2. Chapter I
The Problem
This chapter presents the
background of the study, statement of
the problem, assumption of the study,
significance of the study, scope and
delimitation, and the locale of the study.
3. Introduction
Online learning is commonly defined in contradistinction to face
to face learning (Ryan et. Al., 2016). Its most prominent feature is the
absence of the physical classroom, which is replaced by the use of
web-based technologies offering opportunities for out-of-class learning
independent of time, place and pace(Bernard et al., 2014). Ryan et
al.(2016) point out that “in the context of higher education, the phrase
online learning is often interpreted as referencing courses that are
offered completely online. E learning exploits interactive technologies
and communication systems to improve the learning experience. It has
the potential to transform the way we teach and learn across the board.
It can raise standards, and widen participation in lifelong learning. It
cannot replace teachers and lectures, but alongside existing methods
can enhance the quality and reach of their teaching and reduce the
time spent on administration. It can enable every learner to achieve his
or her potential, and help to build an educational workforce empowered
to change. It makes possible, a truly ambitious education system for a
future learning society. Typically the online learning setting is launched
through so-called learning management systems(LMS) or virtual
learning environments(VLE) such as Moodle and Blackboard(Pellas
and Kazanida, 2015).
4. Despite widespread agreement that the online learning
format produces better learning achievement among students,
other students have shown the exact opposite. Less interaction
with the material or a sense of isolation arising from less class
attendance are counted among potential reasons for the
students’ lower success.(Adams, Randall, and Traustadottir,
2016). In contrast, another study reaches the opposite
conclusion and points to similar circumstances as away of
explaining. In fact, a better academic outcome for students in an
online education program is precisely attributed to the
opportunities given to them fro working independently through
participation in student-centered asynchronous collaborative
learning activities.
Another study focusing exclusively on factors impacting
students’ satisfaction in online graduate environments found that
variables such as the students’ physical distance from the
school effects their perceptions regarding satisfaction with
online instruction (Begiri, Chase, Bishka,2010).
The purpose of this study is to find out the factors that
affects the students’ capability to the online learning system.
Since it was observed that this kind of learning modality isn’t
capable to all of the students. This is why the study will be
conducted.
5. Statement of the Problem
Major Problem: This study seeks to find the answer
of the factors that affects students’ capability of online
learning system in Fatima School of Science and
Technology, Inc.
Specific Problem: Specifically, it seeks the answers
to the following questions:
How is the online learning system of midwifery students in
Fatima School of Science and Technology be describe in
terms of; their technology and interface characteristics.
Context area
Internet connection
Learning experience of students using specific tools
Is there a factors affecting midwifery students’ capability of
online learning system in Fatima School of Science and
Technology?
What implications may be drawn from the results of the
study to enhance online learning system?
6. Assumption of the Study
The study is guided mainly by the
assumptions that there are factors that affects
midwifery students’ capability of online
learning system specifically the technology
and interface characteristics (a) context area,
(b) internet connection, (c) learning
experience students using specific tools.
7. Significance of the Study
The findings of this study may serve as bases that
can be used as a reference for more significant
educational services.
This may benefits the following:
Learners. This study may be great help because they will
be able to know what are the factors that can affect
students’ capability in this online class.
Teachers. Results of this study may be persuaded to
concerned faculty which may help them in making this
online class less stressful.
Parents. The parents may find helpful information that
may assist them in adjusting to this kind of learning
modalities.
8. Scope and Delimitation of the
Study
This study involves(10) midwifery students enrolled
in Fatima School of Science and Technology, Inc. S/Y
2021-2022. This study will be done through focus group
interview where a group of respondents interviewed
together. This method aims to obtain data from a
purposely selected group of individuals rather than from a
statistically representative sample of a broad population.
Included data are the factors that affect midwifery
students’ capability in online classes, determining how is
the online learning system be describe in terms of their
technical and interface characteristics. This study will not
cover the problems that are not considered as one of the
factor’s affecting the student’s capability in online classes.
9. Locale of the Study
https://www.google.com/maps/place/Fatima+School+of+Science+and+Technology/@13.700085,123.49
77463,17z/data=!3m1!4b1!4m5!3m4!1s0x33a1c3a6cd449ca9:0x59e239463ab3b11a!8m2!3d13.700085
!4d123.499935
The study was conducted at the Fatima School of
Science and Technology Inc. Goa Camarines Sur, since the
chosen respondents are students of Fatima School of Science
and Technology Inc.
10. CHAPTER II
RELATED LITERATURE
The COVID-19 pandemic, a public health crisis of worldwide
importance, announced by the World Health Organization (WHO) in
January 2020 as an outbreak, has made distance education through
the E-learning system an urgent and irreplaceable requirement. The
study assessed factors affecting students’ online learning outcomes
during the COVID-19 pandemic through interviews with 404 students
who were subjects of the survey using the convenience sampling
method via questionnaires. The study utilized the reliability analysis
through Cronbach’s Alpha and the Bayesian Exploratory Factor
Analysis (BEFA). The evaluation results of the research scales showed
that 28 observed variables were used to measure 7 research concepts.
Test results of the hypotheses showed that students’ online learning
outcomes are affected by 6 factors in the descending order,
respectively, learner characteristics, perceived usefulness, course
content, course design, ease of use, and faculty capacity.
11. Recently, advances in modern computer and
network technology have driven the development
of distance education. In addition, the COVID-19
pandemic, a public health crisis of worldwide
importance, announced by the World Health
Organization (WHO) in January 2020 as an
outbreak, has made distance education through
the E-learning system an urgent and irreplaceable
requirement. Despite the current pandemic that is
hindering education worldwide, online learning
based on Internet services has become available
and universal, facilitating the learning system.
Colleges and universities use online resources to
continue their educational journey through software
applications such as Zoom and Microsoft Teams.
12. As a result, the effectiveness of E-learning and students’
online learning outcomes become a matter of concern for
universities in particular and the society in general. In fact, there
has been a significant increase in research on factors affecting
students’ online learning outcomes. According to, improved
communication technologies enable easy learning systems
since access to social media is a beneficial source of
information and communication. Online technology is seen as
an active element of both students’ and lecturers’ learning
systems. During the pandemic era, several nations used
television broadcasts and online sources to promote distance
education. Prioritizing distance education primarily through
online systems is a “model change in education.” The jammed
education wheel causes certain instabilities regarding learners’
future, emphasizing the importance of technology in our lives.
Online learning is a useful tool to overcome the challenges of
the pandemic crisis in particular and other difficulties in general.
However, many argued that online learning is an education
crisis today. Most learners are not interested in online learning
due to limited interactions, unstable sound and visual quality
due to dependence on Internet quality, and technological
equipment not meeting demand. Therefore, this study aimed to
explore factors that affect students’ outcomes during the online
learning process.
13. Previous studies on the factors affecting students’ online learning
outcomes used the traditional exploratory factor analysis (EFA) method
to identify the representative factors. This study will contribute to the
existing empirical literature by integrating the Bayesian approach to
traditional EFA that simultaneously selects the dimension of the factor
model, the allocation of manifest variables to factors, and the factor
loadings. Theoretically, traditional EFA is divided into four steps: (i)
choosing the dimension of the factor model; (ii) allocating manifest
variables to factors; (iii) estimating factor loadings; and (iv) discarding
measurements that load on multiple factors. There are several methods
for selecting the dimension of the latent factors to extract and rotate
factors. However, each of the dimensions selected by analysts at each
stage of a traditional EFA has substantial consequences on the
estimated factor structure. To overcome this problem, Conti et al.
proposed not to choose the number of factors in the first step but to
choose factors together with other parameters by the Bayesian
approach. Besides, by this approach, the allocation of manifest
variables to factors will base the model with the highest probability.
These are the fundamental ideas that prompted us to conduct this
study.
The study is structured as follows: A literature review is provided in
Section 2, followed by research methodology in Section 3, while
empirical results are described in Section 4. Finally, the conclusion and
policy implications are reported in Section 5.
14. Literature Review
The theory of factors affecting online learning
outcomes of students in particular and the effectiveness of
using technology, in general, is derived from the
technology acceptance model (TAM) proposed in. Davis
proposed TAM to explain people’s attitudes and behaviors
in adopting technology in the presence of other external
variables. This model is often applied in the study of
technology use behavior to understand the reasons for
accepting or rejecting information systems. Information
technology plays a prominent role in teaching as it can
encourage innovation, provide new learning spaces, and
transform teaching activities, all associated with the ease
of IT operations. Ease of operation, user experience
convenience, and proficiency in information technologies
directly affect users’ perception and motivation to learn.
Studies have proven that factors in TAM such as
perceived ease of use and perceived usefulness positively
impact student learning outcomes.
15. SYNTHESIS OF THE STUDY
The essential basis are the related literature
and studies mentioned above. The researchers
carefully read and reviewed to identify its
similarities and differences to present the study. As
it was reviewed it was found that the factors affect
the midwifery student using online learning system
during pandemic and have a different effects to
students in their alertness in performance.
The study of Cronbach’s Alpha and the
Bayesian Exploratory Factor Analysis assessed
factors affecting students’ online learning outcomes
during the COVID-19 pandemic. Test results of the
hypotheses showed that students’ online learning
outcomes are affected by 6 factors in the
descending order, respectively, learner
characteristics, perceived usefulness, course
content, course design, ease of use, and faculty
16. According to the theory of Davis affecting
online learning outcomes of students in
particular and the effectiveness of using
technology, in general, is derived from the
technology acceptance model (TAM)
proposed in.
With all these factors in online learning
system, related literature found out it can
lead to have insecurities between
students, their learnings, self-evaluation
problem, feeling of isolation and in
experience with this mode of learning
which leads to academic problems.
17. CONCEPTUAL FRAMEWORK
Input
To determine the factors that affects
midwifery student’s capability of online learning
system in Fatima School of Science and
Technolocy Inc.
Process
The researcher gather review literature that
is relevant to the research topic. The reseachers
use a survey and have distributed questionnaire
using online platform.
Output
Detemined the factors that affects the
capability of Midwifery students; using the online
learning system.
18. Definition of Terms
Factors. Refers a circumstance, fact, or influence
that contributes to a result or outcome.
Capability. Refers to the power or ability to do
something.
Online Learning System. Refers to an internet-
based learning environment that can connect
students of diverse backgrounds who boast
different perspectives.
Learners. Refers to a person that is responsible
for completing tasks and other assignments as
proscribed by the teacher.
19. Chapter III
Methodology
This chapter explains and presents
the Research Design, the respondents
of the study, instruments used and
research procedures.
21. Respondents of the Study
The target respondents of this research
is the midwifery students of Fatima
School of Science and Technology, INC.
They will answer the questionnaire that
the researcher gave to them, which
supplies the information needed.
Table 1. below presents a record of
the number of all the midwifery students
of Fatima.
22. Year Section No. of Students
I
St. Anne 33
St. Therese 32
II
I 27
Table 1. No. of Midwifery Students of Fatima School of Science and Technology INC
23. Instrument Used
In this study, the researchers will
be using questionnaire. The
questionnaires are carefully prepared to
answer by the Midwifery students of
Fatima to gather needed information.
24. Research Procedures
Gathering Data
The researchers constructed a
questionnaire and will be distributed to
the respondents of this study. After the
respondents answered the
questionnaire, the researchers will
collect and analyze the data.
And based on the gathered data,
the researchers will come up with a
conclusion and recommendation.
