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2 THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE
3 AMONG CRIMINOLOGY STUDENTS’ IN GADTC
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13 A Research Paper Presented to the
14 Faculty of the Institute of Criminal Justice Education
15 Gov. Alfonso D. Tan College
16 Maloro, Tangub City
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25 In Partial Fulfillment
26 Of the Requirement for the Degree
27 BACHELOR OF SCIENCE IN CRIMINOLOGY
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36 Palangan, Dominic G.
37 Parba, Marisol D.
38 Fuentevilla, Jessrel S.
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47 May, 2021
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50 Chapter 1

51 THE PROBLEM AND ITS SCOPE

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53 Background of the Study

54 The Coronavirus -2019 (COVID -19) pandemic remains a top compelling

55 issue not just for the economy, but also the education in most parts of the world and

56 the Philippines is one of the affected countries. In the COVID – 19 shifts to online

57 education, many educators have sought out video conference technologies (such as

58 MS Team, goggle meet, Zoom, etc.) aiming to replicate traditional classroom online.

59 As to face value, the synchronous video appears to offer more immediate reliability of

60 existing face-to-face synchronous teaching than asynchronous modalities. Through

61 the effects of the COVID – 19 situations today many students and instructors have

62 struggled in the new normal. With the support of technology, online learning in

63 students and teachers can easily communicate virtually. The use of educational

64 technology has a big help to maximize the academic term despite the suspension.

65 At the time of quarantines and viral outbreaks, it would seem that online

66 learning is the only viable way to continue learning distance. This, however, seems to

67 rest on a mistaken assumption. It should be emphasized that online learning is just one

68 mode of distance education. According to (hooks, 2003) they said that distance

69 education is broadly characterized as any form of learning experience where the

70 learner and the instructor are physically separated from each other ( not only by place

71 but also by time). According to (Commission on Higher Education) the Philippines

72 Commission on Higher Education (CHED), on the other hand, advised HEI’s to

73 continue the “deployment of available modes of delivery instead of on-campus

74 learning”. These pronouncements aim to encourage the continuance of learning.

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75 The present study aims to find out the effects of online classes on the

76 academic performance among criminology students in GADTC in helping their

77 academic performance not just physical like training skills during in the field, but it

78 also focuses on how criminology students are mentally interesting and interactive

79 during a class performance. As colleges and universities have shuttered their physical

80 campuses in the face of the spread of COVID- 19, they have moved their courses to

81 remote and online formats in a rapid fashion. And that is prompted many to wonder

82 what ultimate effects this period may have on online learning in higher education.

83 Based on the present situation, where individuals come to stand on online learning

84 will depend on where they sit currently. That is, there will both positive and negative

85 effects on the state of online learning in higher education.

86 This study will let the researchers know the factors that affect the Academic

87 Performance among Criminology Students in GADTC using the online class

88 platforms in terms of academic failure and lack of interest in attending the online

89 class. This will determine the good and the bad effects of the alternative learning

90 delivery mood and the educational technology and what its impact on learner’s

91 behavior and performance of having online classes. The objectives are to enable

92 learners/ listeners in higher education to achieve equivalence, to provide teaching

93 opportunities for students who are not able to have educational technologies and the

94 internet to continue their academic class.

95 Related Literature

96 E-Learning tools have played a crucial role during this pandemic, helping

97 schools and universities facilitate student learning during the closure of universities

98 and schools (Subedi et al., 2020). While most people are facing the new changes,

99 teacher and student readiness needs to be gauged and supported accordingly. The
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100 learners with a fixed mindset find it difficult to adapt and adjust to the new normal,

101 whereas the learners with a growth mindset quickly adapt to a new learning

102 environment. Different subjects and age groups require different approaches to online

103 learning (Doucet et al., 2020). Online learning allows physically challenged students

104 with more freedom to participate in learning in the virtual environment requiring

105 limited movement (Basilaia & Kvavadze, 2020). As schools have been closed to cope

106 with the global pandemic, students, parents and educators around the globe have felt

107 the unexpected ripple effect of the COVID- 19 pandemic. While governments,

108 frontline workers and health officials are doing their best showing down the outbreak,

109 education systems are trying to continue imparting quality education for all during

110 these difficult times. Many students at home/ living space have undergone

111 psychological and emotional distress and have been unable to engage productively.

112 The best practices for online homeschooling are yet to be explored (Petrie, 2020).

113 Some of the online platforms used so far include unified communication and

114 collaboration platforms such as Microsoft Teams, Google Classroom, Canvas and

115 Blackboard, which allow the teachers to create educational courses, training and skill

116 development programmes (Petrie, 2020). Broadly identified challenges with e-

117 learning are accessibility, affordability, flexibility, learning pedagogy, life- long

118 learning and educational policy (Murgatrotd, 2020).

119 According to (Edge and Loegering, 2000; Gamage et al., 2020) it is quite

120 understandable that some of the backlashes stem from the stresses caused by the

121 pandemic. The other concerns, however, have already been noted by experts in the

122 field of distance education. First, there is the issue of social integration and peer

123 culture, and the possibility of transmission of values in a “virtual” classroom. Since

124 there is a lack of human interaction in the learning process, students may learn less in
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125 such a set- up as opposed to those in the traditional classroom. Second, there is also a

126 learning issue, since it goes against how natural teaching and learning supposedly

127 takes place (Larreamendy – Joerns and Leinhardt, 2006; Adnan and Anwar, 2020.

128 The lack of face-to-face human interaction in the online learning space and process

129 appears disconcerting to both educators and learners alike.

130 Conceptual Framework

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132 This study was anchored on the concepts of the authors whose topics help

133 elaborate the objectives of this study.

134 Chou (Chou, Peng, & Chang, 2010) has defined active interaction in online

135 learning activities including the types of interaction: the learner- self, learner–learner,

136 learner – instructor, learner – content, and learner interface. The learning activities in

137 the course are a combination of forms of interaction between the subjects involved in

138 the teaching and learning activities include student – content, student–instructor, and

139 student-student interaction (Gradel & Edison, 2010). Popular LMS systems currently

140 provide essentials tools that allow interactive activities in the course, such as forums,

141 messages, and online forms of assignment, exercises in wiki format, virtual

142 classroom, etc. These tools also assist teachers in tracking and monitoring the student

143 learning process, such as status submitted assignments reports, the frequency of

144 access statistics, activity logs on the system. There have been many studies that

145 propose solutions to make interactive activities effectively support the learning

146 process of students.

147 The student-teacher interaction, Kang and colleagues (Kang & Im, 2013),

148 said that activities between teachers and students have an impact on learning

149 outcomes of students when implementing learning activities such as learning

150 assistance, and social intimacy, communication, and instructional & instructor
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151 presence, instructional support. Liu (Liu, 2016) suggested using video blogging

152 classes to assist students in achieving good results for special courses for the training

153 course.

154 The student-student interaction, Song (Song & SW, 2011) examined the

155 interaction through the discussion measured by the number of postings and log-in

156 with academic results and showed no correlation between the numbers of scores

157 posted to results. Besides, in this study, the authors implemented only the

158 asynchronous interactive type. Similarly, Macfadyen & Dawson, 2010) constructed a

159 regression model that results showed a tight correlation between the study results to

160 the number of forum posts, the number of completed assignments. Kent (Kent et al.,

161 2016) analyzed the quantitative data based on the number of posts and views of 231

162 students in online discussion activities. However, Kayode (Kayode & Teng, 2014)

163 review the impact of the interaction on learning outcomes, with interactive activities

164 including reading contents of the blog, interacting with other learners, and engaging in

165 the blog context with 342 students who participated in the experiment. The results

166 showed that this form of interaction between students together no significant impact

167 on learning outcomes.

168 The student-content interaction, Lee (Lee & Bonk, 2016; Sim & Hew 2010)

169 shows that the impact of experience using blogs on the learning outcomes of students.

170 Nandi (Nandi, Hamilton, Harland, & Warburton, 2011) also showed that the number

171 of posts increases in the time students must submit assignments or take exams,

172 students have better academic results time more online during course.

173 The student-technology interaction, Steel and colleagues (Steel, Keppell,

174 Gerbic, & Housego, 2010) showed that the relationship between the frequency of the

175 LMS systems access (via counting the number of clicks) affect student scores. Wei
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176 and colleagues (Wei et al., 2015) have examined the impact of the interaction via the

177 LMS tools. Through the LMS system, student’s easy access to rich course materials

178 and lectures are presented in such as documents, presentations, and pdf files, audio,

179 and video, links. Besides the learning content, the LMS system also provides tools to

180 design learning activities to support interaction. This study attempted to address the

181 factors that affect online classes to the academic performance to the criminology are

182 the following: Poor signal/data connection, Lack of interest in attending online

183 classes, time management, delays of submission/failure to submit activities on time,

184 and teacher factor.

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212 Factors that affect the
213 academic performance among
214 criminology students in
215 GADTC
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1. Poor signal/data Effects of online class
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218 connection
219 2. Lack of interest in
220 attending online classes
221 3. Time management
222 4. Delays of
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submission/Failure to
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submit activities on time
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226 5. Teacher factor
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234 Figure 1.1: Schematic Diagram of the Study
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254 Statement of the Problem

255 This study sought to answer the following problems:

256 1. What are the profiles of the respondents in terms of:

257 1.1 Age

258 1.2 Gender; and

259 1.3 Year level

260 1.4 GWA on the first semester of A.Y 2020-2021

261 2. What are the factors that affect the academic performance among

262 criminology students in GADTC concerning online classes?

263 2.1 Poor signal/data connection

264 2.2 Lack of interest in attending online classes

265 2.3 Time management

266 2.4 Delays of submission/Failure to submit activities on time

267 2.5 Teacher factor

268 3. What are the variables that significantly affect the academic performance

269 of criminology students in GADTC in online classes?

270 3.1 Poor signal/ data connection

271 3.2 Lack of interest in attending online classes

272 3.3 Time management

273 3.4 Delays of submission/ failure to submit activities on time

274 3.5 Teacher factor

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275 3.6 Effects of online class

276 Significance of the Study

277 This study is beneficial to the following institutions:

278 The Researchers. This will enable them to know The Effects of Online

279 Classes on Academic Performance among Criminology Students in GADTC.

280 To Students. This will enable them to know the advantage and disadvantages

281 of having an online class because of this pandemic.

282 To the Future Researchers. This study could become a reference in their

283 study.

284 To the City Government of Tangub. This will help them know that Tangub

285 City is having unstable signal connectivity in a selected area.

286 To the Community. This will help them support the students in higher

287 education in achieving equivalence of opportunities.

288 Scope and Limitation

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290 This study focused only on selected criminology students in GADTC, Maloro,

291 Tangub City. The results of the study will only be applied to the Institute of Criminal

292 Justice Education and cannot be applied to other places in the country.

293 Research Methodology

294 This section presents the research design, research setting, research

295 respondents, research instruments, validation of instrument and data gathering

296 procedure that will be used in the study.

297 Research Design. The study deployed the quantitative survey method to

298 gather data information with regards to the topic of The Effects of Online

299 Class on the Academic Performance among Criminology Students in GADTC.

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300 Research Respondents. The target respondents of the researchers will be the

301 285 2nd year, 3rd year and 4th year Criminology students this coming academic

302 year 2021-2022. The researchers will use Stratified random sampling in

303 choosing the respondents where proportional allocation is utilized in the

304 distribution of sample size to each year level. The distribution is shown below:

Year Level Number of Students Number of Respondents

2nd Year 392 102

3rd Year 371 97

4th Year 329 86

Total 1092 285

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306 Research Setting. This study was conducted through online survey forms,

307 which will be automatically sent to the said respondent of Criminology

308 students in Gov. Alfonso D. Tan College (GADTC) in a way through

309 the email address or Facebook account.

310 Research Instruments: For the data gathering procedure, the researcher used

311 the modified questionnaire. The first part of the questionnaire dealing the

312 effects of an online class on the academic performance of the criminology

313 respondents. All questions on the profile intended learning will gather data by

314 the effects of online classes in terms of age, gender year level and GWA on

315 the first semester of A. Y 2020- 2021. (2) Factors that affect online classes to

316 the academic performance to the criminology students in GADTC with online

317 class in terms of poor signal/data connection, lack of interest in attending

318 online classes, time management, delays of submission/ failure to submit

319 activities on time, and teacher factor.

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320 For the second part, the researcher gathered the data by asking the

321 respondents to encircle the four scales given that correspond to his/ her

322 answers. However, the rate is 4 if the statement will be rated as

323 ‘strongly agree’ by the respondents; 3, if the statement is rated as

324 ‘agree’ by the respondents; 2, if the statement is rated ‘disagree’ by the

325 respondents; and 1 if the respondent rated ‘strongly disagree’ with the

326 statement.

327 Validation of Instrument. The questionnaire was checked and verified by the

328 experts: the adviser, collaborator, editor, and statistician. Researchers need to

329 conduct a pilot testing before data gathering. Then, the researchers will

330 integrate all the suggestions into the questionnaire before it was distributed to

331 the respondents.

332 Data Gathering Procedure. The researchers asked permission from the school

333 authority as well as the Institute of Criminal Justice Education to

334 permit the researchers to conduct the study on the randomly selected

335 criminology students. Then, the researchers started searching for

336 information and the data are relevant for the study and the said

337 questionnaire was distributed to the respondents to get the needed data.

338 After the administration of the instrument, data will be retrieved,

339 tabulated, analyzed, and interpreted.

340 Data Analysis: To statistically treat the gathered data, frequency count and

341 percentage will be used in analyzing the demographic profile of the

342 respondents. To analyze and summarize the factors that affect the

343 academic performance of the criminology students in GADTC with

344 online classes weighted mean will be used. Regression analysis will be
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345 used to determine the variable that significantly affects the academic

346 performance among criminology students in GADTC. The summarized

347 data will be presented in tabular forms. Moreover, the computed mean

348 will be interpreted using the description below:

349 Numerical Value Hypothetical Mean Range

350 Description

351 4 3.26-4.00 Strongly

352 Agree

353 3 2.51-3.25 Agree

354 2 1.76-2.50 Disagree

355 1 1.00-1.75 Strongly

356 Disagree

357 Ethical Consideration: The study observed the privacy and dignity of the

358 respondents’ given information. Full consent from the Institute of

359 Criminal Justice Education (ICJE) together with our adviser and

360 collaborator. Protection and privacy of the respondents is our top

361 priority, the adequate level of confidentiality of the research data, and

362 the exaggeration about the aim and objectives of the study were

363 avoided. Lastly, any type of communication with the research was

364 done with honesty and transparency and any misleading information,

365 as well as representation of primary data findings in a biased

366 interpretation, will be avoided.

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375 Definition of Terms

376 The following terms are theoretically and operationally defined.

377 Academic Performance. Is the measurement of student achievement across

378 various academic subjects. Teachers and education officials typically

379 measure achievement using classroom performance, graduation rates

380 and results from standardized tests.

381 Asynchronous communication. Communication that takes place in different

382 time frames and is accessed at the participant’s convenience, such as

383 electronic mail and voice mail. Interaction between participants is time-

384 delayed, that is separated by minutes, hours, or days.

385 Attribution. The causes individuals generate to make sense of their world.

386 Educational Technology. Is the combined use of computer hardware,

387 software,

388 and educational theory and practice to facilitate learning. When

389 referred to with its abbreviation, EdTech, it is often referring to the

390 industry of companies that create educational technology.

391 E-Learning. A learning system based on formalized teaching but with the

392 help of electronic resources are known as E-learning.

393 Motivation. The process whereby goal-directed activity is instigated and

394 sustained. It is a process that underlies behavior and is inferred from such
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395 actions as choice and persistence. It involves both mental and physical activity

396 (Pintrich & Schunk, 1996, p.4).

397 LMS. A learning management system is a digital learning environment that

398 manages all aspects of a company’s various training efforts. They can

399 track learner’s progress. LMS activities can be instructor-led or e-

400 learning courseware.

401 Online education. A domain of learning that delivers instruction and course

402 materials over the Internet and other computer- mediated

403 communication tools.

404 Synchronous Learning. Refers to all types of learning in which learner (s)

405 and

406 instructor (s) are in the same place, at the same time, for learning to

407 take place. This includes in-person classes, live online meetings when

408 the whole class or smaller group gets together.

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445 Governor Alfonso D. Tan College
446 Maloro, Tangub City
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449 THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC
450 PERFORMANCE AMONG CRIMINOLOGY STUDENTS’ IN GADTC
451
452 Questionnaire
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454 Name: ________________________________________________
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456 1. Demographic profile of the respondents
457 Age:
458 18-22
459 23-27
460 28 or more
461 2. GWA on the first semester of A.Y 2020- 2021
462 ___________
463 3. Gender
464 Male Female
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466 4. Year level
467 BS-CRIM 2 BS- CRIM 3 BBS-CRIM 4
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469 5. This part will show the factors that affect the academic performance among
470 criminology students in GADTC during online classes.
471
472 Please rate every question according to your experience.
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474 Legends:
475 4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree
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478 Poor signal/ data connection
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Indicators 4 3 2 1
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I can access the internet easily

I was not able to submit my
assignments on time due to a slow
internet connection
I can hear my instructor’s discussion
I can able to approach my concerns to
my instructor easily
I was not able to deliver my report well
because I have a good internet
connection
480

481 Lack of interest in attending an online class

482
Indicators 4 3 2 1
I am not good at time management
I always sleep when my teacher is
discussing
I easily get bored and open another app
while attending class
I usually used my time surfing online
rather than reading my assigned
homework’s
I cannot see my classmates and it makes
me bored
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484 Time management

Indicators 4 3 2 1
I can submit my assignments on time.
I’m actively participating during class
hours.
I can manage my study time effectively.
The course environment makes it easy
for me to turn in my homework on time.
I spend more time on my homework
than in my other classes.
485

486 Delays of submission/ Failure to submit activities on time

Indicators 4 3 2 1
I don’t have the guts to do my
assignments that is why my submissions
are delayed.
I don’t understand my teacher’s
discussion that is why I cannot do my
task easily
I am now in a place where the internet is
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low
Full of procrastination, less action.
I always watch a movie and never mind
my assignments.
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488 Teacher factor

Indicators 4 3 2 1
I can ask my teacher questions and receive
a quick response during internet activities
outside class.
The teachers at the school are well-versed
in their subject areas.
The instructor understands the environment
and makes it easy to learn.
The instructor inspired interest in the
course material.
The requirements for student-to-student
interaction were clearly articulated.
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