EFFECTS OF ONLINE

LEARNING TO STUDENTS
PROPONENT

Agosto,Maryjoy
Escalante,Carmela
Limco,Jemuelyn
Manuel,Melizza
Chapter 1 Introduction
Background of the study

The recent decade has been witnessing dramatic growth and various benefits in the use of online learning in
education (Allen & Seaman, 2017). A great number of students are taking their courses online, which urged
teachers to design online courses to improve learning and teaching effectiveness (Evans, 2014). Numerous
studies reported that online learning could increase student participation, improve discussion quality, and
foster online interactions. The discussion forum could support students and improve learning by solving
difficult problems. Mobile technologies such as applications and computers could enable an easy access to
an online learning platform and facilitate mobile learning effectiveness (Panigrahi et al., 2018).
Collaboration and virtual community could be established in the online learning context. Online learning,
assisted with information technologies such as laptops, tablets, iPads, and mobile phones, has been widely
used and well accepted in higher educational institutes (Starr-Glass, 2013). Online learning could bring
numerous benefits to learners, e.g. diverting students’ attention to important knowledge and enabling them
to engage in collaborative learning activities (Alwi et al., 2012). Collaborative learning was strongly and
positively correlated with peer discussions and engagement rates (Brown, 2001). Formation of virtual
communities could benefit online learning outcomes (Panigrahi et al., 2018).
Disadvantages of online learning exist in learner engagement, academic success, and time-
consumption, despite that numerous studies have reported the effectiveness of online learning
compared with traditional learning (e.g. Bernard et al., 2004; Means et al., 2013a, 2013b). A large
number of teachers still resisted the use of an online pedagogical approach and believed that online
learning could decrease the engagement of students, thus leading to less favorable academic success
than traditional face-to-face instruction (Lederman, 2018). Very few online teaching and learning
activities could follow a rigid schedule and design (Tallent-Runnels et al., 2006). Through the
traditional approach, excellent teachers could attract students and hold their interest more than through
the online approach (Garson, 1998). Online teaching could be more time consuming than traditional
teaching (Cavanaugh, 2005).
Given both benefits and challenges, it is necessary to study the effect of online learning to students
which is especially widely used during this difficult COVID-19 pandemic time. This study will thus
examine their effects in the online context and provide constructive suggestions to improve the online
learning effectiveness.
Statement of the Problem
This study aims to find out the effects of online learning to students of
Bacolod City College AY 2021-2022
Specifically, this will answer the following questions:
1. What is the profile of the participants when group according to :
a. Age;
b. Sex;
c. Course
d. Year level
e. Civil Status?
 2. What is the level of effects of online learning to students of Bacolod City College when
grouped according to aforementioned profile variables in terms of:
a. Work
b. Family
c. Study

3. Is there a significant difference on the level of effects of online learning to students of

Bacolod City College when grouped according to aforementioned profile variables?

4. What improvement will be proposed for effective online learning?

Hypothesis
There is no significant relationship
between the level of effects of online
learning to students and the student
profile.
Theoretical framework
Community of Inquiry (Col)
The "community of inquiry" model for online learning environments developed by Garrison, Anderson,
and Archer (200o) is based on the concept of three distinct "presences': cognitive, social, and teaching.
While recognizing the overlap and relationship among the three components, Anderson, Rourke,
Garrison, and Archer (2001) advise further research on each component. Their model supports the
design of online and blended courses as active learning environments or communities dependent on
instructors and students sharing ideas, information, and opinions. Of particular note is that "presence" is
a social phenomenon and manifests itself through interactions among students and instructors. The
community of inquiry has become one of the more popular models for online and blended courses that
are designed to be highly interactive among students and faculty using discussion boards, blogs, wikis,
and video conferencing
Connectivism
George Siemens (2004), one of the early MOOC pioneers, has been the main proponent of connectivism,
a learning model that acknowledges major shifts in the way knowledge and information flows, grows, and
changes because of vast data communications networks. Internet technology has moved learning from
internal, individualistic activities to group, community, and even crowd activities. In developing the
theory, Siemens acknowledged the work of Alberto Barabasi and the power of networks. He also
referenced an article written by Karen Stephensen (1998) entitled "What Knowledge Tears Apart,
Networks Make Whole" which accurately identified how large-scale networks become indispensable in
helping people and organizations manage data and information.
Siemens describes connectivism as: the integration of principles explored by chaos, network, and
complexity and self- organization theories where] learning is a process that occurs within nebulous
environments of shifting core elements- not entirely under the control of individual. Learning (defined as
actionable knowledge) can reside outside of ourselves (within an organization or database), is focused on
connecting specialized information sets, and the connections that enable us to learn more and are more
important than our current state of knowing. (Siemens,2004). Siemens noted that connectivism as a theory
is driven by the dynamic of information flow. Students need to understand, and be provided with,
experiences in navigating and recognizing oceans of constantly shifting and evolving information.
Siemens proposed eight principles of connectivism. Connectivism is particularly appropriate for courses
with very high enrollments and where the learning goal or objective is to develop and create knowledge
rather than to disseminate it.
Online Collaborative Learning (OCL)
Online collaborative learning (OCL) is a theory proposed by Linda Harasim that focuses on the facilities of
the Internet to provide learning environments that foster collaboration and knowledge building. Harasim
(2012) describes OCL as: a new theory of learning that focuses on collaborative learning, knowledge
building, and Internet use as a means to reshape formal, non-formal, and informal education for the
Knowledge Age. (p. 81) Like Siemens, Harasim sees the benefits of moving teaching and learning to the
Internet and large-scale networked education. In some respects, Harasim utilizes Alberto Barabasi's position
on the power of networks. In OCL, there exist three phases of knowledge construction through discourse in a
group:
1. Idea generating: the brainstorming phase, where divergent thoughts are gathered

2. Idea organizing: the phase where ideas are compared, analyzed, and categorized through discussion and

argument

3. Intellectual convergence: the phase where intellectual synthesis and consensus occurs, including agreeing

to disagree, usually through an assignment, essay, or other joint piece of work (Harasim, 2012, p. 82).
 OCL also derives from social constructivism, since students are encouraged to
collaboratively solve problems through discourse and where the teacher plays the
role of facilitator as well as learning community member. This is a major aspect of
OCL but also of other constructivist theories where the teacher is not necessarily
separate and apart but rather, an active facilitator of, knowledge building. Because
of the importance of the role of the teacher, OCL is not easy to scale up. Unlike
connectivism, which is suited for large-scale instruction, OCL is best situated in
smaller instructional environments. This last issue becomes increasingly
important when seeking commonality among online education theories. Many
other theories can be associated with online education but, rather than present
more theories and in keeping with one of the major purposes of this article, it is
appropriate to ask whether an integrated or unified theory of online education is
possible (Picciano, A. G.,2017).
Conceptual Framework
Level of effects of
Profile of the online learning to
participants students of
when grouped Bacolod City Proposed
College when
according to:
grouped
improvem
a. Age according to ent for
b. Sex aforementioned effects of
profile variables
c. Course in terms of: online
d. Year level a. Work learning
b. Family
e. Civil status
c. Study
Researcher will group the participants according to age, sex,

course, year level and civil status then find out if there is a

difference on the level of effects of online learning to students

of Bacolod City College when grouped according to

aforementioned profile variables in terms of work, family and

study. Based on the result, the researcher will propose a

strategy for the improvement of online learning to students.

Scope and Limitation of the study

This study will examine the effects of online learning to students of Bacolod City College

AY 2021-2022. The researchers want to find out if there is a significant difference on the

level of effect of online learning to students. The study considered participant’s age, sex,

course, year level and civil status. The study will be conducted on the month of November

2021 to December 2021.

The researcher will limit the study to Bacolod City College students only. Each respondent

will be given a questionnaire to be fill out online. The respondents will be randomly

selected to prevent bias and act objective perceptions.

Significance of the study
This study will be beneficial to the College Administration and staff, parents, student
and future researchers for the following reasons:
College Administrator and Staff may use the result as a basis to know whether
online class is effective to students or not. And assess if there is a need to improved
regarding to the modality that they use to teach the students.
Parents may use the result as a basis if their children are still capable to learn through
online learning modalities. They can further support their children and help them
based on the need they have.
Students may asses the status of the online learning modality. Based on the result they
will be able to identify its difference from face-to-face classes and create a conclusion
to which is much more effective.
Future Researcher may use the result as a basis for parallel researches.
Definition of terms:

The following terms will be used for this study and defined conceptually and operationally for better
and clear understanding:
Age. Conceptually, measured by calculating the time elapsed (usually in complete years) between date
of birth and a specific point of time (ADS,2018)
Operationally, students who are 20-25 years old that will be the respondent of the study.
Course of study . Conceptually, refers to a series of courses which students are required to complete
prior to earning a diploma or otherwise moving on to the next stage in their education (Neilson E,2021)
Operationally, the state of being a student of education, business, information technology, or office
administration.
Effect . Conceptually, refers to a result consequence or outcome of some action, event, agent or cause,
as it does in the effect of reading the article was so profound that she immediately reconsidered her own
methodology. (Rene Tetzner,2020)
Operationally, the impact of online learning to students
Family. Conceptually, represents the foundation of self,  and a unity of  acceptance, unconditional
sacrifices, joy, support and love that is built on  a continuum of resilience, and journey in
humility from the past, current  and future generations (Baba, S. 2018
Operationally, it is where people related to each other share love  and acceptance.

Marital status . Conceptually, is time-specific and covers previous changes in marital status
(divorce or widowhood) that might affect contact and support exchange with children.
(Advances in Life Course Research, 2007)
Operationally, the status of being single or married of the respondent
Online learning . Conceptually, education that takes place over the internet’.[2] This can be
subdivided into asynchronous online courses that do not take place in real-time and
synchronous online courses in which teacher and student interact online simultaneously
(Taylor, J.L 2020)
Operationally, the mode of learning that Bacolod City College faculty use in order to teach the
students.
Sex . Conceptually, set of biological attributes in humans and categorized as female or
male (Heidorietal,2016)
Operationally, the state of being a male or female of the respondent of the study.
Study. Conceptually,  is another name for learning. It requires hard work and  sincerity.
(EssayBanyan,2021)
Operationally, it means the act of learning something.
Work. Conceptually, is about having a task (Benesch, B. ,2018)
Operationally, to do something in exchange for salary.
Year level . Conceptually, Refers to the academic year of education that students have
attained currently; First Year or Freshman, Second Year or Sophomore, Third Year or
Junior and Fourth Year or Senior (Candelansa,2021)
Operationally, first year, second year, third year and fourth year students of Bacolod City
College
 Chapter 2
Review of Related Literature
This chapter tackled effect of online learning to students under different profile variables; age, sex course, year
level, civil status and thus consider student’s work, family and study .
Online learning
Most of the studies have reported positive online learning effectiveness during the COVID-19
pandemic. The online, indoor, and desk-based learning could benefit secondary students and
enable them to learn effectively and continually during the COVID-19 pandemic lockdown
(Van Haeften et al., 2020). Online learning via the Community of Inquiry framework (CoI)
could greatly increase students’ engagement in learning and improve learning achievement
and team instruction during the COVID-19 pandemic (Tan et al., 2020). Medical student were
ready to learn through the online and synchronized model, indicating the future model of
medical education, whose effectiveness might be ensured based on a rigorous framework
(Khalil et al., 2020). Online learning enabled Ophthalmology students to learn at any place, at
any time and on any device although it still had numerous challenges (Kaup et al., 2020).
Researchers have proposed constructive suggestions for online learning
improvements. For example, suggestions were proposed to enhance
online learning of undergraduate students during COVID-19 by
establishing an upperlevel, project-based biochemistry laboratory class
(Zewail-Foote, 2020). Through Facebook group Strategies for Teaching
Chemistry Online, suggestions were raised regarding how to learn and
teach through online learning based on the Technological Pedagogical
Content Knowledge framework (DeKorver et al., 2020). Online learning
advantages included remote learning, comfort, and accessibility but
online learning was limited to inefficiency and difficulty in supervising
students (Mukhtar et al., 2020). When conducting online teaching,
teachers could try to monitor students and improve their learning
efficiency. (Yu, Z. 2021)
Online teachers could also notice various influencing factors
in online learning. In the online learning during the pandemic,
undergraduates’ anxiety was negatively related to foreign
language enjoyment. Their coping behaviors, negative, and
positive emotions were closely related and coexisted in online
learning during the pandemic. Online resources , as well as
retrospective and general enjoyment, greatly influenced their
coping behaviors and stressors (Maican & Cocorada, 2021). It
is, therefore, important for online course designers to pay
enough attention to these interweaving factors. (Yu, Z. 2021)
Age
Age is a variable considered when knowing the effect of online learning to students
(Eichelberger,2018). Some have found age have impact to students on online course (Walker and
Kelly, 2007) while others have found it to not have an impact (Simond and Brook 2014). Age
could be predictive of student preference of certain type of online activities (Eichelberger, 2018).
For example, older students have indicated a strong preference for watching videos of the
professor whereas younger students indicated preferring more interactive learning strategies
(Simond and Brook, 2014). Wyatt(20O5) reported a statistically Significant relationship between
students age and their perception of the quality of online instruction higher than younger
students. In addition, age may influence success in online courses (DiBase and Kidwa,2010;
Brezyk et al, 2017) with older learners struggling less with online course than younger learners.
Eichelberger (2018) found a difference in student perception between age group.
Specifically, the older group rated higher than the younger one. It supports the work of
Wyatt (2005) DiBise and It supports the work of Wyatt (2005) DiBise and Kidwa (2010)
and Barezyk et al (2017) who have found that older students seemed to have more
positive learning experience in online compared to younger ones.
Civil Status
As for the marital status, the result showed that there was a
significant difference just between married and divorced in affect
and emotion. Because there were just four divorced participants in
this study, the divorced sample was too small to be solid. The mean
of divorced people is 4.50, and the mean of married people is 3.42.
One possible explanation is that the divorced people might have a
stronger state of emotional feelings, concerns and passions as an
intrinsic motivator because they could concentrate more on learning
other than family or other social issues (Zhiao, Z. Mei, Z. 2016).
Course
Online college courses are a rapidly expanding feature of higher
education, yet little research identifies their effects relative to traditional
in-person classes. Using an instrumental variables approach, we find
that taking a course online, instead of in-person, reduces student success
and progress in college. Grades are lower both for the course taken
online and in future courses. Students are less likely to remain enrolled
at the university. These estimates are local average treatment effects for
students with access to both online and in-person options; for other
students, online classes may be the only option for accessing college-
level courses (Bettinger, Eric P., Lindsay Fox, Susanna Loeb, and Eric
S. Taylor. 2017)
Sex
Findings regarding gender differences in online learning outcomes tend to be inconsistent
and even paradoxical. Online female learners prove more perseverant and engaged than
males (Richardson & Woodley, 2003), while males tend to hold more stable positive
attitudes toward online learning (Nistor, 2013). While females have stronger self-regulation
than males in online learning contexts (Alghamdi et al., 2020), males can use more learning
strategies and have better technical skills than females. The above findings may have offset
the gender preferences in online learning, which might lead to no significant gender
differences revealed in online learning outcomes. Rationales for inconsistent findings in
gender differences may not be limited to the above. Future research could do more in-depth
research into this field. Teacher could design different courses for different genders. For
females, teachers could design courses in need of more engagement and patience, while for
males, teachers could provide courses in need of advanced technical skills and learning
strategies. For those mixed with males and females, the teacher could strike a balance by
providing various kinds of courses and tasks to attract their attention and improve their
learning outcomes. (Yu, Z. 2021)
Year level
Undergraduates did not deem online learning as a most satisfactory
instructional approach since they more positively evaluated teachers and
course contents than the online videos. The reasons might be either that
undergraduates were subject to the distractions of visual stimulation such
as online videos or that they failed to spend enough time watching the
online videos to acquire knowledge (Evans, 2014). They might have been
surfing the Internet for entertainment or chatting with their friends.
However, the postgraduates, with stronger self-regulation, might have been
more resistant to the external disturbances and could keep their learning
behaviors under control. They thus preferred the online learning method to
the traditional method, resulting in higher learning outcomes than the
undergraduates (Yu, Z.2021)
Work
Online education has gained immense popularity among working  professionals and students pursuing
higher education. These categories  of online learners find immense benefit in the autonomy and flexibility
that  these courses offer. Online courses can be planned around their schedule  which may include full-time
employment, internships and caring for family.  Online learning can also help them take out some quiet
time to study.
Distance learning has been around for a long time, even before  technology made it extremely accessible.
Traditional schooling is now  seeing an increased proliferation of virtual training materials and online
 courses. Even in a world of tried and tested schooling systems and  curricula, the most successful schools
are the ones who adapt to the changing times, as well as to the expectations of students, parents and  the
society. If online education is here to stay, then what are its  implications for traditional learning? Instead
of focusing on pros and cons,  the conversation we should be having today is about leveraging online
 education to make our education systems more conducive to learning.
Online courses call for a greater amount of motivation and self-discipline  than a classroom-based course.
A classroom has one or more instructors  and peers, who can hold a student accountable for their course-
work. In  contrast, online courses involve setting our own goals, tracking progress  and meeting deadlines.
One does not learn effectively in isolation so  online courses do offer discussion forums, email and one-on-
one support.  Technology also adds on to the visual experience by incorporating  animations that can be
used interactively for effective learning and  communication (Norma I.Scagnoli,2008).
Family
With the onset of a global pandemic, families have adjusted to a  rapid move to online
education. According to the U.S. Census Bureau’s  Household Pulse Survey, 93% of
households with school-age children  have had experience with some form of socially distant
learning during the COVID-19 pandemic, with a majority of those households using some
 form of online learning. For many families, the shift has been difficult.  Issues of accessibility
have impacted lower-income families disproportionately as they may not have access to two
requirements for  online learning: high-speed internet service and a computer. A National
 Education Association (NEA) report estimates that 13.5 million children  ages 5-17 don’t have
access to these technologies. Families have also  struggled to understand how online learning
impacts the education and  development of their children and overall family dynamics. As
educators  and parents have had some time to adjust to the upheaval that the  pandemic has
caused, both the advantages and disadvantages are  becoming clearer. For instance, a joint
study from the NEA and National  PTA on the impact of online education found that most
students feel they  are getting a good education, despite feeling pressure from learning,
 emotional, economic, and health stressors.(Bachelor’s in Human  Development and Family
Studies,2021)
Study
As students progress to higher classes in school, they seek more  autonomy and intellectual freedom.
Online learning can help them pursue  highly individualized learning programmes, possibly even
college level  courses. These, combined with hands-on exercises, real world  exploration, and
thorough assessments, can be highly beneficial to their learning progress. They can explore their
options by trying out introductory  topics from different fields, before committing to a specialization.
Online  learning platforms can help these students become more independent  learners, before they
make their way into college. I believe that we must  not hold back students from pursuing an online
course but instead provide  them guidance as they navigate through it.
Mobile apps that provide enhanced learning opportunities for school  children have become quite
popular as of late. Since mobile phones have  already found their way into their hands, these apps are
being used to  supplement classroom learning. Teachers and parents need to act as  anchors and
mentors, curating the kind of educational content students  are exposed to, during this tricky phase of
exploring the right career to  pursue. Online learning programmes will also open up opportunities for
 children from the weaker socio-economic communities who have limited  access to learning
resources i.e. teachers, text books and infrastructure. It  will connect them to a global network of
online learners, exposing them to  new perspectives. The ideas that they receive will not be limited
by the  number of heads in one classroom (Naveen K M,2018).
Chapter 3
Methodology
This chapter discusses the method to be used, the
participants of  the study, the research instrument, the
validity and reliability of the data  instruments to be used,
and the data gathering and data analysis  procedures to be
used.
Research Design
This study will employ a quantitative research design employing  descriptive,
comparative, and correlational approaches through a survey. 

Descriptive research aims to accurately and systematically  describe a population,

situation or phenomenon (McCombes, S.,2019) It will be used to determine the profile
of the participants. 

A comparative research essentially compares two groups in an  attempt to draw a

conclusion about them(Richardson, H.,2018)It will be  used to determine if a significant
difference exists in the level of effect of  online learning when grouped according to
different profile variables.

A correlational research design investigates relationships between  variables without the

researcher controlling or manipulating any of them  (Bhandari, P. ,2021)It will be used
to determine if there is a significant  relationship exists between the effects of online
learning to students under  different profile variables.
 Participants of the Study
The participants of the study are the students of
Bacolod City  College taking up different
courses ; Teacher education, Information
technology, Business education, Entrepreneurship,
Office Administration,  ACT/IS .
Sample Size
The sample size was computed using Slovin’s formula as follows:
Sample respondents =
3,000 
1 + ( 2,500) (5%)2 

Sample respondents = 3,000

7.25 

Sample respondents = 414

Sampling Technique
The researcher will be using a NON-
PROBABILITY/NON SCIENTIFIC SNOWBALL
SAMPLING TECHNIQUE in which the  sample is
randomly selected Bacolod City College students under
different  courses and year level. Due to the wide range of
data samples , the  researcher finds the said technique
applicable for this study, in which  prospective
respondents can help the researcher identify additional
people  to be included in the study.
Research Instrument
This study will utilize a researcher-made questionnaire that
is  composed of three (3) parts, and the contents were
structured based on  the review of related literature: age , sex,
course ,year level and others as  stated in the review of the
related literature section of this study. Part I  includes the
name and the profile of the respondents; Part II consists of 
questions developed on 3 Likert scale from agree to disagree
and  comprised 21 items. .Lastly , includes the proposed
improvement for  online learning. The following are the scale
responses to be used in the  interpretation of data.
 Interpretative Scale for the RESPONDENTS:
Scale Verbal description Verbal interpretation
5 Very satisfied Online learning is very  effective. Students 
understand their lessons  very well ,be able to  
participate in class and  face no problem at all.

4 Somewhat satisfied Online learning is  effective. Students 

understands their lessons  well and be able to  participate in class.

3 Neutral Online learning is  effective. Students 

understand their lessons  well.

2 Somewhat dissatisfied Online learning is a  little bit effective. Students somewhat understand their 
lessons.
1 Very dissatisfied Online learning is not  effective. Students are not able to understand their 
lessons
 Validity of the Research Instrument
The researcher-made survey questionnaire will be subjected to a  content validation using the Lawshe Content
Validity Ratio (CVR). Validity  refers to the degree of satisfaction in a systematic examination of the test 
content to determine whether it covers a representative sample of the  behavior domain to be measured.  

The CVR is a linear transformation of a proportional level of  agreement on how many “experts” within a panel
rate an item “essential”  calculated in the following way: 
CVR= ne – (N/2),
N/2 

where CVR is the content validity ratio,  

ne is the number of panel members indicating an item "essential,"  and  N is the number of panel
members. 

Of these, the researcher will formulate a valid questionnaire. In this  study, the researcher will invite
ten (10) qualified validators who have experience the online learning class and who are experts in
their own  field to validate the questionnaire to be used.
Reliability of the Research Instrument
After a supposed validation of the researcher
questionnaire, a  reliability testing shall be conducted to a
supposed 20 business education  students and a supposed
20 entrepreneurship students and other  students who will
not be included in the actual of the study. The reliability 
coefficient of the instruments will be measured using
Cronbach's Alpha.  The instrument for measuring the
effects of online learning to students.
 Data Gathering Procedure
soon as the survey questionnaire is validated and passes the  reliability test, data gathering shall commence.
e researcher will write a  letter to the Bacolod City College administrator and staff for approval to  conduct the
dy among the students. The researcher will do the  following indicated procedures: 
The researcher as said will be using a non-probability snowball  sampling in which sample/ respondents are
nstrained to Bacolod City  College students. 
The researcher will be using a google form media in sending the  validated research instrument by means of a
ssenger account.
The researcher will request all respondents she knows to answer  the survey questionnaire and seek referral to
m, up to the point the  number of required respondents shall be met. 
The researcher will gather all the data through the help of google  form application in printing all answered
estionnaires.
The researcher will use the SPSS application in processing the  required analysis needed to support the answers
sented in the  Statement of the Problems. 
The researcher will be presenting tables of computation to explain either to accept or to reject the hypotheses
sented in this study.
 Data Analysis Procedure
In this study, the data analysis procedure that will be used by
the  researcher is the Ordinal Scale. The researcher will also
find the  frequencies of the respondents' profile and
applicable information to verify  the consistency and the
validity of the responses in the particular concerns  in the
statement of the problem of this study. This is the most
appropriate  procedure to express the feelings or the
viewpoint of the respondents  relative to magnitude about the
given topic or questions and  concerns.(Francisco, L.,2021)
 Ethical Considerations
In the conduct of this study, ethics in research will be observed.  Before administering the
questionnaire, the researcher will ensure that the  Bacolod City College administrator and
staff approves the participation in  the said study, and the respondents agree to participate
in the survey and  are willing to sign the Informed Consent Form voluntarily. 
The Informed Consent Form will include complete information  about the purpose of the
study, a description of the study, the potential  benefits of the study, confidentiality,
publication, participation, and  informed consent. The identity of the respondent will be
kept in the most  confidentiality, which means that the questionnaire will not include 
identifiable markers about the respondents. The records generated from  the survey will
be stored in a secure cabinet, and only the researcher will  have access. The answered
questionnaire will be disposed of through  shredding after the prescribed period.
 INFORMED CONSENT FORM
Title:
This research is titled Effects of Online Learning to Students
Researcher:
This research will be carried out by Augusto, Escalante, Limco, and  Manuel, who are pursuing a Bachelor
Degree in Business Management  Major in Marketing at Bacolod City College (BCC) under the supervision of 
Dr. Eleanor D. Koudroglou. The researcher can be reached through  09060761895 or by email at
melizamanuel30@gmail.com.
Purpose of the Research:
This study aims to determine the effects of online learning to  students and know if there is a significant
difference on its levels under  different profile variables. Likewise this study will propose a strategy to  further
enhance online learning.
Description of the Research:
This is a descriptive-comparative-correlational study, and the data  will be collected using a survey questionnaire
during two months, between  November and December 2021.
Potential Benefits:
This research will benefit the College Administration, staff ,     parents, students and the future
researchers/public in terms of the  outcome: Effect of Online Learning of Students in Bacolod City
College.
Confidentiality:
In the conduct of this research, full confidentiality will be maintained  throughout the course of this
research. No information revealing the  identity will be published unless the revelation is specifically
consented to  and is absolutely essential. After the data processing phase, the materials  containing the
raw information collected from respondents will be  shredded.
Publication:
The results of this research may be published in any form for public  and scholarly consumption, or they
may be used in classroom instruction  to enhance learning and provide more information for future
researchers
Participation:
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 References
Adnan, M., Anwar, K. 2020. Online learning amid the COVID-19 pandemic: Students’

Perspectives. http://www.doi.org/10.33902/JPSP. 202026130

Bettinger, Eric P., Lindsay Fox, Susanna Loeb, and Eric S. Taylor. 2017. "Virtual

Classrooms: How Online College Courses Affect

Student Success." American Economic Review, 107 (9)

Journal of Education Technology 2021. The Effectiveness of

Online Learning Through Undiksha E-Learning During the Covid-19 Pandemic https://ejournal.undiksha.ac.id/index.php/JET

Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190.
doi:

10.24059/olj.v21i3.1225

Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. Int
J Educ Technol High Educ https://doi.org/10.1186/s41239-021-00252-3

Zhiao, Z. , Mei, Z. 2016. Case Study of American and Chinese College Students’ Motivation Differences in Online Learning
Environment https://www.researchgate.net/publication/307525523
 The End
Thank You!