i

EFFECTS OF INTERNET ACCESSIBILITY TO WMSU-

ESU STUDENTS’ ACADEMIC PERFORMANCE
DURING ONLINE CLASSES
____________________________________

An Undergraduate Thesis
Presented to the Faculty of College of Teachers Education
Western Mindanao State University – Imelda External Studies
Unit

____________________________________

In Partial Fulfilment of the

Requirement for the Degree
BACHELOR OF ELEMENTARY EDUCATION

____________________________________

by

Jennie D. Anuddin
Mica Konica Grace B. Billote
Joanna Marie B. Enso
Al-casabi C. Haja
Ricell Joy B. Rocamora
Kyla Kate B. Rojas

May 2022
 ii

Approval Sheet
 iii

Acknowledgement

Immeasurable appreciation and deepest gratitude for the help and support are

extended to the following persons who in one way or another have contributed in

making this study possible.

Mr. Karl Louie B. Panganoron, MAEd, adviser and statistician, for his support,

advices, guidance, valuable comments, suggestions and provisions that

benefited in the completion and success of this study. Sharing his knowledge and

helped in the analysis of data and its statistical computations. And last by giving

an endless help to finish this manuscript.

Mr. Reynante B. Diodos, Ed.D., oral committee and chair and instructor, for his

untiring support, invaluable guidance, patience, valuable comments and

suggestions, and for allotting his precious time for consultation and checking of

this research. A sincere gratitude was extended to you, sir for sharing your

immense knowledge, constant encouragement and critical evaluation and

counsel during the whole course of this study.

To the oral committee members, Dr. Ariel Macailing, Ed.D. and Mrs. Ivy Samson,

for sharing their knowledge and expertise in checking this work, for giving brilliant

and insightful suggestions and invaluable comments which leads to the

accurateness of this study.

To the participant of this study, the WMSU-ESU Imelda students, for participating

and giving their full cooperation, for the honest responses, time and effort which
 iv

leads to this research achieve its smooth completion. Your participation and

cooperation is very much appreciated.

To the WMSU-ESU Imelda campus’ Unit Coordinator, Dr. Ariel Macailing, Ed.D.

for giving his consent to conduct this research study in their university and to

their students.

To Mrs. Puraida T. Mohammad Said, MAEd, Mr. Elmark B. Facultad, MAEd, and

Mr. Karl Louie B. Panganoron, MAEd, content validators, for validating the survey

questionnaires and for your insightful comments and suggestions that leads to

the accurateness of the used survey questionnaire of this study.

To all the friends who in one way or another shared their support morally,

physically, and spiritually. They were the people who is always been by our side,

accompanying us and sharing prayers with us, giving their supports in different

ways and who never hesitate to help us when we needed them the most.

To our beloved and very supportive parents whom we are extremely grateful for

as they served as our inspiration, motivation and provider of our financial

expenses in the making of this research. A sincerest thank you for your love,

prayer, care, and sacrifices to provide our needs without any complains just to

finish this research study.

And finally, praises and thanks to God, the Almighty, for letting us get through all

the difficulties we have encountered and experienced especially in the making of

this study. With His love, guidance and blessings we made this study

successfully done.
 v

Abstract

Research Title : EFFECTS OF INTERNET ACCESSIBILITY

TO WMSU-ESU STUDENTS’ ACADEMIC
PERFORMANCE DURING ONLINE
CLASSES
Researchers : Jennie D. Anuddin
Mica Konica Grace B. Billote
Joanna Marie B. Enso
Al-casabi C. Haja
Ricell Joy B. Rocamora
Kyla Kate B. Rojas
Course : Bachelor of Elementary Education
School : WESTERN MINDANAO STATE UNIVERSITY
Address : Balugo, Imelda, Zamboanga Sibugay
Instructor REYNANTE B. DIODOS, Ed.D.
Adviser : KARL LOUIE B. PANGANORON, MAEd.
Date of Completion : April 2022

COVID-19 pandemic brought a lot of changes especially to the system of

education wherein the online mode of learning has been utilized as an alternative
to continue the education. Thus, the Internet access becomes essential
especially to the students as it serves as a mean for them to attend and
participate on their classes. This study was undertaken to determine the effects
of internet accessibility during online classes to the academic performance of the
WMSU-ESU students by using the descriptive-correlation method where a
Spearman-rank correlation was utilized to determine the significant relationships
of the two variables.
The researchers found out that student-respondents of WMSU-ESU,
during the first semester of academic year 2021 – 2022, has performed good
with the GWA of 1.81 overall mean average. The extent of internet accessibility
of WMSU-ESU students in terms of location, medium of learning and economic
status were rated with a total weighted mean of 2.61, 2.54 and 2.23, respectively.
Based on the results, the researchers concluded that the internet
accessibility of the students of WMSU-ESU in terms of location, medium of
learning and economic status has a significant relationship to their academic
performance. In general, the implementation of online classes due to the
pandemic, students can still attend in their classes and can be able to cope with
their lessons. In addition, online learning modality had encouraged student-
centeredness during the classes. The student had become self-directed learners
and they learnt asynchronously at any time in a day.

Keyword: Internet Accessibility, Academic Performance

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Table of Contents

Approval Sheet...................................................................................................... ii
Acknowledgement.................................................................................................iii
Abstract................................................................................................................. v
Table of Contents................................................................................................. vi
List of Figures......................................................................................................viii
List of Tables........................................................................................................ ix
Chapter I................................................................................................................1
INTRODUCTION................................................................................................1
Statement of the Problem...............................................................................5
Scope and Delimitation of the Problem...........................................................6
Significance of the Study................................................................................6
Chapter II...............................................................................................................9
THEORETICAL AND CONCEPTUAL FRAMEWORK.......................................9
Related Literature........................................................................................... 9
Theoretical Framework.................................................................................17
Conceptual Paradigm...................................................................................20
Research Hypothesis....................................................................................20
Operational Definition of Terms....................................................................21
Chapter III............................................................................................................22
RESEARCH METHODOLOGY........................................................................22
Research Design.......................................................................................... 22
Research Locale...........................................................................................23
Respondents of the Study.............................................................................24
Research Instrument.....................................................................................25
Data Gathering Procedure............................................................................27
Statistical Treatment of Data.........................................................................29
Chapter IV........................................................................................................... 31
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA...............31
Chapter V............................................................................................................ 38
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS........38
 vii

Summary...................................................................................................... 38
Findings........................................................................................................ 38
Conclusions.................................................................................................. 43
Recommendations........................................................................................44
BIBLIOGRAPHY..................................................................................................48
APPENDICES..................................................................................................... 52
 viii

List of Figures

Figure 1. Conceptual Paradigm of the Study.......................................................20

Figure 2. Map of the Research Local..................................................................24

 ix

List of Tables

Table 1. Research Respondents of the Study.....................................................25

Table 2. WMSU-ESU Students’ Average Grade in the First Semester of School

Year 2021-2022....................................................................................31

Table 3. Effects of Internet Accessibility to WMSU-ESU students’ Academic

Performance with regards to Location..................................................32

Table 4. Effects of Internet Accessibility to WMSU-ESU students’ Academic

Performance with regards to Medium of Learning................................33

Table 5. Effects of Internet Accessibility to WMSU-ESU students’ Academic

Performance with regards to Economic Status.....................................35

Table 6. Test of Significant Relationship between the Internet Accessibility and

Academic Performance of WMSU-ESU students.................................36

 1

Chapter I

INTRODUCTION

This chapter presents the background of the study, statement of the

problem, scope and delimitation, and significance of the problem.

Background of the Study

Corona virus disease (COVID-19) is an infectious disease caused by the

SARS-CoV-2 virus (World Health Organization, 2021). It is the major health

problem that the world is experiencing currently. COVID-19 is a kind of virus

which is highly contagious and deadly. It can be transferred to another person

through droplets from coughing and sneezing. It is also said to be transferrable

by objects that have been touched by an infected person. This virus has led to

many deaths around the world resulting for government to implement health

protocols which include quarantine, restrictions and lockdown.

The pandemic COVID-19 brought lots of damages and problems that

leads to changes not just in people’s lives or on the way people live but also to

their education. The occurrence of COVID-19 made the government decide to

forbid the face-to-face way of education and suggest for the online way of

teaching.

Online class is a way of teaching through the use of different media

platforms that can only be access with the help of internet. It was utilized by
 2

schools to continue the education of students despite the circumstances we

faced today. According to Weele (2020), offering online classes certainly help

students would otherwise not be able to attend in-room class session because of

this pandemic.

Academic performance of students is one of the main indicators used to

evaluate the quality of education in universities. Academic performance is a

complex process that is influenced by several factors, such as study habits. The

academic performance is defined by students’ reporting of past semester

Cumulative Grade Point Average (CGPA) /Grade Point Average (GPA) and their

expected GPA for the current semester. The grade point average of GPA is now

used by most of the tertiary institutions as a convenient summary measure of the

academic performance of their students. The GPA is a better measurement

because it provides a greater insight into the relative level of performance of

individuals and different group of students (IGI Global, 2021).

Ivwighreghweta & Igere (2014), investigates on the impact of internet on

the academic performance of students in some selected tertiary institutions in

Nigeria wherein six thousand (6000) students were taken as respondents. It was

revealed that one of the factors affecting the performance of the students were

having slow internet speed.

 3

Internet accessibility refers to a way people connect to the internet to

gather information, to have communication, to connect with other people and

attend online classes whether through the use of Wi-Fi or cellular data.

The internet is a basic technology in the development of information

technology. Internet have become an important tool and required by knowledge-

based society especially in the system of education we have at the moment

where internet plays a profound role in the teaching and learning process.

Through the use of the internet, it can be beneficial for those who want to take

the chance. Most of the students, adapted digital media as a place for those

seeking information materials, as the main source of current issues as well as

platforms for sharing information with partners such as through social-networking

sites (Shahibi & Rusli, 2017).

However, despites of all the benefits of the internet, it is unfortunately not

affordable for many especially to those who lived in rural areas. According to

Michigan State University’s Quello Center (2020), slow internet connections or

limited access from homes in rural areas can contribute to students failing behind

academically.

Gorham & Ogata (2020), found in their research study that 16.8% among

the participants are very concerned about the accessibility issues, 28.3% were

concerned, 47% were slightly concerned and only 7.1% are not concerned at all.
 4

Their survey demonstrates that there is a widespread concern about

technological accessibility issues among members of the online teaching Japan

PLC. Many responded that a minority of their students were experiencing some

type of accessibility issues.

In the Philippine context, the Commission on Higher Education (CHED)

memorandum order no. 04 series of 2020 the implementation of flexible learning

as a delivery mode shall be adopted in the beginning of Academic Year 2020-

2021 and may be extended upon consultation with the stakeholders concerned

and upon review of a commission. The design and delivery of programs, courses,

and learning interventions address learners’ unique needs in terms of place,

pace, process, and products of learning. It involves the use of digital and non-

digital technology covers both face-to-face or in–person learning, out-of-

classroom learning modes of delivery, or a combination of modes of delivery. It

ensures the continuity of inclusive and accessible education when the use of

traditional modes of teaching is not feasible, as in the occurrence of national

emergencies.

The WMSU-ESU is one of the schools or universities that utilized online

class as a new way of learning to cope with the new normal educational system.

Students of WMSU-Imelda were mostly residing in some areas where there is

unstable internet connection, and some do not have internet connection at all.
 5

In this research, the researchers aimed to conduct an in-depth analysis on

the effects of internet accessibility during online classes to the academic

performance of the WMSU-ESU students. The findings of this study will be used

as a basis for further research particularly in determining the challenges faced by

the students in dealing with their internet accessibility during online classes and

how can they develop institutional plans that can help to improve and enhance

the academic performance of the students.

Statement of the Problem

This study aimed to find out the effects of internet accessibility to the

WMSU-ESU students’ academic performance during online class in the

academic year 2021-2022.

Specifically, this study sought to answer the following questions:

1. What is the level of the academic performance of students of WMSU-ESU

in the academic year 2021-2022 Using online as learning modality?

2. To what extent is the internet accessibility of WMSU-ESU students in

terms of:

a. location;

b. medium of learning; and

c. economic status?

3. Is there a significant relationship between internet accessibility and

WMSU-ESU students’ academic performance during online classes?

4. Based on the results, what implications can be taken?

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Scope and Delimitation of the Problem

This research was delimited to the WMSU-ESU Campus. The

respondents of the study were the BEED I, II, and III, BAPS I, II, III and IV, and

AB FIL II and III of WMSU-IESU campus. They were chosen by selecting seven

students in every section who were enrolled in online class mode of learning. The

researchers selected the following students by asking the respective class

adviser of each course who were officially enrolled in online class in the

Academic Year 2021-2022. The researchers used a quantitative descriptive

method of research. The checklist questionnaire was used as a tool to gather

data from the students to determine and measure the significant effect between

variables under study which are the effects of Internet Accessibility to WMSU-

ESU Student’s Academic Performance during Online Class which was

disseminated through Google Forms.

This research was focused on the students of WMSU-ESU who used the

internet as a medium of learning. Moreover, this study determine the Students’

Academic performance during online class. This study was conducted in the first

semester.

Significance of the Study

The researchers’ study about the effects of internet accessibility to WMSU

Imelda students’ academic performance during online classes. The online class

is one of the best ways to continue the education in this time of pandemic that is
 7

why the government use this as an alternative way to continue the education of

the students.

This study would be beneficial and valuable to the teacher, CHED,

parents, future researchers, and readers.

a. Teachers

The result of this study will let them recommend the other mode of

learning such as the modular to those students who were having difficulties in

dealing with online class as well as having a lot of patience to their students by

giving them longer time in submitting their missed quizzes, assignments and

projects.

b. Commission of Higher Education (CHED)

This study provides information that will help the government agency to

know the concerns of students and how they can improve and enhance the

curriculum to cope with the new mode of learning.

c. Parents

The result of this study will let them know if their children can access

internet during online classes so they will be able to guide them as well as to give

them the proper advice that they should just use another mode which is the

modular learning.
 8

d. Future Researchers

This study serves as their guide to gather new data and information about

the effects of internet accessibility to the students’ academic performance during

the online classes that they can use if they will continue conducting this research.

e. Readers

This study helps the reader to gain and widen their knowledge about the

possible effect of internet accessibility to the student’s academic performance

during online class and it will encourage them to discover new learning.
 9

Chapter II

THEORETICAL AND CONCEPTUAL FRAMEWORK

This chapter discussed the related literature and studies after the thorough

and in-depth forage done by the researchers. The literature and studies adduced

in this chapter addresses the different ideas, concepts, generalization,

conclusions and also the different development related to the study starting from

the past up to the present which has similar bearings with this present

investigation.

Related Literature

Online Class due to Pandemic

The occurrence of COVID-19 has brought a great destruction in the four

corners of the world. It affected the life of every person especially the students

since the traditional way of education have been changed. To keep everyone

safe and to prevent the spreading of virus, it was decided to prohibit the face-to-

face classes and the e-learning or the online mode of teaching was served as an

alternative to continue the education, due to this, Maity et al., (2020, p.12) stated

that the online teaching-learning mode has played the role of a savior though it

cannot replace classroom teaching.

Many studies have proven that online learning gave a huge help to

improve the learning of the students in this time of pandemic. “Students agreed

that online teaching was valuable to them even though the online mode of

classes was the first experience during the pandemic period of COVID-19,”
 10

Gopal et al., stated in their recent study (Agarwal & Kaushik, 2020; Rajabalee &

Santally, 2020). Other studies suggest that the technology-supported courses

have a positive relationship with students’ performance (Cho & Schelzer, 2000;

Harasim, 2000; Sigala, 2002). On the other hand, Chamberlin (2021) stressed

that there were a lot of advantages that online class brought to the students

enrolled in online courses such as it is convenient, offer flexibility, bring education

right to the students’ home, offer more individual attention, and many more.

However, many researchers have proven that online classes is not that

effective. Maity et al.,(2020, p.14), found in their studies that in remote areas, the

students have no concept of the different online platforms such as Zoom, Google

Meet, etc. due to low internet penetration or unavailability of smartphones and

laptops. Without these mediums, online teaching and learning will not be

successful. Not all students have and can afford these gadgets and not all places

where students are residing have a stable internet connection which plays a vital

role in online classes. In addition, some colleges and universities were

pressuring the students in online classes which can lead them to health hazard

issues specifically the students’ eyes for being exposed to radiation from the

screens of their gadgets.

Additionally, negative impacts of online learning are seen in the

technicality of the actual use of it. These impacts include how technology is not

always efficient, it is harder for students to grasp concepts being taught, online

learning can cause social isolation and can cause student not to develop needed

communication skills (Author’s personal journal, September 26, 2020).

 11

Technologies and internet are not that efficient to use by the students

since it cannot guarantee their academic success. There are times that students

were not able to attend online classes due to lack of gadgets and lack of internet

accessibility which greatly affect the academic performance of the students.

Academic Performance in Online Class

Academic Performance is the measure of how well a student performs

during online classes. Through this, teachers and staff will find out if how

effective the mode of learning they utilized to teach and cater to the needs of the

students.

Arshad et al., (2015, p.156), explained that academic performance

measures education outcome. They stress that it shows and measures the extent

to which an educational institution, teachers and students have achieved their

educational goals. The academic performance of the students can be measured

through their GWA. General Weighted Average (GWA) is a representation of

students overall academic performance for a semester or an academic year. It is

based on the grades that students have obtained from their classes and the

corresponding number of units of each class (Fabula, 2021, para. 5).

Since online mode of learning has been utilized now, there are many

factors affecting the academic performance of the students and some are the

following:
 12

Poor Internet Connection. This refers to the inability of the students to

connect to the internet. This is one of the factors since not all students have

stable connection to attend online classes. According to Lynch (2017), there are

many ways that a lack of internet access can affect students’ academic

performance. Students without internet cannot connect with teachers or their

classmates, do independent research, or get online homework help. For families,

not having internet access can mean missing out on information or losing out on

a direct line of communication with schools and teachers. Similarly, Husniya

(2018) found in his study that a number of students agreed that the quality of

internet connection affects their interaction such as the bad internet connection

that does not allow them to interact and attend all of their lectures as the

connection is slow and bad in their region.

Social Media Distraction. This refers to students being distracted by the

different social media platforms while having online class. This is one of the

factors that affects the students’ academic performance since they are expose to

gadgets while having online class so they cannot focus their attention to the class

since they were being distracted by other social medias. The American

Physiological Society (2019) states that almost half of the college students use

social media for an estimated two to five hours a day. Previous research

suggests that unless social media activity is related to academic work,

“distractive multitasking” on social media sites leads to a lower grade-point

average and poorer overall academic performance. This is largely because

 13

students who focus on mobile devices during class are not likely to fully acquire

lecture information delivered visually.

Lack of gadgets. This is one of the factors affecting academic

performance of the students during online mode of learning since not all students

have gadgets or devices that they can use during online classes. According to

Madhubrota et al. (2020), lack of smartphones and other gadgets hinder

educational opportunities for the students in rural areas. Similarly, Bedi (2020)

states that children from poor families studying on government and municipal

schools in the national capital are staring at disruptions in their studies without

access to mobiles, internet and laptops or desktops.

Jones et al. (2020) found in their study that online learning during the

pandemic had a negative impact on student learning. They found that online

learning hurt student learning. However, if the instructor used active learning

techniques, students were more engaged and thus learning outcomes improved.

Oducado (2021) found out in his research that the undergraduate nursing

students considered having online learning during the COVID-19 outbreak to be

stressful (44.4%) and very stressful (47.2%). Moreover, the undergraduate

nursing student had low satisfaction (37%) and moderate satisfaction (46.3%)

having the online learning during the COVID-19 outbreak. The undergraduate

nursing students’ academic performance were affected by the COVID-19

pandemic and resulted in poor (37%) to fair (50%) academic performance and

were considerably (43.6%) and greatly (30.6%) affected by the pandemic.

 14

According to Mahdy (2020), there is a lot of mental workloads on students

in online classes as the method and speed of teaching online are fast. All this

information has shown that student’s academic performance was badly affected

due to online classes as a result students showed less interest in studies and

tried to solved their online assessment by doing cheating. Online cheating badly

affects the academic integrity which is a big challenge for the HEIs. In addition,

Haider and Al-Salman (2020) found that 50% of students are of the view that

“Face-to-Face communication” considerably enhances their educational

accomplishment, and 50% of them are of the view that the coursework through

online learning leads to misunderstanding, dissatisfaction, and bad performance.

Hameen et al. (2020) found that there are many reasons of bad academic

performance of students in online classes, such as discomfort to sit continuously

for online classes, internet availability and speed issue and even some students

reported headache problem during online classes.

Irfan and Sulaiman (2021), concluded on their research that COVID-19

pandemic affected badly students’ education. Many students of Balochistan

faced different problems like weather conditions, lightning issues, internet issues,

etc. that badly affected their academic performance. Although online class

provided the opportunity to students with flexibility of more time to learn and self-

study but online classes in Balochistan especially the remote areas have many

issues like environmental problems, internet problem, and availability of

electronic devices. All such problems create lack of interest in studies that affect

students’ academic performance. It is recommended that government should

 15

make policy in which universities can provide students with electronic devices

and fastest internet service must be provided even in rural areas.

Internet Accessibility

Internet Accessibility refers to how people can access to the internet. It is

the process of connecting to the internet using personal computers, laptop, or

mobile devices own by the users. Internet is accessible using the following

mediums:

Mobile Data. This refers to the internet content a student can have using

gadgets such as smart phones and tablets over a wireless cellular connection

and can only be obtained if a student will purchase a cellular load from the

network. Through this medium the students can have access to the internet in

any location that has a cellular signal.

Wireless Fidelity (Wi-Fi). This refers to the medium used by the students

to connect to the internet to be able to attend online classes wherein many

devices from different gadgets can connect. This is the most effective to use

among the mediums since it can be used and can access internet wherever the

location is.

Piso Wi-Fi Vendo. This refers to a machine where students are allowed to

have access to the internet for them to attend their online classes by just

dropping coins into the coin machine acceptor. This machine only accepts 1-, 5-
 16

and 10-peso coins and is very convenient to some students who are taking

online classes especially to those who cannot afford personal Wi-Fi at home.

Internet Accessibility enable students to attend online classes for them to

carry on with their education despite of the pandemic. However, it is not

affordable for many especially to the students who lived in rural areas where

internet is inaccessible which leads them to fail academically.

According to Suovik (2021), if a student were to miss even two terms of

teaching, they fall back alarmingly on their reading and numeracy skills. The lack

of internet connectivity puts at risk the academic future for many students in a

world were quick, easy access to vital information is necessary to compete and

survive. It also puts students in a position where they can no longer proceed with

any kind of education if internet access is not readily available for them.

Students without internet access and those who depend on a cellphone

for their only access are half a grade point below those fast access. This gap has

ripple effects that may last an entire life. Students with no highspeed internet

access at home are also less likely to plan to attend a college or university. On

the other hand, students with internet access have substantially higher digital

skills, which are a strong predictor of performance on standardized tests

(Hampton, 2020).

According to Bauer (2020), students who could only get internet access at

home on their cellphone struggled to utilize the resources available on the

internet, whether due to slow internet connectivity or caps on data use from local
 17

service providers. It is wrong to assume that since most have a smartphone,

students have sufficient access, it turns out that this is not the case. Those who

have no internet access perform as poorly as those who have no internet access

at all.

Annie Mackie (2020), found in her survey that 56% of the 1,416 students

said that lack of access to online course materials has impacted their studies and

44% said that a slow and unreliable internet connection had hampered their

learning.

The related literature lifted from the works of the authors mentioned gave

a more explicit discussion on the similarities of the current study. This literature

gives further support as background information about the present study.

Theoretical Framework

This theory was moored to the Theory of Educational Productivity by

Herbert J. Walberg (1981), Chaos Theory of Parra and Tan (2021), Activity

Theory by Mwanza & Engestrom (2005) and Connectivism Theory of George

Siemens (2004).

Theory of educational productivity was introduced by Herbert J. Walberg,

a research professor of Education and Psychology at the University Illinois at

Chicago. This theory is about the different influences on learning that affects the

academic performance of a student. It is an exploration of academic achievement

 18

where in Walberg used a variety of methods on how to identify the factors that

affects the academic performance. He analyzed his theory with the help of

different theorists and integrated his study with over 3,000 studies.

While Parra and Tan used the Chaos Theory in applying it to education

during the COVID 19 Pandemic. When the ECQ was lifted, school educators and

staff went back to school to plan and collaborate on online teaching processes to

effectively deliver the curriculum and instruction. The primary concern was

choosing an online curriculum format that maintains students’ engagement and

usage of 21st century skills in instruction delivery (Li and Lalani, 2020). Moreover,

some schools organized teachers per department to allow them some degree of

autonomy to brainstorm bright ideas on implementing the online curriculum and

delivery of instructions to share in the team’s meeting. Then, all the suggestions

from different departments were gathered and analyzed together. Teachers

started crafting online curriculum lesson.

On the other hand, the Activity Theory which was proposed by Mwanza &

Engestrom (2005) focuses on the interaction between humans and computers. It

played an essential role in learning expansion using instruments, tools,

mediation, etc. This theory highlights the potential impact on teaching and

learning using new tools as vehicles for modernizing, contextualizing, and

transforming activity procedures. Since we are in the midst of pandemic where

online class has been practiced as the new mode of learning, the online

platforms such as Google Meet, Zoom, Google Classroom and etc. and where

can only be accessed through the use of internet.

 19

Connectivism Theory was introduced by George Siemens, a professor of

Psychology at the University of Texas at Arlington. It presents itself as a

pedagogical approach that affords learners the ability to connect to each other

via social networking or collaboration tools. Many theories assume that learning

happens inside the head of an individual. Siemens believes that learning today is

too complex to be processed in this way and that “we need to rely on a network

of people (and, increasingly technology) to store, access, and retrieve knowledge

and motivate its use” (Siemens, 2006).

The three theories mentioned which are the educational productivity,

Chaos and Connectivism Theory relate to the current situation of the education

during this pandemic. The first two theories talked about the academic

performance of the students in this time which shows that there were many

factors that influenced the learnings which negatively affect the academic

performance of the students not just in the traditional way of learning but even

now in the new modality that is being utilize by most schools which perceived by

many before to be effective but turns out that there were still a lot of factors that

hinders the learning of the students. While the other theory explains the

importance of internet connectivity especially that internet plays a vital role in the

teaching and learning process as we are having the online classes as the new

mode of learning. Hence, these theories are relevant to the current study.
 20

Conceptual Paradigm

The conceptual paradigm of this study (Figure 1) showed the variables of

the study which are the effect of internet accessibility and the academic

performance of WMSU-IESU students during online class. The independent

variable in this study is the extent of the internet accessibility of WMSU-ESU

students in terms of location, medium of learning, and economic status while the

dependent variable is the level of academic performance of WMSU-ESU in the

academic year 2021-2022 using online as learning modality.

Dependent Variable Independent Variable

Internet Accessibility
Students’ Academic
Performance during Online
Class

Figure 1. Conceptual Paradigm of the Study

Research Hypothesis

Hypothesis is suggested answer to a problem in the research studies

(Townsend). The following are the hypothesis of the study.

 21

Ho:

There is no significant relationship between internet accessibility and

WMSU-ESU students’ academic performance during online classes.

Ha:

There is a significant relationship between internet accessibility and

WMSU-ESU students’ academic performance during online classes.

Operational Definition of Terms

This study aimed to give the meaning of the following words listed below:

Internet. It refers to the connection utilize by students to join the virtual class.

Internet Accessibility. It refers to the students’ accessibility to the internet

whether they have stable or unstable connection.

Academic Performance. It refers to the performance of students academically

which was based on the (GWA) General Weighted Average of the students in the

first semester of the academic year 2021-2022.

Online Class. It refers to the new mode of learning in this time of pandemic

through the use of internet and any gadgets.

 22

Chapter III

RESEARCH METHODOLOGY

This chapter covers an outline of methodology used in the study. The

discussion in the chapter is structured around the research design, research

locale, respondents of the study, research instrument, data gathering procedure

and statistical treatment of data.

Research Design

This study utilized a quantitative research design particularly the

descriptive-correlational where the objective measurement and the statistical,

mathematical or numerical analysis of data was determined through using survey

questionnaire which found out the effect of internet accessibility to the academic

performance of WMSU-ESU students.

Quantitative research design was used in this study because it needed

numerical data in analyzing and measuring the relationship of the independent

variable which is the internet accessibility to the dependent variable which is the

academic performance of the WMSU-ESU students.

Descriptive-correlational study describe the variables and the relationships

that occur naturally between and among them (Sousa et al., 2007). The use of

this method is to describe the independent and dependent variable of this study

and examine the relationship between them. It will find out the effect of the

internet accessibility to the academic performance of the students of WMSU-ESU

Imelda.
 23

Research Locale

This study was conducted at Western Mindanao State University External

studies unit – Imelda campus situated at Barangay Balugo, Imelda, Zamboanga

Sibugay since this university is utilizing online mode of learning and the data will

be easily gathered because the researchers as well as the respondents who

studies in this university. WMSU Imelda campus is one of the external studies

units of Western Mindanao State University which is headed by the school’s Unit

Coordinator, Dr. Ariel Macailing. This external studies unit offers three courses in

this academic year which are the Bachelor of Elementary Education, Bachelor of

Arts in Political Science and Batsilyer ng Sining sa Filipino. There are already a

lot of existing researches about this study but the researchers want to know if the

outcomes of those studies are the same in other schools so the researchers

chose WMSU-Imelda Campus as the place where the study will be conducted

since this school is making use of the online mode of learning which is suitable to

their current study.

 24

Figure 2. Map of the Research Local

Respondents of the Study

The respondents of this study were the selected WMSU-ESU Imelda

students particularly the BEED I, II, and III, BAPS I, II, III and IV, and BS-FIL II

and III who were officially enrolled in the academic year 2021-2022 and having

online class. The respondents were selected purposively by the researchers

since only those students who were enrolled in online class can be the

participants in this study. Only seven (7) students in each year level were

randomly selected which has the total of sixty-three (63) respondents.

 25

Table 1. Research Respondents of the Study

Courses No. of Students Enrolled No. of Respondents

in Online Class
BEED

1st Year 47 7

2nd Year 39 7

3rd Year 31 7

BAPS

1st Year 27 7

2nd Year 26 7

3rd Year 34 7

4th Year 30 7

BS FIL

2nd Year 21 7

3rd Year 41 7

Total 296 63

Research Instrument

This research used a set of questionnaires and the record of the GWA of

the selected respondents that is relevant to this research. The content of the

questionnaire checklists was based from the statement of the problem that is

suitable for this study.

 26

 Description

This study used survey questionnaire checklists to collect data relevant to

the study that identify the effects of internet accessibility in terms of students’

location, medium of learning and economic status to their academic performance

during their online class. The questionnaire used was researcher-made in which

the first part consist of fifteen (15) statements relating to the extent of internet

accessibility of the WMSU-ESU students who were officially enrolled in online

class. The fifteen (15) statements were divided into three (3) sub-parts. The first

sub-part determined the situation of the location of the students. The second sub-

part found out the medium of learning of the students while the last sub-part

identifies the economic status of the students. The mentioned sub-parts help

answer the first part of questionnaire which is the extent of the internet

accessibility of WMSU-ESU students.

The second part determined the level of academic performance of the

students in the first semester of the academic year 2021-2022. To gather data for

the level of academic performance of the students, the General Weighted

Average in the first semester of the academic year 2021-2022 of the students

was used. The GWA contains the overall grades of the students and will be

analyzed using the likert scale.

 Reliability and Validity

The research questionnaire checklist was intended to gather data on

the extent of internet accessibility and level of academic performance of Western

 27

Mindanao State University – Imelda campus’ students. It was referred to the

adviser for comments and suggestions that was incorporated with improvements.

For validation, the constructed questionnaires as well as its content was

submitted to the panel of experts who independently pass judgment on each

statement in terms of appropriateness, suitability and relevance to the research

conducted to make sure that the questionnaire used is reliable. The panel of

experts gave their approval to the questionnaires constructed by the researchers,

therefore, the questionnaires was distributed and answered by the respondents.

It was ensured that permission and approval was sought from the

respondents to be part of the study, which no longer applied to them. It was

ensured that the data gathered was taken with utmost confidentiality. It was clear

to the respondents that they may or may not indicate their names as they answer

the questionnaires. It will always be an option to be considered.

Data Gathering Procedure

The data was gathered through the following steps:

First, a letter of approval was secured before conducting the study.

Second, the letter was submitted to the Unit Coordinator of Western Mindanao

State University – Imelda Campus.

Third, after gaining the approval from the Unit Coordinator, the approved

letter of permission was presented to the students in each course to inform them

that they were chosen as respondents in this study and at the same time asked

for their permission to conduct a survey to them.

 28

Fourth, the researchers gave a letter of request to the school’s registrar to

ask for the grades of the chosen respondents in the first semester of the

academic year 2021-2022.

Fifth, the prepared checklists were given to the respondents through

Google Forms during their available time.

Finally, after the students submitted their response, the data that were

generated from the questionnaire checklists were collected, checked, tabulated,

computed, analyzed, and interpreted by the researcher.

During the process of gathering the data for this research, the researchers

made sure to follow and observe the standard health protocols such as the

proper wearing of face mask and face shield, hand sanitation, and observe one-

meter social distancing.

The following are the scales of measurements that was used for this

research study:

A. For the extent of the internet accessibility of WMSU-ESU students

Level/Scale Response Category
(Weighted Mean)
4 3.26 – 4.00 Always
3 2.51 – 3.25 Often
2 1.76 – 2.50 Sometimes
1 1.00 – 1.75 Never
 29

B. For the level of academic performance of the WMSU-ESU students

Description Grades Percentage
Excellent 1.0 95 and above
1.25 93-94
Very Good 1.5 90-92
1.75 88-89
Good 2.0 85-87
Fair 2.5 80-82
2.75 78-79
Passing 3.0 75-77
Failure 5.0 74 and below
Incomplete INC (Tacks requirements,
and/or final
examination)

Statistical Treatment of Data

In order to know the effects of internet accessibility to the academic

performance of the WMSU-ESU Imelda students in the first semester of school

year 2021-2022, the students’ response was statistically analyzed through the

use of the following tools:

1. Weighted Mean. This was obtained by getting the summation of the product of

the frequency and the assigned weight divided by the total numbers of

respondents. Ruiz (1988) offer the formula in the computation of the weighted

mean based in the following presentation:

Where,

WM = Weighted Mean

F = Frequency
 30

W = Weight

N = Number of respondents

Ʃ = Summation Symbol

Formula:

x=Ʃ ¿ ¿
2. Spearman Rank. This statistical tool will measure or determine the

relationship between the independent variable, which is the internet

accessibility, and the dependent variable which is the academic

performance of the WMSU-ESU students.

6 Ʃ d2i
p=1–
n (n2 – 1)

Where;

P = Spearman’s rank correlation coefficient

d = the difference between the two ranks of each observation

n = the number of observations

 31

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data on the effects

of internet accessibility on WMSU-ESU Imelda students’ academic performance

during online learning along with the three factors namely: (a) location, (b)

medium of learning, (c) economic status where it was responded by 63 students

of the said school from different courses.

1. What is the level of the academic performance of students of WMSU-ESU

in the academic year 2021-2022 using online as learning modality?

Table 2. WMSU-ESU Students’ Average Grade in the First Semester of

School Year 2021-2022

Variables Average Grade Std. Deviation Interpretation

Academic
Performance for 1.81 0.22 Good
First Semester
Legend: Excellent (1.00-1.25) Very Good (1.5-1.75) Good (2.0) Fair (2.5-2.75)
Passing (3.0) Failure (5.0) Incomplete (INC)

Table 2 shows that the computed average grade of WMSU-ESU Imelda

students who are officially enrolled in online class in the first semester of the

academic year 2021-2022 is 1.81 with the interpretation of Good. Based from the

researcher-made measurement, Good is ranging from 1.25-1.50. It implies that

the performance of WMSU – ESU students under the online learning modality is

at least good and were able to adapt the new ways of learning using the internet,

gadgets and the computer applications. It also manifests the persistence of the

students to attend classes online, submit outputs/activities online and perform-

 32

well during online classes. According to Cacault et al. (2021) who uses an RCT

to assess the effects of online lectures in a Swiss university finds that having

access to a live-streamed lecture in addition to an in-person option improves the

achievement of high-ability students.

2. To what extent is the internet accessibility of WMSU-ESU students in

terms of:

a. location;

Table 3. Effects of Internet Accessibility to WMSU-ESU students’ Academic

Performance with regards to Location

Statement Weighted Mean Adjectival Equivalent

1. I have strong internet 2.40 Sometimes
connection at home.
2. I can easily access to the 2.60 Often
internet.
3. I live in the area with Piso-net 2.29 Sometimes
and computer shop.
4. I stay in the area that access 2.59 Often
the two-telecom service
provides (Smart and Globe)
5. Prepaid load is available in 3.21 Often
our area.
TOTAL WEIGHTED AVERAGE 2.61 Often
Legend: Always (4 – 3.26) Often (3.25 – 2.51) Sometimes (2.50 – 1.76) Never (1.75 – 1.00)

The data in Table 3 shows the internet accessibility of WMSU-ESU

students with regards to their location where Statement 1 (I have strong internet

connection at home) was responded with weighted mean of 2.40 and adjectival

equivalent of “Sometimes”. Statement 2 (I can easily access to the internet) with

weighted mean of 2.60 and adjectival equivalent of “Often”. Statement 3 (I live in

the area with piso-net and computer shop) with weighted mean of 2.29 and

adjectival equivalent of “Sometimes”. Statement 4 (I stay in the area that access

 33

the two-telecom service provider) with weighted mean of 2.59 and adjectival

equivalent of “Often”. And statement 5 (Prepaid load is available in our area) was

responded with weighted mean of 3.21 and adjectival equivalent of “Often”. Total

weighted mean is 2.61 with adjectival equivalent of “Often”. According to the

provided Likert-scale, often is ranging from 3.25-2.21. Since the statements

numbered 2, 4, and 5 indicates often this implies that the students of WMSU-

ESU Imelda can often access good internet connection during the online learning

of first semester of the school year 2021-2022.

This is supported by Husniya (2018) in his study that a number of students

agreed that the quality of internet connection affects their interaction such as the

bad internet connection that does not allow them to interact and attend all of their

lectures as the connection is slow and bad in their region.

b. medium of learning; and

Table 4. Effects of Internet Accessibility to WMSU-ESU students’ Academic

Performance with regards to Medium of Learning

Statement Weighted Mean Adjectival Equivalent

1. I have my own smart phone. 3.54 Always
2. I have my own modem and 2.10 Sometimes
never run out internet data.
3. I have gadgets other than 1.90 Sometimes
smart phone to be used in my
online class.
4. All my gadgets are upgraded. 2.14 Sometimes
5. I can charge my gadget at 3.03 Often
any time.
TOTAL WEIGHTED AVERAGE 2.54 Often
Legend: Always (4 – 3.26) Often (3.25 – 2.51) Sometimes (2.50 – 1.76) Never (1.75 – 1.00)

The data in Table 4 shows the internet accessibility of WMSU-ESU

students with regards to their medium of learning where Statement 1 (I have my

 34

own smart phone) was responded with weighted mean of 3.54 and adjectival

equivalent of “Always”. Statement 2 (I have my own modem and never run out

internet data) with weighted mean of 2.10 and adjectival equivalent of

“Sometimes”. Statement 3 (I have gadgets other than smart phone to be used in

my online class) with weighted mean of 1.90 and adjectival equivalent of

“Sometimes”. Statement 4 (All my gadgets are upgraded) with weighted mean of

2.14 and adjectival equivalent of “Sometimes”. And statement 5 (I can charge my

gadget at any time) with weighted mean of 3.03 and adjectival equivalent of

“Often”. Total weighted mean is 2.54 with adjectival equivalent of “Often”.

According to the provided Likert scale, the range of “often” is from 3.25 to 2.21.

Since the statement number 5 indicates often this implies that the students of

WMSU-ESU Imelda students can often catch up the class discussion through

Google Meet as the mode of learning with enough mobile gadgets and laptops.

According to Madhubrota et al. (2020), lack of smartphones and other

gadgets hinder educational opportunities for the students in rural areas.

c. economic status?

The data in Table 5 shows the internet accessibility of WMSU-ESU

students with regards to their economic status where Statement 1 (I can use my

mobile phone during online classes) was responded with weighted mean of 1.89

and adjectival equivalent of “Sometimes”. Statement 2 (I have enough money to

buy Prepaid load) with weighted mean of 2.27 and adjectival equivalent of

“Sometimes”. Statement 3 (I can attend classes either through landline Wi-Fi

(PLDT) or mobile data) with weighted mean of 2.68 and adjectival equivalent of
 35

“Often”. Statement 4 (My parents/guardian provided me with personal modem)

with weighted mean of 2.00 and adjectival equivalent of “Sometimes”. And

statement 5 (My family have more than one smart phone at home) with weighted

mean of 2.32 and adjectival equivalent of “Sometimes”. Total weighted mean is

2.23 with adjectival equivalent of “Sometimes”.

Table 5. Effects of Internet Accessibility to WMSU-ESU students’ Academic

Performance with regards to Economic Status

Statement Weighted Mean Adjectival Equivalent

1. I can use my mobile phone 1.89 Sometimes
during online classes.
2. I have enough money to buy 2.27 Sometimes
Prepaid load.
3. I can attend classes either 2.68 Often
through landline Wi-Fi (PLDT)
or mobile data.
4. My parents/guardian 2.00 Sometimes
provided me with personal
modem.
5. My family have more than 2.32 Sometimes
one smart phone at home.
TOTAL WEIGHTED AVERAGE 2.23 Sometimes
Legend: Always (4 – 3.26) Often (3.25 – 2.51) Sometimes (2.50 – 1.76) Never (1.75 – 1.00)

Based from the Likert scale given, sometimes ranges from 2.50 to 1.76.

Since the statements numbered 1, 2, 4, and 5 indicates sometimes this implies

that although there are students who can afford in online learning, we cannot

deny the fact that there are students struggle in providing their needs during

online classes.

According to Bedi (2020), children from poor families studying on

government and municipal schools in the national capital are staring at

 36

disruptions in their studies without access to mobiles, internet and laptops or

desktops.

3. Is there a significant relationship between internet accessibility and

WMSU-ESU students’ academic performance during online classes?

Table 6. Test of Significant Relationship between the Internet Accessibility

and Academic Performance of WMSU-ESU students

Variables Rho- Description P- Findings Decision

Value Value on Ho
Internet
Accessibility Weak
and 0.357 Relationship 0.01 Significant Rejected
Academic
Performance
**. Correlation is significant at the 0.01 level (2-tailed).

The data in Table 6 shows that the value of the Correlation Coefficient

between the internet accessibility and the general point average of the WMSU –

ESU students, rs, is 0.357 and is statistically significant at 0.01 level which

implies that there is a weak relationship of the said variables and the null

hypothesis of the study was rejected. Basically, the alternative hypothesis of the

study has been accepted which means that there is a significant relationship

between the internet accessibility and academic performance of WMSU-ESU

students. This also shows that the more stable the internet connection during

online classes a student have, the more the student performs well in their

studies.
 37

According to Irfan and Sulaiman (2021), COVID-19 pandemic affected

badly students’ education. Many students faced different problems like weather

conditions, lightning issues, internet issues, etc. that badly affected their

academic performance. Although online class provided the opportunity to

students with flexibility of more time to learn and self-study but online especially

in the remote areas have many issues like environmental problems, internet

problem, and availability of electronic devices. All such problems create lack of

interest in studies that affect students’ academic performance. It is recommended

that government should make policy in which universities can provide students

with electronic devices and fastest internet service must be provided even in rural

areas.

Souvik (2021) stated that as online learning gaining precedence in

Australia, students with poor internet connectivity have the greatest negative

impact on their studies. If a student were to miss even two terms of teaching,

they fall back alarmingly on their reading and numeracy skills. The lack of

internet connectivity put at risks the academic future for many students in a world

where quick, easy access to vital information in necessary to compete and

survive. High speed internet users are better able to perform in school, as

opposed to those without good connectivity.

Conversely, having accessibility to internet connection during the

implementation of online learning will help students cope with the discussions

and activities given to them even during the pandemic and the absence of face-

to-face classes.
 38

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions, and the

recommendations of the study.

The findings of the survey revealed the answers to the following research
questions:

Summary

1. What is the level of the academic performance of students of WMSU-ESU

in the academic year 2021-2022? Using online as learning modality?

2. To what extent is the internet accessibility of WMSU-ESU students in

terms of:

a. location;

b. medium of learning; and

c. economic status?

3. Is there a significant relationship between internet accessibility and

WMSU-ESU students’ academic performance during online classes?

4. Based on the results, what implications can be taken?

Findings

The following are the findings of the study:

1. The computed average grade of WMSU-ESU Imelda students who are

officially enrolled in online class in the first semester of the academic year 2021-

2022 is 1.81 with the interpretation of Good. It implies that the performance of

WMSU – ESU students under the online learning modality is at least Good and
 39

were able to adapt the new ways of learning using the internet, gadgets and the

computer applications. The data also shows that internet connection is not a

problem in Imelda, Zamboanga Sibugay since students can use connections

either through data or Wi-Fi.

2. Extent of internet accessibility of WMSU-ESU students in terms of:

a. location;

The data shows that the internet accessibility of WMSU-ESU students with

regards to their location where Statement 1 (I have strong internet connection at

home) was responded with weighted mean of 2.40 and adjectival equivalent of

“Sometimes”. Statement 2 (I can easily access to the internet) with weighted

mean of 2.60 and adjectival equivalent of “Often”. Statement 3 (I live in the area

with piso-net and computer shop) with weighted mean of 2.29 and adjectival

equivalent of “Sometimes”. Statement 4 (I stay in the area that access the two-

telecom service provider) with weighted mean of 2.59 and adjectival equivalent

of “Often”. And statement 5 (Prepaid load is available in our area) was

responded with weighted mean of 3.21 and adjectival equivalent of “Often”.

Total weighted mean is 2.61 with adjectival equivalent of “Often”. Since the

statements numbered 2, 4, and 5 indicates often this implies that the students

of WMSU-ESU Imelda can often access good internet connection during the

online learning of first semester of the school year 2021-2022 since most of the

responses of the students indicates that they have, access on the internet on

the area or on their place which helps them to have access to the internet and

attend online classes.

 40

b. medium of learning; and

The data shows the internet accessibility of WMSU-ESU students with

regards to their medium of learning where Statement 1 (I have my own smart

phone) was responded with weighted mean of 3.54 and adjectival equivalent

of “Always”. Statement 2 (I have my own modem and never run out internet

data) with weighted mean of 2.10 and adjectival equivalent of “Sometimes”.

Statement 3 (I have gadgets other than smart phone to be used in my online

class) with weighted mean of 1.90 and adjectival equivalent of “Sometimes”.

Statement 4 (All my gadgets are upgraded) with weighted mean of 2.14 and

adjectival equivalent of “Sometimes”. And statement 5 (I can charge my

gadget at any time) with weighted mean of 3.03 and adjectival equivalent of

“Often”. Total weighted mean is 2.54 with adjectival equivalent of “Often”.

Since the statement number 5 indicates often this implies that the students of

WMSU-ESU Imelda students can often catch up the class discussion through

Google Meet as the mode of learning with enough mobile gadgets and

laptops.

c. economic status?

The data shows the internet accessibility of WMSU-ESU students with

regards to their economic status where Statement 1 (I can use my mobile

phone during online classes) was responded with weighted mean of 1.89 and

adjectival equivalent of “Sometimes”. Statement 2 (I have enough money to

buy Prepaid load) with weighted mean of 2.27 and adjectival equivalent of

“Sometimes”. Statement 3 (I can attend classes either through landline Wi-Fi

 41

(PLDT) or mobile data) with weighted mean of 2.68 and adjectival equivalent

of “Often”. Statement 4 (My parents/guardian provided me with personal

modem) with weighted mean of 2.00 and adjectival equivalent of “Sometimes”.

And statement 5 (My family have more than one smart phone at home) with

weighted mean of 2.32 and adjectival equivalent of “Sometimes”. Total

weighted mean is 2.23 with adjectival equivalent of “Sometimes”. Since the

statements numbered 1, 2, 4, and 5 indicates sometimes this implies that

although there are students who can afford in online learning, we cannot deny

the fact that there are students struggle in providing their needs during online

classes.

This is supported by Husniya (2018) in his study that a number of students

agreed that the quality of internet connection affects their interaction such as

the bad internet connection that does not allow them to interact and attend all

of their lectures as the connection is slow and bad in their region.

According to Madhubrota et al. (2020), lack of smartphones and other gadgets

hinder educational opportunities for the students in rural areas.

According to Bedi (2020), children from poor families studying on government

and municipal schools in the national capital are staring at disruptions in their

studies without access to mobiles, internet and laptops or desktops.

3. Significant relationship between Internet Accessibility and WMSU-ESU

students’ Academic Performance during online classes was found out that the

value of the Correlation Coefficient between the internet accessibility and the

general point average of the WMSU – ESU students, r s, is 0.357 and is

 42

statistically significant at 0.01 level which implies that there is a weak

relationship of the said variables and the null hypothesis of the study was

rejected. This also shows that if a student can access to the internet during

online classes, the student can perform well in their studies.

4. Our aim in this study is to determine how strong the speed of the internet

contributes to the academic performance of the WMSU-ESU students during

online learning implementation. The researchers have done a survey on 63

respondents through Google Forms. According to the results several

implications were found by the researchers.

Firstly, during online classes a student should be in a place where

they can access to the internet in order for them to actively participate in the

class. Thus, the researchers suggest to the school administrators that they

should consider those students who are living in areas out of cellular signal.

Second, being financially stable and having enough resources that

can be used in online learning such as laptop, smartphones, wi-fi, etc. is really

an advantage and useful for students for them to continue learning and still

can have the quality education despite of the sudden shift of the education

system. Hence, the researchers suggest that parents should find means to

support and provide the needs of their children in regards to their online

classes.

Lastly, the researchers come up to a conclusion that the quality of

students’ performance academically during the implementation of online

 43

learning depends on their capability of having the media to be used during

online classes as well as the condition of their internet. If the student has a

poor internet connection or does not have internet connection at all then they

will also have a poor performance on their academics, but if a student has

strong and stable internet connection, they can always attend their online

classes, can actively participate during class discussion, can cope with all their

lesson and most likely to have good academic performance.

Conclusions

Based on the results, the researchers concluded that the internet

accessibility of the students of WMSU-ESU in terms of their location, medium of

learning and economic status has a significant relationship to their academic

performance.

This research study found that the students of WMSU-ESU Imelda can

often access to the internet during the online learning of first semester of the

school year 2021-2022. At the same time, the students of WMSU-ESU Imelda

students can often catch up the class discussion through Google Meet as the

mode of learning with enough mobile gadgets and laptops. Although there are

students who can afford in online learning, we cannot deny the fact that there are

students struggle in providing their needs during online classes. This implies that

although there are students who struggles to provide means for online classes

but when it comes to their internet connection, they can still manage to find other
 44

means because they have other choices such as Piso-net and mobile data that

they can use and access on their location.

On the other hand, it was proved that the performance of WMSU – ESU

students under the online learning modality is at least academically satisfactorily

and were able to adapt the new ways of learning using the internet, gadgets and

the computer applications.

In general, the implementation of online classes due to the pandemic,

students can still attend in their classes and can be able to cope with their

lessons. This also proves that internet accessibility affects the students’

academic performance and through the results, the researchers found out that as

long as the students have a good connection as well as gadgets, online learning

is not a problem. Online learning modality had encouraged students-

centeredness during this lockdown situation. The student had become self-

directed learners and they learnt asynchronously at any time in a day.

Recommendations

a. For the Teachers

1. The teachers should give enough time to their students to comply all the

given activities especially to those students who are living without internet

connection or slow internet connection.

2. Teachers should continue being considerate to the student’s situation

especially if the students cannot attend some of their online classes due to

poor internet connection through giving them chances such as exempting

 45

them from classes if they can give valid reasons why they were not able to

attend the class and also giving them extensions on when should they

submit their given tasks.

3. Teachers should look for other ways and strategies to improve more the

performance of their students during online class such as assigning them

a report and letting them lead their classmates throughout the entire class.

b. For the School Administrators

1. The school administrators should provide more accessible online class

applications to use by both teachers and students during online classes

such as google meet and google classroom which are more accessible

and budget friendly since these applications can only consume small

amount of mobile data. Although most of the students can access and

attend classes, there are still some students who struggles on their

classes through the use of MS Teams as it was required by the

administration. If the students cannot access the required platforms then

they should shift to another mode of learning which is modular.

2. School administrators should let their faculty undergo different trainings

and workshops to improve the teaching strategies of teachers on how to

effectively handle students during online classes as well as trainings for

teachers on how to manipulate the different applications, gadgets and

other forms of technology in which they can use in online classes since as

we all know that there are some teachers, especially those who are in long
 46

years in service who have not able to keep up with the advancement of

technology.

3. The school administration should enhance the mbps by asking the internet

provider and add wi-fi avenues within the school where students can

connect anytime.

c. For the Students

1. The students should find means to attend their online classes such as

sharing devices with their classmate who can access and attend online

class or they should just shift to modular mode of learning.

2. The students should be advised to continue to utilize the internet wisely

that are intended for school purposes only.

d. For the Parents

1. The parents should continue provide the needs of their children such as in

purchasing prepaid load and gadgets to be used on their online classes.

2. The parents should remain observant and always giving their full attention

in monitoring their children’s condition if they are really attending their

online classes and uses their internet in school related works and other

important purposes.

3. The parents should support their children not just financially but also

physically, spiritually and morally.

 47

e. For the Future Researchers

1. The future researchers should conduct a study about the association of

Time-Management to the Academic Performance of the students during

the implementation of online classes. This current study may be used as a

basis for future research that is related to the education system during the

COVID-19 Pandemic.

2. The future researchers should conduct more studies about factors other

than location, medium of learning, and economic status that may affect the

academic performance of the students during online classes.

3. The future researchers are encouraged to conduct a study on the impact

of internet accessibility of the students during their online classes.

 48

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 52

APPENDIX A
APPENDICES
Republic of the Philippines
WESTERN MINDANAO STATE UNIVERSITY – IESU
Balugo, Imelda, Zamboanga Sibugay

COLLEGE OF TEACHER EDUCATION

February 09, 2022

ARIEL MACAILING, EdD

Unit Coordinator
Western Mindanao State University – IESU
Balugo, Imelda, Zamboanga Sibugay

Sir:

The undersigned student researchers are respectfully requesting your good office to
allow us to conduct the floating of our research questionnaires in relation to our research
study on determining the effects of internet accessibility to the WMSU-ESU students’
academic performance during online class in the academic year 2021-2022.

This request is relevant to our Bachelor’s Thesis entitled “EFFECTS OF INTERNET

ACCESSIBILITY TO WMSU-ESU STUDENTS’ ACADEMIC PERFORMANCE DURING
ONLINE CLASSES”.

Your consideration and approval are highly appreciated. Rest assured that standard
health protocol is properly observed.

Sincerely,

JENNIE D. ANUDDIN, et.al.

Researchers

Noted by:

REYNANTE B. DIODOS
Instructor, Methods of Research

Approved by:

ARIEL MACAILING, EdD

Unit Coordinator
 53

APPENDIX B
Republic of the Philippines
WESTERN MINDANAO STATE UNIVERSITY -IESU
Balugo, Imelda, Zamboanga Sibugay

COLLEGE OF TEACHER EDUCATION

February 09, 2022

RAYMOND B. SANCHEZ
School Registrar
Western Mindanao State University
Balugo, Imelda, Zamboanga Sibugay

Sir:

We, the third-year students of Western Mindanao State University currently

working on our research paper entitled "EFFECTS OF INTERNET
ACCESSIBILITY TO WMSU-ESU STUDENTS' ACADEMIC PERFORMANCE
DURING ONLINE CLASSES" would like to ask your permission for us to have
access to the WMSU-ESU students' grades in the first semester of this academic
year 2021-2022.

Rest assured that the data gathered will remain confidential and for academic
purposes only. We are hoping that this request will merit your favorable approval.

Sincerely,

JENNIE D. ANUDDIN, et.al.

Researchers

Noted by:

REYNANTE B. DIODOS
Instructor, Methods of Research

Approved by:

RAYMOND B. SANCHEZ
School Registrar
 54

APPENDIX C
Republic of the Philippines
WESTERN MINDANAO STATE UNIVERSITY -IESU
Balugo, Imelda, Zamboanga Sibugay

COLLEGE OF TEACHER EDUCATION

LETTER OF CONSENT
Dear Respondents,

Greetings!
We are the BEED-III students of Western Mindanao State University - Imelda Campus
currently working on our research paper entitled "EFFECTS OF INTERNET
ACCESSIBILITY TO WMSU-ESU STUDENTS' ACADEMIC PERFORMANCE DURING
ONLINE CLASSES". This study aims to find out the effects of internet accessibility to the
WMSU-ESU students' academic performance during online class in the academic year
2021-2022.
In the regards, we are asking for your precious time, and effort to answer all the
questions that are important and helpful for the completion of the study.
In accordance to RA 10173 or the Data Privacy Act of 2012, all personal and/or sensitive
information solicited and disclosed from this questionnaire shall be only used for the
study alone. Rest assured that all data gathered from you will be kept in the highest level
of confidentiality.
Your positive response in this request will be valuable contribution for the success of the
study and will be highly appreciated.

Thank you very much!

Respectfully Yours,
JENNIE D. ANUDDIN
MICA KONICA GRACE B. BILLOTE
JOANNA MARIE B. ENSO
AL-CASABI C. HAJA
RICELL JOY B. ROCAMORA
KYLA KATE B. ROJAS
 55

APPENDIX D
QUESTIONNAIRE
(Researcher-Made Questionnaire)
Instructions:

Listed below are the statements that determine the extent of internet

accessibility to WMSU-ESU students’ academic performance during online

classes in terms of location, medium of learning and economic status. Check the

corresponding numbers of your choice using the given number scale.

Numerical Scale Adjectival Equivalent

4 – (3.26 – 4.00) Always

3 – (2.51 – 3.25) Often

2 – (1.76 – 2.50) Sometimes

1 – (1.00 – 1.75) Never

The extent of internet accessibility of WMSU-ESU students in terms of;

a.) location

Questions Always Ofte Sometimes Never

(4) n (2) (1)
(3)
1. I have strong internet connection at
home.
2. I can easily access to the internet.
3. I live in the area with Piso-net and
computer shop.
4. I stay in the area that access the two-
telecom service provide (Smart and
 56

Globe)
5. Prepaid load is available in our area.
b.) medium of learning

Questions Alway Often Sometimes Never

s (3) (2) (1)
(4)
1. I have my own smart phone.
2. I have my own modem and
never run out internet data.
3. I have gadgets other than smart
phone to be used in my online
class.
4. All my gadgets are upgraded.
5. I can charge my gadget at any
time.

c.) economic status

Questions Always Often Sometimes Never

(4) (3) (2) (1)
1. I can use my mobile phone
during online classes.
2. I have enough money to buy
Prepaid load.
3. I can attend classes either
through landline Wi-Fi (PLDT)
or mobile data.
4. My parents/guardian provided
me with personal modem.
5. My family have more than one
smart phone at home.
 57

APPENDIX E
RESULTS OF SURVEY QUESTIONNAIRE ON INTERNET ACCESSIBILITY
AND ACADEMIC PERFORMANCE OF THE RESPONDENTS

Student Internet Rank1 Grade Rank2 d d2

(R1-R2) (R1-R2)

Student 1 2.00 35 1.58 8.5 26.5 702.25

Student 2 2.40 24 1.55 5 19 361
Student 3 2.47 21 1.75 21.5 -0.5 0.25
Student 4 2.27 26.5 1.68 15 11.5 132.25
Student 5 2.93 9.5 1.55 5 4.5 20.25
Student 6 3.00 7.5 1.68 15 -7.5 56.25
Student 7 2.53 19.5 1.60 9 10.5 110.25
Student 8 2.67 15.5 1.78 22.5 -7 49
Student 9 3.80 1 1.55 5 -4 16
Student 10 3.60 2 1.68 15 -13 169
Student 11 2.20 29 1.90 28 1 1
Student 12 2.73 13 1.58 8.5 4.5 20.25
Student 13 2.67 15.5 1.83 26.5 -11 121
Student 14 1.87 36.5 1.58 8.5 28 784
Student 15 2.07 32 1.69 17.5 14.5 210.25
Student 16 2.07 32 1.81 25.5 6.5 42.25
Student 17 2.27 26.5 2.00 32.5 -6 36
Student 18 2.00 35 1.78 22.5 12.5 156.25
Student 19 1.67 40 2.03 33.5 6.5 42.25
Student 20 2.53 19.5 1.56 6 13.5 182.25
Student 21 2.33 25 1.69 17.5 7.5 56.25
Student 22 3.33 5.5 1.58 8.5 -3 9
Student 23 2.47 21 1.69 17.5 13.5 182.25
Student 24 2.20 29 1.81 25.5 3.5 12.25
Student 25 2.60 18 1.69 17.5 0.5 0.25
Student 26 2.80 11 1.67 13 -2 4
Student 27 3.40 4 1.72 19.5 -15.5 240.25
Student 28 2.40 24 1.72 19.5 4.5 20.25
Student 29 2.60 18 1.83 26.5 -8.5 72.25
Student 30 2.20 29 1.91 30 -1 1
Student 31 1.80 38.5 1.75 21.5 17 289
Student 32 2.67 15.5 2.13 38 -22.5 506.25
Student 33 2.93 9.5 1.75 21.5 -12 144
 58

Student 34 2.20 29 1.91 30 -1 1

Student 35 2.40 24 2.31 42 -13 169
Student 36 2.00 35 1.71 18.5 16.5 272.25
Student 37 1.80 38.5 2.04 34 4.5 20.25
Student 38 2.07 32 1.79 23 9 81
Student 39 3.33 5.5 2.00 32.5 -27 729
Student 40 2.00 35 1.64 12 23 529
Student 41 2.60 18 1.71 18.5 -0.5 0.25
Student 42 2.60 18 1.61 10 8 64
Student 43 2.67 15.5 1.75 21.5 -6 36
Student 44 2.13 30.5 2.28 40 -9.5 90.25
Student 45 1.80 38.5 2.03 33.5 5 25
Student 46 2.73 13 1.81 25.5 -12.5 156.25
Student 47 3.00 7.5 2.06 35.5 -28 784
Student 48 2.00 35 1.91 30 5 25
Student 49 2.47 21 1.97 31 -10 100
Student 50 2.87 10 1.53 3 7 49
Student 51 1.80 38.5 2.13 38 0.5 0.25
Student 52 2.40 24 2.13 38 -14 196
Student 53 2.93 9.5 1.50 2 7.5 56.25
Student 54 3.13 6.5 1.81 25.5 -19 361
Student 55 2.40 24 2.06 35.5 -11.5 132.25
Student 56 3.53 3 1.63 11 -8 64
Student 57 3.13 6.5 1.86 27.5 -21 441
Student 58 2.13 30.5 2.07 36 -5.5 30.25
Student 59 2.20 29 2.29 41.5 -12.5 156.25
Student 60 1.73 39 2.29 41.5 -2.5 6.25
Student 61 2.93 9.5 1.39 1 8.5 72.25
Student 62 2.60 18 1.86 27.5 -9.5 90.25
Student 63 2.73 13 2.14 39 -26 676
 59

CURRICULUM VITAE

Personal Data

Name : Jennie D. Anuddin

Date of Birth : November 13, 2000
Place of Birth : Pandan-Pandan, Alicia, Zamboanga Sibugay
Civil Status : Single
Parents : Muksin O. Anuddin
Nurmina M. Dawakil
Contact Number : 0909-196-6556

Educational Background

Senior High : Alicia National High School

Alicia, Zamboanga Sibugay
March 2019

Junior High : Alicia National High School

Alicia, Zamboanga Sibugay
March 2017

Elementary : Pandan-Pandan Elementary School

Pandan-Pandan, Alicia, Zamboanga Sibugay
March 2012
 60

CURRICULUM VITAE

Personal Data

Name : Joanna Marie B. Enso

Date of Birth : November 25, 2000
Place of Birth : Lutiman, Alicia, Zamboanga Sibugay
Civil Status : Single
Parents : Norberto P. Enso
Agnes A. Bartolome
Contact Number : 0938-311-6043

Educational Background

Senior High : Alicia National High School

Poblacion, Alicia, Zamboanga Sibugay
April 2019

Junior High : Lutiman National High School

Lutiman, Alicia, Zamboanga Sibugay
March 2017

Elementary : Lutiman Elementary School

Lutiman, Alicia, Zamboanga Sibugay
March 2012
 61

CURRICULUM VITAE

Personal Data

Name : Al-casabi C. Haja

Date of Birth : December 13, 2000
Place of Birth : Litayon, Alicia, Zamboanga Sibugay
Civil Status : Single
Parents : Yacob S. Haja
Radiya H. Cadel
Contact Number : 0975-270-2964

Educational Background

Senior High : Alicia National High School

Poblacion, Alicia, Zamboanga Sibugay
April 2019

Junior High : Alicia National High School

Poblacion, Alicia, Zamboanga Sibugay
March 2017

Elementary : Alicia Central Elementary School

Poblacion, Alicia, Zamboanga Sibugay
March 2012
 62

CURRICULUM VITAE

Personal Data

Name : Ricell Joy B. Rocamora

Date of Birth : December 15, 2001
Place of Birth : Lutiman, Alicia, Zamboanga Sibugay
Civil Status : Single
Guardian : Gilda B. Barrientos
Contact Number : 0930-037-9776

Educational Background

Senior High : Alicia National High School

Poblacion, Alicia, Zamboanga Sibugay
April 2019

Junior High : Lutiman National High School

Lutiman, Alicia, Zamboanga Sibugay
March 2017

Elementary : Lutiman Elementary School

Lutiman, Alicia, Zamboanga Sibugay
March 2012
 63

CURRICULUM VITAE

Personal Data

Name : Kyla Kate B. Rojas

Date of Birth : April 9, 2000
Place of Birth : Kauswagan, Diplahan, Zamboanga Sibugay
Civil Status : Single
Parents : Gilbert S. Rojas
Emmalyn L. Billones
Contact Number : 0909-835-9233

Educational Background

Senior High : Imelda National High School

Poblacion, Imelda, Zamboanga Sibugay
April 2019

Junior High : Diplahan National High School

Diplahan, Zamboanga Sibugay
March 2017

Elementary : Lutiman Elementary School

Lutiman, Alicia, Zamboanga Sibugay
March 2012
 64

CURRICULUM VITAE

Personal Data

Name : Mica Konica Grace B. Billote

Date of Birth : January 8, 1995
Place of Birth : Poblacion, Imelda, Zamboanga Sibugay
Civil Status : Single
Parents : Musa Muksan
Rosemarie B. Billote
Contact Number : 0927-648-0658

Educational Background

Secondary : Imelda National High School

Poblacion, Imelda, Zamboanga Sibugay
2011

Elementary : Imelda Central School

Imelda, Zamboanga Sibugay
2007