Department of Education

Region VII, Central Visayas

Division of Mandaue City
Mandaue City Comprehensive National High School
PlaridelSt.,North Reclamation Area,Mandaue City

LIVED EXPERIENCES OF TECHNICAL DRAFTING STUDENTS

UNDER ONLINE LEARNING MODALITY
 

A research proposal presented to
 
MANDAUE CITY COMPREHENSIVE NATIONAL HIGH SCHOOL
  In partial fulfillment of the requirements in
Practical Research 1

 Submitted by:

Pancubila, Mark Ryan N.

Pueyo, Danyaelle Skye S.

Agravante, Rey Bryan H.

Dabon, Lysabella B.
 Submitted to:

Ms.  Recyl Mae Javagat

Chapter 1

The Problem and Its Scope

Introduction
Learning as an interactive process is an important issue in architectural design
education. According to Kolb's Experiential Learning Theory, learning styles that are
"accommodating," "diverging," "assimilating," and "converging" focus on the
architectural design process. A study was conducted to see how learning sartorial
choices affected design students' performance during the design process. At several
stages of the design process, statistically significant variations were discovered
between the performance scores of students with varied learning styles. It was also
discovered that at the end of the design process, all students with different learning
styles improved their performance scores, with assimilating learners making the most
progress and accommodating learners making the least.

Multiple interacting constraints and layers of analysis are present in most design
challenges. Some designers have developed heuristics and rules of thumb that
decrease the cognitive load that such design difficulties entail. We investigate these
heuristics in this study by observing three groups of experienced architects working on a
one-hour design task involving many layers of spatial organization. The problem was
only solved by one group. A unique coding scheme was created to investigate the
usage of a variety of heuristics, including problem decomposition into design units,
domain knowledge rules of thumb, and strategic design maneuvers. The discrepancies
in heuristics were investigated to see if they could be the source of the errors.

The purpose of this study is to see if a learning management system (LMS)

enables adaptability based on a student's learning style. The design is created using
intelligent agent technology and computational models, including event-condition-action
(ECA) models. It represents a real-time dynamic tuning mechanism driven by adaptive
characteristics such as content type, count, and order. These adaptive features are
based on the proposal of the Felder-Silverman Learning Styles Model.

Statement of the Problem

This study aims to understand how architectural design students deal with the
situation regarding to their studies in an online learning method. Specifically, the study
seeks to answer the following research question:

1. What are the experiences of architectural students encountered in online learning

modality?

2. What circumstances affects the studies of architectural students via online?

3. How does architectural student’s adapt the new learning modality?

Scope and Delimitation of Study

          Specifically, the goal of this study is to investigate the experiences architectural

students encounter during COVID-19 pandemic in an online learning modality, with a
particular emphasis on how architectural students manage the e-learning modality.

          Architectural students find it useful to have a one-on-one question-and-answer

session with tutors and instructors over video and audio calls to fully confirm, explain,
and objectify their understanding. To overcome these circumstances they had to avoid
distractions that can affect their learning.
 This study describes the challenges and barriers faced by architecture students
when using e-learning, and how to address and overcome them. In these times of the
pandemic, e-learning has had a major impact on teaching online learning.

Significance of the Study

The following are the beneficiaries of the study.

Students. This research will be valuable to students who wants architecture course

wherein Covid-19 occurred and still figuring out the advantages and disadvantages
of online classes, and this study will help us figure that out. Furthermore, because
students are still in the process of learning, this study will assist them in expanding their
understanding the impact of online class and their experiences.

Educators. Finally, this study may provide educators with a means of developing and
idea on how to suffice the student(s) performance on the said course. In this way, they
can improve their technique on educating future architects.

Researchers. The researchers conducting the study will benefit from it because they
will be the ones interviewing the respondents, allowing them to learn more about the
lived experiences of architectural design students.
 CHAPTER 2
THEORETICAL BACKGROUND

This chapter presents the related literature, related studies, conceptual

framework, and related theories of the students.

Related Literature

Neomillennial User Experience Design Strategies: Utilizing Social Networking

Media to Support “Always on” Learning Styles
Raised within the “always on” world of intelligently media, the Web, and advanced
informing advances, today`s understudy has diverse desires and learning styles than
past eras. This netcentric era values their ability to use the Internet to make a self-
paced, customized, on demand learning way that incorporates numerous shapes of
intelligently, social, and self-publishing media apparatuses. To begin with, we examine
the arrangement of a burgeoning advanced instructional method that roots itself in
current grown-up and social learning speculations, whereas joining social organizing,
client encounter plan procedures, and other developing advances into the educational
modules to back understudy learning. Another, we investigate how current and
developing social organizing media (such as Weblogs, iPod, RSS/XML,
podcasting/audio blogs, wiki, Flickr, and other self-publishing media) can back neo
millennial learning styles, encourage the arrangement of learning communities, cultivate
understudy engagement and reflection, and enhance. (Derek E. Baird, M.A., Mercedes
Fisher, Ph.D).
Construction of an adaptive e-learning environment to address learning styles
and an investigation of the effect of media choice
This ponder endeavored to combine the benefits of interactive media learning,
versatile interfacing, and learning fashion hypothesis by building a novel e-learning
environment. The environment was outlined to oblige person learning styles whereas
understudies advanced through a computer programming course. Despite the benefits
of individualized instruction and a developing around the world e-learning advertise,
there's a scarcity of direction on how to successfully suit learning styles in an internet
environment. A few existing learning-style versatile situations base their conduct on
starting appraisal of the learner's profile, which is at that point accepted to stay steady.
Thus, these situations seldom offer the learner choices between distinctive adaptations
of substance. Be that as it may, these choices might cater for adaptable learning styles,
advance cognitive adaptability, and increment learner control. (Christian Wolf RMIT
University; Doctor of Philosophy (PhD) Doctor of Philosophy (PhD), RMIT University).

Effective principles of informal online learning design: A theory-building

metasynthesis of qualitative research

Informal online learning is unstructured learning that takes place in everyday life
when people access the Internet. Research into the use and design of interactive Web
2.0 platforms for informal learning is minimal and often platform-specific. This theory-
building metasynthesis aims to explore what is known about how to effectively design
informal online learning outside of formal online course structures. In this study, we
reviewed 22 articles, primarily online and voluntarily, investigating learning primarily
aimed at adult viewers. The authors put together the results of these individual studies
and identified two effective principles of informal online learning design that research
dissemination organizations can use in developing outreach online education programs
for adults… (B) Segmented, titled, and tagged learning objects facilitate individual
learning. The principles identified in this study not only explain what adults know about
how to learn informally online, but also have in common to shape the interdisciplinary
collaborations that may be needed to develop them.(Department of Future
Technologies, University of Turku, 20500 Turku, Finland)
Deep Learning Based Multi-Modal Fusion Architectures for Maritime Vessel
Detection

Object discovery is a basic computer vision task for many real-world applications.
In a marine environment, this task is difficult due to various lighting conditions, visibility,
weather conditions, and ocean waves. In addition, light reflections, camera movements,
and lighting changes can all lead to false positives. To address this challenge, we will
introduce three fusion architectures that combine the two imaging modalities of visible
and infrared. These architectures can provide complementary information from two
modality levels: pixel level, functional level, and decision level. They used deep learning
to perform fusion and detection. Examine the performance of the proposed architecture
by running an actual ocean image dataset captured by color and infrared cameras
onboard ships in the Finnish Islands. Cameras are used in the development of
autonomous vessels and collect data under a variety of operational and climatic
conditions. Experiments have shown that functional-level fusion architectures are
superior to other fusion-level architectures.

A biologically motivated visual memory architecture for online learning of objects

We present a biologically motivated object recognition architecture based on a

hierarchical feature recognition model combined with a memory architecture that
implements short-term and long-term memory for objects. Particular focus is on the
feature implementation of online and incremental learning for the appearance-based
object recognition tasks of many complex shaped objects. We propose some
modifications to the learning vector quantization algorithm that are specifically adapted
for incremental learning tasks and can address the stability and plasticity dilemmas of
such learning algorithms. The technical implementation of the neural architecture allows
you to learn 50 objects online in less than 3 hours. (Hamline University and University of
Minnesota, USA)
viciLogic: Online learning and prototyping platform for digital logic and computer
architecture
This paper describes and demonstrates the viciLogic platform as a powerful
pedagogical answer for on-line generation stronger studying, evaluation and prototyping
of virtual good judgment and pc structure structures. viciLogic offers a possibility to
enhance virtual structures schooling globally and to broaden the worldwide virtual good
judgment layout community, with a tremendous effect on destiny virtual good judgment
technologies. viciLogic offers direct get entry to and interplay with an array of
Reconfigurable Computing (RC) virtual good judgment hardware withinside the Cloud
the usage of handiest a web connection. Learning and prototyping facilitated thru
interactive consumer manage and probing of hardware withinside the Cloud in actual
time. vici:Learn offers intuitive, established studying and evaluation of virtual good
judgment hardware layout. vici:Lab has been evolved for easy, automated, scalable and
occasional fee hardware layout prototype and interactive GUI improvement the usage of
each Cloud-primarily based totally RC hardware and neighborhood RC hardware.
(Fearghal Morgan; Seamus Cawley; Aedan Coffey; Frank Callaly; Darren Lyons)

Teaching computer architecture in an online learning environment using

simulation and peer instruction
This paper presents an approach for teaching computer architecture as an online
course using simulation and peer assessment. The course design emphasizes student-
student interactions, including student-student interactions in the form of peer
instructions and peer assessments, student-teacher interactions through video and
written lectures, and the use of simulation projects. By being based on social
construction pedagogy at Logisim. (Daniel Taipala Computer Science Department
University of the People Pasadena).

Architecture and instructional design: A conceptual model for e -learning

The advent of the Internet as a powerful means of communication had a major
impact on how organizations do business, especially how they provide educational
services to employees and customers alike (Webbased Education Commission, 2000;
IBM, 2001). Since its inception, the Internet and the World Wide Web have continued to
grow as a means of communication, transforming business and education (BemersLee,
2000). This explosive growth in technology has helped to expand the Internet as a
medium for email. The importance of e-learning became especially noticeable when
corporate technology leaders, such as the CEO of Cisco Systems, called education "the
next big killer application on the Internet." The literacy of the Internet is so good that the
use of email looks like a round-off error "(quoted in Chambers, Friedman, 1999,] j 9). As
if to confirm Chambers' forecasts, more than $ 6 billion was invested in distance
learning this year, more than the entire remaining decade of the 1990s (Grimes, 2000).

Architecture students' satisfaction with and perceptions of online design studios

during COVID-19 lockdown

The purpose of this study is to investigate the attitudes of Jordanian higher

education students towards using online design studios during the blockade of
Coronavirus Disease 2019 (COVID19) and how their use can enhance the learning
process. Is to discuss. The results of this survey show that many participants were
worried about aspects of the online learning experience and wanted more guidance and
support. The reasons for this withdrawal are technical factors such as poor network
quality and lack of familiarity with new applications. Due to the tutor's lack of expertise in
online education and limited interaction with peers, the personal situation of the student
or tutor when working or studying at home is also relevant. Together, these factors can
make the online design studio experience more difficult.

Barriers to the Adoption of Technology in Learning and Assessment of

Undergraduate Architecture Students
The current study examines the barriers to the adoption of technology in learning
and assessment of architectural courses in an architectural programme approved by the
Council of Architecture, India. This research identifies and validates five barriers namely
technological barriers, interaction barriers, evaluation constraints, time risks, and
psychological barriers. Data was collected through a self-administered and structured
questionnaire targeting 311 students pursuing an undergraduate programme in
reputable architecture schools of two popular private universities in north India. CFA
(Confirmatory Factor Analysis) was applied to calculate alidity and composite reliability.
To examine the hypothesized relationships, path analysis was carried out using
Structural Equation Modelling (SEM). The findings of the paper revealed that the time
risk emerged as the strongest barrier followed by the interaction and technology risk
respectively. In contrast, evaluation risk had the least influence on the intention to adopt
online teaching and assessment and surprisingly, psychological risk had insignificant
relationship. This research aims to understand hindrance factors in the adoption and
assessment of online learning in the wake of COVID-19. It provides valuable insights for
architecture schools to overcome these barriers and adopt online teaching learning
effectively.

Related Studies

A Proposed Architectural Model for an Adaptive ELearning System Based on

Student’s Learning Styles and Knowledge Level.

Many theories show that learning preferences have a positive impact on a

student's learning. Appropriate learning styles improve both effectiveness and learner
satisfaction. Adaptive e-learning systems can provide learners with unique teaching
materials and specific environments to achieve high levels of knowledge. The purpose
of this paper is to propose an architectural model of an adaptive e-learning system that
focuses on the learner's style domain and knowledge level. It also describes the design
of experiments path for determining effectiveness and investigating user satisfaction
compared to non-adaptive e-learning systems. The FelderSilverman learning style
model was chosen because it broadly describes learner preferences and is widely used
in educational techniques. The proposed architecture consists of three components of
the adaptive hypermedia system (learner model, adaptive model, domain model) and
two additional modules (learner profile module and system interface module).

          

Multiple access points within the online classroom: Where students look for
information.

The purpose of this study is to investigate the effectiveness of placing information

within the scope of an online classroom architecture. The effects of other variables such
as course design, teacher presence, and student patterns in searching for information
were also investigated. The sample population included students from a large online
university in the first year course sequence. At the end of the course, students were
asked to complete a survey showing their preference for access to information in the
online classroom. Qualitative data showed that students prefer to receive information
from multiple access points and sources within the online classroom architecture.
Students also expressed their desire to deliver information using technologies such as
email and text messaging. In addition to receiving information from multiple sources,
qualitative data showed that students were generally satisfied with the current methods
of receiving and accessing information within the online classroom. The main findings
suggest that teachers teaching in online classrooms need to have multiple data access
points within the classroom architecture. In addition, faculty members need to use a
variety of communication tools to enhance students' ability to access and receive
information related to their courses.

An online feature selection architecture for Human Activity Recognition

Human Activity Recognition (HAR) is currently rethinking its analysis from a real-
time operational perspective and faces the challenge of efficiently intertwining
biophysical sensor streams in the immediate vicinity of detection points. Therefore, it is
necessary to evaluate the feature selection techniques traditionally used for offline data
processing to evaluate whether redundant information can be excluded in real time.
This paper proposes an online architecture for implementing feature selection on mobile
devices and evaluates common feature selection methods based on constantly
changing activity labels. Perform a qualitative analysis to determine the dominant
perceptual modality that determines activity over a particular period of time. The results
show that the performance of online feature selection varies between consecutive data
partitions, leading to the conclusion that the types of activity available have a significant
impact on the feature selection procedure.

Architecture Students’ Conceptions, Experiences, Perceptions, and Feelings of

Learning Technology Use: Phenomenography as an Assessment tool

The main purpose of this phenomenological qualitative study is to identify the

perceptions of a group of sophomore architectural students regarding the use of
learning techniques. The secondary purpose is to examine the student's learning
experience, perceptions, and feelings about the use of technology in educational
courses. The data was collected over the course of a week by individually interviewing
15 architecture students seeking to become architecture teachers. Each 20-minute
individual interview was recorded on tape, transcribed verbatim, translated into English,
and analyzed to identify descriptive categories of student beliefs about the use of
learning technology. The six descriptive categories are: Online learning. Find
information and knowledge, define social media connectivity, explore virtual locations,
design model homes, and share knowledge and understanding. Most architecture
students found the technology-integrated class interesting. Architecture students saw
educational games as the most useful educational tool in future classrooms. This study
suggests that phenomenology can be used as an assessment tool to identify student
perceptions and characterize their structural aspects. It can be used as a curriculum
framework for designing content that moves architecture students from around the
subject to the center.
Online Learning of Objects in a Biologically Motivated Visual

It presents a biologically motivated object recognition architecture that enables

online learning of multiple objects based on interaction with human teachers. The
system combines appearance-based representations of topographic feature recognition
hierarchies with biological principles such as context-driven transformations between
different levels of object memory. By presenting the object in front of the stereo camera
system and labeling it with voice input, you can train in an unlimited environment.
Learning is done entirely online, avoiding the artificial separation of interactions between
the training and test phases. Demonstrates performance in a challenging ensemble of
50 objects.

Architecture for Implementation of a Lifelong Online Learning Environment

(LOLE)

This article describes an architecture for the implementation of a lifelong online

learning environment (LOLE). The stakeholder independent architecture enables the
development of a LOLE system to fulfill the complex requirements of the different actors
involved in lifelong education. A particular emphasis is placed on the continuation of a
learner to participate as a collaborator inside the LOLE. The architecture can be viewed
from two perspectives. The theoretical perspective consists of (a) Administration, (b)
Communication and Collaboration, (c) Content Delivery, (d) Knowledge Content, (e)
Knowledge Management, (f) Knowledge Discovery, (g) Knowledge Analysis, (h)
Application Integration, and (i) Evaluation and Pedagogy dimensions. The technological
perspective consists of (a) External, (b) Portal, (c) Authoring, (d) Content Management
System, (e) Learning Content Management System, (f) Learning Management system,
(g) Evaluation, (h) Groupware, and (i) Exploration layers. Furthermore, this architecture
addresses the link to external real life applications to support the lifelong educational
requirements in the working environment and support its use and return on investment.
An Implementable Architecture of an E-learning system.
This paper analyzes current standards and suggestions for e-learning system
architectures. Its main goal is to contribute to unique proposals for functional and
service architectures for building standards-driven, decentralized and interoperable
learning systems. The functional architecture defines the components that make up an
e-learning system and the objects that need to be moved between these components. It
uses web services technology to implement a service model and provide a standard
means of communication between different learning management systems and different
content authoring tools. This document focuses on integrating web services into the e-
learning application domain. Use J2EE as your technical infrastructure to build
components and integrate them into your web services.

Students’ Perception of Online Learning and Institution’s Engagement During the

COVID-19 Pandemic: A Survey Study of Taylor’s Design, Architecture and
Engineering Students.

The COVID-19 epidemic has thrown a wrench in practically every higher

education institution across the world, and online learning has fast become the
preferred way of delivery. Despite the benefits of online learning, there may be
obstacles in meeting the educational demands of students, particularly in the fields of
design, architecture, and engineering, where hands-on lessons are required. This study
aims to look into students' perceptions of online learning and the university's response
to the COVID-19 epidemic. A cross-sectional survey of 716 design, architecture, and
engineering students from Taylor's University was done through an online questionnaire
after one semester of entirely online learning to better evaluate the perception of online
learning and its institution participation during the COVID-19 pandemic. According to the
study, the pandemic has had a modest impact on their academic plans, with 84 percent
eager to re-enroll for the semester and only 6% preferring to wait it out. The amount of
time spent on completing assignments has grown (52 percent) compared to the
previous term, however, students have expressed anxiety about keeping up with
schoolwork in an online learning environment (56 percent ). Despite the fact that the
majority of students associate online learning with being worried (49.6%), distracting
(31.6%), and nervous (24.3%), the results show that 49 percent of students appreciate
the university's effort in their academic initiative, followed by 31 percent who are grateful
for the management's timely updates and hardship fund, and 20 percent who are
pleased with the university's engagement related to wellbeing. These findings might
help policymakers and higher education institutions throughout the world develop
contingency plans and measures for supporting students during a pandemic.

Enabling recommendation system architecture in virtualized environment for e-

learning

E-learning sites can help you improve your academic backbone skills and
awareness, including: B. Those looking for the latest information on teachers, students,
administrative staff, and various educational institutions. Despite all the benefits of an
online learning platform, users face some challenges and complexity, including: B.
Select appropriate learning materials and courses based on your needs and
preferences. Therefore, it is their core responsibility to provide quality resources during
the training phase, and the lack of online help provided by service providers is known to
be the main cause of many problems. In order to improve the skills and knowledge of
learners, it is necessary to create a system that intelligently proposes courses from
various perspectives. This study uses virtual agents to make semantic
recommendations based on user requirements and preferences, and proposes an
architecture that supports academia in finding the right course in a real environment.
Experimental and statistical results show that virtualized agent-based recommender
systems not only improve users' learning ability compared to existing methods, but also
facilitate course selection based on user interests and preferences. It shows that it was
done.
A Study of E-learning Architecture Based on Knowledge Innovation
This paper reveals weaknesses of existing e-learning system and puts forward a
novel architecture of five layers from the perspective of knowledge innovation. Learner
interface layer is a portal that learners enter the system and exploit the offered
functionality. Layer of collaborative learning environment is the space where learners
collaborate to learn and create new knowledge by doing projects. Knowledge
processing layer processes knowledge produced and identifies whether is new.
Knowledge access layer based on PHP is used to accessing knowledge and resource
bases. The final layer is the knowledge and resource base supported by MySQL Server.

Theoretical Framework
In completing the study, this part of the paper presents the conceptual framework
To investigate the lived experiences of architectural students under online learning
modality. In validating the study, some theories related to the topic will be cited as
support for this study.

Incerment Learner
Cognitive Adaptivity Adaptive Learning Style
Control

Architecture Students Under Online

Learning Modality

Difficulties Accessibility of Resources Phenomenology

Devices ICT

Analysis
 CHAPTER 3
Conclusion

Figure 1. Theoretical-Conceptual Framework of the Study

E-learning theory were used as theoretical fit in this study. E-learning theory

is built on cognitive science principles that demonstrate how the use and
design of educational technology can enhance effective learning (David, 2015; Wang
2012).  Multimedia learning is one specific principle of e-learning theory which new
normal influences, and it contends that deeper learning can be promoted using two
formats among audio, visual, and text instead of one or three (Mayer, Sweller &
Moreno, 2015). 

RESEARCH METHODOLOGY

          This chapter will go over the following aspects of the research methodology: the
research design that will be used throughout the study, the research environment, the
participants and how they will be chosen, the sampling technique, the instruments that
will be used, and the data collection procedure that will be used.

Research Design

          The descriptive phenomenological approach is used in this research project to

explore the lived experiences of architectural students on online modality class. This
design is used to describe how human beings interact with a particular circumstance,
and it will assist us in comprehending the significance of the experiences that people
have had in their lives. In particular, this research utilized a descriptive phenomenology
approach, which uncovered the constant or consistent core of investigating impact of
online learning on the new normal education.

Research Environment

          This study will take place in Cebu Technological University Architectural Course
located at M.J. Cuenco Ave, Cor R. Palma Street, 6000 Cebu, the researcher chose this
place since its accessible to the researchers, and also a known school for architecture
students.

Participants

        The participants of this study are Architecture Students showcasing the effects of
Online Class as their mode of learning. Five participants are from different (Universities,
Age, Genders etc. ) to fully grasp their learning process including the pros and cons. It
is required that all of the students who took part in the research be in an online class
and it has to be architecture student. There were total of five architecture students who
will participate. To recruit participants for the study, the first inquire about the impact of
online learning method to architecture students.

Sampling Technique

          This study will use purposive sampling; this technique is a sampling approach in
which the researcher uses his or her own judgment when selecting individuals of the
population to participate in the study. In which the researcher will choose 5 participants
on one specific location. Among the architecture students who’s under online learning
modality, there are only 5 participant in Cebu Technological University to be interviewed
that fits the criteria.
Research Instrument

As its primary method of data collection, this study will conduct interviews
digitally, using online platforms such as Google Meet or Zoom. The researchers who
are conducting the study will provide the data connection for each participant who does
not have internet access for them to take part in the interview.  This study will have two
questionnaires: the interview questionnaire, which will be prepared before the interview
and will be used as a guide for the researchers on the discussion with the participant;
and the personal data questionnaire, which will be given a day before the interview.
Participants' informed consent for the use of their information will be provided and asked
for in the form of a signature.  As stated in the ethical consideration, all personal
information that has been catechized will remain on the researchers and will be
disposed of after the study without any of the information being disclosed. The interview
questionnaire will be prepared in advance of the interview, and it will be used by the
researchers as a guide during the discussion with the participant.

 Data Gathering Procedure

Looks for Informed Personal Data Interview

Participants Consent Questionnaire Proper

Google meet will be

Participants will be Giving and signing Before the day of the instrument, the
chosen according to of consent to interview, personal interview will be
the criteria being proceed on the data questionnaire recorded with the
made. interview. will be answered. consent from the
participants.
 Figure 1. Process of Data Gathering

The researcher uses a Google Meet or video chat to conduct an open-ended

interview. Before participation, each person must give their informed consent. Prior to
the interview, the participants will be asked to answer some personal questions that
must be answered before the interview can begin.

Data Analysis

The researchers prepared questions that are study based where in they prepared
all the topics that needed for the study. The researcher uses tools such a google form to
conduct the study or google meet or zoom , then the respondent will be ask questions
regarding about the respondents consent’s before proceeding on conducting the study,
then proceeding with the research where in the respondent will be interviewed regarding
the researchers study. There were a solidification of the gathered data to prove the
researcher have done no bias. The finding of the study evoke the in-depth specifics of
the architecture students experinces. Thematic analysis is used to highlight, identify,
evaluate, and understand patterns formed by students' responses when questioned
about their experience with the new mode of learning.

Ethical Consideration

             In conducting this study, the researchers took into consideration ethical
concerns being mentioned in the following:

Voluntary Participation. Students or individual's participation of the study are

under no obligation to partake in the study and was voluntary. They’re no need to be
coerced into undertaking any activities or discussion that the researcher's conduct, in
which they could withdraw anytime without consequence. Physical or Emotional
discomfort towards certain topic were also considered.
 Informed Consent.  Informed consent of respondents is necessary and a must
to ensure participants in conducting the study is not coerced and voluntary. The
researchers gave the respondents enough time to answer the research questions; are
in order for them to actually think of their true insight regarding to the study, it is also to
avoid bias answers

Confidentiality and Anonymity. This is done to preserve the confidentiality of

human subjects during the data collection, analysis and reporting
processes. Information of participants were made confidential to ensure and avoid
potential conflicts and information(s) about the respondents, the school study was
conducted, not revealed and participants information will be classified in order to keep
their anonymity. The researcher did not make up any data or result, and plagiarism
were avoided, there was no conflict of interest in the course of conducting the study.
Proper salutation of other authors used in the study were being followed by regulating
reference classification, therefore, the ethical components of conducting the research
were strictly adhered throughout the course of the study.

Results Communication. This section of ethics discusses, how you ought to

communicate the findings of your research to avoid any ethical problems that might
arise. If the findings could be presented in the most open and forthright manner
possible, it would be to everyone's benefit.
 QUESTIONNAIRE

LIVED EXPERIENCES OF AECHITECTURE STUDENTS UNDER ONLINE LEARNING

MODALITY

I. Introduction

         Good day. We, the Technical Vocational Learning (Technical Drafting) Group 3 of
Mandaue City Comprehensive National High School, are conducting research on
architecture students' lived experiences through online learning. We'd like to ask you a
few questions regarding your experience with online learning in order to obtain a good
understanding of the pandemic's impact. Your responses will only be collected and
exploited for this study.

II. Demographic Profile

Age:   

18 - 23

Gender:

Male
 Female
Other (specify)

 Level of education:

College Level Strand:

Bachelor of Science in Architecture

Interview Questionnaire Guide

1. How were you able to adjust the transition from face-to-face learning to online
learning?

2. How has learning been for you throughout the Covid-19 pandemic?

3. Has your workload increased or decreased as a result of your online learning?

4.What has been the most difficult aspect of online for you?

5. What opportunities have you missed by learning it online rather than in person?

 6. What obstacle has the shift to online learning brought?

7. To what extent do you believe the Covid-19 pandemic has influenced your
architectural education?

INTERVIEW GUIDE

We are researchers from Mandaue City Comprehensive National High School's 11 TVL
T4. We've come to interview you for our research project, "Lived Experiences of
Architecture Students Under Online Learning Modality." The goal of this research is to
learn about architectural students' experiences with online learning. I'd want to thank
you on behalf of my colleagues for taking the time to engage in this interview for our
research. I'd like to remind you of the following before we begin the interview: 

1. The information you contribute will be integrated into our research, but you can
be guaranteed that given identities will be excluded from the final report.

2. This interview will be recorded for the purpose of reviewing the data, and the
recording will be archived once the study is over.

3. In the occurrence that you do not feel comfortable responding to any of the
questions, you are free to inform the interviewer to move on to the next question.

4. If you have any questions that you are having difficulty comprehending, please
do not hesitate to ask the interviewer to interpret them for you.

But first, allow me to introduce ourselves. Mark Ryan N. Pancubila is your primary
interviewer today, and Lysabella Dabon has been tasked with synthesizing the
information.

Are we prepared to resume our interview?

START OF QUESTIONING

1. How did you manage to make the shift from face to face to online learning?
2. How has the Covid-19 epidemic affected your ability to learn?
3. As a result of your online learning, has your workload grown or decreased?
4. For you, what has been the most challenging component of working online?
5. What prospects have you missed out on because you learned it online rather
than in person?
6. What hurdles has the move to online learning proposed?
7. To what extent do you believe the Covid-19 pandemic has influenced your
architectural education?
We'd want to ask a few more questions before we wrap up:

(Note: In cases where certain responses require clarification, follow-up questions will be
prepared throughout the interview process.

Thank you once again for taking the time to engage in this study's interview. Rest
assured that any information provided to us will be kept confidential and discarded when
the study is completed. Your cooperation in our research is extremely significant. Thank
you so much, may God bless you.

CONSENT FORM

We, the researchers from Mandaue City Comprehensive National High School's
Technical Vocational Learning (Technical Drafting), are doing a qualitative study on
"LIVED EXPERIENCES OF ARCHITECTURAL DESIGN STUDENTS UNDER ONLINE
LEARNING MODALITY" as a partial fulfillment of our Practical Research 1 criteria. We
encourage you to take part in a virtual one-on-one interview with us about your
difficulties and experiences as a student of architectural design. We don't expect any
risk as a result of your participation, but you have the right to terminate the interview at
any moment.

Thank you for consenting to participate in our project's interview process. Participants
must consent to be interviewed as part of Mandaue City Comprehensive National High
School's ethical procedures for academic projects. We need to create the permission
form to confirm that you understand the goal of your participation and that you agree to
the terms of your participation. Would you please read the enclosed information page
before signing this form to indicate that you agree to the following;

 The conversation will be taped.

  We will keep personal identify confidential.
 If necessary, the researchers will give the burden for their volunteers.
 If you are uncomfortable, you have the right to end the interview.
 The researchers' goals are pure and solely academic in nature.

All information will be kept confidential and used solely for the purpose of the research
study. Individuals have the right to refuse to participate in the study if they do not want
to, and they can withdraw at any time if they prefer. Your cooperation is extremely
valued and will considerably assist us in this research.