i

STUDENT AND FACULTY PERCEPTION OF ONLINE ASSESSMENT

PRACTICES IN SCIENCE DURING COVID 19 PANDEMIC

A Thesis
Presented to the faculty of the teacher education program
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In partial Fulfillment of the Requirements for the degree

Bachelor of secondary education
Major in Science

ERNA P. GAMPAL
November,2021
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TABLE OF CONTENTS

Contents Page

Title Page i
Table of Contents ii
List of Tables iii
CHAPTER

1 THE PROBLEM AND ITS SETTING

Introduction 1

Statement of the Problem 2

Scope and Delimitation 3

Conceptual Framework 3

Theoretical Framework 4

Significance of the Study 5

Definition of Terms 6

2 REVIEW OF RELATED LITERATURE 7

3 METHODOLOGY

Research Design 24
Research Locale 24
Respondents of the Study 25
Research Instrument 26
Data Gathering Procedure 26
Data Analysis 26
Statistical Tool 27
References 28
APPENDICES

A. Authoritative Approval from College President 31

B. Consent Letter from College Dean 32

C. Consent Letter for Teacher 33

D. Consent Letter for the Respondent 34

E. Validators Letter for Questionnaire/Survey 35

 iii

List of Tables

Table 1. The total population of the respondents 26

 1

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

COVID-19 was declare as a global pandemic in March 2020. It impact all

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

The outbreak of COVID-19 establish partial or complete lockdown, where people

are force to stay home. The higher education institutions’ closure demands online

learning, where the course material is taught. Jordan, an Arab country, has

replaced face-to-face instruction with online learning platforms to control the

outbreak’s spread. The government had imposed a national lockdown, which

result in universities’ and schools’ closure……author and year???….

In response to these situations educational leaders decide to adopt the

new normal in education. The Department of Education (DepEd, ….year?...will

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

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

education HEIs were given academic freedom and should implement available

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

department of education ….author and year???.... emphasize that it would not

necessarily mean that teachers and learners will go to school and learn inside

the classroom and devise various modalities to ensure that online learning a

choice among all other in this new learning environment (DepEd….year???) .

 2

Similarly in the higher education institutions, new normal would be virtual

classroom.

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

online assessment practices in science during covid 19 pandemic in Ramon

Magsaysay Memorial colleges.

Statement of the Problem

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

learning during COVID – 19 pandemic of the Ramon Magsaysay Memorial

Colleges in AY 2020 -2021

Specifically, it aims to answers the following questions:

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

1.1 gender;

1.2 year level;

1.3 department;

2. What are the students’ perceptions of online learning practices during

COVID- 19 in terms of:

2.1 changes in learning practices;

2.3 psychological effect;

2.3 overall learning experience?

3. What are the faculty’s perceptions of online assessment practices in terms of:
 3

3.1 experience with online assessment;

3.2 challenges of online assessment and;

3.3 traditional vs online assessment?

4. How did the school handle assessment online?

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

Scope and Delimitation

This study focuses on the student and faculty of Ramon Magsaysay

Memorial College perception in online assessment practices during covid 19

pandemic.

Conceptual Frame Work

This show the linkage between Student and Faculty perception are an

Independent variable related to the dependent variable which is the online

assessment practices

Independent Variable Dependent Variable

Student and Faculty Perception Online Assessment practices

 Figure.1 Conceptual Framework

Theoretical framework

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

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

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

both students and teacher. Online learning and networking became the new

standard, replacing conventional classroom teaching, and online testing has also

been shift. This happen with little preparation due to the new World Health

Organization (WHO) physical space, such as a classroom where the novel virus

could spread.

Hence, it was important “to make a transformational shift in our approach to

teaching from one of disseminating information to one of creating learning

environments where students could co-construct knowledge through interactions”

(Vaughan 2020).

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

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

teacher need to encourage online learning communities among their students

and allow them to make the connections between the different complex

knowledge sets they encounter during their learning. Other learning theories do

not do that as they ‘do not address learning that occurs out of people. Learning
that is store and manipulate by technology’ unlike connectivism which states that

“learning may reside in non-human appliances “ (Siemens 2005).

Significant of The Studies

The result of this study will merit the following.

School/administrator . The result of this study could serve as a baseline data

to improve programs for school development toward e – learning

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

develop their interest in learning toward online class

The parents. The study benefits the parents of student by giving them

assurance that their children will be given quality education in the line with online

learning.

The Teachers. The result of this study would help the teacher to improve their

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

potentials in teaching for individual learning curves and style with virtual

classroom

The researcher. The researcher would gain knowledge in teaching strategies

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

aspiring to be a teacher.
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DEFINITION OF TERMS

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

BSED-3 Science students – it refers to the students who are studying

Biology, Chemistry and Physics that are enrolled in the academic year 2021 –

2022. In this study, they are considered participants or the main respondents of

the research that undergo test procedures.

Online Assessment Learning – it refers to a critical component of the

online classroom. It provides students with an idea of their progress in a course.

In this study must be address how will these new educational delivery

approaches that move away from the basic face to face relationship between a

professor and

students impact student learning and student perceptions of learning.

Perception - the way that you notice or understand something using one

of your senses visual/spatial perception. In this study analyze the student regards

in online assessment .

Science - refers to the organized body of knowledge people have gained

using that system. In this study, the said subject matter is include in the Pre-test

and Post-test in data gathering in which the results in each item will determine
the perception in online learning assessment practices in science during covid 19

pandemic

Chapter 2

REVIEW OF RELATED LITERATURES AND STUDIES

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

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

were include in this chapter in clarifying the information that are relevant and

similar to the present study

RELATED LITERATURE

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

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

academic readiness, learning progress, skill acquisition, or educational needs of

students. Just as academic lessons have different functions, assessments are

typically design to measure specific elements of learning

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

educators can provide specialize  academic support, educational programming,

or social services. In addition, assessments are develop by a wide array of

groups and individuals, including teachers, district administrators,

universities, private companies, state departments of education, and groups that

include a combination of these individuals and institutions.

The process of gathering and discussing information from multiple and

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

understand, and can do with their knowledge as a result of their educational

experiences; the process culminates when assessment results are used to

improve subsequent learning. (Learner-Centered Assessment on College

Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)

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

interpreting, and using information to increase students' learning and

development. (Assessing Student Learning and Development: A Guide to the

Principles, Goals, and Methods of Determining College Outcomes involves the

use of empirical data on student learning to refine programs and improve student

learning. (Assessing Academic Programs in Higher Education by Allen 2004).

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

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

scheduled for the purpose of rehearsing and performance improvement are

called practices. How well one improves with practice depends on several

factors, such as the frequency it is engage in, and the type of feedback that is

available for improvement.

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

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

detrimental to learning. If a student does not practice often enough,

reinforcement fades, and he or she is likely to forget what was learn .Therefore,

practice is often schedule, to ensure enough of it is perform to reach one's

training objectives. How much practice is require depends upon the nature of the

activity, and upon each individual. 

According to Ericsson also believes that some anatomical characteristics were

believe to be fix traits in the past. However, her study has prove that the

characteristics have the ability to change and adapt in response to intense

practice over multiple years. Ericsson's statements on practice also support the

10 year rule. Ericsson believes that elite performance is the product of maximal

effort over at least a decade. The maximal effort is described as using deliberate

practice in order to improve performance

According to Duckworth describes how deliberate practice affects education,

motivation, and learning outcomes In a presentation she gave at the American

Educational Research Conference in 2014, she spoke about the importance of

grit of students' focusing on material with which they struggle. In her view, grit
allows a student to persevere and success in the face of adversity. Duckworth

says that if a student can apply grit in their academic work, their effort will increas

10

Duckworth says that effort is equally important as talent in achieving in

academic goals.

Perception process by which the ability of sensory systems to respond to

stimuli is improve through experience. Perceptual learning  occurs through

sensory interaction with the environment  as well as through practice in

performing specific sensory tasks. The changes that take place in sensory and

perceptual systems as a result of perceptual learning occur at the levels of

behaviour and physiology.

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

perception process produce the meaningful experiences of the world which basis

of the reality and attitude. Information collect through organ senses, which help to

preserve the natural environment and artificial things and action have been done

according to this that helpful to discover new things and phenomena. Students are

the most imperative element of education. But every student has different

background. Students adopt profession according to their own perception, abilities,

and interest (Acikgoz 2003).

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

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

perceptual process, we gain information about the properties and elements of the

environment that are critical to our survival.

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Perception not only creates our experience of the world around us; it allows us to

act within our environment.

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

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

changes in body positions and movements. It also involves the cognitive

processes required to process information, such as recognizing the face of a

friend or detecting a familiar scent.

RELATED STUDIES

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

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

assessment with a final mark of achievement awarded describing the learning

achieved against public criteria” (O’Shaughnessy and Joyce 2015). In other

words, is a powerful tool in the armory of the educator and therefore, deserves

careful consideration.  , Such improvement can be support by assessment,

evaluation, and feedback activities (Yilmaz, 2016). Assessment aims to improve

teaching and learning (Baleni, 2015). Online learning can benefit greatly from

various assessment methods since there is a lack of face-to-face contact

between students and instructors that might otherwise provide useful information

about course content and delivery (Timms, 2017). 

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On the other hand, authentic assessment methods such as online

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

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

assessment, there are six key questions which should be address ; why, what,

how, when, where and who” (Harden and Laidlaw 2012). Quizzes and tests have

always been used in traditional classrooms but are inappropriate and insufficient

in online environments, as “they do not reflect the true capabilities of online

students” Keyed (2013), Online academic integrity is a major concern that

universities must address due to “the increase potential of cheating since the

instructors have no control over the test setting, thus are not able to monitor

students taking tests” (Palloff & Pratt, cited in Keyed 2013, Moreover, Larkin et

al. (2017) conduct a study on 30 US university graduate students to investigate

whether it was easier to cheat online, how they perceive plagiarism, and what

were their impressions of university policy regarding academic integrity.

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

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

unacceptable plagiarism-related behaviors” (Larkin et al. 2017, All forms of

contract cheating are considered academic dishonesty, negatively impacting

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student learning and assessment” (Eaton and Dressler 2019, Contract cheating

“falls squarely within the category of intentional academic misconduct” (Ellis,

Zucker and Randall, 2018, cited in Eaton and Dressler 2019, In their study of

teachers’ perceptions of assessment and alternative assessment in the

classroom, Sulaiman et al. (2019) conclude that to assess students’ knowledge

and skills, teachers need to implement several assessment instruments such as

writing test, project, assignment, simulation, portfolio, journal, exhibition,

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

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

to the organization of teaching and, subsequently, a change in the teacher

functions” and that online teaching and learning requirements are not limit only to

a set of knowledge and experience

Sahinkarakas (2012) argues that for assessment to have an impact on

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

instructional process rather than as an evaluation device to determine students’

grades. As McLeod and Eaton (2020) explain, there in lies the paradox of faculty

attitudes towards dealing with academic dishonesty: most faculty members report

that it is one of their key responsibilities, yet they often avoid confronting it.”

Chace (2012) Faculty are the role players in making learning enjoyable, shaping
students’ attitudes and personalities, and helping students pass. COVID-19

spreads online learning culture across the culture (Betteille et al 2020.

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A study by Stec et al 2020 indicate that online teaching has three main

approaches, namely, enhance, blended learning, and online approach.

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

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

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

practical courses should be conduct face to face to ensure best teaching

practices in monitoring and guiding students. Therefore, technology can make

larger classes flexible and suiting students’ needs (Siripongdee et al 2020).

Instructors acknowledge the content expertise and instructional design as the

factors in the success of online learning. Similarly, the call for staff and student

training is mandatory for online learning success (Cheng and Chau 2020). This is

consider as an advantage as face-to-face instruction was teacher-center

education, where students receive their education from their instructors. Online

learning initiated students’ role in using additional resources to discover their

abilities as independent learners ( Roach and lemasters 2006)

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

structure, mode of delivery, and completion rate (Nemetz et al 2017). The

COVID-19 outbreak shifts face-to-face education to online during the lockdown.

This shift helps faculty integrate advanced technological skills in their teaching,

which benefit students( Isaeva et al 2030). indicate that COVID-19 had brought

change to the status of learning in the 21st century.

15

The instruction mode has been change at both schools and higher academic

from face-to-face instruction to online instruction (strielkowski 2020 ). Online

learning works as a tool to overcome abrupt crises (Ayebi-Arthur 2017)Online

learning is consider as an entertaining way to learn. It has a positive impact on

both students and teachers alike. Both faculty and students have optimistic

opinions about online classes (kulal and Nayak 2020).

Moreover, there is a positive correlation between students and faculty in their

perception of teaching and learning (Seok et al 2020). Faculty and students of

engineering specialties incurred that theoretical engineering subjects can be

taught online, while teaching practical courses online are less effective and

should be conduct at engineering labs (Kinney et al 2012). Similarly, students’

and faculty perceptions were marginalize differently in teaching laboratory

courses online(Beck and Blumer 2016). Faculty and students encounter

challenges such as technology, workload, digital competence, and compatibility.

They conclude that education would become hybrid, face-to-face, and online

instructions( Adedoyin and Soykan 2020 ). He found that there is a significant

relationship between the user’s satisfaction and learning. The satisfaction rate by
both participants depends on E-service quality and the information provide

(Sahzad et al 2020) ). 

16

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

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

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

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

their computers and mobile phones to access online portals. Universities should

educate their staff and students about cybersecurity and data privacy (luxatia

2020) The online learning environment varies profoundly from the traditional

classroom situation when it comes to learner’s motivation, satisfaction and

interaction (Bingnoux & Sund 2018). There are still major variations in how

learners view their online interactions during learning (Koohang, Paliszkiewicz,

Nord & Ramim 2014). There are also concerns about the online learning

environment’s efficacy (Hashem 2011).

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

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

technology, online learning has become a major component of education

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

education institutes have been implementing a transition from traditional

classroom teaching to online teaching or a blend of traditional teaching and

online learning before COVID-19 (Dhawan, 2020;

17

Rajab et al., 2020). Online learning is also term as open learning, we based

learning, computer-mediate learning, blended learning, E-learning (Dhawan,

2020; Smart & Cappel, 2006).

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

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

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

online learning as “learning experienced through the internet / online

computers in a synchronous classroom where students interact with the

teacher and other students and are not dependent on their physical location for

participating in online learning experience For example, several countries

including China, Bulgaria, Finland, etc. had launch an e-learning system,

implement digital learning environments, and solutions to ensure that

uninterrupt learning for students (as cite in Rasmitadila et al., 2020). Like any

other teaching method online learning has its advantages and disadvantages for

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

online learning has several benefits such as easy accessibility, flexibility

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

of transportation and accommodation. Several arguments are also associated

with online learning such as internet accessibility, poor internet connection

quality, affordability insuffient digital knowledge of learners and time flexibility

(Baczek et al. 2020 ,Dhawan 2020)

18

Another study conduct in 2015 titled “Online Education: Faculty Perceptions

and Recommendations” reviews results that show faculty members who have

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

experience hold negative and had concern over the quality of the course and

learning outcomes Instructors in E-learning courses demonstrate willingness and

ability to increase the time commitment, creativity, teaching methods and styles

to produce effective work (Fledge and Olson, 2015). According to Haidar (2014)

at Walden University about Perceptions of Higher Education Online Learning

Faculty in Lebanon the study focusses on the lack of technology usage in higher

education and mentions the negative perceptions toward their use at the faculty

and instructional level, as well as inconsistencies with technological development

that higher education institutions achieved in different countries. She describe the

reasons behind online learning challenges and how to overcome them and

emphasizes on the advantage of online learning and the need for achieving the

social change (Haidar, 2020). In a study conduct in Park University, about faculty

perception of distance learning indicate that, faculty perception focusses on their

concern about maintaining education quality, student collaboration and the use

of a wide variety of media (Schulte, 2010). The reasons were lack of resources,
time to use them during lectures, and awareness of their availability (Kim, Kang

and Kim, 2017). 

That was support by Alajmi (2020) when state that the frustrations and

negative perception came from misunderstanding and lack of resources

19

which could be use for teaching. As state by Alenezi (2020) in the study about

faculty members’ Perception of E-learning in Higher Education in the Kingdom of

Saudi Arabia (KSA), a positive perception of E-learning is associate availability of

the new tools, logistics and potential for improvements that are incubate. In a

recent study by Reedy et al. (2021), they found that staff felt cheating online was

easier for students and were concern. Eaton and Dressler (2019) argue that one

way to combat contract cheating is for teachers not to reuse assignments and to

design in-class performance assessment tasks where students can demonstrate

their skills, abilities, and knowledge as well as building their awareness of such

methods. Reedy et al. 2021), which students in this study comment on as being a

deterrent from cheating

Chace (2012,) argues that every student on these campuses is inform,

directly and formally, what honor means and why is it important” and they see the

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

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

Academic Integrity for the digital age and amend policy accordingly (Reedy et

al. 2021). Johnson et al. (2020) discovered that regardless of whether faculty had
taught online before, they were able to quickly adopt online teaching approaches

and make the necessary adjustments to assignments, exams, and grading

policies. Shenoy et al. (2020) found that even those who initially resisted

adoption

20

of technology and perceived online technology as a hindrance, quickly develop

habits conducive to teaching online,

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

blessing and a welcome revolution in instruction. Alsyari (2020) found that of a

survey 59 Saudi Arabian faculty members the majority reported a smooth shift

from classroom teaching to emergency online instruction and express an

appreciation for the flexibility of the latter approach.

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

reveal that faculty members generally became more optimistic and utilize more

diversify resources in emergency online teaching with more online teaching

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

studies like that of Almaiah et al. (2020) and Ayebi-Arthur (2017) point out that an

institution’s policies and strategies to help its faculty members readily cope with

the crisis in question are influential in facilitating the implementation of online

education. Improving learners’ qualifications is highly important in the educational

context. Such improvement can be supported by assessment, evaluation, and

feedback activities (Yilmaz, 2016). Summative assessment aims to gather,

describe, and quantify information related to student performance, while

formative assessment aims to improve teaching and learning (Baleni,

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

since there is a lack of face-to-face contact between students and instructors that

21

might otherwise provide useful information about course content and delivery

(Timms, 2017).

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

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

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

participants were in line with the work of Atoum et al. (2017), who develop a

multimedia analytics system that performs automatic online exam proctoring and

detects cheating behaviours.  In addition, Backman (2019) recommend steps that

instructors could take to reduce the occurrences of cheating. Some Turkish

students’ perceptions toward online exams can be attribute to their concerns

about implementation. A major issue was cheating. In a recent study by

Cerimagic and Hasan (2019), it was observed that 81% of learners cheated or

attempt to cheat during online exams. However, in the study by Case, King, and

Case (2019) it was also observed that students’ perceptions suggest it is

becoming more difficult to cheat in online exams.

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

felt e-assessment provided immediate feedback and value to their learning, and
hence believe it should be more accessible in the context of learning

management systems. researchers have found that using tasks at the level of

redefining learning allows learners to interact with the learning process, apply

situated learning and personalized learning (personalization) (Romrell, Kidder &

. 22

Wood, 2014) experiencing online assessment, acquiring skills in choosing

appropriate digital applications and environments and implementing assignments

and assessment at various SAMR levels (Seifert, 2020) .

The current circumstance is unique as it could aggravate the challenges

experienced during online learning due to restrictions in movement and health

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

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

COVID-19 on college students’ mental health and their coping mechanisms.

Copeland et al. (2021) report that the pandemic adversely affected

students’ behavioral and emotional functioning, particularly attention and

externalizing problems (i.e., mood and wellness behavior), which were caused by

isolation, economic/health effects, and uncertainties. In Fawaz et al.’s (2021)

study, students raised their concerns on learning and evaluation methods,

overwhelming task load, technical difficulties, and confinement. , These active-

orient coping mechanisms of students were align with Carter et al.’s (2020), who

explore students’ self-regulation strategies. Hew et al. (2020), who transform

conventional flipp classrooms into fully online flipp classes through a cloud-based
video conferencing app. In a related study, Kapasia et al. (2020) investigate how

lockdown impacts students’ learning performance.

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

the pandemic had significant positive effects on their performance. One such

23

study was that of Singh et al. (2020), who examined students’ experience during

the COVID-19 pandemic using a quantitative descriptive approach. In a parallel

study, Adarkwah (2021) examined students’ online learning experience during

the pandemic using a narrative inquiry approach.

More recently, Day et al. (2021) examined the immediate impact of COVID-19 on

students’ learning experience. Rasheed et al. (2020) categories and to cover

other potential challenges during online classes, two more clusters were added,

namely learning resource challenges (LRC) and learning environment challenges

(LEC
 24

Chapter 3

RESEARCH METHODOLOGY

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

respondents, data gathering procedure and treatment.

Research design

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

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

out the information about online assessment practices, therefore the researcher

use survey research to describe and interpret what it is.

Locale of the study

This study will be conducted at Ramon Magsaysay Memorial Colleges Basic

Education Program located at Province of South Cotabato specifically at the city

of General Santos. RMMC Teacher Education Program has proven its worth as

an institution of learning, excelling in academic as well as co-curricular activities,

and producing a great number of graduates who have become successful

professionals and productive citizens of the country, manifesting the ideals

instilled in them by their Alma Mater.

The school also are competitive in term of sports and academics. In

addition, RRMC is the 1st and only institution in region 12 to have programs

accredited by PCUCOA. RMMC is also ISO 9001:2008 certified by the Anglo

25

Japanese American (AJA) Registrars. RMMC ensure that their employee is very

friendly and approachable in all aspects, the services and facilities they provide

are very convenient to all.

Respondent of the study

The respondent of the study are Fifty (50) student RMMC BSED

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

who directly involve student of RMMC and they are the subject of the study who

determine the perception in online assessment practices during covid 19

pandemic.

Table 1. Respondents of the study.

RESPONDENT FREQUENCY PERCENT

MALE 20 (40)
 FEMALE 30 (60)

Total 50 (100)

As shown above, the male respondents are 20 (40%) whereas the female

respondents are 30 (60%). The overall population is 50 respondents (100%).

26

Research Instrument

The descriptive research method is used to determine and analyze the

problem encountered by student. The term descriptive research refers to the type

of research question, design and data analysis that will be applied to a given

topic tells try to determine cause and effect

The main goal of this types of research is to describe the data and

characteristic about what is being studied . The idea behind this type of research

is to study frequency and average.

Data gathering procedure

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

will proceeding to ask permission and approval from the head of School where

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

retrieval of the research instrument will be state.

Data Analysis and interpretation

The quantitative analysis id use for the quantification of data which allows the

generalization of the results obtain from a sample to a population of interest .

Simply put, statistical method of data analysis are used to collect raw data and

transform it into numerical data. Some of the methods that fall under that

Quantitative Analysis are .

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Statistical tool

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

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

perception in online assessment practices during covid 19 pandemic . The

formula is

X=∑X

When X stands for arithmetic mean denotes the sum of the responses of the

subject on their level of perception in online assessment . And N stand for the

total number of respondent.

 28

References

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 31

Appendix A
LETTER OF PERMISSION TO CONDUCT THE STUDY
RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM

Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

November 3, 2021

KRISTOFFER FRANZ MARI MILLADO

School President
Ramon Magsaysay Memorial Colleges

Dear Sir:
Greeting of Peace!

The undersigned is presently conducting a thesis study entitled “

STUDENT AND FACULTY PERCEPTION OF ONLINE ASSESSMENT
PRACTICES IN SCIENCE DURING COVID 19 PANDEMIC
 In this connection, he is requesting your good office to allow him to conduct
a study among the chosen respondents in this school. Your positive response will
mean a lot for the success of the study.

Rest assured that all gathered information shall be kept strictly

confidential. Thank you and God bless!
Respectfully yours,

ERNA P. GAMPAL
Researcher

Noted by:

(SGD) RODERICK T. MALINAO, LPT, MST

Thesis Adviser

32

Appendix B
LETTER OF PERMISSION TO CONDUCT THE STUDY
RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM

Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

November 3, 2021

ANALISA T. AMADA, Ed.D

Director
Teacher Education Program
Ramon Magsaysay Memorial Colleges

Dear Ma’am:

Greeting of Peace!
 The undersigned is presently conducting a thesis study entitled
“STUDENT AND FACULTY PERCEPTION OF ONLINE ASSESSMENT
PRACTICES IN SCIENCE DURING COVID 19 PANDEMIC.
In this connection, he is requesting your good office to allow him to
conduct a study among the chosen respondents in this school. Your positive
response will mean a lot for the success of the study.

Rest assured that all gathered information shall be kept strictly

confidential. Thank you and God bless!
Respectfully yours,

ERNA P. GAMPAL
Researcher

Noted by:
(SGD) RODERICK T. MALINAO, LPT, MST
Thesis Adviser
33
APPENDIX C
LETTER TO THE TEACHER
RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM

Pioneer Avenue, 9500, General Santos City
Tel No.[085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

Sir/Maam,

Good day!

The undersigned is presently conducting a research entitled ” STUDENT

AND FACULTY PERCEPTION OF ONLINE ASSESSMENT PRACTICES IN
SCIENCE DURING COVID 19 PANDEMIC
as partial fulfillment of the requirements for the degree of Bachelor of
Secondary Education at Ramon Magsaysay Memorial Colleges, AY 2021-2022.
 In line with this, I am requesting for the permission to conduct an
examination on the said respondents of the study. The data gathered is
necessary for the fulfillment of my research.

The data obtained in this study will be confidentially kept and only used
for study purposes.
Thank you very much and your favorable approval is highly
anticipated.

Respectively yours,

ERNA P. GAMPAL
Researcher
Noted by:
(SGD) RODERICK T. MALINAO, LPT, MST

Thesis Adviser

34

Appendix D
LETTER FOR THE RESPONDENTS
RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, General Santos City
Tel. No. (083)553-3348 Fax No. (083) 301-
1927 www.rmmc.edu.com

________________________________________________________________

November 3, 2021
THE RESPONDENTS Teachers in Education Program
Ramon Magsaysay Memorial Colleges
General Santos City

Dear Respondents:

Greetings of Peace!
 I am presently conducting my research entitled, STUDENT AND
FACULTY PERCEPTION OF ONLINE ASSESSMENT PRACTICES IN
SCIENCE DURING COVID 19 PANDEMIC
“as a partial fulfillment in my requirements in Methods of Research.
In line with this, I would like to ask permission from you to answer the
questionnaires that will be given to you. Please answer the questions seriously.
This will be a great help for me to become successful in my research study.
Rest assured that whatever information you will provide be treated confidentiality.

Thank you for your cooperation and God bless!

Respectfully yours;

ERNA P. GAMPAL
Researcher
Noted by:
(SGD) RODERICK T. MALINAO, LPT, MST
Thesis Adviser
35
Appendix E
LETTER FOR VALIDATION
RAMON MAGSAYSAY MEMORIAL COLLEGES

TEACHER EDUCATION PROGRAM

Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

To Validators
Ramon Magsaysay Memorial Colleges

Sir/ Ma’am:

Greetings of peace!
 The undersigned is presently conducting a thesis study entitled
“STUDENT AND FACULTY PERCEPTION OF ONLINE ASSESSMENT
PRACTICES IN SCIENCE DURING COVID 19 PANDEMIC”.
In this connection, he would like to request your expertise to validate the
instrument to be used in the study. Your kind approval will help a lot for the
success of the study.

Thank you and God bless!

Respectfully yours,

ERNA P. GAMPAL
Researcher

Noted by:

(SGD) RODERICK T. MALINAO, LPT, MST

Thesis Adviser