Comparative Analysis of E-Learning Application

Divine Word College of Calapan – Pinamalayan Campus

Sta. Rita, Pinamalayan, Oriental Mindoro, Philippines, 5208

CHAPTER I

THE RESEARCH PROBLEM AND ITS SETTING

Background of the Study

In the case study of Edrada, et al. (2020), they stated that in the initial stage of a global

pandemic, the novel coronavirus 2019 (COVID-19) had already acquired more fatalities than the

severe acute respiratory syndrome (SARS) coronavirus. Edrada, et al. (2020) added that cases

have been exported since then to other Chinese cities then internationally highlighting concern of

a global outbreak. Furthermore, they also claimed that the subsequent situation leads to the first

suspected case in the Philippines which was investigated on January 22, 2020, and then 633

suspected cases have been reported as of March 1.

Cua (2020) articulated that President Rodrigo Duterte declared Metro Manila and the entire

Luzon under enhanced community quarantine (ECQ) in March 2020 because of the coronavirus

pandemic (para. 1). He added that schools were asked to hold the remainder of their semester

online because of the pandemic.

Gaur, Chaudhary, and Mittal (2015) stated that there have been advances in recent times to

the development of software system technology specially within the field of education. They

added that combined learning ways will optimize the combination of multi-modal, multi-channel

and multi-source learning which incorporates online and traditional learning; this helps learners
develop and improve their learning independence and to self-manage to best suit their education

style, the approach of labor and dealing style.

According to an online article, E-learning: What it is, how it works (2020) of Manila

Bulletin, this entails the utilization of cooperative online learning tools to continuously facilitate

teacher-student interaction in an exceedingly virtual manner (para. 2). It also added that Dr.

Edmund Centeno, an assistant professor of the faculty of Development Communication at the

University of the Philippines-Los Baños (UPLB), shared with the Manila Bulletin a minimum of

ten learning applications that academic practitioners may adapt throughout times of crisis or

emergency. In addition, he claimed that these educational applications include Edmodo,

MOODLE, Zoom, Facebook Messenger, Skype, Canvas, Blackboard Course Sites, Google

Hangouts, Google Classroom, and iSpring Learn.

With the suggested e-learning applications above, there had been fundamental options for

learners from Oriental Mindoro to choose from. As online classes commence, students got to

utilize different applications as chosen by their corresponding schools.

With that, the differences among the usages of varying applications were yet to be analyzed.

Hence, this study aimed to evaluate the comparative analysis of e-learning applications used by

students of Pinamalayan, Oriental Mindoro.

Conceptual Framework

1. Discord 2. Google Classroom 3. Moodle

a. functionality a. functionality a. functionality
b. assessment and b. assessment and b. assessment and
analytics analytics analytics
c. user experience c. user experience c. user experience
 The study aimed to determine the differences of 3 independent variables (Discord, Google

Classroom, and Moodle) in terms of functionality, assessment and analytics, and user experience.

However, these variables were not capable of being manipulated. This entailed the use of

causal-comparative design as stated in the research from Salkind (2021) due to the fact that

causal-comparative research occurs ex post facto where the researcher has no control over the

variables and thus cannot manipulate them. Furthermore, the causal-comparative design aims to

compare the cause and effect of the independent variables on the dependent variables which are

the given parameters.

Given the three parameters, corresponding responses were gathered and tabulated. The mean

of collective responses in correspondence to a certain parameter was compared to the mean of

other collective responses from other e-Learning applications in correspondence to the same

parameter. Hence, the best e-Learning application from the three independent variables was

determined based on the given parameters. Furthermore, the significant difference was also

discerned.

Theoretical Framework

This research was grounded on the following theories which helped the researchers better

establish the structure of the study:

Garrison, Anderson, & Archer (2000) developed the “community of inquiry” model for

online learning environments and is based on the concept of three distinct “presences”: cognitive,

social, and teaching (p. 2-3). Their model supports the design of online and integrated courses as

active learning environments or communities captivated with instructors and students sharing
concepts, info, and opinions. Of explicit note is that “presence” is a social development and

manifests itself through interactions among students and instructors.

This theory helped the researchers in identifying one of the factors that should be considered

when using different online platforms, which is the interaction between the student learners and

teachers. The use of these e- learning platforms is becoming a hindrance in cognitive learning

and teaching as the sharing of ideas, information and opinions is limited by the efficiency of the

type of online learning platform used.

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

the facilities of the web to produce learning environments that foster collaboration and

information building (Harasim, 2012, p. 81). She describes OCL as: “a new theory of learning

that focuses on cooperative learning, information building, and web use as a way to reshape

formal, non-formal, and informal education for the Knowledge Age (p. 81).”

This theory correlates with the study, as the main purpose of these online learning platforms

is to provide the student learners and teachers a learning environment that fosters collaboration

and knowledge building.

According to Linda Harasim, OCL also derives from social constructivism, since students are

encouraged to collaboratively solve issues through discourse and wherever the teacher plays the

role of facilitator as well as learning community member. This is a significant facet of OCL but

also of alternative constructivist theories wherever the teacher is not essentially separate and

apart however rather, an active facilitator of information building. Due to the importance of the

role of the teacher, OCL is not simple to portionate. Unlike connectivism, which is suited to

large-scale instruction, OCL is best situated in smaller academic environments. This last issue

becomes progressively vital once seeking commonality among online education theories.
 This theory also provides support that the use of online learning platforms is the best choice

in small learning environments. Students and teachers are situated to collaborate through the use

of e-learning applications where it is said that the teachers play the role of the facilitator.

Statement of the Problem

The main problem was finding the efficiency of e-learning applications used by students of

Pinamalayan, Oriental Mindoro. In answering this question, it also attempts to answer the

following:

1. How efficient is Discord in terms of:

1.1. functionality:

1.2. assessment and analytics: and

1.3. user experience:

2. How efficient is Google Classroom in terms of:

2.1. functionality:

2.2. assessment and analytics: and

2.3. user experience:

3. How efficient is Moodle in terms of:

3.1. functionality:

3.2.assessment and analytics: and

3.3.user experience:

4. Which e-learning application is the best in terms of:

4.1. functionality:

4.2.assessment and analytics: and

4.3.user experience:
 5. Is there a significant difference on the e-learning applications in terms of?

5.1. functionality:

5.2. assessment and analytics: and

5.3. user experience:

Null Hypothesis

1. There is no significant difference on the e-learning applications in terms of;

1.1.functionality:

1.2.assessment and analytics: and

1.3.user experience:

Assumptions

The following assumptions were made regarding this study:

1. The instrument to be used will elicit reliable responses.

2. The respondents will fully understand the questions they will be asked.

3. The participants will provide honest expressions of their knowledge.

Limitations

The study was formulated within Pinamalayan, Oriental Mindoro. The purposive sampling of

students to their respective schools with the corresponding e-Learning platform choice decreased

the generalizability of the study. This study was not generalizable to all areas of comparison

among different a-Learning platforms.

Purposive Statement

The purpose of this study was to compare the different online learning platforms used in
different schools in Pinamalayan and test their efficiency under a set of parameters. The different

types of e- learning applications used by the different schools in Pinamalayan were obtained.

Their efficiency was tested on their functionality, assessment and analytics, and user experience.

The significant difference among these online learning platforms was also identified in this

study. The efficiency and difference among them was of great importance in this study because

these determined the potential of these e- application in helping the students and teachers attain

quality education through online based learning.

A. Significance of the Study

This study was significant to the following:

Selected schools in Pinamalayan. The main purpose of the study was to compare the different

online learning platforms used in different schools in Pinamalayan. Part of the purpose was to

determine the efficiency of these learning platforms in terms of functions and accessibility. The

results of this study helped the selected schools to provide quality education to students that were

based on the use of online learning platforms.

Students and Teachers. The findings of the study helped the students and teachers in Oriental

Mindoro to know what e- learning applications provided them the best service and facilities in

terms of function and accessibility. Also the results of this study guided them on the proper

usage of these learning platforms.

Other Researchers. The findings that were accumulated in this study contributed greatly and

were added to the existing knowledge of other researchers who also investigated this topic.
Definition of Terms

The following terms were used operationally in the study:

Analytics and Assessment

Horizon Report (2014) defines learning analytics as research that uses data analysis to tell

selections created on every tier of the education system, finance student information to deliver

customized learning, modify adaptive pedagogies and practices, and verify learning issues in

time for them to be resolved.

In research from Czerkawski (2015), she referred to learning analytics as : “educational ‘big

data’ in other words” (para. 4). She added that big data uses a statistical analysis approach, and

was initially developed for market researchers to grasp client expertise trends.

Saqr (2017) defined assessment as “a central element of the learning process; it defines what

students consider important and measures their personal achievements across all phases of

professional development” (p. 1).

Moreover, Brink and Lautenbach (2011) added that due to the advancement of technology

and e-learning systems, there is additionally a high demand for tactics and means of assessing

students in such a system.

Discord

Jiang et al. (2019) defined Discord as “a free cross-platform VoIP application that has over

200 million unique users as of December 2018” (p. 5). Defino and Dean (2021) defined Discord

as a group-chatting platform where it is divided into servers, each of which has its own members,

topics, rules, and channels. Defino and Dean (2021) added that “Discord also allows users to
voice- and video-chat, as well as livestream games and other programs from their computers”

(para. 3).

E-Learning Platform

Understanding eLearning Platforms (n.d.) defined an online learning platform as an

integrated set of interactive online services that offer trainers, learners, and others concerned in

education with info, tools and resources to support and enhance education delivery and

management.

Functionality

According to McNamara and Kirakowski (2006), functionality might include determining

what specs should be given by the device and evaluating device performance, reliability, and

durability. McNamara and Kirakowski (2006) also added that the analysis of user comments

revealed that, in general, respondents commended the functions given by devices, but they were

displeased with unnecessary functions.

Google Classroom

DiMaria (2016) defined Google Classroom as an inclusive internet platform that merges your

G Suite for Education account with all your G Suite services. In addition, Bell (2015) defined

Google Classroom as part of the series of Google Apps with specification for the educational

suite of tools and is only limited to Google Apps for Education accounts. She also referred to

Google Classroom as “designed to help teachers and students communicate and collaborate,

manage assignments paperlessly, and stay organized” (p. 7).

Moodle

SpringML (n.d.) stated that MoodleTM stands for Modular Object-Oriented Dynamic
Learning Environment. It was founded and developed by Martin Dougiamas in 2002. Moreover,

they stated that it was designed to provide educators, administrators, and learners with an open,

robust, secure and free platform to create and deliver personalized learning environments.

User-experience

In the research of McNamara and Kirakowski (2006), they defined user experience as a

parameter that emphasizes the wider relationship between the product and the user in order to

investigate the individual’s personal experience of using it. They added that these questions may

encompass “how the person felt about the experience, what it meant to them, whether it was

important to them, and whether it sat comfortably with their other values and goals.”
 CHAPTER II

LITERATURE REVIEW

This chapter presented the literature review and gathered all the available sources related to

this study.

This chapter featured the background to the problem of this study along with the description

for the independent variables such as Discord, Google Classroom, and Moodle, the dependent

variables or the parameters of the study such as functionality, assessment and analytics, and user-

experience, and the research design to be used. It also included the related studies and the

justification of methods, data collection, and statistical tools to be utilized in this study.

This chapter included sources from scientific journal articles and reliable websites such as

news and government websites.

In the case study of Edrada, et al. (2020), they stated that in the initial stage of a global

pandemic, the novel coronavirus 2019 (COVID-19) had already acquired more fatalities than the

severe acute respiratory syndrome (SARS) coronavirus. Edrada, et al. (2020) added that cases
have been exported since then to other Chinese cities then internationally highlighting concern of

a global outbreak. Furthermore, they also claimed that the subsequent situation leads to the first

suspected case in the Philippines which was investigated on January 22, 2020, and then 633

suspected cases have been reported as of March 1.

Cua (2020) articulated that President Rodrigo Duterte declared Metro Manila and the entire

Luzon under enhanced community quarantine (ECQ) in March 2020 because of the coronavirus

pandemic (para. 1). He added that schools were asked to hold the remainder of their semester

online because of the pandemic.

Gaur, Chaudhary, and Mittal (2015) stated that there have been advances in recent times to

the development of software system technology specially within the field of education. They

added that combined learning ways will optimize the combination of multi-modal, multi-channel

and multi-source learning which incorporates online and traditional learning; this helps learners

develop and improve their learning independence and to self-manage to best suit their education

style, the approach of labor and dealing style.

According to an online article, E-learning: What it is, how it works (2020) of Manila

Bulletin, this entails the utilization of cooperative online learning tools to continuously facilitate

teacher-student interaction in an exceedingly virtual manner (para. 2). It also added that Dr.

Edmund Centeno, an assistant professor of the faculty of Development Communication at the

University of the Philippines-Los Baños (UPLB), shared with the Manila Bulletin a minimum of

ten learning applications that academic practitioners may adapt throughout times of crisis or

emergency. In addition, he claimed that these educational applications include Edmodo,

MOODLE, Zoom, Facebook Messenger, Skype, Canvas, Blackboard Course Sites, Google

Hangouts, Google Classroom, and iSpring Learn.

 With the suggested e-learning applications above, there had been fundamental options for

learners from Oriental Mindoro to choose from. As online classes commence, students got to

utilize different applications as chosen by their corresponding schools.

With that, the differences among the usages of varying applications were yet to be analyzed.

Hence, this study aimed to evaluate the comparative analysis of e-learning applications used by

students of Pinamalayan, Oriental Mindoro.

Education (training) is the process by which a generation passes the wisdom, knowledge and

skills of one onto the next (Alonso & Norman, 1996). This education process has been going on

since time immemorial. It is the central process in the conservation and development of human

culture. It began at the dawn of time and has continued till today. Eventually, the society

developed for itself schools as the privileged places where the education process takes place

Many educational institutions, including schools and universities, training departments and

institutes for professional development simultaneously struggle for effective method in

producing pervasive learning offers. Significant effort thereby is centered on new learning

technologies, as they promise to permanently reach learners by their ubiquitous presence of

communication devices (Hilderband et al., 2007).

Lehner, et al.( 2001) stated that classroom seating arrangement does not necessarily have to

be fixed. In support of this, Brown (2001) added that individual student activities such as web

browsing, independently running example programs or working through example problems in

class can take place. He added that “students do not have to waste time copying what the

instructor writes on the whiteboard” (p.3).

 E-Learning is the use of Information and Communication Technology (ICT) to deliver

information despite instructors and learners being separated by distance, time, or both in order to

enhance the learner's learning experience and performance ( Keller et al., 2007; Tarhini et al.,

2016).

Horton (2011) defines e-learning as a set of instructions delivered via all electronic media

such as the internet, intranets, and extranets. Thus, by eliminating the barriers of time and

distance, individuals can now take charge of their own lifelong learning (Almajali et al.,

2016; Bouhnik and Marcus, 2006; Fletcher 2005; Obeidat et al., 2015).

E-learning environments reduce the cost of provision and therefore increase revenues for

academic institutions (Masa’deh et al., 2016;Ho and Dzeng, 2010).

In the research from Ojokoh et al. (2015), they defined e-learning as an innovative approach

for delivering electronically mediated, well-designed, learner-centred interactive learning

environments by utilizing internet and digital technologies with respect to instructional design

principles.

Understanding eLearning Platforms (n.d.) defined an online learning platform as an

integrated set of interactive online services that offer trainers, learners, and others concerned in

education with info, tools and resources to support and enhance education delivery and

management.

In alignment to the study, three e-Learning applications were selected to serve as the

independent variables which are to be compared. Those are the following:

Jiang et al. (2019) defined Discord as “a free cross-platform VoIP application that has over

200 million unique users as of December 2018” (p. 5). Defino and Dean (2021) defined Discord

as a group-chatting platform where it is divided into servers, each of which has its own members,
topics, rules, and channels. Defino and Dean (2021) added that “Discord also allows users to

voice- and video-chat, as well as livestream games and other programs from their computers”

(para. 3).

DiMaria (2016) defined Google Classroom as an inclusive internet platform that merges your

G Suite for Education account with all your G Suite services. In addition, Bell (2015) defined

Google Classroom as part of the series of Google Apps with specification for the educational

suite of tools and is only limited to Google Apps for Education accounts. She also referred to

Google Classroom as “designed to help teachers and students communicate and collaborate,

manage assignments paperlessly, and stay organized” (p. 7).

SpringML (n.d.) stated that MoodleTM stands for Modular Object-Oriented Dynamic

Learning Environment. It was founded and developed by Martin Dougiamas in 2002. Moreover,

they stated that it was designed to provide educators, administrators, and learners with an open,

robust, secure and free platform to create and deliver personalized learning environments.

However, these variables were not capable of being manipulated. This entailed the use of

causal-comparative design as stated in the research from Salkind (2021) due to the fact that

causal-comparative research occurs ex post facto where the researcher has no control over the

variables and thus cannot manipulate them. Furthermore, the causal-comparative design aimed to

compare the influence of the independent variables, Discord, Google Classroom, and Moodle on

the dependent variables which are the given parameters.

With the presence of a comparative design, the e-Learning applications were compared under

three parameters. Those are the following:

 According to McNamara and Kirakowski (2006), functionality might include determining

what specs should be given by the device and evaluating device performance, reliability, and

durability. McNamara and Kirakowski (2006) also added that the analysis of user comments

revealed that, in general, respondents commended the functions given by devices, but they were

displeased with unnecessary functions.

Horizon Report (2014) defines learning analytics as research that uses data analysis to tell

selections created on every tier of the education system, finance student information to deliver

customized learning, modify adaptive pedagogies and practices, and verify learning issues in

time for them to be resolved.

In research from Czerkawski (2015), she referred to learning analytics as : “educational ‘big

data’ in other words” (para. 4). She added that big data uses a statistical analysis approach, and

was initially developed for market researchers to grasp client expertise trends.

Saqr (2017) defined assessment as “a central element of the learning process; it defines what

students consider important and measures their personal achievements across all phases of

professional development” (p. 1).

Moreover, Brink and Lautenbach (2011) added that due to the advancement of technology

and e-learning systems, there is additionally a high demand for tactics and means of assessing

students in such a system.

In the research of McNamara and Kirakowski (2006), they defined user experience as a

parameter that emphasizes the wider relationship between the product and the user in order to

investigate the individual’s personal experience of using it. They added that these questions may
encompass “how the person felt about the experience, what it meant to them, whether it was

important to them, and whether it sat comfortably with their other values and goals.”

The utilization of online platform as educational tools was also supported by the following

studies:

Moravec et al. (2015) showed how e-learning tools impact students’ achievement. The study

was attended by nearly 2000 students. According to Moravec et al. (2015), the study compares

the results of questions from the area of law where the tool was provided in a pilot version with

the results of questions, where the e-learning tool was not provided. The researchers found that

the e-learning tools have affected the students’ results. Nevertheless, the belief that the e-learning

tool may possibly have a negative effect on students who will depend on given materials was

disproved.

On the study conducted by Amir, Tanti and Puspitawati (2020) entitled "Student perspective

of classroom and distance learning during COVID-19 pandemic in the undergraduate dental

study program Universitas Indonesia" it reached a conclusion that despite some challenges,

undergraduate dental students could adapt to the new learning methods of distance learning and

agreed on better efficiency experienced in distance learning than in classroom learning.

Espinosa (2016) stated in his study entitled "Learning with the help of Technology" that

investing in e-learning will benefit both teachers and students. Teachers can disseminate their

lessons and assignments with ease, and students can work on their lessons at home. Also, he

stated that technological advances had greatly changed the education landscape in that teaching

is no longer confined to the traditional face-to-face delivery of lessons.

Mobo and Sabado (2019), assessed the Effectiveness of E-Learning in AMA Olongapo

Campus. In his findings it is stated that the majority of the respondents thinks that e- learning
education is very good in terms of giving the students time to be flexible, allowing them to study

and do other chores or even work. In addition, the platform itself is a well-designed and a user-

friendly webpage which makes it easy to study and to answer activities.

While the given studies prove to be as support to the comparative analysis to be made, the

following guided the researchers in conducting the study.

According to research, data collection is the process of gathering and measuring information

on variables of interest, in an established systematic fashion that enables one to answer stated

research questions, test hypotheses, and evaluate outcomes (The Office of Research Integrity,

2005). In addition, the data collection component of research is common to all fields of study

including physical and social sciences, humanities, business, etc.

In the case of this comparative analysis, data collection was possible with researcher-

respondent interaction.

However, according to Butnaru et al. (2021), the SARS-CoV2 virus has threatened the

activity of high schools, colleges and universities, which is why the issue of whether or not to

continue teaching and learning has been raised, provided that the health of students and of

education staff is protected. Furthermore, educational institutions preferred to close traditional

(face-to-face) teaching activities, including laboratories, and transferred teaching activities to the

online environment in order to prevent the spread of the virus. They added that forcibly moving

educational activity to the online environment allows for flexibility in teaching and learning

because courses are easily accessed. Butnaru et al. (2021) added that courses were transferred

online at an astonishing and unprecedented speed despite the crisis.

Following the given safety protocols, data collection was held through the use of online

surveys.
 In research by Vasantha Raju, Narayanaswamy and N.S., Harinarayana (2016), they stated

that “online survey tools or web-based survey tools have become common data collection

instruments in today’s networked environment” (para. 2). They added that researchers in

business and educational industries utilize the online survey tools for collection of data which

shows the advantage of web technology coming in handy in obtaining and managing users’

response in a brief way.

With the availability of online survey tools, this led to the use of Google Forms for the data

collection.

Nguyen, Stehr, Eisenreich, and An (2018) stated that Google Forms can be used in several

methods to accumulate beneficial classroom environments. They enumerated ways on how the

online survey form can aid such as “surveying students outside of class to learn about them as

individuals, engaging them in class by collecting responses in the moment, and collecting their

self reflections after a lesson” (p.75).

The mentioned surveying tool can be used to contain fixed-alternative questions. APA

Dictionary of Psychology (n.d.) defined fixed-alternative questions as “a test or survey item in

which several possible responses are given”. They added that participants are interrogated to

choose the correct answer or the one that best matches their preference. A fixed-alternative

question was sometimes referred to as a closed question, although this can also refer to any

inquiry requesting a short definite answer.

Referring to respondents, the type of sampling used was purposive sampling which is a type

of nonprobability sample. The selection of subjects/respondents was based on the subjective

judgement of the researchers. Robinson (2014) defined purposive sampling as selection of

informants based on the intentions of the researchers considering the ability of participants to
elucidate a specific theme, concept, or phenomenon. This type of sampling was supported by the

causal-comparative design which highlights the matching of respondents based on the groups

they belong to.

With the collection and tabulation of data from intentional selection of subjects, the test to be

used in finding the significant difference among the three e-Learning applications was possible.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the research design, respondents of the study, instruments used in

gathering and analyzing data, selection of population and samples, the data gathering procedure,

and the statistical treatment to be utilized.

Quantitative approach was used in this study to collect insights, form conclusions and

summarize or generalize characteristics based on numerical data and statistical computations.

Quantitative research used experimental research design to determine the efficiency of e-

learning applications used by students of Pinamalayan, Oriental Mindoro. Quantitative methods

emphasized objective measurements and the statistical, mathematical, or numerical analysis of

data collected through polls, questionnaires, and surveys, or by manipulating pre-existing

statistical data using computational techniques. Quantitative research focused on gathering

numerical data and generalizing it across groups of people or to explain a particular

phenomenon.( Babbie, 2010, para. 1)

Research Design
 Experimental research is a scientific approach to research, where one or more independent

variables are manipulated and applied to one or more dependent variables to measure their effect

on the latter. The effect of the independent variables on the dependent variables is usually

observed and recorded over some time, to aid researchers in drawing a reasonable conclusion

regarding the relationship between these 2 variable types (Formplus Blog, 2020, para. 4)

The research was designed to identify the influence of the independent variable to the

dependent variable. This entailed the use of causal-comparative design as stated in the research

from Salkind (2021) due to the fact that causal-comparative research occurs ex post facto where

the researcher has no control over the variables and thus cannot manipulate them. The e-

Learning applications, Discord, Google Classroom, and Moodle were the independent variables

while functionality, assessment and analytics, user experience were the dependent variables. The

independent variables were observed to identify the changes it provides to the dependent

variables.

In this study, the online learning platforms and their efficiency were emphasized and

assessed based on the impact of the independent variable on the dependent variable. Moreover,

with the causal-comparative design, the study aimed to determine the differences of the

influences of the given online platforms to the parameters of the study.

Instrumentation

The research instrument used was a researcher-made questionnaire checklist to gather data

indicating the efficiency of the e-learning applications under a set of parameters in accordance

with the response of the selected respondents through the use of Google Forms, an online

surveying tool.
 In research by Vasantha Raju, Narayanaswamy and N.S., Harinarayana (2016), they stated

that “online survey tools or web-based survey tools have become common data collection

instruments in today’s networked environment” (para. 2). They added that researchers in

business and educational industries utilize the online survey tools for collection of data which

shows the advantage of web technology coming in handy in obtaining and managing users’

response in a brief way.

Nguyen, Stehr, Eisenreich, and An (2018) stated that Google Forms can be used in several

methods to accumulate beneficial classroom environments. They enumerated ways on how the

online survey form can aid such as “surveying students outside of class to learn about them as

individuals, engaging them in class by collecting responses in the moment, and collecting their

self reflections after a lesson” (p.75).

The mentioned surveying tool can be used to contain fixed-alternative questions. APA

Dictionary of Psychology (n.d.) defined fixed-alternative questions as “a test or survey item in

which several possible responses are given”. They added that participants are interrogated to

choose the correct answer or the one that best matches their preference.

The study used Fixed Alternative questions meaning that the subject responses are limited to

specific choices. The efficiency of the e-learning applications in terms of functionality,

accessibility and analytics, user experience were rated from 1-5, with 1 subjecting to the lowest

rate of efficiency in a given parameter and 5 the highest rate of efficiency in a given parameter.

The researchers used Fixed Alternative questions in order to attain direct and exact answers and

insights from the selected respondents. A fixed-alternative question was sometimes referred to as

a closed question, although this can also refer to any inquiry requesting a short definite answer.

The research instruments used were chosen in guidance of a research adviser before it was
used in the conduct of the study. In the preparation of the research instruments, the requirements

and right procedures in using these instruments to gather information were considered by the

researchers.

Population and Sample Selection

The type of sampling used was purposive sampling which is a type of non-probability

sample. The selection of subjects/respondents was based on the subjective judgement of the

researchers.

“Purposive sampling is intentional selection of informants based on their ability to elucidate

a specific theme, concept, or phenomenon” (Robinson, 2014, para. 1).

In non-probability sampling (also known as non-random sampling) not all members of the

population have a chance of participating in the study. This was contrary to probability sampling,

where each member of the population has a known, non-zero chance of being selected to

participate in the study. The issue of sample size in non-probability sampling was rather

ambiguous and needed to reflect a wide range of research-specific factors in each case.

Nevertheless, there were some considerations about the minimum sample sizes in non-

probability sampling. For semi-structured, in-depth interviews the minimum sample sizes ranged

from 5 to 25, Ethnographic 35-36, Grounded Theory 20-35, Considering a homogenous

population 4-12, Considering a heterogenous population 12-30. (Business Research

Methodology, n.d.)

The research study considered a heterogeneous population where the minimum sample size

ranged from 12 to 30.

Data Gathering Procedure

 The research study was classified as quantitative and its design is based on an experimental

research study specifically the causal-comparative study. A questionnaire checklist featuring

fixed alternative questions was used to collect necessary information from the selected

respondents through Google Forms. The respondents were subjectively picked by the

researchers.

The first step was to finalize the questionnaire checklist and compile it. The questionnaire

was sent and can be opened by the selected respondents through a specified link. In handling the

questionnaire, the researchers were mindful of the subject's personal schedule and first discussed

a fixed time where they can accommodate our research study.

For the privacy of the subject's response, the data collected from them were anonymized and

safeguard to avoid leaks of classified information. The last part was the gathering of collected

data from the respondents. The data produced was quantitative and was analyzed numerically

and statistically.