The Effectiveness of Online Classes on Selected First-year College Students

A Research Paper presented to the

College Department of San Sebastian College

– Recoletos, Manila

In Partial Fulfillment of the Requirements for the

Degree in Bachelor of Science in Business Administration

Major in Legal Management

Carandang, Liezel O.

Cristobal, June Mikhail Joseph

Medina, Jericho

2021
 Chapter 1

Introduction

An alarming proportion of students in the Philippines are unable to attend online classes

and are consequently compelled to drop out. Parents, on the other hand, are forced to struggle to

find work and a steady source of income in order to feed their families and pay for their

children's tuition fees on their own (Child Hope Philippines, 2021). Online class is the new mode

of learning due to the pandemic. It is conducted over the internet, smartphones, laptop or

computer. We think that it is easy, comfortable, better and flexible because we can easily learn in

that new learning mode. But somehow, many students complain that online classes are not that

accessible. It is generally self-educating and not fit to the others who are not used to it.

According to Gaille, L. (2020), online class has advantages and disadvantages. The

advantages of online class is, it provides more flexibility to incorporate multiple learning styles,

it is typically cheaper than traditional enrollment and it teaches students how to be disciplined

and responsible. While, the disadvantages of online class is some of your required course work

might require in-person activities, online classes don’t provide the same face-to-face connections

and basically, you must have access to the Internet to complete your work. 

Face-to-face learning typically takes place in a group setting, but with online learning, the

only distraction is yourself (Ryan, 2019). Furthermore, more students want to get back on face-

to-face learning mode. Face-to-face classes are a two way interaction, while online classes don't

include a live instructor. They say that it is the best and better than online class. You will be able
to concentrate harder, with less distractions than if you were at home. The most familiar way is

the traditional classroom setting, you may feel more comfortable and learn easily. Online classes

might deliver video content. However, it is a one way interaction.

According to Nguyen, T. (2015), The internet has enabled online learning, many

researchers and educators are involved in using online learning to enhance and improve student

learning outcomes while trying to overcome resource constraints. There is strong evidence that

online learning is at least as effective as traditional learning. Based on the study of Sona, V. &

Ashish, M. (2021), The findings of the study shows pedagogy, teaching style and teaching

effectiveness have a significant impact on academic behavior of online classes with the first

online teachers. Moreover, one of the challenges that students may face is keeping motivated.

Given that, unlike face-to-face learning, students have the option of attending or not attending

lectures, experts believe finding motivation to start coursework can be tough (Friedman, 2020).

As students faced obstacles in the midst of COVID-19 pandemic, the study determined

how they affected their online learning experience and the solutions they took to overcome these

challenges. According to this study, the students' largest obstacle was related to their academic

setting at home, whereas technology literacy and proficiency were their least challenging. The

findings demonstrated that the pandemic has a significant impact on the quality of the learning

experience and the mental health of the students (Barot, et. al 2021). Given that students have

less direct interaction with others, reduced school expenditures, and can manage their time well,

we can claim that this style of learning is somehow useful in surviving this pandemic.
Nonetheless, not all Filipino students believe that this learning mode is as useful as it is for a

few.

This study is conducted to assess the effectiveness of online classes on first year students

in the midst of a pandemic, because online classes are not fit for others, some students are

passing requirements but they no longer learned about it. The researchers aim to know if that

new learning mode is better than face-to-face class. 

Background of the Study

The researchers conducted this study to assess the effectiveness of online classes in the

midst of pandemic, because online classes are not fit to others, some students are passing

requirements, but they no longer learned about it. Furthermore, the researchers are curious and

interested if this study can help them and the other students to know if online classes are

effective or if this can help them to find ways to increase interest in their studies.
Theoretical Framework

For an efficient and effective measure of this study, the researchers employ the models of

assessment of effectiveness of online learning.

Figure 1. Anderson’s Online Learning Model. Reprinted with permission by Anderson, T.

(2011).

The theory and practice of online learning. (2nd Edition). Edmonton, AB: AU Press.

Figure 1 illustrates:
 The two major human actors, learners and teachers, and their interactions with each other

and with content. Learners can of course interact directly with content that they find in multiple

formats, and especially on the Web; however, many choose to have their learning sequenced,

directed, and evaluated with the assistance of a teacher. This interaction can take place within a

community of inquiry, using a variety of Net-based synchronous and asynchronous activities…

These environments are particularly rich, and allow for the learning of social skills, the

collaborative learning of content, and the development of personal relationships among

participants. However, the community binds learners in time, forcing regular sessions or at least

group-paced learning. The second model of learning (on the right) illustrates the structured

learning tools associated with independent learning. Common tools used in this mode include

computer-assisted tutorials, drills, and simulations (Anderson, 2011, p. 61-62).

Figure 2. Community of Inquiry (Garrison, Anderson, Garrison and Archer, 2000)

The “community of inquiry” model for online learning environments developed by Garrison,

Anderson & Archer (2000) is based on the concept of three distinct “presences”: cognitive,

social, and teaching. While recognizing the overlap and relationship among the three

components, Anderson, Rourke, Garrison, and Archer (2001) advise further research on each

component. Their model supports the design of online and blended courses as active learning

environments or communities dependent on instructors and students sharing ideas, information,

and opinions. Of particular note is that “presence” is a social phenomenon and manifests itself

through interactions among students and instructors. The community of inquiry has become one

of the more popular models for online and blended courses that are designed to be highly

interactive among students and faculty using discussion boards, blogs, wikis, and

videoconferencing.

Conceptual Framework

The basis of the study about the conceptual framework is presented below. The IPO

model represents the summary of various related articles that explains the processes involved.

This directs the researcher in coming-up with a series of action required in the entire duration of

the given educational research. It considers the insights of the other researchers, their

observations, and their findings on the subject of their educational research. The researcher will

be using it to administer the research and help in understanding the purpose of this study. Figure

2 shows the information that the researcher needs. The respondents will have an online survey

using a google form and the outcome will be the different strategies of each respondent that can

help a lot in the effectiveness of online classes during this pandemic.

 INPUT PROCESS OUTPUT

Demographic Profile of Survey Questionnaires

the respondents
Effects of Online Classes
to the first-year college
students
Perception of students
towards online classes
Recommendation
Five-point Likert scale
was used to collect the Guidelines and
opinion of students in the policy of online
online class. Five-point Classes for both
Likert scale indicates with students and
one being strongly professors
disagreed and five being
strongly agreed. After
constructing a
questionnaire, to know
the feasibility of the
questionnaire, a pilot
study conducted and
reviewed the
questionnaire.

Figure 2 Conceptual Framework

This conceptual framework is divided into three parts, the input, process, and output.

Input contains the demographic profile of the respondents, effects of online classes to the first-

year college students and the perception of the students towards the online classes. In the

process, it indicates the method that researcher will used to collect the data needed, which is the

survey questionnaire and the five-point Likert scale. For the output, it pertains for the expected

result of the study or for the contribution, and in this study, recommendation for effective

guidelines and policy of online classes for both students and professor is the final output.
Statement of the Problem

This study aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Course

2. What are the effects of online classes to the first-year students in terms of:

2.1 Behavior

2.2 Knowledge

2.3 Academic Performance

3. What are the perceptions of the students on online classes as an alternative mode

of learning in terms of:

3.1. Comfortability

3.2. Satisfaction

3.3. Conveniency

4. What are the challenges faced by the first students in online classes?

4.1. Class schedule

4.2. Unstable internet connection

4.3. Professor Interaction

4.4. Available Device

5. What are the recommendations for effective eLearning policy and guidelines that

can be given for both students and professors?

Objectives

The general objective of this study is to assess the effectiveness of online classes on selected first

year college, this adheres to meet the following:

 To determine the effects of online classes on academic performance of first year students.

 To determine the perception of the students on online classes as an alternative mode of

learning.

 To identify the challenges faced by the students in online classes.

 To recommend an effective eLearning guidelines and policy for both students and

professors.

Significance of the Study

The study was conducted to assess the effectiveness of online classes on Selected First -

Year College Students of San Sebastian College - Recoletos Manila (SSC-R). Moreover, the

findings of this study can be significant and will be of great benefit to the following:

San Sebastian College - Recoletos Manila (SSCR). The study will help them in what actions

they will do for the students. This will be spread in a broader span so that more people will be

informed about the effectiveness of online classes. 

Students. This study is beneficial to the students and the result will provide knowledge on how

effective online class is. 

Professors. They will benefit from this study from the findings and recommendations. 

The Researchers. In this study, the researcher might also gain a lot of value from it. They would

know the effectiveness of online classes.

Future Researchers. They can use the study to finalize the topic related to this topic or problem.

This may serve as one of their related studies in the Philippines. That could be added to the

college library, for them to have access to what studies they are fulfilling.

Scope and Delimitation

The general intent of the study is to assess the effectiveness of online classes to first-year

college students as an alternative mode of learning offered during this pandemic. The data

collection will be conducted in 50 selected first-year students in San Sebastian College-Recoletos

S/Y 2021-2022 who will represent the population. This focuses on the effects of online classes

and the perception of students towards eLearning mode and the challenges faced by them. This

research yearns to clarify and assist the institution to develop effective guidelines and policies for

the current implementation of online classes, as well as giving students a chance to be heard of

where they are exactly needed to be assisted on. This study uses google forms since not only
does it not cause any financial restraints to the researchers, but also safe, convenient, and easy to

disseminate.

The researchers however believe that there will be several problems and/or limitations

will encounter in conducting the study for this subject.

The first delimitation of the research predicted, is the recruitment of sufficient number of

participants, or rather, participants that would take the research seriously, in regard to this,

unwilling or lazy participants will greatly influence the credibility of the study. Second to this is

the limitation of the research locale and respondents, since it is strictly on the perspective of first

year students at the San Sebastian College- Recoletos Manila Community, the research results

may or may not have the same situation needed for future researchers on the assessment of

effectiveness of online classes on different academic communities or other year levels. Also

mentioning the numbers of the students enrolled now are less compared to the probable future.

And lastly, the constraints of using a survey questionnaire to the credibility and validity of the

data, since surveys are not as free response as compared to interviews that could give newer

variables or perspective.

Despite these delimitations, the study will be worthwhile. Understanding the scope of

knowledge of effectiveness of distance education courses for first year can assist higher

education administrators in several areas including curriculum assessment and development.

Null Hypothesis
Online classes have no significant effects on the selected first year college students of SSC-R

Manila.

Definition of Terms

Effectiveness- the degree to which something is successful in producing a desired result;

success. In this study, the researchers are more focused to see if online-based learning is a

successful learning alternative in the times of pandemic.

Impact- the ability to influence, persuade, or convince others to adopt a specific course of

action.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and study that underwent thorough searching

of related local and international studies and literature, reading and summarizing by the

researchers. This chapter also presents the various studies and literature that have been made and

published by other knowledgeable researchers inside the Philippines and overseas.

To begin with, a foreign study by Nguyen (2015) examines the evidence of the

effectiveness of online learning by organizing and summarizing the findings and challenges of

online learning into positive, negative, mixed, and null findings. The Internet has made online

learning possible, and many researchers and educators are interested in online learning to

enhance and improve student learning outcomes while combating the reduction in resources,

particularly in higher education. It is imperative that researchers and educators consider the

effectiveness of online learning compared to traditional face-to-face format and the factors that

influence the effectiveness of online courses. The findings of this study stated that there is robust

evidence to suggest online learning is generally at least as effective as the traditional format.

Moreover, this body of literature suggests that researchers should move beyond the "no

significant difference" phenomenon and consider the next stage of online learning.
 Adopting the study of Sona Vikas & Ashish Mathur (2021) which covers an empirical

study of student perception towards pedagogy, teaching style, and effectiveness of online classes.

The primary objective of this study is to find out the student perception of online classes from

teachers who had no past experience of online teaching, with respect to their teaching

effectiveness, teaching style, and pedagogy in an online classroom. The analysis of the study

indicates that pedagogy, teaching style, and teaching effectiveness significantly affect student

perception towards online classes by first-time online teachers. In line with this, the study of

Sangste (2020) states the insights into accounting education in a COVID-19 world. This paper

presents a compilation of personal reflections during the pandemic and it reveals a commonality

of issues, and variability in responses, many positive outcomes, including the creation of

opportunities to realign learning and teaching strategies away from the comfort of traditional

formats, but many more that are negative, primarily relating to the impact on faculty and student

health and well-being, and the accompanying stress.

As stated by Almendingen et al (2021), the sudden shift to digital teaching was

challenging for students, but it appears that they adapted quickly to the new situation. Although

the concerns described by students in this study may only be representative of the period right

after a campus lockdown, the study provides the student perspective on a unique period of time

in higher education.

Based on an article published on the IndiaEducation website, the given definition of

online education is a form of education where students use their home computers through the
internet. For many nontraditional students, among them all those who want to continue working

full time or raising families, online graduations and courses have become popular in the past

decade. Often online graduation and course programs, some of which are conducted using digital

technologies, are provided via the online learning portal of the host university. Another article

contained information regarding the most common challenges faced by college students due to

the pandemic. As stated by Friedman (2020), staying motivated is one of the difficulties students

might be dealing with. Given that students have a choice as to whether or not to attend classes,

unlike face-to-face learning, finding the motivation to get started on coursework can be difficult

as experts say. Moreover, uncertainty about the future is considered a challenge for students

since the sudden switch to online classes has caused anxiety and confusion, as well as raised

questions among students about their academic futures.

In accordance with this, the researchers also collected studies and literature published in

the Philippines. According to Barrot et al (2021), online learning challenges of college students

varied in terms of type and extent. The study identified the extent of challenges that students

faced during COVID-19 pandemic, how it impacted their online learning experience and the

strategies that they used to overcome these challenges. As claimed in this study, the students’

greatest challenge was connected to their academic setting at home, while their least challenge

was technological literacy and competency. The results revealed that the quality of the learning

experience and students’ mental health are the ones greatly affected by the pandemic.

Furthermore, resource management and utilization, help-seeking, technical aptitude

enhancement, time management, and learning environment control are the strategies most
frequently used by the students to cope up with the situation. Implications for classroom practice,

policy-making, and future research are discussed.

Numerous factors affected the students in different ways such as the financial capacity

and environment at home. As stated by Tus (2021), parental involvement is one of the

determinants of the academic success of students. The study investigates the relationship

between parental involvement and students’ academic performance. Thus, the findings of the

study revealed that the parents were still in the process of developing their involvement in

school. Moreover, the study of Cahapay (2021) identifies the problems encountered by the

students in online assessment amid the coronavirus disease crisis. The findings uncovered six

themes of problems encountered by the students:

● incompatibility of browsers;

● anxiety over tracking tools;

● unstable internet connection;

● electric power interruptions;

● distractions in the environment; and

● unknown accessibility issues.

It is then recommended in selecting the application to use for the online proctored test,

educators should consider the complexity feature of the application but without compromising its

capacity to guard assessment integrity. Furthermore, professors should prepare alternative

measures as inevitable problems might occur. In line with this, a test orientation and test manual

are a must-have to keep the students guided throughout their assessment activity.
 As the Philippines continues to conquer COVID-19 pandemic, face-to-face learning is

still prohibited by the government in most parts of the country which led to students having the

‘new normal’ online schooling as an alternative for almost two years. A blog contained by

researchers is about the impact of online learning on students in the Philippines. We can say that

this type of learning is somehow helpful in surviving this pandemic given that students have less

direct contact with others, lower school costs, and can manage their time well. However, not all

Filipino students consider this learning situation to be as beneficial as it is for some students

since not all learners have the capacity to buy the required technologies.

According to Amadora (2020), there are five common problems that arise during online

learning. Internet connection is considered as the number one problem students face while taking

up classes given the fact that the Philippines is an internet-challenged country. With poor internet

connectivity, sub-problems might occur such as the audio clarity of the platforms used by the

professors. Other problems are the system glitch, outdated devices and software, and short

attention span. Due to the lack of interaction during online class, students tend to get distracted

easily by the environment around them such as house chores, smartphones, pets, and deliveries.

Due to COVID-19 pandemic, students somehow already know and have gained

knowledge on working out this online learning situation as of today. As stated by Manuel (2020),

there are five advantages and disadvantages of online learning. The advantages of the ‘new

normal in our country include home safety, the exercise of freedom and control, no-hassle going

to school, learning the values of responsibility and priority, and the power of technology being

utilized. On the other hand, disadvantages include technical problems being inevitable, students
tend to not go online during class hours, lots of distractions may arise, not conforming to

deadlines, and the feeling of the situation not being natural. Whether students choose to

participate in an online class, are required to do it, or made a decision not to, take note that this

online learning situation should be utilized well to permit an effective teaching strategy between

the professors and learners.

References

Nguyen, T. (2015, June). The Effectiveness of Online Learning: Beyond No Significant

Difference and Future Horizons. ResearchGate.

https://www.researchgate.net/publication/308171318_The_Effectiveness_of_Online_Learning_B

eyond_No_Significant_Difference_and_Future_Horizons

Vikas, S., & Mathur, A. (2021, October 26). An empirical study of student perception towards

pedagogy, teaching style and effectiveness of online classes. SpringerLink.

https://link.springer.com/article/10.1007/s10639-021-10793-9?fbclid=IwAR3-

SHox3oh4e6tbY1GKw0ASQ7M3AQ5GovMVQJl7mKHjYr6zmh_H8gQzfMI

Sangster, A., Stoner, G., & Flood, B. (2020, August 24). Insights into accounting education in a

COVID-19 world. Taylor & Francis Online.

https://www.tandfonline.com/doi/full/10.1080/09639284.2020.1808487
Almendingen, K., Morseth, M., Gjolstad, E., Brevik, A., & Torris, C. (2021, August 31).

Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods

explorative study. PLOS ONE.

https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0250378

What is online education? (n.d.). INDIAEDUCATION. https://www.indiaeducation.net/online-

education/articles/what-is-online-education.html

Friedman, J. (2020, May 4). How to Overcome Challenges of Online Classes Due to

Coronavirus | Best Colleges | US News. USNews.com. Retrieved January 18, 2022, from

https://www.usnews.com/education/best-colleges/articles/how-to-overcome-challenges-of-

online-classes-due-to-coronavirus

Barrot, J., Llenares, I., & del Rosario, L. (2021, May 28). Students’ online learning challenges

during the pandemic and how they cope with them: The case of the Philippines. SpringerLink.

https://link.springer.com/article/10.1007/s10639-021-10589-x

View of AMIDST THE ONLINE LEARNING IN THE PHILIPPINES: THE PARENTAL

INVOLVEMENT AND ITS RELATIONSHIP TO THE STUDENT'S ACADEMIC

PERFORMANCE. (n.d.). International Engineering Journal For Research & Development.

Retrieved January 18, 2022, from https://iejrd.com/index.php/%20/article/view/2072/1893

Cahapay, M. (2021, February 24). Problems Encountered by College Students in Online

Assessment Amid COVID-19 Crisis: A Case Study. https://papers.ssrn.com/sol3/papers.cfm?

abstract_id=3791771

(n.d.). The Impact of Online Schooling to Filipino Student | Lookupgrade.

https://lookupgrade.com/en/blog/english-the-impact-of-online-schooling-to-filipino-student/

Amadora, M. G. (2020, September 18). Common Problems that Occur During Online Classes.

Manila Bulletin. Retrieved January 18, 2022, from https://mb.com.ph/2020/09/18/common-

problems-that-occur-during-online-classes/

Manuel, J., & Cañete, P. (2020, March 15). Advantages and disadvantages of online classes.

NoypiGeeks. Retrieved January 18, 2022, from

https://www.noypigeeks.com/featured/advantages-disadvantages-online-classes/

Background of the Study?

Theoretical Framework

Conceptual Framework edit your conceptual framework based from your SOP

Statement of the Problem

Objectives of the Study

Significance of the Study

Scope, Delimitation and Limitations of the Study

Hypotheses/Assumptions

Definitions of Terms
This study investigated the student–teachers' perception of an online class

in Dakshina Kannada and Udupi districts of Karnataka. This study utilized

a descriptive quantitative design to obtain the opinions of the

respondents. The respondents of this study consisted of all the

postgraduate and graduate students and teachers from different colleges

in two districts. It identified that around 10,000 students are pursuing

their course in these colleges. Teachers and students were selected for

this study on a random basis. These students and teachers are from

different academic fields like arts, science, commerce and humanities. The

population also diversified in demographic profiles like age, gender and

native place. Yates formula was used to select sample size from the total

population. Simple random sampling techniques were used for the

selection of the sample. The sample size consists of 68 teachers and 203

students from different colleges in the research area. This research study

conducted two surveys; one is to the student population and the other to

the teacher population.

Five-point Likert scale was used to collect the opinion of both teachers and

students in the online class. Five-point Likert scale indicates with one

being strongly disagreed and five being strongly agreed. After constructing

a questionnaire, to know the feasibility of the questionnaire, a pilot study

conducted and reviewed the questionnaire. A survey instrument with

demographic questions for students, demographic questions for

instructors, questions for students regarding perceptions of “Impact,”

“Comfortability” and “Support from the teacher” and for instructors

related to perceptions of “Teaching Practice,” “efficacy” and “Training and

Development” was available. Questionnaires were distributed to

participants by using Google form, and participants were informed that all

opinions provided by them were kept confidential. The data were

collected and recorded in a systematic way, later analyzed by using

Statistical Package for Social Science (SPSS) version 20. Collected data

were categorized into demographic information, perception and tools

used. Secondary sources are used for reviewing the concept and

supporting the findings.

https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-07-2020-0047/full/html

https://digitalcommons.nl.edu/cgi/viewcontent.cgi?article=1084&context=ie

Method Participants and Procedure

The university at which this study was conducted services more than 16,000 students in a tristate

region. The university has 2,000 faculty and staff. The Associate Director of Educational

Outreach for the university provided email addresses for the 4,695 students who were enrolled in

at least one online course for the fall 2012 semester. The electronic survey was piloted with a

Learners seemed to value those learning activities wherein they could apply learned knowledge

and skills to personal situations. 5 Huss and Eastep: Perceptions toward Online Learning

Published by Digital Commons@NLU, 2013 small sample of online students at a branch

campus, as well as faculty within our college. The electronic survey and subsequent reminder

email were then disseminated to each of the potential respondents during weeks 12 and 14 of the

fall semester. Approximately 75% of the respondents were undergraduates. Table 1 displays the

numbers of students who responded from the various colleges across the university. Table 1

College Affiliation College Response (n = 1,085) College of Arts and Sciences 255 (23.5%)

College of Health Professions 224 (20.6 %) College of Informatics 200 (18.4%) College of

Education and Human Services 198 (18.2%) College of Business 138 (12.7%) College of Law 0

(0%) Undecided 70 (6.5%) Of the total number of students, 44% identified themselves as being

30 years of age or older, with 32% between 18 and 22 years-old, and approximately 24%

between 23 and 29. Nearly 80% of the students who responded were female. Seventy percent

had taken one or more online courses but also took face-to-face courses, while 30% identified

themselves as “online-only.” Instrument

The electronic survey was a researcher-generated instrument, which blended a quantitative

component in the form of 23 fixed response items (five of which were demographic in nature)

with a distinct qualitative element accomplished through two narrative response questions that

encouraged detailed and personalized answers. The domains used within the survey were

influenced by the typology of online interaction by Moore & Kearsley (2005) and therefore

included: learner-content interaction, learner-instructor interaction, and learner-learner

interaction. In addition, learner-technology interaction, as identified by Hanna, Dudka & Runlee

(2000) and Palloff & Pratt (2001), was incorporated, along with overall satisfaction. These were

the questions we felt would best inform our practices. A synopsis of the essential questions asked

on the questionnaire (minus the demographic items) is displayed in the Appendix.

Design

The blended (concurrent collection) approach employed in this study favors the triangulation

design described by Creswell (2013). Within the triangulative model, quantitative and qualitative

data are gathered simultaneously and integrated in order to clarify and better understand student

responses (Creswell & Plano, 2007). Despite the large population size, we believed that

exclusivity was not advantageous to gathering the most comprehensive data pertaining to the

attitudes and experiences of online students throughout our university. Variation in data

collection can lead to greater understanding while answering questions from different

perspectives, thereby eliminating potential gaps. 6 i.e.: inquiry in education, Vol. 4 [2013], Iss. 2,

Art. 5 https://digitalcommons.nl.edu/ie/vol4/iss2/5

Data Analysis

Quantitative analysis was achieved through a simple description that condensed and refined the

raw data. A technical analysis was not sought for the purposes of this action-centered study,
which relied on nominal data. For the narrative responses, content analysis was the technique

employed to compress many words of text into fewer content categories based on explicit rules

of coding (Weber, 1990). The overall process was adapted from the procedures outlined in

Haney, Russell, Gulek, and Fierros (1998), in which two people independently review the

material and establish a set of features that form a checklist. We then compared notes and

reconciled any differences that showed up on our initial checklists. Finally, we used a

consolidated checklist to independently apply coding. Because this descriptive “snapshot” study

utilized self-reporting and subsequently analyzed each item separately, a scale was not invoked,

and therefore, internal consistency and inter-rater reliability ratings were not viable. Credibility

and confirmability, or the capacity of a piece of research to provide a faithful description and

interpretation of a human experience (Lincoln & Guba, 1985), were enhanced through

independent corroboration from multiple informants. The use of quantitatively measured

attributes served to demonstrate what Wolcott (1973) conceptualized as the typicality of a

phenomenon, or the extent to which attributes may be compared and contrasted along relevant

dimensions with other phenomena.

 Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

Foreign Studies

● Nguyen, Tuan (2015) The Effectiveness of Online Learning: Beyond No Significant

Difference and Future Horizons

https://www.researchgate.net/publication/308171318_The_Effectiveness_of_Online_Lea

rning_Beyond_No_Significant_Difference_and_Future_Horizons
 - The physical " brick and mortar " classroom is starting to lose its monopoly as the

place of learning. The Internet has made online learning possible, and many

researchers and educators are interested in online learning to enhance and

improve student learning outcomes while combating the reduction in resources,

particularly in higher education. It is imperative that researchers and educators

consider the effectiveness of online learning compared to traditional face-to-face

format and the factors that influence the effectiveness of online courses. This

study examines the evidence of the effectiveness of online learning by organizing

and summarizing the findings and challenges of online learning into positive,

negative, mixed, and null findings. Particular attention is paid to the meta-

analyses on the effectiveness of online learning, the heterogenous outcomes of

student learning and the endogenous issue of learning environment choice. Taken

as a whole, there is robust evidence to suggest online learning is generally at least

as effective as the traditional format. Moreover, this body of literature suggests

that researchers should move beyond the " no significant difference "

phenomenon and consider the next stage of online learning.

● Sona Vikas & Ashish Mathur (2021) An empirical study of student perception towards

pedagogy, teaching style and effectiveness of online classes

https://link.springer.com/article/10.1007/s10639-021-10793-9?fbclid=IwAR3-

SHox3oh4e6tbY1GKw0ASQ7M3AQ5GovMVQJl7mKHjYr6zmh_H8gQzfMI
 With online education taking centerstage in recent times, the primary objective of this

study is to find out the student perception of online classes from teachers who had no past

experience of online teaching, with respect to their teaching effectiveness, teaching style

and pedagogy in an online classroom. This study is exploratory in nature. The findings of

the study indicate that pedagogy, teaching style and teaching effectiveness significantly

affect student perception towards online classes by first time online teachers. The role of

the teachers has changed drastically and there is a need for them to prepare themselves

for the new normal using the suitable pedagogical tools for creating an effective online

classroom.

● Alan Sangste (2020)Insights into accounting education in a COVID-19 world

https://www.tandfonline.com/doi/full/10.1080/09639284.2020.1808487

This paper presents a compilation of personal reflections from 66 contributors on the

impact of, and responses to, COVID-19 in accounting education in 45 different countries

around the world. It reveals a commonality of issues, and a variability in responses, many

positive outcomes, including the creation of opportunities to realign learning and teaching

strategies away from the comfort of traditional formats, but many more that are negative,

primarily relating to the impact on faculty and student health and well-being, and the

accompanying stress. It identifies issues that need to be addressed in the recovery and

redesign stages of the management of this crisis, and it sets a new research agenda for

studies in accounting education.

Foreign Literature

● (Kari Almendingen 2021) Student’s experiences with online teaching following COVID-

19 lockdown: A mixed methods explorative study.

https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0250378

The sudden shift to digital teaching was challenging for students, but it appears that they adapted

quickly to the new situation. Although the concerns described by students in this study may only

be representative for the period right after campus lockdown, the study provide the student

perspective on a unique period of time in higher education.

● IndiaEducation(2020) What is online education.

https://www.indiaeducation.net/online-education/articles/what-is-online-education.html

Online education is a form of education where students use their home computers through the

internet. For many nontraditional students, among them all those who want to continue working

full time or raising families, online graduations and courses have become popular in the past
decade. Often online graduation and course programmes, some of which are conducted using

digital technologies, are provided via the online learning portal of the host university.

● Tackle Challenges of Online Classes Due to COVID-19

This article contained information regarding the most common challenges faced by college

students due to the pandemic. According to Friedman (2020), staying motivated is one of the

difficulties students might be dealing with. Given that students have a choice to whether or not

attend classes unlike face-to-face learning, finding the motivation to get started on coursework

can be difficult as experts say. Moreover, uncertainty about the future is considered as a

challenge for students since the sudden switch to online classes has caused anxiety and

confusion, as well as raised questions among students about their academic futures. Regardless

of the challenges that come with the transition to online classes, students should remember that

assistance is available.

https://www.usnews.com/education/best-colleges/articles/how-to-overcome-challenges-of-

online-classes-due-to-coronavirus

Local Studies
● Students’ online learning challenges during the pandemic and how they cope with them: The

case of the Philippines

According to Barrot et al (2021), online learning challenges of college students varied in terms of

type and extent. The study identified the extent of challenges that students faced during COVID-

19 pandemic, how it impacted their online learning experience, and the strategies that they used

to overcome these challenges. As claimed in this study, the students’ greatest challenge was

connected to their academic setting at home, while their least challenge was technological

literacy and competency. The results revealed that the quality of the learning experience and

students’ mental health are the ones greatly affected by the pandemic. Furthermore, resource

management and utilization, help-seeking, technical aptitude enhancement, time management,

and learning environment control are the strategies most frequently used by the students to cope

up with the situation. Implications for classroom practice, policy-making, and future research are

discussed.

https://link.springer.com/article/10.1007/s10639-021-10589-x

● AMIDST THE ONLINE LEARNING IN THE PHILIPPINES: THE PARENTAL

INVOLVEMENT AND ITS RELATIONSHIP TO THE STUDENT'S ACADEMIC

PERFORMANCE

Beginning March 2020 was the time when everybody thought that the lockdown, especially the

suspension of classes, will only last a week and everything will be back to normal. However,

things turned out differently. The government recommended that students should have online
learning instead of the regular face-to-face classes until the cases of COVID-19 decrease.

Numerous factors affected the students in different ways such as the needs of technology,

financial capacity, and environment at home. According to Tus (2021), parental involvement is

one of the determinants of the academic success of the students. The study investigates the

relationship between parental involvement and students’ academic performance. Thus, the

findings of the study revealed that the parents were still in the process of developing their

involvement in school. Also, the level of academic performance showed that the mean score of

the respondents' academic performance was very satisfactory. At the end of the study, it revealed

that the students performed well in class during online learning modalities

https://iejrd.com/index.php/%20/article/view/2072/1893

● Problems Encountered by College Students in Online Assessment amid COVID-19

Crisis: A Case Study

Educational institutions were forced to shut down due to the increased number of Covid cases in

the Philippines. Just like most of the other countries, our government still tries to continue

education despite the current situation. This paper identifies and summarizes the problems

encountered by the students in online assessment amid the coronavirus disease crisis. According

to the study of Cahapay (2021), the findings uncovered six themes of problems encountered by

the students. These problems include incompatibility of browsers; anxiety over tracking tools;

unstable internet connection; electric power interruptions; distractions in the environment; and

unknown accessibility issues. It is then recommended in selecting the application to use for the
online proctored test, educators should consider the complexity feature of the application but

without compromising its capacity to guard assessment integrity. Furthermore, professors should

prepare alternative measures as inevitable problems might occur. In line with this, a test

orientation and test manual is a must have to keep the students guided throughout their

assessment activity.

https://www.dpublication.com/wp-content/uploads/2020/12/30-10340.pdf

Local Literature

● The Impact of Online Schooling to Filipino Student

As the Philippines continues to conquer COVID-19 pandemic, face-to-face learning is still

prohibited by the government in most parts of the country which led to students having the ‘new

normal’ online schooling as an alternative for almost two years. This blog contained information

about the impact of online learning to students in the Philippines. We can say that this type of

learning is somehow helpful in surviving this pandemic given that students have less direct

contact with others, lower school costs, and can manage their time well. However, not all

Filipino students consider this learning situation to be as beneficial as it is for some students.

Online learning must meet the same quality requirements as regular schooling and proper

equipment, such as computers or laptops, are indeed much needed. It is more difficult than
having face-to-face learning because not all students have the capability to buy the required

technologies.

https://lookupgrade.com/en/blog/english-the-impact-of-online-schooling-to-filipino-student/

● Common Problems that Occur During Online Classes

Having online learning for almost two years already led some students to wonder how everyone

is adjusting and coping up with the problems that occur while attending their classes. According

to Amadora (2020), there are five common problems that arise during online learning. Internet

connection is considered as the number one problem students face while taking up classes given

the fact that the Philippines is an internet-challenged country. With poor internet connectivity,

sub-problems might occur such as the audio clarity of the platforms used by the professors.

Another problem is the system glitch. The application used during online classes also has its bad

days especially if a lot of students from different schools are using it at the same time.

Furthermore, outdated devices and softwares are considered a problem too. Above all, the

greatest challenge a student might face is to have a short attention span. It takes will power to

stay awake and focused. Due to the lack of interaction during online class, students tend to get

distracted easily with the environment around them such as house chores, smartphones, pets, and

deliveries.

https://mb.com.ph/2020/09/18/common-problems-that-occur-during-online-classes/
 ● Advantages and disadvantages of online classes

Due to COVID-19 pandemic, students somehow already know and have gained knowledge on

working out this online learning situation as of today. As stated by Manuel (2020), there are five

advantages and disadvantages of online learning. The advantages of the ‘new normal’ in our

country include home safety, exercise of freedom and control, no hassle going to school, learning

the values of responsibility and priority, and power of technology being utilized. On the other

hand, disadvantages include technical problems being inevitable, students tend to not go online

during class hours, lots of distractions may arise, not conforming to deadlines, and the feeling of

the situation not being natural. Whether students choose to participate in an online class, required

to do it, or made a decision not to, take note that this online learning situation should be utilized

well to permit an effective teaching strategy between the professors and learners.

https://www.noypigeeks.com/featured/advantages-disadvantages-online-classes/

SYNTHESIS?

The synthesis of related literature is not a summary of the literature presented; rather, it is

your own analysis of what the various authors you cited and quoted said.
WHERE IS YOUR CHAPTER 3?

RESEARCH METHODS AND PROCEDURES

Research Design-

When writing about your research design and sampling design, write about why the research
design and the sampling design you chose are appropriate for your research. Justify why you chose
these over the other available designs.

Quantitative

Research Locale

When writing about your research locale, keep in mind that should your paper see publication or
presentation or simply be uploaded in the Internet, other nationalities will have access to it. Hence,
it is best to describe it from a global viewpoint rather than a local one.

Population of the Study

When writing about your population and your samples, ensure the confidentiality of your
respondents by eliminating any information that may be traced back to them e.g. section names. It
would also be helpful if you have a table that shows the size of the population and the sample size.
For example:

GRADE POPUL SAMPLE

LEVEL ATION

Grade 11 561 229

Grade 12 432 204
TOTAL 993 433
Data Collection and Procedure

Research Instruments

When writing about your research instrument (data gathering tool), be as specific as possible.
For each instrument, provide the number of items, type of scale, and direction and range of
measurement. Provide psychometric data to support the reliability and validity of each instrument.

Use a table to show which items in the questionnaire or observation checklist answer your
particular sub-questions. This shows your teacher and your readers that all items in your
questionnaire are necessary and are measuring a certain variable.

Statistical Treatment of Data – Consult your statistician ( TITLE, SOP, & SQ)

Percentage

REFERENCES