FACTORS AFFECTING ACADEMIC PERFORMANCE OF COLLEGE

STUDENTS IN ONLINE LEARNING AT STI COLLEGE

GENERAL SANTOS CITY S.Y. 2020-2021

____________________________

A THESIS

Presented to

The faculty of STI College -General Santos City

________________________________

In Partial Fulfillment  

of the Requirements for Degree 

Bachelor of Technology Livelihood Education

_______________________________________

By:

Bascompte Rufa Mae F.

Mahometano Grace E.

June 2021
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CERTIFICATION

This Research paper entitled “FACTORS AFFECTING ACADEMIC

PERFORMANCE IN ONLINE LEARNING OF STUDENTS IN STI COLLEGE

GENERAL SANTOS CITY” Prepared and submitted by Grace E. Mahometano,

and Rufa Mae Bascompte, in partial fulfillment of the requirements for the course,

has been examined and is recommended for acceptance and approval for oral

examination.

HANIFA U. MACADAYA, MAEd

Instructor

APPROVAL SHEET

Approved by the panel for oral Examination on June 28, 2021, for the Bachelor of

Technology Livelihood Education with the grade of %

ENGR. ANN GILYN PREMARION, MIM, MAEd

Chairman

REMUEL OCTAVIO, LPT NOVIEM GAIL P. JAO, LPT

Member Member

________________________________________________________________

Accepted and approved as partial fullfillment of the requirements for the course

_________ ENGR. ANN GILYN PREMARION, MIM,

MAEd
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Date Dean
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ABSTRACT
This study aimed to find out the factors affecting the academic performance

of college students in Online learning at STI College General Santos City. In

order to determine and identify the leading factors affecting their academic

performance, the researchers used a correlational research design. The

respondents were used the proportionate stratified and random sampling to get

the total number of respondents from tertiary of STI college -General Santos City;

the respondents answered two types categories of adopted and modified

questionnaires with the use of Likert four scale 1-4 from Baez-Lopez Hernández-

Escobedo G. (2020) and Sauer K. (2012). to analyze and interpret the data

gathered in the study, mean percentage and Pearson correlation coefficient were

implemented in this study. The results obtained showed that environmental

factors sometimes affect students' academic performance in Online Learning in

terms of Lighting, Noise, and temperature. Lighting greatly affects academic

performance, while the least is the noise. The teaching method is also one of the

factors that sometimes affect students' academic performance in Online

Learning.

In contrast, the level of students’ academic performance in online learning is

considered below average. There is a significant relationship between the factors

and the academic performance of the students in online learning. The Teachers

Responsibilities yield the highest correlation coefficient value while the noise has

the lowest value of the correlation coefficient. Lastly, the overall total correlation

coefficient indicates Moderately Positive Correlation

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KEYWORDS: Academic Performance, Affecting, Online Learning,

Responsibilities, responsiveness.

ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for His

showers of blessings throughout our research completion.

We would like to express our deep and sincere gratitude to our research

adviser, Mrs. Hanifa Macadaya Undac, for allowing us to do the research and

providing invaluable guidance throughout this research. Her dynamism, vision,

sincerity, and motivation have deeply inspired us. She has taught us the

methodology to study and present the research works. It was a great privilege

and honor to work and study under her guidance. We would also to thank her for

her friendship, empathy, and her patience for us.

We are also grateful to our dearest respondents from different courses for

their participation, kindness, and cooperation. If it is not because of them, this is

not possible to accomplish this research paper; we would like to express our

sincere gratitude to them. We extend our heartfelt thanks and express our deep

and sincere gratitude to Engr. Ann Gilyn Premarion, the STI College Dean, for

allowing us to conduct this study at STI College General Santos city. We

appreciate her kindness in helping us accomplish and reach out to the 305

students as our respondents

We are also highly grateful to our parents/guardians for their love, financial

assistance, and moral support for their prayer, caring, and sacrifices to educate
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and prepare us for the future. We are very thankful to them for their

understanding and continuing support to accomplish this research work. We also

want to express our deepest thanks to our sister and brother-in-law for providing

for our needs regarding financial problems. Finally, our special thanks go to our

Statistician, Mrs. Rachel Lou Paranga. She spends a lot of time with us to

accomplish this research paper well done and to help us interpret the data.
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TABLE OF CONTENTS

TITLE PAGE Page

APPROVAL SHEET i

ABSTRACT ii

ACKNOWLEDGEMENT iii

LIST OF TABLES vii

CHAPTER

I. INTRODUCTION

Background of the study………………………………………………1

Statement of the problem……………………………………………..4

Significance of the study………………………………………………5

Scope and delimitation of the study………………………………….6

II. REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature………………………………….…………..………7

Related Studies………………………………….…………..………..16

Conceptual Framework………………………………….……………26

Hypotheses………………………………….…………..……………..22

Definition of Terms………………………………….…………..……..27
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III. CHAPTER III METHODOLOGY

Research Design………………………………….…………..………33

Locale of the Study………………………………….…………..…….36

Research Respondents………………………………….……………37

Research Instrument………………………………….…………..…..34

Data Gathering Procedure………………………………….……..…39

Statistical Treatment………………………………….………..…..…39

IV. RESULTS AND DISCUSSION

Environmental factor in terms of Lighting……………………………..41

Environmental factor in terms of noise…………………………………42

Environmental factor in terms of Temperature………………………..43

Teaching Methods in terms of

Responsibilities ………………………………….…………..……….45

Teacher Responsiveness To Student Needs……………………...…46

Academic Performance of Students in terms of

Online Learning………………………………….…………..………47

Relationship Between The Factors And The Academic

Performance Of The Students In Online Learning…………………….48

V. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary………………………………….…………..………………52

Findings………………………………….…………..………………..53

Conclusions………………………………….…………..……………57
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Recommendations………………………………….…………..……58

REFERENCES………………………………….…………..………..59

APPENDICES

A Letter of Request to the Academic Head………………..62

B Survey Questionnaires……………………………….…….63

C Certificate of Statistician………………………….……….66

D Certificate of Grammarian……………………………..….67

CURRICULUM VITAE…………………………………..…………….68
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LIST OF TABLES

Tables Page

Table 1.1 Environmental factor in terms of Lighting…………………..…….41

Table 1.2 Environmental factor in terms of noise……………………………42

Table 1.3 Environmental factor in terms of Temperature…………………..43

Table 2.1 Teaching Methods in terms of Teachers…………………………..45

Responsibilities

Table 2.2 Teaching Methods in Terms of Teacher’s…………………………46

Responsiveness To Student Needs

Table 3 Academic Performance of Students in terms of…………………..47

Online Learning

Table 4 Relationship Between The Factors And TheAcademic………….48

Performance Of The Students In Online Learning

LIST OF FIGURES

Figure Page

1. Schematic Diagram of Conceptual Framework………………………...26

2. Research Design………………………….……..……….………..………34

3. Map of STI
 CHAPTER I

Introduction

Background of the Study

The Covid-19 has resulted in schools shut all across the world. As a result,

education has changed dramatically, with the remarkable rise of e-learning,

whereby teaching is undertaken remotely on digital platforms. The digital

transformation of the education system has allowed incorporating a new

teaching-learning ecosystem called e-learning. This research study acquires the

factors that affect the academic performance of students while learning online. In

this method, the influence of online learning has not been scrutinized before;

therefore, the results show a narrative presentation for the administrators of the

school who reorganized the guidelines of the system to evaluate and make use

of it for verifying the favorable utilization of online learning system (Alamri, &

Tyler-Wood, 2017).

Explore the several dimension to online learning, identifying the

dimension to online learning entails important fundamental issues which are of

great relevance to educators today. The primary question of this study is what the

factors that contribute to the possible success/ failure of online learning today

are? With the wide use of technology in today's learning environment, we should

not be more concerned with finding out better, face-to-face, or technology-

enhanced instruction. Researchers identified six variables that researchers

consider necessary to the learning outcome and learning experience with online

learning
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tools from examining previous literature. These variables affect a learner's

perception of the course, a perceived learning outcome, an attitude, an intrinsic

motivation, and an extrinsic motivation (Daley et al., 2001).

The use of technology to facilitate better learning and training is gaining

momentum worldwide, reducing the temporal and spatial problems associated

with traditional learning despite its several benefits, retaining students in online

platforms is challenging, through a literature review of the factors affecting

adoption online learning , the continuation of technology use and learning

outcomes, this study discusses an integration of online learning with virtual

communities to foster students engagement for obtaining better learning

outcomes, along shift in the technology, the students perspective on online

education is profoundly important, what shapes students perception of quality

integrate are their own sense of learning achievement, satisfaction with the

support they receive, technical proficiency of the process, intellectual and

emotional stimulation , comfort with the process and sense of learning

community, the factors that students perceive as quality online learning however

has not been as straightforward as it might be for at least two reason, one of the

important to note that the overall online learning experience for students is also

composed of non- teaching factors, such as (1) Convenience (2) learner

characteristics and readiness (3) antecedent conditions that may foster teaching

quality but are not directly responsible for it (Fidalgo Thormann, 2020).
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Online learning enables the teacher and the students to set their own

learning pace. There's the added flexibility of setting a schedule that fits

everyone's agenda. It has been studied for decades, and effective online learning

results from careful instructional design and planning (Hodges, 2020). Wherever

possible, the situation showed the strengths and weaknesses of the education

system facing the challenge of digitalization. There are, however, challenges to

internet access or technology struggle to participate in digital learning that leads

to affecting the academic performance of students in online learning through this.

Therefore, the researchers decided to conduct this study. This study will

determine the factors affecting the academic performance of college students in

online learning. It also aims to help STI College improve its approach to dealing

with students (Adnan, & Anwar, 2020).

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Statement of the Problem

Determine the factors affecting the academic performance of the college

students in STI college General Santos City

1. What is the student's perception towards environmental learning as factors

affecting academic performance in terms of:

1.1 Lighting;

1.2 Noise; and

1.3 Temperature

2. What is the student's perception towards teaching method as factors

affecting academic performance in terms of:

2.1 Teaching Responsibilities; and

2.2 Teaching Responsiveness to student needs?

3. What is the level of students' academic performance in online learning?

4. Is there a significant relationship between the factors and the academic

performance of the students in online learning?

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Significance of the Study

This research study will have significance to future methods, research,

and guidelines. For example, the number of respondents in a specific course is a

big help in determining the students' interest level, knowing the percentage of

students from different courses and its different characteristics regarding interest

level in academic asynchronous and synchronous classes.

The CHED would benefit from this research study for implementing and

improving more quality of education in terms of online learning.

The Future Researchers would benefit from this study to be aware and

knowledgeable of the process. It would help them be a better analyst and be a

help as a future reference for more studies in the future.

The administration would benefit the school, and the administration for

this study will eventually help keep the school informed of the student's academic

performance in a new typical learning environment. This will make them

knowledgeable of the institution they are holding. Aside from that, they could

establish a program for the students.

The teachers, this study would benefit teachers for they are the most

critical person in the school. Moreover, keeping them informed of students'

interest in the synchronous class they are teaching will help them cope,

especially those not used to new normal education.

The students would benefit from improving and enhancing their attention

span in asynchronous and synchronous class, knowing the surroundings they

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are moving, help in adjusting, and this research will keep them well informed of

the new environment of learnings they are within.

The researchers would benefit them to acquire more learnings that would

provide the information that could help them explore their knowledge about this

study.

Scope and Delimitation

This research study was conducted only in STI College General Santos

City, wherein the subject for this study is the 11 courses in tertiary such as

BMMA, BTLEd, BSBA, BSA, BSIT, BSTM, TEM, ASCT, BSCS, BSHM, and

BSHRM. This study will determine “ factors affecting academic performance of

the college students in online learning. Furthermore, it only focuses on two

variables, which are the independent variables are learning environments, such

as noise, temperature, and lighting, and teaching methods such as teaching

responsibility and responsiveness to students' needs, and the dependents

variable is the academic performance of college students in online learning. It

relies mainly on the respondents' response to the online survey during the

conduct and gathering of data.

 CHAPTER II

Chapter two includes a review of related literature, Related studies,

definitions of terms, Conceptual Framework, and Theoretical Framework.

Related Literature

Online learning in educational Institutions is increasingly adopting and

implementing. The rapidly expanding use of online education in K to 12, two-year

colleges, and four-year university courses has been documented by the National

Center for Education Statistics (NCES,2003). Educators, Researchers, and

instructional designs are faced with understanding the pedagogical implications

of online learning. Learner participation in online learning is often related to the

percentage of grade weight assigned to a discussion, the written nature of online

discussion criteria for evaluation, and online discussion. The written nature of

online discussions (Liang & creasy 2004), course design and instructor

interventions (Bullen, 1998; asides & McIsaac, 1999), and learner background

knowledge (ross 1996) can influence participation. Several researchers have

examined whether learner participation patterns differ (Jiang & Ting, 2000).

Several authors worldwide have researched the influence of COVID-19 on

the academic performance of university students. For instance, Gonzalez et al.

analyzed the effects of the COVID-19 confinement on the autonomous learning

performance of students in higher education, specifically in the Universidad

Autónoma de Madrid. To perform the analysis, these authors used a field

experiment that included 458 students divided into two groups: the control group
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and the experiment group. Students in the experiment group were those who

took online classes as a consequence of the confinement. As a result, Gonzalez

found that this confinement had a significant positive effect on students'

academic performance, which helped to improve students' learning strategies to

a more continuous habit, improving their efficiency (PLoS ONE 2020).

Similarly, Adnan and Anwar studied the attitudes of college students in Pakistan

towards online classes during the COVID-19 pandemic. To carry out their study,

these authors surveyed undergraduate and postgraduate students. Students'

perspectives revealed that online classes could not produce desired academic

performance in underdeveloped countries like Pakistan since most students

cannot access the Internet. Moreover, these authors discovered that students

face other problems during the COVID-19 pandemic, such as response time,

absence of traditional classroom socialization, and face-to-face interaction with

the instructor. In further research, Demuyakor analyzed the satisfaction level of

Ghanaian international students in higher educational institutions in China during

the COVID-19 pandemic. To collect data, this author employed an online survey

focused on the level of satisfaction with online learning and how Ghanaian

international students were coping with this new situation. Results indicated that

most of the students showed a positive attitude towards the implementation of

online classes, even though they had to pay high costs to access the Internet

with very slow connectivity ( Pedagog. Social. Psychol. 2020)

This review focuses on three interconnected socio-emotional aspects of

online learning: interaction, sense of community, and identity formation. In the

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intangible social space of the virtual classroom, students come together to learn

through dialogic, often asynchronous, exchanges. This creates distinctive

learning environments where learning goals, interpersonal relationships, and

emotions are no less important because of their 'virtualness.' Traditional face-to-

face pedagogies are not neatly transferrable. The literature reveals consistent

connections between interaction and a sense of community. Yet, identity, which

plausibly and naturally emerges from any social interaction, is much less

explored in online learning. While it is widely acknowledged that interaction

increases the potential for knowledge-building, the literature indicates that this

will be enhanced when opportunities encouraging students' emergent identities

are embedded into the curriculum. This review seeks to raise awareness and

stimulate further exploration into a currently under-researched facet of online

learning to promote informed teaching strategies.

This Literature determined the factors affecting the academic performance

of college students in BSU , the factors affecting a student's academic

performance arise from several reason, in line with this, this literature was

determine the factors that affect the academic performance of the students,

which may consequently help in the improvement of the students and teacher

alike, this may benefit the students by allowing them ,to understand better the

factor that can affect their academic performance , they may be able to improve

their academic performance with the findings that are established by the

researchers, in the subset of factors, feeling sleepy in class was related to be the

number one factor, and another factor is, study only where there is a quiz, was
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determined to have highest impact among study habits, and the highest impact

among the elements were the teacher-related factors, conversely, personal

conditions and home-related factors are pose little effect on students' academic

performance ( Sunshine Alos, Lawrence Caranto, Juan Jose David 2015).

Motivating college students learning is a fundamental goal for teachers

and educators in higher education institutions. Motivation is an essential key for

effective and successful learning. However, this task is not straightforward nor

easy as there are many factors affecting students learning, which is only a part of

their academic and social lives. This information showed the three elements. The

most critical factor was related to the teacher's personality, the second factor is a

teaching method, and the last one is classroom management (Ibtesam Halawah

Education 2011). This information determined the main factor that motivates

college students to learn from student's perspectives.

Evidence suggests that children acquire language in culturally specific

ways, supported by the socio-cultural theory of literacy acquisition. Each student

will acquire language at home in a different manner. Teachers must consider this

factor since some children will acquire language by reading numerous books,

and others will learn through oral language alone. Students' manner of acquiring

literacy will impact their interests and abilities (Meier, 2003).

Another theory supporting this study is the social constructionism theory,

which states that their environment impacts a child's identity in literacy-based

events. The identity of the reader is directly related to the experiences the child

has with literacy. Therefore, the feelings of the child and the teacher about the
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child will impact the literacy experience. This is where the effectiveness of the

instructor becomes a factor in student performance. When a teacher engages

and motivates students, they are more likely to participate in activities and

demonstrate their abilities. Therefore, instructor effectiveness and the role of the

teacher are crucial in determining student success. Evaluation and assessment

of this component of learning will help me to go forward in my teaching career.

Student success has so many factors, but this is one that we, as educators, have

control over (Triplett, 2004).

In Hargrove's (2005) study of younger students, the same trend could be

seen. The study was motivated by one teacher's frustration when faced with high

potential but underachieving students. The importance of student interest was a

key takeaway from that study, and this is an essential factor for teachers to

remember, although not just with middle school students.

When students are not invested in their learning, they are not as likely to

be engaged. Lack of student engagement impacts not only their learning but also

the learning of others in the classroom. As a teacher with over ten years of "the

impact of students interest and instructor effectiveness," few things are more

frustrating than planning a lesson that fails to engage students. While it is

inevitable that such lessons happen on occasion - and those lessons can even

provide valuable opportunities for reflection – teachers could make better use of

their time by knowing the interests of their students beforehand. In addition to

being aware of the needs and interests of their students, teachers should not

overlook the importance of their relationship with their students-which does not
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necessarily mean it has to be defined by students "liking" their teachers. It simply

means that for optimal learning to occur, there should be mutual respect. Based

on personal experience, it is easier to reach struggling students when a trusting

relationship has been established (Skinner, Furrer, Marchand, & Kindermann,

2008).

Academic performance can be affected by other variables different to the

lighting, noise, and temperature levels. Such variables can include the desk/table

and chair design where students take classes, or the technological devices they

use (tablet, cell phone, computer) to study, and the time they interact with this

furniture and equipment. For example, if this furniture and equipment design is

not ergonomic, students may suffer from pain in different body parts such as the

back, neck, arms, and wrists. Also, these variables may increase the students'

mental workload, which can cause stress, anxiety, headache, among other

effects (Acoust 2008).

A study in non-electrified areas of North Bengal on solar product

effectiveness on children's academic performance indicated that solar-based

lights initially tended to increase school attendance, which decreased later.

Although the students' study hours and attendance initially improved, their

academic performance did not improve. Similarly, Choi and Suk investigated

lighting color temperature's impact on elementary students' academic

performance. They experimented in a real-life environment with prolonged

exposure. They conducted three empirical studies to measure physiological

responses as a potential mediator performance and observe cognitive and

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behavioral responses during academic learning and playtime tasks (Build.

Environ. 2020).

All these effects may impact students' academic performance influencing

their motivation to continue studying and learning. All these variables are detailed

in the QEOC questionnaire. However, the COVID-19 worldwide pandemic has

affected university students and higher education teaching institution staff, whose

job performance may affect their sustainability. Therefore, for further research,

different analyses can be carried out on the variables mentioned in this study and

include other variables that could affect online learning and combine university

students and teachers (Sustainability 2020).

Students who engage in the effort are more likely to engage teachers

positively and accomplish academic tasks. As a teacher, it is essential to note

that when there are so many other factors that influence a child's performance in

school, it is necessary to build a positive relationship between student and

teacher. Of course, there are factors outside of the school's control, but a teacher

can control certain aspects of what a child is exposed to within the classroom

walls. Those choices can have a lasting effect on the student's school

performance (Swanson, Valiente, & Lemery-Chalfant).

Similarly, Hamre and Pianta (2001) followed a group of students from

kindergarten to 8th grade. Students and teachers were given screening

measures and questionnaires. Several trends were observed: in elementary

years, teachers reported fewer conflicts with girls than boys; girls received more

"positive habits" remarks than boys overall. Generally, early teacher-student

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relationships were reliable predictors of student academic and behavior patterns

through 8th grade. The results of the study support Swanson, Valiente, &

Lemery-Chalfant's (2012) claim that the teacher-student relationship is essential

in predicting student outcomes. Low negativity ratings in kindergarten led to

fewer behavioral issues in later years. However, students who had early

behavioral problems but could develop relationships with teachers were less

likely to have continuing behavior problems. Thus, teachers can conclude that

their relationship with a student is an essential component in that child's success

in school, even if it is not necessarily academic. When students have a positive

relationship with a teacher, they may be more invested in school, leading to

increased motivation and effort (Hamre & Pianta).

There will be times when this is a daunting task for teachers. There are

many contributing factors to the events that occur over a day. This concept was

examined in a study done by Jackson and Lunenburg (2010), who surveyed a

group of middle school teachers. The teachers rated themselves and their

schools about academic excellence, developmental responsiveness, social

equity, and organizational structures. According to the results of the measures,

there was variability in teacher behaviors, principles, and methods, learning

environments, services available, instructional strategies used, resources

available (Jackson and Lunenburg 2010).

Another factor in the teacher-child relationship is the parent. Since it has

been established that the relationship between the teacher and student is

essential for success, the role of the" parents in this equation should also be
 15

considered, including parent feedback in making their determinations also

conducted a study that showed how relationships among teachers, parents, and

students factor into student achievement and feelings of school-relatedness

(Hughes and Kwok (2007).

As a teacher, it is essential to note that when there are so many other

factors that influence a child's performance in school, it is necessary to build a

positive relationship between student and teacher. Some factors are outside of

the school's control, but a teacher can control certain aspects of what a child is

exposed to within the classroom walls. Those choices can have a lasting effect

on the student's school performance (Swanson, Valiente, & Lemery-Chalfant).

Student performance is a vital part of their school success. Teachers must

consider how best to help students achieve that success. Determining what

interests their students and how to motivate them is a key component in any

classroom if the end goal is student achievement and learning. Also, given that

students interact with their teachers daily, the student/teacher relationship should

not be undervalued or overlooked. Establishing rapport early on can lead to

success and satisfaction for both the student and the teacher; it creates an

environment in which student learning is relevant and meaningful (Brookhart, S.

& Durkin, D. 2003).

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Related Studies

Online learning, a recent study performed by Sunal et al. (2003), analyzed

a body of research on best practices in synchronous or synchronous online

instruction in higher education. The study indicated that online learning is viable

and result in the identification of potential best practices. However, most studies

on behavior were found to be anecdotal and are not evidence-based.

Researchers today are concerned with exploring students' behavior and attitudes

towards online learning. However, the evaluation of behavior and attitudes factor

is well developed and scarce. Motivated by the need for more concrete and

accurate evaluation tools, identified six critical factors that may be used better to

understand student behavior and attitude towards online learning. These factors,

which shall refer to online dimensions, are effect, perception, course, perceived

learning outcomes, attitude, intrinsic motivation, and extrinsic motivation.

It is remarked that the COVID-19 pandemic has impacted the academic

performance of university students who take online classes in Mexico. However,

this academic performance can be affected by other variables different to the

lighting, noise, and temperature levels. Such variables can include the desk/table

and chair design where students take classes, or the technological devices they

use (tablet, cell phone, computer) to study, and the time they interact with this

furniture and equipment. If this furniture and equipment design is not ergonomic,

students may suffer from pain in different body parts such as the back, neck,

arms, and wrists. Also, these variables may increase the students' mental

workload, which can cause stress, anxiety, headache, among other effects. All
 17

these effects may impact students' academic performance influencing their

motivation to continue studying and learning. All these variables are detailed in

the QEOC questionnaire. However, the COVID-19 worldwide pandemic has

affected university students and higher education teaching institution staff, whose

job performance may affect their sustainability. Therefore, for further research,

different analyses can be carried out on the variables mentioned in this study and

include other variables that could affect online learning and combine university

students and teachers (Sustainability 2020).

Affects Interest level refers to personal feelings, joy, elation, pleasure,

depression, depression, discontentment, or hatred regarding particular behavior

(Triandis, 1979). In previous studies, the student perceptions of using technology

as part of the course learning process were mixed (Piacciano, 2002, Kim, 1999).

Some students were uncomfortable with the student-centered nature of the

course and were put off by the increased demands of computer-based

instruction, which reduced student engagement in the course and led to a decline

in student success. Thus, the perceived learning outcome is defined as the

observed results connected with learning tools (Lowell, 2001).

The perceived learning outcome was measured with three items: 1

performance improvement; 2. Grade's benefit; and 3. Meeting learning needs.

Most online learning literature concentrates on students' and instructors' attitudes

towards online learning (Sunal et al., 2003). Marzano and Pickering, 1997

indicated that students' attitudes would impact their learning; researchers also

studied motivational perspectives to understand behavior intention to use

 18

(Venkatesh 1999, Vallerand, 1997). Wlodkowshi (1999) defined intrinsic

motivation as an evocation, energy called forth by circumstances that connect

with a culturally significant, specific reward. From a student's perspective,

extrinsic motivation on learning may include getting a higher grade in the exams,

getting awards, getting prizes, and so on (Venkatesh 1999, Vallerand, 1997).

Interest In online course delivery has increased in recent years, and a

body of research has emerged regarding this trend. Many of the studies compare

students' performance online versus in a traditional class. The purpose of this

study is threefold, to see the careful control between online and traditional

sections can alleviate the generally lower satisfaction of online students, and

preliminary propose a set of factors that could lead to increase performance and

satisfaction for online students, and this research confirm previous work which

indicates that students' performance online is no different than performance in a

traditional classroom (Driscoll, 2012)

A study on factors affecting college student's performance focused on

student's performance in intermediate examination associated with the student's

profile consisted of his attitude towards attendance in classes, time allocation for

studies, parents' level of income, mother age, and mother's education (Hijazi,

2006).

Today's educational institutions are expected to create learning

opportunities independent of time and place and offer easily accessible learning

environments and interpersonal communication opportunities. Accordingly,

higher institutions develop strategies to meet these expectations through

 19

teaching strategies, such as E-Learning, Mobile Learning, Blended Learning, etc.

Using technologies, these new technology-based teaching strategies are mainly

shaped by decision-makers in education. This study seeks to analyze the factors

that affect learner mode of teaching and learning delivery preferences. In this

study, online learning is considered a preference of learners mode of teaching

and learning delivery.

Essentially, they advised teachers to encourage students, give them a

chance to work autonomously and with peers, and be approachable, prepared,

and sensitive to student needs. In addition, they should create fun and

challenging educational experiences while also encouraging diversity and

providing support services (orientation, mentoring). Finally, teachers should help

students cultivate social and cultural capital to develop a sense of belonging and

form relationships with others. Teachers can adapt, modify, individualize, and

expand upon these action steps in their classroom to increase student

engagement. Wand would agree that such steps will improve student motivation,

performance, and success (Wand, 2006).

Pianta and Stuhlman (2004) agree that teachers influence the classroom

environment and its impact on students. Their study found a correlation between

teachers' rating of conflict and closeness with students' academic skills. Based

on surveys and observations, they determined that students who had negative

relationships in preschool liked school less by first grade, based on the

established patterns from data analysis. Negative feelings led to less

engagement in the classroom. Nichols (2006) and Martin (2007) agree that
 20

teachers need to be aware that their thoughts, feelings, and interaction with

students are all factors in students' engagement and, ultimately, student success.

Additionally, closer monitoring and observation of teacher-student relationships

could afford more opportunities for student success (Pianta and Stuhlman, 2004).

The individual factors discussed in this research are cognitive and

motivation. According to the study, there is a correlation between the preferences

of the learning environment and the construct of self-efficacy online motivation

and task value. Therefore, it can be said that the motivational variables are more

effective in the learning environment preferences. The students with high task

value, e-learning motivation, self-efficacy, preferred studying in the online

learning environment, cognitive strategies, self-directed learning, learner control,

and test anxiety factors independent of the learners' learning delivery

preferences ( Sinan Keskin EURODL, 2019).

The literature presents several studies that deal with environmental

conditions (lighting, noise, temperature) impacting students' academic

performance. In several studies, data has been collected through a

questionnaire. For example, applied a questionnaire divided into three different

sections. The first section addressed the general students' welfare in and out of

school. The second section included eight questions about indoor environment

perceptions from the classroom (temperature, air sensation, air quality, noise,

lighting). Finally, the third section asked students to rate their motivation:

headache, concentration difficulty, fatigue, effort, and well-being. Similarly, Singh

et al. applied a questionnaire divided into eight sections, where three belonged to
 21

the indoor temperature, noise, and lighting perception by students (Sustainability,

2020).

The results obtained in this research make it clear that the academic

performance of university students can be affected by the environmental

conditions, which they are exposed at home during the COVID-19 pandemic, and

previous studies support this. In the specific case of lighting, these results are like

those obtained by other authors. For example, Oselumese et al. highlight that the

level of lighting directly affects students' academic performance. These authors

mentioned that students could not study unless the level of lighting is adequate.

This also applies to students who take classes online (Acoust, 2011).

Three hypotheses were statistically tested to analyze the relationship

among three environmental variables (lighting, noise, and temperature) and the

academic performance of university students who take online classes during the

COVID-19 pandemic in Mexico. The present study analysis and results show that

the three environmental variables have an essential role in the academic

performance of university students who take online classes in Mexico, implying

these variables influence students' academic performance, concentration, and

comfort. Consequently, their grades and learning process can be affected. In

turn, their motivation to continue with their studies can be impacted as well.

Similarly, sustainability in its socioeconomic dimension implies that human well-

being conditions (such as study area design) must be provided to use the human

resources, such as university students efficiently. Therefore, a study area design

in which environmental variables are uncomfortable and cannot be controlled

 22

tends to negatively affect effective human resource sustainability. In this

particular case, the academic performance of university students is the aspect

that is involved (Sustainability, 2020).

Several examples that support this idea are explicitly based on interest in

literature, although some studies can be generalized across content areas.

Several studies have been done that positively correlate student interest with

academic performance. For example, a two-year study of middle school students

found that self-selected texts increased the readers' positive feelings about

reading and improved (Moss et al., 2002).

The socio-cultural theory defines the student as an active member of a

continuously changing community of learners in which knowledge constructs and

is constructed by larger cultural systems (Larson & Marsh, 2005). In terms of its

significance for teachers, their classroom becomes that community when they

are in school. Children want to relate and connect to what they are learning and

to one another and to the larger world, which is especially important for teachers

to consider when choosing appropriate and relevant texts for their students. They

want to be able to make connections to what they read. They may need guidance

in doing this, particularly struggling readers. The socio-cultural theory shifts the

focus in the classroom from being teacher-centered to being student-centered.

When teachers select texts with little to no student input or consideration, they

are six students as individuals. As a community, they are putting their students at

a disadvantage and not mining their full potential. By gaining insight into the

factors that motivate students, teachers can use that knowledge to guide, foster,
 23

and encourage a community of focused and successful learners (Larson &

Marsh, 2005).

The following action research study will explore student interest and

motivation on performance in school. Student school performance is an area

widely researched and documented. It spans age, grade level, ability, and

geography. Countless research has been done to determine factors that

influence student success; much has also been done to establish why students

fail and what can be done to remedy the situation, the researchers found that

when students saw value and relevance in what they were learning and how it

could help achieve their goals, they were more likely to have increased interest,

put forth the effort, and graduate–going on to post-secondary opportunities

(Hardr, Sullivan & Crowson). In addition, the more competent they felt about their

abilities, the more likely they were to commit to continued study and education.

Therefore, the interest these students felt in their learning had a significant

impact on their feelings of success and, ultimately, their performance. Students

must view their learning experiences as authentic and meaningful. Students are

far more likely to put forth effort when they understand why they are doing a task.

In the case of the noise variable, the discussion is similar. For example, in their

study, the noise was distracting for students when performing cognitive tasks.

This also applies to Mexican students who take online classes since they are

exposed to a higher level of noise at home, and therefore, a higher level of

distraction when taking online classes from home. This comes to support the

result obtained in this investigation.

 24

On the other hand, the study carried out by Batho et al. makes it clear that

variations in noise level impact students' reading and writing, which in turn ends

up impacting their academic performance—mentioned that a healthy school

climate favors the academic development of students. So, noise pollution

negatively impacts their learning. Finally, the results of this research coincide with

those obtained by both in the sense that in both studies, the results indicated that

the noise level impacts students' academic performance (Ergonomics 2016).

Research showed that when complex cognitive tasks, such as studying for

a test, reading, or writing, were performed, about 38% of the students were

distracted by the noise and speech background in the open study environment.

In another research, Batho et al. examined the impact of ambient noises (speech

and white noise) on the academic performance and difficulty scores tasks of

youth with attention deficit hyperactivity disorder to observe and grade the

reading performance, the oral count technique (reading precision) was required

to register the time that was spent when reading tasks were done. Likewise,

students' writing performance was assessed considering well-structured writing

sequences (accuracy), and the total words written in an essay were considered.

It was shown that white noise seems to improve students' reading time

performance and writing competence, but their writing accuracy did not differ or

improve (Appl. Behav. Anal 2014).

Regarding temperature, the results obtained in this research also coincide

with those obtained in previous studies because this variable influences students'

academic performance. Proof of this is found in a recent survey, where Baafi

 25

detected that the temperature of the classrooms had an impact on academic

performance. These results also coincide with those obtained by López-Chao.

These authors detected that low temperature and hot environments negatively

appreciate students' academic performance compared to thermally neutral

environments. Similarly, as in this research, Phan detected a correlation between

thermal perception and academic performance. This coincides with what was

obtained by Wargocki, Wyon, and Haverinen-Shaughnessy et al., who found that

student performance improves if the temperature drops from 25 to 20 ◦C (77 ◦F to

68 ◦F). Earthman found that temperature levels between 20 to 24 ◦C (68 ◦F to 74

◦F) are ideal for improving student comfort and academic performance, so that

temperature levels outside this range have a negative impact on their

performance (Acad, 2020).

 26

Conceptual Framework

This study aimed to determine the factors affecting the academic

performance of college students of STI College Gensan.  Figure 1 shows the

relationship between the independent variable and the dependent variable. The

independent variable pertains to the two different factors: environmental factors

in lighting, noise, and temperature. The dependent variable is the level of

students' academic performance in online learning. The intervening variable

pertains to different courses taken by the students of STI College Gensan.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Environmental Factors

a. Lighting Students’ academic

b. Noise
performance in online
c. Temperature
learning
Teaching Methods
a. Teaching Responsibilities
b. Teaching
Responsiveness to
student needs

INTERVENING VARIABLE

Figure 1. Schematic Diagram of Conceptual Framework

Course taken by the students

 BSBAOM
 BMMA
 Tourism
 Computer
 IT
Science
 BTLEd
 TEM
 BSHM
 ASCT
 BSHRM
 BSA
 27

Hypotheses of the Study

The following hypotheses were tested at a 0.05 significance level.

There is no significant relationship between the factors and the student's

academic performance in online classes.

Theoretical Framework

A theory that can provide further support for this study is the social

constructionism theory, which states that a student's identity in literacy-based

events is impacted by their environment (Triplett, 2004). A theory that can

provide further support for this study is the social constructionism theory, which

states that a student's identity in literacy-based events is impacted by their

environment (Triplett, 2004). A Theory of Responsive Practice defined

responsiveness as the ability of the students to listen to, interpret, and request

given by the teachers, which has emerged as a critical, but a widely studied

concept in strategic transformation and performance management (Jacobs,

2003). Responsibility, on the other hand, refers to the governing role of

groups that entails acting a sense of duty and legal obligation where in this study

shows the bounds of accepted practice and adhering to known administrative

and regulatory rules and practices, including the standards outlined in the

institution of STI College of General Santos City to provide. According to Mair's

theory, the developing conflict between responsibility and responsiveness

indicates two sets of circumstances. The first information involves changes in the

working environment of leading entities working environments. The second group

 28

of problems relates to faculties and their interaction with learners. Because

students' interest level is affected by the online learning method, responsiveness

decreases. The failure of students to respond to system preferences is

accompanied by an incapacity to inspire students to align with the school’s

policies (Lefkofridi et al., 2020).

The theory correlates with the statement of the problem where academic

performances and perception of the students is the responsiveness that has

shown a level of interest towards the responsibilities and meeting the queries

provided by the teachers and the environment factor such as lighting, noise, and

temperature of surroundings during the online learning method.

 29

Definition of Terms

For clarity purposes, the following terms were given their conceptual and

operational meaning:

Academic Performance – Conceptually, it relates to education, especially at the

college or university level, and performance is performing something successfully

using knowledge as distinguished from merely possessing it (UKESSAY 2015).

Operationally, referring to students' Academic performance in online Learning at

STI college and what factors affect it.

Asynchronous Online learning – Conceptually, when learners participate in an

online learning course at different times, it is known as asynchronous learning.

This might also be called eLearning or web-based training (WBT). Asynchronous

Learning allows learners to go through a course at their own pace and on their

schedule (the best school.org 2021). Operationally, it is used by college students

in today's pandemic studies, and it's a great instrument for their learning.

College students – conceptually, a person engaged in the study; one who is

devoted to learning; a learner; a pupil; a scholar; especially, one who attends a

school, or who seeks knowledge from professional teachers or books; as, the

students of an academy, a college, or a university; a medical student; a hard

student. The student is looking around the room, talking with other students,

staring out the window, playing with items, and/or resting his/her head on the

desk (Ward et al., 2012). operationally, someone who is learning at school or any

teaching environment. In this study, college refers to the college students and as
 30

the researcher's respondents from different courses such as BS tourism, BS

Computer science, BS information Technology, Bachelor of Technology

Livelihood education, BS Multimedia Arts, BS Accountancy, BS hospitality

management, BS Hotel, and Restaurant Management, ASCT, TEM, and BS

Business Administrations.

Environmental factors- Conceptually, Cognitive abilities were examined across

the lifespan for a Chinese sample, considering gender, education, and

environmental factors (KW Schaie 2001), stands for political, social, legislative,

economic, cultural, and natural environmental factors that significantly affect the

implementation of any cooperation (RF Subotnik 2019), operationally, refers to

the study of researchers where it is used as one of the independent variables

that need to identify if it correlates with dependent variables. It includes lighting,

noise, and temperature.

Lighting- Conceptually, lighting is the expressed desired character of space; the

inclusion of lighting design during the conceptual phases will enable the lighting

to enhance the perception of space, reinforce the activity within a space or

highlight prominent areas (Ahvaz 2008). operationally, it's one of the independent

variables that need to identify if it correlates with the study's dependent variable.

Noise- Conceptually, noise is well known to impact human performance. Noise

undermines reading, writing, and comprehension skills and overall academic

performance as noise makes it hard to focus on the task being performed

(Zannin 2009). Operationally, this is one of the independent variables of a

 31

research study that needs to identify if it is considered one-factor affecting

students' academic performance.

Online Learning- Conceptually, education takes place over the Internet.

Therefore, it is often referred to as "e-learning," among other terms. However,

online learning is just one type of "distance learning" - the umbrella term for

learning across distance and not in a traditional classroom. (Manoj k, 2019). A

learning system based on formalized teaching but with the help of electronic

resources is known as E-learning. While teaching can be based in or out of the

classrooms, computers and the Internet form the major component of E-learning.

(Rogers and Donna, 2003). operationally, online learning refers to virtual learning

used by the students in STI College. This is one of the essential parts of the

research that needs to identify by the researchers' what factors affect it when

used by the researchers' students.

Teaching Methodology - conceptually, when a teacher designs lessons that

focus on concepts instead of individual facts, she is teaching conceptually.

Concepts can be understood as categories that can contain smaller facts or

ideas but are simultaneously part of larger categories. (Hugh Gourgeon 2013).

operationally, it's part of the independent variable and needs to determine if it's

correlated with the dependent variable. For example, it includes teachers'

responsibilities, teacher's responsiveness to student needs.

 32

Teaching Responsibility - Conceptually, this paper aims to determine what kind

of learning responsibility has been formed on the learner when a teacher

performs (Gunduz 2016). operationally, researchers considered the teacher

responsibility as one of the independent variables and correlation between

dependent variables.

Teaching Responsiveness – Conceptually, Responsiveness is specific to each

encounter that a teacher has with a student and suggests a moral responsibility

to the well-being of the students inherent in each act, a responsibility that is

always oriented to the personal development of the child (Sherman 2004).

operationally, it's one of the independent variables of a research study that needs

to identify if it correlates with dependent variables.

Temperature – Conceptually, the conditions around learning, such as students'

emotional experience, are often invisible to instructors and sometimes even to

students themselves. This type of feedback can be understood as effective

feedback (Hardiman 2002). Operationally, it's part of the research study and one

of the independent variables that need to identify if it correlates with the

dependent variable of the research study.

33
 CHAPTER III

Research Methodology

Chapter three Includes (1) research design (2) Locale of the study (3) Research

Respondents (4) Research Instrument (5) Data Gathering Procedure (6)

Statistical Treatment.

Research Design

In this study, the researchers used a correlational research design. First,

the data were gathered through methods of an online survey. Then, the

researchers formulated the research design to determine the different factors

affecting students' academic performance in terms of Environmental Learning,

such as noise, temperature and lighting, and teaching methodology, including

teacher responsiveness and teacher responsibility, in STI College General

Santos City.

For analyzing and interpreting the data gathered in the study, mean

percentage and Pearson correlation coefficient were implemented in this study to

determine what factors affect academic performance in online learning.

 34

FACTORS AFFECTING ACADEMIC PERFORMANCE OF COLLEGE

STUDENTS IN ONLINE LEARNING AT STI COLLEGE GENERAL SANTOS
CITY

Research Locale

Environmental Factors General Santos City

 Lighting
 Noise
Respondents of the study
 Temperature

Teaching Methodology
College Students of STI
 Teachers GSC with 11 different
Responsibilities courses
 Teachers Response to
student needs

Sampling Method
 Proportionate
Stratified & Random
Sampling
Students’ Academic
Performance
Research Instrument

Modified Questionnaires

Statistical Treatment
 Mean
 Pearson- r correlation

Promoting Progressive Academic Performance in Online Learning

 35

Figure 2: Research Design

 The research figure is composed of different components of the study that

will ensure effectively address the research problem. It includes the

research locale, where the study can be conducted.

 Respondents of the survey which is college students of STI college

General Santos City, with composed of 11 different courses, such as

BMMA, BSBA, BTLEd, Computer Science, IT, BSHM, BSHRM, BST, BSA,

TEM, ASCT,

 To get the proper number of respondents, researchers used the sampling

method to get appropriate respondents for every department; researchers

composed SOP to identify which factors affect the environmental

aspect, and teaching methodology

 The researcher's used two categories of questionnaires. The first category

is using a scale from 1-4 to identify the leading factors affecting the

students' interest in online learning, and the 2 nd category identifies the

factors affecting the academic performance of students. The

questionnaires were used in this study is adapted and modified

questionnaires

 statistical treatment of this study, determine the Mean which was utilized

to determine how frequently they experience the situation using a four

point-Likert scale and Pearson Correlation is refers to measure and to

determine the relationship between two quantitative variables and the

 36

degree, which one the two variables with one another that is the extent to

which two variables are linearly related.

Locale of the Study

STI is located in J. Catolico, General Santos City, and the chosen respondents of

the survey also belong to STI College, General Santos City. The researchers choose STI

as a locale of the study because this place was selected for conducting a study among

colleges in a different department. The advantage of conducting this study in STI

 37

College is it can be accessible to the researchers to reach out to the students through an

online learning system.

 37

Research Respondents

The Research respondents of this study are the College students of STI

College General Santos City. Students' respondents are from different

departments of STI tertiary which from, Bachelor of Science in Information

Technology, Bachelor of Science in Computer Science, Bachelor of Technology

Livelihood Education, Bachelor of Science in tourism, Bachelor of Science in

Business Administration, Bachelor of Science In multimedia Arts, Bachelor of

Science in Accountancy, Bachelor of Science in Hospitality managements,

Bachelor of Science in Hotel and Restaurant Management, Associate In

Computer Technology ( ASCT), TEM.

n= Sample size = 1,179

N = population Size = 1, 279

e= Margin of Error

Confidence level 95% (100%- 95% = 5% 0r 0.05)

Margin of Error (e) = 0.05 N=1279

1279
n= =304.7=305
1+(1279 ( 0.05 )2)
 38

Research Instrument

The research instrument has two categories. This questionnaire is adapted

and modified. The first category of the survey questionnaire used a scale from 1

to 4 to identify the leading factors affecting the student's interest in online

learning regarding environmental factors and teaching methodology, including

teachers' responsibilities and teachers.

The second category of questionnaire form pertains to academic performance.

This survey determines the common factors that act on the interests of the

college students from different courses during online learning, and this is like a

profile survey to identify the reason or common factors that affect their interest. It

will be given to the respondents who are purposively chosen from different

courses who state their opinion (Carrillo-Gutiérrez, T. & Hernández-Escobedo, G.

2020).

The instrument was rated using a four-point response scale shown

below.

Scale Description Verbal Interpretation

4 Always The student experience it with a frequency level of

76%-100%
3 Often The student experience it with a frequency level of

51%-75%
2 Sometimes The student experience it with a frequency level of

26%-50%
1 Never The student experience it with a frequency level of
 39

1%-25%
Original questionnaires used a five-point scale, but the current study

modified it into a four-point Likert-type scale to avoid true neutral responses.

Data Gathering Procedure

The researchers conferred and discussed the significance of the study.

Researchers decided to consult their study with the statistician for the study's

excellent study outcome and proper conduct. Researchers sent letters to ask

permission from the academic head to conduct the study. To find out the correct

number of total populations and get the valid number of tertiary students at STI

College General Santos, the researcher's asked permission from the admin by

sending an email.

The researchers conducted this study with honesty to have the desired

data results. Researchers made sure to avoid misinterpretation of data.

Researchers also avoided careless action and errors to prevent discrimination

against colleagues or fellow students based on sex, race, ethnicity.

Statistical treatment

The following were the different statistical treatments employed in the

study:

Mean was utilized to determine how frequently the respondents

experience the situation using a four point-Likert scale described as follows:

 40

Mean Range Description

3.26-4.00 Always

2.51-3.25 Often

1.76-2.50 Sometimes

1.00-1.75 Never

Pearson correlation is used to measure and determine the relationship

between the quantitative variables. The level of students' academic performance

in online learning will be used to identify the statistical measures of relationship.

All tests were done at the 0.05 level of significance.

 CHAPTER IV

This chapter presents, analyzes, and interprets the data gathered in

this study. The various results on the college students' academic performance

are presented in the succeeding tables.

Environmental learning factors affecting academic performance as

Perceived by College students.

This study determined the importance of environmental factors in affecting

the academic performance of the students.

Table 1.1 Environmental factor in terms of Lighting

Statements Mean Description

1) The level of lighting in my study area 2.45 Sometimes

allows me to see clearly what is around

and concentrate when taking online

classes.
2) I can control the lighting level in my study 2.42 Sometimes

area when taking online classes (for

example, opening/closing blinds, curtains;

having a table lamp; dimmers within

reach).
 42

3) The lighting level (from lamps, computer 2.40 Sometimes

screens) in my study area allows me to

have visual comfort when taking online

classes.
Mean 2.42 Sometimes

As perceived by the College students, sometimes the level of lighting in their

study area allows them to see clearly what is around and concentrate when

taking online classes (M=2.45). They can also sometimes control the level of

lighting in their study area when taking online classes (for example,

opening/closing blinds, curtains, having a table lamp, dimmers within reach)

(M=2.42). Most importantly, the level of lighting (from lamps, computer screens)

in their study area allows them sometimes to have visual comfort when taking

online classes (M=2.40). Overall mean (M=2.42) shows that lighting as an

environmental factor can sometimes affect online learning.

The students felt cared for and motivated to learn when their

teachers possess good classroom management skills. This indicates that

good classroom management helps students focus on learning due to

reduced poor behavior and distractions. It decreases bullying and

promotes emotional and social development.  This result is supported by

Charles (2011), who stated that students have the right to learn in a calm,

organized classroom, and teachers have the right

 43

to teach in a school free of interruption and misbehavior. In addition, emphatic

teachers display classroom expectations positively and consistently.

Table 1.2

Environmental Factor In Terms of Noise

Statements Mean Description

1) I have privacy in my study area when 2.23 Sometimes

taking classes online.

2) The noise level (coming from devices, 2.04 Sometimes

people's talks, external sources) in my

study area allows me to concentrate, take

the class, and clearly hear my teacher and

classmates.
3) I can control the noise level in my study 2.16 Sometimes

area (example: opening/closing

doors/windows).
Mean 2.14 Sometimes

As perceived by the College students, sometimes they have privacy

in their study area when taking classes online (M=2.23). On the other

hand, the noise level (coming from devices, people's talks, external

sources) in their study area allows them sometimes to concentrate, take

the class, and hear their teacher and classmates. (M=2.04). Most

importantly, they can sometimes control the noise level in their study area

(example: opening/closing doors/windows) (M=2.16). Overall mean

 44

(M=2.14) shows that noise as an environmental factor can sometimes

affect online learning.

In the case of the noise variable, the discussion is similar. For

example, their study found that noise was distracting for students when

they were performing cognitive tasks. This also applies to Mexican

students who take online classes since they are exposed to a higher level

of noise at home, and therefore, a higher level of distraction when taking

online classes from home. This comes to support the result obtained in

this investigation. On the other hand, the study carried out by Batho. It is

clear that variations in noise level impact students' reading and writing,

impacting their academic performance (Ergonomics 2016).

Table 1.3

Environmental factors in terms of temperature

Statements Mean Description

1) The temperature in my study area allows 2.17 Sometimes

me to be comfortable and concentrate

when taking online classes.

2) I can control the temperature in my study 2.22 Sometimes

area (for example, opening/closing

windows, turning ventilators on/off) when

taking online classes.

3) The air quality in my study area is 2.22 Sometimes

appropriate for taking the classes online.

Mean 2.20 Sometimes
 45

As perceived by the College students, sometimes, the temperature

in their study area allows them to be comfortable and concentrate when

taking online classes (M=2.17) and can control the temperature in their

study area (for example, opening/closing windows, turning ventilators

on/off) when taking online classes (M=2.22). In addition, sometimes, the

air quality in their study area is appropriate for taking the classes online

(M=2.22). Overall mean (M=2.20) shows that the temperature as an

environmental factor can sometimes affect online learning.

Proof of this is found in a recent study, where Baafi detected that

the temperature of the classrooms had an impact on academic

performance. These results also coincide with those obtained by López-

Chao. This is since these authors detected low temperature and hot

environments, negatively appreciating students' academic performance,

compared to thermally neutral environments (Carol Jr.2020).

The literature presents several studies that deal with environmental

conditions (lighting, noise, temperature) impacting students' academic

performance. In several studies, data has been collected through a

questionnaire. Similarly, Singh et al. applied a questionnaire divided into

 46

eight sections, where three belonged to the indoor temperature, noise,

and lighting perception by students (Sustainability 2020, 12, 1994).

The first section addressed the general students' welfare in and out

of school. The second section included eight questions about indoor

environment perceptions from the classroom (temperature, air sensation,

air quality, noise, lighting). Finally, the third section asked students to rate

their motivation considering headache, concentration difficulty, fatigue,

effort, and well-being.

Teaching Methods As A Factor Affecting Academic Performance As

Perceived By The College Students

Table 2.1

Teaching Methods in terms of Teachers Responsibilities

Statements Mean Description

1) are prepared for class 2.69 Often

2) gave clear directions 2.37 Sometimes

3) the instruction made learning interesting 2.36 Sometimes

4) demonstrate enthusiasm 2.24 Sometimes

Mean 2.41 Sometimes

 47

As rated by the College students, their teachers are often prepared

(M=2.69). In addition, their teachers sometimes gave clear directions

(M=2.37), and sometimes instruction made learning interesting (M=2.36).

Sometimes, their teacher also demonstrates enthusiasm (M=2.24). Overall

mean (M=2.41) shows that the Teachers Responsibility as one of the

Teaching Method factors can sometimes affect online learning.

As a teacher, it is essential to note that when there are so many

other factors that influence a child's performance in school, it is necessary

to build a positive relationship between student and teacher. Some factors

are outside of the school's control, but a teacher can control certain

aspects of what a child is exposed to within the classroom walls. Those

choices can have a lasting effect on the student's school performance

(Swanson, Valiente, & Lemery-Chalfant).

Table 2.2

Teaching Methods in Terms of Teacher’s Responsiveness To Student

Needs

Statements Mean Description

1) are available and helpful 2.35 Sometimes

2) provide feedback on student work 2.21 Sometimes

3) respect students' ideas 2.76 Often

4) show concern for student learning 2.64 Often

 48

Mean 2.49 Sometimes

As rated by the College students, their teachers are sometimes

available and helpful (M=2.35) and provide feedback on student work

(M=2.21). In addition, their teachers often respect students' ideas

(M=2.76) and show concern for student learning (M=2.64). Overall mean

(M=2.49), the teachers' responsiveness to

student needs as one of the Teaching Method factors can

sometimes affect online learning.

Student performance is a vital part of their school success, and

teachers must consider how best to help students achieve that success.

Determining their students' interests and motivating them is a key

component in any classroom if the end goal is student achievement and

learning.

Also, given that students interact with their teachers daily, the

student/teacher relationship should not be undervalued or overlooked.

Establishing rapport early on can lead to success and satisfaction for both

the student and the teacher; it creates an environment in which student

learning is relevant and meaningful (Brookhart, S. & Durkin, D. 2003).

Table 3

Academic Performance of Students in terms of Online Learning

 49

Statements Mean Description

1) I can do all my activities successfully. 2.37 Sometimes

2) I can organize my time to do everything the 2.17 Sometimes

teachers ask me to do.

3) My grades improve. 2.17 Sometimes

4) I have acquired more knowledge. 2.02 Sometimes

5) I have improved my communication skills. 1.99 Sometimes

6) I have improved my teamwork skills. 2.23 Sometimes

7) My creativity improved. 2.31 Sometimes

8) I am satisfied with the results that I have 2.30 Sometimes

obtained.
Mean 2.20 Sometimes

The College students rated ‘sometimes’ as they experience all the

statements about their academic performance in terms of Online Learning.

Specifically, with the highest mean (M=2.37), sometimes the students can do all

their activities successfully. The students also rated sometimes but with the

lowest mean of 2.72, that they have improved their communication skills. Overall,

(M=2.20) shows that students' Academic Performance in terms of Online

Learning is below average.

The researchers found that when students saw value and relevance in what

they were learning and how it could help achieve their goals, they were more

likely to have increased interest, put forth the effort, and graduate–going on to

post-secondary opportunities (Hardr, Sullivan & Crowson). In addition, the more

 50

competent they felt about their abilities, the more likely they were to commit to

continued study and education. Therefore, the interest these students felt in their

learning had a significant impact on their feelings of success and, ultimately, their

performance.

Table 4

Relationship Between The Factors And The Academic Performance Of The

Students In Online Learning

Academic performance of the students

Factors that can affect Online in Online Learning

Learning Correlation

Coefficient p-value Remarks

Lighting 0.516 0.000 Significant
Noise 0.490 0.000 Significant

Temperature 0.507 0.000 Significant

Teachers Responsibilities 0.601 0.000 Significant

Teachers Responsiveness to 0.576 0.000 Significant

student needs
Overall 0.703 0.000 Significant

            The table showed that the p-values are less than 0.05, which means that

all the factors significantly influence the students' academic performance in

Online Learning. However, the Teachers Responsibilities yield the highest value

of correlation coefficient (r=0.601, p=0.000), which showed Moderately Positive

 51

Correlation. Moreover, the overall total correlation of (r=0.703, p=0.000) also

indicates a Moderately Positive Correlation.

Essentially, they advised teachers to encourage students, give

them a chance to work autonomously and with peers, and be

approachable, prepared, and sensitive to student needs. In addition, they

should create fun and challenging educational experiences while also

encouraging diversity and providing support services (orientation,

mentoring). Finally, teachers should help students cultivate social and

cultural capital to develop a sense of belonging and form relationships with

others. Teachers can adapt, modify, individualize, and expand upon these

action steps in their classroom to increase student engagement. Dai and

Wand (2006) agree that such steps will increase student motivation,

performance, and success.

The individual factors discussed in this research are cognitive and

motivation. According to the study, there is a correlation between the

preferences of the learning environment and the construct of self-efficacy

online motivation and task value. It can be said that the motivational

variables are more effective in the learning environment preferences, the

students with high task value, e-learning motivation, and self-efficacy,

preferred studying in an online learning environment, cognitive strategies,

self-directed learning, learner control, and test anxiety factors are

independent of the learners learning delivery preferences ( Sinan Keskin

EURODL 2019).
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings, conclusion, and

corresponding recommendation of the study.

Summary

The study aimed to find out the factors affecting the academic performance

of college students in STI college General Santos City.

1. What is the student’s perception towards environmental learning as factors

affecting academic performance in terms of:

1.1 Lighting;

1.2 Noise; and

1.3 Temperature?

2. What is the student’s perception towards teaching method as factors

affecting academic performance in terms of:

2.1 Teaching Responsibilities; and

2.2 Teaching Responsiveness to student needs?

3. What is the level of students’ academic performance in online learning?

4. Is there a significant relationship between the factors and the student's

academic performance in the online class?

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This study Involved 305 respondents college students. The students were

the proportionate stratified and random sample from eleven ( 11) departments of

STI-College, the eleven ( 11) Departments are, Bachelor of Multimedia Arts,

Bachelor of Science Business Administration, Bachelor of Technology Livelihood

Education, Bachelor of Science Computer Science, Bachelor of Science

Information Technology, Bachelor of Science Hospitality Management, Bachelor

of Science Hotel Restaurant Management, Bachelor of Science in Tourism, TEM,

ASCT,

This study used the Correlational Research Design, which determines the

different factors affecting the academic performance of students in online

learning at STI-College General Santos City.

To analyze and interpret the data gathered in this study, mean

percentages were used to identify the factors affecting the academic

performance of college students in online learning.

To determine the relationship between the factors and the academic

performance of the students in online learning, a Correlation Coefficient was

used.

Findings

The following are the salient findings of the study:

1.1 The student's perception towards Environmental Learning, sometimes

the level of lighting in their study area allows them to see clearly what is around

and concentrate when taking online classes as the average mean of 2.42. Most
 54

importantly, the level of lighting (from lamps, computer screens) in their study

area allows them sometimes to have visual comfort when taking online classes

(M=2.40). However, the overall mean (M=2.42) shows that lighting as an

environmental factor can sometimes affect online learning.

1.2 The student's perception towards environmental learning as a factor

affecting academic performance in terms of Noise level, overall mean with an

average of 2.14 shows that noise as an environmental factor can sometimes

affect online learning.

1.3 Students' perception of environmental learning as factors affecting

academic performance in terms of temperature, sometimes the air quality in their

study area is appropriate for taking online classes. Overall mean (M=2.20) shows

that the temperature as an environmental factor can sometimes affect online

learning.

2.1 The student's perception towards environmental learning as a factor

affecting academic performance in terms of teaching responsibility with an overall

average mean of 2.41 shows that the Teachers Responsibility as one of the

Teaching Method factors can sometimes affect online learning.

2.2 The student's perception towards environmental learning as a factor

affecting academic performance in terms of teaching Responsiveness to student

needs with an overall average mean of (M=2.49) shows that the Teachers

responsiveness to student needs as one of the Teaching Method factors can

 55

sometimes affect the online learning. What is the level of students' academic

performance in online learning?

3. The level of students' academic performance in online learning with an

overall average of (M=2.20) shows that students' Academic Performance in

terms of Online Learning is below average.

Is there a significant relationship between the factors and the academic

performance of the students in online classes?

4. The result showed that the p-values are less than 0.05, which means

that all the factors significantly influence the students' academic performance in

Online Learning. However, the Teachers Responsibilities yield the highest value

of correlation coefficient (r=0.601, p=0.000), which showed Moderately Positive

Correlation. Moreover, the overall total correlation of (r=0.703, p=0.000) also

indicates a Moderately Positive Correlation.

 57

Conclusion

Based on the findings, the following conclusions were derived:

1. Environmental factors sometimes affect students' academic

performance in Online Learning in terms of Lighting, Noise, and Temperature.

Lighting significantly affects academic performance, while the least is the noise.

2. Teaching Methods is also one factor that sometimes affects students'

academic performance in Online Learning in terms of Teachers Responsibilities

(considered least) and Teachers Responsiveness in student needs that

significantly affect them.

3. The level of students' academic performance in online learning is considered

below average.

4. There is a significant relationship between the factors and students' academic

performance in online learning. The Teachers Responsibilities yield the highest

correlation coefficient value while the noise has the lowest correlation coefficient

value. Lastly, the overall total correlation coefficient indicates a Moderately

Positive Correlation.
 58

Recommendation

Since the data were only gathered from the students, the data

relied on the respondents' honesty. Based on the result and findings of the

data and conclusions of the study.

1. Attention to its learning and best use increases the quality of

educational space necessary to work in online learning. Therefore, it is

recommended that students' lighting be provided through natural light

( window, valves, etc.), and temperature is more convenient to focus more

on their learning environment.

2. Better teaching methods, specifically in teaching responsibility

and responsiveness to the students, to improve communication skills and

academic performance. Teachers encourage students, be sensitive to

students' needs, approach students first, and recognize students in a class

to feel welcome.

3. Teachers should create fun and challenges that could make

students comfortable in class, enhance their communication skills,

improve their approach to synchronous class to improve academic

performance in online learning, and boost their confidence.

4. Further study on the different factors affecting students'

academic performance in online learning With these, the researchers

would like to encourage fellow researchers to take these

recommendations and guide this research paper to acquire better results.

59
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APPENDICES

Appendix A (Transmittal Letter)

 64

Appendix B ( Survey Questionnaire )

Part I-Survey items

Directions: Using the scale from 1 to 4 (1 NEVER, 2 SOMETIMES, 3 OFTEN,

and 4 ALWAYS), rate base on your experience.

I. Environmental factors:

A. Lighting 4 3 2 1
4) The level of lighting in my study area allows me to see clearly what

is around, as well as to concentrate when taking online classes.

5) I can control the level of lighting in my study area when taking

online classes (for example, opening/closing blinds, curtains;

having a table lamp; dimmers within reach).

6) The level of lighting (from lamps, computer screens) in my study

area allows me to have visual comfort when taking online classes.

B. Noise 4 3 2 1
5) I have privacy in my study area when taking classes online.

6) The noise level (coming from devices, people’s talks, external

sources) in my study area allows me to concentrate, take the class,

and clearly hear my teacher and classmates.

7) I can control the noise level in my study area (example:

opening/closing doors/windows).
C. Temperature 4 3 2 1
4) The temperature in my study area allows me to be comfortable and

concentrate when taking online classes.

5) I can control the temperature in my study area (for example,

opening/closing windows, turning ventilators on/off) when taking

 65

online classes.
6) The air quality in my study area is appropriate for taking the classes

online.

Realyvásquez-Vargas, A., Maldonado-Macías, A., Arredondo-Soto, K., Baez-

Lopez, Y., Carrillo-Gutiérrez, T. & Hernández-Escobedo, G. (2020). The Impact

of Environmental Factors on Academic Performance of University Students

Taking Online Classes during the COVID-19 Pandemic in Mexico

II. Teaching Methods

The teachers:

Teachers Responsibilities 4 3 2 1
4) are prepared for class
5) gave clear directions
6) instruction made learning interesting
8) demonstrate enthusiasm
Teachers Responsiveness to student needs
5) are available and helpful
6) provide feedback on student work
7) respect students’ ideas
8) show concern for student learning

Sauer, K. (2012), "The Impact of Student Interest and Instructor Effectiveness on

Student Performance." Education Masters. Paper 243.

Part I-Survey items

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Directions: Using the scale from 1 to 4 (1 NEVER, 2 SOMETIMES, 3 OFTEN,

and 4 ALWAYS), rate base on your experience.

By taking online classes:

A. Academic Performance 4 3 2 1
2 I can do all my activities successfully.

3 I can organize my time to do everything the teachers ask me to do.

4 My grades improve.
5 I have acquired more knowledge.
6 I have improved my communication skills.
7 I have improved my teamwork skills.
8 Improve my creativity.

9 I am satisfied with the results that I have obtained.

APPENDIX C. (Statistician Certification)

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APPENDIX D. (Grammarian Certification)

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Curriculum Vitae

RUFA F. BASCOMPTE

Brgy siguil Bawing, General Cantos City

[email protected]

December 15, 1999

21 years old

EDUCATIONAL BACKGROUND

College

Bachelor of Technology Livelihood Education (BTLEd- HE) at STI College

General Santos City (S.Y. 2020-2021)

Senior High school

Humanities and Social Sciences (HUMMS) at STI College General Santos City

(S.Y. 2016-2017

High School

Bawing National Highschool General Santos City

Elementary

Bawing Elementary School General Santos City

Awards

Leadership awards
 70

With honor

GRACE E. MAHOMETANO

Brgy.West Purok Sampaloc General Santos City

[email protected]

August 31, 1999

21 years old

EDUCATIONAL BACKGROUND

College

Bachelor of Technology Livelihood Education (BTLEd- ICT) at STI College

General Santos City (S.Y. 2020-2021)

Senior Highschool

Science Technology Engineering Mathematics (STEM) at Libertad National

Highschool at Surallah South Cotabato (S.Y. 2016-2017)

Junior Highschool

Lake Sebu National High School South Cotabato (S.Y. 2012-2016)

Elementary

Jose P. Laurel Elementary School General Santos City (S.Y 2005- 2012).

Awards

With honor, Leadership awards.