PHINMA University of Pangasinan

Arellano Street, Dagupan City

THE IMPACT OF ONLINE EXAMINATION ON THE ACADEMIC

PERFORMANCE OF GRADE 12 HUMSS STUDENTS OF PHINMA
UNIVERSITY OF PANGASINAN A.Y. 2022-2023

A Research Paper
Presented to the Faculty
Senior High School
PHINMA University of Pangasinan

In Partial Fulfillment of the Requirements

for the Subject Practical Research 2

By:

Margarijo, Angelica V. Peralta, Mercy Mae E.

Mejia, Jahzeel Smile G. Pidlaoan, Hannah Marie C.
Mortera, Marc Louie C. Rarang, Joseph R.
Obra, Mariella S. Ravanzo, Rob Gian Paulo S.
Pacino, Katrina Chanelle U. Sta. Maria, Mel John M.

Mr. Cristian Mark M. Soy

Research Adviser
 November 2023

ACKNOWLEDGEMENT

The researchers would like to express their immense gratitude to

the following for their assistance in bringing this research study to

fruition:

The researchers would firstly like to praise and thank God the

Almighty for providing the wisdom and fortitude that enabled our

research to be completed successfully.

To the research adviser, Mr. Cristian Mark M. Soy, for his

invaluable guidance, supervision, and support throughout our research

study. Working and studying under his direction was a great privilege

and honor.

To the principal, Mr. Jessie Ian DR. Paragas Jr., who endorsed the

letter requesting permission for us to conduct the survey.

To the respondents who gave their uttermost participation in

providing researchers valid and reliable data, the data findings would not

be possible without you.

Finally, to our parents, family, and friends who helped the

researchers financially. This research would not be possible if not

because of them.

1
 DEDICATION

This research is dedicated to the Grade 12 HUMSS students, the

main subject of this study, who are always doing their best to achieve

their goals and reach for their dreams in life. It is meant for them to test

their strengths and weaknesses in examinations and academic

performance. In doing so, the researchers would like to extend their

deepest thanks to the people who helped them create this research

paper.

We would also like to dedicate this to Mr. Christian Mark M. Soy,

our research adviser, for his efforts and dedication in checking this

paper, for our regular consultation, giving us suggestions and

encouragement throughout the course of this study, making this

research feasible.

To our dearest family and friends for their unwavering support

throughout the research study's creation as well as for their encouraging

words during the countless late nights spent working on the study.

Above all, we are grateful to God Almighty for bestowing upon us

the knowledge, skills, creativity, and originality necessary to produce this

paper.

2
 ABSTRACT

Title: THE IMPACT OF ONLINE EXAMINATION ON THE ACADEMIC

PERFORMANCE OF GRADE 12 HUMSS STUDENTS OF PHINMA

UNIVERSITY OF PANGASINAN A.Y. 2022-2023

Researchers: MARGARIJO, ANGELICA V., MEJIA JAHZEEL SMILE G.,

MORTERA, MARC LOUIE C., OBRA, MARIELLA S., PACINO, KATRINA

CHANELLE U., PIDLAOAN, HANNAH MARIE C., RARANG, JOSEPH R.,

RAVANZO, ROB GIAN PAULO S., STA MARIA, MELJOHN M.

Strand: HUMANITIES AND SOCIAL SCIENCES

Adviser: CHRISTIAN MARK M. SOY

Due to the COVID-19 pandemic, traditional face-to-face classes

have not been offered in schools for the past two years. As a result, the

transition to online classes required that students also take exams online

from the comfort of their homes. The goal of this correlational study is to

discern the factors that might have had a positive or negative effect on

students' academic performance on their online assessment.

3
 The researchers created a survey using Google Forms with a total

of 80 respondents who participated and provided their responses in order

to learn how significantly online examinations have impacted students'

academic performance. The investigation's findings are reflected in the

survey's inclusion of the following elements: (1) respondents' online

examination experiences; and (2) the effects of online examination on

respondents. The study's investigators discovered that 78.8% of the

respondents' academic performance had a favorable effect on online

exams. Researchers drew the conclusion that there is a weakly negative

correlation between the variables.

4
 TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………….. 1

ACKNOWLEDGEMENT………………………………………………………. 2

DEDICATION…………………………………………………………………… 3

ABSTRACT……………………………………………………………………… 4

TABLE OF CONTENTS………………………………………………………. 6

LIST OF TABLES……………………………………………………………… 9

LIST OF FIGURES……………………………………………………………. 10

CHAPTER I: THE PROBLEM AND ITS BACKGROUND…….………. 1

Background of the Study………………………………………....... 1

Statement of the Problem……………………………………………. 3

Hypothesis………………………….………………………………..…. 5

Conceptual Framework……………………..……………………….. 5

Significance of the Study……………………………………………. 6

5
 Scope and Delimitation of the Study……….………………....... 7

Definition of Terms…………..………………………………………. 9

CHAPTER II: REVIEW OF RELATED LITERATURE AND

STUDIES……………………………..…………………………………………... 11

Related Literature……..……………………………………………….. 11

Related Studies……….………………………………………………... 16

CHAPTER III: METHODOLOGY……………………………………………. 23

Research Design…………………………………………………..……. 23

Locale of the Study…………………..………………………………… 24

Respondents of the Study………………………………………..….. 25

Data Gathering Instrument……………………………………..…… 25

Data Gathering Procedures………………………………….………. 27

Statistical Treatment of Data …………………………………….... 28

CHAPTER IV: PRESENTATION, ANALYSIS OF DATA AND

INTERPRETATION OF FINDINGS……………………………………….. 32

Profile of the Respondents………………………………………….. 32

Experience of the Respondents with Regard to Online

Examination…………………………………………...………………. 37

6
 Impact of Online Examination to the

Respondents……………………………………………………………. 47

CHAPTER V: SUMMARY, CONCLUSIONS,

AND RECOMMENDATIONS……………………………………….…….… 52

Summary of Findings………………………………………………... 52

Conclusion……………………………………………………………… 54

Recommendations…………………………………………………….. 56

BIBLIOGRAPHY………………………………………………………………. 57

APPENDICES………………………………………………………………….. 61

Appendix A………………………………………………………..….… 61

Appendix B………………………………………………………….….. 63

Appendix C……………………………………………………………... 64

CURRICULUM VITAE……………………………………………………….. 69

7
 LIST OF TABLES

Table 1.0: Frequency and Percentage Distribution of 32

the Profile of the Respondents in terms of

Age and Sex

Table 1.1: Frequency and Percentage Distribution of 34

the Profile of the Respondents in terms of

Class Section

Tabel 1.3: Frequency and Percentage Distribution of 35

the Profile of the Respondents in terms of

General Average in Grade 11

8
 LIST OF FIGURES

Figure 1.0: The Research Paradigm 5

Figure 2.0 - 2.9: Experience of the Respondents with 37 - 46

Regards to Online Examination

Figure 3.0 - 3.4: Impact of Online Examination to the 47 - 51

Respondents

9
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the background of the study, statement of

the problem, the hypothesis, the significance of the research, the

theoretical foundation, what is the research about, and the definition of

terms that pertain to the Impact of Online Examination on the Academic

Performance of Grade 12 HUMSS Students of PHINMA University of

Pangasinan A.Y. 2022-2023.

Background of the Study

Traditional face-to-face classes in schools have not been present

for the past 2 years due to the pandemic caused by the Covid-19.

Therefore, as a solution, DepEd developed the Basic Education Learning

Continuity Plan (BE-LCP) in accordance with the Republic Act No.

10533, which aims to establish and support a complete and integrated

education system that is relevant to the needs of people, the country and

society-at-large. The BE-LCP was implemented to guarantee the safety of

students’ health by providing Flexible Learning Options (FLOs).

The shift to online classes meant that students also had to take

examinations remotely and inside their homes. Since online exams are

conducted in a different manner, namely, the usage of Google Forms

1
application instead of pen and paper, the question whether online

examination is an effective and trustworthy form of assessment for

students remains relevant. According to Shraim (2019), an online exam

requires integrity, security, and adaptability for it to be effective, and that

these factors are essential to overcome the problem of maintaining

legitimacy and quality of the assessment. Additionally, the outcome of

online assessment would also depend on the capability and stability of

the technology (e.g., Wi-Fi, smartphone, laptop) used by students for the

exam. Connectivity issues are by far the worst problem that a student

could encounter since they have no control over it (Ocak & Karakus,

2021).

Unfortunately, because of the many challenges that surround

online examinations and the different circumstances that each student is

in, the significance of the impact on the academic performance of

students is hard to conclude. As stated by Weiner & Hurtz, (2017) in

their study, the students that took a proctored online exam had similar

results to a student that took a traditional written exam that had

supervision. Meanwhile, Kimberly and Berenson (2009) observed that

there was much more variety on the test results of exams that were

unproctored, however it was said that there was not much of any

difference on the overall mean of the exam performances when both

proctored and unproctored examinations were compared. These studies

show that the many factors that may affect a student’s academic

2
performance differ from person to person, and not every student

experiences the same problem. Furthermore, even with its difficulties,

online examination still has some advantage over its traditional

counterpart, as according to the study of Shraim (2019), 60% of the

students that took online exams felt more comfortable compared to their

experience in paper-based exams. Moreover, 77% of the respondents in

the same study concurred that the efficiency of online exams regarding

the time, cost, and effort exceeds paper-based exams.

The purpose of this study was to figure out the factors that could

have possibly improved or worsened the academic performance of Grade

12 HUMSS Students of PHINMA-University of Pangasinan in their online

assessment. While the on-going practice of online examination might be

temporary for the time being, in the future, without any Covid-19 related

health concerns, it may be officially utilized alongside traditional face-to-

face examinations. Thus, the researchers in this study hope that it may

be of big help to the educational field.

Statement of the Problem

This study generally aims to determine the Impact of Online

Examination on the Academic Performance of Grade 12 HUMSS

Students of PHINMA University of Pangasinan A.Y. 2022-2023.

3
 Specifically, this study shall seek to answer the following research

questions:

1. What are the demographic profile of the respondents in

terms of:

a. Name

b. Age;

c. Sex;

d. Class Section; and

e. General Average in Grade 11

2. What are the impacts of online examination on the academic

performance of Grade 12 HUMSS Students of PHINMA

University of Pangasinan A.Y. 2022-2023 in terms of:

a. Positive Impacts

b. Negative Impacts

3. Is there a significant relationship between the online

examination and the academic performance of the Grade 12

HUMSS Students of PHINMA University of Pangasinan A.Y

2022-2023?

4
Hypothesis

In connection to the stated problem, our research developed a

hypothesis of the possibilities that can happen:

Ha: Our research shows that taking an online examination can help

Grade 12 HUMSS students at PHINMA University of Pangasinan improve

their academic performance in developing critical thinking and cognitive

skills. Assessments held online are convenient and save us time. It also

gives us time to review and read all the topics given by our school

teachers.

Conceptual Framework

Independent Variable Dependent Variable

Online Academic Performance

Examination

Figure 1. The Research Paradigm

The factors considered in this investigation are laid out in this

framework. In this particular research endeavor, the independent

variable, the online examination, can be seen in the figure. The students

will serve as the primary source of information that will be used to

validate the assertions made by this research. One of the other things

5
that went into this study, as well as the dependent variable, is academic

performance, in which the overall outcome is influenced by the

independent variable.

This research paradigm posits that there is a significant

relationship between the online examination and the academic

performance of the students. The researchers will find this helpful as

they move through the data collection process, which will be followed by

analysis in the latter stages of the study.

Significance of the Study

The result of this study focuses on the possible factors of the

online examination and its influence on the academic performance of the

Grade 12 HUMSS students of PHINMA University of Pangasinan. This

research is beneficial to the following people:

Grade 12 HUMSS Students. The study will assist Grade 12

HUMSS students to identify their needs for improvement and the

efficiency of online examinations for their learning that can affect their

academic performance. This will also give students a better

understanding and awareness of the factors of online exams.

Teachers. The result of this study will give the teachers an idea to

improve their teaching skills and to make the online examination much

6
easier and more understandable for the students. This study will also

help the teachers to discover the pros and cons so that they can focus on

them as well as be aware of the student’s performance.

Parents. Education is the best thing a parent can pass on to their

child. This study will help parents to be aware of how the online test

method affects their children's academic performance and will allow

them to ensure the quality of education their children receive.

Future Researchers. This study can serve as a reference for

future researchers with their studies relating to online examinations and

academic performance.

Scope and Delimitation

This study mainly focuses on identifying the impact of online

examination on the academic performance of Grade 12 HUMSS Students

of PHINMA University of Pangasinan. Through discovering the positive or

negative significance of the relationship between online examination and

the academic performance of the students.

The study delimits only to 80 students from the Grade 12 HUMSS

strand at PHINMA University of Pangasinan who take their examination

online. Their responses regarding their experiences and perspective

about the impact of online examination will play a vital contribution to

7
this study. This study will be carried out during the first semester of the

academic year 2022-2023.

An online exam is a type of virtual exam that can be taken on a

laptop, computer, or mobile phones through the internet. On the other

hand, academic performance basically refers to how effectively a student

is completing his or her assignments and studies.

In conducting the study, the researchers used survey

questionnaires as the data gathering procedure through Google Forms. It

is a piece of software that allows us researchers to create an online

survey form that can be easily accessed and quickly disseminated.

To assure reliability, the participants are chosen by the

researchers by quota sampling. In quota sampling, the participants are

chosen on a non-random basis that is convenient and saves time.

Researchers used this method because of the dilemma and dangerous

threat posed by the COVID-19 pandemic.

8
Definition of Terms

The following key terms are operational as well as conceptual

definitions and clearly elaborated to give the readers more understanding

about the study.

Academic Performance (Conceptually). It is the measurement of

student achievement across various academic subjects.

Cognitive Skills (Conceptually). It is the core skills your brain

uses to think, read, learn, remember, reason, and pay attention. Working

together, they take incoming information and move it into the bank of

knowledge you use every day.

Critical Thinking (Conceptually). It is the intellectual disciplined

process of actively and skillfully conceptualizing, applying, analyzing,

synthesizing, and/or evaluating information gathered from, or generated

by, observation, experience, reflection, reasoning, or communication, as

a guide to belief and action.

Education (Conceptually). The field of study that deals mainly

with methods of teaching and learning in school.

Impact (Operationally). This is the perceived effect of the online

examination on the respondent’s academic performance.

Impedes (Conceptually). It is to slow the movement, progress, or

action of (someone or something).

9
 Online Class (Operationally). It is a flexible form of learning that

allows people to learn at their own pace while preparing for the future. It

is appropriate in the event of a pandemic since it ensures that students

can continue their education at home without the risk of contracting the

virus.

Online Examination (Operationally). It is a type of virtual exam

undertaken on a computer device (desktop, laptop) using the internet.

Pandemic (Operationally). It refers to the condition that we are

currently facing, which is mainly caused by the coronavirus (COVID-19).

Posits (Conceptually). It is to assume or put forward as fact or the

factual basis for an argument.

10
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter focuses on the relevant literature and foreign and

local studies that can help us researchers strengthen and validate our

research.

Related Foreign Literature

Over the last decade, the shift to online learning has created

concerns and questions regarding online assessment along with the

courses and programs included in it. The traditional definition of

assessment is defined as the evaluation of a student’s knowledge

comprehension, while the modern definition would be defined as

activities that promote the development of student learning (Conrad &

Openo, 2018).

The innovation of technology has benefited the landscape of our

society by introducing multiple solutions to the society’s significant

problems. In higher education, the utilization of technology is necessary

in educating the workforce of the future. With the digitalization of

technology, learning, teaching, and exams can now be delivered in a

more innovative way (Isias et al., 2022).

11
 According to Prensky (2001), as cited in Kerton and Cervato(2014),

students who are "digitally native" are most likely to use their digital

abilities in taking online courses. However, the use of e-learning, as well

as the debate over its proficiency and strategies, remains uncertain.

Students appear to be struggling with an online course design and would

suggest a more effective strategy to improve their self-assessment over a

much longer period of time due to unsatisfactory results of students'

academic performance in their assessments by an online approach

compared to a traditional approach using modules.

Living in an era where technologies are in great use, information

and communication technologies, or ICT, are an advantage for our

education. Many benefits can be gained through the use of technology,

especially for students to make their lessons easy for studying and

assessments through online examinations. Although ICT was used in

education for a good cause, there are unavoidable risks, such as

cheating in an online exam (Tarigan, Nadilfatin, & Subriadi, 2021).

The drawbacks of using online exams as a substitute for

traditional or pen-and-paper exams. The most obvious one is the high

chances of cheating. Students can share screens and even search online

while taking the exam. Most of the students have slow wifi and data

connections, which may cause problems and interruptions to their online

examinations. Some remote students do not have access to modernized

12
gadgets and do not know how to use them. Online examinations are

being implemented to make things more modern. They make the job of

an educator easier, they help by saving more time, and lastly, they

organize and check paper work more quickly (Advantages and

Disadvantages of Online Examination System, 2021).

According to Raman et al. (2021), Online Proctored Exams, or OPE,

coerced to the increasing number of cases due to the COVID-19

pandemic and using the invasion and technology for education, it was

applied to the learning of university students. Reviewing the academic

performance of students in a high educational institution, Raman

collected fifty-five percent (55%) of university students who have a

certain view of online proctored examinations. As a result, the online

approach to examinations is efficient and effective for students compared

to face-to-face examinations in the new learning environment.

Related Local Literature

The pandemic brought by the COVID-19 has changed the

perspective of students and teachers alike regarding online learning. In

online education, teachers will not only have to change their previous

teaching methods, but they also must adapt to a new teaching method

that aligns with the technology that is used today. Conducting a

discussion with students about the method of teaching is essential in

13
checking the student’s experience with the lectures and in finding parts

that need to be adjusted in online learning (Lapitan et al., 2021).

Through the use of technology, students can learn in many

different ways such as online examinations. However, there are

concerning factors that can affect students' learning. Reports are coming

from different schools about the circulating social media groups that

were created intended for cheating in online examinations allegedly

asking and giving answer keys for activities. According to Briones,

cheating will never be tolerated and that will provide a mechanism from

the government to have more productive and conducive learning to their

distance learning brought by the pandemic (Servallos, 2022).

According to the statistics about the impact of the pandemic on

education/classes, among 190 countries, there are 1.6 billion students

that are suffering due to the closures of schools. To ensure the students’

learning continuity, the Department of Education in the Philippines

applied a distance learning system that includes online education. Thus,

online classes, online examinations, and lessons through different online

platforms serve as an alternative to the traditional face-to-face setup.

This new distance learning approach in learning gives students the

quality of education to ensure the safety of everyone under the pandemic

("Alternative Education: Online Learning Under the New Normal," 2021).

14
 In a recent survey by Cabrera (2022), they stated that senior high

school students have mixed opinions and insights about distance and

virtual learning (online classes and examinations). Eighty-six percent

(86%) of senior high school students are satisfied with their online

learning. The remaining 14% of students report that distance learning is

difficult due to poor internet connection, a lack of time for clarifying

student questions, social anxiety, and other factors. Some say that they

feel motivated, safe and that their skills have improved. Overall, the

senior high school students were satisfied. Online examinations showed

their potential when the COVID-19 pandemic awoke and caused

students to maintain physical distance, a clean environment, and the

use of face masks and face shields. Professors and educators used this

method in order for the students to participate even without physically

entering schools to partake in examinations and also to avoid crowded

places like schools.

According to Borromeo (2013), a professor at the University of the

Philippines, conducted research that shows that online

examination/learning makes a significant difference in today's style of

teaching as well as for students who have a difficult time going to school

due to unorganized paper works and such. Having an advanced and

modernized method of examination helps Filipino students to thrive in

this distant learning and makes it easier for them to accomplish assigned

tasks. It helps educators to teach, evaluate, and test their students'

15
knowledge, avoid physical contact with other people that may be carrying

viruses, and lastly, save money from transportation fees.

Related Foreign Studies

Due to the COVID-19 pandemic, higher education institutions

around the world considered using electronic tests, also known as online

exams. This assessment approach had a positive impact on each

student's knowledge, supporting an easy and accessible appraisal of

their studies and academic results. According to respondents'

perceptions, the online examination system is more advantageous and

conventional than the traditional way of paper examination. E-tests are

more dependable than paper exams in terms of practicality, validity,

adaptability, and security (Khan et al., 2021).

Procrastination is inevitable, especially when it comes to passing

deadlines. There are things about deadlines that intrigue one’s

procrastinating habits. It is a behavior that has been well studied by

other researchers. However, the circumstances of online learning have

been greatly influenced. Factors such as online examinations were under

exploratory investigation wherein over 1,692 online exam records showed

more than half of the students procrastinate and perform poorly while

the rest perform otherwise (Levy and Ramim, 2012).

16
 Assessments are essential to a student's education. Various

approaches have been applied to evaluate the students, like online

learning, which uses online examinations. Based on the study, online

examinations serve as an instructional activity for students where they

establish positive engagement through collaborative efforts when it

comes to studying and preparing for online exams. It strengthens the

relationship between students socially by having interactions such as

discussions in order to learn together and also allows them to be

mentally prepared before taking the tests (Karaman, 2011).

According to Sarrayrih and Ilyas (2013), using the modern

technology applied to our education system, online course examinations

are effective in evaluating the knowledge of students and play an

important role in the development of university services. The use of e-

exams in education has the advantage of more effective assessment while

reducing work loads for students and teachers. The study proposes the

need to enhance the security system for conducting online exams using

biometric authentication to prevent cheating and overcome other

challenges.

Online examinations are swiftly becoming a standardized form of

assessment (Parhizgar, 2012). An estimated 24 states conducted K-12

examinations online as of 2016. However, the initial implementation of

the Partnership for Assessment of Readiness for College and Careers

17
(PARCC) in various states reported lower scores of those who took

PARCC online: A district poll in Ohio revealed that only 17% of online-

administered districts got an "A" grade compared to the 85% of districts

that conducted the exam on paper; In Illinois, only 36% of students who

took the exam online received a good score in ELA compared to the 43%

of students who took it on paper; After controlling the students’

backgrounds and prior achievement, high school students in the ELA

class in Baltimore Country in Maryland scored lower on the online

Nonetheless, Backes and Cowan (2019) explained that the distinctions in

the results could be rooted in the prior distinctions across the student

learners rather than the struggle of an online examination.

Online exam is a type of assessment that utilizes the internet to

test a student's academic performance. Most of the time, online exams

are used as an alternative to traditional methods of assessment. But over

the years, the utilization of online exams has increased tremendously,

and it is because it offers exclusive features that are not available in

traditional assessments. The landscape of education is adapting to a

modern learning environment, and it is through the use of tools that are

provided by technology (Al-Majeed et al., 2019).

18
Related Local Studies

Shifting from the accustomed face-to-face classes to online

learning was a difficult transition for the students, especially those who

are freshly out of college. Alvarez (2020) studied that this shift is

considered problematic and suicidal. Learning has been inaccessible

from the online platform, and the needed device is too much for them.

Napoles (2022) explained that the internet connection made a significant

contribution to the integration of the students’ online examinations to

assess their academic performance. On the contrary, the Lopez et al.

(2021) study demonstrates that the students are still proficient and

motivated in pursuing their studies, despite the struggle of adjusting to

online learning and the pandemic. Additionally, Napoles (2022) stated

that some students still find the online environment a convenient way to

fit their education into their busy lives.

According to Teras et al. (2020), most university teachers prefer

video conferencing or synchronous methods such as Zoom to conduct

their classes. This option is similar to traditional teaching in that they

can teach their students "face to face but geographically separated."

Nonetheless, access to the Internet and essential technology is an

absolute necessity, and it also poses some challenges and difficulties for

teachers and students, particularly those in the Philippines. Students

are frustrated and disturbed primarily by the significant increase in

19
academic workload and unreliable Internet access, which impedes their

participation in online classes (Adnan & Anwar, 2020). Another

disadvantage of online education is the increased rate of cheating in the

classroom. Even before the COVID-19 pandemic forced schools to

transition to blended learning in 2020, the Department of Education

(DepEd) admitted that "distance cheating was already anticipated even

before the COVID-19 pandemic forced schools to transition to blended

learning" (Philippine Daily Inquirer, 2020).

The impact of COVID-19 is multidimensional and evident in almost

every sector, including education. Online learning reveals a digital divide

among Filipino students (Santos, 2020). This current situation in

distance learning can potentially exacerbate existing inequalities and

create difficulties to online learning. Thus, universities across the

country are being forced to close indefinitely. Classes at various

universities have already opened in recent months and remote distance

learning faces numerous challenges (Mateo, 2020), which later became

difficult for Filipino university students to handle.

Rotas and Cahapay (2020) identify the following barriers in online

learning as experienced by university students in the Philippines, to

namely unstable internet connection; insufficient learning resources;

power interruptions; vague learning content; overloaded classroom

activities; limited teacher frameworks; poor peer communication; conflict

20
with home responsibilities; poor learning in environment; and financial

problems. Complicating this picture further is the fact that not every

student can deploy and adapt to the rapid advances in technology in

today's digital age (Alvarez, 2020), especially for developing countries like

the Philippines, where education was already in place before the country

was plagued by problems.

A learning environment is composed of emotional and cognitive

activities. The need of measuring the students is affected to the day of

learning assessment. This academic need to be measured and will

develop an online examination multi-modal academic affect model. It was

shown that literature, measurement and evaluation are the important

parts to complete the teaching and learning process, suggesting that

engagement of the students during examination can be seen in their

emotions (Abisado et al., 2019).

According to Teras et al. (2020), most university teachers prefer

video conferencing or synchronous methods such as Zoom to conduct

their classes. This option is similar to traditional teaching in that they

can teach their students "face to face but geographically separated."

Nonetheless, access to the Internet and essential technology is an

absolute necessity, and it also poses some challenges and difficulties for

teachers and students, particularly those in the Philippines. Students

are frustrated and disturbed primarily by the significant increase in

21
academic workload and unreliable Internet access, which impedes their

participation in online classes (Adnan & Anwar, 2020). Another

disadvantage of online education is the increased rate of cheating in the

classroom. Even before the COVID-19 pandemic forced schools to

transition to blended learning in 2020, the Department of Education

(DepEd) admitted that "distance cheating was already anticipated even

before the COVID-19 pandemic forced schools to transition to blended

learning" (Philippine Daily Inquirer, 2020).

22
 CHAPTER III

METHODOLOGY

This chapter describes the various methods and procedures that

the researchers will use to carry out the study. It includes the research

design, the locale of the study, the survey respondents, the data-

gathering instruments, the data-gathering procedures, and the data

analysis.

Research Design

Burns & Grove (2002) define a research design as a blueprint for

conducting a study with maximum control over factors that may interfere

with the validity of the findings. In this study, the researchers will utilize

the Quantitative approach, specifically, the Descriptive-Correlational

Research Design. This research design is used to scope the issue further

through analysis, observations, and interaction accumulating the impact

of online examinations on the academic performance of Grade 12

HUMSS Students at PHINMA University of Pangasinan. The quantitative

method will be used to reach a more meaning-based and unbiased

23
results and conclusion. The Grade 12 HUMSS Students will be able to

give information towards the positive and negative impact they

encounter. The demographic profile given will be used in obtaining the

information for the selected respondents.

According to Sousa et al. (2007), studies describing variables and

the correlations between and among them are known as Descriptive-

Correlational studies. The researcher used this type of research design to

assess the relationship between the two variables which are the (a) online

examination and (b) academic performance of the Grade 12 HUMSS

Students. In addition to describing the correlations between the two

variables, it assesses whether a significant change can be attributed to

the other variable.

This research will gather data from 80 Grade 12 HUMSS Strand

Students at PHINMA University of Pangasinan who take their

examinations online. The researchers will use surveys through

questionnaires to collect data.

Locale of the Study

The researchers conducted this study at PHINMA-University of

Pangasinan in Dagupan City, Pangasinan, Philippines. The Institution of

Pangasinan, abbreviated UPang, is a private, non-sectarian university

located in Pangasinan. The researchers chose this place for

24
implementation since it would supply us with the essential data. The

researchers collected data from this school for the academic year 2022–

2023. This research aimed to determine the impact of online examination

on the academic performance of Grade 12 HUMSS students of PHINMA

University of Pangasinan.

Respondents of the Study

The researchers obtained the respondents among the Grade 12

students of PHINMA University of Pangasinan HUMSS strand, consisting

of eighty (80) students by using the quota sampling method. Quota

sampling is a type of non-probability sampling in which researchers take

a sample of people representative of a researcher. The researchers chose

to focus on the HUMSS strand based on their similar background in the

Humanities and Social Sciences. As a result of the pandemic that has led

universities and higher educational institutions to utilize online

platforms for examinations, the perspective of the students will be

convenient to assess the reliability and validity of the research findings.

Furthermore, to continuously follow the health protocols, respondents

were asked to complete a survey via Google forms. It replaced paper

forms as the researchers' primary tool for data collection.

Data Gathering Instrument

25
 Researchers created a survey questionnaire that was drawn up

from the SOP (statement of the problem) of the study. Due to the COVID-

19 outbreak, the researchers are incapable of conducting face-to-face

surveys and interviews in accordance with the health protocols.

Therefore, the most efficient and safest way to collect the necessary data

was through the online use of Google forms. The survey questionnaire is

composed of three parts, wherein the respondents are initially briefed by

the researchers and contains instructions to guide and assist the

respondents in answering the prepared questions.

The first part will be the demographic profile of the respondents,

where researchers can see the attributes of the following respondents.

The second part is multiple choice, where respondents can choose from

different options they think are best for what is asked. The third and last

part is checkboxes, where respondents can make a binary choice

between two or more options based on the given statements to reflect on

what they feel upon answering the questions related to the online

examination and for us researchers to deepen our understanding of their

responses. Eighty students from PHINMA-University of Pangasinan,

Dagupan City Campus, A.Y. 2022–2023 will be responding to the survey

questionnaire. It is looking for someone who matches the demographics

of the respondents.

26
Data Gathering Procedures

Consequent to the approval of the research instrument, the

researcher(s) will formally write a letter to the High School Department

Principal of PHINMA University of Pangasinan, Sir Jessie Ian DR.

Paragas Jr., for their consent to conduct the study and the request to get

the necessary data of the respondents to facilitate the research

instrument(s) such as surveys and questionnaires via Google forms,

respectively.

Due to the lessened health crisis caused by the CoVid-19

pandemic, the researcher(s) may now be allowed to go to these schools,

with of course supervision and permission of their teacher, as well as

strictly following all health protocols against the CoVid-19 Virus and

submit the said letters directly to the respective said personnels of the

campus as well as to the respondents of the study. If not allowed to go to

these schools then the researcher(s) would opt to send this letter via the

school’s official email address. Once the request has been approved or

granted, the online survey questionnaire using Google Forms will be

administered to the full-time and part-time faculty and administrators of

the school. To confirm and Validate their responses from the instrument,

27
the data and information given by the respondents will then be double

checked, tallied and analyzed.

Statistical Treatment

The researchers had fully gathered all the data and had been

carefully analyzed, tallied, and interpreted by using the most basic

mathematical precisions with its descriptive equivalent to examine the

Impact of Online Examination on the Academic Performance of HUMSS

Students in PHINMA University of Pangasinan.

To answer the demographic profile of the respondents and the

multiple choice, the researchers used Frequency Counts and Percentage

Distribution. The formula is shown below.

𝒇 𝒏 𝒙 𝟏𝟎𝟎

Wherein:

F = Total response of respondents

N = Total respondents

P = Percentage

28
 To answer the Checkboxes, the researchers used the Average

Weighted Mean. The formula is shown below.

AWP = (𝑭𝒙𝟓) +(𝑭𝒙𝟒) + (𝑭𝒙𝟑) + (𝑭𝒙𝟐) + (𝑭𝒙𝟏) 𝑵𝒕

Wherein:

AWP = Average Weighted Mean

F = Frequency

Nt = Total Number of Respondents

F1 = Number of respondents who answered ‘Strongly agree; 5’

F2 = Number of respondents who answered ‘Agree; 4’

F3 = Number of respondents who answered ‘Neutral; 3’

F4 = Number of respondents who answered ‘Disagree; 2’

F5 = Number of respondents who answered ‘Strongly disagree; 1’

For the absolute number of respondents, the researchers used

Slovin’s Formula to fully estimate the validity and reliability of the

answers given by the respondents. The formula is shown below.

29
 n = 𝑁 1+𝑁𝑒²

Wherein:

n = Number of samples

N = Total Population

e = Error Tolerance level

According to Tan (2016), the table of equivalent which is the basis

of the interpretation of the data will be:

SCALE WEIGHT VERBAL

INTERPRETATION

5 4.50 above Strongly Agree

4 3.50 - 4.49 Agree

3 2.50 - 3.49 Neutral

2 1.50 - 2.49 Disagree

1 Below 1.50 Strongly Disagree

In testing hypotheses, the researchers used the Pearson-r or the

Correlation Coefficient.

30
Wherein:

N = Number of pairs of scores

∑ 𝑥 𝑦 = Sum of the products of paired scores

∑ 𝑥 = Sum of x scores

∑ 𝑦 = Sum of y scores

∑ 𝑥2 = Sum of squared x scores

∑ 𝑦2 = Sum of squared y scores

31
 CHAPTER IV

PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF

FINDINGS

This chapter presents the data gathered, the results of the

statistical analysis done, and the interpretation of the findings. The

results are presented in tables and figures such as pie and bar graphs,

following the sequence of the specific research towards The Impact of

Online Examination on the Academic Performance of Grade 12 HUMSS

Students of PHINMA University of Pangasinan.

PROFILE OF THE RESPONDENTS

This section presents the 80 respondents in terms of age, sex,

section, and general average in 11th grade. For the statistical treatment

32
of data gathered and collected, the frequency counts and percentage

distribution were used.

Table 1.0.

Frequency and Percentage Distribution of the Profile of the

Respondents in terms of Age and Sex

(N=80)

A. Age f %

15 - below 0 0

16 3 3.75%

17 59 73.75%

18 18 22.50%

19 - above 0 0

Total 80 100%

B. Sex

Male 30 37.5%

Female 50 62.5%

Total 80 100%

Age. The first part of table 1.0 shows the frequency distribution of the

age range among the respondents. It shows that 0% of the respondents

are 15 years old or below, while only 3.8% of the respondents are 16

years old. On the other hand, garnering the highest percentage of 73.8%

33
are the respondents under the age of 17, followed by 22.5% of the

respondents who are 18 years old. Lastly, 0% of the respondents are

aged 19 and above.

Sex. The second part of table 1.0 shows the frequency distribution of the

male and female respondents. Wherein 62.5% of the respondents are

female and 37.5% of the respondents are male.

Table 1.1.

Frequency and Percentage Distribution of the Profile of the

Respondents in terms of Class Section

(N=80)

Section f %

HUMSS12-01 14 17.50%

HUMSS12-02 5 6.25%

HUMSS12-03 9 11.25%

HUMSS12-04 18 22.50%

HUMSS12-05 13 16.25%

HUMSS12-06 5 6.25%

HUMSS12-07 14 17.50%

HUMSS12-08 2 2.50%

Total 80 100%

34
Section. Table 1.1 shows the frequency distribution of the class sections

of Grade 12 HUMSS students. It shows that 17.5% of the respondents

are from HUMSS 12-01, the same as HUMSS 12-07, followed by 6.3% of

the respondents from HUMSS 12-02, the same as HUMSS 12-06. The

survey collected 11.2% of the respondents from HUMSS 12-03 and

HUMSS 12-04, with 22.5% of the respondents. Moreover, 16.2% of the

respondents are from HUMSS 12-05 and only 2.5% of the respondents

are from HUMSS 12-08.

Table 1.2.

Frequency and Percentage Distribution of the Profile of the

Respondents in terms of General Average in Grade 11

(N=80)

General Average f %

84 - below 0 0

85 - 90 12 15%

90 - 94 32 40%

94 - 97 27 33.75%

97 - 100 9 11.25%

Total 80 100%

35
General Average in Grade 11. Table 1.2 shows the frequency

distribution of the general average of the respondents in Grade 11. It

shows that 11.3% of the respondents attained grades ranging from 98-

100. In addition, there are 33.8% of the respondents who have grades

between 95-97 and 40% of the respondents have grades between 90-94.

Furthermore, 15% of the respondents gained an average of 85-89 and 0%

of the respondents got an average of 84 or below.

36
 EXPERIENCE OF THE RESPONDENTS WITH REGARDS TO ONLINE

EXAMINATION

This section presents the experience of the respondents with

regards to online examination for the 80 respondents based on the

questions provided. For the statistical treatment of data gathered and

collected, the percentage distribution was used.

Figure 2.0.

37
Fig. 2.0. The figure shows the percentage distribution in response to the

survey question, "Do you agree that online exams are better and should

be practiced by the university in the future?" It shows that 60% of the

respondents answered “no” and think that the university should refrain

from using online exams in the future, while 40% of the respondents

answered “yes” and believe that online exams are better and should be

practiced by the university in the future.

Figure 2.1.

Fig. 2.1. The figure shows the percentage distribution in response to the

survey question, "Has the online examination made an impact on your

academic performance as a student?" It shows that 93.8% of the

respondents answered “yes” and think that the online examination made

an impact on their academic performance as a student, while 6.3% of the

38
respondents answered “no” and believe that the traditional method of

examination has made more impact on their academic performance as

students.

Figure 2.2.

Fig. 2.2. This figure shows the percentage of the students who are

positively affected by the online examination in their academic

performance. It shows that out of a total of 80 respondents, 17

respondents are not positively affected by online examinations in their

academic performance, corresponding to 21.3%, and 63 respondents are

positively affected by online examinations in their academic performance,

corresponding to 78.8%. This simply means that the online examination

positively affected the students’ academic performance.

39
 Figure 2.3.

Fig. 2.3. This figure shows the percentage of students who are negatively

affected by the online examination in their academic performance. It

shows that out of a total of 80 respondents, 50 respondents are not

negatively affected by online examinations in their academic

performance, corresponding to 62.5%, and 30 respondents are negatively

affected by online examinations in their academic performance,

corresponding to 37.5%. This indicates that there is no adverse impact

on the students' academic performance from the online exam.

40
 Figure 2.4.

Fig. 2.4. The figure presents the percentage distribution in response to

the survey question, "Do you think the PHINMA University's evaluation

system is adequate during online examinations?" It shows 83.8% of the

respondents agreed, which means most of the students do not have any

concern with the system. However, 16.2% of respondents disagreed,

believing that the evaluation system is flawed.

41
 Figure 2.5.

Fig. 2.5. Presented in this figure is the percentage distribution in

response to the survey question, "As a student, Do you think that online

examinations are better for your mental health?" 61.3% of the

respondents agreed and believe that taking exams online is better for

their mental health than taking them in person. On the other hand,

38.7% of respondents disagreed and believe that online exams have an

impact on their mental health.

42
 Figure 2.6.

Fig. 2.6. This figure presents the percentage distribution in response to

the survey question, " Do you think that online examinations are better

than face-to-face (written) examinations?" 40% of the respondents

answered "Yes," that online examinations are better than face-to-face,

while 60% of the respondents answered "No." That means the majority of

the respondents are not in favor of online examinations being compared

to face-to-face written examinations.

43
 Figure 2.7.

Fig. 2.7. The figure shows the percentage distribution in response to the

survey question, "Have you cheated on an online examination?"

According to the survey, 37.5% of the respondents answered "Yes," while

62.5% of the respondents answered "No." It appears that some of the

respondents have tried cheating on online exams. However, the majority

choose not to cheat on online examinations.

44
 Figure 2.8.

Fig. 2.8. The figure shows the percentage distribution in response to the

survey question, "As a student, do you think that online examinations

should not be implemented at all?" According to the survey, 45% of the

respondents answered “yes” and think that online examinations should

not be implemented at all, while 55% of the respondents answered “no.”

In other words, the idea that online exams shouldn't be used at all is not

supported by the majority of respondents.

45
 Figure 2.9.

Fig. 2.9. The figure shows the percentage distribution in response to the

survey question, "As a student, do you think that online exams will be

helpful to you?" According to the survey, 66.3% of respondents said “yes”

and that they found online tests to be helpful, while 33.8% disagreed.

This indicates that the vast majority of respondents believe online tests

are beneficial.

46
 IMPACT OF ONLINE EXAMINATIONS TO THE RESPONDENTS

This section presents the impact of online examinations on the 80

respondents based on the given statements. For the statistical treatment

of data gathered and collected, the average weighted mean was used.

Figure 3.0.

Fig. 3.0. In the figure presented, 38 out of 80 respondents chose the

neutral response because they were not sure whether they performed

better or worse on online tests than on traditional paper tests. The

47
respondents who selected "agree," which accounted for 16 responses in

the graph, indicated that they believed they performed better on online

tests than on more conventional ones. Only 10 students responded

"disagree" because they did not think they performed better on online

exams than on traditional exams. Lastly, only 8 students responded

"strongly agree" or "strongly disagree," as the final 2 options were tied.

Figure 3.1.

Fig. 3.1. Out of 80 respondents, the number of students who strongly

disagreed with the statement, "I believe online examination is easier

compared to output-based exams and traditional exams" was only 9.

48
Which is also the exact same number as those who disagreed. The

number of students who held a neutral stance was 27, and it was shortly

followed by 25 votes coming from students who voted to agree. Those

who strongly disagreed with the statement were only 12 in total.

Figure 3.2.

Fig. 3.2. As seen on the bar graph above, the majority of the

respondents who were asked about their opinion of the statement, "I

believe that online examination is not very reliable in testing student's

learning because they can search for questions while the test," voted for

"agree," which had a total count of 31. The second highest option was

49
"strongly agree," with 15 votes. Moreover, 16 respondents answered

"Neutral", followed by 7 respondents who chose "Disagree". Lastly, only 3

respondents chose "strongly disagree."

Figure 3.3.

Fig. 3.3. The majority of the respondents (26/83) have chosen option 4

(Agree), wherein they agree that they believe that they are having a hard

time taking online exams because of the unstable internet connection

and lack of devices, while the second most voted option is option 3

(Neutral), with 24/83, and the remainder of the responses go to the other

remaining options.

50
 Figure 3.4.

Fig. 3.4. The bar graph above demonstrates that the majority of

respondents (32/83) selected option 3 (neutral), indicating that they

decided to maintain their neutral stance. While option 4 had the second-

highest number of votes (28/80), with respondents agreeing that they felt

they performed better in face-to-face tests than in online tests, the

remaining votes were cast for the other options.

51
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter provided a summary of the findings, conclusions

based on those findings, and recommendations derived from the

conclusion. The specific sub-problems listed in the first chapter were

used to organize the study's findings.

SUMMARY

The main objective of the study was to determine the Impact of

Online Examination on the Academic Performance of Grade 12 HUMSS

Students of PHINMA University of Pangasinan A.Y 2022-2023. The

samples comprise of 80 students from Grade 12 HUMSS 1-8 of PHINMA

University of Pangasinan. The statistical treatment used for the data

gathered was the Pearson-r Correlation. The study was performed July

2022 – October 2022

Summary of Findings

The following are the salient findings of the study:

52
1.) On the Profile of the Respondents

A. Name. From the 80 respondents, seventy-five (75) provided their

names.

B. Age. From the 80 respondents, three (3) of them were 16 years

old, fifty-nine (59) of them were 17 years old, and eighteen (18) of them

were 18 years old.

C. Sex. From the 80 respondents, fifty (50) of them were female

and thirty (30) of them were male.

D. Class Section. From the 80 respondents, fourteen (14) of them

were from HUMSS12-01, five (5) of them were from HUMSS12-02, nine

(9) of them were from HUMSS12-03, eighteen (18) of them were from

HUMSS12-04, thirteen (13) of them were from HUMSS12-05, five (5) of

them were from HUMSS12-06, fourteen (14) of them were from

HUMSS12-07, and two (2) of them were from HUMSS12-08.

E. General Average in Grade 11. From the 80 respondents, twelve

(12) of them had an average of 85-90, thirty-two (32) of them had an

average of 90-94, twenty-seven (27) had an average of 94-97, and nine (9)

of them had an average of 97-100.

53
2.) On the impacts of online examination on the academic

performance of Grade 12 HUMSS Students of PHINMA University of

Pangasinan A.Y. 2022-2023 in terms of:

A. Positive Impacts. According to the data gathered, about 78.8%

of the respondents have said that online examinations have positively

affected their academic performance as a student.

B. Negative Impacts. According to the data gathered, about 62.5%

said that online examinations have not negatively affected their academic

performance as students.

3.) On the relationship between the online examination and the

academic performance of the Grade 12 HUMSS Students of PHINMA

University of Pangasinan A.Y 2022-2023.

The computed value of the Pearson-r was r = -0.14. Therefore, the

null hypothesis was rejected.

CONCLUSIONS

Based on the findings of the study, the following conclusions were

drawn:

54
 1. In terms of the demographic profile, most of the respondents are

17 years old, female, from HUMSS12-04, and have grades between 90-

94.

2. The respondents did not agree that online exams are better and

should be practiced by the University in the future. They think that the

university should refrain from using it in the future. Thus, the online

examination made an impact on the respondents’ academic performance

as a student. It positively affected the students’ academic performance. It

also has no adverse impact on the students’ academic performance. They

also think that taking online examinations are better for their mental

health than taking them in person. The idea that online exams shouldn’t

be used at all is not supported by the respondents. However, they believe

online examinations are beneficial. The respondents neutrally believed

that they excelled more in online examinations than the traditional paper

exams. They also neutrally believed that online examination is easier

compared to output based and traditional exams. The respondents

agreed that online examination is not very reliable in testing the

students’ learning because they can search the questions. Also, they

agreed that they are having a hard time taking online exams because of

the unstable internet connection and lack of devices. Additionally, they

neutrally believed that they excelled more in face to face examination

than in online examination.

55
 3. The variables have a weakly negative correlation thus, there is

no significant relationship between the online examination and the

academic performance of the Grade 12 HUMSS Students of PHINMA

University of Pangasinan A.Y 2022-2023.

RECOMMENDATIONS

Based on the conclusions drawn, the following recommendations were

presented:

1. The study should have at least 100 respondents or a larger sample

size to have greater generalizability, reliability, and precision of the

results about the impact of the online examination on the

academic performance of the students.

2. The researchers advise taking preemptive steps to create a

distraction-free atmosphere for taking your online exam, including

proactive conversations with your family, friends, and roommates.

3. To have a new platform for taking online examinations other than

Google forms, such as Canva or Blackboard, where teachers can

strictly monitor the students who answer the online exam as it

uses third-party proctoring software not just to prevent cheating

but also to verify the authentication of the students by valid ID.

56
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60
 APPENDIX A

LETTER TO THE PRINCIPAL

Republic of the Philippines

PHINMA University of Pangasinan
Arellano Street, Dagupan City
S.Y. 2022-2023

Jessie Ian DR. Paragas Jr.

Principal, High School Department
PHINMA University of Pangasinan

Sir:
We have the honor to request permission from your good office to
allow us to conduct a survey to the Grade 12 HUMSS 1-8 as the
respondents. The data to be gathered will be used in our research
entitled “The Impact of Online Examination on the Academic
Performance of Grade 12 HUMSS Students of PHINMA University of
Pangasinan” in partial fulfillment of the requirements for the subject
Practical Research 2.

Your favorable response in the above request will truly help us in

the completion of our research work. Thank you very much and God
bless.

Respectfully,

MARGARIJO, Angelica V. PERALTA, Mercy Mae E.

MEJIA, Jahzeel Smile G. PIDLAOAN, Hannah Marie C.
MORTERA, Marc Louie C. RARANG, Joseph R.
OBRA, Mariella S. RAVANZO, Rob Gian Paulo S.
PACINO, Katrina Chanelle U. STA. MARIA, Mel John M.

Noted:

Cristian Mark M. Soy

Research Adviser

61
Approved by:

Jessie Ian DR. Paragas Jr.

Principal, High School Department

62
 APPENDIX B

LETTER TO THE RESPONDENTS

Republic of the Philippines

PHINMA University of Pangasinan
Arellano Street, Dagupan City
S.Y. 2022-2023

Respondents:

We are presently undertaking a study entitled “The Impact of

Online Examination on the Academic Performance of Grade 12
HUMSS Students of PHINMA University of Pangasinan” in partial
fulfillment of the requirements for the subject Practical Research 2 (APP
006). In relation to this, we are asking for your support and cooperation
by answering the questions from our interview with utmost honesty. Rest
assured that whatever information you can give will be considered
confidential.

Your active participation will be highly appreciated.

Sincerely,

MARGARIJO, Angelica V. PERALTA, Mercy Mae E.

MEJIA, Jahzeel Smile G. PIDLAOAN, Hannah Marie C.
MORTERA, Marc Louie C. RARANG, Joseph R.
OBRA, Mariella S. RAVANZO, Rob Gian Paulo S.
PACINO, Katrina Chanelle U. STA. MARIA, Mel John M.

Noted:

Cristian Mark M. Soy

Research Adviser

63
 APPENDIX C

QUESTIONNAIRE

The Impact of Online Examination on the Academic Performance of

Grade 12 HUMSS Students of PHINMA University of Pangasinan A.Y.

2022-2023

Part I. Demographic Profile of the Respondents

A. Name: _________________________

Put a (✓) on the choices below for your answer

B. Age

15 - below 16 17 18 19 - below

C. Sex

Male: Female:

D. Section: _________________________

E. General Average (in Grade 11):

97 - 100

94 - 97

90 - 94

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 85 - 90

84 - below

Part II. MULTIPLE CHOICE: Experience of the Respondents with

Regards to Online Examination

Direction: Choose your answer from the following questions

1. Do you agree that online exams are better and should be practiced by

the University in the future?

___ Yes

___ No

2. Has the online examination made an impact on your academic

performance as a student?

___ Yes

___ No

3. Has the online examination positively affected your academic

performance as a student?

___ Yes

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___ No

4. Has the online examination negatively affected your academic

performance as a student?

___ Yes

___ No

5. Do you think the PHINMA University's evaluation system is adequate

during online examinations?

___ Yes

___ No

6. As a student, Do you think that online examinations are better for

your mental health?

___ Yes

___ No

7. Do you think that online examinations are better than face-to-face

(written) examinations?

___ Yes

___ No

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8. Have you cheated in an online examination?

___ Yes

___ No

9. As a student, do you think that online examinations should not be

implemented at all?

___ Yes

___ No

10. As a student, do you think that online exams will be helpful to you?

___ Yes

___ No

Part III. CHECKBOX: Impact of Online Examination to the

Respondents

Direction: Check (✓) the box of your answer from the following

statements

1 - Strongly Disagree 2 - Disagree 3 - Neutral 4 - Agree

5 - Strongly Agree

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What do you believe in? Strongly Disagree Neutral Agree Strongly
Disagree Agree

I believe that I excelled

more in online
examinations than the
traditional paper exams.

I believe that online

examinations are easier
compared to output
based exams and
traditional paper exams.

I believe that online

examinations are not
very reliable in testing
the students' learning
because they can search
the questions while
taking the test.

I believe that I am
having a hard time
taking online exams
because of the unstable
internet connection and
lack of devices.

I believe that I excelled

more in face to face
examination than online
examination.

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 CURRICULUM VITAE

PERSONAL DATA

Name: Angelica V. Margarijo

Address: #199 Barangay Portic

Birthday: November 17, 2004

Contact#: 09675939411

Email Address: anvi.margarijo.up@phinamed.com

Motto: A little progress each day adds up to big result

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): St. Andrew Catholic School

Elementary School: Portic Integrated School

PERSONAL DATA

Name: Jahzeel Smile G. Mejia

Address: #26A Catacdang St. Bonuan Gueset,

Dagupan City

Birthday: October 17, 2004

Contact#: 09475646290

Email Address: jaga.mejia.up@phinmaed.com

Motto: “It is better to wait, rather than force things to happen and fail.”

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EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Saint Michael School by the Sea

Elementary School: College of Saint Michael the Archangel

Preparatory School: Bonuan First Baptists Learning Central

PERSONAL DATA

Name: Marc Louie C. Mortera

Address: San Miguel, Calasiao, Pangasinan

Birthday: April 28, 2005

Contact#: 09127374901

Email Address: marcmortera8@gmail.com

Motto: “Dreams don’t work unless you do.”

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Calasiao Comprehensive National

High School

Elementary School: E.P.R. Gabon Elementary School

Preparatory School: San Miguel Daycare Center

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PERSONAL DATA

Name: Mariella S. Obra

Address: #175 Bonuan Barracks Highway,

Dagupan City

Birthday: March 3, 2005

Contact#: 09951152762

Email Address: maso.obra.up@phinmaed.com

Motto: “Forget the mistakes, remember the lesson.”

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Bonuan Boquig National High School

Elementary School: Bonuan Boquig Elementary School

PERSONAL DATA

Name: Katrina Chanelle U. Pacino

Address: #213 Longos Street, Bonuan Boquig,

Dagupan City

Birthday: June 30, 2005

Contact#: 09616073899

Email Address: kaub.pacino.up@phinmaed.com

Motto: “The success has not arrived yet, maybe tomorrow, next week,
next month, or next year, but not today. It is not that easy.”

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EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Bonuan Boquig National High School

Elementary School: Leon Francisco Maramba Elementary School

Preparatory School: Leon Francisco Maramba Elementary School

PERSONAL DATA

Name: Mercy Mae E. Peralta

Address: Vereciano St., Palamis, Alaminos City

Pangasinan

Birthday: February 3, 2005

Contact#: 09093353850

Email Address: meen.peralta.up@phinmaed.com

Motto: “Hindi ka magtatagumpay, kung hindi ka magsisimula.”

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Alaminos City National High School

Elementary School: Alaminos City Central School

Preparatory School: Methodist

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PERSONAL DATA

Name: Hannah Marie C. Pidlaoan

Address: #183 Provincial Road, Doyong Calasiao

Pangasinan

Birthday: September 28, 2005

Contact#: 09662251310

Email Address: hannahpidlaoan70@gmail.com

Motto: “Life begins at the end of your comfort zone.”

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Saint Charles Academy

Elementary School: Saint Charles Academy

Preparatory School: Saint Charles Academy

PERSONAL DATA

Name: Joseph R. Rarang

Address: #120 Sta. Maria, Bued, Alaminos City,

Pangasinan

Birthday: January 3, 2005

Contact#: 09476935833

Email Address: jora.rarang.up@phinmaed.com

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Motto: “If you really want to do something you'll find a way, if you don't
you'll find an excuse.”

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Alaminos City National High School

Elementary School: Shekinah Grace School

Preparatory School: Shekinah Grace School

PERSONAL DATA

Name: Rob Gian Paulo S. Ravanzo

Address: #24 PNR West Salay, Mangaldan,

Pangasinan

Birthday: December 22, 2004

Contact#: 09683638788

Email Address: roso.ravanzo.up@phinmaed.com

Motto: “Don't wait for the perfect moment. Take the moment and make it
perfect.”

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Santo Tomas Catholic School

Elementary School: Santo Tomas Catholic School

Preparatory School: Santo Tomas Catholic School

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PERSONAL DATA

Name: Meljohn M. Sta Maria

Address: #699 Navaluan, Mangaldan,

Pangasinan

Birthday: February 25, 2005

Contact#: 09476935640

Email Address: meljohnstamaria08@gmail.com

Motto: “Arawi kad eras no agka mangiras.”

EDUCATIONAL BACKGROUND

Secondary School (Senior High): PHINMA University of Pangasinan

Secondary School (Junior High): Archdiocesan School of San Fabian

Elementary School: West Central Elementary School

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