i

Virtual Collaboration and its Relation to the Social Presence and

Motivation of 2nd Year Nursing Students

A Thesis Submitted to the Faculty of the

Undergraduate Studies Department

Institute of Nursing

FAR EASTERN UNIVERSITY, MANILA

In partial fulfillment of the Requirements

for the Degree of

Bachelor of Science in Nursing

Mabini, Nicole Trisha S.

Macaraeg, Leah Jane M.
Magno, Jasmine R.
Manila, Florian Angeli A.
Marquez, Kathleen Nicole R.
Mejoras, Geraldine C.
Mendoza, Ma. Christina S.
Morata, Julianne May T.
Natividad, Mary Drasen L.
Olivina, Venus Janica G.

April 2022
 ii

APPROVAL SHEET

This undergraduate thesis entitled

and Motivation of 2nd prepared and submitted by Nicole Trisha S.
Mabini, Leah Jane M. Macaraeg, Jasmine R. Magno, Florian Angeli A. Manila, Kathleen
Nicole R. Marquez, Geraldine C. Mejoras, Ma. Christina S. Mendoza, Julianne May T.
Morata, Mary Drasen L. Natividad, and Venus Janica G. Olvina, in partial fulfillment of the
requirements for the course NUR 1212 Nursing Research, has been examined and is
recommended for Oral Examination.

John F. Villegas, MAN, PhD

Adviser

This thesis which was presented to the Panel for Oral Examination on May 7, 2022 is
hereby accepted.

Sheila Buxani-Callao, RN Rachelle S. Garcia, MAN, DNM

Member Member

Member
Dr. Anna Liza R. Alfonso, MAN, PhD, DNM
Chair Panel

Approved in Partial Fulfillment of the Requirements for the Degree Bachelor of Science in Nursing

Emy Dagonoy Delgado, RN, MASD, PhD

Program Head
Member

Alma Trinidad R. Taragua, MAN, RN, RM, PhD

Dean
 iii

DECLARATION OF ORIGINALITY

We, the authors of this thesis

Presence and Motivation of 2nd hereby declare that:

This paper is the product of our own work.

This work contains no fabricated and plagiarized materials, i.e., all borrowed ideas, texts, and
graphics incorporated in the study have been properly cited.
This paper has not been submitted elsewhere for publication or to any other higher education
institution for a degree.

We also understand that we can be appropriately sanctioned by Far Eastern University should
this declaration be found untruthful.

Verified by

Nicole Trisha S. Mabini

Leah Jane M. Macaraeg

Jasmine R. Magno

Florian Angeli A. Manila

Kathleen Nicole R. Marquez
Geraldine C. Mejoras

Ma. Christina S. Mendoza

Julianne May T. Morata
Mary Drasen L. Natividad

Venus Janica G. Olvina

John F. Villegas, MAN, PhD

Adviser
 iv

ACKNOWLEDGEMENT

First and foremost, praises and thanks to the almighty GOD for the wisdom,

researchers were able to undertake and complete the study.

The researchers would like to thankfully acknowledge the support and express

their gratitude to their adviser, Mr. John Villegas, for his guidance and words of

encouragement in the execution of this study. The researchers also wish to extend

their appreciation to Ms. Jerimiah Joelin Abala, previous adviser in the study who has

provided her invaluable support and guidance in the beginning of the study.

Appreciation to the help and considerations of Ethics Review committee,

Ethics Review Board, the research panelists, Mrs. Sheila Callao and Dr. Anna Liza

Alfonso who provided their insights and suggestions for the betterment of the

To Mr. Nicolo Cruz, the statistician, thank you for lending your

expertise in statistics and analyzing data. To Dr. Francis Obmerga, for the assistance

and providing the list of potential respondents. Most importantly, the researchers

would like to express their immeasurable gratitude to the 2nd year nursing students

who were willing and participated in attaining the goal of this study.

.
 v

TABLE OF CONTENTS

PRELIMINARIES

PAGE

Title Page i

Approval Sheet ii

Declaration of Originality iii

Acknowledgement iv

Table of Contents v

Abstract viii

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Introduction 1

Statement of the problem 3

Significance of the Study 3

Scope and Limitations 6

CHAPTER II REVIEW OF RELATED LITERATURE

Review of Related literature 7

Challenges to Online Learning 7

Virtual Collaboration 10
 vi

Social presence and Virtual Collaboration 13

Motivation and Virtual Collaboration 16

Synthesis 20

Theoretical Framework 21

Research Paradigm 24

Research Hypotheses 25

Definition of Terms 25

CHAPTER III RESEARCH METHODOLOGY

Research Design 28

Research Locale 28

Research Instrument 29

Validity and Reliability 31

Population and Sampling 33

Data Gathering Procedure 34

Statistical Treatment of Data 34

Data Analysis 37

Ethical Considerations 38

CHAPTER IV RESULTS AND DISCUSSION 44

 vii

CHAPTER V SUMMARY OF FINDINGS, CONCLUSION,

RECOMMENDATIONS

Summary of Findings 55

Conclusion 56

Recommendations 57

BIBLIOGRAPHY

References 59

APPENDICES

Appendix A. Request for Permit to conduct research

Appendix B. Final Oral Defense Performance Evaluation Tool

Appendix C. Sample of Informed Consent

Appendix D. Sample Questionnaire

Appendix E. Transcribed Data

Appendix F: Documentation

Appendix G: Research Instrument Validation Rubric

Appendix H. Language Editing Certification

Appendix I: Bionote
 viii

Abstract

The emergence of coronavirus disease (COVID-19) is a global crisis that has

affecting 27 million students and almost 2,000 schools in the Philippines, Educational

system worldwide has implemented the virtual learning approach to all levels. Prior to

the pandemic, nursing schools required students to engage in hospital settings as part

of their experience, due to the pandemic nursing schools decided to do Related Learning

Experience duty virtually. The study aims to determine the relationship between virtual

collaboration to the social presence and motivation of 2nd year nursing students. The

study used a descriptive correlational quantitative method. A total of 250 respondents

from 2nd-Year Nursing Students were selected using a simple random sampling to

participate in the study. A four-part questionnaire containing the demographic profile,

and the adapted and modified Online Sense of Community-Collaborative Learning

Combined Questionnaire, Community of Inquiry Instrument, and Motivation to Learn

Online Questionnaire, were used measure the relationship between virtual collaboration

and the social presence and motivation of the respondents. The study revealed that

Social Presence and Motivation have a significant relationship with Virtual

Collaboration while

Collaboration The result of this study highlights the virtual collaboration of students in

terms of social presence and motivation. Consistent with the results of this study, it can

be concluded that there is a significant relationship within the three variables.

Keywords: virtual collaboration, social presence, motivation, 2nd year nursing

students, descriptive correlational quantitative

 1

CHAPTER I

The Problem and its Background

Background of the Study

The emergence of coronavirus disease (COVID-19) is a global crisis that has

impacted not only the world's economic, psychological, and social, but also the

educational aspects. With the continuous spread of the virus, schools were closed to

ensure the safety of students and teachers while also reducing disease transmission

(Rotas & Cahapay, 2020). According to

Emergency Fund (2020), school and university closures affect more than 1.5 billion

learners of all ages worldwide. At the same time, 27 million students in the

Philippines and almost 2,000 schools were affected (Bilefsky & Gutierrez, 2021).

With this, all the educational institutions in the Philippines have been forced to close

indefinitely after the Commission on Higher Education (CHED) announced an order

for educational institutions to begin preparing for distance learning (Mateo, 2020).

With the goal of providing education as a fundamental human right, the educational

systems worldwide have implemented the virtual learning approach to all levels of

educational institutions to immediately sustain educational needs (Rotas & Cahapay,

2020). Further, nursing schools opted for a virtual learning approach to help students

continue their education (Estoque & Oducado, 2021).

Prior to the Covid-19 pandemic, nursing schools required students to engage

in a hospital setting as part of their Related Learning Experience (RLE). While in the

hospital, students are expected to apply skills learned in class, such as vital sign

taking, applying Maslow's Hierarchy of Needs, and utilizing nursing theories.

 2

Additionally, they are expected to collaborate during their stay in the hospital to

present a case, analyze it, and develop a nursing care plan as part of the RLE duty

requirements. Before the transition to virtual learning, collaborative strategies are also

utilized in preparing nursing students for future clinical practice. Working in dyads in

clinical nursing education was proven to be effective in improving the skill

competency of the students. Students perceived collaborative learning as information

sharing, cross-checking, and group processing (Zhang & Cui, 2018). Due to the

pandemic, nursing schools decided to do RLE duty remotely, with a preceptor and

students seated in front of their electronic devices. Since virtual learning was adopted,

all requirements for an RLE task are met through virtual collaboration. This may be

done through a meeting or discussion using web conferencing software (Zoom &

Microsoft Teams), social media platform (Messenger & Discord), online word

processor (Google Docs, Microsoft Word), and the likes.

To better understand the complexities of virtual collaboration and the ways in

which students engage in group activities, particularly case presentations, this study

adapted three variables: virtual collaboration, social presence, and motivation. Virtual

collaboration is described as the process of different individuals working together,

exchanging ideas, and communicating with self-development as the end goal

(Schieffer, 2016). Social presence is referred to as the degree of interpersonal

communication in an online learning environment. Social presence in virtual learning

settings provides an illusion that learners function together with their educators, which

in result promotes sharing of information and better learning outcomes (Alsadoon,

2018). Motivation is stated as a concept that describes the initiation, direction,

intensity, persistence, and quality of behavior, particularly goal-directed behavior

(Sriwijaya, 2020).
 3

The shift from traditional to online education, driven by digital technology,

has been widely recognized as a trend or an anticipated mainstream trend in the near

future (Sobaih et al. 2020; Palvia et al. 2018). Studies have shown that social presence

is related to establishing positive communication within virtual environments (Oh et

al., 2018). Similar to the face-to-face setting, remote learning also requires social

interaction and the exchange of concepts between peers (Rotas & Cahapay, 2020).

These related studies encouraged the researchers to study the perception of the

students regarding collaborative learning, communication with their team, and

motivation in a virtual collaboration setting. Moreover, the researchers noted a lack of

literature reviews studying the relation of the mentioned variables between students'

collaboration, social presence, and motivation. This further justifies the pursuit of

collabor

study will benefit the nursing students in their future careers as nurses, as it is a

multidisciplinary field that requires collaboration and communication with other

healthcare team members. Hence, this study aimed to determine the relationship

between virtual collaboration to the social presence and motivation of 2nd year

nursing students.

Statement of the Problem

The study intended to establish the extent of the relationship of Virtual

Collaboration to the Social Presence and Motivation of 2nd year nursing students,

specifically answering the following questions:

1. What is the demographic profile of the respondents in terms of;

 4

a. age,

b. gender,

c. number of online courses completed before this course?

2. What is the level of virtual collaboration among 2nd year nursing students in an

online setting?

3. What is the level of the social presence among 2nd year nursing students in an

online setting?

4. What is the level of motivation among 2nd year nursing students in an online

setting?

5. Is there a significant relationship between the virtual collaboration and the

social presence of 2nd year nursing students?

6. Is there a significant relationship between the virtual collaboration and

motivation of 2nd year nursing students?

Significance of the Study

The pandemic has brought different changes in education. The usual face-to-

face class is no longer advisable. Online classes are suggested to mitigate the risk of

spreading Covid-19. The relationship of virtual collaboration to the social presence

and motivation of 2nd year nursing students is vital information to explore. The study

will benefit the following:

Nursing Practice. Since collaboration is one of the essential skills in nursing

practice, the study results would be beneficial to the undergraduate and graduate

nursing students as it will provide awareness and new information on how virtual

collaboration enhances and develops social communication, and motivation of

students towards their academic competency. It can demonstrate that virtual

 5

collaboration skills are most likely the same as that of in-person collaboration skills in

nursing practice.

Nursing Administration. Collaboration in nursing administration is essential

to provide high-quality patient care. With that, this study will provide new

information regarding virtual collaboration and its relationship towards the social

presence and motivation of the students, which is a necessary skill for their future

careers.

Nursing Education. This study will be able to provide proper and effective

guidelines that may be able to improve the quality of education in nursing students.

As the classes were placed virtually, theoretical and practical understanding were

catered only on virtual platforms; there are limitations brought by virtual

quality education will be able to provide appropriate intervention for virtual

collaboration and develop the social communication, and motivation of students

towards their academic competency which will affect their future profession.

Nursing Research. The study would be beneficial to nursing research as it

will provide new information regarding nursing education, nursing practice, and add

further information regarding virtual collaboration. Through research, professionals

are able to devise different methods that may aid nursing students in properly

developing their team working skills, social presence, and motivation that is equally

crucial in the academe and nursing care setting. Moreover, future researchers may be

able to use and improve this research for further understanding of impacts and

recommended guidelines.
 6

Scope and Limitations

The study focuses on determining the extent of the relationship of virtual

collaboration to the social presence and motivation of 2nd year nursing students in an

online setting. Thus, the study opted to utilize a descriptive correlational quantitative

study design.

The study was conducted in a private tertiary university in Metro Manila,

Philippines. The respondents of the study were the 2nd year nursing students of the

said university. Respondents are selected based on their current course subject. The

criteria considered for inclusion are those taking Related Learning Experience (RLE),

such as doing case studies on patients, including those who chose Mixed Online

Learning (MOL) as their modality of learning during an online cl

survey was conducted in the month of April 2022, with the use of the MS survey

form. The survey was completed within one (1) week from April 10th -16th, 2022,

through MS forms. A factor that may affect the study is the honesty of the

respondents in answering the survey questions.

Respondents who are not enrolled in nursing courses, who have no experience

in case studies, respondents who chose independent study (IS) as their learning

modality during online learning, and respondents from other year levels are not

eligible to participate in the survey.

 7

CHAPTER II

Review of Related Literature

This chapter presents a review of studies, articles, and literature related to the

study. This section also includes the discussion of the theoretical framework, research

paradigm, research hypothesis, and the definition of terms. The following literature

was classified into four discussions: Challenges to online learning, virtual

collaboration, social presence, and motivation.

Since the abrupt transition from a face-to-face class to online learning, there

were factors that were put at risk. To guarantee the quality of education and that the

standards were being reached, universities, colleges, and schools made certain

measures to do so. Virtual collaboration is one of the innovations that was developed

since the said transition. Here, the goal was not to replace the teacher or the professor

but to maximize the primary resources in virtual classes technology. Despite the

potential and effectiveness of Virtual collaboration, there are still aspects of face-to-

face classes that need to be met.

Challenges to Online Learning

The sparse studies about the utilization of online learning in Philippine

medical schools further complicate the execution of the curriculum (Baticulon et al.,

2021). One of the primary challenges of virtual learning is the presence of barriers to

communication. Communication is one of the most essential aspects of virtual

collaboration and to be able to connect with your peers, requires electricity, internet

connection, and learning resources such as gadgets and applications needed that will

serve as a means of communication. In some cases, the students participating in

 8

virtual collaboration face communication barriers, causing virtual teams to struggle to

collaborate.

A study from the University of the Philippines identifies the difficulties of

online learning amid the COVID-19 pandemic. People living in remote regions are

subjected to power outages, which have a negative impact on their performance to

communicate with their peers and contribute to team decision-making and lead to

misunderstanding. The Internet has become the crucial instrument and requirement of

a knowledge-based society. The slow internet connection can have a great impact on

students academically the inability to complete their activities could lead to failed

grades -students, do independent group

assigned tasks, or get online help with their classmates. Inadequate access to resources

for interacting with others is another problem impacting peer cooperation in virtual

communication. Not all students were able to buy mobile phones, laptop computers,

and programs in order to complete their allocated responsibilities in group activities.

Consequently, the majority of students struggled when it came to working with their

peers during a group activity. Moreover, poor peer communication between the

students during remote learning was noted. The results showed that students are

experiencing difficulty transitioning from the traditional face-to-face classes to the

online learning setting (Rotas & Cahapay, 2020).

Collaboration and communication skills are characteristics necessary in the

professional field. In the online setting, collaboration is presented through

synchronous communication and online group discussions. Asynchronous

communication is also presented in an online setting wherein students do their tasks at

their own pace. However, online communication and collaboration remain a

 9

challenge for students as it requires typing responses which is time-consuming and

less effective in some cases. Written responses require careful construction to avoid

miscommunication and unintended offensive messages (Zarzycka et al., 2021).

The transition to online learning has also limited the social interaction and

exchange of ideas between peers which affects the initiative of the learners. This lack

of initiative leads to poor communication between the members which can result in a

displeasing or unsatisfactory output, which puts the members of the group in a

disadvantageous situation. The problem with initiative is also present in partaking in

leadership roles. Leadership is important in collaborative work, primarily because it

increases the productivity and organization of the group. A study in Old Dominion

University concluded that effective leadership allows an implementation to progress

in a cohesive and positive direction (Rupp, 2016).

Contact is important in an online set-up for this would serve to fill the gap

between actual human connection, emails, and video calls are the widely used model

today. A study shows that students have agreed that their teachers must hold

consultation hours on online platforms to replace their office hours. Since one way to

get deeper into the subject and make a topic comprehensible is by asking questions,

students may utilize the consultation hours and raise concerns or clarifications.

Questions and clarifications are always needed by the students therefore

communicating with the professor is the key (Alawamleh, A-Twait & Al-Shat, 2020).

Upon adapting to the new learning set up which is through online, students

from around the world have expressed their concerns regarding a noticeable increase

in the number of academic activities that are given to them individually (Rotas &

Cahapay, 2020). The burden of fulfilling all of their assigned tasks and activities
 10

adequately on time may drive students to feel as though they should try whatever they

can in order to reduce their workloads which may have a negative impact on their

enthusiasm and willingness to partake in collaborative activities. As a result of their

hindered and negatively affected.

Virtual Collaboration

University settings provide a higher level of nursing education to aid the

undergraduate nursing student to acquire a skills and complex knowledge.

Collaboration is one of the skills that a nursing student must acquire. Collaborative

learning is a group of instructional or educational techniques that encourage students

to collaborate to create or accomplish a common learning goal (Cui & Zhang, 2018).

Collaboration can now occur virtually; wherein virtual collaboration involves

performing joint work activities by an individual across geographical boundaries and

institutions. This allows people with different skills and experiences to work together

and promotes innovation and creativity to achieve a common goal (Decristofaro et al.,

2020).

A recent development in nursing education allows nursing students to learn

and collaborate virtually. According to the study of Cui & Zhang (2018), virtual

collaboration establishes a learning process that consists of three phases: idea

generation, idea organization, and intellectual convergence. The study also revealed

that students' learning opportunities broadened in understanding health care practice

and global health issues in virtual collaboration after an international exchange

between two universities from two different countries. Thus, virtual collaborative
 11

learning is beneficial to undergraduate and graduate nursing students in terms of

improving their learning experiences and group skills.

The study of Männistö et al. (2019) tackled the impact of collaborative

learning on nursing students in the online world. Nurses are expected to be team

workers in a hospital setting. As team workers, nurses must be willing to collaborate

and communicate with other health care teams. The study showed that digital

collaborative learning can support the learning outcome, the social and the

skill for team-based settings, motivation to study, problem-solving skills, critical

thinking, and metacognitive skills. The result shows that there was a decrease in

student satisfaction in studying virtually and can be difficult, especially when there is

a group discourse and partition of tasks. But the study reflects a statistical significance

in better grades compared with the control group. This article was able to identify the

positive and negative impacts of online classes. The study was also able to give an

overview of nursing students' collaboration and interactions. A compelling result

satisfaction. For this reason, researchers must explore both motivation and studying

satisfaction of nursing students.

Conforming to the study of Liaw et al. (2020), it was reported that the usage of

virtual simulation related to nursing and physician communication as an

interprofessional and collaborative education. The research calls for collaborative

team play in actual hospital settings hence the presence of a platform that aims in

broadening their knowledge and skills. Students of medicine and nursing were the

respondents of the study. Two groups were made to represent the online and

traditional collaborative learning of students; for post-test, they were given an actual
 12

situation to work on. The results show no significant difference in both techniques,

both traditional and virtual collaboration was effective. The researchers, however,

emphasized that virtual collaboration is a possible alternative to team building. The

research study was able to point out the importance of exposing students to

collaborative learning; may it be on traditional or online platforms. It encourages

future health-care workers in improving their communication, information, decision-

making, and teamwork. With this information, it is imperative that the study may be

applied to the understanding of virtual collaboration, social presence, and motivation.

In terms of collaboration, Shaabana and Richburgh (2021) conducted a study

with three experimental groups to demonstrate the effectiveness of collaboration. The

first group has no collaboration involved, the second group has a virtual collaboration

involved, and the last group is in live collaboration. According to the findings, a

substantial difference was found between the scores received by groups that did not

collaborate, and those obtained by groups that did collaborate both virtually and in

person. The outcomes of this study have ramifications for the usage of online

collaboration, and they demonstrate that online collaboration is useful for students'

clinical reasoning processes.

Additionally, Laisema (2018) tackled the collaborative blended learning

activity to mobile learning as a platform to the 35 undergraduate students who is

enrolled at Silpakorn University with a course of Information Technology for

Education. The study demonstrated that collaboration skills and motivation of the

students are being developed and enhanced through collaborative blended learning

activities on mobile learning. The researcher uses and applies the instructional process

to encourage students to create group work. In order to create a group, the students
 13

must collaborate and interact with each other. The result shows that collaborative

blended learning activity on mobile learning is effective as it increases students'

learning achievement, motivation, and teamwork or cooperation skills because they

can communicate and learn at their pace through mobile devices as their platform.

Further, mobile learning effectively improves students' knowledge as it provides more

access to learning resources. This information will aid researchers in identifying the

relationship of virtual collaboration to the social presence and motivation of the 2nd

year nursing students with the use of mobile learning.

Social Presence and Virtual Collaboration

In a virtual collaboration, social presence serves as an important concern even

though there is no standard approach to measurement, no universal description, and

other studies have shown no correlation between social presence and students'

academic achievement. (Weidlich & Bastiaens, 2017). But social psychologists, Park

& Kim (2020) stated the idea of social presence is defined as the amount of prominent

quality or the condition of having physical presence between two speakers using a

medium of communication.

In addition, the study conducted by Wu and Xu (2021), tackled the phenomena

and challenges towards the interactions among people involved in virtual teaching.

The study reveals disadvantages and challenges among the instructors and the

students towards online education. Students continue to struggle in establishing their

social presence to collaborate with their teamwork, hence leading to poor

collaboration. One of the interviews shows a lack of interactions among the students

as there are instances that certain students cannot attend the online meeting.

Meanwhile, the challenges perceived by the instructors were the interactions with

their students. Students have different personalities and some may hesitate to
 14

communicate to their instructors by asking queries and providing feedback. This

restricts the student's online behavior and interactions with their instructors. The

remoteness of virtual collaboration has challenged and limited the online participant's

social presence as the quality of their communication is low.

On the contrary, the disquisition administered by Park and Kim (2020),

entitled "Exploring the Roles of Social Presence and Gender Difference in Online

Learning," presented social presence as a result of engaging communication

technology, which was empirically proven. examined its roles in virtual collaboration.

The study results revealed that the interactivity of communication technologies

enhanced learners' understanding of social presence in virtual collaboration. The

finding will significantly benefit the instructors who are unsure whether to incorporate

new interactive technology into their curriculum because they are ambivalent about

the effect or result. Second, social presence was established to provide student

fulfillment in virtual collaboration. This study demonstrates that the virtual

collaboration encounters are greatly influenced by social presence directed by

interactive communication tools. additionally, individuals are more engaged in

studying if they stay connected to others and have a role to play in his\her learning.

Thus, social presence is considered critical to effective learning in both face-to-face

and online environments.

A study by Al-dheleai & Tasir (2019) sought to determine how students

perceive social presence while applying the Web 2.0 tools for learning-based

engagement. and how this varies by gender and semester. In the study, social presence

was defined as a student's subjective experience of connectedness with others in an

online learning environment. A total of 71 postgraduate students from one of

Malaysia's public universities participated in this study. This study found that students
 15

valued their social presence on Web 2.0 tools. Male students experienced a higher

level of social presence on Web 2.0 tools compared to female students. Further, the

study found that pupils who engaged with others online via Web 2.0 have a higher

level of perception as the instructor also encouraged them to communicate In

summary, this study revealed that students place a high importance on social respect,

social sharing, open-mindedness, and social identity, and that these values are

identified as key factors of students' sense of presence in online participation via Web

2.0. Students, on the other hand, considered closeness as the least important aspect in

achieving a sense of social presence.

A research study conducted by Jaradat et al. (2020) sought to see if the

correlations between the social presence and self-efficacy in online learning of student

contentment in such virtual learning settings may be influenced. Data were obtained

from a sample of 435 enrolled undergraduate students. The results showed that

college students have high levels of online learning self-efficacy, moderate social

presence, and student fulfillment. They recognized a connection between social

presence, self-efficacy in online learning, and learner fulfillment. Jordan's higher

education institutes, social presence, and online learning self-efficacy impact and

strongly predict student satisfaction. Based on these findings, the authors recommend

these institutions' professors foster social presence among students.

Interaction with facilitators and peers is another vital aspect of the online

setting that must also be considered. A research study carried out by Xie et al. (2020)

focuses on the role of social presence in online learning. The study indicated that the

interactions between peers do not always result in a positive feeling or emotion.

Sometimes it can precipitate tension, distress, and anger inside the learning
 16

environment. Hence, conflictual presence is also crucial when it becomes contrary to

online discussions.

The significance of social presence in online course satisfaction was further

assessed in a study conducted by Tayeh (2021), who aimed to examine whether

teaching presence and social presence are related to online course satisfaction. 136

Amman, Jordan college students responded to a cross-sectional survey. The findings

revealed that both teaching presence and social presence have a positive correlation to

ence is placed below the

teaching presence in correlation, both are concluded to be crucial in student

satisfaction in online learning.

Motivation and Virtual Collaboration

Motivation and collaboration are two factors that are both vital in an online

lea

said to be a critical factor that affects the success and performance of second language

learners in their language learning process. The study aimed to explore the influence

and impact of virtual collaboration on the motivation of students. The qualitative

primarily negative because of certain factors. For instance, lack of interaction,

situational problems, and satisfaction with the course content. The researchers also

discovered that the participants compared face-to-face classes to their online learning

and criticized the latter for not satisfying their needs for socialization with friends. In

an interview, a student stated that they were more motivated when they saw their

friends in person because they can exchange ideas. The students emphasized that

socialization and interaction with their classmates and peers were vital to keeping
 17

them motivated. Lack of collaboration among the students may negatively impact

their motivation to learn in an online setting. Moreover, a student stated in the

interview that they were less motivated when fewer students were in the class. In

another interview, a student also stated that the presence of other classmates was

significant to her because they can encourage each other to develop ambition and

motivation. This indicates that peer learning plays an essential role in affecting

engagement and virtual collaboration in the

classroom.

In contrast, the essence of virtual collaboration has been found to positively

affect the learner's motivation in a study by Jeong (2019), aimed to scrutinize the

impact of virtual collaboration in English language learning towards enhancing

learners' motivation and participation in a college university. It was said that

implementing information and communication technology which develops into virtual

collaboration was said to be an effective method which can increase the learning

motivation while improving the students' learning intention in the period of online

learning. Gathered data were analyzed using ARCS (Attention, Relevance,

Confidence, and Satisfaction) motivational model to recognize the motivational

characteristics of English language learning. The study's findings showed that the

majority of respondents indicated that English learning activities conducted via virtual

learning with peers helped them become motivated to study English because the

participants felt eager and willing to have a thriving group learning experience. Thus,

making this finding confirmed other research results referenced in the study, which is

creating a cohesive, collaborative group work experience that was vital for the success

and motivation of the whole group. In addition to that, the participants in the study

also recognized the affective and metacognitive advantages of motivation that can be
 18

applied throughout their learning experience. The application of virtual collaboration

language learning has helped the students in self-directed learning, minimizing learner

anxiety. It has also helped in maximizing the confidence level of the students in terms

of learning. This indicates that the study showed that the motivation of the

respondents improved through the course of virtual collaboration with other students.

accomplish learning tasks, and successfully achieve learning whether virtual or face-

to-face set-up. Based on a similar study, states that the key index of success amidst

online learning are engagement and motivation. motivation may improve

when collaboration insert a social element to the possible isolated online learning

environment. Based on the findings, collaborative learning was chosen as an

educational technique having the ability to increase student motivation and thus

promote student achievement (Fieber, 2019).

Bakhtiar and Hadwin (2018) stated in their study that the model of regulation

implies that regulating motivation in collaboration requires individual learners to not

only regulate their own motivation but also to recognize and temporarily guide or

support the motivation of team members and the collective group. Moreover, it is also

stated that communication and interaction is important in building collective support

and motivation. The group takes responsibility for the team's overall motivation.

Motivation is separate from cognitive or task content regulation. In motivation, it

focused activating the group members independently, for others, or as a team.

In addition, Pedrotti and Nistor (2016) study the differences of motivation

within users of online platforms as a tool in educational learning. People who work in

a formal workplace are driven by extrinsic motivators like salary, hierarchical

positions inside the workplace, social status, and many more. As for students, intrinsic
 19

motivators play a much more important role in how the student is going to adapt to a

positive learning behavior. The studies have shown that there should be more

inclusive approaches to technology in terms of educational contexts and different

educational set- ce

online class set-ups, the one using online lecture videos and the one that uses an

online management learning system. Less institutional support shows a decrease in

motivation and reduced efforts from the participants. Students with moderate to low

social support have shown high results of motivation but have a low expectation in the

online educational system. Depending on the manner of learning, the average

percentage of students feels moderately motivated; some feel moderately encouraged

by their institution in using the appropriate technology, while others feel better with

peer support. In other words, a poor social support system appears to be associated

with strong motivation and low expectations from using it. With this insight, online

setting can be beneficial to students if applied correctly and if the students can adapt

well to the online set-up because if not, the performance of the students based on their

motivation and acceptance of the set-up will be negatively affected.

An investigative study conducted in Bangladesh (Rahman, Uddin, & Dey,

2021) about online learning amidst the COVID-19 pandemic situation found that

direct lectures significantly affect online learning. Students feel motivated to

participate as they are used to this approach. When there is interaction between the

instructor and the learner, as well as linear incorporation of the instructor's presence,

there is a major impact on students' motivation, which dramatically influences

students' learning and motivation. The research also found that the highest hindrance

in the motivation of online learning is the internet self-efficacy, which means that they
 20

are not confident enough about their knowledge on how to use the internet, which

results from their confidence varying greatly.

Synthesis

Virtual learning has affected the collaboration, social presence, and motivation

of learners. It has brought more workload, disruption of information exchange, less

interpersonal interaction, and socialization between learners. Students also expressed

their anxiety and need for empathy and flexible communication during online

learning. Due to the decreased interaction and lack of collaboration in the online

setting, the motivational level of students was also negatively affected.

The presented literature has provided an in-depth discussion about the

concepts that were significant in the development of the study and in determining the

relationship of virtual collaboration to the social presence and motivation in an online

setting. Based on the review of literature, it can be inferred that the conduction of

virtual learning is an effective alternative to the traditional face-to-face classes.

Virtual learning was able to cater to team building, enhance learners' motivation

through virtual collaborative activities and promote interactive communication in

Despite the negative impact documented on some of the literature, the virtual

collaboration, social presence, and motivation will benefit from the different point of

view that was presented

 21

Theoretical Framework

Figure 1. Community of Inquiry Theoretical Framework

The Community of Inquiry (CoI) Theoretical Framework provides a cohesive

perspective regarding the dynamic of collaborative learning in distance education.

The framework specifically reflects the learning process of online learning and aims

to provide guidelines on the improvement of online learning experiences. Similar to

the Community of Inquiry Theoretical Framework (CoI), this study was grounded

with the concept of virtual collaborative learning that was currently utilized as an

alternative for traditional face-to-face classes. This study recognized the three

presences but focused on the aspect of social presence and motivation which was

included under the shared metacognition construct of the framework.

The study was based on the educational theory developed in 2000 by Garrison,

Anderson, and Archer, popularly known as the Community of Inquiry Theoretical

Framework (CoI). This framework was designed to examine both teaching and

learning online (Garrison, 2009). This framework was designed to examine both

teaching and learning online (Garrison, 2009). Garrison and Aykol (2013) defined the

community of inquiry as a collaborative work of a group of individuals to develop a

 22

personal meaning and confirm a mutual knowledge through a purposeful critical

discourse and reflection. The type of approach that CoI framework in learning was

deep and meaningful, and this approach is the core to a community of inquiry.

Furthermore, the CoI framework depicts the development of three interdependent

parts social presence, cognitive presence, and teaching presence in order to

produce a collaborative-constructivist learning experience. A CoI is a collaborative

environment based upon open but purposeful communication (Garrison, 2009).

Interpersonal communication creates a sense of being or presence. And these three

elements must be developed in a balanced manner to provide an effective inquiry and

achieve higher-order learning (Garrison & Aykol, 2013).

The extent to that which student actively develop and validate the information

in a constructive community of learning using persistent contemplation and discussion

is known as cognitive presence. Cognitive presence is an essential element to success

in higher education as it is the core element of community inquiry. The practical

Inquiry Model (PI) put into operation four phases involved in cognitive presence.

Triggering events, exploration, integration, and resolution are the four phases of

critical inquiry. The PI model clearly explains the knowledge-building process that

occurs in online discussions. Furthermore, cognitive presence can be developed

through a metacognitive understanding of critical thinking and practical inquiry

(Garrison & Aykol, 2013).

significant in the acquisition of the

learning outcomes of the students. To be deliberate and effective during the

exploratory process, it is crucial for modifying social and cognitive presence. The

teaching companionship organizes and designs the community inquiry, facilitates

 23

conversation, and gives clear instruction in higher-order learning. (Garrison & Aykol,

2013).

The Community of Inquiry defined social presence as the ability to build a

sense of belonging, communicate in a trusting setting, and have an interpersonal

relationship while displaying individual qualities. Social presence's role was to

support critical inquiry to achieve a high education outcome. Social presence should

be developed naturally and gradually to create a purposeful and collaborative inquiry

process (Garrison, 2013). Furthermore, social presence has three aspects: affective

communication, open communication, and group cohesion. Affective interpersonal

communication is the ability of the participants to express and establish their

personalities in online environments. Whereas open communication is a climate that

encourages students to express themselves freely. While group cohesion is a sense of

group commitment wherein students interact and collaborate. Cohesive

communication develops through promoting shared group identity, leading to

increased collaboration (Sanders & Lokey-Vega, 2020). Other research studies have

mentioned that social presence fosters the comfort and emotional connection of

learners which positively affects their learning outcomes and satisfaction. In an online

learning environment, social presence is capable of building a trusting environment

that promotes connectivity and interpersonal relationships among the learners

(Akcaoglu & Lee, 2016). In this study, social presence was defined as the extent to

which the nursing student is socially present in virtual collaboration.

The Community of Inquiry only comprises three presence that does not

include the student motivation. The issue regarding self-regulation and motivation of

learners was resolved with the advancement of a shared metacognition construct. The

framework of Community of Inquiry offers all the components needed to understand

 24

the shared metacognition in a learning community. Garrison and Aykol (2013)

discussed how social presence was a significant reference for the construction of

shared metacognition. In order to improve their self-regulatory metacognition,

students in virtual collaborative learning require a safe environment in which they can

engage and contribute to the group inquiry. The social presence plays a vital factor in

framing the motivation of learners in creating the appropriate academic environment.

Other research studies have also discussed the relationship between social presence

and motivation. The motivational level of students is closely related to the realness of

their learning environment. Considering that social presence is the extent of realness

in distance learning, it is capable of stimulating interactions and collaboration among

the learners (Widjaja & Chen, 2017).

Research Paradigm

Figure 2. Relationship of Virtual Collaboration to Social Presence and Motivation

Figure 2 shows the blueprint of the study. The figure above is the research

paradigm of the study which is a schematic diagram that presents the variables that

were studied in this research. The diagram shows the relationship between the virtual

collaborat
 25

paradigm was represented by three (3) boxes and two (2) arrows. The first box on the

left is represented by the independent variable, which is the virtual collaboration. The

dependent variables are represented by the two (2) boxes on the right. The box on the

top right represents social presence. The last dependent variable that will be measured

in this study is the motivation of second-year nursing students, which is represented

by the box on the bottom right with its subscale, specifically the Task Value and

Social Engagement. The two (2) arrows illustrate the relationship of virtual

collaboration and the social presence and motivation of 2nd Year Nursing Students.

Hypotheses

The following hypotheses will be tested at a significance level of 0.05.

1. There is no significant relationship between virtual collaboration and social

presence of 2nd year nursing students in an online setting.

2. There is no significant relationship between virtual collaboration and

motivation of 2nd year nursing students in an online setting.

Definition of Terms

This section presents the conceptual and operational definitions of

collaborative virtual learning, social presence, motivation, the variables of this study,

and online class.

Virtual Collaboration

Conceptual Definition: Virtual collaboration is a procedure that employs a

range of methods, a variety of options for professionals to collaborate,

combining resources, communicating, and exchanging ideas, and promoting

chances for self-improvement (Schieffer, 2016).

 26

Operational Definition: It refers to the experience felt by nursing students

during collaboration virtually. The extent of experience will be measured

through the Likert scale. It will be classified by a high, medium, and low level.

Motivation

Conceptual Definition: Motivation is a human behavior that pushes or aids an

individual to achieve his or her goal and needs. Also, it is considered as the

underlying condition of behavior (Gopalan et al., 2017)

Operational Definition: It refers to the motivation of nursing students during

virtual collaboration. Whereas, motivation will be measured by the Likert

scale. Then the mean score of each participant will be labeled from high,

medium, to a low level.

Social Presence

Conceptual Definition: Social Presence is described as how an individual

and respect to other learners through the use of a medium of communication

(Horzum, 2017).

Operational Definition: It refers to the extent to which the nursing student is

socially present in virtual collaboration. This will be measured through the

Likert scale. The mean score of each respondent will be grouped into high,

medium, and low levels.

Online Class

Conceptual Definition: Online class is a medium for teaching the learning

process to be more student-centered, dynamic, and adaptable. Learning can be

done in real-time or made independently through various gadgets. Students

 27

may discover and connect with lecturers and colleagues from any location.

(Singh & Thurman, 2019).

Operational Definition: Online class refers to classes taken by nursing

students. This may be in different modes such as synchronous and

asynchronous.
 28

CHAPTER III

Research Methodology

The chapter contains the design of the study, the description of the research

setting and subject of the study, sampling technique, research instruments, and the

statistical procedures to be used in treating the data to be gathered.

Research Design

The study used a descriptive correlational quantitative method. The primary

goals of descriptive research are the accurate portrayal of people's characteristics or

circumstances and the frequency wherein such conditions happen (Polit & Beck,

2018, p.546). It is a suitable choice when the research aims to look at the

characteristics of a population, identifying a problem that exists within a unit, an

organization, or a population (Siedlecki, 2020). Correlational research measures the

statistical relationship among two variables of interest without the researcher's

intervention (Polit & Beck, 2018, p.544). Furthermore, quantitative research is the

systematic investigation of occurrences that offers precise measurement and

quantification, which often concern a controlled and rigorous design (Polit & Beck,

2018, p.564). Specifically, the study aimed to determine the level of virtual

collaboration, social presence, and motivation and the relationship of virtual

collaboration to the social presence and motivation among the 2nd year level nursing

students in an online setting.

Research Locale

The study took place at one of the private tertiary university in Metro Manila,

Philippines. This setting was appropriate for the study due to its implementation of

Related Learning Experience (RLE) activities in an online setting. Thus, it benefits

 29

the researcher to understand further the virtual collaboration, social presence, and

motivation among nursing students. Additionally, this study was implemented in the

2nd year Bachelor of Science in Nursing students. The respondents were given an

easily accessible online questionnaire using Microsoft form. This setting was selected

to prevent close contact with the respondents during the pandemic. Furthermore, this

study was conducted in the second semester of the academic year 2021-2022.

Research Instrument

The instrument included a 3-item demographic profile sheet to obtain the age,

gender, and the number of online courses taken, and a 34-item Likert scale consisting

of three parts which are virtual collaboration, social presence, and motivation. The

profile sheet consists of 3 questions (Q1 - Q3), for the collaborative learning it is an

11-item question (Q4 - Q14), the 9-item question for social presence (Q15 - Q23), and

11-item for motivation (Q24 - Q34).

A Microsoft survey was used during the data collection to obtain the

individual responses, in which instrumentation was divided into four parts. Part I

describes the profile characteristics of the respondent such as their age, gender, and

the number of online courses taken. Part II was designed to measure the perception of

students on virtual collaboration from the adapted and modified Online Sense of

Community-Collaborative Learning Combined Questionnaire (Chatterjee & Correia,

2019). Part III is designated to measure the perceived social presence of students from

the Community of Inquiry instrument (Arbaugh et al., 2008). Part IV of the

instrumentation was an 11-item question that measures the level of motivation in

terms of the task value and social engagement of respondents using the Motivation to

Online Learning Questionnaire (MLOQ) from Fowler (2018) that was adapted from
 30

the Motivated Strategies for Learning Questionnaire (Pintrich et al, 1994) which was

under the public domain hence consent was not needed.

The researchers adapted and modified the questionnaires in the acquisition of

relevant data about the respondents. The questionnaire has three main parts:

1. The two different parts of the Online Sense of Community - Collaborative

Questionnaire by Chatterjee & Correia (2019) was adapted and modified from

the Online Collaborative Learning Application Scale by Korkmaz (2012) and

the Sense of Virtual Community-Scale of Abfalter, Zaglia, & Mueller (2012).

In this study, the researchers utilized the Online Cooperative Learning

Application (OCLA) scale which consists of 11 items. The format of the

question follows on a favorable attitude toward using online collaborative

tools, then about negative attitudes toward utilizing online collaborative tools.

On a 5-point Likert scale, all queries were answered, with (1) Never, (2)

Seldom, (3) Sometimes, (4) Mostly, and (5) Always.

2. Adapted and modified Community of Inquiry Instrument (Arbaugh et al.,

2008). The Community of Inquiry (CoI) instrument was utilized to measure

the extent of social presence of 2nd year nursing students. Originally, the

instrument consists of three parts and intends to quantify the three components

of the CoI framework: teaching presence, social presence, and cognitive

presence in an online learning environment. Among the three components,

only social presence was measured and was included in the study variables.

The social presence section was also classified into three subsections: affective

expression, open communication, and group cohesion. Hence, a 9-item

questionnaire that was answered through a 5-point Likert scale with 1

 31

2 = Disagree; 3 = Neutral; 4 = Agree; and 5 as

3. The Motivation to Learn Online Questionnaire by (Fowler, 2018) was adapted

and modified from the Motivated Strategies for Learning Questionnaire by

(Pintrich et al, 1993). The Motivation to Learn Online Questionnaire (MLOQ)

was utilized to measure the motivation among 2nd year nursing students.

MLOQ has two sections. The student's profile, which consists of four

questions, was aimed to gather basic demographic information about

respondents as well as their experience with online courses. The MLOQ

second section consists of 11-items subscale of task value and social

engagement for assessing distinct aspects of motivation in courses online.

Where every inquiry in section two had an item stem, and that was a statement

that asked respondents to use a Likert scale to rate their level of agreement

about their encounters in virtual classes. The Likert scale ranges from one to

five, with the following values: 1 = Strongly Disagree; 2 = Disagree; 3 =

Neutral; 4 = Agree; 5 = Strongly Agree.

Validity and Reliability

The four-part questionnaire containing the following adapted instruments:

Online Sense of Community-Collaborative Learning Combined Questionnaire (2019),

Community of Inquiry Instrument (Harbaugh et al., 2008), and the Motivation to

Learn Online Questionnaire (Fowler, 2007), was rated by three experts with respect

to its relevancy. The computed validity index is 1.00. Since the computed value is

greater than .70, the questionnaire is relevant and appropriate to measure the

constructs of the study.

 32

In the demographic profile, school email, name, and section, were added for

easier monitoring of respondents. In order to maintain the privacy and confidentiality

of the respondents, the researchers later on removed all personal information such as

their name and email before sending for data analysis.

Moreover, changes in Likert scales were made. In the collaborative section,

The

researchers also included a more specific objective of the questionnaire at the

beginning of the survey as suggested by the experts.

The reliability of the adapted instruments was measured using Cronbach's

Alpha to measure the internal consistency. The researchers conducted a pilot testing

that consists of 25 respondents from 2nd year Nursing Students for the tool.

Statisticians computed for reliability after the data is collected using this formula

reliability = N/ (N - 1) x (Total Variance-Sum of Variance for Each Question)/Total

Variance. In most social science research situations, a reliability coefficient of .70 or

higher is considered "acceptable."

The reliability of the self - made questionnaire was measured using Cronbach's

Alpha. The questionnaire obtained reliability coefficients of .85, .80, and .77 for the

items on collaborative learning, Social Presence, and motivation constructs,

respectively. The internal consistency of items on collaborative learning and social

presence can be described as "Good"; items on motivation can be described as

"acceptable". Thus, the questionnaire has internal consistency and can measure the

constructs consistently.
 33

Population and Sampling

The target population of this study includes 2nd year nursing students from a

private tertiary university in Manila and was currently enrolled under the Mixed

Online Learning mode (MOL). The 2nd year nursing students were selected because

it was their first time to experience the RLE program in an online learning setting.

Simple random sampling was utilized to select the 2nd year nursing students that

responded to the study. Simple random sampling is a probability sampling method

that minimizes the large population into a smaller size (Depersio, 2021). This

technique uses a selection method that provides each participant with an equal chance

of selection based on probability and random sampling. The list of the 2nd year

nursing students or the sampling frame was acquired through the assistance of Dr.

Francis Obmerga, the assistant head for RLE. After acquiring the class lists of 2nd

year nursing students, Slovin's formula (n = N / (1+Ne2) was used to get the sample

size with a 95% confidence level and a 5% margin of error.. The total number of the

2nd year nursing students was 667 hence, the calculations were (n= 667 / (1+0.05^2)),

making n=250. With that, the total sample size of the study accumulated 250

respondents and was divided by 18 - the total number of 2nd-year level sections,

making it approximately 13-14 respondents per section. For the selection process, the

researchers followed the original class number of each student from the acquired class

lists. The random selection was facilitated on a computer-mediated random number

generator on the internet. Afterward, all selected student respondents were informed

and invited to participate in the study through emails.

 34

Data Gathering Procedure

Figure 3 - Data Gathering Diagram

Figure 3 shows the data gathering process of the study. Following the

a pilot study was conducted to check the internal consistency of the research

instrument being used. From the official list of 2nd year nursing students given by
 35

their gatekeeper, 25 students were randomly selected to participate in the conduction

of the pilot study. Data collected from the 25 respondents were then transferred to the

statistician to assess and measure the internal consistency of the instrument using

Alpha. The pilot study confirms that the research instrument has an

internal consistency and can measure the constructs of the study consistently.

Once internal consistency has been established, the selection of 250 2nd year

nursing students using a random online generator immediately follows. Subsequently,

the researchers informed the class mayors regarding the students that are subjected to

randomization through their school email and personal messages on their respective

Facebook accounts. Afterward, the orientation for the chosen respondents about the

specific details of the study took place, as well as the attainment of the informed

consent before gathering the data started. From there on, the distribution of the

questionnaire has been sent to their respective student emails and Facebook inboxes.

Once 250 responses were obtained, the data collected was then transferred to the

statistician for the application of statistical treatment. Lastly, the data collated was

then analyzed using IBM-SPSS and Pearson correlation coefficient.

Statistical Treatment of Data

The research data that were transcribed and analyzed through a Statistical

Package for the Social Sciences (SPSS) or also known as IBM-SPSS Statistics

version 23. The data were analyzed using various statistical measures such as

weighted mean, frequency, percentage, and Pearson product-moment correlation

coefficient.

Weighted mean was utilized to describe the Level of Virtual Collaboration,

 36

employed to determine any statistically significant relationship between Virtual

Collaboration, Social Presence, and Motivation.

The Pearson product-moment correlation coefficient is usually used to

determine the linear correlation between two data sets. It is the ratio between the

covariance of two variables and the product of their standard deviations. Since it is

rooted in the concept of covariance, which is a statistical tool that calculates the extent

to which two random variables are linked (Chen, 2020). Furthermore, it measures the

amount and degree of the correlation between the variables: virtual collaboration,

social presence, and motivation.

Before conducting hypothesis testing, assumptions for parametric tests were

implemented such as the Normality test (Kolmogorov Smirnov and Shapiro Wilk).

In terms of hypothesis testing, IBM-SPSS readily offers significance or

probability values, which are then compared to the 0.05 threshold of significance

established in the study. The statistical value is significant if the significance or p-

value is equal to or less than 0.05; consequently, the null hypothesis is rejected.

Otherwise, the null hypothesis is not rejected if it is not significant

Table 1

Likert scale value allocation and interpretations

Value range allocation Interpretation

4.21-5.00 Very Effective/Highly Motivated

3.41-4.20 Effective/Motivated

2.61-3.40 Somewhat Effective/Uncertain

1.81-2.60 Ineffective/ Quite Motivated

1.00-1.80 Very Ineffective/ Not Motivated

 37

Table 2

Pearson correlation coefficient and interpretations

Correlation Coefficient Interpretation

±.80 ±1.0 Very Strong Correlation

±.60 ±.79 Strong Correlation

±.40 ±.59 Moderate Correlation

±.20 ±.39 Weak Correlation

±.00 ±.19 Very Weak Correlation

Data Analysis

The collated data were analyzed to both descriptive and inferential statistics.

The researchers used descriptive statistics to explain and summarize the results of the

data, while inferential statistics was utilized to measure the relationship between

virtual collaboration and the social presence and motivation of nursing students.

The frequencies, percentage, mean, and median was used to identify and

create a tabular analysis for the three variables: virtual collaboration, social presence,

virtual collaboration, social presence, and motivation among the 2nd year nursing

students in an online setting

The correlation between virtual collaboration to social presence and

on the research problem (4) Is there a significant relationship between virtual

collaboration and the social presence of 2nd year nursing students in an online

setting? (5) Is there a significant relationship between the virtual collaboration and

motivation of 2nd year nursing students in an online setting?

 38

Ethical Consideration

The researchers adhere to the ethical considerations involved in the study to

guarantee the protection of the respondents. Before the data collection, the researchers

obtained ethical research approval from the Ethics Review Board (ERB) and Far

Eastern University Ethics Committees. The ethical principles involved in the study are

social value, informed consent, vulnerable groups, risks, benefits, and safety, privacy

and confidentiality of information, transparency, and justice.

Social Value

All universities in the Philippines have been forced to close indefinitely after

the Commission on Higher Education (CHEd) issued directives to universities to

begin preparing for distance learning (Mateo, 2020). Intending to provide education

as a basic human right, educational systems worldwide have implemented an online

learning approach at all levels of educational institutions to immediately sustain

educational needs (Rotas & Cahapay, 2020). Further, the nursing schools opted for an

online learning approach to help students continue their education. Because distant

learning is being used, nursing students present their cases virtually as part of their

Related Learning Experience (RLE) duty. Hence, the study intended to discover the

relationship of virtual collaboration to the social presence and motivation of nursing

students, which may be used in students' future nursing practice particularly in

collaboration and communication with other healthcare team members.

The researchers utilized an online platform, particularly MS form, in data

gathering as face-to-face is not allowed due to social distancing. The selection of

respondents was qualified to take the survey question if they are nursing students

taking RLE courses. Prior to respondents responding to study-related questions,

 39

personal information was collected to filter out respondents who do not meet the

criteria. Informed consent was obtained as well. The researcher also disclosed the

study's potential benefits and risks, as well as the study's volunteer nature. The

researchers assured respondents that all data is kept confidential.

The respondents were asked several questions from a validated research

instrument to help the researchers determine the level of virtual collaboration, social

presence, and motivation of the nursing students.

The results of the study were conveyed to the respondents through email,

which includes a summary of the study's findings as well as its conclusions and

recommendations. A further means of dissemination was through presentations at

conferences, such as teacher education and nursing research conferences, both

regionally and nationally, and publications in peer-reviewed journals, among other

avenues.

Informed Consent

Informed consent was obtained prior to conducting the data collection of the

study research. Each participant received an informed consent form provided by the

but rather voluntary without the threat or undue coaching in answering the

questionnaire. The researchers allowed respondents to be informed with sufficient

information to understand online forms before participating in the study. The consent

of the respondents was obtained through online set-up, specifically through Microsoft

emails. The informed consent served as a proof of agreement that the respondents

voluntarily partook as a respondent in the study. The informed consent form

 40

comprises the names of the researchers, affiliated institutions, research title, purpose

of the study, and fundamental ethical principles. Preceding the signing of the

informed consent, the respondents were oriented about the type of data, purpose,

procedure, time commitments, maintaining confidentiality, potential risk and benefits,

right to refuse or withdraw, withhold the informed consent, and the contact

information involved in the research, which were thoroughly discussed and included

on the link. Moreover, the respondents were allowed to ask queries or clarifications to

the researchers, and the researchers responded honestly. With this, informed consent

ial respondents.

Vulnerability of Research Respondents

There were no vulnerable groups involved in the study as the criteria was

thoroughly observed prior to selection of target respondents. This study only included

selected second year nursing students who are currently enrolled in one of the private

universities in Manila which were given a thorough explanation about the study.

Risk, Benefits, and Safety

The study only has minimal risk such as (a) Loss of time required to

answer the study questionnaire and (b) discomfort being approached by strangers. On

the other hand, the study offered the benefits of - (a)access to probable significant

interventions, (b) opportunity to discuss problems with an objective perspective, (c)

attainment of newly found knowledge, (d) break from usual routines, and

(e)satisfaction that they may provide crucial information in solving problem. Lastly,

the resea

procedures to protect respondents from any harm. The risks of the study were not

greater than the benefits it can offer being presented on the risk-benefits.
 41

Privacy and Confidentiality of Information

As a convenience to respondents, the researcher conducted the survey

questionnaire through Microsoft forms so that they can complete it from the comfort

of their own homes or wherever else they choose to answer it. The researchers made

sure that the respondents in this study have their right to privacy by ensuring that our

data were kept in strict confidence. Therefore, the researchers of this study guaranteed

to the respondents that the information given is safe and will only be used for research

purposes, and will not be disclosed to anyone, following the rules of Anonymity.

According to Republic Act 10173 Data Privacy Act of 2021, this is a policy that

protects the fundamental human right of privacy and communication with the

insurance of the free flow of information to promote innovation for the state knows

the importance of the role of information and communication technology into nation-

building or advancement. The researchers valued the personal information and

communication systems, thus keeping them safe and protected. Data breaches or

exploitation of information is a risk in research studies if the researchers do not

conform to the ethical considerations, thereby making some respondents skeptical

about participating in a research study. The researcher ensured that there was no data

breach within this study by certifying that all identifying data from the respondents

was stored in both hard drive and soft drive thus, all sensitive files were encrypted by

passwords and reporting comprehensive data for the groups of respondents. At the

end of the online questionnaire, the respondents were asked once again if they would

agree to send all of the data and information they provided for the study. The data will

be retained for 3 years. Assuming that the result of the information must be presented

and used for reporting, respondents were informed that all identifiable data will be
 42

changed to maintain their confidentiality and anonymity and names of the respondents

will not be disclosed thus, use of codes for their anonymity will be implemented. All

access to the soft drive and hard drive will be removed by deleting the Microsoft form

itself as well as any files associated with the study. To ensure that there were no

recoveries, all data saved on the hard disk will need to be reformatted. After the data

gathering of the survey, the researchers disseminated the result of the study through

the email used by the respondents during the research survey. The respondents

received the email that includes the summary of the result of the survey and the

interpretation of the result of the study within two weeks.

Justice

The researchers ensured that the benefits and burdens among the potential

respondents were distributed fairly and equitably. The research questions guided the

researcher in choosing the potential respondents. All potential respondents were given

equal opportunity to participate in the study. Also, the researchers treated all potential

respondents fairly and respectfully in terms of equality of rights regarding the signing

of informed consent, asking queries, and the right to decline or back out in data

collection without any prejudice. Further, the researchers ensured transparency of the

study to the potential respondents. Nonetheless, the researchers guaranteed that all

Transparency

The researchers ensured transparency to the respondents. With this,

respondents were confident to participate continuously, hence the importance of

complete privacy and preservation of sensitive information in the paper. Researchers

enumerated and included factors that can

 43

rights, well-being, safety, and how those issues can be raised and fixed. The informed

complete information regarding the study and the resea

it is in both the interests of respondents and researchers to share information about the

study, only if it has been scientifically valid, significant information that may connect

n that makes the concerns better. In all,

transparency obligates the researchers to disclose important and relevant information

that may affect the objectives and integrity of the study.

 44

CHAPTER IV

Results and Discussions

This chapter presents the analysis and interpretation of data relevant to

establish the extent of the relationship between Virtual Collaboration to the Social

Presence and Motivation of 2nd Year Nursing Students.

Table 3.

Demographic Profile of the Selected Respondents

Frequency (f) Percent (%)

Age

19 yrs. Old 52 21

20 yrs. Old 148 59

21 yrs. Old 41 17

22 yrs. Old 8 3

Total 249 100

Gender

Male 47 19

Female 196 79

Prefer not to say 6 2

Total 249 100

No. of Online courses

completed

None -- --

1 -- --

2 46 18

3 29 12

3 to 5 -- --

More than 5 174 70

Total 249 100

 45

Table 3 shows the sociodemographic profile of the 249 respondents of the study.

Initially, there were a total of 250 responses collected by the researchers. However, one

of the responses was excluded due to incomplete answers. The socio-demographics

showed that more than half of the respondents, or fifty-nine percent (59%) with the

frequency of 148 second year nursing students, were under the age of twenty years,

while there were twenty-one percent (21%) under the age of nineteen years accounting

to 52 respondents. With 41 of all respondents or seventeen percent (17%) were under

the age twenty-one years. Only eight (8) respondents were under the age of twenty-two

years, constituting three percent (3%) of those who answered the survey questions.

There were 196 female second year nursing students who answered the

questionnaire, accounting to seventy-nine percent (79%) of all respondents, while 47

males answered the questionnaire, accounting for nineteen percent (19%). There were

six (6) respondents, or 2% of all respondents who preferred not to disclose their gender.

In terms of the number of online courses completed by the second-year nursing

students, the vast majority answered that they have finished more than five online

courses and this constitutes seventy percent (70%) or 174 of all respondents. Eighteen

percent (18%) of all respondents complete two (2) online courses accounting to 46

second year nursing students. No one from the second-year nursing students, which

accounted for 0% out of 249 respondents, answered the "none" option when asked how

many online courses they had completed. There were also zero percent (0%) of

respondents who stated that they had only finished one online course.
 46

Table 4

Level of Virtual Collaboration of 2nd Year Nursing Students in an online setting

Indicators Mean Standard Descriptive

Deviation Interpretation

1. Being interactive with peers using online 3.70 .94 Effective

collaborative learning tools increases my
motivation for learning.

2. I enjoy experiencing online collaborative 3.49 .93 Effective

learning using online collaborative tools with my
peers.

3. Online collaborative activity increases our 3.67 .96 Effective

creativity.

4. I believe that collaborative work can be 3.66 .95 Effective

effective when using online collaborative tools.

5. Online collaborative activities improve social 3.80 .99 Effective

skills.

6. I enjoy solving issues regarding collaborative 3.40 .94 Somewhat

work using online collaborative tools with my Effective
peers.

7. More ideas come up when working 3.86 .96 Effective

collaboratively using online collaborative tools.

8. Online collaborative tools are very entertaining 3.44 .99 Effective

to me.

9. I think I have/had/will have more successful 3.51 .96 Effective

results as I work collaboratively with my peers
using online collaborative tools.

10. Trying to teach something to my peers using 3.05 1.08 Somewhat

online collaborative tools makes me tired. Effective

11. Online collaborative tools are not suitable for 2.90 1.06 Somewhat
me. Effective

Composite 3.50 .59 Effective

Note. A mean value ranging from 3.4 to 4.20 is to be interpreted as effective.

 47

SD

equal .

SD equal 1.06. In general, respondents perceive

and SD of .59. According to Cui & Zhang (2018) virtual collaborative learning is

beneficial to undergraduate and graduate students in terms of improving their learning

experiences and group skills. The study revealed that students can broaden in

understanding health care practice and global health issues in virtual collaboration after

an international exchange between two universities from 2 different countries. Another

study by Laisema (2018) indicated that group activities on virtual learning improves

both the skills and motivation of students. The result showed that collaborative blended

learning activity even done virtually is effective in increasing students' learning

achievement, motivation, and teamwork or cooperation skills. Another research

undertaken by Shaaban and Richburg (2021) demonstrates that collaborations benefit

students regardless of whether they are virtual collaboration or in-person

collaborations. Although the study discovered that there was no statistically significant

difference between clinical reasoning scores obtained by the virtual collaboration

treatment group and those obtained by the live collaboration treatment group in terms

of clinical reasoning, it was discovered that the no-collaboration group's score was

statistically considerably lower than the virtual and live collaboration groups' scores,

with p value =.000. These findings suggest that collaboration is critical to learning and

should be fully explored in a variety of educational environments.

 48

Table 5

Level of Social Presence of 2nd Year Nursing Students in an online setting

Indicators Mean Standard Descriptive

Deviation Interpretation

1. Getting to know other course 3.86 .80 Effective

participants gave me a sense of
belonging to this course.

2. I was able to form distinct 3.76 .71 Effective

impression of some course
participants.

3. Online or web-based 3.61 .85 Effective

communication is an excellent
medium for social interaction.

4. I felt comfortable conversing 3.53 .91 Effective

through the online medium.

5. I felt comfortable 3.44 .87 Effective

participating in the course
discussions.

6. I felt comfortable interacting 3.50 .82 Effective

with other course participants.

7. I felt comfortable 3.25 .89 Uncertain

disagreeing with other course
participants while still
maintaining a sense of trust.

8. I felt that my point of view 3.69 .83 Effective

was acknowledged by other
course participants.

9. Online discussions help me 3.85 .85 Effective

to develop a sense of
collaboration.

Composite 3.61 .57 Effective

Note. A mean value ranging from 3.4 to 4.20 is to be interpreted as effective.

SD

equal .80.
 49

participants whil

3.25; SD equal .89)

As a whole, the obtained value of mean= 3.61; SD equal .57 denotes that the

findings supported the observations made by Jaradat & Ajlouni (2020), who

concluded that there is a positive correlation between online social presence and

order to satisfy the students, it is crucial for educators to foster their social presence

even in online learning. Moreover, a study by Tayeh (2021), found considerably

greater level of social and teaching presence in an online learning environment in

Amman, Jordan. From their findings, it was concluded that an online learning

environment that promoted social and teaching presences results in more knowledge

retention and meaningful learning experience.

The result of this study correlates with the findings of Park and Kim (2020)

because both show that social presence enhanced by interactive communication

technologies have a positive impact on the virtual collaboration experience. Contrary

Xie et al. (2020) has concluded that social presence does not

always have a positive impact when it comes to online settings. In line with that, Wu

and Xu (2021), discussed some disadvantages of online education, wherein students

might face some challenges towards interacting with others in an online set up.

Students are still having difficulty establishing their social presence to collaborate

with their teamwork, resulting in poor collaboration.

 50

Table 6

Level of Motivation of 2nd Year Nursing Students in an online setting - Motivation to

Online Learning Questionnaire (MLOQ)

Indicators Mean Standard Descriptive

Deviation Interpretation
1. I think I will be able to use what I learn 4.14 .65 Motivated
in this course in other courses.
2. It is important for me to learn the 4.29 .59 Highly
course material in this class. Motivated
3. I am very interested in the content area 4.07 .66 Motivated
of this course.
4. I think the course material in this class 4.10 .68 Motivated
is useful for me to learn.
5. I like the subject matter of this course. 4.04 .68 Motivated
6. Understanding the subject matter of 4.22 .61 Highly
this course is very important to me. Motivated
teacher 3.01 1.03 Uncertain
and fellow students in class.
8. I pay attention in class. 3.73 .81 Motivated
9. I enjoy class discussion. 3.59 .79 Motivated
10. I feel like I can freely communicate 3.45 .91 Motivated
with other students in classes.
11. I have strong relationship with fellow 3.44 .92 Motivated
students in this course.
Composite 3.82 .44 Motivated

Note. A mean value ranging from 3.4 to 4.20 is to be interpreted as Motivated.

equal4.29; SD equal.59. On the contrary, the

 51

lowest rating (mean equal 3.01; SD equal 1.03) Generally, the obtained value of mean

equal 3.82; SD equal .44

In line with these results, the findings of the study of Fieber (2019) showed

that motivation, along with student achievement promotions are one of the factors that

increased as the collaborative learning of the online students increases. The researcher

utilized the MSLQ motivation subscale pretest and posttest in measuring the

motivation levels of the students, which showed a motivation level that was higher

than the majority of the studies that the researcher has seen in the literature. In this

study, there was also a comparison between the results of the researcher versus the

result of the original study by Pintrich (2004). It was shown that the current study

gained significantly higher results in the MSLQ compared to the original study,

specifically in the extrinsic motivation part. The current study by Fieber (2019)

garnered a score of 5.75 while the original study by Pintrich (2004) garnered only a

score of 5.00.

An interview from a participant suggested that socialization and interaction

with their classmates and peers in relation to school materials were vital to keeping

them motivated in class which can be related to a qualitative study by Mese and

Sevilen (2021) wherein they stated that they have found that motivation was said to be

a critical factor for students that it affects their success and performance. This can be

demonstrated by the indicator I have strong relationship with fellow students

mean equal 3.44; SD = .92. Therefore, corroborate that

the students are motivated if they interconnect with fellow peers as evidenced by the

mean equal

3.73; SD equal .81

 52

(2019) study called "Online Collaborative Language Learning for Enhancing Learner

Motivation and Classroom Engagement" which declares that applying information

and communication technology accompanied with virtual collaborative process, is

motivation while strengthening their learning goals in the prosperous rise of online

learning. This just authenticates that the key indicators of success in this time of

modern age of online and virtual learning are engagement and motivation. (Fieber,

2019) Thus va an equal 3.59;

SD equal .79 results

Table 7

Summary of Virtual Collaboration, Social Presence, and Motivation

Variables Mean Std. Deviation Descriptive

Interpretation
Virtual Collaboration 3.50 .59 Effective
Social Presence 3.61 .57 Effective
Motivation 3.82 .44 Motivated

As summarized in table 7, virtual collaboration obtained a mean of 3.50 and

SD of .59 which indicates that respondents viewed virtual collaboration as an

that there is no statistical difference between traditional collaborative training and

virtual team training. Moreover, virtual collaboration is a suggested alternative for

team-based training. It is noted from the study that both practices effectively promote

interprofessional communication on nursing students and medical undergraduates. In

terms of Social Presence, the accumulated mean is 3.61 and SD of .57, this implies
 53

that respondents perceived Social Presence during online courses as effective. In line

with this finding, the results of the study conducted by Park & Kim (2020) indicated

that when using Web 2.0 for learning engagement, students have shown a high

impression of social presence. Students were able to develop a strong feeling of

belongingness and a high trust in their learning environment, allowing them to freely

discuss, express, and communicate with other students in an online environment.

When it comes to motivation, respondents were motivated in class as depicted by the

mean of 3.82 and SD of .44. According to the study of Jeong (2019), collaborative

language learning activities done through virtual collaboration are positive and

motivating learning experiences. The students feel motivated to learn the subject with

willingness and eagerness. This also indicates that through the course of virtual

collaboration with other students, the motivational level of the respondents was

significantly improved.

Table 8.

Correlation Matrix of Virtual Collaboration, Social Presence, and Motivation

N SD Virtual Collaboration

r R2 Sig. Decision Interpretation Remarks

Social 249 3.61 .57 .62** .38 .00 Reject the There is significant Strong
Presence Ho relationship Correlation

Motivation 249 3.82 .44 .53** .28 .00 Reject the There is significant Moderate
Ho relationship Correlation
Note. **Correlation is significant at .01 Alpha level.
The following legends are represented by:
N = number of the respondents = mean SD = standard deviation
r = correlation coefficient value R2 = coefficient of determination,
Sig. = statistical significance Ho = null hypothesis.

As shown in Table 8, Social Presence and Motivation have significant

relationships with Virtual Collaboration as seen in sig. values which are less than
 54

.62; sig.-value = .00). The R2 value of 0.38 indicates that thirty eight % percent

(38%) of the variability in Virtual Collaboration was explained by the variability in

Social Presence.

The statement of (Weidlich & Bastiaens, 2017) "In a virtual cooperation,

social presence acts as a significant issue" greatly supports the results shown above.

Wu and Xu (2021) study can also support the results which elucidated that study

reveals students that were having a hard time establishing their social presence to

collaborate with their team also leads to poor collaboration which justifies the strong

positive correlation of social presence with virtual collaboration

Collaboration as implied by r value of .53 and sig. value of .000. Twenty eight

percent (28%) of the variability in Virtual Collaboration was attributed to Motivation

as indicated by R2 value of 0.28. These findings supported the observations made by

Pedrotti and Nistor (2016). who concluded that the average percentage of students

feel moderately motivated depending on the mode of learning, some feel fairly

supported by their institute in utilizing the corresponding technology, but several

people feel better with the support of peers. In conclusion, an inadequate social

support system appears to be linked to high motivation as well as to gain low

expectations from using the system.

 55

CHAPTER V

Summary of Findings, Conclusions, and Recommendations

This chapter presents the summary of findings, conclusions, and the

recommendations made for future researchers and growth of the study.

Summary

The primary purpose of the study was to explore the relationship of virtual

collaboration to the social presence and motivation of 2nd year nursing students. The

researchers utilized a descriptive correlational quantitative method to assess 2nd year

and motivation that enhances and encourages cooperation toward academic

proficiency in nursing. Further, the researchers hypothesized that there is no

significant relationship between virtual collaboration to social presence and

motivation.

The survey was administered to 250 randomly selected level II nursing

students from a private tertiary university in Manila, Philippines. A 4-part online

questionnaire consisting of (1) Demographic profile (2) adapted and modified Online

Sense of Community-Collaborative Learning Combined Questionnaire (Chatterjee &

Correia, 2019). (3) adapted and modified Community of Inquiry instrument (Arbaugh

et al., 2008) and (4) adapted and modified Motivation to Online Learning

Questionnaire (MLOQ) from Fowler (2018), were distributed to the selected

respondents. Upon completion of the 250 responses, data were collated by the

researchers and was sent for statistical treatment with the help of a statistician.

The findings of the study are as follows:

 56

1. The level of Virtual Collaboration, Social Presence, and Motivation of 2nd

year nursing students:

1.1 Virtual collaboration is an effective mode of collaboration with a

computed mean of 3.50

1.2 Social presence is perceived to be effective during online courses with a

3.61 mean value.

1.3 The Level II nursing students from the selected university are motivated in

taking their online course which was represented by a 3.82 computed mean.

2. Is there a significant relationship between;

2.1 Social Presence and Virtual Collaboration

Social presence was found to have a strong positive correlation to Virtual

Collaboration. The strong positive correlation is indicated by the correlation

coefficient (r) value of .62 and a significant value of .000.

2.2 Motivation and Virtual Collaboration

Motivation was found to have a moderate positive correlation to Virtual

Collaboration. These findings are supported by a correlation coefficient (r) value of

.53 and a significant value of .000.

Conclusion

Due to the COVID pandemic, both instructors and students have been exposed

to online collaboration tools such as web conferencing software (Zoom & Microsoft

Teams), social media platforms (Messenger & Discord), and online word processors
 57

(Google Docs, Microsoft Word), among others. This study highlights the virtual

collaboration of students in terms of social presence and motivation. Consistent with

the results of this study, it can be concluded that:

1. Second-Year nursing students had a positive experience with virtual

collaboration.

2. There is a strong relationship between virtual collaboration and the

Second-Year nursin

3. There is a strong relationship between virtual collaboration and the

motivation of Second-Year nursing students.

4. The Second-Year nursing students are motivated in taking their online

course classes.

5. The social presence of their fellow classmates is perceived to be

effective when taking online classes.

6. Virtual collaboration among students is deemed to be an effective

mode of collaboration.

7. Collaborative activities done through virtual collaboration can usher

positive and motivating learning experiences.

Recommendations

The following recommendations are suggested by the researchers based on the

findings and the results of the study:

1. The researchers recommend and encourage teachers to include virtual

collaborative learning as part of the pedagogical course in nursing

education. Collaborative learning in an online environment has

 58

motivation, social presence, competence, satisfaction and problem-

solving skills. As modern teaching methods are necessary to hone the

skills of future nurses, utilizing virtual collaborative learning may

outcomes.

2. The researchers recommend that further studies can be done by the

future researchers where the study can be possibly adapted in different

academic fields other than nursing. It will be helpful to understand the

relationship of the virtual collaboration, motivation and social presence

of the students from other courses as well, especially in this time of

pandemic wherein most of the enrollees utilize online platforms as

their mode of learning.

3. The researchers recommend that future studies shall be made with the

use of related literature from the Philippines that are more focused on

Filipino students during the pandemic period as a consequence of the

spread of the COVID-19 virus.

4. The researchers recommend the future researchers to use a larger

population and sample size in order to provide more significant data

for the study. A larger sample size helps the researchers to provide a

more precise and accurate set of mean values while avoiding errors

that can possibly skew the data gathered from a smaller sample size.

5. The researchers recommend an experimental research methodology

approach that could better elaborate and understand the relationship

between two sets of variables, one is constant. This allows

differentiation of distinct conditions.

 59

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 APPENDICES

APPENDIX A- PERMIT TO CONDUCT RESEARCH

To : Joventina Destura-Madriaga
Director, Center for Learning Enrichment and Research for Student (CLEARS)

From: Nicole Trisha S. Mabini, Leah Jane M. Macaraeg, Jasmine R. Magno, Florian Angeli A.
Manila, Kathleen Nicole R. Marquez, Geraldine C. Mejoras, Ma. Christina S. Mendoza, Julianne
May T. Morata, Mary Drasen L. Natividad, and Venus Janica G.Olvina

Date : May 7, 2022

This is to request permission to conduct my/our research in the Institute of Nursing. The
particulars of the study are in the table below.

Title of Study Virtual Collaboration and its relation to the

Social Presence and Motivation of 2nd Year

Nursing Students

Purpose of the Study This study aims to determine the relationship between

virtual collaboration and the social presence and

motivation of 2nd year nursing students.

Target Participants/Respondents Second year nursing students who are under Mixed

Online Learning (MOL) and taking online Related

Learning Experience

(RLE) like case study.

A 4-part web-based survey. Section I was designed

Data Gathering Instrument to be for profile characteristic of the selected participants.

Used Section II is from an adapted and modified Online

Sense of Community-Collaborative Learning

Combined Questionnaire used to measure the

 perception to collaborative learning. Section III is

from Community of Inquiry instrument to measure

the social presence. Section IV is designated to

measu

task value using an adapted and modified MLO

questionnaire.

Data to be Obtained from The level of virtual collaborative learning, social

Participants/Respondents/Office(s) presence, and motivation base on the scores of

individual responses.

Degree Program Bachelor of Science in Nursing

Email and contact Number of Point 2019095371@feu.edu.ph

knrm.nicole14@gmail.com
Person 09293157422

Noted:

John F. Villegas, MAN. PhD.

NAME & SIGNATURE OF ADVISER

Action Taken

Request respectfully endorsed to

Forwarded to ERB for ethics review

 APPENDIX B- INFORMED CONSENT FORM

Informed Consent Form for Quantitative Research

Virtual Collaboration and its Relation to the Social Presence and Motivation of 2nd Year
Nursing Students

This informed consent form is for 2nd year nursing students from Far Eastern University -
Manila and who we are inviting to participate in the research, entitled "The Virtual
Collaborative Learning, Social Presence, and Motivation of 2nd year Nursing Students in an
Online Setting".

Principal Investigator

Nicole Trisha S. Mabini

Leah Jane M. Macaraeg
Jasmine R. Magno
Florian Angeli A. Manila
Kathleen Nicole R. Marquez
Geraldine C. Mejoras
Ma. Christina S. Mendoza
Julianne May T. Morata
Mary Drasen L. Natavidad
Venus Janica G. Olvina

[Name of Organization]

[Name of Sponsor]

[Name of Project and Version]

This Informed Consent Form has two parts:

Information Sheet (to share information about the study with you)
You will be given a copy of the complete Informed Consent Form through your email.

Part I: Information Sheet

Introduction
We are third-year BS Nursing students from Far Eastern University - Manila Campus. We are
conducting a study about virtual collaborative learning, social presence, and motivation of 2nd
year nursing students in an online setting. We are going to give you information and invite you
to be part of this research. This study will have a total population size of 25 students that will
be our respondents and will answer a survey questionnaire using Microsoft Forms. You do not
have to decide today whether or not you will participate in the research. Before you decide, you
can talk to anyone you feel comfortable with about the research.

This consent form may contain words or concepts that you may not understand. If you have any
questions or cl

Purpose of the research

The pandemic has brought different changes in education. The usual face-to-face class is no
longer advisable to mitigate the risk of spreading Covid-19. The relationship of virtual
collaborative learning, social presence, and motivation to 2nd year nursing students is a vital
information to explore. The result and development of the study may provide better strategies
for nursing education and may later be applied to nursing practice.

Type of Research Intervention

This research will involve your participation for 10 minutes by answering a questionnaire
consisting of profile, virtual collaborative learning, social presence, and motivation.

Participant Selection
You are invited to take part in this research because we feel that your experience in a case study
presentation exposes you to different collaborative works and social interactions. Your
experience will contribute much to our understanding and knowledge of virtual collaborative
learning, social presence, and motivation in an online setting.

Voluntary Participation
Your participation in this research is entirely voluntary. It is your choice whether to participate
or not. The choice that you make will have no bearing on your peer-related evaluations or
reports. You may also change your mind later and stop participating even if you agreed earlier.

Procedures
We are inviting you to take part in this research project. If you accept, you will be asked to
answer a 4 part questionnaire. Part I describes your profile characteristics. Part II, III, and IV
is designed to measure your perception on virtual collaborative learning, social presence, and
motivation through a two-part questionnaire from the Collaborative Learning, Social Presence,
and Satisfaction (CLSS) questionnaire authored by So & Brush (2007) and questionnaire for
motivation authored by Pintrich, Smith, García, & McKeachie, (1991).
Fill out the survey through the MS form. If you do not wish to answer any of the questions
included in the survey, you may skip them and move on to the next question. The information
recorded is confidential, your name is not being included on the forms, only a number will
identify you, and no one else except the researchers will have access to your survey. The data
gathered will only be used for this research, and the said data will be accessed exclusively by
the researchers.

Duration
The data gathering for this research will be carried out during the academic year 2022. It will
take place over a one-week period, and the questionnaire will take up to at least 10 minutes of
your time. The data gathered will be stored for a period of three years.

Risks
We are asking you to share with us some very personal and confidential information, and you
may feel uncomfortable answering some questions on the questionnaire. You do not have to
answer any question or take part in the survey if you don't wish to do so, which is also
acceptable. You do not have to give us any reason for not responding to any questions or
refusing to participate in the study. We desire to gather truthful and legitimate data therefore

with comfort.

Benefits
There will be no direct benefit to you, but your participation will likely help us discover more
about the relationship between virtual collaborative learning, social presence, and motivation.

Reimbursements
You will not be provided any incentive in taking part in the research. However, we will give
you the result of the study if deemed significant. With all, we the researchers are grateful.

Confidentiality
Your survey answers will be sent to a link at microsoft forms. We will not be sharing
information about you to anyone outside of the research team. The information that we collect
from this research project will be kept private. Any information about you will have a number
on it that will serve as a code instead of your name. The researchers will ensure the
confidentiality of the participants by storing the information of the respondents inside organized
files with the use of a hard drive and soft drive. To secure the data completely, all sensitive files
will be password-encrypted, and the said password will only be known by the researchers.

After three years, all gathered data will be permanently deleted from all the software and
hardware systems that the research team utilized. This is to ensure that your information will
be completely unreadable and inaccessible or used for unauthorized purposes and future
research studies. It will not be shared with or given to anyone except the research team.

Sharing the Results

Nothing that you tell us today will be shared with anybody outside the research team, and
nothing will be attributed to you by name. The knowledge that we will get from this research
will be shared with you and our university before it is made widely available to the public. Each
participant will receive a summary of the results. We will publish the results so that other
interested people may learn from the research.

Right to Refuse or Withdraw

You do not have to take part in this research if you do not want to do so, and choosing to
participate will not affect you. You may stop participating in answering the survey at any time
that you wish without penalty. At the end of the survey, we will allow you to review your
remarks, and you can ask to modify your answers.

Who to Contact
If you have any questions or clarifications regarding the research study and the rights as a
respondent in this study. please contact the point person indicated below:

1. Kathleen Nicole Marquez - knrm.nicole14@gmail.com/09293157422

2. Florian Angeli Manila - florianangelimanila@gmail.com/09163877097

Jose Edwardo Mamaat, MD

FEU-ERC Chair
Address: Far Eastern University, Nicanor Reyes Sr. Street Sampaloc, Manila
Email: jemamaat@feu.edu.ph; feu.erc2020@gmail.com
Tel: (063)8494000

Part II: Certificate of Consent

I have been invited to participate in research about Virtual Collaborative Learning and Social
Presence among 2 Year Nursing Students in Online Setting.
nd

I have read the foregoing information, or it has been read to me. I have the opportunity
to ask questions and have been provided answers to my satisfaction. I consent voluntarily
to be a participant in this study

Signature Over Printed Name

Date:
 Appendix C- Oral Defense Evaluation Tool
Far Eastern University
INSTITUTE OF NURSING

Final Oral Defense Performance Evaluation Tool

Section/Group No.: BSN 303-Group 3 Date of Defense: May 7, 2022

Title of the Study: The Virtual Collaborative Learning, Social Presence, and
Motivation of 2nd Year Nursing Students in an Online Setting

Recommendation:
__________________________________________________________
_________________________________________________________

Scale for Group Rating:

4 Competent (Requirement evidently exceeded)
3 Acceptable (Requirement evidently complete)
2 Needs Improvement (Requirement evidently incomplete)
1 Unacceptable (Requirements lack evidence)
Indicators Scale
4 3 2 1
Visual Aids (10%)
Artistic design and creativity without being
distractive.
Number of slides adequate for effective presentation.
Relevance of the resources to the subject
matter/theme/activity.
Use of colors sparingly and with taste.
Professional looking visual aid with emphasis on key
points.
Raw Score x 100 x 10%
Total Score ______________

Mastery of Content (30%)

Provides substantive information regarding the
research problem, as to its goals, objective,
background and purpose.
Command of related literature.
Discussion of research methodology.
Discussion of data analysis and interpretation.
Relevance of conclusion and recommendations.
Raw Score x 100 x 30% _________
Total Score

Critical Thinking (40%)

Evidence of original thinking and logical order is
present.
Responses are pertinent to the question/s asked.
Responses are supported with sound/valid evidence.
Demonstrate depth of understanding of the research.
Commendable attitude to questions asked.
Raw Score x 100 x 40% _________
Total Score

Overall Presentation (20%)

Presentation is smooth and flows logically.
Demonstrate good command of English language,
word choice and voice.
Presenter demonstrates confidence during
presentation.
Coordination and team work among group members
is evident.
Self-presentation (honesty) and lively interaction
with the panellists.
Raw Score x 100 x 20%
Total Score ______________

Total = ___________ %
 ___________________________
Signature over printed name of Panel Member
_______________________
Date

APPENDIX D- Sample Questionnaire

Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
APPENDIX E- Transcribed Data
 APPENDIX F-DOCUMENTATION

Permission from the researchers of the adapted research instruments:

A. Virtual Collaboration-Online Sense of Community-Collaborative Learning
Combined Questionnaire

B. Social Presence- Community of Inquiry Survey

 APPENDIX G- Research Instrument Validation Rubric
Name: JCP
Date: April 3, 2022

Please rate the instrument based on the rubric below:

Category Rating Score

4 3 2 1
Purpose Purpose is Purpose is Purpose is Purpose is not 4
stated clearly. stated stated vaguely. stated.
somewhat
clearly.
Clarity of Questions are Questions are Questions are Questions are 4
questions very clear. The very clear and a somewhat confusing and
reader will not person might clear, and a ambiguous.
have to ask have to ask person would
clarification. clarification. have to ask for
clarification.
Choice of Every person Most people Few people No one would 3
responses would be able would be able would be able be able to
to choose from to choose from to choose from choose from
the responses. the responses. the responses. the responses.
Layout The graphics, The graphics, The graphics, The graphics, 4
line styles, and line styles, and line styles, and line styles, and
arrangement arrangement arrangement arrangement
options options mostly options options do not
enhance the enhance the somehow enhance the
layout and layout and enhance the layout and
meaning of the meaning of the layout and meaning of the
survey survey meaning of the survey
survey
Content All essential Most of the Some of the One of fewer 4
questions are essential essential essential
properly questions are questions are questions are
addressed. properly properly addressed.
addressed. addressed.
Spelling/ All words are Most words are Some words Numerous 4
Grammar spelled spelled are misspelled, errors on
correctly. correctly. grammar spelling,
Grammar Grammar punctuation, grammar
punctuation, punctuation, spacing and punctuation,
spacing and spacing and word usage spacing, and
word usage are word usage are have some word usage.
appropriate. mostly errors.
appropriate.
 Research Instrument Validation Rubric

Name: MBT
Date: April 3, 2022

Please rate the instrument based on the rubric below:

Category Rating Score

4 3 2 1
Purpose Purpose is Purpose is Purpose is Purpose is not 4
stated clearly. stated stated vaguely. stated.
somewhat
clearly.
Clarity of Questions are Questions are Questions are Questions are 3
questions very clear. The very clear and a somewhat confusing and
reader will not person might clear, and a ambiguous.
have to ask have to ask person would
clarification. clarification. have to ask for
clarification.
Choice of Every person Most people Few people No one would 3
responses would be able would be able would be able be able to
to choose from to choose from to choose from choose from
the responses. the responses. the responses. the responses.
Layout The graphics, The graphics, The graphics, The graphics, 3
line styles, and line styles, and line styles, and line styles, and
arrangement arrangement arrangement arrangement
options options mostly options options do not
enhance the enhance the somehow enhance the
layout and layout and enhance the layout and
meaning of the meaning of the layout and meaning of the
survey survey meaning of the survey
survey
Content All essential Most of the Some of the One of fewer 3
questions are essential essential essential
properly questions are questions are questions are
addressed. properly properly addressed.
addressed. addressed.
Spelling/ All words are Most words are Some words Numerous 4
Grammar spelled spelled are misspelled, errors on
correctly. correctly. grammar spelling,
Grammar Grammar punctuation, grammar
punctuation, punctuation, spacing and punctuation,
spacing and spacing and word usage spacing, and
word usage are word usage are have some word usage.
appropriate. mostly errors.
appropriate.
 Research Instrument Validation Rubric

Name: GDJ
Date: March 31, 2022

Please rate the instrument based on the rubric below:

Category Rating Score

4 3 2 1
Purpose Purpose is Purpose is Purpose is Purpose is not 3
stated clearly. stated stated vaguely. stated.
somewhat
clearly.
Clarity of Questions are Questions are Questions are Questions are 3
questions very clear. The very clear and a somewhat confusing and
reader will not person might clear, and a ambiguous.
have to ask have to ask person would
clarification. clarification. have to ask for
clarification.
Choice of Every person Most people Few people No one would 3
responses would be able would be able would be able be able to
to choose from to choose from to choose from choose from
the responses. the responses. the responses. the responses.
Layout The graphics, The graphics, The graphics, The graphics, 4
line styles, and line styles, and line styles, and line styles, and
arrangement arrangement arrangement arrangement
options options mostly options options do not
enhance the enhance the somehow enhance the
layout and layout and enhance the layout and
meaning of the meaning of the layout and meaning of the
survey survey meaning of the survey
survey
Content All essential Most of the Some of the One of fewer 3
questions are essential essential essential
properly questions are questions are questions are
addressed. properly properly addressed.
addressed. addressed.
Spelling/ All words are Most words are Some words Numerous 4
Grammar spelled spelled are misspelled, errors on
correctly. correctly. grammar spelling,
Grammar Grammar punctuation, grammar
punctuation, punctuation, spacing and punctuation,
spacing and spacing and word usage spacing, and
word usage are word usage are have some word usage.
appropriate. mostly errors.
appropriate.
 APPENDIX H- Language Editing Certification

(FOR PAPERS EDITED BY LLC EDITORS ONLY)

LANGUAGE EDITING CERTIFICATION

Virtual Collaboration and its relation to the Social Presence

and Motivation of 2nd Year Nursing Students

by

Nicole Trisha S. Mabini

Leah Jane M. Macaraeg
Jasmine R. Magno
Florian Angeli A. Manila
Kathleen Nicole R. Marquez
Geraldine C. Mejoras
Ma. Christina S. Mendoza
Julianne May T. Morata
Mary Drasen L. Natividad
Venus Janica G. Olvina

This certification is issued for clearance purposes

Signature over Printed Name of Editor

 CURRICULUM VITAE

Name : NICOLE TRISHA S MABINI

Residential Address : 137 El Shaddai Compound Buting Ilaya,
Pasig City, NCR, 1600
Contact Number : nikoletribine817@gmail.com
Age : 20
Date of Birth : September 1, 2001
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Juanito S. Mabini
Mrs. Josephine S. Mabini

EDUCATIONAL BACKGROUND/AWARDS:

Primary: Pasig Catholic College

Justice Ramon, R. Jabson Street, Pasig, Metro Manila
(S.Y. 2007-2013)
-2013)
PCC Voice Level 3 Champion (2011)
Guitar Advanced Lessons Graduate (2010-2011)
Girl Scout Graduate (Patrol Leader - 2007-2008 & 2009-2010)
Consistent merit card awardee (6 years)

Secondary: Pasig Catholic College

Justice Ramon, R. Jabson Street, Pasig, Metro Manila
(S.Y. 2013-2017)
Taekwondo Varsity Player
Rover Scout Graduate
Center of Performing Arts (2014-2016)
Consistent merit card awardee (3 years)

Far Eastern University, Manila

Nicanor Reyes St, Sampaloc, Manila, 1008 Metro Manila
(S.Y. 2017-2019)
Artista ng Bayan External Vice President (2018-2019)

Tertiary: Far Eastern University, Manila

Nicanor Reyes St, Sampaloc, Manila, 1008 Metro Manila
(S.Y. 2019-2023)
Bachelor of Science in Nursing, Batch 2023
Institute of Nursing Student Council Marketing Committee (2019-2020)
FEU Oratorical and Debate Council (2019-2020)

SKILLS
Proficient in: Microsoft word, Microsoft Excel & Microsoft Powerpoint
Knowledgeable in Canva
Knowledgeable in Filmora
Digital Literate
COMPETENCIES

Flexible to time and environment

Problem solver
Logical thinker
Patient
Obedient
Cooperative
Independent
Time management
Fast learner
Curious

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

NICOLE TRISHA S. MABINI February 2022

 CURRICULUM VITAE

Name : LEAH JANE MORA MACARAEG

Residential Address : Centro, Manaul, Mansalay, Oriental Mindoro
Contact Number : 09455034674
Age : 21
Date of Birth : July 25, 2000
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Leo F. Macaraeg
Mrs. Josephine M. Macaraeg

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2019 - Present

Senior High School Diploma

School : Bansud National High School Regional Science High School for MIMAROPA
Years Attended : 2017 2019

Junior High School Diploma

School : Eastern Mindoro College
Years Attended : 2013 2016

Elementary School Diploma

School : Manaul Elementary School
Years Attended : 2004 2012

AWARDS AND HONORS

2019 With Honors

2018 With Honors
2017 With Honors

SKILLS

Microsoft
Excel
Powerpoint
Canva
Digital Literate
Publisher
Computation

COMPETENCIES

Communication
Teamwork
Leadership
Problem Solving
Decision Making
Compassionate
Critical thinking

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

LEAH JANE MORA MACARAEG, BSN February 7, 2022

 CURRICULUM VITAE

Name : FLORIAN ANGELI A. MANILA

Residential Address : Turing Morato Street, Brgy, Sta.
Cecilia, Tagkawayan Quezon, 4321
Contact Number : 09163877097
: florianangelimanila@gmail.com
Age : 21
Date of Birth : January 14, 2001
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Florante R. Manila
Mrs. Angelita A. Manila

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2019 - Present

Senior High School Diploma

School : University of Perpetual Help System DALTA, Las Piñas Campus
Years Attended : 2017 2019

Junior High School Diploma

School : Our Lady of Lourdes Academy
Years Attended : 2013 2017

Elementary School Diploma

School : Tagkawayan Central Elementary School
Years Attended : 2004 2013

AWARDS AND HONORS

2021
2020
2019 With Honors
2019 First Place - Immersion Activity in the College of Physical and Occupational Therapy
2018 With Honors
2017 With Honors

SKILLS

Proficient in Microsoft Office Applications

Proficient in Canva Application
Digital Literate

COMPETENCIES

Communication
Teamwork Ability
Leadership
Decision Making
Reliability
Trustworthiness and Ethics
Flexible
Willingness to learn and improve

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

FLORIAN ANGELI A. MANILA, BSN February 2022

 CURRICULUM VITAE

Name : Jasmine Regadillo Magno

Residential Address : 420 P. Martinez St. Barangay Bagong Silang
Mandaluyong City
Contact Number : 09165664587
Age : 21
Date of Birth : December 18, 2000
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Jiovanni B. Magno
Mrs. Jocelyn R. Magno

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2019 - Present

Senior High School Diploma

School : Jose Rizal University, Mandaluyong
Years Attended : 2017 2019

Junior High School Diploma

School : Jose Rizal University, Mandaluyong
Years Attended : 2013 2017

Elementary School Diploma

School : Jose Rizal University, Mandaluyong
Years Attended : 2007 2013

AWARDS AND HONORS

2021-Participation in Understanding the Roles of Nurses in

Emergency Situations: Webinar-Far Eastern University

2021-Participation in importance of community health Frontlinurse

in Rural Areas: webinar-Far Eastern University

2021-Participation In Effacing the Stigma Towards HIV and

Aids: Webinar- Far Eastern University

2017-Citizen Advancement Training- Jose Rizal University

ORGANIZATIONS AND ACTIVITIES

2017-2019 : ESC Scholar

2017-2019 : STEM Club-Member

SKILLS
[Microsoft Office]
[Word, PDF, PPT, Outlook]

[Basic Nursing Skills]

-Intravenous therapy
-Physical Assessments
-Bed Making

COMPETENCIES

-Good Communication skills

-Punctual
-Approachable

OTHERS

-Eager to learn and improve my skills and enhance my knowledge through means of physical and mental
experience

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

Jasmine R. Magno, BSN February 6, 2022

 CURRICULUM VITAE

Name : KATHLEEN NICOLE REYES MARQUEZ

Residential Address : 915-B Topaz St., Green Heights Subdivision
Brgy. San Bartolome, Quezon City, 1116
Contact Number : 09293157422
Age : 20
Date of Birth : March 14, 2001
Civil Status : Single
Nationality : Filipino
Religion : Iglesia Ni Cristo
Parents : Mr. Noel S. Marquez
Mrs. Flordeliza R. Marquez

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2019 - Present

Senior High School Diploma

School : Quezon City Science High School
Years Attended : 2017 2019

Junior High School Diploma

School : Quezon City Science High School
Years Attended : 2013 2017

Elementary School Diploma

School : Perpetual Help Learning Academy-Quezon City, NCR
Years Attended : 2007 2013

AWARDS AND HONORS

2020
2019 With Honors
2018 With Honors
2017 With Honors

SKILLS

Digital Literate
Basic Microsoft Application
Proficient in Canva Application

COMPETENCIES

Leadership
Decision Making
Communication
Collaboration
Problem Solving
Change Management
Flexibility
Creativity

SEMINARS AND WORKSHOP

Participant- 2020 International Nursing Conference of Transformative Nursing: Towards a World
class and Responsive Healthcare (February, 2020)

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

KATHLEEN NICOLE R. MARQUEZ, BSN February 6, 2022

 CURRICULUM VITAE

Name : MA. CHRISTINA SORRILA MENDOZA

Residential Address : Seiz de Junio Village, Sungay East,
Tagaytay City, Cavite, 4120
Contact Number : 09173624547
Email : maimendoza97@gmail.com
Age : 21
Date of Birth : August 9, 2000
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Laureano S. Mendoza
Mrs. Prescila S. Mendoza

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2019 - Present

Senior High School Diploma

School : Far Eastern University, High School Manila
Years Attended : 2017 2019

Junior High School Diploma

School : Tagaytay City Science National High School Integrated Senior High School
Years Attended : 2013 2016

Elementary School Diploma

School : Zion Crest Christian Academy, Inc.
Years Attended : 2004 2012

AWARDS AND HONORS

2020
2019 With Honors
2018 With Honors
2017 With Honors
2017 Gawad Dangal ng Dugong Sayanista - -
2017 Youth Leadership Excellence Award Junior Chamber International

ORGANIZATIONS AND ACTIVITIES

2021 Present : Junior Chamber International Tagaytay Kalikasan

2021 Present : Tamaraw Volunteer
2016 Present : Missionaries Families of Christ

2020 Present : JCI Tagaytay Kalikasan Vice President Internal

2020 Present : TamVol Engagement Committee Subhead
2016 Present : MFC Unit Head Sister
2017 2018 : FEU HS Junior Peers - President
2016 2017 : TCSHNS ISHS Supreme Student Government President
SKILLS

Microsoft
Basic Excel
Basic Powerpoint Presentation
Canva
Digital Literate

COMPETENCIES
Communication
Teamwork
Leadership
Problem Solving
Decision Making

OTHERS

2019 : Certificate for 48 hours of training at the Laboratory

Medicine Division of Philippine Heart Center

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

MA. CHRISTINA S MENDOZA, BSN February 2022

 CURRICULUM VITAE

Name : JULIANNE MAY T. MORATA

Residential Address : 1203-9 Arezzo Place Pinagbuhatan, Pasig City
Contact Number : 09192769128
Age : 20
Date of Birth : May 1, 2001
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Felix M. Morata Jr.
Mrs. Vilma T. Morata

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2019 - Present

Senior High School Diploma

School : Far Eastern University, High School Manila
Years Attended : 2017 2019

Junior High School Diploma

School : Pasig Catholic College
Years Attended : 2013 2017

Elementary School Diploma

School : Pasig Catholic College
Years Attended : 2004 2013

AWARDS AND HONORS

A.Y 2021 2022, First Semester

A.Y 2020 2021, Second Semester
A.Y 2019 2020, Second Semester
A.Y 2019 2020, First Semester
S.Y 2018 2019 Graduated with Honors

SKILLS

Proficient in Microsoft Word

Proficient in Microsoft PowerPoint
Basic knowledge in Microsoft Excel
Basic knowledge in Video Editing
Proficient in Canva
Digital Literate
COMPETENCIES

Effective Communication
Strategic Planning
Critical Thinking skills
Excellent Interpersonal skills
Relationship-building through Teamwork and Leadership
High level of Camaraderie
Systematic Problem Solving
Effective Decision Making

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

JULIANNE MAY T. MORATA February 2022

 CURRICULUM VITAE

Name : MARY DRASEN L. NATIVIDAD

Residential Address : Blk 74 lot 4, Phase 2 Golden city subdivision, Sta. Rosa Laguna
Contact Number : 09216022525
Email : marydrasennatividad13@gmail.com
Age : 20
Date of Birth : October 13, 2001
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Marlito L. Natividad
Mrs. Ma. Cristina L. Natividad

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2019 - Present

Senior High School Diploma

School : Chair of St. Peter School Laguna
Years Attended : 2017 2019

Junior High School Diploma

School : Chair of St. Peter School Laguna
Years Attended : 2015 2016

Elementary School Diploma

School : Meridian Educational Institution Laguna
Years Attended : 2011 2012

AWARDS AND HONORS

2019 With High Honors

2019 Best in Thesis (k-12 CSPS)
2018 With High Honors
2017 With Honors

ORGANIZATIONS AND ACTIVITIES

2021 Present : Gifted to Give Caritas Manila

2018 2019 : Information for Youth Against Crime (IYAC) Writer
2018 Present : 10th Negosyo Filipina entrepreneurship summit
2016 Present : Live Pure Movement Live Pure Forum, Laguna

SKILLS

Microsoft
Excel
PowerPoint
Canva
Digital Literate

COMPETENCIES

Communication
Teamwork
Leadership
Problem Solving
Decision Making

OTHERS

2017 : CSPS Math Olympiad Champion High School Division (Group) Laguna
2017-2019 : Consistent recipient of Peterson Student Award (PSA) highest award given to students at
CSPS/quarter.

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

Mary Drasen L. Natividad , BSN 303 February 2022

 CURRICULUM VITAE

Name : VENUS JANICA GLORIA OLVINA

Residential Address : 0231 Pritil Guiguinto Bulacan
Contact Number : 09289982475
Age : 23
Date of Birth : December 7, 1998
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Parents : Mr. Julius Caesar C. Olvina
Mrs. Veronica Gloria

EDUCATION

Undergraduate : Bachelor of Science in Nursing

School : Far Eastern University, Manila
Years Attended : 2018 - Present

Senior High School Diploma

School : Holy Spirit Academy of Malolos
Years Attended : 2016 2018

Junior High School Diploma

School : Holy Spirit Academy of Malolos
Years Attended : 2012 2016

Elementary School Diploma

School : Montessori School of Malolos
Years Attended : 2007 2012

AWARDS AND HONORS

2017 Best in Research

2016 With Honors

ORGANIZATIONS AND ACTIVITIEZ

2018 2020 : FEU SAGA

2018 2019 : Red Cross Youth
2016 2017 : Volleyball Club Vice President
2015 2016 : Young Bakers Club President

SKILLS

Microsoft
Excel
Powerpoint
Canva
Facebook Advertising
Digital Literate
COMPETENCIES

Communication
Teamwork
Leadership
Problem Solving
Decision Making

SEMINARS AND WORKSHOP

Participant, 2020 International Nursing Conference of Transformative Nursing: Towards a World-

class and Responsive Healthcare (February 2020)
To Publish or To Perish? Writing and Publishing a Research Paper Webinar (September 25, 2020)

I hereby certify that the given information in this document is true and correct to the best of my
knowledge and belief.

VENUS JANICA G. OLVINA, BSN February 2022