First Sem-Second Shift

AY 2020-2021

Researcher : Suzette V. Lumbres

 Course & Major: MAEd TLE

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IC
Concept Paper No. __2__

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M

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STUDENTS’ SATISFACTION IN DISTANCE LEARNING
MODALITY IN TECHNOLOGY AND
LIVELIHOOD EDUCATION
 
 

 
 
In Partial Fulfillment
of the Requirements for the Course
Educ 211-Graduate Seminar
Major in Technology and Livelihood Education
 
 
 

December 2020
RATIONALE

Managing current status of the corona virus disease 19 (COVID-19) pandemic,

implementation of social distancing and changes in the academic calendar of public and private
schools, different challenges are being faced by everyone. To compensate this, Region IVA
CALABARZON has launched the PIVOT 4A QuBE, its flagship program in support to the Sulong
EduKalidad program of the Department of Education (DepEd). The program aims to improve the
quality of Basic Education in Southern Tagalog with enhanced teacher performance and
improved mastery of learning competencies on the part of the learners.

Nevertheless, different challenges in the teaching-learning process as to what modality

will be implemented depending upon learners means and resources available in the school
became the biggest issue before the school opening for school year 2020-2021. During
enrolment, survey was being conducted to parents and guardians which revealed that 41% of
the parents in Central Luzon preferred modular learning approach for their children, 27%, on the
other hand, prefer online learning, 18% favor a combination of face-to-face with other
modalities, 10% prefer television, 8% prefer other modalities, and 3% prefer radio-based
learning. And in response, DepEd provided Self-Learning Modules (SLMs) with the alternative
learning modalities to be offered to various types of learners across the country.

Learning is in the form of individualized instruction that allows learners to use self-
learning modules in print or digital format or electronic copy, whichever is applicable in the
context of the learner and other learning resources like Learner’s Materials, textbooks, activity
sheets, study guides and other study materials. (Llego M. 2020).

However, Technology and Livelihood Education program being divided into four
components such as Information and Communication Technology, Agri-Fishery, Industrial Arts
and Home Economics where each component is still divided into different specializations.
Having offered a wide range of areas, workplaces exerted great effort in order to produce SLMs
among various tracks.

Furthermore, in order to fulfill the role of Enhanced Basic Education Act of 2013 of
Republic Act No. 10533 through strengthened curriculum of the K to 12 Program despite the
new normal setup, it is necessary to give focus to student success and retention. As such,
necessary programs to determine the factors that contribute to overall student satisfaction in
order to produce graduates who are ready for higher education, middle skills deployment,
employment and entrepreneurship. As Gronroos (1993) defined that the perceived quality of
service will be the outcome of an evaluation process where consumers compare expectations
with the service they perceive they have.

Rusbult and Farrel (1983) "investment model" explained the relationship between student
satisfaction, attrition and academic performance. Students will be more satisfied with their
studies to the extent that good things they receive or experience (rewards) outnumber the bad
things. Commitment, however, is a more complex phenomenon and is not the same as
satisfaction but greater satisfaction should lead to increased commitment. Satisfaction increases
when the rewards of study increase (higher grades). Using the investment model, students at
risk for "dropping-out" can be identified and offered counselling and other student support
services as a preventative measure. To improve retention rates and the quality of graduates,
academies need to consider the satisfaction needs of students including those currently under-
represented such as non-traditional, indigenous and regions (Mueller and Bradley, 2009).

Upholding and cultivating students’ satisfaction has been considered an important goal of
education (Orpen, C. 1990), with the assumption that student satisfaction is indicative of
institutional effectiveness (Barton, 1978). A “happy-productive” student theory (Cotton, Dollard,
& de Jonge, 2002) suggests that student satisfaction is mediated by psychosocial factors such
as coping, stress and well-being. It provides evidence wherein high levels of psychological
distress at university is related to lower satisfaction.

In this study, however, satisfaction is conceptualized as satisfaction with the present

learning modality which is a combination of printed modular and online learning. Despite many
studies on student satisfaction with college-related issues, there is a lack of research on
students’ satisfaction on this new learning approach on the middle level. With the increasing
demand of distance learning all over the world, it is crucial to determine as to what level is the
students’ satisfaction and academic performance to determine the effectiveness of the
programs set by the department and areas which needs supplementary focus.

Therefore, this current research study deals with several factors which have influenced
students’ satisfaction with distance learning in Tanauan City Integrated High School. In this
perspective, the primary objective of this research study was to examine the relationship
between student satisfaction and the affecting variables of the distance learning environment.

1.
2. of Marketing, 16(7), 30–41s
3.
LITERATURE REVIEW

Several studies have been conducted about factors affecting satisfaction in both
academic and non-academic settings. This is due to the fact that satisfaction (motivation) affects
both individual and organizational performance (Cranny et al., 1992; Decenzo & Robbins,
2010). The 1920s and 1930s with the Hawthorne Studies (Roethlisberger and Dickson, 1939) is
the most enduring on that time with his Relay Assembly Test Room study. Later, the researchers
began to focus on individual’s cognitive and affective responses to their job and were interested
in determining the particular aspects or facets of work that were responsible for such responses.

Satisfaction in work environment has been studied both as an independent and a

dependent variable. As an independent variable, satisfaction explains outcomes such as
performance, absenteeism, and turnover. As a dependent variable, satisfaction is explained by
factors such as salary, benefits, and recognition (Ramayah & Nasurdin, 2006).

udy researchers were beginning to

focus on individuals’ cognitive and
affective
responses to their job and were
interested in
determining the particular aspects or
facets
of work that were responsible for
these
response
tudy researchers were beginning to
focus on individuals’ cognitive and
affective
responses to their job and were
interested in
determining the particular aspects or
facets
of work that were responsible for
these
response
tudy researchers were beginning to
focus on individuals’ cognitive and
affective
responses to their job and were
interested in
determining the particular aspects or
facets
of work that were responsible for
these
response
study researchers were beginning to
focus on individuals’ cognitive and
affective
responses to their job and were
interested in
determining the particular aspects or
facets
of work that were responsible for
these
response
According to Elliott and Healy (2001), student satisfaction is a short-term attitude based
on an evaluation of their experience with the education service supplied. Just like in the
workplace, satisfaction in academic settings is also treated as both an independent and
dependent variable. For instance, satisfaction, as an independent variable, explains college
outcomes such as GPA, retention rates, and graduation rates (Jamelske, 2009 and Borden,
1995). As a dependent variable, satisfaction is explained by a number of academic- related
factors such as advising, quality of instruction, and class size (Corts et al., 2000). Several
researchers have identified and empirically tested factors affecting or that are correlated with
students’ satisfaction. Since students’ satisfaction has been conceptualized in a variety of ways
by researchers, several factors have been examined that affect students’ satisfaction.

Conrad (2006) argued that distance learning occurs when students and instructor do not
meet personally in the same physical space. Similarly, Roffe (2002) described that distance
learning refers to the way people communicate and learn by electronic means, which has
emerged as a key source of competitive advantage in the information society. The term distance
learning is also used interchangeably with terms like e-learning, online learning, online
collaborative learning, virtual learning, web-based learning and technology-mediated learning. In
the past, few relevant studies have been conducted on the use of distance learning
environment.
Brownson and Harriman, (2000) argued that students in distance learning do just or even
better than face to face classroom students. Besides, Johnson S. et al. (2000) made a
comparative research study and did not find any significant difference in the effectiveness of
online learning versus face to face course learning for students. Furthermore, distance
education provides independent, student-centered and tutor-guided engagement that facilitates
interactions with instructors and students which may not always be possible within the traditional
classroom setting (Michailidou & Economides, 2003).

THEORETICAL FRAMEWORK

The study will use the Moos’s (1974) Distance Education Learning Environments Survey
(DELES) as a research instrument to evaluate the characteristics of online learning
environments. Especially, the relationship between student satisfaction and the following
variables of the distance education learning environment will be analyzed: instructor support,
student interaction and collaboration, personal relevance, authentic learning, active learning,
and student autonomy. Moos’s (1974) three psychosocial dimensions form the underlying
theoretical structure of the DELES. These psychosocial dimensions are as follows:
 relationship,
 personal development, and
  system maintenance and change.

The DELES is developed as a guiding framework for assessments in distance learning

environments. The survey is constructed by reviewing previously developed instruments and the
literature related to online learning environments and student satisfaction (Walker, 2005). The
six DELES scales remaining after the review are:
 instructor support
 student interaction and collaboration
 personal relevance
 authentic learning
 active learning
 student autonomy.

Each DELES scale is categorized according to Moos’s (1974) psychosocial dimensions

and presented in Table 1.

Psychosocial Description Sample Survey Moos’

Scale The extent to which Item Dimension

Instructor Support ... the instructor helps, gives The instructor Relationship
prompt responses to and is responds
accessible to students. promptly to my
questions.
Student Interaction ... students have opportunities to I share Relationship
and Collaboration interact with each other, information with
exchange information and other students.
engage in collaboration.
Personal ... there is a link between I apply my out-of- Personal
Relevance students' out of school class experience. development
experiences.
Authentic Learning ... students have the chance to I work on Personal
solve (authentic) real life assignments that development
problems. deal with real
world information.
Active Learning ... students have opportunities to I explore my own Personal
initiate their own learning. strategies for development
learning.
Student Autonomy … the course is student oriented I make decisions System
and allows them to make their about my maintenance and
own learning decisions. learning. system change
Table: 1 Classification of Each DELES Scale based on Moos’ Dimensions

Although student satisfaction is not directly related to the psychosocial learning

environment, it is an added affective scale of the DELES. The student satisfaction scale
includes eight items, such as “distance education is worth my time,” to assess the “extent to
which students enjoy learning in a distance education environment” (Walker, 2005, p. 9).

CONCEPTUAL FRAMEWORK

Student satisfaction is the subjective perceptions, on students’ part, of how well a learning
environment supports academic success. Strong student satisfaction implies that appropriately
challenging instructional methods are serving to trigger students’ thinking and learning.
Important elements in student satisfaction are likely to concern the role of the instructor and of
the students; these elements may be central to student learning (Lo C. 2010). The study
explored some of these elements, in an effort to begin identifying the ones most helpful for
ensuring students’ academic success (Winberg and Hedman, 2008).

Curry’s (1991) Theoretical Model

of Learning Style Com-
ponents and Effects was selected.
Curry submits that specific
informa-
tion-processing habits represent
one factor that influences learning
styles
and/or successful learning. She
posits that to adequately design
educational
programs that lead to successful
learning, one must also consider
the con-
structs of motivation maintenance
and task engagement.
Curry’s (1991) Theoretical Model
of Learning Style Com-
ponents and Effects was selected.
Curry submits that specific
informa-
tion-processing habits represent
one factor that influences learning
styles
and/or successful learning. She
posits that to adequately design
educational
programs that lead to successful
learning, one must also consider
the con-
structs of motivation maintenance
and task engagement.
Curry’s (1991) Theoretical Model
of Learning Style Com-
ponents and Effects was selected.
Curry submits that specific
informa-
tion-processing habits represent
one factor that influences learning
styles
and/or successful learning. She
posits that to adequately design
educational
programs that lead to successful
learning, one must also consider
the con-
structs of motivation maintenance
and task engagement.
The relationship dimension refers to individuals, who interact with and support each
other in an environment. The personal development dimension assesses the opportunities
offered by the learning environment for an individual’s growth and achievement. The last
dimension, system maintenance and change, basically evaluates the organization,
transformation, and control characteristics of an environment which is individual-oriented.
Variables for this study came from a survey made by Lo C. (2010) designed to measure
students’ satisfaction with a particular course and instructor, along with their expectations of
academic success in that course. Originally, the university had used the particular survey
instrument in evaluating the online courses that are gradually becoming popular on campus; the
instrument was viewed as appropriate for evaluating a hybrid course as well. The researcher
find the data suitable for this study with some omission and minor revision to determine the
satisfaction of students with instructor’s direction and support, own commitment to learning and
course policies for online learning approach.

RESEARCH PARADIGM

Independent Variables Dependent Variables

Student’s satisfaction with: Distance Learning Modality

1. Instructor’s Directions and Support I. Psychosocial Scale

1.1 activities require critical thinking 1.1 instructor support
1.2 activities challenged students to 1.2 student interaction and
understand concepts/ideas collaboration
1.3 accessible to students 1.3 personal relevance
1.4 well-organized
1.4 authentic learning
1.5 treat fairly
2. Own commitment to learning 1.5 active learning
2.1 instructor informed student of 1.6 student autonomy
progress
2.2 challenged to understand
concept and ideas
2.3 directed to multiple academic
resources
2.4 challenged intellectually
2.5 make me more competent in
the area
3. Course policies
Figure 1. Research Paradigm
STATEMENT OF THE PROBLEM

This study aims to determine the relationship between the students’ satisfaction in
distance learning modality in Technology and Livelihood Education in Luyos National High
School during the school year 2020-2021.

Specifically, it aims to answer the following questions:

1. What is the level of students’ satisfaction in instructor’s directions and support in terms
of:
1.1 activities require critical thinking;
1.2 activities challenged students to understand concepts/ideas;
1.3 accessible to students;
1.4 well-organized; and,
1.5 treat fairly?

2. What is the level of students’ satisfaction in own commitment to learning in terms of:
2.1 instructor informed student of progress;
2.2 challenged to understand concept and ideas;
2.3 directed to multiple academic resources;
2.4 challenged intellectually; and,
2.5 make me more competent in the area?

3. What is the level of students’ satisfaction in the course policies in terms of?
3.1 accurate and useful weekly home learning plan;
3.2 teacher monitoring and feedback; and,
3.3 clear grading system?

4. Is there a significant relationship between the students’ satisfaction in instructor’s

directions and support and psychosocial scale of distance learning modality?

5. Is there a significant relationship between the students’ satisfaction in own commitment

to learning and psychosocial scale of distance learning modality?

6. Is there a significant relationship between the students’ satisfaction in course policies

and psychosocial scale of distance learning modality?
HYPOTHESIS

The following are the formulated hypothesis in this study:

1. There is no significant relationship between the students’ satisfaction in instructor’s
directions and support and psychosocial scale of distance learning modality.

2. There is no significant relationship between the students’ satisfaction in own

commitment to learning and psychosocial scale of distance learning modality.

3. There is no significant relationship between the students’ satisfaction in course policies

and psychosocial scale of distance learning modality.

RESEARCH METHODS

This study aims to measure factors affecting students’ satisfaction. Descriptive method is
the method used when the researcher wants to describe a phenomenon and its characteristics.
This research is more concerned with what rather than how or why something has happened.
Therefore, observation and survey tools are often used to gather data (Gall, Gall, & Borg, 2007).

Qualitative research, however, is more holistic and often involves a rich collection of data
from various sources to gain a deeper understanding of individual participants, including their
opinions, perspectives, and attitudes. Qualitative research collects data qualitatively, and the
method of analysis is also primarily qualitative. This often involves an inductive exploration of
the data to identify recurring themes, patterns, or concepts and then describing and interpreting
those categories. In qualitative research, the data collected qualitatively can also be analyzed
quantitatively. This happens when the researcher first examines the qualitative data thoroughly
to find the relevant themes and ideas and then converts them into numerical data for further
comparison and evaluation. (Nassaji H. 2015)

Stratified random sampling technique among the junior high school of Tanauan City
Integrated High School will be the respondents of the study so there will be equal chance of
being chosen as a sample. The researcher will seek the permission of the principal before the
conduct of this study.

Students will be given in paper or through online survey a set of questions about
satisfaction with the instructor, own commitment to learning and course policies adopted from Lo
C. They will use a 5-point response scale with the following answers: 1 strongly disagree, 2
disagree, 3 neither, 4 agree, and 5 strongly agree. It will then be evaluated using Cronbach’s
alpha that is a measure of internal consistency, on how closely related a set of items are as a
group. It is considered to be a measure of scale reliability and therefore must have an
acceptable value of 0.7 to 0.95.

Also, descriptive statistics and correlation analysis will be used to analyze data in
DELES variables. In multiple linear regression analysis, the relationship between the dependent
variable, student satisfaction, and the following six predictor variables will be tested: instructor
support, student interaction and collaboration, personal relevance, authentic learning, active
learning, and student autonomy. Data will be analyzed using SPSS (Statistical Package for
Social Sciences) software.

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