PR2 Research Chapter 1 2 3 4 Final

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COLEGIODESEBASTIAN– PAMPANGA, INC.
E-learning Issues Faced by Students
A Quantitative Study Presented to the
Senior High School Department of Colegio de Sebastian
City of San Fernando, Pampanga
In Partial Fulfillment of the Requirement for the Subject
Practical Research II
Mamucud, Jeric M.
Vallejos, Shane A.
Verde, Lhiv Aaron L.
Villarico, Shan O.
Grade 12 – Charity (GAS)
October 2021
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Approval Sheet
This thesis hereto entitled:
“E-learning Issues Faced by Students”
Prepared and submitted by Jeric M, Mamucud, Lhiv Aaron L. Verde, Shan O. Villarico,
and Shane A. Vallejos in partial fulfillment of the requirements for the subject Inquiries,
Investigation, and Immersion has been examined and is recommended for acceptance and
approval for ORAL EXAMINATION.
Florabel T. Tongol, Ph.D.

Thesis Adviser
Approved by the Committee on Oral Examination with a grade of on April 25,
2022.
Engr. Jayson G. Sampang

Chair
Ms. Krystel Sarmiento Ms. Therese B Castro

Member Member
Accepted in partial fulfillment of the requirement for the subject Inquiries, Investigation,
and Immersion.
Hazel Genova Daryl Malonzo__

Chairperson Chief Operating Office
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Acknowledgement
This paper and the research that went into it would not have been possible without
our subject instructor, Ms. Florabel Tongol, and our mentors, who guided us through our
Study. We are also grateful for the support we received from the rest of our family. And
most importantly, to God for providing us with the knowledge, skill, and good health we
needed to complete this study project.
Table of Contents
Chapter I: Introduction 6
Review of Related Literature 7
Theoretical Framework 10
Statement of the Problem 10
Significance of the Study 11
Scope and Delimitation of the Study 12
Chapter II: Methodology 13
Research Method 13
Research Design 14
Participants and Sampling 14
Research Instruments 14
Data Gathering Procedure 16
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Data Analysis 17
Chapter III: Results and Discussion 17
Results 17
Discussion 17
Chapter IV: Summary, Conclusions, And Recommendations
Summary 21
Conclusions 22
Recommendations 23
List Of Appendices
A. Letter of Request to the Respondents 25
B. Survey Questionnaire Certification 26
C. Questionnaire 26
D. Certificate of Statistical Treatment 29
E. Curriculum Vitae 30
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List of Tables
1 Table Title 2
2 Table Title 7
3 Table Title 9
4 Table Title 10
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Abstract
This quantitative descriptive research method was utilized in this Study to
expound on the suggestions to be taken by the E-learning Issues Faced by Students. In
this Study, 70 CDS students participated. The findings revealed that eight aspects
influence students' E-learning Issues outcomes: Internet connection, Gadget, Adaptability
Struggle, Time Management, Economic Condition, Motivation, Efficient, and
Affordability. With all of the challenges students are experiencing and the
adaptations they had to make to this new learning method.
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Chapter I
Introduction
An online class is a relatively new method of learning. A learning management
system is used, allowing students to plan their activities and communicate with their
classmates and teachers. Online classes are currently the only way to continue
transferring our knowledge. It entails utilizing digital devices to create a virtual
classroom where the teacher and students log into a communication app and sit in front of
their computers/smartphones.
Many students in virtual classrooms are experiencing the most issues. As online
classes continue, it is critical to evaluate Colegio de Sebastian students' experiences with
the new learning style. Students encountered a few problems as a result of this new
learning approach.
This research explored students' experiences with online learning; while some
students were pleased with the new style of instruction, they still struggled to combine
their online classes, tasks, and other duties. This Study may serve as a wake-up call for
Colegio de Sebastian students, assisting them in overcoming their challenges while
completing their education.
Review of Related Literature
Doug Valentine (2002) mentions that Online learning, in conjunction with new
computer technology, has held excellent prospects for education. In practice, however,
the combination frequently falls short of its goals. Some of the issues are related to
Encountered by Students Engaging in Online Learning, while others are related to
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government educational techniques concerns. We are all aware that online learning
attracts many students seeking improved learning experiences.
According to Simonson, Smaldino, Albright & Zvacek (2011), distance education was
dominated in the early years by solo entrepreneurs; later, organized formal education
institutions emerged, such as Sir Isaac Pitman Correspondence Schools in the United
Kingdom and a school in Berlin that taught language by correspondence.
Merisotis & Phipps (2012) stated that distance education is becoming a more popular
educational option and vital to the more competitive higher education sector. Distance
education, formerly seen as an experimental alternative to traditional higher education,
has evolved into its own higher education business, gaining new levels of legitimacy and
development.
Bruce et al. (2013) suggest that the web can provide student interactions and multiple
paths for learning. As a result, learners can have greater control over information access,
individualized pacing and timing, and more support in the inquiry process.
Allen & Seaman (2014) stated that around 50% of all schools kept an optimistic
attitude toward distance learning and identified online education as a critical long-term
strategy in the three years.
Between 1985 and 1992, the demand for international higher education increased by
26%, according to Jones (2015). There were 1.3 million higher education students
worldwide in 1995, 1.42 million in 1998, and over 1.7 million in 1999. The growth is set
to continue, particularly in South East Asia. It is estimated that the demand for
transnational higher education in Asian countries will reach nearly 500,000 students by
2020
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Williams (2016) Said that with all of the challenges facing distance education, studies
show that distance learning students desire content and motivational support beyond
course materials and are limited in their success without it.
Kimber; Martin, Jeff (2016) Whereas the online platform in higher education is
rapidly expanding, critics argue that the lack of a personal connection between students
and teachers will never enable online to achieve the same level of quality instruction as
a live classroom environment.
Kuh & Hu (2017). Distance education is a newly developing area that requires many
more studies to keep abreast with this rapidly growing phenomenon. Several studies have
pointed out the positive relationship between teacher-student interaction, student
satisfaction, and student retention.
As Moustakas (2018) points out, the keywords in a phenomenological study question
should be defined, discussed, and clarified to clarify the Study's intent and purpose.
Therefore, it is necessary to explain the keywords well before conducting the Study.
Chang, Bo (2021) This Study explored student privacy issues in online learning
environments. Vignettes highlight various privacy issues that arise in an online learning
environment.
The current surge in online teaching and learning has increased the frequency of
educators adopting technology as a teaching medium. Nyanjom, Julie; Naylor, Dawn
(2021).
ANU V claims that (2021) many of them encounter challenges that can cause
hindrance in their learning. Such as Internet access, time management, health and stress
management, etc.
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Ben Davis claims that (2021). Distractions and the environment. First and foremost,
with internet access, students can use the internet to search for their Study relevant
materials, assignments, quizzes, presentations, and all Study suitable materials available
on the internet—the internet benefits students and teachers.
Kelsey Miller claims that time management is one of the essential abilities you can
have as an online student (2021).
The better we manage our time, the easier it is to accomplish our goals/objectives.
Students may feel stressed during an online class, and if they have a health problem, it
could affect their learning.
Theoretical Framework
Profile Issues they are encountering

in online class
1. Age 1. Internet connection
2. Gadget
2. Sex 3. Adaptability struggle
4. Time Management
3. Strand 5. Economic Condition
6. Motivation
7. Efficient
8. Affordability
Statement of the Problem
This study seeks to determine the E-learning Issues Face by Students, specifically
students in CDS.
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The research aims to answer the following questions:
1. How may the demographic profile of the respondents be described in terms of:
1.1 Age
1.2 Sex
1.3 Strand
2. How may the respondents described the common issues they are encountering in an
online class
in terms of:
2.1 Internet connection
2.2 Gadget
2.3 Adaptability struggle
2.4 Time Management
2.5 Economic Condition
2.6 Motivation
2.7 Efficient
2.8 Affordability
3. What are the problems met by the respondents in an online class?
Significance of the Study
As curators of the CDS student population's academic competence, educational
institutions are responsible for addressing the issues encountered by students while
engaging in online learning. Seeing that Online Learning bereavement alters CDS
students' persistence, affecting their overall performance, this Study will help educational
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institutions. In addition, the results drawn from the research will give them adequate
knowledge to resolve the issue.
This Study looked at the CDS online learners' issues are dealing with throughout the
pandemic. These issues are e-learning problems, CDS learners' engagement with
information technology tools in e-learning, and learners' happiness with online learning.
Many CDS students failed to recognize various tasks, responsibilities, and contacts with
CDS teachers, essential components of the educational process. CDS Learners had
various problems accessing online lectures, obtaining materials, and completing online
exams. Some pupils could not access online assessments on their mobile phones because
their devices did not support the format or extension.
Scope and Delimitation of the Study
The focus of this Study is to determine the Issues Encountered by Students while
Engaging in Online Learning. Furthermore, it will focus on the factors, effects, impacts,
and other external details. Moreover, this research will only use students ages 16 to 18
years as the respondents. It will also only utilize students from Colegio de Sebastian,
CSFP.
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Chapter II
Methodology
Research Method
This Study used various methods, the first of which is the descriptive method.
Cynthia Joy (2014) stated that the descriptive method describes what is. It describes,
records, evaluates, and interprets contemporary events' nature, composition, or processes.
The emphasis is on the present situation, or how a person, group, or thing behaves or
performs in the present. Surveys come in second.
Check, and Schutt (2012) describe survey research as collecting information from
a sample of people through their responses to questions. This type of research allows for
various techniques for recruiting participants, gathering data, and employing various
instrumentation methods. The researchers selected a quantitative methodology to
understand the association between the E-learning Issues Faced by Students at Colegio
De Sebastian. The final process is an interview; the researcher must interview a group of
participants where information can be obtained in person and connect with a section of
their target audience; interviews offer the researchers a platform to prompt their
participants and receive inputs in the desired detail.
Creswell (2012) In qualitative research, interviews are conducted when
researchers ask one or more participants broad, open-ended questions and record their
responses.
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Research Design
The descriptive method entails gathering data to test hypotheses or answer questions
about the current state of the subject of the Study by providing detail, data, and
information intended to find detailed data and information about the object.
Participants and Sampling
To the students of CDS, they will be able to utilize E-learning Issues faced by students
to their full potential. It will either be able to progress their skills, determine the proper
balance of hours needed or discover its ineffectiveness and interchange it with more
effective reading material. To the future researchers, this Study may be a foundation for
other prospective studies that wish to incorporate the E-learning Issues Faced by
Students. In addition, this may be used as a basis to expound on this Study using other
factors. Selecting people or units from a sample frame is referred to as sampling. As long
as the sampling approach has the potential to influence sample size estimation, the
sampling strategy must be described ahead of time. Without a comprehensive sample
method, the Study's estimates might be skewed due to bias.
Research Instruments
Part 1. Personal Data

Full Name: (optional) Grade: please check ( ) Grade 11 ( ) Grade 12
Age: Sex: please check ( ) Male ( ) Female
Strand: (please check)
( ) STEM (Science, Technology, Engineering, & Mathematics)
( ) ABM (Accountancy, Business & Management)
( ) HUMSS (Humanities & Social Sciences)
( ) GAS (General Academic Strand)
Part 2. Effectiveness Questionnaire
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Instructions: Put check (√) on the blank that corresponds to your evaluation about
effectiveness on Internet connection, Time management, Health and stress, and
Distraction and surroundings.
1 – strongly agree
2 – agree
3 – disagree
4 – strongly Disagree
A. Internet 1 2 3 4
1. Having a poor internet connection is a huge hindrance to

studying.
2. A poor internet connection can cause audio drawbacks.
3. Suffering from system glitches cause of poor internet

connectivity.
B. Gadget 1 2 3 4
1. Having an outdated gadget is quite a problem in online
learning.
2. Having difficulty concentrating on my studies.
3. Unexpected technical issue.
C. Adaptability struggle 1 2 3 4
1. Having problems socializing with my friends and
classmates.
2. Trouble of losing focus and having a short attention span.
3. Struggle to keep up in lessons.
PART 3. Respondent’s Challenges
D. Time Management 1 2 3 4
1. Planning ahead of your schedule.
2. A balance between necessary and unnecessary stuff.
3. Setting a daily routine helps to accomplish the things you
need to do.
E. Economic Condition 1 2 3 4
1. Economically disadvantaged students have significant
barriers to learning.
2. Being less expensive and more flexible education and
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rising popularity in economy.
3. Students enrolled in an online course due to previously

failing the class
F. Motivation 1 2 3 4
1. Engaging in class makes you more motivated
2. An online class is a helpful tool to build confidence in
talking in front of a camera.
3. Connecting with your classmates to improve your
motivation.
PART 4. Advantages of Online Learning System
G. Efficient 1 2 3 4
1. Having access to every material you need in lessons.
2. Having accessibility to any time and place
3. Variety of learning style that suits you.
H. Affordability 1 2 3 4
1. Having to show up at a physical classroom location quickly
increases your expenditures as a student.
2. Saving on the basics like books and supplies when youtake
classes online.
3. Save money on lunch and travel costs.
Data Gathering Procedure
Our data gathering procedure is a survey in which we will ask questions online to
answer our questionnaire. Survey data refers to a study conducted on a sample of
respondents. Our poll will be conducted online, with respondents filling out an online
form. After collecting all of the data, the researchers computed and tallied the survey with
the help of statisticians. Hopefully, the outcome should serve as a foundation for the
student's future research. We also identify difficulties or possibilities for data gathering.
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When it comes to gathering thoughts regarding a specific subject, Study, research, or
even individuals, it is necessary to establish the following steps to be taken.
Data Analysis
For the Respondent's demographic profile, the researchers will use frequency and
percentage to calculate how many people belong to a specific group or how many times a
feature occurs; the absolute actual number and relative percentage totals are used in this
computation. Paul J. Lavrakas (2008) said that a percentage frequency distribution is a
data presentation that gives the proportion of observations for each data point or
collection of data points. It is an excellent approach to express the relative frequency of
survey responses and other information. Tables, bar graphs, and pie charts are common
ways to display percentage frequency distributions.
Chapter III
RESULTS AND DISCUSSION
This chapter analyzes and interprets the data and information gathered in relation
to the Study's general and specific problems, as stated in the problem statement. The
primary goal of the research is to identify the "E-learning Issues Faced by students."
Therefore, the data were analyzed and interpreted with the following variables: age, sex,
grade, and strand.
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The results are presented as follows: Table 1. The demographic profile of
respondents in terms of Age, Sex, Grade, and Strand. Table 2. It shows the different
levels of response from the senior high school students answering the questionnaires that
the researchers distributed in terms of Internet connection. Table 3. In terms of "gadget"
response. Table 4. In terms of Adaptability struggle response. Table 5. In terms of
Economic Condition response. Table 6. In terms of Motivation response. Table 7 In terms
of Efficient response.
Demographic Profile of Respondents
The Respondent's demographic profile is described as Grade, Age, Sex, and Strand.
Table 1 The demographic profile of respondents
Data were gathered from students of CDC senior high school department.
PROFILING - GRADE LEVEL

Category Percentage Frequency
Grade 11 98.57 69
Grade 12 1.43 1
Total 100 70
PROFILING - AGE
17 30 21
18 60 42
19 7.14 5
20 1.43 1
28 1.43 1
Total 100 70
PROFILING - GENDER
Male 65.71 46
Female 34.29 24
Total 100 70
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PROFILING - STRAND
ABM 10 7
GAS 15.71 11
HUMSS 38.57 27
STEM 35.71 25
Total 100 70
Responses of students from CDC were gathered, 98.57 percent are from Grade 11
students, and 1.43 percent are from Grade 12 students. Of the total of 70 respondents, 21
students are at the age of 17, 42 students are 18, 5 students are 19 years old, and two
students have the age of 20 and 28, respectively. The survey also shows that 65.71
percent are male respondents and 34.29 are female respondents. Strands were also asked
on the survey, and the summary of responses is as follows: ABM – 10 percent, GAS –
13.71 percent, HUMSS – 38.7 percent, STEM – 35. 71 percent.
Weighted Standard Verbal

Indication (SA) (A) (D) (SD) Mean Deviation description
2A1 62.86% 37.14% 0.00% 0.00% 1.37 0.49 SA
2A2 61.43% 38.57% 0.00% 0.00% 1.39 0.49 SA
2A3 42.86% 52.86% 4.29% 0.00% 1.61 0.57 SA
Table 2 shows the different levels of response from the senior high school
students answering the questionnaires distributed by the researchers in terms of Internet
connection. The result shows that 62.86% of students strongly agree that poor internet
connection hinders online classes. 61.43% claims that they strongly agree on
experiencing audio drawback when having a poor internet connection. On the other hand,
students agree that they suffer from system glitches caused by slow internet connection
garnering 52.86% of votes. With this tabulation, the researchers conclude that senior high
school students of CDC suffer from a poor internet connection.

2B1 41.43% 51.43% 7.14% 0.00% 1.66 0.61 SA
2B2 22.86% 61.43% 15.71% 0.00% 1.93 0.62 A
2B3 41.43% 54.29% 4.29% 0.00% 1.63 0.57 SA
In relation to the "gadget" response shown in table 3, most students agree that
having an outdated gadget is a problem in online learning (51.43%). 61.43% agree that
they have difficulty concentrating during online classes because of their device. An
average of 54.29 % of students agree that they are experiencing unexpected technical
issues. With these, the data proves that even though the gadget is one of the basic needs
of a student during online class, it still can affect the student negatively.
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2C1 18.57% 55.71% 24.29% 1.43% 2.09 0.70 A
2C2 28.57% 62.86% 7.14% 1.43% 1.81 0.62 A
2C3 20.00% 52.86% 27.14% 0.00% 2.07 0.69 A
Table 4 shows that over 70 respondents there were 55.71% of students had a
problem socializing with their friends and classmates, while "trouble of losing focus and
having short attention span" and "struggle keeping up in lesson got 62.86% and 52.86%,
respectively". In conclusion, students agree that they struggle to adapt to the online class.

3A1 32.86% 54.29% 10.00% 2.86% 1.83 0.72 A
3A2 24.29% 57.14% 15.71% 2.86% 1.97 0.72 A
3A3 40.00% 48.57% 10.00% 1.43% 1.73 0.70 SA
With a mean score of 1.73, the students strongly agreed that it was difficult to
establish a daily routine. Furthermore, most students find it challenging to prepare a daily
schedule, with a mean of 1.83. Finally, the students agree that balancing essential and
unimportant tasks is challenging, with a mean of 1.97.

3B1 27.14% 67.14% 5.71% 0.00% 1.79 0.54 A
3B2 18.57% 65.71% 15.71% 0.00% 1.97 0.59 A
3B3 14.29% 42.86% 38.57% 4.29% 2.33 0.77 A
Table 5. Students' responses reflected a verbal description of "agree" on the three

questions in this section. These summarize the student's response, with a 2.33 mean,
senior high school students agree with the statement "Economic condition: students
enrolled in an online course due to previously failing the class." With a 1.97 mean for the
"Economic condition: Being less expensive and more flexible education and rising
popularity in the economy." The nearest to one on the mean, which is the highest, is the
"Economic condition: Economically disadvantaged students have significant barriers to
learning" this statement gains an average of 1.79.

3C1 18.57% 62.86% 14.29% 4.29% 2.04 0.71 A
3C2 20.00% 54.29% 22.86% 2.86% 2.09 0.74 A
3C3 28.57% 58.57% 12.86% 0.00% 1.84 0.63 A
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Table 6, the highest mean gathered is 1.84, where students agree that connecting
with their classmates to improve their motivation is agreeable. The lowest gained 2.09
mean, where students agree that online classes help build their confidence in talking in
front of the camera.

4A1 24.29% 67.14% 8.57% 0.00% 1.84 0.56 A
4A2 24.29% 58.57% 17.14% 0.00% 1.93 0.64 A
4A3 18.57% 65.71% 15.71% 0.00% 1.97 0.59 A
Table 7, students agree more on the efficiency of having access to every material
they need in the lesson (67.4 percent). With a mean of 1.93, students also agree on the
efficiency of having accessibility at any time and place. The lowest mean is the efficiency
of various learning styles that suit a student.

4B1 24.29% 68.57% 7.14% 0.00% 1.83 0.54 A
4B2 20.00% 75.71% 2.86% 1.43% 1.86 0.52 A
4B3 27.14% 67.14% 5.71% 0.00% 1.79 0.54 A
Researchers conclude in table 8 that the highest mean in this section is 1.79 that
students express the affordability of online classes in terms of saving money on lunch and
travel costs. With a mean of 1.83, most students agree that showing in a physical
classroom can increase their expenditures quickly. The lowest mean is 1.86, where
students save on basic needs like books and supplies.
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Chapter IV
Summary, Conclusions, And Recommendations
This section includes a summary of the research findings, the conclusion of this
research, and corresponding recommendations based on the data gathered.
Summary
The research study focused on E-learning Issues Faced by Students. Thus, the
findings can be summarized as follows:
1. Segregated by age, more respondents are from ages 17 to 18, followed by ages 19 and
up to 28 years old. In terms of gender, male respondents outnumber female respondents.
In our survey, the student planned ahead of their schedule, 54.3% of students agreed, and
10% disagreed. Moreover, from the balance between their essential and unnecessary
stuff, 57.1% agree, and 15.7% disagree. Regarding students enrolled in an online course
due to previously failing the class, 42.9% agreed, and 38.6% disagreed. The finding
revealed that most of the respondents focused on their studies, and some failed.
2. The fact that some students are having trouble with their poor internet connection will
impact their schoolwork. Other students are distracted by their environment in class.
Some students had difficulties communicating with their teacher due to a poor internet
connection, which affects their Study or communication with their teacher. With a 2.33
mean, senior high school students agree with the statement "economic condition student
enrolled in an online course due to previously failing the class" with a 1.97 mean for their
"economic condition being less expensive and more flexible education and rising
popularity in the economy." The statement that is closest to one on the mean and has the
highest score is "economic situation, economically disadvantaged students have
considerable barriers to learning," which has a score of 1.19.
3. Students should receive financial assistance from the government to fund their online
classes or apply for government scholarships. Regarding their connection issue, if they
have Wi-Fi but have lost signal, they can purchase a load and find a strong signal. In
terms of gadgets, they can buy a cheaper phone that they can use temporarily.
Furthermore, try to communicate with their classmates and teacher, especially if they do
not understand a lesson.
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Conclusions
This conclusion is based on previous research findings.
1. Based on the Study conducted, the researchers found that most students nearly
unanimously agreed until table 7. We can see that everyone agrees because they feel that
face-to-face sessions will improve students' learning. Furthermore, with face-to-face
learning, students are held accountable for their progress at the class's designated meeting
day and time. Face-to-face learning guarantees a better grasp and retention of course
content and provides an opportunity for class participants to bond with one another.
2. The data collected from survey respondents from ages 17 to 18 on their E-learning
Issues was averaged out, and the findings were viewed as largely agreeing. As a result,
students' views about the qualities of E-learning play a significant role in how they
engage with the Issues.
3. The results for students on E-learning revealed that respondents found it challenging to
keep up with E-learning in their daily lives today and in the future. It also implies that
most respondents would choose a face-to-face lesson over an online class.
Recommendations
1. Institutions and academic divisions should provide and actively encourage technology
training for students.
2. Institutions and academic departments should provide and actively encourage

technology training for students.
3. Giving learners control over their interactions with media and prompting learner
reflection can improve online learning.
4. Providing learning guidance for groups of students appears to be less effective than
using such mechanisms with individual students.
5. Provide devices for students to work on if feasible, or make sure that online exercises
can be completed with a smartphone.
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References
Doug Valentine (2002) Distance Learning: Promises, Problems, and Possibilities.
University of Oklahoma
ANU V (2021) Online Learning Challenges & How to Overcome These Problems
Ben Davis (2021) how does the Internet help students with their studies?
Kelsey Miller (2021) 7 Time Management Tips for Online Students
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general to the applied. Journal of Computing in Higher Education, 26(1), 87–122.
Dziuban, C., Hartman, J., Cavanagh, T., & Moskal, P. (2011). Blended courses as drivers
of institutional transformation. In A. Kitchenham (Ed.), Blended learning across
disciplines: Models for implementation, (pp. 17–37). Hershey: IGI Global.
https://eric.ed.gov/?q=Issues+Encountered+by+Students+while+Engaging+in+Online
Learning. &pg=3&id=EJ1055325
https://eric.ed.gov/?q=Issues+Encountered+by+Students+while+Engaging+in+Online+L
earning. &pg=3&id=ED594982
https://doi.org/10.1007/s10639-021-10589-x
http://tojde.anadolu.edu.tr/
http://www.tandf.co.uk/journals
http://www.instructionalresearch.com
http://www.jld.qut.edu.au
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4601897/
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Appendix A
Letter of Request to the Respondents
“E-learning Issues Faced by Students”
Good day! We are Grade 12 –Charity, GAS students of Colegio de Sebastian. We are
currently conducting our research study entitled: E-learning Issues Faced by Students,
Investigation, and Immersion, and we need to survey our Study. Therefore, we ask for
your short time and look forward to honest responses for answering these simple
questions. Your response will be kept confidential and used solely for this StudyStudy.
Thank You.
We thank your time and work. God bless you and keep safe.
Florabel T. Tongol
Teacher
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Appendix B
Survey Questionnaire Certification
CERTIFICATION
This is to certify that the survey questionnaire in the thesis entitled “E-learning Issues
Face by Students” researched by Mamucud, Jeric, Vallejos, Shane, Verde, Lhiv Aaron,
and Villarico, Shan has been checked and edited for grammatical and syntactical usage
and organization.
Appendix C
Questionnaire
Part 1. Personal Data

Full Name: (optional) Grade: please check ( ) Grade 11 ( ) Grade 12
Age: Sex: please check ( ) Male ( ) Female
Strand: (please check)
( ) STEM (Science, Technology, Engineering, & Mathematics)
( ) ABM (Accountancy, Business & Management)
( ) HUMSS (Humanities & Social Sciences)
( ) GAS (General Academic Strand)
Part 2. Effectiveness Questionnaire

Instructions: Put check (√) on the blank that corresponds to your evaluation about
effectiveness on Internet connection, Time management, Health and stress, and
Distraction and surroundings.
1 – strongly agree
2 – agree
3 – disagree
4 – strongly Disagree
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I. Internet 1 2 3 4
1. Having poor internet connection is a huge hindrance in

studying.
2. Poor internet connection can cause audio drawbacks
3. Suffering from system glitches cause of poor internet

connectivity.
J. Gadget 1 2 3 4
1. Having a out dated gadget is quiet a problem in online
learning.
2. Having difficulty concentrating on my studies.
3. Unexpected technical issue.
K. Adaptability struggle 1 2 3 4
1. Having problems socializing with my friends and
classmates.
2. Trouble of losing focus and having short attention span.
3. Struggle keeping up in lessons.
PART 3. Respondent’s Challenges
L. Time Management 1 2 3 4
1. Planning ahead of on your schedule.
2. Balance between important and unnecessary stuff.
3. Setting daily routine help you accomplish the things you
need to do.
M. Economic Condition 1 2 3 4
1. Economically disadvantaged students have significant
barriers to learning.
2. Being less expensive and more flexible education andrising
popularity in economy.
3. Students enrolled in an online course due to previously
failing the class
N. Motivation 1 2 3 4
1. Engaging in class makes you more motivated
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2. Online class is helpful tool to build confidence ontalking in

front of a camera.
3. Connecting with your classmates to improve yourself
motivation
PART 4. Advantages of Online Learning System
O. Efficient 1 2 3 4
1. Having access on every material you need in lessons.
2. Having accessibility any time and place
3. Variety of learning style that suits you.
P. Affordability 1 2 3 4
1. Having to show up at a physical classroom location
increases your expenditures as a student quickly.
2. Saving on the basics like books and supplies when youtake
classes online.
3. Save money on lunch and travel costs.
Appendix D
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Appendix E
Curriculum Vitae
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i

COLEGIODESEBASTIAN– PAMPANGA, INC.

E-learning Issues Faced by Students

A Quantitative Study Presented to the

Senior High School Department of Colegio de Sebastian

City of San Fernando, Pampanga

In Partial Fulfillment of the Requirement for the Subject

Verde, Lhiv Aaron L.

Grade 12 – Charity (GAS)

This thesis hereto entitled:

“E-learning Issues Faced by Students”

approval for ORAL EXAMINATION.

Florabel T. Tongol, Ph.D.

Approved by the Committee on Oral Examination with a grade of on April 25,

Engr. Jayson G. Sampang

Ms. Krystel Sarmiento Ms. Therese B Castro

Hazel Genova Daryl Malonzo__

needed to complete this study project.

Review of Related Literature 7

Statement of the Problem 10

Significance of the Study 11

Scope and Delimitation of the Study 12

Chapter II: Methodology 13

Participants and Sampling 14

Data Gathering Procedure 16

Chapter III: Results and Discussion 17

Chapter IV: Summary, Conclusions, And Recommendations

A. Letter of Request to the Respondents 25

B. Survey Questionnaire Certification 26

D. Certificate of Statistical Treatment 29

This quantitative descriptive research method was utilized in this Study to

expound on the suggestions to be taken by the E-learning Issues Faced by Students. In

influence students' E-learning Issues outcomes: Internet connection, Gadget, Adaptability

Struggle, Time Management, Economic Condition, Motivation, Efficient, and

adaptations they had to make to this new learning method.

An online class is a relatively new method of learning. A learning management

transferring our knowledge. It entails utilizing digital devices to create a virtual

classes continue, it is critical to evaluate Colegio de Sebastian students' experiences with

Colegio de Sebastian students, assisting them in overcoming their challenges while

completing their education.

Review of Related Literature

Encountered by Students Engaging in Online Learning, while others are related to

attracts many students seeking improved learning experiences.

Kingdom and a school in Berlin that taught language by correspondence.

education, formerly seen as an experimental alternative to traditional higher education,

strategy in the three years.

course materials and are limited in their success without it.

a live classroom environment.

pointed out the positive relationship between teacher-student interaction, student

satisfaction, and student retention.

As Moustakas (2018) points out, the keywords in a phenomenological study question

educators adopting technology as a teaching medium. Nyanjom, Julie; Naylor, Dawn

on the internet—the internet benefits students and teachers.

have as an online student (2021).

could affect their learning.

Profile Issues they are encountering

Statement of the Problem

The research aims to answer the following questions:

2.1 Internet connection

2.3 Adaptability struggle

2.4 Time Management

2.5 Economic Condition

3. What are the problems met by the respondents in an online class?

Significance of the Study