Assessing the Perceived Effectiveness of Online Classes… 1

Abstract

This research primarily aimed to know the effectiveness of learning of

Medical Technology and Nursing students through online classes. Through the

dissemination of survey questionnaires via E-mail with questions regarding the

effectiveness of online class, this paper provided information about their perception in

their education, how effective learning can be if it is learning over the Internet and not

face-to-face. Also, this study compared the effectiveness of class between Medical

Technology and Nursing students of Baliuag University. The findings of this study

were the following: Online class is effective in Medical Technology and Nursing

students but the effectiveness is limited when it comes to learning and practicing

laboratory techniques and procedures. Also, there is no significant difference in the

effectiveness of online class in Medical Technology students (M=2.7412, SD=.58825)

and Nursing students (M=2.7169, SD=.48135)conditions; t(50)=0.163, p=.872

(p>0.05). This research can help in the assessment of universities offering Bachelor of

Science in Medical Technology and Bachelor of Science in Nursing on implementing

online classes during this pandemic situation, for the students to learn.

Keywords: effectiveness, online class, Medical Technology, Nursing, pandemic

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 2

1.0 Introduction

Education is very important to every individual who wanted to achieve their

goals in life but there are situations that might hinder the access to education,

anticipated or not. Because of the pandemic that occurred not only in the Philippines

but also in other countries over the world that had a great impact not only to the

economic aspect of every countries but also to the education being provided,

government together with academic institutions decided to look for a way for the

students to learn and still receive the education they need even being confined and

limited inside their own houses which is learning through online class (Reuters,

2020). Online classes can pose positive experiences to the students such as allowing

the educators to reach a wide range of audience and displaying its cost effectiveness

however, it can also bring challenges like how traditional classroom setting has

shortcomings (El Mansour &Mupinga, 2007)

According to Moore & Thompson (1997), comparing the effectiveness of

distance learning with that of face-to-face instruction or the effectiveness of different

technologies leads to the conclusion that distance learning is as effective in many

cases as conventional classroom instruction and shows no differences in learning

outcomes; and that there is no general learning superiority between one type of

technology and another. However, according to Hiltz (1994), it should be noted that

instructor and student factors have affected the effectiveness of online learning. That

the online treatment has outperformed conventional treatment by incorporating more

appropriate instructor interventions, depending on the characteristics of the student,

than competing treatments. And according to Clark (1983), the medium is used to

determine the effectiveness and not the medium itself.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 3

Online learning is well used in this time of pandemic as a secondary way of

learning. Naturally, it has advantages because students can study regardless of the

place, time and way they wanted to learn. Also, most individuals have access to the

internet therefore it can use in many different ways. Online learning enables the

participants to give their views on a particular topic. But online learning also comes

with disadvantages because it is also challenging for courses that are skill-based like

Medical Technology for its lack of interaction and experience. Most often online are

knowledge based and not necessarily practicality based. It is difficult to obtain the

same knowledge in online classes especially when it comes to medical courses where

laboratory procedures are needed to be learned and experienced. Online class is just a

basis but interaction plays an important role. It cannot meet the expectations and

outcomes that happened during classes inside the laboratory (Clover, 2017).

In this study, the researchers aimed to evaluate the effectiveness of online

classes in learning of students who are taking Medical Technology and Nursing

courses in Baliuag University.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 4

2.0 Review of Related Literature

The pandemic situation caused by COVID-19 results to the close down of

academic institutions over the world which gives rise to several challenges in all

stages and level of education (Aggarwal et al., 2020). The distinctive rise of e-

learning has been the outcome of the pandemic where teaching is done on digital

platforms (Li & Lalani, 2020).

This literature review discusses the variables involved in the study which are

the online class, face-to-face class and the utilization of survey in a research.

2.1. Online Class

Online learning refers to an educational method in which the learners are

physically isolated from the teacher and the teaching is provided entirely on the

computer (Western Cooperative for Educational Telecommunications, 2004). This

delivery method incorporates audio, video, color, graphics and animation to attract the

student's interest. In most web-based classes, instructors and students do not

communicate at the same time; instead, students respond to messages that are posted

on a forum or website at some suitable time. And according to Wang and Newlin

(2001), this method restricts the amount and extent of interactions between course

materials and procedures.

Traditionally, it has been taught supposed to take place in a classroom or a

face-to-face atmosphere where the teacher and the students are together physically.

But not all of the students learn the same way and consequently, the alternative

solution is not perfect for all students (Young, 2002). Therefore, the idea that

learning just takes place in face-to-face environment since being questioned and

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 5

overtaken by usage of the Internet and network technology to provide a means of

communication to learners wherever they are located (Stacey et al., 2004).

Present paradigm change in higher education from conventional classroom

settings to distance learning delivery by the internet has been assured that every

student is completely engaged in at least some class exercises (Ryan et al., 1999).

Moreover, the teachers use the platform as part of learning strategies to resolve

restricted budget constraints and support the rising number of non-traditional students.

In the traditional style, the instructor develops and transmits the contents to the

students studying in a face-to-face atmosphere (Knowles, 2005). Particularly during a

certain period of time, learners are also provided with activities that require them to

be active rather than listen to or watch passively. The instructional approach can

generate constructive interaction between all participants in the class.

According to Stanford-Bowers (2008), administrators’ and faculty's ideas

about factors that influence student persistence in online courses are closely aligned

with students' ideas. Students take online courses solely for convenience, rather than

academic experience and expected to participate at the maximum level to derive

maximum benefits including self-discipline, self-motivation, adequate time,

appropriate technology, and adequate technological skills are required commitment to

the learning process. However, the level of flexibility varies with each course, and

rarely is a course designed around the flexibility factor.

As cited by Ebojoh and Xu (2007), various colleges need both good evaluation

tools and adequate delivery methods as necessary ingredients for the efficacy of the

online program; users mostly experience communication issues that lead to

frustration. Therefore, designers of online programs need to tackle various

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 6

communication problems. The use of discussion boards, charts, and interactive

technology enhances communication between users and faculty. The design delivery

can be enhanced by updating or improving the technology used in communication,

e.g. video conferencing, electronic portfolio, discussion platform, and also by creating

an efficient plan for the quality of course materials, workload, and program schedule.

Another study that causes students frustration throughout the courses is the

lack of timely response of professors into the email of the students (Gilbert, 2015).

The majority of students understood the use of e-mail as a communication method

available during the class but clarified the difficulty of communicating problems in

the course or questions on topics through a written medium rather than a face-to-face

interaction.

The efficacy of online learning varied, which for some target knowledge and

skills and also for the students is as effective as or more efficient than offline learning.

In order to mitigate the possible drawbacks of online learning in undergraduate

medical education, incorporating the benefits of online and offline teaching methods,

called blended learning, may be worthwhile. Despite the complexities of online

learning, a mix of online and offline learning may be the most effective in

undergraduate medical education but to optimize the benefits (Garrison & Vaughan,

2007)

Many factors impact on the quality of online learning. Some factors build

obstacles to online learning, such as administrative challenges, social interaction,

academic abilities, technological skills, learner encouragement, research time and

support, technical issues, costs and internet access (Muilenberg, & Berge, 2005).

Other factors could lead to low-quality online learning, such as inefficient design and

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 7

arrangement of multimedia materials (Mayer, 2002). Consequently, the successful

study of online and offline teaching in medical education can rely on a thorough

consideration of how it is used across classes. All should be evaluated including the

learning goals, designing the properties of the learning materials, analyzing the

learning results, etc. (Pei & Wu, 2019).

2.2. Face-to-Face Class

In teacher-centered or passive learning, the instructor usually controls

classroom dynamics. The teacher lectures and comments, while students listen, take

notes, and ask questions. In student-centered or active learning, the students usually

determine classroom dynamics as they independently analyze the information,

construct questions, and ask the instructor for clarification. In this scenario, the

teacher, not the student, is listening, formulating, and responding (Salcedo, 2010).

The classroom setting provides more motivation, encouragement, and

direction. Even if a student wanted to quit during the first few weeks of class, he/she

may be deterred by the instructor and fellow students. Face-to-face instructors may be

able to adjust the structure and teaching style of the class to improve student retention

(Kemp & Grieve, 2014).

The other modality, classroom teaching, is a well-established instructional

medium in which teaching style and structure have been refined over several

centuries. Face-to-face instruction has numerous benefits not found in its online

counterpart (Xu &Jaggars, 2016).

Some studies favor traditional classroom instruction, stating “online learners

will quit more easily” and “online learning can lack feedback for both students and

instructors” (Atchley et al., 2013). Because of these shortcomings, student retention,

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 8

satisfaction, and performance can be compromised. Like traditional teaching, distance

learning also has its apologists who aver online education produces students who

perform as well or better than their traditional classroom counterparts (Westhuis et al.,

2006).

Clearly online time cannot provide many of the informal social interactions

students have at school, but how will online courses do in terms of moving student

learning forward? Research to date gives us some clues and also points us to what we

could be doing to support students who are most likely to struggle in the online

setting. (Loeb, 2020)

The experiences of students in online class and face-to-face class are different

especially in pattern of engagement (Robinson &Hullinger, 2008). Kemp and Grieve

(2014) found out in their study that students feel more engaged when they are in the

traditional classroom setting when completing their activities because a more

meaningful discussion can be an outcome from the engagement they have. Also, when

students are doing face-to-face class, immediate feedback can be obtain since once

they create comments in class, comments from classmates and teachers can be elicited

instantly. There are also responses from the students that classroom setting do not

require to read comments online and it is easier to access review material in class.

There is also a deeper understanding and better flow of argument when they are in a

classroom.

However, there are a range of disadvantages in the face-to - face approach,

namely: 1) it allows students and teachers to be in the same room; 2) it may be

inconsistent with education; and 3) a lack of versatility. The disadvantages of the

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 9

face-to-face approach have paved the way for alternative approaches, such as digital

and web-based approaches (El Mansour &Mupinga, 2007)

2.3. Conduction of Survey

In conducting a research, there are variety of methodological approaches that

exist that can be utilized during the research process. There are factors to be

considered when selecting research approach such as the purpose of the study, the

type of research questions and the availability of the sources (Ponto, 2015).

A survey research is the collection of information through the responses of

individuals to questions. (Check &Schutt, 2012). It allows various methods to find

respondents, gather information and use variety of instrumentation methods. This type

of research can be used as quantitative research strategy by utilizing questionnaires

that contain numerically rated items, as qualitative research strategy through asking

open-ended questions, or both (Singleton & Straits, 2009).

According to Ponto (2015), survey research may employ a number of methods

of data collection and the most popular being questionnaires and interviews.

Questionnaires may be self-administered or administered by a professional. It can also

be disseminated individually or in a group and usually include a set of items that

represent the research objectives. Apart from true and accurate analysis, the

questionnaire will contain demographic questions. Describing the contents of the

survey questionnaire can help the readers to understand the study as well as to

evaluate if there are potential errors in validity and reliability (Buerhaus et al., 2012).

By utilizing survey, researchers can collect information that are not available

from other sources, samples are unbiased representation of the population, the

information gathered is the same from every respondents and survey data can be used

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 10

to complement existing data from secondary sources. Administration of survey can be

through personal (face-to-face), telephone, mail, web or combination of this mode.

Due to the pandemic situation, mail survey is the best option for the study. There are

advantages in using mail surveys such as it has the lowest cost, it can be disseminated

by smaller group of people, it can be used when the population is busy or difficult to

locate and participants can find information or ask others. However, it is the most

difficult due to the requirement of cooperation since there is no interviewer involved.

It also requires good sample and gathering of data is slower (Owens, 2002).

2.4. Research Flowchart Discussion

The researchers conceptualized and proposed the research topic and

selected the target population which is the students from College of Nursing and

Allied Health Sciences (CNAHS). After identifying the problem, formulating

hypothesis, reviewing related literature and determining the research approach, design

and technique, the researchers addressed a letter of request to the Registrar’s office in

order to obtain the list of students and sent invitation letter to CNAHS and informed

consents to the students. The researchers collected and analysed the data using

descriptive statistics and independent-sample t-test. The results are interpreted and

reported. After being revised and proofread, the manuscript is submitted.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 11

2.5. Research Flowchart

Research proposal

Approval of research proposal

Data gathering

Data consolidation

Statistical analysis

Interpretation

Conclusion

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 12

3.0. Research Method

3.1. Research Design

This quantitative study used a Comparative research design and it was focused

on the learning in laboratory of the students.

The purpose of this study is to evaluate the effectiveness of online classes in

learning of students in College of Nursing and Allied Health Science. Also, it aims to

know the difference in effectiveness of online class between Medical Technology and

Nursing students. The study used a purposive sampling method, because the

researchers need to gather information based on members' shared attributes from the

students of the said college department. The researchers disseminated the survey

questionnaires via E-mail as well as the collection of data.

3.2. Study Setting

The study took place in the department of College of Nursing and Allied

Health Sciences of Baliuag University which is located in Baliuag, Bulacan.

3.3. Study Population

The evaluation was accomplished through the participation of 166 students

from the College of Nursing and Allied Health Sciences who are taking Bachelor of

Science in Medical Technology and Bachelor of Science in Nursing with a year level

range from first year to third year level only.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 13

3.4. Sampling Method

The researchers utilized purposive sampling method.

Purposive Sampling Method will help the researchers to rely on its own

judgment when choosing who will participate in the study and its population based on

the purpose of the study. The researchers need to collect data based on the same

attribute the respondents shared. In this case, the objective of the study is to evaluate

the effectiveness of online class and the population where the sample was taken from

is the Medical Technology and Nursing students from the College of Nursing and

Allied Health Sciences in Baliuag University.

3.5. Sample Size Computation

This study used Slovin’s formula to calculate an appropriate sample size from

N
a population. The formula used was n= 2 , where n corresponds to sample size,
1+ N e

N corresponds to the population size and e corresponds to the margin of error. The

confidence level of 30%-40% was used by the researcher, giving an alpha level of

0.70-0.60 that helps the researcher to know the minimum number of respondents

needed to conduct the study. See appendix V for the computation of the sample size,

3.6. Eligibility Criteria

This study is focused only on the students of Baliuag University under the

department of College of Nursing and Allied Health Sciences.

Inclusion criteria:

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 14

1. All first year to third-year students who are currently enrolled in a Bachelor of

Science in Medical Technology and Bachelor of Science in Nursing who are

willing to participate.

2. All first year to third-year students who are currently enrolled in a Bachelor of

Science in Medical Technology and Bachelor of Science in Nursing who are

regular students.

3. All first year to third-year students who are currently enrolled in online classes

taking Bachelor of Science in Medical Technology and Bachelor of Science in

Nursing in the School Year 2020-2021.

Exclusion criteria:

1. All students who are not currently enrolled for the School Year 2020-2021.

2. All students who do not participate or refused to answer the survey

questionnaire.

3. All students who do not signed the informed consent.

4. All students who do not answer completely the survey questionnaire.

3.7. Data Collection Tool

The major tool that was employed to gather data was the Online

Learning/Distance Education Questionnaire which was modified to tailor fit the study

and it is comprised of two parts. The first section is for the individual’s profile which

includes the name which is optional, course and year level. The second section, on the

other hand, contains twenty-six (26) questions regarding effectiveness of online class

that are graded based on their agreement with the statements: strongly agree(4),

agree(3), disagree(2), and strongly disagree(1). Moreover, to further gather data, the

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 15

researchers conducted survey in a Google form with the link sent to their e-mail with

all the respondents fully know what is stated on the surveys.

3.8. Data Gathering Procedure

In this procedure, after the validation of the collection tool, the researchers

sent a letter of request to the head or dean of College of Nursing and Allied Health

Sciences. After the approval for the conduction of survey, informed consents were

sent to the students. After given a permission, the researchers gave a link for a Google

form via email to the students of the department. The researchers collected the data by

means of modified survey questionnaires that comprised demographic profile which

includes the name (optional), course, and year level. The effectiveness of online class

is identified on the second part of the questionnaire. After the respondents have taken

the survey within 3 days after the e-mail was sent, the researchers gathered the results,

tallied, analyzed and interpreted.

3.9. Sample Recruitment

The researchers addressed a letter of request to the Registrar Office of the

university to obtain the list of the students and also addressed an invitation letter to

the head of the department where the respondents came from. Also, the researchers

obtained full consent from the participants. The consents informed the students the

implications of their participation in the research and how the researchers used the

information obtained from them. The informed consent also helped the students to

reach a decision whether to participate or not. The participants have the rights to

withdraw from the study and importance of voluntary participation is emphasized.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 16

Protection of privacy of the respondents and confidentiality of data as well as the

anonymity of the individuals were prioritized and ensured in the study.

3.10. Data Analysis

To interpret the data, the researchers made use of descriptive statistics to

describe the demographic profile of the respondents such as their course and the year

level they are in as well as the effectiveness of online class in Medical Technology

and Nursing students. Independent sample T-test was done to determine the difference

in the effectiveness of online class between Medical Technology and Nursing

students.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 17

4.0 Results

Table 1 shows the frequency distribution of respondents’ profile in terms of

course they are currently taking. Majority of therespondents are students from

Bachelor of Science in Nursing, 108 (65.1%) while 58 (34.9%) are participants from

Bachelor of Science in Medical Technology.

Table 1 Course of the Respondents (n=166)

Course Frequency Percent

BSMT 58 34.9
BSN 108 65.1

Table 2 shows the frequency distribution of respondents’ profile in terms of

year [Link] of the respondents are from BSN-1, 47 (28.3%) followed by BSN-2,

46 (27.7%), BSMT-2, 29 (17.5%), BSMT-1, 20 (12.0%), BSN-3, 15 (9.0%) and the

least respondents came from BSMT-3, 9 (5.4).

Table 2 Year Level of the Respondents (n=166)

Year level Frequency Percent

BSMT-1 20 12.0

BSMT-2 29 17.5

BSMT-3 9 5.4

BSN-1 47 28.3

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 18

BSN-2 46 27.7

BSN-3 15 9.0

Table 3 shows the frequency distribution of respondents’ profile in terms of

their age. Most of the respondents are 20 years old, 63 (38.0%) followed by

respondents who are 19 years old, 60 (36.1%), 18 years old, 22 (13.3%), 21 years old,

18 (10.8%) and 1 (0.6%) respondent each are 23 years old, 26 years old and 30 years

old.

Table 3 Age of the Respondents (n=166)

Age Frequency Percent

18 years old 22 13.3

19 years old 60 36.1

20 years old 63 38.0

21 years old 18 10.8

23 years old 1 .6

26 years old 1 .6

30 years old 1 .6

Table 4 displays how motivated the students are by the material on the internet

using mean and standard deviation. It shows that the respondents from Bachelor of

Science in Medical Technology agreed to all questions except for two: they strongly

disagreed that learning on the internet is more motivating than a regular course

(m=1.69) and disagreed on believing that a complete course can be given over the

Internet without difficulty (m=1.86). On the other hand, respondents from Bachelor of

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 19

Science in Nursing agreed to all questions except for three. They disagreed on being

motivated by the material in an internet activity (m=2.50), believing that learning on

the internet outside of class is more motivating than a regular course (m=1.83) and

believing that a complete course can be given over the Internet without difficulty

(m=1.95).

Table 4 Students’ Perception about the Materials on the Internet

BSMT BSN
Mean SD Mean SD

Question 2: I feel that my background and experience 3.12 .46 3.08 .657
will be beneficial to my studies 2
Question 3: I believe looking back on what I have 3.24 .68 3.35 3.35
learned in a course will help me to remember it better 2
Question 4: I am able to manage my study time 3.00 .56 2.86 .742
effectively and easily complete assignments on time 2
Question 5: I feel comfortable composing text on a 2.91 .62 2.94 .667
computer in an online learning environment 9
Question 7: I am motivated by the material in an 2.52 .68 2.50 .705
Internet activity outside of class 2
Question 12: I believe that learning on the Internet 1.69 .53 1.83 .815
outside of class is more motivating than a regular 7
course
Question 13:I believe a complete course can be given 1.86 .71 1.95 .766
by the Internet without difficulty. 2
Question 17: I am comfortable communicating 2.74 .57 2.55 .647
electronically 9
Question 19: I am comfortable with written 3.12 .56 2.94 .645
communication 4
Question 20: In my studies, I am self-disciplined and 2.83 .62 2.74 .741
find it easy to set aside reading and homework time 5
Question 25: I feel comfortable communicating online 2.66 .73 2.69 .636
in English 9
Interpretation: 1-1.75 - strongly disagree; 1.76-2.50 – disagree; 2.51-3.25 - agree; 3.26-4.0 - strongly agree

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 20

Table 5 displays how students still interested in taking online class using mean

and standard deviation. The table shows students from Bachelor of Science in

Medical Technology and Bachelor of Science in Nursing agreed to all questions.

Table 5 Students’ Interest in Taking Online Class

BSMT BSN
Mean SD Mean SD
Question 6: I can ask my teacher questions and 2.78 .677 2.79 .724
receive a quick response during Internet activities
outside of class
Question 8: I can discuss with other students during 2.78 .563 2.81 .662
Internet activities outside of class.
Question 9: I can collaborate with other students 2.81 .545 2.84 .644
during Internet activities outside of class.
Question 16: I can work in a group during Internet 3.19 4.03 2.75 .582
activities outside of class. 3
Question 18: I am willing to actively communicate 2.91 .601 2.92 .613
with my classmates and instructors electronically
Question 21: As a student, I enjoy working 2.98 .737 2.94 .687
independently
Question 22: As a student, I enjoy working with 2.86 .511 2.85 .577
other students in groups.
Question 23: I like a lot of interaction with my 2.91 .506 2.87 .643
instructors and/or teaching assistants
Interpretation: 1-1.75 - strongly disagree; 1.76-2.50 – disagree; 2.51-3.25 - agree; 3.26-4.0 - strongly agree

Table 6 displays how students access the internet easily using mean and

standard deviation. The table shows that the respondents from Bachelor of Science in

Medical Technology (m=3.00) and Bachelor of Science in Nursing (m=2.91) agreed

to question that they are able to easily access the Internet as needed for study.

Table 6 Students’ Access to Internet

BSMT BSN
Mean SD Mean SD

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 21

Question 1: I am able to easily access the Internet as 3.00 .592 2.91 .663
needed for my study?
Interpretation: 1-1.75 - strongly disagree; 1.76-2.50 – disagree; 2.51-3.25 - agree; 3.26-4.0 - strongly agree

Table 7 displays the effectiveness of online classes in Medical Technology

students using mean and standard deviation. It shows that most of the respondents

agreed to all the questions stated and two strongly agreed that “I believe an Internet

course is possible but for learning laboratory techniques it would be difficult”

(m=3.62) and “I feel that face-to-face contact with my instructor is necessary to learn

laboratory techniques” (m=3.81) but three questions stated strongly disagreed that

“Learning is the same in the laboratory and at home on the Internet” (m=1.36), “I can

practice laboratory procedures during Internet activities outside of class” (m=1.69),

and also “I believe that learning on the Internet outside of class is more motivating

than a regular course” (m=1.69). While two questions disagreed that “I believe a

complete course can be given by the Internet without difficulty” (m=1.86) and “I

could pass Medical Technology course on the Internet with minimal teacher

assistance” (m=1.91).

Table 7 Effectiveness of Online Class in Medical Technology Students

Questions Mean SD
Question 1: I am able to easily access the Internet as 3.00
needed for my studies .592

Question 2: I feel that my background and experience 3.12

will be beneficial to my studies .462

Question 3: I believe looking back on what I have 3.24

learned in a course will help me to remember it better .630

Question 4: I am able to manage my study time 3.00

effectively and easily complete assignments on time .562

Question 5: I feel comfortable composing text on a 2.91

computer in an online learning environment .629

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 22

Question 6: I can ask my teacher questions and

receive a quick response during Internet activities 2.78 .677
outside of class
Question 7: I am motivated by the material in an
Internet activity outside of class 2.52 .682

Question 8: I can discuss with other students during

Internet activities outside of class. 2.78 .563

Question 9: I can collaborate with other students

during Internet activities outside of class. 2.81 .545

Question 10: Learning is the same in laboratory and at

home on the Internet 1.36 .641

Question 11: I can practice laboratory procedures

during Internet activities outside of class. 1.69 .706

Question 12: I believe that learning on the Internet

outside of class is more motivating than a regular 1.69 .537
course
Question 13:I believe a complete course can be given
by the Internet without difficulty. 1.86 .712

Question 14: I could pass Medical Technology/

Nursing course on the Internet with minimal teacher 1.91 .779
assistance
Question 15: I believe an Internet course is possible
but for learning laboratory techniques it would be 3.62 .768
difficult
Question 16: I can work in a group during Internet
activities outside of class. 3.19 4.033

Question 17: I am comfortable communicating

electronically 2.74 .579

Question 18: I am willing to actively communicate

with my classmates and instructors electronically 2.91 .601

Question 19: I am comfortable with written

communication 3.12 .564

Question 20: In my studies, I am self-disciplined and

find it easy to set aside reading and homework time 2.83 .625

Question 21: As a student, I enjoy working

independently 2.98 .737

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 23

Question 22: As a student, I enjoy working with other

students in groups. 2.86 .511

Question 23: I like a lot of interaction with my

instructors and/or teaching assistants 2.91 .506

Question 24: I possess sufficient computer

keyboarding skills for doing online work. 2.97 .591

Question 25: I feel comfortable communicating online

in English 2.66 .739

Question 26: I feel that face-to-face contact with my

instructor is necessary to learn laboratory techniques 3.81 .512

Total: 2.74 .59

Interpretation: 1-1.75 - strongly disagree; 1.76-2.50 – disagree; 2.51-3.25 - agree; 3.26-4.0 - strongly agree

Table 8 displays the effectiveness of online class in Nursing students using

mean and standard deviation. It shows that most of the respondents agreed to all

questions stated and five (5) disagreed that “I am motivated by the material in an

Internet activity outside of class" (m=2.50), “I can practice laboratory procedures

during Internet activities outside of class” (m=1.95), “I believe that learning on the

Internet outside of class is more motivating than a regular course” (m=1.83), “I

believe a complete course can be given by the Internet without difficulty” (m= 1.95)

and “I could pass Medical Technology/ Nursing course on the Internet with minimal

teacher assistance” (m=2.05) and three (3) question stated strongly agreed such as “I

believe looking back on what I have learned in a course will help me to remember it

better” (m=3.35), “I believe an Internet course is possible but for learning laboratory

techniques it would be difficult” (m=3.39) and “I feel that face-to-face contact with

my instructor is necessary to learn laboratory techniques” (m=3.69) while one (1)

question stated strongly disagreed that “Learning is the same in laboratory and at

home on the Internet” (m=1.69).

Table 8 Effectiveness of Online Class in Nursing Students

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 24

Questions Mean SD
Question 1: I am able to easily access the Internet as needed for 2.91 .663
my studies
Question 2: I feel that my background and experience will be 3.08 .657
beneficial to my studies
Question 3: I believe looking back on what I have learned in a 3.35 3.35
course will help me to remember it better
Question 4: I am able to manage my study time effectively and 2.86 .742
easily complete assignments on time
Question 5: I feel comfortable composing text on a computer in 2.94 .667
an online learning environment
Question 6: I can ask my teacher questions and receive a quick 2.79 .724
response during Internet activities outside of class
Question 7: I am motivated by the material in an Internet 2.50 .705
activity outside of class
Question 8: I can discuss with other students during Internet 2.81 .662
activities outside of class.
Question 9: I can collaborate with other students during Internet 2.84 .644
activities outside of class.
Question 10: Learning is the same in laboratory and at home 1.69 .781
on the Internet
Question 11: I can practice laboratory procedures during 1.95 .813
Internet activities outside of class.
Question 12: I believe that learning on the Internet outside of 1.83 .815
class is more motivating than a regular course
Question 13: I believe a complete course can be given by the 1.95 .766
Internet without difficulty.
Question 14: I could pass Medical Technology/ Nursing course 2.05 .790
on the Internet with minimal teacher assistance
Question 15: I believe an Internet course is possible but for 3.39 .795
learning laboratory techniques it would be difficult
Question 16: I can work in a group during Internet activities 2.75 .582
outside of class.
Question 17: I am comfortable communicating electronically 2.55 .647
Question 18: I am willing to actively communicate with my 2.92 .613
classmates and instructors electronically

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 25

Question 19: I am comfortable with written communication 2.94 .645

Question 20: In my studies, I am self-disciplined and find it 2.74 .741
easy to set aside reading and homework time
Question 21: As a student, I enjoy working independently 2.94 .687
Question 22: As a student, I enjoy working with other students 2.85 .577
in groups.
Question 23: I like a lot of interaction with my instructors 2.87 .643
and/or teaching assistants
Question 24: I possess sufficient computer keyboarding skills 2.76 .625
for doing online work.
Question 25: I feel comfortable communicating online in 2.69 .636
English
Question 26: I feel that face-to-face contact with my instructor 3.69 .486
is necessary to learn laboratory techniques
Total: 2.72 .48
Interpretation: 1-1.75 - strongly disagree; 1.76-2.50 – disagree; 2.51-3.25 - agree; 3.26-4.0 - strongly agree

Table 9 displays an independent-sample t-test was conducted to compare the

level of effectiveness of online class between Medical Technology and Nursing

students of Baliuag University. There is no significant difference in the mean of the

responses in the survey questions of Medical Technology students (M=2.7412,

SD=.58825) and Nursing students (M=2.7169, SD=.48135) conditions; t(50)=0.163,

p=.872. These results suggest that the level of effectiveness of online class in Medical

Technology and Nursing students has no significant difference since p is greater than

0.05.

Table 9 Difference of Effectiveness of Online Class between Medical Technology and

Nursing Students

Condition t-test for Equality of Means

Sig.
Mean Std. Error
t df (2- Lower Upper
Difference Difference
tailed)

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 26

Mean .163 50 .872 .02423 .14907 -.27518 .32364

5.0 Discussion

Due to the rise of COVID-19, it is not surprising for academic institutions that

offer medical courses to resort in using online education in order for the students to

have continuous medical education (Dos et al., 2020). Here, the researchers discuss

the effectiveness of online education to the students of Medical Technology and

Nursing students in the College of Nursing and Allied Health Sciences in Baliuag

University. This chapter also includes the discussion of additional findings of the

study.

According to Schunk & Usher (2012), motivation has an influence on how and

when an individual chooses to learn. Based on the results (Table 4), Medical

Technology and Nursing students find materials and learning on the Internet outside

of class less motivating yet they are able to complete assignments on time and manage

their study time effectively. The results also show that the respondents believe that

their background and experience are beneficial; they have the ability to set aside a

time for reading and homework time and the ability to communicate comfortably over

the Internet. A study by Laitsch (2006) stated that self-discipline is related to

motivation. Individuals who are highly self-disciplined can be able to focus better on

long term goals. According to Gorbunovs et al. (2016), people with high level of self-

discipline are able to control their activities and usually avoid problems, cope with the

tasks and overcome difficulties. These show that despite the students’ perception of

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 27

materials and learning over the Internet as less motivating compared to regular course,

being self-disciplined and being comfortable in an online learning environment can

contribute to the students’ drive to study resulting for the students to motivate

themselves further.

Paris and Turner (1994) describe

motivation as the ‘engine’ of learning.
Motivation can influence what we learn,
how we learn and when we choose to learn
(Schunk & Usher, 2012). Research shows
that motivated learners are
more likely to undertake challenging
activities, be actively engaged, enjoy and
adopt a deep approach to
learning and exhibit enhanced
performance, persistence and creativity
(Ryan & Deci, 2000b)
Paris and Turner (1994) describe
motivation as the ‘engine’ of learning.
Motivation can influence what we learn,
how we learn and when we choose to learn
(Schunk & Usher, 2012). Research shows
that motivated learners are

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 28

more likely to undertake challenging

activities, be actively engaged, enjoy and
adopt a deep approach to
learning and exhibit enhanced
performance, persistence and creativity
(Ryan & Deci, 2000b)
Paris and Turner (1994) describe
motivation as the ‘engine’ of learning.
Motivation can influence what we learn,
how we learn and when we choose to learn
(Schunk & Usher, 2012). Research shows
that motivated learners are
more likely to undertake challenging
activities, be actively engaged, enjoy and
adopt a deep approach to
learning and exhibit enhanced
performance, persistence and creativity
(Ryan & Deci, 2000b)
Paris and Turner (1994) describe
motivation as the ‘engine’ of learning.
Motivation can influence what we learn,
how we learn and when we choose to learn
(Schunk & Usher, 2012). Research shows
that motivated learners are

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 29

more likely to undertake challenging

activities, be actively engaged, enjoy and
adopt a deep approach to
learning and exhibit enhanced
performance, persistence and creativity
(Ryan & Deci, 2000b)
Paris and Turner (1994) describe motivation as the
‘engine’ of learning. Motivation can influence what
we learn,
how we learn and when we choose to learn
(Schunk & Usher, 2012). Research shows that
motivated learners are
more likely to undertake challenging activities, be
actively engaged, enjoy and adopt a deep approach
to
learning and exhibit enhanced performance,
persistence and creativity (Ryan & Deci, 2000b)
Paris and Turner (1994) describe
motivation as the ‘engine’ of learning.
Motivation can influence what we learn,
how we learn and when we choose to learn
(Schunk & Usher, 2012). Research shows
that motivated learners are
more likely to undertake challenging
activities, be actively engaged, enjoy and
adopt a deep approach to

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 30

learning and exhibit enhanced

performance, persistence and creativity
(Ryan & Deci, 2000b)
The respondents from Bachelor of Science in Medical Technology and

Nursing agreed to the given questions (Table 5). It shows that students of Medical

Technology and Nursing are still interested in taking online classes. According to

Boser (2020), all of the science of learning can still be applied in the online context. If

an individual can find a way to incorporate visualizations, reveal practice, elaboration,

and other science-of-learning techniques, it is all better. In addition, adjusting to an

online learning model could be a challenge at first, but once one adapt to the format,

there are numerous benefits to be realized (Miller, 2019).

Respondents from Bachelor of Science in Medical Technology and Bachelor

of Science in Nursing agreed that they can access the internet easily (Table 6).

According to Brouwer (2018), having a high speed internet allows the user to keep

updated with in a timely manner, having a god internet helps the students to access the

information that is not in the text books and outdates information and without the help

of internet new information cannot be achieve. In the current situation, good internet

connection is needed by the students to fulfill their duty as part of an academic

institution.

Based on the data gathered, Medical Technology students mostly agreed to the

questions given (table 7). The result shows online classes is effective in learning of

medical technology students. It will result in a higher level of motivation that affects

the self-efficiency of the students and satisfaction with the course outcome (Wang et

al., 2013).

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 31

However, they believe that an internet course is possible but for learning

laboratory techniques it would be difficult and they feel that face-to-face contact with

their instructor is necessary to learn laboratory techniques. These results proves that

online education is not suitable for medical students and online teaching requires

comprehensive preparation and cannot be done within a limited time (Rajab et al.,

2020).

Students feel connected as they aim to achieve a shared learning objective in

order to obtain information from online content. Students have been able to operate

independently at their own pace (Telford & Senior, 2017) but according to medical

technology students learning at home is not the same as learning in the laboratory.

Also practicing laboratory procedure are not enough to gain knowledge about the

actual process through only the use of internet participation, it is difficult to give a

complete course using the internet and other students believe that they could not pass

Medical Technology course if the teacher assistance is minimal.

On the other hand, nursing students also mostly agreed to the questions given

(Table 8). The respondents agreed that an internet course is effective in the learning of

Nursing students. According to Daugherty & Funke (1998), online instruction has led

to significantly better results on examinations, in solving complicated problems, and

in perceived learning outcomes. In addition, Thompson (1996), based on a review of

comparative studies, found that online distance education was better in regard.

However, it will be difficult to learn laboratory techniques and they consider that

face-to-face contact with their teacher is necessary to learn it. New technologies that

have been started to be used in health care services, rapid changes in patient treatment

and care, individual’s expectation of better health service, the reflection of scientific

information into nursing practices, the need to update nursing information and skills,

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 32

the tendency to expertise, and lifelong learning have made continuing education a

must for nurses (Abruzzese 1986, Alcan 1997, Alspach 1995, Mouzakıtıs&Tuncay

2011, Stein 1998).

The level of effectiveness of online class between Medical Technology and

Nursing students was assessed by using an Independent-samples t-test (Table 9).

According to the result, there is no significant difference in the effectiveness of online

class in Medical Technology and Nursing students (p>0.05). Online class has been an

effective means of learning for students of Bachelor of Science in Medical

Technology and Bachelor of Science in Nursing in Baliuag University during this

unprecedented time based on their responses in the survey administered. This finding

is supported by the study of Huyh (2017), where he found that most medical students

view online learning to be enjoyable and effective. Learning over the internet can be

utilized as a tool to develop self-directed learning. Medical students are encouraged to

exert greater control over their learning by honing their flexibility over content and

pace. Moreover, online class gave the opportunity for the continuation of medical

education during this time of pandemic (Dos et al., 2020).

However, the effectiveness of online class is limited based on our additional

findings aforementioned in the level of effectiveness of online class in both Medical

Technology and Nursing students. Medical Technology students strongly disagreed

on the statement “Learning is the same in laboratory and at home on the

Internet.”(m=1.36) and “I can practice laboratory procedures during Internet

activities outside of class”(m=1.69).Nursing students, on the other hand strongly

disagreed on the statement: “Learning is the same in laboratory and at home on the

Internet.”(m=1.69)and disagreed on the statement “I can practice laboratory

procedures during Internet activities outside of class”(m=1.95). These findings show

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 33

that when it comes to learning and practicing techniques and procedures done in a

laboratory setting, students from Bachelor of Science in Medical Technology and

Bachelor of Science in Nursing find online class less effective in this aspect. A study

by Wang and Newlin (2001) stated that online class as a method of learning restricts

the amount of extent of interaction between course materials and procedures. Students

from both courses are unable to experience to be in a laboratory or hospital set-up due

to the situation that restricts them for being able to perform and apply what they have

learned in the proper and conducive setting.

Conclusion

In the midst of pandemic, one of the majorly affected is the education of the

students. Universities make an alternative way to deliver knowledge that would help

students to pursue their studies. The researchers used comparative method and

modified survey technique to gather data. To accomplish this study, 166 respondents

have participated. This research found out that online classes in both Bachelor of

Science in Medical Technology and Bachelor of Science in Nursing are effective and

there is no significant difference in the effectiveness of online classes between

Medical Technology students and Nursing students. As a result, students motivate

themselves and focus on their interests to learn effectively. However, the

effectiveness of this study is limited in terms of learning laboratory procedures

wherein the actual demonstrations are different from virtual practices.

Recommendation

In this study, Medical Technology and Nursing students from Baliuag

University were asked about the effectiveness of online class. Participants agreed that

online class is effective; however, they strongly agreed that they need a face-to-face

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 34

class to learn different laboratory techniques. The researchers recommend to the

university and its administrators to execute a face-to-face class at least once or twice a

week to improve or enhance the laboratory skills of the said participants. Also, the

researchers recommend to meet the respondents virtually for the dissemination of the

survey questionnaire to ensure the cooperation of the respondents and they will

answer the given survey. For further development of this study, the researchers

recommend to increase the sample size to obtain more information from the

participants. Also, the researchers highly recommend to expand the current

knowledge base with the involvement of different schools who offers medical courses

on online class in order to produce more, accurate and validated data.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 35

Acknowledgement

The researchers would like to express their deepest gratitude and appreciation

to all individuals who had given their whole support and valuable assistance in the

completion of this work particularly to the following people:

To our parents who supported us throughout the process, for extending their

any form of support during the time of accomplishing this. We thank them for being

an inspiration to us in order to finish this study.

To College of Nursing and Allied Health Sciences including the professors

and students, we thank them for taking part in the completion of this study.

To Dean Elizabeth Roxas, Dean of the College of Nursing and Allied Health

Sciences, we thank her for allowing and extending her support to conduct this study.

Big thanks to our hardworking Medical Laboratory Science Research Paper

professor and thesis adviser, Sir Christian Mark Vicmudo, who has been our

motivation in this study; for honing our skills and for his patient supervision and

guidance to make this research study successful,

Lastly, endless thanks to our Almighty God for giving us wisdom and strength

in times of doing this study. Everything is possible with Him. We owe this to You,

Lord.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 36

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 37

REFERENCES

Aggarwal A, Comyn P, &Fonseca, P. M. (2020). Discussion: Continuing online

learning andskills development in times of the COVID-19 crisis. Retrieved
from[Link]
_256625

Atchley, W., Wingenbach, G., & Akers, C. (2013). Comparison of course completion
and student performance through online and traditional courses. Int. Rev.
Res. Open Dist. Learn. 14, 104–116. doi: 10.19173/irrodl.v14i4.1461

Brouwer, B. (2018). Why Today’s Student Must Have Internet Access (and How to
Provide It). Retrieve from
[Link]

Buerhaus P. I., DesRoches C., Applebaum S., Hess R., Norman L. D., &Donelan K.
(2012) Are nurses ready for health care reform? A decade of survey
research. Nursing Economics. 2012;30:318–330.

Check J., &Schutt R. K. (2012). Survey research. In: J. Check, R. K. Schutt.,

editors. Research methods in education. Thousand Oaks, CA:: Sage
Publications.

Clark, R. (1985). Confounding in education computing research. Journal of

Educational Computing Research, 1(2), 445-460

Clover, I. (2017). Advantages and disadvantages of eLearning. Retrieved from

[Link]
fbclid=IwAR0Fyv9PzAhVkFqVNcHq_toK_YKR14PjPNqIDgQ9xrMecu
x4j_cq5iGYmP8

Dos et al. (2020).Perceptions of medical students towards online teaching during the
COVID-19 pandemic: a national cross-sectional survey of 2721 UK
medical students. Retrieved from
[Link]

Ebojoh, O. & Xu, H. (2007).Effectiveness of Online Learning Program: A Case Study

of a Higher Education Institution Central Michigan University,
Osevw1oe@[Link], Central Michigan University

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 38

El Mansour, B., &Mupinga, D.M. (2007). Students’ Positive and Negative

Experiences in Hybrid and Online Classes. College student journal, 2007.

Garrison, D.R., &Vaughan N.D. (2007). Blended Learning in Higher Education:

Framework, Principles, and Guidelines. New York (NY): John Wiley &
Sons; 2007; ix–xi.

Gilbert, B. (2015).Online Learning Revealing the Benefits and Challenges. St. John
Fisher College, blg08333@[Link]

Gorbunovs et al. (2016).Self-discipline as a key indicator to improve learning

outcomes in e-learning environment. Retrieved from
[Link]
S1877042816X00171/1-s2.0-S1877042816312113/[Link]?

Hiltz, S. R. (1994). The virtual classroom: Learning without limits via computer
networks. Norwood, NJ: Ablex Publishing Corporation

Huynh, R. (2017).The Role of E-Learning in Medical Education, Academic Medicine:

April 2017 - Volume 92 - Issue 4 - p 430 doi:
10.1097/ACM.0000000000001596

Jung, Insung&Rha, Ilju. (2020 September 8). Effectiveness and Cost-Effectiveness of

OnlineEducation: A Review of the Literature. Retrieve from
[Link]

Kemp, N. & Grieve, R. (2014). Face-to-Face or Face-to-Screen? Undergraduates’

Opinions and Test Performance in Classroomm vs. Online Learning.

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner: The
definitive classic in adult education and human resource development (6th
ed.) Woburn, MA: Butterwroth-Heineman

Laitsch, D. (2006). Self-Discipline and Student Academic Achievement. Retrieved

from [Link]

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 39

Learning Agency Lab. (2020). The Research on Virtual Learning. Retrieved from
[Link]
the-research-say-about-online-learning

Li, C. & Lalani, F. (2020).The COVID-19 pandemic has changed education forever.
This is [Link] from
[Link]
covid19-online-digital-learning

Loeb, S. (2020). How Effective Is Online Learning? What the Research Does and
Doesn’t Tell Us. Retrieved from
[Link]
[Link]?
fbclid=IwAR3B_Gl8JEJ2PvdO86RsAmqaVxGqbDGFH69FEFTXIXUks
T0Wwy9UACmgygo

Lynch, M.(2017). The Absence of Internet At Home Is A Problem For Some

[Link] from [Link]
internet-at-home-is-a-problem-for-some-students/

Mayer, R.E. (2002). Multimedia learning. Psychol Learn Motiv. 2002;41(1):85–139.

Miller, K. (2019). The Benefits of Online Learning: 7 Advantages of Online Degrees.

Retrieve from [Link]
online-learning/

Moore, M. G., & Thompson, M. M. (1997). The effects of distance learning: Revised
edition. ACSDE Research Monograph, 15, Penn State University

Muilenburg, L.Y, & Berge Z. L. (2005).Student barriers to online learning: a factor

analytic study. Distance Educ. 2005;26(1):29–48.

Owens, L. (2002). Introduction to Survey Research Design. Retrieved from

[Link]
TOSURVEY_RESEARCH_DESIGN)

Pei, L. & Wu, H. (2019). Does Online Learning Work Better Than Offline Learning in
Undergraduate Medical Education? A Systematic review and Meta-
analysis. Medical Education Online, Volume 24, 2019.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 40

Ponto, J. (2015).Understanding and Evaluating Survey Research. Journal of the

Advanced Practitioner in Oncology.

Rajab, M.H., Gazal, A.M., &Alkattan, K. (2020). Challenges to Online Medical

Education during the COVID-19 Pandemic. Retrieved from
[Link]

Reuters (2020). Philippines Students Face Distance Learning Until COVID-19

Vaccine Found. Retrieved from
[Link]
students-face-distance-learning-until-covid-19-vaccine-found

Robinson, C. C., &Hullinger, H. (2008). New benchmarks in higher education:

Student engagement in online learning. J. Educ. Bus. 84, 101–109.

Ryan, M., Hodson Carlton, K., &Ali, N. S. (1999). Evaluation of traditional

classroom teaching methods versus course delivery via the World Wide
Web. Journal of Nursing Education, 38

Salcedo, C. S. (2010). Comparative analysis of learning outcomes in face-to-face

foreign language classes vs. language lab and online. J. Coll. Teach.
Learn. 7, 43–54. doi: 10.19030/tlc.v7i2.88

Schunk, D.H. & Usher, E. L. (2012).Social Cognitive Theory and Motivation. In R.

M, Ryan (Ed.) The Oxford handbook of human motivation (pp. 13-27).
Oxford, UK: Oxford University Press.

Senyuva, E. (2012). Nurses continuing education with the approach of distance

education. Retrieve from
[Link]

Singleton R. A., &Straits B. C. (2009). Approaches to Social Research. New York:

Oxford University Press.

Stacey, E., Peter, S. J. &Barty, K. (2004). Adult Learners in the workplace: Online
learning and communities of practice. Distance Education, (25)1, May
2004.

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 41

Standford-Bowers, D. (2008). Persistence in Online Classes: A Study of Perceptions

among Community College Stakeholders. MERLOT Journal of Online
Learning and Teaching.

Tsang, B., & Law, M. (2018). Online lecturers in undergraduate medical education:
Scoping review. MIR Medical Education, 4(1), e11. Retrieve from
[Link]

Wang, A.Y. & Newlin, M.H. (2002). T H E Journal, Online lectures: Benefits for the
Virtual Classroom, Aug 2001 (29)1.17-22

Wang, C., Shannon, D., & Ross, M. (2013). Students’ characteristics, self-regulated
learning, technology self-efficacy, and course outcomes in online
learning. Retrieved from
[Link]
needAccess=true.

Western Cooperative for Educational Telecommunications, (2004). Distance

education: A consumer's guide. Western Cooperative for Educational
Telecommunications, Retrieved from [Link] Resourc
es/publications/conguide/

Westhuis, D., Ouellette, P. M., and Pfahler, C. L. (2006). A comparative analysis of

on-line and classroom-based instructional formats for teaching social
work research. Adv. Soc. Work 7, 74–88. doi: 10.18060/184

World Health Organization report (2013). Global health workforce shortage reaches
12.9million in coming decades. Retrieve from
[Link]
shortage/en/#.

Xu, D., and Jaggars, S. S. (2016). Performance gaps between online and face-to-face
courses: differences across types of students and academic subject
areas. J. Higher Educ. 85, 633–659. doi: 10.1353/jhe.2014.0028

Young, J. R. (2002). 'Hybrid' teaching seeks to end the divide between traditional and
online instructions. Chronicle of Higher Education, 48(28)

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 42

APPENDICES
APPENDIX I – REQUEST LETTER

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 43

APPENDIX II – INVITATION LETTER

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 44

APPENDIX III – INFORMED CONSENT

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 45

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 46

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 47

APPENDIX IV – SURVEY QUESTIONNAIRE

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 48

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 49

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 50

APPENDIX V– SAMPLE SIZE COMPUTATION

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 51

APPENDIX VI– RAW DATA

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 52

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 53

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 54

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 55

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 56

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 57

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 58

APPENDIX VII – TIME TABLE OF ACTIVITIES

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 59

APPENDIX VIII- BUDGET PROPOSAL

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 60

APPENDIX IX- CURRICULUM VITAE

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 61

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 62

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 63

Baliuag University College of Nursing and Allied Health

Sciences
Assessing the Perceived Effectiveness of Online Classes… 64

Baliuag University College of Nursing and Allied Health

Sciences