PUPILS SATISFACTION LEVEL ON THE USE OF ZOOM CLOUD

MEETING AS AN EDUCATIONAL PLATFORM: ITS EFFECT TO THE

PUPILS LEVEL OF ENGAGEMENT IN MATH SUBJECT IN TERMS OF

ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES IN KVSDAES

REGINE GOMEZ MALANA

MARK BATCHO MAGALLANES

GLAIZA SOTTO BAYRON

BACHELOR IN ELEMENTARY EDUCATION

(GENERAL EDUCATION)

JUNE 2022
PUPILS SATISFACTION LEVEL ON THE USE OF ZOOM CLOUD MEETING

AS AN EDUCATIONAL PLATFORM: ITS EFFECT TO THE PUPILS LEVEL OF

ENGAGEMENT IN MATH SUBJECT IN TERMS OF ASYNCHRONOUS AND

SYNCHRONOUS ACTIVITIES IN KVSDAES

An

Undergraduate Thesis Proposal

Presented to the

Faculty of the College of Education

North Central Mindanao College

Maranding, Lala, Lanao del Norte, Philippines

In Partial fulfillment

Of the Requirements of the Degree

Bachelor in Elementary Education

(General Education)

By

REGINE GOMEZ MALANA

MARK BATCHO MAGALLANES

GLAIZA SOTTO BAYRON

JUNE 2022
 Chapter 1

THE PROBLEM AND ITS SCOPE

Online distance learning modality is one of a common issues and

problem throughout the world. Typical learning usually happens inside the

classroom setting and having a face-to-face interaction with their teachers.

But when COVID-19 (Coronavirus Disease) pandemic arose, educational

systems worldwide was affected. Therefore, education system adapted

online educational platforms as a distance learning modality. In order

students, can continue their studies in a flexible learning. But the problem

is that, a lot of students without reliable internet access and/or technology

struggle to participate in digital learning due to the fact of our individual

economic status.

However, the impact of this to students, resulted to poor academic

performance in all subjects. Students have trouble grasping concepts that

are taught through online school because they have more distractions that

take their focus away from their education. Students can become

distracted a lot easier when not in a school environment in front of other

students and teachers, which causes them to not be able to grasp

concepts being taught as well as if they were in-person. The lack of in-

person communication can

become problematic for students who are struggling to understand course

material, according to The New York Times.

Online learning is a distance learning model which utilize information

technology and internet access for supporting the educators and students

during teaching learning process. In this case the researchers used zoom

meeting application as a learning medium in teaching to education

students as a replacement of face-to-face meeting. Nowadays zoom cloud

meetings is often used for learning, holding virtual meetings through video,

voice, or both of them. This application has a basic account type that can

conduct meetings for up to 100 participants, free 45 minutes of video

conference for group meetings with HD quality and sound, has screen

sharing feature, can access to virtual backgrounds, schedule and record

meetings. The government suggests the distance learning by opening

educational platform that can be used by the institutions and educators to

reach students remotely and limit educational distractions (Yulia, 2020).

Zoom cloud meeting is one of the platforms that is widely used as a

learning media because this application allows learning activities or

discussions like in face-to-face learning and support communication needs

with many people anywhere and anytime without meeting physically. This

research intended to describe the conditions occur in distance learning

process using zoom as an alternative solving problem and its effectiveness

in teaching English to education students during covid-19 pandemic. Zoom

cloud meetings is a very useful alternative application for virtual meeting to

facilitate communication with many people without making direct contact

and be able to support learning needs in today's digital era. This

application is used for video conference instead of direct meeting in the

classroom. It can be installed with devices such as computer, laptop,

android and smart phone. So, for the students who do not have laptop,

they can use their smart phone to take part in virtual class (Pratiwi, Afandi,

& Wahyuni, 2019).

Zoom meeting application is very helpful in communicating remotely;

all lecturers’ explanations can be conveyed directly without having to meet

physically. Zoom facilitate discussions between lecturers and students and

among students with direct communication through video conference

which is supported by zoom features such as raise hand and group

messages, so that if there are problems in audio, the students are helped

with the available chat features. Some features in zoom let the English

teachers to present and assess four language skills through full

interactions with medical students and deliver the essence of material in

various ways (Guzacheva, 2020).

Zoom cloud meetings really help learning process in difficult

situation of the current pandemic and can facilitate access to information

and communication in the learning process for students. Some previous

studies about the use of zoom cloud meeting have been carried out. Found

that in using zoom for distance learning process for Engineering students

is more interactive, creates satisfaction, provides positive experiences in

learning process. The innovative of zoom increases better learning

outcomes for different groups of students. Students are able to participate

in their regular classes through online school by using a variety of different

methods such as Microsoft Teams, Google Classroom, Zoom, etc. This

version of learning allows students to participate in school through

synchronous and asynchronous lessons that teachers give through the

school’s preferred method of communication. Additionally, by using online

learning students are socially distanced from others that could expose

them to the coronavirus, so it has many health benefits for students and

their loved ones (Shadat, Sayem, Taylor, Mcclanachan, & Mumtahina,

2017)

According to Law Number 20 of 2003 Article 1section 15 distance

learning is a learning in which students are separated from educators and

the teaching learning process uses various resources through

communication technology and other media. This distance learning system

applies at all levels of education including at University. Then online

learning becomes the proper solution in this situation like what has been
stated by our Minister of Education and Culture (Makarim, 2020) based on

circular number 4 of 2020 about education policies in the emergency

phase of Covid19 to implement online learning or distance learning without

burdening teachers and students while still paying attention to character

strengthening to complete the curriculum achievement. This policy renders

the online application media such as zoom cloud meetings as an

alternative.

In connection, the current study aimed to determine the effects of

pupil’s level of engagement in satisfaction on the use of zoom cloud

meeting as an educational platform in distance learning modality. The

objectives of the study are to enhance the quality of learning and teaching,

meet the learning style or needs of students, improve the efficiency and

effectiveness, and improve user-accessibility and time flexibility to engage

learners in the learning process.

Likewise, the study will be conducted at Kapatagan Valley SDA

Elementary School, Poblacion, Kapatagan, Lanao del Norte for the school

year 2022-2023. As General education majors, the researchers would be

able to implicate results to their future works. The concepts in this will

study give them opportunity to practice new learning skills in online

platforms and allow learners to have more ownership of their learning

which helps them learn better.

Theoretical Framework

The study is anchored on the three theories namely: The

Behaviorism Learning Theory by (Farooq & Javid, 2012), the

Constructivism Learning Theory by Sagala (2008) and the Connectivism

by Siemens (2005).

Accordingly, the Behaviorism Learning theory by (Farooq & Javid,

2012) is the idea that how a student behaves is based on their interaction

with their environment. It suggests that behaviors are influenced and

learned from external forces rather than internal forces.

In relation to the current study, in online learning modality students

might change their behavior during the virtual classes the students tend to

be more active or not active in participating the virtual classes, also when

the learning process changes into online learning modality students might

get a higher or lower grade and change their learning styles.

Another theory by Sagala (2008) the Constructivism Learning

theory that it is based on the idea that students actually create their own

learning based on their previous experiences. Students take what they’re

being taught and add it to their previous knowledge and experiences,

creating a reality that’s unique to them. This learning theory focuses on

learning as an active process, which is personal and individual for each

student.
 Linking to the current study, since our educational system change

from traditional learning to virtual learning all students prepare their own

learning, it can motivate students to study or learn more on their own, it

has positive impact to the students because their understanding of their

thought process can help them learn and students could also learn to

make connections and reflect on the material skills that help them become

better learners.

Finally, the Connectivism theory by Siemens (2005) describes

connectivism as a model of learning in which it recognizes major shifts of

how knowledge and information derive, arise, and change depending on

the extensive data communication networks. This theory supports that

learning can actually be done online by using virtual technology. Through

virtual technology, all participants are involved and interact with each

other.

Linking to the current study, our educational system has now change

into virtual learning through technology some of the teachers use zoom

cloud meeting as a tool that can help student continue their learning

process. The use of zoom cloud meeting as an educational platform,

teachers can still create connections and relationships with their students

and with their peer groups and they can still help the learners feel

motivated about learning.

 In summary, the behaviorism learning theory suggest that online

learning modality could change the student’s behavior. Also, the

Constructivism theory describe that student actually create their own

learning. Finally, the connectivism theory that interacting with other help

students feel motivated about learning.

Nevertheless, teaching is guiding and facilitating learners, enabling

the learner to learn, setting the condition for learning despite of what

educational system we have.

Conceptual Framework

Figure A shows the schematic diagram of the study. As

depicted in the figure, the independent variable includes the pupil’s

satisfaction level on the use of zoom cloud meeting as an educational

platform which are connected to the dependent variable that is the pupil’s

level of engagement in Math Subject in terms of asynchronous and

synchronous activities. These variables may be significantly correlated with

the socio-economic profile in terms of sex, age, internet connection,

parent’s educational attainment, internet strength and gadgets used. The

results of the study use as bases for the output.

 Pupil’s Pupil’s level of
satisfaction Engagement in Math
level on the Subject in terms of:
use of Zoom OUTPUT
Cloud Meeting  Asynchronous
as an Act.
Educational  Synchronous
Platform Act.

Socio-Economic
Profile
 Sex
 Age
 Internet
Provider
 Parent’s
Educational
Attainment
 Internet
Strength
 Gadgets used

Figure A. The Schematic Diagram

Statement of the Problem
This study aims to seek answers to the following questions:

1. What is the socio-economic profile of the respondents in terms of;

1.1 sex;

1.2 age;

1.3 Internet provider;

1.4 Parent’s Educational Attainment;

1.5 Internet Strength;

1.6 Gadgets used

2. What is the pupil’s satisfaction level on the use of zoom cloud

meeting as an educational platform?

3. What is the pupil’s level of engagement in Math Subject in terms of;

3.1 Asynchronous Activities

3.2 Synchronous Activities

4. Is there a significant relationship between socio-economic profile

and the pupil’s satisfaction on the use of zoom cloud meeting as an

educational platform?

5. Is there a significant relationship between the socio-economic profile

and the pupil’s level of engagement in Math Subject in terms of

Asynchronous and Synchronous activities?

6. Is there significant relationship between Pupil’s satisfaction level on

the use of zoom cloud meeting as an educational platform and

 pupil’s level of engagement in Math subject in terms of

Asynchronous and Synchronous Activities.

7. What strategic program can be designed or improved based on the

output of the study?

Hypotheses

The following hypotheses were tested at 0.05 level of significance:

H01: There is no significant relationship between the socio-economic profile

and the pupil’s satisfaction on the use of zoom cloud meeting as an

educational platform.

H02: There is no significant relationship between the the socio-economic

profile and the pupil’s level of engagement in Math subject in terms of

Asynchronous and Synchronous activities.

H03: There is no significant relationship between the pupil’s satisfaction

level on the use of zoom cloud meeting as an educational platform and

pupil’s level of engagement in Math subject in terms of Asynchronous and

Synchronous Activities

Scope and Limitations

This study focuses on the pupil’s level of satisfaction on the use of

zoom cloud meeting as an educational platform and its effect to the pupil’s

level of engagement in math subject in terms of asynchronous and

synchronous activities in KVSDAES. It also focuses on the correlation

between the pupil’s satisfaction level, pupil’s level of engagement in math

subject in terms of asynchronous and synchronous activities, socio-

economic profile in terms of sex, age, internet provider, parents’

educational attainment, internet strength and gadgets used. Moreover, the

study will be conducted at Kapatagan Valley SDA Elementary School

located at Kapatagan Lanao del Norte. A descriptive-correlation research

design will be employed and self-made questionnaire will be distributed to

twenty (20) pupils of a Grade 6 learners an. The study will be conducted

within the closed-time frame of the first semester of the academic year

2022-2023.

Significance of the study

This study would be beneficial to the following individuals/ groups:

Department of Education. This study will give additional

information that will possibly use for any program about online learning.

Future Researchers. This study will be used as additional reference

to similar studies about the effects of pupils level of engagement in math

subject on the use Zoom Cloud Meeting as an educational platform.

Parents. This study could make them realize that they need to

guide, support and facilitate their children’s learning at home.

 School Administrator. This study would give them ideas that the

students need to require more time on online classes than on campus

classes.

Students. This could help them to be responsible for their own

learning and that they need to be an active learner.

Teachers. This study could give them ideas that the students need

enough time to turn in their activities and assignment and to be patient with

their student.

Definition of Terms

Asynchronous Learning. Allows you to learn on your own schedule,

within a certain timeframe.

Digital Learning. A learning method based on the use of new digital tools

to enable learners to learn in a different way, whether it be face-to-face,

distance learning (asynchronous or synchronous) or blended learning.

Educational Platform. Refers to online teaching tools used for blended

learning.

Engagement. Participation or become involved in your own interest.

Online learning. Refers to education that takes place over the Internet a type

of “distance learning” - the umbrella term for any learning that takes place
across distance and not in a traditional classroom.

Parent educational attainment. Refers to the highest grade level

completed by parents, measured from high school to professional school.

Satisfaction. The state of being satisfied; contentment.

Social Interaction. This refers to an exchange of communication between

two or more individuals and is building block of society.

Synchronous Learning. Means that although you will be learning from a

distance, you will virtually attend a class session each week, at the same

time as your instructor and classmates. The class is a firm, weekly time

commitment that cannot be rescheduled.

Zoom Cloud Meeting. A cloud-based video conferencing service you can

use to virtually meet with others either by video or audio only or both.
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter reviews the related literature and studies that will shed

light on the focus of the study and finds research gaps where this current

study tackled.

Related Literatures

Online Learning

“The term online learning (or, as it is sometimes called, distance learning)

includes a number of computer-assisted instruction methods” (Poe &

Stassen, 2002). Online learning covers a wide range of technology that

needs internet connection, such as e-mail, chat room, group discussion,

audio conference, and video conference (Dhull & Sakshi, 2017). The

implementation of online learning in the global context has been increased

rapidly over decade. Due to the development of the technology, online

learning has become a common concept in the education. Online learning

has been regarded as a practical way to attain access in higher education

since it has been implemented by many countries around the world (Davi,

2020). Furthermore, Sari (2015) stated that in the era of overgrowing

technology and communication, online learning becomes an alternative

method to be applied in replacing the conventional learning.

There are some benefits that can be taken from online learning.

Online learning can overcome the limitations of the face-to-face learning

(Herayanti et al., 2017). By online learning, sharing resources become

easier. Moreover, students become able to record the learning process

and feel comfortable to engage in the classroom (Febrianto et al., 2020).

Online learning does not cost much money. It makes online learning a

good solution for educational institutions with a wide geographical spread

of students (Keeler & Horney, 2007). Online learning also makes students

more active because students get opportunity to get resources on their

own, so that they are able to adapt to their level and ability which focused

on their personality (Suteja et al., 2010). However, some challenges also

occur in online learning. For some learners, it is difficult to get internet

connection and adequate learning tools to conduct the online learning

(Febrianto et al., 2020). In order to be successful at online learning,

students require high amount of discipline and motivation (Golladay et al.,

2000 Serwatka,2003); (3) Students might have a feeling such having

insecurities, lacking of feedback, lacking of services and supports, feeling

of isolation, lacking training in facing technical issues, and taking distance

learning requires special needs (Galusha, 1997).

 Regarding motivation, Gustiani (2020) found that motivation in

learning is divided into intrinsic and extrinsic motivation. The intrinsic

motivation is the motivation that makes students have desire to learn new

knowledge, try to enjoy in approaching new method in online learning,

keep reminding themselves that learning is important even though in

distance learning, and get motivated in online learning because they are

interested with new method using technological activities. On the other

hand, extrinsic motivation is the motivation that makes students join the

class and learn because they do not want to be compensated for being

absent; makes students have supporting environment and good facilities;

and makes students try their best to join the online learning even though

they have some problems.

Dhull & Sakshi (2017) also provided some advantages and

disadvantages of online learning. The first advantage is that the

accessibility of online learning makes the students able to learn from their

own convenience places. The second advantage is that it makes students

able to determine their own style of learning. The third advantage is that

the students spend less money because they do not need to buy books

and spend money in college context. The fourth advantage is that cognitive

abilities of the students become more effective through online learning.

The fifth advantage is that students are

treated equal because they came from different countries (Dhull & Sakshi,

2017). On the other side, the first disadvantages of online learning are the

occurrence of misunderstanding between students and teacher during

online learning. It will cause bad impact in the learning process and the

outcome of students. The second disadvantage is that students become

easily distracted while learning. The third disadvantage is the possibility of

technical issues such as internet problems and device errors to occur. The

fourth disadvantage is that the result of online learning needs to be

considered, since sometimes it lacks of qualities. Then, the last

disadvantage is that not all students have the access to the computer and

internet connection (Dhull & Sakshi, 2017).

Online Learning Environment

There are three theories related to online learning environment,

namely constructivism, behaviorism, and connectivism (Driver & Bell,

1986; Farooq & Javid, 2012). According to Sagala (2008), in

constructivism theory, students have to understand and alter the material

from the teacher by themselves. The teacher’s duty in this theory is only

giving the material to the students, then leaving all decisions to the

students. Changes in behavior are related to the behaviorism theory

(Farooq & Javid, 2012). In online learning, students tend to be more active,

also when the learning process changed into online learning, students

might change their learning styles. Siemens (2005) describes connectivism

as a model of learning in which it recognizes major shifts of how

knowledge and information derive, arise, and change depends on the

extensive data communication networks. This theory supports that learning

can actually be done online by using virtual technology. Through virtual

technology, all participants are involved and interacted with each other.

Asynchronous Online Learning

Asynchronous online learning is defined as an online learning where

the students learn the material given by the teacher on their own time

(Friend & Johnston, 2005). Asynchronous online learning allows the

students to have more time to create their own understanding about an

issue before giving an opinion (Martin & Bolliger, 2018). Furthermore,

Robert & Dennis (2005) stated that asynchronous learning increase

students’ ability in processing information. In doing asynchronous online

learning, the students have more time to think about the material and the

exercise given, because the teacher does not expect an immediate answer

from them, unlike in synchronous learning. Asynchronous learning makes

the students to have very little chance of having issue with the technology

and internet connection because it does not require good technology (Xie

et al., 2018). These are the benefits of asynchronous learning. However,

asynchronous online learning also has some limitations. Asynchronous

learning makes the students feel isolated and not the part of the

classroom, whereas this is important for cooperation and learning

(Haythornthwaite & Kazmer, 2008). The interaction between teacher and

student are limited only on a phone call or email when the students want to

ask something related to the material given (Murphy et al., 2011).

Synchronous Online Learning

Synchronous online learning is defined as an online learning which

takes place simultaneously through virtual technology (Perveen, 2016).

Synchronous online learning keeps the students away from feeling isolated

and separated since they have the opportunity to communicate with others

in the learning process (Xie et al., 2018). Students are able to record the

lesson and replay it many times, and instant feedback is given in which it is

effective for improving the achievement in teaching practice (Denton,

2014). However, synchronous learning cannot be adjusted according to

time because the students need to follow the schedule to join the learning

sessions progressively (Xie et al., 2018). According to Xie et al. (2018), the

accessibility of time and the requirement of internet connection become the

main challenges in synchronous learning because synchronous learning

highly depends on the technology and internet access. There are some

strategies to overcome the limitations in synchronous learning. Huang et.

al (2020) suggested that there are six aspects that can be used for

optimized online learning during the COVID-19 pandemic such as (1)

Internet facilities should be developed and well managed; (2) Friendly tools

should be available; (3) Establishing such credible, interactive, and various

electronic resources; (4) Building online communities by using social

network to reduce feeling isolated from the students; (5) Various

interesting and effective technique should be available; (6) helping

students and teacher to learn new approach applied by the university and

the government by employing services. Hofmann (2011) gives some

suggestion to overcome the technical problems, like making sure that

participants of online learning are able to operate the learning tools, and

ensuring to use all available technology. Efriana (2021) also provide some

suggestions to the students. She said that the students who have limited

access to the device should do the assignment manually and keep

studying, students could ask their parents or family members to share their

internet connection, or they could save their internet data as possible.

Synchronous Learning Process

Bower et al. (2014) stated that there are setup process factors in

synchronous learning process. The first is to start lesson 10 minutes earlier

for technology testing to test the audio, video, or other system functions in

order to know if the technology is working well. The second is to apply

tactics to work with text chat contribution. During the synchronous learning

process, the teacher tends to focus on their presentation and unable to

respond the text chat contribution from the students. The third is to login

into a second computer to make the teacher understand the students’

experience in synchronous learning because the teacher will see the

lesson in students’ point of view. The last is to look for teaching assistance

where possible and desirable to help the teacher to place students in

groups, send announcements, provide feedback to individual students, and

manage the device or technology.

According to Chen et al. (2005), in synchronous learning activities,

there are five dimensions that can be identified. Those are role dimension,

venue dimension, participant dimension, interaction dimension, and

delivery dimension. Role dimension requires both teacher and students to

use online classroom at the same time and also to use the online learning

environment freely and flexibly. Venue dimension refers to the environment

in which the teacher and student can be situated anywhere differently on

their own environment. Participant dimension is where the participants,

teacher and students, are participating the online learning, whether it is

individually or in a group. Interaction dimension is about how the teacher

and students are interacted or communicated. It could be one way or two

ways. Delivery dimension is the ways of the teacher in delivering the

material to the students. It can be live video-on-demand (VOD), VOD

playback delivery mode, or hybrid. These dimensions can facilitate the

synchronous learning into various learning modes.

Both student and teacher can attend virtual classroom by using

browser or application on their device by clicking the shared link (Hyder et

al., 2007). In terms of sharing the material, the participants can use either
slideshow presentation or whiteboard if the synchronous learning is using

video conference. By using slideshow, the participants can present their

material and also arrange their ideas (Hyder, et al.,2007). By using

whiteboard, teacher can engage the students to give comments, ideas, or

questions on what the teacher wrote on the whiteboard (Hyder, et al.,

2007). Using slideshow and whiteboard on the synchronous online

learning make the online class feels like offline face-to-face classroom.

According to Hyder, et al. (2007) there is instant feedback in the online

synchronous learning which makes the students can ask question and

clarify something on what the teacher has given directly. Therefore, this

makes the students can take more advantage because the interactions

between the participants are in the high level and also interesting. Asthe

result, the students become more active and the quality of learning

process become better (Roshan, 2002).

Video Conference

Video conference is an online meeting over distance which takes

place between two or more participants in which the participants can see

the image of others and able to speak and listen to the other participants in

the real time (Marquardt, 2013). During the COVID-19 pandemic, the use

of video conferencing platforms has increased, with the download of

mobile application become the highest number ever seen, 62 million

downloads (Trueman, 2020). In 2020, some applications such as Microsoft

Teams, Google Meet, and Zoom have been downloaded many times

compared to 2019 (Trueman, 2020). In Indonesia, during Covid-19

pandemic, some video conference platforms become widely used among

the teachers, such as Zoom, Cisco WebEx Meeting, Google

Meet/Hangout, and Microsoft Teams (Amin & Sundari, 2020). The students

give positive reaction towards the use of video conference in their learning

because they feel that even though the COVID-19 pandemic existed, they

still had chance to continue learning by doing online face-to-face video

conferences (Amin & Sundari, 2020). Utami (2020) stated that there is no

report from the participants about the loss of internet connection and bad

quality of sound and video in which it indicates that Zoom becomes better

to use compared to other video conferencing platforms like Skype and

Google Hangout.

Zoom

“Zoom is a collaborative, cloud-based video conferencing service

offering features including online meetings, group messaging services, and

secure recording of sessions” (ZoomVideoConferenceInc, 2016). Simon

(2021) stated that there are some advantages and disadvantages of Zoom.

For the advantages; (1) Zoom has the highest maximum of capacity

compared to the other video conferencing platforms; (2) Zoom has reliable

connectivity and gives the participants good quality of video and audio in

any devices; (3) Zoom is user-friendly. It is easy to use, and the user does
not require to have an account to use it. Also, the user interface is simple

enough for the user; (4) Zoom provides the user with many features such

as screen sharing, breakout room, virtual background, recordings,

scheduling meetings, and any other productive features. However, Zoom

also has some disadvantages such as; (1) Zoom consumes high random-

access memory (RAM); (2) The overall performance of Zoom depends on

the users’ internet connection. It costs around 600mb to 1.70gb data per

hour. Stable and good internet connection are required for Zoom; (3) Zoom

free plan has limited time in hosting the meeting. It allows only 40 minutes

to host a meeting in using the free plan.

According to Melati (2020) there are three option to held Zoom

meetings. The first is Schedule a Meeting that used when we have

planned for a Zoom meeting in the next day, and a day before we send the

invitation link to the participants, so that the participants become aware if

there will be a Zoom meeting or class in the next day. The second is Host

a Meeting in which it is almost the same with the Schedule a Meeting. The

difference between the two is that the Schedule a Meeting will be used

later or next day, while the Host a Meeting can be used right away or at

that time. The third is Join a Meeting that used by the participants who

want to join the meeting. According to Zoom.us (2020) it is simple to join

Zoom meeting because we simply click the link that has been sent to us,

then we will automatically join the Zoom meeting. Once we have joined the
Zoom meeting, we are recommended to connect the audio, and also to

choose whether we want to turn on the video or not.

Importance of Zoom

Zoom cloud meetings is a very useful alternative application for

virtual meeting to facilitate communication with many people without

making direct contact and be able to support learning needs in today's

digital era (Pratiwi, Afandi, & Wahyuni, 2019). This application is used for

video conference instead of direct meeting in the classroom. It can be

installed with devices such as computer, laptop, android and smart phone.

So for the students who do not have laptop, they can use their smart

phone to take part in virtual class. Zoom meeting application is very helpful

in communicating remotely; all lecturers’ explanations can be conveyed

directly without having to meet physically.

Insights Learned from the Related Literatures

Technology is now omnipresent in the living world. Due to the

ubiquitous presence of technology the pedagogy of teaching methodology

has also undergone a sea-change. The phrase “Online distance learning”

has become the buzz word in elementary educational environment.

Infusing technology into elementary education is really important as it

caters the needs of the contemporary learners. The classroom

environment, today, is completely different from the traditional classroom.

The technological component of learning is constantly growing. More and

more classes are taking place online – yet rather than simply being a

substitute for classroom courses, they can be blended with a classroom-

based approach. This often offers education students more engaging and

motivating experience.

The online distance learning tools are changing the world we live in

and the way we learn to live. One of the new original software-based

conference room solutions is Zoom technology. Zoom is a cloud-based

service which offers Meetings and Webinars and provides content sharing

and video conferencing capability. It helps, for example English teachers

bring their students together in a frictionless environment to get more

done. Zoom is the leader in modern enterprise video communications, with

an easy, reliable cloud platform for video and audio conferencing,

collaboration, chat, and webinars across mobile devices, desktops,

telephones and room systems.

Related Studies

Teaching Learning Process by Using Zoom

During Covid-19 pandemic, Zoom has become the alternative

platform to continue the teaching and learning process. Guzacheva (2020)

stated that Zoom has become fundamental platform in the way we work,
teach, and learn together. It is supported by Hagler (2019) and Guzacheva

(2020) that Zoom has screen sharing feature that helps the participants to

share and present their materials. Zoom also provides chat box features

that enable the participants to insert any kind of materials and talk with

other participants. In Zoom, Teachers are able to use the breakout rooms

feature to conduct a pair or group work in whatever the size they want

(Guzacheva, 2020). Additionally, Ramsook & Thomas (2019) stated that

Zoom is regarded as cost effective, and it provides the flexibility for the

students to record the lessons. This will help the students who have

another work or learn as working parents to keep learning from the lesson

by recording the learning process. However, Hagler (2019) and Ramsook

& Thomas (2019) stated that Zoom requires high amount of bandwidth to

make the teaching learning process become effective. Hagler (2019) and

Ramsook & Thomas (2019) also added that teachers have limited access

to monitor the students because they are unable to see the students’

screen which makes them unable to find out what their students are doing

in the learning process. Additionally, Hong Ng (2020) stated that some

students do not show or turn on their camera which brings to an awkward

silence when the teacher asks about some comments.

Effectiveness of using Zoom

Zoom facilitate discussions between lecturers and students and

among students with direct communication through video conference

which is supported by zoom features such as raise hand and group

messages, so that if there are problems in audio, the students are helped

with the available chat features. Some features in zoom let the English

teachers to present and assess four language skills through full

interactions with education students and deliver the essence of material in

various ways (Guzacheva, 2020). Zoom cloud meetings really help

learning process in difficult situation of the current pandemic and can

facilitate access to information and communication in the learning process

for students.

Some previous studies about the use of zoom cloud meeting have

been carried out. (Shadat, Sayem, Taylor, Mcclanachan, & Mumtahina,

2017) found that in using zoom for distance learning process for Education

students is more interactive, creates satisfaction, provides positive

experiences in learning process. The innovative of zoom increases better

learning outcomes for different groups of students.

Online learning is a distance learning model which utilize information

technology and internet access for supporting the educators and students

during teaching learning process (Yulia, 2020). In this case the

researchers used zoom meeting application as a learning medium in

teaching English to nursing students as a replacement of face-to-face

meeting. Nowadays zoom cloud meetings is often used for learning,

holding virtual meetings through video, voice, or both of them. This

application has a basic account type that can conduct meetings for up to

100 participants, free 45 minutes of video conference for group meetings

with HD quality and sound, has screen sharing feature, can access to

virtual backgrounds, schedule and record meetings. But if you require

room for more than 45 minutes or more than 100 participants, you can use

a Pro, Business, or Enterprise account for around 200 thousand rupiah per

month. The steps for using zoom meeting applied during English teaching

learning process are as follows: 1) lecturers instruct the students to

download zoom application on their smart phone or laptop, 2) After

downloading, lecturers give an ID meeting in order to enter and participate

in online class, 3) the students can join meeting by clicking the link

provided by the lecturers, 4) When all students have entered to the virtual

classroom, English class start which usually begins with presenting the

material, the lecturers use the sharing screen feature to share or show the

material being explained to the students. After explanation, it is followed by

discussion, question and answer and conversation practice at the next

meeting.

Importance of Engagement

Classroom engagement is a crucial element of instruction. Research

shows that engagement increases student understanding, allows for

students to interact with each other, increases teacher presence, and

creates a sense of community in the classroom (Nagro et al., 2018). This

sense of community and positive student interactions are extremely

important for the mental health of students, especially in remote settings

where students are typically more isolated. This is especially true for

vulnerable student populations and at-risk students (Chu, 2020). Keeping

students engaged both in a physical classroom and during remote learning

decreases behavior issues by keeping students focused on learning and

the class content (Nagro et al., 2018). It is important that educators

consider how they will engage their students while planning lessons and

creating assessments.

Student Satisfaction

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

classroom, one of the 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 can be

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 (2009), we define student satisfaction as

the extent to which a student perceives his or her needs, goals and desires

have completely been met.

Many studies have investigated the determinants of student

satisfaction with online learning. Accordingly, some of the key

determinants of student satisfaction include the role of the instructor,

teacher-student interaction, nature of the course structure, course content,

the role of technology, learner motivation, learner efficacy, self-regulated

learning, learning environment and methods of assessment. In their review

of literature on student satisfaction in e-learning during the last decade

Yunusa and Umar (2021) categorize various determinants of student

satisfaction in e-learning under four dimensions: communication dynamics

(e.g., interaction, informational quality), e-learning-environmental factors

(e.g., course structure, content), organizational factors (e.g., technological

support, service quality) and personality and situational factors (autonomy,

self-efficacy, motivation). Based on a multitude of studies, they show how

student satisfaction can be a complex phenomenon that integrates these

dimensions. Meanwhile, Zeng and Wang (2021) provide a comprehensive

review of studies on online learning during the COVID-19 pandemic and

report that in Emergency Remote Teaching the same factors can

determine the level of student satisfaction. In the present study, based on

prior literature, we categorize different determinants of student satisfaction

under three headings: challenges of e-learning, learner motivation, and

interaction.

Challenges of E-Learning

Compared to face-to-face learning, online learning during the

pandemic is replete with a multitude of challenges. Some of those include

technical difficulties in attending lectures, staying focused during a lecture,

insufficient IT literacy, limited opportunities for collaboration which results

in a feeling of isolation and the absence of opportunities for the

development of practical skills, which some subjects demand for student

success. One of the main technical difficulties students in many online

learning environments have reported encountering is poor Internet

connectivity, making it impossible for them to regularly attend synchronous

sessions of online teaching (e.g.,). Even in the Sri Lankan study conducted

by Hayashi et al., (2020), 70% of the students had identified poor Internet

as a challenge for their online learning. This could be the reason why some

studies have reported that those courses which ingrate both synchronous

and asynchronous modes of teaching result in more student satisfaction

than others: asynchronous mode (e.g., recorded lectures) ensures that

students have access to course content even if their synchronous learning

is interrupted due to poor Internet or electricity failures.

 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. It is 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. Even in Yeung and Yau’s (2021) qualitative study on

online learning by undergraduates in Hong Kong universities, the

participants identified maintaining concentration during a session as a

major challenge for them: “My home is too small and I can hear my mum,

TV, street noise…I just can’t focus on the lecture (p.11)”.

One other challenge that learners have been reported to face in online

learning, in contrast to face-to-face learning, is the limited opportunities

that they have for collaboration. For example, Means and Neisler (2020)

report that 65% of the participants in their study in American universities

thought that the opportunity for collaboration was worse in an online

learning environment. This may not only result in a feeling of isolation but

also impact the level of student satisfaction. The feeling of isolation that

learners develop in an online learning environment can be detrimental in

the sense that it can make learners feel that they do not belong to a

scholarly community. This is why Huang et al. (2020) also identify isolation

as a major challenge that learners face in online learning.

Thus, in summary, there are diverse challenges associated with online

learning, especially as it is practiced during the pandemic, and those

challenges can greatly impact students’ overall satisfaction in a course of

study.

Evolution of Online Learning

While online education is framed as a part of the distance education

tradition, it offers distinctive advantages over past forms of distance

education. Harasim (2000) described early 32 online education as a new

learning domain and contrasted it to other methods of traditional distance

education, explaining that while it is remote as are other methods of

distance learning, online education is more collaborative and group-based

due to its reliance on computer conferencing. The use of computer

networks for the purpose of education began as early as the mid-1970s

when the invention of email and packet switching eventually led to the

development of online education. Email enabled collaborative educational

activities through computers and sowed the seeds for online education to

grow as technology continued to advance (Harasim, 2000).

Videoconferencing, Interaction, and Engagement

Adding synchronous interactions to online education is a method for

instructors to closely proximate face-to-face courses by including a real-

time, verbal and non-verbal communication component with students in

geographically dispersed locations (Andrews et al., 2008; Basaran &

Yalman, 2020; Blau et al., 2017; Francescucci & Rohani, 2019; Gillies,

2008; Themelis & Sime, 2020). While outcomes are similar in online

courses delivered through videoconferencing and face-to-face courses,

students rate videoconferencing courses lower than in-person courses in

presence, interaction, and communication (Clark et al., 2015; Doggett,

2008; Francescucci & Rohani, 2019; Umphrey et al., 2008).

In comparing VC to asynchronous online courses, VC improves

immediacy and social presence (Clark et al., 2015; Gillies, 2008; Themelis

& Sime, 2020). Student motivation, interaction, and collaboration are

encouraged by the implementation of VC in online courses (Basaran &

Yalman, 2020; Clark et al., 2015; Hudson et al., 2012; Sobko et al., 2020).
Diverging from other studies, Peterson (2019) did not find VC increased 49

student satisfaction nor decreased transactional distance in online

learning. Conflicting studies on the use of VC in higher education and

student outcomes reflect a need for further research.

Teaching through Videoconferencing

VC is merely a delivery tool for instruction, and its successful

implementation requires instructors to be innovative and creative in their

course design (Basaran & Yalman, 2020; Martin, 2005). Scholars have

suggested a variety of pedagogical structures to increase student

satisfaction in online courses through VC, including the use of break-out

groups, virtual poster sessions, show-and-tell, whole group discussions,

polling features, chat, virtual hand raising, and small group meetings

(Bensching, 2020; Hudson et al., 2012; Knapp, 2018). Conversely, long

lectures do not transition well to VC (Andrews et al., 2008; Miscenich,

2020). Instructors instinctively apply the same teaching methods in the

new media rich, VC environment, and this practice is not pedagogically

sound (Andrews et al., 2008; Liu & Alexander, 2017; Martin, 2005).

Other researchers recommend instructors increase their presence

during VC instruction through specific immediacy behaviors, including the

use of more gestures, vocal variety, eye contact, smiles, informal speech,

humor, self-disclosure, present tense verbs, and inclusive pronouns (Rehn

et al., 2016; Umphrey et al., 2008). Through careful, planned course

design and implementation, instructors can use VC to better engage

students in their online courses. Colleges and universities must support

these efforts through relevant training and infrastructure. Perhaps

prophetically, Andrews et al. (2008) called for the need for 50 higher

education institutions to implement VC in a scalable, sustainable way to

meet the demand for increased access in online education. Although VC

can be a tool to add synchronous communication to better engage

students, its use also leads to further challenges.

Insights Learned from the Related Studies

Zoom becomes an alternative online learning media in teaching

English for nursing students in the midst of Covid-19 pandemic. It can help

the replacement of face-to-face learning process into learning from home

or work from home activities so that it runs optimally by adjusting to the

current pandemic situation. Lecturers and students carry out distance

learning activities to reduce learning barriers. Through zoom, lecturers and

students can conduct video conference which is used as a means of

communication in online learning as a substitute for real meetings in offline

class although it is not quite effective due to the bad signal that causes

intermittent voice, the lack of students' level of understanding on the

material being taught, and the difficulty in practicing conversations which

are performed in pairs or in groups.

However, zoom meeting application is better than other educational

platforms because it facilitates distance learning and enables discussion

between lecturers and students or among the students like in a real

classroom. The important point that must be considered is the continuity of

the video conference at this zoom depends on the internet network so that

lecturers and students must use good and supportive internet access in

order to use the zoom application for taking part in learning activities.
 Chapter 3

RESEARCH METHOD

This chapter presents the research design, research environment,

research respondents and sampling procedures, research instruments and

their validity, data gathering procedures and statistical treatment.

Research Design

The study will use a descriptive-correlation research design. The

researchers will describe the pupil’s satisfaction level on the use of zoom

cloud meeting as an educational platform and its effect to pupil’s level of

engagement in math subject in terms of asynchronous and synchronous

activities in KVSDAES. The researchers will also describe the correlation

between the pupil’s satisfaction level, pupil’s level of engagement in math

subject, socio-economic profile in terms of sex, age, internet connection,

parent’s educational attainment, internet strength and gadgets used.

Research Environment

The study will be conducted at Kapatagan SDA Elementary School,

located at Kapatagan, Lanao del Norte. It has (8) rooms, serving the

preschool and elementary learners (3) offices serving the Principal,

Cashier and the School Clinic. It also has a sufficient ground which can
accommodate its pupils/students during flag ceremonies. The school

structure provides its students with convenience since most its rooms are

just adjacent to each other. When students move from one room to

another, they do not have to walk far. Figure B shows the locale of the

study.
PHILIPPINE MAP

MINDANAO MAP

Figure B. The Locale

Respondents and Sampling Procedure

The respondents of this research are the Grade 6 teacher and pupils

of Kapatagan Valley SDA Elementary School. The pupils chosen because

they have an experience on using the zoom cloud meeting as a new

educational platform since this pandemic had risen. The researcher chose

20 grade 6 learners who are very active pupils to be interview. Also, who

dealt with problems during the learning process was chosen. This criterion

is set to make the data become saturated since different perceptions might

occur based on the pupil’s activeness perception in the classroom. Since

the beginning of COVID-19pandemic, the learning activities had moved to

online learning due to the physical and social distancing, the setting of this

research took place on the online classroom of Grade 6 learners of

Kapatagan Valley SDA Elementary School.

Research Instrument and its Validity

The questionnaire that will be used in this study is a self-made

indicator. This questionnaire is divided into parts. Part I will determine the

socio-economic profile in terms of sex, age, internet provider, parent’s

educational attainment, internet strength and gadgets used. Part II will

examine the pupil’s satisfaction level on the use of zoom cloud meeting as

an educational platform. Lastly, Part III gathers data on pupil’s level of

engagement in math subject in terms of asynchronous and synchronous

activities. The scoring procedure uses Likert scale which are 4- Strongly

Satisfied, 3- Satisfied, 2- Dissatisfied, 1- Strongly Dissatisfied on the pupil’s

satisfaction level on the use of zoom cloud meeting as an educational

platform and 4- Highly Engage, 3- Moderately Engage, 2- Slightly engage,

1- Not engage on the level of pupil’s engagement in Math Subject in terms

of Asynchronous and Synchronous Activities.

Data Gathering Procedures

The researchers will gather data with the following ethical

procedures. First, the researchers will ask approval from the Vice

President of Academic Affairs and Department Dean to conduct the study.

Second, the researchers will ask permission from the respondents. Third,

the researchers draft and validate the questionnaires before distributing

them to will the respondents. The researchers will then retrieve the

questionnaires. After retrieval, the researchers consolidate the data

gathered, as well as analyze and interpret the results. Lastly, the

finalization of the research with the formulation of conclusions and

recommendation. Figure C shows the flowchart for the data gathering

procedures.
 Start

1. Ask approval from the Vice President of Academic Affairs

and Department Dean to conduct the study.

2. Ask permission from the respondents.

3. Draft and validate the questionnaires.

4. Distribute the questionnaires.

5. Retrieve the questionnaires.

6. Consolidate the data-gathered.

7. Analyze and interpret the results.

8. Finalize the research with the formulation of conclusions and

recommendation.

END

Figure C. The Flowchart for the Data Gathering Procedures

Statistical Treatment

The following statistical tools will be used to analyze and interpret

the results of the study.

1. Frequency and Percentage. This tool will be used to compute the

number of responses and its ratio. This will help to answer the problem 1.

2. Mean. This tool will be used to calculate the degree of responses in

each indicator. This will help to answer problem 2 and 3.

3. Pearson- r. This tool will be used to measure the strength of the linear

relationship between two variables. This will help to answer problem 4 and

6.

All computations were done through the micro-statistics software, SPSS.

 NORTHCENTRALMINDANAOCOLLEGE
(Formerly:CentralMindanaoTechnicalInstitute)
Maranding, Lala, Lanao del Norte

CONSENT FORM FOR RESEARCH PARTICIPANTS

Part I: Information Sheet
Title of Study: “Pupils Satisfaction level on the use of Zoom Cloud
Meeting as an Educational Platform; Its effect to
Pupil’s level of Engagement in Math Subject in terms of Asynchronous and
Synchronous Activities in KVSDES”.

Duration/Period: First Semester of Academic Year 2022-2023

Place: Kapatagan Valley SDA Elementary School

Name of Researchers: Regine G. Malana

Mark B. Magallanes
Glaiza S. Bayron

We are a student of North Central Mindanao College, studying

Bachelor of Elementary Education major in General Education. It is a
requirement of our school that all students must carry out a research
projects in partial fulfillment of the degree’s requirements. Therefore, we
are kindly seeking for your help to carry out this research study in your
school. The information that will be gathered is for academic purpose only.
Your assistance will be greatly appreciated.

Thank you!

The Researchers
Part II: Certificate of Consent

Direction: Please read and complete this form carefully. If you are willing to
participate in this study, kindly encircle the appropriate responses and sign and
date the declaration at the end. If you do not understand anything and would like
more information, please ask.
 I have read and understand the information about the project as provided
in the information sheet. YES/NO
 I am given the opportunity to ask questions about the project and my
participation. YES/NO
 I am willing to give my consent to participate in a research study that will
be conducted by the researchers. YES/NO
 I understand that all information about me will be treated in strict
confidence and that I will not be named in any written work arising from
this study. YES/NO
 I give my consent for the researcher to record the conduct of the activities
(video, audio, photos). YES/NO
 The use of data in research, publication, sharing and archiving has been
explained to me. YES/NO

I freely give my consent to participate in this research study and have been given
a copy of this form for my own information

____________________________ ______________
Name and Signature of Participant Date
 QUESTIONNAIRES
PUPIL’S SATISFACTION LEVEL ON THE USE OF ZOOM CLOUD
MEETING AS AN EDUCATIONAL PLATFORM: ITS EFFECT TO
PUPIL’S LEVEL OF ENGAGEMENT IN MATH SUBJECT IN TERMS OF
ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES IN KVSDAES

Dear Respondent,
We are North Central Mindanao College Students. We are working
on a Pupils Satisfaction Level on the use of Zoom Cloud Meeting as
an Educational Platform; Its Effect to Pupils Level of Engagement at
Kapatagan Valley SDA Elementary School. May we request you kindly
answer this survey questionnaire. The information you provide will help us
to attain the purpose of the study. Thank you for your Cooperation and
God bless.
The Researchers

Name of Respondent (Optional): _______________________________

Part I: Socio-economic Profile

Directions: Write or Put a check mark on the space that indicates your
response.

1. Sex:
___Male
___Female

2. Age_____

3. Internet Provider
___PLDT Fiber
___Globe Fiber
___Globe at Home Broadband
___DSL
 ___Globe/Tm Mobile Data
___Smart/TNT Mobile Data

4. Parent’s Educational Attainment;

Mother
____ Elementary Level/Graduate
____ High School Level/Graduate
____ College Level
____ College Graduate
____ Others (Specify): ______

Father
____ Elementary Level/Graduate
____ High School Level/Graduate
____ College Level
____ College Graduate
____ Others (Specify): ______

5. Internet Strength
Strong
____20 mbps per sec.
____25 mbps per sec.
____(35- 50) mbps per sec.
Weak
____15 mbps per sec.
____10 mbps per sec.
____(5-1) mbps per sec.

6. Gadgets used
____Cellphone
____Tablet
____Laptop
____Netbook
____Desktop Computer
Part II: Pupil’s satisfaction level on the use of zoom cloud meeting as
an educational platform?

Name of Respondents (Optional): _____________________________

Direction: Use the Likert scale below and check the box that corresponds to
your answer.

4- Strongly Satisfied 2- Dissatisfied

3- Satisfied 1- Strongly Dissatisfied

Indicator 4 3 2 1
1. Breakout rooms during online class
activities.
2. Share screen during online topic
presentation.
3. Virtual background during online oral
recitations.
4. Unmute during the online discussion.
5. No password required easy to join just to
click the link given by the teacher.
6. Gallery views during online discussion.
7. Text chat during discussion or activities to
communicate through text for the duration
of the classes.
8. Recording during the entire online
discussion.
9. Raise hand when voluntarily want to ask
question or want to answer the questions
during the online discussion.
10. Disable video during online
discussion, topic presentation, and class
activities.
 PUPIL’S SATISFACTION LEVEL ON THE USE OF ZOOM CLOUD
MEETING AS AN EDUCATIONAL PLATFORM: ITS EFFECT TO
PUPIL’S LEVEL OF ENGAGEMENT IN MATH SUBJECT IN TERMS OF
ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES IN KVSDAES
Dear Respondent,
We are North Central Mindanao College Students. We are working
on a Pupils Satisfaction Level on the use of Zoom Cloud Meeting as
an Educational Platform; Its Effect to Pupils Level of Engagement at
Kapatagan Valley SDA Elementary School. May we request you kindly
answer this survey questionnaire. The information you provide will help us
to attain the purpose of the study. Thank you for your Cooperation and
God bless.
The Researchers

Part III: Pupil’s level of engagement in math subject in terms of

Asynchronous and Synchronous Activities.

Name Of Respondent (Optional): ______________________________

Direction: Use the Likert scale below and check the box that corresponds
to your answer.

4- Highly Engage 2- Slightly Engage

3- Moderately Engage 1- Not Engage

A. Asynchronous Activities
Indicator 4 3 2 1
1. Advance reading for the next topic.
2. Individual or group project.
3. Research project.
4. Making activities and assignments.
5. Watching pre-recorded lecture
videos or lesson.
6. Viewing video demonstration.
7. Review virtual materials.
8. Research topic questions.
9. Learning activities such as problem
solving and quizzes.
10. Expressing ideas through
writing.

B. Synchronous Activities
Indicator 4 3 2 1
1. Oral Recitation.
2. Individual or group presentation.
3. Share thoughts to the class.
4. Developed the skills of leadership
during group activities.
5. Answers questions accurately.
6. Interact with the presenter and get
question answered in real time.
7. Online class discussion.

8. Active participation during the topic

presentations.
9. Collaboration during group activities.
10. More responsive in exchanging of
ideas with instructors and classmates.
For the Researchers

C. Synchronous Activities
Indicator 4 3 2 1
1.Oral Recitation.
2.Individual or group presentation.
3.Share thoughts to the class.
4.Developed the skills of leadership during
group activities.
5. Answers questions accurately.
6.Interact with the presenter and get question
answered in real time.
7.Online class discussion.
8.Active participation during the topic
presentations.
9.Collaboration during group activities.
10.More responsive in exchanging of ideas with
instructors and classmates.
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