Research-Group-3-Chapter-1-5-Final FINAL

JOHN B.
LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO),

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LEVEL OF SATISFACTION WITH JEL PLATFORM AMONG
JBLFMU-A STUDENTS
by
Ace Ryan T. Badillo Aisle Jezreel N. Cabrillos
Holimar T. Collado Ruperto P. Jamotillo Jr.
Leo Keith C. Jocson Rhenard A. Lavente
King Charles B. Mayo Xander Paul S. Sugide
December 2022
JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO),
INC.
LEVEL OF SATISFACTION WITH JEL PLATFORM AMONG
JBLFMU-A STUDENTS
An Undergraduate Thesis
Presented to the Faculty of
John B. Lacson Foundation Maritime University (Arevalo), Inc.
Sto. Niño Sur, Arevalo, Iloilo City
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Marine Transportation
by
Ace Ryan T. Badillo Aisle Jezreel N. Cabrillos
December 2022
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Approval Sheet
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Marine Transportation
by
Ace Ryan T. Badillo, Aisle Jezreel N. Cabrillos
Approved:
RODERICK R. GERMO, Ph.D., Adviser
2/M LOUIE LLOYD G. LAMPREA, Ph.D., Chairman
MA. ELENA S. FRANCISCO, MSME, Member
C/M VIRMARI S. TAN, Ph.D.

Dean, BSMT
December 2022
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Acknowledgment
The researchers would like to extend their profound and genuine gratitude to the
following persons who have shared their knowledge, assistance, time and resources for
the completion of the study:
The researchers’ guardians, Mr. and Mrs. Cosme T. Badillo Jr., Mr. and Mrs.
Christopher R. Cabrillos, Mr. and Mrs. Herminio L. Collado Jr., Mr. and Mrs. Ruperto D.
Jamotillo Sr., Mr. and Mrs. Jose Leo B. Jocson, Mr. and Mrs. Jonathan Lavente, Mr. and
Mrs. Conrado B. Mayo Jr. and Mr. and Mrs. Jose Edgar M. Sugide, for their
unconditional love, encouragement, and financial support;
Dr. Roderick R. Germo, our research teacher, adviser, and statistician, for sharing
his precious time, advice, expertise, and concerns that kept us determined and motivated
and be on the right path until the completion of the study;
C/M Virmari S. Tan, Ph.D., our dean of the BSMT Department, for trusting us
and allowing us to conduct our study;
Dr. Mary Jean L. De La Cruz, our student research committee chairman, for the
approval of our research proposal and for her insights;
Mrs. Clarence Kay S. Gabasa, Dr. Emilie C. Coo, Mrs. Cherlly S. Sunio, our
research instrument validators, for checking and correcting our questionnaire to ensure its
validity;
Dr. Louie Lloyd G. Lamprea and Mrs. Ma. Elena S. Francisco, research panel, for
their efforts and initiative in correcting, organizing, and improving our research paper.
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And above all, to the Almighty God, who gave us wisdom, grace, integrity,
patience, and perseverance to complete our study amidst the failures, disappointments,
and struggles we had faced along the path of completing our research study.
The Researchers
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Badillo, Ace Ryan T., Cabrillos, Aisle Jezreel N., Collado. Holimar T., Jamotillo,
Ruperto P. Jr., Jocson, Leo Keith C., Lavente, Rhenard A., Mayo, King Charles
B., Sugide, Xander Paul S., Level of satisfaction with Jel platform among
JBLFMU-A students, an Unpublished Undergraduate Thesis of BSMT, John
B.
Lacson Foundation Maritime University (Arevalo), Inc., Iloilo City, December 2022.
Abstract
The purpose of the study was to determine the level of satisfaction with Jel Platform
among JBLFMU-A students. Descriptive research design was employed in the study. The
respondents on this study were the 335 JBLFMU-A students chosen through stratified
random sampling. To gather the data, the researchers used a validated 20-item, Likert-
type survey questionnaire and composed of two parts. Google form was also used to
collect responses online due to pandemic. After gathering the data, it was interpreted and
analyzed using Statistical Package for Social Sciences as the statistical tool by obtaining
the rank, mean and standard deviation for descriptive data analysis and One-Way
ANOVA for inferential data analysis. The study shows the level of satisfaction among
JBLFMU-A students when taken as an entire group and classified according to year level
were satisfied, especially on “The JeL platform is easy to use”. No significant difference
in the Level of satisfaction with Jel platform among JBLFMU-A students when classified
according to year level. It can be concluded that JBLFMU-A students are satisfied in
using Jel platform in terms of their online learning.
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Table of Contents
Chapter Page
1 INTRODUCTION OF THE STUDY
Background of the Study 1
Statement of the Problem 4
Significance of the Study 4
Definition of Terms 5
Delimitation of the Study 6
2 RELATED LITERATURE
New Normal in College Students 7
A Comparative Study on the Effectiveness of E-learning
Technologies Used in the Blended Learning Approach 9
Students' Expectations on the Use of Online Learning Platforms 11
3 METHODS
Purpose of the Study and Research Design 12
Respondents 13
Instruments 14
Data Collection 14
Data Analysis 15
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4 RESULTS AND DISCUSSIONS
Descriptive Data Analysis 17
Inferential Data Analysis 25
5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary 26
Conclusions 27
Recommendations 28
References 29
Appendices 30
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List of Tables
Table Page
1 Distribution of Respondents 13
2 Mean Scale, Descriptive Rating and Indicators in Determining the
Level of Satisfaction with Jel platform among JBLFMU-A
students 16
3 Level of Satisfaction with Jel platform among JBLFMU-A students
When Taken as an Entire Group 18
When Classified According to Year Level 19
When Classified According to Year Level (First Year) 20
When Classified According to Year Level (Second Year) 22
When Classified According to Year Level (Third Year) 24
8 ANOVA Test Result for the Significant Differences in the

Level of Satisfaction with Jel platform among JBLFMU-A
students when Classified According to Year Level 25
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List of Appendices
Appendix Page
A Letter to the Dean 31
B Letter to the Validators 32
C Letter to the Respondents 33
D Research Instrument 34
E Forms 36
F Oral Defense Pictures 39
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Level of Satisfaction with Jel Platform Among JBLFMU-A Students
Chapter 1
Introduction of the Study
Chapter one is divided into five parts: Background of the Study, Statement of the
Problem, Significance of the Study, Definition of Terms, and Delimitation of the Study.
Part One, Background of the Study, gives the overview or rationale of the
research problem.
Part Two, Statement of the Problem, mentions the general and specific problems.
Part Three, Significance of the Study, gives the importance of the results of the
study to different persons, organizations and institutions that directly or indirectly will
benefit from it.
Part Four, Definition of Terms, discusses the terms used in the study, which are
defined conceptually and operationally.
Part Five, Delimitation of the Study, cites the coverage and limitations of the
study.
Background of the Study
In the past, e-learning was neglected, particularly in underdeveloped countries.
The current COVID-19 pandemic has made the whole world dependent on it for
education. Learning opportunities employing various electronic devices (e.g. computers,
laptops, smartphones, etc.) with synchronous or asynchronous internet access,
environmental factors are referred to as online e-learning. Online e-learning has the
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potential to make the educational process more student-centered, creative, and
adaptable (Zalat, 2021).
Furthermore, an international study was published regarding the challenges in e-
learning due to the pandemic as experienced by learners. At the time, synchronized e-
learning was the solution. However, it had a negative impact on students' performance
and learning outcomes. The study discovered that students had difficulty accessing the
Blackboard platform. About 30% of students stopped using Blackboard because they
couldn't keep up with their classes and other responsibilities. During online learning,
there are a variety of applications to choose from. The survey found that technological
concerns were the biggest hurdles for students when it came to online learning. Some
students had issues with internet connectivity, accessing lessons, and downloading course
materials (Mahyoob, 2020).
In addition, in order to make e-learning more effective in these difficult times, the
focus should be for more efficient technology utilization. Technology that has low
procurement and maintenance costs but can effectively aid educational activities. Before
implementing and using any e-learning tool or technology, the benefits and drawbacks
must be considered. When it comes to introducing the correct technology to various
educational endeavors, institutions should perform extensive research. The aim and
context of technology adoption should be well-defined. Several aspects influence the
choice of a technology, including security characteristics, laboratory availability and
condition, internet speed, internet access, recipients' digital literacy levels, and so on.
Even in times of disaster, e-learning may assist in offering inclusive education. In
educational institutions, such methods must be developed to ensure that no student is

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denied an education because of their geographic location, socioeconomic status, race, and
other factors (Dhawan, 2020).
Abuhassa (2020) further described to adopt online learning, greater attention must
be paid to course structure design, which should be based on theories and previous
research. Furthermore, instructors and course developers must be trained and skilled in
order to meet the objectives of online learning platforms. Workshops and training
sessions for both instructors and students are required in order for them to become more
familiar with learning management systems such as Moodle and LMS. The software
alone is insufficient to create a proper online learning environment for students and
teachers. The quality of education provided to students will be affected if teachers are not
taught and are uninformed of how to use the software (e.g. Moodle) in the classroom.
Having a pleasant working environment for the instructor and a high-quality education
for the students, could result from educating and analyzing the class instructor, as well as
implementing software improvements. Students' pleasure and academic success are both
influenced by their past knowledge and experience with online learning. The purpose of
this study was to look into student happiness and academic accomplishment in relation to
online learning platforms in one of Malaysia's higher education institutions. Future
studies should focus more on integrated learning environments.
This was demonstrated by the respondent’s real-life experiences. According to the
research, Eliademy's accessibility, as well as its ability to enhance time management,
promptness as well as a challenge for users although, it requires strong internet
connections and time pressured.

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This study was conceptualized because of the following reasons: First, to
determine the level of satisfaction with Jel platform among JBLFMU-A students. Second,
it is important to address the performance and function of JeL as an alternative learning
platform. Lastly, this study would be a great help to understand the satisfaction of
students regarding the JeL platform specifically the students of JBLFMU-A and find
reliable knowledge that relates to the level of satisfaction with Jel platform among
JBLFMU-A students.
Statement of the Problem
Generally, this study is aimed to determine the level of satisfaction with Jel
platform among JBLFMU-A students at Sto. Niño Sur, Arevalo, Iloilo City.
Specifically, this study sought answers to the following questions:
1. What is the level of satisfaction with Jel platform among JBLFMU-A students
when taken as an entire group and when classified according to year level?
2. Is there a significant difference in the level of satisfaction with Jel platform
among JBLFMU-A students platform when classified according to year level?
Significance of the Study
This study is aimed to determine the level of satisfaction with Jel platform among
JBLFMU-A students. It further aims to know the contentment of the JeL platform that is
being used as an alternative learning platform in order to provide for the students of
JBLFMU-A.
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Parents. The result of this study may help the parents identify the importance of e-
learning as an alternative and how it can fulfill their children’s educational needs.
Students. The outcome of this study will also benefit the JBLFMU-A students
themselves, whose contentment regarding the JeL platform will provide vast ideas that
will help improve the overall accessibility of this e-learning platform.
Future Researcher. This study will benefit the future researchers, for they will
have sufficient and vast basis if they want to revise this research.
School. The overall satisfaction of JBLFMU-A students towards the JeL platform
will help them and the institution to assess the necessary errors and improvements.
Definition of Terms
For better understanding of the study, some important terms were operationally
and conceptually defined.
JeL (JBLFMU e-Learning) -- a learning based on formalized teaching with the
help of electronic resources (Economic Times, 2018.)
In this study, “JeL (JBLFMU e-Learning)” refers to the electronic media used for
learning purposes, ranging from classroom add-on functions to online substitution for
face-to-face interaction with online alternatives.
Satisfaction -- a way of dealing with a complaint or problem that makes the
person who complained feel happy (Cambridge, n.d.).
In this study, “satisfaction” refers to the pleasure response when the JeL platform
meets the desired services and capabilities.

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Students -- a person who is studying at a school, college, or university
(Cambridge, n.d.).
In this study, “students” refers to the respondents and also participants. They will
complete a survey and will provide data to be analyzed for the research study.
Level -- refers to the relationship between the numeric values of a variable and the
characteristics that those numbers represent (Lavrakas, 2008).
In this study, “level” refers to the measurement of satisfaction in relation to the
response of the students.
Delimitation of the Study
This study is aimed to determine the level of satisfaction with Jel platform among
JBLFMU-A students. This study was limited only to the degree of satisfactory responses
to the students of JBLFMU-A only.
The respondents were given questionnaires by the researchers as to determine the
level of satisfaction for the S.Y. 2021-2022. A set of questionnaire guide were used to
determine the level of satisfaction with Jel platform among JBLFMU-A students. To
gather the data, the researchers used a validated 20-item, Likert-type survey questionnaire
and composed of two parts. Google form was also used to collect responses online due to
pandemic. After gathering the data, it was interpreted and analyzed using Statistical
Package for Social Sciences as the statistical tool by obtaining the rank, mean and
standard deviation for descriptive data analysis and One-Way ANOVA for inferential
data analysis.
JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO), INC.
Chapter 2
Review of Related Literature
Chapter Two presents literatures such as: New Normal in College Students, A
Comparative Study on the Effectiveness of E-learning Technologies Used in the Blended
Learning Approach, and Students’ Expectations and Readiness for Online Learning
Platforms.
Part One, New Normal in College Students, presents the relevance of online
learning systems for the safety of the students.
Part Two, A Comparative Study on the Effectiveness of E-learning Technologies
Used in Blended Learning Approach, discusses about the effectiveness of E-learning
Technology when used for blended learning.
Part Three, Students’ Expectations of and Readiness for Online Learning in the
Era of Covid-19 Pandemic, discusses about students’ expectations and their readiness for
online learning during the Covid-19 pandemic.
New Normal in College Students
According to Oducado (2021) since the COVID-19 pandemic has brought us a
new normal in the delivery of education, it caused a global interruption of learning. To
assist in reducing virus transmission, traditional face-to-face nursing education has

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abruptly changed to a remote and online learning environment. It is critical to8
consider students' expectations and their level of commitment to this new learning
approach.
College nursing students' expectations at one nursing school in a developing
country, as well as their preparation for online learning, were investigated in this study.
This study employed a cross-sectional research approach. The Student Expectations of
Online Learning Survey (SEOLS) and the Online Learning Readiness Scale were used to
collect data online (OLRS).
Descriptive statistics and non-parametric statistical tests were used to assess the
data. Nursing students proved technically adept, yet more over a quarter of them had a
shaky Internet connection. Nursing students had high expectations and were well-
prepared for online learning. Despite their high levels, expectations for social interactions
in the online learning environment had the lowest mean score among the five SEOLS
sub-scales. Family income level and Internet stability had a substantial impact on
readiness for online learning.
A substantial positive association was found in bi-variate analysis among
students' expectations and their preparation for online learning. Students' expectations
may influence their preparation for online learning. Although students appear to be ready
for online learning, this study emphasizes that the various students' situations, as well as
the problems connected with online learning, such as inadequate internet access, must be
adequately addressed. To completely optimize learning and support success and learner
preparedness in the new normal in nursing education, nursing schools may need to match.
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A Comparative Study on the Effectiveness of E-learning Technologies Used in the
Blended Learning Approach
Wenceslao (2016) conducted a comparative investigation, which included a pre-
test and a post-test experimental research study aimed to assess the efficacy of e-learning
tools utilized in the blended learning strategy for teaching Advanced Programming. It
was also designed to identify the most popular e-learning tools and technologies used by
NIPSC System faculty members delivering information technology education courses.
The study included 29 teachers and 44 students as respondents. The data were
obtained through the use of researchers made survey questionnaires for the teachers, and
a researcher created exam instruments for students on certain topics in Advanced
Programming. The instruments' validity and reliability were evaluated. The descriptive
statistics rank and means were used; the Pearson Correlation was set at 0.01 alpha level
for reliability correlation; and the t-Test was set at.05 alpha level for inferential statistics.
Two types of e-learning materials were created based on the results of an instructor
response survey.
According to Wenceslao (2016), prior to the intervention, the level of proficiency
of students enrolled in the subject was described as "satisfactory." The intervention's
results demonstrated that their level of expertise in the subject was "extremely
satisfactory." For both e-learning resources, the average gain score resulted in positive
gains. This suggests that the intervention had a considerable impact on the pupils'
learning. The study also found that the e-learning two material had a higher mean gain
score, making it more effective than the e-learning one material. According to the
constructivism hypothesis, children are provided the opportunity to form their own
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system of knowing, and hence learning, by reflecting on experiences. Students will
mature in their learning acquisition if they are allowed to work at their own pace through
the use of other means of instructional delivery rather than traditional face-to-face
learning. Respondents were provided survey questions through email. When the
questionnaires received, the researcher collated and graded the information, which
became the foundation for the development of the e-learning materials.
In terms of mean gain performance scores, the results demonstrated that the
influence made by the e-learning resources in teaching CS302A was effective. Both
materials produced positive results, as evidenced by the positive differences between the
post-test and pre-test performance ratings. In fact, no student received a worse post-test
score than their pre-test score. The study discovered that the e-learning 2 material was
more successful than the e-learning 1 material in a comparison of the two e-learning
materials. This was demonstrated by the fact that students exposed to e-learning 2 had
higher mean gain performance scores than students exposed to e-learning.

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Students' Expectations on the Use of Online Learning Platforms
According to Cakrawati (2017), Teachers are required to integrate technology into
the classroom to engage pupils who are called digital natives, due to the fast growth of
technology. As a result, English teachers frequently utilize Edmodo and Quipper as
online learning tools in their classrooms. Online learning platforms are frequently utilized
as a complement to help students learn independently. This research looks at how
students feel about using an online learning platform in an English as a Foreign Language
(EFL) class.
A total of 40 students from junior and senior high schools in Bandung, West Java,
took part in the study. Questionnaires and interviews were used to collect data, which was
then analyzed using a mixed methods technique. The large percentage of participants in
the survey thought that using Edmodo or Quipper in English teaching and learning was
useful and efficient in terms of time.
Despite the fact that poor internet is one of the challenges of utilizing Edmodo
and Quipper, the majority of participants believed online learning platforms can help
people practice language skills, gain new vocabulary, and improve their understanding of
specific lessons.
Chapter 3
Method
Chapter Three includes five parts: Purpose of the Study and Research Design,
Respondents, Instrument, Data Collection, and Data Analysis.
Part One, the Purpose of the Study and Research Design, presents the reasons on
why and how the study was conducted.
Part Two, Respondents, presents the participants in this study and how they were
chosen.
Part Three, Instrument, describes the number of items and structure of questions.
Part Four, Data Collection, presents procedures or steps in gathering the data
needed for the study.
Part Five, Data Analysis, describes the method used to analyze and interpret the
gathered data in the study.
Purpose of the Study and Research Design
Generally, this study is aimed to determine the level of satisfaction with Jel
platform among JBLFMU-A students at Sto. Niño Sur, Arevalo, Iloilo City.
Specifically, this study sought answers to the following questions:
1. What is the level of satisfaction with Jel platform among JBLFMU-A students
when taken as an entire group and when classified according to year level?
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2. Is there a significant difference in the level of satisfaction with Jel platform
among JBLFMU-A students when classified according to year level?
The researchers utilized a survey design to collect the quantitative data for this
study and was accomplished through the use of a descriptive rating, Likert-type
survey. This methodology allowed for a statistical analysis of the data.
Survey research is defined as “the collection of information from a sample of
individuals through their responses to questions” (Check and Schutt, 2012). This type of
research allows for a variety of methods to recruit participants, collect data, and utilize
various method of instrumentation.
Respondents
The respondents of this study were the 335 students of JBLFMU-A enrolled
during the first semester of school year 2021-2022. Stratified random sampling was
employed in getting the final number of respondents.
The respondents were taken as an entire group and was grouped according to
year level (first, second, and third year).
Table 1
Distribution of Respondents
Category N n
A. Entire Group 2,047 335
B. Year Level
First Year 684 112
Second Year 672 110
Third Year 691 113

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Instrument
A researcher-made questionnaire was used in gathering the data. The data needed
in this study were the level of satisfaction with Jel platform among JBLFMU-A students,
as well as the respondents’ year level during on the conduct of the study.
One set of questionnaires was used in gathering the data. These data were used in
determining the level of satisfaction with Jel platform among JBLFMU-A students. The
questionnaire undergone content and face validation. After that, the researchers
conducted a pilot test to ensure that the instrument is reliable. The data gathered in pilot
testing was be analyzed.
The questionnaire was a closed-ended type. The questionnaire aimed to gather
data purposely for the study was composed of two parts. The first part of the
questionnaire contained personal data such as the student’s name (optional), and year
level. The second part was the main questionnaire in determining the level of satisfaction
with Jel platform among JBLFMU-A students for school year 2021-2022. The
questionnaire was a Likert-type survey questionnaire. The respondents identified their
answers through checking the appropriate box corresponding their level of agreement to
the statements in the questionnaire.
Data Collection
The questionnaires were administered by the researchers online. Due to the
pandemic, the researchers made use of Google Forms to collect responses online. Upon
the approval of the research instructor after certain preliminary activities such as
construction of instruments and validation, a link of online questionnaires was sent to

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students of JBLFMU-A through private message. Instructions on how to answer the
questionnaires were also given within the link. A letter was sent to the authority in charge
to ask permission to allow the researchers to conduct a survey. They were assured of their
secrecy and strict confidentiality of their given responses. Upon retrieval of their
responses online, they were scored, tallied, classified, tabulated, analyzed and interpreted,
and made ready for statistical procedure.
Data Analysis
After gathering the data, field editing was done to ensure completeness of data
obtained. This was followed by office editing before classifying and organizing the
results to further check completeness and accuracy of the data. The data obtained from
the questionnaire was computed and analyzed statistically using SPSS (Statistical
Package for Social Sciences). The results will be interpreted using the following
statistical tools.
Mean. This will be used to determine the mean average of the level of satisfaction
with Jel platform among JBLFMU-A students
Standard Deviation. This will be used to indicate the homogeneity or
heterogeneity of the responses for each item in the questionnaire about the level of
satisfaction with Jel platform among JBLFMU-A students.
One -Way ANOVA. This will be used to test whether significant differences exist
in the level of satisfaction with Jel platform among JBLFMU-A students when classified
according to year level.

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Table 2 shows the mean scale, description and the indicators of the level of
satisfaction with Jel platform among JBLFMU-A students.
Table 2
Mean Scale, Description and Indicators in determining the level of satisfaction with
Jel platform among JBLFMU-A students.
Mean Scale Descriptive Rating Indicators
3.51 – 4.00 Highly Satisfied JBLFMU-A students have high satisfaction with JeL platform
2.51 – 3.50 Satisfied JBLFMU-A students have satisfaction with JeL platform
1.51 - 2.50 JBLFMU-A students have moderate satisfaction with JeL

Moderately Satisfied platform
1.0 - 1.50 Slightly Satisfied JBLFMU-A students have slight satisfaction with JeL platform
Chapter 4
Results and Discussion
Chapter Four presents the Descriptive Data Analysis and Inferential Data
Analysis.
Part One, Descriptive Data Analysis, presents the results of the study with the use
of frequency and percentage.
Part Two, Inferential Data Analysis, tests if there are significant differences in the
test variables.
Descriptive Data Analysis
Table 3 shows that the level of satisfaction with Jel platform among JBLFMU-A
students when taken as an entire group are “Satisfied” (M = 2.97, SD= 0.92). It is found
that most students are mostly satisfied with “The JeL platform is easy to use” (M = 3.08,
SD= 0.89). Moreover, they are also satisfied with “All lessons posted at JeL can help
JBLFMU-A students to become well rounded professional seafarers someday” (M = 3.07,
SD= 0.90) and “The lessons in all subjects at JeL help JBLFMU-A students to gain more
knowledge” (M = 3.07, SD = 0.87).
On the other hand, the study reveals that the reasons for the least satisfactory level
of JBLFMU-A students for JeL platform are the following: “The JeL platform is quick
and interactive when it comes to quizzes, logging in for attendance and for submission of
activities” (M = 2.88, SD = 0.92), “Learning at JeL is almost the same on face to face
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class.” (M = 2.85, SD = 1.01), and “The JeL is more effective compared to mrooms” (M
= 2.83, SD = 1.04).
Table 3
Level of Satisfaction with JEL Platform Among JBLFMU-A students When Taken as an
Entire Group
Item Mean Descriptive SD Rank

Rating
JeL platform is easy to use. 3.08 Satisfied 0.89 1
toThe
gainlessons in all subjects at JeL help JBLFMU-A students
more knowledge. 3.07 Satisfied 0.87 2.5
All lessons
become well posted
roundedat professional
JeL can helpseafarers
JBLFMU-A students to
someday. Satisfied 0.90 2.5
3.07
The
the instructors’
topic better. methods at JeL helped in understanding Satisfied 0.90 4.5
3.03
Lessons posted at JeL for studying are brief and user
friendly. Satisfied 0.87 4.5
3.03
Reading lessons in every subject at JeL is time consuming. 3.00 Satisfied 0.88 6
All discussions
connected o instructors
to the lessons postedinatevery
JeL. zoom meeting are Satisfied 0.83 7.5
2.99
I believe that learning at JeL is more motivating. 2.99 Satisfied 0.91 7.5
The online help facility of JeL platform is useful. 2.99 Satisfied 0.93 7.5
I am comfortable studying at JeL platform. 2.98 Satisfied 0.93 10
The JeL platform is interactive. 2.97 Satisfied 0.92 11.5
JeL platform is not confusing. 2.97 Satisfied 0.94 11.5
The JeL platform is organized. 2.96 Satisfied 0.85 13
All specific interface is functional and effective when it Satisfied 0.92 14.5
comes to time management. 2.95
All subjects at JeL are related to maritime profession. 2.95 Satisfied 0.95 14.5
The features provided at JeL were up to your expectation. 2.93 Satisfied 0.94 16
Even in low cellular of WiFi connectivity, JeL platform is Satisfied 0.90 17
accessible. 2.89
The JeL platform is quick and interactive when it comes to
quizzes, logging in for attendance and for submission of 2.88 Satisfied 0.92 18
activities.
Learning at JeL is almost the same on face to face class. 2.85 Satisfied 1.01 19
The JeL is more effective compared to mrooms. 2.83 Satisfied 1.04 20
Grand Mean, Descriptive Rating, and Standard

Deviation 2.97 Satisfied SD 0.92
Note. The descriptive rating, mean, rank and standard deviation is presented in vertical column. Composite
mean and standard deviation are presented in horizontal column. For mean scales, 1.00-1.50= slightly
satisfied, 1.51-2.50= moderately satisfied, 2.51-3.50= satisfied, and 3.51-4.00= highly satisfied.
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Table 4 shows the level of satisfaction with Jel platform among JBLFMU-A
students. When respondents are classified according to year level, the results reveal that
they are “Satisfied” (M= 2.97, SD= 0.91). It is also found out that students with the
highest level of satisfaction with JeL platform were from third year (M= 3.03, SD= 0.96)
followed by second year (M= 3.01, SD= 0.87), Furthermore, the first year (M= 2.87, SD=
0.91).
Table 4
Level of Satisfaction with Jel Platform Among JBLFMU-A students When Classified
According to Year Level
Composite Descriptive
Year Level Mean Rating SD Rank
First Year 2.87 Satisfied 0.91 3
Second Year 3.01 Satisfied 0.87 2
Third Year 3.03 Satisfied 0.96 1
Grand Mean, Descriptive Rating, and Standard Deviation 2.97 Satisfied 0.91 2
Note. The descriptive rating, mean, rank and standard deviation is presented in vertical column. Composite mean and
standard deviation are presented in horizontal column. For mean scales, 1.00-1.50= slightly satisfied, 1.51-2.50=
moderately satisfied, 2.51-3.50= satisfied, and 3.51-4.00= highly satisfied.
students. When respondents are classified according to first year, the results reveal that
they are “Satisfied” (M= 2.87, SD= 0.91 It is also found out that the top reasons with the
highest satisfactory level for first year is that “All lessons posted at JeL can help
JBLFMU-A students to become well rounded professional seafarers someday” (M= 3.03,
SD= 0.90) followed by “JeL platform is easy to use” (M= 3.00, SD= 0.87). Moreover,
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“The lessons in all subjects at JeL help JBLFMU-A students to gain more knowledge”
(M= 2.98, SD= 0.85) and “All specific interface is functional and effective when it comes
to time management” (M= 2.92, SD= 0.93) comes next.
The result also reveals that the reasons with the least satisfactory level for first
year is “The features provided at JeL were up to your expectation” (M= 2.79, SD= 0.90),
“The JeL is more effective compared to mrooms” (M= 2.72, SD= 1.00) and “The
learning at JeL is almost the same on face to face class” (M= 2.71, SD= 0.96).
Table 5
Level of Satisfaction with Jel Platform Among JBLFMU-A Students When Classified
According to Year Level (First Year)
Rating
3.03 Satisfied 0.90 1
All lessons posted at JeL can help JBLFMU-A students to become well
rounded professional seafarers someday.
The lessons in all subjects at JeL help JBLFMU-A students to gain more
knowledge. 2.98 Satisfied 0.85 3
All specific interface is functional and effective when it comes to time
2.92 Satisfied 0.93 4.5
management.
The instructors’ methods at JeL helped in understanding the topic better. 2.92 Satisfied 0.87 4.5
All subjects at JeL are related to maritime profession. 2.91 Satisfied 0.94 6
Lessons posted at JeL for studying are brief and user friendly. 2.90 Satisfied 0.91 7.5
Reading lessons in every subject at JeL is time consuming. 2.88 Satisfied 0.92 9.5
Reading lessons in every subject at JeL is time consuming. 2.88 Satisfied 0.90 9.5
I am comfortable studying at JeL platform. 2.88 Satisfied 0.90 9.5
I believe that learning at JeL is more motivating. 2.86 Satisfied 0.92 12
All discussions o instructors in every zoom meeting are connected to the
2.85 Satisfied 0.88 13.5
lessons posted at JeL.
The online help facility of JeL platform is useful. 2.85 Satisfied 0.94 13.5
The JeL platform is organized. 2.83 Satisfied 0.88 15
The JeL platform is quick and interactive when it comes to quizzes,
2.82 Satisfied 0.95 16
logging in for attendance and for submission of activities.
Even in low cellular of WiFi connectivity, JeL platform is accessible. 2.80 Satisfied 0.91 17
The features provided at JeL were up to your expectation. 2.79 Satisfied 0.90 18
Learning at JeL is almost the same on face to face class. 2.71 Satisfied 0.96 20
Grand Mean, Descriptive Rating, and Standard Deviation 2.87 Satisfied 0.91
Note. The descriptive rating, mean, rank and standard deviation is presented in vertical column. Composite mean and standard
deviation are presented in horizontal column. For mean scales, 1.00-1.50= slightly satisfied, 1.51-2.50= moderately satisfied, 2.51-
3.50= satisfied, and 3.51-4.00= highly satisfied.
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students. When respondents are classified according to second year, the results reveal that
they are “Satisfied” (M= 3.01, SD= 0.87). It is also found out that the top reasons with
the highest satisfactory level for second year is that the “JeL platform is easy to use” (M=
3.25, SD= 0.83) followed by “All lessons posted at JeL can help JBLFMU-A students to
become well rounded professional seafarers someday” (M= 3.22, SD= 0.81). Moreover,
“The instructors’ methods at JeL helped in understanding the topic better” (M= 3.13,
SD= 0.81) and “Lessons posted at JeL for studying are brief and user friendly” (M= 3.13,
SD= 0.76) comes next.
The result also reveals that the reasons with the least satisfactory level for second
year is “Even in low WiFi connectivity, JeL platform is accessible” (M= 2.85, SD= 0.90),
“The JeL is more effective compared to mrooms” (M= 2.83, SD= 1.02) and “The
learning at JeL is almost the same on face to face class” (M= 2.81, SD= 1.03).
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Table 6
Level of Satisfaction with Jel Platform Among JBLFMU-A Students When Classified
According to Year Level (Second Year)

Rating
All lessons
students posted well
to become at JeLrounded
can help JBLFMU-A
professional Satisfied 0.81 2
3.22
The instructors’
understanding themethods at JeL helped in
topic better. Satisfied 0.81 3.5
3.13
3.13
The lessons
students in all
to gain moresubjects at JeL help JBLFMU-A
knowledge. Satisfied 0.80 5
3.10
The online help facility of JeL platform is useful. 3.06 Satisfied 0.87 6
Allconnected
discussions
to of
theinstructors in every zoom meeting Satisfied 0.82 7.5
are lessons posted at JeL. 3.05
Reading lessons in every subject at JeL is time
consuming. Satisfied 0.82 9
3.03
The JeL platform is organized. 2.99 Satisfied 0.77 10.5
All specific interface is functional and effective Satisfied 0.81 10.5
when it comes to time management. 2.99
All subjects at JeL are related to maritime
profession. Satisfied 0.93 12
2.98
The features provided at JeL were up to your Satisfied 0.87 13.5
expectation. 2.97
I am comfortable studying at JeL platform. 2.96 Satisfied 0.97 15
The JeL platform is quick and interactive when it
comes to quizzes, logging in for attendance and for 2.95 Satisfied 0.84 16.5
submission of activities.
I believe that learning at JeL is more motivating. 2.95 Satisfied 0.91 16.5
Even in low cellular of WiFi connectivity, JeL Satisfied 0.90 18
platform is accessible. 2.85
Learning at JeL is almost the same on face to face Satisfied 1.03 20
class. 2.81

Deviation 3.01 Satisfied 0.87
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students. When respondents are classified according to third year, the results reveal that
they are “Satisfied” (M= 3.03, SD= 0.96). It is also found out that the top reasons with
the highest satisfactory level for third year is that they are “I believe that learning at JeL
is more motivating” (M= 3.17, SD= 0.88) followed by “The lessons in all subjects at JeL
help JBLFMU-A students to gain more knowledge” (M= 3.12, SD= 0.96). Moreover,
“Reading lessons in every subject at JeL is time consuming” (M= 3.10, SD= 0.91) and “I
am comfortable studying at JeL platform” (M= 3.10, SD= 0.93) comes next.
The result also reveals that the reasons with the least satisfactory level for second
year is “All specific interface is functional and effective when it comes to time
management” (M= 2.94, SD= 1.02) “The JeL is more effective compared to mrooms”
(M= 2.93, SD= 1.08) and “The JeL platform is quick and interactive when it comes to
quizzes, logging in for attendance and for submission of activities” (M= 2.86, SD= 0.97).
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Table 7
Level of Satisfaction with Jel Platform Among JBLFMU-A students When Classified
According to Year Level (Third Year)

Rating
I believe that learning at JeL is more motivating. 3.17 Satisfied 0.88 1
The lessons
students in all
to gain subjects
more at JeL help JBLFMU-A
knowledge. Satisfied 0.96 2
3.12
Reading lessons in every subject at JeL is time
consuming. Satisfied 0.91 3.5
3.10
I am comfortable studying at JeL platform. 3.10 Satisfied 0.93 3.5
Allconnected
are discussions
to of
theinstructors in every
lessons posted zoom meeting
at JeL. Satisfied 0.79 5
3.07
The JeL platform is organized. 3.06 Satisfied 0.87 6.5
3.06
The online help facility of JeL platform is useful. 3.05 Satisfied 0.97 8
The instructors’
understanding themethods at JeL helped in
topic better. Satisfied 0.99 9.5
3.04
Learning at JeL is almost the same on face to face Satisfied 1.02 9.5
class. 3.04
The features provided at JeL were up to your
expectation. Satisfied 1.02 12
3.03
Even in is
platform low cellular of WiFi connectivity, JeL
accessible. Satisfied 0.90 13
3.02
JeL platform is easy to use. 2.98 Satisfied 0.95 14.5
All lessons posted at JeL can help JBLFMU-A
students to become well rounded professional 2.97 Satisfied 0.98 16
seafarers someday.
All subjects at JeL are related to maritime profession. 2.95 Satisfied 0.99 17
All specific interface is functional and effective when Satisfied 1.02 18
it comes to time management. 2.94
The JeL platform is quick and interactive when it
comes to quizzes, logging in for attendance and for 2.86 Satisfied 0.97 20
submission of activities.

Deviation 3.03 Satisfied 0.96
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Inferential Data Analysis
Table 8 shows that there was no significant difference in the level of satisfaction
with Jel platform among JBLFMU-A students when classified according to year level,
F(2,334)=1.774, p=.171.
Table 8
One-way ANOVA for the Significant Difference in the Level of Satisfaction with Jel
Platform Among JBLFMU-A Students When Classified According to Year Level
Sections SS df MS F Sig.
Between Groups 1.628 2 .814 1.774 .171
Within Groups 152.353 332 .459
Total 153.981 334

Chapter 5
Summary, Conclusions, and Recommendations
Chapter Five consists three parts: Summary, Conclusions, and Recommendations.
Part One, Summary, presents the major points and findings of the research study.
Part Two, Conclusions, presents the conclusion drawn from the results and the
general statement of the study.
Part Three, Recommendations, presents the suggestions and advice for further
development and improvement of other upcoming research studies.
Summary
The following were the findings of the present study:
1. Generally, as an entire group, JBFMU-A students are all “Satisfied” with JeL
platform.
When classified according to year level, JBLFMU-A students are all “Satisfied”
with JeL platform with the third-year rank first followed by second year and ranked last
is the first year.
The top reason with the highest satisfactory level for first year is that “All lessons
posted at JeL can help JBLFMU-A students to become well rounded professional
seafarers someday” while the least satisfactory level for first year is “The features
provided at JeL were up to your expectation”.

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According to second year, the top reason with the highest satisfactory level is that
the “JeL platform is easy to use” while the least satisfactory level for second year is
“Even in low cellular of WiFi connectivity, JeL platform is accessible”
According to third year, the highest satisfactory level is that “I believe that
learning at JeL is more motivating” while the least satisfactory level for third year is “All
specific interface is functional and effective when it comes to time management”
2. There was no significant difference noted in the level of satisfaction with Jel
platform among JBLFMU-A students when classified according to year level since the
data gathered from each year level did not differ from each other.
Conclusions
Based on the findings of the study, the researchers concluded that:
1. As an entire group JBLFMU-A students are all “Satisfied” with JeL platform.
This means that students of JBLFMU-A had satisfactory level with JeL platform as a
means of online learning.
When classified according to year level, first-year JBLFMU-A students are all
“Satisfied” with JeL platform. This means that the first year students of JBLFMU-A had
satisfactory level with JeL platform as a means of online learning. All second-year
JBLFMU-A students are also “Satisfied” with JeL platform. This means that the second
year students of JBLFMU-A had satisfactory level with JeL platform as a means of
online learning. Lastly, third-year students are all “Satisfied” with JeL platform. This
means that the third year students of JBLFMU-A had satisfactory level with JeL
platform as a means of online learning.

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2. There was no significant difference in the level of satisfaction with Jel platform
among JBLFMU-A students when classified according to year level.
Recommendations
Based on the findings of the study, the researchers further recommend that:
1. For institution, strengthen a department where in it focuses in maintaining and
enhancing the services of JeL platform as a means of online learning.
2. For parents, the constant monitoring of their child’s study habits and sustained
support in terms of financial and moral aspects may be maintained. Furthermore,
communication among students, parents and teachers may be oftentimes done to update
various parties of the latest trends and requirements of the course.
3. For instructors, more open and approachable in helping the students with their
expertise with the JeL platform as an online learning environment.
4. For students, more open towards seeking help from their instructors or seniors
when having difficulty in accessing JeL platform.
5. For future researchers, consider the level of satisfaction with Jel platform
among JBLFMU-A students.

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References
Cakrawati, L. M. (2017). Students' perceptions on the use of online learning platforms in
EFL classroom, 1. Retrieved from
https://ejournal.upi.edu/index.php/elttech/article/view/9428
Oducado, R. M. (2021). New normal in nursing education: College students’ expectations
of and readiness for online learning in the era of COVID-19 pandemic.
International Journal of Caring Sciences, 14, 1170-1177. Retrieved from
http://www.internationaljournalofcaringsciences.org/docs/40_oducato_original_1
4_2.pdf
Wenceslao, F. (2016). A comparative study on the effectiveness of e-learning
technologies used in the blended learning approach, International Journal of
Innovative Science, Engineering & Technology, 2. Retrieved from
https://ijiset.com/vol2/v2s11/IJISET_V2_I11_98.pdf
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Appendices
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Appendix A: Letter to the Dean
September 10, 2021
C/M VIRMARI S. TAN

Dean
JBLFMU-Arevalo, Iloilo City
Dear Sir,
Good day!
We are conducting our undergraduate thesis entitled, “LEVEL OF SATISFACTION

WITH JEL PLATFORM AMONG JBLFMU-A STUDENTS” as course requirement
in the subject Research.
In connection with this, may we ask permission to administer our research instruments
among the BSMT students of JBLFMU-Arevalo. Rest assured that the data will be
strictly for research purposes only and will be kept with outmost confidentiality.
Thank you very much and may God continue to shower you with His blessings.
Respectfully yours,
Ruperto P. Jamotillo Jr.

Lead Researcher
Noted by:
Roderick R. Germo, Ph.D

Research Adviser
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Appendix B: Letter to the Validators
October 09, 2021
Dr. Emilee C. Coo

John B Lacson Foundation Maritime University –Arevalo, Inc.
Sto. Nino Sur, Arevalo, Iloilo City
Dear Ma’am:
We are conducting a study entitled, “LEVEL OF SATISFACTION WITH JEL

PLATFORM AMONG JBLFMU-A STUDENTS” as course requirement in the subject
Research.
With your expertise, we are humbly asking permission for your service in validating our
instrument to be used for this research.
We hope for your positive response.
Respectfully yours,

Lead Researcher
Noted by: Approved by:
Dr. Roderick R. Germo, Ph.D Dr. Emilee C. Coo

Research Adviser Validator
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Appendix C: Letter to the Respondents
October 09, 2021
Dear Students:
Greetings!
We, the second-year students of John B. Lacson Foundation Maritime University
– Arevalo, are currently conducting a study entitled “Level Of Satisfaction With Jel
Platform Among JBLFMU-A Students.”
In respect, we are humbly asking to take some of your precious time, and effort to
answer our research instrument honestly. Your positive response in this request will be a
valuable contribution for the success of the study and will be highly appreciated.
We ensure that information provided will be kept at utmost confidentiality.
Thank you very much for your cooperation.
Respectfully yours,
Jamotillo, Ruperto P. Jr. Dr. Roderick R. Germo, Ph.D.
Lead Researcher Research Adviser

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Appendix D: Research Instrument
Questionnaire
Name (Optional): Grade/Year Level:
This questionnaire measures the “Level of satisfaction with Jel platform among
JBLFMU-A students”. Rest assured that your given responses will have secrecy and
confidentiality. Your honesty will help us improve sufficient and reliable data for our
study
Directions: Please fill in the blanks with the correct information and please check the
box that best corresponds to your given statements. Thank you.
1-Strongly Disagree 2-Disagree 3- Agree 4-Strongly Agree
(1) (2) (3) (4)

Strongly Disagree Agree Strongly
Disagree Agree
1 The JeL platform is organized.
2 The features provided at JeL were up to your

expectation.
3 The JeL is effective compared to mrooms.
4 The instructors’ methods at JeL helped in

understanding the topic better.
5 The JeL platform is interactive.
6 The lessons in all subjects at JeL help JBLFMU-A
students to gain more knowledge.
7 All subjects at JeL are related to maritime
profession.
8 All lessons posted at JeL can help JBLFMU-A
students to become well rounded professional
seafarers someday.
9 JeL platform is not confusing.
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10 JeL platform is easy to use.
11 All discussions of instructors in every zoom

meeting are connected to the lessons posted at
JeL.
12 Even in low cellular or WIFI connectivty, JeL
platform is accessible.
13 Reading lessons in every subject at JeL is time
consuming.
14 Lessons posted at JeL for studying are brief and
user friendly
15 The JeL platform is quick and interactive when it
comes to quizzes, logging in for attendance and
for submission of activities.
16 Learning at JeL is almost the same on face to
face class.
17 The online help facility of JeL platform is useful.
18 I believe that learning at JeL is more motivating.
19 I am comfortable studying at JeL platform.
20 All specific interface is functional and effective

when it comes to time management.
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Appendix E:
Forms
Proposed Research Titles

Section: Polaris 2-B Group No.: 3
Instructor: Engr. Roderick R. Germo, Ph.D.
Leader: Jamotillo, Ruperto P. Jr.
Members:
1. Badillo, Ace Ryan T. 6. Mayo, King Charles B.
2. Cabrillos, Asile Jezreel N. 7. Sugide, Xander Paul S.
3. Collado, Holimar T. 8.
4. Jocson, Leo Keith C. 9.
5. Lavente, Rhenard A. 10.
A. Proposed Titles:
1.Factors affecting the academic performance of BSMT-II students of JBLFMU-A on Online Learning
2. Satisfaction Level of JBLFMU-A BSMT Students Towards JeL Platform
3. Perceived effects of asynchronous and synchronous learning among BSMT-11 students of JBLFMU-A
4.Effects of Prolonged Use of Different Devices in the Performance of BSMT Students Academically
5. Effectiveness of JEL platform towards the academic performance of BSMT students of JBLFMU-A
Approved Title: Level of Satisfaction with Jel Platform Among JBLFMU-A Students
Approved:
Name of Instructor: Signature of Instructor:

Name of Student Research Committee Signature
1. EMILIE C. COO, D. R. Dev.
2. MARIA CORAZON S. NAVALLASCA, Ph.D.
3. RODERICK R. GERMO, Ph.D.
4. MARY JEAN L. DE LA CRUZ, Ph.D.
Form 1
Proposed Research Titles
INC.
EVALUATION OF THE STATEMENT OF THE PROBLEM AND INSTRUMENTATION
3
Section: BSMT II, POLARIS 2B Group No.: Group 3

Instructor: Engr. Roderick R. Germo, Ph. D. Adviser: Engr. Roderick R. Germo, Ph. D.
Leader: Jamotillo, Ruperto Jr. P.
Members:
1. Badillo, Ace Ryan T. 6. Mayo, King Charles B.
2. Cabrillos, Aisle Jezreel N. 7. Sugide, Xander Paul S.
3. Collado, Holimar T.
4. Jocson, Leo Keith C.
5. Lavente, Rhenard A.
A. Proposed Title: Satisfaction level of JBLFMU-A BSMT students towards JeL platform.
B. Statement of the Problem

B. 1. General Problem:
This study aims to determine the level of satisfaction of JBLFMU-A BSMT students towards JeL platform
for SY 2021-2022.
B. 2. Specific Questions:
1. What is the satisfaction level of JBLFMU-A BSMT students towards JeL platform when taken as an entire
group and when classified according to year level?
2. Is there a significant difference in the satisfaction level of JBLFMU-A BSMT students towards JeL platform
when classified according to year level?
C. Please attach the questionnaire for evaluation. This is only applicable for studies that are Descriptive.
Comments:
Approved:
Name of Instructor: Signature of Instructor:

Name of Student Research Committee Signature
1. EMILIE C. COO, D. R. Dev.
2. MARIA CORAZON S. NAVALLASCA, Ph.D.
3. RODERICK R. GERMO, Ph.D.
4. MARY JEAN L. DE LA CRUZ, Ph.D.
Form 2
Evaluation of the Statement of the Problem and In
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Date: September 09, 2021
DR. MARY JEAN L. DE LA CRUZ

Student Research In-Charge
This University
Dear Madam:
We, the members of Section Polaris 2-B of BSMT II, Group 3 our approved research problem
entitled, “Level of Satisfaction with Jel Platform Among JBLFMU-A Students.”
Moreover, we also wish to request Dr./Mrs./Mr./ Engr. Roderick R. Germo, Ph. D. to act as our
Adviser, and Dr./Mrs./Mr./ Engr. Roderick R. Germo, Ph.D. as our Statistician.
Listed below are the names of the group members who will work together on this research
problem. Your approval to this request will enable us to start working on our study and be able to finish it
in due time. Thank you very much for giving this request your favorable approval.
Respectfully yours,

Signature over Printed Name of Group Leader
Name and Signature of Members:
1. Ace Ryan T. Badillo 6. King Charles B. Mayo

2. Aisle Jezreel N. Cabrillos 7. Xander Paul S. Sugide
3. Holimar T. Collado 8.
4. Leo Keith C. Jocson 9.
5. Rhenard A. Lavente
Noted:
Engr. Roderick R. Germo, Ph.D.

Signature over Printed Name of Instructor
Approved:
MARY JEAN L. DE LA CRUZ, Ph.D.

Student Research In-Charge
Form 3
Letter for the Composition of Adviser and Statisti
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3
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JOHN B.

LACSON FOUNDATION MARITIME UNIVERSITY (AREVALO),

LEVEL OF SATISFACTION WITH JEL PLATFORM AMONG

Ace Ryan T. Badillo Aisle Jezreel N. Cabrillos

Holimar T. Collado Ruperto P. Jamotillo Jr.

Leo Keith C. Jocson Rhenard A. Lavente

King Charles B. Mayo Xander Paul S. Sugide

LEVEL OF SATISFACTION WITH JEL PLATFORM AMONG

Presented to the Faculty of

John B. Lacson Foundation Maritime University (Arevalo), Inc.

Sto. Niño Sur, Arevalo, Iloilo City

of the Requirements for the Degree

Bachelor of Science in Marine Transportation

Ace Ryan T. Badillo Aisle Jezreel N. Cabrillos

Holimar T. Collado Ruperto P. Jamotillo Jr.

Leo Keith C. Jocson Rhenard A. Lavente

King Charles B. Mayo Xander Paul S. Sugide

of the Requirements for the Degree

Bachelor of Science in Marine Transportation

Ace Ryan T. Badillo, Aisle Jezreel N. Cabrillos

Holimar T. Collado Ruperto P. Jamotillo Jr.

Leo Keith C. Jocson Rhenard A. Lavente

King Charles B. Mayo Xander Paul S. Sugide

RODERICK R. GERMO, Ph.D., Adviser

2/M LOUIE LLOYD G. LAMPREA, Ph.D., Chairman

MA. ELENA S. FRANCISCO, MSME, Member

C/M VIRMARI S. TAN, Ph.D.

the completion of the study:

unconditional love, encouragement, and financial support;

and be on the right path until the completion of the study;

and allowing us to conduct our study;

approval of our research proposal and for her insights;

using Jel platform in terms of their online learning.

1 INTRODUCTION OF THE STUDY

Background of the Study 1

Statement of the Problem 4

Significance of the Study 4

Delimitation of the Study 6

New Normal in College Students 7

A Comparative Study on the Effectiveness of E-learning

Technologies Used in the Blended Learning Approach 9

Students' Expectations on the Use of Online Learning Platforms 11

Purpose of the Study and Research Design 12

4 RESULTS AND DISCUSSIONS

Descriptive Data Analysis 17

Inferential Data Analysis 25

5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

2 Mean Scale, Descriptive Rating and Indicators in Determining the

Level of Satisfaction with Jel platform among JBLFMU-A

3 Level of Satisfaction with Jel platform among JBLFMU-A students

When Taken as an Entire Group 18

4 Level of Satisfaction with Jel platform among JBLFMU-A students

When Classified According to Year Level 19

5 Level of Satisfaction with Jel platform among JBLFMU-A students

When Classified According to Year Level (First Year) 20

6 Level of Satisfaction with Jel platform among JBLFMU-A students

When Classified According to Year Level (Second Year) 22

7 Level of Satisfaction with Jel platform among JBLFMU-A students

When Classified According to Year Level (Third Year) 24