ATTITUDE AND BEHAVIOR OF STUDENTS TOWARDS ONLINE LEARNING

In Partial Fulfillment of the Requirements in

Practical Research – II (Quantitative Research)

For Humanities and Social Sciences

By:

Acosta, Sha-ana
Jamahali II, Allawali
Kahil, Raisa
Tee, Avril Geolyn
Andah, Rosia
Tee, Ellaiza
Anong, Rosar
Amilasan, Abdurahman

November 2020
 CHAPTER I

INTRODUCTION

Background of the Study

Nowadays, the attainment of education and knowledge goes beyond the boundaries of

educational institutions. Learning and education take place in many diversified forms, which

make it easy to facilitate the general public in getting education. Among these diversified and

facilitated forms, the most adopted and acceptable way of promoting academics in reputed

educational setup across the globe is online learning. According to Asabere (2012), online

learning aims to seek changes in the pattern of whole academic process. Online learning is

known with many names and terms like learning through web, online learning, and instruction

through computer assistance. Online learning requires adjustment for the students to become a

competent online learner

Students’ perception of support is another external factor that can affect students’

attitudes. According to a study by Lee et al. (2011), students’ perception of support had a

positive relationship with their degree of course satisfaction. When the above discussed

technological problems or assignment confusion takes place, it is imperative that students feel

that they can easily contact their instructor or an Information Technology (IT) staff member.

With the wide application of the information and communication technologies (ICTs),

especially the Web 2.0, learning in higher education in Australia has been transformed from

traditional mode of learning to online or blended learning, which is supported by a variety of

online learning tools Kukulska-Hulme (2012); Lee & McLoughlin (2011); Njagi,

According to Asabere (2012), online learning aims to seek changes in the pattern of whole

academic Process. Online learning is known with many names and terms like learning through
web, online learning, and instruction through computer assistance. Online learning has many

Definitions in the contexts and milieu of its operationalization

López-Pérez, Pérez-López, and Rodríguez-Ariza (2011) found that the use of blended learning

environment had a positive effect in reducing the students’ dropout rates and improving their

exam marks. Lei (2010) indicated that blended learning experiences could be beneficial to

reinforce students’ understanding of the subject and enhance and support their learning process.

The regression and PLS models revealed that the factors which predicted the students’ attitudes

toward online learning by the end of the course were (a) their prior online learning attitudes; and

(b) motivation including intrinsic and performance orientation. When prior online learning

attitude was controlled, the students’ with higher level of intrinsic orientation showed more

positive changes in their attitudes toward online learning

Students have encountered mixed feelings of fear, loneliness, and uncertainty over what will

happen with classes, exams, graduation, and other significant activities impacting their study

path, such as platform accessibility issues notwithstanding potential coronavirus health risks

(Veletsianos and Houlden, 2019). Customarily, distance learning was a choice for educators to

integrate different learning strategies in their planning. The novel pandemic has made distance

learning mandatory, forcing schools and universities to create an immediate learning climate in a

setting that is distinct from traditional classrooms and to rapidly adopt unprecedented strategies

in their efforts to make distance education possible

McCarthy (2010). Blended learning is one of the effective learning systems for it cater all

learning style be it face-to-face or digital.

It has been found (Behjat, Yamini, & Bagheri, 2011; Castaño- Muñoz, Duart, & Sancho-

Vinuesa, 2013) that students who have already had exposure to computers in their classrooms

have showed improved writing skills compared to students without exposure to computers in

their classrooms, and they have also been more amenable to taking courses that are delivered

entirely online. According to a recent meta-analysis by the U.S. Department of Education,

student learning outcomes in online courses can sometimes be superior to those in traditional

face-to-face courses. However, the report “does not present evidence that fully online delivery

produces superior learning outcomes for typical college courses, particularly among low-income

and academically underprepared students” (Jaggars & Bailey, 2010, p. 1). Therefore, individual

student profiles seem to make a big difference to the attitudes they have toward blended and

online courses.

Based on the observations of the researchers, the attitude and behaviors of students

towards online learning have its advantages and disadvantages. In some case, learners have

chance to study in their own time and freely. Others find it hard for they lack materials and

knowledge about the proper usage of technology.

This study is being conducted by the researchers in order to identify several factors’

influence on students’ attitudes toward online learning. This is to also distinguish if there is a

significant relationship between the two variables and whether respondents may find online

learning difficult and hard to cope with and some students may find it easy, enjoyable and

motivating.

Theoretical Framework
 It was defined by Obaid, Wasal & Aamir (2018) that student has negative attitudes

towards online learning and found in some past research studies. The negative attitudes of

student towards online learning were identified with low level of computer skills, technological

anxiety, computer hardware problems as well as poor skills, low motivation and an inability to

work independently. If negative attitudes are not altered, a student is unlikely to continue his

education beyond what is required. Changing students' negative attitudes towards learning is a

process that involves determining the factors driving the attitude and using this information to

bring about change.

Zhu, Au, & Yates (2013) they mentioned students became more positive toward online

learning by the end of course, at significant level, by completing the course, the students may

become more familiar with the subject and more competent in using different online learning

tools, and more capable of using the knowledge skills acquired from the course in their future

teaching. Therefore, the experience of this blended course increased the student’s exposure to

more online learning tools; which led to more positive attitudes towards online learning.

Among these diversified and facilitated forms, the most adopted and acceptable way of

promoting academics in reputed educational setup across the globe is online learning. According

to Asabere (2012), online learning aims to seek changes in the pattern of whole academic

process. Students’ attitudes are also affected via the excellence and easiness of using course of

online learning, usability of online learning, and students’ level and skills in computer. (Aixia,

2011:264-268)
 Wong & Fong (2014) Defined that male students prefer online learning than to face to

face that strongly agreed that they were happy with the current level of technology used. In this

study, students preferring online learning technology tend to place comparatively less importance

on opportunities for interaction than female students.

This theory relates to the study to estate the attitude and behavior of students towards

online learning, so it shows that perceived factors influenced the attitude and behavior of

students towards online learning.

Conceptual Framework

The figure below presents the the schematic diagram of the conceptual framework. It is

composed of three variables which are the independent, dependent and intervening variables.

Independent Variable Dependent Variable

Online Learning Attitude and Behavior

Intervening Variable
Internet Connection

Figure 1.

Conceptual Paradigm showing the interrelationship between the Independent, Dependent

and Intervening variable

The conceptual paradigm above shows that the independent variable is perceived factors

such as online learning of students. These are believed to affect the influence the dependent
variable which is the attitude and behavior of students. It also shows the moderatos variable of

the studies which is the internet connection of respondents.

Hypothesis

This study is guided by the following null hypothesis.

Ho 1. There is no significant relationship between the frequency distribution of students

who are affected of online learning and its impact to their attitude and behavior.

Ho 2. There is no significant difference on the impact of online learning to the attitude

and behavior when they are grouped according to the students.

Statement of the Problem

This study aims to determine the impact of online learning to the attitude and behavior of

students.

Specifically, this study seeks to answer the following questions:

1. What is the impact of online learning to the attitude and behavior of students?

2. Is there any relationship between the frequency distribution of students who are

affected of online learning and its impact to their attitude and behavior?

3. Is there any significant difference on the impact of online learning to the attitude and

behavior when they are grouped according to students?

Significance of the Study

The study that will be conducted is to find out the attitude and behavior of the students towards

the new learning set-up. Whether, the behavior and attitude are shown either negatively or

positively. The study will value the following:

For the National and Local Government

The findings of the study will give baseline data to the national and local government

regarding as to what will be the attitude and behavior of students towards online learning. The

insight will also provide additional information on the advantages and disadvantages of online

learning. In addition, it can give light to the government whether the online learning will be good

or bad on students’ mental health.

For the Department of Education (DepEd)

The findings of the study will help in understanding the attitude and behavior of students

towards online learning and will give impact to other schools to know the mental stability of the

students. This can also help in developing new routines and strategies.

School

The result of this study will be the basis of the behavior of the students in the new

process of learning of their establishment.

Teachers

The outcome of the study will help them to determine the behavior and attitude that their

students react towards the new learning process.

Parents

The result of this study is to determine the behavior and attitude of their children

regardless of the new process of learning.

Students

The result of this study is to determine how students will take care of their attitude and

behavior in a new learning set-up. It shows how students will react in a positive way to the new

learning process that we experience in the middle of this pandemic.

Future Researchers

The outcome of this study can be their reference/s in conducting another research study.

It may help them to make a new conclusion about the research that they are conducting.

Scope and Delimitations

This study is limited to the Attitude and Behavior of Students towards Online Learning at

Baliwasan Senior High School Stand - Alone. The effect of online learning to the mental health

of the learners.

The study employed a descriptive research design. This study specifically covers one

school in district 1: Baliwasan. The respondents were 80 students from the said school. This

study is being conducted during the first semester school year 2020 – 2021.

Operational Definition of Terms

To ease out difficulty of communication, the following terms are defined operationally:

Attitude. The beliefs or view of students towards online learning.

Behavior. The actions and mannerisms made by the students towards online learning.

BSHSS – A. Refers to the school where the research is conducted.

 Online Learning. A learning which is taken with the use of technology and access on

internet.

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents studies and literature about the students' attitude and behavior

towards online learning. This is an essential part of the study in order to provide rich information

on what has been studied and implemented in other countries and in the local-based context.

The following literatures were analyzed and it revealed the factors affecting the students’

attitude and behavior towards online learning, the effect and underlying principles behind the

implementation of blended learning and the benefits of the students’ upon experiencing the new

normal way of learning.

The previous researcher by Chin., et., al (2018) indicated that in teaching online, the

lecturer strives to make the communication of the message to be conveyed in learning

appropriately to students as a whole, besides that when giving constructive feedback, the lecturer

as a supporter finds a way to promote positive messages and criticism from students

The important key for lecturers in teaching is to have adequate knowledge. This must be

addressed by the ability and skills of lecturers in preparing their teaching. And it is reflected in

lecturers’ attitudes who have a conceptual teaching framework, especially with online teaching

(Bakia, Shear, Toyama, & Lasseter, 2012). Unfortunately, not all lecturers have complete

knowledge about the tools available, especially in online teaching (Arkorful & Abaidoo, 2014).
 Lecturers must have specific knowledge about technology and combine it with existing

pedagogical content knowledge (Hutchison & Reinking, 2011). Another problem is, many

lecturers neglect their ability to teach online, they prefer teaching in front of the class through

textbooks (Kebritchi, Lipschutz, & Santiague, 2017).

According to Mobo & Sabado (2019) AMA Computer College in Quezon City student

thinks online learning education is very good in terms of giving the students time to be flexible,

allowing them to study and do other chores or even work and most of the student’s also thinks

when it comes to the aid of E-learning could give to them when answering quizzes and exams,

alignment of the discussed subjects and courses and the order of the discussion the level of their

decisiveness conquered their dubiety to preferring online modules rather than reference books.

The researcher concludes that even the E-learning education system promotes a high productivity

and enhance learner’s effectivity in learning it still needs improvement and more upgrades.

Technological change has made life changes, including in education. In education, the

learning process can be through face-to-face or e-learning. Technology development leads to

innovation so that many emerging methods are identified in e-learning. In this study, the focus is

more on the increasingly popular stage of higher education and helps lecturers and students and

institutions to develop further. But, many of the lecturers are afraid and technology illiterate in

using e-learning (Chiasson, Terras, & Smart, 2015).

Infrastructure plays an important role in online teaching, and if infrastructure and training

are provided, online teaching will run smoothly (Mardiana H., 2018). According to Perveen

(2016) synchronous e-learning involves active discussion, direct feedback and there is familiarity

in learning interactions. Hence, the involvement in the classroom carries over to e-learning.

Learning is more dynamic than through media with time lags. The discussions were livelier and
the questions were answered immediately right away. The speed and closeness of synchronous

online learning generates the same level of accountability and involvement as classroom

attendance, so ideas that emerge can compete and complement each other in real time and tight

schedule dan good infrastructure of technology internet. Whist a synchronous e-learning is

facilitated by media such as e-mail and discussion boards that connect work between students

and lecturers, and this discussion board can be used on students who cannot be online at the same

time. And asynchronous is the key to flexible e-learning. Many students take online learning

because this asynchronous is combined with education, family, work and other commitments.

Across the key online activities measured, the time spent on each activity was considerably

longer for higher achieving students in comparison to failed students (L. Wong, 2013).

Infrastructure plays an important role in online teaching, and if infrastructure and training are

provided, online teaching will run smoothly (Mardiana H., 2018). According to Perveen (2016)

synchronous e-learning involves active discussion, direct feedback and there is familiarity in

learning interactions. Hence, the involvement in the classroom carries over to e-learning.

Learning is more dynamic than through media with time lags. The discussions were livelier and

the questions were answered immediately right away. The speed and closeness of synchronous

online learning generates the same level of accountability and involvement as classroom

attendance, so ideas that emerge can compete and complement each other in real time and tight

schedule dan good infrastructure of technology internet. Whist a synchronous e-learning is

facilitated by media such as e-mail and discussion boards that connect work between students

and lecturers, and this discussion board can be used on students who cannot be online at the same

time. And asynchronous is the key to flexible e-learning. Many students take online learning

because this asynchronous is combined with education, family, work and other commitments.
 Student preference for a more traditional style of teaching was also reported in a more recent

study by Osgerby (2013), which investigated students’ perception of the introduction of a

blended learning environment and concluded that whilst students appeared to have a positive

attitude to the adoption of an organized and well-resourced ICT based learning process, they

preferred face-to-face lectures and step-by step instruction. Smith and Greene (2013) examined

the use of e-learning technologies to enhance learning. While the benefits of e-learning were

recognized by the participants, these were somewhat compromised by the technological

difficulties experienced. This study acknowledged that, overall, the current literature supports the

view that e-learning in higher education enhances the teaching and learning experiences.

A student who possesses sufficient digital literacy and social awareness is someone who

has sufficient knowledge, discernment and creative skills in regard to understand advantages and

disadvantages of digital technologies and how to address them responsibly and ethically (Hague

& Dayton 2011; Ng,2012). Students who are building digital literacy skills understand the basics

of Internet so these learners know how to create, communicate, and share digital content.

According to the results of this study, 10 students noted the lack of presence of a teacher

to be a disadvantage compared to the 3 students who felt the exact opposite—that it was an

advantage. Additionally, Lee, Srinivasan, Trail, Lewis and Lopez (2011) also found that students

valued and benefitted from interaction with instructors and peers. When students were asked,

“How could this course support your learning better?” interaction with teachers and peers was

found as a primary solution. Lee et al. proposed an online or on-campus study group as a means

to avoid feelings of isolation and discomfort with a lack of interaction. These effects related to

interpersonal interaction could be due to personality differences. For example, an extroverted

student may thrive on classroom interaction, feeling it is necessary to their understanding of the

material. In particular, this extroverted student may value the direct interaction with a teacher

In 2012, a study conducted by the Academy Administration Practice (2013) revealed that

student’s preference for the written word as compared to physical text was waning, more and

more students are beginning to appreciate the benefits of purchasing digital e-books over books

with printed text, in fact, among the advantages realized by students readers on utilizing e-books

include portability as well as find and replace functions and copy and paste. Due to the

increasing popularity of using e-books installed in tablets and other digital reading devices,

student readers have begun to realize that by using e-books, they can carry around multiple book

all at the same time and even download and store countless other books in one small device as

well as their assignment and other pertinent text, digital and audiovisual information (Academy

Administration Practice, 2013: Nelson, 2010, McCarthy, 2011). School leaders, media

specialists, and educators are focusing more and more on the benefits of digital literacy skills in

schools because today’s students are looking to the Internet as a key source of information.

Students who are digitally literate know how to find and consume digital content.

According to Bill Gates, CEO of Microsoft, the use of technology has become more

significant and indispensable a study showed the same native may not be as familiar with

educational technologies but they are able to adopt new technologies into their learning easily

because it is more prominent in their environment (Wavy 2012) all students enrolling in school

today may not be fluent or accepting of the integration of technology in education and online

learning because pf their exposure, interest, or simply unwillingness to utilize electronic devices

and internet technology.

 Students taking online courses value control over course content and this can interact

with the Choice of learning tools affecting satisfaction. Mockus, Dawson, Edel-Malizia, Shaffer,

An, and Swaggerty (2011) demonstrated students’ preferences for control in their online learning

experience via a mobile learning study. Students used Androids, BlackBerrys, iPhones, iPhone

Touches, and iPads as platforms to access course material. Findings revealed that students found

course content delivered to their mobile device to be motivating and they enjoyed learning this

way. The authors explained that this pointed towards the desire of students to engage in

personalized learning. This demonstrates the importance of taking students’ preferences into

Account, and utilizing effective tools to address these preferences to ensure continued

satisfaction and participation in distance education.

According to (Perveen, 2016) asynchronous e-learning allows students to enter learning

whenever they download documents or send messages to lecturers or classmates. Students have a

lot of time to improve their contribution in learning compared to synchronous e-learning. To

reduce student confusion, it is necessary to prepare an explicit online portal and instructional

content. Do not hesitate to direct students to the teaching material and to redo learning. In this

way, other students can benefit from reading questions and answers. It may also be that other

people can contribute with additional questions or answers and suggestions and solutions

There has been an unquestionable upsurge in distance education in recent years. Between 2002

And 2011, the percentage of college students who were enrolled in at least one online course

Increased from 9.6% to 32% (Allen & Seaman 2013). Given this, it is extremely important to

understand the experience of online courses from students’ perspectives. The ultimate

Beneficiaries of online education are, after all, the students.

 Wong (2012) stated that the main purpose of online learning is to augment or improve the

student learning process. The significant changes in the nature of communication and

information technologies led to the increased demand for the use and incorporation of

technology into the student’s learning. Similar to Adewole-Odeshi (2013), Rhema and

Miliszweka (2014) stressed that student’s online learning attitudes are largely influenced by their

personal perceptions concerning the quality and ease of various online learning tool utilization.

Online education is one of the leading modes of acquiring education at post-secondary level. The

main aim of online education is to help students earn higher education no matter where they are

located. The key benefits of online education are low costs, no traveling required, self-paced

coursework, and time flexibility.

Wong (2012) also confirmed the students from the developing countries generally

positive attitudes with regard to online learning due their familiarity and sense of detail when

reading in English. However, foreign students often feel that their performance in online classes

are highly important to them and poor performance negatively their self-esteem as well as

performance.

Accroding to Baticulon, MD, et al. (2020) Department of Anatomy study medical

students in the Philippines that the pandemic caused psychological stress among students making

it difficult to them to focus on studying, that difficulty adjusting learning styles and mental health

concerns were coomon amomg female and non-binary students those who were in the first two

years of medical school, and those with a lower academic standing, students from lower income

felt less capable of engaging online learning.

 The main concern of the researchers in this study is to identify in detail the attitude and

behavior of students towards online learning and reveal its effect to learner’s mental health. The

related literatures and studies presented above were similar because it focuses its concern

towards the overall students’ attitude and behavior towards online learning. On the other hand,

the areas being studied by the researchers were only limited to one school which is the focus of

the study. Most of the authors have shown results of students’ attitude and behavior towards

online learning as it positively affects their learning and skill but there were also some issues

evident. It has been discussed that the implementation must strictly follow some policies and

serve its principle. However, it was also emphasized that the physical separation between the

learner and the instructor tends to create a feeling of isolation on the part of the learner leading to

negative attitudes. Thus, in order to successfully overcome the anxiety and lack of skill of

students in terms of the usage of technology, a good coordination of both national and local

government is needed as well as other organizations providing help for the learners. This can

also improve and develop the services and programs being implemented. The effects, factors and

issues stated above were also observed by the researchers in the local setting.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the following methods used in this study. This includes description

of research design, research locale, population and sampling, ethical consideration, reliability

and validity, data gathering procedure and statistical tool analysis.

Research Design

This study is a quantitative research which employs descriptive design. The study utilized

this method in order to determine the attitude and behavior of students towards online learning.

Bhat (2019) has defined descriptive research design which give descriptions on the

characteristics of the population or the phenomenon that is being studied. It focuses more on the

“whatness” of the study while emphasizing the demographic aspect of the subject without

answering the “why?” question. Furthermore, it is also called an observational research method

for none of the variables involved can be influenced in any possible way.

In addition, it was stated that the research interest can involve two or more variables to establish

their associations. In relation, the researchers also used correlational design to determine the co-

varying relationship between variables. The main purpose of this design is to identify the

variables and the relation between them; to make predictions of another variable from the

existing variable and to also reveal the possible cause-effect connection (Picciano, n.d.).

Research Locale

This study was specifically conducted in Baliwasan Senior High School Stand – Alone

located at San Jose Road, Zamboanga City.

Baliwasan Senior High School Stand – Alone

 Baliwasan Senior High School Stand – Alone is located at San Jose Road, fronting PSA.

The number of present enrollees is approximately 3000. Baliwasan Senior High School Stand -

Alone is one of the popular Public School located San Jose Road, Zamboanga City listed under

Public School in Zamboanga City.

Table 1.
Distribution of the Respondents by Grade level and Strand

Grade and Strand Population

11 HUMSS – A 10
11 HUMSS – J 1
12 HUMSS – A 3
12 HUMSS – B 5
12 HUMSS – D 3
12 HUMSS – E 10
12 HUMSS – F 2
12 GAS – A 2
12 GAS – B 3
12 GAS – C 3
12 STEM - A 3
12 STEM – B 1
12 STEM – C 1
12 ABM – A 2
12 ABM - B 5
12 ICT – A 4
12 ICT - B 2

As shown in Table 1, there are 60 respondents overall. The purposive sampling was used in

selecting respondents coming from 1 school. Foley (2018) explained that this type of sampling
relies to the own subjectivity of the researchers in line with the purpose of the study being

conducted. In here, the respondents must possess the profile which the researchers are looking

for to be considered as eligible participants of the study. On the other hand, quota sampling and

random sampling were used to randomly identify 60 respondents with a particular grade level

and section of the school. Saunders, Lewis and Thornhill (2012), discussed that the prior gathers

representative of a certain group from the population. Quota sampling ensures that the

respondents have the same characteristics in regards with the population the researchers wanted

to target. It was further emphasized that this kind of sampling collects data from one stratum

until a specific quota is meet which was fixed by the researchers. In contrast, random sampling is

used to choose respondents in an unbiased way. Therefore, the representative of the total

population will be guaranteed equal chances of being selected (Crossman, 2014). The researchers

have used this method after getting the total population of senior citizens registered in their

respective community.

Data Gathering Tool

The researchers have identified the benefits available for student in accordance of the

new normal way of learning. A survey questionnaire was given to the respondents of the

study to identify the attitude and behavior of students towards online learning. The

instrument consisted 20 questions divided into four sets: Intellectual Skills, Academic

Performances, Mental and Emotional Health, and Technological Factors. The Likert scale

was as follows: (5) Very High Level; (4) High Level; (3) Moderate Level; (2) Low Level;

(1) Very Low Level.

Validity and Reliability

 Farooq (2013) defined questionnaire and said that it is composed of series of question

usedto gather information to abstract a desired statistical data. In this study, a standardized test is

the research tool for this study. For remarks and suggestions, it was referred to the adviser. The

questionnaire was then presented to an expert panel that evaluated each item in terms of

significance and suitability. There were three expert panel members who preferably composed of

Doctorate degree holders. A validation form was given to the validators, indicating their

agreement or disagreement with each item. They were also asked to write their suggestions, in

the same form, comments on the space provided. In modifying the instrument, the researchers

incorporated validator remarks and suggestions.

Ethical Consideration

Research Ethics provides a basis of conduct for the researchers when conducting a study

(Anon, 2019). In accordance with the Research Ethics Protocol, the researchers acquired

informed consent from the survey respondents specifying their knowledge of the purpose of the

research, their permission to engage as respondents, their freedom to disclose or not disclose

information, their freedom to stop their involvement whenever they feel uncomfortable, right to

be informed of the results of the study, the benefits they will receive as part of the results of the

study, and their right to information confidentiality and identity anonymity. No images

displaying their faces were drawn during the study, nor do they identify features of their

buildings and place unless permitted by the participants.

Data Gathering Procedure

The researchers sought permission from the principal of Baliwasan Senior High School to

conduct a data gathering inside the school campus. After which, the researchers sought

permission from adviser of the said sections to conduct an interview to their students. The letter
was virtually submitted to the advisers of the class. As soon as it was approved, the researchers

conducted the survey. Right after, the survey was immediately administered. The survey

questionnaires were virtually made to the students as respondents. The data were then computed

by a statistician through the SPSS software and it was tabulated and interpreted by the

researchers.

Statistical Tool

Weighted Average Mean was used to determine the impact of online learning to the

attitude and behavior of students. Ganti (2019) have stated that this statistical treatment is useful

as it allows the researchers to measure the relative importance of each observation through the

final average; emphasizing that it also has descriptive interpretation. In addition, it enhances

accuracy to the results. Using this tool, this study has highlighted the significant impact of the

intellectual skills, academic performances, mental and emotional health, and technological

factors of the students.

The F-Test Two-Sample for Variances tool was utilized to know whether there is a

significant difference in the impact of online learning on the attitude and behavior from two

independent populations having equal variances. In the example below, two sets of observations

have been recorded. In the first sample, students were given a test before lunch and their scores

were recorded Well, F tests are about comparing variances. The basic problem here revolves

around the question of which sub-profile group better describes the main group. The various

groups are undefined. E.g. Different clustering algorithms will give different groupings ( Booth

2018) Further what it means to best describe the main grouping is unclear. Perhaps when these

issues are resolved the answer may become clearer about what if any test to use
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