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1 THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE

2 AMONG CRIMINOLOGY STUDENTS’ IN GADTC
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12 A Research Paper Presented to the
13 Faculty of the Institute of Criminal Justice Education
14 Gov. Alfonso D. Tan College
15 Maloro, Tangub City
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24 In Partial Fulfillment
25 Of the Requirement for the Degree
26 BACHELOR OF SCIENCE IN CRIMINOLOGY
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35 Palangan, Dominic G.
36 Parba, Marisol D.
37 Fuentevilla, Jessrel S.
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46 May, 2021
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47 Abstract

48 Title: The effects of online class on the academic performance among criminology

49 students in GADTC

50 Researchers: Dominic Palangan, Marisol Parba, Jessrel Fuentevilla

51 The aim of the study is to determine the effects of online learning activities on learning

52 outcomes of student who participated in the blended learning courses in Governor

53 Alfonso D. Tan College. In terms of the profile of the respondents and the factors that

54 affect the academic performance among criminology students in GADTC concerning

55 online classes. This study aimed to determine the good and the bad effects of alternative

56 learning delivery mood and the educational technology and what’s its impact on learners’

57 behavior and the performance of having an online classes. In this study, interactive

58 activities such as teacher-student interaction, student- student interaction, student content-

59 interaction and student–technology interaction are considered. The respondents of the

60 study are the criminology students in the Institute of Criminal Justice Education in

61 Governor Alfonso D. Tan College Maloro, Tangub City. The instrument that was used in

62 data gathering was survey questionnaire. The questionnaire composed of five tables. The

63 data was tabulated and analyzed using descriptive statistics such as frequency counts,

64 percentages and weighted mean. The study therefore concluded that the effects of online

65 class on the academic performance among criminology students have a big effects most

66 specifically those students struggled in the new normal due to this pandemic. Based on

67 the findings of this study, the following are strongly recommended. To the students to

68 continue to strive harder despite in this current class set up. Always think positive and

69 continue to be determined to study harder. To the City Government of Tangub City. To

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70 continue to address the needs and support to the students in their studies. To the parents

71 to continue to support your children I their study and most specifically their financial and

72 moral support. To continue to encourage your children to give their best on their study.

73 To the teachers to encourage their students participate in online classes.

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76 Chapter 1

77 THE PROBLEM AND ITS SCOPE

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79 Background of the Study

80 The Coronavirus -2019 (COVID -19) pandemic remains a top compelling issue

81 not just for the economy, but also the education in most parts of the world and the

82 Philippines is one of the affected countries. In the COVID – 19 shifts to online education,

83 many educators have sought out video conference technologies (such as MS Team,

84 goggle meet, Zoom, etc.) aiming to replicate traditional classroom online. As to face

85 value, the synchronous video appears to offer more immediate reliability of existing face-

86 to-face synchronous teaching than asynchronous modalities. Through the effects of the

87 COVID – 19 situations today many students and instructors have struggled in the new

88 normal. With the support of technology, online learning in students and teachers can

89 easily communicate virtually. The use of educational technology has a big help to

90 maximize the academic term despite the suspension.

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

92 is the only viable way to continue learning distance. This, however, seems to rest on a
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93 mistaken assumption. It should be emphasized that online learning is just one mode of

94 distance education. According to (hooks, 2003) they said that distance education is

95 broadly characterized as any form of learning experience where the learner and the

96 instructor are physically separated from each other ( not only by place but also by time).

97 According to (Commission on Higher Education) the Philippines Commission on Higher

98 Education (CHED), on the other hand, advised HEI’s to continue the “deployment of

99 available modes of delivery instead of on-campus learning”. These pronouncements aim

100 to encourage the continuance of learning.

101 The present study aims to find out the effects of online classes on the academic

102 performance among criminology students in GADTC in helping their academic

103 performance not just physical like training skills during in the field, but it also focuses on

104 how criminology students are mentally interesting and interactive during a class

105 performance. As colleges and universities have shuttered their physical campuses in the

106 face of the spread of COVID- 19, they have moved their courses to remote and online

107 formats in a rapid fashion. And that is prompted many to wonder what ultimate effects

108 this period may have on online learning in higher education. Based on the present

109 situation, where individuals come to stand on online learning will depend on where they

110 sit currently. That is, there will be both positive and negative effects on the state of online

111 learning in higher education.

112 This study will let the researchers know the factors that affect the Academic

113 Performance among Criminology Students in GADTC using the online class platforms in

114 terms of academic failure and lack of interest in attending the online class. This will

115 determine the good and the bad effects of the alternative learning delivery mood and the
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116 educational technology and what its impact on learner’s behavior and performance of

117 having online classes. The objectives are to enable learners/ listeners in higher education

118 to achieve equivalence, to provide teaching opportunities for students who are not able to

119 have educational technologies and the internet to continue their academic classes.

120 Related Literature

121 E-Learning tools have played a crucial role during this pandemic, helping schools

122 and universities facilitate student learning during the closure of universities and schools

123 (Subedi et al., 2020). While most people are facing the new changes, teacher and student

124 readiness needs to be gauged and supported accordingly. The learners with a fixed

125 mindset find it difficult to adapt and adjust to the new normal, whereas the learners with a

126 growth mindset quickly adapt to a new learning environment. Different subjects and age

127 groups require different approaches to online learning (Doucet et al., 2020). Online

128 learning allows physically challenged students with more freedom to participate in

129 learning in the virtual environment requiring limited movement (Basilaia & Kvavadze,

130 2020). As schools have been closed to cope with the global pandemic, students, parents,

131 and educators around the globe have felt the unexpected ripple effect of the COVID- 19

132 pandemic. While governments, frontline workers and health officials are doing their best

133 to show down the outbreak, education systems are trying to continue imparting quality

134 education for all during these difficult times. Many students at home/ living space have

135 undergone psychological and emotional distress and have been unable to engage

136 productively. The best practices for online homeschooling are yet to be explored (Petrie,

137 2020). Some of the online platforms used so far include unified communication and

138 collaboration platforms such as Microsoft Teams, Google Classroom, Canvas, and
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139 Blackboard, which allow the teachers to create educational courses,trainingn,g and skill

140 developmenprogramses (Petrie, 2020). Broadly identified challenges with e-learning are

141 accessibility, affordability, flexibility, learning pedagogy, life-long learning and

142 educational policy (Murgatrotd, 2020).

143 According to (Edge and Loegering, 2000; Gamage et al., 2020) it is quite understandable

144 that some of the backlashes stem from the stresses caused by the pandemic. The other

145 concerns, however, have already been noted by experts in the field of distance education.

146 First, there is the issue of social integration and peer culture, and the possibility of

147 transmission of values in a “virtual” classroom. Since there is a lack of human interaction

148 in the learning process, students may learn less in such a set- up as opposed to those in

149 the traditional classroom. Second, there is also a learning issue, since it goes against how

150 natural teaching and learning supposedly takes place (Larreamendy – Joerns and

151 Leinhardt, 2006; Adnan and Anwar, 2020. The lack of face-to-face human interaction in

152 the online learning space and process appears disconcerting to both educators and

153 learners alike.

154 Conceptual Framework

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156 This study was anchored on the concepts of the authors whose topics help

157 elaborate the objectives of this study.

158 Chou (Chou, Peng, & Chang, 2010) has defined active interaction in online

159 learning activities including the types of interaction: the learner- self, learner-learner,

160 learner – instructor, learner – content, and learner interface. The learning activities in the

161 course are a combination of forms of interaction between the subjects involved in the

162 teaching and learning activities include student – content, student–instructor, and student-
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163 student interaction (Gradel & Edison, 2010). Popular LMS systems currently provide

164 essential tools that allow interactive activities in the course, such as forums, messages,

165 and online forms of assignment, exercises in wiki format, virtual classroom, etc. These

166 tools also assist teachers in tracking and monitoring the student learning process, such as

167 status submitted assignments reports, the frequency of access statistics, activity logs on

168 the system. There have been many studies that propose solutions to make interactive

169 activities effectively support the learning process of students.

170 The student-teacher interaction, Kang and colleagues (Kang & Im, 2013), said

171 that activities between teachers and students have an impact on learning outcomes of

172 students when implementing learning activities such as learning assistance, and social

173 intimacy, communication, and instructional & instructor presence, instructional support.

174 Liu (Liu, 2016) suggested using video blogging classes to assist students in achieving

175 good results for special courses for the training course.

176 The student-student interaction, Song (Song & SW, 2011) examined the

177 interaction through the discussion measured by the number of postings and log-in with

178 academic results and showed no correlation between the numbers of scores posted to

179 results. Besides, in this study, the authors implemented only the asynchronous interactive

180 type. Similarly, Macfadyen & Dawson, 2010) constructed a regression model that results

181 showed a tight correlation between the study results to the number of forum posts, the

182 number of completed assignments. Kent (Kent et al., 2016) analyzed the quantitative data

183 based on the number of posts and views of 231 students in online discussion activities.

184 However, Kayode (Kayode & Teng, 2014) review the impact of the interaction on

185 learning outcomes, with interactive activities including reading contents of the blog,
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186 interacting with other learners, and engaging in the blog context with 342 students who

187 participated in the experiment. The results showed that this form of interaction between

188 students together nhad o significant impact on learning outcomes.

189 The student-content interaction, Lee (Lee & Bonk, 2016; Sim & Hew 2010)

190 shows that the impact of experience using blogs on the learning outcomes of students.

191 Nandi (Nandi, Hamilton, Harland, & Warburton, 2011) also showed that the number of

192 posts increases in the time students must submit assignments or take exams, students

193 have better academic results time more online during course.

194 The student-technology interaction, Steel and colleagues (Steel, Keppell, Gerbic,

195 & Housego, 2010) showed that the relationship between the frequency of the LMS

196 systems access (via counting the number of clicks) affect student scores. Wei and

197 colleagues (Wei et al., 2015) have examined the impact of the interaction via the LMS

198 tools. Through the LMS syststudents’ easy access to rich course materials and lectures

199 are presented in such as documents, presentations, and pdf files, audio, and video, links.

200 Besides the learning content, the LMS system also provides tools to design learning

201 activities to support interaction. This study attempted to address the factors that affect

202 online classes to the academic performance to the criminology are the following: Poor

203 signal/data connection, Lack of interest in attending online classes, time management,

204 delays of submission/failure to submit activities on time, and teacher factor.

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218 Factors that affect the
219 academic performance among
220 criminology students in
221 GADTC Effects of online class
222 Good signal/data connection
223 Lack of interest in attending
224 online classes
225 Time management
226 Delays of submission/Failure to
227 submit activities on time
228 Teacher factor
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238 Figure 1.1: Schematic Diagram of the Study
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248 Statement of the Problem

249 This study aims to answer the following problems:

250 1. What are the profiles of the respondents in terms of:

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251 1.1 Age

252 1.2 Gender; and

253 1.3 Year level

254 1.4 GWA on the first semester of A.Y 2020-2021

255 2. What are the factors that affect the academic performance among criminology

256 students in GADTC concerning online classes?

257 2.1 Poor signal/data connection

258 2.2 Lack of interest in attending online classes

259 2.3 Time management

260 2.4 Delays of submission/Failure to submit activities on time

261 2.5 Teacher factor

262 3. What are the variables that significantly affect the academic performance of

263 criminology students in GADTC in online classes?

264 3.1 Good signal/ data connection

265 3.2 Lack of interest in attending online classes

266 3.3 Time management

267 3.4 Delays of submission/ failure to submit activities on time

268 3.5 Teacher factor

269 3.6 Effects of online class

270 Significance of the Study

271 This study is beneficial to the following institutions:

272 The Researchers. This will enable them to know The Effects of Online Classes

273 on Academic Performance among Criminology Students in GADTC.

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274 To Students. This will enable them to know the advantage and disadvantages of

275 having an online class because of this pandemic.

276 To the Future Researchers. This study could become a reference in their study.

277 To the City Government of Tangub. This will help them know that Tangub City

278 is having unstable signal connectivity in a selected area.

279 To the Community. This will help them support the students in higher education

280 in achieving equivalence of opportunities.

281 Scope and Limitation

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283 This study will focus only on selected criminology students in GADTC, Maloro,

284 Tangub City. The results of the study will only be applied to the Institute of Criminal

285 Justice Education and cannot be applied to other places in the country.

286 Research Methodology

287 This section presents the research design, research setting, research respondents,

288 research instruments, validation of instrument and data gathering procedure that will be

289 used in the study.

290 Research Design. The study will use to determine the quantitative survey method

291 to gather data information with regards to the topic of The Effects of Online Class

292 on the Academic Performance among Criminology Students in GADTC.

293 Research Respondents. The target respondents of the researchers will be the 273

294 2nd year, 3rd year and 4th year Criminology students this coming academic year

295 2021-2022. The researchers will use Stratified random sampling in choosing the

296 respondents where proportional allocation is utilized in the distribution of sample

297 size to each year level. The distribution is shown below:

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Year Level Number of Students Number of Respondents

2nd Year 392 103

3rd Year 371 91

4th Year 329 79

Total 1092 273

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299 Research Setting. This study will be conducted through online survey forms,

300 which will automatically be sent to the said respondent of Criminology

301 students in Gov. Alfonso D. Tan College (GADTC) in a way through the

302 email address or Facebook account.

303 Research Instruments: For the data gathering procedure, the researcher will use

304 the modified questionnaire. The first part of the questionnaire dealing the effects

305 of an online class on the academic performance of the criminology respondents.

306 All questions on the profile intended learning will gather data by the effects of

307 online classes in terms of age, gender year level and GWA on the first semester of

308 A. Y 2020- 2021. (2) Factors that affect online classes to the academic

309 performance to the criminology students in GADTC with online class in terms of

310 poor signal/data connection, lack of interest in attending online classes, time

311 management, delays of submission/ failure to submit activities on time, and

312 teacher factor.

313 For the second part, the researcher will gather data by asking the

314 respondents to encircle the four scales given that correspond to his/ her

315 answers. However, the rate is 4 if the statement will be rated as ‘strongly
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316 agree’ by the respondents; 3, if the statement is rated as ‘agree’ by the

317 respondents; 2, if the statement is rated ‘disagree’ by the respondents; and

318 1 if the respondent rated ‘strongly disagree’ with the statement.

319 Validation of Instrument. The questionnaire will be checked and verified by the

320 experts: the adviser, collaborator, editor, and statistician. Researchers need to

321 conduct a pilot testing before data gathering. Then, the researchers will integrate

322 all the suggestions into the questionnaire before it was distributed to the

323 respondents.

324 Data Gathering Procedure. The researchers will ask permission from the school

325 authority as well as the Institute of Criminal Justice Education to permit

326 the researchers to conduct the study on the randomly selected criminology

327 students. Then, the researchers started searching for information and the

328 data are relevant for the study and the said questionnaire was distributed to

329 the respondents to get the needed data. After the administration of the

330 instrument, data will be retrieved, tabulated, analyzed, and interpreted.

331 Data Analysis: To statistically treat the gathered data, frequency count and

332 percentage will be used in analyzing the demographic profile of the

333 respondents. To analyze and summarize the factors that affect the

334 academic performance of the criminology students in GADTC with online

335 classes weighted mean will be used. Regression analysis will be used to

336 determine the variable that significantly affects the academic performance

337 among criminology students in GADTC. The summarized data will be

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338 presented in tabular forms. Moreover, the computed mean will be

339 interpreted using the description below:

340 For the description of the general weighted average (GWA), the following table

341 were used which is anchored on the grading scales of the Grading System in the

342 Philippines.

Grade Point Scale Description

1.00-1.24 Excellent
1.25-1.49 Superior
1.50-1.74 Very Good
1.75-1.99 Good
2.00-2.24 Very Satisfactory
2.25-2.49 High Average
2.50-2.74 Average
2.75-2.99 Fair
3.00 Pass
3.01-5.00 Failing
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344 Numerical Value Hypothetical Mean Range Description

345 4 3.26-4.00 Strongly Agree

346 3 2.51-3.25 Agree

347 2 1.76-2.50 Disagree

348 1 1.00-1.75 Strongly Disagree

349 Verbal interpretation

350 4 The respondents strongly agree on the indicators which imply that the effects of online
351 class on the academic performance among criminology students in GADTC is very
352 effective.

353 3 The respondents agree on the indicators which imply that the effects of online class on
354 the academic performance among criminology students in GADTC is effective.
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355 2 The respondents disagree on the indicators which imply that the effects of online class
356 on the academic performance among criminology students in GADTC is less effective.

357 1 The respondents strongly disagree on the indicators which implies that the effects of
358 online class on the academic performance among criminology students in GADTC is not
359 effective.

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361 Ethical Consideration: The study will observe the privacy and dignity of the

362 respondents’ given information. Full consent from the Institute of

363 Criminal Justice Education (ICJE) together with our adviser and

364 collaborator. Protection and privacy of the respondents is our top priority,

365 the adequate level of confidentiality of the research data, and the

366 exaggeration about the aim and objectives of the study were avoided.

367 Lastly, any type of communication with the research was done with

368 honesty and transparency and any misleading information, as well as

369 representation of primary data findings in a biased interpretation, will be

370 avoided.

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379

380 Definition of Terms

381 The following terms are theoretically and operationally defined.

382 Academic Performance. Is the measurement of student achievement across

383 various academic subjects. Teachers and education officials typically

384 measure achievement using classroom performance, graduation rates and

385 results from standardized tests.

386 Asynchronous communication. Communication that takes place in different

387 time frames and is accessed at the participant’s convenience, such as electronic

388 mail and voice mail. Interaction between participants is time- delayed, that is

389 separated by minutes, hours, or days.

390 Attribution. The causes individuals generate to make sense of their world.

391 Educational Technology. Is the combined use of computer hardware, software,

392 and educational theory and practice to facilitate learning. When referred to

393 with its abbreviation, EdTech, it is often referring to the industry of

394 companies that create educational technology.

395 E-Learning. A learning system based on formalized teaching but with the help of

396 electronic resources are known as E-learning.

397 Motivation. The process whereby goal-directed activity is instigated and

398 sustained. It is a process that underlies behavior and is inferred from such actions

399 as choice and persistence. It involves both mental and physical activity (Pintrich

400 & Schunk, 1996, p.4).

401 LMS. A learning management system is a digital learning environment that

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402 manages all aspects of a company’s various training efforts. They can

403 track learner’s progress. LMS activities can be instructor-led or e-learning

404 courseware.

405 Online education. A domain of learning that delivers instruction and course

406 materials over the Internet and other computer- mediated communication

407 tools.

408 Synchronous Learning. Refers to all types of learning in which learner (s) and

409 instructor (s) are in the same place, at the same time, for learning to take

410 place. This includes in-person classes, live online meetings when the

411 whole class or smaller group gets together.

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431 Chapter 2

432 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

433 This chapter shows the presentation, analysis and interpretation of the gathered data on

434 the effects of online class on the academic performance among criminology students in

435 GADTC. The table shows the quantitative interpretation of the respondents’ response.

436 Table 1
437 Demographic Profile of the respondents in terms of Age:
Age Frequency Percentage
18-22 241 87%
23-27 31 11%
28 or more 1 0%
Total 273 99%
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439 Table 1 shows that demographic profile of the respondents in terms of age. As reflected,

440 the ages 18-22 have 241 which equivalent to 87%, followed by the ages 23-27 which

441 have 31 and equivalent to 11% and ages 28 or more has 1 which equivalent to 0%.

442 Table 2
443 Demographic Profile of the respondents in terms of Gender:
Gender Frequency Percentage
Male 148 54%
Female 125 46%
Total 273 100%
444 Table 2 show the demographic profile of the respondents in terms of gender. As gleaned,

445 Male has 148 or 54% and Female with 125 or 46%.

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451 Table 3
452 Demographic Profile of the respondents in terms of Year Level:
Year Level Frequency Percentage
2nd Year 103 38%
3rd Year 91 33%
4th Year 79 29%
Total 273 100%

453 Table 3 shows the demographic profile of the respondents in terms of year level. As

454 reflected, 103 or 38% of the respondents are 2 nd followed 3rd year with 91 or 33% and 4th

455 year with 79 or 29%.

456 Table 4
457 Demographic Profile of the respondents in terms of General Weighted Average:
GWA Description Frequency Percentage
1.00-1.24 Excellent 3 1%
1.25-1.49 Superior 19 7%
1.50-1.74 Very Good 55 20%
1.75-1.99 Good 72 26%
2.00-2.24 Very Satisfactory 79 29%
2.25-2.49 High Average 21 8%
2.50-2.74 Average 14 5%
2.75-2.99 Fair 7 3%
3.01-5.00 Failing 3 1%
Total 273 100%
Average 1.95 (Good)

458 Table 4 shows the demographic profile of the respondents in terms General weighted

459 average. As reflected, the general weighted average of the respondents is 1.95 which

460 signifies that their average is good.

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465 Table 5
466 The effects of online class on the academic performance among Criminology
467 students in GADTC in terms of Good internet Connection/Data Connection:
468

Indicators Mean Description

1. I can access the internet easily 2.60 Agree
2. I was able to submit my assignments on 2.91 Agree
time due to a good internet connection
3. I can hear my instructor’s discussion 2.91 Agree

4. I can able to approach my concerns to 2.78 Agree

my instructor easily
5. I was able to deliver my report well 2.68 Agree
because I have a good internet
connection.
Grand Mean 2.78 Agree
469 Table 5 shows the respondent’s response in the effects of online class on the academic

470 performance among Criminology students in GADTC in terms of Good Internet

471 Connection / data connection. As reflected, the highest mean of 2.91 implies that the

472 online class has a high effect on the academic performance of criminology students in

473 GADTC because the respondents agree that they are able to submit their assignments on

474 time due to a good internet connection. While the lowest mean of 2.60 implies that the

475 online has a high effect on the academic performance of criminology students in GADTC

476 because the respondents agree that they can easily access the internet. The grand mean of

477 2.78 implies that online has a high effect on the academic performance of criminology

478 students in GADTC in terms of internet connection/data connection. IBM have found that
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479 participants learn five times more material in online learning courses using multimedia

480 content than in traditional face to face courses (Dexway Communication, 2020)

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482

483

484 Table 6
485 The effects of online class on the academic performance among Criminology
486 students in GADTC in terms of Lack of interest in attending an online class:
487

Indicators Mean Description

1. I am not good at time management 2.36 Disagree

2. I always sleep when my teacher is 1.88 Disagree

discussing
3. I easily get bored and open another app 2.23 Disagree
while attending class
4. I usually used my time surfing online 2.29 Disagree
rather than reading my assigned home
works
5. I cannot see my classmates and it makes 2.32 Disagree
me bored
Grand Mean 2.22 Disagree
488

489 Table 6 shows that the respondent’s response on the effects of online class on the

490 academic performance among Criminology students in GADTC in terms of Lack of

491 interest in attending an online class. As reflected, the highest mean of 2.36 implies that

492 the effects of online class on the academic performance among criminology students in

493 GADTC in terms of lack of interest in attending online class have less effect because the

494 respondents disagree that they are not good in time management. While the lowest mean

495 of 1.88 implies that the online class is less effective because the respondents disagree that

496 they are sleeping when their teacher is discussing. Overall, the grand mean of 2.22
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497 signifies that the online class is less effective in terms of lack of interest in attending

498 online class because the respondents disagree that they are lack of interest in attending

499 online class. Online classes provide students with different facilities that make their

500 studying easier and faster. These facilities aren’t available with physical classes.

501 And that is exactly what attracts students to online learning platforms (Sweedu,

502 2020).

503 Table 7
504 The effects of online class on the academic performance among Criminology
505 students in GADTC in terms of Time Management:
506

Indicators Mean Description

1. I can submit my assignments on time. 3 Agree
2. I’m actively participating during class 3.04 Agree
hours
3. I can manage my study time effectively. 2.91 Agree

4. The course environment makes it easy 2.76 Agree

for me to turn in my homework on time.
5. I spend more time on my homework and 2.7 Agree
in my other classes.
Grand Mean 2.88 Agree
507

508 Table 7 shows the effects of online class on the academic performance among

509 criminology students in GADTC in terms of time management. As reflected, the highest

510 mean of 3.04 implies that the online class has a high effect because the respondents agree

511 that they are actively participating during class hours. While the lowest mean of 2.7

512 implies that the online class has a high effect because the respondents agree that they

513 spend more time on their homework and their other classes. Overall, the grand mean of

514 2.88 signifies that the online class has a high effect in terms of time management. Despite
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515 the flexibility in being an online student, it’s important to have frequent engagement with

516 your studies throughout the week. Provide plenty of time to space out your required

517 readings, assignments, and online discussions (Miller, 2020).

518

519 Table 8
520 The effects of online class on the academic performance among Criminology
521 students in GADTC in terms of delays of submission/ Failure to submit activities on
522 time:
Indicators Mean Description
1. I don’t have the guts to do my 2.29 Disagree
assignments that is why my submissions
are delayed.
2. I don’t understand my teacher’s 2.36 Disagree
discussion that is why I cannot do my
task easily.
3. I am now in a place where the internet is 2.96 Agree
slow.
4. Full of procrastination, less action. 2.54 Agree

5. I always watch a movie and never mind 1.96 Disagree

my assignments.
Grand Mean 2.42 Disagree

523

524 Table 8 shows the effects of online classes on the academic performance among

525 Criminology students in GADTC in terms of delays of submission/ Failure to submit

526 activities on time. As reflected, the highest mean of 2.96 implies that the online class has

527 a high effect because the respondents agree that they are in a place where the internet

528 connection is very slow. While the lowest mean of 1.96 implies that the online class has

529 less effect in terms of watching movies and never mined their assignment. Overall, the

530 grand mean of 2.42 signifies the effects of online class on the academic performance

531 among Criminology students in GADTC in terms of delays of submission/ Failure to

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532 submit activities on time has a less effect. Homework provides students with necessary

533 practice in writing, thinking, reading, and problem-solving. Doing homework in time is

534 very important since it will show your professor that you are a serious student who is

535 interested in the subject. If you perform all your tasks on time, this will result in good

536 grades (QualityCustomessays, 2021).

537 Table 9
538 The effects of online class on the academic performance among Criminology
539 students in GADTC in terms of Teacher Factor:
Indicators Mean Description
1. I can ask my teacher questions and 2.82 Agree
receive a quick response during internet
activities outside class.
2. The teachers at the school are well- 2.94 Agree
versed in their subject areas.
3. The instructor understands the 2.88 Agree
environment and makes it easy to learn.

4. The instructor inspired interest in the 2.96 Agree

course material.
5. The requirements for student-to-student 2.91 Agree
interaction were clearly articulated.
Grand Mean 2.90 Agree
540

541 Table 9 shows the effects of online class on the academic performance among

542 Criminology students in GADTC in terms of delays of submission/ Failure to submit

543 activities on time. As reflected, the highest mean of 2.96 implies that the online class has

544 a high effect because the respondents agree that their instructor is inspired interest in the

545 course material. While the lowest mean of 2.82 implies that the online class has a high

546 effect because the respondents agree that they can ask their teacher questions and receive

547 a quick response during internet activities outside class. Overall, the grand mean of 2.90

548 signifies that the online class has a high effect in terms of Teacher Factor. The best online
 24

549 teachers make every interaction a positive experience, even from a distance. When

550 students know they have a dedicated and supportive teacher, they're empowered to try

551 new things, inspired to ask questions, and comfortable seeking help when they need it

552 (Connections Academy, 2020).

553 Table 10
554 Significant Relationship between the factors and the Academic Performance
Academic Performance
Variables
r p

Good internet connection/ Data Connection -0.06 0.30

Lack Interest in Attending Online Classes 0.06 0.28

Time Management -0.06 0.30

Delays of Submission/Failure to Submit Activities
0.17 0.00
on Time
Teacher Factor -0.12 0.77
555 Significant if p<0.05 Highly Significant if p<0.01
556 With p=0.30, there is no significant relationship between the good internet connection
557 and the academic performance.
558 With p=.28, there is no significant relationship between Lack Interest in Attending Online
559 Classes and the academic performance.
560 With p=.30, there is no significant relationship between Time Management and the
561 academic performance.
562 With p=.00, there is a significant relationship between Delays of Submission/Failure to
563 Submit Activities on Time and the academic performance.
564 With p=.77, there is no significant relationship between Teacher Factor and the academic
565 performance.
566 These imply that only the variable Delays of Submission/Failure to Submit Activities
567 significant; affect the academic performance.
568

569

570
 25

571
572
573
574
575
576
577
578
579
580
581
582
583 Chapter 3
584
585 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

586 This chapter shows the summary of the gathered data, the conclusion, generated from the

587 findings of the study and the recommendations that the researchers would offer based on

588 the result of the study.

589 Summary of Findings

590 This study entitled the effects of online class on the academic performance among

591 Criminology students in GADTC was conducted to determine the effects of online on the

592 academic performance of criminology students in GADTC. The researchers used a

593 quantitative method of research to determine the effects of online class with a researcher-

594 made questionnaire used as a data-gathering instrument.

595 The respondent’s response in the effects of online class on the academic performance

596 among Criminology students in GADTC in terms of Good Internet Connection / data

597 connection. The highest mean of 2.91 implies that the online class has a high effect on the

598 academic performance of criminology students in GADTC because the respondents are

599 able to submit their assignments on time due to a good internet connection. The lowest

600 mean of 2.60 implies that the online class has a high effect on the academic performance
 26

601 of criminology students in GADTC because they can easily access the internet. The grand

602 mean of 2.78 implies that online class has a high effect on the academic performance of

603 criminology students in GADTC in terms of good internet connection/data connection.

604 The respondent’s response on the effects of online class on the academic performance

605 among Criminology students in GADTC in terms of Lack of interest in attending an

606 online class. The highest mean of 2.36 implies that the effects of online class on the

607 academic performance among criminology students in GADTC in terms of lack of

608 interest in attending online class have less effect because the respondents disagree that

609 they are not good in time management. The lowest mean of 1.88 implies that the online

610 class is less effective because the respondents disagree that they are sleeping when their

611 teacher is discussing. Overall, the grand mean of 2.22 signifies that the online class is less

612 effective in terms of lack of interest in attending online class because the respondents

613 disagree that they are lack of interest in attending online class. The respondent’s response

614 on the effects of online class on the academic performance among criminology students

615 in GADTC in terms of time management. The highest mean of 3.04 implies that the

616 online class has a high effect because the respondents are actively participating during

617 class hours. The lowest mean of 2.7 implies that the online class has a high effect because

618 the respondents are spending more time on their homework and their other classes. The

619 grand mean of 2.88 signifies that the online class has a high effect in terms of time

620 management. The respondent’s response on the effects of online classes on the academic

621 performance among Criminology students in GADTC in terms of delays of submission/

622 Failure to submit activities on time. The highest mean of 2.96 implies that the online

623 class has a high effect because the respondents agree that they are in a place where the
 27

624 internet connection is very slow. The lowest mean of 1.96 implies that the online class

625 has less effect in terms of watching movies and never mined their assignment. The grand

626 mean of 2.42 signifies the effects of online class on the academic performance among

627 Criminology students in GADTC in terms of delays of submission/ Failure to submit

628 activities on time has a less effect. The respondent’s response on the effects of online

629 class on the academic performance among Criminology students in GADTC in terms of

630 delays of submission/ Failure to submit activities on time. The highest mean of 2.96

631 implies that the online class has a high effect because the respondents agree that their

632 instructor is inspired interest in the course material. The lowest mean of 2.82 implies that

633 the online class has a high effect because the respondents agree that they can ask their

634 teacher questions and receive a quick response during internet activities outside class.

635 The grand mean of 2.90 signifies that the online class has a high effect in terms of

636 Teacher Factor.

637 With p=0.30, there is no significant relationship between the good internet connection
638 and the academic performance.
639 With p=.28, there is no significant relationship between Lack Interest in Attending Online
640 Classes and the academic performance.
641 With p=.30, there is no significant relationship between Time Management and the
642 academic performance.
643 With p=.00, there is a significant relationship between Delays of Submission/Failure to
644 Submit Activities on Time and the academic performance.
645 With p=.77, there is no significant relationship between Teacher Factor and the academic
646 performance.
647 These imply that only the variable Delays of Submission/Failure to Submit Activities
648 significant; affect the academic performance.
649
650 Conclusion
651
 28

652 From the findings of the study, the effects of online class on the academic

653 performance among criminology students in GADTC is that they have a reason that they

654 cannot participate actively on the online class due to slow of internet connection in their

655 area. This will help them know that Tangub City is having unstable signal connectivity in

656 a selected area. The Local Government Unit (LGU) Tangub City was a big help in

657 GADTC criminology students were they provide a tablet with free monthly load since

658 students and instructors struggled in a new normal. With the support of technology,

659 online learning in students and teachers can easily communicate virtually. The use of

660 educational technology has a big help to maximize the academic term despite the

661 suspension. Online class has given a chance to build a strong relationship with the

662 instructors and the students even in this time of pandemic that online learning is the only

663 viable way to continue learning distance.

664 Recommendations

665 Based on the result of the study and the conclusions, the researchers would like to

666 recommend the following:

667 To the Students:

668 1. Continue to strive harder despite in this current class set up.

669 2. Always think positive and continue to be determined to study harder.

670 To the City Government of Tangub City:

671 1. Continue to address the needs and support the students in their studies.

672 To the parents:

673 1. Continue to support your children in their study especially in this kind of

674 situation.
 29

675 2. Continue to encourage your children to give their best on their study.

676 To the teachers:

677 1. The teacher should encourage their students to participate in online classes.

678
679
680
681
682
683
684
685
686
687 Governor Alfonso D. Tan College
688 Maloro, Tangub City
689
690
691 THE EFFECTS OF ONLINE CLASS ON THE ACADEMIC
692 PERFORMANCE AMONG CRIMINOLOGY STUDENTS’ IN GADTC
693
694 Questionnaire
695
696 Name: ________________________________________________
697
698 1. Demographic profile of the respondents
699 Age:
700 18-22
701 23-27
702 28 or more
703 2. GWA on the first semester of A.Y 2020- 2021
704 ___________
705 3. Gender
706 Male Female
707
708 4. Year level
709 BS-CRIM 2 BS- CRIM 3 BBS-CRIM 4
710
711 5. This part will show the factors that affect the academic performance among
712 criminology students in GADTC during online classes.
713
714 Please rate every question according to your experience.
715
716 Legends:
717 4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree
718
 30

719
720 Good Internet Connection/ data connection
721
Indicators 4 3 2 1
I can access the internet easily
I was able to submit my assignments on
time due to a good internet connection
I can hear my instructor’s discussion
I can able to approach my concerns to
my instructor easily
I was able to deliver my report well
because I have a good internet
connection
722

723 Lack of interest in attending an online class

724
Indicators 4 3 2 1
I am not good at time management
I always sleep when my teacher is
discussing
I easily get bored and open another app
while attending class
I usually used my time surfing online
rather than reading my assigned
homework’s
I cannot see my classmates and it makes
me bored
725

726 Time management

Indicators 4 3 2 1
I can submit my assignments on time.
I’m actively participating during class
hours.
I can manage my study time effectively.
The course environment makes it easy for
me to turn in my homework on time.
I spend more time on my homework and
to my other classes.
727

728 Delays of submission/ Failure to submit activities on time

Indicators 4 3 2 1
 31

I don’t have the guts to do my assignments

that is why my submissions are delayed.
I don’t understand my teacher’s discussion
that is why I cannot do my task easily
I am now in a place where the internet is
slow
Full of procrastination, less action.
I always watch a movie and never mind my
assignments.
729

730 Teacher factor

Indicators 4 3 2 1
I can ask my teacher questions and receive a
quick response during internet activities
outside class.
The teachers at the school are well-versed in
their subject areas.
The instructor understands the environment
and makes it easy to learn.
The instructor inspired interest in the course
material.
The requirements for student-to-student
interaction were clearly articulated.
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
 32

753
754
755
756
757
758
759
760
761
762
763
764
765
766 REFERENCES
767
768
769 Basilaia, G., Kvavadze, D. (2020). Transition to online education in schools during a
770 SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical
771 Research,5(4), 10. Retrieved from https://doi.org/10.29333/pr/7937
772
773 Commission on Higher Education (2020). COVID-19 Updates-advisory 6.Quezon City,
774 PH: CHED.
775
776 Doucet, A., Netolicky, D., Timmers, K., Tuscano, F.J. (2020). Thinking about pedagogy
777 in an unfolding pandemic (An Independent Report on Approaches to Distance
778 Learning during COVID- 19 School Closure). Work of education International
779 and UNESCO. Retrieved from
780 https://issuu.com/educationinternational/docs/2020_research_on
781
782 Edge, W.D., and Loegering, J.P. (2000). Distance education: expanding learning
783 opportunities. Wildlife Soc. Bull 28,522- 533
784
785 Hooks, b. (2003). Teaching Community: A Pedagogy of Hope. New York, NY:
786 Psychology Press.
787
788 Kang, M., & Im, T. (2013). Factors of learners instructor interaction which predict
789 perceived learning outcomes in online learning environment, 29 (3), 292-
790 301.article.http://doi.org/10.1111/jcal.12005. Retrieved from:
791 https://www.researchgate.net/publication/
792 319978673_The_Impact_of_Online_Learning_Activities_on_Student_Learning_
793 Outcome_in_Blended_Learnig_Course
794
795 Kayode, E-O., & Teng, T. –L. (2014). The impact of transactional distance dialogic
796 interactions on student learning outcomes in online blended environments.
797 Comput Educ, 78, 414-427. article.http://doi.org/10.16/j.iheduc.2016.03.001.
798 Retrieved from:
 33

799 https://www.researchgate.net/publication/319978673_The_Impact_of_Online_Le
800 arning_Activities_on_Student_Learning_Outcome_in_Blended_Learning_Course
801
802 Larreamendy – Joerns, J., and Leinhardt, G. (2006). Going the distance with online
803 education. Rev. Educ. Res. 76,567- 605. doi: 10.3102/ 003467
804
805 Lee, J., & Bonk, C.J. (2016). Social network analysis of peer relationships and online
806 interactions in a blended class using blogs. The Internet and Higher Education.
807 Article. Retrieved from:
808 https://www.researchgate.net/publication/319978673_The_Impact_of_Online_Le
809 arning_Activities_on_Student_Learning_Outcome_in_Blended_Learning_Course
810
811
812
813 Liu, M. (2016). Blending a class video blog to optimize student learning outcomes in
814 higher
815 education. Internet High Educ, 30,
816 44-53.article.http://doi.org/1016/j.iheduc.2016.03.001. Retrieved from:
817 https://www.researchgate.net/publication/
818 319978673_The_Impact_of_Online_Learning_Activities_on_Student_Learning-
819 Outcome_in_Blended_Learning_Course
820
821 Macfadyen, L. P., & Dawson, S. (2010). Minin (LMS) data to develop an “early warning
822 system” for educators: A proof of concept,54(2), 588- 599.
823 Article.http://doi.org/10.1016/j.comedu.2009.008. Retrieved from:
824 https://www.researchgate.net/pubication/
825 319978673_TheImpact_of_Online_Learning-
826 Activities_on_Student_Learning_Outcome_in_Blended_Learning_Course
827
828 Murgatrotd, S. (2020, March). COVID-19 and online learning, Alberta,
829 Canada.doi:10.13140/RG.2.2.31132.8512.
830
831 Petrie, C. (2020). Spotlight: Quality education for all during COVID-19 crisis
832 (hundred Research Report #01). United Nations. Retrieved from:
833 https://hundred.org/en/collections/quality-education-for-all-during-coronavirus
834
835 Ramos, A.J., Nangit, G., Ranga, A.I., and Trinoma, J. (2007). ICT- enabled distance
836 education in community development in the Philippines. Dis. Educ.28, 213-
837 229.doi: 10.1080/1080/01587910701439258
838
839 Subedi, S., Nayahu, S., Subedi, S., Shah, S. K., Shah, J.M.(2020). Impact of e-learning
840 during COVID- 19 pandemic among nursing students and teachers of Nepal.
841 International Journal of Science and Healthcare Research,5 (3), 9.
842

843
 34

844

845

846

847

848 APPENDICES
849 Appendix A
850
 35

851
852
 36

853 Appendix B
854

855
856
 37

857 Appendix C

858
859

860
 38

861 Correlation
Good Lack Time Delays Teac G
Signal/ of Manag of her W
Data Interes ement Subject Facto A
connec t / r
tion Failure
to
submit
activiti
es on
time
Good Signal Pearson 1 .163 .272 .083 .393 -.06
Correlation 273 .007 .000 .174 3
Sig. ( 2- tailed ) 273 273 273 .302
N 273
Lack of Interest Pearson .163 1 -.033 .634 .041 .065
Correlation .007 273 .587 .000 .498 282
Sig. (2- tailed) 273 273 273 273 273
N
Time Mgt .272 -033 1 -.038 .395 -.06
Pearson .000 .587 273 .537 .000 3
Correlation 273 273 273 273 298
Sig. ( 2- tailed ) 273
N
Delays of Sub .083 634 -038 1 -.061 168
Pearson .174 .000 537 273 .317 .005
Correlation 273 273 273 273 273
Sig. ( 2- tailed )
N
Teacher Factor Pearson .393 .041 395 -.061 1 -016
Correlation .000 498 .000 371 273 .765
Sig ( 2- tailed ) 273 273 273 273 273
N
GWA Pearson -.063 .065 .063 .168 -018 1
Correlation .302 282 298 .005 765 273
Sig ( 2- tailed ) 273 273 273 273 273
N
862 Correlation is significant at the 0.01 level ( 2- tailed )

863

864

865 Survey Questionnaire

866 Dear Respondent,
867 Good day!
 39

868

869 We are the students of Gov. Alfonso D. Tan College who are taking Bachelor of Science
870 in Criminology. As a requirement, we are conducting a research entitled, "THE
871 EFFECTS OF ONLINE CLASS ON THE ACADEMIC PERFORMANCE AMONG
872 CRIMINOLOGY STUDENTS IN GADTC".
873

874 With this, we have chosen you as one of the respondents in our study. We hope you will
875 find time to answer the questionnaire. The success of the above-mentioned study depends
876 on your cooperation. Rest assured that all the data gathered depends will be treated with
877 utmost confidentiality and will be used for academic purposes only. Thank you.
878 Name: (Optional) _________________________________
879 Age: _____________________________
880 General Weighted Average (GWA): ___________________
881 Gender: ________________________
882 Year Level: ___________________________
883 1. This part will show the factors that affect the academic performance among
884 criminology students in GADTC during online classes.
885
886 Please rate every question according to your experience.
887
888 Legends:
889 4- Strongly Agree 3- Agree 2- Disagree 1- Strongly Disagree
890
891

892 Lack of interest in attending an online class

893
Indicators 4 3 2 1
I am not good at time management
I always sleep when my teacher is
discussing
I easily get bored and open another app
while attending class
I usually used my time surfing online
rather than reading my assigned
homework’s
I cannot see my classmates and it makes
me bored
894
 40

895 Time management

Indicators 4 3 2 1
I can submit my assignments on time.
I’m actively participating during class
hours.
I can manage my study time effectively.
The course environment makes it easy for
me to turn in my homework on time.
I spend more time on my homework and
to my other classes.
896

897 Delays of submission/ Failure to submit activities on time

Indicators 4 3 2 1
I don’t have the guts to do my assignments
that is why my submissions are delayed.
I don’t understand my teacher’s discussion
that is why I cannot do my task easily
I am now in a place where the internet is
slow
Full of procrastination, less action.
I always watch a movie and never mind my
assignments.
898

899 Teacher factor

Indicators 4 3 2 1
I can ask my teacher questions and receive a
quick response during internet activities
outside class.
The teachers at the school are well-versed in
their subject areas.
The instructor understands the environment
and makes it easy to learn.
The instructor inspired interest in the course
material.
The requirements for student-to-student
interaction were clearly articulated.
900
901
902
903
904
905
 41

906 CURRICULUM VITAE

907

908 Name : Marisol D. Parba

909 Address : Migpange, Bonifacio Misamis Occidental

910 Age : 23

911 Sex : Female

912 Nationality : Filipino

913 Religion : Roman Catholic

914 Mobile No. : 09485410760

915 E-mail : marisolparba24@gmail.com

916 Birthday : March 24, 1998

917 Birth Place : Migpange, Bonifacio Misamis Occidental

918 Weight : 48 kl

919 Height : 157 cm

920

921 Educational Background

922

923 College Gov. Alfonso D. Tan College

924 Maloro, Tangub City
925 Misamis Occidental
926 2018-2022
927

928 Senior High School Sumirap National High School

929 Sumirap Tangub City
 42

930 Misamis Occidental

931 2016-2018
932

933 Junior High School Pagadian City National Comprehensive High

934 School
935 Banale, Pagadian City
936 2012-2016
937

938 Elementary Princesa Elementary School

939 Princesa, Baroy Lanao Del Norte
940 2006-2012
941

942

943 Affiliations
944

945 January 26- 28 2019 Criminology Preparatory Training

946 2018-2021 Officer
947 CITU Criminology Intensive Training Unit,
948 Gov. Alfonso D. Tan College
949

950

951 Learning and Development Interventions/Training Program

952

953 2018 Drug Symposium Seminar

954 Gov. Alfonso D. Tan College
955 Maloro, Tangub City
956

957 2019 Fire Prevention and Control Workshop Seminar

958 Gov. Alfonso D. Tan College
 43

959 Maloro, Tangub City

960

961 2019 Crime Scene Investigation Workshop Seminar

962 Gov. Alfonso D. Tan College
963 Maloro, Tangub City
964

965 August 30, 2021 “Updates of the Criminology Education and

966 Profession as provided in R.A 11131, “The
967 Philippine Criminology Profession Act of 2018”.
968 (Webinar)
969

970 September 8, 2021 “Criminology Board Exam Policies, Guidelines,

971 and Updates (Webinar)
972

973 September 24, 2021 “The Nature and Future of Private Detective &
974 Investigative Service in the Milieu of Public Safety
975 and Industrial Security” and
976

977 “Safety Officer State and Career Progression in the

978 4th Industrial Revolution” (Webinar)
979
980
981
982 Name : Dominic Palangan

983

984 Address : P- 6 Mialem Jimenez Misamis Occidental

 44

985 Age : 22

986 Sex : Male

987 Nationality : Filipino

988 Religion : Iglesia ni Cristo

989 Mobile No. : 09683014218

990 E-mail : dominicpalangan78@gmail.com

991 Birthday : July 30, 1999

992 Birth Place : Mialem Jimenez Misamis Occidental

993 Weight : 63 kg

994 Height : 165 cm

995

996 Educational Background

997

998 College Gov. Alfonso D. Tan College

999 Maloro, Tangub City
1000 Misamis Occidental
1001 2018-2022
1002

1003 Senior High School Jimenez National Comprehensive High School

1004 Gata Jimenez
1005 Misamis Occidental
1006 2016-2018
1007

1008 Junior High School Jimenez National Comprehensive High School

1009 Corrales Jimenez
1010 Misamis Occidental
 45

1011 2012-2016
1012

1013 Elementary Mialem Elementary School

1014 Mialem, Jimenez
1015 Misamis Occidental
1016 2006-2012
1017

1018

1019 Affiliations
1020

1021 January 26- 28 2019 Criminology Preparatory Training

1022 2018-2021 Officer
1023 CITU Criminology Intensive Training Unit,
1024 Gov. Alfonso D. Tan College
1025

1026

1027 Learning and Development Interventions/Training Program

1028

1029 2018 Drug Symposium Seminar

1030 Gov. Alfonso D. Tan College
1031 Maloro, Tangub City
1032

1033 2019 Fire Prevention and Control Workshop Seminar

1034 Gov. Alfonso D. Tan College
1035 Maloro, Tangub City
1036

1037 2019 Crime Scene Investigation Workshop Seminar

1038 Gov. Alfonso D. Tan College
 46

1039 Maloro, Tangub City

1040

1041 August 30, 2021 “Updates of the Criminology Education and

1042 Profession as provided in R.A 11131, “The
1043 Philippine Criminology Profession Act of 2018”.
1044 (Webinar)
1045

1046 September 8, 2021 “Criminology Board Exam Policies, Guidelines,

1047 and Updates (Webinar)
1048

1049 September 24, 2021 “The Nature and Future of Private Detective &
1050 Investigative Service in the Milieu of Public Safety
1051 and Industrial Security” and
1052

1053 “Safety Officer State and Career Progression in the

1054 4th Industrial Revolution” (Webinar)
1055
1056
1057
1058
1059
1060
1061
1062
1063
1064
1065
1066