PUPILS SATISFACTION LEVEL ON THE USE OF

ZOOM CLOUD MEETING AS AN EDUCATIONAL

PLATFORM; ITS EFFECT TO THE PUPILS LEVEL
OF ENGAGEMENT AT KVSDAES

MARK B.
REGINE G. MALANA GLAIZA S. RONIEL B. ESMAR LPT
MAGALLANES
BAYRON Adviser
 INTRODUCTION
• ONLINE DISTANCE LEARNING MODALITY IS ONE OF THE COMMON ISSUES AND
PROBLEMS THROUGHOUT THE WORLD. TYPICAL LEARNING USUALLY HAPPENS
INSIDE THE CLASSROOM SETTING AND HAVING A FACE-TO-FACE INTERACTION WITH
THEIR TEACHERS. BUT WHEN COVID-19 (CORONAVIRUS DISEASE) PANDEMIC AROSE,
EDUCATIONAL SYSTEMS WORLDWIDE WERE AFFECTED. THEREFORE, THE
EDUCATION SYSTEM ADAPTED ONLINE EDUCATIONAL PLATFORMS AS A DISTANCE
LEARNING MODALITY.
• ONLINE LEARNING IS A DISTANCE LEARNING MODEL WHICH UTILIZE INFORMATION
TEACHNOLOGY AND INTERNET ACCESS FOER SUPPORTING THE EDUCATORS AND
STUDENTS DURING TEACHING LEARNING PROCESS. IN THIS CASE SOME EDUCATORS
USE ZOOM CLOUD MEETING APPLICATION AS A REPLACEMENT OF FACE-TO-FACE
MEETING.
• ZOOM MEETING HELP LEARNING PROCESS IN DIFFICULT SITUATION OF THE CURRENT
PANDEMIC AND CAN FACILITATE ACCESS TO INFORMATION AND COMMUNICATION IN
• SOME PREVIOUS STUDIES ABOUT ZOOM CLOUD MEETING HAVE BEEN
CARRIED OUT. FOUND THAT IN USING ZOOM FOR DISTANCE LEARNING
PROCESS FOR PUPILS IS MORE INTERACTIVE, CREATES SATISFACTION, AND
PROVIDES POSITIVE EXPERIENCES IN LEARNING PROCESS.
• IN CONNECTION, THE CURRENT STUDY AIMED TO DETERMINE THE PUPILS
LEVEL OF SATISFACTION ON THE USE OF ZOOM CLOUD MEETING AS AN
EDUCATIONAL PLATFORM AND ITS EFFECT TO THE PUPILS LEVEL OF
ENGAGEMENT IN TERMS OF ASYNCHRONOUS AND SYNCHRONOUS
ACTIVITIES.
• THIS STUDY WILL BE CONDUCTED AT KAPATAGAN VALLEY SDA
ELEMENTARY SCHOOL FOR SCHOOL YEAR 2022-2023. AS GENERAL
EDUCATION MAJORS, THE RESEARCHERS WOULD BE ABLE TO IMPLICATE
RESULTS TO THEIR FUTURE WORKS. THE CONCEPTS IN THIS STUDY WILL
GIVE THEM OPPORTUNITY TO PRACTICE NEW LEARNING SKILLS IN ONLINE
 THEORETICAL FRAMEWORK

BEHAVIORISM LEARNING THEORY

 BEHAVIORISM LEARNING THEORY BY (FAROOQ &

JAVID, 2012) IS THE IDEA THAT HOW A STUDENT
BEHAVES IS BASED ON THEIR INTERACTION WITH
THEIR ENVIRONMENT. IT SUGGESTS THAT BEHAVIORS
ARE INFLUENCED AND LEARNED FROM EXTERNAL
FORCES RATHER THAN INTERNAL FORCES.
 CONSTRUCTIVISM THEORY

CONSTRUCTIVISM THEORY BY SAGALA (2008) IT IS BASED

ON THE IDEA THAT STUDENTS ACTUALLY CREATE THEIR
OWN LEARNING BASED ON THEIR PREVIOUS
EXPERIENCES. STUDENTS TAKE WHAT THEY’RE BEING
TAUGHT AND ADD IT TO THEIR PREVIOUS KNOWLEDGE
AND EXPERIENCES, CREATING A REALITY THAT’S UNIQUE
TO THEM. THIS LEARNING THEORY FOCUSES ON
LEARNING AS AN ACTIVE PROCESS, WHICH IS PERSONAL
AND INDIVIDUAL FOR EACH STUDENT.
 CONNECTIVISM THEORY

 CONNECTIVISM THEORY BY SIEMENS (2005) THIS

THEORY SUPPORTS THAT LEARNING CAN ACTUALLY
BE DONE ONLINE BY USING VIRTUAL TECHNOLOGY.
THROUGH VIRTUAL TECHNOLOGY, ALL PARTICIPANTS
ARE INVOLVED AND INTERACT WITH EACH OTHER.
 SCHEMATIC DIAGRAM

Pupil’s Pupil’s level of

satisfaction engagement in
level on the use terms of; OUTPU
 Asynchronous
of zoom cloud T
meeting as an Act.
 Synchronous
Educational
Act.
Platform

Socio-Economic
Profile
• Sex
• Age
• Monthly Financial
Income
• Internet Provider
• Parent’s Educational
attainment
 STATEMENT OF THE PROBLEM
1. WHAT IS THE SOCIO-ECONOMIC PROFILE OF RESPONDENTS IN TERMS OF:
1.1 SEX;
1.2 AGE;
1.3 MONTHLY FAMILY INCOME;
1.4 INTERNET PROVIDER
1.5 PARENTS EDUCATIONAL ATTAINMENT;
2. WHAT IS THE PUPIL’S SATISFACTION LEVEL ON THE USE OF ZOOM CLOUD MEETING
AS AN EDUCATIONAL PLATFORM?
3. WHAT IS THE PUPIL’S LEVEL OF ENGAGEMENT IN TERMS OF;
3.1 ASYNCHRONOUS ACTIVITIES
3.2 SYNCHRONOUS ACTIVITIES
4. IS THERE SIGNIFICANT RELATIONSHIP BETWEEN SOCIO-ECONOMIC
PROFILE AND THE PUPILS SATISFACTION LEVEL ON THE USE OF ZOOM
CLOUD MEEETING AS AN EDUCATIONAL PLATFORM?
5. IS THERE A SIGNIFICANT RELATIONSHIP BETWEEN THE SOCIO-
ECONOMIC PROFILE AND THE PUPIL’S LEVEL OF ENGAGEMENT IN TERMS
OF ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES?
6. IS THERE SIGNIFICANT RELATIONSHIP BETWEEN PUPIL’S SATISFACTION
LEVEL ON THE USE OF ZOOM CLOUD MEETING AS AN EDUCATIONAL
PLATFORM AND PUPIL’S LEVEL OF ENGAGEMENT IN TERMS OF
ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES.
7. WHAT STRATEGIC PROGRAM CAN BE DESIGNED OR IMPROVED BASED
ON THE OUTPUT OF THE STUDY?
 HYPOTHESES
HO1:THERE IS NO SIGNIFICANT RELATIONSHIP BETWEEN THE SOCIO-
ECONOMIC PROFILE AND THE PUPIL’S SATISFACTION LEVEL ON THE USE OF
ZOOM CLOUD MEETING AS AN EDUCATIONAL PLATFORM.
HO2:THERE IS NO SIGNIFICANT RELATIONSHIP BETWEEN THE THE SOCIO-
ECONOMIC PROFILE AND THE PUPIL’S LEVEL OF ENGAGEMENT IN TERMS
OF ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES.
HO3: THERE IS NO SIGNIFICANT RELATIONSHIP BETWEEN THE PUPIL’S
SATISFACTION LEVEL ON THE USE OF ZOOM CLOUD MEETING AS AN
EDUCATIONAL PLATFORM AND PUPIL’S LEVEL OF ENGAGEMENT IN TERMS
OF ASYNCHRONOUS AND SYNCHRONOUS ACTIVITIES
 REVIEW OF RELATED LITERATURE
ONLINE LEARNING
• “THE TERM ONLINE LEARNING (OR, AS IT IS SOMETIMES CALLED, DISTANCE LEARNING)

INCLUDES A NUMBER OF COMPUTER-ASSISTED INSTRUCTION METHODS” (POE &

STASSEN, 2002). ONLINE LEARNING COVERS A WIDE RANGE OF TECHNOLOGY THAT
NEEDS INTERNET CONNECTION, SUCH AS E-MAIL, CHAT ROOM, GROUP DISCUSSION,
AUDIO CONFERENCE, AND VIDEO CONFERENCE (DHULL & SAKSHI, 2017). THE
IMPLEMENTATION OF ONLINE LEARNING IN THE GLOBAL CONTEXT HAS INCREASED
RAPIDLY OVER DECADES. DUE TO THE DEVELOPMENT OF TECHNOLOGY, ONLINE
LEARNING HAS BECOME A COMMON CONCEPT IN EDUCATION. ONLINE LEARNING HAS
BEEN REGARDED AS A PRACTICAL WAY TO ATTAIN ACCESS IN HIGHER EDUCATION SINCE
IT HAS BEEN IMPLEMENTED BY MANY COUNTRIES AROUND THE WORLD (DAVI, 2020).
ONLINE LEARNING ENVIRONMENT

• THERE ARE THREE THEORIES RELATED TO ONLINE LEARNING ENVIRONMENT, NAMELY

CONSTRUCTIVISM, BEHAVIORISM, AND CONNECTIVISM (DRIVER & BELL, 1986; FAROOQ &
JAVID, 2012). ACCORDING TO SAGALA (2008), IN CONSTRUCTIVISM THEORY, STUDENTS HAVE
TO UNDERSTAND AND ALTER THE MATERIAL FROM THE TEACHER BY THEMSELVES. THE
TEACHER’S DUTY IN THIS THEORY IS ONLY GIVING THE MATERIAL TO THE STUDENTS, THEN
LEAVING ALL DECISIONS TO THE STUDENTS. CHANGES IN BEHAVIOR ARE RELATED TO THE
BEHAVIORISM THEORY (FAROOQ & JAVID, 2012). IN ONLINE LEARNING, STUDENTS TEND TO
BE MORE ACTIVE, ALSO WHEN THE LEARNING PROCESS CHANGES INTO ONLINE LEARNING,
STUDENTS MIGHT CHANGE THEIR LEARNING STYLES. SIEMENS (2005) DESCRIBES
CONNECTIVISM AS A MODEL OF LEARNING IN WHICH IT RECOGNIZES MAJOR SHIFTS OF HOW
KNOWLEDGE AND INFORMATION DERIVE, ARISE, AND CHANGE DEPENDING ON THE
EXTENSIVE DATA COMMUNICATION NETWORKS. THIS 21 THEORY SUPPORTS THAT LEARNING
CAN ACTUALLY BE DONE ONLINE BY USING VIRTUAL TECHNOLOGY. THROUGH VIRTUAL
 ASYNCHRONOUS ONLINE LEARNING

• ASYNCHRONOUS ONLINE LEARNING IS DEFINED AS AN

ONLINE LEARNING WHERE THE STUDENTS LEARN THE
MATERIAL GIVEN BY THE TEACHER ON THEIR OWN TIME
(FRIEND & JOHNSTON, 2005). ASYNCHRONOUS ONLINE
LEARNING ALLOWS THE STUDENTS TO HAVE MORE TIME TO
CREATE THEIR OWN UNDERSTANDING ABOUT AN ISSUE
BEFORE GIVING AN OPINION (MARTIN & BOLLIGER, 2018).
FURTHERMORE, ROBERT & DENNIS (2005) STATED THAT
ASYNCHRONOUS LEARNING INCREASES STUDENTS’ ABILITY
IN PROCESSING INFORMATION.
SYNCHRONOUS ONLINE LEARNING

• SYNCHRONOUS ONLINE LEARNING IS DEFINED AS AN ONLINE

LEARNING WHICH TAKES PLACE SIMULTANEOUSLY THROUGH
VIRTUAL TECHNOLOGY (PERVEEN, 2016). SYNCHRONOUS ONLINE
LEARNING KEEPS THE STUDENTS AWAY FROM FEELING
ISOLATED AND SEPARATED SINCE THEY HAVE THE OPPORTUNITY
TO COMMUNICATE WITH OTHERS IN THE LEARNING PROCESS
(XIE ET AL., 2018). STUDENTS ARE ABLE TO RECORD THE LESSON
AND REPLAY IT MANY TIMES, AND INSTANT FEEDBACK IS GIVEN
IN WHICH IT IS EFFECTIVE FOR IMPROVING THE ACHIEVEMENT
IN TEACHING PRACTICE (DENTON, 2014).
SYNCHRONOUS LEARNING PROCESS
• BOWER ET AL. (2014) STATED THAT THERE ARE SETUP PROCESS FACTORS IN
SYNCHRONOUS LEARNING PROCESSES. THE FIRST IS TO START LESSONS 10
MINUTES EARLIER FOR TECHNOLOGY TESTING TO TEST THE AUDIO, VIDEO, OR
OTHER SYSTEM FUNCTIONS IN ORDER TO KNOW IF THE TECHNOLOGY IS WORKING
WELL. THE SECOND IS TO APPLY TACTICS TO WORK WITH TEXT CHAT
CONTRIBUTIONS. DURING THE SYNCHRONOUS LEARNING PROCESS, THE TEACHER
TENDS TO FOCUS ON THEIR PRESENTATION AND IS UNABLE TO RESPOND TO THE
TEXT CHAT CONTRIBUTION FROM THE STUDENTS. THE THIRD 24 IS TO LOGIN INTO
A SECOND COMPUTER TO MAKE THE TEACHER UNDERSTAND THE STUDENTS’
EXPERIENCE IN SYNCHRONOUS LEARNING BECAUSE THE TEACHER WILL SEE THE
LESSON FROM THE STUDENTS' POINT OF VIEW. THE LAST IS TO LOOK FOR
TEACHING ASSISTANCE WHERE POSSIBLE AND DESIRABLE TO HELP THE TEACHER
TO PLACE STUDENTS IN GROUPS, SEND ANNOUNCEMENTS, PROVIDE FEEDBACK TO
INDIVIDUAL STUDENTS, AND MANAGE THE DEVICE OR TECHNOLOGY.
VIDEO CONFERENCE
• VIDEO CONFERENCE IS AN ONLINE MEETING OVER DISTANCE
WHICH TAKES PLACE BETWEEN TWO OR MORE PARTICIPANTS
IN WHICH THE PARTICIPANTS CAN SEE THE IMAGE OF OTHERS
AND ARE ABLE TO SPEAK AND LISTEN TO THE OTHER
PARTICIPANTS IN THE REAL TIME (MARQUARDT, 2013). THE
STUDENTS GIVE POSITIVE REACTIONS TOWARDS THE USE OF
VIDEO CONFERENCES IN THEIR LEARNING BECAUSE THEY
FEEL THAT EVEN THOUGH THE COVID-19 PANDEMIC EXISTED,
THEY STILL HAD A CHANCE TO CONTINUE LEARNING BY
DOING ONLINE FACE-TO-FACE VIDEO CONFERENCES (AMIN &
SUNDARI, 2020).
ZOOM
• “ZOOM IS A COLLABORATIVE, CLOUD-BASED VIDEO
CONFERENCING SERVICE OFFERING FEATURES INCLUDING
ONLINE MEETINGS, GROUP MESSAGING SERVICES, AND SECURE
RECORDING OF SESSIONS” (ZOOMVIDEOCONFERENCEINC, 2016).
ACCORDING TO ZOOM.US (2020) IT IS SIMPLE TO JOIN A ZOOM
MEETING BECAUSE WE SIMPLY CLICK THE LINK THAT HAS BEEN
SENT TO US, THEN WE WILL 28 AUTOMATICALLY JOIN THE ZOOM
MEETING. ONCE WE HAVE JOINED THE ZOOM MEETING, WE ARE
RECOMMENDED TO CONNECT THE AUDIO, AND ALSO TO CHOOSE
WHETHER WE WANT TO TURN ON THE VIDEO OR NOT.
IMPORTANCE OF ZOOM
• ZOOM CLOUD MEETINGS IS A VERY USEFUL ALTERNATIVE
APPLICATION FOR VIRTUAL MEETING TO FACILITATE
COMMUNICATION WITH MANY PEOPLE WITHOUT MAKING
DIRECT CONTACT AND BE ABLE TO SUPPORT LEARNING
NEEDS IN TODAY'S DIGITAL ERA (PRATIWI, AFANDI, &
WAHYUNI, 2019). THIS APPLICATION IS USED FOR VIDEO
CONFERENCE INSTEAD OF DIRECT MEETING IN THE
CLASSROOM. IT CAN BE INSTALLED WITH DEVICES SUCH
AS COMPUTER, LAPTOP, ANDROID AND SMART PHONE.
RRS
TEACHING LEARNING PROCESS BY USING ZOOM
• DURING COVID-19 PANDEMIC, ZOOM HAS BECOME THE
ALTERNATIVE PLATFORM TO CONTINUE THE TEACHING AND
LEARNING PROCESS. GUZACHEVA (2020) STATED THAT ZOOM HAS
BECOME FUNDAMENTAL PLATFORM IN THE WAY WE WORK, TEACH,
AND LEARN TOGETHER. IT IS SUPPORTED BY HAGLER (2019) AND
GUZACHEVA (2020) THAT ZOOM HAS SCREEN SHARING FEATURE
THAT HELPS THE PARTICIPANTS TO SHARE AND PRESENT THEIR
MATERIALS. ADDITIONALLY, RAMSOOK & THOMAS (2019) STATED
THAT ZOOM IS REGARDED AS COST EFFECTIVE, AND IT PROVIDES
THE FLEXIBILITY FOR THE STUDENTS TO RECORD THE LESSONS.
EFFECTIVENESS OF USING ZOOM

ZOOM FACILITATE DISCUSSIONS BETWEEN LECTURERS AND STUDENTS AND AMONG

STUDENTS WITH DIRECT COMMUNICATION THROUGH VIDEO CONFERENCE WHICH

IS SUPPORTED BY ZOOM FEATURES SUCH AS RAISE HAND AND GROUP MESSAGES,

SO THAT IF THERE ARE PROBLEMS IN AUDIO, THE STUDENTS ARE HELPED WITH THE

AVAILABLE CHAT FEATURES. SOME FEATURES IN ZOOM LET THE ENGLISH

TEACHERS TO PRESENT AND ASSESS FOUR LANGUAGE SKILLS THROUGH FULL

INTERACTIONS WITH EDUCATION STUDENTS AND DELIVER THE ESSENCE OF

MATERIAL IN VARIOUS WAYS (GUZACHEVA, 2020).

IMPORTANCE OF ENGAGEMENT
 CLASSROOM ENGAGEMENT IS A CRUCIAL
ELEMENT OF INSTRUCTION. RESEARCH SHOWS
THAT ENGAGEMENT INCREASES STUDENT
UNDERSTANDING, ALLOWS FOR STUDENTS TO
INTERACT WITH EACH OTHER, INCREASES
TEACHER PRESENCE, AND CREATES A SENSE OF
COMMUNITY IN THE CLASSROOM (NAGRO ET
AL., 2018).
STUDENT SATISFACTION
WHETHER LEARNING HAPPENS ONLINE OR FACE-TO-FACE IN A PHYSICAL
CLASSROOM, ONE OF THE MEASURES OF THE EFFECTIVENESS OF EDUCATION
IS STUDENT SATISFACTION. IT IS AN IMPORTANT CONSTRUCT IN HIGHER
EDUCATION, THE SYSTEMATIC STUDY OF WHICH CAN LEAD TO BETTER
STUDENT PERFORMANCE, IMPROVEMENTS IN ONLINE TEACHING PRACTICES,
AND THE RETENTION OF STUDENTS IN THEIR ACADEMIC PROGRAMS.
FURTHERMORE, IT IS A CRUCIAL ELEMENT THAT CAN BE USED TO MEASURE
THE EFFECTIVENESS OF ONLINE LEARNING. WHILE MANY DEFINITIONS OF
STUDENT SATISFACTION ARE AVAILABLE IN THE LITERATURE, IN THIS PAPER,
FOLLOWING SANCHEZ-FRANCO (2009), WE DEFINE STUDENT SATISFACTION
AS THE EXTENT TO WHICH A STUDENT PERCEIVES HIS OR HER NEEDS, GOALS
AND DESIRES HAVE COMPLETELY BEEN MET.
CHALLENGES E-LEARNING
ONE OTHER CHALLENGE THAT LEARNERS HAVE BEEN REPORTED TO FACE IN
ONLINE LEARNING, IN CONTRAST TO FACE-TO-FACE LEARNING, IS THE
LIMITED OPPORTUNITIES THAT THEY HAVE FOR COLLABORATION. FOR
EXAMPLE, MEANS AND NEISLER (2020) REPORT THAT 65% OF THE
PARTICIPANTS IN THEIR STUDY IN AMERICAN UNIVERSITIES THOUGHT THAT
THE OPPORTUNITY FOR COLLABORATION WAS WORSE IN AN ONLINE
LEARNING ENVIRONMENT. THIS MAY NOT ONLY RESULT IN A FEELING OF
ISOLATION BUT ALSO IMPACT THE LEVEL OF STUDENT SATISFACTION. THE
FEELING OF ISOLATION THAT LEARNERS DEVELOP IN AN ONLINE LEARNING
ENVIRONMENT CAN BE DETRIMENTAL IN THE SENSE THAT IT CAN MAKE
LEARNERS FEEL THAT THEY DO NOT BELONG TO A SCHOLARLY COMMUNITY.
THIS IS WHY HUANG ET AL. (2020) ALSO IDENTIFY ISOLATION AS A MAJOR
CHALLENGE THAT LEARNERS FACE IN ONLINE LEARNING.
EVOLUTION OF ONLINE LEARNING
WHILE ONLINE EDUCATION IS FRAMED AS A PART OF THE
DISTANCE EDUCATION TRADITION, IT OFFERS DISTINCTIVE
ADVANTAGES OVER PAST FORMS OF DISTANCE EDUCATION.
HARASIM (2000) DESCRIBED EARLY 32 ONLINE EDUCATION AS
A NEW LEARNING DOMAIN AND CONTRASTED IT TO OTHER
METHODS OF TRADITIONAL DISTANCE EDUCATION,
EXPLAINING THAT WHILE IT IS REMOTE AS ARE OTHER
METHODS OF DISTANCE LEARNING, ONLINE EDUCATION IS
MORE COLLABORATIVE AND GROUP-BASED DUE TO ITS
RELIANCE ON COMPUTER CONFERENCING.
VIDEOCONFERENCING, INTERACTION, AND ENGAGEMENT
ADDING SYNCHRONOUS INTERACTIONS TO ONLINE EDUCATION IS A
METHOD FOR INSTRUCTORS TO CLOSELY PROXIMATE FACE-TO-FACE
COURSES BY INCLUDING A REAL-TIME, VERBAL AND NON-VERBAL
COMMUNICATION COMPONENT WITH STUDENTS IN GEOGRAPHICALLY
DISPERSED LOCATIONS (ANDREWS ET AL., 2008; BASARAN & YALMAN,
2020; BLAU ET AL., 2017; FRANCESCUCCI & ROHANI, 2019; GILLIES, 2008;
THEMELIS & SIME, 2020). WHILE OUTCOMES ARE SIMILAR IN ONLINE
COURSES DELIVERED THROUGH VIDEOCONFERENCING AND FACE-TO-
FACE COURSES, STUDENTS RATE VIDEOCONFERENCING COURSES
LOWER THAN IN-PERSON COURSES IN PRESENCE, INTERACTION, AND
COMMUNICATION (CLARK ET AL., 2015; DOGGETT, 2008; FRANCESCUCCI
& ROHANI, 2019; UMPHREY ET AL., 2008).
TEACHING THROUGH VIDEOCONFERENCING

WHILE VC CAN BE TRANSFORMATIVE FOR ONLINE

EDUCATION (MARTIN, 2005), THE LITERATURE INDICATES
THAT INSTRUCTORS MUST TAILOR THEIR TEACHING TO
USE THE TOOL EFFECTIVELY. RE-ENVISIONING
PEDAGOGY REQUIRES SIGNIFICANT TIME COMMITMENT
ON THE PART OF FACULTY AS WELL AS INSTITUTIONAL
SUPPORT THROUGH TRAINING (ANDREWS ET AL., 2008;
FITZGIBBON, 2003; HUDSON ET AL. 2012; KNAPP, 2018; LIU
& ALEXANDER, 2017; MARTIN, 2005).
 RESEARCH METHODOLOGY
• THE STUDY WILL USE A DESCRIPTIVE-CORRELATION RESEARCH DESIGN. THE
STUDY WILL BE CONDUCTED AT KAPATAGAN VALLEY SDA ELEMENTARY SCHOOL
LOCATED AT KAPATAGAN, LANAO DEL NORTE. THE RESPONDENTS OF THIS
RESEARCH ARE THE GRADE 6 LEARNERS OF KAPATAGAN VALLEY SDA
ELEMENTARY SCHOOL WHO WILL BE OFFICIALLY ENROLL THIS COMING SCHOOL
YEAR 2022-2023. THE QUESTIONNAIRE THAT WILL BE USED IN THIS STUDY IS A
SELF-MADE INDICATOR. THIS QUESTIONNAIRE DIVIDED INTO PARTS. THE SCORING
PROCEDURE USES LIKERT SCALE WHICH ARE 4-STONGLY SATISFIED, 3- SATISFIED,
2- DISSATISFIED, 1-STRONGLY DISSATISFIED ON THE PUPIL’S SATISFACTION LEVEL
AND 4- HIGHLY ENGAGE, 3- ENGAGE, 2- SLIGHTLY ENGAGE, 1- NOT ENGAGED ON
THE LEVEL OF PUPIL’S ENGAGEMENT. TO HAVE ACCURATE INTERPRETATION IN
GATHERING DATA, THE FOLLOWING STATISTICAL TOOLS ARE TO BE UTILIZED; (1)
FREQUENCY AND PERCENTAGE- TO BE USED IN ANSWERING SOP1, (2) MEAN- TO BE
USED IN ANSWERING SOP 2-3, (3) PEARSON-R- TO BE USED IN ANSWERING SOP 4-6.
 PUPILS SATISFACTION LEVEL ON THE USE OF ZOOM CLOUD
MEETING AS AN EDUCATIONAL PLATFORM; ITS EFFECT TO PUPILS
LEVEL OF ENGAGEMENT AT KVSDAES
I. SOCIO-ECONOMIC PROFILE
DIRECTIONS: WRITE OR PUT CHECK MARK ON THE SPACE INDICATES YOUR RESPONSE.
1. SEX: 4. INTERNET PROVIDER
___MALE___FEMALE ____PLDT FIBER _____GLOBE FIBER
2. AGE____ ____GLOBE AT HOME BROADBAND ___DSL
3. MONTHLY FAMILY INCOME ____GLOBE/TM MOBILE DATA
____PHP 1,000-5,999 ____SMART/TNT MOBILE DATA
____PHP 6,000-10,999 5.PARENT’S EDUCATIONAL ATTAINMENT
____PHP 11,000-15-999 MOTHER & FATHER
____PHP 16,000-20,999 ____ELEM. GRAD. ____HIGH SCHOOL GRAD.
____OVER PHP 20,000 ____COLLEGE LEVEL ____COLLEGE GRAD.
_____OTHERS(SPECIFY): _____
 PART II: PUPIL’S SATISFACTION LEVEL ON THE USE OF ZOOM
DIRECTION: USE THE LIKERT SCALE BELOW AND CHECK THE BOX THAT CORRESPONDS TO
YOUR ANSWER.
4- STRONGLY SATISFIED 3- SATISFIED 2- DISSATISFIED 1- STRONGLY DISSATISFIED
indicator 4 3 2 1

1. Breakout rooms during online class activities.

2. Share screen during online topic presentation. Statement 4 3 2 1

3. Virtual background during online
1. I payoral recitation.
attention and listen during our entire
discussion.
1. I want to get high grades in this subject.
4. Mute/unmute during the online1. Idiscussion.
enjoy homework and activities because it
helps me improve my skills.
1. I exert more effort when I have difficult
5. No password required easy to join just to click the link given by the
assignments.
teacher. 1. I made myself ready before the start of our
discussion.
6. Gallery views during online discussions.
1. I actively participate in every task or activity.
1. There’s no improvement in my grades since
7. Text chat during discussion or activities to begin.
this online class communicate through text
for duration of the classes. 1. I can’t easily understand the discussion of
our instructor.
8. Recording during the entire online discussion.
1. I am distracted while studying at home.
1. Hours spent on online classes never be
compared to the number of hours that I
9. Raise hand when voluntarily wantspendtoin ask question
face-to-face classes. or want to answer
the questions during online discussions.
10. Disable video during online discussion, presentation, and class
activities.
 PART III: PUPIL’S LEVEL OF ENGAGEMENT IN TERMS OF ASYNCHRONOUS AND SYNCHRONOUS
ACT.
DIRECTION: USE THE LIKERT SCALE BELOW AND CHECK THE BOX THAT CORRESPONDS TO
YOUR ANSWER.
4- HIGLY ENGAGE 3- ENGAGE
ASYNCHRONOUS 2- SLIGHTLY ENGAGE 4 1- NOT
3 ENGAGE
2 1

1. Advance reading for the next topic.

Statement 4 3 2 1
2. Individual or group project. 1. I pay attention and listen during our entire
3. Research project. discussion.
1. I want to get high grades in this subject.
1. I enjoy homework and activities because it
4. Making activities and assignments.
helps me improve my skills.
1. I exert more effort when I have difficult
5. Watching pre-recorded lecture videos or lesson.
assignments.
1. I made myself ready before the start of our
discussion.
6. Viewing video demonstrations.1. I actively participate in every task or activity.
7. Review virtual materials. 1. There’s no improvement in my grades since
this online class begin.
1. I can’t easily understand the discussion of
our instructor.
8. Research topic questions. 1. I am distracted while studying at home.
1. Hours spent on online classes never be
compared to the number of hours that I
9. Learning activities such as problem solving
spend in and
face-to-face quizzes.
classes.

10.Expressing ideas through writing.

 4 3 2 1
SYNCHRONOUS
1. ORAL RECITATION.

2. INDIVIDUAL OR GROUYP PRESENTATION.

3. SHARE THOUGHTS TO THE CLASS.

4. DEVELOPED THE SKILLS OF LEADERSHIP Statement DURING GROUP 4 3 2 1

1. I pay attention and listen during our entire
ACTIVITIES. discussion.
5. ANSWERS QUESTIONS ACCURATELY.
1. I want to get high grades in this subject.
1.
I enjoy homework and activities because it
helps me improve my skills.
1. I exert more effort when I have difficult
6. INTERACT WITH PRESENTER AND GET QUESTION
assignments.
ANSWERED IN REAL TIME.1. Idiscussion.
made myself ready before the start of our

7. ONLINE CLASS DISCUSSION.

1. I actively participate in every task or activity.
1. There’s no improvement in my grades since
this online class begin.
1. I can’t easily understand the discussion of
8. ACTIVE PARTICIPATION DURING THE TOPIC
our instructor.
PRESENTATIONS. 1. I am distracted while studying at home.
1. Hours spent on online classes never be
9. COLLABORATION DURING GROUP
compared to theACTIVITIES.
number of hours that I
spend in face-to-face classes.

10. MORE RESPONSIVE IN EXCHANGING OF IDEAS WITH

INSTRUCTORS AND CLASSMATES.
THANK YOU!