Republic of the Philippines

CEBU NORMAL UNIVERSITY

Cebu City, Philippines
College of Teacher Education

Center of Training (COT) | Center of Excellence (COE) | Level IV Accredited (AACCUP)

Telephone No.: (032) 231 8044
Email: cte@cnu.edu.ph
Website: www.cnu.edu.ph

PERCEIVED MOTIVATIONS AND BARRIERS

ON ONLINE LEARNING MODALITY
AMONG UNDERGRADUATE STUDENTS

Researchers:
Albuera, Lorraine Mae
Brigole, Mhel
Cabaluna, Leah Jane
Cabalhug, Marie Fraulein
BSEd-ENGLISH III A

Research Adviser:
Dr. Marchee T. Picardal
 ABSTRACT

The Coronavirus disease (COVID-19) has brought a huge impact to everyone,

including the students and educators. With the changes caused by the disease, the field of
education has been greatly affected, prompting the school institutions to implement new
modalities of learning. Majority of the university students opted for online learning modality
and in this study, we identified and examined their perceived motivations and barriers that
may deter or enable effective learning in relation to online learning modality and how it
affected their academic performance. We conducted a quantitative study among
undergraduate students in Cebu Normal University (October to November 2020). Through
universal sampling, we gathered 183 students, who completed an online survey questionnaire
via google forms with 15-item questions with multiple choices. The data gathered were
analyzed through frequency and percentage which were described through descriptive
statistics. Majority of the respondents (42.6%) find online learning to be slightly effective and
interesting. All the respondents have a gadget available and used mobile data or sim in
accessing online learning. Majority were living in an urban area and during online classes,
learners who are staying in a well-ventilated area are significantly higher compared to those
who are not. Furthermore, there are many factors that distract the learners during online class
but the result shows that noises coming from the sounds made by animals and loud voices of
family members are what distracts them the most. A noisy learning environment negatively
affects the learners at a considerable point but they were able to adjust from it. However,
having a separate environment or room for online classes is greatly acknowledged by the
majority in order to effectively grasp the discussion. On the other hand, almost fifty percent
of the students claimed that having a stable internet connection alone is not enough for them
to have a better learning performance. Although almost sixty percent of the respondents have
intermittent internet connectivity at home, 71.4% have seldom experienced poor internet
connectivity which implies that they were still able to attend their online classes but
occasionally experiencing disruptions. Online learning has various factors which enable and
deters the effectiveness of learning and performance of the students. The factors tackled in
the study are the learner’s perception and interest towards online learning, their learning
environment, status of the internet connectivity they have at home, and the accessibility and
stability of their internet connection. These factors contribute to the success or failure of the
student in his or her performance during an online class.

Keywords: Coronavirus disease (COVID-19), Online Learning Modality, Motivations,

Barriers, Effective Learning

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 Introduction

Since the outbreak of Coronavirus disease 2019 (COVID-19), it has immediately become
a pandemic which threatens the lives of people all over the world. The great threat caused by
this disease has prompted the Philippine Government to postpone face to face classes in all
levels this current school year. Thus, the Department of Education as well as the Commission
on Higher Education opted for Modular Distance Learning and Online Distance Learning
modalities. Moreover, the new modes of learning are perhaps new to most of the students and
educators in our country. However, with the modernization and advancement of technology,
online learning modality is preferred to cater more on the aspect of education.
Online learning modalities generally refer to a course in which online learning activities
are performed by the learners facilitated with the teacher. To effectively utilize this kind of
mode, learners therefore are required to employ themselves in the participation of using
various online platforms, technologies, utilization of the internet, etc. to link into the
engagement of effective learning. However, challenges of the learners arise due to the
presence of deterrent factors that could hamper their engagement to the process of knowledge
transfer from sources that would lead to ineffective learning. On the other hand, enabling
factors are also studied along with the deterrent factor vis-a-vis online learning modalities.
There is an ambiguity on how well a student can perform in an online setting and how
effective it is in their learning that could affect their performance. Within higher education,
there has been a significant change brought by technological advancement that requires
educators to redesign activities for learning and teaching that develops 21 st century skills.
(Donaldson, 2014). The major barrier to online learning remains to be the interaction and
collaboration in the class. This has been a challenge that students indicate since there shows a
confusing layout pertaining to the course. (Abramenka,2015). Analysis of data revealed three
themes and six sub-themes as self-directed learning barriers in virtual education including: a.)
cognitive barriers (lack of focus on learning, wandering of minds, and also information
overload), b.) communication barriers (inadequacy of writing and coping skills) and lastly, c.)
educational and environmental barriers (ambiguity of roles and heavy workload). A study
also revealed the types of barriers that students encountered. This includes technical and
communication barriers. Most markedly, barriers in relation to working in teams and/or
collaboratively with different cultures. Additionally, this study found that these barriers had
an impact on the quality of students’ online discussions when they worked in virtual teams,
and demonstrated how cross-cultural differences can influence overall students’ perceptions
of online learning (Yang, Olesova & Richardson, 2007).
Furthermore, online courses and programs continue to grow in higher education settings.
Students are also demanding online access increasingly. Thus, Universities and Colleges are
working to meet these demands (Song, et al. 2004). The single most important hindrance to
students learning through online was the lack of social interaction (M = 2.36), issues on the
administrative/instructor, lack of time and support for studies, and learner motivation
clustered very closely as the next most severe barriers (M = 2.05, 1.91, and 1.91). Less
important barriers were technical problems and cost/access to the Internet (M = 1.70 and
1.60). Respondents rated a lack of technical skills and academic skills as very low obstacles
to learning online (Muilenburg & Berge,2004). Their most significant barriers were at the
student’s level which includes the lack of student’s knowledge and skills in e-learning use,
and their lack of access to devices and internet connection. Student and school level barriers
had a strong correlation with each other. It expands the existing studies relating the e-learning
use in secondary schools, particularly in the aspect of e-learning in the time of pandemic. It
implies that the current use of e-learning in Indonesia faces huge challenges that might result

3
in the failure of students to learn in this difficult time and even beyond (Mailizar, Suci &
Sandra Bruce, 2020).
The expansive nature of Internet and technology accessibility have generated a surge in
the demand for web-based teaching and learning. Online education is quickly infiltrating into
school districts and colleges across the nation (Brittany, 2015). COVID-19 have greatly
impacted the conventional learning method of academic institutions all over the world. The
administrations of schools, colleges and universities opted for online lectures/classes as an
alternative way to resume education. Although online learning is proving helpful in
safeguarding students’ and faculty’s health amid COVID-19 pandemic, it is however not as
effective as conventional learning (Muhammad & Kainat, 2020). Online learning cannot
produce desired results in underdeveloped countries like Pakistan, where a vast majority of
students are unable to access the internet due to technicality as well as monetary issues. For
students and teachers, open online learning is an opportunity although research is showing
that open online courses are typically low in a completion rates. (Marcial, et.al., 2015). Other
supporting studies revealed that most of the instructors also undergo several issues and
challenges in accessing online learning. However, in the Philippine context, it has been
reported that faculty members and students were not fully ready to undergo full online
learning. More so, some faculty members may have failed to adapt to the students’ need in an
online learning environment. (Fabito, 2020).
Given the circumstances, it is still unknown how the Filipino students will cope with the
new educational system. Online Learning is a new kind of educational setting for the
students. Students get bored and feel frustrated because they only have a limited knowledge
of the lesson and they get distracted because they are at home. It is important for teachers to
consider creating materials that best fit the students. (Chusna, 2020). In the Philippines,
Online learning is rare because of the fact that the country has slow internet connectivity and
the majority of Filipinos are experiencing poverty. It is a major challenge to developing
countries because of the lack of the right resources unlikely with the highly advanced
countries who can create immediate action. Students claim that they needed more time to
understand the materials and stimulus. (Baticulun, Alberto, et al; 2020) One of the
determining factors is also that the institutional faculty is not ready and equipped of resources
for full online learning stating that the students have a hard time clarifying the general point
of view of the lesson with the inappropriate environment and bad internet connection. There
might be enabling factors in accessing online learning but it could not yet be considered
effective for the student's learning if there are deterrent factors that could give rise to one of
the problems of the students.
Thus, this study aims to identify the perceived motivations and barriers seen by college
students which may deter and enable effective learning in online class modalities and
examine its impact on students’ performance towards online class learning, and provide
possible solutions to cope with the new mode of learning. School universities and institutions
are shifting to online class learning where students are facing different factors affecting the
effectiveness of learning. Through the use of quantitative approach specifically a descriptive-
correlational design, this study will be exploring how these enabling and deterring factors
affect the student in an online learning modality. It will evaluate the impact and effect of
online learning towards the student’s performance and education.

Statement of the Problem

This study aims to identify the perceived motivations and barriers that may deter and
enable effective learning of college students in online class modalities and examine its impact
on the students’ performance towards online class learning.
The following questions are the specific probes of the study:

4
 1. What are the perceptions and attitudes of students towards online learning modalities?
2. How does the learning environment affect the student's performance in an online class
setting?
3. What are the factors that enable effective learning among students in an online
learning modality?
4. What are the factors that deter effective learning among students in an online learning
modality?
Significance of the Study
This section discusses the significance and importance of the study to the school
institution, the teachers, the students, the parents, and to future researchers as well. It
expounds the study’s probable impact to education specifically to the current online learning
modality amidst the new normal. Furthermore, the findings of the study will provide the
university or the school institution with information on how the students deal with the
enabling and deterrent factors of online learning. The results will enable the heads of the
university to implement varied solutions address the problems that were experienced by the
students as well as the teachers. Data gathered will help the deans of the University initiate
collaboration among faculty and chairpersons to help improve the ways of coping with the
new learning modalities. The results of the study will also help the teachers evaluate the
quality of education they are giving to the students by the students’ academic performance,
attitude and behaviors acquired in relation to the online learning modalities. This will allow
them to know about the different factors that enables and deters the students in an online
learning modality. Hence, it would also develop the teacher’s teaching-learning and
evaluating strategies to be able to enhance students’ participation and engagement in online
learning. Furthermore, this study will provide information to the students regarding what
factors enable and deter them to participate in online classes. This study will determine the
academic performance, attitude and approach in the new modality of learning. Thus, it will
help the students improve their learning strategies and establish better coping mechanisms to
adjust with the online learning modality.

Adult Learning Theory:

CHED COVID Advisory 6
Self-Directed Learning
CMO No. 46, series 2012
(Knowles, 1975)

College Students

Enabling and Deterrent factors of

Effective Learning vis-à-vis Online
Learning Modalities

5
Student’s attitude and perceptions Learning Environment Level of Performance

Financial Stability Internet Stability

Figure 1. Enabling and Deterrent factors of Effective Learning vis-à-vis Online Learning Modalities

Through the use of Adult Learning Theory, the study explains the relationship of online
learning and the perceived barriers and enablers that the students encounter vis-à-vis online
learning modalities where the theory highlights the importance of implementing effective
learning methods and strategies necessary in finding possible solutions to the adult learners’
problem with the new learning platform. The figure above shows what constitutes the
enabling and deterrent factors to adult learners specifically the college students with the use
of online learning modality and how it affects their learning performances. With the ongoing
global crisis caused by COVID-19, many school universities are shifting to online class
learning following the mandate of CHED COVID Advisory 6 and 7 CMO No. 46, series
2012 where face to face learning is suspended to avoid further risks and virus infection. Thus,
this study identifies the factors that enables and deters the effective learning of the students in
the new learning modalities.

Review of Related Literature

The advancement of technology has brought people to various discoveries of leading life
much easier and more convenient. People who are engaged in using different online
platforms or gadgets and technologies have added to our qualities as 21st-century learners
with goals and objectives. It has also presented our generation in an online world. Aljaraideh
& Khaleel Al Bataineh (2019) points out that, "Global developments in the world of
technology cannot be neglected since it is impossible at present to separate education from
technology."
In the field of education, online learning has been practiced by lots of schools in different
countries. Countries that initiated learning in an online modality are those who perceive it as
effective, efficient, and beneficial to the part of the learners and the teachers. However, this
particular study aims to determine not only the enabling factors to effective learning but as
well as the deterrent factors that have been a barrier to the students’ effectiveness in learning
in an online modality. Additionally, the perception of students towards online learning is also
considered, on how they view this kind of mode and how they respond to the growing
number of learners participating in the online class. One of the perceptions that enable
students to engage in this modality is their convenience and the time saved in accessing
academic material through different online platforms compared to the time and effort exerted
in a traditional mode of learning when obtaining sources (Jethro et al., 2012). With the
convenience it brought to meet the requirements of learning, it revealed that these learning
resources can be used with relevance and as well as updated (Goyal, 2012). Some researchers
state that online learning ensures savings and reduces the amount that traditional learning
usually costs. According to Gilbert et al. (2007) and Welsh et al. (2003), online learning is

6
less expensive, is valuable, crucial, and effective since learners own their time following their
convenience.
Although multiple factors enable learners to online education deterring factors can not
also be denied because some of these barriers predominantly contradict the idea of some
researchers mentioned above. One of the underlying contradictions to the convenience of the
students in accessing online classes is procrastination in responding to online activities
(Abramenka, 2015). Even though this is just a minor and usual concern, this has still been
controversial and a barrier to effective learning. According to Abremenka (2015), the major
barrier in this kind of modality is the challenge of collaboration, communication, interaction
towards the teachers and friends in the goal of learning. Because not every learner,
specifically Filipino learner, is privileged enough to have stable internet connectivity, gadgets
such as mobile phones with data, laptops, tablets, and the like, to access online platforms and
search various online academic materials. Yang and Richardson (2007) also point out that
asynchronous discussion provides the convenience of time and independence. However, there
is also a range of limitations which has been a hindrance to students’ negotiation in their way
through the environment of learning. Technical and communication barriers have been
revealed as the most markedly deterrent factors that students encountered with working in
teams and even with students of different cultures. And these barriers have an impact on the
quality of online discussions among students and overall students’ perception of online
learning when they worked in virtual teams.
In the study of Muilenburg L.Y. & Berge, Z.L. (2004), they have identified four critical
barriers. These are social interactions in which it posits that online interaction is different
from how students originally communicate to their peers face to face because, in an online
setting, there might be a miscommunication and misunderstanding since not everyone has a
stable internet connection. Second is administrative or instructor issues, students’ time and
support for studies, and the learners’ motivation towards online learning that has been the
central focus of this study, to find out the perceived motivations and barriers of students in an
online learning modality. In the Philippine setting, distance education is a new attempt thus,
everyone is still coping up with this new normal the pandemic has brought. This kind of
education has barriers and has necessities that must be considered for achieving one’s goal,
objective, and learning outcome. (Assareha & Hosseini, 2011).
Despite the existing factor that online learning has, this should help and motivate
students to learn what and how to learn concepts and discussions comprehensible,
meaningful, and relevant to the lives of every student. It should inspire and encourage them
to attain the competencies and skills set they deserve. (Hosseini, 2011).
Education is continuously evolving particularly with the introduction and development of
technology utilized to make learning more interactive and fun. Different school universities
and institutions are now adopting the new learning platform which is online learning.
However, people have different attitudes and perceptions when it comes to this new learning
setup considering that there are challenges which hinder and deter effective learning of the
students. Although most of the students are skillful in using the technology and have access
to the internet, there are still some who lack the resources required for online learning. On the
other hand, online learning also has its advantage which is its flexibility and accessibility,
useful in maximizing the learning performance of the students. As this study explores the
perception of students about their experience in online learning, we will be able to identify
barriers or deterring factors of effective learning of the students.
Online education is convenient in a way that the learners can learn at their own pace and
make use of the internet as a source in finding more information, acquiring profound
knowledge about anything. Furthermore, online learning allows learners to use the platform
as an online communication tool that can increase students’ ability to access even if they have

7
health issues and had to stay at home. For instance, online education helps students to
cultivate innovative ways to reach out to all students. Swindell and Thompson (2000) have
figured out that underrepresented minorities can be denoted well in online teaching,
especially when it comes to safety. However, technical problems are inevitable and can be a
big problem, especially to those people who are not yet that capable of utilizing the
technology. Knowing the fact that there are teachers or people whose age hinder their
capability to use the technology well, they must be able to find ways to improve mainly as a
21st-century teacher.
Contrary to its advantage is the challenge of the school institution to implement online
learning with fully prepared students and fully experienced teachers. Considering how there
are those students who lack independent learning skills, the traditional platform is basically
favored by most of the students based on the fact that there is greater opportunity in face to
face learning on teacher-student interaction. The effectivity of online education is also
dependent on the appropriateness of the programs and policies implemented by the school
which serves as the primary foundation of online learning. Berge and Mrozowski (1999)
recognized the cultural and pedagogical changes of the schools as crucial on the
implementation of online education. Some concerns of the changes may be lack of materials
and experience of teachers especially on methodological and technical training.
According to Tiu (2020), the sudden shifting of face-to-face learning to online
learning has resulted in an entirely different learning experience for all the students. The
majority of the students do not have fast speed internet services or stable internet connection
and are struggling with online learning. Rizada and Mabulay (2020) have identified different
types of online learning barriers, the individual barrier, technological barrier, institutional
barrier, community barrier, and domestic barrier. An example of a barrier concerning
technology is the unstable internet connection of a student, while the individual barrier is the
student’s difficulty in adjusting to the new learning platform. Family conflicts, household
responsibility, and the conductivity of the learning environment at home belong to domestic
barriers. The institutional barriers include the teacher’s lack of experience and teaching skills
on the new platform, and the community barrier is the unforeseen electric shortage or power
interruption.
Besides, the current global pandemic COVID-19 everyone is facing has significantly
affected the people, especially the students. Various school universities and institutions have
to implement online learning as the new educational platform to ensure the student’s safety.
The shifting from face to face learning to online mode of learning has been a challenge to all
school administrations and institutions because of its challenges. School universities and
institutions have adopted online learning as an alternative way to ensure continuous learning
of the students. Although online learning helps protect the students’ safety, however, it is not
as effective compared to traditional learning which is the face to face learning.
Based on the result of the study conducted by eCampus Ontario, majority of the students
still prefer the traditional way which is face to face learning because online learning cannot
provide them enough interaction with their teachers and classmates. Adnan and Anwar
(2020) emphasized how online learning is not sustainable and operational in producing the
target learning outcomes particularly in countries that are underdeveloped wherein students
have limited opportunity to access the internet because of financial and technical issues.
Aside from that, other issues which the students are dealing with in an online learning setup
are the lack of interaction between the teacher and the students, the availability of both the
teacher and the student to contact and respond right away to chats, emails, and messages, and
unstable internet connection or lack of internet facilities.

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 Research Methodology

Research Design
This study employs quantitative approach specifically, a descriptive-correlational
research design that determines the deterring and the enabling factors of effective learning
perceived by the college students in relation to online classes. Quantitative data are gathered
primarily in a form of survey questionnaire through the use of Google Forms. With the use of
a descriptive-correlational approach, it allows the researchers to describe the
phenomenological inquiry of the online learning experiences of the college students.
However, in a correlational approach, there are at least two measured variables (the deterring
and enabling factors of online learning and its effect on the student’s level of performance)
for each subject and these variables are related by using a correlation analysis. This approach
allows a greater objectivity and accuracy of results (Babbie, 2010). It enables the researchers
to gather valid and formatted responses based on the experiences of the respondents in
relation to online learning. It uses frequencies and percentages that provide a reliable and
valid set of data.

Research Environment
Due to the restrictions of face-to-face classes due to the COVID-19 pandemic, the
area of research survey is limited to different online platforms. Thus, the research survey is
conducted through online means and the participants are individually contacted via Google
forms, Facebook Messenger, G-mail/E-mail, etc.

Research Participants
The researchers focus on the undergraduate students of Cebu Normal University as
the respondents in gathering data to identify the factors affecting the effectivity of learning
for the students in an online learning modality. One hundred eighty-three (183) participants
were selected by the researchers among the undergraduate students, from first year to fourth
year college, and from the different college courses and college departments of Cebu Normal
University who were enrolled in online class learning.

Recruitment and Sampling Design

In this study, the sampling technique that the researchers used is universal sampling.
Universal sampling refers to the selection of samples where not all the people in the
population have the same chances of being included in the sample (Richard & Margaret,
1990). Thus, the probability of being selected is unknown. The study comprises a sample size
of 183 students. It may be from 1st year to 4th year college students who are currently
enrolled in Cebu Normal University in different degree programs.

Research Instrument
The research instrument that is used in conducting this study is a survey questionnaire
through google forms. It aims to gather data on college students' views and opinions on
deterring and enabling factors towards online learning modalities. The survey questionnaire is
composed of a 15-item multiple choice type of question. This is focused on the experienced
factors of the participants which was categorized whether it enables them or deters them to
effective learning in relation to online learning modalities.

Data Gathering Procedure

In gathering data, the researchers prepare a letter of consent and a survey
questionnaire for the respondents to answer. Since the respondents were chosen randomly

9
among the undergraduate students of Cebu Normal University, the researchers selected these
one hundred eighty three (183) students in advance and properly asked for their permission
by first giving them the letter of consent via email or personal message in messenger. This
helped the researchers to make sure that the respondents are interested in participating in the
research study. After the consent letter is received and approved by the respondents, they
were requested to be online on the specific day that the researchers would send the survey
questionnaires in order to make sure that it was answered on time. The survey questionnaires
were done through google forms wherein the researchers provided each of the respondents a
link that will redirect them to the actual google forms containing the questions for the study.
The sending of links were still done via online either through personal chat or email. The
respondents have the option to keep their identity confidential and they were given enough
time to answer the survey questions. As soon as the respondents were done answering, they
would send it back for the researchers to collect and analyze the answers. Furthermore, the
researchers use a quantitative approach in computing the data which were evaluated and
analyzed thoroughly by the researchers to strengthen the claim of the study and the
objectives. The data produced is categorized through content analysis and were analyzed
through descriptive statistics. Data gathered remains confidential among the researchers and
solely used for the purpose of the research study.

Data Analysis
This research study conducts survey to gather data on the participants' opinions and
interest on the deterrent and enabling factors towards online learning modalities. These
gathered data were analyzed through descriptive statistics.

Statistical Analysis
The gathered data were presented in a tabular form and are generally viewed to
answer the specific problems of this research study as determined in Chapter 1. The data were
analyzed and as well as tabulated with the use of Statistical Package for Social Sciences
(SPSS) and Descriptive Statistics. With the utilization of SPSS, researchers have come up
with the frequencies and percentage of each variable that this study has, specifically in
finding out the results of each research question found in the research instrument. With
descriptive statistics, frequencies and percentages were first calculated to view the
demographic characteristics of the study from the total number of respondents. It is also used
to describe the students' perception towards online learning, how the environment and their
internet stability affect their interest, the common barriers that hinder them to engage in an
online modality and lastly, the respondents' interest level is also analyzed through descriptive
statistics. With the utilization of this technique, researchers come to have a clear description
of findings on the factors that deter or enable effective learning among college students vis-a-
vis online learning modality.

Ethical Consideration
The current study employs certain ethical considerations. All participants reported
their written acceptance about their participation in the research study through an informed
consent. Due to the risks brought by the COVID-19 pandemic, all transactions between the
researchers and the participants were done through the use of different online platforms such
as Facebook messenger, Instagram, G-mail and/or E-mail, etc. At the same time, the
participants were reassured that their participation in the research is voluntary and that they
are free to withdraw from it at any point and for any reason.
In addition, participants were fully informed about the objectives of the study, while
they are given assurance that their answers will remain confidential and are only used for

10
academic purposes and solely for research. Participants were not harmed, both physically and
psychologically during the process of the study. The researchers also attempt to establish and
maintain an atmosphere of comfort for the participants.

Results

A total of 183 participants completed the online survey. The average age of those who
participated is 21 years old (92%). More than half of the participants (143 or 78.1%) were
female and 40 (21.8%) were male. The participants in this study were in different degree
programs and majority were third-year college students (86.8%). The findings showed certain
barriers and motivational factors that were perceived by the participants in an online learning
experience. These are classified into four categories: The learner’s perception, learning
environment, internet stability and gadget availability, and the student’s level of interest.

Table 1. Demographic Characteristics of the Study Cohort (n = 183 Students)

Variable Frequency Percentage (%)
(f)
Course
BSED-English 61 33.3
BEED 24 13.1
BSED - Math 17 9.3
BA Comm Journalism 4 2.2
BS Psychology 14 7.7
BPED 3 1.6
BSED Science 5 2.7
BS Biology 5 2.7
BSED Filipino 10 5.5
BA Literature 10 5.5
BA Political Science 8 4.4
BSSNEd 1 .5
BSTLED 5 2.7
BSNED 2 1.1
BS Comm Film Media 2 1.1
BA English Language 2 .5
BSED 10 5.5
Year level
First Year 3 1.6
Second Year 22 12
Third Year 158 86.3
Fourth Year 0 0
(Table 1 continued)
12 6.6
Age
19
20 72 39.3
21 92 50.3
22 7 3.8
Gender
Male 40 21.9
Female 143 78.1
Living with Parents
Yes 183 100.0

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 No 0 0

Family Monthly income

5,000 below 28 15.4
5,000-10,000 68 36.8
10, 000-20,000 42 23.1
20, 000-30,000 20 11.0
30, 000 above 25 13.7
Working Student
Yes 20 10.9
No 163 89
Working student income
5,000 below 7 31.6
5,000-10,000 6 31.6
10, 000-20,000 7 36.8
30, 000 above 0 0
Gadget owned by students
Laptop/desktop and touchscreen mobile 128 70.3
Touchscreen mobile only 51 27.5
Laptop/desktop only 2 1.1
Keypad mobile 1 .5
Desktop and Cellphone 1 .5
Source: The Authors.

Learner’s Perception Towards Online Learning

Majority of the students (42.6%) showed that they are slightly interested in the mode
of online learning and thinks that it is effective. It is followed by the answers of the students
that it is (39.9%) interesting but not effective. Students who answered that it is (15.3%) not
interesting and not effective at all for their learning preference. Only a countable student
(2.2%) answered that online learning is not interesting but effective and none answered that it
is extremely interesting and effective. The learner`s perception of the effectiveness of online
learning shows that the majority (56.3%) answered that it is slightly effective and about
almost half (32.2%) of the participants answered about it being moderately effective. Few
people (11.5%) answered that it is not effective at all while none answered it being extremely
effective. Moreover, majority (61.7%) of the participants chose the rating of 3 indicating
neutrality. It is followed by the scale of 4 (16.9%) and 2 (15.3%). Few gave the scale of 1
(4.4%) and the lowest rated scale is 5 (1.6%).

Table 2. Learner`s Perception

Questions Options Frequency Percentage (%)
Not interesting and not effective at all 29 15.9
Learner`s Perception Interesting but not effective 71 39.9
about Online Learning Not interesting but effective 2 2.2
Slightly interesting and effective 80 42.6
Online Learning Not effective at all 21 11.5
effectivity to the Slightly effective 102 56.3
Learners Moderately effective 59 32.2
I can’t comprehend at all (1) 8 4.4
I can only comprehend less information 28 15.3

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 The Learner`s (2)
Comprehension on I can comprehend but not all 112 61.7
Online Class Discussion information (3)
I can comprehend slightly (4) 31 16.9
I can comprehend extremely well (5) 3 1.6

Learning Environment
Of the 183 respondents, there were 59.3% who were living in an urban area and
40.7% were reported to live in a rural area. As shown in Table 3, majority of the respondents
(89 or 48.4%; n = 184) indicated that their learning environment at home is moderately
conducive to learning while 40 (22%) responded that their learning environment at home is
not so conducive and only 3 (1.6%) indicated a not at all conducive learning environment.
However, it was also shown that 12 (50%) responded that a noisy learning environment/area
has a negative effect, thus, it became a distraction to their online learning but they were able
to continue studying. While 89 (48.9%) responded that it has an extremely negative effect
and they can’t focus on learning online. In addition, results have shown that majority of the
respondents (107 or 58.2%) find it very necessary to have a separate room/environment for
online class in order to grasp the discussion effectively. (Table 3).

Learning Environment Frequency (f) Percentage (%)

Level of Conduciveness
Very conducive (5) 16 8.8%
Slightly conducive (4) 35 19.2%
Moderately conducive (3) 89 48.4%
Not so conducive (2) 40 22%
Not conducive at all (1) 3 1.6%
Is it necessary to have a separate
room/environment for online class?
Yes, it is necessary 107 58.2%
Yes, but slightly necessary 72 39.6%
No, not necessary at all 4 2.2%
The effect of a noisy learning
environment/area to student’s
learning via online class
It has an extremely negative effect 89 48.9%
because I can’t focus and it
distracts me
It has a negative effect because it 92 50%
distracts me but I am able to adjust
to it and continue studying
It does not affect me at all 1 0.5%
others 1 0.5%
Table 3. Learning Environment at home

Internet Stability and Gadget Availability

Having a stable internet connection alone is not enough for a student to learn better
wherein 48.1% of the respondents have disagree and 15.3% have strongly disagree. Majority
believes that there are other factors aside from stable internet connection which can help a

13
learner to follow the teacher’s discussion properly and learn better. Considering how online
learning is dependent on the student’s internet status at home, 120 out of the 183 respondents
answered that they have intermittent internet connection at home while the minority answered
having either a stable internet connection or a poor internet connection. The intermittent
connection of the majority indicates that their internet connection sometimes drops at random
intervals occasionally disrupting their online class.

Table 4. Learner’s Internet Stability

Internet Frequency (f) Percentage (%)
Stable internet as the only
factor that can help learners
perform better
Strongly Agree 10 5.4%
Agree 57 31.2%
Disagree 88 48.1%
Strongly Disagree 28 15.3%
Internet status at home
Stable connection 38 20.8%
Intermittent connection 120 65.5%
Poor connection 25 13.7%
Poor internet connectivity
experience:
Always 50 27.3%
Seldom 130 71.0%
Never 3 1.7%

On the other hand, poor internet connectivity is one factor which deters the
effectiveness of the student’s online learning experience. As shown in Table 3, 71% of the
respondents have seldom experienced poor internet connectivity while 27.3% said that they
always experience poor internet connectivity which caused them difficulty in participating
during online classes. (Table 4).

Student’s Level of Interest

It can be inferred that in attending the online class, there are barriers to effective
learning that are naturally existent in which students have no control of with regards to online
class modality. One of the huge factors that affects the student’s learning is their level of
interest, they can be unmotivated or motivated. Thus, it can be seen as motivation or a barrier.

Table 5. Common Distractor in an Online class, internet & gadget availability and their interest
Common Distractor in an Online Class Frequency Percentage

Noises created by animals such as dogs, chicken, etc. 103 56.6%

Noise or loud voices of family members 102 56.o%
Social media and texting (Facebook, Instagram, twitter, 100 54.9%
etc.)social media and texting (Facebook, Instagram, twitter,
etc.)
Television or household chores 99 54.45%

Kids playing and shouting 86 47.3%

14
 Outside noises from cars, motorcycle, big truck, or ambulance 85 46.7%

Neighbors having a karaoke session 64 35.2%

Celebrations/special events and gatherings 52 28.6%
Other Options 14 7.7%
Do you have a gadget/device to access online learning?
Yes, it absolutely works well 102 56%
Yes, but it does not work well 78 42.9%
No, I share with others. 2 1.1%
Type of Internet Access available at home
Mobile/Data Sim 182 100%
Students Interest in an Online learning
Extremely Interested 7 3.8%
Interested 34 18.1%
Neutral 97 53.3%
Somewhat Interested 33 18.1%
Not Interested at all 11 6.0%

Table 5 shows the common factors that distract the college students of Cebu Normal
University in attending online class. Factors listed in the table are ordered according to its
corresponding percentage from the total responses of the sample. In the third category, data
for internet access is shown since it is one of the main sources that support online learning
activities. The type of internet stability a student has reflects his/ her presence in the class.
With the total sample of 183 CNU students, 100% of them use mobile data/ sim only to
access online class, which means that all of them are dependent on purchasing a load at the
store and do not have a stable internet connectivity since mobile data is limited. In relation to
internet access, availability of gadgets/ devices is also taken into consideration. Without the
gadget, internet access will be useless. However, in the data presented above, since everyone
has responded to have used the mobile data/ sim for their internet usage, supposing 100% of
the sample also have available gadgets/devices to use for their online class. Thus, this means
that majority has the chance to join the online class since 70.3% of the total sample with 128
frequency have owned a gadget. Moreover, it also shows the student’s level of interest
towards online learning. Wherein a total of 183 responses, majority of it falls to being neutral
which got 53.3%. 3.8.% of not at all interested and has only 6% for being extremely
interested, and 33% interested.

Discussion

The COVID-19 pandemic impacted all the lives of people across the world. This
affected our daily routines especially in terms of education. As one of the third-world
countries, Online Distance Learning is perhaps new to most of the students and educators in
the Philippines. This is one of the first studies that identify the motivations and barriers
perceived by college students in the time of a sudden outbreak caused by COVID-19. Based
on the quantitative findings obtained in this study, there are varied factors that deter and
enable effective learning of the college students in an online class modality and some factors
have a significantly negative effect to the students’ performance in an online class learning.

15
Moreover, there were considerably positive factors that may motivate the college students
and change their negative perceptions towards online learning modality. However, these
factors may not be sufficient to help them upgrade their academic performance in an online
class setting. Therefore, these enabling and deterring factors gradually have a considerable
impact on the effective learning of college students in an online learning modality. The
results of this study proved that most of the students' interest level about online learning
pertaining to the lessons they have received from their professors did not satisfy their
interests. It is important to gauge the learner’s interest in the lesson to be effective as giving
information that benefits the students is the aim of education. Their satisfaction is valuable
with any course, immediacy, comfort, strong interactions, and feedback are critical. (Huss &
Eastep, 2013) Their learning performance evaluates the improvements needed for the
teachers to do for the next semester in the same learning platform. Considering that there are
students that find it interesting but not effective is evident to the reality that it is not common
in the Philippines to have classes on an online platform. Although there are students that find
it moderately effective makes it feasible for the students’ performance unlikely for some who
find it not effective at all which in result makes them most likely low-performing students. It
may have been the effect of disinterest such as a result of a national survey in the country
(Baticulon, 2020) that only (41%) considered themselves as physically and mentally capable
of engaging in online learning. Cardinally, be seen on the learner’s comprehension of their
online discussion with the result that most find it neutral as to which significantly affect the
learner`s performance in such a way of assessment. In significance, a survey must be
conducted for students who would like to take an online class and for those who do not want
to take it (Abramenka, 2015).
It was also deduced from the findings that the learning environment of most of the
students in Cebu Normal University were moderately conducive in the course of learning
online but the geographical area where they live do not have a significant effect towards the
conduciveness of their learning environment. Warden (2013) suggested that care must be
employed because students can become distracted or confused in a virtual environment.
However, there are instances that students become distracted especially that the learning
environment is in their own homes. Most of the time, students get distracted easily in an
online class setting since there is no physical interaction with the teacher and it is possible
that external factors such as noisy surroundings and a poor-ventilated area tend to deter
effective learning. Moreover, the results of numerous studies reveal that communication in
online courses is of highest importance to creating an effective learning environment in
motivating students to learn (Bennet et.al., 2008; Martin & Parker, 2014; Zhang & Kenney,
2012). Other than having a well-ventilated area to study, a good learning environment also
requires good communication with the teacher even without face to face interaction. A
collaborative virtual environment is essential to establish a successful and effective online
learning experience. Predominantly, the respondents agreed that having a separate
environment or room for online class is very necessary to effectively grasp the lessons
discussed by the teacher. Moreover, there was no significant difference between the
perception of the male and female respondents in terms of the learning environment and its
importance for effective learning. It was inferred that one of the factors that may deter or
enable effective learning in an online learning modality is the learning environment.
According to Aldridge et.al. (2006), the learning environment is one of the most important
factors that affects student learning. Simply because students learn better when they view the
learning environment as positive and supportive. Thus, college students perceived that it is
important to have a separate learning environment to enable effective learning. Although
students’ success in an online course is depending on the learning environment created by
the instructor, a noisy environment still, has a significant effect that may deter effective

16
learning among college students (Zen, 2008). The results showed that a noisy learning
environment has a negative effect to the students' learning via online class, however, they
were able to adjust to it and continue studying. Thus, it can be inferred that a noisy learning
environment has a relatively negative effect to the learning effectiveness of college students
in Cebu Normal University and seem to negatively affect their academic performance in
online learning modalities. However, to prioritize effective means for communication within
the online learning environment, not bound by physical or geographical segregation is also
necessary for institutions (Trespalacios & Rand, 2015). Therefore, a learning environment
that is conducive, collaborative and interactive is vital as it dramatically influences students’
participation and performance in the online learning modality.
The findings of this study revealed that stable internet connection alone is not enough
for the learners to perform better during online classes where majority of the respondent’s
answered affirming such claim. Although a stable and fast connection gives the essence of
making the most out of online learning, there are other factors which can be very helpful in
achieving a better online learning experience. According to Keskin and Yurdgul (2020), there
must be an association of the learner’s motivation or interest, preference of learning
environment, and stability of the internet connection in order to make online learning more
effective. Student’s behavior and attitude towards online learning varies from one another
considering that they have different preferences, needs, and privileges. Nonetheless, Bloom,
Gamson, and Fleming (1984) believed that the participation of the students is very essential
for an active learning. Having a stable internet connection alone does not fully guarantee a
student to perform better in online learning. Furthermore, the result of the survey that the
researchers conducted shows that the students have intermittent internet connectivity at home
while they also seldom experience poor internet connection. These generally implies how
internet stability may affect the student’s online learning experience. Majority of the
respondents are using a mobile data while others have a Wi-Fi at home. But for the question
on which is faster, Hosain (2019) claimed that the performance of the internet service
provider is actually what is relevant and the speed is only dependent to it. Jones (2020) also
supported this claim on his study which infers that having a 4G cellular data can be faster
compared to a latest Wi-Fi router with a slow ISP and vice versa, if the ISP of the Wi-Fi at
home is fast then it’s basically better than a 4G cellular data.
Surprisingly while many of the college student respondents are living in the urban
area, the data gathered shows that many of them still don’t have a stable internet connection
despite having a fully functional gadget and using a mobile data or Wi-Fi. This infers how the
geographical area where the student belongs to have no full significant effect on the student’s
internet status at home as well as on their online learning experience, aside from those who
are really living in the remote areas. When we consider the country’s general internet speed
for the year 2017 to 2019, Speed test Global Index states that the Philippines ranks 103 rd
among many other countries around the globe. Specifically, the average internet speed in the
Philippines is only 15.06 megabits per second which is actually far from the global average
which is 26.12 megabits per second. Therefore, many students are experiencing intermittent
internet connection. According to Pitkow & Sutton (1998), internet speed is a very common
problem or issue which greatly affects the learners while using the web. Such matter delays
and disrupts the learner’s chances to focus well on their online class. Thadhani (1981) stated
that in some cases, student’s performance declined when there was a delay. Based on the
result of the data gathered from the respondents, majority of the students have intermittent
internet connection which infers that sometimes they experience poor internet connection and
during those times, they will get delayed on whatever activities or discussions that are made
during the class. Moreover, according to Bergman and Brinkman (1981), there is a linear
relationship between the status of the internet and the performance of the learners.

17
Nevertheless, the student’s internet connectivity and stability gave them an opportunity to
participate and learn properly during online discussion much more when they have separate
rooms or area free of distractions while having the classes. But surprisingly the result of the
study shows that the students with intermittent internet connection at home does not seriously
affect their learning performance maybe due to the fact that they only seldom experience poor
internet connectivity and with online learning modality, teachers and students are practiced to
become more flexible and considerate.

According to findings of this study, physical noises have the greatest responses among
other barriers. Most commonly, students experienced that noises created by animals and loud
voices of family members, have greater chances that deter their focus in comprehending
discussion online. These kinds of distractor are something that students have no control of
and thus, as claimed by Wits University research, noise has become the problem in schools,
additionally, the clarity and audibility of speech has also been affected. (Andrade, 2016).
“The learners need good acoustics to be able to learn. The message could be great, the
teachers could be incredible, but if the acoustics are shocking, it puts the learners at a
disadvantage because they can’t hear” (Andrade, 2016). Physical noise as a barrier has
driven to students’ difficulties in following what the teacher has been discussing. This
somehow led to online learning ineffectiveness. The use of social media and text messaging
while the class is going on also contributed as a distraction for the respondents. Hazelrigg
claimed that even if the class is going on, the use of social media had become normalized
(2019), and according to Neiterman (2019), survey revealed that students allow themselves
for a brief distraction when the discussion becomes boring and much more in the online class
setting where teachers are not physically present for them to be monitored. Predominantly,
students are neither interested nor uninterested in the course of online learning. There are
many different barriers most students feel that their interest in an online learning is not that
strong enough that do not highly engage themselves in participating in online class. It can
also be deduced that difficulty and problems in accessing online activities for learning are
widely experienced by students who opted for online class. This arising problem has led
students to learning ineffectiveness because in reality, mobile data has no strong internet
connectivity and has only limited mbps to support online learning activities especially those
heavy tasks that require higher mbps or data value. This is one of the struggles that Filipino
students face in this new set-up. Student’s readiness to online learning is basically
questionable. It was understood that college students in Cebu Normal University experience
struggles and problems to effective online learning. Hence, majority of the respondents chose
neutral as the option in describing their level of interest towards this modality since majority
of them either are not ready and not motivated to make online class a conducive set-up or
environment to learning.

Furthermore, The COVID19 pandemic constraints only allowed the researchers to

conduct the study through online platforms which affected the general data of the study since
it limits the researchers to find more respondents. Additionally, because this survey was
conducted to students through email and chats, time did not allow the researchers to let the
respondents answer the survey in person and freely ask for follow up questions which can
expand or maximize the findings of the study. Furthermore, the survey data only include
those students who responded to the online survey.

Conclusion and Recommendations

18
 The theory of Self-Directed Learning (Knowles, 1975) was used as a theoretical basis
for examining and identifying the perceived motivations and barriers experienced by the
college students of Cebu Normal University via online learning modality. Knowles describes
self-directed learning as “a process in which individuals take the initiative without the help of
others in diagnosing their learning needs, formulating goals, identifying human and material
resources, and evaluating learning outcomes”. This theory became the foundation in
identifying the factors that deter and enable effective learning of the students in an online
class setting and the effect it has on students' performance. With the findings of this study, it
showed that college students in Cebu Normal University really face struggles and problems
to effective online learning. With this fact, it can be related to the result found wherein
majority of them chose neutral as the option in describing their level of interest towards this
modality since majority of them are not ready and not motivated to make online class a
conducive set-up or environment to learning.
Overall, the study suggests that online learning has various factors which enable and
deters the effectiveness of learning or performance of the students. Some of the factors
mentioned in the study are the learner’s perception and interest towards online learning, their
learning environment, status of the internet connectivity they have at home, and the
accessibility and stability of their internet connection. The study found out that these factors
contribute to the success or failure of student’s performance during an online class and one
particular example is how a noisy learning environment and unstable internet connection
negatively affects their learning during an online class. The result also suggested how
majority of the students find online learning to be interesting but not effective. This implies
that students are most likely to favor face-to-face learning than online learning however, with
such implemented learning modality the students were able to slowly adjust to the challenges
and find ways to better their performance.
Further research is hence needed to determine other variables or factors that may deter
effective learning and to identify coping mechanisms to address these deterring factors in the
field of education, especially in this new normal. As the implementation of online learning is
new to many school institutions and universities, this study may be used by other researchers
to further examine and study other emerging issues for a greater awareness by everyone.
Moreover, this study is useful to be recommended to our fellow researchers who makes
discoveries, action plan, and resolution addressing this kind of circumstances. Furthermore,
this study can also be recommended to our LGUs who have been the people who take part in
answering and improving the needs of our learners in their specific hometown.

19
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