BSN GRP2 Benefits and Challenges of Online Class

Benefits and Challenges of
Online Classes
BENEFITS AND CHALLENGES OF ONLINE CLASSES

AS PERCEIVED BY THE NURSING STUDENTS OF
UNIVERSITY OF PERPETUAL HELP SYSTEM
DALTA- CALAMBA CAMPUS
An Undergraduate Thesis Presented to the Faculty of the
College of Nursing University of Perpetual Help
System DALTA-Calamba Campus
In Partial Fulfillment of the Requirements for the
Degree Bachelor of Science in Nursing
By
Maitim, Princess Anne M.
Oarga, Matelyn S.
Batch 2022
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
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 despite the shutdown. Asynchronous, delayed-time activities, such as
pre-recorded video lectures and time-independent evaluations, are examples of
online learning.
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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 in lieu 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
own policies in the absence of implementing laws and regulations.
Due to the serious outbreak of the COVID 19 pandemic, online learning is
not 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 system
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 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
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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 for its
expedience. 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.
In online courses, students "attend" class by visiting the class web pages.
They complete assignments according to the class schedule. Students
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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 traditional class. Since it is first time to
hold online class in 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 its effectiveness and efficiency of its
utilization in 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
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facilities conducive for 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
still continues to promote Perpetualite Vision and Mission of being premiere
University of the Philippines that develops Filipino into Helpers of God, with an
extensive network of national and international linkage ion higher education and
business. The University of Perpetual Help System DALTA-Calamba Campus is
preparing globally competitive Filipinos by providing venues for pursuit of
excellence.
The UPHSD College of Nursing is committed to achieve excellence in
Nursing with graduates that can provide quality care and services through the
implementation of nursing quality standards even if its online class that is
engaging, interactive, well supported and responsive ways of teaching and
learning.
STATEMENT OF THE PROBLEM:
Due to the present threat of COVID 19 virus, the application of an
alternative learning delivery mode is in effect and implemented in the 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 University of
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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:
2.1 Benefits
2.2 Challenges
3. Is there any significant difference on the perception of nursing students of
University of Perpetual Help System DALTA-Calamba Campus on online classes
when grouped according their demographic profile?
HYPOTHESIS:
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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 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). In 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, and services. People interact with e-learning systems. E-learning
technologies enable the direct or indirect interaction of the 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 to 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
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strategies for activities. In other words, service specifications are e-learning
activities aligned with the e-learning pedagogical models and the 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.
challenges of Survey
online classes
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 towards online class of University of Perpetual
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Help System DALTA-Calamba Campus. The second box shows the process on
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 about the
perception of nursing students towards online class.
SIGNIFICANCE OF THE STUDY
This research study on Perception of Nursing Students of the University of
Perpetual Help System DALTA-Calamba Campus Towards Online Class 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 class 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
towards online classes, and will be able to provide appropriate methods to help
students cope up 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 class, and
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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 class, 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 the future
researchers who will conduct similar studies like this.
SCOPE AND DELIMITATION OF THE STUDY
This study focused on benefits and challenges of online classes as
perceived by the nursing students of the University of Perpetual Help System
DALTA-Calamba campus. The study conducted at 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 school year 2020-2021.
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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 engage.
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.
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.
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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 towards online classes. Review on 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 wishes to study
outside school had been given the chance to pursue through letters of
instructions 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 not anymore confined in the four walls of the
classroom. One can attend classes and learn outside school through the use of
modern communication gadgetry utilizing online platform.
An article from Resources tutorials online education overview strengths
and weaknesses, (2019), educators and learners have varied degrees of
enthusiasm and concerns regarding this learning delivery mode as being
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compared to face-to-face. There are pros and cons that transpire during the
course of its application. Online learning is considered to be accessible
anytime, anywhere, and at any pace with dynamic interaction and high-quality
dialogue. It has 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 impedes its full utilization. Third world countries
having unstable economy will have difficulties of 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. It is true that
online learning is 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 large number of learners, the synergy level will
start to shift on learning continuum until it eventually becomes independent
study to accommodate the large class. Interaction will become limited and
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instruction is not being utilized to its maximum potentials. (Resources tutorials
online education overview strengths and weaknesses, 2019).
According to Digital Commons (2020), 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 concern regarding the efficiency of
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 hasten 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 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.
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Time, really has its own way of accommodating something. As a
consequence, to the dynamics of communication technology online class is here
to stay.
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
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education in LAUTECH Open and Distance Learning Centre (LODLC),
Ogbomoso, Oyo State. It was concluded that increased interest of registered
nurses in e-learning and it growing acceptability by the nursing community has
increased the number of applicants into the online nursing education of the
university. The adoption of both synchronous and asynchronous mode of
learning to run e-learning university education couple 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 it 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
to 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 a computer
assisted learning, and as pedagogy for student-centered and collaborative
learning. In some definitions e-learning encompasses more than just the offering
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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
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 provide facilities for sharing of learning resources and easy
interaction among learners and teachers. Other e-learning software also provide
immediate result 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, there are some barriers 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
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from these, complexity of e-learning materials may also have effect on student
learning especially so that they are presented in diverse designs and features.
For example, complex design could distract learners from their focus on lessons.
Another factor that could affect effectiveness of an e-learning materials is on how
the teacher facilitate learning online. Implementation on the use of these useful
materials may still be improved to optimize its use in education. This study
focuses on gathering student’s experiences on the use of e-learning. Their
personal views on how implementation and use of e-learning materials could be
a significant knowledge that will help teachers and also developers enhance its
use.
According to Gorra et al (2016), the Philippines is a developing country,
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
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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.
According to 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-
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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,
strategies, and activities to meet educational issues. Their research focused on
South Africa, but it could be valuable to developing 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 in order 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, 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 in relation to which online and blended learning
represent 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
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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 had no effect on the definition of the F2F format,
converting it to blended learning.
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
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“benefits” (Adams et al., 2015). Furthermore, several research appear 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
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 in superior grades among teacher
training students when compared to students who follow a regular classroom
format. Though neither Israel (2015) nor Potter (2015) cite a specific predictor,
the former detects moderate beneficial effects on students' learning outcomes as
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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”.
Despite overwhelming agreement that the blended learning style improves
student learning achievement, several research have 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 are 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, a 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
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collaborative learning activities facilitated by Web 2.0 media such as Facebook
(Northey et al., 2015).
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 be an impediment to
student learning, another considers to be 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
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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” 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 complimentary 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
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workshop is better suited for constructive discussion, archival of design
development, and review of individual or peer progress.
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 in 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;
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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 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.
According to 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 academic achievement of
240 Community College students in the United States. The findings
29
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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 was 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 female counterparts. The
distinction was statistically significant.
According to Robert, Wooster, and Chen, they evaluated the effect of
marital status on 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
30
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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.
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 have 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
to class," said Betsy DiSalvo, an assistant professor in the School of Interactive
31
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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.
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 in relation to 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 prior to school enrollment in preschool or in
the home. Indeed, studies have indicated that somewhat older pupils may
32
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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.
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 form
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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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 a first step toward their career goals.
What's more, 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 true for any student, they are
particularly beneficial for professionals who wish to maintain their jobs while
taking coursework.
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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 more comfortable learning
environment because you can wear anything you want and you can grab a cup of
tea while listening to your class.
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 own self-development
and high self-discipline. It means that self-discipline becomes highly important to
ensure learners accomplishments and allow them achieving learning goals.
35
Online Classes
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.
SYNTHESIS
The concept of online courses may have been conceived from
correspondence educational institutions wherein individuals who wishes to study
outside school had been given the chance to pursue through letters of
instructions 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 in the four walls of the classroom. According to Resources
tutorials online education overview strengths and weaknesses (2019), there are
pros and cons that transpire during the course of its application. Online learning
36
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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 concern regarding
the efficiency of technological platform supported by the sheer logistics of
dispensing the instruction.
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 that there are different
views of alternative learning delivery mode 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.
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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.
A study cited at Galore International Journal of Health Sciences and
Research (2019), The adoption of both synchronous and asynchronous mode of
or no difference from the traditional mode of learning.
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 performing an experiment to
identify the difference between traditional and e-learning methods of teaching
and learning.
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Other research have 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 to 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.
CHAPTER II
METHODOLOGY
This chapter describes the research method, research instrument, study
location, study respondent, data collection procedure, and statistical data
treatment.
RESEARCH METHOD
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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 University of Perpetual
Help DALTA System-Calamba Campus with the present application of online
learning delivery mode in terms of its benefits and challenges
This research approach is used to collect data in order 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
University of Perpetual Help DALTA System-Calamba Campus.
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
Second Semester of S.Y. 2020-2021. A computed ideal percentage of
respondents were randomly selected and oriented with the objective of the
study.
RESEARCH INSTRUMENT
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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 focusedn the perception of nursing students in terms of
benefits and challenges. The researchers used the Likert scale.
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.
STATISTICAL TREATMENT OF DATA
The following statistical tools were utilized to analyze and interpret the
data:
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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 that sought to know the perceived benefits and
challenges derived by Nursing Students of the University of Perpetual Help
System DALTA-Calamba Campus from online mode of learning, weighted
mean was utilized.
3. For problem number 3 that sought to determine if significant differences in
the perception of Nursing Students towards online class, t-test was used.
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
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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 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%.
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 in relation to his or her age affects
accomplishment when the average age of a class or learning group is higher or
43
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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 prior to 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.
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
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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'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.
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
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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.
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
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 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
46
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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 was 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 female counterparts. The
distinction was statistically significant.
According to Robert, Wooster, and Chen, they evaluated the effect of
marital status on 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
47
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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
Table 1.5 shows that majority of the respondents has 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 achieve academically can use free online educational tools, games, and
services. In recent years, a slew of these technologies have emerged in an
48
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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 to 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.
2. Perception towards Online Classes
Table 2.1 Descriptive Statistics on the Perception on Benefits of Online
Classes
Statements Mean Interpretation Rank
Online class is a user friendly 2.62 Agree 4.5
Easier to become skilful 2.21 Disagree 11
Easy to enjoy lesson on online classes 2.33 Disagree 8
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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
Table 2.1 presents the perception on benefits towards 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 sharing ideas with classmates and professors
is at 3rd rank with a mean of 2.64. Online class is a user friendly and It enables
you to accomplish your task faster at 4.5 th rank with a mean of 2.62. Scheduling
Flexibility is at 6th rank with a mean of 2.49. Improve communication skills is at 7 th
rank with a mean of 2.36. Easy to enjoy lesson on online classes is at 8 th rank
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with a mean of 2.33. More Comfortable Learning Environment and More
opportunities for teacher-student interaction at 9.5 th rank with a mean of 2.31.
The lowest rank is the Easier to become skilful 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 20 th
century. It covers various aspects of endeavors and one of these is education.
Access to learning is currently not anymore confined in the four walls of the
classroom. One can attend classes and learn outside school through the use of
modern communication gadgetry utilizing online platform.
An article from Resources tutorials online education overview strengths
and weaknesses, (2019), educators and learners have varied degrees of
enthusiasm and concerns regarding this learning delivery mode as being
compared to face-to-face. There are pros and cons that transpire during the
course of its application. Online learning is considered to be accessible
anytime, anywhere, and at any pace with dynamic interaction and high-quality
dialogue. It has wide array of resources since the internet can provide almost
everything in terms of information.
A study cited at Galore International Journal of Health Sciences and
Research (2019), The adoption of both synchronous and asynchronous mode of
51
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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.
However, based on the article Benefits of Online Classes (March 20,
2020) online class allow you to schedule your learning at your own convenience.
While a physical course requires you to stay in the classroom for a set period of
time, distance learning gives you more flexibility.
The article from Benefits of Flexible Online Learning Environments for
Professionals (2020) showed that online class is more comfortable learning
52
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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 own self-development
and high self-discipline. It means that self-discipline becomes highly important to
ensure learners accomplishments and allow them achieving learning goals
However, according to Yang, Yeh and Wong (2010) online learning not
only allows institutions to serve more students at a lower expense, but it also
improves teaching methodologies, enhances the learning experience, and
increases interaction among students and instructors, sometimes even beyond
the interaction possible in a traditional classroom.
53
Online Classes
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 on 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
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
The table 2.2 presents the perception on challenges towards online
classes based on their ranking. Irregular Internet access got the 1 st or the highest
rank with a mean of 3.36. Distractions and time management got the 2 nd rank
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with a mean of 3.31. Low participation of other students is at 3 rd 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 6 th rank
with a mean of 2.95. Lack of technical know-how is at 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.
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
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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 in order to maximize
their usage in education. This research focuses on gathering student
experiences using e-learning. Their personal perspectives on how to adopt and
use e-learning resources could be vital knowledge that will help teachers and
developers improve its utilization.
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 it has also assisted in addressing the
issue of conflicting time and remote spaces among teachers and pupils. Because
collaboration is now possible online, learning is no longer limited to the
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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 to 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).
3. Difference in Perception towards Online Classes
Table 3.1 Analysis of Difference in Benefits and Challenges based on
Gender
Gender N Mean Sig. (2- Decision Interpretation

Variables
tailed)
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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
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 a first step toward their career goals.
What's more, 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 Difference in Benefits and Challenges based on Civil
Status
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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
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
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.
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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
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
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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 on the benefits and challenges of online learning.
In contrast with the study about the 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 in relation to 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 prior to 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
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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.
Table 3.4 Analysis of Variance in Benefits and Challenges based on Year-
Level
tailed)
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1st Year 20 2.413636
2nd Year 10 2.590909

No Significant
BENEFITS 3rd Year 8 2.568182 .804 Accept Ho
Difference
th
4 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
are grouped according to their year levels. It can further be said that year level is
not a factor in the perception on the benefits and challenges of online learning.
Table 3.5 Analysis of Variance in Benefits and Challenges based on Family
Income-Range
tailed)
BENEFITS 10,000 - 15, 000 10 2.845455 .126 Failed to No Significant
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15, 001 - 20, 000 3 2.666667
20, 001 - 25, 000 8 2.477273
25, 001 - 30, 000 2 2.272727

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
are grouped according to their family income ranges. It can further be said that
family income is not a factor in the perception on the benefits and challenges of
online learning.
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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 form
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.”
CHAPTER IV
SUMMARY, CONCLUSION AND RECOMMENDATION
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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 majority of the respondents
are female with the 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
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 class build
self-discipline and accountability with a total of 51.3% out of 100%. On
the other hand, students disagree that online class can make you
become skillful with a total of 53.8% out of 100%. Table 2 Descriptive
Statistics on the Perception on Benefits of Online Classes students
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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
first year, with regards to the significant difference of the benefits and
challenges on online classes when grouped according to profile, the
researchers found out 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
is having the 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 University of Perpetual
Help System-DALTA Calamba Campus, now have the ability to provide
blended learning or distance learning opportunities through online classes.
Therefore, a survey instrument was distributed to students to explore
student’s perception toward online in term of social presence, social
interaction, and satisfaction. Even though online learning perceived as
less social interaction, lacking social presence, and synchronicity in
communication, online learning actually has some advantages to 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 activity of the University.
2. The faculty members should help the students maintain focused and
motivated in order for them to acquire their particular skills, knowledge and
attitude.
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3. The school administration should conduct parents/guardians
conference to update them and have an open forum regarding online learning
and how they can support their students.
INTERVENTIONS
1. Conducting a webinar meeting through social media live is one of the
effective ways to use as a medium to connect with senior high school
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 a benefits and challenges in online classes.
4. Collaborating with parents, professors and college dean.
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REFERENCES
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Benefits and Challenges of

BENEFITS AND CHALLENGES OF ONLINE CLASSES

An Undergraduate Thesis Presented to the Faculty of the

College of Nursing University of Perpetual Help

System DALTA-Calamba Campus

In Partial Fulfillment of the Requirements for the

Degree Bachelor of Science in Nursing

Maitim, Princess Anne M.

THE PROBLEM AND ITS BACKGROUND

COVID-19 has become a global health crisis. Nearly 36 million people

(Worldometer, 2020). Most governments have chosen to use quarantine

protocols and temporarily close their educational institutions to stop COVID-19

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

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

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

campus learning” (CHEd, 2020). These declarations are meant to motivate

own policies in the absence of implementing laws and regulations.

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

not anymore, an option, it is a necessity (Dhawan, 2020). Students’ health safety

delivery system. With the discovery of sophisticated communication system

education is still accessible at home or anywhere at any time. At the time of

viable way to continue learning at a distance. This, however, appears to be

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

Correspondence Courses: conducted through regular mail with little interaction.

appealing to many for its convenience, comfort, cost-effectiveness, and

online courses that you may not have considered.

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

They complete assignments according to the class schedule. Students

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

utilization in 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 for learning. It's a private, non-sectarian educational

institution run by the DALTA Group of Companies.

still continues to promote Perpetualite Vision and Mission of being premiere

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

preparing globally competitive Filipinos by providing venues for pursuit of

The UPHSD College of Nursing is committed to achieve excellence in

implementation of nursing quality standards even if its online class that is

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

STATEMENT OF THE PROBLEM:

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

alternative learning delivery mode is in effect and implemented in the tertiary

challenges of online classes as perceived by the nursing students of 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: