VIDEO CONFERENCING APPLICATION TO REMOTE LEARNING

A Research Presented to the Faculty of University of Cebu

Maritime Education and Training Center
Cebu City, Philippines

In Partial Fulfillment of the Requirements for

the Subject Research 101

D/C Andoy, Jhudiel Carlo A.

D/C Albelda, Kim Karlo
E/C Catubig, Jervin
D/C Delima, Dexler D.
E/C Labiaga, Hector
D/C Lapasa, James Anthony V.

MAY 2021
 ii

APPROVAL SHEET

This research proposal entitled, “Video Conferencing Application to Remote

Learning’’, prepared and submitted by D/C Andoy, Jhudiel Carlo A., D/C Albelda,

Kim Karlo, E/C Catubig, Jervin, D/C Delima, Dexler D., E/C Labiaga, Hector, D/C

Lapasa, James Anthony V., College of Marine Transportation Department –

University of Cebu- METC has been examined, accepted and approved.

PANEL OF EXAMINERS

ENGR. ALLAN R. NAVARRO, MAST-PHYS

Chairman

KAY P. DIAZ, MAT ENGR. ORLAND V. FONTANOSA

Member Member

MA. THERESA C. MARTINEZ, MAED

Adviser

JONATHAN B. BEDAN, OIC- NW DR. ALVIN A. ZAMORA, ED. D.

Program Research Coordinator Program Research Coordinator
Marine Transportation General Education
UC- METC UC- METC

CAPT. ARNEL N. MALAGA

Campus Director/Marine Superintendent

Date: April 17, 2021

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ABSTRACT

Title : Video Conferencing Application to Remote Learning

Researchers : D/C Andoy, Jhudiel Carlo A.

:D/C Albelda, Kim Karlo
: E/C Catubig, Jervin
:D/C Delima, Dexler D.
: E/C Labiaga, Hector
:D/C Lapasa, James Anthony V.

Degree : Bachelor of Science of Marine Transportation

School : University of Cebu Maritime Education and Training Center
Adviser : Mrs. Ma. Theresa Martinez
Date Completed : August 5 2021

The study focused in level of satisfaction on Google Meet and Zoom applications of video
conferencing application to remote learning as basis for recommendations. The following sub-
problems were answered: the video conference application used, level of satisfaction, and
significant difference between the level of satisfaction by video conference applications

This study used descriptive-correlational method conducted to 1st to 3rd year BSMT students
studying at UC- METC. A sample size of 90 respondents was used which is 3.82 percent of the
population size of 2353. Quota sampling was utilized in disseminating the researcher-made
questionnaire to gather data. The tool’s reliability was measured using Cronbach’s Alpha with a
result of 0.97 respectively, and validated by the adviser. The data gathered were treated using
weighted mean and T-test.

The research revealed that 67 BS marine transportation students or a 74.4% uses Google
Meet application while 23 BS marine transportation student or 25.6% percentage uses Zoom
application. Most marine transportation students are highly satisfied on the usage of Google Meet
application. It was also found out that some students are moderately satisfied on the usage of Zoom
application. It was concluded that there is a no significant among the level of satisfaction on both
video conferencing application. It is therefore recommended to conduct a similar study with greater
number of sample size for a better result.
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DEDICATION

This work of sacrifice is dedicated to my loving parents:

Mr. Arnel Tito Andoy & Mrs. Jeanette Andoy,

To my five co-researchers:

D/C Kim Karlo Albelda,

E/C Jervin Catubig,
D/C Dexler Delima,
E/C Hector Labiaga,
D/C James Anthony Lapasa,

And to our Research 102 Instructor:

Dr. Michelle M. Pable.

D/C Jhudiel Carlo A. Andoy

The Researcher
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ACKNOWLEDGEMENT

This research becomes an accomplishment through the guidance and support

of the people who unselfishly contributed to the success of this work.

To Ma. Theresa C. Martinez, MAEd, our adviser and mentor, who patiently

edits this work, and encourages us to go beyond our capacity.

To Michelle M. Pable, Dev. Ed. D., our instructor, who imparts us with

knowledge and guides us along the way.

To Kay P. Diaz, MAT, Jonathan B. Bedan, OIC- NW, Dr. Alvin A.

Zamora, Ed. D. and Engr. Allan R. Navarro, MAT-phys, who positively

evaluated and criticize our study to offer advice or suggestion to make our study a

better version.

To Fragelyn Ibaoc, MAEd, our dynamic statistician

To the Respondents,

To our Family and Friends,

And to those who has unselfishly helped us through finish this study.

THANK YOU VERY MUCH.

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TABLE OF CONTENTS

Content Page

Title Page i
Approval Sheet ii
Abstract iii
Acknowledgement iv
Dedication v
Table of Contents vi
List of Figures viii

CHAPTER

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION 1
Rationale of the Study 1
Theoretical Background 3
THE PROBLEM 7
Statement of Problem 7
Significance of the Study 8
THE RESEARCH METHODOLOGY 9
Research Design 9
Research Environment 11
Research Respondents 11
Research Instruments 12
Research Procedure 12
Data Gathering 12
Treatment of Data 12
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DEFINITION OF TERMS 16

CHAPTER
2 PRESENTATION, ANALYSIS AND 19
INTERPRETATION OF DATA
Video conference application used by the respondents 19
Level of satisfaction on the Google Meet application 22

Level of satisfaction on the Zoom application 24

Difference between the level of satisfaction 27

CHAPTER
3 SUMMARY OF FINDINGS, CONCLUSIONS
AND RECOMMENDATIONS
Findings 29
Conclusion 31
Recommendation 32

REFERENCES 33
Electronic Sources 33

APPENDICES 36

A1- Transmittal Letter to the Dean 36

A2- Transmittal Letter to the Adviser 37

A3- Transmittal Letter to the Respondents 38

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B- Research Instrument 39

C- Location Map 42

D- Informed Consent 43

E- Tool Validation Certification 38

F- Tool Reliability Result 49

G- ERB Clearance 50

CURRICULUM VITAE 51
A1- Mrs. Martinez 51

B1- D/C Albelda 52

B2- D/C Andoy 53

B3- E/C Catubig 54

B4- D/C Delima 55

B5- E/C Labiaga 56

B6- D/C Lapasa 57

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LIST OF FIGURES

FIGURES Page

1 Research Flow 10
 1

CHAPTER 1
THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Remote learning is a virtual interaction that allows learners to acquire

knowledge without physical location for-in person education using video

conferencing applications such as Google and Zoom. As for now, it is only

our temporary solution to cope up with our studies as the world emerges in

the covid-19 pandemic. It is still essential for students to take online learning

as it not only exposes them to a new type of learning, but it also helps

students to utilize the wasted time and catch up with education through

remote learning.

Remote learning mandates using any form of online learning

instruments such as internet access, laptops, computer, and cellphone to

access and interact collaboratively through the internet. It also provides an

opportunity for students and teachers to remain connected and engaged with

the content while working from their homes. Options for remote learning
 2

typically linked to emergencies that pose a threat to student safety.

Transitioning to remote education can keep students on track so that when

they return to physical school environments, they will not need to

complete much make-up work to be ready for any scheduled assessments.

Although, there are times that online learning is not consistent,

especially during an online synchronous meeting. Factors that affect remote

learning are technical errors of the online learning platform used, poor

internet accessibility, distorted virtual communication, and sudden

electricity cut-off. As a result, the students acquired poor learning skills.

In line with this, the researchers studied further the remote learning

problems encountered by BSMT students at the University of Cebu

Maritime Education and Training. Researchers are affirmative that this study

is not a great help to maritime students utilizing remote learning as a

temporary solution to cope up with tasks but also to school administrations

should recognize and acknowledge remote learning as an alternative solution

to resume education in case a pandemic like covid-19 may happen in the

future.
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Theoretical Background      

  This study assumes that if the improvised teaching techniques of

instructors gratify to student’s satisfaction during online synchronous

learning. This study connects to Siemen’s connective learning theory, which

explains how Internet technologies have created new opportunities for

students to learn and share information across online platforms. Moreover,

this study focuses on the efficacy of video conferencing application to

remote learning measured in academic performance and level of satisfaction

among maritime students at the University of Cebu.

        Connective is perceived as a theoretical framework for

understanding learning in a digital age. It emphasizes how internet

technologies online contributed to new avenues of learning. Based on that

stated theory, students who are experienced in improvise learning methods

in an online classroom session will allow them to improve their learning

capability as they see more opportunities from acquiring concrete and vast

information through browsing the internet. Siemen’s connective learning

theory lays a significant contribution to learning theories and improvised

learning methods in education.

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            This study is also supported by Anderson’s Online Learning Theory

(2008), which states that the internet provides learners with an enormous

source of knowledge resources for video conferencing classes. As a result,

the online educator must be cognizant of this and help develop students'

knowledge discovery skills.

According to Pramod Kumar (2020), said that Google Meet has

always attracted many users, owing to its qualities of comfort and accuracy.

Google Meet gives excellent quality video calling, which can be used for

corporate meetings, online tuitions, as well as for casual discussions. The

usage of this application has boomed in the past few months due to the

worldwide pandemic of Covid-19.

  Espinosa et al., (2017), said that research gauges the functionality of

Google meet. The study found out that the cost was the primary reason for

the adoption. Collaborative learning using Google Meet was viewed as a

very effective tool for enhancing student engagement.        

Daniel Hughes and Liam Barker (2021) stated that Google Meet

offers some practical, good-quality features. One of Google Meet’s big

appeals is that, unlike lots of other videos conferencing software, you don’t

need to download anything onto your devices to get started. What’s more, it
 5

is available to use even with a free, personal Google account, making it very

accessible.

Chad Brooks (2020) said that the Google Meet is an upgraded version

of the free Hangouts application, and is more suitable for business

applications like webinars and video conferencing. With Google Meet, you

can host video calls with many students in one server platform. The service

includes valuable features like screen sharing, recording options, and the

ability to dial into a video conference by phone.

Liu & Chuang (2016) conducted action research in Taiwan in which

they used Google Meet with the integration of peer tutor mechanism for

students. Students held an optimistic perception regarding the use of Google

Meet.

Susan Blum (2020) said that Zoom works well for faculty members

who lecture or for groups with formal meetings with rules for who speaks

and how to signal an interest in talking. As long as the symphony is directed

by an authority figure, the order can be kept. The trumpets come in on cue. It

is calm. Information and views can be exchanged.

Anthony Lee (2020) said that Zoom is very easy to optimize and has a

reliable cloud platform for video and audio conferencing across mobile
 6

devices, desktops, phones, and room systems which allow to meet and

communicate face-to-face with anyone anywhere in the world.

Zoom can record and store sessions without recourse to third-party

software securely. This feature is particularly important in research where

the protection of susceptible data is required. Other critical security features

include user-specific authentication, real-time encryption of meetings, and

the ability to backup recordings to online remote server networks (“the

cloud”) or local drives, which can then be shared securely for collaboration

(Zoom Video Communications Inc., 2016).

Rebekah Carter (2021) said that Zoom allows you to organize your

meetings and send links or additional information when you’re connecting

with staff through a session. You can also reduce the need for excessive

video meetings by sending quick updates to staff members through text.

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THE PROBLEM

Statement of the Problem

The main thrust of this research was to correlate the academic

performance and level of satisfaction on video conferencing application to

remote learning among BSMT students at the University of Cebu Maritime

Education and Training Center, Mambaling, Cebu City for the academic

year 2020-2021 as a basis for the recommendation.

This study answered the following questions:

1. What is the video conference application used by the respondents?

2. What is the level of satisfaction on the video conference application of

the respondents?

2.1 Google Meet: and

2.2 Zoom?

3. Is there a significant difference between the level of satisfaction by video

conference applications?

4. Based on the research findings, what recommendation can be raised?

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Significance of the Study

The result of this study benefits the following persons:

Students. They have a partial overview of the online class and convince

themselves to continue their studies online.

School administrators. They gain insights into what measures are

appropriate to orient maritime students regarding the video conferencing

application to remote learning.

Instructors. They aid the students on how to engage new online

teaching skills and online strategies for maritime students to be cognizant of

the improvised learning techniques.

Parents. The outcome of this study serves as guide to evaluate their

children’s satisfaction and academic performance in taking online classes.

Future Researcher. The result of this study can serve as a reference

guide for further research to those future researchers who plans to undergo a

similar research related to video conferencing application to remote learning.

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RESEARCH METHODOLOGY

This section exhibits the systematic procedures, processes, and

appropriate treatment used for gathering data about video conferencing

applications to remote learning. A thorough discussion on research design,

the flow of the study, environment, respondents, instrument, data-gathering

procedure, and statistical treatment is stated on each research methodology

component.

Research Design

This study used descriptive comparative method. This method determined

the level of satisfaction of video conferencing application

to remote learning.
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INPUT PROCESS OUTPUT

 Internet
 Recommendation
1. Video conference
Researches
application used by the
 Transmittal letter
respondents
 Data-gathering

 Data presentation
2. Level of satisfaction on
 Data analysis
the video conference

application of the  Data interpretation

respondent s  Treatment of the

Data

 Report of
3. A significant
Findings and
difference between the
Conclusion
level of satisfaction by

video conference

application

Figure 1. Research Flow of the Study

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Research Environment

The researchers conducted the study at the University of Cebu-

Maritime Education and Training Center (UC-METC). This campus is

located in Alumnos, Mambaling, Cebu City. This college institution offers

courses including Bachelor of Science in Marine Transportation (BSMT),

Bachelor of Science in Marine Engineering (BSMarE), Bachelor of Science

in Naval Architecture and Marine Engineering (BS NAME), and Catering

and Stewarding (CS).

Research Respondent

The research respondents of this study were all the Bachelor of

Science in Marine Transportation students from 1st year to 3rd year at the

University of Cebu-Maritime Education and Training Center, whose

population size is 2353. The researchers used non-Probability sampling

specifically Purposive sampling to obtain the sample size of 30 respondents

from 1st year, 30 respondents from 2nd year, and 30 respondents from 3rd

year, with a total sample size of 90 respondents. The sampling technique

used in this study in selecting the respondents is quota sampling.

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Research Instrument

The researchers used a validated researcher-made questionnaire to

gather the data on the level of satisfaction on video conferencing application

on remote learning. The researcher-made used Likert scale questionnaire for

the level of satisfaction with ten statements. These statements were taken

from the supporting theories in the theoretical background of the study to

provide and gather reliable information in this study. The respondents have

to put a checkmark in the corresponding box if they (4) Strongly Agree, (3)

Agree, (2) Disagree, (1) Strongly Disagree with the statements specified

under the level of satisfaction in the questionnaires. The gathering of data

took approximately two weeks to complete. This method included a series of

information responded to and used as the primary data gathering instrument

for this study. (See Appendix B for the research instrument).

Research Procedure

Gathering of Data. After the approval of the study from the panel of

examiners, a technical expert examined the research tool to test its

reliability, and the researchers commenced a pilot testing to the research tool

to test the research tool’s validity.

 13

Furthermore, the study was sent to the Ethics Review Board to check

the research protocol and approval for conduction. Upon the issuance of the

certificate from ERB, a transmittal letter notified by the adviser was sent to

the Dean of Maritime Department requesting his consent on the conduction

of the study among the respondents with the recommending approval of the

General Education Coordinator. Another transmittal letter was forwarded to

the university registrar asking for the official population of the mentioned

respondents enrolled on the campus.

Before doing the research survey, the researchers sent consent to the

target respondents to ask for their permission to be part of our study. Once

the target respondent agrees to participate, the researchers sent them the

research tool/questionnaire using google forms.

Afterwards, the data gathered would then be tabulated, treated,

presented, analyzed, and interpreted with confidentiality and not accessible

to the public. No names or any information would be called out for the

protection of the respondents.

Treatment of Data. Since the study determined the level of

satisfaction on video conferencing application to remote learning. The

following measurements were used.

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1. Weighted Mean. This measured our respondents’ feedback on survey

questions on the level of satisfaction on video-conferencing application.

2.  T-Test. This used to determine if there is a significant difference in the

level of satisfaction on video conferencing applications.

Scoring Procedure. To get the range of the level of satisfaction on video

conferencing application on remote learning of the respondents, the scoring

is indicated below.

Scal Range Descriptive Description

e Equivalent

4 3.26- Highly This means that

4.00 Satisfied it is highly
effective to the
learning
satisfaction of
the respondents.
3 2.51- Moderately This means that
3.25 Satisfied it is moderately
effective to the
learning
satisfaction of
the respondents.
2 1.76- Slightly This means that
2.50 Satisfied it is slightly
effective to the
learning
satisfaction of
the respondents.
 15

1 1.00- Not Satisfied This means that

1.75 it is not effective
at all to the
learning
satisfaction of
the respondents.
 16

DEFINITION OF TERMS

The terms stated below were used in this study and defined

operationally.

Academic Performance

This relates to the student’s achievement on the academic subjects. It

is graded based on the student’s level of performance through the outcome

of the exam, class performance, activities, and assignments.

BSMT Students

They are maritime students of the Maritime Education and Training

Center of University of Cebu who are currently enrolled in Bachelor of

Science in Marine Transport which is composed of 1 st, 2nd, and 3rd-year

levels.

Level of Satisfaction

This refers to measuring students’ state of gratification in terms of

comfortability and skill factor in online learning.

Remote Learning

This refers to distant learning, which is a virtual interaction that

allows people to communicate without a physical location for in-person

education using video-conferencing application.

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Video Conference Application

It is a virtual application that allows students and instructors to

connect and interact collaboratively through the internet such as Google

Meet and Zoom.

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ESTABLISHING V&R OF THE TOOL SAMPLE

The data gathering was done with one set of survey questionnaire. The

researchers made tool was checked and validated by an expert/s to check the

content and sentence construction. Pilot testing made improve the quality of

the tool to 15 BSMT students who were not respondents of the study.

The result of the pilot test was analyzed to ensure clarity and to

determine the consistency of the result. The result showed a Cronbach’s

alpha reliability coefficient of 0.97 indicating a good reliability of the

instrument since the result of 0.97 is already considered reliable.

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CHAPTER 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data from the online survey

conducted towards the Video Conferencing Application to Remote Learning.

The data acquired are presented in a tabular form to ensure a clear view of

the outcome of the study together with their analysis and interpretation.

TABLE 1

VIDEO CONFERENCE APPLICATION USED BY THE RESPONDENTS

N= 90

Video Conference
Frequency Percentage
Application

67 74.4%
Google Meet

23 25.6%
Zoom

90 100%
TOTAL

Table one shows the video conferencing application used by the BS

Marine Transportation students with its corresponding frequency and

percentage. It clearly reveals that the usage of Google Meet has the highest

frequency of 64 or percentage of 74.4% while the usage of Zoom has the

 20

lowest frequency of 23 or percentage of 25.6%. This implies that the

respondents are more in favor of Google Meet for video conferences as it

provides greater services and features. As stated by Pramod Kumar (2020),

that Google Meet has always attracted many users, owing to its qualities of

comfort and accuracy. It also gives excellent quality video calling, which

can be used for corporate meetings, online classes, as well as for casual

discussions. Google Meet provides low bandwidths which helps student

optimize the application with low data consumption and gives free services

to everyone.
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TABLE 2

LEVEL OF SATISFACTION OF THE RESPONDENTS ON THE

GOOGLE MEET APPLICATION

N= 67

Weighted
STATEMENTS Description
Mean
1. Video conferencing application give
excellent quality video calling, which can be Highly
3.34
used for corporate meetings, online tuitions, Satisfied
as well as for casual discussions
2.Video conferencing application is viewed
Moderately
as a very effective tool for enhancing student 3.21
Satisfied
engagement.
3.Video conference application offers some Highly
3.28
useful, good-quality features. Satisfied
4. Video conference application includes
valuable features like screen sharing, Highly
3.36
recording options and the ability to dial in to Satisfied
a video conference by phone.
5. Video conferencing application integrates
Moderately
of peer tutor mechanism thus students held a 3.07
Satisfied
positive perception.
6. Video conferencing application works
well for faculty members who lecture, or for
Highly
groups that have formal meetings, with rules 3.31
Satisfied
for who speaks and how to signal an interest
in speaking.
7. Video conference application is very easy
to optimize and has reliable cloud platform
for video and audio conferencing across
Highly
mobile devices, desktops, phones, and room 3.28
Satisfied
systems which allows to meet and
communicate face-to-face with anyone
anywhere in the world.
8.Video conferencing application has the ability to
Moderately
securely record and store sessions without recourse 3.19
to third-party software. Satisfied
9. Video conferencing application allows you to
organize your meetings and send links or additional Highly
3.34
information when you’re connecting with staff Satisfied
through a meeting.
10. Video conferencing application enables you to 3.33 Highly
 22

host video calls with many students in one server

platform.
Satisfied

Highly
AGGREGATED MEAN 3.27
Satisfied

Table two shows the level of satisfaction of the respondents on

the Google Meet application of the BS Marine Transportation students with

its corresponding weighted mean and aggregated mean. It clearly reveals

that the statement Video conference application includes valuable features

like screen sharing, recording options and the ability to dial in to a video

conference by phone has the highest weighted mean of 3.36 with the

interpretation of Highly Satisfied while the statement, Video conferencing

application integrates of peer tutor mechanism thus students held a

positive perception has the lowest weighted mean of 3.07 with the

interpretation of Moderately Satisfied. This implies that the most

respondents are more in favor of Google Meet for video conferences as it

provides greater services and features. As stated by Daniel Hughes and Liam

Barker (2021) that Google Meet offers some practical, good-quality features.

One of Google Meet’s big appeals is that, unlike lots of other videos

conferencing software, you don’t need to download anything onto your

devices to get started. What’s more, it is available to use even with a free,

personal Google account, making it very accessible.

 23

TABLE 3

LEVEL OF SATISFACTION OF THE RESPONDENTS ON THE

 24

ZOOM APPLICATION

N= 23

Weighted
STATEMENTS Description
Mean
1. Video conferencing application give
excellent quality video calling, which can be Moderately
3.22
used for corporate meetings, online tuitions, Satisfied
as well as for casual discussions
2.Video conferencing application is viewed
Moderately
as a very effective tool for enhancing student 3.04
Satisfied
engagement.
3.Video conference application offers some Moderately
3.09
useful, good-quality features. Satisfied
4. Video conference application includes
valuable features like screen sharing, Moderately
3.17
recording options and the ability to dial in to Satisfied
a video conference by phone.
5. Video conferencing application integrates
Moderately
of peer tutor mechanism thus students held a 3.04
Satisfied
positive perception.
6. Video conferencing application works
well for faculty members who lecture, or for
Moderately
groups that have formal meetings, with rules 3.13
Satisfied
for who speaks and how to signal an interest
in speaking.
7. Video conference application is very easy
to optimize and has reliable cloud platform
for video and audio conferencing across
Moderately
mobile devices, desktops, phones, and room 3.13
Satisfied
systems which allows to meet and
communicate face-to-face with anyone
anywhere in the world.
8.Video conferencing application has the ability to
Moderately
securely record and store sessions without recourse 3.22
to third-party software. Satisfied
9. Video conferencing application allows you to
organize your meetings and send links or additional Moderately
3.22
information when you’re connecting with staff Satisfied
through a meeting.
10. Video conferencing application enables you to
Highly
host video calls with many students in one server 3.35
platform. Satisfied
Moderately
AGGREGATED MEAN 3.16
Satisfied
 25

LEGEND:
WEIGHTED MEAN RANGE INTERPRETATION
3.26-4.00 Highly Satisfied
2.51-3.25 Moderately Satisfied
1.76-2.50 Slightly Satisfied
1.00-1.75 Not Satisfied

Table three shows the level of satisfaction of the respondents on the

Zoom application of the BS Marine Transportation students with its

corresponding weighted mean and aggregated mean. It clearly reveals that

the statement. Video conferencing application enables you to host video

calls with many students in one server platform has the highest weighted

mean of 3.35 with the interpretation of Highly Satisfied while the statement,

Video conferencing application is viewed as a very effective tool for

enhancing student engagement has the lowest weighted mean of 3.19 with

the interpretation of Moderately Satisfied. This implies that some

respondents may prefer Zoom application for video conferences as it

provides greater services and features. As stated by Anthony Lee (2020),

that Zoom is very easy to optimize and has a reliable cloud platform for

video and audio conferencing across mobile devices, desktops, phones, and
 26

room systems which allow to meet and communicate face-to-face with

anyone anywhere in the world.

TABLE 4

DIFFERENCE BETWEEN THE LEVEL OF SATISFACTION ON VIDEO

CONFERENCE APPLICATIONS

N= 90
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Variables mean sd df t- t- critical Decision Conclusion

computed (α= 0.05,
two tailed
test

Level of
Satisfaction
32.73 5.626
on Google
Meet
There is no
Do not
88 0.846 1.99 significant
Reject H0
difference
Level of
Satisfaction 31.61 5.1
on Zoom

Table four shows the difference between the level of satisfaction on

the two variables used by Marine Transportation students with its

corresponding mean, standard deviation, degrees of freedom and t-

computed. It reveals that the Google Meet Application has a highest mean of

32.73 and highest standard deviation of 5.626 while the Zoom Application

has a lowest mean of 31.61 and lowest standard deviation of 5.1. Both

variables managed to attain the same score in degree of freedom of 88 and t-

computed of 0.856. The level of satisfaction on both variables do not reject

H0 with the conclusion of there is no significant difference.

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CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS

This chapter presents the summary of findings based on the

data gathered and the statistical treatment, conclusion and recommendations

 29

proposed about the Video Conferencing Application to Remote Learning of

Marine Transportation students.

Findings

Based on the presentations, analysis, and interpretation of data, the

following findings were arrived at:

1. 67 respondents or a 74.4% uses Google Meet application. of 23 respondents

or 25.6% percentage uses Zoom application. According to the result the

students of BSMT prefer to use google meet platform than zoom. This

accounts for smaller bandwidth for google meet and data consumption is not

that much heavy compared to zoom. Students can afford to use the google

meet especially if they are only using the data connection.

2. The Level of Satisfaction of the respondents on the Google Meet

Application are Highly Satisfied with an aggregated mean of 3.27. The

students can manipulate the google meet easily with much hassle in terms of

its user interface. The application itself is free to use and the usage time is

unlimited.

3. The Level of Satisfaction of the respondents on the Zoom Application are

Moderately Satisfied with an aggregated mean of 3.16. Zoom provides

 30

sophisticated features and greater recording resolution although you have to

purchase monthly plans to fully optimize the application; and

4. The level of satisfaction of two video conferencing application variables has

no significant difference.

Conclusion
 31

This study concluded that both video conferencing applications

improvised teaching techniques of instructors gratify to student’s satisfaction

during online synchronous learning. Since the findings revealed that there is

no significant difference with the level of satisfaction of the two variables.

They have difference in terms of variant features, frequency usage and

manipulations but not that significant.

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Recommendation

Based on the findings of the study and conclusion generated, the

following recommendations are propounded:

1. That instructors encourage their students to opt Google Meet since it

provides great and free services as well as small bandwidth consumption

so students can save more data for long term usage; and

2. That school administration conducts virtual seminars to old/upcoming

maritime students regarding to the benefits and processes of partaking

online classes through the use of Google Meet application since most

students are more in favor on it due to its great services, easy

manipulation and affordability.

 33

REFERENCES

Electronic sources

Anderson, T. (2008). The Theory and Practice of Online Learning. Retrieved

from Https://Www.Aupress.Ca/.https://scribbr.com/apa-citation
generator/new/webpage/ on February 20, 2021

Kumar, P. (2020). Google Meet vs. Zoom: Which One Is Best for You.
Retrieved from https://www.pcmobitech.com/google-meet-vs-zoom/
on March 6, 2021.

Espinosa et al. (2017). The Functionality of Google Meet as a

Learning Management System. Retrieved from https:
//www.researchgate.net/publication/327417783_Effectiveness_of_Go
o gle_Classroom_Teachers%27_Perceptions on February
20, 2021.

Daniel Hughes and Liam Barker (2021). Google Hangouts Meet. Retrieved
from https://www.techradar.com/reviews/google-hangouts-
meet on dddddApril 29, 2021.
 34

Chad Brooks (2020). Google Meet. Retrieved from

https://www.business.com/reviews/google-meet/ on April
29, 2021.

Susan Blum (2020). Zoom Class Depletes Energy Opinion. Retrieved from
https://www.insidehighered.com/advice/2020/04/22/professor-
explores-why-zoom-classes-deplete-her-energy-opinion on April 29,
2021.

Anthony Lee (2020). Case Study of Zoom Video Application. Retrieved

from https://www.logitech.com/en-in/video-
scollaboration/resources/case-study/case-study-zoom.html

Liu & Chuang (2016), The Use of Google Meet during Pandemic.
Retrieved from

https://www.researchgate.net/publication/345962298_The_Use_of_G
oogle_Classroom_during_Pandemic on February 20,
2021.

Zoom Video Communications Inc., (2016). Using Zoom Video

Conferencing dddddddfor Qualitative Data Collection: Perceptions

and Experiences of dddddddResearchers and Participants. Retrieved

from
 35

https://journals.sagepub.com/doi/full/10.1177/1609406919874596

on April 29, 2021.

Rebekah Carter (2021). Collaboration of Zoom Chat. Retrieved from

dd

https://www.uctoday.com/reviews/collaboration_reviews/collaboratdd

ddddion- reviews/zoom-chat-review-more-than-just-messages/ on

April dddddd29, 2021.

APPENDIX A1
 36

TRANSMITTAL LETTER TO THE DEAN

March 27, 2021

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

Dear Sir:

Greetings!
The undersigned is the lead researcher of the team has finished on the research
study “Video Conferencing Application to Remote Learning.”

In line with this, I would like to ask for your approval in allowing the team to
disseminate the research instruments using Google forms to our respondents who are the
BSMT students enrolled in University of Cebu-Maritime Education and Training Center
for the academic year 2020-2021.

I am hoping for a positive response on this request. Your approval will greatly
contribute to the success of this study. Thank you and God bless!

Respectfully yours,

D/C Jhudiel Carlo A. Andoy

Lead Researcher

Noted by;

Ma. Theresa C. Martinez, MAEd

Research Adviser

APPENDIX A2
TRANSMITTAL LETTER TO THE REGISTRAR
 37

March 27, 2021

Mrs. Jovita A. Quinanola

The Registrar
University of Cebu-METC
Alumnos, Mambaling, Cebu City

Dear Madame:

Greetings!
The undersigned is the lead researcher of the team has finished the research study
“Video Conferencing Application to Remote Learning. “

In line with this, I would like to request for the following:

 Number of all year BSMT students enrolled during the academic year of 2020-2021.
 The email address of all year BSMT students for survey-gathering process.

The data requested above are needed for the computation of our sample size and
dissemination of our research tool. This study would not be possible without your help.

I am hoping for a positive response on this request. Thank you and God bless!

Respectfully yours,

D/C Jhudiel Carlo A. Andoy

Lead Researcher

Noted by:

Ma. Theresa C. Martinez, MAEd

Research Adviser

APPENDIX A3
 38

Transmittal Letter to the Respondents

March 27, 2021

Dear Respondents,

Greetings!
The undersigned is the lead researcher of ANDOY TEAM who
finished the research study “Video Conferencing Application to Remote
Learning. “

My teammates and I are enrolled in Research 101 under the class of

Dr. Michelle M. Pable and the advisory of Mrs. Ma. Theresa Martinez.
Furthermore, the team had already asked for an approval from the dean to
conduct and disseminate research instruments. The transmittal letter from
the dean with his approval is attached as evidence.

In line with this, I would like to ask a little of your time as well as
your cooperation to be our research respondents/subject. Our study would
not be realized without your help.

I am giving you the assurance that your answers will be kept

confidential. If you have some questions or clarifications, please do not
hesitate to contact me. Your cooperation will greatly contribute to the
success of this study.

Thank you and keep safe!

Sincerely yours,

D/C Andoy, Jhudiel Carlo A.

Lead Researcher

Noted by:

Ma. Theresa C. Martinez, MAEd

Researcher Advi

APPENDIX B
 39

RESEARCH INSTRUMENT

SURVEY QUESTIONS ON THE LEVEL OF SATISFACTION ON

VIDEO CONFERENCING APPLICATION

PART I. Directions: Identify the video conferencing application that you

use.

A. Google Meet

B. Zoom

PART II. Directions: Identify the level of the factors mentioned which
correlate the level of satisfaction and academic performance. Put a check
(✔) on the column which corresponds your answer. Please refer to the
legend below for better understanding of your chosen option.

Legend:

4-means Highly Satisfied to your learning experience.

3 -means Moderately Satisfied to your learning experience.
2-means Slightly Satisfied effective to your learning experience.
1-means Not Satisfied at all to your learning experience.

LEVEL OF SATISFACTION
 40

4 3 2 1
STATEMENTS
1. Video conferencing application
give excellent quality video calling,
which can be used for corporate
meetings, online tuitions, as well as
for casual discussions
2.Video conferencing application was
viewed as a very effective tool for
enhancing student engagement.        
3.Video conference application offers
some useful, good-quality features.
4. Video conference application
includes valuable features like screen
sharing, recording options and the
ability to dial in to a video conference
by phone.

5. Video conferencing application

integrates of peer tutor mechanism
thus students held a positive
perception.

6. Video conferencing application

works well for faculty members who
lecture, or for groups that have formal
meetings, with rules for who speaks
and how to signal an interest in
speaking.
7. Video conference application is
very easy to optimize and has reliable
cloud platform for video and audio
conferencing across mobile devices,
desktops, phones, and room systems
which allows to meet and
communicate face-to-face with
anyone anywhere in the world.

8.Video conferencing application has

the ability to securely record and
store sessions without recourse to
third-party software.
9. Video conferencing application
allows you to organize your meetings
and send links or additional
information when you’re connecting
with staff through a meeting.
10. Video conferencing application
enables you to host video calls with
 41

many students in one server platform.

42
 43

Figure 1. Research Environment

INFORMED CONSENT
Students and Faculty Researchers University

of Cebu System

Name of Principal Investigator: Jhudiel Carlo A. Andoy

Name of Organization: University of Cebu
Title of Proposal: Video Conferencing Application to Remote Learning

This Informed Consent Form has two parts:

 44

 Information Sheet (to share information about the research with you)
 Certificate of Consent (for signatures if you agree to take part)

You will be given a copy of the full Informed Consent Form

PART I: Information Sheet

Introduction

I am a student of the University of Cebu taking up Bachelor of Science in

Marine Transportation. I am currently conducting a study entitled: Video
Conferencing Application to Remote Learning

In line with this, I am inviting you to be a respondent of this investigation and request you
to spare few minutes of your time to answer this questionnaire honestly. However, you do
not have to decide today whether or not you will participate in the research. Before you
decide, you can talk to anyone you feel comfortable with about the research. If there are
contents in the questionnaire that you do not understand and find ambiguous then feel
free to contact the researcher. Rest assured that all the answers will be treated with
utmost confidentiality.

Purpose of the research

Studying the Video Conferencing Application to Remote Learning In this

investigation it aims to correlate the level of satisfaction on video conferencing
applications to remote learning among BSMT students.

Type of Research Intervention

This research will (method) use a descriptive comparative method involve

Participant selection

We are inviting 30 sample sizes BSMT students from each year levels at the University of
Cebu-Maritime Education and Training Center.

Voluntary Participation

Your participation in this research is entirely voluntary. It is your choice whether to

participate or not. Whether you choose to participate or not, it does not affect your
 45

grades. You may change your mind later and stop participating even if you agreed earlier
and this will not be taken against you later on.

Procedures and Protocol

In this investigation you will be asked to answer a questionnaire that will be

distributed through the google forms during your free time. It will be collected after 14
days. The questionnaire can be read aloud and you can give the answer on those items in
that you intend to answer. You do not wish to answer some of the questions included in
the questionnaire, you may skip them and move on to the next question. The information
recorded is confidential and no one else except the researchers, my research adviser, will
have access to her/his questionnaire. The questionnaires will be destroyed after 2 months.

To ensure that you will be able to have full grasp on the purpose of the study, the
proponent will first explain the objectives of the study and the intended benefits of the
participants himself.

Duration

The research takes place in 1 month. During that time, you will be asked by the
researchers to answer the questionnaire during your convenient time and may submit
within 2 days. If you would answer the questionnaire immediately, then it will take around
10 minutes to finish. Your engagement as a respondent will only take once.

Risks

I am asking you to share or divulge your personal information which you may feel
uncomfortable answering with. there are also questions which might affect your exhibition
of those values, and you may feel uncomfortable talking to other topics. You must know
that is you who will decide whether to give answer to all questions or you may skip on
some questions You do not have to give reasons for not responding to any question, or for
refusing to take part in the survey.

Benefits

There will be no immediate and direct benefits to you, but it will serve as a feedback
for the satisfaction and comfortability of BSMT students taking online
conferencing class.

Reimbursements
You will not be provided with any payment for taking part in the research.
 46

Confidentiality

Because something out of ordinary is being done through research in the educational
institution that you are connected with, it might draw attention. If you participate, other
people in the organization and the society in general may ask questions.

I will not be sharing information about you. The information that I collect from this
research project will be kept confidential. Information about you and your perception that
will be collected from this research will be put away and no one but the researcher will be
able to see it. Any information about you will have a number on it instead of your name.
Only the researcher will know your number/contact information and I will lock that
information up with a lock and key. It will not be shared with or given to anyone except my
research adviser,

and my co-researchers.

Sharing the Results

At the end of the study, I will be sharing what I have learned with from the respondents
and with the community. I will do this by meeting first with the participants and then with
the larger community. Nothing that you answered in the questionnaire will be shared with
anybody outside the research. A written report will also be given to the participants which
that they can share with their families. I will also publish the results in order that other
interested people may learn from this research.

Right to Refuse or Withdraw

You may choose not to participate in this study and does not have to take part in this
research is you do not wish to do so. Choosing to participate or not will not affect your
employment at Northeastern Cebu Colleges, Inc. you will still benefit from the
implementation of the employee development plan. You may stop from participating in the
survey at any time that you wish without either you losing your rights here.

Who to Contact

If you have any questions, you can ask them now or later, even if the study has started. If
you wish to ask questions later, you may contact any of the following:
 47

Name of the Researcher/Adviser/Ethics Staff Phone Number

_________Jhudiel Carlo A. Andoy________ 09611936934

This thesis proposal has been reviewed and approved by my thesis panel of

UC-METC, which is a committee whose task is to make sure that researchers have
properly conducted the study. If you have any questions for may panel, please contact the
University Research Office.

PART II: Certificate of Consent

I have watched the foregoing information, or it has been read to me. I have had
the opportunity to ask questions about it and any questions that I have asked
have been answered to my satisfaction. I consent voluntarily to participate as a
participant in this research.

I am willing to Participate ☐

I am not willing to Participate ☐

If illiterate

A literate witness must sign (if possible, this person should be selected by the participant
and should have no connection to the research team). Participants who are illiterate should
include their thumbprint as well.

I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I
confirm that the individual has given consent freely.

Print name of witness_____________________ AND Thumb

print of participant Signature of witness ______________________

Date ________________________

Day/month/year
 48

Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential participant, and to the
best of my ability made sure that the participant understands that the following will be
done:

1. The researchers will send a consent first to the target respondents before
they will become part of our study.
2. No Confidential Information of the respondent will be disseminated to the
public and will be used for research purposes only.
3. Once agreed to the terms and conditions, the respondents will be given 10
minutes to answer the questions provided in the google forms.
I confirm that the participant was given an opportunity to ask questions about
the study, and all the questions asked by the participant have been answered correctly
and to the best of my ability. I confirm that the individual has not been coerced into giving
consent, and the consent has been given freely and voluntarily.

A copy of this ICF has been provided to the participant.

Print Name of Researcher/person taking the consent Jhudiel Carlo A. Andoy

Signature of Researcher /person taking the

consent__________________________

Date 28/ 6 /21

APPENDIX D
RESEARCH INSTRUMENT VALIDATION

CERTIFICATION
 49

This is to certify that the research tool constructed by D/C Jhudiel

Carlo A. Andoy, a 2nd Year BSMT student at the University of Cebu-

METC, Mambaling, Cebu City whose research title is Video Conferencing

Application to Remote Learning, has been examined and completely

approved as valid and acceptable.

Ma. Theresa C. Martinez, MAED

Content Expert Validator/Adviser

Date: 07/01/21
UNIVERSITY OF CEBU
Maritime Education and Training
Alumnus, Mambaling, Cebu City

PILOT – TESTING RESULT

 50

Research Title: VIDEO CONFERENCING APPLICATION TO

REMOTE LEARNING
Leader: Jhudiel Carlo A. Andoy
Adviser: Ma. Theresa Caiñela Martinez

Overall Cronbach’s Alpha No. of Items/Questions No. of Respondents Tested

0.9775 10 15

Cronbach’s Alpha Interval Consistency

α ≥ 0.9 - Excellent
0.9>α>0.8 - Good
0.8 >α>0.7 - Acceptable
0.7>α>0.6 - Questionable
0.6>α>0.5 - Poor
0.5 > α - Unacceptable

Remarks: All items/questions are consistent and reliable with an overall Cronbach’s
Alpha of
0.9775 which is EXCELLENT. Each item is significant showing EXCELLENT
consistency.

VERIFIED BY:

FRAGELYN N. IBAOC, LPT, MAED-MATH

Statisticia
University of
Cebu Academe
Research Ethics
Committee
 51

Certificate of Exemption from

Review

May 24, 2021

This is to certify that the following protocol and related documents

have been granted EXEMPTION FROM REVIEW by the University
of Cebu Academe Research Ethics Committee (UCAREC) for
implementation.

UCAREC Code: COME(2)-2021-05-01312 Date Submitted: May 21, 2021

Protocol Title:

VIDEO CONFERENCING APPLICATION TO REMOTE LEARNING

Principal Investigator: Research Adviser:

Jhudiel Carlo A. Andoy Ms. Ma. Theresa A. Martinez

UCAREC Chairman:
Date: May 21, 2021
DR. JUANITO N. ZUASULA. JR.
Signature Over Printed Name
CURRICULUM VITAE

Maria Theresa Caiñela Martinez

Sambag I, Cebu City
thrsmartinez0@gmail.com
09232706891
 52

Personal Background
Name : Maria Theresa Caiñela Martinez
Age : 43 years old
Gender : Female
Civil Status : Married
Birthplace : Cebu City, Philippines 6000
Birthdate : October 6, 1978
Spouse Name : Goodwin Cuevas Martinez

Academic Background
Graduate School
Cebu Normal University
Osmeña Boulevard, 6000 Cebu City, Philippines

College
Cebu Normal University
Osmeña Boulevard, 6000 Cebu City, Philippines

Vocational Course
Abellana National School
Osmeña Boulevard, 6000 Cebu City, Philippines

CURRICULUM VITAE

Kim Karlo L. Albelda

Baga, Naga, Zamboanga Sibugay
Kimkarloalbelda15@gmail.com
09518504683
Personal Background
 53

Name : Kim karlo L. Albelda

Age : 20 years old
Gender : Male
Civil Status : Single
Birthplace : Baga, Naga, Zamboanga Sibugay, Philippines ,7004
Birthdate : June 15, 2000
Parents : Allan P. Albelda and Arlene L. Albelda
Academic Background
College : Marine Transportation
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School : Marian College
Ipil, Zamboanga Sibugay
Elementary : Baga Elementary School
Baga, Naga, Zamboanga Sibugay
 54

CURRICULUM VITAE

Jhudiel Carlo A. Andoy

Langtad, Argao, Cebu
Jhudielandoy1234@gmail.com
09274478657
Personal Background
Name : Jhudiel Carlo A. Andoy
Age : 20 years old
Gender : Male
Civil Status : Single
Birthplace : Argao, Cebu , Philippines 6021
Birthdate : November 28, 2000
Parents : Arnel Tito A. Andoy and Jeanette A. Andoy

Academic Background
College : Marine Transportation
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School : Saint Michael School
Argao, Cebu
Elementary : Montessori Learning School
Argao
 54

CURRICULUM VITAE

Jervin R. Catubig
Calasa, Colase, Samboan, Cebu
jervincatubig22@gmail.com
09154443520

Personal Background
Name : Jervin R. Catubig
Age : 22 years old
Gender : Male
Civil Status : Single
Birthplace : Cainta, Rizal
Birthdate : June 19, 1998
Parents : Jaime H. Catubig and Enesita R. Catubig

Academic Background
College : Marine Engineering
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School : San Sebastian National High School
Bato,Samboan, Cebu
Elementary : Camburoy Elementary School
Samboan, Cebu
 55

CURRICULUM VITAE
Dexler Dayuja Delima
Ylaya, Bolinawan, Carcar City, Cebu
Danny_cute73@yahoo.com
09682016366
Personal Background
Name : Dexler D. Delima
Age : 23 years old
Gender : Male
Civil Status : Single
Birthplace : Bolinawan, Carcar City, Cebu
Birthdate : February 18, 1998
Parents : Vivencio Delima and Carmelita Delima

Academic Background
College :Marine Transportation
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School :Asian College of Technology
Cebu City, Cebu
Elementary : Ocaña National High School
Ocaña, Carcar City
 56

CURRICULUM VITAE
Hector Ralph S. Labiaga
Cantabo Gunting, Barili Cebu
ralphlabiaga@gmail.com
09615998485
Personal Background
Name : Hector Ralph S. Labiaga
Age : 21 years old
Gender : Male
Civil Status : Single
Birthplace : Cantabo Gunting, Barili Cebu
Birthdate : June 13, 1999
Parents : Antonio R. Labiaga and Melchora S. Labiaga

Academic Background
College : Marine Engineering
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School : Bartolome & Manuela Panares Memorial NHS
Barili, Cebu
Elementary : Barili Central School
Barili, Cebu

CURRICULUM VITAE
 57

James Anthony V. Lapasa

Brgy. Narra, Catarman Northern
james.lapasa@gmail.com
09052104598

Personal Background
Name : James Anthony V. Lapasa
Age : 20 years old
Gender : Male
Civil Status : Single
Birthplace : Catarman, Northern Samar, Philippines 6400
Birthdate : August 3 , 2000
Parents : Florencio E. Lapasa and Emma V. Lapasa

Academic Background
College :Marine Transportation
University of Cebu- METC
Alumnos, Mambaling, Cebu City
High School :UC main Campus
Cebu City, Cebu
Elementary : Catarman 1 Central School
Catarman, Northern Samar