Research CV

Dr. Filemon C.
Aguilar Memorial College of Las Piñas - Main Campus

Golden Gate Basketball Court, Topland Ave, Las Piñas, 1747 Metro Manila
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The Relationship Between the Academic, Social and Technical Factors to

the DFCAMCLP Accountancy Students’ Academic Performance During
Online Education
A Research Paper
Presented to
The Faculty of Dr. Filemon C. Aguilar Memorial College of Las Piñas
In Partial fulfillment of the Requirements for the

Accounting Research
Submitted to
Professor Mark David Corpuz
Submitted by
Van kia Cabahug
Alaina Chriselle Dalagan
Kyla Mikaela Desierto
Jericho Gaviola
Jhiezel Mariano
SECOND SEMESTER
A.Y. 2021-2022
Dr. Filemon C. Aguilar Memorial College of Las Piñas - Main Campus
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APPROVAL SHEET
This research paper, titled "THE FACTORS AFFECTING DFCAMCLP

2ND TO 4TH YEAR ACCOUNTANCY STUDENTS' LEARNING OUTCOMES
DURING THE COVID-19 PANDEMIC," was analyzed, prepared and submitted
by BS Accountancy fourth year section 12 with the following members:
CABAHUG, DALAGAN, DESIERTO, GAVIOLA, and MARIANO. This
Accounting Research has been assessed and is recommended for approval and
acceptance as partial fulfillment of the criteria for the degree of Bachelor of
Science in Accountancy.
___________________________________
Professor Mark David Corpuz, CPA, MBA
Accounting Research Adviser
___________________________________
Professor Rosanna Jamon
Validator
Approved by the committee on Oral Examination.
____________________________
____________________________
(panel name) (panel name)
____________________________
____________________________
(panel name) (panel name)
Accepted and approved in partial fulfillment of the requirements for

the degree of BACHELOR OF SCIENCE IN ACCOUNTANCY
________________________
Professor Ramoncito Jimenez
President
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ACKNOWLEDGEMENT
This paper and research was conducted with the outstanding assistance
of our accounting research adviser, Mr. Mark David Corpuz, CPA, MBA, this
paper and the research that went into it would not have been possible. His
expertise, competence and dedication to excellence have contributed immensely
and managed us to keep our productivity high from our first consultation with the
research's specifics and components through its execution, collection of topics,
and development of its techniques, to the final draught of this research paper.
The fellow students at Dr. Filemon C. Aguilar Memorial College of Las

Pinas, Ms. Van Kia Cabahug, Ms. Alaina Chriselle Dalagan, Ms. Kyla Marie
Desierto, Mr. Jericho Gaviola, and Ms. Jhiezel Mariano, have also reviewed
all compilations and attentively responded to many concerns about the roles and
responsibilities this paper is expected to carry out in light of the pandemic
situation at hand.
Additionally, Ms. Rosanna Jamon, the reliability tester and validator, is to

be thanked for her perceptive remarks. Innumerable improvements have been
made to this study thanks to their generosity and knowledge, and many mistakes
have been avoided; those that will surely remain are solely our fault. The Board
of Panelists' wise suggestions for the paper's publication in its final version have
earned the researchers' profound gratitude.
The researchers would also like to thank their parents for being
understanding for their incapacity to complete household duties and other
obligations while we were working on this research. They express gratitude to
them all for their compassion, affection, and unwavering assistance from the time
this paper was conceived until it was published which allowed us to finish the
work on time. And on top of all this effort and achievement, we take a time to
express our gratitude for the blessings and direction that our Jesus Christ, Our
Almighty Lord has provided. for giving us the knowledge, wisdom, and abilities to
successfully complete this research paper.
The Researchers
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DEDICATION
This research is utterly dedicated to our dear parents, who have

continuously provided their moral, emotional, and financial support, and served
as our sources of inspiration and strength when we felt like giving up.
We also dedicate this paper to our school, as well as our colleagues, for
their words of wisdom and inspiration in helping us complete this research.
Finally, we would want to express our gratitude to the Almighty God for
providing us with a healthy life and for his guidance, strength, knowledge,
wisdom, protection, and abilities. We present all of these to you.
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ABSTRACT
Title: The Relationship Between the Academic, Social and Technical Factors to
the DFCAMCLP Accountancy Students’ Academic Performance During Online
Education
Researchers:
Cabahug, Van kia A.
Dalagan, Alaina Chriselle C.
Desierto, Kyla Mikaela O.
Gaviola, Jericho R.
Mariano, Jhiezel D.
Adviser: Mark David Corpuz, CPA, MBA
School: Dr. Filemon C. Aguilar Memorial College of Las Piñas City
Academic Year: 2022-2023
Education is the central concern of individuals, institutions, and countries

for their development. The development of advanced systems and
communication technology have recently propelled the growth of online
education. Moreover, the COVID-19 pandemic has made distance education via
the Online Education system an urgent and irreplaceable requirement. This study
is aimed to discern the relationship between the academic, social and technical
factors and the DFCAMCLP accountancy student’s academic performance. The
researchers conducted an online survey through google forms with a total
sample size of 124 participants. The result of the study showed that academic,
social and technical factors have a significant relationship to the students’
academic performance.
Keywords: Online education; Academic performance; Academic Factors;

Social Factors; Technical Factors.
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Table of Contents
Approval Sheet---------------------------------------------------------------------------- ii
Acknowledgement----------------------------------------------------------------------- iii
Dedication---------------------------------------------------------------------------------- iv
Abstract------------------------------------------------------------------------------------- v
Chapter 1: The Problem
Introduction---------------------------------------------------------------------------------1
Review of Related Literature and Studies------------------------------------------4
➔ Academic Factors—----------------------------------------------------7
➔ Social Factors------------------------------------------------------------9
➔ Technical Factors------------------------------------------------------10
➔ Academic Performance----------------------------------------------12
Synthesis----------------------------------------------------------------------------------13
Theoretical Framework-----------------------------------------------------------------17
Conceptual Framework-----------------------------------------------------------------
20
Statement of the Problem--------------------------------------------------------------
21
Hypothesis---------------------------------------------------------------------------------22
Scope and Limitation--------------------------------------------------------------------
22
Significance of Study--------------------------------------------------------------------
23
Definition Of Terms----------------------------------------------------------------------25
Academic Performance-------------------------------------------------------25
Factor------------------------------------------------------------------------------25
Heutagogical Approach-------------------------------------------------------25
Learners’ Characteristics-----------------------------------------------------26
Level of Agreement------------------------------------------------------------26
Online Education---------------------------------------------------------------26
Pedagogical Medium----------------------------------------------------------26
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Relationship----------------------------------------------------------------------26
Chapter 2: Methodology
Research Methodology-------------------------------------------------------------------
27
Research design---------------------------------------------------------------------------27
Population and Sampling----------------------------------------------------------------28
Participants of the Study-----------------------------------------------------------------28
Research Instruments--------------------------------------------------------------------30
Data gathering Techniques--------------------------------------------------------------
31
Statistical treatment of Data------------------------------------------------------------32
Chapter 3: Presentation, Analysis and Discussion

Presentation, Analysis and Discussion-----------------------------------------------
34
Chapter 4: Summary of Findings, Conclusion and Recommendation

Summary of Findings---------------------------------------------------------------------45
Conclusion----------------------------------------------------------------------------------48
Recommendation-------------------------------------------------------------------------48
References----------------------------------------------------------------------------------50
Appendices----------------------------------------------------------------------------------
66
Survey Questionnaire------------------------------------------------------------
65
Screenshots of Some Survey Respondent--------------------------------72
Curriculum Vitae--------------------------------------------------------------------------73
List of Figures-----------------------------------------------------------------------------
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List of Tables------------------------------------------------------------------------------
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CHAPTER I
Introduction
Education is the central concern of individuals, institutions, and countries
for their development. Wherein education is a system that makes it easier for
institutions and countries to form relationships. Both developing and developed
countries must guarantee the online academic performance of education,
especially during this pandemic, to prepare students for a competitive world.
Educational institutions prioritize education and students' research, creativity, and
innovation participation. Educational institutions must create an exciting learning
environment and collaborate closely with industry to introduce new ideas for the
dynamic world.
The development of advanced systems and communication technology
have recently propelled the growth of online education. (Li, 2014) Moreover, the
COVID-19 pandemic, a global public health crisis declared by the World Health
Organization (WHO) as an outbreak in January 2020, has made distance
education via the Online Education system an urgent and irreplaceable
requirement. Despite the current pandemic that is impeding education around the
world, online learning based on Internet services has become widely available
and universal, facilitating the learning system. Colleges and universities use
software applications such as but not limited to Zoom and Microsoft Teams to
continue their educational journeys online. New media, technologies, and digital
assistants have shifted the education system away from its traditional structure
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and created new learning opportunities even in the midst of the global COVID-19
pandemic.
Additionally, the advancement in online education has crossed classroom
boundaries and ensures that learning is available all the time. Online education
helps students in distance learning and mobile learning. Furthermore,
educational technology enables teachers to access the students at any time
across boundaries and vice versa. Many educational institutions, such as
colleges, state universities, and training centers, use online education to
establish an online classroom environment. Online education allows students to
attend classes at flexible times and even while working. Several social media
platforms, such as Twitter, Instagram, Facebook, and WhatsApp, have proven to
be helpful to educators and students in order to promote compassionate,
cooperative learning by sharing knowledge. In contrast, according to the study
conducted by Liu & Lee (2012) although social support improves teamwork, there
seems to be no evidence that it improves sharing of knowledge.
COVID-19 impacted 191 out of a total of 195 countries worldwide.
(UNESCO, 2020a). Around 429 universities around the world were closed down
and replaced with virtual classrooms and online education (UNESCO, 2020b).
During this global pandemic, administrators, teachers, and students were
confronted with the challenge of how to achieve the overall goals of institutions
and individuals. According to Stone (2020), ZOOM, Google Classroom, Moodle,
and Blackboard are popular virtual classroom applications that play an important
role in the transfer from face-to-face classes to online education systems. The
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COVID-19 global epidemic has affected the education system globally,
particularly universities, ushering in a new era of education known as "Online
Education." As per Ngampornchai & Adams (2016), Online Learning refers to
learning supported by technology today, such as online education and portals to
access courses outside the classroom. Though embracing online education is a
challenge for teachers and students, academic institutions are integrating this
phase of online education by equipping gadgets and internet facilities to ensure a
smooth flow of online learning. The academic performance of the student serves
as the primary foundation for knowledge acquisition and skill enhancement. In
order to monitor students' academic performance over a set period of time and
improve outcomes, Narad and Abdullah (2016) claim that periodical evaluations
or exams are crucial.
The higher education sector must focus on upgrading its technological
facilities in order to keep up with changing trends. Additionally, financial
assistance is required for the transition from the traditional classroom setting to
technologically advanced online education . It is also essential to emphasize the
significance of the course material and its consistency with online learning. It is
necessary to link online education to fundamental elements such as reading,
writing, logic, and numerical skills, which are important results that will allow
students to compete in the future (Madani, 2019).
Therefore, in this research study, we consider three main Factors
Affecting DFCAMCLP Accountancy Students' Academic performance during
Online Education: Academic, Social, and Technical Factors. The Academic
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Factor comprises Administrative Support, Course Content, and Faculty
Capacity. While the Social Factor consists of Learners' Characteristics and Social
Support, and on the other hand, the Technical Factor includes Perceived Ease
of Use, Perceived Usefulness, and Technical Support. These factors will be
evaluated to see if there is a link between them and the respondents' Academic
performance during Online The framework was created using high-indexed
articles, published data, and studies discussed using various definitions. As a
result, this study aimed to investigate the factors that influence students'
academic performance during the online learning process.
Review of Related Literature and Study
The COVID-19 Pandemic and Its effect on Educational System
The SARS-CoV-2 virus caused the infectious disease called Coronavirus
disease, also known as COVID-19. It was early 2020 when the said disease
started to spread worldwide. Countless numbers of infections and even deaths
are reported daily across nations. COVID-19 is a global pandemic and public
health crisis and has also affected the global educational system. The COVID-19
pandemic forced the educational system to shift in the pedagogical medium. No
less than 1.6 billion people involved in the education system in over 190
countries and all continents of the world have suffered from the closure of
schools, the entire shutdown process happening by May 2020. During the
COVID-19 pandemic, online learning has turned into an important alternative for
reforming the entire traditional education system. Both teachers and students
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have had to change their behaviors, their teaching/learning style, assessment
methods, and so forth (Gherhes, et al, 2021).
The Shift in Pedagogical Medium
The traditional face-to-face learning system is believed to achieve
maximum educational goals effectively. However, with the COVID-19 pandemic,
Colleges and universities were forced to change the learning paradigm and apply
online education, which requires students' readiness to study independently,
individual learning, the readiness of online learning facilities, and psychological
preparedness for changes in distance learning patterns. Online education is
defined as planned teaching and learning, where teaching occurs in a different
place between the educator and student. The educational process, all or part of
the teaching, is carried out separately in time and space through artificial
electronic or print media specifically organized by education providers. According
to Blaschke (2012), In an online education environment, students need to
understand that online education is different from traditional learning. Online
education is a heutagogical approach to learning, where learners are highly
autonomous and self-determined, and emphasis is placed on the development of
learner capacity and capability to produce learners who are well-prepared for the
complexities of today's workplace.
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Online Education System
New media, technologies, and digital assistants have shifted the education
system away from its traditional structure and created new learning opportunities
even in the midst of the global COVID-19 pandemic. Moreover, the advancement
in educational technology has crossed classroom boundaries and ensures that
learning is available all the time. Online education helps students in distance
learning and mobile learning. Furthermore, online education enables teachers to
access the students at any time across boundaries and vice versa. Many
educational institutions, such as colleges, state universities, and training centers,
use online education to establish an online classroom environment. Online
education allows students to attend classes at flexible times and even while
working.
1. Academic Factor
According to Ko and Chung (2014) academic factors, as the name implies,
are the factors relating to the school and learning environment that includes but
not limited to curriculum, courses, school system, and academic supervision.
1.1 Administrative Support
The educational sector would not be able to function effectively or
efficiently without administrative support. Administrators will oversee school
policies, including those of higher education systems, as well as the motivation of
teachers and the learning environment for students (Strike, 2018b). Online
education has the biggest effects on students because they are its primary
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beneficiaries (Chen et al., 2021; Laksana, 2021). In addition, academic staff
personnel are crucial to online learning. They must create presentations and
teaching materials suitable for online education, based on data, and relevant to
the subject matter.
Similarly, the institution's administration must cooperate in providing online
educational services—the learning process and the prompt handling of online
learning resources demand many resources. The limitations brought on by the
COVID-19 epidemic have led to the adoption of online teaching and learning in
the majority of underdeveloped countries (Suprianto et al., 2020; Suryaman et
al., 2020). Because the adoption of technology in higher education is
unavoidable and a cohesive fundamental structure with a cohesive environment
is critical in online courses at colleges and universities (Barefield & Meyer, 2013;
Bolden et al., 2015).
1.2 Course Content
Students are more likely to participate and be proactive when the course
content is engaging, which influences academic performance. The framework
and information of chapters of learning materials are included in online education
content. Furthermore, the online education content provides additional materials
to assist students in understanding the knowledge more clearly and deeply. This
factor promotes the development of student's analytical and critical thinking
abilities, as well as their problem-solving abilities.
1.3 Faculty Capacity
The online process often takes a student approach rather than a teacher-
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centered approach, as in traditional teaching. Higher education students benefit
from educational strategies, professional competence, science and technology
application level, and the ability to establish and integrate various concepts and
procedures in developing online course content. The quality of Online Education
is significantly shaped by faculty members (Abbasi et al., 2020). They act as
examples and encourage students to view the world from various perspectives.
They play an essential role in lowering academic dishonesty, which improves
students' academic performance (Chirikov et al., 2020). Students are encouraged
by the faculty to participate in learning activities and give their best effort. When it
comes to online education, they assist in resolving communication problems,
provide thorough explanations to prevent confusion, record their lectures, and
give the students additional materials to enhance their learning (Mishra et al.,
2020).
2.Social Factor
As per Kim and Auh (2015) social factors refers to things like the
environment in which we live, the activities we participate in, and the interactions
we have with others.
2.1 Learner Characteristics
The structure of the online education and the characteristics of the
students affect the learning of the students in an online platform. According to A.
M. Blaine (2019), students' engagement in an online education and how they
view their online learning are both influenced by the social environment. The
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social environment is also impacted by interactions with the teacher and fellow
students, as per J. Lee, P. M. Hernandez, and I. Marshall Jr. (2019).
Online learning can be made more effective by encouraging active
participation and consistent practice. Furthermore, because the regulations and
requirements of online learning are more comfortable, proactiveness, self-study
ability, and a sense of compliance are important prerequisites for achieving a
better academic performance of the students. It is more difficult to control the
process than traditional methods.
2.2 Social Support
The academic performance of online education is greatly influenced by
social support, according to Alqurashi (2018), learner-content and learner-
instructor interactions are crucial for students' perceptions of their learning and
satisfaction, but learner-learner interactions are not as significant a factor. Kemp
and Grieve (2014) conducted research on the activities of two groups of
psychology classrooms - based classroom and online learning settings. Students
prefer to engage in class discussion with instructors and peers over online
discussions, but they prefer to complete written work such as assessments and
projects online rather than in the classroom. To achieve a higher level of online
learning academic performance, socialization with teachers and cohesive
interaction with peers is required. Online education's quality is significantly
influenced by the instructor's facilitation and social presence (Ladyshewsky,
2013).
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3. Technical Factor
According to the study conducted by Burden and Byrd in 2015, learners
utilize computers and other digital media for entertainment, communication and
educational purposes. In support to this, in the study "Comparison of
Effectiveness of Different Learning Technologies conducted by El-Khalili and El-
Ghalayini (2014) it has been concluded that the use of new multimedia
technologies and the Internet to improve the quality of learning by facilitating
access to resources and services, as well as remote exchange and collaboration
can result in the improvement of learners’ academic performance.
3.1 Perceived Ease of Use
An online or web - based learning platform is intended for the exchange of
knowledge and the acquisition of new skills. In today ’s digital world, applying
technology to access knowledge, acquire information, and learn has become a
daily requirement. These resources are simple to use and accessible, making
knowledge sharing easier. Many studies have found that the ease of use,
accessibility, and transmission speed of internet media and mobile devices are
critical components of the learning process. Increased adaptability in online
learning is a result of easier access, which leads to positive academic
performance.
3.2 Perceived Usefulness
The level to which students assume that using online education will help
them improve their performance is measured by perceived usefulness. The value
of online learning is demonstrated by its ability to save learners time and money
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while providing access to a variety of methods. Several research findings have
shown that perceived usefulness has a positive impact on learners' attitudes and
motivation, resulting in better learning outcomes.
3.3 Technical Support
When learning online, both students and teachers must be able to use
technology to create and sustain healthy social relationships (Andel et al., 2020).
In addition to the efficient use of technology, online learning is also influenced by
other elements such as the availability of appropriate facilities, infrastructure, and
student finances (Rusli et al., 2020; Laksana, 2021). In order to achieve this,
technological platforms used throughout the online learning environment
information should be user friendly with the end result of learning (Goh et al.,
2017). The installation and operation of online learning applications should be
done with care and be simple to use (Ching-Ter et al., 2017; Kimathi & Zhang,
2019). Providing a unified structure for the use of an online learning application
causes students to prefer online classes because they are more enjoyable and
satisfying (Al-Rahmi et al., 2019). Furthermore, adequate technical skill training
for learners and teachers is required prior to the transition to online courses
(Roddy et al., 2017; Shahmoradi et al., 2018).
Academic Performance
Academic performance/achievement is the degree to which a student,
instructor, or institution has met their immediate or long-term learning objectives.
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According to Mensink and King (2020), academic performance is the result of
student-teacher efforts and demonstrates the students' interest in their studies.
The academic performance of students is the most important factor in education
(Rono, 2013). As a result, it is regarded as the center pole around which the
entire educational system revolves. According to Narad and Abdullah (2016), the
academic success or failure of academic institutions is determined by the
students' academic performance. The socio-economic development of the nation
is directly influenced by students’ academic performance, according to Singh et
al. (2016).
Synthesis
The COVID-19 pandemic, declared by the World Health Organization
(WHO) as an outbreak in January 2020, forced the educational system to shift in
the pedagogical medium. No fewer than 1.6 billion individuals in the education
system in over 190 countries and all seven continents have been affected by the
closure of schools. For that reason, Colleges and universities were compelled to
shift and adopt a new learning paradigm: online education demanding students
to learn independently, be self-motivated, use available online learning
resources, and be mentally prepared for shifts in distance learning patterns.
Moreover, according to Blaschke (2012), students need to understand that
distance learning differs from traditional learning in an online education
environment. Distance learning is a heutagogical approach to learning, where
learners are highly autonomous and self-determined, and emphasis is placed on
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developing learner capacity and capability to produce learners who are well-
prepared for the complexities of today's workplace.
Additionally, educational technology advancements have transcended
traditional classroom limits, ensuring that learning is available at all times.
Educational technology enables distance and mobile learning for students. Also,
educational technology enables teachers to communicate with students at any
time and beyond geographical distance learning versa. Numerous academic
institutions, including colleges, state universities, and training centers, have
established an online classroom environment through online education.
Moreover, academic, social, and technical elements impact student
academic performance during online education. Administrative Support, Course
Content, and Faculty Capacity comprise the Academic Factor. Social Factor
includes learners' characteristics and social support. The technical factor has
perceived ease of use, perceived usefulness, and technical support. These
categories will be used to examine the factors' direct impact on a student's
academic performance. For the academic factor, according to strike (2018),
administrative support is critical in implementing a cutting-edge online learning
system in higher education schooling; they are the one who oversee school
policies, including those of higher education systems, as well as the motivation of
teachers and the learning environment for students.
Furthermore, administrators can actively participate in the development
and preparation of the online program to ensure its success in academic
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performance. This is because incorporation of technology in higher education is
deemed inevitable and a cohesive environment and fundamental structure plays
a crucial part in online courses on higher education (Barefield & Meyer, 2013;
Bolden et al., 2015). On the other hand, when course content is engaging,
students are more likely to participate and take an active role in their learning,
which impacts academic performance. The Online Learning content will include
learning materials' framework and information about each chapter's contents. As
a result of the use of educational techniques, professional competencies, and
science and technology application levels, the faculty members can establish and
integrate various concepts and procedures in developing online course contents.
As per the social factor, socialization with instructors and fellow students is
essential for improving online academic performance. Thus, encouraging active
participation and consistent practice can make online learning more effective; a
study made by Ladyshewsky (2013) implies that the quality of online learning is
in fact significantly influenced by the instructor’s facilitation and social presence.
Moreover, according to Alqurashi (2019), the significance of learner-learner
interactions is not on the same level as compared to the significance of learner-
content and learner-instructors interaction when it comes to the students’
perception and satisfaction. On the other hand, a study conducted by Kemp and
Grieve (2014) showed the preference of students that lea ns more on a hybrid
set-up wherein they prefer to accomplish their school works online but prefer to
be in a classroom set-up for discussions. This possibly means that the Online
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Learning set-up should only be a supplementary way of learning that is there only
to improve or make studying and teaching even more effective.
In the aspect of technical factor, an online or web-based learning platform
intends to exchange knowledge and acquire new skills. Applying technology to
access knowledge, obtain information, and learn has become a daily requirement
in today's digital world. These resources are simple to use and accessible,
making knowledge sharing easier. According to numerous students, the ease of
use, accessibility, and transmission speed of internet media and mobile devices
have been identified to be essential components of the learning process. Easy
access contributes to increased adaptability in online learning, which leads to
effective results. Moreover, the perceived usefulness of online learning measures
how confident students are that it will help them improve their performance. The
capacity of online learning to save learners time and money while providing
access to various ways demonstrates its usefulness. According to several
research findings, perceived usefulness has a favorable impact on learners'
attitudes and motivation, resulting in better academic performance. Additionally,
adequate technical skill training for learners and teachers is required prior to the
transition to online courses (Roddy et al., 2017; Shahmoradi et al., 2018).
Theoretical Framework
Recently, advances in modern computer and network technology have
driven the development of online education. In addition, the COVID-19 pandemic,
a public health crisis announced by the World Health Organization (WHO) in
January 2020 as an outbreak, has made distance education through the Online
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Learning system an urgent and irreplaceable requirement. Despite the current
pandemic that is hindering education worldwide, online learning based on
Internet services has become available and universal, facilitating the learning
system. Colleges and universities use online resources to continue their
educational journey through software applications such as Zoom and Microsoft
Teams.
The theory of factors affecting online academic performance of students in
particular and the effectiveness of using technology, in general, is derived from
the Technology Acceptance Model (TAM) proposed in 1989. Fred Davis
proposed TAM to explain people’s attitudes and behaviors in adopting
technology in the presence of other external variables.
The technology acceptance model (TAM) is used to derive the theory of
factors influencing students' online academic performance in specific and the
efficiency of using technology in general. Davis proposed TAM to describe
people's attitudes and behaviors when it comes to adopting technology when
other external variables are present. This model is frequently used in the study of
technology use behavior in order to understand why people accept or reject
information systems. IT plays an important role in education because it can foster
innovation, generate new learning environments, and transform teaching
activities, all of which are related to the ease of IT operations. Users' perceptions
and motivation to learn are directly influenced by the ease of operation, user
experience convenience, and proficiency in information technologies.
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The researchers categorized the factors in this study; namely, academic
factors, social factors, and technological factors. For the Academic Factors we
used Administrative Support, Course Content, and Faculty Capacity. Next, the
Social Factors it consists of the Learners’ Characteristics and Social Support.
Lastly, Technological Factors consist of Perceived Ease of Use, Perceived
Usefulness, and Technical Support. These categories will be used to identify the
relationship of these factors on the students’ academic performance.
Figure 1. Technology Acceptance Model
Figure 1. Theoretical Framework
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Conceptual Framework
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Figure 2. Conceptual Paradigm on The Relationship between the Academic,
Social and Technical Factors to the DFCAMCLP Accountancy Students'
Academic Performance During Online Education.
On the basis of the aforementioned theories and study concepts. Figure 2
displays the conceptual paradigm for identifying the Relationship between the
Academic, Social and Technical Factors to the DFCAMCLP Accountancy
Students' Academic Performance During Online Education. The study applied a
systems approach, in which components, or inputs, are processed or operated
on to emerge as an output.
The inputs contain the leading variables relevant to this study. It includes
the profile of the respondents, and the relationship between the academic, social
and technical factors to the DFCAMCLP accountancy students' academic
performance during online education. While the process frame contains the
method and procedures to be used to analyze the variables by making
questionnaires with the use of the even-Likert scale and use of statistical tools.
Lastly, the output frame contains the outcome or results of the study.
Statement of the Problem
The study will focus on the relationship between the academic, social and
technical factors to the DFCAMCLP accountancy students' academic
performance during online education. Specifically, this study shall answer the
following questions:
1. What is the profile of the respondents in terms of:
1.1 Age
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1.2 Gender
1.3 Year Level
2. What is the academic performance of 2nd, 3rd and 4th year DFCAMCLP
Accountancy Students’ during Online Education?
3. What is the most common factor affecting the DFCAMCLP Accountancy
Students’ Academic performance during Online Education
4. Is there a significant relationship between the academic, social and
technical factors and academic performance of the respondents?
Hypothesis
Null Hypothesis (Ho): There is no significant relationship between the
Academic, Social and Technical factors and the academic performance of
the students.
Alternative Hypothesis (Ha): There is a significant relationship between
the Academic, Social and Technical factors and the academic
performance of the students.
Scope and Limitations
This Research aims to provide sufficient information and knowledge about
the Relationship between the academic, social and technical factors to the
DFCAMCLP accountancy students' academic performance during online
education. This study will emphasize the Technology Acceptance Model (TAM)
proposed in 1989 as the basis for the theory of factors influencing the online
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academic performance of students in particular and the effectiveness of using
technology in general. The Research predominantly focuses on three factors:
academic, social, and technological. We used Administrative Support, Course
Content, and Faculty Capacity for the Academic Factors. While it is made up of
Learners' Characteristics and Social Support for the Social Factors. Wherein,
Perceived Ease of Use, Perceived Usefulness, and Technical Support are
among the Technological Factors. These categories will be used to determine
the factors' relationship on the student's academic performance.
All the information and details in this Research Paper come from reliable
sources, including survey respondents. The researchers collected data from
good and reliable sites over a specified period and information from the survey
questionnaire.
The study is limited only to 2nd to 4th-year Accountancy Students of Dr.
Filemon C. Aguilar Memorial College Of Las Pinas (DFCAMCLP) for the
Academic year 2022-2023. The study will collect personal information such as
name (optional), age, gender, and year level. At the same time, the other
students who do not fall as part of Accountancy students in DFCAMCLP are not
within this Research's scope.
Significance of the Study
This study hopes to establish an understanding of the relationship between the
academic, social and technical factors to the DFCAMCLP accountancy students'
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academic performance during online education, the study could be of importance
to:
Universities / School Administrators – this Research will help them gain
insight into the relationship between the academic, social and technical factors to
the students' academic performance during online education.
Government specifically the Commission on Higher Education
(CHED), is responsible for the country's educational matters. Through this
Research, CHED will be aware of the relationship between the academic, social
and technical factors to the students' academic performance during online
education. It would give them a chance to recommend programs to help improve
students' academic performance.
The Teachers – the study will benefit teachers by helping them better
understand the relationship between the academic, social and technical factors
to the DFCAMCLP accountancy students' academic performance during online
education. They are expected to develop more effective methods for teaching
their subject matter.
Bachelor of Science in Accountancy Students of DFCAMCLP - this
Research will broaden the student's knowledge about relationship between the
academic, social and technical factors to their academic performance during
online education since they are affected by the new normal educational setup
during the COVID-19 pandemic.
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Future Researchers - The presented topic may be used as reference
data for new Research. The Research can also be a cross-reference that can
give them an overview of the said topic.
The researchers - this Research will help determine relationship between
the academic, social and technical factors to the DFCAMCLP accountancy
students' academic performance during online education
Definition Of Term
Term Operational Definition
Academic It is the extent to which a student, teacher, or institution
Performance has attained their short or long-term educational goals and
is measured either by continuous assessment or
cumulative grade point average.
Factor Is one of the things or elements that affects or contributes
to a particular result, event, decision or situation.
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Heutagogical A form of self-determined learning which focuses on
Approach developing students' "capability and capacity to learn.
Learners’ Is a concept that revolves around how the student learning
Characteristics experience is influenced by personal, social, cognitive, and
academic elements. It’s presumed that these aspects play
a pivotal role in both how and what students learn.
Online learning Is a type of learning that is based on traditional instruction
but incorporates electronic resources. Since education can
actually occur inside or outside the classroom, Online
education relies heavily on the internet and technology.
Pedagogical Something pertaining to the subject of education of
Medium teaching.
Relationship Is the way in which two things are connected or work
together.
Level of Is the measurement or mean of how much they agree to
Agreement something.
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CHAPTER II
Research Methodology
This chapter aims to set out the methodological approach to be
undertaken to understand the relationship between the academic, social and
technical factors to the DFCAMCLP accountancy students' academic
performance during online education. This chapter will present the sample to be
selected and also will set out the methods to be used for data collection.
Research design
The researchers decided to use a quantitative research method as it is
aligned with the objectives of this study which is to understand the relationship
between the academic, social and technical factors to the DFCAMCLP
accountancy students' academic performance during online education. The
research design used in this study is the Descriptive Research Design in the form
of Survey-Questionnaire, specifically the 4-point Likert scale.
The researchers will use a Descriptive Research Design. According to
Balagot (2018), the Descriptive method describes data and characteristics of the
population or phenomenon being studied.
Population, Sample Size and Sampling Technique
The population of this study is the 2nd to 4th-year Accountancy Students
of Dr. Filemon C. Aguilar Memorial College of Las Pinas (DFCAMCLP),
specifically in the Academic year 2022-2023. However, since it is impossible to
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survey every member of the population because of time constraints, The
researchers will use the Raosoft sample size calculator to compute the adequate
sample population. Then, the researchers will first use the stratified sampling
technique to specify the number of respondents for each year level. Next is the
random sampling method to finally select participants among the whole
population to avoid any biases since, through this sampling method, every
member of the population has the chance to be selected as a participant for this
study. This technique will also help provide an accurate representation of the
larger population, as stated by De Persio (2018)
Participants of the Study
The respondents of the study were 2nd to 4th-year Accountancy Students
from DFCAMCLP, whose population is 182 students for the academic year of
2022–2023. Based on the Krejcie and Morgan, the table for determining sample
size from a given population, 124 students were selected as the sample of the
study. Of 124 selected respondents, all filled out the survey questionnaire,
showing a high response rate of 100%. A sample is a group of people taken from
a given population for measurement. The sample of the study will be
representative of the population to ensure that the researchers can generalize
the findings of their study to the whole population. Creswell (2012) stated that
random sampling gives a chance for every member of the population to be
selected as a participant in a study. The researcher estimated that some of the
students might not fill out the questionnaire, thus resulting in a 5% margin of error
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and 95% confidence level as the sample to reduce the sampling error of the
study.
Figure 3: Raosoft Sample Size Calculator is used to determine the number of

participants in this study.
Research Instruments
The researchers will use survey questionnaires as a research instrument
to gather as much information and objective evaluation to carry out this study. A
survey questionnaire is a research instrument consisting of a series of items and
other prompts for the purpose of gathering information from the respondents. The
researchers will make use of a 4-Point Likert scale to systematically measure the
responses of the respondents in terms of the extent to which they agreed or
disagreed using the following scale:
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Table 1. Likert Scale Interval
The questionnaire utilized a 4-point level of Agreement Likert scale (4-
strongly agree, 3-agree, 2-disagree, 1-strongly disagree), wherein researchers
used Likert scale questions with four answer options to collect information about
the topic. Descriptive statistics are used to summarize data collected in a simple
quantifiable or graphical format. Individually analyzed Likert-type questions can
provide more insight into specific traits. The survey questionnaire is divided into
four parts. Part 1 includes demographic information such as age, gender, year
level, and academic performance in order to assess the moderating effect. Part 2
includes the three major variables of this study, namely: Academic Factors such
as Administrative Support, Course Content, and Faculty Capacity while, Social
Factors, such as Learners’ Characteristics and Social Support, lastly, Technical
Factors, such as Perceived Ease of Use, Perceived Usefulness, and Technical
Support. Part 3 Data was gathered using an online survey interview method to
better explain the academic performance of 2nd to 4th-year Accountancy
Students at DFCAMCLP. There is no missing data because the data was
collected using a Google form, and all the questions were required.
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Data Gathering Procedure
1. The researchers will wait for the go signal of the Accounting Research
Adviser to conduct the survey through the use of Google Forms with 2nd,
3rd, and 4th year BS Accountancy Students of Dr. Filemon C. Aguilar
Memorial College of Las Piñas as the respondents.
2. The researchers will then send a message to the corresponding group
chats of the 2nd, 3rd, and 4th year BS Accountancy Students explaining
the purpose of the study and requesting the students’ cooperation with the
researchers to participate in the survey.
3. After obtaining consent from the selected respondents, the researchers
will send the survey link to the respondents' Facebook account or school
email address and request their voluntary involvement in the
questionnaire.
4. Before answering the survey, respondents were requested to express
their approval by checking a box that said, "I am willing to participate in the
study."
5. Respondents had access to the questionnaire online from October 17,
2022, to November 13, 2022. The questionnaire took about 1-2 minutes
for individuals to complete.
Statistical Treatment of Data
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The researchers will use the following Statistical Treatment of Data to
effectively interpret all the data using the data interpretation tools including the
Frequency and Percentage Distribution, Weighted Mean, Pearson’s r and t-Test:
Paired Two Sample for Means.
1. Frequency and Percentage Distribution
This will be used to compute the frequency and percentage distributions of
the respondents' demographic profile related variables such as age, gender,
year level and GWA. Additionally, this will also be used for the presentation of the
result of the survey conducted.
2. Weighted Mean
The Weighted Mean will be used to assess the respondents based on the
most common factors affecting their academic performance and which of those
aforementioned factors have the biggest effect on the students’ academic
performance during Online Education.
3. Pearson’s - r
The Pearson’s r will be used to determine whether there is a significant
relationship between the academic performances of the respondents from
academic, social and technical factors.
4. t-Test: Paired Two Sample for Means
Additionally, t-Test: Paired Two Sample for Means shall be done to
support the results obtained in Pearson’s r. The use of t-test is necessary to test
the hypothesis if there is a significant relationship between the academic
performances of the respondents from academic, social, and technical factors.
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CHAPTER III
Presentation, Analysis and Discussion
This study was carried out to determine The Relationship between the
Academic, Social and Technical Factors to the DFCAMCLP Accountancy
Students' Academic Performance During Online Education As stated in the
previous chapter we, the researchers, conducted a survey out of the second year
to fourth year accountancy students of the DFCAMCLP with a total number of
124 respondents. The results obtained were analyzed, presented and discussed
in this chapter.
1. The Demographic Profile of the respondents.
Table 2.1 Frequency and Percentage Distribution of Age
Table 2.1 displays the respondents' demographic profile in terms of age.
The table indicates that 30 respondents (24.20%) are 19 years old, 40
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respondents (32.30%) are 20 years old, 32 respondents (25.80%) are 21 years
old, 20 respondents (16.10%) are 22 years old and 2 respondents (1.60%) are
23 years old. Most responders are between the ages of 19 to 21.
According to a study by Koh and Lim (2012), using an online tool for
collaborative work in a university computer science course had an impact on
students' academic achievement. The average age of the students in the class,
which had students ranging in age from 18 to 26 years old, was 21.18. The grade
the student received for the final project climbed as the student's age did,
according to the researchers. This study supports the hypothesis that when web-
based technologies are used in a course, older students perform better than
younger students on academic performance measures.
Table 2. 2 Frequency and Percentage Distribution of Gender
Table 2.2 illustrates the respondents' demographic profile in terms of
Gender. The above table shows that 96 respondents (77.40%) are female, 27
respondents (21.80%) are male, and 1 respondent (0.80%) selected the option of
"Rather Not Say". In general, females represent the majority of respondents.
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According to Nistor, 2013, female online learners are more persistent and
interested than males, whereas males often have more consistent views favoring
online learning. Males can employ more learning strategies and have greater
technical skills than females, despite the fact that girls have stronger self-
regulation than males in online learning contexts (Alghamdi et al., 2020).
Because of the aforementioned findings, there might not have been any
discernible gender disparities in online academic performance due to the gender
preferences in online learning. The aforementioned justifications may not be the
only ones explaining conflicting findings in gender differences.
Table 2.3 Frequency and Percentage Distribution of Year-Level
Table 2.3 represents the respondents' demographic profile in terms of
Year-Level. According to the above table, 42 respondents (33.90%) are in the
2nd year level, 41 respondents (33.10%) are in the 3rd and 4th year level. The
majority of respondents are typically 2nd year level.
The COVID-19 pandemic's effects on students' learning have been the
subject of numerous studies. According to Byrnes et al. (2020), for instance, the
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COVID-19 pandemic has drastically altered nearly every element of society,
which has had a negative impact on students' learning in higher education. The
report also showed that the students' education had been put on hold and that
they had been without classes for several months.
2. The Academic Performance of the respondents.
Table 3. Frequency and Percentage Distribution of the Students’ Academic

Performance
Based on the table 3, 25 respondents (20.20%) have a general weighted
average of 1.25, which corresponds to grade between 94-96; 80 respondents
(64.50%) have a general weighted average of 1.50, which corresponds to a
grade between 91-93; 18 respondents (14.50%) have a general weighted
average of 1.75, which corresponds to a grade between 88-90; and only 1
respondent (0.80%) has a general weighted average of 2.00, which corresponds
to a grade between 85-87. The general weighted average of the majority of the
respondents is 1.50 (91-93).
According to certain studies, online learning strategies might have a
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negative impact on academic performance and student grades. For instance,
multiple studies have found that students perform worse in online course
sections than they do in face to face course sections (Jaggars et al., 2013; Xu &
Jaggars, 2013). As a result of the lack of personal interaction, teachers may find
it easier to give students low or failing grades on assignments or in writing
courses offered in online classes that is why teachers may give more low grades
in online courses than in face to face courses.
3. What is the most common factor affecting the DFCAMCLP
Accountancy Students’ Academic performance during Online
Education?
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Table 4. Most common Factor Affecting the Academic Performance of the
Respondents
As shown in Table 4, Academic and Social Factor acquired a weighted
mean of 3.18 and 3.13 respectively with a corresponding verbal description of
AGREE and that it both affects the students academic performance, however,
the Academic Factor resulted to a mean 0.5 percent higher than that of the social
factor which thus indicate that Academic factor is the most common factor
affecting students academic performance during the online education. While the
technical factor acquired the lowest weighted mean of 2.50 meaning that the
academic performance of the students during online education is not really
affected by this factor.
Academics play a critical role in their respective higher education
institutions as facilitators of online learning. Due to a sudden COVID-19 outbreak
and consequently, a sudden shift to online learning, ordinary academics did not
have adequate time to adjust to the new teaching platforms (Burgess &
Sievertsen, 2020; Chen et al., 2020; Wang et al., 2020). Further evidence shows
that some academics lack sufficient knowledge of information technology, and
their understanding of online teaching is relatively poor (Chen et al., 2020).As a
result, these academics encounter challenges in facilitating online learning.
These challenges may include how to arrange online classes, how to carry out
online teaching according to the plan, which online teaching platform to choose,
and how to monitor the effect and quality of online teaching, which will lead to the
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decrease in user satisfaction (Chen et al., 2020; Goh & Sandars, 2020; Teras et
al., 2020). The sudden transition to online teaching also raised serious concerns
for academics regarding their capabilities to engage with students in an online
platform while maintaining the same level of interaction as face-to-face formats
(Jegede, 2020; Ratten, 2020). Since training was not provided to academics due
to the sudden shift to online learning, they are probably not familiar with online
tools which constrains teaching (Chang & Fang, 2020; Donitsa-Schmidt &
Ramot, 2020).
Classroom socialization and interaction among learners or with teachers
do not occur as in face-to-face teaching. Lack of interaction causes low
motivation in learners. In a study conducted with more than 10,000 parents and
students (Karsenty, et al., 2020), 4830 parents stated that their kids’ motivation
decreased in online classes and that they almost sat in front of the screen and
negotiated with them to listen to their teachers. According to the parents, this
situation is caused by the lack of face-to-face communication. Further, due to
effect that the attitude of students may have on the sustainability process of m-
learning (Hossain et al., 2019;Ruangvanich & Piriyasurawong, 2019), some
studies concluded the need to analyze the perceptions of students about online
tools (Chen & Wu, 2020) and the teacher’s role (Moreno-Guerrero et al., 2020).
In the present study, the analysis regarding the student’s perspective has been
focused on the analysis of the utility perceived by students regarding online tools,
as well as the effect that certain attitudes or the teacher’s role may have on the
perceived utility of the tools (Herrador-Alcaide et al., 2020).
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Table 5. Relationship between Academic Factors and Academic Performance
Table 5 shows the result of Pearson r and t-Test conducted to see if there
is a significant relationship between the academic factors and the academic
performance. We can see in the result of the analysis that there is r value of
about -0.14 which represents weak correlation. However, the computed t of
about 539.42 is far greater than the positive critical value of 1.98. Therefore, we
are successful in rejecting the null hypothesis, and now we can conclude that
there is a significant relationship between the academic factors and the academic
According to American Institutes (2022), district and school administrators
play a critical role in improving the learning environment and overall academic
progress of their students.
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Table 6. Relationship between Social Factors and Academic Performance
is a significant relationship between the social factors and the academic
about 0.06 which represents weak correlation. However, the computed t of about
564.10 is far greater than the positive critical value of 1.98. Therefore, we are
successful in rejecting the null hypothesis, and now we can conclude that there is
a significant relationship between the social factors and the academic
As per the study of Doloso (2022) in social support and academic
performance, it was concluded that social support is a significant factor that
affects the academic performance since high grade point average is in fact
significantly influenced by both social support from peers and family.
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Table 7. Relationship between Technical Factors and Academic Performance
is a significant relationship between the technical factors and the academic
about -0.08 which represents weak correlation. However, the computed t of
about 539.81 is far greater than the positive critical value of 1.98. Therefore, we
are successful in rejecting the null hypothesis, and now we can conclude that
there is a significant relationship between the technical factors and the academic
According to the study of Tawafak, et al (2021), technology enhanced
learning has both positive and negative impact on students’ education including
spur and encouragement to intentional use of e-learning with improving
academic performance in mind.
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CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
Summary of findings
The study focuses on understanding the relationship and the effect of
academic, social and technical factors to the academic performance of
accountancy students during online learning. As to which this study has to
answer the following; (1) what is the demographic profile of the respondents? (2)
What is the academic performance of the respondents? (3) What is the most
common factor affecting academic performance of the respondents? (4) Is there
really a significant relationship between the factors and academic performance?
The following are the findings drawn from the data analysis of results:
1. What is the demographic profile of the respondents in terms of gender,
age and year level?
In terms of gender, most respondents are female with a percentage of
77.40% (96 respondents), 21.80% (27 respondents) for male and with only 1
respondent who would rather not say (0.80%).
In terms of age, the respondents are mostly 20 years of age with a
percentage of 32.30% (40 respondents), 21 years of age came to second with a
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percentage of 25.80% (32 respondents), third is 19 years of age which is still
close with a percentage of 24.20% (30 respondents), second to the last are
students in the age of 22 with a percentage of 16.10% (20 respondents) and
lastly, there are two respondents that is 23 years of age (1.60%)
In terms of year level, 2nd year respondents had the highest frequency
(42 respondents) with percentage of 33.90% but with only 1 difference from 3rd
and 4th year where the respondents are equally distributed with percentage of
33.10% (41 respondents).
2. What is the academic performance of 2nd, 3rd and 4th year DFCAMCLP
Accountancy Students’ during Online Education?
All respondents had a General Weighted Average not lower than 2.00 or
85-87. Though, most respondents got 1.50, which is equivalent to a grade
ranging from 91-93, with a percentage of 64.50% (80 respondents). Then
20.20% (25 respondents) have a grade of 1.25 that is equivalent to a grade
ranging from 94-96. Lastly, there are 14.50% (18 respondents) who had a grade
of 1.75 that is equivalent to a grade ranging from 88-90 while there is only one
who had a grade of 2.00 equivalent to a grade ranging from 85-87.
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3. What is the most common factor affecting the DFCAMCLP Accountancy
Students’ Academic performance during Online Education?
Academic factors do affect the academic performance and ranked 1st,
Social factors also affect the academic performance and ranked 2nd, technical
factors on the other hand do not affect the academic performance and are
ranked last.
The data revealed that the t-computed for the correlation of academic
factors and the academic performance is far greater than the positive or negative
critical values; hence despite the very weak computed r, the relationship is
actually significant. The findings are also the same for both social and technical
factors, wherein the t-computed is also far greater than the positive or negative
critical values which indicate a significant relationship. Thus, the null hypothesis
is successfully rejected and that there is a significant relationship between the
academic, social and technical factors and the academic performance of the
students.
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Conclusion
Therefore, the researchers conclude that most of the respondents are
females from 2nd Year to 4th Year Accountancy Students. Most of the
respondents came from Second Year Students. Overall, the age range of the
respondents is between nineteen (19) to twenty-three (23) years old.
The factor that affects academic performance is the Academic Factor.
Therefore, the researchers may conclude that Administrative support, Course
content, and Faculty capacity commonly affect the academic performance of the
Accountancy students of Dr. Filemon C. Aguilar Memorial College of Las Piñas
as indicated by the weighted mean of 3.18. Moreover, Social factors such as
learners’ characteristics and social support weighted 3.14, both of these factors
have a verbal description of agreeing and with an interpretation of Affected. On
the other hand, Technical factor slightly affect the Academic performance of the
students with the weighted mean of
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Recommendation
According to the data gathered, it shows that the academic, social and
technical factors have a significant relationship with the students’ academic
performance to which the researchers have these following recommendations:
The School Administrators should have a concrete learning platform for
the readiness to accommodate, monitor, and teach the students for Online
Education to finish the syllabus. For further monitor the students
The teachers should have seminars and training for Online Education to
minimize the learning curve in the chosen platform.
The students must have a support system that will fulfill their financial,
physical, mental, emotional, and social needs.
The future researcher could further examine the study for later students
taking Online Education. It could also contribute to a deeper understanding of
Online Education amid a pandemic in a public College institution.
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APPENDICES:
Survey Questionnaire
Greetings!
We are 4th year Bachelor of Science in Accountancy students from Dr.
Filemon C. Aguilar Memorial College of Las Piñas, and we would like to conduct
a survey for our research project. Our only objective is to know what your
perceptions will be related to the project that we will be conducting about The
Relationship between the Academic, Social and Technical Factors to the
DFCAMCLP Accountancy Students' Academic Performance During Online
Education. We want to ask you if you could spare us just a few minutes of your
time to answer our survey. We assure you that the answers you have given to us
will be kept confidential and used only for our study. Thank you for your kind
cooperation.
Name: ______________________ (optional)
Age: _______________________(numerical ex. 20,21,22)
Gender:
❏ Female
❏ Male
Grade Level:
❏ Second Year
❏ Third Year
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______________________________________________________________________________
❏ Fourth Year
Academic Performance:
What is your general Weighted Average in the previous semester?
❏ 1.00 (97-100)
❏ 1.25 (94-96)
❏ 1.50 (91-93)
❏ 1.75 (88-90)
❏ 2.00 (85-87)
❏ 2.25 (82-84)
❏ 2.50 (79-81)
62
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______________________________________________________________________________
Direction: Kindly put a check (🗸) to rate the following statements corresponding to your opinion.
Indicate how much you Strongly Agree, Agree, Strongly Disagree and Disagree on the given
questions.
Choices Interval Interpretation
. 4 4.00 - 4.99 Strongly Agree
3 3.00 - 3.99 Agree
2 2.00 - 2.99 Disagree
1 1.00 - 1.99 Strongly Disagree
ACADEMIC FACTORS
A. Administrative Support
To what extent has the Administration of DFCAMCLP experience contributed to your
knowledge, skills, and personal development in the following areas?
QUESTIONS 4 3 2 1
Acquiring a broad general education.
Thinking analytically and critically.
Acquiring job or work-related knowledge
and skills
25
Using computing and information
technology.
B. Course Content
During the current school year, to what extent has your coursework emphasized the
following activities?
QUESTIONS 4 3 2 1
Course content at the suitability level
Diverse learning and supporting materials
Innovative and updated subject content.
Practical and comprehensive subject
content and structure
C. Faculty Capacity
To what extent does the Faculty of DFCAMCLP emphasize each of the following?
QUESTIONS 4 3 2 1
Helping you cope with your non-academic
responsibilities (family, work, etc.)
Appropriate teaching methods
Ability to form and combine different ideas
and practices
26
Professional competence
SOCIAL FACTORS
A. Learners’ Characteristics
How much do you agree or disagree with the following statements?
QUESTIONS 4 3 2 1
Social interaction with lecturers and
collaborative interaction with co-learners
Quick adaptability to changes
Proactiveness and self-study ability
If I need to study, I don’t go out with my
friends.
B. Social Support
In your experience having an online class in DFCAMCLP during the current school
year, how often have you done each of the following?
QUESTIONS 4 3 2 1
Asking questions in online class or
27
contributing to online class discussions.
Worked with other students on projects,
activities, assignments and seatworks
during online class.
Attend online class without completing
readings or assignments.
Uses an email, google platform and social
media to communicate with professors.
TECHNICAL FACTORS
A. Perceived Ease of Use
During this new normal how these statements affect your learning and productivity in
your academics?
QUESTIONS 4 3 2 1
Online learning software is easy to use
Online learning software is easy to
understand
Online learning software comes with a
support team when needed
B. Perceived Usefulness
28
With the sudden shift to online education to what extent the statements below
contribute or improve your performance in school?
QUESTIONS 4 3 2 1
Using online education makes learning
easier
Using online education saves time
Using online education saves costs
Using online education creates more
learning excitement
C. Technical Support.
In your experience, how do these statements equip and help you to perform well in
online class?
QUESTIONS 4 3 2 1
online education platforms are effective

tools for higher education in online classes
Good internet connectivity
Have adequate gadgets
29
Online Survey Documentationt
Summary List
of Figures
30
Figure 1. Technology Acceptance Model
Figure 2. Conceptual Paradigm on The Relationship between the Academic, Social and Technical
Factors to the DFCAMCLP Accountancy Students' Academic Performance During Online Education.
31
Figure 3: Raosoft Sample Size Calculator is used to determine the number of participants in this
study.
32
Summary list of Tables
Table 1. Likert Scale Interval
Table 2.1. Frequency and Percentage Distribution of Age
33
Table 2.2. Frequency and Percentage Distribution of Gender
Table 2.3 Frequency and Percentage Distribution of Year-Level
Table 3. Frequency and Percentage Distribution of the Students’ Academic Performance
34
Table 4. Most common Factor Affecting the Academic Performance of the Respondents
Table 5. Relationship between Academic Factors and Academic Performance
35
Table 6.
Relationship
between Social
Factors and Academic Performance
Table 7. Relationship between Technical Factors and Academic Performance
36
CABAHUG,
VANKIA A.
EDUCATION
DR. FILEMON C. AGUILAR MEMORIAL COLLEGE LAS PIÑAS
(2019 – PRESENT)
CONTACT 1747 Golden Gate Subdivision, Talon III, Las Piñas City
PHONE: Bachelor of Science in Accountancy
0948-538-1098
Holy Rosary Academy of Las Piñas
WEBSITE: (2017-2019)
https://www.facebook.com/ Pulanglupa Dos, Las Piñas City, 1740. St. Joseph Ave. corner Naga Road, Pulanglupa
vankia.a.cabahug/ Dos, Las Piñas City, 1740.
Senior High School- Accountancy, Business and Management Strand
EMAIL:
cabahug.vankia@dfcamclp.edu.ph Las Piñas East National High School
(2013-2017)
FX3J+M4H, Villa Cristina Ave, Las Piñas, Metro Manila
Junior High School
CHARACTER REFERENCE
MARK DAVID CORPUZ, CPA MBA
Program Chair - Accountancy DFCAMCLP
+639121295175
DANICA L. ENTERNA, CPA

Faculty - Accountancy DFCAMCLP
+639066715780
VIRGINIA VALENCIA - REYES

Faculty - Business DFCAMCLP
+639389769627
37
DALAGAN, ALAINA
CHRISELLE C.
EDUCATION
CONTACT (2019 – PRESENT)
1747 Golden Gate Subdivision, Talon III, Las Piñas City
PHONE:
Bachelor of Science in Accountancy
+639692167009
APEC SCHOOLS- LAS PIÑAS
WEBSITE:
(2017-2019)
https://www.facebook.com/
E.T. Building 5, Lot 3 Naga Rd, Las Piñas, Kalakhang Maynila
alaina.dalagan/
EMAIL:
VIRGINIA RAMIREZ-CRUZ HIGH SCHOOL
dalagan.alainachriselle@dfcamclp.edu.p
(2013-2017)
h
Siling Bata, Pandi, Bulacan, 3014 Philippines
Junior High School
CHARACTER REFERENCE
+639121295175

+639066715780

+639389769627
38
DESIERTO, KYLA
MIKAELA O.
EDUCATION
CONTACT DR. FILEMON C. AGUILAR MEMORIAL COLLEGE LAS PIÑAS

(2019 – PRESENT)
PHONE: 1747 Golden Gate Subdivision, Talon III, Las Piñas City
09683222933 Bachelor of Science in Accountancy
WEBSITE: Gov. Juanito Remulla Senior High school

www.facebook.com/Kymicah (2017-2019)
Toclong II-B, Imus City, Cavite
EMAIL: Senior High School- Accountancy, Business and Management Strand
desierto.kylamikaela@dfcamclp.edu.ph
Gen. Emilio Aguinaldo National High school
(2013-2017)
Palico 4, Imus City, Cavite
Junior High School
CHARACTER REFERENCE
+639121295175

+639066715780

+639389769627
39
GAVIOLA,
JERICHO R.
EDUCATION
CONTACT
PHONE: (2019 – PRESENT)
09171850131 1747 Golden Gate Subdivision, Talon III, Las Piñas City
WEBSITE:
https://www.facebook.com/ Parañaque National High School - Main
jericho.gaviola.31/ (2017-2019)
Kay Talise St. Dr. A Santos Ave. San Dionisio, Parañaque City
EMAIL: Senior High School- Accountancy, Business and Management Strand
gaviola.jericho@dfcamclp.edu.ph
Parañaque National High School - Main
(2013-2017)
Kay Talise St. Dr. A Santos Ave. San Dionisio, Parañaque City
Junior High School
CHARACTER REFERENCE
Monalyn Cabrera
ABM Teacher- Parañaque National High School-Main
+63 9052714814
Joanne Gaviola
Secretary- Sucat Diamond Sucat Parañaque City
8206706
Jennifer Gaviola
Accounting Manager Starbucks Corp. Bacoor Cavite
+63 977 810 1216
40
MARIANO,
JHIEZEL D.
EDUCATION
CONTACT (2019 – PRESENT)
1747 Golden Gate Subdivision, Talon III, Las Piñas City
PHONE:
+639692167009
WEBSITE: UNIVERSITY OF PERPETUAL HELP SYSTEM DALTA- LAS PIÑAS

https://www.facebook.com/ (2017-2019)
mariano.jhiezel Alabang–Zapote Rd, Las Piñas, 1740 Metro Manila
EMAIL:
mariano.jhiezel@dfcamclp.edu.ph CHRISTIAN VALUES SCHOOL
(2013-2017)
KM. 18 Aguinaldo Highway Habay, 4102 City of Bacoor, Cavite
Junior High School
CHARACTER REFERENCE
+639121295175

+639066715780

+639389769627
41

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Dr. Filemon C.

Aguilar Memorial College of Las Piñas - Main Campus

The Relationship Between the Academic, Social and Technical Factors to

In Partial fulfillment of the Requirements for the

This research paper, titled "THE FACTORS AFFECTING DFCAMCLP

Approved by the committee on Oral Examination.

Accepted and approved in partial fulfillment of the requirements for

The fellow students at Dr. Filemon C. Aguilar Memorial College of Las

Additionally, Ms. Rosanna Jamon, the reliability tester and validator, is to

This research is utterly dedicated to our dear parents, who have

Education is the central concern of individuals, institutions, and countries

Keywords: Online education; Academic performance; Academic Factors;

Chapter 3: Presentation, Analysis and Discussion

Chapter 4: Summary of Findings, Conclusion and Recommendation

Education is the central concern of individuals, institutions, and countries

institutions and countries to form relationships. Both developing and developed

countries must guarantee the online academic performance of education,

especially during this pandemic, to prepare students for a competitive world.

Educational institutions prioritize education and students' research, creativity, and

innovation participation. Educational institutions must create an exciting learning

The development of advanced systems and communication technology

Organization (WHO) as an outbreak in January 2020, has made distance

education via the Online Education system an urgent and irreplaceable

Additionally, the advancement in online education has crossed classroom

helps students in distance learning and mobile learning. Furthermore,

educational technology enables teachers to access the students at any time

across boundaries and vice versa. Many educational institutions, such as

colleges, state universities, and training centers, use online education to

establish an online classroom environment. Online education allows students to

platforms, such as Twitter, Instagram, Facebook, and WhatsApp, have proven to

be helpful to educators and students in order to promote compassionate,

cooperative learning by sharing knowledge. In contrast, according to the study

seems to be no evidence that it improves sharing of knowledge.

COVID-19 impacted 191 out of a total of 195 countries worldwide.

During this global pandemic, administrators, teachers, and students were

and individuals. According to Stone (2020), ZOOM, Google Classroom, Moodle,

particularly universities, ushering in a new era of education known as "Online

Education." As per Ngampornchai & Adams (2016), Online Learning refers to

learning supported by technology today, such as online education and portals to

access courses outside the classroom. Though embracing online education is a

phase of online education by equipping gadgets and internet facilities to ensure a

as the primary foundation for knowledge acquisition and skill enhancement. In

or exams are crucial.

The higher education sector must focus on upgrading its technological

facilities in order to keep up with changing trends. Additionally, financial

technologically advanced online education . It is also essential to emphasize the

necessary to link online education to fundamental elements such as reading,

students to compete in the future (Madani, 2019).

Therefore, in this research study, we consider three main Factors

Affecting DFCAMCLP Accountancy Students' Academic performance during

Online Education: Academic, Social, and Technical Factors. The Academic

of Use, Perceived Usefulness, and Technical Support. These factors will be

performance during Online The framework was created using high-indexed

articles, published data, and studies discussed using various definitions. As a

academic performance during the online learning process.

Review of Related Literature and Study

The COVID-19 Pandemic and Its effect on Educational System