (2006) which

have a different point of view what influences the students' attitudes

toward online learning. His study emphasizes that self-efficacy influence

students' attitudes toward online learning and their success in online

learning. The approach he proposed is by learning how to boost student‘s self-

efficacy would be helpful for a students to be more motivated and change of

attitude towards online learning, which is why it‘s kind a dissimilar but connected

on some ways with the findings of present study.

5. Proposed Strategies to improve the attitude of student towards online learning

Table 14
nd rd
Proposed Strategies to improve the attitude of 2 and 3 college students
in Online Learning

Objective Strategies Person Time Frame Outcomes

s Involved
A. Adopti
on of
Online
Learning
(Using
online
learning
makes
learning
interesting)

A.1 Online Instructor/A June 7, 2021 Students will

Encourage Tournament dviser 8:00 - 11:30 gain
nd rd
2 and 3 (Pangmalaka in the morning knowledge,
year sang Talino, Second and enhance their
college Galing at Year 1:00 - 3:30 in skills in
students to Talento sa Colllege the afternoon computer and
join online Pag-iisip) Students at the same
educationa Essay from time they will
l contest or Writing - Colegio Ng enjoy the
games. English Lungsod Ng games.
and Filipino Batangas
Photo (All
Essay Program)
Photogra
phy Third Year
Quiz Bee College
Pinoy Students from
Henyo Collegio Ng
Debate Lungsod Ng
Digital Batangas
Artworks (All
Program)

A.2 Boost Beauty and Instructor/A May 31, 2021 Students‘ will
nd rd
2 and 3 Brains dviser 8:00 - 11:00 boost
college Competition in the morning confidence and
students Mr. and Second and boost their
confidence Ms. Year 1:00 - 3:00 in productivity
and Sing and Colllege the afternoon that will have
showcase Dance Students a better
their Short from understandin
talents to
Film Colegio Ng g
make a
creative Modeling Lungsod Ng
work. (Any Batangas
Course) (All
Spoken Program)
Poetry -
English Third Year
and Filipino College
Entry Students from
Collegio Ng
Lungsod Ng
Batangas
(All
Program)

B. Effectiv
eness of
Online
Learning
(Access to
education
increases
through
online
learning)
Instructor/A
B.1 Take a 1- dviser Before the Students‘ will
Teachers 10 quiz class/me have an
send a after the Second eting hour optimal
copy of discussio n Year Give a performances
lesson in Separate Colllege due date given that
online the lesson Students to the their activities
platforms(g Take from assessm becomes a
oogle learning Colegio Ng ent and source of
classroom) assessm Lungsod Ng output knowledge
for ent and Batangas for them.
continuous learning (All
knowledge output Program)
to Separate
encouragin the Third Year
g them to assessm College
pursue ent from Students from
their output Collegio Ng
degrees. Lungsod Ng
Batangas
(All
Program)

B.2 Online Instructor/A Every last Students‘ will

Empower Interventi dviser Thursday improve their
nd rd st
2 and 3 on of the 1 skill,
nd
year (Awarene Speaker and 2 knowledge and
college ss and term of behavior which
students Benefits Second Semester can be shared
by of Year with co-
furnishing Educatio Colllege students.
them n through Students
online Online from
seminars Learning) Colegio Ng
that will Lungsod Ng
make Batangas
increase (All
their Program)
knowledge
even they Third Year
are not College
inside the Students from
school Collegio Ng
Lungsod Ng
Batangas
(All
Program)

C.
Easiness of
Online
Learning
(It is easy
to become
skillful at
using
online
learning
system)

C.1 Allow Program: Instructor/A Every two Students‘ will

nd rd
2 and 3 Educate.Lear dviser weeks of be equipped
year college n.Inspire. discussion, with abilities
students to Speaker specifically allowing them
use new Worksho every Friday, to climb up
learning p and Second 1:00 - 3:00 in their career
methods Training Year the afternoon ladders.
such as how to Colllege Likewise,
web-based use new Students they will filled
or Internet- learning from in their
based methods Colegio Ng coursework
including through Lungsod Ng through
e-learning, online. Batangas online
m-learning (All learning.
(mobile Program)
learning),
tablet- Third Year
learning and College
flipped Students from
classroom
Collegio Ng
s
Lungsod Ng
Batangas
(All
 Program)

Instructor/A
C.2 Involve Online dviser Every last Students‘ will
st
students to Discussio n week of 1 engage to
nd
web-based Boards Speaker and 2 terms online
st nd
training, (Engage (1 and 2 platforms that
virtual ment of Second Semester), will
classroom College Year specifically strengthened
s and Students Colllege every Friday. their
Students 1:00 - 3: 00 in
digital from capabilities.
the afternoon
collaborati Colegio Ng from
on to Lungsod Colegio Ng
enhance Ng Lungsod Ng
social Batangas Batangas
learning to other (All
University Program)
)
Trainings Third Year
and College
Worksho Students from
p with Collegio Ng
collaborat Lungsod Ng
ion of Batangas
other (All
Universiti Program)
es to
nd rd
become 2 and 3
flexible in year college
online students
learning. from other
Universities
 81

Chapter V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of objectives and methodology, the

salient findings, the conclusions drawn from the findings, and the

nd rd
recommendations. This study is on the Attitude of 2 and 3 year students in

Colegio ng Lungsod ng Batangas Towards Online Learning.

Summary
nd rd
The main aim of the study is to assess the attitude of the 2 and 3 year

students in Colegio ng Lungsod ng Batangas towards online learning and with

the influence and dependencies of different factors on the attitudes of the

students to online learning. To provide quality education in the higher education

institutions should be aware of students‘ needs and expectations and, on this

basis, to search for effective strategies and solutions for introducing online

learning.

Specifically, the objectives of this study are:

This research aims to determine the attitude of CLB students towards online

learning. This study specifically sought answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Genders

1.3 Programs

1.4 Year level

2. What e-learning in education is utilized by the respondents?

3. What is the attitude of student respondents towards Online Learning as

regards to:

2.1 Adoption of Online Learning

2.2 Effectiveness of Online Learning

2.3 Easiness in Using Online Learning

4. Is there a significant relationship between profile and responses on the

attitude towards online learning?

5. What are the strategies to improve the attitude of student towards

online learning?

Furthermore the researchers used the stratified random sampling together

with simple random sampling procedure in selecting the respondents. The

nd rd
researchers used this questionnaire to determine the attitudes of 2 and 3 year

students at Colegio ng Lungsod ng Batangas towards online learning. The

researchers used different statistical tools to measure quantitative responses. In

analyzing and interpreting the data, the researchers employed different statistical

nd rd
treatments which are applicable in determining the attitude of 2 and 3 year

students at Colegio ng Lungsod ng Batangas towards online learning.

Specifically, the data using the study comes from the viewpoints, thoughts, and

perception of the respondents indicated in the self-constructed questionnaire

disseminated by the researchers.

 Findings

1. What is the demographic profile of the respondents in terms

of:

1.1 Age

The profile of respondents according to their age has the selected range

of 17-22, 21-24, 25-28, and 29- above with the total of 239 respondents. The age

of 17-22 years old got the highest rank with the percentage of 51.05 and the

frequency is 122. Meanwhile the least number of frequencies is the age of 25-28

years old, which is 3 and with a percentage of 1.26.

1.2 Genders

The profile of the student according to the gender shows that population of
nd rd
2 and 3 year CLB students, female is much greater compared to male CLB

students. Female is the highest number of respondents with the percentage

of

20.90 and the frequency is189 and the male got the percentage of 20.92 with the

frequency of 50. Both genders have much more positive attitude and perception

regarding the online class.

1.3 Year level

The profile of respondents according to year level, the 2nd year

respondents obtain a percentage of 65.27 over 3rd year respondents receiving

percentage of 34.73. The results suggest that 2nd year respondents are found

that there more respondents than 3rd year respondents. Regarding age, the

results showed that the 17- 22 year‘s old students are the more their preference

towards attending face-to-face classes.

1.4 Programs
 The profile of the respondents according to their program, majority of

respondents are from BSBA, which received the highest rank with the frequency

of 116 and a mean of 48.54. Next is BEED, which received the frequency of 53

and a mean of 22.18 percent, and BTLED, which received 29 percent or 12.13

percent. BPED received 27 respondents with an average of 11.30 percent, and

BSA received 14 respondents with an average of 5.86 percent, for a total of 239

respondents in 2nd and 3rd year students in the Colegio ng Lungsod ng

Batangas.

2. What e-learning in education is utilized by the respondents?

The used of learning tools utilized by respondent obtaining the total area

mean of 3.56. The respondents strongly agreed that Learning Management

System (Edmodo, Moodle, Google classroom, etc.) is used in the institution with

the weighted mean of 3.73. While the respondents agrees that have any e-exam

systems used in your institution in conducting exams or quizzes obtaining the

lowest weighted mean of 3.41.

3. What is the attitude of student respondents towards Online Learning as

regards to:

2.1 Adoption of Online Learning

The respondent's attitude towards online learning in terms of adoption of

online learning receiving the area mean of 3.15. Most of respondents agreed that

slow computer and poor internet connections discouraged to use online learning.

Also the online learning materials should be provided for the students to easily

work with the given task. These two statements receive the weighted mean of
3.44 which obtained the highest rank. On the other hand the few of students

agreed in the statement of using online learning makes learning interesting which

receive low weighted means 2.84.

2.2 Effectiveness of Online Learning

The attitude of student respondents towards effectiveness of online

learning with its indicators receiving an area mean of 2.98. It reveals that online

learning increases students' knowledge and expertise in using digital technology.

This statement ranks first and received the weighted mean of 3.12 eiyh

the verbal interpretation of agree. However, the lowest statement stated online

learning offers maximum engagement of students obtaining the mean of 2.87

verbal interpretation of agree.

2.3 Easiness in Using Online Learning

The attitude of student respondents towards easiness in using online

learning obtained the area mean of 3.04. The respondents agreed that on

searching online educational resources, the web is often student friendly and

finding themselves to easily read print learning materials instead of electronic

medium or internet obtaining the highest area mean of 3.23. While the lowest

rank obtaining the mean of 2.80

4. Is there a significant relationship between profile and responses on the

attitude towards online learning?

The relationship between the age of the respondents and their responses

on their attitude towards Online Learning explicates that age of the respondents

have significant relationship with the effectiveness of online learning. It can be

inferred that they are employed that age affects each other in terms of the

attitude of the students. Thus, age has no significant relationship on the

respondents' responses on their attitude towards Online Learning under the

adoption and easiness of online learning. Next, the relationship between the

Gender of the Respondents and their responses on their attitude towards online

learning explicates that gender of the have significant relationship with

effectiveness of online learning and easiness in online learning. and the Adoption

of online learning is not significant. Then, the Relationship between the year level

of the respondents and their responses on the attitude towards online learning

explicates that year Level of the Respondents have significant relationship with

Adoption of Online Learning It can be inferred that year level affects each other in

terms of the attitude of the students. Meanwhile, Year Level of the Respondents

have no significant relationship between Effectiveness of Online Learning and

Easiness in Using Online Learning it shows that what so ever the year level of

the respondents wouldn‘t affect their attitudes towards online learning. Lastly the

relationship between the programs of respondents, adoption of online learning is

not significant on the attitude of the students towards online learning. While the

effectiveness and easiness in using online learning was significant on the attitude

of the students towards online learning.

5. What are the strategies to improve the attitude of student towards

online learning?

Strategies to improve the attitude of student towards online learning for

adaption of online learning, effectiveness of online learning, and easiness

of
online learning. In adaption of learning to make online learning interesting,

encourage 2nd and 3rd year college students to join online educational

contest or games. Online tournament (Pangmalakasang Talino, Galing at

Talento sa Pag-iisip) example Essay writing English and Filipino, Photo

Essay, Photography, Quiz Bee, Pinoy Henyo, Debate and Digital Artworks.

As result students will gain knowledge, enhance their skills in computer and

at the same time they will enjoy the games. Next, boost 2nd and 3rd college

students confidence and showcase their talents to make a creative work. The

strategy is Beauty and Brains Competition Mr. and Ms. Sing and Dance Short

Film Modeling (any course spoken), Spoken Poetry English and Filipino. So

students‘ will boost confidence and boost their productivity that will have a

better understanding. For Effectiveness of online learning to have access to

education increases through online learning first teachers send a copy of

lesson in online platforms (google classroom) for continuous knowledge to

encouraging them to pursue their degrees. The strategies are Take a 1-10

quiz after the discussion, Separate the lesson, separate the assessment from

output and take learning assessment and output. So the outcome is

Students‘ will have an optimal performance given that their activities

becomes a source of knowledge for them. Second, Empower 2nd and 3rd

year college students by furnishing them online seminars that will make

increase their knowledge even they are not inside the school, the strategy

Online Intervention (Awareness and Benefits of Education through Online

Learning). Through this, students‘ will improve their skill, knowledge and
 behavior which can be shared with co-students. For Easiness of
Online

Learning to become skillful at using online learning system, allow 2nd and

3rd year college students to use new learning methods such as web-base or

Internet-based including e-learning, m-learning (mobile learning), tablet-

learning and flipped classrooms. The strategy is to have Program:

Educate.Learn.Inspire. workshop and training how to use learning new

methods through online, through this students‘ will be equipped with abilities

allowing them to climb up their career ladders. Likewise, they will fill in their

coursework through online learning. Then to involve students to web-based

training, virtual classrooms and digital collaboration to enhance social

learning the strategy are Online Discussion Boards (Engagement of College

Students from Colegio Ng Lungsod Ng Batangas to other University) and

Trainings and Workshop with collaboration of other Universities to become

flexible in online learning. For outcome, students will engage to online

platforms that will strengthened their capabilities

Conclusions

After an all-encompassing assessment of student‘s attitude towards online

learning, the researchers have arrived at the following conclusions:

1. The study revealed that majority of the respondents are females, with ages 17-

22 years old, and mostly comes from 2nd year level and BSBA program.
2. With regards to the use of e-learning tools, respondents have positive point of

view on the use of it for online learning and was satisfied with the management

systems used by the institution.

3. In concern with the adoption of online learning, majority of the students agreed

on it even though there is still a lot of things to consider, while on its

effectiveness the respondents also generally approved it since it was helpful

and beneficial, and lastly, on the easiness of online learning, they agree that it

was easier but it needs more improvement to make things easier for them,

therefore I conclude that in overall the students have a positive attitude towards

online learning in terms of adopting, effectiveness and easiness of it.

4. Regarding the respondent‘s demographic profile significant relationship with

the attitude towards online learning, the result of the study shows that in terms of

adoption of online learning it was significant only in the year level, while in the

effectiveness it has significance in the gender, age, and program, and lastly in

terms of easiness it is only significant on the respondents' gender and program.

5. A strategies towards online learning for 2nd and 3rd year college students will

be proposed with the intention of enhancing the student‘s attitude and point of

view on the use of online learning.

Recommendations

Based on the foregoing conclusions, the researchers offered the following

recommendations:
 1. College students may adopt the strategies to improve attitudes towards of

online learning.

2. The study recommended that the department ought to establish and

formulate goals and objective for ensuring initiation of e-learning programs.

Goals acts as driving agent for a program and by setting goals, the maximum

level of expected outcomes can be achieved.

3. Teachers will generate practices and motivational strategies to assist

college students in sustaining increased their knowledge and performances in

online learning. Teachers may formulate learning assessment and outputs to

help the students to assess their understanding.

4. Strategies like intervention, trainings, seminars and programs of various

online activities to help college students to become flexible in terms of using

computer and giving proper incentives are effective way for enhancing online

learning in new normal.

5.Researchers may explore and expound on the subject under study with

other demographics profiles and may conduct among programs to improve

online learning. Continuing the study will enhance more knowledge of the future

researchers and help more students t/o understand the importance of attitude to

achieve goals in online learning.

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Wang-LB-Eds-2016-Blended-Learning-for-Quality-Higher-Education-
Selected- Case-Studies-on-Implementation-from-Asia-Pacific-Paris-France-
UNESCO.pdf#page=87

D. Electronic References
Chaw et al. (2018) What Makes Learning Management Systems Effective for
Learning?. https://journals.sagepub.com/doi/abs/10.1177/0047239518795828

Rohtak, M.D.U. (2017). ONLINE LEARNING.3 (8). E-ISSN No : 2454-

9916.https://www.researchgate.net/publication/332833360_Online_Learnin
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Ansong, Eric, Boateng, Sheena L., Boateng, Richard, Effah, John (2016,
January) Determinants of E-Learning Adoption in Universities: Evidence from a
Developing
Country.https://www.researchgate.net/publication/300410479_Determinants_of
_ E-Learning_Adoption_in_Universities_Evidence_from_a_Developing_Country

Bakia, M. et.al. 2012 Understanding the Implications of Online Learning for

Educational Productivity. U.S. Department of Education Office of Educational
Technology. https://tech.ed.gov/files/2013/10/implications-online-learning.pdf

Bediang, G., Stoll, B., Geissbuhler, A. et al. Computer literacy and E-learning
perception in Cameroon: the case of Yaounde Faculty of Medicine and
Biomedical Sciences. BMC Med Educ. https://doi.org/10.1186/1472-6920-13-57

Bertea, P. (2009). Measuring Students‘ Attitude towards Online learning. A Case

th
Study. A paper presented in the 5 International Scientific conference on online
learning and
software of Education, Buchari

Bolton, D. (2017). Student Attitude and Online Learning: The Impact of

instructional Design Factors upon Attitudes Toward the Online Learning
Experience. https://www.semanticscholar.org/paper/Student-Attitude-and-Online-
Learning%3A-The-Impact-of-
Bolton/5ca424be404be6c1944f3ff5d303c9ed28a164ec

Horn, M., and H. Staker. (2011). The rise of K–12 blended learning. Innosight
Institute.http://www.innosightinstitute.org/innosight/wp-content/uploads/
2011/01/The-Rise-ofK-12-Blended-Learning.pdf.

Hussein's (2011). Acceptance of Mobile Learning by University. American

Journal of Science research. 119-122.
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0Mobile%20Learning%20by%20University%20Students.pdf
Mamattah, R. S (2016). Students‘ Perceptions of E-Learning.
https://www.divaportal.org/smash/get/diva2:925978/FULLTEXT01.pdf?fbclid=IwA
R3PMSDU6JFqjo7613Hct7oEZ374StCNvsIFag1xywNWvNVRiKvOKBJQJ1k

Peytcheva-Forsyth, Yovkova, and Aleksievanline (2018) The impact of

technology on cheating and plagiarism in the assessment – The teachers‘ and
students‘ perspectives. AIP Conference Proceedings 2048, 020037, 2048, 1 -10.
DOI:1063/1.5082055 https://aip.scitation.org/doi/abs/10.1063/1.5082055

Picciano, A., and J. Seaman. (2009) . K–12 online learning: A 2008 follow-up of
the survey of U.S. school district administrators. Needham. MA: Sloan
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Rosenberg, M. J. (2001). Online learning, strategies for delivering

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So, T., & Swatman, P.M.C. (2006). E-Learning readiness of Hong Kong teachers.
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earning_Program_A_Case_Study_of_A_Higher_Education_Institution
 APPENDICES

APPENDIX 1

Certificate of Statistical Analysis

CERTIFICATION

This is to certify that the undersigned conducted statistical treatment for

nd rd
the data gathered for the study entitled “Attitude of 2 and 3 year college
students in Colegio ng Lungsod ng Batangas towards Online Learning” of
Anonuevo, Beulah C., Caguicla, Nei Ann Mei D., Carandang, Roxan Jane T.,
Catapang, Rona T., Dimaano, Jemilyn F., Mazo, Jessame C., Meraveles, Dane
Vincent in partial fulfilment of the requirements for the degree Bachelor of
Elementary Education.

Issued this 26th day of April 2021 to the proponents of the study upon
their request for whatever purpose it may serve.

Regie D. Abila, MA, LPT

Statistician
APPENDIX 2

Validation Letter

April 06, 2021

Ms. Richelle L.Cueto

Instructor I

Ms.Charity G. Maaño
Instructor I

Mr. Romancito D. Sanchez

Instructor I

Ms. Marilou Custudio

Professor I

Colegio ng Lungsod ng Batangas

A.De Las Alas Drive Poblacion Brgy.20, Batangas City

Dear Instructor,

Warm Greetings!

The undersigned are third year students of Colegio ng Lungsod ng

Batangas taking up Bachelor of Elementary Education (Major in Content
nd rd
Courses) currently conducting a research study entitled, “Attitude of 2 and 3
year College students in Colegio ng Lungsod ng Batangas towards Online
Learning.”In connection with this, we are seeking assistance for validation of our
questionnaire that will serve as the main data gathering instrument.

Attached to this letter are the copy of our questionnaire and the statement
of the problem. Any comments and suggestions about this will be a great help for
us to take necessary changes about the said instrument. We are hoping for your
kind consideration.

Respectfully yours,

Anonuevo, Beulah C.
Caguicla, Nei Ann D.
Carandang, Roxan Jane T.
Catapang, Rona T.
Dimaano, Jemilyn F.
Mareveles, Dane Vincent
Mazo, Jessame C.

Noted:

Dr. Retchie Macalalad Guico

Thesis Adviser

APPENDIX 3

April 6, 2021

DR. FELICIANA F. ADARLO

Vice President for Academic Affairs
Colegio ng Lungsod ng Batangas

Dear Dr. Adarlo,

Greetings of goodwill!

We, the undersigned taking up Bachelor of Elementary Education major in

nd
Content Courses, are presently conducting a study entitled ―Attitude of 2 and
rd
3 year college students in Colegio ng Lungsod ng Batangas towards
Online Learning‖ as part of the requirements for our Research course.

In relation, the undersigned request the approval of your good office to

conduct the distribution of the questionnaire through Google form. Rest
assured that all information to be obtained will solely be utilized for academic
purposes.

Hoping that this request merit your endorsement. Thank you very much!

Respectfully Yours,

Anonuevo, Beulah C.
Caguicla, Nei Ann D.
Carandang, Roxan Jane T.
Catapang, Rona T.
Dimaano, Jemilyn F.
Mareveles, Dane Vincent
Mazo, Jessame C.
Researchers

Signed: Dr. Retchie M. Guico

Research Instructor
 Curriculum Vitae

ANONUEVO, BEULAH C.

Address: MARUCLAP, BATANGAS CIT Y

Mobile #: 09550583903

E-mail Address: beulahanonuevo@gmail.com

EDUCATION Colegio Ng Lungsod Ng Batangas

Bachelor of Elementary Education

A. De Las Alas Drive Poblacion Brgy. 20,

Batangas City

2021

Golden Gate Colleges

Humanities and Social Sciences
P. Prieto St. Batangas City
2018

Sto Nino National High School

Sto. Nino, Batangas City

2016

Maruclap Elementary School

Maruclap, Batangas City

2012
INTERSHIP TRAINING
SPIRIT FM
Noble St, Batangas City
Work Immersion

UNDER GRADUATE RESEARCH PAPER

 nd rd
Attitude of 2 and 3 year students in
Colegio Ng Lungsod Ng Batangas towards
online learning

SEMINAR ATTENDED

Gender and Development Webinar

Colegio ng Lungsod ng Batangas
November 2020

Enhancing Students Academic Capabilities

through Research Engagement
Colegio ng Lungsod ng Batangas
February 14,2020

Career Development Webinar

Colegio ng Lungsod ng Batangas
May 20,2021

Publisher and HTML Activities”

Alangilan Senior High School
Alangilan Batangas City
March 21,2017

Drug Symposium
Alangilan Senior High School
Alangilan Batangas City
February 2017

Smoke-free Environment
Batangas Capitol Auditorium
Hilltop, Batangas City

PERSONAL DATA

Date of Birth: January 20, 2000

Place of Birth: Maruclap, Batangas City
Age: 21 years old
Gender: Female
Height: 5‘6
Weight: 62g
Complexion: Brown
Disability, if any: None
 Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino

LANGUAGES Filipino and English

SKILLS Organized and well-mannered

Flexible and versatile in different situation
Goal and career-oriented and trustworthy who
is eager to learn
Self-motivated, Initiative

CHARACTER REFERENCES:

Mr. Jhonny Catapang

Brgy. Captain
Brgy. Maruclap, Batangas City

Dr. Retchie M. Guico

CLB Faculty
Colegio Ng Lungsod Ng Batangas
College Department

I HEREBY CERTIFY THAT THE FOREGOING ANSWERS ARE TRUE AND

CORRECT TO THE BEST OF MY KNOWLEDGE BELIEF AND ABILITY

BEULAH C. ANONUEVO
 CAGUICLA, NEI ANN MEI D.

Address: #3 TALAMBIRAS., A DELAS ALAS DRIVE

Batangas City
Mobile #: 09388663799d

Email Address: nmcaguicla@gmail.com

EDUCATION

Colegio ng Lungsod ng Batangas

Bachelor of Elementary Education
A Delas Alas Drive, Poblacion 20 Batangas
City

Gulod Senior High School

Information and Communication Technology
2018

Batangas, National, High School

Rizal Ave., Batangas City
2016

Julian A. Pastor Memorial Elementary

School
Cuta, Batangas City
2012

INTERNSHIP TRAINING
G. BALMES PRINTING PRESS
Rizal Ave., Batangas City
 2018

UNDER GRADUATE RESEARCH PAPER

nd rd
Attitude of 2 and 3 year students in
Colegio Ng Lungsod Ng Batangas towards
online learning

SEMINAR ATTENDED

Career Development Webinar

Colegio ng Lungsod ng Batangas
May 20, 2021

Gender and Development Webinar

Colegio ng Lungsod ng Batangas
November 2020

Enhancing Students Academic Capabilities

through Research Engagement
Colegio ng Lungsod ng Batangas
February 14, 2020

Employability Skills
Gulod Senior High School
September 26-28, 2017

Extra - Curricular Activities

NCII Passer (Computer System Servicing)

Gulod Senior High School
SY: 2018

PERSONAL DATA

Date of Birth: July 31, 2000

Place of Birth: San Juan, Batangas
Age: 20 years old
Gender: Female
 Height: 5‘2
Weight: 47kg
Complexion: Brown
Disability, if any: None
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino

LANGUAGES Filipino and English

SKILLS Dedicated and Hardworking Individual

Flexible and versatile in different situation
Computer Literate

CHARACTER REFERENCES:

Hon. Jessie Fetalvero

Barangay Chairman
A Delas Alas Drive, Poblacion 20 Batangas City

Dr. Retchie M. Guico

CLB Faculty
Colegio Ng Lungsod Ng Batangas
College Department

I HEREBY CERTIFY THAT THE FOREGOING ANSWERS ARE TRUE AND

CORRECT TO THE BEST OF MY KNOWLEDGE BELIEF AND ABILITY

NEI ANN MEI D. CAGUICLA

 CARANDANG, ROXAN JA NE T.

Address: TALAHIB PANDAYAN, BATANGAS CITY

Mobile #: 09093155198

E-mail Address: roxyjanecrandang@gmail.com

EDUCATION Colegio Ng Lungsod Ng Batangas

Bachelor of Elementary Education

B. De Las Alas Drive Poblacion Brgy. 20,

Batangas City

2021

Alangilan Senior High School

Science, Technology, Engineering and
Mathematics
Stand Alone
Alangilan Batangas City

2018

Talahib Pandayan National High School

Talahib Pandayan, Batangas City

2016

Tibig Elementary School

Talahib Pandayan, Batangas City

2012
INTERSHIP TRAINING
NAVERA INTEGRATED SCHOOL
Concepcion, Batangas City
Work Immersion
UNDER GRADUATE RESEARCH PAPER
nd rd
Attitude of 2 and 3 year students in
Colegio Ng Lungsod Ng Batangas towards
online learning

SEMINAR ATTENDED

Career Development Webinar

Colegio ng Lungsod ng Batangas
May 20,2021

Gender and Development Webinar

Colegio ng Lungsod ng Batangas
November 2020

Enhancing Students Academic

Capabilities through Research
Engagement
Colegio ng Lungsod ng Batangas
February 14,2020

Publisher and HTML Activities”

Alangilan Senior High School
Alangilan Batangas City
March 21,2017

Drug Symposium
Alangilan Senior High School
Alangilan Batangas City
February 2017

Smoke-free Environment
Batangas Capitol Auditorium
Hilltop, Batangas City

Extra - Curricular Activities

 Colegio Ng Lungsod Ng Batangas
Inauguration (Mr. and Miss CLB 2018)
SY: 2018-2019
Colegio Ng Lungsod Ng Batangas

PERSONAL DATA

Date of Birth: June 11, 2000

Place of Birth: Talahib Pandayan, Batangas City
Age: 20 years old
Gender: Female
Height: 5‘3
Weight: 41kg
Complexion: Brown
Disability, if any: None
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino

LANGUAGES Filipino and English

SKILLS Dedicated and Hardworking Individual

Flexible and versatile in different situation
Goal and career-oriented and trustworthy who
is eager to learn
Self-motivated, Initiative

CHARACTER REFERENCES:

Hon. Macario L. Macalalad

09193737085
Barangay Chairman
Barangay Talahib Pandayan, Batangas City

Dr. Retchie M. Guico

CLB Faculty
Colegio Ng Lungsod Ng Batangas
College Department

I HEREBY CERTIFY THAT THE FOREGOING ANSWERS ARE TRUE AND

CORRECT TO THE BEST OF MY KNOWLEDGE BELIEF AND ABILITY

ROXAN JANE T. CARANDANG

 CATAPANG, RONA T.

Address: #453 PUROK-7, STA.RITA KARSADA,

BATANGAS CITY

Mobile #: 09124961453

E-mail Address: ronacatapang16@gmail.com

EDUCATION Colegio Ng Lungsod Ng Batangas

Bachelor of Elementary Education

De Las Alas Drive Poblacion Brgy. 20,

Batangas City

2021

Banaba West Senior High School

Banaba West, Batangas City

2018

Banaba West National High School

Banaba West, Batangas City

2016

Sta. Rita Elementary School

Sta. Rita Karsada, Batangas City

2012

UNDER GRADUATE RESEARCH PAPER

 nd rd
Attitude of 2 and 3 year students in
Colegio Ng Lungsod Ng Batangas towards
online learning

SEMINAR ATTENDED

Gender and Development Webinar

Colegio ng Lungsod ng Batangas
November 2020

Enhancing Students Academic Capabilities

through Research Engagement
Colegio ng Lungsod ng Batangas
February 14,2020

Career Development Webinar

Colegio ng Lungsod ng Batangas
May 20,2020

Publisher and HTML Activities”

Alangilan Senior High School
Alangilan Batangas City
March 21,2017

Drug Symposium
Alangilan Senior High School
Alangilan Batangas City
February 2017

Smoke-free Environment
Batangas Capitol Auditorium
Hilltop, Batangas City

Extra - Curricular Activities

Colegio Ng Lungsod Ng Batangas

Inauguration (Modern Dance)
SY: 2018-2019
Colegio Ng Lungsod Ng Batangas
nd
2 Placer (Hataw Na Dance Competition)
SY: 2019-2020
Colegio Ng Lungsod Ng Batangas
PERSONAL DATA

Date of Birth: September 15, 1999

Place of Birth: Sta. Rita Ilaya P-7, Batangas City
Age: 21 years old
Gender: Female
Height: 5‘1
Weight: 53kg
Complexion: Brown
Disability, if any: None
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino

LANGUAGES Filipino and English

SKILLS Dedicated and Hardworking Individual

Adapt easily to new concept and
responsibilities
Eagerness to finish the task given by the
supervisor
Self motivated, Initiative

CHARACTER REFERENCES:

Dr. Retchie M. Guico

CLB Faculty
Colegio Ng Lungsod Ng Batangas
College Department

Mr. Marciano “Putol” Ilagan

Barangay Chairman
Purok 7, Sta. Rita Ilaya Batangas City
Sta. Rita Karsada, Batangas City

I HEREBY CERTIFY THAT THE FOREGOING ANSWERS ARE TRUE AND

CORRECT TO THE BEST OF MY KNOWLEDGE BELIEF AND ABILITY

RONA T. CATAPANG
 Jemilyn F. Dimaano
Address: Sorosoro Ibaba, Batangas City
Mobile#: 09125805986

Email Address: jemilyndimaano22@gmail.com

EDUCATION

Colegio ng Lungsod ng Batangas

Bachelor of Elementary Education
A Delas Alas Drive, Poblacion 20 Batangas
City

Westmead International School

Humanities and Social Sciences
Golden Country Homes Subdivision
Alangilan, Batangas City

2016-2017

Tinga Sorosoro National High school

Sorosoro Ibaba Batangas City
2012-2016

Sorosoro Elementary School

Sorosoro Batangas City
2006-2012
UNDER GRADUATE RESEARCH PAPER
nd rd
Attitude of 2 and 3 year students in
Colegio Ng Lungsod Ng Batangas towards
online learning
SEMINAR ATTENDED
Gender and Development Webinar
Colegio ng Lungsod ng Batangas
November 2020

Enhancing Students Academic Capabilities

through Research Engagement
Colegio ng Lungsod ng Batangas
February 14, 2020

Career Development Webinar

Colegio ng Lungsod ng Batangas
May 20, 2020

PERSONAL DATA

Date of Birth: June 10, 2000

Place of Birth: Batangas
Age: 20 years old
Gender: Female
Height: 5‘2
Weight: 55kg
Complexion: Brown
Disability, if any: None
Religion: Roman Catholic
Civil Status: Single
Citizenship: Filipino

LANGUAGES Filipino and English

SKILLS Dedicated and Hardworking Individual

Flexible and versatile in different situation

CHARACTER REFERENCES:
Dr. Retchie M. Guico
CLB Faculty
Colegio Ng Lungsod Ng Batangas
College Department

I HEREBY CERTIFY THAT THE FOREGOING ANSWERS ARE TRUE AND

CORRECT TO THE BEST OF MY KNOWLEDGE BELIEF AND ABILITY

JEMILYN F. DIMAANO
 MAZO, JESSAME C.

Address: BANABA WEST, BATANGAS CITY

Mobile #: 0946-4712-527

Email Address: jessamemazo@gmail.com

EDUCATION

Colegio ng Lungsod ng Batangas

Bachelor of Elementary Education
Rizal Avenue, Poblacion, Batangas City
2021

AMA Computer Colleges

National Road, Bolbok, Batangas City
2018

Banaba West National High School

Banaba West, Batangas City
2016

Metro Batangas Adventist Elementary

School
Sitio Looban II, Banaba West, Batangas City
2012

UNDER GRADUATE RESEARCH PAPER

 Attitude of 2nd and 3rd Year Students in
Colegio ng Lungsod ng Batangas towards
Online Learning

SEMINARS ATTENDED

Enhancing Students Academic Capabilities

through Research Engagement
Colegio ng Lungsod ng Batangas
February 14, 2020

Gender and Development Webinar

Colegio ng Lungsod ng Batangas
November 2020

Adapting to the World of Research Amidst

Challenging Times
Colegio ng Lungsod ng Batangas
December 11, 2020

Career Development Webinar

Colegio ng Lungsod ng Batangas
May 20. 2020

Kamalayan Progressive Webinar Series 8:

Malayang Makalabas sa Ligtas na Paraan
Colegio ng Lungsod ng Batangas
April 20, 2021

Extra-Curricular Activities
nd
2 Inter School SCI-MATH Quiz Bee
 January 20, 2021
Sovereign Sheperd School
nd
Slogan Making Contest (2 Place)
August 29, 2019
Colegio ng Lungsod ng Batangas

nd
Photo Essay Contest (2 Place)
March 26,2021
Colegio ng Lungsod ng Batangas

PERSONAL DATA
Date of Birth: October 22, 1999
Place of Birth: Bejasa General Hospital, Bauan, Batangas
City

Age: 21 years old

Gender: Female
Height: 4‘9
Weight: 37kg
Complexion: Brown
Disability, if any: None
Religion: Seventh Day Adventist
Civil Status: Single
Citizenship: Filipino

LANGUAGES Filipino and English

SKILLS Can Adapt and Cope with Different Situations
Creative and Innovative Thinker
 Digital Literate
Dedicated and Diligent on Work

CHARACTER REFERENCES:
Dr. Retchie M. Guico
CLB Faculty
Colegio Ng Lungsod Ng Batangas
College Department
Maria C. Rubia
Barangay Chairman
Banaba West, Batangas City

I HEREBY CERTIFY THAT THE FOREGOING ANSWERS ARE TRUE AND

CORRECT TO THE BEST OF MY KNOWLEDGE BELIEF AND ABILITY

JESSAME C. MAZO
 MERAVELES, DANE VINCENT

Address: Rizal Ave, Brgy. Sta. Clara, Batangas, Batangas

Mobile #: 09669262927

E-mail Address: danevincent5@gmail.com

EDUCATION Colegio Ng Lungsod Ng Batangas

Bachelor of Elementary Education

De Las Alas Drive Poblacion Brgy. 20,

Batangas City

2021

SENIOR HIGH SCHOOL Gulod Senior High School

Gulod Itaas, Batangas City

2018

JUNIOR HIGH SCHOOL Batangas National High School

Rizal Avenue, Batangas City

2012

UNDER GRADUATE RESEARCH PAPER

nd rd
Attitude of 2 and 3 year students in
Colegio Ng Lungsod Ng Batangas towards
online learning

SEMINAR ATTENDED

Gender and Development Webinar

Colegio ng Lungsod ng Batangas
November 2020
 Enhancing Students Academic Capabilities
through Research Engagement
Colegio ng Lungsod ng Batangas
February 14,2020

Career Development Webinar

Colegio ng Lungsod ng Batangas
May 20,2020

Employability Skills
Gulod Senior High School
September 26-28, 2017

Extra - Curricular Activities

Colegio Ng Lungsod Ng Batangas

Inauguration (Modern Dance)
SY: 2018-2019
Colegio Ng Lungsod Ng Batangas

Campus Journalist
Editorial Cartoonist in Journalism (Tagalog)
th
4 place Batch II Secondary Press Conference
2016

NCII Passer (Computer System Servicing)

Gulod Senior High School
SY 2018

PERSONAL DATA

Date of Birth: March 10, 2000

Place of Birth: Sta. Rita Aplaya Batangas City
Age: 21 years old
Gender: Male
Height: 5‘6
Weight: 43kg
Complexion: Brown
Disability, if any: None
Religion: Born Again
Civil Status: Single
Citizenship: Filipino

LANGUAGES Filipino and English

SKILLS Dedicated and Hardworking Individual
Adapt easily to new concept and
responsibilities
Self-motivated, Initiative
Motivated to listen, observe and learn
Tolerant and flexible to differentt situations
Negotiating and adoptable
Artist
Computer literate

CHARACTER REFERENCES:

Dr. Retchie M. Guico

CLB Faculty
Colegio Ng Lungsod Ng Batangas
College Department

Mr. Derick Baes Arago

Barangay Chairman
Purok 7, Sta. Rita Ilaya Batangas City
Sta. Rita Karsada, Batangas City

I HEREBY CERTIFY THAT THE FOREGOING ANSWERS ARE TRUE AND

CORRECT TO THE BEST OF MY KNOWLEDGE BELIEF AND ABILITY

DANE VINCENT MERAVELES