UTILIZATION OF E-LEARNING MATERIALS: PERCEPTION OF CRIMINOLOGY

STUDENTS IN DAVAO DE ORO STATE COLLEGE-MAIN CAMPUS

DAVAO DE ORO STATE COLLOGE (DDOSC) Compostela,

Davao de Oro

RAMIL DONIG
ANNA MARIE BARIQUIT
DENNIS NAQUILA

NOVEMBER 2022
UTILIZATION OF E-LEARNING MATERIALS: PERCEPTION OF CRIMINOLOGY
STUDENTS IN DAVAO DE ORO STATE COLLEGE-MAIN CAMPUS

_______________________________________________________________

A Thesis Proposal
Presented to
The Criminology Department
Davao de Oro State College, Main Campus
Compostela, Davao de Oro

In Partial Fulfillment
of the Requirements for the Degree
of Bachelor of Science in Criminology

__________________________________________________________
By.
RAMIL DONIG
ANNA MARIE BARIQUIT
DENNIS NAQUILA

NOVEMBER 2022
 ABSTRACT

Using an e-learning to its best advantage seems to be overlooked when preparing

for teaching. They have learned a great deal about cooperative learning, using

technology in the classroom, and designing rubrics. (McWhorter, 2019). The problem

has highlighted the availability of e-learning in Philippine classroom is the major problem

of students. It is said that e-learning is useful in students but the internet connection and

availability of gadgets such as laptop, computer and cellphone makes the e-learning

inaccessible to them (Moulton, 2019). The aim of this study is to determine if there is

significant relationship between the criminology students’ level of perception of elearning

materials and utilization of e-learning in Davao De Oro State College, Main Campus.

This quantitative research utilized Pearson correlation for determining the link between

two continuous quantitative variables is correlation. Results were proven that there is

significant relationship between the dependent variable and independent variable. These

findings showed that e-learning was useful to the students in online learning. Key words:

Students’ perception of E-learning, Utilization of E-learning, BS Criminology, Online

learning, Philippines.
 ACKNOWLEDGMENT

We would like to express our heartfelt thanks, deep appreciation and sincerest

gratitude to the following people whose unrelenting support, assistance and inspiration

helped a lot in the realization of this endeavor: To Mr. Ramon P. Sebuan. Ph.D, search

adviser who helped and supported us in providing details, leading and giving us

numerous advice on how to make this project interesting and effective. To all the

panelists, for their corrections, suggestions, and comments to make the research

organized and presentable. Also, to all the validators who spend their time for the validity

of the research questionnaire. To our family members, parents, mentors, advisors,

teachers, and colleagues, without their guidance this adventure would not have been

successful. Above all, the Almighty God, who gives His knowledge, fortitude, courage,

wisdom, good health, and whose unfailing love and goodness made this work a reality.

The author and finisher of life, the researchers give Him all the glory and honor.

ANNA MARIE BARIQUIT

RAMIL DONIG

DENNIS NAQUILA
 EDICATION

“In life, we face problems and fought our own battles, thus it is very essential to

have people who will rejoice with you in times of victory or cry with you in times of

defeat.”

The journey under trials and hardships has now come to an end as we proudly

present the fruit of our labor through this research study, and we can never come this far

without the presence of the very important figures.

We lovingly dedicate this work to our beloved parents, friends, relatives, and

classmates for their good company, support and understanding.

Teachers and love ones who consistently provided moral support, prayers and

inspirations. Without your immeasurable help, this study would not be a success. From

the bottom of our heart, a million thanks to all of you.

ANNA MARIE BARIQUIT

RAMIL DONIG

DENNIS NAQUILA
 TABLE OF CONTENTS
Page
COVER PAGE…………………………………………………………………………. i
TITLE PAGE……………………………………………………………………………. ii
DECLARATION OF AUTHENTICITY……………………………………………….. iii
TABLE OF CONTENTS………………………………………………………………. iv
LIST OF FIGURES……………………………………………….……………………. v
CHAPTER 1 (INTRODUCTION)

Rationale of the Study …………..……………………………………………. 1

Review of Related Literature………..………………..………………………... 3
Theoretical Framework………….………………………………………..…… 11
Conceptual Framework…….……………………..…………..…………..…… 12
Researchers Objectives………………....………………………………..…… 12
Hypothesis………………..…………….……………………………………… 7
Scope and Delimitation of the Study ……………………………..…….……. 8
Definition of Terms………….……………………..…………………………… 6

CHAPTER 2 (METHODOLOGY)

Research Design……….……………………………………………….…….. 15

Research Locale………………………………………..……………….…… 15

Research Respondents ……………………………………………….…….. 16

Research Instrument……..…………………………………………………… 17
Data Gathering Procedure……..………………………………………….….. 21
Statistical Treatment……..……………………….……….……..…………… 21
Ethical Considerations……………………………………………..………….. 22

REFERENCES
APPENDICES
A. Request for Research Adviser ……………………………………………. 29
B. Research Adviser Certificate………………………………………………. 30
 INTRODUCTION

Rationale of the study

Using a e-learning to its best advantage seems to be overlooked when preparing

for teaching. Many teachers noticed that many really don't know what to do with a e-

learning. They have learned a great deal about cooperative learning, using technology

in the classroom, and designing rubrics. (McWhorter, 2019).

In United States of America, the e-learning is one of the many tools used for

learning. In some courses, the learning material is central to class discourse. In other

courses, the learning material is supplementary and acts as a guide for segueing among

the topics covered. Whatever role the faculty chooses for the textbook to play in the

course, instructors and students alike consider the textbook an essential learning tool. In

this digital age, the nature of the textbook is changing. Eighty percent of college and

university student’s own laptops, and an increasing number are purchasing tablets,

smart phones, and other handheld devices. These digital texts, also called e-textbooks,

can be accessed via the Internet and downloaded on tablets, e-readers, smart phones,

and laptops (Smith & Caruso, 2018).

In the Philippines, teachers use e-learning to help a student that pertains to learn.

The presence of textbooks appeared to increase student achievement. But the

availability of e-learning in Philippine classroom is the major problem of students. It is

said that elearning is useful in students but the internet connection and availability of

gadgets such as laptop, computer and cellphone makes the e-learning inaccessible to

them. (Moulton, 2019).

1
 In Davao De Oro State College, many educators are becoming more responsive

to the learning materials of every student since the pandemic happened. The

criminology students started to adopt the new normal situation in which they had

encountered different challenges. Moreover, it shows that using of modern technology

such as gadgets is preferable learning method amid pandemic. Although the study has

been a success, the proponents provided a better statistical treatment of data,

broadening the benefits of each tool identified for learning, and to maximize teaching

efficiency (Javellana, et al., 2020).

Based on the issues or problems presented above, the researchers are urged to

conduct the study regarding to the problem of utilization of e-learning materials which

was observed in the criminology students in Davao De Oro State College, Main Campus

during online learning. In order to give awareness and enlightenment for teachers to

improve their e-learning materials given for the students, also, the students will be

knowledgeable and aware of their development in their learning through the assistance

of e-learning materials provided by their teachers.

2
Review of Related Literature
This section contains literature and studies conducted here and abroad pertinent

to the study. The component is a discussion on the Utilization of Learning material:

Perception of Criminology Students in Davao De Oro State College-Main Campus. A

textbook is only as good as the teacher who uses it. And it's important to be reminded

that a textbook is just one of the tools, but perhaps a very important tool, in your

teaching arsenal. Sometimes, teachers over-rely on textbooks and don't consider other

aids or other materials for the classroom.

Reliability. Trusted sources of facts provide references to the sources of

information being presented. These references allow one to check the original

information to verify that it is being accurately conveyed. Knowing something about the

author is important as well in establishing reliability. This sounds very daunting. How can

we assess the work of someone 4 we do not know? One thing that we can judge to

some degrees are the credentials of the author. To find out that the author has expertise

and is affiliated with institutions; First, look at the source to see if it tells you anything

about the author's credentials. Second check a biographical source and lastly must

have identity or credentials of the author or producer (Brubaker, et al., 2018) The image

emerging from the 2016 Publishers Association study is one of students who see

university as a route to a good as well as well-paid career. Person has full knowledge

well that to succeed in the graduate jobs market a person will need good grades and at

least a 2:1. It is this rather than the pursuit of learning for its own interest that motivates

them through university.

3
 Lecturers’ express disappointment that students appear to be taking less

academic interest in their subject and are concerned that students read less than they

would like (Carpenter, 2019).

Whether or not students do read around their subject less than they used to, the

student survey found emphatically that they do value their textbooks. 91 percent

described them as important in their learning. They see textbooks as providing a context

for their learning and supporting their understanding of the subject. Compared with other

materials, textbooks make a great deal of information in one place as well as logically

organized and easy to learn from (Carpenter, 2019). Textbook on Criminology offers an

engaging and wide-ranging account of crime and criminology, addressing the

theoretical, practical, and political aspects of the subject. The clarity of approach makes

it an ideal text for students wishing to gain a firm grasp of the fundamental issues,

together with a 5 appreciation of some of the complexities surrounding the study of

criminology (Williams, 2021).

Provision of textbooks for all pupils at the various levels of instruction is a

problem which many countries can only solve progressively, given the density of needs.

Priority is accorded practically everywhere to primary education where needs are most

urgent. The role of the textbook is not only to facilitate teaching, but also to develop the

child's attraction to books and the habit of using them to widen his field of knowledge

and seek information (Boligaugh, et al., 2018). Classroom teaching and learning

resources are critical for student learning. Australia’s commercial educational publishers

play a key role in developing and providing these materials to support the learning of

Australian teachers and students. This book explores several questions about providing

4
classroom teaching and learning materials. How do Australian schools and teachers

provide classroom teaching and learning materials for individual classes and students?

What are the vertical and horizontal equity features of this provision? How does

Australia compare to other OECD countries in the provision of classroom teaching and

learning materials for individual classrooms, teachers and students? How can we

support the way that

Australia’s teachers resource their lessons more effectively? These are important

questions for Australia’s educational publishers and for Australia’s schools. This is

especially the case when our education system is preparing for the implementation of

the

Australian curriculum; the introduction of digital education repositories and as

Australia’s education publishers support the digital technology revolution (Horsley,

2020).

Otherwise, the research explores how teachers resource lessons, and trends in

this resourcing. The study presents a range of findings about the falling investment in

classroom focused resources. It presents a model of Australia’s individual teacher

‘classroom up’ resourcing model, and the equity implications of this model in our private

and government school system. The unique role of photocopying in supporting this

‘classroom up’ model is also reported on in the research. The report finds that fewer

resources are being provided to support individual classroom teachers, especially in

public schools, compared to other OECD comparator nations. Australia’s educational

publishers make a unique contribution to supporting Australian classroom teaching and

learning. Australia’s educational publishers commission Australian teachers to write print

5
and digital textbooks and digital supplementary material for Australian students. These

materials play a critical role in teacher planning, lesson development and classroom

learning support (Horsley, 2020).

Books are usually, created to correct typos or add valuable new material.

However, many textbook publishers will often come out books and popular textbooks

simply to make money. Many calculus textbooks, for example, come out with a new

books and textbook every year precisely so that students cannot use used versions.

Sometimes the new books and textbooks correct errors. Other times, books and

textbooks have small changes that are made solely so students cannot use old version -

for example, sections may be re-numbered or exercises at the end of sections will be

changed slightly or reordered. This is not fair or ethical behavior on the part of

publishers, but it is the way things are, and unfortunately professors and students must

deal with it (Carpenters, 2019).

Because of this, you need to have the correct book and textbook being used in

your course. If any homework or reading is assigned from the textbook, the material in

older textbook may not match up correctly because the textbook is obsolete. Also, one

must not bother writing to professor asking if 6 older textbooks can be use. Your

professor has no idea what changes the publishers made from one textbook to the next,

so they usually can't tell you if an older textbook will work for you or not. Also, due to the

way publishers work, the answer is almost always: "an old textbook cannot be used"

(Tomforde, 2018). Because students in other countries (particularly, second and third

world countries) cannot afford to obtain the high prices for books that are paid in the

U.S., some publishers create International Editions of their textbooks. International

6
books and textbook are special cheaper versions created for these markets in other

countries. International editions of textbooks are often printed on lighter-weight paper,

cheaper bindings, or without color plates. They may also have slightly different content

or different exercises than the U.S. edition. In the past, there was dispute about whether

it was legal to sell international editions of textbooks in the U.S (Tomforde, 2018).

Although international books and textbooks are often less expensive, be careful

from purchasing them. Sometimes international editions are identical to the U.S.

version, but frequently they are not. It may even be the case that the text in the sections

is the same as the U.S. edition, but the exercises are printed in a distinct order. You

cannot be sure unless you carefully compare the international and U.S. editions side-by-

side (Tomforde, 2018). The new books and textbook are finely updated to integrate

further detail on the newer branches of criminological theory. For example, the section

on critical criminology is extended, and a new chapter on cultural criminology is

integrated (Williams, 2021).

Publishers of textbook increase availability of electronic versions of textbooks e-

books and handheld devices become familiar to students; a dramatic increase in student

selection of e-textbooks is expected. This study is amongst the first to address efficacy

of electronic textbooks during a semester long course, including users accessing the

textbook on mobile devices. Moreover, this study is significant as it addresses traditional

and online students’ use of e-textbooks at the undergraduate, masters and post maters

(EdS), and doctoral levels in higher education (Smith & Caruso, 2018). Instructional

materials are essential tools in learning every subject in the school curriculum. They

allow the students to interact with words, symbols and ideas in ways that develop their

7
abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media

and technology. instructional materials are print and non-print items that are designed to

impact information to students in the educational process. Instructional materials include

items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks,

electronic media, among others (Faize & Dahan, 2022).

The information and communication technology (ICT) are fast altering the ways

people communicate, teach and learn, and in the last decades, the development of

internet usage has been shown to transform the lives of million people around the world.

According to Chou (2021), the internet, as an essential component of peoples’

daily life has supported in improving the manner of seeking information, conducting

research, and carrying on business transactions. Specifically, for students and teachers,

earlier research has reported that the internet is becoming an essential part of the

educational system (Rüzgar, 2019). It has been regarded as an excellent study tool

which has pertinent information that is easily accessible, and increasingly utilized by

tertiary education students (Bond, fever, & Pitt, 2018). This supports the recent research

assertion which submits that the use of internet has become a fundamental part of

general students’ life (Deniz & Geyik, 2019). Emmanuel (2020) described the internet as

one of the most multipurpose technologies because it contains variety of information

that could be retrieved in split seconds.

Since the 1990’s it has become a generally used device for communicating,

making research, entertaining, educating and advertising (Hinson & Amidu, 2022).

Ceyhan (2021) noted that the internet offers a range of prospects that enables,

expands, improves and change human life. This indicates that it permits limitless

8
circulation of information and provides a means for collaboration and communication

amongst individual and computers regardless of the geographical limits. Interestingly, it

has been identified as one of the most noteworthy technological advancements of the

20th century, which has created an impact on academic research and development

(Sanni et al., 2019).

There is evidence to indicate that the antiquity of internet has long been

associated with tertiary education because, over the years, the internet has been shown

to be a pertinent tool for facilitating academic activities. Hence, its integration into the

university settings has been revealed to increase the access to information and

communication through the provision of publications (Aminu, 2018). These integrations

of the internet for teaching and academic purposes have risen rapidly, and many tertiary

institutions are now applying these technologies to their current instructional

frameworks. It is now typical to see web pages that contain course notes and other

relevant materials which complements the courses taught in the conventional classroom

(Bonk, 2020). Rai (2019) observed that the internet has become part of students and a

tool used beyond sharing views and contact between them but extend to retrieval of

information pertaining to studies and projects. According to Kumar & Kaur (2020), the

internet plays an important part in instructing, research and learning in the higher

educational settings. It has brought about an easier form of knowledge creation and

dissemination. Indeed, the internet has been reported to be an efficient instrument for

retrieving and distributing of information and thus claimed to have an impact on students

(Bruning, Schraw, Norby, & Ronning, 2019).

9
 Strengthening this view, Asan and Koca (2018) maintained that the internet is

now embraced by students because it lessens the gap between the production and use

of information as well as encourages multidisciplinary investigation. Salih (2020) in his

study concludes that the internet has brought about a positive change among students

as it relates to teaching and learning. It has changed the form of retrieving and

consuming of information for the sake of research as well as present a new idea in the

process of learning, in turn, re-forming the parts played by the contributors of the

educational process (Quadri & Abomoge, 2018). In line with this view, evidence has also

confirmed that the advancements in information technology and the growth of the

Internet have influenced student approaches toward research and learning in this

present-day advanced educational milieu. Some studies conclude that the internet is

now largely employed in the university settings, and this has made students to have

more opportunities to study (Yang & Lin, 2019; Gialamas, Nikolopoulou, &

Koutromanos, 2021).

Indeed, the use of the internet has been revealed to improve students' research

and learning (Roudbaraki & Esfidvajani, 20)20. It enables easy access to numerous

resources and information sharing, which could be used in any location and time (Sahin

et al., 2018). Regardless of terrestrial distance, the internet has been used to bridge

communication and connections (Kehrwald, 2019) among teachers and students, as

well as construct a relationship via encouraging discussions (Buskist & Saville, 2020).

Research has also shown that teachers and lecturers are now utilizing the internet

technologies for teaching and learning which is changing informal learning into formal

learning (Manan et al., 2021). Bankole (2019) indicated that compared to another field

10
of endeavor, the internet exerts influence on the educational sector more because it is

being used for diverse uses. Therefore, integrating internet technology into the students’

learning process has been shown to provide students with an opportunity to take control

of their learning activities, which in turn boost their confidence (Yunus, Salehi, & Chenzi,

2019).
Theoretical framework

This is precisely the responsibility of universities and schools in increasing

reading interest and literacy skills in a country. From this context, it is hoped that the

educational community will really apply it, especially in juxtaposing it with online learning

and several applications. The purpose of this study was to collect information about the

preferences of critical vocational students in their reading interests and reading skills. It

is very useful to foster interest in reading and online learning to increase cultural values

and social literacy. The described study investigated the effectiveness of an e-learning

Web 2.0 course redesigned from the perspective of cognitive load theory. The analyzed

variables were course wiki design features, levels of instructor support, levels of

cognitive load and engagement, and values students placed on particular pedagogical

approaches used during instruction. Descriptive statistics were used to examine

potential relationships between students' prior experience in distance learning and using

technology, anxiety, and engagement. Results suggest that prior experience in distance

education and technology is associated with lower anxiety and higher engagement.

Web 2.0 technologies may not impose excessive levels of mental load when intrinsic

and extraneous cognitive loads are reduced sufficiently by providing an organized and

clear course design.

11
 In addition, based on the theory of linking instructional strategies by Ertmer and

Newby (2020) which means it is nicely explained the importance of linking instructional

strategies or techniques to the theories of human learning. They indicated that learning

theories are considered a source of verifying instructional strategies as well as a

foundation for the selection of specific strategies.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Students Perception on Utilization of E-learning

E-learning Material Material

Figure 1. The conceptual framework of the study

Figure 1. shows the independent and dependent variable of the study. The independent
variable was the perception on learning materials. The dependent variable in this study
shows the utilization of learning materials.

Research Objectives

This study aims to determine the criminology students’ level of perception of e-

learning materials and utilization of e-learning in Davao De Oro State College, Main

Campus.

12
1.1.Specifically, this study sought answer to the following questions: To determine the

level of student’s perception on e-learning materials.

1.2.To determine the level of the utilization of e-learning materials by criminology

students.

1.3.Is there a significant relationship between the interaction of level of perception in

learning materials and utilization of e-learning materials?

Hypothesis

The following hypotheses of this study will be tested in a 0.05 level of

significance:

There is no significant relationship between the interaction of level of student’s

perception on e-learning materials and utilization of e-learning materials.

Scope and determination of the study

This research has been focused on an investigation of the relationship between

of students, teachers and administrators, faculties the degree of learning of students of

Davao de Oro state college. All of the Davao de Oro state college's staff and

contractual instructor that utilize the e-learning of the students that measures the

awareness of the students.

Furthermore the investigation was limited to the administrators that respond to

the questionnaire in which the researchers collect data. The students respond,

educational attainment in service. Critically examine the suitability of implements of

standard of students learning and also the e-learning of the students that discuss

administrators that leadership and relevant learning materials to shows that use of

13
utilization of e-learning of students in quality of improved recommendation of the

organization learning.

Definition of Terms

For clarity of key terms used in the study, the operational definition hereunder is

provided

E-Learning Materials - are study materials published in digital format. These

include e-textbooks, e-workbooks, educational videos, e-tests, etc.

Perception. In this research, the word perception was used to determine the

personal point of view of criminology students in utilizing their learning materials. This is

also the basis of this study.

Utilization. In this research study, it describes the action on how the students

use any learning materials.

14
15
 Chapter II

METHODOLOGY

Presented in this chapter are the discussions of the research design, the

procedure of conducting the study and identifying the respondents, the instrument used,

and the tools employed.

Research Design

The study used a quantitative research design using correlational technique in

which two variables are measured, understood and evaluated without the researcher

controlling either of them (McCombes, 2020), employed researcher-made survey

questionnaire in determining the level of student’s perception on e-learning materials

and the utilization of e-learning materials by criminology students in Davao De Oro State

College-Main Campus, in order to show whether and how strongly the independent and

dependent variables are related. In addition, this study also used Pearson correlation for

determining the link between two continuous quantitative variables is correlation.

Pearson's correlation coefficient (r) is a measure of how strong the relationship between

the two variables is, which are the level of student’s perception on e-learning materials

and the utilization of e-learning materials by criminology students in Davao De Oro State

College, Main Campus.

Research Locale

The study was conducted at Davao De Oro State College – Main Campus among

the students of Criminology Department located at Purok-10 Poblacion, Compostela,

15
Davao De Oro. The Davao De Oro State College (DDOSC) Main Campus, formerly

known as

Compostela Valley State College (CVSC) was created through Republic Act 10598 on

June 4, 2013. Efforts to create this College date back to the late 1990’s during the

incumbency of Congressman Sarmiento when Compostela was still part of the larger

Davao Del Norte Province. The dream of having a state college in the province was

nurtured and fought for by Congressman Manuel Zamora throughout his three term as

representative of the first district of Compostela Valley. It was during the first term of his

daughter, Congresswoman Maricar Zamora, that the college finally becomes reality.

Last, July 23, 2021, the Republic Act No. 11575 was approved by the President

Rodrigo R. Duterte. Thus, the Compostela Valley State College has finally been given

honor to be renamed as the Davao De Oro State College (DDOSC). The college shall

primarily provide advanced education, higher technological, professional instruction and

training in agriculture, science and technology and other related fields. It shall also

undertake research and extension services in support of the socio-economic

development of the Province of Davao De Oro and progressive leadership in its areas of

specialization. The researchers believe that by choosing Davao De Oro State College-

Main Campus as our locale of the study has enough responses that we’ll need in this

study. Moreover, we are all looking forward for the full cooperation of all the qualified

respondents that will give their responses to the said study.

15
 DAVAO DE ORO DDOSC MAIN CAMPUS, DAVAO DE ORO

Figure 2. Visibility map showing the locality of the study.

Research respondents

The subjects of this study were all year-level students of Criminology Department

in Davao De Oro State College, Main Campus who have access in internet. However,

the students from other department and who cannot access internet was excluded from

the study.

The selections of the respondents of this study used cluster sampling technique.

By which, the respondents were divided a population into smaller groups known as

clusters then, researchers randomly select among these clusters to form a sample

(Thomas, 2020). By which, the researcher’s clusters are the year-level of criminology

students from DDOSC Main Campus. Moreover, the researchers surveyed 100

respondents around the area where the study was conducted. The sample size is

supported by the statement of Van Voorhid and Morgan (2007), where the absolute

minimum of respondents should be 50 per variable. As such, a sample of 100

respondents to determine the level of the utilization of learning materials use by the

criminology students, and the level of perception in utilization of learning materials in

15
terms of rate of usage and reliability. However, the respondents can withdraw the

questionnaire and refuse to be a respondent in this research any time.

Research Instruments

The researchers used researcher-made survey questionnaires in gathering the

data. This was conducted based on the different books, newspapers, magazines and

websites. There were two sets of the questionnaire. The first set pertains to the

statements pertaining to the level of student’s perception on learning materials. The

second set pertains to the statements pertaining to the level of utilization of learning

materials. The survey questionnaire was validated by the validators particularly the

school teachers which are master’s degree holders, in order to consult and ensure the

refinement such as validity and reliability. Also, to test accuracy the research instrument

undergo validation from experts. In evaluation, the first set of questionnaire determines

the level of student’s perception on e-learning materials. The five orderable gradations

identified with their respective range of means and the descriptions were considered.

15
Scale Range of mean Descriptive Interpretations
Equivalent

5 4.30 – 5.00 Very high This mean that the

level of student
perception on e-
learning materials
is very high.

This means that the

4 3.50 – 4.20 High
level of Students
perception on e-
learning materials
is high.

This means that the

3 2.70 – 3.40 Moderate
level of the
studentsperception
on e-learning
materials is
moderating high.

This means that the

2 1.10 – 2.60 Fair
level of the
Students
perception on e-
learning materials
is low.

15
 This means that the
1 1.00 – 1.80 Poor
level of the
Students perception
on elearning
materials is very
low.

The second set of questionnaire aims to determine the level of utilization of e-

learning materials by criminology students, the five orderable gradations identified with

their respective range of means and the descriptions were considered.

Scale Range of mean Descriptive Interpretations

equivalent

5 4.30 – 5.00 Always This means that the level of

utilization of e-learning

materials by criminology

students is very high.

15
4 3.50 – 4.20 Often This means that the level of

utilization of e-learning

materials by criminology

students is high.

3 2.70 – 3.40 Sometimes

This means that the level of

utilization of e-learning

materials by criminology

students is moderately high.

Seldom This means that the level of

2 1.90 – 2.60
utilization of e-learning

materials by criminology

students is low.

Never This means that the level of

1 1.00 – 1.80 utilization of e-learning
materials by criminology
students is very low.

15
Research Procedure

The following are the steps that the researchers was applied in conducting the

study:

First, the researcher sent the endorsement letter from the Research Adviser of

Davao de Oro State College to receive and comply the necessary REC forms for their

approval. Administration of the research instrument.

Second, The researcher sent the Google link of the researcher-made survey

questionnaires to the respondents. The total allotted time given for respondents in

answering the survey was three (3) hours. After the allotted time, the researcher

retrieved the questionnaire if the respondents answered it with allotted of more than

three (3) hours. Then the data were retrieved meticulously and analyzed by the

statistician.

Collection of the responses. The responses from the researcher-made survey

questionnaires were gathered and collected for data interpretation.

Statistical Treatment.

In validating the result of the survey conducted, the information and data

gathered were tallied, tabulated and subjected to statistical analysis. The statistical tools

employed in treating the problem are the following:

Weighted Mean. It’s a type of mean that is determined by multiplying with its associated

quantitative outcome the weight associated with a specific event or outcome and then

summing all the products together. This statistical tool was used to determine the level

15
of student’s perception student’s on learning materials, including the level of utilization

on learning materials by the criminology students.

Pearson correlation. Correlation is a statistical tool of how well two variables A

statistical method for determining the link between two continuous quantitative variables

is correlation. Pearson's correlation coefficient (r) is a measure of how strong the

relationship between the two variables is. This tool helped in analyzing the relationship

between the level of student’s perception on e-learning materials and the utilization of

elearning materials by criminology students in Davao De Oro State College, Main

Campus.

Ethical Consideration.

The researcher observed ethical standards in the conduct of the study by

adhering to the study protocol, and all the guidelines involving this study. The

researcher religiously requested and secured from key school officials and the local

authorities where the study is to be conducted the corresponding permission necessary

for the conduct of the study. Proper permission was also obtained from the sample of

the study, in which they were assured that all their rights would be fully protected,

particularly in managing the data such as:

Conflict of Interest. This study did not have any evidence resulting from conflict of

interest. The study never influenced any secondary interest; it only focuses on the

primary interest with such as the participant’s welfare and validity of research trends.

Privacy and Confidentiality. Researchers ensure confidentiality to the respondents.

They have the right to not put their names as part of their privacy and they could just
15
leave it in a blank page or in an anonymous code. Their willingness to response must

be applied at all cost. Researchers conducted the survey in their place with the

assurance of confidentiality. As part of the criteria, only those willing respondents was

part of the said survey. If the respondents are uncomfortable, they have the right to stop

the survey anytime. We maintained a supportive and respectful relationship with them

which is very vital in every study.

Informed Consent Process. Before the study was administered, the researcher

ensures that the choice of words and terms are made easy to understand and

innocuous; in fact, research questions are carefully evaluated and reviewed by the

experts. Besides, to ensure that the respondents understand the purpose of the study,

questions are even translated to their mother language for the benefit of all and to

generate genuine information from the potential respondents. Furthermore, the

administration of the research question is also permitted by the local authorities where

the study is to be conducted.

Vulnerability. Respondents was not forced to answer question that they may feel

uncomfortable with. For them to feel at ease and comfortable, we used local language

or vernacular for them to understand the questions clearly.

Recruitment. The study chooses the Criminology students from every level as the

respondents who supplied information necessary for the study. The respondents are the

students of Criminology department in Davao De Oro State College. They were

courteously approach to volunteer in the study as participants by answering the

questionnaire. The study was elaborately explained to the respondents and once they

15
give their consent, they were given the questionnaire and was guided by the researcher

in answering it.

Risks. For some instances, the respondents may experience discomfort and uneasy

during the conduct of the study due to some confidential questions included in the

research that may compromise with their personal information. Thus, in order to avoid

or minimize the said risk, the researcher ensures that respondents give their consent.

The researcher explained the purpose and the benefits of the study to the respondents,

and if the respondents fully understand and still express their willingness to take part in

study, they were given questionnaire but if not, the researcher cannot compel them and

they can refuse without consequence or penalty. Furthermore, the researcher sees to it

that no other questionnaires was used other than the one that was carefully evaluated

and reviewed by the experts.

Benefits. The result of this study is very beneficial to the respondents as well as the

institutions.

Community consideration. Researchers were mindful to consider the community upon

the conduct of the study that was not conform the norms of the society.

Deceit. The study has no trace of alteration or compromising the information to the

participants.

Authorship He researcher of the study was undergoing series of reviews and revisions

from recommendations of the adviser and panelists.

Other issues

15
Other issues and concern were assessed upon the conduct of the study.

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 APPENDICES

Republic of the Philippines

DAVAO DE ORO STATE COLLEGE
Compostela, Davao de Oro

CRIMINOLOGY DEPARTMENT

September 23, 2022

Dear Ma’am/Sir,

We, the undersigned are working on our thesis title “UTILIZATION OF E LEARNING:
PERCEPTION OF CRIMINOLOGY STUDENTS IN DAVAO DE ORO STATE
COLLEGE- MAIN CAMPUS”. our main our purpose of this study is to determine the
perception of criminology students in utilization of learning materials in Davao De Oro State
College. The target of this Research is to know how many respondents in Davao De Oro State
College locale, the type of research is Quantitative

In consonance with this, we would like to you as our Thesis Adviser.

May this letter merit your kind consideration and approval.

Thank you.

Respectfully yours,
BARIQUIT, ANNA MARIE
NAQUILA DENNIS DOING,
RAMIL D.

Noted by:
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JOY T. MOSQUITER, MAED
Thesis Instructor & Signature

Republic of the Philippines

DAVAO DE ORO STATE COLLEGE
Compostela, Davao de Oro

CRIMINOLOGY DEPARTMENT

RESEARCH ADVISER CERTIFICATE

This is to certify that the study entitled, " UTILIZATION OF E LEARNUNG

MATERIALS: PERCEPTION OF CRIMINOLOGY STUDENTS IN DAVAO DE ORO

STATE COLLEGE” Prepared and submitted by BARIQUIT ANNA MARIE, NAQUILA

DENNIS, DONIG, RAMIL D. in partial fulfilment for the degree of Bachelor of Science in

Criminology has been accepted them to be my advisee.

Sign by:

_RAMON P. SEBUAN. Ph.D

Research Adviser

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