i

Chapter I

INTRODUCTION

Background of the Study

The alarming outbreak of the COVID-19 pandemic has spread worldwide

which claimed millions of lives, displaced workers and immobilized society’s “normal”

lifestyle, according to (Sumitra & Roshan Chhetri, 2021) affecting almost all countries

and territories affecting nearly 1.6 billion learners in more than 200 countries.

Closures of schools, institutions and other learning spaces have impacted more than

94% of the world’s student population. This has brought far-reaching changes in all

aspects of our lives. Social distancing and restrictive movement policies have

significantly disturbed traditional educational practices. Reopening of schools after

relaxation of restriction is another challenge with many new standard operating

procedures put in place.

The effects of COVID-19 in the Philippines, one of the high-risk countries of

coronavirus outbreak, recorded the first death outside China. The government has

announced lock-down of Metro Manila, followed by the entire Luzon Island and is

mulling over more localized lock-downs. The Philippine government declared a state

of calamity in the country for six months on 17 March. With the current state of the

country in this time, institutions have been required to follow minimum health

protocols, forcing schools to halt their operations.

Due to the suspension of classroom teaching in many colleges and

Universities, switch to the online learning for undergraduate and graduate students

becomes effective in This form of learning provides an alternative way to minimize

either the contact between students themselves or between the students and

lecturers. However, many students have no access to the online teaching due to lack

of either the means or the instruments due to economical and digital divide. As
several problems have occurred with the mode of learning during the pandemic, the

shift from traditional means of learning challenged the urgency to coping up with the

demands of online learning alongside the battle against the unseen enemy.

It is the intention of the researchers in the conduct of this study to provide

understanding of BA Communication student’s perspective on online learning during

the time of the pandemic and the challenges they have encountered to which this

claim is supported by Obiedat (2020), as he stressed in his paper that since students

are regarded as an axis around which everything revolves in the teaching-learning

context, it is necessary to inquire into their views about this form of education,

Furthermore, Smart and Cappel (2006), as they note that investigating student

perceptions informs instructors and designers on how best to foster active

participation and engagement in the learning process, which effectively enhances

students' learning and motivation, and online learning.

This also sheds light to communication students who are at the forefront of

being agents that share correct and relevant information especially in these

unprecedented times. Although relevant research was conducted to seek similar

results to find out students' perspectives in the online learning method, most of these

studies merely focused on perceptions of students in other fields (e.g Medical,

Engineering, Hospitality Management, etc). And having found few studies catering to

communication students and their perspective on the new learning mode in the local

context, the researchers found motivation to study on this topic.

2
Objectives

This study aimed to describe the relevance on the perspective of BA

Communication students in Eastern Samar State University Main Campus on online

learning approach. Specifically, it aims to answer the following objectives;

1. To determine the respondent’s perspective on online learning approach; and,

2. To identify the common problems encountered by the respondents with online

learning.

3. To determine the significant relationship between respondent’s perspective

and problems encountered with online learning during the COVID-19

Pandemic

Significance of the Study

The findings of this study was deemed to be beneficial as the results of this

study will serve as a means to discover the challenges that are encountered by

students with the new modality of learning in the time of the pandemic.

For future communication students, that they see how the results of this

study lead them to acquire extensive skills and knowledge as well as to achieve great

experiences in the communication field even during the pandemic and help them in

their coping strategies.

For the communication department, to continuously devise methods that

could be utilized for virtual spaces as a new way of teaching-leaning process and be

a more encouraging learning environment for their students.

And lastly, for the University Administration, this will be a great way to

better aid in the online learning needs of the students. And this will also suggest the

steps to help create a virtually competent and ready university. Lastly, make

3
amendments to deliver quality education fulfilling Excellence, Integrity, and

Accountability.

Scope and Delimitations

This study was conducted during the first semester of the school year 2021-

2022 and was limited only to determine the perspective of BA Communication

students on online learning during the COVID-19 Pandemic. The BA Communication

students of Eastern Samar State University were chosen to be respondents of the

study at the as they are the most accessible to contact. The results obtained from

this study is true for this group and for the time frame mentioned earlier. Portions of

the data to be collected however, could be used as basis for future studies.

Definition of Terms

Communication students- As used in study, they are defined as the subjects of the

study or the respondents of the study.

COVID 19- As used in this study, it is the virus that disrupted the systems of schools

and has caused the Academe to shift into virtual or online learning.

Online Learning- As used in this study, it is the method used by the university or the

academe in delivering quality education to the students.

Pandemic- As used in his study, it is the health emergency that has affected the

learning process and the world in general.

Perspective- As used in this study, it is defined as one of the subjects that is looked

into with the respondents which are believed to be their views, opinions and the like.

4
 Chapter II

REVIEW OF RELATED LITERATURE

Lockdown and social distancing measures due to the COVID-19 pandemic

have led to closures of schools, training institutes and higher education facilities in

most countries. There is a paradigm shift in the way educators deliver quality

education—through various online platforms. The online learning, distance and

continuing education have become a panacea for this unprecedented global

pandemic, despite the challenges posed to both educators and the learners.

Transitioning from traditional face-to-face learning to online learning can be an

entirely different experience for the learners and the educators, which they must

adapt to with little or no other alternatives available. The education system and the

educators have adopted “Education in Emergency” through various online platforms

and are compelled to adopt a system that they are not prepared for.

Technological advances have made the availability of online learning both

economical and practical (Tanner, Noser, & Totaro, 2009). Online learning has been

described as personalized and self-organized because of control over content,

learning sequence, pace of learning, time, and media, factors that allow learners to

tailor experiences to meet learning objectives and manage access to materials

(Olojo, Adewumi, & Ajisola, 2012).

E-learning tools have played a crucial role during this pandemic, helping

schools and universities facilitate student learning during the closure of universities

and schools (Subedi et al., 2020). While adapting to the new changes, staff and

student readiness needs to be gauged and supported accordingly. The learners with

a fixed mindset find it difficult to adapt and adjust, whereas the learners with a growth

mindset quickly adapt to a new learning environment. There is no one-size-fits-all

pedagogy for online learning. There are a variety of subjects with varying needs.

5
Different subjects and age groups require different approaches to online learning

(Doucet et al., 2020). Online learning also allows physically challenged students with

more freedom to participate in learning in the virtual environment, requiring limited

movement (Basilaia & Kvavadze, 2020).

As schools have been closed to cope with the global pandemic, students,

parents and educators around the globe have felt the unexpected ripple effect of the

COVID-19 pandemic. While governments, frontline workers and health officials are

doing their best slowing down the outbreak, education systems are trying to continue

imparting quality education for all during these difficult times. Many students at

home/living space have undergone psychological and emotional distress and have

been unable to engage productively. The best practices for online homeschooling are

yet to be explored (Petr ie, 2020).

The use of suitable and relevant pedagogy for online education may depend

on the expertise and exposure to information and communications technology (ICT)

for both educators and the learners. Some of the online platforms used so far include

unified communication and collaboration platforms such as Microsoft Teams, Google

Classroom, Canvas and Blackboard, which allow the teachers to create educational

courses, training and skill development programmes (Petrie, 2020). They include

options of workplace chat, video meeting and file storage that keep classes

organized and easy to work. They usually support the sharing of a variety of content

like Word, PDF, Excel file, audio, videos and many more. These also allow the

tracking of student learning and assessment by using quizzes and the rubric-based

assessment of submitted assignments.

The flipped classroom is a simple strategy for providing learning resources

such as articles, pre-recorded videos and YouTube links before the class. The online

classroom time is then used to deepen understanding through discussion with faculty

6
and peers (Doucet et al., 2020). This is a very effective way of encouraging skills

such as problem-solving, critical thinking and self-directed learning. The virtual

classroom platforms like videoconferencing (Google Hangouts Meet, Zoom, Slack,

Cisco, WebEx) and customizable cloud-based learning management platforms such

as Elias, Moodle, BigBlueButton and Skype are increasingly being used.

Challenges in Teaching and Learning

With the availability of a sea of platforms and online educational tools, the

users—both educators and learners—face frequent hiccups while using it or referring

to these tools. Some of the challenges identified and highlighted by many

researchers are summarized as follows:

Broadly identified challenges with e-learning are accessibility, affordability,

flexibility, learning pedagogy, life-long learning and educational policy (Murgatrotd,

2020). Many countries have substantial issues with a reliable Internet connection and

access to digital devices. While, in many developing countries, the economically

backward children are unable to afford online learning devices, the online education

poses a risk of exposure to increased screen time for the learner. Therefore, it has

become essential for students to engage in offline activities and self-exploratory

learning. Lack of parental guidance, especially for young learners, is another

challenge, as both parents are working. There are practical issues around physical

workspaces conducive to different ways of learning.

The innately motivated learners are relatively unaffected in their learning as

they need minimum supervision and guidance, while the vulnerable group consisting

of students who are weak in learning face difficulties. Some academically competent

learners from economically disadvantaged background are unable to access and

afford online learning.

7
 The level of academic performance of the students is likely to drop for the

classes held for both year-end examination and internal examination due to reduced

contact hour for learners and lack of consultation with teachers when facing

difficulties in learning/understanding (Sintema, 2020).

Student assessments are carried out online, with a lot of trial and error,

uncertainty and confusion among the teachers, students and parents. The approach

adopted to conduct online examination varies as per the convenience and expertise

among the educators and the compatibility of the learners. Appropriate measures to

check plagiarism is yet to be put in place in many schools and institutions mainly due

to the large number of student population. The lockdown of schools and colleges has

not only affected internal assessments and examinations for the main public

qualifications like General Certificate of Secondary Educations (GCSE), but A levels

have also been cancelled for the entire cohort in the UK. Depending on the duration

of the lockdown, postponement or cancellation of the entire examination assessment

might be a grim possibility (United Nations, 2020). Various state-level board exams,

recruitment exams, university-level exams and entrance exams have been

postponed across India due to the COVID-19 outbreak and national lockdown.

Various entrance examinations (such as BITSAT 2020, NATA 2020, CLAT 2020,

MAT 2020, ATMA 2020) have also been postponed/rescheduled. The education

system in schools, colleges and universities across the country has been severely

impacted due to the ongoing situation.

It is also possible that some students’ careers might benefit from the

interruptions. For example, in Norway, it has been decided that all 10th grade

students will be awarded a high-school degree. A study carried out in France shows

that the 1968 abandoning of the normal examination procedures in France, following

the student riots, led to positive long-term labour market consequences for the

affected cohort (Maurin & McNally, 2008).

8
 School time also raises social skills and awareness besides being fun for the

children. There are economic, social and psychological repercussions on the life of

students while they are away from the normal schedule of schools. Many of these

students have now taken online classes, spending additional time on virtual

platforms, which have left children vulnerable to online exploitation. Increased and

unstructured time spent on online learning has exposed children to potentially

harmful and violent content as well as greater risk of cyberbullying. School closures

and strict containment measures mean more families have been relying on

technology and digital solutions to keep children engaged in learning, entertained

and connected to the outside world, but not all children have the necessary

knowledge, skills and resources to keep themselves safe online.

Some students expressed that they had to attend to their ailing

parents/grandparents/family members and take them to hospitals. By evening, when

they are back home, it becomes difficult for them to keep abreast with the lessons.

Parents whose children are in lower grades feel that it would be better to let the

children repeat the next academic year. Majority of students do not have access to

smartphones or TV at home in addition to poor Internet connectivity. There is no or

less income for huge population due to closure of business and offices. The data

package (costs) is comparatively high against average income earned, and

continuous access to Internet is a costly business for the farming community. Online

face-to-face classes (video) are encouraged by most; however, some students

(economically disadvantaged) have expressed that the face-to-face online class

consumes more data packages. The teachers are in dilemma as to whom to listen to

and which tools to adopt. Some think pre-recorded videos could help; however, this

would restrict interactions. It is difficult to design a proper system to fit the learning

needs and convenience of all students.

9
 Mullen and Tallent-Runnels (2006) found that it is more difficult to provide

affective support to students in online learning, where affective support is defined as

"communications from instructors to students that the students are important and

valued individuals" (p. 258).

Opportunities for Learning and Education

Although there have been overwhelming challenges for educators, schools,

institutes and the government regarding online education from a different angle, there

are several opportunities created by the COVID-19 pandemic for the unprepared and

the distant plans of implementing e- learning system.

It has forged a strong connection between teachers and parents than ever

before. The homeschooling requires parents to support the students’ learning

academically and economically. Children with disabilities need additional and special

support during this ongoing emergency.

As of July 2020, 98.6% of learners worldwide were affected by the pandemic,

representing 1.725 billion children and youth, from pre-primary to higher education, in

200 countries (United Nations, 2020). Therefore, making learning possible and

available from homeschooling has been the need of the hour.

Pedagogy available and used for face-to-face learning is not feasible for

online learning. Though a range of pedagogy has been devised for online and

distance learning, teachers who are technologically backward require proper

professional development and training in order to orient themselves towards their

students

Authentic assessments and timely feedback are essential components of

learning. A very crucial part of online distance learning is the availability of helpful

formative assessments and timely feedback to the online learners (Doucet et al.,

10
2020). This is found to be challenging for the educators and the education system. It

is more challenging in the Bhutanese context due to larger class strength, lack of

online teaching infrastructure and professional development, and non-participative

nature of the students.

Maslow before Bloom is the common phrase used in education circles. This

must be the mission for online learning for the continuation of education during the

present pandemic. The phrase is typically used to ensure that our students are safe

and have their basic needs met before online learning commences. Domestic

violence and child abuse are on the rise as the perpetrators are many a time at home

or in the neighbourhood, which is a mental distraction and threat to the learners

(Ravichandran & Shah, 2020). With students now experiencing homeschooling

during this COVID-19 pandemic, conducive environment at home for all standards

and socio-economic conditions is not uniform. Studies should be carried out to

support the hardest hit economically disadvantaged groups. In Bhutan, there are

reports of students dropping out or opting to discontinue schooling. This has occurred

due to the long break enforced by the school closure during the COVID-19 pandemic.

Although no studies are carried out to evaluate the direct impact of the pandemic on

dropout rate, research in this area would bring out the factual details.

There are varieties of online infrastructure that have been prepared by many

educational firms and made free for learning during this pandemic. The affordability

and accessibility to these online infrastructures for all the learners of varied economic

backgrounds are still a challenge.

Students with special needs having learning difficulties, such as hearing

impairment, visual impairment and mobility disabilities, require additional training with

support and guidance. Many caregivers and parents at home are not able to cater to

such needs, hindering the learning of this group of learners. Therefore, there is a

11
need for investing time and resources to explore and research the best alternatives

for the special educational needs (SEN) of these learners.

As all students’ assignments and examinations are carried out from home, it

is challenging for educators to find the authenticity of the work and the actual learning

taking place. Moreover, many parents guide and support their children during their

learning process, and the extent and degree of support varies greatly. Grading of

students is another area of study as no proper criteria are developed and effectively

used.

Furthermore, in this pandemic crisis online education has emerged as an

immediate alternative to the traditional education system around the world yet this

has also made substantial issues with reliable internet connectivity and access to

digital devices. (Sumitra & Chheteri, 2021)

Theoretical Framework

For this study, the central concept is based on the Medium Theory by

McLuhan (1964). Medium theory focuses on the medium characteristics itself (like in

media richness theory) rather than on what it conveys or how information is received.

In medium theory, a medium is not simply a newspaper, the Internet, a digital camera

and so forth. Rather, it is the symbolic environment of any communicative act. This

attempts to explain McLuhan’s thesis, that people adapt to their environment through

a certain balance or ratio of the senses, and the primary medium of the age brings

out a particular sense ratio, thereby affecting perception.

In this study, online learning can be denoted as the medium, as it is where the

learning process takes place. And with the online learning modality considerably

highlighting the pandemic at present this symbolic medium (online learning) thus

affects learner’s perception.

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Conceptual Framework

Perspective
of online
Problems
learning
met
method
during the
Pandemic

The concept map illustration above, shows the association of the variables

present in the study. In the context of this study, online learning is the independent

variable which is the mode of learning students used for studying and perspective on

the other hand is the dependent variable that suggests the student’s views and

opinions. The illustration implies that online learning during the COVID-19 pandemic

affects students’ perspective. Students’ perspective relies on the medium (online

learning) used for learning, whether it is positive or negative.

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 Chapter III

METHODOLOGY

This chapter presents the research design, locale of the study, research

respondents, research instrument, and the data gathering procedure as well as the

analysis of all collected data that addressed the objectives of the study.

Research Design

This study employed descriptive correlational research design. Descriptive

research is one of three basic types of research design. It is a quantitative research

method that is considered conclusive and is used to test specific hypotheses and

describe characteristics or functions. Descriptive research should have a clear and

accurate research question/problem. (Fluet, 2021). Meanwhile, correlational research

design.

Meanwhile, descriptive correlational studies describe the variables and the

relationships that occur naturally between and among them.

Respondents of the Study

The study had 62 BA Communication students of Eastern Samar State

University Main Campus enrolled during the 1 st semester of Academic Year 2021-

2022 as respondents.

Sampling Procedure

N
Respondents of this study was derived using the “Slovin’s formula” n= 2
1+ Ne

where n is the sample size, is the overall population and e is the margin of error (0.5

or 5%).

Applying the Slovin’s formula, the researchers obtained the total number of

respondents out of the total population of BA Communication students. Then, the

14
researchers will apply the random sampling method in choosing the respondents.

With this sampling method, the researchers selected the available respondents

during the data gathering.

Research Instrument

The research instrument was adapted from the study of Mahdy (2020) and

was slightly modified and localized to fit into the study. A formal letter was sent

through an e-mail to seek permission to adopt the research instrument from the

author. A permission letter to use the research instrument was then granted by Dr.

Mahdy. (See Appendix A). The survey questionnaire included an informed consent to

enlighten participants about their participation in the study. The questionnaire then

had three parts that responded to each research objective, Part 1 was about the

Socio-Demographic profile of the respondents in terms of their gender, Part 2 was

composed of statements relating to student’s perspective of online learning during

the Pandemic, while Part 3 comprised statements that are about problems faced by

students with online learning method during the Pandemic. (See Appendix B, for

reference). With this, the respondents were sent with a google form link where they

are presented with an informed consent to seek their participation in answering

the survey and as they agree to be respondents they are then subjected to select

the corresponding choice they have for every question.

Data Gathering Procedure

Prior to commencement of data collection, permit from authorities were

sought by the researchers. Letter of consent was prepared and forwarded to the

Dean of the College of Arts and Sciences of Eastern Samar State University for

approval. As the permits are given, data collection commenced. The researchers

used Google Forms for data gathering since heath protocols are still in effect and it is

the most convenient way of reaching out to their respondents.

15
Data Analyses

Coming up with meaningful interpretations of all information collected from the

respondents, data was be organized and tabulated for convenient analyses.

For objective 1, a five point likert scale was used to determine responses that

adhere to the question on the perspective of online learning during the COVID 19

pandemic. the responses were coded as follows, (1) Strongly disagree, (2) disagree,

(3) Neutral, (4) agree and (5) Strongly agree.

For the second objective, a five point likert scale was also utilized to identify

the responses in terms of the problems faced by the respondents with online learning

during the COVID 19 pandemic, the responses were also coded as follows, (1)

Strongly disagree, (2) disagree, (3) Neutral, (4) agree and (5) Strongly agree.

The results for objectives 1 and 2 were tabulated and as for other descriptive

objectives, measures of central tendency such as frequency counts and percentage,

were utilized to analyse the data.

For third objective, the mean was analysed using Spearman’s rho correlation,

to explain the relationship between variables.

Ethical Consideration

In trying to ensure that the study adhered to acceptable ethical standards, the

following considerations were followed: Letter of consent and permission from

authorities will be secured prior to administering the questionnaires to intended

respondents. Consent form will be administered to respondents before formally

starting with the data gathering. Anonymity will be observed while obtaining relevant

information. This is done to assure the respondents that all information extracted

from them remain confidential. Respondents will be informed of their participation in

the study and the type of data to be obtained from them. Respondents will be made

to give consent on the condition that all information derived from the questionnaires

16
and their participation in full volition will not in any ways incur harm or pose any type

of risks.

Chapter IV

RESULTS AND DISCUSSIONS

Student’s perspective on online learning method during the COVID-19

Pandemic was identified through the survey.
Table 1. Respondent’s perspective on online learning method
Strongly Disagre Neutral Agree Strongly Interpretatio
Statement Disagre e Agree n
e (3) (4) (5)
(1) (2)
1. Group discussion is more suitable 4 3 8 23 25 Strongly
delivered in classroom learning (6.3%) (4.8%) (12.7% (36.5% (39.7% Agree
) ) ) 25
(39.7%)
2. Clarification session is more 5 16 20 16 6 Neutral
suitable delivered in online learning (7.9%) (25.4%) (31.7% (25.4% (9.5%) 20
) ) (31.7%)
3. Assessment is more suitable 6 12 26 16 3 Neutral
delivered in online learning (9.5%) ( 19.0% (41.3% (25.4% (4.8%) 26
) ) ) (41.3%)
4. I do not experience stress during 34 25 4 0 0 Strongly
online learning (54.0%) (39.7%) (6.3%) Disagree
34
(54.0%)
5. I do not experience any problems 35 25 3 0 0 Strongly
during online learning (55.6%) (39.7%) (4.8%) Disagree
35
(55.6%)
6. I have more time to prepare 3 14 32 13 1 Neutral
learning materials before group (4.8%) (22.2%) (50.8% (20.6% (1.6%) 32
discussion with online learning ) ) (50.8%)

7. I have more time to review all of the 2 10 28 22 1 Neutral

learning materials after class with (3.2%) (15.9%) (44.4% (34.9% (1.6%) 28
online learning ) ) (44.4%)
8. Online learning give similar 16 32 8 7 0 Disagree
learning satisfaction than classroom (25.4%) (50.8%) (12.7% (11.1% 32
learning ) ) (50.8%)
9. Online learning give motivation for 4 17 25 16 1 Neutral
self-directed learning and eager to (6.3%) (27.0%) (39.7% (25.4% (1.6%) 25
prepare learning ) ) (39.7%)
materials before group discussion
10. Communication with lecturers 8 21 19 7 8 Disagree
and fellow students is easier with (12.7%) (33.3%) (30.2% (11.1% (12.7% 21
online learning ) ) ) (33.3%)
11. I like online learning more than 19 29 14 1 0 Disagree
classroom learning (30.2%) (46.0%) (22.2% (1.6%) 29
) (46.0%)
12. I study more efficiently with 8 23 27 5 0 Neutral
online learning (12.7%) (36.5%) (42.9% (7.9%) 27
) (42.9%)
13. Online learning gives the 3 2 16 25 17 Agree
opportunity for students to cheat (4.8%) (3.2%) (25.4% (39.7% (27.0% 25
during assessment ) ) ) (39.7%)

17
 The students, were asked about their perspective of the online learning

method and the problems they encountered during the COVID-19 Pandemic which

revealed that the respondents favour classroom learning than online learning. It also

presented that they disagree that communicating with lecturers and fellow students is

easier with online learning, in item no. 10, with 33.3 % of the students disagree to

easier communication to their classmates and teachers can be corroborated with the

findings from a study of Mullen and Tallent-Runnels (2006) found that it is more

difficult to provide affective support to students in online learning, where affective

support is defined as "communications from instructors to students that the students

are important and valued individuals" (p. 258). Yet, a study by (Song et al., 2004)

contradicted these findings by saying that, through online learning and consultations

flexibility and convenience are additional strengths, as it is often viewed as easier to

work in collaborative groups and schedule meetings because students can meet

online instead of in-person.

Take into focus, item no 8., 50.8 % of the students, disagree with regards to their

learning satisfaction online learning than classroom learning, these findings are

anchored with (Kenny, 2003), as he mentioned that lower student satisfaction with

the learning experience was an effect of online learning. (Ashong 2012), then

discussed that learning satisfaction is important because high levels of satisfaction

and positive attitudes among students are undergoing online courses are ultimately

striving to achieve.

With 46% of the respondents also disagree that they prefer online learning rather

than classroom learning, however, some studies state that majority of students have

positive perception towards online learning as it provides them much freedom to

connect with their teachers, fellow students and engage with their study materials at

the comfort and flexibility of space and time and thus, in the absence of face-to-face

18
interaction, digital technology has also been well accepted by the students for the

purpose of learning.

In table 2, (see table above) Item no. 12, says that 35 or 55. 6 % have

strongly disagreed that they experience stress during online learning the

respondents agree that most of the results can be linked to related findings from a

study of Blizak, Blizak, Bouchenak, and Yahiaoui (2020) which investigated the

perception of 380 Algerian

university students concerning the sudden move to online learning during COVID-19

pandemic. To which the study aimed to investigate through an online survey

questionnaire, distributed to chemistry and Hydrocarbon students at the University of

Boumerdes, where results of the study revealed that the students had not a positive

perception of online learning. That is, they are hesitant about digital education and

prefer in-class learning.

Table 3. Problems experienced by Respondent’s during online learning

Statement Never Rarely Sometimes Often Always Interpretation
(1) (2) (3) (4) (5)
1. Loss of interest 1 4 34 16 8 Sometimes
(1.6%) (6.3%) (54.0%) (25.4%) (12.7%) 34
(54.0%)
2. The availability of 2 9 14 19 19 Often/ Always
internet to students living (3.2%) (14.3%) (22.2%) (30.2%) (30.2%) 19
in upstream and (30.2%)
hinterland communities
3. Speed and cost of 0 4 22 14 23 Always
internet hinder proper (6.3%) (34.9%) (22.2%) (36.5%) 23
delivery of study (36.5%)
materials by both students
and lecturers.
4. The availability of 1 6 26 13 17 Sometimes
learning devices, such as (1.6%) (9.5%) (41.3%) (20.6%) (27.0%) 26
laptops, tablets,and (41.3%)
smartphones devices to
access the internet and
view the online materials.
5. The shortness of the 1 4 13 15 30 Always
available time to solve the (1.6%) (6.3%) (20.6%) (23.8%) (47.6%) 30
online tests, (47.6%)
which causes panic.
6. Lack of online 1 6 20 23 13 Often
information about certain (1.6%) (9.5%) (31.7%) (36.5%) (20.6%) 23
subjects (36.5%)
7. It is hard to teach the 2 2 14 20 25 Always
practical lessons in online (3.2%) (3.2%) (22.2%) (31.7%) (39.7%) 25
classes. (39.7%)
8. Spending long time in 0 1 26 24 12 Sometimes
online learning makes the (1.6%) (41.3%) (38.1%) (19.0%) 26
students (41.3%)
loss their motivation to
participate.

19
 9. The availability of online 0 2 23 23 15 Often/
resources, some lectures (3.2%) (36.5%) (36.5%) (23.8%) Sometimes
are provided in 23
PowerPoint or pdf format, (36.5%)
or lecturers just read from
PowerPoint slides
10. Less interactive due to 1 4 10 29 19 Often
no contact between (1.6%) (6.3%) (15.9%) (46.0%) (30.2%) 29
students and professors (46.0%)
11. Lack of effective 2 5 22 20 14 Sometimes
communication. (3.2%) (7.9%) (34.9%) (31.7%) (22.2%) 22
(34.9%)

Table 3, presents the problems faced by the students with online learning, the

respondents answered that they often and always identify the availability of the

internet to students living in upstream and hinterland communities as a problem with

online learning. The results also reveal that respondents always recognized the

speed and cost of the internet as a cause to the difficulties encountered when it

comes to the delivery of study materials on both the student and teacher’s part. The

availability of learning devices to access the internet and view online materials was

also sometimes considered as a problem by 26 the respondents. The difficulty of

teaching practical lessons online was always noted by the respondents. The results

also indicate that sometimes spending a long time in online learning makes them

lose their motivation to participate as well as the less interactivity due to no contact

garnered of the responses that leaned into the oftentimes that students considered

as problem with the method. These findings are supported by a conducted case

study of Agung, Surtikanti, and Op (2020), that examined the perceptions of 66

students on online learning during COVID-19 pandemic. The students were involved

in an English Language Education Study Program at Pamane in Pakistan. Their

perceptions were recorded through a survey in respect of students’ participation,

reachability, material and assignment submission, and the use of e-learning podiums.

The study identified three main obstacles in using online learning in the program.

They are: obtainability and sustainability of internet connection, attainability to the

teaching mass communication, and the harmony of tools to approach the media.

Additionally, results from Unger and Meiran (2021), which explored 82

undergraduate students’ attitudes towards the quick shift from in-class learning to

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online learning during the current epidemic crisis that presented 75.6%

of the students responded that they had somewhat anxiety towards the rapid shift of

the disease towards online learning. Overall, in the absence of face-to-face

interaction, digital technology has also been well accepted, functional and reliable to

students for the purpose of learning.

Table 4. Correlation table between the perspective and problems of the BA

COMM students with online learning during the pandemic

Perspective of Problems met

online learning of
during the Variables
pandemic of
variables
Measure P value Interpretation
PE 2 PE 3 .439 .000 Significant
PE 4 PE5 .787 .000 Significant
PR1 PR2 .422 .001 Significant
PE5 PR5 .384 .002 Significant
PR8 PR9 .776 .000 Significant
PE6 PR1 .378 .002 Significant
PR10 PR11 .567 .000 Significant
PE6 PE7 .356 .005 Significant
`PE7 PE8 .381 .005 Significant
PE9 PE8 .405 .001 Significant
PE8 PR1 .358 .004 Significant
PE8 PR3 .422 .001 Significant
PE9 PE7 .491 .000 Significant
PE8 PR6 .485 .000 Significant
PR5 PE8 .530 .000 Significant
PR5 PR6 .486 .000 Significant
PE8 PR7 .348 .000 Significant
PE8 PR10 .492 .000 Significant
PE8 PR11 .549 .000 Significant

The table above shows the significant relationships that existed among the

variables, as positive and strong relationships occur between the perspective and

problems with online learning during the pandemic it challenged the acquisition of

learning, these results strongly support the assumption of this study, that there are

significant relationships among variables which means higher scores on perspective

affects problems encountered. (p = .001-005). PE stands for Perspective and PR

stands for Problems.

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 SPSS statistical software was utilized to calculate, a Spearman Rho’s

correlation in order to arrive to correlation between any of the variables listed in the

table.

To which, (Mohammad et.al., 2021) stated that there are relatively relevance

and relationship between students perspective and problems as hurdle learning

online.

Table 5. Mean of the Perspective and Problems of students with online learning
approach during the COVID Pandemic
N Mean Std. Deviation
PE1 62 3.9677 1.14473
PE2 62 3.0484 1.10776
PE3 62 2.9839 1.01613
PE4 62 1.5161 .62047
PE5 62 1.4839 .59346
PE6 62 2.9194 .83565
PE7 62 3.1452 .82674
PE8 62 2.0968 .91812
PE9 62 2.9032 .91812
PE10 62 2.7903 1.20296
PE12 62 2.4677 .82418
PE13 62 3.7903 1.02649
PR1 62 3.4032 .85813
PR2 62 3.6935 1.15359
PR3 62 3.8871 .99350
PR4 62 3.6129 1.04575
PR5 62 4.0968 1.05130
PR6 62 3.6774 .95427
PR7 62 4.0323 1.02378
PR8 62 3.7581 .78271
PR9 62 3.8065 .84618
PR10 62 3.9677 .94031
PR11 62 3.6129 1.02996
Valid N (listwise) 62

The table above depicts the means of the student’s perspective and the

problems they faced with online learning during the COVID-19 pandemic. For the

student’s perspective the highest mean score as shown in the table are: PE1, this

noted that most students who participated in the study favour group discussions that

are done through online setting compared to those conducted in classrooms. PE13

comes second on the high mean score to which interprets as students view

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clarification session to better delivered online rather than during online class

sessions. On the other hand, the lowest mean scores are PE5, students who

participated in the survey noted that problems during online learning are more likely

experienced rather than classroom learning. PE4 also got a low mean score, to

which interprets as students are more likely to be stressed with online learning. As

the study aimed to discover the mean scores of the perspective and the problems the

students faced with online learning during the COVID pandemic, the research work of

Mohammed et.al., 2021 inclines to the findings of this study that relate to the analysis

that revealed, students faced difficulties when attending online classes. Based on

the findings, these challenges lie in students’ struggle to adapt to online courses, lack

of direct contact with the faculty, lack of motivation to attend classes, and time

management.

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 Chapter V:

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the findings of the study in which conclusions were

based. It also presents the recommendations which took results as the sole

consideration.

SUMMARY OF FINDINGS

The researchers discussed among themselves the relevant issues or topics that

are prospect to study on. After a time of brainstorming together with their Research

Teacher, the research title approved was "Perspective on the Relevance of Online

Learning Approach during Covid-19 Pandemic among BA Communication Students

of Eastern Samar State University."

This research was a descriptive correlational that study aimed to determine the

respondent’s perspective on online learning approach; and, to identify the common

problems encountered by the respondents with online learning and to determine the

significant relationship between respondent’s perspective and problems encountered

with online learning during the COVID-19 Pandemic.

Next step, the researchers presented a proposal, and it was approved by the

experts that followed the suggestions and recommendations that would better the

said research which would then lead to discovering relevant date for the research

study. Random sampling was utilized to obtain the respondents, since the study was

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descriptive in nature, out of all the enrolled students of the Communication

Department for the First Semester of the Academic Year, 62 were respondents of the

study.

As the study continued, the researchers having gathered enough data to record

and present for the final defense, and they relied on where the experts agreed. From

this, analysis of the data derived from their data gathering which used thorough

investigation and computation of the data with the guidance of their statistician was

successfully organized and executed such data in accordance to the need of the

research study.

Finally, the researchers found that;

1. Respondents prefer classroom learning and consultations rather than learning

conducted online or virtually. It can be noted that the respondents have varied

perspective towards online learning approach yet have most have

experienced problems with the online learning approach.

2. Respondents have negative perspective towards online learning approach

which means, that learning during the pandemic was challenging and

depended on how it is viewed by the respondents.

3. Researchers found out the common problems met by the respondents with

online learning during the COVID 19 Pandemic were financial, mental and

time preparation matters.

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 CONCLUSIONS

The results of this study clearly shows that online learning during the COVID-19

pandemic has been a challenging way to acquire knowledge for BA Communication

students.

1. Evidently, the results of this study reflect most of the student’s disagree that

they do not experience stress and problems with online learning, on the other

hand, the students still seem to be adjusting to the sudden change in the

mode of learning as they are then neutral with their perspective in terms of

learning preparations and the efficiency of studying through the online

modality during the pandemic.

2. Results of the study supports the assumption that students prefer classroom

learning better than online learning.

3. The perspective of BA Communication students of Eastern Samar State

University with regards to online learning during the COVID-19 pandemic has

been found to be significant in a way that it presents the struggles faced with,

not only their education, but also their economic status and access to

necessary resources that is greatly demanded in this learning method.

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4. Problems with motivation in learning and stable internet connectivity have

been found to be of the major challenges the students face with online

learning during the COVID-19 Pandemic.

5. Online learning has been an enormous aid in the challenge of education

during the Pandemic as it continues to be an emerging tool for learning.

6. Online learning is considered as an acceptable way of how the higher

educational system functions during the pandemic. However, the proficiency

of learners and educators when it comes to online materials has yet to

broaden.

RECOMMENDATIONS

Based on the conclusions, the following recommendations were made:

1. To conduct the same survey that highlights the comparison between

Learning Satisfaction with online learning and face-to-face learning.

2. To conduct researches outlining costs and benefits of online learning and how

students can enhance their online learning habits.

3. To conduct studies, that look into the interventions needed to ameliorate the

problems seen in this survey.

4. To study on the correlation between student’s perspective of online learning

and their gender.

5. To conduct detailed research on the internal/external factors affecting/various

problems on why these decisions are made by students.

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