THE INOF TIKTOK PLATFORM TOWARDS THE RECEPTION OF KNOWLEDGE

AMONG GRADE 10 STUDENTS OF MOUNT CARMEL HIGH SCHOOL-ROSARIO,

INC.

A Term Paper

Presented to the Mount Carmel High School-Rosario Inc.

Poblacion, Rosario, Agusan del Sur

______________________________________

In Partial Fulfillment

of the Requirements for Term Paper-Science Subject

Grade 10- Section

Teacher: LINDSY MAE E. SULA-SULA

______________________________________

NAME OF MEMBERS
 CHAPTER 1

INTRODUCTION

Background of the Study

The new coronavirus (COVID-19) emerged in Wuhan City, China, at the end of

2019 (Chahrour et al., 2020) and quickly spread to other countries especially in the

Philippines particularly in the area of Agusan del Sur. This pandemic has negatively

affected the economy, social life, and educational facilities and services around the

world (Cakin, & Kulekci Akyavuz, 2021; Farooq et al., 2020; Niemi & Kousa, 2020;

Nnebedum, Obuegbe, & Nwafor, 2021; Paudel, 2021; Unger & Meiran, 2020).

In effect, educational institutions like Southway College of Technology in San

Francisco, Agusan del Sur suddenly shifted their courses away from a face-to-face

approach to online classes to try to stop the spread of the coronavirus. As a result of

this quick shift in the instructional delivery approach, decision makers, as well as

instructors, initiated the exploration of opinions, aids, and resources for transferring

face-to-face courses to online teaching.

Several technological tools and materials have been used in online courses in

order to activate learning and instructional processes during the COVID-19 pandemic,

including synchronous and asynchronous communication tools, such as Zoom,

Microsoft Teams, Moodle, Blackboard, and Google Classrooms. The selection of the

technological tools to be used was based on their convenience for the instructors or

administrators and/or the availability of the tools. This quick and necessary transition
forced schools to use the available tools to produce online learning resources and

environments for different academic disciplines (Kaur, 2020). As a result, learning and

teaching processes have faced several challenges during this pandemic (Crawford et

al., 2020).

Because of the immediate transition mode of delivery for the students using

online learning tools, technological difficulties using by the students is everyday

adjustment to them also. Considering that the BS Criminology students of Southway

College of Technology are heavy users of technology, most of them are randomly

regulating how to use the new app for online purposes, how to access quickly, how to

get an internet connection with a high-speed limit and an availability of materials/ tool.

It is of the above context that made the researchers decide to conduct this study

that deals with the technological difficulties in digital learning amidst pandemic among

criminology students. This study discusses the significance on how to deal such

technological difficulties in digital learning and how it affects primarily to the academic of

the students.
Research Objectives

This study aims to determine the technological difficulties in digital learning

amidst pandemic among criminology students Southway College of Technology.

Specifically, it ought to answer the following questions:

1. What is/are the technological difficulties of the BS Criminology students in terms

of:

a. Computer;

b. Laptop and;

c. Internet connectivity?

2. What is the level of digital learning towards the BS Criminology students in terms

of:

a. Student Engagement;

b. Technological Difficulties;

c. Computer Self- Efficacy and;

d. Home Distractions?

3. Is there a significant relationship between Technological Difficulties and Digital

Learning amidst pandemic among criminology students of Southway College of

Technology when grouped according to their variables?

 4. Is there a significant influence of Technological Difficulties and Digital Learning

amidst pandemic among criminology students of Southway College of

Technology?

Hypotheses

The following are the alternative hypothesis of the study derived from the

foregoing problems which tested at 0.05 level of significance:

HO1. There is no significant relationship between Technological Difficulties and Digital

Learning amidst pandemic among criminology students of Southway College of

Technology when grouped according to their variables.

HO2. There is no significant influence of Technological Difficulties and Digital Learning

amidst pandemic among criminology students of Southway College of Technology.

Theoretical Framework

This study is anchored on Albert Bandura (2006) Self-efficacy theory. Bandura

(2006) defines self-efficacy as “people’s beliefs in their capabilities to produce given

attainments” (p. 307). Thus, teachers’ beliefs greatly affect their own teaching practices

(E. A. Davis et al., 2014). These beliefs impact the learning environments teachers

create for their students and hence affect students’ motivation and learning levels

(Bandura, 2006). Similarly, when it comes to integrating technology in teaching,

students’ technological self-efficacy is the strongest indicator of technology use in their

practice (Chen, 2012). This justifies why teachers who are skeptical about instructional

technologies may not experiment with new technologies (Fernández et al., 2017).

Bandura (2006) maintains that self-efficacy influences cognitive development through

four processes: cognitive, affective, motivational, and selection. These four processes

take into consideration personal factors, interactions with peers, feedback received, and

the level of control over the self and the environment. Therefore, the importance of the

affective and the motivational components is significant, since any deficits related to

these factors may cause anxiety that would negatively affect performance.

Regardless of the status of the COVID-19 pandemic or potential pandemics in

the future, online teaching is a promising endeavor in a growing digital world. Thus,

teachers need to be equipped with the required digital literacy skills and be prepared to

teach in environments where students have a great interest and where they can

capitalize on their proficiency to excel academically (DeCoito & Richardson, 2018b; Ng,

2013).

This theory was useful in this study in the sense that it provides landscape of

challenges, successes, gaps and barriers encountered by teachers and students as

they migrated to online teaching during a global pandemic. It will advance knowledge

about online teaching in the new normal settings. Moreover, it will inform policy makers,

administrators, and curriculum designers about successes and challenges associated

along with the digital learning.

 Conceptual Framework

Dependent Variables

Independent Variables Digital Learning

Technological Difficulties
Independent Variable Dependent Variable
 Student Engagement
 Computer
 Technological Difficulties
 Laptop
 Internet connectivity  Computer Self- Efficacy

 Home Distractions

Figure 1. Shows the conceptual framework of this study which presents its two

variables. The independent variable which is Technological Difficulties patterns the

study of Dimitra Kostaki and Irene Karayianni (2020) entitled “Houston, we Have a

Pandemic: Technical Difficulties, Distractions and Online Student Engagement (2020).

In this study, the independent variables are Computer, Laptop and Internet Connectivity.

Computer refers to a digital electronic machine that can be programmed to carry out

sequences of arithmetic or logical operations (computation) automatically. Laptop refers

to as notebooks, are portable computers that you can take with you and use in different

environments while Internet Connectivity refers to connection provided by an Internet

Service Provider that enables individual computers or other hardware components,

either individually or registered within a Local Area Network, to exchange Data over the

public Internet.

The dependent variable which is Technological Difficulties patterns the study of

Dimitra Kostaki and Irene Karayianni (2020) entitled “Houston, we Have a Pandemic:

Technical Difficulties, Distractions and Online Student Engagement (2020). The four

indicators where: Student engagement, Technological difficulties, Computer self-

efficacy and home distractions. Student engagement refers to the degree of attention,

curiosity, interest, optimism, and passion that students show when they are learning or

being taught, which extends to the level of motivation they have to learn and progress in

their education. Technological difficulties refer to unforeseen equipment problems such

as hardware failures or software bugs that make it difficult or impossible to perform a

desired action. Computer self-efficacy refers to refers to an individual belief in his or her

ability to apply computer skills to a wider range of tasks. Home distractions refers to

take attention away from what an operator needs to do when performing a task.

Scope and delimitation

This study covers the students of the institution of Southway College of

Technology. It doesn’t cover a large random population which only includes the

students taking the Bachelor in Criminology for the school year 2021-2022. Through this

study, the students will be aware of the relationship between Technological Difficulties

and Digital Learning Amidst Pandemic Among Criminology Students. Further, it surveys
Technological difficulties affects the Digital Learning of the Students amidst pandemic.

Besides, this study only focuses on the indicators identified by the authors of the

research instrument that are used in the study.

Significance of the study

The consequence of the research is advantageous and beneficial to the

succeeding:

School. The result of the study would help the school know that the students

specifically in a rural area have difficulty in connecting to their online classes and those

students who can’t immediately afford to buy the technology tools. Through this also, an

immediate feedback will be address to the administrations regarding this matter.

Faculty and Staff. The result of the study would help them to think of better

ways on what could be an alternative and effective way in dealing this kind of concern to

the students and how do they can be able to handle it manually.

Parents. The result of the study would help the parents/guardians to become

aware on what are their students’ needs especially that new normal setting of education

has been gradually adapt by the school and them.

Criminology Students. The result of the study would give informative and

cognitive advances to the students on how they can be able to think an effective way to

engage in their daily lessons, how can they manage their time, how can they balance
their work and study and how can they be able to withstand their perseverance and

patience when it comes to focusing study.

Future Researchers. The product of this task would be a subsidiary and

assistant file for future research or study.

Definition of Terms

The following terms are used throughout the study and are defined operationally

for better understanding.

Technological Difficulties. In this study, it refers to an unforeseen equipment

problem such as hardware failures or software bugs that make it difficult or impossible

to perform a desired action.

Digital Learning. In this study, it refers to an instructional practice that ultimately

helps students. It makes use of a broad range of technology-enhanced educational

strategies. It includes blended learning, flipped learning, personalized learning, and

other strategies that rely on digital tools to a small or large degree.

Review of Related Literature

This section presented the literatures that provide the needed information

relevant to the study of Technological Difficulties in Digital Learning Amidst Pandemic

among Criminology students and how each variable connected with each other. The

independent variable which is Technological Difficulties includes Computer, Laptop and

Internet Connection (Dimitra Kostaki and Irene Karayianni, 2020).

 On the other hand, the dependent variable which is Digital Learning includes

Student Engagement, Technological Difficulties, Computer Self- Efficacy and Home

Distractions (Dimitra Kostaki and Irene Karayianni, 2020).

Computer and Laptop

E-learning technologies delivered online courses, seminars, discussion forums

and other approaches for an innovative way of learning to interact with instructors and

other students using computers or laptops (Maria Cristina, 2015).

Computers are electronic machines which help people to calculate, simulate,

store different scenarios and interact with each other by communication. And computers

are universal information processes in the form of electric signals that use light

processing, or biochemical mechanisms similar to that of living organisms (Semenov,

2014). According to PICCININI (2012), computers have computing mechanisms with a

control unit that involve long sequences of primitive operations on strings of digits,

operations. These can be performed automatically by the computers’ processors, as

likes calculators of large capacity to perform a few computational operations on the

inputs of bounded. Computers can be modified to compute in different ways that can-do

arithmetic, graphics, word processing, internet browsing and myriad other things. And

computers are made out of four types of components such as: input devices, output

devices, memory units, and processing units.

 According to Awodele, et al. (2012), E-learning is an innovative method for

delivering education electronically and interactive learning environments for anyone,

from anyplace and anytime by utilizing the internet and digital technologies. E- learning

also involves through the use of ICT infrastructures. Frisen (2014) states that, e-

learning is an educational system for providing learning through electronic technologies

especially the internet. The e-learning system lecture materials and other information

are available on different platform like CDs, DVDs and smart devices along with audio

and video presentations which makes learning easy for the students. E-learning brings

a community of learners together and unrestricted by the time and place where students

are able to discuss with other fellows and teachers via online and gather different types

of knowledge from the different discussion forum (Friesen, 2015).

On the other hand, computer literacy is one of the biggest barriers for

implementation of E-learning in developing countries because the students don’t know

how to use it as well as the availability of computer for the students. According to Kohn,

Maier, Thalmann (2016), the acquisition of E-learning systems, it is necessary to have

good knowledge of the computer, but in developing countries computer literacy is

generally low, this is also a barrier for E-learning. Almost all of the developing countries,

the people do not understand the meaning and functionality of an E-learning system

which causes significant problems for the adoption of E-learning.

Internet Connection

The internet is an electronic system as interconnected computer networks of a

global network system to share and publish of huge information resources and services,
by online of the World Wide Web (WWW) and the infrastructure to support email

(Deben 2015).

Nowadays, the internet is necessary for distance learning to let students have

opportunities for education in anytime and anywhere. Hofmann (2016) suggests that

internet-based learning offer students to become active learners and more effective

than classroom learning. Online learning environments are learning network to help

participants develop their competences by sharing information and collaborating, as a

social network is comprised of people who share roughly similar interests (Sloep &

Berlanga, 2012), to acquire their competences. Koper (2009) points out the inhabitants

of a Learning Network as: Exchange experiences and knowledge with others; Work

collaboratively on projects (e.g. innovation, research, assignments); Set up working

groups, communities, discussions, conferences; Offer and receive support to/from

others in the Learning Network (e.g., questions, remarks, etc.); Assess themselves and

others; find learning resources; create and elaborate their competence profiles. Drawing

on a wide variety of forms of networking, education should be moved out of shared

public facilities to home and commercial-based learning (Hayes,2017).

In fact, the internet will be a major source of continuing education in the near

future. Computer driven interactions will also be a regular part professional that will help

learners built new associations, find new opportunities, and independence, to learn at

home or in the workplace (Spier & Buschel, 2015). The use of internet can promote self-

learning to offer a rich selection of learning experiences that are suitable to the needs,

pace, space, aspirations and learning methods (Phil, 2015). Global network processes
of the internet are increasing that present opportunities and challenges for higher

education in learning (Macharia & Nyakwende, 2012).

Further, teenagers are more skilled of using technology tools in learning than

adults (Paris, Robert, Charlotte & Troy, 2020). They also stated that almost teenagers

and their parents believe that the internet has huge potential to improve study habits

and schoolwork, because a virtual reference library helps them quickly locate

information, communicate with friends, and satisfy curiosity.

Digital Learning

Yoon et al. (2012) stated that digital learning (E-Learning) was first proposed by

Jay Cross in 1999. With the advance and development of technology tools, it appeared

different explanations and terminology, such as Internet-based training, web-based

training, or on-line learning, network learning, distance learning.

Doris Holzberger et al. (2013) regarded digital learning as delivery with digital

forms of media (e.g. texts or pictures) through the Internet; and, the provided learning

contents and teaching methods were to enhance learners’ learning and aimed to

improve teaching effectiveness or promote personal knowledge and skills. Basically,

computers and network technology media were applied to learning situations, including

synchronous and asynchronous network learning, to break through the restrictions on

time, location, and schedule, and to achieve the learner-centered individualized learning

(Kaklamanou et al., 2012).

 In the era when knowledge and information flow rapidly, the application of digital

learning covers different fields and industries. Based on distinct positions or points of

view, the definitions are different. The most representative one is the definition

proposed by American Society of Training and Education (ASTD). It defines e-learning

as the process learners applying digital media to learning. Digital media contain the

Internet, corporate network, computers, satellite broadcasting, audiotapes, videotapes,

interactive TV, and compact disks. The application includes network-based learning,

computer-based learning, virtual classrooms, and digital cooperation.

Anttila et al. (2012) regarded digital learning as a digital tool to acquire digital

teaching materials for online or offline learning activity through wire or wireless networks

(Hockly, 2012). Current literatures therefore reveal different explanations of digital

learning among domestic and international researchers. By comprehensively analyzing

the viewpoints of several researchers, digital learning could be divided into four parts

(Keane, 2012). (1) Digital teaching materials: It emphasizes that learners could learn by

extracting some digital teaching material contents. The so-called digital teaching

material contents refer to e-books, digitalized data, or contents presented with other

digital methods. (2) Digital tools: It stresses on learners proceeding learning activity

through digital tools, such as desktop computers, notebook computers, tablet

computers, and smart phones. (3) Digital delivery: It emphasizes that learners’ learning

activity could be delivered through the Internet, e.g. intranet, internet, and satellite

broadcasting. (4) Autonomous learning: It focuses on learners engaging in online or

offline learning activity through digital learning by themselves. It stresses on personal

autonomous learning and requires the participation of learners with autonomous

learning to precede learning activity.

Student Engagement

Student engagement is a complex and broad concept. Kahu (2013) distinguishes

between the behavioral perspective of student engagement, that includes institutional

policies, practices and student behaviors, the psychological perspective that

encompasses behavioral, emotional and cognitive dimensions (e.g., Dogan, 2014;

Gunuc & Kuzu, 2015; Hart et al., 2011; Wang et al., 2014; Zhoc et al., 2019), the socio-

cultural and the holistic perspective.

Kuh views engagement as “the time and energy students devote to educationally

sound activities inside and outside the classroom” (2013, p. 25), “… that contribute

directly to desired outcomes” (Hu & Kuh, 2002, p. 555). Handelsman et al. (2015)

operationalize the concept through skills, emotion, participation, and performance, while

Schaufeli et al. (2012) through vigor (mental resilience, effort, persistence), dedication

(strong involvement, significance, enthusiasm, inspiration, pride, challenge) and

absorption (high concentration flow state).

Further, student engagement has been mainly investigated in the context of

traditional, Face to Face classes, and is linked to various positive outcomes, including

enhanced academic performance (Dogan, 2015; Lei et al., 2018) and critical thinking

(Carini et al., 2016).

Technological Difficulties
 Online learning students largely depend on the use of computer software and

technology to attend classes and maintain their initial levels of engagement (Daniel,

2020). Remote learning raises time and space limitations, but also poses some

difficulties, partly due to connectivity issues, applications lagging and computers running

slowly, which may interfere with the learning process.

Sitzmann et al. (2020) focused on knowledge acquisition during online instruction

and tested the effects of technical difficulties on learning. The study found that, when

trainees encountered technical difficulties, test performance suffered. Research on how

COVID-19 has impacted internet performance found that, because of the pandemic, the

Internet experienced a persistently increased load and that use of video conferencing

applications has massively increased (Bergman & Lyengar, 2020; Koeze & Popper,

2020; Pratama et al., 2020).

Chhetri (2020) conducted a mixed methods study within IT online courses,

providing evidence from student’s own perceptions of remote learning and found that

students were challenged by technical difficulties in online classes. The current paper

extends this study by including other study majors.

Demuyakor (2020) studied the levels of satisfaction of international students with

remote learning and observed that undergraduates living in dorms reported slow

connectivity. Moreover, a qualitative study conducted by Banna et al. (2015) suggested

that students who faced technical difficulties such as hardware, software and

connectivity issues reported difficulty to actively engage in remote learning sessions,

thus, suggesting that technical difficulties hindered students’ learning and participation.
 Computer Self-Efficacy

Besides technical difficulties, that are external factors interfering with online

learning, students’ perceived computer self-efficacy is also important to investigate in

the current context. Computer self-efficacy refers to an individual's belief in their

capacity to execute a wide range of computer-related tasks. Pellas (2014) and Chen

(2017) found that computer self-efficacy was positively associated with student’s

emotional, cognitive and overall engagement.

Wolverton et al. (2020) found that students’ engagement is determined by their

perception of their computer self-efficacy, thus, students who identify themselves as

being able to expertly use digital technologies, are more likely to be engaged within an

online environment. Moreover, Howard et al. (2016), suggested that students’ low

certainty in performing computer-related tasks is likely to have an effect on

engagement.

Home Distractions

Technology is not the only bump on the road of distance learning. Divided

attention disrupts learning, and there are distinct distractions when learning occurs

remotely from home. This non-classroom environment, where students are indoors with

family, flat mates, pets, constant access to cellphones and social media is not ideal for

learning (Vladimir et al. 2016).

Blasiman et al. (2018) examined six types of distractions while students watched

a 5-min online lecture, from playing a video games to texting, and found significant

impairment of encoding information and, in turn, performance. In fact, post-test scores

of the study showed a 15% to 30% decrease - a percentage that could drop a grade as

much as one to three letter grades. Student perceptions of how well they learned

information from the lecture matched their actual performance, except when they

underestimated the disruption that a high arousal video brought about.

Scholars have begun exploring remote learning-related home distractions during

the COVID-19 pandemic. Chhetri (2020) suggested that home distractions impacted

students’ active engagement. Considering that COVID-19 is a recent, crucial topic and

that there is not much empirical literature on it, further research is important to acquire

more knowledge about how home distractions relate to online engagement.

Correlation between measures

On the study conducted by Ming-Hung Lin et. Al (2015), the investigation

reveals that there is a positive correlation with the assistance of digital learning

despite the different technical difficulties. Particularly, the increasing learning time

for students with digital learning relatively enhances the learning performance

despite their technical difficulties. It relies on teachers matching with the class

teaching to make good use of teaching strategies, according to the class climate

and create the learning situation for students being willing to use digital learning so

that students bravely propose questions in the discussion and increase the online

interactive learning with teachers.

 Integrating digital learning into class teaching does not simply benefit

students, but teachers would also have different gains. In addition to the promotion

of personal professionalism, teachers could perceive that student realize teachers’

efforts and passion on teaching.

Synthesis

This literature review provides information’s that described the relationship

between Technological Difficulties and Digital Learning amidst Pandemic among

criminology students of Southway College of Technology. This review also adopted the

following authors that their literatures is mostly related to this study. The studies where

arrange thoroughly from independent variables literature down to dependent variables

literatures. Thus, specific authors of a certain statement where put also to have a proper

and clear citation.

CHAPTER 2

This chapter describes the study’s research design, research locale, population

and sample research instrument, data collection, statistical tools, and ethical

considerations.

Research Design

The researchers employed descriptive-correlational design. Descriptive designs

are essential for describing the characteristics of the phenomenon or the population that

is being studied. A descriptive study tries to generalize the findings from a

representative sample to a larger target population as in a cross-sectional survey. The

descriptive study designs common aspect is that there is only one single sample without

any comparison group (Omair, 2014). It provides a relatively complete picture what is

occurring at a given time and allows the development of questions for further study

(Stangor, 2011).

Correlational designs in which include the orderly investigation of the nature

of connections, or relations between and among factors, instead of direct cause-

effect connections. Correlational plans are ordinarily cross-sectional (Sousa, et al;

2007).

Research Locale

This study was conducted in the institution of Southway College of

Technology located at Barangay 3, San Francisco, Agusan del Sur. One of the dynamic

schools in the municipality of San Francisco, province of Agusan Del Sur that pursues

excellent and innovative teaching and learning method. Five tribal groups are found in

the province which is the Aeta, Mamanwa, Bagobo, Higaonon and Manobo with an

estimated population of 74,464 according to the census in the year 2015. The

Agusanons are known for being hospitable and kind especially in providing educational

resources in research-related studies. San Francisco, Agusan del Sur was

known for Mount Magdiwata which is a famous tourist spot in Agusan Del Sur is a

favored trekking destination among the locals and foreign mountaineers. The mountain

is a sanctuary of wild animals such as Philippine deer, monkeys, and tarsiers. The

springs and creeks found on the mountain serve as sources of potable water in the

province.
Respondents of the Study

The respondents of this study were the students who are enrolled in Bachelor of

Science in Criminology. All of the BSCrim students in a total of Two Hundred Forty-four

(244) were chosen as the respondents of the study.  Universal sampling was used to

determine the number of samples and students who will participate in this study.

Research Instrument

In order to collect results, the study will use an adapted survey questionnaire.

The questionnaire will be divided into three parts. Part 1 deals with the information on

the criminology students of Southway College of Technology in the first section. Part 2

is Independent Variable which is Technological Difficulties that consists of three

indicators: Computer, Laptop and Internet connectivity. Part 3 deals with the dependent

variables which is Digital Learning that consists of four indicators: Student engagement,

Technological difficulties, computer self-efficacy and home distractions. It will be

designed using a five-point Likert scale, with five being the highest and one being the

lowest. The following matrix will be used to interpret the mean scores:

Technological difficulties

Independent Variable which is Technological Difficulties that consists of three

indicators: Computer, Laptop and Internet connectivity. The questionnaire being used is

adopted by the study of Soner YAVUZ (2017) entitled “Developing a technology attitude

scale for pre-service”. The questionnaire designed using a five-point Likert scale, with
(5) Strongly Agree; (4) Agree; (3) Undecided; (2) Disagree; (1) Strongly Disagree. The

following matrix will be used to interpret the mean scores:

Range of Means Descriptions Interpretations

4.20 – 5.00 5 – Strongly Agree Indicates that the student is strongly agree with the

question.
3.40 – 4.19 4 – Agree Indicates that the student is agree with the question.

2.60 – 3.39 3 – Undecided Indicates that the student is undecidedl with the question.

1.80 – 2.59 2 – Disagree Indicates that the student disagrees with the question.

1.00 – 1.79 1 – Strongly disagree Indicates that the student is strongly disagree with the

question.

Digital Learning

Dependent Variable which is digital Learning that consists of four indicators:

Student Engagement, Technological Difficulties, Computer Self-efficacy and Home

Distractions. The questionnaire being used is adopted by the study of D. H. Kisanga

and G. Ireson (2016) entitled “Test of e-Learning Related Attitudes (TeLRA) scale:
Development, reliability and validity study”. The questionnaire designed using a five-

point Likert scale, with (5) Strongly Agree; (4) Agree; (3) Undecided; (2) Disagree; (1)

Strongly Disagree. The following matrix will be used to interpret the mean scores:

Range of Means Descriptions Interpretations

4.20 – 5.00 5 – Strongly Agree Indicates that the student strongly agrees with the

statement.

3.40 – 4.19 4 – Agree Indicates that the student agrees with the statement.

2.60 – 3.39 3 – Undecided Indicates that the student undecided with the

statement.

1.80 – 2.59 2 – Disagree Indicates that the student disagrees with the

statement.

1.00 – 1.79 1 – Strongly Indicates that the student strongly disagrees with the

disagree statement.

Data Collection

The researchers must obtain permission to perform the analysis from the Dean of

Southway College of Technology from the selected first year-fourth year criminology

students of Southway College of Technology, Agusan del Sur. The researchers

shall outline the intent of the surveys to the participants who were identified of the
research locale before initiating the survey. Potential participants will be asked if they

are ready to participate in the research by performing the method and answering the

survey questionnaires. After obtaining the ICF, the researchers will distribute survey

questionnaires to the selected first year-fourth year criminology student respondents.

After the distribution, the questionnaires. will be recovered right afterwards. When the

survey is being conducted, the researchers will ensure that the participants followed the

IATF's health guidelines, such as social distancing, wearing a facemask, and wearing a

face shield will be implemented and be guided.

Statistical tools

The following statistical tools will be utilized in measuring and analyzing the

gathered data in the study.

Weighted Mean. Determine how the dependent variables cause the students to

apprehend their perceptions on Technological difficulties and Digital Learning Amidst

Pandemic among BS Criminology Students.

Standard deviation. This tool was used to determine the dispersion of the responses of

the respondents.

Person Product-Moment Correlation Coefficient. The said tool was employed to

determine the (question, is there a significant) relationship between Technological

difficulties and Digital Learning Amidst Pandemic among BS Criminology Students?

Regression analysis is a statistical method that allows students to examine the

influence of one or more independent variables on dependent variables of interest. It is

a study of how a response variable depends on one or more predict.

 REFERENCES

Abbass, H. (2012). IEEE World Congress on Computational Intelligence 2012 (IEEE

WCCI 2012) [Conference Reports]. IEEE Computational Intelligence Magazine, 7(4),

15–17. https://doi.org/10.1109/mci.2012.2215494

Albaum, G. (1997). The Likert Scale Revisited. Market Research Society. Journal.,

39(2), 1–21. https://doi.org/10.1177/147078539703900202

Alqurashi, E. (2018). Predicting student satisfaction and perceived learning within online

learning environments. Distance Education, 40(1), 133–148.

https://doi.org/10.1080/01587919.2018.1553562

Anwer, M., Iqbal, H. M., & Harrison, C. 2012. “Students’ Attitude towards Science: A

Case of Pakistan”. Pakistan Journal of Social and Clinical Psychology. Vol. 9, No. 2, pp.

3-9.

Retrieved online 10/11/2013 at: http://www.gcu.edu.pk/ClinPsyJourVol.htm

Becker, K. H., & Maunsaiyat, S. (2012). Thai Students’ Attitudes and Concepts of

Technology. Journal of Technology Education, 13(2).

https://doi.org/10.21061/jte.v13i2.a.1

Davis, F. D. (2019). Perceived Usefulness, Perceived Ease of Use, and User

Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340.

https://doi.org/10.2307/249008

Gibson, I. W. (2015). Leadership, technology, and education: achieving a balance in

new school leader thinking and behavior in preparation for twenty-first century global

learning environments. Journal of Information Technology for Teacher Education, 11(3),

315–334. https://doi.org/10.1080/14759390200200140

Watson, G. (2016). Pre-service teachers’ views on their information technology

education. Journal of Information Technology for Teacher Education, 6(3), 255–270.

https://doi.org/10.1080/14759399700200021