1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the different essential elements: the background of the study, the

statement of the problem, the scope and delimitation of the study, the significance of the

study, and the definition of terms.

Background of the Study

The coronavirus disease (COVID-19) pandemic is one of the most recent public health

emergencies in the world. This disease is caused by a novel coronavirus that originated in

China (Guo et al., 2020, as cited in Tria, 2020). The impact brought by the fight against

this pandemic is undeniably felt in almost all sectors of humanity. One of the most affected

is the educational sector. Since the vaccine and specific medicine needed to eliminate this

disease is not yet discovered, schools will still be closed to contain the spread and reduce

the infections. More than 1.2 billion learners worldwide are affected by these school

closures, and more than 28 million of which are from the Philippines (UNESCO, 2020, as

cited in Tria, 2020).

Several implementations like community lockdown and community quarantine in many

countries have led students and teachers to study and work from home. This being said, the

majority of the countries will use online learning platforms for the students (Crawford et

al., 2020, as cited in Tria, 2020). In the Philippines, educational leaders decided to adopt a

new educational setup for the continuous learning of students. Although there are different

approaches applied depending on every institution, the majority of the schools, especially

private schools, are using online platforms to deliver learning materials and instructions.
 2

In Rogationist College, a multi-dopted approach is being used. There are synchronous

periods where discussions via video conferencing are made and asynchronous periods

where activities given by the teachers are accomplished. Despite all the preparations,

students and teachers are having difficulties adjusting to the new setup they are facing. This

is especially more challenging to Grade 11 students since they are adjusting, not just with

the new setup, but also with the fact that they are stepping up from junior high school

already. In addition, more of the subjects that will be the foundation of their future careers

will be tackled during their senior years (Collamat, 2016). For grade 11 Accountancy,

Business and Management (ABM) students, their focus is the Fundamentals of

Accountancy, Business and Management (FABM) subject which is an introductory course

that aims to develop students’ appreciation of accounting as a language of business

(TeacherPh, 2020).

On the other hand, according to the Ministry of Education of Guyana, students’ attitude

is a crucial part of their education and their life as a whole. Their attitude towards learning

determine their ability and willingness to learn; thus, negative attitudes of students are very

important to be improved and to be given necessary actions. However, this process is long

and it involves the need to determine the factors driving the students and use this

information to bring about change.

The researchers will conduct this study to help in determining the attitude of the grade

11 ABM students in Rogationist College towards the new educational setup. Moreover, the

factors affecting the said attitude will be identified so that the people involved will be aware

of the necessary actions that must be done. In this way, essential adjustments can be created

to ensure the quality of education delivered to students.

 3

Statement of the Problem

Generally, this study aimed to determine the factors affecting the attitude of grade 11

ABM students of Rogationist College towards their Fundamentals of Accountancy,

Business and Management (FABM) subject given the new educational setup.

Specifically, the researchers aimed to answer the following questions:

1. What is the attitude of grade 11 ABM students towards their FABM subject given

the new educational setup?

2. What is the extent of the student-related factors in terms of:

a. interest; and

b. study habits.

3. What is the extent of the teacher-related factors in terms of:

a. personality traits;

b. teaching skills; and

c. instructional materials.

4. What is the extent of the technology-related factors in terms of:

a. usefulness; and

b. ease of use.

Scope and Delimitation of the Study

The study was centered on the identification of the factors affecting the attitude of

students towards their Fundamentals of Accountancy, Business and Management (FABM)

subject given the new educational setup. The participants were limited to the grade 11

ABM students of Rogationist College- Silang, Cavite and they came from two sections,
 4

namely: St. Aloysius Gonzaga and St. Anthony of Padua. The study was conducted from

October 2020 to December 2020.

Due to the present situation, the researchers used questionnaires that were disseminated

through Google Forms. Consequently, the researchers did not have the chance to observe

and facilitate the data gathering procedure in person. In addition, the factors considered

were limited to three (3). These includes student-related, teacher-related and technology-

related factors. Furthermore, this study only identified the attitude and the factors affecting

this attitude; the relationship between two variables or any additional variables were not

involved in the study.

Conceptual Framework of the Study

INPUT PROCESS OUTPUT

 Planning and
 Students’ Attitude necessary
Towards their researches Factors Affecting the
Attitude of Grade 11
FABM Subject  Instrumentation
Given the New ABM Students from
- Questionnaires
Rogationist College
Educational Setup  Data Gathering
Towards their
 Factors Affecting - dissemination of
Fundamentals of
the Students’ questionnaires
Accountancy, Business
Attitude via Google
and Management
- student-related Forms
(FABM) Subject Given
- teacher- related  Tabulation the New Educational
- technology-  Data Analysis Setup
related  Interpretation

Figure 1. Research Paradigm

The research paradigm explains the variables involved in the study. It explains the

factors affecting the attitude of grade 11 ABM students towards their FABM subject given

the new educational setup. The variables include the: attitude of the students and the factors
 5

that affect this attitude. The process shows the things or circumstances that the researchers

dealt with to be able to proceed in attaining the output mentioned above.

Significance of the Study

The results of the study will provide knowledge about the attitude of grade 11 students

towards their FABM subject and the important factors affecting the said attitude.

Furthermore, this will be of great benefit to the following sectors and groups of persons:

Grade 11 ABM Students. This research will be beneficial to Grade 11 ABM Students

for it will make them aware of the different factors that might be affecting their attitudes

toward the said subject experiencing the new educational setup brought by the institution.

In this way, they may consider making adjustments for the betterment of their learning

experience. Additionally, the foundation of their future careers will be ensured, giving them

more chances to showcase exemplary performance in the future.

Teachers. The teachers will benefit from this study for they will be able to know their

students’ attitudes towards the subject they are teaching. Through this, necessary actions

and improvements can be done to guarantee the quality of education they deliver.

Institution. The study will be beneficial to the institution for they can have an idea if

there is a need to start forming developmental programs and seminars to discover more

ways on how to teach more effectively and holistically manner.

Country’s Economy. Since the students are the future leaders and members of the

workforce, they will play a vital role for our economy; therefore, it is a good thing to

consider the kind of education they have in the present time.

 6

Future Researchers. This study will surely help and serve as a reference, especially

for similar or related studies that will focus on the welfare of the students.

Definition of Terms

This part discusses the terms which are important to the study. The following terms are

defined operationally.

ABM (Accountancy, Business and Management). It is a strand designated for students

who want to pursue business-related careers, such as accountancy, entrepreneurship and

management.

Attitude. Students’ way of thinking and their feeling towards their Fundamentals of

Accountancy, Business and Management (FABM) subject.

FABM (Fundamentals of Accountancy, Business and Management). It is a specialized

Senior High School subject under the academic career track and ABM learning strand.

Factors. A circumstance or influence that contributes to the students’ attitude.

New Educational Setup. Institutions’ current method of delivering lessons in various

ways, including online, television, radio, and printed modules in considering the COVID-

19 pandemic - limiting face-to-face sessions.

Senior High School (SHS). It covers the last two (2) years of the K to 12 programs and

includes Grade 11 and 12. In SHS, students go through a core curriculum and subjects

under a strand of their choice. This strand is usually based on their future career goals.
 7

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature, studies and readings relevant to the conduct

of the study.

Accountancy, Business and Management (ABM) Strand

According to the University of Negros Occidental- Recoletos (2020), the Accountancy,

Business and Management Strand is taken by those who plan to take up courses that are

related to business and entrepreneurship. This strand focuses on the basic concepts of

financial management, business management, corporate operations, and all things that are

accounted for. Some of the possible careers under this strand are linked to management

and accounting, such as sales manager, human resources, marketing director, project

officer, bookkeeper, accounting clerk, internal auditor, and a lot more.

Fundamentals of Accountancy, Business and Management (FABM)

Fundamentals of Accountancy, Business, and Management (FABM) is a specialized

subject under the career track of ABM strand. This subject serves as the core knowledge

of every ABM student. It teaches the basics of accounting such as accounting principles,

concepts, terminologies, and real-life problems that would help students evaluate a

business transaction. It is also considered as a complex and challenging subject to be dealt

by the students (Cadawas, M., Gadiano, H.T., Malaca, C.J., Marcaida, K., 2020). Similarly,

as stated by (TeacherPh, 2020), grade 11 ABM students focus on their Fundamentals of

Accountancy, Business and Management (FABM) subject which is an introductory course

that aims to develop their appreciation of accounting as a language of business.

 8

Coronavirus Disease

The coronavirus disease, also known as COVID-19, is a contagious infection that was

detected in Wuhan, China, in December 2019 (Ministry of Health, 2020). It was declared

as a pandemic by the World Health Organization when it quickly spread throughout nearby

countries (World Health Organization, 2020). This disease has had fatal consequences and

has threatened the world. The severity of its symptoms can vary from mild to severe and

these symptoms might have different effects and visibility in an individual. People who are

older have a higher risk from Covid-19 and there could also be a greater risk of serious

illness for people who have an existing medical condition (Ministry of Health, 2020).

According to Nazario B. (2020), the duration of the activity of the virus depends on the

temperature and humidity of the environment, matters present, and the texture of the

surface contaminated. It generally loses its activity on abiotic surfaces within few hours.

Many countries have been devoting all available resources to provide medical health care

services for the treatment of COVID-19-positive individuals, preventing transmission of

the virus and community infection, and enforcing quarantine-based official restrictions on

social activity (Nicola M. et al., 2020). However, despite every country’s intensive effort

to implement these health care measures, burdens and infected people continuously

increases.

In addition, it became a pandemic all over the world in a short period of time, which

affects the education sector as well as fields such as health, economy, and tourism. Several

countries around the world have temporarily closed educational institutions in order to

monitor the spread of the COVID-19 pandemic. These nationwide closures have affected

more than the world’s student population. (UNESCO, 2020).

 9

Effects of the Pandemic to the Educational Sector

The impact brought by the fight against the COVID-19 pandemic is undeniably felt in

almost all sectors of humanity. One of the most affected is the educational sector. Since

the vaccine and specific medicine needed to eliminate this disease is not yet discovered,

schools will still be closed to contain the spread and reduce the infections. More than 1.2

billion learners worldwide are affected by these school closures, and more than 28 million

of which are from the Philippines (UNESCO, 2020, as cited in Tria, 2020).

This pandemic became the hindrance in the conduct of face-to-face classes between

students and teachers. Some students are having a hard time to adapt to the new normal it

has brought. The World Bank's Education Global Practice (2020) points out that prolonged

school closures are resulting to losses that could further decrease human resources and

consequently reduce economic opportunities (Westine, et al., 2019).

Several implementations like community lockdown and community quarantine in many

countries have led students and teachers to study and work from home. This being said,

many countries are using online learning platforms for the students (Crawford et al., 2020,

as cited in Tria, 2020). In the Philippines, educational leaders decided to adopt new

educational set up for the continuous learning of students. Although there are different

approaches depending on every institution, the majority of the schools, especially private

schools, are using online platforms to deliver learning materials and instructions.

Students’ Attitude Towards Learning

According to the Ministry of Education of Guyana (2016), students’ attitude is a crucial

part of their education and their life as a whole. In addition, Sen, H. (2013) stated that the
 10

attitudes towards learning are important part of the learners’ levels of goal setting, problem

solving abilities, beliefs towards learning, inner and external motivations in the process of

learning and all the academic-related performances they do.

Importance of Studying Accountancy, Business and Management (ABM)

Accounting education is a requisite and significant matter, giving the students an ability

to develop their personal capabilities such as critical and creative thinking, problem-

solving, communication and teamwork (Turner, 2011). In addition, studying accounting

gives the students the acquisition of knowledge about certain laws that govern a business,

typical business administration schemes, the ethics of accountancy, statistics, and

accounting theory (Lonsdale Institute, 2018).

Moreover, Prestige Academy (2019) stated that studying business management is a

good introduction to provide the students a good overview of the realities of business.

Particularly useful for those with no prior knowledge, business studies provide the kinds

of industry insights that can be invaluable. Learners will be able to achieve the requisite

knowledge and skills needed to obtain management positions in different departments of

an organization. Given the aforementioned sources, studying accountancy, business and

management can really help in preparing future leaders and workforce before facing the

real world and continue in giving greater contribution to the society.

Importance of Identifying Students’ Attitude Towards Learning and the Factors

Related to it

As stated by the Ministry of Education of Guyana (2016), students’ attitude towards

learning determines their ability and willingness to learn; thus, negative attitudes of
 11

students are very important to be improved and to be given necessary actions. However,

this process is long and it involves the need to determine the factors driving the students

and use this information to bring about change.

The aforementioned idea can be linked with the study entitled “Students’ Attitude

Towards Entrepreneurship at Princess Sumaya University for Technology”. In this study,

Turker & Selcuk (2009), as cited by Abualbasal & Badran (2019), indicated that

educational and structural support factors affect the entrepreneurial attitude of students.

Indeed, the demographic factors affect the students’ attitude towards entrepreneurship.

They also indicated to let the institution focus on having specialized business courses to

the curriculums, providing an environment that supports entrepreneurial activities in

campus; these advices accompany the results of other related research work.

Furthermore, a study entitled “Factors Affecting Students’ Attitudes Towards Online

Learning - The Case of Sofia University” can also show the importance of identifying

students’ attitude and the factors related to it. According to Forsyth, R., Yovkova, B. &

Aleksieva, L. (2018), they conducted the study to know the influence and connection of

different factors on the attitudes of the students towards distance education and online

learning. The results and conclusions from the study would be of great importance to the

academic community and to all people concerned with the planning, development and

implementation of strategies for the said mode of learning.

Factors Affecting Students’ Attitude Towards Learning

There are several related studies conducted in different universities. One of these is a

study entitled “Factors Affecting Attitude Towards E-learning.” According to Jovic, M.,

Stankovic, M., & Neskovic, E. (2017), the study was conducted mainly because e-learning
 12

gradually becomes a widespread method of gaining knowledge, but there are limited

research exploring the factors that could influence students’ attitudes regarding the said

matter. To determine which factors affect students’ attitudes towards e-learning, a field

research was done. Using the questionnaire distributed to 286 students and the principal

component analysis, three factors were identified. These factors are e-learning usefulness,

ease of use, and content design. In addition, regression analysis was conducted to determine

the strength of each factor. The results show that the usefulness of e-learning had the

strongest influence but all factors had a significant impact on the attitude of students

towards e-learning.

Similarly, a study entitled “Investigating Factors Influencing Students’ Attitude and

Performance When Using Web-Enhanced Learning in Developing Countries: The Case of

Saudi Arabia” was conducted. As stated by Al-Nefaie, S. (2015), the study aimed to

explore the usefulness of the existing learning management systems in Higher Education

(HE) environments in Saudi Arabia and identify what factors influence the attitudes of the

learners. Moreover, they investigated which of these, if any, do affect the students’

performances. When it comes to the identification of factors, several aspects were

observed. The first aspect is the learner dimension which includes the students’ interaction

with classmates, capability of using the internet and capability of using their web course

tool. Second is the instructor dimension which includes the instructor’s technical

competence, instructor’s way of presenting materials and interaction between students and

instructors. Third is the technology dimension which incorporates the usefulness, ease of

use, flexibility and quality of the LMS used. For the last aspect, the author included the

university’s support in terms of training students and instructors and providing technical
 13

user support. Based on the results, students were keen to accept the LMS for their courses.

The attitudes and behaviors of instructors when using the LMS were found to play a major

role in students' attitudes and performances. A major relationship was found in relation to

student gender, academic specialization and attitude towards using the LMS, but not in the

way the system is used. However, all of the aforementioned factors were considered as

positive indicator of students’ attitudes.

The next study is entitled “Factors Affecting Students’ Performance in Physical

Education Class in Lyceum of the Philippines University- Laguna.” Its authors, Junio, J. &

Liwag, J. (2016), aimed to identify and examine factors that affect students’ performance

in their physical education class. The factors tackled in this research are socio-economic,

aptitude of students’, learning facilities and teacher characteristics. To summarize the

results involving these factors, the authors used the weighted mean. Afterwards,

comparative analysis was done using Kruskall-Wallis test and the Mann-Whitney U test

and the researchers discovered that all four factors positively affect students’ performance.

Lastly is the study entitled “Factors Affecting Mathematics Performance of Laboratory

High School Students at Laguna State Polytechnic University Academic Year 2009-2010.”

Balbalosa, J. (2010) focused on identifying the factors affecting the students’ performance

on their Mathematics subject. These factors are student-related and teacher-related. The

extent of these factors were determined by using the weighted mean as the statistical tool.

The gathered data show that the teachers’ personality traits affect the students more

compared to other aspects namely; interest, study habits and learning materials.
 14

Synthesis

The coronavirus disease is a contagious infection that was detected in Wuhan, China,

in December 2019 (Ministry of Health, 2020). The impact brought by this pandemic is

undeniably felt in almost all sectors of humanity. One of the most affected is the

educational sector. More than 1.2 billion learners worldwide are affected by several school

closures, and more than 28 million of which are from the Philippines (UNESCO, 2020, as

cited in Tria, 2020). The educational leaders of the Philippines decided to adopt a new

educational setup that caused many changes and adjustments. Having the presence of this

fact makes it more important to determine the students’ attitude towards the new

educational setup they are dealing with. According to Guyana’s Ministry of Education

(2016), students’ attitude is a crucial part of their education and their life as a whole.

Identification of factors related to the said attitude is also important for it helps in the

process of improving, specifically when negative attitude is derived. Several studies also

proved the aforementioned point; just like what was conducted in Sofia University which

revealed that the results will benefit not just the students but all the people involved. Several

related studies that tackles the factors affecting the students’ attitude were also presented.

These studies were conducted by different researchers from different places, but generally,

they all focus on factors related to the students themselves, the teachers and the technology.

On the other hand, the background on the Accountancy, Business and Management (ABM)

strand was also determined, including its importance and the basic subject related to it,

which is the Fundamentals of Accounting, Business and Management (FABM). Studying

accountancy is important in giving the students the ability to develop their personal

capabilities such as critical and creative thinking, problem-solving, communication and

 15

teamwork (Turner, 2011). Moreover, Prestige Academy (2019) stated that studying

business management is a good introduction on the realities of business, revealing that

these can really help in preparing future leaders and workforce before they face the real

world and continue making greater contribution to the society.

Although some factors and dynamics are different, all of the related studies and

literature presented would be a great help and foundation for the conduct of this study.
 16

Chapter 3

METHODOLOGY

This chapter provides information on the methods used in conducting the study. It

consists of Research Design, Respondents of the Study, Research Locale, Instrumentation,

Data Gathering Procedures, and lastly, the Statistical Treatment.

Research Design

This study is considered as quantitative research. According to McLeod (2019), it

involves the collection and analysis of numerical data that can later be used in the

construction of graphical or tabular presentations. With the aid of statistical treatments,

these graphs and tables can be used to interpret and generalize regarding a certain topic or

problem.

To accomplish this study and identify the factors affecting the attitude of the grade 11

ABM students towards their FABM subject, the descriptive research design was used. It

simply includes the process of finding the overall summary of all the variables involved

(Bhandari, 2020). In addition, this research design focuses on the description and

interpretation of the present status of individuals, settings, events and conditions; thus, the

researcher studies the variables as they exist naturally. There are no intentions to

manipulate the respondents and all the given conditions (Mertler, 2014 as cited in SAGE

Publications, 2016).

Respondents of the Study

The chosen respondents of the study were the Grade 11 ABM students of Rogationist

College Senior High School Department. They had a total population of 50. The sampling
 17

technique that the researchers used in this study was universal sampling. According to

Avron (2019), universal sampling can help to achieve the optimal complexity for any class

of signals. It also pertains to the selection of samples wherein the members of the

population do not have the same chances of being included in the sample and the

probability of selecting each one of them is unknown.

Since the total population was less than 100, no computations were made to determine

the sample size. The sample size that was used is 30 since it is the ideal and it is more than

half of the total population. After arriving at this decision, the researchers used stratified

random sampling under the probability sampling technique. According to Nickolas (2020),

this sampling method involves the division of a population into smaller groups. These

groups, also known as “strata,” are identified through the shared characteristics or attributes

of the members. This being said, the Grade 11 ABM students were classified according to

their sections─ St. Aloysius Gonzaga and St. Anthony of Padua. Since stratified random

sampling aims to represent each stratum, the researchers involved 15 students per section.

In this way, the number of representatives was fair and equal. Afterwards, simple random

sampling technique was used in selecting the respondents from each section. This was done

by using an online randomizer wherein all the names from every section were inputted and

were just automatically selected later on.

Research Locale

The researchers conducted the study in Rogationist College located at Km 52, E.

Aguinaldo Highway. Lalaan II, Silang, Cavite since the Grade 11 ABM students of the said

school were the respondents of the study.

 18

Instrumentation

The attitude of Grade 11 ABM students towards their FABM subject and the factors

affecting it were determined by the researchers with the use of a questionnaire. The said

questionnaire was composed of two parts; the first part intended to identify the students’

attitude and the second part contained items to help in identifying the factors. Several

related studies were used as the basis for the construction of the questionnaire. The studies

used as a guide to identify the attitude of students were entitled “Students’ Perceptions of

E-Learning” and “The Impact of E-Learning on Egyptian Higher Education and its Effect

on Learner's Motivation: A Case Study.” Meanwhile, studies entitled “Factors Affecting

Mathematics Performance of Laboratory High School Students at Laguna State

Polytechnic University Academic Year 2009-2010” and “Investigating Factors Influencing

Students’ Attitude and Performance When Using Web-enhanced Learning in Developing

Countries: The Case of Saudi Arabia” served as basis to identify the factors.

For the first part, a simple questionnaire from the related studies was made by the

researchers to determine the attitude of students. The respondents chose among the three

options and the researchers computed for the percentages later on. Similar to what was

done in the related studies, if the option “agree” gets the highest percentage, then the

attitude would be considered as positive. That being said, if “disagree” gets the highest

percentage, the attitude would be considered as negative. On the other hand, the Likert

scale was used in the second part. According to Jamieson (2013), this rating system is used

to measure and identify people’s attitudes, opinions, or perceptions. Each statement or

question is usually composed of several categories as the options. To be able to code and

analyze the results, numerical values, typically ranging from 1 to 5, are assigned to the said
 19

categories. The most common 5-point Likert Scale with “Always”, “Often”, “Sometimes”,

“Rarely” and “Never” as the categories, was used on the second part. For the interpretation,

the weighted mean, frequency and percentage were used. Two (2) registered

psychometricians validated the questionnaire’s content to guarantee reliability and

accuracy.

Data Gathering Procedure

After determining the samples and finalizing, the researchers disseminated the

questionnaires via Google Forms. The presidents of Grade 11- St. Aloysius Gonzaga and

Grade 11- St. Anthony of Padua were the main contact persons to ensure that the

questionnaires had reached the respondents. Follow ups were also made if necessary. The

responses of the respondents were automatically linked to a spreadsheet. After gathering

all the desired responses, the researchers tabulated, analyzed and interpreted the data to be

able to come up with the findings of the study.

Statistical Treatment

For a clearer evaluation of the data gathered, a statistical technique was applied by the

researchers. To measure the gathered data which identifies the attitude of students, the

frequency and percentage were used during the computation. Meanwhile, weighted mean

was used for the data gathered about the factors. It is commonly used to determine the

physical evidence strategy of the study and for frequency data. According to Ganti (2020),

in computing for this kind of mean, the varying degrees of importance of the numbers in a

data set are considered. A given weight is multiplied by each number in the data set before
 20

the final calculation that is why it can be more accurate than a usual average. The formula

below will be used for determining the attitudes as well as the factors.

𝑛𝑖=1 (𝑥𝑖 ∗ 𝑤𝑖 )
𝐱̄ =
𝑛𝑖=1 (𝑤𝑖 )

𝑥𝑖 = the value of an item

𝑤𝑖 = weight for the nth observation of an item

x = weighted mean
 21

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the tables, the analysis and interpretation of the data gathered and

all the necessary information in determining the attitude of the grade 11 ABM students and

the extent of the factors that affect the said attitude.

Problem No. 1: What is the attitude of grade 11 ABM students towards their FABM
subject given the new educational setup?

Table 1.
Respondents’ attitude towards their FABM subject given the new educational setup

Agree Disagree Undecided

f % f % f %

1. I like the idea of online

7 23.33 12 40.00 11 36.67
learning.
2. I think online learning is an
15 50.00 9 30.00 6 20.00
innovative concept.
3. For me, online learning is an
6 20.00 12 40.00 12 40.00
enjoyable platform to use.
4. I think my grades on my
FABM subject will improve in 7 23.33 12 40.00 11 36.67

this online learning setup.

5. Using the modules or lectures
provided by my teacher
through online platforms is 4 13.33 15 50.00 11 36.67

more interesting than the

traditional.
 22

6. I am more encouraged to learn

FABM in this new educational 0 0.00 17 56.67 13 43.33

set up.
7. I think, the new educational
setup will help me achieve the
8 26.67 8 26.67 14 46.67
learning output required in my
chosen field.
8. I feel more productive in this
9 30.00 18 60.00 3 10.00
kind of setup.
9. I am comfortable studying by
utilizing all available 13 43.33 11 36.67 6 20.00

platforms and technologies.

10. I think this setup allows me to
take greater control in my 11 36.67 8 26.67 11 36.67

learning process.
11. I enjoy most of the
7 23.33 11 36.67 12 40.00
discussions.
12. I enjoy most of the activities
5 16.67 18 60.00 7 23.33
given to us.
13. For me, this setup will help
me more to discover and 10 33.33 8 26.67 12 40.00

develop my skills and talents.

14. This setup allows me to
explore other sources that are
helpful in improving my 19 63.33 4 13.33 7 23.33
engagement in this subject.

15. I am satisfied with my online

learning experience in this 8 26.67 12 40.00 10 33.33

subject.
 23

16. I am more motivated right

now compared in traditional 4 13.33 19 63.33 7 23.33

setup.
17. Online learning can still
promote teamwork and
18 60.00 5 16.67 7 23.33
cooperation which are helpful
in our FABM class.
18. For me, online learning is a
great help to appreciate the
6 20.00 13 43.33 11 36.67
real essence of our FABM
subject.
19. This setup helps me
understand the important
11 36.67 8 26.67 11 36.67
aspects of the business
industry.
20. In this new normal, I think
every FABM discussion is 13 43.33 7 23.33 10 33.33

worthy of my time and efforts.

21. With this new normal, I think
every FABM activity is 14 46.67 10 33.33 6 20.00

worthy of my time and efforts.

22. I am confident that I will gain
adequate skills and knowledge 12 40.00 5 16.67 13 43.33

about this subject.

Average 31.36% 36.67% 31.97%

Table 1 shows the attitude of the respondents towards their FABM subject given the

new educational setup. Based on the responses of the students, the option ‘Agree’ got the

lowest average percentage of 31.36%. Meanwhile, ‘Undecided’ got 31.97% and ‘Disagree’
 24

got 36.67%, which is the highest among the three. Twenty-two (22) positive statements

were given; thus, the one with the highest average percentage will be considered in

identifying the attitude. The average percentages are apparently close to one another;

however, it still shows that the respondents have negative attitude towards the said subject

since ‘Disagree’ got the highest average percentage. This result negates the related studies

included in this paper. Two studies cited in this paper show that their respondents have

positive attitude towards online learning. The first related study was conducted by Al-

Nefaie (2015) and is entitled “Investigating Factors Influencing Students’ Attitude and

Performance When Using Web-Enhanced Learning in Developing Countries: The Case of

Saudi Arabia.” The other was conducted by Forsyth et.al (2018) and is entitled “Factors

Affecting Students’ Attitudes Towards Online Learning - The Case of Sofia University”

and, respectively. Several factors may have caused the difference with the results. This

may include the difference of the dynamics followed by the education sectors of the

countries and the current situations in the places involved.

 25

Problem No. 2: What is the extent of the student-related factors in terms of interest
and study habits?

Table 2. Extent of student-related factors

A. Interest
Weighted Verbal
Rank
Mean Interpretation

1. I make myself prepared for the

FABM subject by studying in 3.30 8 Sometimes

advance before the discussion.

2. I always prepare the things I 4.03 3 Often
need before every discussion.
3. I listen to my FABM teacher 3.90 4 Often
attentively.
4. I actively participate in the 3.57 6 Often
discussion.
5. Whenever I cannot understand 3.77 5 Often
the lesson, I see to it that I ask
for clarification.
6. I want to get good grades on 4.63 1 Always
activities, performance tasks,
tests and assessments.
7. I turn on my camera during 3.37 7 Sometimes
synchronous classes.
8. I unmute myself if necessary 4.23 2 Often
during synchronous classes.
Average Weighted Mean 3.85 Often
 26

B. Study Habits

1. I do not procrastinate because I 3.23 5 Sometimes

do my tasks immediately.
2. I exert more effort when I do 4.23 2 Often
difficult assignments.
3. I study the lessons I missed if I 3.87 3 Often
was absent from the class.
4. I prefer finishing my tasks first 3.67 4 Often
before doing other things such
as watching the television and
using my phone for social media
and online games.
5. I have a specific place where I 4.30 1 Often
study which I keep clean and
orderly.
Average Weighted Mean 3.86 Often

Table 2 shows the extent of the student-related factors in terms of the interest and study

habits. In terms of the study habits, the statement ‘to have a specific place where to study

which is kept clean and order’ got the highest weighted mean of 4.30 and a verbal

interpretation ‘Often’. Meanwhile, the statement ‘I do not procrastinate because I do my

tasks immediately’ got the lowest weighted mean of 3.23 with the verbal description

‘Sometimes’. On the other hand, interest got the weighted mean of 3.85 and a verbal

interpretation ‘Often’. The statement ‘I want to get good grades on activities, performance

tasks, tests and assessments’ got the highest weighted mean of 4.63 and its verbal

interpretation is ‘Always’. The lowest in this aspect is the statement ‘I make myself

prepared for the FABM subject by studying in advance before the discussion’. It has a
 27

weighted mean of 3.30 and its verbal description is ‘Sometimes’. The aforementioned

results may be because of the personal decisions and different situations faced by every

student that made this setup quite difficult for them.

Although the two factors have very close average weighted means, study habits got the

higher weighted mean which is 3.86 with a verbal description ‘Often.’ This is considerable

since according to Capuno et.al (2019) in the study entitled “Attitudes, Study Habits, and

Academic Performance of Junior High School Students in Mathematics”, study habits is

one of the important factors affecting students’ performance. On the other hand, the one

with the lower weighted mean of 3.85, which is the interest, is probably the one that

affected the negative attitude of the respondents more.

Problem No. 3: What is the extent of the teacher-related factors in terms of

personality traits, teaching skills and instructional materials?

Table 3. Extent of teacher-related factors

A. Personality Traits

Weighted Rank Verbal

Mean Interpretation

1. has a good relationship with the 4.23 4 Often

students and teachers

2. shows smartness, confidence and 4.23 4 Often

firmness in making decisions.

3. imposes proper discipline. 4.10 5 Often

4. has an appealing personality. 4.37 3 Often

 28

5. has a good sense of humor. 4.00 6 Often

6. is open for suggestions and 4.50 1 Always

opinions.

7. is considerate and understanding. 4.43 2 Often

Average Weighted Mean 4.27 Often

B. Teaching Skills

1. explains the objectives of the 4.23 4 Often

lesson clearly at the start of each
period.

2. has mastery of the subject matter. 4.47 1 Often

3. is organized in presenting subject 4.27 3 Often

matters by systematically
following course outline.

4. is updated with present trends that 4.30 2 Often

are relevant to the subject matter.

5. uses various strategies, teaching 4.27 3 Often

aids/devices and techniques in
presenting the lessons.

Average Weighted Mean 4.31 Often

C. Instructional Materials

1. comprehensive presentation 4.27 1 Often

during discussions.
 29

2. textbook as reference during 4.23 2 Often

discussions.

3. videos to add more insights about 4.17 3 Often

the lessons.

4. podcasts, movies, photographs 3.93 4 Often

and other engaging materials.

5. blackboard/ whiteboard to explain 3.10 5 Sometimes

important points further.

Average Weighted Mean 3.94 Often

Table 3 shows the extent of the teacher-related factors in terms of personality traits,

teaching skills and instructional materials. The average weighted mean of the personality

traits is 4.27, which indicates that the personality traits of their FABM teacher is ‘Often’

the aspect that affects them. Among the questionnaire items, the statement ‘My FABM

teacher is open for suggestions and opinions’ ranked first with a weighted mean of 4.50,

which is interpreted as ‘Always’. In contrast, the fifth item ‘My FABM teacher has a good

sense of humor’ ranked last with a

The next teacher-related factor is the teaching skills with a weighted mean of 4.31 which

means that the teaching skills of their FABM teacher ‘Often’ affects them. Among each

statement given, the item ‘My FABM teacher has mastery of the subject matter’ ranked

first having a weighted mean of 4.47 and a verbal interpretation ‘Often’. On the other hand,

‘My FABM teacher explains the objectives of the lesson clearly at the start of each period’

is the statement with the lowest weighted mean of 4.23─ also interpreted as ‘Often’.
 30

Lastly, instructional materials as a teacher related factor got a weighted mean of 3.94

and is interpreted as ‘Often’. Looking closely at the table, the teacher’s usage of

comprehensive presentation during discussions ranked first with a weighted mean of 4.27

and results in a verbal interpretation of ‘Often’. Oppositely, the fifth item ranked last

having a weighted mean of 3.10 and is verbally interpreted as ‘Sometimes’.

Among all the teacher- related factors, teaching skills got the highest weighted mean

which signifies that the teacher is skilled enough in terms of his/her teaching ability and

mastery. However, the two other factors which are personality traits and instructional

materials have weighted means which are close to that of teaching skills’, thus, they are

probably easy to be improved. The aforementioned results can be supported by one of the

related studies used. According to Mahdizade et al. (2008), as cited in Al-Nefaie (2015),

teacher-student interaction, which also involves teaching skills is an important factor to

increase the motivation of students which will then lead to successful learning outcomes.

Problem No. 4: What is the extent of technology-related factors in terms of usefulness

and ease of use?

Table 3. Extent of technology-related factors

A. Usefulness

Weighted Verbal
Rank
Mean Interpretation

1. allows me to access course

4.53 1 Always
materials.
2. enables me to interact with my 4.20 2 Often
classmates and my teachers.
 31

3. gives us smooth discussion every 3.87 4 Often

synchronous classes.
4. helps me to gain additional 4.10 3 Often
information about the subject.
Average Weighted Mean 4.19 Often

B. Ease of Use

1. are within my reach because of the

presence of necessary devices and 4.30 1 Often

internet connection.
2. are easy to understand 4.00 4 Often

3. are easy to cope with. 4.00 4 Often

4. provide tutorials and instructions to

4.17 2 Often
help us understand how they work.
5. require too much bandwidth or data
4.13 3 Often
to function well.
Average Weighted Mean 4.12 Often

Table 4 shows the extent of the technology-related factors in terms of usefulness and

ease of use. In terms of usefulness, the first statement ‘The platforms we allow me to access

course materials’ got the highest weighted mean of 4.57 and a verbal interpretation

‘Always’. Meanwhile, the statement ‘The platforms we use give us smooth discussion

every synchronous class’ got the lowest weighted mean of 3.87 with the verbal description

‘Often’. On the other hand, ease of use got the weighted mean of 4.12 and a verbal

interpretation ‘Often’. The statement ‘The platforms we use are within my reach because

of the presence of necessary devices and internet connection’ got the highest weighted
 32

mean of 4.30 and its verbal interpretation is ‘Always’. The lowest in this factor are the

statements ‘The platforms we use are easy to understand’ and ‘The platforms we use are

easy to cope with’. These items have a weighted mean of 4.00 and verbal description

‘Often’. Similar to other factors, the results are not that far from one another. This may

indicate that most of the respondents have generally good experience when it comes to the

given situations under every factor.

Usefulness with an average weighted mean of 4.19 and verbal interpretation ‘Often’ is

considered as the highest. The aforementioned results can be supported by the study

conducted by Al-Nefaie (2015), wherein findings show that the aspect of technology has a

significant positive correlation with students' attitudes towards using a certain learning

management system. The included factors in the study are the students' perception of the

usefulness, ease of use, flexibility and quality of the platforms they use.
 33

Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter provides the overall findings of the research. Specifically, it contains the

summary, the conclusions revealed from the results, and the recommendations which

highlights the key concepts and ideas that could help in the improvement and more in-

depth understanding of the study.

Summary

This study is a quantitative research that used the descriptive research design. Its

objective is to determine the factors affecting the attitude of grade 11 ABM students

towards their FABM subject given the new educational setup. Furthermore, this research

aimed to determine: (1) the attitude of grade 11 ABM students towards their FABM subject

given the new educational setup; (2) the extent of the student-related factors in terms of

interest and study habits (3) the extent of the teacher-related factors in terms of personality

traits, teaching skills and instructional materials; and (4) the extent of the technology-

related factors in terms of usefulness and ease of use.

The study was conducted in Rogationist College - Silang, Cavite with a total of thirty

(30) respondents from the said grade level and strand─ fifteen (15) from each of the two

sections, namely: St. Anthony of Padua and St. Aloysius Gonzaga. The most appropriate

sampling technique was used for the study to ensure reliability. Using the statement of the

problem as the guide, the questionnaire was constructed. Aside from the previously

mentioned basis, several related studies were used to derive the questionnaires. The

modified questionnaire was then scrutinized and validated by two (2) registered
 34

psychometricians. In addition, the questionnaire was also checked by the subject teacher

before the dissemination.

Frequency and percentage were used in identifying the attitude of the respondents, while

the weighted mean was utilized to measure and identify the extent of student-related,

teacher-related and technology-related factors. The data gathered were then tabulated,

analyzed and interpreted. These aforementioned actions lead the researchers to come up

with the following summarized findings of the study:

1. Students’ Attitude Towards their FABM Subject Given the New Educational

Setup

‘Disagree’ got the highest average percentage of 36.67%. Since there were twenty-two

(22) positive statements present in the questionnaire, the one with the highest average

percentage will be considered in identifying the attitude. All the average percentages

derived are apparently close to one another; however, the results still signify that the

respondents have negative attitude towards the said subject since ‘Disagree’ got the highest

average percentage.

2. Extent of Student-Related Factors

Among the two student-related factors, study habits got the higher weighted mean

which is 3.86 with a verbal description ‘Often.’ On the other hand, interest with the lower

weighted mean of 3.85 is also interpreted as ‘Often’. Generally, seeing that the results are

both interpreted as ‘Often’, it is still favorable; but considering all the factors involved, the

student-related factor got the lowest average weighted means; thus, this might be the one

with the greatest impact to the respondents’ negative attitude.

 35

3. Extent of Teacher-Related Factors

When it comes to the teacher-related factors, teaching skills got the highest weighted

mean of 4.31 which signifies that the teacher is skilled enough in terms of his/her teaching

ability and mastery. Nevertheless, the two other factors which are personality traits and

instructional materials have weighted means of 4.27 and 3.94, respectively─ which are

close to that of teaching skills’. Thus, the said factors might affect the students positively

and can still be improved easily. Among the three, the instructional materials factor is the

one with the lowest; therefore, the one that needs more attention and action. All of the

results somehow look like satisfactory in general based on their verbal interpretations. This

may be because of the small differences between the average percentages derived when the

researchers computed to determine the attitude.

4. Extent of Technology-Related Factors

Usefulness got an average weighted mean of 4.19 and verbal interpretation ‘Often’,

which is considered as the highest. Meanwhile, ease of use got 4.12, which is also

interpreted as ‘Often’. Upon seeing the results, one can say that these factors also affected

the students’ attitude in a considerably positive manner; but if the negative attitude will be

considered, the ease of use is probably the one that is involved since it got the lower average

weighted mean.
 36

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. The respondents have a negative attitude towards their FABM subject given that

they are experiencing a new educational setup. However, the level of this negative

attitude is not that high based on the average percentages and the extent of the factors

involved, which are still considerably satisfactory. This implies that this attitude can

still be improved when given the proper course of action.

2. Study habits and interest were both interpreted as ‘Often’, which means that the

given situations under those factors are often experienced by the students. Among the

two, interest is probably the one that affected the negative attitude more, since it is the

factor with the lower average weighted mean. This may be caused by the adjustments

experienced by the students since the past months have been challenging for them.

3. The teacher-related factors: teaching skills, instructional materials and personality

traits were all interpreted as ‘Often’; meaning that these factors are often encountered

by students during their classes. Among the three, the instructional materials factor is

the one with the lowest average weighted mean; therefore, the one that needs to be

improved since it is the one least experienced by the students.

4. In terms of technology-related factors, usefulness and ease of use, like the previous

factors were interpreted as ‘Often’. These factors less likely affected the negative

attitude because they are satisfactory in general. However, ease of use is the one that

probably contributed with the derived attitude since it has the lower average weighted

mean.
 37

Recommendations

Considering the conclusions derived, the following are the recommendations proposed

by the researchers:

To the grade 11 ABM students, they can make themselves more aware of the

important factors affecting their attitude by using this study. Based on the results, student-

related factors got the lowest average weighted means among all the factors; thus, they can

try to improve the way they deal with the new educational setup, especially in terms of

their interest.

To the teachers, they can improve the negative attitude that was determined by

maintaining the satisfactory performance in every factor. They should give more attention

to those factors with lower average weighted mean, which in this case is the instructional

materials factor. Also, they can still check the students’ needs and remarks for further

details that can help them deliver quality education.

To the institution, they can start developing programs that will benefit both students

and teachers. Although the overall results when it comes to the given factors are

considerably favorable, they should still aim to improve these to reach the best possible

results and help the students to have the ideal attitude towards their FABM subject. In this

way, there can be more assurance that competent and knowledgeable students who are

future leaders and members of the workforce of the country will be honed by the institution.

To the future researchers, they can use the study as a source of initial information and

reference that can serve as their guide in finding out more about the topic. The researchers

suggest that they can use a larger sample size to ensure the reliability and generalizability
 38

of the results even more. They can also consider using other statistical treatments and they

can even use other research designs. Lastly and most importantly, they can focus on other

factors that might be affecting the students’ attitude to have a deeper understanding and to

be able to propose more courses of action or recommendations that will benefit many

people.
 39

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