Chapter 8

CROSS-CASE ANALYSIS

This chapter presents the result of the qualitative case study research

questions which served as the purveyor of data from the informants. These

research question are as follow:

1. How do the participants describe the perception of the student in online

class during covid 19 pandemic ?

After conducting the in-depth interviews with my informants which resulted in

many pages of transcribed texts, formal analysis of data began. It started with

understanding and becoming familiar with the transcribed data from recorded

audio of the interviews. Some of the interviewees responded in English language

and the others answered in Cebuano language. Transcripts and responses which

are vernacular were translated into English language making sure that the

thoughts are still preserved in the same context to uphold the concepts the same

with the transcript. In addition, the process also involved decision-making about

which data would suit the study and deemed to be useful and related to the two

research questions. The aims of research and study are: knowledge, truth, and

avoidance of error. It is significant to understand the prohibitions against

fabricating, falsifying, or misrepresenting research data. The focus must always

be the truth with an effort to minimize error.

Research necessitates a great lot of collaboration and coordination among

people from other disciplines, as well as ethical norms to foster collaborative

work principles including trust, responsibility, mutual respect, and fairness
69
(Resnik, 2015).

Case studies are ideal for delving into novel, little-understood behavior. As a

result, the method is especially beneficial for answering how and why questions

about a series of occurrences. Furthermore, scholars have claimed that other

than qualitative methodologies such as case studies, certain types of material

can be difficult or even impossible to convey. An important advantage of case

study research is the opportunity for a holistic paradigm of the process, which is

the detailed observations involved in the case study method, which allow us to

study various issues, scrutinize their relationships, and view the totality within its

environment. Within-case analysis and the use of theory or concepts to drive the

research are both possible in a case study (Gummesson, 2008; Hartley, 2009;

Leonard, 2010; Meyer, 2001; Sykes, 2010).

How do the participants describe the perception of the student in

online class during covid 19 pandemic?

To answer these research questions, an in-depth interview was conducted

to three informants. Several sub-questions were asked to draw out their insights

and experiences either good or bad. Several emergent themes were identified.
Table 1.

Summary of the cluster themes and emergent themes of the positive

impact of online class during covid 19 pandemic

Cluster Themes Emergent Themes

Flexible class participation time Flexibility
Save those extra expenses, less automobile Cost effectiveness
cost
Their study process much quicker and easier
Accessible
The students can continue to learn even if they
are far or wherever they are. No need to go to
school library
The students can be able to have more time Family – oriented
with their family.
More on focus to the learning Study – oriented

The learner is responsible for his/her learning Goal – oriented

even if he/she is lack of resources.

The positive impact of mobile learning application that the participants

revealed towards their academic achievement are: improve academic

achievement. It is to improve the student’s productivity and enhance academic

performance (Hwang & Chang, 2011). Financial and accessible. With access to

so much content it is very accessible and they can continue to learn even if they

are far. Family-oriented. This allows the students to have more time to spend

time to bond their family and they can answer school work as well as join virtual

class anywhere (Rethinking Online Education, 2017).

Study-oriented. Learners work through online material at their own pace

because it gives them plenty of time to digest, engage with each other, practice

or do their own research. Goal-oriented. It has been found out that students who
take responsibility for their own learning and demonstrate the narrow personality

trait known as self-directed learning seem to have greater academic achievement

to find success in the online environment (Dabbagh, 2007).

Engagement/Collaboration. Participants say that they still engage and

collaborate with co-students and teachers. Also, mobile learning encourages

students to engage in collaboration learning, allowing learning at different

locations to get in touch with them (Sarab, et. al, 2012). 74

Table 2.

Summary of the cluster themes and emergent themes of the negative

perception in online learning during covid 19 pandemic.

Cluster Themes Emergent Themes

Inability to focus because of many distraction
Distraction
like social media
Some teachers don’t consider the problem that
the students encounter and they are not also Inconsiderate and
approachable unapproachable Teachers
Unstable Internet connection Poor internet connection
The learner’s health has been plummeted. Health issues
Instructor cannot recognize is the student are
cheating or opening their notes during Cheating
assessment
The attitude of the students, Not doing the
activities on time or beforehand. Not taking
Poor Study Habits
down notes instead only using the phone for
recording or just take a picture

Participants revealed that the negative impact of mobile learning application

towards their academic achievement are: technological ineptness. Being

technological inept is another challenge faced by students because there are

some students who are inept to having new model of gadgets. Academic
distraction. Sometimes the students will disconnect or the sound will buffer, the

learners were unable to comprehend or understand the lesson because it moves

their minds and thoughts away from what is being taught in the class (Wivagg, et.

Al, 2014). Limited resources. Learners may possess a mobile device that may or

may not support the type of content that the learners want to access (Mcconatha,

et. Al, 2008). Comprehension/Cognitive difficulties. Due to some difficulty in

comprehending the information because of not listening attentively to the

instructor, the participants concluded that they have problems in their

comprehension/ cognitive level.

Health issues. Participants said that the learner’s health has been

plummeted and they are conscious about their environment.

Accessibility/Communication problems and Financial constraints. They revealed

that they experience difficulty to perform well if the gadgets are not complete,

some learners experience problems with their outdated gadgets. Also, both

academe and students shared concerns about the application costs and that the

technology becomes outdated quickly (Nguyen, 2014). Poor study habits.

Participants said that they are unable to focus because of many distractions like

electronic devices and social media.

 Chapter 9

DISCUSSION

This chapter describes the discussion, summary and conclusions from the

themes that surfaced from data analysis. The purpose of this qualitative multiple

case study is to give light to the experiences and challenges of student

perception in online learning during covid 19 pandemic

The the three students who participated in this qualitative case study were

Red, Orange and Violet (all were pseudonyms). All of them were students

of Ramon Magsaysay Memorial Colleges, General Santos City.

I chose a case study qualitative research method since my study involved

human perceptions based on their experiences. Case study provides a means for

emphasizing and extracting practical principles and methods for creating and

expediting progress in solving real problems in the community. They inform

sprouting theories associated with complexity be conceived, developed, fielded,

and applied for improvement and upgrades of a system in the community. All

three informants were asked to participate and share their challenges and

experiences as students in Ramon Magsaysay Memorial Colleges as well as

their viewpoints and perceptions to what they have been through. All participants

were from General Santos City. The results of this study were based on the

actual experiences within the school community. There are eight essential

themes which emerged (Anderson, Burnham, Otis, 2013).

Flexibility

One emergent theme that the informant revealed is, it agreed that online

learning helps students 24 h to have access to learning materials asynchronously

at any time in a day. This finding correlates with (Adedoyin and Soykan,

2020; Gautam, 2020) that online learning offers learners the ability to access

online materials around the clock. Moreover, it also encouraged self-learning,

where the student plays a role in the process of learning. Online learning reduces

the cost of education, where students stay at home and do not pay any charge

for traveling and other expenses. More importantly, students learned new

experiences through learning, such as time management and self-discipline.

Accessible

Another emergent theme arises from the response of the participants is

accessible. Participant says that they can easily get information anytime and

anywhere. It is very accessible and they can continue to learn even if they are

far. Quick access to information, anywhere and anytime learning, interacting with

friends and facilitating learning are observed as important key points of online

learning according to the interviews with students. Another benefit of online

learning is its ability to improve students’ productivity by making knowledge and

learning accessible anytime and anywhere, enabling learners to participate in

learning activities without traditional place and time restrictions.

Family oriented
Participant says that they have more time to study and do schoolwork and they

can answer school work and join virtual class anywhere. This allows the students

to have more time to bond with their family that’s why they are family-oriented.

Learners work through online material at their own pace because it gives them

plenty of time to digest, engage with each other, practice, or do their own

research (Rethinking Online Education, 2017).

Goal-oriented

One emergent theme that arise is goal-oriented. Participants say that they

are goal-oriented when it comes their own learning especially if they are focused.

It has been found that students who take responsibility for their own learning and

demonstrate the narrow personality trait known as self-directed learning seem to

have greater academic achievement to find success in the online environment

(Dabbagh, 2007; Lounsbury et al., 2009; Roblyer, 2005; Carson, 2012). Students

who are not as highly self-dependent, self-disciplined and responsible may

benefit from placement in an environment where an adult mentor is available to

help them to build sense of self-efficacy, learn to set and evaluate learning goals,

and to take greater responsibility for their own learning which they have the goal

to achieve. (Carson, 2012).

Distraction

One of the participants said that top distraction for student include social

media, e games, texting, television and family which can pull ones attention away

from the task at hand and diminish productivity (Decandia,2020). Moreover

digitally distracted students may cut study and neglect assignment. They take
longer to complete tasks because their focus is fragmented. When personal

gadgets are present in the classroom, student score half a letter grade lower than

the usual (Abel,2020).

Poor Internet Connection

Participants revealed that their academic performance in e learning was

affected because of unstable internet connection that results to difficulties in

entering virtual conference and having a hard time to submit their assignment

and quizzes because of software errors.

Inconsiderate and unapproachable Teachers

Participants revealed that some of the teacher are inconsiderate,

unapproachable and insensitive in online class. Negative attitude displayed in the

school by teacher may result in negative performance while attitude puts forth by

teacher in the school may result into a positive performance. The attitude of the

teacher consciously or unconsciously, directly or indirectly affects students

academic performance (Olubukola,2018)

Health Issues

Another emergent theme that comes out from the response of the

participants is health consAcious. Participants say that the students the learner’s

health has been plummeted

Poor Study Habits

Another emergent theme that comes out from the response of the

participants is poor study habit. Participants say that they are unable to focus

because of many distractions like electronic devices and social media. Learning
happens when the learner takes advantage of the learning opportunities offered

by mobile technologies such as information retrieval capabilities when at a

distance. For example, mobile device features with Wi-Fi capabilities allow for

on-demand access to information. Access to classroom activities and

information on mobile devices provides a continuum for learning inside and

outside the classroom (Sanderson & Croft, 2012).

Cheating

Participant revealed that cheating in e learning has an impact to their

academic performance. It is because instructor cannot monitor if they stay on the

task, answer of the test and quizzes are available online and instructor cannot

recognize if their students are cheating or opening their notes during

assessment. Cheating has been considered a serious problem among college

campuses for over 100 years (Anderson, 1998; Watson, 2010) and today with

the advance of the word processors and the internet, cheating has entered the

digital age. Student today are now part of copy and paste generation in which

dishonest behavior is only a mouse click away.

Implication for Future Research

The results of the research could not generate a generalization of the

perception of the student in online class during covid 19 pandemic of all the

students at RMMC. Hence, a study of the same kind may be conducted to other

majors and courses to validate its results.

Moreover, further research may be done to re-interview some of the participants

of the study to see whether the perception of the online class learning to their

academic performance changed over some time.

Concluding Remarks

The study focused on the discussion on the different views of BSED-Science

students regarding the impact of mobile learning application towards students’

academic achievement based on their experiences and perceptions as well as

the constructs which emerged from the information gleaned through in-depth

interviews.

From the results of the study, the researcher can say that there is a positive

impact of online class in improving the grades of the students. However, it

cannot be denied that online class also have negative impacts to the academic

performance of the students. Therefore, the school administrators, teachers and

the parents should address and fix all the issues that students experienced in e-

learning and look into their learning needs by providing them with support

intended for them.

EXPLORING THE STUDENT PERCEPTION IN ONLINE CLASS DURING

COVID 19 PANDEMIC : A CASE STUDY

A Thesis
Presented to the Faculty of the College of Teacher Education
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City
In Partial Fulfilment of the Requirements in Thesis Writing 2

Bachelor of Secondary Education Science

ERNA P. GAMPAL

August 2022