Attitude, Time Management,

and Technostress of Students Under Online

Learning; Its Relationship to the Performance
of Elementary Students
CHERRY D. RAMIREZ
https://orcid.org/0000-0002-9069-6587
cheramz_26@yahoo.com
Cagayan State University
Tuguegarao, Cagayan, Philippines

Gunning Fog Index: 12.73 • Originality 99% • Grammar Check: 99%

Flesch Reading Ease: 36.16 • Plagiarism: 1

ABSTRACT

COVID-19 has brought challenges to education globally, resulting in a drastic

shift from in-person classes to online learning, a ecting students, teachers, and
parents. e descriptive-correlational research aimed to describe, explore, and interpret
students’ attitudes, time management, and technostress under online learning and its
relationships to the performance of elementary students. e research was conducted
in one of the Elementary Schools in Camiguin Province. e research utilized one
survey questionnaire with four sections: pro le, attitude, time management, and
technostress. e data were gathered through google forms, and the link was provided
through Facebook messenger. Descriptive statistics (frequency counts, percentages,
and means) were used to present the respondents’ pro le, attitude, time management,
technostress, and academic performance. On the other hand, the inferential questions
on di erence were answered using T-test and Analysis of Variance (ANOVA), while
Pearson- R correlation was used to test relationships. e outcome emerged that
technostress, attitude, and time management of elementary students a ect their
academic performance during online learning. erefore, it is concluded that students
with good/favorable attitudes and time management have lesser technostress and high
academic performance. However, the use of technology has caused extreme stress to
elementary students considering that online learning modality is a new concept for
them. It was recommended that the administrator and teachers incorporate/include
technology learning activities in the curriculum by providing computers or laptops and
online lessons to elementary students to learn the basic computer/technology skills to
keep them abreast of the demands of space and time.

KEYWORDS

Technostress, Time-Management, Attitude, Online Learning, Academic

Performance, descriptive-correlational

INTRODUCTION

e advent of COVID-19 brought numerous changes in the life of people today.

It had re-ordered almost all aspects of human life. In education, COVID-19 had
introduced the massive use of online learning because of the government protocols on
social distancing and no gathering to avoid the spread of the virus. Certainly, like many
other aspects of everyday life, COVID-19 had a serious impact on students, instructors,
and educational organizations around the globe (Mailizar et al., 2020). e pandemic
caused schools, colleges and universities across the globe to shut down their campuses
so that students could follow social distancing measures (Toquero, 2020; Barrera et al.,
2020). Moving smoothly from an environment of conventional education to distance
and virtual learning could not happen overnight. is rapid transformation was linked
to various obstacles and challenges at this point (Crawford et al., 2020). But because
nobody knows when this pandemic will disappear fully, educational institutions across
the globe decided to use the already available technical resources to create online learning
material for students of all academic elds (Kaur, 2020).
Online learning often required students to take on greater responsibility for their
own learning. Students could simply follow the herd of students attending class. ey
must log into the online classroom as a solitary initiative, though once in, they would
nd comments from the instructor and other classmates. erefore, attitude and time
management were crucial factors for the completion of online courses (Agapito et al.,
2021).
e conduct of online classes had been problematic for many students. Numerous
issues, problems, and challenges have emerged like problems on connectivity, the
increasing cost of online classes, and availability of online materials. Moreover, the
e ectiveness of online learning had surfaced as an issue because accordingly face-to-
face instruction could never be parallel to online learning. But one of the increasing
concerns today was the attitude of the students towards online learning and the time
management required from them to make it as an e ective mode of learning delivery.
 is brought forth that students’ attitude and time management toward online learning
were critical factors in the learning environment supported by online learning tools.
While it was very evident that technology o ers several bene ts in learning,
previous researchers found that using technology under certain conditions can trigger
stress. Technostress, according to Brod (1984), is “a modern disease of adaptation
caused by inability to cope with new computer technologies in a healthy manner”. In
other words, technostress is the stress that people feel because of their use of technology.
It happens, for example, when the technology being used is unnecessarily complex,
quickly evolving, and/or requires multitasking (Ragu-Nathan et.al, 2008). Anxiety,
exhaustion, skepticism, and ine ciency are all symptoms of technostress, which is a
negative psychological condition or experience (Salanova et al., 2013).
ere may be a variety of explanations for this form of stress. To begin with, the
digitization of learning often generates a demand to learn new things and implement new
technologies, which necessitates additional e ort and may result in increased workload
and time pressures. As a result, stress can be interpreted as an indication of learning.
Learners may also be required to adjust how they learn as a result of the digitization
of learning (Turel & Gupta, 2015.) Furthermore, technostress can manifest itself in
situations where students feel compelled to increase their instructional use of ICT
despite their personal learning habits and styles. e bring-your-own-device ideology,
for example, put students in an unfair role based on their device ownership. In fact,
according to Chen (2015), technostress research is still in its infancy. ere are currently
no conceptual models or longitudinal research on the impact of information technology
on educational settings. Although technostress was a common and global phenomenon
today, research e orts in this area, particularly empirical and cross-cultural studies, had
been very limited.
Technostress in education had received little attention in research (Johnson et
al., 2012) so much more with students who are directly a ected by online learning.
Also, researches on students’ attitude and time management towards e-learning at
the time of COVID-19 pandemic were found to be few (Khan, 2020). In view of
these foregoing gaps, this study considered learners’ attitude, time management, and
technostress to be a relevant topic. Although there was a large amount of research
addressing students’ attitudes and time management toward online learning, there
were still many con icting and unclear results. Moreover, extant literature was replete
with studies linking students’ attitude, and time management on online learning to
technostress. It was in this perspective that this study had been conceptualized to shed
light on the relationship of attitude, time management, technostress and its relationship
to the academic performance of elementary students along online learning. Results of
this study should be valuable in recommending the inclusion of the use of technology
and its applications/online tools in the elementary curriculum to improve the conduct
of online learning towards enhancing students’ learning outcomes.
 Interestingly, the students with high academic interests have positive attitude
towards the use of e-learning platform, use it frequently and its use boosts their
situational interests (Indreica, et al., 2016). Also, students’ attitude towards e-learning
are positive and is contemplated as one of the most essential features toward the use
of e-learning (Jasuli, 2018). According to Triandis (2019), students with favorable
time management and attitudes on online learning can guide their behaviour and can
contribute to positive learning outcomes. As this study seeks the relationship of time
management, attitude and technostress as it relates to academic performance or learning
outcomes, it is very important to consider the respondents nal grades in all academic
areas where online learning is conducted. Previous studies have also examined various
factors for academic performance in online learning setting. For example, Yukselturk and
Bulut (2007) and Joo et al. (2013) found that task value correlated with online learning
outcomes. Furthermore, Yukselturk and Bulut (2007) and Crippen et al. (2009) revealed
mastery-approach goal and intrinsic motivation as factors, respectively. ese two factors
are assumed to be related to the motivation to learn. In addition, verbal ability (Lynch
& Dembo, 2004), educational level, help-seeking, threats (Kitsantas & Chow, 2007),
self-regulated learning strategies, cognitive strategy use (Yukselturk & Bulut, 2007),
login time, e ort regulation (Cho & Shen, 2013), satisfaction, and persistence (Joo et
al., 2013) were reported to be correlated with online learning outcomes. ose who
are not good at using online learning devices may not achieve high enough academic
success in an online learning setting.

FRAMEWORK

is study was guided by the assumption that the respondents’ pro le, attitude,
time management and technostress towards online learning were important factors
in in uencing their academic performance. e assumption was anchored on the
fact that the personal circumstances, attitude, and time management of the students
spell out di erences and associations in how they experience technostress. Having
good connectivity, utilizing powerful gadgets as well as the higher budget allocated
to support their online learning were preconditions to have e ective and meaningful
time management of online learning. For example, lack of access to internet facilities,
lack of proper interaction and contact with students and instructors and ine ective
technology were among the major challenges faced by higher education students of
Pakistan (Adnan & Anwar, 2020). e sudden shift from traditional classrooms and
face-to-face learning to online learning had resulted in a completely di erent learning
experience for students. Most students did not have access to high speed or reliable
internet services and were thus struggling with online learning.
 OBJECTIVE OF THE STUDY

is research was conducted to examine the relationship between attitude, time

management, technostress and its relationships to academic performance of students
on online learning.

METHODOLOGY

Research Design
is study used a descriptive-correlational design to answer the research questions.
Descriptive correlational studies describe the variables and the relationships that occur
naturally between and among them. In essence, the descriptive component of the
study was on the examination of the pro le of the respondents, their attitude, time
management, and technostress levels. On the one hand, the correlational component
includes the test of hypothesis particularly on the relationships between the variables.

Locale of the study

is research took place in Catibac Elementary School at the Division of
Camiguin Province. is study was conducted in Catibac Elementary School, one of
the elementary schools in the District of Catarman Municipality, Camiguin Province.
Catibac Elementary School serves 85 students in grades 1-6. Catibac Elementary School
has a ratio of 1 teacher to 23 students per classroom. One classroom serves multigrade
level which caters grades 5-6 students.

Respondents and Sampling Procedure

e respondents were students in Catibac Elementary School in a multigrade class
with 5th to 6th graders. e sample size shall be all the twenty (20 students) who are
currently attending the online learning. ere are only 20 students who have access to
internet and a device to perform online learning. e rest are doing paperwork/hard
copy of modules.

Research Instrument
is study utilized one survey questionnaire which consists of four sections. e rst
instrument elicited the personal pro le and online learning resources of the respondents.
e second instrument measured the students’ attitude regarding online learning. e
third instrument was the Time Management Questionnaire (TMQ) which is a 27-item
scale developed to measure time management practices of elementary students. e
fourth instrument measured the technostress of the respondents. e instrument would
be adopted from Booker et al. (2014) in their exploratory study of technostress in online
education.
 Data Gathering Procedure
Before distributing the questionnaires, the researcher obtained permission to
conduct the study from the School Principal. A Google Survey Form was developed, and
the links of these survey forms will be sent to faculty members via Facebook messenger
or emails. Free and prior informant consent was attached to the google form to ensure
that the respondents were given the opportunity to join in the survey through their
own free will. In ltrating class group chats is a feasible tactic, but it would have to be
achieved through the faculty members themselves.
e answers of the respondents in the online questionnaire were automatically
stored in the google drive of the researcher which serves as the database of responses.

RESULTS AND DISCUSSION

Table 1. ANOVA and T-test result of the di erence in the technostress Level of the
respondents when grouped according to their pro le variable
Critical
Pro le Variables F- value P-value Remarks
Value
Age 0.93649 0.37347 2.26216 NS
Mothers Occupation 1.46679 0.26199 2.95825 NS
Fathers’ Occupation 1.0364 0.44556 2.91527 NS
Strength of Internet Connection 1.04503 0.37321 3.59153 NS
Device Used for Online Learning 0.43415 0.7315 3.23887 NS
Pro le Variables T- value P- value Critical Value Remarks
Sex -0.76981 0.4514 2.10092 Remarks
Grade level 0.93649 0.37347 2.26216 NS
Type of Internet Connection -0.4962 0.62576 2.10092 NS

Table 2 shows the ANOVA and T- test results suggest that there were no signi cant
di erences in the level of technostress in online learning when the respondents are
grouped according to their pro le variables (age, mothers’ and fathers’ occupation,
strength of internet connection, device used for online learning, sex, grade level and
type of internet connection). It signi es that all the respondents are on the same level of
stress during online learning.
erefore, the results mentioned above accepts the null hypothesis that there is no
signi cant di erence in the technostress of the respondents when grouped according to
their pro le variables.
Table 2. Correlation result on the Signi cant Relationship Between the Technostress of
e Respondents with eir Attitude on Online Learning; Level of Performance and
Time Management Practices Along Online Learning
R- value P-Value Remarks

Time Management Practices 0.23494* 0.03187 Signi cant

Level of Performance 0.09693 0.68435 NS

Attitude About Online Learning 0.04700 0.84401 NS

* Correlation is signi cant at the 0.05 level (2-tailed).

Table 2 shows a Pearson R-correlation was run to determine the relationships

between the technostress of the respondents with their attitude, time management and
level of performance along online learning. Results show that there was a signi cant
relationship between technostress and time management practices and there were
no signi cant relationships between technostress and the level of performance and
attitude about online learning. is implies that respondents are stressed out when
their time schedule is upset by unprecedented factors (meeting deadlines, complexity of
assignments and internet connection).
erefore, the above-mentioned results accept the null hypothesis that there is no
signi cant relationship between the technostress of the respondents with their level of
performance and attitude about online learning. It also rejects the null hypothesis in one
variable which is the time management practices.

Table 3. Correlation result in the Signi cant Relationship Between Time Management
Practices of e Respondents with eir Performance in Online Learning And eir
Attitude About Online Learning
R- Value P-Value Remarks

Level Of Performance 0.15479 0.51466 NS

Attitude About Online Learning 0.22118* 0.03487 Signi cant

* Correlation is signi cant at the 0.05 level (2-tailed).

Table 3 suggests that there is no signi cant relationship between Time Management
Practices of the Respondents with their Level of Performance. Time Management does
not a ect their levels of performance.
On the other hand, the results showed a signi cant relationship between Time
Management of the Respondents with their Attitude About Online Learning. ese
results infer that good time management is associated with positive attitude. erefore,
positive attitude towards time management is vital in online learning.
Table 4. Correlation result on the Signi cant Relationship Between Respondents’
Attitude About Online Learning and eir Academic Performance
R- Value P-Value Remarks

ATTITUDE vs Academic Performance 0.05226 0.82680 NS

Table 4 shows that there is no signi cant relationship between the respondents’
Attitude About Online Learning and their Academic Performance. Results indicate
that positive or negative attitude has no connection to the levels of performance of the
respondents.

CONCLUSIONS

e respondents have passive attitude towards online learning. Additionally, they are
undecided on the behaviors learners should possess for online learning. ey, however,
demonstrate favorable time management practices in three areas: time-planning, time
attitude and time wasters. Respondents appeared to be extremely stressed in all levels
in using technology in online learning. Respondents achieved a high-performance level
in online learning. Respondents’ attitude towards online learning indicates that they do
not act but instead let things happen to them. Respondents demonstrate the same time
management behaviors. Respondents showed the same level of technostress. Technostress
of the respondents does not a ect the level of performance and time management
skills. Time management practices of the respondents with their performance in online
learning and their attitude about online learning is average. Respondent’s attitude about
online learning does not a ect their academic performance.

RECOMMENDATIONS

For administrators:
1. Train teachers (quarterly or monthly) in using technology as tool for instruction.
2. Include technology during instruction across all levels.
3. Spare budget for utilizing online tools use for teaching and learning.
4. Keep teachers and students abreast with technological innovations.

For teachers:
5. Provide fun, interesting, and age-appropriate activities to motivate students’
interest in online learning.
6. Orient students on best practices and behaviors in the beginning of the
implementation of online learning.
7. Enhance time management skills in time planning, time attitude and time
wasters by providing the avenues to practice the said skills.
 8. Train students from the beginning of the school year on how to use virtual tools
or online application.
9. Model the steps in navigating or exploring virtual tools
10. Incorporate positive behavior intervention systems such as rewards for positive
behaviors (tangible rewards)
11. Give time for students to relax, stretch and listen to brain breaks videos.

For students:
12. Practice self-care by exercising and eating healthy diet.
13. Manage your time by making a calendar of activities prioritizing goals and
deadlines.
14. Develop time management skills by allocating time for academic, social and
family life

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