FINAL Capstone CARBAJAL - OCAMPO - REDONDO Done

IMPACTS OF VIRTUAL LEARNING ENVIRONMENT TO THE
PRODUCTIVITY OF THE ENGINEERING INSTRUCTORS OF CALAMBA
LAGUNA, IN RESPONSE TO THE COVID 19 PANDEMIC
An Undergraduate Thesis
Presented to the
Faculty of the College of Engineering
UNIVERSITY OF PERPETUAL HELP SYSTEM
Brgy. Paciano-Rizal, Calamba City, Laguna
In partial fulfillment
Of the Requirements for the Degree
BACHELOR OF SCIENCE IN INDUSTRIAL ENGINEERING
QUEENIE MAY A. CARBAJAL
JULIA CLAUDETTE U. OCAMPO
JASMIN C. REDONDO
AUGUST 2021
Industrial Engineering |
APPROVAL SHEET
This Undergraduate Research entitled Impacts of Virtual Learning Environment

to the Productivity of the Engineering Instructors of Calamba Laguna, in response to
the Covid 19 Pandemic, proposed and submitted by Carbajal, Queenie May A.,
Ocampo, Julia Claudette U., Redondo, Jasmin C., in partial fulfillment of the course
requirements for the Bachelor of Science in Industrial Engineering, has been examined and
recommended for acceptance and approval.
Engr. Antoniette T. Mollejon, PIE, MEM

Adviser
Approved by the Committee of Oral Examination with the grade of ____________.
Dr. Philip P. Ermita, PIE, ASEAN ENG.

Chairman
Engr. Rizal M. Mosquera, MSME, PME, RMP Engr. Cesar Albaño Jr., AE
Member Member
Engr. MC. Luginn Seña, RME

Member
Accepted and Approved in Partial Fulfillment of the Requirements for the Degree in
Bachelor of Science in Industrial Engineering
Engr. Jerome G. Refran, MIT

Officer in Charge, College of Engineering
DECLARATION
We declare that this Research Paper is an original work and it has been written
by us in its entirety. We certify that, to the best of our knowledge, this research does
not violate any proprietary rights or anyone's copyright, and that all ideas, methods,
quotations, or other materials from other people's works that we have used in this
research—whether they have been published or not—have been properly
acknowledged in accordance with accepted citation standards.
ACKNOWLEDGEMENT
This study would not have been made possible without the help of the following
individuals who rendered their untiring support and prayers.
The researchers would like to extend their sincerest gratitude for the assistance,
patience, and considerable concerns that in a way or another had extended their help in the
preparation of this study.
To our thesis adviser Dr. Antoniette T. Mollejon, for always letting us realize that
there is more out from our comfort zone to explore that could broaden our horizon, widen
our knowledge and determine the best among the rest. Thank you for the patience,
guidance, and the knowledge that you have imparted us had helped in the betterment of
this study.
To our statistician, Mrs. May Faith Ricablanca, as she helped us with the
statistical analysis.
To our grammarian, Ms. Leanna P. Almazan, for proofreading our papers and for
correcting every grammar, punctuations and even a single alignment of our paper.
To our panelists, Engr. Rizal Mosquera, Engr. Junn Caesar Albaño, Engr. MC.
Luginn Seña and Dr Philip Ermita, for their valuable remarks and suggestions that help
us for the betterment of our study.
DEDICATION
This study is dedicated to the following individuals whom in one way or another
helped us in accomplishing this study who served as our inspiration, source of
encouragement and motivation.
To our parents, for giving us their utmost and sincere understanding, never ending
financial and moral support, and constant encouragement throughout the duration of this
study.
To our friends and family, thank you for the support and encouragement to
accomplish this study. Thank you for the guidance and understanding our disappointments
and frustrations; nevertheless, we still did not give up and we just continued to give our
best in every defense that we have faced.
To ourselves, for all the ideas and knowledge we gain, for the sleepless nights we
were working together before the deadline, and for all the fun we had and laughter we
shared. Thank you for standing still and keeping faith with one another whenever problem,
conflicts and obstacles are arising. We just make things happen even though we almost
give up all way through with this study. Well, it is not yet too late and at last we can finally
say that we did it.
And most especially, to our Almighty Father, to whom we seek the source of
strength and wisdom. All these would not be possible without your guidance.
ABSTRACT
Teaching in the online classroom is becoming commonplace for instructors as
universities seek to grow enrollment and tap into unexplored markets. However, many
instructors are unprepared for the complexities of distance education and are hesitant to
make the switch to online learning. Education is one of the sectors that has a significant
impact on the country's situation. The face-to-face teaching and learning process must be
replaced with an online method.
This study determined the impact of the virtual learning environment on the
productivity of the engineering instructors in Calamba, Laguna, in response to the COVID-
19 pandemic. Using online questionnaires created with Google Forms, the researchers were
able to identify the challenges in remote learning and the perception of the engineering
instructors toward the impact of online education in the wake of the COVID-19 crisis. The
researchers discovered the obstacles that teachers have experienced when teaching and
learning online in this study. Based on the teachers' perspectives, the researchers also
highlighted the strengths and limitations of online learning since the researchers discussed
instructor barriers toward online learning as well as the ease and difficulties of online
learning in the pandemic era. The instructors had been greatly challenged by the learners’
issues, such as being less participative and less attentive, which led to low performance.
Keywords: instructors, challenges, online learning, pandemic era
TABLE OF CONTENTS
IMPACTS OF VIRTUAL LEARNING ENVIRONMENT TO THE
PRODUCTIVITY OF THE ENGINEERING INSTRUCTORS OF CALAMBA
LAGUNA, IN RESPONSE TO THE COVID 19 PANDEMIC........................................I
APPROVAL SHEET..........................................................................................................II
DECLARATION...............................................................................................................III
ACKNOWLEDGEMENT.................................................................................................IV
DEDICATION.....................................................................................................................V
ABSTRACT........................................................................................................................VI
TABLE OF CONTENTS.................................................................................................VII
LIST OF FIGURES...........................................................................................................XI
LIST OF TABLES.............................................................................................................XI
CHAPTER 1.........................................................................................................................1
THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES. .1
Introduction......................................................................................................1
Review of Related Literature..........................................................................4
Synthesis..........................................................................................................9
Conceptual Framework....................................................................................11
Statement of the Problem..................................................................................12
Significance of the Study...................................................................................13
Scope and Delimitations....................................................................................15
Definition of Terms...........................................................................................16
CHAPTER 2.......................................................................................................................18
METHODOLOGY...............................................................................................18
Introduction.....................................................................................................18
Research Design................................................................................................18
Research Participants.......................................................................................19
Research Instrument........................................................................................20
Validation of Instrument..................................................................................21
Data Gathering Procedure................................................................................21
Statistical Treatment of Data............................................................................22
CHAPTER 3.......................................................................................................................23
RESULT AND DISCUSIONS..............................................................................23
Demographic Profile of Engineering Instructors...............................................23
Common Challenges Encountered by Engineering Instructors in Calamba
Laguna in the COVID-19 Crisis........................................................................28
The Impact of Virtual Learning Environment to The Productivity of
Engineering Instructors in Calamba Laguna in the Wake of the COVID-19
Crisis................................................................................................................29
Significant Difference of the Impact of Virtual Learning across Demographic
Profile...............................................................................................................31
CHAPTER 4.......................................................................................................................33
SUMMARY, FINDING, CONCLUSIONS AND RECOMMENDATION.............33
Summary..........................................................................................................33
Findings............................................................................................................34
Conclusion........................................................................................................36
Recommendations.............................................................................................37
REFERENCES...................................................................................................................39
APPENDICES....................................................................................................................43
APPENDIX A.......................................................................................................43
APPENDIX B.......................................................................................................45
APPENDIX C.......................................................................................................50
APPENDIX D.......................................................................................................51
LIST OF FIGURES
Figure 1. 1 Input-Process-Output (IPO) Diagram...................................................11
LIST OF TABLES
Table 2. 1 Frequency Distribution of Respondents per Colleges/Universities.......19
Table 3. 1 Demographic Profile of Engineering Instructor......................................23
Table 3. 2 Common Challenges Encountered by Engineering Instructors in
Calamba Laguna in the COVID-19 Crisis...............................................................28
Table 3. 3 The Impact of Virtual Learning Environment to The Productivity of
Engineering Instructors in Calamba Laguna in the Wake of the COVID-19 Crisis 29
Table 3. 4 Significant Difference of the Impact of Virtual Learning across
Demographic Profile................................................................................................31
CHAPTER 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES
Introduction
The COVID 2019 issue has a significant influence on the educational sector as well
as the economic, psychological, and social facets of the global community. The virus,
which first appeared in December 2019, quickly spread into a pandemic, leading to the
closure of educational facilities at all levels and, in the end, the transition to remote
learning as the new standard of instruction. As a consequence, both the traditional means
of delivering education and the environments in which people learn have changed. To meet
the challenge of developing unique delivery methods for higher education, colleges and
universities from all over the world have experimented with remote learning, online
instruction, remote teaching, blended learning, and mobile learning. It is a crisis' abrupt
emergence that forces a temporary shift in the way that instruction is given. Over 1.5
billion students worldwide, of all ages, are affected by school and university closures,
according to UNICEF (2020). Shutdowns have had a disproportionately negative effect on
students. The world's educational systems were once again pushed to provide a range of
commodities and activities to instantly maintain education efforts (UNESCO, 2020), but
this does not include providing answers to the problems faced by each individual student.
There have been unforeseen effects both during and after the crisis as a result of the
education system's overall lack of preparation for the crisis (Bozkurt & Sharma, 2020). In
the meanwhile, the Commission on Higher Education (CHED) issued instructions to
institutions to begin planning for remote learning in response to President Rodrigo
Duterte's announcement that "no vaccination, no face-to-face education" would be imposed
in the Philippines. As a result, universities all around the country are being compelled to
permanently shut their doors. The Philippines' university students and lecturers are
struggling to overcome the difficulties of distance learning as classes have just begun at
several institutions (Mateo, 2020). Remote learning demonstrates that there is a digital
divide between Filipino students and instructors in this setting (Santos, 2020). The current
state of online education is likely to make imbalances already present worse. In a
nationwide cross-sectional study, 3, 670 Filipino medical students and instructors were
polled, and 32 percent and 22 percent, respectively, said they had trouble adapting to new
teaching techniques and unstable internet connection (Baticulon et al., 2020). Some
individuals may find it challenging to spend money on a learning resource that allows them
to quickly access online courses and submit assignments via the online system (Santos,
2020). Filipino university students and professors still run into a variety of issues with
distant learning despite attempts to make education accessible to everyone. Many studies
have been undertaken to document the stress faced by instructors and students in virtual
learning environments in their various countries (e.g., AlAteeq, Alijhani & AlEesa, 2020;
and Baloran, 2020). (For instance, Adnan & Anwar in Pakistan in 2020; Arinto in the
Philippines in 2016; Henaku in Ghana in 2020; Matswetu et al. in Zimbabwe in 2020;
Subedi).
The COVID-19 epidemic inspired teachers to prepare for online learning. According to
Phan & Dang, the primary characteristics of remote learning education were training,
attitude, technical ability, time restrictions, pedagogy, and methodology (2017).
According to a research by Ventayin, DepEd teachers were still able to stay up with remote
learning trends despite their lack of technological proficiency, time management skills,
knowledge, and attitude toward online learning (2018). Additionally, potential instructors
in other countries like Turkey and Thailand were seen to be prepared and content when it
came to online education (Ozturk, Ozturk & Ozen, 2018; and Akarawang, Kidrakran &
Nuangchalerm, 2015). The majority of responses in a study of 205 online professors from
American higher education institutions regarding readiness, attitude, and ability to teach
online in terms of course design, course communication, time management, and technical
aspects were rated highly in terms of these elements as well (Martin, Budhrani & Wang,
2019). The purpose of this study was to explain the challenges faced by university
engineering professors in Calamba, Laguna, Philippines, when it comes to remote learning
in light of the COVID-19 issue.
Review of Related Literature
Online Learning Modality
The one thing that will provide a person the ability to manage any problem or issue
they may experience in life is often touted as being their education. However, it has been
recognized that during the last several years, access to high-quality higher education has
greatly risen. This has led to a rise in the acceptability of diverse educational or learning
approaches. One such instructional strategy is online education, sometimes referred to as
online learning. Unquestionably, students that select online education or learning have a
number of benefits. Students do encounter challenges while trying to study in an online
classroom, however. When they are physically apart while teaching, the instructor acts as a
facilitator in online distance learning, promoting the learner's active involvement via the
use of various internet-based tools (Llego, 2020). Prior to the implementation, DepEd
faced a lot of criticism, with some questioning if the agency and other educational
institutions are really prepared for the current situation. Despite all the criticism, these
institutions were certain that online distance learning would be a success in the Philippines.
According to an education official, 93 percent of public schools throughout the country
presently have the technology required to introduce online learning during the 2020–2021
academic year. E-learning, however, seems to provide a variety of challenges for both
teachers and students, according to study. There had been a lot of research on online
distance learning even before the pandemic, but because to the very limited sources, there
had not been much study on its application at the primary level.
Learning Environment
For both the teacher and the students to succeed, a positive environment and role models
are essential (Gilavand, 2016). Therefore, a learning atmosphere ought to be orderly,
serene, and interesting. A suitable environment for learning should also be provided by
every competent instructor, and this includes factors like temperature, lighting, and noise
levels, among others (Murugan & Rajoo, 2013).
But since the instructors live in different places and conduct their meetings and sessions
online, their homes and rooms serve as their classrooms; they have access to a variety of
settings (a study environment). Accommodations for professors and students are located in
squat areas close to the streets. The majority of them are actually struggling because of the
noise and other distractions in their surroundings. Due to their geographic position,
students who live in mountainous areas may have difficulties locating a reliable internet
connection. Additionally, even when they are in class, their family still expects them to do
household chores while they are studying at home. This makes it difficult for them to
concentrate.
To boost performance, both the instructor and the pupils need a positive environment and
role models (Gilavand, 2016). Therefore, a learning atmosphere ought to be orderly,
serene, and interesting. A suitable setting for learning should also be a priority for any
conscientious educator; this includes factors like temperature, lighting, and noise levels,
among others (Murugan & Rajoo, 2013).
The teachers' houses and rooms, however, serve as their classrooms since they are
headquartered remotely, giving them access to a variety of settings (a learning
environment) and surroundings. Professors' and students' housing is near to the streets and
in squat neighborhoods. The majority of them are actually struggling because of the noise
and other distractions in their surroundings. Due to their geographic position, students who
reside in hilly locations may have issues obtaining a reliable internet connection.
Furthermore, even when they are at home studying, their family still expects them to do
housekeeping while they are in class. This makes it difficult for them to concentrate. and
keep tabs on their internet conversations. This is backed by Zhong et alfindings .'s that
exposure to extremes of heat, cold, dryness, humidity, loud noise, even in a tranquil
setting, and bright or dim lighting may have a detrimental influence on students' academic
performance and attendance in their online courses. According to data, because of their
dispersion among different residential regions, students may encounter unpleasant and
risky circumstances in online classrooms, which might have a detrimental effect on their
academic performance. In fact, Bulunuz et al. (2020) found that an encouraging school
climate encourages kids' intellectual growth. As a result, noise pollution impairs their
capacity to learn. As a result, home-based distance learners have access to a range of study
areas. Some students have neighbors who maintain pets like dogs and roosters, which may
increase neighborhood noise, while others live near to highways and roads, where they
may be especially sensitive to traffic noise. It only implies that one of the students'
problems is a lack of a conducive atmosphere for learning.
Perceived Challenges in Online Learning Modality
According to the study Removing Barriers to Online Learning using a Teaching and
Learning Lens by ABLE Research Consultants, one of the problems students have is
access to resources. Only a few socioeconomic problems that negatively affect motivation
and participation include the lack of internet connection in remote and rural locations and
the challenges associated with obtaining the gear and software needed to access the
resources for online learning. Another problem the student could have is a lack of digital
literacy. Students in general complained that they were "poor at exploiting their digital
talents to promote learning" (Beetham et al. 2010). Digital literacy is still a barrier for
online learning environments in terms of students' technical competence and media
navigation (Olesova, Yang, and Richardson 2011). Due to the complexity of the online
learning environment, employing the technology may be difficult even when instructors
make computers and software accessible (Warschauer and Matuchniak 2010). These are
just a few of the challenges that students now face while taking online courses.
21st Century Educators
Long-tenured teachers have more experience coping with challenging situations,
including pandemics or natural catastrophes, which influences their preparation for distant
learning instruction (Kini & Podolsky, 2016). Conversely, more experienced instructors are
more likely to be older and less computer savvy. This set of instructors need extra support
when utilizing online resources to deliver their courses. Teachers' specialty may influence
how they prepare for remote learning instruction since certain Technical Vocational
Livelihood (TVL) strand specialties have more expertise with technology teaching
resources (Yunus et al., 2017). The locations of the instructors may also have an influence
on distant education (Rivza & Bogdan, 2017). Teachers should rethink using an
intervention to teach their lessons in these difficult times rather than face-to-face contact.
The school is crucial to this journey since it is they who provide instructors with the
necessary seminars and training to provide them the information and skills necessary for
distance learning education (Darling-Hammond et al., 2019). Students may be able to get a
college degree via online study. On the other hand, remote learning instruction could be
difficult to implement in lab settings, but it might help to promote technology utilization
(Mahlangu, 2018). Finally, if schools wish to ensure the success of a school activity or
program, such as distance learning education, they must be informed about its design,
administration, and evaluation.
Synthesis
Because of its lack of resources, the educational system may have unanticipated
effects both during and after the crisis. This is true when the COVID-19 pandemic
strikes. In response to President Rodrigo Duterte's proclamation that "no vaccination, no
face-to-face courses," the Commission for Higher Education (CHED) issued directives
to universities to begin planning for distance learning. As a result, universities all around
the nation were compelled to shut forever. Even worse, not all pupils are able to keep up
with and adapt to the rapid advancements in technology. In underdeveloped countries
like the Philippines, where learning was difficult even before the outbreak, this is
especially true. The digital gap among Filipino students is shown via remote learning in
this Philippine environment. Despite attempts to make education more accessible to
everyone, Filipino university students who select online education face a variety of
challenges. Education has undergone a dramatic change as a result of online learning,
with both instructors and students expressing stress and challenges back home. This is
especially true in the Philippines, where there is a dearth of professors with the
necessary training to teach online courses in addition to a long-standing problem with
the nation's subpar internet connection. Other research has shown that academics who
teach online have a more favorable opinion of it than those who do not. Additionally,
past research has shown a variety of motivating and discouraging elements that could
affect faculty members' propensity to teach online. Understanding faculty opinions on
online learning is essential for addressing faculty concerns. The deployment of new
educational technology will ultimately assist learning systems in academic institutions
flourish, but faculty participation is required (Fargan et al., 2019). To teach online, you
need to have faculty training. It illustrates how prepared a professor is to teach online. In
this study, faculty judgments of the importance of online teaching abilities and their
level of confidence in their ability to teach online are assessed. We look at the validity
and dependability of faculty responses to an online survey as well as the variables
influencing faculty assessment. Faculty at institutions of higher education must continue
to receive assistance and training as they adjust to the new norm in higher education and
cope with the instructional issues caused by the Coronavirus illness 19 pandemic.
Conceptual Framework
The researchers used the Input-Process-Output (IPO) Model to present the
structure of this study. The IPO model provided the framework to achieve the goals of
the study.
The focus of this study was to determine the impacts of virtual learning
environment to the productivity of the Engineering instructors of Calamba, Laguna in
response to COVID-19 pandemic.

INPUT PROCESS OUTPU
T
 Survey  Level of
Questionnaire impact of
virtual
 Assessment
 Profile of learning to
and analysis
Engineering the
of the
instructors Productivity
perception of
of
the instructors
Engineering
 Evaluation of Instructors
Data
 Significant
difference in
the impact of
virtual
learning with
respect to the
demographic
profile.
Figure 1. 1 Input-Process-Output (IPO) Diagram
The study employed the input-process-output model. The input is the profile of the
Engineering Instructor. The process is the administered questionnaire, which was the basis
for assessment and analysis of the perception of the instructors being evaluated. The
results were then the results in the level of impact of virtual learning on the productivity of
engineering instructors as well as the significant difference in the impact of virtual
learning with respect to the demographic profile.
Statement of the Problem
This study sought to determine the impacts of virtual learning environment to the
productivity of the Engineering instructors of Calamba, Laguna, in response to the
COVID 19 pandemic.
It specifically sought to answer the following questions:
1. What is the demographic of the Engineering Instructors?
1.1. Gender
1.2. Age
1.3. School Affiliation
1.4. Years in Service
1.5. Device use
1.6. Employment status
1.7. Hours Spent in Teaching
2. What are the most common challenges encountered by engineering instructors in
Calamba Laguna in the COVID-19 crisis?
3. What is the impact of virtual learning environment to the productivity of
engineering instructors in Calamba Laguna in the wake of the COVID-19 crisis?
4. Is there a significant difference in the impact of virtual learning environment to
the productivity of engineering instructors with regards to their demographic
profile?
Significance of the Study
The outcome of the study was beneficial to the different concerned groups in the
following aspects:
To the Students, the output of this study will help the students when it comes on
their challenges in Online Learning Modality. It is significant for the student who have
perceived challenges in the midst of pandemic during Online classes to improve and
overcome the challenges.
To the Instructor, the output of this study can help the teachers by implementing
the intervention activity to their students and it can help them to adjust to the impacts
brought by the new environment in the midst of Covid-19 and how they can be more
effective even in online classes.
To the Administrator, the result of this study will help them to be aware of the
challenges that the students are facing in online learning modality and develop or enhance
their plans or programs towards it.
To the Parents, the result of this study will benefit them to be aware of the
challenges in online learning class that their child is facing, that will make them to think of
ways on how they can help their child.
To the Community, the result of this study gives awareness and knowledge about
the challenges that students facing in learning online. This will be the voice of the youth to
help them in overcoming these challenges in learning in the midst of pandemic.
To other Schools, this study helped them determine the difficulties in remote
learning. Thus, enable to them to proposed plans and actions in order to cater the needs
of the instructors during the virtual learning.
To Future Researchers, the ideas presented in this study may be used as a guide
and reference in conducting related studies. It enables other researchers to determine
the gap that was presented in the study and for them to fill into the gap to make their
research more fulfilling.
Scope and Delimitations
The study focused on Engineering instructors of Calamba, Laguna regarding
online teaching learning. The researchers limited the study on the Engineering schools in
Calamba, Laguna. Other impacts of online teaching learning were also considered.
The following schools are:
• Colegio de San Juan de Letran Calamba
• STI College Calamba
• University of Perpetual Help System DALTA Calamba
• Don Bosco College Canlubang
• Laguna College of Business and Arts
• Lyceum of the Philippines- Laguna
• AMA Colleges Calamba
Definition of Terms
Assessment - the process of considering all the information or testing about a situation or a
person and making a judgment.
Asynchronous learning - allows you to learn on your own schedule, within a certain
timeframe. You can access and complete lectures, readings, homework, and other learning
materials at any time during a one- or two-week period.
Commission on Higher Education CHED) - is the regulating authority for all tertiary
educational institutions in the Philippines, including both public and private higher
education institutions, as well as degree-granting programs.
COVID-19 - caused by infection with the severe acute respiratory syndrome coronavirus 2
(SARS-CoV-2) virus strain.
Department of Education (DepEd)- the department that formulates, implements, and
coordinates policies, plans, programs, and projects in the areas of formal and non-formal
basic education
Epidemic- it occurs when many more cases of a disease appear in a given area than
predicted, but the disease does not spread further.
Pandemic- is defined as the global spread of a new disease, such as a novel influenza virus
or the COVID-19 coronavirus.
Pedagogy- the method and practice of teaching, especially as an academic subject or
theoretical concept
Productivity- refers largely to how much work is accomplished in a particular work
environment, over a particular period of time.
Synchronous learning- refers to a learning event in which a group of students are
engaging in learning at the same time.
Virtual learning- e-learning is a type of education that takes place through the internet. It's
also known as "e-learning," among other titles.
CHAPTER 2
METHODOLOGY
Introduction
This chapter included the methods of research which were conducted by the
proponents to determine the impacts of the virtual learning environment on the
productivity of the Engineering instructors of Calamba, Laguna, in response to the COVID
19 pandemic. Research design as well as the survey questions and respondents were
generated for the study to be conducted.
Research Design
The present study used quantitative methodology. This is a survey-based research
project that used the Google Forms electronic platform. Surveys are frequently used to get
information on attitudes that would otherwise be difficult to quantify using observational
methods. Educators may undertake descriptive studies to discover more about people's
attitudes, views, demographics (such as gender, age), beliefs, and actions. In descriptive
research, using a survey or survey method to collect data on individuals is typical (Johnson
& Christen, 2004).
Research Participants
The respondents of the study were thirty-one (31) engineering instructors from the
different colleges of Calamba, Laguna, teaching both synchronous and asynchronous
learning. The researchers distributed an online survey form to the available engineering
instructors from 1st year to 4th year college level by sending the link of the Google form to
their Facebook accounts.
Table 2. 1 Frequency Distribution of Respondents per Colleges/Universities
Colleges/University
No. Engineering Instructors
Colegio de San Juan de Letran Calamba 8
Laguna College of Business and Arts 7
Lyceum of the Philippines University – Laguna 9
University of Perpetual Help System DALTA Calamba 4
AMA Colleges Calamba 1
STI College Calamba 1
Don Bosco College Canlubang 1
Research Instrument
This study utilized a descriptive, quantitative, cross-sectional research design.
Survey questionnaires and interviews were used to obtain information. Large-scale
population-based data gathering has always been a part of survey research. The
questionnaires are divided into the following sections: The first section contains
demographic information about engineering instructors; the second section contains a set
of questions about engineering instructors. A framework was developed for faculty ready
to teach online based on our assessment of the literature (e.g., Downing & Dyment, 2013;
Gay, 2016; Lichoro, 2015) and our examination of faculty readiness measures used by
institutions (University of Toledo and Pennsylvania State University). The test includes
two constructs: attitude based on significance and impression of ability, in addition to
demographic data. The respondents were asked to assess how essential each skill is for
online teaching and how well experienced they are with online teaching platforms and the
facilities that they could use, and it contains questions about the challenges that they faced
with online teaching to obtain any additional information about online education during the
crisis of engineering instructors.
Validation of Instrument
Expert opinions were used to investigate face and content validity. Three experts in
computer and instructional technology education, one expert in measurement and
evaluation, and an expert professor were consulted about the look and coverage of the
book.
The validity and reliability of the questionnaire were verified. The major goal of
this sort of survey research was to gather data from Engineering professors and it was
conducted directly on different schools who offered Engineering Programs in Calamba
City, Laguna area. These surveys were typically sent out by mail or messenger and were
used to describe demographic characteristics of individuals or to get feedback on which to
construct programs or products for a community or group. They could complete the tasks
based on their own opinion of their competencies using the identical items for each
component.
Data Gathering Procedure
In order to identify the demographics of engineering teachers in Calamba Laguna,
the researchers conducted an online survey. The researchers first wrote a letter of request
for paper clearance to their research adviser before investigating. Respondents were given
informed consent to participate in the study while it was being conducted online. The
participants were informed about the study's goal, expected duration, and methods, as well
as their right to decline participation and withdraw from the study after it had started;
potential risks, discomfort, or unpleasant effects; prospective research advantages; and
assurances of anonymity and absolute confidentiality. The instructions were supplied to the
participants once they completed the google form package of questionnaires. Respondents
were urged to ask questions or explain any items they did not understand during the survey
to ensure that their answers were accurate. The researchers made certain that all acceptable
ethical considerations were recognized and followed throughout the study's conduct to
avoid conflict. The participants were given enough time to complete the questionnaire
packet. The respondents' convenience, time preferences, and well-being were also
considered by the researcher. Following the completion of the exams by the respondents
who were found to have a 100% return rate, the papers were examined, tallied, interpreted,
and evaluated.
Statistical Treatment of Data
At the item level, at the subscale level, and for other demographic variables,
descriptive statistics (means and standard deviations) are provided. The internal
consistency of the replies to the survey items was checked using Cronbach's alpha. To
demonstrate the link between the subscales, Pearson correlation coefficients were
computed. Gender, rank, teaching experience, teaching online experience, primary level of
instruction, primary delivery mode, assistance received, and needed training were all used
to investigate variations in faculty responses to the survey.
CHAPTER 3
RESULT AND DISCUSSIONS
This chapter presented the data analysis and interpretation of the results on the
impact of virtual learning to the engineering instructors of Calamba Laguna during the
COVID-19 crisis.
Demographic Profile of Engineering Instructors
Table 3. 1 Demographic Profile of Engineering Instructor
N=31 Frequency Percentage

Male 19 61%
Gender Female 12 39%
21-30 16 52%
Age 31-40 13 42%
41-50 2 6%
Colegio de San Juan de Letran Calamba 8 26%
Laguna College of Business and Arts 7 23%
Lyceum of the Philippines University -
School Laguna 9 29%
University of Perpetual Help System
DALTA Calamba 4 13%
AMA Colleges Calamba 1 3%
STI College Calamba 1 3%
Don Bosco College Canlubang 1 3%
1-5yrs 20 65%
Years in Service 6-10yrs 7 23%
11-15yrs 2 6%
16-20yrs 1 3%
Device Use Laptop 22 71%
Personal Computer 9 29%
Part-time (less than 50% of full-time
hours) 8 26%
Employment Status hours) 12 39%
Full- time 11 35%
1-2 hours 9 29%
Hours spent in
teaching 3-4 hours 21 68%
5-6 hours 1 3%
Table 1 showed the demographic profile of respondents in terms of gender, age,
school, years in service, device use, employment status and hours in teaching.
In table 1.1, It was observed that respondents who were male (19.61%) and
female participants (12.39%). It only means that most of the engineering instructors that
teach through online class learning are female. It means that the majority of the
participants are males rather than females. According to Meiksins (2017), by drawing
attention to these hidden stories of female achievement in science and engineering, these
books (and films) make contemporary audiences aware both of the often-
unacknowledged contributions women have already made in these fields and of the
potential for them to contribute far more. At the same time, they create a sense that there
has been real progress; the overtly sexist and racist practices described in Hidden
Figures, for example, come from another era, making it hard not to think that "we’ve
come a long way" since scientific and engineering institutions were shaped by deliberate
racial segregation and policies that treated women as second-class members. It only
implies that the contribution of women when it comes to knowledge about engineering
has been expanded and contributed a lot in this field and has already been
acknowledged.
1.2. It is also revealed that participants who are aged 21–30 (16.52%), 31–40
(13.42%), and 41–50 (2.6%). It means that the majority of the respondents are aged 21–30,
followed by 31–40, and a few of them are aged 41–50. According to Sivasakthi and
Muthumanickam (2012), younger teachers of age 30 years old or below, mature or middle-
aged teachers of between 30 and
Teacher effectiveness does not differ significantly between young, mature, and
older teachers, which indicates that age, regardless of whether young, mature, or older
teachers, does not make any difference to teacher effectiveness. It shows that no matter
how the teachers do not differ significantly when it comes to teaching, it implies that the
effectivity of teaching cannot only be based on their age. No matter how old they are, as
long as they understand and teach, they can create a huge impact on the students.
1.3. Participants from Colegio de San Juan de Letran Calamba (8.26%), Laguna
College of Business and Arts (7.23%), Lyceum of the Philippines University - Laguna
(9.29%), University of Perpetual Help System DALTA Calamba (4.13%), AMA Colleges
Calamba (1.3%), STI College Calamba (1.3%), and Don Bosco College Canlubang
(1.3%).It means that the respondents' school affiliation varies, with the majority coming
from the Lyceum of the Philippines University - Laguna, Colegio de San Juan de Letran
Calamba, Laguna College of Business and Arts, and a few from the University of Perpetual
Help System DALTA Calamba, AMA Colleges Calamba, STI College Calamba, and Don
Bosco College Caliban.
1.4. It also revealed that respondents’ years of service were divided into 1–5yrs
(20.65%), 6–10yrs (7.23%), 11–15yrs (2.6%) and 16–20yrs (1.3%). It means that the
majority of the respondents are from 1–5 years of service, followed by 6–10 years, and a
few are from 11–15 years and 16–20 years of teaching in their respective institutions.
1.5. It showed that respondents’ devices were laptops (22,71%) and personal
computers (9,29%). This means that most of them used laptops rather than personal
computers for virtual classes. Rockman et al. (1998) reported significant learning and
accomplishments in skill development, applications of technology for schoolwork, and
improved critical thinking by using laptop computers. They compared two groups of
laptop-using schools with those of non-laptop-using schools. The findings indicate that
laptop-using students have more technology literacy and skills, better performance on
writing assessments, and a more positive attitude toward computers. There are also many
other research studies on the effect of students’ achievement by using laptops.
1.6. It shows that the employment status of the respondents is part-time (less than
50% of full-time hours) (8, 26%), part-time (less than 50% of full-time hours) (12,39%),
and full-time (11, 39%).
1.7. This indicates that more teachers work full-time or part-time (less than 50% of full-
time hours), and a small number work part-time (less than 50 percent of full-time hours).
Additionally, it revealed that the respondents spent 1-2 hours (9.29%), 3–4 hours (21,
68%), and 5–6 hours per week instructing (1,3 percent ). It indicates that the bulk of the
instructors spent 3–4 hours instructing, followed by 1–2 hours, although very few of them
did so for 5–6 hours. According to Lazzar (2016), the values of the school environment's
disciplinary climate and student-related elements are particularly lower in the lower-level
tracks. This might be one reason why the basic-level tracks have poorer hourly teaching
efficiency. The amount of time students actually spend studying may be reduced as a result
of disruptions in class, disorder, and the need for the instructor to wait a lengthy time for
kids to settle down. Due to this delay and the harder it is for the pupils to focus, they may
learn less in the allotted teaching time (Lazear, 2001). The empirical studies demonstrate
that these indices' interactions with instructional time are often statistically non-significant,
and in the instances when they are statistically significant, they do not alter the coefficient
of instructional hours. The fact that teaching methods may vary across tracks is a related
problem. Some students must be kept from falling short of even the most fundamental
abilities by lower track teachers. Therefore, by lowering the intensity and pace of teaching,
instructors are encouraged to concentrate on the students who need it the most. However,
the top track focuses on quality and the smartest students since the objective is to prepare
them for intellectual baccalaureate programs. The intermediate track, where the speed and
style of education are tailored for the middle student, may always be used if certain pupils
are unable to keep up with the quicker rate of learning.
Common Challenges Encountered by Engineering Instructors in Calamba Laguna in
the COVID-19 Crisis
Table 3. 2 Common Challenges Encountered by Engineering Instructors in Calamba
Laguna in the COVID-19 Crisis
Challenges Frequency Percentage

Content issues 3 10%
Learner issues 24 77%
Conduct of Laboratory activity (more on simulation in
online class) 2 6%
Cheating 1 3%
Other issues 1 3%
Table 2 shows the common challenges met by the instructors while conducting
the virtual class. It reveals that content issues (3. 10%), learner issues (24.77%), conduct
of laboratory activity (more on simulation in online class) (2.6%), cheating (1.3%) and
other issues (1.3%). It means that most of the challenges met by the instructors are the
issues related to the learners' how they participated and responded in the virtual class and
the result of their performance and assessment during the virtual class. The findings of
the study by Singh (2020) show that the majority of the students marked lack of
technological infrastructure, high cost of internet, low speed of internet, the financial
crisis of the family, and mental pressure for the students are the prime hindrances for
online education in Bangladesh.
The Impact of Virtual Learning Environment to The Productivity of Engineering
Instructors in Calamba Laguna in the Wake of the COVID-19 Crisis
Table 3. 3 The Impact of Virtual Learning Environment to The Productivity of Engineering
5 4 3 2 1 M SD I
I can easily access
the Internet as
needed for my
online teaching 7 9 1 8 6 3.10 1.513 N
I am comfortable
communicating and
teaching through
online. 5 8 2 10 6 2.87 1.432 N
During online
activities, I can ask
my students
questions and get a
quick response. 0 2 3 15 11 1.87 0.846 D
I am flexible in
dealing with
students on such
issues as due dates,
absences, and
makeup
assignments. 6 13 12 0 0 3.81 0.749 A
I can post my
online class and
activities at least
once a week. 6 24 1 0 0 4.16 0.454 A
I am organized and
tend to plan ahead
in my online 0.615
teaching. 14 15 2 0 0 4.39 SA
General Weighted
Mean 3.37 0.941 N
Note: M = mean, SD = Standard deviation, I = Interpretation: 1.00 – 1.79 = Strongly Disagree (SD),
1.80 – 2.59 = Disagree (D), 2.60 – 3.39 = Neutral (N), 3.40 – 4.19 = Agree (A), 4.20 – 5.00 = Strongly Agree (SA)
Table 3 shows the impact of the virtual learning environment on the productivity of
engineering instructors. It showed that according to the respondents, the respondents can
easily access the Internet as needed for their online teaching (WM=3.10, SD=1.513)
Interpreted as Neutral, the respondents are comfortable communicating and
teaching through the Internet (WM=2.87, SD=1.432) interpreted as Neutral, the
respondents are flexible in dealing with students on such issues as due dates, absences, and
makeup assignments (WM=3.81, SD=0.749) interpreted as Agree, the respondents are able
to post their online class and activities at least once a week (WM=4.16, SD=0.454)
interpreted as Agree, and the respondents are fairly organized and tend to plan ahead in
their online teaching (WM=4.39, SD=0.615) interpreted as Strongly Agree. The over-all
weighted mean is 3.37, interpreted as neutral. This means that the respondents perceived
that virtual learning has impacted their productivity at an average level. Although
respondents disagreed that they could ask questions and get a quick response online, this
could be due to a poor internet connection or the students themselves not being mentally
connected to the teachers despite being present the entire class. In the study of Bakia et al.
(2012), online learning has become popular because of its perceived potential to provide
more flexible access to content and instruction by increasing the availability of learning
experiences for those who cannot or choose not to attend traditional schools; assembling
and disseminating instructional content more efficiently; and increasing student-instructor
ratios while achieving learning outcomes equal to those of traditional classroom
instruction.
Significant Difference of the Impact of Virtual Learning across Demographic Profile
Table 3. 4 Significant Difference of the Impact of Virtual Learning across Demographic
Profile
Decisio
N Mean SD p-value n
1
Male 9 3.36 0.967 Accept
Gender
1 Null
Female 2 3.38 0.902 0.978
1
21-30 6 3.48 0.857
Accept
Age 1
Null
31-40 3 3.19 1.103
41-50 2 3.58 0.801 0.756
Colegio de San Juan de Letran Calamba 8 3.40 1.008
Laguna College of Business and Arts 7 2.71 1.358
Lyceum of the Philippines University -
Laguna 9 3.35 1.015
Accept
School University of Perpetual Help System
Null
DALTA Calamba 4 4.17 0.626
AMA Colleges Calamba 1 3.00 1.095
STI College Calamba 1 4.17 0.753
Don Bosco College Canlubang 1 4.17 1.169 0.081
2
1-5yrs 0 3.53 0.996
Years in Accept
6-10yrs 7 3.31 0.979
Service Null
11-15yrs 2 4.08 0.917
16-20yrs 1 2.50 1.378 0.119
2
Accept
Device Use Laptop 2 3.44 0.892
Null
Personal Computer 9 3.19 1.081 0.666
hours) 8 3.00 1.207
Employmen 1 Accept
t Status Part-time (50-90% of full-time hours) 2 3.42 0.874 Null
1
Full- time 1 3.58 0.873 0.597
1-2 hours 9 3.19 0.998
Hours spent 2 Accept
in teaching 3-4 hours 1 3.46 0.936 Null
5-6 hours 1 3.00 1.095 0.735
Table 4 showed the significant difference in the impact of virtual learning across
demographic profiles. It showed that there is no significant difference in the impact of
virtual learning on gender (p-value = 0.978), age (p-value = 0.756), school affiliation (p-
value = 0.081), years in service (p-value = 0.119), device use (p-value = 0.66),
employment status (p-value = 0.597) and hours spent in teaching (p-value = 0.735). It
means that virtual learning had a similar impact on the instructors regardless of their age,
gender, school affiliation, years in service, device use, employment status, and hours spent
in teaching. In contrast to the study of Xu and Jaggars (2013), it has also found small but
statistically significant differences in the impact of online learning based on demographic
characteristics.
CHAPTER 4
SUMMARY, FINDING, CONCLUSIONS AND RECOMMENDATION
This chapter presented the summary of the research work undertaken, the
conclusions drawn, and the recommendations made as outgrowth of this study. This study
is on the profile and evaluation on the impact of virtual learning environment to the
productivity of the engineering instructors in Calamba, Laguna.
Summary
This study focused on the impacts of virtual learning environments on the productivity of
the engineering instructors in Calamba, Laguna, in response to the COVID-19 pandemic.
Specifically, the study determined the demographic profile of the instructors, the
challenges they had encountered, and the overall effect of the virtual learning environment
on their productivity. The study also wanted to investigate if the hypothesis that the over-
all effect of the virtual learning environment on their productivity has no significant
difference across demographic profiles should be accepted or rejected.
The study employed a descriptive design in which the respondents were the engineering
instructors of the different schools of Calamba, Laguna, teaching both synchronous and
asynchronous learning. The respondents were given a survey questionnaire which was
validated by the experts and whose reliability was tested by the Cronbach’s alpha result.
Findings
Demographic Profile of Respondents
1.1 It is observed that there are more males than females, majority of which are of age
21-30, followed by 31-40 and few of them are of age 41-50.
1.2 The school affiliation of the respondents varies of which more of them from
Lyceum of the Philippines University – Laguna, Colegio de San Juan de Letran
Calamba, Laguna College of Business and Arts and few were from University of
Perpetual Help System DALTA Calamba, AMA Colleges Calamba, STI College
Calamba and Don Bosco College Canlubang.
1.3 It also revealed that majority of the respondents are of 1-5yrs of service, followed
by 6-10yrs and few are of 11-15yrs and 16-20yrs teaching in their respective
institution.
1.4 Most of them used laptops than personal computers for virtual classes and more
instructors work part-time (less than 50% of full-time hours) and Full- time and
few Part-time (less than 50% of full-time hours. Also, majority of instructors spent
3-4 hours in teaching followed by 1-2 hours but few of them spent 5-6 hours.
Common Challenges Encountered by Engineering Instructors in Calamba Laguna
in the COVID-19 Crisis
In the study, most of the issues faced by the instructors are learner issues
(24.77%) followed by content issues (3. 10%) and a few of which are related to the
conduct of laboratory activities (more on simulation in online classes) (2.6%), cheating
(1.3%) and other issues (1.3%).
It means that most of the challenges met by the instructors are the issues related to the
learners' how they participated and responded in the virtual class and the result of their
performance and assessment during the virtual class.
The Impact of Virtual Learning Environment to The Productivity of Engineering
According to the findings, students are fairly organized and tend to plan ahead in
their online teaching (WM = 4.39, SD = 0.615) interpreted as strongly agree; followed by
respondents who are able to post their online class and activities at least once a week (WM
= 4.16, SD = 0.454) interpreted as agree; respondents are flexible in dealing with students
on such issues as due dates, absences, and makeup assignments (WM = 3.81, SD = 0.749)
interpreted as agree; respondents are able to easily access the Internet as needed for their
online teaching (WM = 3.10, SD = 1.513) interpreted as neutral; and respondents are
comfortable communicating and teaching through online (WM = 2.87, SD = 1.432)
interpreted as neutral. However, during online activities, respondents can ask their students
questions and get a quick response (WM = 1.87, SD = 0.846), interpreted as "disagree."
The over-all weighted mean is 3.37, interpreted as neutral.
Significant Difference of the Impact of Virtual Learning Across Demographic
Profile
There is no significant difference in the impact of virtual learning on gender (p-value =
0.978), age (p-value = 0.756), school affiliation (p-value = 0.081), years in service (p-
value = 0.119), device use (p-value = 0.66), employment status (p-value = 0.597) and
hours spent in teaching (p-value = 0.735).
Conclusion
The study aims to determine the impact of virtual learning on the productivity of the
engineering instructors in different colleges in Calamba, Laguna. It specifically seeks to
determine the common challenges encountered by engineering instructors and the
perception of the impact of virtual learning on productivity. It was found out that there
was no significant difference that was observed between the demographic profile (in
terms of age, gender, school affiliation, device used, employment status, and time spent)
and the teaching perception of the impact of virtual learning on the productivity of
engineering instructors. It was also found out that most of the respondents were males,
aged 21–30, teaching at Lyceum of the Philippines University–Laguna for about 1–5
years of service. Since most of the respondents are young, it was found that using
laptops in teaching part-time was preferred by the respondents (less than 50% of full-
time hours)
for 3–4 hours of teaching virtually. The instructors had been greatly challenged by the
learners’ issues, such as being less participative and less attentive, which led to low
performance. But it was also believed that, personally, using the new mode of teaching
makes respondents more productive because it establishes these respondents and
organizes their plans ahead while being less engaged in asking students a question and
able to get a quick response. Thus, it is recommended for the school administration to
promote a hands-on training program to enhance the technical skills of the teachers.
Recommendations
In light of the findings, it is recommended that:
1. Instructors can pay attention and reflect on their teaching and communication
strategies with students and work to develop more effective methods and
procedures for their classes, such as using technology-based instructional materials
and online exams that are convenient for both teachers and students. Also,
instructors must be considerate and be available for the students' queries.
2. The Institution can show a new level of empathy and sensitivity to student needs
by strengthening the linkage between the University and LGU, particularly with
barangays to strengthen policies regarding noise reduction and other things that
students and teachers do in their places. A willingness to relate to all students,
especially during virtual classes where they cannot see or feel the students in order
to understand what they are going through.Thus, institutions must create a
convenient system of learning as well as for administering exams and feedback.
The institution must let the learners learn independently and effectively with less
pressure.
3. For schools and organizations, they conduct a seminar and training regarding how
instructors can cope with the challenges and stress that they are experiencing in
online class learning in terms of environment (study area) and how they maximize
their time and skills in using new technologies that are incorporated into teaching in
the new set up of teaching in the midst of a pandemic. The Teacher Effectiveness
Enhancement Program (TEEP) is a continuing professional development (CPD)
program for teachers, initially developed in 2002 through funding from the Gatsby
Charitable Foundation. TEEP aims to improve teachers’ classroom practice by
enabling them to reflect on their current practice, align this to a pedagogical
framework, and implement teaching strategies that nurture and develop the
characteristics of effective learning in their students.
4. For future researchers, a related study may be conducted to revalidate the
findings of the present study and also to discover other challenges that the students
are experiencing in online class learning and to give more intervention activities
that could help the students and the instructor in other subjects or fields of study
aside from Engineering Instructors
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APPENDICES
Appendix A
Appendix B
*Online survey thru
https://docs.google.com/forms/d/1ivU84DsEMh_A9_0odcYo33VX19OxSuR7bRvAzHZ-
o/edit
Appendix C
Appendix D

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IMPACTS OF VIRTUAL LEARNING ENVIRONMENT TO THE

PRODUCTIVITY OF THE ENGINEERING INSTRUCTORS OF CALAMBA

LAGUNA, IN RESPONSE TO THE COVID 19 PANDEMIC

Faculty of the College of Engineering

UNIVERSITY OF PERPETUAL HELP SYSTEM

Brgy. Paciano-Rizal, Calamba City, Laguna

Of the Requirements for the Degree

BACHELOR OF SCIENCE IN INDUSTRIAL ENGINEERING

QUEENIE MAY A. CARBAJAL

JULIA CLAUDETTE U. OCAMPO

This Undergraduate Research entitled Impacts of Virtual Learning Environment

Engr. Antoniette T. Mollejon, PIE, MEM

Approved by the Committee of Oral Examination with the grade of ____________.

Dr. Philip P. Ermita, PIE, ASEAN ENG.

Engr. MC. Luginn Seña, RME

Engr. Jerome G. Refran, MIT

research—whether they have been published or not—have been properly

acknowledged in accordance with accepted citation standards.

individuals who rendered their untiring support and prayers.

preparation of this study.

us for the betterment of our study.

helped us in accomplishing this study who served as our inspiration, source of

encouragement and motivation.

best in every defense that we have faced.

say that we did it.

Teaching in the online classroom is becoming commonplace for instructors as

replaced with an online method.

productivity of the engineering instructors in Calamba, Laguna, in response to the COVID-

Keywords: instructors, challenges, online learning, pandemic era

IMPACTS OF VIRTUAL LEARNING ENVIRONMENT TO THE

PRODUCTIVITY OF THE ENGINEERING INSTRUCTORS OF CALAMBA

LAGUNA, IN RESPONSE TO THE COVID 19 PANDEMIC........................................I

THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES. .1

Statement of the Problem..................................................................................12

Significance of the Study...................................................................................13

Scope and Delimitations....................................................................................15

Data Gathering Procedure................................................................................21

RESULT AND DISCUSIONS..............................................................................23

Demographic Profile of Engineering Instructors...............................................23

Common Challenges Encountered by Engineering Instructors in Calamba

Laguna in the COVID-19 Crisis........................................................................28

The Impact of Virtual Learning Environment to The Productivity of

Engineering Instructors in Calamba Laguna in the Wake of the COVID-19

Significant Difference of the Impact of Virtual Learning across Demographic

SUMMARY, FINDING, CONCLUSIONS AND RECOMMENDATION.............33

Figure 1. 1 Input-Process-Output (IPO) Diagram...................................................11

Table 2. 1 Frequency Distribution of Respondents per Colleges/Universities.......19

Table 3. 1 Demographic Profile of Engineering Instructor......................................23

Table 3. 2 Common Challenges Encountered by Engineering Instructors in

Calamba Laguna in the COVID-19 Crisis...............................................................28

Table 3. 3 The Impact of Virtual Learning Environment to The Productivity of

Engineering Instructors in Calamba Laguna in the Wake of the COVID-19 Crisis 29

Table 3. 4 Significant Difference of the Impact of Virtual Learning across

THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES

according to UNICEF (2020). Shutdowns have had a disproportionately negative effect on

institutions to begin planning for remote learning in response to President Rodrigo

Duterte's announcement that "no vaccination, no face-to-face education" would be imposed

state of online education is likely to make imbalances already present worse. In a

Philippines in 2016; Henaku in Ghana in 2020; Matswetu et al. in Zimbabwe in 2020;

attitude, technical ability, time restrictions, pedagogy, and methodology (2017).

engineering professors in Calamba, Laguna, Philippines, when it comes to remote learning

in light of the COVID-19 issue.

Online Learning Modality