1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Coronavirus Disease 2019 (COVID-19) pandemic has dramatically

changed the higher education system in the Philippines with a distinctive shift in

online instruction as an effort to limit further transmission of the virus. (Lapitan, Jr.,

et. al, 2021). In this regard, it is important to utilize all aspects of the learning

process, including distance learning procedures of teaching and learning that are

so important in today’s world. The new system has been implemented in places

such as using the flexible learning set by the Commission on Higher Education.

The traditional context of learning is experiencing a radical change. There

are many situations in which students need to learn exactly what they are

interested in without time and location constraints because of the pandemic. These

kinds of needs require learning to be personalized, flexible, and available on-

demand. The concept of traditional classroom education does not always fit

comfortably into the new normal of lifelong learning where the roles of instructors,

students, and curriculum are changing. With the increasing use of networked

computers and remarkable advances in telecommunication technologies, the

Internet has been widely recognized as a valuable and inexpensive medium for

network-enabled transfer of skills, information, and knowledge.

 2

The Bantayan Southern Institute is a school that provides opportunities for

further learning to college students and produces successful individuals to be

deployed in the workforce. The school is currently adapting new learning

modalities to adhere to the crisis we are experiencing globally and to fully operate

and fulfill the educational needs of the students. This includes blended learning,

synchronous and asynchronous learning modalities.

The Bantayan Southern Institute utilizes asynchronous learning as a

method of imparting knowledge to students in which the students are able to learn

while they are on their own respective homes. Since this shift to asynchronous

learning is very new to most students and instructors too, there is a great interest

in this topic along the way of experiencing this change especially for students. This

study aims to investigate on the perception of the selected BSI college students

on asynchronous learning and to examine the extent of satisfaction of the college

students with this type of learning modality.

 3

Conceptual Framework

Figure 1

The Conceptual Framework

Input Output
Demographi Process
Interventions
c Profile 1. Data Collection
(Constant
1. Age 2. Questionnaires Adaptation of
2. Gender 3. Data Analysis Asynchronous
Learning)

Figure 1 shows the concepts anchored in this research. The inputs

needed is the demographic profile of the students such as their age and gender.

The process includes data collection, distribution of questionnaires, and analyzing

the data. The expected output of this research is the proposed interventions which

is the constant adaptation of asynchronous learning.

 4

Statement of the Problem

This study aims to investigate on the perception of the selected college

students of Bantayan Southern Institute, Inc. on asynchronous learning during the

School Year 2021-2022 as basis for further interventions on blended learning.

Specifically, it seeks to answer the following questions:

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

1.1 Age; and

1.2 Gender?

2. What is the level of perception of the selected Bantayan Southern Institute

College Students on Asynchronous Learning based on the following

statements;

2.1. always accessible asynchronous learning,

2.2. learning at home is one of the modalities offered by the school,

2.3. I am satisfied with the technology and software I used for asynchronous

learning,

2.4. I enjoy learning remotely,

2.5. asynchronous learning is flexible in dealing with school work,

2.6. there is unstable access to internet,

 5

2.7. asynchronous learning is beneficial to me,

2.8. asynchronous learning makes a student productive,

2.9. asynchronous learning creates miscommunication with instructors,

2.10. asynchronous learning leads to procrastination,

2.11. teachers are proactive when there are issues about unstable access

to internet,

2.12. I find this type of learning interactive,

2.13. I am satisfied with the learning outcomes in this type of modality,

2.14. this type of learning help improves academic performance, and,

2.15. the communication used on this learning was an excellent medium for

social interaction?

3. Is there a significant difference on the different levels of perception of

asynchronous learning among the respondents?

4. What is the overall level of perception of the respondents on asynchronous

learning?

5. Based on the results of the study, what recommendations can be drawn?

 6

Significance of the Study

This study would be beneficial to the following people;

The Students. This study will produce an efficient and reliable source of

information to the students about the effectiveness and how to cope with the

negative impacts of asynchronous learning.

The Instructors. The study findings may be particularly interesting for academics

as they might encourage them to take a proactive approach in developing curricula

in distance learning environments.

The Future Researchers. This will serve as a basis for further research related to

this study, and more importantly, this research will provide them with additional

literature review. We identify some avenues that may be insightful for other

researchers as more studies are needed to understand the asynchronous learning

better.

Scope and Delimitations

The study aimed to investigate the perception on asynchronous learning of

the selected college students. It was conducted in Bantayan Southern Institute,

Inc., Bantigue, Bantayan, Cebu from November to December, 2021 using survey

method.
 7

This was delimited only in determining the perception on the different

statements given for asynchronous learning.

Definition of Terms

To facilitate understanding, the following terms are hereby defined;

Academic Performance – this term is referring the measurement of student

achievement across various academic subjects. (Ballotpedia, 2021) In this study,

this is referring to the grades of the students.

Asynchronous Learning – this term is referring a general term used to describe

forms of education, instruction, and learning that do not occur in the same place or

the same time. (Lander University, 2021) In this study, this refers to the students-

centered teaching method widely used in learning.

Effectiveness – this term is referring the degree to which something is successful

in producing a desired result, success. (Hasa, 2016) In this study, this is referred

to the aim of conducting this research.

Impact – this term is referred to as a marked effect or influence. (Hearn, 2016) In

this study, this refers to a strong effect of asynchronous learning on a respected

respondent.

Learning Modality – this term is referring the sensory channels or pathways

through which individuals give, receive, and store information. (Oregon

 8

Phlebotomy School, 2015) In this study, this refers to a particular mode of learning

in which BSI adapt asynchronous type of learning.

Perception – the term is the organization, identification, and interpretation of

sensory information in order to represent and understand the presented

information or environment. (Simkovic, et. al., 2021) In this study, this refers to the

mode of apprehending reality and experience through the senses.

Satisfaction – this term is referring the act or fulfillment a need, desire, or appetite

or the feeling gained from such a fulfillment. (Vocabulary, 2021) In this study, this

refers the fulfillment of BSI college student’s expectations.

 9

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature concerning with the perceptions

on asynchronous learning of the students that the researcher considered in

strengthening the claim and importance of the present study.

Today’s technological age is evolving students away from the traditional

classroom model with over three million students exclusively enrolled in online

classes (Classes and Careers, 2018) with many online courses attempting to

provide an online educational experience that parallels a traditional face to face

model. Modifications must be made due to the differences in the delivery modes

of instruction. Asynchronous learning can be an effective tool for improving student

learning outcomes yet, such an environment decreases opportunities for social

interactions and can foster miscommunication in non-verbal subtleties clarified in

spoken language (Mongan-Rallis & Shannon, 2006).

According to Kokoulina (2020), asynchronous learning is a type of training

in which students access learning content, take assessments, and communicate

at their own pace. There are main reasons why learning and development

specialists choose asynchronous learning. One of which is it provides more

flexibility to learners allowing the learners to study at their own speed makes

dealing with busy schedules easier. But there are few things that require
 10

consideration when deciding on asynchronous learning. One of factors includes

the learner engagement. In an ideal world, all the learners are self-starters who

don’t need anything more than just the opportunity to learn something. In reality,

especially in a digital one, there are plenty of detractors competing for people’s

attention.

Most traditional methodologies in teaching is Asynchronous Distance

Learning but this is not new anymore since it has been existing for so long and it

was only used now because of the current pandemic situation. Harasim (1997)

defined it as “a means of group communication which allows groups of people to

exchange ideas and points of view as well as share information and resources”.

The ability to share non-face to face, spontaneous, and flexible conversation is

already established.

According to Corfman and Beck (2019), much of the research done

involving asynchronous discussion groups has found that students perceive these

groups as a tool to get to know and evaluate aspects of how distance courses

function. The variety of topics evaluated is indicated in recent studies where there

are some factors which may have an influence on the perception of learning.

Specialized literature suggests that perception of learning from students’ point of

view depends on personal and context factors.

 11

In a survey, Wu and Hiltz (2004) outlined some of the factors which could

explain students’ perception of their learning through online discussions. These

authors came across some research which show how online discussions affect

students’ learning.

According to Rovai and Kirk (2003), there are also some variables such as

the type of interaction, educational goals, motivation to learn, previous experience,

inclinations, beliefs and attitudes, related to online learning which could affect

perception of learning.

Swan et al. (2000) found that interaction with the instructor and among

students themselves are the most important factors related to students’ learning

perception. Prior to this, none of the previous surveys had provided or tried out a

causal model of determining factors of learning perceived from online discussions.

However, even though much research is being done in this field lately, there is not

much assessment done by students who use this means to learn.

In a study of Rodriguez (2006), asynchronous technology aids us in making

a profound study of the different sections of the subject. By using it, students have

the chance to express their opinion, whereas in face-to-face classrooms some

usually do not, and in this way the usual obstacles of embarrassment are

overcome. In addition, all students benefit from reading opinions of all their

classmates. Asynchronous technology is also a useful tool for finding

 12

misinterpretation of the contents, which does not happen in attendance lessons,

as those who do not fully understand the contents do not usually give their opinion.

The evaluation of the impact of e-learning on group or collaborative

processes emphasizes the observation and interpretation of user collaboration

over e-learning platforms. Strijbos & Fischer (2007) describe the evaluation of

collaborative learning as “placing strong emphasis on the situated nature of

collaboration and the impact of certain situational factors (with a few or as little as

possible a priori expectations)”.

Furthermore, Stahl (2002) develops the argument that collaborative

learning can be seen during interaction of learners with or through e-learning and

that this is itself a collaborative product. Examples of the evaluation of the impact

of e-learning to collaborative processes include the work of Janssen et al. (2009)

who investigate the effects of group member familiarity during computer supported

collaborative learning of three. The results of this study indicate that higher

familiarity led to more critical and exploratory group norm perceptions, more

positive perceptions of online communication and collaboration and required less

time to regulating their task-related activities, while the expectation that familiarity

would lead to better group performance was not confirmed.

In addition, So & Brush (2008) examine the relationships of the students’

perceived levels of collaborative learning, social presence and overall satisfaction

 13

in a blended learning environment. The results of their study indicate that student

perceptions of collaborative learning have statistically positive relationships with

perceptions of social presence and satisfaction.

As noted by Hoch Heizer & Lazear (2007), “human–computer interaction is

much broader than the study of interface design and input devices including

considerations of the social, political, ethical, and societal implications of computer

systems”. This impact may not be safely assessed in the short term (e.g., with

‘expert’ judgement or user testing) but by the use of a user-participatory approach.

Thus, evaluation case studies that reflect long-term use are complementary to

short term user testing and can offer insights to HCI researchers, interaction

designers and usability professionals about the general goals of user-centered

design and evaluation of systems and technologies.

 14

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methodology used for collecting the data for the

study. It explains the research design, flow and environment of the study,

respondents, procedures, and data collection techniques. It also gives details

about the instruments and treatments used in this study.

Research Design

A descriptive research design is applied for the purpose of collecting data.

Descriptive research seeks to describe the current status of an identified variable.

This research project is designed to provide systematic information about a

phenomenon.

Flow of the Study

In this study, the researchers will use the quantitative method for collecting

and analyzing the data. The data to be gathered are the age, gender, and the

perception of the selected college students of the Bantayan Southern Institute

during the school year 2021-2022. This will be recorded, analyzed, and interpreted

using the weighted mean.

 15

Environment of the Study

This study will be conducted in Bantayan Southern Institute, Inc., Bantigue,

Bantayan, Cebu from November to December, 2021.

Respondents of the Study

The research respondents are composed of college students. Using the

random sampling technique, a sample of 50, was used for the study. The sample

was randomly drawn from among the college students in Bantayan Southern

Institute at Bantigue, Bantayan, Cebu. These will be selected using the Slovin’s

formula as follows:

N
n = -------------------------- Where:
1 + Ne n = sample size
N = population size
e = desired margin of error (5%)

Research Instrument and Procedure

In conducting this study, the researchers used questionnaire method as a

research instrument. Through this instrument, the researcher would ask the

college students of Bantayan Southern Institute, Inc. about their perception on

asynchronous learning.

The steps in gathering the data in determining the level of perception on

asynchronous learning of the selected college students of Bantayan Southern

Institute Inc. are the following:

 16

1. The researchers discussed about their research topics and discussed about

the problems that can be found in their research topic which they formulate

questions to be included in their Statement of the Problem.

2. The researchers look for related literatures where the researcher gained

information about the effectiveness of asynchronous learning.

3. The next step is formulating an online questionnaire which consists of 15

items to be answered using a Likert scale which will be used in collecting

the data.

4. After gathering the information, the researchers will interpret and analyzed

the data gathered through observation.

Research Data and Gathering

The researchers collected the important data through survey questionnaire.

The survey will be conducted online to adhere to the restrictions in response to

COVID-19. The researchers create a 15-item questionnaire to be administered

directly to the target respondents. Each of the respondents are given enough time

to answer the questionnaires, afterwards, all the data will be gathered and

analyzed.

Statistical Treatment

To interpret the data gathered, the following statistical treatment were used

by the researchers as follows:

 17

1. Weighted Mean

ℇ𝑓𝜔
𝑋= Where:
n

𝑋= Weighted Mean

ℇ= Summation

𝑓= Frequency

𝜔= Weight

Verbal Description
4.21 – 5.00 – Strongly Agree
3.41 – 4.20 – Agree
2.61 – 3.40 – Undecided
1.81 – 2.60 – Disagree
1.00 – 1.80 – Strongly Disagree
The Weighted mean was used to determine the level of perceptions

among the respondent in asynchronous learning.

2. Chi-Square
This statistical parameter was used to determine the significant difference

among the different levels of perceptions of the respondents based on the given

statements.
 18

∑ (O – E)2
X2 = ----------------------
E

where:

X2 = Chi-square
∑ = Summation
O = Observed Frequencies
E = Expected Frequencies
 19

Chapter 4

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter includes the presentation, analysis, and interpretation of data

that have been gathered from the respondents on the level of perception on

asynchronous learning of selected college students of Bantayan Southern Institute

Bantigue, Bantayan, Cebu. This chapter contains the presentation of data in

tabular form along with their corresponding interpretations.

Demographic Profile of the Respondents

Table 1

Respondent’s Age

Age Frequency (f) Percentage (%)

18 5 10%
19 15 30%
20 8 16%
21 18 36%
22 4 8%
Total 50 100%

Table 1 shows that 10% of the respondents are under the age of 18. There

were 30% of respondents under the age of 19. Whereas, 16% of respondents were

under the age of 20. Age 21 received 36% of the respondents while age 22

received 8% of the respondents.

 20

Table 2

Respondent’s Gender

Gender Frequency (f) Percentage (%)

Male 15 30%
Female 35 70%
Total 50 100%

Table 2 shows the frequency distribution and percentage of the

respondents’ gender. The table shows that out of the 50 respondents surveyed,

30% are males while 70% are females which means majority of the total sample

population are females.

Level of Perceptions

Table 3
Respondent’s Perception of Asynchronous Learning on Selected College
Students of BSI Students

Weighted Verbal
Guide Statements Rank
Mean Description
1. Always accessible
3.42 A 6
asynchronous learning.
2. Learning at home is one of
the modalities offered by the 3.84 SA 2
school.
3. I am satisfied with the
technology and software I
2.96 U 10
used for asynchronous
learning.
4. I enjoy learning remotely. 2.68 U 13
5. Asynchronous learning is
flexible in dealing with school 3.42 A 7
work.
6. There is unstable access to
4.08 SA 1
internet.
 21

7. Asynchronous learning is
3.28 U 8
beneficial to me.
8. Asynchronous learning
2.96 U 11
makes a student productive.
9. Asynchronous learning
creates miscommunication 3.76 A 3
with instructors.
10. Asynchronous learning leads
3.74 A 4
to procrastination.
11. Teachers are proactive when
there are issues about 3.46 A 5
unstable access to internet.
12. I find this type of learning
3.02 U 9
interactive.
13. I am satisfied with the
learning outcomes in this 2.62 U 14
type of modality.
14. This type of learning help
improves academic 2.6 D 15
performance
15. The communication used on
this learning was an
2.88 U 12
excellent medium for social
interaction.
Average Weighted Mean 3.25

As indicated in table 3 or the Respondent’s Perception of Asynchronous

Learning on Selected College Students of BSI Students, statement number 6 has

the highest weighted mean of 4.08 with a descriptive level of Strongly Agree. Next,

statement number 2 has a weighted mean of 3.84 with a descriptive level of

Strongly Agree. Third, statement number 9 has a weighted mean of 3.76 with a

descriptive level of Agree. Fourth, statement number 10 has a weighted mean of

3.74 with a descriptive level of Agree. Fifth, statement number 11 has a weighted

mean of 3.46 with a descriptive level of Agree. Sixth, statement number 1 has a
 22

weighted mean of 3.42 with a descriptive level of Agree. Seventh, statement

number 5 has a weighted mean of 3.42 with a descriptive level of Agree. Eight,

statement number 7 has a weighted mean of 3.28 with a descriptive level of

Undecided. Ninth, statement number 12 has a weighted mean of 3.02 with a

descriptive level of Undecided. Tenth, statement number 3 has a weighted mean

of 2.96 with a descriptive level of Undecided. Eleventh, statement number 8 has a

weighted mean of 2.96 with a descriptive level of Undecided. Twelfth, statement

number 15 has a weighted mean of 2.88 with a descriptive level of Undecided.

Thirteenth, statement number 4 has a weighted mean of 2.68 with a descriptive

level of Undecided. Fourteenth, statement number 13 has a weighted mean of 2.62

with a descriptive level of Undecided. Lastly, statement number 14 has a weighted

mean of 2.6 with a descriptive level of Disagree.

Significant Difference

Table 4
The Significant Difference of the Different Level of Perceptions Using Chi-Square
F Strongly Agree Undecided Disagree Strongly Total
Agree Disagree
O 1.72 4.96 4.62 2.78 0.86 15
E 3 3 3 3 3 15
Step (O-E) -1.28 1.96 1.62 -0.22 -2.14
2
Step (O- 1.63 3.84 2.62 0.04 4.57
2
3 E)
Step ∑(O- 0.54 1.28 0.87 0.01 1.56 4.22
2
4 E)
2
 23

∑ (O – E)2
X2 = ---------------------- = 4.22
E

Computed Chi-Square value = 4.22 Critical p value at 5% is 5.99

Interpretation : Not significant

Table 4 shows the statistical analysis using Chi-square to determine the

significant difference among the different levels of perceptions of college students

of Bantayan Southern Institute on asynchronous learning. It has been found out

that the computed Chi-Square value which is 4.22 is lesser than the critical p value

at 5% which is 5.99. This indicates that the levels of perceptions of the college

students on asynchronous learning did not differ significantly. This means that

most of the college students are undecided of what particular mode of learning

delivery is best suited for them.

 24

Summary of Responses

Table 5
Summary of Responses Using Weighted Mean

Responses f w fw
Strongly Agree 1.72 5 8.6
Agree 4.96 4 19.84
Undecided 4.62 3 13.86
Disagree 2.78 2 5.56
Strongly
0.86 1 0.86
Disagree
Total 15 50

Weighted Mean (X) = 50/15 = 3.33 (Undecided)

Table 5 shows the computation for weighted mean to determine the overall

perceptions of the college students on asynchronous mode of learning. Again, the

results shows that college students are undecided to used the asynchronous mode

of learning delivery.
 25

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion and all possible

recommendations that can be derived based on the result of the data gathered and

other source of information available.

Summary

The study was conducted in Bantayan Southern Institute, Inc., Bantigue,

Bantayan, Cebu during the school year 2021-2022 to determine the level of

perception on asynchronous learning of the selected college students of Bantayan

Southern Institute, Inc. The researchers used the quantitative method for collecting

and analyzing the data. A descriptive research design is applied for the purpose of

collecting data. In conducting this study, the researcher collected the important

data through survey questionnaire. The researchers create a 15-item

questionnaire to be administered directly to the target respondents. Through this

instrument, the researcher would ask the students about their perception on the

asynchronous class.

The research respondents are composed of 50 college students from

Bantayan Southern Institute. Using the random sampling technique, a sample of

50, was used for the study. These respondents are the primary source of

information that the researchers needed.

 26

To interpret the data gathered, the researchers used the Chi-square to

determine the significant difference among the different level of perception and the

Weighted mean to determine the exact level of perception on asynchronous

learning.

Findings

Based on the results of the study, it has been found out that most of the

respondents strongly agreed that the students experienced unstable access to the

internet. In the actual sense, the Municipality of Bantayan only consists of

approximately 7 signal towers that provides internet connectivity in which not

everyone can have access especially in secluded areas.

The results also shows that learning at home is one of the modalities offered

by the school since it adheres to the protocols administered in preventing the

transmission of the COVID-19 virus. In relation to that, the Bantayan Southern

Institute proposed new ways of imparting knowledge to the students through

Distance Learning particularly the asynchronous type learning.

Furthermore, the findings revealed that most of the respondents are

undecided of what particular mode of learning delivery and thus, the asynchronous

learning creates miscommunication with instructors. Weighted mean also reveals

that respondents are also undecided of using asynchronous mode of learning

delivery.
 27

Conclusions

Based on the findings of the study, the researchers concluded that most of

the college students in Bantayan Southern Institute, Inc. are undecided to

asynchronous learning whether this kind of learning modality is effective or not.

Although the asynchronous learning can be an effective tool for improving student

learning outcomes yet, such an environment decreases opportunities for social

interactions and can foster miscommunication in non-verbal subtleties clarified in

spoken language (Mongan-Rallis & Shannon, 2006). That is the reason why most

of the college students are undecided to use the asynchronous mode of learning

modality.

Recommendation

Based on the findings and the conclusion derived from this study, the

researchers recommend the following:

For the students, there should be a constant interaction with their instructors

to familiarized themselves the necessity of using asynchronous type of learning

modality. For the teachers, the used of asynchronous type of learning modality

should be done constantly so that the students become familiar of using this kind

of learning modality specially during this pandemic time. For the school

administrators, the asynchronous used of teaching modality should be imposed so

that the students become familiar for this kind of learning modality.
 28

REFERENCES

Alkali, A., Dada, E. & Oyewola, D. (2019). An Investigation into the Effectiveness
of Asynchronous and Synchronous E-learning Mode on Students’
Academic Performance in National Open University (NOUN), Maiduguri
Centre. Retrieved on October 24, 2021, from the website:
https://www.researchgate.net/publication/332909140

Corfman, T. and Beck, D., (2019). Case study of creativity in asynchronous online
discussions. Retrieved on November 3, 2021, from the website:
https://www.researchgate.net/publication/333729877_Case_study_of_crea
tivity_in_asynchronous_online_discussions

Hochheiser, H. and Lazear, J., (2007). HCI and Societal Issues: A Framework for
Engagement. Retrieved on November 5, 2021:
https://www.researchgate.net/publication/220302212_HCI_and_Societal_I
ssues_A_Framework_for_Engagement

Kokoulina, O., (2020). Asynchronous Learning Simply Put: Definition, Benefits,

and Tools. Retrieved on November 9, 2021, from the website:
https://www.ispringsolutions.com/blog/asynchronous-learning

Mobo, F. (2020). Effectiveness of Asynchronous Distance Learning Amidst the

New Normal. Retrieved on October 24, 2021, from the website:
https://media.neliti.com/media/publications/333510-effectiveness-of-
asynchronous-distance-l-37d3f859.pdf

Rodríguez, V., (2006). Evaluation of the Asynchronous Learning Environment.

ResearchGate.com. Retrieved on November 7, 2021, from the website:
https://www.researchgate.net/publication/235994548_Evaluation_of_the_
Asynchronous_Learning_Environment
 29

Sanecka, E., (2019). Procrastination in Blended Learning the Role of General Self-

efficacy, and Active and Passive Procrastination. ResearchGate. Retrieved

on October 17, 2021, from the website:
https://www.researchgate.net/publication/338876862fbclid=IwAR2zc4mliw
CBh Y5_siJ2UrNTUNwNu26gC4GF07Xs5cRcvo4NcW-RKgSxFvc

Simbulan, N. (2020). COVID-19 and its impact on higher education in the

Philippines. Higher education in Southeast Asia and beyond, 8, 15-18.

So, H. and Brush, T., (2008). Student Perceptions of Collaborative Learning,

Social Presence and Satisfaction in a Blended Learning Environment:
Relationships and Critical Factors. eric.com. Retrieved on November 7,
2021, from the website: https://eric.ed.gov/?id=EJ794666

Stavrakis, M., (2011). Perceived impact of asynchronous e-learning after long-term

use: implications for design and development. Academia.edu. Retrieved on
November 7, 2021, from the website:
https://www.academia.edu/3133829/Perceived_impact_of_asynchronous_
e_learning_after_long_term_use_implications_for_design_and_developm
ent

Worrell, R., 2020. Perceptions of the Effectiveness of Asynchronous Online

Discussions as A Supplement to Face to Face Interactions: A Meta Review.
Scholarworks.lib.csusb.edu. October 18, 2021:
https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=2212&conte
xt=etd
 30

APPENDICES
 31

APPENDIX A

Letter of Consent

Dear Research Participants,

We are a group of third-year BSED students studying at Bantayan Southern

Institute, and we are currently conducting research on the topic "The Perception

On Asynchronous Learning of Selected College Students Of Bantayan Southern

Institute, Inc.”

May we please request for about 10 minutes of your time to answer some

questions about the above-mentioned topic. We do not anticipate any risks or

discomfort as a result of your participation in the study. You have the option of not

answering any questions.

Your participation in the study is entirely voluntary, and you may withdraw

at any time. Your decision not to volunteer will have no impact on the nature of

your relationship with our school, and your refusal to answer specific questions will

have no impact on your relationship with the researchers.

Unless you specify otherwise, all information you provide during the

research will be kept confidential, and your name will not appear in any report or

publication of the research unless you specifically indicate your consent. Your data

will be securely stored in a locked facility, with only research staff having access

to it. Confidentiality will be maintained.

 32

We eagerly expect your favorable response to our request. Unless the

question specifically indicates that you are not permitted to do so, you must answer

each question.

Noted by:

Jocelyn SJ. Dulap, Ed. D

Academic Dean
 33

APPENDIX B

Survey Questionnaire Sheet

I. Respondents Profile
Direction: Your profile is needed for the fulfillment of the study but your identity will
remain anonymous and your response confidential.
Name: _______________________________
Age: _____
Gender:
o Male
o Female

II. Perception of Asynchronous Learning of the College Students in

Bantayan Southern Institute
Direction: Read the statements carefully. Based on your observation, indicate to
what extent do you agree or disagree by putting a check (✓).

Strongly Strongly
Guide Statements Agree Undecided Disagree
Agree Disagree
1. Always accessible
asynchronous
learning.
2. Learning at home is
one of the modalities
offered by the school.
3. I am satisfied with the
technology and
software I used for
asynchronous
learning.
4. I enjoy learning
remotely.
5. Asynchronous learning
is flexible in dealing
with school work.
6. There is unstable
access to internet.
 34

7. Asynchronous learning
is beneficial to me.
8. Asynchronous learning
makes a student
productive.
9. Asynchronous learning
creates
miscommunication
with instructors.
10. Asynchronous learning
leads to
procrastination.
11. Teachers are
proactive when there
are issues about
unstable access to
internet.
12. I find this type of
learning interactive.
13. I am satisfied with the
learning outcomes in
this type of modality.
14. This type of learning
help improves
academic performance
15. The communication
used on this learning
was an excellent
medium for social
interaction.
 35

CURRICULUM VITAE
 36

CURRICULUM VITAE

A. PERSONAL BACKGROUND
Name: Ana Mae L. Maru
Age: 21
Date of Birth: January 17, 2000
Place of Birth: Pitogo, Consolacion, Cebu
Address: Patao, Bantayan, Cebu

B. FAMILY BACKGROUND
Mother’s Name: Mardiory L. Maru
Mother’s Occupation: DepEd Employee
Father’s Name: Alexander B. Maru
Father’s Occupation: Laborer

C. EDUCATIONAL BACKGROUND
Tertiary Education -
Senior High School -
Junior High School -
Elementary School -
Bantayan Southern Institute, Inc.
Bantigue, Bantayan, Cebu
2019 – Present
Patao National High School
Patao, Bantayan, Cebu
2017 – 2019
Patao National High School
Patao, Bantayan, Cebu
2013 – 2017
San Jose Elementary School
Patao, Bantayan, Cebu
2007 – 2013
 37

CURRICULUM VITAE

A. PERSONAL BACKGROUND
Name: Michelle V. Guerrero
Age: 21
Date of Birth: January 1, 2001
Place of Birth: Patao, Bantayan, Cebu
Address: Patao, Bantayan, Cebu

B. FAMILY BACKGROUND
Mother’s Name: Maria Meralona V. Guerrero
Mother’s Occupation: Housewife
Father’s Name: Eldred P. Guerrero
Father’s Occupation: Fisherman

C. EDUCATIONAL BACKGROUND
Tertiary Education -
Senior High School -
Junior High School -
Elementary School -
Bantayan Southern Institute, Inc.
Bantigue, Bantayan, Cebu
2019 – Present
Patao National High School
Patao, Bantayan, Cebu
2017 – 2019
Patao National High School
Patao, Bantayan, Cebu
2013 – 2017
San Jose Elementary School
Patao, Bantayan, Cebu
2007 – 2013
 38

CURRICULUM VITAE

A. PERSONAL BACKGROUND
Name: Regette N. Palencia
Age: 22
Date of Birth: June 28, 1999
Place of Birth: Nagcarlan, Laguna
Address: Pooc, Santa Fe, Cebu

A. FAMILY BACKGROUND
Mother’s Name: Marlyn Palencia
Mother’s Occupation:
Father’s Name: Rowell Palencia
Father’s Occupation:

B. EDUCATIONAL BACKGROUND
Tertiary Education - Bantayan Southern Institute, Inc.
Bantigue, Bantayan, Cebu
2019 – Present
Senior High School - Santa Fe National High School
Santa Fe, Cebu
2017 – 2019
Junior High School - Santa Fe National High School
Santa Fe, Cebu
2013 – 2017
Elementary School - Guerilla Elementary School
San Pablo, Laguna
2006 – 2012
 39

CURRICULUM VITAE

A. PERSONAL BACKGROUND
Name: Ivy E. Zapa
Age: 21
Date of Birth: July 29, 2000
Place of Birth: Kampingganon, Bantayan, Cebu
Address: Aguilar St. Katunggan Suba,
Bantayan, Cebu

B. FAMILY BACKGROUND
Mother’s Name: Ma. Lita E. Zapa
Mother’s Occupation: Fish vendor
Father’s Name: Bienvinido R. Zapa
Father’s Occupation: Deceased

C. EDUCATIONAL BACKGROUND
Tertiary Education -
Senior High School -
Junior High School -
Elementary School -
Bantayan Southern Institute, Inc.
Bantigue, Bantayan, Cebu
2019 – Present
Bantayan National Senior High School
Ticad, Bantayan, Cebu
2017 – 2019
Bantayan National High School
Ticad, Bantayan, Cebu
2013 – 2017
Bantayan Central Elementary School
Ticad, Bantayan, Cebu
2007 – 2013
 40

CURRICULUM VITAE

A. PERSONAL BACKGROUND
Name: Mical Joy Pepito
Date of Birth: November 24,1999
Place of Birth: Lala Lanao Del Norte
Address: Campo, Bantigue, Bantayan, Cebu

B. FAMILY BACKGROUND
Mother’s Name: Demie Pepito
Mother’s Occupation: Housewife
Father’s Name: Rudy Pepito
Father’s Occupation: Laborer

C. EDUCATIONAL BACKGROUND
Tertiary Education -
Senior High School -
Junior High School -
Elementary School -
Bantayan Southern Institute, Inc.
Bantigue, Bantayan, Cebu
2019 – Present
Bantayan National Senior High School
Ticad, Bantayan, Cebu
2017 – 2019
Bantayan Southern Institute, Inc.
Bantigue, Bantayan, Cebu
2013 – 2017
Tayud Elementary School
Yati, Lilo-an, Cebu
2007 – 2013