CHAPTER II

REVIEW OF RELATED LITERATURE

The Effect of Technology to Education

Singh (2019) said that the effect of technology on the education sector is

beneficial. Teaching and assessing students with the assistance of computers and the

internet can both be carried out at anytime and anywhere.  Research has also shown

that most learners are interested in going through an online test instead of the traditional

paper-and-pencil. In addition, students were happy to automatically receive their results

and reviews directly after the exam. However, there is still some uncertainty deriving

from the answers of students who indicate that there are still some who like the paper-

and-pencil mode more, even though some may prefer online testing. E-learning leads to

independent learning and is a powerful tool that provides direct access to knowledge

and information on its own. In order to further develop those skills, teachers are

responsible for guiding students as they research and obtain information. Afterwards,

without even realizing it students, "Learn how to learn" and develop their own strategies

for learning that can last a lifetime (Alismail, 2015).

The Effect of Online Assessments to Students

An assessment culture is, on the other hand, characterized by what Meer &

Chapman (2015) describe as learning-oriented assessment, where focus is on the

learning elements of assessment assisting students to become reflective practitioners,

and to develop higher order cognitive skills. The focus is on the formative aspects of
assessment, as formative techniques are expected to support student motivation and

achievement (Nolen 2011; William 2011; Carnell 2016).

In a recent study of Sinha (2020) indicated that the words ‘learning outcomes’ are

under a group of the same concepts, such words are: aims, goals and objectives. While

these words fall on the same idea, they may be easily distinguished with their

differences in the time required to achieve a certain objective. Aims is the word that is

expected to take the longest time to be achieved. Following Goals that are not

necessarily achieved in a long period unlike aims, then Objectives which can be

reached in a shorter time than goals. However, Learning Outcomes are to be attained in

the shortest time compared to all the concepts discussed as it hopes for students to

achieve this at the end of each course.

Kurt & Tingöy (2017) indicated that nowadays, where technology is rapidly

growing, it influences every aspect of our society. Most of the studies are about how we

will adopt the advancement of technology, from the health sector to the education

sector. Various models were developed in the literature based on social and behavioral

theories, starting with the Technology Acceptance Model, which was revised to Unified

Theory of Acceptance and Use of Technology. In the result of the study, students with

greater access to the internet and digital technology can easily adapt to the virtual

learning environment than the others who have limited access through the internet and

digital technology.

Coates (2015) indicated that the quality and productivity of the students in higher

education can be improved by reforming every face of their assessment. Some

extensive change required to see more overwhelming results of students' productivity

and quality of education in higher education. As a result of their study, it's a difficult area

for the students to perform well in which there are no perfect solutions because all kinds

of approaches have advantages and limitations.

The Impact of taking Online Courses

The study of Xu & Jaggars (2013) provides results on the effects of taking

courses online rather than the traditional learning environment. To assess the effects of

taking a course online rather than face to-face, the researchers explored two course

outcomes: (1) course persistence, or whether a student remained in the course through

the end of the semester; and (2) final course grade among those who persisted to the

finish the course. The authors analyses yielded robust estimates of negative impacts of

online learning on both course persistence and course grade. Moreover, it lends support

to the Coates et al. (2004) argument that students tend to be positively selected into

online coursework, which may bias the negative impacts of online learning toward zero

when student self-selection is not well addressed.

Lamb et al. (2020) indicated that the students perform less in virtual learning

rather than the traditional learning or so-called face-to-face classes particularly in their

mathematics subject and in writing. The researches also stated that the impact of

student learning and performance were greater in the early years before the virtual

learning were provided to the students.

of learning opportunities has become more customized yet collaborative and networked,

portable, situated and lifelong learning. The rapid growth of technology and media

opened up new opportunities for students in mobile to be connected and digitally

equipped so that the students can do their work at any time at any place . Based on the

statistical result of their study, virtual learning for students has a very huge impact when

it comes to the quality of education, for it can boost their knowledge with the interaction

of technology and social media as this type of education can give a quality education in

higher education.

Factors Influencing E-Learning and Blended Learning

Nortvig et al. (2014) presented and discussed e-learning, hybrid learning and

blended learning as well as compared the different online teaching formats with

traditional teaching. The authors ought to find out the different factors affecting students’

learning experiences in different online formats in higher education. Results showed

that some factors are more prominent than others. Accordingly, Wang et al. (2013)

indicated that those students who obtains past knowledge or experience in online

learning tend to be more effective in taking the online course. These students have

higher motivation and can easily adapt to the online learning environment. Students with

a higher efficacy will earn a better grade than those who can't easily adapt.

Holistic Model for Blended Learning

According to Saghafi et al. (2014), the online learning setting will not, however,

replace activities taking place in face-to-face (F2F) environments in higher education.

have their respective uses – but also their limitations. They concluded that both settings

work together in complementary ways for students in a holistic model for blended

learning is adopted. Especially in professional education, opportunities for practice-

related workshop activities are important for students’ learning experience. Principally, it

is the accessibility and flexibility of workshop spaces 24 hours – virtual or F2F – that is

recognized as critical for students. According to Saghafi, Franz & Crowther’s

comparative study, the F2F synchronous workshop provides a learning space for

students supporting hands-on skills training, peer learning and spontaneous feedback,

while the virtual asynchronous workshop turns out to be better suited for constructive

discussion, archival of design development and review of individual or peer progress.

Student Satisfaction through Online Collaborative Learning

Zhu (2012) indicated that an increasing amount of research focuses on

community learning and, more specifically, on learning in interactive learning

environments assisted by computers. Western student research indicates that online

collaboration increases student learning performance. Via online group discussions of

learners in two separate cultural contexts, this study explores satisfaction, success, and

knowledge building. Students at the Flemish University and the Chinese University were

both first year university students specialized in educational sciences. The

discrepancies and similarities with respect to happiness, learning process and

achievement of the two groups of students were examined. Interactive technologies,

such as web-based technology, will strengthen collaboration and knowledge building

(Comeaux & McKenna-Byington, 2003). One of the main activities of collaborative

strategies through social experiences. These learning strategies support the

implementation of a deep learning strategy and have been shown to be successful in

improving student performance (Garrison & Cleveland-Innes, 2005).

Impact of Online Learning Activities on Student Learning Outcome

Viet-Anh (2017) discussed the impact of online learning activities to the learning

outcomes of students who participated in the blended learning course. In this review,

collaborative activities are considered to include teacher-student involvement, student-

student, student-content, and student-technology engagement. The undergraduate

students enrolled in a blended learning course was used for formative evaluation to

determine the results of student learning by integrating multiple learning experiences

into a learning process. The quantitative results were obtained and it has been shown

that students have better outcomes in engaging efficiently with learning tasks in the

course. Quantitative observational studies suggest that contact between teachers and

students has a greater effect on student learning outcomes. Such learning resources

activities used for interactive activities to plan and incorporate learning activities for

mixed learning courses are recommended for teachers.

Learning Outcomes results to Quality Education

Keshavarz (2011) Indicated that learning outcomes and outcome-based

approaches are essential in forming part a good quality education. Course learning

outcomes (CLO) are formulated after setting program educational objectives (PEO)

which are broad goals focused on the interests of program stakeholders, and program
learning outcomes (PLO) which are focused on the objectives a program graduate must

attain. Measuring the efficacy of course learning outcome may be of student's

assignments and how they perform conceptual tasks based on the given rubrics as

these will assess the quality of their learning and comprehension of a certain course.

The author also stated that grades are not the best option to measure learning and

student achievements as it may be reported unfitly. The author suggests a creation of

linkage matrix in assessing the efficacy of a course learning outcome. This approach

may determine the learning outcomes a student failed to achieve and those that are

achieved consistently.

Pandemic through the Lens of Education in the Philippines

Tria (2020) indicated that there are some posed challenges and issues in

recommending several approaches to the new normal of our education. Schools at all

levels need to address these concerns and carefully evaluate the plans and procedures

in implementing the new normal in our education system that the opportunity and

challenges should take as a serious concern, for the challenge that will be encountered

in online education is how to provide quality education.

MoneyMax (2020) indicated in the article that distance learning is a learning

method wherein there is no physical interaction between students and their professors.

In distance learning, students can access their modules, handouts, assignments and

written works in an application or it will be given by their professors via e-mail. However,

most people are confused because some perceives that distance learning and online

learning are the same but there is a difference between them. The main difference
between the two is that in distance learning, students study on their own by reading the

learning materials provided. In an online learning professors and students can discuss

the modules during their virtual meetings. In that case, students can raise questions if

they need to clarify some things in their reading materials.

Use of Technology in Teaching and Learning in the Philippines

Etcuban & Pantinople (2018) found that the use of a mobile application as a

teaching tool in mathematics to Grade 8 students in a public national high school had

somehow helped and enhanced students' achievement and learning. In Etcuban &

Pantinople study (as cited in Cheung & Slavin 2013), it was mentioned that educational

technology produced a positive, though small effect, and (as cited in Kalloo & Mohan

2012), it was also mentioned that the students were able to improve more of their

performance with the help of technology and most of the students are excited in this

new type of learning using the mobile application as a learning device.

Garcia (2017) indicated that there are different kinds of modalities that can be

used to assess the performance of students. Education and technology can be a great

tandem to build, develop and transform learners or educators to power the

advancement of technology. However, there are still students who are not yet ready to

embrace the technological change in education, especially those who have financial

problems. According to Akamai’s State of the Internet report, Philippines have the

slowest internet speed in the world with an average internet connection speed of 4.5

Mbps during the fourth quarter of 2016. The poor connection of the internet in the
country can lead to an inconvenient online learning and create barriers on why schools

cannot produce competent graduates.

In the recent study, Reyes-Chua et al. (2020) indicated that E-Learning

Classroom was used and introduced in higher educational institutions in the region due

to the pandemic. The teachers mostly used free platforms in this research, such as:

Google Classroom, Edmodo, Zoom, FB messenger, Google Meet, We Talk, Schoology,

and Moodle. In the 21st Century, teachers and students could easily adjust to these new

developments and align themselves with each other. In a report, issues were raised

such as the lack of instruction of faculty members and students in the use of the e-

learning classroom is one of the major issues.  There were also shortage of resources

that can contribute to unsuccessful classes in e-learning. It is recommended that the

department concerned or an evaluation department should prepare lessons, quizzes or

examinations per unit to ensure that the students have learned what they should learn.

It proposed that the Higher Education Institution should perform a comprehensive

training and workshop on different platforms for all students and faculty that could be

relevant to their academic needs and prepare the entire institution in times of crisis,

such as the pandemic. In short, the intervention has been effective by Higher Education

Institutions, but this could also be strengthened by the collaborative efforts of

administration, deans, heads, and faculty members, through various e-learning

solutions, making learning possible for all students. 

Impact of E-learning System to Students and Teachers

develop their understanding of their valued academic subjects in order to make their

learning experience more engaging. The researchers’ study concluded that even in the

e-learning education system, students are highly motivated and efficient as it improves

the efficacy of the learners but will require continuous improvements.

Gikandi et al. (2011) indicated that online and blended learning in higher

education has become a popular educational technique that educators need to re-

conceptualize basic teaching, learning and evaluation problems in non-traditional

spaces. These problems involve concepts such as the validity and reliability of online

environment assessments in relation to fulfilling the intended purposes, as well as

understanding how formative assessment functions within e-learning and blended

learning.

E-learning Impact on Academic Performance of Student-Teachers

Lumadi (2013) addresses the impact of e-learning on the academic performance

of student-teachers. They conducted an experiment to determine if student-teacher

taught using a method of e-learning is performed better than a traditional method of

teaching and learning.  Their findings suggest that e-learning has a significant influence

on the performance of students on student-teachers taught using e-learning as students

performed consistently rather than student teachers taught using the traditional method.

In their conclusion, e-learning was found to have a significant effect on the academic

performance of student-teachers.
 According to Alipio (2020) academic performance of students is the outcome of

their studying process and the end result of their academic effort. GPA was useful

enough to measure students՚ academic performance in previous studies (Rientes et al.

2011). According to them academic achievement cannot only be determined by a

student’s scholarly ability or mental talent, but also by a student's motivation to fulfill his

academic aims and by his effort to attain his academic.

The Effects of using Technology in the Classroom

In a recent study of Bhatti (2016) indicated that most students in state colleges

and universities of the Caraga region in the Philippines are likely to use technology in

the classroom for the purpose of positive consequences supporting the view that use of

technology helps in enhancing learning related activities in the classroom. He said that

the excitement of students in involving these technologies as part of their learning can

cause disruptions inside the classroom that are being considered as negative

consequences. Managing this kind of problem should be included and part of the

curriculum and the concerned staff and faculty may take efforts on how these

technologies are being used as a tool to achieve a learning environment.

Synthesis and Relevance of Related Literature

For the impact of online learning on student’s performance, a study made by

Lumadi (2013) is in line with research done by Garrison & Cleveland-Innes (2005), Zhu

(2012), and Etcuban & Pantinople (2018) concluding that online learning really helps the
students in terms of their performance, especially with the use of the collaborative

learning where they used this strategy to support their implementation and it shows a

success in improving student performance. The study of Hettiarachchi &

Wickramasinghe (n.d) is interrelated with the research of Meer & Chapman (2015) and

Singh (2019) which stated that virtual learning has a very huge impact in terms of

boosting the knowledge of the students since they have online access to the information

on its own; they can develop higher cognitive skills which they can also use in doing

their online assessment. Moreover, the research about Keshavarz (2011) also

mentioned that learning outcomes are essential in getting a good quality education as it

gives direction for the students.

As to the learning experience in E-learning compare to traditional learning,

researchers done by Nortvig et al. (2014), Hettiarachchi & Wickramasinghe (2016), and

Singh (2019) express that E-learning is more convenient and flexible than traditional

learning because you can do your work anytime at anyplace and that is the one of the

factors affecting learning experience and these factors are spaces and the learning

community. Also, students are contented in taking the online tests instead of the

traditional paper-and-pencil because they receive their results instantly and

automatically. For this experience, it can relate to the research of Kurt & Tingöy (2017)

and Wang et al. (2013) where they provided that student with greater access to the

internet can easily adapt and be comfortable to the new learning environment than the

others who have limited access to the internet. Also, some students who have previous

online learning experience tend to be more effective and comfortable in taking online

courses.
 On the contrary to the positive effects of online learning on the students

mentioned above, in the study of Garcia (2017), some students are still not ready for the

change which is online classes especially for those who have financial problems. Lamb

et al. (2020) found that the students perform less in online classes than traditional ones

especially in writing and mathematics subjects. Furthermore, Xu & Jaggars (2013)

made a study where results showed that online learning has a negative impact on

course persistence and final course grade.

The findings of the past studies are relevant to the researchers in accomplishing

the entire study. This will help the researchers explore the perspective of the students in

online assessment. It can be seen that the majority of the existing research regarding

learning outcomes is focused on a broader context of e-learning. Also, some studies

gave fair decisions on the impact of online assessment as it will be a great help to the

researchers in answering the problems formulated in the study. Therefore, the

researcher can examine how particular types of online quality assessment influence the

appearance of deep and surface learning outcomes.

#1 Using the scale below, how does online assessment differ from the traditional class
assessment in terms of attaining course learning outcomes?

#2 Using the scale below, how does online assessment differ from the traditional class
assessment in terms of support on quality education?
#3 Using the scale below, how does online assessment differ from the traditional class
assessment in terms of student’s motivation?

I’m more comfortable doing my tasks in traditional assessment

I’m more comfortable doing my tasks in online assessment

#4 Using the scale below, how does online assessment differ from the traditional class
assessment in terms of level of self-discipline?

#5 Using the scale below, what are the benefits and drawbacks of online assessment?

I am able to see automatically the result of my assessment

#6    Using the scale below, how effective is online assessments in achieving the course
learning outcomes pertaining to mastery of Intermediate Accounting 2 & 3?

Online Assessment – used by Jose Rizal University to evaluate and measure the
knowledge and skills of the students in the subject Intermediate Accounting 2 & 3
through administration of quizzes, assignments, term paper, activities and examination