“An Evaluation of the Efficacy of Online Learning: Perspectives

from Bachelor of Physical Education Students”

INTRODUCTION

In recent years, the landscape of higher education has undergone significant

transformation, propelled by advancements in digital technology and evolving pedagogical
approaches. This transformation is particularly evident in Bachelor of Physical Education
(B.P.Ed) programs, where the integration of synchronous (real-time) and asynchronous (self-
paced) classes has emerged as a transformative pedagogical strategy. This chapter explores the
perceptions and implications of blending these modalities within B.P.Ed programs, examining
how stakeholders perceive and engage with this innovative educational framework.

The emergence of the COVID-19 pandemic brought unprecedented disruptions in the

lives of people all over the world. It came unexpectedly where no one was ready enough to brace
its impact to society.

With an increasing number of cases spreading to various territories and confirmed

human-to-human transmission, the World Health Organization declared the outbreak as a Public
Health Emergency of International Concern (PHEIC) last January 30, 2020.

The Philippines in particular, faced a critical situation due to the rise of said health crisis.
For higher education institutions, avoiding and limiting the risks of infection of the academic
community has become a primordial concern. Hence, with the implementation of community
quarantine, conduct of classes needed to be immediately suspended. The herculean challenge
then was how to continue teaching and learning beyond the usual face-to-face instruction.

Thus, it has become an urgent need to explore other innovative learning modalities that
will facilitate migration from traditional to flexible teaching and learning options. As learners are
differently situated in terms of time, pace, and place, these options allow customization of
delivery modes responsive to students' need for access to quality education. This shall also give
students the option to choose the delivery mode most convenient to them as early as the time of
their enrollment.
 The paradigm shifts therefore in the teaching and learning process in Philippine higher
education necessitates collaboration among stakeholders and strengthening the culture of sharing
knowledge, resources, and best practices. Everyone is called to be part of this transition and
transformation towards the new normal. To achieve this, "humanity needs leadership and
solidarity to defeat the coronavirus

Flexible Learning is a pedagogical approach allowing flexibility of time, place, and

audience including, but not solely focused on the use of technology. Although it commonly uses
the delivery methods of distance education and facilities of education technology, this may vary
depending on the levels of technology, availability of devices, internet connectivity, level of
digital literacy, and approaches. The design and delivery of programs, courses, and learning
interventions address learners' unique needs in terms of place, pace, process, and products of
learning. It involves the use of digital and non-digital technology and covers both face-to-face or
in-person learning, out-of-classroom learning modes of delivery, or a combination of modes of
delivery. It ensures the continuity of inclusive and accessible education when the use of
traditional modes of teaching is not feasible, as in the occurrence of national emergencies.
(CHED Memorandum Order No. 04 Series of 2020)

The primary priority for educators was to guarantee that students' work fulfills
academic needs (Quinco-Cadosales, 2013). Physical educators are concerned about
students' interest in regular physical activity. Teachers most frequently observed students'
lack of learning motivation and interest, as well as local interpersonal connections, which
is consistent with existing studies (Lau et al., 2020). When Physical Education (PE)
sessions were transferred to online teaching mode during the Pandemic, a prior study

The Interest of Bachelor of Physical Education Students in Online Learning

highlighted physical contact, group activities, and sporty apparel as the significant missing
aspects (Varea & González, 2020). It is challenging for students to participate in PE classes
without such qualities.
Various learning sectors in the Philippines have suggested numerous innovative
initiatives. In terms of the effectiveness of online PE instruction, most teachers stated that
it was ineffective in fostering motor skill acquisition or increasing physical activity levels.
In reality, findings show that most teachers find it challenging to keep students' learning
motivation and interest. Previously, during the class suspension, examining parents'
perspectives on students' online learning found similar results, with children's lack of focus
and interest being the most commonly mentioned challenges by parents during home
learning (Lau & Lee, 2020

PE provides opportunities for students to engage in a variety of learning

experiences through active play, sports, and other physical activities that are planned
systematically, focused, and arranged in the learning process, with personal interests
playing a significant role. The better the learning activities, the bigger the students'
interests (Shen et al., 2007). Students' strong motivation to follow the topic in the next
lesson will be motivated by their strong interest in PE learning (Webster et al., 2011).
Although considerable research demonstrates that online learning can be as successful as
traditional education that required participation, few studies examined learner contentment
with virtual learning, especially in the transition from conventional to online learning.
According to the findings, students' reactions to online education depend on their expertise
with online tools, their capacity to effectively access online classes, and the teachers' style
of conducting learning activities (Butnaro et al., 2021).

Bachelor of Physical Education programs are designed to equip students with

comprehensive knowledge and practical skills in sports science, fitness training, and physical
education pedagogy. Traditionally, these programs have relied heavily on face-to-face
interactions, practical demonstrations, and field-based learning experiences to cultivate hands-on
expertise and theoretical understanding. However, the digital age has ushered in new
opportunities to enhance educational delivery through blended learning models that combine
synchronous and asynchronous components.

STATEMENT OF THE PROBLEM

This study aims to know the perception of the BPEd students in conducting mix
synchronous and asynchronous classes. This study also aims to know the advantages and
disadvantages of synchronous and asynchronous classes to BPEd students. Specifically, the
study seeks to answer the following questions:
 1. What is the student’s year and section?
2. What extent students engage and interact to class?
3. What are the effects of mix S&A classes to the learning of the students?
4. What are the preferences of students in terms of learning?

RESEARCH METHODS

The data analyzed by using qualitative descriptive method, namely by giving

questionnaires and interviewing about online learning modes during the pandemic. The data
would be tabulated and arranged in the form of a table which is then calculated the percentage. In
calculating this percentage the researchers used SPSS (Statistical product and service solution)
version 21.0 for Windows.

Purpose of the Study

The purpose of this study is to investigate and analyze the perceptions surrounding the
incorporation of synchronous and asynchronous classes in Bachelor of Physical Education
(B.P.Ed) programs. This research aims to provide insights into how stakeholders, including
students, educators, and administrators, perceive and interact with blended learning approaches
within the context of B.P.Ed programs. The study focuses on several key objectives:

1. Understanding Student Engagement and Satisfaction: To explore how students

perceive the blend of synchronous and asynchronous classes in terms of engagement,
satisfaction, and overall learning experience. This includes investigating whether the
flexibility offered by asynchronous learning enhances student motivation and
participation in B.P.Ed courses.
2. Examining Pedagogical Effectiveness: To assess the effectiveness of blended learning
in delivering both theoretical knowledge and practical skills required in physical
education. This involves examining how synchronous sessions facilitate interactive
learning experiences such as live demonstrations, discussions, and real-time feedback,
compared to the self-paced nature of asynchronous modules.
 3. Identifying Challenges and Opportunities: To identify the challenges and opportunities
associated with implementing blended learning models in B.P.Ed programs. This
includes exploring technological barriers, logistical issues, and pedagogical adjustments
required to optimize the integration of synchronous and asynchronous classes.
4. Evaluating Institutional Support and Strategies: To evaluate the role of institutional
support systems, technological infrastructure, and faculty development initiatives in
supporting blended learning initiatives within B.P.Ed programs. This involves examining
how institutions facilitate the adoption of digital tools and educational technologies to
enhance teaching effectiveness and student learning outcomes.
5. Providing Recommendations for Best Practices: Based on the findings, to provide
practical recommendations for improving the design, implementation, and management
of blended learning environments in B.P.Ed programs. This includes suggesting
strategies to enhance student engagement, optimize learning experiences, and address
institutional challenges associated with blended learning.

Overall, this study aims to contribute to the growing body of knowledge on educational
innovation in physical education by exploring stakeholder perceptions and experiences with
blended learning. By addressing these objectives, the research seeks to inform educational
practice, policy development, and future research directions aimed at enhancing the quality and
effectiveness of B.P.Ed programs in a digital age.

Nature of the study

This study adopts a qualitative research approach to explore the perceptions of stakeholders
regarding the incorporation of synchronous and asynchronous classes in Bachelor of Physical
Education (B.P.Ed) programs. Qualitative research is chosen to provide in-depth insights into the
subjective experiences, beliefs, and perspectives of students, educators, and administrators
involved in blended learning environments within B.P.Ed programs. The nature of this study
encompasses several key aspects:

1. Exploratory and Descriptive: The study aims to explore and describe how stakeholders
perceive and engage with blended learning approaches in B.P.Ed programs. This involves
 investigating their experiences, attitudes, and reactions towards synchronous and
asynchronous classes, as well as their perceptions of the benefits and challenges
associated with these modalities.
2. Contextual Understanding: It seeks to contextualize the implementation of blended
learning within the unique framework of physical education, considering the practical and
theoretical components integral to B.P.Ed curriculum. This includes examining how
blended learning enhances or detracts from the acquisition of practical skills, pedagogical
knowledge, and overall learning outcomes in physical education.
3. Qualitative Data Collection: The study employs qualitative methods such as interviews,
focus groups, and open-ended surveys to gather rich, detailed data from stakeholders.
These methods allow for nuanced exploration of participants' experiences, allowing
researchers to capture diverse viewpoints and insights that quantitative approaches may
overlook.
4. Inductive Analysis: Data analysis involves inductive reasoning, where themes and
patterns emerge from the data itself. This process allows for a deeper understanding of
the complexities surrounding stakeholders' perceptions of blended learning in B.P.Ed
programs, facilitating the generation of new insights and hypotheses.
5. Contextualized Findings: The findings of the study are presented in a narrative format,
providing context-rich descriptions of stakeholders' perceptions and experiences with
blended learning. This approach not only informs educational practice but also
contributes to theoretical advancements in understanding how blended learning can be
effectively integrated into physical education curricula.
6. Practical Recommendations: Based on the findings, the study aims to offer practical
recommendations for educators, administrators, and policymakers to optimize the design,
implementation, and management of blended learning environments in B.P.Ed programs.
These recommendations are grounded in the lived experiences and perspectives of
stakeholders, enhancing their relevance and applicability in educational settings.

Scope and Delimitation of the Study

The general intent of this study is to know the selected BPED students' perception in terms of
synchronous and asynchronous classes at Isabela State University-Main Campus.The researchers
will be conducting a qualitative study and the interview questions will be made by the
researchers as well to be validated by experts and the whole process of the interview will be done
online for precautionary measures. The students will be interviewed with the consent of their
parents and class adviser.

Review Related Literature

One of the perks of rapid advancement in technology is that it has made distance
education

possible and easy [14]. Learning by using various devices such as laptops and mobile phones

with internet access is known as web-based learning, blended learning, online learning,
elearning, computer-mediated learning, and open learning, etc. [15]. Through online learning

(both synchronous and asynchronous), the process of teaching and learning has become more

innovative, more flexible, and more student-centered [16]. Due to the spread of COVID-19,

there is a dire need for online platforms where (1) a video meeting with a minimum of 40-50

students is feasible, (2) discussions and exchange of views can be done with students to keep

the classes alive, (3) easy access of good internet connection, (4) apart from laptops, lectures

can be easily accessed on mobile phones also, (5) opportunities to view recorded lectures, and

(6) students can give instantaneous feedback and assignments [17]. Online teaching has now
become a necessity as a major part of the globe is under lockdown. Although both

synchronous and asynchronous learning has made online education easy but still there is a

dire need to improve the quality of online learning [18]. Here we will discuss the similarities

and differences between synchronous and asynchronous learning as well as the strengths,

weaknesses, and challenges faced in both learning modes.

Synchronous learning is becoming an essential part of the communication between

students and between students and their teachers. With the advent of technology,

asynchronous learning is not the only way to connect students to an online class. Investigators

have continued to explore the application of synchronous technology to find out if these types

of communication are more advantageous than asynchronous communication in online

education [19-21].

Generally, synchronous learning is supported by media like chat, video meetings, and

various famous platforms such as Google meet and Zoom meeting, both of which are highly

preferred by students [22]. In a recent survey study conducted on students during the

lockdown, it was revealed that the majority of the instructors (58.65%) preferred zoom for

video classes. [23]. Methods such as presentations, discussion, lectures, and questionsanswers
can be employed in this online learning approach. This approach has the capacity to

support online education in the evolution of the education community [22].

It has been observed in various studies that students like to adopt this approach of online

learning because synchronous online learning is more social than asynchronous online

learning. Students do not need to get frustrated waiting for an answer because they can raise,

and answer queries related to their education or educational problems in real-time. Due to

this, students get involved in the process of learning properly and own their education as well

as feel less isolated from their fellows. In online learning, feelings of isolation can be

controlled through communication in real-time because students are able to see their fellows

through video classes [24-28]. Students feel more motivated and stimulated as this online

learning approach resembles a lot to person-to-person communication. Thus, they know

themselves as a part of the education community rather than independent students who
communicate with computers [29].

The synchronous online learning makes it feasible to observe students' responses to a

particular message, making them feel more motivated and committed to acquiring education.

But in various studies, students revealed that less complex issues should be discussed while

video conferencing in synchronous learning because it leads towards “more like talking”

rather than productive discussion [26]. In synchronous learning, students get to experience

both passive and active learning approaches, but it depends on the teachers and which

teaching method they will prefer [30].

Regardless of which technology is employed, one particular problem with synchronous

learning is that students are likely to face scheduling issues with the times of live meetings.

These problems can develop feelings of frustration among students with the online classes that
can lead to non-serious behavior and less satisfaction towards online learning [25,26,31].

Moreover, according to a recent study, a strong internet connection and continuous supply of

electricity are required for synchronous learning [23]. Asynchronous online learning

It is obvious that in an online learning environment synchronous learning is playing a vital

role, but the importance of asynchronous learning cannot be denied [26, 27]. Different forums

are used to facilitate online asynchronous learning.

Review Related Studies

This study aimed to find out students' perceptions of synchronous and asynchronous
learning modes. This research was conducted at the Faculty of Teacher Training and Education
at Universitas Muhammadiyah Sumatra Utara. This study used a qualitative descriptive method
and used random sampling. The subjects of this study were 50 students filling out the
questionnaire and 8 students being interviewed. From the results of the study, it can be seen that
as many as 72% of students are satisfied with the synchronous learning mode, and as many as
66% of students are satisfied with the asynchronous learning mode. It can be seen that more
students like synchronous learning mode than asynchronous learning mode by online learning
using whatssapp, google classroom, and zoom application.

Technology was also advancing and developing rapidly (Tatnall & Fluck,
2022).The development of technology is a solution for the world of education in the midst of the
uproar about the spread of the covid19 virus. The covid19 virus was first discovered in Wuhan.
Throughout the world the corona virus is spreading rapidly, this virus spread to other countries
in 2019 and in March 2020 Indonesia began to announce the spread of the covid19 virus (Mar’ah
et al., 2020) The rapid spread of the virus and the ever-increasing death toll have forced the
government to change the learning system in schools. Finally, the government issued a new
policy namely learning that is usually done face-to-face is turned into online learning (Mar’ah
et al., 2020). Students use cellphones a lot during the Covid-19 pandemic, they use mobile
devices as a medium in communicating in the teaching and learning process, The indirect way of
learning in the classroom is called mobile learning (Siregar & Manurung, 2018) This change
certainly raises a new problem, namely the difficulty of teachers and students in conducting
online learning.

This research was conducted one of university in Indonesia, was at the University
of Muhammadiyah Sumatera Utara, especially for students from faculty of teacher training
and education. I have researched it because in this faculty of students has been trained to
become teacher. Therefore, our research related to synchronous and asynchronous learning
modes. UMSU has conducted online learning during the pandemic (Sagala & Syahputra, 2022)
and this semester will be learn using by bleanded learning. Of course with the changing learning
process, there were some obstacles in the synchronous and asynchronous learning process. One
of the obstacles they face is that they have little opportunity to discuss and communicate in
class (Lin & Gao, 2020) One of the difficulties experienced by students in working on campus
projects is the lack of socialization caused by distance learning (Adnan & Anwar, 2020)
Meanwhile, other problems are mostly due to a lack of understanding about the use of online
learning media and poor internet connections (Simamora, 2020). These problems resulted
in decreased interest and motivation to learn in students.
Colleges and universities in the United States swiftly shifted campus-based classes to virtual
spaces as a response to extended campus closures necessitated by the COVID-19 pandemic.
Synchronous online courses were mandated as a replacement for traditional face-to-face classes
in many higher education institutions. We understand that the benefits and drawbacks of
synchronous courses need to be reviewed in this environment that has been heavily impacted by
the pandemic. Thus, two survey studies were conducted in the fall 2020 and spring 2021
semesters. The findings in Study 1 reveal that students felt more isolated in their studying in the
early phase of the pandemic, which increased their preference for the synchronous modality. The
results of Study 2 suggest that the perceived isolation effect no longer held. The results from
both studies confirm that students prefer an equal split between synchronous and asynchronous
components for conceptual courses but prefer additional synchronous components for
quantitative courses. A series of regression analyses was conducted to account for such
preferences. The results urge educators and administrators to develop a hybrid approach that
leverages the benefits of synchronous and asynchronous courses and optimizes online learning
and teaching experiences.

The health care pandemic in 2020 has produced unprecedented changes in teaching and
learning in higher education institutions. To stymie the spread of COVID-19, social distancing
and quarantines were enforced by governments around the world through mandatory lockdowns
and stay-at-home policies (e.g., Hamzelou, 2020). School closures were implemented, affecting
1.45 billion enrolled learners in March 2020. In the United States alone, more than 19 million
tertiary students were unable to return to campus for more than 1 year (UNESCO, 2020).
American universities and colleges promptly responded by shifting campus-based classes to
virtual spaces and pivoted to online teaching and learning. In the blink of an eye, the COVID-19
pandemic has initiated digital transformation in higher education institutions that would typically
take years to happen (Adedoyin & Soykan, 2020). Online courses became available across
campuses and many professors started teaching online for the first time, while the country
witnessed multiple waves of surging COVID-19 cases (Kamenetz, 2020).

Before the pandemic, online teaching and learning had gradually gained its foothold in
the U.S. higher education. For instance, in fall 2016, more than 6 million students, nearly 32% of
all enrolled college students in the United States, registered for at least one online course
(Seaman et al., 2018) and asynchronous online courses were the main delivery mode (Castro &
Tumibay, 2021; LaTour & Noel, 2021). Asynchronous courses allow students to access contents,
instructors, and other learners at any time and place they want, and these courses can be
customized to fit the learning paces of students (LaTour & Noel, 2021; Peterson, 2021).
Nevertheless, online education back then was generally viewed as a good-to-have yet
nonessential alternative to campus-based instructional activities (Adedoyin & Soykan, 2020;
Ribeiro, 2020). It is also confronted with continued skepticism from faculty members who
perceived the change of instructional model as inherently risky and expressed doubts about the
absence of a face-to-face relationship among learners and between learners and instructors.
Many faculty members resisted investing time and effort for the transition (Rajamma &
Sciandra, 2020).

In response to the large-scale campus closures engendered by the COVID-19 pandemic,

various U.S. business schools and colleges, including those at elite universities, mandated
synchronous online courses as substitutes for courses that were originally held on campus. The
synchronous modality seemed to be appropriate for business courses that were primarily taught
in a lecture or a seminar (vs. laboratory) format and mimicked business meetings as live events.
Synchronous courses provide face-to-face interactions that are lacking in asynchronous courses
(Kamenetz, 2020), which may alleviate students’ feelings of isolation and loneliness experienced
during the pandemic (Rippé et al., 2021). In addition, they bear significant resemblance to in-
person courses and simplify the adaptation to an all-virtual learning environment. Moreover, the
learning curve of preparing a synchronous (vs. asynchronous) course is less steep for professors
who previously had not taught online. Despite the practical benefits, the rapid and complete
digital transition process through synchronous courses became questionable, as adequate
planning, design, and development were absent from the process.

Due to the COVID-19 pandemic, almost every country globally switched to online
environments for teaching and learning activities (Pandey et al., 2022; Sambo, Bello, & Sule,
2021). As a result of the transition, LMS as a teaching and learning platform has been fully
utilised. According to Zhang, Ghandour, and Shestak (2020), LMSs such as Moodle, Edmodo,
Schoology, OpenLearning and Google Classroom are the most common platforms used
worldwide as a source of lecture information, educational materials, assignments and teaching
and learning activities, as well as to provide feedback on specific courses. For example, in
Malaysia, the Ministry of Higher Education has established rules requiring all school teachers to
utilise Google Classroom as a platform for teaching and learning activities for students staying at
home (Tamin & Mohamad, 2020).In addition, higher education institutions employ Moodle as a
learning management system (LMS). One of them is e-Learn@USM, a Moodle platform that has
been in use since 2009 at one of Malaysia's higher learning institutions (Kee, Omar, &
Mohamed, 2012). Thus, not only Malaysia, but China (Qin, Orchakova, Liu, Smirnova, &
Tokareva, 2022), India (Roy & Brown, 2022) and UAE (Kabata, 2022) countries also use LMS
as one of the top online learning platforms to manage their learning courses. Thus, the usage of
and access to e-learning platforms is growing. It has become mandatory in higher education
institution courses that do not employ laboratory practice, to conduct teaching and learning
activities in a blended way (Nik-Ahmad-Zuky et al., 2020).According to Bradley (2021), LMS
platforms provide better access to teaching and learning materials for teachers and students and
allow teachers to organise teaching management and formative assessment, resulting in more
diverse and efficient tools for student engagement and interaction. Besides well-organised online
classrooms, students can utilise the LMS platform to register for classes, connect with peers and
lecturers, provide feedback, submit assignments and check grades or instructor remarks, which
help them improve their KSAs (Mufliharsi, Mayuni, Nuruddin, & Lustyantie, 2022). Student
engagement in the classroom is essential for student relationships and happiness, and teachers
play an important role in developing student engagement (Yılmaz, 2022). Active learning is
promoted by student engagement. According to Reeve (2013), student engagement emphasizes
learning activity and encourages active learning. It consists of four aspects of highly inter-
correlated multidimensional constructs: behavioural engagement, emotional engagement,
cognitive engagement and agentic engagement (Rozinah & Osman, 2014). Learning through
LMS in live presentations by lecturers and uploaded pre-recorded video lectures in synchronous
and asynchronous learning influence student-lecturer interactions. There are three types of
interaction in distance education: learner–content, learner–instructor and learner-learner (Kuo,
Walker, Schroder, & Belland, 2014), in which students gain knowledge through video lectures as
the main method of content delivery and discuss with lecturers and peers on the LMS platform
(Ferree et al., 2022). Furthermore, learning material can be accessed at any time and from any
location. This online tool has the potential to help students learn in groups or independently with
their devices, and includes interactive learning tools for interaction (Ibrahim, Sunardi, & Isnaini,
2022). Autonomous learning skills are essential for students today because they can provide
several benefits, such as providing equal opportunities for students of various levels, encouraging
confidence and responsibility and focusing on students' knowledge, skills and attitude (KSAs)
(Adler & Milne, 2010). Students will be able to test their potential and seek to enhance their
knowledge of the importance of learning if they have both group and independent learning skills.
Apart from that, students may decide their learning objectives and track their progress. This is in
line with the opinion that students with the right KSAs and learning ability would be able to
determine their own learning needs, develop learning targets, choose appropriate learning
methods and monitor and analyse their personal progress (Hadi, Haryanto, Asriadi, Marlina, &
Rahim, 2022). Thus, educators must come up with an instructional design for LMS teaching and
learning sessions before utilising the LMS platforms. Throughout the learning process, students'
requirements must be considered while using the LMS platforms for engagements, interactions
and the development of KSAs. Therefore, this study combines synchronous and asynchronous
learning for both lecturers and students to be able to use LMS platforms effectively to improve
the teaching and learning process, as well as to acquire better pedagogy, technology and
assessment tools (Alvi, Bilal, & Alvi, 2021) in order to meet learning objectives. Pedagogical
and technological development (in software used at home or in personal computers) is essential
in the use of Information and Communication Technology (ICT), to enable LMSs to be fully
utilised and be more usable. Hence, designing courses in LMSs with a successful combination of
synchronous and asynchronous learning is one way of doing this. In addition, the instructional
designs must be based on the students' online learning profiles to ensure that they are satisfied in
terms of engagement, interaction and KSAs when utilising the LMSs.

HYPOTHESIS OF THE STUDY

BPEd students perceive mixed synchronous and asynchronous classes as more effective in
enhancing their understanding and retention of course material compared to exclusively
synchronous or asynchronous classes.
CONCEPTUAL FRAMEWORK
The framework of the study represents the general outline of the research. It is expressed by
using the input-process-output framework.
INPUT PROCESS OUTPUT

Students’ perception to Analysis of data through: 1. Transcribed

synchronous and  Interview questions responses from
asynchronous learning and  One-on one students’
challenges encountered by interview perception on
students  Non-purposive synchronous and
sampling method asynchronous
Instrumentation by: learning.
 Consent letters 2. Analyzed
 Gathering of responses of
respondents students’
perception on
synchronous
learning.

METHODOLOGY

This chapter presents the method and procedures used by the researchers in securing

necessary data needed in this study. The discussion focused on the following subtopics: (1)

Research Design used; (2) Respondents and Sampling Procedure; (3) Data Gathering Instrument;

(4) Data Gathering Procedure; and (5) Data Analysis.

Research Design

In this study the Qualitative and Quantitative method was utilized. Qualitative research

design is defined as a type of research methodology that focuses on exploring and understanding

complex phenomena and the meanings attributed to them by individuals or groups.

 Typically involves gathering data through methods such as interviews, observations,

focus groups, and analysis of documents or artifacts. These methods allow researchers to collect

detailed, descriptive information about participants' perspectives, experiences, and contexts.

The researchers used this research design to analyze the perception of BPEd students to
synchronous and asynchronous and the profile variable.

Respondents of the Study

There are 217 students of 1st year to 4th year students of Bachelor of Physical Education

(BPEd) who are currently enrolled in the S.Y 2023-2024 and all of them were the respondents of

the study.

The researchers gathered data from the 1st year to 4th year students of Bachelor of

Physical Education (BPEd) – (N=217) who were currently enrolled in S.Y 2023-2024.

The first to fourth year students of the said program were composed of four major

subjects. This are the Music, Arts, Physical Education and Health.

Population Sample Size Percentage

BPEd Program – 1st to 4th Year
(N) (n) (%)
1st year 74 74 25
2nd year 46 46 25
3rd year 36 36 25
4th year 61 61 25
TOTAL N=217 n=217 100%

Table 1: Frequency and Percentage Distribution of the Respondents

 Table 1 showed the target average number of the first to fourth year students who have

been enrolled at Isabela State University – Main Campus. It is composed of an average of

enrolled students of two hundred seventeen, the researchers decided to have all students to be the

respondents. The researchers used the Research Advisor as a sample selection of the respondents

to be included in the study.

Research Instrument

The most common tool in gathering the data was survey questionnaire, unstructured

interview, and students’ data from the Bachelor of Physical Education. The survey questionnaire

was divided into two parts; part 1 presented the profile of the respondents, and part 2 the

question pertaining to the perceived effects of e-games to the respondents in terms of their

emotions, cognitive, social, physical, and behavior aspects.

The survey questionnaire was formulated by the researchers together with their
research adviser designed to determine and analyze the perception of BPEd students to
synchronous and asynchronous and the profile variable.

Questionnaire. The structured questionnaire was formulated and prepaid by the researchers

through the help and guidance of the research adviser who are expert in the field of research, and

also it was checked and modified before the final printing. Cronbach’s Alpha was utilized for the

reliability test for the questionnaire. The result revealed that Cronbach's alpha is 0.935, which

indicates an acceptable level of reliability with this research instrument.

Students’ data. It contained the number of students enrolled under Bachelor of Physical

Education Program at Isabela State University – Main Campus during the second semester of

School Year 2023-2024.

Data Gathering Procedure

The preliminary step in data gathering procedure was to ask permission from the school

heads and the dean of the college of education. Hence, ask permission to the respondents through

the use of channels like letters or permission to conduct the study and administer the

questionnaire to the target respondents.

Once the permission and request were accepted by the heads, the next step was the
distribution of the instrument (Questionnaire) to the target respondents. To prove the data
gathered from the instrument, Focus Group Discussion and interviews were conducted.

Lastly, the necessary data gathered from the respondents, was interpreted and discussed.

Analysis of Data

The data were analyzed and interpreted through the following statistical tools: In the
respondents’ profile, it was treated using the frequency counts and percentage.

Weighted mean was utilized to determine the respondents level of awareness to the
synchronous and asynchronous class and their academic performances. Hence, the Scoring Scale
was used in the study.

Simple Frequency Count and Percentage Distribution. It is used to treat the profile of
the respondents as their number of hours in engaging to mix mode of class, mode they used and
their General Average. The number of responses of the respondents in the personal data was
treated. The number of responses in each item was divided by the total population, multiplied by
100

Mean was used in treating the data on the perceive perception on mix mode to the
respondents in terms of their cognitive, emotions, physical, social, and behavior.

Pearson R was used for the purpose of determining the significant relationships between
the perceive effects synchronous and asynchronous class to the profile variable of the
respondents.

Scoring. The researchers utilized the five points scale to score questionnaire.

The scoring was indicated to address the different e-games engaged in the academic
status of students.

The mean score of items were interpreted as follows:

SCALE SCORING QUALITATIVE DESCRIPTION

5 1.00-1.50 Strongly Agree

4 1.51-2.50 Agree
3 2.51-3.50 Neutral
2 3.51-4.50 Disagree
1 4.51-5.00 Strongly Disagree