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ASSESSMENT ON THE STUDENTS’ READINESS TOWARDS E-LEARNING

DURING THE COVID 19 PANDEMIC

A Basic Research

Presented to
the faculty of Senior High School Department
CRONASIA FOUNDATION COLLEGE, INC.
General Santos City

In Partial Fulfilment
Of the Requirements for Computer System Servicing
TECHNICAL – VOCATIONAL LIVELIHOOD TRACK

BENJELYN AICE DERECHE

EDMUND JAKE MACAPAGAL

January 2022
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Chapter I
INTRODUCTION

Background of the Study

The Covid-19 is an infectious disease that change the nature of

educational at par. Not to mention, the most affected are the administrators,

teachers and students because of the sudden uncertainties brought by the

pandemic. As the classroom setting demand and to meet the students learning

private educational institutions are forced to embraced the system integration of

technology as a whole.

The main objective of this study is to investigate the readiness of students

on e-learning during the pandemic. Students’ readiness is evaluated in five

dimensions: technology access, technology skills, study skills, time management

and students’ motivation.

It is admissible that the students learning is incomparable in terms of

technology, however, there are instances that they need to be guided as it helps

them able to grasp the essence of e-learning using technology as part of the

learnings during the pandemic period.

The number of educational institutions providing education via distance

learning has been increasing recently, especially due to the Covid-2019

pandemic. Advantages of e-learning mediums in terms of time and space

provided it to come into the forefront (Nwagwu, 2020).

Moreover, Vitoria, Mislinawati and Nurmasyitah, 2018 mentioned those

stakeholders involved including institutional administrators, teachers, students,

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etc. are making considerable efforts to optimally utilize the available technology

for continuing the process of education and minimizing the gaps that are going to

result as a consequence of the current circumstances.

Statement of the Problem

This study aims to investigates the readiness of students on e-learning

during the pandemic.in Cronasia Foundation College, Inc.

Specifically, it seeks to answer to the following:

1. What is the most developed sub-skill in e-learning.?

2. What are the advantages and disadvantages of e-learning?

3. What is the level of on the readiness of students on e-learning during the

pandemic?

3.1 Technological Access;

3.2 Technology Skills;

3.3 Study Skills;

3.4 Time Management Skills; and

3.5 Motivation?

Significance of the Study

E-learning is important platforms used during the pandemic period. The

result of this research will be of help to the following:

The School Administrator. This research will provide them a reference

to plan and implement the students learning through technology integration.

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The teachers. This study will be helpful to enhanced the learning

materials and earning content in a most holistic way.

The students. This research will provide them insight on how to

enhanced their learning using e-learning platforms.

The researchers. This study will help enhanced their abilities in research

analysis and critical thinking. The research result will also be beneficial for their

knowledge enhancement.

The future researchers. This study will also serve as a basis to start up a

broader and large scope of the same studies in the future.

Scope and Delimitation of the Study

This research focus only to investigate the students’ readiness on E-

learning. Readiness on E-learning comprised of 5 dimensions such as:

Technological Access; Technology Skills; Study Skills; Time Management Skills;

and Motivation.

This study used simple random sampling method to the selected one

hundred (100) Grade 12 senior high school learners of Cronasia Foundation

College, Inc., who were currently enrolled this Academic Year 2021-2022. The

range of this study is from February 2022 to June 2022.

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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various readings that have a relationship to the

present study. It also includes the statement of a theoretical and conceptual

framework on the students’ readiness on E-learning.

Related Literature

E-learning can be defined as education based on modern methods of

communication including the computer and its networks, various audio-visual

materials, search engines, electronic libraries, and websites, delivered through

the medium of the World Wide Web (Sotiriou, Lazoudis, & Bogner, 2020). 

E-Learning is importantly relying upon graphics, video, audio and

gasification that enables students not rely on text book and expands their

knowledge (Chitra and Raj, 2018).

It is considered as a solution to increase students’ ability to study on their

own and become thinkers in a sheltered environment who need not rely on

teacher’s instruction. Besides allowing learners more self-directed, E-Learning

increases accessibility of education, cost, and productivity for their educational

requirements (Doculan, 2016).

The architecture of a learning system implies a heavy task for e- learning

to be integrated into a complicated system that is flexible, time scalable, and

capable of lasting, even though there are many diverse tools. Currently, higher

education in United Arab Emirates is experiencing a major transformation,

considering increased accessibility. It is essential for potential e-learners to

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understand the differences between an e-learning classroom setting and a

conventional classroom setting as there are both advantages and disadvantages

of E-learning to both environments that can probably influence their overall

performance as a student (Rawashdeh et al, 2021).

E-learning allows to observe much flexible learning ways to go for classes

with much reduced need for travel. Learners are allowed to get deeper insights of

the information through activities that are carried-out in the classroom through

interactive video facility (Gautam and Tiwari, 2016).

Hodges, Moore, Lockee, Trust, and Aaron Bond (2020) called this shift

towards e-learning during the pandemic and lockdown an emergency remote

teaching (ERT). Thus, there is a swelling desire to understand the best way to

engage the learners with both course content and their peers.

Abuhassna and Yahaya (2018) claimed that the current technologies in

education play an essential role in providing a full online learning experience

which is close enough to a face-to-face class in spite of the physical separation

of the students from their educator, along with other students.

Platforms of online learning lend themselves towards a less hierarchical

methodology in education, fulfilling the learning desires of individuals which do

not approach new information in a linear or a systematic manner. Platforms of

online learning additionally are the most suitable ways for autonomous students

(Abuhassna et al., 2020; Abuhassna & Yahaya, 2018; Paechter & Maier, 2010;

Panyajamorn et al., 2018).

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Adams, Chuah, Sumintono & Mohamed (2021) identified that most

students are ready for an e-learning mode of instruction. Further analysis

indicated that there were differences in students' readiness for e-learning based

on their demographic profiles.

Most higher education institutions have adopted the new learning system

to guarantee less disruption of teaching and learning activities (Chin et al., 2020),

even in this adverse pandemic period. 

Huang et al. (2020) suggested that there were three challenges faced by

the instructors in e-learning during this pandemic- Lack of preparation time,

Teacher/student isolation (first time for classroom learning) and the need for

effective pedagogical approaches.

Truhlar, Williams, and Walter (2018) examined a case study to assess the

impact of assigning chat roles, group discussions on student-content

engagement.

E-Learning and other innovative open learning multimedia modalities of

delivering education are being introduced to enhance learning opportunities and

facilitate student access to and success in education (Pete, Coopasami, &

Knight, 2017). 

Although e-Learning could be used in nursing education, technological

and equipment readiness require attention before it can be implemented

effectively in this institution. Fortunately, these technical aspects are easier to

resolve than improving psychological readiness (Pete, Coopasami, & Knight,

2017). 
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To have effective e-learning, the faculty has to improve their technological,

technological-content, technological-pedagogical and technological-pedagogical-

content knowledge (Houshmandi et al, 2019).

Learners’ satisfaction reflects how they view their learning experience,

which is one of the crucial elements to assess the effectiveness of e-learning

quality (Alqurashi, 2018). 

Chen et al. (2020) examined the different factors of online education

platforms during the adverse period of the virus and found its positive effect on

learner satisfaction. The online learning platform availability is found to be the

most important factor resulting in the satisfaction of students. 

The e-readiness levels of university students studying in the field of health

sciences were examined in terms of different variables. In this context, whether

the level of e-readiness differs according to gender, department, class level, type

of education, device ownership, working status and economic level has been

examined. The results of the research show that gender, learning type, device

type and income level are important factors on the e-readiness level (Ibili, 2020).

In addition, the e-readiness levels of the nursing department students,

normal (daytime) teaching, 1st year students were found to be low in the study.

As the difficulty level of the courses increased, the level of e-readiness was found

to be an important factor on academic achievement. The results obtained from

this research provide important clues for academicians as well as institutions and

organizations providing services in the field of health sciences who want to

switch to distance education (Ibili, 2020).

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However, despite the growing usage of online platforms, there is a

shortage of employing this technology, which creates an issue in itself

(Abuhassna & Yahaya, 2018; Al-Rahmi et al., 2018).

Dealing with personal time management plays key role in the educational

process in which it helps students to study continuously and efficiently (Foltynek

& Motycka, 2018).

Students must be able to assess the motivating factors to continue the

momentum throughout the duration of the course. Students lack motivation and

can easily lose sight of their original objective, rapidly become lost within the

course, and consequently withdraw from the course (Raspopovic et al., 2017).

Saxena et al. (2020) studied the quality of e-learning and its impact on the

satisfaction of e-learners under the moderating influence of perceived harm of

the COVID-19 virus and found it mostly insignificant. It is expected that the

perceived harm of the disease will positively influence the e-learning perception

of the people. 

Related Studies

Küsel et al (2020) evaluated two different university students in using

digital media and online learning in their tertiary education. They compare

German students with students from the United States. The result showed that

U.S. students being more ready for online learning rather than Germany

university students

Mafunda and Swart (2020) also conducted research in Africa in which they

focused on students’ efficacy and direction in improving their E-Learning

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experience. Rasouli et al. (2016) investigated art students’ readiness in applying

E-Learning which focused on gender, university, and subject. As above

mentioned, the previous studies on E-Learning have rarely focused on the quality

of academic and the use of ICT. Therefore, Students’ readiness was evaluated in

three dimensions: technology skills and access, time management, and

motivation.

In contrast to Moftakhari, Ngampornchai and Adams (2016) states that

there is no relationship between the familiarity of ICT knowledge and the

acceptance of e-learning. They further add that incorporating technology in the

learning process may or may not have positive perception toward E-Learning.

Further, Kumar, Saxena & Baber, 2021 revealed that the depict that the

quality of e-learning has a significant positive relationship with the students’

satisfaction, and this relationship is not affected by the threat of being infected on

the campus during the pandemic of COVID-19. To achieve the learners’

satisfaction, the institutions should strive for rendering the e-learning content of

supreme quality. The mediating role of e-learning quality between content and

students’ satisfaction is also established to be a significant one.

Theoretical Framework

The Technology Acceptance Model (TAM) is gaining popularity for

understanding the relationship between humans and technology through

Perceived Usefulness (PU) and Perceived Ease of Use (PEU). The foremost

rationale for adopting the TAM in this study was to present a foundation for
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ascertaining the impact of external variables on internal beliefs, personal abilities,

attitude, mind-set and intention in attaining Information Literacy (IL) skills. The

TAM is an information system theory that propagates stages to be followed by

information seekers or learners in the acceptance, inculcating and utilization of

new technology to achieve information literacy skills.

Lincoln (2011: 4) observed that Information Literacy is essential because

of the plethora of readily accessible information and that people are expected to

acquire appropriate skills befitting the twenty first century to locate, evaluate,

analyze and put to effective use information from various sources. The

knowledge of Information Literacy is a must for everyone because it will

determine the level of success at every professional level and is a key

component of education.

Kim and Kankanhalli (2009: 567) identified resistance to information

systems as a major reason for the failure of adoption of new technology. In the

opinion of Siegel (2008:2), resistance and little incentive to utilize new technology

pose a major difficulty that persists among many professionals all over the world.

The Technology Acceptance Model was invented to expand additional behaviour

constructs to increase the understanding of new technology.

Davis, Lundstrom and Martin (2011:17) cautioned that there may be

misconceptions among the modern generation who are information savvy that

because they’ve grown up in an environment driven by technology that they are

information literate, but ability to you modern information gadget does not mean

being information literate.

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Shane (2011) admitted that the hallmark of Information Literacy is the

capacity to decisively evaluate and ethically apply information in find solutions to

problems and inspire individuals with the spirit of inquiry. He is of the view that

even though in this information age there is a rapid increase in information in the

library, internet, television, radio, etc., the availability of information does not

necessarily mean that it is quality information.

Conceptual Framework

The figure describes the independent and dependent variables in this

study.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Level of
E-Learning Students’
Readiness
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Figure 1. Conceptual Framework

Definition of Terms

In this section, important terms used is highlighted and are defined

conceptually and operationally.

E-learning. It refers to a judgment resulting from awareness or

understanding. E-learning is a mode of learning that takes place electronically,

often via the Internet. It requires students to use electronic devices such as

computers, tablets, etc. In this study, it is the level of perceptions of the

respondents. It refers to the learning platforms used by the respondents.

Motivation. Is the process that initiates, guides, and maintains goal-

oriented behaviors. It refers to the enthusiasm of the respondents in using E-

learing.

Study Skills. are often referred to as study strategies and academic

skills and are considered as an effective approach to learning. It refers to the

study habits of the respondents.

Technological Access. The methods for gaining access to a computer

system or network such as dial-up modem, cable modem, DSL, satellite and

wireless. It refers to platforms used by the respondents during the conduct of the

study.

Technology Skills.  Refer to your ability to interact and complete tasks

using computer-based technologies and other associated technologies. These

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tasks can either be digital or physical. Sometimes, these skills may be referred to

as technical skills. It refers to the learning ability of the respondents using

technology.

Time Management Skills. Is the process of organizing and planning how

to divide your time between different activities. It refers to the method of the

respondents in handling their studies.

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Chapter III
METHODOLOGY

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

research locale, data instruments, data gathering procedures, and the statistical

treatment used in this research.

Research Design

This study employs a quantitative research design using the descriptive

method to determine the students’ readiness towards e-learning. An online

survey questions is used to gather the relevant data determine the students’

readiness towards e-learning.

Respondents of the Study

The respondents of this study are Grade 12 senior high school learners of

Cronasia Foundation College, Inc. The researchers used a simple random

sampling method to the one hundred (100) respondents.

Research Locale of the Study

This study is conducted at Cronasia Foundation College, Inc. It is an

institution accredited by the Technical Education and Skills Development

Authority, Commission on Higher Education, and Department of Education. The

institution offers TESDA programs, baccalaureate programs, and basic education

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such as junior high school and senior high school. The basic education programs

refer to the senior high school programs offering aligned with the Technical

Vocational Livelihood track and Academic Track.

Figure 2. Roadmap of Schools in General Santos City

Research Instruments

This study used a survey questionnaire to determine the students’

assessment towards e-learning platforms. The survey questionnaire is composed

of three section, section 1 on the most sub-skill adopted from e-learning and

section 2 on the advantage and disadvantage of e-learning is adopted from the

study of (Abdou, & Lahmer, 2021). Lastly, on the students’ readiness towards e-
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learning is adopted from the study of Tuntirojanawong, (2013). The questionnaire

will be rated by respondents using a 5-point Likert scale where 5 being the

highest and 1 being the lowest.

Data Gathering and Procedure

The researchers gather their data through online survey questionnaire.

Before the administration of the questionnaire, written permission is secured from

the school administrator, department and school registrar. As soon as the

permission is granted, the researchers gathered, analyzed, tallied the data and

applied the appropriate statistical treatment.

Statistical Treatment

The collected data is analyzed and interpreted through the following

statistical tools.

To measure the most sub-skills obtained by the respondents using e-

learning frequency counts and percentage is used.

To determine the advantage and disadvantages of e-learning, weighted

and ranking is used.

To determine the students’ assessment towards e-learning, weighted and

ranking is used.
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ASSESSMENT ON THE READINESS OF E-LEARNING TO THE STUDENTS’

OF CRONASIA FOUNDATION COLLEGE, INC.,
DURING THE COVID 19 PANDEMIC
SURVEY QUESTIONNAIRE

DIRECTION: Please put check (/) on the box that corresponds to your answer.
Rest assured that the information gathered will be used for this study and will
kept with utmost confidentiality.

PART I. The Most Developed Sub-Skill in Online Learning.

o Grammar
o Vocabulary
o Appropriacy
o Pronunciation
o Fluency

PART II. Advantages of Online Learning

Legend:
5 – Very High 3 – Moderately High 1 – Very Low
4 – High 2 – Low

Advantages of Online Learning Level of Agreement

1. Expressing yourself more freely. 5 4 3 2 1
2. It helps you as a student in developing your 5 4 3 2 1
speaking skills in an individualized environment
at your own pace and time.
3. It provides you with the opportunity to interact 5 4 3 2 1
with proficient speakers.
Disadvantages of Online Learning Level of Agreement
1. Lack of motivation due to distraction. 5 4 3 2 1
2. Poor communication with the teacher. 5 4 3 2 1
3. Unfamiliarity with the online learning 5 4 3 2 1
technologies.
SOURCE: ABDOU, S., & LAHMER, Y. (2021). An Investigation of EFL Learners’
and Teachers’ Attitudes towards Online Learning of the Speaking
Skill (Doctoral dissertation, ‫)جامة جيجل‬.
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PART III. Level of on the readiness of students on e-learning during the

pandemic?

Legend:
5 – Very High 3 – Moderately High 1 – Very Low
4 – High 2 – Low

Technological Access Level of Agreement

1. I have access to a computer on a daily basis. 5 4 3 2 1
2. I have access to a computer with an Internet 5 4 3 2 1
connection at home.
3. I have a virus protection on my computer. 5 4 3 2 1
4. I have access to a computer with the necessary 5 4 3 2 1
software install.
5. I have access to a computer in campus with 5 4 3 2 1
stable internet connection.
Technology Skills Level of Agreement
1. I can save/open documents to/from a hard disk 5 4 3 2 1
or other removable storage device.
2. I can navigate the Web Pages, (go to next, or 5 4 3 2 1
previous page).
3. I can send and receive email attachments. 5 4 3 2 1
4. I can resolve commons errors while surfing the 5 4 3 2 1
internet such as page not found or connection
time out.
5. I can use the advanced Internet skills, such as 5 4 3 2 1
using a search engine, identifying and
downloading appropriate files, and installing or
updating software.
Study Skills Level of Agreement
1. I can follow a structured approach to find 5 4 3 2 1
solutions to a problem.
2. I can communicate effectively with other 5 4 3 2 1
students using online technologies.
3. I can express my thoughts and ideas in writing. 5 4 3 2 1
4. I can learn new technologies; I do not put it off 5 4 3 2 1
or avoid it.
5. I am comfortable doing academic work 5 4 3 2 1
independently and without regular face-to-face
interaction with an instructor.
Time Management Skills Level of Agreement
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1. I can schedule time to provide timely responses 5 4 3 2 1

to other students and/or the instructor.
2. I can control my desire to postpone important 5 4 3 2 1
tasks.
3. I can get assignment done ahead of time. 5 4 3 2 1
4. I can sacrifice personal time to complete 5 4 3 2 1
assignments and reading.
5. I have the self-discipline to log in and participate 5 4 3 2 1
in an online course several times a week.
Motivation Level of Agreement
1. I would be able to complete my study even 5 4 3 2 1
when there are online distractions.
2. I can set goals and objectives for learning. 5 4 3 2 1
3. I consider flexibility in time as an important 5 4 3 2 1
motivating factor in taking an online class.
4. I enjoy learning that is both interesting and 5 4 3 2 1
challenging.
5. I can remain motivated even though the 5 4 3 2 1
instructor is not online at all times
SOURCE: Tuntirojanawong, S. (2013). Students' Readiness for E-Learning: A
Case Study of Sukhothai Thammathirat Open University, Thailand. Journal of
Learning in Higher Education, 9(1), 59-66..
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REFERENCES

ABDOU, S., & LAHMER, Y. (2021). An Investigation of EFL Learners’ and

Teachers’ Attitudes towards Online Learning of the Speaking
Skill (Doctoral dissertation, ‫)جامة جيجل‬.
Pete, M., Coopasami, M., & Knight, S. (2017). e-Learning readiness amongst
nursing students at the Durban University of Technology. Health sa
gesondheid, 22(1), 300-306.
Reyes, J. R. S., Grajo, J. D., Comia, L. N., Talento, M. S. D. P., Ebal, L. P. A., &
Mendoza, J. J. O. (2021). Assessment of Filipino higher education
students' readiness for e-learning during a pandemic: A rasch technique
application. Philippine Journal of Science, 150(3), 1007-1018.
Tuntirojanawong, S. (2013). Students' Readiness for E-Learning: A Case Study
of Sukhothai Thammathirat Open University, Thailand. Journal of
Learning in Higher Education, 9(1), 59-66.