Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies that guided the

researchers and provided insights in the conceptualization of the study.

RELATED LITERATURE

Online education has experienced dramatic growth in years due to

advancement of technology and provide different advantages such as flexibility,

convenience, and access to a classroom worldwide (Bowers & Kumar, 2015;

Santelli, et. al. 2020). However, the online learning environment can have a

significant impact on a student’s ability or desire to complete a task on time

(Santelli, et. al. 2020). Furthermore, there are challenges online students faced in

addition to the typical challenges students tend to encounter while in college. The

online learning environment can elicit feelings of isolation and disconnectedness

(Bowers & Kumar, 2015, as cited by Santelli, et. al. 2020). Arasaratnam-Smith

and Northce (2017) also contend that it can be difficult to create a sense of

community for online students. Additionally, it can be challenging for instructors

to maintain proximity and a strong social presence within an online asynchronous

environment (Dyer, Aroz, & Larson, 2018).

A recent study undertaken in India by Jena (2020) demonstrated the

importance of online learning participation and engagement by both teachers and

learners to adapt safety measures and maintain social distancing during the

lockdown as the only way to continue teaching and learning activities.

Furthermore, learner participation measuring interaction with peers and teachers

in online environments can enhance learning outcomes. This may be because of

three reasons according to Isohätälä et al., (2017): (1) greater participation

means a greater probability of student interaction, (2) greater participation means

more communicative exchanges, or (3) greater participation leads to a better

learning experience (Isohätälä et al., 2017; Kim & Ketenci, 2019). Here, they

defined participation as the capacity for students to involve themselves in virtual

settings in a variety of ways and to differing degrees.

In addition, research shows that form of student participation in such

contexts may have consequences in terms of the frequency and quality of

participation and, in turn, of the quality of student learning (Dlab et al., 2020).

More frequent participation may mean higher levels of interaction; however, to

stimulate greater depth in terms of the ideas expressed by participants, this

interaction must take a certain form. Understanding the issues that influence

participation in the online environment is essential for effectively designing and

facilitating online discussions. These are related literature about factors affecting

participation of students:

A. Timeliness of Submission of Activities

Colthorpe, et. al. (2015) found that high achievement is associated with

early submission of activities and assignments. Additionally, Dvorak and Jia

(2016) measured three aspects of students' online work habits: timeliness,

regularity and intensity. They found that students with high prior GWAs and high
grades in their coursework on assignments early and more regularly. Moreover,

achieving students show vastly different work habits from low achieving students

and this result supports intervention aimed at improving time-management skills.

B. Online Class Attendance

According to the Federal Student Aid Handbook, in distance education

context, documenting that a student has logged into an online class is not

sufficient, by itself, to demonstrate academic attendance by the student. A school

must demonstrate that a student participated in class or was otherwise engaged

in an academically related activity, such as by contributing to an online

discussion or initiating contact with a faculty member to ask a course-related

question.

C. Scores in Online Quizzes

An online quiz is one of the most important methods to evaluate the

educational quality in today’s learning set up. For example, the use of online

quizzes has been shown to motivate students to complete assigned readings,

increase participation in class discussion, and improve performance on exams

for material covered both on the quizzes and in class (Brothen & Warmback,

2014; cited by Johnson & Kiviniemi, 2019). It also was expected that the online

quizzes, coupled with immediate feedback regarding the percentage of correct

answers given, would be viewed positively by students as an effective means of

learning the course material. In addition, DePaolo and Wilkinson (2015) found

that quizzes motivate students to attend and participate in class. Thus, students
with high scores showed better academic achievement and participated more in

online classes than those who had low scores. Moreover, frequent quizzes are

considered as a well-established online class routine, which helps students to

develop good habits of learning.

D. Study Habits

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 (Itsar Bolo Rangka

2020). Study habits are at the core of academic success. It is an action like

reading, taking notes, conducting study groups that students perform frequently,

and regularly accomplishing the learning goals. It can be defined as an effective

or counterproductive based on whether it serves the students well. Thus, study

habits are purchasing out a devoted and un-interrupted time to apply oneself to

the world of learning (Rabia, Mubarak, Tallat, Nasir, 2017). Additionally, active

learning activities such as peer discussion can help students construct better

understanding of the subject matter (Deslauriers et al. 2019)

E. Student Motivation

According to the Asian Journal of Education and Social Studies, the

motivation of learners is essential for their academic success in school.

Motivation has been related to the amount of intellectual energy typically used in

learning activities. Additionally, motivation is what causes a person to want to

know, act, understand, believe, or gain particular knowledge, skills, attitude, or

values and the major types of motivation were the intrinsic and extrinsic

motivation (Filgona, J. et al.2019). The motivation regarding online learning

during the coronavirus outbreak was reported contributing inconsistent effects in

higher education. The online learning has caused lack motivation for some

students to learn whereas others were highly motivated (Gustiani S.2020)

F. Learning Environment

The environment in which we learn is incredibly important. In fact, studies

show that the environment can affect a student’s progress by as much as 25%.

In other words, get the surroundings right, and you can reach for the stars and

beyond (Cooper, 2018). For instance, research has found that learning

environments play a crucial role in student success. Students who study in a

positive learning environment have been shown to be more motivated, engaged,

and have a higher overall learning ability. On the other hand, students learning in

poor environments – those that are uncomfortable, loud, or full of distractions –

will find it far more difficult to absorb information and stay engaged (Hendrix

2019). According to Pacifica companies (2019) dedicated study space will

inevitably let your child study in a peaceful environment. It enhances their focus

on studies. Generally, this area can be as quiet as possible.

G. Access to Media and Technology

According to Dinh and Nguyen (2020) in Vietnam highlighted the usage of

different technology instruments by the university students in Vietnam during

online learning in the same time period as this study. The study results found that

the technology instruments used by students during online learning were

desktop, tablet, laptop and mobile phone and out of these, the most frequently

used technology instruments were smart phone (80.36%) and laptop (77.65%).

Although, this current study did not collect the data on the technology used by

the students in the online learning but given that the study done by Dinh and

Nguyen (2020) has been conducted during the same time in Vietnam, their study

results can be replicated here too and it can be assumed that in this study also,

the students might have used the mobile phones most frequently, as that is the

most convenient way of accessing online sessions.

H. Teacher’s Approach in Conducting Online Activities

In Indonesia, Guo and Li, (2020) believes that changes in the instructional

system during the study from home (SFH) period because of the COVID-19

pandemic have impacted learning activities for teachers, students, and parents

(Cheng, 2020). These included impacts on instructional strategies and

techniques. In the context of Indonesia, these included changes in instructional

strategies, technology readiness to teachers in implementing online learning,

support, and the motivation of teachers, parents, schools, and government

involvement. Thus, study from home (SFH) must be well established so that

learning objectives can be achieved.

 RELATED STUDIES

Foreign Studies

Several authors around the world have carried out research on the

influence of COVID-19 on academic performance of university students. For

instance, Gonzalez et al. (2020) analyzed the effects of the COVID-19

confinement on the autonomous learning performance of students in higher

education, specifically in the Universidad Autónoma de Madrid. To perform the

analysis, these authors used a field experiment that included 458 students

divided into two groups: the control group, and the experiment group. Students in

the experiment group were those who took online classes as a consequence of

the confinement. As a result, Gonzalez et al. found that this confinement had a

significant positive effect on the academic performance of students, which helped

to improve students’ learning strategies to a more continuous habit, improving

their efficiency.

Similarly, Adnan and Anwar (2020) studied the attitudes of college

students in Pakistan towards online classes during the COVID-19 pandemic. To

carry out their study, these authors surveyed undergraduate and postgraduate

students. Students’ perspectives revealed that, in underdeveloped countries like

Pakistan, online classes cannot produce desired academic performance, since

most students are unable to access the Internet. Moreover, these authors

discovered that, during the COVID-19 pandemic, students face other problems,

such as response time, absence of traditional classroom socialization, and lack

of face-to-face interaction with the instructor.

Local Studies

Santos (2017) assessed students’ achievement motivation towards

science learning. Six scales were developed: Self-efficacy, active learning

strategies, science learning value, performance goal, achievement goal, and

learning environment stimulation. A total of 70 grade 8 students of La

Consolacion University Philippines, a mixture of boys and girls with various

grades and achievements coming from high performing and low-performing

classes were selected to answer the questionnaire. Findings showed that high-

performing students tend to believe in their own ability to achieve science

learning which increases their satisfaction when they see positive results.

Additionally, high performing students value science learning and for them, it

becomes more interesting if they can use and apply what they have learned

inside the classroom in their daily lives. Furthermore, the outcome also proves

that achievement and motivation of the grade 8 students in science learning is

highly affected by their learning environment such as the curriculum, teaching

strategies and the interaction inside the classroom.

However, online classes in the Philippines have been prevailing since

COVID-19 pandemic disrupted the normal class setting. Recent studies provided

insights about the facets of online learning in the country. Alipio (2020) studied

the readiness of students in online learning as well as the relationship between

variables of the study. Of the 880 samples, the majority were in the lower middle

class and private higher education institutions. Most of the respondents

answered ‘No’ in all e-learning readiness items. The odds of scoring low in the
readiness scale were higher among younger and female respondents. With

reference to high income class, the odds of scoring low in the readiness scale

was approximately 16.23, 12.02, 5.21, and 1.87 times more likely when students

belong to low, lower middle, middle, and upper middle class, respectively.

Results showed that the type of school is not associated with low readiness

probability. Thus, school officials may first address the lack of digital skills among

students and formulate programs that would capacitate them. The possible shift

for e-learning should be considered if financial, operational, and Internet

connectivity issues of learners in the low-income sector and rural areas are

addressed. Findings suggested that more strategic planning and quality

management mechanisms should be directed towards an equitable and inclusive

education without undermining quality learning (Alipio, 2020).