COLEGIO DE LA INMACULADA CONCEPCION - CEBU

Member: Daughters of Charity – St. Louise de Marillac Educational System (DC – SLMES)
SENIOR HIGH SCHOOL
DEPARTMENT
2020-2021

A Research Paper

Presented to the Senior High School Department

Correlation of Digital Inequalities in Submission of Task of

Grade 12 Senior High School Students of Colegio de la
Inmaculada Concepcion - Cebu

In Partial Fulfillment

of the Requirements of

Practical Research 2/

Inquiries, Investigation and

Immersion (3Is)

by

KJARSTIN ESTEL V. BAUSING

ANGIELA L. COROMINAS
KAITH MARI A. ETCUBAN
ANNE MARIE H. MALABAGO
MA. PIA FAUSTINA P. TANEO
12 - HUMSS

Date of Submission:

March 2021
 TABLE OF CONTENTS

APPROVAL SHEET 2

ABSTRACT 3

ACKNOWLEDGEMENT 4

INTRODUCTION
Background of the Study 5
Statement of the Problem 7
Hypothesis 7
Conceptual Framework 8
Significance of the Study 8
Limitations of the Study 11
Definition of Terms 13

REVIEW OF RELATED LITERATURE 15

METHODOLOGY
Research Environment 23
Research Respondents 23
Research Instrument 24
Research Procedure 25
Research Treatment 25

RESULTS AND DISCUSSION 27

SUMMARY, DISCUSSION, RECOMMENDATION

Summary 39
Discussion 43
Recommendation 45

APPENDIX 47

REFERENCES 57

1
 APPROVAL SHEET

This Research entitled “Correlation of Digital Inequalities and Submission of Tasks of

Grade 12 Senior High School Students of Colegio de la Inmaculada
Concepcion-Cebu” prepared and submitted by BAUSING, KJARSTIN ESTEL V.,
COROMINAS, ANGIELA L., ETCUBAN, KAITH MARI A., MALABAGO, ANNE
MARIE H., TANEO, MA. PIA FAUSTINA P. in partial fulfillment of the requirement
for PRACTICAL RESEARCH 2 and INQUIRIES, INVESTIGATION, AND
IMMERSION has been examined and hereby recommended for approval and acceptance.

MARIE CLAIRE BALO

Adviser

PANEL OF EXAMINERS

Approval and accepted during an Oral Examination held on the date of oral presentation

Miss Joan Vianney Judaya

Chairman

Miss Thea Catibud Miss Symphony Ortiz

Member Member

Accepted in partial fulfillment of the requirement for PRACTICAL RESEARCH

2 and INQUIRIES, INVESTIGATION, AND IMMERSION.

Mrs. Erlinda M. Gallur

Principal, Senior High School Department

2
 ABSTRACT

Five months ago, Colegio de la Inmaculada Concepcion - Cebu started

implementing their FLeX in PEP program, incorporating online learning with modular

learning, which led to an observation of the presence of digital inequalities among the

students, specifically the Grade 12 Senior High School students. This study aimed to find

out how digital inequalities are related to the late submission of tasks of the students. The

researchers used a self-administered survey questionnaire, consisting of thirteen Likert

scale statements to determine 146 students’ experiences during online learning, The

results of the survey are analyzed and interpreted through descriptive statistics and a

special type of Pearson’s correlation coefficient, the point biserial correlation coefficient.

It appears that digital inequalities have a negative correlation with the late submission of

tasks. Our findings indicate that if a student experiences a more favorable experience in

online learning, he/she is more likely to submit tasks on time.

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 ACKNOWLEDGEMENT

The researchers would like to extend their sincere thanks, deep gratitude,

and appreciation to all those who, directly or indirectly, contributed and supported

this study. The study would not have been completed and successful without the

following people:

To the Lord Almighty, for His gift of wisdom and knowledge to the

researchers and for guiding them throughout the entire study.

To their teacher, Mrs. Joanna Irene Sanchez for her unending patience

and immeasurable effort in teaching the researchers how to conduct their study.

For her generous sharing of her knowledge, the researchers are deeply grateful.

To their research adviser, Ms. Claire Balo for her great effort in checking

and improving the study. In times of confusion, she has guided the researchers.

For generously sharing her time with the researchers, they are forever indebted.

To their parents and family members, for the unending support that they

gave the researchers.

Lastly, to all those who responded to the survey and were a part of this

work, the researchers would like to extend their deepest gratitude.

Thank you all from the bottom of our hearts.

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 CHAPTER 1

INTRODUCTION

Background of the Study

On December 31, 2019, the World Health Organization's (WHO) Country Office in

China picked up a media statement on cases of "viral pneumonia" in Wuhan, People's

Republic of China. On January 30, 2020, the Philippine Department of Health reported

the first case of COVID-19 in the country with a 38-year-old female Chinese national,

and on March 7, the first local transmission of COVID-19 was confirmed.

COVID-19 was announced as a pandemic by the WHO on March 11, 2020. In the

Philippines, more than 300,000 people have caught the virus between January 30 until

September. Authorities declared a strict lockdown, which forced Filipinos to stay home

and millions unemployed.

With this, the Philippine government confirmed it was unsafe to conduct

face-to-face classes due to the public health situation. To ensure that all learners have

access to quality basic education for the school year 2020-2021, the Department of

Education (DepEd) addressed the situation with alternative learning delivery modes.

DepEd provided Self-Learning Modules to be offered for various types of learners across

the Philippines.

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 Aside from this, online classes are being pushed through by some schools in the

Philippines. Other schools opt for a blended learning experience, incorporating online

learning with modular learning. One of the many schools that allow online classes with a

blend of modular learning for the Basic Education Department is Colegio de la

Inmaculada Concepcion - Cebu (CIC-Cebu). CIC-Cebu’s Senior High School (SHS)

Department adopts an online learning method in which students participate in classes

through the Google Suite for Education learning management system. Modules are being

distributed through Google Classroom with a set deadline.

After several months of this alternative learning mode, observations have been

made that there are students experiencing difficulties with such methods. Difficulties

come in the forms of being unable to submit tasks on time due to lack of resources,

struggling to join synchronous sessions because of unstable connection, and having a

challenging time understanding the topics. On the other hand, other students experience

fewer difficulties. The researchers call these differences digital inequalities.

Within the duration of when online learning is being practiced in CIC-Cebu, the

researchers would like to know if there is a relationship between these digital inequalities

and the submission of tasks of SHS students through conducting a survey of their

experiences during the said period. At the same time, data will be collected through the

same survey whether students experience difficulty in submitting tasks on time. These

data will then be analyzed to answer the questions below.

6
Statement of the Problem

This study aims to explore the correlation of digital inequalities in the submission of

tasks in Grade 12 senior high school students of CIC-Cebu.

Specifically, it aims to answer the following questions:

1.) How many students experienced difficulty in passing requirements on time?

2.) What is the mode for each item in the second part of the survey?

3.) Is there a relationship between digital inequalities and the submission of tasks of

Grade 12 senior high school students? If yes, what is the correlation between the

digital inequalities and the late submission of their tasks?

4.) Does digital inequality prevail among the learning environment of the Grade 12

senior high school students?

Hypothesis

The research aims to find out if there is a relationship between digital inequalities

and the late submission of tasks of Grade 12 senior high school students. The relationship

can be:

H0: There is no correlation between digital inequalities and the submission of

tasks of Grade 12 senior high school students.

H1: There is a correlation between digital inequalities and the submission of tasks

of Grade 12 senior high school students.

7
Conceptual Framework

Significance of the Study

This research will help determine the correlation of digital inequalities in the

submission of tasks by CIC-Cebu’s Grade 12 students. The findings of this research will

help the students in coping up with the inequalities they are facing and hopefully learn

ways to manage them. Specifically, this study will benefit the following:

Administration

The digital divide has generally been defined as the gap in access to technology

by socioeconomic status, race, and/or gender. Quality education is a global goal that

school administrations are trying to accomplish amidst this crisis. As higher learning

institutions prepare students for an age of explosive change, curricula and literature must

also represent an evolving knowledge frontier (Chun, 2009, p. 10). This research implies

the need for media, information, and technology literate of the teachers by providing

them guidance on how to maximize the resources available for them to have a

comprehensive discussion with their students. “The lack of fundamental

technology-related skills such as using a mouse and typing, using e-mail, locating

8
information on the web, and using word processing and spreadsheet programs is a clear

indication of the need for policy attention to this issue” (Mossberger, et. al., 2003, p. 38).

This research would hopefully help the school administrators to be able to formulate a

strategy on how to prepare the students’ modules considering the different struggles they

undergo with the accompaniment of their teachers. This would also suggest that the

administration should be able to incorporate in their education curriculum the basic

technical skills of both students and teachers to be able to converse information without

any difficulty.

Students

Numerous studies indicate that one's participation in ICT can contribute to several

educational advantages. Students need to learn the self-efficiency required to operate

information technologies. However without access to the Internet at home, students can

find it difficult to establish it (Jackson, von Eye, Biocca, Barbatsis, Zhao, Fitzgerald,

2006; Zhao, Lu, Huang, Wang, 2010). Access to digital technology is positively

associated with one's academic success in the submission of tasks (Jackson, et al., 2006;

Judge, Puckett, & Bell, 2006; Li & Ranieri, 2013; Wong, Ho, Chen, Gu, Zeng, 2015).

Students with access to the Internet at home are more likely to be more optimistic about

their studies as they can participate in a broader spectrum of social and educational

activities made available by digital technology(Yelland & Neal, 2013). The research aims

to help students deal with the complexity of the proposed platform for them to be able to

comply with tasks without difficulty.

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Parents

A healthy and strong parent-child relationship is vital in a student’s academic

performance. This research can be a great instrument to inform the parents of their child’s

struggle in coping up with the new academic style of imparting knowledge. This could

help the parents know the importance of having a stable internet connection in the

learning process of the child, especially in online classes. This study can help parents

understand their child’s working patterns and be able to accompany them whenever they

are facing certain struggles.

The School’s Counselling Department

The school counselor is an important and integral member of the educational

system. They take up the responsibility of determining and helping students who are

experiencing educational or personal development problems. They evaluate various

aspects of a student's experiences and behavior that are relevant to understanding their

academic difficulties and performance. This research can help guide and assist school

counselors in the difficulties encountered by the students in this kind of learning

modality.

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Other School Institutions

Most public schools in the Philippines do not have full ICT facilities, lack internet

access, and most teachers are not ICT literate, the first form of the digital divide (Lorenzo

2016). Interestingly, various studies show that people with higher education use advanced

digital media applications for capital-enhancing goals related to work, career, and

research, while people with lower education use basic entertainment, commerce, and

messaging applications (Bonfadelli, 2002; Cho, de Zúñiga, Rojas, & Shah, 2003; Van

Deursen & Van Dijk, 2013). In other words, also in the digital sphere, inequality exists

both in terms of physical access and its use to further the economic well-being of oneself.

With this, school institutions will be given an idea of how these inequalities affect the

delivery of the lesson by the teachers, which in return will affect the learning process of

the students.

Limitations of the Study

The definition of digital inequalities in this research pertains to students not

possessing the right resources in order to submit tasks and requirements, such as devices,

a proper connection which is associated with the audio and video quality that they would

experience while having classes and the delays that may come in completing their tasks

because of slow Internet. With that being considered, the research bears a limit to which

it is possible that digital inequalities are not the only factors affecting late submissions.

The researchers do not have a clear picture of their environments at home and the level of

11
willingness that a student may express in executing their tasks. How the transition from

face-to-face classes to online learning will impact students’ attitudes toward distance

education is uncertain. This suggests that there is no absolute and definite variable that

could verify the reasons affecting the performances of students in this situation.

Unstable and/or unhealthy home environments

The researchers have a limit on monitoring this factor because the researchers do

not have full access to information on the students’ personal situations in their respective

homes. The quality of this particular aspect of a student’s life greatly affects their

performance in school. This is with respect to abusive households, financial limitations,

parental negligence, and the like. Therefore, this could also be a possible cause for the

late submission of tasks. However, the researchers recognize the sensitivity of this topic

and do not wish to include this variable in the study.

Students’ unwillingness to execute their tasks

Students with low self-regulation may find online courses more challenging

(Artino & Stephens, 2009). Online learning is typically more self-driven and requires

learners to self-manage course responsibilities (Bawa, 2016; Bol & Garner, 2011). If

students do not have experience with the type of self-discipline these courses require,

they can become intimidated, demotivated, and consequently not achieve good results

with their classes. (Bawa, 2016). This could be a contributing factor to their diligence in

12
submitting their required schoolwork. This is not the main focus of the research in

investigating the possible reasons for the problem given, but rather serves as a limitation

in the study.

Supporting records of the respondents’ submission of tasks

Due to time constraints, the researchers were not able to acquire formal records

that would support the respondents’ answers, most especially in regards to the first

question of the survey: “During this academic year, are you having difficulty passing

requirements on time? (Yes/No)”. With this, the researchers decided to respect the Data

Privacy Act and resorted to relying on the respondents’ integrity in answering the

questions.

Definition of Terms

For the purpose of clarification, the important terms used in this study have been

defined.

The following terms are:

Digital Inequality - refers to the difference between the digital resources of

students such as devices and proper connection which is associated with the audio

and video quality, and technology literacy.

Information and communication technology - is a diverse collection of

technical tools and resources used to transmit, store, create, distribute, and or

13
exchange information which includes the internet, computer, broadcast

technology, and alike (UNESCO, 2020)

Online class - usage of digital network in engaging, learning, and conversing for

academic purposes; this is the distribution of a collection of lessons on a web

browser, mobile device, and alike that can be accessed or viewed for both

synchronous and asynchronous learning (IGI Global, 2020)

Asynchronous learning - a term used to describe ways and forms of educational

instruction that does not necessarily mean to occur in the same place or time; this

term is used for different modes of interactive online learning (Great Schools

Partnership, 2018)

Internet connectivity - allows individuals to access various internet sources such

as e-mails, World Wide Web, and alike

COVID’19 Pandemic - an infectious disease caused by the most recent

coronavirus (WHO, 2020)

Module - a unit, chapter, subject, or instruction segment. It is a standard unit or

an instructional portion of your course that is a "self-contained" part of the

instruction (Boise, 2020)

Blended learning - also known as “hybrid learning” is a combination of online

distance learning and in-person distribution of printed materials to learners’

homes via barangays for those who do not have internet access and interactive

facilities in the comfort of their homes ( Custodio, 2020)

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

The Internet has been invaluable to education all over the world. Despite the

increasing importance of the Internet, there is still an inequality in digital skills and use

based on the socio-economic status known as the digital divide in many countries

(Malata, 2017). The Digital Divide is a social issue that refers to the varying amount of

information between those who have access to the Internet, particularly broadband, and

those who do not have access to it. The difference is not generally determined by access

to the Internet, but by access to ICT and media that can be used by various segments of

society. With regard to the Internet, connectivity is just one element and other

considerations such as the efficiency of connections and related services should also be

considered (2020).

The digital divide was introduced to the public discourse in the mid-1990s. This

focused on illustrating the significance, interpreting the essence, and defining the causes

of the digital divide, including age (DiMaggio et al., 2004), race and ethnicity (Hoffman,

Novak & Schlosser, 2000), education (Latimer, 2009), socio-economic status (McLaren

& Zappalà, 2002), geography (Sylvester & McGlynn, 2010), culture (Drori & Jang,

2003) and foreign inequalities (Guillén and Suárez, 2005). All of these are conducted on

the basis of the understanding that the digital divide applies to the gap in people's access

to information and communication technology or more precisely, to the Internet (Yu,

2006).

15
 As the Internet has become more common in the world, most researchers believe

that the digital divide can span more dimensions than the simplified measure of physical

access (Mossberger, Tolbert & Stansbury, 2003). In order to explain the digital divide

correctly, it must be reconceptualized to include multidimensional aspects of social

inequality in the modern media era. Inequality is seen as an access divide, skills divide,

an economic opportunity divide, and a democratic divide (Attewell, 2001). A common

characteristic of digital divides and related terms focuses on how the digital transition

creates new trajectories that can be seen internationally, nationally, and locally. Thus the

term digital inequality is often used to capture the underlying difficulties that can emerge

as a result of digital divides. This then empathizes a wide range of inequality across

segments of individuals depending on their differences, along with several dimensions of

technology access and use (Hargittai, 2003).

At the beginning of 2020, drastic measures were taken that would plot a new

course in education for teachers, parents, and students due to the global pandemic,

COVID-19. Pandemics like such pose a worldwide problem as they not only threaten

many people with the same disease, they affect societies in a different manner from

classical diseases. They have a particular place in the memories of societies. They cause

large masses to live in a state of fear and anxiety and disrupt the natural flow of life, and

everybody has a particular experience. (Bostan, S. et al. 2020). It has been reported that

awareness regarding the epidemic diseases and taking personal and societal measures to

counter the spread of the pandemic are important and effective in minimizing the

16
negative impacts of the disease (Caley P, et al. 2008) which in turn caused countries that

were affected to execute all the necessary protocols that would ensure the safety of their

citizens, and one distinctive change that was made was the transition to digital spaces.

With more than three billion people in isolation, the role of digital spaces is

changing from amenity to necessity, as they become not only the primary means of

access to information and services but also one of the only remaining forms of economic,

educational, leisure, and social interaction. However, not all of them are comparable in

terms of access to networks or connected devices, or in terms of the skills needed to

manage computerized spaces optimally (Beaunoyer, Dupéré & Guitton, 2020). Online

courses have a 10% to 20% higher failed retention rate than traditional classroom

environments (Herbert, 2006).

Digital inequality can be seen as arising from disparities in actual access to

technology, as well as differences in digital literacy which is the degree to which

individuals have the ability, expertise, motivation, and competence to access, process,

engage and understand the information required to gain from the use of digital

technology (Bergman & Iyengar, 2020).

Every student needs sufficient access to educational opportunities and support

services in order to achieve academic achievement. Students who do not have access to

computers, the Internet, and other technologies, will get further and further behind their

peers. They will miss int links to information, entertainment, and contact with other

17
students. These students would potentially miss 70% of the jobs that need moderate or

high levels of computer knowledge. They are likely to end up in the 10% of low-paying

jobs that do not need technological skills. (Green, 2010).

Technology is necessary for a student's learning. The effect of the World Wide Web

on education and on every aspect of our culture is profound. One's access to knowledge

from cyberspace is important because information can be used in daily life for education,

business transactions, personal correspondence, information collection, work search, and

career growth (Chun, 2010). The digital divide prevents people from learning because

they don't have access to the right technologies. Bringing this gap together will accelerate

everyone's ability to learn, communicate, connect, and solve problems together. Digital

differences look at the role that computers play in widening socio-economic and

educational disparities across our community (Bolt & Crawford, 2005).

Despite the progressive spread of digital technology and the rising importance of

digital learning, a number of inequalities have been established. The first inequality

involves inequalities in access to digital technology in schools or at home. Recent studies

have shown a reduction in the digital connectivity gap in more developed countries,

primarily due to the intentional efforts of policymakers, educators, and entrepreneurs

(Attewell 2005). In all countries and communities, student access to home computers has

been positively related to their socio-economic history. The second digital divide

concerns more about the inequalities in skills and use for educationally beneficial

purposes that persist long after access has been achieved (Attewell 2005; DiMaggio et al.

18
2004; Hargittai 2006; Natriello 2007). The second digital divide has been described as a

challenge for all nations, regardless of economic status (Drori 2010; Hargittai & Hinnant

2008; ITU 2011; Kim 2008; Leu et al. 2014; Notten et al. 2009). The latest research in

the United States (Leu et al. 2014), Australia (Smith, Skrbis, and Western 2013), and

Britain (Livingstone and Helsper 2008), indicate that students with highly trained parents

have greater computing skills and are more likely to use the Internet for learning.

The term “digital inequality” takes into account all the dimensions which have

become included in the concept of the digital divide, and includes a social vision of the

technology which goes beyond the differences in the defined dimension. The term also

takes into account the determinants and the resulting social implications, allowing

exploration of the construction of inequality through the combination of technical and

social resources. (Muñoz, 2010)

Attempts have been made (Van Dijk and Hacker, 2000; Hargittai, 2002; Di

Maggio et al, 2004; Van Dijk, 2006) to define the dimensions of inequality and the digital

divide, and there is some agreement that at least four are key factors: access which

includes the motivational differences for the first move towards ITC (motivational

access) as much as the differences in access to technological infrastructure (the classic

digital divide), digital literacy, the different skills for Internet use, the intensity of use

(differences in the time of use) and finally, the purpose of use of the Internet by

individuals (differences in adopting the Internet and behavior).

19
 Socioeconomic status is related to “computer anxiety”, with students from

families with a lower socioeconomic status more likely to have negative emotions when

using a computer, one of the reasons why they use the Internet less. Despite this, those

who have a motivational barrier to connecting to the Internet are without a doubt a

minority not quantified in any study (Bozionoles, 2004) The paper focusing on the

differences in access to infrastructures, observed that virtually all students have their own

ways of accessing the Internet, in contrast to the situation in other educational levels

(Huang and Russell, 2006)

Since the beginning of the COVID-19 crisis, digital spaces have been the main

tool the government and official agencies, such as the World Health Organization, have

used to disseminate information. As the alternative learning methodologies commenced,

the status of virtual digital spaces has switched from an amenity to a necessity

(Beaunoyer, Dupere & Guitton, 2020) Low-income households who are presumably less

equipped in terms of technological devices both in numbers and in quality suffer from the

immediate and long-term economic consequences of the COVID-19 crisis more severely

(Fernandes, 2020; Van Lancker; Parolin, 2020; Wang & Tang, 2020). However, using

outdated technology causes delays in accessing online resources, if able to access it,

which creates a less satisfying experience. In consequence, these families experience

fewer opportunities to develop digital literacy skills. In contrast, more economically

favored households will experience little to no difficulties in upgrading their equipment -

whether for telework, learning, or entertainment. This phenomenon will result in a

worsening of pre-existing equipment-based digital inequalities. COVID-19 caused strict

20
home quarantine protocols, which triggered an unprecedented Internet traffic load, which

resulted in slower connections for multiple Internet users (Bergman & Iyengar, 2020).

However, this will not affect everyone in the same way. It depends on the local cost of

Internet subscriptions. Households with low income might not be able to afford the best

connection without sacrificing essential spendings. On the other hand, families with a

high income can afford great Internet package subscriptions less likely to experience

slower connections (Beaunoyer, Dupere & Guitton, 2020).

More importantly, one of the direct economic impacts of the crisis is an increase

in unemployment (Fernandes, 2020), making people with limited income unlikely to be

able to acquire a stable home connection. The context of COVID-19 raises new

socio-technical challenges to the contribution of social support networks in developing

digital literacy. The isolation requirements make it difficult to give social support because

a minimum of digital literacy is needed for people to receive helpful support. In other

words, for more digitally disadvantaged individuals, support could be harder to obtain,

whereas those with higher digital skills and accessibility could adapt to new means of

support much easier (Beaunoyer, Dupere & Guitton, 2020).

A paper was published about an assessment of online readiness among university

students (Chung et al., 2020). The researchers used the 18-item Online Learning

Readiness Scale (OLRS) and administered it to a group of 91 students from three

different study programs. Using SPSS, data were analyzed with respect to their computer

and internet self-efficacy. self-directed learning, learner control, motivation for learning,

21
and online communication self-efficacy. The results showed that the students' readiness

was high in computer and internet self-efficacy, moderate for self-directed learning and

motivation for learning, and low for learner control. The study also found that poor

internet connectivity was the biggest challenge faced by students.

An article published in 2018 by Robinson and Gran entitled No Kid Is an Island:

Privacy Scarcities and Digital Inequalities. It examined how digital inequalities give rise

to privacy practices and resource acquisition strategies among disadvantaged youths.

Based on in-depth interview data, it found hidden costs of digital inequality among high

school students in an agricultural belt in California. The findings examine the emotional

costs paid by disadvantaged strivers whose privacy is compromised in their struggles to

obtain the digital resources critical to college admissions, scholarship, and financial aid

application--almost all of which is done online. When under-resourced youths seek

digital resources necessary for capital-enhancing activities, they must make sacrifices and

weigh benefits, unlike other youths who have the necessary digital resources which

shows the digital inequality between the two groups.

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 CHAPTER 3

METHODOLOGY

This study being quantitative in nature utilizes a two-part survey questionnaire

about demographic profile including late submission of tasks and digital inequalities.

This section will discuss the research environment, respondents, instruments, procedure

of data collection, and data treatment.

Research Environment

Due to the current circumstances with the COVID-19 pandemic, the research is

intended to be conducted virtually through the online platforms (Gmail and Google

Forms) and the respondents will be answering the survey in the comfort of their own

homes. In order to reach the respondents, the surveys will be given to them by means of

messaging them through their school emails to ensure a safe and effective communication

process without violating health protocols.

Research Respondents

A census of 146 Grade 12 Senior High School students from Colegio de la

Inmaculada Concepcion - Cebu were chosen to take part in the research study. The

respondents’ ages range from 17- 20 years old. The respondents of this study are 106

females and 40 males.

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Table 3.1 represents the respondents of the survey

Class Girls Boys Total

STEM A 30 14 44

STEM B 30 13 44

ABM 34 8 42

HUMSS 11 5 16

Total 146

Research Instrument

The researchers will be using a self-administered, two-part survey to determine

the presence of digital inequalities among the Grade 12 students of Colegio de la

Inmaculada Concepcion - Cebu. The first part of the survey contains three questions

regarding their strands, ages, and if the students were experiencing difficulties in passing

requirements on time. Then, it will proceed to the second part of the survey, in which the

respondents will answer two close-ended multiple-choice questions, and a 13-item Likert

scale style questionnaire in which the respondents are to tick on a scale of 1-5 (Never - 1;

Rarely - 2; Sometimes - 3; Often - 4; Always - 5). The Likert scale scores of the students

will then be calculated. The Likert scale part was constructed in a linear manner which

would show that the rate of the score is directly proportional to a more favorable

experience in online learning.

See appendix a for the survey questionnaire.

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Research Procedure

The research respondents who gave consent to participate in the study shall be

given a brief explanation about the nature and purpose of the study. The researchers will

collect contact information of the Grade 12 students of Colegio de la Inmaculada

Concepción - Cebu as the survey questionnaire will be administered online through

Google Forms and will be sent through Gmail. The researchers will also ensure the

respondents about the confidentiality of the data collected. The respondents are given 2

weeks to answer the survey. If the respondents fail to answer the survey within the first

week, the researchers follow-up on them. If the respondents are unable to answer the

survey within the allotted time, they are removed from the list of respondents.

Data will be collected using a two-part survey questionnaire. The first part of the

questionnaire contains 3 items that collect demographic information (strand, age) and if

the respondents experience difficulty in passing requirements on time. The second part is

a 16-item questionnaire about the respondents’ resources and experience during online

learning. It is a 5-point Likert scale for 13 questions. respondents will be asked to choose

a scale for each item that best describes their online learning experience.

Research Treatment

To analyze the data, the researchers will test the hypotheses using the Point

Biserial Correlation test, which is a special case of the Pearson Product Correlation

25
method to measure the relationship between digital inequalities and submission of late

tasks, and their association with each other. This was opted to be used because Point

Biserial Correlation measures the strength and direction of association between one

continuous variable and one dichotomous variable.

Afterward, descriptive statistics will be used to interpret the results of the survey.

The researchers will find the mode for each item. It will be presented in a bar graph to

visualize the most answered scale of the respondents to describe the experience of the

majority during online learning. The researchers will also present the number of students

who experience difficulty in passing tasks on time through a graph.

26
 CHAPTER 4

RESULTS AND DISCUSSION

The study was done with the aim to explore the relationship between digital

inequality and the submission of tasks among senior high school students of CIC-CEBU.

Through census sampling, the researchers distributed a survey form to 149

students (41 males and 108 females) that encompasses the entire grade 12 senior high

school batch of Colegio de la Inmaculada Concepcion-Cebu. Due to the current situation

with the pandemic, the survey forms were distributed and processed through online

media platforms (i.e. Gmail, Google Forms, Facebook, and Messenger) to observe health

protocols. In line with this, the researchers encountered some difficulty in acquiring

some survey answers as some respondents failed to respond to the researchers’ messages.

Out of 149 students, only 146 responded due to technological difficulties thereby

defeating the desired goal of having all of the respondents answer the survey. Apart from

that, some respondents resubmitted their answers resulting in duplicate surveys from the

same respondent. The researchers did not include duplicate surveys in analyzing the data.

88 (60.3%) of the respondents came from the Science, Technology, and

Engineering Mathematics (STEM), 42 (28.6%) from Accountancy, Business and

Management (ABM), and 16 (10.9%) from Humanities and Social Sciences (HUMSS)

strands. The respondents’ ages ranged from 17 to 20 years old with a mean age of 18.

27
Table 4.1: Respondents Distribution by Demographic Data (n=146)

Variable Frequency(f) Percentage(%)

STRANDS
STEM A 44 30.14
STEM B 44 30.14
ABM 42 28.77
HUMSS 16 10.96
AGE
Mean 18
17 14 9.59
18 123 84.25
19 10 6.85
20 1 0.68

Chart 4.1 shows the proportion of students regarding the late submission of tasks.

83 respondents reported yes, they experienced difficulty in passing requirements on time

while 63 respondents reported no, they did not experience difficulty in passing

requirements on time.

Chart 4.1 represents the response of having experienced passing tasks late (n=146)

28
 Chart 4.2 represents the devices used by the respondents during online classes. As

shown in the chart, the most used device is a laptop which 45 (53.6%) of the respondents

use, followed by a phone which 29 (34.5%) of the respondents use. The least used

devices are the personal computer which 8 (9.5%) respondents use and the iPad/tablet

which only 2 (2.4%) of the respondents use.

Chart 4.2 represents the devices used by the respondents (n=146)

Chart 4.3 represents the mode of connection the respondents used during online

classes. As shown in the chart, the most used mode of connection is Wifi with 120

(68.8%) of the respondents using it during online classes. The remaining 26 (31.2%)

respondents use mobile data during online classes.

29
Chart 4.3 represents the mode of connection used by the respondents (n=146)

Table 4.2 represents the results of the Likert scale statements about their

experience during online learning. As shown in the table, it includes the count (n),

percentage (%), mean (M), and standard deviation (SD) per statement. The minimum and

maximum length of the 5-point Likert scale has a range of 0.80. This is calculated by (5 -

1 = 4) then divided by five as it is the greatest value of the scale (4 / 5 = 0.80). Afterward,

the number one which is the least value on the scale was added in order to identify the

maximum value. The length is determined below:

● From 1 to 1.80 represents (never)

● From 1.81 to 2.60 represents (rarely)

● From 2.61 to 3.40 represents (sometimes)

● From 3.41 to 4.20 represents (often)

● From 4.21 to 5 represents (always)

30
 With this scale, all the statements under the connection category and statements

1,2, and 5 under the audio and video category have “sometimes” as the average answer

(M = 3.06, 3.13, 2.89, 3.21, 2.64, 3.05, 3.31, 3.31). Under audio and quality, statements

3,4, and 6 and statement 1 under digital technology have “often” as the average answer

(M = 3.55, 3.92, 3.82, 3.76). The last statement under digital technology is the only one

that has “always” as the average answer (M = 4.32). As shown in the table, the standard

deviation for all the statements is very low with no difference going above 1. This means

that the mean value is very close to the actual data and does not deviate.

Table 4.2 represents the respondents’ responses to the Likert Scale Statements (n=146)

Never Rarely Sometimes Often Always

Statement M SD
n % n % n % n % n %

Connection

1. I don’t 7 4.8 28 19. 70 47. 31 21. 10 6.8 3.0 2.6

disconnect 2 9 2 6 8
during my
synchronous
classes.

2. The weather 12 8.2 45 30. 31 21. 28 19. 30 20. 3.1 2.8

does not 8 2 2 5 3 8
affect the
quality of
my
connection.

3. I can join a 17 11.6 37 25. 49 33. 31 21. 12 8.2 2.8 2.5

synchronous 4 6 2 9 9
encounter
while doing
assigned
tasks
simultaneous
ly.

31
 4. I can turn in 8 5.5 28 19. 50 34. 45 30. 15 10. 3.2 2.8
my 2 2 8 3 1 6
requirements
(activities,
modules,
performance
tasks)
without
difficulty.

5. I can turn my 23 15. 49 33. 40 27. 25 17. 9 6.2 2.6 2.3

camera on 8 6 4 1 4 7
without
sacrificing
the quality
of the meet.

Audio and Video

1. I can clearly 9 6.2 37 25. 46 31. 46 31. 8 5.5 3.0 2.7

see the 3 5 5 5 0
teachers and
my
classmates.I
can clearly
see the
teachers and
my
classmates.

2. I can clearly 2 1.4 26 17. 52 35. 57 39. 9 6.2 3.3 2.9

hear the 8 6 0 1 0
teachers and
my
classmates.

3. My camera 8 5.5 22 15. 36 24. 41 28. 39 26. 3.5 3.2

is functional. 1 7 1 7 5 4

4. My 3 2.1 13 8.9 33 22. 41 28. 56 38. 3.9 3.5

microphone 6 1 4 2 5
is functional.

5. The audio 1 0.7 30 20. 52 35. 49 33. 14 9.6 3.3 2.9

during my 5 6 6 1 1
synchronous
classes is
clear.

6. The 2 1.4 8 5.5 41 28. 58 39. 37 25. 3.8 3.4

presentation 1 7 3 2 1
of the
teacher is
visible.

32
 Digital Technology

1. I can 1 0.7 10 6.8 50 34. 47 32. 38 26. 3.7 3.3

confidently 2 2 0 6 6
access online
platforms
(i.e. Google
Suite)

2. I can use 2 1.4 4 2.7 19 13. 54 37. 67 45. 4.2 3.8

softwares 0 0 9 3 0
(i.e.
Microsoft
Office,
Google
Docs,
Sheets,
Slides)

The graph below shows the frequency of responses under connection. Statement 1

exhibits the confidence of respondents to attend synchronous classes without

disconnecting every now and then. The mode is sometimes, represented by the yellow

bar, which indicates that most of the respondents experience getting disconnected during

their synchronous classes. Statement 2 exhibits the confidence of respondents that the

weather does not affect the quality of their connection. The mode is rarely, represented

by the red bar, which means that most of the respondents often experience their

connection being affected by the weather. Statement 3 exhibits the confidence of

respondents to join synchronous encounters while doing assigned tasks simultaneously. It

has been found that most respondents can only be able to do so sometimes, as depicted

by the mode with the yellow bar. Statement 4 exhibits the confidence of respondents to

turn in requirements (activities, modules, performance tasks) without difficulty. It has

been found that most respondents can only be able to do so sometimes, as depicted by

the mode. Statement 5 exhibits the confidence of respondents to turn their cameras on

33
without sacrificing the quality of the meet. It has been found that most respondents can

only rarely do so, as depicted by the mode, represented by the red bar.

Graph 4.1 represents the mode of responses per statements under the connection (n=146)

Statement 6 exhibits the confidence of respondents that they can clearly see both

their teachers and classmates. The mode is bimodal which is both sometimes and often,

represented by the yellow and green bar, which indicates that most respondents can

clearly see both their teachers and classmates. Statement 7 exhibits the confidence of

respondents that they can clearly hear both their teachers and classmates. The mode is

often, represented by the green bar, which indicates that most respondents can clearly

hear both their teachers and classmates often. Statement 8 exhibits the confidence of

respondents that their camera is functional. The mode is often, represented by the green

bar, which indicates that most respondents consider their camera functional. Statement 9

34
exhibits the confidence of respondents that their microphone is functional. The mode is

always, represented by the orange bar, which indicates that most respondents consider

their microphone functional all the time. Statement 10 exhibits the confidence of

respondents that their audio during synchronous classes is clear. The mode is sometimes,

represented by the yellow bar, which indicates that most respondents sometimes find that

their audio during synchronous classes is clear. Statement 11 exhibits the confidence of

respondents that they can see the presentation of the teacher. The mode is often,

represented by the green bar, which indicates that most respondents can often see the

presentation of the teacher.

Graph 4.2: represents the mode of responses per statements under the audio and video

(n=146)

35
 Statement 12 exhibits the confidence of respondents to be able to access online

platforms (i.e. Google Suite). The mode is sometimes, represented by the yellow bar,

which indicates that most respondents are able to access online platforms (i.e. Google

Suite), sometimes. Statement 13 exhibits the confidence of respondents to be able to use

softwares (i.e. Microsoft Office, Google Docs, Sheets, Slides) . The mode is always,

represented by the orange bar which indicates that most respondents find that they always

are able to use softwares (i.e Microsoft Office, Google Docs, Sheets, Slides).

Graph 4.3: represents the mode of responses per statements under digital technology

(n=146)

In examining the relationship between digital inequality and submission of tasks,

the Point Biserial Correlation coefficient revealed a moderately negative statistically

36
significant relationship with rpbi = -0.36 and p = 0.000002946463536. Since rpbi is

negative, this indicates that when the submission of tasks takes on the value “0” (no) that

the digital inequality (Likert scale scores) takes on a higher value compared to when the

submission of tasks takes on the value “1”(yes). This is verified by the calculated average

value of digital inequality when submission of tasks is 0 and when it is 1. When

submission of tasks is 0 (no), the average value of digital inequality is 47.1 compared to

when it is equal to 1 (yes), the average value of digital inequality is 41.5. This confirms

that the point-biserial correlation between the two variables should be negative. The

diagram clearly shows a negative slope that indicates the negative relationship between

the submission of tasks and digital inequality. As it shows, the Likert scale scores are

higher when submission of task is 0 compared to when it is 1 which has a lower position.

Relationship between submission of tasks and digital inequality (n=146)

37
 The Likert scale is constructed in a linear manner, which means that the score is

directly proportional to a more favorable experience in online learning, which is depicted

in little to no experiences of disconnecting during synchronous sessions, a connection

that is not affected by the weather, good audio and video quality, ability to work

simultaneously and turn requirements in without difficulty, and confidence in accessing

digital technology tools and software.

The graph presents the total score of the respondents on the 13-item Likert scale.

As shown, a total of 83.31% of the respondents have a score that indicates a favorable

experience during online learning. 29.45% of the respondents had a score within the

range of 43-48, 28.10% had a score within the range of 37-42, 20.55% had a score

within the range of 49-50. The highest scores which indicate they experience little to no

difficulty during online learning are only among 8.21% (7.53% and 0.68) of the

respondents with a score within the range of 56-60 and 60-66. The remaining 13.69% had

a score within the range of 19-36 which indicates unfavorable experiences during online

learning.

Graph 4.4 represents the Likert scale scores of the respondents (n = 146)

38
 CHAPTER 5

Summary, Discussion, Recommendations

The purpose of this study was to explore the correlation of digital inequality and

submission of tasks among Grade 12 senior high school (SHS) students of Colegio de la

Inmaculada Concepcion - Cebu (CIC- Cebu). The researchers hypothesized that there is a

correlation between digital inequality and the submission of tasks. The researchers

wanted to know the number of students who experienced difficulty in passing

requirements on time, the most common answers for each Likert scale item, the

correlation between digital inequality and submission of tasks, and if digital inequality is

prevailing among the learning environment of the students. A two-part survey

questionnaire was used to collect data among 146 SHS students. This chapter presents the

summary, discussion, and recommendations of the study.

Summary

Last March 11, 2020, COVID-19 was announced by WHO as a pandemic and in

the Philippines resulting in most daily interactions shifting to online environments. Due

to the lockdown, online classes were implemented and it was apparent among students

that a number of them were seen to be struggling with the transition to online classes,

thus bringing forth the issue of digital inequality. In line with this, the researchers wanted

to know whether there was a relationship between digital inequality and the submission

of tasks by SHS students through a survey of their experiences during the duration of

39
online learning being practiced in CIC-Cebu. Specifically, the study aimed to answer:

how many students experience difficulty in passing their requirements, what mode they

used in the second part of the survey, whether there was a connection between digital

inequalities and the submission of their tasks, and if so, what is the correlation between

digital inequalities and their late submission of task, and lastly, if digital inequality

prevailed in the learning environment of the Grade 12 senior high school students.

The researchers then established a two-part survey questionnaire including their

demographic profile and their digital inequalities and the late submission of tasks and the

study is intended to be carried out remotely through online platforms (Gmail and Google

Forms). To participate in the research report, a census of 146 Grade 12 Senior High

School students from Colegio de la Inmaculada Concepcion - Cebu was selected, ages of

the respondents ranged from 17-20 years old. A self-administered survey was used to

determine the digital inequalities present among the respondents having the first part of

the survey containing three questions regarding their strand, age, and if they experienced

difficulties in passing their requirements on time. Afterwhich, the second part contained

two close-ended multiple choice questions and a thirteen-item Likert scale type

questionnaire where respondents were asked to tick on the given scale ranging from 1-5

(Never - 1; Rarely - 2; Sometimes - 3; Often - 4; Always - 5). The Likert scale was used

in a linear manner to show if the rate of the scores was directly related to a more

favorable experience in online learning.

The researchers had a hard time acquiring the survey answers due to the respondents’

failure to answer and submit their responses defeating the desired goal of having all the

40
respondents answer the survey. Apart from that, some respondents resubmitted their

responses resulting in a duplication of the data but then their responses were not included

in the analysis of the data. A number of 88 respondents came from STEM, 42

respondents from ABM, and 16 respondents from HUMSS ages ranging from 17 to 20

years old having the mean of 18.

The study discusses the mode of each question under the three categories:

connection, audio and video, and digital technology through a series of graphs. The mode

identified the students’ most common experience with online classes pertaining to a

specific statement. Under the connection category, the mode was ‘sometimes’ and

leaning more on ‘often’ and ‘always’. This means that most respondents experience that

their connection was good. The audio and video category entails 11 statements with a

corresponding mode for each. The statements had the mode ‘sometimes’ and ‘often’

which means that most respondents find their audio and video quality experience good

during their synchronous classes. Moreover, under the digital technology category, the

mode is identified to be ‘sometimes’ for the first statement, and ‘always’ for the second

statement. This expresses that most respondents have the ability to access online

platforms (i.e. Google Suite) and to use software (i.e Microsoft Office, Google Docs,

Sheets, Slides) frequently during their synchronous sessions.

A number of 83 respondents responded yes, while 63 respondents responded no as the

respondents who experienced difficulty in passing their requirements. With the given

response 45 (53.6%) respondents used their laptops, 29 (34.5%) respondents used their

41
phones, 8 (9.5%) respondents used their personal computer and 2 (2.4%) of the

respondents used their iPad/tablets. It was found that the most used mode of connection

used by the respondents was Wifi with 63 (68.8%) respondents while the remaining 20

(31.2%) respondents used mobile data during online classes. After a Likert scale was

used to represent the different frequencies of the respondents' experience during online

learning and the scales’ average response (M = 3.06, 3.13, 2.89, 3.21, 2.64, 3.05, 3.31,

3.31) was ‘sometimes’ for all statements under the relation and audio and quality

category. The average response under digital technology resulted in ‘often’ as the

average response under audio and quality (M = 3.55, 3.92, 3.82, 3.76), and under digital

technology, the average response was ‘always’ (M = 4.32). As presented in the table, the

standard deviation for all the statements was very low with no difference exceeding 1

which implies that the mean value was very similar to the actual data and does not

deviate.

The Point Biserial Correlation coefficient showed a moderately negative, statistically

significant relationship with rpbi = -0.36 and p = 0.000002946463536 when analyzing

the relationship between digital inequality and task submission. With the usage of the

Likert scale, it was constructed in a linear manner which meant that the score was directly

proportional to a more favorable experience in online learning that depicted the little to

no experience of disconnecting during synchronous sessions, a connection that is not

impaired by weather, good audio and video quality, ability to work simultaneously and

42
without difficulty, and confidence in accessing digital technology resources and

applications.

The fulfillment of the research determined the correlation between the digital

inequalities and the submission of tasks by CIC-Cebu’s Grade 12 students. The study

provided the school administrations the idea that there is a struggle with the student’s

ability to submit assigned tasks due to the digital inequalities faced. Students, on the other

hand, are given the opportunity to look for possible solutions and be more flexible despite

the complexity and difficulty in completing the tasks given to them. The research also

helps the parents on their end, to understand their child’s working pattern alongside the

difficulties they face to give them the knowledge on how they can accompany their child.

This research also gave the school’s counseling department the opportunity to give

assistance and guidance to all the students experiencing these difficulties and helping

them to cope up with them. And lastly, this study would benefit other school institutions

to be aware of the effects of these inequalities faced by their students which is affecting

their learning process, and for them to think of interventions to lessen or diminish the

struggle their students will face in the future.

Discussion

The findings of the study revealed a moderately negative statistically significant

correlation of digital inequality and submission of tasks among Grade 12 senior high

school students of Colegio de la Inmaculada Concepcion-Cebu. This indicates that if a

student experiences a more favorable online learning experience, the student is more

43
likely to submit tasks on time. This finding agrees with (Green, 2010) that every student

needs sufficient access to educational opportunities and support services in order to

achieve academic achievement. Students who do not have access to the internet and other

technologies needed for online learning will get further and further behind their peers in

terms of submitting tasks on time especially since online learning is output-based.

Students who have a better connection, good audio, and video quality, and have digital

skills have the resources needed at hand and encounter no difficulty like loss of

connection that may hinder them from submitting on time will perform better

academically. With that being said, the finding bears a limit to which it is possible that

digital inequality is not the only factor affecting the submission of tasks. It is possible that

unhealthy and/or unstable home environments and students’ unwillingness to execute

their tasks affect their submission of tasks. This can be explored in future research as to

how it will affect the results if the students’ home environment and motivation were

taken into consideration.

The result of the Likert scale scores revealed that digital inequality is prevailing

among the Grade 12 senior high school students of Colegio de la Inmaculada Concepcion

- Cebu. According to (Malata, 2017), digital inequality is determined by the difference in

access to the Internet with regards to connectivity and other considerations such as the

efficiency of connection and related services. This difference is referred to as a digital

divide or the gap between the people who do and do not have access to the internet and

its services. The results revealed the gap or the digital divide happening among the

students’ experiences during online learning. Only a small percentage experience close to

44
no difficulties during online learning. Although a large percentage lies in the middle and

has a favorable experience, there is still the remaining percentage of students that have

unfavorable experiences during online learning and get left behind in terms of submission

of tasks. The gap between the 83.31% that have favorable experiences and the 13.69%

that have unfavorable experiences during online learning is large. It is important to

recognize this inequality in order to create solutions to bridge the gap and allow the

students to be in equal standing in terms of submitting tasks. As discussed by (Bolt &

Crawford, 2005), bringing this gap together will accelerate everyone’s ability to learn,

communicate, connect, and solve problems together.

Recommendation

The study emphasized the factor of digital inequality in connection with the

submission of tasks of students. In line with this, the researchers recommend future

studies to redefine digital inequalities and go through a process of careful observation

with an established basis. As much as possible, the two variables should have the same

type of data in order for it to be easier to analyze. Apart from that, constructing a different

structure for the survey that can immediately deliver results that can be easily interpreted

without the need for a follow-up is also recommended.

Lastly, the study bore limitations on the other explanations as to why the issue of

late submissions occurs among students. Therefore, the researchers recommend exploring

the different factors such as the students’ home environments and their level of

45
willingness to complete their tasks thereby affecting their diligence in executing their

responsibilities.

46
 APPENDIX

APPENDIX A

SURVEY QUESTIONNAIRE

Profile Questions

Strand

❏ 12 - STEM A

❏ 12 - STEM B

❏ 12 - ABM

❏ 12 - HUMSS

Age

_______

During this academic year, are you having difficulty passing requirements on time?

❏ Yes

❏ No

Device

What is the primary device used for online learning?

❏ Laptop

❏ Phone

47
 ❏ Personal computer

❏ iPad / tablet

Connection

What is your mode of connection?

❏ Mobile data

❏ WiFi

Likert Scale Part

Statement 1 Never 2 Rarely 3 4 Often 5 Always

Sometimes

Connection

I don’t disconnect during

my synchronous classes.

The weather does not

affect the quality of my

connection.

I can join a synchronous

encounter while doing

48
assigned tasks

simultaneously.

I can turn in my

requirements (activities,

modules, performance

tasks) without difficulty.

I can turn on my camera

without sacrificing the

quality of the meet.

Audio and Video Quality

I can clearly see the

teacher and my

classmates.

I can clearly hear the

teacher and my

classmates.

My camera is functional.

My microphone is

functional.

49
The audio during my

synchronous classes is

clear.

My teachers’ and

classmates’ videos do not

lag.

The presentation of the

teacher is visible.

Digital/Technology

Literacy

I can confidently access

online platforms (i.e.

Google Suite).

I can use software (i.e.

Microsoft Office, Google

Docs, Sheets, Slides)

50
 APPENDIX B

TABLES

Table 3.1 represents the respondents of the survey

Class Girls Boys Total

STEM A 30 14 44

STEM B 30 13 44

ABM 34 8 42

HUMSS 11 5 16

Total 146

Table 4.1: Respondents Distribution by Demographic Data (n=146)

Variable Frequency(f) Percentage(%)

STRANDS
STEM A 44 30.14
STEM B 44 30.14
ABM 42 28.77
HUMSS 16 10.96
AGE
Mean 18
17 14 9.59
18 123 84.25
19 10 6.85
20 1 0.68

51
Table 4.2 represents the respondents’ responses to the Likert Scale Statements (n=146)

Never Rarely Sometimes Often Always

Statement M SD
n % n % n % n % n %

Connection

5. I don’t 7 4.8 28 19. 70 47. 31 21. 10 6.8 3.0 2.6

disconnect 2 9 2 6 8
during my
synchronous
classes.

6. The weather 12 8.2 45 30. 31 21. 28 19. 30 20. 3.1 2.8

does not 8 2 2 5 3 8
affect the
quality of
my
connection.

7. I can join a 17 11.6 37 25. 49 33. 31 21. 12 8.2 2.8 2.5

synchronous 4 6 2 9 9
encounter
while doing
assigned
tasks
simultaneous
ly.

8. I can turn in 8 5.5 28 19. 50 34. 45 30. 15 10. 3.2 2.8

my 2 2 8 3 1 6
requirements
(activities,
modules,
performance
tasks)
without
difficulty.

5. I can turn my 23 15. 49 33. 40 27. 25 17. 9 6.2 2.6 2.3

camera on 8 6 4 1 4 7
without
sacrificing
the quality
of the meet.

Audio and Video

52
 7. I can clearly 9 6.2 37 25. 46 31. 46 31. 8 5.5 3.0 2.7
see the 3 5 5 5 0
teachers and
my
classmates.I
can clearly
see the
teachers and
my
classmates.

8. I can clearly 2 1.4 26 17. 52 35. 57 39. 9 6.2 3.3 2.9

hear the 8 6 0 1 0
teachers and
my
classmates.

9. My camera 8 5.5 22 15. 36 24. 41 28. 39 26. 3.5 3.2

is functional. 1 7 1 7 5 4

10. My 3 2.1 13 8.9 33 22. 41 28. 56 38. 3.9 3.5

microphone 6 1 4 2 5
is functional.

11. The audio 1 0.7 30 20. 52 35. 49 33. 14 9.6 3.3 2.9
during my 5 6 6 1 1
synchronous
classes is
clear.

12. The 2 1.4 8 5.5 41 28. 58 39. 37 25. 3.8 3.4

presentation 1 7 3 2 1
of the
teacher is
visible.

Digital Technology

3. I can 1 0.7 10 6.8 50 34. 47 32. 38 26. 3.7 3.3

confidently 2 2 0 6 6
access online
platforms
(i.e. Google
Suite)

4. I can use 2 1.4 4 2.7 19 13. 54 37. 67 45. 4.2 3.8

softwares 0 0 9 3 0
(i.e.
Microsoft
Office,
Google
Docs,
Sheets,
Slides)

53
 APPENDIX C

GRAPHS & CHARTS

Chart 4.1 represents the response of having experienced passing tasks late (n=146)

Chart 4.2 represents the devices used by the respondents (n=146)

Chart 4.3 represents the mode of connection used by the respondents (n=146)

54
Graph 4.1 represents the mode of responses per statements under the connection (n=146)

Graph 4.2: represents the mode of responses per statements under the audio and video

(n=146)

Graph 4.3: represents the mode of responses per statements under digital technology

(n=146)

55
Relationship between submission of tasks and digital inequality (n=146)

Graph 4.4 represents the Likert scale scores of the respondents (n = 146)

56
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