CHAPTER 2

Related Literature and Studies

The interconnected literature and studies that are considered

significant to the research are presented in this chapter. To give more

assurance on the study the researchers used and reviewed journals, articles,

literature and other related studies to validate the initial data and information.

It shows the similarities and differences of every study that researchers

collected.

Related Literature

Online learning can present challenges to educators, as the tools and

opportunities to discover students’ preconceptions and cultural perspectives

are often limited by bandwidth constraints, which limit the users’ view of body

language and paralinguistic clues. Some researchers argue that these

restrictions negatively affect communication efficacy (Short, Williams, &

Christie,1976). Others argue that the unique characteristics that define online

learning (appropriate combinations of asynchronous and synchronous voice,

text, and video) can actually lead to enhanced or hyper communications

(Richardson, 2000).

The designer of online learning environments needs to fully utilize the

potential of online technologies and hypertext’s ability to organize (structure)

and retrieve (display) learning materials to students in a manner that

enhances, rather than hinders, the learning experience (Greening, 1998;

Weigel, 2002).Research has found that student assumptions influence

expectations about online environments and impact not only the levels of

satisfaction within the online course environment, but also satisfaction with the

academic, their degree, and the university as a whole (Stone, 2019). These

include lack of defined class hours; the different ways in which students and

academics spend their time online compared to face-to-face classroom

settings; and the belief that effective strategies in face-to-face instruction

transfer to an online environment. These considerations are overwhelmingly

present in the daily discourses emerging during the COVID 19 crisis, where

there has been a shift to online learning.

Online education can lead to a sense of isolation, which can be

detrimental to student success (McInnerney & Roberts, 2004). Therefore,

integration of social interaction into pedagogy for online learning is essential,

especially at the times when students do not actually know each other or have

communication and collaboration skills underdeveloped (Garrison et al., 2010;

Gašević et al., 2015). Unfortunately, existing evidence suggested that online

learning delivery during the COVID-19 pandemic often lacks interactivity and

collaborative experiences (Bączek et al., 2021; Yates et al., 2020).

Baczek et al., (2021) found that around half of the medical students

reported reduced interaction with teachers, and only 4% of students think

online learning classes are interactive. Likewise, Yates et al. (2020)’s study in

high school students also revealed that over half of the students preferred in-

class collaboration over online collaboration as they value the immediate

support and the proximity to teachers and peers from in-class interaction.
 Money measurement concept stipulates that every transaction is

measured in the unit of money denomination. Money measures the value

through price. The value of money (the purchasing power) is the quantity of

goods and services it can afford per time. Money is the main resource of

family income and determines the volume of expenditure per time. As part of

home financial management, efficient and effective management of money

resources goes a long way to achieve the diverse family goals. Family

periodic budget is a key to prudent home financial management. According to

Businessdictionary.com (2016), family income is the “total

compensation received by all family members age 15 or older living in the

same household. Compensation may include wages, social security, child

support, pensions, capital gains, and dividends”.

According to Shuani (2016), Family income is classified into three

types: Money Income, Real Income and Psychic Income. Details of Shuani’s

2016 classification of family income are stated below. Money Income is the

purchasing power in rupees during a given period of time.

Money income is one of the important material resources of the family.

It is said, “Money is a matter of function four, a medium, a measure, a

standard and store”. Some people say that “We cannot cat money, but we

cannot eat without money.” According to D.H. Robertson, “Money is anything

which is widely accepted in payment for goods or in discharge of other kinds

of business obligations.” Money income of the family includes all the earnings

which come to the family in terms of rupees, coins or notes in a specific period

of time, daily, weekly, or monthly. Money income may include salaries, wages,

rent, interest, profits, sick benefits, pensions, gifts, dividends, securities,

royalties etc. Money income may be converted into goods and services,

whenever required by the family. Some parts of money income may be

diverted into savings for future use. Money management includes the

management of family income. As money is a limited resource it must be

managed properly in order to achieve family goals. Money income is affected

by factors such as the abilities and skill of the wage earner, personal attitude

towards the work, and good relationship with management and co-workers.

Family income becomes educational controlling factor globally.

Kadushin (1967) argued that low income limits both educational attainment

and academic performance of students. Good financial support for education

is an essential stimulus in motivating students to perform better. Low family

income is a predictor of the level of academic performance, alienation and

dropout of students (Beegle and Rice, 1965). In brief, the critical literature

review shows that the relationship between family income and students’

academic performance is a global phenomenon. Both developed countries,

e.g. USA, emerging economies, e.g. Ghana and other developing countries

face similar financial and academic performance challenges. Significant

number of studies found that students from low-income families perform

poorly than those from relatively richer families; however, this decision is not

fully conclusive in research.

The use of the internet in education allows a wide range of international

resources to be accessed. Resources can be well organized on the internet

which allows for easy information access and exchange (Hicks, 2002).

Students and teachers alike use the web because someone has already done

the work of finding the information for them. The internet allows students and
teachers “to exchange greetings, exchange intellectual discourse, conduct

meetings, share knowledge, offer emotional support, make plans, brainstorm

ideas, learn about other cultures and otherwise broaden their mental horizon

(Baker, 2000, p.91)”. The internet provides an activation of sight, sound and

cognitive reasoning, engaging students as active learners (Baker, 2000, p.91).

Through the internet many different activities can be assigned to the student

that will enhance their education (Hicks, 2002). In another study Baruchson-

Arbib and Schor, (2002) found that students prefer general search engines

and it seems that they have difficulties distinguishing between internet

resources and library resources. Teachers’ recommendations and how they

put forward requirements and demands are very important for the students

use of information. When high-quality 21 electronic collections are made

available, people use them. Use of electronic journals increases every year.

Among faculty members, graduate students, and other professionals, higher

use of electronic journals is accompanied by a decrease in visits to the

physical library Tenopir (2003).

In (2010) Judd & Kennedy examined “A five-year study of on-campus

Internet use by undergraduate biomedical students”. The basic aim of their

study was to evaluate the use of internet by undergraduate biomedical

students. The researchers stated that the usage of different digital resources

for seeking information was rapidly increased by the students during their

study period. Their research indicate that most of the students depend on

different information tools for seeking information, mostly Google and

Wikipedia were used by students to support their learning activities.

 According to Mallam (2019) inducing affection in students has been

demonstrated to improve their perception of their own skill progress. Zhu et al.

(2013) added that student attitude toward online learning is a significant

component in the online learning environment. Also, Khan et.al. (2020)

emphasizes that students have the capability to leverage the online learning

platform as they find it user friendly.

In accordance to Usher et al. (2012) students' motivation can influence

how they approach school in general, how they interact with instructor, how

much time and effort they devote to their studies, how much help they seek

when they're having difficulty, how much they try to engage or disengage their

peers from academics, how they perform on assessments, and so on. Almost

every aspect of the school environment is affected in some way. Gasco et al.

(2014) mentioned that a student's learning performance is heavily influenced

by their motivation. Chen (2019) insisted that instructors must comprehend

the current situation of students, they need motivation and proper adjustment

in the new learning modality in order to keep students' participation in flexible

learning. There are two types of motivation: intrinsic and extrinsic. Intrinsic is

the drive to accomplish or achieve something because one sincerely enjoys or

values it. Extrinsic is the desire to accomplish or achieve something for the

sake of achieving a specific goal, Usher et al. (2012).

Moreover, Fawaz & Samah (2020) study indicates the rapid change in

learning modality affects student's learning and results in onerous workloads,

causing anxiety and depression in undergraduate students. Also, Poalses and

Bezuidenhout (2018) revealed that increased anxiety and absenteeism are

two unfavorable mental health implications of online learning among students.

The anxiety of students increased in the aspects of the availability of the

gadgets internet familiarity, and low self-regulation. The most common

concern of students is their tuition, gadgets and internet connectivity, Abadilla

(2019).

As a result literature were very relevant to the current study since it

discussed how affection such as attitude, motivation and anxiety affect

student's participation in online learning based on how they manage it. The

effect of these affections to student's performance may differ based on how

they behaved and utilized these strategies in online learning modality.

Moreover, the above literature discussed how affection has played an

important role in the student's participation and performance in online

learning. Because when students are motivated enough they perform greatly

in online learning. They do their task accordingly and achieve great things,

then those students who are not feeling motivated and do their task poorly.

However, it is distinct from the current study, because not all students are

motivated in attending the online classes due to the current situation they are

facing. They felt more anxiety than motivation. Motivation was not just the

problem, but also the set-up of education that makes it difficult for students

that have no available resources at all. Students must not just need to

strengthen their motivation, but also to find a way so that it can't affect their

study. Furthermore, it will help the researchers to determine the level of

attitude, motivation and anxiety based on student's perception with regards to

their online learning. Thus, this will help for the improvements of online

learning and the academic performance of the students.

 Furthermore, Li & Yang (2016) revealed that interaction affects the

learning strategies of students in learning concentration and academic

achievement when they were required to learn conceptual knowledge in

online learning using their available gadgets. Those students who watch

subject videos and read novel journals on the internet have a greater ability to

concentrate, Benila & Arunfred (2019).

The above-mentioned literature are connected in the current study

since it is one of the variables in self-regulation strategy. However, it may

differ to the present study because it only based on the effect of concentration

to students learning not on how to avoid these effect or improve this skill. This

may help the researchers achieve their objectives to help office administration

students to enhance their concentration in online learning.

Related Studies

The succeeding studies and research were found to have importance

and correlation to the current study in terms of some variables. There outward

appearance or dissimilarity had been cited as well.

According to Abbas (2021) reading comprehension is critical for

students, especially in this time of pandemic, when the majority of universities

use online learning modality as an alternate learning method. Students will

need to learn new skills in order to read and comprehend material on the

internet. Ruiz (2015) explained that comprehension of any reading materials

necessities metal engagement with the words and phrases inside the text.

This online reading comprehension skill assessed student's ability to locate

information on the internet such using search engines, critically evaluate the

information's accuracy, quality and synthesize, Coiro (2014).

The study indicated were similar to the current study because it

explains the level of comprehension of students toward online learning. This

also explained that internet skills and comprehension are connected.

Furthermore, students with enough understanding towards their own learning,

they can perform very well regardless of what kind of set-up of education they

were attended. However, it was only applicable for students who have

resources, and were very knowledgeable about the changes to this learning

environment, especially the current online learning education. It may differ

from the students who have lack of resources and knowledge about the new

learning modality. The unexpected changes not only affect their learning

performance but also affect their understanding of education. Because the

new learning modality was based on self- education which was only

applicable with those students who have resources, Knowledge, and being

independent to the changes of their environment. Compared to those students

who have lack of resources, knowledge, and have doubt in themselves, and

being dependent on others due to the unexpected changes they experienced.

Therefore, a proposed training program were needed in order to enhance the

comprehension of the students to the online materials and resources used in

online learning. According to Nobis (2019) internet skills and comprehension

are essential for online learning modality. The different sectors of society,

especially the education sectors have been in place focusing to fill digital

technology all over the academic institutions that rapidly embrace the new

learning environment with the used of technologies. This leave no choice for

the academic institutions nationwide but to adopt the new learning modality

imposed by the government, CHED (2020). Therefore, students must build

the capacity to utilize the digital tool such as computer, laptop and

smartphones that are used in online learning. This would help the students

and the sectors of education enhance the quality of education and enhance

the internet skill of students in order to attain great performance and success

in this ever-changing society. Moreover, Burin et. al (2018) explained that

rather than using performance-based laboratory assessments, study used a

self- report measure of internet skills. However, students who spend a lot of

time on the piece abound internet may not be doing anything productive.

Instead of using their time for which educational objectives, they may be using

it for enjoyment purposes only, resulting in negative views against using

computer technology for online learning, Lí & Lee (2016).

 The aforementioned studies were similar in the current study because

it SSI e tackled the importance of internet skill for the students and its impact

on their online learning performance in this new set-up of learning. Internet

skill was also one of the variables of this study. However, it defers from the

current study because it didn’t discuss on how to improve the internet skill of

the students in online learning. And, it was very important that we need to

determine what kind of enhancements were needed in order to improve the

internet skills of the students in NwSSU.

Poquiz (2014) explained that using online information in reputable

materials and resources instructors saw themselves as already aware and

effective in using this information from different reputable resources more than

what the students perceived them to be. In terms of self-awareness in this

new learning environment, instructors saw themselves possessing better

understanding in different situations than what the students perceived them to

be. In short, instructors have a high level of self-awareness than the students

in the online learning. Moreover, student's self-awareness and adaptability

with the objectives to improve their ability to cope positively with the

challenges of online learning. This is the ability to recognize the Current

situation, describe the interest and values, and accurately assess the

strengths of the students which enable them to adjust and adapt fully in the

new environment of learning, Tesoro (2020). The above mentioned studies

were similar to the present study because it discussed the meaning and

importance of self-awareness to instructors, which was one of the variables of

the study.
 Simon (2013) indicates that the existence of the most effective

educators who desires that affection with their student will help them learn,

grow and feel like a real human being. This is to impart knowledge with their

students through innermost affection. The demand of expectations of the

society on educators, the latter have to expand their knowledge and teaching

experiences. This learning will be successful when the educators embraced

affection with competence. It requires the educators to have all necessary

qualities to come up with a good learning in the new environment of learning.

Moreover, student's affection with their parents influences their learning

performance. Parent's contribution with regards to quality time, words of

affirmation and physical affection would help students become more resilient

to fight any problem that come in their way in online learning. Also, it lesser

the anxiety of students if their parents comfort them, support them and fight

with abound- them on their endeavors and journey in online learning, Maximo

& Carranza (2016).

The above-stated studies were similar in the present study because it

tackled the importance and influence of affection to educators and students in

online learning. Also, affection was one of the variables of this study.

However, it differs from the present study because it only tackles the affection

of educators to students, and parents to their son/daughter. And, it didn't

discuss how affection influence student's online learning strategies and affect

their performance in online learning Salor (2010) revealed that the student's

attitude towards online classes or discussions are important indicators on their

online learning performance and participation that direct influenced their

behavior towards their peers in online learning community and instructors.

Also, the person that has positive attitude towards their tasks can achieve

great learning performance and receive Complements from their peers and

instructors based on their efforts. Rivera (2012) added that student's attitude

towards online learning proved that they have positive attitude towards their

instructors, their classmates and on their selves in the online learning

environment.

The aforementioned studies were similar to the current study since it

tackled the importance of attitude of the students and instructors in the new

environment of learning, and attitude was one of the variables of this study.

However, the studies didn't tackle the way on how to improve the attitude of

the students and instructions towards the online learning, and how does it

affect the online learning strategies of the students.

Cadampog (2013) revealed the significant role of motivation level to

Students learning performance and at the same time can affects students in

general, on how students devote their time and effort to their studies, and how

much guidance they need during difficult times. The students that are well

motivated can efficiently and effectively performed the given tasks or activities

with Confidence and positivity. Moreover, motivation can drive a person to

improve their earning performance and strategies in online learning, which

was described Dy Salor (2010).

The above mentioned studies were similar in the current study because

it explained the importance and effect of motivation in students learning

performance.

Salino (2020) revealed that level of anxiety of the students have

increased drastically in online learning compared from the the face to face
set-up. This because some students have encountered difficulty on adapting

the new trends of learning which students are require to utilize digital tools

such as smartphone, laptop or computer in order to participate in the online

classes and discussions. The lessons and activities from the online learning

are being uploaded by the instructors in the online platforms such as Moodle,

Google classrooms, etc. which the students need to utilize their internet skills

and comprehension in navigating This online learning material /resources that

would help them on their own learning process. The new set-up of learning

demonstrates how difficult for the students who are lack of learning materials

and resources to participate in online classes and discussions that can lead to

a poor learning performance.

A study of Vences (2014) revealed the significant connection between

students learning performance and time management. Vences (2014)

explained that students who manage their time are more likely to achieve their

task on time than students' who don't. And, having good time management

makes students work efficiently, Mindtools (2021). The study of Uzir et al.

(2020) tackled the effectiveness of online learning strategies and time

management in online learning in a blended environment. The study revealed

the value of diverse time management and learning strategies in promoting

successful learning processes, regulation, and academic achievement. Tsai

(2009) added that individual differences in student online learning techniques,

such as the impact of students' intellectual perspectives or the links between

those views and online learning tactics, must be investigated. However, Uzir

et al. (2020) added that It's not only about how effective the methods that

learners need to put into practice are in online and blended courses; it's also
about how learners supplement good learning tactics with productive self-

regulation. To summarize, engaging in effective earning practice is frequently

insufficient for boosting learning. To enhance better earning experiences,

productive self-regulation should also be considered, Uzir et al. (2020).

In another study, Tang et al. (2020) examined the efficacy of different

online teaching modes among engineering students. Using a questionnaire,

the results revealed that students were dissatisfied with online learning in

general, particularly in the aspect of communication and question-and-answer

modes. Nonetheless, the combined model of online teaching with flipped

classrooms improved students’ attention, academic performance, and course

evaluation. A parallel study was undertaken by Hew et al. (2020), who

transformed conventional flipped classrooms into fully online flipped classes

through a cloud-based video conferencing app. Their findings suggested that

these two types of learning environments were equally effective. They also

offered ways on how to effectively adopt videoconferencing-assisted online

flipped classrooms. Unlike the two studies, Suryaman et al. (2020) looked into

how learning occurred at home during the pandemic. Their findings showed

that students faced many obstacles in a home learning environment, such as

lack of mastery of technology, high Internet cost, and limited

interaction/socialization between and among students.

In summary, because the current study explored the significance of

each variable to online learning, these earlier studies were relevant to it. The

similarities and differences of these studies have aided researchers in

carrying out this study and in formulating solutions to the issues that the

students encountered during their online learning as well as for the

improvement of the online learning of the students in Northwest Samar State

University. These were classified in correlation to the indicated variables in

the SOP such as family income, internet connectivity, gadget use, academic

performance, and problems that the students encountered during online

learning.