Manuscript-research-Impact With Corrections

i
BSN
ST. ANTHONY COLLEGE OF ROXAS CITY, INC.
BACHELOR OF SCIENCE IN NURSING 2021
THE IMPACT OF ONLINE LEARNING AMONG NURSING STUDENTS IN
ST. ANTHONY COLLEGE OF ROXAS CITY DURING COVID-19
PANDEMIC
A RESEARCH PROPOSAL
Presented to
The Faculty of St. Anthony College of Roxas City, Inc.
College of Nursing
As Partial Fulfillment of the Requirements in
Nursing Research I for the Degree of
Bachelor of Science in Nursing
By
Gino Bulana
Mauvan Garnica
Wilhelmo Dicon
Georgelene Mapa
Jay Villasoto
May 2021
ii
BSN
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of Science
in Nursing, this research paper titled “THE IMPACT OF ONLINE LEARNING
AMONG NURSING STUDENTS IN ST. ANTHONY COLLEGE OF ROXAS
CITY DURING COVID-19 PANDEMIC” prepared and submitted by Jay B.
Villasoto, Mauvan D. Garnica, Gino B. Bulana, Georgelene B. Mapa, Wilhelmo D.
Dicon III and is hereby recommended for approval and acceptance for oral
presentation.
______________________________________
RUBILYN B. SUMAYLO, PhD, RN,
LPT
Research Adviser
Approved by the Committee on Oral Examination with the grade

of__________
On May 2021
PANEL OF EXAMINERS
________________________________
MABEL ALONA A. MACAHILIG, RN, MSN
_____________________________
______________________________
TERESITA A. KATIGBAK, LPT, MAEd STELLA H.

CORDENILLO, RN, MSN
Accepted and approved as partial fulfillment of the requirements for the degree
BSN
BACHELOR OF SCIENCE IN NURSING.
__________________
_____________________________________________ iii
Date RUBILYN B. SUMAYLO, PhD, RN,
LPT
ACKNOWLEDGEMENT
Immeasurable appreciation and deepest gratitude for the help and support are
extended to the following persons who in one way or another have contributed in
making this study possible and successful. However, the group would like to express
their sincere gratitude to all of them.
First of all, we want to offer this endeavor to our God Almighty for the
knowledge and wisdom he bestowed upon us, the strength, peace of mind and good
health to finish this study. We also gave thanks to Him for enlightening our minds to
accomplish everything. Without his unconditional love we wouldn’t have been able to
achieve what we have accomplished.
Sr. Carmen V. Abad, DC, The Chair of Vincentian Management team, for
giving us the opportunity to do a research and for providing us with adequate
educational tools we need in order to accomplish our nursing career.
Mrs. Rubilyn B. Sumaylo, R.N., M.S.N., L.P.T., M.A.Ed., our dearest Dean
of the College of Nursing, for her support and giving us the opportunity to make this
research paper successful and make impact to conduct this kind of study.
BSN
Mrs. Rubilyn B. Sumaylo, R.N., M.S.N., L.P.T., M.A.Ed., our joyful iv
Research Adviser, for her unending support, guidance, valuable comments and
offering her valuable time to assist us in completing our research paper and for giving
us pieces of advice, suggestions and sharing her expertise to validate the
questionnaire.
Mrs. Mabel Alona A. Macahilig, R.N, M.S.N., for great appreciation,
useful and constructive recommendations on this research study.
Mrs. Stella H. Cordenillo, R.N, M.S.N., for encouragement, insightful
comments, hard questions, enthusiastic encouragement and useful critiques of this
research work of this research study.
Mrs. Teresita A. Katigbak, L.P.T., M.A.Ed., for assistance, words of
encouragement, offering recommendations and suggestions to make our study
successful.
Ms. Carla Jean B. Delfin, L.P.T., for sharing her knowledge and helping the
researchers in the statistical analysis and interpretation of the gathered data.
Our Respondents for all their full cooperation that made them a big part of
this study, for rendering their valuable time and effort in answering the questionnaires
honestly and the overwhelming positive reinforcement.
Our Loving Parents, for all the financial and moral support we needed to
enable us to finish our research study.
BSN
v
To all the people who surrounds us and participated in this study. We thank
you from the bottom of our hearts.
The Researchers
TABLE OF CONTENTS
TITLE
PAGE…………………………………………………………………………………
……………… i
APPROVAL
SHEET…………………………………………………………………………………
…… ii
ACKNOWLEDGEMENT……………………………………………………………
…………………. iii
TABLE OF
CONTENTS……………………………………………………………….……….
………. v
LIST OF
TABLES…………………………………………………………………………….….
………. ix
LIST OF
FIGURES………………………………………………………………………………
………. xi
BSN
LIST OF APPENDICES…………………………….
…………………………………………………. xii
CHAPTER
1 THE RESEARCH PROBLEM PAGE
Background of the study……………………………….
……………………..…. 1
Statement of the problem………………………………………..
…………….. 4
Hypotheses of the Study……………………………………………..
………….. 5
Theoretical Framework………………………………………………..
……..….. 5
Conceptual
Framework…………………………………………………….…….. 7
vi
Significance of the Study………………………………………….
……………... 8
Scope and Limitations of the Study…………………………….
………….… 8
BSN
Definition of
Terms……………………………………………………….……….… 9
Chapter
2 REVIEW OF RELATED LITERATURES AND
STUDIES……………………. 11
Chapter
3 RESEARCH DESIGN AND METHODOLOGY
The Research Design…………………………………….
…………….. 22
Research
Locale………………………………………………….………. 23
The Respondents of the Study…………………….
……………... 23
Validity and Reliability of the Questionnaires….............. 26
Data Gathering Procedure………………...………………...
……. 27
Data Analysis and Interpretation of Procedures……...…. 28
Chapter
BSN
4 PRESENTATION, INTERPRETATION & ANALYSIS OF
DATA
vii
Demographic Profile of the Respondents………...........… 29
Impact of Online Learning to the respondents in Terms
Of Understanding the lesson………………………….… 32
Impact of Online Learning to the Respondents in Terms of
Knowledge and Skill………………………………………….
34
Impact of Online Learning to the Respondents in Terms of
Time Management……………………………………………
35
Impact of Online Learning to the Respondents
As a
Whole……………………………………………………….. 37
Difference in the Impact of Online Learning of the
Respondents when Grouped According to Age….. 37

BSN
Respondents When Grouped According to Sex….. 38
Respondents When Grouped According to Their
High school Origin……………………………………………...
39
viii
Respondents When Grouped
According to their Strand………………………………….. 40
Respondents When Grouped According to their
Year
level………………………………………………………..… 41
Respondents When Grouped According to their
Location……………………………………………………………. 41
Chapter
BSN
5 SUMMARY OF FINDINGS, CONCLUSIONS,
RECOMMENDATIONS
Summary of Findings………………………………………...
43
Conclusions………………………………………………………. 47
Recommendations…………………………………………….
47
References………………………………………………………………………………
………….……. 49
Appendices………………………………………………………………………………
………….…… 51
Curriculum
Vitae……………………………………………………………………………………
ix
.... 69
LIST OF TABLES
Table Title Page
1 Respondents of the study 23

BSN
2 Demographic Profile of the Respondents 31
3 Impact of Online Learning to the
Understanding of Respondents to Lesson 33
4 Impact of Online Learning to the
Knowledge and Skill of Respondents 34
5 Impact of Online Learning to
the Time Management of the Respondents 36
6 Over-all Impact of Online Learning
to the Respondents 37
7 ANOVA. Difference in the Impact of
Online Learning of the Respondents
When Grouped According to Age 38
8 Difference in the Impact of

x
When Grouped According to Sex 39
9 Difference in the Impact of
When Grouped According to their
High School Origin 39
10 Difference in the Impact of Online Learning
of the Respondents
When Grouped According to their Strand 40

BSN
11 ANOVA. Difference in the Impact of
When Grouped According
to their Year Level 41
12 Difference in the Impact of Online Learning
of the Respondents
When Grouped According to their Local 42
xi
LIST OF FIGURES
Figure Page
1 Diagram Showing the framework of the study 7

BSN
xii
LIST OF APPENDIXES
APPENDICE PAGE
A Letter of Permission to the Dean College of Nursing 51
B-1 Letter Request for validation of Research Instrument 52

BSN
C Letter to Statistician 55
D Letter to the Respondents 56
E Research Instrument 57
F Reliability Results 61
G SPSS Output 62
1
H History of the School 66
CHAPTER I
INTRODUCTION
Background and Rationale of the Study
Education plays a significant role in the progress of human race. It promotes
the economic system and social system by giving academic knowledge and
employable skill. Education is very important because it also helps us become rich. It
teaches us how to recognize and utilize our skills and use them for a job or business.
These skills can be used for betterment of the society, our country and the entire
BSN
32
world. In fact, every innovation, invention and discovery made by mankind was due
to education.
The present COVID-19 pandemic has brought extraordinary challenges and has
affected the educational system in the Philippines and no one knows when it will end.
Every country is presently implementing plans and procedures on how to contain the
virus and the infections are still continually rising. In mid-March, the Philippine
government placed its largest island Luzon and other major cities under lockdown,
ordering the suspension of classes in all levels. Halfway into the second semester, all
schools in the Philippines had to cease all face-to-face learning activities and abruptly
transition to various forms of online learning. The effect of COVID-19 in the
Educational System of the Philippines, specifically in the Nursing Students of St.
Anthony College of Roxas City highlighted that online learning cannot produce
desired results due to lack of clinical experiences because Clinical experiences are
important in Nursing Students because they provide a roadmap to patient care
decisions and professional development. It enhances skills and knowledge. Without
this, Nursing Students are unable to function in an autonomous role as patient
advocates, as well as contribute to global healthcare initiatives. And also, Nursing
Students highlighted poor internet connectivity, lack of gadgets and monetary issues.
The COVID-19 is a highly infectious disease or illness caused by severe acute
respiratory syndrome coronavirus 2 (SARS-CoV-2), originated in Wuhan city of
China, has already taken on pandemic proportions, affecting across all the continents
(Remuzi, 2020), mostly spread among individuals during close contact now resulting
BSN
in millions of death. COVID-19 is referred as pandemic due to its severity and
fierceness also as the greatest global health crisis since after centuries in human
civilization. The onset of the novel coronavirus made everything from world
economies to social rituals (Schulten, 2020) devastated. For that reason, DOLE
(Department of Labor and Employment) estimated that 10 million jobs could be lost.
One of the most preferred ways to subdue the effect of this crisis is to enact the
COVID-19 containment measures in their respective territories. Nowadays lockdown
is a common buzzword that has been mulled over by the people during corona
pandemic. In fact, lockdown is a state of the emergency protocol implemented by the
competent authorities (in this case it is central and state governments) to restrict
people from leaving their place of living resulting in mass quarantines and stay-at-
home across the world since March 2020. To get control over COVID-19 pandemic is
possible to a greater extent with people's unbridled determination of the stringent
precautionary measures such as maintaining social distancing, following medically
instructed quarantine process and embracing hygiene and sanitation (Khachfe et al.,
2020).
Approximately over 24 million Filipino Students are not in school and this
pandemic made this situation further worst. As the effect of COVID-19 pandemic in
the Philippines spreads, there has been an increasing move towards teaching online
because of shutting down of schools, colleges and universities for an indefinite time
as the only option left (Martinez, 2020). Therefore, this is the time to gravely rethink,
revamp and redesign our education system in much demanding need of

BSN
unprecedented current situation. Informal and non-formal education is also
tremendously affected. However, it is a well-established assumption that no
pedagogical approach can replace the peak position of formal education due to having
teacher-taught direct interaction. But, the aftermath of COVID-19 crisis, online
education became a pedagogical shift from traditional method to the modern 4
approach of teaching-learning from classroom.
Statement of the Problem
This research study aims to determine the Impact of online Learning on Nursing
Students. Specifically, it sought to answer the following questions:
1. What is the demographic profile of nursing student at Saint Anthony College of
Roxas City, Inc. (School) in terms of:
1.1 Age
1.2 Sex
1.3 Highschool Origin
1.4 Year Level
1.5 Strand
1.6 Home location
2. What is the impact of online learning among nursing students in terms of:
a. Understanding the lesson
b. Knowledge and Skill

BSN
c. Time management
2 If there is a significant difference between the impact of online learning when
grouped according to their: 5
a. Age
b. Sex
c. Highschool Origin
d. Year Level
e. Strand
f. Home location
Hypothesis of the Study
There is no significant difference between the impact of online learning when
grouped according to their age, sex, high school origin, year level, strand, home
location.
Theoretical Framework
The respondent’s attitude towards online learning may be listed down to
different factors. One of which is Jean Piaget (1980) Cognitive learning theory, in this
type of teaching and learning, the student or the learner is compliant or quiet at the
same time the teacher teaches the students about certain topics. Here, people like us
students are listening and participating to the online class because we are mostly
passive and listen to what the teachers say to us.

6
BSN
Here, the online class is our place where we socialize with our classmates and
our teachers, Maslow (1950) Humanism Learning theory engages social skills,
feelings, intellect, artistic skills, practical skills, and more as part of their education,
therefore it is inserted here because even though we are learning through online class
we are needed to engage in our social life through online class.
Through all of this, the students have limits to how much information they can
intake in each subject. Here, Sweller (1988) Cognitive Load theory relates to the
amount of information that working memory can hold at one time. In relation to the
students, if students are held to too much information about each subject, the
overwhelming pressure can be too much to them and they might not be able to attain
necessary knowledge from their subjects.
Despite all of this, Dewey (1980) Constructivism theory, an approach to
learning that holds that people actively construct or make their own knowledge,
therefore it is needed by the students. Through experiencing online class, knowledge
is gained and exams are what follows, in that we students are needed to construct
knowledge for us to pass the exams through online class, despite the virtual meetings
we had held, we don’t need to be passive, because we students aspire to be nurses and
knowledge that comes from our teachers are needed for us to learn to construct
necessary knowledge to be competent nurses.

7
BSN
Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT VARIABLE
DEMOGRAPHIC PROFILE OF
NURSING STUDENTS IMPACT OF ONLINE
LEARNING AMONG
 Age
NURSING STUDENTS IN
 Sex TERMS OF:
 Type of High School  Understanding the
of Origin
lesson
 Academic Strand
 Year Level  Knowledge and skill
 Home location  Time management
Figure 1.
Diagram showing the framework of the study.

8
BSN
Significance of the Study
This Study will benefit the following:
Nursing students. They will have knowledge and be aware of the impacts of
online learning to the nursing students in this time of pandemic.
Clinical instructors. They will develop online learning strategy to the nursing
students in this time of pandemic, to evaluate the effect of online learning to
the students, and to measure the knowledge and skills of the nursing students
through online learning.
Future Researcher. They will have basis on their future studies, to develop
9
and improve this Study.
Scope and Limitation of the Study
This study focused on the Impact of Online Learning Among Nursing Students
in St. Anthony College of Roxas City during COVID-19 Pandemic. The Data
Collection will be conducted to 190 randomly selected Nursing Students in St.
Anthony College of Roxas City School S/Y 2019-2010 who will represent the
population.
This Study will cover problems encounter of Nursing Students regarding to their
Nursing Skills that is supposed to do in Skills Laboratory. Each of the respondents is
given the same questionnaire to answer. The results of this Study will be applicable
only to the respondents of this Study and will not be used as a measure to the impact
BSN
of online learning in Nursing Students to the those who do not belong to the
population of this Study. The main source of data will be the questionnaire which is
prepared by the Researchers.
Definition of Terms
Covid-19 is defined as a disease caused by a new strain of coronavirus.
‘Formerly, this disease was referred to as 2019 novel coronavirus or 2019-nCoV.
The COVID-19 virus is a new virus linked to the same family of viruses as Severe
Acute Respiratory Syndrome and some types of common cold Bender (2020). This
study will be an effective form of health communication for the adoption of
sustainable preventive measures of the nursing students of St. Anthony College of
Roxas City, Inc.
E- Learning refers to various methods of technology-enabled learning
systems, supported by the use of information-communication technologies (Yang,
2020). In this study, it will be used to examine the relation of nursing students
towards E-Learning.
Impact is defined as the action of one object coming forcibly into contact
with another or a marked effect or influence Hearn (2016). In this study, it is the
effect of the sudden emergence of a new virus and how it affects the many changes in
learnings of nursing students of Saint Anthony College of Roxas City, Inc.

10
BSN
Nursing students is defined as a person who is enrolled in a nursing school
or hospital to pursue a career as a nurse. In this study, the nursing students of St.
Anthony College of Roxas City, Inc. are able to express their experiences as well as
how they are able to utilize the available resources in order to uphold the same quality
of education despite of the pandemic and classes are held online.
Online Learning is a term to describe an emerging approach to learn at
students’ own premise through advanced information-communication technologies
(such as Blackboard, Moodle, YouTube, Virtual Reality) either asynchronously or
synchronously (Yang, 2020). In this Study, the structure of online learning expanded
the nursing students' use of technology and surpassed the technology used in the
students' traditional classroom settings.
Online Learning Capacity means how well an individual thinks. It involves,
memory, attention span and ability to sequence ideas in e-learning. In this Study, this
will be measure the level of capacity of nursing students in online learning.
Pandemic is defined as a disease outbreak that spreads across countries or
continents. It affects more people and takes more lives than an epidemic Robinson
(2020). In this study will focus on the timely pandemic surge particularly the situation
of the nursing students of St. Anthony College of Roxas City, Inc. This study will
evaluate the adjustments and precautions of the students to cope with the new normal
environment and learning.

BSN
11
CHAPTER II
Review of Related Literature
This chapter is a discussion of the literature and the result of other related
research to which the present study is related or has some bearing or similarity.
Composed of different ideas which have relevance to the study under investigation.
These will serve a guide and will provide directions of facts from different authors. 12
This gave the author enough background in understanding the study.
As this widespread begins cause by the dangerous spread of the virus called
Covid-19, most of the institution begun doing online classes particularly in college.
“Most of the terms (online learning, open learning, web-based learning, computer-
mediated learning, mixed learning, m-learning) have in common

BSN
the capacity to utilize a computer associated to organize, that gives the plausibility to
memorize from anyplace, anytime, in any beat, with any means”. Schools, colleges
and universities have discontinued in face-to-face teaching. As per assessments of the
researchers, it is uncertain to get back to teaching as anytime soon (Dhawan, 2020).
Educational units are finding choices and ways to bargain with this
challenging circumstance.These circumstances make us realize that
the situation arranging is a critical requirement for scholastics teach. For the sake of
our own protection, this circumstance necessitates dampness and cohesiveness. Our 13
students, faculties, academic staff, communities, societies, and the nation as a whole
must be protected and saved immediately from the virus's spread.
Ensure that every nursing student is engaged is one of the most important
aspects of a high-quality online education. The requirement to accurately evaluate
learner engagement is critical in determining nursing students' performance and
accomplishments. In this study, the aim was to understand the relationship between
nursing students engagement in an online learning with their overall performances by
analyzing students’ learning capacities. Online learning can be termed as a tool that
can make the teaching–learning process more student-centered, more innovative, and
even more flexible and accessible during the time of pandemic. Online learning is
defined as “learning experiences in synchronous or asynchronous environments using
different devices like mobile phones, laptops, and others with internet access. In these
environments, students can be anywhere (independent) to learn and interact with
instructors and other students” (Singh & Thurman, 2019). The synchronous learning
BSN
environment is structured in the sense that students attend live lectures, there are real-
time interactions between educators and learners, and there is a possibility of instant
feedback, whereas asynchronous learning environments are not properly structured.
Instant feedback and immediate response are not possible under such an environment
(Littlefield, 2018). Amidst this deadly virus spread such online platforms are needed
where a video conferencing with students is possible, internet connections are good,
lectures are accessible in mobile phones also and not just laptops, possibility of
watching already recorded lectures, and instant feedback from students can be
achieved and assignments can be taken (Basilaia et al., 2020).
The major portion of the world is on isolate due to the genuine flare-up of
this worldwide spread of Covid-19 and so numerous cities have turned
into apparition cities and its impacts can be seen in schools, universities,
and colleges as well. After all this online instructing and online learning can
be named as the nostrum for the emergency. The Corona Infection has
made teaching to go from offline mode to online mode of instructional method.
This emergency will make the institutions, which were prior hesitant to alter,
to acknowledge advanced innovation. This catastrophe will show us the lucrative side
of online teaching and learning. With the help of online teaching modes, we can
sermonize a large number of students at any time and in any part of the world. All
institutions must scramble different options of online pedagogical approaches and try
to use technology more aptly (Dhawan, 2020). Many universities and colleges
throughout the world have fully digitalized their operations, recognizing the pressing
BSN
necessity for this. As a result, improving the quality of online teaching–learning is
critical at this point. During this tough time, the concern is not about whether online
teaching–learning methods can provide quality education, it is rather how academic 14
institutions will be able to adopt online learning in such a massive manner (Carey,
2020).
Any educational institution, everywhere in the world, will be harmed by
resistance to change. They'll be assessed on how quickly they adjust to changes in
such a short time and how well they retain quality. Educational institutions'
reputations are on the line, and they are being scrutinized. Their ability to adapt is
demonstrated by how effectively they behave and preserve the quality of their
education in the face of the crisis. The shift from face-to-face lectures to online
classes is the only possible solution. Distance, scale, and personalized teaching and
learning are the three biggest challenges for online teaching. Innovative solutions by
institutions can only help us deal with this pandemic (Liguori & Winkler, 2020).
There is a need for a speedy transition to online learning mode; consequently,
Google's products, such as Gmail, Google Forms, Calendars, G-Drive, Google
Hangouts, Google Jam board and Drawings, and Google Classroom, may be quite 15
beneficial in such scenarios. These technologies can be used as a viable substitute for
face-to-face classes.
Due to the COVID-19 pandemic, most nations have implemented lockdown
and social distancing measures, which have resulted in the closure of schools, training
BSN
institutions, and further education facilities. Educators are delivering excellent
education through multiple online channels, which is a paradigm change. Despite the
problems faced by both educators and learners, online learning, distant learning, and
continuing education have proven a remedy for an unprecedented worldwide
epidemic. Transitioning from traditional face-to-face learning to online learning may
be a very different experience for students and teachers, one that they must adjust to
with few or no other options. Through numerous internet platforms, the school system
and instructors have accepted "Education in Emergency," and are obliged to accept a
system for which they are unprepared.
E-learning tools have played a crucial role during this pandemic, helping
schools and universities facilitate student learning during the closure of universities
and schools (Subedi et al., 2020). Staff and student preparedness must be assessed
and supported while adapting to the new adjustments. Learners with a fixed mentality
have a hard time adapting and adjusting, but learners with a growth mentality adapt
easily to new situations. There is no one-size-fits-all pedagogy for online learning.
There are a variety of subjects with varying needs. Different subjects and age groups
require different approaches to online learning (Doucet et al., 2020). Online learning
also allows physically challenged students with more freedom to participate in
learning in the virtual environment, requiring limited movement (Basilaia &
Kvavadze, 2020).
16
BSN
Students, parents, and educators throughout the world have felt the
unanticipated rippling impact of the COVID-19 as schools have been shuttered to
deal with the worldwide pandemic. While governments, frontline workers, and health
authorities do their utmost to contain the spread, educational institutions strive to
provide high-quality education to all students during these tough times. Many
students at home/living space have undergone psychological and emotional distress
and have been unable to engage productively. The best practices for online
homeschooling are yet to be explored (Petrie, 2020).
Broadly identified challenges with e-learning are accessibility, affordability,
flexibility, learning pedagogy, life-long learning and educational policy (Murgatrotd,
2020). Many countries have significant challenges in terms of maintaining a stable
Internet connection and gaining access to digital gadgets. While many economically
disadvantaged students in developing nations cannot afford online learning gadgets,
online education increases the learner's exposure to screen time. As a result, offline
activities and self-exploratory learning have become critical for pupils.
Inherently motivated learners are largely unaffected in their learning since
they require little supervision and assistance, but pupils who are deficient in learning
have challenges. Some academically qualified students from low-income families are
unable to access or afford online instruction.
The level of academic performance of the students is likely to drop for the
classes held for both year-end examination and internal examination due to reduced
BSN
17
contact hour for learners and lack of consultation with teachers when facing
difficulties in learning/understanding (Sintema, 2020).
Students are assessed online, which involves a lot of trial and error, as well as
doubt and confusion among teachers, students, and parents. The method used to
administer online exams differs depending on the convenience and skill of the
instructors as well as the compatibility of the students. Many schools and institutions
have yet to implement appropriate plagiarism-checking procedures, owing to the
enormous student population.
Aside from being enjoyable for the students, school time helps them develop
social skills and awareness. While students are away from their regular school
schedule, they face economic, social, and psychological consequences. Many of these
students are now taking online classes and spending more time on virtual platforms,
putting them at risk of online abuse. Students have been exposed to potentially
hazardous and violent information, as well as a higher risk of cyberbullying, as a
result of increased and unstructured time spent on online learning. More families are
relying on technology and digital solutions to keep their children engaged in learning,
entertained, and connected to the outside world as a result of school closures and 18
strict containment measures, but not all students have the necessary knowledge, skills,
and resources to keep themselves safe online.
Although there have been several problems for educators, schools, institutes,
and the government in regards to online education, the COVID-19 pandemic has
BSN
offered multiple chances for those who are unprepared or have long-term intentions to
deploy an e-learning system. The use of online platforms such as Google Classroom,
Zoom, virtual learning environment and social media and various group forums like
Telegram, Messenger, WhatsApp and WeChat are explored and tried for teaching and
learning for the first time ever to continue education. This can be explored further
even after face-to-face teaching resumes, and these platforms can provide additional
resources and coaching to the learners (Pokhrel, 2021).
Teachers are obliged to develop creative initiatives that assist to overcome the
limitations of virtual teaching. Teachers are actively collaborating with one another at
a local level to improve online teaching methods. There are incomparable
opportunities for cooperation, creative solutions and willingness to learn from others
and try new tools as educators, parents and students share similar experiences
(Doucet et al., 2020). Many educational organizations are making their tools and
solutions available for free in order to assist and support teaching and learning in a
more dynamic and engaging manner. Online learning has allowed teachers and 19
students to teach and learn in new ways that are not possible in a traditional
classroom setting.
There are n number of technologies available for online education but
sometimes they create a lot of difficulties. These difficulties and problems associated
with modern technology range from downloading errors, issues with installation,
login problems, problems with audio and video, and so on (Dhawan, 2020). Students
BSN
may find online instruction to be dull, frustrating, challenging, or uninteresting at
times. Students seldom find time to conduct online learning since it requires so much
time and flexibility. Online learning also has a significant problem with personal
attention. Two-way contact is desired by students, yet it might be difficult to give.
The learning process will not achieve its full potential until pupils put what they've
learned into practice. Online information can be theoretical at times, making it
difficult for students to practice and learn successfully. Course content that isn't up to
par is likewise a huge concern. One of the challenges to online learning, according to
students, is a lack of communication owing to technological issues and difficulty
understanding the lesson. In a study, Students were found to be unprepared to balance
their job, family, and social lives with their study lives in an online learning
environment in a study. Students were found to be underprepared for a variety of e-
learning and academic-type abilities.
Online learning does not allow for the use of pedagogy that is available and
used for face-to-face learning. Despite the fact that a variety of methodology has been
developed for online and remote learning, instructors who are technologically
illiterate require appropriate professional development and training in order to align
themselves with their pupils.
Authentic assessments and timely feedback are essential components of
learning. A very crucial part of online distance learning is the availability of helpful
BSN
20
formative assessments and timely feedback to the online learners (Doucet et al.,
2020).
Maslow before Bloom is the common phrase used in education circles. This
must be the mission for online learning for the continuation of education during the
present pandemic. The phrase is typically used to ensure that our students are safe and
have their basic needs met before online learning commences. Domestic violence and
child abuse are on the rise as the perpetrators are many a time at home or in the
neighbourhood, which is a mental distraction and threat to the learners (Ravichandran
& Shah, 2020). With students increasingly experiencing homeschooling as a result of
the COVID-19 pandemic, the home environment is not uniformly appropriate for
pupils of various levels and socioeconomic backgrounds. Studies should be
conducted to assist the economically disadvantaged people who have been affected
the hardest. This occurred as a result of the extended break caused by the COVID-19
pandemic's school shutdown. Although no studies have been conducted to assess the 21
pandemic's direct influence on dropout rates, a study in this area would reveal the
facts.
Although there are many drawbacks to online schooling, we cannot overlook
its benefits in these times of crisis. We can always come up with answers to these
problems. Prerecording video lectures, testing the content, and always having a Plan
B on hand may all help to ensure that the teaching–learning process is not disrupted.
Online courses should be made dynamic, interesting, and interactive. Teachers should
BSN
set time limits and reminders for students to make them alert and attentive. Efforts
should be made to humanize the learning process to the best extent possible (Dhawan,
2020). Students should be given individual attention so that they may readily adjust to
this new learning environment. To communicate with students, you can utilize social
media and numerous group forums. When it becomes tough to communicate with
students via texts, various messaging apps, video chats, and other means, content
should be designed to allow students to practice and perfect their abilities. The quality
of the courses should be continually increased, and professors should strive to offer
their best effort. Educators must devote a significant amount of work to developing
efficient online instruction methodologies.
Synthesis
22
Chapter III
RESEARCH DESIGN AND METHODOLOGY
This chapter deals with a detailed description of the research design. It also
includes the research locale, respondents of the study, research instrument, validity
and reliability of the questionnaires, data gathering procedure, and data analysis
procedures.
Research Design
BSN
According to Magnaye and Reantillo (2020), a research design is "the overall
plan, or the blueprint, created by the researcher to answer the research questions. It
identifies the procedures by which the study population will be selected. It also
includes the subjects, the data collection, and the data analysis. The research design's
primary purpose is to provide maximum control over extraneous variables and other
phenomena that can influence the study results and affect its validity.
This study will use the descriptive method of research. This method
summarizes the status phenomena observed within the natural environment and
without manipulation of the independent variable. This is the most appropriate 23
research method because facts will be directly gathered from the nursing students of
Saint Anthony College of Roxas City, Inc.
Research Locale
This study was conducted in St. Anthony College of Roxas City Inc.
(School), of the school year 2020-2021. The school, SACH, is located in San Roque
Ext., Roxas City. It is owned and managed by the Daughter of Charity of St. Vincent
De Paul.
Respondents of the Study
The respondents that was used in the study were 192 nursing students that is
enrolled at St. Anthony College of Roxas City, Inc., which includes both sections
from STEM and NON- STEM.

BSN
Table 1. Respondents of the study
Respondents Population Percent
BSN 1 STEM 49 65%

NON-STEM 26 35% 24
TOTAL 75 100%
BSN 2 STEM 54 78%

NON-STEM 15 22%
TOTAL 69 100%
BSN 3 STEM 28 58%

NON-STEM 20 42%
TOTAL 48 100%
Sample Size
This study involved the whole population of nursing students taking up
nursing research. Sampling was employed instead. This done for economy, reduction
of time and effort. The number of samples was computed using Slovin’s formula (as
cited by Pagoso, 1992) shown below.
N
n=
1+ N e2
where: n= sample size
N= size of population
E = margin of error (5%)
Research Instrument
25
BSN
Data of this research was gathered using the researcher-formulated survey
questionnaires. Research Instrument Data of this research was collected using the
researcher formulated survey questionnaires. It is designed so that all the objectives
of the study will be attained. The questionnaire will consist of five parts. Part I will be
the respondents' demographic profile in terms of age, sex, Type of high school origin,
type of strand, Year Level, home location. Part II of the questionnaire will be the
impact of online learning among nursing students in terms of: Understanding the
lesson, Knowledge and Skill, Time management. For the survey on Impact of online
learning among nursing students in terms of, Understanding the lesson, Knowledge
and Skills, and Time management respondents will score the items using the
following:
Understanding the lesson
Score Description Scale Interval Verbal

Interpretation
5 Strongly Agree(SA) 4.21- 5.00 Highly Unacceptable
4 Agree(A) 3.41- 4.20 Unacceptable
3 Fairly Agree(FA) 2.61- 3.40 Moderately

acceptable
2 Disagree (DA) 1.81- 2.60 Acceptable
1 Strongly Disagree 1.00- 1.80 Highly acceptable

(SD)
Knowledge and Skills

Interpretation

26
BSN

acceptable

(SD)
Time Management

Interpretation

acceptable

(SD)
Validity and Reliability of the Questionnaires
A Research instrument is the proper tool, device, or means utilized to collect 27
needed data for information. A research instrument to be useful must be reliable and
valid (Magnaye and Reantillo,2020).
Reliability consistently measures the accuracy, stability, and dependability of
the target attributes it is designed to measure (Magnaye and Reantillo,2020).
Validity refers to the degree to which an instrument measures what it is
supposed to measure (Magnaye and Reantillo,2020).

BSN
To ensure the researcher-formulated questionnaires' validity, it was subjected
to face validation on its content by the experts.
After validating the instruments that will be pilot tested to two hundred
forty-one nursing students from Saint Anthony College of Roxas City Inc. (School).
Data Gathering Procedure
The researchers will seek permission from the dean of the college of nursing
of St. Anthony College of Roxas City, Inc. to conduct the study among the nursing
students. The indirect or questionnaire method of collecting data will be used in this
study. The respondents will be given a data gathering instrument to draw their
personal information, understanding of lessons through online learning, coping
mechanism with the Online Learning System, and their difficulties of Online
Learning System.
28
Cluster sampling will be used to determine the number of samples to be taken from
each group of respondents based on section.
The research instrument will be carried out to the subjects via google form.
Questionnaire distribution, data collection and instrument retrieval will be done by
the researchers.
Data Analysis Procedures

BSN
The data gathered will be analyzed using the following statistical tools:
frequency counts, percentage, rank, mean, standard deviation, anova test ( Analysis of
Variance, F-test. The researchers will use the frequency count, percentage, and rank
to determine the respondents' demographic profile. The mean will be utilized to
assess the impact of online learning among nursing students in St. Anthony college of
Roxas City during the covid-19 pandemic.
Case Processing Summary

N %
Cases Valid 40 100.0
Excluded 0 a
.0 29
Total 40 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
CHAPTER IV Alpha
Based on
PRESENTATION, ANALYSIS, AND Cronbach's Standardize N of
INTERPRETATION OF DATA
Alpha d Items Items
.610 .646 30
This chapter presents the gathered
data in terms of the results, analysis and interpretation conducted. It consists of two
parts: descriptive data analysis and inferential data analysis that will study on the
demographic profile of the respondents and impact of online learning among the
nursing students of St. Anthony College of Roxas City. Furthermore, the difference
of the impact of online learning of the respondents when grouped according to their
BSN
age, sex, year level, high school origin, strand, and location can be derived from the
30
result of the study and were discussed in this chapter.
Demographic Profile of the Respondents
Table 2 displays the distribution of the 192 respondents covered in this study
according to selected variables, namely: age, sex, high school origin, strand, year
level, and home location. Statistics revealed that 78 of them (40.6%) were with age of
20 years which is the majority among the respondents and only 1 out of 192
respondents (0.5%) were with age of 22 years. Statistics revealed that out of 192
respondents, majority of the respondents are female. It shows that 164 out of 192
respondents or 85.4% are female and 28 of them or 14.6% are male. It was also
shown that most of the respondents came from private school with a total number of
119 (62.0%) and 73 of the respondents came from public school (38.0%). Statistics
also showed that most of the respondents took STEM academic strand with a total
number of 132, most of the respondents are 1st year students (75) and most of the
respondents are living in the urban area.
For Age, most of the nursing students aged 20 years old, there has been a
steady increase in the number of mature age students in nursing pro-grams (Kenny et
al., 2007). Mature age students are drawn to nursing because of the human-altruistic
valuesand the financial security offered in the profession(Watson, 2008).
For Sex, majority of the nursing students are female, more female are pursuing
nursing than male. One of the reasons is that men students in ‘non-
BSN
traditional’ occupations often found support and mentorship from the men
teachers in their respective faculty, according to research findings (William). As of
now, there are more female instructors in nursing than male ones, therefore more
female are affianced to nursing.
For Highschool origin, most of the nursing students came from private 31
schools, in local statistics most of the senior high school student in the city mostly
graduated in our local private schools here in Capiz.
For Strand, majority of the nursing students are from STEM, according to the
report of the Department of Education (DepEd), the number of students who became
interested in Science and Technology (S&T) has significantly increased to 60 percent
all throughout the years. This due to that K-12 STEM curriculum is much more suited
in preparation for Nursing in College.
For Year level, the majority of the nursing students are first year students.
There are more enrolled 1st year BSN students compared to the older years because of
the K-12 curriculum already is at its peak stage where areas compared to the recent
BSN 2 and BSN 3 students where K-12 curriculum was only starting.
For Home location, the majority of the nursing students live in urban areas,
Maslow (1954), states that in order to be able to feel love and esteem, above all else a
child needs to feel safe. If a students is living in an environment where they do not
feel safe there will be repercussions that follow.

BSN
Table 2. Demographic Profile of the Respondents
VARIABLES FREQUENCY PERCENTAGE

Age:
19 years old 63 32.8%
20 years old 78 40.6%
21 years old 50 26.0%
22 years old 1 0.5%
TOTAL 192 100%
Sex:
Male 28 14.6%
Female 164 85.4%
TOTAL 192 100%
High School Origin:
Public 73 38.0%
Private 119 62.0%
TOTAL 192 100%
Strand:
STEM 132 68.8%
Non-STEM 60 31.3%
TOTAL 192 100%
\
Year Level:
1st year 75 39.1%
2nd year 69 35.9%
3rd year 48 25.0%
TOTAL 192 100% 32
Location:
Urban 118 61.5%
Rural 74 38.5%
TOTAL 192 100%
Impact of Online Learning to the

Respondents in Terms of
Understanding the Lesson
BSN
When all the 192 respondents were taken as a whole group, Table 3 exposes
33
that their mean score on the 10 statements on the impact of online learning to the
respondents in terms of understanding the lesson was 3.75 with standard deviation of
0.88.
Table 3. Impact of Online Learning to the Understanding of Respondents to

Lesson
VERBAL
STATEMENTS M SD INTERPRETATIO
N
Understanding the Lesson
Experienced a hard time understanding the topics that are

3.94 .74 Unacceptable
being discussed.
Experienced a hard time putting all of my attention in online
classes.
Experienced technical difficulties because of the device that
is being used.
Am unable to understand due to connectivity issue. 4.05 .81 Unacceptable
Am unable to stay motivated through online learning. 3.79 .92 Unacceptable
Find myself having difficulties catching up with my teacher. 3.73 .85 Unacceptable
Find myself having difficulties in raising questions and

asking my teacher about our topic.
Moderately
Find myself disinterested in listening to my teacher. 3.20 .88 acceptable
Find myself having difficulties in understanding instructions
and directions.
10. Find myself often having miscommunications with my Unacceptable
group during group tasks. 3.47 .97
OVER-ALL 3.75 0.88 Unacceptable
This mean score implied that the online learning was “Unacceptable” in terms
of understanding the lesson of the respondents. The result indicates that the nursing
BSN
34
students perceived online learning not that effective and they cannot able to handle
their studies well.
Impact of Online Learning to the

Respondents in Terms of
Respondents’ Knowledge and Skill
Table 4. Impact of Online Learning to the Knowledge and Skill Respondents
VERBAL
STATEMENTS M SD
INTERPRETATION
Knowledge and Skill
Am unable to understand the topics that the instructor demonstrated. 3.66 .67 Unacceptable
Am unable to demonstrate the nursing skills in actual face to face 3.56 .94 Unacceptable
setting.
Am unable to absorb the knowledge and skills that is being taught 3.41 .77 Unacceptable
Am unable to answer medical questions that are asked by the clinical 3.45 .69 Unacceptable
instructor in both online and face to face setting.
Moderately
Am unable to utilize my learning from online discussions. 3.39 .65
acceptable
Am unable to understand and repeat the procedure in actual 3.55 .91 Unacceptable
hospital/clinical setting.
Am unable to do basic vital sign monitoring. 4.09 .84 Unacceptable
Am unable to do basic patient physical assessment. 3.83 .81 Unacceptable
Am unable to do basic nursing documentation/recording. 3.90 .83 Unacceptable
10. Am unable to demonstrate all the procedure that have been taught 3.48 .89 Unacceptable
online.
When all the 192 respondents were taken as a whole group, table 4 exposes
respondents in terms of the respondents’ knowledge and skill was 3.63 with standard
BSN
deviation of 0.8. This mean score implied that the online learning was
35
“Unacceptable” in terms of developing the knowledge and skill of the respondents.
The result indicates that the nursing students perceived online learning not that
effective and they cannot able to handle their studies well.
Impact of Online Learning to the Respondents in Terms of Respondents’ Time

Management
respondents in terms of the respondents’ time management was 3.39 with standard
deviation of 1.08. This mean score implied that the online learning was “Moderately
acceptable” in terms of developing the time management of the respondents. The
result indicates that the nursing students can still able to manage their time amidst
busy
Note:schedule of online
Interpretation is basedclasses.
on the following scale: 4.21- 5.000 (Highly Unacceptable), 3.41- 4.21
(Unacceptable), 2.61-3.40(Moderately acceptable), 1.81-2.60(Acceptable), and 1.000 – 1.80(Highly Effective)
BSN
VERBAL
STATEMENTS M SD
INTERPRETATION
Time Management
Am unable to find time to study at
home for exams.
Am unable to balance my time for
3.42 1.04 Unacceptable
my online classes and my family.
Am unable to find time to rest after
3.35 1.07 Moderately acceptable
complying my school works.
Am unable to pass my activities in
due time.
Am unable to avoid procrastinating
3.75 1.12 Unacceptable
instead of doing activities
Am unable to avoid multitasking
several activities and comply them 3.57 1.23 Unacceptable
on time.
Am unable to find time for myself
after listening to online classes.
Am unable to find time doing return
demonstrations in groups outside 2.63 1.13 Moderately acceptable
the house.
Am unable to sleep and wake up
3.77 .92 Unacceptable 36
normally for online classes.
10. Am able to turn in my activities in
advance to have spare time for 2.89 .91 Moderately acceptable
myself.
OVER-ALL 3.39 1.08 Moderately acceptable
Table 5. Impact of Online Learning to the Time Management of the Respondents

37
BSN
Table 6. Over-all Impact of Online Learning to the Respondents
VERBAL
Categories M SD
INTERPRETATION
Understanding the Lesson 3.75 0.88 Unacceptable
Knowledge and Skill 3.63 0.8 Unacceptable
Time Management 3.39 1.08 Moderately Good
Impact of Online Learning to the Respondents as a Whole
that their over-all mean score on the three categories on the impact of online learning
to the respondents was 3.59 with standard deviation of 0.33. This over-all mean score
Note: Interpretation is based on the following scale: 4.21- 5.000 (Highly Unacceptable), 3.41- 4.21
implied that2.61-3.40(Moderately
(Unacceptable), the impact online learning
acceptable), was “Unacceptable”
1.81-2.60(Acceptable), to–the
and 1.000 respondents.
1.80(Highly Effective) The
result indicates that the students perceived online learning is not that effective, they
can’t cope very well with the lessons, and they are not able to possess the necessary
knowledge and skills through online learning. 38
Difference in the Impact of Online Learning of the Respondents When Grouped

According to Age
Table 7 revealed the difference of impact of online learning to the
respondents when grouped according to their age. The F test statistic is 1.88 and has a
p-value of 0.904 which was greater than 0.05 alpha. This result further implied that
the null hypothesis was failed to reject and conclude that there was no significant
BSN
difference in the impact of online learning to the respondents when grouped
according to their age. Thus, the impact of online learning to the respondents was the
same regardless of their age.
Table 7. ANOVA. Difference in the Impact of Online Learning of the

Respondents When Grouped According to Age
Variables N Mean F p-value Probability
19 years old 63 3.59
1.88 0.904 NS
22 years old 1 3.60
Note: p-value > 0.05 = not significant

According to Sex
Table 8 revealed that there was a mean difference of 0.00057 in impact of
online learning to the respondents when grouped according to their sex. This mean
difference is not significant because the t-value of 0.011 had a p-value of 0.991 which
was higher than 0.05 alpha. This result further implied that there was no significant
difference in the impact of online learning to the respondents when grouped
according to their sex. Thus, the impact of online learning to the respondents was the
same regardless of their sex.

BSN
39
Table 8. Difference in the Impact of Online Learning of the Respondents When

Grouped According to Sex Mean
Variables N Mean t-value p-value Probability
Difference
Male
28 3.59
0.00057 0.011 0.991 NS
Female
164
Note: p-value > 0.05 = not 3.59
significant

According to their High School Origin
Table 9 revealed that there was a mean difference of 0.00212 in impact of
online learning to the respondents when grouped according to their high school
origin. This mean difference is not significant because the t-value of 0.011 had a p-
value of 0.991 which was higher than 0.05 alpha. This result further implied that there
was no significant difference in the impact of online learning to the respondents when
grouped according to high school origin. Thus, the impact of online learning to the
respondents was the same regardless of their high school origin.

Grouped According to their High School Origin
Mean
Difference
Public
73 3.59
0.00212 0.055 0.956 NS
Private
119 3.59
40
BSN

According to their Strand
Table 10 revealed that there was a mean difference of 0.049 in the impact of
online learning when grouped according to their strand. This mean difference was not
significant because the t-value of 1.209 had a p-value of 0.228 which was greater than
0.05 alpha. This result further implied that there was no significant difference in the
impact of online learning when grouped according to their strand. Thus, the impact of
online learning was the same regardless of their strand.
Grouped According to their Strand
Mean
Difference
STEM 132 3.57

0.049 1.209 0.228 NS
Non-STEM 60 3.62
41

According to their Year Level
BSN
Table 11 revealed the difference the impact of online learning to the
respondents when grouped according to their year level. The F test statistic is 0.439
and has a p-value of 0.645 which was greater than 0.05 alpha. This result further
implied that the null hypothesis was failed to reject and conclude that there was no
significant difference in the impact of online learning to the respondents when
grouped according to their year level. Thus, the impact of online learning to the
respondents was the same regardless of their age.
Table 11. ANOVA. Difference in the Impact of Online Learning of the

Respondents When Grouped According to their Year Level
Variables N Mean F p-value Probability

1st year 75 3.60
2nd year 69 3.56 0.439 0.645 NS
3rd year 48 3.60

42

According to their Location
Table 12 revealed that there was a mean difference of 0.061 in the impact of
online learning to the respondents when grouped according to their location. This
mean difference is significant because the t-value of 1.60 had a p-value of 0.111
which was higher than 0.05 alpha. This result further implied that there was no
significant difference in the impact of online learning when grouped according to

BSN
location. Thus, the impact of online learning was the same regardless of their home
location.
Grouped According to their Local
Mean
Difference
Urban
118 3.56
0.061 1.60 0.111 NS
Rural
74 3.63

BSN
43
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter deals with the summary of the study, conclusions drawn from
the findings and the recommendation suggested by the researchers.
Summary of Findings
The main purpose of this study is to determine the impact of online learning
among nursing students in Saint. Anthony College of Roxas city during Covid-19
Pandemic.
Specifically, this study sought to answer the following questions:
1. What is the demographic profile of nursing student at Saint Anthony College of
Roxas City, Inc. (School) in terms of:
1.1 Age
1.2 Sex
1.3 Highschool Origin
1.4 Year level
1.5 Strand
1.6 Home location

BSN
44
2. What is the impact of online learning among nursing students in terms of:
a. Understanding the lesson
b. Knowledge and Skill
c. Time management
3. If there is a significant difference between the impact of online learning when
grouped according to their:
a. Age
b. Sex
c. Highschool Origin
d. Year Level
e. Strand
f. Home Location
The descriptive research design was applied to this study. According to
Magnaye and Reantillo (2020), Descriptive research design summarizes the status
phenomena observed within natural environment and without manipulation of the
independent variables.
This research design was deemed appropriate for this particular study 45
because of the main concern was to determine the impact of online learning among
nursing students in Saint. Anthony College of Roxas city during Covid-19 Pandemic.
This study utilized 192 nursing students enrolled at Saint Anthony College of
Roxas City, Inc. The research instrument use to gather the needed data was a
BSN
researcher’s questionnaire subjected to validity and reliability testing. The data
gathered were analyzed with the use of the following statistical tools: frequency
counts, percentage, rank, mean, standard deviation, anova test ( Analysis of Variance,
F-test.
Findings:
The findings of the study are as follows:
1. Statistics revealed that 78 of them (40.6%) were with age of 20 years which is the
majority among the respondents and only 1 out of 192 respondents (0.5%) were with
age of 22 years. Statistics revealed that out of 192 respondents, majority of the
respondents are female. It shows that 164 out of 192 respondents or 85.4% are female
and 28 of them or 14.6% are male. It was also shown that most of the respondents
came from private school with a total number of 119 (62.0%) and 73 of the
respondents came from public school (38.0%). Statistics also showed that most of the
respondents took STEM academic strand with a total number of 132, most of the
respondents are 1st year students (75) and most of the respondents are living in the
urban area.
2. The mean score on the 10 statements on the impact of online learning to the
respondents in terms of understanding the lesson was 3.75. This mean score implied
that the online learning was “Unacceptable” in terms of understanding the lesson of
the respondents. The result indicates that the students perceived online learning not
that effective and they cannot able to handle their studies well.
46
BSN
respondents in terms of the respondents’ knowledge and skill was 3.63. This mean
score implied that the online learning was “Unacceptable” in terms of developing the
knowledge and skill of the respondents. The result indicates that the students
perceived online learning not that effective and they cannot able to handle their
studies well.
respondents in terms of the respondents’ time management was 3.39. This mean score
implied that the online learning was “Moderately acceptable” in terms of developing
the time management of the respondents. The result indicates that the students can
still able to manage their time amidst busy schedule of online classes.
5. The over-all mean score on the three categories on the impact of online learning to
the respondents was 3.59. This over-all mean score implied that the impact online
learning was “Unacceptable” to the respondents. The result indicates that the
students perceived online learning is not that effective, they can’t cope very well with 47
the lessons, and they are not able to possess the necessary knowledge and skills
6. The difference of impact of online learning to the respondents when grouped
according to their age, sex, high school origin, strand, year level, and location results
all implied that there was no significant difference in the impact of online learning to
the respondents when grouped according to their age, sex, high school origin, strand,
year level, and location. Thus, the impact of online learning to the respondents was
BSN
the same regardless of their age, sex, high school origin, strand, year level, and
location.
Conclusions
1. Since there is no significant difference between the impact of online learning when
grouped according to their age, sex, high school origin, year level, strand, home
location, the null hypothesis was accepted.
2. The Nursing students cannot fully grasp the online learning method and has low
understanding of the lesson that is being taught online by the instructor. They
likewise lack strong foundations on the basic concepts in nursing subjects.
3. The Nursing students have problems retaining the knowledge and skills that is being
taught online by the instructor. The learners don’t have the confidence in performing
nursing procedure in an actual face-to-face setting.
Recommendations
48
Based on the findings and conclusion of the study, the following
recommendations were suggested by the researchers:
Since the nursing student do not have strong foundations of the basic concept
and can’t grasp the lesson online in nursing subjects, teachers and clinical instructor
should prompt to blended learning which combines the two training environments,
traditional face-to-face classroom training and high-tech eLearning. With this they
BSN
can limit the amount of exposure to technologies and be able to personally
demonstrate nursing procedures.
The future researches may continue to conduct studies about impact of online
learning among nursing students. They may utilize the variables that are used in this
study. Through this study, we may able to help enhance their knowledge and
understanding about the impact of online learning among nursing students.
49
REFERENCES
A.BOOKS.
Magnaye, B., & Reantillo, E. Introduction to Nursing Research a Guide to
Evidence-Based Practice, 2020.

BSN
B.ARTICLES
Singh V., Thurman A. (2019). How many ways can we define online
learning? A systematic literature review of definitions of online learning (1988-
2018). American Journal of Distance Education, 33(4), 289–306.
Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., Shah, J. M. (2020). Impact of
e-learning during COVID-19 pandemic among nurshing students and teachers
of Nepal. International Journal of Science and Healthcare Research, 5(3), 9.
C. RELATED STUDIES
Subedi, S., Nayaju, S., Subedi, S., Shah, S. K., Shah, J. M. (2020). Impact of
e-learning during COVID-19 pandemic among nursing students and teachers of
Nepal. International Journal of Science and Healthcare Research, 5(3), 9.

50
D. MEDIA/INTERNET
Dhawan S. (2020). Online Learning: A Panacea in the Time of
COVID-19 Crisis. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308790/#bibr390047239520934018
Ravichandran, P., Shah, A. K. (2020 July). Shadow pandemic: Domestic
violence and child abuse during the COVID-19 lockdown in India. International

BSN
Journal of Research in Medical Sciences, 08(08), 3118. Retrieved
from https://doi.org/10.18203/2320-6012.ijrms20203477
Littlefield J. (2018). The difference between synchronous and
asynchronous distance learning. Retrieved
from https://www.thoughtco.com/synchronous-distance-learning-asynchronous-
distance-learning-1097959
Pokhrel, S. (2021). A Literature Review on Impact of COVID-19
Pandemic on Teaching and Learning. Retrieved from A Literature Review on
Impact of COVID-19 Pandemic on Teaching and Learning - Sumitra Pokhrel, Roshan
Chhetri, 2021 (sagepub.com)
Basilaia, G., Kvavadze, D. (2020). Transition to online education in schools
during a SARS-CoV-2 coronavirus (COVID-19) pandemic in
Georgia. Pedagogical Research, 5(4), 10. Retrieved from

51
https://doi.org/10.29333/pr/7937
Appendix A
LETTER OF PERMISSION TO CONDUCT A STUDY
APRIL 2021
MRS. RUBILYN B. SUMAYLO, R.N., M.S.N., L.P.T., M.A.Ed

Dean, College of Nursing
BSN
St. Anthony College of Roxas City, Inc.

San Roque Ext. Roxas City, Capiz
Dear Ma’am,
We, the researcher of BSN-IV class of 2019 will be conducting a research study
entitled “THE IMPACT OF ONLINE LEARNING AMONG NURSING
STUDENTS IN ST. ANTHONY COLLEGE OF ROXAS CITY DURING
COVID-19 PANDEMIC.” as partial fulfillment of the requirements in Nursing
Research subject. In line with this, we are respectfully requesting permission from
your good office to please allow us to conduct the said study.
Respectfully Yours ,
GINO BULANA, S.N.
MAUVAN GARNICA, S.N.
WILHELMO DICON, S.N.
GEORGELENE MAPA, S.N.
JAY VILLASOTO, S.N.
Researchers
Noted by :
52
Nursing Research Adviser
Appendix B-1
LETTER REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
29 APRIL 2021

Dean, College of Nursing
BSN
Dear Ma’am,
The Charity of Jesus Christ Crucified Impels Us!

The undersigned are conducting a research study entitled, “THE IMPACT OF
ONLINE LEARNING AMONG NURSING STUDENTS IN ST. ANTHONY
COLLEGE OF ROXAS CITY DURING COVID-19 PANDEMIC.” as a
requirement in Nursing Research II. This study mainly aims to determine the research
capability of the nursing students of St. Anthony College of Roxas City.
Relative to this, we are requesting your expert services to validate our research
instrument herewith attached. We are very much thankful to your great contribution
for the improvement of this study. God bless!
GINO BULANA, S.N.
JAY VILLASOTO, S.N.
Researchers 53
Noted by :
Research Adviser
Appendix B-2
29 APRIL 2021
MRS. TERESITA A. KATIGBAK, L.P.T. M.A.Ed.

Dear Ma’am,
BSN

GINO BULANA, S.N.
JAY VILLASOTO, S.N.
Researchers
54
Noted by :
Appendix B-3
29 APRIL 2021
MS. CARLA JEAN B. DELFIN, L.P.T.

Dear Ma’am,
BSN

GINO BULANA, S.N.
JAY VILLASOTO, S.N.
Researchers
55
Noted by :
Appendix C
LETTER TO THE STATISTICIAN
22 MAY 2021
MS. CARLA JEAN B. DELFIN, L.P.T.

Dear Ma’am,
BSN

In line with this we would like to request your statistical expertise to interpret our
data we’ve gathered in our study. Hoping for your kind approval regarding this
matter. Herewith attached is our questionnaire and results. Thank you very much and
God bless.
GINO BULANA, S.N.
JAY VILLASOTO, S.N.
Researchers
56
Noted by :
Appendix D
LETTER TO THE RESPONDENTS
10 MAY 2021
Dear Respondents,
In partial fulfillment of the requirements in our Nursing Research Subject in Bachelor

of Science in Nursing.
We the third year BSN researchers of St. Anthony College of Roxas City are
conducting a pilot study to determine the reliability and validity of our researcher-
BSN
made instrument entitled "The Impact of Online Learning among Nursing

students in St. Anthony College of Roxas City during COVID-19 Pandemic".
The questionnaire will include a total of 30 questions . Choices will range from
Strongly Agree to Strongly Disagree.
Rest assured all information you will share with us will be held strictly confidential
and will only be used for research purposes.
Researchers:
GINO BULANA, S.N.
JAY VILLASOTO, S.N.
NOTED BY:
57
MRS. RUBILYN B. SUMAYLO, RN, MSN, LPT

Research Adviser
Appendix E
Research Instrument
“THE IMPACT OF ONLINE LEARNING AMONG NURSING STUDENTS IN

ST. ANTHONY COLLEGE OF ROXAS CITY DURING COVID-19
PANDEMIC”.
Part I. Demographic profile of respondents

Name: __________________________ (Optional)
I. DEMOGRAPHIC PROFILE
Age: _____________
BSN
Sex :
Female
Male
Type of High School of Origin :

Public
Private
Academic Strand :
STEM
Non-Stem
Year Level
58
BSN 1
BSN 2
BSN 3
Home Location:
Urban
Rural
Part II - The impact of online learning among nursing students in terms of:
Direction: Please check (/) the corresponding box of your answer. Please do not leave
any statement unanswered. Thank you.
5 – Strongly Agree, 4 – Agree, 3 – Fairly agree, 2 – Disagree, 1 – Strongly Disagree
a. Understanding the lesson:
Statements 5 4 3 2 1
As a nursing student, I…
BSN
1. Experienced a hard time understanding the

topics that are being discussed.
2. Experienced a hard time putting all of my
attention in online classes.
3. Experienced technical difficulties because
of the device that is being used.
4. Am unable to understand due to
connectivity issue.
5. Am unable to stay motivated through
online learning.
6. find myself having difficulties catching up
with my teacher.
7. find myself having difficulties in raising 59
questions and asking my teacher about our
topic.
8. find myself disinterested in listening to
my teacher.
9. find myself having difficulties in
understanding instructions and directions.
10. find myself often having
miscommunications with my group during
group tasks.
b. Knowledge and Skills.
5 – Strongly Agree, 4 – Agree, 3 – Fairly agree, 2 – Disagree, 1 – Strongly Disagree
1. Am unable Understand the topics that the

instructor demonstrated.
2. Am Unable to demonstrate the nursing
skills in actual face to face setting.
3. Am able to absorb the knowledge and
skills that is being taught through online
learning.
4. Am able to answer medical questions that
is asked by the clinical instructor in both
BSN
online and face to face setting.

5. Am unable to utilize my learning from
online discussions.
6. Am unable to understand and repeat the
procedure in actual hospital/clinical setting.
7. Am unable to do basic vital sign
monitoring.
8. Am unable to do basic patient physical
assessment. 60
9. Am unable to do basic nursing
documentation/recording.
10. Am unable demonstrate all the procedure
that have been taught online.
c. Time Management.
5 – Strongly Agree, 4 – Agree, 3 – fairly agree, 2 – Disagree, 1 – Strongly Disagree
1. Am unable to find time to study at home

for exams.
2. Am unable to balance my time for my
online classes and my family.
3. Am unable to find time to rest after
complying my schoolworks.
4. Am unable to pass my activities in due
time.
5. Am unable to avoid procastinating instead
of doing activities
6. Am unable to avoid multitasking several
activities and comply them on time.
7. Am unable to find time for myself after
listening to online classes.
8. Am unable to find time doing return
demonstrations in groups outside the
house.
BSN
9. Am unable to sleep and wake up normally

for online classes.
10. Am unable to turn in my activities in
advance to have spare time for myself.
61
Appendix F
RELIABILITY RESULTS
Case Processing Summary

N %
Cases Valid 40 100.0
a
Excluded 0 .0
Total 40 100.0
a. Listwise deletion based on all
variables in the procedure.
Reliability Statistics
Cronbach's
Alpha
Based on
Cronbach's Standardize N of
Alpha d Items Items
.610 .646 30
Summary Item Statistics

BSN
Minimu Maximu Maximum / Varianc N of

Mean m m Range Minimum e Items
Item Means 3.569 2.150 4.225 2.075 1.965 .207 30 62
Item .848 .305 1.846 1.540 6.048 .111 30
Variances
Appendix G
SPSS OUTPUT
Demographic Profile of the Nursing Students
Age
Frequency Percent Valid Percent Cumulative

Percent
19 63 32.8 32.8 32.8
20 78 40.6 40.6 73.4
Valid 21 50 26.0 26.0 99.5
22 1 .5 .5 100.0
Total 192 100.0 100.0
Sex

Percent
Female 164 85.4 85.4 85.4

Valid
Male 28 14.6 14.6 100.0
BSN
Total 192 100.0 100.0
63
HSOrigin

Percent
Public 73 38.0 38.0 38.0
Valid Private 119 62.0 62.0 100.0
Total 192 100.0 100.0
Strand
Frequency Percent Valid Cumulative

Percent Percent
STEM 132 68.8 68.8 68.8
NON-
Valid 60 31.3 31.3 100.0
STEM
Total 192 100.0 100.0
Year
Frequency Percent Valid Cumulative

Percent Percent
Valid 1st year 75 39.1 39.1 39.1

BSN
2nd year 69 35.9 35.9 75.0
3rd year 48 25.0 25.0 100.0

64
Total 192 100.0 100.0
Location

Percent
Urban 118 61.5 61.5 61.5
Valid Rural 74 38.5 38.5 100.0
Total 192 100.0 100.0
Impact of Online Learning Among Nursing Students in terms of:
Descriptive Statistics
a. Understanding the N Mean Std. Deviation

lesson
a1 192 3.94 .739
a2 192 4.0000 .86224
a3 192 4.1146 .89641
a4 192 4.0469 .80761
a5 192 3.7865 .92166
a6 192 3.7344 .85447
a7 192 3.6302 .91166
a8 192 3.2031 .87752

BSN
a9 192 3.5365 .93154
a10 192 3.4740 .97043
b. Knowledge and N Mean Std. Deviation

Skills
b1 192 3.66 .667
b2 192 3.5625 .93576
b3 192 3.4062 .77362
b4 192 3.4479 .69206
b5 192 3.3854 .65314
b6 192 3.5469 .90830
b7 192 4.0938 .83857
b8 192 3.8333 .80790
b9 192 3.9010 .83484
b10 192 3.4792 .89184

c. Time Management N Mean Std. Deviation
c1 192 3.78 .860
c2 192 3.4241 1.03783
c3 192 3.3490 1.07231
c4 192 3.3594 1.28667
c5 192 3.7500 1.11628
c6 192 3.5729 1.23003
c7 192 3.3750 1.24278

65
BSN
c8 192 2.6250 1.13257
c9 192 3.7656 .92225

66
c10 192 2.8854 .91377
Valid N (listwise) 192
Appendix H
HISTORY OF THE SCHOOL
HISTORY OF SACHR
St. Anthony College of Roxas City, Inc. (SACRI) is a private Catholic
school in Capiz. Established in 1958, the school is administered by the Daughters of
Charity of Saint Vincent de Paul. It is also affiliated with the St. Anthony College
Hospital founded in 1956.
The college is known for its healthcare courses; it currently offers tertiary
programs in Nursing and Midwifery. SACRI is also a TESDA Accredited Assessment
Center for Health Care Services NC II. Additionally, the institution provides the
GAS, STEM, and TVL strands for Senior High School (SHS) students.
Since its foundation, St. Anthony College of Roxas City commits itself to
provide an education founded on the Christian faith. Through a Vincentian
Formation, the school develops students into self-directed, global, and
environmentally caring leaders.
Mission
BSN
Inspired by the spirit of St. Vincent de Paul and St. Louise de Marillac, we
commit ourselves to: Vigorously provide value innovative educational and health care 67
services rooted in Christ, humanely deliver quality educational and healthcare
services to
customers especially those living in poverty situations, proactively respond to take
care of God’s creation, ardently sustain and improve educational and health care
services viability, interdependently accelerate leadership through continuous training
and research intensive Vincentian formation.
Vision
An audacious Christ centered institution in the province of Capiz providing
quality educational and health care services system which responds to the needs of
persons living in poverty situations and of God’s Creation.
Core Values
The St. Anthony College hospital believes that sound working relationships could be
attained by observing and living out the following Core Values:
Respect for Human Dignity – Reverence for man and woman and concern for the
promotion of human rights and total development.
Compassionate Service – Sensitivity to the need of others and zealous response of
caring borne out of gentle and humble heart.

BSN
Co-Responsibility – Spirit of dialogue, partnership, participation, teamwork, and
collaboration in all endeavors for the good of all. Solidarity – Sense of communion 68
with each person with all people on earth regardless of race, color, creed and socio-
economic status an a firm determination to promote the common good.
Simplicity – Love of, and living out the truth and freedom, honesty and transparency
in relationships, modest and simple lifestyle.
Socio Commitment – Audacious dedication to the transformation of communities
and society through change of personal attitudes and change of unjust social
structures.
BSN
69
CURRICULUM VITAE
A. PERSONAL INFORMATION
Name: Jay B. Villasoto
Sex: Male
Civil Status: Single
Date of Birth: February 29, 2000
Place of Birth: St. Anthony College Hospital, Roxas City
Father’s name: Andie A. Villasoto
Occupation: Seaman
Mother’s name: Amy B. Villasoto
Occupation: Housewife
Address: Brgy. Milibili Roxas City
B. EDUCATIONAL ATTAINMENT
LEVEL SCHOOL AWARDS
Elementary level Our Lady of Mount Third honorable mention

Carmel Learning Center  Loyalty award
BSN
ST. ANTHONY COLLEGE OF ROXAS CITY, INC. 70
Secondary Level Colegio de la Purisima

Concepcion
Tertiary Level St. Anthony College of

Roxas. Inc.
C. ORGANIZATION
Name of Organization Position Year
Society of St. Vincent de Member 2019-2021

Paul
D. SEMINARS ATTENDED
Seminar Venue Date
Mental Health Awareness St. Louis de Marillac

Hall,
St. Anthony College of

Roxas City, Inc.
Psychiatric Nursing and Nestas Hilltop Hotel,

Nursing Jurisprudence Roxas City, Capiz
Name: Gino Anthony B. Bulana
Sex: Male
Date of Birth: June 24, 1999

71
BSN
Father’s name: Noe B. Bulana
Occupation: None
Mother’s name: Maria Gina B. Bulana
Occupation: Bank Employee
Address: Fuentes Subdivision Arnaldo Boulevard Roxas City, Capiz
LEVEL SCHOOL AWARDS
Elementary level Saint Mary’s Academy of

Capiz ( Grade 1-2)
President Manuel A.
Roxas Memorial School
South (Grade 2-6)
Secondary Level Colegio de la Purisima

Concepcion

Roxas. Inc.
C. ORGANIZATION

Paul
Seminar Venue Date
72
BSN

Hall,

Roxas City, Inc.

73
Name: Wilhelmo D. Dicon III
Sex: Male
BSN
Date of Birth: May 16, 2000
Father’s name: Wilhelmo O. Dicon Jr.
Occupation: Businessman
Mother’s name: Ma. Berna D. Dicon
Address: Dulangan, Pilar, Capiz
A. EDUCATIONAL ATTAINMENT
LEVEL SCHOOL AWARDS
Elementary level Step By Step Christian

Academy
Secondary Level Capiz State University

(Main Campus)

Roxas. Inc.
B. ORGANIZATION 74

Paul
C. SEMINARS ATTENDED
Seminar Venue Date

Hall,
BSN

Roxas City, Inc.

75
Name: Georgelene B. Mapa
Sex: Female

BSN
Father’s name: George Mapa
Occupation: Government Employee
Mother’s name: Darlene Mapa
Occupation: Business Woman
Address: Villa Carmel, Phase 3, Roxas City
LEVEL SCHOOL AWARDS
Elementary level President Manuel A. Model Girl

Memorial School – 5th Honorable Mention
South
Secondary Level College of St. John

Roxas

Roxas. Inc. 76
C. ORGANIZATION

Paul
Seminar Venue Date

Hall,

Roxas City, Inc.

BSN

77
BSN
Name: Mauvan D. Garnica
Sex: Male
Father’s name: Ivan T. Garnica
Occupation:
Mother’s name: Maureen D. Garnica
Address: Malipayon Village, Roxas City
LEVEL SCHOOL AWARDS
Elementary level Saint Mary’s Academy

of Capiz
Secondary Level Capiz National High

School

Roxas. Inc.
C. ORGANIZATION 78

Paul
BSN
Seminar Venue Date

Hall,

Roxas City, Inc.


Manuscript-research-Impact With Corrections

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Manuscript-research-Impact With Corrections

Uploaded by

Copyright:

Available Formats

i

THE IMPACT OF ONLINE LEARNING AMONG NURSING STUDENTS IN

ST. ANTHONY COLLEGE OF ROXAS CITY DURING COVID-19

The Faculty of St. Anthony College of Roxas City, Inc.

As Partial Fulfillment of the Requirements in

Nursing Research I for the Degree of

Bachelor of Science in Nursing

In partial fulfillment of the requirements for the degree of Bachelor of Science

in Nursing, this research paper titled “THE IMPACT OF ONLINE LEARNING

AMONG NURSING STUDENTS IN ST. ANTHONY COLLEGE OF ROXAS

CITY DURING COVID-19 PANDEMIC” prepared and submitted by Jay B.

Villasoto, Mauvan D. Garnica, Gino B. Bulana, Georgelene B. Mapa, Wilhelmo D.

Approved by the Committee on Oral Examination with the grade

MABEL ALONA A. MACAHILIG, RN, MSN

TERESITA A. KATIGBAK, LPT, MAEd STELLA H.

BACHELOR OF SCIENCE IN NURSING.

Date RUBILYN B. SUMAYLO, PhD, RN,

their sincere gratitude to all of them.

achieve what we have accomplished.

giving us the opportunity to do a research and for providing us with adequate

educational tools we need in order to accomplish our nursing career.

Mrs. Rubilyn B. Sumaylo, R.N., M.S.N., L.P.T., M.A.Ed., our joyful iv

us pieces of advice, suggestions and sharing her expertise to validate the

Mrs. Mabel Alona A. Macahilig, R.N, M.S.N., for great appreciation,

useful and constructive recommendations on this research study.

Mrs. Stella H. Cordenillo, R.N, M.S.N., for encouragement, insightful

comments, hard questions, enthusiastic encouragement and useful critiques of this

research work of this research study.

Mrs. Teresita A. Katigbak, L.P.T., M.A.Ed., for assistance, words of

encouragement, offering recommendations and suggestions to make our study

researchers in the statistical analysis and interpretation of the gathered data.

honestly and the overwhelming positive reinforcement.

1 THE RESEARCH PROBLEM PAGE

Background of the study……………………………….

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

Hypotheses of the Study……………………………………………..

Significance of the Study………………………………………….

Scope and Limitations of the Study…………………………….

2 REVIEW OF RELATED LITERATURES AND

3 RESEARCH DESIGN AND METHODOLOGY

The Research Design…………………………………….

The Respondents of the Study…………………….

Validity and Reliability of the Questionnaires….............. 26

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

Data Analysis and Interpretation of Procedures……...…. 28

4 PRESENTATION, INTERPRETATION & ANALYSIS OF

Impact of Online Learning to the respondents in Terms

Of Understanding the lesson………………………….… 32

Impact of Online Learning to the Respondents in Terms of

Knowledge and Skill………………………………………….

Impact of Online Learning to the Respondents in Terms of

Impact of Online Learning to the Respondents

Difference in the Impact of Online Learning of the

Respondents when Grouped According to Age….. 37

Difference in the Impact of Online Learning of the

Respondents When Grouped According to Sex….. 38

Difference in the Impact of Online Learning of the

Respondents When Grouped According to Their

High school Origin……………………………………………...

Respondents When Grouped

According to their Strand………………………………….. 40

Difference in the Impact of Online Learning of the