TH 55 Bsa701 1

SAN PEDRO COLLEGE OF BUSINESS ADMINISTRATION
Km. 30 Old National Highway, Brgy. Nueva, San Pedro City, Laguna
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ONLINE VS. FACE TO FACE CLASSES: A COMPARATIVE STUDY ABOUT
IMPACT ON THE STUDY HABITS OF 4th YEAR ACCOUNTANCY STUDENTS
IN SAN PEDRO COLLEGE OF BUSINESS ADMINISTRATION
Thesis submitted to the
Faculty of the Department of Accountancy
In Partial Fulfilment of the Requirements for the Degree
Bachelor of Science in Accountancy
INTERIA, TRISHA MAE
LLANETA, HEIZEL ANN B.
PINOS, JOICE CAMELLE P.
December 2022
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Acknowledgement
The completion of this study would not reach the realms of possibility without
the divine guidance and provision of our Heavenly Father, for His knowledge, wisdom,
and strength that He has given to us to undertake this study and complete it satisfactorily.
Also, we would like to send our deepest gratitude to the following persons whose
invaluable contributions are implanted on the pages of this manuscript.
To Mr. Arien Rio, the adviser, for his dedicated guidance and effort. His
expertise and advices carried the researchers through all the stages of this research.
To Mr. Emmanuel Varona, MBA, for his tireless efforts and assistance for
guiding the researchers study process.
To Mr. Jaymark Torno, the statistician, for his statistical analysis on the reported
data written by the researchers.
To Ms. Zennaida Zamora, the grammarian, for her expertise, knowledge, and
valuable recommendations for the improvement of the study.
The respondents, for their time and cooperation to answer the survey conducted.
To our friends who shared their brilliant ideas, comments, and suggestions.
And lastly, to our parents for their moral and financial support, their broad
understanding and wise counsels that gave us wisdom.
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LIST OF TABLES AND FIGURES Page
Figure 1 - Research Paradigm 10
Table 1. Range and Scale used to Interpret Likert Scale 39
Table 2. Time Management of the Respondents During Face-to- 40
face classes and Online Classes
Table 3. Productivity of the Respondents During Face-to-face 42
classes and Online Classes
Table 4. Motivation of the Respondents During Face-to-face 44
classes and Online Classes
Table 5. Significant Difference Between Face-to-Face and Online 45
Classes
Table 6. Significant Difference of Students’ Study Habits Between 46
Online and Face-to-Face Class of 4th Year Accountancy Students
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TABLE OF CONTENTS
Page
Title Page i
List of Tables and Figures iii
Table of Contents iv
CHAPTER 1: THE PROBLEM AND ITS SETTING
Background of the Study 1-2
Statement of the Problem 3
Objectives of the Study 4
Theoretical Framework 5-6
Conceptual Framework 7
Hypotheses 8
Scope and Delimitations 8
Significance of the Study 9
Definition of Terms 10
CHAPTER 2: REVIEW OF RELATED LITERATURE AND
STUDIES
Foreign Literature 11
Local Literature 17-21
Foreign Studies 22-26
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Local Studies 27-32
Synthesis 33
CHAPTER 3: RESEARCH METHODOLOGY
Research Design 34
Population and Sample 35
Data Gathering Procedure 36
Instrument Used and Validation 36-37
Relative Frequency 37
Weighted Mean 38
T-Test for Independent Samples 38-39
One-way ANOVA 39
CHAPTER 4: RESULTS AND DISCUSSION
Table 2 40
Table 3 42
Table 4 44
Table 5 45
Table 6 46
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings 47-49
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Conclusions 51-52
Recommendations 52
Synthesis 52
APPENDICES
Appendix A: Survey Questionnaire 53-55
Appendix B: Certification 56-58
REFERENCES 59-77
CURRICULUM VITAE 78-80
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CHAPTER 1
THE PROBLEM AND ITS SETTING
Background of the Study
The spread of the coronavirus (COVID-19) forces face-to-face learning activities to
turn into virtual meetings in various online applications. This new learning system requires
students to adjust their learning habits and be different from what they receive in
conventional face-to-face classes (Angkarini, 2021).
Face-to-face class is a type of learning system wherein students are taught in person.
It is the most traditional learning system where students have classes and lessons in an actual
classroom with their teachers (Purdue University, 2022). In this type of learning system,
students can connect and socialize better with each other and their teachers. Also, students
can do a lot better. They have more choices as to how they will execute their study habits
during face-to-face classes. Another type of learning system is an online class. This lets the
student study with the use of the internet and gadgets. The online class has become the new
normal education since the pandemic. According to Friedman and Moody (2020), online
classes usually have a self-paced approach. Students get to study at their own time but are
required to comply with the deadlines. This is typically a combination of recorded and live
lectures and the online learning materials and assessments given to students to complete on
their own time.
This sudden change of the learning system caused a huge adjustment for everyone
due to many things that have changed. One of those is the study habits of students. Study
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habits are typically defined as a person’s usual behavior or habitual behaviors for studying
and learning efficiently (ipl.org., 2022). Students have various study habits that help them
remember important information that may appear on a test or assist them in a real-life
situation when moving into a job after graduating and receiving a degree. According to
Bresnick (2020), educators observed that the students’ learning strategies and habits have
declined due to unstructured time and isolation from the campus that create challenges even
for the equipped and disciplined students.
There are existing researches on the impact of online classes and face-to-face
classes. But mostly, those are related to the academic performance of the students. The
researchers of this study chose to conduct this research because, as far as they are concerned,
there is no existing research on the comparison of the impact of online and face to face
classes that focuses on the study habits of the students. Aside from that, the researchers also
experienced a change in their study habits, which is why they also wanted to know how the
said situation affected the other students.
The researchers decided to conduct this study to compare the impact of face-to-face
and online classes on the study habits of the selected 4th year accountancy students at San
Pedro College of Business Administration (SPCBA). This study aims to gather information
from the students who experienced the sudden shift in the learning system. This can
determine what aspect of their study habits, among time management, productivity, and
motivation, is affected and, therefore, provides a solution to the said problem.
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Statement of the problem
The problems associated with study habits might have an impact on accountancy
students. It is believed that everyone has a different study habit, and it is important to find
out the best way to study. At present, students' study habits have changed because of the
sudden shift in the learning system due to a pandemic, from face-to-face to online classes.
Most students do not have a study plan to guide their studies. Some students rarely attend
classes, do their assignments, or study for examinations, among other things. An online
survey of 555 undergraduate students at The Open University in the United Kingdom
collected data on demographics, study-related information, Covid-19 personal
circumstances, and changes in study habits. Of the total population, 36% reported negative
impacts on their study activities, and 15% reported positive impacts. 2021) (Aristeidou &
Cross). According to Aristeidou & Cross (2021), certain students' study habits were
impacted differently, but they all adjusted due to the abrupt alteration in the learning system.
The researchers decided to conduct the study to determine the impact of online and
face to face classes on the study habits of the incoming 4th year accountancy students at San
Pedro College of Business Administration to recommend a course of action. Since students
encounter some difficulty in executing their study habits in shifting the learning system,
what researchers want to know is its impacts on the study habits of accountancy students.
This study seeks to answer; how the impact of online and face to face classes on students’
study habits be described relative to time management, productivity and motivation.
Because each student is different, researchers seek to know and comprehend the influence
of a sudden change in the learning system on each student's study habits.
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Objectives of the Study
The study aims to determine the impact of online classes and face-to-face classes on
the study habits of 4th year accountancy students of San Pedro College in Business
Administration (SPCBA).
To achieve this, the objectives are:
1. To determine the factors in evaluating the study habits of accountancy students
in terms of:
a. Time management
b. Productivity
c. Motivation
2. To determine the significant difference of the students’ study habits in online
and face-to-face classes in terms of:
a. Time management
b. Productivity
c. Motivation
3. To determine the differences in accountancy student’s study habits during face
to face and online classes.
4. To come up with recommendations on how students can maintain and improve
their study habits despite the changes in the learning system.
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Theoretical framework
The study is supported by the following theories:
Eysenck’s Theory Of Extroversion-Introversion (Study Habits)
Eysenck's theory of character was assessed in two samples, extroversion and
introversion. Students were also categorized in study habits into two samples, the
introverted one and the extroverted one (H. J. Eysenck's 1967). Wherein students who are
introverted like to execute their study habits at home. They are the ones who find peace and
feel relaxed in an online class. At the same time, extroverted students are the ones who like
to execute their study habits in a loud and comprehensive environment. They prefer to
socialize while studying, and they are the students who actively participate in class face-to-
face.
Pickle Jar Theory (Time Management)
Jeremy Wright developed Pickle Jar Theory in 2002. It is a time management
technique that prioritizes the big, important tasks, the smaller ones, and the average ones.
This theory represents that time, like a pickle jar, has limited space. The jar represents time,
while the sands, pebbles, and rocks represent different tasks. This theory helps identify and
organize priorities and how much time is needed to complete the tasks (Mraovic, 2021).
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The Theory of Learned Industriousness (Productivity)
The Theory of Learned Industriousness supports this study. Eisenberger theorized
that everyone had a length of limitation of how hard a person can do a specific task. Their
hard work and effort depend on how heavy the task they need to do (Eisenberger, 1992).
That is what students are doing in their study habits. Due to the increasing school work,
students give their best and effort to do and finish it at the right time. Other than that,
students also do extracurricular activities..
Expectancy-Value Theory (Motivation)
The expectancy-value theory, developed by John William Atkinson, claims that two
factors - expectancy and values, determine motivation. Expectancy refers to self-belief and
the confidence of an individual to succeed. If a person expects and believes that he will
succeed on that task, he also expects and is more likely to succeed. On the other hand, value
refers to how much a person values a task if it is something he enjoys, useful in his life, or
worth doing (Drew, 2022). The transition from face-to-face to online classes caused a huge
adjustment for people, specifically students. This theory connects with this research in how
this transition of classes affects students' motivation if their motivation to accomplish a task
remains unchanged.
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Conceptual Framework
The figure shows the conceptual paradigm indicating the study’s input, process and
output.
The first frame includes the input variables and the impact of online classes and face
to face classes on students’ study habits.
The next frame is the process. It shows how the research is being conducted by
defining the problem/s of the study first and gathering the required data relevant to the
research from the respondents by answering the questionnaires.
INPUT PROCESS OUTPUT
Factors in evaluating
the students’ study - Gathering data ONLINE VS FACE
habits: TO FACE
1. Time - Online survey CLASSES: IMPACT
Management questionnaire ON THE STUDY
2. Productivity HABITS OF
3. Motivation - Analysis and ACCOUNTANCY
interpretation of data STUDENTS
Figure 1. Research Paradigm
The last frame is the output. This indicates the general view of how online vs. face-
to-face classes impact the study habits of Accountancy students at San Pedro College in
Business Administration (SPCBA). Conclusions are to be made to know and define the
outcome of this study and give justification to the research.
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Hypothesis
The following null hypotheses were formulated in this study:
Ho:There is no significant difference in the study habits of accountancy students during face
to face and online classes.
Ho:There is no significant difference between the impact of online and face to face classes
on the students’ study habits.
Scope and Delimitations
This study will cover the comparison between online and face to face classes
regarding their impact on the study habits of the students in terms of time management,
productivity, and motivation. The target respondents of this study are the selected 4th year
accountancy students in San Pedro College of Business Administration who are enrolled in
the academic year 2022-2023. As of to date, only these respondents experience face to face
and online classroom set up. The researchers will use survey questionnaires to gather
information needed. The type of rating scale to be used is Likert scale to measure the
responses of the respondents.
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Significance of the Study
The result of the study are beneficial to the following:
STUDENTS - The development of the study will be of great benefit to the students who
also experienced the said situation. In this, they can be informed on how they will overcome
and adjust to the sudden change in the learning system that will affect their study habits.
FACULTY MEMBERS/TEACHERS - The result of this study will help the faculty
members/teachers execute and improve their teaching strategies so that students will be
more comfortable and less pressured so they can follow their study habits properly.
FUTURE RESEARCHERS - This study will also provide information to the future
researchers who may conduct their own studies related to this present study. They may use
this study as their source of ideas and expand their scope to widen the conclusion.
GUIDANCE COUNSELORS - This study is significant to the guidance counselors to
expand knowledge that could help on better understanding and assisting students based on
their social-emotional capability, and thus help students in dealing with their study habits.
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Definition of Terms
To better understand the study, the following terms are hereby defined contextually
and operationally.
Covid-19. A coronavirus disease that causes respiratory illness in humans. This originated
in Wuhan, China in December 2019 and rapidly spread to every country worldwide
(Cleveland Clinic, 2022).
Face To Face Class. The traditional learning system where students and teachers interact
in person.
Motivation. The desire and eagerness of a person to do something.
Online Class. It is engaging in learning through the internet on any devices, written
information, in real-time or through recorded.
Pandemic. A disease outbreak that spreads across countries. (Robinson, J. 2020)
Productivity. The quality of a person’s character capable of doing things.
Study Habits. The regular tendency or practice in studying (Merriam-Webster Dictionary,
2022).
Time Management. The means of a person to use their own time wisely.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter proffers the related literature and studies after the researchers' thorough
and in-depth forage. The literature and studies adduced in this chapter address the different
ideas, concepts, generalizations, conclusions, and the different development related to the
study from the past to the present. And also, this chapter consists of six parts: (1) Online
Class, (2) Face-to-Face class, (3) Study Habits, (4) Time Management, (5) Productivity,
and (6) Motivation. This will act as a guide for the study's researchers.
FOREIGN LITERATURE
ONLINE CLASS
Learners pursuing higher education have usually considered online education as an
alternative path even before the pandemic. The rise of the COVID-19, on the other hand,
has forced instructors and students at all levels of education to swiftly adjust to virtual
courses (Lockee, 2021). Beshara (2021) stated that this caused students to have to find their
way around to change their habits for them to adapt to the new learning environment.
Students had also conveyed dissatisfaction about the hardship that online classes bring and
the heavy workloads it gives them. This causes the students to have longer hours of screen
time to comply with their work. Murphy (n.d.) also added that the shift to online learning is
not easy. It demands a change in the learning style and a significant change in the study
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habits. Online learning necessitates greater self-discipline, a more structured schedule, and
more self-motivation for many students.
However, Chotalia (2022) enumerated the benefits that online learning brings.
Online education allows students to have a flexible schedule to study and learn, and they
can fulfill deadlines any time throughout the day. She also stated that time management
among the students would be developed in online learning, enhancing their efficiency. In
addition, the American Safety Council (n.d.) added that setting one's own timetable and
learning at one's own speed helps develop self-discipline. This is extremely good for
developing time-management skills for future employment chances.
FACE-TO-FACE CLASS
The face-to-face learning system is also called traditional learning. This type of
learning system is also known as the "longest history" (e.g., Chigeza and Halbert, 2014;
Adams, Randall and Traustadóttir, 2015; Pellas and Kazandis, 2015; González-Gómez et
al., 2016). Face-to-face class requires an actual classroom and the appearance of students.
Even if others use computers and the internet in an actual classroom, it cannot change that
it is called a face-to-face class (Bernard et al., 2014).
Traditional face-to-face class teaching in Gurukuls (Ashrams) was famous in
India. Students need to be present if they want to have this kind of learning. This kind of
learning system allows teachers and students to socialize and interact (Class, 2021).
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Furthermore, not only in India, we all know that face-to-face class across the countries is
one of the best and most effective learning systems; students much prefer that kind of
learning system.
STUDY HABITS
The essay of Julia Buktaw (2021), entitled "Study Habits Affected by the
Pandemic and Online Learning," indicates that one of the reasons for this was that previous
school year, the average student would get up a few minutes before class, grab their
computer, and begin the day's class on their bed. On the other hand, students appeared to
score lower on average on examinations during online education than during in-person
school. It was also much easier for kids to cheat on examinations when they went to school
online. Students will be unprepared for in-person education, where they will be unable to
cheat or consult notes while completing examinations. Last year, students appeared to
seldom prepare for tests. However, this year, they must study for hours virtually every day.
They also lost out on the hands-on activities that may help students learn a topic better in
class. Distractions were also an issue, whether it was other things at home while attempting
to focus in class or presenting a project with sounds playing in the background.
However, Looyeh, Fazelpour, Masoule, Chehrzad, and Leili (2017) discovered a
correlation between students' study habits and academic achievement. It is possible to
improve students' academic performance by determining their study habits, and the
relationship between their study habits and their academic achievement boost their
academic performance and study habits. Internet non-users, according to Joshi & Sharma
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(2017), have superior study habits than internet users in terms of dimension, gender, and
stream. As per a study, students who do not use the internet have better study habits than
students who use the internet frequently.
PRODUCTIVITY
Every student faces diversions that deplete their productivity. Getting everything
accomplished might be challenging, with new schoolwork, social events, after-school
organizations, and sports taking up students' time every day. Students might struggle with
productivity in various ways, from apparent distractions like social media to not taking
necessary study breaks (How to be a More Productive Student, 2019).
It is overwhelming with the rapid changes, with universities switching to online
education, students and teachers being told to remain at home, and projects being delayed
or stopped entirely (Merner, 2020). Because of the COVID-19 epidemic, the University of
Washington has switched from in-person to online classrooms. Studying at home might be
difficult since one may be easily distracted by a pet, family members, the refrigerator,
television, roommates, and even a bed. Issues with technology or a lack of equipment can
also deter efficient distance classes. One may find oneself less driven or productive for
several reasons. Some may be dealing with COVID-19-related anxiety in addition to
academic stress. When studying from home, more determination is needed than normal to
maintain focus and adjust the tried-and-true study tactics to this new learning environment
(Tips For Studying From Home, n.d.). Tanishka (2020) stated that as a university student,
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it is indeed challenging to study productively while maintaining good mental and physical
health in this time of the pandemic.
MOTIVATION
Your motivation to study comes from your inner and outer of yourself to do such
things. You can be motivated by your inner side to do a particular thing in return, you will
learn something good, or you can be motivated by your outer to do something in which you
will benefit and can get a reward like having a passing grade or receiving gifts from
someone (Sieck, 2021). Students' motivation sometimes comes from fright and confidence.
The result of their performance in school may affect their motivation to continue doing their
usual thing. When students achieve a low grade, they will feel uneasy, affecting their
motivation. But, when achieving a high grade in this part, the student will feel motivated
and will continue to do good in the future (Covington, 2011). Motivation is important for
every student. Their success depends on whether they are motivated or not. When you are
motivated, you are hard-working to learn and study, but when you are unmotivated, you
learn and study with minimal knowledge (Filgona, 2020).
TIME MANAGEMENT
Time is endless, and time spent by everyone can never be reclaimed. Time may
appear to pass endlessly, yet as it is spent on various activities, some people may find that
a day is not long enough to complete all of their tasks (Caroll, 2015). Time management is
a skill that everyone should possess to effectively and efficiently accomplish their tasks.
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According to Carroll (2015), proper time management leads to better decisions, especially
when one is not under pressure. So one can achieve a successful life by deliberately making
the appropriate decisions. Furthermore, one's approach to time management can be
classified, which adds to various core attributes in general. Goal Setting, planning,
prioritizing, and scheduling is the most important and key variables to consider in one's time
management abilities.
Focus on results, not on being busy, when it comes to time management. There
are numerous examples of people who waste their lives in discolored activities and achieve
very little because they devote their efforts to the wrong responsibilities or fail to focus their
activities effectively. It has been established that two time management workings directly
impact collective academic achievements (Mercanlioglu, 2010). Students achieved that
both planning and encouraging time attitudes initiated that they had much more time to do
their daily jobs because they experienced more control of how their time was exhausted,
thus knowing when they had to say no to activities (Kaushar, 2013). According to Aduke
(2015), time management is an aspect that students must appreciate to enhance their life.
According to his research, avoidance, prioritizing, and planning were all major determinants
in students' academic achievement when it came to time management. Students who do not
manage their time may have difficulties. Therefore they should be conscious of their time
to avoid bad academic achievement.
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LOCAL LITERATURE
ONLINE CLASS
Jaehwa Bernardo (2020) stated that to reduce the possibility of coronavirus illness
spreading, face-to-face learning, the traditional form that requires a physical connection
between students and teachers, is now strongly discouraged. Due to this, students study
using printed and digital modules, video conferences, social media classrooms, and lessons
broadcast on television and radio as part of remote education. The shift to employing virtual
age as a learning process implies that the education system will depend on the country's
Information and Communication Technology (ICT), which is currently regarded as "not yet
fittingly developed, though it is thriving." Because of this, difficulties in online learning
have caused the students to have mental and health issues. Studies found that students have
experienced significant levels of tension and worry and a loss of enthusiasm to learn
(Estrellado, 2021). Julienne Joven's (2021) claim supports this idea, saying that students
and their families perceive that they are not learning because of online classes, which has
affected their self-esteem and mental health. Students have lost interest in education due to
the ambiguity associated with the implementation of online learning.
According to Butnaru et al. (2021), the efficacy of online learning aims to expand
online learning chances despite the struggles. Students may readily access experts, scan and
pick a large selection of courses, join student-based organizations, and study in an online
learning environment by using technology. Students in Santos (2020) had similar
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sentiments, claiming that there are benefits to online learning, involving having quick access
to up-to-date, virtually worldwide information (Estrellado, 2021).
FACE-TO-FACE CLASS
The face-to-face class is one of the best learning systems, especially for those
students who are used to learning and studying in an actual classroom where you can meet
and talk to your classmates and teacher in person. Students can interact with each other,
brainstorm ideas, and learn together (Cuico, 2020). According to Peters (2021), it is easier
for students to learn and study in an actual classroom. Since the start, students traditionally
go to school to learn and gain knowledge. In this kind of learning system, students can easily
understand the lesson and discussion. Students can get along much better when they are
together in the same classroom.
In the Delas Peñas (2020) article, the live interaction of students and teachers creates
a simple and easy relationship while learning. The classroom serves as their second home
in which you can find someone that will help you when you are having a hard time studying,
and also you can effortlessly go to your teacher and tell them your concerns, and they can
answer you right away.
PRODUCTIVITY
At present, technology's capability is being harnessed in such a manner that it
allows colleges to keep their students' educational process regardless while they are away
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from campus. We may conclude that, with the aid of current technology, it truly can open
the way for learners, both in terms of inventive teaching approaches and student
productivity (Manuel, 2020).
STUDY HABITS
Studying has a significant influence on learning. It uses one's mental abilities,
feelings, personality, social interactions, and physical activities to learn. It may also be
characterized as investing time and effort in the acquisition of information, particularly in
education. On the other hand, Habits are habitual actions that are repeated regularly and
established through experience. As a result, study habits can be defined as students' routine
behaviors and activities to learn, including their feelings, personalities, social interactions,
and physical activities (Alutu & Edoh, 2012; Bhat et al., 2014; Cerna & Pavliushchenko,
2015; Chamundeswari & Kumari, 2015; Ormrod, 2012).
In this day, when the internet and social media are a significant part of young
Filipinos' lives, Filipino high school students may have diverse study habits. Another
distinction in study habits is that the study habits of Filipino high school pupils are
influenced by their friends (Venturina, 2014). The researcher aimed to create a locally
established instrument that would assess students' study habits.
According to Arieta, Gementiza, and Saco (2017), study habits have a significant
part in being a student. Their study habits determine each student's success or failure. Some
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students study less but earn greater results, while others study more yet fail to achieve high
results. They emphasized that a student's performance is contingent on their study habits
and talent, and intelligence. Manila Bulletin (2011) stressed that the point of having good
study habits is to be effective and efficient. Effective: retaining, understanding, and having
a good grasp of the subject matter. Efficiency: maximizing the time you study to spend as
little of it as possible. Having good study habits helps greatly in achieving one's goal in
college.
MOTIVATION
When you are learning, you are motivated to do it. The eagerness to learn
comes from how motivated you are. Every student has their motivation in life, it is one of
the elements why students are not giving up despite the stress and difficulties encountered
while studying (Papa, 2020). One of the main elements in studying is motivation. Students
who are motivated have this inner tough in which they use to gain knowledge and absorb
knowledge. These students learn for their own benefit, regardless of any outer item (Ferreira
et al., 2011).
Motivation has two labels, the intrinsic and extrinsic motivation. Intrinsic
motivation is your inner self interest wherein you do things on your own willingness, when
studying, you study hard because it’s your choice you are not expecting in return, on the
other hand, extrinsic motivation is your outer self interest wherein you do things because
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you are expecting something like a reward. Because of that reward, you are motivated to
study and learn (Ouna, 2011).
TIME MANAGEMENT
One illustration in point is Yeng Remulla's (2011) chapter on the "manyana habit"
in her book "Productive Pinoy," in which she claims that the "manyana habit" is something
we Filipinos learned from Spaniards. Manyana is a Filipino phrase that signifies tomorrow
or a specific future period. It is also known as procrastination in English and "mamaya na"
in Filipino. Procrastination, as we all know, becomes a habit, but according to Remulla
(2011), no planning or preparation can change a habit that I formed via continuous
repetition; the only way to change a habit is to replace it with another habit.
According to Keely (2011), in her article, students find that managing their time
effectively is their most significant challenge in adjusting to college life and succeeding in
the classroom. While attending class and completing assignments is a top priority for most
students, they may discover they are not allowing enough time for their studies. Students
should devote about two hours of study time for every hour of class time. And according to
Cottrell (2013), the biggest danger of research that spans time is (1) having the impression
that there is more time available than there is; (2) failing to have appropriate time
management skills to guarantee that you complete all of your tasks; (3) failure to meet
deadlines; and (4) drifting—not knowing where one is in time if there are few regular
appointments to keep track of.
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FOREIGN STUDIES
ONLINE CLASS
Many comparative studies have been conducted to illustrate the idea, examining
whether conventional or face-to-face teaching techniques are more effective or whether
online or blended learning is preferable. As to the findings of a study, students do far better
in online learning than in traditional learning (Lockman & Schirmer, 2020; Pei & Wu, 2019;
González-Gómez et al., 2016; González-Gómez et al., 2016 as cited in Aggarwal et. al.,
2021). According to Smith et al. (2012), students are in a "pressure cooker" setting, with a
lot to accomplish and handle. Given the pressures of modern life, it is no wonder that
students choose the flexibility and convenience of online study. According to recent
research, the quality of online learning is comparable to that of face-to-face schools. The
United States Department of Education published a study in 2009 based on a meta-analysis
and examination of hundreds of papers connected to online learning. In general, online
learning is more successful than face-to-face learning, according to the Department of
Education (U.S. Department of Education, 2009, as cited by Bowers and Kumar, 2015).
In contrast, a study conducted by Nambiar (2020) shows that 87.1% of the students
in their survey opt for traditional or face-to-face classes rather than online classes in terms
of social presence, interaction, satisfaction, and overall quality. In addition, when compared
to face-to-face courses, online courses and programs have greater dropout rates (Angelino,
Williams, & Natvig, 2007; Boston, Ice, & Gibson, 2011). According to Patterson and
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McFadden (2009), dropout rates in online programs are six to seven times greater than in
face-to-face programs. Student persistence and retention in online courses have become
essential challenges as a growing number of institutions continue to offer online courses to
improve student's access to learning opportunities.
FACE-TO-FACE CLASS
A survey was conducted, and students were chosen to answer it. The results showed
that face-to-face class is much better than the new learning system. Also, the result showed
that female students responded better than male students who thought that face-to-face class
was much better (Crews & Butterfield, 2014). Another questionnaire was made for 149
post-graduate students from two different public universities in Singapore. The result
showed that 82.5% of the students prefer face-to-face classes for learning (Majid et al.,
2014). Also, from the study of undergraduate marketing math courses, which both
experience the traditional and new education system, the result is that students much prefer
the traditional class over the new education system (Bolsen et al., 2016).
STUDY HABITS
In the study of Ebele and Olofu (2017), Studying in a quiet place, studying daily,
turning off devices that interfere with study (such as T.V. and cell phones), taking notes on
important content, taking regular rests and breaks, listening to soft music, studying
according to one's learning style, and prioritizing the difficult contents are all good study
habits. Procrastination, avoiding study, studying in inconvenient locations, and listening to
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loud music or watching television while studying are all bad study habits (Siahi, Maiyo,
2015). The most significant predictor of academic achievement is study habits, and global
research has demonstrated that study habits impact academic performance (Kyauta, Shariff,
Garba, 2017).
According to Kaur & Pathania (2017), the characteristics that influenced college
students' study habits were age, family income, and education, all of which were strongly
associated. Their findings revealed substantial links between academic achievement and
study habits. It demonstrates that a student's age, family income, and education are all
determinants in how he develops his study habits and that they all impact his academic
success. Cognitive variables such as intellectual capacity, on the other hand, are thought to
be predictors of academic achievement. The impact of noncognitive elements like study
skills, motivation, study habits, and attitudes on academic accomplishment has been studied
in various ways. According to the studies, good study habits and positive study attitudes
may positively impact students' academic performance (Sikhwari, 2016).
PRODUCTIVITY
A study conducted by Hagedorn et al. (2021) shows that more than half of the
respondents (students) rated their productivity as fair (30.6 percent), poor (19.4 percent), or
extremely bad (10.1 percent), and almost 5% of students said they had to abandon a course
as a result of COVID-19. Since COVID-19, more than half of student responses rated their
productivity as fair (30.6 percent), poor (19.4 percent), or extremely bad (10.1 percent), and
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almost 5% of students said they had to abandon a course as a result of COVID-19. Morais
and colleagues (2021) stated that students and teachers had reported a drop in productivity
and poor concentration on virtual classes in this modern distant setting. Additionally,
students had difficulty controlling their schedules due to the lack of common platforms for
online classrooms and in terms of platforms and class structure (synchronous or
asynchronous). Moreover, another study showed that although the majority of the students
(73.7%) state that their productivity has decreased, a substantial portion (65.3%) report that
online education has adequately assisted them in managing their educational endeavors
(Gilani et al., 2021)..
MOTIVATION
Researchers from Vrije Universiteit Amsterdam surveyed 166 students of the
bachelor of psychology program of the same university. The results showed that students
rated online class as less efficient than Face-to-face class, and rated their own motivation
lower during online class. (Meeter et al.,2020). One hundred and sixty-two students signed
up online and answered four questionnaires. The result shows that during online class,
having a poor internet connection can affect students' motivation to study (Reed & Reay,
2015).
A study from the US reported that ever since the learning system changed,
students increase in sleep, social media use, gaming, and procrastination, but decrease in
academic motivation and self-regulation. Over 75% of students reported increases in stress,
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which contributed most normally to motivational and learning challenges (Usher et al.,
2020).
TIME MANAGEMENT
According to a study by Sayari, Jalagat, and Dalluay (2017), students who want
to improve their grades must attend classes on time and meet project and assignment
deadlines. Employees and students should observe and obey standard time, even if people
in offices, colleges, and other facilities value time differently. As per De Jager's (2014, 64)
study, students indicated that not being able to manage, not dealing with work pressure,
delaying, and leaving their work till the last time before examinations had a detrimental
influence on their studies.
Time management, on the other hand, is as vital to the researcher as people and
material resources in any business. Poor time planners appear to struggle with low
productivity, inefficiency, ineffectiveness, low morale, stress, and irritation with
themselves, based on my observations. Time is always accessible, even though it does not
wait for anybody and does not discriminate based on gender, as evidenced by Omolola's
(2010) research. Time management has an impact on both male and female undergraduates.
According to a study by Mercanlioglu (2010), time management is focused on issue solving.
Unable to deal with distractions, deadline pressure, procrastination, a lack of self-discipline,
ambiguity of personal objectives, inability to say "no," excessive social interactions,
indetermination, perfectionism, and a cluttered desk are all examples of typical issues.
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LOCAL STUDIES
ONLINE CLASS
Covid-19, which surged in December 2019, has had a massive impact on the
operation of all the institutions in the Philippines and throughout the world. It turned into a
global health epidemic that affected everybody, regardless of age, gender, or socioeconomic
standing—the economy, businesses, and schools shut down as the virus spread. The crisis
was a burden not just on the health but also on the education sectors that caused the
Philippine government to order the shutdown of all educational institutions. As the virus
spread, educational institutions began to provide online or remote learning as an option. The
urgent action and plan are to prevent the school from closing while continuing to provide
high-quality education (Ancheta, R., & Ancheta, H., 2020).
For online education delivery to be effective, factors such as instructor
preparedness, technological resources, and geographic location have to be considered since
this is not a simple change from a typical face-to-face class environment to a digital
environment (Ignacio, 2021). Furthermore, distant education is a notion that encompasses
instructional methods in learners' cognitive, psychomotor, and affective domains. It has a
non-contiguous connection and may be done anywhere, anytime, which also appeals to
teachers and students who have personal and professional obligations (Saykili, 2018, as
cited by Arcilla et al., 2020). According to Brunzell, Stokes, and Waters (2016), flexible
learning may assist in fulfilling the requirements of different students, allow students to
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organize school, study, and family, and let students develop the skills and qualities needed
to adapt to change successfully. Flexible learning has been shown to improve student
learning outcomes and expand access to education by providing scheduling options (part-
time, full-time, day, night), curriculum personalization, experiential and community-based
learning opportunities, and publicly accessible digital content (Arcilla et al., 2020).
FACE-TO-FACE CLASS
Some research group members said that students choose face-to-face classes
rather than online classes because many distractions are experienced during an online class.
The result came from 33% of students who answered some questionnaires, saying that
houses cannot be an alternative for the classroom. Students want to study at school, wherein
a teacher will guide and teach them in person (Nelz, 2021). In addition, The Department of
Education in Central Visayas (DepEd-7) prefers face-to-face classes. Not long ago, they
published a survey of students and teachers, and the result is that both of them wanted the
traditional learning system. Also, Stanford researchers discovered that "in-person
communications make our brains happier." Teachers can lead their lessons well in an actual
classroom and don't need to squeeze the topic. Going to school with teachers and students
is much better. Students can gain more and grow together with their friends.
STUDY HABITS
A student's study habits are ingrained in their daily routine. It makes a substantial
contribution to the development of knowledge and perceptual abilities. This identifies a
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person's desire to learn and how far he wants to go and how much he wants to accomplish.
All of this may be determined by one's study habits throughout one's life.
Olvido (2010) conducted a descriptive-correlational study titled "Study Habits,
Attitudes toward Biology, and Performance among Philippine Science High School
Students," which 58 second-year students from the Philippine High School Western Visayas
were asked about their study habits and attitudes toward biology and performance. The
variations and correlations between the students' study habits and attitudes were
investigated further. The findings demonstrated that second-year PSHSWV students had
high academic performance and had ideal study habits and attitudes toward biology. No
significant differences or connections were found in terms of study habits and attitudes
toward biology and comprehension. The eight domains of study habits were shown to help
predict students' biology performance in this study.
Much research has already been undertaken on the factors in this study, according
to Banares et al. (2016). However, the outcome of each study has its own set of
circumstances. The survey found no significant differences in study patterns between male
and female BSA students. Time management, learning techniques, and study environment
are all areas where the Technological Institute of the Philippines-Manila excels. This
demonstrates that the gender of the students is not a factor in their study habits, particularly
in terms of time management, learning methodologies, and study atmosphere. The study
conducted by Alcantara, et. al (2014), incorporated focus, time management, note-taking,
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exam preparation, and reading into the levels of students' study habits. According to the
responders, the students have weak time management abilities and reading/comprehension
skills. Almost half of those polled write down notes and summarize classes regularly, and
they plan ahead of time for key exams.
PRODUCTIVITY
According to Baticulon (2020), a terrible learning environment makes it difficult for
students to engage in virtual learning satisfactorily. Students' comments have often
highlighted this issue. Creating a happy and supportive learning environment has always
been a challenge in online education, particularly for most disadvantaged families. If this
problem arises, study productivity and student attention would be at risk (Chang & Fang,
2020, cited in Cahapay & Rotas, 2020).
MOTIVATION
Researchers surveyed 86 students of Pangasinan State University and Urdaneta
University. The results showed that the students are motivated by the current learning
system. However, there are still some difficulties that students run into during online
classes, such as poor internet connectivity, which may hinder their motivation to study
(Cabansag et al., 2020). Moreover, a total of 196 students who are enrolled at the
Polytechnic University of the Philippines answered some survey questions. The results
show that the students admit that they are motivated to learn during an online class. Based
on the results, we can accept that students can also be motivated in an online learning system
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despite some difficulties through assistance and inspirational encouragement (Avila &
Genio, 2020). In another study, 33 college students were chosen to answer a survey
questionnaire. The results showed that students have lower motivation in doing their school
work such as activities, reports, and assignments during an online class. Adding to that,
students would instead choose a face-to-face class to be motivated to do their schoolwork
(Escomes & Morbo, 2021).
TIME MANAGEMENT
In the study by Lebuna, Niembra, and Pullon (2016), the five most common time
management activities of College of Education students at West Visayas State University-
Lambunao Campus were: reviewing notes before class: coming to school before schedule;
reading books, and studying lessons after the meal when there time management activities
of students in a school were: reviewing notes before class, coming to school before
schedule, talking with friends after lunchtime reading books and studying lessons after meal
if there is time; going to the library when there is time.
The association of the variables among math major students is determined by Marpa
(2013) 's "Correlations Among Time Management, Study Habits, and Academic
Achievement Of The Math Major Students." There was a significant association between
time management, study habits, and academic success among the survey respondents in
mathematics. This study demonstrates that time management is an essential component of
good study habits. It also has an impact on students' academic achievement. Marpa (2014)
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investigated the relationship between math major students' time management, study habits,
and academic achievement. The study's participants were 52 mathematics majors from the
Philippine Normal University Negros Occidental Branch, who were polled using the "How
effectively do you manage your time?" questionnaire. Markenzie et al. created it. According
to the findings, math major students' time management was average, and their academic
accomplishment was similarly average, but they developed strong study habits.
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Synthesis
As the pandemic arose, schools and universities decided to close face-to-face
classes and shift to online classes, leading the students to significantly change their study
habits, according to Murphy (n.d.). In line with this, there has been a difference between
the two learning systems regarding their impact on the study habits of the students.
Nelz (2021) conducted a survey showing that students choose face-to-face classes
as a preferable learning system because many distractions were experienced during an
online class. Based on the survey's outcome, there is a high possibility that a shift in the
learning system affected the students and their study habits to choose traditional learning
over online learning. Physical interaction and socialization create positive relationships
between students and teachers that will help the discussion go smoothly, and students will
gain knowledge and learn easily. In contrast to this, the findings of a study show that
students do far better in online learning than in traditional learning (Aggarwal et al., 2021).
Chotalia (2022) and the American Safety Council (n.d.) stated that online education allows
students to have a flexible schedule to study and learn. Students' time management will be
developed in online learning, and learning at one's own speed helps build self-discipline.
In conclusion, many students were affected by the circumstances because of the
pandemic. Face-to-face class surveys show that students are more active and cooperative in
physical education, while students can be easily distracted in online classes. Though the
results may vary because students are all different, this study aims to know its impact on
Accountancy Students in SPCBA.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the research method used, population and sample, data
gathering procedures, instrument used and validation, and hypothesis testing.
Research Design
The researchers will use the descriptive-comparative design. A descriptive-
comparative design is appropriate for the study because a descriptive-comparative design
enabled identification of the relationship among the variables. Descriptive-comparative
research studies contain: (a) no manipulation of the predictor variable, (b) no random
assignment to groups, and (c) a comparison group (Cantrell, 2011). The method that the
researchers will use is to find out and describe the impact of shifting the learning system on
the study habits of accountancy students in San Pedro College in Business Administration.
Quantitative research is an appropriate name for this study. A quantitative method
of concept analysis entails creating limiting assumptions and utilizing evidence to support
or refute those assumptions. The data is collected by measuring attitudes and evaluated
using statistical processes and hypothesis testing; however, a qualitative approach involves
determining the relevance of a phenomenon from the participants' perspective and studying
it through time (Creswell, 2014).
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Population and Sample
The population of the study consisted of the 170 incoming 4th year college students
in SPCBA who are currently enrolled in Bachelor of Science in Accountancy for the A.Y.
2022-2023. As of to date, only these respondents experience face to face and online
classroom set up. Out of the total population of 146 students, a sample of 107 students
will be selected using simple random sampling.
In computing the sample size, Slovin’s Formula will be used at 5% margin of
error:
𝑁
𝑛 =
1 + 𝑁𝑒 2
Where:
n = Sample size
N = Population
e = Margin of Error
146
𝑛 =
1 + (146)(0.05)2
146
𝑛 =
1.365
𝑛 = 107
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Data Gathering Procedure
The researchers will send the survey questionnaire via google form due to the
Covid-19 pandemic to the BSA students at San Pedro College of Business Administration.
The researchers will allocate one week to reclaim the survey questionnaire. When all
questionnaires are reclaimed, the researchers will encode and tally the data. The survey is
created using relevant questions modified from related research and individual questions
formed by the researchers. The survey will consist of two same 15 questions related to the
study being conducted.
In the questionnaire, the five-point Likert scale will be used to determine if the
respondent agrees or disagrees with a statement. The researchers will guarantee the
confidentiality of their survey sheets since the identities are not important. The researchers
will give people the option of being anonymous. Participants will be given time to respond,
and the researchers will collect the questionnaire in one (1) week. There will be no
incentives to offer for participating in the research.
Instrument Used and Validation
The instrument's content is statements about the study habits of BSA students in
San Pedro College of Business Administration before and during the pandemic. The
questionnaire will consist of three parts. The first part is about students' time management,
the second part is about the productivity of the students, and the third part is about the
motivation of the students. Respondents will choose if they (5) Strongly Agree, (4) Agree,
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(3) Neutral, (2) Disagree, or (1) Strongly Disagree in each statement in every part of the
questionnaire. It is in the form of a 5-point Likert Scale.
5 4.21 - 5.00 Strongly Agree
4 3.41 - 4.20 Agree
3 2.61 - 3.40 Neutral
2 1.81 - 2.60 Disagree
1 1.00 - 1.80 Strongly Disagree
Table 1. Range and Scale used to Interpret Likert Scale
The instrument of the researchers will be validated by the experts in the field of
research from the same institution where the researchers are studying.
Hypothesis Testing
The gathered data will be treated statistically using the statistical tools given
below.
Relative Frequency This will be used to get the percentage from a particular data.
𝑓
𝑅𝑓 = 𝑥 100%
𝑛
Where:
Rf = Relative Frequency of the data concerned;
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f = Frequency of the data concerned;
n = total number of data
Weighted Mean. This will be used to get the valuable information from each
respondent in relation to the Likert-scale questionnaire to be administered by the
researchers. The results from using this formula will help the researchers to establish the
necessary interpretations on the valuable inputs needed to address the established problems.
The formula is shown below (Blay, 2007):
𝑥1 (𝑤1 ) + 𝑥2 (𝑤2 ) + ⋯ 𝑥𝑛 (𝑤𝑛 )

𝑋𝑤 =
𝑤1 + 𝑤2 + ⋯ 𝑤𝑛
Where:
𝑋𝑤 = Weighted Mean of the data concerned;
xn = represents the data considered;
wn = represents the weight of the data considered. In relation, Likert
scale’s assigned numerical value was used as the weights.
T-TEST for Independence. This method will be used to determine whether there
is a significant difference between the impact of online and face to face classes to the study
habits of BSA Students. The formula is (Blay, 2007):
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𝑋1 − 𝑋2
𝑡=
(𝑛1 − 1)𝑆12 + (𝑛2 − 1)𝑆22 1 1
√ 𝑥√𝑛 + 𝑛
𝑛1 + 𝑛2 − 2 1 2
Where:
t = Computed T-Test
𝑋 1 = Sample Mean of Online Class;
𝑋 2 = Sample Mean of Face to Face Class;
n1 = Sample Size of Online Class;
n2 = Sample Size of Face to Face Class
Degree of Freedom = n1 + n2 – 2
One-way ANOVA. This method will be used to compare Online Classes and Face
to Face Classes in order to determine whether there is statistical evidence that the associated
population means are significantly different. Also, One-Way ANOVA is a parametric test.
The formula is shown below (WallstreetmojoTeam2022):
F = MSB / MSW
Where:
F = coefficient of ANOVA
MSB = mean sum of squares between the groups
MSW = mean sum of squares within groups
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CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the analysis and interpretation of the data gathered, which
were based on the statistical tests used in the study. This study aimed to compare the impact
of face-to-face and online classes on the study habits of the 4th year accountancy students
at San Pedro College of Business Administration (SPCBA).
Table 2. Time Management of the Respondents During Face-to-face classes and
Online Classes
FACE-TO-FACE ONLINE CLASSES

INDICATORS CLASSES
WEIGHTED VERBAL WEIGHTED VERBAL
MEAN INTERPRETATION MEAN INTERPRETATION
1.My multitasking skill
has improved. 3.42 Agree 3.59 Agree
2. Balancing my study
time with recreation and 3.30 Agree 3.50 Agree
leisure time has improved
3. I can stick with my
study schedule better. 3.50 Neutral 3.37 Neutral
4. Breaking down large
school works to see 3.52 Agree 3.78 Agree
doable ones has been
easier.
5. Prioritizing my to-do
list based on their urgency 3.79 Agree 3.94 Agree
has improved.
Overall Mean 3.51 AGREE 3.63 AGREE
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Table 2 shows how face-to-face class and online class affected the respondent’s
time management. Students perceived to “Agree”, with an overall mean of 3.51 during face-
to-face class and an overall mean of 3.63 during online class. During online class,
multitasking and balancing their time have improved. They also perceived that sticking with
their study schedule, breaking down school works, and prioritizing tasks has been easier.
The results from Saudi Arabian University show that online students highlighted
the flexibility, accessibility, and balance of time management in their personal and
professional life during the face-to-face classes. Students, during face-to-face class can also
multitask (Alashwal, May, 2020). In addition to that, just like what Kaushar implies, during
online class, students have more time to do their daily jobs because they experienced more
control of how their time was used, thus knowing when they had to say no to activities
(Kaushar, 2013).
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Table 3. Productivity of the Respondents During Face-to-face Classes and Online
Classes
FACE-TO-FACE CLASSES ONLINE CLASSES
INDICATORS
1.It’s easier for me to
prepare for classes 3.29 Agree 4.13 Agree
beforehand.
2.It’s easier for me to review
and organize my notes 3.60 Agree 3.79 Agree
regularly.
3.I feel at ease studying
lessons in advance. 3.58 Agree 3.51 Agree
4.I finish my school works 3.51 Agree 3.64 Agree

faster.
5.I watch/listen more to the
recorded lectures. 3.24 Agree 3.87 Agree
Table 3 shows how face-to-face class and online class affected the respondent’s
productivity. Students perceived to “Agree”, with an overall mean of 3.44 during face-to-
face class and 3.79 during online class. During online class, preparing for classes and
reviewing notes have been easier. They also perceived that they are studying lessons in
advance at ease, finishing school works faster, and watching more recorded lessons during
face-to-face class.
According to Bali and Liu (2018), learning with social interaction promotes
effective and productive successful learning. Moreover, findings from the study of Syauqi
et. Al (2020) revealed that only less than a half (39.58%) agreed that online learning had an
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effective effect in increasing knowledge, skills, and productivity. It implies that students
opt for social interaction or face-to-face classes for their productivity.
Similar to the findings of the study of Hamdan and Amorri (2020), 45% of the
respondents agreed that online class helped them to be more productive, 32.14% said that
it was neutral, and only 23% disagreed. This, however, is in contrast to the common belief
that students are more likely to be distracted and unproductive during online class. This is
supported by the findings of the study of Gilani et al. (2021), although the majority of the
students (73.7%) state that their productivity has decreased, a substantial portion (65.3%)
report that online education has adequately assisted them in managing their educational
endeavors.
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Table 4. Motivation of the Respondents During Face-to-face Class and Online Class
FACE-TO-FACE CLASSES ONLINE CLASSES
INDICATORS
1. My positive attitude have
boosted while studying. 3.71 Agree 3.22 Neutral
2. Giving myself a reward
every time I accomplish 3.92 Agree 3.79 Agree
something motivates me
more.
3. I easily find a study spot
where I feel encouraged to 3.53 Agree 3.44 Agree
study.
4. Listening to music while
doing school works 3.47 Agree 3.74 Agree
energizes me the most.
5. Reflecting on my current
life situation keeps me 3.71 Agree 3.72 Agree
motivated in studying
Table 4. shows how face-to-face class and online class affected the respondent’s
motivation. Students perceived to “Agree”, with an overall mean of 3.67 during face-to-
face class and an overall mean of 3.58 during online class. During face-to-face class their
positive attitude boosted and they reward themselves more. They also perceived that
finding a study spot, listening to music, and reflecting on their current life situation
motivated them more during face-to-face class.
Similar to the findings of the study by Shashi, Ajay and Kiran Singh (2012),
shows that Traditional Education System (TES) students in India have 153.30 higher mean
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scores compared to the 138.13 mean scores of Open Education System (OES) students. The
greater differences in their means suggests that TES students are motivated more when
compared to OES students. This suggests that regular classroom studies, regular teacher-
student interaction, regular discussions among students, availability of library facilities, and
so on help develop better study habits in TES students. Further, it can be concluded that due
to the different social environment settings of the students, there are differences in
motivation levels.
Table 5. Significant Difference Between Online and Face-to-Face Class as regards to
the Study Habits of 4th Year Accountancy Students
Standard
Mean Df p-value Decision Interpretation
Deviation
Online Class 3.6680 0.23510 28 0.114

No significant
Face-to-Face Accept H0
3.5403 0.19131 26.889 0.114 difference
Class
As stated in the table above, the null hypothesis was accepted since the
computed p-value of 0.114 is greater than the significance level of 0.05; the test suggests
no statistically significant difference. Therefore, the researchers conclude that there is no
significant difference in the study habits of accountancy students between online and face-
to-face class.
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Table 6. Significant Difference of Students’ Study Habits Between Online and Face-
to-Face Class of 4th Year Accountancy Students
Weighted Interpreta
F-value P-value Decision
Meam tion
Time
Online Management 3.64
1.028 .387
Classes Productivity 3.79
No
Motivation 3.58 Accept
significant
Time H0
Face- difference
Management 3.51
to-Face 2.178 .156
Productivity 3.44
Classes
Motivation 3.67
Table 6 shows the corresponding significance level of 0.387 in students’ study
habits in online class. On the other hand, a corresponding significance level of 0.156 in
students’ study habits in face-to-face class is revealed. Both are greater than the
significance level of 0.05, which implies that online and face-to-face classes has no
significant difference in students’ study habits namely Time Management, Productivity,
and Motivation.
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CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
This chapter provides a presentation of the findings of the study, the drawn
conclusions, and the proposal of recommendations to the students as to how to maintain
and improce their study habits amid changes in the learning system and to the future
researchers on how to expand the ideas related to the study.
This study was conducted to compare the impact of online and face-to-face
classes on the study habits of Accountancy students in San Pedro College of Business
Administration, wherein a total of 107 4th year BSA students are selected as participants in
this study.
Summary of Findings
1. Time Management
In terms of students’ time management, an overall mean of 3.63 was computed in
online classes, while an overall mean of 3.51 was computed in face-to-face classes. The
findings revealed that online classes had a greater impact on students’ time management
than face-to-face classes. It is because students can do many things during online classes;
they can do other things while listening to their class. Students can easily choose the course
materials and manage their time and learning pace. (Newhall, 2020). According to a survey
from President University, Indonesia, in terms of time management, it resulted that 45%
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students still can manage their time, 21% cannot manage their time, and majority of them
try to multitask.
2. Productivity
In students’ productivity, an overall mean of 3.79 was computed in online
classes, while an overall mean of 3.44 was computed in face-to-face classes. Findings
indicate that online classes had more impact on students’ productivity than face-to-face
class. The fact that we are in a digital age, it is reasonable to conclude that the students
find online learning convenient due to ease of technology access and in utilizing the
online platforms (e.g. Microsoft Teams, Zoom, Alfaview, etc.), and thus resulted for them
being more productive during online learning. This is supported by a study by Mika and
colleagues (2021), it is found that 80% of the surveyed respondents are satisfied with the
online platforms. Utilizing the said platforms as well as having proper technical
equipment is essential for students’ productivity.
3. Motivation
Each had factors that caused the study habits of accountancy students’. It has been
stated that the survey of respondents in Time Management, Productivity and Motivation
have an impact on students' study habits in online classes and face to face classes. As shown,
the students’ motivation has an overall mean of 3.58 was computed in online classes, while
an overall mean of 3.67 was computed in face to face classes. The findings revealed that
face to face class had more impact on students’ motivation than online class. While in online
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classes, most students are experiencing stress and lack of motivation because of the number
of assignments they receive each day. Many have a hard time learning through online
learning and would much rather have in-person learning. Some studies revealed the factors
relevant to the students’ motivation, and possible reasons why students had more positive
impact in face to face class. According to Escomes & Morbo (2021), 33 college students
were chosen to answer a survey questionnaire. The result showed that students have lower
motivation in doing their schoolwork such as activities, reports, and assignments during an
online class. Adding to that, students would instead choose a face to face class to be
motivated to do their schoolwork.
4. The computed p-value of 0.114 is greater than the significance level of 0.05; the test
suggests no statistically significant difference. Therefore, the researchers conclude that
there is no significant difference in the study habits of accountancy students between
online and face-to-face class.
The results are compelling because of its contrast to the researchers’
expectation, which is that face-to-face classes could have more impact on students' study
habits compared to online classes. As of the moment, it is over 2 years since the students
experienced online learning so they must have adjusted to the learning system. Given the
fact that the students positively responded regarding their improvement, it is therefore
concluded that the impact of online and face-to-face learning on the study habits of
students are most likely the same and have no significant difference.
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Conclusions
Upon using the determinants of the study, the proponents were able to evaluate the
impact of the shift of the learning system among the students.
The time management of the students during online learning and face-to-face classes
have shown no significant differences in terms of the improvement of multitasking, balance
between studies and leisure, compliance to school works, and development of making
priorities. Similarly, the students' productivity with both modality of education have
resulted with less margin. The indicators, which include the ease of preparation before class,
organization of notes, advance studying of lessons, duration of compliance, and watching
of video lectures, have generated almost the same results. Likewise, the findings have
shown no variances in the effects of the learning modality to the students' motivation. The
factors include the boost of positive attitude, rewards for accomplishments, benefits of study
area, influence of music, and personal reflections. Overall, the students have answered that
there were improvements occurring during both online learning and face-to-face classes.
Based on the findings of the study, the proponents conclude that there were no
significant differences on the impact of the study habits of accountancy students during
face-to-face and online learning modalities. This conclusion has proven the hypothesis
presented in the study to be correct. The students have experienced the same developments
in their study habits during online learning and face-to-face classes.
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Recommendations
In line with the findings and conclusions drawn from the study conducted, the
researchers propose these following recommendations:
1. Future Researchers - For the future researchers, it is recommendable to expand the
coverage of the research study. It’s also consider to other courses and schools for those who
experience both face to face and online classes. This could make it easier for them to
comprehend what impacts both online and face to face classes of accountancy students'
study habits. Additionally, it aids them in deepening their understanding of other cultures
and learning more about how accountancy students' study habits are affected. This study
will help them because they will gather useful information that can guide their study and
some of their questions may likely be answered by this study.
2. School/Guidance Counselor - Guidance counselors help in students' decision making in
their academic and personal lives. As the ones who advocates students' well-being, they
could be the one with the most help for students who has different life in academe and home.
This study recommends the school counselors to conduct seminars/webinars and counseling
programs designed to address study habits concerns of the students. The said programs
could help students get a fresh perspective on the matter and uncover answers to their
problems.
3. Faculty Head – In order for students to properly follow their study habits, feel more at
ease and less under pressure, the school administrator must be aware of proper times for
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allowing teachers to give their students schoolwork. Following the proper schedule when
assigning tasks and activities to students is extremely important. Because aside from
studying, both teachers and students have other priorities too. And with that, students can
execute their study habits at the right time.
Synthesis
As observed in the results, only a slight difference can be seen between the
impact of face-to-face and online classes on the study habits of students. It can be
concluded that as time goes by, both online and face-to-face could be equally embraced. A
study by Sykes Enterprises (2021) revealed that when asked which is better, online or in-
person classes, students’ feedback were mixed. Only 2.5% of respondents said remote
teaching was absolutely useless. However, just 16% thought it was more efficient. The
majority of responses fell somewhere in the middle: 38% believed it was marginally more
successful, while 43% either saw no difference or thought it was marginally less effective.
And because they perceive that there is not much difference between the learning system,
their study habits are not impacted somehow.
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APPENDIX A
SURVEY QUESTIONNAIRE
ONLINE VS. FACE TO FACE CLASSES: A COMPARATIVE STUDY ABOUT

IMPACT ON THE STUDY HABITS OF ACCOUNTANCY STUDENTS
IN SAN PEDRO COLLEGE OF BUSINESS ADMINISTRATION
I. Directions: Kindly put a check (/) that best corresponds your answer. The data that will
be gathered will be strictly kept confidential.
Legend:
5 - Strongly Agree 4 - Agree 3 - Neutral 2 - Disagree 1 - Strongly
Disagree
1. ONLINE CLASS
1.1 Time Management

5 4 3 2 1
1. My multitasking skill has improved in
online class compared to face-to-face class.
2. Balancing my study time with recreation
and leisure time has improved during online
class.
3. I can stick with my study schedule better
during online class.
4. Breaking down large school works to see
doable ones has been easier during online
class.
5. Prioritizing my to-do list based on their
urgency has improved when online class
started.
1.2 Productivity
5 4 3 2 1
1. It’s easier for me to prepare for classes
beforehand during online class.
2. It’s easier for me to review and organize my
notes regularly during online class.
3. I feel at ease studying lessons in advance in
online class than in face-to-face class.
4. I finish my school works faster during
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online class.
5. I watch/listen more to the recorded lectures
1.3 Motivation
5 4 3 2 1
1. My positive attitude have boosted while
studying in online class.
2. Giving myself a reward everytime I
accomplish something motivates me more
3. I easily find a study spot where I feel
encouraged to study during online class.
4. Listening to music while doing school
works energizes me the most during online
class.
5. Reflecting on my current life situation keeps
me motivated in studying especially during
online class.
2. FACE TO FACE CLASS

2.1 Time Management
5 4 3 2 1
2. My multitasking skill has improved in face-
to-face class compared to online class.
3. Balancing my study time with recreation
and leisure time has improved during face-to-
face class.
6. I can stick with my study schedule better
during face-to-face class.
7. Breaking down large school works to see
doable ones has been easier during face-to-
face class.
8. Prioritizing my to-do list based on their
urgency has improved in face-to-face class
2.2 Productivity
5 4 3 2 1
6. It’s easier for me to prepare for classes
beforehand during face-to-face class.
7. It’s easier for me to review and organize my
notes regularly during face-to-face class.
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8. I feel at ease studying lessons in advance in
face-to-face class than in online class.
9. I finish my school works faster during face-
to-face class.
10. I watch/listen more to the recorded lectures
2.3 Motivation
5 4 3 2 1
6. My positive attitude have boosted while
studying in face-to-face class.
7. Giving myself a reward everytime I
accomplish something motivates me more
8. I easily find a study spot where I feel
encouraged to study during face-to-face class.
9. Listening to music while doing school
works energizes me the most during face-to-
faceclass.
10. Reflecting on my current life situation
keeps me motivated in studying especially
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APPENDIX B
CERTIFICATION
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SAN PEDRO COLLEGE OF BUSINESS ADMINISTRATION

ONLINE VS. FACE TO FACE CLASSES: A COMPARATIVE STUDY ABOUT

IMPACT ON THE STUDY HABITS OF 4th YEAR ACCOUNTANCY STUDENTS

IN SAN PEDRO COLLEGE OF BUSINESS ADMINISTRATION

Thesis submitted to the

Faculty of the Department of Accountancy

SAN PEDRO COLLEGE OF BUSINESS ADMINISTRATION

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Science in Accountancy

INTERIA, TRISHA MAE

LLANETA, HEIZEL ANN B.

PINOS, JOICE CAMELLE P.

invaluable contributions are implanted on the pages of this manuscript.

guiding the researchers study process.

data written by the researchers.

valuable recommendations for the improvement of the study.

understanding and wise counsels that gave us wisdom.

LIST OF TABLES AND FIGURES Page

Figure 1 - Research Paradigm 10

Table 1. Range and Scale used to Interpret Likert Scale 39

Table 2. Time Management of the Respondents During Face-to- 40

face classes and Online Classes

Table 3. Productivity of the Respondents During Face-to-face 42

classes and Online Classes

Table 4. Motivation of the Respondents During Face-to-face 44

classes and Online Classes

Table 5. Significant Difference Between Face-to-Face and Online 45

Table 6. Significant Difference of Students’ Study Habits Between 46

Online and Face-to-Face Class of 4th Year Accountancy Students

List of Tables and Figures iii

CHAPTER 1: THE PROBLEM AND ITS SETTING

Background of the Study 1-2

Statement of the Problem 3

Objectives of the Study 4

Theoretical Framework 5-6

Scope and Delimitations 8

Significance of the Study 9

CHAPTER 2: REVIEW OF RELATED LITERATURE AND

Local Literature 17-21

Foreign Studies 22-26

CHAPTER 3: RESEARCH METHODOLOGY

Population and Sample 35

Data Gathering Procedure 36

Instrument Used and Validation 36-37

T-Test for Independent Samples 38-39

CHAPTER 4: RESULTS AND DISCUSSION

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings 47-49

Appendix A: Survey Questionnaire 53-55

Appendix B: Certification 56-58

CURRICULUM VITAE 78-80

THE PROBLEM AND ITS SETTING

Background of the Study

The spread of the coronavirus (COVID-19) forces face-to-face learning activities to

conventional face-to-face classes (Angkarini, 2021).

their own time.

for the equipped and disciplined students.

said situation affected the other students.