ISABELA STATE UNIVERSITY

ECHAGUE, ISABELA

COLLEGE OF EDUCATION

ANXIETY, MOTIVATION, AND SATISFACTION OF STUDENTS IN ONLINE

LEARNING

In Partial Fulfillment

of the Requirements in Research in Education I

Undergraduate Thesis

by

Ballad, Ace V.

Barbasa, Yeng F.

Salvador, Jemalyn D.

Sinsano, Dianna mae A.

September 2021
 TABLE OF CONTENTS

Title Page . . . . . . . . . . i

CHAPTER I - INTRODUCTION

Rationale . . . . . . . . . 1

Statement of the problem . . . . . . . 5

Objectives of the study . . . . . . . 6

Significance of the study . . . . . . . 7

Scope and Delimitations . . . . . . . 8

Definition of Terms . . . . . . . 9

CHAPTER II - REVIEW OF RELATED LITERATURE

Related Literature . . . . . . . . 16

Related Studies . . . . . . . . 20

Conceptual Framework . . . . . . . 22

Hypothesis of the Study . . . . . . . 22

CHAPTER III - METHODOLOGY

Research Design . . . . . . . . 23

Respondents and Sampling Procedure . . . . . 247

Data Gathering Instrument . . . . . . . 25

Data Gathering Procedure . . . . . . . 26

Data Analysis . . . . . . . . . 26

QUESTIONNAIRE . . . . . . . . . 31

BIBLIOGRAPHY . . . . . . . . . 40
 CHAPTER I

INTRODUCTION

Rationale

It has been more than a year since lockdowns have been imposed to some areas in the

Philippines and soon enough to the entirety of the country. Different levels of community

quarantine have been implemented in different parts of the country depending on the reported

number of its COVID-19 cases as well as its risk of wide-spreading. Along with the

lockdowns is the suspension of face-to-face classes in all schools and all levels in the country.

As per the Memorandum from the Executive Secretary Salvador Medialdea, effective

from March 17, 2020, Classes and all school activities in all levels shall be suspended until

14 April 2020 and shall resume on 15 April 2020. The same directives to the Department of

Education, Commission on Higher Education, Technical Education and Skills Development

Authority and such other regulatory agencies, LGUs and the Department of the Interior and

Local Government (DILG) with respect to the class suspension in NCR are reiterated for the

entire Luzon (Official Gazette, 2020). The order has been extended multiple times and after

more than a year, face-to-face classes are still prohibited.

Over 28 million Filipino learners across academic levels have to stay at home and

comply with the Philippine government’s quarantine measures (UNESCO, 2020). In order to

continuously cater to the learning needs of the students, education agencies of the country

including the Commission on Higher Education (CHED) decided to continue the school year

through a different method that doesn’t require a physical interaction among the students,

instructors, school staffs and others so not to put anyone at risk of getting infected or

spreading the deadly COVID-19.

 To respond to the needs of learners, especially of the 3.5 million tertiary-level

students enrolled in approximately 2,400 HEIs, certain HEIs in the country have implemented

proactive policies for the continuance of education despite the closure. These policies include

modified forms of online learning that aim to facilitate student learning activities. Online

learning might be in terms of synchronous, real-time lectures and time-based outcomes

assessments, or asynchronous, delayed-time activities, like pre-recorded video lectures and

time-independent assessments (Oztok et al., 2013). The method of teaching shifted from face-

to-face to virtual or online learning along with the usage of learning modules. In online

learning, instructors conduct classes through video conference which requires a smartphone

or laptop, and stable signal and internet connection or mobile data. Activities, requirements,

and examinations are also done online.

The Philippines’ Commission on Higher Education (CHEd) advised HEIs to continue

the “deployment of available flexible learning and other alternative modes of delivery in lieu

of on-campus learning” (Commission on Higher Education, 2020). These pronouncements

aim to encourage the continuance of learning. Without implementing rules and regulations,

however, private HEIs are left to make their own policies. Arguably, the HEIs’ pivot to

modified forms of online learning attempts to concretize the government’s stance to continue

learning despite the pandemic (Joaquin et al., 2020).

For varying reasons, however, different sectors have chastised the proactive online

learning measures by these HEIs. For example, through an online petition based on student

and faculty sentiments, student governments from different universities urged CHEd to

mandate the cancellation of online classes, stating that “while we understand the need for

learning to continue, the different circumstances of students across universities are not ideal

and conducive for such.” The petitioners argue that “access to the internet connection and

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learning devices continues to be a privilege up to this day, placing those with poor internet

access at a disadvantage when it comes to online classes.” [For a better picture, 45% of

Filipino citizens (46 million) and 74% (34,500) of public schools do not have access to the

internet (Jones, 2019)].

Furthermore, “adding more workload for the students increases their burden and

contradicts the purpose of the lockdown, which is to help their families prepare and adjust to

the situation at hand.” Finally, there is an issue about the “lack of environments conducive to

learning at home and the effectiveness of the online lectures” (Bagayas, 2020).

The other concerns, however, have already been noted by experts in the field of

distance education. First, there is the issue of social integration and peer culture, and the

possibility of transmission of values in a “virtual” classroom. Since there is a lack of human

interaction in the learning process, students may learn less in such a set-up as opposed to

those in the traditional classroom (Edge and Loegering, 2000; Gamage et al., 2020). Second,

there is also an issue on the unnaturalness and the results of online learning, since it goes

against how natural teaching and learning supposedly take place (Larreamendy-Joerns and

Leinhardt, 2006; Adnan and Anwar, 2020). The lack of face-to-face human interaction in the

online learning space and process appears disconcerting to both educators and learners alike

(Joaquin et al., 2020).

On top of these concerns, however, there are deep socio-economic concerns for online

learning in a developing country like the Philippines. Students in far-flung areas in the

country do not even have roads or electricity, let alone access to computers and the internet.

Moreover, given the current internet infrastructure, even students in urban areas may have

limited internet access. This then results in a “digital divide” between those who do have

access and those who do not (Joaquin et al., 2020).

3
 On the other hand, one may claim that the main thrust of distance education is to

bring education to those who are unreachable, under-resourced, less-privileged and

inaccessible (Biana, 2013). Taken as such, distance education “reaches out to students

wherever they live or wish to study” (Guri-Rosenblit, 2005). This kind of flexibility gives

students more freedom to actively participate in learning (Guri-Rosenblit, 2005; Daniel,

2016). Students learn even if they are separated from their instructors by space and/or time

(Edge and Loegering, 2000). In the time of COVID-19, distance learning became a necessity

for learners and educators all over the world (Ali, 2020).

Notwithstanding the various stresses it brings, the outbreak of COVID-19 not only

forced us to think about the technologies for delivering education (Kim, 2020), it also

compelled us to rethink the very nature of education itself (Joaquin et al., 2020).

Given all these arguments, the biggest factor that must be considered is the welfare of

the students. Do they experience anxiety because of the difficulties and others challenges that

came along with the new mode of learning? If they do, what aspects of online learning

contribute to their anxiety? Or does online learning make them more motivated than they

were during face-to-face classes? If it does, how or what aspects of online learning motivate

them?

The students’ satisfaction in their academic performance, the assistance they get as

they study, and the quality of education they received from the online mode of learning are

important considerations.

Statement of the Problem

4
 Generally, this study aims to determine the level of anxiety, motivation, and

satisfaction of students in online learning.

Specifically, it aims to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. age

1.2. sex

1.3. year level

1.4. course?

2. What is the level of anxiety of respondents in online learning in terms of:

2.1. computers

2.2. internet

2.3. online?

3. How does the level of anxiety of respondents in online learning differ when they are

grouped according to their profile variables?

4. What is the level of motivation of respondents in online learning in terms of:

4.1. self-efficacy

4.2. active learning strategies

4.3. performance goals

4.4. achievement goals

4.5. learning environment stimulation?

5. How does the level of motivation of respondents in online learning differ when they

are grouped according to their profile variables?

6. What is the level of satisfaction of respondents in online learning in terms of:

6.1. instructor

6.2. course set-up

5
 6.3. interaction

6.4. outcomes

7. How does the level of satisfaction of respondents in online learning differ when they

are grouped according to their profile variables?

8. How does the level of anxiety of respondents relate to their level of motivation and

level of satisfaction in online learning?

9. How does the level of motivation of respondents relate to their level of satisfaction in

online learning?

Objectives of the Study

The general objective of this study is to determine the Anxiety, Motivation and

Satisfaction of Students in Online Learning.

Specifically, it aims to:

1. Determine the profile of the respondents in terms of:

1.1. age

1.2. sex

1.3. year level

1.4. course

2. Identify the level of anxiety of respondents in online learning in terms of:

9.1. computers

9.2. internet

9.3. online

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3. Compare the level of anxiety of respondents in online learning according to their profile

variables.

4. Identify the level of motivation of respondents in online learning in terms of:

4.1. self-efficacy

4.2. active learning strategies

4.3. performance goals

4.4. achievement goals

4.5. learning environment stimulation

5. Compare the level of motivation of respondents in online learning according to their

profile variables.

6. Identify the level of satisfaction of respondents in online learning in terms of:

6.1. instructor

6.2. course set-up

6.3. interaction

6.4. outcomes

7. Compare the level of satisfaction of respondents in online learning according to their

profile variables.

8. Determine the relationship between the level of anxiety of respondents and to the level of

their motivation and satisfaction in online learning.

9. Analyze if there is a significant relationship between the level of motivation of

respondents and satisfaction in online learning.

Significance of the Study

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The findings of the study will serve as a guide in determining students’ anxiety motivation

and satisfaction in the online mode of learning considering that our society today is with this

new normal setup this study will provide data for everyone especially to those who are

involved with the blended online learning, people will be aware and well informed about

mental health issues and this study will also contribute with the existing literature for which it

will provide data and information that can supplement and support existing data in the

effective and efficient methods of planning, arranging, and implementation which will be

helpful specially to Teachers, Students, Parents, Curriculum planners, School administrators,

and Future researchers.

Teachers. It will assist them to determine what gives anxiety to students, what makes them

motivated and what gives them satisfaction, this will help them assess and be aware with the

level of anxiety, level of motivation and level of satisfaction of students which give them clue

of the needs of the students and for the teachers to adjust and identify which is the most

effective way to teach that will prioritize students’ Mental Health with this new normal.

Students. This study will give awareness to students regarding different levels of Anxiety,

motivation, and satisfaction in online learning, students will be guided through this study on

how they will be motivated and satisfied with this new normal, promoting healthy state of

mind, and this will also help them to make the most of their education and to perform well in

their academics.

Parents. This study will also help Parents to be aware of what their child is going through

with their online learning. With enough knowledge and information, parents can think of

possible ways to help their child regarding their Psychological and Mental health.

8
Curriculum planner. This study will be helpful to curriculum planner in evaluating the

existing programs in terms of students’ needs regarding their mental health, skills, and

abilities and to make changes as required during this new normal.

School administrators. as one of their bases and could serve as a standard data to improve

Remedial programs especially to this new normal and for the school enhancement.

Future researchers. This will be used as their future baseline of knowledge. This will serve

as their guide for them to gather more information and can be used as reference data in

conducting new research particularly about anxiety, motivation and satisfaction with this new

normal.

Scope and Delimitation of the Study

The study was conducted to assess the anxiety, motivation and satisfaction of the

student in Online learning. Three hundred and four (304) students who are enrolled in the

College of Education in the academic year 2021-2022 who experience an online mode of

learning are the respondents of the study.

The study was limited only to the variables of Anxiety, Motivation and Satisfaction of

the students in terms of online learning. These variables have subscales to determine the said

variables. In terms of Anxiety, it has three (3) scales which are the Computer, Internet and

Online Course. On the other hand, Motivation has five (5) scales which are the Self-Efficacy,

Active Learning Strategies, Performance Goal, Achievement Goal, and Learning

Environment Stimulation. Lastly, the Satisfaction has four (4) scales which are the Instructor,

Set up, Interaction and outcomes.

Definition of Terms

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Anxiety. A state of being worried about the task in schools or in any field.

Distress. Refers to the suffering that affects the behavior and thinking ability of the student.

Emotional distress. A state of having an unpleasant emotional reaction that affects one’s

own life.

External motivation. Refers to external rewards that may motivate students' academic

achievements.

Intrinsic motivation. Refers to internal rewards that may motivate students' academic

achievements.

Motivation. The desire and willingness of the students to finish something related to their

studies.

Satisfaction. Fulfillment of students' wishes, expectations, or needs, in the new form of

learning.

Self-Efficacy. A strong confidence to trust their own ability to achieve a certain goal in life.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

As stated in the 2020 data of the United Nation, 98.6 % of students worldwide are

greatly affected by the global pandemic caused by the coronavirus, representing the 1.725

billion children and youth who are enrolled from primary to higher education in 200 countries

as of July 2020. It means that the global pandemic affected not only the health sector of each

country but it also affected the education of the students.

Way back when the pandemic did not arise yet, students were doing some workloads

to gain money while studying. With this situation, many universities are offering flexible

learning or online learning for the students to graduate. In connection, nowadays, wireless

connection is more common through the use of internet connections and gadgets in terms of

connecting to other people(Nenagh Kemp and Rachel Grieve 2014). With this, the transition

between face-to-face learning or the traditional way of learning to the online or virtual

learning of the students is not new to some countries. With the help of the advancement of

11
technology and electronic gadgets, virtual learning is now possible not only locally but

globally.

In addition, this pandemic drives both professors and learners to integrate new

methods of teaching and learning. Electronic learning tools have played a crucial part in this

time of pandemic because it helps the institutions to facilitate the students’ academic

performance(Subedi et al., 2020). Social media platforms such as Facebook page, Google

meet, zoom, etc. helps the teacher to make it possible to meet the students despite not being

able to see them in person.

However, students are facing the problem of how to participate in the teaching and

learning process in a virtual environment that limits their movements and actions (Basilaia &

Kvavadze, 2020). This only means that virtual classes are not perfect and have flaws like the

internet availability of the teacher and even the students. Another flaw is the age gap between

the teacher and the new technologies, it means that teachers might not know how to operate

such platforms or even the device itself. In connection, the academic performance of the

learners has started dropping due to the learner’s limited time of consultation and contact

with the teachers during the difficulties in learning (Sintema, 2020). This only means that

online classes have its disadvantages. Due to the limited time of classes, students have a

higher chance to get low scores in terms of quizzes and examinations.

Nonetheless, not only students are needed to fit and survive in this new learning mode

but teachers also are required to develop their creativity to integrate different modalities in

teaching that will serve as a guide to cope with the limitations of the online learning process

(Doucet et al., 2020). Teachers' cooperation and collaboration to make creative solutions and

willingness to learn by trying new tools to know the best method to be integrated into the

discussion is very important for the students to cope up with the new way of learning.

12
 On the other hand, young adults ages 15 and 29 years old indicated by the World

Health Organization that their mental health is one of the global areas of concern especially

in areas of depression and suicide. In addition, various researchers from the United States

reported that 40 million adults have an anxiety disorder, in which 75% of them experienced

their first occurrence by the age of 22, a typical college age (Choe Chai Tan et al., 2020).

This means that this bracket of ages is more sensitive in terms of suicide attempts and has a

high possibility of having anxiety especially now that we use a new mode of learning in terms

of education.

In terms of gender, male participants are reported to have a slightly higher mean value

for depression while female participants appeared to score higher for thwarted belongingness

(Choe Chai Tan et al., 2020). These results are similar to past research which found male

students to report more severe depressive symptoms compared to female students.

Anxiety is defined as a conscious fearful emotional state in which an individual

experiences nervousness and fearfulness (Bolliger and Halupa 2011). Especially in an

information age where most learners need to be computer literate to participate fully and

maximize their learning. Basic technology skills include being familiar with operating

systems, using word processing spreadsheets, and databases.

Computer anxiety has been defined by someone as being “uneasy, apprehensive, or

fearful” about using computers (Bolliger and Halupa 2011). It means that people especially

students who experience having trouble using computers or being nervous in using computers

can be defined as having computer anxiety. Computer anxiety associated with negative

emotions can affect the overall learning experience. “Frustration, confusion, anger, and

similar emotional states can affect not only the interaction itself but also the productivity,

social relationships and the overall well-being. According to Bolliger and Halupa (2011),

13
research has shown that students with a low level of anxiety are at ease compared to those

learners who have high levels of computer anxiety which means they are at risk. Students

have different levels of skills especially in terms of computer literacy including internet

navigation skills (Simonson et al., 2009). In addition, online learners need to have the skills

to survive in an online environment. They need to have not only computer skills but also the

proper skills to navigate the internet and utilize appropriate resources.

According to Hara and Kling (2001), they found that students have experienced

several types of distress in an online course namely anxiety, frustration and confusion. In

addition, many instructors are expecting students to interact frequently in online discussions

and interact with one another using information and communication technologies. With these

students, the fear of computer technologies may be compounded.

Motivation is the process in which goal-directed activity is instigated and maintained

(Hsiao-Lin Tuan et al., 2012). It stressed that learning goals and self-efficacy take important

roles in influencing students in making and reconstructing their way of thinking. In other

words, when students perceive that they are capable, and they think the topic or subject is

worthwhile to participate in, and their learning goal is to gain competence, then students will

be willing to make an effort in participating in class despite the mode of learning.

According to (Hsiao-Lin Tuan et al., 2012), self-efficacy refers to the individual’s

perception of his/her ability in accomplishing a learning task. To connect this, when students

have high self-efficacy, they believe that they are capable of accomplishing learning tasks,

whether tasks are difficult or easy.

Based on constructivist theory (Hsiao-Lin Tuan et al., 2012), students take an active

role in constructing new knowledge. It means that when students perceive valuable and

meaningful learning tasks, they will actively engage in the learning tasks, using active

14
learning strategies to integrate their existing knowledge with new experiences. On the

opposite side, when students do not perceive the value of a learning task, they use surface

learning strategies such as memorization to learn.

Learning strategies depend on the nature of motivation and learning goals (Hsiao-Lin

Tuan et al., 2012). When students have an achievement goal, they are intrinsically motivated,

they intend to accomplish something to satisfy their innate needs for improving their own

competence, and they believe this kind of participation will help them achieve valuable goals.

According to the study conducted by Bolliger and Halupa (2011), student satisfaction

is the students' discernment of their academic experiences' value in an educational set-up

(Astin, 1993). From the view of Sloan Consortium (2002), student satisfaction is a very

important concern that needs to be assessed specifically on the efficacy of our courses and

programs. Despite its complexity in structure due to many factors that it has (Wickersham &

McGee, 2008), it remains an important concept because of its ability to increase levels of

motivation, engagement, learning, performance, and success (Sahin & Shelley, 2008;

Wicker-sham & McGee, 2008).

As stated by Sahin & Shelley (2008), factors such as usefulness, flexibility, and

computer expertise often come along with student satisfaction in distance learning. On the

other hand, student satisfaction can also be affected by online setting factors which include

access to technology, online interaction, and even the behavior of teachers (Bolliger &

Martindale, 2004; Dennen, Darabi, & Smith, 2007). Other factors such as the learners'

discernment on the attribution of the delivery of instruction through various media, concerns

regarding the instructional blueprint, social ability, self-efficacy, and the value of academic

tasks are of equal importance as other aspects of student satisfaction (Liaw, 2008; Lin, Lin, &

Laffey, 2008).

15
 In his investigation on the quality of instruction in college-level and graduate students

at a medium-sized Midwestern university, Herbert (2006) discovered that the faculty's

attentiveness to the needs of the learners is the most important variable in the satisfaction of

the students. Meanwhile, Shee and Wang (2008) reached the conclusion in their study,

participated by 276 student respondents from a large university in northern Taiwan that the

most important factor of students satisfaction is the learner interface. Additionally, Liaw

(2008) determined self-efficacy as a significant aspect of the satisfaction of learners (Sun,

Tsai, Finger, Chen, & Yeh, 2008).

According to the constructivist theory (Mintzes et al. 1998, von Glaseresfeld 1998),

learners contribute in formulating new knowledge. Learners actively get involved in the

learning task when they view it as important and meaningful. They will then incorporate their

prior knowledge with their newly acquired experiences using active learning approaches.

Having said this, if learners do not see academic tasks as valuable, they will only use surface

learning methods (memorization for instance) to retain knowledge (Pintrich and Schunk

1996). Hence, von Glasersfeld (1998) also demonstrated the significance of the learners' goal

in motivating them to build their scientific knowledge in accordance to the strategies and

values of learning. If learners view that they are capable of accomplishing the tasks, and they

think it's worthwhile to get involved in, and they intend to attain competence, then the

learners will make efforts to get involved in creating conceptual change.

In this day and age, learners, especially at the college-level, must have enough

knowledge and skill when it comes to computers and other technologies. Not only can help

them maximize their learning through participation and application, but it can also help them

in their future careers. According to Kay (2008), fundamental skills in technology includes

being knowledgeable in system operations; utilizing word processing, databases and

16
spreadsheets; making use of software programs in communicating and presenting; and to use

the functions of the internet.

Anxiety is the state of being consciously and emotionally fearful. As defined by

Igbaria & Parasuraman (1989), anxiety related to computers causes an individual to feel

fearful, apprehensive, or uneasy when it comes to using computers. These undesirable

emotions caused by computer anxiety can interfere with a student's learning experience. In a

research conducted by Saadé & Kira (2007), students with lower anxiety levels have more

advantage than those students with higher levels of computer anxiety.

If the learners' anxiety (in computer for instance) leads them to questioning their own

ability to accomplish learning tasks, it will also affect their learning goal which will then

influence their motivation to participate and get involved in academic activities. This will

prevent them from maximizing their role as an active constructor of knowledge, hence their

overall academic performance as students. The learners' anxiety and motivation influence one

another, and are both crucial factors in the learning experience of the students.

According to the study conducted by Billiger and Halupa (2011), student satisfaction

is the students' discernment of their academic experiences' value in an educational set-up

(Astin, 1993). From the view of Sloan Consortium (2002), student satisfaction is a very

important concern that needs to be assessed specifically on the efficacy of our courses and

programs. Despite its complexity in structure due to many factors that it has (Wickersham &

McGee, 2008), it remains an important concept because of its ability to increase levels of

motivation, engagement, learning, performance, and success (Sahin & Shelley, 2008;

Wicker-sham & McGee, 2008).

As stated by Sahin & Shelley (2008), factors such as usefulness, flexibility, and

computer expertise often come along with student satisfaction in distance learning. On the

17
other hand, student satisfaction can also be affected by online setting factors which include

access to technology, online interaction, and even the behavior of teachers (Bolliger &

Martindale, 2004; Dennen, Darabi, & Smith, 2007). Other factors such as the learners'

discernment on the attribution of the delivery of instruction through various media, concerns

regarding the instructional blueprint, social ability, self-efficacy, and the value of academic

tasks are of equal importance as other aspects of student satisfaction (Liaw, 2008; Lin, Lin, &

Laffey, 2008).

According to Bekele T. A., (2010), an adequate level of student motivation is key to

success. Plus, students may enroll in more online courses if they are satisfied with their first

encounter. That is partly why previous studies considered motivation and satisfaction among

the success measures in ISLE. In connection, it also can be measured in an online mode of

learning in terms of measuring the students’ motivation and satisfaction of every learner in

online classes, if it is successful or not.

Local Literature

The start of this Pandemic was year 2019 month of December , this SARS-COV2 also

known as Novel CoronaVirus, is a respiratory disease that came from the Hubei Province of

China Which is Wuhan, it is widely known as Covid 19, it’s a virus transmittable with human

interaction particularly through droplets and air, this Pandemic affected worldwide the death

tolls in different countries continues to rise which lead and forced to implement lockdown

and Social distancing. To prevent further spreading of the COVID-19 virus, almost all

governments opted to implement lockdown and protocols and also the closing of higher

education institutions. As a result billions of students worldwide have been affected. And

with that number of affected students over 28 million of them are Filipino students who

complied with the Philippine Government measures and protocol. (UNESCO, 2020). This

18
public emergency has placed a strain on teachers, learners ,administrators and other

stakeholders (Tria, 2020).To counter the needs of the students, particularly of the 3.5 million

Tertiary level students in the Philippines, in order to continue education the HEI's

Implemented proactive policies to facilitate the needs of students. The traditional face-to-face

class shifted to Online learning, which might be Blended Learning, Asynchronous, Delayed

time activities, or Recorded Discussion.(Oztok et al., 2013).

According to Auroras, Chaudhary, P.,& Sigh. R.K. (2021) The Novel Coronavirus

Pandemic has affected higher educational institutions in all countries. With every shift to

online mode, the teaching-learning has also gone virtual. The Implementation of the Online

mode of learning to respond to the need of the academy, affected students’ mental health, the

elevation of anxiety level of students, and their Self Efficacy. While the hope of developing

vaccines and medicines is nearly at hand, the fear that it has instilled in people has resulted in

widespread disruption such as global economic recession, unprecedented changes in

curriculum and instruction (Mukhopadhyay & Mukhopadhay, 2020), and shutting down of

buildings which involved schools, universities and many other educational institutions

(Bozkurt & Sharma, 2020). Since the start of the pandemic educational institutions in the

Philippines shifted to an Online mode of learning which resulted in negative mental health

consequences among students this creates an increase in anxiety and absenteeism of students

which can stem from the demand for new technological skills and productivity and

information overload. (Poalses & Bezuidenhout 2019). The emergence created a lot of

concern for people leading to increased levels of anxiety. There were reported manifestations

of distress, anxiety, depression, and insomnia in general populations (Wang et al., 2020).

Hence, Ja’ashan (2015) study shows that the majority of the learners who experience

online-blended learning portray a negative impression because of the struggles brought by the

19
poor internet connectivity. Students might stress out about the slow connection throughout

the online discussion. Strong internet connection is very important in this time of online-

blended learning, it plays a vital role in the teaching and learning process. The Digital divide

of the students, stemming from the socioeconomic inequalities encountered by students

resulted in the mental disparities among students during the pandemic. (Cleofas & Rocha

2021). Students are economically different so the means to study is very limited for the poor

who are really vulnerable in this online learning. Students who belong in the upper class are

classified as fortunate one but in the lower class it would be a disaster for them to take their

online class without proper means. A developing country like the Philippines is most likely to

experience the scariest Mental Health of Filipino students is partly due to the shifting of

traditional face-to-face classes to online modes of learning and also because of Social and

Economic inequality. (Malolos et.al, 2021). Knowing that the Philippines has a big problem

on the internet, connectivity and poverty is one of the big problems of every Filipino. At this

Point a Healthy School Environment should be practiced, the need to improve Mental health

activities for teachers and students should be promoted, Through Mental health literacy

campaigns, workshops, and Seminars. (WeKst et.al 2019) The Higher Education Institutions

(HEIs) are reminded to establish a proper way to manage behavior regarding the pandemic to

foster positive health behavior among students and teachers (Akan et al., 2019). Institutions

need to establish programs for the students, help them and keep motivated in the midst of a

crisis. The accessibility of the program is indeed important for the students to cater their

needs as a learner. The Consequences of the shifting of the face to face class into online mode

of Learning is that it increased the students anxiety and absenteeism it affected the mental

health of learners. These might stem from socioeconomic disparities, information overload,

technological skills and productivity of the students. (Poalses and Bezuidenhout, 2018) The

Difference of students in mental health status in a society is partly influenced by the

20
inequalities. Many studies link the social background among students, their internet

connection, lack of gadgets used and also students are anxious with the online class setup.

(Lederer et al., 2020; Myhr et al., 2020; Shadmi et al., 2020). More specifically students who

has Higher level of anxiety are those from poorer household who doest own computers and

laptops, those who has limited internet connection. students who are younger poorer, females

students, lower years levels and who do not own any gadgets, tablets ,laptop or computer and

has limited and borrowed Internet connection are prone to have higher anxiety level, Another

form of social downside that increases anxiety is lack of access to poor internet connectivity

and lack of online digital resources(Poudel & Subedi, 2020). particularly among learners, the

accessibility of these online digital resources is important for an effective involvement in

online college education and coping with many other problems in the new normal (Kapasia et

al., 2020). Not owning gadgets specially computer that can properly run in the online mode of

Learning is considered as one of barrier for online education (Baticulon et al., 2021; Cedeño

et al., 2021), This can be a factor that contributes for students to have anxiety (Baloran, 2020;

Pastor, 2020). The Shifting to online mode of learning in the Philippines required to have

strong Internet connection, whereas here in the Philippines the coverage of internet

connection is still lacking, (Barreiro, 2017), students with limited or unreliable coverage of

internet connection, will not be able to fully engage in class that can lead to anxiety.

(Baticulon et al., 2021; Pastor, 2020).

Covid 19 is interrelated with anxiety and associated with the demographic profile of

students particularly to their age (Moghanibashi-Mansourieh, 2020; Shevlin et al., 2020;

Solomou & Constantinidou, 2020; Tee et al., 2020), gender (Hou et al., 2020; McElroy et al.,

2020; Tee et al., 2020), and economic status (Ettman et al., 2020; Poudel & Subedi, 2020;

Wang & Tang, 2020)

21
 According to Fulgencio (2021), The Motivation of Filipino students was affected

drastically, a lot of problems arose such as poor connectivity, overburden of lessons, financial

problems and lack of resources, and mental health issues. These factors contribute to the

students’ academic achievements and health, problems caused by poor connection, financial

problems, and having no means like a computer or decent cellphone to install a google meet

or zoom for the online discussion really affects the students’ performance. Especially the

Filipino students who have little resources to engage in these modalities. Nonetheless,

Dörnyei and Ottó (Dornyei & Ushioda, 2011) define Motivation as a dynamically changing a

progressive way to awaken a person to initiate, administer, synchronize, louden, terminate,

and evaluates the cognitive and motor processes by which initial wishes and desires are

chosen, draw up, utilized if it was successfully or unsuccessfully acted. If the student is

motivated, their creativity will arise and perform new and technical solutions for any

problems. The 21st century learners that are involved in a safe and active learning

environment will be motivated and have the courage to create a bridge in every gap.

According to Harmer (2018), motivation is like a drive to humans to pursue something. There

are two types of motivation according to Hamer, Instrumental motivation motivates the

learner to acquire material things and other wants and needs of a person such as language and

money, whereas integrative motivation stems from a desire to identify with the culture or

group that speaks the language (Nunan & Lamb, 2017). Motivation helps students to be more

constructive and be better learners in the institutions. If the students are motivated, they are in

a positive way of living that really satisfies them. Motivation is a Central drive to achieve the

desire of a person to take a specific action. Motivation is often assessed in terms of the

learner's inbred and extraneous orientation, Brown (2016). A student is more likely to be

close to their desire if they are motivated. It is an armor and technique for every student to

pursue their dreams in life. Being motivated is a necessary one. Motivation is one of the

22
success factors in learning, as motivation is regarded as one of the most important to students.

This most likely classifies the difference of students, Weda & Sakti, (2018). Thus, self-

efficacy delas with an individual's trust to his/her own ability to perform a task at their best

with a full control to it that really affects how they behave as a student in a class. It shows the

level of confidence of every student in executing a task to achieve a specific goal and

direction. It is important to monitor students during this pandemic where online class is being

implemented studies showed that students psychological distress increases during this

outbreak(Cao et al., 2020; Islam et al., 2020; Lasheras et al., 2020; Olaimat et al., 2020;

Rogowska et al., 2020; Tasnim et al., 2020). C. the students experiencing stress have found to

have lower self directed readiness with this new normal or online class (Heo & Han, 2017).

The most practical implications in education with this new normal is the online mode of

learning. Although some students are hesitant to enroll because students are not confident

with their academic skills and academic performance even before the traditional classroom.

That's why it is important to study the motivation level and what influences the self efficacy

of college students' in the Philippines during this new normal.(Sison E., 2021) Self-efficacy

plays an important role in every learner for it can affect their way of being. Self-efficacy

impacts the learners to do better in every activity they are into, to encounter all the difficulties

they face, and set goals that they will achieve. (Mabalay, Gaboy, and Roguel, 2020) Studies

show that the students who have a high self-efficacy, Meaning they can finish tasks given to

them. The learners who have a better performance goal are the ones who had more positive

behavior, positive environment, used more metacognitive learning strategies,and believed in

their abilities (Hayat, Shateri, Amini, & Shokrpour 2020). Achievement goals are mostly

focused on the role of proficiency and performance goals in the school area with little

attention being paid to environmental goals. Achievement goal theory originally defined

performance-approach goals as striving to demonstrate competence to outsiders by

23
outperforming peers. The research, however, has operationalized the goals inconsistently,

emphasizing the competence demonstration element in some cases and the peer comparison

element in others. A meta-analysis by Hulleman et al.(2010)

However, achievement goal theory assumes that self‐instrumental (mastery)

achievement goals are associated with academic achievement, whereas social‐instrumental

(performance) goals are not. However, research on Asian students shows that both mastery

and performance‐approach goals are positively related to achievement; possibly because

achievement motivation in Asian cultures is socially oriented and not individually oriented.

The current study explored the structure of the social and individual achievement motivation

orientations, and how these achievement orientations and achievement goals were related to

achievement of Filipino university students. Achievement Goals are also known as the

mastery achievement goals which are associated or connected to academic achievement,

whereas performance goals don't focus on that. Both mastery and performance are positive

and related to Motivation and will result to achievement in the current study of Individual and

social dimensions of Filipino students' achievement goals by Allan BI Bernardo the study

explored the structure of the social and individual achievement motivation orientations, and

how these achievement orientations and achievement goals were related to achievement of

Filipino university students.

Nonetheless, LL jala (2016) said that satisfaction has been considered important as it

measures the effectiveness of the learning approach to students. Students seek institutions

that will provide a distinctive educational experience that will prepare them for a successful

career and better employment. Through the satisfaction of every student, the teacher can

identify the students who really understand, relate and use the concept of the lessons. And

professors will be able to integrate new platforms of other learning approaches like problem-

24
based learning, project-based learning or inquiry-based learning that will help the students to

be more satisfied in the teaching and learning process. A short-term Perception indicator is

also considered as Students Satisfaction. Josephine E. Tondo, Myla E. Detecio, (2021).

Online Mode of Learning is adopted in almost all Higher Education Institutions. As the

universities shifted from traditional classroom learning to online learning, course satisfaction

and student engagement became the emerging concern among teachers. (Erick T Baloram &

Jenny T Hernan, 2021). Grabbing students' satisfaction is censorious to educational

institutions as it provides a way to develop better tools to hold the students. A student's

experience and satisfaction is significant to educational institutions and students. Student

satisfaction is remarkably inter connected to students' satisfaction, commitment and

engagement such as in emotion, participation, and performance as a build of student

commitments and engagement in the online mode of learning. Higher Education Institutions

(HEIs) promoted to improve the quality of online mode of learning in the Philippines to

deliver quality education to this new normal of class setting in this amid of COVID pandemic

to make sure to fill the gap between those students from Privileged and underprivileged

situations. (Balaron, E. T., & Hernan J. T. 2021).

Related Studies

Moreover, Sumitra Pokhrel, Roshan Chhetri of 2021 stated in their study that the

COVID-19 pandemic has created the largest disruption of education systems in human

history, affecting nearly 1.6 billion learners in more than 200 countries. The closures of

schools, institutions, and other learning spaces have impacted over 94% of the student

population of the world. It has brought far-reaching changes in all aspects of our lives. The

restrictive movement policies, particularly the social distancing, have significantly changed

25
the traditional educational practices. In their study entitled "Learning, Student Digital

Capabilities and Academic Performance over the COVID-19 Pandemic", Maria Limniou et

al. (2021) claimed that students with a high level of digital capabilities and self-regulation

were able to keep focused and engaged during the lockdown. Though universities and

teachers were “forced” to shift their teaching approach due to the unfortunate disruption of

the COVID-19 pandemic, most students have coped with the changed teaching mode

relatively easily with minimum guidance. Nevertheless, teachers should further consider how

digital technologies could enhance students’ learning flexibility, promoting critical thinking.

Teachers must also need to know how to use different learning approaches to guide their

learners in this kind of situation.

Jiří Vaníček and Liběna Jarolímková argue that the COVID-19 pandemic had a

negative impact on the lives of students, they lost their part-time jobs, canceled student’s

mobility plans at foreign universities and private trips. Despite that, learners see their future

in the field of tourism. Students expect an increase in domestic tourism and a decrease in

outgoing and incoming tourism in the next few years as well. In comparing students’ answers

obtained in 2020 and 2021, there was a significant difference in two issues: 80% of students

disliked online teaching in 2020, while in 2021, only 50% of students expressed their

negative attitudes. In 2021, more learners admitted that they might find a job outside the field

of tourism. The results of the investigation are important for future planning of the higher

education system (implementation of the online teaching method in relevant study situations).

Based on the study of Dr. Evelyn Knowles and Dr. Dennis Kerkman, it has been concluded

that online courses are encouraged to provide interaction between the student and the course

content, the student and the instructor, and the student and other students. This study showed

the online course to have more rigor or required reading and course work than the students

26
expected. The course studied provided for a high amount of interaction between students and

the course material.

According to the study of Jerome V Cleofas, Ian Christopher N Rocha (2021), the

COVID-19 pandemic has a possible effect on mental health. The study investigated the

relationship between demographic, gadget and Internet profiles, and disease and consequence

related COVID-19 anxiety among Filipino college students. The result shows that the

majority of the student respondents had high levels of disease and consequence related to

COVID-19 anxiety. Poorer students who do not own laptops and desktop computers, and

those with limited Internet connection show higher levels of disease-related COVID-19

anxiety. Younger, poorer, female students who were enrolled in lower year levels, do not own

laptops or tablets and have limited or borrowed Internet connectivity demonstrated higher

levels of consequence-related COVID-19 anxiety.

In the study of Jhoselle Tus (2021), mental health and academic performance have

been affecting college students throughout the world. Thus, this study targets to assess the

students' mental health amidst the new normal of education employing the 21-item

Depression, Anxiety, and Stress Scale or DASS-21, concerning their academic performance.

Findings showed that almost more than half of the respondents suffered from moderate to

extremely severe levels of depression, stress, and anxiety. Thus, there was no significant

relationship between high negative mental health. This is a quantitative cross-sectional study.

A total of 952 students participated in the online survey. Descriptive and inferential statistics

were used to draw insights from the data.

According to the study of Karen Joy B. Toledo (2020), school closure, online

learning, home quarantine and social distancing implemented worldwide can cause sudden

anxiety among the students from their study design online to survey collected from Filipino

27
college students practices on how they deal with anxiety due to the COVID-19 pandemic the

practice include information seeking preventive measures and other coping mechanisms to

deal with anxiety during the quarantine period. The study results revealed that students

practice virtual learning, communicate with a professional community, adhere to quarantine

requirements and find purposeful activities to deal with anxiety due to suspension of national

school-related activities brought by the pandemic.

Ernie C Avila and Ana Maria Gracia J Genio (2020), argued that the motivation level

of college students was affected by the sudden implementation of online learning due to the

COVID-19 pandemic. The Motivated Strategies for Learning Questionnaire (MSLQ) was

modified into Google Survey Form. Descriptive statistics, One-Way Analysis of Variance,

and Pearson's correlation have been used to interpret results. The result revealed that the

learners agreed that they are motivated to learn during the online classes and Often Utilized

the learning strategies to support self-paced learning.

The global pandemic has brought an unforeseen change in the field of education. Different

schools have to shift to online teaching to continue the students' education to cope with the

adversity.

However, in the study of Jose Noel Fabia (2020), the researcher explores the

satisfaction, self-efficacy, and academic achievement of the students in using online learning.

The study employed a mixed-method action-research design and utilized a case study

approach. The researcher used the Students Satisfaction in Distance Learning Questionnaire.

The quantitative and qualitative data were analyzed using the joint display analysis. 25

students participated. The findings revealed that most students are satisfied with the teacher

and the learners' interaction, the teachers' performance, and the course content. Nonetheless,

findings revealed that the educators must emphasize the lesson design, develop technological

28
skills, promote proper communication with the students, provide meaningful learning

activities, consider students’ mental health, and use asynchronous online teaching strategies.

As stated in the study of LL Jala (2016), researchers investigate the general students’

level of satisfaction with the different services provided to them, which in turn provide

instructors, administrators, and other support offices the needed approach and strategies to

increase satisfaction. Findings revealed that, overall, students were satisfied with the quality

of education provided by the private university as well as their current academic experiences

and the support services although there were colleges that specifically expressed

dissatisfaction in some areas such as the internet connectivity, the quality of classroom and

laboratories, and on the opportunity of hearing speakers enhance their learning. The results

revealed that a Root Cause Analysis (RCA) must be done so that the causes of dissatisfaction

can be identified and acted upon as soon as possible.

According to the study of Evelyn Knowles, PhD Dennis Kerkman, PhD they concluded that

online courses are encouraged to provide interaction between the student and the course

content, the student and the instructor, and the student and other students. This study showed

the online course to have more rigor, or required reading and course work, than the students

expected. The course studied provided for a high amount of interaction between students and

the course material.

Resume of Points of Similarities and Dissimilarities

As the COVID-19 pandemic posed a threat to the health and wellness of everyone

around the world, it also disrupted the normal flow and operations of the different sectors of

29
the society such as business, employment, communication, transportation, leisure, and even

education. In order not to further worsen the damages brought by COVID-19 particularly in

health and safety, operations in all educational institutions in the country were suspended to

prevent the spreading of the deadly virus through the in-person interaction among students,

educators, staff and others.

Despite academic establishments being still closed for students, education must not

stop. The Commission on Higher Education (CHEd), along with other education-governing

agencies, has decided to resume schooling for the learners in methods that do not require the

in-person interaction in order to protect the involved individuals from getting infected and

passing the COVID-19 to one another. Schools, colleges and universities were tasked to plan

and utilize an approach of teaching and learning which will cater to the needs of learning

without requiring them to physically enter and stay at actual schools and classrooms. Most

HEIs resorted to the synchronous and asynchronous online classes wherein the internet and

technological devices are the primary instruments to deliver instruction to the learners

wherever they are. In relation to this, the researchers conducted a study focusing on the

anxiety, motivation, and satisfaction of college students in online learning. Tertiary level

students from the College of Education of Isabela State University- Main Campus are the

target respondents of the research. The respondents will answer a set of questionnaires to

measure the levels of their anxiety, motivation, and satisfaction of the students in the different

aspects of online education.

The research instrument which will be utilized were primarily adapted from two

published international researches: first, the research of Hsaio-Lin Tuan, Chi-Chin Chin &

Shyang-Horng Shieh (2005) entitled "The development of a questionnaire to measure

students' motivation towards science learning"; and second, the research of Doris U. Bolliger

30
and Colleen Halupa (2011) entitled "Student perceptions of satisfaction and anxiety in an

online doctoral program".

Nonetheless the two mentioned studies were used as references to related literature

and basis for the research instrument which were modified to suit the traits of the respondents

and the objectives of the current study. The modified questionnaire was validated by experts

in research and education and was initially tested on students with the same characteristics as

the target respondents of the study to ensure its reliability.

In the questionnaire for motivation (based from the research instrument of Hsaio-Lin

Tuan, Chi-Chin Chin & Shyang-Horng Shieh, 2005), items under the subscales of Self-

efficacy, Active learning strategies, Performance goals, Achievement goals, and Learning

environment stimulation were retained while the Science learning value was removed

because the current researchers perceived it as irrelevant to the focus of the current study

which is online learning.

For the motivation questionnaire, subscales including Instructor, Course set-up,

Interaction, and Outcomes were chosen by the current researchers to keep. Meanwhile,

subscales such as Computer, Internet, and Online courses were retained for the satisfaction

questionnaire (based from the research instrument of Doris U. Bolliger and Colleen Halupa,

2011).

Conceptual Framework

Figure 1 shows the outline of the concepts which will be used in the study. It can be

seen in the structure that the profile of the respondents affects the level of anxiety, motivation

and satisfaction of the students in online learning.

31
 In addition, it also shows the relation between the level of anxiety to level of

motivation, level of anxiety to level of satisfaction, level of motivation to level of

satisfaction. When discussing online education, several advantages come to mind. The key

aspects are flexibility and convenience (Bolliger, 2003; Rekkedal & Qvist-Eriksen, 2004). It

opens up potential professions and college programs throughout the country to nontraditional

students as well as traditional students who want to live at home to minimize educational

costs.

In contrast, online education has several drawbacks especially to its environment such

as possible lack of face-to-face social interaction, academic and technical skills, motivation,

time, limited access to resources, and technical difficulties (Muilenburg & Berge, 2005). In

addition, other potential issues are low student performance and satisfaction (Navarro, 2000;

Simonson, Smaldino, Albright, & Zvacek, 2009).

Independent Variables: Dependent Variables:

Profile of the respondents Level of Motivation
Level of Satisfaction

Level of Anxiety

Figure 1. The interrelationship of Variables

32
Hypothesis of the Study

1. There is no Anxiety level of respondents in online learning in terms of computers,

internet and online.

2. There is no difference between the anxiety level of respondents in online learning

when they are grouped by their profile variables.

3. There is no Motivation level of respondents in online learning in terms of Self

Efficacy, Active learning Strategies, Performance goals, achievement goals and

Learning environment.

4. There is no difference between Motivation level of respondents in online learning

when they are grouped according to their profile variables.

5. There is no Satisfaction level of respondents in online learning in terms of Instructor,

course set-up, interaction and outcomes.

6. There is no difference between Satisfaction level of the respondents in online learning

when they are grouped according to their profile variables.

7. There is no relationship between the Anxiety level of respondents to their Motivation

and Satisfaction level in online learning.

8. There is no relationship between the Motivation level of respondents and their

Satisfaction level in online learning.

CHAPTER III

33
 METHODOLOGY

Research Design

Generally, this study will use a descriptive research design specifically, the

descriptive correlational to describe the variables and its relationships, and descriptive

comparative to compare the variables that assess the anxiety, motivation and satisfaction of

students in online learning.

Respondents and Sampling Procedure

The respondents of the study consisted of 304 undergraduate students of the college

of education under the BEEd, BPEd, BTLEd and BSEd program that are enrolled from their

first semester at Isabela State University-Main Campus for the Academic Year of 2021 to

2022. The respondents’ age range will be 18-23 years old. The researchers will use the

random sampling method to identify and select the respondents to gather the needed

information. The sample size was computed at 95% confidence level and 5% margin error.

Table 1 shows the frequency and the corresponding percentage of the respondents.

There are 304 sample sizes from its 1,459 total population who were enrolled in the different

programs of the College of Education. 73 of the respondents will compose of enrolled BEEd,

while the BPEd will compose of 51 individuals, and 55 from the BTLEd program, and lastly,

a 125 enrolled in the BSEd program.

Table 1. Frequency and percentage distribution of the respondents.

Respondents Population Sample Size Percentage

34
 BEEd 349 73 24.01%

BPEd 244 51 16.78%

BTLEd 264 55 18.09%

BSEd 602 125 41.12%

TOTAL 1,459 304 100%

Data Gathering Instrument

To answer the problems of the study, a survey questionnaire through google form will

be distributed to the respondents. The survey questionnaires will consist of a broad range of

questions aimed at gauging the College students’ anxiety, motivation, and satisfaction in the

online mode of learning. Survey questionnaires were floated to the respondents. It is a tool

containing several questions to gather information from the respondents. The survey

questionnaire contains clear and simple questions that enable the respondents to provide

accurate information. Each item in the survey questionnaires is intended to answer the

research subscales. Google form was used to create the questionnaire for the respondents.

Google forms are an amazing tool that is free and powerful, it is ideal for anyone who needs

to gather information about almost anything. Google forms are buried within google drive

right beneath the word processor, spreadsheet and presentation apps [21].

35
 Each questionnaire will distinguish the profile of the respondents (i.e., age, sex,

residency, year level, and course.).

The researchers developed three instruments to collect data from participants to

investigate students' anxiety, motivation, and satisfaction with the new mode of learning. The

student anxiety and satisfaction questionnaire was based on Bolliger and Hallupa (2011) and

has 15 five-point Likert scale questions ranging from 1 (strongly disagree) to 5 (strongly

agree). Three elements were included in the anxiety scale: (a) computers, (b) internet, and (c)

online courses. On the other hand, satisfaction questionnaires address the following student

satisfaction elements: (a) Instructor, (b) Course set-up, (c) Interaction and (d) Outcomes

The student motivation questionnaire was based on the development of a

questionnaire to measure students’ motivation towards science learning and has 15 five-point

Likert scale questions ranging from 1 (strongly disagree) to 5 (strongly agree) that addresses

the following scales: (a) Self-efficacy, (b) Active learning strategies, (c) Performance goal,

(d) Achievement goal and (e) Learning environment stimulation.

The instrument was piloted prior to the data collection phase and had an internal

reliability coefficient of .782. Cronbach’s alpha coefficients for the subscale were acceptable,

ranging from .761 to .794. 30 students from the Bachelor of Science in Psychology under the

College of Arts and Sciences completed the questionnaire. After the pilot testing, some items

were slightly modified based on the feedback of respondents in order to improve their

quality.

Cronbach’s alpha coefficient was used to determine the instruments’ internal

reliability after the data collection phase had concluded. The student anxiety questionnaire’s

reliability was high (a = .771), and the reliability of all subscales was acceptable: (a)

computer ( a = .771), (b) internet (a = .

36
Data Gathering Procedure

The preliminary step in the data gathering procedure was to ask permission from the

Dean of College of Education, Isabela State University-Main Campus, Echague, Isabela

through channels to conduct the study and administer the questionnaire to the target

respondents.

After the permission was granted, the researchers will proceed with administering the

questionnaire. Considering restrictions brought by the health and safety protocols imposed by

the government, the researchers used Google Form to gather data from the participants. The

link of the Google Form was sent to the target participants whom they answered on their own

mobile phones without the influence of other participants.

The data provided by the participants by answering the Google Form were

automatically accessed by the researchers after being submitted.

Data Analysis

The data will be analyzed using the Statistical Package for Social Sciences (SPSS).

The following are the Specific statistical treatments that will be used:

1. Frequency counts and percentages will be used to describe the respondent’s profile.

2. Weighted mean and Standard Deviation will be used to determine the level of anxiety,

motivation, and satisfaction.

3. Pearson R will be used to determine if there is a significant relationship between the

profile of the respondents and the level of anxiety, motivation, and satisfaction.

4. Analysis of Variance (ANOVA) will be used to compare the two sets of data.

37
Table 1. College students’ anxiety, motivation, and satisfaction in the online mode of

learning respondents have the following weights, range, and descriptive interpretation.

Weight Range Descriptive Level of Anxiety, Motivation and

Interpretation Satisfaction

5 4.21-5.00 Strongly Agree Very High

4 3.41-4.20 Agree High

3 2.61-3.40 Neither agree nor Moderate

disagree

2 1.81-2.60 Disagree Low

1 1.00-1.80 Strongly Disagree Very Low

ISABELA STATE UNIVERSITY

ECHAGUE, ISABELA
COLLEGE OF EDUCATION

38
ANXIETY, MOTIVATION, AND SATISFACTION OF STUDENTS IN ONLINE
LEARNINGJanuary _____, 2022

THE STUDENTS
College of Education
Isabela State University-Main Campus
San Fabian, Echague, Isabela

Dear Respondent,

Good day! We are fourth year students taking up Bachelor of Secondary Education
(BSED) major in Social Studies at Isabela State University- Echague Campus.. We are
conducting a study about the Impacts of COVID-19 Pandemic in the Academic Performance
of the College of Education Students of Isabela State University- Echague Campus as a
requirement in Research in Education 1. We would like to ask a little of your time to answer
this survey questionnaire. Please answer it with all honesty. We assure you that your answers
will be treated with confidentiality. We are hoping for your kind consideration.

Thank you!

Sincerely Yours,

The Proponents

SURVEY QUESTIONNAIRE

PART I. PERSONAL INFORMATION

Please fill in your personal information being asked below.

Name (Optional): ___________________________________________________________

39
Age: _____________
Sex: Male Female (Please check the appropriate box)
Year level: _____________
Course: _______________

Part II, III & IV. General Instruction: Please weigh the following statements by checking an
appropriate box below.

SD – Strongly Disagree U- Undecided SA – Strongly Agree

D – Disagree A – Agree

PART II. Anxiety of students in terms of computer, internet and online course

STATEMENTS SA A U D SD

1. I am insecure about my computer skills.

2. I am anxious when I work on computers.

3. I avoid working on computers.

4. I am intimidated by computers more than most

people I know.

5. I am scared that I might mistakenly send a message

or file to the wrong receiver.

6. I am scared that I might mistakenly submit the

wrong file whenever I send the requirements.

7. I get anxious when I am required to use internet

resources.

8. I get nervous about getting lost in cyberspace.

9. I get nervous about using the internet.

10. I am anxious when browsing the internet.

11. I get confused when working with the internet.

12. I feel uncomfortable working in an online

environment.

13. I get anxious when I think about taking online

40
 exams, quizzes and activities.

14. I get nervous when I am required to participate in

online discussions.

15. I am scared that someone will misinterpret my text-

based messages in the online environment.

PART III. Motivation of students in terms of intrinsic and extrinsic orientation goals,
task value, control of learning beliefs and self efficacy for learning and performance.

STATEMENTS SA A U D SD

1. I am confident about understanding difficult concepts

in the online class.

2. When online activities are too difficult, I give up or

only do the easy parts.

3. During online activities, I prefer to ask other people

for the answer rather than think for myself.

4. When I do not understand a concept in online

discussions, I find relevant resources that will help me.

5. When I do not understand a concept presented in an

online class, I would discuss it with the teacher or
other students to clarify my understanding.

6. During the online learning process, I attempt to make

connections between the concepts that I learned.

7. I participate in online classes to get a good grade.

8. I participate in online classes to perform better than

other students.

9. I participate in online classes so that other students

think that I’m smart.

10. During online classes, I feel most fulfilled when I

attain a good score on a test.

11. During online discussions, I feel most fulfilled when

the teacher accepts my ideas

12. During online discussions, I feel most fulfilled when

other students accept my ideas.

13. I am willing to participate in online classes because

41
 the teacher uses a variety of teaching methods.

14. I am willing to participate in online classes because

the teacher does not put a lot of pressure on me.

15. I am willing to participate in online classes because it

is challenging.

PART IV. Satisfaction of the students in terms of the instructor, set up, interaction and
outcomes

STATEMENTS SA A U D SD

1. Assignments and activities were clearly

communicated to me.

2. Teachers were always available and accessible if I

had questions.

3. Projects, activities, assignments, and exams were

given on time.

4. The instructor makes me feel that I am part of the

class and that I belong.

5. I am satisfied with the online platforms my teachers

use. (Google classroom, G-meet, Zoom, etc.)

6. I enjoy working on projects and activities by myself.

7. I am satisfied with the level of self-directedness I am

given through online classes.

8. I am satisfied with the flexibility that online class

gives me.

9. I am satisfied with how frequent we are attending

online classes per week

10. I am comfortable participating with my classmates

because of online classes.

11. I am satisfied with the quality of interaction between

my teachers and my classmates.

12. I am satisfied with the process of collaboration

activities during our class.

13. I am satisfied with my performance during the online

class.

42
 14. I am satisfied with how I am able to apply what I
have learned in an online class.

15. I am satisfied with the level of effort this online class

required.

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