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Perceptions and attitudes of senior high school students towards online learning

Article · December 2021

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Perceptions and attitudes of senior high school students towards online learning
Valerie H. Insigne ■ Elgien C. Padohinog ■ Nilda W. Balsicas

Abstract Introduction
Online learning enables the students to explore varied opportunities Education has been evolved over time and technologies have contrib-
that will help enhance their skills and knowledge. Through different uted to the changing landscape within the learners and instructors.
technological tools and applications, it is important for students to With the rise of online learning tools, development of digital literacy
access the different lessons that will be applicable for their needs and skills extends beyond the learning which makes us more essential to
interests and also for their future professional careers. This study our lives. The addition of technologies through the classroom changes
investigated the perceptions and attitudes of Senior High School stu- our perspectives the way we see and understand them. With just a
dents towards online learning. The research also determined the posi- fingertip, information such as books, videos, and images can be acces-
tive and negative aspects of online learning that were encountered by sible, which enable the people to increase their learning opportunities
Senior High School learners. Overall, one hundred thirty-nine (139) and enhance their communication and collaboration skills. According
Senior High School students took part in the study. The results to Assareh and Bidokht (2011), education is not only limited to special
showed that students have mostly positive level of perceptions and places like schools; whereas all learners should be life-long learners
attitudes. It is indicated that the students got high mean scores in all regardless of time and place and new education should help students
five scales: technology experiences and challenges, teacher’s interac- on what to learn and how to learn.
tion with students, quality of student’s work, autonomy and student
Even before the coronavirus disease (COVID-19) pandemic, many
engagement, and home support and assistance, including the general
schools and universities use different online learning platforms in
perceptions of the online learning. Most students positively focused
reaching out to students through an excellent learning environment
on developing new skills and knowledge, while denoting that they
suited to their needs and interests. Learners effectively utilize these
also experienced technical problems such as unstable internet connec-
tools to manage their time in submitting their works and to prepare
tion and lack of access. Apart from using new tools and participating
for their future academic and professional careers. Adedoyin and
in activities that are suited to their needs and desires, encouraging
Soykan (2020) stressed that despite the sudden shift of educational
students to successfully expand their use of online learning can help
delivery to online platforms by universities and other learning cen-
them remain engaged. Future research should also include the impact
ters, it is evident that online learning will be maintained, and educa-
of the present study to a larger size sample; thus, this will help other
tion will become more hybrid, provided that the challenges faced by
researchers to look into alternative ways of promoting effective and
teachers and students are well-explored which transformed into op-
time-efficient virtual classrooms.
portunities.
Keywords: Online learning. Senior High School (SHS).
Clark and Meyer (2016) defined e-learning as instruction delivered on
COVID-19 pandemic. Perceptions. Attitudes.
a digital service such as desktop and laptop computers, tablets, and
smartphones that needs to support learning; courses are provided in
Valerie H. Insigne* the form of spoken or printed text and pictures such as illustrations,
St. Dominic College of Asia, Bacoor, Cavite, Philippines photos, animations, or videos. Garrison (2017) described e-learning as
[email protected] an “open system that joins access to information and purposeful com-
munication into a dynamic and intellectually challenging learning
Elgien C. Padohinog
community by means of expanding education beyond efficient deliv-
St. Dominic College of Asia, Bacoor, Cavite, Philippines
ery or entertainment value”. It does not only focus on surfing the In-
[email protected]
ternet as an educational experience, but rather empowers the learners
Nilda W. Balsicas to fully integrate the benefits of personal freedom in relation to con-
St. Dominic College of Asia, Bacoor, Cavite, Philippines nectivity within its educational properties and the interests of stu-
[email protected] dents. E-learning is a personalized approach that focuses on the indi-
vidual learner and includes self-paced instruction, different virtual
*Corresponding author activities, mentoring, simulation, collaboration, assessment, compe-
tency road map, authoring resources, e-store, and learning manage-
ment framework (Basak et al., 2018).
Today, online learning becomes necessary for students as different
schools all over the world are looking some alternative ways to con-
tinue their learning the best that they can. This kind of learning allow
both students and teachers to choose what learning style and ap-
proach could fit in their discussions and activities, may it be synchro-
nous or asynchronous.

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Yilmaz (2017) said that it is important to assess students' readiness for The main gathering instrument is a questionnaire which consisted of
e-learning; as a result, it helps to provide them with training that will seven-point Likert-type attitude scales and an essay. The first part of
enable them to improve their knowledge and skills, as well as gain the questionnaire was composed of six (6) scales which were subject-
experience with the topics covered by online lessons. The media and ed for the data collection of the participants: technology experiences
online applications that will be used in online classes should have and challenges (8 items); teacher’s interaction with students (9 items);
clear and easy-to-use features that will enable students to improve quality of student’s work (7 items); autonomy in online class and stu-
their self-efficacy and understand the usefulness of the technologies dent engagement (23 items); and home support and assistance (5
(Yilmaz, 2017). items). This was followed by fourteen (14) items related with the gen-
eral views on online engagement. These statements enabled the stu-
Although online learning makes it easier for students and teachers to
dents to rate the degree of agreement in each item (7 – strongly agree;
become more flexible in accomplishing their subjects successfully,
6 – agree; 5 – moderately agree; 4 – neutral; 3 – moderately disagree; 2
barriers may come across in terms of adopting to the virtual environ-
– disagree; and 1 – strongly disagree).
ment and switching to a new curriculum. Many of them find it diffi-
cult to adapt this new method as they believed that traditional learn- The second part consisted of two essay questions wherein respond-
ing is more effective than digital and online learning in creating a ents were allowed to write their opinions if online learning has been
learning atmosphere with great learning outcomes. Such reasons are helpful to them. This study highlighted the positive and negative
due to lack of social interaction and too much exposure to screens outcomes that brought by the senior high school students.
such as smartphones, televisions, and laptops. Since digital and
The second part consisted of two essay questions wherein respond-
online learning become their sole means of communication with their
ents were allowed to write their opinions if online learning has been
teachers and peers, parents were concerned that learning online for
helpful to them. This study highlighted the positive and negative
children may cause a deterioration of eye vision and a decrease of
outcomes that brought by the senior high school students.
their learning interest (Dong et al., 2020). Another reason is that stu-
dents were also prone to distractions brought by the conflicts be- The test was conducted for two weeks during the month of December
tween their family members, and more time spent at home were fo- 2020. An e-mail attached with an online link (Google Forms) was sent
cused than in academic works which they found it difficult to com- to two principals in respective schools to distribute the survey to their
municate with their parents or siblings about their concerns learners in their e-learning platforms. By clicking on the link, partici-
(Baticulon et al., 2021). In developing countries such as India and the pants were asked to complete the questionnaire which would take
Philippines, the transition to online learning is hindered by their reli- approximately five to ten minutes. Data collection was done using a
ance on technology and the lack of steady Internet access which is Microsoft Excel spreadsheet was also used to generate the data that
really a strong need for improvement to enhance the capacities of were answered by the respondents.
both students and teachers (Baloran, 2020; Kamble et al., 2021). Data were interpreted and analyzed using Microsoft Office Excel ver-
Learners and educators even the content itself all face challenges sion 2016 for the descriptive statistics (frequency and percentage;
when it comes to online learning. With this, the task for institutions is weighted mean). Descriptive statistics was used to determine the lev-
to involve students and make them participate in the teaching- el of attitudes and views of Senior High School students. A thematic
learning process, and teachers can move from offline to online mode analysis was formed to identify the positive and negative aspects that
so that they can adapt to various teaching methodologies and manage they encountered during their online learning.
their time efficiently (Dhawan, 2020).
Demographic Profile
This study seeks to investigate the perceptions and attitudes of Senior
High School students towards online learning. The research also Table 1 shows the overall demographic profile of the Senior High
seeks to identify the positive and negative aspects of online learning School students. Out of the 139 Senior High School students, majority
that were encountered by the Senior High School learners. The find- or 80.58% of the participants were studying in a private school, while
ings of the research study are intended to determine if online learning 19.42% from the public school. Thirty-five (35) students (25.18%) were
would benefit the Senior High School students efficiently in light of studying in Grade 11, whereas one hundred and four (104) partici-
the COVID-19 pandemic. pants (74.82%) in Grade 12. Most of the respondents were females
(70.50%), while the rest were males (29.50%). It was noted that many
Methodology students were from the Science, Technology, Engineering, and Mathe-
matics (STEM) strand (40.29%); followed by Accountancy, Business,
A study design among one hundred and thirty-nine (139) Senior
and Management (ABM) (38.13%), Humanities and Social Sciences
High School students was conducted in two (2) schools in Cavite to
(HUMSS) (20.14%), and Technical-Vocational Livelihood (TVL)
determine the perceptions and attitudes towards online learning. For
(1.44%).
each school, participants were randomly selected based on their avail-
ability and desire to participate in this research.

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Table 1. Overall demographic profile of the Senior High School It is seen that the lowest mean scores were observed in “not usually
students (n=139) encountering technical problems during online class” for both
schools. As compared to private school students who perceived it as
Category n %
“neutral” (Mean=3.50), public school students “moderately disa-
School Private 112 80.58 gree” (Mean=3.41) that technical problems do not happen during their
Public 27 19.42 online learning.

Grade Level Grade 11 35 25.18 This finding supports Corbera et al. (2020), which explained that
many students (particularly in the developing countries) are strug-
Grade 12 104 74.82
gling to engage with the online learning due to the lack of access to
Gender Female 98 70.50 the requisite computer and network infrastructure, such as the high-
speed internet; therefore, students experience unstable internet con-
Male 41 29.50
nections or do not have inadequate working spaces at home that may
Strand / Track STEM 56 40.29 distract their participation in the online classes. This concern may find
ABM 53 38.13 learners difficult to catch up with the lessons that they attend and
even seek help from the Management Information Systems Depart-
HUMSS 28 20.14
ment for some technical assistance. Nonetheless, it is important that
TVL 2 1.44 emerging technologies such as the use of social media applications
(e.g. Facebook, YouTube, Tiktok) can empower students by allowing
Results and Discussion them to share critical information and provide relevant feedback in
the virtual world, which can speed up the information sharing pro-
The perceptions of students related to technology experiences and
cess, particularly during pandemics (Toquero & Talidong, 2021). This
challenges are shown in Table 2. Based on the data, majority of the
will help not only the students and teachers but also the institutions
students “agree” that they find e-mails useful in their online learning
to improve their access by making the courses more engaging and
(Mean=5.84). They also perceived that the lessons provided by the
interesting.
teacher are accessible and can be downloaded (Mean=5.66); and that
they find different websites such as Quipper, Google Classroom, Fa-
cebook, and Messenger useful in their online learning (Mean=5.72).

Table 2. Students’ perceptions related to technology experiences and challenges

Private School Public School

Mean Interpretation Mean Interpretation

1. The online delivery of our class or subject is convenient. 4.87 Moderately Agree 5.00 Moderately Agree

2. Our internet connection is adequate. 4.19 Neutral 4.33 Neutral

3. The virtual tools are easy to use or navigate. 4.84 Moderately Agree 4.78 Moderately Agree

4. I don't usually encounter technical problems (e.g. Unstable network, audio 3.50 Neutral 3.41 Moderately Disagree
or visual problems) during online class.

5. The lessons provided by the teacher are accessible and can be downloaded. 5.61 Agree 5.70 Agree

6. Recorded videos of our lessons are uploaded on time. 4.86 Moderately Agree 4.70 Moderately Agree

7. I find different websites (e.g. Quipper, Google Classroom, Facebook, and 5.54 Agree 5.89 Agree
Messenger) useful in online learning.

8. I find e-mails useful in online learning. 5.75 Agree 6.11 Agree

Legend: 1.00-1.49 (Strongly Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Moderately Disagree); 3.50-4.49 (Neutral); 4.50-5.49 (Moderately Agree); 5.50-6.49
(Agree); 6.50-7.00 (Strongly Agree)

With regards to the interaction of students with their teachers (Table It is also revealed that students mostly “agree” that their teachers
3), most of the students “agree” that teachers do their best to deliver provide review materials for them to study lessons at their homes
online learning effectively by giving them online activities related to (Mean=5.86), provide flexibility in all deadlines (Mean=5.59); and give
their course and subject (Mean=5.89); by discussing virtually them enough time to complete their homework. These results are in
(Mean=5.84); and by using video presentations with visuals and congruence with the study of Martin et al., (2012) wherein the virtual
sounds (Mean=5.84). and online activities (Mean=6.00). classroom helps both students and teachers to improve learner-
learner, learner-instructor, learner-content, and learner-interface in-
teraction and address their understanding of the instructional con-
cepts in an online setting, even in asynchronous classes.

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Table 3. Students’ perceptions related to interaction with their teachers

Private School Public School

Our teachers are doing their best to deliver online learning effectively by Mean Interpretation Mean Interpretation

1. uploading a complete set of modules. 5.41 Moderately Agree 6.11 Agree

2. providing flexibility in all deadlines. 5.18 Moderately Agree 5.59 Agree

3. giving me enough time to complete our homework and online activities. 5.09 Moderately Agree 6.00 Agree

4. providing review materials (e.g. Soft copy of lectures, exercises, educational 5.60 Agree 5.48 Moderately Agree
videos, recordings) for us to study our lessons at home.

5. giving us online activities related to our course and subject. 5.63 Agree 6.15 Agree

6. discussing virtually. 5.97 Agree 5.70 Agree

7. using video presentations (i.e. with visual and sound). 5.97 Agree 5.70 Agree

8. I can easily ask questions to my teachers and receive a quick response 5.27 Moderately Agree 5.26 Moderately Agree
through online.

9. There is an immediate feedback on assessed activities or major exams. 5.02 Moderately Agree 5.11 Moderately Agree

Legend: 1.00-1.49 (Strongly Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Moderately Disagree); 3.50-4.49 (Neutral); 4.50-5.49 (Moderately Agree); 5.50-6.49
(Agree); 6.50-7.00 (Strongly Agree)

Social interaction towards their teachers and co-learners can increase It is also noted that most of the public school students “agree” that
their motivation, engagement, and performance to create a deeper un- they use search engines in verifying their answers (Mean=5.96) and
derstanding and knowledge in the course content through communi- that they use books and other materials for their references
cation. They can even share their own experiences and perceptions of (Mean=5.52).
certain course concepts or post their concerns in discussion boards.
In a similar study by Tai et al. (2018), the researchers conducted on
Collaboration is also essential because it helps students to succeed with
developing evaluative judgment which enabled students to make
their goals and objectives and prepare themselves for their profession-
decisions about the quality of work. Tai et al. said that evaluative
al careers.
judgement puts these various activities together and refocuses them
In Table 4, the attitudes of students related to quality of work were as pedagogies to produce students who can make good judgments
displayed. The results revealed that students “agree” in making sure both inside and outside of the course; thus self- and peer-review
that they cite references properly on their papers (Mean=5.79); in mak- exercises in which students judge their own work and that of others
ing more comprehensive notes for their online courses (Mean=5.63); in could be used to determine if evaluative judgment has evolved. This
carefully following the guidelines for submission of requirements set will make it easier for students to manage their time and study inde-
by the subject and the teacher (Mean=6.14); and in making sure that pendently in keeping track of their assignments and working on
they submit their work on time (Mean=5.81). their course materials before or on the deadlines.

Table 4. Students’ attitudes related to quality of work

Private School Public School

Mean Interpretation Mean Interpretation

1. I make sure that I cite references properly on my paper. 6.06 Agree 5.52 Agree

2. I try to make more comprehensive notes for my online courses. 5.58 Agree 5.67 Agree

3. In submitting the requirements, I carefully follow the guidelines set by the 6.08 Agree 6.19 Agree
subject and the teacher.

4. I summarize my learning in online course to examine my own understand- 5.40 Moderately Agree 5.48 Moderately Agree
ing on the different subjects.

5. I use search engines in verifying my answers. 4.97 Moderately Agree 5.96 Agree

6. I use books and other materials for my references. 4.95 Moderately Agree 5.52 Agree

7. I make sure that I submit work on time. 6.10 Agree 5.52 Agree

Legend: 1.00-1.49 (Strongly Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Moderately Disagree); 3.50-4.49 (Neutral); 4.50-5.49 (Moderately Agree); 5.50-6.49
(Agree); 6.50-7.00 (Strongly Agree)

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As seen in Table 5 which is the attitudes of students related to autono- However, it is implied that public school students “moderately disa-
my and online engagement, public school students had large mean gree” that they could still study and accomplish their assignments at
scores than the private school students. These scores are noticed that their own pace and time (Mean=3.15).
the students “agree” in setting goals to prepare themselves for online
These results corroborate with the study of Martin and Bolliger
courses (Mean=5.63); in setting goals to manage studying time for their
(2018) that as demonstrated by their relatively high ratings for items
online courses (Mean=5.93); in choosing a comfortable place to study
such as grading rubrics, checklists, forums, and student orientations,
(Mean=5.52); in creating a schedule for studying to pass their subject
students expected their teachers to assist them in their learning and
(Mean=5.56); that their preparation for major examinations is more
construct meaningful learning experiences which would increase
challenging than before (Mean=5.93); that their learning styles have
their engagement to support their interaction and facilitation. This
adjusted to the online teaching method (Mean=5.70); that they do rest-
enables the learners to be more active when they perform best in
ing when they feel discomfort in their eyes and body (Mean=6.07); and
ensuring that their tasks will be organized in the right place at the
in becoming more responsible for their own learning (Mean=5.52).
right time. Students learn efficiently by promoting their self-
Two statements such as “in finding the workload in online equally as regulation to improve the mastery of the learning tasks given to
in face-to-face classes” and “that online lessons are more flexible than them.
in the traditional classes” had their smallest mean scores respectively
in private and public school students.

Table 5. Students’ attitudes related to autonomy and online engagement

Private School Public School

Mean Interpretation Mean Interpretation

1. I set goals to prepare myself for online courses. 5.46 Moderately Agree 5.63 Agree

2. I set goals to manage studying time for my online courses. 5.38 Moderately Agree 5.93 Agree

3. In online class, I can choose a comfortable place to study. 5.21 Moderately Agree 5.52 Agree

4. I have a schedule for studying to pass my subject. 4.85 Moderately Agree 5.56 Agree

5. Online delivery gives me control of my learning styles. 4.79 Moderately Agree 5.04 Moderately Agree

6. I find online activities easy to answer and react. 4.35 Neutral 4.96 Moderately Agree

7. I have acquired the learning skills set by the subject or course. 4.96 Moderately Agree 5.22 Moderately Agree

8. I have acquired the knowledge set by the subject or course. 5.14 Moderately Agree 5.26 Moderately Agree

9. Online lessons are more flexible than in the traditional classes. 3.69 Neutral 3.15 Moderately Disagree

10. During asynchronous classes, I can choose the time to study whenever I want. 5.23 Moderately Agree 4.93 Moderately Agree

11. I spend more time studying my lessons in online than in traditional mode. 4.49 Neutral 4.33 Neutral

12. In online classes, my preparation for major examinations is more challenging than 5.45 Moderately Agree 5.93 Agree
before.

13. My learning styles have adjusted to the online teaching method. 5.31 Moderately Agree 5.70 Agree

14. I am now comfortable with the use of online platforms. 5.04 Moderately Agree 4.74 Moderately Agree

15. I have already adapted to online classes. 4.62 Moderately Agree 4.81 Moderately Agree

16. I find it easy to participate in online class discussions. 4.47 Neutral 4.11 Neutral

17. Online classes motivate me to study more. 3.71 Neutral 4.26 Neutral

18. It is easy to learn and understand from our lessons online. 3.72 Neutral 3.74 Neutral

19. I rest when I feel discomfort in my eyes and body. 4.50 Moderately Agree 6.07 Agree

20. I exercise, play sports, or watch a TV show to take a break after online classes and 4.61 Moderately Agree 5.41 Moderately Agree
activities.

21. Online delivery will be helpful for the growth of my career. 4.31 Neutral 5.15 Moderately Agree

22. I become more responsible for my own learning. 5.38 Moderately Agree 5.52 Agree

23. I find the workload in online equally as in the face-to-face classes. 3.57 Neutral 4.67 Moderately Agree

Legend: 1.00-1.49 (Strongly Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Moderately Disagree); 3.50-4.49 (Neutral); 4.50-5.49 (Moderately Agree); 5.50-6.49 (Agree); 6.50-7.00
(Strongly Agree)

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In Table 6, the attitudes of students related to home support and assis- In a same study by Curtis (2013) which investigated the parental
tance were determined. The results showed that majority of the public involvement and student success in high school online education, the
school students “agree” that their parents monitor their attendance in researcher revealed that parents were unable to motivate their chil-
asynchronous classes (Mean=5.52); whereas private school students dren to take an active role in their own education in some occasions;
are “neutral” in asking someone at home who is knowledgeable in therefore, students became often unsuccessful and struggled in these
technology when they need help (Mean=3.85). It is also revealed that situations. He also noted that if students are unable to participate in
the lowest mean scores were found in the statement “A member in the their own education and their parents are unable to inspire them, an
family joins or listens quietly during synchronous classes.” As op- outside force, such as the school, is unlikely to be able to help. It is
posed to public school students who are “neutral” in the said state- also important for parents or even family members to assist and mo-
ment (Mean=3.70), it is implied that private school students parents do tivate their children in getting involved with the online learning to
not usually join in the online learning and the students prefer to learn increase their support and encouragement towards them. This moti-
all by themselves. vation can help students to build a nurturing and positive learning
environment and continue what they do best in the virtual class-
room.
Table 6. Students’ attitudes related to home support and assistance

Private School Public School

Mean Interpretation Mean Interpretation

1. I ask someone at home who is knowledgeable in technology when I need 3.85 Neutral 4.96 Moderately Agree
help.

2. My parents monitor my attendance in synchronous classes. 3.67 Neutral 5.30 Moderately Agree

3. My parents monitor my attendance during asynchronous classes. 3.37 Moderately Disagree 5.52 Agree

4. A member in the family joins or listens quietly during synchronous classes. 2.29 Disagree 3.70 Neutral

5. A member in the family makes suggestions to my output before final sub- 2.88 Moderately Disagree 4.15 Neutral
mission.

Legend: 1.00-1.49 (Strongly Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Moderately Disagree); 3.50-4.49 (Neutral); 4.50-5.49 (Moderately Agree); 5.50-6.49
(Agree); 6.50-7.00 (Strongly Agree)

Table 7 indicates the general perceptions of students towards online In contrast, it is evident for private school students that they are
learning. The results showed that students “agree” in asking assis- “neutral” in the statements “Online classes support my learning pro-
tance from their classmates in terms of clarification in requirements cess” (Mean=4.48); “It helps me to communicate more efficient-
(Mean=5.97). This statement had the highest mean scores for both pri- ly” (Mean=4.46); “I become more confident in discussing a topic with
vate and public schools. For public school students, they “agree” that my classmates” (Mean=4.38); and “I become more confident in dis-
interacting with their classmates is fast and easy (Mean=5.63); they can cussing a topic with my teacher” (Mean=4.34). This means that stu-
listen to an online lecture (Mean=5.67); can collaborate and discuss dents have “mixed” perceptions when online learning is implement-
with their classmates (Mean=5.56); and that online learning helps them ed to the classrooms. Online learning allows more opportunities for
to communicate more efficiently (Mean=5.52). students to take control of their styles and access the lessons and
exercises even in offline mode.
Table 7. General perceptions of students towards online learning

Private School Public School

Mean Interpretation Mean Interpretation

1. I ask assistance from my classmates in terms of clarification in requirements. 5.87 Agree 6.07 Agree

2. I find my interaction with my classmates fast and easy. 5.04 Moderately Agree 5.63 Agree

3. I can participate in all class discussions. 4.73 Moderately Agree 5.04 Moderately Agree

4. I ask help from my teachers if I find it difficult in understanding the lessons. 4.71 Moderately Agree 5.44 Moderately Agree

5. I can complete an online activity as scheduled. 5.31 Moderately Agree 5.00 Moderately Agree

6. Activities are self-paced. 4.67 Moderately Agree 5.26 Moderately Agree

7. I can listen to an online lecture. 5.32 Moderately Agree 5.67 Agree

8. I can collaborate and discuss with my classmates. 5.13 Moderately Agree 5.56 Agree

9. Online classes support my learning process. 4.48 Neutral 5.22 Moderately Agree

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Private School Public School

Mean Interpretation Mean Interpretation

10. It helps me to communicate more efficiently. 4.46 Neutral 5.52 Agree

11. I become more confident in discussing a topic with my classmates. 4.38 Neutral 4.70 Moderately Agree

12. I become more confident in discussing a topic with my teacher. 4.34 Neutral 4.78 Moderately Agree

13. Online classes enhance my skills and creativity. 4.66 Moderately Agree 5.30 Moderately Agree

14. I can efficiently utilize my time. 4.51 Moderately Agree 5.33 Moderately Agree

Legend: 1.00-1.49 (Strongly Disagree); 1.50-2.49 (Disagree); 2.50-3.49 (Moderately Disagree); 3.50-4.49 (Neutral); 4.50-5.49 (Moderately Agree); 5.50-6.49 (Agree); 6.50-7.00
(Strongly Agree)

Table 8 reveals the themes which came out of the responses about the Added flexibility: A student expressed that he did not need to
positive aspects of online learning. One hundred and thirty-two (132) wake up early to prepare for his school, “I do not have to wake up early
responses were collected on how online learning benefited as students. to take a shower, put on clothes, make food, and commute, but instead get on
Based on the given data, majority of the students responded that with my classes immediately.” Another student noted that they could
online learning helps them to develop new skills and knowledge still prioritize other things after their online class, for example, “We
(n=40). This is followed by “managing time independently” (n=32); are able to have our free time to do other things whenever we want.”
“added flexibility” (n=15); “improved virtual communication” (n=11);
Improved virtual communication: One participant noted that she
“safe and relaxing virtual environment)” (n=11); “self-
became confident in getting along with her classmates and teachers,
motivation” (n=8); “being more responsible” (n=7); “easy to adjust in
“I was able to lessen my uneasiness to interact with others via online since
the online learning” (n=5); and “rate of development similar with face-
it is our only means of communication in this time of pandemic.” Another
to-face classes” (n=1).
participant considered that the interaction within their teacher was
Table 8. Positive aspects of online learning (n=132) uninterrupted, as in, “The communication with our teacher is fast.”

No. Responses n Safe and relaxing virtual environment: A participant stated that
studying at home rather than in school should be advisable to pre-
1 Developing new skills and knowledge 40
vent the spread of disease, as in, “It is safer for us to study at the comfort
2 Managing time independently 32 of our home rather than having face-to-face interactions especially that we
3 Added flexibility 15 still do not have a vaccine yet against COVID-19.” Another participant
felt more relaxed after attending to online class, “I can comfortably sit
4 Improved virtual communication 11
and rest after class ended immediately.”
5 Safe and relaxing virtual environment 11
Self-motivation: A student expressed that continuing learning is
6 Self-motivation 8 essential for the success of the future career, “I became more persevered
7 Being more responsible 7 to be not left behind and had a chance to discover other online platforms that
can be used in the learning.” Another student also felt fulfilled in the
8 Eager to adjust in the online learning 5
online learning, “I have more confidence in myself to understand things.”
9 Rate of development similar with face-to-face classes 1
Being more responsible: A participant noted that her study habits
had been improved during online learning, “It has been helpful to me
The themes from the responses of the student participants who noted
as a student on how I do not procrastinate things.” In addition to, another
their positive aspects in online learning for their classes were:
student noted that prioritizing her studies is important to increase
Developing new skills and knowledge: A student participant shared academic performance, “Online learning made me spend more time on
his insight in developing his new skills and knowledge with the use of studying by myself.”
different online learning platforms, “Online classes have been really help-
Eager to adjust in the online learning: One student showed that he
ful to me in understanding and learning how to use different sites and plat-
was eager to adjust in the online learning although it was very diffi-
forms especially right now when technology is rapidly advancing.” Another
cult for him, for example, “Online learning can be challenging for me,
participant expressed in enhancing his creativity in accomplishing his
but I will be getting used to it.” This is in relation to another opinion, as
school works, “It helps me to become more creative in all my works.”
participant shared, “It helped me to realize that this pandemic cannot stop
Managing time independently: One student noted that e-learning the education and no matter what happened there is a way.”
effectively managed his time in completing her school works, as in, “In
online learning, I have my time in my hands, and I can create my own sched-
ule and plan what time of the day I am going to do online activities.” This
theme is also similar with another student, as he said, “It really helped
me to practice time management and prioritize important things.”

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3 (2021) 4-12

Finally, one student mentioned that the rate of development with the Difficult to understand a lesson: A participant expressed dissatis-
online class does not differ with the learning in face-to-face classes. faction in understanding a lesson in an online class, “The discussion is
However, the participant was unsure if there has more workload in sometimes broken and explaining things can be hard especially if you are
online classes than the traditional style. He also noted, “Maybe this is the not talking face to face.” Another participant cited that the lessons were
norm in senior high school, so I am unsure. I need to experience face-to-face found to be inadequate, “Lessons and lectures are limited and that is why
classes as a senior high school student before I can conclude whether online I could not understand.”
learning had been more helpful in my development.”
Lack of motivation to study: A student noticed that some of his
In Table 9, themes about the negative aspects of online learning were classmates felt like they did nothing to accomplish an activity, “Some
revealed. One hundred and twenty-eight (128) responses were collect- of the students do not have energy to make the given activity because they
ed on how online learning was not effective for students. It indicates feel lazy.” On the other hand, another student felt that she was over-
that most of the students experienced technical difficulties when loaded as she could not finish those tasks at the same time, “There are
attending to online classes (n=27). Learners are respectively concerned many tasks that I feel like I do not have time for myself.”
with their mental and physical health issues, as well as being pressured
Lack of communication: A respondent said that she felt she did not
in submitting their school works on deadlines (n=26). Other comments
have other people to turn to, “I have no one to talk to and I cannot actu-
were the following: “difficult to understand a lesson” (n=23); “lack of
ally ask from time to time since the comment section is loaded with ques-
motivation to study” (n=11); “lack of communication” (n=9); “feeling
tions and comments.” Another respondent favored talking when face-
distracted in a class” (n=3); “expensive cost” (n=2); and “students who
to-face rather than online is important, “Though we have Messenger to
have different capabilities” (n=1).
communicate with friends, communicating personally is the best.”
Table 9. Negative aspects of online learning (n=128)
The remaining comments noted the themes of:
No. Responses n  Feeling distracted in a class denoting that some students could
not focus on their school works due to other priorities that
1 Technical difficulties 27
need to be done.
2 Mental and physical health issues 26  Expensive cost considering that the online class required valu-
able devices and internet plans.
3 Pressured in dealing with deadlines 26
 Students with different capabilities to fit in with the class.
4 Difficult to understand a lesson 23
This study determined the positive and negative aspects of online
5 Lack of motivation to study 11 learning brought by the Senior High School students. It is revealed
6 Lack of communication 9 that majority of the students have developed their skills and
knowledge when they learn through online; however, they experi-
7 Feeling distracted in a class 3
ence technical difficulties that could hinder their learning. These
8 Expensive cost 2 findings agree with Ng (2012) as she noted that the most important
9 Students with different capabilities 1 reason for teaching students how to use technology is to improve
their digital literacy; because the more digital literacy skills and expe-
As shown in Table 9, the themes were identified as the negative aspects rience a student has, the more versatile and creative he or she can be
to which students had been affected during their online learning: when using technology to learn or explain what has been learned.
Although students have easily adapted to this kind of method, there
Technical difficulties: One student responded that their internet con-
are challenges that could affect students as they try to reach the inter-
nection is unreliable, as in, “Our internet connection is not that fast and
actions between their teachers through the use of technological re-
can sometimes get lost.” This concern is similar to another student, as he
sources. This shows that students may find themselves more demoti-
stated, “The signal is poor, and sometimes I do not have enough data to access
vated and anxious because of the lack of access to internet to differ-
files.”
ent online courses and assignments especially the interaction within
Mental and physical health issues: A student cited his mental ex- their co-students and teachers. However, if students believe the
haustion which made him difficult to adjust in the online class, “I could learning objectives are more significant, and their technological skill
not find a space to breathe or send my mind to clear some things off.” Some is higher, their interest and satisfaction will increase as well (Kim &
students also cited effects on their physical health while being exposed Frick, 2011).
to gadgets, “Too much exposure to gadgets can cause blurred vision, head-
aches, and eye strains.” Conclusion

Pressured in dealing with deadlines: One student participant spoke Online learning can be a challenge to the learners to succeed in their
her struggle in complying school works in terms of deadlines, “Not all goals despite the COVID-19 pandemic. Although most Senior High
online school works are easy to finish in a short period of time.” Another par- School students perceived that this method is as effective and time-
ticipant said that she got nervous when they commit to submitting efficient with the traditional learning, there are factors to be consid-
their school works on time, “I am more worried in passing my school works ered such as the information and communication technology (ICT)
on time rather than learning the lessons itself.” infrastructure and their mental and physical well-being.

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 SDCA Asia-Pacific Multidisciplinary Research Journal
3 (2021) 4-12

It is found that the perceptions and attitudes of students are mostly Curtis, H. (2013). A m ixed m ethods study investigating parental
positive, however, home support and assistance should be strongly involvement and student success in high school online
empowered through the guidance of their parents and family members education (Doctoral dissertation, Northwest Nazarene
especially to those who are studying in the private school. While online University). https://nnu.whdl.org/sites/default/files/
learning does not mean it can fully replace the traditional learning, it is Curtis%20Final%20Dissertation.pdf
actually a way to express their concerns and thoughts and to build new Dhawan, S. (2020). Online learning: A panacea in the time of
friendships that will make the learning environment more interactive COVID-19 crisis. Journal of Educational Technology
and collaborative aside from developing new skills and knowledge to Systems, 49(1), 5-22.
promote their improved performance. Encouraging students to effec- https://doi.org/10.1177/0047239520934018
tively enhance the use of online learning will help them to stay moti- Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning
vated aside from using to different technologies and participating to during COVID-19 pandemic: Chinese parents’ beliefs and
activities that are suited to their needs and interests. attitudes. Children and Youth Services Review , 118, 105540.
https://doi.org/10.1016/j.childyouth.2020.105440
Teachers should be ready to handle the capabilities of students to grow
Garrison, D. R. (2017). E-learning in the 21st century: a framework for
further in their learning. Educational leaders should have a clear pic-
research and practice (3rd ed.). Routledge.
ture on how to adapt, innovate and find creative teaching and learning
Kamble, A., Gauba, R., Desai, S., & Golhar, D. (2021). Learners’
techniques so that the strengths and opportunities of students will be
perception of the transition to instructor-led online
increased in light with this current situation. Through the proper im-
learning environments: Facilitators and barriers during the
plementation of learning outcomes, it is best that the members of the
COVID-19 pandemic. International Review of Research in
academic community should take part in delivering the lessons and
Open and Distributed Learning, 22(1), 199-215.
activities that are necessary in the curriculum. Future research should
https://doi.org/10.19173/irrodl.v22i1.4971
also include the impact of the present study to a larger size sample;
Kim, K., & Frick, T. W. (2011). Changes in student motivation
thus, this will help other researchers to look into alternative ways of
during online learning. Jo urnal of Educational Com puting
promoting effective and time-efficient virtual classrooms.
Research, 44(1), 1-23. https://doi.org/10.2190/EC.44.1.a
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student
perceptions on the importance of engagement strategies in
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