PERCEPTION OF NORSU CNPAHS STUDENTS TOWARDS ONLINE MODALITY

DURING COVID-19 PANDEMIC

A Thesis
Presented to the Faculty of
College of Nursing Pharmacy and Allied Health Sciences
Department of Pharmacy
Negros Oriental State University

In Partial Fulfilment
Of the Requirements for the Degree of
Bachelor of Science in Pharmacy

By
Albupera, Genelyn
Calidguid, Chessa Mae C.
Delfino, Marisol
Gabayno, Ivy
Laxamana, Delsan
Makahig, Aldrin
Masias, Jessica
Rosario, Vikki Irielle
Silim, Beverly
Tasa, Kharyl Kay

January 2021

1
 COLLEGE OF NURSING, PHARMACY AND ALLIED HEALTH SCIENCES
DEPARTMENT OF PHARMACY
NEGROS ORIENTAL STATE UNIVERSITY

APPROVAL SHEET

This thesis proposal entitled “PERCEPTION OF NORSU CNPAHS STUDENTS TOWARDS

ONLINE MODALITY DURING COVID-19 PANDEMIC” submitted by Albupera, Genelyn,
Calidguid, Chessa Mae, Delfino, Marisol, Gabayno, Ivy, Laxamana, Delsan, Makahig, Aldrin,
Masias Jessica, Rosario, Vikki Irielle, Silim, Beverly and Tasa, Kharyl Kay in fulfillment of the
requirements for the degree of Bachelor of Science in Pharmacy has been examined and is
recommended for acceptance and approval for ORAL EXAMINATION (PROPOSAL
HEARING).

ANALIZA V. BAIS, RPh ,MPH

Adviser

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 PANEL OF EXAMINERS

Approved by the Committee on Oral Examination (Proposal Hearing) with a grade of ______.

Mrs. Christine dela Peña, RN, MAN, PhD

Chair, Panel of Examiners

Mr. Willan B. Noblefranca, RPh Mrs. Contessa A. Kinkito, RPh., RN

Examiner Examiner

Ms. Mary Angelique C. Banogon, RPh Ms. Gemma G. Amutan, RPh

Examiner Examiner

Mr. Ariel Nico A. Villariaza, RPh Ms. Ivy Rose L. Torres, RPh
Examiner Examiner

Ms.Stephanie Meghan Cristuta, RPh

Examiner

Mrs. Lady Madonna B. Colina, RPh, MPH, MSPHARM

Examiner

Mr. Acle O. Luzuriaga MD, RN DPCOM, FICS, FMAS

Examiner

Accepted and approved in partial fulfilment of the requirements for the degree of Bachelor of
Science in Pharmacy.

_______________ ________________

Date of Oral Examination (Proposal Hearing) Chair, Department of Pharmacy

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 TABLE OF CONTENTS

CHAPTERS PAGE

1 INTRODUCTION

Rationale of the Study……………………………………………………. 5

Statement of the Problem………………………………………………….8

Significance of the Study………………………………………………….10

Scope and Limitation of the Study………………………………………..11

Theoretical Framework……………………………………………………12

Conceptual Framework……………………………………………………13

Operational Definitions of terms………………………………………….14

2 REVIEW OF RELATED LITERATURE AND STUDIES

Introduction……………………………………………………………….15

Related Literature…………………………………………………………16

Related Studies……………………………………………………………17

Conclusion………………………………………………………………...19

3 METHODOLOGY

Research Design……………………………………………………………19

Research Environment……………………………………………………..20

Research Respondent………………………………………………………20

Research Instrument………………………………………………………..20

Sampling……………………………………………………………………21

Ethical Consideration………………………………………………………21

Procedure for Data Collection……………………………………………...21

LIST OF ILLUSTRATION

FIGURE

Theoretical Framework……………………………………………………….22

Conceptual Framework……………………………………………………….23

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 CHAPTER 1

INTRODUCTION

Rationale of the Study

The COVID-19 outbreak originated in the Wuhan region of the People’s Republic of

China, posed an unprecedented global threat in the 21st century (Geldsetzer, et al., 2020). After

the World Health Organization (WHO) declared COVID-19 as a gruesome pandemic, many

countries implemented isolation/quarantine measures and postponed schools at all levels to

prevent the virus from spreading out (Anderson et al., 2020). Bayham and Fenichel (2020) stated

that isolating cities and temporarily closing schools are of importance in lowering the number of

infected individuals and preventing the spread of the disease. Therefore, WHO suggested taking

measures, and all educational institutions in the nation seized instruction to allow for social

distancing (Bakker & Wagner, 2020). 

As distance education becomes more prevalent, countries and Institutions of Higher

Education that do not provide distance education courses will need to look at this option to retain

and expand their student population (Nakamura, 2017). Nonetheless, there are still many

universities that do not provide this opportunity because it is not part of their institutional culture.

In the Philippines, the Commission on Higher Education implemented an emergency

plan to continue teaching and learning processes (CHED 2020), through the Technical Working

Group for Flexible Learning (TWG-FL) conducted in an Online Public Orientation on the CHED

Memorandum Order (CMO) No. 04, series 2020, “Guidelines on the Implementation of

Flexible Learning” on September 25, 2020 (Friday), 2 o’clock in the afternoon via Zoom. This

provides instructional content covering tertiary curricula through modular and online classes.

Most higher education institutions over the globe switched to distance education (Rundle et al.,

2020). Moreover, the Commission on Higher Education of the Philippines decided to conclude

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the 2020-2021 semesters will undergo distance education including Negros Oriental State

University (NORSU) in which the Department of Nursing, Pharmacy, and Allied Health

Sciences (CNPAHS) adopted the online modality while the other Colleges in NORSU adopted

the modular class.

As the Philippines ventures into a new mode of learning, several factors need to be

considered (Joaquin et.al, 2020). According to their study, this includes teacher capacity,

situation and context of the learner, and efficiency of the learning environment. These are, of

course, on top of the more obvious issues of internet speed, cost of materials, and mode of

delivery. Naldoza (2020) from Philippine Normal University conducted an initial assessment

regarding the preparedness of teachers for online teaching and learning. Likewise, it pointed out

issues on customization, teacher and students' preparedness, infrastructure constraints, as well as

flexibility in teaching and learning. On the other hand, Khan et.al, (2020) of India reveal

students’ positive perception towards e-learning and thus acceptance of this new learning system.

But the study of Koirala et.al (2020) of Nepal resulted that almost half of the respondents had

negative perception towards online learning. However, majority felt that online classes should be

continued during this pandemic. Malley and McCraw (1999) investigates dimensions of distance

and on-line learning that they believe are perceived by students as providing advantages over the

traditional teaching methodology. However, Sylvester Tan Cortes of Cebu Technological

University, Philippines explored on his study about the potentialities of flexible/online learning

as an intervention in the current education crisis. He said that the modes of validating

effectiveness of flexible/online learning are the perceptions of students towards it and their

environmental attitude at the end of the course (Cortes, 2020). The majorities of studies on

distance learning method reported student perception of virtual learning modules that were

integrated with classroom learning. Student feedback could provide important information for

the evaluation of distance learning so as to improve future learning strategies (Amir, et.al 2020).

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 The perception of students depends on how the institutions accept the implementation or

the Distance Learning Act (RA 10650) and provide satisfaction of the online education of the

students despite of the Covid-19 pandemic. For example, the Ateneo de Davao University is

lending computer tablets with electronic pencils to its student-scholars, so that they can attend

online classes. Through that, their perceptions towards online modality are different from the

perception of the students who are in schools that do not lend computer tablets.

The related literatures and studies show that the perception of students towards online

modality has not been well researched and has limited studies prior to adoption especially in the

Philippines. To better understand how this mode impact students’ perceptions during Covid 19

pandemic, the researchers will conduct a study at a medium size in CNPAHS, Negros Oriental

State University, Dumaguete City, Philippines. The goal of this research is to identify students’

perceptions towards online modality in the College of Nursing, Pharmacy and Allied Health

Sciences, NORSU Main Campus 1. This knowledge is necessary to identify student’s

satisfaction during online modality to make this system beneficial for the students.

Statement of the Problem

It is therefore timely and prudent to seek to understand how NORSU CNPAHS students

think and feel about online modality during Covid-19 pandemic. This research, therefore, aims to

analyse the perceptions of NORSU CNPAHS students about online modality. In order to answer

this, the following questions will be addressed:

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1. What is the socio demographic profile of the respondent in terms of:

1.1 Sex

1.2 Age

1.3 Degree

1.4 Mode of study

1.5 Household source of income

1.6 Household total estimated income in a month

2. What is the respondent’s level of perception on the usefulness towards online

modality in terms of:

2.1 Teaching method

2.2 Learning tools used

2.3 Understanding course outline

3. What is the respondent’s level of perception on the ease of use towards online

modality in terms of:

3.1 Convenience

3.2 Cost effectiveness

3.3 Technology Accessibility

3.4 Connectivity/Internet Speed

4. What is the respondent's perceived level of attitude of use towards online

modality?

5. What is the respondent’s level of satisfaction towards online modality?

6. Is there a significant relationship between the socio demographic profile of the

respondents and the perceived level of usefulness towards online modality during

Covid-19 pandemic?

7. Is there a significant relationship between the socio demographic profile of

respondents and the perceived level of ease of use towards online modality during

Covid-19 pandemic?

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 8. Is there a significant relationship between the socio demographic profile of

respondents and the perceived level of attitude of use towards online modality

during Covid-19 pandemic?

9. Is there a significant relationship between the socio demographic profile of the

respondents and the level of satisfaction towards online modality during Covid-19

pandemic?

Hypothesis

This study is guided by the null hypotheses that:

 There is no significant relationship between the socio demographic profile of the

respondents and the perceived level of usefulness towards online modality during Covid-

19 pandemic.

 There is no significant relationship between the socio demographic profile of the

respondents and the perceived level of ease of use towards online modality during Covid-

19 pandemic.

 There is no significant relationship between the socio demographic profile of respondents

and the perceived level of attitude of use towards online modality during Covid-19

pandemic.

 There is no significant relationship between the socio demographic profile of respondents

and the perceived level of satisfaction towards online modality during Covid-19

pandemic.

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Significance of the Study

The results of the study will be of great benefit to the following:

CNPAHS Dean. The given data will help the dean know the perceptions of CNPAHS students

on the effectiveness of learning towards online modality. The results of the study will enable the

dean to improve the ways of the college on online teaching. Data gathered will help the dean

initiate collaboration among faculty and chairpersons in helping plan the advancement of health

related education in relation to the new normal which is the online modality as a way of learning.

Through the advancement of health related education in line with online modality, students could

prosper friendly-E learning that will ease the students' difficulties.

Clinical Instructors. The results of the study will also help the clinical instructors for the

evaluation of the CNPAHS students on quality learning, academic performance, attitude and

skills acquired in relation to the online modality. Results would also develop the clinical

instructor’s teaching-learning especially on the mode of instruction and capacity of the

instructors, and evaluating strategies in enhancing knowledge, skills and attitude to the students

in the new normal online modality. In addition, the clinical instructors can also evaluate different

realities, challenges and opportunities of online learning through acknowledging the perceptions

of NORSU CNPAHS students towards online modality and will result in better understanding to

both parties as online modality is ongoing. Thus, it will help the clinical instructors in knowing

the capacity of every CNPAHS student despite the distance in between.

CNPAHS Students. This study will help provide information about the students’ different

perceptions on the effectiveness of learning towards online modality. This study will evaluate

their academic performance, the students’ attitude and approach, the skills learned in their online

classes and the quality of learning rendered in the new teaching modality. In addition, CNPAHS

students' own perspectives will be known and heard and everyone will be guided and evaluated

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resulting in building goals that will include outlining online classes, target learners engagement

and measuring the engagement metrics. This study will also help the students determine their

interest in online learning and taking online classes in the future.

Negros Oriental State University. This study will help the school in the improvement and

development of health related education as well as online learning in the school. This study will

foster new ways of enhancing knowledge, skills and attitude, thus preparing globally-

competitive medical front liners in the future. This study will also help in the advancement of

school management, clinical leadership and teaching-evaluation approach. For the awareness of

the school, this study will also serve as a determinant whether students are receptive to taking

future online classes. To sum up, direct instructor-learner interaction would greatly enrich the

learning process from the developments that will be done.

Scope and Limitation of the Study

This study is limited to the Perception of NORSU CNPAHS Students concerning online

modality as the new learning. The data collection will be conducted to 400 CNPAHS students as

our sample; 50 students from the Associate in Medical Dental Nursing Assistant (AMDNA)

Department, 50 students from Midwifery Department, 150 BS Nursing Students and 150

students from BS Pharmacy Department of Negros Oriental State University SY 2020-2021 who

will represent the sample. The number is identified using the simple random sampling technique.

This study will not cover the perception of the students as regards to the well-being and

emotional state of the students. Each of the respondents is given the same questionnaires to

answer. The result of this study will be applicable only to the respondents of this study and will

not be used as measure on the perception of NORSU CNPAHS students on online learning who

11
do not belong to the population of the study. The main source of data will be the questionnaire

which is prepared by the researchers.

Theoretical Framework

Technology Acceptance Model (TAM) is proposed by Davis (1989) and serves as the

theory for this thesis, which seeks to explore the perception of NORSU CNPAHS students

towards online modality. In this chapter, therefore, the theory is discussed.

TAM is an empirically validated theoretical model and widely accepted to help explain

and predict users’ behaviour towards information technology acceptance and use (Legris, et. al,

2003). It also helps to explain why a user may accept or reject information technology (Davis,

1989 and Davis et. al, 1989). The model provides the basis with which one traces how external

variables influence belief, attitude, and intention to use a technology. The two cognitive beliefs

postulated in this model for the use of a technology are – perceived usefulness (PU) and

perceived ease of use (PEU). The model further implies that these two beliefs influence directly

or indirectly the user’s attitude (AT) towards the technology and also affects the user’s

behavioural intention to use (IU) the technology, which also affects the final decision to use or

not to use.

Figure 1: Original Technology Acceptance Model (TAM)

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 TAM is seen as a four-stage process, which starts with perceived usefulness, then

perceived ease of use which leads to attitude towards usage and later the behavioural intention to

use (Davis, 1989). Applying PU to this research, the model helps to deduce how students

perceive e-learning as giving them an alternative means to acquiring their educational

knowledge. Perceived usefulness can, therefore, be defined as the extent to which students

believe using e-learning will boost their learning.

Perceived ease of use (PEU), in Technology Acceptance Model refers to the degree to

which a person believes using a particular technology will be easy to use without much effort

(Davis et al., 1989). Attitude towards (AT) usage in Technology Acceptance Model is defined as

the positive or negative feeling about a technology, based on perception or experience (Davis et

al. 1989; Taylor & Todd 1995). It is proposed in this model that a user's attitude towards the

system greatly influences the usage intention and the actual usage. It can be deduced from the

model that if e-learning as a system is not easy to use, it will most likely be perceived as not

useful, and vice versa. Similarly, e-learning’s usefulness and ease of use can lead to the attitude

formation towards it, hence the behavioural intention to use or not to use e-learning (Davis, et al.,

1989; Nov & Ye, 2008). Based on the statement of the problem, this study aims to identify the

perception of CNPAHS students towards the use of online modality. Technology Acceptance

Model is found appropriate to use as the theory guiding the study because it is noted to be a good

model for the researchers to use in order to get the students perception of technology, in this case

of e-learning (Jung et. al., 2008). In this regard, thorough understanding of the model helps to

analyze the perception about e-learning. Furthermore, TAM is empirically tested and supported

for being robust in predicting technology perception and adoption in various contexts, including

e-learning (Gao, 2005; McKinnon & Igonor, 2008; Park, 2009; Teo, 2009). The relevance of

using TAM for this study is to examine students’ perception towards online modality that could

contribute to their acceptance of an emerging educational technology that is gaining satisfaction

of the approach which is the online modality.

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Conceptual Framework

Perceived

Usefulness

Socio
Demographic
Perceived
Profile of Students
Students Ease of Use Satisfaction
towards Online
(External Modality
Variables)

Perceived

Attitude of use

Figure 2: Conceptual Framework on the Perception of NORSU CNPAHS students

towards Online Modality during Covid-19 pandemic.

Operational Definition of Terms

 Perception – the insights of the NORSU CNPAHS students in the implementation of the

new online learning modality that is represented as the outcome of online modality. It is

measured by answering the extent to which they agree or disagree with a particular

question or statement given by the researchers in the questionnaire.

 Online Modality – the method that is currently applied by the university in imparting

knowledge to the students which includes the use of electronic gadgets (e.g., cellphones,

laptops, tablets, etc.) and internet connection. It is used to predict the value of the

perceptions of NORSU CNPAHS students in the research.

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 COVID-19 Pandemic – a worldwide problem that people are facing today. A factor that

leads the researcher to this study. It is an event that occurred that led the university to

impose online learning that takes part on the student's perception on online modality in

this research.

 NORSU CNPAHS Students – an undergraduate from the university in the college of

nursing, pharmacy and allied health sciences which shows level of familiarity with the

phenomenon under investigation. They are the chosen population of respondents that will

issue a reply relating to the set of questions given by the researchers in the questionnaire.

 Questionnaire – an instrument that the researchers used which consists of different

questions that aims to collect individual data from the NORSU CNPAHS respondents. It

is composed of self-made questions including the respondent's profile and their

perception on online modality. It evaluates their perceptions on the given information

whether they Strongly Agree, Agree, Neutral, Disagree, or Strongly Disagree with the

given statement. The questionnaire is delivered online through google form in which it is

accessible to every respondent.

 Google Form – a free survey administration software that the researchers used to deliver

the questionnaires. It is accessed through the use of any electronic gadget and internet

connection. Questions will be available in the form for the students to provide their

answers and submit for data collection and analysis.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

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 This chapter presents the relevant literature and studies that the researcher considered in

strengthening the claim and importance of the present study. This contains reading and literatures

from different sources like articles, journals, books, website, online news paper and etc. related

to the study.

E-learning incorporates different types of course design and teaching methods. A fully

online course usually does not include face-to-face time and all content are provided online

(Allen and Seaman, 2011). On the other hand, blended learning – as defined by Garrison and

Kanuka (2004) – refers to the systematic integration of online and face-to-face engagement to

support and enhance meaningful interaction between students, teachers and resources. According

to the study of Sylvester Tan Cortes, perceptions whether this instructional modality is effective

in terms of instructor support, student interaction and collaboration, and promoting personal

relevance was dispersed. Further, many universities and colleges are not equipped with

infrastructure that facilitates online teaching, and students do not have access to computer

hardware and internet services (Sahu, 2020). According to the study of Colorado and Eberle

(2020), a number of researches have been written on the effectiveness of virtual learning

environments at the higher institution level. The said advantages are as follows: convenience,

accessibility and flexibility (Colorado & Eberle, 2010).

Related Literature

The study of Espinoza et.al (2008) stated that the 21ST century education requires

educational administrators, teachers and students to use technology for the advancement of

learning and teaching. Many academic articles, virtual learning environments and other

educational tools which are available in the internet for free can be accessed by ordinary people.

Students to be more specific frequently used the internet or to be more particular social

networking sites (Espinoza et.al 2008). According to the study of Mobo and Sabado, the

majority of the respondents thinks that e-learning education is very good in terms of giving the

students time to be flexible, allowing them to study and do other chores or even work. In

16
addition, the platform itself is a well-designed and a user-friendly webpage which makes it easy

to study and to answer online activities ( Mobo&Sabado, 2019). According to the obtained data,

the most significant dependencies are those between the factors gender, age and occupation

(employed/non employed student) and the attitudes of the respondents to online learning and

distance education. Results suggested Chinese rural school students held positive attitudes

towards mobile assisted English learning, and they most tended to use smartphones, followed by

portable electronic dictionaries, tablets and laptops in informal English learning. Rural secondary

school students’ behavioral intentions (BI) were significantly influenced by perceived usefulness

(PU), facilitating conditions (FC) and attitude towards use (ATU) of mobile devices.

Innovativeness (INNO) and perceived ease of use (PEU) did not significantly influence students’

behavioral intentions. These factors explained 83.1% of variance of students’ behavioral

intentions (Jiayi Guo et.al, 2020). Moreover, Sylvester Tan Cortes of Cebu Technological

University stated in his journal that the use of flexible learning as an instructional modality in

environmental science courses during COVID-19 required appropriate technology to channel and

archive the course readings, teaching-learning activities, assessment tasks, and other relevant

course materials. In this regard, Google Classroom served as the learning management system

(LMS) where the aforecited course materials were uploaded and archived by the teachers, and

where the students download them. However, this LMS was insufficient in the context of this

particular group of students because some were not opening their emails or the Google

Classroom time to time. Thus, a group chat on a messaging app (i.e. Facebook Messenger) had to

be created as an auxiliary LMS because students usually open this anytime of the day. Some of

the materials were even uploaded here if the file size does not exceed the allowed value (Cortes,

2020).

Related Studies

In the study of Mamattah, e-learning is perceived to be useful because people were able to

study from anywhere in the world without necessarily relocating. This ability to study from

17
anywhere in the world becomes an advantage e-learning provides over face-to-face learning

because this is not possible in traditional face-to-face learning ( Mamattah, 2016). However, the

said effectiveness may vary considering the internet facilities of the school, level of enthusiasm

among students on the use of social networking sites in education and the knowledge and skills

of teachers when it comes on online learning (Osciak & Milheim, 2001). Additionally, in the

study of O’Malley and McCraw, the analysis data from interviews, think-aloud observations, and

online focus groups produced five major findings. (a) the role of communication in shaping

perceptions and actions of students, (b) how technology is used not the technology determines its

value, (c) the role of course organization for student’s success, (d) approaches to learning are

shaped by students perceptions as are students determination of academic quality, and (e)

students use nonacademic resources because of ease and familiarity (O'Malley&McCraw, 1999).

Moreover, according to Yang & Cornelius that the students’ positive experiences were:

flexibility, cost-effectiveness, electronic research availability, and ease of connection to the

Internet and the students’ negative experiences were identified as: delayed feedback from

instructors, unavailable technical support from instructor, lack of self-regulation and self-

motivation, and the sense of isolation (Yang&Cornelius, 2004). Nevertheless, the study revealed

by Kulal and Nayak that students are comfortable with online classes and are getting enough

support from teachers, but they do not believe that online classes will replace traditional

classroom teaching. It also finds that teachers are facing difficulties in conducting online classes

due to a lack of proper training and development for doing online classes. Technical issues are

the major problem for the effectiveness of the online classes (Kulal & Nayak, 2020). Thus, a

recent study of Debattista presented a comprehensive rubric for e-learning as the basis for

gathering student expectations, feedback, and problems encountered in e-learning. These rubrics

were rated by students according to importance. Statistical findings show a significant difference

between ratings of students from public and private institutions. Similarly, there is a significant

difference between the ratings of male and female students. The difference might spring from the

level of interest of students towards learning as factored in by type of institution and gender

18
(Daniels et.al, 2020). A study conducted by Brady et al. on effectiveness of an education-based

social networking sites or virtual learning environments in education supported the idea of a

great potential of these online educational platforms as a supplementary tools for a face-to-face

class. (Brady et al. 2010).

In the Philippines, Moralista and Oducado studied that faculty considered online

education to result in more academic dishonesty, impersonal and lack feeling compared to face-

to-face classes, and difficult to manage in terms of technology. Additionally, faculty were

undecided if they are in favor of online education. The faculty significantly differed whether they

are in favor of online education based on age, sex, college, educational attainment, years in

teaching, academic rank, level taught, and employment status. Faculty of Higher Education

Institutions must be provided with continued support and training as they adapt to the new

normal in the higher education landscape and as they embrace the instructional challenges

brought by the Coronavirus disease 19 pandemic (Moralista & Oducado, 2020).

Conclusion

Some results of the related studies show that majority of the students think e-learning

is an innovative idea and must be encouraged, however, few concerns such as the fear of

employers’ discrimination against those who study through e-learning were discovered. Online

education and offline education have their own advantages and disadvantages according to

the requirements of the student because some students want education while working and

some students want education full time, so both have different priorities. TAM is seen as a four-

stage process, which starts with perceived usefulness, then perceived ease of use which leads to

attitude towards usage and later the behavioural intention to use (Davis, 1989). Applying PU to

this research, the model helps to deduce how students perceive e-learning as giving them an

alternative means to acquiring their educational knowledge. Perceived usefulness can, therefore,

be defined as the extent to which students believe using e-learning will boost their learning. We

choose the socio demographic profile of sex, age and students status because according to the

19
obtained data, (Peytcheva-Forsyth, 2018) the most significant dependencies are those between

the factors gender, age and occupation (employed/non employed student) and the attitudes of the

respondents to online learning and distance education.

CHAPTER 3

METHODOLOGY

Research Design

This study will follow a correlational quantitative research design with the use of the

survey method. Since the study will utilize survey questionnaires, it will be disseminated

through Google Form platform in order to obtain efficiency in the data collection process

from a large number of respondents.

Research Environment

The locale of this study is in Negros Oriental State University, Main Campus which is

located in Kagawasan Avenue Capitol Area, Daro, Dumaguete City southeastern of Negros

Oriental. The campus has an area of 2.2-hectare land accessible either by land and water

transportation from all points of Negros Oriental. The study will be conducted in the College

of Nursing, Pharmacy and Allied Health Sciences.

Research Respondent

All the respondents partaking in this study are enrolled in the AMDNA, Midwifery, BS

Nursing and BS Pharmacy program of Negros Oriental State University from 1st to 2nd

semester SY 2020-2021. We have a Sub Total of 192 AMDNA student, 80 Midwifery

students, 250 Nursing students and 281 Pharmacy students. The Total number of students in

CNPAHS is 861 and will serve as our research population.

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 Research Instrument

A questionnaire will be used to gather information from the students of CNPAHS.

The questionnaire will consist of five sections that comprise the socio demographic profile of

the respondents, satisfaction of students towards online modality, perceived usefulness,

perceived ease of use, and perceived attitude of use towards online modality during Covid-19

pandemic. A self-administered questionnaire will be designed to record the respondents’

perceptions towards online modality during Covid-19 pandemic in Negros Oriental State

University, Dumaguete City.

The questionnaires will be assessed for content validity by experts to ensure that

there will be no ambiguous questions or statements. The researchers will use the survey

questionnaire 5 point Likert-scale that will distribute directly to the respondents. We used the

5 point Likert-scale because it is often used to measure respondents' attitudes by asking the

extent to which they agree or disagree with a particular question or statement.

Sampling

The researchers will use the stratified random sampling method. Sample size will be

obtained in each department/degree in CNPAHS by the researchers using Raosoft website.

The researchers will assign every individual a number in their questionnaire. By using a

random number generator or random number tables, the researchers then will randomly pick a

subset of the population. The researchers will also use the random number function (RAND)

in Microsoft Excel to generate random numbers.

Ethical Consideration

Voluntary participation of respondents in this study is important. Moreover, the

respondents have rights to withdraw from the study at any stage if they wish to do so.

Respondents will participate on the basis of informed consent provided by the researchers.

21
The principle of informed consent involves researchers providing sufficient information and

assurances about taking part to allow individuals to understand the implications of

participation and to reach a fully informed, considered and freely given decision about

whether or not to do so, without the exercise of any pressure or coercion. The use of

offensive, discriminatory, or other unacceptable language will be avoided in the formulation

of Questionnaire group questions. Privacy and anonymity or respondents is of a paramount

importance. The researchers promised that the respondents’ answers will remain confidential.

The researchers will respect the respondents and will not insist in answering the

questionnaires.

Procedure for Data Collection

The researcher will send a letter to the Dean of the College of Nursing, Pharmacy and

Allied Health Sciences of Negros Oriental State University asking for permission to conduct a

survey at the said college. The researchers will administer an online survey through Google

forms which is free and easy to administer to the respondents (NORSU CNPAHS Students).

Google forms survey is a free online tool that allows you to collect information easily and

efficiently. Google Forms are created and stored within Google Drive and it's easy to create

and keep them. The participants’ responses to the Google Form are simply accessed through

the Form itself under the "Responses" tab. The data relevant to the study is through primary

source using survey questionnaire 5 point Likert-scale that will distribute directly to the

respondents. Secondary data will be taken from the books, & internet. Data collected will be

stored in Microsoft Word and Google drive.

22
 LIST OF ILLUSTRATION

Theoretical Framework

Figure 1: Original Technology Acceptance Model (TAM)

Conceptual Framework

Perceived

Usefulness

Socio
Demographic
Perceived
Profile of Students
Students Ease of Use Satisfaction
towards Online
(External Modality
Variables)

Perceived

Attitude of use

Figure 2: NORSU CNPAHS Students’ Perception towards online modality during Covid- 19
pandemic

23
 SURVEY QUESTIONNAIRE

Please select the best answer for each of the following:

QUESTIONNAIRE # 1

(Socio Demographic Profile)

1. What is your gender?

 Male

 Female

 Prefer not to say

2. Age group?

 18 and below

 19-29

 30-39

 40-49

 50 and above

3. What is your degree program?

 AMDNA

 MIDWIFERY

 BS NURSING

 BS PHARMACY

4. Which of the following applies to you?

 On study leave

 Full time student

 Student Scholar

 Work and school at the same time

 A parent and school at the same time

24
  Working Parent and school at the same time

5. What is your family’s source of income?

 Salary Income

 Business Income

 Income from other sources

6. What is your total estimated household income in a month?

 Less than 10,000

 10,000-29,999

 30,000- 59,999

 60,000-99,999

 100,000 or more

QUESTIONNAIRE #2

Please select how strongly you agree or disagree with each of these statements in the table

below.

Perceived Usefulness Strongly Disagree Neutral Agree Strongly

Disagree Agree
(Teaching Method)
1. The teaching methods used by O O O O O
the instructors are easy to
understand.

2. The course content was

presented in a clear logical O O O O O
manner.
(Learning Tools Used)

3. The instructors used different O O O O O

teaching tools that enhanced
your learning

4. The teaching tool used by the

instructors are difficult to O O O O O
access.

25
 (Understanding Course Outline)
5. The goal of the course was O O O O O
clearly presented from its
beginning.

6. The course is designed in a

way that meets its target goals. O O O O O

QUESTIONNAIRE #3

Perceived Ease of Use Strongly Disagree Neutral Agree Strongly

Disagree Agree

(Convenience) O O O O O
7. You can fit in work and
family responsibilities around
school activities.

8. The instructors were available O O O O O

for course-related concerns
during office hours or by
email.

(Cost-Effectiveness)
O O O O O
9. Online learning requires me to
purchase impractical items.

10. Online submission of O O O O O

activities helps me cut back
expenses.

(Experience on Technology) O O O O O
11. I can’t associate the electronic
gadgets and education.

12. I learn less with electronic

gadget supported learning O O O O O
than the other methods and
techniques.

QUESTIONNAIRE #4

Perceived Attitude of Use Strongly Disagree Neutral Agree Strongly

Disagree Agree

26
 13. Online learning makes O O O O O
education more interesting.

14. I can be self-disciplined and

get things done on time. O O O O O

15. Online learning experience

imposed a loss of motivation O O O O O
in studying.

16. I am able to set goals and O O O O O

deadlines for myself.

17. I am able to work on my

O O O O O

QUESTIONNAIRE #5

Satisfaction on Online Modality Strongly Disagree Neutral Agree Strongly

Disagree Agree

18. I am satisfied with online

learning as I am during the
traditional learning in terms of O O O O O
acquiring new knowledge.

19. I am satisfied with my

intellectual curiosity and my
desire to learn during online O O O O O
lectures.

20. I am satisfied with the

learnings I obtain from online O O O O O
learning using technology.

21. I am satisfied with the level of

effort exerted by the O O O O O

27
 instructors.
O O O O O
22. I am satisfied with the way my
instructors impart their
knowledge to me.

23. I am satisfied with the process O O O O O

of collaboration activities
during the course.

24. I am satisfied with my O O O O O

participation in class.

25. I am satisfied with the way I

interact with other students
online. O O O O O

26. I am NOT totally satisfied that

I will get the same value of

O O O O O

Perceptions of NORSU CNPAHS Students on Online Modality

Researchers:

Albupera, Calidguid, Delfino, Gabayno, Laxamana, Makahig, Masias,Rosario, Silim, Tasa

Dear Respondents,

Greetings!

We invite you to participate in a research study entitled “NORSU CNPAHS Students’

Perceptions on the Effectiveness of Learning towards Online Modality during Covid-19

pandemic”. We are 4th year students who are currently enrolled in the Pharmacy program of

Negros Oriental State University, Dumaguete City and we are in the process of making our

research proposal. The purpose of this study is to determine the perception of NORSU

28
CNPAHS students on the effectiveness of learning towards online modality during Covid-19

pandemic.

Your participation in this research study is completely voluntary. You may decline

altogether or leave blank any questions you don’t wish to answer. Your responses will be

confidential and anonymous. Data from this research will be kept under lock and key and

reported only as a collective combined total. No one other than the researchers will know

your individual answers to this questionnaire.

If you agree to participate in this research study, please answer the questions on the

questionnaire as best as you can. The questionnaire will be sent through Google forms.

If you have any questions about this research study, feel free to contact the researchers

indicated in this letter to their messenger.

Thank you for your assistance in this important endeavour.

Sincerely yours,

Albupera, Genelyn Makahig,Aldrin

Calidguid, Chessa Mae Masias, Jessica

Delfino, Marisol Rosario, Vikki Irielle

Gabayno, Ivy Silim, Beverly

Laxamana,Delsan Tasa, Kharyl Kay

BUDGET ALLOCATION

Item Price Purpose

Statistician Professional P 4000 For analysis,

Fee interpretation, explanation

29
 and presentation of data

gathered

Internet Expense P 3,000 For Internet Connection

Grand Total P 7,000

GANTT CHART

Activities January February March April May June

• Submission to the

faculty of College

of Nursing

Pharmacy and

Allied Health

Sciences for

approval of

proposal

• Colloquium

• Revision of

proposal according

to the corrections

• Preparation and

submission of thesis

application to ethics

committee

• Sending of

communication to

30
 conduct pilot testing

of research

instrument and

collection of data

from the

respondents

• Content validation

from experts and

pilot test of the

research instrument

• Data Collection

• Interpretation of

Data

• Presentation of

Results

• Pre-Oral Defense

• Revision according

to corrections

• Final Defense

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