Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in Zamboanga del Norte
Dipolog Campus, Dipolog City
THE IMPACT OF ONLINE LEARNING OUTCOMES MODALITY AMONG
BEED STUDENTS: A SURVEY

An undergraduate Thesis
Presented to the Faculty of the College of Education
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Dipolog Campus, Dipolog City

In partial Fulfillment
Of the Requirements for the Degree of
Bachelor of Elementary Education

RADA, ROGELYN G.

QUINTERO, LOVELY JANE

GORNEZ, AIZA M.

May 2022
 Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Turno, Dipolog City, Zamboanga Del Norte

OFFICE OF THE COLLEGE OF EDUCATION

JRMSU DIP – CED 008

APPROVAL SHEET
In partial fulfillment of the requirements in the course Research 1 for the
Degree of Bachelor of Elementary Education. This undergraduate proposal entitled
“The Impact of Online Learning Modality Among Beed Students: A Survey” has
been examined and is recommended for oral defense.

LEONARDO D. CAINTA, EMD

Adviser

This undergraduate Thesis Proposal “The Impact of Online Learning Outcomes

Modality Among Beed Students: A Survey” prepared and submitted by Rogelyn G.
Rada, Lovely Jane Quintero and Aiza M. Gornez has been reviewed and approved by
research panels.

___________________________
Chairperson

PERLA E. VELASCO, Ed.D. LEONARDO D. CAINTA, EMD

Member Research Instructor

APPROVED by the PANEL OF EXAMINERS ON ORAL DEFENSE on
__________________________with the rating of_____________.

_
Chairperson
Date Signed: _________________

PERLA E. VELASCO, Ed.D. _______________________

Member Internal Expert
Date Signed: _____________ Date Signed: ______________

Accepted by Dean of the College of Education for the degree of BACHELOR OF

ELEMENTARY EDUCATION

ELENITA M. REYNA, EdD, JD

Associate Dean,College of Education
Date Signed: __________________
 DEDICATION

Every challenging work requires self-efforts as well as guidance from elders

particularly those who were very close to our heart. We dedicate this humble effort of
ours, to our sweet and loving, Family, Friends and Mentors whose affection, love,
motivation and prayers make us worthy of achieving such success and honor.

Above all, to our Almighty Father, for the wisdom and knowledge as well as thy
countless love.

The Researchers
 ACKNOWLEDGMENT
The researchers would like to say thank you to the following:
To the Almighty God for giving us the knowledge, wisdom, and guidance in
completing the study.
To my loving parents, guardians and benefactors, who never questioned my
financial needs and even offered moral and inspirational as well.
To DR. PERLAN E. VELASCO, who we owe a deep sense of gratitude for his
keen interest on us at every stage of our research. His prompt inspiration, timely
suggestions with kindness. Thank you for the support and valuable guidance in times of
problems, for endless motivation that made us persevere in making research.
To DR. LEONARDO D. CAINTA, it is our genuine pleasure to express our deep
sense of thanks gratitude to our adviser. His dedication and keen interest above all his
overwhelming attitude to help his students had been solely and mainly responsible for
completing our work. His timely advice, have helped us to a very great extent to
accomplish task.
I would also like to thank the panelist who made this project work easier with words
of encouragement, motivation, discipline and faith by offering different places to look to
expand ideas towards the successful completion of this research and writing project.

The Researchers
 TABLE OF CONTENTS
Title Page
Approval Sheet
Dedication
Acknowledgement
Table of Contents
Chapter 1 The Problem and Its Scope
Introduction
Theoretical and Conceptual Framework
Schematic Diagram of the Study
Statement of the Problem
Hypothesis
Scope and Delimitations of the Study
Significance of the Study
Operational Definition of Terms
Chapter 2 Review of Related Literature and Studies
Literature
Studies
Chapter 3 Research Methodology
Research Method
Research Environment
Respondents of the Study
Research Instrument
Validity and Reliability
Ethical Consideration
Data Gathering Procedure
Statistical Treatment of Data
Chapter 4 Presentation, Analysis and Interpretation of Data
Chapter 5 Summary of Findings, Conclusions and Recommendations
Restatement of the Problem
Summary of Findings
Conclusions
Recommendations
Bibliography
Appendices
Appendix A Letter to the School Administrator
Appendix B Letter to the Adviser
Appendix C Letter to the Respondents
Appendix D Questionnaire
Appendix E Curriculum Vitae

List of Tables
Table of Respondents
Profile of the BEED students in terms of Age
Profile of Instructors in terms of Subjects Taught/Academic Rank/Length of Service
Profile of student Respondents in terms of Gender
Profile of student Respondents in terms of Year Level

List of Figures
Figure 1. Schematic Diagram of the Study
 CHAPTER 1

THE PROBLEM AND IT’S SCOPE

Introduction

The COVID 19 pandemic is an unprecedented crisis that has prompted major

changes in countries around the world and is the greatest threat to humanity in the new

millennium, making distance education through the use of the E-learning system an

essential and irreplaceable demand. Online learning and classes are becoming an

increasingly important aspect of the global education system. Closures of schools in

response to the COVID 19 outbreak have highlighted a number of challenges limiting

educational access. COVID 19 is on the rise, causing a large number of children, adults,

and teenagers to be unable to attend school or college (UNESCO, 2020).

To minimize a strain during the pandemic season, Bridge (2020) claimed that

schools and universities are shifting toward educational technologies for student learning.

Distance education has recently accelerated due to advancements in current computer and

network technology. Despite the global pandemic that is obstructing education, online

learning based on Internet services has become accessible and universal, making the

learning system more efficient. Colleges and institutions employ software products like

Zoom and Microsoft Teams to continue their educational journey online. As a result, the

effectiveness of E-learning and the effects of students' online learning have become a

source of worry for institutions and society in general. In fact, research on factors

affecting students' online learning results has increased significantly. Both students and

professors regard online technology as an active component of their learning methods.

Online learning can help people overcome hurdles like as the pandemic crisis and other

issues in general. Many others, however, believe that today's education problem is caused

by online learning. Because of the limited interactions, unpredictable sound and visual

quality owing to reliance on Internet quality, and technological equipment that does not

fulfill demand, most learners are not interested in online learning.

Students from higher education institutions like Jose Rizal Memorial State

University in five campuses of the Province of Zamboanga Del Norte are being obliged

to participate in this comprehensive online curriculums starting year 2019 up to the

present as a result of the COVID-19 crisis.

In this case, it's worth looking into how students felt about their learning

outcomes and satisfaction with this online teaching and learning approach. The

researchers of this study are inclined to determine how the results or outcomes of the said

online learning modality had contributed to both academic and non-academic level of

performance of BEED students considering the following factors; System Quality,

Course Design, Learner-Instructor Interaction, Learner-Online Content

Interaction, and Study Habit-Discipline. Hence, the possible findings and results of this

study could be a helpful tool for future researchers to explore as well as the technology

advancement of the University its faculty, students and staff as a whole.

Theoretical/Conceptual Framework

This study is anchored on the theory of Jack Mezirow’s Transformative Learning

Theory wherein learning begins with an experience that leads to what is called a

disorienting dilemma (aka, cognitive dissonance, or the discomfort that comes from

realizing your current understanding of the world does not fit with current evidence). The

unexpected, unplanned, and sudden shift to online learning caused by COVID 19 has

certainly been an experience that has led to cognitive dissonance as our assumptions

about education have been challenged and stark inequities in our system have been

exacerbated. Individuals who go through this process are said to fully rewire and convert

their beliefs, assumptions, and experiences into new expressive viewpoints. Individuals

engage in transformative learning in order to become more self-motivated, self-

governing, logical, collaborative, and sympathetic.

Figure1 shows the schema of the study. The data under Independent variable deals

on the Online Learning Outcomes Modality which refers to the mode of teaching and

learning adopted in Jose Rizal Memorial State University. On the other hand the

Dependent variables refer to the determining factors to be studied such as; System

Quality, Course Design, Learner-Instructor Interaction, Learner-Online Content

Interaction, and Study Habit-Discipline. More over the researches include the

demographic profile of both students pertaining to their Age, Gender, Economic Status,

Year Level, and Academic Rating for the last two years (Pandemic period). Likewise for

the instructors, their profile in terms of age, gender, academic rank and length of service

are given consideration.

Independent Variable Dependent Variable

The Impact of Learning Outcomes

Modality considering the factors
 System Quality
 Course Design
Online Learning Outcomes Interaction
Modality  Learner-Instructor
Interaction
 Learner-Online Content
Interaction
 Study Habit-Discipline

Profile of Respondents
STUDENTS
 Age
 Gender
 Economic Status
 Year level
 Academic Ratings

INSTRUCTORS

 Age
 Gender
 Academic Rank
 Length of Service
Intervening Variable

Figure1. Schematic Diagram of the Study

Statement of the Problem

This study aims to find out the impact of online learning outcomes modality among

BEED students of Jose Rizal Memorial State University Dipolog Campus, for the

Calendar Year 2022-2023. Specifically, it aims to answer the following questions:

1. What is the profile of the student’s respondents in terms of:

1.1Age;

1.2 Gender;

1.3 Economic Status;

1.4 Year level; and

1.5 Academic Ratings?

2. What is the profile of the instructors in terms of;

2.1Age;

2.2Gender;

2.3Academic Rank; and

2.4 Length of Service?

3. What are the impacts of online learning outcomes modality in terms of:

3.1System Quality;

3.2 Course Design Interaction;

 3.3 Learner-Instructor Interaction;

3.4 Learner-Online Content Interaction;

3.5 Study Habit-Discipline

4. Is there any significant relationship between the identified determining factors studied

when analyzed according to the respondent’s profile?

Hypothesis

Ho1. There is no. significant relationship between the identified determining factors

studied when analyzed according to the respondent’s profile

Scope and Delimitation of the Study

This study was limited to the impact of online learning outcomes modality among

the BEED students in Jose Rizal Memorial State University, Dipolog Campus amidst this

Covid 19 Pandemic. It can be noted that during the pandemic period the University have

to adopt the different learning modality for the students to perform such as; online

learning, modular learning or a combination of both. In the College of Education around

80 percent of the students shifted to online-modular learning.

Significance of the study

This study is undertaken to find out the impact of online learning outcomes

modality among the BEED students in Jose Rizal Memorial State University, Dipolog

Campus. The results and findings of the present investigation would be beneficial to the

following;
 Students. The results of this study would provide students with useful and

reflective insights on how to cope up the factors affecting learning outcomes of the

students.

Teachers. The findings of this study would brief instructors to be aware of the

factors that affects students learning outcome and to provide necessary support for the

students.

Parents. This study would inform parents concerning the challenges of their

children is facing, and be able to support the necessary needs for them.

Education Department Associate Dean. The results of this study will help the

associate dean to conduct trainings and seminars relative to online education.

Future Researchers. This shall serve as their guide and a reference tool in the

research. They will be able to realize the factors affecting the learning outcomes of the

students.

Operational Definition of terms

The following terms used in this study, were operationally defined so that the readers will

easily comprehend its thoughts and emphasis.

Ambiguous. In this study, this refers to something that is unclear or not easily

describable.

Course Design Interaction. In this study, this refers to the process and

methodology of creating quality learning environments and experiences for students.

Cognitive dissonance. In this study, this refers to a change of mind/attitude.

 Covid19. In this study, this refers to a virus that affects the world that cause

anyone infected to be ill and die.

Disorienting Dilemma. In this study, this refers to the problem that can cause of

losing direction of the goal.

E-learning System. In this study, this refers to a method uses for online learning.

It uses internet connection and gadgets.

Extraneous. In this study, this refers to an irrelevant or unrelated to the subject

being dealt with.

Exacerbated. In this study, this refers to a situation which means, to make things

worst.

Learner-Instructor Interaction. In this study, this refers to the instructors

attempts to stimulate student interest in the course content, to motivate the student, and to

facilitate the learning process.

Learner-Online Content Interaction. In this study, this refers to a social

interaction in online learning that allows students to share their ideas on various subjects

with each other.

Learning Outcomes. In this study, this refers to a user-friendly statement that tell

Student’s what they will be able to do at the end of a period of time.

Study Habit-Discipline. In this study, this refers to the usual behavior or

habitual practices by a person in order to study and learn effectively.

 System Quality. In this study, this refers to ensure high quality production and

can rely on people feedbacks and satisfaction.

Technology. In this study, this refers to a machinery equipment that aims to a

practical knowledge of human life.

Zoom. In this study, this refers to an apps that uses to see, hear, and communicate

to the person intended to reach out.

 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literatures and studies from both local and

foreign sources that would help strengthen the current study on the impact of online

learning modality among BEED students: a survey in Jose Rizal Memorial State

University.

Foreign Literature

Lockdown and social distancing measures due to the COVID-19 pandemic have

led to closures of schools, training institutes and higher education facilities in most

countries. There is a paradigm shift in the way educators deliver quality education—

through various online platforms. The online learning, distance and continuing education

have become a panacea for this unprecedented global pandemic, despite the challenges

posed to both educators and the learners. Transitioning from traditional face-to-face

learning to online learning can be an entirely different experience for the learners and the

educators, which they must adapt to with little or no other alternatives available. The

education system and the educators have adopted “Education in Emergency” through

various online platforms and are compelled to adopt a system that they are not prepared

for (Chiu-Lan Chang and Ming Fang, 2019).

The COVID-19 pandemic has affected education, and teacher education in

particular, in various ways. As a result of the closure of universities and schools, teachers

and students had to rapidly adapt to remote teaching. Teacher education is no exception.
The need to create learning environments for student teachers doing their teacher

education preparation implied decisions, choices and adaptations in order to meet not

only the expectations of students but also the requirements of teacher education as well as

the conditions in which both universities and schools had to operate (Flores and

Gago 2020).

The rapid, unexpected and ‘forced’ transition from face-to-face to remote

teaching has entailed a number of challenges and constraints but also opportunities that

need to be examined. Existing literature points to an ‘emergency remote teaching’

(Bozkurt and Sharma 2020, i) or 'emergency eLearning’ (Murphy 2020, 492) and to

difficulties associated with poor online teaching infrastructure, inexperience of teachers,

the information gap (i.e., limited information and resources to all students) and the

complex environment at home (Zhang et al. 2020). In addition, lack of mentoring and

support (Judd et al. 2020) and issues related to teachers’ competencies in the use of

digital instructional formats (Huber and Helm 2020) have also been identified.

Online learning is a form of live synchronous platform where it requires both

parties to have good and stable internet connection (Llego, 2010). Compared to other

learning modalities such as face-to-face and modular, online learning is considered to be

more interactive and students are seen responding. Online learning is one way to continue

education in times of uncertainties like the covid-19 pandemic. Though it is a good

platform, certain challenges arise that affect not only students but also teachers. Shore

(2020) mentioned in his article that an online class eliminates the human connection and

therefore student motivation, interaction, and educator’s ability to adapt course materials

and presentations is somehow lost. On the other hand, Friedman (2020) pointed out in his
article that challenges in online learning includes technical issues, distraction and time

management, staying motivated, understanding course expectations, lain of in-person

interaction, adapting to unfamiliar technology, and uncertainty about the future. Bothe

Shore and Friedman clearly stated that there are different challenges commonly

encountered by students in their online learning.

E-learning tools have played a crucial role during this pandemic, helping schools

and universities facilitate student learning during the closure of universities and schools

(Subedi et al., 2020). While adapting to the new changes, staff and student readiness

needs to be gauged and supported accordingly. The learners with a fixed mindset find it

difficult to adapt and adjust, whereas the learners with a growth mindset quickly adapt to

a new learning environment. There is no one-size-fits-all pedagogy for online learning.

There are a variety of subjects with varying needs. Different subjects and age groups

require different approaches to online learning (Doucet et al., 2020). Online learning also

allows physically challenged students with more freedom to participate in learning in the

virtual environment, requiring limited movement (Basilaia & Kvavadze, 2020).

Broadly identified challenges with e-learning are perceived ease of use, faculty

capacity, learner characteristics, perceived usefulness, course content, course design and

learning pedagogy (Davis, 2020). Many countries have substantial issues with a reliable

Internet connection and access to digital devices. While, in many developing countries,

the economically backward children are unable to afford online learning devices, the

online education poses a risk of exposure to increased screen time for the learner.

Therefore, it has become essential for students to engage in offline activities and self-

exploratory learning. Lack of parental guidance, especially for young learners, is another
challenge, as both parents are working. There are practical issues around physical

workspaces conducive to different ways of learning.

According to Davis, 2020 that perceived ease of use, faculty capacity, learner

characteristics, perceived usefulness, course content, course design and learning

pedagogy are broadly identified as e-learning challenges. It states that many countries are

experiencing substantial issues regarding reliable internet connection and access to digital

devices. While, in many developing countries, the economically backward children are

unable to afford online learning devices like here in our country, many of us students and

as well as teachers cannot afford to buy gadgets and are experiencing network issues

when we do our paper works especially when submitting it online.

The innately motivated learners are relatively unaffected in their learning as they

need minimum supervision and guidance, while the vulnerable group consisting of

students who are weak in learning face difficulties. Some academically competent

learners from economically disadvantaged backgrounds are unable to access and afford

online learning. The level of academic performance of the students is likely to drop for

the classes held for both year-end examination and internal examination due to reduced

contact hour for learners and lack of consultation with teachers when facing difficulties in

learning/understanding (Sintema, 2020).

Student assessments are carried out online, with a lot of trial and error,

uncertainty and confusion among the teachers, students and parents. The approach

adopted to conduct online examination varies as per the convenience and expertise

among the educators and the compatibility of the learners. Appropriate measures to check
plagiarism are yet to be put in place in many schools and institutions mainly due to the

large number of student population. The lockdown of schools and colleges has not only

affected internal assessments and examinations for the main public qualifications like

General Certificate of Secondary Educations (GCSE), but A levels have also been

cancelled for the entire cohort in the UK. Depending on the duration of the lockdown,

postponement or cancellation of the entire examination assessment might be a grim

possibility (United Nations, 2020). Various state-level board exams, recruitment exams,

university-level exams and entrance exams have been postponed across India due to the

COVID-19 outbreak and national lockdown. Various entrance examinations (such as

BITSAT 2020, NATA 2020, CLAT 2020, MAT 2020, ATMA 2020) have also been

postponed/rescheduled. The education system in schools, colleges and universities across

the country has been severely impacted due to the ongoing situation.

School time also raises social skills and awareness besides being fun for the

children. There are economic, social and psychological repercussions on the life of

students while they are away from the normal schedule of schools. Many of these

students have now taken online classes, spending additional time on virtual platforms,

which have left children vulnerable to online exploitation. Increased and unstructured

time spent on online learning has exposed children to potentially harmful and violent

content as well as greater risk of cyberbullying. School closures and strict containment

measures mean more families have been relying on technology and digital solutions to

keep children engaged in learning, entertained and connected to the outside world, but

not all children have the necessary knowledge, skills and resources to keep themselves

safe online.
 The relevance of the article stated above to the present study, it is clear that many

students have now taken online classes, spending their time on virtual platforms, which

have left students unsafe to online utilization that can increased and disorganized time

spent on online learning has subject to children in harmful and violent content as well as

to cyber-bullying.

As presented with the literature above, school time elevate social skills awareness

not only for the fun of children but there are economic, social and psychological

outcomes on the life of students while there are no face-to-face classes. The closure of

school and lockdown leads to the Family to rely on technology and digital solutions for

the continuation of learning of the students and still connected to the outside world.

Although there have been overwhelming challenges for educators, schools,

institutes and the government regarding online education from a different angle, there are

several opportunities created by the COVID-19 pandemic for the unprepared and the

distant plans of implementing e- learning systems. It has forged a stronger connection

between teachers and parents than ever before. Homeschooling requires parents to

support the students’ learning academically and economically. Children with disabilities

need additional and special support during this ongoing emergency. The use of online

platforms such as Google Classroom, Zoom, virtual learning environment and social

media and various group forums like Telegram, Messenger, WhatsApp and WeChat are

explored and tried for teaching and learning for the first time ever to continue education.

This can be explored further even after face-to-face teaching resumes, and these

platforms can provide additional resources and coaching to the learners.

 Teachers are obliged to develop creative initiatives that assist to overcome the

limitations of virtual teaching. Teachers are actively collaborating with one another at a

local level to improve online teaching methods. There are incomparable opportunities for

cooperation, creative solutions and willingness to learn from others and try new tools as

educators, parents and students share similar experiences (Doucet et al., 2020). Many

educational organizations are offering their tools and solutions for free to help and

support teaching and learning in a more interactive and engaging environment. Online

learning has provided the opportunity to teach and learn in innovative ways unlike the

teaching and learning experiences in the normal classroom setting.

The Coronavirus outbreak has forced millions of students to study and learn from

home. This is not a new phenomenon because the home has long been epicenters of

learning particularly as regards informal education. Learning from home is becoming a

new normal for students. According to Education Task (2020), the majority of university

students still prefer to study in the comfort of their own homes because the learners tend

to have everything at their disposal without having to leave their chairs. However, the

realities of receiving formal education from home could be very challenging to many

educators, learners and parents especially those in developing countries where the

accessibility, availability and use of technology in education are not widespread. Apart

from the cost of accessing online education, many other factors such as network issues,

poor power supply, distractions, poor digital skills, inaccessibility and availability issues

can also hinder smooth study from home. There is also the problem of time to learn new

technologies that might be required to learn from home, and noises that emanate

internally or externally from neighbors and neighborhood. Because unequal access to

technology is another serious concern for many countries, prolonged school closures

could deprive millions of students’ access to education, particularly those in third world

countries, rural areas, and people with special needs. UNESCO understood these

challenges, and efforts were made by them to help educators and students in the affected

countries to teach and learn online from their homes through the provision of free

software that facilitates remote education. Catherine (2020) reported that UNESCO

assembled an online guide with links to distance learning apps and other resources to

mitigate the effects of school closures for Coronavirus. Students were expected to

optimize the Coronavirus mandatory school closures to improve their digital learning

skills and home study habits. The Challenges imposed by Coronavirus could be

transformed into an opportunity by learners to advance their problem-solving skills and

digital capabilities.

As the spread of the virus continues along with its threat, there are still

uncertainties for the timeline of coming back to normal. However, many statements that

were stressed out that students from higher educational institutions seemed to prefer

study at home than going back to the four corners of learning inside the classroom. It is

undeniable that the shift of educational system from countries around the world due to the

pandemic has caused a lot of challenges to both teachers and students. For developed

countries, it would not be a big deal for them for their educational system has long been

implementing blended learning and online platforms of learning, but for the third world

countries it would be very challenging. Relative to the present investigation, these related

studies are beneficial and relevant for the researchers and readers to internalized how the
online learning modality deemed advantageous or disadvantageous to the learning

capacity of students and its effects considering the various factors studied.

Local Literature

According to Granthorn (2020), the Philippine teachers are mostly and adamantly

stressed due to lack of budget, and here it revealed that teachers are in distress is looking

for ways to ensure that the given an account by their local governments would meet the

needs of all of their students. On its official website, the Philippine Government (2020)

showcased the coping guideline designed to help educators cope with the shift and

transition to the new normal. Guidance and counseling are still virtually available for

students and teachers alike disturbed by the pandemic. A local study examining how

teachers deal with anxiety here in the Philippines showed that the most fundamental

reform teachers had done was developing different and creative teaching styles. This

helped them be more connected to their students, even if interactions are limited

(Talidong et al., 2020). A Philippine-based study viewed the pandemic through education

lenses, which revealed that teachers are not psychologically nor skill-prepared for the

sudden shift of learning models in the county (Tria, 2020).

Schools' partners are the most influenced during this season of the pandemic.

They are generally the ones at a misfortune and are relinquishing, either scholastically,

monetarily, or both. The specific accumulated information is expected to clarify the

issues and give recommendations on the best way to direct the schools' natural capacities,

conceivably during and after the pandemic. In this examination, an aggregate of 220

members originated from 44different schools. The investigation utilized a simultaneous

triangulation research plan in which an online review was shipped off the members.
Likewise, educators designing from international schools and schools outside the

Philippines were able to share their encounters with how their schools handle the

circumstance. In conclusion, the report examination was additionally used as an

information-gathering technique (Gonzales, 2020).

The significant part of setting in the turn of events and practice of educator

authority was considered by examining the relevant conditions that either empowered or

compelled teacher administration practice. Information was gathered through semi-

organized individual meetings with chiefs and center gathering interviews with educator

pioneers and different teachers from seven state-funded schools in the Philippines. The

examination found that teacher administration was an essential idea in Philippine state-

funded schools regardless of whether the term 'education initiative' has not been

presented officially. Educator initiative comprises activities attempted by teachers who

react decidedly to occasions to improve educating and learning. These teachers have a

definite feeling of right reason and imperative educational and authority capabilities.

(Oracion, 2014).

Commission on Higher Education suggested to strengthen online platforms and

blended learning such as but not limited to google classroom, messenger, zoom, edmodo,

Facebook and YouTube (CHED, 2020). In addition, both will adopt numerous learning

delivery options such as but not limited to face-to-face, blended learnings, distance

learnings, and home-schooling and other modes of delivery (CHED, 2020; DepEd, 2020).

However, the implementation would pose such problems on students who have limited

internet access, no gadgets and the poor. According to the report of Akamai (2017), the

Philippines has the lowest internet connectivity in Asia. Besides, such challenges would
be equity gaps, students’ security and safety, quality of learning compromised and poor

assessment results (Winthrop, 2020). Changes on the grading system, assessment and

evaluation of student’s performance will also be a challenge to every administrator.

Foreign Studies

Due to the COVID-19 epidemic crisis, students from higher education institutions

around the world are forced to participate in comprehensive online curriculums. In such a

scenario, it is worth investigating how students perceived their learning outcomes and

satisfaction based on this method of teaching and learning online. This study aims to

explore the role of six factors, namely, system quality, course design, learner-learner

interaction, learner-instructor interaction, learner-content interaction, and self-discipline,

on university students' perceived learning outcomes and their effect on student

satisfaction with online curricula during the COVID-19 epidemic. A structural equation

modeling technique was used to assess survey questionnaires obtained from 457

validated students at a Public University in China.

The results demonstrated that these determinants had a positive effect on

satisfaction and learning outcomes, whereas learner-instructor interaction had no

significant effect. Furthermore, the strongest determinant that affected not only students'

satisfaction but also their learning outcomes was the learner-content interaction. This

study aims to identify factors influencing student transition to online education (STOE)

during the COVID19 pandemic in Romania. Although Romania boasts high internet

speed, accessibility and affordability, online education is in its infancy. Academic

experience variables found in the literature were narrowed into five factors through

exploratory factor analysis, and regressed together with online platform and demographic
variables to measure their impact on STOE. 565 business students from all academic

levels were surveyed. The study uncovered direct and inverse relationships between the

five groups of factors, platform functionality, enrolment level and place of residence, and

STOE. Findings are relevant to academics and university managers for improving online

education. The sudden and unpredicted turn to online education because of the COVID19

pandemic opened new research avenues related to higher education. Most of the studies

concentrated on students’ satisfaction, while limited attention has been paid to the

students’ transition to online education (STOE).

This study aims to identify factors influencing STOE during the COVID19

pandemic in Romania. Romania ranks among the best countries in the world in terms of

internet connectivity, internet speed and internet affordability (European Commission,

2020). Despite this technological advancement, Romania has not paid too much attention

to online education. Some universities had their own blended learning platforms, but the

usage of these platforms was very limited when the pandemic started. Romania is a

paradox, as the attitude toward online education has not matched the potential offered by

the internet infrastructure. The study assessed factors affecting students’ online learning

outcomes during the COVID-19 pandemic through interviews with 404 students who

were subjects of the survey using the convenience sampling method via questionnaires.

The study utilized the reliability analysis through Cronbach’s Alpha and the Bayesian

Exploratory Factor Analysis (BEFA). The evaluation results of the research scales

showed that 28 observed variables were used to measure 7 research concepts. Test results

of the hypotheses showed that students online learning outcomes are affected by 6 factors

in the descending order, respectively, learner characteristics, perceived usefulness, course

content, course design, ease of use and faculty capacity. Online learning has received

extensive attention in the field of education in the recent decade, especially after COVID-

19 swept the globe in 2020. Online learning satisfaction (OLS) has become the focal

point of the research, since it is the vital significance to enhance learning efficiency.

This paper reviews the research on OLS from the dimensions of online learners,

online instructors, online platforms, and online instructional design to have clear pictures

of factors affecting OLS. Based on the review on previous studies, this mini review

presents the prospect of future research on OLS and believes that breakthrough on OLS

research can be achieved by innovating research methods, expanding research subjects,

and enriching research topics. OLS is a complicated dynamic system influenced by a

diversity of factors, and it is worth more in-depth research by scholars and educators in

the future.

Local Studies

COVID-19 pandemic has closed-down educational institutions and dramatically

shifts the instruction to distance learning. However, students rooted from the

marginalized families and from rural areas have limited access to technology necessary

for online learning. Modular learning addresses this learning inequality by providing

more inclusive access to education. This study explored the lived experiences of the

parents who act as learning supervisor, tutor, and home-schooling teacher for modular

learning during the health crisis. This research surveyed parents from the Philippines and

applied Inductive Content Analysis. The results showed an agreement on the

effectiveness of the implemented educational policies to contain the pandemic including

the nationwide closures of schools, delaying the reopening of classes, and

implementation of various instructional modalities. On the other hand, parents have

encountered various challenges from the new mode of learning in virtual setting; delivery

of instruction; unsatisfactory learning outcomes; financial difficulties while working for

the family during lockdown; struggle with the use and availability of technology; and

personal problems on health, stress, and learning style. This study serves as a basis for

providing comprehensive and inclusive education policies while considering the

perspective of the learners' parents during the pandemic and beyond. (Agaton Casper

Boongaling; Cueto, Lavinia Javier, (2021)

The education system has faced an unprecedented health crisis that has shaken up

its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of

students’ online learning experience in times of the COVID-19 pandemic. Although

many studies have investigated this area, limited information is available regarding the

challenges and the specific strategies that students employ to overcome them. Thus, this

study attempts to fill in the void. Using a mixed-methods approach, the findings revealed

that the online learning challenges of college students varied in terms of type and extent.

Their greatest challenge was linked to their learning environment at home, while their

least challenge was technological literacy and competency. The findings further revealed

that the COVID-19 pandemic had the greatest impact on the quality of the learning

experience and students’ mental health. In terms of strategies employed by students, the

most frequently used were resource management and utilization, help-seeking, technical

aptitude enhancement, time management, and learning environment control. Implications

for classroom practice, policy-making, and future research are discussed. (Barrot, J.S.,

Llenares, I.I. & del Rosario, L.S. (2021)

 The present COVID-19 pandemic has brought extraordinary challenges and has

affected the educational sectors, and no one knows when it will end. Every country is

presently implementing plans and procedures on how to contain the virus, and the

infections are still continually rising. In the educational context, to sustain and provide

quality education despite lockdown and community quarantine, the new normal should be

taken into consideration in the planning and implementation of the “new normal

educational policy”. This article presents opportunities for responding issues, problems

and trends that are currently arising and will arise in the future due to COVID-19

pandemic through the lens of education in the Philippines - the new educational norm.

(Tria, J. Z. (2020).

Amidst the threat of COVID-19 pandemic in the Philippines, the educators,

students, and the school are still coping and adjusting to the distance learning education.

This study explored teachers' awareness about the COVID-19 pandemic and their opinion

on their respective schools’ readiness, as well as their response to the challenges of

conducting distance learning education in the Philippines. A validated questionnaire was

developed to collect the relevant data for this study. The initial reliability test obtained

8.9 Cronbach’s alpha. Data gathering procedure was done through Google forms, which,

after validation from the respective DepEd divisions and universities, were subsequently

sent to the teachers via email. The results show that the teachers were highly aware of the

presence and consequences caused by the COVID-19 pandemic. The correlation between

teacher’s demographic profiles and awareness to COVID-19 shows no relationship at all.

Nevertheless, the length of teaching experience and specialization is very strongly

correlated to readiness to distance learning education. Simultaneously, the teachers’

geographic location is strongly correlated to readiness to adapt to distance learning

education. Furthermore, only the teachers’ gender has a significant difference in their

awareness of the COVID-19 pandemic. In contrast, teachers’ gender, length of teaching

experience, and geographic location have significant differences with their readiness to

distance learning education. This study can be used as a basis for further research

particularly in developing institutional plans to better understand the status of their

teachers and educational organizations, and schools’ readiness to teach and learn through

distance learning approach; hence, preserving and continuing educational mission during

the current or future pandemic as well as be prepared for any natural disasters.

Amidst of the COVID-19 crisis, the education doesn’t stop, it must continue

whether with or without physically going to school. Face-to-face learning modality is out,

modular distance learning is in. At the present moment of situation; Department of

Education made an urgent response to ensure the safety of learners and the teachers. On

the other hand, they also ensure the continuity of quality education. With health risks that

the pandemic is imposing to teachers, the Department of Education provided guidelines

and policies regarding various modalities and approaches in teaching to provide quality

education to learners amidst pandemic. The teaching and learning process is undertaken

remotely and on digital platforms, and the students are asked to accomplish and submit

school activities online at own pace, place, and time. This study aimed to ascertain the

methods, interventions or solutions of every educational institution as well as the

government in providing assistance to students, parents and teachers who are having

difficulty in this new learning modalities amidst pandemic. Based on the gathered data,

the significant effect of challenges and status of modular learning as to learners’

academic behavior and performance rejected the null hypothesis “The challenges and

status of modular learning have no significant effect on learners’ academic behavior and

performance.”. These implies that there is a significant effect between the Challenges and

Status of Modular Learning as to learners’ academic behavior and performance. (Monica

Anna Ladan Agarin 2021)

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the discussion of the methodology that would be used in the

conduct of this study. It describes and expounds the research method, research

environment, research instrument that were used, methods of data collection and

statistical tools.

Research Method

In this study, a quantitative approach was applied in the form of a self-made

checklist. This was given to randomly selected BEED students at Jose Rizal Memorial

State University, Dipolog. The self-made checklist was distributed on an online survey

platform due to the impact of online learning outcomes modality among BEED students.

After gathering, analyzing, classifying, and tabulating data, the researchers of this study

had made adequate interpretation of the data gathered.

Research Environment

The study is to be conducted at Jose Rizal Memorial State University particularly

in the College of Education where in the respondents are randomly selected BEED

second Year students and instructors teaching BEED subjects. It can be noted that this

students underwent online learning modality since the start of the Pandemic during the

calendar year 2019 up to present. The instructors handling education subjects in which

prepared modules were evaluated by the Flexible Learning System (FLS), utilized

instructions in both online and modular.

 The respondents were from the College of Education under the supervision of the

College Dean Dr. Elenita M. Reyna. The demographic profile of the respondents in terms

of age, 5% of respondents are under the age of 18, 35% are between the ages of 19 and

20, 50% are between the ages of 21 and 22, and 10% are between the ages of 23 and 24.

In terms of sex, the demographic profile of the respondents is as follows: 85% of the

respondents are female, while 15% are male. The general weighted average (GWA) of

the respondents was 45% of the respondents has 1.1-1.5 and 55% of the respondents has

GWA of 1.6-2.5. The building of the College of Education is located on the right side of

the University in former Senior High School Building.

Figure 1. Site Map of Jose Rizal Memorial State of University

Source: www.google map.com

Respondents of the Study

The participants of this study are selected students taking up Bachelor of

Elementary Education at Jose Rizal Memorial State University, Dipolog Campus and

instructors handling BEED subjects.

Table 1. Students Respondents

Year Level Respondents

1st Year 10

2nd Year 10

3rd Year 10

4th Year 10

Total 40

Table 2. College of Education Instructors

Academic Rank Total

Instructor 1 2

Visiting Lecturers 3

5
Research Instruments

For the investigation and data collection, an online survey self-made checklist was

administered to the respondents. It is designed via Google Forms. Students will check

Part 1 of the survey self-made checklist, which includes the student profile and continues

to Part 2 of the survey self-made checklist, which includes the impact of online modality

to the students until the last part. The link of the Google forms was distributed through

messenger.

Validation of Instruments

The instrument in this study was prepared by the researchers and was subjected

for validation. The researchers sought assistance from three (3) experts for the validation

of the survey self-made checklist, so that mistakes and error can be avoided.

Ethical Consideration

In compliance to research ethics protocol, the researchers requested consent from

the respondents for them to be aware of the purpose of this study and to agree to be one

of the respondents and the respondents were assured that their identities be made

confidential and that revealing personal information would not be made.

Data Gathering Procedure

The researchers administered the research instruments to the respondents via

online platform. They conferred and discussed the significance of the study and

accomplished the distribution of the instruments properly.

 After the checklist have been accomplished, the results were tallied and tabulated.

These data became the bases of analysis and interpretation.

Statistical Treatment of Data

The following statistical tools were used to interpret the data gathered:

Frequency Count and Percentage Computation were used to determine the

profile of the respondents. The formula is:

Percentage = (part/whole) x 100

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 Appendix D
Questionnaire of the Study
THE IMPACT OF ONLINE LEARNING OUTCOMES MODALITY AMONG
BEED STUDENTS: A SURVEY
NAME:_________________________________________ (Optional)
PART-I PROFILE OF RESPONDENTS (Students)
Direction: Put a check mark (/) to each response that will complete the data needed.

AGE
____ 18-25 years old
____ 26-30 years old
____ 31-40 years old and above

GENDER
____ Male
____ Female
_____ LGBTQ+

YEAR LEVEL
____ First Year
____ Second Year
____ Third Year
____ Fourth Year
PART-II
Direction: Put a check mark (/) to your corresponding response following the scale
below:
 LEGEND:
5- STRONGLY AGREE
4- AGREE
3- UNDECIDED
2- DISAGREE
1-STRONGLY DISAGREE
PART-II Respondents Statement about the Impact of the Online Learning Modality
Statements Strongly Agree Undecided Disagree Strongly
Agree Disagree
(5) (4) (3) (2) (1)
1. I am able to
easily access the
internet as
needed for my
studies.
2. I am
comfortable
communicating
electronically.
3. I am willing
to actively
communicate
with my
classmate and
instructors
electronically.
4. I feel that my
background and
experience will
be beneficial to
my studies.
5. I am
comfortable with
written
communications.
6. I believe
looking back on
what I have
learned in course
will help me to
remember it
better.
7. In my
studies, I am
self-disciplined
and find it easy
to set aside
reading and
homework time.
8. I am able to
manage my
study time
effectively and
easily complete
assignments on
time.
9. As a student, I
enjoy working
independently.
10. A s student, I
enjoy working
with other
students in
groups.
11. I like a lot of
interaction with
instructors and/
or teaching
assistants.
12. I possess
sufficient
computer
keyboarding
skills for doing
online work.
13. I feel
comfortable
composing text
on a computer in
an online
learning
environment.
14. I feel
comfortable
communicating
online in
English.
15. I can ask my
teacher
questions and
receive a quick
response during
Internet
activities
outside of class.
16. I feel that
face-to-face
contact with my
instructor is
necessary to
learn.
17. I am
motivated by the
material in an
Internet activity
outside of class.
18. I can discuss
with other
students during
internet
activities outside
of class.
19. I can work in
a group during
Internet
activities outside
of class.
20. I can
collaborate with
other students
during Internet
activities outside
class.
21. learning is
the same in class
and at home on
the Internet.
22. I can
practice English
grammar during
Internet
activities outside
of class.
23. I believe that
learning on the
Internet outside
of class is more
motivating than
a regular
course.
24. I believe a
complete course
can be given by
the Internet
without
difficulty.
25. I could pass
a course on the
Internet without
any teacher
assistance.
26. I believe an
Internet course
is possible but
for learning
English it would
be difficult.

Thank you for your cooperation!

 Appendix A

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Turno, Dipolog City, Zamboanga Del Norte

OFFICE OF THE COLLEGE OF EDUCATION JRMSU DIP – CED 008

May 23, 2022

Core Values

 Humane Trust
 Innovative Excellence
PERLA E. VELASCO, Ed.D.
 Transformational Communication
Vision
Faculty
JRMSU-Dipolog Campus
A dynamic and diverse internationally
recognized university

A dynamic, inclusive, and regionally- Dear Madam;

diverse University in Southern Philippines
Greetings!
Mission

Jose Rizal Memorial State University

We, the researchers, Second Year students taking up Bachelor of
pledges to deliver effective and efficient
Elementary Education, of this institution, humbly ask your permission
services along research, instruction,
to be our adviser for our research entitle “The Impact of Online
production and extension. Learning Outcomes Modality Among BEED Students: A Survey”.
We have chosen you as our adviser for we know that you have the
It commits to provide advanced knowledge and expertise to guide us throughout the making of the
professional, technical and technopreneurial study.
training with the aim of producing highly
 Appendix B

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Turno, Dipolog City, Zamboanga Del Norte

OFFICE OF THE COLLEGE OF EDUCATION JRMSU DIP – CED 008

May 23, 2022

 Humane Trust
 Innovative Excellence
 Transformational Dear Respondents:
Communication
A dynamic and diverse
internationally recognized university Good day!
A dynamic, inclusive, and
regionally-diverse University in
Southern Philippines

Jose Rizal Memorial State The undersigned are conducting a research study entitled “The
University pledges to deliver effective
and efficient services along research,
Impact of Online Learning Outcomes Modality Among Beed
instruction, production and extension. Students: A Survey”, in partial fulfillment of the requirements in
It commits to provide advanced SPEC 115-E (Research in Education 1). We would like to seek
professional, technical and
technopreneurial training with the aim
assistance by answering the question honestly. Rest assured that that
of producing highly competent, the responses and results will be treated with strict confidentiality and
innovative and self-renewed
individuals.
will be used for research purposes only.
G - lobally competitive educational We fervently hope for your full support and cooperation on this
institution

R - esilient to internal and external risks

and hazards

I– nnovative processesand solutions in

research translated to extension
engagements.

P - artnerships and collaborations with

private enterprise, other HEIs,
government agencies, and alumni

S– ound Financial Management and

Participatory Governance

Jose Rizal Memorial State

University, a believer of holistic human
development, excellence, and quality
service, provides quality training and
development to students. It shall
commit to provide adequate, suitable
and relevant resources and services
with continuing quality management
system for clients and customers’
satisfaction thru an efficient and
effective quality system which
conforms with national and
international statutory and regulatory
requirements.

PHILOSOPHY

Jose
Rizal Memorial
State University
adheres to the
principle of
dynamism and
cultural diversity
in building a just
and humane
society

MISSION Appendix C

Jose Republic of the Philippines

Rizal Memorial JOSE RIZAL MEMORIAL STATE
State University
UNIVERSITY
pledges itself to
deliver effective
The Premier University in Zamboanga
and efficient del Norte
services along Turno, Dipolog City, Zamboanga Del
instruction, Norte
research,
extension and OFFICE OF THE COLLEGE OF
production. EDUCATION JRMSU DIP – CED 008

It
commits itself to May 23, 2022
provide quality ELENITA M. REYNA, JD, EdD
professional, Associate Dean, College of Education
JOSE RIZAL MEMORIAL STATE UNIVERSITY
technical and
technological Dear Ma’am;
training with the
aim of producing Good day!
skilled, self-
renewed and
globally
The undersigned would like to request from your good office to conduct a survey on your school of our
research entitled “The Impact of Online Learning Outcomes Modality Among Beed Students: A
Survey”, In this regard, we would like to seek permission on your office to allow us to pilot the
questionnaire of our study to the respondents who are BEED Students from 1st year to 4rth year students of
JOSE RIZAL MEMORIAL STATE UNIVERSITY - Dipolog Campus. We assure you that the responses
and results will be treated with strict confidentiality and will be used for research purposes only.

Your approval with regard on this serious matter will be use for the success of our study.

Thank you and God bless!

Sincerely yours,
QUINTERO, LOVELY JANE
GORNEZ, AIZA M.
RADA, ROGELYN G.
Researchers
Noted:
DR. PERLA E. VELASCO Research Adviser

Approve by:

ELENITA M. REYNA, JD, EdD,

Associate Dean, College of Education

Appendix D

Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga del Norte
Turno, Dipolog City, Zamboanga Del Norte

OFFICE OF THE COLLEGE OF EDUCATION JRMSU DIP – CED

008

PHILOSOPHY
Jose Rizal Memorial State University CERTIFICATION FROM THE LINGUISTIC EXPERTS
adheres to the principle of dynamism
and cultural diversity in building a
just humane society. This is to certify that this undergraduate thesis entitled
VISION “The Impact of Online Learning Modality Among Beed
Students: A Survey” written by Aiza M. Gornez, Lovely Jane
A dynamic and diverse Quintero and Rogelyn G. Rada has been checked and validated
internationally recognized university. by the research committee experts.
MISSION
Jose Rizal Memorial State University
Give Given this __th day of _________ 2022 at Jose Rizal
pledges itself to deliver effective and Memorial State University, Dipolog Campus, Dipolog City,
efficient services along instruction, Philippines.
research, extension and production.
It commits to provide advanced
professionals, technical and
technopreneurial training with the
aim producing highly competent
innovative and self-renewed
individuals.
PROF. VICTORIA B. CANONEO

GOALS Validator 1

G-lobally-competitive education
institution ROCHEL A. RANES, MA. English
R-esilient to internal and external
Validator 2
risks and hazards
I-nnovative process and solution in
research translated to extension JOGRACE E. REGENCIA, MA Ed
engagement.
Validator 3
P-artnerships and collaboration with
private enterprise, other HEIs
government agencies and alumni;
S-ound Fiscal Management and
Participatory Management

CURRICULUM VITAE
PERSONAL PROFILE
Name : Rogelyn G. Rada
Date of Birth : May 12, 1999
Age : 23 years old
Address : Upper Dicayas, Dipolog City
Civil Status : Single
Sex : Female
Religion : Catholic
Citizenship : Filipino
Weight : 45
Height : 5'3
FAMILY BACKGROUND
Father’s Name : N/A
Occupation : N/A
Mother’s Name : Roselyn G. Rada
Occupation : Housewife
EDUCATIONAL BACKGROUND YEAR GRADUATED
Elementary : Larayan Elementary School 2012- 2013
Junior High School: Sicayab National High School 2016-2017
Senior High School: Dipolog City Institute of Technology 2018-2019
Tertiary : Jose Rizal Memorial State University
Course : Bachelor of Elementary Education

CURRICULUM VITAE

PERSONAL PROFILE
Name : Aiza M. Gornez
Date of Birth : August 29,2001
Age : 20 years old
Address : Turno, Dipolog City, Zamboanga Del Norte
Civil Status : Single
Sex : Female
Religion : Catholic
Citizenship : Filipino
Weight : 50
Height : 5’3
FAMILY BACKGROUND
Father’s Name : Patricio V. Gornez
Occupation : Security Guard
Mother’s Name : Elenita M. Gornez
Occupation : Housewife
EDUCATIONAL BACKGROUND YEAR
GRADUATED
Elementary : Villahermoso Elementary School 2013-2014
Junior High School: Zamboanga Del Norte National High School 2017-2018
Senior High School : Jose Rizal Memorial State University 2018-2019
Tertiary : Jose Rizal Memorial State University
Course : Bachelor of Elementary Education

CURRICULUM VITAE
PERSONAL PROFILE
Name : Lovely Jane Quintero
Date of birth : June 16, 2002
Age : 19 years old
Address : Tanayan, Roxas, Zamboanga Del Norte
Civil Status : Single
Sex : Female
Religion : Roman Catholic
Citizenship : Filipino
Weight : 41
Height : 5’1
FAMILY BACKGROUND
Father's Name : N/A
Occupation : N/A
Mother's Name : Grace Q. Zamora
Occupation : Housewife
EDUCATIONAL BACKGROUND YEAR
GRADUATED
Elementary : Tanayan Elementary School 2012- 2013
Junior High School : Langatian National High School 2016-2017
Senior High School : Langatian National High School 2018- 2019
Tertiary : Jose Rizal Memorial State University
Course : Bachelor of Elementary Education