Effectiveness of An Online Classroom For Flexible Learning of Fourth Year Bsma Students at Phinma Araullo University

CHAPTER I
THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES
Introduction
Across the board, Coronavirus Disease (COVID-19) has
triggered an unprecedented crisis. It is incontestable that
the pandemic's effects and repercussions differ depending on
one's status as an individual or member of society. This
pandemic has undeniable effects on people's health, ability
to learn, study, and live in the present day. In order to
stop the spread of COVID-19 and mitigate its effects, a
number of educational institutions around the world have
closed or curtailed their physical campuses and face-to-face
operations. Travel restrictions, campus closures, and social
distancing measures have forced university students and
staff to change their lifestyles. For a variety of reasons,
infected regions and countries' university lecturers now
conduct lectures, administrative tasks, and meetings online
(Pokhrel and Chhetri, 2021).
According to CHED, about 1,000-degree programs at 313
institutions and colleges offer traditional in-person
classes. Prospero "Popoy" De Vera, chairman of the
Commission for Higher Education (CHEd), said HEIs in
pandemic Alert Level 1 zones can hold classes at full
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capacity. Schools must follow CHEd and IATF requirements to
protect students and faculty from COVID-19. All students and
teachers who want to participate must be completely
vaccinated against COVID-19 and signed up with PhilHealth.
With the high-speed internet and mobile devices,
multiple modes of learning (distance, blended, flexible,
etc.) are now possible no matter where students are. As a
result of the recent coronavirus outbreak, institutions have
increased the use of blended learning, which blends online
and in-person learning. At PHINMA-Araullo University and
other PHINMA educational institutions, they use FLEX
Learning, a combination of face-to-face and home-based
learning (with modules).
Flexible learning is defined by the Commission on
Higher Education (CHED) Memorandum Order No. 04 as "a
pedagogical method permitting flexible time, place, and
audience, but not entirely centered on the use of
technology." The design and delivery of programs address the
learner's individual needs in terms of place, pace,
procedure, and learning. It is a notion where students can
perform their work from home using online learning
resources. It enables flexible study hours and the
simplicity of completing assignments at their own pace and
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convenience in the comfort of their home setting, which can
lead to increased performance.
Flexible learning encourages students to take entire
responsibility for their education and learning outcomes.
Because students can choose and schedule their lessons, they
are not free from other duties. They can use this control to
make sure they study when it works best for their schedules
and other responsibilities.
In summary, flexible learning is used to satisfy
students' educational demands that cannot be met in normal
classrooms because of the pandemic. Measuring effectiveness
involves using new knowledge in real-world circumstances and
tasks. Simply put, it is a tool that allows teachers to
assess how well their students performed on multiple
activities.
The goal of this research is to find out if and how
online classrooms for flexible learning could be a valuable
tool for education in times of difficulties and how this
study could help students evaluate their situations in terms
of challenges they may face, enhancing their independence
and ability to adapt. Researchers were motivated to conduct
this study in hopes of improving the quality of education
for each and every learner in terms of flexible learning,
providing support for existing ideas and theories pertaining
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to this subject matter, and having an impact on the future
practices of other educational institutions. This study is
vital for everyone interested in learning, regardless of
academic affiliation.
Review of Related Literature
The following were the literature and study that were
reviewed for “Effectiveness of an Online Classroom for
Flexible Learning of Fourth-Year BSMA Students at PHINMA-
Araullo University". Due to the extensive amount of
information available on the subject of students’, only
information pertinent to the research is presented.
Furthermore, information with similar ideas has been grouped
into sections for easier reading and comprehension.
“A Quantitative Analysis of Flexible Learning and the
Factors Influencing the Academic Performance of BSBA
Students in PHINMA-University of Pangasinan”, as studied by
Llusala, Cuison, Baligod, Gallardo, and Reside (January
2021). As a result of the COVID-19 pandemic that hit the
country in the summer of 2020, all schools, private and
public alike, have been forced to implement online and
flexible learning options. The study's goal is to evaluate
what factors influence the students’ academic performance in
flexible learning. Researchers discovered that there was a
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significant influence on student participation, critical
thinking, and technology application.
The findings emphasize that academic performance is
said to be influenced by being engaged or actively
participating in the mode of flexible learning. Furthermore,
class participation plays a crucial role in achieving the
academic success of the selected students of BSBA. On the
other hand, critical thinking has a significant influence on
the BSBA Students as investigated from the study, it says
that students were struggling in comprehending their
lessons, and applying their critical thinking is tough in
flexible learning. Lastly, technology applications are also
indicated to have a significant influence on students’
performance.
In lieu, collaborative skills and creativity and
innovation resulted in neutral effect, meaning that these
factors may or may not influence their performance.
FACTORS INFLUENCING THE EFFECTIVENESS OF AN ONLINE CLASSROOM
FOR FLEXIBLE LEARNING
● Participation Level in Flexible Learning
According to Lee and Recker (2021), the level of
student involvement and participation determines the
efficacy of online and flexible education. Despite the
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difficulties, Dascalu and Matu (2021), found that during the
COVID-19 pandemic, student participation in online
interaction and collaboration via Moodle and other learning
management systems increased significantly.
Online discussions, on the authority of Selvaraj,
Vishnu, KA, Benson, and Mathew (2021), provide a safe space
for students to exchange ideas while also allowing them the
freedom to choose their own study schedules and participate
at any time. Because parents can keep tabs on their
children's progress and attendance in class when they take
classes from home, there is a higher likelihood that
students will attend regularly (i.e., not miss any classes).
Direct synchronous video conferencing allows students and
teachers to engage in questioning, debating, and sharing
information at a higher level of student participation than
is possible in traditional face-to-face classrooms, which is
essential for student engagement in online and other types
of learning classes.
As maintained by Arce (2015), however, if there is less
participation and isolation among students in flexible
learning, there is a greater risk of students dropping out.
Dropout rates in higher education (HE) have become a major
concern because education authorities use them as a key
metric for evaluating the quality and allocating resources.
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Dropping out of school can have a negative effect on a
student's self-esteem, well-being, job prospects, and
chances of getting a degree.
● Critical Thinking in Flexible Learning
Critical thinking (CT) is an essential skill that has
been recommended by governments and educational institutions
globally to enhance performance in education, especially
among the younger generation. Numerous educational
authorities and political leaders from throughout the world
have promoted critical thinking as a necessary 21st-century
learning capacity. Students' academic success can be
improved through critical thinking, according to research,
and it can be taught effectively in both flexible and
traditional classrooms. However, online critical thinking
instruction has little effect on critical thinking skills.
According to Stegmann, Wecker, Weinberger and Fischer
(2012), implementing online collaborative cooperation is one
of the most effective strategies to promote students'
critical thinking, interactivity, and creativity. Another
study indicated that students rarely demonstrate high levels
of critical thinking and engagement in online debates, which
is obvious when the dialogue is uncollaborative and
superficial, as opposed to the first study. Learning through
the use of realistic simulations, for example, can inspire
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students to think critically, enhance their level of
involvement, and stimulate the production of new ideas, all
of which are beneficial.
● Creativity and Innovation in Flexible Learning
When it comes to the learning environment, Lee and
Recker (2021) note that it may give students an opportunity
to explore new ideas in the subject matter, as well as build
social presence and presentation abilities. Face-to-face
classrooms can be replaced by online classes, which allow
students to work together in groups and share ideas with
each other. As explained by Songkram (2017), higher
education is concerned with students' ability to learn and
grow through the use of creativity and innovation. Higher
education's primary purpose, as claimed by Whyke's
dissertation, is to educate students for the day-to-day,
professional, and societal issues they will face after
graduation. A college education is incomplete without a
thorough grounding in a particular field's body of
knowledge. For example, as specified by Cambridge Assessment
International Education (CAIE), students use computers,
iPads, phones, or tablets to access online resources and
explore new meanings, ideas, designs, applications, and
innovations through virtual labs and manipulatives, and
other related courses.
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Saroff (2019), noted that innovation and originality
should be a basic aspect of any education, and online
teaching and learning are no exception. As demonstrated by
Chi and Wylie (2014), and Henriksen, Creely, Henderson, and
Mishra (2021), online instructional and learning tools can
contribute to the development of a deep grasp of concepts in
subjects, given that the tools are properly integrated into
the learning system.
● Collaborative Skills in Flexible Learning
As stated by activity theory, working collectively to
achieve a specific goal creates an influential learning
atmosphere that helps in agile knowledge construction. The
pedagogical argument that students grasp and formulate ideas
through collective education further supports the theory and
is the basis for online collaborative learning. Several
researchers have identified Collaborative Skill as a means
of improving student success in online learning as it
enhances participation, builds students’ confidence, and
facilitates a better understanding of course contents.
The article by Olakanmi (2017), quoted student D’s
remarks regarding the efficacy of online Classroom as
follows: “We were able to help each other in figuring out
the online teacher’s explanation of the rate of chemical
reaction in our group, which in a way contributed to our
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understanding of the content.” This remark supports the
study by Zhu (2012), who stated that online group learning
goes beyond improving individual performance, meaning it may
also enhance the entire group performance by raising the
quality of their productivity and helps students better
understand course content in online or flexible classes,
which in turn improves performance.
Kanuka (2015), recommended the blending of threaded
discussion and collective online teamwork with case studies
to enable students to comprehend complicated problems. Jung
et al. observed that undergraduate students who participated
in online collaborative lessons felt more Effective with
their learning compared to those who did not. In the light
of these findings in the literature, one may hypothetically
state that collaborative online learning positively
influences student performance.
● Technology Application in Flexible learning
Flexible teaching and learning may include the use of
different technological tools, for example, digital devices
(computers and phones), the internet, online application
tools, videos, and different software packages, as mentioned
by Gupta, S.B.; Gupta, M. (2020). Technological
advancements and e-learning are approaches that require the
traditional modes of teaching and learning to be reframed
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and restructured. It requires a significant investment on
the part of a variety of stakeholders, including educational
institutions, teachers, and students. Teachers should be
compensated and rewarded in order to adapt new and
innovative teaching and learning strategies. Thus, in order
to meet the educational demands of the 21st century, it is
critical to employ innovative educational approaches.
Moreover, Dyer, T.; Larson, E.; Steele, J.; Holbeck, R
(2015), emphasizes that the integration of different
technological tools into online learning provides students
with opportunities to engage in collaboration, construction,
and multiple learning options or choices.
According to Li, C.; Lalani, F (2020), technology has
played a major role in the implementation of online learning
all over the world during the COVID-19 pandemic. Technology-
supported online learning systems not only help in
collaboration through interaction and communication, but
they also help students retain more information than in
traditional face-to-face classes. Technology applications in
online learning provide greater flexibility for students to
learn, share, and process information in a variety of ways.
As stated by Selvaraj, A.; Radhin, V.; Nithin, K.A.;
Benson, N.; Mathew, A.J. (2021), effective use of
communication technology during online classes enhances
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student-teacher interaction and collaboration. However, it
depends on teachers’ ability to integrate such tools into
virtual classes.
Students' and teachers' use of online web-based tools,
such as learning management systems, applications, different
learning and teaching resources (Biundo, 2017), has a
significant impact on how online and flexible learning is
implemented. Companion technology, as defined by Biundo and
Wendemuth (2017), is a cognitive technical system that
focuses on user competence, adaptation, access, safety,
cooperation, trust, and flexibility in technology-human
interaction. HTI (Human-Technology Interaction) was used by
the researchers as a means of understanding students'
performance in using technological tools to access class and
resources for their learning in both live virtual classrooms
and off-line.
Theoretical Framework
The conduct of this study was based on the Activity
Theory of Lev Vygotsky (2016), which focused on how
mediators (the subject, the object, and method) make it
easier for these three things to talk to each other that
includes five elements: Participation Level, Critical
Thinking, Creativity and Innovation, Collaborative Skills
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and Technology Application for realizing the effective model
to acquire knowledge in modern era.
What Vygotsky explains is that activity theory places
an emphasis on the subject, object, and method used to carry
out an action in a given context. The community where the
action is taking place has some rules or norms based on the
division of responsibilities and the potential outcomes to
be shared by the members. These three mediators are further
interconnected. However, there were many motivations for
employing Activity Theory as a theoretical framework:
First of all, participation level, activity theory
places an educational endeavor in its proper societal
context. The paradigm is helpful for figuring out how
student teachers see the role of online discussion boards in
higher education.
Second, critical thinking, activity theory can be used
to look at how a student educator sees asynchronous
discussion forums as a way to get people to think critically
and take part. In addition, the framework is good for this
research because of how asynchronous discussion forums were
added to the learning process to help with critical
thinking.
Third, creativity and innovation, students become
engaged in online lectures, the study showed, particularly
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when the exercises make clear the relevance to problem-
solving scenarios like real-world situations. According to
Activity Theory, using real-world scenarios and challenges
in class helps students better understand how concepts might
be used in the real world that nurture their inner endeavor
to be creative in facing such obstacles. Subjects are more
likely to use the tools, act out their roles, and follow the
rules if they are real. They will also learn more from doing
these things at their own pace and style.
Fourth, collaborative skills, the social character of
online environments, which depict a learner as both an
individual and a part of a wider community, makes Activity
Theory an appropriate paradigm for online learning
environments. So, the framework helps us understand how
students individually and as a group use asynchronous
discussion platforms to help them think critically and reach
their learning goals.
Lastly, technology application, when all is said and
done, activity theory serves as a framework that simplifies
the analysis of massive amounts of real-world data. The
student instructors' opinions on the usefulness of
asynchronous discussion forums and their interactions with
one another were two of the many factors taken into account
in this research. It would have been challenging to manage
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and understand the processes involved with these
technologies on an individual or group basis without the use
of such a framework.
Conceptual Framework
Figure 1. Research Paradigm
Figure 1, Paradigm of the study uses the dependent and
independent schema. The independent shows the profile of the
respondents, which includes: age, sex, number of hours
during of online learning, internet service connection, and
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online learning environment. Also, it involves participation
level (PL), critical thinking (CT), creativity and
innovation (CI), collaborative skills (CS), and technology
application (TA).
Based on the findings, the dependent shows the proposed
action plan and activities to improve the online classroom
and address the challenges for flexible learning.
Statement of the Problem
The prime objective of the study is to determine the
effectiveness of an online classroom for the flexible
learning of fourth-year BSMA students at PILINMA-Araullo
University.
Specifically, it sought to answer the following
queries:
1. How may the profile of the respondents be described in
terms of:
1.1 Age;
1.2 Sex;
1.3 Number of hours during Online Learning;
1.4 Internet Service Connection; and
1.5 Online Learning Environment
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2. How may the effectiveness of online classroom for
flexible learning of 4th-year BSMA students be described in
terms of:
2.1 Participation Level (PL);
2.2 Critical Thinking (CT);
2.3 Creativity and Innovation (CI);
2.4 Collaborative Skill (CS); and
2.5 Technology Application (TA)
3. What difficulties did students face when engaging in an
online classroom for flexible learning?
4. Is there a significant relationship among age, and number
of hours during online learning with the effectiveness of
online classrooms for flexible learning?
5. Is there any significant difference among sex, internet
service connection, and online learning environment with the
effectiveness of online classroom for flexible learning?
6. What are the actions and activities that may be proposed
based on the findings of the study?
Hypotheses of the Study
Based from the questions above, the null hypothesis was
formulated in this study:
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Ho1. There is no significant relationship among age, and
number of hours during online learning with the
effectiveness of online classrooms for flexible learning.
Ho2. There is no significant difference among sex, internet
service connection, and online learning environment with the
effectiveness of online classroom for flexible learning.
Significance of the Study
COVID-19 has restricted the actions of educators and
students alike. As a result, most students now learn from
home. For students with hectic schedules and limited time,
flexible learning has made quality education attainable.
Despite its many benefits, flexible learning has several
downsides. As a result, more students are obtaining degrees
to keep up with changing educational trends.
The findings of this research have significant
implications for the following sectors:
Students. This study will be a help in attaining their
own progress. It will encourage them to focus on what is
important and seek a way out of the destruction. Students
can use this study to assess, evaluate, and judge if the
online classroom for flexible learning enhances their skills
and abilities. Also, once they have felt the pressure and
burden of their studies, it will serve as a prompt to reach
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out for assistance from trusted advisors or teachers. It
will also lead to and help build a good relationship between
the teacher and the student.
Teachers. It will serve as an eye-opener that they are
an important part of the students’ learning, regardless of
the set up. When it comes to flexible learning environments
like this, they can use this study to obtain a better idea
on what kinds of requirements, deadlines, and consideration
they should give to the class. Their students will be able
to work better within their capabilities if they can follow
this guidance. It will help them focus and direct their
students so that they can work to the best of their
abilities as it also improves their teaching methods,
knowledge, and strategies in all online subject courses for
flexible learning. They can be a resource to the students
because of their higher levels of education.
PHINMA-Araullo University. This research could help
them be ready to use flexible learning as a teaching
strategy in the coming academic year(s). Its ultimate goal
is to encourage the creation of new materials for use in
classrooms. This research will help the school get a handle
on how students are faring in their online courses, and it
will hopefully lead to the discovery of new tools and
techniques that will allow those students to develop and
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learn in a less weighty but more fruitful manner. Teachers
and students both benefit from the information provided here
and report that it has been essential in furthering their
understanding of the issue at hand. The comprehensive
information it imparts will be crucial in influencing the
futures of all students who find themselves in a similar
scenario, making it a cornerstone for its development and
enhancement.
Researchers. The researcher could provide a foundation
to solve the issues they are trying to address that they
personally encountered as a student of an online classroom
for flexible learning set-up. This will lead to a
comprehensive understanding of how flexible learning
influences the students. Moreover, it develops answers to
questions the researchers have in their minds before
conducting this study. Also, they will learn more and will
be better equipped to take advantage of the opportunities
that come their way. It provides a path, especially when the
situation has something to do with becoming aware of various
issues related to this study.
Future Researchers. This study is relevant for the
provision of ideas concerning factors influencing the
effectiveness of an online classroom for flexible learning
set-up that further improves their knowledge about this
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certain matter. This will encourage them to add
reinforcements that would expand its domain and range.
Scope and Delimitation
The study is to find out if and how online classrooms
for flexible learning could be a valuable tool for education
in times of difficulties and how this study could help
students evaluate their situations in terms of challenges
they may face, enhancing their independence and ability to
adapt that contribute to their ability to learn as the
fourth year of the BSMA program at PHINMA-Araullo University
in terms of participation level, critical thinking,
creativity and innovation, collaborative skills, and
technology application. The respondents' demographic profile
is limited to age, sex, number of hours during online
learning, internet service connection, and online learning
environment. Total enumeration sampling technique of
respondents was used to conduct this study. Survey
questionnaires were distributed to the 4th year BSMA
students of PHINMA-Araullo University who experienced or
enrolled in an online classroom for flexible learning. Thus,
consequently influencing the effectiveness of online
classrooms for flexible learning, such as their teacher's
behavior and personality, parental habits and involvement,
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as well as peer influence are not within the scope of the
research.
Definition of Terms
To provide a common frame of reference and to
ensure understanding of the contents of this study, the
following are hereby defined technically and operationally:
Activity Theory. As a theoretical framework, it
examines interactions between teachers and students and
their tools and artifacts.
Bachelor of Science in Management Accounting (BSMA).
This degree program prepares students for careers in
managerial accounting, which includes controllership,
capital budgeting and project planning, responsibility
accounting, cost accounting, and cost-benefit analysis.
Collaborative Skills. It can be defined as an
individual's interpersonal and intra-personal abilities and
competencies in addressing an issue or progressing toward a
common objective as a group.
Creativity. It is both the ability and the act of
making something new and potentially valuable out of
nothing.
Critical Thinking. It conceptualizes, uses, analyzes,
synthesizes, or evaluates knowledge obtained from or
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generated by observation, experience, contemplation,
reasoning or communication as a guide to belief and action.
Effectiveness. It refers to the ability to generate the
desired outcome or result is referred to as "having the
ability to generate." To be effective, something must either
do what it is supposed to do or have an effect that lasts.
Flexible Learning. It is the combination of two (2)
days face-to-face learning and home-based learning
(modular).
Innovation. A new thing, such as an invention, or the
method of creating and introducing new things.
Internet Service Connection. It refers to how students
connect to the Internet, which can include mobile/network
data, broadband or wifi (whether limited or unlimited).
Online Classroom. It is an environment where students
and teachers utilize a learning management system to
establish a virtual space where they can communicate in real
time (teachers and students meeting in person at the same
time) or asynchronously (intermittently with a time lag
between teacher and student involvement).
Number of hours during Online Learning. It refers to
the regularity with which a specific individual studies in
an online classroom within the period allotted.
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Online learning environment. It is one in which the
teacher and the students are not in the same room, but
rather in a shared virtual place where they can learn
without fear of retribution and find motivation from their
peers.
Participation Level. It is collaborating with others to
accomplish a common goal. It is important to attend class to
get good grades.
Technology Application. It refers to the process of
applying software and systems that assist administrative and
educational tasks on school equipment.
CHAPTER II
RESEARCH METHODOLOGY
This chapter presented the details of the research
methodology. It presented the research design, research
Gantt chart, respondents and locale of the study, sampling
procedure, research instrument, data collection, and tools
for data analysis and management.
Research Design
The researchers used descriptive research. Descriptive
research tends to examine participants in an accurate way.
It describes an existing condition. This is quantitative
research that requires interpretation, analysis, and
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collection of data. It is an alternative methodological
approach that allows researchers to investigate and
comprehend the effectiveness of an online classroom for
flexible learning of 4th year BSMA students at PHINMA-
Araullo University in greater depth.
The goal of descriptive research is to describe a
phenomenon and its characteristics. This research is more
concerned with what rather than how or why something has
happened. Therefore, observation and survey tools are often
used to gather data (Gall, Gall, & Borg, 2007). In such
research, the data may be collected qualitatively, but it is
often analyzed quantitatively, using frequencies,
percentages, averages, or other statistical analyses to
determine relationships.
Research Gantt Chart
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Figure 2. Gantt Chart of the Study
Figure 2 presented the Gantt chart for the research
project. This was used for scheduling tasks, keeping track
of progress, and visually organizing the timetable of
actions involved in creating this research paper. This
figure presents the proponent structure in the form of a
calendar outlining the events that took place on a monthly
basis. The chart demonstrates that throughout the course of
two semesters, the proponent engaged in a variety of
activities in order to accomplish distinct aims.
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Research for this study began with the development of a
research proposal, which took place between the second and
third weeks of January and was submitted in the fourth week
of the same month. The researchers undertook the literature
review and studies in the first week of February after
receiving approval to begin the study, and then have the
first chapter ready to submit by the end of the month.
Researchers started the Research Methodology by getting
approval from higher-ups to conduct the study and
confirmation from the registrar on the desired sample size,
the researchers turned in all of Chapter 2 at the end of
March. From the first to the second week of April,
researchers develop a research instrument based on the
study's statement of the problem, which includes two
sections: the respondent profile and the five criterias.
This phase was the last for this semester, and the other
things to be continued in the next semester by the
researchers with the same study.
The next semester officially began with the Conducting
Survey for Reliability Testing that modified Chapter II
under the Validity and Reliability of the Study in the first
week of August. Afterward, beginning on the second of the
same month, the researchers were given permission by the
research adviser to administer the survey questionnaire to
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the fourth-year BSMA students. The third week is spent
analyzing and interpreting the data. Researchers are
providing a summary of their findings and interpretation
during the last week of August. The study's findings and
suggestions were presented by the researchers within the
same week. The advisor scheduled a meeting for the first
week of September with the purpose of looking through the
paper and correcting any faults that were found. The final
meeting was done in the third week of September as
preparation for the final defense. Finally, in the first
week of October, the researchers will be presenting their
research paper to the set of panelists.
Locale of the Study
This study was conducted at PHINMA Araullo University
Main Campus located at Maharlika Highway, Barangay Bitas,
3100 Cabanatuan City, Nueva Ecija, during S.Y 2022-2023.
PHINMA-Araullo University (formally Pamantasan ng
Araullo, Inc.), colloquially called “AU”, “PHINMA-AU”, or
simply “Araullo”, is a private, non-sectarian university in
Cabanatuan City, Nueva Ecija, Philippines. The university
offers a wide range of secondary, undergraduate, and
graduate programs in its three campuses. Given that the
respondents of the study are the 4th year BSMA students of
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PHINMA-Araullo University the said University is the most
credible locale of the study.
Figure 3. Vicinity Map
Sample and Sampling Procedure
The researcher used total enumeration of population. It
means that all the 4th year BSMA students that are currently
enrolled in online classrooms for flexible learning are part
of the study. The 175-population sample size of this study
as the researchers scientifically concluded that using the
entire population is sustainable in generalization of
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findings. The feasibility of the population in terms of time
and resources is considered which provide valid reasons for
conducting this study using the entire population.
Program Enrolled No. of Students
4th year - BSMA-1 27
TOTAL 175
Table 1. Respondents of the Study

Sources: University Registrar and College of
Management and Accountancy
Construction of the Instrument
For this study, a survey questionnaire was the primary
method of collecting data from the participants to make this
study successful. The following checklist used to gather
data:
Profile Checklist. This checklist is designed to draw
important data and information about the students
specifically on the following: age, sex, number of hours
during online learning, internet service connection, and
online learning environment.
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Factors Checklist. This checklist corresponds to 25
statements to ask the respondents about the factors
influencing the effectiveness of online classroom for
flexible learning in terms of: participation level (PL),
critical thinking (CT), creativity and innovation (CI),
collaborative skills (CS), and technology application (TA)
which the respondents should answer based on their
experiences.
Four options were provided to the respondents for their
response:
Level of Response Range Verbal Description
4 3.25 - 4.00 Strongly Agree
3 2.50 - 3.24 Agree
2 1.75 - 2.49 Disagree
1 1.00 - 1.74 Strongly Disagree
Table 2. 4-point Likert Scale
Challenges Checklist. This checklist is composed of 15
challenges whereas researchers concluded that respondents
experienced while participating in an online classroom for
flexible learning. It employs Check Option Scale, a sort of
scale ranking that uses selectable options (checkboxes) as
the metric for placement. There is a box to check off next
to each of the available options for them to select from. By
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marking the appropriate boxes, the respondents have the
ability to choose the choices based on their experiences.
Validation and Reliability of the Instrument
● Validity
The research adviser approved the questionnaire before
distribution. The researchers had their research teacher, an
expert in the creation and execution of educational policy,
review the questionnaire to confirm its accuracy. The
research study was also validated by the presence of
panelists in the pre-oral defense, as well reviewed the
survey questionnaire and provided feedback, which was used
to inform subsequent iterations of the survey and to refine
the research.
● Reliability
To ensure the reliability of the questionnaire, the
researchers administered the questionnaire to a set of
fifteen (15) BSA students from PHINMA-Araullo University.
The questionnaire was statistically analyzed for reliability
through Cronbach’s Alpha in IBM SPSS® Statistics software.
The 72.3% shows the results of reliability statistics
generated by IBM SPSS® Statistics software. Given that it
received a score of 72.3%, the researchers are able to draw
the conclusion that the questionnaire is reliable.
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Data Gathering Procedure
The study used different courses of actions to gather
adequate information necessary for the completion and
accomplishment of the study. The researchers collected
primary data by gathering information directly from actual
respondents. The survey questionnaires were formulated by
the researchers and was based from the review of related
literature and studies. In collecting the data needed on
this study, the researchers considered the following:
Request for Permission. To begin with, the researchers
asked for authorization from the top management of PHINMA-
Araullo University to conduct the research study.
Determine the sample size. Upon determining the
population, which is 175, and all are part of the study.
Construction of Survey Questionnaire. The survey
questionnaire was formulated by the researchers based on the
review of related literature and sent to the respective
respondents to be distributed through printed
questionnaires. The survey questionnaires were inputted to a
paper survey as a tool to gather data. The printed
questionnaires were distributed personally by the
researchers to all of the 4th year BSMA sections. It was
administered in each section after each adviser gave their
permission.
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Consent and privacy. The researchers asked for the
permission of the teachers of their target classes to
conduct their study. The researchers guarantee that their
respondents’ profile and answers would be treated with
confidentiality.
Distribution and Collection of Survey Questionnaires.
The questionnaires were distributed to the respondents via
printed questionnaires. The researchers are able to gather
data and information related to their study. They collected
the survey forms, tally the answers, analyze and interpret
the results.
Statistical Treatment of Data
The data for the survey questionnaires were collected
by researchers, and then they were statistically evaluated
to arrive at the following conclusions:
Percentage and Frequency. Respondents' demographic
profiles are calculated with the help of this tool. It was
used to determine the percentage of survey takers that
provided a specific response to each of the survey's stated
questions and challenges encountered in an online classroom
during flexible learning.
The following formula will be used:
P = f x 100
N
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Where:
P = percentage N = total number of cases
f = frequency
Weighted Mean. This tool was used to answer the second
question, "How may the effectiveness of online classrooms
for flexible learning of 4th-year BSMA students be
described?"
The formula of weighted mean is as follows:
WM = ∑wX
Where: ∑w
WM = weighted mean w = weighting factor
∑= summation sign x = observed phenomenon
The weighted mean was verbally described using the

following scale:
Table 3
Values and verbal interpretation
Level of Range Verbal Verbal

Response Description Interpretation
4 3.25 - 4.00 Strongly Agree Highly

Effective
3 2.50 - 3.24 Agree Effective
2 1.75 - 2.49 Disagree Ineffective
1 1.00 - 1.74 Strongly Highly

Disagree Ineffective
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Pearson's R Correlation. This tool was used to answer
the fourth problem which is, "Is there a significant
relationship among age, and number of hours during online
learning with the effectiveness of online classrooms for
flexible learning?". IBM SPSS® Statistics software was used
in the computation of the gathered data.
Table 4
Table of Correlation Interpretation
Measure of Relationship Interpretation
Computed Value > Critical Value Accept Ho
Computed Value < Critical Value Reject Ho
ANOVA. This tool was used to answer the fifth problem
which is: “Is there any significant difference among sex,
internet service connection, and online learning environment
with the effectiveness of online classroom for flexible
learning?”. The collected data was analyzed using IBM SPSS®
Statistics software.
Table 5
Table of Anova Interpretation
Measure of Relationship Interpretation
More than 0.05 Accept Ho
Less than 0.05 Reject Ho
Page 36
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter compiled and comprehensively presented the
acquired data with the researchers' perspective of answering
the specific questions outlined in Chapter I of this study
regarding the effectiveness of an online classroom for
flexible learning. It also includes the presentation,
analysis and interpretation of data gathered by the
researchers through the use of the research instrument.
These data were presented in tabular and textual form. The
discussion follows the order of the problems posted in
Chapter I.
Analysis of Data
The following quantitative information was utilized
from the responses drawn in the research instrument
disseminated to the respondents of the study. The responses
were tabulated and were used to answer the following
questions:
1. Profile of the respondent
1.1. Age
Table 6
Distribution of the respondents According to Age
Age Frequency Percentage
19 1 0.57%
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20 30 17.14%
21 111 63.43%
22 33 18.86%
Total 175 100%
Table 6 shows the frequency and percentage distribution
of respondents according to age. Out of 175 respondents,
there were 111 or 63.43% of the respondents whose age is 21,
followed by 33 or 18.86% whose age is 22, next is 30 or
17.14% whose age is 20, while the remaining 1 or 0.57% of
the respondents' age is 19 years old.
It was exposed that respondents aging 21 years old have
the greatest number on this. Meaning, the average age of 4th
year BSMA students of PHINMA-Araullo University is 21 years
old.
According to the statistics provided by the Philippines
Education System (2022), it takes an average of four years
to earn a bachelor's degree. The ages of 19 and 22 are
considered the normal range for students (including the 2
years of senior high school).
1.2. Sex
Table 7
Distribution of the respondents According to Sex
Gender Frequency Percentage
Male 31 17.71%
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Female 144 82.29%
TOTAL 175 100%
Table 7 flashed the frequency and percentage
distribution of respondents according to sex. It can be
inferred from the table that 144 or 82.29% of the
respondents are female, and the remaining 31 or 17.71% are
male.
The data implies that the majority of the respondents
were female. This means that the majority of the 4th BSMA
students who enrolled at PHINMA Araullo University were
mostly female.
The University of Alabama in Birmingham (UAB),
(December 2021). As the saying goes, women's unique life and
work experiences provide them an edge in the business sector
and managerial positions since they bring fresh ideas and
perspectives to the table. In addition, they have special
abilities. As a result, people will have varying
perspectives, dietary choices, and overall approaches. Since
the beginning of the 21st century, a growing number of women
—sometimes even at a faster rate than men—have decided to go
out on their own and launch their own companies, which have
generally met with great success. The world of business is
one in which women are able to have, and indeed ought to
have, a significant presence.
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1.3. Number of hours during Online Learning
Table 8
Distribution of the respondents According to the Number
of hours during Online Learning
Number of hours during Online Frequency Percentage

Learning
4 hours 37 21.14%
5 hours 65 37.14%
6 hours 50 28.57%
7 hours 18 10.29%
8 hours and above 5 2.86%
TOTAL 175 100%
Table 8 displayed the frequency and percentage
distribution of respondents according to the number of hours
during Online Learning. From 175 respondents, 65 or 37.14%
of respondents were studying for 5 hours, followed by 50 or
28.57% for 6 hours, next is 37 or 21.14% for 4 hours, after
that 18 or 10.29% for 7 hours, and the remaining 5 of 2.86%
were studying for 8 hours and above.
were studying for about five (5) hours.
According to the information provided by Kots (2021),
instead of the usual 25–30 hours, a student will spend an
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average of just 15-20 (3.75-5 hours). Since they will be
spending less time in class, students will have more
flexibility in their schedules to devote to studying and
completing other types of college-level work, such as
research or projects. It is likely that a student will need
to adapt their prior study habits, test-taking strategies,
and scholastic background to the specific requirements of
the institution(s) they hope to attend. Students can now
personalize their educational experience to better suit
their own needs and interests. In a recent change to its
instructional format, PHINMA Education decided to implement
two days of face-to-face classes and another two days for
remote learning in an online classroom. Based on students'
reported need for between four (4) and eight (8) hours of
daily in-class time, the school adjusted its remote learning
schedule accordingly. Afterall, Raymundo P. Reyes, the
country head of PHINMA Education in the Philippines stated,
“Despite the difficulties that may arise, schooling must go
on. All Filipino students, but especially those who are
eager to learn but lack the means to do so, should have
access to a high-quality education.”
1.4. Internet Service Connection
Table 9
Distribution of the respondents According to the
Internet Service Connection
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Internet Service Connection Frequency Percentage
Mobile Networks/Data 67 38.29%
Broadband 1 0.57%
Wifi (Limited) 21 12%
Wifi (Unlimited) 86 49.14%
TOTAL 175 100%
The frequency and percentage distribution of
respondents based on Internet Service Connection is shown in
Table 9. Among the 175 respondents, 86 or 49.14% used wifi
(unlimited), following that 67 or 38.29% used mobile
networks/data, then 21 or 12% used wifi (limited), and the
remaining 1 or 0.57% used broadband throughout their online
classrooms for flexible learning.
The data suggested that the majority of respondents
engaged in flexible learning in an online classroom using
their unlimited wifi.
According to a recent poll by the EdWeek Research
Center and Lieberman (2021), more than three-quarters of
teachers said that 75% or more of their students have access
to high-quality internet connections at home, which lets
them take online classes regularly.
1.5. Online Learning Environment
Table 10
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Distribution of the respondents According to the Online
Learning Environment
Online Learning Environment Frequency Percentage
Quiet and Encouraging Environment 80 45.71%
Noisy and Distracting Environment 95 54.29%
TOTAL 175 100%
Table 10 flaunted the frequency and percentage
distribution of respondents according to the Online Learning
Environment. According to the table, 95 or 54.29% of
respondents are in a noisy and distracting environment,
while the remaining 80, or 45.71% are in a quiet and
encouraging environment.
According to the data, the majority of respondents were
studying in a noisy and distracting environment while
participating in flexible learning in an online classroom.
On the blog of Hendrix (2019), "How your surroundings
affect the way you study." Numerous studies have found that
students' performance in class is significantly affected by
their exposure to an online learning environment. The
ability to concentrate can be affected by a number of
factors, including where the pupils are situated, how much
natural light and background noise there is, and even the
color of the walls. Research shows that pupils who study in
an encouraging setting develop more interest in, aptitude
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for, and mastery of their coursework. However, in classes
where the environment is poor owing to things like physical
discomfort, excessive noise, or a lack of attention, it is
far more difficult for pupils to retain information and
sustain their interest. In these settings, it is much harder
to keep people's attention and interest in what is being
taught.
2. Effectiveness of an online classroom for flexible
learning of 4th-year BSMA students
2.1. Participation Level (PL)
Table 11
Distribution of respondents according to the
Participation Level (PL)
Participation Level Weighted Verbal
Mean Interpretation
1. I often contribute to a 3.03 Effective

learning opportunity that is
held in an online classroom for
flexible learning.
2. As a result of my schedule, I 2.99 Effective

make greater use of online
classrooms for flexible learning
to supplement my education.
3. I actively check the online 2.97 Effective

classroom to engage with
student-teacher interaction for
flexible learning.
4. Clarification sessions are 3.17 Effective

appropriate to use in an online
classroom for flexible learning.
5. I usually have a tendency to 2.40 Ineffective

take the initiative when it
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comes to duties and tasks that I
have to complete.
Average Weighted Mean 2.91 Effective
Table 11 exposed the weighted mean and verbal
interpretation of the effectiveness of online classrooms in
flexible learning in terms of Participation Level (PL).
Item 4 has the highest weighted mean among the five (5)
statements with 3.17 "Effective" which denotes
“Clarification sessions are appropriate to use in an online
classroom for flexible learning". On the other hand, Item 5
has the lowest weighted mean with 2.40 "Ineffective" and
states “I usually have a tendency to take the initiative
when it comes to duties and tasks that I have to complete".
which has a verbal interpretation of "Ineffective".
The overall weighted mean obtained 2.91 with a verbal
interpretation of “Effective”, which means, Participation
Level influences the effectiveness of online classrooms in
flexible learning as perceived by 4th year BSMA students.
The results showed that flexible learning is effective as
the respondents were actively engaged and participating in
the class in spite of having difficulties in this new
learning system. Also, it depicts that 4th year BSMA
Students were adaptive to the change of their learning mode.
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Although studies have shown that online courses can be
just as effective as in-person ones, this is only the case
if students are given carefully crafted opportunities for
social interaction (Hawkins, Graham, Sudweeks, & Barbour,
2013; Joksimovi, Gaevi, Kovanovi, Riecke, & Hatala, 2015;
Picciano, 2012). It is important to make online classrooms
where students can have meaningful conversations with each
other. Multiple studies have found that students who are
engaged in their online courses perform better and retain
more of what they have learned (Bettinger et al., 2016;
Goggins & Xing, 2016; Hrastinski, 2018; Stoessel et al.,
2015).
2.2. Critical Thinking (CT)
Table 12
Critical Thinking (CT)
Critical Thinking Weighted Verbal

Mean Interpretation
1. I believe that it is easier 2.44 Ineffective

to understand new ideas when
they are presented in an online
classroom for flexible
learning.
2. I believe that conducting 2.49 Ineffective

management accounting research
in an online classroom for
flexible learning is conducive
to a more interactive
experience.
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3. I believe that the 3.11 Effective
challenges in an online
classroom for flexible learning
in the BSMA subjects are tough.
4. I believe that student 3.02 Effective

activity sheets in an online
are difficult.
5. I believe that the 2.52 Effective

supplementary videos provided
by the instructor in an online
is something that I will have
no trouble understanding.
Table 12 presented the weighted mean and verbal
interpretation of the effectiveness of online classrooms in
flexible learning in terms of Critical Thinking (CT). Item 3
has the highest weighted mean with 3.11 "Effective" and
states "I believe that the challenges in an online classroom
for flexible learning in the BSMA subjects are tough”. On
the contrary, Item 1 has the lowest weighted mean with 2.44
"Ineffective" and denotes “I believe that it is easier to
understand new ideas when they are presented in an online
classroom for flexible learning”.
interpretation of “Effective”, which means, Critical
Thinking influences the effectiveness of online classrooms
in flexible learning as perceived by 4th year BSMA students.
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The findings revealed that the critical thinking skills of
4th year BSMA students were tested in this new learning
environment, and that the online assessments and activities
were difficult to answer as accounting and business subjects
require a deep comprehension of theories and calculations.
It simply means that 4th year BSMA Students were "Effective"
in their critical thinking that influenced the effectiveness
of online classrooms in flexible learning. They are having
difficulties in comprehending new concepts and incorporating
ideas inclined with their major subjects.
Two additional groups, learning resource challenges
(LRC) and learning environment challenges (LEC), were
created to broaden the scope of the categories established
by Rasheed et al. (2020) and account for additional
difficulties that may arise in online lectures (Recker et
al., 2004; Seplaki et al., 2014; Xue et al., 2020). In
contrast to the difficulties students have with library
resources and instructional materials (referred to as LRC),
those with their physical learning environment (referred to
as LEC) have an impact on their perspectives, assumptions,
and approaches to school. Including LRC and LEC would allow
us to capture other important challenges that students,
particularly those from developing regions, face during the
pandemic, as the quality of learning and the achievement of
Page 48
learning outcomes have been reported to be significantly
impacted by the learning environment at home and the
learning resources available to them (Drane et al., 2020;
Suryaman et al., 2020).
2.3. Creativity and Innovation (CI)
Table 13
Creativity and Innovation (CI)
Creativity and Innovation Weighted Verbal

Mean Interpretation
1. I believe that participating in 2.91 Effective

an online classroom for flexible
learning enhances my ability to
generate new ideas through methods
like brainstorming.
2. The idea of an online classroom 2.81 Effective

for flexible learning where I can
learn at my own pace motivates me
to create solutions to my
problems.
3. Online classroom helps me 2.83 Effective

improve my innovative skills in
creating my own studying hacks and
strategies.
4. I think an online classroom for 2.79 Effective

flexible learning helps me think
creatively in accomplishing the
designated tasks in our subjects.
5. I believe that online classroom 2.90 Effective

improves my creative side to deal
with real-life scenarios that
nurture their inner endeavor.
Page 49
Table 13 displayed the weighted mean and verbal
interpretation of the effectiveness in online classrooms in
flexible learning in terms of Creativity and Innovation
(CI). Item 1 has the highest weighted mean among five (5)
statements with 2.91 "Effective" which denotes “I believe
that participating in an online classroom for flexible
learning enhances my ability to generate new ideas through
methods like brainstorming”. In contrast to, Item 4 with
weighted mean of 2.79, “I think an online classroom for
flexible learning helps me think creatively in accomplishing
the designated tasks in our subjects” has the lowest
weighted mean.
interpretation of “Effective”, which means, Creativity and
Innovation (CI) influences the effectiveness of online
classrooms in flexible learning as perceived by 4th year
BSMA students. The results demonstrated that the creativity
and innovative skills of BSMA Students were enhanced in this
new learning system. 4th year BSMA students also believe
that their creativity was strengthened as a flexible
environment brought their own pace to discover themselves
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and to communicate their original ideas in an effective way
of learning.
In-class students were shown to be more extroverted and
agreeable, while online learners demonstrated more openness
to new experiences and higher levels of conscientiousness.
These findings are supported by Cohen and Baruth (2017),
Denphaisarry (2014, cited by Kim et al., 2018), Ramirez-
Corea et al. (2016), and Kim et al. (2018). Researchers
looked at online students and found that openness to
experience, conscientiousness, and agreeableness were the
best indicators of online student creativity.
2.4. Collaborative Skill (CS)
Table 14
Collaborative Skill (CS)
Collaborative Skills Weighted Verbal

Mean Interpretation
1. I believe that an online 2.74 Effective

offers many different
opportunities for working
together in groups.
2. I think it is easy to work in 2.51 Effective

groups in an online classroom for
flexible learning so that
students can learn in different
ways.
3. I believe that participating 2.81 Effective

in activities in an online
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helps improve my relationships
with my fellow students.
4. I think that having access to 2.82 Effective

an online classroom for flexible
learning makes my chances of
learning with others better.
5. I believe that it is simpler 2.78 Effective

to present our group projects and
reports in an online classroom
for flexible learning.
Table 14 flaunted the weighted mean and verbal
interpretation of effectiveness of online classrooms in
flexible learning in terms of Collaborative Skills (CS).
Item 4 has the highest weighted mean with 2.82 "Effective"
and states “I think that having access to an online
classroom for flexible learning makes my chances of learning
with others better”. Whereas, Item 2 has the lowest with
weighted mean of 2.51 "Effective" and denotes “I think it is
easy to work in groups in an online classroom for flexible
learning so that students can learn in different ways”.
interpretation of “Effective”, which means, Collaborative
Skill influences the effectiveness of online classrooms in
The results showed that 4th year BSMA students feel more
comfortable doing group school works and presentations in
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this flexible learning. It infers that collaborative skills
of the students were improved in this new learning system as
they learn different learning styles and strategies and it
opens opportunities to interact with their classmates in an
online platform.
Technology advancements are laying a new groundwork for
online collaborative learning in academic institutions. The
flexibility of today's classrooms allows teachers to present
lessons in a variety of formats and encourages students to
engage with one another and the topic through online
discussion (Wang et al., 2020). There was also a significant
association between online collaborative learning and
students' feelings of belonging, which boosted
communication, collaboration, and dedication to shared goals
among class groups (Chatterjee and Correia, 2020). Tools for
asynchronous communication (such as blogs or instant
messengers), real-time communication (such as chat or video
conferencing), and shared document creation and editing
(such as wikis or cloud-based office suites) are all
examples of social media applications that facilitate
collaborative learning (Cavazos Olson et al., 2012, Mondahl
and Razmerita, 2014, Al-Samarraie and Saeed, 2018).
Students' motivation and how well they do in school are both
affected by how interactive their classrooms are. Ansari and
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Khan (2020) found that using social media for collaborative
learning made this interaction go up.
2.5. Technology Application (TA)
Table 15
Technology Application (TA)
Technology Application Weighted Verbal

Mean Interpretation
1. I find that utilizing 2.93 Effective

technology, especially in an
online classroom for flexible
learning, is fun and
entertaining.
2. I believe that time can be 3.11 Effective

saved through an online
when technology is utilized.
3. I have a strong sense of 2.85 Effective

self-assurance when it comes to
my ability in an online
while utilizing various new
applications and tools.
4. When the ideas are discussed 2.83 Effective

in conjunction with
technological advancements, I
find it much simpler to
comprehend.
5. Because of the ease with 2.93 Effective

which technology may be utilized
in an online classroom for
flexible learning, I feel
confident in my abilities as a
user of technology.
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Table 15 presented the weighted mean and verbal
interpretation of effectiveness of online classrooms in
flexible learning in terms of Technology Application (TA).
Item 2 with weighted mean of 3.11 "Effective" states “I
believe that time can be saved through an online classroom
for flexible learning when technology is utilized”.
Notwithstanding, Item 4 with weighted mean of 2.83
"Effective" and states “When the ideas are discussed in
conjunction with technological advancements, I find it much
simpler to comprehend.”
interpretation of “Effective”, which means, technology
application influences effectiveness of online classroom in
The results revealed that application of technology
contributes to the learnings of BSMA Students. Flexible
learning also requires being digital literate that helps
them facilitate their learning environment and incorporate
strategies for more effective ways of studying.
Researchers from Drexel University's School of
Education argue that the widespread use of technology in
schools is crucial since it makes information readily
available to students. Devices such as laptops, desktop
computers, and tablets are already commonplace in today's
Page 55
classrooms. Users now have access to the internet as well as
the education they need to succeed in the 21st century
(Haider and Al-Salman,2020). Students will have access to a
wide variety of resources because of the advent of the
internet. Having access to a computer, tablet, or smartphone
makes it possible to study whenever and wherever it is most
convenient (Wallace, 2014; Hammonds et al., 2013; Manowong,
2016). Researchers led by Mustafa in 2015 found that
students were not bored when using the online education
platform Edmodo for school. Increased student engagement
leads to better learning outcomes (Cruz & Cruz, 2013 as
cited in Manowong, 2016), hence incorporating social media
into the classroom can be beneficial. The website encourages
students to connect with each other and gets in the way of
how they usually study.
3. Difficulties Students face in an online classroom during
flexible learning
Table 16
Difficulties students face in an online classroom during
flexible learning
Ranking Challenges in Online Classroom Frequency
7 System Glitch 105
5 Procrastination 108
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9 Lack of Motivation 98
2 Social Media Distraction 144
4 Poor Learning Environment 113
1 Electric Power Interruption 148
11 Some students are left behind 81
14 Lack of technological devices 63
3 Unstable Internet Connection 141
13 Lack of feedback in a timely manner 68
6 Unproductive and Inefficient Time 107

Management
4 Increased workload due to home and other 113

activities
12 Insufficient access to available 77

learning resources
10 Difficulty in adjusting to an online 93

learning style
8 Poor communication or lack of clear 100

directions from professors
The table above displayed the ranking based on the
challenges encountered in an online classroom using the
check option scale. Electric Power Interruption is ranked
first, with a total frequency of 148. Social media
distraction comes in second place, with 144. Unstable
Internet Connection is ranked third, with 141. With 113,
Poor Learning Environment and Increased workload due to home
and other activities tied for fourth place. Finally,
Procrastination ranked fifth with 108.
Page 57
1. Electric Power Interruption
It is no surprise that the students also mentioned
power outages as a difficulty in distance education. Online
classrooms always face the risk of power outages due to the
remote nature of the classroom (Castillo, 2020). This is the
case for a subset of surveyed students who live in places
where frequent power outages have been an issue even before
the pandemic. Multiple studies (e.g., Sarwar et al., 2020;
Subedi et al., 2020; and Verawardina et al., 2020) have
reached the same conclusion: students in extremely remote
locations have a hard time maintaining an online learning
connection due to frequent disruptions and sometimes a
complete lack of electricity. The problem of learning
material that is too generalized has also increased. They
claim the content, rather than the mechanism of
transmission, is to blame. In spite of the widespread
adoption of online education in higher education, many
instructors continue to rely on materials designed for
classroom use. Course outlines and modules may be provided
to students, but they may contain instructions that are
either too vague or too involved to be practical in an
online classroom.
As Chen et al. (2020) point out, this could be because
educators have less practice with online education and find
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it challenging to create supplemental materials that are
optimized for use in virtual classrooms.
2. Social Media Distraction
Singh (2021) claims that the rise in popularity of
social media is a major contributor to the rising tide of
mental distress and obstruction. These days, it is common
for students to become distracted from their studies and
instead spend their time scrolling through their feeds on
various social media platforms. This amounts to squandered
effort with no tangible payoff. In many cases, students'
preoccupation with social media prevents them from
completing assignments within the allotted time span. With
the proliferation of social media, today's students are less
likely to rely on traditional learning resources like books,
journals, and notes in favor of online sources. Because it
is so easy to find information online, students are losing
their reading habits, as well as their ability to learn and
do their own research.
3. Unstable Internet Connection
Similar to other studies (e.g., Bao, 2020; Henaku,
2020; Entsie, 2020; Wisconsin, 2020; and Baticulon et al.,
2020), participants in the study cited unreliable internet
connections as a major barrier to their participation in
distance education. A prevalent issue for countries with
Page 59
underdeveloped telecommunications infrastructure and
information and communication technologies is a weak network
(Aboagye et al., 2020). There are already a lot of different
internet plans available all over the country, but their
speeds and reliability vary a lot and can "fluctuate"
(Amadora, 2020).
4. Poor Learning Environment
Students' ability to successfully engage in distance
education is hindered by a subpar learning environment.
Student replies consistently highlight this challenge. The
challenge of creating a productive and comfortable study
environment has long plagued the field of distance
education, particularly in low-income families (Baticulon et
al., 2020). If this happens, students will not be able to
focus as hard on their work, which could affect their
academic success (Chang & Fang, 2020).
4. Increased workload due to home and other activities
The unexpected shift to distance education in the midst
of a health crisis has generated an unconducive learning
environment, which may have an impact on them. Several
students have also said that it is hard to find a balance
between their time spent learning at home and their other
responsibilities at home. Disruption of this sort is common
in distance education due to the fact that students still
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have responsibilities at home. Previous research (like
Poncian (2017) and Amali, Bello, and Adeoye (2018) has shown
that college students' involvement in family tasks hurts
their academic performance.
5. Procrastination
Gunn (2019) suggested that the reasons students
procrastinate can be broken down into a number of
categories, including but not limited to: lack of
motivation, low self-esteem, atychiphobia, difficulty
understanding, low energy levels, and poor organizational
abilities. Most of the time, students put off starting an
assignment because they either do not comprehend the topic,
do not know where to begin, or do not see how the project is
personally relevant or essential to them. Procrastination is
called "Mamaya na" in Filipino culture. It is not like this
sort of thing hasn't been an issue before. And that's why
things like this tend to spread quickly through generations.
Students who procrastinate are more likely to turn in half-
done work or miss critical submission dates, both of which
can negatively impact their grades. As a result,
procrastinators are more likely to have lower grade point
averages than other students. This is especially problematic
because some side effects can actually make students
procrastinate more.
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4. Significant relationship among age, and number of hours
during of online learning with the effectiveness of online
classrooms for flexible learning.
The relationship among age, and number of hours during
of online learning, and effectiveness of online classrooms
in flexible learning was analyzed using Pearson Correlation
Coefficient, thus was presented in tabular and discussed in
textual form.
Table 17
Relationship among age, and number of hours during of online

learning with the effectiveness of online classrooms for
flexible learning
Partici- Critical Creativity Collabo- Technology

pation Thinking and rative Application
Level Innovation Skill
Age Pearson 0.071 0.05 0.06 0.072 0.143

Correlation
Sig. (2- 0.347 0.509 0.431 0.342 0.059

tailed)
N 175 175 175 175 175

Number Pearson .195** 0.182** 0.093 0.022 .233**
of Correlation
hours
during
Sig. (2- 0.007 0.003 0.219 0.777 0.001

tailed)
N 175 175 175 175 175
**Correlation is significant at the 0.01 level (2-tailed)
Page 62
Legend: If the computed value is greater than critical value = accept.
Otherwise reject.
The table 18 showed the relationship among age, and
number of hours during of online learning with the
effectiveness of an online classroom for flexible learning.
Age does not have a significant relationship with the
effectiveness of online classrooms for flexible learning.
With a computed value of 0.195, 0.182, and 0.233 which
indicates that the three (3) out of five (5) variables have
a significant correlation to number of hours during online
learning namely participation level (PL), critical thinking
(CT), and technology application (TA) and the remaining two
(2), creativity and innovation (CI), and collaborative
skills (CS) do not have a significant correlation.
Therefore, the null hypothesis Number 1 was accepted.
Which states "There is no significant relationship among
age, and number of hours during of online learning with the
effectiveness of online classroom for flexible learning".
According to a study by Skinner and Belmont (2013), a
teacher's actions not only affect how students view their
interactions with that teacher but also how actively they
participate in class. For students to grasp new material, it
must be demonstrated to them. Here, the novel content serves
as an incentive for students to participate in lectures.
Teachers may be able to fulfill this new role by shifting
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their interactions with students from inside the classroom
to the outside world, where the kids are more likely to feel
at ease. The internet is a place where many students feel at
home, and this has an impact on how many hours they spend
there each week doing homework. For the sake of this
analysis, "virtual office hours" refers to a professor's
scheduled availability during which time he or she can be
contacted online for individual or group consultations. The
goal of this online space is to provide students with more
opportunities to communicate with their instructors in a
setting where they are more likely to be safe. Consequently,
some students may opt to engage with the instructor in
accordance with the instructor's expectations for the total
amount of time spent online each week.
The results of this study lend credence to the idea
that online classes might be an effective venue for
imparting moral principles and encouraging the kind of
critical thinking that is essential for solving problems of
a practical kind. Because of their active participation in
the university's LMS platform, students had a great chance
to have access to all relevant learning materials. The
millennial generation is also more equipped to examine
ethical business situations because of its preference for
acquiring knowledge from virtual sources at the student's
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own pace, which includes attending virtual classes at their
own discretion over a set schedule, specifically the number
of hours during in an online learning class. Students can
have access to and use assessment criteria, develop
cognitive and practical skills in accordance with their
ability, and participate actively in the learning process
with the support of virtual communication. In particular,
the results of ethical case studies can be utilized to gauge
students' ability to think critically about course material
in the context of their own values and beliefs within the
time constraints of online education. For today's accounting
students, researching online opens up a wealth of
opportunities to hone their critical thinking abilities and
cement their understanding of the importance of ethical
behavior in business (Mobasher M., 2020).
The extent to which online and flexible learning is
implemented is strongly influenced by the types and
quantities of web-based tools used by both students and
instructors, including learning management systems,
applications, learning and teaching resources, and the total
number of hours during spent on study (Biundo, 2017).
According to Biundo and Wendemuth (2017), a "companion
technology" is a "cognitive technological system" that
prioritizes user skills and knowledge, ease of use,
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accessibility, security, teamwork, trust, and adaptability
in the context of technology-human interaction. Researchers
used HTI (Human-Technology Interaction) to find out how well
students used digital platforms online and offline to learn
and get study materials.
5. Significant difference of Sex, Internet Service
Connection, and Online Learning Environment with Online
Classroom for Flexible Learning
The significant difference among sex, internet service
connection, and online learning environment and
effectiveness of online classrooms in flexible learning was
analyzed using ANOVA, thus was presented in tabular and
discussed in textual form.
Table 18
Difference of Sex, Internet Service Connection, and Online
Learning Environment with Online Classroom for Flexible
Learning
Sum of df Mean F Sig. Decision

Square Squar
e
Sex Between 15.417 87 0.177 1.528 0.075* There is no

Groups significant
difference
Within 10.092 87 0.116

Groups
Total 25.509 174
Internet Between 149.53 87 1.719 0.78 0.026** There is a

Service Groups significant
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Connec- difference
tion
Within 191.75 87 2.204

Groups
Total 341.28 174
Online Between 24.179 87 0.278 1.256 0.045** There is a

Learning Groups significant
Environ- difference
ment
Within 19.25 87 0.221

Groups
Total 43.429 174

More than 0.05 = There is no significant difference
Less than 0.05 = There is a significant difference
The analysis of variance revealed that there is no
significant difference in sex, with a p-value of 0.075 more
than 0.05. This indicates the usefulness of the online
classroom for flexible learning. There is a substantial
difference between the internet service connection and the
online learning environment, with p-values of 0.026 and
0.045, respectively.
Therefore, the null hypothesis No. 2 was rejected which
states "There is no signifant difference among sex, internet
service connection, and online learning environment with
online classroom for flexible leaarning".
Due to the COVID-19 pandemic, there has been an
increase in the number of online students from a wide range
of racial, ethnic, religious, and socioeconomic backgrounds.
Several research (Gaevi et al., 2016) have looked into
Page 67
whether or not the demographic backgrounds of students have
an impact on their performance in online courses. Numerous
researchers have looked at how factors such as gender and
educational background affect online learning success (e.g.,
Boyte-Eckis et al., 2018; Cai et al., 2017; Diep et al.,
2016). However, the effect of gender on online learning
outcomes is debatable, although educational background can
be a strong predictor of success in virtual classrooms
(Huang & Fang, 2013). Women were found to be more dedicated
to their education, allowing them to outperform men in terms
of learning results. The greater capacity for self-
regulation displayed by females correlated with their much
better online learning outcomes than those of males
(Alghamdi et al., 2020). Males were more consistent in their
views, while women excelled in their levels of engagement,
but this did not translate to any statistically significant
differences in voting results (Nistor, 2013). Finally, there
were no discernible variations in performance across
learning modes between the sexes. There were no significant
variations in the effectiveness of online learning between
male and female millennial online learners (Harvey et al.,
2017).
A possible problem in an online delivery setting is
that students who do not live on or close to campus may have
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less convenient access to digital learning resources than
students who do (Raes et al., 2019). Several variables, such
as a lack of access to a laptop or desktop PC, an acceptable
learning/study environment at home, or the digital literacy
skills necessary to participate in online learning, may
contribute to this divide (Silva et al., 2018). It is also
possible that the quality of students' home internet
connections differs significantly from that of their campus
connections, which is a major factor in this gap (Rasheed et
al., 2020). Since many universities' service regions
encompass both urban and rural locations, disparities in
internet access may force instructors to modify their
methods for teaching online or in a hybrid format, or
prevent some students from fully utilizing these resources.
Therefore, this article takes into account the fact that
college students in Ireland may be at danger of having low-
quality internet connectivity options available to them
because of inadequate broadband coverage. There has been a
dramatic increase in the number of students enrolling in
online higher education programs around the world in recent
years due to the convenience it provides in terms of both
time and location compared to more traditional forms of
higher education (Panigrahi et al. 2018). However, before
the pandemic, face-to-face delivery was the primary method
Page 69
of interacting with students. Nonetheless, worries remained
about the availability of high-speed Internet. Gonzales et
al. (2018), for instance, found that among US college
students, 20% reported experiencing difficulties with
retaining access to computers. Recent events, such as the
widespread closure of campus facilities and the quick shift
to emergency online delivery, have brought the problem into
sharp view. Since student engagement is associated with
better academic outcomes and higher levels of satisfaction,
especially among first-year students and in online learning
environments, the issue of potential differences in the
quality or type of delivery students may receive in the
current context due to unequal broadband access arises
(Kahu, 2013; Kahu et al., 2020; Paulsen & McCormick, 2020).
When Naffi et al. (2020) looked at survey data from 78
educational institutions across 23 countries in the spring
of 2020, they discovered that students' lack of access to
adequate bandwidth hampered a number of aspects of their
education, including file sharing and synchronous
classrooms. Student survey data from the United Kingdom
corroborated the findings of these research, showing that 7%
of students overall and 12% of students from low-income
families have inadequate access to the internet (Montacute &
Holt-White, 2020). A different poll indicated that 56% of
Page 70
students felt their grades took a "seriously negative" turn
due to a lack of access to adequate online course resources
(Office for Students, 2020). Two-and-a-half percent of
third-year students in Ireland, the study's setting, said
that having access to stable Wi-Fi was crucial to improving
their future online-learning experiences in March 2020.
(Union of Students in Ireland, 2020). Recent student
surveys, in combination with prior scholarly work, serve to
inspire the study's central research question.
Hendrix (2019) said that it has been established
through studies that different environmental settings
significantly affect students' academic outcomes.
Environmental conditions such as layout, lighting,
background noise, and even wall color can all have a
significant impact on students' ability to absorb new
information. Evidence suggests that students who study in an
encouraging setting have greater motivation, interest, and
aptitude for learning. On the other hand, it is much harder
for students to learn and stay interested in classes where
they are uncomfortable, there is a lot of background noise,
or there are a lot of other things going on.
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6. Proposed Action of Plans and Activities based on the findings of study
Table 19
Proposed Action Plan and Activities based on the findings
Areas of Plan/Activities/ Time Expected

Concern Strategies Frame Outcome
Electric ● Collaboration with electric As early ● Being aware of schedules can

Power cooperatives (such as NEECO, CELCOR, as now/ minimize its setbacks.
Interruption and AURELCO, amongst others). as when
● Making sure that the electronic needed ● Serve as backup power sources
devices are fully charged. ready to be used during the
session.
● Giving consideration to students. ● Students have enough time to
complete the task given (if
there is a valid reason to do
● Educating students by becoming so).
more proactive rather than reactive. ● Students will be better
prepared because of their
initiative.
Social ● Having a responsible mind, keeping As early ● Helps to keep their attention
Media phones out of their learning area. as now/ on the course instructions.
Distraction ● They could install a social media as when ● Accessing browser extensions,
blocker. needed to prevent any social media site
from loading.
● Be a well-disciplined student by ● A way to refocus after being
turning off all alerts on their distracted by social media.
devices.
●Establishing a regular time for ● Students will learn to refrain
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checking social media. from mindlessly scanning their
feed by having defined time.
Unstable ● Let the professors know the As early ● Professors can choose the most
Internet hurdles you are dealing with. as now/ convenient time for students.
Connection ● Students should look for hotspots as when ● It will be a safety net in
but not rely solely on them. needed case their online class is
disrupted.
● Regularly check the students by ● Keeping lines of communication
posting a simple question on Google open with professors that help
Classroom. students feel less worried and
for the professors to monitor
the students.
● Plain text instructions are ● More accessible to plain text
recommended. content rather than uploading a
pdf or image file as it is
easier to access.
● Materials should be posted on the ● It allows students to get a
Google Classroom or group chat 2- head start on their work and
3days before the actual subject ensures that they fully grasp
schedule. the subject.
Poor ●Communicating with local As early ● It will improve concentration

Learning authorities, such as barangay as now/ for students and make it easier
Environment officials, to establish regulations as when to hear teachers clearly.
regarding a noisy and distracting needed
environment.
● Students can propose initiatives ● Creating a small library or
to their barangay or to LGUs. common study room for college
students.
● Professors should regularly assess ● It is a helpful space in every
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the classroom atmosphere and discuss community for college students
any concerns they may have. in this era of online classes.
Increased ● Professors should not just mark As early ● To optimize the online
workload due assignments and activities as as now/ classroom, homework and
to home and complete or incomplete. as when activities should be
other ● They should only utilize Google needed implemented.
activities Classroom within their authorized ● Students must not become too
time and let their classes know if focused on schoolwork so they
they will be absent or can't can pursue other interests.
participate.
● Students should use every minute
in class. ● It will help them develop
personal accountability and
● They should read or study before improve their education.
class. ● They will be able to
prioritize their note-taking by
recognizing the most important
● Students must be confident in information.
their abilities.
● It helps them make sense of
●Students and professors' homework the lectures and the material
and activity goals should be similar covered inside.
(that is, students should be able to ● They will have an easier time
identify the purpose). separating the relevant from
● Teachers and students should irrelevant information.
collaborate on homework and
activities. ● They are better able to see
how their understanding of a
topic might be developed
further.
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Procrastina- ● Students should develop As early ● They will value their innate
tion metacognitive skills such as time as now/ intelligence and put it to good
management and knowing when they as when use.
need help. needed
● They must be organized since chaos ● They can prioritize and set
delays work. due dates for their work.
● Encourage students, especially ● It will boost their morale,
those who are down. abilities, and confidence.
●Overly critical or negative ● It is best to avoid being
comments should be avoided. overly specific about the errors
that need to be fixed.
● Teachers should provide a good ● It is better to provide
instructional example. written instructions so students
can refer to them when needed,
but teachers should make sure
all students know the objectives
and requirements. Students can
better comprehend their tasks by
looking at past work.
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CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSION, and RECOMMENDATIONS
This chapter aims to answer the specific questions
raised in Chapter I by summarizing the outcomes. This
section advocates for more effective ways to pilot the
research. Additionally, it presents the summary of findings,
conclusions and recommendations of the study entitled
“Effectiveness of an Online Classrooms for Flexible Learning
of 4th year BSMA Students at PHINMA-Araullo University”.
Summary of Findings
This study was conducted for the purpose of determining
the specific factor that influences the effectiveness of
online classrooms in flexible learning of 4th BSMA students
at PHINMA-Araullo University. Quantitative type of research
was utilized and the survey-questionnaire was used for
gathering data from a hundred and seventy-five (175)
respondents.
The summary of findings were as follows:
1. Profile of the Respondents
1.1. Age
were at the age of 21. The usual age of college students
from fourth year drops between 19-22 years old.
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1.2. Sex
The data infers that the majority of the respondents
were female. This means that the majority of the 4th year
BSMA students who enrolled at PHINMA Araullo University in
the 1st semester of school year 2022-2023 were mostly
female. Females are more inclined in the BSMA course.
1.3. Number of hours during Studying
The data entails that the majority of the respondents
were studying for 5 hours. This suggests that BSMA students
consider it effective to study in average time, which helps
them focus better, remember a greater proportion of what
they studied, and will also be less likely to procrastinate
or get bored due to the long-time blocks of studying.
1.4. Internet Service Connection
This means that most BSMA fourth-years at PHINMA
Araullo University used wifi (unlimited) during the first
semester of the 2022–2023 academic year. This means that
they will have easier access to a wider variety of tools and
sources.
1.5. Online Learning Environment
The majority of respondents appear to have been exposed
to a noisy and distracting environment, as indicated by the
data. Because of this, most students are likely to find it
easy to get distracted from their studies and unable to
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concentrate during an online classroom for flexible
learning.
2. Effectiveness of an online classroom for flexible
learning of 4th-year BSMA students on the insights of the
respondents in terms of:
2.1 Participation Level (PL)
Based on the findings, Participation Level (PL)
obtained an overall weighted mean of 2.91 with a verbal
interpretation of “Effective”, which means, Participation
Level influences the effectiveness of online classrooms in
Therefore, flexible learning is effective as the respondents
were actively engaged and participating in the class.
2.2 Critical Thinking (CT)
As a result of the information, Critical Thinking (PL)
gathered an overall weighted mean of 2.72 with a verbal
interpretation of “Effective”, which means, Critical
Thinking influences the effectiveness of online classrooms
in flexible learning as perceived by 4th BSMA students.
2.3 Creativity and Innovation (CI)
Based on the discoveries, Creativity and Innovation
(CI) obtained an overall weighted mean of 2.85 with a verbal
interpretation of “Effective”, which means, Creativity and
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Innovation influences the effectiveness of online classrooms
in flexible learning as perceived by 4th BSMA students.
2.4 Collaborative Skill (CS)
In light of what has been discovered, Collaborative
Skill (CS) gathered an overall weighted mean of 2.73 with a
verbal interpretation of “Effective”, which means,
Collaborative Skill influences the effectiveness of online
classrooms in flexible learning as perceived by 4th BSMA
students.
2.5 Technology Application (TA)
As a result of findings, Technology Application (TA)
obtained an overall weighted mean of 2.93 with a verbal
interpretation of “Effective”, which means, Technology
Application influences the effectiveness of online
classrooms in flexible learning as perceived by 4th BSMA
students.
In summary, technology application is the most
significant of the five factors influencing the
effectiveness of online classrooms for flexible learning,
with a weighted mean average of 2.93, while critical
thinking is the lowest weighted mean of 2.72.
3. The challenges students encountered in an online
classroom during flexible learning
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The findings of this study have shown that Electric
Power Interruption is ranked first using the check option
scale, with a total frequency of 148. Followed by, social
media distraction, with 144 responses. Next is Unstable
Internet Connection, with 141. For the fourth place, Poor
Learning Environment and Increased workload due to home and
other activities tied, with 113. Finally, Procrastination
ranked fifth with 108.
4. Relationship among age, and number of hours during of
online learning with the effectiveness of online classrooms
for flexible learning
Age is not significant in determining the
effectiveness of an online classroom. In all five factors
influencing the effectiveness of online classrooms, three
(3) of them namely: participation level (PL), critical
thinking (CT), and technology application (TA) are
significant with online classrooms for flexible learning and
the remaining two (2) which are creativity and innovation
(CI), and collaborative skills (CS) are not significant.
Therefore, the null hypothesis was accepted.
5. Differences of Sex, Internet Service Connection, and
Online Learning Environment with Online Classroom for
Flexible Learning
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The findings revealed that sex makes no difference in
the effectiveness of an online classroom for flexible
learning. While there are significant differences between
internet service connections, and online learning
environments. Because of this, the null hypothesis is
rejected.
Conclusion
In light of the study's findings, the following
conclusions were made:
1. Overall, the fourth year 175-BSMA Students of PHINMA-
Araullo University were mostly 21 years old, dominated
by females, assigned 5 hours of studying online, used
unlimited wifi to have a better access to resources,
and most of them had a noisy and distracting kind of
learning environment.
2. In general, Participation Level, Critical Thinking,
Creativity and Innovation, Collaborative Skills and
Technology Application have an influence on the
effectiveness of online learning for flexible learning
as perceived by the research respondents. This
indicates that the online classroom is effective in the
implementation of a flexible learning approach.
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3. Generally speaking, difficulties students face was
ranked based on the findings. The results showed the
challenges that students struggle with in an online
classroom. On top of it was electric power
interruption, followed by social media distraction,
next is unstable internet connection, then poor
learning environment, and increased workload due to
home and other activities, and lastly, procrastination.
4. There is no significant relationship between age and
the effectiveness of online classrooms,
notwithstanding, there is a significant relationship
among the number of hours during in online learning
with the effectiveness of online classrooms in relation
with the three (3) factors namely: Participation
Level(PL), Critical Thinking(CT) and Technology
Application(TA). Therefore, the first null hypothesis
is accepted.
5. There is a substantial difference between the internet
service connection and online learning environment with
the online classrooms for flexible learning as shown in
the statistical computation that the p-values were less
than 0.05. However, this also revealed that there is no
significant difference between age and online classroom
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for flexible learning. For majority findings, the
second null hypothesis is rejected.
6. At the end of this research study, the researchers will
be providing such proposed action plans and activities
based on the findings of study. The researchers
identified areas of concern based on the ranking of
challenges students encountered, the time frame that
the said activities will be executed and the expected
outcomes that will be beneficial to each and every
learner, teachers, parents, educational institutions
and any other aspects.
Recommendations
In view of the findings of the study, and the
conclusion drawn, the researchers commend numbers of
recommendations. The proposed actions and activities made by
the researchers in regards to the five (5) major
difficulties that students faced while participating in an
online classroom for flexible learning:
1. The researchers suggested a variety of electric
cooperatives (including NEECO, CELCOR, and AURELCO)
should work together with educational institutions; the
battery life of student electronics should always be
checked; the due dates for activities and other
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requirements should be extended by professors (if there
is a valid reason to do so); and if there is a power
outage, professors should give their students the tools
they need to figure out their own responsibilities and
outcomes. This way, students can take charge of their
own education and make the most of the time they have
while still being able to learn.
2. The researchers had proposed removing themselves from
any potential interruptions while online. Students
should put their phones away and stay in class until
they have finished all of their assigned work; they
could set up some sort of social media filtering
system; they can disable all notifications to avoid
being interrupted by social media; and they should set
aside time each day to monitor their social media
accounts.
3. The researcher recommended that students should notify
their instructors if they are having trouble
connecting; students should actively seek out hotspots,
but they should not rely on them exclusively;
professors should either check in with their students
from time to time to make sure they can get online or
post this information on Google Classroom; it is
advised that directions be presented in plain text; and
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two or three days ahead of the start of class,
materials should be made available in Google Classroom
or via group chat.
4. The researcher advised the students to work with local
authorities, such as barangay officials, to develop
rules for a less distracting and louder atmosphere. The
presence of stray animals and the careless use of
loudspeakers and videoke are examples of this; students
have the option of submitting proposals to their
barangay that would establish a study space or small
library for the community. They need to talk to the
Sangguniang Kabataan (SK) officials and ask them;
professors should take stock of the mood in their
classes on a frequent basis and air any issues they
have with their students. Consideration must be given
to the learners' feelings, ideas, and future needs.
5. The researchers advised that instructors should not
just check off whether or not a student has finished an
activity or assignment; educators should limit their
use of Google Classroom to scheduled class time and
provide students with advance notice if they will be
absent or unable to participate; students need to make
the most of their time in class; they should prepare
for class by reading or studying the materials in
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advance; they should be able to say with certainty that
they have grasped the material; there should be no
discrepancy between what students and teachers say
their homework and activities are meant to accomplish
(that is, students should be able to identify the
purpose); and the best homework and class activities
are the result of close collaboration between teachers
and their students.
6. The researchers advocated the importance of students
developing meta cognitive skills like time management
and the ability to recognize when they need extra
support; they should be well-organized because disorder
is one of the most common reasons people put off doing
their tasks; educators have a responsibility to boost
the spirits of their students, particularly those who
may be having a low self-esteem day; professors should
not be too critical or hostile in class discussions so
they don't make students feel bad; and they should set
a positive example in the classroom.
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APPENDICES
QUESTIONNAIRE
PART I - PROFILE OF THE RESPONDENTS
Directions: Put a check (/) mark in the box provided in

each item which corresponds to your answer. For others,
please write what is needed.
Name of the Respondent (Optional): ________________________
Age: □ 19 □ 20 □ 21 □ 22
Others (please specify): ________
Sex: □ Male □ Female
Number of hours during Online Learning (per day):

□ 4 hours □ 5 hours □ 6 hours □ 7 hours □ 8
hours and above
Internet Service Connection (select one only):

□ Mobile Networks/Data
□ Broadband
□ Wifi (Limited)
□ Wifi (Unlimited)
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Online Learning Environment: □ Quiet and Encouraging
Environment
□ Noisy and Distracting
Environment
PART II: THE FACTORS INFLUENCING THE EFFECTIVENESS OF AN

ONLINE CLASSROOM FOR FLEXIBLE LEARNING OF 4TH YEAR BSMA
STUDENTS AT PHINMA ARAULLO UNIVERSITY IN TERMS OF
PARTICIPATION LEVEL, CRITICAL THINKING, CREATIVITY AND
INNOVATION, COLLABORATIVE SKILLS, AND TECHNOLOGY
APPLICATION”
Direction: Put a check (/) mark in the box provided in each

item which corresponds to your answer. Use the following
rating scale:
4 - Strongly Agree
3 - Agree
2 - Disagree
1 - Strongly Disagree
PARTICIPATION LEVEL 4 3 2 1
(SA) (A) (D) (SD)
1. I often contribute to a learning

opportunity that is held in an online
classroom for flexible learning.
2. As a result of my schedule, I make

greater use of online classrooms for
flexible learning to supplement my
education.
3. I actively check the online classroom

to engage with student-teacher
interaction for flexible learning.
4. Clarification sessions are appropriate

to use in an online classroom for
flexible learning.
5. I usually have a tendency to take the

initiative when it comes to duties and
tasks that I have to complete.
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CRITICAL THINKING 4 3 2 1
(SA) (A) (D) (SD)
1. I believe that it is easier to

understand new ideas when they are
presented in an online classroom for
flexible learning.
2. I believe that conducting management

accounting research in an online classroom
for flexible learning is conducive to a
more interactive experience.
3. I believe that the challenges in an

online classroom for flexible learning in
the BSMA subjects are tough.
4. I believe that student activity sheets

in an online classroom for flexible
learning are difficult.
5. I believe that the supplementary videos

provided by the instructor in an online
classroom for flexible learning is
something that I will have no trouble
understanding.
CREATIVITY AND INNOVATION 4 3 2 1

(SA) (A) (D) (SD)
1. I believe that participating in an

online classroom for flexible learning
enhances my ability to generate new ideas
through methods like brainstorming.
2. The idea of an online classroom for

flexible learning where I can learn at my
own pace motivates me to create solutions
to my problems.
3. Online classroom helps me improve my

innovative skills in creating my own
studying hacks and strategies.
4. I think an online classroom for

flexible learning helps me think
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creatively in accomplishing the designated
tasks in our subjects.
5. I believe that online classroom

improves my creative side to deal with
real-life scenarios that nurture their
inner endeavor.
COLLABORATIVE SKILLS 4 3 2 1
(SA) (A) (D) (SD)
1. I believe that an online classroom for

flexible learning offers many different
opportunities for working together in
groups.
2. I think it is easy to work in groups in

an online classroom for flexible learning
so that students can learn in different
ways.
3. I believe that participating in

activities in an online classroom for
flexible learning helps improve my
relationships with my fellow students.
4. I think that having access to an online

classroom for flexible learning makes my
chances of learning with others better.
5. I believe that it is simpler to present

our group projects and reports in an
online classroom for flexible learning.
TECHNOLOGY APPLICATION 4 3 2 1
(SA) (A) (D) (SD)
1. I find that utilizing technology,

especially in an online classroom for
flexible learning, is fun and
entertaining.
2. I believe that time can be saved

through an online classroom for flexible
Page 90
learning when technology is utilized.
3. I have a strong sense of self-assurance

when it comes to my ability in an online
classroom for flexible learning while
utilizing various new applications and
tools.
4. When the ideas are discussed in

conjunction with technological
advancements, I find it much simpler to
comprehend.
5. Because of the ease with which

technology may be utilized in an online
classroom for flexible learning, I feel
confident in my abilities as a user of
technology.
3. What are the challenges students encountered in an online

classroom during flexible learning? (Check as many as apply)
□ System Glitch
□ Procrastination
□ Lack of Motivation
□ Social media distraction
□ Poor Learning Environment
□ Electric Power Interruption
□ Some students are left behind
□ Lack of technological devices
□ Unstable Internet Connectivity
□ Lack of feedback in a timely manner
□ Unproductive and Inefficient Time Management
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□ Increased workload due to home and other activities
□ Insufficient access to available learning resources
□ Difficulty in adjusting to an online learning style
□ Poor communication or lack of clear directions from
professors
Letter to the Registrar

ROBERTO R. OCAMPO
University Registrar
PHINMA-Araullo University
Dear Sir:
Greetings of Peace and Wisdom!
We, the undersigned 4th Year BSMA Students of PHINMA-Araullo

University Main Campus will conduct our study entitled
“Effectiveness of an Online Classroom for Flexible Learning of
Fourth-Year BSMA Students at PHINMA-Araullo University”. The goal
of this study is to is to find out if and how online
classrooms for flexible learning could be a valuable tool
for education in times of difficulties and how this study
could help students evaluate their situations in terms of
challenges they may face, enhancing their independence and
ability to adapt.
In connection to this, we would like to request in your good
office a list of 4th Year BSMA enrolled students this S.Y 2022-
Page 92
2023. They will serve as the primary respondents in this research
study.
We are looking forward to this matter. Hope for your most
beautiful response.
Thank you and Godbless!
Respectfully yours,
Ramelyn T. Andres Rica Jane U. Duran Leslie L. Granil
Wency Mae Q. Guelas Jasmine H. Hilario Maureen M. Marcelo
Patricia R. Medrano Mia May M. Meradios Pamela Ann B. Miranda
Marigold C. Niedo Desserie S. Santiago Ckaren Kaizia G. Valdez
Eloisa M. Vino
RESEARCHERS
Manuel Castillo
Research Adviser
Letter to Conduct
AEMEE JOY C. IGNACIO

CMA Program Head
PHINMA-Araullo University
Ma’am:
This is to respectfully request your permission to conduct

study to the 4th Year BSMA Students of PHINMA-Araullo University
in relation to our study entitled: Effectiveness of an Online
Classroom for Flexible Learning of Fourth-Year BSMA Students at
PHINMA-Araullo University.
The proposal has been approved and endorsed by the thesis
committee of the College of Management and Accountancy of PHINMA
Araullo University Cabanatuan City as partial fulfillment of the
requirements for the subject Management Accounting Research (ACC
152).
Thank you for your kind consideration of this request.
Page 93
Respectfully yours,
Eloisa M. Vino
RESEARCHERS
Letter to the Respondents

Dear Respondents:
Greetings!
We, students from BSMA4-MAIN5, are conducting a study

entitled "Effectiveness of an Online Classroom for Flexible
Learning of Fourth-Year BSMA Students at PHINMA-Araullo
University." This questionnaire is intended to collect data about
students' demographic profile, factors influencing the
effectiveness of online classroom for flexible learning of 4th
year BSMA students in terms of participation level (PL), critical
thinking (CT), creativity and innovation (CI), collaborative
skills (CS), and technology application (TA), and the
challenges/difficulties students faced in an online classroom for
flexible learning. Your participation in this study by way of
answering this questionnaire is very vital. Without it, the study
will not be completed as it should be. Kindly answer the
questions honestly. Rest assured that the data which will be
gathered will be treated with fairness and confidentiality.
Page 94
Thank you very much for your participation. Godbless!
Sincerely:
Eloisa M. Vino
RESEARCHERS
Manuel Castillo
Research Adviser
Page 95
STATISTICAL COMPUTATION
Page 96
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DOCUMENTATION
This survey was conducted on the 15th and 16th day of August.
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Effectiveness of An Online Classroom For Flexible Learning of Fourth Year Bsma Students at Phinma Araullo University

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CHAPTER I

THE PROBLEM AND REVIEW OF RELATED LITERATURE AND STUDIES

Across the board, Coronavirus Disease (COVID-19) has

triggered an unprecedented crisis. It is incontestable that

the pandemic's effects and repercussions differ depending on

one's status as an individual or member of society. This

pandemic has undeniable effects on people's health, ability

to learn, study, and live in the present day. In order to

stop the spread of COVID-19 and mitigate its effects, a

number of educational institutions around the world have

closed or curtailed their physical campuses and face-to-face

operations. Travel restrictions, campus closures, and social

distancing measures have forced university students and

staff to change their lifestyles. For a variety of reasons,

infected regions and countries' university lecturers now

conduct lectures, administrative tasks, and meetings online

(Pokhrel and Chhetri, 2021).

According to CHED, about 1,000-degree programs at 313

institutions and colleges offer traditional in-person

classes. Prospero "Popoy" De Vera, chairman of the

Commission for Higher Education (CHEd), said HEIs in

pandemic Alert Level 1 zones can hold classes at full

protect students and faculty from COVID-19. All students and

teachers who want to participate must be completely

vaccinated against COVID-19 and signed up with PhilHealth.

With the high-speed internet and mobile devices,

multiple modes of learning (distance, blended, flexible,

etc.) are now possible no matter where students are. As a

result of the recent coronavirus outbreak, institutions have

increased the use of blended learning, which blends online

and in-person learning. At PHINMA-Araullo University and

other PHINMA educational institutions, they use FLEX

Learning, a combination of face-to-face and home-based

learning (with modules).

Flexible learning is defined by the Commission on

Higher Education (CHED) Memorandum Order No. 04 as "a

pedagogical method permitting flexible time, place, and

audience, but not entirely centered on the use of

technology." The design and delivery of programs address the

learner's individual needs in terms of place, pace,

procedure, and learning. It is a notion where students can

perform their work from home using online learning

resources. It enables flexible study hours and the

simplicity of completing assignments at their own pace and

lead to increased performance.

Flexible learning encourages students to take entire

responsibility for their education and learning outcomes.

Because students can choose and schedule their lessons, they

and other responsibilities.

In summary, flexible learning is used to satisfy

students' educational demands that cannot be met in normal

classrooms because of the pandemic. Measuring effectiveness

involves using new knowledge in real-world circumstances and

tasks. Simply put, it is a tool that allows teachers to

assess how well their students performed on multiple

The goal of this research is to find out if and how

online classrooms for flexible learning could be a valuable

tool for education in times of difficulties and how this

study could help students evaluate their situations in terms

of challenges they may face, enhancing their independence

and ability to adapt. Researchers were motivated to conduct

this study in hopes of improving the quality of education

for each and every learner in terms of flexible learning,