INTRODUCTION

Rationale of the Research

In the twenty-first, online learning has evolved into a global medium for

connecting, collaborating, and interesting users in the learning process. Today, online

learning is combined with social networking, resulting in an atmosphere that allows

students, teachers, and professors from all over the world to communicate by using free

and accessible online resources. Online learning modality became the backbone of both

students and teachers towards dissemination of information and the acquisition of learning

especially in this time of pandemic. In this learning modality where technology plays a

vital role in the conduct of online learning through synchronous and asynchronous class,

students and teachers need to familiarize and be equipped with the use of variety of online

platforms to attain effective and collaborative teaching and learning experience. Since

Colleges and Universities are increasingly adopting the use of Online Learning, it is

important to gain awareness with regards to the factors that may affect the participation of

the students during the conduct of course content delivery.

One of the goals of modern education is to help students become self-directed,

proactive learners. As Knowles (1988) suggested in his adult learning theory, self-directed

learning fosters an ability to care about the methods and goals of learning. In urban colleges

and universities, adult students are accustomed to taking traditional face-to-face (FTF),

online, or mixed instruction courses. “Software has the potential to open the university's

doors to a wider audience, provide options for non-traditional students, and extend

programs to audiences that may not otherwise be able to attend classes on campus.” as the

age of computational technology has arrived (Wright, Marsh, & Miller, 2000,).
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The spread of the COVID-19 pandemic had a major impact on education around

the world, leading to the near-closure of schools, universities, and colleges. According to

UNICEF monitoring, 23 countries have introduced nationwide closures and 40 have

implemented local closures, affecting approximately half of the world's student population.

Schools in 112 countries are officially available. In response to school closures, UNESCO

suggested that schools and teachers use distance learning programs as well as open

educational software and tools to access learners remotely and minimize disruptions in

education.

While the threat of Coronavirus Disease 2019 (COVID-19) pandemic in the

Philippines is increasing, travel bans to mainland China, Hong Kong, Macau, and South

Korea have all been implemented in order to slow the spread of infectious disease in the

region. The Department of Health (DOH) lifted its "Code Red Sub-Level 1" status on

March 7, 2020, with a recommendation to the Philippines' President to declare a "public

health emergency," allowing the Department of Health to mobilize resources for the

procurement of protective equipment and the imposition of preventive quarantine

measures. President Rodrigo Duterte issued Proclamation No. 922 on March 9, declaring

a state of public health emergency in the Philippines. On March 16, the lockdowns were

extended, putting the whole island of Luzon under an "enhanced community quarantine"

(ECQ) status.

Most governments have chosen to use quarantine procedures and temporarily

closed their educational institutions in order to stop COVID-19 from spreading. As a result,

over a billion students around the world have been impacted. Over 28 million Filipino

students from all academic levels were among those who had to remain at home and adhere
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to the Philippine government's quarantine policies (UNESCO, 2020). The imposed

lockdown forced the Philippines' schools, colleges and universities to immediately suspend

classroom teaching or face-to-face classes in all levels both public and private schools and

had to stay at home as advised by the President in early March 2020, when nothing was

clear about the disease and no viable cure or vaccine was available.

The suspension of classes brought about various concerns towards the continuity

of education in the Philippines. However, “Education must continue even in times of crisis

whether it may be a calamity, disaster, emergency, quarantine, or even war,” said Leonor

Briones, the Secretary of the Department of Education. Some of the HEIs, have adopted

ambitious policies in order to meet the needs of the students and the continuity of education

amidst of the pandemic, especially those who are enrolled in tertiary-level, in

approximately, two thousand four hundred (2,400) Higher Education Institutions across

the country. These policies provide modified forms of online learning with the aim of

promoting student learning activities, asynchronous, delayed-time activities, and an

example of online learning include pre-recorded video lectures and time-independent

assessments (Oztok et al., 2013).

The transition from classroom teaching to Online Learning has created a new

learning environment for some students, especially those in the Bicol Region who are

participating in a mainstream of distance learning, as opposed to students from other

countries who have been using the Online Learning Modality prior to the demands in

education amidst of the spread of COVID-19 Pandemic. Despite the fact that we are in the

midst of a health crisis, Bicolano students were also devastated by Super Typhoon Rolly,

and students in the region were left to pick up the pieces while attending to the demands of
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their online classes, knowing that many areas remain without power or cell phone service

and the students were not emotionally and financially ready.

Since the pandemic hit the world and greatly impacted the educational system

resulting to class suspensions, the new mode of learning became the most suitable platform

to use in order to continue education without compromising our health and dismantling the

chance of getting infected with the virus, the Bicol College Inc. is now one of the many

HEI’s embracing the online mode of learning. The implementation of the said learning

modality has plenty of things to consider since it is the first time of the Bicol College Inc.

to use online learning and it is a shift from traditional scholastic setting to online learning

modality that has marked a difference in the course content delivery.

Some of the things to consider about its implementation, may include the students’

location knowing the fact that students enrolled in the Bicol College, Inc. are rescinding in

urban and rural areas, in which their online learning experience may differ due to weak

signal reception. Though the educational demand is widely increasing in this time of

pandemic, both students and professors must be knowledgeable enough in the shift of

teaching and learning process from traditional scholastic setting to online mode of learning

as well as to the use of variety of online platforms. It is indeed necessary to determine if

there were existing factors affecting online learning of the students’ that interfere their

learning experience and active participation. To determine the factors is to come up with

doable solutions that will enhance the students’ online learning experience into a

collaborative and informative discussion resulting them to become productive and globally

competitive individual in this technological age amidst the pandemic.

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Objectives of the Study

The foremost objective of this study is to evaluate the Factors affecting Online

Learning of Third Year College English Major students at Bicol College, Inc.

Specifically, it aimed to study the following objectives:

1. Identify the factors affecting online learning.

2. Classify the factors as follows:

a. Internal Factors

b. External Factors

3. Come up with a solution to the disadvantages of the factors affecting online

learning of the respondents.

Assumptions:

The following are the enumerated assumptions by the researchers:

1. The factors affecting online learning of the respondents were identified.

2. Internal and external factors affecting online learning of the respondents were classified.

3. Solution to the disadvantages for the factors affecting online learning of the respondents

was determined.

Literature Survey

Today's educational facilities must have learning experiences that are independent

of time and place, as well as readily available learning environments and opportunities for

interpersonal contact. As a result, higher education institutions devise instructional

methods, such as e-learning, hybrid learning, mobile learning, and other teaching tools, to

fulfill these demands. Decision-makers in education are mostly responsible for shaping

these emerging technology-based instructional practices. Learners' priorities for instruction

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and learning delivery include blended and online learning. There is a connection between

learning experience expectations and constructs like self-efficacy, e-learning inspiration,

and task importance. The motivating variables are more effective in the learning setting

choice. Blended learning experiences were favored by students with high mission worth,

e-learning inspiration, and self-efficacy. Learners' learning delivery habits have little

bearing on cognitive techniques, self-directed learning, learner management, or test anxiety

variables (Keskin, Sinan et al., 2019) The adoption of E-learning among students is

positively influenced by knowledge exchange and efficiency in universities. (2019,

Salloum, Said A et al.)

The learners with about two years of e-learning experience were inspired by

interdependence, stability, and sharing the benefits with families, while the learners at the

beginning stage were curious about e-learning, needed support in individual learning

circumstances, and set targets individually. The study also found that while adult e-learners'

motivation varied, it was affected positively by online interactive engagement, especially

with peers and in group activities. In an e-learning environment, interaction extended

beyond group activities and the basic sharing of knowledge. (Hisayo, Kikuchi,2006)

In an online teaching and learning environment, faculty satisfaction is critical.

Three key factors affected teacher satisfaction: (1) instructor-student interaction; (2)

technology's role; and (3) institutional support. (Gregory E. Blundell et al., 2020).

Almaiah and Almulhem suggested a new approach based on the Delphi process to

assess the success factors of e-learning system implementation in Saudi Arabia in another

analysis (Almaiah et al. 2016a). The findings identified 11 essential factors that were
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divided into four domains: website quality, technology choices, top management support,

and academic faculty e-learning knowledge.

According to (Henaku, E. 2020), household production or household chore could

result to different forms of disruptions in participating online learning. Based on their study

most of the disruptions they encountered at home results to not attending online learning

or distracted attention to the lesson. The study revealed that performing these household

production or household chore prevents the respondents to participate in an online learning

or virtual discussion.

According to Che Ahmad Azlan., et. al. (2020)., the e-learning and study-from-

home climate concurred a ton of adaptability. Nonetheless, understudies likewise thought

that it was trying to center on account of interruptions, absence of commitment and mental

pressure. Specialized issues, like helpless Internet availability and restricted information

plans, likewise intensified the issue.

Manuel, J. (2020) said that "technical issues" are also referring to the equipment

used for online communication, such as a headset, laptop (or computer), microphone,

speakers, and so on. However, according to Garcia, Weiss, et al. (2020), complete access

to online learning is far from universal, and students from low-income families are less

likely to have access to the main opportunities and experiences needed to attend school

online.

Abdullah and Ward (2016) too explored variables affecting e-learning

acknowledgment utilizing TAM. Their discoveries uncovered that self-efficacy; subjective

standards, delight, uneasiness and encounter with utilizing computers had a critical impact

on students’ acknowledgment of e-learning. Additionally, Alhabeeb and Rowley (2017)

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found that scholarly staff information of learning advances, understudy information of

computer frameworks and specialized foundation, were noteworthy variables in

encouraging the effective acknowledgment of e-learning in Saudi Middle eastern

universities.

In this study, the researchers want to explain what online learning is, a form of

distance education in which a course or program is intentionally designed in advance to be

delivered fully online. Pedagogical methods for teaching, student participation, and

evaluation that are unique to studying in a simulated world are used by faculty.

While it may seem that online education began in the late 1900s, the idea of distance

learning was first put into effect in the mid-19th century when the United States Postal

Service was established, according to the researchers. The idea of dependable, long-

distance communications contributed to the creation and adoption of what became known

as commercial "correspondence colleges," where students and professors would exchange

instructional missives through the postal service. Because of the widespread use of the

internet and modern media, distance education services have become more advanced and

accessible. Elite universities all over the world are now offering open courseware, online

degrees, and online courses, legitimizing and popularizing the concept of computer-based

education.

While many people still believe that traditional colleges are the only way to access

knowledge and get a diploma, online learning has proven to be a fantastic alternative.

Understudies have the opportunity to think about things on their own time and for free. It

refers to a unique way of thinking about a variety of topics and increasing self-motivation.

Online learning is so popular because it allows students to finish their homework quickly,
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freeing up time for hobbies or job hunting. Access to all of the resources of a traditional

course allows members to learn anywhere they are, giving them the freedom to choose

what they want to think a person may attend a variety of courses using just an online

connection. The responsibility and self-discipline of understudies are two of the most

important aspects of online learning.

Although classes remain suspended due to the pervasive coronavirus, Chinese and

Hong Kong colleges have been praised for switching quickly to e-learning – a few first-

class teachers boasted of bringing tens of thousands of staff and understudies online in a

matter of weeks. However, there are growing fears that understudies from less fortunate

foundations or schools with limited resources would be left behind. The financial and

technological divide in Asia has become much evident now that understudies have been

physically removed from campuses and, as a result, from facilities such as libraries,

computer laboratories, and open spaces. “The content of an online course is largely

determined by the climate and equipment available to students,” Kai-Lung Hui, a related

dignitary (inquire about) at the Hong Kong College of Science and Innovation Commerce

School, told Times Higher Instruction. “The machine and organizing in general were more

than equal. Furthermore, there is the domestic climate to consider. Poorer understudies are

at a disadvantage as a result.”

The rush to bring education online in the Philippines in the midst of the pandemic

is unprecedented. Academic institutions with little to no familiarity with it are required to

put together online programs for their students in a matter of months. As a consequence,

complications that would normally be known for such a critical change could have gone
 10

unnoticed or unconsidered. This has resulted in the hashtags among students such as

#AcademicFreezeNow, and #AcademicEaseNow.

Before the pandemic, Thames International School had two years of hybrid and

online learning experience in collaboration with Singapore Edutech firms. Thames

International was able to “survive” the government-imposed school lockdowns in March

2020 thanks to this head start. As a result, after face-to-face classes were cancelled, 9 out

of 10 Thames students said that the institution's online curriculum was a successful

academic substitute.

Thames International embarked on an Action Research Project on Online Learning

Effectiveness involving nine (9) schools around the country as part of its Bayanihan

initiative to contextualize and communicate its learnings. Around 200 Senior High School

Students from the nine institutions mainly, University of the Cordilleras (Baguio City), the

University of St. Louis (Tuguegarao City), San Pablo Colleges (San Pablo City) Nova

Schola (Tanauan City), Capitol University (Cagayan de Oro City), Ateneo de Davao

University (Davao City), Rizal Memorial College (Davao City), STI Colleges (Gen. Santos

City), Bukidnon Faith Christian School, Inc.(Valencia City) participated in the Thames

research project that was sponsored by Globe Telecom. The students, who were mainly

“newbies” to online learning, attended two weeks of online courses with Thames' seasoned

and Singapore-certified online lecturers.

The mentor and the understudy will both set their own learning speed with online

teaching, and there's also the flexibility of creating a schedule that suits everyone's

inspiration. As a consequence, using an online training platform allows for remote “better;

a lot better; higher; stronger; an improved”> learning. a better balance between jobs and
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ideas, because there's no need to give something up. Examining online teaches you

important time management skills, making it easier to find a good work-study role. Having

a shared motivation between the understudy and the tutor will encourage all parties to

accept unfinished tasks and gain more autonomy.

For teachers, online learning arrangements provide much-needed adequacy,

allowing them to optimize the opportunity for individual learning bends and styles within

the classroom. Many online learning structures allow for self-paced learning and allow

students and teachers to collaborate to achieve set goals.

The success of any information system depends on the usage of the system by users

(Almaiah 2018). For occasion, in Malaysia, Al-Rahmi et al. (Almaiah and Man 2016)

utilized the TAM with IDT demonstrate to explore the basic components that influence the

utilize of e-learning framework Malaysian understudies. This comes about uncovered those

relative preferences, discernibleness, trialability, seen compatibility, complexity, and seen

satisfaction are the variables that play a critical part in students’ choice to utilize e-learning

framework in Malaysia.

Kumar (2021) stated that, the time and place versatility of eLearning is attracting an

increasing number of students to online education. However, many of them face

major obstacles that hinder them from effectively completing their courses. Such as:

1) Adaptability Struggle, 2) Technical Issues, 3) Computer Literacy, 4) Time Management,

and 5) Self-Motivation. Klawitter (2020) also claimed 5 challenges face in online learning

these are: 1) Distractions everywhere, 2) Staying motivated, 3) Technical issues, 4) Some

students being left behind, and 5) Diminished social aspects. Any of the most popular

problems undergraduate students are currently faced with online courses, according to
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Friedman (2020): 1) Technical issues, 2) Distractions and time management, 3) Staying

motivated, 4) Understanding course expectations, 5) Lack of in-person interaction, 6)

Adapting to unfamiliar technology, and 7) Uncertainty about the future. In the study of

Purdue University Global (2019) there are only 4 challenges in online learning which are:

1) Digital Literacy, 2) Technical Issues, 3) Time Management, and lastly 4) Motivation.

Moreover, Plitnichenko (2020) sorted out the most common challenges in virtual learning.

Namely: 1) Organization of work processes & time management, 2) Gadget shortage and

crashing systems, 3) Connectivity, 4) Computer literacy, 5) Adjusting of online courses to

deaf or hard of hearing students, 6) Data privacy, 7) Security, 8) Isolation, 9) Lack of

interaction, and lastly 10) LMS imperfections.

Other findings of the study revealed that the key issues impeding the

successful implementation of an e-learning system in Pakistan are system features, internet

knowledge, and machine self-efficacy (Kanwal and Rehman 2017). A related study

conducted in Kenya described three major e-learning challenges: insufficient ICT facilities,

a shortage of technological expertise, and financial constraints (Tarus et al. 2015).

According to Kisanga and Ireson (2015) and Mulhanga and Lima (2017), the key obstacles

to the effective execution of current e-learning programs are weak interface design,

insufficient technological assistance, and a lack of IT expertise. According to Mulhanga

and Lima (Kenan et al. 2013), the key factors for the failure of Libyan e learning projects

are cultural, political, and economic constraints.

However, the performance of every information system is determined by how the

system is used by people (Almaiah 2018). Thus, in the sense of an e-learning scheme,
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student adoption of e-learning is regarded as one of the primary conditions for the system's

success.

One of the reigning challenges is having no gadgets or not enough

gadgets. Gadgets are a must-have item for today's students. When used properly, gadgets

can be an efficient and creative learning medium (Ratnasari & Haryanto, 2019). Computer

Literacy. Phone Storage on the other hand also play a role in gadgets especially on mobile

phones, according (Ozdamli & Cavus, 2011), mobile learning is a paradigm that enables

learners to access learning content from anywhere at any time by using mobile technologies

and the internet. Viruses are rampant in technologies and need to be addressed, according

to (WEBROOT, 2020), any computer viruses are designed to do damage to the computer

by corrupting applications, removing files, or reformatting the hard drive. Others just copy

themselves or overwhelm a network of traffic, rendering any internet operation unlikely.

Even less dangerous computer viruses may have a serious impact on your system's success

by consuming computer memory and triggering repeated computer crashes. Due to viruses

or either internet system lost may occur in gadgets, according to (Milosievski et al., 2020),

there are a few causes for system failure; if this occurs, the student is assessed based on the

number of questions asked and reported in the system prior to the communication failure.

Since online classes are conducted entirely with the aid of computers, technical

difficulties which arise, making it difficult to complete courses on schedule. To use online

classroom systems, students must have modern computers and other electronic gadgets

such as iPad, tablets and laptops, and schools often need Microsoft Word and other costly

programs. Furthermore, where there are technical issues, accessing the classroom or getting
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live aid can be difficult, which can be a significant drawback when deadlines approach

(Trent, 2021).

Computer skills play a significant role in job advancement and growth. If one has

basic programming knowledge, online learning would be easy. Not only is it convenient

and efficient, but it is also convenient and efficient for teachers to take online courses

(Sharma, 2019).

According to the website Top Hat (2020), an online class is a course delivered over

the Internet. They are typically delivered by a learning management system, where students

can display their course syllabus and academic progress, as well as engage with their

classmates and course teacher. According to Bates (2016), online learning is any form of

learning that is done partially or entirely through the Internet. Website of educations.com

(2020), Online learning, which is offered by some of the world's top ranked universities,

provides you with all the benefits of attending a dream university, plus the additional

advantage of a learning environment customized to your timetable. Students are rapidly

looking to online learning as a realistic alternative to on-campus research, with courses

accessible in almost every subject and flexible timetable to accommodate almost every

lifestyle. It can allow you to study abroad remotely at a university outside of your home

country! E-learning, also known as online learning or electronic learning, is the acquisition

of information by electronic technology and media, according to Abernathy (2019). Jethro

et al. (2012) described it as computer-assisted learning as well as pedagogy for student-

centered and interactive learning. In layman's terms, e-learning is "learning that is enabled

electronically." Typically, e-learning takes place on the Internet, where students can view

their learning materials at any time and from any location. Online lectures, online degrees,
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and online classes are the most popular forms of e-learning. There are several e-learning

examples available, and we have discussed them in greater depth in previous papers.

Online education is described as the use of digital resources and technology for

teaching, studying, and evaluation, according to Parthasarathy and Murugesan's

(2020) study. It's also known as e-Learning or technology enhanced learning (TEL).

Online curriculum has the potential to increase the effectiveness of the learning process,

and it is becoming a more useful form of learning for people who want to learn in a flexible

and cost-effective manner. Emergency remote teaching (ERT) differs from online

education in that it is a temporary change of instructional delivery to a different mode due

to a disaster. It entails the use of entirely remote teaching options for training or

schooling that may normally be provided face-to-face or as mixed or hybrid classes, with

the aim of returning to the model after the situation or emergency has passed.

De Jesus (2020) described an online class as a learning platform that is

performed through the use of the internet, with students not having to leave their homes to

attend school and face their teacher and classmates. According to an article in the

Philippine News by Ki (2020), there are numerous advantages to taking an online class,

especially during a pandemic. Learners may study in the comfort of their own homes. Apart

from that, students are more relaxed when they are in their own houses. Over everything,

the internet makes it simple to find answers to all of their needs and concerns.

Writers, S. (2020), stressed that though it may seem that online education began in

the late 1900s, the idea of distance learning was first implemented in the mid-nineteenth

century when the United States Postal Service was established. The idea of dependable,

long distance communications contributed to the creation and adoption of what became
 16

known as commercial "correspondence colleges," where students and professors would

exchange instructional missives through the postal service. Because of the widespread use

of the internet and modern media, distance education services have become more advanced

and accessible. Elite universities all over the world are now offering open courseware,

online degrees, and online courses, legitimizing and popularizing the concept of computer-

based education.

Based on UNISEF (2020), COVID-19 is a disease caused by a new

coronavirus strain. Corona is represented by the letter CO, virus by the letter VI, and

disease by the letter D. This disease was previously known as the ‘2019 novel coronavirus,'

or 2019- nCoV.' The COVID-19 virus is a novel virus that belongs to the same virus family

as severe acute respiratory syndrome (SARS) and certain mild colds. World

Health Organization (2021), Coronavirus disease (COVID-19) is a recently

discovered coronavirus that causes an infectious disease. When an infected individual

coughs or sneezes, the COVID-19 virus spreads mainly by droplets of saliva or discharge

from the nose, so respiratory etiquette is also necessary (for example, by coughing into a

flexed elbow). Coronaviruses are a type of virus that can infect humans and cause

respiratory illness. The several crown-like spikes on the surface of the virus give it the

name "corona." Coronaviruses that cause disease in humans include SARS, Middle

East respiratory syndrome (MERS), and the common cold.

The World Health Organization named the disease that is behind the 2019 novel

coronavirus epidemic, which was first detected in Wuhan, China, on February 11,

2020. Coronavirus disease 2019, abbreviated as COVID-19, is the new name for this
 17

disease. “CO” stands for corona, “VI” for virus, and “D” for disease in COVID-19. This

disease was previously known as the "2019 novel coronavirus," or "2019-nCoV."

Kandola (2020) states that, the latest outbreak started in Wuhan, a Chinese city

in the Hubei province. The first COVID-19 cases were recorded in December of this year.

The modern coronavirus strain is thought to have arisen in bats or pangolins, according to

many health researchers. The first human transmission occurred in Wuhan, China. The

virus has largely spread by person-to-person interaction since then. The study of Platto,

Wang, et al. (2021) says that, SARS-CoV-2 is an RNA virus belonging to the

Coronavirinae family's Coronaviridae subfamily (CoV). Alpha, beta, gamma, and

delta coronaviruses are members of this subfamily. Apart from SARS-CoV-2, humans are

infected by seven beta coronaviruses, two of which have caused severe diseases: SARS

CoV, which caused the SARS outbreak in 2002–2003, and MERS, which caused

the MERS CoV outbreak in the Middle East in 2012. HCUI, NL63, OC43, and 229E, on

the other hand, have only induced minor symptoms.

The good-to-have modality shifted as a result of the global closing of schools as

part of efforts to preserve social distance in order to slow the spread of Covid-19. Schools

migrated teaching practices to remote learning platforms, which presented many

technological difficulties, and one big concern is that the migration has necessitated a shift

in the views of education officials, teachers, and students about the importance of online

learning (Ribeiro, 2020). Prior to the outbreak of the Covid-19 pandemic, several schools

ran distance education services, which potentially aided some of these higher citadels of

learning in their migration phase. Following the announcement by governments of physical

school closures as a way of slowing the national and community-wide propagation of the
 18

pandemic, the only recourse left for universities to adopt is online study. Universities all

over the world are undergoing digital change in order to achieve their goals. According to

Hodges et al. (2020) and Manfuso (2020) the transition process was smooth for some

organizations, while others replied with a crisis response relocation process due to the

pandemic. Any universities' crisis-response migration approaches can be divided into two

categories: external-aided migration and external-integrated migration.

In a similar case to CoVid-19, the SARS outbreak in Hong Kong in 2003 forced

schools to close unexpectedly. Similarly, to the CoVid-19, the Swine Flu outbreak

in Mexico, according to Trucano (2014), caused many Mexican schools to undergo

rapid, devastating reform of a different kind in 2009. The transmission of these viruses

from country to country is caused by people moving from one country to another for a

specific purpose. Knowing that people traveling to other countries is unstoppable, the same

can be said about virus spread across the globe. This might sound pessimistic, but it serves

as a reminder that there would be even further potential cases of viruses and illnesses that

would disrupt people's regular lives. Many outbreaks would undoubtedly put the education

system and students on the front lines. That is why studies like this are critical in helping

to eliminate challenges or have answers in online courses.

This pandemic has brought many schools in online learning modality.

Thus, COVID-19 has generally affected the students in the academia. Several scholars

from around the world have conducted studies on the effect of COVID-19 on

university students' academic success. Gonzalez et al. (2020), for example, investigated the

impact of the COVID-19 confinement on students' autonomous learning output in

higher education, especially at the Universidad Autónoma de Madrid. The authors

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conducted the study using a field trial of 458 students separated into two groups: the control

group and the experiment group. Students in the experiment community were those who

had to take online courses due to their imprisonment. As a result, Gonzalez et al. (2020)

discovered that this confinement had a major positive impact on students' academic

success, this assisted in transforming students' learning techniques into a more consistent

habit, thus increasing their productivity.

Similarly, Adnan and Anwar (2020) investigated college students' attitudes toward

online classes in Pakistan during the COVID-19 pandemic. These writers conducted a

survey of undergraduate and postgraduate students in order to conduct their study.

Students' perspectives showed that, in developing countries such as Pakistan, online classes

cannot yield desired academic results since the majority of students do not have access to

the Internet. Furthermore, during the COVID-19 pandemic, these writers discovered that

students face additional challenges, such as reaction time, a lack of conventional classroom

socialization, and a lack of face-to-face contact with the teacher. Demuyakor (2020) also

investigated the level of happiness of Ghanaian international students in higher education

institutions in China during the COVID-19 pandemic. This author used an online survey

to gather data on the level of satisfaction with online learning and how Ghanaian

international students were dealing with this new situation. The results revealed that the

majority of students were optimistic about the introduction of online courses, despite the

fact that they had to pay high fees to access the Internet with very poor bandwidth.

In a fourth study, Haider and Al-Salman (2020) gathered a data collection

to investigate the psychosomatic effect of multimedia resources for online classes on

the well-being of Jordanian university students during the COVID-19 pandemic. These
 20

researchers created a questionnaire sample of two major parts. The second portion included

five major structures, one of which was academic success. 775 students were polled using

the snowball sampling tool. The most notable findings revealed that 59.5 percent of

students stated that face-to-face contact greatly leads to their academic success, and 55.5

percent stated that the number of assignments from e-learning contributed to uncertainty,

dissatisfaction, and low performance. Aristovnik et al. (2020) conducted a global study

with a cohort of 30,383 university students from 62 countries to examine how students

view the effect of the COVID-19 pandemic on many aspects impacting their lives on a

global scale. According to their findings, students were more pleased with the service

offered by teaching staff and the public relations of their universities. Moreover, these

authors stated that students' perceptions of their own increased academic achievement in

the current teaching setting were hampered by a lack of computing knowledge and a sense

of a greater workload. Furthermore, their study found that students with certain socio-

demographic characteristics (male, part-time, first year, applied sciences, a lower living

standard, from Africa or Asia) were substantially less satisfied with their academic

success.

In addition, Sintema also investigated the impact of the COVID-19 pandemic

on academic success in Zambian high school students. In his research, the author used semi

structured phone interviews to gather data from three professors (the head of

the Department of Mathematics, the head of the Department of Natural Sciences, and

one chemistry teacher). His findings indicated that if the COVID-19 outbreak is not

contained as soon as possible, the number of students completing math exams would

definitely decline.
 21

COVID-19 elicited differing reactions from the Philippines' top

universities. Ateneo de Manila University has suspended synchronous online classes but

continued asynchronous online learning, according to the memo that Villarin posted in the

website of Ateneo de Manila University (2020), so that "all students can learn at their own

pace." Some colleges, such as De La Salle University and the University of Santo Tomas,

as well as Bicol College Inc., offer synchronous and asynchronous online learning options.

De La Salle University (2020) has resorted to remote online instruction, which incorporates

both synchronous and asynchronous components. There are a variety of opportunities for

students who are unable to enroll in online learning during the academic year to complete

course requirements. The University of Santo Tomas (2020) has decided to keep using

synchronous and asynchronous online courses, as well as a customizable ranking

system for student outputs and evaluations.

To summarize, previous study has shown that during COVID-19, students from all

over the world had to adjust to new university environments, which may have an effect on

their academic success.

Al-Gahtani (2016) explored the variables impacting understudy acknowledgment

of e-learning based on TAM3. He found the foremost critical determinants of e-learning

acknowledgment were liveliness, self-efficacy and uneasiness, whereas utilizing

computers, discernments of outside control, subjective standards and seen value.

Bellaaj et al. (2015) utilized the Bound together Hypothesis of Acknowledgment

and Utilize of Innovation (UTAUT) showed to investigate the components influencing

students utilize of e-learning frameworks at the College of Tabuk, Saudi Arabia. They
 22

found that desires with respect to execution and exertion had a solid impact on e-learning

acceptance.

Although numerous studies exist on online learning adoption, the current study

aims to add new contribution to the existing literature on investigation of the main factors

affecting online learning successful adoption in new context, which is Bicol College Inc.,

and may set an example for other developing universities and colleges in Bicol region.

Theoretical Framework

The theoretical framework of this study are the following theories that will guide

the researcher to attaining and solving the underlying questions regarding to distance or

online learning.

The researchers will utilize the 3 main theories/models of learning that will help

them in realizing the solutions that is doable on every situation that the respondents are in.

Learning hypothesis is intended to clarify and assist the researchers with seeing how

individuals learn; in any case, the literature is intricate and broad enough to fill whole areas

of a library. It includes numerous controls, including psychology, sociology, neuroscience,

and of course, education.

Learning Theories for Online Education

Similarly, as no single learning hypothesis has arisen for guidance by and large, the

equivalent is valid for online instruction. Various hypotheses have developed, the greater

part of which get from the significant learning speculations examined already. In this part,

a few speculations will be inspected as far as their fittingness for the online learning

environment.

Community of Inquiry (CoI)

 23

Garrison, Anderson, and Archer (2000) created the “community of inquiry” (CoI)

paradigm for online learning environments, which is focused on the idea of three separate

“presences”: perceptual, relational, and teaching.

Their model backings the plan of on the web and mixed courses as dynamic

learning conditions or networks reliant on educators and understudies sharing thoughts,

data, and suppositions. Of specific note is that "presence" is a social wonder and shows

itself through communications among understudies and educators. The people group of

requests has gotten one of the more mainstream models for on the web and mixed courses

that are intended to be exceptionally intelligent among understudies and staff utilizing

conversation sheets, websites, wikis, and videoconferencing.

Connectivism

George Siemens (2004) has been the primary advocate of Connectivism, a learning

model that recognizes significant moves in the manner information and data streams,

develops, and changes in view of huge information correspondences organizations. Web

innovation has moved gaining from interior, individualistic exercises to gathering, local

area, and indeed, even group exercises. In building up the hypothesis, Siemens recognized

crafted by Alberto Barabasi and the force of organizations. He likewise referred to an

article composed by Karen Stephensen (1998) named "What Knowledge Tears Apart,

Networks Make Whole," which precisely recognized how enormous scope networks

become key in aiding individuals and associations oversee information and data.

Siemens describes connectivism as: “the integration of principles explored by chaos,

network, and complexity and self-organization theories [where] learning is a process that

occurs within nebulous environments of shifting core elements – not entirely under the
 24

control of the individual. Learning (defined as actionable knowledge) can reside outside of

ourselves (within an organization or a database), is focused on connecting specialized

information sets, and the connections that enable us to learn more and are more important

than our current state of knowing” (Siemens, 2004).

The same theorist noticed that connectivism as a hypothesis is driven by the

dynamic of data stream. Understudies need to comprehend, and be furnished with,

encounters in exploring and perceiving expanses of continually moving and advancing

data. Siemens proposed eight standards of connectivism. Connectivism is especially fitting

for courses with high enlistments and where the learning objective or objective is to create

constantly information as opposed to spread it.

Online Collaborative Learning (OCL)

Online collaborative learning (OCL) is a theory proposed by Linda Harasim that

centers around the offices of the Internet to give learning conditions that cultivate joint

effort and information building.

Harasim describes OCL as: “a modern learning philosophy that emphasizes

collective learning, knowledge creation, and the use of the Internet to reshape formal, non-

formal, and informal schooling for the Knowledge Age” (Harasim, 2012, p. 81).

Like Siemens, Harasim sees the advantages of moving instructing and figuring out

how to the Internet and largescale arranged schooling. In certain regards, Harasim uses

Alberto Barabasi's situation on the force of organizations.

In OCL, there exists three phases of knowledge construction through discourse in

a group:
 25

Internal and External Factors Affecting Online Learning of Third Year

College English Major Students of Bicol College, Inc.

Online
Collaborative
Community of
Learning (OCL)
Inquiry (CoI) Connectivism
Linda Harasim
Garrison, Anderson, George Siemens (2012)
and Archer (2000) (2004)
Is a theory proposed
Paradigm for online “The integration of by Linda Harasim
learning environments, principles explored by that centers around
which is focused on chaos, network, and the offices of the
the idea of three complexity and self- Internet to give
separate “presences”: organization theories. learning conditions
perceptual, relational,
that cultivate joint
and teaching.
effort and
information
building.

Online Factors Learning Theory

(Agarap J., Anonuevo N., Millapre S. 2021)
This theory centers on the online learning factors that
effects on the performance and the course content
delivery and understanding how the students become
receptive of online learning.

Figure 1. Theoretical Paradigm

 26

1. Idea generation: the brainstorming stage, during which a variety of ideas are

assembled.

2. Idea organizing: the phase where ideas are compared, analyzed, and categorized

through discussion and argument.

3. Academic convergence: the process in which intellectual synthesis and

compromise, including choosing to disagree, takes place, typically by a task, essay,

or other collaborative piece of work (Harasim, 2012, p. 82).

Many other theories can be associated with online education but, rather than present

more theories and in keeping with one of the major purposes of this study, it is appropriate

to ask whether an integrated or unified theory of online education is possible or not.

Conceptual Framework

Shown in Figure 1 is the researchers Research Paradigm. It serves as the overview

of the study. The first box is the working title which is FACTORS AFFECTING ONLINE

LEARNING OF THIRD YEAR COLLEGE ENGLISH MAJOR STUDENTS OF BICOL

COLLEGE, INC. Because it is doubtlessly caught in, the title is the total rundown and the

establishment of what it is all about. The second box is composed of the objectives of the

study. These are the main points of the study. The researchers attempt to find the answers

through the responses of the respondents of the study. The third box is the possible effects

or implications of the study in the institutional level. This study will help the institutions

to realize the factors and the challenges that the students are facing during the conduct of

online learning. The fourth box is the implications of this study to the society. Finally, the

fifth box is for the feedback, this is where the researchers can improve the study and come
 27

Factors Affecting Online Learning of Third Year English Major Students

of Bicol College, Inc.

1. Identify the factors affecting online learning.

2. Classify the factors as follows:

a. Internal Factors

b. External Factors

3. Come up with solution to the disadvantages of the factors

affecting online learning of the respondents.

1. Students need to learn online tools such as Zoom, Google meet,

Google Classroom, whiteboards, etc.
2. They will learn to strategize proper methods and approaches to address
online learning.
3. The instructors must learn to evaluate students’ efficiency in
employing interventions to improve online learning.

1. The community shall have a collaboration with the institution.

2. It can provide the necessary actions to equip for online/distance
learning.
3. The parents will be motivated to guide their children to participate in
the online classes.

FEEDBACK

Figure 2. Conceptual Paradigm

 28

up with a solution to the problem. Hence, whatever the results of the evaluation shall

serve as points for reference for the next possible action to zero in on the refinement of

the study to make a cyclic pattern over time.

Scope and Limitation of the Study

The study limits its coverage only to the 16 Third Year, Bachelor of Secondary

Education English Major Students of Bicol College, Inc. in Daraga, Albay who are

presently enrolled in this Academic Year 2020-2021. Those students are engaging in an

Online Mode of Learning in which 6 are males and 10 are females. Students who do not

belong in the Third Year Bachelor of Secondary Education Major in English are excluded

in this study.

Significance of the Study

The researchers sought to recognize and categorize obstacles to distance or online

learning adaptation and relative effects on learners of these factors. This study would be

beneficial to the following:

Students. This study will help the third-year English major students to develop

their competence in this trying time of Pandemic to test their abilities in time management.

Teachers. The findings of this study will make the teachers aware about the factors

of the virtual learning and online class to the learners’ growth and development.

Parents. This study would serve as a guide to parents in helping their children to

improve their competence in virtual learning and online class. The parents can motivate

their children to study hard despite of the factors affecting the growth and development of

their children. If parents are aware of the difficulties that their children encounter in school,

it will be easy for them to understand and motivate their children.

 29

School Administrators. The findings of this study will serve as a basis for the

school to consider the recommended solutions to help the students to increase

understanding in terms of virtual learning and online class.

Community. This study would help to promote globally competitive individuals

who can perform in an online based teacher that can easily cope with the changing

environment of education. Having globally competitive individuals with good grammar

skills will leave a good impression to everyone which is essential for the community.

Department of Education. The study will help the Department of Education to

further discuss the factors affecting online learning of the students within its realms.

Commission on Higher Education. The Commission on Higher Education will

focus on the factors affecting the online learning of the college students.

Future Researchers. This research may serve as a reference for those who would

like to conduct a study similar to the present study.

Definition of Terms

The following terms were defined conceptually or operationally for a better

perspective of the study:

Factors. In this study the researchers define factors as something that helps produce

or influence a result.

Online learning. is a form of distance learning in which a course or curriculum is

specifically planned to be delivered entirely online in advance. Faculty use pedagogical

techniques that are unique to studying in a simulated world for teaching, student

participation, and evaluation.

Internal Factors. consist of intelligence, interests, talents, motivation.

 30

External factors. those that come from outside the human include the family

environment, school environment and society.

Google Meet. Google Hangouts Meet, or just Meet, gives educators face-to-face

time with their students - the best alternative to teaching from a physical classroom. With

Hangouts Meet, schools can maintain the flow of communication - between students,

parents, guardians and fellow faculty members - across a secure platform. You may

automatically associate video conferencing with the corporate sector, however; Google

Hangouts Meet is an essential tool for educators when it comes to distance learning.

Individual, small groups or classes (up to 250 participants until September 30, 2020 for G

Suite customers).

Zoom. Zoom is a video collaboration tool that provides a click-and-connect

conferencing solution. It is use for classroom teaching and learning, group discussions, or

even one-on-one office hour meetings.

METHODOLOGY

Research Design, Instrument, Data Gathering Procedures, Sources of Data etc. are

presented in this part of the study.

Research Design

This research used the descriptive qualitative method of research. Descriptive

method deals with first-hand data or already existing knowledge taken from previous

studies or student records. It seeks “what is” and emphasizes on the discovery of ideas and

insights that may affect the development of generalization, principles, or theories (Best and

Kahn 1998). The investigation employs preconceived hypothesis. The researchers begin

with specific questions regarding the problem-situation to be studied. Therefore, the

 31

research deals with specific aspects of the available data in the context of language

learning.

Instrument

With the proper consultation and guidance from their adviser, the researchers

formulated a questionnaire to gather the needed data, specifically the interview guide

containing three questions.

Data Gathering Procedure

In gathering the desired data, the researchers utilized the interview guide and

individualized interviews. The respondents were asked three questions and their answers

were extracted and analyzed.

The researchers conducted a dry run to the students taking up Bachelor of

Elementary Education to test the effectiveness of the interview guide. They asked

permission from the instructor of the subject to conduct the test. After the test, the

researchers modified and revised the items which found very easy and difficult. Then after

the approval of the letter, the questionnaires were distributed to the Third Year Major in

English students via the google forms and the students were given ample time to answer

the questions and retrieved asynchronously.

Sources of Data

This study has two sources of data, namely: Primary and Secondary source. The

primary source of data are the responses of the respondents from the interview guide. While

the secondary source of data came from internet, journals, and books.

Study Site
 32

Locale of the study site identifies the spot or area where the analysis takes place by

suggesting details or characteristics of the location. Locale of the study is described by the

University Research Coordination Office (2013) as a discussion of the study's location or

environment. It gives a short description of the study's location. Only significant features

that are relevant to the current study are listed.

The site of the study is in Bicol College, Inc. It was founded in year 1941 and it is

located at Cor. J.P. Rizal and R.F. Tabuena St., Sagpon, Daraga, Albay. It offers Pre-

School, Elementary, High School, College, Masters and Doctors Degree in the Graduate

School, The College of Teacher Education has a PACUCOA Level III status as well as the

Two programs in the Graduate School. To date, Bicol College, Inc. has nineteen (19)

accredited programs, either by PACUCOA or the CHED Regional Quality Assurance

Team.

Data Analysis Plan

In analyzing the collected data from the respondents, the researchers will use

Thematic Analysis. It is a method of analyzing qualitative data. It is usually applied to a

set of texts, such as interview transcripts. The researcher closely examines the data to

identify common themes – topics, ideas, and patterns of meaning that come up repeatedly

(Caulfield, J. 2019). 8 processes of qualitative research.

The researchers will also utilize the two approaches of Thematic Analysis, namely:

Inductive Approach and Deductive Approach. Wherein an Inductive Approach,

involves allowing the data to determine your themes. While in Deductive Approach, it

involves coming to the data with some preconceived themes you expect to find reflected

there, based on theory or existing knowledge. (Caulfield, J. 2019).

 33

THEMATIC ANALYSIS

INDUCTIVE APPROACH DEDUCTIVE APPROACH

Allowing data to determine the themes. Based on theory or existing
knowledge.

Step 1 Step 1
Familiarization with the collected data Defining and Naming Themes
from the respondents

Step 2 Step 2
Generating Initial Codes Reviewing Themes

Step 3 Step 3

Searching for themes Searching for themes

Step 4 Step 4

Reviewing Themes Generating Initial Codes

Step 5 Step 5

Defining and Naming Themes Familiarization with the collected

data from the respondents

Step 6 Step 6
Presenting and Discussing Results Presenting and Discussing Results

Figure 3. Steps in Utilizing Thematic Analysis

 34

After collecting the data, the researchers will read thoroughly all the data and start

analyzing it. The researchers will then codify them. Coding is the process of highlighting

pieces of text – usually phrases or sentences – and creating shorthand marks or "scripts" to

denote their content (Caulfield, J. 2019). Once, the researchers are done coding, they will

begin generating and reviewing themes. The researchers will now define the themes and

proceed to the results and discussion. The Figure 4 below shows the stages of Thematic

Analysis.

RESULTS AND DISCUSSION

This section presents the analysis, interpretation and presentation of the data

gathered from the respondents. Tables are used by the researchers to easily understand the

collected data. The collected data are presented according to the statement of the problem.

Supposedly, the researchers should have a total enumeration of eighteen (18)

English Major Students as their respondents. However, during the data gathering schedule

some of the students were not around due to weak signal and sudden power interruption.

Out of eighteen (18) respondents, only sixteen (16) students or eighty nine percent (89 %)

were available.

In order to be clearly understand the result of the interview, the researchers

presented the actual extracted result of the interview through thematic presentation. Hence,

the following thematic titles were drawn: 1. The New Normal System of Education and the

Common Problems in Coping up with the Signal Reception brought by the Internet Service

Providers (ISP). 2. Coping Up with Online Learning System Under Family and Daily

House Responsibilities. 3. Learning in a non-academic Environment 4. Online Learning

 35

Tools: Its Shortcomings in the Eyes of the Students. and 5. Personal Setbacks on the sudden

adaptation of the Screen Academic Environment.

1. Factors Affecting Online Learning

1. The New Normal System of Education and the Common Problems in Coping up with
the Signal Reception brought by the Internet Service Providers (ISP)

Based on the interview conducted by the researchers’ weak signal reception has an

effect on students' involvement in synchronous and asynchronous meetings, according to

the majority of students (40 percent). This could be due to the weather or the student's

location. Respondents face technical difficulties during the online discussion as a result of

the weak signal. They are unable to hear the speaker clearly and are abruptly disconnected.

According to Respondent no.1:

“My god! My first struggle in complying to online class is

my cellphone was broken at the time when the online class start!
Actually, my phone didn’t work anymore, thanks to my mother she
let me borrow her phone, but another thing is there having a
problem on the network sim of that phone it didn’t work so I just
went to my friend and connect to their WIFI and sometimes I
connect to her hotspot and I provide load of course With that I can
be able to participate in online class.”

The same sentiment made by Respondent no.2 saying:

“I was technically unprivileged in first few months of online

class due to inconsistent internet connection, inefficient phone and
lack of computer which I had no choice but to rush my parent
provide me those basic requirements.”

Supported by the statement of Respondent no.3:

“First was the internet connection, because I lived in a place

with no such internet connection using data, but since there is ‘piso
wifi vendo’ machine here I can access just to comply.”

Respondent no.4 talked about how his geographical area affects his
online learning:
 36

“Were in the upland place of Masbate city where data and

internet connection are very weak, what I do is during exam I go to
city just to take it and sometimes I went to highland part of our
Brgy. Just to have may class.””

Respondent no.5 also talked about her experience:

“In the middle of discussions or recitation in gmeet, I

disappeared suddenly. I can’t hear their discussions clearly
because it lags a lot.”

Respondent no.6 experienced the same thing:

“The poor internet connection, when in we have a google

meet, I suddenly lost due to weak signal.”

Respondent no.7 also said something about his internet connection:

“Fortunately, there is mobile data, and my neighbor

installed their Piso WIFI. And if this 2 fails my alternative is going
to my Aunt who has internet connection.”

Respondents above shared the same theme in the objective number one of the

studies which was the Weak Signal Reception in their area.

Based on the study of Almaiah and Almulhem suggested a new approach based on

the Delphi process to assess the success factors of e-learning system implementation in

Saudi Arabia in another analysis (Almaiah et al. 2016a). The findings identified 11

essential factors that were divided into four domains: website quality, technology options,

top management support, and academic faculty e-learning knowledge.

Weak signal reception falls under the technology options, where the study of

Almaiah and Almulhem implies that when students find the necessary hardware,

software, internet connection and technical support are available for them

continuously; they would be able to implement the mobile learning effectively.

 37

In this kind of situation wherein the respondent was forced to do something from

an external factor that he/she was experiencing in the span of the discussion of a lesson in

online class/session. The cognitive, social, and teaching/learning abilities of the

respondents were deeply affected because the respondents are focused on how to get a good

signal reception to participate in online class/session, they are exhausted from all the efforts

they're making just to get a good signal. The Community of Inquiry (CoI) developed by

Garrison, Anderson & Archer (2000) is hindered by this kind of external factors.

2. Coping with Online Learning System Under Family And Daily House Responsibilities.

Another factor affecting online learning of the respondents is Household chore. 3

out of 16 respondents said they must do their regular household chores and at the same

time to attend online class. Household chores divert students' attention away from online

lessons. Students often fail to control their time effectively when taking an online class and

completing assigned assignments or activities. Below are the sentiments of the respondents

regarding how household chore affects their online learning.

Respondent no.8 said that:

“It is just that sometimes, I am the one doing the household

chores and it is giving me hard time in complying to online class.”

Respondent no.9 supported the statement above:

“I need help in household chores then I have classes, so I

choose to help my mom first.”

Respondent no.10 have a detailed description on how household

chores deeply affected her online learning:

“I feel pressured because there so many responsibilities at

home, such as taking care of my younger siblings, cooking meals,
cleaning up after them, etc. I also find it harder to have any
 38

motivation when I’m doing school assignments. When I’m

surrounded by all these other temptations like my phone or other
electronics, I lose any will to do work.”

Based on the study of Henaku, E. (2020), it revealed that household chores have a

deep effect on participating an online learning. Household Production or household chore

could result to different forms of disruption in participating online learning. Based on their

study most of the disruptions they encountered at home results to not attending online

learning or distracted attention to the lesson. The study revealed that performing these

household production or household chore prevents the respondents to participate in an

online learning or discussion.

Household chores is one of the external factors affecting online learning of the

respondents that is acquainted with the Community of Inquiry theory proposed by

(Garrison, Anderson, & Archer, 2001). The mind of the students was occupied with variety

of household chores in a daily basis that diverts their attention and hinders their acquisition

of information during the conduct of course content delivery in an online mode of learning.

In this sense, the cognitive presence of the respondents is hindered by this factor in such a

way that they cannot fully participate in online discussion and open-ended question to

enhance their critical thinking.

3. Learning in a non-academic Environment

There were 2 out of 16 respondents recorded that they were facing Unconducive

Learning Environment such as noisy and unorganized surrounding that interfere the

delivery of course content. The students cannot pay attention because of vehicular noise or

even conversations among family members.

Respondent no.11 said that:

 39

“The thing I have considered for connecting to the online

class is that your surroundings should be well organized so that
you can focus on your studies and you should also have enough
sleep to do it properly.”

Seconded by Respondent no.12:

“I have to find a place where I could do my online class, and
it is hard for me because every day I have to travel just to comply
for my online learning.”

Based on the study of Che Ahmad Azlan., et. al. (2020)., The e-learning and study-

from-home climate concurred a ton of adaptability. Nonetheless, understudies likewise

thought that it was trying to center on account of interruptions, absence of commitment and

mental pressure. Specialized issues, like helpless Internet availability and restricted

information plans, likewise intensified the issue.

It is supported by the theory of Siemens (2004) Connectivism, said that "the

integration of principles explored by chaos, network, and complexity and self-organization

theories [where] learning is a process that occurs within nebulous environments of shifting

core elements –not entirely under the control of the individual. "

4. Online Learning Tools: Its Shortcomings in the Eyes of the Students.

2 out of 16 respondents claim they have insufficient online tools such as mobile

phones, laptops, and desktop computers, which makes it difficult to complete tasks that

require the use of a variety of formats such as PDF files, Power Point presentations, and

Microsoft documents.

Respondent no. 13 said that:

"The lack of mobile or gadgets, I personally I am using

only cellphone in online learning and it is not enough to use. "
Supported by Respondent no.14:
 40

“Since I am from a less fortunate family, I don't have the

gadgets that could be used for my class such as, laptop, including
internet connection.”

Manuel, J. (2020) said that "technical issues" are also referring to the equipment

used for online communication, such as a headset, laptop (or computer), microphone,

speakers, and so on. However, according to Garcia, Weiss, et al. (2020), complete access

to online learning is far from universal, and students from low-income families are less

likely to have access to the main opportunities and experiences needed to attend school

online.

According to Siemen (2020), students must understand and be given experiences

in navigating and recognizing oceans of constantly shifting and changing knowledge.

However, considering that some students cannot go online due to inadequate online tool,

for some students may lack one or more devices for clearer online communication or some

of them borrow laptop from their neighbors or their mobile phones were broken and so on.

In this sense, the Connectivism Theory is hampered by insufficient online tools, as the

theory proposed that learning could reside in non-human appliances. Therefore, this aspect

influences the respondents' online learning.

5. Personal Setbacks on the sudden adaptation of the Screen Academic Environment.

Lack of motivation is something that many people are experiencing on a daily basis

during the pandemic. It is more popular among those who attend school and must work.

According to Turner, S. (2020), the new format for their classes has left many students

feeling unmotivated, which may impact their academic success during the term. This

impact can have a variety of causes, with some citing a lack of structure in online learning

versus conventional classroom instruction.

 41

Respondent 15 said that:

“In terms of academic, it is quite efficient for me to comply

with the requirement and activities, but my main enemy is the
procrastination.”

The same statement from Respondent no.16:

“Internet Connection and the eagerness to learn. Sometimes

I didn’t feel the motivation at all.”

Based on the statements of the respondents, the root cause of having lack of

motivation in an online learning modality include the absence of personal interaction,

limited time for academic conversations, and the comparison between conventional

scholastic setting from online learning modality where one of the respondents said that

he/she cannot perform well unlike when he/she is in a tangible classroom. Lack of

motivation will eventually result to laziness and procrastination.

According to Al-Gahtani (2016), He found that the foremost critical determinants

of e-learning acknowledgment were liveliness, self-efficacy, and uneasiness, whereas

utilizing computers, discernments of outside control, subjective standards and seen value.

It is supported by the theory of Connectivism, believes that much of Kozan and

Caskurlu's proposed modifications ignore the central concept found in each involvement

with respect to both individual and mutual perceptions in a group learning experience.

Separating instructor and learner roles (participants are both teacher and learner in a fully

shared learning experience) compromises the dignity of the learning process.

2. Internal and External Factors Affecting Online Learning of the Respondents

In general, the factors affecting online learning of the respondents are divided into

two types, namely, Internal Factors and Internal Factors. Where in Internal or Human
 42

factors consists of interests, talents, and motivation, while External factors or those that

come from outside the human include the family, environment, school environment and

society. Fitrianti, H., & Nur A.S. (2018).

Based on the data gathered from the respondents' interviews, the researchers

described four external factors influencing their online learning: 1. The New Normal

System of Education and the Common Problems in Coping up with the Signal Reception

brought by the Internet Service Providers (ISP)2. Coping Up with Online Learning System

Under Family And Daily House Responsibilities. 3. Learning in a non-academic

Environment 4. Online Learning Tools: Its Shortcomings in the Eyes of the Students.

According to Fitrianti, H., and Nur A.S. (2018), this falls under external factors in the sense

that it comes from beyond the person and includes the family, environment, school

environment, and community. Although there is only one internal factor influencing

respondents' online learning, it is (1) Personal Setbacks on the sudden adaptation of the

Screen Academic Environment. This factor was classified as an internal factor since,

according to Fitrianti, H., and Nur A.S. (2018), internal or human factors include intellect,

desires, skills, and motivation.

Conclusions

After making analysis and interpretation on the data gathered, this study revealed

that there were five (5) emerging factors affecting online learning of Third Year English

Major students at Bicol College Inc. such as: 1. The New Normal System of Education and

the Common Problems in Coping up with the Signal Reception brought by the Internet

Service Providers (ISP)2. Coping Up with Online Learning System Under Family and

Daily House Responsibilities. 3. Learning in a non-academic Environment 4. Online

 43

Learning Tools: Its Shortcomings in the Eyes of the Students. and 5. Personal Setbacks on

the sudden adaptation of the Screen Academic Environment.

Among the five (7) emerging factors affecting online learning of Third Year

English Major students at Bicol College Inc., 1. The New Normal System of Education and

the Common Problems in Coping up with the Signal Reception brought by the Internet

Service Providers (ISP) was recorded to have the largest percentage of (40%). This implies

that during the conduct of Online Learning, Weak Signal Reception hinders them to fully

participate in accomplishing school-related tasks. This study concluded that the external

and internal factors affecting online learning does affect the learner’s skills, abilities and

understanding about the lessons and interactions of the learners made during online

class/session.

Recommendations

This unprecedented event has forced all of us to engaged in virtual/online learning

with a little knowledge and experience or not to conduct such modality. Teaching and

learning work best when faculty, instructional staff, and students are invested and engaged.

What is often lost when we ask the “effective” question is that investment and engagement

are modality-independent qualities Haynes, C. (2017). The researchers have come to a

doable solution based on the findings of data gathered. The Bicol College Institution shall

provide options whether the student wants to engage in an online learning modality, or they

will have their uniform printed or ready-made modules. These options will allow the

students to assess themselves to which option that best fit to them considering the internal

and external factors affecting online learning experience.

External Factors Affecting Online Learning

 44

1. The New Normal System of Education and the Common Problems in Coping up

with the Signal Reception brought by the Internet Service Providers (ISP)

Students- the students must address this problem properly to the professors and to

the local government unit to come up with a solution that could help in the online learning

of the students. Professors must adhere consideration for the students that are experiencing

weak signal reception in their area. Flexible and adjusted deadline for the activities and

schoolwork given by the professors. The local government unit is probably aware that their

area is experiencing weak signal reception, the official must find a spot where there is a

strong signal reception that could sustain the demands of an online learning of the students.

The place where the internet connection is strong enough must be conducive for learning,

a quiet, safe, and clean place to participate in an online learning.

Parents- the parents must be fully aware of the online learning that their children

are up to. Moral support and the financial support are vital for the students for them to

continue this kind of set up in an online learning. The voice of the students in the Barangay

assembly in addressing the “Weak signal reception” in the area are not loud enough to be

heard by the officials, therefore; the parents should use their voices to address the problem

and proposed a solution that could help to minimize the burden of the “Weak signal

reception” in their area. In that way the issues and concerns of the students about the signal

reception could result in a favorable stand for the students.

Teachers/Professors- The professors and instructors shall be flexible enough on

making use of other online platforms to set the interest of the students and facilitate more

meaningful online learning education. Teachers’ creativity and their systematic approach

does make a huge impact to online discussion. On the other hand, the instructors shall
 45

adhere consideration and understanding for students that seem to struggle and cannot

comply to the demands of online class learning due to the weak signal reception

experiencing by some of the students.

School Administrators- the school administrators must have an option for the

students for different situation that could affect their learning during pandemic. For the

students that are experiencing weak signal reception, the student must have the right to

choose what kind of learning modality he/she wants to use according to their capacity. For

instance, the student comes from afar-flung area where signal is nowhere to be found, in

this kind of situation the institution must give an option for those students that are challenge

because of geographical reasons. Either modular learning is strongly recommended for

those students, but not limited to synchronous learning as well.

Local Government unit- the LGU’s must conduct a survey on the learning

modalities that the students in their area are on, if most of the students are enrolled in a

synchronous type of learning modality, they should enforce the internet connection in the

Barangay to prevent the internet halt because of the demand or traffic of the internet usage

in their area, furthermore if the result of the survey falls on the result that majority of the

students that are residing in their area use the modular mode of learning, the Barangay

officials must be involved in retrieving and delivering modules for the students to ensure

the safety and to minimize the exposure of the students to the inevitable danger brought by

the Covid19 virus.

2. Coping with Online Learning System Under Family and Daily House Responsibilities.

Student- the students must be aware of their schedule in attending to online

learning. Informing their parents about the school activities they must do, to comply and
 46

meet the demands of the online learning, by this the parents could lessen their daily

household chore they have to do.

Parents- the parents must be aware if their child cannot do such task, as a parent

you should know the top priority and what must be done first by your child. Without

questions being asked the parents should know if their children are struggling in their

studies, parents should be more understanding and open to their child to give support and

advice about their experiences and difficulty to online learning. Minimizing the household

chore that their child needs to attend daily is a great help in participating in an online

learning.

3. Learning in a non-academic Environment

Students- the student himself can say and assess whether a certain place or

environment is conducive enough or not in an online learning. Students must properly

address this kind of concern to their parents and if possible, to the LGU or barangay so that

they could at least find a way to support and provide a place that is free of noise and

destruction during an online class. Unconducive learning environment is a big factor

affecting online learning of the students.

Parents- the parents should try their absolute best to provide the suitable learning

environment for their children because every child has a different coping mechanism in

every learning environment that they are in.

Local government unit- if the parents of the student can provide the suitable

learning environment for the students, the LGU must do something to append the lack of

the parents. After all these students are the future leaders of the community.

4. Online Learning Tools: Its Shortcomings in the Eyes of the Students.

 47

Students-proper online tools and gadgets are vital to meet the demands of online

learning. Unsuitable gadget may lead to students’ frustration. If the gadgets are not suitable

for online learning and if the parents do not have the capacity to provide the suitable gadget

that their child needs to an online learning, then students could request for a modular

modality.

Parents- the parents must do their best to give the suitable gadgets for the online

learning of the students, if the parents are planning to buy a new gadget to sustain the online

learning of their child, the parents must ask the respective professors to know the proper

specs of the gadget that requires their child to use. It will help them to realize the

importance of the specs and the needs for an online learning when it comes to the suitable

gadget. Guaranteed that their money will not go to waste in purchasing the said gadget.

Teacher/Professor- the teacher/professor must use application that requires little

amount of data and the memory usage, if possible, so that it can lessen the lags and staters

of the students. Basic format of files is helpful for the students who have outdated specs

for an online learning.

Local government unit- The local government unit or the barangay shall

acknowledge that there are many students struggling to comply in online class and they

must take necessary actions to at least help those who could not afford to have their own

internet connectivity at home through passing a resolution that will provide free-Wi-Fi for

students to connect. This will help the students to worry less about where to get their

internet data and the expenses of their family to buy load.

Internal Factor Affecting Online Learning

5. Personal Setbacks on the sudden adaptation of the Screen Academic environment.

 48

Students- the students must be honest enough and avoid procrastinating. Learn to

manage their time and reflect on the top priorities that they need to attend to. They shall

make to-do-list so that they are on track on the things they needed to accomplish for a

certain period. Also, the students shall not be afraid to seek guidance from their professors,

family, peers, classmates, and friends whenever they feel odd over things because of

different responsibilities in school and home.

Parents- the parents must be open for the students and vice versa, by this the

parents can give reward for their child’s achievement even though it is an online learning.

Teacher/Professor- the teacher/professor could come up with a reward system

wherein they can acknowledge those who are top performing students at the end of the

term.

Local government unit- in cooperation with the institution, the LGU can give

recognition for those students that are outstanding in performing in their respective

institutions.

The future researchers are encouraged to do studies that will further discuss the

following:

1. Instructor’s Involvement

2. Online Learning Styles

3. Digital Literacy of the Students and Educators

 49

References

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quality of mobile learning system based on students’ perspectives. Engineering
Science and Technology, an International Journal.19(3):1314–1320.

Al-Gahtani SS. (2016;) Empirical investigation of e-learning acceptance and assimilation:

A structural equation model. Applied Computing and Informatics. 12(1):27–50.

Bellaaj, M., Zekri, I., &Albugami, M. (2015). The continued use of e-learning system:
An empirical investigation using UTAUT model at the University of Tabuk.
Journal of Theoretical and Applied Information Technology, 72(3).

https://www.researchgate.net/profile/EugeneHenaku/publication/342586709_COVID19_
Online_Learning_Experience_of_College_Students_The_Case_of_Ghana/links/5
efbf4ca299bf18816f5fecb/COVID-19-Online-Learning-Experience-of-College-
Students-The-Case-of-Ghana.pdf. (n.d.).

Bates, T. (2020), Online Learning and Distance Education Resources.

https://www.tonybates.ca/2016/07/15/online-learning-for-beginners-1-what-is-
online-learning/.

Blundell, G.E., Castañeda, D.A. & Lee, J. (2020). A Multi-Institutional Study of Factors
Influencing Faculty Satisfaction with Online Teaching and Learning. Online
Learning, v24 n4 p229-253 Dec 2020. Retrieved from:
https://eric.ed.gov/?id=EJ1277757.

Caulfield, J. (2019). How to do Thematic Analysis. Scribbr.com.

https://www.scribbr.com/methodology/thematicanalysis/#:~:text=Thematic%20an
alysis%20is%20a%20method,meaning%20that%20come%20up%20repeatedly.

Fitrianti, H., & Nur, A.S. (2018). Structural Model of External and Internal Factors that
Influence Students’ Mathematical Learning Achievement. Atlantis Highlights in
Engineering (AHE), volume 1. Retrieved from: https://www.atlantis-
press.com/article/55910958.pdf.

Garcia, E., Weiss, L., &Engdahl, L. (2020). Access to online learning amid coronavirus is
far from universal, and children who are poor suffer from a digital divide.
Economic Policy Institute. https://www.epi.org/blog/access-to-online-learning-
amid-coronavirus-and-digital-divide/.

Glen, S. (2011). "Make a frequency chart and determine frequency" From

StatisticsHowTo.com: Elementary Statistics for the rest of us!
https://www.statisticshowto.com/how-to-make-a-frequency-chart-and-determine-
frequency/.
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Glen, S. (2017). "Sampling Design" From StatisticsHowTo.com: Elementary Statistics

for the rest of us! https://www.statisticshowto.com/sampling-design/.

Haynes, C. (2017). Breaking Through the Stigma of Online Education. Retrieved from:
https://www.insidehighered.com/digital-learning/views/2017/05/24/breaking-
stigma-online-education.

Keskin, S., &Yurdugal, H. (2009). Factors Affecting Students’ Preferences for Online
and Blended Learning: Motivational vs. Cognitive. European Journal of Open,
Distance and E-Learning, v22 n2 p71-85 2019. Retrieved from:
https://eric.ed.gov/?id=EJ1245921.

Kikuchi, H. (2006). Motivational Factors Affecting Online Learning by Japanese MBA

Students. Australasian Journal of Educational Technology, v22 n3 p389-415
2006. Retrieved from: https://eric.ed.gov/?id=EJ845873.

Manuel, J. (2020, March 15). Advantages and Disadvantages of Online Classes.

Noypigeeks. https://www.noypigeeks.com/featured/advantages-
disadvantages-online-classes/.

Salloum, S.A., Mastafa, A., et al., (2019). Factors Affecting the E-Learning Acceptance:
A Case Study From UAE. Education and Information Technologies, v24 n1 p509-
530 Jan 2019. Retrieved From: https://eric.ed.gov/?id=EJ1201912.
 51

APPENDICES
 52

APPENDIX A
CURRICULUM VITAE
 53

Name :Jesus Jr. C. Agarap

Address : Cumadcad, Castilla Sorsogon
Contact No. : 09506882950
Email :jessyagarapjr@gmail.com

PERSONAL PROFILE:
Sex :Male
Age : 27 years old
Birthplace : Vicente Peralta Memorial Hospital, Cumadcad, Castilla Sorsogon
Nationality : Filipino
Birth date : March 30, 1993
Religion : Christian
Father’s name : Jesus M. Agarap
Occupation : Public Servant
Mother’s name :Merly Marie C. Agarap (+)
Occupation : n\a

EDUCATIONAL BACKGROUND:
Tertiary: College of Teacher Education
Bicol College
Sagpon, Daraga Albay
A.Y. 2018-2022

Thesis: Factors Affecting Online Learning of Third Year College English

Major Students of Bicol College, Inc.

Secondary: Moreno Integrated School

Daet, Camarines Norte
S.Y. 2006-2010

Elementary: Cumadcad Central School

Cumadcad, Castilla, Sorsogon
S.Y. 2000-2006
 54

WORK EXPERIENCE: Freelance Host

Event Coordinator\Organizer

SEMINARS ATTENDED:

12th Regional Pre-Service Teacher Education Forum

Theme: “Exploring the New Teacher Education Landscape:
Challenges and Opportunities for the 21st Century”
Albay, Astrodome, Legazpi City
August 3, 2018

Mag-Aaral Sa "New Normal": Sa Pagbalik-Eskwela, Handa Ka Na

Ba?
#Ikawhandakanaba?
Zoom Meeting ID: 934 1376 8843
Zoom Passcode: 451010
Date: April 15, 2021 1:00pm
 55

Name :Noel L. Anonuevo

Address : Bigaa, Legazpi City
Contact No. : 09384172431
Email :lopeznoel661@gmail.com

PERSONAL PROFILE:
Sex :Male
Age : 21 years old
Birthplace : Bigaa, Legazpi City
Nationality : Filipino
Birth date : November 22, 1999
Religion :Iglesia Ni Cristo
Father’s name : Roque Anonuevo
Occupation : Mason
Mother’s name :JenalynAnonuevo
Occupation : Housewife

EDUCATIONAL BACKGROUND:
Tertiary: College of Teacher Education
Bicol College
Sagpon, Daraga Albay
A.Y. 2018-2022

Thesis: Factors Affecting Online Learning of Third Year College English

Major Students of Bicol College Inc.
Secondary: Pag-asa National High School
Pag-asa, Rawis Legazpi City
S.Y. 2012-2018

Elementary: Bigaa, Elementary School

Bigaa, Legazpi City
S.Y. 2006 -2012
 56

WORK EXPERIENCE:

SPES Beneficiar
LGU Legazpi
Year 2018-2021

SEMINARS ATTENDED:

Mag-Aaral Sa "New Normal": Sa Pagbalik-Eskwela, Handa Ka Na

Ba?
#Ikawhandakanaba?
Zoom Meeting ID: 934 1376 8843
Zoom Passcode: 451010
Date: April 15, 2021 1:00pm
 57

Name :Millapre, Sheena B.

Address : Purok 2, San Rafael, Castilla,
Sorsogon
Contact No. :09152776748
Email :keisheenash@gmail.com

PERSONAL PROFILE:
Sex : Female
Age : 23 yrs. Old
Birthplace : Purok 2, San Rafael, Castilla, Sorsogon
Nationality : Filipino
Birth date :October2, 1997
Religion :Born Again Christian
Father’s name :Antonio C. Millapre (+)
Occupation :N/A
Mother’s name : Lilibeth M. Bio
Occupation :Housewife

EDUCATIONAL BACKGROUND:
Tertiary: College of Teacher Education
Bicol College
Sagpon, Daraga Albay
A.Y. 2018-2022
Thesis: Factors Affecting Online Learning of Third Year College
English Major Students of Bicol College, Inc.

Vocational: TESDA SNAS

Hotel and Restaurant Kitchen Services Provider
Mayon, Castilla, Sorsogon
2015-2016
 58

Secondary: San Rafael National High School

San Rafael, Castilla, Sorsogon
S.Y 2010-2014

Elementary: San Rafael Elementary School

San Rafael, Castilla, Sorsogon
S.Y 2004-2010

WORK EXPERIENCE:
(OJT) On Job Training
@Greenwich
Magsaysay Street, Corner Rizal St, Sorsogon City, 4700 Sorsogon

Part Time Worker

@PH0463 Community Kidz Care and Child Development Center
Purok 4, San Rafael, Castilla, Sorsogon

SEMINARS ATTENDED:

12th Regional Pre-Service Teacher Education Forum

Theme: “Exploring the New Teacher Education Landscape:
Challenges and Opportunities for the 21st Century”
Albay, Astrodome, Legazpi City
August 3, 2018

“Sign Language”
BC GS1, Bicol College
Daraga, Albay
October 19, 2018
 59

“Pagtuturo ng Wikang Pambansa, MgaPagtataya at

PagtatasangProsesosaPagtuturo at Pagkatuto”
Bibiana Hall, Bicol College
Daraga, Albay
November 12, 2018

Seminar-Workshop on English Language

Theme: “Developing Students Writing Skills for Global
Competitiveness”
BC Gymnasium, Bicol College
Daraga, Albay
September 20, 2019
 60

APPENDIX B
(TRANSMITTAL LETTERS)
 61

BICOL COLLEGE, INC.

Cor. J.P. Rizal &Tabuena Sts.
Sagpon, Daraga, Albay 4501

COLLEGE OF TEACHER EDUCATION

REGIDA N. VIBAR, Ed. D

Dean, College of Teacher Education
Bicol College
Daraga, Albay

Madam:
We would like to ask for your permission to allow us to conduct our study entitled,
“Factors Affecting Online Learning of Third Year College English Major Students of
Bicol College Inc.” We decided to have a total enumeration of 16 Third Year English
Major Students from College of Teacher Education as respondents of this study. The data
that will be gathered from the respondents will serve as the primary source to answer the
objectives of the above- mentioned action research.

We are hoping for your favorable response. Thank you very much!

Respectfully yours,

Jesus Jr. C. Agarap Noel L. Anonuevo Sheena B. Millapre

BSED English III BSED English III BSED English III
Student Researcher Student Researcher Student Researcher

Noted:
MELODY M. BARRANDA, MaEd
Language Research Professor

Approved:

REGIDA N. VIBAR, EDd

Dean, College of Teacher Education
 62

BICOL COLLEGE, INC.

Cor. J.P. Rizal &Tabuena Sts.
Sagpon, Daraga, Albay 4501

COLLEGE OF TEACHER EDUCATION

TERESITA U. AYNERA EdD
College of Teacher Education
Bicol College
Daraga, Albay

Dear Madam:

In partial fulfilment of the requirements for the degree Bachelor of Secondary Education
major in English, the undersigned are currently conducting a research entitled “Factors
Affecting Online Learning of Third Year College English Major Students of Bicol
College Inc.”

In this regard, we are humbly requesting you to sit as our internal panelist for our Title
Defense on January 19, 2021, 1:00 p.m. at GS1.

As aspiring teachers, we will be needing support for us to fulfil our requirements to be full-
fledged teachers in the near future. Your positive response will be highly appreciated.

Thank you.

Respectfully yours,

The Researchers

JESUS JR. C. AGARAP NOEL L. ANONUEVO SHEENA B. MILLAPRE

Noted:

MERIAM L. ABION EdD

Research Adviser

Conforme:

MERIAM L. ABION, EdD

Program Chair, College of Teacher Education
 63

BICOL COLLEGE, INC.

Cor. J.P. Rizal &Tabuena Sts.
Sagpon, Daraga, Albay 4501

COLLEGE OF TEACHER EDUCATION

MARIA BERNARDA TRINIDAD
Dean of OSA
Bicol College
Daraga, Albay

Dear Madam:

In partial fulfilment of the requirements for the degree Bachelor of Secondary Education
major in English, the undersigned are currently conducting a research entitled “Factors
Affecting Online Learning of Third Year College English Major Students of Bicol
College Inc.”

In this regard, we are humbly requesting you to sit as our external panelist for our Title
Defense on January 19, 2021, 1:00 p.m. at GS1.

As aspiring teachers, we will be needing support for us to fulfil our requirements to be full-
fledged teachers in the near future. Your positive response will be highly appreciated.

Thank you.

Respectfully yours,
The Researchers

JESUS JR. C. AGARAP NOEL L. ANONUEVO SHEENA B. MILLAPRE

Noted:

MERIAM L. ABION EdD

Research Adviser

Conforme:

MARIA BERNARDA L. TRINIDAD, MM

Dean of Office of Student Affairs
 64

BICOL COLLEGE, INC.

Cor. J.P. Rizal &TabuenaSts.
Sagpon,Daraga, Albay 4501

COLLEGE OF TEACHER EDUCATION

ZENAIDA S. ALEJO, Ed. D.
Bicol College
Daraga, Albay

Dear Madam:

In partial fulfilment of the requirements for the degree Bachelor of Secondary Education
major in English, the undersigned are currently conducting a research entitled “Factors
Affecting Online Learning of Third Year College English Major Students of Bicol
College Inc.”

In this regard, we are humbly requesting you to sit as our chairman for our Title Defense
on January 19, 2021, 1:00 p.m. at GS1.

As aspiring teachers, we will be needing support for us to fulfil our requirements to be full-
fledged teachers in the near future. Your positive response will be highly appreciated.

Thank you.

Respectfully yours,
The Researchers

JESUS JR. C. AGARAP NOEL L. ANONUEVO SHEENA B. MILLAPRE

Noted:

MERIAM L. ABION EdD

Research Adviser

Approved:

REGIDA N. VIBAR, EdD

Dean, College of Teacher Education
 65

APPENDIX C
(RESEARCH INSTRUMENT)
 66

BICOL COLLEGE, INC.

Cor. J.P. Rizal & R.F. Tabuena Sts.
Sagpon, Daraga, Albay

COLLEGE OF TEACHER EDUCATION

FACTORS AFFECTING ONLINE LEARNING OF THIRD YEAR COLLEGE

ENGLISH MAJOR STUDENTS OF BICOL COLLEGE

Name:________________________________ Course & Year: ______________

This will serve as an interview guide to gather data, evaluate, and analyze Factors
Affecting Online Learning of Third Year College English Major Students
of Bicol College.

1.Narrate your experience that you consider the most challenging one before/during
connecting to online class.

2.What are the things you usually consider when connecting online?

3. What can you recommend or suggest to the Bicol College Inc./ Local Government Unit
in minimizing the shortcomings of online learning?
 67

APPENDIX D
(CERTIFICATION PLAGSCAN
AND GRAMMARLY)
68
69
70
 71

APPENDIX E
(Result of the Research Committee
Evaluation of the Thesis)
 72

BICOL COLLEGE, INC.

Cor. J.P. Rizal & Tabuena Sts.
Sagpon,Daraga, Albay 4501

COLLEGE OF TEACHER EDUCATION

RESULT OF ORAL EXAMINATION

Panel AGARAP ANONUEVO MILLAPRE

Chairman 95 95 95

Internal 95 95 95

External 95 95 95

AVERAGE: 95 95 95

ZENAIDA S. ALEJO, Ed. D.

Chairman

TERESITA U. AYNERA EdD MARIA BERNARDA L. TRINIDAD

Member External Panelist
 73

APPENDIX F
PUBLISHABLE PAPER
 74

FACTORS AFFECTING ONLINE LEARNING OF THIRD YEAR COLLEGE

ENGLISH MAJOR STUDENTS OF BICOL COLLEGE, Inc.

AGARAP, JESUS JR. C.,

agarapjessyjr@gmail.com
https://orcid.org/0000-0002-6940-1895
AÑONUEVO, NOEL L.
lopeznoel661@gmailcom
https://orcid.org/0000-0003-0444-2546
MILLAPRE, SHEENA B.
keisheenash@gmail.com
https://orcid.org/0000-0002-6932-7189

ABSTRACT

This study explored the Factors Affecting Online Learning of Third Year College
English Major Students of Bicol College. It aimed to classify factors as Internal and
External and provided with solution to the disadvantages. The study utilized Qualitative
type of research, with 16 respondents. The descriptive qualitative analysis approach was
used and discovered factors such as: 1. The New Normal System of Education and the
Common Problems in Coping with the Signal Reception brought by the Internet Service
Providers (ISP)2. Coping Up with Online Learning System Under Family and Daily House
Responsibilities. 3. Learning in a non-academic Environment 4. Online Learning Tools: Its
Shortcomings in The Eyes of The Students. and 5. Personal Setbacks on the sudden
adaptation of the Screen Academic Environment. Among the 5 factors of the respondents,
The New Normal System of Education and the Common Problems in Coping with the
Signal Reception brought by the Internet Service Providers was recorded to have the largest
percentage (40%). From the determined factors, the researchers recommend the Institution
to provide options for the students who want to engage in online learning modality. Lastly,
for the Community local officials to take necessary action, by means of passing a resolution
that will provide free-Wi-Fi for students.

Keywords: Online learning, factors, internal and external factors

 75

INTRODUCTION
In the twenty-first century, online learning has evolved into a global medium for
connecting, collaborating, and interesting users in the learning process. Today, online
learning is combined with social networking, resulting in an atmosphere that allows
students, teachers, and professors from all over the world to communicate by using free
and accessible online resources. Online learning modality became the backbone of both
students and teachers towards dissemination of information and the acquisition of learning
especially in this time of pandemic. In this learning modality where technology plays a
vital role in the conduct of online learning through synchronous and asynchronous class,
students and teachers need to familiarize and be equipped with the use of variety of online
platforms to attain effective and collaborative teaching and learning experience. Since
Colleges and Universities are increasingly adopting the use of Online Learning, it is
important to gain awareness with regards to the factors that may affect the participation of
the students during the conduct of course content delivery.
One of the goals of modern education is to help students become self-directed,
proactive learners. As Knowles (1988) suggested in his adult learning theory, self-directed
learning fosters an ability to care about the methods and goals of learning. In urban colleges
and universities, adult students are accustomed to taking traditional face-to-face (FTF),
online, or mixed instruction courses. “Software has the potential to open the university's
doors to a wider audience, provide options for non-traditional students, and extend
programs to audiences that may not otherwise be able to attend classes on campus.” as the
age of computational technology has arrived (Wright, Marsh, & Miller, 2000,).
While the threat of Coronavirus Disease 2019 (COVID-19) pandemic in the
Philippines is increasing, travel bans to mainland China, Hong Kong, Macau, and South
Korea have all been implemented in order to slow the spread of infectious disease in the
region. The Department of Health (DOH) lifted its "Code Red Sub-Level 1" status on
March 7, 2020, with a recommendation to the Philippines' President to declare a "public
health emergency," allowing the Department of Health to mobilize resources for the
procurement of protective equipment and the imposition of preventive quarantine
measures. President Rodrigo Duterte issued Proclamation No. 922 on March 9, declaring
a state of public health emergency in the Philippines. On March 16, the lockdowns were
extended, putting the whole island of Luzon under an "enhanced community quarantine"
(ECQ) status.
Most governments have chosen to use quarantine procedures and temporarily
closed their educational institutions in order to stop COVID-19 from spreading. As a result,
over a billion students around the world have been impacted. Over 28 million Filipino
students from all academic levels were among those who had to remain at home and adhere
to the Philippine government's quarantine policies (UNESCO, 2020). The imposed
lockdown forced the Philippines' schools, colleges and universities to immediately suspend
classroom teaching or face-to-face classes in all levels both public and private schools and
 76

had to stay at home as advised by the President in early March 2020, when nothing was
clear about the disease and no viable cure or vaccine was available.
The transition from classroom teaching to Online Learning has created a new
learning environment for some students, especially those in the Bicol Region who are
participating in a mainstream of distance learning, as opposed to students from other
countries who have been using the Online Learning Modality prior to the demands in
education amidst of the spread of COVID-19 Pandemic. Despite the fact that we are in the
midst of a health crisis, Bicolano students were also devastated by Super Typhoon Rolly,
and students in the region were left to pick up the pieces while attending to the demands of
their online classes, knowing that many areas remain without power or cell phone service
and the students were not emotionally and financially ready.
Since the pandemic hit the world and greatly impacted the educational system
resulting to class suspensions, the new mode of learning became the most suitable platform
to use in order to continue education without compromising our health and dismantling the
chance of getting infected with the virus, the Bicol College Inc. is now one of the many
HEI’s embracing the online mode of learning. The implementation of the said learning
modality has plenty of things to consider since it is the first time of the Bicol College Inc.
to use online learning and it is a shift from traditional scholastic setting to online learning
modality that has marked a difference in the course content delivery.
Some of the things to consider about its implementation, may include the students’
location knowing the fact that students enrolled in the Bicol College, Inc. are rescinding in
urban and rural areas, in which their online learning experience may differ due to weak
signal reception. Though the educational demand is widely increasing in this time of
pandemic, both students and professors must be knowledgeable enough in the shift of
teaching and learning process from traditional scholastic setting to online mode of learning
as well as to the use of variety of online platforms. It is indeed necessary to determine if
there were existing factors affecting online learning of the students’ that interfere their
learning experience and active participation. To determine the factors is to come up with
doable solutions that will enhance the students’ online learning experience into a
collaborative and informative discussion resulting them to become productive and globally
competitive individual in this technological age amidst the pandemic.
OBJECTIVES
The foremost objective of this study is to evaluate the Factors affecting Online
Learning of Third Year College English Major students at Bicol College, Inc. Specifically,
it aimed to study the following objectives: (1.) Identify the factors affecting online learning.
(2.) Classify the factors as follows: a. Internal Factors b. External Factors (3.) Come up
with a solution to the disadvantages of the factors affecting online learning of the
respondents.
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METHODOLOGY
Research Design, Instrument, Data Gathering Procedures, Sources of Data etc. are
presented in this part of the study.
This research used the descriptive qualitative method of research. Descriptive
method deals with first-hand data or already existing knowledge taken from previous
studies or student records. It seeks “what is” and emphasizes on the discovery of ideas and
insights that may affect the development of generalization, principles, or theories (Best and
Kahn 1998). The investigation employs preconceived hypothesis. The researchers begin
with specific questions regarding the problem-situation to be studied. Therefore, the
research deals with specific aspects of the available data in the context of language
learning.
With the proper consultation and guidance from their adviser, the researchers
formulated a questionnaire to gather the needed data, specifically the interview guide
containing six questions.
In gathering the desired data, the researchers utilized the interview guide and
individualized interviews. The respondents were asked six questions and their answers
were extracted and analyzed.
The researchers conducted a dry run to the students taking up Bachelor of
Elementary Education to test the effectiveness of the interview guide. They asked
permission from the instructor of the subject to conduct the test. After the test, the
researchers modified and revised the items which found very easy and difficult. Then after
the approval of the letter, the questionnaires were distributed to the Third Year Major in
English students via the google forms and the students were given ample time to answer
the questions and retrieved asynchronously.
This study has two sources of data, namely: Primary and Secondary source. The
primary source of data are the responses of the respondents from the interview guide. While
the secondary source of data came from internet, journals, and books.
The site of the study is in Bicol College, Inc. It was founded in year 1941 and it is
located at Cor. J.P. Rizal and R.F. Tabuena St., Sagpon, Daraga, Albay. It offers Pre-
School, Elementary, High School, College, Masters and Doctors Degree in the Graduate
School, The College of Teacher Education has a PACUCOA Level III status as well as the
Two programs in the Graduate School. To date, Bicol College, Inc. has nineteen (19)
accredited programs, either by PACUCOA or the CHED Regional Quality Assurance
Team.
In analyzing the collected data from the respondents, the researchers will use
Thematic Analysis. It is a method of analyzing qualitative data. It is usually applied to a
set of texts, such as interview transcripts. The researcher closely examines the data to
identify common themes – topics, ideas, and patterns of meaning that come up repeatedly
(Caulfield, J. 2019). 8 processes of qualitative research.
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The researchers will also utilize the two approaches of Thematic Analysis, namely:
Inductive Approach and Deductive Approach. Wherein an Inductive Approach, involves
allowing the data to determine your themes. While in Deductive Approach, it involves
coming to the data with some preconceived themes you expect to find reflected there, based
on theory or existing knowledge. (Caulfield, J. 2019).
After collecting the data, the researchers will read thoroughly all the data and start
analyzing it. The researchers will then codify them. Coding is the process of highlighting
pieces of text – usually phrases or sentences – and creating shorthand marks or "scripts" to
denote their content (Caulfield, J. 2019). Once, the researchers are done coding, they will
begin generating and reviewing themes. The researchers will now define the themes and
proceed to the results and discussion.
RESULTS AND DISCUSSION
This section presents the analysis, interpretation and presentation of the data
gathered from the respondents. Tables are used by the researchers to easily understand the
collected data. The collected data are presented according to the statement of the problem.
Supposedly, the researchers should have a total enumeration of eighteen (18)
English Major Students as their respondents. However, during the data gathering schedule
some of the students were not around due to weak signal and sudden power interruption.
Out of eighteen (18) respondents, only sixteen (16) students or eighty nine percent (89 %)
were available.
In order to be clearly understand the result of the interview, the researchers
presented the actual extracted result of the interview through thematic presentation. Hence,
the following thematic titles were drawn: 1. The New Normal System of Education and the
Common Problems in Coping up with the Signal Reception brought by the Internet Service
Providers (ISP). 2. Coping Up with Online Learning System Under Family and Daily
House Responsibilities. 3. Learning in a non-academic Environment 4. Online Learning
Tools: Its Shortcomings in the Eyes of the Students. and 5. Personal Setbacks on the sudden
adaptation of the Screen Academic Environment.
1. Factors Affecting Online Learning
1. The New Normal System of Education and the Common Problems in Coping up with
the Signal Reception brought by the Internet Service Providers (ISP)
Based on the interview conducted by the researchers’ weak signal reception has an
effect on students' involvement in synchronous and asynchronous meetings, according to
the majority of students (40 percent). This could be due to the weather or the student's
location. Respondents face technical difficulties during the online discussion as a result of
the weak signal. They are unable to hear the speaker clearly and are abruptly disconnected.
According to Respondent no.1:
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“My god! My first struggle in complying to online class is

my cellphone was broken at the time when the online class start!
Actually, my phone didn’t work anymore, thanks to my mother she
let me borrow her phone, but another thing is there having a
problem on the network sim of that phone it didn’t work so I just
went to my friend and connect to their WIFI and sometimes I
connect to her hotspot and I provide load of course With that I can
be able to participate in online class.”
The same sentiment made by Respondent no.2 saying:
“I was technically unprivileged in first few months of online
class due to inconsistent internet connection, inefficient phone and
lack of computer which I had no choice but to rush my parent
provide me those basic requirements.”
Supported by the statement of Respondent no.3:
“First was the internet connection, because I lived in a place
with no such internet connection using data, but since there is ‘piso
wifi vendo’ machine here I can access just to comply.”
Respondent no.4 talked about how his geographical area affects his online learning:
“Were in the upland place of Masbate city where data and
internet connection are very weak, what I do is during exam I go
to city just to take it and sometimes I went to highland part of our
Brgy. Just to have may class.”
Respondent no.5 also talked about her experience:
“In the middle of discussions or recitation in gmeet, I
disappeared suddenly. I can’t hear their discussions clearly
because it lags a lot.”
Respondent no.6 experienced the same thing:
“The poor internet connection, when in we have a google
meet, I suddenly lost due to weak signal.”
Respondent no.7 also said something about his internet connection:
“Fortunately, there is mobile data, and my neighbor
installed their Piso WIFI. And if this 2 fails my alternative is going
to my Aunt who has internet connection.”
Respondents above shared the same theme in the objective number one of the
studies which was the Weak Signal Reception in their area.
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Based on the study of Almaiah and Almulhem suggested a new approach based on
the Delphi process to assess the success factors of e-learning system implementation in
Saudi Arabia in another analysis (Almaiah et al. 2016a). The findings identified 11
essential factors that were divided into four domains: website quality, technology options,
top management support, and academic faculty e-learning knowledge.
Weak signal reception falls under the technology options, where the study of
Almaiah and Almulhem implies that when students find the necessary hardware, software,
internet connection and technical support are available for them continuously; they would
be able to implement the mobile learning effectively.
In this kind of situation wherein the respondent was forced to do something from
an external factor that he/she was experiencing in the span of the discussion of a lesson in
online class/session. The cognitive, social, and teaching/learning abilities of the
respondents were deeply affected because the respondents are focused on how to get a good
signal reception to participate in online class/session, they are exhausted from all the efforts
they're making just to get a good signal. The Community of Inquiry (CoI) developed by
Garrison, Anderson & Archer (2000) is hindered by this kind of external factors.
2. Coping with Online Learning System Under Family and Daily House Responsibilities.
Another factor affecting online learning of the respondents is Household chore. 3
out of 16 respondents said they must do their regular household chores and at the same
time to attend online class. Household chores divert students' attention away from online
lessons. Students often fail to control their time effectively when taking an online class and
completing assigned assignments or activities. Below are the sentiments of the respondents
regarding how household chore affects their online learning.
Respondent no.8 said that:
“It is just that sometimes, I am the one doing the household chores and it is
giving me hard time in complying to online class.”
Respondent no.9 supported the statement above:
“I need help in household chores then I have classes, so I
choose to help my mom first.”
Respondent no.10 have a detailed description on how household chores deeply
affected her online learning:
“I feel pressured because there so many responsibilities at
home, such as taking care of my younger siblings, cooking meals,
cleaning up after them, etc. I also find it harder to have any
motivation when I’m doing school assignments. When I’m
surrounded by all these other temptations like my phone or other
electronics, I lose any will to do work.”
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Based on the study of Henaku, E. (2020), it revealed that household chores have a
deep effect on participating an online learning. Household Production or household chore
could result to different forms of disruption in participating online learning. Based on their
study most of the disruptions they encountered at home results to not attending online
learning or distracted attention to the lesson. The study revealed that performing these
household production or household chore prevents the respondents to participate in an
online learning or discussion.
Household chores is one of the external factors affecting online learning of the
respondents that is acquainted with the Community of Inquiry theory proposed by
(Garrison, Anderson, & Archer, 2001). The mind of the students was occupied with variety
of household chores in a daily basis that diverts their attention and hinders their acquisition
of information during the conduct of course content delivery in an online mode of learning.
In this sense, the cognitive presence of the respondents is hindered by this factor in such a
way that they cannot fully participate in online discussion and open-ended question to
enhance their critical thinking.
3. Learning in a non-academic Environment
There were 2 out of 16 respondents recorded that they were facing Unconducive
Learning Environment such as noisy and unorganized surrounding that interfere the
delivery of course content. The students cannot pay attention because of vehicular noise or
even conversations among family members.
Respondent no.11 said that:
“The thing I have considered for connecting to the online
class is that your surroundings should be well organized so that
you can focus on your studies, and you should also have enough
sleep to do it properly.”
Seconded by Respondent no.12:
“I have to find a place where I could do my online class, and
it is hard for me because every day I have to travel just to comply
for my online learning.”
Based on the study of Che Ahmad Azlan., et. al. (2020)., The e-learning and study-
from-home climate concurred a ton of adaptability. Nonetheless, understudies likewise
thought that it was trying to center on account of interruptions, absence of commitment and
mental pressure. Specialized issues, like helpless Internet availability and restricted
information plans, likewise intensified the issue.
It is supported by the theory of Siemens (2004) Connectivism, said that "the
integration of principles explored by chaos, network, and complexity and self-organization
theories [where] learning is a process that occurs within nebulous environments of shifting
core elements –not entirely under the control of the individual. "
 82

4. Online Learning Tools: Its Shortcomings in the Eyes of the Students.

2 out of 16 respondents claim they have insufficient online tools such as mobile
phones, laptops, and desktop computers, which makes it difficult to complete tasks that
require the use of a variety of formats such as PDF files, Power Point presentations, and
Microsoft documents.
Respondent no. 13 said that:
"The lack of mobile or gadgets, I personally I am using only
cellphone in online learning, and it is not enough to use. "
Supported by Respondent no.14:
“Since I am from a less fortunate family, I don't have the
gadgets that could be used for my class such as, laptop, including
internet connection.”
Manuel, J. (2020) said that "technical issues" are also referring to the equipment
used for online communication, such as a headset, laptop (or computer), microphone,
speakers, and so on. However, according to Garcia, Weiss, et al. (2020), complete access
to online learning is far from universal, and students from low-income families are less
likely to have access to the main opportunities and experiences needed to attend school
online.
According to Siemen (2020), students must understand and be given experiences
in navigating and recognizing oceans of constantly shifting and changing knowledge.
However, considering that some students cannot go online due to inadequate online tool,
for some students may lack one or more devices for clearer online communication or some
of them borrow laptop from their neighbors or their mobile phones were broken and so on.
In this sense, the Connectivism Theory is hampered by insufficient online tools, as the
theory proposed that learning could reside in non-human appliances. Therefore, this aspect
influences the respondents' online learning.
5. Personal Setbacks on the sudden adaptation of the Screen Academic Environment.
Lack of motivation is something that many people are experiencing on a daily basis
during the pandemic. It is more popular among those who attend school and must work.
According to Turner, S. (2020), the new format for their classes has left many students
feeling unmotivated, which may impact their academic success during the term. This
impact can have a variety of causes, with some citing a lack of structure in online learning
versus conventional classroom instruction.
Respondent 15 said that:
“In terms of academic, it is quite efficient for me to comply
with the requirement and activities, but my main enemy is the
procrastination.”
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The same statement from Respondent no.16:

“Internet Connection and the eagerness to learn. Sometimes
I didn’t feel the motivation at all.”
Based on the statements of the respondents, the root cause of having lack of
motivation in an online learning modality include the absence of personal interaction,
limited time for academic conversations, and the comparison between conventional
scholastic setting from online learning modality where one of the respondents said that
he/she cannot perform well unlike when he/she is in a tangible classroom. Lack of
motivation will eventually result to laziness and procrastination.
According to Al-Gahtani (2016), He found that the foremost critical determinants
of e-learning acknowledgment were liveliness, self-efficacy, and uneasiness, whereas
utilizing computers, discernments of outside control, subjective standards and seen value.
It is supported by the theory of Connectivism, believes that much of Kozan and
Caskurlu's proposed modifications ignore the central concept found in each involvement
with respect to both individual and mutual perceptions in a group learning experience.
Separating instructor and learner roles (participants are both teacher and learner in a fully
shared learning experience) compromises the dignity of the learning process.
2. Internal and External Factors Affecting Online Learning of the Respondents
In general, the factors affecting online learning of the respondents are divided into
two types, namely, Internal Factors and Internal Factors. Where in Internal or Human
factors consists of interests, talents, and motivation, while External factors or those that
come from outside the human include the family, environment, school environment and
society. Fitrianti, H., & Nur A.S. (2018).
Based on the data gathered from the respondents' interviews, the researchers
described four external factors influencing their online learning: 1. The New Normal
System of Education and the Common Problems in Coping up with the Signal Reception
brought by the Internet Service Providers (ISP)2. Coping Up with Online Learning System
Under Family and Daily House Responsibilities. 3. Learning in a non-academic
Environment 4. Online Learning Tools: Its Shortcomings in the Eyes of the Students.
According to Fitrianti, H., and Nur A.S. (2018), this falls under external factors in the sense
that it comes from beyond the person and includes the family, environment, school
environment, and community. Although there is only one internal factor influencing
respondents' online learning, it is (1) Personal Setbacks on the sudden adaptation of the
Screen Academic Environment. This factor was classified as an internal factor since,
according to Fitrianti, H., and Nur A.S. (2018), internal or human factors include intellect,
desires, skills, and motivation.
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Conclusions
After making analysis and interpretation on the data gathered, this study revealed
that there were five (5) emerging factors affecting online learning of Third Year English
Major students at Bicol College Inc. such as: 1. The New Normal System of Education and
the Common Problems in Coping up with the Signal Reception brought by the Internet
Service Providers (ISP)2. Coping Up with Online Learning System Under Family and
Daily House Responsibilities. 3. Learning in a non-academic Environment 4. Online
Learning Tools: Its Shortcomings in the Eyes of the Students. and 5. Personal Setbacks on
the sudden adaptation of the Screen Academic Environment.
Among the five (5) emerging factors affecting online learning of Third Year
English Major students at Bicol College Inc., 1. The New Normal System of Education and
the Common Problems in Coping up with the Signal Reception brought by the Internet
Service Providers (ISP) was recorded to have the largest percentage of (40%). This implies
that during the conduct of Online Learning, Weak Signal Reception hinders them to fully
participate in accomplishing school-related tasks. This study concluded that the external
and internal factors affecting online learning does affect the learner’s skills, abilities and
understanding about the lessons and interactions of the learners made during online
class/session.
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