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THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE

AMONG CRIMINOLOGY STUDENTS' IN GADTC

A Research Paper Presented to the

Faculty of the Institute of Criminal Justice Education
Gov. Alfonso D. Tan College
Maloro, Tangub City

In Partial Fulfillment
Of the Requirement for the Degree
BACHELOR OF SCIENCE IN CRIMINOLOGY

Palangan, Dominic G.
Parba, Marisol D.
Fuentevilla, Jessrel S.

January, 2022
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Abstract

The education system has recently been rocked by an unparalled health crisis that has
shattered its base. Given the current state of affairs, it’s critical to acquire a more
detailed knowledge of student’s online learning experiences during the COVID – 19
pandemic. Despite the fact that numerous research have looked into this topic, there is
a scarcity of knowledge about the obstacles students face and the strategies they use to
overcome them. This study employed a quantitative survey method to gather data
information with regards to the effects of online class on the academic performance
among criminology students in GADTC. The respondents of the researchers were the
273 2nd year, 3rd year, and 4th-year Criminology students this coming academic year
2021-2022. From the findings of the study, the effects of online classes on the
academic performance among criminology students in GADTC is that they have a
reason that they cannot participate actively in the online class due to slow internet
connection in their area. The results would help them know that Tangub City is
having unstable signal connectivity in a selected area. The Local Government Unit
(LGU) Tangub City extends a big help towards GADTC criminology students. They
were provided tablets with free monthly load since students and instructors struggled
in a new normal. With the support of technology, online learning in students and
teachers can easily communicate virtually. The use of educational technology has a
big help to maximize the academic term despite the suspension. Online class has
given a chance to build a strong relationship with the instructors and the students even
in this time of pandemic that online learning is the only viable way to continue
learning distance.
Keywords: Online class, effects of online class, academic performance, educational
technology, internet connection.
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Chapter 1

THE PROBLEM AND ITS SCOPE

Background of the Study

The Coronavirus -2019 (COVID -19) pandemic remains a top compelling

issue for the economy and education in most parts of the world. The Philippines is one

of the affected countries. In the COVID – 19 shifts to online education, many

educators have sought video conference technologies (such as MS Team, goggle

meet, Zoom) to replicate traditional classrooms online. As to face value, the

synchronous video appears to offer more immediate reliability of existing face-to-face

synchronous teaching than asynchronous modalities. Due to the effects of the COVID

– 19 situations, many students and instructors have struggled in the new normal. With

the support of technology, online learning in students and teachers can easily

communicate virtually. The use of educational technology has a big help to maximize

the academic term despite the suspension.

At the time of quarantines and viral outbreaks, it would seem that online

learning is the only viable way to continue learning distance. This, however, seems to

rest on a mistaken assumption. It should be emphasized that online learning is just one

mode of distance education. According to (Hooks 2003), distance education is

broadly characterized as any form of learning experience where the learner and the

instructor are physically separated from each other ( not only by place but also by

time). According to (Commission on Higher Education) the Philippines Commission

on Higher Education (CHED), on the other hand, advised HEI's to continue the
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"deployment of available modes of delivery instead of on-campus learning." These

pronouncements aim to encourage the continuance of learning.

The present study aimed to determine the effects of online classes on the

academic performance among criminology students in GADTC in helping their

academic performance, not just physical training skills in the field. However, it also

focuses on how criminology students are mentally engaging and interactive during a

class performance. As colleges and universities have shuttered their physical

campuses in the face of the spread of COVID- 19, they have moved their courses to

remote and online formats in a rapid fashion. Moreover, that is prompted many to

wonder what ultimate effects this period may have on online learning in higher

education. Based on the present situation, where individuals stand on online learning

will depend on their current situation. That is, there will be both positive and negative

effects on the state of online learning in higher education.

This study let the researchers know the factors that affect the Academic

Performance among Criminology Students in GADTC using the online class

platforms regarding academic failure and lack of interest in attending the online class.

This determined the good and the harmful effects of the alternative learning delivery

mood and the educational technology and its impact on learners' behavior and

performance of online classes. The objectives were to enable learners/ listeners in

higher education to achieve equivalence and provide teaching opportunities for

students who cannot have educational technologies and the Internet to continue their

academic classes.

Related Literature

E-Learning tools have played a crucial role during this pandemic, helping

schools and universities facilitate student learning during the closure of universities
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and schools (Subedi et al., 2020). While most people face the new changes, teacher

and student readiness need to be gauged and supported accordingly. The learners with

a fixed mindset find it challenging to adapt and adjust to the new normal, whereas the

learners with a growth mindset quickly adapt to a new learning environment.

Different subjects and age groups require different approaches to online learning

(Doucet et al., 2020). Online learning allows physically challenged students to have

more freedom to learn in the virtual environment requiring limited movement

(Basilaia & Kvavadze, 2020). As schools have been closed to cope with the global

pandemic, students, parents, and educators around the globe have felt the unexpected

ripple effect of the COVID- 19 pandemic. While governments, frontline workers, and

health officials are doing their best to show down the outbreak, education systems are

trying to continue imparting quality education for all during these difficult times.

Many students at home/ living space have undergone psychological and emotional

distress and have been unable to engage productively. The best practices for online

homeschooling are yet to be explored (Petrie, 2020). Some of the online platforms

used so far include unified communication and collaboration platforms such as

Microsoft Teams, Google Classroom, Canvas, and Blackboard, which allow the

teachers to create educational courses, training, and skill development programs

(Petrie, 2020). Broadly identified challenges with e-learning are accessibility,

affordability, flexibility, learning pedagogy, life-long learning, and educational policy

(Murgatrotd, 2020).

According to (Edge and Loegering, 2000; Gamage et al., 2020), it is quite

understandable that some of the backlashes stem from the stresses caused by the

pandemic. However, the other concerns have already been noted by experts in the

field of distance education. First, there is the issue of social integration and peer
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culture and the possibility of transmission of values in a "virtual" classroom. Since

there is a lack of human interaction in the learning process, students may learn less in

such a setup than those in the traditional classroom. Second, there is also a learning

issue since it goes against how natural teaching and learning supposedly occur

(Larreamendy – Joerns and Leinhardt, 2006; Adnan and Anwar, 2020. The lack of

face-to-face human interaction in the online learning space and process appears

disconcerting to both educators and learners alike.

Conceptual Framework

This study was anchored on the concepts of the authors, whose topics helped

elaborate the objectives of this study.

Chou (Chou, Peng, & Chang, 2010) has defined active interaction in online

learning activities, including the types of interaction: the learner- self, learner-learner,

learner – instructor, learner – content, and learner interface. The learning activities in

the course are a combination of forms of interaction between the subjects involved in

the teaching and learning activities include student – content, student–instructor, and

student-student interaction (Gradel & Edison, 2010). Popular LMS systems currently

provide essential tools that allow interactive activities in the course, such as forums,

messages, and online forms of assignment, exercises in wiki format, virtual

classroom, etc. These tools also assist teachers in tracking and monitoring the student

learning process, such as status submitted assignments reports, the frequency of

access statistics, activity logs on the system. There have been many studies that

propose solutions to make interactive activities effectively support students' learning

process.
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The student-teacher interaction, Kang and colleagues (Kang & Im, 2013),

said that activities between teachers and students impact learning outcomes of

students when implementing learning activities such as learning assistance, and social

intimacy, communication, and instructional & instructor presence, instructional

support. Liu (Liu, 2016) suggested using video blogging classes to assist students in

achieving good results for special courses for the training course.

The student-student interaction, Song (Song & SW, 2011) examined the

interaction through the discussion measured by the number of postings and log-in

with academic results. It showed no correlation between the numbers of scores posted

to results. Besides, in this study, the authors implemented only the asynchronous

interactive type. Similarly, Macfadyen & Dawson, 2010) constructed a regression

model that showed a tight correlation between the study results to the number of

forum posts and the number of completed assignments. Kent (Kent et al., 2016)

analyzed the quantitative data based on the number of posts and views of 231 students

in online discussion activities. However, Kayode (Kayode & Teng, 2014) reviewed

the impact of the interaction on learning outcomes, with interactive activities

including reading contents of the blog, interacting with other learners, and engaging in

the blog context with 342 students who participated in the experiment. The results

showed that this form of interaction between students significantly impacted learning

outcomes.

The student-content interaction, Lee (Lee & Bonk, 2016; Sim & Hew 2010)

shows that the impact of experience using blogs on students' learning outcomes.

Nandi (Nandi, Hamilton, Harland, & Warburton, 2011) also showed that posts

increase when students submit assignments or take exams. Students have better

academic results time more online during course.

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The student-technology interaction, Steel and colleagues (Steel, Keppell,

Gerbic, & Housego, 2010) showed that the relationship between the frequency of the

LMS systems access (via counting the number of clicks) affect student scores. Wei

and colleagues (Wei et al., 2015) have examined the impact of the interaction via the

LMS tools. Through the LMS system, students' easy access to rich course materials

and lectures is presented in documents, presentations, and pdf files, audio, and video,

links. Besides the learning content, the LMS system also provides tools to design

learning activities to support interaction. This study attempted to address the factors

that affect online classes to the academic performance to the criminology are the

following: Poor signal/data connection, lack of interest in attending online classes,

time management, delays of submission/failure to submit activities on time, and

teacher factor.
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Factors that affect the

academic performance among
criminology students in
GADTC Effects of online class
Good signal/data connection
Lack of interest in attending
online classes
Time management
Delays of submission/Failure to
submit activities on time
Teacher factor
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Figure 1.1: Schematic Diagram of the Study

Statement of the Problem

The study aims to answer the following problems:

1. What are the profiles of the respondents in terms of:

1.1 Age

1.2 Gender; and

1.3 Year level

1.4 GWA on the first semester of AY 2020-2021

2. What factors affect the academic performance among criminology students

in GADTC concerning online classes?

2.1 Good signal/data connection

2.2 Lack of interest in attending online classes

2.3 Time management

2.4 Delays of submission/Failure to submit activities on time

2.5 Teacher factor

3. What variables significantly affect the academic performance of

criminology students in GADTC in online classes?

3.1 Good signal/ data connection

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3.2 Lack of interest in attending online classes

3.3 Time management

3.4 Delays of submission/ failure to submit activities on time

3.5 Teacher factor

3.6 Effects of online class

Significance of the Study

This study is beneficial to the following institutions:

The Researchers. This would enable them to know The Effects of Online

Classes

on Academic Performance among Criminology Students in GADTC.

To Students. This would enable them to know the advantage and

disadvantages of

having an online class because of this pandemic.

To the Future Researchers. This study could become a reference in their

study.

To the City Government of Tangub. This would help them know that

Tangub

City has unstable signal connectivity in a selected area.

To the Community. This would help them support the students in higher

education

in achieving equivalence of opportunities.

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Scope and Limitation

This study focused only on selected criminology students in GADTC, Maloro,

Tangub City. The results of the study could only be applied to the Institute of

Criminal Justice Education and cannot be applied to other places in the country.

Research Methodology

This section presents the research design, research setting, research

respondents, research instruments, validation of instrument, and data gathering

procedure used in the study.

Research Design. The study used the quantitative survey method to gather

data

information with regards to The Effects of Online Class on the

Academic Performance among Criminology Students in GADTC.

Research Respondents. The respondents of the researchers were the 273

2nd year, 3rd year, and 4th-year Criminology students this coming

academic year 2021-2022. The researchers used Stratified random

sampling in choosing the respondents where proportional allocation

was utilized in the distribution of sample size to each year level. The

distribution is shown below:

Year Level Number of Students Number of Respondents

2nd Year 392 103
3rd Year 371 91
4th Year 329 79
Total 1092 273

Research Setting. The study was conducted through online survey forms,
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which were automatically sent to the respondents, the criminology

students in Gov. Alfonso D. Tan College (GADTC), through the email

address or Facebook account.

Research Instruments: For the data gathering procedure, the researcher used

the modified questionnaire. The first part of the questionnaire dealing

the effects of an online class on the academic performance of the

criminology respondents. All questions on the profile intended learning

gathered data by the effects of online classes in terms of age, gender

year level, and GWA on the first semester of A. Y 2020- 2021. (2)

Factors that affect online classes to the academic performance to the

criminology students in GADTC with online class in terms of poor

signal/data connection, lack of interest in attending online classes, time

management, delays of submission/ failure to submit activities on time,

and teacher factor.

For the second part, the data were gathered by asking the

respondents to encircle the four scales given that correspond to his/ her

answers. The rate is 4 if the statement was rated as 'strongly agree' by

the respondents; 3, if the statement was rated as 'agree' by the

respondents; 2, if the statement was rated 'disagree' by the respondents;

and 1 if the respondents rated 'strongly disagree' with the statement.

Validation of Instrument. The questionnaire was checked and verified by the

experts: the adviser, collaborator, editor, and statistician. Moreover, the

researchers conducted pilot testing before data gathering. Then, the

researchers integrated all the suggestions into the questionnaire before

it was distributed to the respondents.

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Data Gathering Procedure. The researchers asked permission from the school

authority and the Institute of Criminal Justice Education permit the

researchers to conduct the study on the randomly selected criminology

students. Then, the researchers started searching for information, and

the data were relevant for the study, and the said questionnaire was

distributed to the respondents to get the needed data. After the

administration of the instrument, data were retrieved, tabulated,

analyzed, and interpreted.

Data Analysis: To statistically treat the gathered data, frequency count and

The percentage was used in analyzing the demographic profile of the

respondents. To analyze and summarize the factors that affect the

academic performance of the criminology students in GADTC with

online classes, weighted mean was used. Regression analysis was also

used to determine the variable that significantly affects the academic

performance among criminology students in GADTC. The summarized

data was presented in tabular forms. Moreover, the computed mean

was interpreted using the description below:

The following tables were used for the description of the

general weighted average (GWA), which is anchored on the grading

scales of the Grading System in the Philippines.

Grade Point Scale Description

1.00-1.24 Excellent
1.25-1.49 Superior
1.50-1.74 Very Good
1.75-1.99 Good
2.00-2.24 Very Satisfactory
2.25-2.49 High Average
2.50-2.74 Average
2.75-2.99 Fair
3.00 Pass
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3.01-5.00 Failing

Numerical
Mean range Interpretation Implication
value
4 3.26-4.00 Strongly Agree Very Effective
3 2.51-3.25 Agree Effective
2 1.76-2.50 Disagree Less Effective
1 1.00-1.75 Strongly Disagree Not Effective

Verbal interpretation
4 - Strongly Agree - it means that the online class is very
effective.

3 - Agree - it means that the online class is effective.

2 – Diagaree - it means that the online class is less

effective.

1 - Strongly Disagree - it means that the online is not effective.

Ethical Consideration. The study observed the privacy and dignity of the

respondents' given information. Full consent from the Institute of

Criminal Justice Education (ICJE) and our adviser and collaborator.

The protection and privacy of the respondents were our top priority.

The adequate level of confidentiality of the research data and the

exaggeration about the aim and objectives of the study were avoided.

Lastly, any type of communication with the research was done with

honesty and transparency and any misleading information, as well as

representation of primary data findings in a biased interpretation, were

avoided.

Definition of Terms
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The following terms are theoretically and operationally defined.

Academic Performance. The measurement of student achievement across

various academic subjects. Teachers and education officials typically

measure achievement using classroom performance, graduation rates

and results from standardized tests.

Asynchronous communication. Communication that takes place in different

time frames and is accessed at the participant's convenience, such as

electronic mail and voice mail. Interaction between participants is

time- delayed, that is separated by minutes, hours, or days.

Attribution. The causes individuals generate to make sense of their world.

Educational Technology. The combined use of computer hardware, software,

and educational theory and practice to facilitate learning. When

referred to with its abbreviation, EdTech, it often refers to the industry

of companies that create educational technology.

E-Learning. A learning system based on formalized teaching but with the

help of electronic resources are known as E-learning.

Motivation. The process whereby goal-directed activity is instigated

andsustained. It is a process that underlies behavior and is inferred

from such actions as choice and persistence. It involves both mental

and physical activity (Pintrich & Schunk, 1996, p.4).

LMS. A learning management system is a digital learning environment that

manages all aspects of a company's various training efforts. They can

track learner's progress. LMS activities can be instructor-led or e-

learning courseware.

Online education. A domain of learning that delivers instruction and course

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materials over the Internet and other computer-mediated

communication tools.

Synchronous Learning. Refers to all types of learning in which learner (s)

and

instructor (s) are in the same place, at the same time, for learning to

take place. This includes in-person classes, live online meetings when

the whole class or smaller group gets together.

Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the presentation, analysis and interpretation of the

gathered data on the effects of online classes on the academic performance among

criminology students in GADTC. The table shows the quantitative interpretation of

the respondents' responses.

Table 1
Demographic profile of the respondents in terms of age:
Age Frequency Percent ( % )
18-22 241 87
23-27 31 11
28 or more 1 0
Total 273 99
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Table 1 shows the demographic profile of the respondents in terms of age. As

reflected, the ages 18-22 incurred 241, which equivalent is 87%, followed by the ages

23-27, which incurred 31 and equivalent to 11% and ages 28 or more only incurred 1,

which equivalent is 0%.

Table 2
Demographic profile of the respondents in terms of Gender:
Gender Frequency Percent ( % )
Male 148 54
Female 125 46
Total 273 100

Table 2 shows the demographic profile of the respondents in terms of gender.

As gleaned, male has 148 or 54%, while the female with 125 or 46%.

Table 3
Demographic profile of the respondents in terms of Year Level:
Year Level Frequency Percent ( % )
2nd Year 103 38
3rd Year 91 33
4th Year 79 29
Total 273 100

Table 3 shows the demographic profile of the respondents in terms of year

level. As reflected, 103 or 38% of the respondents are 2 nd followed 3rd year with 91 or

33% and 4th year with 79 or 29%.

Table 4
Demographic profile of the respondents in terms of General Weighted Average:
GWA Description Frequency Percent ( % )
1.00-1.24 Excellent 3 1
1.25-1.49 Superior 19 7
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1.50-1.74 Very Good 55 20

1.75-1.99 Good 72 26
2.00-2.24 Very Satisfactory 79 29
2.25-2.49 High Average 21 8
2.50-2.74 Average 14 5
2.75-2.99 Fair 7 3
3.01-5.00 Failing 3 1
Total 273 100
Average 1.95 (Good)

Table 4 shows the demographic profile of the respondents in terms of general

weighted average. As reflected, the general weighted average of the respondents is

1.95, which signifies that their average is good.

Table 5
The effects of online class on the academic performance among Criminology
students in GADTC in terms of Good internet Connection/Data Connection:

Indicators Mean Description

1. I can access the Internet easily 2.60 Agree
2. I was able to submit my assignments on 2.91 Agree
time due to a good internet connection
3. I can hear my instructor's discussion 2.91 Agree

4. I can able to approach my concerns to 2.78 Agree

my instructor easily
5. I was able to deliver my report well 2.68 Agree
because I have a good internet
connection.
Grand Mean 2.78 Agree
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Table 5 shows the respondent's response to the effects of online classes on the

academic performance among Criminology students in GADTC in terms of Good

Internet Connection/data connection. As reflected, the highest mean of 2.91 implies

that the respondents strongly agree that they can can submit their assignments due to a

good internet connection and they can hear their instructor’s discussion. While the

lowest mean of 2.60 implies that the respondents agree that they can access internet

easily. Overall, grand mean of 2.78 implies that online class is effective in terms of

good internet/data connection.

IBM has found that participants learn five times more material in online

learning courses using multimedia content than in traditional face to face courses

(Dexway Communication, 2020)

Table 6
The effects of online class on the academic performance among Criminology
students in GADTC in terms of lack of interest in attending an online class:

Indicators Mean Description

1. I am not good at time management 2.36 Disagree

2. I always sleep when my teacher is 1.88 Disagree

discussing
3. I easily get bored and open another app 2.23 Disagree
while attending class
4. I usually used my time surfing online 2.29 Disagree
rather than reading my assigned home
works
5. I cannot see my classmates and it makes 2.32 Disagree
me bored
Grand Mean 2.22 Disagree
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Table 6 shows the respondent's responses on the effects of online classes on

the academic performance among Criminology students in GADTC in terms of lack

of interest in attending an online class. As gleaned, the highest mean of 2.36 implies

that the respondents disagree that they they are not good in time management.. While

the lowest mean of 1.88 implies that the respondents disagree that they are sleeping

while their teacher is discussing. Generally, the grand mean of 2.22 signifies that the

online class is less effective in terms of lack of interest in attending online classes.

Online classes provide students with different facilities that make

studying easier and faster. These facilities are not available with physical

classes. And that is exactly what attracts students to online learning platforms

(Sweedu, 2020).

Table 7
The effects of online class on the academic performance among Criminology
students in GADTC in terms of Time Management:

Indicators Mean Description

1. I can submit my assignments on time. 3.00 Agree
2. I'm actively participating during class 3.04 Agree
hours
3. I can manage my study time effectively. 2.91 Agree

4. The course environment makes it easy 2.76 Agree

for me to turn in my homework on time.
5. I spend more time on my homework and 2.70 Agree
in my other classes.
Grand Mean 2.88 Agree
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Table 7 shows the effects of online classes on the academic performance

among criminology students in GADTC in terms of time management. As shown, the

highest mean of 3.04 implies that the respondents agree that they are actively

parcticipating during class hours. While the lowest mean of 2.7 implies that the

respondents agree that they spend more time on their homework and their other

classes.. Overall, the grand mean of 2.88 signifies that the online class is effective in

terms of time management.

Despite the flexibility in being an online student, it is important to have

frequent engagement with your studies throughout the week. Provide plenty of time to

space out your required readings, assignments, and online discussions (Miller, 2020).

Table 8
The effects of online class on the academic performance among Criminology
students in GADTC in terms of delays of submission/ Failure to submit activities
on time:
Indicators Mean Description
1. I don't have the guts to do my 2.29 Disagree
assignments that is why my submissions
are delayed.
2. I don't understand my teacher's 2.36 Disagree
discussion that is why I cannot do my
task easily.
3. I am now in a place where the Internet is 2.96 Agree
good.
4. Full of procrastination, less action. 2.54 Agree

5. I always watch a movie and not doing 1.96 Disagree

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my assignments.
Grand Mean 2.42 Disagree

Table 8 shows the effects of online classes on the academic performance

among Criminology students in GADTC in terms of delays of submission/ Failure to

submit activities on time. As reflected, the highest mean of 2.96 implies that the

respondents agree that they are in a place where the internet connection is good.

While the lowest mean of 1.96 implies that the respondents disagree that they always

watch movies and not doing their assignments.. Overall, the grand mean of 2.42

signifies that the online classes is less effective in terms of delays of submission/

Failure to submit activities.

Homework provides students with necessary practice in writing, thinking,

reading, and problem-solving. Doing homework on time is very important since it will

show your professor that you are a serious student interested in the subject.

Performing all your tasks on time will result in good grades (QualityCustomessays,

2021).

Table 9
The effects of online class on the academic performance among Criminology
students in GADTC in terms of Teacher Factor:
Indicators Mean Description
1. I can ask my teacher questions and 2.82 Agree
receive a quick response during internet
activities outside class.
2. The teachers at the school are well- 2.94 Agree
versed in their subject areas.
3. pThe instructor understands the 2.88 Agree
environment and makes it easy to learn.
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4. The instructor inspired interest in the 2.96 Agree

course material.
5. The requirements for student-to-student 2.91 Agree
interaction were clearly articulated.
Grand Mean 2.90 Agree

Table 9 shows the effects of online classes on the academic performance

among Criminology students in GADTC in terms of delays of submission/ Failure to

submit activities on time. As illustrated, the highest mean of 2.96 implies that the

respondents agree that the instructor inspired interest in the course material. While the

lowest mean of 2.82 implies that the respondents agree that they can ask their teacher

questions and receive a quick response during internet activities outside class.

Overall, the grand mean of 2.90 signifies that the online class is very effevtive in

term of teacher factor.

The best online teachers make every interaction a positive experience, even

from a distance. When students know they have a dedicated and supportive teacher,

they're empowered to try new things, inspired to ask questions, and comfortable

seeking help when they need it (Connections Academy, 2020).

Table 10
The significant relationship between the factors and the Academic Performance
Academic Performance
Variables
r P

Good internet connection/ Data Connection -0.06 0.30

Lack of Interest in Attending Online Classes 0.06 0.28

Time Management -0.06 0.30

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Delays of Submission/Failure to Submit Activities

0.17 0.00
on Time
Teacher Factor -0.12 0.77
Significant if p<0.05 Highly Significant if p<0.01

With p=0.30, there is no significant relationship between a good internet connection

and academic performance.
With p=.28, there is no significant relationship between Lack of Interest in Attending
Online Classes and academic performance.
With p=.30, there is no significant relationship between Time Management and
academic performance.
With p=.00, there is a significant relationship between Delays of Submission/Failure
to Submit Activities on Time and academic performance.
With p=.77, there is no significant relationship between Teacher Factor and academic
performance.
These imply that only the variable Delays of Submission/Failure to Submit Activities
significantly; affect the academic performance.

Chapter 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter shows the summary of the gathered data, the conclusion

generated from the study's findings, and the recommendations that the researchers

would offer based on the result of the study.

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Summary of Findings

This study entitled the effects of online class on the academic performance

among Criminology students in GADTC was conducted to determine the effects of

online on the academic performance of criminology students in GADTC. The

researchers used a quantitative research method to determine the effects of an online

class with a researcher-made questionnaire used as a data-gathering instrument.

In the respondents response on the effects of online on criminology students in

GADTC in terms of good internet connection/data connection, the results revealed

that the online class is effective as seen in the grand mean of 2.78. The respondents

response on the effects of online class on the academic performance among

criminology students in GADTC also reveals that the online class is less effective in

terms of lack of interest in attending an online class as revealed in the grand mean of

2.22. The respondents response on the effects of online class on the academic

performance among criminology students in GADTC , the grand mean of 2.88

signifes that the online is effective in terms of time management. In terms of delays of

submission/failure to submit activities on time, the grand mean of 2.42 signifies that

the online class is less effective in terms of delays of submission/failure to submit

activities on time. The respondents response on the effects of online class on the

academic performance among criminology students in GADTC, the results revealed

that the online class is effective in terms of teacher factor in terms of teacher factor.

With p=0.30, there is no significant relationship between a good internet connection

and academic performance.
With p=.28, there is no significant relationship between Lack of Interest in Attending
Online Classes and academic performance.
With p=.30, there is no significant relationship between Time Management and
academic performance.
With p=.00, there is a significant relationship between Delays of Submission/Failure
to Submit Activities on Time and academic performance.
 26

With p=.77, there is no significant relationship between Teacher Factor and academic
performance.
These imply that only the variable Delays of Submission/Failure to Submit Activities
significantly; affect the academic performance.
Conclusion

From the findings of the study, it can be concluded that the online class is

effective because the teachers are well prepared. Despite of the country’s current

situation on the internet connection, the students are still able to participate in online

learning and they are still attentive during class discussions. The students can easily

approach their teacher during class discussion and ask questions. Online class makes

them good on time management and they also have more time doing their

homeworks. Lastly, the online class is effective because of the teachers that

encouraged their students to continue to study despite of the current situation.

Recommendations

Based on the result of the study and the conclusions, the researchers would

like to recommend the following:

City Government of Tangub City

1. Address the issue in regards to internet and data connection in the city.

GADTC administrators

1. Address the issues of the academic performance of the students in this current

situation.

Institute of Criminal Justice Education faculty

1. Guide the students in terms of psychological not just physical training skills in

the fields but it also focuses on how criminology are mentally interesting in

academic performance.

2. Continue to encourage the students to participate in online class.

 27

Parents of the students

1. Support your children in moral and financial needs in their study, especially in

this kind of situation

2. Encourage your children to give their best in their studies.

Students

1. Strive harder despite this current class setup.

2. Always think positive and continue to be determined to study harder.

Governor Alfonso D. Tan College

Maloro, Tangub City

THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC

PERFORMANCE AMONG CRIMINOLOGY STUDENTS' IN GADTC

Questionnaire

Name: ________________________________________________

1. Demographic profile of the respondents

Age:
18-22
 28

23-27
28 or more
2. GWA on the first semester of A.Y 2020- 2021
___________
3. Gender
Male Female

4. Year level
BS-CRIM 2 BS- CRIM 3 BBS-CRIM 4

5. This part will show the factors that affect the academic performance among
criminology students in GADTC during online classes.

Please rate every question according to your experience.

Legends:
4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree

Good Internet Connection/ data connection

Indicators 4 3 2 1
I can access the Internet easily
I was able to submit my assignments
on time due to a good internet
connection
I can hear my instructor's discussion
I can able to approach my concerns to
my instructor easily
I was able to deliver my report well
because I have a good internet
connection

Lack of interest in attending an online class

Indicators 4 3 2 1
I am not good at time management
I always sleep when my teacher is
discussing
I easily get bored and open another app
while attending class
I usually used my time surfing online
rather than reading my assigned
homework's
I cannot see my classmates and it makes
me bored
 29

Time management
Indicators 4 3 2 1
I can submit my assignments on time.
I'm actively participating during class
hours.
I can manage my study time effectively.
The course environment makes it easy
for me to turn in my homework on time.
I spend more time on my homework and
to my other classes.

Delays of submission/ Failure to submit activities on time

Indicators 4 3 2 1
I don't have the guts to do my
assignments that is why my submissions
are delayed.
I don't understand my teacher's
discussion that is why I cannot do my
task easily
I am now in a place where the Internet is
good.
Full of procrastination, less action.
I always watch a movie and not doing my
assignments.

Teacher factor
Indicators 4 3 2 1
I can ask my teacher questions and receive
a quick response during internet activities
outside class.
The teachers at the school are well-versed
in their subject areas.
The instructor understands the environment
and makes it easy to learn.
The instructor inspired interest in the
course material.
The requirements for student-to-student
interaction were clearly articulated.
 30

REFERENCES

Basilaia, G., Kvavadze, D. (2020). Transition to online education in schools during a

SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical
Research,5(4), 10. Retrieved from https://doi.org/10.29333/pr/7937

Commission on Higher Education (2020). COVID-19 Updates-advisory 6.Quezon

City, PH: CHED.

Doucet, A., Netolicky, D., Timmers, K., Tuscano, F.J. (2020). Thinking
aboutpedagogy
 31

in an unfolding pandemic (An Independent Report on Approaches to Distance

Learning during COVID- 19 School Closure). Work of education International
and UNESCO. Retrieved from
https://issuu.com/educationinternational/docs/2020_research_on

Edge, W.D., and Loegering, J.P. (2000). Distance education: expanding learning
opportunities. Wildlife Soc. Bull 28,522- 533

Hooks, b. (2003). Teaching Community: A Pedagogy of Hope. New York, NY:

Psychology Press.

Kang, M., & Im, T. (2013). Factors of learners instructor interaction which predict
perceived learning outcomes in online learning environment, 29 (3), 292-
301.article.http://doi.org/10.1111/jcal.12005. Retrieved from:
https://www.researchgate.net/publication/319978673_The_Impact_of_Online_
Learning_Activities_on_Student_Learning_Outcome_in_Blended_Learnig_C
ourse

Kayode, E-O., & Teng, T. –L. (2014). The impact of transactional distance dialogic
interactions on student learning outcomes in online blended environments.
Comput Educ, 78, 414-427. article.http://doi.org/10.16/j.iheduc.2016.03.001.
Retrieved from:
https://www.researchgate.net/publication/319978673_The_Impact_of_Online_
Learning_Activities_on_Student_Learning_Outcome_in_Blended_Learning_
Course

Larreamendy – Joerns, J., and Leinhardt, G. (2006). Going the distance with online
education. Rev. Educ. Res. 76,567- 605. doi: 10.3102/ 003467

Lee, J., & Bonk, C.J. (2016). Social network analysis of peer relationships and online
interactions in a blended class using blogs. The Internet and Higher Education.
Article. Retrieved from:
https://www.researchgate.net/publication/319978673_The_Impact_of_Online_
Learning_Activities_on_Student_Learning_Outcome_in_Blended_Learning_
Course

Liu, M. (2016). Blending a class video blog to optimize student learning outcomes in
higher
education. Internet High Educ, 30, 44-
53.article.http://doi.org/1016/j.iheduc.2016.03.001. Retrieved from:
https://www.researchgate.net/publication/319978673_The_Impact_of_Online_
Learning_Activities_on_Student_Learning-
Outcome_in_Blended_Learning_Course

Macfadyen, L. P., & Dawson, S. (2010). Minin (LMS) data to develop an

"earlywarning
system" for educators: A proof of concept,54(2), 588- 599.
Article.http://doi.org/10.1016/j.comedu.2009.008. Retrieved from:
 32

https://www.researchgate.net/pubication/319978673_TheImpact_of_Online_L
earning-
Activities_on_Student_Learning_Outcome_in_Blended_Learning_Course

Murgatrotd, S. (2020, March). COVID-19 and online learning, Alberta,

Canada.doi:10.13140/RG.2.2.31132.8512.

Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis
(hundred Research Report #01). United Nations. Retrieved from:
https://hundred.org/en/collections/quality-education-for-all-during-
coronavirus

Ramos, A.J., Nangit, G., Ranga, A.I., and Trinoma, J. (2007). ICT- enabled distance
education in community development in the Philippines. Dis. Educ.28, 213-
229.doi: 10.1080/1080/01587910701439258

Subedi, S., Nayahu, S., Subedi, S., Shah, S. K., Shah, J.M.(2020). Impact of e-
learning
during COVID- 19 pandemic among nursing students and teachers of Nepal.
International Journal of Science and Healthcare Research,5 (3), 9.

APPENDICES
 33

Appendix A
 34

Appendix B
 35

Appendix C
 36

Correlation
Good Lack Time Delays Teac G
Signal/ of Manag of her W
Data Interes ement Subject Facto A
connec t / r
tion Failure
to
submit
activiti
es on
time
Good Signal Pearson 1 .163 .272 .083 .393 -.06
Correlation 273 .007 .000 .174 3
Sig. ( 2- tailed ) 273 273 273 .302
N 273
Lack of Interest Pearson .163 1 -.033 .634 .041 .065
Correlation .007 273 .587 .000 .498 282
Sig. (2- tailed) 273 273 273 273 273
N
Time Mgt .272 -033 1 -.038 .395 -.06
Pearson .000 .587 273 .537 .000 3
Correlation 273 273 273 273 298
Sig. ( 2- tailed ) 273
N
Delays of Sub .083 634 -038 1 -.061 168
Pearson .174 .000 537 273 .317 .005
Correlation 273 273 273 273 273
Sig. ( 2- tailed )
N
Teacher Factor Pearson .393 .041 395 -.061 1 -016
Correlation .000 498 .000 371 273 .765
Sig ( 2- tailed ) 273 273 273 273 273
N
GWA Pearson -.063 .065 .063 .168 -018 1
Correlation .302 282 298 .005 765 273
Sig ( 2- tailed ) 273 273 273 273 273
N
Correlation is significant at the 0.01 level ( 2- tailed )
 37

Survey Questionnaire
Dear Respondent,
Good day!

We are the students of Gov. Alfonso D. Tan College who are taking Bachelor of
Science in Criminology. As a requirement, we are conducting a research entitled,
"THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE
AMONG CRIMINOLOGY STUDENTS IN GADTC".

With this, we have chosen you as one of the respondents in our study. We hope you
will find time to answer the questionnaire. The success of the above-mentioned study
depends on your cooperation. Rest assured that all the data gathered depends will be
treated with utmost confidentiality and will be used for academic purposes only.
Thank you.
Name: (Optional) _________________________________
Age: _____________________________
General Weighted Average (GWA): ___________________
Gender: ________________________
Year Level: ___________________________
1. This part will show the factors that affect the academic performance among
criminology students in GADTC during online classes.

Please rate every question according to your experience.

Legends:
4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree

Lack of interest in attending an online class

Indicators 4 3 2 1
I am not good at time management
I always sleep when my teacher is
discussing
I easily get bored and open another app
while attending class
I usually used my time surfing online
rather than reading my assigned
homework's
I cannot see my classmates and it makes
 38

me bored

Time management
Indicators 4 3 2 1
I can submit my assignments on time.
I'm actively participating during class
hours.
I can manage my study time effectively.
The course environment makes it easy
for me to turn in my homework on time.
I spend more time on my homework and
to my other classes.

Delays of submission/ Failure to submit activities on time

Indicators 4 3 2 1
I don't have the guts to do my
assignments that is why my submissions
are delayed.
I don't understand my teacher's
discussion that is why I cannot do my
task easily
I am now in a place where the Internet is
slow
Full of procrastination, less action.
I always watch a movie and never mind
my assignments.

Teacher factor
Indicators 4 3 2 1
I can ask my teacher questions and receive
a quick response during internet activities
outside class.
The teachers at the school are well-versed
in their subject areas.
The instructor understands the environment
and makes it easy to learn.
The instructor inspired interest in the
course material.
The requirements for student-to-student
interaction were clearly articulated.
 39

CURRICULUM VITAE

Name : Marisol D. Parba

Address : Migpange, Bonifacio Misamis Occidental

Age : 23

Sex : Female

Nationality : Filipino

Religion : Roman Catholic

Mobile No. : 09485410760

E-mail : marisolparba24@gmail.com

Birthday : March 24, 1998

Birth Place : Migpange, Bonifacio Misamis Occidental

Weight : 48 kl

Height : 157 cm

Educational Background

College Gov. Alfonso D. Tan College

Maloro, Tangub City
Misamis Occidental
2018-2022

Senior High School Sumirap National High School

Sumirap Tangub City
Misamis Occidental
2016-2018
 40

Junior High School Pagadian City National Comprehensive High

School
Banale, Pagadian City
2012-2016

Elementary Princesa Elementary School

Princesa, Baroy Lanao Del Norte
2006-2012

Affiliations

January 26- 28 2019 Criminology Preparatory Training

2018-2021 Officer
CITU Criminology Intensive Training Unit,
Gov. Alfonso D. Tan College

Learning and Development Interventions/Training Program

2018 Drug Symposium Seminar

Gov. Alfonso D. Tan College
Maloro, Tangub City

2019 Fire Prevention and Control Workshop Seminar

Gov. Alfonso D. Tan College
Maloro, Tangub City

2019 Crime Scene Investigation Workshop Seminar

Gov. Alfonso D. Tan College
 41

Maloro, Tangub City

August 30, 2021 "Updates of the Criminology Education and

Profession as provided in RA 11131, "The
Philippine Criminology Profession Act of
2018". (Webinar)

September 8, 2021 "Criminology Board Exam Policies, Guidelines,

and Updates (Webinar)

September 24, 2021 "The Nature and Future of Private Detective &
Investigative Service in the Milieu of Public
Safety and Industrial Security" and

"Safety Officer State and Career Progression in

the 4th Industrial Revolution" (Webinar)

Name : Dominic Palangan

Address : P- 6 Mialem Jimenez Misamis Occidental

Age : 22

Sex : Male

Nationality : Filipino

Religion : Iglesia ni Cristo

Mobile No. : 09683014218

E-mail : dominicpalangan78@gmail.com

Birthday : July 30, 1999

Birth Place : Mialem Jimenez Misamis Occidental

Weight : 63 kg

Height : 165 cm
 42

Educational Background

College Gov. Alfonso D. Tan College

Maloro, Tangub City
Misamis Occidental
2018-2022

Senior High School Jimenez National Comprehensive High School

Gata Jimenez
Misamis Occidental
2016-2018

Junior High School Jimenez National Comprehensive High School

Corrales Jimenez
Misamis Occidental
2012-2016

Elementary Mialem Elementary School

Mialem, Jimenez
Misamis Occidental
2006-2012

Affiliations

January 26- 28 2019 Criminology Preparatory Training

2018-2021 Officer
CITU Criminology Intensive Training Unit,
Gov. Alfonso D. Tan College
 43

Learning and Development Interventions/Training Program

2018 Drug Symposium Seminar

Gov. Alfonso D. Tan College
Maloro, Tangub City

2019 Fire Prevention and Control Workshop Seminar

Gov. Alfonso D. Tan College
Maloro, Tangub City

2019 Crime Scene Investigation Workshop Seminar

Gov. Alfonso D. Tan College
Maloro, Tangub City

August 30, 2021 "Updates of the Criminology Education and

Profession as provided in RA 11131, "The
Philippine Criminology Profession Act of
2018". (Webinar)

September 8, 2021 "Criminology Board Exam Policies, Guidelines,

and Updates (Webinar)

September 24, 2021 "The Nature and Future of Private Detective &
Investigative Service in the Milieu of Public
Safety and Industrial Security" and

"Safety Officer State and Career Progression in

the 4th Industrial Revolution" (Webinar)
44