LA CONSOLACION UNIVERSITY PHILIPPINES

CATMON, CITY OF MALOLOS, BULACAN

BASIC EDUCATION DEPARTMENT

School Year 2021-2022

The Satisfactory Level of Grade 11 Students’ Experience in the Online Learning Modality
in Malolos, Bulacan.

Submitted in Partial Fulfilment

of The Academic Requirements in
Practical Research 2

Submitted by:
Alfaro, Car Niño Louise
Almario, Kyrie Anne M.
Angeles, Nincel M.
Bernardo, Jessa Mariz A.
Raymundo, Rafael Fermin
Salamat, Christine Marie R.
Santos, Cathleya Mae G.

HUMSS-1

Ms. Mariella Fernando

December 2021
 Chapter 1: The Problem and Its Related Literature

Introduction

The online learning modality was practiced last year when COVID-19 became a global

crisis that forced the people to stay inside their homes. It was something new for the majority of

the people which made it quite challenging to adjust to (Bozkurt et al., 2020, Hodges et al., 2020

as cited by He & Xiao, 2020). The COVID-19 pandemic has brought the world to a standstill,

entire cities have been locked down, and people have been restricted to their homes in order to

stop or slow the spread of the virus (Mahmood et al., 2021). Despite the fact that we must

continue our study whilst facing the global pandemic; which has brought despair, destruction,

and death to many families, a student’s learning must continue. As stated by Mamood et al.,

2021, most academic institutions in the world have tried to ensure the continuity of the learning

process. UNESCO recommends distance learning programs and open educational applications

during school closure caused by COVID-19 so that schools and teachers can still safely interact

with their pupils (Aggarwal et al., 2021). As a handy platform to continue the learning and

teaching endeavors, online learning was adapted by many countries across the world. Majority of

the countries affected by the said virus shifted to an online mode of learning, wherein the

learners and the teachers have their interaction by the means of different kinds of technological

tools and techniques. According to Moore et al., 2011 as cited by Aggarwal et al., 2021, E-

learning is defined as a new paradigm of online learning based on information technology.

Online learning refers to learning experienced in synchronous or asynchronous environments

using the internet, where students interact with instructors and fellow students from anywhere

(Singh & Thurman, 2019 as cited by Faize & Nawaz, 2020). One of the purposes of these online
classes (e-learning) is to maintain communication with learners, promote their self-confidence,

and increase students’ confidence in their potential during the said virus (Dehghankar et al.,

2021).

Teachers and students were forced to connect in a virtual environmental while dealing

with problems at home due to the new quarantine policies with their family members, it

undoubtedly creates a challenge for teachers and students. Despite of multiple advantages or

features of online learning compared to traditional learning, there were several problems faced

by the instructors and students (Dawadi et al., 2020; Mustapah et al., 2021 as cited by

Kamruzaman et al. 2021). As stated by Sahu (2020); Turan & Gurol (2020) as cited by Biber et

al. 2020, shifting their F2F courses to an online environment suddenly has been a stressful

process for educators and students who have not previously had any educational experience in

these environments. Given the features of it, courses offered online in response to this crisis are

meaningfully different from a well-planned online learning in general (Bozkurt et al., 2020,

Hodges et al., 2020 as cited by He & Xiao, 2020). Although the importance of online learning

has inevitably emerged, educators and students have encountered various difficulties in the

process (Biber et al., 2020). A study by Sá & Serpa (2020) as cited by Kamruzaman et al. 2021,

stated that factors such as social isolation, problem in face-to-face interaction between teacher

and student, connectivity issues, and few others are among the issues related to online learning.

Despite of all of this, both parties were able to adapt.

The goal of this research is to measure the satisfaction level of Grade 11 HUMSS

students on their experiences in last year’s online learning modality and then interpret it through

the use of graphs that are easy to understand. According to Kamruzaman et al. 2021, it is
important to explore the learners’ perception and inclination of online learning approach that

suits their needs.

The online learning modality has proved itself to be useful in terms of continuing the

school year amidst the global crisis but what about the perspectives of the students on this

matter? That is why through this study the researchers aim to discover and show their overall

satisfaction with online schooling.

Review of Related Literature and Studies

This chapter contains literature and related studies that helped the researchers to

conceptualize the present study.

The Corona Virus Disease 2019, commonly referred to as COVID-19, which appeared in

the first quarter of the year 2020 and quickly spread all over the world has, indubitably, forced

the global learner community to transition from the traditional in-class method of learning to a

mode of online learning within a very short period of time (Mahmood et al., 2021). According to

Shahzad et al. (2021) as cited by Jan et al. (2021) the World Health Organization (WHO)

declared the COVID-19 as a pandemic has completely disrupted educational activities, forcing

most universities to a full closure, thus affecting hundreds of millions of students and educators

worldwide. Unfortunately, traditional learning and teaching cannot be implemented; online

learning takes place and acts as an alternative way to continue the academic activities while

facing the pandemic with its multiple advantages and features. According to Guri-Rosenblit

(2005) as cited by Alzahrani & Seth (2021), Online learning or (E-learning) is defined as "the

use of electronic media for a variety of learning purposes that range from add-on functions in

conventional classrooms to full substitution for the face-to-face meetings by online encounters.”
In addition, as stated by Zhang et al. (2004) as cited by the same author above, e-learning is

defined as “technology-based learning in which learning materials are delivered electronically to

remote learners via a computer network.” Online learning is considered as an alternative learning

method with the use of computers, laptops, tablets and mobile phones with internet access in

synchronous and asynchronous environments (Kamruzaman et al., 2021). As stated by Mahmood

et al. (2021) Various Information & Communication Technology (ICT) tools such as a desktop

computer, laptop, smartphone, smart device, an internet connection, and online learning

platforms (software/mobile apps) are essential for e-learning. Through these learning methods

and environments, students have a freedom in learning and get connected with their teachers

anywhere they want (Singh & Thurman, 2019 as cited by Kamruzaman et al., 2021). According

to Connolly et al. (2004) as cited by Mahmood et al. (2021) E-learning allows students to have

more control over their learning activities and to make decisions about their routine classwork in

terms of space, pace, depth, breadth, and time management. According to Alzahrani & Seth

(2021), E-learning comprises an arranged educational experience at a higher education institution

that provides study materials via an e-learning innovation and an internet browser, which can be

absorbed by students in their own way. Online learning provides a computer-mediating

environment for sharing one's perspective with others confidently and comfortably (Mahmood et

al., 2021). Besides that, online learning also requires students’ commitment and discipline,

especially for vulnerable students who need interaction that allows them to strengthen their

social skills (UNESCO, 2020 as cited by Kamruzaman et al., 2021). According to Singh &

Thurman (2019) as cited by Faize & Nawaz (2020), Online learning refers to learning

experienced in synchronous or asynchronous environments using the internet, where students

interact with instructors and fellow students from anywhere. Universities have offered
synchronous and asynchronous learning environments for the use of teachers and students, in

line with their technological infrastructure, without a sufficient pre-preparation process in this

urgent transition period (Biber et al., 2021). There are two modes in E-Learning: according to

Algahtani (2011) as cited by Kamruzaman et al. (2021), synchronous mode which provides the

direct interaction between the lecturers and students during class through tools such as

videoconference or chatrooms; and 2) asynchronous mode that provides the opportunity for the

lecturers and students to interact each other before or after the online class through thread

discussion and emails. Based on various studies, online learning shown multiple advantages and

benefits to students. According to Dhawan (2020) as cited by Kamruzaman et al. (2021), the

online learning provides advantages in independent learning and developing new skills in the

process leading to life-long learning. However, according to Regional Risk Communication and

Community Engagement (RCCE) Working Group (2020) as cited by Kamruzaman et al. (2021),

E-learning can be challenging to the underprivileged, disabled, and marginalized learners who

had limited resources and accessibility towards online learning modality.

Satisfaction is a consideration or decision that provides a level of consumption against a

particular feature of a product and service itself (Parahoo et al., 2016 as cited by Kamruzaman et

al., 2021). According to Alzahnari & Seth (2021), satisfaction refers to the emotional assessment

of the different outcomes that can also be applicable to viewpoints seen as lovely or upsetting.

As stated by Dehghankar et al. (2021), satisfaction is a key factor and one important indicator in

the quality of education. Online learning has shown that learners’ satisfaction is a critical

indicator of learning achievements and the success of online learning system implementation (Ke

& Kwak 2013 as cited by Jan et al., 2021). According to Bhattacherjee & Premkumar (2004) as

cited by Alzahnari & Seth (2021), satisfaction with assistance

that is offered is a solid indicator of clients’ duration goals and may impact framework

appropriation. Despite this growing interest in online teaching, students’ satisfaction level

remains the most concentrated indicator of online teaching experience (Hashemi, 2021).

Moreover, according to Harsasi et al. (2018) as cited by Kamruzaman et al. (2021), satisfactory

learning level signifies the construct of learners’ attitudes that measures affectively students’

satisfactions who typically have good and positive experience regarding e-learning. E-learners'

satisfaction has a vital impact on the success of the e-learning process and leads to improving the

quality of the e-learning system (Dehghankar et al., 2021). The key to the success of online

learning is when the student feels satisfied with the learning method itself (Dziuban et al., 2015;

Rios, Elliot & Mandernach, 2018 as cited by Kamruzaman et al., 2021). According to Topala &

Tomozii (2014) as cited by Jan et al. (2021), Learning satisfaction represents learners’ feelings

and attitudes toward the learning process or the perceived level of fulfilment attached to one’s

desire to learn, caused by the learning experiences. Satisfaction is one of the important steps to

determine the quality of an online learning (Kamruzaman et al., 2021. As cited by Kamruzaman

et al. (2021), according to Elliot & Mandernach (2018), learners’ satisfaction also can be defined

as students’ perception towards learning experience which can be increased when learning is

planned, and they be able to reflect learning and the provision of appropriate platforms for

interaction and collaboration between teachers and students. Students’ satisfaction level can be

linked to a variety of factors, including students to teachers’ interaction, students to students’

interaction, course assessment quality, internet quality, self-efficacy, and students’ learning

process (Harsasi & Sutawijaya, 2018; Kirtman, 2009 as cited by Hashemi, 2021). In addition,

research conducted by Baber (2020) cited by Jan et al. (2021), reported that variables such as

interaction in the classroom, student engagement, course structure, teacher awareness, and
facilitation positively influence students' perceived learning satisfaction. Other factors, such as

online support service quality, perceived ease of use and usefulness of online platform, computer

self-efficacy, academic self-efficacy, prior experience, and online learning acceptance, were

found to significantly impact students’ online learning satisfaction (Lee, 2010; Jan, 2015; Jiang

et al., 2021 as cited by Jan et al., 2021). According to Palmer and Holt (2009) cited by Jan et al.

(2021), stated that the ability and the confidence to learn from online courses and connect and

engage with others were the main reasons in explaining online learners' satisfaction. Many

researches have been conducted to evaluate the learners’ satisfactory level towards online

learning modality (Kamruzaman et al., 2021). Past studies have shown that satisfied students

appear to be engaged, motivated and responsive; contribute to an effective learning climate; and

achieve higher levels of performance. However, as stated by Dziuban et al. (2007) as cited by

Kamruzaman et al. (2021), when students felt dissatisfied or ambivalent, it can affect overall

outcomes where instructors appear to have much more difficulty facilitating effective learning

situations. As stated by Wu et al. (2010); Cidral et al. (2018) as cited by Jan et al. (2021),

Interaction in a fully online learning setting has been regarded as a critical factor that determines

to the extent which students are satisfied with their online education. According to Kuo et al.

(2014); Veletsianos (2010) as cited by Jan et al. (2021) a high level of interaction with the

instructor, other learners, or content leads to high satisfaction and thus reveals high engagement

in online learning. Similarly, lack of interaction often leads to poor student engagement and

lower student satisfaction (Martin et al., 2018; Rahmatpour et al., 2021 as cited by Jan et al.,

2021).
Theoretical Framework

Theory on Distance Learning

Transactional Distance Theory (TD) according to Kukul (2021) is one of the most widely

used theories about distance education in literature. As transactional distance affects learners, it

is considered as a useful framework to evaluate the learning process and to determine learner

satisfaction. The theory conceptualizes the transactional distance as the psychological and

pedagogical distance between the instructors and the learners as well as the geographical

distance (Kara, 2021). Dialogue, Structure, and Autonomy constitute the basis of the theory.

Whereas the responsibility of lecturers in Dialogue and Structure and the institution that

organizes distance education are high among these concepts, the characteristics of the learners

come to the fore in Autonomy (Kukul 2021). Communication and interaction between the

instructor and learner create dialogue, and the combination of the necessary elements to meet

individual needs in such course components as content, learning outcomes, and activities create

structure (Horzum, 2011 as cited by Kukul, 2021). Because the learners' autonomy in remote

learning is based on discourse and structure, it was removed from the current study's analysis due

to the constraints of instructional design to promote learner autonomy in distance education.

During the pandemic, the current study explores discussion and structure, which have an impact

on the students' need for autonomy during distant education. Dialogue in TD Theory refers to the

positive communication between the teacher and the learner. For the dialogue in TD Theory,

each participant is expected to contribute to communication and be an active listener (Kukul

2021). It is possible to encounter some studies that define dialogue as the interaction of learners

with distance education components like content, other students, instructors, and institution

(Ekwunife-Orakwue & Teng, 2014 as cited by Kukul 2021). It is possible to see findings in the
literature that the learner-instructor interaction is associated with such variables as student

success, motivation, and perceived learning (e.g., Eom & Ashill, 2016). The structure in TD

Theory points to the purpose of teaching, strategies, and evaluation methods (Kukul 2021). In

other words, how the instructor structures the lesson is directly related to the transactional

distance. Learner – Content interaction is the most important and effective interaction type in

distance education (Kara, 2021).

Theory of Multiple Intelligence

Multiple intelligence theory suggests that intelligence does not consist of a single

dimension (Çetinkıl, Katırcıoğlu & Yalçın, 2017). Humans have nine different types of intellect,

according to Howard Gardner, each reflecting a different manner of interacting with the world.

Each person has a unique set of characteristics, called a “profile”. Despite the fact that we all

have eight intelligences, no two people have them in the same way. In 1983, Harvard University

psychologist and neuroscience professor Howard Gardner established the notion of Multiple

Intelligences (MI). Contrary to the traditional methods used nowadays, multiple intelligence

theory increases the method richness by enabling the whole class to benefit from the education,

by considering the multiple intelligence fields of the students (Kurt, Gümüş,&Temelli, 2013 as

cited by Çetinkıl, Katırcıoğlu & Yalçın, 2017). The multiple intelligence theory has boosted the

number of studies that look into students' academic achievements, as well as allowing

researchers to draw varied conclusions on the subject. Findings on different or the same subject

matter must be examined in a general or thorough manner to create scientific advancement.

Theory of Differentiated Learning

Educators and school administrators are responsible for determining the most effective

approach to use resources that help pupils succeed and enhance their academic performance,

which may include improving the school's performance. Each state has a need for these criteria

to require teachers to be highly skilled and credentialed; yet, they do not address the quality of

instructional practices or the efficacy of teachers. Leaders need to focus on educators’

instructional practices in order to improve student performance (Sabb-Cordes, 2016).

Differentiated Learning addresses the learners need for differentiated instruction in a preferential

learning environment (Thapliyal, Ahuja, Shankar, Cheng & Kumar 2021).

Theory of Learning Satisfaction

COVID-19 seems to have an impact on educational processes in most countries: some

educational institutions have closed, while others, especially in higher education, have changed

to online teaching due to the benefits of information technology. According to Alzahrani & Seth

(2021), this theory examines the crucial elements impacting students' happiness with their

continued usage of online learning management systems in higher education. Students are

questioning whether they might be able to return to campus anytime soon, potentially inducing

various physical, mental, and emotional issues (Li et al., 2020; Yang et al., 2020 as cited by

(Alzahrani & Seth 2021)). It was discovered that service quality had little effect on students'

satisfaction, but that information quality and self-efficacy had substantial effects (Alzahrani &

Seth, 2021).
 Figure 1. Theoretical Model of the Study.

The diagram shows how the theories mentioned above affects the variables observed

during the flow of the study whose main purpose is to determine the effect of grade 11 students’

experience in the online learning modality on their satisfactory level towards e-learning.

Conceptual Framework

Figure 1. Conceptual Model of the Study.

The diagram shows the variables observed during the flow of the study whose main

purpose is to determine the effect of grade 11 students’ experience in the online learning

modality on their satisfactory level towards e-learning.

Figure 1 includes the 2 variables of the study: grade 11 students’ experience in the online

learning modality (IV) and the satisfactory level of grade 11 students (DV).
Operational Framework

Figure 1. Operational Model of the Study.

The diagram shows the step by step of operation of research to how will the research

starts and how will it end. It starts from the statement of the problem which decides the affecting

factors in online learning in the past year, and the satisfaction of grade 11 students. For the

process of the data, the researchers will use descriptive research, and conduct a survey as a

research instrument. To sum up, for the last part of the process is the shows the data result based

on the data that was gathered, the researcher will make a conclusion based on the data, and

stating a recommendation or suggestion for the future researchers.  

Statement of the Problem

The main concern of this study is to determine the satisfactory level of students’

experience on last year’s online learning. Specifically, the study seeks to answer the following

questions:

1. How did the online learning modality affect your life during the past year?

1.1 Lifestyle Changes;

1.2 Hobbies;

1.3 Mentally; and

1.4 Emotionally

2. How satisfied are the students with last year’s online schooling?

2.1 Were they satisfied; or

2.2 were they dissatisfied

3. Did the external factors during last year’s online schooling affect the students’

satisfaction level?

Scope and Delimitations

The study aims to determine the satisfactory level of student’s experiences on last year’s

online learning. The researchers want to know the level of their satisfaction and the factors that

affected it. The primary subjects of this research will be delimitated from the grade 11 HUMSS

Strand of some university in Bulacan. Moreover, the respondents will be clustered based from

their section. The duration of the study will run from November 2021 to March 2022.
Hypothesis of the Study

Ho – This study proposes that the respondents are satisfied with last year’s online schooling.

H1 – This study proposes that the respondents are not satisfied with last year’s online schooling.

Significance of the Study

The finding of this study is considered significant because it shows the overall

satisfaction level of the students on their e-learning experiences. At the end of the study, the

research accompanies a notable merit to the succeeding group of people:

Students. The study would help increase the confidence of the students to speak up

regarding their personal perspectives, criticisms, and satisfaction level on their online learning.

This would enable the students to feel secured because their complaints and grievances about

online learning will orderly be brought to justice. Students will understand that they are not alone

in facing this crisis caused by the pandemic.

Parents. The research is very crucial to parents because it would make them fully aware

on the academic endeavors of their children on the digital modality as well as the education

system of the school. Parents would provide an essential need such as moral support to assist

their children in their struggles on learning. This allows the parents to understand their child and

enable them to consider giving more time for the students to focus more in studying than doing

chores.  

Teachers. The findings of the research will be a big help for the teachers to be informed

towards the level of satisfaction of students in their online learning experiences. The study would

allow the teachers to focus on using better and effective styles of teaching to attain the student’s
standards in online learning. This would help out the teachers to strengthen and provide a deeper

relationship or connection to their students. 

School Administrators. This study will be a great help for the school administrators to

be more aware about the satisfaction level of the students regarding online education. The

research would serve as a sign to improve and enhance the existing style of teaching programs

and education system of the school. This would serve as a reminder for them to provide an ideal

learning environment for both teachers and students. 

DepEd & CHED. They are the ones who facilitate and oversee all of the education-

related issues in the country; the result of the study would help them to develop an effective

implementation of new and better teaching programs to create a better environment for online

learning. The research will serve as a feedback on the current situation of online learning from

the student’s perspective.

Future Researchers. This research would serve as a basis or reference for the future

researchers who want to expand the study or use the same topic for their own investigation. This

would encourage other researchers to study the same topic but with more available resources at

hand which will give way for a more efficient study in the future.

Definition of Terms

Student Satisfaction

Students’ satisfaction can be defined as a short-term attitude resulting from an evaluation

of students’ educational experience, services and facilities. According to a study, satisfaction was
described as the outcome or the result of a certain performance of any academic endeavors; on

the other hand, it is the desired result of any goal that amuses individual's admiration.

Covid – 19

Coronavirus disease (COVID-19) is an infectious disease caused by the SARS-CoV-2

virus. Coronavirus is a group of related RNA viruses that cause diseases in mammals and birds.

In humans and birds, they cause respiratory tract infections that can range from mild to lethal.

The said virus declared as a pandemic by WHO in 2020 which the cause of disrupted educational

endeavors, shifting the university’s entire mode of learning from traditional education to online

learning modality.

Online Learning Modality

Online learning uses the internet as a delivery modality to offer thoughtfully designed,

quality, student-focused learning experiences, built on proven best practices that create effective

interactions between learners, peers, instructors, and content. Through asynchronous activities,

synchronous meetings, or a combination of both asynchronous and synchronous methods.

Physical learning or face-to-face classes are no longer an option, online education takes place as

an alternative to support the continuation of education amidst the pandemic with its various

features such as flexibility, accessibility, and convenience.

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