i

PERSPECTIVE OF ONLINE LEARNING DURING THE COVID-19

PANDEMIC FROM THE VIEWPOINT OF THE BACHELOR
OF SCIENCE IN HOSPITALITY MANAGEMENT
AND BACHELOR OF SCIENCE IN TOURISM
MANAGEMENT STUDENTS OF
PSU NARRA

An Undergraduate Thesis
Presented to the faculty of Palawan State University
College of Community Resources Development Narra

In partial fulfillment
of the Requirements for the Degree
Bachelor of Arts in Political Science

By:

Corpuz, Rosanna M.
Demegillo, Kristine Joy S.
Mombay, Ayessa Ellaine U.

June 2021

ix
 ii

APPROVAL SHEET

This Undergraduate Thesis entitled “PERSPECTIVE OF ONLINE

LEARNING DURING THE COVID-19 PANDEMIC FROM THE VIEWPOINT
OF BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT AND
BACHELOR OF SCIENCE IN TOURISM MANAGEMENT STUDENTS OF
PSU NARRA”, prepared and submitted by Corpuz, Rosanna M., Demegillo,
Kristine Joy S., Mombay, Ayessa Ellaine U., in partial fulfillment of the
requirements for the degree Bachelor of Arts in Political Science has been examined
and is hereby recommended for acceptance.

DARWIN O. ANIAR, MA, FIM

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral Defense with a grade of ________.

HANNAH FAITH M. NAVARRO

Chairman

MARITES A. ORTEGA, MEM GENEVA O. DUMDUMAYA, RC

Member Member

Accepted and approved as partial fulfillment of the requirements for the degree

Bachelor of Arts in Political Science.

GERLIE J. BONI, Ed.D

Director

Date: ____________________

ii
 iii

ABSTRACT

ROSANNA M. CORPUZ, KRISTINE JOY S. DEMEGILLO, AYESSA

ELLAINE U. MOMBAY, “PERSPECTIVE OF ONLINE LEARNING DURING
THE COVID-19 PANDEMIC FROM THE VIEWPOINT OF THE BACHELOR
OF SCIENCE IN HOSPITALITY MANAGEMENT AND BACHELOR OF
SCIENCE IN TOURISM MANAGEMENT STUDENTS OF PSU NARRA”
Bachelor of Arts in Political Science, Narra Palawan State University, June 2021.

Adviser: DARWIN O. ANIAR, MA, FIM

This study sought to determine the perspective of online learning during the

COVID-19 pandemic from the viewpoint of the Bachelor of Science in Hospitality

Management and Bachelor of Science in Tourism Management students of PSU Narra

using a descriptive correlational design. It used an online format researcher-made

questionnaire to determine the respondents’ profiles. Data were tabulated, analyzed,

and interpreted using frequency, percentage, mean, standard deviation, and descriptive

ratings. The majority of the respondents were aged 21-23, female, single, and were

2nd-year students with a monthly family income of 10,000 pesos and below. Most of

them owned a cellphone and had a 4G/LTE (half bar) connection. The priority in the

process is to know whether the implementation of online learning was effective in

terms of teaching materials, delivery of the lesson, student activities, class

requirements, student-teacher interaction, and guidelines in the implementation

process. Overall, the respondent’s perception of the implementation of online learning

was acceptable, and the implementation of online learning during the pandemic in

terms of teaching materials is significant. Hence, the implementation of online

learning was successful.

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ACKNOWLEDGMENT

The researchers would like to extend their heartfelt thanks to all those who helped
them accomplish this study. They sincerely convey their never-ending gratitude to
everyone, especially to the following:

To Our Great Creator, the Almighty God, for hope, strength, and wisdom in
conducting this study;

To Dr. Gerlie J. Boni, their Campus director, for giving them an opportunity and
making ways to extend the deadline and for guiding them thoroughly in every step of this
study;

To Mr. Nathaniel I. Lepasana, their mentor, for his priceless effort in sharing his
knowledge and guiding them in finishing this study; Mr. Darwin O. Aniar, their adviser,
for his untiring support to the researchers, for guiding and helping them thoroughly.

To Ms. Hannah Faith M. Navarro, the Chairman of the Panel, who was always
there to support, and for her understanding and kindness to the researchers;

To Ms. Marites A. Ortega and Mrs. Geneva O. Dumdumaya, members of the

panel, who were sources of encouragement;

To Ms. Ayra Mae F. Yayen, their English critic, for allotting her time to edit this
study;

And lastly, to their parents and their partners in life, who never cease in showing
support both morally and financially for the fulfillment of this study.

The Researchers

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TABLE OF CONTENTS

Page

TITLE PAGE ……………………………..………………………………… i

APPROVAL SHEET ………………………………………………………. ii

ABSTRACT ………………………………………………………………… iii

ACKNOWLEDGMENT ………………………………………………........ iv

TABLE OF CONTENTS …………………………………………………... v

LIST OF FIGURES …………………………………………………………. vii

LIST OF TABLES…………………………………………………………. viii

LIST OF APPENDICES …………………………………………………… ix

CHAPTERS

I INTRODUCTION
Background of the Study ………………………………………... 1
Statement of the Problem ………………………………………... 3
Significance of the Study ……………………………………...... 5
Scope and Delimitation …………………………………………... 5

II THEORETICAL FRAMEWORK
Review of Related Literature and Studies ………………………. 7
Synthesis ………………………………………………………… 11
Conceptual Framework…………………………………………... 12
Research Paradigm ………………………………………………. 13
Definition of Terms …...…………………………………………. 14

III RESEARCH METHODOLOGY

Research Design …………………………………………………. 16
Respondents of the Study ………………………………………...

Population and Sampling ………………………………………… 16

Research Instruments ……………………………………………... 16

v
 vi

Data Gathering Procedure ………………………………………... 18

Locale ……………………………………………………………. 19
Statistical Treatment ……………………………………………... 19

IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Findings……………………………………………………….............
20
V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings …………………………………………........... 31
Conclusions …………………………………………………….......... 32
Recommendations ……………………………………………............ 33

BIBLIOGRAPHY ………………………………………………………… 34

APPENDICES ……………………………………………………………. 37

CURRICULUM VITAE …………………………………………………. 54

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 vii

LIST OF FIGURES

Figure Page

1 Schematic Presentation of the Conceptual Framework………………... 13

2.1 Age of the Respondents ………………………………………………..

2.2 Sex of the Respondents …………………………………………………

2.3 Year Level of the Respondents …………………………………………

2.4 Family’s Monthly Income of the Respondents …………………………

2.5 Gadgets Owned …………………………………………………………

2.6 Internet Connectivity …………………………………………………….

3 Perception of the Respondents on the Implementation of Online Learning

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 viii

LIST OF TABLES

Table Page

1 Population per Year of BSHM and BSTM…………………………...... 7

2 Sample Size per Year Level……………………………………………. 18

3 Demographic Profile of the respondents ………………………………. 21

4 Perception of the respondents on the

implementation of online learning……………………………………... 22

5 Association between profile of the respondents and their

perception on the implementation of online learning …………………... 25

6 Perception of the respondents on the implementation of

Guidelines on online learning ………………………………………....... 29

viii
 LIST OF APPENDICES

Appendix Page

A Letter Request for Proposal Defense………………………………. 37

B Letter Request for Validation of Questionnaires …………………...... 38

C Letter to Program Heads……………………………………………… 39

D Letter Request for Final Defense ……………………………………. 40

E Questionnaire…………………………………………………………... 41

ix
 Chapter I

INTRODUCTION

Background of the Study

COVID-19 has made a drastic change not only in our health system but also in

education. The shift from the old way of learning to the new normal did not only

overwhelm the students but teachers as well. It has brought far-reaching changes in all

aspects of our lives. Social distancing and restrictive movement policies have

significantly disturbed traditional educational practices. Reopening schools after

relaxation of restriction is another challenge given the many new standard operating

procedures put up. (Sumitra Pokhrel, 2021; Roshan Chhetri, 2021). The said outbreak

forced universities to switch to online delivery of lessons.

Changes to instructional materials, delivery of lessons, students’ activities, class

requirements, and student-teacher interaction are evident. As front liners in the

educational system, they have undergone various training and seminars to be more

equipped in delivering better education amid the COVID-19 pandemic as it is a norm of

the department to train teachers not just for professional growth but to become ready for

unexpected circumstances. (Bagood, 2020).

Instructional materials in the new normal include online/printed modules, video

links related to the topic, news articles, and anything on the Internet. Delivery of lessons

is now through different platforms such as Google Classroom, LMS, Schoology, and the

like, even social media platforms, such as Facebook pages and Messenger. As to student

activities, most of the students at the tertiary level are expected to submit their activities

online, either through email or whichever online platform the teacher was utilizing.
 2

Student-teacher interaction is very different now. The instructor is usually the focal point

in the classroom—lecturing, questioning, guiding, and responding to students. However,

online courses can lack this immediate connection since students are usually interacting

with various online learning resources rather than a live instructor. Without meaningful

interaction with the instructor, students can feel disconnected and become demotivated.

However, instructors can design online courses that enable them to interact with and

teach students ain meaningful ways to move them toward learning goals and begin

thinking in new and more profound ways (York & Richardson, 2012).

The Philippine Commission on Higher Education, the government agency that

regulates the affairs of higher education institutions in the country have made a

pronouncement early in 2020 that HEIs should resort to flexible learning. During the 1st

Semester of 2020-2021, Palawan State University announced that they would adopt the

flexible learning system. They created the Committee on the Development and

Implementation of Flexible Learning Options (CODIFLO), the oversight committee on

education under the new normal. The university further directed its faculty members to

use Google Classroom as the official platform of instruction.

Palawan State University Narra adopted the policy and used Google Classroom as

their platform for online classes this semester. This new modality and platform brought

both faculty and students in limbo. The platform was unfamiliar, and the faculty need to

undergo several training sessions from appreciation to the utilization of the Google

Classroom. For almost one year, the said mode and platform have been the university’s

option to continue delivering quality education to its clienteles, the students.

 3

Whether the students have fully embraced the new normal or not is still a

question. How the students perceived the situation is something worth exploring. To

gauge how the students feel about online learning, this study was undertaken.

Statement of the Problem

The study aims to determine the students' perception of the implementation of

Online Learning in PSU Narra. Specifically, the paper will try to answer the following

questions:

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

1.1 age;

1.2 sex;

1.3 course;

1.4 year level;

1.5 economic background;

1.6 owned gadgets; and

1.7 internet connectivity?

2 What is the perception of the respondents on the implementation of online learning in

terms of:

2.1 teaching materials;

2.2 delivery of lessons;

2.3 student activities;

2.4 class requirements; and

2.5 student-teacher interaction?

 4

3 Is there a significant association between the profile of the respondents and their

perception on the implementation of online learning during the pandemic?

4 What is the perception of the respondents on the implementation of guidelines on

online learning in terms of:

4.1 learning content;

4.2 class schedule;

4.3 access; and

4.4 use of digital tools?

Hypothesis

There is no significant association between the profile of the respondents and their

perception on the implementation of online learning.

Significance of the Study

The study aims to find out the perception of the respondents on the implementation

of online learning. It will be beneficial to the following:

To the researchers, this study will provide insights that will help them better

understand the current situation and use it for formulating informed recommendations.

To PSU Narra, it will contribute perception of the situation of the students on the

implementation of online learning. The result of this study can be a basis in planning

activities for the coming school year.

To the students, their opinions and perceptions will be noted for policy-making that

will benefit them in the future.

 5

To the PSU Administration, the result of this study will serve as a reference for

designing and improves the system of online learning delivery.

To future researchers, the result of this study will serve as baseline data that can help

them in their research undertakings.

Scope and Delimitations of the Study

The study focused on the perception of the BS Hospitality Management and BS

Tourism students on the implementation of online learning during the COVID-19

pandemic. It dwelt mainly on the respondents’ perception of the implementation of online

learning and their perception of the guidelines for online learning. The respondents were

the BS Hospitality Management and BS Tourism Management students enrolled in PSU

Narra Campus during the Second Semester of AY 2020-2021. The study was conducted

in PSU Narra Campus from May to June 2021.

 6

Chapter II

THEORETICAL FRAMEWORK

This chapter presents the review of related literature and studies, conceptual

framework, research paradigm, and definition of terms.

Review of Related Literature

Online education has been a subject of study for many years now. It became of

prime interest among educational researchers because they find it interesting. Several

models have been developed about online teaching. Different variables have been

identified, such as modality, pacing, student-instructor ratio, pedagogy, roles of online

assessment, instructor role online, student role online, online communication, and source

of feedback (Juliani, 2007). Each of them is believed to influence online teaching.

Online education eliminated the physical meeting of the teacher and the students.

But for the students to learn, they have to do certain things that would lead to the

achievement of the learning outcome. Student activities are a significant aspect of student

learning as well as online education. They dictate the tempo and act as a motivator of the

learner (Wandag, 2017) and need to be carefully planned (Gatchalian, 2019). Students

prefer engaging activities using technology like creating blogs or engaging in a social

media conversation. They put so much value on technology in performing tasks assigned

by the teachers (Meyer, 2020) and view reading stories from the book and solving

mathematical problems as obsolete and uninteresting (Hall, 2019). Collaborating with

 7

their classmates in an online requirement is acceptable as long as it will require more

psychomotor than cognitive efforts (Relloso, 2019).

Distance learning eliminated the physical meeting of students and teachers. It

poses a lot of problems. Students feel isolated and lose the opportunity to engage in a

healthy educational conversation with their teachers. The teacher’s role shifted from sage

in the stage to guide by the side. One of the problems identified by the students is the lack

of personal touch in learning because there is no teacher beside them during the learning

process (Dingcong, 2020). This feeling of isolation reduces the performance among

public school students in Cebu (Magpantay, 2019). Schools that regularly conduct

synchronous classes have higher learner achievement compared to those that have

asynchronous classes. It is because of the lack of teacher interaction in the former

(Kampos, 2020). The role of the teacher is still perceived by the students to be elemental

in their learning (Delgado, 2018) even if education has shifted to online classes. The way

a teacher deals with his students in an online class is seen to be of vital importance to the

students in elementary schools in Luzon (Englis, 2021) and is seen to be a determinant of

students’ performance (Stevenson, 2019).

Students have a medium feeling that distance learning has been enhancing their

effectiveness, productivity, and self-efficacy. Students find IT tools intuitive and are

generally comfortable with computers and the internet. However, the students still prefer

to go back to a classroom setting. (Rizun, 2020)

A study performed by Santos (2020) analyzed researches on best practices on

synchronous and asynchronous online instruction in higher education. The study revealed

that the potential best medium used for online learning is anecdotal and not evidence-
 8

based. Collaborative works using the internet are also very acceptable among the tertiary

students in Australia (Bruch, 2019), while simulation games using computers are more

favored by the students in Malaysia, as presented in the study of Sabdani (2017).

An online class can be delivered synchronously or asynchronously. There are

advantages and disadvantages for each. Asynchronous class favors students because they

are not forced to attend classes on a scheduled time, but they lost the opportunity of

interacting with their teacher on a real-time basis. Synchronous classes can be restrictive,

but engagement with the teacher is a perceived advantage. Middle school students in

Guam, USA, favored synchronous classes and perceived it as an opportunity to learn and

socialize digitally (Reno, 2017), while the case is untrue for high school students in the

rural Philippines who view such as unfair because of unstable internet connection as well

as the cost associated with it. Meanwhile, college students enrolled in private universities

in Indonesia have a higher acceptance rate to real-time delivery of class as compared to

an asynchronous mode which they described as detached (Aliandria, 2017). Their

Filipino counterparts, on the other hand, seemed to view it otherwise (Vargas, 2020), as

well as those in rural Thailand (Rias, 2020).

Instructional material is an indispensable tool in the learning process, whether

online or classroom setting. It provides the core information that students will experience,

learn and apply (Obrero, 2019). Examples of instructional materials are print, digital,

multimedia, open education resources, and even the internet (Heizer, 2017). The quality

of materials used in online learning is a factor that contributes to its acceptability.

Although books and pens are still essential in online learning, the use of a device like a
 9

camera and computers are deemed to be important since they project better images and

sounds that capture the attention of the learner (McLennan, 2020).

In a study conducted by James et al (2016) among urban students in Thailand, it

was found out that they have a positive perception towards e-learning since they are very

familiar with using mobile technologies. They are also using social media as part of their

daily lives but are not familiar with e-learning collaborative tools.

This shows that learning cannot be achieved by knowledge of technology or

familiarity with gadgets because collaborative learning is essential in developing holistic

learning.

Class requirements are the basis of rating students’ performance. It varies on the

level of the students, their location, and the subject (Chavez, 2015). Shifting from

classroom to online learning requires the calibration of requirements given to students

(Juan, 2019).

Requirements in online classes are usually more flexible on the part of the

students because of the independence they have while working on it (Cabrera, 2020). The

frequency of giving requirements to be accomplished by the students also changes when

online learning is implemented. Students are given lesser number of class works with

longer deadlines compared to the traditional classroom model (Stevens, 2020). However,

students view class requirements and their deadlines as taxing when factors like internet

connectivity and financial resources do not favor them (Tagore, 2020) and it is seen as

counterproductive since lesser learning is achieved when it is poorly crafted (Villamor,

2020).
 10

According to the research conducted by Amir et al., (2020), the preference for

distance learning can be attributed to the year level of the students. Those new to the

university tend to prefer distance learning over those who have stayed longer on the

campus. In terms of group discussion, distance learning is more tedious than classroom

learning because of communication issues that lead to less learning satisfaction. Distance

learning is perceived to be more favorable as a learning method because it provides more

time to study and review learning materials. Problems related to distance learning are

internet connectivity and internet data limit.

Synthesis

Based on the literature cited, it can be concluded that the shift to distance learning

has brought a drastic change in the educational landscape. Students’ perceptions are

divided as to the acceptability of the synchronous classes. Teaching materials are still

perceived to be a significant element of distance learning. Students favor student

activities that are interactive and technology-based. Requirements and deadlines are seen

to be more favorable under online learning since independence and leniency of the due

date are enjoyed by the students. Flexible learning detached the students from their

teachers. Teachers are viewed to be a mainstay element of education despite the distance.

Students still feel the need for someone who guides them in their academic journey.

There is a positive perception of online education as perceived by the students as

long as the infrastructure like internet and gadgets is present. It can also be seen from the
 11

pieces of literature cited that distance learning is viewed to promote efficiency and

productivity to the students because of the flexibility it offers.

Conceptual Framework

Based on the review of related literature, the researchers came up with a

framework that includes the profile of the students and the different dimensions of

flexible learning. It was conceptualized that the profile of the respondents and their

perceptions has some association. The conceptual framework is presented in the figure

below.

Research Paradigm

Perception on the Implementation of

Online Learning in terms of:

1. Teaching Materials
2. Delivery of Learning
Profile of the Students in 3. Student Activities
terms of: 4. Class Requirements
5.Teacher-Student Interaction
a. Age
b. Gender
c. Year Level
d. Economic Background Perception on the Implementation of
e. Owned gadgets Guidelines in terms of:
f. Internet Connectivity
1. Teaching Materials
2. Delivery of Learning
3. Student Activities
4. Class Requirements
5.Teacher-Student Interaction

Figure 1
The Schematic Representation of the Study
 12

Figure 1 shows the relationship among the variables of the study. The profile of

the students in terms of age, gender, course, year level, economic background, owned

gadgets, and internet connectivity is the independent variable while the perception on the

implementation of online learning in the areas of teaching materials, delivery of the

lesson, student activities, class requirements, and teacher-student requirements is the

independent variable.

Definition of Terms

The following terms are defined as used in this study:

Age. The chronological age of the respondent during the time of the survey.

Campus. The school branch where the respondent is enrolled.

Class Requirements. These are the tasks and tests required by the teachers for the

students to earn points or grades in a certain subject.

COVID-19 Pandemic. The period which affected the country and caused limited

mobility and other restrictions directly affecting the education system.

Delivery of Lessons. It refers to how the teacher transmits the lessons to the

students. It includes both synchronous and asynchronous means.

Gadgets. Devices used in flexible learning.

Internet Connectivity. The ability to connect to the Internet using a gadget and a

working data plan, whether prepaid or postpaid.

Online Learning. The learning modality that uses Google Classroom and the like as

platform in delivering instruction.

Sex. The gender of the respondent.

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Student Activities. It refers to the learning activities assigned to students to help

them better understand the topic.

Student-Teacher Interaction. It refers to the engagement of students and teachers

with each other in the learning process.

Students. The Bachelor of Science in Hospitality Management and Bachelor of

Science in Tourism PSU Narra enrolled during the Second Semester 2020-2021.

Teaching Materials. The materials used by faculty members in the delivery of

lessons. It includes modules, lecture videos, podcasts, and other materials used during the

period of study.

Year Level. The current level the respondent is enrolled in as per the record of the

University Registrar.
 14

Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, population and sampling, research

instrument, data gathering procedures, and statistical tools used in the study.

Research Design

The research was descriptive and correlational. Descriptive research is research

designed to provide a snapshot of the current state of affairs. The perception of the

students on online learning was given light through this study. Correlational research is

research designed to discover relationships among variables. It allows the prediction of

future events from present knowledge. The research finds out the association of the

demographic profile of the respondents with their perception of the implementation of

online learning during the COVID-19 pandemic.

Population and Sampling

Based on the data from the Office of the University Registrar, the population of

the BS Hospitality Management and BS Tourism students of PSU Narra for the Second

Semester of AY 2020-2021 are the following:

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Table 1
Population of Bachelor of Science in Hospitality Management and Bachelor of
Science in Tourism in PSU Narra Campus

     
Year Level BSTM BSHM
First Year 41 44
Second Year 20 36
Third Year 8 25
Total 69 105

Based from the total population, sample size was determined using Slovin’s formula

which is:

𝑁
𝑛=
(1+𝑁𝑒2)

where n is the sample size, N is the population size, and e is the margin of error. Given

the population of BS Hospitality Management which is 105, BS Tourism which is 69, and

a margin of error of 0.05, the sample size is 83 for BS Hospitality Management and 59 in

BS Tourism.

Stratified random sampling was used to determine the participant per year level.

The variables in considering the distribution of respondents were the campus population

over the total population and the year level population over the total campus population.

The computed population is as follows:

 16

Table 2

Sample Size for PSU Narra the of Bachelor of Science in Hospitality Management and
Bachelor of Science in Tourism

     
Year Level BSTM BSHM
First Year 37 40
Second Year 19 33
Third Year 8 24
Total 59 83

Respondents were selected based on their willingness to participate in the survey.

Research Instrument

A researcher-made instrument using Google Form was used in the study. It had

three parts; the first was the respondents’ age, year level, economic background, owned

gadgets, and internet connectivity. The second part of the questionnaire was the items on

the respondents' perception of flexible learning. The third part consisted of questions on

the problems encountered by the students.

The questionnaire was pre-tested among PSU Brooke’s Point students to

determine its face validity. The validity test using Cronbach Alpha revealed that the

internal consistency is 0.74617.

Data Gathering Procedure

The Google Form (questionnaire) was sent to the Messenger and email accounts

of the respondents after they were contacted for permission. The purpose and way of
 17

answering the questionnaire were explained to the respondents through a phone call,

email, or messenger chat. A time frame of 5 days was given to the respondents to return

the form to the researchers. Respondents who did not return the form after the allotted

time were replaced immediately.

Locale

The study was conducted online among BS Hospitality Management and BS Tourism

Management students of Palawan State University-CCRD Narra.

Statistical Treatment

The statistical tools that were used were frequency counts, percentage, Eta

correlation, and Standard Deviation. Frequency counts and percentages were used to

present the profile of the respondents. Mean and standard deviation was used in

presenting the perception of the students on online learning during the pandemic. Eta

correlation was used to determine the association of profile and the perception of the

respondents on the implementation of online learning. Mean and standard deviation was

used to measure the perception of the respondents on the implementation of guidelines

for online learning.

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Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the presentation, analysis, and interpretation of data. It

consists of the profile of the respondents such as age, sex, year level, monthly family

income, gadgets owned, and internet connectivity. The perception of the respondents on

the implementation of online learning in the areas of teaching materials, delivery of the

lesson, student activities, class requirements, and teacher-student interaction is presented.

The relationship between the profile of the respondents and their perception is also

discussed. Lastly, the respondent’s perception of the guidelines of online learning is also

presented.

Demographic Profile of the Respondents

Table 3
Demographic Profile of the Respondents
 
Profile f %
Age
18-20 31 43%
21-23 32 44%
24-26 3 4%
27-29 4 6%
30 and above 2 3%
Total 72 100%
Sex
Male 23 32%
Female 49 68%
 19

Total 72 100%
Year Level
1st Year 18 25%
2nd Year 37 51%
3rd Year 17 24%
Total 72 100%
Family’s Monthly Income
10,000 pesos and below 63 88%
10,001 – 20,000 pesos 8 11%
30,001 – 40,000 pesos 1 1%
Total 72 100%
Owned Gadgets
Laptop 2 3%
Cellphone 70 97%
Total 72 100%
Internet Connectivity
H+ 19 26%
3G 8 11%
E 5 7%
4G/LTE (half bar) 28 39%
4G/LTE (full bar) 12 17%
Total 72 100%
 20

Figure 2.1 Age of the Respondents

Figure 2.2 Sex of the Respondents

 21

Figure 2.3 Year Level of the Respondents

Figure 2.4 Monthly Family Income of the Respondents

 22

Figure 2.5 Owned Gadgets of the Respondents

Figure 2.6 Internet Connectivity

Table 3 shows the demographic profile of the respondents. In terms of age

(Figure 2.1) and sex (Figure 2.2), majority of the respondents were aged 21-23 (n=32)

and were female (n=49), respectively. In terms of year level (Figure 2.3) and family’s

monthly income (Figure 2.4), most of the respondents were 2 nd year students (n = 37)
 23

and have income of P10,000 and below (n = 63), respectively. In terms of owned

gadget (Figure 2.5) and internet connectivity (Figure 2.6), most of the respondents

owned cellphone (n = 70) and have 4G/LTE (half bar connection (n = 28).

Table 4

Perception of the Respondents on the Implementation of Online Learning

       
Std. Descriptive
  Mean
Deviation Rating
A. Teaching Materials
The teaching materials are updated and relevant to
3.89 0.972 Acceptable
the course.
The teaching materials draw interest of the student. 3.74 0.949 Acceptable
The teaching materials varies in form (i.e., modules,
3.83 0.949 Acceptable
videos, podcast etc.)
The teaching materials are free from errors
3.42 1.071 Acceptable
(grammar, spelling, computations etc.)
The teaching materials are aesthetically appealing. 3.68 0.917 Acceptable
Sub-Mean 3.71   Acceptable
B. Delivery of Lessons
The pacing of lessons is not too low nor too fast. 3.61 0.928 Acceptable
The delivery of lessons is logically sequenced. 3.57 0.917 Acceptable
The delivery of lessons takes the students situation
3.79 1.02 Acceptable
into consideration.
The delivery of lesson brings excitement to the
3.53 0.993 Acceptable
students.
The delivery of lessons is in accordance with the
3.78 0.892 Acceptable
sequence of the course outline/syllabus.
Sub-Mean 3.66   Acceptable
C. Student Activities
Students’ activities encourage collaboration. 3.76 0.88 Acceptable
Students’ activities are not expensive. 3.37 1.144 Neutral
Students’ activities result to better understanding of 3.76 0.957 Acceptable
 24

the subject.
Students’ activities consider student safety. 4 1.021 Acceptable
Students’ activities require materials that are readily
3.68 1.111 Acceptable
available.
Sub-Mean 3.71   Acceptable
D. Class Requirements
Class requirement requires critical thinking. 3.9 0.981 Acceptable
Class requirements are relevant to the course. 4.03 1.034 Acceptable
Details of the requirements are clearly articulated. 3.74 0.919 Acceptable
Deadlines set for the class requirements are
3.81 0.988 Acceptable
reasonable.
Class requirements are marked returned promptly. 3.72 0.892 Acceptable
Sub-Mean 3.84   Acceptable
E. Teacher-Student Interaction
Teachers maintain an open line of communication to
3.6 1.122 Acceptable
the students.
Students can freely raise his concerns about the
3.92 1.045 Acceptable
course to the teacher.
Teacher responds to the concerns of the students
3.87 1.006 Acceptable
promptly.
Students’ concerns are addressed by the teacher
3.78 1.038 Acceptable
satisfactorily.
Netiquette is maintained in teacher-student
3.79 0.963 Acceptable
interaction.
Sub-Mean 3.79   Acceptable
Grand Mean 3.74   Acceptable
Legend:
Mean Scale Descriptive Rating
4.21 – 5.00 Highly Acceptable
3.41 – 4.20 Acceptable
2.61 – 3.40 Neutral
1.81 – 2.60 Unacceptable
1.00 – 1.80 Highly Unacceptable
 25

Figure 3 The perception of the respondents on the implementation of online learning

Table 4 and Figure 3 shows the perception of the respondents on the

implementation of online learning. It is worthy to note that the respondents perceive all

the dimensions of the online learning implementation as acceptable with weighted means

of 3.71 (teaching materials), 3.66 (delivery of lessons), 3.71 (student activities), 3.84

(class requirements), and 3.79 (teacher-student interaction), respectively. It can be also

observed that all of the statements in all the dimensions obtained less values of standard

deviation which means that the respondents have more or less the same responses in each

of the items in these dimensions. Results further indicate that the perception of the

respondents on the implementation of online learning is described as acceptable with a

grand mean of 3.74.

 26

Hypothesis Testing

Table 5
Association Between Profile of the Respondents and their Perception on the
Implementation of Online Learning

           
R Interpretatio
Profile Perception Sig. Association
Square n
Age Teaching Materials 0.234 0.047 Significant Weak
Age Delivery of Lesson 0.139 0.243 Insignificant Weak
Age Student Activities 0.17 0.153 Insignificant Weak
Age Class Requirement 0.135 0.259 Insignificant Weak
Teacher-Student
Age 0.074 0.539 Insignificant Weak
Interaction
Sex Teaching Materials -0.039 0.744 Insignificant Weak
Sex Delivery of Lesson 0.082 0.492 Insignificant Weak
Sex Student Activities -0.004 0.971 Insignificant Weak
Sex Class Requirement 0.081 0.5 Insignificant Weak
Sex Teacher-Student Interaction -0.021 0.863 Insignificant Weak
Year Level Teaching Materials 0.078 0.514 Insignificant Weak
Year Level Delivery of Lesson 0.012 0.92 Insignificant Weak
Year Level Student Activities -0.083 0.49 Insignificant Weak
Year Level Class Requirement -0.051 0.673 Insignificant Weak
Year Level Teacher-Student Interaction 0.023 0.846 Insignificant Weak
Family
Teaching Materials 0.113 0.343 Insignificant Weak
Income
Family
Delivery of Lesson 0.021 0.858 Insignificant Weak
Income
Family
Student Activities 0.038 0.751 Insignificant Weak
Income
Family
Class Requirement 0.038 0.752 Insignificant Weak
Income
Family
Teacher-Student Interaction 0.038 0.754 Insignificant Weak
Income
Owned
Teaching Materials 0.004 0.974 Insignificant Weak
Gadgets
 27

Owned
Delivery of Lesson 0.046 0.704 Insignificant Weak
Gadgets
Owned
Student Activities -0.013 0.914 Insignificant Weak
Gadgets
Owned
Class Requirement 0.07 0.561 Insignificant Weak
Gadgets
Owned
Teacher-Student Interaction -0.092 0.443 Insignificant Weak
Gadgets
Internet
Connectivit Teaching Materials 0.004 0.974 Insignificant Weak
y
Internet
Connectivit Delivery of Lesson 0.046 0.704 Insignificant Weak
y
Internet
Connectivit Student Activities -0.013 0.914 Insignificant Weak
y
Internet
Connectivit Class Requirement 0.07 0.561 Insignificant Weak
y
Internet
Connectivit Teacher-Student Interaction -0.092 0.443 Insignificant Weak
y
Correlation coefficient value: Association
-0.30 to +0.30 Weak
-0.50 to -0.31 or 0.31 to 0.50 Moderate
-0.90 to -0.50 or 0.51 to 0.90 Strong
-1.0 to -0.91 or 0.91 to 1.0 Very Strong
*Significant if p < 0.05

Table 5 presents the association between the profile of the respondents and their

perception of the implementation of online learning during the pandemic. Eta correlation

indicates a weak association between age and teaching materials (r = 0.234), p < 0.05.

Results further imply that the relationship among the respondents’ profiles in terms of

age, and their perception of the implementation of online learning during the pandemic in

terms of teaching materials is significant. This means that the perception of the students
 28

on the implementation of online learning during the pandemic in terms of teaching

materials is affected by their age.

However, it is worthy to note that the relationships between dependent variables

(age, sex, year level, family income, owned gadgets, and internet connectivity) and

independent variables (teaching materials, delivery of the lesson, student activities, class

requirement, teacher-student interaction) are all insignificant.

Perception of the Respondents on the Implementation of Guidelines on Online

Learning

Table 6
Perception of the Respondents on the Implementation of Guidelines on Online Learning
       
Std.
Dimension Mean Descriptive Rating
Deviation
1. Learning Content – is the learning
2.75 0.975 Neutral
content clearly presented?
2. Schedule – is the class schedule
2.79 1.006 Neutral
consistent?
3. Access – is the class accessible? 2.81 1.171 Neutral
4. Use of digital tools – is the tools easy
3 1.035 Neutral
and convenient to use?
Grand Mean 2.84   Neutral
Legend:
Mean Scale Descriptive Rating
4.21 – 5.00 Highly Acceptable
3.41 – 4.20 Acceptable
2.61 – 3.40 Neutral
1.81 – 2.60 Unacceptable
1.00 – 1.80 Highly Unacceptable

Table 6 indicates the perception of the respondents on the implementation of

guidelines in online learning. It can be gleaned that the students perceived these

guidelines as neutral with means of 2.75 (learning content), 2.79 (schedule), 2.81
 29

(access), and 3.00 (use of digital tools), respectively. It can also be noted that all of the

dimensions of the students’ perception obtained less values of standard deviation which

means that the respondents have more or less the same responses in each of the four

items. Results further reveal that the respondents’ perception of the implementation of

online learning guidelines is classified as neutral with a grand mean of 2.84.

 30

Chapter V
SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, the conclusion drawn from the

study, and recommendations for future research.

Summary of Findings

The study is a descriptive correlational that aimed to determine the demographic

profile of the BS Hospitality Management and BS Tourism Management students as well

as their perception of the implementation of online learning during the COVID-19

pandemic. 

The demographic profile of the respondents. In terms of age, the majority of the

respondents were aged 21-23. In terms of sex, the majority are female. In terms of year

level and family’s monthly income, most of the respondents were 2nd-year students, and

whose family income amounts to 10,000 pesos and below, respectively. In terms of

owned gadgets and internet connectivity, most of the respondents owned a cellphone and

have a 4g/LTE (half bar) connection.

The perception of the respondents on the implementation of online

learning. It is worthy to note that the respondents perceive all the dimensions of the

online learning implementation as acceptable with weighted means of 3.71 (teaching

materials), 3.66 (delivery of the lesson), 3.71 (students’ activities), 3.84 (class

requirements), and 3.79 (teacher-student interaction) respectively. It can also be observed

that all of the statements in all the dimensions obtained less values of standard deviation
 31

which means that the respondents have more or less the same responses in each of the

items in these dimensions. Results further indicate that the perception of the respondents

on the implementation of online learning is described as acceptable with a grand mean of

3.74.

The association between the profile of the respondents and their perception

of the implementation of online learning during the pandemic. Eta correlation

indicates that there is a weak association between age and teaching materials (r = 0.234).

p< 0.05.

Results further imply that the relationship among the respondents’ profiles in terms of

age, and their perception of the implementation of online learning during the pandemic in

terms of teaching materials is significant which means that the perception of the students

on the implementation of online learning during the pandemic in terms of teaching

materials is affected by their age. However, it is worthy to note that the relationships

among age and delivery of lesson, student activities, class requirement, teacher-student

interaction; sex and teaching materials, delivery of lesson, student activities, class

requirement, and teacher-student interaction; year level and teaching materials, delivery

of lesson, student activities, class requirement, and teacher-student interaction; family

income and teaching materials, delivery of lesson, student activities, class requirement,

and teacher-student interaction; owned gadgets and teaching materials, delivery of lesson,

student activities, class requirement, and teacher-student interaction; and internet

connectivity and teaching materials, delivery of lesson, student activities, class

requirement, and teacher-student interaction are all insignificant.

 32

Perception of the Respondent on the Implementation of Guidelines of Online

Learning. Indicates the perception of the respondents on the implementation of

guidelines on online learning. It can be gleaned that the students perceived these

guidelines as neutral with means of 2.75 (learning content), 2.79 (schedule), 2.81

(access), and 3.00 (use of digital tools) respectively. It can also be noted that all of the

dimensions of the students’ perception obtained less values of standard deviation which

means that the respondents have more or less the same responses in each of the four

terms. Results further reveal that the respondents’ perception on the implementation of

online learning guidelines is classified as neutral with a grand mean of 2.84.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Most respondents owned a cellphone and have 4G/LTE (half bar) connections.

2. The perception of the respondents on the implementation of online learning was

described as acceptable.

3. There is a weak association between age and teaching materials which implies that the

implementation of online learning during the pandemic in terms of teaching materials is

significant.
 33

4. The perception of the respondents on the implementation of guidelines in online

learning is classified as neutral.

Recommendations

After the investigation of the findings and conclusions of the study, the following are

hereby recommended:

1. Aide for students who need assistance in technology.

2. Promote load assistance for students who cannot afford to finance their internet

connectivity.

3. Provide manual modules as an alternative for those who do not have internet access.

4. Allot student livelihood assistance programs to help vulnerable students to learn, at the

same, boost their mental health.

 34

BIBLIOGRAPHY
 35

REFERENCES

Bruch, Tanaya. (2019).Internet as a Tool of Learning, for Learning, Of Learning

Cabrera, Dennis. (2020). From Classroom to Computer: The case of Online Learning

Among Freshmen College Students in Compostela Valley State College

Campos, Mark Glenn Dale. (2020) the Challenges of Covid-19 Pandemic from Different

Perspective.

Chaves, Marilou. (2015). An Evaluation of Performance in Accounting of Students

College of St. John-Roxas

Dingcong, Stella. (2020). From Sage on the Stage to Guide on the Side: The Shift of

Teacher’s Role in the New Normal

English, Emilio. (2020). The Teachers Role in the Covid-19 pandemic among Public

Schools

Hall, James. (2020). The Covid-19 and the Changing Educational Landscape

Heizer, Arnold. (2017) The Blended Learning Now and Then: A Case of Evolving

Education in North America

 36

Magpantay, Krishma. (2020). The Covid-19 Pandemic and the Education in Public

Schools

McLenna, Sharon et al. (2020). The New Normal Education among Universities in UK

Obrero, Ernesto F. (2021). Survey on the Instructional Materials Used During the Covid -

19 Pandemic

Relloso, Richard. (2019). The Class Collaboration in the New Normal and its Effect on

Learning

Richardson, Jennifer D. (2021). Connected but Separated. How the Covid-19 Pandemic

Affect the Social Aspect of Education

Sabdani, Amina S. (2020). How Mobile Phones Affected the Learning of Gen Z

Santos, Jerome P. (2020). Approaches in Online Learning during Pandemic

Stevens, Michelle. (2020). How Covid-19 Have Changed the Education System

Stevenson, Leonard. (2019). The Teacher, the Classroom and Pandemic: A Paradigm

Shift

Tagore, Ramal. (2020). The Evolution of Teaching: A case of Equity in Education

 37

APPENDICES
 38

APPENDIX “A”
Letter Request for Proposal Defense

Republic of the Philippines

PALAWAN STATE UNIVERSITY
Narra Campus

DR. GERLIE J. BONI 28 May 2021

Campus Director
PSU Narra

Dear Ma’am,
Greetings!
We, the undergraduates, aim to conduct a research entitled PERSPECTIVE OF
ONLINE LEARNING DURING THE COVID 19 PANDEMIC FROM THE
VIEWPOINT OF THE BS HOSPITALITY MANAGEMENT AND TOURISM
MANAGEMENT as a course requirement in the degree of Bachelor of Arts in Political
Science.
In connection with this, we are humbly requesting your office to allow us to
present our proposal on May 29, 2021 Saturday, from 2:00 pm to 5:00 pm.
Thank you for your consideration. We hope you will be able to fulfill our request.
Respectfully yours,

(SGD) KRISTINE JOY D. DEMEGILLO

Researchers

Noted by:
 39

(SGD) DARWIN O. ANIAR, MAEd, FIM

Research Adviser

APPENDIX “B”
Letter Request for Validation of Questionnaire

Republic of the Philippines

PALAWAN STATE UNIVERSITY
Narra Campus

MARILYN C. BAACO 7 June 2021

Campus Director
PSU Brooke’s Point

Dear Maam,

Greetings!
We, the fourth-year students of Palawan State University – Narra Campus
pursuing Bachelor of Arts in Political Science, are currently developing our thesis as a
requirement for our course PSC 10 Quantitative Analysis of Political Data.
We are writing to humbly ask your permission to conduct a thesis instrument pre-
test on selected students in PSU Brooke’s Point to determine our thesis instrument’s face
and content validity.
Thank you for your consideration. We hope you will be able to fulfill our request.
Respectfully yours,

(SGD)KRISTINE JOY S. DEMEGILLO

Researchers

NOTED BY:
 40

(SGD) DARWIN O. ANIAR, MAED, FIM

Chairman of Instruction/ Thesis Adviser

(SGD) GERLIE J. BONI, Ed.D

Campus Director

APPENDIX “C”
Letter of Permission to Program Heads

Republic of the Philippines

PALAWAN STATE UNIVERSITY
Narra Campus

MELODY BELGADO 11 June2021

BSHM Adviser

ANTHEA ESTARES
BST Adviser
PSU Narra

Dear Ma’am,

Greetings!

The undergraduates are conducting a research entitled PERSPECTIVE OF ONLINE

LEARNING DURING THE COVID 19 PANDEMIC FROM THE VIEWPOINT OF
THE BS HOSPITALITY MANAGEMENT AND TOURISM MANAGEMENT
STUDENTS as a course requirement in the degree of Bachelor of Arts in Political
Science.

We request your permission to conduct an online survey of the selected Bachelor of

Science in Hospitality Management and Bachelor of Science and Tourism Management
students.

Thank you for your consideration. We hope you will be able to grant our request.

Respectfully yours,

(SGD) KRISTINE JOY S. DEMEGILLO

Researchers
 41

Noted by:

(SGD)DARWIN O. ANIAR, MAEd, FIM

Research Adviser

APPENDIX “D”
Letter Request for Final Defense
Republic of the Philippines
PALAWAN STATE UNIVERSITY
Narra Campus
30 June 2021
DR. GERLIE J. BONI
Campus Director
PSU Narra

Dear Ma’am,

Greetings!

The undergraduates are conducting a research entitled PERSPECTIVE OF ONLINE

LEARNING DURING THE COVID-19 PANDEMIC FROM THE VIEWPOINT OF
THE BS HOSPITALITY MANAGEMENT AND TOURISM MANAGEMENT
STUDENTS as a course requirement in the degree of Bachelor of Arts in Political
Science.

In connection with this, we are humbly requesting your office to allow us to present our
proposal on June 30, 2021.

The attached copy of the manuscript is provided for your reference.

Thank you for your consideration. We hope you will be able to fulfill our request.
 42

Respectfully yours,
(SGD)KRISTINE JOY S. DEMEGILLO
Researchers

Noted by:
(SGD)DARWIN O. ANIAR, MAEd, FIM
Research Adviser
 43

APPENDIX “E”

Thesis Instrument

PERSPECTIVE OF ONLINE LEARNING DURING THE COVID 19 PANDEMIC

FROM THE VIEWPOINT OF BACHELOR OF SCIENCE IN HOSPITALITY

MANAGEMENT AND BACHELOR OF SCIENCE IN TOURISM

MANAGEMENT OF PSU NARRA

This survey aims to determine your perspective in the online learning during the Covid

19 Pandemic. We encourage you to give your honest response. Rest assure your answer

treated with utmost confidentially.

Name ( Optional ) :

Email Address :

PROFILE

This part is about your personal profile such as age, sex, year level family income, owned

gadgets and internet connectivity..

Age : ___

Sex : Male Female

Year Level :

1st Year 2nd Year 3rd Year 4th Year

Family Income (Monthly):

󠄀10, 000 below

 44

󠄀10,000 – 20, 000

󠄀20,000 – 30, 000

󠄀30, 000 – 40, 000

󠄀40, 000 – 50, 000

󠄀50, 000 above

Owned Gadgets

󠄀Desktop Computer

󠄀Laptop

󠄀Tablet

󠄀Cell Phone

Internet Connectivity

󠄀E

󠄀H+

󠄀3G

󠄀4G/LTE (half bar)

󠄀4G/LTE (full bar)

PERCEPTION ON ONLINE LEARNING DURING THE COVID 19 PANDEMIC

This part will deal with your perception in the implementation if online learning during

the Covid-19 Pandemic.

The teaching materials are updated and relevant to the course.

1 2 3 4 5

Strongly Disagree Strongly Agree

 45

The teaching materials draw interest of the student.

1 2 3 4 5

Strongly Disagree Strongly Agree

The teaching materials varies in form ( i.e. modules, videos, podcast etc. )

1 2 3 4 5

Strongly Disagree Strongly Agree

The teaching materials are free from materials errors ( grammar, spelling, computations

etc. ) 1 2 3 4 5

Strongly Disagree Strongly Agree

The teaching materials are aesthetically appealing.

1 2 3 4 5

Strongly Disagree Strongly Agree

DELIVERY OF LESSONS

This part is about the way your teachers deliver their lessons in online setting.

The pacing of lessons is not too low nor too fast.

1 2 3 4 5

Strongly Disagree Strongly Agree

The delivery of lessons is logically sequenced.

1 2 3 4 5

Strongly Disagree Strongly Agree

 46

The delivery of lessons takes the students situation into consideration.

1 2 3 4 5

Strongly Disagree Strongly Agree

The delivery of lesson brings excitement to the students.

1 2 3 4 5

Strongly Disagree Strongly Agree

The delivery of lessons is in accordance with the sequence of the course outline/syllabus.

1 2 3 4 5

Strongly Disagree Strongly Agree

STUDENTS ACTIVITIES

The part is about the activities that the students need to undertake as required by the

teacher.

Students activities encourage collaboration.

1 2 3 4 5

Strongly Disagree Strongly Agree

Students activities are not expensive.

1 2 3 4 5

Strongly Disagree Strongly Agree

 47

Students activities result to better understanding of the subject.

1 2 3 4 5

Strongly Disagree Strongly Agree

Students activities consider student safety.

1 2 3 4 5

Strongly Disagree Strongly Agree

Student activities require materials that are readily available.

1 2 3 4 5

Strongly Disagree Strongly Agree

CLASS REQUIREMENTS

This part deals with the class requirement given by your teachers.

Class requirement requires critical thinking.

1 2 3 4 5

Strongly Disagree Strongly Agree

Class requirements are relevant to the course.

1 2 3 4 5

Strongly Disagree Strongly Agree

Details of the requirements are clearly articulated.

1 2 3 4 5

Strongly Disagree Strongly Agree

 48

Deadliness set for the class requirements are reasonable.

1 2 3 4 5

Strongly Disagree Strongly Agree

Class requirement are marked returned promptly.

1 2 3 4 5

Strongly Disagree Strongly Agree

TEACHER-STUDENT INTERACTION

This part is about the status of teacher-student interaction in light of online learning.

Teacher maintain an open line communication to the students.

1 2 3 4 5

Strongly Disagree Strongly Agree

Students can freely raise his concerns about the course to the teacher.

1 2 3 4 5

Strongly Disagree Strongly Agree

Teacher responds to the concerns of the students promptly.

1 2 3 4 5

Strongly Disagree Strongly Agree

Students’ concerns are addressed by the teachers satisfactorily.

1 2 3 4 5

Strongly Disagree Strongly Agree

 49

Netiquette is maintained in teacher-student interaction.

1 2 3 4 5

Strongly Disagree Strongly Agree

IMPLEMENTATION OF GUIDELINES ON ONLINE LEARNING

Learning Content - is the learning content clearly presented?

1 2 3 4 5

Strongly Disagree Strongly Agree

Schedule -is the class schedule consistent?

1 2 3 4 5

Strongly Disagree Strongly Agree

Access – is the class accessible?

1 2 3 4 5

Strongly Disagree Strongly Agree

Use of digital tools – is the tools easy and convenient to use?

1 2 3 4 5

Strongly Disagree Strongly Agree

Do you have any comments about the implementation of online learning?

________________________________________________________________________

________________________________________________________________________

____________
 50

CURRICULUM VITAE
Personal Information

Name: Kristine Joy S. Demegillo

Address: Panacan, Narra, Palawan

Date of Birth: January 4, 1997

Place of Birth: General Santos City

Civil Status: Single

Religion: Roman Catholic

Sex: Female

Family Background

Father’s Name: Rodrigo D. Demegillo Jr.

Mother's Name: Natividad S. Demegillo

Daughter’s Name: Michaela D. Villegas

Educational Attainment

Elementary: Panacan Elementary School

Panacan, Narra, Palawan

Secondary: San Francisco Javier College

Poblacion, Narra, Palawan

College: Palawan State University

Poblacion, Narra, Palawan

Degree: Bachelor of Arts in Political Science

 51

CURRICULUM VITAE

Personal Information

Name: Rosanna M. Corpuz

Address: Aramaywan, Narra, Palawan

Date of Birth: February 25, 1996

Place of Birth: Maruglo, Capas, Tarlac

Civil Status: Single

Religion: Iglesia Ni Cristo

Sex: Female

Family Background

Father’s Name: Rizal E. Corpuz

Mother’s Name: Myra Q. Corpuz

Educational Attainment

Elementary: Maruglo Elementary School

Maruglo, Capas, Tarlac

Secondary: Sta. Juliana O’Donelle High School

Capas, Tarlac

College: Palawan State University

Poblacion, Narra, Palawan

Degree: Bachelor of Arts in Political Science

 52

CURRICULUM VITAE

Personal Information

Name: Ayessa Ellaine U. Mombay

Address: Panacan, Narra, Palawan

Date of Birth: October 26, 1996

Place of Birth: Narra, Palawan

Civil Status: Single

Religion: Roman Catholic

Sex: Female

Family Background

Father’s Name:

Mother’s Name:

Educational Attainment

Elementary: Panacan Elementary School

Panacan, Narra, Palawan

Secondary: Panacan National High School

Panacan, Narra, Palawan

College: Palawan State University

Poblacion, Narra, Palawan

Degree: Bachelor of Arts in Political Science