SATISFACTION LEVEL OF BSBA STUDENTS ON THE IMPLEMENTATION

OF ONLINE CLASSES

A Research

Presented to the

Faculty of the College of Business Program

Pangasinan State University - San Carlos

Roxas Blvd., San Carlos City, Pangasinan, 2420

In Partial Fulfillment

of the Requirements for the Program

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION

Major in Human Resource Development Management

PANGLINGAYEN, MELVIN C.
SALANGAD, GERALDINE F.
ROSARIO, ERIKA A.

January 2023
 CHAPTER I

THE PROBLEM

Background of the study

Student satisfaction with the teaching/learning process depends on their

expectations, and these vary according to the type of course. Satisfaction, in some

cases, refers to the needs that, as individuals, are experienced by the

organization’s personnel; in others, to the adequate response to the expectations,

interests, needs, and demands of the recipients. In the particular case of the

educational field, the addressees are the students, and their satisfaction is related

to the way in which the educational process and the institution itself attend to the

expectations, interests, and needs of this particular group. Student satisfaction is

a fundamental element in the evaluation of the educational process and reflects

the efficiency of this process in relation to the interaction with the teacher, their

satisfaction with the contents and resources, as well as with the structure of the

course. (Garcia, et. al 2022).

The COVID-19 declared as a pandemic by World Health Organization in

2020 has utterly disrupted educational activities, forcing most universities to a full

closure, thus affecting hundreds of millions of students and educators across the

globe (Shahzad et al., 2021). When traditional learning and teaching are no longer

an option, online learning (synchronous or asynchronous) acts as an alternative to

support the continuation of education in the midst of a pandemic with its flexibility,

accessibility, and convenience (Adedoyin and Soykan, 2020; Selvanathan et al.,

2020). Most higher institutions shifted from face-to-face learning to emergency

remote teaching (Jan, 2020), and the motive behind such implementation was to

alleviate the transmission of the coronavirus and maintain the continuation of

education during the challenging times of lockdown among students and educators

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

According to Elshami, W. et al (2020). Due to safety measures as a result

of COVID-19, online learning has become a useful and practical tool for curriculum

delivery worldwide. Several advantages of online learning for learners have been

reported in the literature, including easy accessibility to knowledge, proper content

delivery, content standardization, personalized instruction, self-pacing, interactivity

and increased convenience . During the COVID-19 pandemic, online learning has

helped universities keep their doors open for students during lockdown to decrease

the spread of the [Link] online learning is the only available solution

during the COVID-19 pandemic, student and faculty satisfaction is crucial for a

successful and effective learning process. Student and faculty satisfaction can be

defined as attitude resulting from an evaluation of educational experience, facilities

and services. Faculty satisfaction is defined as the perception of the online

teaching process as efficient, effective and beneficial for both students and faculty.

On the other hand, student satisfaction is related to the value of the learning

experiences.

The purpose of this study is to know the satisfaction level of students on the

implementation of online classes in Pangasinan State University.

Statement of the Problem

The study was conducted to determine the satisfaction level of students

on the implementation of online classes in Pangasinan State University.

Specifically, it attempts to answer the following research questions:

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

a) Age;

b) Gender;

c) General Weighted Average (GWA)?

2. What is the satisfaction level of students on the implementation of online

classes in terms of:

a) Instructional support;

b) Peer support;

c) Technical support?

Significance of the Study

The researcher believes that this study will not only yield data that will be

helpful to her, more so to the following groups of people:

To learners. This result of the study will help the students to improved

their academic performance in online classes.

To Teachers. The findings of this study will provide educators with actual

data on the impact of traditional classroom settings and online learning on

students' academic achievement.

To Pangasinan State University Administration. This research will be

used as a reference for curriculum planners to develop changes that will meet the
demands of their target audiences. They may also have the notion to recruit more

qualified lecturers in college.

To Bachelor of Business Administration students. This will serve as

their motivation to study hard in pursuing their dreams.

Future Researchers. The results of this study will help them address the

language issues that students have in the classroom and open the door for

further, in-depth research in this area.

Scope and Delimitation of the Study

This study was conducted within the bounds of the Campus of Pangasinan

State University. The researchers limit the inquiry to the profile of the 4 th year

students of Bachelor of Science in Business Administration major in Human

Resource Development Management as to age, gender and general weighted

average (GWA) and the satisfaction level of students on the implementation of

online classes.

The areas in this study that will be examine are introduction, review of

related literature, methods and procedure, results and discussion and the

summary, conclusions and recommendations.

Definition of Terms

Online class. It is a course conducted over the Internet. They are generally

conducted through a learning management system, in which students can view

their course syllabus and academic progress, as well as communicate with fellow

students and their course instructor.

Pangasinan State University. The institution was conceived in the concept

of an umbrella system, thus all college level courses of state-owned institutions

within the province of Pangasinan were integrated into the university system.

Operationally, this was the institution where the respondents are enrolled.

Satisfaction. It is the perceived level of pleasure and contentment derived

from individual performance. Satisfaction, in addition to values and competence,

is the motivating force for occupational behavior. Meaning is the importance or

significance an individual identifies within an occupation. Operationally, this was

used to know the satisfaction level of students to face-to-face classes and online

classes in Pangasinan State University.

Students. A person formally engaged in learning, especially one enrolled

in a school. Operationally, this was the respondents of the researchers where in

the target respondents are the 4th year students of the Bachelor of Science in

Business Administration Major in Human Resource Development Management.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

FOREIGN

Online learning can be defined as the latest model of learning and the use of

the Internet to access learning materials; to interact with the content, instructor and

other learners; and to obtain support during the learning process, to acquire

knowledge, construct personal meaning and grow from the learning experience

(Martin et al., 2020). Online education was considered as an alternative to

traditional learning, but the continuation of the pandemic has caused universities

to continue with it. Student preference towards online learning is a complex matter

due to various issues related to online learning. According to Chogo (2020),

approximately 52% of learners do not like the idea of online learning because the

participants were in favor of online learning but the performance had mixed reviews

thus showing few are satisfied but few are unsatisfied. Considering the current

situation, the complications that arise due to online learning could have minimized

if the preparation for such an event is at a satisfactory level.

The Ministry of Federal Education Pakistan ordered the suspension of

academic operations amid all schools, colleges, and universities right after

two days of declaration of COVID-19 (Iqbal et al., 2020). Online learning enables

students in higher education to use the time and take them to the course

efficiently. It can improve trust, reduce stress and promote concern and

empathy (López et al., 2018). But sometimes students may not enter the modules
or fail to comprehend the content of the modules. The main reason behind this

failure is the preparatory material for e-learning is rather difficult as compared

to physical classes (Bovill, 2020; Bovill & Woolmer, 2019).

Colleges and schools are going towards online education technology

for student learning to avoid damage during the epidemic season (Bridge et al.,

2020).

The pupils' performance in online learning is significantly greater than in

traditional learning. During their move from offline to online education, Henriksen

et al. (2020), underlined the problems experienced by educators. However, a

little quantity of material is accessible on characteristics that affect student

happiness and performance during the COVID-19 epidemic in online classrooms

(Rajabalee & Santally, 2020). Disgracefully, these recent and advanced

technologies were not encouraged by universities in Pakistan as a formal model

of education (Bughio et al., 2019).

Whether learning happens online or face-to-face in a physical classroom,

one ofthe measures of the effectiveness of education is student satisfaction. It is

an important construct in higher education, the systematic study of which can lead

to better student performance, improvements in online teaching practices, and the

retention of students in their academic programs. Furthermore, it is a crucial

element that canbe used to measure the effectiveness of online learning. While

many definitions of student satisfaction are available in the literature, in this paper,

following Sanchez-Franco (2019), we define student satisfaction as the extent to

which a student perceives his or her needs, goals and desires have completely

been met (Zheng 2021).

LOCAL

The learners’ satisfaction is the degree to which a learner is delighted

towards the involvement in online learning. During the COVID-19 pandemic, the

higher educational institutes switched from traditional learning methods to online

learning methods. To develop courses, the institutes consider factors that affect

the efficiency of online learning while student satisfaction and other course-related

aspects are influenced by the strategies adopted to provide online learning during

the COVID-19 pandemic (Almusharraf & Khahro, 2020). According to

Ghaderizefreh and Hoover (2018), factors influencing online learning, such as

technicality issues, lack of social support and sense of isolation, impact the

satisfaction of the students and student emotions, for instance, anger, anxiety and

enthusiasm also affect student satisfaction.

To prevent the delays in education delivery due to COVID-19, higher

educational institutions and universities have introduced learning management

systems and started delivering lectures through online platforms, but meanwhile,

the learners are facing several difficulties with the online learning method. The

difficulties that learners face in accessing online lectures include Internet

connection issues, expensive mobile data plans, quality and availability of devices,

difficulties in preparing online assignments and facing exams, maintaining a good

interaction between lecturers and students, etc. (Duraku & Hoxha, 2020a).

Unpredicted changes in learning, learning environmental issues at home, lack of

technological capabilities influence by affecting the concentration of the learners

during the online learning process (Rameez et al., 2020).

Difficulties in concentrating, reduced social interactions and distancing,

depressive feelings and stress that are disrupting the mental well-being of the

learner affect the academic performance of the learners (Son et al., 2020). The

technological skills, online teaching methods of lecturers impact the success of

online education (Duraku & Hoxha, 2020). Thus, the difficulties encountered by

learners on academic issues, accessibility issues, technological skills, mental

health and the lecturer commitment influence by reducing the efficiency of online

learning, which this study reveals on how those factors impact learners’

satisfaction and commitment. As well as there are no adequate empirical studies

for testing online learning efficiency with respect to learners’ satisfaction and

commitment. Thus, by identifying gaps related to online learning efficiency,

supposing the variables and answering these knowledge gaps, this study reveals

the effect of online learning efficiency on the learners’ satisfaction and commitment

during the COVID-19 pandemic by presenting a conceptual model.

Students’ online learning experience is made worse by software and

hardware issues that they are likely to face in their devices, in particular when

mobile devices that many students rely on for online learning may not be

compatible with some software(e.g., word, excel, PowerPoint), required for their

active and participatory learning. Itis a common finding that the lack of suitable

devices which adequately facilitate online learning can impact student satisfaction

with e-learning. Furthermore, in a face-to-face learning space, students find it easy

to maintain their focus and interest during a lesson due to the physical presence

of the instructor, eye contact, tools used for teaching, and the presence of peers.

However, many studies have reported this as a challenge associated with online

education. For instance, in Means & Neisler ’s (2020) study with American

undergraduates, 57% of the participants had rated their ability to remain focused

during an online session as worse or much worse compared to face-to-face

learning.

Related Studies

FOREIGN

The sudden and unexpected emergence of the deadly corona virus (SARS-

CoV-2) disease convulsed the entire world and has confronted the entire

educational system across the world and forced educators to shift to online delivery

of education instead of traditional educational system (Dhawan, 2020). The

implementation of online learning, which is a part of e-learning, has made a

significant change for the continuity of education and the growth of information

technology. Worldwide, a sudden increase in the introduction of new online

learning platforms occurred, facilitating students to attend lectures during the

COVID-19 pandemic (Gonzalez et al., 2020). Online learning is recognized as a

relatively cheaper mode of education regarding the lower cost of transportation,

accommodation and the overall cost of physical in-class learning method, but the

empirical researchers have brought out several arguments associated with online

pedagogy.
 The academic issues were identified as disruptive towards online

educational activities during the Covid-19 pandemic. Following the empirical

studies, academic issues were identified to affect learners’ satisfaction. During the

online lectures, as percentages, 75% of learners have lack of interest and

engagement, 67.5% of learners mentioned their difficulties in clarifying doubts in

online classes compared to physical lectures, 68.4% of learners have difficulties

understanding the lessons and 59.3% of learners have disinterest and lack of

motivation (Nambiar, 2020). Compared to the online lectures, in physical classes,

learners have the chance to actively participate due to the traditional face-to-face

learning system; therefore, 71% of learners agreed that physical learning has more

motivation than online classes (Adnan & Anwar, 2020). According to Aboagye et

al. (2020), the lack of effective communication, the limit of communication among

learners and the lack of group discussions cause academic issues. The sudden

change in the education system has created difficulties for learners in continuing

their academic studies since they cannot pay full attention to online lectures

(Rameez et al., 2020).

The economic status of the family, lack of IT knowledge and loneliness at

home environment also affect the academic studies, and online educational

methods have only suites for theoretical learning rather than practical learning;

therefore, it matters to the learners who are following practical modules (Rameez

et al., 2020).
 LOCAL

Online learning platforms and live streaming mostly focus on theoretical

learning, therefore learners who belong to technical fields are affected by this (Amir

et al., 2020). The actual gain of knowledge is low in online learning, with practical

training is minimized due to the inability to use laboratory facilities (Oyedotun,

2020). A peer-to-peer engagement available in a university environment is not

possible in online learning, creating a lack of motivation among learners

(Chaturvedi et al., 2021). Learning for some of the art, accounting and science

subjects cannot be conducted online most of the time (Yogendrarajah, 2020).

Online education bothers learners due to lack of supportive academic materials

(Patricia, 2020).

According to Baber (2020) performed a comparative analysis to investigate

the determinants of students' learning satisfaction on undergraduate students from

South Korea and India. The study discovered that the variables such as interaction

in the classroom, student engagement, course structure, teacher awareness, and

facilitation positively influence students' perceived learning satisfaction. Other

factors, such as online support service quality, perceived ease of use and

usefulness of online platform, computer self-efficacy, academic self-efficacy, prior

experience, and online learning acceptance, were found to significantly impact

students’ online learning satisfaction (Jiang et al., 2021).

Among the various factors that impact learners’ online learning satisfaction

and academic outcome, interaction in online learning can be seen as the key

component, and its importance and effectiveness have been also emphasized by
the theory of transactional distance (Moore, 1993; Benson and Samarawickrema,

2009). Even though previous studies have confirmed the positive impact of

interaction on online learning satisfaction, the mechanism behind this relationship

has not been well addressed in the literature. Palmer and Holt (2009) stated that

the ability and the confidence to learn from online courses and connect and engage

with others were the main reasons in explaining online learners' satisfaction. In this

regard, this study argues that students’ academic self-efficacy and engagement in

online classes may explain the relationship between interaction and online learning

satisfaction.

Synthesis of Review of Related Studies and Present study

In fact, Hara and Kling argue that online learning can be as effective as

traditional learning if it is designed appropriately. On the contrary,

Tratnik observed significant differences in students' satisfaction levels between

online and face-toface learning. Muthuprasad et al. maintain that a substantial

number of students fully embraced online classes to manage the curriculum during

the COVID-19 pandemic. As for the feedback and opinions about the teaching and

learning experiences and environments, some scholars (Tratnik et al., 2019) argue

that students have benefited from foreign language courses in face-to-face

environments due to peer interactions and exchanges. However, other scholars

(Wei and Chou, 2020) have indicated that students learn actively and are satisfied

with the online learning environment.

In the present study, it states that participants feel comfortable in face-to-

face sessions as it provides a quick solution to their problems and hands-on

experience. Tratnik et al. argued that student satisfaction with face-to-face learning

was greater than online learning. In contrast to the current results, research has

also shown that students were more satisfied from online learning compared to

face-to-face learning (Dos Santos, L. 2022). The studies mentioned above are

relevant to the present study since all of them are tackles about satisfaction level

of students to face-to-face class and online class.

Theoretical Framework

The researchers adapted the Online Collaborative Learning (OCL)

Theory. According to Bates, Tony (2019) OCL theory provides a model of

learning in which students are encouraged and supported to work together to

create knowledge: to invent, to explore ways to innovate, and, by so doing, to

seek the conceptual knowledge needed to solve problems rather than recite what

they think is the right answer. While OCL theory does encourage the learner to

be active and engaged, this is not considered to be sufficient for learning or

knowledge construction. In the OCL theory, the teacher plays a key role not as a

fellow-learner, but as the link to the knowledge community, or state of the art in

that discipline. Learning is defined as conceptual change and is key to building

knowledge. Learning activity needs to be informed and guided by the norms of

the discipline and a discourse process that emphasizes conceptual learning and

builds knowledge.

This approach to the use of technology for teaching is very different from

the more objectivist approaches found in computer-assisted learning, teaching

machines, and artificial intelligence applications to education, which primarily aim

to use computing to replace at least some of the activities traditionally done by

human teachers. With online collaborative learning, the aim is not to replace the

teacher, but to use the technology primarily to increase and improve

communication between teacher and learners, with a particular approach to the

development of learning based on knowledge construction assisted and developed

through social discourse. This social discourse furthermore is not random in OCL,

but managed in such a way as to ‘scaffold’ learning, by assisting with the

construction of knowledge in ways that are guided by the instructor, that reflect the

norms or values of the discipline, and that also respect or take into consideration

the prior knowledge within the discipline.

Conceptual Framework

The conceptual paradigm of the study supports the theoretical framework

of this research. The paradigm provides the outlines of input, process and output.

The first box represents the input which includes the demographic profile

of the respondents in terms of age, gender and General Weighted Average (GWA),

the satisfaction level of students on the implementation of online classes in terms

of instructional support, peer support and technical support and exams. The

second box represents the process which includes the procedure of gathering,

tabulating, analyzing, and interpreting the data. The survey questionnaire will be

distributed checklist questionnaires. And the last one is the output, the proposal

of methods and strategies to help the students to become satisfied in online

classes.

The conceptual paradigm of the study is shown on the next page Figure 1.
 INPUT PROCESS OUTPUT

1. The
demographic
profile of the
respondents in
terms of:
a. Age;
b. Gender; Quantitative-
c. General descriptive
Weighted research design
Average
Satisfaction
(GWA).
2. The satisfaction Level of BSBA
level of students students on the
on the Implementation
Survey
implementation of Online
of online Questionnaire
Classes
classes in terms
of:
a. Instructional
.
support;
b. Peer
support;
c. Technical
support.

Figure 1

Paradigm of the Study

 CHAPTER III

METHODOLOGY

This part of the study presets the discussion of the methods and

procedures that the researchers used in the study which includes the research

design, subject of the study, data gathering instrument and the data gathering

procedure.

Research Design

In this study, the researchers used the Quantitative Research Approach

Method because it collects and analyze data which the results to be achieved

are logical, statistical, and unbiased (Fleetwood, 2021). This study made use of

the descriptive survey method of research using questionnaire since it aimed to

produce an output. Descriptive research design helps depict a specific profile of

persons, events and situations and design also allows for in-depth analysis of

variables and elements of the population to be studied and as well as collection

of large amounts of data in an efficient way. It allows attaining of factual

information about the study. The data of this study were gathered from the

grounds of Bachelor of Science in Business Administration (BSBA) students

with the use of checklist survey questionnaires. Selected 4th year students are

the respondents because they can provide information that are significant to

aims of our study. Thus, this can give an accurate and reliable results for the

data processing.
 The descriptive method research was employed in this study to gather

information about the satisfaction level of students on the implementation of

online classes in Pangasinan State University.

Subject of the Study

Before the administration on the distribution of survey questionnaire the

researchers first identified the respondents with the used of random sampling. The

researchers used survey questionnaire, and the respondents of this study are 100

graduating students of BSBA Major in Human Resource Development

Management for the Academic Year 2022-2023.

Table 1 below shows the distribution of respondents in each block of the 4th

year students of Bachelor of Science in Business Administration (BSBA) Major in

Human Resource Development Management (HRDM).

Table 1

Distribution of Respondents

Total no. of
4TH YEAR BSBA-HDRM Enrolled Sample size
Students
4 – A BSBA HDRM
50 25
4 – B BSBA HDRM 43 25
4 – C BSBA HDRM 45 25

4 – D BSBA HDRM 56 25
Total 194 100
Data Gathering Instrument(s)

The data gathering instrument used by the researchers in this study will be

a checklist survey questionnaire. There are four (2) parts of the checklist survey

questionnaire. Part I is the demographic profile of the respondents. Part II is the

satisfaction level of students on the implementation of online classes, the

researchers employed a Likert Scale and a frequency rank distribution. The draft

of the questionnaire was first presented to the adviser for some modifications and

suggestions and validated by several experts before floating the questionnaire to

the respondents through checklist form. The suggestions were incorporated in the

draft to make items match with each sub-problem of the study.

The general sources of information would be coming from the respondents

of the study as the primary source of data through the use of checklist survey and

for the secondary source of data it will be collected from articles, journals, internet

websites, and related research papers.

The researchers collected tallied and analyze the data for interpretation

after the respondents have completed the checklist survey questionnaire.

 Data Gathering Procedure

For the data analysis, the researchers used several quantitative formulas. The

researchers tallied and tabulated the data gathered. The answers of the

respondents in the survey questionnaires were the basis of the quantitative data.

The researchers also used following statistical tools in analysis of the data.

For specific problem 1 frequency count, percentage rank will be utilized. The

formula used will be:

𝒇
% = 𝑵 𝒙 𝟏𝟎0

Where:

% = Percentage

f = Frequency count

N = Total number of respondents

100 = Constant number

To answer the specific problem 2 Average Weighted Mean will be used which

dealt with the assessment made by students’ level of satisfaction on the

implementation of online classes. The formula used will be:

∑ 𝑓(𝑥)
𝑨𝑾𝑴 =
𝑁

Where:

∑ = Summation of frequency of scores and weighted value

f = Frequency of scores

x = Weighted value

N = Total number of respondents

 The following scales were used in rating the gathered responses as to

effectiveness:

Weighted Value Statistical Limit Descriptive Equivalent

5 4.21-5.00 Highly Satisfied

4 3.41-4.20 Very Satisfied

3 2.61-3.40 Satisfied

2 1.81-2.60 Slightly Satisfied

1 1.00-1.80 Not Satisfied

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 Survey Questionnaire

Dear Respondents,
Greetings!
We, the 4th year Bachelor of Science in Business Administration major in
Human Resource Development Management students at the Pangasinan State
University. As part of requirements of the of our course in Research II, we would
like to request for a permission to conduct a study entitled “SATISFACTION
LEVEL OF BSBA STUDENTS ON THE IMPLEMENTATION OF ONLINE
CLASSES”.
Relatively to this, may they request you to answer this questionnaire. All
information collected will be strictly kept confidential.

Name:(Optional) Address:

Part I: DEMOGRAPHIC PROFILE

Direction: Please check (/) the items that correspond to your answer.
1. Age
[ ] 18-19 years old
[ ] 19-20 years old
[ ] 21-22 years old
[ ] 22-23years old
[ ] 24 years old and above
2. Gender
[ ] Male
[ ] Female
3. General Weighted Average (S.Y.2021-2022)
[ ] 3.00 and below
[ ] 2.51-2.75
[ ] 2.26-2.50
[ ] 2.01-2.25
[ ] 1.76-2.00
[ ] 1.51-1.75
[ ] 1.26-1.50
[ ] 1.00-1.25
Part II: SATISFACTION LEVEL OF STUDENTS ON THE IMPLEMENTATION

OF ONLINE CLASSES

Direction: Please rate satisfaction level on the implementation of online class by

writing the number of your choice from the given in the legend. Below are the 5
options for you to select with the corresponding number and equivalent.
Legend:
Weighted Value Descriptive Equivalent
5 Highly Satisfied
4 Very Satisfied
3 Satisfied
2 Slightly Satisfied
1 Not Satisfied

A. Instructional support Rate

1. The course goals/objectives were clearly outlined.
2. I know what I was expected to accomplish each week.
3. Instructors provided clear instructions for assignments.
4. The feedback on the assignments was helpful.
5. I felt that I could ask any questions regarding the course
materials.
6. I felt that instructors were easily accessible.
7. The instructors encouraged students to be successful.

B. Peer support Rate

1. I enjoyed the group discussions.
2. There were many opportunities to interact with peers.

C. Technical support Rate

1. I felt like I could overcome technical issues.
2. I knew where to ask for help when I had any technical issues.
3. I felt that I could get technical support when I needed.
4. The instructors encouraged students to be successful.
- Researchers