A Research

Presented to
LEVEL OF EFFECTIVENESS OF ONLINE CLASSES AFFECTING LEARNERS’ PREFERENCES AND TEACHING STRATEGIES IN SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY

Faculty of Criminal Justice Education Department

SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
Municipality of Tupi

___________________________________________

In Partial Fulfilment
Of the requirements for the degree
Bachelor of Science in Criminology

By:

ABAL, KATHERINE KAYE M.

BATALLADOR, DAISERIE
BAYON-ON, MICHAEL C.
KIAWAN, JEANY ROSE E.
VILAN, HERCY FAITH C.
Chapter 1
THE PROBLEM AND ITS SETTING

Introduction

Every student has a different learning journey and learning preferences through

the educational modalities over others. Online classes impacted great changes

to the Educational system of students academic progress and course

instruction. To be further, students learning style is a student’s consistent way of

responding to a stimuli in the context of their learning preferences to help them

acquire new skills and knowledge.

In addition, since learners have their own learning style, the researchers wonder

to determine the relationship of student’s performance which is based on how

they prefer to learn and what they learn from their online classes using a variety

of teaching strategies. If a teacher is well-equipped with their best teaching

strategies, then his students learn from the teaching – learning process.

Generally, since online classes affects both the teachers and the students.

Teachers should adjust in a way students will catch up since educators will be

providing knowledge to their students as they understand. Therefore, students

are expected to cooperate with instruction given.

The physical “brick and mortar” classroom is starting to lose its monopoly as the

place of learning. The Internet and the World Wide Web have made significant

changes to almost all aspects of our lives ranging from a global economy,

personal, and professional networks to sources of information, news, and

learning. The Internet has made online learning possible, and many researchers

and educators are interested in online learning to enhance and improve student

learning outcomes while combating the reduction in resources, particularly in

higher education (Farinella, Hobbs, & Weeks, 2000; Kim & Bonk, 2006; Pape,

2010). Moreover, there have also been increases in demand for online learning

from students from all walks of life. Given the exponential—some would say

precipitous—growth of online education and its potential in higher education, it is

imperative that researchers and educators examine the effectiveness of online

learning in educating students compared to traditional face-to-face learning.

Online learning has become popular because of its potential for providing more

flexible access to content and instruction at any time, from any place. Frequently,

the motivation for online learning programs entails (1) increasing the availability

of learning experiences for learners who cannot or choose not to attend

traditional face-to-face offerings, (2) assembling and disseminating instructional

content more cost-efficiently, and/or (3) providing access to qualified instructors

to learners in places where such instructors are

not available. Online learning advocates argue further that additional reasons

for embracing this medium of instruction include current technology’s support

of a degree of interactivity, social networking, collaboration, and reflection that

can enhance learning relative to normal classroom conditions (Rudestam &

Schoenholtz-Read, 2010).

According to Gautam (2020) online learning is not just rotates around learning

academically itself but also extends students learning experiences through

different tools used. Learning tools will detect the pitfalls, the weakness, and

the unhealthy conditions of teaching and learning. Furthermore, individualized

learning preferences greatly affects the way students concentrate on process,

internalize and retain new and difficult academic information as they differ from

their learning needs.

Thus, the researchers will conduct their study, to determine the level of

effectiveness of online classes affecting learner’s preferences and teaching

strategies in South East Asian Institute of Technology Incorporated. This would

be designed to verify how the students performed with respect to the strategies

used in teaching.
Statement of the Problem

This study aimed to determine the level of effectiveness of online classes to the

learners’ preferences and teaching strategies at South East Asian Institute of

Technology, Incorporated.

Specifically, the study seeks answers to the following questions:

1. What is the extent of learners’ preferences employed in online classes? in

terms of:

1.1. Visual Learners;

1.2. Auditory Learners; and

1.3. Kinesthetic Learners

2. To determine the strategies employed by the teachers in online classes

teaching? In terms of:

2.1 Modular Offline;

2:1.1 Hard Copies:

2.2 Modular Online;

2:2.1 Google Classroom;

2:2.2 Group Chat;

2:2.3 Messenger; and

2:2.4 Zoom
3. Is there a significant relationship between the learners’ preference and teaching

strategies in South East Asian Institute of Technology?

Hypothesis

There is a significant relationship between Learners’ Preferences and Teachers’

Strategies.

2.2 Modular Online;

2:2.1 Google Classroom;

2:2.2 Group Chat;

2:2.3 Messenger; and

2:2.4 Zoom

3. Is there a significant relationship between the learners’ preference and teaching

strategies in South East Asian Institute of Technology?

Hypothesis

There is a significant relationship between Learners’ Preferences and Teachers’

Strategies.
This study is anchored on the Behaviorist Theory by Burrhus Frederic Skinner and

supported by the theory of Constructivist by Jean Piaget. Behaviorist Theory of

Burrhus Frederic Skinner that he explains the difference between informal learning,

which occurs naturally, and formal education, which depends on the teacher creating

optimal patterns of stimulus and response (reward and publishment), or ‘operant

conditioning’. There are “natural lines of fracture along which behavior and

environment actually break” “We divide behavior into hard and fast classes and are

then surprised to find that the organism disregards the boundaries we have set”

(Skinner, 1953).

The application of operant conditioning to education is simple and direct. Teaching is

the arrangement of contingencies of reinforcement under which students learn. They

learn without teaching in their natural environments, but teachers arrange special

contingencies which expedite learning, hastening the appearance of behavior which

would otherwise be acquired slowly or making sure of the appearance of behavior

which might otherwise never occur (Shields & Gredler, 2003).In improving teaching,

it is less important to find new reinforces than to design design better contingencies

using those already available. Immediate and consistent reinforcement is, of course,

desirable but this is not to deny the importance of intermittent or remote reinforces.
The student who knows how to study knows how to amplify immediate

consequences so that they prove reinforcing. He not only knows; he knows that he

knows and is reinforced accordingly. The transition from external reinforcement to the

self-generated reinforcement of knowing what one knows is often badly handled. In a

small class the precurrent behavior of listening, reading, solving problems, and

composing sentences is reinforced frequently and almost immediately, but in a large

lecture course the consequences are infrequent and deferred. If mediating devices

have not been set up, if the student is not automatically reinforced for knowing that he

knows, he then stops working, and the aversive by-product of not-knowing pile up

(Moura & Cordeiro, 2020). Ridder (2018), states that Education has never taught the

self-management of motivation very effectively. It has seldom tried. But techniques

become available as soon as the problem is understood. Through a proper

understanding of contingencies of reinforcement, we should be able to make students

eager and diligent and be reasonably sure that they will continue to enjoy the things

we teach them for the rest of their lives.

This study is anchored on Constructivist Theory of Jean Piaget, this theory the

impact's learning curriculum because teachers have to make a curriculum plan which

enhances their students' logical and conceptual growth.

Teacher must put emphasis on the significant role that experiences-or

connections with the adjoining atmosphere-play in student education. For

example, teachers must bear in mind the role those fundamental concepts,

such as the permanence of objects, plays when it comes to establishing

cognitive structures (Bada & Olusegun, 2015). Piaget's theory of constructivism

argues that people produce knowledge and form meaning based upon their

experiences. Piaget's theory covered learning theories, teaching methods, and

education reform. Two of the key components which create the construction of

an individual's new knowledge are accommodation and assimilation.

Assimilating causes an individual to incorporate new experiences into the old

experiences. This causes the individual to develop new outlooks, rethink what

were once misunderstandings, and evaluate what is important, ultimately

altering their perceptions. Accommodation, on the other hand, is reframing the

world and new experiences into the mental capacity already present.

Individuals conceive a particular fashion in which the world operates. When

things do not operate within that context, they must accommodate and re-

framing the expectations with the outcomes (Duffy& Jonassen, 1992).

Apart from learning theories, Piaget's theory of constructivism addresses

how learning actually occurs, not focusing on what influences learning.

The role of teachers is very important. Instead of giving a lecture the

teachers in this theory function as facilitators whose role is to aid the

student when it comes to their own understanding. This takes away focus

from the teacher and lecture and puts it upon the student and their

learning. The resources and lesson plans that must be initiated for this

learning theory take a very different approach toward traditional learning

as well. Instead of telling, the teacher must begin asking. Instead of

answering questions that only align with their curriculum, the facilitator in

this case must make it so that the student comes to the conclusions on

their own instead of being told.

Also, teachers are continually in conversation with the students, creating

the learning experience that is open to new directions depending upon

the needs of the student as the learning progresses. Teachers following

Piaget's theory of constructivism must challenge the student by making

them effective critical thinkers and not being merely a "teacher" but also a

mentor, a consultant, and a coach (McBrien et al., 2009).

According to Harlow et al., (2007), some strategies for teacher include having

students working together and aiding to answer one another's questions.

Another strategy includes designating one student as the "expert" on a

subject and having them teach the class. Finally, allowing students to work in

groups or pairs and research controversial topics which they must then

present to the class. In this study we sought evidence of good quality

interactions among students who are not present in the one physical site from

data obtained from students' online exchanges. Online learning environments

because the interactions among students are mediated, there is an absence

of non-verbal cues, and text-on-screen is a very limited mode for what should

be semantically rich exchanges (Harasim et al, 1995).

Online conversation occurs asynchronously, with substantial delays in

receiving a reply. This may have both advantages and disadvantages for the

participants. The lack of spontaneity associated with a seminar group

gathered around the one table may be offset by the possibility of having

greater time for reflection and generation of a considered response (Paulsen,

1995).
Scope and Delimitations of the Study

The main concern of this study is to determine the factors of online

classes that affect learners’ preferences and teaching strategies in teaching the

students of South East Asian Institute of Technology Inc. A questionnaire –

checklist determines the learners’ preferences and teaching strategies it would

be used to gather the needed information in this research.

This study was limited only to the teachers and students from South East

Asian Institute of Technology Incorporated academic year 2020-2021.

Conceptual Framework

Dependent Variable Independent Variable

Teachers

'Actualities and

Teaching
Learners’
Strategies
preferences
Lecture
Visual learners
Discussion
Auditory
Cooperative
Learners
Learning
Kinesthetic
Deductive
Learners
Method

Inductive Method
Figure 1.Conceptual Framework

The conceptual model shown in Figure 1 consists of two boxes. The left

box shows the Independent Variable which includes the learners’ preference

such as visual learners, auditory Learners, and Kinaesthetic learners.

The box in the right shows the Dependent Variable which is the Teachers’

Actualities and Teaching Strategies in such as lecture discussion, cooperative

learning, direct teaching, and indirect teaching. The arrow that connects

independent variables and dependent variables indicates the relationship

between them.

Significance of the Study

The result of the study would help the following:

To the School Administrators: This study will help them to be aware of

students learning and thinking styles in their subjects. It will also serve as a

guide to provide training and seminars for teachers regarding teaching

strategies.

To the Teachers: They will be able to identify their strengths and weakness in

employing the strategies in teaching. This will serve as a guide to device better

methods that can be used in the learning process to have better quality of

teaching.
To the Parents: The parents who are greatly concerned in the education of their

children will be aware of the styles on how their child learns.

To the Students: This will help them to be aware of their preferences in

learning. They will understand and identify the teaching strategies employed by

their teachers that may affect their performance.

To the Researchers: It’s an eye opener for us researcher it hones our skills to

sought solution to the common problem arises this so called “new normal”.

To the Future Researchers: The results of this study will serve as a guide for

future studies pertaining to teaching-learning process, learners’ preferences and

teaching strategies and for other parallel researchers.

Definition of Terms

For clarification and understanding of the terms related to this study, the

following terms are defined conceptually and operationally.

Auditory Thinkers – refer to learners who learn best through verbal lectures,

discussions, talking things through and listening to what others have to say.

Kinaesthetic Learners – refer to person who benefits much more from a

hands-on approach, actively exploring the physical world around them.

Learner’s Preferences – refer to learners’ prepared learning style in learning

English. They have their own learning style according to how they can easily

learn.

Learning Style – refer to patterns of how individual develop habitual ways of

responding to experience.

Teaching Strategy – refers to personality type that enclose teacher stance,

patterns of behaviour, mode of performance and attitude towards self and

others.

Visual Learners – refers to learners who must see their teacher’s actions and

facial expression to fully understand the content of a lesson.

Online Classes- refers to the course conducted over the Internet. They

generally conducted through a learning management system, in which students

can view their course syllabus and academic progress, as well as communicate

with fellow students and their course instructor.

SEAIT­- stands for South East Asian Institute of Technology, Incorporated.

Chapter ll

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the related literature and studies on the level of effectiveness of

online classes affecting learner’s preferences and teaching strategies in South East

Asian Institute of Technology, Incorporated (SEAIT) as reviewed by the researcher.

The following literature and studies related to this study were presented below.

Foreign Literature

The extent to which discussion promote learning outcome is relatively unexplored

area in teaching. The present paper contributes to the literature by assessing the

extent to which students’ use of a discussion board is predictive of grades. The

samples consist of 314 students who completed an online course in criminology.

Learning outcomes are measured in terms of final examination scores. The number

of participation or hits (N-6,934) on a web based discussion board is use as a

measure of the quantity of class participation. Overall hits on the discussion board

did not predict grades. However, among low achievers, the greater the participation

in the board, the higher the grades. Using data on web-based discussion board as

a measure, the present study reports a link between a discussion and achievement

for low achievers- a result consistent with a previous study online physics classes.

Future work is needed to explore such moderating effects in the link between the

uses of web-based utilities, such as blogs, on students’ performance. (steven stack,

Journal of criminal Justice Education 24(3), 374-385, 2013)

An increase problem of great concern for academic institutions is the

pervasiveness of cheating among students. Further compounding this problem

is advancement of technology that have created new ways for students to

engage in cheating. Despite a growing interest in technological facilitated

cheating, little is known about why students may employ electronic resources to

cheat. However, Aker’s social learnings theory offers one plausible explanation.

Surveys where collected from a sample of 534 college students at large

southeastern university in order to quantify the prevalence and frequency of

internet facilitated cheating. This survey allowed for an exploration of factors

associated with this form of cheating and a comparison between what we refer

to us E-cheating and traditional forms of cheating. Result indicates that

approximately 40% of students have engage in some form of E-cheating in the

last year. Social learning variables emerges as the strongest predictors or both

the occurrence and frequency of E-cheating while self control and strain

variables a little effect. . (Jhon M stogner et al, Journal of criminal justice

education 24(2), 175-1999, 2013

Learners with self-regulation skills are individuals who are actively involved in

the learning process, make a cognitive effort and have the motivation to learn

(Broadbent, 2017; Zimmerman,1986). Capable of managing their own learning

processes, these learners employ various strategies during the learning process. These

strategies significantly affect learning outcomes (Richardson, Abraham, & Bond, 2012).

Broadbent (2017) articulated that the self-regulation strategies used in blended and online

learning environments varied according to the environment. Further, learnerswith different

SRL strategies display different learning behaviours in online learningenvironments

(Littlejohn, Hood,Milligan, & Mustain, 2016). Thus, it seems essential to understand what

SLR strategies are and to determine the correlation between these strategies and the

preferences for a learning environment. The strategies employed by an individual in the

learning process are grouped under three main categories as cognitive, metacognitive

strategies and resource management (Pintrich, Smith,Garcia, & McKeachie, 1991). These

strategies facilitate self-learning and information processing and allow for permanent

learning. The cognitive strategies used by self-regulated learners in their learning process

can be classified as rehearsal, elaboration, organization and critical thinking. Rehearsal is a

strategy which involves learning through repeating and reciting material to recall it when

necessary. Elaboration is a cognitive strategy which involves relating the new information to

prior knowledge while performing tasks such as summarizing and interpreting.

Organizationinvolves the selection of suitable information and the establishment of

connections among thepieces of information. Critical thinking refers to applying previously-

learned material to a new situation, problem-solving, and critical evaluations. As stated in

the definition of the learners with self-regulation skills, the learners are expected to employ

these cognitive strategies as well as have the motivation to learn and improvable skills.

Hence, the concepts of motivation and then e-learning readiness are discussed below in the

next section.
In a meta-analysis conducted by the Center for Technology and Learning,

U.S.Department of Education (Means et al., 2010), 176 studies have been

analyzed on a set ofcritical variables of online learning. Findings suggest that (a)

individualized instructionhas positive impact on online learning (Grant &

Courtoreille, 2007; Nguyen, 2007), (b)conditions in which learners have more

control of their learning produce larger learninggains than do instructor-directed

conditions (Cavus et al. 2007; Dinov, Sanchez, &Christou, 2008; Gao &

Lehman, 2003; Zhang 2005), and (c) the effects of using differenttypes of online

simulation such as 2-dimension or 3-dimension images and animationsare

positive (Castaneda, 2008; Hibelink, 2007; Loar, 2007; Maki & Maki, 2002). In

thedesigns of individualized instructions, self-controlled online learning

conditions, andonline simulations, instructors have also taken into consideration

of students’ needs,features, and preference to online learning formats.

Locale Literature

Regarding financial and administrative issues involved in online teaching,

the study focuses on the views of the teachers of private universities in

conducting online classes during the corona pandemic in Bangladesh. Based on

primary data collected from teachers of 22 private universities

selected randomly, study finds some reasons for online classes like financial

needs and obligations of the university to pay the salaries and other allowances

by collecting tuition fees from the students, to save the academic year of the

students, to follow the directives of the UGC and Government, etc. The study

also finds some significant differences in the uses of technology, internet, and

equipment by the teachers before and during the corona pandemic. Online

teaching has significant effects on teachers’ training, student’s punctuality in

attending classes, interactions between teachers & students. It also helps

authority in monitoring the classes. Finally, the study recommends some policy

guidelines for the University Owners & authorities, Government, UGC, and the

faculty member as well.ZulfigarHasan, KM Anwarul Islam International Review

5(1), 116-122,2020.

Several months after the initial backlash in March 2020, CHEd Chairperson,

Prospero De Vera qualified the idea of flexible learning as “more encompassing

than online learning.” De Vera explains that while online learning requires internet

access, flexible learning does not necessarily require connectivity. Instead, it

“focuses on the design and delivery of programs, courses, and learning

interventions that address the learners’ unique needs in terms of pace, place,

process, and products of learning” (Parrocha, 2020).

Similarly, DepEd sets a distance learning approach that utilizes three methods: (1) delivery

of printed modules to students, (2) access to DepEd Commons, an online education

platform DepEd developed to support alternative modes of learning, and (3) delivery of

lessons or self-learning modules via radio and television. The specific guidelines on the

implementation of distance learning, however, are still under review (Magsambol, 2020).

Private universities and institutions have likewise adapted to the limitations imposed by the

pandemic and are poised to go either fully online, blended learning, or scheduled in-person

classes in case the government lifts quarantine measures. In July 2020, DLSU adopted an

alternate mode of education that is technology-enabled dubbed Lasallians Remote and

Engaged Approach for Connectivity in Higher Education (R.E.A.C.H). R.E.A.C.H

emphasizes the importance of engagement between faculty and students and offers three

different delivery modes: (1) fully online (synchronous and asynchronous), and whenever

possible (2) hybrid (blending of online and face-to-face), and (3) face-to-face. All online

academic tools and materials are organized and made accessible via the university’s

learning management system (LMS), AnimoSpace (De La Salle University, 2020b).

Similarly, ADMU piloted the Adaptive Design for Learning (ADL). ADL combines three

different modes of delivery: (1) online, and, whenever possible, (2) blended, and (3) face-

to-face; and offers uniquely designed courses that suit faculty style and respond to

learner’s needs and contexts. The curricular materials are hosted in Ateneo Blue Cloud an

online flatform branded as the

university’s virtual campus (Ateneo de Manila University, 2020).

Meanwhile, UST through its learning management platform, UST Cloud

Campus implemented an Enriched Virtual Mode (EVR) that combines both

online (synchronous and asynchronous) and offline strategies to ensure

accessibility and flexibility in learning. Other than team-teaching, the

approaches in EVR include a combination of the following: (1) complementing

of professional competencies with industry partners and alumni interactions,

(2) collaborative online learning with foreign partner institutions, and (3)

remote encounters with community partners (Alejandrino, 2020).

Finally, the University of the Philippines System shifted to blended learning

using already existing platforms like University Virtual Learning Environment

(UVLE), and UP Open University (UPOU). UPOU maximizes online learning

and distance education and also offers free special courses in online learning.

UP College of Education presented an Education Resilience and Learning

Continuity Plan (ERLCP) to help schools transition to an alternative learning

environment. ERLCP recommends enacting flexible learning options that are

learner-centered and are made available in various modes of delivery such as

face-to-face instruction, remote learning, and blended learning (

University of the Philippines - College of Education, 2020).

At the time of quarantines and viral outbreaks, it would seem that online learning is

the only viable way to continue learning at a distance. This, however, seems to rest

on a mistaken assumption. It should be emphasized that online learning is just one

mode of distance education.

Distance education is broadly characterized as any form of learning experience

where the learner and the instructor are physically separated from each other (not

only by place but also by time). Arguably, such a dislocation is “the perfect context for

free-flowing thought that lets us move beyond the restricted confines of a familiar

social order” (hooks, 2003). Moreover, this type of education is a way of providing

learning opportunities to every learner, whatever their circumstances might be. This

means that distance education may extend access to education through distribution

and economies of scale (Guri-Rosenblit, 2005; Owusu-Agyeman and Amoakohene

, 2020).

One may claim that the main thrust of distance education is to bring education to

those who are unreachable, under-resourced, less-privileged and inaccessible (Biana

, 2013). Taken as such, distance education “reaches out to students wherever they

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

more freedom to actively participate in learning (Guri-Rosenblit, 2005; Daniel, 2016).

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

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

necessity for learners and educators all over the world (Ali, 2020).
Such a form of education, however, need not be limited to online learning (

Baggaley, 2008). Some have suggested using cell phones and (SMS) texting

technology to facilitate learning (Flores, 2018). Others urge to employ TV

programs, radio broadcasts, and other non-internet based media (Punzalan, 2020

). Perhaps, some teachers might go back to basics and distribute annotated

physical textbooks to their students through courier services. As long as the

education sector is engaged, teachers and students have ample support, the

curriculum and content of the learning modules are well-defined and

personalized, technological limitations are acknowledged, and user-friendly and

enjoyable materials are present, education will continue one way or another (

Ramos et al., 2007; Ali, 2020). Such support presupposes a collaboration

between teachers and policy makers and authorities to develop the relevant

referenced programs as well.

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

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

also compelled us to rethink the very nature of education itself. The government

should create and implement concrete policies that will support a new breed of

distance educators. Educators in turn need to innovate to ensure that education

remains inclusive and accessible, and that distance learning is not limited to pure

online learning.
Related Literature

Where possible I am using examples of crime related to COVID-19 to show

how the theories can be explained by real-world situations. This could be the

increase in domestic violence, or the creation of fake cures to profiteer from the

pandemic. I believe a good Course Coordinator has a clear objectives of what

the course needs to achieve, the knowledge transfer that has to happen to allow

students to develop their understanding of the topic. But it also needs to link with

what is going on in the real world, at least for Criminology subjects. Much of the

material we cover is theoretical, which is the foundation of the discipline, but

theory can be hard to grasp. So a successful course is designed, developed and

delivered to illustrate how theory applies in practice, to make the content

contextually relevant to the students. And it’s so important to get it right early on,

as for me it’s all about the foundation: Teach people well in their early years, and

they will reap the benefits in the latter parts of their learning journey. (Dr.Xanthe

Mallet)

UNESCO recommends distance learning programs and open educational

applications during school closure caused by COVID-19 so that school s and

teachers use to teach their students and bound the interruption of education.

Therefore, many institutes go for the online classes (Shehzadi et al., 2020).

As a versatile platform for learning and teaching processes, the E-learning framework

has been increasingly used (Salloum & Shaalan, 2018). E-learning is defined as a new

paradigm of online learning based on information technology (Moore et al.,  2011). In

contrast to traditional learning academics, educators, and other practitioners are eager

to know how e-learning can produce better outcomes and academic achievements.

Only by analyzing student satisfaction and their performance can the answer be

sought.

Many comparative studies have been carried out to prove the point to explore whether

face-to-face or traditional teaching methods are more productive or whether online or

hybrid learning is better (Lockman & Schirmer, 2020; Pei & Wu, 2019; González-

Gómez et al., 2016; González-Gómez et al., 2016). Results of the studies show that

the students perform much better in online learning than in traditional learning.

Henriksen et al. (2020) highlighted the problems faced by educators while shifting from

offline to online mode of teaching. In the past, several research studies had been

carried out on online learning to explore student satisfaction, acceptance of e-learning,

distance learning success factors, and learning efficiency (Sher, 2009; Lee, 2014; Yen

et al., 2018). However, scant amount of literature is available on the factors that affect

the students’ satisfaction and performance in online classes during the pandemic of

Covid-19 (Rajabalee & Santally, 2020).

In the present study, the authors proposed that course design, quality of the instructor,

prompt feedback, and students’ expectations are the four prominent determinants of

learning outcome and satisfaction of the students during online classes (Lee, 2014).

The popularity of online classes in recent years leads to an increased number of online

course offerings by schools and colleges (Beatty and Ulasewicz, 2006; Li and Akins, 2005

).In addition to this, technological advancement and student demand in online classes (

Bennett and Lockyer, 2004; Britt, 2006) have influenced colleges and universities to

implement online classes along with the normal course. Here the noteworthy point is online

classes are not compelled to schools to implement it but is considered as a modern tool for

handling issues during the learning process (Agustina and Cahyono, 2017).

Most of the universities are planning to invest in internet-based class and on recruiting and

training faculty to teach online (Floyd, 2003; Koehler et al., 2004). One of the surveys

suggests that online teachings will continue to increase significantly in educational as well

as the corporate organization in future coming years (Meyen et al., 2002). Because of all

these developments in education it is believed that online-based teaching is interactive (

Johnston et al., 2005) and online teaching creates environments where students actively

engage with the material and learn by practical activity (Palloff and Pratt, 2013) 
and also refers to their understanding as they build new knowledge. Moreover, in the past

decades, online classes are gaining so much importance all over the world, and it shifts the

thought of colleges that “Online class is an Optional” to “Online class is necessary” (

Larreamendy-Joems and Leinhardt, 2006).

Many colleges implement online teaching in their course without proper planning, but they

first introduced for faculty development program (Abhinandan, 2018). The Internet has

enabled the delivery of instruction at a lower cost than in face-to-face classroom teaching;

thus, it provides more opportunities for learners to take courses (Murday et al., 2008

). Many research was conducted to examine the behavior of teachers and students toward

the online class. It observed that the main reasons for taking an online class by the

students were “flexibility” and “self–control” within the learning environment, and they also

perceived that online class would be a convenient method of teaching compared to

traditional classroom learning. Here convenience based in terms “Price” and “self-directed

learning” (Armstrong, 2011) and students from the traditional method of schooling have

feelings about the social aspects involved in online courses, but online students have had

positive experiences – though the online courses have not always met their expectations in

learning aspects and that both the learners perceive online learning as convenient though

not necessarily conducive to their learning. Schools and colleges must consider the impact

of online classes when online classes play an important role in the learning process (

Burns, 2013).
Even though students are the positive side of an online class, but other participants of

an online class, i.e. teachers, have mixed opinions about online class. Teachers should

analyze what is currently presented and what is the better way to present the way to

subject to a complete understanding of course by examining “Faculty perceptions,”

“training,” “mentoring,” and “best practices” (Agustina and Cahyono, 2017; Dja'far et al.

, 2016). Many faculties opined that through faculty development program one can

became an effective online instructor and he/she can develop best career journey as

mentorship (Billings and Kowalski, 2008), and Conrad and Donaldson (2004)

 highlighted the importance of building a sense of community in online teaching from

teachers' perspective. There is much research that supports the point of “Training and

Development” for an effective conducting of online class (DiPietro et al., 2008

). According to Ballew (2017), 74% of the online instructor of K-12 opined that the

promotion development program must be added to the school program to enhance the

teaching ability of the instructor.

There are many researches explains that the limitations of online classes, which say

that online classes are access, so these factors made differences between online

learning and face-to-face learning many students who are successful in the traditional

classroom (Kebritchi et al., 2017)  are not equally as successful in an online class (

Cheung and Kan, 2002; Tucker, 2001). 

In fact, students with a GPA score of less than 2.9 succeeded more in an

online class than students with GPA scores of more than 2.9 (Sugilar, 2017

). Many students believed that degrees obtained through online classes are not

valid as much as a traditional method of classroom teaching. This may affect the

desire of students to enroll in online courses. So, there is a need for awareness

programs regarding the importance of online learning (Allen and Seaman, 2010

; Bejerano, 2008).

For the effective conducting of an online class, there is a need of skills

that students may need to handle online classes, such as: ability to learn

revised learning practices, capacity to develop new vocabulary and ability to

discuss with teacher in patience (Eastmond, 1995; Gibbson, 1998; Kearsley

, 2000). From all these reviews, it observed that there is a need for the study in

the area of perception of teachers and students in online classes. After the

outbreak of COVID 19 in the entire world, the online classes became

compulsory for education institutions. Therefore, a survey was conducted to

collect opinions of both tutor and pupil about online classes.

Chapter III

METHODOLOGY

This chapter presents the research design to be used, research locale,

respondents of the study, instruments, data gathering and the statistical

tools used in conducting and gathering data on the Level of Effectiveness of

Online Classes Affecting Learners’ Preferences and Teachers Strategies in

South East Asian Institute of Technology Incorporated.

Research design

The researcher used quantitative and descriptiveresearch design. It was

used to collect the data. The quantitative approach to gathering information

focuses on describing a trend or phenomenon a cross a larger number of

participants thereby providing the possibility of summarizing characteristics

across groups or relationships. This approach will question an equal number

of students and teachers and applies statistical techniques to determine the

Level of Effectiveness of online classes affecting learner’s preference and

the Teachers strategies, to study the relationship of two or more variables

correlational research design is often use, this research design data from

equal number of respondents or sample.

Research Instrument

Survey questionnaire was used in this study to determine the level of

effectiveness of online classes affecting learners’ preferences and teachers’

strategies.

Research locale

This study was conducted at SEAIT, INC., Tupi, South Cotabato because the

respondents are the teachers and students in South East Asian Institute of

Technology, Inc.

South East Asian Institute of Technology, Inc. is a private school in Tupi,

South Cotabato. Founded in 2006, the school offers complete basic

education program, including a Senior High School program. The SHS

Department currently offers the Academic and the Technical Vocational

Livelihood tracks. Aside from the basic education department, the institute

also has a college department which provides courses in Teacher Education,

Business Administration, Hospitality Management, Information Technology,

Agriculture, Criminology, Civil Engineering, and other new offered courses. It

is located at Crossing Rubber, Tupi, South Cotabato. It was founded by

Tamayo Family and was led by the School President, John Paul S. Tamayo.
2: Map of the Locality
The Respondents of the Study

The respondents of the study are the selected Teachers and Students of SOUTH

EAST ASIAN INSTITUTE OF TECHNOLOGY enrolled during the Academic Year

2020-2021.

Sampling and Respondents

The respondents were traced and selected through connection and communications

coming from the help of every college Deans and Faculties. The respondents of the

study are the Teachers and Students of South East Asian Institute of Technology

Incorporated. Regardless of their class standing, they are requested to answer our

questions and coordinate with the request of the Researcher. All of the respondents

participated in answering the questionnaire.

Data Gathering

Before gathering the data, the researchers sent a request letter to the Deans of

every Colleges for the conduct of the study. Upon the approval of the request, the

researchers set the date and time for the conduct of the study. On the time of the

conduct, the researchers selected the respondents using random sampling in which

each student and Teachers have the chance to be chosen. The researcher then

distributed the questionnaire to the respondents. They were given a time to answer.

After they were done, the researchers retrieved the questionnaire and then tally the

data and submitted to the statistical treatment in order to answer the problem study.
Statistical and Tools

Statistics is one of getting information’s organized. To have a general

view of the whole scenario of the study, statistical is used. This includes the

scaling system, which was used by the researchers as a technique to monitor

the respondents’ interpretation of facts. The material and instrument to be used

for gathering date are the score questionnaire. The Researcher also used pen

and papers for gathering information about the study. The Researcher also used

an online articles and journals.