Soc 195.

1 Exercise8 1

Week Week 11, November 14 to 18, 2022

Topic Science, Social Science and Social Research

Lab Section GH

Group A

Names of student ABENINA, Jeda Katrina Marie Abenina

ANGELES, Jaz Meline Lapiz

BURDEOS, Joanna Orosco

CALILIW, Kierk Harris Gumabao

CALUYA, Grethel Mae Dollente

CERDENIA, Alexandra Mikaela Alicum

Date Submitted November 20, 2022

TOTAL POINTS POSSIBLE: 80 points

Exercise 8 Searching and Summarizing Published Quantitative Studies

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 Soc 195.1 Exercise8 2

Step 1: Initial List of Articles

(5 points)
Group Members A contributed article (APA entry) relevant to the general topic “UPLB Students and the
experience of university life during the re-opening of the campus”
Gheheș,r V., Stoian, C. E., Fărcașiu, M. A., & Stanici, M. (2021). E-Learning vs. Face-To-Face
ABENINA, Jeda Learning: Analyzing Students’ Preferences and Behaviors. Sustainability, 13(8), 4381.
Katrina Marie https://doi.org/10.3390/su13084381
Abenina
Bali, S., & Liu, M. C. (2018). Students’ perceptions toward online learning and face-to-face
learning courses. Journal of Physics: Conference Series, 1108, 012094.
https://doi.org/10.1088/1742-6596/1108/1/012094
ANGELES, Jaz Alzahrani, L., Seth, K.P. (2021). Factors influencing students’ satisfaction with continuous use of
Meline Lapiz learning management systems during the COVID-19 pandemic: An empirical study. Education
and Information Technologies, 26, 6787–6805. https://doi.org/10.1007/s10639-021-10492-5

Husain, S.A. (2022). The Effectiveness of CANVAS Learning Management System for Teaching
Undergraduate Mathematics During COVID-19 Pandemic. In Abdul Karim, S.A., Husain, S.A.
(eds) Engineering and Sciences Teaching and Learning Activities. Studies in Systems, Decision
and Control (pp.53-59). Springer, Cham. https://doi.org/10.1007/978-3-030-79614-3_6

I. Gunawan, L. K. Hui, M. A. Ma’sum and N. N. Sukawati, "Enhancing Learning Effectiveness by

BURDEOS, Joanna Using Online Learning Management System," 2020 6th International Conference on Education
Orosco and Technology (ICET), 2020, pp. 48-52, doi: 10.1109/ICET51153.2020.9276553

Kurata, Y.B., Bano, R.M.L.P., Marcelo, M.C.T. (2018). Effectiveness of Learning Management
System Application in the Learnability of Tertiary Students in an Undergraduate Engineering
Program in the Philippines. In: Andre, T. (eds) Advances in Human Factors in Training,

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 Soc 195.1 Exercise8 3

Education, and Learning Sciences. AHFE 2017. Advances in Intelligent Systems and Computing,
vol 596. Springer, Cham. https://doi.org/10.1007/978-3-319-60018-5_15

CALILIW, Kierk Ali, A.M., Dulkaman, N.S.B. (2016). Factors Influencing The Success of Learning Management
Harris Gumabao System (LMS) On Student’s Academic Performance. The Islamic University Malaysia.
https://www.google.com/url?sa=t&source=web&rct=j&url=https://core.ac.uk/download/pdf/300438
397.pdf&ved=2ahUKEwiQpKqRprr7AhUH9zgGHVFDBnAQFnoECCQQAQ&usg=AOvVaw3cJ0W
Oxw2Losr34cInVG2a

Punsalan J.G., Silva R.R., Manzon R.D., & De Lara, R.J. (2022). The Effectiveness of the Online
Learning Management System in delivering Engineering Education in select Private Higher
Education Institution in Pampanga, Philippines. International Journal of Progressive Research in
Science and Engineering, 3(05), 214–
220.https://www.journals.grdpublications.com/index.php/ijprse/article/view/591

CALUYA, Grethel Clance, M., Mthembu, T., Nicholls, N., & Yitbarek, E. (2021). Online and face-to-face learning:
Mae Dollente Evidence from students’ performance during the Covid-19 pandemic. African Development
Review. https://doi.org/10.1111/1467-8268.12520
Mali, D., & Lim, H. (2021). How do students perceive face-to-face/blended learning as a result of
the Covid-19 pandemic?. The International Journal of Management Education.
https://doi.org/10.1016/j.ijme.2021.10055
CERDENIA,
Alexandra Mikaela Mehrolia, S., Alagarsamy, S., & Indhu Sabari, M. (2021). Moderating Effects of Academic
Alicum Involvement in Web-Based Learning Management System Success: A Multigroup Analysis.
Heliyon, 7(5), e07000. https://doi.org/10.1016/j.heliyon.2021.e07000

Thepwongsa, I., Sripa, P., Muthukumar, R., Jenwitheesuk, K., Virasiri, S., and Nonjui, P. (2021).
The Effects of a Newly Established Online Learning Management System: The Perspectives of

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 Soc 195.1 Exercise8 4

Thai Medical Students in a Public Medical School. Heliyon 7, e08182.

https://doi.org/10.1016/j.heliyon.2021.e08182

Step 2: Focused topic

(5 points)
(Reminder: No two people should have the same journal article in the table above. Each person has a unique entry.)
Based on the unique journal articles you collected, list down the topics you explored and proposed.
Highlight the topic you have chosen.

1. Learning Management Systems (LMS) effectiveness

2. Difference/ change in study habits post-pandemic
3. Emotional disconnection of students
4. Effectiveness of Zoom as a learning aid

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 Soc 195.1 Exercise8
Step 3: Two best articles
Given the topic you have chosen in Step 2, select two journal articles that you wish to compare in the table below
Guide Questions
APA Write the full bibliographic
Reference citation of the article
following APA format
[5 points per column]
Research Explicitly identify the
Questions statements/questions
which outline what the
researchers want to know
about.
[5 points per column]
UPLB DEPARTMENT OF SOCIAL SCIENCES
Article 1
Gheheș,r V., Stoian, C. E., Fărcașiu, M.
A., & Stanici, M. (2021). E-Learning vs.
Face-To-Face Learning: Analyzing
Students’ Preferences and Behaviors.
Sustainability, 13(8), 4381.
https://doi.org/10.3390/su13084381
1. What is the students’ preferred
form of learning, e-learning or
face-to-face learning?
2. What are the advantages and
disadvantages of e-learning vs.
face-to-face learning?
3. What are the students’ levels of
engagement and learning efforts
during e-learning vs. face-to-face
learning?
5
Article 2
Bali, S., & Liu, M. C. (2018). Students’
perceptions toward online learning and
face-to-face learning courses. Journal
of Physics: Conference Series, 1108,
012094. https://doi.org/10.1088/1742-
6596/1108/1/012094
General statement: “Exploring the
Indonesia Open University students’
perception toward online and face-to-
face courses”
Specific statements:
Explore the students’ perception
toward online and face-to-face courses
in term[s] of social presence, social
interaction, and satisfaction.
Examine the difference of online
learning and face-to-face learning
 Soc 195.1 Exercise8 6

Guide Questions Article 1 Article 2

4. How much do students want to perception among different level[s] of
return to face-to-face learning after students.
the end of the COVID-19
pandemic?
5. What are the students’ online
learning behaviors?

Sampling Describe the sampling The researchers used a purposive
of Cases design used in the study. sampling design where they selected
[3 sentences max] students of the Politehnica University of
Timișoara based on a certain
[5 points per column] characteristic, which is the respondent’s
year of study. The justification for this was
that since students experienced various
types of education depending on their
academic year, they might have
developed a different perspective toward
the two forms indicated above. There were
two roughly equal groups of pupils in the
sample, the first group, represents those
who could access only online instruction at
the target university, (e-learning group)
while the second group is made up of
The researchers used a purposive
sampling design and chose
undergraduate students at the
Indonesian Open University branch in
Taiwan who were pursuing a bachelor's
degree in one of three majors:
management, English literature, or
communication. The participants were
chosen because they were enrolled in
a blended learning program

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 Soc 195.1 Exercise8
Guide Questions Article 1
students who had mostly participated in
face-to-face instruction throughout their
prior academic years (face-to-face
learning group).
Data Describe the data A quantitative research strategy based on
collection strategy. the sociological survey method was
Collection
[3 sentences max] carried out by using an anonymous online
non-standardized questionnaire posted in
[5 points per column] an online survey service called
Isondaje.ro.
The questionnaire consisted of 8 items (3
open-ended and 5, mostly scale type,
closed-ended questions), and questions
gathering the factual data of the
respondents validated by sociologists, and
had undergone qualitative pretesting, and
quantitative pretesting. The answers of the
604 voluntary participants out of
approximately 13,000 students in all years
were collected between December 2020
and February 2021 at every end of the
lectures, seminars, or laboratory activities
where teachers send the guidelines and
UPLB DEPARTMENT OF SOCIAL SCIENCES
7
Article 2
The participants in the study numbered
at n=107 were undergraduate students
mostly pursuing their bachelor’s
degrees Management, English
Literature, and Communication in the
Indonesian Open University, Taiwan
branch and were enrolled in blended
education learning for some courses on
the field of humanities and social
sciences.
The survey utilized in the study was
composed of three instruments and had
twenty-five items and three dimensions.
These were the: Social Presence Scale
developed by Spears which is used to
measure social presence, social
interaction, collaborative learning, and
satisfaction in online and face-to-face
courses, the Social Interaction Scale
 Soc 195.1 Exercise8
Guide Questions
Data What statistical tests were
Analysis used in answering
research questions?
Describe these tests.
[3 sentences max]
[5 points per column]
UPLB DEPARTMENT OF SOCIAL SCIENCES
Article 1
the link to the online questionnaire, while
the answers to the questionnaire were
collected, the email addresses were not in
order to respect the students’ anonymity
and confidentiality.
An independent sample t-test was used in
answering whether there is a statistical
difference between the students’
preference and learning effort during e-
learning and face-to-face learning. In
addition, Likert scale was used to explain
the students’ preferred form of learning,
level of engagement, and perceived
8
Article 2
developed by Picciano which is used to
measure the examination performances
in an online course in relationship to
student interaction and sense of
presence within the course, and the
Students Satisfaction Scale which was
developed by Spears, Gray, and
DiLoreto and is used to measure
student engagement, student
satisfaction, and perceived learning in
online learning environments. With
regards to the scales used for the study,
items were modified and adapted for the
study being conducted.
The study used descriptive statistics in
describing the sample to compare the
mean and standard deviation of the
variables. Then, Analysis of Variance
(ANOVA) was used to determine the
differences of online and face-to-face
learning perception among different
levels in the university.
 Soc 195.1 Exercise8
Guide Questions
Results What are the main
findings in relation to the
research questions used?
[6 sentences max]
[10 points per column]
UPLB DEPARTMENT OF SOCIAL SCIENCES
9
Article 1 Article 2
advantages and disadvantages of e-
learning compared to face-to-face
learning. Lastly, Likert scale was also used
to understand the learners’ dressing
behaviors during online class and their
preferences to return to face-to-face
learning after the end of the pandemic.
When measuring students’ perceptions
Using a 10-point scale question, where 1
shows a preference for face-to-face of online learning and face-to-face
learning and 10 a preference for e- learning, students rated face-to-face
learning, a mean value of 4.77 was learning higher in all three dimensions:
reported. Additionally, the preference for
social presence, social interaction, and
face-to-face learning (accumulating thesatisfaction compared to online
percentages at points 1, 2, 3, 4, and 5, a
learning. Those results supported the
total of 61.6%) has a higher score on the
hypothesis of this study which was that
scale as opposed to other options face-to-face learning led to more
(accumulating the percentages at points 6,
positive perceptions compared to online
7, 8, 9, and 10, only a total of 38.4%). The
learning. There were, however, no
resulting higher preference for learning
statistically significant differences (p >
conducted face-to-face is statistically0.05) among the perceptions of learning
significant (p < 0.01). outcomes of freshmen, sophomores,
As for the determined advantages of e- juniors, and seniors in the university
learning, “time efficiency” (15.7%), based on the ANOVA test. Therefore
level in the university does not influence
 Soc 195.1 Exercise8 10

Guide Questions Article 1 Article 2

“convenience” (14.7%), and “accessibility” online learning or face-to-face learning
(11.6%) were answered by the but face-to-face learning was perceived
respondents, however, 19.2% of the to be more satisfactory by participants.
respondents believed that the “lack of
interaction” was the main drawback of e-
learning. It is also important to note that no
significant differences were recorded
between the students’ levels of
engagement during e-learning and face-
to-face learning.

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 Soc 195.1 Exercise8 11

Step 4: Report you contribution to this collaborative work

Name of Member Outline your contribution to this collaborative task. Provide relevant details
As the assigned group leader, I concentrated my efforts on maintaining communication and
ABENINA, Jeda Katrina
coordination within the group–making sure that every member was “in the loop” and
Marie Abenina contributing while spearheading group discussion meetings. With the consent and help of
other members, I delegated tasks and formatted a timeline. I also input the main findings of
the two research articles.
ANGELES, Jaz Meline I was able to attend the scheduled Zoom meeting and contributed some ideas we may
Lapiz explore in the group output. Although it was done a bit later than the scheduled deadline for
the task, I also shared some of the articles I found in relation to the topic we unanimously
chose for the exercise. I completed my assigned task on time for the comparison table and
wrote the research statements/questions from our two chosen articles.
As a member of the group, I made sure to participate in discussions regarding the output. I
BURDEOS, Joanna
attended our Zoom meeting on time, actively participated in our brainstorming session
Orosco regarding the topics we wanted to explore, and shared ideas with the group. The group
chose the topic I suggested for this collaborative work. I made sure to follow the internal
deadlines the group agreed to follow and submitted my part on time.
CALILIW, Kierk Harris While I was not able to actively attend group meetings and discussions due to me being
Gumabao sick within the duration of the exercise, I made sure to update the group leader about my
condition, and I also managed to submit my part within the set internal deadlines that were
set when conducting the exercise.

CALUYA, Grethel Mae I was not able to attend the synchronous Zoom meeting, but I made sure that I was able to
Dollente impart my thoughts and ideas regarding the exercise by sending a message to our leader. I

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 Soc 195.1 Exercise8 12

also actively participated in the group discussions in our Facebook group chat and
completed my designated task within the internal deadline set by our group.

CERDENIA, Alexandra As a member of the group, I attended the scheduled meeting prepared and on time, and
Mikaela Alicum actively participated in the discussions regarding the output. I contributed some of the topics
we considered and shared my thoughts on the ideas of my other group members. I also
completed my designated task on time, the data collection for Article 1, and followed the
internal deadlines set by the group.

UPLB DEPARTMENT OF SOCIAL SCIENCES