CHAPTER 3

METHODOLOGY

This chapter presents the methods to be used in the study. It also

describes the respondents of the study, the locale of the study, the instruments

used, procedure of the data gathering, the sampling design and the ethical

considerations for the respondents. This study will determine the perception

of the BSN students on virtual learning experience.

Research Design

The researchers used quantitative research to interpret the results of

the study. The study will identify the statistical results yielded from the survey

form. On the other hand, it involves descriptive statements to support the

numerical results. There will be four answers to choose from that can help the

researchers to identify the respondents’ perceptions on particular statements

that has something to do with their virtual learning experience. The goal is to

identify if students will answer Strongly Agree, Agree, Disagree and Strongly

Disagree on the prepared statements using a four-point Likert Scale.

Under the qualitative research method, the technique that will be used

in getting the respondents to answer the survey form is convenience sampling.

A link of the survey form containing the letter for the respondents will be

shared through their Gmail, Messenger and Facebook accounts. The Survey

will be created through the utilization of Google Forms. The results and

findings of each statements are expected to correlate with the variables set in

21
the statement of the problem. With this survey method, the researchers are

able to yield statistical results supported by a narrative explanation.

Locale of the Study

This study is conducted in Pilar College of Zamboanga City, Inc. which

is situated along R.T Lim Boulevard, San Jose Road Zamboanga City. The

institution was established in the year 1894 and it is currently implementing

blended learning modality which utilizes modular approach and online

interactive meetings via different educational platforms to ensure continuous

learning of the students in all its departments.

Respondents of the study

The respondents of the study are the nursing students of Pilar College

of Zamboanga City, Inc. who are officially enrolled in the academic year 2020-

2021. There are a total of 361 students enrolled in the nursing program. There

are 198 students in the first year, 106 students in the second year, 46 in the

third year, and 11 in the fourth year.

The researchers utilized the Slovin’s Formula to come up with an

acceptable number of respondents who will participate in the research survey.

The Slovin’s Formula is used to find the sample size of a total population and

this was formulated in the year 1960.

The formula is as follows: n=N /(1+ Ne2 ), ‘n’ is the sample size, ‘N’ is the

population size, and the ‘e’ is the margin of error which is decided by the

researchers.

22
 There will be 78 respondents in total for the sample size based from the

Slovin’s Formula applied by the researchers. The population size which is N in

the formula is 361 and the margin of error for this research is 10% or 0.10.

N
n=
1+ Ne2

361
n=
1+361( 0.10)2

361
n=
1+3.6

361
n¿
4.6

n=78

The number of the respondents derived from utilizing the Slovin’s

formula is sufficient to obtain a good result. The nursing students who will

participate in the study are currently enrolled and being instructed under the

new modality of learning via virtual meetings and through the use of paper-

based learning modules.

Sampling Design

The researchers will use a non-probability sampling specifically the

convenience sampling method for the data collection. This sampling method

is preferred because it will allow fast collection of comprehensive data from

the respondents who are easy to contact or reach in their Gmail, Messenger

and Facebook accounts. This research will survey 78 respondents out of 361

which accounts to 22% of the total population.

23
 First, the researchers will send the link of the survey form to the

respondent’s Gmail, Messenger or Facebook account and ask the respondents

to answer the survey form in the time when they are most available. The

respondents will open the link and will be presented with the title of the

research and a brief introduction on why the research was conducted so that it

will help them to acknowledge the importance of their participation.

The letter for consent that is included in the survey allows the

respondents to accept or decline the survey form. If the responses already

reached the exact amount that is required, the researchers will stop sending

the links and will no longer accept the incoming survey results. The results

will now be retrieved from the Google Forms and will be encoded by the

researcher.

The frequency and percentage formula will be used for each results and

they will also use the weighted mean to present the overall interpretation for

each statements. After the interpretation, the researchers will now create a

summary and form a comprehensive conclusion from each survey statements.

After concluding the results, the researchers will lay down the

recommendations for the readers of the research.

Instrumentation

The research instrument used in gathering the necessary data is a 10

item survey form that is created using Google Forms. The research instrument

used is a closed ended, structured questionnaire that will allow the

researchers to gather data from the respondents. The research questionnaire

24
will identify the student’s perception in terms of the modules, delivery of

instructions, virtual environment, and class discussions.

The survey form requires some of the respondents’ information such as

year level and email address however, providing their names is optional. The

statements in the survey tool are formulated based on the statement of the

problem.

In this study, the researchers will use the four-point Likert Scale which

is composed of (4- Strongly Agree; 3- Agree; 2- Disagree; 1- Strongly

Disagree).

Four-Point Likert Scale

Scale/Frequency Range Verbal Interpretation

1 1.00 - 1.50 Strongly Disagree

2 1.51 - 2.50 Disagree

3 2.51 - 3.50 Agree

4 3.51 - 4.00 Strongly Agree

Data Gathering Procedure

The researchers presented a validation letter for the survey

questionnaire addressed to the program deans of the nursing, IT, and

elementary education department. The data from this research will be

collected online and the researchers will use a convenience sampling

technique for the respondents. The researchers utilized an online survey tool

25
for data gathering which is created using Google Forms. The research

instrument is composed of a 10 item statement which will help identify the

perceptions of the student nurses towards virtual learning experience.

After receiving approval from the validators, the researchers will now

send the link of the survey form to the respondents and they are the first year,

second year, third year, and fourth year BSN students who are currently

enrolled in the second semester of the Academic Year 2020-2021.

The researchers are aware of the private information that the

respondents will be providing so the researchers decided to make the name

optional. However, the year level and the email address shall be required from

the respondents. The data gathered shall be stored in the Google Drive folder

for security and will be opened from time to time to update if the survey has

reached the desired amount of responses. The researchers did not offer any

incentives to the respondents. Lastly, the link containing the letter for consent

and the survey form will be shared online through their personal Gmail and

Messenger accounts.

Treatment of Data

For the purpose of analysis and interpretation, the data that will be

gathered will be subjected to the following statistical treatment.

1. Frequency and Percentage

The researchers will use the formula below to determine the percentage of the

students who answered in the given choices using the four-point Likert scale.

F
Formula: P= x 100
N

26
Where:

P= Percentage

F= Frequency

N= Number of respondents

2. Weighted Mean

Another technique that the researchers will use in this study is the

weighted mean. This will be used in the study to determine the average of the

responses according to the given choices in the survey form.

Σfx
Formula: WM=
n

Where:

WM= Weighted Mean

Σfx= the sum of all products of f and x, f being the frequency of each weight

and x as the weight of each operation.

n= Total number of respondents

Ethical Considerations

To ensure formality, a letter for the respondent is included in the

survey form and the respondents have the option to accept or decline the

survey. In this research, the respondents’ identity is treated with utmost

confidentiality so the name may be provided by the respondents but it is

optional however, the year level and the email address will be required. The

researchers assure that no respondents are coerced in answering the survey

form.

27
Appendices

PILAR COLLEGE OF ZAMBOANGA CITY, INC

R.T. Lim Boulevard, Zamboanga City
Tertiary Education Department
Nursing Program

January 4, 2021

S. Ma. Divina Consejo E. Billanes, RVM

Bachelor of Science in Nursing Program Dean
Pilar College of Zamboanga City, Inc.
Dear Sister Divine,
Praised be Jesus and Mary!
The undersigned are the 3 rd year BSN students of Pilar College of Zamboanga
City, Inc. undertaking a research entitled “NURSING STUDENTS’
PERCEPTION TOWARDS VIRTUAL LEARNING” In Partial Fulfilment
of the Requirements for Nursing Research I.
The researchers are humbly asking your permission to validate the attached
self-made questionnaire/survey statements for the study. Attached on the
second page is the Statement of the Problem of this research. With your
expertise, the undersigned are requesting for you to review if the statements in
the questionnaire would fit to the statement of the problem. The researchers
are looking forward to your positive response.
Thank you and more power!
Respectfully yours,
Members:
VHINCE NORBEN C. PISCO
DAISY WALDA J. ABDURAJAN
RYAN BOY V. DEL PRADO

28
JOHAR S. KALBI
MARVIE THERESE E. PORTUITO
KRYSTAL JANE B. SALINAS
Noted:
S. Ma. Divina Consejo E. Billanes, RVM
Bachelor of Science in Nursing Program Dean
Pilar College of Zamboanga City, Inc.
R.T Lim Boulevard Zamboanga City
Tertiary Education Department

January 4, 2021
Mr. Edmund V. Enopia, MIT
Bachelor of Science in Information Technology Program Dean
Pilar College of Zamboanga City, Inc.
Dear Mr. Enopia,
Praised be Jesus and Mary!
The undersigned are the 3 rd year BSN students of Pilar College of Zamboanga
City, Inc. undertaking a research entitled “NURSING STUDENTS’
PERCEPTION TOWARDS VIRTUAL LEARNING” In Partial Fulfilment
of the Requirements for Nursing Research I.
The researchers are humbly asking your permission to validate the attached
self-made questionnaire/survey statements for the study. Attached on the
second page is the Statement of the Problem of this research. With your
expertise, the undersigned are requesting for you to review if the statements in
the questionnaire would fit to the statement of the problem. The researchers
are looking forward to your positive response.
Thank you and more power!
Respectfully yours,
Members:
VHINCE NORBEN C. PISCO
DAISY WALDA J. ABDURAJAN
RYAN BOY V. DEL PRADO
JOHAR S. KALBI
MARVIE THERESE E. PORTUITO

29
KRYSTAL JANE B. SALINAS

Noted:
Mr. Edmund V. Enopia
Bachelor of Science in Information Technology Program Dean

Pilar College of Zamboanga City, Inc.

R.T Lim Boulevard Zamboanga City
Tertiary Education Department

January 4, 2021
Mrs. Nerissa M. Manalo, MAED
Bachelor of Elementary Education Program Dean
Pilar College of Zamboanga City, Inc.

Dear Mrs. Manalo,

Praised be Jesus and Mary!
The undersigned are the 3 rd year BSN students of Pilar College of Zamboanga
City, Inc. undertaking a research entitled “NURSING STUDENTS’
PERCEPTION TOWARDS VIRTUAL LEARNING” In Partial Fulfilment
of the Requirements for Nursing Research I.
The researchers are humbly asking your permission to validate the attached
self-made questionnaire/survey statements for the study. Attached on the
second page is the Statement of the Problem of this research. With your
expertise, the undersigned are requesting for you to review if the statements in
the questionnaire would fit to the statement of the problem. The researchers
are looking forward to your positive response.
Thank you and more power!
Respectfully yours,
Members:
VHINCE NORBEN C. PISCO
DAISY WALDA J. ABDURAJAN
RYAN BOY V. DEL PRADO
JOHAR S. KALBI

30
MARVIE THERESE E. PORTUITO
KRYSTAL JANE B. SALINAS

Noted:
Mrs. Nerissa M. Manalo
Bachelor of Elementary Education Program Dean

Pilar College of Zamboanga City, Inc.

R.T Lim Boulevard Zamboanga City
Tertiary Education Department

Dear Respondent/s

Praised be Jesus and Mary!

The ongoing pandemic has affected the delivery of education world-

wide. It altered the educational system and institutions have to quickly adapt
to the changes imposed by the Commission on Higher Education (CHED).
Pilar College of Zamboanga City, Inc. has implemented blended learning to
ensure the continuity of education of the students. In partial-fulfilment of the
requirements in Nursing Research I, the researchers conducted a study
entitled “NURSING STUDENTS’ PERCEPTION TOWARDS VIRTUAL
LEARNING EXPERIENCE.”

In line with this, the researchers would like to ask for your participation
in answering the online survey. The researchers will treat your response with
utmost confidentiality and you have the right not to provide your name. Your
participation is highly appreciated.

Please select your response before proceeding to the survey form.

31
 I allow myself to voluntarily fill-up and answer this survey as honest as
I can.

I do not want to participate in this online survey.

Noted:

Mrs. Josefina B. Malindog

Nursing Research I Professor
Pilar College of Zamboanga City, Inc.
R.T Lim Boulevard Zamboanga City
Tertiary Education Department

Instructions: Read each statement carefully and select the answer that best
suits your opinion. Only one answer is accepted.

Question Strongly Agre Disagre Strongly

Agree e e Disagree
MODULES

1. The modules contain relevant topics

and has enough number of activities to
answer by the students.
2. The nursing students consider the
use of modules as an advantage
because they can read it during their
free time or anytime they want.
3. The use of colored pictures and
figures in the modules of each course
provide good visual perception and it
enhances the learning of the nursing
students.
DELIVERY OF INSTRUCTIONS

4. The instructors are audible during

online classes and the lessons are
explained and delivered clearly.
5. The instructors update the nursing
students about their requirements
regularly.

32
6. The unstable internet connectivity
often cause the nursing students to
misunderstand or mishear what their
instructor said during online
discussions.
VIRTUAL ENVIRONMENT

7. The instructors give compliment to

those students who are able to share
their thoughts and insights about the
topics that are being discussed.
8. The level of anxiety that the
students felt during the face to face
recitations and reporting is at par with
the level of anxiety that they also feel
during virtual recitations and
reporting.
9. The Student nurses find the virtual
environment to be convenient and
efficient when it comes to lectures and
discussions.
CLASS DISCUSSION

10. The instructors give equal

opportunity to every student to recite
and answer the questions during
online discussions.
11. The communication problem due
to poor internet connectivity which are
commonly encountered during virtual
classes usually arise from the students
than the instructors.
12. The virtual class discussions in the
new normal allows sufficient time for
nursing students to formulate their
thoughts/answers before sharing them
to the class.

33
References:

Ali, W. G. (2016). Nursing Students’ Readiness for e-Learning Experience.

Gynecol Obstet (Sunnyvale) 6: 388.

Allen, I. E., & Seaman, J. (2003). Sizing the opportunity: The quality and

extent of online

EducationintheUnitedstates.http://sloanconsortium.org/publications/surve

y/sizing_the_opportunity2003

Al-Shuaibi, A. (2014). The Importance of Education

https://www.researchgate.net/-

publication/260075970_The_Importance_of_Education

Arkorful, V., & Abaidoo, N. (2015). The role of E-learning, advantages and

disadvantages of its adoption in higher education. International Journal of

Instructional Technology and Distance Learning, 12(1), 29-42.

https://www.itdl.org/Journal/Jan_15/Jan15.pdf

Baticulon, R, Alberto, N. R., Baron, M. R., Mabulay, R. E., Rizada, L. G., Sy,

J. J., Tiu, C. J. S., Clarion, C., (2020). Barriers to Online Learning in the

Time of Covid-19: A National Survey of Medical Students in the Philippines.

Bakerson, M., Trottier, T., & Mansfield, M. (2015). Assessment in Online and

Blended Learning Environments (S. Koc, X. Liu, & P. Wachira, (eds.)).

34
Information Age Publishing Inc. https://mafiadoc.com/assessment-in-

online-and-blended-learning _597c735917

Banna, J., Lin, M. F. G., Stewart, M., & Fialkowski, M. K. (2015). Interaction

matters: Strategies to promote engaged learning in an online introductory

nutrition course. Journal of Online Learning and Teaching, 11(2), 249.

Bettinger, E., & Susanna, L. (2017). Promises and pitfalls of online education.

Evidence Speaks

Reports,2(15),24.http://www.k12accountability.org/resources/OnlineEduca

tion/Promises_and_Pitfalls_of_Online_Ed.pdf

Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J., & Kenney, J. (2015).

Design and Implementation Factors in Blended Synchronous Learning

Environments: Outcomes

fromCrosscaseAnalysis.Computers&Education,86,117.https://doi.org/https:

//doi.org/10.1016/j.compedu.2015.03.00623ddb28e0735fb.html

Britt, M., Goon, D., & Timmerman, M. (2015). How to better engage online

students with online strategies. College Student Journal, 49(3), 399–404.

Chua, R, E., Sibbaluca, B.G., Miranda, R.D., Palmario, G.B., Moreno, R.P., &

Solon, J. P.T., (2020). The Status of the Implementation of the E-Learning

Classroom in Selected Higher Education Institutions in Region IV-A Amidst

the COVID-19 Crisis. Journal of Critical Reviews, 7(11).

Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts,

strategies and

applications.Peason/Merill/PrenticeHall.http://schoolar.google.com/schola

r?

35
hl=en&as_sdt=0%2C5&q=online+learning+strategies&oq=#d=gs_qabs&u=

%23p%DEmzTLyJQBToJ

Dennon, A. (2020). Coronavirus Impacts on Students and Online Learning.

Best Colleges.

Dhawan, S. (2020). Online Learning: A Panacea in the time of COVID-19

Crisis. Journal of Education Technology System, 49(1), 5-22.

El-Sofany, H. F., & El-Haggar, N. (2020). The Effectiveness of Using Mobile

Learning Techniques to Improve Learning Outcomes in Higher Education.

International Journal of Interactive Mobile Technologies, 5.

Gagnon, M. (2019). Effects of E-learning in a continuing Education Context

on Nursing Education: Systematic Review of Systematic Qualitative,

Quantitative, and Mixed studies Reviews.

https://www.jmir.org/2019/10/e15118/

Garrison, D. R. (2017). E-Learning in the 21st Century: A Community of

Inquiry Framework for Research and Practice (3rd Edition). London:

Routledge/Taylor and Francis

Giarla, A. (2017). The benefits of blended learning. teachthought. Available:

http://www.teachthought.com/learning/blended-flipped-learning/the-

benefits-of-blended-learning/

KANEMATSU, D. M. (2020). Teaching During the COVID-19 Pandemic. 2.

Kentnor, H. E. (2015). Distance Education and the Evolution of Online

Learning in the United States. In H. E. Kentnor. Denver,USA: Information

Age Publishing.

36
Landrum, B., Bannister, J., Garza, G., & Rhame, S. (2020). A Class of One:

Students’ Satisfaction with Online Learning. Journal of Education for

Business, 0(0), 1–7. https://doi.org/10.1080/08832323.2020.1757592

Martin, F. & Bolliger, D.U. (2018). Engagement matters: Student

perceptions on the importance of engagement strategies in the online

learning environment. Online Learning, 22(1), 205- 222.

doi:10.24059/olj.v22i1.1092 https://files.eric.ed.gov/fulltext/EJ1179659.pdf

McKenzie, K & Murray, A (2010) How e-learning can enhance learning

opportunities in nurse education. Nursing Times; 106: 5, Early Online

Publication

Means, B., Yukie, T., Murphy, R., Bakia, M., & Jones, K. (2016). Evaluation

of Evidence-Based Practices in Online Learning: A Meta-Analysis and

Review of Online Studies. Washington, D.C.

Mobo, F. D, & Sabado, G. (2019). An assessment of the Effectiveness of E-

Learning in AMA Olongapo Campus. Oriental Journal of Computer Science

and Technology, 12.

Morcillio et al., (2020).Experiences of Nursing Students during the Abrupt

Change from Face-to-Face to e-Learning Education during the First Month

of Confinement Due to COVID-19 in Spain. International journal of

Environmental research and public health. p.15

Munalim, L. (2020). Column: COVID19, online classes, & Transactional

Distance

https://www.researchgate.net/publication/339899810_Column_COVID19

_online_classes_transactional_distance
37
Nambiar, D. (2020). The impact of online learning during COVID-19:

students’ and teachers’ perspective. The International Journal of Indian

Psychology, 8(2), 784-793. 10.25215/0802.094

Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond no

Significant Difference and Future Horizons. MERLOT Journal of Online

Learning and Teaching, 11(2), 309–329.

https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf

Peter et al. (2006). E-Learning in nursing education-Challenges and

opportunities. https://pubmed.ncbi.nlm.nih.gov/17102285/

Popa, D., Repanovici, A., Lupu, D., Norel, M., & Coman, C. (2020). Using

Mixed Methods to Understand Teaching and Learning in COVID 19 Times.

Sustainability, 12(20), 1-20. https://www.mdpi.com/2071-1050/12/20/8726

Reynato, A. D., Kim, S., Song, J.-G., & So, W. (2007, November). A Study on

E-Learning for Philippines. International Journal of Multimedia and

Ubiquitous

Engineering.November14,2020,from=https://www.researchgate.net/public

ation/229052306_A_Study_on_e-Learning_for_Philippines

Richardson, J. C., Arbaugh, J. B., Cleveland-Innes, M., Ice, P., Swan, K. P., &

Garrison, D. R. (2012). Using the Community of Inquiry framework to

inform effective instructional design. In L. Moller & J. B. Huett (Eds), The

next generation of distance education: Unconstrained learning (pp. 95-125).

Boston, MA: Springer.

38
Rios, T. (2019). THE RELATIONSHIP BETWEEN STUDENTS’

PERSONALITIES AND THEIR PERCEPTION OF ONLINE. Journal of

Educators Online, 1.

Stern, J. (2015). What is Online Learning? Introduction to Online Teaching

and Learning, 1-2.

Smith, C., Hoderi, M., & Mcdermott, W. (2019). A Preliminary Study of

Students Perception and Learning from Different Delivery Methods.

Academy of Educational Leadership Journal, 23(2), 1C

Thomson, L. D. (2010). Beyond the Classroom Walls: Teachers’ and Students’

Perspectives on How Online Learning Can Meet the Needs of Gifted

Students. Journal

ofAdvancedAcademics,21(4),662712.http://joa.sagepub.com.pluma.sjfc.edu/

content/21/4/662.full.pdf+html

Thongsri, N., Shen, L., & Yukun, B. (2019). Investigating factors affecting

learner’s perception toward online learning: evidence from ClassStart

application in Thailand. Behavior and Infromation Technology, 8.

Tria, J.Z. (2020). The COVID-19 Pandemic through the Lens of Education in

the Philippines: The New Normal. International Journal of Pedagogical

Development and Lifelong Learning, 1(1), ep2001.

You, J. W. & Kang, M. (2014) The role of academic emotions in the

relationship between perceived academic control and self-regulated learning

in online learning. Computers & Education, 77,

39
Zacharis, N. (2015). A multivariate approach to predicting student outcomes

in web-enabled blended learning courses. Internet High Educ, 27, 44–53.

article. http://doi.org/10.1016/j.iheduc.2015.05.002ng outcomes.

Zayapragassarazan, Z. (2020). COVID-19 : Strategies for Online

Engagement of Remote Learners. Jawaharlal Institute of Postgraduate

Medical Education and Research (JIPMER), 9(246), 1–11.

https://doi.org/https://doi.org/10.7490/f1000research.1117835.1

CHAPTER IV

PRESENTATION ANALYSIS AND INTERPRETATION

INTRODUCTION

This chapter contains detailed presentation and discussion of data analysis

and the cumulative results of the online survey that was conducted to the BSN

students of Pilar College of Zamboanga City Inc. This study aims to determine the

perceptions of the Nursing students towards their virtual learning experience. The

findings are presented using a tabular form and are segregated according to their

respective categories in the Statement of the Problem which are the following: A.

Modules, B. Delivery of Instructions, C. Virtual Environment, and D. Class

Discussions. The analytical procedures are arranged according to the sequence of

specific questions.

Table 1.1 Profile of Respondents in terms of Sex.

SEX FREQUENCY PERCENTAGE (%)

40
 FEMALE 59 75.64
MALE 19 24.36
TOTAL 78 100.00

Table 1.1 shows the frequency and percentage distribution of the respondents in

terms of sex. Majority of the respondents were female with a frequency of fifty nine

(59) and percentage of 75.64, while male respondents were nineteen (19) or

percentage of 24.36, that completes the total number of frequency which is Seventy

eight (78) and the percentage of 100.

Table 2.1 Distribution of the responses according to the ‘Modules’

category.

QUESTIONS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
The modules contain relevant 14 (17.9%) 53 (67.9%) 9 (11.5%) 2 (2.6%)

topics and has enough

number of activities to

answer by the students

The Nursing Students 44 (56.4%) 26 (33.3%) 5 (6.4%) 3 (3.8%)

consider the use of modules

as an advantage because they

can read it during their free

time or anytime they want.

The use of colored pictures 50 (64.1%) 19 (24.4%) 5 (6.4%) 4 (5.1%)

and figures in the modules of

each course provides good

visual perception and it

enhances the learning of the

41
 nursing students.

Table 2.1 presents the responses of the respondents on the 'Modules'

Category. In the question concerning about the relevant topics and enough number of

activities content of the modules there were fourteen (14) responses with the

percentage of 17.9 who chose Strongly agree, then garnered Agree responses of fifty

three (53) with the percentage of 64.7 as the highest number of responses, the

question has Disagree responses of Nine (9) with the percentage of 11.5 and also

gathered two (2) Strongly disagree responses with the percentage of 2.6 as the lowest.

On the next question which is "The Nursing students considers the use of

modules as an advantage because they can read it during their free time or anytime

they want" has gained forty-four (44) number of responses of Strongly Agree with the

percentage of 56.4 as the highest, then received twenty six (26) number of responses

who Agreed which is 33.3%, the question has five (5) number of responses for

Disagree that is 6.4% and received three (3) number of responses who choses

strongly disagree with the percentage of 3.8.

For the last question under the 'Modules' Category which is "The use of

colored pictures and figures in the modules of each course provides good visual

perception and it enhances the learning of the nursing students", there were fifty (50)

responses of Strongly Agree that is 64.1% as the highest, then gathered nineteen

responses who agreed with the percentage of 24.4. For Disagree, there were five (5)

number of responses with the percentage of 6.4. Lastly, the question gathered four

(4) number responses for Strongly Disagree that is 5.1 percent as the lowest.

Table 2.2 Distribution of responses according to the ‘Delivery of

Instructions’ category

QUESTIONS STRONGLY AGREE DISAGREE STRONGLY

42
 AGREE DISAGREE
The instructors are audible 22 (28.2%) 40 (51.3%) 12 (15.4%) 4 (5.1%)

during online classes and the

lessons are explained and

delivered clearly.
The instructors update the 23 (29.5%) 43 (55.1%) 10 (12.8%) 2 (2.6%)

nursing students about their

requirements regularly.
The unstable internet 66 (84.6%) 9 (11.5%) 0 (0%) 3 (3.8%)

connectivity often causes the

nursing students to

misunderstand or mishear

what their instructor said

during online discussions.

Table 2.2 presents the responses of the respondents on the 'Delivery of the

Instructions' Category. On the first question which is "The instructors are audible

during online classes and the lessons are explained and delivered clearly", out of

Seventy Eight respondents there were twenty two (22) responses for Strongly Agree

with the percentage of 28.2, then there were fourty (40) Agree responses which is

51.3 in percentage as the highest response, the question gathered twelve (12)

responses for Disagree that is 15.4 percent and the lowest response were coming from

the Strongly disagree with the number of responses of four (4) which is 5.1 percent.

On the second question which is "The instructors update the nursing students

about their requirements regularly", the question gathered twenty three Strongly

Agree number of responses which is 28.2%, there were fourty three Agree responses

which is 55.1% as the highest, then there were Ten Disagree responses that is 12.8 in

43
percentage, and lastly the lowest number of responses is the Strongly Disagree with

the number of two (2) responses and the percentage of 2.6.

The last question for the 'Delivery of the instructions' Category is "The

unstable internet connectivity often causes the nursing students to misunderstand or

mishear what their instructor said during online discussions", this question gathred

the highest number of response for Strongly disagree which is sixty six (66) with the

percentage of 84.6, there were nine (9) Agree number of responses that is 11.5%, the

question gathered zero number of responses for Disagree as the lowest number and

lastly, there were three (3) number of responses which is 3.8 in percentage for

Strongly Disagree.

Table 2.3 Distribution of responses according to the ‘Virtual

Environment’ category

QUESTIONS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE
The instructors give 24 (30.8%) 44 (56.4%) 5 (6.4%) 5 (6.5%)

compliment to those students

who are able to share their

thoughts and insights about

the topics that are being

discussed.
The level of anxiety that the 33 (42.3%) 33 (42.3%) 8 (10.3%) 4 (5.1%)

students felt during the face

to face recitations and

reporting is at par with the

level of anxiety that they also

feel during virtual recitations

and reporting.
The Student nurses find the 5 (6.4%) 36 (46.2%) 28 (35.9%) 9 (11.5%)

44
 virtual environment

convenient and efficient

when it comes to lectures and

discussions.

Table 2.3 presents the numbers of responses of the respondents on the Virtual

Environment category. The first question on the category ‘The instructors give

compliment to those students who are able to share their thoughts and insights about

the topics that are being discussed.’ gathered Strongly Agree responses of 24 that is

30.8%, then garnered Agree responses of 44 that is with 56.4% as the highest number

of responses, the question had Disagree responses of 5 with 6.4%, and also gathered

Strongly Agree responses of 5 which is at 6.5%.

On the next question, ‘The level of anxiety that the students felt during the

face to face recitations and reporting is at par with the level of anxiety that they also

feel during virtual recitations and reporting.’ has gained 33 numbers of responses

which is at 42.3% for both Strongly Agree and Agree columns, the question also

gathered 8 Disagree responses that is 10.3%, and Strongly Disagree responses has 4

which is at 5.1%.

The third question ‘The Student nurses find the virtual environment

convenient and efficient when it comes to lectures and discussions.’ gathered the

highest number of responses on the Agree column with 36 responses that is 46.2%, to

be followed by the Disagree responses with 28 that is 35.9%, Strongly Agree

responses with 9 that is 11.5%, and the least number of responses is the Strongly

Agree column with 5 responses that is 6.4%, respectively.

Table 2.4 Distribution of responses according to the ‘Class Discussions’

category

QUESTIONS STRONGLY AGREE DISAGREE STRONGLY

45
 AGREE DISAGREE
The instructors give equal 15 (19.2%) 53 (67.9%) 8 (10.3%) 2 (2.6%)

opportunity to every student

to recite and answer the

questions during online

discussions.
The communication problem 42 (53.8%) 32 (41%) 4 (5.1%) 0 (0%)

due to poor internet

connectivity which are

commonly encountered

during virtual classes usually

arise from the students than

the instructors.
The virtual class discussions 16 (20.5%) 48 (61.5%) 9 (11.5%) 5 (6.4%)

in the new normal allows

sufficient time for nursing

students to formulate their

thoughts/answers before

sharing them to the class.

Table 2.4 shows the numbers of responses by the respondents on each scale

on the Class Discussions category. The first question ‘The instructors give equal

opportunity to every student to recite and answer the questions during online

discussions.’ gathered the highest number of responses on the Agree responses with

53 that is 67.9%, the question garnered Strongly Agree responses from the

respondents with 15 responses that is 19.2%, Disagree responses has 8 that is 10.3%,

and also gathered 2 Strongly Agree responses that is 2.26%.

The second question ‘The communication problem due to poor internet

connectivity which are commonly encountered during virtual classes usually arise

46
from the students than the instructors.’ garnered 42 Strongly Agree responses that is

53.8% which has the most numbers of responses, then followed by the 32 Agree

responses that is 41%, Disagree responses 4 that is 5.1%, and none and 0% for

Strongly Disagree responses.

On the third question under the category, ‘The virtual class discussions in the

new normal allows sufficient time for nursing students to formulate their

thoughts/answers before sharing them to the class.’, the question garnered a total of

48 responses as the most numbers of responses on the Agree scale or column that is

61.5%, the Strongly Agree responses has 16 that is 20.5%, there is 9 responses for

Disagree column that is 11.5%, and Strongly Agree responses has 5 that is 6.4%

respectively.

INTERPRETATION

The researchers will use the four-point Likert Scale which is composed

of (4- Strongly Agree; 3- Agree; 2- Disagree; 1- Strongly Disagree).

Four-Point Likert Scale

Scale/Frequency Range Verbal Interpretation

1 1.00 - 1.50 Strongly Disagree

2 1.51 - 2.50 Disagree

3 2.51 - 3.50 Agree

4 3.51 - 4.00 Strongly Agree

Table 3.1: Interpretation of responses according to the ‘Modules’

category.

Questions : Modules SA A D SD Weighted Verbal

4 3 2 1 Mean Interpretation

47
 Frequency
The modules contain 14 53 9 2 3.01 Agree
relevant topics and has
enough number of activities
to answer by the students
The Nursing Students 44 26 5 3 3.42 Agree
consider the use of modules
as an advantage because
they can read it during their
free time or anytime they
want.
The use of colored pictures 50 19 5 4 3.47 Agree
and figures in the modules
of each course provides
good visual perception and
it enhances the learning of
the nursing students.
Overall Weighted Mean 3.3 Agree

Table 3.1 shows the interpretation of the respondents’ responses on the

Modules category. The table presents the subsequent questions producing

Agree responses with weighted mean of 3.47, 3.2, and 3.01, respectively: The

use of colored pictures and figures in the modules of each course provides

good visual perception and it enhances the learning of the nursing students,

The Nursing Students consider the use of modules as an advantage because

they can read it during their free time or anytime they want, and The modules

contain relevant topics and has enough number of activities to answer by the

students. In total, the responses according to the Modules category generated

an overall weighted mean of 3.3.

Table 3.2: Interpretation of responses according to the ‘Delivery of

Instructions’ category.

Questions : Delivery of SA A D SD Weighted Verbal

Instructions 4 3 2 1 Mean Interpretation

48
 Frequency
The instructors are audible 22 40 12 4 3.02 Agree
during online classes and
the lessons are explained
and delivered clearly.
The instructors update the 23 43 10 2 3.12 Agree
nursing students about their
requirements regularly.
The unstable internet 66 9 0 3 3.77 Strongly
connectivity often causes Agree
the nursing students to
misunderstand or mishear
what their instructor said
during online discussions.
Overall Weighted Mean 3.30 Agree

Table 3.2 describes the perceptions of the student nurses about the delivery of

instructions given by the teachers which generated an Agree responses from

respondents with the weighted mean of (3.02) and (3.12). Strongly Agree

responses with the weighted mean of (3.77). As a whole, the perceptions of the

student nurses about the delivery of instructions has generated an overall

weighted mean of (3.30).

Table 3.3: Interpretation of responses according to the ‘Virtual

Environment’ category.

Questions : Virtual SA A D SD Weighted Verbal

Environment 4 3 2 1 Mean Interpretation
Frequency
The instructors give 24 44 5 5 3.12 Agree
compliment to those
students who are able to
share their thoughts and
insights about the topics
that are being discussed.
The level of anxiety that the 33 33 8 4 3.22 Agree

49
 students felt during the face
to face recitations and
reporting is at par with the
level of of anxiety that they
also feel during virtual
recitations and reporting.
The Student nurses find the 5 36 28 9 2.47 Disagree
virtual environment
convenient and efficient
when it comes to lectures
and discussions.
Overall Weighted Mean 2.94 Agree

Table 3.3 describes the perceptions of the student nurses about the virtual

environment during online class which generated an Agree responses from

respondents with the weighted mean of (3.12) and (3.22). Disagree responses

with the weighted mean (2.47). As a whole, the perceptions of the student

nurses about the virtual environment generated an overall weighted mean of

(2.94).

Table 3.4: Interpretation of responses according to the ‘Class

Discussions’ category.

Questions : Class SA A D SD Weighted Verbal

Discussions 4 3 2 1 Mean Interpretation
Frequency
The instructors give equal 15 53 8 2 3.04 Agree
opportunity to every student
to recite and answer the
questions during online
discussions.
The communication 42 32 4 0 3.49 Agree
problem due to poor
internet connectivity which
are commonly encountered
during virtual classes
usually arise from the
students than the

50
 instructors.
The virtual class discussions 16 48 9 5 2.96 Agree
in the new normal allows
sufficient time for nursing
students to formulate their
thoughts/answers before
sharing them to the class.
Overall Weighted Mean 3.16 Agree

Table 3.4 describes the perceptions of the student nurses about the class

discussion which generated an Agree responses from respondents with the

weighted mean of (3.04), (3.49) and (2.96). As a whole, the perceptions of the

student nurses about the class discussion generated an overall weighted mean

of (3.16).

Space for chapter V

51