1

ASSESSMENT ON THE READINESS OF E-LEARNING TO THE

STUDENTS’ OF CRONASIA FOUNDATION COLLEGE, INC.,
DURING THE COVID 19 PANDEMIC

A Basic Research

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

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

BENJELYN AICE DERECHE

EDMUND JAKE MACAPAGAL

January 2022
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Chapter I
INTRODUCTION

Background of the Study

In the past two decades, the way of teaching and learning has
undergone a paradigm shift. Traditionally, schools try to include a lot of factual
information in pre-clinical courses, which leads people to think that students
are at a loss, and this information is almost irrelevant to medical practice, and
in this sense is irrelevant, so they Responded to the challenge. The booming
innovative technologies and learning management systems used for teaching
and evaluation have made great strides, providing educators with a solution
that can be utilized, and giving decision makers the opportunity to implement
information technology to cover the curriculum during the quarantine period
the work. The stakeholders involved include institutional administrators,
teachers, students, etc. Consequently, online learning has now become an
integral part of higher education institutions’ expanding curriculum.
The main objective of this study is to assess the level on the readiness
of students on e-learning during the pandemic.
Stakeholders involved including institutional administrators, teachers,
students, etc. are making considerable efforts to optimally utilize the available
technology for continuing the process of education and minimizing the gaps
that are going to result as a consequence of the current circumstances
(Vitoria L, Mislinawati M, Nurmasyitah, 2018).
This role in the academic arena has gained importance furthermore
considering the ongoing Covid-19 pandemic causing all educational
institutions the world over to close down and thus giving rise to multiple
challenges at all stages and levels of education in particular for students
(Aggarwal, Comyn, Fonseca, nd). The flourishing innovative technologies and
learning management systems both for teaching and assessment have taken
a headway providing a utilizable solution for educators and giving policy
makers an opportunity to implement the use of information technology during
the quarantine days for covering the course work (Anca & Cosmina, 2015).

Statement of the Problem

This study aims to assess on the readiness of students on e-learning
during the pandemic.in Cronasia Foundation College, Inc.
Specifically, it seeks to answer to the following:

1. What is the profile of the students?

1.1 Gender;
1.2 Year level; and
1.3 Course program?

2. What is the students most used technology on e-learning?

2.1 Desktop;
2.2 Laptop;
2.3 Tablet
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2.4 Smartphone?

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

the pandemic?
3.1 Computer/internet self-efficacy;
3.2 Self-directed learning;
3.3 Learner control;
3.4 Motivation for learning; and
3.5 Online communication self-efficacy?

Significance of the Study

The result of this research will be of help to the following:
The School Administrator. This research will provide them a
reference to plan and implement education process requiring immediate
feedback. It is also the advantage to reconstruct personal understanding and
reflections through the learning-teaching process in e-learning platform.
The teachers. This study will be helpful to the need of students to
exchange and share resources in on informational base. Through the help of
technology, communication and feedback with students is easily delivered
and executed.
The students. This research will provide students to add to the
existing knowledge on the use and benefit of e-learning as an aid in their
studies.
The researchers. This study will help the researchers to enhance their
abilities in research analysis and critical thinking. The research result will also
be beneficial for them through knowledge enhancement together with their
performance through e-learning platform.
The future researchers. This study will also serve as a basis to start
up a broader and large scope of the same studies in the future.

Scope and Delimitation of the Study

The focus of this research is to determine the influence of social media
to the academic performance of students’ in Cronasia Foundation College,
Inc.
In this study, the researchers used simple random sampling method to
the selected one hundred (100) Grade 12 senior high school learners of
Cronasia Foundation College, Inc., who were currently enrolled this Academic
Year 2021-2022. The range of this study is from February 2022 to June 2022.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various readings that have a relationship to the

present study. It also includes the statement of a theoretical and conceptual
framework on the influence of social media.

Related Literature

E-Learning is defined as an Internet-enabled learning process

(Gunasekaran, Mcniel & Shaul, 2002). The first courses over the Web started
to emerge in 1995 and there has been a rapid expansion of on-line learning
since then. One of the main reasons for the widespread use of on-line
learning in many institutions is that most students now have access to the
Internet.
Another similar definition is one that sees e-learning as any form of
education that is facilitated by the internet and its technologies, and
encompasses the use of the World Wide Web (www) to support instruction
and to deliver course content (Masrom, 2007).
E-learning is further defined as instruction delivered via a computer that
is intended to promote learning (Clark & Mayer, 2003). Web-based learning
must take into consideration that education has activated a shift from the
teaching paradigm to the learning paradigm. As a result, students are
becoming more independent from the teacher. Unfortunately, much of the
development of Web-based learning is carried out without a true
understanding of issues that are proper to Web-based learning (Hadjerrouit,
2006). In general, Internet-based activities have been incorporated into
regular face-to-face classes as an added resource, without reducing
classroom time, but in many cases teachers have reduced the number of
face-to-face classes (Bates, 2005).
In terms of Web technology, (Sanchez-Franco, Villarejo-Ramos &
Rondan-Cataluña, 2006) indicated that women and men would differ on the
level of trust, risk aversion and information processing, but also in their
attitudes of use and instrumental motives of acceptance of Web
environments. In this sense, we propose that diagnostic usefulness and
perceived ease of use of e-learning environments must be a first step towards
correcting possible deviations and promoting the appropriate use of these
constructs in university teaching. And in turn, results may help to the proper
design of such environments to respond to the different motivations of
students. Furthermore, e-learning reflects the new dynamic response to the
needs of a knowledge society and implies freedom and equality to access
knowledge beyond cultural and social boundaries (Raza & Murad, 2008).
In the study of (Docebo, 2014), it appears that there is universal
agreement that the worldwide e-learning market will show fast and significant
growth over the next three years. It was further indicated that while the
aggregate growth rate of e-learning is 7.6%, several world regions have
higher growth rates - Asia is at 17.3%, followed by Eastern Europe 16.9%,
Africa 15.2% and 14.6% in Latin America. According to this study the potential
for enhancing e-learning in Africa, and for that matter Ghana, is high due to
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the fast growing market for mobile devices. He added that that the potential
for e-learning in Africa, and, for that matter Ghana, is high as the region
places third in terms of the growth rate of e-learning in the world.
In the study of Popovici and Mironov (2015) they revealed that with the
emergence of the Internet and new technologies, eLearning has become the
promising solution for the Universities which are currently in an environment
of intense change. Considering students’ perception toward eLearning
technologies, their expertise in the field is important for successful
development of the academic programs, since the attitude of the end user
towards application of information technology is one of the most effective
factors.
Numerous challenges were discussed with regard to promoting online
education in developing countries. A survey to staff and students from three
Nigerian universities revealed that the low acceptance of e-learning was due
to the low awareness level, low computer literacy level, unreliable platform
and Internet services, and the high cost of implementation (Folorunso,
Ogunseye, & Sharma, 2006). Similarly, obstacles faced by Pakistani
universities included infrastructure, students’ limited access to computer,
untrained instructors, and cultural beliefs. It was further challenging when
schools have to translate English, as the predominant language in the online
environment, into the local language of Urdu in order to reach wider learners
(Iqbal & Ahmad, 2010). Another study by Addah (2012) revealed that
resistance to e-learning in Ghana came from the students’ fear of isolation
and computer illiteracy.
Bhuasiri et al. (2012) explored critical success factors with e-learning
experts (faculty, ICT experts, and researchers) in developing countries. The
top four factors that emerged from the data as ranked by ICT experts were
computer training, perceived usefulness, attitude toward e-learning, and
computer self-efficacy. The top four factors, ranked by faculty, were perceived
usefulness, attitude toward e-learning, program flexibility, and clear direction.
The researchers concluded that people in developing countries are less
familiar with technology and therefore are far more critical of e-learning.
In a survey to students in three public universities in Thailand, Teo,
Luan, Thammetar, and Chattiwat (2011) found that the acceptance of e-
learning was above average, and the students who tended to adopt e-learning
were younger students with technology skills. Siritongthaworn et al. (2006)
reported similar positive attitudes. Based on the interviews with universities’
administrators, instructors, and students, the researchers found that online
learning was viewed as convenient and efficient. The participants liked the
fact that online learning can be used anytime and anywhere and e-learning
helped to reduce the cost of printed materials. Despite these positive
perceptions, the instructors had little or no experience with online teaching
methodology and so they were pedagogically unprepared to use an online
learning system.

Related Studies
For many developing countries, e-learning is considered a solution to
the increasing demand for higher education. In Pakistan, online education is
promoted as “education for all” as it aims to reach out to students living too far
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from the cities and unable to afford the cost of conventional higher education
(Iqbal & Ahmad, 2010). In Botswana, e-learning solves the problems of large
classrooms, increasing enrollment, and limited staff (Ikpe, 2011). The author
stated that the decision to integrate e-learning “was not borne out of a desire
to join an elite club of technologically savvy universities but was out of the
need to solve practical problems related to access and the quality of learning
experiences” (p. 84). E-learning is also expected to help improving students’
computer literacy – the skill needed in the current workforce (Addah, 2012;
Akhu-Zaheya, Khater, Nasar, & Khraisat, 2011; Bediang, et al., 2013).
Numerous challenges were discussed with regard to promoting online
education in developing countries. A survey to staff and students from three
Nigerian universities revealed that the low acceptance of e-learning was due
to the low awareness level, low computer literacy level, unreliable platform
and Internet services, and the high cost of implementation (Folorunso,
Ogunseye, & Sharma, 2006). Similarly, obstacles faced by Pakistani
universities included infrastructure, students’ limited access to computer,
untrained instructors, and cultural beliefs. It was further challenging when
schools have to translate English, as the predominant language in the online
environment, into the local language of Urdu in order to reach wider learners
(Iqbal & Ahmad, 2010). Another study by Addah (2012) revealed that
resistance to e-learning in Ghana came from the students’ fear of isolation
and computer illiteracy.
A number of studies focused on computer access, ownership, and
computer skills, based on the assumption that these factors contribute to
computer literacy that influences the adoption of e-learning. Bediang et al.
(2013) conducted a survey to students in Cameroon and found that two-third
of the students were not familiar with the concept of e-learning and that 17  %
of students did not own a personal computer. Most students who used the
Internet had only basic email and Web search computer skills. In another
study from Jordan, Akhu-Zaheya et al. (2011) found that most students did
not own computers at home and for the most part, they used word processing,
email, and web searching. The students with limited use of computer
developed computer anxiety, which led to computer illiteracy.

Theoretical Framework
Another widely-used model is the Technology Acceptance Model or
TAM (Davis, Bagozzi, & Warshaw, 1989). They adopt perceived
usefulness and perceived ease of use as key variables that influence users’
attitude, intention, and actual behavior to use a new technology. The basic
tenet is that the users are more inclined to use a new technology if they think
that it helps them do their job and is easy to use. A number of e-learning
studies have used the TAM model. For example, Park (2009) attempted to
predict students’ intention to use the e-learning system in a Korean university.
The researcher found that the TAM constructs were effective determinants of
e-learning acceptance. Park reported that perceived usefulness and
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perceived ease of use had strong relationships with attitude, and at the same
time, e-learning self-efficacy and subjective norm were strong predictors of
intention to use e-learning.

Conceptual Framework
The figure describes the independent and dependent variables. In this
study, the independent variable is the perception on e-learning platforms that
includes the use, benefits and challenges. The dependent variable, is the
level of perception of the learners.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Assessment Level of
of E- Students’
Learning Readiness

Figure 1. Conceptual Framework

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Definition of Terms
In this section, important terms used is highlighted and are defined
conceptually and operationally.

Computer/internet self-efficacy.
Desktop.
E-learning. It refers to a judgment resulting from awareness or
understanding. E-learning is a mode of learning that takes place
electronically, often via the Internet. It requires students to use electronic
devices such as computers, tablets, etc. In this study, it is the level of
perceptions of the respondents.
Laptop.
Learner control.
Motivation for learning.
Online communication self-efficacy.
Self-directed learning.
Smartphone.
Tablet.

Chapter III
METHODOLOGY
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This chapter presents the research design, respondents of the study,

research locale, data instruments, data gathering procedures, and the
statistical treatment used in this research.

Research Design
This study employs a quantitative research design using the
descriptive-correlative method to determine the level of perception of senior
high school learners in e-learning platforms. A survey questions is used to
assess the level of perception, including use of e-learning, benefits of e-
learning, and challenges of e-learning.

Respondents of the Study

The respondents of this study are Grade 12 senior high school learners
of Cronasia Foundation College, Inc. The researchers used a simple random
sampling method to the one hundred (100) respondents.

CATEGORY SAMPLE SIZE

GAS 30
HUMSS 30
TECHVOC 40
TOTAL 100

Table 1. Distribution of Respondents

Research Locale of the Study

This study is conducted at Cronasia Foundation College, Inc. It is an
institution accredited by the Technical Education and Skills Development
Authority, Commission on Higher Education, and Department of Education.
The institution offers TESDA programs, baccalaureate programs, and basic
education such as junior high school and senior high school. The basic
education programs refer to the senior high school programs offering aligned
with the Technical Vocational Livelihood track and Academic Track.
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Figure 2. Roadmap of Schools in General Santos City

Research Instruments
This study used a survey questionnaire to determine the level of
perception of senior high school learners in e-learning platforms. A
questionnaire is adopted from the study of (Reyes, Grajo, Comia, Talento,
Ebal, & Mendoza, (2021).) to assess the respondent level of perception of e-
learning platforms. The questionnaire used a 5-point Likert scale, an approach
used to scale responses in the survey research, such one-dimensional scale
from which respondents choose one option that best aligns with their views.

Scale Level Description

4.50 – 5.00 5 Very High
3.50 – 4.49 4 High
2.50 – 3.49 3 Moderately High
1.50 – 2.49 2 Low
1.00 – 1.49 1 Very Low

Data Gathering and Procedure

The researchers ask permission from the school administrator. Upon
approval of the letter, the researcher made a survey questionnaire using
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google forms to conduct a study of online learning modality to the academic

performance of senior high school learners in Cronasia Foundation College,
Inc.
The researchers asked permission from their respective respondents to
answer the questionnaires and make sure that the data gathered was
intended only on the purpose of this study. The researchers also observe the
safety health protocols such wearing of face mask and face shields and
observe social distancing. With the consensus of the respondents, a
distribution of survey questionnaire will be given to the respondents providing
online during their vacant time to avoid interruption on their classes.
After they finished answering, the researchers gathered, analyzed,
tallied the data and applied the appropriate statistical treatment.

Statistical Treatment
The collected data is analyzed and interpreted through the following
statistical tools. To measure the profile of the respondent’s frequency and
percentage are used.

Where: %= Percent
F= Frequency
N= Number of cases

To determine the perceptions of senior high school learners in e-

learning platforms, a weighted mean deviation will be used. This will
determine the weighted mean of the respondents' total number and give
interpretation to the mean of the respondent answer.

Where: %= Percent
F= Frequency
N= Number of cases

To determine the relationship between the demographic profile and

perception of the senior high school learners towards e-learning platforms,
Pearson R is used.
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ASSESSMENT ON THE READINESS OF E-LEARNING TO THE

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

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

PART I. Profile of the Respondents

1. Gender
o Male
o Female

2. Year level
o First year
o Second year
o Third year
o Fourth year

3. Course Program
o BSOA
o BSSW

PART II. Students Most Used Technology on E-learning

o Desktop;
o Laptop;
o Tablet
o Smartphone?

PART III. Level of on the Readiness of Students on E-learning During the

Pandemic

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

COMPUTER/INTERNET SELF-EFFICACY Level of Agreement

1. I feel confident in performing the basic 5 4 3 2 1
functions of Microsoft Office programs or their
counterparts.
2. I feel confident in my knowledge and skills of 5 4 3 2 1
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how to manage online learning platforms.

3. I feel confident in using the Internet to find or 5 4 3 2 1
gather information for online learning.
SELF-DIRECTED LEARNING Level of Agreement
1. I carry out my own study plan. 5 4 3 2 1
2. I seek assistance when facing learning 5 4 3 2 1
problems.
3. I manage time well. 5 4 3 2 1
4. I set up my learning goals. 5 4 3 2 1
5. I have higher expectations for my learning 5 4 3 2 1
performance.
LEARNER CONTROL Level of Agreement
1. I can direct my own learning process. 5 4 3 2 1
2. I am not distracted by other online activities 5 4 3 2 1
while learning online.
3. I repeat the online instructional materials on 5 4 3 2 1
the basis of my needs.
MOTIVATION FOR LEARNING Level of Agreement
1. I am open to new ideas 5 4 3 2 1
2. I have motivation to learn. 5 4 3 2 1
3. I improve from my mistakes. 5 4 3 2 1
4. I like to share my ideas with others. 5 4 3 2 1
ONLINE COMMUNICATION SELF-EFFICACY Level of Agreement
1. I feel confident in using online tools (e.g. 5 4 3 2 1
email, discussion) to effectively communicate
with others.
2. I feel confident in expressing myself (e.g. 5 4 3 2 1
emotions and humor) through text.
3. I feel confident in posting questions in online 5 4 3 2 1
discussions.
SOURCE: Reyes, J. R. S., Grajo, J. D., Comia, L. N., Talento, M. S. D. P.,
Ebal, L. P. A., & Mendoza, J. J. O. (2021). Assessment of Filipino higher
education students' readiness for e-learning during a pandemic: A rasch
technique application. Philippine Journal of Science, 150(3), 1007-1018.

REFERENCES
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Reyes, J. R. S., Grajo, J. D., Comia, L. N., Talento, M. S. D. P., Ebal, L. P. A., & Mendoza, J.
J. O. (2021). Assessment of Filipino higher education students' readiness for e-
learning during a pandemic: A rasch technique application. Philippine Journal of
Science, 150(3), 1007-1018.