INQUIRIES INVESTIGATIONS & IMMERSION
TASK 1 SEARCHING FOR SOURCES
INDEX OF RELATED SOURCES
RESEARCH TITLE: SATISFACTION IN ONLINE LEARNING AMONG GRADE 12
HUMSS STUDENTS OF PASSI NATIONAL HIGH SCHOOL
VARIABLE/TOPIC
Impact of online classes on
the satisfaction and
performance of students
during the pandemic period
of COVID 19
The effects of online
education on academic
success: A meta-analysis
study
RELATED STUDIES
(REFERENCE CITATION)
Gopal, R., Singh, V., & Aggarwal, A.
(2021). Impact of online classes on the
satisfaction and performance of students
during the pandemic period of COVID
19. Education and Information
Technologies, 26(6), 6923–6947.
https://doi.org/10.1007/s10639-021-
10523-1
Ulum, H. (2021). The effects of online
education on academic success: A
meta-analysis study. Education and
Information Technologies, 27(1), 429–
450. https://doi.org/10.1007/s10639-
021-10740-8
CONCEPTS, FINDINGS,
CONCLUSIONS,
RECOMMENDATION
The aim of the study is to identify the
factors affecting students’ satisfaction
and performance regarding online
classes during the pandemic period of
COVID–19 and to establish the
relationship between these variables.
The study is quantitative in nature, and
the data were collected from 544
respondents through online survey who
were studying the business
management (B.B.A or M.B.A) or hotel
management courses in Indian
universities.
Structural equation modeling was used
to analyze the proposed hypotheses.
The results show that four independent
factors used in the study viz. quality of
instructor, course design, prompt
feedback, and expectation of students
positively impact students’ satisfaction
and further student’s satisfaction
positively impact students’ performance.
For educational management, these four
factors are essential to have a high level
of satisfaction and performance for
online courses.
This study is being conducted during the
epidemic period of COVID- 19 to check
the effect of online teaching on students’
performance.
The purpose of this study is to analyze
the effect of online education, which has
been extensively used on student
achievement since the beginning of the
pandemic. In line with this purpose, a
meta-analysis of the related studies
focusing on the effect of online
education on students’ academic
 INQUIRIES INVESTIGATIONS & IMMERSION
The Impact of Online Schooling to
The Impact of Online Filipino Student | Lookupgrade. (2020,
Schooling to Filipino September 11). The Impact of Online
Student Schooling to Filipino Student. Retrieved
March 5, 2022, from
https://lookupgrade.com/en/blog/english-
the-impact-of-online-schooling-to-
filipino-student/
achievement in several countries
between the years 2010 and 2021 was
carried out. Furthermore, this study will
provide a source to assist future studies
with comparing the effect of online
education on academic achievement
before and after the pandemic. This
meta-analysis study consists of 27
studies in total.
The meta-analysis involves the studies
conducted in the USA, Taiwan, Turkey,
China, Philippines, Ireland, and Georgia.
The studies included in the meta-
analysis are experimental studies, and
the total sample size is 1772. In the
study, the funnel plot, Duval and
Tweedie’s Trip and Fill Analysis, Orwin’s
Safe N Analysis, and Egger’s
Regression Test were utilized to
determine the publication bias, which
has been found to be quite low. Besides,
Hedge’s g statistic was employed to
measure the effect size for the
difference between the means
performed in accordance with the
random effects model.
The results of the study show that the
effect size of online education on
academic achievement is on a medium
level. The heterogeneity test results of
the meta-analysis study display that the
effect size does not differ in terms of
class level, country, online education
approaches, and lecture moderators.
At present, the Philippines also affected
by covid19. And all Filipinos and the
economy now are facing a difficult
situation that all of as not expected. This
is the time that all of as must-have one
mission and goal that is to be careful
and have knowledge of what is really
happening in our country and how to
avoid spreading this kind of pandemic.
The government is now aware of how
Filipino student can continue their
schooling without going to school on
regular basis and through the help of
modern technology student now can go
to school through online schooling and
they can continue learning in this kind of
system that truly helpful and safe to all
people nowadays.
 INQUIRIES INVESTIGATIONS & IMMERSION

But due to the poverty that we are now

facing some families that stop their
resources or stop earning because of
this pandemic a lot of Filipino students
cannot afford to enroll in online
schooling because of the lack of
equipment and resources. The poor
families cannot adjust quickly to this kind
of schooling that the government has
been made.

However, the Department of Education

gathered on how they can help the
Filipino that cannot afford to send their
children on online schooling they issued
some other way without going to school
regularly, this is a home school they can
get those modules at the school to help
the student not to stop their studies, only
parents or guardians can pick up this
module at school and they can teach
their children before sending back the
modules in the school with student
answer on it.

With online school, a child is enrolled as

they would be at a regular school. The
Department of Education in the
Philippines requires all schools to
provides the learning program and
qualified teachers, and the student is
supervised by their parent or responsible
adult.

It is more like regular school than

homeschooling because the child is in a
class of peers and the teacher is
responsible for their learning – even
though they learn from home.

APPLY WHAT YOU HAVE LEARNED

TASK 2: WRITING THE RRL

CHAPTER II

REVIEW OF RELATED LITERATURE

 INQUIRIES INVESTIGATIONS & IMMERSION

As the world continues to evolve and create more ways to communicate with

each other, it is also becoming more popular to use online learning in teaching methods

these days. Face to face has been long used as a way of teaching and moreover online

classes are not that popular in the country, but we know that it is also used as a way of

teaching. The effect of COVID-19 forces the Education institution to adapt to the new

normal way of teaching that is online class. Students needed to adjust and adapt also in

this new way of having classes. To meet the changing demands of the students, this

study wants to find out the level of satisfaction in online learning among accountancy

students. Students' satisfaction is acknowledged as a vital means of assessing

institutional success and effectiveness, it is also considered a critical success factor for

universities in today's education. Learner’s Dimension, Technological Characteristics

and Instructors’ Characteristics appears to be the key elements related to student

satisfaction with online learning. In order to delve deeper into the study, a review of

related literature is extensively done by the researchers, to discover how important and

serious it is to know how satisfied students are in this way of learning.

Online Learning

Distance learning has existed for a long time, even before technology made it so

easy to access. Online courses necessitate more encouragement and self-discipline

than traditional classroom courses. One or more teachers and peers in a classroom

may hold a student responsible for their work. Online courses, on the other hand,

require us to set our own goals, monitor our progress, and meet deadlines. Since it is

impossible to learn effectively in isolation, online courses include discussion boards,

 INQUIRIES INVESTIGATIONS & IMMERSION

email, and one-on-one assistance. Technology enhances the visual experience by

integrating immersive simulations for effective learning and communication (Naveen,

2021).

According to the University of Illinois, the key benefit of asynchronous online

learning is that it helps students to engage in high-quality learning situations when

distance and scheduling make on-the-ground learning difficult to impossible. Students

can attend classes from any location in the world if they have access to a computer and

an Internet connection. Furthermore, the online format gives physically disabled

students (and teachers) more flexibility in-class participation. Instead of physically

attending class, participants use their computers to enter the Virtual Classroom.

In the study of Mohammad Alawamleh (2020), students still prefer classroom

classes over online classes due to many problems they face when taking online

classes, such as lack of motivation, understanding of the material, decrease in

communication levels between the students and their instructors and their feeling of

isolation caused by online classes. These can also be the reasons why many students

did not enroll in the academic year 2020-2021.

Since the engagement between the user and the technology becomes so

important when studying information online, a lack of computer skills can be

counterproductive to an online student. While some argue that technological capabilities

have no impact on student engagement in an online class, (Mclsaac et al., 1999;

Rumpradit, 1999), others argue that student familiarity in technology is an important

factor to consider when designing and executing an online course. (Phipps & Merisotis,
 INQUIRIES INVESTIGATIONS & IMMERSION

1999). In addition to having the requisite technical skills, online students must take more

responsibility for their own learning because they have little access to instructional

resources. (McMahon & Oliver, 2001).

Although some students continue to enjoy the flexibility and versatility of online

classes, these are often testimonials from self-regulated learners (O’Hanlon, 2001).

Students who might not have established effective self-regulation approaches will feel

that online courses do not satisfy their needs and may drop the course; as a result,

online courses have been linked with much greater rates of turnover than face-to-face

courses (Phipps & Merisotis, 1999).

Distance education gained popularity, due in part, to its academic effectiveness.

Pedagogy, according to Markel (1999), should not have to be compromised based upon

instruction mode. Due to the suspension of classroom teaching in many colleges and

universities, a switch to online teaching for undergraduate and graduate students

becomes effective. This form of learning provides an alternative way to minimize either

the contact between students themselves or between the students and lecturers.

However, many students have no access to online teaching due to a lack of either the

means or the instruments due to the economical and digital divide.

INTERNATIONAL

The Philippine COVID-19 Outcomes: a Retrospective study Of Neurological

manifestations and Associated symptoms

The COVID-19 has been identified as the cause of an outbreak of respiratory

illness in Wuhan, Hubei Province, China, in December 2019.1 The COVID-19 pandemic
 INQUIRIES INVESTIGATIONS & IMMERSION

has reached the Philippines with most of its cases found in the National Capital Region

(NCR).2 The major clinical features of COVID-19 include fever, cough, shortness of

breath, myalgia, headache and diarrhoea.3 The outcomes of this disease lead to

prolonged hospital stay, intensive care unit (ICU) admission, dependence on invasive

mechanical ventilation, respiratory failure and mortality.4 The specific pathogen that

causes this clinical syndrome has been named SARS-CoV-2, which is phylogenetically

similar to SARS-CoV.4 Like the SARS-CoV strain, SARS-CoV-2 may possess a similar

neuroinvasive potential.5

A study on cases with COVID-19 found that about 36.4% of patients displayed

neurological manifestations of the central nervous system (CNS) and peripheral

nervous system (PNS).6 The associated spectrum of symptoms and signs were

substantially broad such as altered mental status, headache, cognitive impairment,

agitation, dysexecutive syndrome, seizures, corticospinal tract signs, dysgeusia,

extraocular movement abnormalities and myalgia. 7–12 Several reports were published

on neurological disorders associated with patients with COVID-19, including

cerebrovascular disorders, encephalopathy, hypoxic brain injury, frequent convulsive

seizures and inflammatory CNS syndromes like encephalitis, meningitis, acute

disseminated encephalomyelitis and Guillain-Barre syndrome.7–16 However, the

estimates of the occurrences of these manifestations were based on studies with a

relatively small sample size. Furthermore, the current description of COVID-19

neurological features are hampered to some extent by exceedingly variable reporting;

thus, defining causality between this infection and certain neurological manifestations is
 INQUIRIES INVESTIGATIONS & IMMERSION

crucial since this may lead to considerable complications.17 An Italian observational

study protocol on neurological manifestations has also been published to further

document and corroborate these findings.18

Epidemiological data on the proportions and spectrum of non-respiratory

symptoms and complications may be essential to increase the recognition of clinicians

of the possibility of COVID-19 infection in the presence of other symptoms, particularly

neurological manifestations. With this information, the probabilities of diagnosing

COVID-19 disease may be strengthened depending on the presence of certain

neurological manifestations. Furthermore, knowledge of other unrecognized symptoms

and complications may allow early diagnosis that may permit early institution of

personal protective equipment and proper contact precautions. Lastly, the presence of

neurological manifestations may be used for estimating the risk of certain important

clinical outcomes for better and well-informed clinical decisions in patients with COVID-

19 disease.

The COVID-19 Pandemic through the Lens of Education in the Philippines: The

New Normal

One of the most recent public health emergencies of global concern is the recent

COVID-19 pandemic, which started in China and almost infected every country in the

whole world. This disease is caused by a novel coronavirus (SARS-CoV-2, previously

known as 2019-nCoV) and has received global attention from growing infections and on

how to eradicate the disease and flatten the curve of infections (Guo et al., 2020).
 INQUIRIES INVESTIGATIONS & IMMERSION

Symptoms include cough, fever and shortness of breath which can be transferred

through close contact with an infected person by coughing, sneezing, respiratory

droplets or aerosols (Shereen et al., 2020).

Though it affects people of all ages, it is most vulnerable to adults, children and

people with underlying medical conditions (WHO, 2020b). As of this time, the number of

infections and deaths is still increasing worldwide. In order to avoid the infection,

containment, mitigation, contact tracing, self-isolation, social distancing, wearing of face

masks, improved health care systems, hand-washing and surface cleaning is

recommended by the World Health Organization (WHO, 2020b).

The fight against the threats to COVID-19 pandemic suffered profound effects

and impacts on almost all sectors in the human race. These have resulted in the

widespread disruption such as travel restrictions (Chinazzi et al., 2020), closure of

schools (Viner et al., 2020), global economic recession (Fernandes, 2020), political

conflicts (Barrios & Hochberg, 2020), racism (Habibi et al., 2020), and misinformation

and controversies (Enitan et al., 2020), to name a few. One of the most affected is the

educational sectors.

The COVID-19 pandemic is still existent today, and there are no specific

vaccines or medicines to eradicate this disease. We need to live to the new normal; if

not contained, we need to live with the disease as viruses are constantly evolving

(Denworth, 2020). However, scientists are still on their way in studying and developing

vaccines and presently in clinical trials (Cortegiani et al., 2020; Dong et al., 2020;

Gautret et al., 2020).

 INQUIRIES INVESTIGATIONS & IMMERSION

NATIONAL

Filipino Children Continue Missing Education Opportunities in Another Year of

School Closure

A child's first day of school—a landmark moment for the youngest students and

their parents around the world—has been delayed due to COVID-19 for an estimated

140 million young minds, UNICEF said in a new analysis released as summer break

comes to end in many parts of the world.

The Philippines is one of the five countries in the world that have not started in-

person classes since the pandemic began, affecting the right to learn of more than 27

million Filipino students. While new variants are causing a rise of infections, UNICEF is

advocating for a phased reopening of schools, beginning in low-risk areas. This can be

done on a voluntary basis with proper safety protocols in place.

"The first day of school is a landmark moment in a child's life—setting them off on

a life-changing path of personal learning and growth. Most of us can remember

countless minor details—what clothes we wore, our teacher's name, who we sat next to.

But for millions of children, that important day has been indefinitely postponed," said

UNICEF Executive Director Henrietta Fore. "As classes resume in many parts of the

world, millions of first graders have been waiting to see the inside of a classroom for

over a year. Millions more may not see one at all this school term. For the most

vulnerable, their risk of never stepping into a classroom in their lifetime is skyrocketing."
 INQUIRIES INVESTIGATIONS & IMMERSION

For an estimated eight million students around the globe—who should have been

in the first grade— the wait for their first day of in-person learning has been over a year

and counting, as they live in places where schools have been closed throughout the

pandemic.

Teaching and Learning Continuity Amid and Beyond the Pandemic

The teaching and learning process assumes a different shape in times of crisis.

When disasters and crises (man-made and natural) occur, schools and colleges need to

be resilient and find new ways to continue the teaching–learning activities (Chang-

Richards et al., 2013). One emerging reality as a result of the world health crisis is the

migration to online learning modalities to mitigate the risk of face-to-face interaction.

Universities are forced to migrate from face-to-face delivery to online modality as a

result of the pandemic.

In the Philippines, most universities including Cebu Normal University have

resorted to online learning during school lockdowns. However, this sudden shift has

resulted in problems especially for learners without access to technology. When online

learning modality is used as a result of the pandemic, the gap between those who have

connectivity and those without widened. The continuing academic engagement has

been a challenge for teachers and students due to access and internet connectivity.

LOCAL

Online Distance Learning: Thematic Study on the Challenges Faced Primary

Pupils

The advent of the COVID-19 pandemic has changed our educational landscape,

forcing schools to abruptly shift to online classes in lieu of face-to-face classroom set
 INQUIRIES INVESTIGATIONS & IMMERSION

up. In the Philippines, the Covid-19 crisis has affected about 27 million learners, 1

million teachers and non-teaching staff, as well as the families of learners (Obana, J.

2020).

As the world continues to grapple with the effects of this infectious and deadly

disease – destabilizing economy and claiming many lives – transitioning to distance

learning is the most viable alternative so far (Alipio, 2020; Baticulon, Alberto, Baron,

Mabulay, Rizada, Sy, Tiu, Clarion & Reyes, 2020). The current situation poses great

challenges to educational institutions not only in the Philippines, but throughout the

world. The restrictions and community quarantine imposed on many areas particularly in

the country have left students with little choice but to attend online classes.

In order for learners to continue education, the Department of Education (DepEd)

and other institutions have implemented online distance learning. Online Distance

Learning features the teacher as a facilitator, engaging learner’s active participation

through the use of various technologies accessed through the internet while they are

geographically remote from each other during instruction (Llego, 2020). Before the

implementation, DepEd has been bombarded with criticisms, with some throwing back

the question on whether DepEd and other educational institutions are really prepared

for the current situation.

Despite all the criticisms, these institutions were confident that Online Distance

Learning will work in the Philippines. According to an education official, about 93

percent of public schools nationwide already have devices that will be used in the online

learning modality for the school year 2020-20121 (Hernando-Malipot,2020).

 INQUIRIES INVESTIGATIONS & IMMERSION

Private schools are allowed to start classes prior to the opening of public school

classes on October 5, 2020 provided that they will only use distance learning modalities.

However, literature shows that e-learning presents many challenges to both students

and teachers alike (Andersson, 2008; Islam, Beer & Slack, 2015; Gilbert, 2015; Arinto,

2016; Gillet-Swan, 2017; Dubey & Piroska, 2019; Baticulon et al., 2020). Though much

research had been done about online distance learning even before the pandemic, its

use in the primary level had yet to be studied more because of the very limited sources.

There is also a dearth of local literature on the aspect of student concentration in online

classes.

The COVID-19 Pandemic through the Lens of Education in the Philippines: The

New Normal

The fight against the threats to COVID-19 pandemic suffered profound effects

and impacts on almost all sectors in the human race. These have resulted in the

widespread disruption such as travel restrictions (Chinazzi et al., 2020), closure of

schools (Viner et al., 2020), global economic recession (Fernandes, 2020), political

conflicts (Barrios & Hochberg, 2020), racism (Habibi et al., 2020), and misinformation

and controversies (Enitan et al., 2020), to name a few. One of the most affected is the

educational sectors.

The COVID-19 pandemic is still existent today, and there are no specific

vaccines or medicines to eradicate this disease. We need to live to the new normal; if

not contained, we need to live with the disease as viruses are constantly evolving
 INQUIRIES INVESTIGATIONS & IMMERSION

(Denworth, 2020). However, scientists are still on their way in studying and developing

vaccines and presently in clinical trials (Cortegiani et al., 2020; Dong et al., 2020;

Gautret et al., 2020).

For almost two pandemic months, most countries around the world have temporarily

closed educational institutions to contain the spread of the COVID-19 pandemic and

reduce infections (UNESCO, 2020).

This closure has affected more than 1.2 billion learners worldwide with more than

28 million learners in the Philippines (UNESCO, 2020). Responses like community

lockdown and community quarantine of several countries have led students and

teachers to study and work from home which led to the delivery of online learning

platforms (Crawford et al., 2020). However, the implementation of online learning posed

different risks, problems and challenges to both the teachers and students, especially in

the higher education institutions (HEIs) (Bao, 2020).

Academic performance of K-12 students in an online-learning environment for

mathematics increased during the shutdown of schools in wake of the COVID-19

pandemic

Online learning platforms provide solutions to the new homeschooling situation

and concomitant demands for remote teaching. Here, we analyzed data of a curriculum-

based (grades four to ten) online learning software for mathematics, used within the

class context as a complement to traditional classroom work (see methods for a

detailed description of the software and data collection). Its use increased remarkably

during the school closures, with three times more students who studied with the
 INQUIRIES INVESTIGATIONS & IMMERSION

software (see S1 Fig in S1 File), reflecting the need for online teaching methods in lieu

of traditional teaching at school. In this study, we analyzed data from this learning

software, to investigate the effects of school closures on the performance of students in

problem sets assigned by their teachers before and during the shutdown of schools in

Germany. We also examined potential effects on changes in performance depending on

how well students performed before the shutdown.

Based on a growing number of studies reporting detrimental effects of the

pandemic on students’ performance and well-being (see above), we hypothesized that

the academic performance of K-12 students decreased during the school closures in

2020 relative to the previous year. To test this hypothesis, we analyzed differences in

the absolute error rate of students on mathematical problem sets between 2020 and

2019. We analyzed these differences in a within-group analysis (Analysis 1a) controlling

for the number of problem sets each student computed, the number of repetitions on

each problem set, and overall experience with the software. Since absolute error rate

can vary as a function of problem set difficulty, we also assessed how school closures

affected the error rate of students relative to a reference group (relative error rate),

using the same within-group cohort (Analysis 1b).

Common Problems that Occur During Online Classes

The implementation of online assessment within the context of emergency

remote learning presents a major practical concern for many students today. This paper

aimed to describe the problems encountered by the students in online assessment amid
 INQUIRIES INVESTIGATIONS & IMMERSION

the coronavirus disease 2019 (COVID-19) crisis. Following the case study as a

research design, it involved students in a higher education institution in General Santos

City, Mindanao, Philippines. Drawing from multiple data sources such as documents

observations, and interviews, the researcher initially presented the case description.

The results revealed six themes of problems encountered by the students in the online

assessment.

These problems are incompatibility of browser; anxiety over tracking tools;

unstable internet connection; electric power interruptions; distractions in the

environment; and unknown accessibility issues. This paper draws several useful

recommendations. It is suggested that, in selecting the application to use for online

assessment, school administrators should consider the complexity of the application but

without compromising its capacity to guard assessment integrity. Moreover, given the

knowledge about the selected application, teachers should prepare alternative

measures should inevitable problems like the ones found in this study occur. Lastly, to

keep the students guided throughout the online assessment, it is proposed that courses

should include a test orientation with manual for the students.

REFLECT
1. The only difficulty I have with is that I don’t have much access to signal or internet
cafes. Which makes it harder to finish and search for other references to use.

2. I solve these problems by going to internet cafes in the morning and afternoon and
loaded my sim so I can access the internet.

3. Reviewing the literature lets you see what came before, and what did and didn't work
for other researchers. To demonstrate your understanding, and your ability to critically
evaluate research in the field. To provide evidence that may be used to support your
own findings.
 INQUIRIES INVESTIGATIONS & IMMERSION

4. My advice when it comes to looking up related literature is to be very specific when

looking for an article and to always read it thoroughly and make a summary of what you
have read and make it your own words.

ASSESS WHAT YOU HAVE LEARNED

POST-TEST

A. TRUE OR FALSE
1. TRUE
2. TRUE
3. TRUE
4. TRUE
5. TRUE

B. MULTIPLE CHOICE
6. D
7. C
8. B
9. A
10. C