BSN GRP2 Benefits and Challenges of Online Class For Printing

Benefits and Challenges of
Online Classes
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter focused on the foundation of the study which contains the
introduction, background of the study, statement of the problem, hypothesis,
theoretical framework, research paradigm, the significance of the study, scope and
delimitation of the study, and the definition of terms.
INTRODUCTION
COVID-19 has become a global health crisis. Nearly 36 million people have
been infected and over one million have died as of October 6, 2020. This amounts
to over 325,000 sick people and 6,000 deaths in the Philippines (Worldometer,
2020). Most governments have chosen to use quarantine protocols and
temporarily close their educational institutions to stop COVID-19 from spreading.
As a result, over a billion students throughout the world have been impacted. Over
28 million Filipino students across all academic levels are among those who must
remain at home and adhere to the Philippine government's quarantine regulations.
(UNESCO, 2020).
To meet the demands of students, particularly the 3.5 million tertiary-level
students enrolled in the country's 2,400 Higher Education Institutions (HEI), certain
HEIs have established proactive strategies to ensure that education continues
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despite the shutdown. Asynchronous, delayed-time activities, such as pre-
recorded video lectures and time-independent evaluations, are examples of online
learning.
Higher Education Institutions' shift to modified forms of online learning
reflects the government's commitment to continuing to learn despite the pandemic.
As the Philippine’s Department of Education (DepEd) Secretary, Leonor Briones
quipped, “Education must continue even in times of crisis whether it may be a
calamity, disaster, emergency, quarantine, or even war” (Department of Education,
2020). The Philippines’ Commission on Higher Education (CHEd), on the other
hand, advised HEIs to continue the "deployment of available flexible learning and
other alternative modes of delivery instead of on-campus learning" (CHEd, 2020).
These declarations are meant to motivate people to keep learning. Private HEIs,
on the other hand, are left to create their policies in the absence of implementing
laws and regulations.
Due to the serious outbreak of the COVID 19 pandemic, online learning is
no anymore, an option, it is a necessity (Dhawan, 2020). Students' health safety
is the main concern of every government throughout the world. The high level of
infection brought about by the virus created a major shift in the educational delivery
system. With the discovery of sophisticated communication systems education is
still accessible at home or anywhere at any time. At the time of quarantines and
viral outbreaks, it would seem that online learning is the only viable way to continue
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learning at a distance. This, however, appears to be based on a faulty premise. It
is important to note that online learning is only one type of distance education.
Online learning utilizes the Internet format. It is referred to as “e-learning” among
other terms. However, online learning is just one type of "distance learning" - the
umbrella term for any learning that takes place across distance and not in a
traditional classroom. Distance learning has a long history and there are several
types available today, including Correspondence Courses: conducted through
regular mail with little interaction. Today, more and more people are embracing the
benefits of e-learning. "E-learning" or "online learning" refers to any education that
takes place via electronic media. This is most commonly done through the internet.
E-learning is appealing to many for its convenience, comfort, cost-effectiveness,
and environmental impact. Following are just some of the benefits of e-learning
and online courses that you may not have considered.
The biggest reason most people embrace online learning is its experience.
Since all they need is an internet connection, online courses can be taken
anywhere, at any time. For many programs, people do not even need a laptop – a
tablet or phone will do. E-courses are convenient because they make it possible
for two people in separate locations to take a course together and on their own
schedules. Additionally, it saves them the hassle of commuting to a physical
location. All they need to do is show up at their computer when they are ready.
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In online courses, students "attend" class by visiting the class web pages.
They complete assignments according to the class schedule. Students
communicate with the instructor and classmates using e-mail and online
discussion forums.
This class format is very flexible for busy schedules. Students can often log
on to the course at any time of the day (or night). Computer skills and determination
are necessary to be successful. Students need keyboarding skills and must be
able to write so that others can understand.
The researchers find it very important to understand and acknowledge the
perception of nursing students from UPHSD-Calamba. It catches the researchers’
interest because the online class is a new experience schooling in the recent
educational set-up instead of a traditional class. Since it is the first time holding an
online class at UPHSD-Calamba Campus the researchers wanted to find out what
is the perception of their fellow Nursing students towards online class. Moreover,
the researchers will verify the effectiveness and efficiency of its utilization in the
University of Perpetual Help System DALTA-Calamba Campus, although, it even
claimed that the school is virtually ready.
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BACKGROUND OF THE STUDY
The University of Perpetual Help System DALTA-Calamba Campus was
founded in 1996. Strategically located in Barangay Paciano Rizal, Calamba City,
the 4-hectare campus has an impressive line of state-of-the-art educational
facilities conducive to learning. It's a private, non-sectarian educational institution
run by the DALTA Group of Companies.
Living to the standards set by its mother institution, The Calamba Campus
continues to promote the Perpetualite Vision and Mission of being the premiere
University of the Philippines that develops Filipino into Helpers of God, with an
extensive network of national and international linkage in higher education and
business. The University of Perpetual Help System DALTA-Calamba Campus is
preparing globally competitive Filipinos by providing venues for the pursuit of
excellence.
The UPHSD College of Nursing is committed to achieving excellence in
Nursing with graduates that can provide quality care and services through the
implementation of nursing quality standards even if it's an online class that is
engaging, interactive, well-supported, and responsive ways of teaching and
learning. Some of the benefits and challenges of online classes for nursing
students are enabling students to complete assignments or watch lectures
whenever and wherever they desire. This allows many nursing students to work
and obtain practical experience while still attending school. Online learning can
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also be challenging and incite distractions. Top distractions include social media,
texting, television, and family, all of which can divert focus away from the task at
hand and reduce productivity.
STATEMENT OF THE PROBLEM:
Due to the present threat of the COVID 19 virus, the application of an
alternative learning delivery mode is in effect and implemented in tertiary
education. The main focus of this study is to determine the benefits and challenges
of online classes as perceived by the nursing students of the University of
Perpetual Help System DALTA-Calamba Campus. Specifically, the study sought
answers to the following questions:
1. What is the demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Year level
1.4 Civil status
1.5 Family Income
2. What are the perceptions of nursing students of University of Perpetual Help
System DALTA-Calamba Campus towards online classes in terms of:
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2.1 Benefits
2.2 Challenges
3. Is there any significant difference in the perception of nursing students of the
University of Perpetual Help System DALTA-Calamba Campus on online classes
when grouped according to their demographic profile?
HYPOTHESIS:
There is no significant difference in the perception of nursing students of the
University of Perpetual Help System DALTA-Calamba Campus on online classes
when grouped according to their demographic profile.
THEORETICAL FRAMEWORK
This study is based on an e-Learning Theoretical Framework from the
Journal of Educational Technology System (January 2016) A framework "classifies
the important factors in information systems development can imply that these
factors are causally connected with successful systems development" (Gregor,
Martin, Fernandez, Stern, & Vitale, 2006, p. 619). This framework, present the
main information systems dimensions adapted to e-learning systems. This
framework is a theoretical generalization (Carroll & Swatman, 2000; Lee &
Baskerville, 2003) resulting from the literature review on e-learning dimensions.
The e-learning systems' theoretical framework contains the three main
components of information systems. These components are people, technologies,
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and services. People interact with e-learning systems. E-learning technologies
enable the direct or indirect interaction of different groups of users. Technologies
provide support to integrate content, enable communication, and provide
collaboration tools. E-learning services integrate all the activities corresponding to
pedagogical models and instructional strategies. The complex interaction
combination is the direct or indirect action with e-learning systems. At the same
time, systems provide services according to the specified strategies for activities.
In other words, service specifications are e-learning activities aligned with the e-
learning pedagogical models and instructional strategies. (An e-Learning
Theoretical Framework from Journal of Educational Technology System, 2016)
RESEARCH PARADIGM
INPUT PROCESS OUTPUT
1. Demographic
Profile
- age
- gender
Analysis and
- year level Interpretation of
- civil status data gathered thru Recommendation
to improve and
- family income Questionnaire
enhance online
2. Perceived & teaching and
benefits and learning.
Survey
challenges of
online classes
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The first box describes the input that contains the demographic profile such
as age, gender, year level, civil status, and family income of nursing students and
their perceptions of the online class of the University of Perpetual Help System
DALTA-Calamba Campus. The second box shows the process of how the
researchers will gather the needed data for analysis and interpretation. The third
box is the output that shows the recommendation to improve and enhance online
teaching and learning depending on the result regarding the perception of nursing
students towards online classes.
SIGNIFICANCE OF THE STUDY
This research study on the Perception of Nursing Students of the University
of Perpetual Help System DALTA-Calamba Campus Towards Online classes
would be beneficial to the following:
The School Administration. This study would determine if there is a need for
additional information about the benefits and challenges of online classes as
perceived by the nursing students that will help the students to prevent untoward
situations like?
The Program Head of the College of Nursing. This study would help to
determine the probable factors affecting the perception of nursing students
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towards online classes and will be able to provide appropriate methods to help
students cope with online classes.
The Faculty of the College of Nursing. This study would help them to understand
what are the nursing students' perceptions toward online classes and will be able
to find new methods on what to do so that students would still get effective learning.
The Staff of Information Technology. This study would help them to know the
perception of nursing students towards online classes, and be able to enhance
online learning that will be more convenient for students.
The Nursing Students. This research would help the students to understand the
perception of other nursing students towards online classes, and how they can
cope with it.
The Future Researchers. This would inspire future researchers to conduct
studies that will analyze and identify the perception of nursing students or other
courses towards online classes and will serve as a guide to future researchers who
will conduct similar studies like this.
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SCOPE AND DELIMITATION OF THE STUDY
This study focused on the benefits and challenges of online classes as
perceived by the nursing students of the University of Perpetual Help System
DALTA-Calamba campus. The study was conducted at the University of Perpetual
Help System DALTA -Calamba Campus. The scope of the study would be the
perceived benefits and challenges of students from the College of Nursing
department towards online classes first semester of the school year 2020-2021.
DEFINITION OF TERMS
Asynchronous Learning. It is a general term used to describe forms of education,
instruction, and learning that do not occur in the same place or at the same time.
It uses resources that facilitate information sharing outside the constraints of time
and place among a network of people.
Microsoft Teams. It is the hub for team collaboration in Microsoft 365 that
integrates the people, content, and tools that the team needs to be more engaged.
Online Class. It is an Internet-based course. They are usually run through a
learning management system, which allows students to monitor their course
syllabus and academic progress as well as connect with their classmates and
instructor.
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Perception. It is a way of regarding, understanding or interpreting something; a
mental impression.
Perceived Benefits. It refers to the perception of the positive consequences that
are caused by a specific action
Perceived Challenges. If you sense something is true by instinct, but not
necessarily by fact, you can describe that sense as perceived.
Synchronous Learning. It requires attendance at scheduled meetings or
lectures.
Zoom. It provides videotelephony and online chat services through a cloud-based
peer-to-peer software platform and is used for teleconferencing, telecommuting,
distance education, and social relations.
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REVIEW OF RELATED LITERATURE
This chapter presents different related literature and studies about the
perception of online classes. A review of different presentations gives the capacity
to view things in their true relations or relative importance to the study.
The concept of online courses may have been conceived from
correspondence educational institutions wherein individuals who wish to study
outside school had been given the chance to pursue through letters of instruction
and the provision of self-learning instructional books. These institutions are
accredited by the bureau of education thus certificates issued to students are
considered legitimate after finishing the course.
A study cited at Education.com (2020), stated that the dynamics of modern
technology opened a new frontier of global communication in the 20 th century. It
covers various aspects of endeavors and one of these is education. Access to
learning is currently no anymore confined to the four walls of the classroom. One
can attend classes and learn outside school through the use of modern
communication gadgetry utilizing an online platform.
In an article from Resources tutorials online education overview strengths
and weaknesses, (2019), educators and learners have varying degrees of
enthusiasm and concerns regarding this learning delivery mode as being
compared to face-to-face. Some pros and cons transpire during its application.
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Online learning is considered to be accessible anytime, anywhere, and at any pace
with dynamic interaction and high-quality dialogue. It has a wide array of resources
since the internet can provide almost everything in terms of information.
Although this advancement of technology is intended to benefit mankind
there are still factors that impede its full utilization. Third-world countries having
unstable economies will have difficulties acquiring such modern gadgetry.
Despite the unprecedented opportunities of online learning, there are still inherent
weaknesses in the use of this medium posing threats to the success of its
program. These problems fall into the following categories; 1. Technology in
which equity and accessibility would not be at all times present due to socio-
economic constraints that might be consequential to technological illiteracy; the
students' behavior towards this delivery method. Online learning is indeed a
highly effective alternative medium of instruction for mature, self-disciplined, and
self-motivated learners, it would be an inappropriate learning environment for
those who are considered dependent students; the online environment. Classes
having a large number of learners, the synergy level will start to shift on the
learning continuum until it eventually becomes independent study to
accommodate the large class. The interaction will become limited and instruction
is not being utilized to its maximum potential. (Resources tutorials online
education overview strengths and weaknesses, 2019).
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According to Digital Commons (2020), a few years ago, online education
was once considered a novelty in the field of education. Follow-up instructions
are conducted by tutorials through the internet platform and not in actual face-to-
face teaching. Dramatically it aggressively moved into the mainstream of higher
education. Admittedly, in the country's setting online learning is still in its initial
stage and authorities are very much concerned regarding the efficiency of a
technological platform supported by the sheer logistics of dispensing the
instruction.
Stefan Trines (August 2018) mentioned that the country's adaptation to
online classes was hastened due to the unexpected COVID 19 pandemics forcing
a drastic change in the mode of educational delivery. It is not, however, clear the
subject of efficiency, since the economy is a part of the discussion. On the other
hand, Stefan Trines (2018), describes online education as a divisive topic. He
further mentioned that it is often criticized as an inferior form of education
providing isolated learning at best, or as a harbinger of global, Western-dominated
educational homogenization at worst. In many developing regions, the
participation of online education is still constrained by technological infrastructure
barriers, commonly called the digital device.
Time has its way of accommodating something. As a consequence, of the
dynamics of communication technology online class is here to stay.
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From the article of Guri-Rosenblit, 2005; Owusu-Agyeman and
Amoakohene (2020). Distance education can be defined as any type of learning
experience in which the learner and the instructor are separated physically (not
only by place but also by time). Arguably, such a dislocation is “the perfect context
for free-flowing thought that lets us move beyond the restricted confines of a
familiar social order”. Moreover, this type of education is a way of providing
learning opportunities to every learner, whatever their circumstances might be.
This means that distant education has the potential to increase educational
access by leveraging distribution and economies of scale.
Getting quality University Education by Nigeria Nurses has over the year
become a growing concern to all and sundry. While many Nurses found it difficult
to actualize their dream of this higher education through face-to-face mode, online
learning in institutions of higher education has come to be the preferred option.
However, concerns about the quality of online nursing education have been on
the increase. Meanwhile, this study investigates the perception of nursing
students in Lautech Open and Distance Learning Centre towards Online
Learning. A descriptive cross-sectional survey design was adopted to investigate
the perception of nursing students toward online education in LAUTECH Open
and Distance Learning Centre (LODLC), Ogbomoso, Oyo State. It was concluded
that the increased interest of registered nurses in e-learning and its growing
acceptability by the nursing community has increased the number of applicants to
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the online nursing education of the university. The adoption of both synchronous
and asynchronous modes of learning to run e-learning university education
coupled with the introduction of few numbers of face-to-face contacts have made
the program so impactful with little or no difference from the traditional mode of
learning. (Galore International Journal of Health Sciences and Research, 2019).
E-learning has become widely used in this millennial age, as learning styles
have moved from traditional to more student-centered learning. It not only
improves classroom learning but also aids in resolving the issue of conflicting time
and distance between teachers and students. Learning is no longer confined to the
classroom because collaboration has become feasible online. Specialized
educational software, such as e-learning, 3D virtual labs, virtual environments, and
mobile games, can be used to enhance instructional aids and accommodate
students' various learning styles. (Daniels et al. 2019). In its broadest sense,
Abbad et al. (2019) defined e-learning to mean any learning that is enabled
electronically. It was also described by Jethro et al. (2019) as computer-assisted
learning, and as pedagogy for student-centered and collaborative learning. In
some definitions, e-learning encompasses more than just the offering of wholly
online courses. For instance, Oblinger and Hawkins (2019) indicated that e-
learning has transformed from a fully-online course to using technology to deliver
part or all of a course independent of permanent time and place. Also, the
European Commission (2019) describes e-learning as the use of new multimedia
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technologies and the Internet to increase learning quality by easing access to
facilities and services as well as distant exchanges and collaboration. Brown and
Voltz (2019) presented six elements of e-learning, namely, activity, scenario,
feedback, delivery, context, and influence. These elements stem from a focus on
student experience while taking into account the broader networks that contribute
to and are influenced by that experience.
E-learning provides facilities for sharing of learning resources and easy
interaction among learners and teachers. Other e-learning software also provides
immediate results on student performance which makes it easier for students to
track their progress. Parents could also be invited into the online platform to see
their child's performance. Findings from empirical research by Riasati et al. (2019)
showed that technology integration in teaching, particularly in language, is
advocated for reasons including 'engagement', 'improvement in academic ability,
'paradigm shift', 'assessment shift', and 'collaborative learning enhancement'.
However, some barriers are hindering the use of technology. Riasati et al. (2019)
presented barriers from their literature reviews: 'lack of accesses', 'lack of time',
'lack of effective training', 'teachers' attitude', and 'students' attitude'. Aside from
these, the complexity of e-learning materials may also affect student learning,
especially so that they are presented in diverse designs and features. For example,
the complex design could distract learners from their focus on lessons. Another
factor that could affect the effectiveness of e-learning materials is how the teacher
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facilitates learning online. Implementation of the use of these useful materials may
still be improved to optimize their use in education. This study focuses on gathering
students' experiences with the use of e-learning. Their personal views on how
implementation and use of e-learning materials could be significant knowledge that
will help teachers and also developers enhance its use.
According to Gorra et al (2016), the Philippines is a developing country, and
several studies on e-learning in developing countries are pertinent. An e-learning
study in poor nations proposed a framework for building e-learning programs in
universities. The authors presented some advice on theoretical and practical e-
learning experiences in the context of Iran, a developing country similar to the
Philippines. Although it has been suggested that e-learning can be a very effective
tool and efficient framework for learning in developing countries, particularly in rural
and remote areas that are not easily accessible, much work remains to be done to
make the technology easily acceptable in developing countries. He believes that
well-organized monitoring and control programs, as well as support for students
and lecturers in using technology, will help improve the quality of education in poor
countries. The research makes no mention of the unexpected repercussions of
using technology in the classroom.
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Oye (2016) investigates the use of an e-learning model to explain the
acceptability of e-learning technologies in an academic setting. Their research
focuses on the relationship between students' use of e-learning and their academic
success. Their findings suggest that e-learning increases student academic
achievement. According to these authors, a good perception of e-learning is
essential for encouraging its adoption. Although students' attitudes influence their
intention to use e-learning, actual e-learning use enhances students' academic
performance. Their research is from Malaysia, a developing country near the
Philippines, but its findings are related to e-learning perception, attitude, and
performance. This paper does not particularly address the subject of unintended
repercussions of e-learning, but rather the desired implications of e-learning and
the mechanisms for improving them.
Lumadi (2016) analyses the impact of e-learning on the academic
achievement of student teachers in another paper. They ran an experiment to see
if students taught by e-learning did better than students taught by traditional
methods of teaching and learning. Their findings imply that e-learning has a
considerable impact on student performance, as student-teachers taught using e-
learning routinely outperform student-teachers taught using the traditional way. In
their conclusion, they discovered that e-learning had a considerable effect on
student-teachers. They supported student-teachers initial professional growth
based on e-learning technology, as well as changes in training methodologies,
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strategies, and activities to meet educational issues. Their research focused on
South Africa, but it could be valuable to develop countries like the Philippines. This
study, however, does not address the question of e-unintended learning's
repercussions.
Several studies (González-Gómez et al., 2016; Israel, 2015; Northey et al.,
2015; Ryan et al., 2016; Southard et al., 2015) have compared face-to-face
teaching to online learning and/or blended learning to determine which format
provides, for example, the highest learning outcome, creates the most satisfied
students or has the highest rate of course completion. In what follows, we provide
an overview of current comparative studies of the three formats described.
For instance, the face-to-face learning format is characterized as
"traditional" by many of the authors, referring to the fact that this is the format with
the longest history of the three formats and about which online and blended
learning represents a modern or innovative intervention (Adams et al., 2015; Pellas
and Kazandis, 2015; González-Gómez et al., 2016). In general, its meaning stems
from a comprehension of an instructional model that includes a physical classroom
and the synchronous physical presence of all participants (i.e., teachers and
students). According to one study, the in-class use of computers and educational
technology did not affect the definition of the F2F format, converting it to blended
learning.
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Online learning is frequently contrasted with face-to-face learning, Ryan
(2016) points out that “in the context of higher education, the phrase online learning
is often interpreted as referencing courses that are offered completely online. Its
most notable aspect is the removal of the actual classroom, which has been
replaced by the use of web-based technologies that allow for out-of-class learning
that is independent of time, place, and speed. (Northey, 2015; Israel, 2015; Potter,
2015). Typically, the online learning setting is launched through so-called learning
management systems (LMS) or virtual learning environments (VLE) such as
Moodle and Blackboard (Pellas and Kazanidis, 2015).
The terms blended learning and hybrid learning sometimes seem to be used
interchangeably (Ryan et al., 2016). Blended learning is characterized as “the
combination of instruction from two historically separate models of teaching and
learning: traditional F2F learning systems and distributed learning systems”. In
some circumstances, blended learning is thought to be more effective than the
other two formats when utilized independently (Pellas and Kazandis, 2015;
González-Gómez et al., 2016), because it is characterized as F2F and online
learning being combined “optimally integrated” (Israel, 2015) or combining their
“benefits” (Adams et al., 2015). Furthermore, several research appears to agree
that blended learning can be defined by the amount of time spent on online and
face-to-face instruction in courses. Thus, the lower limit of in-class components in
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the blended learning format appears to be at least 50% of total course time
committed to F2F instruction.
Many studies compare the influence of F2F teaching and/or blended
learning on students' learning outcomes. Meta-study of blended learning in higher
education, students in blended programs have turned out to achieve slightly better
than students following traditional classroom instruction programs.
What leads to a better learning outcome among students in online and
blended learning programs is, however, a question that is not answered in the
same way by all the studies mentioned. Bernard (2016) indicates that the
incorporation of technology in blended learning courses appears to result in a very
small, but considerable gain in student accomplishment – particularly when
technology provides cognitive assistance (e.g., simulations) or enhances student
engagement (i.e., with other students, content, and teachers). According to
González-Gómez et al. (2016), the use of a flipped classroom model of blended
learning in a general science course leads to superior grades among teacher
training students when compared to students who follow a regular classroom
format. Though neither Israel (2015) nor Potter (2015) cites a specific predictor,
the former detects moderate beneficial effects on students' learning outcomes as
a result of the use of the mixed format, while the latter records grades. “significantly
higher in the hybrid option than for the traditional face-to-face format”.
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Despite overwhelming agreement that the blended learning style improves
student learning achievement, several research has found the inverse. Adams et
al. (2015) discovered that university students taking a hybrid basic microbiology
course were less successful than their counterparts doing the identical course in a
face-to-face format. Less interaction with the curriculum or a sense of isolation as
a result of less class attendance is two possible explanations for hybrid students'
inferior achievement. Similar findings are cited in Powers et al (2016) research of
students' performance in hybrid and traditional portions of an introductory
psychology course, where a substantial decline in exam marks was observed for
students in the hybrid part throughout the semester. One possible explanation for
the negative achievement difference for students in the hybrid program is that
these students had to cope with challenging ideas independently and without
adequate explicit F2F teaching. In contrast, another study comes to the opposite
result and uses identical circumstances to explain it. In fact, superior academic
success for students in a blended education program is specifically linked to the
opportunities provided for independent work through involvement in student-
centered asynchronous collaborative learning activities facilitated by Web 2.0
media such as Facebook (Northey et al., 2015).
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Overall, our assessment of studies comparing face-to-face instruction to
online and/or blended learning demonstrates that no fundamental characteristics
of any of the three teaching modes cause better or worse learning results for
students. Rather, what leads to either is situational and context-dependent, rather
than the format itself. What one study considers to impede student learning,
another considers being beneficial (Powers et al., 2016; Northey et al., 2015). As
Ryan et al. (2016) conclude in their comparative research of community college
students enrolled in traditional classroom-based and blended courses, “blended
learning opportunities are carefully designed to capitalize on both technological
advances and multidisciplinary knowledge about academic content, as well as
learning and instruction" (Ryan et al., 2016). In other words, student learning in
online and blended courses appears to be influenced by a combination of
implementation, context, and learner characteristics as these elements interact
with technology (Ryan et al., 2016).
Some research emphasizes the extent to which the absence of the F2F
environment in asynchronous online teaching reduces the possibility of in-person
interaction between students and instructors despite the importance that is still
attached to F2F communication in students’ learning experience (Israel, 2015;
Bolsen et al., 2016) Nonetheless, the same and other studies has pointed to the
benefits that the online education environment provides – for example, in terms of
“shifting the learning environment to a more social, flexible and personal space”
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and, as a result, supporting a student-centered, problem-solving, and social
constructivist approach to learning (Gonzáles-Gómez et al., 2016). Furthermore,
the latter is regarded to be a quality that characterizes current learning
environments in general.
However, online learning will not replace activities that take place in face-
to-face settings in higher education. Rather, their research reveals that both face-
to-face and web-based learning settings have their advantages and
disadvantages. As a result, they argue that if a comprehensive model for blended
learning is used, both environments work in complementary ways for students.
Opportunities for practice-related workshop activities, particularly in professional
education, are critical for students' learning experiences. The availability and
flexibility of workshop spaces 24 hours a day, seven days a week – virtual or in-
person – is regarded as vital for students. According to the comparative study
conducted by Saghafi, Franz, and Crowther, the F2F synchronous workshop
provides a learning space for students that supports hands-on skills training, peer
learning, and spontaneous feedback, whereas the virtual asynchronous workshop,
is better suited for constructive discussion, archival of design development, and
review of an individual or peer progress.
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As mentioned earlier, students’ experience of the learning community and
their own learner identity appears to be significantly affected by the online element
of blended learning education. Several studies point to the paradoxes that inhere
in “the incorporation of information and communication technologies into the
learning and teaching experience” (Joksimovic et al., 2015). On the one hand, it is
pointed out that online LMSs – often used in online and blended education – create
new opportunities for interactivity between student and content, between student
and teacher, and among students themselves. On the other side, the digital
learning environment provided by LMSs assumes students' geographical
dispersal, asynchronous participation, and limited visible contact (Joksimovic et
al., 2015). As a result, the sense of belonging to a meaningful learning community
is emphasized as a key aspect of the learning experience of online/blended
learning students, particularly when it is difficult to make their social presence
noticeable in the online environment (Joksimovic et al., 2015; Barber, King, and
Buchanan, 2015; Fletcher and Bullock, 2015). Furthermore, studies have linked
students' engagement and learning achievement to their sense of belonging to
significant online learning groups (Joksimovic et al., 2015; Tomas et al., 2015).
Nonetheless, while important, student-student interactions and collaboration
activities are not the only requirements for online/blended learning students to feel
a part of a learning community. Engaging academic material and a strong teaching
presence are regarded as equally crucial in establishing this sensation (Tomas et
al., 2015; Joksimovic et al., 2015). Because the lack of F2F interaction between
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students and teachers, as well as among students, makes establishing meaningful
learning communities a distinct challenge in online/blended learning education,
many studies have investigated how and to what extent digital learning
technologies can be used to support students' sense of belonging to a community
of learners.
Eyer's research found no significant association between marital status and
baccalaureate nursing students. However, Fontaine found that marital status is a
predictor of older adults' participation in self-directed learning activities. Proyrazi
and Philip (2016) investigated the association between marital status, ethnicity,
and academic achievement and the adjustment stresses faced by international
students in the United States. The study included 149 international students from
five universities in the United States. Correlation and multiple regression analysis
found that married international students outperformed unmarried ones.
Yess evaluated the impact of marital status on the academic achievement
of 240 Community College students in the United States. The findings
demonstrated that marital status was a significant predictor of achievement among
Community College graduates. Similarly, Egwualu and Umeora looked into the
impact of marriage, pregnancy, and childbearing on the academic performance of
Nigerian female medical students. Female and male students were given a self-
administered cross-sectional questionnaire. The data received from the
examination of academic records were analyzed using the Epinto statistical
28
Online Classes
software tool. The results showed that older married female students had more re-
sit exams than their male and single female counterparts. The distinction was
statistically significant.
Robert, Wooster, and Chen, they evaluated the effect of marital status on
the academic performance of college students in the United States. Based on data
from 374 students, married students outperformed unmarried students in terms of
marks. Married students with children, on the other hand, did not score higher
CGPAs than those without children. Tambuwal (2017) examined the relationship
between marital status, study habits, and academic achievement among female
students at Shehu Shagari College of Education in Sokoto, Sokoto State, Nigeria.
The GPA of students was used to determine their academic achievement level.
The study included 154 female students, and the data was analyzed using
distribution. The findings demonstrated a significant difference in academic
performance between married and unmarried students, as well as a significant
difference in study habits between married and unmarried students. Female
married students outperformed unmarried pupils in terms of performance and
study habits. Cloyd (2016) researched the association between marital status and
academic performance of undergraduate students in the United States, and the
results revealed that married students outperformed unmarried students. This
suggests that marital status influences students' academic achievement, and
married students outperform unmarried students.
29
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According to Dennon, A. (November 2020), more women pursue higher
education than men, and they're holding their lead. Over the last three decades,
the percentage of college-enrolled women aged 18-24 gradually overtook the
percentage of enrolled men in the same age range. Among online learners, the
ratio of female students to male students is even higher. Many women choose
online education over in-person classes so they can better balance work and
family.
According to Diamond, L. (May 2016), Parents looking to help their children
Students that excel academically have access to free online educational programs,
games, and services to assist them outside of the classroom. In recent years, a
slew of these technologies has emerged in an attempt to bridge the achievement
gap and digital divide between the rich and poor. A crucial priority for low-income
parents is keeping their children in school, so they are often more focused on
monitoring whether their children are doing homework and attending class," said
Betsy DiSalvo, an assistant professor in the School of Interactive Computing and
the study's lead author. “Their attention is directed towards school and not what
could happen outside the classroom.” Higher-income parents are more likely to act
as learning brokers or resource providers by looking for possibilities outside of
school, whether it's through a book, an online game, or an extracurricular activity.
30
Online Classes
Many studies in education and economic research have addressed the
effects of age on various outcomes such as academic achievement (e.g., Fertig
and Kluve, 2015), educational attainment (e.g., Angrist and Krueger, 2015; Black
et al., 2016), or earned wages (e.g., Mayer and Knutson, 2015; Bedard and Dhuey,
2015). One commonly accepted method of studying this subject is to examine how
a child's relative location about his or her age affects accomplishment when the
average age of a class or learning group is higher or lower (Gold et al., 2015). One
significant advantage of focusing on these so-called relative age effects is that they
take advantage of the naturally existing variance in birth months among students
who are enrolled in school at the same time. Most OECD nations have a single
cut-off date for school enrolment, stating that children who have achieved a certain
age (typically 6 or 7 years) by that day are eligible for school. This approach usually
results in a 12-month age range within a school entrance cohort, which
corresponds to disparities in maturity as well as diverse learning experiences
before school enrollment in preschool or the home. Indeed, studies have indicated
that somewhat older pupils may achieve better literacy levels at the start of formal
schooling by 0.45 to 0.49 standard deviations (Crone and Whitehurst, 2015; Gold
et al., 2015). These data highlight the significant variation among pupils in a single
class, particularly in the early elementary grades. As a result, the importance of
researching the relationship between relative age and educational outcomes
stems from the fact that it affects children and instructors in their daily lives.
31
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According to Diamond, L (May 2016), there were also discrepancies in how
high-income and low-income parents used social networks to educate their
children. Lower-income parents rarely discuss educational tools online and instead
visit the school resource center in person. "Higher-income parents from Google
groups, or search parenting blogs and message boards to learn about new tools.
They will seek out that one mother who seems connected to everything and always
knows what's going on," DiSalvo explained. DiSalvo presented the research at the
Association for Computing Machinery's CHI 2016 Conference on Human Factors
in Computing Systems. The findings of this study and previous research are being
used to create an online parent portal tailored to the requirements of low-income
parents. “Across the board parents we talked to are passionate about their kids’
education, but even those who are heavily invested are still struggling to help their
children,” DiSalvo explained. “If we think these online resources are the answer to
helping children, we need to design them so that low-income parents will find them
and use them.”
According to BestColleges' 2020 Trends in Online Education: Gender
Differences report, over 40% of online students think women face more challenges
than men as online learners. Despite these challenges, female students continue
to dominate the online education space — and excel in it, too. These days, a
growing number of women are choosing online education, not as a backup plan
after having children, but as the first step toward their career goals. What's more,
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the diversification of female learners in terms of marital status and age suggests
that women of all backgrounds can glean special benefits from online education.
According to the Article Benefits of Flexible Online Learning, Online courses
have various formats. Some are synchronous, which means that all enrolled
students access the course material simultaneously. Synchronous courses require
scheduled attendance through online chats or teleconferencing. In asynchronous
courses, participants can view course materials, such as PowerPoint
presentations, videos, and syllabi, anytime and in any way they like. Online
programs have many advantages compared to traditional in-person programs.
Although these advantages hold for any student, they are particularly beneficial for
professionals who wish to maintain their jobs while taking coursework.
Based on the article Benefits of Online Classes (March 20, 2020) online
learning tears down all of these barriers because it creates room for education to
flourish, it removes any personal barriers that might stop people from learning.
Students can pursue subjects that interest them without fear of judgment or
reprisal.
The article Benefits of Flexible Online Learning Environments for
Professionals (2020) showed that online class is a more comfortable learning
environment because you can wear anything you want and you can grab a cup of
tea while listening to your class.
33
Online Classes
According to Kelsey Miller (September 25, 2019), online class enables you
to accomplish faster because online classes keep you on a regular schedule of
making and meeting deadlines, allowing you to practice managing your time and
staying productive week-to-week.
According to Aleksandrs Gorbunovs (2016), E-learning offers more freedom
for learners, but also requires planning of their self-development and high self-
discipline. It means that self-discipline becomes highly important to ensure
learners' accomplishments and allow them to achieve learning goals.
However, based on the article Benefits of Online Classes (March 20, 2020)
online learning tears down all of these barriers because it creates room for
education to flourish, it removes any personal barriers that might stop people from
learning. Students can pursue subjects that interest them without fear of judgment
or reprisal.
34
Online Classes
SYNTHESIS
The concept of online courses may have been conceived from
correspondence educational institutions wherein individuals who wish to study
outside school had been given the chance to pursue through letters of instruction
and the provision of self-learning instructional books. These institutions are
accredited by the bureau of education thus certificates issued to students are
considered legitimate after finishing the course.
The study from Education.com (2020), covers various aspects of endeavors
and one of these is education. Access to learning is currently not anymore
confined to the four walls of the classroom. According to Resources tutorials online
education overview strengths and weaknesses (2019), some pros and cons
transpire during its application. Online learning is considered to be accessible
anytime, anywhere, and at any pace with dynamic interaction and high-quality
dialogue. Despite the unprecedented opportunities of online learning, there are still
inherent weaknesses in the use of this medium posing threats to the success of its
program.
A study cited at Digital Commons (2020), in the country's setting online
learning, is still in its initial stage and authorities are very much concerned
regarding the efficiency of a technological platform supported by the sheer logistics
of dispensing the instruction.
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Brown and Voltz (2019) identified research that presented six e-learning
elements: activity, scenario, feedback, delivery, context, and influence. These
characteristics emerge from an emphasis on the student experience, while also
taking into account the larger networks that influence and are influenced by that
experience. Cited by Stefan Trines, August 14, 2018, there are different views of
alternative learning delivery modes and change can be embraced if the capacity
supports its present. For instance, Oblinger and Hawkins (2019) indicated that e-
learning has transformed from a fully-online course to using technology to deliver
part or all of a course independent of permanent time and place.
According to Guri-Rosenblit, Owusu-Agyeman, and Amoakohene (2020),
this style of education is a manner of offering learning chances to all learners,
regardless of their circumstances. This means that distant education has the
potential to expand educational access through distribution and economies of
scale.
In a study cited at Galore International Journal of Health Sciences and
Research (2019), The adoption of both synchronous and asynchronous modes of
learning to run e-learning university education coupled with the introduction of few
numbers of face-to-face contacts have made the program so impactful with little or
no difference from the traditional mode of learning.
36
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According to Gorra et al (2016), because the Philippines is a developing
country, it is relevant to investigate some of the studies on e-learning in developing
nations; he advises that organized programs to encourage students and lecturers
in the use of technology be developed. The Oye 2016 study focuses on the
relationship between students' use of e-learning and their academic performance.
Lumadi (2016) tackles the impact of e-learning on the academic performance of
student-teachers by experimenting to identify the difference between traditional
and e-learning methods of teaching and learning.
Other research has contrasted face-to-face instruction to online learning,
how students are influenced by e-learning, and how they cope with it (González-
Gómez et al., 2016; Israel, 2015; Northey et al., 2015; Ryan et al., 2016; Southard
et al., 2015).
The researchers were able to incorporate into the questionnaire activities
that are relevant to the perception of the nursing students towards online classes.
Thus, the present instrument was improved because of the richness of related
literature.
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CHAPTER II
METHODOLOGY
This chapter describes the research method, research instrument, study
location, study respondent, data collection procedure, and statistical data
treatment.
RESEARCH METHOD
A descriptive research design was used in this study, which describes data
features of a population or phenomenon being examined. In this kind of research
design, the researchers do not control any of the variables. This study would
determine the perceptions of nursing students of the University of Perpetual Help
DALTA System-Calamba Campus with the present application of online learning
delivery model in terms of its benefits and challenges
This research approach is used to collect data to test hypotheses or
answer questions about the current state of the investigation.
SETTING OF THE STUDY
The setting of the study was conducted within the College of Nursing at the
University of Perpetual Help DALTA System-Calamba Campus.
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RESPONDENTS OF THE STUDY
The respondents of the study were students from 1st to 4th year of Bachelor
of Science in Nursing having a total number of 39 and enrolled in the Second
Semester of S.Y. 2020-2021. A computed ideal percentage of respondents was
randomly selected and oriented with the objective of the study.
RESEARCH INSTRUMENT
The instrument of this study was the questionnaire appropriately designed
to show the perceptions of respondents to the recently introduced alternative
learning delivery mode. The survey questionnaire has three parts. Part 1 focused
on the demographic profile in terms of age, year level, gender, civil status, and
family income. Part 2 focused on the perception of nursing students in terms of
benefits and challenges. The researchers used the Likert scale
SD- Strongly Disagree
D- Disagree
A- Agree
SA- Strongly Agree
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VALIDATION OF INSTRUMENT
The degree of validity and reliability of the instrument was determined
through consultations with experts. All are academically qualified and have a
certified Doctoral Degree.
Following the recommendations of the validators, the instrument was pre-
tested on a set of students who were not among the responders. After receiving
feedback and recommendations, changes and revisions were done.
DATA COLLECTION PROCEDURES
The researchers used standard operating procedures in gathering the
data. A letter of request was sent to the Program Head of the College of Nursing
to allow the researchers to distribute the survey questionnaire. After getting the
approval, the respondents answered the questionnaire using Google Forms. The
researchers guaranteed that the data including the identity of the respondents
were kept confidential. The gathered data were recorded, tabulated, and
analyzed.
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STATISTICAL TREATMENT OF DATA
The following statistical tools were utilized to analyze and interpret the
data:
1. For problem number 1 which deals with the demographic profile of Nursing
students, frequency distribution and percentage were used.
2. For problem number 2 which sought to know the perceived benefits and
challenges derived by Nursing Students of the University of Perpetual Help
System DALTA-Calamba Campus from an online mode of learning, weighted
mean was utilized.
3. For problem number 3 which sought to determine if significant differences in
the perception of Nursing Students towards online classes, a t-test was used.
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CHAPTER III
PRESENTATION-ANALYSIS AND INTERPRETATION OF DATA
This chapter presented findings based on the data gathered through the
questionnaire then data were presented, analyzed, and interpreted accordingly.
1. Demographic Profile of the Respondents
Table 1.1 Profile of the Respondents according to Age
Age Range Frequency Percent
17- 20 25 64.1
21-24 9 23.1
25-28 2 5.1
29-32 2 5.1
41-44 1 2.6
Total 39 100.0
Table 1.1 presents the demographic profile of the respondents in terms of
their age. The researchers got the highest percentage to belong to age ranged
from 17-20 years old with 25 respondents equivalent to 64.1%, the age ranged
from 21-24 years old with 9 respondents equivalent to 23.1% While the lowest
respondents belong to 31-44 years old with 1 respondent equivalent to 2.6%.
42
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Many studies in education and economic research have addressed the
effects of age on various outcomes such as academic achievement (e.g., Fertig
and Kluve, 2015), educational attainment (e.g., Angrist and Krueger, 2015; Black
et al., 2016), or earned wages (e.g., Mayer and Knutson, 2015; Bedard and Dhuey,
2015). One commonly accepted method of studying this subject is to examine how
a child's relative location concerning his or her age affects accomplishment when
the average age of a class or learning group is higher or lower (Gold et al., 2015).
One significant advantage of focusing on these so-called relative age effects is
that they take advantage of the naturally existing variance in birth months among
students who are enrolled in school at the same time. Most OECD nations have a
single cut-off date for school enrolment, stating that children who have achieved a
certain age (typically 6 or 7 years) by that day are eligible for school. This approach
usually results in a 12-month age range within a school entrance cohort, which
corresponds to disparities in maturity as well as diverse learning experiences
before school enrollment in preschool or in the home. Indeed, studies have
indicated that somewhat older pupils may achieve better literacy levels at the start
of formal schooling by 0.45 to 0.49 standard deviations (Crone and Whitehurst,
2015; Gold et al., 2015). These data highlight the significant variation among pupils
in a single class, particularly in the early elementary grades. As a result, the
importance of researching the relationship between relative age and educational
outcomes stems from the fact that it affects children and instructors in their daily
lives.
43
Online Classes
Table 1.2 Profile of the Respondents according to Gender
Gender Frequency Percent
Male 10 25.6
Female 29 74.4
Total 39 100.0
Table 1.2 shows that the majority of respondents were female, with a
percentage of 74.4 percent or 29 respondents, and the rest were male, with a
percentage of 25.6 percent or 10 respondents.
According to Dennon, A. (November 2020), more women pursue higher
education than men, and they holding their lead. Over the last three decades, the
percentage of college-enrolled women aged 18-24 gradually overtook the
percentage of enrolled men in the same age range. Among online learners, the
ratio of female students to male students is even higher. Many women choose
online education over in-person classes so they can better balance work and
family.
44
Online Classes
Table 1.3 Profile of the Respondents according to Year-Level
Year-Level Frequency Percent
1st Year 20 51.3
2nd Year 10 25.6
3rd Year 8 20.5
4th Year 1 2.6
Total 39 100.0
Table 1.3 shows that the majority of respondents (51.3 percent or 20
students) are in their first year of college, while the lowest responder (2.6 percent
or 1 student) is in their fourth year. According to the list of enrolees from the College
of Nursing, the freshmen had the highest number of students.
Table 1.4 Profile of the Respondents according to Civil Status
Civil Status Frequency Percent
Single 37 94.9
Married 2 5.1
Total 39 100.0
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Table 1.4, the majority of respondents are single (94.9 percent or 37
respondents) with only 5.1 percent or 2 married respondents.
Yess evaluated the impact of marital status on the academic achievement
of 240 Community College students in the United States. The findings
demonstrated that marital status was a significant predictor of achievement among
Community College graduates. Similarly, Egwualu and Umeora looked into the
impact of marriage, pregnancy, and childbearing on the academic performance of
Nigerian female medical students. Female and male students were given a self-
administered cross-sectional questionnaire. The data received from the
examination of academic records were analyzed using the Epinto statistical
software tool. The results showed that older married female students had more re-
sit exams than their male and single femable counterparts. The distinction was
statistically significant.
Robert, Wooster, and Chen, evaluated the effect of marital status on the
academic performance of college students in the United States. Based on data
from 374 students, married students outperformed unmarried students in terms of
marks. Married students with children, on the other hand, did not score higher
CGPAs than those without children. Tambuwal (2017) examined the relationship
between marital status, study habits, and academic achievement among female
students at Shehu Shagari College of Education in Sokoto, Sokoto State, Nigeria.
The GPA of students was used to determine their academic achievement level.
46
Online Classes
The study included 154 female students, and the data was analyzed using
distribution. The findings demonstrated a significant difference in academic
performance between married and unmarried students, as well as a significant
difference in study habits between married and unmarried students. Female
married students outperformed unmarried pupils in terms of performance and
study habits. Cloyd (2016) researched the association between marital status and
academic performance of undergraduate students in the United States, and the
results revealed that married students outperformed unmarried students. This
suggests that marital status influences students' academic achievement, and
married students outperform unmarried students
Table 1.5 Profile of the Respondents according to Family Income
Family Income Range Frequency Percent
10,000 - 15, 000 10 25.6
15, 001 - 20, 000 3 7.7
20, 001 - 25, 000 8 20.5
25, 001 - 30, 000 2 5.1
30, 001 - 35, 000 1 2.6
35, 001, and above 15 38.5
Total 39 100.0
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Table 1.5 shows that majority of the respondents have a family income of
35,001 and above with a percentage of 38.5% or 15 respondents. While the
lowest respondent belongs to 30,001-35,000 with a percentage of 2.6% or 1
respondent.
L. Diamond claims that (May 2016), Parents who want to assist their
children to achieve academically can use free online educational tools, games, and
services. In recent years, a slew of these technologies has emerged in an attempt
to bridge the achievement gap and digital divide between the rich and poor. A
crucial priority for low-income parents is keeping their children in school, so they
are often more focused on monitoring whether their children are doing homework
and attending class," said Betsy DiSalvo, an assistant professor in the School of
Interactive Computing and the study's lead author. "Their focus is on school, not
on what might happen beyond the classroom." Higher-income parents are more
likely to act as learning brokers or resource providers by looking for possibilities
outside of school, whether it's through a book, an online game, or an extracurricular
activity.
48
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2. Perception towards Online Classes
Table 2.1 Descriptive Statistics on the Perception of Benefits of Online
Classes
Statements Mean Interpretation Rank
An online class is a user friendly 2.62 Agree 4.5
Easier to become skillful 2.21 Disagree 11
Easy to enjoy the lesson on online classes 2.33 Disagree 8
Ease sharing ideas with classmates and 3

2.64 Agree
professors
Scheduling Flexibility 2.49 Disagree 6
More Comfortable Learning Environment 2.31 Disagree 9.5
Improve communication skills 2.36 Disagree 7
It enables you to accomplish your task 4.5

2.62 Agree
faster
Build self-discipline and accountability 2.79 Agree 1
More opportunities for teacher-student 9.5

2.31 Disagree
interaction
Freedom to learn whatever you want 2.72 Agree 2
Over-all Mean 2.49 Disagree
Legend: (1) 1.00-1.49 Strongly Disagree; (2) 1.50-2.49 Disagree; (3) 2.50-3.49
Agree; (4) 3.50-4.00 Strongly Agree
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Table 2.1 presents the perception of the benefits of online classes based
on their ranking. Build self-discipline and accountability got the first or highest rank
with a mean of 2.79. Freedom to learn whatever you want ranks second with a
mean of 2.72. Ease of sharing ideas with classmates and professors is at 3 rd rank
with a mean of 2.64. An online class is user-friendly and It enables you to
accomplish your task faster at 4.5th rank with a mean of 2.62. Scheduling Flexibility
is at 6th rank with a mean of 2.49. Improve communication skills is at 7th rank with
a mean of 2.36. Easy to enjoy the lesson on online classes is at 8th rank with a
mean of 2.33. More Comfortable Learning Environment and More opportunities for
teacher-student interaction at 9.5th rank with a mean of 2.31. The lowest rank is
the Easier to become skillful with a mean of 2.21.
A study cited at Education.com (2020), stated that the dynamics of modern
technology opened a new frontier of global communication in the 20th century. It
covers various aspects of endeavors and one of these is education. Access to
learning is currently no anymore confined to the four walls of the classroom. One
can attend classes and learn outside school through the use of modern
communication gadgetry utilizing an online platform.
In an article from Resources tutorials online education overview strengths
and weaknesses, (2019), educators and learners have varying degrees of
enthusiasm and concerns regarding this learning delivery mode as being
compared to face-to-face. Some pros and cons transpire during its application.
50
Online Classes
Online learning is considered to be accessible anytime, anywhere, and at any pace
with dynamic interaction and high-quality dialogue. It has a wide array of resources
since the internet can provide almost everything in terms of information.
In a study cited at Galore International Journal of Health Sciences and
Research (2019), The adoption of both synchronous and asynchronous modes of
learning to run e-learning university education coupled with the introduction of few
numbers of face-to-face contacts have made the program so impactful with little or
no difference from the traditional mode of learning.
Lumadi (2016) addresses the impact of e-learning on the academic
performance of student-teachers in another paper. They undertook an experiment
to see if students taught by teachers using e-learning did better than students
taught by teachers using traditional methods of teaching and learning. Their
findings indicate that e-learning has a considerable impact on student performance
since student-teachers taught using e-learning routinely outperform student-
teachers taught using the traditional way. In their conclusion, they discovered that
e-learning had a considerable impact on student-teachers. They supported
student-teachers initial professional growth based on e-learning technology, as
well as changes in training methodologies, strategies, and activities to meet
educational issues.
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However, based on the article Benefits of Online Classes (March 20, 2020)
online classes allow you to schedule your learning at your convenience. While a
physical course requires you to stay in the classroom for a set period, distance
learning gives you more flexibility.
The article Benefits of Flexible Online Learning Environments for
Professionals (2020) showed that online class is a more comfortable learning
environment because you can wear anything you want and you can grab a cup of
tea while listening to your class.
Based on the literature review of Majid et al. (2010), the teaching and
learning process shall not take place without communication. Instructors with
strong communication skills can thus create a more positive learning and teaching
atmosphere for the students.
According to Kelsey Miller (September 25, 2019), online class enables you
to accomplish faster because online classes keep you on a regular schedule of
making and meeting deadlines, allowing you to practice managing your time and
staying productive week-to-week.
According to Aleksandrs Gorbunovs (2016), E-learning offers more freedom
for learners, but also requires planning of their self-development and high self-
discipline. It means that self-discipline becomes highly important to ensure
learner's accomplishments and allow them to achieve learning goals
52
Online Classes
However, according to Yang, Yeh, and Wong (2010) online learning not only
allows institutions to serve more students at a lower expense, but also improves
teaching methodologies, enhances the learning experience, and increases the
interaction among students and instructors, sometimes even beyond the
interaction possible in a traditional classroom.
Based on the article Benefits of Online Classes (March 20, 2020) online
learning tears down all of these barriers because it creates room for education to
flourish, it removes any personal barriers that might stop people from learning.
Students can pursue subjects that interest them without fear of judgment or
reprisal.
Table 2.2 Descriptive Statistics on the Perception of Challenges of Online
Classes
Statements Mean Interpretation Rank
Irregular Internet access 3.36 Agree 1
Low participation of other students 3.15 Agree 3
Lack of feedback from the instructor 2.97 Agree 4.5
Lack of technical know-how 2.92 Agree 7
Single students dominating 2.97 Agree 4.5
Distractions and time management 3.31 Agree 2
Adapting to unfamiliar technology 2.95 Agree 6
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Over-all Mean 3.09 Agree
Legend: (1) 1.00-1.49 Strongly Disagree; (2) 1.50-2.49 Disagree; (3) 2.50-3.49
Agree; (4) 3.50-4.00 Strongly Agree
Table 2.2 presents the perception of challenges towards online classes
based on their ranking. Irregular Internet access got the 1st or the highest rank with
a mean of 3.36. Distractions and time management got the 2 nd rank with a mean
of 3.31. Low participation of other students is at 3rd rank with a mean of 3.15. Lack
of feedback from the instructor and Single students dominating are in 4.5th rank
with a mean of 2.97. Adapting to unfamiliar technology is at 6th rank with a mean
of 2.95. Lack of technical know-how is at the lowest rank with a mean of 2.92.
Oblinger and Hawkins (2019) indicated that e-learning has transformed
from a fully-online course to using technology to deliver part or all of a course
independent of permanent time and place. Also, the European Commission (2019)
describes e-learning as the use of new multimedia technologies and the Internet
to increase learning quality by easing access to facilities and services as well as
distant exchanges and collaboration.
According to Hawkins, Graham, Sudweeks, & Barbour (2013) low learner
participation is one of the most significant issues in online education. This could
be caused by poorly designed interaction opportunities for learners.
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Some research emphasizes the extent to which the absence of the F2F
environment in asynchronous online teaching reduces the possibility of in-person
interaction between students and instructors despite the importance that is still
attached to F2F communication in students’ learning experience Bolsen et al.,
2016; Israel, 2015). Nonetheless, the same and other studies have pointed to the
benefits of the online teaching environment, such as "shifting the learning
environment to a more social, flexible, and personal space" and thus promoting a
student-centered, problem-solving, and social constructivist approach to learning
(Gonzàles-Gómez et al., 2016). Furthermore, the latter is increasingly being cited
as a quality that characterizes modern learning environments in general.
From their literature studies, Riasati et al. (2019) identified the following
barriers: 'lack of access,' 'lack of time,' 'lack of effective training,' 'teachers' attitude,'
and students' attitude.' Aside from this, the complexity of e-learning materials may
have an impact on student learning, particularly if they are offered in a variety of
formats and features. Complex design, for example, may divert students' attention
away from the lecture. Another aspect that may influence the efficiency of e-
learning resources is how the teacher facilitates online learning. Implementation of
these useful items may yet be enhanced to maximize their usage in education.
This research focuses on gathering student experiences using e-learning. Their
perspectives on how to adopt and use e-learning resources could be vital
knowledge that will help teachers and developers improve their utilization.
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E-learning has become widely employed in this millennial age since learning
styles have moved from traditional to more student-centered learning. It not only
improves classroom education but has also assisted in addressing the issue of
conflicting times and remote spaces among teachers and pupils. Because
collaboration is now possible online, learning is no longer limited to the classroom.
Specialized educational software in numerous forms, such as e-learning, 3D virtual
lab, virtual environment, and mobile games, can enhance instructional aids to
accommodate students' various learning styles (Daniels et al. 2019).
Bernard (2016) indicates that the incorporation of technology in blended
learning courses appears to result in a very small, but considerable gain in student
accomplishment – particularly when technology provides cognitive assistance
(e.g., simulations) or enhances student engagement (i.e., with other students,
content, and teachers).
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3. Difference in Perception towards Online Classes
Table 3.1 Analysis of Differences in Benefits and Challenges based on
Gender
Gender N Mean Sig. (2- Decision Interpretation

Variables
tailed)
Male 10 2.672727 Accept No Significant

BENEFITS .201
Female 29 2.426332 Ho Difference
Male 10 3.171429 Accept No Significant

CHALLENGES .484
Female 29 3.064039 Ho Difference
The test used: T-test for Independent Means, n=39, Equal Variances Assumed
Based on the conducted comparative analysis, the computed p-values of
.201 and .484 for benefits and challenges respectively are both greater than the
.05 level of significance. Hence, the decision is to accept the null hypothesis.
Therefore, there is no significant difference in the perception of the male and
female respondents on the benefits and challenges of online classes.
According to BestColleges' 2020 Trends in Online Education: Gender
Differences report, over 40% of online students think women face more challenges
than men as online learners. Despite these challenges, female students continue
to dominate the online education space — and excel in it, too. These days, a
growing number of women are choosing online education, not as a backup plan
after having children, but as the first step toward their career goals. What's more,
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the diversification of female learners in terms of marital status and age suggests
that women of all backgrounds can glean special benefits from online education.
Table 3.2 Analysis of Differences in Benefits and Challenges based on Civil
Status
Civil N Mean Sig. (2- Decision Interpretation

Variables
Status tailed)
Single 37 2.479115 Accept No Significant

BENEFITS .599
Married 2 2.681818 Ho Difference
Single 37 3.115830 Accept No Significant

CHALLENGES .114
Married 2 2.642857 Ho Difference
The test used: T-test for Independent Means, n=39, Equal Variances Assumed
As presented in table 3.2, the computed p-values of .599 and .114 for
benefits and challenges respectively are both greater than the .05 level of
significance. Hence, the decision is to accept the null hypothesis. Therefore, there
is no significant difference in the perception of the single and married respondents
on the benefits and challenges of online classes.
Eyer's study found no significant association between marital status and
baccalaureate nursing students. However, Fontaine found that marital status is a
predictor of older adults' participation in self-directed learning activities. Proyrazi
and Philip (2016) investigated the association between marital status, ethnicity,
and academic achievement and the adjustment stresses faced by international
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students in the United States. The study included 149 international students from
five universities in the United States. Correlation and multiple regression analysis
found that married international students outperformed unmarried ones.
Table 3.3 Analysis of Variance in Benefits and Challenges based on Age
Range
Variables N Mean Sig. (2- Decision Interpretation
tailed)
17-
25 2.320000
20
21-24 9 2.737374
No Significant
BENEFITS 25-28 2 2.954545 .071 Accept Ho
Difference
29-32 2 2.681818
41-44 1 3.181818
Total 39 2.489510
17-
25 3.097143
20
21-24 9 3.063492 Failed to

No Significant
CHALLENGES 25-28 2 2.857143 .865 Reject the
Difference
29-32 2 3.285714 Ho
41-44 1 3.285714
Total 39 3.091575
Test used: One-Way ANOVA, n=39, df=4
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Based on the conducted analysis of variance presented in table 3.3, the
computed p-values of .071 and .865 for benefits and challenges respectively are
both greater than the .05 level of significance. Hence, the decision is to accept the
null hypothesis. Therefore, there is no significant difference in the perception of the
respondents on the benefits and challenges of online classes when they are
grouped according to their age ranges. It can further be said that age is not a factor
in the perception of the benefits and challenges of online learning.
In contrast with the study many studies in education and economic research
have addressed the effects of age on various outcomes such as academic
achievement (e.g., Fertig and Kluve, 2005; 2015), educational attainment (e.g.,
Angrist and Krueger, 2015; Black et al., 2016), or earned wages (e.g., Mayer and
Knutson, 2015; Bedard and Dhuey, 2015). One commonly accepted method of
studying this subject is to examine how a child's relative location about his or her
age affects accomplishment when the average age of a class or learning group is
higher or lower (Gold et al., 2015). One significant advantage of focusing on these
so-called relative age effects is that they take advantage of the naturally existing
variance in birth months among students who are enrolled in school at the same
time. Most OECD nations have a single cut-off date for school enrolment, stating
that children who have achieved a certain age (typically 6 or 7 years) by that day
are eligible for school. This approach usually results in a 12-month age range
within a school entrance cohort, which corresponds to disparities in maturity as
well as diverse learning experiences before school enrollment in preschool or the
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home. Indeed, studies have indicated that somewhat older pupils may achieve
better literacy levels at the start of formal schooling by 0.45 to 0.49 standard
deviations (Crone and Whitehurst, 2015; Gold et al., 2015). These data highlight
the significant variation among pupils in a single class, particularly in the early
elementary grades. As a result, the importance of researching the relationship
between relative age and educational outcomes stems from the fact that it affects
children and instructors in their daily lives.
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Table 3.4 Analysis of Variance in Benefits and Challenges based on Year-
Level
tailed)
1st Year 20 2.413636
2nd Year 10 2.590909

No Significant
BENEFITS 3rd Year 8 2.568182 .804 Accept Ho
Difference
4th Year 1 2.363636
Total 39 2.489510
1st Year 20 3.078571
2nd Year 10 3.042857

No Significant
CHALLENGES 3rd Year 8 3.196429 .876 Accept Ho
Difference
4th Year 1 3.000000
Total 39 3.091575
The test used: One-Way ANOVA, n=39, df=4
grouped according to their year levels. It can further be said that year level is not
a factor in the perception of the benefits and challenges of online learning.
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Table 3.5 Analysis of Variance in Benefits and Challenges based on Family
Income-Range
tailed)
10,000 - 15, 000 10 2.845455
15, 001 - 20, 000 3 2.666667
20, 001 - 25, 000 8 2.477273

Failed to
25, 001 - 30, 000 2 2.272727 No Significant
BENEFITS .126 Reject the
30, 001 - 35, 000 1 2.090909 Difference
Ho
35, 001, and
15 2.278788
above
Total 39 2.489510
10,000 - 15, 000 10 3.042857
15, 001 - 20, 000 3 3.142857
20, 001 - 25, 000 8 3.250000

Failed to
25, 001 - 30, 000 2 3.357143 No Significant
CHALLENGES .647 Reject the
30, 001 - 35, 000 1 2.714286 Difference
Ho
35, 001, and
15 3.019048
above
Total 39 3.091575
Test used: One-Way ANOVA, n=39, df=4
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grouped according to their family income ranges. It can further be said that family
income is not a factor in the perception of the benefits and challenges of online
learning.
According to Diamond, L (May 2016), There were also discrepancies in how
high-income and low-income parents used social networks to educate their
children. Lower-income parents rarely discuss educational tools online and instead
visit the school resource center in person. "Higher-income parents from Google
groups, or search parenting blogs and message boards to learn about new tools.
They will seek out that one mother who seems connected to everything and always
knows what's going on," DiSalvo explained. DiSalvo presented the research at the
Association for Computing Machinery's CHI 2016 Conference on Human Factors
in Computing Systems. The findings of this study and previous research are being
used to create an online parent portal tailored to the requirements of low-income
parents. “Across the board parents we talked to are passionate about their kids’
education, but even those who are heavily invested are still struggling to help their
children,” DiSalvo explained. “If we think these online resources are the answer to
helping children, we need to design them so that low-income parents will find them
and use them.”
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CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of findings, the conclusions derived
from the findings of the study, and the corresponding recommendations.
SUMMARY OF FINDINGS
The study revealed the following findings from the questionnaire as follows:
1. The demographic profile of the Nursing student when it groups to age
brackets, 17-20 years old got the highest number of respondents with a
percentage of 66.7% out of 100. While a majority of the respondents are
female with a total percentage of 74.4% while the male is 5.6% out of
100. Then when it comes to year level, first-year got 53.3% while the
fourth year got 2.6%. And most of the respondents when it comes to civil
status were single. It got a total number of 37 out of 39 respondents
having a percentage of 94.9%
2. Based on the findings, Table 1 Descriptive Statistics on the Perception
on Benefits of Online Classes students agree that online classes build
self-discipline and accountability with a total of 51.3% out of 100%. On
the other hand, students disagree that online classes can make you
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skilful with a total of 53.8% out of 100%. Table 2 Descriptive Statistics
on the Perception of Benefits of Online Classes students agree that they
experience irregular internet access with a total of 51.3% out of 100%.
3. In general, as shown in the table, there is no significant difference in the
perception of the respondents on the benefits and challenges of online
classes when it comes to age, gender, year level, and civil status. On
the other hand, there is no significant difference when it comes to family
income.
CONCLUSION
The following are the conclusion drawn by the researchers based on the finding of
the study Benefits and Challenges of Online Classes as Perceived by the Nursing
Students in UPHSD-Calamba:
1. The researchers found out that in the age of 17-20 years on the level of the
first year, with regards to the significant difference of the benefits and
challenges of online classes when grouped according to profile, the
researchers found that there is no significant difference in the benefits and
challenges in terms of the gender, civil status, year level, and family income.
2. In table 2, the researchers conclude that the benefits of online classes can
build self-discipline and accountability and the challenges in online classes
are having irregular internet access.
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3. The researchers conclude that the benefits and challenges of online classes
as perceived by the Nursing students of the University of Perpetual Help
System-DALTA Calamba Campus now can provide blended learning or
distance learning opportunities through online classes. Therefore, a survey
instrument was distributed to students to explore student's perceptions
toward online in terms of social presence, social interaction, and
satisfaction. Even though online learning is perceived as less social
interaction, lacking social presence, and synchronicity in communication,
online learning has some advantages for the students.
RECOMMENDATIONS
After careful analysis of the result presented the finding and conclusion, the
researchers draw the following recommendations:
1. To all Nursing Students, they should engage themselves in online
seminars and extracurricular activities of the University.
2. The faculty members should help the students maintain focus and
motivation for them to acquire their particular skills, knowledge, and attitude like
strict compliance with open cameras during online classes.
3. The university should provide a monthly or per semester internet
connection for every student.
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4. The school administration should conduct parents/guardians’
conferences to update them and have an open forum regarding online learning
and how they can support their students, by encouraging them to have a quiet
study area to avoid destruction during online classes.
INTERVENTIONS
1. Conducting a webinar meeting through social media life is one of the
effective ways to use a medium to connect with nursing students since
social media is more common and widely used all over.
2. The Nursing Department can also be the source to disseminate
information through their social media account or any platform of benefits
and challenges of online classes.
3. Another intervention is counseling for those nursing students who are
having benefits and challenges in online classes.
4. Collaborating with parents, professors, and college dean.
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APPENDIX A
QUESTIONNAIRE
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QUESTIONNAIRE:
BENEFITS AND CHALLENGES OF ONLINE CLASSES
AS PERCEIVED BY THE NURSING STUDENTS OF

UNIVERSITY OF PERPETUAL HELP SYSTEM
DALTA- CALAMBA CAMPUS
Direction: Please fill-up and check the provided space that corresponds to your
choice/answer.
I. Demographic Profile
AGE:
17-20
21-24
25-28
29-32
33-36
37-40
41-44
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YEAR LEVEL:
First Year
Second Year
Third Year
Fourth Year
GENDER:
Male
Female
CIVIL STATUS:
Single
Married
Others
Family Income:
10,000 - 15,000
15,001 – 20,000
20,001 – 25,000
25,001 – 30,000
30,001 - 35,000
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35,001 and above
II. Perceived benefits of Online Classes platform
D- Disagree
B- Agree
SA- Strongly Agree
Perceived benefits of Online Classes SA A D SD
platform
Online class is a user friendly
Easier to become skilful
Easy to enjoy lesson on online classes
Ease sharing ideas with classmates and
professors
Scheduling Flexibility
More Comfortable Learning Environment
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Perceived benefits of Online Classes SA A D SD
platform
Improve communication skills
It enables you to accomplish your task faster
Build self-discipline and accountability
More opportunities for teacher-student
interaction
Freedom to learn whatever you want
III. Perceived challenges in using Online Classes platform
D- Disagree
A- Agree
SA- Strongly Agree
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Perceived challenges in using Online SA A D SD
Classes platform
Irregular Internet access
Low participation of other students
Lack of feedback from the instructor
Lack of technical know-how
Single students dominating
Distractions and time management
Adapting to unfamiliar technology
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APPENDIX B
LETTERS
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Letter of Approval
March 8, 2021
Maria Angelica M. Eugenio, RN, MAN, Ed.D
Program Chair, College of Nursing
Dear Dr. Eugenio,
Good day!
We, the undersigned, are 3rd year students of Bachelor of Science in Nursing of
UPHSD- Calamba Campus and are currently working on our thesis entitled
“Benefits and Challenges of Online Classes as Perceived by the Nursing Students
of University of Perpetual Help System DALTA– Calamba Campus”. In view with
this, we are requesting your approval to permit us to conduct the study in your
department.
In this regard, we would like to ask for you approval to disseminate questionnaire
to the nursing students of UPHSD-Calamba Campus as respondents for our study.
We hope this request will merit your kind consideration and approval.
Thank you and hoping for your positive response to this request.
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Respectfully yours,
PRINCESS ANNE M. MAITIM
Level III Nursing Student
MATELYN S. OARGA
Noted by:
MELANIA S. BANATICLA RN., MAN, LPT
Thesis Adviser
Approved by:
MARIA ANGELICA EUGENIO, RN, MAN, Ed.D
Program Head, College of Nursing
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Letter to the Respondents
March 8, 2021
Dear Sir/Ma’am,
Greetings!
We, Princess Anne M. Maitim and Matelyn S. Oarga, 3rd year nursing students of
University of Perpetual Help System DALTA– Calamba Campus, are presently
working on a research paper entitled “Benefits and Challenges of Online Classes
as Perceived by the Nursing Students of University of Perpetual Help System
DALTA– Calamba Campus” as part of our requirements in research.
We are asking for your cooperation by answering the attached questionnaire to

help us through with our study. Rest assured that the information will be handled
with utmost confidentiality.
Thank you and God bless!
Respectfully yours,
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MATELYN S. OARGA
Noted by:
MELANIA S. BANATICLA RN., MAN, LPT
Thesis Adviser
Approved by:
MARIA ANGELICA EUGENIO, RN, MAN, Ed.D
Program Head, College of Nursing
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APPENDIX C
CURRICULUM
VITAE
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CURRICULUM VITAE
Mobile No.: 0905-753-2528
E-mail: princessannemaitim@gmail.com
Address: Majada In Canlubang Calamba City
Birthday: July 21, 2000
EDUCATIONAL BACKGROUND
Tertiary : University of Perpetual Help System DALTA
(UPHSD)
Calamba City, Laguna
Bachelor of Science in Nursing
2018-Present
Secondary : University of Perpetual Help System DALTA

(UPHSD)
Senior High School
2016-2018
Majada In National High School
Primary : Majada In Elementary School
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CURRICULUM VITAE
MATELYN S. OARGA
Mobile No.: 0917-125-4768
E-mail: mattyoarga@gmail.com
Address: 140B Hinojosa Street, Lumban, Laguna
Birthday: February 10, 2000
EDUCATIONAL BACKGROUND
Tertiary : University of Perpetual Help System DALTA
(UPHSD)
Bachelor of Science in Nursing
2018-Present
Secondary : STI Santa Cruz – Laguna

Santa Cruz, Laguna
2017-2018
AMA Santa Cruz Campus

Santa Cruz, Laguna
2016-2017
Little Shepherd and Business Science High School

Lumban, Laguna
2014-2016
Western Leyte College

Ormoc City, Leyte
2012- 2013
Primary : Ormoc Kinderland, Inc.

Corner Osmeña & San Pedro Sts., Ormoc City, Leyte
2006-2011
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0iG4K2hK2MK00eWYENnsFIzS8jLXRI
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Benefits and Challenges of

THE PROBLEM AND ITS BACKGROUND

introduction, background of the study, statement of the problem, hypothesis,

delimitation of the study, and the definition of terms.

2020). Most governments have chosen to use quarantine protocols and

temporarily close their educational institutions to stop COVID-19 from spreading.

remain at home and adhere to the Philippine government's quarantine regulations.

To meet the demands of students, particularly the 3.5 million tertiary-level

HEIs have established proactive strategies to ensure that education continues

despite the shutdown. Asynchronous, delayed-time activities, such as pre-

recorded video lectures and time-independent evaluations, are examples of online

Higher Education Institutions' shift to modified forms of online learning

reflects the government's commitment to continuing to learn despite the pandemic.

As the Philippine’s Department of Education (DepEd) Secretary, Leonor Briones

quipped, “Education must continue even in times of crisis whether it may be a

calamity, disaster, emergency, quarantine, or even war” (Department of Education,

2020). The Philippines’ Commission on Higher Education (CHEd), on the other

other alternative modes of delivery instead of on-campus learning" (CHEd, 2020).

laws and regulations.

Due to the serious outbreak of the COVID 19 pandemic, online learning is

no anymore, an option, it is a necessity (Dhawan, 2020). Students' health safety

system. With the discovery of sophisticated communication systems education is

learning at a distance. This, however, appears to be based on a faulty premise. It

Online learning utilizes the Internet format. It is referred to as “e-learning” among

types available today, including Correspondence Courses: conducted through

benefits of e-learning. "E-learning" or "online learning" refers to any education that

E-learning is appealing to many for its convenience, comfort, cost-effectiveness,

and online courses that you may not have considered.

schedules. Additionally, it saves them the hassle of commuting to a physical

They complete assignments according to the class schedule. Students

are necessary to be successful. Students need keyboarding skills and must be

able to write so that others can understand.

The researchers find it very important to understand and acknowledge the

perception of nursing students from UPHSD-Calamba. It catches the researchers’

University of Perpetual Help System DALTA-Calamba Campus, although, it even

claimed that the school is virtually ready.

BACKGROUND OF THE STUDY

The University of Perpetual Help System DALTA-Calamba Campus was

founded in 1996. Strategically located in Barangay Paciano Rizal, Calamba City,

the 4-hectare campus has an impressive line of state-of-the-art educational

facilities conducive to learning. It's a private, non-sectarian educational institution

run by the DALTA Group of Companies.

extensive network of national and international linkage in higher education and

business. The University of Perpetual Help System DALTA-Calamba Campus is

preparing globally competitive Filipinos by providing venues for the pursuit of

The UPHSD College of Nursing is committed to achieving excellence in

implementation of nursing quality standards even if it's an online class that is

engaging, interactive, well-supported, and responsive ways of teaching and

students are enabling students to complete assignments or watch lectures

hand and reduce productivity.

STATEMENT OF THE PROBLEM:

Due to the present threat of the COVID 19 virus, the application of an

alternative learning delivery mode is in effect and implemented in tertiary

of online classes as perceived by the nursing students of the University of

Perpetual Help System DALTA-Calamba Campus. Specifically, the study sought

answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

1.3 Year level

1.4 Civil status

1.5 Family Income

2. What are the perceptions of nursing students of University of Perpetual Help

System DALTA-Calamba Campus towards online classes in terms of:

3. Is there any significant difference in the perception of nursing students of the