CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

COVID-19 was declared as a global pandemic in March 2020. It impacted

all walks of life including education. It led to the closure of schools and

universities.. The outbreak of COVID-19 established partial or complete

lockdown, where people are forced to stay home. The higher education

institutions’ closure demands online learning, where the course material is

taught. For instance, Jordan, an Arab country, has replaced face-to-face

instruction with online learning platforms to control the outbreak’s spread. The

government had imposed a national lockdown, which resulted in universities’ and

schools’ closure.

In response to these situations educational leaders decided to adopt the new

normal in education . At the basic education, the Department of Education

(DepEd) will be implementing the learning continuity plan (LCP) which will be in

effect school year 2020 -2021. In the higher education sector, the commission on

higher education HEIs were given academic freedom and should implement

available distance learning and other alternatives modes of delivery to student .

The department of education emphasized that it would not necessarily mean that

teachers and learners will go to school and learn inside the classroom and
devised various modalities to ensure that online learning a choice among all

other in this new learning environment (DepEd) . Similarly in the higher education

institutions, new normal would be virtual classroom.

The reason of this acceptability are ease of use, learning flexibility and

controllable environment. However, despite its multiple advantages. There are

quite a few limitations of E- learning such as a social isolation, face to face

interaction between teacher and student connectivity issues. E learning has

never been adopted and accepted as a real learning of the formal mode of

education before this ongoing pandemic that compelled to resort to electronic

learning solution by world over. Now at the hour of pandemic crisis, most of the

educational institutions specially in General Santos City are exploring and

approaching toward e-learning to make its easy for student to work out at new

normal

The purpose of this study is to investigate student and faculty perception of

online assessment practices in science during covid 19 pandemic im Ramon

Magsaysay Memorial colleges.

 Statement of the Problem

This study aimed to determine the student and faculty perception in online

learning during covid 19 pandemic.

Specifically it aims to answers the ff. questions .

1. What is the demographic profile of students and faculty in terms of:

1.1 gender;

1.2 year level;

1.3 department;

1.What are the students’ perceptions of online learning practices during COVID-19 in

terms of:

2.1 changes in learning practices;

2.2 psychological effect;

2.3 overall learning experience?

2.What are the faculty’s perceptions of online assessment practices in terms of:

3.1 experience with online assessment;

3.2 challenges of online assessment and;

3.3 traditional vs online assessment?

4. How did the school handle assessment online?

5. Based on the findings, what recommendations/suggestions can be made?

Scope and Delimitation

This study will determine the student and faculty of Ramon Magsaysay Memorial

College perception in online assessment practices during covid 19 pandemic.

Online learning has become the main method of instruction during the pandemic in

RMMC. After a months of online education two online surveys were distributed to

investigate faculty’s and students perception of the learning process that took place

over the period of time with no face to face education. In this regard, the study aimed to

identify both faculty and student perceptions of online learning, utilizing two surveys one

distributed to 25 faculty members and another 175 students were selected randomly to

explore the effectiveness, challenges and advantages of online education in RMMC.

Conceptual Frame Work

 This show the linkage between Student and Faculty perception are an

Independent variable related to the dependent variable which is the online assessment

practices

Independent Variable Dependent Variable

Student and Faculty Perception

Online Assessment practices

Figure.1 Schematic Diagram showing the variables of the study

Theoretical framework

As a result of the covid 19 pandemic, learning has migrated online in most

classroom, colleges, and universities around the world. This has removed the

alternative of combining informal learning with formal education as a choice from both

students and teacher. Online learning and networking became the new standard,
replacing conventional classroom teaching, and online testing has also been shifted.

This happened with little preparation due to the new World Health Organization (WHO)

physical space, such as a classroom where the novel virus could spread. Hence, it was

important “to make a transformational shift in our approach to teaching from one of

disseminating information to one of creating learning environments where students

could co-construct knowledge through interactions” (Vaughan 2020).

This idea of co-constructing knowledge through student interaction informs the

theoretical framework for this study, which is based on the premise that the teacher

need to encourage online learning communities among their students and allow them to

make the connections between the different complex knowledge sets they encounter

during their learning. Other learning theories do not do that as they ‘do not address

learning that occurs out of people. Learning that is stored and manipulated by

technology’ unlike connectivism which states that “learning may reside in non-human

appliances “ (Siemens 2005).

SIGNIFICANTS OF THE STUDIES

The result of this study will merit the following .

Students The result of this study would help student to have knowledge and to develop

their interest in learning toward online class

Parents The study benefits the parents of student by giving them assurance that their

children will be given quality education in the line with online learning.
Teachers The result of this study would help the teacher to improve their abilities in

teaching online class virtually and allowing them to maximize their potentials in teaching

for individual learning curves and style with virtual classroom

Researchers The researcher would gain knowledge in teaching strategies and

pedagogical methods. This knowledge will use by researcher since they are aspiring to

be a teacher.

School Administrator The result of this study could serve as a baseline data to

improve programs for school development toward e – learning

DEFINITION OF TERMS

In this study the following terms will it defined operationally and conceptually .

Learning tool . Is something that a student uses to work through big ideas and concept

while demonstrating his thinking, planning, and decision making skills

Pretest . Is a test to evaluate the preparedness of students for further studies .

Post test . Is a test given to student after completion of an instructional program or

segment often used in conjunction with a pretest to measure their achievement and

the effectiveness of the mode of learning.

Science . The intellectual and practical activity encompassing the systematic study of

the structure and behaviour of the physical and natural world through observation and

experiment. Stating how to measure a variable in an experiment.

Teaching . As engagement with learners to enable their understanding and application

of knowledge, concepts and processes . The action of a person who teaches the

profession of a teacher is imparting knowledge or skill.

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

The chapter present the related literature and studies after thorough and in

depth search conducted by the researcher. The ideas taken from them and that were

included in this chapter in clarifying the information that are relevant and similar to the

present study

RELATED LITERATURE

Assessment In education, the term assessment refers to the wide variety of

methods or tools that educators use to evaluate, measure, and document the academic

readiness, learning progress, skill acquisition, or educational needs of students. Just as

academic lessons have different functions, assessments are typically designed to

measure specific elements of learning

 Also are used to identify individual student weaknesses and strengths so that

educators can provide specialized academic support, educational programming, or

social services. In addition, assessments are developed by a wide array of groups and

individuals, including teachers, district administrators, universities, private companies,

state departments of education, and groups that include a combination of these

individuals and institutions.

Is the process of gathering and discussing information from multiple and diverse

sources in order to develop a deep understanding of what students know, understand,

and can do with their knowledge as a result of their educational experiences; the

process culminates when assessment results are used to improve subsequent learning.

(Learner-Centered Assessment on College Campuses: shifting the focus from teaching

to learning by Huba and Freed 2000)

It is the process of defining, selecting, designing, collecting, analyzing,

interpreting, and using information to increase students' learning and development.

(Assessing Student Learning and Development: A Guide to the Principles, Goals, and

Methods of Determining College Outcomes involves the use of empirical data on

student learning to refine programs and improve student learning. (Assessing Academic

Programs in Higher Education by Allen 2004)

PRACTICES is the act of rehearsing a behaviour over and over, or engaging in

an activity repeatedly, for the purpose of improving or mastering it Sessions scheduled

for the purpose of rehearsing and performance improvement are called practices. How

well one improves with practice depends on several factors, such as the frequency it is

engaged in, and the type of feedback that is available for improvement.

If feedback is not appropriate (either from an instructor or from self-reference to an

information source), then the practice tends to be ineffective or even detrimental to

learning. If a student does not practice often enough, reinforcement fades, and he or

she is likely to forget what was learned. Therefore, practice is often scheduled, to

ensure enough of it is performed to reach one's training objectives. How much practice

is required depends upon the nature of the activity, and upon each individual. 

Ericsson also believes that some anatomical characteristics were believed to be

fixed traits in the past. However, her study has proven that the characteristics have the

ability to change and adapt in response to intense practice over multiple years.

Ericsson's statements on practice also support the 10 year rule. Ericsson believes that

elite performance is the product of maximal effort over at least a decade. The maximal

effort is described as using deliberate practice in order to improve performance

Duckworth describes how deliberate practice affects education, motivation, and

learning outcomes In a presentation she gave at the American Educational Research

Conference in 2014, she spoke about the importance of grit – of students' focusing on

material with which they struggle. In her view, grit allows a student to persevere and

succeed in the face of adversity. Duckworth says that if a student can apply grit in their

academic work, their effort will increase. Duckworth says that effort is equally important

as talent in achieving academic goals.

 PERCEPTION process by which the ability of sensory systems to respond to stimuli

is improved through experience. Perceptual learning  occurs through sensory interaction

with the environment  as well as through practice in performing specific sensory tasks.

The changes that take place in sensory and perceptual systems as a result of

perceptual learning occur at the levels of behaviour and physiology.

is “awareness of something which related to previous knowledge”. Through the

perception process produce the meaningful experiences of the world which basis of the

reality and attitude. Information collected through organ senses, which help to preserve

the natural environment and artificial things and action have been done according to this

that helpful to discover new things and phenomena. Students are the most imperative

element of education. But every student has different background. Students adopt

profession according to their own perception, abilities, and interest (Acikgoz 2003).

Perception is the sensory experience of the world. It involves both recognizing

environmental stimuli and actions in response to these stimuli. Through the perceptual

process, we gain information about the properties and elements of the environment that

are critical to our survival. Perception not only creates our experience of the world

around us; it allows us to act within our environment.

includes the five senses ; touch, sight, sound, smell, and taste. It also includes what

is known as proprioception, a set of senses involving the ability to detect changes in

body positions and movements. It also involves the cognitive processes required to
process information, such as recognizing the face of a friend or detecting a familiar

scent.

RELATED STUDIES

According to Sardareh and Mohd Saad (2013) put it, research suggests that

formative assessment can improve students’ learning. is a high stakes assessment with

a final mark of achievement awarded describing the learning achieved against public

criteria” (O’Shaughnessy and Joyce 2015). In other words, is a powerful tool in the

armory of the educator and therefore, deserves careful consideration.  , Such

improvement can be supported by assessment, evaluation, and feedback activities

(Yilmaz, 2016). Assessment aims to improve teaching and learning (Baleni,

2015). Online learning can benefit greatly from various assessment methods since there

is a lack of face-to-face contact between students and instructors that might otherwise

provide useful information about course content and delivery (Timms, 2017). 

On the other hand, authentic assessment methods such as online discussions,

assignments, projects, presentations, and journals are effective for a deeper

assessment of learner performance (Gülbahar, 2017). When exploring assessment,

there are six key questions which should be addressed; why, what, how, when, where

and who” (Harden and Laidlaw 2012). Quizzes and tests have always been used in

traditional classrooms but are inappropriate and insufficient in online environments, as

“they do not reflect the true capabilities of online students” Keyed (2013), Online

academic integrity is a major concern that universities must address due to “the

increased potential of cheating since the instructors have no control over the test

setting, thus are not able to monitor students taking tests” (Palloff & Pratt, cited in

Keyed 2013, Moreover, Larkin et al. (2017) conducted a study on 30 US university

graduate students to investigate whether it was easier to cheat online, how they

perceived plagiarism, and what were their impressions of university policy regarding

academic integrity.

It also showed that some students do not feel “cut and paste” is a problem, and,

thus, “it is imperative that instructors explicitly address what constitutes unacceptable

plagiarism-related behaviors” (Larkin et al. 2017, All forms of contract cheating are

considered academic dishonesty, negatively impacting student learning and

assessment” (Eaton and Dressler 2019, Contract cheating “falls squarely within the

category of intentional academic misconduct” (Ellis, Zucker and Randall, 2018, cited

in Eaton and Dressler 2019, In their study of teachers’ perceptions of assessment and

alternative assessment in the classroom, Sulaiman et al. (2019) concluded that “[t]o

assess students’ knowledge and skills, teachers need to implement several assessment

instruments such as writing test, project, assignment, simulation, portfolio, journal,

exhibition, observation, interview, oral exam, and peers evaluation.Alvarez et al. (2009)

argue that “teaching and learning in virtual environments imply making changes to the

organization of teaching and, subsequently, a change in the teacher functions” and that

online teaching and learning requirements are not limited only to a set of knowledge and

experience

Sahinkarakas (2012) argues that “[f]or assessment to have an impact on student

achievement, teachers need to see [it] as an integral part of the instructional process

rather than as an evaluation device to determine students’ grades. As McLeod and

Eaton (2020) explain, “[t]herein lies the paradox of faculty attitudes towards dealing with

academic dishonesty: most faculty members report that it is one of their key

responsibilities, yet they often avoid confronting it.” Chace (2012) Faculty are the role

players in making learning enjoyable, shaping students’ attitudes and personalities, and

helping students pass. COVID-19 spreads online learning culture across the culture

(Betteille et al 2020. A study by Stec et al 2020 indicated that online teaching has three

main approaches, namely, enhanced, blended learning, and online approach.

 Online education is convenient for students, where they can access online

materials for 24 h (Stern 2020). The shift should associate with plans to reduce this

shift’s impact on the normal learning process (Gurukkal 2020) In contrast, the practical

courses should be conducted face to face to ensure best teaching practices in

monitoring and guiding students. Therefore, technology can make larger classes flexible
and suiting students’ needs (Siripongdee et al 2020). Instructors acknowledged the

content expertise and instructional design as the factors in the success of online

learning. Similarly, the call for staff and student training is mandatory for online learning

success (Cheng and Chau 2020). This is considered as an advantage as face-to-face

instruction was teacher-centered education, where students receive their education

from their instructors. Online learning initiated students’ role in using additional

resources to discover their abilities as independent learners ( Roach and lemasters

2006)

Therefore, online and face-to-face success is based on curriculum structure, mode

of delivery, and completion rate (Nemetz et al 2017). The COVID-19 outbreak shifts

face-to-face education to online during the lockdown. This shift helps faculty integrate

advanced technological skills in their teaching, which benefit students( Isaeva et al

2030). 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 ). 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 2020). 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). 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 ). He

found that there is a significant relationship between the user’s satisfaction and learning.

The satisfaction rate by both participants depends on E-service quality and the

information provided (Shahzad et al 2020) ). 

The advantages of online learning are as follows: flexibility, easy access, and

interaction between learners and their professors (Strayer University 2020 ). The role

and advantages of online learning have accentuated that online learning has challenges

as data privacy. Students’ private information is at risk since they use their computers

and mobile phones to access online portals. Universities should educate their staff and

students about cybersecurity and data privacy (luxatia 2020) The online learning

environment varies profoundly from the traditional classroom situation when it comes to

learner’s motivation, satisfaction and interaction (Bingnoux & Sund 2018). There are still

major variations in how learners view their online interactions during learning

(Koohang, Paliszkiewicz, Nord & Ramim 2014). There are also concerns about the

online learning environment’s efficacy (Hashem 2011).

 Studies also supported the fact that online class will be as effective as traditional

class if it is designed appropriately (Nguyen, 2015). the rapid development in

technology, online learning has become a major component of education globally

(Bhagat, Wu & Chang, 2016; Singh & Thurman, 2019). Numerous education

institutes have been implementing a transition from traditional classroom teaching to

online teaching or a blend of traditional teaching and online learning before COVID-

19 (Dhawan, 2020; Rajab et al., 2020). Online learning is also termed as open

learning, we based learning, computer-mediated learning, blended learning, E-

learning (Dhawan,

2020; Smart & Cappel, 2006).

According to previous studies, a common feature of online is students get the

possibility to learn anywhere, at any time, at any pace by connecting to the internet

using a computer or mobile phone. Singh & Thurman (2019) defined online learning

as “learning experienced through the internet / online computers in a synchronous

classroom where students interact with the teacher and other students and are not

dependent on their physical location for participating in online learning experience For

example, several countries including China, Bulgaria, Finland, etc. had launched an

e-learning system, implemented digital learning environments, and solutions to

ensure that uninterrupted learning for students (as cited in Rasmitadila et al., 2020).

Like any other teaching method online learning has its advantages and disadvantages

for the student and teacher (Baczek et. Al 2020. According to previous literature online

learning has several benefits such as easy accessibility, flexibility increased

convenience, relatively cheaper mode of education in terms of low cost of transportation

and accommodation. Several arguments are also associated with online learning such

as internet accessibility, poor internet connection quality, affordability insuffient digital

knowledge of learners and time flexibility (Baczek et al. 2020 ,Dhawan 2020)

Another study conducted in 2015 titled “Online Education: Faculty Perceptions and

Recommendations” reviews results that show faculty members who have experience

with E-learning have a positive view while those who do not have experience hold

negative and had concern over the quality of the course and learning outcomes

Instructors in E-learning courses demonstrate willingness and ability to increase the

time commitment, creativity, teaching methods and styles to produce effective work

(Fledge and Olson, 2015). According to Haidar (2014) at Walden University about

Perceptions of Higher Education Online Learning Faculty in Lebanon the study focusses

on the lack of technology usage in higher education and mentions the negative

perceptions toward their use at the faculty and instructional level, as well as

inconsistencies with technological development that higher education institutions

achieved in different countries. She described the reasons behind online learning

challenges and how to overcome them and emphasizes on the advantage of online

learning and the need for achieving the social change (Haidar, 2020). In a study

conducted in Park University, about faculty perception of distance learning indicate that,

faculty perception focusses on their concern about maintaining education quality,

student collaboration and the use of a wide variety of media (Schulte, 2010). The
reasons were lack of resources, time to use them during lectures, and awareness of

their availability (Kim, Kang and Kim, 2017). 

That was supported by Alajmi (2020) when stated that the frustrations and

negative perception came from misunderstanding and lack of resources which could be

used for teaching. As stated by Alenezi (2020) in the study about faculty members’

Perception of E-learning in Higher Education in the Kingdom of Saudi Arabia (KSA), a

positive perception of E-learning is associated availability of the new tools, logistics and

potential for improvements that are incubated. In a recent study by Reedy et al. (2021),

they found that staff felt cheating online was easier for students and were concerned.

Eaton and Dressler (2019) argue that one way to combat contract cheating is for

teachers not to reuse assignments and to design in-class performance assessment

tasks where students can demonstrate their skills, abilities, and knowledge as well as

building their awareness of such methods. Reedy et al. 2021), which students in this

study commented on as being a deterrent from cheating

Chace (2012, p.31) argues that “[e]very student on these campuses is informed,

directly and formally, what honor means and why is it important” and “[t]hey see the

dangers of cheating for what they are: practices in which many students can be hurt by

the dishonesty of a few. Not only that, but we might need to re-define Academic Integrity

for the digital age and amend policy accordingly (Reedy et al. 2021). Johnson et al.

(2020) discovered that regardless of whether faculty had taught online before, they were
able to quickly adopt online teaching approaches and make the necessary adjustments

to assignments, exams, and grading policies. Shenoy et al. (2020) found that even

those who initially resisted the adoption of technology and perceived online technology

as a hindrance, quickly developed habits conducive to teaching online, utilizing

appropriate tools and in time perceiving technology adoption to be a blessing and a

welcome revolution in instruction. Alsyari (2020) found that of a surveyed 59 Saudi

Arabian faculty members the majority reported a smooth shift from classroom teaching

to emergency online instruction and expressed an appreciation for the flexibility of the

latter approach.

A recent auto ethnography study conducted in Japan (Jung et al., 2021) also

revealed that faculty members generally became more optimistic and utilized more

diversified resources in emergency online teaching with more online teaching

experience. During a crisis like an earthquake or indeed COVID-19, some studies like

that of Almaiah et al. (2020) and Ayebi-Arthur (2017) point out that an institution’s

policies and strategies to help its faculty members readily cope with the crisis in

question are influential in facilitating the implementation of online education. Improving

learners’ qualifications is highly important in the educational context. Such improvement

can be supported by assessment, evaluation, and feedback activities (Yilmaz, 2016).

Summative assessment aims to gather, describe, and quantify information related to

student performance, while formative assessment aims to improve teaching and

learning (Baleni, 2015). Online learning can benefit greatly from various assessment

methods since there is a lack of face-to-face contact between students and instructors
that might otherwise provide useful information about course content and delivery

(Timms, 2017).

On the other hand, authentic assessment methods such as online discussions,

assignments, projects, presentations, and journals are effective for a deeper

assessment of learner performance (Gülbahar, 2017). The responses of participants

were in line with the work of Atoum et al. (2017), who developed a multimedia analytics

system that performs automatic online exam proctoring and detects cheating

behaviours.  In addition, Backman (2019) recommended steps that instructors could

take to reduce the occurrences of cheating. Some Turkish students’ perceptions toward

online exams can be attributed to their concerns about implementation. A major issue

was cheating. In a recent study by Cerimagic and Hasan (2019), it was observed that

81% of learners cheated or attempted to cheat during online exams. However, in the

study by Case, King, and Case (2019) it was also observed that students’ perceptions

suggest it is becoming more difficult to cheat in online exams.

This is similar to the findings of Sorensen (2013) who reported that students felt

e-assessment provided immediate feedback and value to their learning, and hence

believed it should be more accessible in the context of learning management systems.

researchers have found that using tasks at the level of redefining learning allows

learners to interact with the learning process, apply situated learning and personalized

learning (personalization) (Romrell, Kidder & Wood, 2014) experiencing online

assessment, acquiring skills in choosing appropriate digital applications and

environments and implementing assignments and assessment at various SAMR

levels (Seifert, 2020) The current circumstance is unique as it could aggravate the

challenges experienced during online learning due to restrictions in movement and

health protocols (Gonzales et al., 2020; Kapasia et al., 2020). Among these are

Copeland et al. (2021) and Fawaz et al. (2021) who examined the impact of COVID-19

on college students’ mental health and their coping mechanisms.

Copeland et al. (2021) reported that the pandemic adversely affected students’

behavioral and emotional functioning, particularly attention and externalizing problems

(i.e., mood and wellness behavior), which were caused by isolation, economic/health

effects, and uncertainties. In Fawaz et al.’s (2021) study, students raised their concerns

on learning and evaluation methods, overwhelming task load, technical difficulties, and

confinement. , These active-oriented coping mechanisms of students were aligned with

Carter et al.’s (2020), who explored students’ self-regulation strategies. Hew et al.

(2020), who transformed conventional flipped classrooms into fully online flipped

classes through a cloud-based video conferencing app. In a related study, Kapasia et

al. (2020) investigated how lockdown impacts students’ learning performance.

findings, Gonzales et al. (2020) found that confinement of students during the

pandemic had significant positive effects on their performance. One such study was that

of Singh et al. (2020), who examined students’ experience during the COVID-19
pandemic using a quantitative descriptive approach. In a parallel study, Adarkwah

(2021) examined students’ online learning experience during the pandemic using a

narrative inquiry approach. More recently, Day et al. (2021) examined the immediate

impact of COVID-19 on students’ learning experience. Rasheed et al. (2020) categories

and to cover other potential challenges during online classes, two more clusters were

added, namely learning resource challenges (LRC) and learning environment

challenges (LEC)

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, locale of the study, respondents, data

gathering procedure and treatment.

Research design

The design of this study is classified as a survey research. The aim of this study is

to get the information about the perception in online assessment. To find out the

information about online assessment practices, therefore the researcher use survey

research to describe and interpret what it is.

Locale of the study

 The study was conducted at Ramon Magsaysay Memorial college (RMMC) in

General Santos City. RMMC is a private and non sectarian higher education Institution

(HEI). It exist in the industry for sixty (60) years and offer undergraduate program and

master degree program.

Respondent of the study

The respondent of the study are one hundred (100) student RMMC BSED

SCIENCE 3. They were identified as respondent because they are individual who

directly involved student of RMMC and they are the subject of the study who determined

the perception in online assessment practices during covid 19 pandemic.

RESPONDENT

BSED SCIENCE 3 FREQUENCY PERCENT

MALE 31 51.7

FEMALE 29 48.3

Total 60 100.00
Data gathering

Having found that the researcher instrument valid and reliable, the researcher will

proceed to ask permission and approval from the head of School where the subjects

are students. The date of administration of the questionnaire, the retrieval of the

research instrument will be stated .

Data Analysis

The qualitative analysis id used for the quantification of data which allows the

generalization of the results obtained from a sample to a population of interest . Simply

put, statistical method of data analysis are used to collect raw data and transform it into

numerical data. Some of the methods that fall under that Quantitative Analysis are .

Statistical treatment

The statistical tools to be used in the interpretation of data will include the arithmetic

mean will be used to determine the average level of the awareness on perception in

online assessment practices during covid 19 pandemic . The formula is

X=∑X

N
When X stands for arithmetic mean denotes the sum of the responses of the subject on

their level of perception in online assessment . And N stand for the total number of

respondent.