EFFECTIVENESS OF ONLINE CLASS AMONG

BPED STUDENTS AT UNIVERSITY

OF SOUTHERN MINDANAO

SHEILA S. BECARES

Thesis Outline Submitted to the Department of Bachelor of Education,

College of Institute of Sports, Physical Education and
Recreation, University of Southern Mindanao, Kabacan,
Cotabato in Partial Fulfilment of the
Requirements for the Degree of

BACHELOR OF PHYSICAL EDUCATION

JUNE 2021
 INTRODUCTION

Significance of the Study

The coronavirus disease 2019 (COVID-19) pandemic has had a negative effect

on people's lives all around the world. As a consequence, students are currently dealing

with a crisis; not only students but the people around the globe experienced this cruel

pandemic. Despite this unusual situation, Philippines is actively responding to social

changes by providing a diverse school curriculum through online classes and

developing innovative educational approaches.

Online education in Philippines was restricted prior to the coronavirus pandemic.

Academic institutions were faced with a mammoth challenge following the 2019

pandemic lockdown create an online teaching forum that is as productive and effective

as traditional face to face instruction a regime. The complexities of the physical

education curriculum may pose a barrier to successfully transforming and converting a

previously effective mode of traditional learning into an equally effective online teaching

platform. There is a scarcity of knowledge. National research data on the effectiveness

are available among undergraduate students who are taught online (European Journal

of dentistry. October 2020).

This study aims to determine the effectiveness of online class among BPEd

students and it is created to fill this research gap by examining physical education

students’ impressions of the efficacy of online teaching in the Philippines and

highlighting the benefits of online learning as well as the problems they experience in

transitioning to this new method of study.

Objectives of the Study

This study will be conducted to determine the effectiveness of onlineclassamong

BPED students. The sub-objectives of the study are:

 Determine the demographic profile of students in terms of:

a. Age

b. Gender

c. Year level

 Determine the effectiveness of online class in the midst of the current COVID

pandemic.

Expected Outputs of the Study

This quantitative study is expected to determine the effectiveness of online class

among BPED students at University of Southern Mindanao. Furthermore, this study will

serve as a guideline during online class.

Place and Time of the Study

This study will be conducted at University of Southern Mindanao, Kabacan, North

Cotabato specifically the Institute of Sports in Physical Education and Recreation. The

researcher will choose this school as it aims to determine the effectiveness of online

class among BPEd students.

Operational Definition of Terms

Effectiveness - It is used to demonstrate how effective it is to take an online lesson.

Online class – any form of learning that is conducted partially or entirely over the

internet is referred to as online learning.

BPEd students – (Bachelor of Physical Education) is an undergraduate degree

program that is focuses on the practices that can be used to keep the human body fit.

Coronavirusdisease (Covid-19) – Cases of coronavirus disease 2019 (COVID-19)

have resulted in illnesses ranging from mild symptoms to serious illness and death.
 REVIEW OF RELATED LITERATURE

Topic 1: A Literature Review on Impact of COVID-19 Pandemic on Teaching and

Learning

Owing to the COVID19 pandemic, most countries have implemented lockdown

and social distancing initiatives, which have resulted in the closing of colleges, training

institutes, and higher education facilities. Educators are delivering quality education

across multiple online channels, which is a paradigm change. Despite the difficulties

faced by both educators and students, online learning, distance learning, and continuing

education have become a panacea for this ongoing global pandemic. Transitioning from

conventional face-to-face learning to online learning can be a completely different

experience for both learners and educators, which they must adjust to because there

are few to no other options. Via numerous online outlets, the education system and

educators have embraced “Education in Emergency,” and are forced to follow a system

for which they are unprepared. During the pandemic, e-learning resources were critical

in assisting colleges and universities in facilitating student learning during the closing of

universities and schools (Subedi et al., 2020).

Staff and student readiness must be assessed and encouraged when adjusting to

the latest changes. Learners with a fixed mind-set have a hard time adapting and
adjusting, while learners with a development mind-set adapt easily to new situations.

For online learning, there is no one-size-fits-all pedagogy. There are a number of

subjects to choose from, each with its own set of requirements. Various subjects and

age groups necessitate various approaches to online learning (Doucet et al., 2020).

Physically disabled students will also benefit from online learning because it

enables them to engage in learning in a simulated environment with minimal movement

(Basilaia&Kvavadze, 2020).

Students, parents, and educators around the world have felt the sudden ripple

impact of the COVID-19 pandemic as schools have been closed to deal with the global

pandemic. As states, frontline staff, and health officials do their utmost to contain the

epidemic, educational programs strive to provide high-quality education to everyone

during these challenging times. Many students have experienced psychological and

emotional distress at home/living space and have been unable to participate

productively. The best online home-schooling methods are yet to be discovered (Petrie,

2020).

The competence and exposure to information and communications technology

(ICT) for both educators and learners can influence the use of appropriate and relevant

pedagogy for online education. Unified communication and collaboration tools like

Microsoft Teams, Google Classroom, Canvas, and Blackboard have been used so far to
enable teachers to create instructional classes, training, and skill development

programs (Petrie, 2020).

They have features such as workplace chat, video meetings, and file storage, all

of which help to keep classes organized and productive. They typically allow you to

share a wide range of files, including Word, PDF, Excel, audio, and video. Quizzes and

rubric-based evaluation of submitted assignments make it possible to monitor student

learning and assessment. The flipped classroom is a simple technique for providing

learning materials before class, such as posts, pre-recorded videos, and YouTube links.

The time spent in the online classroom is then used to further understanding by

engaging in discussions with faculty and peers (Doucet et al., 2020).

Topic 2: Challenges of e-Learning during the COVID-19 Pandemic Experienced by

EFL Learners

The following segment summarizes previous online learning research performed

during the COVID-19 crisis, as well as research on online learning issues and

educational technology in general. In Kuwait’s basic education college, a study was

conducted to assess students’ perspectives on the future of mobile learning following

the current pandemic. The students left the study with a positive view of mobile learning

in higher education. The study’s benefit is the recommendation for designing and

teaching courses on the use and application of mobile learning. The sample size (52
participants) in this study is inadequate to generalize m-learning in higher education

(Alanezi&AlAzwani, 2020).

During the COVID-19 outbreak, another report looked at the complexities of

online learning in medical education. The research included 208 students and faculty

members from Alfaisal University’s College of Medicine in Riyadh, Saudi Arabia.

Communication, evaluation, online education experience, technology usage resources,

time management, anxiety, and coronavirus disease stress were all listed as challenges

in the research (Rajab, Mohammad, Gazal, &Alkattan, 2020).

Students, on the other hand, praised the success of online learning during the

pandemic. Yildiz (2020) performed a meta-analysis report on recent developments in

educational technology from 2015 to 2020. Several aspects of the field were examined

in the review. The study’s results showed that incorporating educational technology into

teaching and learning is a good idea. The effect of the pandemic on entrepreneurship

education is discussed in an article by editorial board Liguori and Winkler (2020). More

research and resources on the challenges of online entrepreneurship education are

required, they said. Another research looked at the value of online learning and looked

into the benefits, disadvantages, difficulties, and opportunities of online education during

the pandemic (Shivangi, 2020).

 The study offered several recommendations for coping with online learning

issues in the aftermath of natural disasters and epidemics. Wolfinger examined the

traits of underage online learners in a case study in Pennsylvania (2016). The study

focused on achieving completely online virtual schooling by the middle school level.

Academics, social support, learner characteristics, and educational support were all

considered in the study. The findings showed the value of teachers in virtual learning,

as well as how parents’ participation would help their children achieve academic

success. The International Association of Universities 2020 conducted a survey to

determine the effect of COVID-19 on higher education institutions around the world. The

study’s results revealed that the COVID-19 crisis had an effect on all of the participating

institutes’ activities. The findings also revealed a negative impact on activity efficiency

and inequity in educational opportunities. Ali (2017) investigated the use of Blackboard

as a motivator in English language learning and teaching. The study discovered that

some students were inspired to work harder in their English classes using the

Blackboard tool, while others were demotivated to use it. At Qassim University in Saudi

Arabia, Alturise (2020) conducted a study on learner and teacher satisfaction in an

online learning model using the Blackboard platform. The study found that while e-

learning is a step forward in education, further work is required to expand online

learning applications. During COVID-19, some researchers look into the challenges and

obstacles in e-learning based on their educational environment and the resources

offered by various institutes. The aim of this research is to recognize the challenges

faced by university students during the current global crisis, as well as potential
solutions that can help students improve their performance and solve these issues in

the future (Arab World English Journal (AWEJ) Volume 11. Number4 December 2020 ).

Topic 3: E-Learning during Lockdown of Covid-19 Pandemic: A Global

Perspective

Due to the COVID-19 pandemic, e-learning has become a required component of

all educational institutions such as schools, colleges, and universities all over the world.

The offline teaching method has been thrown into disarray as a result of this deadly

situation. E-learning is a powerful teaching tool that helps students achieve their full

potential. Primary data has been collected from national and international student

communities through Google forms, which include the student community from different

schools, colleges, and universities, in order to determine the students’ attitudes toward

e-learning. The aim of this research paper is to look into the E-learning process among

students who are comfortable with web-based technology. It also aids in the discovery

of solutions to help students develop their self-study abilities. This research used a

stratified sampling system with a sample size of 175 people from all over the world. The

study’s findings show the effect of E-learning, as well as students’ interest in using E-

learning tools and their success. In conclusion, this study demonstrates that E-learning

has become increasingly common among students around the world, especially during

the COVID-19 pandemic lockdown (Marc.J.Rosenberg. 2009).

Topic 4: Students’ Perception towards E-Learning during COVID-19 Pandemic in

India: An Empirical Study

In recent years, there has been a boom in research into students’ perceptions of

and expectations from e-learning. The “National Center for Education Statistics” has

identified an increase in the demand for e-learning as a result of its recent acceptance.

According to many surveys, the majority of students However, the studies show that a

variety of variables influence learners’ perceptions. enrolled in online courses are happy

with the mode of instruction. Age, gender, prior computer literacy knowledge, and

individual learning styles are all important predictors of student technology acceptance.

There is sample literature available that addresses hypotheses of “technology adoption”

in order to investigate students’ perceptions (Mohammed Kamalun Nabi.2020).

Australia, the United States, and the United Kingdom have contributed country-

specific research in the areas mentioned. These surveys show that the majority of

students have access to internet-enabled devices such as computers and smartphones.

They communicate with these digital devices through formal and informal networking

channels such as emails, blogging, and so on. This research is focused on the students’

knowledge, expectations, and views of e-learning. To find possible answers, relevant

literature is consulted, especially in the area of users’ perceptions of innovation. The

“theory of diffusion of innovations” is one of the most important theories for studying

technology adoption in higher education so far. Users’ perceptions of innovation, as

described by Roger, have a significant impact on their acceptance of it. Users’

perceptions of innovation, as described by Roger, have a significant impact on their

acceptance of it. The degree to which the innovation is viewed as being better than the

compared product, compatibility, conformity with current value set up, past behaviour

and experience of innovation recipients, and the degree of difficulties associated with

understanding and implementing the innovation. (Vivek.2020)

According to the “Technology Acceptance Model,” perceived utility and

perceived ease of use are the two most significant deciding factors for technology

acceptance. In an online learning environment, the researchers looked at the effects of

course structure/organization, learner interaction, student engagement, and teacher

presence on student satisfaction and perceived learning. This research found a strong

connection between course structure and student perceptions of learning. Furthermore,

the data revealed that while student contact has no statistically significant impact on

student satisfaction, the presence of a teacher has a statistically significant impact on

perceived student learning. However, the data revealed that learner engagement has a

substantial effect on how students view their learning. The data also revealed that the

presence of a teacher has an effect on student satisfaction. Student involvement, the

mediated variable, partly mediated the effect of teacher presence on student

satisfaction. Furthermore, the effect of both teacher involvement and learner interaction

on perceived student learning was completely mediated by student engagement. Online

learning is still relatively new, and it is constantly evolving as a result of rapidly changing

technology. To improve student learning, all online educators must put in more effort to
combine pedagogy with technology. In a nutshell, online debate as a communication

activity could be extremely beneficial to students or learners in the current online

learning environment by offering a space for knowledge sharing and deeper reflection,

but only if educators understand how it works and how students learn in the online

environment. Students’ perceptions of different communication methods used in online

courses were investigated in this survey-based research report. Among the three types

of student engagement, learner-to-instructor engagement methods seemed to be the

most valued. In the learner-to-learner group, icebreaker/introduction conversations and

collaborative work using online communication platforms were classified as the most

beneficial engagement strategies, while in the learner-to-instructor category, sending

daily announcements or email reminders and offering grading rubrics for all

assignments were rated as the most beneficial. As a result, we can conclude that

student engagement improves student satisfaction, increases motivation to learn,

decreases alienation, and improves student success in an online learning environment.

The study’s findings have implications for online teachers, instructional designers, and

administrators who want to improve online course interaction. The aim of this study was

to look into students’ perceptions of academic stress during current online education, as

well as their coping strategies based on emotional intelligence. According to the study’s

results, there were major gaps between male and female students’ fears of academic

failure and their online and home environments. Many of them have begun to turn their

attention to different artistic activities and to enrol in online courses to learn new

technological skills. Students were attempting to cope with negative consequences

resulting from the current pandemic situation in this emerging world of online education
by using emotional intelligence and distancing themselves from boredom and suicidal

thought agreement. (Mohammed Arshad Khan, Vivek, Mohammed Kamalun Nabi, Maysoon

Khojah and Muhammad Tahir. 2020).

 METHODOLOGY

This chapter presents the discussion on the Research Design, Research

Respondents, Sampling Procedure, Research Instrument, Data Gathering Procedure

and Statistical Analysis.

Research Design

This study will use quantitative design specially the students’ demographic profile

and the effectiveness ofonline class of BPEd students. A survey questionnaire using a

combination of multiple choice, Likert scale (Strongly disagree, Disagree, Agree and

strongly agree), the following data will obtain: Demographic profiles of the students and

Effectiveness of online class of BPEd students.

Research Respondents

This study will be conducted among BPEd students of University of Southern

Mindanao through an electronic survey in Google Forms. The researcher will distribute

the survey link through social media (Facebook messenger). The survey is open to

students from first to fourth year level. Participation is voluntary, anonymity will
guarantee, and consent will be obtain at the start of the survey. A total of 50 students

will participate in the survey.

Sampling Procedure

This study will utilize availability or convenient sampling technique. This

technique will be used to select the respondent of the study to be included in the

sample. There will be 50 respondents coming from BPEd students of Institute of Sports

Physical Education and Recreation, University of Southern Mindanao.

Research Instrument

Asurvey questionnaire will be used in gathering data. The questionnaire has 3

parts. It consists of items that determine the demographic profile of the students,

determine the effectiveness of online classes among BPEd students. The survey

questionnaire will be adapted from Dow University of Health Sciences, Karachi 74200,

Pakistan (2020).
Data Gathering Procedure

The researcher will administer online the research instruments to the

respondents. It confers and discusses the significance of the study and accomplishes

the distribution of the instruments properly.

The researcher will have allotted vigorous time, effort and cooperation in

developing questionnaire so as to serve its intended respondents. In the questionnaire,

likert scale will be used to determine if the respondents agreed or disagreed in a

statement. After the professors or adviser’s approval of the outline the questionnaire will

be distributed through online to the 50 respondents of Bachelor of Physical Education.

Respondents are given time to respond and then the researcher will collect the survey

questionnaire until the next day.

Moreover, the data gathered from the research instrument will be tallied and

computed for interpretation according to the frequency of answered items of

respondents.

Statistical Analysis

The study will use quantitative data analysis at the end of each section; the data

will be summarized in major appropriate standards. The researcher will use one of the
most up to date application software, Microsoft Excel. The researcher will use

calculated table and percentages as statistical approaches.

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