G4 - Perception of Grade 9 Students About Online Learning at DMMMSU-SLUC Laboratory High School-2021

PERCEPTION OF GRADE 9 STUDENTS ABOUT
ONLINE LEARNING AT DMMMSU-SLUC

LABORATORY HIGH SCHOOL
BAUTISTA, ANGELIQUE L.
EMPERADOR, LYCA D.
JAPSON, SHYLENE MAE P.
LAUDENCIA, PRINCESS A.
MAYUGBA, MARK ADRIAN B.
SOLIS, VANESSA G.
SOLIWEG, MELISA V.
DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH LA UNION CAMPUS
AGOO, LA UNION
2021
Don Mariano Marcos Memorial State University
South La Union Campus
COLLEGE OF EDUCATION
Agoo, La Union
Acknowledgment
With the generous encouragement and assistance of many people, this
thesis becomes a reality.
First and foremost, they, the researchers, would like to thank our GOD
Almighty for the wisdom, courage, peace of mind, and good health that he has
bestowed upon them to complete this study.
They are overflowing with admiration and appreciation to acknowledge their
gratitude to all those who have assisted them in putting these ideas into action.
They would like to thank their research teacher and instrument validators in
particular for allowing them to complete this research paper.
BAUTISTA, ANGELIQUE L.
EMPERADOR, LYCA D.
JAPSON, SHYLENE MAE P.
LAUDENCIA, PRINCESS A.
MAYUGBA, MARK ADRIAN B.
SOLIS, VANESSA G.
SOLIWEG, MELISA V.
Bachelor of Secondary Education ii

FS2-Participation and Teaching Assistantship
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Table of Contents
Page
Title Page …………………………………………………………………………………………………………… i
Acknowledgment ……………………………………………………………………………………………… ii
Table of Contents ……………………………………………………………………………………………… iii
List of Tables ……………………………………………………………………………………………………… iv
List of Appendices ……………………………………………………………………………………………… v
Abstract ……………………………………………………………………………………………………………… vi
INTRODUCTION …………………………………………………………………………………………………… 1
RESEARCH QUESTIONS ………………………………………………………………………………………. 4
HYPOTHESIS ……………………………………………………………………………………………………… 5
REVIEW OF RELATED LITERATURE AND STUDIES………………………………………………. 5
SCOPE AND LIMITATIONS………………………………………………………………………………….. 9
METHODOLOGY AND RESEARCH DESIGN …………………………………………………………… 9
STATISTICAL AND TREATMENT OF DATA…………………………………………………………… 12
RESULT AND DISCUSSIONS ……………………………………………………………………………….. 12
RECOMMENDATION …………………………………………………………………………………………… 21
LITERATURE CITED …………………………………………………………………………………………… 22
APPENDICES ……………………………………………………………………………………………………… 26
Bachelor of Secondary Education iii

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List of Tables
Table Page
1 Demographic Profile of the Respondents 12
2 Basic Information Regarding Online Classes 13
3 Respondent’s Perceptions About Online Learning 16
Bachelor of Secondary Education iv

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List of Appendices
Appendix Page
A Letter to the Principal 27
B Survey Questionnaire for Data Gathering 28
C Statistical Results 33
Bachelor of Secondary Education v

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ABSTRACT
The sudden emergence of Covid-19, a lethal disease caused by the COVID-19
Virus shocked the entire world. This situation posed a threat to the global
education system, forcing educators to switch to an online mode of instruction
overnight. In this study, the respondents' perceptions of online learning were
based on their technology access, online learning experience, means of
communication, and learning pace.
This study was quantitative research that used a descriptive statistics to
analyze the perception and basic information of the respondents regarding online
learning. The respondents were Don Mariano Marcos Memorial State University-
SLUC Laboratory High School S.Y 2020-2021 Grade 9 students. The instrument used
to gather data was a Likert scale that was uploaded in a Google form.
The findings of the study were that perception and basic information of
learners about online learning in this time of pandemic were significantly related
to how the learners perceived online learning.
Keywords: online learning, perception, technology, experience, communicating,
learning
Bachelor of Secondary Education vi

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INTRODUCTION
The fact that information technology's influence on multiple aspects of our
lives today cannot be refuted, neither can its growing popularity and use in the
education sector be denied. This role in the education system has gained
importance furthermore considering the ongoing COVID-19 pandemic causing all
educational institutions the world over to close down and thus giving rise to
multiple challenges at all stages and levels of education in particular for students.
A pandemic is a disease that is spreading in multiple countries around the
world at the same time (Roxby, 2020). Educational institutions such as public and
private schools, colleges, Universities temporarily stop the conventional teaching
and learning activities in the schools and encourage lessons to be conducted from
home through online-based learning. The closure of educational institutions has
affected a large number of students. However, the Department of Education
recommended that teachers may use various E-learning platforms such as Google
Classroom, Google Meet, Zoom, Edmodo, and so on. New technologies, the
Internet, streaming video, Google meeting and a lot more now make higher
education more accessible and affordable for many students, and for those who
would have been unable to pursue higher education in a traditional in-class setting
(Biance & Carr-Chellman, 2002). Consequently, online learning has now become an
integral part of higher education institutions’ expanding curriculum.
The Internet and other digital technologies have become thoroughly
integrated into the lives of today's students. Most students now arrive on campus
with their laptops, cell phones, and other digital devices. The widespread
Bachelor of Secondary Education 1

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adaptation of digital technologies has caused many researchers to question the
perception of learners regarding the internet and web-based learning technology.
And, now that we are all facing the COVID-19 pandemic that prevents teachers and
students from the face-to-face meet. We adapt to the "new normal" of education
which is Online-Based learning, it was quite challenging both for the learners and
teachers. The rapid growth in online learning implementation may sound familiar
for the educators but they have to understand how students perceive, access, and
react to it. These factors may produce different implementations depends on
where online learning takes place and who the students are.
Since the students' perceptions are critical toward the success of the
learning program, thus the researchers wanted to find out the perceptions of the
Grade 9 students from Don Mariano Marcos Memorial State University- South La
Union Campus, Laboratory High School regarding online-based learning. Perception
is the experience of object, event, and relationship acquired by resuming
information and interpreting a message. It gives a meaning toward stimulus-
response in resuming information and predicting messages which involve attention,
hope, motivation, and memory (Rakhmat, 2000). Following it, Michotte (2017)
develops perception as a phase of the total process of action which allows us to
adjust our activities to the world, we live in. Here, the students' perception can be
described as the developed opinion after having a certain experience that needs
adjustment. As the schools and colleges are shut for an indefinite period, both
educational institutions and students are experimenting with ways to complete
their prescribed syllabi in the stipulated time frame in line with the academic

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calendar (Muthuprasad T, et.al.2020). The coronavirus disease (COVID-19)
pandemic has not only been catastrophic toward patient health but has also proven
to be incredibly disruptive to several industries and sectors (Remtulla,2020). The
outbreak of COVID-19 results in the digital revolution in the higher education
system through online lectures, teleconferencing, digital open books, online
examination, and interaction in virtual environments (Strielkowski, 2020;
Kumar,2020). In this lockdown period, it was reported that learners were mostly
suffering from stress, depression, and anxiety. The students were also facing
problems related to poor internet connectivity, followed by the absence of a
favorable environment to study at home. Students residing in rural and remote
areas may face poor internet connectivity. Moreover, poor economic conditions
might be a reason for the unfavorable environment and lack of separate room for
their study. (Kapasia, et.al.,2020). The online learning environment varies
profoundly from the traditional classroom situation when it comes to learner's
motivation, satisfaction, and interaction (Bignoux & Sund, 2018).
A significant positive impact of COVID-19 also reported learning efficiency
and performance by adopting online learning strategies (Gonzalez et al. 2020).
Interactive instruction or “learning by doing” has been found to result in positive
learning outcomes (Picciano,2002; Watkins, 2005). Because there are many new
technologies and web-based activities are interactive, online coursework has the
potential to create environments where students actively engage with the material
and learn by doing, refining their understanding as they build new knowledge
(Johnston, Killion & Oomen, 2005; Pallof & Pratt, 2003). E-learning can potentially

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provide many important payoffs to learners, online instruction offers the flexibility
and convenience to complete learning units when and where a learner desires.
Leading us researchers to identify the factors that may affect the perception of
the leaners towards online learning, and these are technology availability, online
learning experience, modes of communication, and learning pace. Therefore, in
this research, the student's perception is focused on the student's participation,
accessibility, materials, and assignment delivery, an online-learning platform
suited to their needs and condition. Those factors are necessary to bring the
students' perception of online learning to be more contextual with the needs of
this research. We were interested to see if these factors mentioned above affect
the students' perception about online learning – leading us to the research question
of this study: What is the significant relationship between the profile of the
respondents and their perception about online learning?
RESEARCH QUESTIONS
The purpose of this study was to determine the perceptions of Grade 9
students of DMMMSU-SLUC Laboratory High School about online learning.
Specifically, this sought to answer the following questions:
1. What is the basic information of the respondents regarding the online class
in terms of:
a. technology availability
b. online learning experience
c. modes of communication
d. learning pace

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2. What is the perception of the respondents about online learning?
3. What is the significant relationship between the basic information
regarding the online class of the respondents and their perception about
online learning?
HYPOTHESIS
The respondent's different perceptions could be due to differences in access
to technology and the internet, modes of how they communicate – student-to-
student interaction and instructor-to-student interaction, and learning with their
own or with an instructor.
REVIEW OF RELATED LITERATURE AND STUDIES
Education has expanded from a traditional in-class environment to the new
digital phenomenon where teaching is assisted by computers (Richardson and
Swan, 2003).
A growing body of research suggests that computer users’ prior experience
with technology affects their attitudes about technology in general. Students
exhibit greater motivation when course content interests them and when they
perceive some personal relevance with content. A key consideration about online
learning is that the completion time required for the online modules. Most
students simply did not feel that the amount of time it took to complete the
modules was worth what was gained. On average, users needed nearly eight hours
to finish the two learning units in their entirety, and this appears to be a greater
investment of time than most students were willing to make. The online courses
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were self-paced, independent study units. Any effort to strengthen the
effectiveness of online learning needs to understand the perception of the users.
Studies have documented both favorable and unfavorable perceptions by students
on online learning. Several studies indicate that the instructor's interaction with
students has a considerable impact on the student's perceptions of online learning.
The capability of interaction with course instructors to promote critical thinking
ability and information processing, rate of interactivity in the online setting,
chances of engaging with teachers and peers in online learning settings, were
identified as the perceived strengths of online learning.
Students used their android mobile for e-learning and some students hired
gadgets from family members to attend classes at the time of their learning.
Students are also interested to involve in digital learning by a conversation with
their friends. It is also reported that most of the learners were not involved in any
digital platforms for the study before the COVID-19 outbreak. Various platforms for
e-lectures, study material sharing, and learning evaluation, such as the Zoom app,
Google meets/hangout, Google classroom. Online learning was found to be
advantageous as it provided flexibility and convenience for the learners in the
wake of the corona. However, online classes could be more challenging than the
traditional classroom because of the technological constraints, delayed feedback,
and inability of the instructor to handle effectively the Information and
Communication Technologies.
From the emergencies of COVID-19, the government made a policy of
learning from home including lectures. But in its procurement, online lectures

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have many notes, especially from students as one of the online lecturers part. This
study aims to determine the perceptions of students in Surabaya about online
lectures when the COVID-19 pandemic. The Surabaya study is a research location
because Surabaya is the second largest city after Jakarta which has the highest
COVID-19 case in East Java Province. Researchers use the theory of Kenneth K. ,
Edward M. , Judy C. Pearson and Paul E. Nelson in (2008) about the stages of the
process of perception, namely stimulation (sensation), attention, and
interpretation. The method used is qualitative. The informants in this study were
active students at the 10 best universities in East Java according to . In addition to
using interview techniques, researchers also made observations on the 10
university's official social media accounts. As a result, students in Surabaya
perceived that online lectures during a pandemic were good enough to reduce the
spread of the corona virus. But in its implementation, students feel less satisfied
with several aspects, one of which is the online learning support facilities provided
by the campus such as the internet quota, even though the intensity of the
assignments is greater than face-to-face lectures.
Several studies have discussed the challenges related to the implementation
of e-learning. The pandemic has caused a lot of changes, learning activities that
were previously in a traditional classroom setting switched to an online learning
environment. Changes as such could lead to minor disruption in students’
wellbeing and ability to cope during the lessons. Students have found that online
learning is beneficial for them, as they can get ample of access while listening to
lectures and doing assignments. Based on prior experience with technology,

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students gain self-efficacy with online learning and may need preparation and
assistance to use learning resources and platforms before beginning an online
course (Heckel & Ringeisen, 2019). Martin and Boliger (2018) discovered that
introducing and working with online communication tools were essential
communication among students while sending reminders and providing rubrics for
assignments represented the most important benefit in student-teacher
interactions (Nasir, 2020). Ultimately, once the student feels they have knowledge
and information to help them, their use of the program would have a positive
impact (Alghamdi et al., 2020; Yakubu & Dasuki, 2019).
The literature on distance learning mainly focuses on its overall
effectiveness as a tool for supporting education and students’ satisfaction (e.g.,
Jones & Chen, 2008; Basioudis & de Lange, 2009; Basioudis et al., 2012; Gavira &
Omoteso, 2013; Duncan et al., 2012; Baxter & Thibodeau, 2011). In some
technical, quantitative disciplines that demand systematic work (Grabiński et al.,
2015; Jones & Chen, 2008), distance learning approach can be less useful while
teaching, as it falls short of sufficiency in terms of interaction (Jones & Chen,
2008). On the other hand, Chen and Jones (2007) found distance learners to be
better prepared and more active as regards asking questions than their
counterparts participating in traditional classes. Students learning remotely also
perceived group work to be more satisfying and regarded related communication
and decision-making processes as more effective (Jones & Chen, 2008). Researched
distance learners were also found to have more autonomy in self-paced learning
and to be more responsible for the learning process (Abraham, 2007). Therefore,

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distance learning approach promotes student-centered pedagogy, and prepares
students for ongoing self-learning, important for the professional development and
mobility on the labor market.
SCOPE AND LIMITATIONS
This study was limited only on the “Perception of Grade 9 Students About
Online Learning. The study was conducted at Don Mariano Marcos Memorial State
University – SLUC Laboratory High School. This study used an adopted research
question from another research (T.Muthuprasad et.al.,2020). The wording of items
was changed to account for the context of the study. The participants were limited
to those who are currently enrolled in Grade 9. Students were asked to rate each
statement from five as totally agree and one as totally disagreeing. The
researchers used a measure of consensus for each statement.
METHODOLOGY AND RESEARCH DESIGN
Researcher Design
The researchers employed a quantitative research design in this study to
determine the perceptions of students towards online learning. Quantitative
research is defined as a systematic investigation of phenomena by gathering
quantifiable data and performing statistical, mathematical, or computational
techniques. For this study, researchers used descriptive statistics analysis approach
to analyzed and discussed the numbers from the study. Descriptive statistics used

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to describe the basic features of the data in a study. This shows a more detailed
picture of the students' perception of online learning.
Research Locale
The study was conducted in Don Mariano Marcos Memorial State Universtiy –
SLIUC Laboratory High School. The school is a laboratory school and is located in
Brgy. Consolacion Agoo, La Union.
Population and Sample
Purposive sampling was used in the choice of the Don Mariano Marcos
Memorial State University – SLUC Laboratory High School. The total number of
respondents were 15 Grade 5 pupils with 9 males and 6 females. The respondents
were purposively selected because the grade nine class because some of the
students can’t find time to answer the google form. Purposive sampling was used
in cases where the specialty of an authority can select a more representative
sample that can bring more accurate result than by using other probability
sampling technique (Explorable.com, 2009).
Research Instrument
A questionnaire survey with a Likert-scale type was utilized to collect the
data. Questionnaire surveys are a type of survey that uses a structured series of
questions to collect statistical data about a population's characteristics, beliefs,
and behaviors. The questionnaire methodology was chosen as a data-gathering
method for this study because it was an effective and cost-effective way to collect

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data. Frequently, questionnaires allow researchers to assess the findings, and
respondents have time to consider their responses before responding to the
questions. As a result, the data obtained will be of considerably higher quality.
Validation of the instrument was done by Faculty Teacher of Don Mariano Marcos
Memorial State University – South La Union Campus.
Data Gathering Procedure
The researcher asked permission to the school principal to conduct study on
Perception of Grade 9 Students about Online Learning AT Don Mariano Marcos
Memorial State University- SLUC Laboratory High School students through the use
of survey materials.
In this study the researcher gathered the data through surveys towards the
perception of the students towards online learning. It was followed by
questionnaire survey, the questionnaire administered by the researcher to the
grade 9 students. Google form was used from the investigation of Demographic
profile of the respondents, Basic information regarding online class, and
Respondent’s perception about online learning.
The survey materials were gradually administered and use the research to
conduct questionnaire survey. The researcher calculated the frequency and
percentage to determine the perception of the students towards online learning.
The consensus is the prepared method to compare participant answer and measure
the degree of perception occurring as a result of perception of online learning.

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Statistical Treatment of Data
The statistical treatment of data used in the study were:
Measure of Consensus
𝑛
[𝑥𝑖 − 𝜇𝑥 ]
𝐶𝑛𝑠(𝑋) = 1 + ∑ 𝑝𝑖 log 2 (1 − )
𝑑𝑥
𝑖=1
Where:
𝜇𝑥 is the mean of X
𝑑𝑥 is the width of X, 𝑑𝑥 = 𝑋𝑚𝑎𝑠−𝑋𝑚𝑖𝑛
𝑝𝑖 = probability or frequency associated with each Likert attribute
𝑋𝑖 ; ranges from 1 to 5
RESULT AND DISCUSSION
Table 1
Demographic Profile of the Respondents
Demographic Variable Percentage
Age 14 13.33
15 86.67
Gender Male 60
Female 40
The demographic variables of the respondents included age and sex. The
mean age of all the respondents was 14.5.
There were more male respondents 9(60%) than female respondents 6(40%).
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Table 2
Basic information regarding online classes
Questions Response Percentage
A. TECHNOLOGY AVAILABILITY
1. Do you have access to device Yes 80

for learning online? Yes, but the device doesn’t 20
work well
No, I share with others
0
2.What device/s do you use for Laptop 33.33
online learning? Desktop 6.67
Smartphone 60
Tablet
0
None
0
3.What kind of internet Mobile data pack 33.33
connection do you use? Wi-Fi 66.67
4.Are you interested in more Yes 73.33

components of an online No 26.67
learning being designed for
tablets and smartphones?
5.Have you ever experienced a Yes 93.33

technical problem in your No 6.67
online class?
B. ONLINE LEARNING EXPERIENCE
1.Did your school begin online Yes 93.33

only in the wake of COVID-19 No 6.67
pandemic?
2.How much time do you spend 1-3 hours 33.33

each day taking online class? 3-5 hours 26.67
5-7 hours 20
7-10 hours 13.33
10+ hours 6.67

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3.How often do your teachers Daily 20

conduct online class meeting/s? Weekly 73.33
Monthly 6.67
Not at all
0
C. MODES OF COMMUNICATION
1.What kind of online learning Facebook group/page 0

Facebook group/page platform Facebook messenger 53.33
do your teachers use to E-mail 0
communicate and update your Google Classroom 40
class? Edmodo 0
Others 6.67
2.On what way do you classify While having online class meeting 6.67
your queries about the lesson? Private message to the teacher 73.33
Ask some of my classmates 20
Ask through group chat with the 0
teacher
D. LEARNING PACE
1.Do you feel that having one- Yes 53.33

on-one discussion with your
teacher is necessary to achieve No 46.67
effective online learning?
2.How do you understand a new Through online discussion with a 33.33

concept in your lesson? teacher
Through watching video/s and read 60
the material about lesson
Watch only video/s 0
Reading materials only 6.67
3.How important it is to have Very important 46.67

regular interaction with others? Somewhat important 46.67
Not very important 6.67
Not important at all 0
Among the respondents, 80% have an access to devices to attend online
classes and 33.33% of the respondents use the laptop for online classes, 6.67% use

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their desktop, and 60% use their cellphone. In attending their online classes,
33.33% uses mobile data pack as their internet connection while 66.67% uses Wi-Fi.
When asked if they are interested in more components of online learning
designed for mobile phones and tablets 33.33% said they are interested. The
majority of the respondents, 93.33% experienced a technical problem with their
online class.
And 93.33% of the respondents said that their school begins online classes
only in the wake of the COVID-19 pandemic. Most of the students, 33.33% spend 1-
3 hours per day taking online classes. Around 73.33% said that they have a weekly
online class meeting with their teachers.
Half of the respondents, 53.33% said their teachers use Facebook messenger
to communicate and update them with classes. On clarifying their queries, 73.33%
of learners send messages privately to their teacher.
When asked if they feel that having a one-on-one discussion with a teacher
is necessary, 53.33% said yes. When understanding a new concept in their lesson,
33.33% of respondents attend an online discussion with a teacher to understand
the new concept. Interacting with others is very important for 46.67% of the
respondents.

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Table 3
Respondent’s perceptions about online learning
Statements 1 2 3 4 5 Cns
1.I am able to easily access the internet

as needed for my studies. 6.67 0 40 46.67 6.67 0.70
2.I am comfortable communicating

through online chat. 0 6.67 53.33 40 0 0.52
3.I am willing to actively communicate

with my classmates and instructors 0 6.67 26.67 66.67 6.7 0.61
online.
4.I am comfortable with written

communication. 6.67 0 33.33 46.67 13.33 0.67
5.I feel comfortable composing text on a

chat or email in an online learning 0 6.67 53.33 33.33 6.67 0.65
environment.
6.I am motivated doing the material
given through online. 6.67 40 46.67 6.67 0 0.64
7.Learning is the same in class and at

home. 60 26.67 6.67 6.67 0 0.54
8.I feel that I can improve my listening

skills the same in online class and in 26.67 13.33 40 20 0 0.40
face-to-face class.
9.I think that learning through online is
more motivating than regular class. 46.67 33.33 13.33 6.67 0 0.53
10.I think I could pass the whole school

year without any teacher assistance. 26.67 53.33 13.33 6.67 0 0.66
11.I believe that material in online class

is better prepared than a traditional 20 46.67 26.67 6.67 0 0.60
class.
12.Whent it comes to learning and
studying online, I am self-directed 0 13.33 66.67 13.33 6.67 0.71
person.
13.In my studies, I am self-disciplined
and find it easy to set aside reading and 0 33.33 53.33 13.33 0 0.50
homework time.

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14.With online class, I am able to

manage 13.33 40 40 6.67 0 0.59
my study time effectively and easily
complete assignments.
15.In my studies, I set goals and have a
high degree of initiative. 0 6.67 53.33 33.33 6.67 0.65
16.As a student, I enjoy working with

other students in groups online. 0 33.33 33.33 26.67 6.67 0.54
17.I feel that face-to-face contact with

my instructor is necessary for learning 0 0 20 60 20 0.6
to occur.
18.I can discuss with other students
about lessons and activities. 0 6.67 26.67 66.67 0 0.49
19.I can work in a group in online class

than face-to-face class. 0 0 20 46.67 33.33 0.44
20.Online class help me comprehend the

course materials compared to classroom 13.33 40 40 6.67 0 0.59
learning.
21.Online environment makes it easier
for me to communicate with my 6.67 46.67 33.33 6.67 6.67 0.66
instructor than class environment.
22.I am comfortable responding to
questions by email than orally. 0 33.33 46.67 13.33 6.67 0.61
23.My technical skills (email/internet

apps) have increased since attending 0 6.67 46.67 33.33 13.33 0.59
online classes.
24.I spend more time on my homework
on my homework in comparison with 0 6.67 20 40 33.33 0.58
regular class learning.
Legend: Where 1-totally disagree, 2-disagree, 3-neither disagree nor agree,
4-agree, 5-totally agree, Cns-consensus.
The frequency and percentage were calculated for each of the 24
statements rated on the Likert scale of the five-point continuum as shown in Table
3.

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Around 70% of respondents agree that they can easily access the internet and 59%
agree with the statement online learning improves their technical skills since
attending online classes.
It is also evident that 54% of respondents agree that learning is the same in
class and at home, but 40% agree that they cannot improve their listening skills in
an online class compared to a regular class. Results also show that 53% agree that
they are motivated to take online classes, 60% agree that the material in an online
class is better prepared than a regular class, and 59% of respondents agree that
online environment helps them understand the material than a traditional class. It
also indicates that 58% spend most of their time on their homework in comparison
with regular class environments.
Regarding the willingness of the respondents to communicate with their
classmates and instructors online, 61% agree that they are willing, and 52% agree
that they are comfortable communicating online. Responding to questions by E-
mail, 61% agree that they are comfortable with it, 67% agree they are comfortable
with written communication.
According to data, 64% agree that they are motivated to do the activities
given online. Regarding if the students can discuss, and work in a group through an
online environment, around 44% to 49% agree that they can’t do so. Concerning the
self-directedness of the respondents, it is around 50% to 71% agree that when it
comes to learning online, they are self-disciplined, able to manage their study
time effectively, and have a high degree of responsibility. (see table 3 on page 13)

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It should also be noted that consensus single value ranges from 0 for
complete disagreement to 1 for complete agreement. And the consensus varied
from 0.5 to 0.72 implying that there was neither perfect disagreement nor perfect
agreement.
The primary purpose of this study was to examine the perception of
students regarding online learning.
The result revealed that the majority of the respondents had access to
gadgets like laptops, smartphones, desktops, and tablets, but they also encounter
technical problems. The most significant challenge reported by Song et al. (2004)
study participants were technical issues. The good news is that when doing the
activities and tasks, students report that their IT literacy is improving, but they
also report that their gadgets are not ready for this sudden hi-tech transition. The
analysis of Yang, et al.(2004) found that the simplicity of connecting to the
Internet is the fourth positive experience. Students' curiosity in accessing their
online courses is often sparked by computers and the Internet. Even though
students are typically tech-savvy and therefore capable of managing computers,
computer literacy is still a major problem among students today.
The researchers also identified that online class increases their knowledge
to the same extent as traditional learning. But, online learning has a variety of
tools such as videos and PDFs that teachers may use to deliver their material, and
having easy access motivates them to study online. According to Sammer (2020),
students can work through materials at their own pace because online learning is
more flexible than classroom-based learning. It is available to those who need

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additional time to comprehend a definition. Those who wish to work more quickly
will do so.
The study also shows that students are more comfortable communicating
with classmates and instructors. The ease with which communications take place,
the degree to which students feel free to ask questions and share their opinions,
and how open and sensitive faculty are to information-related problems all affect
instructor-to-student interactions (Marks et al., 2005; Peltier et al.,2003). Students
in the virtual classroom also establish trust-based relationships as a result of their
ability to speak up (Figallo, 1998; Sullivan,2001).
The findings of the study reaffirm that respondents have a high degree of
responsibility when it comes to online learning. According to Janet WH Sit, et al.
(2005), the learning process empowers students to be responsible for their
education. They were able to gain skills and faith in managing challenging tasks
and problem-solving thanks to the online learning environment and the Internet as
a resource tool.
This study presented a conceptual framework for understanding if there is a
significant relationship between the basic information regarding online classes in
terms of technology availability, online learning experience, modes of
communication, and learning pace to perception about online learning of the
respondents. The respondent's different perceptions could be due to differences in
access to technology and the internet, modes of how they communicate – student-
to-student interaction and instructor-to-student interaction, and learning with
their own or with an instructor. With the COVID-19 crisis forcing education systems
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around the world to look for alternatives to face-to-face instruction in the form of
online learning, it's necessary to rethink students' intentions and characteristics in
online learning environments.
RECOMMENDATIONS
The following are hereby recommended based on the result and implications
of the study:
1. The teacher should use tools and adopt technology first-approach in enhancing
the learning experience in a dynamic and accessible way.
2. Synchronous and asynchronous teaching methods can be used to support real-
time learning and discussion.
3. School head may conduct or organize a seminar/workshop for OER (Open
Educational Resources) to improve the quality of and access to education.
Utilization of OER material can allow teachers to customize content to fit the
learning needs and goals of learners.
4. The teacher should request a proposal to the district office of the Department
of Education for demonstration teaching to assess the participation of learners in
an online learning.

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REFERENCES
A. Online Sources
Biance M. B. and Carr-Chellman, A. A. (2002). Exploring Qualitative Methodologies
In Online Learning Environments. The Quarterly Review of Distance Education,
3(3), 251-260.
Davis FD. Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly. 1989, 13(3):319–40.
Michotte, A. (2019). The Perception of Causality (1st ed). London: Routledge.
Rakhmat, D. (2000). Psikologi komunikasi. Yogyakarta: Kanisius.
Roxby, P. (2020, March 11). Coronavirus Confirmed as Pandemic by World Health
Organization. BBC News. [United Kingdom]. Retrieved from
https://www.bbc.com/news/world-51839944
Muthuprasad T, et.al. (2020). Students’ Perception and Preference for Online
Education in India during COVID-19 Pandemic.
Liu, L. (2011). Factors Influencing Students’ Preference to Online Learning:
Development of an Initial Propensity Model. International Journal of Technology in
Teaching in Teaching and Learning, 7(2), 93-108.

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Smart, K. and Cappel, J. (2006). Students’ Perception of Online Learning: A
Comparative Study. Journal of Information Technology Education. Volume 5 pg.
202-219.
Kapasia, N. (2020). Impact of lockdown on learning status of undergraduate and
postgraduate students during COVID-19 pandemic in West Bengal, India. Children
and Youth Services Review.
Gonzalez, T. et.al. (2020) Influence of COVID-19 confinement in students
performance in higher education. arXiv:2004.09545.
Picciano, A.G. (2002). Beyond Student Perceptions: Issues of Interaction, Presence,
and Performance in an Online Course. Journal of Asynchronous Learning Networks,
6(1), 21-40
Bignoux, S. et.al. (2018). Tutoring Executives Online: What Drives Perceived
Quality? Behaviour & Information Technology, 37(7), 703-713.
Palloff, R.M.,& Pratt, K. (199). Building Learning Communities in Cyberspace:
Effective Strategies For The Online Classroom. San Francisco: Jossey-Bass.
Kumar, D. N. S. (2020). Impact of COVID-19 on Higher Education. Higher Education
Digest. Available at https://www.highereducation.com/impact-of-covid-19-on-
higher-education/
Strielkowski, W. (2020).COVID-19 pandemic and the digital revolution in academia
and higher education. Preprints 2020, 2020040290. doi:
10.20944/preprints202004.0290.v1.

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Johnston, J., Killion, J.,& Oomen, J. (2005). Student satisfaction in the virtual
classroom. The Internet Journal of Allied Health Sciences and Practice. 3.
Available at
http://ijahsp.nova.edu/artiicles/vol3num2/Johnston%20Printer%20Version.pdf
Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of
predictors for effective online learning. Journal of Management Education, 29,
531-565.
Peltier, J. W., Drago, W., & Schibrowsky, J. A. (2003). Virtual communities and the
assessment of online marketing education. Journal of Marketing Education, 25,
260-276.
Figallo, C. (1998). Hosting Web Communities: Building relationships, increasing
customer loyalty, and maintaining a competitive edge. Chicester, UK: Wiley.
Sullivan, P. (2001). Gender differences and the online classroom: Male and female
college students evaluate their experiences. College Journal of Research and
Practices, 25, 805-818.
Yang, Y., & Cornelius, L., (2004). Students’ Perceptions towards the Quality of
Online Education: A Qualitative Approach. Association for Educational
Communications and Technology, 861-877.
Song, L., Singleton, E., Hill, J., & Koh, M.H. (2004). Improving online learning:
Student perceptions of useful and challenging characteristics. The internet
connection and higher education 7(1), 59-70.

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T Sammer. (2020,May 6). 8 Reasons Why Online Education is Better than
Traditional. Retrieved on May 18, 2021, from
https://www.nitrocollege.com/blog/online-college/why-online-education-better
Peltier, J., Schibrowsky, J., & Drago, W. (2007). The Interdependence of the
Factors Influencing the Perceived Quality of the Online Learning Experience: A
Causal Model. Journal of Marketing Education 29 (2), 140-153).
Janet WH Sit, Joanne WY Chung, Meyrick CM Chow, & Thomas KS Wong. (2005).
Experiences of online learning: students’ perspective. Nurse education today 25
(2), 140-147.
KumparanNews. (2020). Gugus Tugas COVID-19 Jatim: Surabaya Bisa Jadi Wuhan,
Jika Warganya Tak Disiplin. https://kumparan.com/kumparannews/gugus- tugas-
covid-19-jatim-surabaya-bisa-jadi-wuhan-jika- warganya -tak-disiplin-1tV8cbrOX70.
(Accessed on 2020-05-29).
Jones, K. T., & Chen, C. C. (2008). Blended-learning in a graduate accounting
course: Student satisfaction and course design issues. The Accounting Educators’
Journal, 18, 15–28.
https://www.aejournal.com/ojs/index.php/aej/article/view/60
[35] Nasir, M. K. M. (2020). The Influence of Social Presence on Students’
Satisfaction toward Online Course. Open Praxis, 12, 485-493.

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APPENDICES

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APPENDIX A
Letter to the Principal
April 16, 2021
DR. RYAN L. CERVEZA

Principal, LHS
DMMMSU-SLUC
Dear Sir:
We are currently conducting a research entitled “Perception Of Grade 9 Students

Of DMMMSU-SLUC Laboratory High School About Online Learning” as a partial
fulfillment of our requirements in SESE 122: Research in Teaching Science 2 (Thesis
2).
In connection to this, we would like to ask permission from your good office to
allow us to administer a survey questionnaire to grade 9 students of the Laboratory
High School using google forms.
Rest assured that the data we will gather will remain confidential and to be used
in academic purpose only. We believe that you are with us in enthusiasm to finish
the requirement as compliance for our subject and to develop our well-being. We
hope of your positive response on this humble matter. Your approval to conduct
this study will be greatly appreciated.
Thank you very much and God bless.
Respectfully yours,
Bautista, Angelique L
Emperador, Lyca D.
Japson, Shylene Mae P.
Laudencia, Princess A.
Mayugba, Mark Adrian B.
Solis, Vanessa G.
Soliweg, Melisa V.
BSE III-D (Science)

College of Education
DMMMSU, SLUC
Noted:
ANJA FRANCES L. MASIONG
Adviser

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APPENDIX B
Survey Questionnaire for Data Gathering
Survey Questionnaire
Part1. DEMOGRAPHIC PROFILE

Instruction: The researchers are currently conducting a research entitled
“PERCEPTION OF GRADE 9 STUDENTS OF DMMMSU-SLUC LABORATORY HIGH
SCHOOL ABOUT ONLINE LEARNING”. Please answer the questionnaire honestly
and without any mental reservation by filling in the blanks. Your responses will be
treated with utmost concern and confidentiality.
Name: (Optional)________________________
Age:_________
Gender: (Please tick the appropriate options given below.)

o Male
o Female
Part II: BASIC INFORMATION REGARDING ONLINE CLASSES
Instruction: Please answer the questionnaire by ticking the appropriate circle

about your basic information regarding online classes in terms of technology
availability, online learning experience, modes of communication, and learning
pace.
A. Technology availability
1. Do you have access to device for learning online?
o Yes
o Yes, but the device doesn’t work well.
o No, I share with others
2. What device/s you use for online learning?
o Laptop
o Desktop
o Smartphone
o Tablet
o None
3. What kind of internet connection do you use?
o Mobile data pack
o Wifi
4. Are you interested in more components of an online learning being designed
for tablets and smart phones?
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o Yes
o No
5. Have you ever experienced a technical problem in your online class?
o Yes
o No
Online Learning Experience

1. Did your school begin online classes only in the wake of COVID-19 pandemic?
o Yes
o No
2. How much time do you spend each day taking online class?
o 1-3 hrs
o 3-5 hrs
o 5-7 hrs
o 7-10 hrs
o 10 + hrs
3. How often do your teachers conduct online class meetings?
o Daily
o Weekly
o Monthly
o Not at all
C. Modes of communication
1. What kind of online learning platform do your teachers use to communicate

and update your class?
o Facebook/page
o Facebook messenger
o E-mail
o Google classroom
o Edmodo
o Others. Specify__________
2. On what way do you clarify your queries about the lesson?
o While having online class meeting

o Private message to the teacher
o Ask some of my classmates
o Ask through group chat with the teacher

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D. Learning Pace
1. Do you feel that having one on one discussion with your teacher is necessary to
achieve effective online learning?
o Yes
o No
2. How do you understand a new of concept in your lesson?

o Through online discussion with the teacher
o Through watching videos and read the material about the lesson.
o Watch only video/s
o Reading material only
3. How important is it to have regular interaction with others?
o Very important
o Somewhat important
o Not very important
o Not important at all
Part III. PERCEPTION TOWARDS ONLINE LEARNING
Instruction: The following statements below are about the perceptions about
online learning. Please rate how much you totally agree or disagree with these
statements – how much they reflect, how you feel or think about online learning.
Use the following scale:

(1) Totally disagree
(2) Slightly disagree
(3) Moderately agree
(4) Slightly agree
(5) Totally agree
STATEMENTS 1 2 3 4 5
1. I am able to easily access the internet

as needed for my studies.
2. I am comfortable communicating
through online chat.
3. I am willing to actively communicate
with my classmates and instructions
online.
4. I am comfortable with written
communication.

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5. I am comfortable composing text on a

chat or email in an online learning
environment.
6. I am motivated doing the material
given through online.
7. Learning is the same in class and at
home.
8. I feel that I can improve my listening
skills the same in online class and in face
to face class.
9. I think that learning through online is
more motivating than regular class.
10. I think I could pass the whole school
year without any teacher assistance.
11. I believe that material in online class
is better prepared than a traditional
class.
12. When it comes to learning and
studying online, I am a self-directed
person.
13. In my studies, I am self-disciplined
and find it easy to set aside reading and
homework time.
14. With online class, I am able to
manage my study time effectively and
easily complete assignments on time.
15. In my studies, I set goals and have a
high degree of initiative.
16. As a student, I enjoy working with
other students in groups online.
17. I feel that face-to-face contact with
my instructor is necessary for learning to
occur.
18. I can discuss with other students
about lessons and activities.
19. I can work in a group in online class
than face-to-face class.
20. Online classes help me comprehend
the course materials compared to
classroom learning.

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21. Online environment makes it easier

for me to communicate with my
instructor that class environment.
22. I am comfortable responding to
questions by email than orally.
23. My technical skills (email/internet
apps) have increased since attending
online classes.
24. I spend more time on my homework in
comparison with regular class learning.

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APPENDIX C
Statistical Results
Frequency counts and percentage for demographic profile of the respondents
DEMOGRAPHIC PROFILE OF THE Variable F %

RESPONDENTS
Respondents Age Gender Age 14 2 13.33333333
1 14 F 15 13 86.66666667
2 15 F Gender F 6 40
3 15 M M 9 60
4 15 M
5 15 M
6 15 M
7 15 M
8 15 M
9 15 F
10 15 F
11 15 M
12 14 F
13 15 M
14 15 M

6 5 4 3 2 1 Respondents BASIC
INFORMATIO
1 1 1 1 2 1 Q1 Technology N
Availability REGARDING
1 3 3 3 3 1 Q2
ONLINE
2 2 1 1 2 2 Q3 CLASS
1 2 1 1 1 1 Q4
Bachelor of Secondary Education

1 1 1 1 1 1 Q5
2 1 1 1 1 1 Q1 Online
Learning

2 3 2 3 2 1 Q2 Experience
BASIC INFORMATION REGARDING ONLINE CLASS
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2 2 2 2 2 2 Q3
4 2 2 2 2 4 Q1 Modes of
Communicati
2 2 2 2 3 2 Q2 on
1 2 2 1 2 1 Q1 Learning
Pace
2 2 1 2 2 1 Q2
2 1 2 1 1 2 Q3
34
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1
8
2
9
2
10
2
11
2
12
1
13
1
14
3
15

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Technology Availability
Cod Q1. Do you have access to device for learning online?
e
1 Yes
2 Yes, but the device doesn't work well
3 No, I share with others
Cod Q2. What device/s do you use for online learning?
e
1 Laptop
2 Desktop
3 Smartphone
4 Tablet
5 None
Cod Q3. What kind of internet connection do you use?
e
1 Mobile data
2 Wi-Fi
Cod Q4. Are you interested in more components of an online learning being
e designed for tablets and smartphones?
1 Yes
2 No
Cod Q5. Have you ever experienced a technical proble in your online
e class?
1 Yes
2 No
Online Learning Experience

Cod Q1. Did your school begin online classes only in the wake
e of COVID-19 pandemic?
1 Yes
2 No
Cod Q2. How much time do you spend each day taking
e online class?
1 1-3 hours
2 3-5 hours
3 5-7 hours
4 7-10 hours
5 10+ hours
Cod Q3. How often do yur teachers conduct online class
e meeting/s?
1 Daily
2 Weekly
3 Monthly

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4 Not at all
Modes of Communication
Cod Q1. What kind of online learning platform do your teachers
e use to communiate and update your class?
1 Facebook group/page
2 Facebook Messenger
3 E-mail
4 Google Classroom
5 Others
Cod Q2. On what way do you clarify your queries about the
e lesson?
1 While having online class meeting
2 Private message to the teacher
3 Ask some of my classmates
4 Ask through group chat with the teacher
Learning Pace
Cod Q1. Do you feel that having one-on-one discussion with your
e teacher is necessary to achieve effective online learning?
1 Yes
2 No
Cod Q2. How do you understand a new concept in your
e lesson?
1 Through online discussion with a teacher
2 Through watching video/s and read the material about
the lesson
3 Watch only video/s
4 Reading materials only
Cod Q3. How important is it to have regular interaction
e with others?
1 Very Important
2 Somewhat Important
3 Not Very Important
4 Not Important At All

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PERCENTAGE
Variable F %
Technology Availability Q1
1 12 80
2 3 20
3 0 0
Q2
1 5 33.33333333
2 1 6.666666667
3 9 60
4 0 0
5 0 0
Q3
1 5 33.33333333
2 10 66.66666667
Q4
1 11 73.33333333
2 4 26.66666667
Q5
1 14 93.33333333
2 1 6.666666667
Online Learning Q1
Experience 1 14 93.33333333
2 1 6.666666667
Q2
1 5 33.33333333
2 4 26.66666667
3 3 20
4 2 13.33333333
5 1 6.666666667
Q3
1 3 20
2 11 73.33333333
3 1 6.666666667
4 0 0
Modes of Q1
Communication 1 0 0
2 8 53.33333333
3 0 0
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4 6 40
5 1 6.666666667
Q2
1 1 6.666666667
2 11 73.33333333
3 3 20
4 0 0
Learning Pace Q1
1 8 53.33333333
2 7 46.66666667
Q2
1 5 33.33333333
2 9 60
3 0 0
4 1 6.666666667
Q3
1 7 46.66666667
2 7 46.66666667
3 1 6.666666667

7 6 5 4 3 2 1 Responden PERCEPTIONS
3 3 3 3 4 3 3 ts
Statement ABOUT ONLINE
1 LEARNING
3 4 3 4 3 3 3 Statement
4 4 5 3 4 4 3 2
Statement
4 5 4 5 4 4 3 3
Statement
4 5 4 4 3 3 3 4
Statement
1 2 3 4 3 2 3 5
Statement
1 1 2 4 1 1 2 6
Statement
1 2 3 3 1 1 3 7
Statement
8

1 2 2 4 1 1 2 Statement
1 1 2 4 2 2 3 9
Statement
1 2 2 4 2 3 2 10
Statement
PERCEPTIONS ABOUT ONLINE LEARNING
3 3 4 5 3 3 3 11
Statement

2 2 4 4 3 2 3 12
Statement
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1 2 3 3 2 2 3 13
Statement
14
3 3 4 3 3 4 4 Statement
4 5 3 2 2 4 3 15
Statement
5 4 4 4 5 4 3 16
Statement
3 4 4 2 3 3 4 17
Statement
5 3 4 4 5 4 3 18
Statement
1 2 3 4 2 3 3 19
Statement
1 4 3 3 2 2 2 20
Statement
40
5 3 4 3 2 3 2 21
Statement
4 5 4 4 3 3 3 22
Statement
3 5 4 4 3 4 5 23
Statement
24
8 Agoo, La Union
4
4
4
3
3
2
2
3
1
2
2
2
2
1
3
3
4
4
4
3
3
2
3
4
9
5
3
4
3
3
3
1
4
3
2
3
4
3
3
4
3
4
4
5
3
2
3
4
5
10
1
2
4
4
2
2
1
4
1
1
1
3
3
2
5
2
4
4
4
1
2
3
5
5
11
4
4
3
3
4
3
1
2
1
1
1
3
3
4
4
2
3
4
5
2
5
4
2
5
12
3
3
4
4
3
3
3
3
2
3
3
3
3
3
3
4
4
4
4
3
3
3
3
3
13
4
4
4
4
3
2
1
4
2
2
2
2
2
2
2
2
4
4
4
2
2
2
4
4
14
4
4
3
3
3
3
2
3
3
2
3
3
3
3
3
3
3
4
3
2
3
3
3
4
15
4
3
4
1
4
2
1
1
1
2
2
3
3
2
3
4
5
3
5
2
2
2
3
2
Code Category
1 Totally disagree
2 Disagree
3 Neither disagree nor
agree
4 Agree
5 Totally agree

5 4 3 2 1 Code Frequenc
Totally Agree Neither disagree nor Disagre Totally disagree Category y
agree agree e
1 6 7 0 1 Statement 1

0 1 2 8 4 Statement
10
0 1 4 7 3 Statement

1 2 10 2 0 11
Statement
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0 2 8 5 0 12
Statement
13
0 1 6 6 2 Statement
1 5 8 1 0 14
Statement
1 4 5 5 0 15
Statement
3 9 3 0 0 16
Statement
0 10 4 1 0 17
Statement
5 7 3 0 0 18
Statement
0 1 6 6 2 19
Statement
20
42
1 1 5 7 1 Statement
1 2 7 5 0 21
Statement
2 5 7 1 0 22
Statement
5 6 3 1 0 23
Statement
24
5 4 3 2 1 Code Percentag
6.66666 40 46.6666 0 6.66666 e
6667
0 40 6667
53.3333 6.66666 6667
0
6.66666 66.6666 3333
26.6666 6667
0 0
6667
13.3333 6667
46.6666 6667
33.3333 0 6.66666
3333
6.66666 6667
33.3333 3333
53.3333 6.66666 6667
0
6667
0 3333
6.66666 3333
46.6666 6667
40 6.66666
0 6667
6.66666 6667
6.66666 26.6666 6667
60
0 6667
20 6667
40 6667
13.3333 26.6666
3333 6667

0 6.66666 13.3333 33.3333 46.6666
0 6667
6.66666 3333
13.3333 3333
53.3333 6667
26.6666
0 6667
6.66666 3333
26.6666 3333
46.6666 6667
20
6.66666 6667
13.3333 6667
66.6666 6667
13.3333 0

6667
0 3333
13.3333 6667
53.3333 3333
33.3333 0
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0 3333
6.66666 3333
40 3333
40 13.3333
6667 3333
6.66666 33.3333 53.3333 6.66666 0

6667
6.66666 3333
26.6666 3333
33.3333 6667
33.3333 0
6667
20 6667
60 3333
20 3333
0 0
0 66.6666 26.6666 6.66666 0
33.3333 6667
46.6666 6667
20 6667
0 0
3333
0 6667
6.66666 40 40 13.3333
6.66666 6667
6.66666 33.3333 46.6666 3333
6.66666
43
6667
6.66666 6667
13.3333 3333
46.6666 6667
33.3333 6667
0
6667
13.3333 3333
33.3333 6667
46.6666 3333
6.66666 0
3333
33.3333 3333
40 6667
20 6667
6.66666 0
3333 6667
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Measure of consensus per statements for perceptions about online learning
State
ment
1
Respo Co Category Frequency Relative
ndent de frequency (Pi)
s
1 1 Totally 1 0.066666667
disagree
2 2 Disagree 0 0
3 3 Neither 7 0.466666667
disagreee nor
agree
4 4 Agree 6 0.4
5 5 Totally agree 1 0.066666667
6 TOTAL 15
7
8 Average
Score
9 Mean (mux) 3.4
10 3.4
11
12 Range
13 Maximum 5
14 MInimum 1
15 Range codes 4
(dx)
Most part of
the formula
Xi Category Pi Pi*log2(1-
abs(Xi-
mux)/dx)
1 Totally 0.066 -0.08812854
disagree 66666
7
2 Disagree 0 0
3 Neither 0.466 -0.070934777
disagree nor 66666
agree 7
4 Agree 0.4 -0.093786101
5 Totally agree 0.066 -0.04913104
66666
7
Measure of
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consensus
Cns (X) 0.698019542
State
ment
2
Resp Cod Category Frequency Relative
onde e frequenc
nts y (Pi)
1 1 Totally 0 0
disagree
2 2 Disagree 1 0.0666666
67
3 3 Neither 8 0.5333333
disagree nor 33
agree
4 4 Agree 6 0.4
5 5 Totally agree 0 0
6 TOTAL 15
7 Average
Score
8 Mean (mux) 3.3333333
33
9 3.3333333
33
10
11 Range
12 Maximum 4
13 Minimum 2
14 Range code 2
(dx)
15
Most part of
the formula
Xi Category Pi Pi*log2(
1-
abs(Xi-
mux)/dx
)
1 Totally 0 0
disagree
2 Disagree 0.0 -
666 0.1056641
666 67
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67
3 Neither 0.5 -
disagree 333 0.1402850
nor agree 333 16
33
4 Agree 0.4 -0.233985
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.5200658
17
Stat
eme
nt 3
Rep Co Category Frequenc Relative
ond de y frequenc
ents y (Pi)
1 1 Totally 0 0 Average score
disagree
2 2 Disagree 0 0 Mean 3.8
(mux)
3 3 Neither 4 0.2666666 3.8
disagree 67
nor agree
4 4 Agree 10 0.6666666
67
5 5 Totally 1 0.0666666
agree 67
6 TOTAL 15
7
8 Range
9 Maximum 5
10 Minimum 3
11 Range 2
code (dx)
12
13 Most part
of the
formula
14 Xi Category Pi Pi*log2(
1-
abs(Xi-
mux)/dx
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)
15 1 Totally 0 0
disagree
2 Disagree 0 0
3 Neither 0.266 -
disagree 66666 0.196524
nor agree 7 158
4 Agree 0.666 -
66666 0.101335
7 396
5 Totally 0.066 -
agree 66666 0.088128
7 54
Measure
of
consensu
s
Cns(X) 0.6140119
06
State
ment
4
Respo Co Category Freq Relative
ndent de uenc frequency
s y (Pi)
1 1 Totally 1 0.066666667
disagree
2 2 Disagree 0 0
3 3 Neither 5 0.333333333
disagree nor
agree
4 4 Agree 7 0.466666667
5 5 Totaly agree 2 0.133333333
6 TOTAL 15
7
8 Average
score
9 Mean (mux) 3.6
10 3.6
11
12 Range
13 Maximum 5
Agoo, La Union
14 Minimum 1
15 Range code 4
(dx)
Most part of
the formula
abs(Xi-
mux)/dx)
1 Totally 0.066666667 -0.100971545
disagree
2 Disagree 0 0
3 Neither 0.333333333 -0.078155085
disagree nor
agree
4 Agree 0.466666667 -0.070934777
5 Totally agree 0.133333333 -0.082865117
Measure of
consensus
Cns(X) 0.667073477
State
ment
5
Respo C Category Freq Relative
ndent od uenc frequency
s e y (Pi)
1 1 Totally 0 0
disagree
2 2 Disagree 1 0.06666666
7
3 3 Neither 8 0.53333333
disagree nor 3
agree
4 4 Agree 5 0.33333333
3
5 5 Totally 1 0.06666666
agree 7
6 TOTAL 15
7
8 Average
score
9 Mean (mux) 3.4
Agoo, La Union
10 3.4
11 Range
12 Maximum 5
13 Minimum 2
14 Range code 3
(dx)
15
Most part of
the formula
abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.06666666 -
7 0.060459373
3 Neither 0.53333333 -
disagree nor 3 0.110107135
agree
4 Agree 0.33333333 -
3 0.107309365
5 Totally 0.06666666 -
agree 7 0.073302378
Measure of
consensus
Cns(X) 0.648821749
State
ment
6
Respo C Category Frequency Relative
ndent o frequency
s d (Pi)
e
1 1 Totally 1 0.066666667
disagree
2 2 Disagree 6 0.4
3 3 Neither 7 0.466666667
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 0 0
agree
Agoo, La Union
6 TOTAL 15
7
8 Average
score
9 Mean 2.533333333
(mux)
10 2.533333333
11
12 Range
13 Maximum 4
14 Minimum 1
15 Range Code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.066 -
disagree 66666 0.068828099
7
2 Disagree 0.4 -
0.112959892
3 Neither 0.466 -
disagree nor 66666 0.113831939
agree 7
4 Agree 0.066 -
66666 0.064552743
7
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.639827328
State
ment
7
ndent o frequency
s d (Pi)
Agoo, La Union
e
1 1 Totally 9 0.6
disagree
2 2 Disagree 4 0.266666667
3 3 Neither 1 0.066666667
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
score
9 Mean 1.6
(mux)
10 1.6
11
12 Range
13 Maximum 4
14 Minimum 1
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.6 -
disagree 0.193156857
2 Disagree 0.266 -
66666 0.055053567
7
3 Neither 0.066 -
disagree nor 66666 0.060459373
agree 7
4 Agree 0.066 -
66666 0.154795206
7
5 Totally 0 0
agree
Measure of
Agoo, La Union
consensus
Cns(X) 0.536534996
State
ment
8
ndent o frequency
s d (Pi)
e
1 1 Totally 4 0.266666667
disagree
2 2 Disagree 2 0.133333333
3 3 Neither 6 0.4
disagree nor
agree
4 4 Agree 3 0.2
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
score
9 Mean 2.533333333
(mux)
10 2.533333333
11
12 Range
13 Maximum 4
14 Minimum 1
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.266 -
disagree 66666 0.275312394
7
2 Disagree 0.133 -
33333 0.037653297
Agoo, La Union
3
3 Neither 0.4 -
disagree nor 0.097570233
agree
4 Agree 0.2 -
0.193658228
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.395805847
State
ment
9
ndent o frequency
s d (Pi)
e
1 1 Totally 7 0.466666667
disagree
2 2 Disagree 5 0.333333333
3 3 Neither 2 0.133333333
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
score
9 Mean (mux) 1.8
10 1.8
11
12 Range
13 Maximum 4
14 Minimum 1
15 Range code 3
(dx)
Most part

Agoo, La Union
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.466 -
disagree 66666 0.208814189
7
2 Disagree 0.333 -
33333 0.033178558
3
3 Neither 0.133 -
disagree nor 33333 0.098262079
agree 3
4 Agree 0.066 -0.12712604
66666
7
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.532619134
State
ment
10
ndent o frequency
s d (Pi)
e
1 1 Totally 4 0.266666667
disagree
2 2 Disagree 8 0.533333333
3 3 Neither 2 0.133333333
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
score

Agoo, La Union
9 Mean 2
(mux)
10 2
11
12 Range
13 Maximum 4
14 Minimum 1
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.266 -0.15599
disagree 66666
7
2 Disagree 0.533 0
33333
3
3 Neither 0.133 -0.077995
disagree nor 33333
agree 3
4 Agree 0.066 -
66666 0.105664167
7
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.660350833
State
ment
11
ndent o frequency
s d (Pi)
e
1 1 Totally 3 0.2
disagree
Agoo, La Union
2 2 Disagree 7 0.466666667
3 3 Neither 4 0.266666667
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 2.2
10 2.2
11
12 Range
13 Maximum 4
14 Minimum 1
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx
1 Totally 0.2 -
disagree 0.14739311
9
2 Disagree 0.466 -
66666 0.04644998
7 1
3 Neither 0.266 -
disagree nor 66666 0.11932239
agree 7 4
4 Agree 0.066 -0.08812854
66666
7
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.598705967

Agoo, La Union
State
ment
12
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disagree
2 2 Disagree 2 0.133333333
3 3 Neither 10 0.666666667
disagree nor
agree
4 4 Agree 2 0.133333333
5 5 Totally 1 0.066666667
agree
6 TOTAL 15
7
8 Average
score
9 Mean 3.133333333
(mux)
10 3.133333333
11
12 Range
13 Maximum 5
14 Minimum 2
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.133 -
33333 0.091266423
3
3 Neither 0.666 -
disagree nor 66666 0.043725561
agree 7
4 Agree 0.133 -
Agoo, La Union
33333 0.065580413
3
5 Totally 0.066 -
agree 66666 0.093626017
7
Measure of
consensus
Cns(X) 0.705801586
State
ment
13
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disagree
2 2 Disagree 5 0.333333333
3 3 Neither 8 0.533333333
disagree nor
agree
4 4 Agree 2 0.133333333
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 2.8
10 2.8
11
12 Range
13 Maximum 4
14 Minimum 2
15 Range code 2
(dx)
Most part
of the
formula
abs(Xi-
Agoo, La Union
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.333 -
33333 0.245655198
3
3 Neither 0.533 -
disagree nor 33333 0.081068317
agree 3
4 Agree 0.133 -
33333 0.176257079
3
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.497019406
State
ment
14
ndent o frequency(
s d Pi)
e
1 1 Totally 2 0.133333333
disagree
2 2 Disagree 6 0.4
3 3 Neither 6 0.4
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 2.4
10 2.4
11
12 Range
13 Maximum 4
Agoo, La Union
14 Minimum 1
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.133 -
disagree 33333 0.120918746
3
2 Disagree 0.4 -
0.082580351
3 Neither 0.4 -
agree
4 Agree 0.066 -
66666 0.073302378
7
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.594427287
State
ment
15
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disagree
2 2 Disagree 1 0.066666667
3 3 Neither 8 0.533333333
disagree nor
agree
4 4 Agree 5 0.333333333
5 5 Totally 1 0.066666667
agree

Agoo, La Union
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 3.4
10 3.4
11
12 Range
13 Maximum 5
14 Minimum 2
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.066 -
66666 0.060459373
7
3 Neither 0.533 -
disagree nor 33333 0.110107135
agree 3
4 Agree 0.333 -
33333 0.107309365
3
5 Totally 0.066 -
agree 66666 0.073302378
7
Measure of
consensus
Cns(X) 0.648821749
State
ment
16
ndent o frequency
s d (Pi)
Agoo, La Union
e
1 1 Totally 0 0
disagree
2 2 Disagree 5 0.333333333
3 3 Neither 5 0.333333333
disagree nor
agree
4 4 Agree 4 0.266666667
5 5 Totally 1 0.066666667
agree
6 TOTAL 15
7
8 Average
scores
9 Mean(mux) 3.066666667
10 3.066666667
11
12 Range
13 Maximum 5
14 Minimum 2
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.333 -0.2112907
33333
3
3 Neither 0.333 -
disagree nor 33333 0.010807159
agree 3
4 Agree 0.266 -
66666 0.143375143
7
5 Totally 0.066 -
agree 66666 0.099456873
7
Measure of
Agoo, La Union
consensus
Cns(X) 0.535070124
State
ment
17
Respo Co Category Frequency Relative
ndents de frequency
(Pi)
1 1 Totally 0 0
disagree
2 2 Disagree 0 0
3 3 Neither 3 0.2
disagree nor
agree
4 4 Agree 9 0.6
5 5 Totally agree 3 0.2
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 4
10 4
11
12 Range
13 Maximum 5
14 Minimum 3
15 Range 2
code(dx)
Most part of
the formula
Xi Category P Pi*log2(1-
i abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0 0
3 Neither 0 -0.2
disagree nor .
agree 2
4 Agree 0 0
.
6
5 Totally agree 0 -0.2
.
Agoo, La Union
Measure of
consensus
Cns(X) 0.6
State
ment
18
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disgree
2 2 Disagree 1 0.066666667
3 3 Neither 4 0.266666667
disagre nor
agree
4 4 Agree 10 0.666666667
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
scores
9 Mean(mux) 3.6
10 3.6
11
12 Range
13 Maximum 4
14 Minimum 2
15 Range code 2
(dx)
Most part
of the
formula
Xi Category Pi Pi*log2(1ab
s(Xi-
mux)/dx)
1 Totally 0 0
disagree

Agoo, La Union
2 Disagree 0.066 -
66666 0.154795206
7
3 Neither 0.266 -
disagree nor 66666 0.137219513
agree 7
4 Agree 0.666 -0.21461873
66666
7
5 Totally 0 0
agree
Measure of
consensus
Cns(x) 0.493366551
State
ment
19
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disagree
2 2 Disagree 0 0
3 3 Neither 3 0.2
disagree nor
agree
4 4 Agree 7 0.466666667
5 5 Totally 5 0.333333333
agree
6 TOTAL 15
7
8 Average
scores
9 Mean(mux) 4.133333333
10 4.133333333
11
12 Range
13 Maximum 5
14 Minimum 3
15 Range code 2
(dx)
Agoo, La Union
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0 0
3 Neither 0.2 -
agree
4 Agree 0.466 -
66666 0.046449981
7
5 Totally 0.333 -
agree 33333 0.273142585
3
Measure of
consensus
Cns(X) 0.439117259
State
ment
20
ndent o frequency
s d (Pi)
e
1 1 Totally 2 0.133333333
disagree
2 2 Disagree 6 0.4
3 3 Neither 6 0.4
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 0 0
agree
6 TOTAL 15
7
8 Average
scores
Agoo, La Union
9 Mean(mux) 2.4
10 2.4
11
12 Range
13 Maximum 4
14 Minimum 1
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.133 -
disagree 33333 0.120918746
3
2 Disagree 0.4 -
0.082580351
3 Neither 0.4 -
agree
4 Agree 0.066 -
66666 0.073302378
7
5 Totally 0 0
agree
Measure of
consensus
Cns(X) 0.594427287
State
ment
21
ndent o frequency
s d (Pi)
e
1 1 Totally 1 0.066666667
disagree
2 2 Disagree 7 0.466666667
3 3 Neither 5 0.333333333
Agoo, La Union
disagree nor
agree
4 4 Agree 1 0.066666667
5 5 Totally 1 0.066666667
agree
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 2.6
10 2.6
11
12 Range
13 Maximum 5
14 Minimum 1
15 Range code 4
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0.066 -0.04913104
disagree 66666
7
2 Disagree 0.466 -
66666 0.109417118
7
3 Neither 0.333 -
disagree nor 33333 0.050667698
agree 3
4 Agree 0.066 -
66666 0.041432558
7
5 Totally 0.066 -0.08812854
agree 66666
7
Measure of
consensus
Cns(X) 0.661223046

Agoo, La Union
State
ment
22
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disagree
2 2 Disagree 5 0.333333333
3 3 Neither 7 0.466666667
disagree nor
agree
4 4 Agree 2 0.133333333
5 5 Totally 1 0.066666667
agree
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 2.933333333
10 2.933333333
11
12 Range
13 Maximum 5
14 Minimum 2
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.333 -
33333 0.179218929
3
3 Neither 0.466 -
disagree nor 66666 0.015130023
agree 7
4 Agree 0.133 -0.08451628
33333
Agoo, La Union
3
5 Totally 0.066 -
agree 66666 0.112299878
7
Measure of
consensus
Cns(X) 0.60883489
State
ment
23
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disagree
2 2 Disagree 1 0.066666667
3 3 Neither 7 0.466666667
disagree nor
agree
4 4 Agree 5 0.333333333
5 5 Totally 2 0.133333333
agree
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 3.533333333
10 3.533333333
11
12 Range
13 Maximum 5
14 Minimum 2
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-

Agoo, La Union
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.066 -
66666 0.068828099
7
3 Neither 0.466 -
disagree nor 66666 0.131786541
agree 7
4 Agree 0.333 -
33333 0.081308528
3
5 Totally 0.133 -
agree 33333 0.129105485
3
Measure of
consensus
Cns(X) 0.588971347
State
ment
24
ndent o frequency
s d (Pi)
e
1 1 Totally 0 0
disagree
2 2 Disagree 1 0.066666667
3 3 Neither 3 0.2
disagree nor
agree
4 4 Agree 6 0.4
5 5 Totally 5 0.333333333
agree
6 TOTAL 15
7
8 Average
score
9 Mean(mux) 4
10 4
11
12 Range
Agoo, La Union
13 Maximum 5
14 Minimum 2
15 Range code 3
(dx)
Most part
of the
formula
abs(Xi-
mux)/dx)
1 Totally 0 0
disagree
2 Disagree 0.066 -
66666 0.105664167
7
3 Neither 0.2 -0.1169925
disagree nor
agree
4 Agree 0.4 0
5 Totally 0.333 -0.1949875
agree 33333
3
Measure of
consensus
Cns(X) 0.582355833


G4 - Perception of Grade 9 Students About Online Learning at DMMMSU-SLUC Laboratory High School-2021

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G4 - Perception of Grade 9 Students About Online Learning at DMMMSU-SLUC Laboratory High School-2021

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PERCEPTION OF GRADE 9 STUDENTS ABOUT

ONLINE LEARNING AT DMMMSU-SLUC

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

With the generous encouragement and assistance of many people, this

thesis becomes a reality.

bestowed upon them to complete this study.

They are overflowing with admiration and appreciation to acknowledge their

particular for allowing them to complete this research paper.

Bachelor of Secondary Education ii

Title Page …………………………………………………………………………………………………………… i

Table of Contents ……………………………………………………………………………………………… iii

List of Tables ……………………………………………………………………………………………………… iv

List of Appendices ……………………………………………………………………………………………… v

RESEARCH QUESTIONS ………………………………………………………………………………………. 4

REVIEW OF RELATED LITERATURE AND STUDIES………………………………………………. 5

SCOPE AND LIMITATIONS………………………………………………………………………………….. 9

METHODOLOGY AND RESEARCH DESIGN …………………………………………………………… 9

STATISTICAL AND TREATMENT OF DATA…………………………………………………………… 12

RESULT AND DISCUSSIONS ……………………………………………………………………………….. 12

LITERATURE CITED …………………………………………………………………………………………… 22

Bachelor of Secondary Education iii

1 Demographic Profile of the Respondents 12

2 Basic Information Regarding Online Classes 13

3 Respondent’s Perceptions About Online Learning 16

Bachelor of Secondary Education iv

A Letter to the Principal 27

B Survey Questionnaire for Data Gathering 28

Bachelor of Secondary Education v

The sudden emergence of Covid-19, a lethal disease caused by the COVID-19

education system, forcing educators to switch to an online mode of instruction

overnight. In this study, the respondents' perceptions of online learning were

based on their technology access, online learning experience, means of

communication, and learning pace.

This study was quantitative research that used a descriptive statistics to

to how the learners perceived online learning.

Keywords: online learning, perception, technology, experience, communicating,

Bachelor of Secondary Education vi

The fact that information technology's influence on multiple aspects of our

importance furthermore considering the ongoing COVID-19 pandemic causing all

A pandemic is a disease that is spreading in multiple countries around the

private schools, colleges, Universities temporarily stop the conventional teaching

home through online-based learning. The closure of educational institutions has

affected a large number of students. However, the Department of Education

integral part of higher education institutions’ expanding curriculum.

The Internet and other digital technologies have become thoroughly

Bachelor of Secondary Education 1

adaptation of digital technologies has caused many researchers to question the

perception of learners regarding the internet and web-based learning technology.

react to it. These factors may produce different implementations depends on

Union Campus, Laboratory High School regarding online-based learning. Perception

is the experience of object, event, and relationship acquired by resuming

information and interpreting a message. It gives a meaning toward stimulus-

response in resuming information and predicting messages which involve attention,

develops perception as a phase of the total process of action which allows us to

educational institutions and students are experimenting with ways to complete

Bachelor of Secondary Education 2

calendar (Muthuprasad T, et.al.2020). The coronavirus disease (COVID-19)

to be incredibly disruptive to several industries and sectors (Remtulla,2020). The

outbreak of COVID-19 results in the digital revolution in the higher education

system through online lectures, teleconferencing, digital open books, online

examination, and interaction in virtual environments (Strielkowski, 2020;

problems related to poor internet connectivity, followed by the absence of a

favorable environment to study at home. Students residing in rural and remote