STATEMENT OF THE PROBLEM

The study was conducted to determine the impact of synchronous and asynchronous

e-learning modalities on the knowledge, skills and attitudes of nursing students in Medici di

Makati College.

Specifically, the study sought to answer the following questions:

1. What are the pretest and posttest scores obtained by the freshmen students when taught using the
synchronous e- learning modality in Biochemistry in terms of :

1.1. Knowledge

USING THIS TABLE FORMAT, ENTER THE DATA NEEDED. GET THE DATA FROM THE TABLES BELOW. SEE
SAMPLE.

PRETEST SCORES OBTAINED BY FREQUENCY PERCENTAGE

STUDENTS

0 5 17.2
1 0 0
2 2 6.9
3 7 24.1
4 4 13.8
5 4 13.8
6 5 17.2
7 2 6.9
8 0 0
9 0 0
10 0 0

TOTAL 29

KSPRE0 MEANING KNOWLEDGE SYNCHRONOUS PRETEST

Frequency Percent Valid Percent Cumulative

Percent

Valid .00 5 17.2 17.2 17.2

2.00 2 6.9 6.9 24.1

3.00 7 24.1 24.1 48.3

 4.00 4 13.8 13.8 62.1

5.00 4 13.8 13.8 75.9

6.00 5 17.2 17.2 93.1

7.00 2 6.9 6.9 100.0

Total 29 100.0 100.0

POSTEST SCORES FREQUENCY PERCENTAGE

OBTAINED BY THE
STUDENTS
0
1
2
3
4
5
6
7
8
9
10

KSPOST MEANING KNOWLEDGE SYNCHRONOUS POSTTEST

Frequency Percent Valid Percent Cumulative

Percent

Valid 5.00 1 3.4 3.4 3.4

6.00 1 3.4 3.4 6.9

7.00 4 13.8 13.8 20.7

 8.00 7 24.1 24.1 44.8

9.00 5 17.2 17.2 62.1

10.00 11 37.9 37.9 100.0

Total 29 100.0 100.0

______________________________________________________________________________

Skills

PRETEST SCORES FREQUENCY PERCENTAGE

OBTAINED BY THE
STUDENTS
0
1
2
3
4
5
6
7
8
9
10
 SSPRE MEANING SKILLS SYNCHRONOUS PRETEST

Frequency Percent Valid Percent Cumulative

Percent

.00 15 51.7 51.7 51.7

1.00 5 17.2 17.2 69.0

4.00 2 6.9 6.9 75.9

Valid 5.00 2 6.9 6.9 82.8

6.00 4 13.8 13.8 96.6

7.00 1 3.4 3.4 100.0

Total 29 100.0 100.0

POSTTEST SCORES FREQUENCY PERCENTAGE

OBTAINED BY THE
STUDENTS
0
1
2
3
4
5
6
7
8
9
10
 SSPOST MEANING SKILLS SYNCHRONOUS POSTTEST

Frequency Percent Valid Percent Cumulative

Percent

1.00 2 6.9 6.9 6.9

2.00 2 6.9 6.9 13.8

3.00 1 3.4 3.4 17.2

4.00 7 24.1 24.1 41.4

Valid 6.00 3 10.3 10.3 51.7

7.00 2 6.9 6.9 58.6

8.00 3 10.3 10.3 69.0

10.00 9 31.0 31.0 100.0

Total 29 100.0 100.0

attitutdes

PRETEST SCORES FREQUENCY PERCENTAGE

OBTAINED BY THE
STUDENTS
0
1
2
3
4
5
6
7
8
9
10
 ASPRE MEANING ATTITUDES SYNCHRONOUS PRETEST

Frequency Percent Valid Percent Cumulative

Percent

3.00 5 17.2 17.2 17.2

4.00 6 20.7 20.7 37.9

Valid
5.00 18 62.1 62.1 100.0

Total 29 100.0 100.0

POSTTEST SCORES FREQUENCY PERCENTAGE

OBTAINED BY THE
STUDENTS
0
1
2
3
4
5
6
7
8
9
10
 ASPOST MEANING ATTITUDES SYNCHRONOUS POSTTEST

Frequency Percent Valid Percent Cumulative

Percent

5.00 4 13.8 13.8 13.8

6.00 8 27.6 27.6 41.4

7.00 4 13.8 13.8 55.2

Valid 8.00 6 20.7 20.7 75.9

9.00 2 6.9 6.9 82.8

10.00 5 17.2 17.2 100.0

Total 29 100.0 100.0

DISCUSS THE PRETEST RESULTS. THEN THE POSTEST

RESULTS. HIGHEST SCORE, HIGHEST FREQUENCY,
LOWEST SCORE, EASY ITEMS, DIFFICULT ITEMS

_________________________________________________________________________

DO THE SAME FOR ASYNCHRONOUS DATA

2. What are the pretest and posttest scores obtained by the freshmen students when taught using the
asynchronous e- learning modality in Biochemistry in terms of :

ASYNCHRONOUS

2.1. Knowledge

PRETEST SCORES OBTAINED BY FREQUENCY PERCENTAGE

STUDENTS

0
1
2
3
4
5
6
7
8
9
10

TOTAL

KAPRE MEANING KNOWLEDGE ASYNCHRONOUS PRETEST

Frequency Percent Valid Percent Cumulative

Percent

1.00 4 13.8 13.8 13.8

2.00 2 6.9 6.9 20.7

3.00 10 34.5 34.5 55.2

Valid
4.00 8 27.6 27.6 82.8

5.00 5 17.2 17.2 100.0

Total 29 100.0 100.0

POSTTEST SCORES FREQUENCY PERCENTAGE

OBTAINED BY THE
STUDENTS
0
1
2
3
4
5
6
7
8
9
10
 KAPOST MEANING KNOWLEDGE ASYNCHRONOUS POSTTEST

Frequency Percent Valid Percent Cumulative

Percent
5.00 3 10.3 10.3 10.3

6.00 4 13.8 13.8 24.1

7.00 13 44.8 44.8 69.0

Valid
8.00 2 6.9 6.9 75.9

10.00 7 24.1 24.1 100.0

Total 29 100.0 100.0

SKILLS

PRETEST SCORES OBTAINED BY FREQUENCY PERCENTAGE

STUDENTS

0
1
2
3
4
5
6
7
8
9
10

TOTAL
 SAPRE

Frequency Percent Valid Percent Cumulative

Percent

.00 4 13.8 13.8 13.8

1.00 6 20.7 20.7 34.5

3.00 2 6.9 6.9 41.4

Valid 4.00 9 31.0 31.0 72.4

5.00 5 17.2 17.2 89.7

6.00 3 10.3 10.3 100.0

Total 29 100.0 100.0

POSTTEST SCORES OBTAINED BY FREQUENCY PERCENTAGE

STUDENTS

0
1
2
3
4
5
6
7
8
9
10

TOTAL
 SAPOST

Frequency Percent Valid Percent Cumulative

Percent

2.00 1 3.4 3.4 3.4

3.00 1 3.4 3.4 6.9

4.00 5 17.2 17.2 24.1

6.00 6 20.7 20.7 44.8

Valid
7.00 6 20.7 20.7 65.5

8.00 9 31.0 31.0 96.6

9.00 1 3.4 3.4 100.0

Total 29 100.0 100.0

PRETEST SCORES OBTAINED BY FREQUENCY PERCENTAGE

STUDENTS

0
1
2
3
4
5
6
7
8
9
10

TOTAL
 AAPRE

Frequency Percent Valid Percent Cumulative

Percent

3.00 1 3.4 3.4 3.4

4.00 3 10.3 10.3 13.8

5.00 4 13.8 13.8 27.6

6.00 13 44.8 44.8 72.4

Valid
7.00 3 10.3 10.3 82.8

8.00 4 13.8 13.8 96.6

9.00 1 3.4 3.4 100.0

Total 29 100.0 100.0

PRETEST SCORES OBTAINED BY FREQUENCY PERCENTAGE

STUDENTS

0
1
2
3
4
5
6
7
8
9
10

TOTAL
 AAPOST

Frequency Percent Valid Percent Cumulative

Percent

6.00 6 20.7 20.7 20.7

7.00 10 34.5 34.5 55.2

8.00 4 13.8 13.8 69.0

Valid
9.00 5 17.2 17.2 86.2

10.00 4 13.8 13.8 100.0

Total 29 100.0 100.0

DISCUSS THE PRETEST RESULTS. THEN THE POSTEST

RESULTS. HIGHEST SCORE, HIGHEST FREQUENCY,
LOWEST SCORE, EASY ITEMS, DIFFICULT ITEMS

3. Is there a significant difference in the pretest and posttest scores obtained by the freshmen in
Biochemistry students when taught using the synchronous and asynchronous e- learning modalities
in terms of :

3.1. Knowledge

t-Test: Paired Two Sample for Means

Variab Variable
  le 1 2
3.6206 8.620689
Mean 9 655
4.7438 1.958128
Variance 42 079
Observations 29 29
0.6424
Pearson Correlation 74
 Hypothesized Mean Difference 0
df 28
-
16.132
t Stat 5
5.22E-
P(T<=t) one-tail 16
1.7011
t Critical one-tail 31
1.04E-
P(T<=t) two-tail 15
2.0484
t Critical two-tail 07  

TO ANALYZE RESULTS. . COMPARE YOUR T STAT WITH THE T CRITICAL

(RED ) IN T TEST, WE IGNORE THE SIGN.
EXAMPLE
USING PAIRED T TEST, IF THE T STAT (16.13 ) I S GREATER THAN THE
CRITICAL VALUE (2.04)
THE DECISION IS REJECT THE NULL HYPOTHESIS . THERE IS A
SIGNIFICANT DIFFERENCE IN THE SCORES OBTAINED IN THE PRETEST
AND POST TEST. LOOK AT THE MEANS. THIS MEANS THERE WAS A
SIGNIFICANT INCREASE IN THE SCORES OBTAINED BY THE STUDENTS IN
THE POSTTEST WHEN THE TEACHER UTILIZED THJE SYNCHRONOUS
MODALITY.

EXAMINE THE T STAT AND T CRITICAL IN SKILLS AND ATTITUDES.

LEARN TO ANALYZE DATA.
3.2. Skills

t-Test: Paired Two Sample for Means

Variabl Variabl
  e1 e2
1.8620 6.3103
Mean 69 45
Variance 6.4088 9.7931
 67 03
Observations 29 29
-
0.0845
Pearson Correlation 7
Hypothesized Mean Difference 0
df 28
-
5.7194
t Stat 3
1.95E-
P(T<=t) one-tail 06
1.7011
t Critical one-tail 31
3.9E-
P(T<=t) two-tail 06
2.0484
t Critical two-tail 07  

3.3. Attitudes?

t-Test: Paired Two Sample for Means

Variable Variable
  1 2
7.31034
Mean 4.448276 5
2.86453
Variance 0.6133 2
Observations 29 29
Pearson Correlation 0.618806
Hypothesized Mean Difference 0
df 28
t Stat -11.3703
P(T<=t) one-tail 2.63E-12
t Critical one-tail 1.701131
P(T<=t) two-tail 5.26E-12
t Critical two-tail 2.048407  

3. Is there a significant difference in the pretest and posttest scores obtained by the freshmen in
Biochemistry students when taught using the asynchronous e- learning modality in terms of :

Knowledge
 t-Test: Paired Two Sample for Means

  Pre Post
3.2857
Mean 14 7.5
1.6190 2.7037
Variance 48 04
Observations 28 28
0.0354
Pearson Correlation 04
Hypothesized Mean Difference 0
df 27
-
10.914
t Stat 3
1.05E-
P(T<=t) one-tail 11
1.7032
t Critical one-tail 88
2.1E-
P(T<=t) two-tail 11
2.0518
t Critical two-tail 31  

Skills

t-Test: Paired Two Sample for Means

  0 2
Mean 3.25 6.5
3.8981 2.7037
Variance 48 04
Observations 28 28
0.5533
Pearson Correlation 11
Hypothesized Mean Difference 0
df 27
-
9.9136
t Stat 3
8.55E-
P(T<=t) one-tail 11
1.7032
t Critical one-tail 88
1.71E-
P(T<=t) two-tail 10
 2.0518
t Critical two-tail 31  

Attitudes

t-Test: Paired Two Sample for Means

  6 7
6.0357 7.7142
Mean 14 86
1.9616 1.9153
Variance 4 44
Observations 28 28
0.2347
Pearson Correlation 49
Hypothesized Mean Difference 0
df 27
-
5.1566
t Stat 2
P(T<=t) one-tail 1E-05
1.7032
t Critical one-tail 88
P(T<=t) two-tail 2E-05
2.0518
t Critical two-tail 31  

3. Is there a significant difference in the posttest scores obtained by the students taught using the
synchronous and asynchronous e-learning

modalities in terms of knowledge, skills and attitudes ?

THIS TIME, WE COMPARE THE GAINS OF STUDENTS IN

SYNCHRONOUS AND ASYNCHRONOUS MODALITIES.
INDEPENDENT T TEST WAS USED,
Knowledge

t-Test: Two-Sample Assuming Unequal Variances

 Synchrono Asynchrono
  us us
Mean 5.62069 4.448276
Variance 1.958128 2.684729
Observations 29 29
Hypothesized Mean Difference 0
df 55
t Stat 2.930132
P(T<=t) one-tail 0.002463
t Critical one-tail 1.673034
P(T<=t) two-tail 0.004925
t Critical two-tail 2.004045  
USING INDEPENDENT TEST, THE T STAT (2.93 ) I S GREATER THAN THE
CRITICAL VALUE (2.0O)
THE DECISION IS REJECT THE NULL HYPOTHESIS . THERE IS A
SIGNIFICANT DIFFERENCE IN THE SCORES OBTAINED BY STUDENTS
TAUGHT USING THE SYNCHRONOUS AND ASYNCHRONOUS
MODALITIES.
LOOK AT THE MEANS. THIS MEANS THE SCORES OBTAINED BY THE
STUDENTS IN THE SYNCHRONOUS GROUP (5.62) IS HIGHER THAN THE
MEAN OBTAINED BY THE ASYNCHRONOUS GROUP. This implies that
KNOWLEDGE, FACTS AND INFORMATION ARE BETTER TAUGHT USING
SYNCHRONOUS MODALITY.

Skills REFER TO TABLE BELOw

USING INDEPENDENT TEST, THE T STAT (-.051 ) I S LESSER THAN THE
CRITICAL VALUE (2.01)
THE DECISION IS ACCEPT THE NULL HYPOTHESIS . THERE IS NO
SIGNIFICANT DIFFERENCE IN THE SCORES OBTAINED BY STUDENTS
TAUGHT USING THE SYNCHRONOUS AND ASYNCHRONOUS
MODALITIES.
LOOK AT THE MEANS. THIS IMPLIES THAT THE MEAN OBTAINED BY
THE STUDENTS IN THE SYNCHRONOUS GROUP (6.31) IS ALMOST CLOSE
TO THE MEAN OBTAINED BY THE ASYNCHRONOUS GROUP (6.34). THIS
SHOWS that SKILLS CAN BE EFFECTIVELY TAUGHT IN SYNCHRONOUS
AND ASYNCHRONOUS TEACHUING MODALITIES.

t-Test: Two-Sample Assuming Unequal Variances

 
Variable Variable
  1 2
6.31034 6.34482
Mean 5 8
9.79310 3.30541
Variance 3 9
Observations 29 29
Hypothesized Mean
Difference 0
df 45
t Stat -0.05131
0.47965
P(T<=t) one-tail 3
1.67942
t Critical one-tail 7
0.95930
  P(T<=t) two-tail 7
2.01410
t Critical two-tail 3  

Attitudes

t-Test: Two-Sample Assuming Unequal Variances

  Variabl Variabl
 e1 e2
2.3103 1.6896
Mean 45 55
2.8645 1.8645
Variance 32 32
Observations 29 29
Hypothesized Mean Difference 0
df 54
1.5370
t Stat 43
0.0650
P(T<=t) one-tail 61
1.6735
t Critical one-tail 65
0.1301
P(T<=t) two-tail 22
2.0048
t Critical two-tail 79  

LET US SEE IF YOU CAN ANALYZE THE ATTITUDES PART

CORRECTLY.
DO THIS. . .

4. What recommendations can be proposed to further enhance the synchronous and

asynchronous e-learning modalities utilized by professors to improve academic

performance?

HYPOTHESIS

There is a significant difference in the pre and posttest scores obtained by the freshmen in Biochemistry

when taught using the synchronous and asynchronous e- learning modalities in terms of
knowledge, skills and attitudes.

3. There is a significant difference in the posttest scores obtained by the students taught using the

synchronous and asynchronous e-learning modalities in terms of knowledge, skills and attitudes .