“Perception of Grade 9 students to Internet-

based Learning”

Group 4

Submitted by:

Rhealyn T. Masa

Frances Anne G. Aranza

Avril Karel C. Castillo

Kent Eschie B. Casilang

Julian Philip M. Brion

 Appendix A

LETTER OF REQUEST

Prof. Joseph Christian P. Gesmundo

Program Chair, Junior High School
San Pablo Colleges

Dear Prof. Gesmundo,

Greetings!
We, the Junior High School students of Grade 10-Magnanimity will be
conducting research entitled, “Perception of Grade 9 students to Internet-
based Learning” as a requirement for our research subject. We are now in
the process of collecting data and respectfully requesting your permission
allowing us to distribute our interview questionnaires to the Grade 9 students.

We’re sincerely grateful and would truly appreciate your permission. Thank
you for your support and time.

Respectfully Yours,

Rhealyn T. Masa Kent Eschie B. Casilang

Frances Anne G. Aranza Julian Philip M. Brion

Avril Karel C. Castillo

Noted by: Approved by:

Ms. Gianne Audrey T. Gutierrez Prof. Joseph Christian P. Gesmundo.

Research Adviser Program Chair, Junior High School
 LETTER OF CONSENT

Prof. Joseph Christian P. Gesmundo

Program Chair, Junior High School
San Pablo Colleges

Dear Students,

Greetings!
We, the Junior High School students of Grade 10-Magnanimity will be
conducting research entitled, “Perception of Grade 9 students to Internet-
based Learning” as a requirement for our research subject. We are now in
the process of collecting data and respectfully requesting your permission to
allow us to distribute our interview questionnaires to the Grade 9 students.

We’re sincerely grateful and would truly appreciate your permission. Thank
you for your support and time.

Respectfully Yours,

Rhealyn T. Masa Kent Eschie B. Casilang

Frances Anne G. Aranza Julian Philip M. Brion

Avril Karel C. Castillo

Noted by: Approved by:

Ms. Gianne Audrey T. Gutierrez Prof. Joseph Christian P. Gesmundo.

Research Adviser Program Chair, Junior High School
 Chapter 1

The Problem and Its Background

Internet-based learning, also known as e-learning, refers to the use of

digital technology to deliver educational content and facilitate learning

through the internet. It is a form of distance learning that allows students to

access educational materials, interact with instructors and peers, and complete

coursework remotely from anywhere with an internet connection. The

internet is increasingly being used for the delivery of educational material and

distance education. Internet-based learning allows students to learn at their

own pace, access the information at a time that is convenient for them, and

provides education to remote students that otherwise would not be able to

travel to a classroom.

Some courses available on the Internet are delivered as a formal

course with regular meeting times and places. Other courses follow a self-

directed or student-centered approach allowing students to learn at a time and

pace that is convenient to them. Internet-based learning can take various

forms, including online courses, virtual classrooms, webinars, and digital

simulations. It can be synchronous, where learners participate in real-time

activities with instructors and peers, or asynchronous, where learners engage

with pre-recorded lectures, discussion forums, and other learning materials at

their own pace. Internet-based learning is increasingly used in both formal

and informal education settings, including K-12 education, higher education,

and professional development.

In recent years, there has been a significant increase in the use of

internet-based learning platforms as an alternative to traditional classroom-

based education. As a result of the COVID-19 pandemic, online learning has

become even more widespread and has rapidly become a necessary mode of

education. The pandemic has forced schools to close and lessons that were

carried out face-to-face have shifted to the online world. All educators are

asked to make a transition, due to the closure of school buildings. There is no

other choice but to apply online learning, even though many feel unprepared

during this transitional period, students must adjust themselves while trying

to build meaning amid various challenges related to the pandemic. Even

though learning is carried out online, it is hoped that learning outcomes will

remain maximal. There is some evidence that online learning can lead to

higher student success (Kurucay & Inan, 2017). A great amount of evidence

indicates that there is no substantial difference in the efficacy of well-

designed online learning relative to well-designed face-to-face learning

(Clark, 2017). By doing this research, the researchers will able to find out the

importance and understand the perceptions of students towards this mode of

education.

Perception is the process by which individuals interpret and organize

sensory information to make sense of the world around them. Students'

perceptions of internet-based learning can influence their motivation to learn,

engagement in the learning process, and overall academic achievement.

Several studies have explored students' perceptions of internet-based

learning, but there is a need for more in-depth research to better understand

this phenomenon.

The researchers aim to investigate the perceptions of students towards

internet-based learning and how it affects their learning experience. Research

has shown that there are varying perceptions of internet-based learning

among students. Some students view it as a convenient and flexible mode of

learning, while others see it as impersonal and lacking in interaction with

peers and instructors. The research will examine students' perceptions of

online learning in terms of convenience, flexibility, interaction with peers and

instructors, and the quality of instruction. Additionally, this research will

explore the factors that influence students' perceptions of internet-based

learning, such as prior experience with online learning, and access to

technology.

Review of Related Literature and Studies

Internet-based Learning

The development of information and communication technology at

this time provides many benefits for human life, so the mastery of such

technology is no longer an option but has become a necessity. Through the

existence of Internet networks, the use of technology in the educational

environment has opened new avenues for educators; face-to-face learning has
been transformed into e-learning or online learning (Bernard et al., 2019). In

addition to other electronic media, such as CD-ROM, satellite, and television,

some experts classify e-learning as ‘education delivered via the Internet’,

while online education is described as ‘education delivered only via the

Internet or web-based media’ (Lee, 2017). When used interchangeably,

online education or e-learning is commonly defined as bridging the space

between teachers and students using web-based technology (Ryan & Young,

2016).

There is a considerable development in education, where the mode of

instruction has been changed from teacher-centered education to student-

centered education. In teacher-centered education, the teacher plays a role as

the source of education, and students are recipients of his/her knowledge. In

contrast, student-centered education emphasizes the role of students in

knowledge production in the class. In a student-centered approach, the

teacher’s role turns to “helper to students who establish and enforce their own

rules. Teachers respond to student assignments and encourage them to

provide alternative/additional responses. Student-centered instruction has

currently benefited many new technologies by using the internet and other

advanced technological tools to share, transfer, and extend knowledge”

(Hancock, 2020). Online learning has become a part of the 21st century as it

makes use of online platforms. E-learning is defined as using online platform

technologies and the Internet to enhance learning and provide users with

access to online services and services (Ehlers and Pawlowski, 2017).

 The popularity of online classes in recent years leads to an increased

number of online course offerings by schools and colleges (Beatty and

Ulasewicz, 2017; Li and Akins, 2019). In addition to this, technological

advancement and student demand for online classes (Bennett and Lockyer,

2020; Britt, 2021) have influenced colleges and universities to implement

online classes along with normal courses. Here the noteworthy point is online

classes are not compelled by schools to implement but are considered a

modern tool for handling issues during the learning process (Agustina and

Cahyono, 2017).

Internet and education have been integrated to provide users with the

necessary skills in the future (Haider and Al-Salman, 2020). A study by Stec

et al., 2020 indicated that online teaching has three main approaches, namely,

enhanced, blended learning, and online approach. Enhanced learning uses the

intensive use of technology to ensure innovative and interactive instruction.

Blended learning mixes both face-to-face and online education. The online

approach indicates that the course content is delivered online. Online

education is convenient for students, as they can access online materials for

24 h (Stern, 2020). Online education turns education to be student-centered,

where students take part in the learning process, and teachers work as

supervisors and guides for students (Al-Salman et al., 2021).

According to Dewi (2020), interaction in learning can use applications

such as classroom, video conference, telephone or live chat, zoom or through

whatsapp groups. Learning in this way is one of the educational innovations

in response to the challenges of the availability of varied learning resources

(Manullang et al., 2018). According to him, a model and learning media will

be successfully determined by the characteristics of the participants being

taught. However, according to (Hasri et al., 2019) if the learning media is

less varied students will easily get bored and not pay attention. Lack of

attention from students makes learning ineffective and hampered.

Online platforms have different tools to facilitate conducting online

interactive classes to reduce students’ loss. Online education platforms are

designed to share information and coordinate class activities (Martín-Blas and

Serrano-Fernández, 2021). There are the most famous prominent interactive

online tools: Ding Talk (interactive online platform designed by Alibaba

Group), Hangouts Meet (video calls tool), Ms Teams (chat, interactive

meetings, video, and audio calls), Skype (video and audio calls), WeChat

Work (video sharing and calls designed for the Chinese), WhatsApp (video

and audio calls, chat, and content share), and Zoom (video and audio calls,

and collaboration features) (UNESCO, 2020).

In Anna Ya Ni’s it is suggested that the use of the video chat software

Zoom has the greatest potential to improve classes in order to meet student

concerns. Zoom is one of the most frequently used applications in online

learning to replace conventional face-to-face classes (Ni, Wart, Medina,

Collins, Kimberly, & Pei, 2020). It turns out that technology is used as a tool

or media in learning which cannot replace face-to-face interactions between

teachers and students (Miller, 2020).

Accessibility

Online education has become increasingly more popular throughout

the world. With this continued increase comes the need to evaluate the

accessibility of different distance education programs, as well as online

higher education. In the beginning, DE programs were established to provide

educational opportunities to those who could not attend face-to-face

meetings, in other words, the programs were created to increase accessibility

(Wedemeyer, 2021). However, Kyungmee Lee (2017) suggests that today it

is difficult to truly assess the accessibility of online education. Lee recognizes

that guaranteeing accessibility, to all students is, “A complex and multi-

dimensional social issue, one which requires serious, and continuing,

scholarly discussions.” By analyzing the purpose of distance learning, the

attributes of distance education users, and the technology used during

instruction throughout history Lee aims to highlight the struggles and

continued lack of accessibility online.

The University of Paisley Online Education Server provides degree

courses from accredited universities aimed at working professionals. Each

online education student is supplied with an advanced personal computer, a

high-speed modem and a printer, which are delivered and set up in the

student's home. Students interact with tutors by connecting to the Electronic

Campus on the Internet. Some students that are frequent travelers use

notebook computers that allow them to continue studying anywhere. Courses

materials are pre-loaded onto the computer and consist of notes in hypertext,
together with a suite of general Windows software for word-processing,

graphics, analysis and communication. Students engage in live

teleconferencing; closed and open discussion forums; and electronic mail (E-

Mail) through which students send their assignments to their tutors for

marking and receive them back with any relevant comments. An on-line

library on the Internet is also available.

In the early years of online education, accessibility seemed very

simple: the classes were predominantly if not entirely text based, and thus

online classes were accessible to virtually all students. Students with vision

impairments could access the text with screen readers. As technologies

improved, the interface became more graphical, and more tools became

available for faculty to use. The need for accessibility therefore changed.

Unlike face-to-face classes, where accommodations such as note takers for

students with visual impairments or interpreters for hearing impaired students

are provided in the classroom, faculty in online classes frequently found

themselves in the position of trying to identify accommodations for students

without proper support or resources.

Following this condition, educational institutions around the world

were forced to move their regular face-to-face teaching and learning process

to online learning. They can use many online learning platforms available

such as Blackboard, Microsoft Teams, Zoom, Learning Management System

(LMS), or others (Muthuprasad et al., 2021). However, this transition of

pedagogical approach is not smooth for not everybody is ready for it (Baber,
2020). One reason is that online learning will not be able to run unless it is

supported by the provision of access to technology such as electronic devices

and internet connection for both the students and the teachers. In addition,

there are still many other factors that might influence the result of this mode

of learning either from the students, teachers, or even the educational

institution. Having the ability to create effective online learning is an

imperative call for all campuses (Zhang et al., 2020), especially during this

uncertain pandemic situation.

Furthermore, this online learning can also be classified into two

categories based on the delivery time. When the teacher and the students can

have online learning interaction within a particular time or in real-time such

as in video conferences, this type is labeled as synchronous (Singh &

Thurman, 2019). However, when the interaction does not happen at the same

time such as using a discussion board, or recorded video of learning

materials, this type is categorized as asynchronous mode (Singh & Thurman,

2019). Both are not available unless supported by an internet connection.

Content

According to Garrison, Anderson, and Archer (2020) internet-based

learning content refers to the digital materials and resources used for online

or electronic learning. These contents can include lectures, text, images,

videos, audio recordings, interactive quizzes and simulations, and other

multimedia elements. It can be created by educators, instructional designers,

and subject matter experts using a variety of tools and software programs,

such as authoring tools, video editing software, and graphic design programs.

City University's EDROADS (Education Resource and Online

Academic Degree System) offers more than 80 programs at the

undergraduate and graduate level that cover a variety of academic fields such

as business management and technology to humanities, social sciences,

natural sciences, counseling and teacher preparation. A Master of Business

Administration and Master of Education degree programs are also offered.

Students enrolled in courses at EDROADS can engage in "live" dialogue with

other students, instructors, and special guests using Live Forums. Students

can enter forums as observers or as active participants. Live forums are held

at three levels. Program forums are open to all students pursuing a particular

degree and consist of scheduled, moderated discussions that may include

guest speakers.

The number of students that can actively participate is limited and

they need to sign up in advance. The number of students who may observe is

not limited. Students who miss a scheduled forum can download discussion

notes from the Online Document Center. Live Forums, or Study Groups, are

open only to students enrolled in a particular course. These forums allow

students to participate in focused discussions about course content and

assignments. Instructors can hold study group discussions for groups

students. Student forums provide an opportunity for students to chat with

each other about general topics in the Student Lounge.

 Mind Extension University offers college credit courses in co-

operation with thirty affiliated universities such as The George Washington

University, California State University. Courses are delivered using various

methods such as the Internet, bulletin boards, cable television, satellite

distribution, computer software, audio tape or video tape.

Communication

One of major problems with Internet-based learning is the isolation

that students feel from their instructors and ineffective methods for dialogue.

E-mail communication helps to some extent but lacks the visual cues and

facial expressions that convey messages of understanding, or lack of

comprehension, of questions and responses between the student and

instructor. Group discussions on newsgroups provide students a chance to

compose their thoughts, but lack some of the dynamics on classroom

discussions and favor students that are comfortable with e-mail and

newsgroups. Low cost interactive video over the Internet provides students

with some of the dynamics of a classroom discussion but lack methods to

moderate or facilitate discussions. Real time interactive video solves many of

the above problems but raises the cost of the system to such a high level that

it limits those that can access the system. Thus, type of interaction needed by

the students will determine which technology is most suited.

Faculty and students encountered challenges such as technology,

workload, digital competence, and compatibility. They concluded that

education would become hybrid, face-to-face, and online instructions

(Adedoyin and Soykan, 2020). A study to verify the usage of online learning

platforms in teaching clinical medical courses was conducted. They found

that the rate of student satisfaction is 26% (Al-Balas et al., 2020). There is a

slew of advantages and disadvantages of online learning. The benefits include

efficiency, cost-effectiveness, and 24 h access, while the disadvantages are

technical issues, lack of interaction, and training (Gautam, 2020). Rayan,

2020 proposed ways to overcome the disadvantages of online learning by

encouraging shy students to participate and provoke students’ online class

attendance. Understanding such issues will help to deliver adequate online

education. Online encourages shy students to participate and improve

students’ attendance, while it also triggers a lack of social interaction that

affects students.

E-mail has been effectively used by groups of students in Hawaii and

Dallas to collaborate on solving complex business problems. In another case,

listservs were used by students to discuss gender issues for a class project.

Students reported in the final feedback of the course that they felt they had a

free exchange of ideas that enhanced their learning of the topic. However,

others have found that the use of e-mail by students not to be as effective.

Tsikalas found to be only one quarter of all messages were found to be

related to course work and the remaining messages were social in nature.

Newsgroups and Bulletin Board Services (BBS) have also been used

to complement video lectures. A survey of 117 students showed that 97

percent of students agreed that discussion groups improved communications

among students, and 82 percent felt that the discussion groups helped

students assume the role of teacher themselves. In another case study using

discussion groups, 47 percent of students reported that courses which

combined electronic discussion groups with occasional face-to-face

discussion meetings improved communications and learning.

MUDs have also been used in Athena University's Virtual

Educational Environment. While some users of MUDs have found it

extremely engaging, it is not clear if MUDs do improve the effectiveness of

learning.

Interactive video has been used to deliver lectures to students, allow

students to ask questions to the instructor remotely, and for class members to

discuss topics. In an experiment comparing high (2 Mbps) and low bandwith

interactive video, students reported that the quality of sound was more

important than the quality of video. Student also felt that smaller group video

conferences were preferred over large classroom lectures transmitted to

remote users. The most important concerns expressed by the students were

the clarity and appropriateness of instructional material shared over the video

link, and the ability of the instructor using them. Their conclusion was that

the "effectiveness of a delivery system is unlikely to be constant over settings

and applications''. Thus, the needs of the students and the course content

should be key considerations in choosing a delivery method.

Flexibility

Online learning has been considered a useful tool for learning, cost-

effectiveness, flexibility, and the possibility of providing world-class

education (Jeffcoat Bartley and Golek, 2021; Gratton-Lavoie and Stanley,

2019; De La Varre et al., 2020). A study by Li and Lalani (2020) indicated

that COVID-19 had brought change to the status of learning in the 21st

century. The instruction mode has been changed at both schools and higher

academic from face-to-face instruction to online instruction (Strielkowski,

2020). However, this rapid change tests the capacity of institutions to cope

with such crises. Many countries did not expect such a complete shift to be

online, and therefore their working staff and students are not trained enough

for this dramatic change.

Many positive aspects are offered by the implementation of an online

learning model to accommodate students. This digital learning mode is cost

and time effective as the students do not need to spend money on

transportation costs and can even study from their beds; covid-19 prevention

as limiting the need to wander outside, and family convenience as can still

have time with family while having classes (Aguilera-Hermida, 2020;

Hussein et al., 2020). In addition, this virtual learning mode also allows the

students to have a more flexible learning schedule (Muthuprasad et al., 2021).

Thus, although it is imposed by many governments to curb the number of

viruses spread, online learning itself is chosen by students to substitute their

traditional classroom meetings (Muthuprasad et al., 2021).

 Apart from the positive aspects, this electronic device-assisted

education also has some negative sides. They range from a heavy learning

workload given by the teacher (Hussein et al., 2020), unavailability of

internet services for houses relatively far from the city (Bahruddin &

Febriani, 2020), to the incompatibility nature of certain courses that need

practice and direct face to face interaction such as clinical practice

(Bahruddin & Febriani, 2020; Zhang et al., 2020). Furthermore, sometimes

the problems come from the learners as individuals starting from a feeling of

anxiety (Unger & Meiran, 2020), lack of motivation, and negative emotion

(Aguilera-Hermida, 2020; Gonzalez-Ramirez et al., 2021) and limited

opportunity to connect with the teachers and learning peers (Bahruddin &

Febriani, 2020; Gonzalez-Ramirez et al., 2021). One of the reasons can be

due to the lack of experience in having this digitally driven learning method

as found in the study (Unger & Meiran, 2020) where the level of students’

anxiety decreased after being given a distance online learning practice for

three weeks. If this applied to anxiety, this might also apply to other

challenges.

Online learning works as a tool to overcome abrupt crises (Ayebi-

Arthur, 2017). Online learning is considered as an entertaining way to learn.

It has a positive impact on both students and teachers alike. Both faculty and

students have optimistic opinions about online classes (Kulal and Nayak,

2020). Moreover, there is a positive correlation between students and faculty

in their perception of teaching and learning (Seok et al., 2010). Faculty and
students of engineering specialties incurred that theoretical engineering

subjects can be taught online, while teaching practical courses online are less

effective and should be conducted at engineering labs (Kinney et al., 2012).

Similarly, students’ and faculty perceptions were marginalized differently in

teaching laboratory courses online (Beck and Blumer, 2016).

It seems that increased time spent engaged in Internet activities and resources

may improve adolescents understanding of school concepts, increase

cognitive ability, and boost memory ability, spatial skills, and enhance the

quality of adolescents' existing friendships (Valkenburg & Peter, 2007b). The

stimulation hypothesis would predict that Internet use; especially educational

use, would result in academic achievement because adolescents can learn a

wide range of academic content, as the Internet provide repeated exposure to

educational material.

Theoretical Framework

The Internet is increasingly being used for the delivery of educational

material and distance education. Internet-based learning allows students to

learn at their own pace, access the information at a time that is convenient for

them, and provides education to remote students that otherwise would not be

able to travel to a classroom. According to Garrison, Anderson, and Archer

(2020), it refers to the digital materials and resources used for online or

electronic learning. The theoretical model suggests that blending the

objectives, activities, and approaches within multiple modalities might be

most effective for, and appeal to, a wide range of students.

 Wang, Han and Yang (2015) provide an important overview of all

major blended learning theoretical frameworks available. E-learning

accessibility involves different technologies and standards. First of all, both

the e-learning content and the e-learning platform should be accessible, in

order to be effective. Several standards have been defined to provide an

accessible e- learning. This page aims to describe such standards, how

existing e-learning platforms and technologies are compliant with them and

how they apply accessible functionalities.

According to Mayer (2019), content is one of the primary drivers of

instruction and there are many ways in which content can be delivered and

presented. While much of what is taught is delivered linguistically (teacher

speaks/students listen or teacher writes/students write), this does not have to

be the case, either in face-to-face or online environments. Course/learning

management systems (CMS/LMS) such as Blackboard, Canvas, or Moodle

provide basic content delivery mechanisms for blended learning and easily

handle the delivery of a variety of media including text, video, and audio.

One of major problems with Internet-based learning is the isolation

that students feel from their instructors and ineffective methods for dialogue.

E-mail communication helps to some extent but lacks the visual cues and

facial expressions that convey messages of understanding, or lack of

comprehension, of questions and responses between the student and

instructor. Group discussions on newsgroups provide students a chance to

compose their thoughts, but lack some of the dynamics on classroom

discussions and favor students that are comfortable with e-mail and

newsgroups. (Adedoyin and Soykan, 2020)

Lastly, this virtual learning mode also allows the students to have a

more flexible learning schedule (Muthuprasad et al., 2021). Apart from the

positive aspects, this electronic device-assisted education also has some

negative sides. They range from a heavy learning workload given by the

teacher (Hussein et al., 2020), unavailability of internet services for houses

relatively far from the city (Bahruddin & Febriani, 2020), to the

incompatibility nature of certain courses that need practice and direct face to

face interaction such as clinical practice (Bahruddin & Febriani, 2020; Zhang

et al., 2020).

Conceptual Framework

Research indicates that there are some factors of perception of grade 9

students to internet-based learning. The researchers will gather all the

information about the factors that can affect to the student learning. The study

will help the students have an insight on the impact of internet-based learning

towards the students.

A paradigm was prepared to show the variables and processes that

will use in study. The paradigm shows variables of internet-based learning. It

is assumed that the impact of using internet-base learning can be measured

through the given variable.

 Accessibility

Internet-based
Flexibility Learning Content

Communication

Figure 1. Research paradigm showing the “Perception of Grade 9 students to

Internet-based Learning”

Statement of the Problem

This study would identify the effects of video games to the academic

performance of Junior High School students in San Pablo Colleges. It

specifically sought to answer the following questions:

1. What is the perception of grade 9 students to internet-based learning

in terms of:

1.1. Accessibility

1.2. Content
 1.3. Communication

1.4. Flexibility

2. How difficult will it be for students to install the appropriate hardware

and software?

3. How can internet-based learning content be designed and delivered

effectively?

4. What are the best practices for facilitating communication and

interaction between students and instructors in internet-based

learning?

5. How do students perceive the role of self-pacing and asynchronous

learning in internet-based learning?

Statement of the Hypothesis

1. Ha: Internet-based learning is perceived as flexible, accessible, and

effective educational option by students.

2. Ho: Internet-based learning is not perceived as flexible, accessible,

and effective educational option by students.

Scope and Limitations of the Study

The main focus of the research study is to determine the perception of

the grade 9 students to internet-based learning. The respondents of the study

were randomly selected Grade 9 students of the Junior High School of San
Pablo Colleges. This study considers every aspect of students’ personal

information that has an impact on their internet-based learning.

The researchers will be conducted by using questionnaires and

interviews with the grade 9 students. The results of this research are analyzed

through qualitative analysis. The findings of this study will help researchers

to understand how different factors influence student’s internet-based

learning.

Significance of the Study

To the Students. This study will supply the students some important

knowledge about the positive effects of internet-based learning to the

students. It will make the students realize their perceptions about e-learning.

To the School. The study can provide their students an information and

data about the internet-based learning to make them more aware the situation

and have proper management. The school could also provide valuable

insights into the effectiveness and acceptance of internet-based learning.

To the Parents. They will be informed in considering enrolling their

children in online courses. By understanding how students perceive and

experience online learning, parents can make more informed decisions about

their children's education, and they can provide better support to their

children in navigating the challenges and opportunities of online learning.

Researchers. The researchers shall be benefited as well because they will

be knowledge to internet-based learning. They will be contributing to the

growing body of knowledge on online learning and inform the development

of new theories and models for effective online education.

To the Future Researchers. This study can provide them with additional

and useful information. In the future researches, this study can be a basis or

reference for conducting related studies with regard to the perception of

students to internet-based learning.

Definition of Terms

For better understanding of the terms used in the study the following were

defined operationally.

Perception. It is the process by which individuals interpret and

organize sensory information.

Internet-based Learning. It is also known as e-learning, refers to the

use of digital technology to deliver educational content and facilitate learning

through the internet.

Synchronous. It refers to instructors and students gathering at the

same time in virtual classes.

Asynchronous. Learners engage with pre-recorded lectures,

discussion forums, and other learning materials at their own pace.

Accessibility. These are the participants who access the information

and content to their devices.

Content. It provides basic content delivery mechanisms for internet-

based learning including text, video, and audio.

 Communication. Interaction between students and instructors in

internet-based learning.

Flexibility. It is easy for students to view the information at

their own pace.

 Chapter 2

Methodology

This chapter presents the research design and the research instruments

will be used to conduct this study. It also shows how the respondents will be

selected, the data gathering technique, the analysis and utilization of the data

gathered.

Research design

The researchers will use a descriptive method to determine the

perception of grade 9 students of San Pablo Colleges to internet-based

learning. Descriptive- qualitative research is a method used in describing the

characteristics of a population or phenomenon that is being studied. The

purpose of qualitative research is to observe, collecting non-numerical data,

describe and document aspects of situation as it occurs (Polit & Hungler,

2005).

Research Instrument

The research instrument will use for data gathering is the written

interview questionnaire made by the researchers. This will use to determine

the perception of grade 9 students to internet-based learning at the San Pablo

Colleges. They were given questionnaire includes information on different

factors of the research problem.

Respondents of Study

The respondents of the study are randomly selected 30 Grade 9

students of San Pablo Colleges. They are chosen because they have the

experience internet- based learning.

Data Gathering

The researchers will ask for the permission of their research teacher to

allow them to conduct an interview to Grade 9 students of San Pablo

Colleges. The researchers will be needed the Junior High School Principal’s

permission by making a letter of consent to conduct the research. As they

conducted the interview, the researchers made sure that they give an informed

consent to the subject teachers of the respondents and also to the respondents

so that they knew the purpose of the study of the researchers. The researchers

will also inform the respondents that the information gathered and the results

of the survey will be strictly confidential. The researchers focus on the

perception of students to internet-based learning.

Data Analysis

The researchers will use the Thematic or Narrative Analysis to

determine the perception of Grade 9 students to internet-based learning. The

researchers will compare and gather the response of the respondents to online

learning. Narrative analysis will provide a comprehensive understanding of

the perception of the students to internet-based learning.

 Questionnaire

1. What is your perception towards internet-based learning?

2. How difficult will it be for students to install the appropriate hardware

and software?

3. How can internet-based learning content be designed and delivered

effectively?

4. What are the best practices for facilitating communication and

interaction between students and instructors in internet-based

learning?

5. How do students perceive the role of self-pacing and asynchronous

learning in internet-based learning?

6. What challenges do students face when participating in internet-based

learning?

7. How well can a student communicate with the instructor or other class

mates?

8. How much flexibility is there for you to view the information at their

own pace?
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