THE LEVEL OF STUDENT’S SATISFACTION WITH THE ONLINE INSTRUCTIONAL

DELIVERY MODE AT VILLAMOR COLLEGE

OF BUSINESS AND ARTS

An Undergraduate Thesis Presented to the Faculty of

Villamor College of Business and Arts
General Santos City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Technical Teacher Education Major in
Food and Service Management

By:

Manggubat, Joffeth B.
Ebrahim, Rohannie D.
Gellegani, Aicelle A.
Lachica, Snooky S.

S.Y. 2021-2022
 VILLAMOR COLLEGE OF BUSINESS AND ARTS
Balimbing St. Brgy. North, General Santos City
Villamorcollege.ba@gmail.com

APPROVAL SHEET

This undergraduate research entitled “THE LEVEL OF SATISFACTION WITH

THE ONLINE INSTRUCTIONAL DELIVERY MODE AT VILLAMOR COLLEGE OF
BUSINESS AND ARTS” prepared and submitted by SNOOKY S. LACHICA,
EBRAHIM, ROHANNIE D.GELLEGANI, AICELLE A.and JOFFETH B. MANGGUBAT
in partial fulfillment of the requirements for the degree of Bachelor of Technical
Teachers Education major in Food Service Management, has been examined, and is
hereby endorsed for acceptance and approval.

ARVILLE V. SETANOS, MAEd

Adviser

PANEL OF EXAMINERS

Approved by the Panel of Examiners with a grade of ___________.

RACHEL S. EDILLO, MA MARK GIL P. LABRADOR, MST

Member Member

ALBERT P. BALONGOY, Ph.D.

Chairman

ACCEPTED and APPROVED in partial fulfillment of the requirements for the

degree of Bachelor of Technical Teachers Education major in Food Service
Management.

ROBI RIO B. PATI-AN, MBA

Academic Affairs Coordinator

i
 ACKNOWLEDGEMENT
With a grateful and appreciation, the researchers would like to prolong their
heartfelt gratitude to the people who helped them bring this study into its success. The
researchers would like to lengthen their profound gratitude to the following.

First, they want to offer this research to our Almighty God for the knowledge He
had bestowed upon them for the completion of this work. Our God will continually know
when and what are the things we wanted in order to cope with the challenges we may
additionally face and His power works in impossible ways that we should imagine.

Finally, after working with this study for almost a year, the researchers could not
forget to thank their loved ones and supporters, relatives, friends and respondents who
helped in this way. They were inspired when they sought to improve their future, and
they were always there to provide moral, spiritual, and financial support.

For our beloved adviser Arville Setanos, his leadership and patience have always
been consistent, and we can be proud of that.

The researcher's classmate, BTTE Batch 2020, contributed to this study, not only
by anonymous authors, but also by friends and loved ones over the years for unlimited
guidance, advice, and support.This simple task is appreciated by all.

Thank you very much. God bless us all.

Manggubat, Joffeth B.
Ebrahim, Rohannie D.
Gellegani, Aicelle A.
Lachica, Snooky S.
Researchers

ii
 DEDICATION
This research work is committed to our almighty God as our Creator,

our strong support, inspiration, wisdom, know-how and understanding. He has been

a source of our energy at some point of this mission and we only upward jostle in his

wings. To our dear parents, that continually agree with that we will succeed. Thank you

for the unwavering support from our family, friends, and also to our

instructors who train us the true value of education, serve us our second parents,

and appreciate and form us as globally competitive individuals.

Manggubat, Joffeth B.
Ebrahim, Rohannie D.
Gellegani, Aicelle A.
Lachica, Snooky S.
Researchers

iii
 ASBTRACT

Online learning cannot guarantee that it will work smoothly in all environments as

various factors hinder the learning process. The difficulty of the Internet, limited quotas,

unfamiliarity with the use of learning media and an unfavorable environment for

conducting online learning are obstacles to ineffective online learning. The purpose of

this survey was to determine “The Level Of Satisfaction With The Online

Instructional Delivery Mode At Villamor College Of Business And Arts”.

The respondent of the study are the random college students of Villamor College

of Business and Arts. This research uses quantitative research methods with a

descriptive approach. It is used weighted mean for the status level of satisfaction with

the online instructional delivery mode at Villamor College Of Business And Arts.

The study showed that the level of satisfaction of the respondents in terms of the

conduct of online class using synchronous modality. Data shows that respondents are

generally satisfied with the synchronous class. The respondents in terms of the conduct

of online class using asynchronous modality. Data shows that respondents are

generally satisfied with the asynchronous class. The respondent response the survey

with thier perceptions and opinion towards the delivery mode of Villamor College of

Business and Arts.

iv
 TABLE OF CONTENTS

Contents Pages

Approval sheet i

Acknowledgement ii

Dedication iii

Abstract iv

CHAPTERS

I. THE PROBLEM AND ITS SETTINGS 1

Introduction 1

Statement of the Problem 3

Significance of the Study 3

Scope and Delimitation 3

Conceptual Framework 6

Definition of Terms 7
II. REVIEW OF RELATED LITERATURE 8

Online Learning 9

Student Satisfaction` 10

Asynchronous 12

Synchronous 13

III. METHODOLOGY 18

Research Design 18

Respondents of the study 18

Locale of the Study 19

Instrument of the Study 20

Statistical Treatment 20

IV. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 21

Table 1.a: Level of Satisfaction in Synchronous Class 21

Table 1.b: Level of Satisfaction in Asynchronous Class 23

 Proposed Improvement Plan Matrix 25

V. SUMMARY OF THE FINDINGS, CONCLUTION AND RECOMMENDATIONS 27

Summary 27

Conclusion 27

Recommendations 27

REFERENCES 29

APPENDICES

APPENDIX A- Letter to the School Administrator 33

APPENDIX B- Letter to the School Registrar Office 34

APPENDIX C-Validation Sheet 35

APPENDIX D- Letter to the Validator 38

APPENDIX E- Letter to the Respondents 39

APPENDIX F- Survey Questionnaire 40

Curriculum Vitae
 CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

The World Health Organization proclaimed the Coronavirus Disease 2019

(COVID-19) a global epidemic in March 2020 after infecting millions of people

globally. Consequently, many countries around the world have decided to

temporarily close all academic institutions to break the COVID-19 chain (Alawamleh,

2020). To combat the spread of COVID-19, most governments have opted to use

quarantine protocols and temporarily close their educational institutions. Since March

2020, public and private academic institutions have been closing in accordance with

this action (Tang, 2020). As a result, colleges have resorted to continuing lectures

via online learning, with no more physical classes permitted beginning in April 2020.

(Chung & Mathew, 2020). This change was made because every precaution was

required to control this epidemic. As a result, students' satisfaction is affected

because online learning differs from face-to-face lectures.

Previously, online learning was viewed as a transitional solution and was

never fully established as a formal means of education (Mahajan, 2018). Following

the implementation of COVID-19, most educational institutions selected online

learning as a substitute for classroom instruction, allowing students to study and

consider it as the new standard. Previous research has shown that online learning

can be a catalyst for increasing students' creativity and drive to study (Circular et al.,

2018; Pei et al., 2019). In the current circumstances, the contribution of online

learning is unavoidable because it allows educators to continue instructing. There

are several challenges to online learning faced by students (Dawadi et al., 2020;

1
Mustapah & 2021. According to a study by Sá and Serpa (2020), characteristics

such as social isolation and difficulty connecting teachers and students are

associated with online learning.

Change in education brings with it concerns. Despite all the recent

publications proclaiming the effectiveness of online education, academics continue

to question its effectiveness. The usefulness of online teaching methods is still being

researched. When deciding whether online education is a suitable substitute for

classroom teaching, cost-benefit analysis, student experience, student performance,

and student satisfaction are now being carefully considered. This decision-making

process is likely to continue in the future as online instructional media evolve and

students seek a better learning experience to achieve their goals.

Therefore, it is essential to survey students' satisfaction with an online

learning approach that responds to their needs. Furthermore, a detailed study is

required to assess learners' satisfaction with online learning in order to effectively

administer the program. In accordance with the needs of the learners, the current

study intends to analyze the level of satisfaction of students with the VCBA school

online learning in terms of methodologies and approaches used during the COVID-

19 pandemic. It is believed that it would provide insights into future initiatives for

improvement.

As a result, the purpose of this study is to determine whether online learning

influences the level of student satisfaction, which may alter students' productivity

levels and shed light on how to achieve students’ satisfaction with an online

instructional delivery mode. Since the change to online learning due to COVID-19 is

new to most VCBA students and educators, there is a lot of interest in this topic.

2
Statement of the Problem

The study aimed to determine the level of student satisfaction with the online

instructional delivery mode at VCBA during the 2021–2022 school year.

Specifically, the researcher seeks to answer the following questions:

1. What is the level of student satisfaction with the online instructional delivery

mode at Villamor College of Business and Arts in terms of:

1.a. synchronous mode; and.

1.b. asynchronous mode.

2. What improvement plan can be proposed to improve the delivery of

instruction in VCBA?

Significance of the Study

The researcher believes that this study will not only yield data that will help

them but more so the following groups of people:

The School Administrator. It especially assists them in making informed decisions

about support and infrastructure. Furthermore, it will help them to influence the

thinking of their teaching staff, parents, and communities, as well as to facilitate

additional virtual learning opportunities. Simultaneously, it will assist them in

navigating each one to create a learning community that is focused on providing

quality education and a vision of success for the students.

The Teachers. This study's findings will assist teachers in visualizing and tracking

each student's progress with online learning. As a result, it is easier for them to

identify and act on signs of a student's difficulties or educational strengths. It also

3
helps them understand each student's passion, he or she can cater to and adjust to

each student's learning behaviors.

The Learners. In particular, the VCBA students may improve their ability to set

appropriate learning goals and take charge of their learning, which develops a skill

that is transferable across all subjects. On the other hand, it also helps them learn at

their own pace due to the flexibility of online learning and the ability to access

internet resources. It will also prepare them for the future because online learning

provides a wide range of real-world skills.

Parents. It enables parents to participate in the learning process by providing

guidance and support at home. As a result, parents may be able to communicate

with teachers in real-time about their child's progress. Any incidents at home or

school can be discussed with the teacher to ensure the child's well-being and

progress.

The Researcher. Our research helps us to gain a better understanding of the

significance of instruction delivered in an online learning model. This also inspires

and motivates us to study harder. As well as to cooperate or collaborate with the

teacher to achieve our common goals.

Future Researchers. This research will aid in the advancement of their knowledge.

They could use this study as a starting point for their research. It also improves their

chances of success and keeps them out of academic snares.

The Community. This research will inform the community about the effects of

delivering instruction in an online learning modality. As a result, citizens are more

4
effective in meeting students' needs. It also assists the community in comprehending

the current state of online learning in a country.

Scope and delimitation

This study will only focus on the level of student satisfaction with the online

instructional delivery mode at VCBA. The main subjects of this research study will be

college students enrolled for the 2021-2022 academic year.

In addition, respondents will be limited to 130 students from the Villamor

College of Business and Arts, located on Balimbing St., General Santos City. The

participants will be randomly selected in the college department. Random

respondents will voluntarily complete the given online survey. On the other hand, the

questionnaire will consist of items based on a 4-point Likert scale that ranges from

“strongly disagree” to “strongly agree.

5
Conceptual Framework

OUTPUT
INPUT PROCESS
The results of the
Profile of the Data Gathering:
study:
respondents accoding
1. Data Collection of
to: 1. Assessesd the
Students Profile
level of Students
A. Year level
2. Administering satisfaction with
B. Course questionnaires online instructional
delivery mode at
C. Online instructional 3. Organization of Villamor College of
delivery mode in terms Students responses Business and Arts.
of:
4. Statistical 2. Proposed an
 Synchrounous analysis of data improvement plan
 Asynchronous for learning quality
in VCBA

Figure 1. The conceptual framework.

Figure 1 provides an illustration of the conceptual framework of the study. It is

defined as, IPO model that consits of inputs, processes, and outputs variables.

Thereby enabling an understanding of how the level of Students satisfaction with

online instructional delivery mode at Villamor College of Business and Arts.

As shown in In Figure 1, the input includes the profile of the respondents

according to their year level and courses, and also the online instructional delivery

mode in terms of synchronous and asynchronous situations.

Another variable, is the process that consist of the data gathering of the study

include the data collection of Students profile, administering questionnaires,

organization of Students responses and the statistical analysis of data.

6
 . And the last variables is the output that includes the results of the study that

assessesd the level of Students satisfaction with online instructional delivery mode at

Villamor College of Business and Arts. And also proposed an improvement plan for

learning quality in VCBA.

Definition of Terms

The following terms are further defined operationally and/or conceptually to

ensure clarity and better understanding.

Online learning. Defined conceptually as an instruction delivered electronically via

various multimedia and Internet platforms and applications. It gives students more

flexibility in terms of time and location for their learning.

Mode. It refers to the various programs or settings that you can select when using

them. (Collins Dictionary).

Synchronous. It refers to any sort of learning that occurs in real time and involves

a group of people learning at the same time. It allows students to ask questions and

receive immediate responses. (Cambridge Dictionary)

Asynchronous. It refers to students working independently at different times, such

as using recorded lessons or the internet, as opposed to students and teacher

participating in a lesson at the same time. (Cambridge Dictionary)

Student Satisfaction. Defined as the sum of a student's feelings and attitudes

because of aggregating all the benefits that a student expects to receive from a

blended learning environment system. (Hsia, 2010)

7
 Chapter II

REVIEW OF RELATED LITERATURE

The rapid and unexpected development of the deadly coronavirus (SARS-

CoV-2) epidemic has shocked the entire education system. It has prompted

educators to transition to online teaching methods. Provide education instead of the

traditional education system (Dhawan, 2020). The deployment of online learning,

which is a component of e-learning, has had a significant impact on educational

continuity and the rise of e-learning in information technology. During the COVID-19

epidemic, there was a dramatic spike due to the launch of new online learning

platforms, which facilitated students' attendance at lectures, (Gonzalez et al., 2020).

However, empirical researchers have revealed that there are various issues around

online pedagogy. Online learning is considered a cheaper form of education due to

the lower overall cost of transport, accommodation, and classroom learning.

Learner satisfaction is the degree to which a learner is satisfied with his or

her involvement in online learning. Learner commitment is the degree to which

learners are committed to online learning and their willingness to engage in online

learning. Consequently, the literature review is organized around sub-topics such as

synchronous and asynchronous learning, determining the level of student

satisfaction with each online instructional delivery mode.

Even though online education has been around since the late 1970s,

research on the effectiveness of online education is still in its early stages (Rauh,

2011). Although the evidence is scant, there is reason to believe that online

education is beneficial and that students can achieve academic success through

high-quality online course instruction (Lips, 2010). According to Greenway and

8
Vanourek (2006) emphasized that simply placing the word "virtual" in front of the

word "school" does not make it good or bad. The curriculum, teachers, and

leadership of a school, all contribute to its overall excellence (Greenway &

Vanourek, 2006). According to Cavanaugh et al. (2004), teacher quality is the most

important component in student learning, regardless of whether the student is

learning online or in a regular classroom. However, research on the effects of online

education the level is new (Barth et al., 2012; Liu & Cavanaugh, 2012; Murphy et

al., 2011; O'Dwyer, Carey, & Kleiman, 2007; Rice, 2006), there are even fewer

studies assessing the difference in learning outcomes for synchronous and

asynchronous learners (Offir, Lev, & Bezalel, 2008; Olson & McCracken. This study

was motivated by a dearth of research on synchronous and asynchronous formats.

Online Learning

Face-to-face classes have been replaced by online learning due to the

disease's spread and contagiousness. Online learning is a type of alternative

learning that takes place in both synchronous and asynchronous situations using

computers, laptops, tablets, and mobile phones with internet connectivity. Students

can learn from anywhere they want and connect with teachers using a variety of

learning methods and environments. (Singh & Thurman, 2019).

There are two modes of online learning: 1) synchronous mode, which allows

lecturers and students to interact directly during class using tools such as video

conferencing or chat rooms; and 2) asynchronous mode, which allows lecturers and

students to interact with each other before or after the online class using thread

discussion and emails (Algahtani, 2011). Previous research has revealed that online

learning has numerous advantages and benefits for students (Shen & Chuang,

2010). Online learning promotes independent learning and the development of new

9
skills, ultimately leading to life-long learning (Dhawan, 2020). However, the

Regional Risk Communication and Community Engagement (RCCE) Working

Group (2020) stated that online learning can be difficult for underprivileged,

disabled, and marginalized students who have limited access to and resources for

online learning. Their inability to gain access to and participate in online learning

results in gaps and dropouts. As well, online learning necessitates students'

commitment and discipline, particularly for vulnerable pupils who need engagement

to enhance their social skills (UNESCO, 2020).

Student Satisfaction

Student satisfaction is one of the markers of educational effectiveness,

whether teaching online or in a traditional classroom. It is a significant concept in

higher education, and rigorous research into it can lead to increased student

performance, better online teaching practices, student retention in their academic

programs. Furthermore, it is an important factor in determining the efficiency of

online learning. While there are several definitions of student satisfaction in the

literature, we define student satisfaction according to Sanchez-Franco (2009) as the

degree to which a student believes his or her needs, goals, and ambitions have

been fully realized.

Therfore, Satisfaction is defined as the consideration or decision to supply

consumption levels based on specific attributes of items and services (Parahoo et

al., 2016). Furthermore, teaching satisfaction is a construct of students' attitudes

that effectively measures the satisfaction of students who have favorable

experiences with online learning (Harsasi, et al., 2018). When students are familiar

with the learning approach, they are more likely to succeed in online learning

10
(Dziuban et al., 2015; Rios, Elliot & Mandernach, 2018). Student satisfaction is one

of the most essential factors in judging the quality of an online course.

Meanwhile, student satisfaction may be characterized as students' attitudes

toward learning, which can be improved when learning is organized and they are

able to reflect on their learning, as well as the availability of appropriate platforms

for interaction and collaboration between teachers and students (Rios, Elliott, &

Mandernach, 2018).

Previous research has found that satisfied students are more engaged,

motivated, and responsive, contribute to a positive learning environment, and

achieve greater levels of performance. When students are unsatisfied or

ambivalent, it might have an impact on overall outcomes, as instructors seem to

have considerably greater trouble generating productive learning settings (Dziuban

et al., 2007).

Numerous studies have been conducted to study the factors that influence

student satisfaction with online learning. Consequently, the role of the instructor,

teacher-student interaction, the nature of the course structure, course content, the

role of technology, learner motivation, learner effectiveness, self-regulated learning,

learning environment, and assessment methods are some of the key determinants

of student satisfaction. Several studies have been carried out to assess student

satisfaction with online learning (Gray & Diloreto, 2016; Harsasi & Sutawijaya, 2018;

Nortvig et al., 2018). And according to the tudy of Yunusa and Umar (2021)

categorize various determinants of student satisfaction in online learning under four

dimensions in their review of literature on student satisfaction in online learning over

the last decade: communication dynamics (e.g., interaction, information quality),

online learning environment factors (e.g., course structure, content), organizational

11
factors (e.g., technological support, service quality), and personality and situational

factors (autonomy, self-efficacy, motivation). Based on data, they demonstrate how

student satisfaction can be a multifaceted phenomenon that blends several

characteristics. Meanwhile, Zeng and Wang (2021) did a comprehensive analysis of

online learning studies and showed that the same criteria can impact student

satisfaction levels in emergency online learning. Based on earlier research, we

classified the drivers of student satisfaction into two categories: synchronous and

asynchronous.

Asynchronous

Asynchronous learning, on the other hand, is online or distance education

that does not take place in real time, with the instructor interacting via email and

online discussion boards (Ruiz, Mintzer, & Leipzig, 2006).

Because of its adaptability, an asynchronous style of learning and teaching

has been the most common form of online teaching thus far (Hrastinski, 2008).

Asynchronous settings provide students with material in the form of audio or video

lectures, handouts, articles, and slideshow presentations. This material is readily

available from anywhere through a Learning Management System (LMS) or other

similar channels. An LMS is a set of tools for storing course information. It serves as

a framework for communication between students and teachers and functions

similarly to a classroom. Other words that may be used in place of LMS include

"course management systems" (CMS) and "virtual learning" (VLE). CMS is a more

modern phrase, and its use is becoming less popular as time goes on. It refers to

basic course content management, while LMS refers to the technology that

supports the learning process. The word "VLE" also indicates learning support, but

12
it is more commonly used to describe technologies that support blended learning

environments (Watson, Gemin, Ryan, & Wicks, 2009).

Asynchronous online learning is the most widely used method in online

education as learners have no schedule and can react at their leisure (Parsad &

Lewis, 2008). The possibility of delayed responses allows children to apply higher-

level learning skills as they can think about a topic for extended periods of time and

may develop divergent thinking. Prepared answers take the place of expressive

spontaneity. Consequently, asynchronous space leads to self-paced, independent,

student-centered learning (Murphy, Rodriguez-Manzanares, & Barbour, 2011).

Consequently, asynchronous e-learning can scaffold students' previous knowledge

with new concepts (Lin, Hong, and Lawrenz (2012). There will be less reliance on

memory and notes, and there will be more opportunities for discussion (Huang &

Hsiao, 2012). The distance mode reduces shyness and ameliorates the teacher's

concern. Because there is less pressure in virtual contact, the affective filter

remains low, and learners can respond more innovatively and imaginatively. There

is little chance of being irritated by technical issues like low speed and

disconnection, as there is plenty of time to experiment with electronic activity.

Synchronous

Synchronous online learning is a type of learning activity in which both

students and teachers are learning at the same time. The instructor frequently

employs audio and/or video teleconferencing, virtual classrooms, and instant

messaging in such settings (Ruiz, Mintzer, & Leipzig, 2006).

Synchronous online learning model is a sort of online course that "allows

students to participate in learning activities similar to those found in a typical face-

13
to-face classroom" (Rhoads, 2020, p. 14). In this scenario, a student will log in to a

live class and engage in all the course's activities through the internet.

Early research found that students had a generally pleasant experience

when taking synchronous online courses (McBrien, Jones, & Cheng, 2009; Clark,

Strudler, & Grove, 2015). Teacher-student and student-to-student contact can be

achieved in synchronous voice or text chat rooms. Videoconferencing, in addition to

chat, allows for face-to-face contact. Web conferencing is more engaging than video

conferencing by using surveys, polls, and question-and-answer sessions.

The synchronous mode encourages a sense of community through

collaborative learning (Teng, Chen, Kinshuk, & Leo, 2012; Asoodar, Atai, Vaezi, &

Marandi, 2014). A synchronous virtual classroom is a space for instructors and

students to communicate and contribute to real time. It is similar to a traditional

classroom in that it uses webcams and class discussion elements, but all

participants view it remotely over the Internet. Lessons can be recorded and stored

in an electronic library. Students can view and replay the teacher's lectures as many

times as they need to master the content by using the archived online library.

Real-time direct interaction with teachers and students is very similar to a

typical face-to-face classroom, but better because distance is no longer a barrier

and, thanks to the internet connection, no time is wasted on travel etc. Because of

the presence of the teacher and classmates, synchronous sessions might result in

high levels of desire to stay involved in e-activities (Yamagata-Lynch, 2014). Instant

comments and answers help students address any challenges they may have along

the way. Facial expressions and voice tones can help them have a more human feel

on a larger scale, leading to global contact at a low cost.

14
 Some of the challenges of synchronous education include the need for

students to be available at a specific time and the availability of a high-bandwidth

Internet connection. Participants may feel frustrated and frustrated due to technical

issues. Furthermore, a well-thought-out instructional design is necessary, as a

pedagogy is more important than technologically aided media. Murphy et al. (2011),

for example, believe the synchronous mode to be more teacher orientated. Especial

e-activities must be developed to expand the scope of synchronous communication

beyond a lecture or a teacher-student conversation. Asynchronous online learning

can be difficult because only a well-designed set of strategies can keep students

motivated. To keep students motivated, they must have an interest in this type of

learning environment. Confidence, engagement, problem solving, analytical and

higher order thinking skills. Furthermore, it is a self-paced system in which students

must be self-disciplined to stay active and engaged to keep track of activities. While

interactions on forums and blogs can keep kids engaged, actively veering off topic

can also distract them. Another exacerbating problem is delayed feedback (Huang

& Hsiao, 2012). As well, there aren't many possibilities for socializing, so students

must find ways to network on their own.

Even though both synchronous and asynchronous teaching modes maximize

students' learning, various problems have been identified. Students with rigid

schedules, for example, may struggle to find time to plan synchronous sessions,

and students who rely on public-access technology (e.g., some computers (at

schools or public libraries) may struggle to engage in synchronous online classes

(Olson & McCracken, 2015). When working in a synchronous environment, students

may not have enough time to dwell fully on the topic or their peers' remarks before

they are expected to respond. 2011; Fallon).

15
 In terms of asynchronous learning, social interactions in an online learning

environment are not instantaneous, and some students use the delay in responding

to reflect before writing, while others become irritated while waiting for others to

react (Rosenberg, Akcaoglu, Willet, Greenhalgh, & Koehler, 2017). Students also

miss out on receiving instant feedback and interacting with peers and teachers in

real time (Francescucci & Rohani, 2019; Wang, 2008). Some researchers, however,

found no statistically significant difference between synchronous and asynchronous

distance learning. For example, Johnson (2008) investigated students' academic

achievement and perceptions of which formats they felt were more effective for their

own learning in asynchronous and synchronous courses. According to the findings,

there was no evidence that students preferred one technique over the other.

Correspondingly, Olson and McCracken (2015) investigated student achievement, a

sense of social community, and a sense of learning. Communities are taught

concurrently by the same instructor in a fully synchronized and a hybrid session.

They noticed no significant differences between the two sessions.

In terms of analyzing student satisfaction with online instructional delivery

modes, most research studies on online courses use face-to-face instruction as the

major strategy. However, only a few studies have been found to address relevant

research concerns entirely online. It is the responsibility of educators to develop a

strong online classroom community and foster a supportive atmosphere for remote

learning.

Online courses include asynchronous and synchronous aspects, with a higher

focus on the former. Students today are self-directed learners who must balance a

variety of commitments outside of school. Consequently, educational institutions

should design online courses to best suit students' goals while also providing them

16
with the freedom they need to succeed. Effective online learning necessitates the

careful organization of synchronous as well as asynchronous activities. We

examined both types of learning in this chapter, paying special attention to their

practical and pedagogical implications. We discovered that synchronous activities, in

which participants learn together by doing the same thing at the same time, provide

a level of human connection, engagement, and immediacy that asynchronous

learning does not, but they also have significant practical implications that limit their

flexibility or accessibility. We also discovered that asynchronous activities, in which

students learn together but at different times and in different locations, can feel more

isolating for learners; on the other hand, they can allow learners to achieve deeper

reflection and greater precision when confronted with complex problems. To discover

the correct balance of synchronous and asynchronous activities for your own

blended learning course or program, keep the learner at the center of your decisions,

including any additional technological needs and assistance that may be required.

17
 CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the research methods and procedures used in this

study. It covers the research design, the respondents of the study, the locale of the

study, the instrument of the study, data gathering procedures, and data analysis

procedures.

Research Design

This study would used a descriptive-evaluative method of research to

investigate the level of students' satisfaction with online instructional delivery mode

at VCBA. The data was collected using a random sampling technique. Descriptive

research makes observations and describes the results of those observations,

explaining and describing the components of the problem without making causal

inferences. J.E. Bennet, R. Dolin, and M.J. Blaser (2014).

Research Respondent

The respondents in the study would be the random Students of Villamor

College of Business and Arts in the school year 2021–2022. They were chosen as

respondents because of their school's online learning approach. It's an intriguing

idea to gauge their level of satisfaction. To get the exact population to be used in

the study we would used the Slovin formula to determine the sample size for this

study.hence, its purposed is to determined the level of student satisfaction with the

online instructional delivery mode at VCBA. This study includes a total of 130

participants through a random sampling technique. This would be used in our study

because it will provide us with strength and reliability in presenting our findings.

18
Below is the table of the over all total population of Villamor College of Business

and Arts in the school year 2021-2022.

Research Locale

The researchers chose the Villamor College of Business and Arts as the site

for the study because of the online instructional learning mode used to deliver

instruction to VCBA students. The school establishes and runs the TESDA

(Technical Education and Skills Development Authority) programs. It aspires to be

an agent of community change and a globally competitive educational institution,

providing affordable, high-quality education to the next generation of leaders who

will become life-changers and nation-builders.

19
Research Instrument

The researchers would prepare the questionnaire as an instrument for

gathering the data. The questionnaire is divided into two parts: Part I. Asked about

the student’s level of satisfaction with the synchronous delivery mode at VCBA. Part

II. Asked about the student’s level of satisfaction with the Asynchronous delivery

mode at VCBA. After the gathering of data the Researchers would propose an

improvement plan to improve teaching quality in VCBA.

Statistical Treatment

After the questionnaires are collected and tabulated, the data will be

quantified using the Weighted Mean to establish the central trend of the responses

of the respondents for the level of students' satisfaction with the online instructional

delivery mode at VCBA. The Likert Scale was used in data analysis, specifically in

determining the level of satisfaction of respondents (refer to table 1).

Table 1. The Scale, Range of Weighted Mean, and Description of the Adjectival

Description Used in this Study

Value Range Adjectival Description

4 3.25 - 4.00 Very Satisfied

3 2.50 – 3.24 Satisfied

2 1.75 – 2.49 Unsatisfied

1 1.00 – 1.74 Very Unsatisfied

20
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with presentation, analysis, and interpretation of the

gathered data in the study.

Statements WM Description
1. I was able to interact with my classmates via 3.13 Satisfied
videoconferencing.
2. I can easily ask questions and receive instant 3.21 Satisfied
feedback from the instructor on what I do not
understand during an online class.
3.  I am more interested in participation due to 3.30 Very
real-time deadlines and expectations during Satisfied
online classes.
4. I am satisfied with the instructor's online 3.26 Very
teaching strategies. Satisfied
5. I am satisfied with the instructors' ability to 3.32 Very
provide clear instructions during an online class. Satisfied
6. I easily understand the content taught in online 3.07 Satisfied
classes.
7. I am satisfied with the lessons or activities 3.25 Very
delivered by the instructor. Satisfied
8. I am satisfied with the quality of graphic aids 3.28 Very
such as sound and pictures (ppt) being Satisfied
displayed by instructors.
9. I was able to understand the lesson since the 3.16 Satisfied
instructor's voice could be heard clearly.
10. I am satisfied with the use of online platform 3.30 Very
apps like Zoom and Google Meet to learn more Satisfied
effectively.
Total 3.23 SATISFIED

Table 1.a: Level of Satisfaction in Synchronous Class

Table 1.a presents the level of satisfaction of the respondents in terms of the

conduct of online class using synchronous modality. Data shows that respondents

are generally satisfied with the synchronous class, as all indicators garnered either a

descriptor of either Satisfied or Very Satisfied, and yielding a general weighted mean

21
of 3.23. None of the indicators obtained a negative description that would indicate

unsatisfied on the part of the respondents. Nonetheless, among the determinants of

the synchronous class, the respondents tend to express a need for improvement on

the clarity on how the content should be taught in the online class, as it implying that

some of the respondents may have some difficulty in understanding the content

taught through synchronous online classes.

Synchronous online learning model is a sort of online course that "allows

students to participate in learning activities similar to those found in a typical face-

to-face classroom" (Rhoads, 2020, p. 14). In this scenario, a student will log in to a

live class and engage in all the course's activities through the internet.

Early research found that students had a generally pleasant experience

when taking synchronous online courses (McBrien, Jones, & Cheng, 2009; Clark,

Strudler, & Grove, 2015). Teacher-student and student-to-student contact can be

achieved in synchronous voice or text chat rooms. Videoconferencing, in addition to

chat, allows for face-to-face contact. Web conferencing is more engaging than video

conferencing by using surveys, polls, and question-and-answer sessions.

22
 Statements WM Description
1. I can access the learning activities at LMS at Very Satisfied
any time convenient to me. 3.39
2. I enjoy the LMS activities. 3.25 Very Satisfied
3. It is easy for me to follow the instructions on Very Satisfied
how to complete the assessed tasks. 3.36
4. I was able to access, interact with, and Very Satisfied
assess content in the LMS using self-guided
lesson modules. 3.27
5. I have more time to complete my quizzes, Very Satisfied
assignments, and projects with surveys and
polls set up with an appropriate closing date.  3.42
6. I can work and concentrate at my own pace Very Satisfied
to achieve my learning objectives. 3.39
7. I have more extra time to read, process, and Very Satisfied
respond because the instructor does not expect
an instant answer. 3.28
8. I can get updates whenever new content is Very Satisfied
available via SMS. 3.38
9. I was able to gain deeper learning by Satisfied
watching pre-recorded lessons repeatedly. 3.22
10. I am fully satisfied with the quality of Very Satisfied
modules downloaded in the LMS. 3.40
TOTAL 3.34 VERY
SATISFIED
Table 1.b: Level of Satisfaction in Asynchronous Class

Table 1.b presents the level of satisfaction of the respondents in terms of the

conduct of online class using asynchronous modality. Data shows that respondents

are generally satisfied with the asynchronous class, as all indicators garnered either

a descriptor of either Agree or Strongly Agree, and yielding a general weighted mean

of 3.34. None of the indicators obtained a negative description that would indicate

unsatisfied on the part of the respondents. Nonetheless, among the determinants of

the asynchronous class, the respondents tend to express concern on the learning

gained by the respondents in pre-recorded videos, as it implying that some of the

respondents may have some difficulty in understanding the lesson by watching the

23
lessons through videos. However, majority of the respondent still express

satisfaction on the entirety of the asynchronous modality.

The result jibes with the study of Zhai et al. (2017) and Masrom et al. (2019),

they highlight the importance of relying on learners' satisfaction in this approach

based on their acquired learning experiences. The significance of this requirement

stems from the fact that in the blended learning approach, comprehending the

"grasp" of learner satisfaction plays a significant role in integrating the components

of any given course. As a result, creating a convenient and appropriate environment

for blended learning learners is feasible and manageable (Masrom et al., 2019).

According to Asynchronous online learning is the most widely used method

in online education as learners have no schedule and can react at their leisure

(Parsad & Lewis, 2008). The possibility of delayed responses allows children to

apply higher-level learning skills as they can think about a topic for extended

periods of time and may develop divergent thinking. Prepared answers take the

place of expressive spontaneity. Consequently, asynchronous space leads to self-

paced, independent, student-centered learning (Murphy, Rodriguez-Manzanares, &

Barbour, 2011). Consequently, asynchronous e-learning can scaffold students'

previous knowledge with new concepts (Lin, Hong, and Lawrenz (2012). There will

be less reliance on memory and notes, and there will be more opportunities for

discussion (Huang & Hsiao, 2012). The distance mode reduces shyness and

ameliorates the teacher's concern. Because there is less pressure in virtual contact,

the affective filter remains low, and learners can respond more innovatively and

imaginatively. There is little chance of being irritated by technical issues like low

24
speed and disconnection, as there is plenty of time to experiment with electronic

activity.

Key Objectives Proposed Resources Persons Duration

Areas Improvement Needed Involve
Identifie Program/ (Materials)
d for Activity
Intervent
ion
1. a.6. Enhance One main Schedule
Difficulty the quality objective Modules Instructors surveys,
in of learning which outlines /Teachers breakdown
understa and what the sessions
nding the teaching. student will be and
content able to do by discussion
taught in Meet the the end of the s at least
online learning lesson. once per
classes. style or week.
needs of Develop
students blended
learning
Modules

Plenty of
opportunities
for the
student to
practice
speaking.

25
 Proposed Improvement Plan Matrix

Key Objective Proposed Resources Persons Duration

Areas s Improvement Needed Involve
Identified Program/ (Materials)
for Activity
Interventi
on
1.b.9. Improve Teachers/ It should be
Unable to user- Instructor must Youtube Instructor six minutes
gained accessibili prepare visual s/ everyday.
deeper ty and and audio Pre- Teachers
learning time elements to recorded
by flexibilty enhance
Videos
watching to engage understanding
pre- learners in of the
recorded the students.
lessons learners in
repeatedly the And cite a pre-
. learning recorded
process videos related
on the
lessons/topic.

Proposed by: Researchers

Approved: Administrator

26
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings; the conclusion arrived at

based on the findings and recommendations.

Summary of Findings

This study aimed to determine the level of student satisfaction with the

instructional delivery model in Villamor College of Business and the Arts.

Specifically, the researcher sought answer to the following objectives:

1. To determine the level of student satisfaction with the instructional delivery

mode, in terms of:

1.a. synchronous mode; and.

1.b. asynchronous mode.

2. Propose an improvement plan based from the result of the study.

Based on the analysis the interpretation of the gathered data of this study, the

following findings were:

1. That the respondents are generally satisfied with the synchronous class, as

all indicators garnered either a descriptor of either Agree or Strongly Agree, and

yielding a general weighted mean of 3.23. None of the indicators obtained a

negative description that would indicate unsatisfied on the part of the respondents.

Furthermore, the respondents are generally satisfied with the asynchronous

class, as all indicators garnered either a descriptor of either Agree or Strongly Agree,

and yielding a general weighted mean of 3.34. None of the indicators obtained a

27
negative description that would indicate unsatisfaction on the part of the

respondents.

Conclusions:

Based on the findings, the following conclusions were made:

1. The respondents are generally satisfied with the synchronous class, as all

indicators garnered either a descriptor of either Agree or Strongly Agree. In addition,

the respondents are also generally satisfied with the asynchronous class, as all

indicators garnered either a descriptor of either Agree or Strongly Agree.

Recommendations

The following recommendations are given to the reader’s perusal study:

To the Teachers

Teaching an online course requires different methods from the standard

classroom, so it’s important that teachers adopt or develop their skills in the online

learning environment, to form their materials effective and interesting for learners.

Teachers must be engaging and supporting students right from the beginning and for

the duration of the course, to take care of a good learning community. Teachers use

a mix of both synchronous and asynchronous activities, creating a mix of traditional

online learning styles with newer, more collaborative audio and visual tools. Working

with a combination of activities makes the content more captivating and exciting,

increasing student engagement with both the teacher and other learners.

28
To the Learners

Learners can direct their learning and understand how they learn best, they

will also better navigate the wide selection of accessible choices at school and

beyond. Learning to find out is especially important when teachers are not any

longer a main source of knowledge and knowledge which might help improve

cognitive functions like concentration.

To the Researchers

Researchers Will be research-specific, undergraduate research also

develops transferable skills with broad application, including critical thinking,

problem-solving, communication, collaboration, and independence. Resourcefulness

inspires divergent thinking, the generation of recent ideas, and therefore the ability to

visualize all the possible ways to attain what you desire. Researchers are

possessing an inventive mindset require you to remain positive.

29
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 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

LETTER OF PERMISSION
March 21, 2022
JAMIE VILLAMOR
VCBA Executive Vice President
THRU: ROBI RIO B. PATIAN
Academic Affairs Coordinator

Greetings of Peace!

Good Day Ma’am!

The undersigned are third-year students of Bachelor of Technical Vocational

Teachers Education of Villamor College of Business and Arts, undertaking research
entitled “The Level Of Student Satisfaction With The Online Instructional
Delivery Mode At Villamor College Of Business And Arts”. This is in partial
fulfillment of the requirements for the degree of Bachelor of Technical Vocational
Teacher Education.

In connection with this, we would like to ask a kind permission from your good office
to allow us to administer our survey form via Google form.

Rest assured that whatever data that would be gathered from this study will be
treated confidentially. The researchers would highly appreciate your favorable action
on this request.

God Bless You Always.

Respectfully yours,

JOFFETH B. MANGGUBAT
Researcher

ROHANNIE D. EBRAHIM
Researcher
AICELLE A. GELLEGANI
Researcher

SNOOKY S. LACHICA
Researcher

Noted by:

33
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

34
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

35
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

36
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

37
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

March 21, 2022

Dear Validators,

Greetings!

We are 3rd year college students of Villamor College of Business and Arts, is
currently working on our research entitled “The Level Of Student Satisfaction With
The Online Instructional Delivery Mode At Villamor College Of Business And
Arts”. A written test questionnaire as instrument will be used in the said research.
In view with this, the researcher would like your expertise to validate the attached
self-made questionnaires to qualify for conduction. Knowing your experience in the
field of research and education, we would like to ask for your help in validating the
said instrument before administering it to the participants of this study.
We have attached here with the validation sheet, questionnaire with table of
specification. We will be glad to hear your suggestions and comments for the
improvement of the instrument.
We are looking forward that our request would merit your positive response. Your
positive response is highly appreciated.
Thank you and God bless.
Very truly yours,

JOFFETH B. MANGGUBAT
Researcher

SNOOKY S. LACHICA
Researcher

AICELLE A. GELLEGANI
Researcher

ROHANNIE D. EBRAHIM
Researcher

Noted by:

ARVILLE V. SETANOS
Adviser

38
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

March 21, 2022

Dear Respondents,

Greetings!

We are conducting a research entitled “The Level Of Student Satisfaction With

The Online Instructional Delivery Mode At Villamor College Of Business And
Arts”. We are requesting for your cooperation to answer our questionnaires for our
research. Your knowledge, concerns, and response are sure to help for us in
achieving our goal.

Rest assured that all the information that we would gather will be treated with out
most confidentiality and it will be used for academic purposes only.

We are hoping that this request would merit your positive response. Again, thank you
for accepting our concern.

May God bless you.

Respectfully yours,

JOFFETH B. MANGGUBAT
Researcher
SNOOKY S. LACHICA
Researcher

AICELLE A. GELLEGANI
Researcher

ROHANNIE D. EBRAHIM
Researcher

Noted by:

ARVILLE V. SETANOS
Adviser

39
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

40
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

40
 APPENDIX

VILLAMOR COLLEGE OF BUSINESS AND ARTS

Balimbing St. Brgy.North, General Santos City
Tell #: (083) 552 7895 email: Villamorcollege.ba@gmail.com

40