PERCEPTIONS OF STUDENTS TOWARDS ONLINE LEARNING IN BOOL

NATIONAL HIGH SCHOOL

A.Y. 2021-2022

A Research Paper

Presented to the

Faculty of TVL- Senior High School

Bool National High School

Culaba, Biliran

1
 Chapter I
Introduction
Background of the Study

The sudden emergence of the Covid-19 pandemic widely affected

the entirety of the country's aspects either in political, social, economic, health, or

educational facet. In the sector of education, specifically in higher education, the

conduct of the traditional face to face classes was interrupted and stopped which

then resulted for the department heads and officials to implement solutions that will

carry out the continuity of the learning of the students. Hence, online learning was

the solution.

According to Kharve and Gogia (2016) online learning or e-learning is a

process of learning by electronic means which involves the use of computer, mobile

phone or other electronic devices and accessing internet. Smart and Cappel (2006)

articulated that the concept “e-learning,” “online learning,” and “webbased learning”

have been used interchangeably. Generally, online learning has two types, the

synchronous and asychronous learning. They differ in terms of time and place of

teaching and learning activities: Asynchronous settings refers to as temporally and

geographically independent and defined as more individually based and self-paced

as well as less instructor-dependent (Bernard et al., 2004; Murphy et al., 2011; Clark

and Mayer, 2016; Xie et al., 2018). Whereas, synchronous learning pertains to as

“Interact of participants with an instructor via the Web in real time” (Khan, 2006).

The quality of online learning has also been associated by several student factors.

Results from the study conducted by Elumalai et al., 2020 revealed that there is a significant

2
difference in the perception of the students between gender, level of the course, and quality of

e-learning in the higher education sector during the COVID-19 pandemic. Thus, the

researchers claimed that it is very vital to determine the perceptions of the student towards

online learning.

Research Objectives

This paper aimed to determine the perception of the TVL-Cookery students

about online learning in Bool National High School. Furthermore, this study sought to give

answer to the following research objectives:

1) To identify the perceptions of the students in Bool National High School about the

implementation of online learning.

2) To determine the student’s satisfaction with the online learning methods implemented.

2) To peruse if the students find the online learning methods useful to the achievement of

good academic performance.

Significance of the Study

Knowing the perceptions and attitudes of the students toward online learning is

essential as it has been observed to be a main determinant of their academic performance. In

a study conducted by Ferreira and Santoso (2008), they revealed that the overall academic

performance of the students is negatively influenced by the negative perceptions of the

students towards online learning. Also, their findings emphasized that positive attitudes held

by the students have a positive impact towards academic performance. Hence, it was for this

importance the researchers conducted this study.

3
Scope and Delimitations

This research is centered in determining the perceptions of the TVL-Cookery

students in Bool National High School. Thirty students were randomly chosen as the research

respondents. Each of the students are given an online questionnaire to answer. Furthermore,

only those students enrolled at Bool National High School in the academic year 2021-2022

participated the online survey.

Conceptual Framework

Independent variable were conceptualized as the Online Learning and its

methods, whereas dependent variable were conceptualized as the perception of the students

towards online learning.

Independent Variables Dependent Variables

Students & Students’ Perceptions on Online

Online Learning Learning

4
 Chapter II

Review of Related Literature

More recently, studies regarding the perceptions of the students towards online

learning have been conducted in various countries. Each having their own respective methods

implemented in their research to gather the necessary data.

In a research conducted by Harefa & Sihombing (2021), quantitative descriptive

methods was implemented in the analysis of data. Thirty students coming from junior high

school, senior high school, and college participated the online survey. Results revealed that

online learning is considered less effective by students in remote areas; this happens because

communication networks and infrastructure do not adequately support them to follow online

learning. Thus, they concluded that teachers have to assess how to teach as well as reinvent

models and approaches relevant in learning and this can only be attained through adjusting to

the student’s current situation to boost interest and willingness to learn online. This is entirely

different to the study authored by Olayemi et al., 2021.

Olayemi et al., investigated the perception and readiness of students’ towards online

learning in Nigeria during the Covid-19 pandemic. The study employed descriptive survey

research design and structured questionnaire was the instrument utilized for the data

collection. A total of one hundred and forty-eight (148) undergraduate students filled the

questionnaire. The collected data was scrutinized using tables, frequency counts, charts and

percentage. Positively, the study revealed that majority of the respondents claimed to be

conversant with online learning with a high level of readiness. In addition, their findings

5
revealed that majority of the respondents indicated high level of ICTs skills and competencies

which is very critical in online learning. However, on the negative side, fear of high cost of

data, poor internet services, erratic power supply, inaccessibility to online library resources

and limited access to computer were the major perceived challenges to effective online

learning. Thus, the researchers recommended that Nigerian universities must improvise

modes through which the delivery of knowledge and other learning activities can be attained

seamlessly and at the lowest cost to the students while studying at home.

6
 Chapter III

Methodology

Research Design

In the process of examining the difference of online learning

satisfaction between age groups, the researchers utilized the concept in computing the mean

of the responses in each group respectively.

Data Collection Procedure

Before conducting the online survey, the respondents were reminded by the

researchers to withdraw anytime they want during the study. None chosen respondents

withdraw during the conduct. Also, each students were given a link and limited time to

submit their responses via Google Sheets. The data collected were treated with care and high

degree of professionalism and confidentiality to ensure the validity of the results.

Research Instrument

The researchers used Quantitative Research Design Method and utilized survey

method through an online questionnaire via Google Sheets for the respondents to easily

submit their responses. This was done to immediately gather the desired data necessary in

measuring and determining the satisfaction of the students in learning online. In addition,

below is the format of the online survey questionnaire given to the respondents.

7
B. Perception Scale

Satisfaction Level of Student Perception

Interpretation Numerical Values

Strongly agree 5

Agree 4

Neutral 3

Disagree 2

Strongly disagree 1

Survey Question 5 4 3 2 1

1.My online class regularly use written communication such as class

notes, written assignments, discussion board posts or online chat session.

2.I feel that communication is the key to success in completing an online

class.

3.When I am encouraged and motivated to stay engage in online classes

through communication with instructors and others students, I am more

likely to complete the class.

8
4.Immediate feedback is a major that leads to my success and completion

of an online class.

5.My online instructor present clear, concise instructions for assignments

and projects.

6.I am encourage to engaged in student -to-student in my traditional

classes

7.I feel more connected to students in my traditional classes that to other

students in my online classes.

8.I am encourage to engaged in student-to-student communication in my

online classes.

9.As an online student, I am satisfied with the instructor 'abilities to

communicate ideas and concepts clearly in online classes.

10.I feel that communication experiences with my instructors and other

students in traditional classes are as good as better than in my online

classes.

11.Do you think online education will help in overcoming the problems

of higher education?

12.Do you think online education can help in improving the quality of

higher education?

9
 Chapter IV

Presentation, Analysis, and Interpretation of Data

Results

Gender

45%
55%

Boys

Girls

Figure 1: Gender

Figure 1 represents the gender distribution of the target respondents in the

TVL-Cookery Department of Bool National High School. With a total of 30 respondents, 16

(55.3%) representing the male population while the remaining 14 (44.7%) were females. This

data depicts how diverse and gender sensitive the opinions that informs the findings of this

study are.

10
 Age Range Distributi on

Frequency
17-18

20-22

0 5 10 15 20 25 30

Figure 2: Age Range Distribution

The respondents' age distribution reflects a great deal on their ability to use and
manipulate ICT facilities for learning and research activities. Figure 2 revealed that the
respondents within the age 18-19 years-old constitute the highest respondents with 25
(83.3%), this was succeeded by those within the age 20-22 years-old with 5 (16.7%). The age
of respondents is one of the most important characteristics in understanding their views and
perceptions about a particular problem; generally, age indicates an individual's level of
maturity, so age becomes more important when examining the response.

Age Group Number Of Males Number Of Females

Frequency Percentage Frequency Percentage

1) 17-19 years old 13 43.3% 12 40%

2) 20-22 years old 2 6.7% 3 10%

Table 1: Percentage of each Gender in an Age Group

Civil Status Single Married Total

f 30 0 30

% 100% 0 100%

Table 2: Civil Data Status

11
Statemen Very Satisfie Undecide Unsatisfie Very Mea Descriptio
t Satisfie d d d Unsatisfie n n
d (5) (4) (3) (2) d
(1)
1 38 15 2 0 0 4.6 Satisfied
2 27 18 7 3 0 4.25 Satisfied
3 33 12 4 6 0 4.3 Satisfied
4 19 16 13 7 0 3.85 Undecided
5 36 14 2 3 0 4.5 Satisfied
6 45 6 4 0 0 4.7 Undecided
7 47 8 0 0 0 4.85 Satisfied
8 15 19 6 6 9 3.45 Satisfied
9 31 14 7 3 0 4.3 Satisfied
10 38 7 5 5 0 4.4 Satisfied
11 18 13 14 7 3 3.65 Undecided
12 31 17 4 1 2 4.35 Satisfied
Average Weighted Mean 4.27 Satisfied

Table 3: Average Weighted Mean of Age Group 17-19

No. Of Respondents: 25

Statemen Very Satisfie Undecide Unsatisfie Very Mea Descriptio

t Satisfie d d d Unsatisfie n n
d (5) (4) (3) (2) d
(1)
1 36 12 5 2 0 4.45 Satisfied
2 23 20 6 6 0 4.1 Satisfied
3 35 14 5 1 0 4.5 Satisfied
4 24 23 6 2 0 4.25 Satisfied
5 23 17 15 0 0 4.15 Satisfied
6 36 11 8 0 0 4.51 Satisfied
7 52 2 0 1 0 4.9 Satisfied
8 21 16 7 5 6 3.75 Undecided
9 30 15 6 4 0 4.3 Satisfied
10 37 8 5 5 0 4.4 Satisfied
11 24 16 12 2 3 4.13 Satisfied
12 32 15 4 3 1 4.35 Satisfied
Average Weighted Mean 4.31 Satisfied

Table 4: Average Weighted Mean of Age Group 20-22

No. Of Respondents: 5

12
Formula in finding the mean of ungrouped data: x =∑x
N
Where N is the number of respondents and
∑x is the sum of all responses gathered

Computing for the sum of the averaged responses of all the respondents, 234.65 was the
result. Hence,

107/25 = 4.27
Figure 3: Computation of the Mean in Age Group 17-19 years-old

Formula in finding the mean of ungrouped data: x =∑x

N
Where N is the number of respondents and
∑x is the sum of all responses gathered

Computing for the sum of the averaged responses of all the respondents, 198.325 was
obtained. Hence according to the formula,

22/5= 4.31

Figure 4: Computation of the Mean in Age Group 20-22 years-old

Chapter IV

13
 Summary of Findings, Conclusions and Recommendations

This part of the research presents the findings and the conclusion drawn after all the data

were treated and analyzed to determine the perceptions of the students as well as its

differences based on a specific age group in Bool National High School. Similarly, this part

presents the recommendations made by the researcher based on the findings and conclusions

of the study.

Summary of Findings

The study revealed the following findings:

1. It was found out that students in Bool National High School is satisfied and have shown

positive attitude towards online learning.

2. Although, the differences of satisfaction in each group does vary in a little value, it was

found out that students who belong within the 20-22 age group showed high satisfaction than

those of the other age group.

3. Lastly, students aging from 17-19 years old have the least satisfaction compared to the

other age groups.

Recommendations

Based on the conclusions of the study, the following is hereby recommended by the

researchers:

The future researchers should include the factor of how ready the students are

in online learning as it affects their perceptions and views. Also, they must involved

identifying what type of learning methods do students prefer the most. Utilize a better

sampling technique, data analyzing tools and wider sample size.

References

14
Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004).

How does distance education compare with classroom instruction? A meta-analysis of the

empirical literature. Rev. Educ. Res. 74, 379–439. doi: 10.3102/00346543074003379

Clark, R. C., and Mayer, R. E. (2016). E-Learning and the Science of Instruction: Proven

Guidelines for Consumers and Designers of Multimedia Learning. Hoboken, New Jersey,

US. John Wiley & Sons, Ltd.

Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., &

Abumelha. M. A. (2020). Factors affecting the quality of e-learning during the COVID-19

pandemic from the perspective of higher education students. Journal of Information

Technology Education: Research, 19, 731-753. https://doi.org/10.28945/4628

Ferreira, A., & Santoso, A. (2008). Do students' perceptions matter? A study of the effect of

students' perceptions on academic performance. Accounting & Finance, 48(2), 209 -

231. https://doi.org/10.1111/j.1467-629X.2007.00239.x

Harefa S and Sihombing GLA. Students’ perception of online learning amidst the Covid-19

pandemic: A study of junior, senior high school and college students in a remote area

[version 2; peer review: 2 approved] F1000Research 2022, 10:867

https://doi.org/10.12688/f1000research.52152.2

Khan, B. H. (2006). Flexible Learning in an Information Society: Hershey

PA17033:Information Science Publishing (August 7, 2006), USA.

15
Kharve, D., & Gogia, A. (2016). E-learning: Student’s perception in developing countries

like India. Advances in Computer Science and Information Technology, 3(5), 389-395.

Murphy, E., Rodríguez-Manzanares, M. A., and Barbour, M. (2011). Asynchronous and

synchronous online teaching: perspectives of Canadian high school distance education

teachers. Br. J. Educ. Technol. 42, 583–591. doi: 10.1111/j.1467-8535.2010.01112.x

Olayemi, Olalekan Moses; Adamu, Hayatudeen Mr; and Olayemi, Kemi Jummai Mrs,

"Perception and Readiness of Students’ Towards Online Learning in Nigeria During Covid-

19 Pandemic" (2021). Library Philosophy and Practice (e-journal). 5051.

https://digitalcommons.unl.edu/libphilprac/5051

Smart, K. L., & Cappel, J. J. (2006). Students’ perceptions of online learning: A comparative

study. Journal of Information Technology Education, 5, 201-219.

Xie, H., Liu, W., Bhairma, J., and Shim, E. (2018). “Analysis of synchronous and

asynchronous E-learning environments,” in Proceedings of the 2018 3rd Joint International

Information Technology, Mechanical and Electronic Engineering Conference (JIMEC 2018),

ed. B. Xu (Paris: Atlantis Press).

16