BSIT 2D GROUP 2 The New Normal Effect of Online Learning

Republic of the Philippines
Commission on Higher Education
CITY OF MALABON UNIVERSITY

MALABON CITY
A Mini Research Paper Presented to the
Faculty of College of Engineering and Technology Department
Entitled:
The New Normal: Effect of Online Learning in 2nd Year Information
Technology Students in City of Malabon University Amidst of Covid-19
Pandemic
In Partial Fulfilment of the Requirements in
Quantitative Methods
Researchers
Argoncillo, Elbert
Baluyot, Frincess P.
Cayetano, Kimberly B.
Gonzales, Maryrose Jane P.
Perez, Edgar Arlric R.
Quiambao, Mark Christian
Villanueva, Jorinel
May 2021
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TABLE OF CONTENT
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Scope and Limitations of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
CHAPTER II: LITERATURE REVIEW
Foreign Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Foreign Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Local Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
CHAPTER III: METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Sampling Technique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Presentation, Analysis and Interpretation of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
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Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . 55
APPENDICES
Letter of Request for the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Request Letter for the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
This conducted study is about the Effect of Online Learning in 2nd Year Information
Technology Students in City of Malabon University amidst of Covid-19 Pandemic. In this
current time, face to face classes are not able to continue since March 2020 up until now
because Corona virus (also known as Covid-19 virus) entered our country, Philippines. Mass
gathering is prohibited due to the high risk of transmission of the virus. To be able to continue
and finish the 2nd semester, last year some of the schools, universities and colleges use online
platforms to disseminate learning materials and answer sheets.
Those times the students were started to introduced in a new way of learning. After the
2019 – 2020 school year, there is a lot of problems that are encountered because we are not
ready when the pandemic arises, specifically in terms of education. Before, we have face-to-
face classes where the students came into a physical classrooms and the students stayed for
hours to learn different subject areas, but then, since we are unable to do that now-a-days, the
Commission on Higher Education (CHED) comes with the solution where students do not need
to go to their school to be able to learn. Instead, online learning was introduced and
implemented to be able to continue 2020-2021 school year where the students can continue
learning inside their homes. According to Bates (2020), online learning is any form of learning
conducted partly or wholly over the Internet. The meetings will be conducted through online
platforms like Google meet, zoom, discord and etc., and learning materials, activities, quizzes
and major examinations will be posted and taken online.

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In an online class set up in the City of Malabon University, there are 2 common type of
way to conduct it; the synchronous learning and asynchronous learning. First, the synchronous
learning. According to Finol (2020), synchronous learning refers to all types of learning in
which learner(s) and instructor(s) meets at the same time and place, which is done in live online
meetings. In synchronous learning, students usually go through the learning path together,
accompanied by their instructor who is able to provide support while students are completing
task and activities while Asynchronous learning is a student-centered teaching method.
Learning can occur in different times and spaces particular to each learner. Instructors usually
set up a learning path, which students engage with at their own pace.
Statement of the Problem
The purpose of this study is to determine the effect of online learning among the
2nd year Information Technology students of City of Malabon University. Specifically, it
sought to answer the following questions:
1. How many hours does a student spend in their online class every day?
2. How many 2nd year IT students face difficulties in their daily online classes?
3. What is the total percentage of 2nd year IT students who effectively learned through
online learning?
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Conceptual Framework
INPUT PROCESS OUTPUT
Descriptive Research Design

1. How many hours does a student spend
in their online class every day?

Data Gathering : Survey
Action plan to help students
questionnaire
2. How many 2nd year IT students face who are facing difficulties in
using Google form
difficulties in their daily online classes? online class
3. What is the total percentage of 2nd Convenience Sampling

Finding flexible time for
year IT students who effectively learned Technique
student to go online class
through online learning?
Statistical Analysis and
Interpretation of Data
Figure 1. Research Paradigm
The illustration shows the relationship between the inputs, process and output. The
input is our research problem whereas our process is the different ways on how we will conduct
the study. And lastly, the output is the action plan that will help those students who are facing
difficulties in online learning and finding a flexible time for the 2nd year Information
Technology students of City of Malabon University to go to their online class.
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Significance of the Study
This research study aims to identify the effect of online learning to the 2nd year
Information Technology (IT) students of City of Malabon University. Hence, as researchers
we can say that the importance of this study is to undergo a process of learning and
investigation on the performance of students. Specifically, the Information Technology
students of City of Malabon University. Thus, the results of this study are beneficial for:
a.) To the future researchers. Who are Information Technology students, it will serve as
an information source and reference for future researches especially to researches that
pertain to the effectiveness of online learning.
b.) To the students. This will help them understand more about the pros and cons of online
learning. Whether it is effective to use for the future generation.
c.) To the school. This research will serve as a basis and helpful source of information
regarding the effect of online learning to their students.
Scope and Delimitation
The scope of our study is within City of Malabon University (CMU) with 50 students
of 2nd year students under Information Technology (IT) as a proposed respondents who are
studying at City of Malabon University. The study will focus on the effect of online learning
in 2nd year students of Information Technology in City of Malabon University.
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Definition of Terms
Online Learning – any form of learning conducted partly or wholly over the Internet.
Face-to-face class – is an instructional method where course content and learning material are
taught in person to a group of students. This allows for a live interaction between a learner and
an instructor. It is the most traditional type of learning instruction.
Mass Gathering – has been defined by the World Health Organization (WHO) as an occasion,
either organized or spontaneous where the "number of people attending is sufficient to strain
the planning and response resources of the community, city, or nation hosting the event"
(WHO, 2008).
Information Technology - is the study, design, development, implementation, support or
management of computer-based information systems—particularly software applications and
computer hardware.
Online platform – means a public-facing internet website, web application, or digital
application, including a social network, ad network, or search engine, that sells advertisements
directly to advertisers.
Pandemic - it is basically a global epidemic -- an epidemic that spreads to more than one continent.
(Downs, 2021)
Coronavirus (Covid-19) - is an infectious disease caused by a newly discovered coronavirus.
Most people infected with the COVID-19 virus will experience mild to moderate respiratory
illness and recover without requiring special treatment. (WHO, 2021)
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Commission on Higher Education (CHED) - is a government agency attached to the Office of
the President of the Philippines for administrative purposes. It covers both public and private
higher education institutions as well as degree-granting programs in all post-secondary
educational institutions in the country.
Google Meet - is a video-communication service developed by Google. It is one of two apps
that constitute the replacement for Google Hangouts, the other being Google Chat.
Zoom - is an American communications Technology Company headquartered in San Jose,
California. It provides video telephony and online chat services through a cloud-based peer-to-
peer software platform and is used for teleconferencing, telecommuting, distance education,
and social relations.
Discord - is a VoIP, instant messaging and digital distribution platform designed for creating
communities.
Hypothesis
H0: Online Learning have no effect in 2nd year Information Technology students in City
of Malabon University.
Ha: Online Learning has a significant effect in 2nd year Information Technology
students in City of Malabon University.
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CHAPTER II
LITERATURE REVIEW
Foreign Literatures
Advantages and Disadvantages of Online Learning
According to Gautam (2020) the most used term in the midst of the pandemic is the
term “new normal.” The new normal in education increased the use of online learning
platforms. The COVID-19 pandemic has triggered new ways of learning. All around the world,
educational institutions are looking toward online learning platforms to continue with the
process of educating students. The new normal now is a transformed concept of education with
online learning at the core of this transformation.
Today, digital learning has emerged as a necessary resource for students and schools
all over the world. Online learning is now applicable not just to learn academics but it also
extends to learning extracurricular activities for students as well. In recent months, the demand
for online learning has risen significantly, and it will continue doing so in the future. Online
learning also has its own set of positives and negatives. Decoding and understanding these
positives and negatives will help institutes in creating strategies for more efficiently delivering
the lessons, ensuring an uninterrupted learning journey for students.
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Advantages of Online Learning
1. Efficiency
Online learning offers teachers an efficient way to deliver lessons to students. Online
learning has a number of tools such as videos, PDFs, podcasts, and teachers can use all these
tools as part of their lesson plans. By extending the lesson plan beyond traditional textbooks to
include online resources, teachers are able to become more efficient educators.
2. Accessibility of Time and Place
Another advantage of online education is that it allows students to attend classes from
any location of their choice. It also allows schools to reach out to a more extensive network of
students, instead of being restricted by geographical boundaries. Additionally, online lectures
can be recorded, archived, and shared for future reference. This allows students to access the
learning material at a time of their comfort.
Thus, online learning offers students the accessibility of time and place in education.
3. Affordability
Another advantage of online learning is reduced financial costs. Online education is far
more affordable as compared to physical learning. This is because online learning eliminates
the cost points of student transportation, student meals, and most importantly, real estate.
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Additionally, all the course or study materials are available online, thus creating a paperless
learning environment which is more affordable, while also being beneficial to the environment.
4. Improved Student Attendance
Since online classes can be taken from home or location of choice, there are fewer
chances of students missing out on lessons.
5. Suits a Variety of Learning Styles
Every student has a different learning journey and a different learning style. Some
students are visual learners, while some students prefer to learn through audio. Similarly, some
students thrive in the classroom, and other students are solo learners who get distracted by large
groups.
The online learning system, with its range of options and resources, can be personalized
in many ways. It is the best way to create a perfect learning environment suited to the needs of
each student.
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Disadvantages of Online Learning
1. Inability to Focus on Screens
For many students, one of the biggest challenges of online learning is the struggle with
focusing on the screen for long periods of time. With online learning, there is also a greater
chance for students to be easily distracted by social media or other sites. Therefore, it is
imperative for the teachers to keep their online classes crisp, engaging, and interactive to help
students stay focused on the lesson.
2. Technology Issues
Another key challenge of online classes is internet connectivity. While internet
penetration has grown in leaps and bounds over the past few years, in smaller cities and towns,
a consistent connection with decent speed is a problem. Without a consistent internet
connection for students or teachers, there can be a lack of continuity in learning for the child.
This is detrimental to the education process.
3. Sense of Isolation
Students can learn a lot from being in the company of their peers. However, in an online
class, there are minimal physical interactions between students and teachers. This often results
in a sense of isolation for the students. In this situation, it is imperative that the school allow
for other forms of communication between the students, peers, and teachers. This can include
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online messages, emails and video conferencing that will allow for face-to-face interaction and
reduce the sense of isolation.
4. Teacher Training
Online learning requires teachers to have a basic understanding of using digital forms
of learning. However, this is not the case always. Very often, teachers have a very basic
understanding of technology. Sometimes, they don’t even have the necessary resources and
tools to conducts online classes.
To combat this, it is important for schools to invest in training teachers with the latest
technology updates so that they can conduct their online classes seamlessly.
5. Manage Screen Time
Many parents are concerned about the health hazards of having their children spend so
many hours staring at a screen. This increase in screen time is one of the biggest concerns and
disadvantages of online learning. Sometimes students also develop bad posture and other
physical problems due to staying hunched in front of a screen.
A good solution to this would be to give the students plenty of breaks from the screen to refresh
their mind and their body.
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Advantages and Disadvantages of Online Classes in Pandemic
According to Hussey (2020) the advantage and disadvantage of Online Classes in
Pandemic are:
Advantages of online classes
#1- flexible timings- it’s convenient
The biggest advantage of online classes is the timings. We all know how much time we
have to invest to travel from home to college and then all those hurdles like traffic issues,
missing bus, and whatnot. At least, in online classes, we do not have to invest a lot of time to
get ready, to take the bus, or to reach class on time. This one sounds like an easy-peasy activity.
#2- Less expensive- save big!
Oh, all students know how difficult it is to save during college time. Those traveling
expenses and as well as how can we skip college canteen. Yeah, when it comes to the lunch
break, none of us could resist spending money. Well, at least in online classes we can save big.
In fact, we could invest all those savings on something productive. Like taking assistance from
any cheap paper writing service’ experts. This seems more like a future investment.
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#3- holistic learning- connect with the world
Yes, this is the fact that in online learning, you are free to take assistance from anyone
you want. There are no boundaries. Even if you are a teacher then still it is the most beneficial
thing. Imagine you need to travel and want to keep your classes continue. Yes, online classes
would be best, and maybe the ‘only’ option.
Disadvantages of online classes
#1- No collaboration- miscommunication
Yeah, this is the biggest loss and struggle from which students suffer. Many times,
students need to get communicate to take guidance and end up getting frustrated due to
miscommunication. This is why one-to-one communication is very important. Students are
likely to miss the biggest charm due to this communication barrier.
#2- Less attention paid- irresponsible attitude
This goes for both; teachers and students. In many cases, teachers’ pay less attention
while giving online lectures and barely pay heed to whether students are able to catch their
mentor and the lectures. On the same side, oftentimes learners show irresponsible attitude
which leads to giving less or no productive results. Maybe this is the reason, search engines are
loaded with ‘write my essay cheap’.
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#3- limited learning- all restricted
No matter what, we can’t deny the fact that in online learning, you can be restricted to
limitations. In the ambiance of college students not gain academic knowledge. But, ethics and
other personality development traits are also shaped within the ambiance of academies.
Imagine you are enough talented yet still have no impressive personality.
The Effects of Online Learning
According to Morse (2009) Online learning changes the way that students of all types
and ages interact with and access information. Its effect depends both on the student and the
institution making the change. A well-developed online course, just like a well-developed
traditional course, can open up new worlds of learning for students.
Access
Online learning increases access to education for many different types of people. For
those with time-consuming daily obligations, the flexibility of an online course, or even an
online degree, can mean the difference between getting a high school degree and a college
degree, or an undergraduate degree and a doctorate. In rural areas where resources may be tight,
online courses can broaden the scope of education for students, including classes the region's
educational system could not otherwise afford to offer. Those with disabilities, such as an
inability to see or hear, may also find that the technology available to them in an online course
makes learning easier.
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Efficiency
If developed properly, online classes may increase efficiency and course productivity.
To supplement lectures, teachers can provide access to tools that facilitate discussion and active
participation. In an online environment, teachers can reach students with different learning
styles more easily. For example, they could post a video lecture for those who learn best by
listening, a diagram, photos or video for those who learn best by seeing and an interactive game
for those who learn by doing. Online assessments may help teachers identify those students
that need some extra attention, making it less likely that these students slip through the cracks
than in a traditional setting.
Social Interaction
Hot debate surrounds the social implications of online learning. For those with crippling
social anxiety, a screen separating them from others may be a relief -- and provide a less
stressful way to ask questions and make comments. Some may have the opposite reaction,
however, if they lack proficiency with computers and the Internet. If well-crafted, an online
course facilitates discussion while respecting all of its students. Because instructors cannot see
student reactions, and do not always receive immediate feedback, they must tread carefully
with touchy subjects and keep the discussion focused and respectful. Online learning
instructors may have to try harder to make everyone feel connected to the group and to the
course content.
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Costs
Online learning may decrease costs for institutions and students alike. Students can save
money on gas and other travel expenses, while maintaining a full-time job that may not have
been possible with a traditional education. Although program development and technology
may cost more initially, institutions may find that they can reduce costs due to decreased facility
usage and an increased student to faculty ratio. Each institution will differ, and depending on
its situation must analyse the costs and benefits of implementing online education.
Foreign Studies
The Impact of an Online Learning Community Project on University Chinese as a
Foreign Language Students’ Motivation
This study investigated the impact of an online learning community project on university
students’ motivation in learning Chinese as a foreign language. A newly proposed second language (L2)
motivation theory—the L2 motivational self system (Dörnyei, 2005, 2009)—guided this study. A
concurrent transformative mixed-methods design was employed to collect both quantitative and
qualitative data through the pre- and post-test of a questionnaire. Results from paired t tests indicated a
significant difference in the L2 learning experience aspect of motivation before and after the online
project, while there was no significant difference in the other two aspects of motivation (i.e., the ideal
L2 self and the ought-to L2 self). Specific motivating and demotivating features of the online project
were identified from participants’ responses to an open-ended question. (Shengrong Cai, 2006).
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Information Technology Effects on Firm Performance as Measured by Tobin's Q
(Anandhi S. Bharadwaj, 2010), Despite increasing anecdotal evidence that information
technology (IT) assets contribute to firm performance and future growth potential of firms, the empirical
results relating IT investments to firm performance measures have been equivocal. However, the bulk
of the studies have relied exclusively on accounting-based measures of firm performance, which largely
tend to ignore its contribution to performance dimensions such as strategic flexibility and intangible
value. In this paper, we use Tobin's q, a financial market-based measure of firm performance and
examine the association between IT investments and firm q values, after controlling for a variety of
industry factors and firm-specific variables. The results based on data from 1988–1993 indicate that, in
all of the five years, the inclusion of the IT expenditure variable in the model increased the variance
explained in q significantly. The results also showed that, for all five years, IT investments had a
significantly positive association with Tobin's q value. Our results are consistent with the notion that IT
contributes to a firm's future performance potential, which a forward-looking measure such as the Q is
better able to capture.
The Impact of Information Technology on Coordination: Evidence from the B-2 “Stealth”
Bomber
This paper explores the economic processes through which information technology can
facilitate coordination within and between firms. The paper presents and analyses a case study of the
B-2 “Stealth” bomber, an aircraft that was designed by four firms almost entirely by computer. The key
information systems used in the project were (1) a common-access database to manage part designs and
(2) an advanced system to perform structural analysis. These systems played a crucial role in enabling
the four firms to coordinate their design and development activities precisely enough to meet the
demanding engineering requirements imposed by the aircraft's unique mission. The paper analyses the
case study using transaction cost, agency, and information processing theories.
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The analysis leads to several conclusions about the mechanisms through which the variables
emphasized in these theories operated to improve coordination. First, the information systems aided
coordination directly by making information processing less costly. Second, this enhanced information
processing made the governance of the project more efficient. In particular, by establishing a “technical
grammar” for communication, the systems helped to create social conventions around which firms
could coordinate their activities, thus limiting the need for a hierarchical authority to promote
coordination. This technical grammar also reduced governance costs by reducing asset-specificity,
thereby reducing risks associated with contractual holdup. These interactions between communication
and governance effects have not been elucidated in the IT/coordination literature. They are important
in part because they help explain why the vertically disintegrated organization of the project proved
viable. Finally, the systems facilitated decentralized decision-making by reducing agency
(measurement) costs. This combination of effects may generalize to other settings in which information
technology is used to promote coordination, especially in “virtual” or “disaggregated” corporations.
(Argyres, 2012)
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Local Studies
A Study of the Effectiveness of the Louisiana Algebra I Online Course
Student enrolment in K–12 online learning programs showed a tenfold expansion in the years
between 2002 and 2005. Despite increased implementation to fulfil critical local needs, there is very
little evidence-based research available to inform education leaders’ decisions relating to these
initiatives. To address the important question of whether online learning can be as effective as
traditional face-to-face learning, this research presents the findings from a quasi-experimental design
implemented to examine the effect of the Louisiana Algebra I Online initiative on student outcomes.
The findings presented suggest that the Louisiana Algebra I Online model is a viable online model for
providing effective Algebra I instruction. (Laura M. O'Dwyer, 2006)
The impact of online learning on students’ course outcomes: Evidence from a large
community and technical college system
Using a large administrative dataset from a state-wide system including 34 community and
technical colleges, the authors employed an instrumental variable technique to estimate the impact of
online versus face-to-face course delivery on student course performance. The travel distance between
each student's home and college campus served as an instrument for the likelihood of enrolling in an
online section of a given course. In addition, college-by-course fixed effects controlled for within- and
between-course selection bias. Analyses yield robust negative estimates for online learning in terms of
both course persistence and course grade, contradicting the notion that there is no significant difference
between online and face-to-face student outcomes—at least within the community college setting.
Accordingly, both two-year and four-year colleges may wish to focus on evaluating and improving the
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quality of online coursework before engaging in further expansions of online learning.
(SmithJaggars, 2011)
A Large Sample Comparison of Grade Based Student Learning Outcomes in Online vs.
Face-to-Face Courses
Comparisons of grade based learning outcomes between online and face-to-face course formats
have become essential because the number of online courses, online programs and institutional student
enrolments have seen rapid growth in recent years. Overall, online education is largely viewed by
education professionals as being equivalent to instruction conducted face-to-face. However, the
research investigating student performance in online versus face-to-face courses has been mixed and is
often hampered by small samples or a lack of demographic and academic controls. This study utilizes
a dataset that includes over 5,000 courses taught by over 100 faculty members over a period of ten
academic terms at a large, public, four-year university. The unique scale of the dataset facilitates macro
level understanding of course formats at an institutional level. Multiple regression was used to account
for student demographic and academic corollaries--factors known to bias course format selection and
grade based outcomes--to generate a robust test for differences in grade based learning outcomes that
could be attributed to course format. The final model identified a statistical difference between course
formats that translated into a negligible difference of less than 0.07 GPA points on a 4 point scale. The
primary influence on individual course grades was student GPA. Interestingly, a model based
interaction between course type and student GPA indicated a cumulative effect whereby students with
higher GPAs will perform even better in online courses (or alternatively, struggling students perform
worse when taking courses in an online format compared to a face-to-face format). These results
indicate that, given the large scale university level, multi course, and student framework of the current
study, there is little to no difference in grade based student performance between instructional modes
for courses where both modes are applicable. (Cavanaugh, 2020).
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CHAPTER III
RESEARCH METHODOLOGY
Research Design
The research used the descriptive research design is to provide detailed information
about the respondents’ assessment on “The New Normal: Effect of Online Learning in 2nd Year
Information Technology Students in City of Malabon University Amidst of Covid-19
Pandemic”. Descriptive research design is a scientific method which involves observing and
describing the behaviour of a subject without influencing it in any way. (Shuttleworth, 2008).
Descriptive research design observes and collect data from the subject being studied. It
describes the characteristics of the subject being studied by just observing it and the researchers
have no control to the subject.
Research Locale
This study is conducted at City of Malabon University, this place is selected because
the researchers seeks to know what is the effect of Online learning to the 2nd year Information
Technology students in terms of learning.
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Respondents of the Study
The chosen respondents in this study are the 2nd year Information Technology (IT)
students in City of Malabon University (CMU), both male and female with no specific age
bracket and must taking online classes as a mode of learning. 50 students in 2nd year
Information Technology (IT) will be the one that will answer the survey.
Research Instrument
With the use of the link of the created survey questionnaire in Google forms, the data
for this research will be collected. The questions in the survey used suitable questions for the
respondents. A sample of survey questionnaire was submitted to their thesis adviser for
comments and suggestions. Some changes were applied and finally, a final draft was made
and it was the copy distributed to the respondents.
Data Gathering Procedure
With the use of the link of the created survey questionnaire in Google forms, the data for
this research will be collected. The questions in the survey used suitable questions for the
respondents. A sample of survey questionnaire was submitted to their thesis adviser for
comments and suggestions. Some changes were applied and finally, a final draft was made
and it was the copy distributed to the respondents.
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Sampling Techniques
The Sampling technique that used in this study is convenience sampling technique.
According to (Lavrakas, 2008), Convenience sampling is a type of nonprobability sampling in
which people are sampled simply because they are "convenient" sources of data for researchers.
Statistical Treatment
The following statistical method and techniques were used in this study for better
interpretation of the data collected are:
Percentage – any proportion or share in relation to a whole.
(S/N) = 100%
Where:
S = Sample size
N = total number of respondents
% = percentage
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
(Introduction questions)
Question 1: Do you have an access to a device for learning online?
5 7 Yes, I borrow
someone’s device
Yes, I have my own
device
Yes, I rent computer
sometimes
No access at all
38
F RF P
Yes, I borrow someone’s device 7 .14 14%
Yes, I have my own device 38 .76 76%
Yes, I rent computer sometimes 5 .1 10%
No access at all 0 0 0%
This table shows the response of 2nd year Information Technology students to question
no.1 where the researchers asked “Do you have an access to a device for learning online?” 7
students answered “Yes, I borrow someone’s device” which is 14% of the population.
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38 students who answered “Yes, I have my own device” which is 76% of the population. 5
students answered “Yes, I rent computer sometimes” which is 10% of the population and No
students answered “No access at all”. In conclusion, most of the 2nd year Information
Technology students has their own device that they can use to access for their online classes.
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Question 2: What equipment or device are you using in attending synchronous online
classes?
7
12
Laptop
Cell phone
0 Tablet
Computer
Other
31
F RF P
Laptop 7 .14 14%
Cell phone 31 .62 62%
Tablet 0 0 0%
Computer 12 .24 24%
Other:_________ 0 0 0%
no.2 where the researchers asked “What equipment or device are you using in attending
synchronous online classes?” 7 students answered “Laptop” which is 14% of the population.
31 students who answered “Cell phone” which is 62% of the population. No students answered
“Tablet”. 12 students answered “Computer” which is 24% of the population and No students
answered “Other”. In conclusion, most of the 2nd year Information Technology students use
cell phone to attend online classes.
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Question 3: Do you have your own internet connection in your house?
Yes, I have
24 No, I use data / load as

26 an internet connection
to attend online classes
F RF P
Yes, I have 26 .52 52%
No, I use data / load as an internet connection to 24 .48 48%
attend online classes.
no.3 where the researchers asked “Do you have your own internet connection in your house?”
26 students answered “Yes, I have” which is 52% of the population and 24 students answered
“No, I use data / load as an internet connection to attend online classes.” which is 48% of the
population. In conclusion, most of the 2nd year Information Technology students has their own
internet connection to attend in online classes.
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(Synchronous learning questions)
Question 1: How many hour/s are you spending in your synchronous online classes every
day?
8
14
1-3 hours a day
4-6 hours a day
7-9 hours a day
10+ hours a day
28
F RF P
1-3 hours a day 14 .28 28%
4-6 hours a day 28 .56 56%
7-9 hours a day 8 .16 16%
10+ hours a day 0 0 0%
no.1 where the researchers asked “How many hour/s are you spending in your synchronous
online classes every day?” 14 students answered “1-3 hours a day” which is 28% of the
population. 28 students answered “4-6 hours a day” which is 56% of the population. 8 students
answered “7-9 hours a day” which is 28% of the population and No students answered “10+
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hours a day”. In conclusion, most of the 2nd year Information Technology students spend 4-6
hours of synchronous classes a day.
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Question 2: Are you satisfied with the hour/s you spent daily in synchronous online
classes?
2 1
10
Not satisfied at all
Slightly satisfied
16
Moderately satisfied
Very satisfied
Extremely satisfied
21
F RF P
Not satisfied at all 10 .20 20%
Slightly satisfied 21 .42 42%
Moderately satisfied 16 .32 32%
Very satisfied 2 .04 4%
Extremely satisfied 1 .02 2%
no.2 where the researchers asked “Are you satisfied with the hour/s you spent daily in
synchronous online classes?” 10 students answered “Not satisfied at all” which is 20% of the
population. 21 students answered “Slightly satisfied” which is 42% of the population. 16
students answered “Moderately satisfied” which is 32% of the population. 2 students answered
“Very satisfied” which is 4% of the population and 1 student answered “Extremely satisfied”
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which is 2% of the population. In conclusion, most of the 2nd year Information Technology
students is slightly satisfied with synchronous classes.
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Question 3: Do you manage to stay focus on screen and the lessons that you have in
synchronous online classes?
12
Yes
No
5 Sometimes
33
F RF P
Yes 12 .24 24%
No 5 .10 10%
Sometimes 33 .66 66%
no.3 where the researchers asked “Do you manage to stay focus on screen and the lessons that
you have in synchronous online classes?” 12 students answered “Yes” which is 24% of the
population. 5 students answered “No” which is 10% of the population and 33 student answered
“Sometimes” which is 66% of the population. In conclusion, most of the 2nd year Information
Technology students can somehow manage to focus on the screen during synchronous classes.
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Question 4: Do you actively participate in synchronous online classes?
12
Yes
2 No
Sometimes
36
F RF P
Yes 12 .24 24%
No 2 .04 4%
no.4 where the researchers asked “Do you actively participate in synchronous online classes?”
12 students answered “Yes” which is 24% of the population. 2 students answered “No” which
is 4% of the population and 36 student answered “Sometimes” which is 72% of the population.
In conclusion, most of the 2nd year Information Technology students can somehow participate
during synchronous classes.
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Question 5: How often do you experience unstable connections when attending
1
13
Never
Sometimes
Always
36
F RF P
Never 1 .02 2%
Always 13 .26 26%
no.5 where the researchers asked “How often do you experience unstable connections when
attending synchronous online classes?” 1 students answered “Never” which is 2% of the
population. 36 students answered “Sometimes” which is 72% of the population and 13 student
answered “Always” which is 26% of the population. In conclusion, most of the 2nd year
Information Technology students sometimes experienced unstable internet connection in their
synchronous classes.
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Question 6: How do you keep yourself updated if you totally disconnected in your online
class due to poor or unstable internet connection?
Go to nearest relative’s or
friend’s house to continue
7 6 the class.
Ask your classmate / friend

to keep you updated in the
lessons or activities.
Ask you teacher for the

power point presentation or
37 documents that might help
you keep updated with the
lessons.
F RF P
Go to nearest relative’s or friend’s house to continue 6 .12 12%
the class.
Ask your classmate / friend to keep you updated in 37 .74 74%
the lessons or activities.
Ask you teacher for the power point presentation or 7 .14 14%
documents that might help you keep updated with the
lessons.
no.6 where the researchers asked “How do you keep yourself updated if you totally
disconnected in your online class due to poor or unstable internet connection?” 6 students
answered “Go to nearest relative’s or friend’s house to continue the class.” which is 12% of
the population. 37 students answered “Ask your classmate / friend to keep you updated in the
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lessons or activities.” which is 74% of the population and 7 student answered “Ask you teacher
for the power point presentation or documents that might help you keep updated with the
lessons.” which is 14% of the population. In conclusion, most of the 2nd year Information
Technology students ask their classmate / friend to keep them updated in the lessons or
activities when they are disconnected in their synchronous classes due to poor internet
connection.
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Question 7: Can you fully understands the lessons during synchronous classes?
9 Yes
No
Sometimes
35
F RF P
Yes 6 .12 12%
No 9 .18 18%
no.7 where the researchers asked “Can you fully understands the lessons during synchronous
classes?” 6 students answered “Yes” which is 12% of the population. 9 students answered “No”
which is 18% of the population and 35 student answered “Sometimes” which is 70% of the
population. In conclusion, most of the 2nd year Information Technology students can somehow
understand the lessons during synchronous classes.
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Question 8: Do you attend Synchronous online classes every time you have a class
schedule with that day?
17
Yes
No
Sometimes
31
2
F RF P
Yes 31 .62 62%
No 2 .04 4%
no.8 where the researchers asked “Do you attend Synchronous online classes every time you
have a class schedule with that day?” 31 students answered “Yes” which is 62% of the
population. 2 students answered “No” which is 4% of the population and 17 student answered
“Sometimes” which is 34% of the population. In conclusion, most of the 2nd year Information
Technology students can attend to their synchronous classes.
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(Asynchronous learning questions)
Question 1: Does your professor or teachers manage to answer your raised questions
during asynchronous classes?
13
Yes
No
5 Sometimes
32
F RF P
Yes 13 .26 26%
No 5 .10 10%
no.1 where the researchers asked “Does your professor or teachers manage to answer your
raised questions during asynchronous classes?” 13 students answered “Yes” which is 26% of
the population. 5 students answered “No” which is 10% of the population and 32 student
answered “Sometimes” which is 64% of the population. In conclusion, most of the questions
that are raised by 2nd year Information Technology students can managed to answer by their
professors / teachers when they are in asynchronous classes.
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Question 2: Do they prepare learning materials or a recorded video presentations that
may help you understand the lessons during asynchronous classes?
Yes
23 23
No
Sometimes
F RF P
Yes 23 .46 46%
No 4 .08 8%
no.2 where the researchers asked “Do they prepare learning materials or a recorded video
presentations that may help you understand the lessons during asynchronous classes?” 23
students answered “Yes” which is 46% of the population. 4 students answered “No” which is
8% of the population and 23 student answered “Sometimes” which is 46% of the population.
In conclusion, professors / teachers can or sometimes prepared learning materials or a recorded
video presentations that may help 2nd year Information Technology students understand the
lessons during asynchronous classes.
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Question 3: Does your professor or teachers reminds your class if there is / are upcoming
activities, quizzes and task that you need to do?
21 Yes
No
27
Sometimes
F RF P
Yes 27 .54 54%
No 2 .04 4%
no.3 where the researchers asked “Does your professor or teachers reminds your class if there
is / are upcoming activities, quizzes and task that you need to do?” 27 students answered “Yes”
which is 54% of the population. 2 students answered “No” which is 4% of the population and
21 student answered “Sometimes” which is 42% of the population. In conclusion, professors /
teachers reminds their class if there is / are upcoming activities, quizzes and task that 2nd year
Information Technology students need to do during asynchronous classes.
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(Overall online class question)
Question 1: Do online classes help you in improving your programming skills as an
Information Technology (IT) student?
Yes
No
9
Maybe
32
F RF P
Yes 9 .18 18%
No 9 .18 18%
Maybe 32 .64 64%
no.1 where the researchers asked “Do online classes help you in improving your programming
skills as an Information Technology (IT) student?” 9 students answered “Yes” which is 18%
of the population. 9 students answered “No” which is 18% of the population and 32 student
answered “Maybe” which is 64% of the population. In conclusion, online classes can somehow
help the students in improving their programming skills as an Information Technology (IT)
student.
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Question 2: What type of online class do you think you can learn effectively?
17
Synchronous learning
Asynchronous learning
33
F RF P
Synchronous learning 33 .66 66%
Asynchronous learning 17 .34 34%
no.2 where the researchers asked “Do online classes help you in improving your programming
skills as an Information Technology (IT) student?” 33 students answered “Synchronous
learning” which is 66% of the population and 17 student answered “Asynchronous learning”
which is 34% of the population. In conclusion, Synchronous learning is the most effective way
to learn in online class according to 2nd year Information Technology students.
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Question 3: Does online class helps lessen your expenses as a student?
16 16
Yes
No
Maybe
18
F RF P
Yes 16 .32 32%
No 18 .36 36%
Maybe 16 .32 32%
no.3 where the researchers asked “Does online class helps lessen your expenses as a student?”
16 students answered “Yes” which is 32% of the population. 18 students answered “No” which
is 36% of the population and 16 student answered “Maybe” which is 32% of the population. In
conclusion, online classes can somehow help lessen 2nd year Information Technology students’
expenses.
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Question 4: How effective has online classes been for you?
3 1 5
Not effective at all
Slightly effective
Moderately effective
18 Very effective
23
Extremely effective
F RF P
Not effective at all 5 .10 10%
Slightly effective 18 .36 36%
Moderately effective 23 .46 46%
Very effective 3 .06 6%
Extremely effective 1 .02 2%
no.4 where the researchers asked “How effective has online classes been for you?” 5 students
answered “Not effective at all” which is 10% of the population. 18 students answered “Slightly
effective” which is 36% of the population. 23 students answered “Moderately effective” which
is 46% of the population. 3 students answered “Very effective” which is 6% of the population
and 16 student answered “Extremely effective” which is 2% of the population. In conclusion,
online classes is moderately effective with 2nd year Information Technology students.
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Question 5: How stressful do you find learning in an online class during the COVID-19
Pandemic?
3 6
Not stressful at all
12 Slightly stressful
Moderately stressful
Very stressful
Extremely stressful
29
F RF P
Not stressful at all 0 0 0%
Slightly stressful 6 .12 12%
Moderately stressful 29 .58 58%
Very stressful 12 .24 24%
Extremely stressful 3 .06 6%
no.5 where the researchers asked “How stressful do you find learning in an online class during
the COVID-19 Pandemic?” No students answered “Not stressful at all”. 6 students answered
“Slightly stressful” which is 12% of the population. 29 students answered “Moderately
stressful” which is 58% of the population. 12 students answered “Very effective” which is 24%
of the population and 3 student answered “Extremely effective” which is 6% of the population.
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In conclusion, online classes is moderately stressful with 2nd year Information Technology
students.
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Question 6: How do you feel about the overall impression about online classes?
1 3
6
Very Poor
11
Poor
Average
Good
Excellent
29
F RF P
Very poor 3 .06 6%
Poor 11 .22 22%
Average 29 .58 58%
Good 6 .12 12%
Excellent 1 .02 2%
no.6 where the researchers asked “How do you feel about the overall impression about online
classes?” 3 students answered “Very Poor” which is 6% of the population. 11 students
answered “Poor” which is 22% of the population. 29 students answered “Average” which is
58% of the population. 6 students answered “Good” which is 12% of the population and 1
student answered “Excellent” which is 2% of the population. In conclusion, most of 2nd year
Information Technology students answered average with the overall impression in online
classes.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
Summary of findings
The findings of the study were summarized according to the statement of the problem
stated in Chapter 1.
1. How many hours does a student spend in their online class every day?
The data shows that 56% of the respondents spend 4-6 hours every day in an
online class. The daily hours spent by the students also affect the effectiveness of online
learning.
2. How many 2nd year IT students face difficulties in their daily online classes?
58% of the students find online learning stressful during the covid-19 pandemic.
Unstable connections, struggle with focusing on-screen, a pile of work is some of the
reasons why students face difficulties in online learning.
3. What is the total percentage of 2nd year IT students who effectively learned through
online learning?
According to the data, 46% of the respondents learned moderately effective
from online learning. Many of the students are still able to cope with the new normal
that we are facing and still learning effectively through online learning.
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Conclusion
The conducted research showed the pulse and flow of a certain topic and study about
online learning. Based on our survey & research it’s about 76 to 85 the percentage is the
effectiveness of online class to those who own a gadget and devices to get an access thru online
classes. Therefore the succession rate is high.
a. Online Learning have no effect to the 2nd year Information Technology students
because they can still manage to attend every class and they can still able to do most of
the activities and task
b. Online Learning has a significant effect to the students because some doesn’t find it
very effective because of the difficulties that they encounter during the class.
Recommendation
Based on the conclusions and significant findings of the study, the following
recommendations are offered:
a. Future researchers
Continue or expand this study towards on discovering more and to gain more relevant
data or information that may help to identify problems related to this research study.
b. Students
Provide devices for students to work if at all possible or an at least ensure that online
learning activities can be completed with a smartphone.
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c. School
Education systems should aim to strengthen engagement between schools and parents in
order to improve information and guidance to parents on effective practices for supporting
their children’s learning.
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REFERENCES
Bates, T. (2020b, May 10). Online learning for beginners: 1. what is online learning? | Tony
Bates. Tony Bates |.
https://www.tonybates.ca/2016/07/15/online-learning-for-beginners-1-what-is-online-
learning/
WADEM, W. A. D. E. M. O. R. G. (2020, April 24). Mass Gathering. Wadem.Org.
https://wadem.org/sigs/mass-gathering/
Top Hat. (2019b, September 27). Face-to-Face Learning Definition and Meaning.
https://tophat.com/glossary/f/face-to-face-
learning/#:%7E:text=Face%2Dto%2Dface%20learning%20is,traditional%20type%20of%20l
earning%20instruction.
Shuttleworth, M., & Shuttleworth, M. (n.d.). Descriptive Research Design - Observing a
Phenomenon. Explorable.Com. Retrieved June 9, 2021, from
https://explorable.com/descriptive-research-design
Gautam, P. (2021, May 12). Advantages And Disadvantages Of Online Learning. ELearning
Industry.
https://elearningindustry.com/advantages-and-disadvantages-online-learning
Morse, S. (2019, January 10). The Effects of Online Learning. It Still Works.
https://itstillworks.com/effects-online-learning-3892.html
Advantages and Disadvantages of Online Classes in Pandemic. (n.d.). Education. Retrieved
June 9, 2021, from https://vocal.media/education/advantages-and-disadvantages-of-online-
classes-in-pandemic
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APPENDICES
May 31, 2021
Ms. Andrea Karmela Bautista

Quantitative Method professor – City of Malabon University
Malabon City
I have the honor to request permission to conduct survey to 2nd year Information
Technology students in City of Malabon University for our research study entitled “The New
Normal: Effect of Online Learning in 2nd Year Information Technology Students in City of
Malabon University Amidst of Covid-19 Pandemic” as a partial fulfillment or the requirements
for Quantitative Method subject.
Rest assure that the information you will provide will be treated with utmost confidentiality
and will ONLY be used for the said study.
Attached herewith is the copy of the survey questionnaire. It is earnestly hope that this request
will merit your kind consideration and approval.
Very Truly Yours,

BSIT-2D
____________________________
Ms. Andrea Karmela Bautista

Quantitative Method Professor
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May 31, 2021
Dear Ma'am/ Sir:
A good and pleasant day to you. We are the BSIT – 2D from City of Malabon
University that asks for permission to you Ma’am/Sir, if we can conduct a survey to 2nd
year Information Technology students for our research study entitled "The New Normal:
Effect of Online Learning in 2nd Year Information Technology Students in City of Malabon
University Amidst of Covid-19 Pandemic" to know what is the effect of online classes in
2nd Year Information Technology Students in City of Malabon University amidst of Covid-19
Pandemic.
We're planning to start the survey as soon as possible and the survey will last
take a few minutes to answer the questions. Your consent will be very useful and will
give a great help to us. Thank you for your consideration.
______________________________
Signature over Printed Name
Signed by: Ms. Andrea Karmela Bautista
(Quantitative Method Professor)
____________________________
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Survey Questions:
(Intro questions)
1. Do you have any access to a device for online learning?
 Yes, I borrow someone’s device
 Yes, I have my own device
 Yes, I rent computer sometimes
 No access at all
2. What equipment or device are you using in attending online classes?
 Laptop
 Cell phone
 Tablet
 Computer
 Other _______________
3. Do you have your own internet connection in your house?
 Yes, I have.
 No, I use data / load as an internet connection to attend online classes.
(Synchronous learning questions)
1. How many hour/s are you spending in your synchronous online classes every
day?
 1-3 hours a day
 4-6 hours a day
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 7-9 hours a day
 10+ hours a day
2. Are you satisfied with the hour/s you spent daily in synchronous online classes?
 Not satisfied at all
 Slightly satisfied
 Moderately satisfied
 Very satisfied
 Extremely satisfied
3. Do you manage to stay focus on screen and the lessons that you have in
 Yes
 No
 Sometimes
4. Do you actively participate in synchronous online classes?
 Yes
 No
 Sometimes
5. How often do you experience unstable connections when attending synchronous
online classes?
 Never
 Sometimes
 Always
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6. How do you keep yourself updated if you totally disconnected in your online
class due to poor or unstable internet connection?
 Go to nearest relative’s or friend’s house to continue the class.
 Ask your classmate / friend to keep you updated in the lessons or activities.
 Ask you teacher for the power point presentation or documents that might help
you keep updated with the lessons.
7. Can you fully understands the lessons during synchronous classes?
 Yes
 No
 Sometimes
8. Do you attend Synchronous online classes every time you have a class schedule
with that day?
 Yes
 No
 Sometimes
(Asynchronous learning questions)
1. Does your professor or teachers manage to answer your raised questions during
asynchronous classes?
 Yes
 No
 Sometimes
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2. Do they prepare learning materials or a recorded video presentations that may
help you understand the lessons during asynchronous classes?
 Yes
 No
 Sometimes
3. Does your professor or teachers reminds your class if there is / are upcoming
activities, quizzes and task that you need to do?
 Yes
 No
 Sometimes
(Overall online class question)
1. Do online classes help you in improving your programming skills as an
Information Technology (IT) student?
 Yes
 No
 Maybe
2. What type of online class do you think you can learn effectively?
 Synchronous learning
 Asynchronous learning
3. Does online class helps lessen your expenses as a student?
 Yes
 No
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 Maybe
4. How effective has online classes been for you?
 Not effective at all
 Slightly effective
 Moderately effective
 Very effective
 Extremely effective
5. How stressful do you find learning in an online class during the COVID-19
Pandemic?
 Not stressful at all
 Slightly stressful
 Moderately stressful
 Very stressful
 Extremely stressful
6. How do you feel about the overall impression about online classes?
 Very poor
 Poor
 Average
 Good
 Excellent
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Respondent # 1
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Respondent # 2
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Respondent #3
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Respondents #4
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Respondent #26
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Respondent #5
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MALABON CITY
Respondent #6
80 | P a g e

MALABON CITY
81 | P a g e

MALABON CITY
82 | P a g e

MALABON CITY
83 | P a g e

MALABON CITY
Respondent #7
84 | P a g e

MALABON CITY
85 | P a g e

MALABON CITY
86 | P a g e

MALABON CITY
87 | P a g e

MALABON CITY
Respondent #8
88 | P a g e

MALABON CITY
89 | P a g e

MALABON CITY
90 | P a g e

MALABON CITY
Respondent #9
91 | P a g e

MALABON CITY
92 | P a g e

MALABON CITY
93 | P a g e

MALABON CITY
94 | P a g e

MALABON CITY
Respondent #10
95 | P a g e

MALABON CITY
96 | P a g e

MALABON CITY
97 | P a g e

MALABON CITY
Respondent #11
98 | P a g e

MALABON CITY
99 | P a g e

MALABON CITY
100 | P a g e

MALABON CITY
Respondent #12
101 | P a g e

MALABON CITY
102 | P a g e

MALABON CITY
103 | P a g e

MALABON CITY
Respondent #13
104 | P a g e

MALABON CITY
105 | P a g e

MALABON CITY
106 | P a g e

MALABON CITY
Respondent #14
107 | P a g e

MALABON CITY
108 | P a g e

MALABON CITY
109 | P a g e

MALABON CITY
Respondent #15
110 | P a g e

MALABON CITY
111 | P a g e

MALABON CITY
112 | P a g e

MALABON CITY
113 | P a g e

MALABON CITY
Respondent #16
114 | P a g e

MALABON CITY
115 | P a g e

MALABON CITY
116 | P a g e

MALABON CITY
Respondent #17
117 | P a g e

MALABON CITY
118 | P a g e

MALABON CITY
119 | P a g e

MALABON CITY
Respondent #18
120 | P a g e

MALABON CITY
121 | P a g e

MALABON CITY
122 | P a g e

MALABON CITY
Respondents #20
123 | P a g e

MALABON CITY
124 | P a g e

MALABON CITY
125 | P a g e

MALABON CITY
Respondent #21
126 | P a g e

MALABON CITY
127 | P a g e

MALABON CITY
128 | P a g e

MALABON CITY
Respondent #22
129 | P a g e

MALABON CITY
130 | P a g e

MALABON CITY
131 | P a g e

MALABON CITY
Respondent #23
132 | P a g e

MALABON CITY
133 | P a g e

MALABON CITY
134 | P a g e

MALABON CITY
Respondent #24
135 | P a g e

MALABON CITY
136 | P a g e

MALABON CITY
137 | P a g e

MALABON CITY
Respondent #25
138 | P a g e

MALABON CITY
139 | P a g e

MALABON CITY
140 | P a g e

MALABON CITY
Respondent #26
141 | P a g e

MALABON CITY
142 | P a g e

MALABON CITY
143 | P a g e

MALABON CITY
144 | P a g e

MALABON CITY
145 | P a g e

MALABON CITY
146 | P a g e

MALABON CITY
147 | P a g e

MALABON CITY
148 | P a g e

MALABON CITY
Respondent #27
149 | P a g e

MALABON CITY
150 | P a g e

MALABON CITY
151 | P a g e

MALABON CITY
152 | P a g e

MALABON CITY
153 | P a g e

MALABON CITY
154 | P a g e

MALABON CITY
155 | P a g e

MALABON CITY
Respondent # 28
156 | P a g e

MALABON CITY
157 | P a g e

MALABON CITY
158 | P a g e

MALABON CITY
159 | P a g e

MALABON CITY
160 | P a g e

MALABON CITY
161 | P a g e

MALABON CITY
162 | P a g e

MALABON CITY
Respondent #29
163 | P a g e

MALABON CITY
164 | P a g e

MALABON CITY
165 | P a g e

MALABON CITY
166 | P a g e

MALABON CITY
167 | P a g e

MALABON CITY
168 | P a g e

MALABON CITY
169 | P a g e

MALABON CITY
Respondent#30
170 | P a g e

MALABON CITY
171 | P a g e

MALABON CITY
172 | P a g e

MALABON CITY
173 | P a g e

MALABON CITY
174 | P a g e

MALABON CITY
175 | P a g e

MALABON CITY
176 | P a g e

MALABON CITY
177 | P a g e

MALABON CITY
Respondent #31
178 | P a g e

MALABON CITY
179 | P a g e

MALABON CITY
180 | P a g e

MALABON CITY
181 | P a g e

MALABON CITY
182 | P a g e

MALABON CITY
183 | P a g e

MALABON CITY
184 | P a g e

MALABON CITY
Respondent #32
185 | P a g e

MALABON CITY
186 | P a g e

MALABON CITY
187 | P a g e

MALABON CITY
188 | P a g e

MALABON CITY
189 | P a g e

MALABON CITY
190 | P a g e

MALABON CITY
191 | P a g e

MALABON CITY
Respondent #33
192 | P a g e

MALABON CITY
193 | P a g e

MALABON CITY
194 | P a g e

MALABON CITY
195 | P a g e

MALABON CITY
196 | P a g e

MALABON CITY
197 | P a g e

MALABON CITY
198 | P a g e

MALABON CITY
Respondent #34
199 | P a g e

MALABON CITY
200 | P a g e

MALABON CITY
201 | P a g e

MALABON CITY
202 | P a g e

MALABON CITY
203 | P a g e

MALABON CITY
204 | P a g e

MALABON CITY
205 | P a g e

MALABON CITY
Respondent #35
206 | P a g e

MALABON CITY
207 | P a g e

MALABON CITY
208 | P a g e

MALABON CITY
209 | P a g e

MALABON CITY
210 | P a g e

MALABON CITY
211 | P a g e

MALABON CITY
212 | P a g e

MALABON CITY
Respondent #36
213 | P a g e

MALABON CITY
214 | P a g e

MALABON CITY
215 | P a g e

MALABON CITY
216 | P a g e

MALABON CITY
217 | P a g e

MALABON CITY
218 | P a g e

MALABON CITY
219 | P a g e

MALABON CITY
Respondent #37
220 | P a g e

MALABON CITY
221 | P a g e

MALABON CITY
222 | P a g e

MALABON CITY
223 | P a g e

MALABON CITY
224 | P a g e

MALABON CITY
225 | P a g e

MALABON CITY
226 | P a g e

MALABON CITY
Respondent #38
227 | P a g e

MALABON CITY
228 | P a g e

MALABON CITY
229 | P a g e

MALABON CITY
230 | P a g e

MALABON CITY
231 | P a g e

MALABON CITY
232 | P a g e

MALABON CITY
233 | P a g e

MALABON CITY
Respondent #39
234 | P a g e

MALABON CITY
235 | P a g e

MALABON CITY
236 | P a g e

MALABON CITY
237 | P a g e

MALABON CITY
238 | P a g e

MALABON CITY
239 | P a g e

MALABON CITY
240 | P a g e

MALABON CITY
Respondent #40
241 | P a g e

MALABON CITY
242 | P a g e

MALABON CITY
243 | P a g e

MALABON CITY
244 | P a g e

MALABON CITY
245 | P a g e

MALABON CITY
246 | P a g e

MALABON CITY
247 | P a g e

MALABON CITY
Respondent #41
248 | P a g e

MALABON CITY
249 | P a g e

MALABON CITY
250 | P a g e

MALABON CITY
251 | P a g e

MALABON CITY
252 | P a g e

MALABON CITY
253 | P a g e

MALABON CITY
254 | P a g e

MALABON CITY
Respondent #42
255 | P a g e

MALABON CITY
256 | P a g e

MALABON CITY
257 | P a g e

MALABON CITY
258 | P a g e

MALABON CITY
259 | P a g e

MALABON CITY
260 | P a g e

MALABON CITY
261 | P a g e

MALABON CITY
Respondent #43
262 | P a g e

MALABON CITY
263 | P a g e

MALABON CITY
264 | P a g e

MALABON CITY
265 | P a g e

MALABON CITY
266 | P a g e

MALABON CITY
267 | P a g e

MALABON CITY
268 | P a g e

MALABON CITY
Respondent #44
269 | P a g e

MALABON CITY
270 | P a g e

MALABON CITY
271 | P a g e

MALABON CITY
272 | P a g e

MALABON CITY
273 | P a g e

MALABON CITY
274 | P a g e

MALABON CITY
275 | P a g e

MALABON CITY
Respondent #45
276 | P a g e

MALABON CITY
277 | P a g e

MALABON CITY
278 | P a g e

MALABON CITY
279 | P a g e

MALABON CITY
280 | P a g e

MALABON CITY
281 | P a g e

MALABON CITY
282 | P a g e

MALABON CITY
Respondent #46
283 | P a g e

MALABON CITY
284 | P a g e

MALABON CITY
285 | P a g e

MALABON CITY
286 | P a g e

MALABON CITY
287 | P a g e

MALABON CITY
288 | P a g e

MALABON CITY
289 | P a g e

MALABON CITY
Respondent #47
290 | P a g e

MALABON CITY
291 | P a g e

MALABON CITY
292 | P a g e

MALABON CITY
293 | P a g e

MALABON CITY
294 | P a g e

MALABON CITY
295 | P a g e

MALABON CITY
296 | P a g e

MALABON CITY
Respondent #48
297 | P a g e

MALABON CITY
298 | P a g e

MALABON CITY
299 | P a g e

MALABON CITY
300 | P a g e

MALABON CITY
301 | P a g e

MALABON CITY
302 | P a g e

MALABON CITY
303 | P a g e

MALABON CITY
Respondent #49
304 | P a g e

MALABON CITY
305 | P a g e

MALABON CITY
306 | P a g e

MALABON CITY
307 | P a g e

MALABON CITY
308 | P a g e

MALABON CITY
309 | P a g e

MALABON CITY
310 | P a g e

MALABON CITY
Respondent #50
311 | P a g e

MALABON CITY
312 | P a g e

MALABON CITY
313 | P a g e

MALABON CITY
314 | P a g e

MALABON CITY
315 | P a g e

MALABON CITY
316 | P a g e

MALABON CITY
317 | P a g e

MALABON CITY
CURRICULUM VITAE
Personal Information
Name: Kimberly Bulisig Cayetano
Address: #9 Rodriguez St. Hulong Duhat, Malabon City
Age: 21 years old
Birthdate: November 29, 1999
Place of Birth: Sta. Cruz, Manila
Civil Status: Single
Contact No.: 09605587655
Family Background
Father: Alex O. Cayetano
Occupation: Security Guard
Mother: Lorena B. Cayetano
Occupation: Caregiver
Educational Background
Elementary: Ozamiz City Central School
Junior High School: Manuel L. Quezon High School
Senior High School: STI College Caloocan
College: City of Malabon University
318 | P a g e

MALABON CITY
CURRICULUM VITAE
Name: Frincess Pabustan Baluyot
Address: Blk. 9A Lot 5 Phase 2 Area 3 Hito St. Malabon City
Age: 20 years old
Birthdate: September 5, 2000
Place of Birth: Manila
Contact No.: 09102280689
Family Background
Father: Luisito Baluyot
Occupation: None
Mother: Jovita Baluyot
Occupation: None
Elementary: Imelda Elementary School
Junior High School: MBASH Main
Senior High School: EJIST
319 | P a g e

MALABON CITY
CURRICULUM VITAE
Name: Mark Christian Hilario Quiambao
Address: 159 Celia 2 St. Bayan-Bayanan, Malabon City
Age: 22 years old
Birthdate: September 7, 1998
Place of Birth: Mlauli Masantol, Pampanga
Contact No.: 09478219393
Family Background
Father: Mamerto C. Quiambao
Occupation: Office Clerk
Mother: Rhealine Quiambao
Occupation: Sales Assistant
Elementary: MES
Junior High School: MNHS
Senior High School: N/A
320 | P a g e

MALABON CITY
CURRICULUM VITAE
Name: Elberto Demano Argoncillo
Address: 71 Espiritu St. Tinajeros, Malabon City
Age: 21 years old
Birthdate: April 1, 2000
Place of Birth: Malabon City
Contact No.: 09605587595
Family Background
Father: Edgardo B. Argoncillo
Occupation: Factory Worker
Mother: Laine D. Argoncillo
Occupation: Housewife
Elementary: Tinajeros Elementary School
Junior High School: Tinajeros National High School
Senior High School: Tinajeros National High School (SHS)
321 | P a g e

MALABON CITY
CURRICULUM VITAE
Name: Edgar Arlric Rivera Perez
Address: #137 Panghulo Road, Malabon City
Age: 20 years old
Birthdate: October 5, 2000
Place of Birth: Valenzuela City
Contact No.: 09605587851
Family Background
Father: Edgardo B. Perez
Occupation: OFW
Mother: Arlene R. Robles
Occupation: Deceased
Elementary: Panghulo Elementary School (Main)
Junior High School: Panghulo National High School
Senior High School: University of the East Caloocan
322 | P a g e

MALABON CITY
CURRICULUM VITAE
Name: Jorinel De Castro Villanueva
Address: 109 Javier St. Santulan Malabon City
Age: 20 years old
Birthdate: February 17, 2001
Place of Birth: Manila
Contact No.: 09090202286
Family Background
Father: Junar Villanueva
Occupation: Company Driver
Mother: Carina Villanueva
Elementary: Santulan Elementary School
Junior High School: Panghulo National High School
Senior High School: Panghulo National High School
323 | P a g e

MALABON CITY
CURRICULUM VITAE
Name: Maryrose Jane Padua Gonzales
Address: #57 Sociego St., Tinajeros, Malabon City
Age: 20 years old
Birthdate: January 14, 2001
Place of Birth: Tondo Manila
Contact No.: 09300052277
Family Background
Father: Roberto Z. Gonzales
Occupation: Factory Worker
Mother: Ma. Marites P. Gonzales
Elementary: Tinajeros Elementary School
Junior High School: Tinajeros National High School
Senior High School: Tinajeros National High School
324 | P a g e

BSIT 2D GROUP 2 The New Normal Effect of Online Learning

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BSIT 2D GROUP 2 The New Normal Effect of Online Learning

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Republic of the Philippines

Commission on Higher Education

CITY OF MALABON UNIVERSITY

A Mini Research Paper Presented to the

Faculty of College of Engineering and Technology Department

The New Normal: Effect of Online Learning in 2nd Year Information

Technology Students in City of Malabon University Amidst of Covid-19

In Partial Fulfilment of the Requirements in

CITY OF MALABON UNIVERSITY

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Scope and Limitations of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CHAPTER II: LITERATURE REVIEW

CHAPTER III: METHODOLOGY

Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Statistical Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation, Analysis and Interpretation of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION

CITY OF MALABON UNIVERSITY

Letter of Request for the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Request Letter for the Respondents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318

CITY OF MALABON UNIVERSITY

THE PROBLEM AND ITS BACKGROUND

Technology Students in City of Malabon University amidst of Covid-19 Pandemic. In this

platforms to disseminate learning materials and answer sheets.

and major examinations will be posted and taken online.

CITY OF MALABON UNIVERSITY

task and activities while Asynchronous learning is a student-centered teaching method.

Statement of the Problem

2nd year Information Technology students of City of Malabon University. Specifically, it

sought to answer the following questions:

CITY OF MALABON UNIVERSITY

INPUT PROCESS OUTPUT

Descriptive Research Design

in their online class every day?

3. What is the total percentage of 2nd Convenience Sampling

Statistical Analysis and

Figure 1. Research Paradigm

Technology students of City of Malabon University to go to their online class.

CITY OF MALABON UNIVERSITY

Significance of the Study

Information Technology (IT) students of City of Malabon University. Hence, as researchers

investigation on the performance of students. Specifically, the Information Technology

pertain to the effectiveness of online learning.

learning. Whether it is effective to use for the future generation.

regarding the effect of online learning to their students.

Scope and Delimitation

in 2nd year students of Information Technology in City of Malabon University.

CITY OF MALABON UNIVERSITY

an instructor. It is the most traditional type of learning instruction.

Information Technology - is the study, design, development, implementation, support or

management of computer-based information systems—particularly software applications and

Online platform – means a public-facing internet website, web application, or digital