PREPAREDNESS AND ADAPTABILITY OF COLLEGE STUDENTS IN THE

ADMINISTRATION OF LEARNING MANAGEMENT SYSTEM (LMS)

Seven (7) Singles Spaces

A Research Paper Presented to

the Faculty of Senior High School Department
Silay Institute, Inc.

Seven (7) Singles Spaces

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APPROVAL SHEET

This research entitled, “PREPAREDNESS AND ADAPTABILITY OF COLLEGE

STUDENTS IN THE ADMINISTRATION OF LEARNING MANAGEMENT SYSTEM
(LMS)” prepared and submitted by JOSE IAN B. ALONZO, JUAN MIGUEL T.
DELACRUZ, and MARIA JUANA C. FERRER, in partial fulfillment of the requirements for
the degree Bachelor of Elementary Education, has been examined and approved for Oral
Examination.

NICOLE E. CABIGON, LPT

Adviser

Approved by the committee on Oral Examination with a grade of _______ on May 15,
2021.

FLORCELITA G. ZAMORA, EdD

Chairperson

VICTORIA S. MELLNICK, PhD WILFREDO O. HERMOSURA, EdD

Member Member

Accepted and approved in partial fulfillment for Practical Research 2 requirement

RICHIE M. DALPATAN, MAEd.

Prcincipal, Basic Education Department
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ACKNOWLEDGEMENT

The researchers of this study would like to extend appreciation to the people who have
contributed to the completion of this study.

Our Research Adviser, Mrs. Richie Dalpatan for her guidance, advice, knowledge and

support on this research.

Our Statistician, Ms. Jecel Jean Tacuque for her unwavering support and for unselfishly

sharing her knowledge and expertise in analyzing and helping us interpret our statistical data.

The faculty of Silay City for giving us the time and allowing us to conduct the research in

the expense of sharing their struggles and experiences.

The validator and reviewers of our paper for their helpful suggestions and comments.

Our beloved parents for giving us their moral and financial aid.

And most especially to the Almighty God above, who is always there guiding us, for giving

us the knowledge, and strength to finish the study, immense thanks.

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ABSTRACT

Students amidst the pandemic have to be adaptive to the current educational trends in a

very short time. For a number of reasons, they experience immense difficulty. One of which is

their preparedness and adaptability to new educational trends particularly the utilization of a

learning management system (LMS).

This study primarily aims to assess the level of preparedness and adaptability of the

college students of Silay Institute, Inc. to the school’s learning management system—Access

LMS in terms of internet connectivity, digital literacy, and time management. The 120

respondents of the study coming from the different departments were identified using stratified

random sampling. The data were gathered using a researcher-made instrument.

The findings of the study revealed that in terms of internet connectivity, students are

somewhat prepared. On the other hand, students are prepared in terms of digital literacy and time

management. This implies that students of Silay Institute have already adapted and geared up for

online distance learning primarily aided by Access LMS.

Keywords: distance learning, online teaching, learning management system, preparedness

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TABLE OF CONTENTS

Page

TITLE PAGE……………………………………………………………………. i

APPROVAL SHEET……………………………………………………………. ii

ACKNOWLEDGMENT………………………………………………………… iii

ABSTRACT…………………………………………………………………….. iv

LIST OF TABLES………………………………………………………………. x

LIST OF FIGURES……………………………………………………………… xi

CHAPTER I INTRODUCTION………………………………………… 1

Background of the Study………………………………………………………….. 1

Statement of the Problem…………………………………………………………. 3

Hypotheses………………………………………………………………………... 5

Significance of the Study………………………………………………………….. 5

Scope and Limitations……………………………………………………………… 7

Definition of Terms………………………………………………………………… 8

Review of Related Literature………………………………………………………. 9

Theoretical Framework……………………………………………………………... 27
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Conceptual Framework……………………………………………………………… 28

CHAPTER II METHODOLOGY

Research Design…………………………………………………………………… 33

Research Locale……………………………………………………………………. 33

Respondents of the Study…………………………………………………………..

Research Instrument………………………………………………………………..

Data Gathering Procedure………………………………………………………….

Data Analysis Procedure…………………………………………………………...

Ethical Considerations……………………………………………………………...

CHAPTER III RESULTS AND DISCUSSION

Profile of the Respondents…………………………………………………………

Quality of ………………………………………………………………………….

Relationship between……………………………………………………………….

CHAPTER IV SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings…………………………………………………………………

Conclusion……………………………………………………………………………..
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Recommendations……………………………………………………………………..

Proposed Output……………………………………………………………………….

REFERENCES……………………………………………………………………….

APPENDICES………………………………………………………………………...

A. Letter to School Director/Principal…………………………………………….

B. Letter to the Validators……………………………………………………….

C. Research Instrument………………………………………………………….

D. Informed Consent Form……………………………………………………...

E. Curriculum Vitae……………………………………………………………..
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LIST OF TABLES

Tables Page

1 Profile of Respondents………………………………………….

2 Students’ Preparedness in terms of Internet Connectivity………

3 Students’ Preparedness in terms of Digital Literacy……………

4 Students’ Preparedness in terms of Time Management…………

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LIST OF FIGURES

Figure Page

1 Conceptual Model……………………………………….
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Chapter 1
Single space
INTRODUCTION
2 double spaces with text justified

Background of the Study

The onset of the pandemic has broadened the traditional classroom setting. It paved the

way for the learning management system (LMS) to be introduced as a primary learning aid. LMS

delivers and manages instructional content and typically handles students' registrations, online

course administration, and tracking of assessment of student work (Ghilay, 2007). The

adaptation of e-learning and LMS became more popular as educational institutions embraced the

new normal in education. LMS is further defined as an online learning technology for the

creation, management, and delivery of course material (Sabharwal et al., 2018; Turnbull, Chugh,

& Lunck, 2019).

In today's ubiquitous digital environment, Learning Management Systems play an

essential role in enhancing and facilitating the teaching and learning process. LMSs not only

enable the delivery of instructions and electronic resources to improve and augment student

learning in a collaborative environment but also allow instructions to focus on designing

meaningful pedagogical activities (Kattoua, Al-Lozi, and Alrowwad, 2016). LMS platforms

allow instructors to create and organize learning materials and make them easier to access by

supporting multiple file formats such as PDF, audio, videos, slides, or even live training sessions.
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Another important feature of an LMS is performance tracking which helps monitor the progress

and improvement of learners' performances. On the other hand, Geng et al. (2019) claim that

LMS has increased complexities on learning systems because these settings compel learners to

constantly acquire diverse skills and knowledge that they have to incorporate when solving

problems.

Among the most common Learning Management Systems used today are Schoology,

Google Classroom, and Edmodo. By using them, students can study and learn anytime and

anywhere they want. In addition, students can open, review, delete, and change their works. But

most importantly, they can get feedback from their teachers to assess their performance. Recent

studies that examined students' perspectives found that LMS platforms contributed positively to

the learning process (Ghilay, 2017). However, Ghilay (2017) further explained that students

might encounter difficulty in preparedness and adaptability as their teachers do experience these.

Hence, this study is conducted to determine the level of preparedness and adaptability of

students in the use of its institution's learning management system in terms of internet

connectivity, digital literacy, and time management. The results of this study will form the basis

of the implementation and utilization of the Access LMS as a primary aid for students' learning.
2 double spaces with text justified
Note that this is a sample only. Observe a thematic and systematic presentation
Review of Related Literature of the related studies. Cite your sources using the latest APA format.

Online Distance Learning Technologies. In the education process, the utilization of

technology, especially distance instructional technologies, all stages from planning to classroom

management are facilitated by Learning Management Systems (Masud, 2016). LMSs are those

technologies that enable the presentation of instructional content in an orderly to students

without time and space restraints. As evident from its name, LMS is a management tool that can
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facilitate the utilization of instructional materials and customize the teaching and learning

processes. In other words, LMS is a web-based software designed to handle learning activities.

Currently, it is commonly seen that educational institutions operate their own LMS and provide

various online smart learning features for a diverse group of students.

The Role of LMS in Online Distance Learning. Since the onset of pandemic, most

schools and institutions embraced the use of open source learning management systems like

Sakai, MOODLE, Dokoes, and Drupal while others use the commercial ones like eFront,

Blackboard, and Brightspace. These LMS platforms allow schools and institutions to manage

students and learning activities in a more systematic and planned way. Moreover, LMS platforms

create various ways to deliver instructions and provide electronic resources for student learning.

LMS facilitates discussions, document sharing, assignment and quizzes submission, grading, and

course evaluations (Bove & Conklin, 2020).

Students’ LMS preparedness and demographics. One of the challenges in the use of

LMS is designing course contents for a wide range of learner personas. As a result, creating

generic e-learning experiences has become more difficult for e-learning professional and LMS

providers (Cruz, 2020).

Students’ LMS preparedness and age. According to Bovee, Voogt, and Meelissen

(2018), younger users regard LMS as an essential tool for their everyday life. However, Tinmaz

and Lee (2020) argue that age has not made any significant difference in LMS perception and

preparedness.

Students’ LMS preparedness and course/program. Altonuglo (2017) found out that

although students have similar levels of success, they display varying approaches in the use of

LMS. Variations were found to be a result of students’ interests and field of concentrations. Still,
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there is a dearth of literature on the attempt to determine the level of students’ preparedness in

the use of LMS in terms of their course/program.

Statement of the Problem

The proposed study aimed to measure the preparedness of college students to the

institution’s Access Learning Management System in terms of internet connectivity, digital

literacy, and time management when they are taken as a whole and when grouped according to

age and course/program.

Specifically, it aimed to answer the following questions:

1. What is the level of preparedness of college students in using the LMS in terms of

internet connectivity, digital literacy, and time management when taken as a whole when

grouped according to:

1.1 age

1.2 course/program

2. Is there a significant difference in the level of preparedness when the students are

grouped according to age and course/program?

3. Is there a significant difference in the level of preparedness in terms of internet

connectivity when the students are grouped according to age and course/program?

4. Is there a significant difference in the level of preparedness in terms of digital literacy

when the students are grouped according to age and course/program?

Hypotheses

1. There is no significant difference in the level of preparedness when the students are

grouped according to age and course/program.

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2. There is no significant difference in the level of preparedness in terms of internet

connectivity when the students are grouped according to age and course/program.

3. There is no significant difference in the level of preparedness in terms of digital literacy

when the students are grouped according to age and course/program.

4. There is no significant difference in the level of preparedness in terms of time

management when the students are grouped according to age and course/program.

Note that this is a sample only. It doesn’t have to be this short. Please discuss and
Theoretical Framework relate theory/ies applied in the context of the study.

This study is anchored in Lev Vygotsky’s Collaborative Learning Theory which

introduced the concept of the zone of proximal development. According to Vygotsky, it is better

to learn through interaction and communication with others, especially a knowledgeable other,

than working independently. Learning Management Systems allow for cooperative learning

which occurs when two or more learners work together to solve problems, complete their tasks,

or learn new concepts that will enhance or develop their knowledge and understanding of the

topic being discussed (Reyes, 2020). In the same manner, students can work with their

instructors through online discussion or forum where they can share their knowledge and benefit

from each other’s strengths.

Conceptual Framework

This study is focused on the level of preparedness of college students in the use of

Learning Management System utilized by the institution. It primarily intends to raise awareness

about the students’ situation particularly in their LMS navigation and management specifically,

their level of preparedness in terms of internet connectivity, digital literacy, and time
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management.

The students’ level of preparedness in the use of LMS were assessed based on their age

and program/course and in terms of internet connectivity, digital literacy, and time management.

College Students of Silay

Institute

Demographics
Age
Program

Level of Preparedness in
terms of:
Internet Connectivity
Digital Literacy
Time Management

Enhanced Pedagogical Approach

Figure 1. Conceptual Model

(Provide your explanation)

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Please emphasize how the individuals below

Significance of the Study could utilize the FINDINGS of the study.

The findings of the study are deemed beneficial to the following:

School administrators. The research-based information will allow them to evaluate

students’ preparedness in the use of their Access LMS platform and take actions necessary for

the improvement of their pedagogical innovations based on the findings of the study.

Teachers. The findings of the study will facilitate a better understanding of the students’

utilization of the Access LMS platform and thus, teachers will know how to address students’

concerns and difficulties.

Students. The findings of the study will help their needs in terms of LMS access be made

known to the institution and have these addressed accordingly.

Future researchers. The findings of the study will provide them with the baseline data

necessary to explore studies related to the current one.

Focus on the coverage of the study, respondents, data

Scope and Limitation collection instrument, and utilization of the findings.

The study focused only on the level of preparedness of college students of Silay Institute,

Inc. in the use of its Learning Management System (LMS) platform. The respondents of the

study are the 120 students coming from the different programs: CEAS, CBA, and CCS. They

were categorized according to age and program/course. This study made us of a researcher-

made questionnaire. The level of preparedness will be identified in terms of internet

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connectivity, digital literacy, and time management.

The findings of the study will serve as a baseline data for the implementation of the

Access LMS to all the students in the institution as primary aid for online disance learning.

Definition of Terms

Learning Management System (LMS) is conceptually defined as software used by the

institution to facilitate distance learning in the form of Access LMS (source).

Operationally defined as …..

Preparedness is the state of students’ readiness to use the institution’s Access LMS platform.

Operationally defined as …..

Internet connectivity refers to the speed and quality of students’ internet connection that is

necessary to access the LMS platform.

Operationally defined as …..

Digital Literacy refers to the students’ knowledge on the navigation, use, and operation of the

Access LMS platform as the primary aid for online distance learning.

Operationally defined as …..

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Chapter II

METHODOLOGY

Research Design

The quantitative research design using the descriptive-comparative approach was

employed in this study to determine the level of students’ preparedness in the use of LMS.

Likewise, it will be used to determine the significant difference in the level of preparedness of

students in terms of internet connectivity, digital literacy and time management. In finding the

level of preparedness, the descriptive analysis will be used. For significant differences, the

inferential analysis will be used. The researchers specifically utilized the quantitative research

design because it is a formal, objective, and systematic process that allows numerical data to

present information (Burn & Grove, 2015).

Research Locale

This research was conducted at Silay Institute. It is a premiere and only higher education

in Silay City with over 3,000 students. It was first established in 1925 making it the oldest

private school on the highway of Rizal St., Silay City, Neg. Occ.
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Respondents of the Study

The respondents of this study were the total population of 120 College Students of Silay

Institute— 30 BEEd students, 25 BSBA students, 25 BSOA students, 20 BSAIS students and

20 BSCS students for the Academic Year 2021. Their personal encounters as users of the

Access LMS platform were considered important variables in assessing the preparedness of

students for the institution’s own learning management platform. (Note: Sample only)

Table 1. Distribution of Respondents

Course/Program n %
BEEd 30 25
BSBA 25 20.8
BSOA 25 20.8
BSAIS 20 16.7
BSCS 20 16.7
TOTAL 120 100

Research instrument

A researcher-made questionnaire composed of 15 items equally divided into three areas

or domains: internet connectivity/availability of devices, digital literacy, and time management.

The rating scale used to qualify the responses of the students is as follows: 5-very prepared, 4-

prepared, 3-somewhat prepared, 2-not very prepared, 1-unprepared. This instrument was

subjected to Good and Scates validity test with a result of 3.66 interpreted as very good (valid).

To establish the reliability of the instrument, it was administered to 30 participants which were

not included as respondents for a dry run. The results of the dry run was analyzed using

Cronbach's Alpha with a result of .987 interpreted as reliable.

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Data gathering procedure. To conduct the research, the researchers first secured the approval

of the Department Heads and Dean by sending a request letter stipulating the nature and details

of the research. Meanwhile, the survey instrument was prepared, subjected to validity, and

reliability and uploaded through googleforms, in consideration of the COVID-related health

protocols. After preparing the questionnaires and identifying the respondents, the data gathering

was conducted online. Before accomplishing the online survey, the respondents were oriented

about the nature of the research and of all their rights. The researchers sought their signature

indicating their full consent to participate in the study. The respondents were then given access to

the online questionnaire and sufficient time to accomplish the survey. After which, data were

retrieved, tabulated, and analyzed through appropriate statistical tools.

Data analysis procedure

The descriptive and inferential analyses were used in the data analysis using the

appropriate statistical tools. Frequency, percentage, and mean were used for descriptive analysis.

Frequency and percentage were used for the demographics while mean was used determine the

students' level of preparedness when grouped according to demographics. One-Way Anova was

utilized to determine the significant difference in the level of preparedness in the three areas

when grouped according to demographics.

Ethical considerations

The researcher secured the informed consent of the respondents. They were informed that
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their participation in this study is voluntary, and they have the right to withdraw if they feel

uncomfortable in the process of gathering information from them. Also, they were assured of full

confidentiality. No information that discloses the respondents’ identity was released or published

without their specific consent to the disclosure. The materials that contained the raw information

derived from them were disposed by manual shredding after data processing within a given

period.
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Chapter III

RESULTS AND DISCUSSION

Profile of the Respondents

Table 1. Profile of the Respondents

Variable n %
Course/Program
BEEd 30 25
BSBA 25 20.8
BSOA 25 20.8
BSAIS 20 16.7
BSCS 20 16.7
Total 120 100.0
Age
18-20 years old 55 45.8
21-23 years old 40 33.3
24 years old and above 25 20.9
Total 120 100.0

Table 1 presents the demographics of the respondents who are college students of Silay

Institute. In terms of course/program, majority of the respondents were from BEEd, 25 %

(n=86). [Sample Discussion Only. Please insert further discussion of the respondents’ profile in

terms of age.]
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Table 2. Level of Preparedness of College Students in the use of LMS

Internet Connectivity Digital Literacy Time Management Level of Preparedness

Variable M SD Int M SD Int M SD Int M SD Int

Course/
Program
BEEd 2.15 0.83 SP 2.79 0.59 P 2.87 0.61 P 2.60 0.67 P
BSBA 2.34 0.79 SP 2.43 0.84 P 2.81 0.74 P 2.52 0.62 P
BSOA 1.94 0.87 SP 2.51 0.87 P 2.85 0.76 P 2.43 0.71 SP
BSAIS 1.82 0.91 SP 2.68 0.82 P 2.67 0.72 P 2.39 0.72 SP
BSCS 1.71 0.86 U 3.41 0.82 VP 2.78 0.74 P 1.75 0.82 U
Age
18-20 yrs old 2.14 0.82 SP 2.59 0.78 P
2.78 0.58 P 2.86 0.60 P
21-23 yrs old 2.33 0.78 SP 2.52 0.75 P
2.42 0.83 P 2.80 0.73 P
24 yrs old and 1.93 0.86 SP 2.43 0.78 SP
2.51 0.86 P 2.85 0.75 P
above
As a Whole 2.05 0.84 SP 2.40 0.71 SP
2.69 0.77 P 2.81 0 .61 P

As shown in table 2, in terms of connectivity, the level of preparedness of students when

taken as a whole is somewhat prepared (M= 2.40, SD= 0.71) as determined by the college

students who are using the Access LMS platform. The results indicate that college students of

Silay Institute still needs guidance and support in the use of the Access LMS Platform and they

do not yet possess the necessary skills and resources to operate the LMS platform independently.

Among the three areas/domains of preparedness, time management ranked first (M=2.81, SD=

0.61), followed by digital literacy (M=2.69, 0.77), and internet connectivity (M=2.05, SD= .84)

as the last. This shows that students are already prepared in terms of technical skills and time

management but lacks preparation in terms of resources including access to a good internet

connection.

When the respondents are grouped according to course/program, BEEd students

(M=2.60, SD=0.67) are the most prepared. They are prepared in terms of both digital literacy

(M=2.79, SD=0.59) and time management (M=2.87, SD=0.61) but only somewhat prepared in
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terms of internet connectivity (M=2.15, SD=0.83). They are followed by… [Please discuss the

table further]

Chapter IV

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings

The overall level of college students’ preparedness in the use of the institution’s Access

LMS is “Somewhat Prepared”. Among the three areas or domains of preparedness, internet

connectivity has the lowest level “Somewhat Prepared, while the other areas/domains has

“Prepared” level.

Comparing the level of preparedness by demographic profile, BSCS students are the least

prepared with an “Unprepared” level while BEEd students are the most prepared. [Continue the

discussion. Proceed directly to the results that answer your statement of the problem]

Conclusion

The level of preparedness of college students of Silay Institute in the use of LMS is

average with “Somewhat Prepared” description according to the results in most of the domains.

The findings basically imply that college students need a series of training and interventions to

be fully equipped in the use of Access LMS managed by the institution.

[Continue your conclusion here. Avoid repeating the discussion. Instead, focus on the

implications of the results.]

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Recommendations

Based on the findings of the study, it is hereby recommended that:

The School administrators use the findings as baseline data to evaluate or reevaluate

students’ preparedness in the use of their Access LMS platform and take actions necessary for

the improvement of their pedagogical innovations based on the findings of the study.

The Teachers design learning activities that will help students to develop a better

understanding of their topics while providing students with ample guidance in the utilization of

the Access LMS platform in a way that will address students’ concerns and difficulties.

The Students attend LMS Training Programs and Inventions provided and designed by

the institution to equip them with knowledge and skills to maximize their learning opportunities

through the platform.

The Future researchers replicate the study or explore additional variables that were not

covered in the study such as students’ sex and social status. They may also test other respondents

particularly high school and elementary students.

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Chapter V

PROJECT PROPOSAL

This chapter includes the title, proponents, rationale, objectives, time frame, activity, resources,
person’s in-charge, budget allocation, sample letters, certificates and leaflets, budget
computation, and the Gantt chart.

Title: “Cheers to Peers; Employee Appreciation Day”

Proponents: Regine Ambus

Rizzamae Casiple

Joanna Marie Garcia

Rationale: Weighing and providing for the needs of employees to be engaged with work should

have a positive impact on their job performance so that this will lead to the success of the firm.

Therefore, there are factors that the organization should consider in enhancing their engagement

and performance such as compensation and benefits, management, work environment, and

opportunities for development. “Cheers to Peers; Employee Appreciation Day” is a program

where employees have the opportunity to be recognized and appreciated for their job annually.

The employees who decide to participate in this program will likely have a chance for

celebration and reflection where they get a break and a party, getting their minds away from

everyday work and allowing them to feel of being appreciated and valued. Gatherings like this
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help employees establish a commitment to the organization at the same time, they will have the

chance to express their gratitude toward their work. Moreover, this proposal will create a new

way for the participants to relieve their stress which could be a powerful means of

encouragement.

The researchers intend to work with the management encouraging them to better understand the

importance of considering and fulfilling the needs of employees to retain their job. This program

will result in the success of both parties; the organization

Objectives: To recognize employees’ achievement for their outstanding performance within a

period of time and keep them motivated towards work. To provide a talk for both employees and

management about the importance of possessing team spiritedness to accomplish the

organization’s objectives.. To make employees feel appreciated and valued leading them to strive

for excellence.

Time Frame: Annually (starting from the month of January onwards)

Budget Allocation:
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Ghantt Chart
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REFERENCES

Baltazar, G. (2003). Enduring quality education amid challenges. Retrieved from

http://www.impactmagazine.net/v39n03/coverstory.htm

Brumley, M. (2013). Education in the LMS Age? Retrieved from

http://www.ncregister.com/daily-news/what-makes-catholic-education-catholic

Bual, J. & Madrigal, D. (2019). The quality of online education in Pandan Bay Institute. Paper
presented at the National Conference on Religious and Values Education, De La Salle
UniversityDasmariñas. Dasmariñas, Philippines.

Cardarelli, R. (2014). The impact of LMS management on students’ online education

readiness.Retrieved from https://search.proquest.com/docview/1532199371?
accountid=34542

Educational Association of the Philippines [EAP]. (2016). Online Education Standards (PCSS).
Quezon City: Phoenix Publishing House Inc.

Congregation for Education (CE). (1988). The dimensions of education in an online school
setting. Retrieved from
http://www.vatican.va/roman_curia/congregations/ccatheduc/documents/
rc_con_ccatheduc_doc_19880407_catholic-school_en.html

Congregation for Education [CE]. (1997). The schools are on the threshold of the third
millennium. Retrieved from
http://www.vatican.va/roman_curia/congregations/ccatheduc/documents

NOTE: This is a sample only. Make sure that you follow the LATEST APA FORMAT,
arrange the sources alphabetically, and include all sources mentioned in your in-text
citations.
ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

APP

END

ICES
ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

Appendix A

Letter to the Validator

Please attach scanned letters signed by 3 validators

ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

Appendix B

Access Letter Requesting Permission to Conduct Research

ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

Appendix C

Research Instrument Validation Form

CRITERIA FOR VALIDATION OF THE SURVEY QUESTIONNAIRE

Using the criteria developed for evaluating a questionnaire set forth by Carter Good and Douglas

Scates, please evaluate the attached self–made questionnaire for the proposed study, with 1 being

the lowest and 5 being the highest. Kindly check the respective boxes provided herein.

Legends: 5 - Excellent 4 - Very Good 3 - Good 2 - Fair 1 - Needs Improvement

ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

Validator

CRITERIA FOR VALIDATION OF THE SURVEY QUESTIONNAIRE

Using the criteria developed for evaluating a questionnaire set forth by Carter Good and Douglas

Scates, please evaluate the attached self–made questionnaire for the proposed study, with 1 being

the lowest and 5 being the highest. Kindly check the respective boxes provided herein.

Legends: 5 - Excellent 4 - Very Good 3 - Good 2 - Fair 1 - Needs Improvement

Criteria for Validity V1 V2 V3

ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

1. The questionnaire is short enough that respondents will respect it and

3 4 3 3.3
would not drain much their precious time.
2. The questionnaire is interesting and has a face appeal such the
4 3 3 3.3
respondents will be induced to respond it and accomplish it fully.
3. The questionnaire can obtain some depth to respondents and avoid
4 3 3 3.3
superficial answer.
4. The items/questions and their alternative responses are not too
4 4 3 3.7
suggestive and not too stimulating.
5. The questionnaire can elicit responses which are not definite but not
3 3 4 3.3
mechanically forced.
6. Questions/items are started in such way that the person/persons
4 4 4 4
concerned.

7. Questions/items are formed in such manner to avoid suspicion on the

4 3 3 3.3
part of the respondents.
8. The questionnaire is not too narrow nor restrictive nor limited in its
3 3 4 3.3
philosophy.

9. The respondents to the questionnaire is designed considered value. 4 3 3 3.3

TOTAL 3.4

Appendix D

SURVEY

QUESTIONNAIRE

The Factors Affecting the Work Engagement and the Job Performance of Regular
Employees in a Private Sector

* insert survey questionnaire*

ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

Appendix E

RESEARCH INFORMED CONSENT

Name of the Researchers:

Cassandra Montemayor

Vicentius Riego
ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

Institution: Silay Institute, Inc.

Title. This study is titled The Level of Technostress among Senior High School Students in the
practice of Hyflex modality in partial fulfillment of the requirements for Practical Research 2 from the
Faculty of Senior High School Department, Silay Institute, Inc.

Introduction. You are invited to participate in a research study conducted by Grade 12 Humanities and
Social Sciences because you fit the inclusion criteria for the respondents of our study. Your participation
is completely voluntary. Please take time to read the information in this consent form, and ask questions
about anything you do not understand, before deciding whether to participate. You may also decide to
discuss your participation with your family or friends. If you decide to participate, you will be asked to
sign this form. You will be given a copy of this form upon your request.

Purpose of the Research. This study aims to aims to assess the degree of career preferences and the
extent of influence of factors in the career choices of senior high school students of a Catholic school in
the province of Antique during the academic year 2019-2020, when they are taken as a whole group and
when grouped according to sex, academic level, family monthly income, and highest educational
attainment of parents/guardians. Likewise, it will correlate the degree of career preferences and extent of
influencing factors in the career choices of the senior high school students.

Study Procedure. If you volunteer to participate in this study, you will be oriented on how to proceed
and be asked to accomplish the survey questionnaire which you can finish in less than 30 minutes.

Potential Risks and Discomfort. You may feel discomfort/inconvenient when answering the survey
questionnaire. You may opt not to answer questions which make you feel any psychological or emotional
distress or can withdraw as a participant of the study if you feel that you are not safe because of the
situation and cannot discuss/provide the information that is asked of you. The researcher values your
participation and will place your welfare as their highest priority during the course of the study. For the
preventive measures against COVID-19, minimum health and safety protocol such as wearing of face
mask and face shield, physical distancing, and alcohol use shall be observed during the administration of
the survey questionnaire.

Potential Benefits to the Participants and/or Society. The study significantly provides something for the
existing literature and studies on career preference and factors influencing the career choice of senior high school
ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

students of a Catholic school in Antique. Moreover, the findings may be beneficial to the school administrators,
faculty, and guidance counselors as a basis for designing and implementing a career guidance program to ensure
that the career development of the students was on the right track.

Justice: The researcher may reimburse the transportation fee of the respondents who will report to school
during the administration of the survey questionnaire. Likewise, the school administrators and teachers
will be informed of the result of the study and be consulted in the preparation of the output of the study.
Finally, the researcher declares that there is no conflict of interest involved in the study since he will
never gain any monetary or administrative benefits from conducting the study.

Privacy and Confidentiality. The researcher will keep your records for this study confidential in
adherence to the Data Privacy Act of 2012. No information that discloses your identity will be released or
published without your specific consent to the disclosure, except if necessary to protect your rights or
welfare. Likewise, the researcher will not release of information about your participation to people who
are not connected in the study. The materials that contained the raw information derived from you will be
appropriately disposed within a given period of time.

Participation and Withdraw from the Research. Your participation in this study is voluntary. You
have the right to withdraw if you feel uncomfortable in the process of gathering information from you.
You are not waiving any legal claims, rights, or remedies because of your participation in the study. Your
refusal to participate will not involve penalty or loss of benefits to which you otherwise entitled.

Investigator’s Contact information. If you have inquiries about the research, please feel free to contact
the researcher through mobile phone number __________ or through email at_________________; or if
you need to see her, she can be located_______________. You may also contact my adviser
______________through this phone number_____________________.

Rights of Research Participants. If you have questions, concerns, and complaints about your right as a
participant or research in general and are unable to contact the research team, or if you want to talk to
someone independent of the research team, please contact Silay Institute, Inc. at _________________.

RESEARCH PARTICIPANT’S CONSENT

ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

Given the information above, I confirm that the potential harms, benefits, and alternatives have been
explained to me. I have read and understood this consent form, and I understand that I am free to
withdraw from my involvement in the study any time I deem it to be necessary or to seek clarifications
for any unclear steps in the research process. My signature indicates my willingness to participate in the
study.

Name and Signature of the Participant Date

TO BE ACCOMPLISHED BY THE RESEARCHER:

I have explained to the participants the essential information about the research and answered all his/her
questions. I believe that he/she understands the information described in this documents and free consents
to participate.

Name and Signature of the Researcher Date

Appendix F

Formal picture
CURRICULUM VITAE School uniform

Name: Cassandra Montemayor

Address: Prk. PLDT Baybay Brgy. Mambulac, Silay City
Contact Number: 0**
Email address: montemayor137@gmail.com
ONLINE TEACHING CHALLENGES CONFRONTING PRIVATE HIGHER
EDUCATION INSTITUTION TEACHERS IN CENTRAL PHILIPPINES

PERSONAL INFORMATION
Birth Date: April 6, 2001
Birthplace: Bacolod City, Negros Occidental
Religion: Roman Catholic
Age: 22 years old
Gender: Female
Civil Status: Single
Father’s Name: Raul Montemayor
Mother’s name: Cassie Montemayor
EDUCATIONAL BACKGROUND:
Senior High: Silay Institute, Inc.
Years:2018-2019
Junior High: Doña Montserrat Lopez Memorial High School
Years: 2016-2017
Elementary: Rafael Alunan Elementary School
Years: 2012-2013