RESEARCH FORM 1
ANNOTATED BIBLIOGRAPHY
Researchers: Talal Sultan
Marjon Timtim
Christian Jones Tiu
Hannah Bianca Trillo
Jay Yurong
Angelo Carlo Yutiamco
SOURCE
Helms, J. L. (2014). Comparing Student Performance
in Online and Face-to-Face Delivery Modalities.
Journal of Asynchronous Learning Networks, 14.
https://eric.ed.gov/?
id=EJ1030563&fbclid=IwAR0B4Cnksg5KjrYMc0JNP
4y1fhX334vxRUM-fdrn1IPKS7z9-Bq1SpiCMu0
Dziuban, C., Moskal, P., Thompson, J., Kramer, L.,
DeCantis, G., & Hermsdorfer, A. (2015). Student
Satisfaction with Online Learning: Is It a
Psychological Contract? Online Learning, 15.
https://eric.ed.gov/?
id=EJ1062943&fbclid=IwAR0pTRA84038kj2e6lZE4
TZkCg_FxcV4c2Y0K1dHwjEKp0UDzkzHMqR9e5Q
Wei, H.-C., & Chou, C. (2020). Online learning
performance and satisfaction: do perceptions and
readiness matter? Distance Education, 22.
https://www.tandfonline.com/doi/ref/10.1080/01
587919.2020.1724768?
scroll=top&fbclid=IwAR2COLIvlpuDXOD2p_WhTSn_
EnPNXeECUehGa8yxpWCTnOOkzETV5HSbbu4
Herguner, G., Son, S. B., Herguner Son, S., & Donmez,
A. (2020). The Effect of Online Learning Attitudes of
University Students on Their Online Learning
Readiness. Turkish Online Journal of Educational
Technology, 9.
https://eric.ed.gov/?q=online
%20learning&id=EJ1272871&fbclid=IwAR0c9apn2
zGvE2cbc1H3Ov-
64OZ7szwZthUcGFvUHdyiY4lASUOgqHMMi3E
DATE OF SUBMISSION: February 12, 2021
ANNOTATION
The author’s purpose of the research was to compare
student performance in an online or face-to-face (F2F)
required Psychology course on three distinct sets of
variables (i.e., pre-course, course, and post-course
variables).
The analysis revealed mixed significant and
nonsignificant results. Students did not differ in terms
of such variables as hours transferred to the university
from prior schools, total hours earned toward their
degrees, and number of hours currently attempted.
However, online students had significantly lower grade
point averages, missed significantly more grade
opportunities, and were significantly more likely to fail
the course compared to their F2F counterparts. These
and other results are discussed in relation to potentially
developing a different lens through which to view
student performance in online courses.
The authors explore the possible relationship between
student satisfaction with online learning and the theory
of psychological contracts.
The study incorporates latent trait models using the
image analysis procedure and computation of Anderson
and Rubin factors scores with contrasts for students
who are satisfied, ambivalent, or dissatisfied with their
online learning experiences.
The author proposes a comprehensive structural model
to determine whether online learning perceptions and
online learning readiness affect students' online
learning performance and course satisfaction.
The findings of this research are helpful for both
academics and practitioners of online learning to design
online courses that particularly emphasize
computer/Internet self-efficacy.
The authors want to determine the effect of online
learning attitudes of university students on their online
learning readiness. The study was designed with a
relational screening model.
In addition, the authors also want to determine if online
learning attitudes and readiness of students did not
differ in a statistically significant manner by
faculty/department studies.
The study revealed that the online learning attitude of
learners has a positive effect on their online learning
 readiness.

Joosten, T., & Cusatis, R. (2020). Online Learning This paper examines the relationship between student
Readiness. American Journal of Distance Education, characteristics of online learning readiness and student
14. outcomes in online courses at two higher educational
institutions.
https://eric.ed.gov/?q=Joosten%2c+T.%2c+
%26+Cusatis%2c+R.+(2020). MANOVA analyses were conducted to examine between
+Online+Learning+Readiness. group differences of each student characteristics among
+American+Journal+of+Distance+Education underrepresented student groups. Significant findings
%2c+14.&id=EJ1267087 are reported for minorities and for students with
disabilities.

Chung, E., Subramaniam, G., & Dass, L. C. (Jul2020).
Online Learning Readiness among University
Students in Malaysia amidst COVID-19. Asian
Journal of University Education, 13.
https://eric.ed.gov/?q=Chung%2c+E.
%2c+Subramaniam%2c+G.%2c+%26+Dass%2c+L.
+C.+(Jul2020).
+Online+Learning+Readiness+among+University+S
tudents+in+Malaysia+amidst+COVID-
19.+Asian+Journal+of+University+Education
%2c+13.&id=EJ1267359
Universities around the world have been directly and
indirectly affected due to the Covid-19 pandemic.
Within the span of less than one month, the traditional
face-to-face learning has been replaced by online
learning to ensure education continuity.
This paper sets out to examine online learning
readiness among university students who have been
thrown in at the deep end. It aims to investigate if
demographic factors make any difference in their
readiness to learn, online learning experiences and
intention to continue using online learning.

It also examines their preferred methods of online

learning and challenges they face.

Asio, J. M., & Bayucca, S. A. (2021). Spearheading The impact of the COVID-19 pandemic changed the
Education during the COVID-19 Rife: course of delivering quality education to learners.This
Administrators' Level of Digital Competence and study analyzed the level of digital competence of school
Schools' Readiness on Distance Learning. Online administrators, the readiness of schools, and perceived
Submission, Journal of Pedagogical Sociology and challenges on the delivery of distance learning.
Psychology, 8.
Using a descriptive research design, the researchers
https://papers.ssrn.com/sol3/papers.cfm? used an online survey to gather pertinent data for the
abstract_id=3747341 study.
 RESEARCH FORM 2

THE PROBLEM

RESEARCHERS: Talal Sultan DATE SUBMITTED: February 12, 2021

Marjon Timtim
Christian Jones Tiu
Hannah Bianca Trillo
Jay Yurong
Angelo Carlo Yutiamco

Proposed Topic:
Online Learning

Proposed Title:

Level of Satisfaction in Online Learning Experienced by Civil Engineering Students of

Father Saturnino Urios University, A.Y. 2020-2021

Proposed Problem:

1. What is the profile of the respondents in terms of:

1.1. year level;
1.2. age;
1.3. sex;
1.4. socio-economic status;
1.5. workspace; and
1.6. geographical location?

2. What is the level of satisfaction in online learning experienced by Civil Engineering students
in terms of:
2.1. grades;
2.2. teacher-student relationship;
2.3. access to Neo Learning Management System; and
2.4. school activities involvement?

3. Is there a significant relationship between the profile of the respondents and the level of
satisfaction in online learning?

Source/s of the Problem:

1. Personal Experience - As a student and at the same time a son of my parents, I could say that
online learning is not just simply doing assessments because I have to fulfill also my responsibilities
in doing household chores. In other words, I have to really exert too much effort in both matters.
Like, sometimes I attend class late because I have to wash dishes first and I submit some
assessments late because I have to prioritize what my parents ask me to do.

2. Social Issues - The truth is, for many students, online learning is only a formality and not a real
substitute for regular teaching. Some teachers only share material to students without teaching it.
Online classes are sometimes based on the principle of “work it out for yourself”. Students are not
acquiring real, long-lasting knowledge. Additionally, some students don’t have proper equipment to
attend online classes, such as computers, laptops, cell phones and cameras.

3. Student feedback - As for me, learning online is not what I think is best for me because, honestly,
I became dependent on the internet in answering some of our assessments without trying to
express myself and giving my best to understand the topics. Furthermore, internet connection also
is one of my main problems, because sometimes I experience internet loss while having classes.
However, what makes it good for me at the same time is that I don’t have to wake up early every
day and also online classes allow me to spend much time with my family.

Identify and Explain Considerations in Choosing the Problem:

A. External Criteria:

Upon the deliberation of the group, we have some identified external criteria in choosing the
research problem. One is the availability of the subjects, by this we already assumpted the study subjects
are easily available because we are in the same course and we can be able to know their vacant time
without having so much hard time. In reality, others may not be readily available, but things will not be as
hard as it is for again we're on the same course.

Another thing, we also considered novelty in research. We apply novelty or uniqueness in study
because we firmly believe that online class is kinda new to almost all students for they were used to face to
face or physical contact - learning. This time, with the online class labeled as the 'New Mode of Learning',
we have come up to finding out how students were being satisfied with this.This way, we can be able to
generate new knowledge for the application of this online class.

Additionally, we make sure to set some ethical considerations beforehand. This means, before we
have raised our research problem we already think of informed consent, confidentiality or data privacy of
the subjects, no forcing and no harming to subjects and anonymity.

Also, we never forget to consider the availability and adequacy of facilities (libraries) and the
equipment devices such as (computers, printers and internet). Since we are now in the 21st century
signifying to the application of modern technology, we can perfectly tell that our group is ready and has
enough laptops to be used in pursuing the research. Also, our school particularly (FSUU) has a library
where we can have free access.

B. Internal Criteria

Upon the deliberation of the group we have some identified internal criteria in choosing the
research problem.

To cite one, these are the experiences that we as student-researchers run into. From Senior high
school we experienced doing research, we even attended training and were able to have some background
knowledge about it. The problem we have created is based on how we can easily get the information we
need and as well as the results.

Another consideration we put on hand is our interest and motivation for this topic.
Straightforwardly, we are the first batch of students in FSUU to do online learning due to the pandemic.
Because of this, it gives us curiosity on how the other students felt, behave and act towards online class. We
also think that not all students have the same strength of internet connection. So we decided that it would
be nice to create research problems that correspond to the student’s satisfaction in having online class.

And since we are conducting an online based research, we already think that the time factor should
be considered . We as student-researchers believe that we can be able to gather the data we need and find
the results in a span of time and interval that our instructor in research would actually require us. We hold
on to the idea that our research is time-bounded and time-friendly and it won't take a year or more for us
to gather solutions and results.

More so, hazards, penalties and handicaps were also foreseen before making our research problem.
In this research, Covid 19 is considered as the handicap or the hindrance. Procurement of responses will
be hard since we won't be able to ask them in person and there's social distancing. But, with the aid of
technology conducting a survey would not be hard for us. We can still gather data through online surveys.
By this means, challenges can still be surpassed.