STUDENTS’ PERCEPTION ON MOBILE LEARNING DURING

COVID – 19: COLLEGE STUDENTS PERSPECTIVE

A Research Paper
Presented to the Faculty of University of Cebu
Maritime Education and Training Center
Cebu City, Philippines

In Partial Fulfillment of the Requirements

for the Subject Research 101

By:

E/C Apuda, Baron Kent P.

E/C Geverola, Lourd Mathieu
E/C Gil, Ferdinand Arr M.
E/C Illustrisimo, Reymart C.
E/C Palanca, John Albert A.
E/C Quirol, John Khien S.

January 2021

APPROVAL SHEET
 ii

This research proposal entitled: “STUDENTS’ PERCEPTION ON

MOBILE LEARNING DURING COVID-19: COLLEGE STUDENTS

PERSPECTIVE” prepared by the engine cadets Apuda, Baron Kent P.,

Geverola, Lourd Mathieu, Gil, Ferdinand Arr M., Ilustrisimo, Reymart C.,

Palanca, John Albert A., Quirol, John Khien S., College of Marine

Engineering Department – University of Cebu – METC has been examined

and is recommended for acceptance and approval.

PANEL OF EXAMINERS

Approved by the Committee on Oral Examination with a rating of ____.

Chairman

______________ ______________
Member Member

Adviser

Program Research Coordinator Program Research Coordinator

Marine Engineering General Education
UC- METC UC- METC

Campus Director/Marine Superintendent

Date:
ACKNOWLEDGEMENT
 iii

This study, “Students’ Perception on Mobile Learning During

COVID-19: College Students Perspective”, would not be completed if not

for the following contributors and advisers:

We would like to give our gratitude to the research panelists, for their

time, effort, and advises extended to the researchers in making this study

feasible.

The researchers would as well thank to the research adviser and

instructor of their patience, support, guidance in educating and constant

advises throughout the study to make this research possible.

We would also extend our gratitude to all the researchers’ parents who

provide financial assistance and for their unceasing moral support which

helped the researchers achieve this study.

Lastly, our entire gratitude to all the respondents for sharing their time

and endeavor in providing the necessary information needed in this study

and to each friends and classmates of the researchers for their support and

care while making this study.

TABLE OF CONTENTS
 iv

CONTENT PAGES

Title Page i

Approval Sheet ii

Acknowledgment

iii

Table of Contents

iv

List of Figures

vi

Chapter

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study 1

Theoretical Background 4

THE PROBLEM

Statement of the Problem

17

Statement of the Hypothesis 18

 v

Significance of the Study

19

THE RESEARCH METHODOLOGY

Research Design

20

Flow of the Study

21

Research Environment

22

Research Instruments

23

Research Procedure

24

Gathering of Data 24

Treatment of Data 25

DEFINITION OF TERMS 28

REFERENCES

Book Sources

31

Journal Sources 31
 vi

Internet Sources 33

APPENDICES

A1 – Transmittal Letter to the Dean

35

A2 – Transmittal Letter to the Respondents

36

B – Research Instrument

37

C – Location Map

40

CURRICULUM VITAE

41

LIST OF FIGURES

Figures Page

1 Model: Mobile Learning 16

 vii

2 Flow of the Study 21

3 Mean Interpretation Table 26

4 Chi-Square Formula 26
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Mobile learning has been introduced for quite some time now in this

generation of advanced technology. However, there is no research conducted

to measure the readiness of mobile learning within its context. The

researchers readily aspire to fill this academic gap in knowledge.

The emergence of the pandemic had cultivated alterations on the

accustomed lives of the people. Most are much affected and disturbed of the

development of virus since it has brought an immense modification towards

the usual routine and regular activities of the masses. From performing the

usual basis of events interactively to connect and do things however, with

limited interaction along the accompaniment which is the new normal

convention.

Nowadays, new guidelines were being implemented in all the aspects

of human lives and changes its regular groove, works, business trips, etc.,

and particularly the classes that are held in schools; it is seriously observable

how COVID-19 pandemic clearly transform everyone.

 School administrations had a huge portrayal throughout this pandemic

seeing that they push through the classes of school year 2020-2021 due to

the reason that this academic year will not put into waste. The fact that

institutions are seeking numerous alternatives in order to brought new life

and perception towards the passionate students with soaring dreams.

Furthermore, virtual learning was one of the approaches established

by school institute in preparation for this academic classes. Nonetheless,

there are other students that are barely coping up and attaining to this new

normal protocol since the availability of materials for the online classes is

bounded. Not everyone has the privilege to have laptops and desktop

computers to store such large number of files provided by the online class

application.

In line with this, the researchers attempt to seek the insights and

perceptions of the college students of University of Cebu-Maritime

Education and Training Center regarding their viewpoint of mainly utilizing

only bounded resources such as mobile phones for online classes which is

the new normal protocol of the school organization.

This study will be an enormous help specifically to the school admins

and executives to apprehend the condition of other students. In addition, as

well to the students in order to hear out their concerns and complications in

dealing to the virtual class.

Theoretical Background

This segment of the research paper presents the researchers’

framework on the proposed study which is anchored on the Online

Collaborative Learning Theory by Linda Harasim, a professor at the School

of Communication at Simon Fraser University in Vancouver, developed

online collaborative learning theory (OCL) in 2012 from a theory originally

called computer-mediated communication (CMC), or networked learning.

It is known that many have used models of instruction informed by

constructivist theories to implement mobile technology into teaching. The

researchers were indebted to the work of pre-ascended researchers, who

assessed the general state of the students when in relation to the factors that

contribute to gauging the students’ perspective of virtual learning through

mobile phones. Although previous researchers’ data was considered

incomplete, the researchers see this as a challenge to present a fully detailed

report on the mentioned title of the study.

A research example of constructivist learning theory being applied in

the real world with real results, in conjunction with mobile technology was

conducted utilizing “The Virus Game” (Collella, 2000). Learners took part

in a simulation game that demonstrated the spread of a virus. The simulation

was created for use with mobile technologies and when integrated into the

classroom demonstrated that the combination of constructivist learning

theory and the integration of mobile technologies. This is one of many ways

on how mobile learning is used effectively when integrated properly for

teaching students.

Social constructivism is one of the several pedagogical principles that

underpin the concept of mobile learning. It is an educational theory that

proposes that knowledge is constructed by individuals based on their own

prior experiences in a particular context (Honebein, Duffy, & Fishman,

1993). According to (Mifsud, 2003), whose work is similar to a prior work

by (Soloway, Norris, Blumenfeld, Fishman, & Marx, 2001), flexible access

to handheld technology such as mobile device will provide the tools to help

learners construct knowledge throughout their daily activities, thereby

making this technology an integral part of daily learning technology an

integral part of daily learning.

A simulation game which enables learning to take place in a

simulation environment was developed by (Colella, 2000). Students

participating in the game become agents in the simulation. They gathered

evidence, define the problem at hand and set and test hypotheses about the
rules of the simulation environment. They learned from experience and

develop solutions to the problems they encountered (Colella, 2000).

Situated learning focuses on activities that promote learning within an

authentic context and culture (Herrington & Herrington, 2007). A research

work conducted by (Rogers, et al., 2002) based on situated learning theory

created an authentic ambient wood environment which enabled children

using Personal Digital Assistant (PDA) and probing device to learn,

discover, reflect and experiment in the environment. Collaborative learning

is a learning situation, which involves two or more people that learn

something together (Dillenbourg, 1999).

A Mobile Computer Supported Collaborative Learning (MCSCL)

system based on collaborative learning theory to support student

collaboration was developed by (Cortez, et al., 2004). The MCSCL provided

an enabling collaborative class environment that help students to participate

in a task (Cortez, et al., 2004).

An activity involves the relationship between a subject or an actor and

the object mediated by a tool. A tool is used in the transformation process to

transform the object into an outcome (Kuutti, 1996). Furthermore, rules,

community and division of labour are included in activity theory.

Mobile technologies are perceived as mediating tools that support mobile

learning activities (Uden, 2007). An m-learning system for learners’

knowledge management was developed by (Liaw, Hatala, & Huang, 2010).

The developed system that was based on activity theory enables

learners to search, retrieve, share, manage and create their own knowledge

(Liaw, Hatala, & Huang, 2010).

Of course, online learning doesn’t indicate a complete 360 degree turn from

traditional ways of teaching. The teaching approaches in e-learning contexts

are not necessarily being transformed or changed for the better (Conole,

2004; Hedberg, 2006; Kirkwood, 2009; Natriello, 2005).

Instead, there is a persistence of traditional modes of teaching and, in

some cases, outright resistance to educational innovation.

More traditionally-inclined ways of teaching aren’t being phased out

in place of virtual learning. There is more of a merging of methods and

integration of both teaching styles. It makes for a more effective way of

teaching by both keeping up with the technological times and making use of

proven and tested traditional methods.

Kirkwood (2009) observes that “Despite huge investment in

infrastructure by governments and individual institutions, there . . . [are]

disappointing levels of uptake, of engagement, [and] limited development of

‘learning communities’” in both campus-based blended learning and DE

contexts (p. 109)

The impacts of technology on teaching practice is the shift from a

teacher-focused knowledge transmission approach to a learner-focused

knowledge generation approach (Armellini & Jones, 2008; Swan, 2010).

This shift however does not occur automatically. This being a huge

transition for teachers is a radical change for the learners or students as well.

As Burge & Polec (2008) have pointed out, “some educators, coming

from transmission modes of teaching face-to-face in conventional higher

education, realize after some online trials that they may need some new

teaching models, but others may see online as a new vehicle for transmitting

pre-digested information” (p. 246).

Furthermore, while a shift from transmission models of teaching to

constructivist learning models might be assumed from teachers’ use of

interactive features of online software, “many solo course designers have to

struggle their way into the new model” (p. 249). The foregoing are the key

issues and challenges for pedagogical practice posed by the integration of

online technologies.
Internet Connectivity

In many ways, it is difficult to discuss any aspect of contemporary

society without considering the Internet. The educational impact of the

Internet is not straightforward. At a rudimentary level, it is important to

remember that well over half the world’s population has no direct experience

of using the Internet at all. While this is likely to change with the global

expansion of mobile telephony, the issue of unequal access to the most

enabling and empowering forms of Internet use remains a major concern.

Moreover—as the continued dominance of traditional forms of

classroom instruction and paper-and-pencil examinations suggest—the

educational changes being experienced in the Internet age are complex and

often compromised.

As many governments’ close schools and shift classes and

assignments online due to the spread of the new coronavirus, they confront

the reality that some students do not have reliable access to the internet at

home – particularly those who are from lower-income households. This

factor needs to be taken into consideration especially since the Philippines’

internet providers are certainly not ideal compared to other countries.

Learning Environment

A good learning environment may be a great attribute to the success

of an online course. It is not only about creating a positive class atmosphere

for students to feel engaged and motivated. An ideal course setting should

encourage the instructor-learner connection and present a sense of support

and communication.

The learner–instructor interaction happens when an instructor delivers

content knowledge, provides appropriate scaffolding, clarifies

misunderstanding, and increases student motivation.

In online collaborative learning, strategies promoting the feeling of

connectedness and belonging have appeared to be critical for learners (Hara,

Bonk, & Angeli, 2000; Harasim, 1993; Kitchen & McDougall, 1998; So &

Kim, 2005).

As a result, social presence has appeared to be a social and

communication factor that is particularly critical to distance learners’

perception of psychological distance with their instructor and other learners

(Gunawardena & Mclsaac, 2004).

According to Harasim, there exist three phases of knowledge

construction through discourse in a group.

 Firstly, idea generating: the brainstorming phase, where divergent

thoughts are gathered which is then followed by idea organizing: the phase

where ideas are compared, analyzed and categorized through discussion and

argument. Intellectual convergence, the last phase, where intellectual

synthesis and consensus occurs, including agreeing to disagree, usually

through an assignment, essay, or other joint piece of work.

Family Income

The imbalance between rich and poor children in college completion

— the single most important predictor of success in the work force — has

grown by about 50 percent since the late 1980s.

The changes are tectonic, a result of social and economic processes

unfolding over many decades. The data from most of these studies end in

2007 and 2008, before the recession’s full impact was felt. Researchers said

that based on experiences during past recessions, the recent downturn was

likely to have aggravated the trend.

These inequities threaten to exacerbate wide and persistent disparities

in public education that shortchange students of color and those from low-

income families, resulting in potentially lasting harm to a generation of

children. One reason for the growing gap in achievement, researchers say,
could be that wealthy parents invest more time and money than ever before

in their children (in weekend sports, ballet, music lessons, math tutors, and

in overall involvement in their children’s schools), while lower-income

families, which are now more likely than ever to be headed by a single

parent, are increasingly stretched for time and resources.

This has been particularly true as more parents try to position their

children for college, which has become ever more essential for success in

today’s economy.

Despite all this, the world of education has come to accept the

importance of integration with the internet as a main learning source. One

example of the integration of mobile phones used in online learning is the

following research data from Collella.

Mobility of Technology

The mobility of technology refers to the mobile cellular devices that

link to the internet and deliver content and instruction and can enable

learning to learn at anytime and anywhere in a form that is culturally

prestigious among people in the same group (King, 2006; El-Hussein &

Cronje, 2010).
 From a technological point of view, mobile devices are becoming

more and more capable of performing all the functions necessary in learning

design. Since affordability and sophistication of mobile device technology

have increased its popularity within the educational context and,

educationalists should determine whether current theories of psychological,

educational learning and instructional design are adequate to describe the

processes and meet the challenges posed by this new mode of delivery.

Traxler (2007) writes: “[designers have] not explored the actual technologies

or pedagogies in any detail and [have] sought to define questions for

discussion rather than provide answers for what might in fact be premature

or inappropriate questions”.

Mobility of Learners

The mobility of learners is linked to the mobility of the devices and

the fact that the learner is connected to the internet, hence learning can occur

at any time and any place (Traxler, 2009).

Learning with mobile is a learner- 19 centric activity because it is both

mobile and nomadic, and not pedagogically teacher-centric as in the case of

traditional lectures and hardware installed in one particular location under

the aegis of the university’s authorities. Ting (2005) makes the following

remarks about the advantages of mobile learning: “The overall advantages

provided by the mobile learning are [that it is characterised by] more

flexible, accessible and personalised learning activities. Such advantages

[…] keep the learners engaged in the ongoing learning activities and

enhance their productivity and effectiveness”. Furthermore, Guralnich

(2008) suggests that the designer would be better served if he/she considered

the entire context in which learners will use particular m-learing programme.

However, today’s designers often tend to borrow design ideas from their e-

learning experience. Mobile learning devices also have the capacity to

enhance a learner's sense of individuality and community as well as his or

her motivation to learn through participation in collaborative learning. These

devices stimulate a learner's sense of ownership of the content as he/she

participates actively in a variety of social, collaborative and cooperative

activities - all of which are centred on the mobile learning device.

Mobility of Learning

The mobility of learning is unique as it is “received and processed

withing the context in which the learner is situated” (El-Hussein & Cronje,

2010, p. 19). Walker (2007) points out that the advantages of mobile

learning are not dependent solely upon the ability to use a portable and

wireless communication device successfully. He argues that the kind of

learning experienced by mobile owners is unique because it is received and

processed within the context in which the learner is situated. The context is

utterly individual – completely different from the rigid outlay of the

traditional classroom or lecture room, and the computer laboratory.

Mobile learning devices have also enriched the theory and practice of

e-learning. Contemporary consumers of higher education in developing

countries almost always use mobile learning devices as adjuncts to e-

learning in higher education. Sophisticated mobile devices are currently

capable of delivering a comprehensive range of e-learning materials by

means of web connections, infrared and bluetooth transmissions. For Ally

(2005) “mobile learning [is at the] intersection of mobile computing and e-

learning; [it provides] accessible resources wherever you are, strong search

capabilities, rich interaction, powerful support for effective learning and

performance-based assessment”.
Figure 1. Mobile learning Source: El-Hussein and Cronje (2010, p. 17)

THE PROBLEM
Statement of the Problem

This study aims to gather, analyze and interpret information regarding

on the perception of the students of mainly using mobile phone for learning

during COVID – 19 in University of Cebu-Maritime Education and Training

Center, as their medium to access the online classes.

Specifically, this study aims to answer the following questions:

1. What is the information of the respondents as to:

1.1 Internet Connectivity;

1.2 Learning Environment; and

1.3 Family Income?

2. What are the perceptions of students on mobile learning as to:

2.1 Mobility of Technology;

2.2 Mobility of Learner; and

2.3 Mobility of Learning?

3. Is there a significant relationship on the information of the

respondents and their perceptions on mobile learning?

4. What recommendations can be drawn based on the findings of the

study?

Statement of Hypothesis
 There is no significant relationship on the information of the

respondents and their perceptions on mobile learning.

Significance of the Study

 This will provide a brief description on the arranged significance of

who the study’s beneficiaries are:

Students. The study will serve as a reference or guide in evaluating

the exact scope the use of mobile phones has on students. This may also be

used in creating a modified way of properly utilizing mobile phones as a

medium in virtual classes.

Parents. This research delivers new ways of helping parents further

understand and moderate their student’s usage of mobile phones, according

the need in individual classes.

Teachers. This research will help teachers have a deeper

understanding to the said technology and adjusting to teaching virtually

without compromising on the educational weight they teach.

School Administrators. Through the information accessed and

analyzed, school administrators are able to foretell possible scenarios and

create solutions for possible of issues when facing mobile phone usage for

educational purposes.

Future researchers. This study will benefit future researcher as their

guide. The study can also open in development of this study.

RESEARCH METHODOLOGY
 This section exhibits the systematic procedures, processes, and

appropriate treatment used of gathering data pertaining to ‘The students’

perception on mobile learning during COVID – 19: college students’

perspective.’

Research Design

The researchers will utilize descriptive correlation method using an

adapted instrument in a 4-point Likert scale in obtaining the data and

information which is necessary for the analysis and interpretation of the

study.

Figure 1 which is found on the next page illustrated the input, process

and output of this study.

INPUT PROCESS OUTPUT

1. The information of the 1. Transmittal Recommendations
respondents as to: letter
1.1 internet connectivity, 2. Survey
 Figure 2. Flow of the Study
Research Environment
 The researchers will mainly conduct the study in University of Cebu -

Maritime Education and Training Center (UC – METC) located at Alumnos

Mambaling, Cebu City through online survey. The researchers are able to

choose this school because it is accessible and obtainable for the respondents

and it is the primary environment of the researchers.

Research Respondents

In this study, the respondents are the college students in UC-METC

who are currently enrolled of the school year 2020 – 2021. There were an

approximately 3555 totals of students enrolled in BSMAR – E, BSMT and

BSNAME courses. The researchers choose 100 respondents from each

course which will have a total of 300 respondents. From each year level for

all the courses have a total respondent ranging from first year is 33, from the

second – year level is still 33 and the third – year level would be 34, which

will have a total of 100 respondents.

They will be selected according to the requirements the researchers

have proposed such that a) They are college students in online classes and,

b) They are currently enrolled at the said school. They will be selected out of

the population of the college students of UC-METC.

 Approximately 100 respondents utilizing mobile phones were chosen

to participate in the online surveys. Sampling size was determined on the

number of students that actually signed up for online classes using mobile

phones since not all in the population had proceeded in continuing their

education virtually.

The chosen sampling method was purposive sampling method. With

the use of this method, the respondents were purposely selected according to

the researchers’ preference in which these respondents have met the specific

criteria mentioned by the researchers.

Research Instrument

This study employs an adapted research instrument for proper

utilization of the appointed students’ perception on mobile learning. The

adapted research tool used is from the Bangladesh University. This is a

layout and content checklist to evaluate data from the student respondents’

in how the students perceive mobile learning during COVID – 19.

This research instrument is consisted of two parts wherein the first

question is answered according to the respondent’s information and the

second question is consisted of eighteen statements with the utilization of a

4-point Likert scale having a range scale of (4) Agree, (3) Neutral, (2)
Disagree, and (1) Strongly Disagree. The first part is for the evaluation of

the respondents’ information with regards to the internet connectivity,

learning environment and their family income. Wherein, the second part is

the perception of mobile learning from the respondents consisting statements

based on the mobility of technology (nos. 1 – 6), mobility of learning (nos. 7

– 12), and the mobility of learner (nos. 13 – 18). This research instrument

will be utilized for answering online since the current academical status

nationwide has yet to be confirmed.

Research Procedure

Gathering of Data. The process will begin with the creation of the

transmittal letter signed by the researcher, noted by the adviser,

recommended by the block coordinator and to be approved by the principal.

After the approval of the letter, the researchers will set an appointment with

the research teachers for assessing on the use and purpose of the online

survey.

The study will be conducted at each individual students’ homes due to

the nature of the data collection and the inability of students to conduct face

to face interviews pertaining to the risk factors of COVID-19. Data

collection through surveys will be conducted online via the internet.

 As the students submitted their outputs, the survey forms are

submitted as well and used by the teachers in checking their different parts

of the proposal. The survey data used to measure the performance of the

student respondents will be collected and interpreted. This feedback

instrument will be then collected, read and interpreted.

Treatment of Data. Since the study deals with a quantitative method,

an interview will be performed online via a survey form which will then be

analyzed through thematic or content analysis with the ideal approach in

mind.

Since the study deals with the method used in the classroom, the following

measurements will be applicable.

1. Frequency. This is used in getting the result of the feedback as

to agree, undecided, and disagree.

2. Weighted Mean. This is used to measure the students’

feedback on the use of the checklist as an assessment tool on their

varied perception.

Scoring Procedure. To get the range of students’ performance on the

use of the assessment tool, the scoring indicated below was utilized.
Scale Mean Range Descriptive Verbal Description
Equivalent
4 3.26-4.00 Excellent The student had
performed all the
task exceptionally
using the checklist.
3 2.51-3.25 Good The student had
performed
averagely in the
entire task
using the checklist.
2 1.76-2.50 Fair The student had
performed okay in
the entire task
using the checklist.
1 1.00-1.75 Poor The student had
performed poorly
in the entire task
using the checklist.
Figure 3. Mean Interpretation Table

3. Chi-square formula

whereas;

x 2 = chi squared

O i=¿ observed value

Ei = expected value

Figure 4. Chi-square formula

 The Chi-Square Test determines whether there is an association

between categorical variables (i.e., whether the variables are independent or

related). The chi-squared statistic is a single number that tells you how much

difference exists between your observed counts and the counts you would

expect if there were no relationship at all in the population.

DEFINITION OF TERMS
 The terms stated below are used in this study and defined

operationally.

E-Learning

This refers to the delivery of learning and training through digital

resources. Although eLearning is based on formalized learning, it is

provided through electronic devices such as computers, tablets and even

cellular phones that are connected to the internet.

Family Income

This is defined as the combined gross income of all members of a

household who are 15 years or older.

Internet Connectivity

This is the ability of individuals and organizations to connect to the

Internet using computer terminals, computers, and other devices; and to

access services such as email and the World Wide Web.

Learning Environment

The term refers to the diverse physical locations, contexts, and

cultures in which students learn.

Learning Theory
 The term is defined as conceptual frameworks that describe how

information is absorbed, processed, and retained during learning.

Mobile Learning

This terms essentially means any kind of learning that takes place via

a portable, hand-held electronic device. Though the term immediately

conjures up images of smartphones, it in fact also refers to learning via other

kinds of mobile devices, such as tablet computers, netbooks, and digital

readers.

Mobility of Learner

The term is defined to which it is linked to the mobility of devices

wherein the learner is associated to the internet.

Mobility of Learning

The term is defined as an eccentric tool as it is a received and process

within the context in which the learner is situated.

Mobility of Technology

It is referred as the mobile cellular devices that is link to the internet

and delivers content and instruction to the individual.

Perception
 It is defined as the sensory experience of the world. It involves both

recognizing environmental stimuli and actions in response to these stimuli.

Students

This is defined as any individual enrolled or studying in a school.

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Picciano, A. G. (2017). Theories and frameworks for online education:

Seeking an integrated model. Online Learning, 21(3), 166-190. doi:

10.24059/olj.v21i3.1225

Tavernise, Sabrina (2012). Education Gap Grows Between Rich and Poor,

Studies Say. New York Times. Retrieved from

https://www.nytimes.com/2012/02/10/education/education-gap-

grows-between-rich-and-poor-studies-show.html

APPENDIX A1
Transmittal Letter to the Dean

November 14, 2020

Capt. Gerry D. Enjambre
Dean, College of Maritime Education
University of Cebu-METC
Alumnos, Mambaling, Cebu City

Thru: Engr. Allan R. Navarro

Coordinator, General Education
University of Cebu-METC
Cebu City

Dear Sir:

Greetings!
This is Reymart Illustrisimo, the research leader of the engine cadet
group. Currently I, along with my groupmates, were conducting a research
study entitled “Students’ Perception on Mobile Learning During
COVID-19: College Students Perspective” in fulfilment of the subject
Research 101.
In line with this, we would like to ask permission from your good
office to conduct an observational study in this institution in purpose of
gathering information in association and provision of details to our study.
I am looking forward for a positive response. Your approval would
significantly contribute to the success of this study.

Respectfully yours,

reymartilustrisimo
E/C Reymart Ilustrisimo
Lead Researcher
Noted by:

Mrs. Kaye P. Diaz

Research Adviser

APPENDIX A2
Transmittal Letter to the Respondents

November 14, 2020

Dear Respondents,

Greetings!

This is Reymart Illustrisimo, the research leader of the engine cadet

group. Currently I, along with my groupmates, were conducting a research
study entitled “Students’ Perception on Mobile Learning During
COVID-19: College Students Perspective” in fulfilment of the subject
Research 101.
The goal of this study is to collect and gather information regarding
on your insights and experiences on using mainly mobile phone in accessing
online classes since the school year 2020-2021 is established in synchronous
form.
In line with this, I would like to ask a little of your time as well as
your participation to be our research respondent/or subject in answering the
questions attached to this letter. Our study would not be completed without
your help.
I am giving you the assurance that your answers and personal
information will be kept confidential. Your coordination would significantly
contribute to success of this study.
Thank you and God Bless!

Sincerely yours,

reymartilustrisimo
E/CReymart Ilustrisimo
Lead Researcher

Noted by:

Mrs. Kaye P. Diaz

Research Adviser

APPENDIX B
Research Instrument

ASSESSMENT SURVEY REGARDING ON THE PERSPECTIVE OF

THE COLLEGE STUDENTS IN APPROACHING ONLINE CLASSES
Part 1. Respondents’ Information

Direction: Kindly put a checkmark () if you agree with the statement

1.1 Internet Connectivity

 Data
 WIFI

1.2 Learning Environment

Space
 I have my own personal study space (owned personal room)
 I don’t have my own study space (e.g., kitchen, dining,
shared rooms with family, etc.)
Time
 I am completely focused on listening to online classes (e.g.,
My family lets me study during classes)
 I cannot focus when attending online classes (e.g., I still
have chores during classes).

1.3 Family’s Income:

 Poor (below ₱10, 957 monthly income)
 Low – income but not poor (₱10, 957 to ₱21,914 monthly
income)
 Lower Middle (₱21,914 to ₱43,828 monthly income)
 Middle (₱43,828 to ₱76,699 monthly income)
 Upper Middle ((₱76,699 to ₱131,484 monthly income)
 Upper Middle but not rich (₱131,484 to ₱219, 140 monthly
income)
 Rich (₱219, 140 and above monthly income)

Part 2. Perception of Students on Mobile Learning

Direction: Kindly put a checkmark () if you agree with the statement
indicating the following range of scale:

4 – agree
3 – neutral
2 – disagree
1 – strongly disagree

2.1 Mobility of Technology:

STATEMENTS 4 3 2 1 MEAN SD
1. The use of mobile phone is to
learn anytime, anywhere.
2. Mobile learning is a good idea
to minimize the study gap during
covid-19 pandemic time
3. Mobile is easier to find
relevant information of my
studies
4. Mobile learning helps to
improve my study skills
5. Mobile is easier to access to
find my study materials
6. Mobile is easier to share in
class-related discussions both
online and
offline during covid-19 period

2.2 Mobility of Learner:

7. The use of mobile helps to improve

knowledge in my field of study
8. Mobile learning helps to enhance my
motivation to finish my studies
during this pandemic time
9. Mobile helps me to solve study
related problem
10. Mobile learning helps me to learn
different ways and provide
various learning fields
11. I think mobile learning will help me
to recover my study gap at this
pandemic time.
12. Mobile learning is a faster way to
get feedback to improve as a learner

2.3 Mobility of Learning:

13. Mobile learning helps to improve

interactivity between student and
teacher
14. During covid-19-time, mobile acts
as a learning companion
15. The use of social media
applications helps in educational and
social
fulfillment during covid-19 period
16. The use of social media helps to
strengthen the communication
with others.
17. At this pandemic time, high internet
charge of mobile network can
affect my learning
18. Screen size of my mobile does not
affect my learning

Source:
https://www.researchgate.net/publication/343357959_Students_Perception_
of_Mobile_Learning_during_COVID-
19_in_Bangladesh_University_Student_Perspective

APPENDIX C
Location Map

University of Cebu - Maritime Education and Training Center

(UC – METC)
 CURRICULUM VITAE

Baron Kent P. Apuda

Sabang, Sibonga, Cebu
baronkentapuda@gmail.com
09496108674

Personal Background
Name : Baron Kent P. Apuda
Age : 19 years old
Gender : Male
Civil Status : Single
Birthplace : Sabang, Sibonga, Cebu
Birthdate : December 10, 2000
Parents : Mr.Sabino D. Apuda and Jessica P. Apuda

Academic Background
: Marine Engineering
College
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School : Sibonga National Highschool
Poblacion, Sibonga, Cebu
Elementary : Sabang Elementary School
Sabang, Sibonga, Cebu

Lourd Mathieu Geverola

Gutlang, Argao, Cebu
Mathieu.geverola07@gmail.com
09392691532
Personal Background
Name : Lourd Mathieu Geverola
Age : 20 years old

Gender : Male

Civil Status : Single

Birthplace : Gutlang, Argao, Cebu

Birthdate : October 29, 2000

Parents : Ms. Judith Geverola

Academic Background
: Marine Engineering
College
University of Cebu- METC
Alumnos, Mambaling, Cebu City

High School : Saint Michael School

Dr. Jose Rizal Street Poblacion, Argao, Cebu

Elementary : Gutlang Elementary School

Gutlang, Argao, Cebu

Ferdinand Arr M. Gil

Sabang, Sibonga, Cebu
Gilarr099@gmail.com
09215155455
Personal Background
Name : Ferdinand Arr M. Gil
Age : 20 years old

Gender : Male

Civil Status : Single

Birthplace : Sabang, Sibonga, Ceby

Birthdate : April 14, 2000

Parents : Mr. Joveniano Gil and Mrs. Elenita Gil

Academic Background
: Marine Engineering
College
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School : Golden Brains Development School
Poblacion, Sibonga, Cebu
Elementary : Golden Brains Development School
Poblacion, Sibonga, Cebu

Reymart C. Ilustrisimo
Tabtuy, Tuyan Naga City
reymartillustrisimo0@gmail.com
09292068165
Personal Background
Name : Reymart C. Illustrisimo
Age : 20 years old

Gender : Male

Civil Status : Single

Birthplace : Amosup Seamen’s Hospital, Umapad Mandaue City

Birthdate : July 29, 2000

Parents : Rey & Marlin Illustrisimo

Academic Background
: Marine Engineering
College
University of Cebu- METC

Alumnos, Mambaling, Cebu City

High School : Southern Bethany Christian School

Minglanilla, Cebu

Elementary : Southern Bethany Christian School

Minglanilla, Cebu

John Albert A. Palanca

Tiptip District, Tagbilaran City, Bohol
palanca_johnalbert@yahoo.com
09511325116
Personal Background
Name : John Albert A. Palanca
Age : 19 years old

Gender : Male

Civil Status : Single

Birthplace : Poblacion Sevilla, Bohol, Philippines 6300

Birthdate : April 5, 2001

Parents : Alberto E. Palanca and Esmeralda A. Palanca

Academic Background
: Marine Engineering
College
University of Cebu- METC
Alumnos, Mambaling, Cebu City

High School : University of Bohol High School

Tagbilaran City, Bohol

Elementary : Tiptip Elementary School

Tagbilaran City, Bohol

John Khien S. Quirol

Calaboon, Dumanjug, Cebu
johnkhienquirol@gmail.com
09192007158
Personal Background
Name : John Khien S. Quirol
Age : 20 years old

Gender : Male

Civil Status : Single

Birthplace : Paknaan, Mandaue City

Birthdate : October 27, 2000

Parents : Alvin C. Quirol and Madeline S. Quirol

Academic Background
: Marine Engineering
College
University of Cebu- METC

Alumnos, Mambaling, Cebu City

High School : Bitoon National Vocational High School

Bitoon Dumanjug, Cebu

Elementary : Dumanjug Central School

Liong Dumanjug, Cebu