Effects of Online Learning On The Academic Performance of Criminology Students

International Journal of Advanced Research in ISSN: 2278-6236
Management and Social Sciences Impact Factor: 7.624
EFFECTS OF ONLINE LEARNING ON THE ACADEMIC PERFORMANCE OF

CRIMINOLOGY STUDENTS
FLORENCIO R. CARAG, RCrim
Dean, College of Criminology
ARMENIO C. LIBAN Jr., Ph.D
Research Director/Dean, College of Education
LORAINE B SORIANO, RCim
Faculty, College of Criminology
FLORIDA R. CAPILI, DPA
Executive Vice President
JONATHAN F. ANGELES, MSIT
Dean, College of Computer Science
FLORENCIO L. VARGAS COLLEGE INC.
Tuguegarao City Campus
Cagayan, Philippines
ABSTRACT: One method of delivering the target learning competencies to each learner is
through online learning. F.L. Vargas College responded to this demand by appropriately
adapting the new learning norm. However, the method of instruction used at F.L. Vargas
College is a hybrid of online and modular learning. However, most students prefer to enroll in
online programs because they can work at their own pace, communicate with their teachers,
and learn more.This study aimed to determine the effects of online learning on the academic
performance of the Criminology Students at F.L Vargas for the first semester of Academic
Year 2020 – 2021. This study used the descriptive–correlational method of research. It
involves the measurements of two or more relevant variables and assessment of the
relationship between or among those variables. The gathering of data was done through a
modified questionnaire to determine the present condition during the time of the study
which was adopted from the study of Dzuiban, C. et al. (2015) entitled, “Students
Satisfaction with Online Learning: Is it a Psychological Contract”. The respondents of this
study were the selected students from the criminology program who experience online
classes utilizing the purposive sampling technique. In the analysis of the data gathered,
frequency counts, percentages, mean, and Pearson r were used. Based on the results of the
Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 87
study, it can be concluded that online learning is very effective where students are more
engaged in various online courses. The students can easily understand course requirements
better in an online course. Moreover, response time from teachers and assistants is quicker
in online courses. However, the findings revealed that students have difficulty acquiring for
internet connection because it is very expensive for them. In line with the findings, parents,
and teachers should always keep track of the students’ academic performance and conduct
a parallel study to include other dimensions that were not included in this study.
KEYWORDS: online learning, academic performance, access, efficiency, e-learning,
pandemic, covid-19, internet stability,
INTRODUCTION
Due to an unexpected increase in cases in the Philippines, the Commission on Higher
Education (CHED) pushed for modular and online learning towards the conclusion of the
first quarter of 2020. The abrupt epidemic has put the lives of millions of Filipino students at
jeopardy. As per the order of CHED, face-to-face classes are temporarily canceled and
replaced by various learning modalities.
L. Kietzmann (2019) claims that everything these days appears to be migrating online. Our
education is also migrating to the internet. Online learning makes use of mobile and web-
based technologies to build highly interactive platforms where people and communities
may share, co-produce, discuss, and modify content created by others. Traditional learning
methods have recently been enhanced by new technologies. As a result, an increasing
number of people are opting to develop their abilities through online learning. The majority
of people believe it is advantageous, although others contend that it has drawbacks as well.
Many people are looking for new ways to learn. Online learning is one of the most common
approaches.
According to Dane, P. (2017), online learning is becoming increasingly popular. Many

established colleges have begun to provide free online courses. It represents a simple and
convenient way to learn practically any subject, from law and accounting to human sciences
such as psychology, sociology, and history. Online learning is a fantastic alternative to
traditional institutions, particularly for those who cannot afford the time or money to attend

regular classes. Although many people still believe that attending a traditional university is
the best way to gain knowledge and acquire a credential, online learning has proven to be
an excellent option. Students have the option of studying on their own time and for free. It's
an excellent approach to learn about a variety of topics.It is an excellent technique to study
a variety of subjects while also increasing self-motivation. Students benefit from online
learning since they may complete their schoolwork fast, leaving more time for hobbies or
job hunting. Only a small group of people, on the other hand, can develop correctly.
Students learn how to make friends, be patient, deal with disappointment, and compete in
school. Colleague competition can be quite stimulating, and pupils will only profit from it.
Human interaction is not possible with online learning.
Yort, H. Academic achievement or academic performance, according to (2017), is the result

of education — the degree to which a student, teacher, or institution has met their
educational objectives. Academic achievement refers to a person's performance outcomes
that show how far they have progressed.
specified objectives that were the focus of activity in educational settings, such as schools,
colleges, and universities In the same way, James, M. (2014) argues that a student's
academic achievement is extremely significant in both schooling and the learning process. It
is regarded as a critical criterion for assessing one's complete potentialities and capacities,
which are commonly assessed through examination results. It is used to assess the
educational quality provided by academic institutions. In fact, it is still the most topical
debate in higher learning institutions that caused great concern to educators and
researchers due to the alarming examination performance of students.
One method of delivering the target learning competencies to each learner is through online
learning. F.L. Vargas College responded to this demand by appropriately adapting the new
learning norm. However, the method of instruction used at F.L. Vargas College is a hybrid of
online and modular learning. However, most students prefer to enroll in online programs
because they can work at their own pace, communicate with their teachers, and learn more.

Given the distinctions between e-learning, m-learning, and d-learning, we may argue that
the phrase "online learning" in this study is a hybrid of the three. Online learning is
undeniably difficult for students. One of these issues is determining how users can
effectively use technology and assuring participants' commitment in light of unique learner
characteristics and technology encounters (Hofmann, 2018). Many people are having
difficulty utilizing technology. Due to financial constraints, most students are unable to
purchase the required materials. The reality that technology is costly cannot be ignored by
students .To properly participate in online learning, students and teachers typically need a
computer, tablet, laptop, or mobile phone. Learners are obliged to spend extra money on
gadgets in addition to the other school-related expenses. Online learning is a popular
method of instruction. It also takes a lot of patience, and students must work their way
through it, especially those who live in remote areas with low internet access.
STATEMENT OF THE PROBLEM

This study aimed to determine the effects of online learning on the academic performance
of the Criminology Students at F.L Vargas for the First Semester Academic Year 2020 -
2021.Specifically, it sought answers to the following problems:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2. Gender
1.3. Civil Status
1.4. Highest Education of attainment of parents
1.5. Occupation of Parents
1.5. Gadgets Used at Home
2. What is the academic performance of the respondents during the 1 st semester of
the SY 2020-2021?
3. What are the effects of online learning on the academic performance of the 4th-year
criminology students.
3.1. Access
3.2. Efficiency
3.3. Social Interaction

3.4. Cost
4. Is there a significant relationship between the effects of online learning and the academic
performance of the respondents?
5. Is there a significant relationship between the profile of the respondents and the effects
of online learning?
HYPOTHESES
This study was guided by the following hypotheses that:
1. There is no significant relationship between the effects of online learning and the
academic performance of the respondents.
2. There is no significant relationship between the profile of the respondents and the
effects of online learning.
RESEARCH METHODOLOGY
The descriptive–correlational research method was adopted in this study. It entails the
measurement of two or more relevant variables, as well as the evaluation of the
relationship between or among them. The variables of dependents and independents, for
example, are systematically associated. A questionnaire was used to collect data and
determine the current state of affairs at the time of the study. The main instrument for the
study was derived from the researcher's descriptors of the most important aspects of online
learning. However, the consultant meticulously verified and counter-checked the tool prior
to its reproduction, and recommendations and adjustments were integrated before its
administration. The questionnaire was adapted from Dzuiban's study "Students Satisfaction
Online Learning: Is it a Psychological Contract”
The respondents of this study were the selected students from criminology who experience
online classes. The stratified random sampling technique was used in the selection of the
respondents of the study.
In order to determine the profile of the respondents, the frequency count and percentage
distribution were employed.

The weighted mean was computed to determine the mean assessment on the effect of
online learning on the academic performance of the 4 th-year criminology students. The
following mean range defined the interpretation of the data:
NUMERICAL VALUE MEAN RANGE DESCRIPIVE INTEPRETATION

4 3.26 – 4.00 Always
3 2.51 – 3.25 Often
2 1.76 – 2.50 Sometimes
1 1.00 – 1.75 Never
The Pearson-r was employed in determining the significant relationship between online-
learning and academic performance and the significant relationship between the profile of
the respondents and the effects of online learning.
RESULTS AND DISCUSSIONS

Table 1a: Frequency and Percentage Distribution of the Respondents Relative to Age
Age Frequency Percentage
25 8 11.43
24 19 27.14
23 36 51.43
22 4 5.71
21 3 4.29
Total 70 100.00
Mean Age=23.35
Table 1.a shows the frequency and percentage distribution of the respondents’ profile
relative to age. The table shows that majority of the respondents with a frequency of 36 or
51.43 percent are aged 23 years while the least – numbered, 3 or 4.29 percent are aged 21.
With a mean age of 23.35, the result implies that all of the student-respondents are already
at the age of majority and under the young adult bracket.

Table 1b: Frequency and Percentage Distribution of the Respondents Relative to Sex
Gender Frequency Percentage
Male 35 50.00
Female 35 50.00
Total 70 100.00
Table 1.b shows the frequency and percentage distribution of the respondents’ profiles
relative to sex. As shown by the table, the male student – respondents and the female
student – respondents have the same frequency of 35 or 50 percent. The result implies that
although the criminology program is knowns a male-dominated, more women are now
entering the field of criminology.
Table 1c: Frequency and Percentage Distribution of the Respondents Relative to Civil
Status
Civil Status Frequency Percentage
Single 68 97.14
Married 2 2.86
Total 70 100.00
Table 1.c shows the frequency and percentage distribution of the respondents’ profile
relative to civil status. As shown above, 68 or 97.14 percent are single, while 2 or 2.86
percent are married. It can be seen from the result that being married as an undergraduate
student is not the norm and the context of being married may have implications for
individuals’ academic performance (United States Department of Education, 2014).
Table 1d: Frequency and Percentage Distribution of the Respondents Relative to Highest
Educational Attainment of Parents
Highest Educational Father Mother
Attainment Frequency Percentage Frequency Percentage
College Graduate 17 24.29 10 14.29
High School Graduate 26 37.14 33 47.14
Elementary Graduate 27 38.57 27 38.57

Total 70 100.00 70 100.00

Table 1.d shows the frequency and percentage distribution of the respondents’ profile
relative to the highest educational attainment of parents. The table shows that the father of
the 27 or 38.57 percent of the student-respondents graduated from elementary while 26 or
37.14 percent are high school graduate and only 17 or 24.29 percent have finished a degree.
On the other hand, majority or 33 of the students-respondent mothers are high school
graduate followed by 27 or 38.57 are elementary graduate, meanwhile 10 of the
respondents’ mother are college graduate. The result confirms an article entitled poverty in
the Philippines which states that majority of Filipino households have only achieved basic
levels of education. It can be seen from the data gathered that parents having a low
educational attainment is not a hindrance to pursue a college degree for the student-
respondents.
Table 1e: Frequency and Percentage Distribution of the Respondents Relative to

Occupation of Parents
Occupation of Parents Father Mother
Frequency Percentage Frequency Percentage
Government Employee 5 7.14 7 10.00
Private Employee 5 7.14 2 2.86
Self-Employed 60 85.71 61 87.14
Total 70 100.00 70 100.00
Table 1.e shows the frequency and percentage distribution of the respondents’ profile
relative to the occupation of parents. As seen from the table, 60 or 85.72 percent of the
respondents’ father and 61 or 87.14 percent of the respondents’ mother are self-employed.
The result shows that majority of the parents belongs to the informal economy and belongs
to the 11.1 self-employed workers in the Philippines as per the data coming from the
Philippine Statistics Authority. The respondents also belong to the 36.14% self-employed as
per the World Bank data and considered as the most predominant form of employment.

Table 1f: Frequency and Percentage Distribution of the Respondents Relative to Gadgets
Used at Home
Gadgets Used at Home Frequency Percentage
Cellphone 56 80.00
Laptop 9 12.86
Tablet 3 4.29
Desktop 2 2.86
Total 70 100.00
Table 1.e shows the frequency and percentage distribution of the respondents’ profile
relative to gadgets used at home. The table shows that the majority of the respondents with
a frequency of 56 or 80 percent are using a cell phone for their online classes. The same
result was generated by the study conducted by Asio, J. et.al. wherein they have found out
that the majority of the students have smart phones, however, tablets, laptops, and
personal computers garnered negative responses and only a portion of the students have
them. The same result was generated by Mohamed Mahdy (2020) in his study wherein he
found out that the most used device was the smart phone followed by laptop and tablet,
while the least used device was the personal computer.
2. Academic Performance of the Respondents during the 1st Semester of the SY 2020-2021
Table 2: Frequency and Percentage of Academic Performance of the Respondents during

the 1st Semester of the SY 2020-2021
Grading Scale Frequency Percentage

90 and above 7 10.00
85-90 40 57.14
81-84 20 28.57
75-80 3 4.29
74 and below 0 0.00
Total 70 100.00
Mean Grade=85.59

Table 2 shows the frequency and percentage distribution of the respondents’ profiles
relative to the academic performance of the respondents during the first semester of SY
2020-2021. As seen in the above table, 40 or 57.14 percent of the respondents obtained a
grade of 85-90, while 3 or 4.29 percent got a grade of 75-80. The mean grade is 85.59. This
implies that despite the fact that some studies conclude that the pandemic has negatively
affected students, still, the respondents were able to perform above average. The result
could be brought about by the fact that students have more time to perform other activities
and hobbies that are less likely when they have to go to school, so these benefits could
influence the improvement of their academic performance.
3. Effects of Online Learning in the Academic Performance of the 4 th Year Criminology

Students
Table 3a: Mean and Descriptive Scale Distribution on the Effects of Online Learning in the
Academic Performance of the 4th Year Criminology Students Relative to Access
Items Item Descriptive
Mean Scale
1. Generally, I am more engaged in my online courses 2.28 Sometimes
2. I have more opportunities to reflect on what I have 2.30 Sometimes
learned in online courses
3. Online learning helps me understand course material 2.29 Sometimes
4. There are more opportunities to collaborate with other 2.25 Sometimes
students in an online course
5. My online experience has increased my opportunity to 2.24 Sometimes
access and use information
Category Mean 2.27 Sometimes
Table 3.a showsthe mean and descriptive scale distribution of the effects of online learning
on the academic performance of the 44th- year criminology students relative to access. As
reflected in the above table, rated highest is item number 2 “I have more opportunities to
reflect on what I have learned in online courses” with a mean of 2.30 or a descriptive scale
of “Sometimes.” The result implies that respondents have more time and can continuously

access lectures and course materials and have more time to reflect on the materials before
moving to the next. The result coincides with the study of Jung (2001) wherein according to
his study, the evolution in education technology has contributed to improvingthe learning
process through e-Learning environments, where learners can have better control over their
learning pace and the sequence of their learning experiences. Meanwhileitem number 5
“My online experience has increased my opportunity to access and use information” got the
lowest mean of 2.24 or a descriptive scale of “Sometimes”. The result implies that although
it has the lowest mean, the respondents still recognize the importance of learning using the
online platforms and would also tend to motivate them to learn more with the use of the
online platforms available to them, just like what Rennie and Morrison (2013) stated in their
study that technology can remarkably influence learners’ process of constructing knowledge
and can assist in motivating them to go deeper into any sources of information they might
be presented with. Generally, the result generated a category mean of 2.27 or with a
descriptive scale of “Sometimes” which implies that although the respondents were not
adequately prepared to go online learning at home and knowing that the Philippines has the
slowest internet connectivity in Asia (Akamai 2017) they are aware that they can access
their class in a place of their choice and gave an opportunity for them to attend lectures
anywhere and at the same time they have an access to resources and materials that may be
physically located anywhere in the world.
Table 3b: Mean and Descriptive Scale Distribution on the Effects of Online Learning in the
Academic Performance of the 4th Year Criminology Students Relative to Efficiency
Items Item Mean Descriptive Scale
1. I am more likely to ask questions in an online course 2.34 sometimes
2. Generally, I understand course requirements better 2.31 Sometimes
in an online course
3. Because of online courses, I am more likely to get a 2.40 sometimes
degree
4. I can manage my own learning better in online 2.20 Sometimes
courses
5. Take more online courses 2.27 Sometimes


Table 3.b shows the mean and descriptive scale distribution of the effects of online learning
on the academic performance of the 4th-year criminology students relative to efficiency. As
reflected in the above table, the statement “Because of online courses, I am more likely to
get a degree got the highest mean of 2.40 or a descriptive scale of “Sometimes”. The result
generated coincides with the study of Seaman, Allen, & Seaman (2018) that online
education has increased access to valuable postsecondary credentials for millions of people.
The statement “I can manage my own learning better in online courses” has the least mean
of 2.20 or a descriptive scale of “Sometimes”. The result implies that although the
respondents can only manage their own learning in online courses sometimes they are
aware that the online format was favored due to its flexibility and convenience. As
Simonson, Smaldino, Albright, and Zvacek (2009) stated one of the most commonly
recognized benefits is the flexibility gained through the online format and that flexibility can
help you to set your own study pace. With a category mean of 2.30, online learning
sometimes affects the academic performance of the 4th-year criminology students in terms
of efficiency.
Table 3c: Mean and Descriptive Scale Distribution on the Effects of Online Learning in the
Academic Performance of the Criminology Students Relative to Social Interaction
1. I am motivated to succeed 2.61 Sometimes
2. I have strong time management skills 2.30 Sometimes
3. I am a multitasker 2.35 Sometimes
4. Assessment of my academic progress is more 2.19 Sometimes
accurate in online courses
5. I can more easily monitor my academic progress in 2.20 Sometimes
online courses
6.Response time from teachers and assistants is quicker 2.25 Sometimes
in online courses

Table 3.c shows the mean and descriptive scale distribution on the effects of online learning
on the academic performance of the 4th-year criminology students relative to social
interaction. As reflected in the above table, the statement “I am motivated to succeed” got
the highest mean of 2.61 or a descriptive scale of “Often”. One reason why the respondents
are often motivated to succeed is that because in online learning, learners are encouraged
to revisit and revise their learning activities more than once and they persist in their effort
to learn, they develop their learning skills effectively which is also associated with their
engagement and success in the course Greller et al., 2017; Kennedy et al., (2015). Kim & W.
Frick as cited in Harandi (2015) also stated that e-learning draw learners’ motivation and
learners will be more engaged in learning thus leading to success and achieving the learning
objectives. On the other hand, the statement “Assessment of my academic progress is more
accurate in online courses” got the lowest mean of 2.19 or a descriptive scale of
“Sometimes”. One reason why it got the lowest mean is that although it is possible as an
instructor to elicit online quizzes, papers, and projects from students it is important to
collect several pieces of information about the performance being assessed to increase
reliability (Airasian& Russell, 2007). We know for a fact that in an online class, obtaining
reliable assessment measures becomes more difficult than in a traditional face-to-face class.
With a category mean of 2.32, online learning sometimes affects the academic performance
of the 4th-year criminology students in terms of social interaction.
Table 3d: Mean and Descriptive Scale Distribution on the Effects of Online Learning on the
Academic Performance of the Criminology Students Relative to Cost
1. The internet connection is very expensive and 2.55 sometimes
difficult to maintain
2. My parents can afford to subscribe for internet 2.30 Sometimes
connectivity
3. I have enough budget for mobile data 2.25 sometimes
4. The data is expensive enough 2.42 sometimes
5. The payment for the internet connection is worth it 2.20 Sometimes
because I learn the lesson through online.

Category Mean 2.34 sometimes

Table 3.d shows the mean and descriptive scale distribution on the effects of online learning
in the academic performance of the 4th-year criminology students relative to cost. As shown
in the above table, the statement “The internet connection is very expensive and difficult to
maintain” got the highest mean of 2.55 a descriptive scale of “Often”. The result generated
coincides with the article written by Ramon Royandoyan that despite the improvements in
internet costs, the Philippines remains on the lower end of the internet affordability sub-
index, ranking 72nd globally and that internet in the Philippines remains pricey for Filipinos.
The statement “The payment for the internet connection is worth it because I learn the
lesson online” has the lowest mean of 2.20 or “Sometimes”. This implies that the
respondents are sometimes willing to pay for the internet connection since they have seen
that they can learn a lot while using the internet. The category mean is 2.34 or
“Sometimes”. This implies that respondents still have the thought that online learning is
sometimes cheaper compared to face-to-face learning and that online education tends to be
more affordable and cost-efficient.
Table 4: Summary Table on the Effects of Online Learning in the Academic Performance of
the Criminology Students
Items Category Descriptive Scale
Mean
Access 2.27 Sometimes
Efficiency 2.30 Sometimes
Social Interaction 2.32 Sometimes
Cost 2.34 Always
Over-all Mean 2.31 Sometimes
Table 4 shows the test of relationship between the profile variables and academic
performance of the 4th-year criminology students. As reflected in the above table, there is a
significant relationship between the profile variables of the respondents relative to Age,
Civil Status, Occupation of Father, Occupation of Mother, Highest Educational Attainment of
Mother, and gadgets used at home, hence the rejection of the null hypothesis at 0.05 level
of significance. This implies that the stated profile variables of the respondents influence

theacademic performance of the 44th--year students. On the other hand, gender and highest
educational attainment of the father have a P-value greater than the .05 level of significance
hence the null hypothesis is accepted.
The study of Momanyi, Too and Simuyu (2015) coincides with the result generated
pertaining to age. Based on their study they have found out that age had a significant effect
on the student’s academic performance. To an article written by the United States
Department of Education, 2014, being married may have implications for individuals’
academic performance which backs up the result generated in the study. In terms of
parents’ occupation, Omalde, Kassim, &Modupe, 2014; Odoh, Ugwuanyi,
Odigbo&Chukwuani, 2017; Akbar, Shah & Anwar, 2014; Memon, Joubish&Khurram, 2010
states that parents’ occupation and academic performance has a significant relationship and
affects students’ performance in their academics, thus backs up the generated result. In
terms of the gadget used at home, the result was backed up by the studies conducted by
Norries, Hossain, and Soloway (2011), Kumar (2011), Mtega, Bernard, Msungu, Woodcock et
al. (2012), and Sanare (2012) wherein according to the result of their study, students’
achievement increase significantly when students use mobile learning devices, including
smartphones, during learning time. This is because their time-on-task completion will
increase as they have the device at hand and smartphones had allowed them to improve
productivity and eventually their learning performance. In terms of gender, the result is
backed up by the study conducted by Egbo et. al wherein they have found out that males
and females do not differ significantly in attitudes towarde-learning acceptance.
Table 5: Correlation Between the Profile of the Respondents and the Effects of Online
Learning
Profile Variables/Effects of Online Learning Access Efficiency Social Cost
Interaction
Pearson Correlation -.136 -.032 -.102 -.109
Age Sig. (2-tailed) .396 .452 .321 .259
N 70 70 70 70
Gender
Sig. (2-tailed) .184 .159 .258 .369

N 70 70 70 70
Civil Status Sig. (2-tailed) .369 .456 .741 .357
N 70 70 70 70
Highest Educational Pearson Correlation -.040 -.054 -.111 -.090
Attainment of Sig. (2-tailed) .806 .753 .841 .127
Father N 70 70 70 70
Highest Educational Pearson Correlation .162 .133 .172 .135
Attainment of Sig. (2-tailed) .311 .365 .099 .222
Mother N 70 70 70 70
Pearson Correlation .303 .301 .125 .210
Occupation of
Sig. (2-tailed) .075 .093 .102 .127
Father
N 70 70 70 70
Pearson Correlation .277 .369 .147 .188
Occupation of
Sig. (2-tailed) .079 .125 .148 .136
Mother
N 70 70 70 70
Table 5 shows the correlation between the profile of the respondents and the effects of
online learning. Based on the table above, we can see that there is no significant
relationship between the profile variables and the effects of online learning in terms of
access hence the acceptance of the null hypothesis at a 0.05 level of significance. We can
therefore say that regardless of age, gender, civil status, occupation, and highest
educational attainment of parents, the use of the Internet for learning is seen as a means to
improve accessibility, efficiency, and quality of learning by facilitating access to resources
and service as well as remote exchanges and collaboration (Kamba 2009) and that online
education increases access and interactivity with geographically distant experts and
resources that are feasibly inaccessible through traditional face-to-face learning
environments. In terms of efficiency, as seen in the table, there is no significant relationship
between the profile variables and the effects of online learning in terms of efficiency
therefore the null hypothesis at a 0.05 level of significance should be accepted. So
regardless of whatever status you have, efficiency would always take into account the

relationship between the inputs put into the system versus the outputs gained from it (Muir
2005; Rossiter and Jones 2015). The hypothesis should also be accepted in relation to the
relationship between the profile variables and the effects of online learning in terms of
social interaction. It should be noted that social interaction promotes learning engagement
which has been identified as positively affecting the achievement of learning outcomes
regardless of age, gender, civil status, occupation, and highest educational attainment of
parents. Lastly, as seen on the table, there is also no significant relationship between the
profile variables and the effects of online learning interms of cost therefore the null
hypothesis should also be accepted.
CONCLUSIONS
It may be deduced from the study's findings that online learning is quite successful. In many
online courses, students are more engaged. Furthermore, the data revealed that in an
online course, there are more opportunities to collaborate with other students. In an online
course, students can readily comprehend course requirements. Furthermore, in online
classes, teachers and helpers respond more quickly. However, the data revealed that
students are having problems obtaining an internet connection due to the high cost.
RECOMMENDATIONS
The following recommendations are made based on the study's results and conclusions.
1. Maintain and improve the effectiveness of online learning.
2. Parents and instructors should always monitor their children's intellectual
progress.
3. The utilization of the online platform as a modern route for the ever-changing
transnational communications network should be acknowledged by educational institutions
and their staff.
4. Conduct a further study to include other dimensions not covered in current one.

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Effects of Online Learning On The Academic Performance of Criminology Students

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International Journal of Advanced Research in ISSN: 2278-6236

Management and Social Sciences Impact Factor: 7.624

EFFECTS OF ONLINE LEARNING ON THE ACADEMIC PERFORMANCE OF

According to Dane, P. (2017), online learning is becoming increasingly popular. Many

Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 88

Yort, H. Academic achievement or academic performance, according to (2017), is the result

Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 89

STATEMENT OF THE PROBLEM

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NUMERICAL VALUE MEAN RANGE DESCRIPIVE INTEPRETATION

RESULTS AND DISCUSSIONS

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Total 70 100.00 70 100.00

Table 1e: Frequency and Percentage Distribution of the Respondents Relative to

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Table 2: Frequency and Percentage of Academic Performance of the Respondents during

Grading Scale Frequency Percentage

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3. Effects of Online Learning in the Academic Performance of the 4 th Year Criminology

Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 96

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Category Mean 2.30 Sometimes

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Category Mean 2.34 sometimes

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Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 104

CHED. (2020). CHED COVID-19 ADVISORY NO. 3. Retrieved from https://ched.gov.ph/wp-

Concordia Online Education. (2016). 5 benefits of using cellphones in schools: Smartphone

Fortune M, Spielman M and Pangelinan D 2011 Students’ perceptions of online or face-to-

Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 105

Mohamed A. A. Mahdy (2020). The Impact of COVID-19 Pandemic on the Academic

Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19)

Sarvestani, M. S., Mohammadi, M., Afshin, J. &Raeisy, J. (2019). Students’ experiences of e-

UNESCO. (2020). COVID-19 Educational Disruption and Response. Retrieved from

Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 106

William E. Capeland,Ph.D 2020; Impact of COVID-19 Pandemic on College Students Mental

John Hopkins University.(2021). Global Map

World Health Organization(2020).coronavirus

Vol. 11 | No.5 | May 2022 www.garph.co.uk IJARMSS | 107

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