Notre Dame University

SENIOR HIGH SCHOOL

THE PERCEPTION OF NDU-SHS ON THE EFFECTIVITY OF ONLINE DISTANCE

LEARNING

A Research Paper Presented to the Notre Dame University – Senior High School Faculty in
Partial Fulfillment for the Requirements in Practical Research II

PRINCESS ALAYSHA G. UKO

BAI MALEHA A. AMPATUAN
AL-HAMIDEE S. GUIALAL
BAI SURAIDA A. ABO
 April 2022

TABLE OF CONTENTS

Page

Title Page

Approval Sheets

Acknowledgment ......……….…………………………………………………..... iii

Abstract …………………………………………………………………………… iv

List of Tables …………………………………………………………………….. v

List of Figures…………………………………………………………………….. vi

CHAPTER

I. INTRODUCTION ……………………………………………………………. 1

Review of Related Literature……………………………………………………… 3

Online Distance Learning ………………………………………………………… 3

Students' Challenges Experienced in Online Distance Learning .………………… 4

Students Satisfaction in Online Distance Learning……………………………..… 9

Effectivity of Online Distance Learning………………………………………….. 11

The Benefits and Drawbacks of Online Learning...…………………………......... 14

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Theoretical Framework …………………………………………………………... 15

The Constructivist Learning Theory …………………………………................... 15

Conceptual Framework …………………………………………………………… 16

Statement of the Problem ………………………………………………............... 16

Significance of the Study ………………………………………………………… 18

Scope and Delimitation ………………………………………………………….. 18

Definition of Terms ……………………………………………………………… 18

II. METHOD …………………………………………………………………… 20

Design ……………………………………………………………………………. 20

Setting ……………………………………………………………………………. 20

Participants/Respondents ………………………………………………………… 20

Sample Size Sampling Technique ……………………………………………….. 21

Instrumentation ………………………………………………………………….. 21

Data Gathering Procedure ........………………………………………….............. 22

Statistical Treatment/ Data Analysis …………………………………………..… 22

III. RESULTS AND DISCUSSION ………………………….…………..……. 24

IV. SUMMARY ……………………………………………………………........ 33

Summary of Findings ……………………………………………………………. 33

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Conclusion ……………………………………………………………………….. 34

Recommendations ...………………………………………………………………. 34

Recommendations for Further Study ...………………………………………….. 35

REFERENCES …………………………………………………………………. 36

APPENDICES ………………………………………………………………….. 41

Appendix A ………………………………………………………………………. 41

Appendix B ………………………………………………………………………. 42

Appendix C ……………………………………………………………………… 43

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 CHAPTER I

INTRODUCTION

Distance learning is a method of education in which students get teaching via online

classrooms, video recordings, video conferencing, or any other audio/visual technology medium.

It allows people to obtain instruction without physically being present in a classroom. Any form

of pedagogy offered through digital technology is referred to as online learning (e-learning).

Visual graphics, text, animations, movies, and music are all used in these approaches.

Furthermore, internet group learning and the aid of instructors in certain disciplines can also be

facilitated by pedagogy (Aziaris et al.,2015). Online learning is defined as a teaching and

learning process for the sake of this study between teachers and students using various digital

media such as "Zoom" and "Google Classroom." Furthermore, online learning does not only

apply to direct learning. Any homework or activities delivered online by the teacher are

considered part of online learning.

Online learning allows teachers to give lessons to students in a more efficient manner.

Online learning includes a variety of materials such as videos, PDFs, and podcasts, which

teachers can incorporate into their lesson plans. Teachers can become more efficient instructors

by expanding the lesson plan beyond standard textbooks to include online resources. Time and

location accessibility, another benefit of online education is that students can take classes from

any location of their choosing. It also enables schools to reach out to a larger network of students

rather than being limited by geographical limits. Online lectures can also be recorded, preserved,

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and shared for future reference. This enables students to access the learning material on their

own. Adapts to a Wide Range of Learning Styles, Every student has a unique learning

experience and learning style. Some learners like to study visually, while others prefer to learn

through audio. Similarly, some kids succeed in the classroom, while others prefer to learn alone

and are easily distracted by large groups. With its variety of options and resources, the online

learning system can be adapted in a variety of ways. It is the most effective method for making a

great learning environment adapted to the individual of each learner.

The transition from in-person to virtual learning can be difficult, and some students need

time to adjust to the new format. Furthermore, students who are accustomed to traditional

classroom environments may struggle to learn on online platforms. While the same topic may be

presented in both physical and online sessions, learners' comprehension rates differ. There are

numerous opportunities to divert from other hobbies such as social media or audio listening

while studying online. Distractions waste time, cause focus problems and impair the efficacy of

distant learning. Physical learning builds a culture of continual learning by enlisting the help of

teachers and peers. Because they are separated from the teacher, students who do not

comprehend or misunderstand a concept during live online classes may find it difficult to seek

clarification. Students may also be unmotivated to complete their schoolwork due to a lack of a

physical institution or classmates. Distance learning is becoming increasingly prevalent in

students' education as technology advances. Some believe that the advantages of online distance

learning will lead to the disappearance of traditional schools.

Both advantages and disadvantages of online learning concern the pedagogy of

education. Through this resurging complication regarding the effectivenes of online distance

learning, the study proceeds to add and better the current information through the responses of

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the Notre Dame University – Senior High School online learner. In other words, the goal of this

study is to seek new knowledge on the effectivity of online distance learning based from the

perception of senior high school online learners.

Review of Related Literature

The major goal of this research is to summarize the findings of these studies and to

analyze some of the limitations that have been identified as challenges experienced and

perceptions of students about the effectiveness of online distance learning. The teaching format

is generally found to influence teaching and learning more than any other element in the

literature evaluated, despite the fact that many other factors play a substantial role. Several

studies (e.g., Bernard et al., 2014; Chigeza and Halbert, 2014; Gonzalez-Gomez et al., 2016;

Israel, 2015; Northey et al., 2015; Ryan et al., 2016; Southard et al., 2015) have compared face-

to-face teaching to online learning in order to determine which format produces the best-like

outcomes and the most satisfied students. Asynchronous instruction refers to the absence of

synchronous interactions between teachers and students, with students having access to course

content through the Internet at any time they want or need it. Participants communicate mostly

through email and online forums, which are normally moderated by the teacher (Watts, 2016).

Online Distance Learning

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 According to Simonson and Berg (2020), distance learning, also known as distance

education, e-learning, or online learning, is a type of education in which teachers and students

are physically separated during teaching and various technologies are used to enhance student-

teacher and student-student communication. This is consistent with means' description of online

learning as "educational teaching delivered through the use of web-based technology, either

totally asynchronously or with elements of synchronous learning, and with no scheduled face-to-

face class time" (Means, et. al., 2009). Students may benefit from the ease and flexibility of

attending classes at their own pace and in their preferred places thanks to distance education

technology (Tuckman, 2007). Online learning is thought to have several advantages over

traditional face-to-face and blended education, including flexibility and accessibility to study

anywhere, at any time, without requiring one’s physical presence at a campus location (Means et

al., 2009; Van Doorn and Van Doorn, 2014). In addition, learning becomes more learner-

centered since it promotes greater participation from them ( Tatiana et al., 2017).

As stated by Aesaert et al. (2015), research in terms of national and international

curricula for early childhood and primary education indicates that ICT competences should be

taught at an early age. The attempt by the Philippines to adapt to online learning was brought

about by the pandemic that is affecting the world. Learning online, on the other hand, presents

students with unique challenges (Lazarevic & Bentz, 2020). Online learning, or e-learning, offers

flexible modes of learning without the physical presence of individuals in the classroom. The

virtual classroom demands different modes of interaction, such as peer-peer interaction, student-

instructor interaction, and student-content interaction. Various technological aids need to

function efficiently for effective implementation of an online learning system. Students must

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know why, how, and when to employ online learning to get the maximum benefits from the

system (Subramaniam & Kandasamy, 2011).

Students' Challenges Experienced in Online Distance Learning

Suryaman et al. (2020) investigated how learning took place at home throughout the

pandemic. Their findings revealed that students in a home learning environment encountered

numerous challenges, including a lack of technological proficiency, expensive Internet costs, and

limited interaction and socialization among students. According to Harrell and Bynum (2020),

students experience a lack of technological proficiency due to, first, poor infrastructure. There is

a revolution underway in K-12 classrooms as school districts and boards move to adopt a new

style of classroom and pedagogy focused on mobile learning. To succeed, the move to anywhere,

anytime learning must be supported by a strong foundation in technology, particularly network

infrastructure (Build the 21st Century Classroom, 2018). Second, inadequate technology.

Technology provides the platform and the tools to engage via numerous media with other

individuals and groups beyond the immediate reach of the learner (Pittman & Gaines, 2015).

There is an obvious need for students to be prepared to use technology. In 2013, 71% of people

aged 3 and up in the United States used the Internet (Snyder, de Brey, & Dillow, 2016). Lastly,

low self-efficacy. The theory of self-efficacy states "that people process, weigh, and integrate

diverse sources of information concerning their capability, and they regulate their choice

behavior and effort expenditure according to that information" (Bandura, 1977). Every day, new

and advanced educational technology appears. A digital technologies strand has since been

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endorsed in the curriculum, further emphasizing the importance of teaching school students

digital competence. Research shows that one reason students could be falling down is actually to

do with teachers’ lack of competence in this area. Providing classrooms with a shiny new tool

that neither teacher nor student can use is unlikely to have an impact on any student’s

educational experience, and requiring busy teachers to teach themselves how to use a new tool

can be frustrating and time-consuming. Although professionally training teachers, faculty, and

staff may require time and money, it’s necessary if students are expected to get the desired

effects out of their technological experience. (Patel, 2021). While much of the focus on

educational connectivity has been on the number of students who do not have access to the

Internet at home, students also experience additional data difficulties. The cost of the Internet is

not a concern for some families. Others, particularly those who may be experiencing financial

difficulties, may not have enough money to cover basic necessities such as food and medicine,

let alone devote time to continuous Internet access, which may be essential to their children's

education. AllConnect.com writes that "the average starting price for the internet is roughly

$35," but most Americans pay an average of $60 each month. Given the high rate of

unemployment in the United States, Internet access at home may be out of reach for many

families. (Kajeet, 2020) . In a related study, Kapasia et al. (2020) studied how lockdown affects

students' learning performance. According to their findings, the lockdown caused considerable

disruption to students' learning. Students also mentioned certain difficulties they encountered

when taking online classes. Anxiety and sadness are factors that are amplified when students are

marginalized or from outlying places. Gonzales et al. (2020) observed that confinement of

students during the pandemic had significant favorable effects on their performance, contrary to

Kapasia et al. (2020) findings. Mofatteh (2020) says Academic workload and a lack of social

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involvement, particularly during test season, are risk factors for anxiety and sadness. Students

acquire anxiety and despair as a result of a lack of balance between their academic and social

lives. Students acquire anxiety and despair as a result of a lack of balance between their

academic and social lives. These findings were linked to students' continued use of learning

strategies, which enhanced their learning efficiency. (Barrot et al., 2021).According to the

National University (2022), self-motivation is an essential requirement for distance learning.

However, many online learners lack it, much to their surprise. Many students fall behind and

consider quitting because the challenges of using a technological medium appear

insurmountable. Students need to find the motivation to follow the new educational trends and

also properly equip themselves for future challenges in their education and careers. Several

students found that teachers had problems with network quality and technological challenges,

which could lead to students' lack of focus and attention in class. (Matsuda, 2021).According to

Chew (2020), the common issue surrounding cramming is that memories are often forgotten at a

faster rate than memories from other strategies—resulting in poor long-term recall. While this is

no surprise to cognitive scientists, they often assume that students value long-term learning more

than immediate learning. Scott (2018) mentioned that student cram because they don’t enjoy

studying very much. Because the possibility of failure is far away at first, it's easy to

procrastinate or skip studying. Literature shows that there are a number of causes for low

retention among students taking coursework online, according to Schroeder et al. (2021). Lack of

institutional support, lack of connection between the student and the institution, quality of

contact between the student and faculty, sense of isolation, disconnection, technology challenges,

and student self-discipline are just a few examples (Heyman, 2010, Stanford-Bowers, 2008;

Veenstra, 2009). Bowers and Kumar (2015) stated that many students are not provided with the

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high bandwidth or the strong internet connection that online courses require, and thus fail to

catch up with their virtual classmates: Their weak monitors make it hard to follow the course

management system and their learning experience becomes problematic. As a result, "failure to

adequately consider relational dynamics in the online setting may result in increased feelings of

isolation among distance learners, lower levels of student satisfaction, poor academic

achievement, and increased attrition" (Woods & Baker, 2004).The same professors taught one

online and one in-person economics class each, and all materials, tests, and assignments were

similar, reducing biases that might otherwise prevent fair comparisons. They discovered that

online learning reduced a student's ultimate grade by 0.2 standard deviations. Their findings back

up prior research, which found that students with poorer academic competence were the ones

that caused the negative effects of online learning. According to a follow-up assessment of

students' experiences, online students had problems concentrating on their studies and felt less

connected to both their peers and instructors. Thiscurrent state of remote learning is likely to

worsen existing disparities and create barriers to online learning. According to a nationwide

cross-sectional study, thirty-two percent (32) and twenty-two percent (22%) of the 3,670 Filipino

medical students polled, respectively, have difficulty transitioning to new learning styles and do

not have dependable internet access (Baticulon et al., 2020). For some, purchasing a learning

gadget that allows them to effortlessly tune in to online classes and turn in assignments through

the online system may be tough (Santos, 2020). Despite efforts to make education more

accessible to all, Filipino university students still face numerous challenges when it comes to

distance learning. Participants in this study, like those in prior studies (e.g., Bao, 2020; Henaku,

2020; Entsie, 2020; Wisconsin, 2020; and Baticulon et al., 2020), identified unpredictable

internet connectivity as one of the key challenges they face when practicing remote learning.

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Poor networks are a typical issue for developing countries with inadequate telecommunications

and information and communication technology (ICT) (Aboagye et al., 2020). Despite the fact

that there are numerous internet packages available in the country, they are "fluid" and not

produced similarly in terms of speed and stability (Amadora, 2020).Meanwhile, the findings of

research (e.g., Coleman, 2011; and Henaku, 2020) support the second finding of this study, that

insufficient learning resources are one of the challenges students face. This finding could imply

that students are unable to fully participate in and profit from distance learning. This supports

Saavedra's (2020) conclusion that access to remote learning devices such as laptops has been a

reccuring difficulty for students as schools transition to online distance learning in the midst of a

worldwide health crisis. This issue could be caused by financial issues. This issue could be tied

to financial issues, which was mentioned by one of the student participants. This finding is

similar to that of Matswetu et al. (2013), who found that students in Zimbabwe had financial

difficulties when enrolled in a remote learning program. The current economic crisis has made it

even more difficult for students who have expressed difficulty obtaining work to support their

educational demands. Notably, because of an unprecedented economic shutdown in the

Philippines, disadvantaged families' financial troubles have begun to increase throughout the

outbreak (Adle, 2020).Since the pre-pandemic period, interruption has been a concern. Students

in deep rural areas find it challenging to stay connected with online learning due to interruptions

or even absence of energy, according to research (e.g., Sarwar et al., 2020; Subedi et al., 2020;

and Verawardina et al., 2020). Learning content that is vague has also become a challenge. This,

they claim, has nothing to do with the delivery method and everything to do with the material

itself. Gaining teacher support, on the other hand, is essential for students' learning. However, it

remains a challenge for the kids polled, resulting in insufficient teacher scaffolding. Teachers'

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expectations of pupils can be difficult to meet at times, making them difficult to approach. This

issue could also be related to the fact that certain colleges lack an effective e-learning operations

system that provides students with online library materials and a learning support system

(Kerres, 2020).As a result, a poor learning environment makes it difficult for students to

participate in open and distance learning comfortably. Students' comments have repeatedly

highlighted this issue. Creating a happy and supportive learning environment has always been a

challenge in distance education, particularly for most disadvantaged families (Baticulon et al.,

2020). If this problem arises, study productivity and student attention would be affected (Chang

& Fang, 2020).

Students Satisfaction in Online Distance Learning

In the current study, students were satisfied with the communication and flexibility

afforded during online learning. Interaction and technology were the greatest challenges reported

by students, along with engagement in collaborative activities during online learning. Faculty

were satisfied with the communication and communication tools used during online learning.

The areas of the most dissatisfaction reported by faculty were the higher workload, longer

preparation time, and technical problems. According to Morin (2014), students are dissatisfied

with distance learning because they may no longer have an internet connection, a device to use,

or a space to learn in. Some students may not be available to meet at specific times. Others may

have a lot going on in the background that they’re trying to block out or even hide from the rest

of the class. Students sometimes feel that online learning is impersonal, isolating, and non-

interactive. (Philips, 2009). There were statistically significant differences between student and

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faculty satisfaction. The study discovered that e-learning gives students more time flexibility and

encourages them to perform their own work without the assistance of others. In the Philippines,

distance learning was used as a preventative measure against the spread of the coronavirus

(COVID-19). ( Statista Research Department, 2021). Learners' feelings and attitudes toward the

learning process, as well as the perceived level of fulfillment related to one's desire to learn, are

represented by learning satisfaction (Topala & Tomozii, 2014; Long She et al., 2021). According

to Muilenburg and Berge (2005), there are eight barriers to students receiving a satisfactory

online education: administrative and technological challenges, a lack of academic and technical

skills, interaction, motivation, time, and study assistance, and Internet accessibility and

affordability.

Interaction in online learning can be considered as a major component among the

different aspects that influence learners' online learning satisfaction and academic outcome, and

the theory of transactional distance has stressed its importance and effectiveness (Moore, 1993;

Benson & Samarawickrema, 2009; Long She et al., 2021). Even while prior research has shown

that contact has a beneficial impact on online learning pleasure, the mechanism underlying this

association has not been fully explored in the literature. According to Palmer and Holt (2009),

the ability and confidence to learn from online courses, as well as the opportunity to connect and

engage with others, are the key factors for online learners' satisfaction.

Effectivity of Online Distance Learning

The technology utilized In the virtual classroom, they are significantly more effective in

terms of learning than those used in a traditional classroom. Students who are not enrolled in a

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regular classroom can benefit from interactive learning approaches and web-based technologies.

It improves communication between teachers and students by utilizing a variety of

communication technologies, including video conferencing, screen sharing, and a real-time

chance for video participation, all of which are included with the online whiteboards. (Haq et al.,

2018). Online learning encourages students to think creatively and assists them in resolving

academic issues. As part of a student’s mental development, it cultivates healthy learning habits.

Virtual learning’s practical value is demonstrated by the in-depth information and positive

attitude toward learning (Varzaneh & Baharlooie, 2015). According to a study conducted in Iran

(Moazami et al., 2014), online learning is more successful than lecture-based learning. To

generalize these findings, however, more research is needed. The findings of this study

demonstrated that online learning was more successful than lecturing. According to Gates

(2018), collaborative learning has been demonstrated to improve students' confidence and self-

esteem while also developing higher-level thinking skills. By showcasing knowledge and

enhancing social and interpersonal skills, group projects can help students get the most out of

their education. Students learn how to work with a variety of learners while also improving their

leadership abilities. Collaborative learning is effective, according to Natural User Interface

Technology (2017), because it encourages students from different backgrounds, races, or

upbringings to work together. As studied by Moore and Kearsley (1995), some of these areas

include examining the nature and quantity of online interactions, the flexibility and accessibility

of web-based instructions (Navarro & Shoemaker, 2000), learner and instructor skills,

motivations, time, and perception (Yong & Wang, 1996); Shih et al., 1998; McIsaac et al., 1999;

White, 2004), and whether any or all of these aspects are linked to academic achievement

(Brewer & Erikson (1997). There was also no significant difference between online learning and

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face-to-face learning in terms of student satisfaction and academic performance (Hara & Kling,

1999). Studies also supported the idea that if an online class is done effectively, it can be as

effective as a traditional class. (Nguyen, 2015).Students have both positive and negative

perceptions of online learning, according to studies. According to several studies, the instructor's

engagement with students has a significant impact on students' perceptions of online learning.

Consistency in course design (Swan et al. 2000), the capability of the interaction with course

instructors to promote critical thinking ability and information processing (Duffy et al., 1998, pp.

51–78; Picciano, 2002; Hay et al., 2004) rate of interactivity in the online setting (Arbaugh,2000;

Hay et al., 2004), the extent of instructional emphasis on learning through interaction, the

flexibility of online learning (Chizmar & Walbert, 1999; McCall 2002; National Centre for

Vocational Education Research 2002; Petrides, 2002; Schrum, 2002; Klingner, 2003; Kim et al.,

2005), chances of engaging with teachers and peers in online learning settings (Soo and Bonk,

1998; Wise et al., 2004); Kim et al., 2005), social presence (Barab & Duffy, 2000; Kim et al.,

2005; Jonassen, 2002),academic self-concept (Trautwein et al., 2006; Lim et al., 2007),

competencies required to use the technology (Wagner et al., 2000) were identified as the

perceived strengths of online learning. Hence an effective online class depends upon well-

structured course content (Sun & Chen, 2016), well-prepared instructors (Sun & Chen, 2016),

advanced technologies (Sun & Chen, 2016), and feedback and clear instructions (Gilbert,

2015).When feedback is vague, the translation of learning into actual performance is not clear.

The better the performance of an individual (teacher or student), the more specific the feedback

is. (States, 2019).Time is just like any other finite resource. If you don’t learn how to manage

your time wisely, you won’t be able to get things done as efficiently as possible. You may miss

out on meeting your goals, fail to study often enough, and get too far behind on your lessons.

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Even if you don’t have those specific problems, time management is also about helping you

avoid stress while juggling everything. Managing academic life and personal time can be harder,

but it will teach you to be responsible. By planning ahead and using your time wisely, you’ll be

able to accomplish more and enjoy added free time. (Todorov, 2017). For those who are not self-

motivated, the flexibility of online learning can be difficult. Because you are not expected to

arrive at a specific time, you must have the discipline to schedule your education. (Western

Governors University, 2021).

The Benefits and Drawbacks of Online Learning

Bunter et al. (2021) claim that university students and high school students in their final

years are in an unprecedented position that prevents them from seeing the future clearly. The

duration of the epidemic, as well as its effects on everyday living, costs, and other financial

concerns, can have a direct impact on university and high school students' ability to continue

their studies. The vulnerability created by disruptions in the academic environment is

concerning. Undergraduate and postgraduate students' situations have created adverse conditions,

such as the need to drop out of school. The pandemic crisis created a sense of exclusion,

highlighting an image of unfairness in the academic education system. By expanding educational

opportunities, transforming student populations, and encouraging the development of new

pedagogical methods, online education has the potential to transform the education system,

making the learning process more reliable, efficient, and less stressful for both instructors and

students. Although studies show that online and traditional education produce equivalent

learning outcomes, it is also acknowledged that online learning is viewed to be less interactive

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than classroom learning. In a study, Fortune, Spielman, and Pangelinan concluded in a study that

there was no statistically significant difference in learning preferences between students who

took online courses and those who took courses in person. Due to increased flexibility and

learning opportunities, online education has demonstrated a number of benefits, including simple

access to experts, exposure to educational environments, a diverse range of course types, and

student communities. Students' socio-emotional balance worsened as a result of their lack of

socialization, particularly young people with pre-existing problems of this sort. (Butnaru, 2021).

Theoretical Framework

The goal of this study is to simply inquire in general the effectiveness of online distance

learning. The theory that best facilitates online learning are those that empowers the role of the

students as receiver of learning and information. One of those theories refers to Constructivist

Learning Theory.

Constructivist learning theory is the theory that is still widely used by eLearning

professionals. This theory states that learners interpret and encode the information on the basis of

their own personal perceptions and experiences. Learners bring with them rich reserves of

experience that form the foundation of their learning. They analyze, rationalize, synthesize, and

develop new ideas or tweak old ones through the filter of their experiences. This means that

learners learn best when they are able to attribute a personal meaning or connection to

information. The theory is used in eLearning by giving real-life perspectives to learners by using

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simulations or story-telling, thus providing learners with something they can relate to or

emotionally connect with.

Conceptual Frameworks

INDEPENDENT VARIABLE DEPENDENT VARIABLE

1. CHALLENGES
EXPERIENCE IN
ONLINE DISTANC
NDU SENIOR HIGH LEARNING
SCHOOL STUDENT 2. PERCEPTION ON
THE
EFFECTIVENESS OF
ONLINE DISTANCE
LEARNING

This shows the linkage between NDU senior high school students and their effects on the

challenges they experience in online distance learning and the perception of the effectiveness of

online distance learning in grade 11 and 12 students. It shows that the NDU senior high school

students are an independent variable related to the dependent variable, which is the effect of the

challenges experienced in online distance learning and perception on the effectiveness of online

distance learning.

Statement of The Problem

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 The purpose of the study was to explore and understand the perceptions of NDU-SHS on

the effectiveness of online distance learning. It aims to find the following question in particular:

1. What are the challenges experienced by the NDU-SHS students in online distance

learning?

2. What is the perception of the NDU-SHS students about the effectiveness of online

distance learning?

Scope and Delimitation

This study focuses on students' perceptions of the effectiveness of online distance

learning. This is a purely descriptive study that aims to inquire about the challenges experienced

by the respondents and their perception towards the effectiveness of Online distance learning.

The study does not correlate or try to find the significant relationship between the data gathered

in the challenges experienced and their perception on the effectiveness of Distance learning, but

each is treated distinctly.

The data collection will be conducted in the grade 11 and 12 Science, Technology,

Engineering, and Mathematics (STEM), Accountancy, Business, and Management (ABM),

Technical, Vocational, and Livelihood (TVL), Humanities and Social Sciences (HUMSS), Arts

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 17
and Design, and Sports, Strand of Notre Dame University-Senior High School, school year

2021–2022, which will represent the population. This would be done through the utilization of a

questionnaire for the students as a survey and reference. With their answer, the researchers will

be able to know the challenges experienced by the NDU-SHS students and their perceptions of

the efficacy of online distance learning.

Significance of The Study

This study was undertaken to find effective and suitable ways to reduce or provide ways

for distance learning. The greatest advantage of distance education is its adaptability. By

choosing the time, place, and medium for their education, students may pick when, where, and

how they study. There are video conferencing possibilities for people who desire direct, live

access to teachers. Students who do not live near a college campus can acquire a degree through

distance learning. Online classes provide you with the freedom to finish your education on your

own schedule, allowing you to prioritize your profession, family, and other obligations. You're

signing on when it's convenient for you at a time that doesn't conflict with other commitments,

rather than leaving the office early or skipping family supper to go to college. This flexibility

enables you to better combine employment, life, and graduate school.

Benefiting the study are the various sectors as follows:

The Student:

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NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 18
 Time management and other skills are taught through distance learning. Due to the

closure of school events, students who had previously packed schedules now have a lot more free

time. Distance learning challenges students to identify their most effective learning methods and

put them into practice at the most opportune periods.

The School:

Having no problems will improve the schools' reputation and encourage individuals to

attend and enroll. This is crucial so that parents' concerns are eased and the school does not

receive numerous complaints from parents. Also, prevent significant difficulties for students,

such as suicide, self-harm, and other serious problems. This research is beneficial to the school

since it supports them in knowing what to do to maintain their reputation.

The Future Researchers:

There is a new normal, decrease, and perception of students through distance learning

because it's a new phenomenon. Future researchers will benefit from our work by getting ideas

for what to do next and by making their study easier since we chose a similar topic. The study

provides them with an idea and also gives new strategies for identifying students who are

enrolled in distance learning programs in the future.

Definition Of Terms

Perception – The opinion and experience of the student about the sudden shifting of physical

learning into online learning.

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 19
Effectiveness- The students' learning experiences during online distance learning. Knowing the

efficacy of teaching and learning that actively engages grade 11 and 12 students in their own

learning and personal development.

Online distance learning –A form of education in which the main elements include physical

separation between teachers and students during instruction, as well as the use of various

technologies to enhance student-teacher and student-student interactions.

Challenges –The situation of being faced with something that needs great mental or physical

effort in order to be done successfully and therefore tests a person's ability.

Students – This refers to students' perceptions of experiencing online distance learning. Being

able to determine the effectiveness of online learning.

NDU-SHS –A university in Cotabato City that helps students pursue their dreams. It has grade

12 with five strands.

Academic Performances - The evaluation of a student's performance in numerous academic

subjects. Classroom performance, graduation rates, and standardized test results are commonly

used by teachers and education administrators to assess student accomplishment.

CHAPTER II

METHOD

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NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 20
 This chapter outlines the study's methodology, which includes a summary of the research

design, setting, respondents, sample size and sampling technique, instrumentation, data gathering

procedures and statistical treatment.

Research Design

A descriptive survey design will be used for this research. It will be used to collect

information such as “The Perception of NDU-SHS on the Effectivity of Online Distance

Learning.” This study will also utilize a survey questionnaire to identify the different capacities

of various forms of student perception on the effectiveness of online distance learning.

Setting

The study would be conducted at Notre Dame University Senior High School in Cotabato

City, Philippines, on Notre Dame Avenue.

Respondent

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NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 21
 The respondents of this study will be grade 11 and 12 students at Notre Dame University

in the strands of Science, Technology, Engineering, and Mathematics (STEM),Accountancy,

Business, and Management (ABM), Technical, Vocational, and Livelihood (TVL), Humanities

and Social Sciences (HUMSS), Arts and Design, and Sports, school year of 2021–2022.

Sample Size And Sampling Technique

The respondents who will fill out the survey questionnaire will be chosen using simple

random sampling in this study. A total of 93 respondents will be drawn at random from the

students in grades 11 and 12 who are registered students at Notre Dame University Senior High

School during the school year 2021–2022. They will be the respondents in this study.

Furthermore, whether they were studying Science, Technology, Engineering, and Mathematics

(STEM), Accountancy, Business, and Management (ABM), Technical, Vocational, and

Livelihood (TVL), Humanities and Social Sciences (HUMSS), Arts and Design, and Sports,

were all considered potential respondents for this study.

Instrumentation

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 To get the data needed, the researchers used Google forms with three (3) parts. Part I

contained questions about the respondents' personal information. Part II is about the challenges

experienced by the students of NDU-SHS in online distance learning. And last, part III, is a

question about the perception of online distance learning for students.

Data Gathering

The researchers formulated a set of questions that were based on the research topic and

the statement of the problem. The data was gathered via survey questionnaires. The letter is

noted by the research adviser. The permit for conducting the study was sent to the principal of

Notre Dame University Senior High School, asking for permission to allow the researchers to

conduct surveys with the study participants. The researchers will use simple random sampling to

identify the respondents. Slovin's formula will be used to find the sample size from a given total

population in order to determine the number of sample sizes in order to decide the respondents of

the research using probability sampling. The researchers will provide a questionnaire to the

designated grade 11 and 12 students who will be the study's respondents. Answers from the

gathered respondents were assured with the utmost confidentiality. The collected questionnaires

were then tallied for interpretation and analysis.

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 Statistical Treatment

Descriptive statistics will be used to analyze the data collected from the respondents.

Defining and summarizing data in a way that allows for a comprehensive understanding of the

data's key attributes. Frequency and percentage distribution were used as statistical tools.

The computed mean was analyzed and calculated using the following weighting on a four-point

scale:

Scale Range Description

4 3.50-4.00 Strongly agree

3 2.50-3.49 Agree

2 1.50-2.49 Disagree

1 1.00-1.49 Strongly disagree

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 CHAPTER III

RESULTSAND DISCUSSION

This chapter presents the finding in tabular form, analysis, and interpretation of data.

Table 1. Challenges in Online Distance Learning.

Statements Mean SD Interpretation

I experienced a lack of technological proficiency. 2.61 0.838 Agree

I experienced a lack of focus and attention in online distance

2.97 0.988 Agree
learning.

I experienced internet connectivity in online distance 2.76 0.930 Agree

learning.

I experienced poor academic achievement in online distance

2.73 0.840 Agree
learning.

I have limited interaction and socialization among students. 2.79 0.920 Agree

I experienced cramming because I forgot to do my task in 3.02 0.972

Agree
advance.

I have experienced paying expensive internet costs. 2.73 0.939 Agree

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 I experienced anxiety and sadness during online distance 2.92 0.975
Agree
learning.

I experienced technology challenges during my online 2.66 0.941

Agree
distance learning.

I’m having a hard time motivating myself during distance 2.97 0.988
Agree
learning.

Over-all Mean 2.816 Agree

Table 1 shows the challenges experienced by students in distance online learning. This

reveals that the respondents agree with all the following statements, for it has an overall mean of

2.816.

Moreover, it shows that statement number six (6) got the highest mean of 3.02 with a

standard deviation of 0.972, which means that respondents agree with this statement.

Furthermore, statements two (2) and ten (10) were both agreed upon by the respondents with the

second highest mean of 2.97 and a standard deviation of 0.988. Finally, statement number eight

(8), with the third highest mean of 2.92 and a standard deviation of 0.975, was agreed upon by

the respondents.

The statement number six (6) stated that the respondents experienced cramming because

they forgot to do their task in advance, and was agreed upon by the respondents. According to

Chew (2020), the common issue surrounding cramming is that memories are often forgotten at a

faster rate than memories from other strategies—resulting in poor long-term recall. While this is

no surprise to cognitive scientists, they often assume that students value long-term learning more

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than immediate learning. Scott (2018) mentioned that students cram because they don't enjoy

studying very much. Because the possibility of failure is far away at first, it's easy to

procrastinate or skip studying. Furthermore, statements number two (2) and ten (10) were agreed

upon by the respondents. They state that the respondents "experienced a lack of focus and

attention in online distance learning." Several students found that teachers had problems with

network quality and technological challenges, which could lead to students' lack of focus and

attention in class. (Matsuda, 2021). The respondents "experienced having a hard time motivating

themselves during online distance learning." According to the National University (2022), self-

motivation is an essential requirement for distance learning. However, many online learners lack

it, much to their surprise. Many students fall behind and consider quitting because the challenges

of using a technological medium appear insurmountable. Students need to find the motivation to

follow the new educational trends and also properly equip themselves for future challenges in

their education and careers. The respondents agreed with statement number eight (8), which

states that they experienced anxiety and sadness during online distance learning. In a related

study, Kapasia et al. (2020) studied how lockdown affects students' learning performance.

According to their findings, the lockdown caused considerable disruption to students' learning.

Students also mentioned certain difficulties they encountered when taking online classes.

Anxiety and sadness are factors that are amplified when students are marginalized or from

outlying places. Mofatteh (2020) says An academic workload and a lack of social involvement,

particularly during test season, are risk factors for anxiety and depression. Students acquire

anxiety and despair as a result of a lack of balance between their academic and social lives.

Students acquire anxiety and despair as a result of a lack of balance between their academic and

social lives.

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 On the other hand, statement number one (1) was rated by the respondents as the lowest

mean of 2.61 with a standard deviation of 0.838, but this was agreed by the respondents.

Following this is statement number nine (9), which has the second lowest mean of 2.66 with a

standard deviation of 0.941, which can be interpreted as agreeing from the respondents. Finally,

statements four (4) and seven (7) got the third lowest mean of 2.73 with a standard deviation of

0.840 and 0.939, respectively. These statements were also agreed upon by the respondents.

The statement number one (1) was agreed by the students, which states that the

respondents experienced a lack of technological proficiency. According to Harrell and

Bynum (2020), students experience a lack of technological proficiency due to, first, poor

infrastructure. There is a revolution underway in K-12 classrooms as school districts and

boards move to adopt a new style of classroom and pedagogy focused on mobile learning. To

succeed, the move to anywhere, anytime learning must be supported by a strong foundation in

technology, particularly network infrastructure (Build the 21st Century Classroom, 2018).

Second, inadequate technology. Technology provides the platform and the tools to engage via

numerous media with other individuals and groups beyond the immediate reach of the learner

(Pittman & Gaines, 2015). There is an obvious need for students to be prepared to use

technology. In 2013, 71% of people aged 3 and up in the United States used the Internet

(Snyder, de Brey, & Dillow, 2016). Lastly, low self-efficacy. The theory of self-efficacy

states "that people process, weigh, and integrate diverse sources of information concerning

their capability, and they regulate their choice behavior and effort expenditure according to

that information" (Bandura, 1977). Furthermore, statement number nine (9), which was

agreed upon by the respondents, stated that they experienced technology challenges during

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 online distance learning. Bowers and Kumar (2015) stated that many students are not

provided with the high bandwidth or the strong internet connection that online courses

require, and thus fail to catch up with their virtual classmates. Their weak monitors make it

hard to follow the course management system and their learning experience becomes

problematic. Lastly, statements four (4) and seven (7) were agreed upon by the students,

which "states that they experienced poor academic achievement in online distance learning."

As eloquently stated by Cellini (2021), online education lowers a student’s final grade by

about 0.2 standard deviations. Their work also confirms the results of previous papers, finding

that the negative effect of online learning was driven by students with lower academic ability.

A follow-up survey of students’ experiences suggests that online students had trouble

concentrating on their coursework and felt less connected to both their peers and instructors

compared to their in-person peers. Some respondents agreed that "they have paid high internet

costs while pursuing online distance learning." While much of the focus on educational

connectivity has been on the number of students who do not have access to the Internet at

home, students also experience additional data difficulties. The cost of the Internet is not a

concern for some families. Others, particularly those who may be experiencing financial

difficulties, may not have enough money to cover basic necessities such as food and

medicine, let alone devote time to continuous Internet access, which may be essential to their

students' education. (Kajeet, 2020).

Table 2. Perception of students on the effectivity of online distance learning.

Statements Mean SD Interpretation

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 I find online distance learning effective because it helps

me to be more responsible in managing my personal 0.715

time and academic life. 2.58 Agree

It encourages me to think creatively and assists in 0.734

resolving academic issues. 2.49 Disagree

It improves my communication between teachers and 0.742

students. 2.60 Agree

I find online distance learning effective because of 0.687

well-prepared instructors. 2.48 Disagree

I find online distance learning effective because of 2.47 0.777

Disagree
advanced technologies.

I find online distance learning effective because of the 2.42 0.667

Disagree
feedback and clear instructions.

I find online distance learning more effective because 2.46 0.686

Disagree
of its flexibility.

I find it effective to do collaborative learning with my 2.52 0.703

Agree
classmates in online distance learning.

I enjoy studying through this online distance learning 2.40 0.742

Disagree
course.

Online distance learning taught me how to have 2.46 0.762

Disagree
effective and appropriate communication skills.

Over-all Mean 2.488 Disagree

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 Table 2 presents students' perspectives on the efficacy of online distance learning. This

reveals that the respondents disagreed with all the following statements, for it has an overall

mean of 2.488

Moreover, it reveals that statement number three (3) got the highest mean of 2.60 with a

standard deviation of 0.742, which means that respondents agree with this statement.

Furthermore, statement number one (1) was agreed upon by the respondents with the second

highest mean of 2.58 and a standard deviation of 0.715. Finally, statement number seven (7),

with the third highest mean of 2.52 and a standard deviation of 0.703, was agreed upon by the

respondents.

The statement number three (3), which states that the majority of the respondents

improved communication between teachers and students, Haq et al. (2018) stated that students

who are not enrolled in a regular classroom can benefit from interactive learning approaches and

web-based technologies. It improves communication between teachers and students by utilizing a

variety of communication technologies, including video conferencing, screen sharing, and a real-

time chance for video participation, all of which are included with the online whiteboards.

Furthermore, statement number one (1) was agreed upon by the respondents, which states that

online distance learning is effective because it helps them to be more responsible in managing

their personal time and academic life. Time, like any other finite resource, is a finite resource.

You won't be able to get things done as efficiently as possible unless you learn to manage your

time wisely. You may fail to accomplish your objectives, study insufficiently, and fall behind in

your classes. Even if you don't have those particular issues, time management is about avoiding

stress while managing everything. Managing your academic and personal life can be difficult,

but it will teach you responsibility. You'll be able to do more and have more free time if you plan

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ahead and use your time effectively. (Todorov, 2017). Statement number eight (8) was agreed

upon by the respondents, which states that in online distance learning, doing collaborative

learning with their classmates is effective. According to Gates (2018), collaborative learning has

been demonstrated to improve students' confidence and self-esteem while also developing

higher-level thinking skills. By showcasing knowledge and enhancing social and interpersonal

skills, group projects can help students get the most out of their education. Students learn how to

work with a variety of learners while also improving their leadership abilities. Collaborative

learning is effective, according to Natural User Interface Technology (2017), because it

encourages students from different backgrounds, races, or upbringings to work together.

On the other hand, statement number nine (9) was rated by the respondents as the lowest

mean of 2.40 with a standard deviation of 0.742, which can be interpreted as disagreed by the

respondents. Moreover, statement number six (6) was rated as the second lowest mean of 2.42

with a standard deviation of 0.667 and was disagreed with by the respondents. Finally, the

statements number seven (7) and ten (10) got the third lowest mean of 2.73 with a standard

deviation of 0.686 and 0.762, respectively. This was also disagreed with by the respondents.

The statement number nine (9), which states that a majority of the respondents disagreed

that they enjoyed studying through this online distance learning, Students are dissatisfied with

distance learning, according to Morin (2014), because they may no longer have an internet

connection, a device to use, or a space to learn in. Some students may not be available to meet

the specific times. Others may have a lot going on in the background that they’re trying to block

out or even hide from the rest of the class. Students sometimes feel that online learning is

impersonal, isolating, and non-interactive. (Philips, 2009). Moreover, statement number six (6)

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NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 32
was disagreed with by the respondents, which states that online distance learning is effective

because of the feedback and clear instructions. When feedback is vague, the translation of

learning into actual performance is not clear. The better the performance of an individual

(teacher or student), the more specific the feedback is. (States, 2019). Finally, statements number

seven (7) and ten (10) were disagreed with by the respondents, which stated that "online distance

learning is more effective because of its flexibility." For those who are not self-motivated, the

flexibility of online learning can be difficult. Because you are not expected to arrive at a specific

time, you must have the discipline to schedule your education. (Western Governors University,

2021). Statement number ten (10), which states that “ Online distance learning taught me how to

have effective and appropriate communication skills” E-learning strategies have been shown to

be highly effective in boosting students' academic understanding. Developing students’

communication skills, on the other hand, is an area that is sometimes ignored during online

lessons. Students may find themselves unable to work effectively in a team setting due to a lack

of face-to-face communication between classmates, students, and teachers in an online context.

Neglecting students’ communication skills will surely result in a lot of graduates who excel in

theoretical knowledge but are unable to pass that knowledge on to others. (Tamm, 2022)

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 CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary

This section of the study provides a summary of the findings found by the researcher. The

general object of the study is entitled “The Perception of NDU-SHS Students on the Effectivity

of Online Distance Learning.” In line with this study, the researcher came up with the following

findings:

1. The results of the study show the respondents have knowledge of the experience of

students in online distance learning. This study reveals that the respondents agree with all of the

statements. The respondents had experienced things such as cramming, lack of motivation,

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 34
stress, and sadness, and they experienced poor academic achievement during online distance

learning.

2. This study investigates students’ perceptions of the efficacy of online distance learning. A

majority of the respondents disagreed that online distance learning is effective and said they do

not enjoy studying. Furthermore, some of the respondents agreed with the effectiveness of online

distance learning because it can improve communication between teacher and student and can

also help manage their time and academic life.

Conclusion

According to this study, the most common challenges in online distance learning are

cramming, lack of focus and attention, and anxiety and sadness. Moreover, the perceptions that

held the highest mean of agreed responses were the statements numbers 3, 1, and 8, which were

shown in Table 2.

Therefore, the researchers conclude that the primary challenges that Notre Dame

University Senior High School students are facing in online distance learning are cramming, lack

of focus and attention, and anxiety and sadness. On the other hand, Notre Dame University

Senior High School students believe that online distance learning improves communication

between teachers and students, that it helps them become responsible in managing their personal

time and academic life, and that it allows them to do collaborative learning with their classmates.

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 35
 Recommendation

1. NDU SHS must examine the potential challenges or concerns of students enrolled in this

online distance learning program.

2. Students must voice their views to their professors in order for them to be aware of the issue

and immediately address it. In addition, the student must engage in all activities.

3. Create communities and improve connections by determining the length of distance learning

units depending on students' self-regulation skills.

4. Students may learn more about the world around them by using open educational resources

and other sorts of readily available media. Textbooks, journal articles, multimedia, and

interactive learning objects are just a few examples of the kind of materials you might provide to

your students.

5. Use the chat tool for students to react to questions. Students can use actual whiteboards to

demonstrate their thoughts. Allow students to share their screens in order to exhibit their work

and explain how they solved a difficulty. Increase participation by using virtual whiteboards.

6.Engage students in synchronous rather than asynchronous activities wherever feasible, and

make sure they have access to the internet via a Wi-Fi hotspot or cell phone.

Recommendation for Further Study

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 36
1. Students' attitudes toward online classes at NDU-SHS.

2. The effectiveness and challenge of online learning for NDU-SHS students.

3. The NDU-SHS students’ online learning challenges during the pandemic and how they cope

with them.

4. NDU SHS satisfaction with the effectiveness of online distance learning

5. Best Practices of NDU SHS STEM Students in Using Google Classroom.

6. Factors Affecting Absenteeism of NDU-SHS Students During Online Classes.

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APPENDIX A

NOTRE DAME UNIVERSITY

SENIOR HIGH SCHOOL
COTABATO CITY

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 42
March 29, 2022

DR. DANILO D. CABURNAY

Principal, Senior High School
Notre Dame University

Dear Dr. Caburnay,

Greetings of Peace!

We, the Notre Dame University-Senior High School students from Grade 12- Angel Gabriel, are
currently undertaking a research entitled “The Perception of NDU-SHS Students' on the
Effectivity of Online Distance Learning.”

In line with this, we are asking from your good office to allow us to gather data among Grade 12
Senior High School students as the respondents for our study. Rest assured that the data to be
collected will be treated with utmost confidentiality and will be used for academic purposes only.

We are hoping for your positive response on this humble matter. Your approval to conduct this
study will be greatly appreciated. Thank you and God bless.

Respectfully Yours,

Bai Suraida Abo Al-hamidee Guialal

Researcher Researcher

Bai Maleha Ampatuan Princess Alaysha Uko

Researcher Researcher

Noted by: Approved by:

Mr. Wilfredo Juntilla Dr. Danilo D. Caburnay

Research Adviser Principal, Senior High School
APPENDIX B

NOTRE DAME UNIVERSITY

SENIOR HIGH SCHOOL

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 43
 COTABAT CITY

Dear Respondents,

Greetings of peace!
As part of the requirements for inquiries, we, the Grade 12-Angel Gabriel students of Notre
Dame University, are currently conducting a research study titled "The Perception of NDU-
SHS on the Effectivity of Online Distance Learning" as part of the fulfillment of the
requirements for inquiries, immersion, and investigation.

In line with this, we would like to ask for your valuable time and effort to answer honestly the
questions in the survey questionnaire that are important and necessary for the study's completion.
Rest assured that all the data that will be gathered about you will remain confidential.
Your positive response on this matter will be highly appreciated! Thank you!
Respectfully yours,

Bai Suraida Abo Al-hamidee Guialal

Researcher Researcher

Bai Maleha Ampatuan Princess Alaysha Uko

Researcher Researcher

Noted by: Approved by:

Mr. Wilfredo Juntilla Dr. Danilo D. Caburnay
Research Adviser Principal, Senior High School

APPENDIX C

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 44
 The Perception of NDU-SHS on the Effectivity of Online Distance Learning

General Instructions: Read and understand the following statement: Please provide an honest

answer. The information provided, as well as the respondents' identities, will be kept strictly

confidential.

Institutional account*

_______________

Name

_______________

Directions: Read and understand the following statements. Select on the choices that correspond

to the scale.

I. Challenges experienced in online distance learning.

4 – Strongly agree 3 - Agree 2 - Disagree 1 – Strongly disagree

I experienced a lack of technological proficiency. 4 3 2 1

I experienced a lack of focus and attention in online distance 4 3 2 1

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 45
learning.

I experienced internet connectivity in online distance

4 3 2 1
learning.

I experienced poor academic achievement in online distance

4 3 2 1
learning.

I have limited interaction and socialization among students. 4 3 2 1

I experienced cramming because I forgot to do my task in 4 3 2 1

advance.

I have experience of paying expensive internet costs. 4 3 2 1

I experienced anxiety and sadness during online distance 4 3 2 1

learning.

I experienced technology challenges during my online 4 3 2 1

distance learning.

I am having a hard time motivating myself during distance 4 3 2 1

learning.

II. Perception of students on the effectiveness of online distance learning.

4 – Strongly agree 3 - Agree 2 - Disagree 1 – Strongly disagree

I find online distance learning effective because it helps me 4 3 2 1

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 46
to be more responsible in managing my personal time and

academic life.

It encourages me to think creatively and assists in resolving

4 3 2 1
academic issues.

It improves my communication between teachers and

4 3 2 1
students.

I find online distance learning effective because of well- 4 3 2 1

prepared instructors.

I find online distance learning effective because of advanced

4 3 2 1
technologies.

I find online distance learning effective because of the 4 3 2 1

feedback and clear instructions.

I find online distance learning more effective because of its

4 3 2 1
flexibility.

I find it effective to do collaborative learning with my 4 3 2 1

classmates in online distance learning.

I enjoy studying through this online distance learning 4 3 2 1

course.

Online distance learning taught me how to have effective 4 3 2 1

and appropriate communication skills.

The Perception of NDU-SHS on the Effectivity of Online Distance Learning

NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 47
The Perception of NDU-SHS on the Effectivity of Online Distance Learning
NOTRE DAME UNIVERSITY – SENIOR HIGH SCHOOL 48