Campbell Hussin S

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READINESS OF GRADE 10 STUDENTS IN ONLINE LEARNING
A Research Proposal
Presented to
The Faculty of Senior High School Department
Brent Hospital and Colleges Incorporated
Zamboanga City
In Partial Fulfillment
Of The Requirements for the Diploma
SENIOR HIGH SCHOOL-STEM STRAND
Allama, Sitti Mardiya J.

Arangga, Zhauda G.
Armada, Angel Jane O.
Bandahala, Alson D.
Hussin, Fatima Whendelyn S.
Hussin, Shaky-Nur S.
Jahandal, Merhalyn K.
Jamdani, Shahien A.
Lopito, Dubaine S.
Paut, Hazel Ann L.
Sanchez, Amir P.
May 2022
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Episcopal Diocese of Southern Philippines

BRENT HOSPITAL AND COLLEGES INCORPORATED
R.T Lim Boulevard, San Jose Road Zamboanga City
Senior High School Department
CERTIFICATION OF PANEL APPROVAL
The research proposal attached hereto entitled “READINESS OF GRADE 10

STUDENTS IN ONLINE LEARNING” prepared and submitted by the following
senior high school students:
Allama, Sitti Mardiya J. Hussin, Shaky-Nur S.
Arangga, Zhauda G. Jahandal, Merhalyn K.
Armada, Angel Jane O. Jamdani, Shahien A.
Bandahala, Alson D. Lopito, Dubaine S.
Hussin, Fatima Whendelyn S. Paut, Hazel Ann L.
Sanchez, Amir P.
In partial fulfillment of the requirement for the diploma of SENIOR HIGH

SCHOOL STEM-STRAND in hereby recommended for approval:
NAJAR M. NARUD, MAED
Research Adviser
Date: _____
DANTE M. DUMDUM, MA TIMOTHY C. GOMEZ, REE

Panel Member Panel Member
Date: ________ Date: ________
ALELI S. FUJIEDA, MAED

Panel Member
Date: _____
This research proposal is approved in partial fulfillment of the requirements for the
diploma of SENIOR HIGH SCHOOL STEM STRAND.
Principal, Senior High School
Date: ____________
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ABSTRACT
The COVID-19 worldwide health crisis has caused serious challenges to the
educational system, causing a switch from face-to-face classes to online learning. Due
to the pandemic, various schools throughout the world have used online learning as
one of the remote learning modalities. Students have been challenged to adjust to the
new normal, which is online learning, hence, this study is conducted to determine the
level of readiness of students in the online learning among Grade 10 students of
Sinunuc National High School. A total of 210 respondents answered the questionnaire
through the Printed Survey Questionnaire. Arithmetic Mean was administered to
determine the level of Readiness in terms of self-directedness, learning preferences,
study habits, technology skills, and computer capabilities, and ANOVA is utilized to
determine the significant difference when data are grouped according to
socioeconomic status and gender. Using the arithmetic mean it was determined that
the level of readiness of grade 10 students at Sinunuc National High School was
ready in terms of self-directedness, learning preferences, study habits, technology
skills, and computer capabilities. Furthermore, when data were grouped by gender, it
was determined that there was no significant difference, and when data were grouped
by socioeconomic status, it was determined that there was a significant difference in
the readiness of grade 10 students in an online learning.

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ACKNOWLEDGEMENT
First and above all, we praise God/Allah for providing us to this opportunity
and granting us the knowledge, wisdom, patience, and capability to proceed
successfully. We the Grade 12 student of Brent Hospital and Colleges Incorporated
would like to express our deepest gratitude to those people whose assistance was a
milestone in the completion of this research study:
To our principal Ms. Aleli S. Fujieda, MAEd, we really appreciate your
support, advice, and your undying reminders for the completion of our research study.
To our research adviser Mr. Najar M. Narud, MAED we really appreciate
your efforts, patience, support, and the love you have given to our group, thank you
so much, sir.
To our research instructor Ms. Faith A. Perez, LPT and also to our class
adviser Mr. Edrian V. Monternel, we really appreciate your guidance, support,
encouragement and the love you have given, thank you so much, teachers.
To the panel members Mr. Dante M. Dumdum, MA, Mr. Timothy C.
Gomez, REE and to Ms. Aleli S. Fujieda, MAED we really appreciate your
suggestions, criticism, and the time spent with us in correcting this work for the
betterment of our research study.
To our validators, Mr. Nelson E. Calibuhan and Mrs. Gemmalyn M.
Navarro, Ph.D. Without your help, the gathering of our data would be impossible so
thank you so much.

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To our respondents, thank you so much because without you this study
would not be possible, thank you so much for your cooperation.
To our beloved parents and friends thank you so much for helping,
understanding, and supporting us throughout this school year, we could not do this
without your encouragement and love, so thank you so much.

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TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………. i
CERTICICATE OF PANEL APPROVAL…………………………………. ii
ABSTRACT…………………………………………………………………… iii
ACKNOWLEDGEMENT……………………………………………………… iv
TABLE OF CONTENTS……………………………………………………… vi
LIST OF FIGURES…………………………………………………………… x
LIST OF TABLES……………………………………………………………. xi
CHAPTER I: INTRODUCTION
1.1 Background of the Study……………………….…………………........ 1
1.2 Statement of the Problem…………….……………………………………. 3
1.3 Hypothesis………………………………………………………………. 4
1.4 Significance of the Study …………………………...………………… 4
1.5 Scope and Limitation………………….………………………………. 5
1.6 Operational Definition of Terms……………………….…...…………. 6
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES
2.1 Foreign Studies………………………….………………...................... 5 7
2.2 Local Studies……………………………………….......…….................. 17

9
2.3 Conceptual Framework…………………………….………………… 11

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CHAPTER III: METHODOLOGY
3.1 Research Design…………………………….…………………………
12
3.2 Research Locale………………………………….………................. 13
3.3 Research Participants……………………….…...…………………...
13
3.4 Sampling Procedure………………………………………...................
14
3.5 Research Instrument………………………………………...................
14
3.6 Ethical Consideration…………………………….………………… 15
3.7 Validity and Reliability……………………….……………………...
15
3.8 Research Procedure………………………………….…....................... 16
3.9 Statistical Analysis………………………………………………….… 16
CHAPTER IV: DATA RESENTATION, ANALYSIS, AND
INTERPRETATION
18
4.1 Demographic Profile of the Respondents…………………………...
4.2 The level of readiness of Grade 10 students for

20
26
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Senior High online class………………………………………………….
4.3 Readiness of grade 10 students when data are
grouped according to gender and socioeconomic status
of the student……………………………………………………………….
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATIONS
5.1 Summary of Findings…………………………………………………. 40
5.2 Conclusion…………………………………………………………….. 43
5.3 Recommendations……………………………………………………… 44
BIBLIOGRAPHY
References….……………….….…............................................................
45
APPENDICES
Appendix A – Ethical Clearance…………………………………………… 50
Appendix B – Approval Letter………………………………...…………… 51
Appendix C – Informed Consent Form…………………………………….. 52
Appendix D – Research Instrument………………………………………… 53
55
56
57
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Appendix E – Reliability Test Result……………………………………….
Appendix F– Certification to certify
the Reliability Test Results…………………………………………………
Appendix G – Letter for Validation………………………………………….
Appendix H – Certificate of Validation……………………………………..
Appendix I – Letter for Validation…………………………………………
Appendix J – Certificate of Validation……………………………………… 60
Appendix K – Approval Letter for Reliability Testing……………………… 61
Appendix L – Certification to prove that the Grade 10 Students of
Sinunuc National High School is using Modular Learning Modality
as Learning Method………………………………………………………….. 62
Appendix M – Post-Hoc Analysis………………………………………….... 63
CURRICULUM VITAE…………………………………………………………… 65
CERTIFICATE OF AUTHENTIC AUTHORSHIP……………………………... 76

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LIST OF FIGURES
Page
Figure 1. The Conceptual Paradigm…………………………………………… 11
Figure 3.1.1 The Procedural Framework for the conduct of the study………… 12
Figure 3.1.2 Physical Map of the location of this study………………………. 13
Figure 4.1.1 Demographic Profile of Grade 10 Students of Sinunuc
National High School …………………………………………………………. 18

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LIST OF TABLES
Page
Table 3.3.1 Number of Grade 10 Students of Sinunuc National
High School Per Section ………………………………………. 14
Table 4.2.1 Level of readiness of Grade 10 students of Sinunuc
National High School in terms of Self-Directedness………….. 20
National High School in terms of Learning Preferences………. 21
Table 4.2.3 Level of Readiness of Grade 10 Students of Sinunuc

National High School in terms of Study Habits………………... 22
National High School in terms of Technology Skills………………….. 23
National High School in terms of Computer Equipment
Capabilities……………………………………………………… 24
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Table 4.2.6 Overall result on the level of readiness of Grade 10 students
of Sinunuc National High School……………………………………….. 25
Table 4.3.1 T-Test result on the significant difference in the readiness
of Grade 10 students in terms of Self-Directedness when data are
grouped according to gender……………………………………. 26
Table 4.3.7 ANOVA results on the significant difference in the
readiness of Grade 10 students in terms of Self-directedness when
data are grouped according to socioeconomic status……………. 27
Table 4.3.2 T-Test result on the significant difference in readiness
of Grade 10 students in terms of Learning Preferences when data
are grouped according to gender…………………………………. 28
Table 4.3.8 ANOVA results on the significant difference in readiness
of Grade 10 students in terms of Learning Preferences when data
are grouped according to socioeconomic status…………………… 29
Table 4.3.3 T-Test result on the significant difference of readiness
of Grade 10 students in terms of Study Habits when data are
grouped according to gender………………………………………. 30
Table 4.3.9 ANOVA result on the significant difference in readiness
of Grade 10 students in terms of Study Habits when data are grouped
according to socioeconomic status…………………………………. 31
Table 4.3.4 T-Test result on the significant difference of readiness of
Grade 10 students in terms of Technology Skills when data are grouped
according to gender…………………………………………………. 32
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of Grade 10 students in terms of Technology Skills when data are
grouped according to socioeconomic status……………………….. 33
Table 4.3.5 T-Test result on the significant difference in readiness
of Grade 10 students in terms of Computer Equipment Capabilities
when data are grouped according to gender……………………….. 35
of Grade 10 students in terms of Computer Equipment Capabilities
when data are grouped according to socioeconomic status…………….. 36
Table 4.3.6 The Overall T-Test result on the significant difference in
readiness of Grade 10 students when data are grouped according to
gender……………………………………………………………….. 37
Table 4.3.12 ANOVA overall result on the significant difference in
readiness of Grade 10 students when data are grouped according to
socioeconomic status………………………………………………… 38
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
The global health crisis generated by COVID-19 has posed important
obstacles to the educational system, prompting an alteration from face-to-face classes
to distance learning. In the midst of this pandemic, different schools worldwide have
used online learning as one of the distance learning modalities.
Online Learning has become increasingly popular as online technologies and
improved educational teaching methods have provided educators with continually
enlarging opportunities to excellent, systematic, rigorous valuable instructive access
to constantly increasing numbers of student (Cigdem & Ozturk, 2016).
According to Ilgaz & Gulbahar (2015), readiness for online learning can be
perceived as a significant factor to be taken into account in any development of online
learning environments since online learning readiness plays a crucial role in
encouraging learners to be involved in online learning activities.
Since the learner’s pre-existing readiness for online learning might influence
their cognitions and actions regarding the online learning, it is essential to understand
their online learning readiness. Therefore, in this research, learners’ online learning
readiness will be determined. Within this framework, these five major components
will be discussed and examined in the study: Self-directedness, Learning Preferences,
Study Habits, Technology skills, and Computer equipment capabilities.

2
Due to pandemic, people are still on lockdown, some are working on different
places or countries (such as the OFWs), some spent their lockdown alone, and some
must stay home so they don’t have to travel and stay safe from the virus. During this
pandemic, different schools decided to pursue schooling virtually, and unlike the
face-to-face classes or the traditional learning, online class has lesser interactions.
Online learning can be as good as or even better than in-person classroom
learning. Online learning performed better than those receiving face-to-face
instruction. The best online learning combines elements where students go at their
own pace, on their own time, and are set up to think deeply and critically about
subject matter.
Students' preparation is determined by their ability to use technology,
motivation, time management skills, technology abilities, and study skills. It is critical
that all students are comfortable with the online learning process and technology, as
learner willingness is a critical component of a successful program. Instructors should
figure out how to improve online learning for students in the most efficient way
possible. The developed teaching will be not only technologically feasible, but also
beneficial in terms of student preparation.
To succeed with a range of various learning styles, students or learners must
possess traits such as self-determination and an overall desire for greatness. If these
traits are lacking, the student may find it difficult to go through the experience owing
to the numerous high expectations.

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Almost all public schools in Zamboanga City, including some senior high
schools, use modular as a teaching method as a delivery of learning, and only a few
have online classes. However, almost all senior High school in private schools now
use online classes, so the researcher decided to venture a study if Grade 10 students
from public schools are prepared enough for online classes when they reach in senior
high, even if they did not experience it.
1.2 Statement of the Problem
This study was sought to determine the level of readiness of grade 10 students
for Senior High online class.
Specifically it answeres the following questions:
1. What is the demographic profile of grade 10 students in terms of:
a) Gender
b) Socioeconomic Status
2. What is the level of readiness of Grade 10 students for Senior High online class in
terms of:
a) Self-Directedness
b) Learning Preferences
c) Study Habits
d) Technology Skills
e) Computer Equipment Capabilities

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3. Is there a significant difference in the readiness of grade 10 students when data are
grouped according to the gender and socioeconomic status of a student?
1.3 Hypothesis
1. There is no significant difference in the readiness of grade 10 students when
data are grouped according to gender.
2. There is a significant difference in the readiness of grade 10 students when
data are grouped according to socioeconomic status of the student.
1.4 Significance of the Study
The purpose of this study is determined the Readiness of Grade 10 Students in
Online Learning among the Students of Sinunuc National High School.
The following were benefited from this study:
Administration - The findings of the study may serve as a guide for administrators
and allows and support the given activities such as seminars/learning session that is
beneficial for the Grade 10 students’ preparation regarding on Online Learning.
Teachers - The findings of this study will assist teachers in learning and improving
teacher techniques to assist students with their preparedness in online learning
delivery.
Students - The findings of the study will be beneficial to them and may help them
improve and prepare for the upcoming online classes.

5
Parents - This research will assist them in determining whether their child is ready in
Online Learning.
Future Researchers - This study being presented may serve as reference data for
future research. This data may be useful to those pursuing the same study which is
Readiness of Grade 10 Students in Online Learning.
1.5 Scope and Limitation
This study was to determine the level of readiness of grade 10 students of
Sinunuc National High School in an online class for Senior High for school year
2022-2023.
To facilitate the systematic organization and supervision of this study and to
generate accurate data, the following will be established.
1. Total of 412 participants from Grade 10 students of Sinunuc National High School,
School Year 2021-2022, the researchers used Slovin’s Formula with marginal error of
0.05. It utilized to determine the number of student-respondents, that result to 210.
2. Level of readiness of grade 10 students in terms of:
a) Self-Directedness
b) Learning Preferences
c) Study Habits
e) Computer Equipment Capabilities

6
1.6 Operational Definition of Terms
Computer Equipment Capabilities - refers to the capabilities of students in having a
computer and stable internet connection to use for online class.
Learning Preferences - refers to a student's learning technique in an online learning
environment.
Online Learning - refers to their ability to access their lesson and communicate with
their teachers via online.
Readiness - refers to the level of readiness of Grade 10 students in terms of ICT to
determine if the students are ready for online classes in Senior High School
Socioeconomic Status – refers to the students’ family economic status, to know if
they come from what categorization in the economy.
Self-Directedness - refers to a student's ability to be self-sufficient in an online
learning environment.
Study Habits - refers to a student's process for doing schoolwork in an online
learning environment.
Technology Skills - refers to a student's computer skills and ability to do tasks on the
internet.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This part of the paper introduced various literatures and studies that the
researchers found that are published in websites and includes the researchers own
paragraph. It also contains research gap that will set boundaries from other published
related studies and a conceptual framework that will support this study.
2.1 Foreign Studies
Preparing online learning influences academic success. Changing learning
patterns takes preparation. Well-planned online learning is different from emergency
learning (Novitasari, 2020). One of the indicators that supports students’ learning
achievement is their readiness to learn. The more students’ learning preparedness, the
more likely they are to obtain the desired learning goal (Amurdawati, 2020). Thus,
studying students’ preparation for online learning is important because it
encompasses their competency, confidence in using technological tools, and ability to
engage in self-directed learning (Nakweya, 2020). Students more likely to participate
for their preparation to engage technology skills and self-directedness. There are
associations with students’ motivation to prepare to learn effectively in building
skills.
Equipment capabilities, technical skills, self-directed learning skills,
motivation, and perceived usefulness can all be used to measure student’s preparation
8
for online learning (Wagiran et al., 2020). It can be stated that the majority of students
seemed to be ensure whether they were ready to engage in online distance learning in
their aspects of the availability of technology and their willingness to study
(Khairuddin, 2020). Aside from that, universities, educators, and faculties among
other important stakeholders, need a deeper knowledge of students’ preparedness to
undergo and be prepared to engage online learning.
As cited in the study of Bailey et al., (2020), This puts a strain on their study
skills, particularly self-control. In this situation, students may have access to assessing
materials even if they are not fully prepared. In their study, they studied the students’
pressure by study habits/skills in general while the researchers study narrowed it
down to focused solely on students’ preparedness.
Students’ motivation for online learning was greater than their
computer/internet self-efficacy and self -directed learning orientations (Cigdem &
Ozturk, 2016). The students’ self-direction regarding online learning showed to be a
more accurate indicator of their academic success.
In a study by Flowers et al., (2020), their study looked at student’s readiness
for online learning 2018 utilizing the dimensions of relevance students placed on
online learning and their confidence in their ability as readiness for online learning
(SROL) is assessed using a four-part competency scale (online student traits, time
management, communication and, technical).
When building effective online learning experiences, students’ readiness, and
willingness to participate in e-learning activities must be taken into account. Access

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to online learning technology, e-learning equipment expertise, and motivation to
participate in online EFL programs, are all issues to consider. As a result, their study
obtained survey input from a group of students to better understand those components
of online learning.
2.2 Local Studies
Due to the COVID 19 pandemic concerns, online learning education strategy
is the current trend in the educational system. It studies the educational design in the
academic competency of student growth in various digital learning literacy on
collaborative learning with technology (Felix et al., 2020). Nowadays, readiness in
technology skills is necessary for students to have preparation accessibility to
communicate in upcoming motivational learning. It explores academic competency
that students engage the digital learning literacy to enhance learning skills.
Faculty and student readiness for online teaching and learning is determined
by their competence, ICT tool accessibility, preparedness, confidence in their ability
to use technology, and exposure to e-learning materials (Callo & Yazon, 2020).
Readiness that emphasizes information availability and brings together that many
segments of organizational, ICT, and external readiness into a single tool. With
technology, it supports teaching and learning to be able to access easier
communication.
In terms of computer/internet self-efficacy, Filipino students are ready;
however, they are not ready in terms of learner control (Comia, 2020). They are ready
in terms of technological abilities and attitudes toward online learning. Despite the
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overall readiness result, an evaluation of the indicators revealed that they require
training in the use of an online learning management system as well as the usage of
tools for producing learning materials (De Vera, 2021). In De Vera’s study on the
student’s readiness revealed that students motivated to prepare in an online class by
their technology skills and computer equipment capabilities. It is important to note,
how students’ skills engage technology that being discussed in the researchers’ study.
In a study by (Luci-Atienza, 2021) the research team employed five
characteristics to assess the level of e-learning readiness among Filipino students in
higher education. Computer or internet self-efficacy, self-directed learning, learner
control, learning motivation, and online communication self-efficacy are some of
them. She mentions, in assessing the level of readiness among Filipino students for
preparation in online class when students reach in senior high. Self-directedness,
learning preferences, and students’ skills by engaging technology tools.
The use of collaborative online learning tools to continuously support teacher-
student engagement in a virtual way, such as Edmodo, MOODLE, Zoom, Facebook
Messenger, Skype, and others, was suggested by an education technology expert as a
means to sustain distance learning (Tabios, 2020). This is in connected to the
researchers’ study for it revealed insights that suggested way to communicate through
school/learning application by educational experts for reliable and convenient
interaction.
The researchers concluded that, determining the students' level of readiness is
necessary; as evidenced by the statements from several research above, most students
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are not ready for online learning. The majority of students in public schools are
unprepared for the new educational system, or what is now referred to as the "new
normal."
2.3 Conceptual Framework
Independent Variable Dependent Variable
Student’s Level of Readiness

in terms of:
a) Self-Directedness Student’s Level of Readiness
b) Learning Preferences in Online Class
c) Study Habits
e) Computer Equipment
Capabilities
Intervening Variable
DEMOGRAPHIC PROFILE
a) Gender
b) Socioeconomic Status
Figure 1. The Conceptual Paradigm
Figure 1 depicted the variable's relationship. The independent variable in the
figure above is the students' level of readiness, in terms of; self-directedness, learning
preferences, study habits, technology skills, and computer equipment capabilities and
the dependent variable is the student’s level of readiness in online class. Meanwhile,
the respondents' demographic profile, which includes their gender and socioeconomic
status, may interfere the studied variable.

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CHAPTER III
METHODOLOGY
This chapter explained the methodology of the study. It included the study’s
research design, research locale, research participants, sampling procedure, research
instrument, ethical consideration, validity and reliability of the research instrument,
research procedure, and statistical analysis.
3.1 Research Design
This study utilized the descriptive-quantitative research method. It determined
the level of readiness of Sinunuc National High School Grade 10 students in Senior
High School Online Learning in terms of Self-Directedness; Learning Preferences;
Study Habits; Technology Skills; and Computer Equipment Capabilities.
Researchers-made Online Learning Readiness Questionairre utilized to gather the
data. The procedure framework for the study is shown below.
Conceptualization of the Construction of research

problem and formulation of instrument and perform the
START validity and reliability test
variables and hypothesis
Analysis and interpretation of

data Gathering of data
Preparation of Research Presentation of Research END

Reports Report to the panel
13
Figure 3.1.1 The Procedural Framework for the Conduct of the Study
3.2 Research Locale
The researchers conducted the study at Sinunuc National High School,
Sinunuc Zamboanga City, School Year 2021-2022. The school had a total of thirty-
one (31) Classrooms. The school has 30 sections in which 8 are grade 7; 7 are grade
8; 8 are grade 9 and 7 are grade 10. The school consists of 60 faculty and staffs and a
principal with a total population of 1855 Junior High School.
Figure
3.2.1. Physical map of the location of this study
3.3 Research Participants
The targeted population of this study were the 412 Grade 10 students from
Sinunuc National High School, Slovin’s Formula with marginal error of 0.05 was
14
utilized in determining the number of student-respondents, that result to 210 which is
shown on Table 3.3.1.
Table 3.3.1 Number of Grade 10 Students of Sinunuc National High School Per
Section
Name of Sections Number of Students (N) Percentage n

10 – Acacia 60 14.56% 31
10 – Gmelina 58 14.08% 30
10 – Mahogani 61 14.81% 31
10 – Molave 57 13.83% 29
10 – Narra 62 15.05% 32
10 – Tindalo 56 13.59% 29
10 – Yakal 58 14.08% 30
Total 412 100% 210
3.4 Sampling Procedure
A Stratified Random Sampling by means of lottery was utilized in identifying
the number of respondents per section.
3.5 Research Instrument
The research instrument that was used in this study was a Modified
Standardized Questionnaire. The items in the questionnaire were derived from the
indicators of instrument from the research of Vicky Williams (2019) on online
readiness of the students.
There are two (2) parts of the instruments in this study, part I is about the
profile of the Grade 10 Students of Sinunuc National High School in terms of Gender
and Socio-economic Status. The part II of the instruments is the Online Learning
15
Readiness Questionnaire, it is composed of five (5) categories such as Self-
Directedness; Learning Preferences; Study Habits; Technology Skills; and Computer
Equipment Capabilities and five (5) indicators for each category.
The researchers adapted an Online Learning Readiness test from Penn State
University by Vicky Williams, and this proves that the research instrument being
used is valid and reliable. The questionnaires was used to assess the readiness of a
student for becoming an online learner, thus, these questionnaires correlate to our
research’s objective.
3.6 Ethical Consideration
Ethical standard of this present study was followed accordingly, and the
respondents of the study have the right to be briefed about the study, know the
purpose of the study and any social consequences. The respondents have the right to
refuse or withdraw from study at any time. The respondents also have the right to
anonymity and the right to gain something from the study. The respondents have the
right to hide their identity to protect their privacy.
3.7 Validity and Reliability
The Modified Standardized Online Learning Readiness Questionnaire were
evaluated and validated by two experts, a Master Teacher I and Master Teacher II
teachers to ensure the relevance, appropriateness, suitability and accuracy of the
indicators as stated in the Questionnaire.
For the reliability of the research instrument, the 25-item Modified
Standardized Online Learning Readiness Questionnaire had a scale of 1 (Not Ready)

16
to 4 (Very Ready) will be going through with pilot testing to the grade 10 students
from other school who are not part of the sampling. Cronbach’s alpha was used to test
the reliability of the instrument to suit the context of the study.
3.8 Research Procedure
The Researchers prepared a letter of permission addressed to the Principal of
Sinunuc National High School to administer the data gathering. The approved letter
by the School Principal, and a cover letter was prepared and forwarded to the Adviser
of the Grade 10 for the identification of who can answer the survey.
Due to the pandemic, and in order to comply with the IATF's health protocol
and guidelines, the researcher administered an Online Learning Readiness
Questionnaire through printed method, it was given to the chosen respondents. The
distribution of the survey was held at Sinunuc National High School and it was
included in the CAPSLET of the respondents, the retrieval of the Survey will also be
synchronized with the CAPSLET on the day of the retrieval.
3.9 Statistical Analysis
Arithmetic Mean was used in determining the level of Readiness of Grade 10
Students of Sinunuc National High School in terms of Self-Directedness; Learning
Preferences; Study Habits; Technology Skills; and Computer Equipment Capabilities.
T-Test utilized in determining the significant difference in the level of
readiness of grade 10 students in terms of Self-Directedness; Learning Preferences;
Study Habits; Technology Skills; and Computer Equipment Capabilities when data
are grouped according to Gender.

17
Analysis of Variance (ANOVA) was utilized in determining the significant
differences in the level of readiness of grade 10 students in terms of Self-
Directedness; Learning Preferences; Study Habits; Technology Skills; and Computer
Equipment Capabilities when data are grouped according to Socioeconomic Status.

18
CHAPTER IV
DATA PRESENTATION, FINDINGS, AND INTERPRETATION
This chapter includes the data analysis and interpretation in graphical and tabular
formats from the questionnaire on Grade 10 students' readiness for online learning
that was administered to 210 Grade 10 respondents from Sinunuc National High
School. To make the results understandable, the responses were accurately tallied and
statistically analyzed. The order of data presentation, analysis, and interpretation was
determined by the study's specific objectives.
4.1 Demographic Profile of the Respondents.
1. What is the demographic profile of grade 10 students in terms of:
Figure 4.1.1 Demographic Profile of Grade 10 Students of

Sinunuc National High School
GENDER
44.80%
55.20%
FEMALE MALE
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SOCIOECONOMIC STATUS
11.90%
38.10%
23.30%
26.70%
10,000 and above 5,000-9,999 1,000-4,999 below 1,000
As shown in figure 4.1.1, it shows the demographic data of the grade 10
students of Sinunuc National High School who responded to this current study. There
are 2 variables present, which are gender and socioeconomic status. Out of 210
respondents, the majority of them belong to the gender group female with 55.2%
(116), and 44.8% (94) of the respondents belong to the gender group Male. As for the
socioeconomic status, the highest percentage of respondents belongs to the
socioeconomic category of below 1,000 with 38.1%, followed closely by the
socioeconomic category of 1,000-4,999 (with 26.7%) and 5,000-9,999 (with 23.3%).
The minority of the respondents belongs to the Socioeconomic category of 10,000
and above, which is the lowest percentage of respondents with only 11.9%.
The Economic resources of a family has a vast impact in student’s academic
achievement (Li & Qui, 2018) in traditional learning, most especially in an online
learning. Online learning readiness lies mainly in the socioeconomic status of
students and socioeconomic factors eventually affect the student’s online learning
20
experience (Villanueva & Núñez, 2020). On the other hand, the student’s gender also
plays an important role in readiness for online learning (Reyes et al., 2020).
4.2 The level of readiness of Grade 10 students for Senior High online class in
terms of:
a.) Self-Directedness
Table 4.2.1 Level of readiness of Grade 10 students of

Sinunuc National High School in terms of Self-Directedness.
Self-Directedness Mean Interpretation

setting goals and Very Ready
deadlines for myself. 3.31
enrolling an online class. 3.00 Very Ready
completing the project, I Very Ready
started. 3.03
facing the problem when Ready
things get tough. 2.92
staying on track and on Very Ready
time. 3.00
Overall Mean 3.05 Very Ready
Legend:Very Ready (4.00-3.00) Ready (2.99-2.00) Moderately Ready (1.99-1.00) Not Ready (1.00-0.99)
In table 4.2.1, the level of Readiness of Grade 10 students for Senior High
online class in terms of Self-directedness is analyzed. With a mean of 3.31, it shows
that the Grade 10 students are very ready to set goals and deadlines for themselves.
Moreover, with a mean of 3.03, Grade 10 students are very ready at completing their
projects. Additionally, with the same mean of 3.00, Grade 10 students are very ready
at enrolling in an online class and staying on track on a time. Lastly, with a mean of
2.92, the Grade 10 students are only ready to face the problem when things get tough.
21
b.) Learning Preferences
Table 4.2.2 Level of readiness of Grade 10 students of Sinunuc National High

School in terms of Learning Preferences.
Learning Preferences Mean Interpretation

learning things, I hear, like
lectures, audio recordings, or 3.07 Very Ready
podcast.
asking questions to my
teachers whenever there's Very Ready
something I don't 3.36
understand.
coordinating myself well in a Very Ready
group format. 3.12
leaning in a group, but I am
ready to learn on my own as 3.16 Very Ready
well.
terms of sending emails and
having conversation with Ready
other people I never met 2.97
personally.
In table 4.2.2, the level of readiness of Sinunuc National High School grade
10 students in terms of learning preferences is analyzed. With a mean of 3.36, it
shows that the grade 10 students are very ready to ask questions to their teacher
whenever there is something they don't understand. Secondly, with a mean of 3.16,
grade 10 students are very ready to learn in a group as well as on their own.
Additionally, with a mean of 3.12, grade 10 students are very ready at coordinating
themselves in a group setting. Furthermore, with a mean of 3.07, grade 10 students
are very ready to learn things they hear, such as lectures, audio recordings, or
podcasts. However, with a mean of 2.97, the grade 10 students are only ready to send
emails and have chats with persons they have never met personally.
22
c.) Study Habits
Table 4.2.3 Level of Readiness of Grade 10 Students of Sinunuc National High

School in terms of Study Habits.
Study Habits Mean Interpretation

ignoring distractions
around me when I study. 3.06 Very Ready
spending 10-20 hours
each week on an online 3.11 Very Ready
class.
keeping a record of what
my assignments are and 3.10 Very Ready
when they are due.
planning my work in
advance so that I can turn Very Ready
in my assignments on 3.12
time.
asking my classmates and
instructors questions via Very Ready
e-mail and other online 3.15
methods.
Table 4.2.3 shows that the students are very ready in asking their classmates
and instructors questions via e-mail and other online methods with a mean of 3.15,
meanwhile, they are also very ready in planning their work in advance so that they
can turn in their assignments on time with a mean of 3.12 also they are very ready in
spending 10-20 hours each week on an online class with a mean of 3.11. Moreover,
they are also very ready in keeping a record of what their assignments are and when
they are due with a mean of 3.10. However, ignoring distractions around them when
studying has the lowest mean with 3.06.

23
d.) Technology Skills

School in terms of Technology Skills.
Technology Skills Mean Interpretation

using computer. 2.94 Ready
surfing the internet. 3.01 Very Ready
conducting searches,
setting bookmarks, and 2.96 Ready
downloading files.
installing software and
adjusting configuration 2.92 Ready
settings on my computer.
uploading and saving Ready
documents/file. 2.89
Overall Mean 2.94 Ready
In table 4.2.4, data shows that grade 10 students are very ready to surf the
internet with a mean of 3.01. Thus, respondents were ready to conduct searches, set
bookmarks, and download files with a mean of 2.96. Similarly, in using a computer
they were also ready with a mean of 2.94. Hence, in installing software and adjusting
configuration settings on their computer, respondents were ready with a mean of 2.92.
Meanwhile, in uploading and saving documents/files, data shows a mean of 2.89,
which specifies they’re ready.

24
e.) Computer Equipment Capabilities

School in terms of Computer Equipment Capabilities.
Computer Equipment Mean Interpretation

Capabilities
my gadgets and updated
enough to use for online 2.97 Ready
classes.
my computer's
applications and software Ready
are ready enough for 2.84
online classes.
my internet sources with
fast connection for online 2.85 Ready
classes.
my microphone and
headphones if a class has 2.88 Ready
a teleconference.
my virus protection
software running on my 2.79 Ready
computer.
Overall Mean 2.87 Ready
In table 4.2.5, the responses of grade 10 students to their level of readiness in
terms of computer equipment capabilities are revealed. Data shows that respondents
are ready to update their gadgets that are updated enough to use for online classes
with a mean of 2.97. Data suggests that grade 10 students are only ready when it
comes to using microphones and headphones if a class has a teleconference with a
mean of 2.88. Also, they are ready in having an internet source with a fast connection
for online classes, with a mean of 2.85. Moreover, they are ready in preparing
computer applications and software that are ready enough for online classes, with a
mean of 2.84. Furthermore, on the aspect of updated virus protection software

25
running on their computer, with data showing a mean of 2.79, which states they’re
ready.
Table 4.2.6 Overall result on the level of readiness of Grade 10 students of

Sinunuc National High School.
Variables Mean Interpretation

Self-Directedness 3.05 Very Ready
Learning Preference 3.14 Vey Ready
Study Habit 3.11 Very Ready
Technology Skills 2.94 Ready
Computer Equipment Capabilities 2.87 Ready
Table 4.2.6 shows that the overall result on the readiness of grade 10 students
of Sinunuc National High School is very ready. It shows above that in terms of self-
directedness, learning preferences, and study habits, the grade 10 students are very
ready. While they are only ready in terms of technology skills and computer
equipment capabilities, with an overall mean of 3.02, it is concluded that the level of
readiness of grade 10 students is very ready.

26
4.3 Readiness of grade 10 students when data are grouped according to gender
and socioeconomic status of the student.
Table 4.3.1 T-Test result on the significant difference in the readiness of Grade
10 students in terms of Self-Directedness when data are grouped according to
gender.
Self- Mean SD p-value Decision

Directedness
Male 3.04 .57 .818 Not significant
Female 3.06 .52
Table 4.3.1 shows no significant difference in readiness of Grade 10 students
of Sinunuc National High School in terms of self-directedness when data are grouped
according to gender. It has a mean of 3.04 (Male) and 3.06 (Female), a SD of .57
(Male) and .52 (Female), and a total p-value with .818. This results to a decision of
not significant.
Online learning does not require students to have face-to-face sessions with
the lecturers to direct their own learning, but it requires a high level of self-
directedness (Burkšaitienė et al., 2021). Gender is one of the demographic factors to
consider in measuring students’ perceived competence level in self-directed learning.
However, Burkšaitienė et al. (2021), found that gender is not significant for their
research results regarding Self-directedness. In the study by Amurdawati et al. (2020),
it was revealed that only the school status influences online learning readiness, but
gender does not cause any difference. These findings were similar to the study of
Chung et al. (2020) as their study shows that both males and females exhibit no
significant difference when it comes to online learning readiness in terms of self-
directed learning. In addition, Ferraro et al. (2020) has also similar findings where
27
they found out gender has no significant difference in all dimensions of online
learning readiness.
Table 4.3.7 ANOVA results on the significant difference in the readiness of

Grade 10 students in terms of Self-directedness when data are grouped
according to socioeconomic status.
Self- Mean SD p-value Decision

Directedness
10,000 and
above 3.20 .72
5,000 – 9,999 3.17 .51 .004 Significant
1,000 – 4, 999 3.13 .44
Below 1000 2.89 .52
Alpha (0.05)
Table 4.3.7 reveals that there is a significant difference in the level of
readiness of grade 10 students in terms of self-directedness when data are grouped
according to socioeconomic status. As shown in the table above, you can see that
there is a significant difference when data are grouped according to the respondents’
socioeconomic status because if a respondent has the privilege of directing
themselves unlike those who are not privileged enough since most of them can’t
decide and direct on their own since they are the ones who holds their time, they can’t
decide easily without parent’s permission.
In research performed in rural/suburban southeastern Pennsylvania school
district, with a diverse group of socioeconomic students, Tartaglia (2020) found that
even though teachers perceived online learning as a feasible means of instruction and
learning, the majority of them believed that it is not for everyone and especially not
for those students that are economically disadvantaged. Students might benefit well
from online classes but unfortunately, not all students have the economic means to
28
engage in online classes. In addition, self-directedness is one of the important
variables of online readiness (Kaymak & Horzum, 2013) and socioeconomic factor
affects the readiness in online learning in terms of self-directedness as privileged ones
are more self-sufficient than those that are the least privileged since students with
high socioeconomic status enjoy better educational outcome compared to students
with a lower average socioeconomic level (Thompson, 2018).
Table 4.3.2 T-Test result on the significant difference in readiness of Grade 10

students in terms of Learning Preferences when data are grouped according to
gender.
Learning Mean SD p-value Decision

Preferences
Female 3.15 .54
Table 4.3.2 shows that there is no significant difference in readiness of Grade
10 students of Sinunuc National High School in terms of Learning Preferences when
data are group according to gender. It is determine that this variable has a p-value
of .802 which results to a decision of not significant. It means that male and female
has common Learning Preferences.
Based on learning preferences, no significant gender differences in learning
outcomes were revealed. There were no significant gender differences in online
young learners' learning satisfaction (Harvey et al., 2017).

29
Table 4.3.8 ANOVA results on the significant difference in readiness of Grade 10

students in terms of Learning Preferences when data are grouped according to
socioeconomic status.
Learning Mean SD p-value Decision

Preferences
10,000 and
above 3.31 .56
5,000 – 9,999 3.23 .43 .004 Significant
1,000 – 4, 999 3.10 .50
Below 1000 2.98 .49
Alpha (0.05)
Table 4.3.8 reveals that there is a significant difference in readiness of grade
10 students in terms of Learning Preferences when data are grouped according to
socioeconomic status. As shown in the table above, you can see that there is a
significant difference when data are grouped according to the respondents’
socioeconomic status since most of the respondents who belong to the 10,000 and
above level have the privileged to pick their learning preferences unlike those who are
not in their level who can’t pick their own learning preference since they don’t have a
choice to do so.
Children from low-income households are less likely to have experiences that
encourage the growth of basic reading abilities including phonemic awareness,
vocabulary, and oral language (Buckingham, Wheldall, & Beaman-Wheldall, 2013).
Despite their good intentions, many governments acknowledge that
implementing distant learning will be difficult, with access to technology being the
most crucial matter. The issue is part of a bigger social issue of digital inequality, in
which only the wealthy can continue their education without being risked. (Aldama,
2020).
30
Table 4.3.3 T-Test result on the significant difference of readiness of Grade 10

students in terms of Study Habits when data are grouped according to gender.
Study Habits Mean SD p-value Decision
Female 3.13 .51
Table 4.3.3 shows that there is no significant difference in readiness of
Sinunuc National High School in terms of study habits when they are grouped
according to their gender. Data further shows a p-value of .661. Meanwhile, study
habits are not significant at all. It tends to mean that male and female has usual study
habits.
In accordance with Organ (2015), a study habit may be defined when they’re
group according to gender as the way, method, behaviors and environment
arrangements chosen by individuals. In simple terms study habits are the habits when
one study. A person with poor study habits will not be able to learn properly. It is
generally believed that a student learns effective study habits in school (Kumar,
2015). He reveals insight a way to communicate for reliable and convenient
intercourse
Joseph et al., (2018) reveals that there were no significant difference in study
habits in terms of gender.

31
Table 4.3.9 ANOVA result on the significant difference in readiness of

Grade 10 students in terms of Study Habits when data are grouped according to
Study Habits Mean SD p-value Decision

10,000 and
above 3.22 .61
5,000 – 9,999 3.24 .54 .088 Not Significant
1,000 – 4, 999 3.02 .51
Below 1000 3.02 .48
Alpha (0.05)
10 students in terms of Study Habits when data are grouped according to
socioeconomic status. As what the table reveals above, you can see that there is no
significant difference in terms of study habits when data are grouped according to
socioeconomic status, when a student’s socioeconomic status is 10,000 and above, it
means they have acceptable study habits since they don’t need to do household chores
unlike those students that socioeconomic status are 1,000 and below because there is
an instance that they are student workers who part-timed to have money to spend on a
daily basis. In short, most of the respondents are capable and have an average
socioeconomic status since it has a result that most of them are capable and have
acceptable study habits.
Students’ study habits are considered the methods of their studying.
Suggesting that effective study habits result in excellent academic performance while
ineffective study habits result in poor academic performance. Thus, parents'

32
socioeconomic status (SES) and education agencies play a significant role in
developing pupils' study habits at all school levels (Ayodele & Adebiyi, 2013).
Students from various socioeconomic backgrounds may have different levels
of motivation and variables that determine their learning habits (Teo, 2020). "Study
habits are study routines that include, but are not limited to, frequency of studying
sessions, content revision, self-testing, rehearsal of learnt information, and studying in
a comfortable environment. "Some students with exceptional academic abilities do
poorly in exams, whilst others with average abilities frequently do well. Such
unpredictably occurring events have been linked to study habits and skills. Since each
learner is different, with various skills, interests, and ways of thinking and behaving,
these characteristics have a significant influence on study habits (Malik, 2015).
Table 4.3.4 T-Test result on the significant difference of readiness of Grade 10

students in terms of Technology Skills when data are grouped according to
gender.
Technology Mean SD p-value Decision

Skills
Female 2.93 .66
Table 4.3.4 shows that there is no significant difference in readiness of
Sinunuc National High School in terms of Study habits When data are grouped
According to Sociecomic Status, When socioeconomic status is 10,000 and above a
mean of 3.22 and has an SD of .61 Data shows a p-value of .008, This results to a
decision of Not Significant.
There is a misperception about differences in access to and use of ICT in
modern society, especially in less technologically advanced countries. Although there

33
are different schools, less is apparent to establish that males and females have
equivalent admittance to and use of information and communication technology.
Therefore, endeavored to understand the presence of gender differences in access to
and use of ICTs, and recognize the causes to direct the improvement of mediations
pointed (Umukoro, 2021).
Table 4.3.10 ANOVA result on the significant difference in readiness of Grade

10 students in terms of Technology Skills when data are grouped according to
Technology Mean SD p-value Decision

Skills
10,000 and
above 3.21 .66
5,000 – 9,999 3.18 .44 .000 Significant
1,000 – 4, 999 2.91 .64
Below 1000 2.74 .63
Alpha (0.05)
10 students in terms of Technology Skills when data are grouped according to
socioeconomic status. As shown in the table above, you can see that there is a huge
difference when data are grouped according to the respondents’ socioeconomic status
since it affects their technology skills; when a student has a computer or any gadget at
home they can easily access and enhance their skills in technology, meanwhile, if a
student is not capable enough to buy any computer or gadget there is a tendency that
knowledge in operating a computer or laptop will not improve.
To conclude, the higher the respondents’ level of socioeconomic status the
easier access to and improvement in technology skills. Meanwhile, the lowest the
34
level of socioeconomic status of respondents are the least access and improvements in
technology skills.
As cited by Sulistio (2021), students’ readiness to deal with online learning to
see if socio-economic factors influence e-learning preparation during a pandemic. E-
learning readiness theory measures eight aspects of human resources, finance,
technology, equipment, content, psychological, sociological, and environmental
readiness. Students’ readiness is characterized as ready, ICT training will have a
significant impact on students’ awareness and implementation. It points out that basic
technology skills are essential to preparing for online learning and should be taught to
students. In this condition, Sulistio’s study measures students’ readiness to learn
online should also be of great interest to educational institutions. When assessing
technology skills, the aspects in assessing that student preparation is relatively
moderate for utmost elements and relatively high for elements that include
technology skills and hardware/software requisites.
Higher education institutions in economically underdeveloped countries like
the Philippines are facing the transition to online learning due to the financial
viability of students, HEIs have been more interested in knowing the extent of
students’ readiness to adapt to new learning environments, use new technologies, and
engage in independent learning (Abdulmadid et al., 2021). Furthermore, they stated
that students’ readiness for online learning can be determined by their access to and
use of technology.
35
Older parents, those with higher family incomes, and those with fewer
children reporting higher levels of satisfaction identified a statistically significant
association between parental satisfaction with the quality of education and the level of
government preparedness to support learning (Bokayev et al., 2021). Technology has
proven to be permissive and restrictive, but not engaging. Students are working on the
content but have failed to achieve other aspects of effective online learning, such as
social, cognitive, educational presence, and discourse support (Yates et al., 2020). As
stated by students in low-tech and socio-economic families, they were less engaged in
learning.
Table 4.3.5 T-Test result on the significant difference in readiness of Grade 10

students in terms of Computer Equipment Capabilities when data are grouped
according to gender.
Computer Mean SD p-value Decision

Equipment
Capabilities
Female 2.84 .74
Table 4.3.5 show that there is no significant difference in Readiness of
Sinunuc National High School in terms of Computer Equipment Capabilities when
data are grouped according to gender, As stated in the table above, the Male has a
mean of 2.90 and a SD (standard deviation) of .61, The Female has mean of 2.84, SD
(standard deviation) of .74, and a p-value with .027 This data result to an
interpretation of not significant.
However unlike previous studies, a Norwegian study of upper secondary
pupils revealed no gender differences in digital competences (i.e., digital judgments,

36
acquiring and processing digital information, and producing digital information).
(Hatlevik and Christophersen, 2013).
Table 4.3.11 ANOVA result on the significant difference in readiness of Grade

10 students in terms of Computer Equipment Capabilities when data are
grouped according to socioeconomic status.
Computer Mean SD p-value Decision

Equipment
Capabilities
10,000 and
above 3.24 .49
5,000 – 9,999 3.08 .46 .000 Significant
1,000 – 4, 999 2.93 .65
Below 1000 2.58 .76
Alpha (0.05)
10 students in terms of Computer Equipment Capabilities when data are grouped
according to socioeconomic status. As shown in the table above, you can see that
there is a huge difference when data are grouped according to the respondents’
socioeconomic status since their level of socioeconomic status will affect their
computer equipment capabilities. When a rich student is capable of upgrading their
gadgets and their gadgets’ software, it means that they are ready enough for online
classes unlike those who are not like them that relies on peso nets or rented computer
only who can’t upgrade their software since it does not belong to them.
Students from poorer households, who do not own laptops and desktop
computers, and those with a limited Internet connection.

37
As stated in the study by Clefas & Rocha (2021), poorer, female/male students
who were enrolled in lower year levels, do not own laptops or tablets, and have
limited or borrowed Internet connectivity. Moreover, students from higher-income
families can benefit from advanced technology, while those from lower-income
families will continuously be left behind.
According to Daguno-Bersamina & Relativo (2020), only 17% of Filipino
students have home internet access, and only 3.74 percent have smartphones, showing
that some students from low-income households or those living in rural areas do not
have access to the internet or smartphones.
Table 4.3.6 The Overall T-Test result on the significant difference in readiness of
Grade 10 students when data are grouped according to gender.
Overall Mean SD p-value Decision

Female 3.02 .59
Table 4.3.6 shows the overall t-test result on the significant difference in
readiness of Grade 10 students when data are grouped according to gender. The
overall result is it does not have significance since gender does not affect the
respondents’ answers, their answers are incomparable since most of them have
something in common.
38
Table 4.3.12 ANOVA overall result on the significant difference in readiness of

Grade 10 students when data are grouped according to socioeconomic status.
Overall Mean SD p-value Decision

10,000 and .000 Significant
above 3.24 .61
5,000 – 9,999 3.18 .48
1,000 – 4, 999 3.02 .55
Below 1000 2.84 .58
Table 4.3.12 reveals the overall result on significant differences in readiness
of grade 10 students when data are grouped according to socioeconomic status. The
table shows that there is a huge significant difference in readiness of grade 10
students when data are grouped according to socioeconomic status. The respondents’
socioeconomic status level is a big factor that will affect their answers. Their answers
were based on how or what is the level of their socioeconomic status, therefore, if a
student is capable enough then they are very ready and if a student is opposite of
capable then there is a problem, and it will be a factor in the readiness of the
respondent.
To sum up, the rich ones are automatically very ready; meanwhile, the poor
ones will have a problem and there is a possibility that they are not ready at all to
enroll in an online class.

39
Students in the high-income class are automatically ready in online learning
since online learning was originally designed and implemented for well-prepared and
relatively high-income students like them (Jaggars, 2011).
In a study by Clemen et al. (2021), high readiness scores were observed
among learners in the high-income class. They also found out that financial factor,
lack of equipment, and internet connection are the factors affecting the online
learning readiness among the low-income students. This will only be aided if the cost
of tuition and at-home technological infrastructure will reduce for low-income
students (Jaggars, 2011).

40
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary and conclusion from the study entitled
Readiness of Grade 10 Students in Online Learning. It also provides
recommendations that can be achieved by the teachers, students, and the school. The
study was conducted at Sinunuc National High School. The selected 210 respondents
were from the Grade 10 Students. They were randomly chosen using Stratified
Random Sampling Technique by means of Lottery. Descriptive Quantitative research
design was used in the study. The statistical tools used were Slovin’s Formula,
Cronbach’s Alpha, Arithmetic Mean, T-test and Analysis of Variance (ANOVA).
5.1 Summary & Findings
The purpose of this study is to determine the readiness of grade 10 students in
an online learning among the students of Sinunuc National High School. The
respondents of this study are the grade 10 students currently admitted to Sinunuc
National High School.

41
Specifically, the study aimed to:
1. To determine the demographic profile of grade 10 students in terms of:
a. Gender
b. Socioeconomic Status
2. To determine the level of readiness of the grade 10 students for a senior high online
class in terms of:
a. Self-Directedness
b. Learning Preferences
c. Study Habits
d. Technology Skills
e. Computer Equipment Capabilities
3. To determine if there is a significant difference in the readiness of Grade 10
students in online learning when data are grouped according to the gender and
socioeconomic status of the students.
The study has been conducted in a descriptive-quantitative form of research. It
utilized a Researcher-Modified Questionnaire with 2 parts (Part I is about the
demographic profile of the respondents and part II is the Online Learning Readiness
42
Questionnaire which is composed of 5 categories with 5 indicators each) research
instrument in surveying the 210 respondents, Grade 10 students at the Junior High
School of Sinunuc National High School. Stratified random sampling employing a
lottery was used in determining the respondents. Statistical tools used in the study
included Arithmetic Mean, T-Test, and Analysis of Variance (ANOVA).
Out of 210 respondents, 44.8% are male, and 55.2% are female.
Socioeconomic Status ranges from 1,000 and below-10,000 and above. The minority
of the respondents belonged to the socioeconomic category of 10,000 and above
(11.9%), and the majority belonged to the socioeconomic category of below 1000
(38.1%). The average level of readiness in terms of Self-directedness is 3.05 (Very
Ready), Learning Preferences is 3.14 (Very Ready), Study Habits is 3.11 (Very
Ready), Technology Skills is 2.94 (Ready), and Computer Equipment Capabilities
with 2.87 (Ready).
Data gathered reveals that respondents are ready to set goals and deadlines for
themselves are ready to face the problem when things begin to get tough. Data also
shows that students are similarly ready with both enrolling in an online class and
staying on track on time. In terms of Learning Preferences, data reveals that the
respondents are ready to ask questions to their teacher whenever there is something
they don’t understand they are ready to send emails and have chats with persons they
have never met personally. For study habits, data gathered reveals that the students
are ready in asking their classmates and instructors questions via e-mail and other
online methods. In addition, they are also ready in ignoring distractions around them
43
when studying, the said indicator of study habits got the lowest mean of 3.06. For
Technology Skills, the data reveals that respondents are ready to surf the internet.
Data also suggests that the respondents are ready in uploading and saving
documents/files. Lastly, in terms of Computer Equipment Capabilities, data reveals
that respondents are ready in all indicators. But updating their gadgets that are
updated enough to use for online classes got the highest mean 2.97 while being ready
in updating virus protection software running on their computer got the lowest mean
2.79. To sum up, the grade 10 student’s level of readiness in terms of all the five
variables are very ready.
The level of readiness by gender reveals that males and females are not
significantly different in all five categories, but the respondent’s socioeconomic status
level is a significant factor that will affect their level of readiness. As a result, if a
student is capable enough then they are very ready. However, if they are not capable
enough then there is a possibility that it will be a factor in their level of readiness.
5.2 Conclusion
The findings of this study are discovered after careful data collection among
Sinunuc National High School Grade ten students. The majority of our respondents
are female, and also a majority of them belong to the lower-class level. Despite
belonging to a low-class level, the student's overall level of readiness in terms of self-
directedness, learning preferences, study habits, technology skills, and computer
equipment capabilities is very ready. As a result, we conclude that grade ten students
44
are motivated, able to engage themselves in different learning styles, have good study
habits, are proficient enough in performing the basics of computers, and have
sufficient access to technology, such as cell phones, to participate in online learning.
Furthermore, both male and female students are equally ready to enroll in online
learning for senior high school. Lastly, students in higher class levels are more ready
than students who belong to lower class levels.
2
5.4 Recommendations
1. Students in the lower-class level should strive hard to have a better
future and for them to belong in higher-class level.
2. Since students are very ready, they may keep up the good work. They
may develop more knowledge and skills to achieve a higher level of
readiness.
3. Future researchers may conduct another study or analysis focusing on
understanding what leads the students to acquire devices such as
cellphones despite belonging to a low-class socioeconomic status.

45
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50
APPENDICES
Appendix A – Ethical Clearance
School Research Office

Ethical Clearance
This is to certify that an

ETHICS REVIEW CLEARANCE
is granted for the implementation of research proposal with the corresponding details
STUDY PROTOCOL TITLE: READINESS OF GRADE 10 STUDENTS IN
ONLINE LEARNING
51
PRINCIPAL INVESTIGATOR HUSSIN, SHAKY-NUR S., ET AL.

(SIGNATURE OVER PRINTED NAME &
DATE)
It is understood that compliance to the approved ethical considerations and other
recommendations by the ETHICS REVIEW COMMITTEE be adhered to. This
Clearance is valid until completion of the study unless revoked for violations.
Issued this 24th of April 2022.
DANTE M. DUMDUM, MA TIMOTHY C. GOMEZ, REE
Member, Ethics Review Committee Member, Ethics Review Committee

Member, Ethics Review Committee
Appendix B – Approval Letter

February 22, 2022
ELVIN V. BEJERANO
School Principal
Sinunuc National High School
Zamboanga City
Sir:
Warmest Greetings!
52
The undersigned are the Grade 12 Students of Brent Hospital Colleges and
Incorporated and currently undertaking the research study entitled: "Readiness of
Grade 10 Students in Online Learning" as part of the requirements in Research
Subject a study entitled
In this regard, the undersigned respectfully requests permission from your
good office to allow us to conduct the data gathering so as to collate beneficial
information needed for the success of the said research study.
For your consideration and approval. Thank you very much and God speed.
Respectfully Yours,
The Researchers
Noted by:
Najar M. Narud, MAED
Research Adviser
Approved by:
Elvin V. Bejerano
Principal II
Appendix C – Informed Consent Form

INFORMED CONSENT FORM
February 22, 2022
Dear Respondents,
The study entitled “Readiness of Grade 10 Students in Online Learning”

will be conducted by the Grade 12 researchers in the partial accomplishment of our
requirements in research.
I will give my time and effort to answer the questionnaire honestly.

I can't give my time due to personal reasons and prior responsibilities.
53
Rest assured that data gathered from the respondents will keep with high
confidentiality. However, if the respondents refuse to participate, the researchers will
heartily accept and respect their decision.
Respectfully yours,
Grade 12 Campbell, Group Leader
______________________________________________
Consent Form
By signing this consent form, I confirm that I have read and understood the
information and have had the opportunity to ask question/s. I understand that my
participation is voluntary and that I am free to withdraw at any time, without giving a
reason and cost. I understand that I will be given a copy of this consent form. I
voluntarily agree to take part in this study.
Respondent’s Signature over Printed Name

Appendix D – Research Instrument

SURVEY QUESTIONNAIRE
PART I: RESPONDENT’S DEMOGRAPHIC PROFILE
Directions: Kindly put a (/) on the following circles and choose the option below
based on what is being asked.
1. Gender:
___ Male
___ Female
2. Socioeconomic Status
___ 10,000 and above
54
___ 5,000 - 9,999

___ 1000 - 4,999
___ Below 1000
PART II. ONLINE LEARNING READINESS QUESTIONNAIRE
Directions: For each of the questions below, check the box that corresponds to your
responses about the statement, where 4 – Very Ready, 3 – Ready, 2 = Moderately
Ready and 1 = Not Ready.
SELF-DIRECTEDNESS Very Read Moderately Not

I am prepared in… Ready y Ready Ready
(4) (2) (1)
(3)
setting goals and deadlines for myself.
enrolling an online class.
completing the project, I started.
facing the problem when things get tough.
staying on track and on time.
LEARNING PREFERENCES
I am prepared in…
learning things, I hear, like lectures, audio
recordings, or podcast.
asking questions to my teachers whenever
there's something I don't understand.
coordinating myself well in a group format.
leaning in a group, but I am ready to learn on
my own as well.
terms of sending emails and having a
conversation with other people I never met
personally.
STUDY HABITS
I am prepared in…
ignoring distractions around me when I study.
spending 10-20 hours each week on an online
class.
keeping a record of what my assignments are
and when they are due.
planning my work in advance so that I can
turn in my assignments on time.
asking my classmates and instructors
questions via e-mail and other online
methods.
55
TECHNOLOGY SKILLS
I am prepared in…
using computer.
surfing the internet.
conducting searches, setting bookmarks, and
downloading files.
installing software and adjusting
configuration settings on my computer.
uploading and saving documents/file.
COMPUTER EQUIPMENT
CAPABILITIES
I am prepared with…
my gadgets and updated enough to use for
online classes.
my computer's applications and software are
ready enough for online classes.
my internet sources with fast connection for
online classes.
my microphone and headphones are okay and
ready to use if a class has a teleconference.
my virus protection software running on my
computer.
Appendix E – Reliability Test Result


S S S S S S S S S S S S S S S S S S S S S S S S S
Respond 1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2
ents 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5
1 4 4 4 4 4 3 2 3 4 4 3 2 4 3 4 4 4 4 4 4 4 4 3 4 4
2 4 2 4 4 4 4 2 3 4 3 3 3 4 3 4 2 4 4 3 4 4 2 4 4 2
3 4 3 3 3 2 4 3 4 3 2 4 3 4 3 3 3 3 3 2 2 2 2 3 2 2
4 4 2 3 3 3 4 3 2 2 2 2 2 4 3 4 1 3 2 2 2 2 1 4 3 2
5 1 2 4 4 4 4 4 3 4 1 4 1 4 2 2 1 1 2 1 2 2 3 2 1 1
6 4 4 4 4 4 4 4 3 4 1 4 2 4 4 4 4 4 4 2 4 4 3 2 3 4
7 1 2 3 3 2 2 3 3 4 3 2 1 3 2 2 4 4 4 4 3 3 3 2 2 4
8 3 2 4 4 3 3 3 3 4 3 4 2 3 4 4 2 3 3 3 3 3 2 2 3 3
9 4 2 4 4 4 3 3 3 4 2 4 1 4 4 4 3 4 2 2 3 3 4 3 3 3
56
10 2 3 3 3 2 4 2 3 3 2 3 2 3 3 3 4 4 4 3 4 4 4 3 3 3
11 2 2 3 4 3 3 2 3 3 2 2 1 3 2 4 1 4 3 3 1 1 1 2 1 1
12 3 3 3 3 4 3 3 4 4 3 4 3 4 4 3 3 4 4 3 3 3 3 3 3 3
13 2 4 2 2 3 4 4 4 4 4 2 2 2 3 3 2 4 4 2 4 4 2 4 2 4
14 4 2 4 4 3 3 3 4 3 3 4 4 4 3 3 1 2 3 3 2 2 1 2 1 2
15 1 2 3 3 2 2 3 3 4 3 2 2 3 3 3 4 4 4 4 3 3 3 2 2 4
16 4 2 4 2 3 3 3 3 4 4 4 3 4 4 4 2 4 3 2 3 3 2 2 3 2
17 2 2 2 4 3 3 2 3 1 2 2 2 3 2 2 3 3 2 4 3 3 3 3 2 4
18 3 1 4 4 3 4 2 3 3 2 2 2 3 3 3 2 3 4 2 3 3 1 2 3 2
19 3 3 3 3 3 3 2 3 4 3 3 3 3 3 3 3 2 2 2 3 3 3 3 3 3
20 3 4 3 2 3 4 3 3 3 2 2 4 4 4 3 2 3 2 2 1 1 1 2 2 2
21 2 2 4 3 3 4 4 4 4 3 4 3 3 4 3 3 3 3 3 3 3 3 2 2 2
22 2 2 2 3 2 3 4 3 2 3 2 3 4 2 3 4 4 4 3 3 3 3 2 2 4
23 4 2 3 3 3 3 4 4 3 1 3 1 3 4 3 1 3 2 2 1 1 2 1 3 3
24 4 2 4 3 4 4 3 4 3 4 4 2 4 3 4 4 4 4 3 4 4 3 4 3 4
25 2 3 3 2 2 2 2 3 2 1 1 2 1 3 4 1 3 2 1 4 4 1 2 3 1
26 3 3 4 4 2 4 3 4 3 2 4 3 4 3 4 4 4 4 4 3 3 3 3 1 4
27 3 3 4 4 2 4 3 3 2 2 3 3 3 4 3 3 4 3 2 3 3 2 3 2 2
28 2 2 2 2 2 2 1 1 1 1 1 1 3 1 1 2 2 1 1 2 2 3 2 1 3
29 4 2 3 3 3 4 2 2 2 4 2 2 3 2 3 2 3 3 2 2 2 2 2 2 2
30 4 3 4 4 4 4 3 4 4 2 4 2 4 4 2 2 3 2 2 4 4 4 4 4 4
Legend: 4 - Very Ready 3 – Ready 2 – Moderately Ready 1 - Not Ready Cronbach a =

0.88563
Appendix F– Certification to certify the Reliability Test Results
This certificate is to certify that the results for the reliability testing were
accurately tallied and statistically analyzed. The statistician accurately solved the
57
results, which result to a Cronbach’s Alpha of 0.88563 which means that the research
instrument was reliable.

Statistician
Appendix G – Letter for Validation

January 21, 2022

NELSON E. CALIBUHAN
Master II Teacher
Southcom National Highschool
Calarian, Zamboanga City
Sir:
58
Greetings of Love and Peace!
We, a senior high school students of Brent Hospital and Colleges Incorporated
is currently proposing their research study as one of their requirements in Research
Project, “Readiness of Grade 10 Students in Online Learning” connection with
this, the researcher will be needing assistance with regard to the validation of their
questionnaire necessary for the study.
Knowing that you most fit and capable to provide such, the undersigned has
chosen and would like to ask validation and approval from you to be the evaluator of
their research instrument. Attached is the research instrument to be used in the
research study.
Looking forward for your kindest approval regarding this matter. Thank you
and God Bless
Sincerely yours,
RESEARCHERS
Grade 12
Noted by:
Najar M. Narud, MAED Nelson E. Calibuhan
Researcher Adviser Research Validator
Appendix H – Certificate of Validation

To whom it may concern,
This is to certify that I have examined and validated the items found in the
research instrument of Hussin, Shaky -Nur, et al, who are enrolled at Brent Hospital
59
and Colleges Incorporated, Zamboanga City with their study entitled “Readiness of
Grade 10 Students in Online Learning”.
Issued this 21st day of January 2022 in the City of Zamboanga Philippines.
NELSON E. CALIBUHAN
Master Teacher II
Appendix I – Letter for Validation


January 28, 2022
GEMMALYN M. NAVARRO, Ph.D.

Master Teacher I
Sinunuc National Highschool
Sinunuc, Zamboanga City
60
Ma’am:
Greetings of Love and Peace!
We, a senior high school students of Brent Hospital and Colleges Incorporated
is currently proposing their research study as one of their requirements in Research
Project, “Readiness of Grade 10 Students in Online Learning” connection with
this, the researcher will be needing assistance with regard to the validation of their
questionnaire necessary for the study.
Knowing that you most fit and capable to provide such, the undersigned has
chosen and would like to ask validation and approval from you to be the evaluator of
their research instrument. Attached is the research instrument to be used in the
research study.
Looking forward for your kindest approval regarding this matter. Thank you
and God Bless
Sincerely yours,
RESEARCHERS
Grade 12
Noted by:
Najar M. Narud, MAED Gemmalyn M. Navarro, Ph.D.
Researcher Adviser Research Validator
Appendix J – Certificate of Validation

To whom it may concern,
This is to certify that I have examined and validated the items found in the
research instrument of Hussin, Shaky -Nur, et al, who are enrolled at Brent Hospital
61
and Colleges Incorporated, Zamboanga City with their study entitled “Readiness of
Grade 10 Students in Online Learning”
Issued this 28th day of January,2022 in the City of Zamboanga Philippines.
GEMMALYN M. NAVARRO, Ph.D.

Master Teacher I
Appendix K – Approval Letter for Reliability Testing


February 14, 2022
ELENA F. BALAN, Ed.D

Secondary School Principal IV
Southcom National High School
Zamboanga City
62
Ma’am:
Warmest Greetings!
The undersigned are the Grade 12 Students of Brent Hospital Colleges and
Incorporated and currently undertaking the research study entitled: “Readiness of
Grade 10 Students in Online Learning” as part of the requirements in Research
Subject a study entitled.
In this regard, the undersigned respectfully requests permission from your
good office to allow us to conduct the pilot testing for Reliability Testing from the
Grade 10-Duterte so as to collate beneficial information needed for the success of the
said research study.
For your consideration and approval. Thank you very much and Godspeed.
Respectfully Yours,
Grade 12 Campbell, Group Leader.
Noted by:
Research Adviser
Approved by:
Elena F. Balan, Ed,D.

Secondary School Principal IV
Appendix L – Certification to prove that Grade 10 Students of Sinunuc National

High School is using Modular Learning Modality as Learning Method.

63
Appendix M – Post-Hoc Analysis

64
We present below color-coded results (yellow for insignificant and orange for
significant) for evaluating whether Qi,j>QcriticalQi,j>Qcritical for all relevant pairs
of treatments. In addition, we also present the significance (p-value) of the
observed QQ-statistic Qi,jQi,j. The algorithm used here to calculate the critical values
of the studentized range distribution, as well as p-values corresponding to an
observed value of Qi,jQi,j, is that of (Gleason,1999). This is an improvement over
the Copenhaver-Holland (1988) algorithm deployed in the R statistical package.
TUKEY HSD RESULTS
Treatments Tukey Hsd Tukey Hsd Tukey Hsd

Pair Q Statistic P-Value Inference
10,000 and above

vs 5,000 - 9,999 2.1076 0.4452567 Insignificant
10,000 and above

1.4301 0.7176971 Insignificant
vs 1000 - 4,999
10,000 and above

vs Below 1000
5,000 - 9,999 vs
1000 - 4,999
5,000 - 9,999 vs
4.9929 0.0024662 Significant
Below 1000
65
1000 - 4,999 vs
Below 1000 4.3155 0.0125502 Significant
BONFERRONI AND HOLM RESULTS: ONLY PAIRS RELATIVE TO A

SIMULTANEOUSLY COMPARED.
Bonferroni
Treatments Bonferroni Bonferroni Holm Holm
And Holm
Pair P-Value Inference P-Value Inference
Tt-Statistic
10,000 and
above vs
1.4903 0.4095953 Insignificant 0.2730635 Insignificant
5,000 - 9,999
10,000 and
above vs 1000 -
1.0113 0.9365664 Insignificant 0.3121888 Insignificant
4,999
10,000 and
above vs Below 2.0402 0.1249195 Insignificant 0.1249195 Insignificant
1000
CURRICULUM VITAE
ALLAMA, SITTI MARDIYA J.

Recodo, Zamboanga City
66
09555918663
sittimardiya16.9@gmail.com
______________________________________________________________
PERSONAL INFORMATION
Date of Birth: November 23, 2003 Age: 18

Place of Birth: Jolo, Sulu Sex: Female
Religion: Islam Civil Status: Single
Language Spoken: Tausug, Tagalog Weight: 63
Height: 5’3
______________________________________________________________
EDUCATIONAL ATTAINMENT
Elementary School: Recodo National High School
Junior High School: Recodo National High School
ARANGGA, ZHAUDA G.
Purok 1 C-104, Sinunuc Miramar, Zamboanga City
09381537333
zhaudaa@gmail.com
67
______________________________________________________________
Date of Birth: June 01, 2003 Age: 18

Place of Birth: Zamboanga City Sex: Female
Language Spoken: Tausug Weight: 45
Height: 5’5
______________________________________________________________
Elementary School: Sinunuc Elementary School
Junior High School: Zamboanga National High School West
ARMADA, ANGEL JANE O.

St. Veronica, Purok 4, Malagutay Zamboanga City
09518477827
gellyarmada@gmail.com
68
______________________________________________________________
Date of Birth: October 22, 2003 Age: 18

Religion: Roman Catholic Civil Status: Single
Language Spoken: Bisaya Weight: 45
Height: 5’4
______________________________________________________________
Elementary School: Malagutay Elementary School
Junior High School: Southcom National High School
BANDAHALA, ALSON D.
Talon-Talon Zamboanga City
09354331687
liluzibans08@gmail.com
______________________________________________________________
69

Place of Birth: Zamboanga City Sex: Male
Height: 5’4
______________________________________________________________
Elementary School: Zamboanga Central School Sped
Junior High School: Zamboanga National High School West
HUSSIN, FATIMA WHENDELYN S.

Sta. Barbara, Zamboanga City
09533243300
wendyhussin7@gmail.com
______________________________________________________________
70
Date of Birth: November 9, 2003 Age: 18

Language Spoken: Tagalog, Tausug, Chavacano Weight: 50
Height: 5’3
______________________________________________________________
Elementary School: Sta. Barbara Central School (SBCS)
Junior High School: Zamboanga National High School West (ZNHSW)
HUSSIN, SHAKY-NUR S.
Zone 1 Calle Real, Mercedes, Zamboanga City

09552832738
shakyhussin41@gmail.com
______________________________________________________________
71

Language Spoken: Tagalog, Bisaya Weight: 80
Height: 5’4
______________________________________________________________
Elementary School: Maranding Central Elementary School
Junior High School: Mercedes National High School
JAHANDAL, MERHALYN K.
Dastun Dr. Kasanyangan Zamboanga City
09613027515
merhalynj@gmail.com
______________________________________________________________

72
Height: 5’1
______________________________________________________________
Elementary School: D’GEMS
Junior High School: Zamboanga City High School (MAIN)
JAMDANI, SHAHIEN A.
Baliwasan Atilano Dr.
09970660598
shahienjamdani7@gmail.com
______________________________________________________________
Date of Birth: December 13, 2003 Age: 18

73
Height: 5’3
______________________________________________________________
Elementary School: Baliwasan Central School
Junior High School: HMIJ Foundation Philippine Islamic College Incorporated
LOPITO, DUBAINE S.
Rancho del Rio, Sinunuc, Zamboanga City
09552787083
dubailopito123@gmail.com
______________________________________________________________

Place of Birth: Zamboanga del Norte Sex: Female
74
Language Spoken: Sama, Tausug, Tagalog Weight: 45
Height: 4’11
______________________________________________________________
Elementary School: Pangian Elementary School
Junior High School: Southcom National High School
PAUT, HAZEL ANN L.

Sitio Caragasan, Kalambuan Zamboanga City
09656133769
hazelpaut9@gmail.com
______________________________________________________________
Date of Birth: August 12, 2004 Age: 17

Religion: Episcopal Civil Status: Single
Language Spoken: Bisaya, Chavacano Weight: 43
75
Height: 5’3
______________________________________________________________
Elementary School: Zamboanga West Central School
Junior High School: Sinunuc National High School
SANCHEZ, AMIR P.
Sinunuc, Zamboanga City
09659123201
palaciosanchezamir@gmail.com
______________________________________________________________
Date of Birth: April 19, 2004 Age: 17

Religion: Roman Catholic Civil Status: Single
Language Spoken: Chavacano Weight: 60
Height: 5’10
76
______________________________________________________________
Elementary School: Sinunuc Elementary School
Junior High School: Sinunuc National High School
CERTIFICATE OF AUTHENTIC AUTHORSHIP
We hereby declared that this submission is our own work and to the best of
our knowledge, it contains no materials previously published or written by another
person nor materials which to a substantial extent has been accepted for the award of
any other degree or diploma at BHCI or any other educational institution except
where due acknowledgement is made in the manuscript. Any contribution made to the
research by other with whom we have worked at BHCI or elsewhere is explicitly
acknowledged in the manuscript.

77
We also declare that the intellectual content of this manuscript is the product
of our own work except to the assistance from others in the project’s design and
conception or in style, presentation and linguistic expression is acknowledged.
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i

READINESS OF GRADE 10 STUDENTS IN ONLINE LEARNING

Allama, Sitti Mardiya J.

Episcopal Diocese of Southern Philippines

Senior High School Department

CERTIFICATION OF PANEL APPROVAL

The research proposal attached hereto entitled “READINESS OF GRADE 10

In partial fulfillment of the requirement for the diploma of SENIOR HIGH

DANTE M. DUMDUM, MA TIMOTHY C. GOMEZ, REE

ALELI S. FUJIEDA, MAED

level of readiness of students in the online learning among Grade 10 students of

through the Printed Survey Questionnaire. Arithmetic Mean was administered to

determine the level of Readiness in terms of self-directedness, learning preferences,

determine the significant difference when data are grouped according to

ready in terms of self-directedness, learning preferences, study habits, technology

by socioeconomic status, it was determined that there was a significant difference in

the readiness of grade 10 students in an online learning.

and granting us the knowledge, wisdom, patience, and capability to proceed

successfully. We the Grade 12 student of Brent Hospital and Colleges Incorporated

milestone in the completion of this research study:

To our principal Ms. Aleli S. Fujieda, MAEd, we really appreciate your

To our research adviser Mr. Najar M. Narud, MAED we really appreciate

adviser Mr. Edrian V. Monternel, we really appreciate your guidance, support,

To the panel members Mr. Dante M. Dumdum, MA, Mr. Timothy C.

betterment of our research study.

To our validators, Mr. Nelson E. Calibuhan and Mrs. Gemmalyn M.

thank you so much.

would not be possible, thank you so much for your cooperation.

without your encouragement and love, so thank you so much.

1.1 Background of the Study……………………….…………………........ 1

1.2 Statement of the Problem…………….……………………………………. 3

1.4 Significance of the Study …………………………...………………… 4

1.5 Scope and Limitation………………….………………………………. 5

1.6 Operational Definition of Terms……………………….…...…………. 6

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Foreign Studies………………………….………………...................... 5 7

2.2 Local Studies……………………………………….......…….................. 17

2.3 Conceptual Framework…………………………….………………… 11

CHAPTER III: METHODOLOGY

3.1 Research Design…………………………….…………………………

3.2 Research Locale………………………………….………................. 13

3.3 Research Participants……………………….…...…………………...

3.4 Sampling Procedure………………………………………...................

3.5 Research Instrument………………………………………...................

3.6 Ethical Consideration…………………………….………………… 15

3.7 Validity and Reliability……………………….……………………...

3.8 Research Procedure………………………………….…....................... 16

3.9 Statistical Analysis………………………………………………….… 16

CHAPTER IV: DATA RESENTATION, ANALYSIS, AND

4.1 Demographic Profile of the Respondents…………………………...

4.2 The level of readiness of Grade 10 students for

Senior High online class………………………………………………….

4.3 Readiness of grade 10 students when data are

grouped according to gender and socioeconomic status

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND

5.1 Summary of Findings…………………………………………………. 40

Appendix A – Ethical Clearance…………………………………………… 50

Appendix B – Approval Letter………………………………...…………… 51