NURSING STUDENTS’ LEVEL OF SATISFACTION AND ACADEMIC

ENGAGEMENT IN THE UTILIZATION OF INSTITUTIONAL

LEARNING MANAGEMENT SYSTEM

___________________________________________

A Thesis
Presented to the
Faculty of the Nursing Program
Davao Doctors College
Davao City

___________________________________________________

In Partial Fulfillment
of the Requirements for the degree of
Bachelor of Science in Nursing

__________________________________________________

Ma. Nicole R. Añabieza, Mikaela Reign M. Abadies,

Ralph C. Abellaneda, May Belle E. Aledro,
Nofrio III G. Alvarico, Maryen A. Amora,
Le-Ann Y. Ansao

May 2023
 ii

APPROVAL SHEET

This thesis titled “NURSING STUDENTS’ LEVEL OF SATISFACTION AND

ACADEMIC ENGAGEMENT IN THE UTILIZATION OF INSTITUTIONAL
LEARNING MANAGEMENT SYSTEM” in partial fulfillment of the requirements for
the degree of Bachelor of Science in Nursing prepared and submitted by Ma. Nicole R.
Añabieza, Mikaela Reign M. Abadies, Ralph C. Abellaneda, May Belle E. Aledro,
Nofrio III G. Alvarico, Maryen A. Amora, Le-Ann Y. Ansao has been examined,
accepted, and recommended for Oral Examination

SHAINA KEI WATANABE RN. MAN

Adviser

PANEL OF EXAMINERS

APPROVED by the research committee on Oral Examination with a grade of

PASSED.

KENNETH M. SABIDO, RN, MN

Panel chair

MARC ANDREO C. MALALA, RN, MAN AMIEL ISAAC DEL ROSARIO, LPT, MeD-ALS
Member Member

CHRISTINE M. FIEL, PhD, RN, MN, LPT

Member

ACCEPTED in partial fulfillment of the requirements for the degree of Bachelor

of Science in Nursing.

CHRISTINE M. FIEL, PhD, RN, MN, LPT

Program Chair, Bachelor of Science in Nursing

ERLYN JESSIE D. DY, MSChem, PhD

Dean, College of Allied Health Sciences
 iii

ACKNOWLEDGEMENT

The researchers would like to express their most profound and sincerest gratitude

to all who have contributed to making this research paper possible. Their valuable

contributions have been indispensable in their effort to explore the complexities of the topic

in question. The following persons have significantly contributed to the success of this

paper:

First and foremost, we would like to thank the researchers’ mentors, Mrs.

Madeleine S. Tupas, RN, MAN, and Ms. Shaina Kei Watanabe, RN, MAN, who have

provided guidance and support throughout the research process. For the support,

constructive criticism, constant monitoring, unwavering patience, and encouragement that

enabled the researcher to complete this paper;

Mr. Kenneth M. Sabido, RN MN, Mr. Marc Andreo C. Malala, RN, MAN, and Mr.

Amiel Isaac Del Rosario, LPT, MEd as members of the technical panel, for their

recommendations, suggestions, and constructive criticisms that enabled the study to be

improved and completed. They have offered invaluable advice that served as the

foundation for the research and helped them to make sense of the vast amount of

information they have gathered;

Mr. Christian Vincent Galolo MAED, the statistician for helping them to make this

research reliable and valid. His knowledge and guidance have greatly helped to complete

this research study. They would also like to extend their heartfelt appreciation to all the

respondents of this research. Their willingness to share their time to complete the

questionnaires needed for this study. Without their support and assistance, this study would

not have been possible;

 iv

The researchers’ friends and families, for their unwavering support throughout this

research endeavor. Their understanding, encouragement, positive outlook, and emotional

support have been invaluable, and an immensely great help to the researchers;

The researchers are indebted to all these people and entities for their contributions

to this project. Without their help and support, this research paper would not have been

possible.

Above all, to the Great Almighty, the author of knowledge and wisdom, for the

wisdom, He bestowed upon the researchers, and for the strength and knowledge that made

the researchers finish this research study.

The Researchers
 v

ABSTRACT

Nursing students are encouraged to perform activities related to their learning and
application of knowledge, however, due to the several constraints posed by the pandemic,
various online learning management system platforms were utilized to maximize the
academic learning of students. This quantitative descriptive-correlational study determined
the nursing students’ level of satisfaction, and academic engagement in the utilization of
online learning management systems and determine the significant relationship between
the level of satisfaction and academic engagement. The questionnaires utilized in the study
were adapted to determine the level of satisfaction and academic engagement of nursing
students and were subjected to Pilot-Testing for reliability and validity. 211 nursing
students were selected as participants through simple random sampling. The findings
revealed that the level of satisfaction of nursing students in utilizing the institution LMS in
terms of their perceived ease of use, perceived self-efficacy, and perceived usefulness were
found to be high. On the other hand, the respondents had a high level of academic
engagement in terms of their behavioral, and cognitive engagement however, the results
revealed a lower mean level of emotional engagement.

Keywords: Social Science, Level of Satisfaction, Academic Engagement, Descriptive-

correlational, Davao City
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TABLE OF CONTENTS

Page

Title Page i
Approval Sheet ii
Acknowledgment iii
Abstract v
Table of Contents vi
List of Tables viii
List of Figures ix
Chapter
1 Introduction
Background of the Study 1
Review of Related Literature 3
Theoretical Framework 17
Conceptual Framework 19
Statement of the Problem 19
Hypothesis 20
Definition of Terms 20
Significance of the Study 21
CHAPTER
2 Methodology
Research Design 23
Setting 23
Participants 24
Measure 25
Ethical Consideration 27
Procedures 29
Data Analysis 30
Scope and Limitations of the Study 31
CHAPTER 3 RESULTS AND DISCUSSION 32
 vii

CHAPTER 4 SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary 43
Summary of Findings 43
Conclusions 45
Recommendations 45
REFERENCES 48
APPENDICES
A Certification from the Technical Panel 62
B Letter of Permission 63
C Ethics Informed Consent and Informed Consent Letter 67
D Research Questionnaire 71
E Validation Sheet 74
F Reliability Test 77
G Kolmogorov-Smirnov Test 78
H Certification from the Grammarian 79
I Mean, Standard Deviation, and Pearson R Results 80
J Budgetary Requirements 85
K Gannt Chart 86
L Proposed Intervention Program 87
Curriculum Vitae 89
 viii

List of Tables
Table
Page
1 Distribution of Respondents per Stratum 25
2 Likert-Scale: Students’ Satisfaction 26
3 Likert-Scale: Academic Performance 26
4 Questionnaires’ Validity 27
5 Level of Satisfaction 32
6 Level of Academic Engagement 34
7 Significance in Relationship between the Level of Satisfaction 36
and Academic Engagement
8 Level of Satisfaction Questionnaire 71
9 Level of Academic Engagement Questionnaire 71
 ix

List of Figures
Figure Page
1 Research Paradigm 19
2 Site Map 24
 CHAPTER 1

INTRODUCTION

Background of the Study

Online learning has revolutionized the education landscape, allowing students to

access courses and materials from anywhere in the world, at any time. With the usage of

online learning management systems, this mode of learning allows universities and

colleges to foster the engagement of their students, producing possibilities for active

learning even through virtual settings, which can influence the learning’s academic

experience and performance. However, in a case study conducted by Alias, B. et al., (2021),

data are scarce regarding the effectiveness faced by the students, including the utilized

LMS of institutions that hinders the learner’s engagement and challenges their capacity to

perform well in academic terms. Navigating the online learning realm could be difficult,

and it was not always possible for students to achieve their desired level of satisfaction

with their learning experience.

In recent years, there has been a growing disparity between the number of students

enrolling in online courses and their overall satisfaction with the utilized learning

management system of their institutes. This was largely because even though the

technology to facilitate online learning had advanced substantially, the quality of online

instruction had not kept pace. One of the most prevalent problems that students have when

learning online is a lack of human interaction. Many students relied on the presence of a

teacher or professor to provide guidance and feedback during their studies. Without this,

they could feel disconnected from the course material and unable to engage with it in the

same way as they would in a traditional classroom setting. Student involvement in online
 2

learning was a barrier that must be overcome if students were to achieve academic

engagement. Therefore, recognizing the numerous challenges that might contribute to

disengagement and dissatisfaction must be addressed. (Dagaybil et al., 2021)

Furthermore, a Malaysian study by Nasir et al. (2021) found a statistically

significant relationship between facilitating conditions, perceived ease of use, and

interaction on student satisfaction with using LMS. It was discovered that the facilitating

condition had a significant impact on students’ perceived accomplishment and perceived

enjoyment, which in turn significantly influenced their satisfaction with blended learning

courses. This implied that when students found learning resources, facilities, systems, and

administrative support that facilitated their learning using LMS were useful to achieve

learning outcomes, they tend to get satisfied (Duygu et al., 2018). Consequently, when

students found it easier to access and use LMS features, their satisfaction with using LMS

in learning increases as well (Zarei & Kaur, 2019).

Moreover, a study by Tus et.al (2021) in Bulacan, Philippines investigated if there

was a correlation between LMS usage and academic engagement among Filipino students.

The data collected indicated that the participants were pleased with the LMS, it is, quality,

content, and benefits which suggested that the participants were in favor of using LMS to

help them in their learning process. In addition, local research in Davao del Norte

demonstrated a strong correlation between the new learning management system and the

student’s learning satisfaction. As a result, significant correlations between the two

variables satisfy the students and it proved that LMS could be a learning tool for enhancing

their academic engagement (Peria et al., 2021).

 3

Despite the availability of various studies documenting the student satisfaction

level with the different online learning management systems, there haven’t been any

studies conducted on how the student’s level of satisfaction in using the institutional LMS

could potentially affect their academic engagement. Thus, it is crucial to evaluate the level

of nursing students’ satisfaction to measure the effectiveness and usefulness of institutional

learning management systems as well as to determine the academic engagement of nursing

students and ascertain the presence of their significant relationship that warranted the

success of online learning implementation.

Review of Related Literature

This chapter presented concepts, theories, and research findings taken from books,

journals, and research papers relevant to the topic to offer further insights and relevant

background information.

Institutional Learning Management System

Aldiab et al. (2018), stated that Learning management systems (LMSs) were

increasingly being used by academic institutions as a component of their educational

management system to enhance the teaching and learning process in higher education.

Alongside their traditional classes, LMSs were used by the majority of universities

worldwide. Previously, its use was constrained and straightforward, similar to an assistant

tool, but it had since developed and accepted numerous criteria to be contained in a single

system. The situation in Saudi Arabia was similar to the case throughout the world because

all 28 of its public universities employed LMSs as a component of their educational

 4

process, and because its ICT infrastructure was recently strengthened (Chowdhury et al.,

2018).

In addition, Reyes et al. (2021) suggested that asynchronous sessions could assist

undergraduate students to develop independence because they were not yet ready to control

how their learning progresses. On the other hand, graduate students who were better

competent to manage their learning but were less familiar with the LMS could gain by

participating in synchronous meetings. Therefore, a mix of synchronous and asynchronous

sessions could aid both students and teachers in monitoring students' development.

Additionally, it was advised that colleges offered training exercises for using LMS.

On the other hand, a study conducted at a college in Davao del Norte demonstrated

the potential of LMS as a learning tool for education. Additionally, since technology

continued to permeate every aspect of everyday life during this pandemic in the new

normal, educators were taking steps to deliver teaching using Learning Management

Systems (LMS) that foster interconnected learning. Many studies concurred that

technology may be powerful, significant, and useful in enabling a school to run smoothly

(Peria et al., 2021).

Student Satisfaction

Gillis and Krull (2020), claimed that during the COVID-19 pandemic and this new

normal, student learning responses were related to student satisfaction with online learning.

One of the most crucial elements in determining the success of online learning was student

responses. The response of students was their perception of their involvement in online

learning activities using electronic technologies and internet networks. The response of

students was correlated with their attitude toward information technology, and favorable
 5

student reactions were encouraged by a reliable internet connection and the simplicity of

the lecturer's chosen online learning tools. Even for pupils who didn't foresee issues,

internet and technology barriers were fairly prevalent.

On the other hand, Oducado and Estoque (2021) stated that the COVID-19

pandemic had a significant impact on the academic performance of undergraduate nursing

students and had produced previously unheard-of stressful circumstances. Students'

academic performance and contentment were substantially impacted by stress. This study

showed how, in the wake of the COVID-19 pandemic and the new normal, the stress

associated with online learning harmed students' academic satisfaction. According to the

report, interventions must be created to help undergraduate nursing students cope with the

academic obligations and problems they confronted during the pandemic and to lessen their

stress. Undergraduate nursing students might gain from additional psychological and

academic support during the COVID-19 health crisis, which had unmatched effects on

nursing education.

In light of this, a study carried out at a college in Bansalan revealed that the adoption

of online learning among higher education institutions surged rapidly during the COVID-

19 pandemic. Course satisfaction and student engagement had been teachers' rising

concerns as institutions transition from on-campus learning to online learning. It was

crucial to evaluate the quality of online learning delivery as academic institutions adapted

to the new normal pedagogical environment by gauging student satisfaction with the

courses they were taking and, in turn, figuring out how this affects how engaged they were

in the courses they were taking. The results of this survey showed that students had a high

level of satisfaction with the delivery of online learning. Despite the COVID-19 pandemic,
 6

students were extremely content that their educational demands were covered in the online

learning environment (Baloran et al., 2021).

Perceived Ease of Use

According to Sakawrat et al. (2018), people adopted technology more confidently

and competently when they perceive it to be simple to use. People were able to do more in

their work with confidence if the technology was accessible and easy to use. This was also

applicable in a learning environment. According to a blog by Bay Atlantic University

(2022), technology could enhance students' skills, increase collaboration with others,

provide better communication and also enhance the critical thinking skills of students. An

extremely significant technological impact on education was the rise in class participation

and interactivity. The effects of technology on student learning also included improved

general comprehension, practical learning, time management, and a combination of

learning approaches (Bay Atlantic University, 2022).

According to Ferran (2021), It was first a struggle to use online learning tools. The

educators had to learn how to use these online learning tools because of the pandemic.

Also, Ferran (2021) mentioned that strongly influenced how useful the students thought

GF-LP was. Also, according to Fearnley et al. (2020), system quality directly affected

perceived ease of use and attitudes toward technology use. The strong and direct influence

of perceived self-efficacy on perceived usefulness and perceived ease of use suggested that

faculty with positive beliefs about their ability to use the learning management system

would regard it as both useful and easy to use (Fearnley et al., 2020).

Additionally, in research conducted by Bije (2018), perceived ease of use was also

present in mobile services. Since it was conceivable for consumers to have favorable
 7

beliefs about a certain technology without any inclinations toward using it, attitudes and

beliefs about it should be measured (Bije, 2018). In the research Quilantang (2016), He

used the Technology Acceptance Model (TAM) based on the idea that people would accept

new technology if they found it useful and simple to use and there was a growing number

of Filipinos recently engaged in online buying and selling and using internet banking for

payments and other business transactions (Quilantang, 2016). This showed that the people

perceived that the new technology was easy to use and was also beneficial.

Perceived Self-Efficacy

The term "perceived self-efficacy" is related to an individual's anticipation about

the results of his or her actions in a difficult scenario (Karbach et al., 2019). It affected a

person's motivation, thoughts, feelings, and behavior. Correlational research indicated a

link between learning and perceived self-efficacy (Karbach et al., 2019). In addition,

general self-efficacy was linked to future orientation, which called for goal-directed

conduct and self-determination and, particularly in its assertiveness component, resulted in

a conviction in the group's future chances (Sekerdej & Szwed, 2021). It encouraged

students to do well in all of their tasks, deals with challenges head-on, and created

attainable objectives (Mabalay et al., 2020). Students' grades would rise as a result of

feeling confident about doing their coursework.

A public higher education institution in the Philippines stated that online learning

was influenced by a variety of aspects, including knowledge and online learning, feedback

and rewards, online communication and social impact, interactions, attitude, and learner

motivation (Doloque et al., 2021). As a result, online education was a form of distance

learning, and as an outcome, many students had trouble completing their coursework.
 8

Additionally, because they were used to attending face-to-face classes or school, it lowered

their sense of self-efficacy and academic desire to study via this Online Learning Distance

(OLD). Even yet, the government should recommend using e-learning as one of the finest

additional educational options for students.

Moreover, Astorga et al. (n.d.) states that self-efficacy was a self-system that

regulated most aspects of human behavior, including the effective use of information and

skills from a learning platform. In comparison to students who were given performance

goals, those who were given learning goals demonstrated higher levels of self-efficacy in

their performance and more use of self-organized strategies (Asahid, 2018).

Perceived Usefulness

As stated in the study of (Wannapiroon et al., 2021) Perceived usefulness was the

subjective perception of users where they believed that using certain technologies could

improve the performance of their work. The perceived usefulness of online training was

directly influenced by how simple it was to use it. The study, learning, and application of

the lesson were impacted when the vocational teachers believed that online training was

simple. The teachers would believe that online training was beneficial to both themselves

and their students after learning about it and using it. They explained that the acceptance

of online instruction was simple and directly influenced the perception of online

instruction's usefulness. (Sprenger & Schwaninger, 2021) study on the acceptance of

digital technology.

Dhawan, S. (2020) stated that Online delivery of courses was cost-effective and

easily accessible especially when delivering curriculum to students in rural and remote

areas. United online e-learning is seen by the United Nations (UN) and the WHO as a
 9

helpful tool for meeting educational needs, especially in developing nations. Medical

colleges had implemented numerous creative strategies to combat the crisis, using various

software/apps such as Google Classroom, Zoom, and Microsoft Teams to take online

courses. In order not only to complete the system but also to stay in constant contact with

the learners, this virtual class of e-learning was initiated to grow the certainty and

completion of the students in their academic work. (Kaur et al., 2020).

In addition, the instructors' attitudes regarding online training were directly

impacted by their perceptions of its value. When the teachers thought that online training

was beneficial, they had positive views regarding it, which led to their intentions and

positive attitudes. This was under the conclusions of research by Rizun and Strzelecki

(2020) and Kusumadewi et al. (2021), which revealed that the teachers' views toward

online training were directly impacted by their perceptions of the utility of the medium.

Moreover, the perception of online instruction’s usefulness directly influenced the

instructors’ behavior in online instruction. When teachers believed that online learning was

beneficial, it affected how they behaved toward it, how they changed their behavior, and

how frequently they used it. This was consistent with the results of Sprenger and

Schwaninger's (2021) study on the acceptance of digital technology for online instruction

after three months of use.

Academic Engagement

Amerstorfer and Kistner (2021) stated that academic engagement occurred when

students were fully immersed in their learning activities when they were cognitively and

emotionally engrossed by the course topics, and frequently when they were interacting with

classmates. The authors also mentioned that academic engagement extended beyond
 10

"surface learning" like memorizing information and meeting prerequisites to pass a course.

It engaged students in challenging cognitive tasks such as idea analysis and comprehension,

justification of processes, and meaning inference. It also entailed social engagement with

classmates and the teacher that took the form of sharing experiences, facts, viewpoints, and

encouragement. Moreover, students learned more and made greater progress in their

studies when they were actively participating in their education. In general, students were

thought to be better if they practiced or understood a topic more. One of the most crucial

elements for better learning was the student’s academic engagement, and the majority of

the research done so far had shown that student involvement had a favorable effect on

learning outcomes (Anwar et al., 2021).

Amerstorfer and Kristner (2021) stated that the level of academic engagement of

students was influenced by different factors, including the learner’s characteristics, the

teacher’s approach to teaching, the student’s peers, and other factors of the learning

environment. They also stated that academic engagement occurred when students were

fully immersed in their learning activities, when the study materials had a profound impact

on their minds and emotions, and frequently when they were engaging with peers. To

succeed, students must actively participate in their academic work, and understanding the

factors that influence this engagement is crucial (Tapia et al., 2022).

Moreover, in research conducted by Vizconde (2022), social engagement had

always been a part of college students' lives. Although they involved diverse activities,

most studies had concluded that both kinds of engagements affected students' academic

achievement. According to the study, students said that their impression of their linguistic

proficiency, which may not be sufficient, was the reason for their anxiety. Students were
 11

concerned about using the English language in their daily lives as well as how others would

view them when they did. The ability of students to communicate verbally seemed to be

connected to anxiety.

Furthermore, Abun et al. (2019) define academic engagement as how students were

involved in academic and extracurricular activities as well as their connection with the

school and all of its components, such as its values, regulations, and norms. In this context,

engagement did not just refer to classroom activities, but also to additional interventions

focused by the school to improve students' learning. On the other hand, it was also found

in the study that academic engagement was not just about the number or amount of

involvement; it was also about the quality of engagement, or how well students participated

in classroom learning activities, which could range from feeling energized, excited,

focused, and emotionally favorable toward all academic activities.

According to Cezar (2022), engagement among students and academic success

were positively correlated. Many young people struggled to succeed academically and

socially because they lacked engagement, motivation, and interest (Limpot & Castilloon,

2022). The researcher's conclusions indicated that when students took an active role in their

education, they benefited more. As a result, it was considered that pupils learned better

when there is a high level of engagement inside the school.

According to Baldon et al. (2022), many students were already engaged in E-

learning because it was the only way for students to engage in school activities during these

pandemic times in their learning journey. This was true for almost every school in the

Philippines since the pandemic hindered the students from attending classes in their

respective schools. Thus, they had to adjust to the new learning style which was e-learning.
 12

One of the ways for e-learning to work was to make activities more engaging to ensure that

the students would succeed and continue in their journey as students (Baldon et al., 2022).

Behavioral Engagement

Parents, teachers, and researchers are frequently concerned about students'

engagement, or lack thereof, in academic learning tasks. Individual students' cognitive and

motivational resources may be regarded as inactive and have no impact on learning and

performance in the absence of engagement (Bråten et al., 2021). According to Bråten et al.

(2021), The active, discernible participation of students in academic work, as demonstrated

by their effort, productivity, and commitment to their work, is known as behavioral

engagement. They think of behavioral engagement as observable, active participation in

academic work, that is, as “what the participating students in the learning activity would

appear like or act like”. Moreover, our definition recognizes that a student's behavioral

engagement may consist of various elements. It appears that studies on the causes and

effects of behavioral engagement could benefit from focusing on other behaviors

independently, such as time use and productivity (Braten et al., 2021).

According to Datu et al. (2018), Student behavioral engagement is defined as active

participation in academic-related tasks. Students' participation in events and observation of

community standards constitute behavioral engagement. How engaged students are in their

classrooms, institutions, and each other as well as how engaged or enthusiastic they seem

to be in their learning. Engagement may be brief if it is malleable. Sadly, we are unable to

guarantee that an engagement will last forever. Students generally feel less attached to

school the longer they attend because people change (Abla et al., 2021).
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According to Gregorio et al. (2021), Engagement can be defined as “the level of

behavioral and emotional activity that a person exhibits while actively participating in a

task”. In short, it is the performance or the demeanor of a person during an event or activity.

There are many types of engagement, but we will focus more on student engagement,

particularly behavioral engagement. Student engagement has three (3) incorporating

components: behavioral, cognitive, and emotional. Behavioral engagement refers to a

student's conduct and involvement in co-curricular and extracurricular activities. To simply

explain it, it is the frequency of activities that a person engages in and their behavior while

doing such activities (Manseras et al., 2018)

Cognitive Engagement

Students that are cognitively engaged will care about what they are learning, try to

go above and beyond what is required, and enjoy a challenge (Sesmiyanti, 2018). In which,

the level of cognitive engagement reflects how well learners can handle the learning

assignment. This includes the level of effort that the students are prepared to put in when

working on the assignment. It explains how motivating goals and self-regulated learning

are connected to cognitive engagement. It also entails how the students conduct themselves

in the classroom concerning their learning to motivate themselves and how to organize

their learning approach to receive a high grade. Although the concept of cognitive

engagement is more challenging to define and quantify, research has demonstrated that it

has a favorable impact on student's performance, perseverance, and goal orientation

(Barlow & Brown, 2020).

Cognitive engagement involves students' commitment to learning, self-discipline

to comprehend the tasks, willingness to put forth extra effort to comprehend and master
 14

difficult tasks, use of various understanding strategies, and finding methods to master the

tasks, such as asking questions, studying, etc (Abun et al., 2019). Students may become

cognitively engaged in learning in an online community if they are guided through a

realistic investigation of real-life news and events (Toquero, 2021). Adopting an

engagement approach focuses students' thinking (cognitions) toward obtaining good

learning outcomes and/or enhancing one's academic abilities since engagement is complex

(Francisco et al., n.d.). Keeping your attention just on finishing your coursework is

insufficient.

Furthermore, Lagrimas and Buenaventura (2022) stated that students' perceptions

and opinions about school and learning are included in cognitive engagement. The authors

describe the level and kind of methods a student employs, as well as the cognitive

processing they bring to their academic work. For instance, students could participate in

forums and discussions on important societal topics including digital literacy, online ethics,

cutting-edge technologies, and training. It is possible to do so when school activities and

projects engage students and are related to learning. They found that increased cognitive

engagement, which is defined as a self-regulated approach to learning and the application

of metacognitive methods, can be achieved through teacher stimulation of student interest.

Students' intellectual involvement and effort to comprehend challenging concepts and

employ deliberate techniques are necessary for teacher promotion of student interest.

Emotional Engagement

As stated in the study of (Pietarinen et al., 2017) Emotional engagement

encompasses the affective factors of engagement, including enjoyment, support,

belonging, and attitudes towards teachers, peers, learning, and school in general. Moreover,
 15

engaging in teacher and peer relationships helps students to learn empathy and negotiation

skills, and enhances their sense of self-worth and experienced well-being (Yilmaz, 2022).

Additionally, in research conducted by (Students’ Experiences of the Development

of Emotional Engagement, 2018) the study focuses on exploring the development of

students’ emotional engagement in terms of teacher-student and peer-group relations over

three academic terms. Both the stability of students’ emotional engagement in teacher-

student and peer relationships and the development of the interrelation over time is tested.

According to (Abun et al., 2019) from the concept of academic engagement, we

conclude that academic engagement encompasses engaged behavior and engaged emotion.

Engaged behaviors include effort and persistence, attention, and concentration. Besides

engaged behavior is engaged emotion which includes positive academic emotions such as

enthusiasm, interest, and enjoyment. Further, disaffected emotions are related to emotional

disengagement which includes emotional withdrawal in which students withdraw

emotionally. Though students are physically present but emotionally they are not engaging

the class. This can be seen in students who are frustrated, disruptive, and just going through

the motions (Torneo, 2020).

The literature on Student Satisfaction suggests that the COVID-19 pandemic and

the new normal have significantly impacted students' academic satisfaction. Oducado &

Estoque discussed that stress greatly affects students’ intellectual satisfaction and

interventions must be created to help undergraduate students with the academic problems

that they might experience. However, Students' satisfaction was also influenced by the

factors of perceived ease of use, self-efficacy, and usefulness. With the perceived ease of

use, Sakawrat stated that when individuals are aware that a piece of technology is simple
 16

to use, they adopt it with greater competence and assurance. Ferran concurred, saying it

can be challenging to use technology for learning for the first time. In terms of self-efficacy

toward student satisfaction, Sekerdej & Szwed have linked self-efficacy to the future

orientation that calls for goal-directed contact and self-determination though according to

Doloque, online distance learning has lowered students' academic desire and sense of self-

efficacy. Wannapiroon discussed that perceived usefulness is the belief of users that using

technology can enhance the quality of their work, with which Sprenger and Schwaninger

both concurred.

The literature on Academic Engagement suggests that students learn more and

make greater progress in their studies when they are actively participating in their

education. Academic achievement is reflected in how students learn and apply it in both

academics and reality. Vizconde stated that social engagement has always been a part of

college students’ lives. Although they involved diverse activities, most studies have

concluded that both kinds of engagements affected students' academic achievement. But

on the contrary, a study by Abun, Magallanes, & Incarnacion stated that academic

engagement is not just about the amount of involvement but also the quality and how well

students participate.

- Synthesis of the Review-Related Literature

The previously discussed collection of local as well as international studies

provides information to the proponents that their proposed study has a connection with

another commonly used system. As stated, the learning management system aids students

in tracking their academic progress, regularly disseminating vital information, and carrying

out assessments. As academic institutions adapted to the new normal pedagogical

 17

environment, it was critical to assess the quality of online learning delivery by measuring

student satisfaction with the courses they were taking and determining the way this issue

influenced how engaged they were in the courses they were taking.

When people believe technology is easy to use, they accept it more competently

and with greater confidence. As a result of feeling secure about completing their

assignments, students' grades would improve. Moreover, the instructors' behavior in the

virtual classroom was directly influenced by their assessment of its value. Students were

engaged in their learning activities when the study materials had a significant impact on

their thoughts and feelings, and peer interaction was common when this happened.

The collection of studies mentioned above is related to the significance of gauging

students' academic engagement and satisfaction with the learning management system.

Students usually assessed their satisfaction with the LMS based on how engaged they were

with it. Students' thinking is directed toward achieving positive learning outcomes and/or

improving their academic skills when an engagement method is used. For teachers to

encourage student interest, students' intellectual engagement, an effort to understand

difficult subjects, and the use of purposeful strategies are required.

Theoretical Framework

The Constructivism learning theory, developed by Piaget (1980), served as the

study’s foundation. It has been used to describe the learning process. According to the

approach, students actively contribute to creating the knowledge they acquire rather than

simply absorbing it. It promoted a learner-centered method of instruction where an

instructor's job is to support a student's learning process rather than just impart knowledge.

Online education is made possible by the theory. According to this approach, the teacher's
 18

contribution to learning is limited to providing less than 25% of the knowledge, with the

remainder falling to the learner.

It is possible to argue against online learning from the standpoint of constructivism

theory. According to the notion of online learning, the instructor's responsibility is to

instruct the learners. The student must make an effort and adhere to the instructions to learn

the information, either through emails or the online platform they utilize. Online learning

technology can ensure improved comprehension and knowledge retention through the

understanding of learning provided by the constructivism learning theory. This theory was

used to gauge students’ satisfaction levels and academic engagement in using Institutional

learning management systems.

 19

Conceptual Framework

Independent Variable Dependent Variable Output

Level of Satisfaction Academic Engagement

Proposed
\
• Perceived Ease of Use • Behavioral Engagement
Intervention
• Perceived Self-efficacy • Cognitive Engagement
Programs
• Perceived Usefulness • Emotional Engagement

Figure 1: Research Paradigm

The research model in Figure 1 depicts the conceptual paradigm of the study. The first

column presents the independent variable of the study which primarily includes the level

of satisfaction among nursing students with the indicators of perceived ease of use,

perceived self-efficacy, and perceived usefulness which will be explored. Meanwhile, the

second column presents the dependent variable of the study which comprises the Academic

Engagement of the nursing students in terms of Behavioral Engagement, Cognitive

Engagement, and Emotional Engagement. Furthermore, the researchers will determine the

significant relationship between the independent and dependent variables. Finally for the

last column which consists of the output section, proposed intervention programs were

created for the nursing students using all the findings from identifying and evaluating the

relationships between these variables.

Statement of the Problem

This study determined the level of satisfaction of 2nd year nursing students using

the online institutional learning management system, and the relationship between

students’ satisfaction and academic engagement. Specifically, it sought answers to the

following questions:
 20

1. What is the level of satisfaction with the Utilization of the Institutional Learning

Management System among nursing students in terms of:

1.1 Perceived ease of use;

1.2 Perceived self-efficacy; and

1.3 Perceived usefulness?

2. What is the level of academic engagement of nursing students in terms of:

2.1 Behavioral Engagement;

2.2 Cognitive Engagement; and

2.3 Emotional Engagement?

3. Is there a significant relationship between the nursing students' level of satisfaction

and academic engagement?

4. Based on the findings of the study, what intervention programs may be proposed?

Null Hypothesis

The null hypothesis was tested at a 0.05 level of significance.

Ho1: There is no significant relationship between the level of satisfaction and

academic engagement in the utilization of institutional online learning management

systems.

Definition of Terms

To aid the readers in understanding the study, the researchers defined the following
terms operationally:
 21

Academic Engagement. It occurs when the students are immersed in their

academic pursuits when they are cognitively and emotionally engrossed by the course

topics, and frequently when they interact with peers.

Institutional Learning Management System. This pertains to an online software

program used for managing, documenting, recording, reporting, automating, and delivering

training courses, educational resources, and learning and development programs.

Student Satisfaction. This refers to a judgment coming from an evaluation of the

institution's services and facilities, as well as the educational experience of the students.

Significance of the Study

The study is viewed as significant and beneficial to the following individual or

groups:

Nursing Students. The results of the study may be able to allow students to

determine their level of satisfaction regarding utilizing Institutional Online LMS. The

results may also be able to assess the relationship between their satisfaction to their

academic engagement.

Nursing Faculty. The results of this study may be able to aid clinical instructors in

determining the effectiveness of utilizing Institutional Online LMS with regards to the

nursing students’ satisfactory level results and construct alternative teaching methods that

are more likely to fit within the satisfaction of nursing students to promote their academic

engagement.

School Administrator. The results of this study may be able to provide statistical

data that would aid school administrators in assessing the quality assurance of information
 22

dissemination, assessing the online platform utilized by their clinical instructors’

effectiveness, and allotting alternative resources to achieve a high-level students

satisfaction in regards to utilizing the Institutional Online LMS among nursing students.

Nursing Schools. Different Nursing Schools are utilizing the Institutional Online

LMS as their learning platform for their nursing students. The results of this study may be

able to provide data on the level of satisfaction of Nursing students, and they may utilize

this study for reference in assessing their student’s level of satisfaction and academic

engagement.

Institutional LMS Technical Support. The results of the study may provide

statistical data portraying any significant relationship between the satisfaction of Nursing

Students in utilizing institutional Online-learning management systems, to their academic

engagement, and for the Institutional LMS Technical Support to utilize the data as a

reference for evaluation.

Future Researchers. The results of the study may serve as a reference for future

researchers aiming to attain information on the same matters. This study will be able to

help future researchers understand nursing students’ level of satisfaction concerning using

the Institutional Online LMS as their online-learning platform for their academic activities.
 23

CHAPTER 2

METHODOLOGY

This chapter discusses the methods of how this study was conducted. It includes

details about the research design, setting, research participants, measures, ethical

considerations, procedures, data analysis, and the scope and limitations of the study.

Research Design

This study will utilize a descriptive-correlational research design. A descriptive-

correlational study investigates and describes the variables and the relationship occurring

naturally between and among them without the researcher controlling or manipulating

them. A similar descriptive-correlational study by Rajabalee, Y.B., & Santally, M.I. (2021)

shows that there is a significant correlation between the amount and quality of learner

interaction with learner satisfaction. With this study, this design will help describe the

nursing student’s level of satisfaction as indicated by the perceived ease of use, perceived

self-efficacy, and perceived usefulness; and their academic engagement in utilizing the

learning management system. Moreover, this will help identify whether there is a

correlation between the level of satisfaction and academic engagement in the utilization of

learning management systems among the respondents.

Setting

The research study was conducted at a private higher education and non-sectarian

institution located at General Malvar Street, Poblacion District, Davao City, Davao del Sur.
 24

The institution was founded in September 1975 by a group of medical doctors and offers

academic courses, basic education, higher education, and graduate programs.

Figure 2: Site Map

Participants

The participants of the study were the second-year Bachelor of Science in Nursing

students enrolled in a private, higher educational, and non-sectarian institution. In the

second semester of the school year 2022–2023, 464 second-year nursing students are

enrolled. Using Raosoft Formula with a margin of error of 5%, a 95% confidence level,

and a response distribution of 50%, 211 student nurses were selected as the respondents of

the study. The researchers used simple random sampling to select the respondents for this

study, specifically, the respondents were chosen by utilizing the "Random Name Picker"

online randomizer software. It is a sampling method that gives the total population a chance

to be chosen as a respondent (Nieświadomy & Bailey, 2018). The study only included

regular 2nd year nursing students enrolled in the 2nd semester of the school year 2022–
 25

2033. The respondents were not required to have recent experience participating in blended

learning; on the other hand, the respondents included were currently utilizing the

institutional LMS in their academic education.

Table 1. Distribution of Respondents per Stratum

Distribution of Respondents

Section A B C D E F G H I J K L Total

Population 44 44 39 40 40 37 36 39 34 37 38 36 464

Respondents 21 16 16 21 12 13 23 20 18 18 14 19 211

Measure

To collect data for this study, a questionnaire was adapted for assessing the

satisfactory level of nursing students in utilizing institutional online learning management

systems. The questionnaire was utilized in the study conducted by Lee, J., & Mendlinger,

S., entitled “Perceived Self-efficacy and its Effect on Online Learning Acceptance and

Student Satisfaction.”. Each factor of the questionnaire was tested with the Cronbach Alpha

test, and resulted in the range of the following acceptable values. Perceived Ease of use

consisting of 4 items resulted in α= 0.893, Perceived Self-Efficacy consisting of 4 items

resulted in α= 0.926, and Perceived Usefulness consisting of 5 items resulted to α= 0.940.

A different questionnaire was adapted for assessing the academic engagement of

the students in utilizing the institutional online-learning management system. The

questionnaire was utilized by Delfino, A. (2019). The questionnaire had undergone a

Reliability Test, with a Cronbach alpha result of α= 0.91, and a significant correlation with

a course global engagement item of r = .68; p < .001. The 4-point Likert Scale was utilized

with a legend of 1 - Very Dissatisfied, 2 - Dissatisfied, 3 - Satisfied, 4 - Very Satisfied to

 26

assess the level of Satisfaction, and a 5-point Likert Scale was utilized with a legend of 1 -

Never, 2 - Rarely, 3 -Sometimes, 4 - Often, and 5 - Always in assessing the Academic

Performance of the respondents.

Table 2. Likert-Scale for Assessing the Students’ Satisfaction

Likert- Mean Range Verbal Interpretation

Scale Description

4 3.26 - 4.00 Very Satisfied The nursing students are highly contented with the
predictor statement affecting their level of satisfaction in
utilizing Online Learning Management Systems.

3 2.52 - 3.25 Satisfied The nursing students are contented with the predictor
statement affecting their level of satisfaction in utilizing
Online Learning Management Systems.

2 1.76 – 2.51 Dissatisfied The nursing students are discontented with the predictor
statement affecting their level of satisfaction in utilizing
Online Learning Management Systems.

1 1.00 – 1. 75 Very Dissatisfied The nursing students are highly discontented with the
predictor statement affecting their level of satisfaction in
utilizing Online Learning Management Systems.

Table 3. Likert-Scale for Assessing the Academic Engagement of Nursing Students

Likert- Mean Range Verbal Interpretation
Scale Description

5 4.21 – 5.00 Always It is very characteristic of me.

4 3.41 – 4.20 Often It is characteristic of me.

3 2.61 – 3.40 Sometimes Moderately characteristic of me.

2 1.81 – 2.60 Rarely Not characteristic of me.

1 1.00 – 1.80 Never Not at all characteristics of me.

 27

Both of the questionnaires were adapted, in terms of the Likert-Scale Interpretation,

and subjected to Pilot-Testing to determine their Cronbach Alpha. The questionnaires were

answered by 22 randomly sampled 2nd-year level respondents, and after the data gathered

were tallied, the respondents' form was analyzed by a statistician. The questionnaire for

assessing the Students’ Satisfaction resulted in a Cronbach Alpha result of α= 0.81, and the

questionnaire for assessing the Academic Engagement of students had a Cronbach Alpha

of α = 0.94. In terms of the Validity of the questionnaires, three (3) experts in the field of

research validated the questionnaires, and recommendations were followed accordingly.

Table 4. Questionnaires’ Validity

Validation Sheet MEAN AVERAGE MEAN INTERPRETATION
1 4.42
2 4.71 4.47 Very High Validity
3 4.28
Note: 5.00-4.21 – Very High Validity; 4.20-3.41 – High Validity; 3.40 – 2.61 – Moderate Validity; 2.60-1.81
– Low Validity; 1.80 – 1.00 – Very Low Validity

Ethical Considerations

In conducting the study, the researchers obtained permission from the nursing

program chair of the institution where the research was conducted. The randomly selected

participants of this survey had their informed consent provided before they were subjected

to data gathering.

The purpose of this study is to determine student nurses' level of satisfaction and

academic engagement in the utilization of institutional learning management systems, and

the relationship of both. This is conducted to evaluate the level of nursing students’

satisfaction and measure the effectiveness and usefulness of institutional learning

management systems as well as to determine the academic engagement of nursing students

 28

and ascertain the presence of their significant relationship that warranted the success of

online learning implementation.

This study would benefit student nurses in the said institution, and possibly others

through the provision of data regarding the student’s level of satisfaction and academic

engagement. The conclusions drawn from the study could also be used by clinical

instructors, the nursing program, the nursing schools, and the Institutional LMS Technical

support to take steps to address any foreseeable problems that have been concluded from

the study. There were no foreseeable risks in the implementation of the study for the

respondents. The researchers also paid the costs of the study. No monetary benefits were

taken by the respondents for participating in this study.

The participants who received and who signed the informed consent were fully

informed about the purpose of the research study, their rights to participate, and their rights

to withdraw at any point. The researchers ensured that the participants had a complete

understanding of the purpose and methods that were used in the study. The participants in

the research were voluntary with complete information concerning the nature and

consequences of participation and the participants' identities must be kept private. In

compliance with the Data Privacy Act of 2012, the deletion of responses in electronic form

and the disposal of data gathered were done at the end of the school year. The researchers

protected the information or data gathered by limiting access to only those that required it

such as the researchers and the statistician.

Furthermore, provisions were present in the proposal to properly handle and

dispose of the collected information accordingly. The researchers ensured that any

important ethical considerations were provided, such as acknowledging the work of authors
 29

and using the APA referencing system, and made sure that any incorrect information and

biased data findings were avoided.

Procedure

The following step-by-step process was observed by the researchers in conducting

the descriptive correlational study:

1. A letter of request to conduct the study was prepared by the researchers and was

sent to the Program Chair of the Nursing program of the chosen locale.

2. The researcher utilized two questionnaires adapted from the study by Lee, J., and

Mendlinger, S., (2011) and Delfino, A. (2019) which were validated by 3 experts in

the field of research.

3. The questionnaires were subjected to a pilot test, with 22 2nd-year level respondents,

and the data were tallied and analyzed by a statistician for Cronbach Alpha testing.

4. After this, the researchers requested the names of the nursing students from the

corresponding supervisor of the 2nd Year Nursing Level and utilized random

sampling in choosing the respondents.

5. After that, the researchers conducted the study on the 2nd Year Nursing students of

Davao Doctors College, Inc. by reaching out to the students’ online platform

profiles, and asking for their consent to be part of the participants of the study.

6. After the respondent’s permission was obtained, the researchers explained the

purpose of the study to the selected respondents and made sure each participant

corresponds to their predefined criteria.

 30

7. The researchers collected the data utilizing a questionnaire using the electronic

form platform that was sent to the respondents vias online social media platforms,

or electronic mail, who have given their consent to participate.

8. After the respondents have answered the questionnaires, the forms were checked,

tallied, interpreted, and analyzed.

9. Once done, the significant findings were summarized wherein the conclusions and

recommendations of the study were drawn.

Data Analysis

In analyzing the data, the following statistical tools were employed:

Mean. This statistical tool was used to determine and present the level of

satisfaction and academic engagement with the utilization of the institutional learning

management system among the respondents.

Standard Deviation. This statistical tool was used to determine how the data are

spread or how far each observed value is from the data man collected.

Pearson r. This statistical tool was used to determine if there is a significant

relationship between the nursing student’s level of satisfaction and academic engagement

in the utilization of institutional learning management systems. The variables were tested

at a 0.05 level of significance. Based on the Komogrov-Smirnov test, the KS-value is less

than the t-critical value therefore the observed distribution was deemed normally

distributed. Thus, Pearson r was utilized to measure the said relationship.

 31

Scope and Limitations of the Study

This study utilized a descriptive-correlational study design to determine the

satisfaction of Nursing students in utilization of Institutional LMS, and its significance to

the academic engagement of the students. The study was conducted in a private, higher

educational, and non-sectarian institution located at General Malvar Street Poblacion,

District, Davao City, Davao del Sur. In this study, the respondents were second-year

Nursing students enrolled at the aforementioned private higher institution. There was a

total of 211 respondents included in the study, and the respondents were chosen through

the usage of the simple random sampling method. The study was conducted during the

second semester of the year 2022-2023, and the data was collected through the utilization

of online questionnaires by the use of electronic forms, and the data gathered were tallied,

interpreted, and analyzed.

 32

CHAPTER 3

RESULTS AND DISCUSSIONS

This chapter presents the data collected, collated, statistically treated, and presented

into tables for presentation, interpretation, and analysis.

1. Level of satisfaction with the Utilization of the Institutional Learning

Management System among nursing students in terms of Perceived ease of use,

Perceived self-efficacy, and Perceived usefulness.

Table 5. Level of Satisfaction

Indicators M SD Interpretation

Perceived Ease of Use 2.92 0.59 High

Perceived Self-efficacy 3.01 0.56 High

Perceived Usefulness 2.99 0.64 High

Over-all 2.95 0.51 High

Note: 4.00 – 3.27 – Very High; 3.26 – 2.52 – High; 2.51 – 1.76 – Low; 1.75 – 1.00 – Very Low

Table 3 shows the mean of each variable about the nursing students’ level of

satisfaction in terms of Perceived Ease of Use, Perceived Self-Efficacy, and Perceived

Usefulness. Based on the results of the study, the variable that garnered the highest mean

is Perceived Self-Efficacy, with a mean of 3.01, which has a descriptive interpretation of

high. The result implies that the nursing students’ anticipation of the results of their actions

affects the level of their satisfaction with the utilization of online institutional learning

management systems. This is consistent with Astorga et al. (2018) who found that self-
 33

efficacy regulates most aspects of an individual’s behavior which includes the effective use

of information and skills in a learning environment. According to Alshammari (2020),

students with higher self-efficacy are more likely to use the institutional LMS with ease

and utilize its full features. This gives them confidence and satisfaction, which leads to a

more active process of learning.

Moreover, table 3 shows that Perceived Ease of Use has the lowest mean of the 3

parameters, with a mean score of 2.92 which also has a descriptive interpretation of high.

The result implies that nursing students highly perceive utilizing the institutional online

learning management system as accessible and effortless to use. This is consistent with

Sakawrat et al. (2018) who found that those who perceive a platform to be simple to use

are more confident and competent in adopting the platform. According to Olhiati, and

Abbas (2019), high results in perceived ease of use can increase the students’ level of

satisfaction with using LMS. This increases their confidence in using the LMS making it

easier and less complex to use.

Overall, the nursing students’ data resulted in a categorical mean of 2.95,

interpreted as a high in their level of satisfaction. This means that nursing students are

content with the utilization of the Institutional Learning management system for their

academic tasks. This finding is also consistent with Gillis and Krull (2020) who found that

students' learning responses were related to their satisfaction with online learning

platforms. Students’ satisfaction is an attitude that influences the individuals’ engagement,

it is assessed on their educational experience on the services and facilities offered by the

institute. This is important as they function as internal judges of the performance of an

 34

institute, determining the students’ level of satisfaction allows adjustments made in the

efforts for offering quality education (Kanwar, 2022).

2. Level of academic engagement of nursing students in terms of Behavioral

Engagement, Cognitive Engagement, and Emotional Engagement.

Table 6. Level of academic engagement

Indicators M SD Interpretation

Behavioral 3.60 0.52 High

Cognitive 3.65 0.60 High

Emotional 3.39 0.66 Moderate

Over-all 3.55 0.53 High

Note: 5.00 - 4.21 - Very High; 4.20 - 3.41 - High; 3.40 - 2.61 - Moderate; 2.60 - 1.81 - Low; 1.80 - 1.00 -
Very Low

Table 4 presents the nursing students’ level of academic engagement. Results show

that the Cognitive Engagement garnered the highest mean among all parameters, with a

mean score of 3.65, and an interpretation of high. The result implies that the nursing

students are highly engaging themselves in handling current learning tasks, and are often

able to portray effort in performing a task. To facilitate understanding, students personally

invest themselves in efforts to learn and master performing a task and engaging in

persistent self-regulatory strategies. (Barlow, 2020). Similarly, studies show that the level

of cognitive engagement reflects how well a student can handle the learning assignments,

and cognitive engagement has demonstrated a beneficial impact on a student’s

performance, perseverance, and goal-oriented. (Barlow & Brown, 2020).

Moreover, table 4 also presents that Emotional Engagement has the lowest mean

among the 3 parameters, with a mean score of 3.39 and a descriptive interpretation as
 35

moderate. The results imply that nursing students are sometimes engaging in their

academic tasks about social interactions with their colleagues and instructors, and

enthusiasm regarding learning activities. According to Amerstorfer, C.M. & Kistner, C.F.

(2021), emotional engagement includes how a student participates in discussions, what type

of questions they ask, the manner of seeking help, and expression of curiosity, as these

characterize how students are feeling about their learning experience. Positive

interpersonal relationships enhance a student’s enthusiasm for learning, and the perception

students have of their instructors is influential on their engagement in academic learning.

This is consistent with the findings of the study conducted by Torneo (2020) which implies

that a student with disaffected emotions portray emotional disengagement in their classes,

as emotional engagement encompasses the students’ affective factors of engagement such

as enjoyment, support, belonging, and attitudes towards their overall engagement in class.

Overall, the level of academic engagement garnered a categorical mean of 3.55,

with a descriptive interpretation of high. This means that nursing students are highly

engaging efforts in their academic engagement, and are often immersed in their academic

pursuits, cognitively, behaviorally, and emotionally. The findings of the study are

consistent with Amerstorfer and Kistner (2021) who found that academic engagement

occurs when a student is mentally and emotionally absorbed by the lecture materials and

often interacts with peers and instructors, they are drawn into putting efforts into their tasks

and engaging in learning activities. Similarly, Anwar et al. (2021) stated that one of the

most crucial factors for better learning was the student’s academic engagement, as this

proves involvement had beneficial effects on the learning outcomes of students.

 36

3. The significant relationship between the nursing student’s level of satisfaction

and academic engagement.

Table 7: Significance in Relationship between Level of Satisfaction and Academic Engagement

*r-coefficient **p-value Decision Remarks
Variable
Level of Academic Engagement

Level of Satisfaction 0.3854 0.000 Reject H0ı Significant

Note: *0.00 - No correlation; *≤ 0.20 - Very Weak; *≤ 0.40 - Weak; *≤ 0.60 - Moderate; *≤ 0.80 - Strong;

* ≤0.80 - Very Strong; **1.00 Perfect correlation; ** p<0.05 - Significant relationship; **p≥0.05 - Not

Significant

Table 5 shows that there is a significant relationship between the level of

satisfaction with the utilization of the online institutional LMS and their level of academic

engagement. A P-value of less than 0.05 indicates that there is a significant relationship

among the variables. According to the findings of the study, it is considered significant

because the result has a p-value of 0.00. An R-value of less than or equal to 0.60 indicates

that there is a weak positive relationship among the variables. According to the findings of

the study, the R-value has a weak positive correlation because it has a result of 0.38. Thus,

there is a correlation between the increase in the level of satisfaction with the utilization of

the institutional LMS among nursing students and the increase in the level of their

academic engagement. The results of the study are congruent with the findings of Kumar

et al. (2020), where interaction among instructors and learners using an LMS can create

engagement in learning, which has a significant relationship with satisfaction. This implies

that when students are satisfied with their experience using LMS, they tend to be motivated,

and are more willing to use LMS in the future, which in turn has a significant impact on

their academic engagement. In addition, El-Sayad et al. (2021) stated that student
 37

satisfaction is one of the variables that is associated with the academic engagement of

online students in higher education. The results of this study agree with the findings of El-

Sayad et al. (2021), wherein the academic engagement of online students has a significant

relationship with their level of satisfaction in terms of online learning. This suggests that

the higher the students' academic engagement, the more satisfied they are with online

learning.

4. Based on the findings of the study, what intervention program may be

proposed?

In general, the findings of the study revealed that the respondents (i) were least

satisfied with the overall perceived ease of use in comparison to their perceived self-

efficacy, and usefulness, (ii) and were least to emotionally engage themselves in their

academics. Lastly, there is a significant relationship between the level of satisfaction and

academic engagement of nursing students.

For these reasons, the researchers have formulated activities which were primarily

directed at the areas of their level of satisfaction and academic engagement as to how the

indicators of these matters accumulated the lowest average mean values. The specific

details of the intervention programs are presented in the following pages.

 38

Proposed Activities

INDICATORS RRL ACTIVITY

Emotional A Socratic seminar is an The researchers deemed it necessary to promote the

Engagement educational tool that has been emotional engagement of students in their academics. By

in use for centuries to foster giving students the opportunity to engage in meaningful

critical thinking, public dialogue and debate, they can be more invested in their

speaking, and collaboration own learning and work towards a greater understanding of

between students. When used the material. The ability to effectively engage students in

to its full potential, the the use of a learning management system largely depends

Socratic seminar can be a on how well the instructor is able to connect with the

powerful tool to promote student’s feelings and emotions. This requires the

emotional engagement in the instructor to create a safe and comfortable environment

use of learning management where students can feel comfortable and confident

systems (Banker, 2022). expressing their ideas. Socratic seminars can be an

effective tool for promoting emotional engagement in the

use of learning management systems. Through the use of

questions, the instructor can help foster an environment in

which students can feel comfortable and confident

expressing their ideas. In addition, the structure of the

Socratic seminar also encourages students to actively

participate in their own learning and to work

collaboratively towards a common goal. Finally, by

providing an opportunity for meaningful dialogue and

debate, the instructor can help students to gain a deeper

understanding of the material and to make connections

between concepts. All of these factors can help to create

an environment in which students are more emotionally

 39

engaged in their learning.

Behavioral According to Ghita et al. With this program, the active participation of the student

Engagement (2021), online LMS has nurses will improve and help them develop good study

brought many challenges to habits. Clinical instructors and the LMS technical support

the academic engagement of team can collaborate to explore or create new features of

nursing students, specifically the LMS that can help with imposing interventions that

behavioral engagement. This can improve the behavioral engagement of nursing

is the reason why the students. An example of this is providing rewards after

researchers proposed a completing their readings and tasks so that the nursing

webinar program for clinical students can use the rewards in exchange for hints in

instructors to present possible quizzes or features that can modify their LMS, such as

interventions to improve the wallpaper, sounds, and themes. This can inspire them to

behavioral engagement of read more of their lecture materials so that they can

nursing students while provide the correct answers in their activities to earn a

utilizing the institutional reward. In addition, clinical instructors may come up with

LMS. a post-conference after every activity to allow the

exchange of ideas, observations, and feelings and to

correct improper output immediately.

Cognitive According to Barlow, A. et al., A webinar offers the most crucial and significant use by

Engagement (2020), students who actively educating and engaging an audience (Sheth, 2021). The

engage with learning courses use of technology in education can help to foster key

learn more than those who learning qualities such as active involvement, links to

passively participate. In fact, real-world situations, and regular interaction and feedback

it is frequently stated that a (Agnes, W., 2012). Thus, this could be done through

crucial aspect of an webinar. Nursing students will attend the webinar, and

educational experience is this will be held through a zoom meeting for four days.

cognitive engagement. But Each day will be attended by the same year levels from

for nursing students, figuring first year to fourth year. The nursing clinical instructors
 40

out how and in what contexts will be the lecturers for the said discussion. After the

cognitive engagement takes program, the student’s evaluations will be conducted via

place continues to be difficult. electronic forms, which intends to check if they

Particularly, there is a need to understood the information provided and if they

assess engagement in ways discovered their preferred learning style that they may use

that provide teachers the for their academic performances. Utilizing evaluation

knowledge they need to forms is a great way to get insightful feedback and

implement specific, practical pinpoint areas that require development (Jotform, 2023).

strategies to encourage A reflection paper may also be required to all the student

students' cognitive nurses to express their viewpoints based on their personal

engagement. Hence, the views and experiences during the webinar.

researcher came up with this

intervention program to

discuss strategies that will

increase the student nurses'

cognitive engagement while

they are learning in an online

setting.

Perceived Ease One of the biggest issues with The researchers deemed it necessary to cater to the

of Use online learning management perceived ease of use of the students in their use of

systems is the difficulty in institutional learning management systems. Giving the

using them. This is often due student's in-person training which would be organized by

to a lack of adequate training the instructors, with the help of the institution’s IT

provided to the students (Zalat department, and it should be tailored to the student’s

et al., 2021). The first step in needs. This training should focus on the basics, such as

improving students' navigation, submitting assignments, and finding resources

satisfaction with the system is on the system. It should also cover any special features

to provide comprehensive that the system may have, such as discussion boards or
 41

training. This should include chat functions. Online training should also be provided to

both in-person and online students, as not all of them may be able to attend the in-

training sessions to ensure person sessions. Online training should consist of videos,

that all students have the tutorials, and other materials that can be accessed at any

opportunity to learn how to time. This will allow students to learn at their own pace

properly use the system (Liu and will help ensure that they understand how to use the

et al., 2021). system.

Perceived Self- In an academic context, self- This would suggest that in order to boost self-efficacy

efficacy efficacy refers to the beliefs among students with learning difficulties/disabilities,

that students hold about their special attention should be place both on the challenge

capability to perform and level of the tasks and support in skill training as well as on

execute a learning task under feedback and activities, ensuring that they have

specified conditions or to capabilities to access the institutional LMS. In addition,

perform behaviors at desired clinical instructors are an integral part of this activity

levels. Students who hold a because a clinical instructor who have a high sense of

low level of self-efficacy for efficacy and are confident in their ability to educate may

mastering a certain task, may find it simpler to motivate their students and enhance their

avoid the task or give up cognitive growth.

easily, whereas those who

believe they are capable work

harder and persist longer.

Students with learning

difficulties are assumed to

have less access to sources of

efficacy information, and

low-performing students have

been shown to lose source

experiences over time, and

 42

this has been found to relate to

their decreasing self-efficacy

(Peira et al., 2021).

Perceived According to Wannapiroon et This is the reason why the researchers proposed a webinar

Usefulness al. (2021), perceived program for clinical instructors to help them fully

usefulness was the subjective understand the institutional LMS and provide them with

perception of users, who proper knowledge and skills in its utilization. Proper

believed that using certain projection of this can not only improve the perceived

technologies could improve usefulness of clinical instructors but also their student

the performance of their nurses. The LMS technical support team can train clinical

work. In addition, the instructors on how to utilize the LMS and provide tutorials

instructors' attitudes and troubleshooting, which can be relayed to nursing

regarding online training were students to improve their perceived usefulness towards the

directly impacted by their institutional LMS. Moreover, they can collaborate to

perceptions of its value. When explore or create new features of the LMS that can help

the teachers thought that with imposing interventions that can improve the

online training was beneficial, perceived usefulness of nursing students. An example of

they had positive views this is by creating an AI support chat box that can answer

regarding it, which led to their all queries of nursing students with regards to the LMS

positive intentions and 24/7. This can improve the usefulness of the LMS in the

attitudes. This was in academic work of nursing students, thus resulting in

accordance with the increased academic activities related to the LMS.

conclusions of research by

Rizun and Strzelecki (2020)

and Kusumadewi et al.

(2021).
 43

CHAPTER 4

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary

The COVID-19 pandemic had drastically affected the educational institutes in the

country, especially in the nursing field. This forces medical schools to modify their

traditional teaching methods by adapting online learning platforms to teach nursing

students virtually. Due to this, the researchers conducted a descriptive-correlational study

to determine the level of satisfaction of nursing students using the institutional LMS, and

the relationship between student satisfaction and academic engagement. The study has a

total of 211 respondents, composed of 2nd year nursing students enrolled in a private,

higher educational, and non-sectarian institution, and was chosen via a simple random

sampling technique. Two adapted research questionnaires were utilized to determine the

results of this study. Mean, Standard Deviation and Pearson R were the statistical tools

utilized to gather and analyze the data that was conducted from January to April 2023.

Presented in the following section is the summary of findings generated from this study.

Summary of Findings

Listed below is the summary of the findings of this study.

1. In terms of the Level of Satisfaction, the second-year nursing students have

obtained the highest in terms of Perceived Self-Efficacy which was qualitatively

described as high. They are also lowest in terms of Perceived Ease of Use, which
 44

was also qualitatively described as high. Overall, the mean of the student’s level of

satisfaction was qualitatively described as high.

2. In terms of Academic Engagement, the second-year nursing students have obtained

the highest terms of Cognitive Engagement which was qualitatively described as

high. They are also lowest in terms of Emotional Engagement, which was also

qualitatively described as high. Overall, the mean of the student’s academic

engagement was qualitatively described as high.

3. The respondent’s association between their level of satisfaction with the utilization

of the institutional LMS and their level of academic engagement has a p-value score

with an interpretation of a significant relationship and an r-coefficient value with

an interpretation of a weak relationship.

4. The findings of the study suggest that there must be an increase in the student’s

level of satisfaction with the utilization of LMS to have an increased level of

academic engagement.

Conclusions

Having the findings of the study, the following conclusions were drawn:

1. Nursing students have a high level of satisfaction with the utilization of institutional

learning management systems.

2. Nursing students have a high level of academic engagement with their usage of

institutional learning management systems.

3. Among nursing students, the level of academic engagement increases as their level

of satisfaction also increases. However, variables other than the level of satisfaction
 45

may also affect their academic engagement. An increased level of satisfaction may

not always lead to an increased level of academic engagement.

Recommendation

The following recommendations were made based on the gathered findings of the study:

1. It has been found that nursing students have a high level of satisfaction with the

utilization of Institutional LMS in terms of their Perceived Ease of Use, Perceived

Self-efficacy, and Perceived Usefulness. With each of the variables having a

specific indicator that resulted in having the lowest mean, this finding of the study

may allow the students to assess the indicators of these variables, and may primarily

benefit from this knowledge as the gaps in their satisfaction have been identified,

once the gaps have been addressed, this may likely result in increasing their

academic engagement and learnings in class.

2. Academic authorities such as the Nursing Clinical Instructors and directors may

address the gaps identified in the nursing students’ level of satisfaction in regards

to the utilization of online LMS, as there is a significant relationship between the

satisfaction and academic engagement of the nursing students. The study may

provide awareness to the Nursing faculty of the gaps identified by the respondents,

and utilize the proposed intervention program in assisting the students in their

clinical learning.

3. The school administrators may utilize these as a guide in creating policies and

school activities that are directed at enhancing the engagement and level of

satisfaction of the nursing students. Moreover, the level of satisfaction and

 46

academic engagement of nursing students in the utilization of Online were

identified, the results of this study may also serve as a source of information needed

to create an intervention program that may be utilized by the school administration

in addressing the academic engagement of their nursing students.

4. The study shows that perceived ease of use, perceived self-efficacy, and perceived

usefulness can predict and influence the academic engagement of nursing students.

The researchers recommend future researchers explore other possible indicators

associated with the variables of this study and determine their effects on the

academic engagement of nursing students. The researchers recommend exploring

other methodological research designs to determine other potential factors. Also,

despite the clear contributions of the study, the researchers would like to

acknowledge several limitations of the study. First, the study was only conducted

at a private higher education and non-sectarian institution. The researchers

recommend a wider scope of data that can be taken on a bigger setting. The

respondents of the study, only the 2nd year-enrolled nursing students were included

to participate in the study, the researchers recommended collecting data from a

wider scope of respondents for future research. The demographic profile such as

age and gender were not taken into consideration in this study. These premises

could be a new focus for future researchers.

5. The findings of this study may serve as a reference for nursing schools in regards

to planning and implementing improvements in the nursing curriculum and nursing

programs that focuses on the utilization of Online LMS, and enhance the academic

engagement of their nursing students to become globally competitive with their

 47

attained learnings and skills. With this, it would benefit the nursing students' gaps

in their level of satisfaction that would affect their academic engagement.

6. It was shown how the nursing students were highly satisfied with their utilization

of online LMS. Thus, the Institutional LMS Technical Support may utilize this

study in determining the features on their platforms that may likely increase or

decrease the satisfaction of the students, and initiating changes within these features

to improve the students’ satisfaction and the variables affecting the overall level,

and thereby likely increasing the students’ academic engagement.

 48

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APPENDICES
 62

APPENDIX A

CERTIFICATION FROM THE TECHNICAL PANEL

DAVAO DOCTORS COLLEGE

Gen. Malvar St., Davao City 8000
Tel. Nos. (082) 222-0850 to 53 Telefax: 224-4433
www.davaodoctors.edu.ph

This is to certify that Anabieza, Ma. Nicole R., Abadies, Mikaela Reign M.,
Abellaneda, Ralph C, Aledro, May Belle E., Alvarico, Nofrio III G., Amora, Maryen
A., and Ansao, Le-Ann Y. have their thesis proposal entitled, “NURSING STUDENTS’
LEVEL OF SATISFACTION AND ACADEMIC ENGAGEMENT IN THE
UTILIZATION OF INSTITUTIONAL LEARNING MANAGEMENT SYSTEM”
defended last November 14, 2022, and have made the necessary revisions on their study.

This document further certifies that the revised manuscript has been reviewed
already by the research panelists and that the same panelists have already made preliminary
checks on the intended research instruments to be used for the study (if applicable). This
document, however, does not certify that the researchers are now permitted to proceed to
the next steps of the research process until given express permission by the Program Chair
– Nursing to conduct the study, namely:

1. Validity and reliability check of the research instrument(s)

2. Sending requests to conduct the study to the Program Chair – Nursing and the
authorized persons of the intended research locale for the PILOT STUDY, if
required (done in conjunction with the previously mentioned step)
3. Sending requests to conduct the study to the Program Chair – Nursing and the
authorized persons of the intended research locale for the ACTUAL DATA
GATHERING

Issued this March 2, 2023.

(SGD) Shaina Kei C. Watanabe, RN, MAN

Adviser

(SGD) KENNETH M. SABIDO, RN, MN

Panel Chair

(SGD) MARC ANDREO C. MALALA, RN, MAN

Panel Member

(SGD) AMIEL ISAAC DEL ROSARIO, LPT, MEd

Panel Member
 63

APPENDIX B

LETTER OR PERMISSION

DAVAO DOCTORS COLLEGE, INC.

General Malvar St., Davao City
Bachelor of Science in Nursing

LETTER OF PERMISSION

Date: March 2, 2023

CHRISTINE M. FIEL, RN, MN, LPT, MAEd, PhD

Nursing Program Chair
Gen. Malvar St. Davao City

Dear Ma’am,

Greetings!

We, group 1 of BSN - 13A Nursing Research, would like to ask your permission to conduct
a research study entitled “NURSING STUDENTS’ LEVEL OF SATISFACTION AND
ACADEMIC ENGAGEMENT IN THE UTILIZATION OF INSTITUTIONAL
LEARNING MANAGEMENT SYSTEM”.This study aims to determine the level of
satisfaction of 2nd year nursing students using the institutional learning management
system and the relationship between student satisfaction and academic engagement. This
study will be conducted online with the use of a researcher-adapted questionnaire. Rest
assured that the gathered data and results will be safeguarded and kept confidential.

If you have queries or concerns relating to this request, please contact me at 09919417300
or my email address: maryen_amora@davaodoctors.edu.ph

Respectfully yours,

(SGD) Maryen Amora

Group 1 Leader

Approved by:
(SGD) CHRISTINE M. FIEL, RN, MN, LPT, MAEd, PhD
Program Chair
 64

LETTER OF PERMISSION
Date: April 28, 2023

Kenneth M. Sabido, RN. MN, Panel Chair

Marc Andreo C. Malala, RN. MAN, Panel Member
Amiel Isaac Del Rosario, LPT. Med, Panel Member
Bachelor of Science in Nursing
This Institution

Dear Sir Kenneth, Sir Marc, and Sir Amiel,

Greetings!

With the approval of our research adviser, Ma’am Shaina Kei C. Watanabe RN. MAN.
We, the undersigned, are writing to ask permission to change the title and variable of our
study entitled “NURSING STUDENTS’ LEVEL OF SATISFACTION AND
ACADEMIC ENGAGEMENT IN THE UTILIZATION OF INSTITUTIONAL
LEARNING MANAGEMENT SYSTEM.”

This is for the researchers to determine further the academic engagement of nursing
students regarding cognitive, behavioral, and emotional engagement with their utilization
of the Institutional Learning Management System.

If you have queries or concerns relating to this request, please contact me at 09919417300
or my email address: maryen_amora@davaodoctors.edu.ph

Respectfully yours,

(SGD) Maryen Amora

Group 1 Leader

Noted by:

(SGD) Ma’am Shaina Kei C. Watanabe RN. MAN

Research Adviser

Approved by:

(SGD) Marc Andreo C. Malala, RN. MAN (SGD)Kenneth M. Sabido,

RN. MN
Panel Member Chair Panel

(SGD)Amiel Isaac Del Rosario, LPT. Med-ALS

Panel Member
 65

PERMISSION LETTER TO THE OWNER OF THE QUESTIONNAIRE

Amora, Maryen A. Armando P. Delfino, Ph. D.

Bachelor of Science in Nursing Faculty of Education
Third-Year Level Partido State University
Davao City, Philippines ardel1975@gmail.com
maryenamora123@gmail.com

March 1, 2023

Dear Dr. Delfino,

Greetings!

I’m writing to formally ask your permission, Dr. Delfino, to utilize your questionnaire in
your published study entitled “Student Engagement and Academic Performance of
Students of Partido State University”. I find your research quite essential in assessing the
academic engagement of students, and we nursing students would like to explore more of
this topic. I’d like to let you know that my group and I are working on a paper titled
“Nursing Student’s Level of Satisfaction and Academic Engagement in the Utilization of
Online Institutional Learning Management System”, and would request to use your
questionnaire in gathering data from our respondents.

I value your response regarding our concern, Dr. Delfino. Thank you!

Sincerely,

(SGD) Maryen A. Amora

Group Leader
 66

Amora, Maryen A. Samuel Mendlinger

Bachelor of Science in Nursing Department of Administrative
Science
Third-Year Level Boston University, Boston, USA
Davao City, Philippines mendling@bu.edu
maryenamora123@gmail.com
Jung-Wan Lee
Department of Administrative
Science
Boston University, Boston, USA
jwlee119@bu.edu

March 1, 2023

Dear Mr. Lee,

Greetings!

I’m writing to formally ask your permission, Mr. Lee, to utilize your questionnaire in your
published study entitled “Perceived Self-efficacy and its Effect on Online Learning
Acceptance and Student Satisfaction” which you co-authored with Mr. Mendlinger. I find
your research quite essential in assessing the academic engagement of students, and we
nursing students would like to explore more of this topic. I’d like to let you know that my
group and I are working on a paper titled “Nursing Students’ Level of Satisfaction and
Academic Engagement in the Utilization of Online Institutional Learning Management
System”, and would request to use your questionnaire in gathering data from our
respondents.

I value your response regarding our concern, Mr. Lee. Thank you!

Sincerely,

(SGD) Maryen A. Amora

Group Leader
 67

APPENDIX C

ETHICS INFORMED CONSENT AND INFORMED CONSENT LETTER

Davao Doctors College, Inc.

Malvar Street, Davao City

ETHICS REVIEW INSTRUMENT

Research Title: Nursing Students’ Level of Satisfaction and Academic Engagement

in the Utilization of Institutional Learning Management System

Researchers: Anabieza, Ma. Nicole R., Abadies, Mikaela Reign M., Abellaneda,
Ralph C, Aledro, May Belle E., Alvarico, Nofrio III G., Amora, Maryen A., and
Ansao, Le-Ann Y.

Vulnerable Population being studied:

___ Pregnant Women Elderly Young Adults Adolescents Children Refugees Prisoners
___ Those who cannot give consent: unconscious Persons with mental or behavioral disorders
___ Persons with disability Others: Pls. Specify ( )

A Social Value Yes No NA Comments

1 The protocol describes how the communities from which the participants /
are to be drawn are likely to benefit from the research.
2 The protocol describes whether the protocol outcome/s is/are likely to /
benefit communities beyond the research population.
3 The protocol indicates the utilization of the results of the study /
B Risks and Benefits
1 The risks and benefits of the research are discussed in the protocol. /
2 The expected benefits outweigh the assessed risks (favorable risk-benefit /
ratio of the expected results).
3 The protocol includes provisions for handling invasive procedures if /
there are any.
4 The protocol, when needed, ensures the availability of a counselor or a /
psychologist, or a spiritual adviser to provide appropriate intervention to
research participants during and after the research.
5 The protocol includes the provision for handling possible adverse /
reactions associated with the research (medical/physical).
C Voluntary Participation
1 The protocol includes the use of the Informed Consent Form (ICF) to /
ensure undue inducements to participate in the research and the protocol
provides that the participants are free not to participate for whatever
reasons.
2 The protocol provides that the participant can withdraw participation /
from the research at any time without penalty.
3 Provisions are present in the protocol for recruiting participants /
incapable of reading and signing the written consent form (e. g. illiterate
participants).
 68

4 Provisions are present in the protocol for recruiting participants /

incapable of giving personal consent and/or expressing their decision.
(e. g. because of cultural factors, children or adolescents less than 18
years old, participants with
mental illness, etc.)
D Privacy and Confidentiality
1 The recruitment procedure includes adequate protection for the privacy /
and psychosocial needs of the individuals.
2 The protocol has adequate provisions to ensure the confidentiality of /
participants’ data.
3 The protocol provides the right of the researcher to decline anybody /
who is not
The protocol provides the right of the researcher to decline anybody
who is not connected with the study and will ask for any information
about the data gathered.
4 Provisions are present in the proposal for the proper handling and /
disposal of collected information.
Recommended Action:

_/ Approved ___Major Revisions

___ Minor Revisions ___ Disapproved

Reviewed by:

(SGD) (SGD) (SGD)

Signature Over Printed Name Signature Over Printed Name Signature Over Printed Name

Date:___2/17/23_____ Date:___2/17/23_______ Date:____2/17/23_______

MDS/PNC/LTL/CLL/EJDD
 69

INFORMED CONSENT FORM (ICF)

Nursing Student’s Level of Satisfaction and Academic Engagement in the Utilization

of Institutional Learning Management System

Dear Respondents,
You are invited to a research study conducted by BSN3-13A Group 1, Davao
Doctors College because you fit the inclusion criteria for informants of her study.

Please read the information below, and ask questions about anything you do not
understand, before deciding whether to participate in this study. Please take as much time
as you need to read the consent form. If you volunteer to participate, you will be asked to
answer the survey questionnaire which you can finish within 5-10 minutes.

Purpose of the Research

The study aims to determine the satisfaction of nursing students in utilizing the
Institutional LMS. This is done to evaluate the level of nursing student satisfaction to
measure the effectiveness and usefulness of Institutional online-learning management
systems that warrant the success of online learning implementation. This
finding contributes toward understanding the student’s satisfaction and helps increase their
academic performance.

Risks and Benefits

This study should not put you in a compromising situation. On the other hand, you
may choose not to answer questions that you may find unpleasant and distressful.
Furthermore, this study can generate relevant information that can be useful to the
researchers. Obtaining the results from the survey questionnaire will help the nursing
students, faculty, school administrator, future researchers, nursing schools, and
Institutional LMS technical support to understand, assess, and be able to provide data on
the level of satisfaction of nursing students about utilizing Institutional Online LMS. The
results will be able to assess the relationship between the satisfaction of nursing students
to their academic engagement.

Voluntary Participation
This study is voluntary, which means you have the right to refuse to participate if
you do not feel comfortable in any way. Also, you are not waiving any legal claims, rights,
or remedies because you participate in the study. In addition, even if you have initially
decided to participate in this study, you are still free to withdraw anytime without penalty
if you feel you are not comfortable with the given questions.

Privacy and Confidentiality

In gathering, retaining, and processing personal data, researchers follow the criteria
of transparency, legitimate purpose, and proportionality (Data Privacy Act of 2012). We
will keep your records for this study confidential and private as far as permitted by the law.
If in the future, this research study will be published, any information indicated in the
 70

material would not reveal your identity in any way. Furthermore, any person who is not
connected with the study will be declined any relevant information. The data gathered in
this study will be kept strictly confidential and will be accessible only to the researchers.
Lastly, all raw data will be disposed of accordingly after the study.

For more inquiries about the research, please feel free to contact the researchers at the email
address maryen_amora@davaodoctors.edu.ph.

You may also contact the researchers through this mobile phone number 0966 758 6452.

Respectfully Yours,

(SGD) Añabieza, Ma. Nicole R. (SGD) Abadies, Mikaela

Reign M.

(SGD) Abellaneda, Ralph C. (SGD) Aledro, May Belle E.

(SGD) Alvarico, Nofrio III G. (SGD) Amora, Maryen A.

(SGD) Ansao, Le-Ann Y. 03/11/2023

Researchers Date Signed

RESEARCH PARTICIPANT’S CONSENT

I have read the information provided above. I have been given a chance to ask questions.
My questions have been answered to my satisfaction, and I agree to participate in this
study. I have been given a copy of this form. I can withdraw my consent at any time and
discontinue participation without penalty.

______________________________________
_____________________

Signature above Printed Name of Participant Date Signed

 71

APPENDIX D

RESEARCH QUESTIONNAIRE

Table 8. Level of Satisfaction Questionnaire

Perceived Ease of Use (4) (3) (2) (1)

1. I find it easy to use the online learning system to do what I want it to do,
specifically relating to class work and participation.

2. I find the online learning system clear and understandable for me.

3. It is easy for me to become skillful at using the online learning system.

4. I find the online learning system manageable/accessible in terms of its

features and services.

Perceived Self-efficacy

1. I have the skills necessary to use the online learning system

2. I have an internet connection fast enough to use the online learning system

3. I know necessary to use the online learning system

4. Overall, I am ready to use the online learning system.

Perceived Usefulness

1. Improves my ability to accomplish academic tasks.

2. Increases my productivity in accomplishing academic tasks.

3. Enhances my effectiveness in accomplishing academic tasks.

1. I find the online learning system useful in my study completion.

Reference:
Lee, J., & Mendlinger, S. (2011). Perceived self-efficacy and its effect on Online Learning Acceptance and
Student Satisfaction. Journal of Service Science and Management, 2011, 4, 243-253.
doi:10.4236/jssm.2011.43029 (http://www.SciRP.org/journal/jssm)
 72

Table 9. Level of Academic Engagement Questionnaire

Behavioral Engagement (5) (4) (3) (2) (1)

1. Asked questions in class or contributed to class discussions.

2. Raising my hand in class.

3. Participating in small group discussions.

4. Doing all the homework problems.

5. Coming to class every day.

6. Taking good notes in class.

7. Getting a good grade.

8. Staying up on the readings.

9. Received prompt written or oral feedback from faculty on your

academic performance.

10. Come to class without completing readings or assignments.

11. Making sure to study regularly.

12. Doing well on a test.

Cognitive Engagement

1. Made a class presentation.

2. Prepared two or more drafts of a paper or assignment before turning

it in.

3. Worked on a paper or project that required integrating ideas or

information from previous sources.

4. Put together ideas or concepts from different courses when

completing assignments or during class discussions.

5. Used an electronic medium (Facebook, group chat, Internet, instant

messaging, etc) to discuss or complete an assignment.

6. Discussed ideas from your readings or classes with faculty members

outside of class.

7. Putting forth effort.

8. Used e-mail to communicate with an instructor.

9. Discussed grades or assignments with an instructor.

 73

10. Work harder than you thought you could do to meet an instructor’s
standards or expectations.

11. Discussed ideas from your readings or classes with others outside of
class (students, family members, co-workers, etc.).

12. Going to the professor’s office during hours to review assignments

or tests, or to ask questions

13. Thinking about the course between class meetings.

14. Finding ways to make the course interesting to me.

15. Looking over class notes between classes to make sure I understand
the materials.

16. Applying course materials to my life.

17. Finding ways to make the course materials relevant to my life.

Emotional Engagement

1. Included diverse perspectives in class discussions or writing

assignments.

2. Worked with other students on projects during class.

3. Worked with classmates outside or in class to prepare class

assignments.

4. Tutored or taught other students paid or voluntary.

5. Participated in a community-based project as part of a regular course.

6. Had serious conversations with students who are very different from
you in terms of their religious, political opinions, or personal values.

7. Desiring to learn the materials.

8. Being confident that I can learn and do well in the class.

9. Having fun in class.

10. Worked with faculty members on activities other than coursework.

11. Talked about career plans with a faculty member or adviser.

Reference:
Delfino, Armando. (2019). Student Engagement And Academic Performance Of Students Of Partido State
University. Asian Journal of University Education. 15. 42-55. 10.24191/ajue.v15i3.05.
https://www.researchgate.net/publication/338275769_STUDENT_ENGAGEMENT_AND_ACAD
EMIC_PERFORMANCE_OF_STUDENTS_OF_PARTIDO_STATE_UNIVERSITY.
 74

APPENDIX E

DAVAO DOCTORS COLLEGE, INC.

COLLEGE OF ALLIED HEALTH SCIENCES
NURSING PROGRAM

VALIDATION SHEET: QUANTITATIVE

Name of Evaluator : Madeleine S. Tupas

Degree : MAN
Position : MAN Program Chair
Number of Years in Teaching : 16 years

To the Evaluator: Please check the appropriate box for your rating:
Point Equivalent 5 - Excellent
4 - Very Good
3 - Good
2 - Fair
1 - Poor
5 4 3 2 1
1.) Clarity of Directions and Items /
The vocabulary level, language structure, and concept of the questions suit the level of
respondents. The test direction and items are written in a clear and understandable manner
2.) Presentations/Organization of Items /
The items are organized logically.
3.) Suitability of Items /
The items appropriately represent the substance of the research.
The questions are designed to determine the conditions, knowledge, skills, and attitudes that
are supposed to be measured.
4.) Adequateness of Items per Category /
The items represent the coverage of the research adequately. The number of questions per
category is representative enough of all questions needed for the research.
5.) Attainment of the Purpose /
The instrument as a whole fulfills the objective for which it was constructed.
6.) Objectivity /
Each item question online one specific answer or measure only one behavior and no aspect
of the questionnaire suggests bias on the part of the research.
7.) Scale and Evaluation in Rating System /
The scale adopted is appropriate for the items
Remarks: Please follow the corrections indicated in the questionnaires.

(SGD) Madeleine S. Tupas, RN, MAN

Signature over Printed Name
 75

DAVAO DOCTORS COLLEGE, INC.

COLLEGE OF ALLIED HEALTH SCIENCES
NURSING PROGRAM

VALIDATION SHEET: QUANTITATIVE

Name of Evaluator : Dahlia A. Bisnar

Degree : BSN, RN, RM, MN
Position : Clinical Instructor
Number of Years in Teaching :

To the Evaluator: Please check the appropriate box for your rating:

Point Equivalent 5 - Excellent

4 - Very Good
3 - Good
2 - Fair
1 - Poor
5 4 3 2 1
1.) Clarity of Directions and Items /
The vocabulary level, language structure, and concept of the questions suit the level of
respondents. The test direction and items are written in a clear and understandable manner
2.) Presentations/Organization of Items /
The items are organized logically.
3.) Suitability of Items /
The items appropriately represent the substance of the research.
The questions are designed to determine the conditions, knowledge, skills, and attitudes that
are supposed to be measured.
4.) Adequateness of Items per Category /
The items represent the coverage of the research adequately. The number of questions per
category is representative enough of all questions needed for the research.
5.) Attainment of the Purpose /
The instrument as a whole fulfills the objective for which it was constructed.
6.) Objectivity /
Each item question online one specific answer or measure only one behavior and no aspect
of the questionnaire suggests bias on the part of the research.
7.) Scale and Evaluation in Rating System /
The scale adopted is appropriate for the items

Remarks:
Changed verbal description to suggested one on Students’ Satisfaction.

(SGD) Dahlia A. Bisnar, RN, RM, MN

Signature over Printed Name
 76

DAVAO DOCTORS COLLEGE, INC.

COLLEGE OF ALLIED HEALTH SCIENCES
NURSING PROGRAM

VALIDATION SHEET: QUANTITATIVE

Name of Evaluator : Loreiyne Corale M. Aballe

Degree : RN, MAN
Position : Clinical Instructor
Number of Years in Teaching : 3 Years

To the Evaluator: Please check the appropriate box for your rating:

Point Equivalent 5 - Excellent

4 - Very Good
3 - Good
2 - Fair
1 - Poor
5 4 3 2 1
1.) Clarity of Directions and Items /
The vocabulary level, language structure, and concept of the questions suit the level of
respondents. The test direction and items are written in a clear and understandable manner
2.) Presentations/Organization of Items /
The items are organized logically.
3.) Suitability of Items /
The items appropriately represent the substance of the research.
The questions are designed to determine the conditions, knowledge, skills, and attitudes that
are supposed to be measured.
4.) Adequateness of Items per Category /
The items represent the coverage of the research adequately. The number of questions per
category is representative enough of all questions needed for the research.
5.) Attainment of the Purpose /
The instrument as a whole fulfills the objective for which it was constructed.
6.) Objectivity /
Each item question online one specific answer or measure only one behavior and no aspect
of the questionnaire suggests bias on the part of the research.
7.) Scale and Evaluation in Rating System /
The scale adopted is appropriate for the items

Remarks:
The basis of statements/items is reflected in the RRL. With recent reference and
acceptable reliability test results. Some items have unclear sentence construction for some
respondents fit for the study.

(SGD) Loreiyne Corale M. Aballe, RN, MAN

Signature over Printed Name
 77

APPENDIX F

RELIABILITY TEST

This is to certify that the undersigned has been consulted in the statistical treatment
of the thesis entitled, “NURSING STUDENTS’ LEVEL OF SATISFACTION AND
ACADEMIC ENGAGEMENT IN THE UTILIZATION OF INSTITUTIONAL
LEARNING MANAGEMENT SYSTEM “by 13 A – GROUP 1, a Bachelor of Science
in Nursing of Davao Doctors College, Inc.

Reliability Test Results:

Reliability Test for Multiple-Question Likert Scale Survey

Variables Satisfaction Academic Engagement

No. of Items 12 40
The sum of the Item Variance 9.0000 467.8463
The variance of the Total Score 36.1136 36.2879
Cronbach Alpha Value 0.8190 0.9460
Internal Consistency Good Excellent

(SGD) CHRISTIAN VINCENT L. GALOLO, MAED

Statistician
Instructor, General Education Program, Davao Doctors College, Inc.
E-mail address: christiangalolo@davaodoctors.edu.ph

Date Signed: March 9, 2023

 78

APPENDIX G

NORMALITY TEST RESULT

This is to certify that the undersigned has been consulted in the normality test of
the research tool for the thesis entitled, “NURSING STUDENTS’ LEVEL OF
SATISFACTION AND ACADEMIC ENGAGEMENT IN THE UTILIZATION OF
INSTITUTIONAL LEARNING MANAGEMENT SYSTEM”, of Group 1 - Section
13A.

Normality Test Result:

Kolmogorov-Smirnov Test for Normality at α = 0.05

Parameters Df t-critical value KS-value Interpretation

Satisfaction 211 1.9714 0.0913 Normally Distributed
Academic Engagement 0.7589 Normally Distributed

Interpretation
KS-value < t-critical = Normal
KS-value > t-critical = Not Normal
KS-value = t-critical = Not normal

(SGD) CHRISTIAN VINCENT L. GALOLO, MAEd

Statistician
Date Signed: April 26, 2023
 79

APPENDIX H

CERTIFICATION FROM THE GRAMMARIAN

This is to certify that the undersigned has been consulted in the grammatical treatment of
the thesis entitled, “NURSING STUDENTS’ LEVEL OF SATISFACTION AND
ACADEMIC ENGAGEMENT IN THE UTILIZATION OF INSTITUTIONAL
LEARNING MANAGEMENT SYSTEM “by Ma. Nicole R. Añabieza, Mikaela Reign
M. Abadies, Ralph C. Abellaneda, May Belle E. Aledro, Nofrio III G. Alvarico,
Maryen A. Amora, and Le-Ann Y. Ansao, Bachelor of Science in Nursing 13A students
of Davao Doctors College, Inc.

(SGD) GONZALO U. INOJALES, JR., LPT, MALIT (CAR)

Grammarian
Instructor I, General Education Program
E-mail address: inojalesgonzalo@gmail.com

Date Signed: MAY 09, 2023

 80

APPENDIX I

MEAN, STANDARD DEVIATION, AND PEARSON R RESULTS

This is to certify that the undersigned has been consulted in the statistical treatment
of the thesis entitled, “NURSING STUDENTS’ LEVEL OF SATISFACTION AND
ACADEMIC ENGAGEMENT IN THE UTILIZATION OF INSTITUTIONAL
LEARNING MANAGEMENT SYSTEM “by 13A - Group 1, a Bachelor of Science in
Nursing of Davao Doctors College, Inc.

Level of Satisfaction in Terms of Perceived Ease of Use

Statement Mean SD Descriptive

Equivalence

1. I find it easy to use the online learning system to do what I want 3.1136 0.7709 High
it to do, specifically relating to class work and participation.

2. I find the online learning system clear and understandable for 2.7136 0.7554 High
me.

3. It is easy for me to become skillful at using the online 2.7000 0.8391 High
learning system.

4. I find the online learning system manageable/accessible in 3.1636 0.6828 High

terms of its features and services.

Overall 2.9227 0.5956 High

Level of Satisfaction in terms of Perceived self-efficacy

Statement Mean SD Descriptive

Equivalence

1. I have the skills necessary to use the online learning 3.0682 0.6890 High
system.

2. I have an internet connection fast enough to use the 2.8955 0.7543 High
online learning system.

3. I have the knowledge necessary to use the online learning 3.0545 0.6458 High
system.

4. Overall, I am ready to use the online learning system. 3.0455 0.7388 High

Overall 3.0159 0.5661 High

 81

Level of Satisfaction in terms of Perceived usefulness

Statement Mean SD Descriptive

Equivalence

1. Improves my ability to accomplish academic tasks 3.0227 0.7116 High

2. Increases my productivity in accomplishing academic 2.8318 0.7960 High

tasks.

3. Enhances my effectiveness in accomplishing academic 2.9591 0.7604 High

tasks.

4. I find the online learning system in my study completion. 2.9182 0.7601 High

Overall 2.9330 0.6449 High

Level of Academic Engagement in terms of Behavioral Engagement

Indicator Mean SD Descriptive Equivalence

Behavioral Engagement
1. Asked questions in class or 3.3995 0.8774 Moderate
contributes to class discussion.
2. Raising my hands in class 3.2727 0.9500 Moderate
3. Participating in small group 3.9091 0.9171 High
discussions
4. Doing all homework problems 4.1045 0.8722 High
5. Coming to class every day 4.4818 0.7673 Very High
6. Taking good notes in class 3.5818 0.9154 High
7. Getting a good grade 3.9000 0.7816 High
8. Staying up on the readings 3.4409 0.8765 Moderate
9. Received prompt written or oral 3.3818 0.9459 Moderate
feedback from faculty on your
academic performance.
10. Come to class without 2.7727 1.1948 Moderate
completing readings or
assignments
11. Making sure to study regularly. 3.4000 0.8569 Moderate
12. Doing well on a test. 3.6182 0.7716 High
Categorical Mean 3.6049 0.5292 High
 82

Level of Academic Engagement in Terms of Cognitive Engagement

Indicator Mean SD Descriptive Equivalence

Cognitive Engagement
1. Made a class presentation. 4.0091 0.9066 High
2. Prepared two or more drafts of a 3.6591 0.9638 High
paper or assignment before
turning it in.
3. Worked on a paper or project 3.8591 0.8403 High
that required integrating ideas or
information from previous
sources.
4. Put together ideas or concepts 3.8091 0.8810 High
from different courses when
completing assignments or
during class discussions.
5. Used an electronic medium 4.2500 0.8365 Very High
(Facebook, group chat, Internet,
instant messaging, etc.) to
discuss or complete an
assignment.
6. Discussed ideas from your 3.2682 1.1169 Moderate
readings or classes with faculty
members outside of class.
7. Putting forth effort. 3.9409 0.8607 High
8. Used e-mail to communicate 3.4818 1.0179 High
with an instructor.
9. Discussed grades or assignments 3.3091 0.9769 Moderate
with an instructor.
10. Work harder than you thought 3.7636 0.8540 High
you could do to meet an
instructor’s standards or
expectations.
11. Discussed ideas from your 3.6091 0.9324 High
readings or classes with others
outside of class (students, family
members, co-workers, etc.).
12. Going to the professor’s office 2.5955 1.2031 Low
hours to review assignments or
tests, or to ask questions.
13. Thinking about the course 3.4500 0.9276 High
between class meetings.
14. Finding ways to make the course 3.7227 0.9887 High
interesting to me.
15. Looking over class notes 3.7273 0.8644 High
between classes to make sure I
understand the materials.
16. Applying course materials to my 3.8227 0.8709 High
life.
17. Finding ways to make the course 3.8545 0.8948 High
materials relevant to my life.
Categorical Mean 3.6548 0.6057 High
 83

Level of Academic Engagement in Terms of Emotional Engagement

Indicator Mean SD Descriptive

Equivalence

Emotional Engagement

1. Included diverse perspectives in class discussions or 3.6409 0.8403 High

writing assignments.

2. Worked with other students on projects during class. 3.8455 0.9381 High

3. Worked with classmates outside or in class to prepare 3.8364 0.9317 High

class assignments.

4. Tutored or taught other students paid or voluntary. 2.7864 1.2367 Moderate

5. Participated in a community-based project as part of a 2.9636 1.1854 Moderate

regular course.

6. Had serious conversations with students who are very 3.4000 1.0310 Moderate
different from you in terms of their religious, political
opinions, or personal values.

7. Desiring to learn the materials. 3.8045 0.8669 High

8. Being confident that I can learn and do well in the class. 3.6682 0.8984 High

9. Having fun in class. 3.7409 1.0253 High

10. Worked with faculty members on activities other than 2.8636 1.1386 Moderate
coursework.

11. Talked about career plans with a faculty member or 2.7455 1.2382 Moderate
adviser.

Categorical Mean 3.3905 0.6697 Moderate

The Level of Satisfaction with the Utilization of the Institutional

Learning Management System Among Nursing Students

Parameters M SD Interpretation

Perceived Ease of Use 2.9227 0.5956 High

Perceived Self-efficacy 3.0159 0.5661 High

Perceived Usefulness 2.9930 0.6449 High

Over-all 2.9572 0.5145 High

 84

The Level of Academic Engagement of Nursing Students

Parameters M SD Interpretation

Behavioral 3.6049 0.5292 High

Cognitive 3.6548 0.6057 High

Emotional 3.3905 0.6697 Moderate

Over-all 3.5501 0.5324 High

Association Between the Level of Satisfaction with the Utilization of the

Institutional
Learning Management System and the Level of Academic Engagement Among
the Nursing Students

r-coefficient p-value Interpretation Decision

Parameter
Level of Academic Engagement

Level of Satisfaction 0.3854 0.000 Significant Reject H0

(SGD) CHRISTIAN VINCENT L. GALOLO, MAED

Statistician
Instructor, General Education Program, Davao Doctors College, Inc.
E-mail address: christiangalolo@davaodoctors.edu.ph

Date Signed: March 28, 2023

 85

APPENDIX J

BUDGETARY REQUIREMENTS

Expense Amount

I. Operation Expenses

Validator’s Fee PHP 750

Pilot-Testing Data PHP 500

analysis PHP 2000

Data Analysis

II. Others

Printing PHP 1300

Binding PHP 1500

Plastic Folders PHP 100

Token PHP 1500

Contingency Fund PHP 1000

Total PHP 8,650

Prepared by:

(SGD) MARYEN A. AMORA

Group 1 Leader

Noted by:

(SGD) SHAINA KEI C. WATANABE. RN.MAN

Research Adviser
 86

APPENDIX K

GANNT CHART

OBJECTIVES Month Aug. 2022 Sept. 2022 Oct. 2022 Nov. 2022
Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Formulation of
Research
Writing of Chapter 1
Writing of Chapter 2
Instrument
Validation
(Revisions
Instrument Coding

OBJECTIVES Month Jan. 2023 Feb. 2023 Mar. 2023 Apr. 2023
Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Choosing of
Participants
Preparation for Data
Gathering
Data Gathering
Data Tally and
Encoding
Data Processing
Analysis and
Interpretation of Data

Prepared by:

(SGD) MARYEN A. AMORA

Group 1 Leader

Noted by:

(SGD) SHAINA KEI C. WATANABE. RN.MAN

Research Adviser
 87

APPENDIX L

PROPOSED INTERVENTION PROGRAM

SATISFACTION WITH LMS FUNCTIONALITY AWARENESS PROGRAM

Activity 1 Awareness of the features and Accessibility of the Online Learning Management System
Objective To provide relevant information on the features and accessibility of nursing students
regarding the utilization of online learning management systems.
Platform Webinar via Facebook Live; and electronic forms
Time Frame 2 days
Persons Involved Institutional Learning ManagementTechnical Support, Nursing Clinical Instructors, &
Nursing Students
Description Even though LMSs have a lot of features that were created for educational
institutions, the success of such systems is closely tied to a thorough knowledge of the
difficulties and satisfaction affecting the usage of the systems among their users
(Mohammadi, M. et al, 2021). Thus, the researchers deem that the webinar specifically
discussing the perceived ease of use of the nursing student’s learning will aid them in
utilizing the learning platforms to their best potential regarding their academic learning
and engagement. With this opportunity, the platform also fosters independent learning and
explores more about features of the institutional Learning Management System. This is in
response to the result of the study, which shows that the mean in terms of skillfulness in
using the Learning Management System is the lowest. The effective implementation of
technology to adopt the service is attained through careful planning to raise awareness
among people, pique their interest in it, and require them to evaluate the system
(Mohammadi, M. et al, 2021). Moreover, this could be done through a webinar. Leaders
may share the appropriate information, instruction, and experience through webinars
(Biswas, 2021). Audiences have a convenient and affordable opportunity to learn from
professionals by participating in webinars. However, due to the limited number of
participants that it can accommodate, this program will be extended through Facebook
Live. The Institutional Online Learning Management Technical Support, nursing clinical
instructors, and the officials from the Commission on Higher Education are the lecturers
for the said discussion. The webinar will be conducted via Facebook Live. Nursing
students will attend the webinar, and it will be a 2-day activity in which each day will be
attended by first to fourth years nursing students. After the program, the student’s
evaluations will be conducted via electronic forms, which intends to check if they
understood the information provided and if they discovered the preferred learning style
that they may use for their academic performances. Electronic forms are used to evaluate
 88

the audiences at the end of the program and determine prior knowledge (University of
Massachusetts Amherst, n.d.). A short feature demonstration may also be performed by
chosen nursing students to assess their learning regarding the webinar and determine the
need for further teaching.

ACADEMIC ENGAGEMENT CAREER GUIDANCE AND COUNSELING PROGRAM

Activity 2 Studies and Career Week Assessment

Objective To determine the nursing students' current perspective and their current plans on their
path to becoming a future healthcare professional and encourage students in their
emotional engagement towards their learning.
Platform Face-to-face assessment and evaluation

Time Frame 2 days

Persons Involved Nursing Students and Nursing Clinical Instructors

Description The researchers deemed it necessary to determine the emotional engagement of

students regarding their academics. This activity will promote the student’s engagement
with their peers and instructors and will help them understand the importance of creating
a beneficial and social relationships among their colleagues and instructors. Students and
clinical instructors may have a one-on-one assessment and evaluation regarding a
student's current perspective on their studies, ideas, and future career plans.
Thus, any educational process must include assessment as a crucial component.
Summative tests are currently the most popular exams in universities. Summative
assessments are used to gauge student learning after a course to advance to the next level,
to make sure they have achieved the requirements for a degree, or as a technique of
choosing candidates for admission to a certain college. But just lately, evaluations of
learning or constructive (Umar,2018). Moreover, the relationships with their teachers
were found to be the most important ones. The quality of relationships with their
teachers, approachability, and the willingness of the teachers to engage with the students
in class were among the major reasons (Delfino,2019). These types of meetings provide
an opportunity for the instructor to provide personalized feedback and guidance to the
student. Clinical instructors can inquire about the student's present academic standing,
their comprehension of the subject matter, and any difficulties they may be experiencing
during these meetings. Also, they can talk about the student's long-term objectives and
professional aspirations and offer advice on the best ways for the student to get ready for
their desired career paths.
 89

CURRICULUM VITAE

MA. NICOLE RAZ AÑABIEZA

Email:
manicole_anabieza@davaodoctors.edu.ph
Nickname: Darling / Nics
Age: 21 years old
Date of Birth: July 04, 2001
Place of Birth: Panabo City
Civil Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND

Primary Maryknoll College of Panabo, Inc.

Address Prk. Atis, Nat’l Highway, Brgy. Sto. Niño, Panabo City
Year Graduated 2008-2014

Junior High School Maryknoll College of Panabo, Inc.

Address Prk. Atis, Nat’l Highway, Brgy. Sto. Niño, Panabo City
Year Graduated 2014-2018

Senior High School Davao Doctors College, Inc.

Address General Malvar St. Davao City
Year Graduated 2018-2020

Undergraduate Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date June 2020-present
 90

CURRICULUM VITAE

MIKAELA REIGN MANAY ABADIES

Email: mikaelareign_abadies@davaodoctors.edu.ph
Nickname: Mikay / Aela
Age: 21 years old
Date of Birth: October 11, 2001
Place of Birth: Davao City
Civil Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary Wines Elementary School
Address Wines, Baguio District, Davao City
Year Graduated 2008-2014

Junior High School Holy Cross College of Calinan

Address McArthur Highway, Datu Abing St., Calinan District, Davao City
Year Graduated 2014-2018

Senior High School Holy Cross College of Calinan

Address McArthur Highway, Datu Abing St., Calinan District, Davao City
Year Graduated 2018-2020

Undergraduate Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date June 2020-present
 91

CURRICULUM VITAE

RALPH C. ABELLANEDA
Email: ralph_abellaneda@davaodoctors.edu.ph
Nickname: Raprap
Age: 22 years old
Date of Birth: February 23, 2001
Place of Birth: Toril, Davao City
Civil Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary Malita Central Elementary School
Address Manuel Peralta Street, Poblacion, Malita, Davao Occidental
Year Graduated 2008-2014

Junior High School Saint Peter’s College of Toril Holy Cross of Malita
Address McArthur Highway, Toril, Davao City Malita, Davap
Occidental
Year Graduated 2014-2015 2015-2018

Senior High School Saint Peter’s College of Toril.

Address McArthur Highway, Toril, Davao City
Year Graduated 2018-2020

Undergraduate Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date June 2020-present
 92

CURRICULUM VITAE

MAY BELLE EDONG ALEDRO

Email: maybelle_aledro@davaodoctors.edu.ph
Nickname: Belle / May
Age: 22 years old
Date of Birth: March 23, 2001
Place of Birth: Davao City
Civil Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary Binugao Central Elementary School
Address Binugao Toril Davao City,8000 Davao
Year Graduated 2008-2014

Junior High School Binugao National High School

Address Binugao Toril Davao City,8000 Davao del Sur
Year Graduated 2014-2018

Senior High School University of the Immaculate Conception

Address Bonifacio St, Poblacion District, Davao City, 8000 Davao del Sur
Year Graduated 2018-2020

Undergraduate Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date June 2020-present
 93

CURRICULUM VITAE

NOFRIO GARCIA ALVARICO III

Email: nofrioiii_alvarico@davaodoctors.edu.ph
Nickname: D’3rd / Third
Age: 21 years old
Date of Birth: July 21, 2001
Place of Birth: Davao City
Civil Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary Sero Central School
Address Don E. Sero St. Cotabato City
Year Graduated 2008-2014

Junior High School Daniel R. Aguinaldo National High School

Address 1 Aplaya Road, Matina Crossing, Talomo, Davao City
Year Graduated 2014-2018

Senior High School Davao Doctors College, Inc.

Address General Malvar St. Davao City
Year Graduated 2018-2020

Undergraduate Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date June 2020-present
 94

CURRICULUM VITAE

MARYEN ANDOY AMORA

Email: maryen_amora@davaodoctors.edu.ph
Nickname: Amor / Yen-Yen
Age: 21 years old
Date of Birth: August 11, 2001
Place of Birth: Davao City
Civil Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND
Primary Stella Maris Academy of Davao
Address 58 Loyola St. Torres Barrio Obrero, Davao City
Year Graduated 2008-2014

Junior High School Stella Maris Academy of Davao

Address 58 Loyola St. Torres Barrio Obrero, Davao City
Year Graduated 2014-2018

Senior High School Brokenshire College

Address Madapo Poblacion, Poblacion District, Davao City
Year Graduated 2018-2020

Undergraduate Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date June 2020-present
 95

CURRICULUM VITAE

LE-ANN YAP ANSAO

Email: le-annansao@davaodoctors.edu.ph
Nickname: Ann
Age: 21 years old
Date of Birth: December 24, 2001
Place of Birth: Davao City
Civil Status: Single
Citizenship: Filipino

EDUCATIONAL BACKGROUND

Primary Shalom Science Institute, Inc.

Address Benito Avenue, Balabagan Lanao del Sur
Year Graduated 2008-2014

Junior High School San Isidro High School, Inc.

Address Poblacion, Balabagan Lanao del Sur
Year Graduated 2014-2018

Senior High School Davao Doctors College, Inc.

Address General Malvar St. Davao City
Year Graduated 2019-2020

Undergraduate Davao Doctors College, Inc.

Address General Malvar St. Davao City
Course Bachelor of Science in Nursing
Date June 2020-present