STUDENT’S PERCEPTIONS OF THEIR ASSESSEMENTS IN REMOTE LEARNING

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A Research Proposal Paper Presented to the Faculty of the Senior High School of
Cabatuan National Comprehensive High School

Cabatuan, Iloilo

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Requirements for the subject Practical Research 2 of Humanities and Social Sciences
Strand of the Academic track

Secondary Education

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12- DIONYSUS

Group #: 2

Group Leader:

Kryzel Mae Cuello

Members:

Joy Lyn Huesca

Gale Grace Malfarta

Kim Laurence Marin

Lovely Artiaga

Glaiza Mae Rute

Keith Vismin Selis

Clarence Bendanillo

Renesel Anoslay

Paul Paniagua

Louiely Montille
 CHAPTER I

INTRODUCTION

This chapter provides an overview of the research study and its problem about
Student’s Perceptions of Their Assessment in Remote Learning. It consists of dependent
and independent variables that were employed in the research, as well as the
significance and limitations of the study.

A. Background of the Study

Due to the widespread of COVID-19 pandemic remote learning was establish in

Philippine educational system. Learning institutions particularly tertiary education
rapidly transitions to remote classes. Remote learning provides both learners and
educator to remain connected and engaged with the content while working from their
homes (Ray, K. 2020). Transitioning to remote learning can keep students on track so
that when they return to physical school environments, they will not need to complete a
lot of make-up work to be ready for any scheduled assessments. Furthermore,
technology is the best instructional tool to help learner, educator to make this new
mode of learning possible.

Globally, the pandemic has extremely affected 1.58 billion children and youth
(UN, 2020). As of the middle of this year, countries observed a flattening of the curve
scenario; however, it is reported that over one billion learners are still affected by the
situation (United Nations, 2020). This number accounts for 61 percent of the world’s
overall enrollment. Remote classes are happening for almost several months now and
the current situation still exacerbates pre-existing educational disparities among
students. Hence, the ongoing health crisis has resulted in interruptions in education
(Bozkurt et al., 2020).Set in a developing country, tertiary institutions in the Philippines
are observably unprepared for the sudden migration of education in the middle of the
ongoing crisis and the remote learning system seems chaotic. Looking at the statistics,
it is reported that almost 3.5 million Filipino students enrolled in tertiary level.

The learning process is a continuous activity that involves the absorption of knowledge,
skills, and perspectives in attitude and behavior by those who are learning. Students'
perceptions of the learning process include students' perceptions of the delivery of
material by lecturers, the ability of students to absorb learning material during online
learning and the results of student learning evaluations. Research conducted by
(Aswasulasikin, 2020) showed that students feel boredom of online learning and
students expect lecturers to be more creative and innovative to avoid boredom of online
learning. Research conducted by Adijaya (Adijaya & Santosa, 2018) revealed that
students felt that the interaction between students and lecturers during online learning
was not optimal compared to learning in traditional classrooms. Students prefer face-to-
face learning to online learning. Meanwhile, in their research, (Astuti & Febrian, 2019)
found that students respond positively to online learning. Students feel more
comfortable doing questions and answers in an online learning pattern than in face-to-
face classes. They only experienced difficulties at the beginning of the meeting then
they were able to adjust because the instructions given were clear. From several
research results, it is revealed that the success of students in following the learning
process online will be determined by accessibility to learning media and knowledge
using technology which is very important because learning is not carried out in face-to-
face mode but uses media based on information and communication technology.

Several studies have shown that the learning environment affects the success of
learning. In terms of online learning, this includes a place for implementing learning and
the media used for learning. In online learning, the media used by lecturers and
students varies. Generally, both of the students and teacher/ lecturer use social media
and video conference apps for online learning. They can interact with each other
through the use of applications such as e-classroom, video conference, telephone or
live chat, zoom or WhatsApp Group (Dhull Indira, 2017). Currently, the most popular
online learning media are WhatsApp and Google Classroom. On the other hand,
learning with the use and utilization of technology has made the learning atmosphere
more enjoyable and comfortable (Bali & Liu, 2018). By using technology to study,
students feel they have a greater opportunity to be more innovative. The instructions
given were clear. From several research results, it is revealed that the success of
students in following the learning process online will be determined by accessibility to
learning media and knowledge using technology which is very important because
learning is not carried out in face-to-face mode but uses media based on information
and communication technology.

Several studies have shown that the learning environment affects the success
of learning. In terms of online learning, this includes a place for implementing learning
and the media used for learning. In online learning, the media used by lecturers and
students varies. Generally, both of the students and teacher/ lecturer use social media
and video conference apps for online learning. They can interact with each other
through the use of applications such as e-classroom, video conference, telephone or
live chat, zoom or WhatsApp Group (Dhull Indira, 2017). Currently, the most popular
online learning media are WhatsApp and Google Classroom. On the other hand,
learning with the use and utilization of technology has made the learning atmosphere
more enjoyable and comfortable (Bali & Liu, 2018). By using technology to study,
students feel they have a greater opportunity to be more innovative.

Motivation comes from the word 'motive' which means encouragement or things
that become a reason for doing something. In the learning process, motivation plays an
important role and is a major requirement in learning. In online learning, motivation
also has an important contribution to support student learning. Motivation to learn
through online learning increases due to the use of innovative technology (Wida, 2020).
Students became more motivated and involved in online learning because several
things such as topics that are teaching material that students like and existing prior
knowledge about the use of media used in learning such as how to use computers. In
the midst of a pandemic, there is no other choice but to carry out learning online. Even
though it is done online, students still have high motivation in following the learning
process in terms of concentration, curiosity, enthusiasm, independence, readiness,
enthusiasm or process such as the learning process, the learning atmosphere, and
learning motivation.

This research studied and analyzed the students' perceptions of their assessments
in remote learning. This study covered as well as all matters related to the process such
as the learning process, the learning atmosphere, and learning motivation. The purpose
of this study is to learn the perception of the student in assessment in remote learning.
Upon learning their perception teachers can be able to improve their ways in giving
their assessment especially now that were dealing with technology. The goal of the
study is make awareness to the teachers who give assessment to the student that in
giving online assessment have pros and cons that may beneficial to the student or
teacher.
 RESEARCH FRAMEWORK

Remote Learning Student’s Perception

INDEPENDENT VARIABLE DEPENDENT VARABLE

RESEARCH QUESTIONS:

1. What do you prefer modular learning or face to face classes?

2. Do you often have a high score in this remote learning?

3. Are you having hard time coping up with your lesson in this remote
learning?

4. What are the challenges you are facing in your performance at school?
 SCOPE AND DELIMITATION

The main objective of the study is currently focused at the students and at
their perception. The study also includes the student’s personal information. The
purpose of this study was to understand, analyze and determine how the students of
Cabatuan National Comprehensive High School perceive the assessments implemented
by their teachers in remote learning in the current COVID-19 pandemic. The study is
limited to 100 students of Cabatuan National Comprehensive High School, Year 2020-
2021. Each of the respondents has given a questionnaire to answer. The students that
are selected came from different year level to prevent subjective perception.

DEFINITION OF TERMS

Educational System - Everything that goes into educating public school pupils at
the federal, state, and local levels is included in this category.

Educator - someone who instructs, teach or educates others.

Face to face - within each other's range of vision or proximity.

Pandemic - a disease epidemic that affects a huge number of individuals and

covers numerous nations.

Remote learning - a method of teaching and learning that takes place on the
internet.

Student - a student who is enrolled or studying in a school or college.

 Tertiary Level - any level of education above high school, including
undergraduate and graduate degrees, is considered postsecondary education.

CHAPTER III

This chapter furnished a review of related literature of related and existing research
about the student’s perception of their assessment in remote learning.

REVIEW OF RELATED LITERATURE

An important piece of writing by Keegan (1980) explains the most important

features of DE. Physical separation between instructor and student is one of the factors,
as is learning in the framework of an educational institution, the use of technology
media, communication between teacher and learner, the possibility of face-to-face
encounters, and the use of an industrial model of education. More recently, many
definitions of DE appear to be founded on the perspectives of diverse educators and to
represent each country's and IHE's educational culture. However, most stakeholders in
the area appear to agree on a few basic descriptions. Distance education is a type of
education in which teachers and students are separated in both time and place.
(Keegan, 2002) that it can take place outside of an academic institution and lead to a
degree or certification. (Gunawardena, McIsaac, & Jonassen, 2008).

Despite the fact that there are several sorts of DE, this study focuses on online
learning. Synchronous, asynchronous, hybrid, massive online open courses (MOOC),
and open schedule online courses will be examined as methods of online learning.
Teachers and students meet at a fixed time (typically online) for synchronous
education. According to Watts (L, 2016) synchronous engagement is achieved through
the use of live streaming video and/or audio. Although videoconferencing allows
participants to see each other, because to the physical separation, it is not considered a
face-to-face connection (Keegan D. J., 1980).

Asynchronous instruction refers to the absence of synchronous interactions

between professors and students, with students having access to course information
through the Internet at any time they want or need it. Participants communicate mostly
through email and online forums, which are normally controlled by the teacher (Watts,
2016). According to Garrison (Garrison, 2000) blended learning is another sort of DE.
"Asynchronous collaborative learning may possibly be the defining technology of the
postindustrial age of remote education." (p.12) (BL). BL is defined by Garrison and
Kanuka (2004) combining face-to-face classroom time with online learning activities is
defined as blended learning. Although it is unclear how much time is spent online in the
blended model, "the real test of blended learning is the effective integration of the two
main components (face-to-face and Internet technology) so that we are not just adding
on to the existing dominant approach or method." (p.97) Different teaching
methodologies and instructional technologies may be employed in the BL format to
assist individuals with various learning styles, requirements, and interests (H Tseng,
2016).

MOOCs are another sort of DE (Massive Online Open Courses). This format was
initially established in 2006, and it gives a large number of participant’s free access to
distributed open online courses (Cormier, McAuley, Siemens, & Stewart, 2010). MOOCs
were first introduced in 2002 as part of the Open Access Initiative, which promotes the
unrestricted exchange of knowledge via the Internet. MOOCs can assist in meeting the
increasing need for training and education by providing educational opportunities
(Zawacki-Richter & Naidu, 2016). Finally, open schedule online course students work
asynchronously with all materials given electronically. Despite the fact that project
submission deadlines exist, students who work at their own pace have some freedom in
terms of when they finish their work (Campus Explorer, 2019).

There are benefits and drawbacks to attending DE classes. Self-paced study, time
and space flexibility, time savings (no travel between home and school), and the fact
that a distant learning course is typically less expensive are just a few of the benefits.
Isolation, trouble keeping motivated, lack of face-to-face engagement, difficulties
receiving rapid feedback, the requirement for continual and consistent access to
technology, and occasionally some problems with certification are some of the
disadvantages (De Paepe, Zhu, & Depryck, 2018; Lei & Gupta, 2010; Venter, 2003;
Zuhairi, Wahyono, & Suratinah, 2006).

Students who have enrolled in online courses make up the majority of the material
on student perceptions of DE courses, both blended and totally online. Some articles
compare student views of DE between face-to-face and online pupils (Daniels &
Feather, 2002; Dobbs, del Carmen, & Waid-Lindberg, 2017; Hannay & Newvine, 2006;
Lanier, 2006). Additional research focuses on adult and undergraduate students, and it
covers a wide range of topics related to the online experience (Dobbs et al., 2017;
Horspool & Lange, 2012; Seok, DaCosta, Kinsell, & Tung, 2010b, a). However, there
has been little, if any, study focused only on the perspectives of students who live in
countries where few IHEs offer online courses.

Horspool and Lange (2012) showed that students prefer online courses to reduce
travel time to class and scheduling issues in a research comparing online versus face-
to-face learning. The majority of students in both face-to-face and online classes had
no technological concerns. Both groups agreed that the instructor's communication was
satisfactory. Students who took the course online said the instructor was quick to
respond to their inquiries. Online students, on the other hand, thought peer
communication happened considerably less frequently. Both versions had similar levels
of course satisfaction (Horspool & Lange, 2012). Students' motivations for taking online
classes included the capacity to meet work and family schedules, the opportunity to
avoid driving to the institution, and the availability of additional online courses,
according to responses to another poll about online and traditional course formats
(Dobbs et al., 2017). Conventional courses were easier for both online and traditional
students, and they learnt more in that format. They also agreed that online courses
necessitated greater effort. Traditional students who had never taken an online course
believed that the quality of online courses was worse, whereas experienced online
students felt that the quality of their courses was high.

There is also research that focuses on students who are enrolled in community
colleges, MOOCs, blended learning, and adult learners. Seok et al. contrasted
community college students' and instructors' assessments of the usefulness of online
courses (2010b, a). The researchers concentrated on pedagogical (management,
Universal Design for Learning, interaction, instructional design, and content) as well as
technological qualities (interface, navigation and support). In addition, replies were
analyzed depending on several demographic characteristics of the participants. Two
surveys with a total of 99 questions were sent out electronically. The professors took
one survey, while the students took the other. Instructors and students agreed that
teaching and studying online was beneficial in general. The majority of questions about
efficacy were answered favourably by female students, and teachers agreed. (Seok et
al., 2010b, a).

Students who registered in a MOOC were encouraged to attend further courses in

this format because they believed it would help them achieve their goals. Furthermore,
if the course was presented on an easy-to-use platform, their motivation was great
(Aharony & Bar-Ilan, 2016). Students developed confidence as they progressed through
the course, according to one study.

Kurt and Yildirim investigated blended learning (2018) ) to find out how satisfied
students were with the hybrid format and what they thought were the most essential
elements. The findings revealed that virtually all of the Turkish students who took part
in the study agreed that BL was useful and that their personal and the teachers' roles
were crucial to their happiness. "Face-to-face teaching, the characteristics of online
course materials, the LMS utilized, design-specific activities, process-based assessment
and evaluation, student-student contact, and out-of-class sharing, respectively, have
been highlighted as key components in the process," the authors said .(p. 439) DE has
a growth potential and offers the opportunity to reach many people (Fidalgo, 2012),
hence it can be used as a technique for mass education (Perraton, 2008). Perraton
(2008) claims that DE may be tailored to the demands of present and prior generations
who did not finish their school. Individuals who live in distant areas who do not have
access to education can also benefit from DE.

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