STI Grade 12 Students’ Perception towards the Quality of Online Learning

Submitted in Partial Completion of Practical Research 1 and Statistics and Probability

STI College Surigao

Narciso St., Surigao City

Garcia, Lyka M.

Panugan, Jhate Marl M. Sabal, Lucille Keith D.

Cainghog, Angel Ordonia, Sheldon

Estrada, Lee France

April, 2023

Jessel Mosquite

Angelica Cagadas Hagonos

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ABSTRACT

How to ensure the quality of online learning in different institutions has been a growing

concern during the past several years. While several studies have focused on the perceptions of

faculty and administrators, there has been a paucity of research conducted on students’

perceptions towards the quality of online education. This study utilized qualitative methods to

investigate perceptions of students from the Grade 12 STI Students regarding the quality of

online learning based on their own online learning experiences. Surveys were conducted with 44

Grade 12 students. Various documents were collected, digital and printed. Positive and negative

experiences in students were examined. Factors that contribute to those experiences were also

identified. The findings of this research revealed that flexibility, electronic gadgets, and ease of

connection to the internet are the positive experiences. The students’ negative experiences were

caused by does not have enough internet connection, house chores, and does not have enough

understanding about the classes. The findings can be used by instructors to understands students’

perceptions regarding online learning, and ultimately improve their online instructional practices.

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ACKNOWLEDGEMENT

First and foremost, our praised and appreciation to the Almighty God for his shower of

blessings, for guiding us throughout this journey which enabled us to complete the conducted

research. Also, to the time and efforts that all members have given is the significant factors of

completing this study.

We’re also grateful to our research adviser, Ms. Jessel Mosquite for her constant advice,

support, supervision, and motivation throughout this study. She gives her full patience in guiding

us to be able to finish our study. She corrects every mistake so that we’ll be able to revise it in

time. We also appreciate Ms. Angelica Hagonos and Mr. Victor Joseph Ariar for giving us ways

to lessen the burden of our research paper.

To Mrs. Marilyn Sabal who always open their door whenever we are gathered to work

with our research paper, we are very grateful to your kindness and are very delighted by your

generosity. And to our respected respondents, thank you very much for making our study

realized.

Finally, we’d like to express our profound gratitude to our parents which allows us to go

out home at 8 AM and turned to almost midnight just to finished our research paper. This

research became a reality thanks to the support and assistance of many people including those

indicated above. Once again we want to express our heartfelt gratitude and appreciation to

everyone.

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CHAPTER 1

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the background

of the study, conceptual and theoretical framework, research hypothesis, the statement of the

problem, importance of the study, and scope and limitation of the study.

Background of the study

Students' perceptions have a beneficial influence on the level of interaction and

communication during teaching-learning activities. It is implied that having a positive

perspective on something or other people will be advantageous to the individual personally. An

individual's interpretation of things is also regarded to be part of perception (Amir et al., 2020).

Human ideas are built on experience, and they can be expressed as ideas or actions. (Blake et al.,

2006).

Computer-based learning has instruction and one-on-one interaction (Khan et al.,2021).

Worldwide educational institutions and students have embraced and valued the online learning

environment. This acceptability is based on its simplicity of use, adaptability of learning, and

controlling environment. Nevertheless, despite its many benefits, e-learning has a number of

drawbacks, including social isolation, the inability for students and teachers to meet in person,

connectivity challenges, etc. (Serpa et al., 2021). Most educational institutions are exploring and

moving toward e-learning at this time of pandemic crisis to make it simple for students to adjust

to the new normal. Additionally, teachers and educators are investigating different e-teaching

technologies to provide students with the most comfort possible (Nassoura A.B., 2020).

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Since this e-learning practice is still relatively new, both teachers and students are

currently adjusting to this new approach to instruction. It is crucial to understand students'

opinions and explore their views toward this innovative teaching methodology, including the

degree of adaptation and amendment, if any, they would like to suggest for the same or want to

reject it entirely, in the current environment of virtual teaching and the establishment of a new

normal of teaching-learning methodology (Bali et al., 2018). This study intends to investigate

how students perceive the quality of online learning.

Conceptual Framework

Input Process Output

Statement of the Problem  Survey among STI  In regard to this, the

In this study, students were still grade 12 students. purpose of this study is

hesitant to enroll in online courses and to examine how STI

had unfavorable opinions of the online Grade 12 students

courses they had already taken. These perceive about the

students appeared to have a history of quality of online

dissatisfaction from their previous learning.

online learning experiences.

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The conceptual framework of this research has the input in which the contents is the

statement of the problem, it also has a process which contains the process of gathering

information by the online survey form, and lastly it has the output which contains the objectives

and what will be the possible outcome of this research.

Research Hypothesis

The researcher wants to understand from the Grade 12 STI students' experiences how

they perceive the quality of online learning.

Ho: Students' perception towards online learning is negative due to its complexity

Ha: Students' perception towards online learning is positive and not complicated

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Statement of the Problem

Although it has been reported in a recent study that 80% of course content offered in

institutions of higher learning are being delivered online (Allen & Seaman, 2003), Students were

still reluctant to take online courses and complained about the online classes they had taken.

These students seemed to have a history of negative encounters from their earlier online

education activities.

 Students’ perception of the quality of online education based upon their own online

learning experiences.

 Students preferred mode of learning.

 Factors that shape students’ online learning experiences and how it contributed to the

quality of online learning.

 Students’ literacy of using technology as means of their learning.

 Access to internet

 Hindrances of doing schoolwork

 Students feeling of taking online class

 Students tempted to use other social media platforms

All of these inquiries served as the basis for the current research study, which looked into

students' perspectives of the quality of online education.

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Importance of the Study

The study's findings will help researchers understand the perceptions of students towards

the quality of online learning in a midst of pandemic.

The following will gain from the study's findings:

Student. The results of this study will give specifics on how students perceive the quality of

online learning. Students can use this information to assess the efficacy of current online

education programs that use the Internet as their major means of instruction delivery.

Teachers. Even though students could perceive online learning differently, teachers might

collaborate to carry out plans that encourage an academic interest in students.

Parents and Guardians. The quality of online learning could be understood by parents and

guardians from the perspective of the students. They will be able to support and mentor their

children while they are enrolled in online classes.

Future Researcher. Future researchers will be able to expand and improve their research on

how students perceive the quality of online learning as a result of the finished study.

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Scope and Limitation

Figure 1.1 Scope and Limitation

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This study focuses on how Grade 12 Senior High School students at STI College Surigao

perceive the quality of online learning. Survey will be used to gather data from the population's

sample STI Grade 12 students.

A survey questionnaire was personally distributed to the respondents. The researchers did

their best of explaining the study's objectives to the participants, assuring them that only their

responses would be included in the analysis rather than their names.

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CHAPTER 2

Review of Related Literature

The advancement of information and communication technology at this time has many

positive effects on human life, making it necessary rather than optional to be proficient in such

technology. It is important to note students do not sign up for online classes solely based on

perceived quality. Perceptions of quality derive from notions of the capacity of online learning

when ideal—relative to both learning achievement and satisfaction/enjoyment, and perceptions

about the likelihood and experience of classes living up to expectations. Students also sign up

because of convenience and flexibility, and personal notions of suitability about learning.

Convenience and flexibility are enormous drivers of online registration (Lee et al., 2017).

Quality Assurance, Guidelines and Principle

The quality of online education has also prompted the attention of higher education

accreditation associations. To guarantee the quality of online education, many organizations

published and recommended their own rules or principles. Prioritizing institutional vision,

commitment, leadership, and careful planning are essential for ensuring effective online learning

in higher education. The institution's general vision and mission must be in harmony with the

online learning policy. The choice of online learning as the best learning technique for the

students being served must be justified by leaders and managers. The faculty is ultimately

responsible for ensuring that their methods of instruction and learning are appropriate to high-

quality online delivery. In order to facilitate online learning, different universities use various

staff development strategies (Butcher et al., 2020)

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Students’ perceived strength of Online Learning

Numerous studies of online learning have been conducted over the previous ten years, but

the COVID-19 onslaught has sparked a surge of study into the nature and impacts of remote

education and its various modalities. Student perception is one of the more studied aspects of

technological approach. A related study on medical students (Verma et al., 2020) showed that the

respondents consider online sessions as relevant and custom-designed to their needs. Moreover,

the participants expressed a clear preference for remote instruction over traditional methods

citing it as safe, comfortable, and enjoyable. On a positive note, students liked the flexibility and

autonomy of both modalities. The balance, however, is tilted slightly towards online courses

which the students felt allowed them to complete coursework at their own pace and around

family, work, and other school obligations. Online strategies such as video tutorials received

high marks, the students still expressed preference for live tutorials because of its synchronicity

which allowed for more productive discussions and interactions (Dost et al., 2020).

Students’ perceived weakness of online learning

In research involving medical students (Dost et al., 2020), the respondents rated online

instruction lower than face-to-face teaching. This may be due to the suddenness of the shift to

remote teaching. This was exacerbated by such factors as weak internet connection, problems

with scheduling, and domestic distractions. Verma et al., (2020) also recognized problems such

as technical issues and lack of tech savvy teachers, the majority still would want online classes to

remain part of the curriculum even after the pandemic. Babinčáková and Bernard’s (2020) paper

cited students’ complaints about slow internet connection, difficulty in understanding online

material and the quick pacing of lesson by teachers. In addition, they expressed preference for

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teaching using the traditional blackboard which they said was easier to understand. The

respondents particularly enjoyed virtual chemistry experiments which employed video clips.

Factors that influenced students’ online learning experiences

 Using online technology to learn requires the students and teachers to have the ability to

use technology to develop and maintain a sound social interaction (Andel et al., 2020). Apart

from the effective use of technology, other factors such as the availability of suitable facilities,

infrastructure and the financial state of the students also play an important role in online learning

(Rusli et al., 2020). Although online resources offer countless benefits for students, the

effectiveness and efficiency of online learning are affected by many variables (Pratiwi, 2020).

These variables include the role of faculty, support from the university, learner readiness, and

motivation. These variables can be perceived differently by different students. Many students

face several challenges that influence the smooth flow of educational services (Laksana, 2021).

Students in regions with low internet quality and electricity outages generally experience a lower

quality of online learning than others. The role of faculty, support available from the university,

study environment at home, and motivational factors are all important factors that can affect the

quality of online learning.

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CHAPTER 3

METHODOLOGY

The operational plan of work or strategy is described in this chapter. The following

operations are among the activities in the work plan: a) Research design; b) Population; c)

Sampling method; d) Data Collection Procedure;

Research Design

The researcher utilized the survey method using the qualitative approaches in gathering

information about the Perception of Grade 12 STI Students towards the quality of online learning

during the pandemic. Mills J. (2021) defined survey method as a tool by researchers to gain a

greater understanding about individual or group perspectives relative to a particular concept or

topic of interest. A survey typically consists of a set of structured questions where each question

is designed to obtain a specific piece of information.

The main goal of the researchers surveying techniques was to identify the perception of

the respondents towards the quality of online learning during the pandemic.

Population

Grade 12 students from all strand (GAS, TO, ICT & STEM) will make up the population

of this study because they attended online instruction in their prior grade here in STI College

Surigao. STI Grade 12 have a total number of 85 students. STEM 402 consists of twenty-eight

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(28) students, STEM 401 consists of twenty-three (23) students, GAS consists of sixteen (16)

students, ICT consists of nine (9) students and TO nine (9) students.

Sampling Method

The simple random sampling method was utilized in this study. Simple random sampling

(SRS) is a probability sampling method where researchers randomly choose participants from

a population. All population members have an equal probability of being selected. This method

tends to produce representative, unbiased samples. The sample is half plus one from the

population of the study. The research study has 85 total population, divided by two add one then

equals to 44 samples. The 44 chosen sample will be the respondents of the study.

Data Collection Procedure

The research issue was discussed by the researchers. The researchers deliberated before

considering the methodology they would employ to get the data. The researcher came to the

conclusion that surveys were used to acquire the data. The researcher surveyed STI Grade 12

students to learn how they perceived about the quality of online education. The survey

questionnaire was given to a sample of 44 people chosen at random by the researcher. Data was

gathered, then assembled for use in assessing the survey's findings. The researcher organized all

the data gathered after the results were examined. It was organized and then finished.

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Research Instrument

The data gathering instrument that we used was to acquire Senior High School; Grade 12

students' perceptions of the quality of internet services. The researcher used a questionnaire since

it has been shown to be considerably more effective in the type of research that we are

conducting. The researcher also used this form of data collection because it is recognized to be

less biased method of data collection. It also supports open-minded options that were supplied to

accommodate open-minded options connected to our study in order to avoid any form of bias in

the technique of data collection.

The following were being used in the survey question:

1. What are your experiences in online learning?

2. What do you prefer, online or face-to-face learning? Why?

3. What factors have influenced your experiences with online learning?

4. How do those factors contribute to the quality of online education?

5. Is it difficult or easy to use the distance learning technology (computer, tablet, video

calls, learning applications, etc.)?

6. When you have schoolwork, how often do you have the technology (laptop, tablet,

computer, etc.) you need?

7. Is it difficult or easy for you to connect to the internet to access your schoolwork?

8. What has been the hardest part about completing your schoolwork through online mode

of learning?

9. Is it stressful attending online classes? Why?

10. While doing online learning, did you experience being unfocused because of other social

media platform? What is it and why?

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Chapter 4

Findings and Discussion of Results

This chapter presents the results, discussion, and personal perceptions of Grade 12 STI

students towards the quality of online learning that the researchers have gathered through the

process of survey. The researchers gathered 44 responses.

Statement of the Problem

 Students’ perception of the quality of online education based upon their own online

learning experiences.

 Students preferred mode of learning.

 Factors that shape students’ online learning experiences and how it contributed to the

quality of online learning.

 Students’ literacy of using technology as means of their learning.

 Access to internet

 Hindrances of doing schoolwork

 Students feeling of taking online class

 Students tempted to use other social media platforms

All of these inquiries served as the basis for the current research study, which looked into

students' perspectives of the quality of online education.

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Result

 Students’ perception of the quality of online education based upon their own online

learning experiences.

Students’ perception towards the quality of online learning is complex due to their own

experiences. The respondents have good and bad experiences in online learning which leads to

different perceptions. Five (5) of the forty-four (44) respondents have good experiences towards

online learning saying that online learning is more convenient and flexible due to the easy access

of internet and a best way to pick-up knowledge at the comfort of their own home. They also

able to balance their house chores and academic obligations. While, thirty-four (34) of the forty-

four (44) respondents have bad experiences towards online learning. Sixteen (16) of them says

that online learning is more hassle due to the house chores, numerous assignments, money cost,

and poor Wi-Fi internet connection. Sixteen (16) said that they got distracted of other social

media platforms because they found it boring while attending online class, they play video

games and watching dramas. Two (2) of them found that it is depressing because there is no one

they can ask regarding the lessons. The other three (3) respondents said that they enjoy online

learning although it was difficult. While the remaining two (2) respondents said that their

experiences in online learning was never different from traditional learning system and it’s the

eagerness to learn that matter.

 Students preferred mode of learning.

Students’ have different preferences in terms of type of learning. However, the results of the

researchers’ survey shows that most of the students have one preferred mode of learning. Forty-

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four (44) of forty-four (44) respondents are more preferred in face-to-face learning. Twenty-one

(21) of the forty-four (44) respondents said that in face-to-face learning, knowledge is easier to

attain because they understand better with the actual teaching of the teachers and they got

immediate feedback from them. fifteen (15) of the forty-four (44) respondents said that in face-

to-face learning, it allows them to interact directly to their classmates when they need help and

they can socialize more. The remaining eight (8) respondents said that in face-to-face learning it

is less distractions from social media platforms and more convenient than in online learning and

they are able to concentrate more.

 Factors that shape students’ online learning experiences and how it contributed to the

quality of online learning.

The researcher gathered positive and negative factors that influenced their experiences. Ten (10)

of forty-four (44) respondents said that the factors that have influenced them in experiencing

online learning is the advancement of technology and helps them to become a well-rounded

individual and help them to manage a busy agenda daily. While, twenty-two (22) of forty-four

(44) respondents have negative factors. Four (4) of them said that the factors that negatively

influenced their experiences is the attitudes of instructors towards their students that leads to

cutting off classes, thirteen (13) of them said that the factors that negatively influenced them is

having a poor Wi-Fi connection which leads misinterpretation of discussions and also their

financial state. While five (5) of them claims that the household chores are the factors that

negatively influenced them. The remaining twelve (12) respondents have no response.

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Since the researcher gathered different factors there will be separate contributions. Ten (10) of

forty-four (44) respondents said that the advancement of technology has facilitated the delivery

of education in a more interactive and engaging manner, it can easily navigate their skills in

communication and easy to point out technical issues. While, twenty-two (22) of forty-four (44)

respondents have negative factors. Four (4) of them said that the attitudes of instructors that

shows to their students will lead to poor quality of education, thirteen (13) of them said that

having poor Wi-Fi connection also leads to poor quality of education since they cannot vividly

comprehend the discussion. While the five (5) of them claims that doing household chores while

making an online learning also leads poor quality of education since it avoids them in focusing

the discussion.

The remaining twelve (12) respondents have still no response.

 Students’ literacy of using technology as means of their learning.

Students’ may vary in terms of where they live. Almost of the students lived in the city however,

it is no hidden fact that other lived in rural areas where technology is new to them. Twelve (12)

of forty-four (44) respondents said that it was difficult to use the distance learning technology

especially in rural areas that have a poor connection. However, twenty-five (25) of forty-four

(44) respondents said that it was easy to use the distance learning technology since the GenZ

Generation have utilized technology and have knowledge at a young age. While, the remaining

seven (7) respondents said that the difficulties and easiness of using technology only depends on

the internet connection.

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When dealing with schoolwork, students’ have their own approximate time in using the

technology they need. Twenty-one (21) of forty-four (44) respondents said that, most of the time

they used their gadgets in answering schoolwork until it was shutdown. Thirteen (13) of forty-

four (44) respondents said that they often use their gadgets for about 3-7 hours a day when doing

their schoolwork. Nine (9) of forty-four (44) respondents said that they rarely used gadgets to

answer their schoolwork and only use it when they have free time. While the remaining one (1)

said that he/she only used gadgets during night because it’s more peaceful and enable her/him to

concentrate.

 Access to internet

As it was mentioned above, students lived in different places. Those who lived in the city have

more convenience in accessing internet while those who lived in rural areas have difficulties in

connection to internet. Sixteen (16) of forty-four (44) respondents said that it was difficult to

connect to the internet to access their schoolwork because many of them don’t have access to

Wi-Fi in rural areas especially after typhoon Oddette. While, thirteen (13) of forty-four (44)

respondents said that it was easy to connect to the internet to access their schoolwork because

they have Wi-Fi in home. Eleven (11) of forty-four (44) respondents said that it only depends on

the internet strength. The remaining four (4) respondents claims that even without access to Wi-

Fi they still have their mobile data to be able to access their schoolwork.

 Hindrances of doing schoolwork

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Students may had faced different struggles when dealing with their schoolwork. Twenty (20) of

forty-four (44) respondents said that the hardest part about completing their schoolwork is they

are unable to send the schoolwork because of the low internet Wi-Fi connection, ten (10) of

forty-four (44) respondents said that the hardest part about completing their schoolwork is the

possibility of distraction to other social media platforms and it made them lazy to submit their

schoolwork, nine (9) of forty-four (44) respondents said that they cannot fully understand their

schoolwork but they have to complete it, two (2) of forty-four (44) respondents said that they are

unable to manage their time well and it was hard for them, another two (2) of forty-four (44)

respondents said that so far they don’t have struggles in completing their schoolwork. While the

remaining one (1) said that the hardest part of completing her/his schoolwork was using the elms

since she/he was only a freshman and no one taught him/her how to use the elms.

 Students feeling of taking online class

Feelings and opinions of students towards taking online classes may vary because of different

experiences they had experienced. Thirty-four (34) of forty-four (44) respondents said that it was

stressful attending online classes because of the unstable internet connection, house chores, don’t

have enough time management, while the remaining ten (10) said that it is not stressful to attend

online classes because if you are responsible and know exactly how to manage your time, then it

is not hard.

 Students tempted to use other social media platforms

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Social media platforms are indeed one of the main factors to be tempted while attending online

classes. Forty-two (42) of forty-four (44) respondents said that they got distracted and can’t help

to scroll to facebook, tiktok, twitter, instragam, youtube, discord, and playing online games

especially when they got bored and when the teachers didn’t deliver the presentation well. While

the remaining two (2) claims that they didn’t get distracted of other social media platforms but

didn’t put any reason why.

Discussion

Students' perceptions have a beneficial influence on the level of interaction and

communication during teaching-learning activities. The gathered data shows the different

perception of students towards the quality of online learning. The findings indicate that the

majority of respondents had negative perception of the quality of online learning as a result of

limited internet access and distractions from other social media platforms such as facebook,

tiktok, twitter, Instagram, youtube, discord, and online games, which make it difficult for them to

accomplish their given tasks or homework which makes it stressful. Apart from that, as students

perceive online learning as a great way to learn in the comfort of their own homes, convenience

and flexibility could be perceived as positive student perceptions of the quality of online

learning. They can use the internet with ease and have a reliable internet connection, making it

simple for them to accomplish the required assignments. They also consider online learning to be

a suitable platform for learning. Despite having different perspectives about the quality of online

education, they all agreed that face-to-face instruction was preferred. There were positive and

negative factors to be considered to shapes students’ online learning experiences and have

distributions to the quality of online learning, the advancement of technology helps students to

become a well-rounded individual which made the homework easier to answer. On the other

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hand, having slow internet connection negatively influence their online learning which leads to

misunderstanding and misinterpretations of topic that have been discussed. There were

limitations of this study which need to be addressed. First, the personal profile of the respondents

will remain confidential as respecting and to avoid invading the respondents’ privacy. Second

and last, there was one (1) grade 11 student who participated in this study for the reason that

there were no other grade 12 student who willingly participate to answer the given survey. The

researchers accept the null hypothesis and reject the alternative hypothesis as it was stated above

that majority of respondents had negative perception of the quality of online learning as a result

of limited internet access and distractions from other social media platforms, which make it

difficult for them to accomplish their given tasks or homework which makes it stressful.

Relations and findings to Research Questions

 What is the experience of students who are receiving online education? How do they

perceive the quality of online learning from their experience?

The respondents' experiences with online learning—both positive and negative—have influenced

their perspectives. Respondents report positive experiences with online learning, stating that it is

more flexible and convenient due to simple access to the internet and the greatest way to learn in

the comfort of their own homes. Additionally, they were able to manage both their academic

commitments and housework. Respondents who have negative experiences with online learning

claim that it is more difficult because of housework, the volume of assignments, the cost, and the

poor internet Wi-Fi connection. They also claim that they became distracted by other social

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media sites because they found the online classes boring and turned to playing video games and

watching dramas instead.

 What are factors that have shape students’ online education experience? How do those

factors contribute to the quality of online learning?

The researcher compiled positive as well as negative factors that affected their experiences. The

development of technology, according to respondents, has influenced them in their experience

with online learning and has helped them develop into well-rounded individuals and handle a

busy daily schedule which made it easier to give instruction in a more participatory and engaging

way, navigate their communication abilities, and point out technical concerns. While some

respondents stated that the attitudes of instructors toward their students are what negatively

influenced their experiences which will lead to poor quality of education, others stated that

having a poor connection causes discussions to be misunderstood and can contribute to poor

educational outcomes because students are unable to clearly understand the discussion, and

household duties are also the factors that negatively influenced them that can also contributes to

low educational quality because it prevents them from focusing the topic.

Relation and findings to literature

A related study on medical students (Verma et al., 2020) showed that the respondents

consider online sessions as relevant and custom-designed to their needs. Moreover, the

respondents expressed it as safe, comfortable, and enjoyable. On a positive note, students liked

the flexibility and autonomy of both modalities. The students felt allowed them to complete

coursework at their own pace and around family, work, and other school obligations. However,

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in research involving medical students (Dost et al., 2020), the respondents rated online

instruction lower than face-to-face teaching. This was exacerbated by such factors as weak

internet connection, problems with scheduling, and domestic distractions and other social media

platforms. Apart from the effective use of technology, other factors that had seen to the response

of the respondents such as the availability of suitable facilities, infrastructure and the financial

state of the students also play an important role in online learning. The researchers accept the

null hypothesis and reject the alternative hypothesis as it was stated above that majority of

respondents had negative perception of the quality of online learning as a result of limited

internet access and distractions from other social media platforms, which make it difficult for

them to accomplish their given tasks or homework which makes it stressful.

Although the literature regarding online education is expanding, studies related to the

quality of online education are limited. Among those examined, few researchers have examined

the quality of online education from the students’ perspective. Therefore, there is a need to

investigate students’ perceptions towards the quality of online learning. The purpose of this study

was to examine the quality of existing online learning courses that utilize the internet as the

primary instructional delivery method. The findings of this study may contribute to the literature

of online education in terms of quality assurance. The results should hopefully enable institutions

offering online learning to evaluate their programs based on the findings and the

recommendations in this study.

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Chapter 5

Conclusion

This research investigated the perception of STI Grade 12 Students to the quality of

online learning. Primary data were collected by randomly distributing questionnaires to 44

respondents. As mentioned above in the introduction, this study intends to investigate how

students perceive the quality of online learning.

The following conclusions can be drawn from the negative experience of students which

leads to negative perceptions towards the quality of online learning. First, the students always

experienced poor connection and distractions from house chores and other social media

platforms because of boredom and weak internet connection. These problems will leave some

effects to the students which cause their assignments to be delayed. Based on that, students will

face extra stress due to the delayed homework. Lastly, respondents said that whether they have

access to Wi-Fi or not they still have the choice and it was their mobile data and also time

management is important. This is the solution to handle the delay submission of home work due

to the poor internet connection.

The results of this study indicate the accessibility and stability of the internet connection

are the two important factors that will influence students’ perceptions to the quality of online

learning based on their own experiences. However, these findings cannot be generalized to other

students. The same study needs to be conducted with students from other schools to see if there

are any similarities with the factor that will influence students’ perceptions towards the quality of

online learning based on their own experiences.

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Recommendations Based on the Findings

Based on the results and conclusions of the study, here are several recommendations to be

considered:

1. Students in rural areas should find a solution to the internet connection issue, such as

using mobile data when there is no Wi-Fi and going to signal-rich areas.

2. Students should change their attitudes in terms of tempting to use other social media

platforms when they got bored or having technical issues while having online classes.

3. Students should appreciate the contribution done by the staff/instructor since they have

done their best to provide the best quality of work for students.

Recommendations for Future Researcher

Since this study only focused on the perceptions of Grade 12 STI Students in STI College

Surigao, it is recommended that further studies be carried out on students from other schools to

see whether there are similarities in the findings. Furthermore, future research could also explore

the other ways to address the issues stated above specifically in the weak internet connection and

also the perception of faculty staff to the quality of online learning. Lastly, although the students

are not satisfied with the quality of online learning provided due to its complexity, it might be a

good idea to investigate the benefit of online learning as another way mode of learning so that

students can change their attitudes towards being tempted to use other social media platforms

while having classes.

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References

Amir, M. F & Fediyanto, et al., (2020). Elementary students’ perceptions of 3Dmetric: A cross-

sectional study. Heliyon, 6(6). https://doi.org/10.1016/j.heliyon.2020.e04052

Andel, S. A & de Vreede, T., (2020). Do social features help in video-centric online learning

platforms? A social presence perspective. Comput. Hum. Behav. 113:106505.doi:

10.1016/j.chb.2020.106505

Bali, S.; Liu, M. (2018) Students’ perceptions toward online learning and face-to-face learning

courses. J.Phys.Conf.Ser. 2018, 1108,012094.

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https://iopscience.iop.org/article/10.1088/1742-6596/1108/1/012094

Bernard RM, Abrami PC, Borokhovski E, et al.(2009): A Meta-Analysis of Three Types of

Interaction Treatments in Distance Education. Rev. Educ. Res. 2009; 79: 1243–1289.

Bignoux and Sund, 2018 S. Bignoux, K.J. Sund Tutoring executives online: What drives

perceived quality? Behaviour & Information Technology, 37 (7) (2018), pp. 703-713

Burr, V. (2015) Social Constructionism, 3rd ed.; Routledge: New York, NY, USA,

Drew, C., & Mann, A. (2018). Unfitting, uncomfortable, unacademic: A sociological reading of

an interactive mobile phone app in university lectures. International Journal of

Educational Technology in Higher Education, 15, #43.

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Ernie C. Avila et al 2021 J. Phys.: Conf. Ser. 1933 012130. Retrieved from

https://iopscience.iop.org/article/10.1088/1742-6596/1933/1/012130/pdf

Rusli, R., Rahman, A., and Abdullah, H. (2020). Student perception data on online learning

using heutagogy approach in the Faculty of Mathematics and Natural Sciences of

Universitas Negeri Makassar. Indonesia. Data Brief 29:105152.

doi: 10.1016/j.dib.2020.105152

Pratiwi, E. W. (2020). The impact of Covid-19 on online learning activities at Christian

Universities in Indonesia. Educ. Sci. Perspect. 34, 1–8.

doi: 10.31334/abiwara.v2i1.1049

Laksana, D. N. L. (2021). Implementation of online learning in the pandemic covid-19: student

perception in areas with minimum internet access. J. Educ. Technol. 4, 502–509.

doi: 10.23887/jet.v4i4.29314

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Curriculum Vitae

Name: Garcia, Lyka M.

Age: 17 yrs. Old

Address: Penaranda Street, Surigao City, Surigao del Norte

Email: garcialyka912@gmail.com

Date of birth: Oct. 30, 2005

Citizenship: Filipino

Status: Single

Gender: Female

Junior High School: Cantiasay National High School

Address: Purok-5 Brgy. Cantiasay

Senior High School: STI College Surigao

Address: Narciso street, Surigao City

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Name: Panugan, Jhate Marl

Age: 17 yrs. Old

Address: Brgy. Poblacion, Tubod Surigao del Norte

Cell Phone #: 09503857080

Date of birth: January 4, 2006

Citizenship: Filipino

Status: Single

Gender: Male

Junior High School: Tubod National High School

Address: Brgy. Poblacion, Tubod Surigao del Norte

Senior High School: STI College Surigao

Address: Narciso street, Surigao City

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Name: Estrada, Lee France Eliyah

Age: 17 yrs. Old

Address: San Juan Purok 1-a Surigao City

Cell Phone #: 09120653309

Date of birth: September 25 2006

Citizenship: Filipino

Status: Single

Gender: Female

Junior High School: Surigao City National High School

Address: Brgy. San Juan

Senior High School: STI College Surigao

Address: Narciso street, Surigao City

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Name: Ordonia, Sheldon

Age: 17 yrs. Old

Address: Kaskag Pio Castro St. Surigao City

Email: shelsordonia@gmail.com

Date of birth: July23 2005

Citizenship: Filipino

Status: Single

Gender: Male

Junior High School: Surigao del Norte National High School

Address: Penaranda Street, Surigao City, Surigao del Norte

Senior High School: STI College Surigao

Address: Narciso street, Surigao City

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Name: Sabal, Lucille Keith D.

Age: 17 yrs. Old

Address:

Email:

Date of birth:

Citizenship: Filipino

Status: Single

Gender: Female

Junior High School:

Address:

Senior High School: STI College Surigao

Address: Narciso street, Surigao City

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Name: Cainghog, Angel

Age: 20 yrs. Old

Address: P-4 Brgy.Silop Surigao City

Email: Angelcainghog23@gmail.com

Date of birth: October 23,2002

Citizenship: Filipino

Status: Single

Gender: Female

Junior High School: Cabrera Altres National High School

Address: Brgy.bonifacio surigao City

Senior High School: STI College Surigao

Address: Narciso street, Surigao City

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