SMARTIES ACADEMY OF STA.

MARIA, BULACAN

IMPACT OF ONLINE CLASSES ON THE SATISFACTION AND

PERFOMANCE OF STUDENTS DURING THE PANDEMIC PERIOD OF
COVID-19 IN SMARTIES ACADEMY OF STA. MARIA BULACAN

by

Roland Jacob M. Argente

Ms. Bernadette S.Halili

Research Paper Teacher

June 2023
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 1
TABLE OF CONTENTS

Chapter 1 THE PROBLEM AND ITS BACKGROUND 2

1.1 Introduction 2
1.2 Background of the Study 3
1.3 Reseach Local 3
1.4 Statement of the Problem 4
1.5 Hypothesis 4
1.6 Significance of the Study 6
1.7 Scope and Limitations of the Study 7 1.8
Definition of Terms 7

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES 9

2.1 Literature and Studies gathered 9
2.2 Synthesis 14
2.3 Theoretical Framework 15
2.4 Conceptual Framework 17
2.5 Research Paradigm 18

Chapter 3 METHODOLOGY 19
3.1 Research Design 19
3.2 Participants of the Study 19
3.3 Sampling Design 19
3.4 Research Instrument and Techniques 20
3.4.1 Validation of the Instrument and Techniques 21
3.4.2 Data Gathering Procedure 21
3.4.2 Treatment of Data 21
3.4.4 Instrument of Data 22
3.4.5 Ethical Consideration 22

Bibliography 23
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 2

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

This first chapter provided background information the Impact of Online

Classes on the Satisfaction and Performance of Students during the Pandemic

Period of COVID-19 in Smarties Academy of Sta. Maria Bulacan. The purpose of

the study is to determine the characteristics that influence students' performance

and satisfaction with online classes during the COVID-19 epidemic and to

determine the relationship between these variables. According to the official

evaluations, neither vaccination nor a drug can stop the spread of COVID-19.

The COVID-19 pandemic's impact on the educational sector resulted in

widespread closures of schools and universities around the world.

Similarly, school closures may have an impact on pupils by disrupting teacher

and student networks, resulting in low performance. Bridge (2020) reported that,

in order to minimize a strain during the pandemic season, schools and

institutions are shifting toward educational technologies for student learning. As a

result, the current study's goal is to design and evaluate a conceptual model of

student satisfaction with online teaching during COVID-19, when both students

and teachers are forced to use the online platform for continuous learning and

teaching. During school closures caused by COVID-19, UNESCO suggests

distant learning programs and open educational software that schools and
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 3
teachers can utilize to teach their students and limit the interruption of education.

As a result, many institutes opt for online classes.

Background of the Study

This study investigated the Impact of Online Classes on the Satisfaction

and Performance of Students during the Pandemic Period of COVID-19 in

Smarties Academy of Sta. Maria Bulacan. This study aims to determine the

impact of online classes on the satisfaction and performance of students during

the pandemic period of COVID-19 of Smarties Academy of Sta. Maria Bulacan.

The students in Smarties Academy of Sta. Maria Bulacan were able to

respond and participate in this study.

Research Local

This research will be carried out at the Smarties Academy of Sta. Maria

Bulacan. The school was selected because it knew the impact of online classes

on the satisfaction and performance of students during the COVID-19 pandemic

period. This study was implemented for the students at Smarties Academy of

Sta. Maria Bulacan. The researcher was assigned to conduct the study inside the

premises of Smarties Academy of Sta. Maria Bulacan. The room that is going to

be provided by the school premises must have enough chairs for the students

who will participate in the study.

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 4
Statement of the Problem

The main concern of this study was to know the Impact of Online Classes

on the Satisfaction and Performance of Students during the Pandemic Period of

COVID-19 in Smarties Academy of Sta. Maria Bulacan. Specifically, the study

sought to answer the following questions:

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

1.1 Name

1.2 Age

1.3 Grade and Section

2. What effects did the students' participation in the online course

have during the COVID-19 pandemic?

3. How did online class performance during the COVID-19 pandemic in

terms of the student satisfaction?

Hypothesis

The researcher formulated three assumption as the study where being

conducted. This are the following assumption that the researcher have formed:

1. To know what are the Impact of Online Classes on the Satisfaction and

Performance during the Pandemic Period of COVID-19.

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 5
2. The satisfactory rate of the students in Smarties Academy of Sta. Maria

Bulacan for the Online Classes on the Satisfaction of Students during the

Pandemic Period of COVID-19.

3. The Performance rate of the Online Classes during the Pandemic

Period of COVID-19.
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 6
Significance of the Study

The purpose of this study was to know the Impact of Online Classes on

the Satisfaction and Performance of Students during the Pandemic Period of

COVID-19 in Smarties Academy of Sta. Maria Bulacan.

This study will benefit the following:

The Researchers

The researcher was able to determine what the effects of online classes

were during the pandemic era of COVID-19 by examining how they affected

students' satisfaction and academic performance at that time.

The Respondents

As the study's respondents, their responses will be used as a guide to

determine how the online courses affected them during the COVID-19 pandemic.

The Students

Students might use this study as a future resource if they need details

regarding how online classes affected students' satisfaction and performance

during the COVID-19 epidemic. They might be able to use this to their future

endeavors.

The Future Researchers

Future researchers may use this study as a reference if they ever write a

research paper about the effect of online classes on student satisfaction and

performance during the COVID-19 pandemic period. Future researchers may be

able to use their larger understanding of the subject to further their

specializations.
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 7
Scope and Limitation

The researcher limited the study to the Impact of Online Classes on the

Satisfaction and Performance of Students during the Pandemic Period of COVID-

19 in Smarties Academy of Sta. Maria Bulacan; therefore, other studies and

other school will not be included. The coverage of the study was all about Impact

of Online Classes on the Satisfaction and Performance of Students during the

Pandemic Period of COVID-19; however, it did not discuss other issue beyond

the impact of online classes.

Definition of Terms

In this study, the following terms are defined:

COVID-19 / Corona virus - a contagious illness brought on by the SARS-CoV-2

virus. The majority of virus-infected individuals will experience a mild to severe

respiratory disease and will recover without the need for special care.

(World Health Organization, WHO)

Endeavors - significant commitment to effort.

(Merriam Webster’s Dictionary)

Impact - possess a powerful impact on somebody or something.

(Oxford Languages Dictionary)

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 8
Online Class - a course that is delivered online. They are typically performed

using a learning management system, where students may access their course

curriculum, track their academic progress, and interact with their peers and

instructors.

(Top Hat’s Glossary)

Pandemic - an infectious disease that is prevalent over an entire nation or the

world at one particular period.

(Oxford Languages Dictionary)

UNESCO (United Nations Educational, Scientific and Cultural Organization)

- Through worldwide collaboration in education, the arts, sciences, and culture,

the United Nations Educational, Scientific, and Cultural Organization seeks to

advance world peace and security.

(United Nations Educational, Scientific and Cultural Organization)

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 9
Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

A brief description of some related literature and studies are hereby

presented to provide more insights into the problem under study.

Foreign Literature

The primary cause of illnesses like cough, cold, sneezing, fever, and some

respiratory symptoms is a group of viruses called the coronaviruses (WHO,

2019). A infectious illness called the coronavirus is spreading quickly among

people. The latest strain, COVID-19, was discovered in Wuhan, China, in

December 2019. Animals can contract coronaviruses, however some of these

viruses can spread from animals to people as well (Perlman & Mclntosh, 2020).

A total of 909 confirmed COVID-19 cases (862 Indians and 47 foreigners) had

been documented in India as of March 282,020, according to the MoHFW

(Centers for Disease Control and Prevention, 2020).

According to the official evaluations, neither a vaccination nor a drug can

stop the spread of COVID-19 (Yu et al., 2020). The COVID-19 pandemic's impact

on the educational sector results in widespread closures of schools and

universities around the world. In order to stop the spread of the coronavirus

among students, India imposed a nationwide lockdown of all schools and

institutions on March 24 (NDTV, 2020) (Bayham & Fenichel, 2020). The COVID-

19 pandemic-related school closings have highlighted a number of challenges

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 10

affecting access to education. Many children, adults, and teenagers are unable to

attend schools and universities as a result of COVID-19, which is on the rise

(UNESCO, 2020). Lah and Botelho (2012) argued that it's difficult to determine

how school closures affect children' academic progress.

Similarly, pupils may also be impacted by a school shutting because it may

disrupt the networks between teachers and students, which could result in

subpar performance. According to Bridge (2020), schools and institutions are

implementing educational technologies to support student learning in order to

reduce workloads during pandemic season. Therefore, the goal of the current

study is to create and evaluate a conceptual model of students' satisfaction with

online education during COVID-19, where both students and teachers are forced

to utilize the online platform for learning and teaching nonstop.

The adoption of the E-learning framework as a flexible platform for teaching

and learning activities has increased (Salloum & Shaalan, 2018). According to

Moore et al. (2011), e-learning is a brand-new approach to online education that

is built on information technology. Academics, educators, and other practitioners

are curious to study how e-learning might lead to greater outcomes and

academic achievements than traditional learning. The only way to find the

solution is to examine both the performance and contentment of the students.

Local Literature
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 11
Hundreds of millions of students and educators worldwide have been

impacted by the COVID-19 epidemic, which the World Health Organization

announced in 2020. This has completely disrupted educational activities and

forced the closure of the majority of colleges (Shahzad et al., 2021). With its

flexibility, accessibility, and convenience, online learning (synchronous or

asynchronous) serves as a replacement for traditional learning and teaching

when it is no longer an option (Adedoyin and Soykan, 2020; Selvanathan et al.,

2020). In order to reduce the spread of the coronavirus and maintain education

during the difficult times of lockdown among students and educators, the majority

of higher education institutions switched from face-to-face learning to emergency

remote teaching (Jan, 2020; Bayham and Fenichel, 2020; Wang et al., 2020).

University professors are eager to learn ways to improve learning outcomes

with online instruction as they have started to give online training to their students

(Shahzad et al., 2021). On the other hand, students have more control over the

course material and scheduling thanks to their autonomy and unique learning

demands (Coman et al., 2020). However, because there is a lack of information

or guidance on the best online teaching practices for instructors (Armstrong-

Mensah et al., 2020), this unanticipated and quick shift has raised questions

about the quality of learning, students' academic achievement (Sahu, 2020), and

satisfaction (Dziuban et al., 2015). Contrarily, previous to the COVID-19

epidemic, students' preference for online higher education, which was

characterized by high attrition rates, was reduced to the second-best option

(Muilenburg and Berge, 2005; Hassan et al., 2021).

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 12
Foreign Studies

The theory of transactional distance (Moore, 1993), which is frequently

associated with distance learning programs (Benson and Samarawickrema,

2009), is adopted in this work. It aids in determining the process underlying the

connection between interaction and fulfillment. Although the theory of

transactional distance has been proposed to explain the processes in online

learning education, Ekwunife-Orakwue and Teng (2014) contend that only a

small number of studies have found the components from this theory to predict a

causal pathway for the mechanism of occurrence. As indicated, earlier research

has demonstrated the importance of interaction (Enkin and Mejas-Bikandi, 2017),

academic self-efficacy (Shen et al., 2013), and students' engagement in online

classrooms (Robinson and Hullinger, 2008), as well as their connections to

online learning satisfaction. Studies examining the effects of engagement, self-

efficacy, and interaction on students' general satisfaction are few and few

between. Therefore, it is necessary to expand the current research.However,

contact is acknowledged by the theory as a means of bridging "a psychological

and communications gap" in distant learning and enhancing students' general

happiness (Moore, 1993; Benson and Samarawickrema, 2009). As a result, this

study takes a step further and proposes that student involvement and academic

self-efficacy may be the mechanisms behind the association between interaction

and online learning satisfaction among online learners, particularly Chinese

online learners. The body of research on students' satisfaction in an online

setting during the epidemic is not complete, though. In the context of developing
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 13
nations, like in the case of China, it is especially hard to come by. By examining

the mechanism behind the relationship between online engagement and learner

satisfaction from the viewpoints of students and through the lens of the theory of

transactional distance in developing nations, the current study gives some fresh

insights on distance learning. As for the serial mediation of academic self-efficacy

and student engagement in the relationship between students' pleasure and

interactions, there is a disappointing dearth of research on the topic. Thus, to

understand student satisfaction and its relationship to interaction through student

engagement, academic self-efficacy will largely assist students in achieving

better online learning outcomes. On the other hand, academic self-efficacy has

been supported by prior researchers on its impact on student engagement (Bong

and Skaalvik, 2003) has been only measured at a task-specific level and has not

yet been widely measured at a general level (Ferla et al., 2009). Thus, the study

holds significance in opening up a new perspective for educators and

policymakers on how to effectively plan for the implementation of distance

learning in any situation in the future.

Local Studies

According to early research, student satisfaction is more important than

completion rates in determining the success or failure of online learning (Kuo et

al., 2014; Rabin et al., 2019; Gopal et al., 2021), as learners' satisfaction reflects

how they view their educational experiences (Kuo et al., 2014) and interprets the

caliber of the course instruction (Hew et al., 2020). According to Wu et al. (2010)
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 14
and Cidral et al. (2018), interaction in a completely online learning environment is

a key aspect in determining how satisfied students are with their online

education.

Kuo et al. (2014) claim that high levels of interaction with the teacher,

other students, or course material provide high levels of satisfaction, which in

turn indicates strong engagement in online learning (Veletsianos, 2010). Similar

to this, a lack of interaction frequently causes low levels of student satisfaction

and engagement (Martin et al., 2018; Rahmatpour et al., 2021). As a result, it can

be said that interaction in online learning frequently results in students'

engagement in their academic activities before favorably affecting their

happiness (Kim and Kim, 2021). On the other hand, it has been shown that

academic self-efficacy has a positive impact on students' engagement in self-

directed distance learning. According to Jung and Lee (2018), students who have

high levels of academic self-efficacy are more engaged in their online studies

and are more likely to feel satisfied with their learning. According to studies by

Shen et al. (2013) and Jan (2015), academic self-efficacy—defined as students'

perception of their inability to perform academically effectively on an online

platform—is the most reliable predictor of their satisfaction.

Synthesis of the Reviewed Related Literature and Studies

Since the COVID-19 pandemic has affected students all over the world and

forced all schools and universities to close at the moment, online classes have
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 15
emerged to allow students and teachers to carry on the educational process for

young people who want to continue their studies.

Theoretical Framework

Because behaviorism placed a strong emphasis on examining and assessing

various stages of the learning process, it helped to shape the creation of learning

taxonomies. The components of learning were broken down and defined by

behaviorists through repeated analysis of learning activities. One of the first

psychologists to build a taxonomy of learning that was tied to the growth of

intellectual skills and to emphasize the significance of problem-solving as a

higher-order talent was Benjamin Bloom (1956).

Within the educational field, Bloom's (1956) Taxonomy of Educational Objectives

Handbook: Cognitive Domains continues to be a basic classic and required

reading. Bloom's taxonomy is based on the following six main components (see

Figure 1):

 Creating: Assembling components into a cohesive or useful whole, and

 developing, planning, or producing elements to reorganize them into a new

pattern or structure.

 Evaluating: Forming conclusions based on standards and criteria through

examining and criticizing.

 Analyzing the process of dissecting a piece of content into its component

elements and then figuring out how those parts fit together to form a larger

structure or serve a specific goal.

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 16
 Applying: Performing or making use of a technique by carrying it out or

implementing it.

 Understanding: Assemble meaning from oral, written, and visual cues

through interpretation, exemplification, classification, summarization,

inference, comparison, and explanation.

 Remembering: Recalling, identifying, and recalling pertinent information

from long-term memory are all aspects of memory.

Bloom substantially contributed to the shift of learning theory toward

questions of cognition and developmental psychology by constructing his

taxonomy. Twenty years later, educational psychologist Robert Gagne created

an additional taxonomy (events of teaching), which expanded on Bloom's and

served as the foundation for cognitivist instructional design (Harasim, 2012).

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 17
Gagne focused on nine learning events that inform the definitions of learning

objectives and design considerations for instructional materials. (See Figure 2).

Conceptual Framework

In the online learning environment, learner outcomes are frequently

identified as being strongly influenced by student participation. The use of

proactive tactics, such as applying course learning analytics (CLA) and nudging

strategies in courses to help low and non-engaged students, to increase

engagement is, however, not well advised. The authors employed a 12-month

study project as well as the theoretical stances offered by communicative and

critical literacies to explore how CLA and nudging may be used more

successfully to engage students. These viewpoints were used to create a

conceptual framework that the authors created to give students' and academics'

expectations management and engagement principles priority. The framework's

evolution as well as its constituent parts and important communication tactics are
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 18
all explained in the article. The framework makes a contribution to practice by

outlining and supporting the simple integration of accessible, time-effective,

student-focused techniques into each course's online learning pedagogy to

encourage both academics' and students' involvement.

Research Paradigm

The impact of online classes on students' satisfaction and performance

during the COVID-19 pandemic is depicted in this graph together with the input,

process, and output. It was conducted at Smarties Academy of Sta. Maria

Bulacan.

Input Process Output

Action Planning
Collecting of
Data Gathering Questionnaires
Distribution of
Making of Questionnaires Interpretation and
Questionnaire analysis

Validation of
Questionnaire
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 19

Chapter 3
RESEARCH METHODOLOGY

This chapter included the description of the (a) research design used, (b)
participant of the study, (c) sampling design, (d) research instrument and
techniques, (e) data gathering procedure, (f) treatment of data, (g) instrument of
data, and (h) ethical consideration.

Research Method Used

The descriptive method of research through survey questionnaire was
used to determine the impact of online classes on the satisfaction and
performance of the students during the pandemic period of COVID-19.
Descriptive research involved gathering data that describes events and then
organizes, tabulates, depicts and describes the data collection (Glass and
Hopkins, 1984). The term “survey” is commonly applied to a research
methodology designed to collect data from a specific population, or a sample
from that population, and typically utilizes a questionnaire or an interview as the
survey instrument (Robson, 1993). The descriptive method was used because
the investigation gathered information about the present condition.

Participants of the Study

The respondents of this study were the students from Smarties Academy
of Sta. Maria Bulacan during the academic year 2022-2023.

Sampling Design
Each component of the population has a specific, non-zero probability of
being included in the sample when using probability sampling. This approach
ensures that the selection includes members of the entire population. Simple
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 20
random sampling, the most fundamental type of probability sampling, is the
probability that is being employed. This method involves the random selection of
individuals, giving each member of the population an equal chance of being
chosen as the subject.

Research Instrument

The checklist types of questionnaires made by the researcher were used

in this study. It consist of three parts. Part 1) gathered information about the

personal information of the respondents. Part 2) measure the student’s

participation in the online classes during the COVID-19 pandemic. Part 3)

measure the online classes performance during the COVID-19 pandemic from

the students in terms of the students satisfaction.

These questionnaires helped the researcher to identify the imapct of the

online classes on the satisfation and performance of student during the pandemic

period of COVID-19 in Smarties Academy of Sta.Maria Bulacan.

The following scales are used to rate the questionnaires:

Scale Arbitrary Scale Verbal Interpretation

3.25 – 4.00 Very Satisfied

2.50 – 3.24 Satisfied

1.75 – 2.24 Unsatisfied

1.00 – 1.74 Very Unsatisfied

 SMARTIES ACADEMY OF STA. MARIA, BULACAN 21

Validation of the Instrument and Techniques

Before executing the questionnaire distribution, the Teachers of Smarties
Academy of Sta. Maria Bulacan thoroughly faces validated the questions.

Data Gathering Procedure

This section includes the step by step procedure on how the researchers

distributed the questionnaire among the respondents.

Before distributing the survey questionnaires we make sure that it was

validated. The researcher will submit a request letter to Ms. Bernadette S. Halili,

the researcher teacher in Smarties Academy of Sta. Maria Bulacan to have her

permission to conduct the study inside the campus. The researcher also submits

a letter to the different advisers of the school to ask for their permission to let the

researcher conduct the study in their advisory class. After the letter's approval,

the researcher proceeded to a different section to conduct the research survey.

Then, the researcher will ask for assistance from the advisers in distributing the

questionnaires among the selected respondents. The researcher will give them

enough time to complete the questionnaire. The researcher also asked for

assistance from the advisers in collecting the questionnaires. After that, we

gather the data.

Treatment of Data
To properly count the data for the study, the survey will employ criteria like
name, age, grade, and section of the respondents. These parameters will allow
the survey to determine the respondent's precise grade and section.
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 22

Instrument of Data
To determine the distribution of the respondents will be grouped according
to their grade and section, percentage distributions used.
P=  x 100
n

Where:
P = Percentage
 = Frequency
n =Total number of respondents

To determine the attitude of the respondent through the research survey

questionnaire, the researcher used frequency and average mean to get the
overall ratings and it was verbally interpreted through Arbitrary Scale provided in
this study.

Where:
X = the mean of the sample,
∑ = means, “Sum of”,
X = each value in the data set
N =number of values in the data set

Ethical Consideration
Every bit of information provided by respondents for use in the
questionnaire was thought to be strictly confidential by the researcher in order to
preserve respondents' anonymity. Additionally, participation in the study is
 SMARTIES ACADEMY OF STA. MARIA, BULACAN 23
voluntary and done with informed consent. The respondents won't be coerced
into taking part in the study by the researcher.

BIBLIOGRAPHY

Gopal, R., Singh, V., & Aggarwal, A. (2021, April 21). Impact of online classes on
the satisfaction and performance of students during the pandemic period of
COVID 19. PubMed Central (PMC).
https://doi.org/10.1007/s10639-021-10523-1

She, L., Ma, L., Jan, A., Nia, H. S., & Rahmatpour, P. (2021, September 7).
Online Learning Satisfaction During COVID-19 Pandemic Among Chinese
University Students: The Serial Mediation Model. Frontiers.
https://doi.org/10.3389/fpsyg.2021.743936

Mrs. S. Shabna M.A(Social work)., M. A (English)., B.Ed., SET, & Dr. P.

Christuraj. (n.d.). Impact of Online Classes on the Satisfaction and Performance
of Students during the Pandemic Period of Covid 19. Quest Journals.
https://www.questjournals.org/jrhss/papers/vol9-issue11/Ser-3/M09116974.pdf

Impact ofonline classes onthesatisfaction and performance of students

duringthepandemic period ofCOVID 19 | Ram Gopal, Vashal Singh & Arun
Aggarwal.
https://www.researchgate.net/publication/
351044798_Impact_of_online_classes_on_the_satisfaction_and_performance_o
f_students_during_the_pandemic_period_of_COVID_19

Survey Sampling Methods & Techniques | Lucid. (n.d.). CintTM.

https://www.cint.com/blog/different-methods-of-survey-sampling