PERCEIVED EFFECTIVENESS AND ENGAGEMENT ON ONLINE

LEARNING AMONG NURSING STUDENTS DURING

THE COVID-19 PANDEMIC

A Research Study
Presented to the Faculty of
Cebu Technological University
in consortium with
Cebu City Medical Center - College of Nursing

In Fulfillment of
The Requirements for the Subject
Nursing Research

Section B Group 2
Class 2023

Balbuena, Sara Apia C.

Boldios, Grissel Amellie T.
Bontuyan, Kim Glaidyl C.
Calimpon, Mary Joy A.
Caparida, Rainier Sebastian C.
Chiong, Gernette Jenese J.
Colina, Winryl Mae M.
Cuyno, Maria Justine Angelie L.
De Castro, Sean Patrick B.
July 2022
 2

APPROVAL SHEET

This research study entitled "Perceived Effectiveness and Engagement on

Online Learning among Nursing Students during the COVID-19 Pandemic ",
prepared and submitted by Section B , Group 2 , Class 2023 in fulfillment of
the requirements of Research has been examined and is recommended for
acceptance and approval for the oral examination.

RESEARCH COMMITTEE

Dr. Aissa R. Carlit, RN, OHN, MN, DScN

Research Adviser

Mrs. Ma. Camila I. Rama, RN Dr. Resty L. Picardo

Panel Member Panel Member

Mr. Glenn M. Gamalier, Ed.D, RN

Research Chairman

_______________________________________________________________

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with the grade of _______.

Dr. Aissa R. Carlit, RN, OHN, MN, DScN

Research Adviser

Mrs. Ma. Camila I. Rama, RN Dr. Resty L. Picardo

Panel Member Panel Member

Mr. Glenn M. Gamalier, Ed.D, RN

Research Chairman

Accepted and approved in fulfillment of the requirements in Nursing Research.

Mrs. Audrey L. Garganera, LPT, RN, MAN
Dean
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ACKNOWLEDGEMENT

First and foremost, praises and all thanks to God, the Almighty, for the

wisdom and blessings He bestowed upon the researchers throughout this research

study and its successful completion. The researchers would like to thank the following

individuals who made an effort to assist and in making this research possible:

Mr. Glenn M. Gamalier, Ed.D RN, Level Chairman, for the guidance,

supervision, and for providing necessary information regarding this research study.

The researchers are thankful for his knowledge and expertise. His ideas contributed a

lot to the betterment of this research study.

Dr. Aissa R. Carlit, RN, OHN, MN, DScN, Research Adviser, the

researchers are grateful for the guidance, support, and supervision. Working and

studying with her was an absolute honor and privilege.

Mrs. Audrey L. Garganera, LPT, RN, MAN, College of Nursing Dean, for

giving the researchers the opportunity to conduct this research study.

Mr. Frances Jay Pacaldo, the statistician, for sharing his knowledge and

technical expertise.

The Respondents, the researchers are grateful for their cooperation, which

has made the research study achieve its completion.

The Parents, for their deep consideration for the finances and their undying

support throughout the making of this research study.

With boundless love and appreciation, the researchers would like to extend

their heartfelt gratitude and thankfulness to the people who helped the study become a

successful one.

- The Researchers
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ABSTRACT

PERCEIVED EFFECTIVENESS AND ENGAGEMENT ON ONLINE

LEARNING AMONG NURSING STUDENTS DURING THE COVID-19
PANDEMIC

Traditional learning has already been the accustomed form of learning that
creates more interaction between students and teachers. However, with the current
COVID-19 pandemic, the accustomed form of learning is challenged to improvise to
avoid face-to-face classes.

This study determined nursing students' engagement and perception on the

efficacy of their online learning. The researchers seek to determine the level of
perception among nursing students in terms of teachers' methods, students'
convenience, learning motivation, and learner's preference. Also, the level of
engagement on online learning is determined in terms of mental activities and online
learning experience, then provides a comprehensive academic plan.

The extent of survey respondents are 3rd and 4th-year nursing students of
Cebu City Medical Center- College of Nursing, currently undertaking online learning
for their nursing program. The questionnaire was administered online using Google
Forms and was distributed through the respondents' email and Facebook messenger.
The primary methodology used for this study was descriptive quantitative research to
determine nursing students' perceptions of online learning during the COVID-19
pandemic.

The results revealed that the nursing students perceive online learning as an
alternative method of learning due to the COVID-19 pandemic but are greatly
influenced by certain concerns such as students' preference for face-to-face learning
rather than online learning and a decrease in communication between the students and
instructors. It highlights the necessity of clinical experience through face-to-face
sessions to use their knowledge and abilities in providing patient care through face-
to-face classes. Furthermore, numerous elements must be addressed in online learning
since they impact the overall performance of the learner in such a setting compared to
face-to-face learning.

Keywords
Perception of Nursing Students, Online Learning, COVID19 pandemic, Clinical
experience
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TABLE OF CONTENTS

Content Page

PERCEIVED EFFECTIVENESS AND ENGAGEMENT ON ONLINE

LEARNING AMONG NURSING STUDENTS DURING 1
THE COVID-19 PANDEMIC 1
APPROVAL SHEET 2
ACKNOWLEDGEMENT 3
ABSTRACT 4
TABLE OF CONTENTS 5
LIST OF TABLES 6
LIST OF FIGURES 7
Chapter 1 8
THE PROBLEM AND ITS SCOPE 8
Rationale of the Study 8
Theoretical Background/Theoretical Conceptual Framework 11
Statement of the Problem 16
Hypothesis 16
Significance of the Study 17
Definition of Terms 19
Chapter 2 21
REVIEW OF RELATED LITERATURE AND STUDIES 21
Related Literature 21
Related Studies 25
Chapter 3 32
RESEARCH METHODOLOGY 32
Research Design 32
Research Environment 32
Research Respondents 33
Data Analysis 36
Ethical Considerations 36
Chapter 4 43
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION 43
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PROPOSED ENHANCEMENT PLAN FOR A HIGHLY EFFECTIVE AND

ENGAGING ONLINE LEARNING FOR NURSING STUDENTS DURING
THE COVID-19 PANDEMIC 54
Rationale 55
Objectives 56
Engagement Enhancement Plan for Academic Year 2022-2023 57
Chapter 5 60
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS60
Summary of Findings 60
Conclusions 61
Recommendations 62
BIBLIOGRAPHY 64
APPENDICES 70
Transmittal Letter 70
Letter to Dean 70
Letter to Level Chairman 71
Letter to Research Adviser 72
Letter to Statistician 73
Letter to Respondents 74
Informed Consent Form 75
Informed Consent Form 75
Research Instrument 76
CURRICULUM VITAE 80
DOCUMENTATION 81

LIST OF TABLES

Table No. Description Page

1 Summary Table of Respondent’s Perceived Effectiveness of

Online Learning……………………………………………….

2 Summary Table of Respondent’s Perceived Engagement of

Online Learning……………………………………………….

3 Summary Table on the Correlation of Perceived Effectiveness

and Engagement of Online Learning………………………...
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LIST OF FIGURES

Figure No. Description Page

1 Theoretical Framework of the Study…………………………

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Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale of the Study

Education plays an essential role in the life of every human being. It develops

the critical thinking ability of a person to use logic and hone the self for the

betterment. Learning is continuous, and humans are constantly attracted to it as they

engage with their surroundings. For years, formal education has been the most

practical and efficient way to impart knowledge as it follows a systematic and in-

depth process developed by an instructor for their students. Online learning is distance

learning that already involves the usage of the internet to have indirect

communication and access to different types of resources at any time and place.

Traditional learning has already been the accustomed form of learning that

creates more interaction between a student and a teacher personally, wherein the

knowledge is shared in a physical setting to teach information, answer queries, and

verify learning. However, with the current COVID-19 pandemic situation, the

accustomed form of learning is challenged to improvise to avoid face-to-face classes

while ensuring that quality education is still provided and not compromised. With

this, online learning became the only option for continuous learning worldwide in

around 150 countries with 1.6 billion students involved, and most schools in the

Philippines have not reopened yet since the lockdown. The instantaneous shift from

traditional to online learning was challenging, especially for courses that needed

practical hands-on experience, such as Nursing. Nursing education deals with various

training and disciplines as complex clinical nursing practices and principles surround

this. Having online learning for nursing students as the means of teaching is neither
 9

enough nor reliable at all times, especially amidst the pandemic. Nursing requires

much observation and hands-on practice, from the physical assessment of a patient to

how machines are used and operated, and just reading different resources is not

enough when a nurse's job requires many skills to perform. In education, student

engagement has grown in popularity in the past decades, most probably resulting from

the increased understanding of the character that specific mental, affective,

behavioral, physical, and social factors influence social development and its learning

process. Student engagement is something instructors need to think about and feel in

their classrooms. Student engagement is generally understood to be the point of

involvement, present attitude, and motivation to study and thus can advance through

the course that the students have towards the subject being learned from their

interaction with the certain topic of their course subject, their instructors, and their

peers. In online education, student-directed educational options that are created for all

learners take the role of teacher-led lectures and in-class activities. Most of the time,

teachers have virtual interactions with their students which helps to ensure that each

student is learning something in class. However, online education presents current

challenges when compared to the conventional classroom due to the fact that students

are separated from their instructors with their computer screens, resulting in concerns

about the lack of student participation in their online classes. The significance of

students being involved in learning is it enhances the students’ performance. Students

are less likely to become disinterested in what they are taught when they are actively

participating in the learning process. Students who are actively participating in class

can achieve a higher exam performance and thus can reduce having lower academic

grades. The engagement of students improves their performance in online courses,

their feelings of isolation are diminished, and their willingness to study.

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The researchers came up with this study to assess the perceived effectiveness

and engagement of online learning among nursing students. Traditional education is

without a doubt the most appropriate form of learning, but with the unforeseeable

crisis that the whole world is facing right now, a provisional resolution must be made.

A resolution that incorporates the use of technology to improve the engagement on

the use of technology and quality of education despite the given circumstances.

Additionally, the researchers want to determine how the ways in which online

learning has changed over time, especially in this ongoing COVID-19 Pandemic.

The researchers and participants of the study are nursing students who were all

affected by the instantaneous change in online education. With this, it would be very

beneficial and reliable to make an enhancement plan based on the research findings

and complete the study.

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Theoretical Background/Theoretical Conceptual Framework

In this section, the theory and the theoretical framework of the study are

discussed. The theory used in this study is utilized to construct the theoretical

framework of the study, which will guide the study and help in the formulation of

research questions, guide the selection of relevant data and propose explanations and

solutions to the existing problem or phenomena being observed. The theoretical

framework also promotes a theory-driven approach and provides a proven basis for an

argument for the current study.

Constructivism
The Theoretical Framework of this study is based on Constructivism
(Learning Theory) by Jerome Bruner (1976). The approach places a strong emphasis
on how students build their knowledge and understanding through their experiences
(Fosnot, 1996; Steffe & Gale, 1995). It recognizes the active role that learners play in
creating their own knowledge, the importance of experience in the process, and the
fact that the degree of validity with which information is produced as an accurate
representation of reality will vary.

Online education is potentially effective in providing virtual environments in

such a way that it stimulates real-world events which satisfies the pedagogical
statement that learning must take place in authentic and real-world environments.
Online education also provides a unique opportunity for students to engage in social
recognition and mediation through the use of both synchronous and asynchronous
online communications. These modes of delivering instructions allowed social
interaction and mediation to occur across both time and distance. Online learning
meets the pedagogical statements in a way that it is capable of making vast amounts
of diverse information, knowledge, and skills available to the learner. It is capable of
providing relevance as long as the learner can self-select a relevant topic, process, or
skill. The reason for assessing students formatively is to make adjustments to
instruction that allows them to evaluate students’ current level of understanding.
Online learning is ripe for the presentation and experience of multiple perspectives,
the learners were able to perceive different aspects of online education. It has easy
access to international and culturally diverse resources, including a diverse
population. There are several articles and presentations accessible online which
provide students with resources for multiple perspectives. In relation to the study, the
theory emphasizes the capability of online learning in the delivery of education. The
theory believes that the construction and generation of knowledge depend on the
student's perceptions and experiences. The learning experiences of students lead to
their perceptions of the efficacy of online learning which reflects their construction of
knowledge and the quality of learning they acquire. Thus, students perceived
effectiveness of online learning depends on their construction of knowledge which is
influenced by their learning experiences.
 12

Effective learning is achieved through students’ engagement and experiences.

The theory emphasized that students don’t learn just by passively taking in
information, but to engage in learning experiences that construct and put in new
information to students’ existing knowledge. The learning theory of constructivism is
related to the processes of assimilation and accommodation. Assimilation refers to the
process of acquiring new information and fitting it into an existing schema.
Accommodation refers to applying the acquired information to revise and redevelop
an existing schema. Through engagement and experience in online learning, the
acquired and applied information can lead to effective learning among students.

In relation to the research study “Perceived Effectiveness and Engagement on

Online Learning Among Nursing Students During the COVID-19 Pandemic”, the
Learning Theory of Constructivism emphasizes that students’ experiences are one of
the factors that add to the student's existing knowledge which promotes effective
learning. If students have good experiences during online classes, then students will
learn more through experiences, in such a way that it will mold their existing
knowledge and construct a stronger foundation of knowledge. If students learn more
through online learning, thus online learning is effective for students. Engagement is
also a factor that influences the students’ learning experiences. Through engagement,
the students will acquire more experience in online education. The more students
engage in different learning activities, the more students will experience and learn
how online learning works. Through this, students can evaluate the efficacy of online
learning based on their perceptions which are influenced by the student's own
experiences.
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Figure 1: Theoretical Framework of the Study

According to Jerome Bruner's Learning Theory of Constructivism, learners

construct their knowledge and understanding based on prior experiences (Fosnot,

1996; Steffe& Gale, 1995). The learners could perceive different aspects of online

education because online is ripe for the presentation and experience of multiple

perspectives. The goal of formatively assessing students is to adjust instruction so that

they can assess students' current level of understanding. According to Mayer et al., the

E-learning Theory discusses the application and design of educational technology to

 14

improve learning effectiveness (David 2015; Wang 2012). These types of cognitive

load and their design principles and techniques are included in the e-learning theory.

In accordance with the research title, which is "Nursing Students' Perceptions

of the Efficacy of Online Learning during the COVID-19 Pandemic", this study is

reinforced by The Learning Theory of Constructivism by Jerome Bruner. It is

integrated with the E-learning Theory by Mayer et al. The level of efficacy and

factors influencing perception among nursing students are used to determine the

efficacy of online learning. An online learning questionnaire will be used to collect

data. The information gathered will be analyzed to reach a conclusion and make

recommendations.
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Statement of the Problem

This study aims to assess the correlation between effectiveness and

engagement in online learning among nursing students during the COVID-19

pandemic for the Academic Year 2021-2022. The findings of this study will serve as a

basis for a proposed engagement enhancement plan.

Specifically, this study will answer the following questions:

1. What is the perceived effectivenes of online learning among the respondents

in terms of:

1.1. Teacher’s Methods;

1.2. Students’ Convenience;

1.3. Learning Motivation;

1.4. Learner’s Preference?

2. What is the perceived engagement of online learning among the respondents

in terms of:

2.1. Mental Activities;

2.2. Online Learning Experience?

3. Is there a significant relationship between the effectiveness and engagement of

online learning among nursing students?

4. What engagement enhancement plan can be proposed based on the findings of

the study?
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Hypothesis

H0 = There is no significant relationship between the effectiveness and

engagement of online learning among nursing students during the COVID-19

pandemic.
 17

Significance of the Study

The significance of having this particular study is to assess the perceived

correlation between effectiveness and engagement in online learning among CTU-

CCMC-CN nursing students during the COVID-19 pandemic for the Academic Year

2021-2022. Furthermore, this study could contribute to the following:

Clinical Instructors. Since they are considered the foundation of knowledge,

skills, and attitudes required to become a competent nurse, the findings of this study

will assist them in formulating effective strategies and desirable approaches to make

learning more comprehensive and retentive. The results will also aid them in

providing suggestions on how students can grow in this discipline, make required

adjustments, and understand their students' situations.

School Administrators. The findings of this study will enable them to

enhance their system and modify the subject schedules to help nursing students adapt

to the new mode of learning.

Nursing Students. The findings of this study will enable them to improve

their academic performance and enhance their understanding of the advantages,

disadvantages, and benefits of using the online platform to deliver quality education.

Policymakers. Academic administrators, college curriculum developers

(Commission on Higher Education), and nursing program developers will benefit

from this study in evaluating the overall status of Cebu Technological University -

Cebu City Medical Center - College of Nursing regarding nursing students'

performance in online learning. This will allow them to conduct assessments of the

established nursing curriculum and, if necessary, make adjustments or modifications

to the current curriculum, including practical learning strategies and activities and
 18

enhancing and improving the nursing students' performance in online education.

The Researchers. Indeed, this research study will be the chief source of

enlightenment they will surely need in their future studies. This will allow them to

gain insights into the thoughts and experiences of other nursing students and be able

to broaden one’s knowledge of the effects of online learning on other people.

Future Researchers. The concepts in this study will aid the next generation

of nursing students by serving as reference data and guidance for new research

studies. This will allow future researchers to determine the purpose of each

component of the research study as well as how they will do it appropriately.

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Definition of Terms

The terms listed are conceptually and operationally defined for a better

understanding of the readers.

Level of Effectiveness. The degree to which the desired result is achieved

from having an online discussion.

Engagement Enhancement Plan. Focuses on increasing certain aspects of

student learning; engages resources to start, conduct, and successfully complete the

enhancement plan; and contains a strategy for assessing the plan’s desired outcomes.

Learning Motivation. The interest of students in actively participating and

staying focused on the discussion.

Learner’s Preference. Pertains to a learner's preference for particular

educational modalities over others, such as reading or watching online versus

receiving in-person teaching.

Mental Activities. Anything that engages, restores, or stimulates the mind.

Internally, through thought, or externally, through the environment, where the

stimulation can be delivered and applied.

Nursing Students. Students who are currently enrolled in a nursing program

at a university, training to be well-equipped with nursing principles and skills.

Online Learning. Distant learning through the consumption of the internet

may be through the use of cell phones or laptops. Learning can be done anywhere and

anytime with indirect communication between the student and the teacher.

Student’s Convenience. The use of digital technology to access educational

courses, communicate with their clinical instructors and receive feedback.

Student Engagement. Pertains to students’ active participation, optimism,

 20

and interest during an online discussion.

Teacher’s Methods. The use of teaching/learning materials to effectively

propose strategies that could be used during online learning.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides related literature and studies to fully comprehend the

research, such as scholarly articles, books, and other vital sources pertinent to the

inquiry. The researchers offer in-depth analysis and synthesis of the source materials

for the research inquiry. In addition, researchers consider both theoretical and

evidence-based research pertinent to the study.

Related Literature

Nurses perform a critical role. Nurses quickly respond to their patient's needs

and provide excellent care. They have the knowledge gained through a nursing degree

program and have additional attributes that help nurses succeed in the workplace. The

nurse's professional values are developed, clarified, and internalized as part of the

nursing education curriculum. In nursing ethics codes, specific professional nursing

values are articulated. However, the impact of the COVID-19 pandemic has led to the

temporary interruption of educational activities in the classroom. This made academic

institutions shift from traditional to distance learning (Butnaru, et al., 2021). Brought

on by the mandatory lockdown, a shift of educational activities has happened,

temporarily closing the glimpse of traditional classes. Thus, students pursuing a

bachelor's degree in nursing can continue their studies online in the near future

(Ozdemir & Sonmez, 2020).

The prominent effect of COVID-19 on college education was the

abandonment of face-to-face teaching and the transition to online education as an

alternative (Bae, Jee, & Park, 2020). According to a study by Krishnapatria (2020), as

a result, the students' attitudes toward E-learning can be beneficial; additionally, it can
 22

increase flexibility and customization, allowing learners to choose their learning route

and speed. Due to the physical isolation produced by the COVID-19 epidemic, a fair

assessment of students' perceptions of e-learning may provide a good precedent for

the introduction of fully online learning,

According to the study by Tanjung, et al. (2021), there are positive perceptions

within the transformation of learning mode (from face-to-face learning into online

learning mode). The students can familiarize the utilization of search engines, social

media platforms, e-learning resources, and academic websites to achieve learning

goals. The students can improve the development of their digital literacy by using

learning applications or other online-based platforms, especially nursing students.

Furthermore, the students can also expand their learnings about a particular learning

application that allows them to learn the course materials and improve their

communication skills independently.

According to Baczek, et al. (2021), the study concluded that e-learning is a

valuable method of educating medical students. The respondents stated that e-learning

effectively expands their knowledge, and it is essential to focus on knowledge and

clinical and social skills. Another advantage of online learning is the ease of access to

educational resources and the freedom to choose the time and place to study. This

suggests that online learning can be proven effective for accessing online resources

since nurses should be equipped with knowledge and skills.

According to a study by Rojabi (2020), findings showed that online class via

online platforms assists the student’s learning environment optimally. The

 23

respondents of the study gave their positive perceptions of the student's learning

environment in an online class. The positive conclusion from the respondents came

from their experience in online learning through the use of online platforms such as

Microsoft Teams. Furthermore, online learning supports the interaction between

students and teachers.

Online learning became the ultimate method of teaching the curriculum during

the pandemic. In addition, instructors were required to conduct their classes online

using internet-based learning tools. Virtual mediums were employed across different

education sectors to provide class continuity for practical and theory-oriented lessons.

Even though e-learning is well established in developed nations, it is still a new

concept in developing countries. Furthermore, nursing educators must ensure that

students achieve academic requirements while also acknowledging the present state

faced by the healthcare sector. However, this teaching style might be more

challenging than classroom instruction for teachers and students, as it takes time to

adjust to the new learning mode.

The insights of online learning are likely to shed new light on a subject that

has traditionally relied on hands-on learning in real-life settings such as laboratories

and wards to convey information and skills. Similarly, online education has prevailed

even in the medical industry, where learning is usually hands-on. However, despite its

benefits, e-learning has several disadvantages, including social isolation, a lack of

student-teacher interactions, and technical and connectivity issues which students

reported as the main barriers to their learning (Thapa et al., 2021). In research done in

the United Kingdom, a lack of IT (Information Technology) skills and a reluctance to

 24

employ e-learning among academics and students were mentioned as the most

significant barriers to implementing e-learning (Rouleau et al., 2019). The findings

revealed that students also claimed a lack of interaction with the patients as a barrier,

with about half of them citing this as a factor for their inadequacy. Nursing education

requires teaching and learning with actual patients in a clinical setting, which is highly

difficult to achieve with distance e-learning (Thapa et al., 2021).

According to several studies, most students enrolled in online courses are

satisfied with the form of instruction. However, studies show that various factors

influence learners' views (Pérez-Pérez et al., 2020). Age, gender, prior computer

literacy skills, and individual learning styles all influence student technology

acceptance. There is abundant literature on "technology acceptance" theories for

studying students' perceptions.

Another study compares the efficacy of face-to-face classroom instruction and

online learning. Traditional face-to-face education has locational limitations because

the instructor and students must be in the same physical environment. In contrast,

virtual classes are accessible anywhere using computer equipment at students' homes

or other locations (Tseng et al., 2019) without requiring students to travel significant

distances to participate in simultaneous lectures or meetings (Ebner, et al., 2019).

Classes can be held through video-conferencing platforms to allow direct interaction

between participants and instructors, who may give immediate feedback. As a result,

any comments or queries can instantly be brought to the instructors' attention.

Furthermore, the modality enables real-time group collaboration among participants.

 25

Online education provides essential learning tools and 24/7 access to

educational platforms to accommodate students' schedules. It also provides flexibility

in terms of location and time. It also allows students to ask questions, receive free

answers, and receive feedback on the content of the assigned courses. (Rosell, 2020).

According to Harefa & Sihombing (2021), With the COVID-19 pandemic, students

and teachers must use technology in learning since the learning must now be done

remotely to prevent crowds from gathering to break the chain of the pandemic.

Willingly or unwillingly, online learning must be practiced. Furthermore, each

institution must be well prepared to create engaging learning media and more

adaptable modules and make adjustments to ensure that students adapt to changes in

teaching, learning, and evaluation, both face-to-face and online.

Related Studies

The outbreak has had a significant impact on the educational system around

the world. COVID-19 forced the closure of educational institutions, which had a

significant impact on students' society throughout the world. This paved the way for

computer-based learning, which has emerged as the closest substitute for offline

teaching (Khan et al., 2020). To reduce the prevalence of the COVID-19 pandemic,

most governments throughout the world have temporarily closed educational

institutions. This national closure affected more than 91 percent of the world's student

population, and technology has now cleared the way for educational institutions to

utilize e-learning (Pragholapati, 2020). Given this, it is essential to look into students'

perceptions and readiness for the online-learning system that's been implemented at

the university level during the ongoing COVID-19 pandemic. The study's findings

demonstrate students' positive perceptions regarding e-learning and, consequently,

 26

their adoption of this new learning approach. It has also proved the value of e-learning

in the context of the COVID-19 problem (Khan et al., 2020). COVID-19 mandated

that all instructors incorporate online learning into their classrooms. This e-learning

program's installation will necessitate being investigated further. As a result, it is

imperative. It is vital to be knowledgeable about students' attitudes toward online

learning educators can use it to teach students and eventually create an e-learning

system students will want to have in the future. In today's time, technology provides a

number of practical benefits to aid human mobility. It also aids human development.

Communication is notably the availability of cellular technology to enable fast human

connectivity (Song et al., 2015). This may have brought advantages and benefits, but

the actual risks and lapses will always be visible.

Education plays a vital role for Filipinos and everyone, mainly providing high-

quality education without jeopardizing students' health and safety during the COVID-

19 pandemic. Due to the prevailing global health crisis, the Philippine government

announces restricting face-to-face classes in both primary education (DepEd) and

higher education (CHED). A quick learning transition was implemented from

traditional learning to flexible remote learning, which became the new normal of

learning in all educational institutions. This study revealed the struggles of nursing

faculty and students in this new normal form of learning, such as limited time for

numerous nursing-related experiences/activities to be successfully executed, and

students struggling to understand some activities due to the absence of physical

contact from the instructor/s. Complaints about the delivery of instructions include

physical health problems such as eye strains and frontal headaches caused by long

hours of exposure to a computer monitor or other gadget (Cacayan et al., 2020).

 27

According to Salamat. et al. (2018), E-learning was concluded as the primary

option for education in the modern-day, particularly for youth education, and that it

inspires students to complete their work without assistance. E-learning is a system

that allows students to have more time flexibility in their learning and gives them

access to the global environment for study purposes. E-learning also encourages

students to participate actively in the learning process. Students, on the other hand,

have difficulty utilizing internet materials. Findings revealed that students share their

learning materials on social media and consult other libraries for additional resources

to help them learn better. The students agreed that professors should be able to contact

them quickly. E-learning, according to students, improves the quality of teaching and

learning. Online education is still relatively new, and it is constantly evolving as a

result of fast-changing technologies. All online educators must put in more effort to

combine pedagogy and technology with improving student learning. In simple terms,

online discourse as a communication activity could benefit students or learners in the

current online learning environment by providing a space for information exchange

and deeper thinking (Khan et al., 2020).

According to Feng, et al. (2013), a study shows that situated e-learning

effectively improves novice learners' performance. In comparison to the traditional

form of learning, the effectiveness of situated e-learning on cognitive capacity

improvement is relatively limited. However, for students in the field of medical and

nursing, e-learning is a desirable alternative to traditional learning. According to

Oducado et al. (2019), a student's academic success is crucial as it measures education

excellence. This allows the evaluation of e-learning for the students. In addition, it is
 28

vital to assess the influence of online learning on students' academic performance to

evaluate curricular modifications as it allows to pinpoint the strengths and weaknesses

and identify areas to be improved (Amir et al., 2020). Although remote teaching may

appear to be a safe and viable alternative in this time of crisis, it cannot fully replace

the practical experience and clinical training component of nursing education.

According to a study by Alawameh et al. (2020), students still prefer

classroom classes over online classes due to a variety of issues they encounter when

taking online classes, including a lack of motivation, a lack of understanding of the

material, a decrease in communication between students and instructors, and a sense

of isolation brought on by online classes. Additionally, another critical issue is a lack

of proper engagement with instructors. Online learning is a source of concern.

Concerns about the online course's content are also common. Email correspondence

with the relevant course instructor is typically used, necessitating a response time

since students have inquiries and clarifications (Zhong, 2020). Nursing students face

numerous obstacles due to their distance studies. In contrast to what they would

accomplish in a conventional lecture room or face-to-face setting, they have difficulty

concentrating (Aslan & Pekince, 2021). The study also stated that nursing students

found it challenging to remember and generate motivation for distant learning,

according to the study.

COVID-19 compelled a shift to online learning, but some universities in

developing countries lack the resources to teach online effectively. Furthermore,

faculty training differs globally between high-income, middle-income, and low-

income countries. Another significant barrier for underprivileged students is internet

 29

access. Face-to-face instruction is inherently more efficient than online instruction,

and the complete shift to online during COVID-19 necessitates an investigation into

faculty and student perceptions of online learning to identify the benefits, drawbacks,

and challenges of online learning (Almahasees et al., 2021). The COVID‐19

pandemic provided opportunities to promote e‐learning in the nursing profession to

students, such as improving their learning and attitudes towards e‐learning, preventing

their separation from the educational environment, documenting and monitoring

education, and increasing perceived usefulness (Hayat et al., 2021)

Nursing education is a discipline based on practical skills and theoretical

knowledge. The use of e-learning after face-to-face training can be effective in

developing practical skills, confidence, self-efficacy, and reducing student anxiety.

However, until COVID19, the importance of e-learning was overlooked (Guven

Ozdemir & Sonmez, 2020). Student effort in learning activities is a complicated

construct known as student engagement, and research shows that it is influenced by a

number of variables and the dynamics of interactions within the learning environment.

Despite the significance of student engagement, there is little research on it when it

comes to online learning (Paulsen & McCormick, 2020). Student engagement has

been a focus of many previous educational studies due to its correlation to learning

outcomes in a variety of learning environments. Students who are more engaged are

thought to be more likely to succeed academically (Bond et al., 2020). Engagement in

e-learning activities can also assist in the acquisition of new skills for teaching using

new online platforms, as well as increase awareness and a positive attitude toward this

educational approach.(Hayat et al., 2021).

 30

Online teaching and learning have many advantages, but it also has some

drawbacks. Since there is time flexibility in attending classes, it facilitates the learning

process for students. Conversely, online learning acts as a barrier to students'

participation in real-world classroom activities. Furthermore, students are not

influenced by peer learning. These difficulties impact students' personalities and

prevent them from taking turns (Almahasees et al., 2021).

Additionally, a study by Anthony (2020) states that a successful learning

experience relies on being realistic, interactive, and collaborative to increase

engagement and information retention. It also gives value to the learner, stimulates

social learning, encourages self-assessment, and is based on inquiry. Productivity is

improved as a result of a positive learning experience, which increases learning and

development among the students. According to a study by Soriano and Aquino 2017,

Hands-on clinical experience requires the application of classroom theory to a

concrete clinical situation and is therefore crucial to nursing students' learning

(Oducado et al., 2019). This emphasizes the need for exposure to traditional learning

since nurses are more skills-based and application.

One of the most important differences between student-centered education and

teacher-centered education is assessment. (Crumly & Cari, 2014) Student-centered

education typically requires a more formative appraisal and less summative

assessment than teacher-centered education. In student-centered education, students

participate in this assessment of their education. (Jahnke & Isa, 2012) This implies

that students are involved in determining how to prove their education. The growing

assessment that supports education and motivation is crucial to the success of student-
 31

centered approaches.

Based on the related materials found by the researchers, the findings displayed

the relationship between the perceived effectiveness and engagement of nursing

students with regard to the new educational instruction of shifting to online learning.

Brought upon by the COVID-19 outbreak, the introduction of online learning

significantly impacted the country's educational system, which paved the way for

computer-based learning, which has emerged as the closest substitute for offline

teaching. However, this has also presented a lot of advantages and drawbacks to the

new mode of instruction and how it dramatically affects the perceptions of nursing

students. Moreover, the theories mentioned earlier, scholarly articles, and related

studies discussed in this chapter will be an essential input in determining the

effectiveness of online learning based on the nursing students' perceptions and in the

formulation of conclusions and recommendations of this study.

 32

Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the methodology and procedures that are used in the

study. It includes research design, research environment, study respondents,

instrumentation used, data gathering procedures, data analysis, and the ethical

considerations undertaken.

Research Design

The primary methodology used for this study was a descriptive-correlational

research design to analyze, evaluate, and answer the research questions and

hypotheses of the study. The descriptive research design aims to describe the

variables in the study, while the correlational design examines the significant

relationships between effectiveness and engagement in online learning among nursing

students. Hence, a descriptive-correlational design is where the researchers are

primarily interested in describing relationships between variables without attempting

to demonstrate a causal relationship. In addition, the variables are not manipulated or

controlled by the researchers. The primary research design has well-defined strategies

which the researcher adopts to gather accurate, objective, and interpretable

information.

Research Environment

The researchers focused on the 3rd and 4th year nursing students of the Cebu

City Medical Center—College of Nursing, which this institution had also switched to

online learning

The school can be located at 17 D. Cebu City, Cebu, Philippines, Jakosalem

Street. It is in the heart of downtown, surrounded by an auto repair shop and a small
 33

eatery. It is conveniently close to shopping malls, churches, and the municipal

government. A dean, an assistant dean, a minimum teaching faculty, librarians,

registrar staff, school maintenance, and security personnel make up the school. The

student population of CTU-CCMC-CN consists of 323 undergraduate nursing

students from level 1 to level 4. The school's vision is to prepare nursing students to

become globally competitive nurses. The school's mission is to provide world-class

nursing education to students who are residents of Cebu City. The goal of the college

is to establish and maintain acceptable standards of nursing education through an

updated nursing curriculum and facilities, to conduct and participate in research

related to nursing, and to strengthen linkages with other agencies. Cebu

Technological University, in consortium with Cebu City Medical Center-College of

Nursing, collaborates in the mode of distance learning in the midst of a pandemic. The

school had no alternative but to utilize online learning to deliver continuing education

to nursing students. Although there are many hindrances to online learning, nursing

students have no choice but to adapt to the new learning mode.

Research Respondents

The researchers resorted to collecting the data through sampling techniques

rather than getting the data from the whole population. As a result, simple random

sampling using Table of Random Numbers through excel and Proportionate Sampling

was used to determine the study's respondents. This would mean that each student has

an equal opportunity to be chosen as a part of the sampling process because

participants were selected randomly, which is entirely dependent on chance. There are

81 students, precisely 16 males, and 66 females, comprising the 4th year nursing

students, and there are 90 students, precisely 13 males, and 77 females, encompassing

the 3rd year nursing students. The entire population is 171 students considering all the
 34

nursing students enrolled in that particular Academic Year (2021-2022). The

inclusion criteria for respondents are CTU-CCMC-CN students who had the

experience of attending online and traditional classes in the nursing program. Using

the Krejcie and Morgan formula, 123 out of 171 nursing students from CTU-CCMC

CN were the subjects of the study and fulfilled the inclusion criteria. The sample of

this study consisted of 58 Level 4 (47.37%) and 65 Level 3 (52.63%) nursing

students. For the exclusion criteria, students from levels 1 and 2 are not included in

the study. To better appreciate online learning, the respondents must also have

experienced traditional classes in the nursing program to compare it to online

learning.

Research Instrument

The study utilized a standardized and modified researcher-made instrument to

collect information from the respondents. The researchers identified the survey

questionnaire designed to address the research questions in this study. Furthermore,

the study addressed the Level of Engagement (Part II) questionnaire reliability

through Cronbach's alpha. The Cronbach's alpha value for this questionnaire item was

0.875, indicating a good internal consistency. Moreover, the research instrument was

organized into two parts:

Part I: the first survey questionnaire is a standardized instrument that pertains

to the Effectiveness of Online Learning adapted from Harefa & Sihombing (2021). It

consists of four indicators that gauge the perceptions of students regarding the

effectiveness of online learning in terms of teachers' methods in online learning (5

items); students' convenience in online learning (6 items); motivation to learn online

(6 items); and the learner's preference (3 items). The questionnaire items are divided
 35

into four subscales based on these four indicators. In addition, the instrument utilized

a four-point Likert scale rating (4 = strongly agree, 3 = agree, 2 = neutral, 1 =

disagree). The Parametric Scoring and its interpretation for the Factor and Grand

Mean are as follows: 1.00 - 1.75 (Not Effective); 1.76 - 2.50 (Slightly Effective); 2.51

- 3.25 (Effective); 3.26 - 4.00 (Very Effective).

Part II: this questionnaire item was a modified version of the National Survey

of Student Engagement instrument tool developed by the Indiana University Center

for Postsecondary Research (NSSE, 2013). Because the study explored only the

mental activities and online learning experience to measure nursing students' level of

school engagement, some items had to be modified for applicability to the research

study. The five questions that make up mental activities address the skills emphasized

in courses (memorizing, analyzing, synthesizing, making judgments, and applying

theories). In addition, the five survey questions under the online learning experience

address its benefit to the nursing students' relating to speaking clearly and effectively,

thinking critically and analytically, working effectively with others, learning on their

own, and solving complex real-world problems. The response scale for these survey

items is 1 (Very Little), 2 (Some), 3 (Quite a bit), and 4 (Very Much). The Parametric

Scoring and its interpretation for the Factor and Grand Mean are as follows: 1.00 –

1.75 (Very Low); 1.76 – 2.50 (Low); 2.51 - 3.25 (High); 3.26 – 4.00 (Very High).

Data Gathering Procedures

During the preliminary phase, the researchers asked for authorization from the

Dean of CTU-CCMC-CN to conduct the study. The survey respondents are nursing

students currently undertaking online learning for their nursing program. The
 36

questionnaire was administered online using Google Forms and was distributed

through the respondents' email and Facebook messenger. In addition, the researchers

provided and explained the informed consent of current research to ensure that the 3rd

and 4th year nursing students who were the participants of the study were informed

about their voluntary participation, involvement, and potential benefits of joining the

research. During the questionnaire distribution, the researchers were responsible for

guiding and clarifying inquiries from the nursing students to ensure proper data

gathering. All information gathered was appropriately inscribed with honesty, and the

respondents were guaranteed that their names would be kept strictly confidential.

After collecting the data, the researchers tallied, organized, and the data were

subjected to statistical analysis. All raw data and questionnaires collected will be

deleted permanently after the study has been completed.

Data Analysis

The researchers used appropriate statistical methods and techniques to analyze

the information gathered from the sample respondents. The data analysis of the study

consisted of descriptive and inferential statistics. Descriptive statistics were used to

describe the variables and calculate the mean and standard deviation to provide

measurable and easy-to-understand results. In addition, Spearman Rank Correlation

(Spearman’s Rho) is the nonparametric rank correlation test in which there is no

normality requirement. Since the data is ordinal, the calculation of Spearman’s Rho is

required. The inferential statistical processes were used to determine the correlation

between the effectiveness and engagement in online learning among nursing students.

Data results from nursing students’ survey forms were collected, tabulated, and

computed accordingly for a clear visual representation of the data.

 37

Ethical Considerations

Researchers adhered to a set of ethical criteria before collecting data from the

respondents. Research ethics are essential in any research since it provides guidelines

for researchers to guide them in their research design and procedure. This study aimed

to assess the perceived correlation between effectiveness and engagement in online

learning among CTU-CCMC-CN nursing students during the COVID-19 pandemic

for Academic Year 2021-2022 while maintaining the dignity and respect of the

participants.

Beneficence. By one of the fundamental ethical principles known as

beneficence, the researchers prevented as much harm as possible to the respondents
while simultaneously benefiting from the study. Therefore, the respondents were not
subject to any risk, and the researchers were open and honest about how their
participation could help the study. The researchers approached the respondents
therapeutically in constructing the informed consent and the survey questions. The
researchers strictly enforced anonymity to protect the respondents' safety and privacy.
Respect. The Belmont Report asserts that two distinct ideas make respect for
humans: people are considered autonomous, and those with less autonomy should be
subject to stronger protections. The researchers informed the respondents that their
participation would be strictly voluntary and that they had the right to participate or
refuse at any time in the study. As a result, the individuals who declined or refused to
participate would not forfeit any advantages. The researchers approached the
presidents of each year level to disseminate the informed consent form and
questionnaires to the selected respondents of 3rd and 4th-year nursing students. The
information gathered and obtained by the researchers from the respondents was never
misused.
Justice. The principle of justice addresses the balance between the duty and
benefit of research. The researchers should make a fair and equal selection of
respondents. The researchers made sure each third and fourth-year nursing student at
Cebu City Medical Center-College of Nursing would have an equal chance to be
selected as a respondent for this study. The researchers' sampling strategy is simple
random using the random number method. Respondents' responses to questionnaires
and the personal information gathered would be treated with complete confidentiality
to protect respondents from danger and uphold their fundamental right to privacy
while participating in the study.
A. Content, Comprehension, and Documentation of Informed Consent

Participants Status. Selected respondents were informed about their

 38

voluntary participation in the study and had the right to cooperate or refuse at any

time. The researchers also explained what the study was about and the specific

objectives. Researchers requested the presidents of sections A and B of levels 3 and 4

that the informed consent and survey questionnaire be sent via the official school

email address and official messenger account of the selected third and fourth-year

nursing students. The data collected would be used solely for research purposes.

Study Goals. This study assessed the perceived correlation between

effectiveness and engagement in online learning among CTU-CCMC-CN nursing

students during the COVID-19 pandemic for Academic Year 2021–2022. The

researchers conducted the study because it is essential to assess nursing students'

perceptions of educational delivery systems. After all, academic performance can vary

depending on the delivery method and how it is delivered. This research would

provide valuable information to enhance the delivery of lessons and be a basis for

future researchers.
 39

Type of Data. The researchers accumulated the data in a quantitative study by

asking closed-ended survey questions to the respondents. All received answers using
the Likert rating scale in the first and second parts of the questionnaire were converted
into numerical data. Moreover, the researchers tabulated and computed the
accumulated data accordingly.
Procedures. Before distributing the questionnaires, the researchers processed

the transmittal letter, sent and noted by the research adviser, Mr. Glenn M. Gamalier,

and approved by the college Dean, Mrs. Audrey L. Garganera. The researchers then

contacted the selected third and fourth-year nursing students via their official school

email addresses and obtained informed consent. The researchers prepared the

questionnaires using Google Forms and disseminated the link through the official

school email address of the undergraduate nursing students of Cebu City Medical

Center-College of Nursing, along with the details of the submission. It is a Likert

rating scale questionnaire where the respondents choose the answers that best describe

their level of agreement. The first part would be a standardized instrument about the

effectiveness of online learning. The second part of the questionnaire measures the

students' perception of their engagement in the online nursing program. The

submission of the questionnaire would be recorded and documented with strict

confidentiality.

Nature of Commitment. Respondents were expected to finish the survey

questionnaires in between 10 to 15 minutes. The researchers interacted with the

respondents once a week.

Sponsorship. The researchers of the study solely funded the research.

 40

Participant’s Selection. To pave the way for a thorough examination or study

and save a great deal of time, the researchers resorted to collecting data through

sampling techniques, specifically simple random sampling with the use of a random

number method using excel. The researchers randomly selected undergraduate

nursing students from Cebu City Medical Center-College of Nursing as the

respondents of this study who were eligible to answer the survey questionnaire. The

inclusion criteria for this study would be the 3rd and 4th year nursing students of

CTU-CCMC-CN who have experienced traditional and online learning at Cebu City

Medical Center-College of Nursing. During the pandemic, nursing students had no

other option but to take other alternatives to continue their nursing program. For the

exclusion criteria, students from levels 1 and 2 are not included in the study since they

only experienced online learning during the pandemic and could not differentiate their

learning experience from traditional education.

Risk. Research respondents were not subjected to harm in any way possible.

The researchers avoided using offensive, unpleasant, or discriminatory language in

the formulation of the questionnaire.

Benefits. Participation in the study would benefit nursing students, clinical

instructors, school administrators, nursing schools, researchers, and future
researchers. This study would assist students with enhanced performance and increase
their understanding of the advantages, drawbacks, and benefits of using an online
platform to offer high-quality education. The study would also assist clinical
instructors, school administrators, and nursing schools in formulating effective
strategies and desirable approaches to make learning more comprehensive and
retentive. The researchers and the results of this study could guide future researchers
by serving as reference data and guidance for new research studies that could
determine the purpose of each component of the research study and would do it
appropriately.
Incentives and Compensation. The respondents were offered a simple

gesture of gratitude, such as a "thank you" for their participation.

 41

Confidentiality Pledge. The respondents' privacy will be protected at all

times. The respondent's personal information and questionnaires will be kept strictly

confidential and cannot be retrieved or made available. The data that would be

collected and presented would be anonymous and deleted after.

Voluntary Consent. Participation in this study is strictly voluntary, and

failure to volunteer would not result in any penalty or loss of benefits. The

respondents have the right to refuse or withdraw from the study without any pressure.

Right to withdraw and withhold information. The respondents were able to

participate according to their own free will and were informed that they could

withdraw without consequences before or during the research. If the respondents

decided to withdraw, any personal data they had provided up to that point would be

deleted unless they agreed otherwise.

Contact Information. Suppose there are inquiries regarding the respondent's

participation in the study, such as questions, comments, or complaints. In that case,

they may contact the group leader, Ms. Maria Justine Angelie L. Cuyno, at +63 908

306 4528.

B. Debriefing, Communications, and Referrals

The researchers communicated well with participants who still had questions
about the survey and provided an understandable statement, allowing respondents to
understand the study's specific objectives effectively. Researchers handled
participants who required emotional, psychological, or emotional psychology by
offering them advice to demonstrate that they care about their respondents' feelings.
C. Conflict of Interest
The researchers requested the presidents of sections A and B of the 3rd and
4th-year levels to disseminate the informed consent and questionnaires after the
selected respondents attached their e-signatures.
 42

Chapter 4

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter discusses the results, analysis, and interpretation of the data

gathered from this study. Perceived effectiveness and engagement are the two main

categories under which the findings are presented. The questionnaires used in this

quantitative study were presented in tabular form in accordance with the specific

questions provided in the statement of the problem to ensure that the data gathered

was presented clearly.

FINDINGS OF PART 1: PERCEIVED EFFECTIVENESS OF ONLINE

LEARNING

There are four sub-variables under perceived effectiveness: teacher’s methods,

students’ convenience, learning motivation, and learners’ preference in online

learning. The perceived effectiveness has a general weighted average of 2.44,

interpreted as slightly effective, and is presented and described in Table 1. Based on

the findings of the first sub-variable, teachers’ methods have a factor mean of 2.8,

which would also indicate that the methods used were effective. In relation to the

categories of teacher's methods in online learning as enumerated from the study of

Harefa & Sihombing (2021), the students obtained and found out the teaching

materials delivered by the teacher (3.02); understood the material presented by the

teacher (2.83); can re-describe the material that has been online (2.71); responded to

questions that appear during discussion (2.72), and applied the subject matter

delivered by the teacher (2.71), which were all interpreted as effective. This shows

that the teacher's learning method is not affected despite the sudden technical problem

of internet connection, home surroundings, and socioeconomic conditions. The data

suggest a positive and effective perceived efficacy of the teacher's online learning
 43

method among students. Students may quickly track down the tasks that need to be

completed and access it any time and from any location by using phones, laptops, and

personal computers. Furthermore, the use of technology increases the delivery of

learning materials since it allows for the inclusion of attachments such as movies or

links to widen one's knowledge and visualize the actual scenario even while taking an

online class.

Based on the findings of the second sub-variable, the researchers found that

students’ convenience of online learning was slightly effective with a factor mean of

2.32. This explains why the respondents had encountered both the benefits and

drawbacks of online learning and why it would be difficult to determine if online

learning was more convenient given that direct and effective communication is

hampered by internet connection issues. In relation to the categories of students'

convenience in online learning, respondents were active in following class discussion

forums created by the teacher/lecturer during online learning with a factor mean of

2.52, which was interpreted as effective. In addition, students found it slightly

effective in the following: smooth communication with the teacher/lecturer (2.46);

students able to ask directly to the teacher/lecturer when unable to understand the

subject matter during online learning (2.41); got a good response from the

teacher/lecturer during online learning (2.44); felt comfortable because the

teacher/lecturer always understood the obstacles experienced (2.14); and enjoyed

doing the assignments given by the teacher/lecturer (1.98). According to Salamat. et

al. (2018), E-learning is a system that allows students to have more time flexibility in

their learning and gives them access to the global environment for study purposes. E-

learning also encourages students to participate actively in the learning process.

 44

However, despite its benefits, e-learning has several disadvantages, including social

isolation, a lack of student-teacher interactions, and technical and connectivity issues

which students reported as the main barriers to their learning (Thapa et al., 2021).

Based on the findings of the third sub-variable, the nursing students perceived

learning motivation through online learning during the COVID-19 pandemic as

effective, with a factor mean of 2.90. In relation to the dimensions of learning

motivation in online learning, as enumerated from the study by Harefa & Sihombing

(2021), respondents perceived submission of assignments given by the teacher on

time as very effective (3.29). In addition, students were always on camera during

online learning (2.58); paid attention when the teacher provided learning explanations

(2.88); participated in discussion group study assignments (3.19); and learned

guidelines about learning online from the internet (2.97), which were all interpreted as

effective. Among these, sitting calmly during online learning in front of the

laptop/cell phone until the time set by the lecturer elapses got the lowest weighted

mean (2.50), interpreted as slightly effective. According to the study by Sri Gustiani

(2020), the student's motivation toward online learning is influenced intrinsically by

their desire to learn new things and their enthusiasm for experiencing new learning

methods. This contributes to the understanding that learning motivation is the most

important driving force for participating in provided online learning. These suggest

that online learning can motivate students to learn, proven by how they participate in

ongoing learning. This motivation in learning is supported by how the respondents

can easily watch videos or search for difficult questions that are impossible to answer.

It is more motivating to learn when the curiosity is answered at once in just a few

clicks while simultaneously being able to monitor the tasks or activities given through
 45

the use of different applications.

Based on the findings of the fourth sub-variable, the nursing students found

online learning as not effective with a factor mean of 1.75. In relation to the

categories of effective online learning, the respondents viewed the efficacy of online

learning facilities that always support, both in terms of equipment and network, as

slightly effective with an average of 2.18. In addition, students disagreed that online

learning is preferable than face-to-face learning (1.60); and respondents disagreed that

online teaching and learning interaction is better than face-to-face learning (1.48).

These results can be supported by the findings of a study made by Li et al. (2014) that

claimed that students tend to concentrate and participate more if the teaching method

is done in traditional classrooms. However, the study has also claimed that e-learning

courses have more intentions to let students and teachers engage more compared to

traditional classrooms, as e-learning courses allow both teachers and students as

subjects to think more creatively. Although online learning has many advantages,

nothing matches the influence of traditional classrooms on the path of nursing

students. Nursing students still require guidance from realistic stimuli that can be

detected with all of the senses, including sight, touch, hearing, and smell. The

respondents' neutrality toward online learning facilities suggested that the inability to

supply sufficient devices or maintain steady connections is still an ongoing issue.

 46

Table 1. Summary Table of Respondent’s Perceived Effectiveness of Online

Learning (N= 123)

Sub-Variable Average SD Category Interpretation

TEACHER'S METHODS

1. Obtain and find out the teaching 3.02 0.68 Agree Effective
materials/learning materials delivered by the
teacher/lecturer when studying online

2. Understanding of the material presented by the 2.83 0.67 Agree Effective

teacher/lecturer when studying online

3. Can re-describe the material that has been online 2.71 0.69 Agree Effective
by the teacher/lecturer on time

4. Responding to questions that appear in 2.72 0.74 Agree Effective

discussion forums of subject matter provided by
the teacher/lecturer during online learning

5. Apply the subject matter delivered by the 2.71 0.83 Agree Effective
teacher/lecturer in everyday life

FACTOR MEAN 2.80 0.72 Agree Effective

STUDENT'S CONVENIENCE

6. Can communicate smoothly with the 2.46 0.74 Neutral Slightly

teacher/lecturer during online learning Effective

7. Can ask directly the teacher/lecturer when I 2.41 0.87 Neutral Slightly
don’t understand the subject matter during Effective
online learning

8. Always get a good response from the 2.44 0.75 Neutral Slightly
teacher/lecturer during online learning Effective

9. Enjoy doing assignments given by the 1.98 0.74 Neutral Slightly

teacher/lecturer on online learning Effective

10. Feel comfortable because the teacher/lecturer 2.14 0.95 Neutral Slightly
always understands the obstacles experienced Effective
when learning online (for example network
barriers and data packets)

11. Active in following class discussion forums 2.52 0.82 Agree Effective
created by the teacher/lecturer during online
learning

FACTOR MEAN 2.32 0.81 Neutral Slightly

Effective
 47

Sub-Variable Average SD Category Interpretation

LEARNING MOTIVATION

12. Always on camera during online learning 2.58 1.00 Agree Effective

13. Pay attention when the teacher/lecturer provides 2.88 0.65 Agree Effective
learning explanations during online learning

14. Participate in discussion group study 3.19 0.73 Agree Effective

assignments formed by the teacher/lecturer

15. Submit assignments given by the 3.29 0.82 Strongly Very Effective
teacher/lecturer on time Agree

16. Learn guidelines about learning online from the 2.97 0.75 Agree Effective
internet

17. Sit calmly during online learning in front of the 2.50 0.88 Agree Slightly
laptop/cellphone until the time set by the Effective
school/teacher/ lecturer elapses

FACTOR MEAN 2.90 0.80 Agree Effective

LEARNER'S PREFERENCE

18. Likes online learning rather than face-to-face 1.60 0.85 Disagree Not Effective
learning

19. The interaction of online teaching and learning 1.48 0.79 Disagree Not Effective
is better than face-to-face learning

20. Online learning facilities always support, both in 2.18 1.02 Neutral Slightly
terms of equipment (for example mobile/laptop) Effective
or network

FACTOR MEAN 1.75 0.89 Neutral Not Effective

GRAND WEIGHTED MEAN 2.44 0.81 Neutral Slightly

Effective
 48

FINDINGS OF PART 2: PERCEIVED ENGAGEMENT OF ONLINE

LEARNING

There are two sub-variables under the perceived engagement of online

learning in the nursing program: mental activities and online learning experience. The

perceived engagement has a general weighted average of 2.71, interpreted as high

engagement in online learning, which is presented and described in Table 2. Based on

the findings of the first sub-variable, the researchers found that there was a high

engagement of nursing students’ mental activities in online learning with a factor

mean of 2.81, indicating its effectiveness amidst the COVID-19 pandemic. In

addition, the respondents had a high engagement in terms of analyzing basic elements

(2.99), synthesizing and organizing ideas (2.89), making adjustments (2.86), and

applying theories (2.80), to online learning. According to Baczek, et al. (2021),

respondents of the study agreed that e-learning effectively broadens their knowledge

and that it is crucial to concentrate on information, clinical skills, and social skills

while educating medical students. The simplicity of using educational resources and

the ability to study anywhere and whenever an individual wants are two other benefits

of online learning. This shows that since nurses need to be knowledgeable and skilled,

online learning can be demonstrated to be efficient for gaining access to online

resources. On the other hand, the respondents had a low engagement in online

learning in terms of memorizing facts, ideas, or methods (2.50). According to Aslan

& Pekince (2021), nursing students confront several challenges due to continuous

online learning. They struggle to concentrate, which is in comparison to what they

would manage in a traditional classroom setting or face-to-face scenario. This study

also revealed that nursing students struggled to remember the information and muster

motivation for online learning. Additionally, the students’ inadequacy, also cited a
 49

lack of engagement with the patients as a barrier, with nearly half of them indicating

this as a reason. Distance e-learning makes it extremely challenging to teach and learn

about nursing with real patients in a clinical setting. (Thapa et al., 2021). Given what

has been stated, there is little question that the usage of technology in the classroom

has significantly impacted how manageable a student's life is. Although the majority

of respondents concurred that there was a high level of mental activity, it is inevitable

that online learning will still interfere with a student's normal learning process. It has

the tendency to divert one's attention away from learning and cause one to lose track,

which is likely why the respondents had difficulty memorizing.

Based on the findings of the second sub-variable, the researchers found that

there was a high engagement of nursing students’ learning experiences on online

learning with a factor mean of 2.60. In addition, online learning helped the

respondents to learn effectively (2.81), think critically and analytically (2.58), and

work effectively with others (2.76), which were all interpreted as high engagement of

the respondents on online learning. According to Rosell (2020), distance learning is

an essential tool during the pandemic. Students could access educational platforms

according to the time availability of each student. E-learning offers flexibility for

students, wherein they can use computers or other digital devices anywhere (Tseng et

al., 2019). The accessibility of online platforms and resources nowadays has been

beneficial as it allows nursing students to acquire knowledge and improve the

individual’s ability to learn throughout the current pandemic situation. On the other

hand, respondents had low engagement in online learning in terms of solving complex

real-world problems (2.42) and speaking clearly and effectively (2.41). The study by

Soriano and Aquino (2017) stated that hands-on clinical experience requires the
 50

application of classroom theory to a concrete clinical situation and is, therefore,

crucial to the learning of nursing students (Oducado et al., 2019). A nursing degree is

a skill-based program that requires experience in a clinical situation, which is

essential in nursing education. The study by Sujarwo et al. (2020) noticed that

students had difficulty understanding and relating the learning materials due to limited

interaction between students and instructors and the compromised quality of

education due to a lack of teaching personnel. Although there was a high engagement

of nursing students’ learning experiences on online learning, exposure to a clinical

setting allows the students to enhance their ability to apply the knowledge gained

from online classroom participation as there is direct guidance from the clinical

instructors. The experiences that the nursing students could acquire when exposed to

the actual clinical situation allow the individual to have improved and developed new

nursing skills and provide quality patient care. Indeed, being able to respond in a

physical situation is unmatched in providing a positive learning experience. Although

the students had learned new material to think critically and work successfully

independently and collaboratively, it was still challenging to address real-life

complicated challenges when the exposure was limited to online.

 51

Table 2. Summary Table of Respondent’s Perceived Engagement on Online

Learning (N= 123)

Sub-Variable Average SD Category Interpretation

MENTAL ACTIVITIES

1. How much has your online coursework 2.50 0.85 Quite a bit Low
emphasized MEMORIZING facts, ideas, or
methods from your courses and readings?

2. How much has your online coursework 2.99 0.77 Quite a bit High
emphasized ANALYZING the basic elements of
an idea, experience, or theory, such as examining
a particular case or situation in-depth and
considering its components?

3. How much has your online coursework 2.89 0.78 Quite a bit High
emphasized SYNTHESIZING and organizing
ideas, information, or experiences into new, more
complex interpretations and relationships?

4. How much has your online coursework 2.86 0.76 Quite a bit High
emphasized MAKING JUDGMENTS about the
value of information, arguments, or methods
such as examining how others gathered and
interpreted data and assessing the soundness of
their conclusions?

5. How much has your online coursework 2.80 0.86 Quite a bit High
emphasized APPLYING theories or concepts to
practical problems or in new situations?

FACTOR MEAN 2.81 0.80 Quite a High

bit

LEARNING EXPERIENCES

6. How much has your online learning experience 2.41 0.73 Some Low
helped you to speak clearly and effectively?

7. How much has your online learning experience 2.58 0.75 Quite a bit High
helped you to think critically and analytically?

8. How much has your online learning experience 2.76 0.86 Quite a bit High
helped you to work effectively with others?

9. How much has your online learning experience 2.81 0.81 Quite a bit High
helped you to learn effectively on your own?

10. How much has your online learning experience 2.42 0.82 Some Low
helped you to solve complex real-world
problems?

FACTOR MEAN 2.60 0.79 Quite a High

bit

GENERAL WEIGHTED AVERAGE 2.71 0.80 Quite a High

bit
 52

FINDINGS OF PART 3: CORRELATION OF PERCEIVED

EFFECTIVENESS AND ENGAGEMENT OF ONLINE LEARNING

Table 3 shows the correlation between perceived effectiveness and

engagement in online learning. A spearman correlation was run to determine the

relationship between the two variables. There was a moderate correlation (r s =0.411)

between the perceived effectiveness of online learning and the engagement of nursing

students in online learning. The computed r s =0.411 is supported by a p-value of

0.000, which is below the significance level of 0.05, an indication that there is

significance between the two variables. The decision of rejecting the null hypothesis

implies that there is a correlation between the perceived effectiveness of online

learning and students’ engagement in online learning.

Table 3. Summary Table on the Correlation between Effectiveness and

Engagement

Variables Mean SD Coefficient t-Stat p-value Decision Interpretation

Efficacy 2.44 0.5 0.411 4.953 0.000 Reject H0 Significant

Engagement 2.71 0.14

 53

PROPOSED ENHANCEMENT PLAN FOR A HIGHLY EFFECTIVE AND

ENGAGING ONLINE LEARNING FOR NURSING STUDENTS DURING
THE COVID-19 PANDEMIC

BY

Section B Group 2
Class 2023
Balbuena, Sara Apia C.
Boldios, Grissel Amellie T.
Bontuyan, Kim Glaidyl C.
Calimpon, Mary Joy A.
Caparida, Ranier Sebastian C.
Chiong, Gernette Jenese J.
Colina, Winryl Mae M.
Cuyno, Maria Justine Angelie L.
De Castro, Sean Patrick B.

JULY 2022
 54

ENGAGEMENT ENHANCEMENT PLAN

Rationale

While there are several perspectives about the learning process, students'
perceptions are the most important in the educational system. In a more practical
sense, students' viewpoints provide crucial, first-hand insights into their experiences
and assumptions (Dawson et al., 2019). The nursing students' opinions can be utilized
as an evaluation to improve the quality of learning. In addition, the effectiveness of
online learning requires efficient instructional design and methods based on the notion
of quality education. If the strategy is accurate, it will positively influence the
students' learning experience (Senida & Lamudur, 2021). Student engagement is
significant in ensuring high-quality learning outcomes and delivering academic
courses effectively. The dissatisfaction in the online learning environment necessitates
that college institutions guarantee that online learning experiences provide significant
opportunities for higher student engagement and interaction. With the COVID-19
pandemic, online learning and teaching methods became an alternative to traditional
face-to-face classes. The nursing students were required to adapt to the new learning
environment in a short period. The challenges of the online learning method highlight
the need for well-designed models and other approaches so that even amid COVID-
19, education is still effective.

Based on the research findings, the nursing student's perceptions of the

effectiveness of online learning, which were elaborated on four indicators, got a grand

weighted mean that indicates slightly effective. Two of the dimensions obtained high

levels, including teachers' methods and learning motivation in online education. More

so, two of the dimensions got a low mean score: the dimensions of student's

convenience (slightly effective) and learner's preference (not effective). On the other

hand, the nursing students' level of engagement has a grand weighted average that is

interpreted as high. All dimensions were interpreted as high, indicating that nursing

students positively perceived their mental activities and online learning experience.

In this context, a proposed engagement enhancement plan is formulated.

However, the college administrators and clinical instructors should review and

evaluate the recommended enhancement plan to enable learning strategies and

 55

teaching modalities to be carried out satisfactorily. Thus, it would help to further

enhance the efficacy and engagement of online learning among nursing students in

Cebu Technological University - Cebu City Medical Center College of Nursing.

Objectives

This engagement enhancement plan aims to achieve the following:

1. To serve as a guideline for clinical instructors in carrying-out lectures and

learning activities for nursing students.

2. To ensure that nursing students have efficient learning and excellent academic

performance through online learning.

3. To demonstrate effective communication strategies that promote effective

communication between nursing students and clinical instructors.

4. To provide appropriate strategies suited for online learning.

5. To maintain academic excellence among nursing students using new learning

methods.

Engagement Enhancement Plan for Academic Year 2022-2023

Strategies Actions Responsibility Evaluation Due

1. Achieve a higher - - Level Chairman Evaluation of Semester 1,

level of nursing Online Education students’ grades: 2022
 56

student - Clinical
engagement - Assignments/ - Knowledge:
through interactive homework Instructors reporting,
teacher-student learning
interaction and - Quizzes - Registrar activities, and
active class exams (quizzes,
participation - Recorded - Administrative major exam/term
during virtual class Lecture exam)
discussions. Discussions aide
- Skills:
- Oral revalida demonstration

- Individual - Attitude:
reporting attendance and
behavior

2. Develop an - Diagnostic - Level Chairman - Assess students' Semester 1,

assessment Assessment (pre- improvement to 2022
strategy that works test) right before - Clinical comply with the
best to track the lecture Instructors requirements.
students’ progress discussion.
in online learning. - Critique
- Summative students' ability
Assessment to comprehend
(Mastery Test) of information.
all the lessons
quarterly.

- Formative
Assessment (exit
tickets, in-class
discussion) after
every discussion.

- Interim
Assessment
(Reflection,
chapter test, a
project score with
rubrics)

3. Provide sufficient - Focus feedback - Clinical Feedback on Semester 1,

and detailed on student Instructors students' 2022
feedback on the performance, performance
given learning learning, or actions during lecture
activities during that students can and return
virtual lectures and control. demonstration.
return
demonstrations - Create a regular
time to discuss
feedback with
students
individually or in
small groups.

- Obtain feedback
from staff and
students about the
effectiveness of
 57

current
communication
relating to
educational
technologies.

4. Provide -Before starting a - Level Chairman - Assess students Semester 1,

efficient, new discussion, who need 2022
accessible allow students to - Clinical additional
learning recall the previous Instructors guidance.
modules and lessons or topics
give students through virtual - Critique
an opportunity oral recitation. students' ability
to recall to comprehend
information to - After every information.
commit it to discussion of a
long-term topic, create a “Pun e lang ug
memory. short introduction evaluations”
for the next topic
to be discussed to
allow students to
engage in
advanced study.

- Provide students
with a variety of
content such as
textbooks, journal
articles,
multimedia, and
interactive
learning activities.

- Encourage
students to focus
their attention on
the most important
key concepts on
each topic and
explain further on
the parts they want
to clarify.

-Provide students
with captivating
and entertaining
discussions to get
students' attention
and promote
participation
during virtual
lectures.

5. Promote effective -Announcement - Level Chairman -Assess students’ Semester 1,

student-student and and Instruction are perception on the 2022
teacher- student posted by clinical - Clinical effectiveness of
communication instructors in Instructors relaying
using social media messenger and announcements
 58

and online learning google classroom. and instructions

platforms (i.e. through social
messenger and -Clinical media and online
google classroom) instructors answer platforms.
for announcements students’ school-
and queries. related questions -Evaluate
and queries students’
through group understanding of
chats and direct the instructions
messages for and
personal concerns announcement
(e.g. excuse through:
absent/late,
medical reasons). -Number of
students who ask
- Encourage follow up
students to create a questions through
poll in the group group chats.
chat with their
queries. Inform -Students’ output
students that congruent to the
queries will be assigned task.
entertained only
during school
hours/days or in
regards to the
clinical
instructor’s time
availability during
weekends.

6. Effectively select Online learning: - College Dean Feedback from Semester 1,

and use appropriate the learners 2022
online learning - Zoom, Google - Level Chairman regarding the
platforms for the Meet, MS teams, various platforms
continuity of and Google - Clinical used in the first
learning online. Classroom as the Instructors semester through
Learning the course audit.
Management - Class Adviser
System
platforms
 59

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter is represented in three sections. The first section is the summary

findings, followed by the conclusions based on the data analyzed in the previous

chapter. This chapter ends with the recommendations of the study.

Summary of Findings

Based on the findings of the study, the degree to which nursing students were

satisfied with their instructors' online teaching strategies was generally favorable. The

data analysis revealed that the nursing students' level of perception of online learning

is "neutral". The ability to manage time has been provided to students through virtual

instruction. The nursing students agreed that online learning had motivated them to

learn. This would imply that students' engagement in continuing education through

online learning can drive them to learn. However, nursing students had varying

opinions on the value of online education. According to the data revealed, nursing

students believed that traditional face-to-face class is a more preferable way of

learning rather than online learning.

The efficacy of the mental exercises provided in online learning received a

"quite a bit" response from nursing students, indicating a good satisfaction rate Given

that nursing is primarily a profession of application and skills, this highlights the

requirement for exposure to traditional learning. Furthermore, exposure to clinical

environments is crucial to enable nursing students to use their knowledge and skills in

providing care to patients. The research findings showed that most nursing students'

responses to online learning experience were "quite a bit," demonstrating that online

learning adequately prepares nursing students to communicate effectively, think

 60

critically and analytically, collaborate effectively, study independently, and tackle

challenging real-world problems.

According to the study's findings, the majority of nursing students' responses

suggested a poor rate, resulting in a "quite a bit" score for the learners' preferences.

Students in the field of nursing believed that classroom-based training was preferable

to online instruction.

Conclusions

Based on the findings of the research, there is a significant correlation between

perceived effectiveness and engagement of nursing students in online learning. The

study supports that student engagement is a factor that influences their learning

experiences. Students will gain more experience in online education as a result of

their participation. The more students who participate in various learning activities,

the more they will experience and learn how online learning works. This allows

students to assess the efficacy of online learning based on their perceptions, which are

influenced by their own experiences.The researchers believe that e-learning courses

have more intentions to let students and teachers engage more, as e-learning courses

allow both teachers and students as subjects to think more creatively. The use of e-

learning after face-to-face training can be effective in developing practical skills,

confidence, self-efficacy, and reducing student anxiety Guven Ozdemir & Sonmez,

2020).

Hence, evaluation for improvement and extensive preparation of both

instructors and institutions are required for online education to be effective. Teachers

must guarantee that there is a thorough curricular plan suited to the goals to achieve
 61

higher levels of academic performance, avoiding a vast number of student burdens

that are practically impossible to attain (Oliveira & Magalhães, 2020).

Recommendations

Based on the findings and conclusion of the study, the following

recommendations are offered:

1. The proposed comprehensive academic plan for nursing students must be

reviewed and implemented by the clinical instructors of Cebu City Medical

Center - College of Nursing. It enables nursing students to develop knowledge

and skills further and enhance academic performance through online

education.

2. The proposed academic plan shall assist clinical instructors in enhancing

learning strategies and desirable approaches to make learning more

comprehensive and retentive. It allows clinical instructors to identify students'

weaknesses and strengths, evaluate students' academic performance, modify

the strategies, and provide strategies that best suit the students.

3. The result of this research shall assist the administrators in evaluating and

properly implementing the proposed academic plan, which could enhance the

efficacy of online learning. The outcome of this study will enable

administrators to enhance the education system that allows student nurses to

adjust to the new modality of learning.

4. The proposed academic plan for nurses must be reviewed and implemented by

the Cebu City Medical Center - College Nursing. It will allow the institution to

evaluate the current established academic strategies and enhance and develop

various learning strategies and methods of delivering instructions, improving

students' academic performance in online learning.

 62

5. The outcomes of this study will provide a source of knowledge and will aid

the researchers in their future research studies.

6. The findings of this study shall motivate other aspiring researchers to ponder

on the variables examined in this study. It will aid future researchers by

utilizing the outcome of this study as reference data for future research studies.

The conduct of future researchers on the topic shall further develop and

provide knowledge on the newly developed modalities of learning and

improve strategies and plans for online education.

7. Finally, the following topics are suggested for the future undertaking:

7.1. Limited Clinical Exposure and Nurses' Performance Among Newly

Graduate Nurses.

7.2. Impact of Academic Pressure and Stress on Nursing Students'

Academic Performance.

7.3. Online Learning in an Undergraduate Nursing Program: The

Perception of the Nursing Students.

 63

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APPENDICES

A. Transmittal Letter

1. Letter to Dean

Mrs. Audrey L. Garganera

OIC Dean
Cebu City Medical Center - College of Nursing
Cebu City

Mrs. Garganera:

Good Day!

In connection with our study, we have the honor to seek permission to

undertake a research study entitled, “PERCEIVED EFFECTIVENESS AND
ENGAGEMENT ON ONLINE LEARNING AMONG NURSING STUDENTS
DURING THE COVID-19 PANDEMIC”. The study will be conducted at Cebu
Technological University in consortium with Cebu City Medical Center—College of
Nursing at 17 D. Jakosalem Street, Cebu City, Cebu, Philippines.

We conduct this research in partial fulfillment of the requirements for the

course Nursing Research – 2 in CTU – CCMC – CN.

Your kind and immediate approval on this matter are highly appreciated.

Respectfully yours,

BALBUENA, SARA APIA C.

BOLDIOS, GRISSEL AMELLIE T.
BONTUYAN, KIM GLAIDYL C.
CALIMPON, MARY JOY A.
CAPARIDA, RANIER SEBASTIAN C.
CHIONG, GERNETTE JENESE J.
COLINA, WINRYL MAE M.
CUYNO, MARIA JUSTINE ANGELIE L.
DE CASTRO, SEAN PATRICK B.
Researchers

Noted: Approved:

Mrs. Aissa R. Carlit Mrs. Audrey L. Garganera

Research Adviser College Dean
 70

2. Letter to Level Chairman

Mr. Glenn M. Gamalier

Chairman
Cebu City Medical Center - College of Nursing
Cebu City

Mr. Gamalier:

Good Day!

In connection with our study, we have the honor to seek permission to

undertake a research study entitled, “PERCEIVED EFFECTIVENESS AND
ENGAGEMENT ON ONLINE LEARNING AMONG NURSING STUDENTS
DURING THE COVID-19 PANDEMIC”. The study will be conducted at Cebu
Technological University in consortium with Cebu City Medical Center—College of
Nursing at 17 D. Jakosalem Street, Cebu City, Cebu, Philippines.

We conduct this research in partial fulfillment of the requirements for the

course Nursing Research – 2 in CTU – CCMC – CN.

Your kind and immediate approval on this matter are highly appreciated.

Respectfully yours,

BALBUENA, SARA APIA C.

BOLDIOS, GRISSEL AMELLIE T.
BONTUYAN, KIM GLAIDYL C.
CALIMPON, MARY JOY A.
CAPARIDA, RANIER SEBASTIAN C.
CHIONG, GERNETTE JENESE J.
COLINA, WINRYL MAE M.
CUYNO, MARIA JUSTINE ANGELIE L.
DE CASTRO, SEAN PATRICK B.
Researchers

Noted: Approved:

Mrs. Aissa R. Carlit Mrs. Audrey L. Garganera

Research Adviser College Dean
 71

3. Letter to Research Adviser

Mrs. Aissa R. Carlit

Research Adviser
Cebu City Medical Center - College of Nursing
Cebu City

Dear Ma’am,

Good Day!

In connection with our study, we have the honor to seek permission to

undertake a research study entitled, “PERCEIVED EFFECTIVENESS AND
ENGAGEMENT ON ONLINE LEARNING AMONG NURSING STUDENTS
DURING THE COVID-19 PANDEMIC”. The study will be conducted at Cebu
Technological University in consortium with Cebu City Medical Center—College of
Nursing at 17 D. Jakosalem Street, Cebu City, Cebu, Philippines.

We conduct this research in partial fulfillment of the requirements for the

course Nursing Research – 2 in CTU – CCMC – CN.

Your kind and immediate approval on this matter are highly appreciated.

Respectfully yours,

BALBUENA, SARA APIA C.

BOLDIOS, GRISSEL AMELLIE T.
BONTUYAN, KIM GLAIDYL C.
CALIMPON, MARY JOY A.
CAPARIDA, RANIER SEBASTIAN C.
CHIONG, GERNETTE JENESE J.
COLINA, WINRYL MAE M.
CUYNO, MARIA JUSTINE ANGELIE L.
DE CASTRO, SEAN PATRICK B.
Researchers

Noted: Approved:

Mrs. Aissa R. Carlit Mrs. Audrey L. Garganera

Research Adviser College Dean
 72

4. Letter to Statistician

June 03, 2022;

Dear Mr. Pacaldo:

Good Day and Blessed be God Forever!

We, the third-year students of Cebu Technological University – Cebu City

Medical Center – College of Nursing pursuing the degree of Bachelor of Science in
Nursing, are currently enrolled in Nursing Research 2.

We, the undersigned, are working on our thesis title “PERCEIVED

EFFECTIVENESS AND ENGAGEMENT ON ONLINE LEARNING AMONG
NURSING STUDENTS DURING THE COVID-19 PANDEMIC”.

We are writing to humbly request your service and expertise to serve as our
Thesis Statistician. We believe that your knowledge and insights will be valuable and
will greatly enrich our work.

Thank you for your consideration and we hope you will be able to fulfill our request.

Thank you and God bless.

Your kind and immediate approval on this matter are highly appreciated.

Respectfully yours,

BALBUENA, SARA APIA C.

BOLDIOS, GRISSEL AMELLIE T.
BONTUYAN, KIM GLAIDYL C.
CALIMPON, MARY JOY A.
CAPARIDA, RANIER SEBASTIAN C.
CHIONG, GERNETTE JENESE J.
COLINA, WINRYL MAE M.
CUYNO, MARIA JUSTINE ANGELIE L.
DE CASTRO, SEAN PATRICK B.
Researchers
 73

5. Letter to Respondents

Dear Respondents,

Good Day!

The undersigned below is currently pursuing a study entitled, “PERCEIVED

EFFECTIVENESS AND ENGAGEMENT ON ONLINE LEARNING AMONG
NURSING STUDENTS DURING THE COVID-19 PANDEMIC”.

In connection with our study, we would like to ask for your cooperation to be
a part of the selected respondents of this research. Any information obtained from the
survey will be strictly confidential. No information from your responses will be
shared with your faculty. Completion of the survey will constitute your consent. No
identification will be associated with your responses, and only summarized data will
be reported in statistical results.

Thank You!

Respectfully yours,

BALBUENA, SARA APIA C.

BOLDIOS, GRISSEL AMELLIE T.
BONTUYAN, KIM GLAIDYL C.
CALIMPON, MARY JOY A.
CAPARIDA, RANIER SEBASTIAN C.
CHIONG, GERNETTE JENESE J.
COLINA, WINRYL MAE M.
CUYNO, MARIA JUSTINE ANGELIE L.
DE CASTRO, SEAN PATRICK B.
Researchers

Noted: Approved:

Mrs. Aissa R. Carlit Mrs. Audrey L. Garganera

Research Adviser College Dean
 74

2. Informed Consent Form

Informed Consent Form

I, ____________________________, voluntarily agree to participate in the

research study entitled, “PERCEIVED EFFECTIVENESS AND ENGAGEMENT
ON ONLINE LEARNING AMONG NURSING STUDENTS DURING THE
COVID-19 PANDEMIC”. Taking into account the ability to engage in such an
activity and the availability of resources and certain facilities to promote participation,
I hereby agree to the following terms and conditions:

I understand that my participation in this research is entirely voluntary and that

I am free to decline to participate, without consequence, at any time prior to or at any
point during the research. I understand that if I decide to withdraw, any personal data
I have provided up to that point will be deleted unless I agree otherwise. I understand
that all personal information of this research will remain confidential, used only for
the purposes of completing the research, and will not be used in any way that can
identify me.

I hereby confirm that I understand the inclusion criteria comprehensively and

as explained to me by the researcher. I hereby recognize and accept the conditions set
by the researcher during my participation in the study voluntarily and desire to
participate within the entire duration of the said activity. Any unjust reaction resulting
from any violation of the conditions specified will not hold the researcher responsible
or criminally liable;

I have read and understand the information above and have had the
opportunity to ask questions and have had these answered satisfactorily. By signing
below and returning this form, I am consenting to participate in this study by affixing
my signature herein.

Signature:____________________ Date:____________________
 75

3. Research Instrument

PART 1: LEVEL OF EFFECTIVENESS

NAME (optional) ___________________________ DATE : ___________________

This Part I survey questionnaire is a standardized instrument entitled

EFFECTIVENESS OF ONLINE LEARNING consisting of 20 items, which were
elaborated on 4 indicators. It will be used to assess students’ perceptions of the
effectiveness of online learning. For each statement below, choose the option that best
describes your level of agreement by putting a single (✓) tick on the box below. The
rating scale is as follows:

1 = Disagree
2 = Neutral
3 = Agree
4 = Strongly Agree

1 2 3 4

Teacher’s Methods in Online Learning

1. Obtain and find out the teaching materials/learning materials

delivered by the teacher/lecturer when studying online

2. Understanding of the material presented by the teacher/lecturer

when studying online

3. Can re-describe the material that has been online by the

teacher/lecturer on time

4. Responding to questions that appear in discussion forums of

subject matter provided by the teacher/lecturer during online
learning

5. Apply the subject matter delivered by the teacher/lecturer in

everyday life

Students’ Convenience in Online Learning

6. Can communicate smoothly with the teacher/lecturer during

online learning

7. Can ask directly the teacher/lecturer when I don’t understand

the subject matter during online learning

8. Always get a good response from the teacher/lecturer during

online learning
 76

9. Enjoy doing assignments given by the teacher/lecturer on online

learning

10. Feel comfortable because the teacher/lecturer always

understands the obstacles experienced when learning online (for
example network barriers and data packets)

11. Active in following class discussion forums created by the

teacher/lecturer during online learning

Learning Motivation in Online Learning

12. Always on camera during online learning

13. Pay attention when the teacher/lecturer provides learning

explanations during online learning

14. Participate in discussion group study assignments formed by the

teacher/lecturer

15. Submit assignments given by the teacher/lecturer on time

16. Learn guidelines about learning online from the internet

17. Sit calmly during online learning in front of the

laptop/cellphone until the time set by the school/teacher/
lecturer elapses

Learner’s Preference

18. Likes online learning rather than face-to-face learning

19. The interaction of online teaching and learning is better than

face-to-face learning

20. Online learning facilities always support, both in terms of

equipment (for example mobile/laptop) or network
 77

PART 2: LEVEL OF STUDENT ENGAGEMENT

This Part II questionnaire is tailored to measure students’ level of engagement

in online learning in their nursing program, taken from the modified National Survey
of Student Engagement (NSSE) published by the University of Indiana. Please read
each statement and answer each question of your choice by putting a single (✓) tick
on the box below.

1 = Very Little
2 = Some
3 = Quite a Bit
4 = Very Much

1 2 3 4

Mental Activities

1. How much has your online coursework emphasized

MEMORIZING facts, ideas, or methods from your courses and
readings?

2. How much has your online coursework emphasized

ANALYZING the basic elements of an idea, experience, or
theory, such as examining a particular case or situation in-depth
and considering its components?

3. How much has your online coursework emphasized

SYNTHESIZING and organizing ideas, information, or
experiences into new, more complex interpretations and
relationships?

4. How much has your online coursework emphasized MAKING

JUDGMENTS about the value of information, arguments, or
methods such as examining how others gathered and interpreted
data and assessing the soundness of their conclusions?

5. How much has your online coursework emphasized

APPLYING theories or concepts to practical problems or in
new situations?

Online Learning Experience

6. How much has your online learning experience helped you to

speak clearly and effectively?

7. How much has your online learning experience helped you to

think critically and analytically?

8. How much has your online learning experience helped you to

work effectively with others?
 78

9. How much has your online learning experience helped you to

learn effectively on your own?

10. How much has your online learning experience helped you to
solve complex real-world problems?
 79

CURRICULUM VITAE
 80

DOCUMENTATION

A. DISTRIBUTION OF INFORMED CONSENT

B. INFORMED CONSENT RECEIVED

C. DISTRIBUTION OF THE SURVEY QUESTIONNAIRES

 81

D. QUESTIONNAIRE via GOOGLE FORMS

E. CONSULTATION WITH THE STATISTICIAN

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