Satisfaction Level of Mechanical Engineering Students of UCLM for using ClassIn as an

Online Class Learning Platform

A Research Study Presented to the

Faculty of Engineering Department University of Cebu

Lapu-Lapu and Mandaue Cebu City,

Philippines

In Partial Fulfilment

Of the Requirements of Research Method

Submitted By:

Mahusay, Neil Dominic

Dela Peña, Peter

Perit, Danreb

Adviser:

Engr. Harold Borja

November 2021
 ACKNOWLEDGEMENT

We would like to express our deepest gratitude to the and acknowledgements to the

people who played an important part for the completion of this study.

To our research instructor, Engr. Junrey Bacus who shared his very valuable knowledge and

skills to guide us in this subject.

To our research adviser, Engr. Harold Borja who guided us althroughout the process and

provided us with his expertise to make this research paper better.

To our Allied Engineering Dean, Engr. Roland Fernandez for giving us the approval for

conducting this study.

To the respondents who willingly rendered their time and effort to participate in our study by

answering the survey questionnaire.

To the researcher’s families, friends, and classmates for their support and motivation that

inspired the researchers.

And above all, to Almighty God for giving us the gift of knowledge and wisdom.

-The Researchers
 ABSTRACT

Education is a vital aspect of everyone’s life; it serves as the basic foundation for the

development and growth of oneself. In this time of pandemic, providing quality education to the

students is a big challenge. With this, authorities have developed a response to this situation in

order to continue providing quality education to students. This research paper focuses on

studying the satisfaction level of Mechanical Engineering students of UCLM for using ClassIn as

an online class learning platform.

The researchers used a quantitative method of design to complete the analysis of the

study; this type of approach will provide an objective data and results. Based on the data

gathered and analysed by the researchers, the researchers found out that students often uses

ClassIn during their synchronous classes and sometimes the students have trouble in using

ClassIn. Some of these problems include difficulty in participating during classes, consumes

excessive cellular data, difficulty in entering classes, slow app performance, and continuously

disconnecting between classes. Students also have trouble learning ClassIn often. The results

also showed that students are often satisfied to ClassIn in terms of some factors such as Student-

Teacher interaction, Classroom features, and its accessibility to students. Lastly the results

showed that students are often satisfied in using ClassIn app as an online class learning platform.
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

RATIONALE

In this age of technological advancements many aspects of human activities has changed,

including classroom modality for students. With these advancements, it allowed the students to

be able to access classes without ever having to go to school campuses. With regards to today’s

pandemic, a shift in pedagogical medium has forced academic institutions to re-evaluate how to

deliver and continue the learning of students through an online medium.

The efficiency of classroom modality is also a part of a student’s learning process. An

excellent learning environment deals a great impact on the students with regards to their

academic performance.

Mechanical Engineering is a course being offered in University of Cebu Lapu-Lapu and

Mandaue. This type of course is mostly based on hands-on and practical applications which are

the main challenge of this course being performed in an online setting. The delivery of

knowledge has not only been a challenging aspect for the instructors but also this affects the

learning of students. According to [ CITATION Fra20 \l 13321 ]1, Web-based learning is generally a

solitary process without teachers’ on-the-spot assistance. While considering this course

challenging in an online set-up, the applications or online learning platforms being used also

affects the process of learning for students.

Several studies have shown that technology integration have been affecting academic

excellence and the quality of the delivery instructions by the teachers[ CITATION Fra20 \l 13321 ]1
Online learning platforms started to emerge during this time of pandemic, one of many is the

Classin App[ CITATION Inq20 \l 13321 ]2. ClassIn is an online teaching platform that allows

teachers and students to interact online and learn in a collaborative virtual environment. With a

shared interactive blackboard, an array of essential teaching tools, and a cloud service that allows

easy access to teaching materials, ClassIn has everything educators need to create engaging

classes online[ CITATION Inq20 \l 13321 ]2.

In this new platform for online classes, Mechanical Engineering students are in need of a

online learning application that can lessen the challenge of learning in the new normal. The

University also expects students to graduate with high quality knowledge from a high quality

education during this time of online classes. The researchers are performing this study to be able

to provide a concrete conclusion as to how effective is the ClassIn application as a medium for

online learning. And this study will allow students to properly assess whether this online learning

application will provide the tools needed in order to acquire high quality education.
Theoretical Background

Anderson’s Theory of Online Learning served as a foundation for the evaluation of online

learning in this research. [CITATION Ter08 \l 13321 ]3 This theory explains that effective learning

environments should contain four overlapping components. Four overlapping components

namely, community, knowledge, learner, and assessment centred learning stated below:

Learner-Centred contexts are for large societies that provide support to the students, and also

meet the needs of the individual learner, instructors, and the institution.

Knowledge-Centred contexts that give importance to learning, regardless of whether the

context is campus-based or online.

Assessment-Centred are summative and formative evaluations that are mainly focused on

motivating, informing, and providing feedbacks to students and teachers.

Community-Centred in terms of online learning designs, this encourages critical inquiry ad

collaboration that promotes norms and expectations in a learning environment.

All of the above have potential barriers and opportunities that need to be taken into consideration

in the online learning environments.

In Figure 1, it shows the forms of interaction media for distance education and also their

independence (in terms of time and place) and interaction. The restrictions upon the

independence depends on how high or how rich is the form communication.

 FIGURE 1. Attributes of educational media

Figure 2, shows the capability of the Web to support these modalities.

FIGURE 2. Educational media subsumed by the Web

 FIGURE 3. Educational Interactions

Figure 3, shows all of the interactions needed for online learning

FIGURE 4. A model of online learning

In Figure 4, [ CITATION Ter081 \l 13321 ]4 Anderson developed the Model of E-Learning. This

model illustrates two major actors, the students and the teachers as well as their interactions and

the contents. The model explained that students have the freedom to choose to find contents in

any way they want, however their learning must be sequenced and directed through the

assistance of the teacher. Because of these multi-component learning environments, the students

improve their social skills and collaboration in terms of the personal relationships among

participants. The community binds the learners in time, resulting in frustrations for learners

caused by forced group-paced learning.

Anderson concluded that online learning should be learner, knowledge, assessment, and

community centred. And online learning will enhance the function of interaction in terms of

education with multiple formats and styles among the participants but at the same time be aware

of the barriers and limitations associated within the learning environments.

 Theoretical Framework

Students using ClassIn app for online

learning

Anderson’s Theory of online learning

Satisfaction level of students using

ClassIn app

Figure 5. Theoretical Framework

For this study, shown in Figure 5, the researchers use Anderson’s Theory of Online

Learning which are the things that needs to be considered with what online learning platform

works best for the students to attain the most effective way of learning in an on online set-up and

also assess the satisfaction level of the students using the app.
Review of Related Literature

This study focuses on the satisfaction level of UCLM Mechanical Engineering students in

using the ClassIn app as an online learning platform, and with satisfaction, meaning the

effectiveness of ClassIn as a medium for online learning.

[ CITATION Ngu15 \l 13321 ]5 Stated that online learning has many benefits, it is considered

to be effective in terms of educating the students, professional development, and it is also cost-

effective when it comes to educating the students. Considering this statement, online learning is

effective but along with it, the medium also needs to be effective. Certain challenges may hinder

students from being educated properly, according to [ CITATION Cor04 \l 13321 ]6 , many problems

have risen in online education regarding its quality and standards. Opponents of online education

question whether or not online learning can provide the same interaction between instructors-

students and students-students as traditional classrooms. Online learning can be a great

alternative for the education of students..

In the study of [ CITATION Zal12 \l 13321 ]7, Monitoring students’ activity with virtual

machines and applying data-driven machine learning methods on students’ profiles and log files

from LMS databases allow the detection of students at-risk at an early stage. Without the

effectiveness of an online medium as a learning environment for a student, it affects their

performance negatively which will result for low grades and low academic performance.

[ CITATION Alv17 \l 13321 ]8 The learning interactions occurring within the classroom are complex

by nature, but the use of virtual learning environments enables the obtainment and the processing

of large quantities of data from each interaction between the several players in the process. While

there is a whole wide range of capabilities in an online learning set-up, this still doesn’t make
learning as an easy task not just for students but also for the instructors. Learning in an online

medium also comes with the risk of having a negative impact on a student’s academic

performance, [ CITATION And20 \l 13321 ]9 Stated that, a recent study from the UK found that

children from low-income families are less likely to participate in online classes, are spending

30% less time learning at home, and have limited access to educational resources. With such

impact it creates inequalities, [ CITATION Eng20 \l 13321 ]10 inequalities in learning styles are

reported to widen achievement disparities between low-performing and high-performing

students.

Classroom modality also deals a great impact to students learning in an online set-up,

[ CITATION Car20 \l 13321 ]11 online learning requires students to have a certain level of computer

skills and equipment that may not be necessary in the traditional environment; online instruction

does not permit students the opportunity to learn by hearing since audio presentations are not

normally available in online courses; and that online courses permit asynchronous learning rather

than requiring students to be in a classroom at a given time and place.

The effectiveness of an online learning platform clearly plays a big impact on a student’s

education. The researchers are conducting this study to assess student’s experience with regards

to the ClassIn app as an online learning medium.

Statement of the Problem

This study aims to determine the satisfaction level of the UCLM Mechanical Engineering

students’ in using the ClassIn app as an online learning platform in the first semester of school

year 2021 -2022.

This study answers the following questions:

1 How satisfied are the ME students of UCLM in using the ClassIn app as an online learning

platform in terms of:

1.1 Student-Teacher Interaction

1.2 Classroom features

1.3 Accessibility to students

2 Do students have trouble learning while using the ClassIn app?

3 What certain difficulties do the students encounter while using ClassIn?

4 How satisfied are the ME students of UCLM in using the ClassIn app?
Significance of the Study

This study will be beneficial to:

Mechanical Engineering students. This study will allow the Mechanical Engineering students

to be able to use and access an online learning platform that satisfies their need for good quality

education.

Engineering Instructors. The information in this study will help the Engineering Instructors use

and utilize and online learning platform that will allow them to effectively impart knowledge and

produce well-educated Engineers.

UCLM. This study will provide UCLM the information that are needed to assess the most

effective way of providing good quality education for the students using an online platform.

Future Researchers. This will allow the future researchers to have the basic understanding on

how effective is the ClassIn app as an online learning platform and gives them the guide on more

improvements for future studies.

 Research Methodology

Research Design

The researchers used a quantitative method design to complete the analysis of this study.

This approach will allow the researchers to provide an objective conclusion for the study. This is

to determine the satisfaction level of UCLM Mechanical Engineering students in using the

ClassIn app.

Research settings

This study was conducted online in UCLM at A. C. Cortes Ave, Mandaue City, 6014

Cebu.
 Figure 6. University of Cebu Lapu-Lapu and Mandaue

Research respondents

Mechanical Engineering students from the University of Cebu Lapu-Lapu and Mandaue

who are currently enrolled in the first semester of school year 2021-2022, 232 in total population

are the respondents for this study. With a 10% margin of error, the researchers will gather data

from 69 samples using the Slovin’s formula. The samples are selected at random.

Slovin’s Formula:

N
n= 2
(1+ Ne )

223
n=
¿¿

n=69
Research instrument

The researchers conduct a survey to gather data for the analysis of this study.

Questionnaires made by the researchers contain the satisfaction level of students using the

ClassIn app and are to be sent using google forms. The respondents’ identity will be kept

confidential and are to be used for this research only with respect to the Privacy Act of 2012. The

Likert scale will be used to measure the satisfaction level of the students using ClassIn in the

questionnaire.

Definition of terms

For a better understanding of the research, the following terms are defined as:

Solitary - done or existing alone.

Virtual - not physically existing as such but made by software to appear to do so.

Concrete - clear and certain, or real and existing in a form that can be seen or felt

Conclusion – the opinion you have after considering all the information about something

Overlapping – covering something partly by going over its edge, or covering part of the

same space

Modality – a particular way of doing or experiencing something

Pandemic – a disease that exists in almost all of an area or in almost all of

a group of people, animals or plants

Pedagogical – relating to the methods and theory of teaching

Spontaneously – in a way that is natural, often sudden, and not planned or forced

Sequenced – an arrangement of two or more things in a successive order

Credentialed – having qualifications or documentation indicating one's suitability for something

Synchronous – existing or occurring at the same time

Asynchronous – not existing or happening at the same time

Group-paced – groups must negotiate and agree with the methods of work, the communication
tools to use (which may not be known to everyone!) and the final product to make.

Cost-effective – an effective or productive in relation to its cost.

Hinder – create difficulties for (someone or something), resulting in delay or obstruction

Mechanical Engineering - is an engineering branch that combines engineering physics and

mathematics principles with materials science to design, analyze, manufacture, and maintain
mechanical systems.

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter presents the analysis of data being gathered, and shows the interpretation of

the analysed data gathered from the respondents.

The Satisfaction Level of UCLM Engineering students using ClassIn app as an online

learning platform is the focus of this study. The researchers used Likert scale in quantifying the

respondents’ responses.

Using a 4 point scale, 4 = Always, 3 = Often, 2 = Sometimes, 1 = Never, the responses

will be averaged in order to provide the overall average score which is rated as: between 1 - 1.75

= Never, between 1.76 – 2.5 = Sometimes, between 2.56 – 3.25 = Often, and between 3.26 –

4.00 = Always. For the satisfaction level, the same method is being used which are rated as:
between 1 – 1.75 = Very unsatisfied, between 1.76 – 2.5 = Unsatisfied, between 2.56 – 3.25 =

Satisfied, and between 3.26 – 4.00 = Very Satisfied.

What year level are you?

6%
First year
26% Second year
24% Third year
Fourth year
Fifth year

44%

Figure 8. What year level are you?

For figure 8, this shows how many students have answered the survey per year. There are

18 (26%) first years who answered the survey, 30 (44%) second years, 16 (24%) third years, 4

(6%) fourth years for a total of 69 respondents who participated in the survey.
 Do you use ClassIn in all of your
synchronous classes?
16% Always
Often
36% Sometimes
Never

48%

Figure 9. Do you use ClassIn in all of your synchronous classes?

In figure 9, 11 (16%) of the sample uses the ClassIn app in all of their synchronous

classes, 33 (48%) often use ClassIn, 25 (36%) sometimes use ClassIn, and 0 (0%) of the samples

never use ClassIn. With the data shown, due to the implementation of using ClassIn as an online

class learning platform, the average response is Often in using ClassIn in all of their synchronous

classes.
 Do you have trouble using ClassIn app?
1%
17%
Always
Often
Sometimes
48% Never

33%

Figure 10. Do you have trouble using ClassIn app?

In figure 10, 12 (17%) always have trouble in using the ClassIn app, 23 (33%) often have

trouble in using the ClassIn app, 33 (48%) sometimes have trouble using the ClassIn app, and 1

(2%) have never experienced any trouble in using the ClassIn app. This shows that the average

response is Sometimes, therefore the students sometimes have trouble in using ClassIn app.
 Responses of the problems being encountered in using the ClassIn
Responses of the problems being encountered in using the ClassIn

Difficulty in participating duringlectures 23

Consumes excessive cellular 33

data

Having trouble entering the class 32

Slow app performance 29

Continuously disconnectingbetween classes 39

Figure 11. Problems encountered by the students using the ClassIn app

In figure 11, these are the problems encountered by the students while using the ClassIn

app, 23 (33%) of the students have difficulty in participating in lectures, 33 (48%) of the students

have responded that ClassIn consumes excessive amount of cellular data, 32 (46%) of the

students have trouble entering the class, 29 (42%) of the students have experienced slow app

performance in using ClassIn, and 39 (57%) of the students are continuously disconnecting

between classes.
 Do you have trouble learning in an online set up using the
ClassIn app as an online learning platform?
1%
16%
Always
Often
41% Sometimes
Never

42%

Figure 12. Do you have trouble learning in an online set up using the ClassIn app as an

online learning platform?

In figure 12, 11 (16%) of the students always have trouble in learning using the ClassIn

app, 29 (42%) of the students often have trouble in learning using the ClassIn app, 28 (41%) of

the students sometimes have trouble in learning using the ClassIn app, and 1 (1%) of the students

have trouble learning in using the ClassIn app. This shows that the average response is Often in

having trouble learning in an online set up using ClassIn as an online learning platfrorm.

Students’ evaluation on the ClassIn app

The respondents are asked to evaluate their satisfaction level of the ClassIn app as an

online class learning platform with regards to certain factors. Factors such as Student-Teacher

Interaction, Classroom features, and its Accessibility to students. These factors comes with

certain aspects that the respondents need to rate: Always with a rating score of 4 which is the

highest, Often with a rating score of 3, Sometimes with a rating score of 2, and Never with a
rating score of 1 which is the lowest. The tables shown below are the gathered and interpreted

data for each factors.

1. STUDENT-TEACHER INTERACTION

FREQUENCIES
Always Often Sometimes Never Verbal
FACTORS Total x̄
(4) (3) (2) (1) Interpretation
a) I can talk
to my
instructo
48 90 46 4 188 2.72 Often
r
whenever
I want.
b) The
instructo
rs can
reach out 76 93 34 2 205 2.97 Often
to any
student
any time.
c) The
instructo
rs can
deliver
the 72 111 24 2 209 3.03 Often
discussio
ns
effectivel
y.
d) I 27 105 48 1 181 2.62 Often

understa

nd the

discussio
 ns

clearly.
e) If I want
to answer
a
question,
I can
64 87 38 5 194 2.81 Often
easily
talk to
my
instructo
r.
f) If I want
to raise a
concern,
my
84 87 22 3 206 2.99 Often
instructo
r can
acknowle
dge me.

Average
weighte 2.85 Often
d mean

Table 1. Student-Teacher Interaction

In table 1, the respondents are asked to evaluate their satisfaction level of the ClassIn app

with regards to Student-Teacher interaction. In the table, all of the mentioned aspects have the

same verbal interpretation in the calculation of the weighted means. And it is indicated that the

students’ evaluation on the effectiveness of ClassIn app with regards to the Student-Teacher

interaction has an average weighted mean of 2.85 which means that the students are often

satisfied with the Student-Teacher interaction in using the ClassIn app.

2. CLASSROOM FEATURES (In terms of simulating a real classroom)

FREQUENCIES
Alway Often Sometimes Never Verbal
FACTORS Total x̄
s (4) (3) (2) (1) Interpretation
a) The
classroom
board
effectively
shows the
notes 88 93 30 1 212 3.07 Often
being
written by
the
instructors
.
b) The
classroom
accommod
ates all the 80 87 38 1 206 2.99 Often
participan
ts /
students.
c) The entire
session is
recorded
and can be 40 81 56 4 181 2.62 Often
reviewed
by
students.
d) I can have
the
authority
to write
anything
on the 112 69 34 1 216 3.13 Often
board
when my
instructor
permits me
to do so.
e) I can meet 84 66 42 5 197 2.85 Often
with my
group
mates
 when a
group
activity is
needed.

Average
weighte 2.93 Often
d mean

Table 2. Classroom Features (In terms of simulating a real classroom)

Table 2 shows the students’ evaluation on their satisfaction level of the ClassIn app’s

classroom features in terms of simulating a real classroom. In the table, all of the mentioned

aspects have the same verbal interpretation upon the calculation of the weighted means. In

the table, it indicated that the students’ evaluation on their satisfaction level of the ClassIn

app in terms of it Classroom features has a calculated average weighted mean of 2.93, which

concludes that the students are often satisfied of the ClassIn app in terms of its classroom

features when it comes to simulating a real classroom.

3. ACCESSIBILITY TO STUDENTS

FREQUENCIES
Always Often Sometimes Never Verbal
FACTORS Total x̄
(4) (3) (2) (1) Interpretation
a) I can
easily
enter the
60 93 44 1 242 2.88 Often
classroo
m during
classes.
b) I can 72 84 44 1 201 2.91 Often
easily
access
the
features
of the
 app.
c) The app
is easy to
downloa
d and
84 78 44 0 206 2.99 Often
does not
take up a
lot of
storage.
d) The app
consumes
minimal
cellular
data and
doesn’t 32 66 62 8 168 2.43 Sometimes
require a
high
internet
speed to
operate.
Average
weighte 2.80 Often
d mean

Table 3. Accessibility to Students

Table 3 shows the students’ evaluation on their satisfaction level of the ClassIn app with

regards to its accessibility to the students. In the table, it is shown that for aspect (a), the students

can often enter the classroom during classes easily, for aspect (b), the students can often access

the features of the app easily, for aspect (c), the students responded that the ClassIn app is often

easy to download and does not take up a lot of storage, and for aspect (d), the students

responded that the ClassIn app sometimes consumes minimal cellular data and doesn’t require a

high internet speed to operate. Upon the calculation of the average weighted mean of 2.80, it is

concluded that students are often satisfied for the accessibility of the ClassIn app to the students.

The Students’ Satisfaction Level in using the ClassIn app

 FREQUENCIES
Very Satisfied Unsatisfied Very Total x̄ Verbal
satisfied (3) (2) unsatisfie Interpretat
(4) d (1) ion
How satisfied
are you in
using the 28 129 32 3 192 2.78 Satisfied
ClassIn app?

Table 4. The Students’ Satisfaction Level in using the ClassIn app

In table 4, it shows the students’ satisfaction level with their use of the ClassIn app. 7

(10%) of the respondents responded Very satisfied with a score rating of 4, 43 (64%) of the

respondents responded Satisfied with a score rating of 3, 16 (24%) responded Unsatisfied with a

score rating of 2, and 3 (2%) responded Very unsatisfied with a score rating of 1. With an

weighted mean of 2.78, it indicates that the ME students of UCLM are Satisfied in using the

ClassIn app as an online class learning platform.

CHAPTER 3
 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary of findings

From the data gathered and analysed in this study by the researchers, the researchers

found that:

1. The ME students in UCLM often use the ClassIn app in their respective synchronous

classes. The data gathered showed that 16% of the respondents always use the ClassIn

app in synchronous classes, 48% often use the ClassIn app in synchronous classes, 36%

of the respondents sometimes use the ClassIn app in synchronous classes, and 0% of the

respondents never use ClassIn app in their synchronous classes.

2. ME students in UCLM sometimes have trouble using the ClassIn app. In the data

gathered, 17% of the respondents always have trouble in using the ClassIn app, 33%

often have trouble in using the ClassIn app, 48% sometimes have trouble using the

ClassIn app, and 2% have never experienced any trouble in using the ClassIn app.

3. ME students in UCLM encounters many problems in using the ClassIn app. Students tend

to frequently disconnect between their classes which has the most responses of 39,

followed by the excessive cellular data consumption with 33 responses, students having

trouble entering the class with 32 responses, slow app performance with 29 responses,

and the least problem encountered by the students with 23 responses which is having

difficulty in participating during lectures.

4. ME students in UCLM are often satisfied with the Student-Teacher interaction while

using ClassIn.
 5. The data gathered showed that ME students in UCLM are often satisfied with the

classroom features the ClassIn app provides.

6. The data gathered and analysed also shows that the students are often satisfied in the

ClassIn app’s accessibility to students.

7. With the factors being evaluated by the respondents, the respondents which is the ME

students of UCLM are Satisfied in their use of the ClassIn app.

CONCLUSION
 In this time of pandemic, learning in an online set up has not been easy. Which is why

and online class learning platform is an important aspect to the students. This shift in

pedagogical medium greatly affects the learning of students since getting good quality education

is a challenge in an online set up. Which is why the assessment and evaluation of the online class

learning platform is necessary for it is a big factor in learning in an online set up.

The researchers conducted a study to determine the satisfaction level of the ME students

in UCLM in using the ClassIn app. The researchers found out despite the difficulties and

challenges of the students upon their use of the ClassIn app, the ME students in UCLM are

satisfied with their use of the ClassIn app and also often satisfied with certain factors such as the

Student-Teacher interaction, Classroom features, and Accessibility to students. This indicates

that the ClassIn app is a preferable online class learning platform in this time of online set up due

to the rise of COVID-19.

RECOMMENDATIONS
 From the data gathered and analysed, the following recommendations are

suggested:

1. To the students, in this time of pandemic and learning in an online set up, learn to adapt

different learning environments and be flexible in learning.

2. To the university, continue the use of the ClassIn app as an online learning classroom

platform in this time of pandemic, this will provide the students the good quality

education they need despite the challenges of an online set up.

3. To the future researchers, they must also assess the students’ academic performances in

using the ClassIn app in order to provide the information whether or not the ClassIn app

is effective in terms of the students’ academic performance.

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COVID-19 pandemic. ," PLoS ONE, August 2021.

APPENDICES

APPENDIX A

LETTER TO THE RESPONDENTS

SATISFACTION LEVEL OF MECHANICAL ENGINEERING STUDENTS OF UCLM FOR USING CLASSIN AS AN

ONLINE CLASS LEARNING PLATFORM
Dear respondents,

We are the Third-year BSME student researchers, and we are kindly asking for your time and participation for this
survey that is needed for our study. The questionnaire being used in this survey has been checked and validated. This study aims
to answer the following questions for the completion of this research paper:

5 How effective is the ClassIn app as an online learning platform in terms of

5.1 Student-Teacher Interaction

5.2 Classroom features

5.3 In-class participation

5.4 Accessibility to students

5.5 Data usage

6 Is the ClassIn app an accessible platform for students in an online class?

7 Do students gain more knowledge while using the ClassIn app?

BSME students enrolled in the first semester of school year 2021-2022 are the respondents needed for this study. Rest

assured that the information gathered in this survey will be treated with the utmost confidentiality with respect to the Privacy Act

of 2012 and will be used only for the completion of this study.

Your participation for this survey is highly appreciated.

Respectfully yours,

Neil Dominic C. Mahusay

Lead Researcher

Noted and reviewed by:

Engr. Harold Borja

Research Adviser
 APPENDIX B

SURVEY QUESTIONNAIRE

This survey questionnaire collects data about “Satisfaction Level of Mechanical

Engineering Students of UCLM for using ClassIn as an Online Class Learning Platform”. All
information obtained from this survey will be treated with utmost confidentiality and will be

used only in accomplishing the goals of the study.

Instructions: Please read the questions and answer all of them responsibly and honestly.

Section I: The year level of the respondents

 First year

 Second year

 Third year

 Fourth year

Section II: This section contains questions about the students’ own perspective and experience

towards using the ClassIn app.

1. Do you use ClassIn app in all of your synchronous classes?

 Always

 Often

 Sometimes

 Never

2. Do you have trouble using ClassIn app?

 Always

 Often

 Sometimes

 Never

3. If yes, choose the problems you have encountered while using ClassIn below.
  Continuously disconnecting between classes

 Slow app performance

 Having trouble entering the class

 Consumes excessive cellular data

 Difficulty in participating during lectures

4. Do you have trouble learning in an online set up using the ClassIn app as an online

learning platform?

 Always

 Often

 Sometimes

 Never

Section III: This section focuses on the students’ evaluation on the ClassIn app.

Instructions: Listed below are the factors for the evaluation of the ClassIn app as an online
learning platform, rate these factors with regards to the effectiveness of the app. Please rate these
factors properly and honestly.

1. STUDENT-TEACHER INTERACTION

FACTORS Always Often Sometimes Never

I can talk to my instructor whenever I want.
The instructors can reach out to any student any time.
The instructors can deliver the discussions
effectively.
I understand the discussions clearly.

If I want to answer a question, I can easily talk to my

instructor.

If I want to raise a concern, my instructor can

acknowledge me.

2. CLASSROOM FEATURES (In terms of simulating a real classroom)

FACTORS Always Often Sometimes Never

The classroom board effectively shows the notes
being written by the instructors.
The classroom accommodates all the participants /
students.
The entire session is recorded and can be reviewed
by students.
I can have the authority to write anything on the
board when my instructor permits me to do so.
I can meet with my group mates when a group
activity is needed.

3. ACCESSIBILITY TO STUDENTS

FACTORS Always Often Sometimes Never

I can easily enter the classroom during classes.
I can easily access the features of the app.
The app is easy to download and does not take up a
lot of storage.
The app consumes minimal cellular data and doesn’t
require a high internet speed to operate.

Section IV: This section focuses on how satisfied the students in are using the ClassIn app.
Instruction. Rate your use of the ClassIn app.

Legend:

4 = Very satisfied

3 = Satisfied

2 = Unsatisfied

1= Very unsatisfied

1. How satisfied are you in using the ClassIn app?

 4

 3

 2

 1

APPENDIX C

RESEARCH LOCALE
 APPENDIX D

CURRICULUM VITAE
 Neil Dominic C. Mahusay

Labogon, Mandaue City, Cebu

nieldominicmahusay@gmail.com

EDUCATIONAL BACKGROUND

 College Education: University of Cebu Lapu-lapu and Mandaue

Bachelor of Science in Mechanical Engineering

A. C. Cortes Ave, Mandaue City, 6014 Cebu

S. Y. 2019 - Present

 Senior High School: University of Cebu Lapu-lapu and Mandaue

A. C. Cortes Ave, Mandaue City, 6014 Cebu

S. Y. 2017 – 2019

 Junior High School: Mandaue City Comprehensive National High School

 Plaridel St. Reclamation Area, 6014 Looc, Mandaue City

 S. Y. 2013 – 2017

 Elementary: Labogon Elementary School

Centro Labogon, Mandaue City 6014, Philippines

S. Y. 2005 – 2013

PERSONAL DATA

 AGE: 20

 SEX: Male

 CIVIL STATUS: Single

 RELIGION: Roman Catholic

 CITIZENSHIP: Filipino

 DATE OF BIRTH: November 21, 2000

 Peter John M. Dela Peña

Taboc Camaligbato Danao City, Cebu

peterjohndela0@gmail.com

EDUCATIONAL BACKGROUND

 College Education: University of Cebu Lapu-lapu and Mandaue

Bachelor of Science in Mechanical Engineering

A. C. Cortes Ave, Mandaue City, 6014 Cebu

S. Y. 2019 - Present

 Senior High School: University of Cebu Lapu-lapu and Mandaue

A. C. Cortes Ave, Mandaue City, 6014 Cebu

S. Y. 2017 – 2018

 Junior High School: St. Louisse Academy

Cogon, Compostela , Cebu City 6003

S. Y. 2012– 2016

 Elementary: S.U.R.E Learning Center Incorporated

 Catarman, Sabang Danao City 6004, Philippines

S. Y. 2004 – 2012

PERSONAL DATA

 AGE: 22

 SEX: Male

 CIVIL STATUS: Single

 RELIGION: Roman Catholic

 CITIZENSHIP: Filipino

 DATE OF BIRTH: July 25, 2021

 Danreb P. Perit

Humay-humay, Gun-ob, Lapu-lapu City, Cebu

danrebperit2020@gmail.com

EDUCATIONAL BACKGROUND

 College Education: University of Cebu Lapu-lapu and Mandaue

Bachelor of Science in Mechanical Engineering

A. C. Cortes Ave, Mandaue City, 6014 Cebu

S. Y. 2019 - Present

 Junior High School: University of the Visayas- COMPOSTELA CAMPUS CEBU

Compostela, Cebu

S. Y. 2003 – 2007

 Elementary: Tiltilon Elementary School

Cot-cot, Lilo-an, Cebu

 S. Y. 1996 – 2003

PERSONAL DATA

 AGE: 35

 SEX: Male

 CIVIL STATUS: Single

 RELIGION: Roman Catholic

 CITIZENSHIP: Filipino

 DATE OF BIRTH: November 09, 1986