ASSESSING THE EFFECTIVENESS OF ONLINE CLASS AMONG FIRST

YEAR BSAIS STUDENS OF AGUSAN COLLEGES INC.

RESEARCH PRESENTED TO THE AGUSAN COLLEGES INC.

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE COURSE OF

BACHELOR OF SCIENCE IN ACCOUNTING INFORMATION SYSTEM

By: ADRIAN P. DELOSO

2021
 ii

ABSTRACT

This research process and determine whether the online class are effective or not

through the study of thirty (30) people of first year BSAIS student on the said Institution.

The purpose of this paper is to provide practical suggestions for students as well as

instructors, also to provide proposals for the development of online courses in order for

them to make informed decision in the implementation process.

Based on the findings, the writer proclaim that effective online lessons are

conditional upon; 1. Well-designed course content, motivated interaction between the

instructor and learners, well prepared and fully supported instructors, 2. Creation of a

sense of online learning community, and 3. Rapid advancement of technology and media

used by learners. In doing this, it pins ones hopes that this will invigorating an on going

discussion of effective strategies that can intensify school’s success in transitioning to

teach online, under current discussion on the cost and quality of education this study

could help for the improvement of higher education and student enrollment and retention.
 iii

ACKNOWLEDGEMENT

I would like to extend the thanks and gratitude for my parents who provide a

support throughout the complication of this research paper.

To ma’am Fe C. Ortiz, the research instructor, who continuously giving my

assistance, advice and show different ways how to approach to a research problem and

the need to be persistent to accomplish any goal.

To those first year BSAIS students who participate as I conduct this survey.

Last, but not least, our Almighty God for sharing his wisdom and guidance in

doing this research.

 iv

DEDICATION

It is with my deepest gratitude and warmest affection that I dedicate this study to my

friends and family who have been a constant source of motivation.

 v

TABLE OF CONTENTS

TITLE PAGE i
ACKNOWLEDGEMENT ii
DEDICATION iii
ABSTRACT iv
TABLE OF CONTENTS v

CHAPTER Page

I INTRODUCTION 1
Review of Related Literature 3
Theoretical Framework 14
Statement of the Problem 16
Hypothesis 16
Significance of the study 17
Definition of Terms 18

II. METHODOLOGY 19
Research Design 19
Research Participants 19
Research Locale 20
Research Instrument 21
Data Gathering 21

III. RESULT AND DISCUSSION 22

Discussion 28

IV. SUMMARY, CONCLUSION,

AND RECOMMENDATIONS
Summary 30
Findings 30
Conclusion 31
Recommendation 32

BIBLIOGRAPHY 33

APPENDICES 34

CURRICULUM VITAE 37
 1

Chapter I

INTRODUCTION

Covid-19 pandemic alters our daily routine. It put limitations to our actions and

most classes are taken online. However up to this day still there are some arguments

regarding the said issue, some researchers even states that online classes reduce student

success and progress in college when taking a course online, rather than in-person.

Grades are lower both for the course taken online and in future courses.

Moreover, these estimates are local average treatment effects for college students

with access to both online and in-person options; for other students, online classes could

also be the sole option for accessing college-level courses. In relation to this, Internet

connection and learning devices continued to be a privilege up to the present day, placing

those with poor internet access at an obstacle when it involves online classes.

Furthermore, adding more workload for the scholars increases their burden and

contradicts the aim of the lockdown, which is to assist their families prepare and suits

things at hand.

According to Albert Bandura, “Accomplishment is socially judged by ill-defined

criteria so that one has to rely on others to find out how one is doing”. Students’ success

and performance may decrease if they continually take the class online.

The Philippine government has made progress toward preparing of new normal

cause of pandemic or the impact of pandemics.

PASIG CITY, June 19, 2020 – True to their mission of ensuring that learning must

continue, Secretary Leonor Magtolis Briones, together with other Southeast Asian
 2

education ministers, presented their different education strategies in response to the

COVID-19 global crisis during the first South East Asian Ministers of Education

Organization (SEAMEO) Ministerial Policy e-Forum held last Thursday, June 18.

With the theme, “Education in a Post-COVID-19 World”, the first SEAMEO e-forum

provided a platform for education leaders and experts to share their knowledge and

solutions on how to manage the effects of COVID-19 to the education landscape in

Southeast Asia.

Secretary Briones and the education ministers from Brunei Darussalam,

Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Singapore, Timor-Leste, Thailand,

and Vietnam, shared their education frameworks and innovations to frame the new

normal in education and laid out their preparations for the opening of classes within their

respective countries. Like the Philippines, other Southeast Asian countries have also

adopted modular systems to deliver education while prioritizing the safety of the learners.

Singapore, who ranked second in all subjects among 78 countries in the 2018 Program

for International Student Assessment (PISA), has continued to operate their schools amid

the pandemic and is now starting their third term of classes.

“I think the basic choice before us is this – COVID-19 will be with us for some

time, a year, and likely longer, until a vaccine is found. We cannot afford to keep schools

closed for such a long time. It has a significant long-term impact on our children. It

inflicts a tremendous social and human cost. Studies have shown that it can set students

back for many years, even into adulthood. So we must try our best to save the school

year, this and the next one, by keeping schools open but safe,” Singapore education
 3

minister Ong Ye Kung stated in his speech. Minister Ong also mentioned that despite the

challenges the education sector is facing, there were good things that came out from non-

face to face strategies. “It has been a tough period for every school system in the world.

But there is a silver lining in every dark cloud. School systems in many countries have

had to adjust to blended forms of learning in response to the pandemic, using the Internet,

TV and even radio, as alternate platforms for students to gain access to education

resources.”

The ministers also adopted a joint statement in the historic first ministerial e-

forum as they shared progress made in fighting the COVID-19 pandemic and appreciated

the efforts made by the educators and education stakeholders in member countries to

ensure that no Southeast Asian learner is left behind especially in these unprecedented

times.

Review of the Related Literature

This study investigated the relationships of course structure, learner interaction

(with each other and the instructor), and instructor presence, considering a previous study

by Eom et al. (2006) as a model upon which to expand. Using structural equation

modeling to examine the “determinants of students’ satisfaction and their perceived

learning outcomes” (p. 216), Eom et al. (2006) concluded that course structure, instructor

feedback, self-motivation, learning style, interaction, and instructor facilitation

significantly impacted student satisfaction. However, they concluded that only instructor

feedback and learning style significantly affected perceived learning outcomes. They also

determined that student satisfaction was a significant predictor of learning outcomes.

 4

Similarly, Richardson and Swan (2003) concluded that students with high overall

perceptions of social presence scored high in terms of perceived learning and perceived

satisfaction with the instructor. They suggested that it is important to focus on the

interaction that takes place between students and instructors. Thus, active learning and

student engagement is imperative for increased student learning and ultimately retention.

According to Swan (2001), clarity of design, interaction with instructors, and active

discussion among course participants significantly influenced students’ satisfaction and

perceived learning.

While there have been many studies about student engagement in online learning

environments, Kuh and his colleagues described student self-reported learning gains,

improved social skills, and greater engagement in the learning process (Hu & Kuh, 2001;

Kuh & Hu, 2001; Kuh & Vesper, 2001). Chen, Lambert, and Guidy (2010) further

explored the effects of student engagement based upon the items on the National Survey

of Student Engagement (NSSE) instrument (2008). As students are expected to work

more collaboratively with classmates, students’ perception of their engagement in their

learning and participation in courses increased (Duderstadt, Atkins, & Hoeweling, 2002;

Thurmond & Wambach, 2004).

Course Structure and Organization

Course structure and organization include the development and design of the

course resources, curriculum, instructional strategies and methodologies, course schedule,

and overall planning of a course before, during, and after a course is taught (Garrison,

Anderson, & Archer, 2000). Also known as instructional management, course

development should establish the “explicit and implicit structural parameters and
 5

organizational guidelines” of the course (Garrison et al., 2000, p. 101). Instructors

provide details about course expectations for assignments, due dates, guidelines,

assessment rubrics, and resources in order to facilitate students’ academic success and

sustained learning (Author, 2015a).

Viewed as a critical variable that influences student perceptions about online

courses, course structure includes the objectives and expectations of the course in order to

accommodate and promote student learning (Moore, 1991). Course infrastructure should

be logically organized, user-friendly, and detailed about the student learning objectives

(Eom et al., 2006). “Teachers need the expertise to develop a class structure that

stimulates social interaction and affirms rigorous academic standards, while fostering

independent learning skills” (Muirhead, 2004, p. 50). If instructors lack the technological

skills to develop engaging courses, then course designers may be considered to provide

additional training, support, and guidance (Vargas, 2014).

Students’ perceptions of the overall usability of the course are likely correlated to

student satisfaction and learning. In other words, the more organized and logical the

course layout, the more likely students will be satisfied with their learning in the course

(Eom et al., 2006). Jaggars and Xu (2016) summarized the findings of several studies

about online course quality. They found that quality courses contained the following

characteristics: clearly written objectives, well-organized content, variety of opportunities

for interpersonal interaction, and effective use of technology (Jaggars & Xu, 2016).

Learner Interaction
 6

One of the challenges of online learning relates to students feeling disconnected to

them classmates and instructor. By offering a variety of topics that are relevant to current

issues in the field and allowing students to connect the practical, in this case their

professional experience, to the theoretical, the course content, the learners become more

invested in the course discussions and assignments, as well as their colleagues (Shearer,

2003). Further, instructors can make connections with students by providing constructive

feedback that affirms how they are performing well and details ways to improve

(Muirhead, 2004).

By providing students with choices or some flexibility, students have a more

personalized learning experience (Collis, 1998). In summary, “teachers need the expertise

to develop a class structure that stimulates social interaction and affirms rigorous

academic standards while fostering independent learning skills” (Muirhead, 2004, p. 50).

Muirhead (2004) shares several strategies to promote student interaction in online courses

including: encourage critical thinking, provide relevant and engaging lessons, share

biographical posts (instructors and students alike), offering positive feedback about

student work, integrate stories into discussions, and allow flexibility within the course

schedule or organization. It is important to model metacognitive skills so that students are

writing more in-depth comments and reflections in online discussions (Muirhead, 2004).

The instructor should encourage students to consider a variety of perspectives and

research-based resources as they question their beliefs, assumptions, and ideas (Collision,

Elbaum, Haavind, & Tinker, 2000; Muirhead, 2004). Learners should have the

appropriate time to consider the topics of discussions, especially when critical reflection

is expected, so that they can develop their thoughts and communicate such at a deeper
 7

level (Garrison et al., 2000). This type of consideration and time gives students more

opportunity for sustained communication with classmates (Garrison et al., 2000). Another

study found that “the course’s level of interpersonal interaction was the most important

factor in predicting student grades; students in low-interaction courses earned nearly one

letter grade lower than students in high-interaction courses” (Jaggars, Edgecombe, &

Stacey, 2013, p. 2).

Instructor Presence

Establishing instructor presence in online courses can be achieved by the way in

which the course is designed, organized, facilitated, and taught through a variety of

methods that promote positive interaction between the instructor and students (Jaggars et

al., 2013; Karmin, O’Sullivan, Deterding, Younger, & Wade, 2006). Although slightly

different in nature, social presence has been defined as the “degree of feeling, perception,

and reaction of being connected by computer mediated communication” (Tu & McIsaac,

2002, p. 40). In online learning environments the instructor’s most important role is

establishing his presence and personality in the course content, discussions, and activities

(Shea, Li, & Pickett, 2006). Instructors can improve online instruction and “engender a

sense of caring by soliciting student feedback about the course and using that feedback to

enhance the course” (Jaggars et al., 2013, p. 6). Garrison et al. (2000) summarized three

indicators of instructor presence: instructional management, building understanding, and

direction instruction. Primarily, instructional management describes what we have

referred to as course structure and organization, which has already been detailed in the

literature review. Secondly, all teachers should be able to deepen their students’

understanding of the subject area content. “Through active intervention, the teacher
 8

draws in less active participants, acknowledges individual contributions, reinforces

appropriate contributions, focuses discussion, and generally facilitates an educational

transaction” (Garrison et al., 2000, p. 101). Finally, direct instruction involves any

teaching provided directly or indirectly by the instructors in the form of lectures, video or

audio lessons, synchronous and asynchronous sessions, constructive and explanatory

feedback provided, and the selection and inclusion of course reference and resources

(textbook, readings, supplemental materials, videos, etc.) (Garrison et al., 2000).

The development of instructor presence and a sense of a learning community

within online courses seem to have a reciprocal relationship in which one influences the

progress of the other and vice-versa (Shea et al., 2006). “When optimized, technological

tools can help instructors to establish a knowledgeable and approachable presence, a vital

element of strong online courses” (Jaggars et al., 2013, p. 3). While many online

instructors understand the challenges of connecting virtually with their students, Jaggars

et al. argue that it is even more important to “actively and visibly engage with students in

the teaching and learning process – perhaps with even greater intentionality than in face-

to-face courses” (2013, p. 1). Jaggars et al. (2013) discovered that “higher levels of

interpersonal interaction were correlated with better student performance in their online

courses” (p. 1). Garrison et al. (2000) concluded that teacher presence can be established

by regular communication with students, consistent feedback, and critical discourse

modeled by the instructor. Furthermore, by increasing their presence in online

environments instructors can promote greater student academic performance and

retention over the long term (Jaggars et al., 2013).

 9

Providing direct instruction using video and audio in synchronous and

asynchronous sessions allow students the opportunity to get to know their professors in a

more personal way (Anderson, Rourke, Garrison, & Archer, 2001). In ‘live’ sessions the

instructor is able to share personal stories related to the course content or discussion and

respond directly to student

questions or concerns (Anderson et al., 2001). When instructors participate in discussions

online by providing prompt responses, asking follow-up questions, and seeking student

feedback about how to improve the course, their students perceive the teacher’s presence

to be greater (Jaggars et al., 2013). Students feel as though they are more acquainted or

familiar with their classmates and professors when given the opportunity to participate in

interactive sessions (Author, 2015a).

The use of interactive technologies has been described as a powerful instructional

strategy that can improve student learning outcomes and academic performance (Jaggars

et al., 2013). Instructor presence “can be created and sustained in computer-conferencing

environments, despite the absence of non-verbal and paralinguistic cues” (Garrison et al.,

2000, p. 96). Ice, Curtis, Phillips, and Wells (2007) conducted a study in which they

compared students’ perceptions of community and teacher presence with asynchronous

audio feedback in online courses in comparison to those with only text-based feedback.

Their findings demonstrated higher student satisfaction with embedded asynchronous

audio feedback than text only feedback (Ice et al., 2007). Students found that audio

feedback was more effective because the nuance of the communication was clearer, their

professors seemed to care more about them, and they were three times more likely to

apply the content or suggested changes with audio feedback (Ice et al., 2007). By
 10

developing a supportive learning environment, instructors facilitate their online students

by strategically combining audio, video, discussion, chat sessions, practical activities, and

other online tools to engage students (Jaggars et al., 2013).

Student Engagement

Student engagement has been defined as “students’ willingness, need, desire, and

compulsion to participate in, and be successful in, the learning process” (Bomia, Beluzo,

Demeester, Elander, Johnson, & Sheldon, 1997, p. 294). Course delivery in online classes

requires pedagogical strategies that will create as many learning and engagement

opportunities as possible. Looking beyond cognitive skills learned or mastered,

engagement focuses on individuals’ dispositions or attitudes about classroom experiences

and life-long learning (Mandernach, Donnelli-Sallee, & Dailey-Hebert, 2011). Student

engagement has also been described as the level of interest demonstrated by students,

how they interact with others in the course, and their motivation to learn about the topics

(Briggs, 2015).

There are several affective factors related to student engagement which include

attitude, personality, motivation, effort, and self-confidence (Mandernach et al., 2011).

Jaggars and Xu (2016) found that the quality of interaction within the course parameters

positively correlated to student grades in online courses. By evaluating the level of

student engagement and considering these affective aspects, instructors can more

effectively plan lessons and activities that will encourage students to be more active
 11

participants in their learning and coursework (Jennings & Angelo, 2006; Mandernach et

al., 2011).

When students are motivated to do well in their courses, involved or invested in

theirdesire to learn, and willing to exert the effort expected by their instructors, they are

more likely to be engaged in their education (Mandernach et al., 2011). Course

engagement extends beyond the traditional ways of measuring instructional effectiveness

include student mastery of course learning objectives, retention, and students’ perceptions

of satisfaction, whereas “consideration of the impact of instructional activities on student

engagement provides a more complete picture of the teaching-learning dynamic”

(Mandernach et al., 2011, p. 277). Measuring levels of student engagement allows

instructors to adapt their instructional practices in response to changes in students’

motivation, involvement, and attitude about their course and educational pursuits

(Mandernach et al., 2011).

In online learning environments there are many tools available for instructors to

gather informal data about student participation in the course. Instructors can review log-

in data, number of minutes online, views of learning modules or course content, and self-

reported information from students by using surveys, reflections, discussions, and other

formative tools (Gray & DiLoreto, 2015). It is important to assess the level of academic

challenge of each course based upon the effort exerted, time invested, opportunities for

interaction with faculty and other students, active and collaborative learning, and

enriching educational experiences for students (Langley, 2006). This can be achieved by

surveying students informally or formally and analyzing the results in order to improve

instructional practices for future students. Handelsman, Briggs, Sullivan, and Towler
 12

(2005) developed an assessment of student engagement that investigates four types of

engagement: skills, emotional, participation interaction, and performance. The Student

Course Engagement Questionnaire (SCEQ) includes items for each of the four kinds of

engagement and provides self-reported results that extend what can be observed in

classroom interactions (Handelsman et al., 2005). In reviewing both informal and formal

assessments of student engagement faculty are able to more effectively evaluate student

perceptions of their engagement and course effectiveness that “support and sustain

learning across courses, programs, and beyond the collegiate experience” (Mandernach

etal., 2011, p. 280).

Student Satisfaction

Several studies have been conducted to measure the level of student satisfaction in

traditional and online environments. Dziuban, Wang, and Cook (2004) concluded that

students were more likely to evaluate courses and instructors with satisfactory ratings if

they believed their professors communicated effectively, facilitated or encouraged their

learning, organized the course effectively, showed interest in students’ learning and

progress, demonstrated respect for students, and evaluated students’ work accurately.

Marsh and Roche (1997) developed a complex model for defining student perceptions of

satisfaction in terms of several factors: learning value, instructor enthusiasm, rapport,

organization, interaction, coverage, and assessment. Another study found that students

who participated in cohorts with other colleagues and received detailed feedback from

and interaction with faculty reported satisfaction with their learning experiences (Shea,

Fredericksen, Pickett, & Pelz, 2003).

 13

Bangert (2006) identified four factors related to student satisfaction in online

courses, including student and faculty interaction and communication, amount of time on

task, active and engaged learning, and cooperation among classmates. Another study

compared students’ perceptions of a sense of community and teacher presence with

asynchronous audio feedback in online courses (Ice et al., 2007). They contrasted their

results based upon students who received text-based feedback rather than audio feedback.

Students reported higher satisfaction with embedded asynchronous audio feedback rather

than text only feedback (Ice et al., 2007). Students found that audio feedback was more

effective because the nuance of the communication was clearer, their professors seemed

to care more about them, and they were three times morelikely to apply the content or

suggested changes of this type of feedback (Ice et al., 2007).

Perceived Learning

The current study requested that students report their perceptions of their learning

in a specific course from the spring 2015 semester. They were asked to reflect upon the

benefits of course, its activities and assignments, and level of learning they achieved

during the semester. Participants were also asked to consider if the course helped to

prepare them as future leaders. Because there is an “increasing number of a university

program, particularly at the graduate level moving to an accelerated model, where time is

compressed to help adult learners achieve necessary skills and credentials at a quicker

pace”, it is important that we ask our students to determine their level of learning

(Trekles, 2013, p. 13). If students report that their learning is limited or minimal, then it is

our responsibility to redesign online courses, improve instructional practices, and develop

more effective assessment and evaluation tools (Author, 2015a).

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THEORETICAL FRAMEWORK

Effectiveness of Online
Class

ASSESMENT

CONSTRAINT

LEGEND
 15

POSITIVE OUTCOME
CONSTRUCTIVE OUTCOME

Constraint observe offers a positive outcome while the delivery method impact is

obscure since it is subject to the kind of conveyance strategy utilized in the program.

Assessment tools are evaluation set up to guarantee students are getting the important

abilities for a specific program. The assessment tools utilized offers a constructive

outcome on the adequacy of online class. Delivery Method is the deliberate method of

recognizing what the students’ needs and it includes the improvement of a learning cycle

custom fitted to suits the necessities. The advantages recognized in online class offers a

constructive outcome on the assessment of the adequacy of online class. Requirements

are recognized as the limits and challenges looked by students engaged with online class.

The model shows a climate with an issue yet at the same time foundations keep on

contribution online class without attempting to amend challenges students experience.

The conveyance technique impact should be recognized to determine the viability of

online class.
 16

Statement of the Problem

This study examines how Online Learning Programs can be made more effective

or the effectiveness of online class

Sub Problems The sub problems are as follows;

• What assessments are put in place to evaluate online learning programs on first

year class?

• What major constraints limit the usefulness of online learning?

• What major benefits are obtained in online program class?

• What are the major delivery methods?

 17

Hypothesis

There is no significant in applying online classes especially for college students if

the school itself lacks of equipment in educating students online. In relation to this, other

researchers state that “There is a lack of willingness and desire to learn, students are

simply not motivated in online classes and most of all, and this is not an effective way to

learn.

Significance of the study

The significant endeavor in knowing the effectiveness of online class in ACI after

through and in-depth research done by the researcher. It is also served as useful evidence

and beneficial to the following;

School and the faculty. The finding of this study would help to give an answer of

the online class to the school and faculty.

Future Researcher. The result of the study would serve as a future reference for

the students who aimed to gain knowledge about its effectiveness in first years BSAIS

students.
 18

Definition of Terms

For a clearer understanding of the study, the following terms are defined

operationally:

DepEd

- The Department of Education (abbreviated as DepEd;) is the executive

department of the Philippine government responsible for ensuring access

to, promoting equity in, and improving the quality of basic education.
 19

COVID 19

- COVID-19 is a disease caused by a new strain of coronavirus. 'CO' stands

for corona, 'VI' for virus, and 'D' for disease. Formerly, this disease was

referred to as '2019 novel coronavirus' or '2019-nCoV.'

ACI

- Agusan Colleges Inc.

SCEQ

- Student Course Engagement Questionnaire.

Chapter II

METHODOLOGY

This chapter presents the design of the research which will be used in the study.

This includes the following: Research participants, Research Locale, Research

Instrument/s, Research Considerations, Data Gathering, & Statistical Treatment.

Research Design
 20

The study used the descriptive analytic method that is designed to gather

data/information regarding the present-day online classes using BSAIS first year students

as the center of the said study.

Descriptive analytic research attempts to describe and explain the situations by

using many subjects, questionnaires to fully describe a phenomenon. Thus, it helps to

provide answers to the questions, who, what, when, where, & how associated with a

particular research problem.

It utilized the main approach as the main purpose of this study was to determine

the effectiveness of online classes and to examine how Online Learning can be made

more effective.

Research participants

The participants of the study are the First year BSAIS students of ACI. They are

the center of the study as they are the ones who, among the other levels of BSAIS

students had been greatly affected of online classes due to the current COVID-19

pandemic.

Research Locale

The study was conducted in Agusan Colleges Inc. located at M.H Del Pilar Street,

Butuan City province of Agusan del Norte. The study was compromised of three (3)

sections of first year students under the course of BSAIS. Figure 1 shows the map of the

reseach locale.
 21

Figure 1

Research Instrument

Upon gathering data from the respondents, the researcher acts as the main

instruments in conveying the qualitative study. Using survey questionnaire was designed

to gather information that are needed for the purpose of evaluating the effects of online

class towards first year students. This study was undertaken with the participation of

thirty (30) respondents randomly of BSAIS first year students. Survey questionnaires that

carries inquiry which focuses on major strands of online classes. The questionnaires were

also based on the research’s statement of the problem. Sex, age, and the respondent’s
 22

internet connectivity were also required to link up their profiles and to foresee if these

aspects are elements of their basis towards the effectiveness of online class.

Data Gathering

A survey questionnaire was developed and used for the purpose of gathering data

of the study. Items on the questionnaire were focused on the social acceptability and

effectiveness of online classes towards first year students.

CHAPTER III

RESULTS AND DISCUSSION

This chapter presents result and discussion of the data gathered by the researchers.

This study aims to determine the effectiveness of online classes and to examine how

Online Learning can be made more effective.

3.1 Results

Gender

Female 14 2.4
 Series 1 Series 2
23

Graph 1

Device use for online Class

Tablet 0

PC/Laptop 4 13.3

Mobile Phone 26 86.7

No. %

Graph 2

Connectivity

Data 18

Router/WIFI 16

Series 1
 24

Table 3

30%

Yes (9)
No (30)

70%

Table 4.

Graph

Yes
43% No

57%
 25

Table 5.

Agree
Disagree
47%
53%

Table 6.

Agree 15

Neutral 16

Disagree 0
 No. of vote

26

Table 7.

10%

31%

Agree
Neutral
Disagree

59%

Table 8.

7%

Agree
Disagree

93%
 27

Table 9.

Very effective 0

Moderately effective 12

Slightly effective 13

Not effective at all 5

Series 1

Table 10.

8
7

5
 2
1 1 1
0 0 28
1 2 3 4 5 6 7 8 9 10

Table 11.

6 6

3 3

1 1 1 1
0
1 2 3 4 5 6 7 8 9 10

Table 12.

13
 7
5
4.3
2 29
1 1 1
0 0
1 2 3 4 5 6 7 8 9 10

Table 13
3.2 Discussion
As I examined thirty (30) first year BSAIS students randomly. Based on the Graph

1, it shows that majority of the participants are male students. As of now most students

are using mobile phone/ smart phone for their online classes as shown in Graph 2. Almost

half of them are using Router/WIFI with a vote of 16 students, however there are a total

of 18 students who are still using data as they attend their classes (Graph 3). Graph 4

shows that 70% (21 students) says that online lectures do not motivate them in relation to

their studies. Since most of them are still none committal with their instructors as shown

in Graph 6, maybe it is also one of the reasons why majority of them didn’t ask questions

to clear their doubt about the class.

A total of 16 students have difficulties during their online sessions (Graph 7). A

high percentage of 59% are still doubtful whether their instructor was very

knowledgeable about the topic that was taught, 31 % agrees while 10% disagrees (Graph

8). There are only 2 (7%) students who agrees that online lectures are more effective than

traditional classroom lectures, therefore we conclude that almost all students 28 (93%)

disagrees with the statement (Graph 9).

 30

As I ask as to how effective was online learning for them a number of 13 student

says slightly effective, 12 votes for Moderately while 5 says not at all as shown in Graph

10. I also ask for their rating of their instructor in terms of the knowledge they posses

about the topic that they taught from a scale of 1-10 (see Graph 11), the results are above

average however, there are still some who rate 1. Graph 12 shows the possibility of

distraction from other family members during their online classes and sadly majority rate

5 and above. When we ask them as to how beneficial was their, a number of 13 students

out of 30 rates for 5, which means that they are not really sure whether their online class

is beneficial for them.

CHAPTER IV

SUMMARY, FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

Summary

The main purpose of this study is to determine the effectiveness of online

class in Agusan Colleges Inc. Whether we say yes or not, when we talk about mass speak

the truth well prevail through this study. On how accessible are the online class to those

students who have not set of order in terms of using devices. On how student struggle on
 31

finding a good spot when we talk about signal or the service of two big

telecommunication company (Globe and Smart).

This quantitative survey is conducted through online survey because of the

current situation (pandemic).

Findings

Based on the conducted survey of thirty (30) students of first year BSAIS,

overall it is not effective for them due to the fact that there are many inconveniences

through their study, thus many of them votes that online class are not good or effective

when we talk about expanding their learnings through the teachings of the instructor.

Also, in my perspective the online class are nothing than a traditional one due to the fact

that many students rely on google or other search engine. Learning is efficient and

helpful in a reality world.

Conclusion
In culmination, a comparative study between classroom study and online study

was carried out. The study was done by examining the findings recorded in books and

journals on the applicability online learning to students. The study revealed that;

traditional face-to-face learning has many benefits as compared to online learning

environment.

Given online learning has several challenges such as lack of feedback from

students and lack of the proper technology to effectively conduct online learning. These
 32

limitations can affect the effectiveness of E-Leaning systems in relation to the use of

online discussion forums and new web-based software’s.

In conclusion, online learning is not that beneficial to the students, tutors and the

institution offering these courses. As all of us are still in the process of adjusting to the

new normal and to further expand the information gathered, we additionally interrogate

each participant for their opinions if they think that online classes would worsen the

educational inequality or not. As a result, we learned that just as expected, majority

agrees with the statement. They added that, not all students have the same internet access

or in the same situation. Some instructors are not considerate enough to accept their

excuses on why they were not able to attend their class on time.

Recommendation

With regards to the findings in this study, the researchers make use of the

following recommendations in an effort to improve the quality of online learning.

 Give students choice when using learning technologies and engaging

online.

 Understand the learner, their context and past learning experience.

 More social and hand-on learners might need richer assignments (explore,

discuss, question and create) with technologies in more student ways both

in class and after class.

 33

 For the future researcher, ensure a consistent performance and value each

and every actions.

Bibliography

 https://pubs.aeaweb.org/doi/pdfplus/10.1257/aer.20151193https://

annenberg.brown.edu/publications/virtual-classrooms-how-online-college-courses-

affect-student-success
 34

 https://www.azquotes.com/author/868-Albert_Bandura?p=2#:~:text=Accomplishment

%20is%20socially%20judged%20by,out%20how%20one%20is%20doing.&text=Ironically

%2C%20it%20is%20the%20talented,self-dissatisfaction%20despite%20notable

%20achievements.

 https://www.deped.gov.ph/2020/06/24/briones-education-ministers-unite-to-ensure-

learning-continuity-amid-covid-19/

 https://files.eric.ed.gov/fulltext/EJ1103654.pdf

 https://www.academia.edu/25862014/

The_Effects_of_Student_Engagement_Student_Satisfaction_and_Perceived_Learning_i

n_Online_Learning_Environments

 http://olc.olcdev.com/conference/2015/aln/student-satisfaction-and-perceived-

learning-online-courses-development-sls-ole-i

 https://www.academia.edu/25862014/

The_Effects_of_Student_Engagement_Student_Satisfaction_and_Perceived_Learning_i

n_Online_Learning_Environments

 https://www.researchgate.net/publication/

310672442_The_Effects_of_Student_Engagement_Student_Satisfaction_and_Perceived

_Learning_in_Online_Learning_Environments

Appendix
 35

Assessing the Effectiveness of Online Classes in BSAIS Students First Year of

Agusan Colleges Inc. Survey Questionnaire

Name (Optional): _______________________

Direction:  Please read carefully and check the corresponding questions for your answer.

 Gender:      ____ Male                 

                              ____Female                                                      

 What device you use for online classes?

____ Mobile Phone                       

____ Tablet

____ PC/Laptop

 Connectivity

____WIFI/Router            ____Data

Questions Yes No

Does online lectures motivate you in relation to

your study?
Do you ask question or clear your doubts during
online lectures?
Lack of direct contact with instructor
Difficulties of conducting practical sessions.
Possibility of distractions from other family
members during online lectures.8
 36

Online Lectures are effective than traditional/live

classroom lectures.

Agree Disagre Neutral

e
  

 How effective was online learning for you?

_______Very effective

      _______Moderately effective

      _______Slightly effective

      _______ Not at all effective

 On a scale of 1-10. How would you rate your instructor in terms of the knowledge

they possess about the topic that they taught? 

Answer: ________

 Possibility of distraction from other family members during online lectures. Scale

1-10. Answer: _______,

 On a scale of 1-10. How beneficial was the class for you?

Answer: _______

 From a design perspective, online learning requires the student to get online on

the first place, which is not possible for many families due to internet access.

With this problem do you think online classes will worsen the educational

inequality? Please share your thought on this matter.

Answer: _________

CURRICULUM VITAE
 37

I. PERSONAL DATA

Name: Adrian P. Deloso

Nickname: Drian
Birthdate: August 23, 1999
Birthplace: Provincial Hospital Libertad Butuan City Agusan del Norte
Address: P-6 Libertad Butuan City, Butuan City Agusan del Norte
Age: 22 years old
Sex: Male
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Height: 5’7”
Weight: 54 kg
Father’s Name: Belarmino I. Deloso
Mother’s Name: Alicia P. Deloso
Cell Number: 09070742641

II. EDUCATIONAL DATA

High School – Libertad National Highschool
Elementary – Libertad Central Elementary School

III. PHILISOPHY IN LIFE

“Bahalag Pobre Basta Gwapo”