Demographic Influences towards Online Classes: A Correlational Analysis

Authors

  • Kingie G. Micabalo Business and Accountancy, University of Cebu-Cebu City, Philippines
  • Jesszon B. Cano Hospitality Management, Bohol Island State University, Candijay, Philippines
  • June Ace P. Navarro Business and Accountancy, University of Cebu-Cebu City, Philippines
  • Arsenio Robert N. Tan Business and Accountancy, University of Cebu-Cebu City, Philippines
  • Ryan D. Montilla Business and Accountancy, University of Cebu-Cebu City, Philippines

DOI:

https://doi.org/10.51983/arss-2021.10.1.2679

Keywords:

Business and Accountancy, Online Teaching, Descriptive Correlational, Mandaue City, Philippines

Abstract

An online teacher needs to give a constant flow of commitment that can serve the progression of unessential data that goes after both time and core interest. The study determines the correlation of demographic profile and its influences on student’s perception towards online classes. The study contrived 313 respondents who are currently enrolled in the College using the snowball inspecting strategy. Frequency and simple percentage, Weighted Mean, Chi-Square Test of Independence, and one-way ANOVA were used to analyzed and interpret the data accumulated. The discoveries uncovered that the understudies slightly perceived online classes in learning diversification, peer interactions, user-friendliness, online course quality, and course design. The investigation also revealed a statistically significant relationship between the respondent's course, family income, and family structure to the level of perception towards online classes. Moreover, there is a statistically significant difference between family income and family structure by its influence on students' perception of online classes. The study concluded that correlational analysis among students explains the demographic factors affecting their concentration on online classes. Family income and structure play a significant role and greatly influences understudies enthusiasm in the College of Business and Accountancy online classes.

References

Alampay L.P. (2014). Parenting in the Philippines. In: Selin H. (eds) Parenting Across Cultures.Science Across Cultures: The History of Non-Western Science, 7, Springer, Dordrecht. Retrieved from https://bit.ly/3h7aVVX

Chao, I. T., Saj, T., & Hamilton, D. (2010). Using collaborative course development to achieve online course quality standards.The International Review of Research in Open and Distributed Learning,11(3),1-106. Retrieved from https://bit.ly/37ZzFen

Chen, H. T. (2012). Theory-driven evaluation: Conceptual framework, application, and advancement. Alabama, Birmingham, Sage Publications. ISBN- 1452252440. Retrieved from https://bit.ly/37XIpBT

Crecelius, S. A. (2014). The Effect of Socioeconomic Status on Student Perceptions of Instructional Communication Behaviors. Sycamore Scholars. Retrieved from https://bit.ly/2JbAHM9

Crews, T. B., Bordonada, T. M., & Wilkinson, K. (2017. )Student Feedback on Quality Matters Standards for Online Course Design. Educause review. Retrieved from https://bit.ly/2XFMciO

Dail, T. K. (2010). Online student engagement tools and strategies.Magna Publications Inc. Retrieved on August 6, 2020. Retrieved from https://bit.ly/2PtW6zF

Dee, L. F. (2017). The Power of Course Design to Increase Student Engagement and Learning. Association of American Colleges & Universities. Retrieved from https://bit.ly/3a9Cv11

Dela Pena, M. M. (2009). E-learning in the Philippines: trends, directions, and challenges. International Journal of on E-learning. 8(4), 1-16. Retrieved from https://bit.ly/37ggON7

Department of Education (2020). The basic education learning continuity plan in the time of COVID-19. Retrieved from https://bit.ly/30DcG6J

Donaldson, S. (2012). Strategies and Applications: Program Theory-Driven Evaluation of Science. Hove, East Sussex BN3 2FA, New York: Routledge. Retrieved from https://bit.ly/37cOUkY

Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33. Retrieved from https://bit.ly/2mStsO0

Funnell, C., & Rogers, P. J. (2011). Purposeful Program Theory: Effective Use of Theories of Change and Logic Models. San Francisco, California. John Wiley & Sons. Retrieved from https://bit.ly/2LpUpEw

Han, W.-J., Huang, C.-C., & Garfinkel, I. (2003). the importanceof Family Structure and Family IncomeonFamily’sEducational Expenditure andchildren's College Attendance:Empirical Evidence from Taiwan. Journal of Family Issues, 24(6), 753–786. Retrieved from https://bit.ly/37Dj1lO

Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The Role of Peer Relationships in Student Academic and Extracurricular Engagement. Handbook of Research on Student Engagement, 387–401. Retrieved from https://bit.ly/3qRR5SU

Llego, M. A. (2020). DepEd's readiness for distance learning. Professional learning online community of teachers and for teachers. Retrieved from https://bit.ly/30DcG6J

Lynch, M. (2019). 6 elements that hinder the user-friendliness of your online training. The tech advocate. Retrieved from https://bit.ly/33F0lAL

Nikitina, A. (2019). Adaptive Learning Technologies For People With ADHD. Educational Technology. Retrieved December 22, 2020, from https://bit.ly/3mJkewe

Rogers, E. M. (2003). Diffusion of innovations.(5th Ed.). New York: Free Press. Retrieved from https://bit.ly/3mhOFcN

Semuels, A. (2017). Poor Girls are Leaving their Brothers Behind, The Atlantic. Retrieved from https://bit.ly/2KH4w7E

Siemens, G. (2005). Connectivism:A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from https://bit.ly/3h9Eqq0

Parrish, G. (2020). Designing a Course. The Teaching Center. Retrieved from https://bit.ly/30Gw96r

Philippines Statistics Authority (2019). Filipino Families in the Poorest Decile Earn Six Thousand Pesos Monthly, on Average in 2012 (Results fromthe 2012 Family Income and Expenditure Survey). Retrieved from https://bit.ly/2KHkXRo

Wragg, E.T., Raby, C., Ménard, L., & Plante, I. (2019). The use of diversified teaching strategies by four university teachers: what contribution to their students' learning motivation?, Teaching in Higher Education, Retrieved from https://bit.ly/3h6F4EO

Downloads

Published

15-05-2021

How to Cite

Micabalo, K. G., Cano, J. B., Navarro, J. A. P., Tan, A. R. N., & Montilla, R. D. (2021). Demographic Influences towards Online Classes: A Correlational Analysis. Asian Review of Social Sciences, 10(1), 31–38. https://doi.org/10.51983/arss-2021.10.1.2679