i

EFFECTS OF VIRTUAL LEARNING TOWARDS ACADEMIC PERFORMANCE OF

CRIMINOLOGY STUDENTS

AN UNDERGRADUATE THESIS

Presented to the Faculty of

School of Criminal Justice Education
J.H. CERILLES STATE COLLEGE – GUIPOS EXTENSION CLASS
Poblacion, Guipos, Zamboanga del Sur

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN CRIMINOLOGY

Julius Cesar B. Abella

Nelson C. Acdal Jr

July 2022
 ii

CERTIFICATE OF PANEL APPROVAL

This thesis entitled “EFFECTS OF VIRTUAL LEARNING TOWARDS

ACADEMIC PERFORMANCE OF CRIMINOLOGY STUDENTS”, prepared and
submitted by Abella, Julius Cesar B., and Acdal, Nelson C., in partial fulfilment of the
requirements for the degree of Bachelor of Science in Criminology, is hereby
recommend for approval:

JOVALYN CAJETA-ONEZ, MAeD

Thesis Adviser

Date

This thesis is approved in partial fulfilment of the requirements for the degree of
Bachelor of Science in Criminology.
Approved by the Oral Examination committee on ______________ with a rating
of
.

HIYASMIN G. PRECIADO, EdD CLYDELYN M. ALCAYDE, MS CJ

Member Member

AGNES T. MIRANDA, RCrim ENGR. JACQUELINE B. TALPIS

Member Member

ROMEL C. ROBLEDO, EdD

Instructor

JOHN DEXTER G. SARCENA, Ph.D.

Chairman
 iii

ACKNOWLEDGEMENT

The researchers would like to express their sincere thanks and appreciation to

the individuals who rendered their efforts, and precious time for the success of the

study.

Foremost, to our Almighty God, for the guidance and strength and to all the

participants for their cooperation and participation.

The researchers would like to extend their gratitude to their thesis adviser, Mrs.

Jovalyn Cajeta-Onez, for her constant support, understanding, and for sharing her

knowledge that made this study successful.

Engr. Jacquelin B. Talpis, the statistician, for enlightenment particularly in the

analysis of data.

Miss. Clydelyn M. Alcayde, the field expert, for her valuable time and unending

assistance of giving advice.

Dr. Romel C. Robledo, the research instructor, for giving technical guidance in

order to make this a good and accurate study.

Dr. Jhon Dexter Sarcena, the chairman, for his encouragement for the success of

the study.

Furthermore, the researchers want to express their appreciation to their parents,

friends, and classmates for providing constant support and continuous inspiration

throughout the course of study and particularly for this research endeavor.
 iv

This achievement would not be accomplished without them. The researchers

express their deepest thanks and gratitude.

DEDICATION

This study is dedicated to the loving and supportive parents of the researchers who

have been their source of inspiration and encouragement in the years of study. Who

has been supporting them financially and morally since the beginning and believed in

their dreams and ambitions.

Mr. & Mrs. Jaime A. Abella

Mr. & Mrs. Nelson S. Acdal

To the researchers thesis adviser, Mrs. Jovalyn Cajeta-Onez for giving all the

necessary support to enhance the output of this research.

To friends, classmates and special someone who contributed to the realization of

this descriptive study.

Lastly, to the research respondents who were the source of the data to succeed

in this research, and for giving their time and effort in answering the survey.

This work is lovingly dedicated to

OUR ALMIGHTY GOD

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Researchers

ABSTRACT

ABELLA, JULIUS CESAR B., ACDAL, NELSON C., School of Criminal Justice
Education in Criminology, J.H. Cerilles State College – Guipos Extenssion Class,
Guipos, Zamboanga del Sur, June 2021. “EFFECTS OF VIRTUAL LEARNING
TOWARDS ACADEMIC PERFORMANCE OF CRIMINOLOGY STUDENTS”. An
unpublished Bachelor’s Thesis.

Adviser: Jovalyn Cajeta-Onez, mAEd

Personal computers and the internet have revolutionized the entire society. Most
people are not aware of how computers and internet technology are transforming the
way students learn. This emerging education paradigm is often called “virtual learning”
and it has the potential to improve student achievement, educational access and
schools` cost-effectiveness.

This study focuses on the effects of virtual learning towards academic

performance of criminology students. A quantitative research design employing
descriptive survey was employed on this study. The study was conducted in J.H Cerilles
State College Guipos Extension Class. There were 36 students and 4 teachers as
respondents in this study. Questionnaire-checklist was the principal tool used in the
gathering of data. Weighted mean was the statistical measure used to determine the
extent of the responses of the two groups of respondent while t-test was used to
determine the significant difference of the responses among them. The study revealed
that there is no significant difference between the responses of students and teachers
along with the two variables.

This study conclude that questions must be entertained by the teachers after
conducting a virtual class for the students’ clarification of the lessons and also, students
 vi

must pay attention in class and avoid missing lessons in order to stay on track with their
activities and get good academic results.

Keyword: Virtual Learning, Academic Performance, Criminology Students

TABLE OF CONTENTS

Pages
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT
iii
DEDICATION
iv
ABSTRACT
v
TABLE OF CONTENTS
vi
LIST OF TABLES
viii
LIST OF FIGURES
ix

CHAPTER
1 THE PROBLEM
Introduction 1
Theoretical Framework 3
Conceptual Framework 3
Statement of the Problem 5
Scope and Limitation 5
Significance of the Study 6
Definition of Terms 7

2 REVIEW OF RELATED LITERATURE

3 RESEARCH METHODOLOGY
Research Design 18
Research Environment 18
Research Respondents 19
Sampling Design 19
 vii

Research Instrument 19
Data Gathering Procedures 21
Statistical Treatment 21

4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

5 FINDINGS, CONCLUSION AND RECOMMENDATION

Findings 39
Conclusion 42
Recommendation 44

Page
REFERENCES 45
APPENDICES
A. Letter of Request form the Program Chair 49
B. Letter to Respondents 50
C. Questionnaire 51
D. Statistical Solution 53
CURRICULUM VITAE 55
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LIST OF TABLES

Tables Pages

1. Effects of Virtual Learning in Terms of 23

Comprehension skills as perceived by students

2. Effects of Virtual Learning in terms of 26

Motivation to learn as perceived by students

3. Effects of Virtual Learning in Terms of 29

Comprehension skills as perceived by teachers

4. Effects of Virtual Learning in terms of 32

Motivation to learn as perceived by teachers

5. Comparison of the two indicators as to the 35

Effects of Virtual Learning towards Academic
Performance Criminology students

6. Frequency and Percentage Distribution on the 36

level of the students’ performance on virtual
learning environment in terms of general point average

7. Action Plan 38
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LIST OF FIGURES

Figure Pages
1 Schematic Diagram of the Study 4
x
 1

CHAPTER 1

THE PROBLEM

Introduction
Covid 19 pandemic widely transform the education system. This leads

into a shift of teaching and learning pedagogy from face-to-face learning into

virtual learning. This virtual learning is so new especially here in our country

Philippines that is why students are really adjusting for this kind of learning.

Digital technology has played an important role in the widespread distribution

of knowledge and recommendations for this time of pandemic. Because of the

global community lockdown, the vast majority of the world's population has

turned to digital technology for a variety of purposes.

Virtual learning is a form of learning that is facilitated by the use of

computers and/or the internet both outside and within the educational

institution's facilities. The majority of the time, the training takes place online.

The instructional exercises take place remotely, with the teacher and students

being physically apart in terms of place, time, or both (Racheva, 2017).

Researcher has shown that virtual learning is as effective as face-to-

face learning (Burke, 2020). Hence, In the midst of the COVID19 pandemic,

digital media has aided people in their educational endeavors and the

creation of interactive social connections for the coexistence of human

relationships. The socio-educational effects of recently created virtual

relationships made possible by technology are discussed in this paper. It

investigates the use of new technology, as well as their effect on meeting the
 2

social and educational needs of stakeholders during a pandemic (Talidong

and Toquero, 2021).

The digital revolution spawned online practices that argue for both

benefits and drawbacks in the social and educational world. While a

revolutionary exchange between a traditional society and a virtual community

will occur, it is unclear if human learning and social relationships will fail and

be challenged in the digital age (Joo & Teng, 2017).

For certain businesses around the globe, the effects of a pandemic are

unstoppable and uncontrollable. Nearly 120 countries have since abandoned

face-to-face schooling, and COVID-19 had an impact on the curriculum of

over a billion students around the world. E-learning is used by the majority of

higher education institutions (Azzi-Huck and Shmis 2020; Shahzad et al.,

2020)

Researchers have seen rapid advancements in the area of technology-

enhanced learning over the last decade, as well as an increasing movement

toward its use in formal education. Most universities have implemented

various types of e-learning (e.g., machine aided learning, mixed learning,

large online open courses (MOOCs), and so on (Cimermanová, 2018).

Social media is one of educational platforms in education during new

normal and accordingly, using social media for academic purposes was not a

significant predictor of academic performance as measured by cumulative

grade point average but when it is used for nonacademic purposes (video
 3

gaming in particular) and social media multitasking significantly negatively

predicted academic performance (Lau, 2017).

This study is specifically conducted to determine the interrelation of

virtual learning and academic performance of fourth year criminology students

in one of the college in the second district, in the province of Zamboanga del

Sur.

Theoretical Framework

This study is based on the popular learning theory “social

constructivism” that describe and explain teaching and learning as complex

interactive social phenomena between teachers and students.

Teachers should allow their students to come up with their own

questions, make their own theories, and test them for viability. Students

should also be challenged by their instructors to perform open-ended

investigations, work to solve problems with realistic and meaningful context.

As to the work of John Dewey, social constructivism will be used as

reflective practice by both learners and teachers for interactive discussions

that replaces straight lecturing, whether in a face-to-face or online class.

Conceptual Framework

This study focuses on the effects of virtual learning towards the

academic performances of the Criminology Students of J.H. Cerilles State

College Guipos Extension Class and elaborate the significant relationship

among variables.

Figure 1 displays the descriptive survey study in students’

comprehension skills and motivation to learn as the variables of Virtual

 4

Learning towards academic performance of 4th Year Criminology Students in

the research locale.

VIRTUAL LEARNING Student’s

Action
1. Comprehension Skill Academic
Plan
Performance
2. Motivation to Learn

Figure 1. Schematic Diagram of the study

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Statement of the Problem

The study aims to investigate the effects of virtual learning to the

Academic Performance of the Criminology Students of of J.H Cerilles State

College Guipos Extension Class along with the two variables.

Specifically, this study seeks answers to the following questions:

1. To what extent is the level of virtual learning as perceived by students

and teachers in terms of;

2.1 Comprehension Skill; and

2.2 Motivation to learn?

2. Is there a significant difference on the responses of teachers and

students?

3. What is the Academic Performance of the Fourth Year Criminology

students during Virtual Learning?

4. Based on the gathered data, what action plan can be developed?

Hypothesis

The null hypothesis was tested at 0.05 level of significance

Ho. There is no significant difference in the responses of the

respondents on the identified variables of this study.

Scope and Limitation

Subject Matter. This study was focused on the effects of virtual

learning towards the academic performance of the participants.

 6

Research Environment and Timeline. This study was conducted at J.H.

Cerilles State College, Poblacion Guipos, Zamboanga del Sur during the first

semester of the class in the school year 2021-2022.

Research Participants. The participants of this study were the Fourth

year Criminology students and the teahcers of J.H Cerilles State College,

Guipos extension class.

Research Design. The researcher used Descriptive survey which

involves observation of the participants in gathering data.

Research Method. The research method to be used by the researchers

in this study is descriptive survey design of quantitative method of research.

Significance of the Study

The result of this correlational study of virtual learning and academic

performance of third year criminology students will be beneficial to the

following:

Teachers. This study will give them an idea how virtual learning affects

the academic performances of the students and to assess if this approach will

still be employed in the next generation of students.

Parents. This would lead them to give their full support on their

children especially on financial bases as this is the very needs in virtual

learning.

Students. The result of the study serves as core foundation especially

on dealing the difficulties on utilizing virtual learning approach.

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CHED. This will give them the idea if this virtual learning that is good

for the students.

Future Researchers. Itself of the intellectual benefits that this

information may provide.

Definition of Terms
This section presents the conceptual definition of the key terms used to

help the readers understands the following terms:

Academic Performance. The result of learning, prompted by the teaching

activity by the teacher and produced by the student (Lamas, 2015). A method

of assessing student success in a variety of academic subjects. Classroom

success, graduation rates, and standardized test results are commonly used

by teachers and education officials to assess student achievement.

Comprehension Skills. The techniques a reader employs to create context

and extract knowledge from a text are known as comprehension skills

(Johnson, 2008). This refers to the ability of the students to understand and

interpret concepts on the utilization of virtual learning approach in teaching

and learning process in these new normal settings in education.

Covid-19. According to World Health Organization (WHO) Coronavirus

disease (COVID-19) is an infectious disease caused by a newly discovered

coronavirus. This virus become the reason for the students to adjust in a new

normal of learning.
 8

E-learning. Also referred to as online learning or electronic learning, is the

acquisition of knowledge which takes place through electronic technologies

and media (Abernathy, 2019). This become the new style of learning for the

students in this time of pandemic.

Face to face. Presents is the ability to discuss, collaborate, practice and role

play, all ‘live’ and with guidance from a facilitator on hand (Cooke, 2020). This

is a type of learning that temporary not apply for education in this time of

pandemic.

Guipos. A 4th class municipality in the province of Zamboanga del Sur,

Philippines, It is the place where we conduct our study.

Lockdown. An emergency protocol implemented by the authorities that people

must stay at home unless they need to go out for certain reasons, such as

going to work, buying food, or taking exercise (Collins, 2021). A government

order that people should stay in their place that brings for the students to be

engage in virtual learning.

Motivation. Motivation is the process that initiates, guides, and maintains

goal-oriented behaviors. It is what causes you to act, whether it is getting a

glass of water to reduce thirst or reading a book to gain knowledge (Cherry,

2020). This refers to a measurable variable that drives, directs, and sustains

goal-oriented action. It is an intrinsic inspiration that helps students to reach

their personal goals, and it is being investigated to see if any connections can

be found.
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Pandemic. According to the World Health Organization (WHO), a pandemic is

defined as the “worldwide spread of a new disease.” A disease outbreak that

spreads across countries or continents. It affects more people and takes more

lives. The recent issue that affects the normal life of the students.

Social media. A computer-based technology that facilitates the sharing of

ideas, thoughts, and information through the building of virtual networks and

communities (Dollarhide, 2021). One of the tool that students use for their

new normal education.

Technology. The study and transformation of techniques, tools, and machines

created by humans (Sarick, 2016). Useful tools especially in students who are

experiencing in a new normal education.

Virtual Learning. A form of learning that is facilitated by the use of computers

and/or the internet both outside and within the educational institution's

facilities. The majority of the time, the training takes place online (Racheva,

2017). The instructional exercises take place remotely, with the teacher and

students being physically apart in terms of place, time, or both. This is the

platform used by the institution to continue the teaching and learning amidst

pandemic. This is a variable that will be measure to see how much it affects

the academic performance of the students.

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter provides discussion on the effects of virtual learning

towards academic performance of the students. It discusses the literatures as

well as local and worldwide research findings that are relevant to the current

investigation. Insights from the literature and studies that were reviewed will

be shared.

Related Literature

The outbreak of COVID-19 created a drastic change to the platform of

the educational system nationwide. Schools are confronted with an integral

problem on how they would deliver their discussion with the absence of face-

to-face discussion to their students. Due to the need for immediate response

to the said problem, virtual learning has come to its existence. According to

Carliner, “Virtual learning refers to learning and other supportive resources

that are available through a computer” (Carliner, 2004). This means, virtual

learning happens virtually; the students are expected to conduct their classes

by the use of gadgets, likely; cellphone, computer, tablet, and the like.

The solution presented by the schools which is virtual learning with the

response to the problem brought by COVID-19 to the educational system

creates various problems towards the students, especially to college students

whose course required actual training; like, the course of BS Nursing,

Engineering, Criminology, and the like. To avoid a broad study, the

researcher
 11

decided to focus our study on the students who are currently taking the

course BS Criminology, particularly, the 4 th year students of JHCSC at

Guipos.

To address the context, researchers are interested to know the effects

of virtual learning on the academic performance of 4 th year criminology

students in J.H. Cerilles State College (JHCSC) at Guipos. We are expected

to present the problems brought by online learning and its effects to the

academic performance of the students especially those learners that needs

actual training in their chosen field of studies and will proposed a solution to

the said problem.

Additionally, the widespread use of Virtual Learning Environments

(VLE) in higher education institutions necessitates a study of their effect on

student success. (2017, Alves, Miranda, and Morais). The (Rotas & Chapay,

2020) research surveyed a group of carefully selected understudies currently

enrolled in a tertiary institution. The following categories of challenges in

inaccessible learning were discovered as a result of the substance

investigation: unstable web network; insufficient learning assets; electric

control interference; unclear learning substance; overburden lesson

exercises; limited teacher scaffolds; destitute peer communication; conflict

with home duties; destitute learning environment; monetary related issues.

Instantaneously, as a consequence of digital innovation, the field of

education is undergoing a significant transformation. It resulted in a significant

change and a communication breakthrough. It strengthened society's learning

 11

and living conditions (Ciolacu et al., 2017). These huge shifts open up new

learning opportunities for universities and colleges all over the world.
 12

Individuals will now pursue their education on their own terms thanks to

modern learning methods. People all over the world are taking their education

out of the classroom and into the safety of their own homes, where they can

choose what they want to learn and how they want to learn it (Collins &

Halverson, 2018). According to Carliner, digital learning has a different impact

on students' academic success depending on their school, status, situation,

and current state. Some people enjoy immersive learning, while others do

not. In this regard, the literature review section provides a unique viewpoint

on the subject that is important to the research. A detailed examination is

carried out in order to determine the impact of virtual learning on students'

academic success.

Virtual learning

Learning and practicing in an environment using digital/electronic

content for self-paced through online teaching and mentoring is known as

virtual learning (Abdullah and colleagues, 2021). Digital learning

environments are now commonplace in most higher education institutions.

These were often obtained without a clear understanding of what they were

supposed to do or how they might affect current practice (Weller, 2019).

Virtual learning is a form of learning that is facilitated by the use of computers

and/or the internet both outside and within the educational institution's

facilities. The majority of the time, the training takes place online. The

instructor and learners are physically divided in terms of location, time, or

 12

both during the teaching activities, which are carried out online.(Racheva,

2017). Virtual learning has a number of advantages over conventional college

 13

degree programs, including connectivity from anywhere at any time,

asynchronous discussions with peers, instant feedback on exams, and

versatility. Despite the advantages of virtual learning, it is not always simple to

put into practice. While digital technologies such as the Virtual Learning

Environment (VL) and Social Media (SM) are widely used in higher education,

little is known about the role these tools play in assisting students in achieving

their HE objectives (Lacka, Wong and Haddoud 2021).

Technologies in higher education teaching continues, a growing

number of colleges and universities have come to adopt blended learning

which combines traditional face-to-face lectures with online instruction to

create flexible approaches of delivering content that are consistent with the

requirements of new digital economy (Ma et al., 2019).

Mohammed, Kumar, Saleh, and Shuaibu (2017) indicate that a

“Learning Management System (LMS) is an application program (system)

developed to manage online courses, share learning materials, and permits

collaboration between students and students or between students and

teachers”. Using an LMS allows professors to provide students with

resources, share content, assign work projects, communicate changes in

courses, allow collaborations in the course, monitor student goals, facilitate

discussions among students, and post grades. Some of the common LMS’s

used in educational institutions include Blackboard, Moodle, Brightspace,

Canvas, and Schoology (Chaw & Tang, 2018; Lim, 2020; Mansfield, 2019).
 14

Google classroom become the tools support blended learning, this

tools ensures the unity of in-class and out-of-class learning; it is designed to

realize effective interaction of the subjects learning in real time; to monitor the

quality of training and control the students’ learning achievements in class as

well as out of it (Bondarenko, Mantulenko and Pikilnyak 2019).

Comprehension

Wang, Liu, and Hwang (2017) showed that incorporating technology

into the classroom will not only provide students with personalized instruction,

but also improve their learning effectiveness. (Nagy, 2018) discovered that

various immersive technologies, such as mobile technology, virtual reality

(VR), and augmented reality (AR), have potential in teaching contexts,

including improving students' spatial information expression, ability to practice

hands-on, and collaborative learning.

There are several applications that could help for virtual

comprehension like zoom and google meet but if a student is experiencing

network or video lag, they may not feel comfortable asking the teacher to

pause while they resolve their technical issues. And there’s little that a

teacher can do if students are distracted by their siblings or a TV playing in

the background (Terada, 2020).

Motivation

Motivation is important for a student, studies have found that

motivation
 15

to learn is a key factor in student success ("Engaging and motivating students

in a virtual learning environment", 2017). Consider the barriers that may

impact student learning at home: lack of internet, devices, and support. Add

to the mix competing priorities like supporting siblings, having essential jobs,

and coping with stress and trauma, and it’s clear that motivation,

resourcefulness, and self-regulation are critical (Novak, Anderson 2020).

Most students are experiencing stress and lack of motivation because of the

number of assignments they receive each day. Many have a hard time

learning through online school, but motivation can help to make it effective

(Sanchez, 2021).

Internal and external reinforcement to students who are learning to

improve their actions, usually with multiple markers or supportive elements, is

motivation to learn. It plays a significant role in one's academic performance.

The following are the different types of learning motivation indicators: 1) a

desire to succeed; 2) learning support and need; 3) future hopes and

aspirations; 4) learning appreciation; 6) exciting learning activities; and 7) a

conducive learning environment (Dwijuliani et al., 2021).

There are two main types of learning motivation, which are intrinsic

motivation and extrinsic motivation. Intrinsic motivation is the dominant type in

students’ learning in blended learning, and the intrinsically motivated students

to finish tasks and show better performance than the extrinsically motivated

students. Many studies emphasise the importance of motivation due to its

impacts on learning performance (Law & Breznik, 2017; Law & Geng, 2018)
 16

There are many reasons for the students to be motivated in this new

style of learning, teachers may become a good motivator, as we already know

that praise and reward are better motivators than punishment. If you celebrate

students who engage responsibly with online learning, their peers will follow

(Best, 2020). Provide immediate positive feedback by the parents can

motivate thier children. Each time your child completes distance learning

instruction, parents must to a thing that can make their child feel that they

achieve something (Carling, 2020). Encoraging your students by a

motivational word and supporting them for what they do will give them the self

confidence that will help them to success.

Academic Performance

The determinants of academic performance of the students include,

class participation, class assignments, home-work assignments, tests,

examinations, and participation in competitions or other events (Kapur, 2018).

Academic performance is important for the successful development of young

people in society. Students who do well in school are better able to make the

transition into adulthood and to achieve occupational and economic success

(Regier, 2011).

Academic performance is among the several components of academic

success. Many factors, including socioeconomic status, student temperament

and motivation, peer, and parental support influence academic performance

(Masud, 2019). In this time of pandemic, "Digital Management and

 16

Leadership" (2018) Research shows that online classes can be better at

engaging students,
 17

increasing retention rates up to 60% in some cases while video content is

predicted to account for 80% or more of all global web activity by 2020.

Nemetz (2017) research results showed that online learning performed

a good academic performance of the students. (Salamat et al., 2018)

According to their findings, e-learning gives students more time flexibility and

encourages them to do their own work without the assistance of others. It was

also the fact that students are at ease when using the internet. (Waheed et

al.,2020) in their study state that Virtual learning allows students to quickly

access past lessons or lecture material, allowing them to perform better and

have a good performance.

To address the context, researchers are interested to know the effects

of virtual learning on the academic performance of 4th-year criminology

students in J.H. Cerilles State College (JHCSC) at Guipos. We are expected

to present the problems brought by online learning and its effects to the

academic performance of the students especially those learners that needs

actual training in their chosen field of studies and will proposed a solution to

the said problem.

17
 20

CHAPTER 3

RESEARCH METHODOLOGY

This chapter provides details and description of the research design,

research locale, participants of the study, research instruments, data

gathering procedure, scoring procedure and the statistical processes.

Research Design

This study is a quantitative research design employing descriptive

survey research. Descriptive research entails describing, recording,

analyzing, and interpreting the current state of a phenomenon`s nature,

composition, or process. The focus is on the current situation, or how a

person, group, or item act or operates now (Manuel and Medel,1994).

Research Environment

This study was conducted at J.H. Cerilles State College, Guipos

extension Class in the province of Zamboanga Del Sur.

This school utilize a virtual learning and modular approach during the

opening of pandemic classes in S.Y 2020-2021. It is located in Poblacion,

Guipos Zamboanga del Sur which is observed to have a moderate internet

connectivity which leads to the utilization of virtual learning.

 19

Research Respondents

The respondents of the study were identified into two groups, first are

the 4th Year Criminology Students enrolled in the first semester, Academic

Year 2021 – 2022 and the second group are the Instructors handling

Criminology subjects of J.H. Cerilles State College, Guipos Extension Class

in the province of Zamboanga del Sur, Region IX. Only 4 Instructors were

chosen as the participants in this study. Among the total population of

students, the respondents were randomly select about 36 students of the

Fourth-Year population.

Sampling Design

This study utilized probability sampling design specifically simple

random sampling through lottery to evaluate the magnitude of relationship

prediction of the criminology students’ comprehension skills and motivation

towards student’s academic performance on virtual learning. The researchers

randomly selected participants from fourth year criminology students in J.H.

Cerilles State College Guipos Extension class. This sampling design is easy

to use, unbiased and it is an accurate representation of the larger variable.

Research Instruments

The following were the research instruments used in gathering of data

and information in this study:

 20

A. The instrument used in this study was Questionnaire Checklist in

Google forms to uphold that the researchers will acquire accurate information

from the respondents. This research instrument contained questions

formulated based on the variables given in our conceptual framework. The

researchers used adopted questionnaire, insight taken from the study of

Sanchez (2017), Nosseir (2014) and Saeed (2015). The instrument of consist

of two elements of critical data collection: Part I includes items for determining

the respondent’s demographic profile. Part II examined the extent of Virtual

Learning of students in terms of comprehension skills and motivation to learn

of the fourth year criminology students in J.H Cerilles State College Guipos

extension class.

B. Students` Academic Performance. To determine the students`

performance, the General Weighted Average (GWA) of the students` in two

semester was utilized.

Rating Interpretation

1.00 – 1.50 Excellent

1.75 – 2.00 Very Good

2.25 – 2.50 Good

2.75 – 3.00 Passed

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Data Gathering Procedure

Following the proper research ethics standards, the necessary

permissions and endorsement documents was secured by the researchers

and sought approval to the Program Chairman of the Criminology Program in

J.H Cerilles State College Guipos Extension Class Before the actual conduct

of the study, the students were informed by their instructor that they will be

the respondents of the study.

The questionnaire was distributed by Google forms and the data

gathered were kept confidential and would be used only for this study. The

answered questionnaire was retrieved by the researcher and interpreted

using the statistical tools.

Statistical Treatment

The data gathered from the responses of the respondents was presented

through table as basis for analysis, presentation and interpretation. The

different statistical measure as follows:

1. Weighted Mean. This is obtained by getting the summation of the

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

number of respondents.

2. Scaling the degree of responses of the respondents. To determine the

degree of responses of the respondents, a numerical scale of four

categories will be used. The criteria which serve as the basis in the

interpretation of the results adopted a boundary as follows.

 22

NUMERICAL SCALE RESPONSE CATEGORY

4 (3.26 – 4.00) Highly Effective (HE)

3 (2.26 – 3.25) Moderately Effective (ME)

2 (1.76 – 2.25) Slightly Effective (SE)

1 (1.00 – 1.75) Not Effective (NE)

3. T-test. This was used to test whether there is no significant difference in the

responses of the respondents on the identified variables of this study. The formula

is given:

X 1−X 2
t=

√ √
2 2
( n1 −1 )( SD1 ) + ( n2−1 ) ( SD 2) 1 1
+
n1+ n2−2 n1 n 2
 24
CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the presentation, analysis and interpretation of the data

gathered from the selected students and teachers of J.H Cerilles State

College.

Table 1. Effects of Virtual Learning in Terms of Comprehension skills as

perceived by students

STATEMENT HE ME SE NE
TWP WM AE Rank
Quality 4 3 2 1
1. I used dictionaries whenever I encounter
23 6 7 0 124 3.44 HE 1
difficult words in our lesson.
2. I pay attention to the implied meaning of the
13 20 3 0 118 3.28 HE 5
unfamiliar words in our lessons.
3. When I read our lesson/topics, I skip the
7 18 7 4 100 2.78 HE 7
words that are new to me.
4. I like that the teacher state clear objective
for the class and accomplishes them 24 11 1 0 131 3.64 HE 6
successfully.
5. The materials used in class are clear and
12 23 1 0 119 3.30 HE 4
coherent with the objectives of our lessons.
6. I want that the teacher fosters participatory
activities which leads us to accomplish the 16 17 3 0 121 3.36 HE 2
class objectives.
7. I need effective feedback about our lessons. 18 14 2 2 120 3.33 HE 3
Over all Weighted Mean 3.30 HE

Legend:
Numerical Scale Continuum Response Category
4 (3.26 – 4.00) (3.36 – 4.00) Highly Effective (HE)
3 (2.26 – 3.25) (2.26 – 3.25) Moderately Effective (ME)
2 (1.76 – 2.25) (1.76 – 2.25) Slightly Effective (SE)
1 (1.00 – 1.75) (1.00 – 1.75) Not Effective (NE)
 24

Table no. 1 shows the responses of the students of J.H Cerilles State

College, Guipos Extension Class in the Effects of Virtual learning towards the

Academic Performance. The seven predetermined items were presented with

the corresponding average weighted mean as basis for analysis and

interpretation.

Based on the responses of the respondents in table 1, it shows that

rank number 1 is the item number 4 “I like that the teacher state clear

objective for the class and accomplishes them successfully” students

obtained a weighted mean of 3.14 with an adjectival equivalent of “Highly

Effective”.

Rank number 2 is item number 1 “I used dictionaries whenever I

encounter difficult words in our lesson” students obtained a weighted mean of

3.44 with an adjectival equivalent of “Highly Effective”.

Rank number 3 is item number 6 “I want that the teacher fosters

participatory activities which leads us to accomplish the class objectives”

students obtained a weighted mean of 3.36 with an adjectival equivalent of

“Highly Effective”.

Rank number 4 is Item number 7 “I need effective feedback about our

lessons” students obtained a weighted mean of 3.33 with an adjectival

equivalent of “Highly Effective”.

 24

Rank number 5 is item number 2 “I pay attention to the implied

meaning of the unfamiliar words in our lessons” students obtained a weighted

mean of 3.28 with an adjectival equivalent of “Highly Effective”

 25

Rank number 6 is item number 5 “The materials used in class are clear

and coherent with the objectives of our lessons” students obtained a weighted

mean of 3.30 with an adjectival equivalent of “Highly Effective”.

Rank number 7 is item number 3 “When I read our lesson/topics, I skip

the words that are new to me” students obtained a weighted mean of 2.78

with an adjectival equivalent of “Moderately Effective”.

In terms of Comprehension Skill, based on the responses of the

students in J.H Cerilles State College, Guipos Extension Class it yielded an

average weighted mean of 3.30 with an adjectival equivalent of “Highly

Effective” implies that virtual learning is effective for the students in J.H

Cerilles State College, Guipos Extension Class. This result is supported by

Wang, Liu, and Hwang (2017) showed that incorporating technology into the

classroom will not only provide students with personalized instruction, but

also improve their learning effectiveness.

 26

Table 2. Effects of Virtual Learning in terms of Motivation to learn as

percieved by students

STATEMENT HE ME SE NE
TWP WM AE Rank
Quality 4 3 2 1
1. I participate in this online course because
26 10 0 0 134 3.72 HE 1
studying is important to me.
2. I am sure that I can do well on my test. 14 17 5 0 117 3.25 ME 3
3. I am not confident about understanding my
lessons specially when there`s no presence of 7 23 6 0 109 3.03 ME 5
facilitator.
4. No matter how much effort I put in during
virtual learning, I can`t still understand my 5 21 10 0 103 2.86 ME 7
lesson.
5. During virtual activities, I prefer to ask my
classmates for the answer rather than to think 11 16 7 2 108 3.00 ME 6
for myself.
6. When I do not understand the lesson during
virtual discussion, I find relevant resources that 15 16 5 0 118 3.28 HE 2
will help me online.
7. During virtual meeting, I feel most fulfilled
when I attain a good score in a quiz, 11 21 4 0 115 3.19 ME 4
summative and periodical test.
Over all Weighted Mean 3.19 ME

Legend:
Numerical Scale Continuum Response Category
4 (3.26 – 4.00) (3.36 – 4.00) Highly Effective (HE)
3 (2.26 – 3.25) (2.26 – 3.25) Moderately Effective (ME)
2 (1.76 – 2.25) (1.76 – 2.25) Slightly Effective (SE)
1 (1.00 – 1.75) (1.00 – 1.75) Not Effective (NE)

Table no. 2 shows the responses of the students of J.H Cerilles State

College, Guipos Extension Class in the Effects of Virtual learning towards the

Academic Performance. The seven predetermined items were presented with

the corresponding averaged weighted mean as basis for analysis and

interpretation.
 27

Based on the responses of the respondents in table 2, It shows that

rank 1 is item number 1 “I participate in this online course because studying is

important to me” the students obtained a weighted mean of 3.72 with an

adjectival equivalent of “Highly Effective”.

Rank number 2 is item number 6 “When I do not understand the lesson

during virtual discussion, I find relevant resources that will help me online”

students obtained a weighted mean of 3.28 with an adjectival equivalent of

“Highly Effective”.

Rank number 3 is item number 2 “I am sure that I can do well on my

tests” students obtained a weighted mean of 3.25 with an adjectival

equivalent of “Moderately Effective”.

Rank number 4 is item number 7 “During virtual meeting, I feel most

fulfilled when I attain a good score in a quiz, summative and periodical test”

students obtained a weighted mean of 3.19 with an adjectival equivalent of

“Moderately Effective”.

Rank number 5 is item number 3 “I am not confident about

understanding my lessons especially when there’s no presence of facilitator”

students obtained a weighted mean of 3.03 with an adjectival equivalent of

“Moderately Effective”.

Rank number 6 is item number 5 “During virtual activities, I prefer to

ask my classmates for the answer rather than think for myself” students
 28

obtained a weighted mean of 3.00 with adjectival equivalent of “Moderately

Effective”.

Rank number 7 is item number 4 “No matter how much effort I put in

during virtual learning, I can`t still understand the lesson” students obtained a

weighted mean of 2.86 with an adjectival equivalent of “Moderately Effective”.

In terms of Motivation to Learn, based on the responses of the

students in J.H Cerilles State College, Guipos Extension Class it yielded an

average weighted mean of 3.19 with an adjectival equivalent of “Moderately

Effective” implies that virtual learning is effective for the students in J.H

Cerilles State College, Guipos Extension Class. This result is supported by,

Sanchez (2021) many have a hard time learning through online school, but

motivation can help to make it effective.

 29

Table 3. Effects of Virtual Learning in Terms of Comprehension skills as

perceived by teachers

STATEMENT HE ME SE NE
TWP WM AE Rank
Quality 4 3 2 1
1. My students used dictionaries when they
0 3 1 0 11 2.75 ME 5.5
encounter difficult words in our lessons.
2. My students pay attention to the implied
0 3 1 0 11 2.75 ME 5.5
meaning of the unfamiliar words.
3. When our students read our lessons/topics,
0 3 1 0 11 2.75 ME 5.5
they skip the words that are new to them.
4. As a teacher I sate clear objective for my
1 3 0 0 13 3.25 ME 2
students and accomplishes them successfully.
5. My students need the materials to be used
in our class which are clear and coherent with 2 2 0 0 14 3.50 ME 3.5
the objectives of every lesson.
6. My students actively participate in our class
activities which leads them to accomplish the 3 1 0 0 15 3.75 HE 1
class objectives.
7. My students need effective feedback about
3 0 1 0 14 3.50 ME 3.5
the lessons.
Over all Weighted Mean 3.30 HE

Legend:
Numerical Scale Continuum Response Category
4 (3.26 – 4.00) (3.36 – 4.00) Highly Effective (HE)
3 (2.26 – 3.25) (2.26 – 3.25) Moderately Effective (ME)
2 (1.76 – 2.25) (1.76 – 2.25) Slightly Effective (SE)
1 (1.00 – 1.75) (1.00 – 1.75) Not Effective (NE)

Table 3. Shows the responses of the teachers of J.H Cerilles State College,

Guipos Extension Class in the Effects of Virtual learning towards the

Academic Performance. The seven predetermined items were presented with

the corresponding averaged weighted mean as basis for analysis and

interpretation.
 30

Based on the responses of the respondents in table 3, It shows that

rank 1 is item number 6 “My students actively participate in our class activities

which leads them to accomplish the class objectives” the teacher`s obtain a

weighted mean of 3.75 with an adjectival equivalent of “Highly Effective”.

Rank number 2 is item number 4 “As a teacher I state clear objective

for my students and accomplishes them successfully” the teacher`s obtain a

weighted mean of 3.25 with an adjectival equivalent of “Moderately Effective”.

Rank number 3.5 is item number 5 “My students need the materials to

be used in our class which are clear and coherent with the objectives of every

lesson” the teacher`s obtain a weighted mean of 3.50 with an adjectival

equivalent of “Highly Effective”.

Rank number 3.5 is item number 7 “My students need effective

feedback about the lessons” the teacher`s obtain a weighted mean of 3.50

with an adjectival equivalent of “Highly Effective”.

Rank number 5.5 is item number 1 “My students used dictionaries

when they encounter difficult words in our lessons” the teacher`s obtain a

weighted mean of 2.75 with an adjectival equivalent of “Moderately Effective”.

Rank 5.5 is item number 2 “My students pay attention to the implied

meaning of the unfamiliar words” the teacher`s obtain a weighted mean of

2.75 with an adjectival equivalent of “Moderately Effective”.

 31

Rank number 5.5 is item number 3 “When my students read our

lesson/topics, they skip the words that are new to them” the teacher`s obtain

a weighted mean of 2.75 with an adjectival equivalent of “Moderately

Effective”.

In terms of Comprehension Skill, based on the responses of the

teachers in J.H Cerilles State College, Guipos Extension Class it yields an

average weighted mean of 3.18 with an adjectival equivalent of “Moderately

Effective” implies that virtual learning is effective for the teachers in J.H

Cerilles State College, Guipos Extension Class.

 32

Table 4. Effects of Virtual Learning in terms of Motivation to learn as

perceived by teachers

STATEMENT HE ME SE NE
TWP WM AE Rank
Quality 4 3 2 1
1. My students participate in online courses
2 2 0 0 14 3.50 ME 3.5
because studying is important to them.
2. I am sure that my students can do well on
1 3 0 0 13 3.25 ME 1.5
their tests.
3. I am not confident about my students
understanding in their lessons especially 0 3 1 0 11 2.75 ME 5.5
without my presence.
4. No matter how much effort that my students
put in during our virtual class, they can’t still 0 3 1 0 11 2.75 ME 5.5
understand the lesson.
5. During virtual activities, my students prefer
to ask their classmates for the answer rather 2 2 0 0 14 3.50 ME 3.5
than think for themselves.
6. When my students do not understand their
lesson during virtual discussion, I provide 1 3 0 0 13 3.25 ME 1.5
relevant resources that will help online.
7. During virtual meeting, my students feel
most fulfilled when they attain a good score in 1 3 0 0 13 3.25 ME 1.5
a quiz, summative and periodical test.
Over all Weighted Mean 3.18 ME

Legend:
Numerical Scale Continuum Response Category
4 (3.26 – 4.00) (3.36 – 4.00) Highly Effective (HE)
3 (2.26 – 3.25) (2.26 – 3.25) Moderately Effective (ME)
2 (1.76 – 2.25) (1.76 – 2.25) Slightly Effective (SE)
1 (1.00 – 1.75) (1.00 – 1.75) Not Effective (NE)

Table 4. Shows the responses of the teachers of J.H Cerilles State College,

Guipos Extension Class in the Effects of Virtual learning towards the

Academic Performance. The seven predetermined items were presented with

the corresponding averaged weighted mean as basis for analysis and

interpretation.
 33

Based on the responses of the respondents in table 3, it shows that

rank 1.5 is item number 2 “I am sure that my students can do well on their

tests” the teachers obtain a weighted mean of 3.25 with an adjectival

equivalent of “Moderately Effective”.

Rank number 1.5 is item number 6 “When my students do not

understand their lesson during virtual discussion, I provide relevant resources

that will help them online” the teachers obtain a weighted mean of 3.25 with

an adjectival equivalent of “Moderately Effective”.

Rank number 1.5 is item number 7 “During virtual meeting, my

students feel most fulfilled when they attain a good score in a quiz,

summative and periodical test” the teachers obtain a weighted mean of 3.25

with an adjectival equivalent of “Moderately Effective”.

Rank number 3.5 is item number 1 “My students participate in online

course because studying is important to them” the teachers obtain a weighted

mean of 3.50 with an adjectival equivalent of “Highly Effective”.

Rank number 3.5 is item number 5 “During virtual activities, my

students prefer to ask their classmates for the answer rather than think for

themselves” the teachers obtain a weighted mean of 3.50 with an adjectival

equivalent of “Highly Effective”.

Rank number 5.5 is item number 3 “I am not confident about the

understanding of my students in their lessons especially when there’s no

presence of facilitator” the teachers obtain a weighted mean of 2.75 with an

 34

adjectival equivalent of “Moderately Effective”.

Rank number 5.5 is item number 4 “No matter how much effort that my

students put in during our virtual class, they can`t still understand the lesson”

the teachers obtain a weighted mean of 2.75 with an adjectival equivalent of

“Moderately Effective”.

In terms of Motivation to Learn, based on the responses of the

teachers in J.H Cerilles State College, Guipos Extension Class it yields an

average weighted mean of 3.18 with an adjectival equivalent of “Moderately

Effective” implies that virtual learning is effective for the teachers in J.H

Cerilles State College, Guipos Extension Class.

 35

Table 5. Comparison of the two indicators as to the Effects of Virtual Learning

towards Academic Performance of Criminology students

RESPONSES

INDICATORS STUDENTS (36) TEACHERS (4)

WM AE WM AE

1. Comprehensio 3.30 HE 3.18 ME

n Skill
2. Motivation to 3.19 ME 3.18 ME
Learn
Average Mean 3.25 ME 3.18 ME

Standard Deviation 0.2659 0.3593

Findings: t= 0.3312 £= 0.05 df= 26 C.V= 1.796

Decision: Null hypothesis is accepted

Conclusion: Not Significant

Table 5 shows the result of the t-test computation to see if there is a

significant difference between the responses of the students and teachers

along with the two indicators presented in the study.

As shown in the table, the average weighted mean obtained by the

students is 3.25 with an adjectival equivalent of “Moderately Effective” and a

standard deviation of 0.2659. Whereas the average weighted mean obtained

by the teachers is 3.18 with an adjectival equivalent of “Moderately Effective”

 36

and a standard deviation of 0.3593. By using the t-test as the statistical

measurement of the study yielded a computed t-value of 0.3312 which is

lesser than the computation value of 1.796 at 0.05 level of significance with

26 degrees of freedom being associated. Therefore, the null hypothesis is

accepted.

As for the conclusion, there is no significant difference in the

responses of the respondents of the identified indicators presented in the

study.

Table 6. Frequency and Percentage Distribution on the level of the students’

performance on virtual learning environment in terms of general point average

Remarks

Quartile Grade (Students Overall Frequency Percentage

Performance)

1.00 – 1.50 Excellent 0 0

1.75 – 2.00 Very Good 30 83.33%

2.25 – 2.50 Good 6 16.67%

2.75 – 3.00 Passed 0 0

TOTAL 36 100%

As gleaned on Table 4, during virtual learning 30 out of 36 or 83.33%

of the respondents have a grade point average on the range 1.75 – 2.00 with

the equivalent remarks of “Very Good” and 6 out of 36 or 16.67% of the

respondents have grade point average on the range 2.25 – 2.50 with the

equivalent remarks of “Good”.

 37

Majority of the respondents met the required grade point average

which is in contrast with the notion that the Virtual Learning may affect the

academic performance of the students in J.H Cerilles State College, Guipos

Extension Class. This result is supported by Nemetz (2017) research results

showed that online learning performed a good academic performance of the

students.
 38

Table 7
ACTION PLAN
Activity Objectives Persons Timeline
Involved
Seminar workshop in March 10,
handling online class All 2022
for Teachers instructors
1. Teacher (self) 1. Teachers can improve their facilitation in JHCSC
Development abilities, as well as their communication skills, in Guipos
workshop order to conduct effective online sessions. Campus.
2. Workshop for 2. They can devise successful strategies for March 13,
effective class eliciting student participation, and they may be 2022
management able to elicit the best performance from students
through communication and motivation. During
online sessions, teachers may be able to create
a stimulating yet enjoyable physical, mental, and
emotional environment.
3. Workshop for 3. Teachers may be able to recognize students’ March 17,
Understanding emotional needs, teach them with acceptance 2022
Students and good intentions, and assist pupils in
developing life and success skills.
Orientation on online All March 25,
classes for Students students 2022
in JHCSC
1.Expect online 1. Students may be able to demonstrate Guipos
courses to be fundamental technology skills such as school Campus
comparable with the email, Google Classroom, Meet, and Office 365
face to face classes in for online learning
terms of time
commitment

2. Attend any web 2. Students may be able to define and use online
conferences or learning best practices, such as time
synchronous events management, communication, organizational,
that required you to be and study abilities.
online at a specific
time during the
course.

3. Take an active role 3. Students can learn about academic resources

in your own education. and student services available to them to assist
You are responsible them overcome problems in an online learning
for keeping track of environment.
due dates and
completing
assignments on time.

4. Notify your 4. Students can build a sense of belonging with

instructor right away if JHCSC through connecting with faculty, student
you have any worries support, and peers.
or troubles; don't wait
until it's too late.
 38

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the findings, conclusions and recommendations to

briefly give the reader a better understanding about the study.

FINDINGS

Based on the analysis and interpretation of data presented in Chapter 4, the

findings that is being drawn are summarized as follows:

1. Effects of Virtual learning Towards Academic performance of

Criminology students as perceived by students in terms of Comprehension

Skill was “Highly Effective” and it obtained a weighted mean of 3.30. First

rank is item number 6 “I want that the teacher fosters participatory activities

which leads us to accomplish the class objectives” students obtain a weighted

mean of 3.36; “I like that the teacher state clear objective for the class and

accomplishes them successfully” students obtain a weighted mean of 3.64; “I

need effective feedback about our lessons” students obtain a weighted mean

of 3.33; “The materials used in class are clear and coherent with the

objectives of our lessons” students obtain a weighted mean of 3.30; “I used

dictionaries whenever I encounter difficult words in our lesson” students

obtain a weighted mean of 3.4; “I pay attention to the implied meaning of the

unfamiliar words in our lessons” students obtain a weighted mean of 3.28;

and 3 “When I read our lesson/topics, I skip the words that are new to me”

students obtain a weighted mean of 2.78.

 40

2. Effects of Virtual learning Towards Academic performance of

Criminology students as perceived by teachers in terms of Comprehension

Skill was “Moderately Effective” and it obtained a weighted mean of 3.18. First

rank is item number 6 “My students actively participate in our class activities

which leads them to accomplish the class objectives” the teacher`s obtain a

weighted mean of 3.75; “As a teacher I state clear objective for my students

and accomplishes them successfully” the teacher`s obtain a weighted mean

of 3.25; 7 “My students need effective feedback about the lessons” the

teacher`s obtain a weighted mean of 3.50; 5 “My students need the materials

to be used in our class which are clear and coherent with the objectives of

every lesson” the teacher`s obtain a weighted mean of 3.50; “My students

used dictionaries when they encounter difficult words in our lessons” the

teacher`s obtain a weighted mean of 2.75; 2 “My students pay attention to the

implied meaning of the unfamiliar words” the teacher`s obtain a weighted

mean of 2.75; and “When my students read our lesson/topics, they skip the

words that are new to them” the teacher`s obtain a weighted mean of 2.75.

3. Effects of Virtual learning Towards Academic performance of

Criminology students as perceived by students in terms of Motivation to Learn

Skill was “Moderately Effective” and it obtained a weighted mean of 3.19. First

rank is item number 1 “I participate in this online course because studying is

important to me” the students obtain a weighted mean of 3.72; “When I do not

understand the lesson during virtual discussion, I find relevant resources that

will help me online” students obtain a weighted mean of 3.28; “I am sure that I
 41

can do well on my tests” students obtain a weighted mean of 3.25; “During

virtual activities, I prefer to ask my classmates for the answer rather than think

for myself” students obtain a weighted mean of 3.00; “During virtual meeting, I

feel most fulfilled when I attain a good score in a quiz, summative and

periodical test” students obtain a weighted mean of 3.19; “I am not confident

about understanding my lessons especially when there’s no presence of

facilitator” students obtain a weighted mean of 3.03; and “No matter how

much effort I put in during virtual learning, I can`t still understand the lesson”

students obtain a weighted mean of 2.86.

4. Effects of Virtual learning Towards Academic performance of

Criminology students as perceived by teachers in terms of Motivation to Learn

Skill was “Moderately Effective” and it obtained a weighted mean of 3.18. First

rank is item number 1“My students participate in online course because

studying is important to them” the teachers obtain a weighted mean of 3.50; 6

“When my students do not understand their lesson during virtual discussion, I

provide relevant resources that will help them online” the teachers obtain a

weighted mean of 3.25; 2 “I am sure that my students can do well on their

tests” the teachers obtain a weighted mean of 3.25; 5 “During virtual activities,

my students prefer to ask their classmates for the answer rather than think for

themselves” the teachers obtain a weighted mean of 3.50; “During virtual

meeting, my students feel most fulfilled when they attain a good score in a

quiz, summative and periodical test” the teachers obtain a weighted mean of
 41

3.25; 3 “I am not confident about the understanding of my students in their

lessons
 42

especially when there’s no presence of facilitator” the teachers obtain a

weighted mean of 2.75; and 4 “No matter how much effort that my students

put in during our virtual class, they can`t still understand the lesson” the

teachers obtain a weighted mean of 2.75.

5. As to the comparison between the responses of the criminology

students and the teachers, findings revealed that the most prevailing

indicators went to indicator number 1 “Comprehension skills where it got a

highest rank with 3.24 average weighted mean and a response category of

“Moderately Effective” followed by Motivation to Learn, where it obtain 3.19

average weighted mean under the response category of “Moderately

Effective”. Though the ranks of the indicators differ from each other it is

categorically responded as “Moderately Effective”.

6.Null hypothesis is accepted for there is no significant difference

between the responses of the students and teachers since the result have

shown a computed t-value of 0.3312 which is lesser than the computation

value of 1.796 at 0.05 level of significance with 26 degrees of freedom being

associated.

CONCLUSIONS

Based on the findings gathered, the researchers had drawn the followings

conclusions;
 42

1. Virtual learning was “highly effective” in terms of Comprehension Skill on

the criminology students on wanting the teachers to fosters participatory

activities
 43

which leads them to accomplish the class objectives; and their likes that the

teacher state clear objective for the class and accomplishes them

successfully.

2.Virtual learning was “moderately effective” in terms of Comprehension Skill

on the teachers on wanting their students actively participate in class

activities which leads them to accomplish the class objectives; and in stating

clear objective for their students and accomplishes them successfully.

3. Virtual learning was “Moderately Effective” in terms of motivation to learn

on the criminology students on participating on online classes; and in

understanding the lesson during virtual discussion.

4. Virtual learning was “Moderately Effective” in terms of motivation to learn

on the teachers on making their students participate in online classes; and in

making their students understand their lesson during virtual discussion.

5. As to the comparison of the responses between the students and the

teachers, comprehension skill is the most prevailing indicator followed by the

motivation to learn. All of the indicators were is categorically responded as

“Moderately Effective”.

6. As for conclusions there is no significant difference between the responses

of the students and teachers since the result shown a computed t-value of

0.3312 which is lesser than the computation value of 1.796 at 0.05 level of

significance with 26 degrees of freedom being associated. The null

hypothesis is accepted.
 44

RECOMMENDATIONS

On the basis of the findings and conclusions above mentioned above, the

following recommendations are hereby presented:

1. Teachers must have an understandable and clear presentation during

virtual class in order for students to have better understanding in the

lessons.

2. Questions must be entertained by the teachers after conducting a

virtual class for the students’ clarification of the lessons.

3. Proper guidance for the students and monitoring their performance.

4. Teachers must attend classes and personally explained the lessons

and activities.

5. Students must suggests or write any recommendations for the

enhancement of a virtual classes and for the teachers to make any

adjustments.

6. Students must pay attention in class and avoid missing lessons in

order to stay on track with their activities and get good academic

results.

7. Every after the virtual classes, students must submit a short essay

containing their learnings during that class in order to help the teachers

monitor their students if they are listening or just having fun while they

joining the class.

 45
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environment in students’ performance. Universal Journal of
Educational
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Azzi-Huck, K. and T. Shmis. Managing the impact of COVID-19 on

education
systems around the world: How countries are preparing, coping, and
planning for recovery. (2020).

Abdullah, and colleagues (2021). Assessment of academic performance with

the e-mental health interventions in virtual learning environment using
machine learning techniques: hybrid approach.journal of engineering
education, transformations,34, 79-85.

Best. (2020). 403 forbidden. 3P Learning | Provider and developer of

exception
educationsoftware.

Bondarenko, O., Mantulenko, S., & Pikilnyak, A. (2019). Google classroom as

a tool of support of blended learning for geography students. arXiv
preprint.

Burke (2020, October 27), Moving into the long term. Retrieved from
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 49

Appendix A
Letter of Request
J.H CERILLES STATE COLLEGE
SOCJE
Pob. Guipos, Zamboanga Del Sur

JOHN DEXTER G. SARCENA,Ph.D .

Program Chair
JHCSC-Guipos Campus

Dear Sir;
We, the fourth year students of J.H Cerilles State College – Guipos Extension Classa
are on the process of conducting a research entitled “EFFECTS OF VIRTUAL
LEARNING TOWARDS ACADEMIC PERFORMANCE OF CRIMINOLOGY
STUDENTS of J.H Cerilles State College - Guipos S.Y. 2021-2022" as a requirement of
the degree in Bachelor of Science in Criminology.

In this connection, we are asking permission from your office to allow us to conduct
this study and distribute our questionnaire checklist to the fourth year Criminology students
of J.H.Cerilles State College Guipos S.Y. 2021-2022, Guipos, Zamboanga del Sur.

Thank you and God bless!

Very truly yours,

(Sgd) JULIUS CESAR B. ABELLA

(Sgd) NELSON C. ACDAL Jr.
Researchers
Noted by:

(Sgd) JOVALYN C. ONEZ

Research Adviser
Approved by:

(Sgd) JOHN DEXTER G. SARCENA,Ph.D.

Program Chair
 50

Appendix B
Letter to Respondent

Dear Respondents:

The undersigned are at present conducting a study entitled “EFFECTS OF VIRTUAL

LEARNING TOWARDS ACADEMIC PERFORMANCE OF CRIMINOLOGY
STUDENTS of J.H. Cerilles State College Guipos First Semester S.Y. 2021-2022” as a
requirements of the degree in Bachelor of Science in Criminology where you are one of the
important contributors of the research.

In this connection, you are chosen as one of our research respondents. Kindly answer all
the questions out of this questionnaire honestly.

Rest assured that your responses will be keep with highest confidentiality.

Thank you very much.

Sincerely yours,

(Sgd) JULIUS CESAR B. ABELLA

(Sgd) NELSON C. ACDAL Jr.
Researchers
 51

Appendix C
Questionnaire Checklist
Part I. Demographic Profile (For Teachers)

Name: ______________________ Age: ________ Gender: ______

PART II. Virtual learning

This instrument measures the extent of virtual learning of the students in terms
of comprehension skills and motivation to learn. Read each item carefully and
indicate the degree to which each statement applies to you by checking (√) the
numerical item of your choice using the scale below.
4 – Highly Effective
3 – Moderately Effective
2 – Slightly Effective
Statement- Indicators 4 3 2 1
A. Comprehension Skills
1. My students used dictionaries when they encounter difficult
words in our lessons.
2. My students pay attention to the implied meaning of the
unfamiliar words.
3. When my students read our lesson/topics, they skip the words
that are new to them.
4. As a teacher I state clear objective for my students and
accomplishes them successfully.
5. My students need the materials to be used in our class which
are clear and coherent with the objectives of every lesson.
6. My students actively participate in our class activities which
leads them to accomplish the class objectives.
7. My students need effective feedback about the lessons.
1 – Not Effective

B. Motivation to learn
1. My students participate in online course because studying is
important to them.
2. I am sure that my students can do well on their tests.
3. I am not confident about my students understanding in their
lessons especially without my presence.
4. As their instructor, my students are allowed to communicate
with me.
5. My students are allowed to communicate in their other
classmate.
6. When my students do not understand their lesson during
virtual discussion, I provide relevant resources that will help them
online.
7. My students enjoy class discussion.
Source: Adopted from Ferguson (2020)
 52

Questionnaire Checklist
Part I. Demographic Profile (For Students)

Name: ____________________________Age: ____ Gender: ___________

School: ______________________________________ Year: _______________

PART II. Virtual learning

This instrument measures the extent of virtual learning of the students in
terms of comprehension skills and motivation to learn. Read each item carefully and
indicate the degree to which each statement applies to you by checking (√) the
numerical item of your choice using the scale below.
4 – Highly Effective
3 – Moderately Effective
2 – Slightly Effective
1 – Not Effective
B. Motivation to learn
1. I participate in this online course because studying is important to
me.
2. I am sure that I can do well on my tests.
3. I am not confident about understanding my lessons especially when
there’s no presence of facilitator.
4. I feel like I can freely communicate with the instructor in class.
5. I feel like I can freely communicate with other students in classes.
6. When I do not understand the lesson during virtual discussion, I find
relevant resources that will help me online.
7. I enjoy class discussion.

Statement- Indicators 4 3 2 1
A. Comprehension Skills
1. I used dictionaries whenever I encounter difficult words in our
lesson.
2. I pay attention to the implied meaning of the unfamiliar words in our
lessons.
3. When I read our lesson/topics, I skip the words that are new to me.
4. I like that the teacher state clear objective for the class and
accomplishes them successfully.
5. The materials used in class are clear and coherent with the
objectives of our lessons.
6. I want that the teacher fosters participatory activities which leads us
to accomplish the class objectives.
7. I need effective feedback about our lessons.
Source: Adopted from Ferguson (2020)
 53

Appendix D
Statistical Solution

×1 ¿ ×2 ¿

3.44 0.0361 2.95 0.1894

3.28 0.0009 2.95 0.1894
2.78 0.2209 2.95 0.1894
2.64 0.1521 3.25 0.0049
3.30 0.1025 3.50 0.1024
3.36 0.0121 3.75 0.3249
3.33 0.0064 3.50 0.1024
3.92 0.2209 3.50 0.1024
3.25 0 3.25 0.0049
3.03 0.0484 2.75 0.1849
2.56 0.1521 2.75 0.1849
3.00 0.0625 3.50 0.1024
3.28 0.0009 3.25 0.0049
3.19 0.0036 3.25 0.0049
45.46 Σ = 0. 9194 44.50 Σ = 1. 6786

x 1=3.25 x 2=3.18
 54

SD 1=√ t ¿ ¿ ¿ SD 2=√ t ¿ ¿ ¿

SD 1=
√ 0.9194
14−1
SD 2=
√1.6786
13

SD 1=0.2659 SD 2=0.3593

x 1−x 2
t=¿
√ n1−1 ¿ ¿¿ ¿
3.25−3.18
t=¿
√ √
( 14−1 ) ( 0.2659 ) + ( 14−1 ) ( 0.3593 ) 1 1
( 14+14 )−2
+
14 14

0.07
t=¿
( 0.5591 )−( 0.3593 )
t=¿ 0.3312

𝑑𝑓 = 𝑛 + 𝑛 − 2
1 2

𝑑𝑓 = 14 + 14 − 2
𝑑𝑓 = 26
∞ = 0. 05
𝑐. 𝑣 = 1. 796

SINCE 𝑡. 𝑣 = 0. 3312 < 𝑐. 𝑣 = 1. 796

ACCEPT THE NULL HYPOTHESIS THAT THERE IS NO SIGNIFICANT DIFFERENCE IN

THE RESPONSES OF THE RESPONDENTS ON THE IDENTIFIED VARIABLES.
 55

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : ABELLA, JULIUS CESAR B.

Gender : Male
Birth Date : January 22, 2000
Civil Status : Single
Religion : Alliance
Address : Purok 1, Bulawan, Lapuyan, Zamboanga del Sur

FAMILY BACKGROUND

Father : JAIME A. ABELLA

Occupation : Retired Army
Mother : MYREEN B. ABELLA
Occupation : Online Seller

EDUCATIONAL ATTAINMENT

Education Name of School School Year

Elementary : Bulawan Elementary School 2011-2012

Secondary : Kalian National High School 2017-2018

Tertiary : J.H Cerilles State College Guipos Extension Class

Course : Bachelor of Science in Criminology

 56

CURRICULUM VITAE

PERSONAL BACKGROUND

Name : ACDAL, NELSON C. JR

Gender : Male
Birth Date : April 28, 1999
Civil Status : Single
Religion : Seventh Day Adventist
Address : Purok 5 China, Guling Guipos Zamboanga del Sur

FAMILY BACKGROUND

Father : NELSON S. ACDAL SR.

Occupation : Farmer
Mother : EMMA C. ACDAL
Occupation : Housewife

EDUCATIONAL ATTAINMENT

Education Name of School School Year

Elementary : Guling Elementary School 2011-2012

Secondary : Guipos National High School 2017-2018

Tertiary : J.H Cerilles State College Guipos Extension Class

Course : Bachelor of Science in Criminology