BULACAN POLYTECHNIC COLLEGE

Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN

POLYTECHNIC COLLEGE (BPC)

______________________________

MANALO, JHOLIENA LYNN, C. (L)

RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A.

ROBLES, RANDY, A.

JULY, 2021
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

APPROVAL SHEET

July, 2021

This thesis entitled “VIRTUAL EDUCATION, A BIG CHALLENGE: AN

EVALUATION OF THE e-LEARNING SYSTEM OF THE BULACAN

POLYTECHNIC COLLEGE (BPC)” is prepared and submitted by the following

proponents: VANDOLF A. MALLARI, JHOLIENA LYNN C. MANALO, RANDY A.

ROBLES, JOSEPH CHRISTIAN R. RUEME., in partial fulfillment of the Course

requirement for the degree, Bachelor of Technical Vocational Teacher Education, has been

examined and recommended for acceptance and approval for Oral Examination.

ERLINDA P. VILLAMORAN, Ph.D., SCIENCE ED. (PHYSICS)

ROSEMARIE S. GUIRRE, DIT
ADVISERS

PANEL OF EXAMINERS

MRS. VICTORIA BETH M. SISON, MAED

Vice President for Academic Affairs
CHAIRPERSON

ENGR. ARMAN M. GIRON, MAT MR. AMADO A. CALUSCUSIN, MAED

Vice President for Administration Vice President for Planning Research
and Finance and Extension Services and Quality Assurance
MEMBER MEMBER

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

TABLE OF CONTENTS

PAGE

TITLE PAGE……………………………………………………………………………i

ACKNOWLEDGEMENT………………………………………………………………ii

DEDICATION…………………………………………………………………………..v

ABSTRACT ……………………………………………...…………………………….vi

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Introduction…………………………….………………………………..1

Statement of the Problem……….……………………………………….5

Significance of the Study………………….…………………………….8

Scope and Delimitation of the Study……….…………………………...9

CHAPTER II THEORETICAL FRAMEWORK

Relevant Theories ……………………………………………………...11

Related Literature………………………………………………………16

Related Studies…………………………………………………………20

Conceptual Framework…………………………………………………24

Assumptions of the Study………………………………………………25

Definition of Terms…………………………………………………….26

CHAPTER III RESEARCH METHODOLOGY

Methods and Techniques of the Study………………………………….30

Population and Sample of the Study……………………………………31

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Instruments of the Study………………………………………………..32

Data Gathering Procedure……………………………………………....38

Statistical Tools………………………………………………………....38

CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA………………………………………………………………...39

CHAPTER V SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

Summary of Findings…………………………………………………..99

Conclusion…………….……………………………………………….102

Recommendation………………………………………………………102

BIBLIOGRAPHY………………………………………………………………………104

LIST OF TABLES……………………………………………………………………...106

LIST OF FIGURES…………………………………………………………………….107

LIST APPENDICES……………………………………………………………………108

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

ACKNOWLEDGEMENT

First and foremost, praises and thanks to our Almighty God for his showers of

blessings throughout our research work.

We want to express our deep and sincere gratitude to the following people for

helping us with this paper:

To our Research Professor, Dr. Erlinda P. Villamoran of Bulacan Polytechnic

College (BPC). She is very hands-on in giving us guidance and corrections immediately,

even if it is weekends or that supposedly her time to rest. She shapes us to be good

educators in the future by teaching us to be observant, attentive, and accurate in what we

write or say. Being part of her class makes us feel that we are reliable and trusted. Her

patience was undeniably good as she helps and gives good criticism in each group via email

and through an online class. With that, we are genuinely thankful as we learn every

discussion despite the pandemic.

To the Vice President for Academic Affairs, Ms. Victoria Beth M. Sison, for giving

us her time to answer and share the different aspects they cope up during the development

of the BPC e-Learning. And also, for giving us detailed and precise information that helps

us deepen our understanding of the factors they have considered and the challenges they

have faced. And lastly, for giving us her kind words and good luck that cheers our team to

do our very best to complete this study appropriately.

We are also grateful to Dr. Rosemarie S. Guirre, the Head of Management of

Information Systems (MIS), for guiding our group and being available in times that we are

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

having difficulty with this paper. We thank her also for explaining to us the focus of our

study with enthusiasm and clarity. Finally, to her team in making and organizing this

system for every BPCian across the eight campuses, we are very grateful.

We thank Mrs. Erica S.D Dumlao, Research Officer of BPC, for sharing their paper

that helps and serves as our guidelines in this study. We also thank her for being available

whenever our class needed some help.

To Engr. Arman M. Giron, the Vice President for Administration and Finance, we

thank you for giving us a precise outlook on how should we do our computation,

analyzation in terms of a specific data, for giving us kind words and motivation for our

future study when we become educators.

To Mr. Amado A. Caluscusin, the Vice President for Planning Research and

Extension Services and Quality Assurance, we are grateful for your kind words during our

defense and for giving us many tips in terms of technical writing.

We want to acknowledge Dr. Eliseo O. Amaninche Jr., The NSTP Coordinator,

Ecological Coordinator, Extension Service Director, and Department Head of Bachelor of

Technical Vocational Teacher Education of BPC, for giving us support and guidance.

We want to thank the administration who pushed through to give us quality

education in this trying time. For their effort and love for every BPCian, we are very

thankful as we feel the tagline that BPC is our partner to reach the world.

We appreciate the support of all the faculty members for being the respondents of

this study.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

To our parents, we are incredibly grateful for their love, prayers, caring, and

sacrifices for shaping us and prepare us for our future.

And lastly, to our dear friends for sending us their warm wishes and being our

source of motivation despite our different levels of hardships and emotional breakdown

amidst this learning environment we have, we thank you.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

DEDICATION

We dedicate this study to our future students, "anak," who has been our source of

inspiration and gave us strength when we are about to lose hope, tired, and feeling down.

To our parents who are always there to pat our back, provide their moral, emotional,

and financial support for their kind words, advice, and encouragement to finish this study.

To our Almighty God, for the strength, power of the mind, protection, skills, and

for a healthy life.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

ABSTRACT

This paper evaluated the effectiveness and efficiency of Bulacan Polytechnic

College's e-learning system in the teaching and learning experienced of its students and

faculty members. Given the rise in using online teaching and learning platforms, more

study needs to improve and develop e-Learning systems to maximize the generation and

acquisition of knowledge.

The study evaluated the software, Format, Quality of Operation, and content

through functionality, accessibility; technical aspect; mobile designs; privacy and data

protection; and social, cognitive, and teaching presence.

Sets of questionnaires were used and answered by random students from BPC

Malolos and faculty members from eight campuses of the BPC. The gathered data were

analyzed using a qualitative data analysis method and descriptive statistics.

The study found that the BPC e-Learning system was reliable, functional, and

effective in all its aspects, from the software to its content. In addition, the e-Learning

system was found efficient as a teaching tool that the instructors effectively facilitate

teaching using it. Thus, the study recommended that to enhance further that e-Learning

system, the administration may seek more funds as it suggested as one of the significant

challenges in its development.

Keywords: conceptualization, portal development, mechanics of the program, e-

Learning system, functionality, accessibility, technical aspect, mobile designs, privacy

and data protection, social presence, teaching presence, cognitive presence

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

On March 16, 2020, the Philippine government declared a "community lockdown"

throughout the country because of the World Health Organization (WHO) pronouncements

of the COVID-19 pandemic. It is almost the end of the second semester at

BPC. Immediately the school management conceptualized measures to be followed in the

first semester of SY-2020-2021 to ensure the delivery of quality education despite the

crisis.

Ms. Victoria M. Sison, MAEd, the Vice-President for Academic Affairs

(VPAA)and OIC- College President of the BPC, together with the members of the

Executive committee-the Vice-President for Administration, Engr. Arman M. Giron and

Mr. Amado A. Caluscusin decided to develop a system that will offer a teaching and

learning platform for every BPCian to continue the institution's vision, mission, goals, and

objectives (VMGO) in providing quality technical and vocational education amidst the

pandemic. In coordination with Dr. Rosemarie S. Guirre, Head of Management

Information Systems (MIS), and her team, Mr. Dan Villareal- Senior Moodle Expert

Developer, Mr. Charles Carlo Baltazar- Best Programmer at BPC (2020-2021), and Marc

Jherico Sumilang- Best Programmer at BPC (2019-2020). They made a Learning

Management System (LMS) and named it as BPC e-Learning System. Dr. Guirre led the

development of a portal with six major components.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

One of those is an e-learning system that will use for the online education of the

students of BPC. The focus of this research is the evaluation of the system, which directly

concerns the teaching and learning process scheme of the educational system of the

College. The e-learning system aims to deliver an efficient and effective learning

experience for students, practical ways for the faculty members to administer their classes

and monitor students' progress.

In preparation, all faculty members take part in series of webinars about distance

education provided by the Commission on Higher Education (CHED). In addition, an

online training conducted by the school administration focused on the mechanism of the e-

learning system. To use and utilize the system properly, especially those who are not

computer literate. "This time, the faculty needs to be mentally and emotionally prepared,"

the VPAA said when asked about the importance of all the training. She further said that

the school is open, and faculty members are welcome to conduct their classes in school.

When asked if all the instructors have gadgets and devices and access to the internet as a

means for online teaching, she responds that "not all of them, to be honest"; hence, we

offered the BPC's facilities. Some teachers have no internet connection installed in their

houses and have no latest "high-end" gadgets. That is why we invited them to conduct their

classes online in the library, faculty room, or BPC computer laboratory.

Quinn, Alem, and Eklund (1997) proposed methodology for evaluating e-learning

systems that will consider design factors and acceptance factors: the former comprises

instructional goal, instructional content, learning tasks, learning aids, and assessment,

whereas the latter include level of motivation uses the product, level of active participation

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

entailed, quality of learning support, and status of user satisfaction. The BPC’s developed

system has the same factors as Quinn’s model except that the e-learning system is only one

of the systems of the BPC portal and the baseline of the evaluation scheme of this research.

The portal contains information on courses offered, transcripts, email programs,

timetables, exam schedules, and department contact numbers. It also provides links to

helpful web resources, such as research tools and online journals. It is used commonly

in colleges and universities where prompt information and necessary updates must be

readily available to many students and faculty. The Department of Education also used

portals to direct students to educational resources for fun and learning (Suzannah

Windsor, 2020). The school portal developed by MIS is somewhat similar to Windsor's.

Still, BPC's portal is more innovative and complex because there are six systems, including

the different information and features that direct users to the other systems they need.

The BPC Portal consists of six systems to wit: 1. admission system; the

requirements of enrollees will be stored and submitted through online 2. entrance exam

system; the enrollees will answer and complete their exam through this system 3.

enrollment system; this is where the registrar works on sorting the information and subjects

of students accordingly 4. grading system; will store the grades of the students 5.

scholarship system, and 6. e-Learning system; this is where the teaching and learning

process occurs. The system plays a crucial role in the program because this is where the

subjects, modules, assessments, and progress in the students' grades were stored.

The e-learning system evaluated in this study serves as a bridge to bind the learners

and educators. This study focused on assessing its software/ system regarding its technical,

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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pedagogical, other factors, and effectiveness on the teaching and learning process. The

research aimed to address the challenges that the users encountered while using the

software/ system and recommended possible solutions to the weaknesses that will identify

based on the data collected from the study's respondents. This study may help the system

developers decide what considerations and actions to address the challenges and other

factors to improve the present e-learning system/ software. The gathered relevant, and

appropriate data managed and reached the objectives of this study; used different

instruments to evaluate the system/software's effectiveness, technical aspects, and needs of

the users.

The study used several instruments to gather relevant, valid, and reliable data to

answer the survey's specific questions. The study adapts instrumentations from the "Rubric

for evaluating e-Learning tools in Higher Education" (Antsey and Gavan 2018). It plays a

significant role among the other tools used in this study. It focused on evaluating the

respective variables of e-learning, such as the functionality, accessibility, technical

(designs, and privacy protection of the system), and lastly, the pedagogical aspects of the

plan (social presence, teaching presence, and cognitive presence). The elements of the

instrument mentioned already cover the three parts that the researchers would like to

evaluate, e.g., the effectiveness of the e-learning system, the point of the e-learning system

to faculty members as perceived by the students, and vice-versa. While, the other ten (10)

instruments such as the three (3) semi-structured interview for teachers, VPAA, and Dr.

Guirre, and the other seven (7) are Questionnaire in 5 point Likert scale; Questionnaire for

administrators towards the development of BPC’s e-Learning System/ Software

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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(Mercado,2008), Instrument to Evaluate the Software Development of e-Learning (Bradin,

1999), An instrument to assess the Online Teaching Effectiveness BPC e-Learning

(Bangert, 2004), instrument to evaluate the success of Online Learning (Biggs, 1999),

Kristen A. Walker and Katherine E. Morales (2018), Faculty self-assessment to assess their

technical, administrative, and pedagogical competencies using the LMS tool of the BPC

Online Technology Program (Penn State University, 2011), Self-Assessment of Students

towards their experiences in using BPC e-Learning (Doculan, 2014), Questionnaire for

parents towards their feedback on the online class of their child (Universal American

School (UAS) Dubai, 2020) will served as the supporting tools to broaden the details and

gathered data, for the researchers have a big picture to look on each aspects and to address

appropriately the strengths, challenges and weaknesses of the system so that we can come

up with appropriate solutions, suggestions and recommendations to make the system more

efficient and convenient to users.

The study results hoped to contribute to the development of a model e-learning

system and be adopted/adapted by other higher learning institutions to maximize

generation and acquisition of knowledge amidst the covid-19 pandemic.

Statement of the Problem

The general problem of the study is: How may the BPC e-Learning be enhanced

based on the evaluation of the system?

Specifically, the study sought answers to the following questions;

1. How may the BPC e-Learning be described as regards;

1.1 conceptualization;
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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1.2 mechanics of the program; and

1.3 portal development in terms of:

1.3.1 ICT infrastructure for a successful e-learning implementation;

1.3.2 administrative support (commitment and policies); and

1.3.3 resource support (financial, human, technical)

2. How may the BPC e-Learning software be evaluated in terms of;

2.1 software product evaluation;

2.2 quality;

2.2.1 operation;

2.2.2 content; and

2.2.3 format?

3. How may the faculty members and students evaluate the BPC e-Learning in terms

of its:

3.1 functionality;

3.2 accessibility;

3.3 technical aspect;

3.4 mobile designs;

3.5 privacy data, protection, and rights;

3.6 social presence;

3.7 teaching presence; and

3.8 cognitive presence?

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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4. What is the level of effectiveness of the BPC e-Learning system when used by the

faculty as perceived by the students?

4.1 student-faculty contact;

4.2 cooperation among students;

4.3 active learning;

4.4 prompt feedback;

4.5 time on task;

4.6 high expectations; and

4.7 diverse talents and ways of learning?

5. What is the level of effectiveness of the BPC e-Learning system when used by the

students as perceived by the faculty?

5.1 cognitive aspect;

5.2 metacognitive aspect; and

5.3 affective aspect?

6. How may the faculty assess their Technical, Administrative, and Pedagogical

Competencies using the Learning Management System (LMS) of the BPC e-

Learning?

7. What is the self-assessment of the students towards their experiences in using

BPC e-Learning in the category of;

7.1 internet online skills;

7.2 software application skills;

7.3 content;

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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7.4 social support;

7.5 study habits;

7.6 abilities;

7.7 motivation; and

7.8 usefulness?

8. What are the challenges encountered by the faculty and the students while using the

BPC e-Learning system?

9. What the above respondents posited solutions/ suggestions to address the

challenges observed?

10. What may be proposed to enhance the present BPC e-Learning system based on the

findings of the study?

Significance of the Study

The study is deemed significant to the following:

Teachers. This study will benefit all teachers, especially now that we deal with the new

baseline learning because of the pandemic. Through this study, teachers may purposely

discover how to teach students Cognitive, Metacognitive, and Affective using online

learning.

Students. The direct recipients of the output of this research since any improvement

that the admins and developers will make to the BPC e-Learning software will benefit, and

it will be more convenient to them.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Administration. This study is helpful as the basis for implementing change or

improvement in the application of BPC e-Learning software to enhance the students'

knowledge and skills and serve the client in its most possible way.

System Developers. This study can be of great use to the team developer of the

application of the said program since they will be able to determine the weaknesses and

strengths of the software that they have chosen to use to serve the client of the school.

Future Researchers. This study can guide future researchers to enhance the BPC e-

Learning software application to deliver the kind of performance that the clients expect.

Scope and Delimitation of the Study

The specific purpose of this study is to evaluate the BPC e-Learning software/ system

to determine its effectiveness in reaching the learners and the teaching methods applied by

the teachers on online teaching to continue education despite the present situation due to

pandemic. This paper contains different instruments used to gather the data to confirm its

quality and enhance or improve it.

The factors used in evaluating the BPC e-Learning software/ system are its quality

(operation, content, and format), functionality, accessibility, technical, mobile designs,

privacy data, protection and rights, social presence, teaching, and cognitive presence. In

this paper, we also include the perceived effectiveness of faculty and students while using

the software and the challenges they've faced while coping and adapting to this new normal

with the help of e-Learning developed by the institution.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

This paper only evaluates one system of the program out of the six components of the

portal (admission, entrance exam, enrollment, grading system, BPC e-Learning, and

scholarship) of all those systems that were now available and organized online. Still, the

researchers pick one of its major system (BPC e-Learning) to examine. In our set of

respondents, we gather some random students enrolled in S.Y. 2020-2021 from each

department of degree and technical-vocational courses. We also include some class

presidents from Senior High School (SHS), students from BPC-Malolos, and some parents.

At the same time, researchers gathered some faculty members from BPC-Malolos to seven

(7) satellite campuses.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature, related studies,

conceptual framework, assumptions, and definition of terms of the study.

Relevant Theories

The following are the theories reviewed relevant to this study.

The Community of Inquiry (CoI) model for online learning environments

developed by Garrison, Anderson & Archer (2000) on the concept of three distinct

presence: cognitive, social, and teaching. While recognizing the overlap and relationship

among the three components, Anderson, Rourke, Garrison, & Archer (2001) advised

further research on each element. Their model supports online and blended courses as

active learning environments or communities’ dependent on instructors and students

sharing ideas, information, and opinions. Of particular note is that "presence" is a social

phenomenon and manifests itself through interactions among students and instructors. The

community of inquiry has become one of the most popular models for online and blended

courses designed to be highly interactive among students and faculty using discussion

boards, blogs, and videoconferencing.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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Cognitive Social
Presence Presence
Learning
Experience

Teaching
Presence

Figure 1. Community of Inquiry (Garrison, Andeson, Garrison and Archer, 2000)

Connectivism, as described by Siemens (2004) as the integration of principles

explored by chaos, network, and complexity and self-organization theories where learning

is a process that occurs within nebulous environments of shifting core elements ˗ not

entirely under the control of the individual. George Siemens has been the leading proponent

of connectivism, a learning model that acknowledges significant shifts in how knowledge

and information flows, grows, and changes because of vast data communication networks.

As a result, web innovation has moved to gain from inner, individualistic exercises to the

group, local area, and even group exercises. In building up the theory, Siemens recognized

the work of Alberto Barabasi and the force of organizations. He additionally referred to an

article composed by Karen Stephensen (1998) named "What knowledge tears apart,

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

networks make whole," which precisely recognized how huge scope networks become

crucial in aiding individuals and organizations.

A theory proposed by Linda Harasim (2012), Online Collaborative Learning

(OCL) that focuses on the facilities of the internet to provide learning environments that

foster collaboration and knowledge building, and internet use as a means to reshape formal,

non-formal, and informal education for the knowledge age (Harasim,2012).

In OCL, there exist three phases of knowledge building through group discourse.

These three phases are:

1. Idea generating is the brainstorming phase, where divergent thoughts are

gathered.

2. Idea organizing is the phase where ideas are compared, analyzed, and

categorized through discussion and argument.

3. Intellectual convergence is the phase where intellectual synthesis and

consensus occur, including agreeing to disagree, usually through an assignment,

essay, or collaborative work piece (Harasim, 2012).

OCL also derives from social constructivism to challenge students to take care of

issues through talk cooperatively. It is where the instructor plays the part of the facilitator

just as a learning community member. It is a significant part of OCL yet in addition to other

constructivist theories where the educator is not discrete and separated but rather a

functioning facilitator of knowledge building.

In contrast to connectivism, which is appropriate for enormous scope guidance,

OCL is ideal for more modest instructional conditions.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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There are three of the more popular theories in learning that are relevant to online

education, according to Picciano, A. G. (2017). These are Learning Theories

(Behaviorism, cognitivism, social constructivism). In his paper "Theories and

Frameworks for Online Education: Seeking an Integrated Model," learning theory explains

and helps us understand how people learn.

One of the categories of learning theories is Behaviorism. This learning theory is

associated with Pavlov (1897) when he published an experiment on conditioning after

initially studying digestion in dogs. He discovered that any object or event which the dogs

learned to associate with food would trigger the same response. Watson and Rayner (1920)

conditioned an orphan called Albert B (aka Little Albert) to fear a white rat. In their

experiment, after the continuous association of the white rat and loud noise, Little Albert

was classically conditioned to experience fear at the sight of the rat, generalized to other

stimuli that were similar to the rat, including a fur coat and some cotton wool. In education,

behaviorism examines how students behave while learning. More focuses on observing

how students respond to certain stimuli that, when repeated, can be evaluated, quantified,

and eventually controlled for each individual (Picciano, A G., 2017).

The psychology of learning emphasizes human cognition or intelligence as a special

endowment enabling man to form hypotheses and develop intellectually. Cognitivism is

considered a reaction to the "rigid" emphasis by behaviorists on predictive stimulus and

response (Harasim, 2012).

According to Moodle (2015), Social Constructivism is defined as a social group

constructing things for one another, collaboratively creating a small culture of shared

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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artifacts with shared meanings. The development of scientific knowledge is determined by

social forces, essentially contingent and independent of rational methods, and analyzable

in terms of causal processes of belief formation.

Social constructivism, a social learning theory developed by Russian psychologist

Lev Vygotsky, posits that individuals are active participants in creating their knowledge

(Schreiber & Valle, 2013). Vygotsky believed that learning occurs primarily in social and

cultural settings rather than solely the individual (Schrieber & Valle, 2013).

The social constructivism theory focuses heavily upon dyads (Johnson & Bradbury,

2015) and small groups. For example, students learn primarily through interactions with

their peers, teachers, and parents, whereas teachers stimulate and facilitate conversation

through harnessing the natural flow of discussion in the classroom (Powell & Kalina,

2009). These three learning theories may explain the performances of students in online

learning. Thus, behaviorism, cognitivism, and social constructivism are related to one

another.

Whatever the environment of a student in his online learning process would affect

his behavior. If he lives in a house where his family does not support him (either morally

or financially) or has too much noise pollution, these factors will create distractions in the

student's learning process that could have failing grades. Online class also forced the

student to study independently and work their tasks independently, limiting the interactions

from peers to peers that lessen the student's excitement in performing its tasks and

activities.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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Related Literature

The related readings used as bases of the study are the following.

There is so much discussion around online learning that there are many purported

benefits and uses of online learning—the effectiveness of online learning in educating

students, using teaching, and professional development. The ability to provide a world-

class education to anyone with a broadband connection and the cost-effectiveness of

combating the rising cost of postsecondary education credit equivalency at the

postsecondary level are some of the most critical online learning issues. (De la Varre,

Keane, & Irvin, 2011; Gratton-Lavoie & Stanley, 2009; Koller & Ng, 2014; Lorenzetti,

2013). The teaching practices recommended by Chickering and Gamson’s Seven

Principles framework are well-suited for guiding the design and delivery of Quality of

Internet-based instruction (e. g., Billings, 2000; Chickering & Erhmann, 1996).

The Seven Principles emerged from a panel of higher education scholars who asked

to synthesize findings from research studies that identified effective college and university

teaching practices.

As a result of this panel’s work, Chickering and Gamson concluded that student

success is related to instruction which encourages: 1) student-faculty contact- interaction

with faculty has been identified as a critical component. In highly challenging and anxiety-

provoking courses (Pazos, 2012); 2) cooperation among students- a constructive and

social process that works best in interaction with others seen as essential for learning

especially in online-based learning environments (Ferderer et.al, 2021); 3) active

learning- is any approach to instruction in which all students are asked to engage in

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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the learning process (Center for Educational Innovation, 2021); 4) prompt feedback- a

general consensus amongst students that feedback should inform them of their strengths

and weakness and help them to identify what and how to improve (Paula Mendes et.al,

2015); 5) time on task- an observation technique that measures the average time students

are observed to be engaged in learning during a lesson (Educators at Work, 2015); 6) high

expectations- students who are expected to learn more or perform better generally do so,

while those held to lower expectations usually achieve less (The Glossary of Education

Reform, 2013) ; and 7) respect for diverse talents and ways of learning- Some people

refer to learning styles, a belief that students approach learning differently from one another

with different preferences, such as some students learning better by listening, some better

by doing, some better by reading or seeing information (Spring, 2013)

The college "classroom" certainly looks different these days. Due to campus

closures in the wake of the COVID-19 pandemic, we no longer travel to a shared space to

learn together in physical proximity. Though most of us have transitioned to online

instruction, there was insufficient time to prepare for this new model. Instead, we are amid

"emergency distance learning," with significant implications to student's cognitive,

affective, and metacognition aspects. Metacognition involves not just having knowledge

and processing information cognitively but also controlling these mental processes. This

transition typically involves modification, monitoring, and organization of the data to apply

it in real-world settings. Metacognition also focuses on analyzing a challenge or task to

determine which problem-solving approach would be the most effective (Pappas, 2015);

the interpretation of cognitive engagement is in a few different ways. Rotgans and

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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Schmidt (2011) describe cognitive engagement as the extent to which students are willing

and able to take on the learning task at hand. Learners' cognitive engagement in an online

environment is discernible from the quality and quantity of student participation in

asynchronous online discussion activities. Affective- play an important role in individuals'

learning as well as in groups' learning. Interaction processes students' emotions that affect

achievement by influencing their involvement and attitude toward learning and learning

environments that naturally have a significant effect on how students and groups work on

their task assignments (Isohätälä et al., 2019).

E-learning is the most convenient way to pursue a degree in higher education. A

lot of students are involved in a flexible and self-paced method of teaching to attain their

degree. Taking into consideration of technology in education, the researchers were in line

with Chomsky (2014). According to Sabir, Ahmad, Ashraf, and Ahmad (2013), Higher

Education Commission (HEC), in Pakistan, 70% of the students are registered privately or

by distance education programs offered by different universities (Division, n.d.). Those

students who joined distance education face problems attending tutorials and workshops

as they live far away from study or examination centers. Many of them stop studying due

to many issues they have faced, specially mentioned above. Due to these reasons’ students

are now focusing on online and e-Learning programs, as they can quickly assess their

lessons and assignments easily even than their examinations.

Universities and colleges have embraced online instruction as a strategy for meeting

the demands of students who prefer or find it necessary to take classes at a distance. The

significant growth in online courses is not surprising, considering that many students want

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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to earn degrees that will positively affect their careers. At the same time, allow them to

sustain family and work responsibilities. (Motiwalla & Tello, 2000; Phipps, Wellman, &

Merisotis, 2000).

Quinn, Alem, and Eklund (1997) proposed methodology for evaluating e-learning

systems that consider design factors and acceptance factors: the former comprises

instructional goal, instructional content, learning tasks, learning aids, and assessment,

whereas the latter include level of motivation uses the product, level of active participation

entailed, quality of learning support, and status of user satisfaction. With the growing

demand for e‐learning and striving for excellence associated with globalization, worldwide

calls for enhancing and assuring quality in e‐learning, specifically in developing countries.

(D. Masoumi, B. Lindström, 2011). According to Claire Bradin (1999), to measure and

evaluate the quality of e-learning is divided into three sub-categories; a) operation- the

navigation and accessible collection of software which administers maintain and provides

access to the resources of the system which enables a user to perform a task (Science Daily,

2019), b) content- the organization of modules and lessons, supported with quizzes, tests,

and discussions, and in many systems today, integrated into the college or university's

student information system (Downes, 2005), c) format- the establish layout of information/

data on the course space of the users.

Anstey and Gavan, 2018 proposed that evaluating e-Learning must consider the

combination of technical and pedagogical aspects. The evaluation consists of eight (8)

categories; (1) functionality that defines how well a system meets users' requirements and

the effort required for adapting the system, which software developers have traditionally

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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used for effort estimation utilizing concepts such as function points (Berger et al., 2013);

(2) accessibility- the practice of making your websites usable by as many people as

possible and also benefits other groups such as those using mobile devices, or those with

slow network connections (Glaly, 2020); (3) technical- the usability and utilization of the

interface of the system in technology (Antsey and Gavan, 2018); (4) mobile designs. The

mobile tool's design entirely considers the constraints of a smaller-sized screen (Antsey

and Gavan, 2018); (5) the privacy, data protection, and rights the purpose (Barker,

2007); (6) social presence; (7) teaching presence. (Antsey and Gavan, 2018); 8)

cognitive presence- the tool enhances engagement in a targeted cognitive task(s) that were

once overly complex or inconceivable through other means and to exercise higher-order

thinking skills (Antsey and Gavan, 2018).

Related Studies

This section presents the following research done in e-learning systems/software.

The paper of Rosa Lanzilotti, Maria Francesca, and Carmelo Ardito of the

University of Bari entitled “Systematic Evaluation of e-Learning Systems (2020)”. An

Experimental Research focused on evaluating the e-Learning systems by combining

specific inspection with user testing. The inspector aims to have vast experience in using

the e-Learning system and perform accurate evaluations to confirm the efficiency of the

systems.

The result of their study shows that the e-Learning systems are practical and

efficient tools that improve performance but lacks in some aspect and proposed that to

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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achieve its reliability, they've suggested systematically combining the inspection with user-

based evaluation.

“Effects of e-Learning on Students Academic Learning at University Level

(2018)” by Imran Latif Saifi of The Islamia University of Bahawalpur Pakistan, conducted

this research to find out the effects of e-learning on students interest and learning at the

university level.

This paper is related to this study since we evaluate the effectiveness of the BPC e-

Learning system to the students' cognitive, metacognitive, and practical aspects. Their

report has concluded that e-Learning is the prevailing system in the present era for

education, especially for youth's education, and motivates students to do their work without

others' help. E-Learning is a system that provides time flexibility to the students for their

learning, and the use of e-Learning gives them access to the global world for study

purposes. Ali, Nargis, Yasmeen & Iqbal (2015) found that secondary teachers have a keen

desire to use ICT and its integration within the classroom environment. E-Learning also

engages the students to be active in the learning process.

Tutors play a significant role in e-Learning through prompt response to students'

requests, and this feedback is helpful for students. In contrast, to help students access online

material through technical assistance. On the contrary, students face difficulties in using

online materials. But another good sign is that e-Learning provides an opportunity for the

students to join social media groups. The study concluded that students share their learning

material through social media, e.g., WhatsApp groups, and they also consult other libraries

for material to improve their learning. The students supported the idea that instructors

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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contacted quickly and enhanced the teaching and learning process quality. The study

concluded that students feel comfortable when they are exploring and surfing the internet.

The study of R. Doneva et al. (2015), Experimental Researches focused on

evaluating the quality of e-Learnings for any up-to-date higher educational institutions. In

addition, the paper is for automating related processes based on a modern technology

integration of heterogeneous systems.

This paper aims to evaluate the quality of e-Learning in terms of student’s

satisfaction and compliance with appropriate quality standards. This study resembles our

objectives to know the quality and effectiveness of e-learning software to students and

teachers. The researchers concluded that e-Learning is a feasible in-service-oriented

integration approach for HE needs. It also provides a joint base for integrating the full range

of confirmation systems (student's admission, training, learning materials, research,

management, and quality control).

The study of Zuhal Yonca Odabas, Huseyin Odabas, and Aytul Kasapoglu of

Ankara University Turkey entitled “E-Learning Programs: The Case of Ankara

University Turkey (2013)”. An Evaluation Research focused on evaluating the e-

Learning program and its human relations as a tool for creating a learning society.

This study is somewhat similar to our research since both studies aim to evaluate

the e-Learning system as a tool for the teaching and learning process. The only difference

is that their respondents are students who graduate using the program. At the same time, in

our research, our audience is currently using the program and the teacher since the

researcher aims to seek the tool's effectiveness to both students and teachers. Both studies

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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are very similar because the researchers want to know how to enhance the quality of the

program and the knowledge that it imparts to the participants.

The study's findings reveal that the program reaches its goal to deliver education in

a "learning society." According to some participants, the program "adds many things" to

them and learned the "importance of education." In addition, the program rate is

"sufficient" in technical infrastructure, course structure, and student participation.

The study of E. Simon (2021), Faculty of Graduate School at the University of

Colorado, relates to our research regarding evaluating the e-learning system. To know its

effects on the faculty members of BPC while in Simon's (2012) paper, his goal is to explore

how online learning changes both teachers and the teaching profession in higher education.

He investigated the impact of online teaching on the professional identity of nineteen

teachers who have transitioned to the online classroom. I also considered the role played

by technology in this process. Prior research has shown that developing a stable teaching

identity is a critical element in teacher retention (Danielewizc, 2001) and an essential

contributor to success and effectiveness in the classroom (Alsup, 2005; Day et al., 2006).

He contends that a stable teaching identity is equally important for online teachers.

Results from the case studies revealed that while for some faculty, teaching online

has become an integral part of their professional selves, others experience difficulty

reconciling their beliefs and teaching practices with the online modality. For most Case

Study One participants, the disruption caused by online teaching led them to marginalize

their online teaching identities, define themselves primarily as classroom teachers, and

therefore not be as devoted to online education as face-to-face teaching. In contrast, Case

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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Study Two participants had made significant changes to their professional identities by

adjusting their beliefs and practices and becoming more technologically engaged. This

transformation, generally facilitated by an institutional community supportive of online

education, allowed them to integrate online teaching more fully into their teaching selves,

thus finding equal levels of professional fulfillment in the face-to-face and online

classroom. Case Study Two participants were fully aware of the differences between each

modality, the different purposes that each modality serves, and the different pedagogical

approaches that each requires. Findings from the survey confirmed the critical importance

of positive perceptions of online teaching, technological engagement, and access to a

community supportive of online education.

Conceptual Framework

This section shows the conceptual paradigm of the study:

Input Process Output

 Journals  Sorting of  Challenges

 Articles information from identified and
 Websites the gathered suggested solutions.
 Semi-structured information  Proposed
interview to the through internet suggestions/recom
system developer, surfing mendations to
administration,  Analyses of further enhance the
and teachers of gathered data from e-learning systems
Bulacan interviews and of the College
Polytechnic questionnaires
College answered by the
faculty members
and students.
Figure 2: The Conceptual Framework of the Study

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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The input-process-output model was adopted in the development of the study, as

shown in Figure 2.

In Frame 1, the input was the articles, journals, websites, and semi-structured

interviews to the system developer, administration, and teachers that help the researchers

to sort and collect data.

In Frame 2, the process sorted the details and research gathered from surfing,

analyzing the collected data from the questionnaires and interviews.

While in Frame 3, the output gathered from the data, such as the challenges faced

and coped up by the students, management, and faculty members. The proposed or

recommendations for enhancement of the e-Learning system/ software.

Assumptions of the Study

The following are the assumptions of the study.

1. The e-Learning system of BPC will be convenient and reliable in terms of its

functionality, accessibility, technical aspect, mobile design, and duration of

privacy data protection and rights.

2. The e-Learning system of BPC will be effective as a pedagogical tool for the

faculty members and students in terms of social presence, teaching presence,

and cognitive presence.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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Definition of Terms

The following terms are defined conceptually.

Accessibility. The degree to which a product, device, service, or environment is

available to as many people as possible. In terms of accessibility, as the "ability to access"

and benefit from some system or entity (Disabled World- Website)

Active learning. It consists of a short course-related individual or small-group

activities that all students in a class are called upon to do, alternating with instructor-led

intervals in which student processes the responses and presented new information (Felder

and Brent, 2009)

Affective Aspect. The aspects of mental processes or behavior directed toward

action or change, including impulse, desire, volition, and striving (yourdictionary.com).

Cognitive Aspect. The integration and utilization of students' motivations and

strategies during their learning. (J. B. Biggs's, 1987).

Cognitive Presence. The extent to which learners can construct and confirm

meaning through sustained reflection and discourse (Garrison, Anderson, & Archer, 2001).

Conceptualization. The abstract, simplified view of some selected part of the

world, containing the objects, concepts, and other entities that presumed interest for some

particular purpose and the relationships between them (artsandculture.com)

Cooperation among students. Good learning, like good work, is collaborative and

social, not competitive and isolated. Working with others often increases involvement in

education. Sharing one's ideas and responding to others' reactions improves thinking and

deepens understanding (Chikering and Gamson, 1996).

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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Content. The information and experiences toward an end-user or audience are the

directions. Content is "something expressed through some medium, as speech, writing or

any of various arts (Cambridge English Dictionary).

E-learning. The delivery of learning and training through digital resources.

Although eLearning is from formalized education, electronic devices such as computers,

tablets, and even cellular phones connect to the internet. Format. An arrangement or plan

for something written, printed, or recorded (Burns, 2011)

Functionality. The ability to perform a task or function; that set of tasks that

something is able or equipped to perform (Lumenlearning.com)

High expectations. It refers to any effort to set the same high educational standards

for all students in a class, school, or education system (The Glossary of Education)

Learning Material. Any collection of materials, including animate and inanimate

objects and human and non-human resources that a teacher may use in teaching and

learning situations to help achieve desired learning objectives (coursehero.com)

Mechanics of the program. It is the motion or organization that follows by the

software that runs on a computer, laptops, mobile phones, etc. (eduglobal.org)

Metacognitive Aspect. Put simply, thinking about one's thinking. More precisely,

it refers to the processes used to plan, monitor, and assess one's understanding and

performance. It includes a critical awareness of a) one's thinking and learning and b)

oneself as a thinker and learner (Chick, 2013)

Mobile Design. The design of user experiences for hand-held and wearable devices

(interaction-design.org)

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Operation. It is a performance of practical work or something involving the

practical application of principles or processes (Merriam-Webster dictionary).

Portal Development. A web portal is a single access point for various kinds of

information. It can include links to categorized information, such as articles, products,

vendors, suppliers, individuals, etc. It often consists of a membership component where

users log in and have access to their profiles (eduglobal.org)

Privacy Data. A branch of data security concerned with the proper handling of data

– consent, notice, and regulatory obligations. More specifically, practical data privacy

concerns often revolve around. (Jeff Petters, 2020).

Prompt feedback. Must be performed or executed without delay (Bangert, 2004).

Protection and Rights. It refers to a legal mechanism that ensures privacy. Privacy

is the right of any citizen to control their personal information and to decide about it (to

disclose information or not). Privacy is a fundamental human right (gilc.org)

Quality. Refers to the comparison of how good something is to other similar things.

In other words, its degree of excellence. When used to describe people, it refers to a

distinctive characteristic or attributes that they possess (Merriam-Webster dictionary)

(Lustbader, 1999).

Social Presence. A term can take on vastly different meanings depending on the

field of study. (Lowenthal, 2010).

Software. Software is a collection of instructions and data that tell the computer how to

work. In contrast to physical hardware, the system is built and performs the work.

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Software Product Evaluation. Regarding it being an instrument, it will support

such control—the assessment of software product characteristics according to specified

procedures (ISO14598, 1996).

Student-faculty contact. Student characteristics such as having similar interests

and aspirations as faculty and seeking faculty mentorship were important antecedents for

determining the frequency and quality of student contact with faculty. (Pascarella, 1980).

Teaching Presence. The organization of the learning experience occurs before the

course opening and during the run of the course (Bruff, 2020).

Technical. Relating to or produced by normal commercial processes without being

subjected to remarkable purification (Merriam-Webster dictionary).

Time on task. The portion of instructional time that students spend directly

involved in learning activities (Crowley, 2008).

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methods and techniques of the study, population and

sample, instruments of the research, data gathering procedure, and statistical tools used.

Methods and Techniques of the Study

The research method used in this study is the qualitative research method and

evaluation research since it intends to evaluate and measure the quality of the BPC e-

Learning system developed by the institution in terms of its development, feasibility, and

effectiveness. The qualitative approach would be a good fit in this study since it aims to

understand how effective the system was and what other parts can be enhanced or develop

more. This study includes questionnaires and semi-structured interviews that will broaden

the different challenges, weaknesses, and strengths that the system has.

Qualitative research methods are a manner that helps reveal the behavior and

perception of a target audience concerning a particular topic. There are different qualitative

research methods like an in-depth interview, focus groups, ethnographic research, content

analysis, case study research. It is more descriptive and can draw inferences quickly from

the obtained data (Bhat, 2020). Evaluation research, also known as program evaluation,

refers to research purpose instead of a specific method. Evaluation research is the

systematic assessment of the worth or merit of time, money, effort, and resources spent to

achieve a goal (Bhat, 2020)

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Population and Sample of the Study

The sample taken from the population for this research is the students enrolled in

S.Y. 2020-2021 from degree courses and technical courses offered by school and class

presidents of Senior High School (SHS) from BPC-Malolos. At the same time, some

faculty members came from the eight (8) campuses of BPC who are conducting online

classes. Thus, in this study, the accessible respondents comprised 262 students, 24 faculty

members, and four (4) parents due to the pandemic.

Table I

Sample of the Study

Degree Courses # Of Respondents
Bachelor of Science in Office Management (BSOM) 30
Bachelor of Technical Vocational Teacher Education
(BTVTEd) 50
Bachelor of Science in Accounting Information Systems
(BSAIS) 23
Bachelor of Science in Information Systems (BSIS) 30
Subtotal 133

Technical Vocational Courses # Of Respondents

Hotel and Restaurant Services (HRS) 70
Computer Secretarial (CS) 22
Call Center Services (CCS) 17
Associate in Computer Technology (ACT)- Ladderized to 16
BSIS
Subtotal 125

Some Faculty Members from 8 Campuses of BPC 24

Senior High (SHS) –President of the Class 4
Parents 4
Total of Respondents 290

The study used a random sampling procedure for selecting the participants in this

study at the main campus of Bulacan Polytechnic College in Brgy. Bulihan, City of

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Malolos, Bulacan. Within each section, the selection of students was by simple random

sampling. This procedure is through an online survey of students from different year levels

and courses. After Gathering all the online survey forms, followed by a recording of data

to obtain the required number of responses needed.

Instruments of the Study

Appropriate instruments were used, such as semi-structured interviews and Likert-

type questionnaires, to evaluate the e-Learning system of BPC appropriately.

Interview Questions for Ms. Victoria Beth M. Sison, MAed- VPAA/ OIC College

President, Ph. D Student.

The researchers developed questions specifically for this study to have a broader

knowledge of how the administrators created, planned, and implemented the system, the

factors they have considered, and how they perceived or what their views of the program

are so far. This instrument also aims to know what the administration made to make the

faculty members ready for this sudden change, adjust the curriculum, and the faculty's

challenges during online teaching preparation. It contains ten questions that address the

planning, conceptualization, and considerations they have done to pursue this program.

Interview Questions for Dr. Rosemarie S. Guirre

The instrument answered by Dr. Guirre, specifically developed for this research,

responds to how the program was designed, conceptualized its mechanics, and its

significant components in evaluating the Online Technology Program of BPC accurately

and efficiently. It contains ten questions that address the strength, challenges, weaknesses,

and development of the learning software/ system and plans to strengthen the program.
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Questionnaire for Faculty Members towards the Development of BPC’s e-Learning

System

The instruments answered by the administrators and developers follow the

assessment tool by Cecilia Mercado (2008), aiming to identify the potential aspects as a

guide to achieve the online program's goal and know where it should invest. This

instrument addresses the factors that the institution’s administrators and developers

considered to develop the program.

It contains twenty-four (24) items divided into three (3) categories;

 Column “A” contains the category; 3items

 Column “B” contains the indicators of categories; 24 items

 Column “C” contains the response; first part (Strongly Agree=5, Agree=4,

Moderately Agree=3, Less Agree=2, Disagree=1)

 second part 4-point Likert scale (Very Supportive=5, Supportive=4,

Moderately Supportive=3, Less Supportive=2, Not Supportive=1)

Instrument to Evaluate the Software Development of e-Learning

The instrument used in this study adapts the Software Product Evaluation Survey

“Software Evaluation” developed by Claire Bradin (1999), who offers a comprehensive

look at evaluating software and important aspects of the software to consider when

choosing the program for a particular setting. She divides the process of software

evaluation into two parts. The first part is exploring the feasibility, and the second part is

determining quality. This instrument measures the quality of the e-learning system and the

software development by the faculty members and students.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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It consists of thirty-four (34) items divided into three categories;

 Column “A” contains the statements; 34 items

 Column “B” contains the response; (Strongly Agree=5, Agree=4,

Moderately Agree=3, Less Agree=2, Disagree=1)

Instrument to evaluate the BPC e-Learning System

The study used a multidimensional Likert scale instrument to evaluate BPC Online

Technology Program based on the “Rubric for evaluating e-Learning tools in Higher

Education” developed in 2018 by Lauren Anstey. An e-Learning and Curriculum Specialist

at Western University residing in London, ON, Canada and Gavan Watson the Associate

Vice President, Teaching and Learning of the Memorial University of Newfound Land at

Labrador, Canada. The instrument by non-tech experts and applied in various learning

contexts to help draw their attention to aims to evaluate online programs to assist with the

predictive evaluation of e-Learning tools. The study could use this framework in the

compelling aspects of evaluating any e-Learning tools. The respondents for this instrument

are the faculty members and students.

It contains eight (8) categories with twenty-six (26) items:

 Column "A" includes the category; 8 items

 Column “B” contains the elements of categories; 26 items

 Column “C” contains the indicators of elements; 26 items

 Column “D” contains the level of effectiveness; Very Effective=5,

Effective=4, Moderately Effective=3, Less Effective=2, Not Effective= 1

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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An instrument to perceive the effectiveness of the faculty in online teaching using the

e-Learning system

The basis of the instrument to measure the Online Teaching Effectiveness is on

"The Student Evaluation of Online Effectiveness" developed by Arthur W. Bangert (2004)

from Montana University. The wordings are explicit about eliciting responses about the

quality of teaching within the context of online learning environments to assess each of the

constructivist-compatible learning practices recommended by the Seven Principles of

Effective Teaching.

It contains seven (7) principles of effective teaching with twenty-six (26) items:

 Column “A” contains the seven principles of effective teaching; 7 items

 Column “B” contains the elements of seven principles; 26 items

 Column “C” contains the indicators of elements; 26 items

 Column “D” contains the level of agreement; (Strongly Agree=5,

Agree=4, Moderately Agree=3, Less Agree=2, Disagree=1)

An instrument to perceive the Effectiveness of the e-Learning System to Students

An instrument to assess the success of online learning in terms of cognitive,

metacognitive, and affective outcomes for students, in general, is adapted from the

instrument of J. B. Biggs et al. (1999). It is to assess students' cognitive and metacognitive

abilities during online classes, and for the Affective aspect by Kristen A. Walker and

Katherine E. Morales (2018). Recall or acknowledgment of knowledge and the

improvement of intellectual abilities and skills are examples of cognitive skills. Individual

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desires, attitudes, and values are classified as affective skills. Finally, meta-cognition is the

understanding of one's self and one's cognition of thinking about thinking.

It contains thirty-three (33) items divided it three (3) aspects;

 Column "A" contains the statements describing the three aspects; 33 items

 Column “B” contains the response; Strongly Agree=5, Agree=4,

Moderately Agree=3, Disagree=2, Strongly Disagree=1

Faculty self-assessment to their technical, administrative, and pedagogical

competencies using the LMS tool of the BPC e-Learning

The study used a Likert-type self-assessment based on "Penn State Faculty

Competencies for Online Teaching (2011)” developed by Penn State University to measure

teachers' technical, administrative, and pedagogical competencies. The instrument aims to

know the competencies and readiness of the instructors and assumes that he has teaching

experience—it includes questions about familiarity with LMS features and teaching online,

for instance. Still, it does highlight for instructors new to online teaching the skills and

expectations required.

It contains three (3) categories with thirty (30) items:

 Column “A” contains the category; 3 items

 Column “B” contains the elements of categories; 30 items

 Column “C” contains the indicators of elements; 30 items

 Column “D” contains the level of effectiveness; I am an expert and can

teach others=4, I have done this successfully=3, I have done this and had

mixed success=2, I have never done this=1.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Self-Assessment of Students towards their experiences in using BPC e-Learning

The instrument to assess students' experiences during the online technology

program follows the Self-Assessment instrument of an e-Learning tool for Philippine

Higher Education Institution developed by Ann D. Doculan (2014) of Ifugao State

University.

It consists of fifty-one (50) items with nine (9) categories;

 Column “A” contains the category; 9 items

 Column “B” contains the indicators of categories; 51 items

 Column “C” contains the response; (Strongly Agree=5, Agree=4,

Moderately Agree=3, Less Agree=2, Disagree=1)

Interview Questions for Teachers on how they are handling the challenges in Online

Teaching using the e-Learning systems

This instrument specifically develops to acknowledge the challenges faced/

experienced by the teachers and how they are handling them, or what solutions they have

in mind. It has ten questions focused on extracting the program's possible weaknesses and

strengths to adequately address the possible solution we may develop based on the data.

Questionnaire for parents towards their feedback on the online class of their child

This instrument for parent’s e-learning survey developed by Universal American

School (UAS) Dubai (2020) aims to know the feedback of parents on the online classes of

their child and what challenges they think their child encounters.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Data Gathering Procedure

This section presents the procedures done in collecting data.

At first, the researcher constructs a title validated by the professor. It also stated the

general problem and specific problem to be answered through the results of the study.

Then, the researcher gathered different and appropriate instruments in the form of a Likert

questionnaire and semi-structured interview questions.

After data gathering and modifying instruments, we sent a letter of request for an

interview with the developer and administration involved in the conceptualization and

development of the system. The instruments encode in the form of questionnaires. Were

encoded on Google forms that the faculty members and students answered.

A Likert scale is a psychometric scale commonly involved in research that employs

questionnaires, the most widely used approach to scaling responses in survey research

(Jamieson, 2020). A semi-structured interview is a meeting in which the interviewer does

not strictly follow a formalized list of questions (Doyle 2020).

After collecting all the data, the researchers collate, analyze, and interpret the data

results, state the findings, conclusion, and recommendations.

Statistical Tools Used

The study statistically analyzed gathered data from the respondents using the

instruments we adapt to establish the effectiveness and significance of e-Learning in

today's education, especially in times of pandemic, and used Descriptive statistics such as

mean and standard deviation.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents analyzes and interprets the data gathered from the

respondents.

The section presents the different tables that answered the specific questions and

the general problem of the study.

Part 1. Conceptualization and Mechanics of the Program.

BPC e-Learning was one of the six systems in the online technology program of

the BPC, wherein the teaching and learning process happens. This system developed at

first was available in web-based form and immediately turn it into software when face-to-

face was still far from occurring due to the Covid-19 pandemic. The main goal in this

development was to continue the teaching and learning process and still deliver quality

education across the 8 Campuses of BPC. The system developed a mobile design and

downloadable from Google Play Store, Windows Store, and App Store.

During the conceptualization of the BPC e-Learning, there were many

considerations, especially those that will involve the students. According to the Vice

President for Academic Affairs/ OIC College President Victoria Beth M. Sison, the reviews

done by the management are the budget capability of the institution, the teachers, and what

will be the most convenient and accessible methodologies for the majority. Hence, the

developed BPC e-Learning with its primary objective of having an efficient and effective

way of monitoring productive and hopefully effective classes online. While according to

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A
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the Head Department of MIS, Dr. Guirre, the considerations were the possible resources of

teachers and students when the online class session occurred. The design made it easier to

navigate because it is web-based before, and the adjustment took to fit it to mobile phones.

The major components of the system are the Info sheets that serve as the learning materials

of students. The Assessments were provided and developed by the teachers. The Video

Conferencing wherein the discussion and collaboration between students and teachers

occurred while another component was virtual classrooms, real-time grading, and

attendance. Its mechanics starts from the Learning Management System Committee that

composed of Developers, Subject Area Coordinators, Proofreaders, and Uploaders while

the Non-Teaching Staffs are for monitoring the class.

Developers Subject Area Proofreaders and

Coordinators (SAC) Uploaders
 Instructors with
expertise in the  Program Heads.  MIS Staff/ Other
subject  They are in charge of Faculty Members
 They are in charge of checking the  They are in charge of
making the Learning Learning Materials if checking the content
Materials in a it's agreed to the of Learning Materials
particular subject. syllabus of CHED. and Uploading the
 Ensures that the Learning Materials
main focused are the (Info Sheets) and
Essential Learning Assessments.
Outcomes (MELO)

Figure 3: The Personnel involved in the BPC e-Learning’s Mechanics of the System

Figure 3. Shows the role of each committee in ensuring the quality of the learning

materials uploaded on the e-learning system.

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Part 2. Focuses on evaluating the portal developed by the MIS to cater to the alternative

mode of teaching/learning: online technology.

Portal Development System Evaluation

Presented in Table II, the descriptive measures of the evaluation of the portal as

perceived by the respondents of the study.

Table II

Descriptive Measures of the Portal Development Evaluation

Frequency Verbal
Statements 5 4 3 2 1 N Mean Interpretation
1. ICT Infrastructure for a Successful E-Learning Implementation
1.1 There is
sufficient ICT 11 7 4 1 1 24 4.08 Sufficient
hardware for e-
learning use
1.2 There is a
stable internet 5 10 7 2 0 24 3.75 Sufficient
connection in the
institution or at
my home.
1.3 There is an
existing
contingency plan 6 9 6 2 1 24 3.71 Sufficient
in case of
breakdown
Average 3.85 Sufficient
Standard Deviation 0.2 Homogenous
2. Administrative Support (Commitment and Policies)
2.1 The e-
learning is Very
aligned with the 19 5 0 0 0 24 4.79 Supportive
institution’s
Vision, Goals,
Mission, and
Objectives
2.2 There is a Very
commitment on 18 6 0 0 0 24 4.75 Supportive
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the part of
institutional
leaders to use
technology to
achieve strategic
academic goals
2.3 There is a
commitment on
institutional 12 11 1 0 0 24 4.46 Supportive
leaders to use
technology to
achieve strategic
goals and that
such commitment
extends beyond
just using
technology.
2.4 The
institution is
willing to employ
or assign an
academically Very
capable and 14 10 0 0 0 24 4.58 Supportive
experienced
faculty to oversee
the
implementation
of the e-learning
environment.
2.5 The
institution is
willing to accept 16 7 1 0 0 24 4.63 Very
e-learning as a Supportive
mode for teaching
and learning.
2.6 The
institution support
employees who
seek out non- 13 10 1 0 0 24 4.50 Supportive
traditional
development
programs or
experiences.
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2.7 The
institution ensures
to put up a
committee that Very
will work directly 19 4 1 0 0 24 4.75 Supportive
with online
courses and
programs.
2.8 The
institution
provides teachers
with professional 13 8 3 0 0 24 4.42 Supportive
development
opportunities to
assist them in
improving their
online teaching.
2.9 The
institution support
teachers to have
access to a
network of other 12 9 3 0 0 24 4.38 Supportive
online
practitioners to
discuss
pedagogical and
curricular issues.
2.10 The
institution is
willing to provide
a professional
support system to 11 12 1 0 0 24 4.42 Supportive
ensure teacher
success in
delivering the
online course.
2.11 The
institution is
willing to make 12 9 3 0 0 24 4.38 Supportive
provisions for
collaborative
teaching
arrangement
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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

2.12 The
institution is
committed to 14 9 1 0 0 24 4.54 Supportive
learner-centered
instruction.
2.13 Computing
firmly integrates 24 4.25 Supportive
into institution's 8 14 2 0 0
culture
Average 4.52 Supportive
Standard Deviation 0.17 Homogenous
3. Resource Support (Financial, Human, Technical)
3.1 The e-
learning is
aligned with the
institution’s 6 11 3 1 3 24 3.67 Supportive
Vision, Goals,
Mission, and
Objectives
3.2 There is a
commitment on
the part of
institutional 13 10 1 0 0 24 4.50 Supportive
leaders to use
technology to
achieve strategic
academic goals
3.3 There is a
commitment on
institutional
leaders to use
technology to
achieve strategic 8 10 4 2 0 24 4.00 Supportive
goals and that
such commitment
extends beyond
just using
technology.
3.4 The
institution is
willing to employ 6 12 4 2 0 24 3.92 Supportive
or assign an
academically
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

capable and
experienced
faculty to oversee
the
implementation
of the e-learning
environment.
3.5 The
institution is 11 13 0 0 0 24 4.46 Supportive
willing to accept
e-learning as a
mode for teaching
and learning.
3.6 The
institution support
employees who
seek out non- 11 11 2 0 0 24 4.38 Supportive
traditional
development
programs or
experiences.
3.7 The
institution ensures
to put up a
committee that 11 10 2 0 1 24 4.25 Supportive
will work directly
with online
courses and
programs.
Average 4.17 Supportive
Standard Deviation 0.31 Homogenous

Table II shows the result of the descriptive measures of the portal development

evaluated by the faculty members. The category of ICT Infrastructure for a Successful E-

Learning Implementation rated as "Sufficient” with the weighted average mean of 4.08. It

implies that the program's implementation has sufficient ICT hardware for e-learning used,

a stable internet connection in the institution and their home. Lastly, there is a contingency

plan in case of breakdown.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

In the 2nd category, Administrative Support (Commitment and Policies) reaches the

weighted average mean of 4.52, interpreted as "Supportive." The institution is willing to

employ or assign an academically capable and experienced faculty to oversee the e-

learning environment's implementation and support the faculty members before adopting

the new modalities of the program also means that the institution is willing to accept e-

learning as a mode for teaching and learning.

The 3rd category, Resource Support (Financial, Human, Technical), with its average

mean of 4.17, resulted in the verbal interpretation of "Supportive," which implies that the

e-learning suffices the institution's Vision, Mission, Goals, and goals Objectives, the

faculty members receives supports when they seek out non-traditional development

programs or experiences, and the administration ensures to put up a committee that will

work directly with online courses and programs.

In conclusion, the statistical analyses of the portal development evaluation as

perceived by the faculty members show successful implementation of the program. There

is enough support from the resource management to administration. A slight standard

deviation indicates that most of the faculty members positively agreed in each category.

Part 3. Evaluation of the Software Development of the BPC e-Learning System

Presented in Table III, the descriptive measures of the instrument to evaluate the software

development of the e-learning system.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Table III

Descriptive Measures of the Evaluation of the Respondents on the Developed

BPC e-Learning Software

Frequency Verbal
Statements 5 4 3 2 1 N Mean Interpretation
1. Software Product Evaluation
1.1 The system uses
standard equipment
that is reliable, 76 160 36 11 3 286 4.03 Reliable
widely available,
and applicable to
various uses.
1.2 The use of Computer
capabilities such as
graphics, color, or 91 142 44 9 0 286 4.10 Reliable
sound is for
appropriate
instructional reasons.
1.3 If the program
requires special 76 153 45 8 4 286 4.01 Reliable
equipment, the
requirements are
minimal and clearly
stated by the
developer.
1.4 The program is
reliable in everyday 54 140 70 15 7 286 3.77 Reliable
use. Software is
bug-free.
1.5 The program
provides a copy or
summary of its basic 94 140 40 10 2 286 4.10 Reliable
information to the
user for future
reference
1.6 Learning materials
are clear and well
organized and are 111 124 42 8 1 286 4.17 Reliable
dated

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

1.7 Updates can be

loaded quickly into 64 138 72 9 3 286 3.88 Reliable
the system
1.8 If any processing in
the program on
assessment scores,
course grades, or 84 138 49 11 4 286 4.00 Reliable
other client records,
the program explains
to the user how the
records.
1.9 If the program uses
client records, it does
not restrict an 64 155 54 11 2 286 3.94 Reliable
individual in
exploring any of the
information in the
program
1.10 If the program
creates a permanent
record for a user,
that record is secure
and confidential. 89 136 48 11 2 286 4.05 Reliable
There is provision
for erasing the
history when the
information is no
longer valuable in
providing services
1.11 The site
coordinator's 91 137 46 9 3 286 4.06 Reliable
manual explains
the content and
process for
updating
information
1.12 Print or computer
materials explain
the content and 85 129 58 12 2 286 3.99 Reliable
effective use of the
program to local
site coordinators

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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1.13 There is a system of

communication
between user sites
and the system
developer, which 75 148 50 11 2 286 3.99 Reliable
may include
newsletters,
telephone
assistance, and
annual evaluations
1.14 On-site technical
assistance is 71 152 47 13 3 286 3.96 Reliable
available for
effective program
use
Average 4.00 Reliable
Standard Deviation 0.10 Homogenous
2. Feasibility
2.1 The software can be
used in the current 119 116 40 11 0 286 4.20 Feasible
environment
2.2 The software can
run on a computer 149 98 26 13 0 286 4.34 Feasible
and another platform
(e.g., laptop, mobile
phones)
2.3 Does the software
run on your 145 107 28 6 0 286 4.37 Feasible
network?
2.4 The software is
made available to
many students, 166 84 28 8 0 286 4.43 Feasible
teachers, or other
users.
Average 4.34 Feasible
Standard Deviation 0.10 Homogenous
3. Quality
3.1 Format
3.1.1 The interface
is consistent 84 143 47 12 0 286 4.05 Consistent
3.1.2 The screen
display is effective, 102 139 37 8 0 286 4.17 Effective
particularly in the
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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clarity of text,
graphics, the
maximum number
of colors, and the
maximum image
resolution (in
pixels horizontally
by pixels
vertically)
3.1.3 The
motivational 92 137 44 10 3 286 4.07 Effective
devices used is
effective
Average 4.10 Effective
Standard Deviation 0.06 Homogenous
3.2 Operation
3.2.1 The software
easy to use and 78 129 60 17 2 286 3.92 Intelligible
access
3.2.2 The text and
graphics can be 96 135 41 14 0 286 4.09 Intelligible
printed
3.2.3 You have
control over the
application which 88 140 44 12 2 286 4.05 Intelligible
is engaged on the
platform
3.2.4 There is an
interaction in the 102 126 43 15 0 286 4.10 Intelligible
software such as
messaging and
video conferencing
3.2.5 The Quality
and degree of 71 144 58 12 1 286 3.95 Intelligible
feedback is
adequate
3.2.6 The software
records and keep 94 138 38 16 0 286 4.08 Intelligible
your activity and
interaction online
Average 4.03 Intelligible
Standard Deviation 0.08 Homogenous

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

3.3 Content
3.3.1 The software
able to gets its goal 112 120 40 14 0 286 4.15 Fulfilled
3.3.2 The level of
content is
appropriate 108 132 36 10 0 286 4.18 Fulfilled
(content on the
dashboard of
users)
3.3.3 The content
of teaching/
learning materials 106 135 35 10 0 286 4.18 Fulfilled
is accurate and up
to date
3.3.4 The material
is culturally 97 140 36 11 2 286 4.12 Fulfilled
appropriate
3.3.5 The software
accommodates the
students' learning 90 138 39 16 3 286 4.03 Fulfilled
styles and
preferences
3.3.6 The
software is 101 131 43 8 3 286 4.12 Fulfilled
exciting and
motivating to be
used
Average 4.12 Fulfilled
Standard Deviation 0.06 Homogenous

The results of Table III show that in the category of Software Product Evaluation,

rated as “Reliable” with a weighted average mean of 4.00, claims to say that the e-Learning

software (BPC e-Learning) was dependable in terms of connectivity, accessibility, and

assistance.

In terms of feasibility, it is "Feasible” with an average of 4.33, which implies that

the software could be used in the current environment and able be used in different

platforms with a variety of users (administrators/ teachers/ students).

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

While in quality, the last category in this evaluation was rated as "Effective" in

terms of Format with a 4. 10 average that claims the Format was clear and compelling.

Operation with an average of 4.03, which is interpreted as "Intelligible," means the users

comprehend the process. Content gathered an average of 4.13 interpreted as “Fulfilled" in

two aspects: the level of content is appropriate (content on the dashboard of users), and the

content of teaching/ learning materials are accurate and up to date. In conclusion, the results

indicate that the software was developed accordingly, in good quality, and feasibly.

Unanimous perceptions were observed as justified by the slight standard deviation

computed.

The document “Systematic Review of e-Learning Systems (2020)” by Rosa

Lanzilotti, Maria Francesca, and Carmelo Ardito from the University of Bari is comparable

to our evaluation of BPC e-learning. Their research focuses on the quality of e-learning

systems, which has become one of the most significant researchers in recent years. This

study refines the notion of e-learning system quality and introduces TICS (Technology,

Interaction, Content, and Services). This new framework focuses on the most significant

components to consider when creating or assessing an e-learning system. The outcomes of

their study show that while e-Learning systems are “valuable” and “effective” tools in

terms of boosting performance, they are unreliable in some areas. Therefore, they

recommend methodically combining inspection with a user-based assessment to improve

dependability. While in our study, as seen in the results in the aspect of quality that was

composed of three constructs (Format, Operation, content), it shows that it was "Effective,"

"Intelligible," and “Fulfilled."

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Part 4. Evaluation of the BPC e-Learning System by the Respondents.

Table IV presents the descriptive measures of the evaluation of the respondents on the

developed BPC e-learning system.

Table IV

Descriptive Measures of the Evaluation

of the Developed BPC e-Learning System

Frequency Verbal
Statements 5 4 3 2 1 N Mean Interpretation
1. Functionality
1.1 Scale: The tool
can be scaled to
accommodate any size 76 149 49 10 2 286 4.00 Functional
class with the
flexibility to create
smaller sub-groups or
communities of
practice
1.2 Ease of Use:
The tool has a user-
friendly interface, and 99 131 43 12 1 286 4.10 Functional
it is easy for
instructors and
students to become
skillful within a
personalized and
intuitive manner.
1.3 Tech Support/
Help Availability:
Campus-based
technical support and
/or help 81 144 48 12 1 286 4.02 Functional
documentation is
readily available and
aids users in
troubleshooting tasks
or solving problems
experienced; or the
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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

tool provider offers a

robust support
platform
1.4 Hypermedia:
The tool allows users
to communicate 95 136 40 14 1 286 4.08 Functional
through different
channels (audio,
visual, textual) and
allows for non-
sequential,
flexible/adaptive
engagement with the
material
Average 4.05 Functional
Standard Deviation 0.05 Homogenous
2. Accessibility
2.1 Accessibility
Standards: The tool
meets accessibility 88 130 56 10 2 286 4.02 Accessible
guidelines (e.g., local
accessibility
legislation and/or
W3C WCAG 2.0
standards)
2.2 User-Focused
Participation: The tool
is designed to address
the needs of diverse 86 139 47 14 0 286 4.04 Accessible
users, their various
literacies, and
capabilities, thereby
widening
opportunities for
participation in
learning
2.3 Required
Equipment: Proper
use of the tool does 90 132 52 9 3 286 4.04 Accessible
not require equipment
beyond what is
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

typically available to
instructors and
students (computer
with built-in speakers
and microphone,
internet connection,
etc.)
Average 4.03 Accessible
Standard Deviation 0.01 Homogenous
3. Technical
3.1 Integration/
Embedding Within a
Learning Management
System (LMS): The
tool can be embedded
(as an object via 87 123 63 12 1 286 3.99 Efficient
HTML code) or fully
integrated (e.g., LTI-
compliant tools) into
an LMS while
maintaining the full
functionality of the
tool.
3.2 Desktop/Laptop
Operating System:
Users can effectively 95 132 46 12 1 286 4.08 Efficient
utilize the tool with
any standard, up-to-
date operating system.
3.3 Browser: Users
can effectively utilize
the tool with any 95 131 46 13 1 286 4.07 Efficient
standard, up-to-date
browser
3.4 Additional
Downloads: Users do
not need to download 87 130 53 12 4 286 3.99 Efficient
additional software or
browser extensions.
Average 4.04 Efficient
Standard Deviation 0.05 Homogenous

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

4. Mobile Design
4.1 Access: The
tool can be accessed 112 118 45 9 2 286 4.15 Accessible
by downloading an
app or via a mobile
browser, regardless of
the mobile operating
system and device.
The design of the
mobile tool entirely
takes into
consideration the
constraints of a
smaller-sized screen.
4.2 Functionality:
There is little to no
functional difference
between the mobile
and the desktop
version, regardless of 80 144 49 11 2 286 4.01 Functional
the device used to
access it. No
difference in
functionality between
apps designed for
different mobile
operating systems.
4.3 Offline Access:
Offers an offline
mode: Core features
of the tool can be 65 113 75 14 19 286 3.67 Accessible
accessed and utilized
even when offline,
maintaining
functionality and
content.
Average 3.94 Accessible
Standard Deviation 0.25 Homogenous
5. Privacy, Data Protection, and Rights
5.1 Sign Up/Sign
in: Use of the tool
does not require the

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

creation of an external
account or additional 97 130 49 9 1 286 4.09 Protected
login, such that no
personal user
information is
collected and shared
5.2 Data Privacy
and Ownership: Users
maintain ownership
and copyright of their
intellectual 114 121 43 8 0 286 4.19 Protected
property/data; they
can keep data private
and decide if / how it
is shared.
5.3 Archiving,
Saving, and Exporting
Data: Users can
archive, save, or 100 132 47 6 1 286 4.13 Protected
import and export
content or activity
data in a variety of
formats
Average 4.14 Protected
Standard Deviation 0.05 Homogenous
6. Social Presence
6.1 Collaboration:
The tool can support a
community of
learning through both
asynchronous and
synchronous 121 118 37 9 1 286 4.22 Collaborative
opportunities for
communication,
interactivity, and
transfer of meaning
between users
6.2 User
Accountability:
Instructors can control
learner anonymity; the 93 138 43 8 4 286 4.08 Accountable
tool provides technical
solutions for holding
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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

learners accountable
for their actions.
6.3 Diffusion: The
tool is widely known 107 127 38 11 3 286 4.13 Collaborative
and famous; it is
likely that most
learners are familiar
with the tool and have
basic technical
competence with it.
Average 4.14 Collaborative
Standard Deviation 0.07 Homogenous
7. Teaching Presence (Teachers Only)
7.1 Facilitation: The
tool has easy-to-use
features that would
significantly improve
an instructor’s ability
to be present with 12 11 1 0 0 24 4.46 Efficient
learners via active
management,
monitoring,
engagement, and
feedback.
7.2 Customization:
Tool is adaptable to its
environment: easily 14 9 1 0 0 24 4.54 Efficient
customized to suit the
classroom context and
targeted learning
outcomes
7.3 Learning
Analytics: The
instructor can monitor
learners' performance Highly
on a variety of 15 8 1 0 0 24 4.58 Efficient
responsive measures. It
can access these
measures through a
user-friendly
dashboard
Average 4.52 Efficient
Standard Deviation .06 Homogenous
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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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8. Cognitive Presence (Students Only)

8.1 Enhancement of
Cognitive Task: The
tool enhances
engagement in a
targeted cognitive 73 133 47 9 0 262 4.03 Efficient
task(s) that were once
overly complex or
inconceivable through
other means
8.2 Higher Order
Thinking: Use of the
tool easily facilitates
learners to exercise
higher-order thinking 76 130 45 11 0 262 4.03 Efficient
skills (considered
design, facilitation,
and direction from
instructor)
8.3 Meta Cognitive
Engagement: Through
the tool, learners can
regularly receive 85 125 44 8 0 286 4.10 Efficient
formative feedback on
learning (i.e., they can
track their
performance, monitor
their improvement,
test their knowledge)
Average 4.05 Efficient
Standard Deviation .04 Homogenous

Table IV shows the result in descriptive measures of the respondent's evaluation of

the developed BPC e-Learning System as understood by the students and teachers. For the

1st category, functionality gathered an average of 4.05, interpreted as "Functional," which

concludes that the BPC e-Learning can cater to many users and still function well. It also

means that in terms of ease of use, the software was smooth to navigate. While in

Hypermedia, it means that it lets the users engage in the materials provided and allows

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

them to communicate through different channels. Lastly, it also means that technical

support was available whenever needed.

In the category of accessibility, interpreted as "Accessible" with an average of 4.03,

that implies the software meets the accessibility guidelines, was designed to address the

needs of diverse users and offers vast opportunities for participation.

For category 3, Technical got an average mean of 4.04 rated as "Efficient," which

concludes that the software performs efficiently in integration and operating systems.

Finally, in terms of Mobile Design, its average mean of 3.94 resulted in verbal

interpretation as "Accessible." It indicates that the BPC e-Learning can be accessed either

through the downloaded app or via a mobile browser, regardless of the mobile operating

system and device designed to consider the smaller-sized screen's constraints fully.

In the category of Privacy, Data Protection and Rights got an average of 4.14, which

interpreted as "Protected" therefore, the users maintain ownership and copyright of their

intellectual property/data; the user can keep data private and decide if / how data is to be

shared.

The category of Social Presence shows that there is motivation in the software and

promotes collaboration. It has an average mean of 4.14, interpreted as "Collaborative" with

the fact that the tool can support a community of learning through both asynchronous and

synchronous opportunities for communication, interactivity, and transfer of meaning

between users.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Teaching Presence (Teachers Only) with the mean of 4.52 interpreted as "Efficient"

implies that there is teaching presence in the software that allows the teachers to facilitate

and customize their dashboard.

For the last category, Cognitive Presence (Students Only), with an average of 4.05

that interpreted as "Efficient," which indicates that the software also promotes Higher

Order Thinking Skills (HOTS) and executes metacognitive engagement. In conclusion, the

whole totality of BPC e-learning based on the descriptive measures claims that it was

efficient in terms of technical and pedagogical tools of e-learning. The respondents have

the same perceptions as observed by the small value of the standard deviation.

This analysis is somewhat similar to the study of Imran, S.M. & Malik, B.A.

entitled “Evaluation of E-Learning Web-Portals” for the fact that they are also

evaluating web-portals used in different universities. Likewise, ours are the e-learning

itself, but in terms of category, this is where both studies were likely. Their result regarding

functionality and clarity found that the portals have a "clear and complete course

overview."

Part 5. The Effectiveness of the BPC e-Learning System when used by the faculty as

Perceived by the Students.

Table V presents the descriptive measures of the level of effectiveness of the BPC e-

learning system when used by the faculty as perceived by the students.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Table V

Descriptive Measures of the Effectiveness of the BPC e-Learning System

when used by the faculty as Perceived by the Students

Frequency Verbal
Statements 5 4 3 2 1 N Mean Interpretation
1. Student Faculty Contact (SFC)
1.1 The instructors
communicated 97 114 44 4 3 262 4.14 Effective
effectively
1.2 The instructors
were enthusiastic 100 115 41 5 1 262 4.18 Effective
about online
teaching
1.3 The instructors
were accessible to 79 126 44 9 4 262 4.02 Effective
me outside of the
course
1.4 The amount of
contact with the
instructors was 94 116 44 7 1 262 4.13 Effective
satisfactory
Average 4.11 Effective
Standard Deviation 0.07 Homogenous
2. Cooperation Among Class (CAS)
2.1 The course
was structured so 87 121 44 8 2 262 4.08 Effective
that I could discuss
assignments with
other students.
2.2 I felt
comfortable
interacting with the 80 125 48 6 3 262 4.04 Effective
instructors and other
students.
2.3 This course
included activities
and assignments that
provided students 94 116 41 9 2 262 4.11 Effective
with opportunities to

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

interact with one

another.
Average 4.07 Effective
Standard Deviation 0.04 Homogenous
3. Active Learning (AL)
3.1 This course
included interactive
assignments and
links to examples 90 121 41 8 2 262 4.10 Effective
from the web that
directly involved me
in the learning
process
3.2 This course
used practical
assignments and
problem-solving 82 132 39 9 0 262 4.10 Effective
activities interesting
and motivated me to
do my best work.
3.3 The course
allowed me to take 104 112 36 8 2 262 4.18 Effective
responsibility for my
learning.
3.4 The course
was used to 95 120 37 7 3 262 4.13 Effective
stimulate thoughtful
discussions
Average 4.13 Effective
Standard Deviation 0.04 Homogenous
4. Prompt Feedback (P.F.)
4.1 My questions
about the program 71 113 66 10 2 262 3.92 Effective
were responded to
promptly.
4.2 My questions
about course
assignments were 71 130 60 8 3 262 3.95 Effective
responded to
promptly.
4.3 I was provided
with supportive 72 130 47 10 3 262 3.98 Effective

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

feedback related to
course assignments.
Average 3.95 Effective
Standard Deviation 0.03 Homogenous
5. Time on Task (T.T.)
5.1 The program
was structured to be 92 121 41 7 1 262 4.13 Effective
user friendly
5.2 The program
was designed to
provide an efficient 91 124 39 8 0 262 4.14 Effective
learning
environment.
5.3 The program
allowed me to
complete 90 126 38 8 0 262 4.14 Effective
assignments across a
variety of learning
environments
Average 4.13 Effective
Standard Deviation 0.006 Homogenous
6. High Expectations (HE)
6.1 The instructors
used examples that
communicated
expectations for 88 127 41 6 0 262 4.13 Effective
completing course
tasks, assessments,
and assignments.
6.2 The instructors
used good examples
and links to other
examples published 86 137 31 7 1 262 4.15 Effective
on the web to
explain concepts and
skills.
6.3 The
assignments given
by the instructors for
this course in online 87 125 42 7 1 262 4.11 Effective
learning were of
appropriate
difficulty level.
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

6.4 The instructors

used practical
assignments and
problem-solving
activities related to 83 136 37 5 1 262 4.13 Effective
situations that I am
likely to encounter
outside of this
program or in a
future job situation.
Average 4.13 Effective
Standard Deviation 0.02 Homogenous
7. Diverse Talents and Ways of Learning (DTWL)
7.1 The instructor
was respectful of 107 117 32 5 1 4.24 4.24 Effective
students' ideas and
views.
7.2 The course was
designed so that 79 134 37 8 4 4.05 4.05 Effective
technology would
minimally interfere
with learning.
7.3 Flexibility was
permitted when 87 123 43 8 1 4.10 4.10 Effective
completing course
assignments.
7.4 The instructors
used various
assignments and
activities to
demonstrate an 94 124 38 5 1 4.16 4.16 Effective
understanding of
critical course
concepts.
7.5 I was given
choices about the
types of learning
mode that I would
complete 109 113 31 6 3 4.22 4.22 Effective
demonstrating
learning of important
course concepts.
Average 4.15 Effective
Standard Deviation 0.08 Homogenous
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Table V shows the descriptive measures of the effectiveness of the BPC e-learning

system when used by the faculty as perceived by the students. The category Student-

Faculty Contact (SFC) with an average mean of 4.11, interpreted as “Effective," means

students' communication to the faculty in the e-learning system is effective.

In the category of Cooperation Among Class (CAS), with an average of 4.07

interpreted as "Effective," the students and teachers can work cooperatively/

collaboratively. The tools or design of BPC e-Learning promotes cooperation.

In Active Learning (A.L.), the weighted average mean was 4.13, which is

interpreted as "Effective" therefore, the students find themselves and their teachers still

promote active learning even in online classes.

Terms of Prompt Feedback (P.F.) also one of the categories in this evaluation. It

has an average mean of 3.95, interpreted as "Effective," which implies that the faculties

can give students feedback effectively.

Time on Task (T.T.) shows that the instructors provide enough time for students to

complete their course work. It has an average mean of 4.13, interpreted as "Effective."

The category High Expectation (HE), interpreted as "Effective" with a 4.13

weighted average mean, shows that the instructors' activities were realistic and explained.

Finally, the category Diverse Talents and Ways of Learning (DTWL) got a total

average of 4.15, interpreted as "Effective," proving that the instructors respect students'

differences and recognize the diverse talents even in online classes learning of students. In

conclusion, the teachers' teaching method or guiding the students was still effective, and

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

the teachers could utilize the BPC e-Learning tools. The slight standard deviation computed

shows unanimous perceptions of the respondents.

This analysis is similar to the result of the paper “E-learning Programs: The Case

of Ankara University, Turkey” by Zuhal Yonca Odabas, Huseyin Odabas, and Aytul

Kasapoglu. Both pieces have the same result that the e-learning program of the Ankara

University and the e-learning system of BPC are “sufficient” in the technical infrastructure,

courses, and social communication of the program. Though there are some disruptions in

the system, the overall structure is sufficient and effective in delivering education.

McCombs (2001) indicates that effective online learning environments support

student learning. While in the study of A.W. Bangert (2016), his research shows that

the Cooperation Among Students (SAC) factor assesses how well instructors incorporate

activities in their online courses that consider the social factors associated with quality

online learning environments. The Time of Task (T.T.) factor comprises items that assess

students' perceptions of course efficiency and assignment difficulty. The instructional

dimensions represented by this factor are essential for supporting online learning

environments where the use of technology is to support and motivate learners' efforts

toward efficient task engagement and proficient task completion. At the same time, the

Active Learning factor represents student perceptions of the quality of interactive online

activities created by instructors that engage students in authentic learning experiences

designed to communicate clear expectations for proficient performance expected in real-

world contexts. These activities promote self-regulated learning because learners are

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

afforded choices in how they will accomplish learning goals and can see the connection of

these activities to “real-world “contexts.

Part 6: Evaluation of the level of effectiveness of the BPC e-Learning system when used

by the students as perceived by the faculty.

Table VI presents the descriptive measures of the level of effectiveness of the BPC e-

Learning system when used by the students as perceived by the faculty.

Table VI

Descriptive Measures of the Effectiveness of the BPC e-Learning System

when used by the students as Perceived by the faculty

Frequency Verbal
Statements 5 4 3 2 1 N Mean Interpretation
1. Cognitive Aspect
1.1 Giving the learner
enough time to study their 13 8 3 0 0 24 4.42 Effective
lesson makes them learn
more.
1.2 Presenting a lesson on
real-life situations makes 12 11 1 0 0 24 4.46 Effective
the students more interested.
1.3 Poor score or output on
a student's test makes them 7 15 2 1 0 24 4.12 Effective
worry and try performance
better next time.
1.4 Students have a strong
desire to excel in their 9 11 3 1 0 24 4.17 Effective
studies.
1.5 Students are ambitious
people and want to get to
the top of their performance 7 14 2 1 0 24 4.13 Effective
whenever possible.
1.6 Learners to try to do
their assignments as soon as 8 10 4 2 0 24 4.00 Effective

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

possible after they are given

to them.
1.7 Learners relate what
they have learned in one 8 15 0 1 0 24 4.25 Effective
subject which is interrelated
to each
1.8 New topics make
students interested in 11 12 0 1 0 24 4.38 Effective
learning and try to spend
extra time to obtain more
information about it.
1.9 Getting a high-grade
student feel inspired and 14 9 0 1 0 24 4.50 Effective
study more
1.10 Students present a
report by group or person 9 10 3 2 0 24 4.08 Effective
and their ideas to the best of
their knowledge and ability.
1.11 The students who
presented a report as a 10 9 3 2 0 24 4.13 Effective
lesson or topic make sure
that it is correct and
validated to avoid doubt.
Average 4.24 Effective
Standard Deviation 0.17 Homogenous
2. Metacognitive Aspect
2.1 Learners make learning
just to pass the course while 10 9 3 2 0 24 4.13 Effective
doing as little work as
possible.
2.2 Students accept what is
given out in class or the 9 7 7 1 0 24 4.00 Effective
course outlines and do not
ask other questions.
2.3 Learners consider
several alternatives to a 8 10 6 0 0 24 4.08 Effective
problem before they
presented their report.
2.4 Students try to
understand the intellectual 8 13 3 0 0 24 4.21 Effective
strengths and weaknesses of
their fellow students.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

2.5 Student-reporter
presented the kind of 9 12 3 0 0 24 4.25 Effective
information that is most
important to learn.
2.6 Students know what
the teachers are expecting 9 14 1 0 0 24 4.33 Effective
them to know and present
during their report.
2.7 Student-reporter able
to remember information
needed to be shared with 9 12 3 0 0 24 4.25 Effective
their fellow students to
learners who are not in the
book.
2.8 Student-reporter able
to ask the point of view of
their classmates in terms of 10 10 4 0 0 24 4.25 Effective
more profound
understanding of something
related to the lesson.
2.9 Students push
themselves to learn more 12 9 3 0 0 24 4.38 Effective
not only for completing
their grades but also for
their self-improvement.
2.10 Student-reporter
create and present their
examples to make 10 9 5 0 0 24 4.21 Effective
information more
meaningful to their fellow
students.
2.11 Student-reporter try to
translate new information 10 8 6 0 0 24 4.17 Effective
into their own words for
easy understanding of their
fellow students.
2.12 Student-reporter able
to inspire their fellow 10 9 5 0 0 24 4.21 Effective
learners more to be
interested in the new topic.
Average 4.21 Affective
Standard Deviation 0.10 Homogenous
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

3. Affective Aspect
3.1 Student-reporter able
present a live viewing 13 8 3 0 0 24 4.42 Effective
lecture to their online class.
3.2 Students participate in
virtual breakout
rooms/discussion groups
with a small group of 10 8 4 2 0 24 4.08 Effective
students (3–5) to work on an
activity or discuss a topic
where the instructor visits
"virtually."
3.3 Students able to answer
instructor-led polls during 9 11 4 0 0 24 4.21 Effective
class.
3.4 Students use the chat
function during class. 12 9 2 0 1 24 4.29 Effective
3.5 Students can attend a
field trip or see a hands-on
demonstration of an activity 11 8 3 1 1 24 4.13 Effective
"live" through virtual
technology.
3.6 Learners able to
responding/comment on 10 9 4 1 0 24 4.17 Effective
peer discussion board posts.
3.7 Students participate in
reading an article before
class and answering a 8 11 4 1 0 24 4.08 Effective
question on a quiz or asking
a question on a discussion
board about the article.
3.8 Learners complete a
self-reflection quiz at the
end of each week to express
which topics they felt their 9 12 3 0 0 24 4.25 Effective
best understood and which
issues they are still
struggling with.
3.9 Students get involved
in peer-review of other 9 9 6 0 0 24 4.13 Effective
students’ materials (e.g.,
essays, presentations)

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

3.10 Learners get involved

in being responsible or
having a peer be responsible
for monitoring the chat
function, raising questions 12 7 5 0 0 24 4.29 Effective
that come up, and getting
the discussion started on the
topic covered that day or on
questions posed by the
instructor.
Average 4.21 Effective
Standard Deviation 0.11 Homogenous

Table VI shows the descriptive measures of the level of effectiveness of the BPC

e-learning system in the cognitive, metacognitive, and affective aspects when used by the

students as perceived by the teachers. In the Cognitive Aspect of the students with an

average mean of 4.24, interpreted as "Effective," the e-Learning, teaching, and learning

process online affect the cognitive domain of students.

The metacognitive aspects of the students of the e-learning system with its average

mean of 4.21 show that the e-Learning and process of learning are "Effective."

On the affective aspect of the students in using the e-learning system, rated as

"Effective" with its average mean of 4.21. The slight standard deviation implies almost the

same perceptions of the respondents on the criteria involved.

This analysis is similar to the result of the study “Effects of e-Learning on

Student’s Academic Learning at University Level” by Imran Latif Saifi. Both papers

examined the cognitive, metacognitive, and affective aspects of the e-learning system to

college students. This paper's result in the mental part is "effective" with an average mean

of 4.24, and their study's result was that e-learning tools “enhance” their learning. In the

affective aspect, our paper’s result shows that the e-learning system is “effective" with an
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 73

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

average mean of 4.21, which is similar to their study where the students responded that e-

learning “motivates” them to do their work without others help. They also concluded that

the e-learning system provides time “flexibility” to the students for their learning, and the

use of e-learning gives them access to the global world for study purposes.

Part 7: The Faculty Self-assessment of their Technical, Administrative, and Pedagogical

Competencies using the Learning Management System of the BPC e-Learning.

Table VII presents the descriptive measures of the faculty self-assessment to assess

their technical, administrative, and pedagogical competencies using the LMS tool of the

BPC e-Learning.

Table VII

Descriptive Measures of the Faculty Self-assessment on their Technical,

Administrative, and Pedagogical Competencies using the LMS tool

of the BPC e-Learning

Frequency Verbal
Statements 5 4 3 2 1 N Mean Interpretation
1. Technical Competencies
1.1 Complete Basic
Computer Operations: I
can complete basic
computer operations, 14 9 1 0 0 24 4.54 Competent
including creating and
manipulating
documents, managing
files, and folders, and
working with multiple
windows
1.2 Login to LMS and
Access Class: I can log Very
into the Learning 16 8 0 0 0 24 4.67 competent
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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Management System
(LMS) and access the
class.
1.3 Navigate Course
Space: I can navigate
the course space in the
Learning Management
System (LMS) to locate 17 7 0 0 0 24 4.71 Very
critical class elements Competent
such as the syllabus,
lessons, grade book,
course mail, or other
features.
1.4 Set up Grade
Books and Manage Very
Grades: I can set up the 13 9 0 0 0 24 4.59 Competent
class grade book and
manage student grades
in the Learning
Management System
(LMS), such as set a
grading scale, use
points/percentages, and
submit final grades
1.5 Use Course
Communication
System: I can use
course communication Very
systems in the Learning 15 8 1 0 0 24 4.58 Competent
Management System
(LMS) such as email,
chat, web conferencing,
discussion forums, or
announcements.
1.6 Manage Course
Roster: I can manage
the course roster in the
Learning Management
System (LMS) to set up 12 10 2 0 0 24 4.42 Competent
and manage
teams/groups and add
instructors, teaching
assistants, or outside
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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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guests with appropriate

passwords and rights.
1.7 Manage Students
Submission: I can
manage student 15 7 1 0 1 24 4.46 Very
submissions in the Competent
Learning Management
System (LMS) using
tools such as a drop box
1.8 Create and
Manage Course File
Folders: I can create
and manage course files 13 8 3 0 0 24 4.42 Competent
and folders within the
Learning Management
System (LMS)
Average 4.55 Very
Competent
Standard Deviation 0.11 Homogenous
2. Administrative Competencies
2.1 Use
Communication Tools:
I actively participate in 13 9 2 0 0 24 4.46 Competent
the course through a
variety of
communication tools
2.2 Communicate
Grading per
Assessment: I
communicate to 15 8 1 0 0 24 4.58 Very
students when Competent
assignments and exams
will be graded and
returned per
assignment/quiz/exam
2.3 Provide
Comprehensive
Syllabus: I can provide
a comprehensive
syllabus that adheres to Very
my institution's 15 8 1 0 0 24 4.58 Competent
policies. The syllabus
includes a course
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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

examination policy, a
basis for grades, an
academic integrity
policy, and a disability
access statement.
2.4 Mediate Course
Conflicts: I can mediate
course-related student 14 9 1 0 0 24 4.54 Competent
conflicts by my
institution's policies.
2.5 Adhere to FERPA
Policies: I can adhere to
the institutional policies 11 10 2 1 0 24 4.29 Competent
regarding the Federal
Educational Rights &
Privacy Act (FERPA)
2.6 Revise Course
Content: As needed, I
can revise course 12 9 2 1 0 24 4.33 Competent
content and
instructional materials
based on student
feedback.
2.7 Obtain Technical
Assistance: I can obtain
technical assistance and 12 10 2 0 0 24 4.42 Competent
support for either
myself or my students
at the appropriate time.
2.8 Communicate
Student Behavior
Expectations: I can 15 9 0 0 0 24 4.63 Very
communicate my Competent
expectations about
student behavior in my
course (i.e., netiquette)
2.9 Communicate and
Monitor Academic Very
Integrity Policies: I can 16 6 2 0 0 24 4.58 Competent
communicate and
monitor compliance
regarding institutional

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 77

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

academic integrity
policies.
2.10 Report Grades
Securely: I can securely
report grades to Very
students and input final 16 7 1 0 0 24 4.63 Competent
grades into the
University's grading
system as required.
2.11 Notify Students
of Your Availability: I
can notify students
through various 16 7 1 0 0 24 4.63 Very
communication tools Competent
when I am unavailable
to participate in course-
related activities.
Average 4.52 Competent
Standard Deviation 0.12 Homogenous
3. Pedagogical Competencies
3.1 Attend the Unique
Challenges of
Asynchronous: 14 7 3 0 0 24 4.46 Competent
Learning I can attend to
the unique challenges
of distance learning
where learners are
separated by time and
geographic proximity,
and interactions are
primarily
asynchronous.
3.2 Provide
Appropriate
Educational Experience
for Diverse Learners: I
am familiar with both
traditional and adult 13 11 0 0 0 24 4.54 Competent
learners' unique
learning needs and
situations, providing an
appropriate educational
experience for both.
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 78

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

3.3 Achieve Mastery

of Teaching and
Learning Environment:
I can achieve mastery
of the teaching and
learning environment 13 10 1 0 0 24 4.50 Competent
by becoming familiar
with all course
materials, as well as the
structure and
organization of the
course environment
3.4 Respond to
Student Inquiries: I can 11 10 3 0 0 24 4.33 Competent
respond to student
inquiries within 12-24
hours to guide students
towards a positive
learning outcome
3.5 Provide Detailed
Feedback: I can provide
detailed feedback on
assignments and exams 12 9 3 0 0 24 4.38 Competent
through facilitation,
guidance, directed
learning, and progress
assessment
3.6 Communicate
Course Progress and
Changes: I can
communicate as needed
with students about 12 9 3 0 0 24 4.38 Competent
course progress and
changes via email,
course announcements,
etc.
3.7 Promote Safe,
Inviting, and Mutually
Respectful
Environment: I can
promote and encourage
a safe, inviting, and Very
mutually respectful 15 8 1 0 0 24 4.58 Competent
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 79

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

learning environment
by communicating with
students in a positive
tone and by following
and promoting
Netiquette guidelines
3.8 Monitor and
Manage Student
Progress: I can
continuously monitor 15 9 0 0 0 24 4.63 Very
and manage student Competent
progress by using
course statistics or
reports to identify
students who are not
accessing course
materials, participating
in learning activities,
etc., and reach out to
encourage engagement.
3.9 Communicate
Course Goals and
Outcomes: I can
communicate course
goals and outcomes 15 8 1 0 0 24 4.58 Very
using the syllabus and Competent
course announcements
at the beginning of the
course.
3.10 Establish My
Presence in the Course:
I can establish my
presence in the course 13 8 3 0 0 24 4.42 Competent
regularly via course
announcements,
assignments, emails,
online office hours, and
various other methods.
3.11 Demonstrate
Sensitivity to
Disabilities and 12 10 2 0 0 24 4.42 Competent
Diversities: I can
provide a departmental-
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 80

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

accepted statement of
accessibility in the
course syllabus and,
throughout the course,
demonstrate sensitivity
to disabilities and
diversities, including
aspects of cultural,
cognitive, emotional,
and physical
differences
Average 4.47 Competent
Standard Deviation 0.10 Homogenous

Table VII shows the descriptive measures of the faculty self-assessment of their

technical, administrative, and pedagogical competencies using the LMS tool of the BPC e-

Learning system. Technical Competencies has an average of 4.55, interpreted as "Very

Competent," which means teachers can complete basic computer operations and fix other

technical issues effectively.

The 2nd category, Administrative Competencies, with an average of 4.52, rated as

"Competent," means that the teachers can effectively navigate and utilize e-Learning.

Finally, in 3rd category, Pedagogical Competencies got an average mean of 4.47

with the verbal interpretation as “competent," which means the teacher can still execute

their teaching method with the pedagogical tools/aspect of BPC e-Learning. Almost the

same assessment was observed because of the small value of the standard deviation

computed.

The study of Muhammad Tanveer entitled “Integrating E-learning in Classroom-

based Language Teaching: Perceptions, Challenges, and Strategies" 2011 is similar

in our research papers. Their study focuses on integrating the e-learning system in the

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 81

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

classroom or their teaching. The findings of their research show that the E-learning systems

are reliable in classroom-based teaching. Comparatively, both our study has a positive

response that theirs being "reliable" in integrating the e-learning in their teaching and ours

as "competent" for the results that the teachers find themselves as competent in using the

e-learning system of BPC.

Part 8: The Assessment of Students Towards their Experiences in using BPC e-Learning.

Table VIII presents the self-assessment of students towards their experiences in using the

BPC Online Technology Program. The following tools are additional instruments.

Table VIII

Descriptive Measures of the Self-assessment of Students

towards their Experiences in using BPC e-Learning

Frequency Verbal
Statements 5 4 3 2 1 N Mean Interpretation
1. Internet Online Skills
1.1 I can send an
email with file 117 104 29 11 1 262 4.24 Effective
attachments
1.2 I am familiar
with online etiquette 108 116 28 9 1 262 4.23 Effective
1.3 I can use web
browsers (e.g., 128 99 26 8 1 262 4.32 Effective
Internet Explorer,
Google Chrome)
confidently
1.4 I know how to
resolve common
errors while using
the tool (browser and 91 105 52 11 3 262 4.03 Effective
application) "seldom
lagging of app

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 82

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

during the
assessment."
1.5 I am
comfortable with
things like doing 101 117 37 8 2 262 4.16 Effective
searches, setting
bookmarks, and
downloading files
1.6 I know how to
access the course 94 117 38 12 1 262 4.11 Effective
space and organize
my account
1.7 I know how to
use asynchronous
and synchronous
tools (e.g., 118 106 27 11 0 262 4.26 Effective
Discussion boards,
chat tools, video
conference, face
time) effectively
Average 4.20 Effective
Standard Deviation 0.10 Homogenous
2. Software Application Skills
2.1 The learning
materials are easily 87 131 35 5 4 262 4.11 Effective
accessible
2.2 I am
comfortable in
uploading my
assessment/ activity
(videos, pictures, 95 119 39 4 5 262 4.13 Effective
files, etc.) to the
platform of our
online technology
program
2.3 I can navigate
the course space of 80 130 42 8 2 262 4.06 Effective
our tools or use its
other features

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 83

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

2.4 I know how to

use the tool and find 97 119 35 7 4 262 4.14 Effective
it easy to access
Average 4.11 Effective
Standard Deviation 0.04 Homogenous
3. Content
3.1 The learning
materials are 96 119 39 6 2 262 4.15 Effective
exciting and
straightforward.
3.2 The timing of
activities was clear 92 118 41 8 3 262 4.10 Effective
3.3 The sequencing
of modules and 100 116 36 8 2 262 4.16 Effective
assessments are clear

3.4 I can modify

and add content and
assessment using an 90 120 41 9 2 262 4.10 Effective
online learning
management system
3.5 The instructions
per assessment 95 124 34 6 3 262 4.15 Effective
online, even on the
platform itself, are
clear
Average 4.13 4.13 Effective
Standard Deviation 0.03 Homogenous
4. Social Support
4.1 Technical
support readily 66 133 50 9 4 262 3.95 Effective
accessible and
timely
4.2 My teachers
gave timely and 86 133 29 12 2 262 4.10 Effective
informative feedback
on the outcomes of
the activities.
4.3 My teachers
encourage me to use 94 128 31 6 3 262 4.16 Effective
the internet for
learning purposes
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 84

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

4.4 I always knew

how to contact my 92 122 38 9 1 262 4.13 Effective
teachers
4.5 The school
ensure to provides us 104 116 31 8 3 262 4.18 Effective
e-learning materials
and opportunity to
learn online
Average 4.10 Effective
Standard Deviation 0.09 Homogenous
5. Study Habits
5.1 I find it easier
to study 83 123 44 7 5 262 4.04 Effective
independently
5.2 I am learning
new skills and 76 127 44 9 6 262 3.98 Effective
master them quickly
5.3 As a learner, I
am highly confident 69 127 51 11 4 262 3.94 Effective
during an online
discussion
5.4 I can refrain
from distractions and 67 121 57 11 6 262 3.89 Effective
stay on task while
studying
5.5 I am
determined to stick 77 128 45 6 6 262 4.01 Effective
to studies despite
challenging
situations
(environment)
5.6 I can catch up
on the lessons 68 124 55 6 9 262 3.90 Effective
without the need for
a direct lecture to
understand learning
materials
5.7 When asked to
learn new 74 128 50 6 4 262 4.00 Effective
technologies, I do
not put them off
Average 3.96 Effective
Standard Deviation 0.08 Homogenous
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 85

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

6. Abilities
6.1 I can express
my thoughts and 83 132 35 9 3 262 4.08 Effective
ideas in writing
6.2 I am a self-
starter 82 123 44 7 6 262 4.02 Effective
6.3 I can
communicate
effectively with 98 122 35 4 3 262 4.18 Effective
others using online
technologies and
applications
6.4 I take
responsibility for my 98 124 32 5 3 262 4.18 Effective
learning
6.5 Taking
responsibility for
staying in contact 90 117 44 5 6 262 4.07 Effective
with my instructor
would be easy for
me
Average 4.11 Effective
Standard Deviation 0.07 Homogenous
7. Motivation
7.1 I consider
flexibility in time as
an essential
motivating factor in 98 116 42 5 1 262 4.16 Effective
taking an online
class
7.2 I am highly
motivated and
enthusiastic about 83 118 44 13 4 262 4.00 Effective
taking my course
online
7.3 I enjoy learning
that is both
interesting and
challenging, and I
am motivated in 84 123 42 6 7 262 4.03 Effective
such situations to go
beyond the

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 86

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

minimum
requirements
7.4 I would be able
to remain motivated
even though the 73 130 43 13 3 262 3.98 Effective
instructor is not
online at all times
7.5 I set a goal
before starting a task 77 139 33 11 2 262 4.06 Effective
7.6 I would be able
to complete my work
even when there are
online distractions 84 126 40 10 2 262 4.07 Effective
(e.g., Friends
sending emails,
websites to search)
7.7 I would be able
to complete my work
even when there are 83 130 36 9 4 262 4.06 Effective
in my home (e.g.,
Television, children,
and such).
Average 4.05 Effective
Standard Deviation 0.06 Homogenous
8. Time Management
8.1 Considering my
schedule, I can
spend significant 86 124 43 5 4 262 4.08 Effective
time and energy
engaging in online
learning class
8.2 I do not have
trouble getting 58 125 61 12 6 262 3.83 Effective
things done on time
8.3 I can organize
my time well so that
work/ chores and 66 127 54 9 6 262 3.91 Effective
tasks don't build-up
Average 3.94 Effective
Standard Deviation 0.13 Homogenous
9. Usefulness
9.1 Learning would
be more effective
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 87

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

with the use of 84 129 38 8 3 262 4.08 Effective

online learning
materials
9.2 e-Learning
would improve my 73 129 46 10 4 262 3.98 Effective
learning process
9.3 Learning online
reduces the time I
spend on 78 121 44 13 6 262 3.96 Effective
unproductive
activities
9.4 Learning online
saves me money I
spend on printed 101 114 34 9 4 262 4.14 Effective
learning materials
and transportation
cost
9.5 Online
collaboration
improves my written 80 124 44 9 5 262 4.01 Effective
communication and
analytical thinking
skills.
Average 4.03 Effective
Standard Deviation 0.07 Homogenous

The descriptive measures of students' self-assessment towards their experiences

using the BPC e-Learning shown in Table VIII. In category 1, Online Internet Skills can

have an average mean of 4.20 with the verbal interpretation of "Effective." It implies that

the students can send an email with file attachments. They are familiar with online

etiquette. The students can also use web browsers (e.g., Internet Explorer, Google Chrome)

confidently and know how to resolve common errors while using the tool (browser and

application).

The category of Software Application Skills, rated as "Effective "with a weighted

average mean of 4.11, implies that the learning materials are easily accessible. Students are

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 88

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

comfortable in uploading the assessment/ activity (videos, pictures, files, etc.) to they are

also able to navigate the course space of tools or use its other features.

In terms of content, rated as "Effective" with a weighted average mean of 4.13, the

learning materials are interesting, the timing of activities, sequencing of modules, and

assessments are precise. The students can modify and add content and review using an

online learning management system.

The Social Support category rated as "Effective" with a weighted average mean of

4.10 indicates the technical support is readily accessible, timely, and teachers gave

informative feedback on the outcomes of the activities.

Study Habits rated as "Effective" with a weighted average mean of 3.96, which

means the students find it easier to study independently and learn new skills. It also means

that the students were confident during online discussion and able to refrain from

distractions and stay on task while looking also determined to stick to studies despite

challenging situations (environment). The students catch up with the lessons without the

need for direct lectures to understand learning materials.

The 6th category, Abilities, was rated as "Effective" with an average mean of 4.11,

which means the students could express their thoughts and ideas in writing and

communicate effectively with others using online technologies and applications.

The motivation rated as "Effective" with an average mean of 4.05 implies the

students' considerable flexibility in time, an essential motivating factor in taking an online

class. Students enjoy learning that is interesting, challenging, and motivated in such

situations to go beyond the minimum requirements. Time management rated as "Effective"

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 89

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

with an average mean of 3.95 implies the students can spend significant time and energy

engaging in online learning. The students do not have trouble getting things done on time.

Lastly, they can organize their time for study/work/ chores and tasks.

Usefulness the last category was rated as "Effective" with an average mean of 4.03,

implying that learning and e-Learning would improve students' learning process. It also

claims that learning online reduces the students' time spent on unproductive activities.

Also, learning online saves money that students spend on printed learning materials and

transportation costs. Lastly, online collaboration improves the written communication and

analytical thinking skills of the students. In conclusion, e-learning was an effective tool in

online classes. A slight standard deviation computed, implying unanimous perceptions on

the criteria measured.

Jo Ann D. Doculan entitled “E-learning Readiness Assessment Tools for

Philippines Higher Education Institution” is similar in our research papers. Their study

focuses on the usefulness of the E-learning system. The findings of their research that the

E-learning systems are helpful and practical, and they are reliable. Both of our studies have

a positive response which theirs being "reliable" and ours is "effective."

Table 9 presents the feedbacks of parents towards the effectiveness of BPC e-Learning for

their children.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 90

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Table IX

Descriptive Measures of the Feedback of Parents

Towards the Effectiveness of the BPC e-Learning for their Children

Frequency Verbal
Statements a b c d e N Mean Interpretation
1. Overall, how
satisfied are you with this 4 0 0 0 0 4 5.00 Very Satisfied
online course?
2. I am satisfied that
my child is learning the
course content and standard 2 1 1 0 0 4 4.25 Satisfied
at an appropriate pace.
3. What is going well The child has an
for your child in this opportunity to access
course? (Can mark multiple 2 1 1 0 0 4 4.25 and understand the
answers) lessons at any time.
Average 4.5 Effective
Standard Deviation 0.43 Homogenous

Table IX shows the Feedback of Parents towards the effectiveness of the BPC e-

Learning to their Children. The BPC e-Learning was effective to their child and secured an

average of "4.5" interpreted as "Effective." It is noticeable that only a few parent

respondents gathered in this questionnaire.

We noticed that our parents were not involved in our online learning for these

reasons; 1st, we are in senior high and tertiary level. Therefore, parents usually do not apply

themselves too much in their day-to-day education. 2nd, they did not have a complete

overview of the software, but they know that we have this kind of system and are amazed

by it. 3rd, most of the parents were not that updated in technologies or what we call not that

"techy" for this reason, we decided to have only a few questions. Almost the same

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 91

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

feedbacks were received from the parents which means that they are satisfied towards the

effectiveness of the BPC e-Learning, as shown by the slight standard deviation computed.

Part 9: The challenges encountered by the faculty and the students while using the BPC

e-Learning system.

Table X presents the challenges stated by the students in the questionnaire about the

challenges they have faced during their class and while using the BPC e-Learning.

Table X

Challenges Faced by Students during Class and while using the BPC e-Learning

Challenges Faced by the Students Frequency Rank

Bad Gateway 72 1
Slow in Loading/ Log-in/ Lags Often 68 2
Internet Connection 48 3
Others
 Find it difficult in time management
 less motivation 41 4
 Hard topics that difficult to understand online
 system crashing
 small capacity
 communicate to others
Assessment Matters
 Not enough time limit 31 5
 Can’t Access
 Technical difficulties in submitting attempts.
System Bugs 11 6

Table X shows that the challenges faced by the students. The common challenge

they have encountered was the "502/504 Bad Gateway," with 72 responses. This message

usually appears during the significant examination period. According to Dr. Rosemarie S.

Guirre, this problem occurs because the system's capacity per five (5) minutes to take an

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE
Bulihan, City of Malolos, Bulacan 92

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

assessments/primary examination was limited to 500 users. When this problem occurs, it

means that another student got in while you are "nalaglag" in BPCian's term. 2nd to the list

was the "Lagging or Slowing of the Application," with 68 responses; this problem may

occur in many ways. This problem usually happens when the user's internet connection

slows down when the Random-Access Memory (RAM) of their phone storage is full of

memory and slowing down. The phone versions may also affect some applications, or

simply the user's phone and the application were not compatible.

With 48 responses, the "Internet Connection" was also listed as one of the

significant challenges of virtual education. Since this kind of pedagogy requires internet

access to study online, in this trying time, without it, education will be more critical, but

this challenge was beyond the user’s control. According to the respondents, the frequent

lagging and slowing of the internet make it harder to learn since it was glitching. Worse,

the conference will automatically drop, and it won't be easy to connect or get back to the

call. In the 4th challenge, the students categorized as "Others" with 41 responses were more

on personal/psychological aspects since some say that the current education modality was

demotivating and hard to communicate. Lessons were challenging to understand and

manage their time while some are more on the system, such as it is sometimes crashing

when used and its capacity was a bit small. One of the students' challenges is the

"Assessment Matters," with 31 responses. They said that the time limit would only become

their problem when the students encounter the “bad gateway” many times that sometimes

last for 3-10 minutes or worst when the exam will submit automatically due to this limit.

There are also cases where you cannot access the assessment, and during submission, it

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will not submit. And lastly, the “System Bugs” points out by 11 respondents, this may also

cause lagging, crashing, and slowing down the software.

Challenges Faced by the Students according to Parents

This discussion was the continuation of Table IX since we gathered their

observation, including in the questionnaire. The challenges, according to them was more

on the physical aspect of students; in this modality, the self-discipline of students in the

form of the sleeping pattern becomes a problem since the learners tend to work late at night

at home to wait for a fast connection of the internet. They also observe that the validity of

skills in terms of writing becomes dependent on the computer correction system; hence the

learners tend not to think on their own in a correct manner of constructing a sentence or a

paragraph. In addition, the information they gathered through internet surfing was not

100% accurate. And lastly, the physical aspect of the learner might not lead to a healthier

body since the learner is not engaging in any physical activity since they usually stay seated

for a long time attending their classes and doing their school activities.

Challenges Faced by the Teachers during Class and while using the BPC e-Learning

Some teachers at first struggle in some parts of the system; this was understandable

since we suddenly shifted from face-to-face instruction to online classes. Another factor

Dr. Guirre showed us was the design and features of e-Learning for teachers and students;

there is a vast difference in the design with those features. Since in the system of teacher

are more complex and technical. One of the challenges they've also encountered was the

laboratory subjects. Skilled and hands-on were difficult to teach online, not so that the

teachers were difficult to discuss the topic but in a way that they don't know if the students

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OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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grasp the information, lesson, and skills needed. Internet connection is also one of their

problems during discussion. Another challenge is the time given to discuss the readings.

Since the regular schedule is of two parts-the synchronous and asynchronous classes, they

are also struggling to sign in/ logging in or enter the portal/ e-learning—lastly, the validity

of exams and the bad gateway encountered by the students.

Some challenges stated are more on the teachers' personal/ psychological aspect

related to students. Some of them noted that this modality was not fulfilling, especially for

teachers who handle a technical subject. Demonstration and hands-on teaching were vital

because they know that the skills were not appropriately absorbed and demonstrated

thoroughly. Because these subjects were more on performing and actual practices were

complex for students to grasp face-to-face, what more in online classes? But we do not

have any choice for now but to continue and focus more on theoretical. There are also

concerns about the SHS work immersion that requires hands-on teaching and experiential

learning but was not possible in the current situation. Most of the lessons from the first

semester up to this second semester (2021) in virtual education focused on theoretical

discussion, which is somehow tricky and unfulfilling. Some teachers from Electrical

Department raise their concern because not all the students have the proper tools and

equipment at home. Just as I stated above, they are not so sure if the students absorb the

debate. Moreover, they are worried about their future since demonstrations rarely happened

online.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

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Presented in Table XI the strength of the system stated by Dr. Rosemarie S. Guirre, the

system developer of the BPC e-Learning System and Head of the Department of MIS

Table XI

The Strength of BPC e-Learning System

Category Strength
The Software Free
Video Conferencing Google Meet (Free)
Portability Any Type of Gadget
Downloadable in Google Play Store,
Compatibility Windows App, and App Store

Table XI shows the system's strength; according to Dr. Rosemarie S. Guirre, its

primary strength was free. There is no such fee that the users needed to pay. It was also

made alone by the institution. In fact, according to Ms. Sison and Dr. Guirre, the budget

required for an e-learning system from others that also offered to them was needed a budget

ranging from 500 000 pesos or higher. The system is also connected to Google Meet since

it is free and convenient to users, unlike Zoom, so the developers and management agreed

to use it for video conferencing. The system was also portable to phone, iPad, tablet,

netbook, laptop, personal computers, and more. It was also compatible to download from

Google Play Store, Windows Store, and App store to make sure that each user can acquire

the software.

Part 10: The solutions/ suggestions posited by the respondents to address the challenges

observed.

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The Solutions/ Suggestions Posited by the Respondents

The respondents cited some challenges they have encountered and suggested

solutions. According to Dr. Guirre, the system developer, to avoid most of the technical

issues of the system cited by the respondents, it needs enough funds so that the system's

capacity will be top-up and be enhanced. While according to the other respondents, when

the class encountered a sudden glitch or the internet was suddenly slowing down, the

students were allowed by the teacher to drop the call for about five minutes and get back

to it. One of the teachers- respondent, cited that he implemented a 5-minute rule. Wherein

if the discussion or the internet connection was disrupting the class, they will stop for a

while or reschedule the course (e.g., if the synchronous class was 1:30-3:00 pm. The

asynchronous was 3:00-4:30 pm then the disruption happen during the synchronous the

teacher may swap the schedule to 3:00-4:30 pm.).

Some teachers send their presentations in their respective group chats, or some

provide a PDF of their production to make it more accessible to the majority. Some teachers

also suggested recording their online class for those absent due to financial matters and

those modular students.

For the subjects that more on actual practices, the teachers made sure that they have

some video to present so that the needed skills may emphasize elaborate more. They also

use GIFs and Images to visualize the specific topic. They also suggested that, if possible,

maybe the teachers in the electrical department. And others as well were allowed to borrow

some tools for further demonstration so that the students may see actual tools/ equipment

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

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that is not commonly seen in four corners of their home and have an accurate visualization

of how it is used and operated.

In terms of technicalities in the system, they suggested that it is best to contact the

persons in charge. For example, it could be from the admin or the MIS. But the case was

different in terms of "502/ 504 Bad Gateway; according to the students, when encountering

this problem, all they can do was to wait patiently and refresh the software until they were

able to get back to their exams.

While in terms of validity of exam, assessments, and activities, the solutions/ suggestions

they made are the following;

1. Have rubrics to be particular in terms of grading their works.

2. Use oral questioning after every performance task to validate knowledge.

3. Use the Grade book and do the counter checking and accurate time grading once the

student submitted their work/file.

4. Requesting the students to answer the exam while attending Google meet so that

the teacher can monitor them one by one.

5. To be fair to both modular and online, create/develop/produce different activities

to meet the competencies required for their subject. But they were still practicing

equal attention.

6. Communicate to students during the schedule of exams and utilize the features of

BPC LMS.

7. Adopting and presenting appropriate additional media resources such as videos

and other educational medium available online

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OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

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The solutions/ suggestions they made to promote Interactive Learning during online

class;

1. Participate using some of the platforms as Google meet, F.B. messenger for both

online and modular students.

2. Encourage them to recite based on their reflections.

3. Give extra incentives/credits to learners who actively participate during class

discussions.

4. Provide online performance tasks and interactive quizzes and or on-cam quiz.

5. Conducts a webinar and invite some professionals that could share their expertise.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents an overview of findings, a conclusion derived from the

conduct of the study, and recommendations that the school can pursue to enhance the

system further.

Summary of Findings

Based on the data collation and statistical analysis, the study comes out with the

following salient findings.

1. The institution developed the BPC e-learning to cope with the current

situation and composed three (3) significant components; info sheets, assessments,

and video conferencing. The management also forms a Learning Management

Committee comprised of developers, subject area coordinators, proofreaders and

uploaders, and non-teaching staff responsible for the system's mechanics.

2. In terms of ICT infrastructure, administrative, and resource support, the

management and developer were “supportive” and “successfully” executed the

software/ system across their eight (8) campuses.

3. The software and feasibility study of BPC e-Learning were found "reliable"

and "feasible" and can use it to aid virtual education during the pandemic.

Furthermore, its quality in terms of format was “effective” to the users, its operation

was "intelligible," which means that it was easy to comprehend, and the purpose of

the software “fulfilled" its content.

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4. On the aspect of functionality, e-learning was "functional" and easy to use.

In a part of accessibility, the result shows that it was “accessible" and user-focused.

The technical aspect was “efficient” while the mobile design resulted as

"functional" and "accessible." The study also shows that the users of e-Learning

account were "protected" in terms of privacy data, protection, and rights. It was

"efficient" as it lets the faculty members facilitate and monitor their students in

teaching presence. While in terms of the cognitive presence, it is "efficient" and

promotes Higher Order Thinking Skills (HOTS). It also supports social presence,

which means that the software was "collaborative."

5. The effectiveness of the BPC e-Learning when used by the faculty as

perceived by the student resulted as "effective" because there is still a student-

faculty contact in the class, cooperation among students, and active participation

learning. It also shows that when the students have some queries, the teachers give

prompt feedback. While in regards to time on task, the e-Learning was user-friendly

and let the students finish their assignment by the allotted time set by the teachers.

In addition, they are giving examples through video conferencing and info sheets

in terms of high expectations. After that, the assessments and assignments will be

open right after the class and answered during the asynchronous time. According

to the results, even virtual class teachers still respect students' diverse talents and

learning ways.

6. The faculty perceived the effectiveness of the e-learning found "effective"

in each aspect and conducted education even during pandemic through virtual
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classes. The teaching and learning process using the BPC e-learning tool was still

able to reach students' cognitive, metacognitive, and affective domains.

7. Regarding the self-assessment of faculty members in using the LMS of the

BPC, the study shows that they are “competent” and can navigate to the dashboards/

course space of BPC in terms of technical, administrative, and pedagogical

competencies.

8. The self-assessment of students towards their experiences while using the

BPC e-learning and during online class resulted as "effective." The students can

execute their online internet skills in virtual class or while completing an

assignment/task and utilize their software application skills while using the

software of e-learning. They also comprehend its content (learning materials) and

can still receive social support from the faculty and technical team of the

software/system. Their study habits, abilities, and time management became

effective since they have more time in their hands. It also shows that the software

and virtual classes still effective in terms of motivation and usefulness as they

served their purpose accordingly.

9. We found out that most of the challenges faced by the students and faculty

members focused on the technical aspects of the system. However, one of the

challenges encountered included the challenges related to their fulfillment and

motivation, as mentioned by the faculty.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Conclusion

This conclusion is from the findings of the study.

1. The BPC e-Learning is convenient, reliable, and effective tool in terms of

quality, functionality, accessibility, technical aspect, mobile design, privacy data

protection, and rights in the teaching and learning process in virtual education.

2. It is also concluded that e-learning was effective as a pedagogical tool in

terms of social presence, teaching presence, and cognitive presence of both

students and faculty members.

Recommendations

Based on the results and conclusion of the study, researchers made the following

recommendations.

1. To the Management and System Developer:

1.1 The system was already commendable. To further enhance, raise a fund for

the system's financial needs so that the developer may improve the technical aspect

of the BPC e-Learning. To avoid lagging, bad gateway during major examinations,

which happens if it reaches the maximum 500 users per five (5) minutes, the system

bugs the flaw or glitch, and crashing of the program. The fund plays a vital role in

enhancing the system and software of e-learning.

1.2 Allow the teachers to borrow some equipment and tools from their

respective laboratories to demonstrate and elaborate more on the topic through

video conferencing and for the students to visualize and operate the tools and

equipment properly.
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2. To the Faculty Members:

2.1 Considering technical problems beyond your control, always seek help from

the personnel in charge by the Head of MIS.

2.2 Practice oral recitation ranging from easy to difficult category the next

meeting right after the significant examinations occur. By this method, you will

have at least less doubt about the validity and reliability of their scores.

2.3 For simple assessment, use situational questions. You will see how much

knowledge the students grasp during the video conferencing that may also enhance

their Higher Order Thinking Skills (HOTS).

3. To the Students:

3.1 Do not tap the back button when encountering the "504/ 502 Bad Gateway"

during major examination and assessment. You will lose an "attempt." Instead,

keep refreshing the website/ software; wait patiently until your exam shows again.

3.2 When you noticed differences on your dashboard/I.D, number (username)/

name, seek help immediately to the Technical Team of your Department assigned

by the Head of MIS.

4. To the Future Researchers:

4.1 Focus more on the technical aspect and capacity of the system.

4.2 Include the effects of the system on other aspects such as mental health,

motivation, or performance.

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OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BIBLIOGRAPHY

ARTICLES

Anstey, L., Watson, G., “A Rubric for Evaluating E-Learning Tools in Higher Education”
EDUCAUSE, September 2018

Baldominos, A., Marquez, N., Nieto, M. “Digital Teaching Materials and Their
Relationship with the Metacognitive Skills of Students in Primary Education”
Technology Enhanced Education, April 2020

Downes, Stephen “E-learning 2.0” E-learn Magazine, Volume 2005, Issue 10, October
2015

Pappas, Christopher “Enhancing Metacognition in eLearning: What eLearning

Professionals Should Know” e-Learning Industry, June 2015

CONFERENCE PAPER

Ardito, C., Francesca, M., Lanzilotti, R. “Systematic Evaluation of e-Learning Systems”

Proceedings of the 4th Nordic Conference on Human-Computer Interaction, Oslo,
Norway, October 2020

Doneva, R., Gaftandzhieva, S., “Automated e-Learning Quality Evaluation” International

Conference on e-Learning, Quality Evaluation, Berlin, September 2015

Kasapoglu, A., Odabas, H., Odabas, Z.Y. “e-Learning Programs: The Case of Ankara
University Turkey” 3rd World Conference on Learning, Teaching and Educational
Leadership, Turkey, 2013

JOURNALS

Ahmad, G., Bakht, M.I., Saifi, I.L. “Effects of e–Learning on Students’ Academic Learning
at University Level” Asian Innovative Journal of Social Sciences & Humanities
(AIJSSH) - April 2018

Alrowwad, A., AL-Lozi, M., Kattoua, T. “A Review of Literature on E-Learning Systems

in Higher Education” International Journal of Business Management and Economic
Research (IJBMER), Vol 7(5), January 2016

Bangert, W.A. “The Development of an Instrument for Assessing Online Teaching

Effectiveness” Journal of Educational Computing Research, 2006
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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Doculan, Jo Ann, D. “e-Learning Readiness Assessment Tool for Philippine Higher

Education Institutions” International Journal on Integrating Technology in
Education (IJITE) Vol.5, No.2, June 2016

Nguyen, Tuan “The Effectiveness of Online Learning: Beyond No Significant Difference

and Future Horizons” MERLOT Journal of Online Learning and Teaching Vol. 11,
No. 2, June 2015

Kim, H.S., Oh, E.G. “Understanding Cognitive Engagement in Online Discussion: Use of
a Scaffolded, Audio-based Argumentation Activity” International Review of
Research in Open and Distributed Learning- Volume 17, September 2016

Simon, Edwidge “The Impact of Online Teaching on Higher Education Faculty’s

Professional Identity and the Role of Technology: The Coming of Age of the
Virtual Teacher” ProQuest LCC, 2012

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MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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LIST OF TABLES

Tables Page

I. Sample of the Study………………………………………………………………31

II. Descriptive Measures of the Portal Development Evaluation…………………...41

III. Descriptive Measures of the Evaluation of the Respondents on the

Developed BPC e- Learning Software……………………………………..47

IV. Descriptive Measures of the Evaluation of the Developed

BPC e- Learning System……………………………………………………53

V. Descriptive Measures of the Effectiveness of the BPC e-Learning

System when used by the faculty as Perceived by the Students…………….61

VI. Descriptive Measures of the Effectiveness of the BPC e-Learning

System when used by the students as Perceived by the Faculty…………….68

VII. Descriptive Measures of the Faculty Self-assessment to their Technical,

an Administrative, and Pedagogical Competencies using the LMS

tool of the BPC e-Learning…………………………………………………..73

VIII. Descriptive Measures of the Self-assessment of Students

towards their Experiences in using BPC e-Learning……………………...81

IX. Descriptive Measures of the Feedback of Parents towards

the Effectiveness of the BPC e-Learning for their Children……………….89

X. Challenges Faced by Students during Class

and while using the BPC e –Learning………………………………………91

XI. The Strength of BPC e-Learning System……………………………………….94

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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LIST OF FIGURES

Figure Page

1. Community of Inquiry………………………………………………………...12

2. Conceptual Framework of the Study………………………………………….24

3. Mechanics of the System……………………………………………………...40

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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LIST OF APPENDICES

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MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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APPENDIX

1: Questions for the School Admins

1. What made the school administration decide to develop our own e- learning system

instead of using the existing online teaching platform like Google Classroom and

Lark?

2. What are the factors you considered in deciding on how the school will implement

online education?

3. How does the school administration ensure and monitor the quality of online class

the school offers?

4. What kind of support the school offers to students who are vocal about their

struggles in attending online classes (e.g., lack of gadget to use, no accessible

Internet connection)?

5. From a personal and professional perspective, what do you think are the challenges

of distance learning amidst to Covid19 pandemic;

5.1 tracking the student's progress; and,

5.2 hours to spend on online coursework.

6. Does the school administration made changes in the curriculum to fit in the e-

learning system?

7. Do all instructors equipped with gadgets and devices to use for online teaching?

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8. Regarding to instructors who are not familiar with using modern technology like

computer, how the school administration helps them cope in the new teaching

platform?

9. How long the faculty trained to be able to adapt this sudden change in teaching?

10. Based on your observation last semester, what do you think our e-learning system

is going so far?

2: Interview Questions for Rosemarie S. Guirre, DIT

1. Who are the persons involved in the development of the BPC e- learning system?

2. Prior to the COVID-19 Pandemic was there an existing e-learning system?

3. Why did you develop an e-learning system? What are your objectives?

4. Can you provide us with a written form of how the platform was developed?

5. What are the major components of the platform?

6. What are the considerations observed during the development?

7. What are the challenges/problems the team encountered during the development of

the program?

8. What are the strengths of the BPC's e-learning program?

9. How will your team cope up with the unexpected outcomes during the

implementation of the program?

10. What are your future plans to further strengthen the program in terms of;

10.1 mechanics/system;

10.2 validity of assessment

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 111
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

10.3 accessibility;

10.4 use of program as permanent mode of teaching/learning process or system;

and

10.5 portability?

3: Questionnaire for Faculty Members towards the Development of BPC’s

e-Learning System/ Software

Directions: Put check on the following response with each statement that best represents

the program. Part I: 5=Strongly Agree, 4=Agree, 3=Moderately Agree, 2=Disagree,

1=Strongly Disagree. Part II: 5= Very Supportive, 4= Supportive, 3= Moderately

Supportive, 2=Less Supportive, 1=Not Supportive.

Respondents: Faculty Members

Part I

ICT Infrastructure for a Successful E-Learning Implementation RESPONSE

5 4 3 2 1
There is sufficient ICT hardware for e-learning use
There is a stable internet connection in the institution or at my home.
There is an existing contingency plan in case of breakdown

Part II
Administrative Support (Commitment and Policies) 5 4 3 2 1
The e-learning is aligned with the institution’s Vision, Goals, Mission,
and Objectives
There is a commitment on the part of institutional leaders to use
technology to achieve strategic academic goals.
There is commitment on the part of institutional leaders to use
technology to achieve strategic goals and that such commitment
extends beyond just using technology.
The institution is willing to employ or assign an academically capable
and/or experienced faculty to oversee the implementation of the e-
learning environment.
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 112
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

The institution is willing to accept e-learning as a mode for teaching

and learning.
The institution support employees who seek out non-traditional
development programs or experiences.
The institution ensures to put up a committee that will work directly
with the development of online courses and programs.
The institution provides teachers with professional development
opportunities to assist them in improving their online teaching.
The institution support teachers to have access to a network of other
online practitioners to discuss pedagogical and curricular issues.
The institution is willing to provide a professional support system is in
place to ensure teacher success in delivering the online course.
The institution is willing to make provisions The institution is willing
to make provisions for collaborative teaching arrangement
The institution is committed to learner-centered instruction.
Computing is firmly integrated into institution’s culture.
Resource Support (Financial, Human, Technical)
The institution is financially ready to venture into e-learning
The institution has experienced human resources, or a department that
organizes trainings related to online learning
The institution has adequate human resources to support an e-learning
initiative
Adequate and timely support is available to the teacher and students
when technical issues arise.
The institute has a courseware delivery system (LMS ) through which
courses and programs are delivered
The online platform used for course delivery has the necessary system
capacity to support the learning activities of the course
The online platform provides appropriate tools for communication and
collaboration.

4: Instrument to Evaluate the Software Development of E-learning

Direction: Put a check (/) on the box that corresponds to your answer: Strongly Agree,

Agree, Moderately Agree, Less Agree, Disagree

Respondents: Faculty Member and Students

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 113
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

RESPONSE
1. SOFTWARE PRODUCT EVALUATION 5 4 3 2 1
The system uses standard equipment that is reliable, widely
available, and applicable to a variety of use.
Computer capabilities such as graphics, color, or sound are used for
appropriate instructional reasons
If the program requires special equipment, the requirements are
minimal and clearly stated by the developer
The program is reliable in normal use. Software is bug free
The program provides a copy or summary of its basic information to
the user for future reference
Learning materials are clear and well organized and are dated
Updates can be loaded easily into the system
If any processing in the program is based on assessment scores,
course grades, or other client records, the program explains to the
user how the records are being used
If the program uses client records, it does not restrict an individual in
exploring any of the information in the program
If the program creates a permanent record for a user, that record is
secure and confidential. There is provision for erasing the record
when the information is no longer valuable in providing services
The site coordinator's manual explains the content and process for
updating information
Print or computer materials explain the content and effective use of
the program to local site coordinators
There is a system of communication between user sites and the
system developer which may include newsletters, telephone
assistance, and annual evaluations
On-site technical assistance is available for effective program use
2. FEASIBILITY
2.1 The software can be used in the current environment.
2.2 The software can run on computer and other platform
(e.g. laptop, mobile phones)
2.3 Does the software run on your network?
2.4 The software is made available to many students,
teachers or other users.
2.5 The software requires internet access.
3. QUALITY
3.1 FORMAT
3.1.1 The interface is consistent

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 114
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

3.1.2 The screen display is effective particular in the clarity of

text, graphics, the maximum number of colors and the
maximum image resolution (in pixels horizontally by
pixels vertically)
3.1.3 The motivational devices used is effective
3.2 OPERATION
3.2.1 The software easy to use and access
3.2.2 The text and graphics can be printed
3.2.3 You have control on the application which is engage on
the platform
3.2.4 There is an interaction in the software such as messaging
and video conferencing
3.2.5 The quality and degree of feedback is adequate
3.2.6 The software records and kept your activity and interaction
online?
3.3 CONTENT
3.3.1 The software able to gets its goal
3.3.2 The level of content is appropriate (content on the
dashboard of users)
3.3.3 The content of teaching/ learning materials are accurate
and up-to-date
3.3.4 The material is culturally appropriate
3.3.5 The software accommodates the students' learning styles
and preferences
3.3.6 The software is interesting and motivating to be used

5: Instrument to evaluate the BPC e-Learning System

Directions: Evaluate the BPC Online Technology Program by its level of effectiveness:

Very Effective, Effective, Moderately Effective, Less Effective, and Not Effective. All

categories must be completed. Mark to select the best response that represents the program.

Respondents: Faculty Members and Students

LEVELS OF
CATEGORY ELEMENT INDICATORS EFFECTIVENESS
5 4 3 2 1
The tool can be scaled
1. Functionality Scale to accommodate any
size class with the
flexibility to create
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 115
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

smaller sub-groups or
communities of
practice.
The tool has a user-
Ease of Use friendly interface, and
it is easy for instructors
and students to become
skilful with in a
personalized and
intuitive manner.
Tech Support/ Campus-based
Help technical support and
Availability /or help documentation
is readily available and
aids users in
troubleshooting tasks
or solving problems
experienced; or the
tool provider offers a
robust support
platform
The tool allows users
Hypermedia to communicate
through different
channels (audio,
visual, textual) and
allows for non-
sequential,
flexible/adaptive
engagement with
material
Accessibility The tool meets
Standards accessibility
2. Accessibility guidelines (e.g., local
accessibility
legislation and/or W3C
WCAG 2.0 standards)
User Focused The tool is designed to
Participation address the needs of
diverse users, their
various literacies, and
capabilities, thereby
widening opportunities
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 116
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

for participation in
learning
Required Proper use of the tool
Equipment does not require
equipment beyond
what is typically
available to instructors
and students (computer
with built-in speakers
and microphone,
internet connection,
etc.)
3. Technical Integration/ The tool can be
Embedding embedded (as an
Within a object via HTML
Learning code) or fully
Management integrated (e.g., LTI-
System (LMS) compliant tools) into
an LMS while
maintaining full
functionality of the
tool.
Desktop/ Users can effectively
Laptop utilize the tool with
Operating any standard, up-to-
System date operating system.
Browser Users can effectively
utilize the tool with
any standard, up-to-
date browser
Additional Users do not need to
Downloads download additional
software or browser
extensions.
4. Mobile The tool can be
Design accessed, either
Access through the download
of an app or via a
mobile browser,
regardless of the
mobile operating
system and device.
Design of the mobile
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 117
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

tool fully takes into

consideration the
constraints of a
smaller-sized screen.
There is little to no
Functionality functional difference
between the mobile
and the desktop
version, regardless of
the device used to
access it. No difference
in functionality
between apps designed
for different mobile
operating systems.
Offers an offline
Offline Access mode: Core features of
the tool can be
accessed and utilized
even when offline,
maintaining
functionality and
content.
5. Privacy, Use of the tool does not
Data Sign Up/ Sign require the creation of
Protection in an external account or
and Rights additional login, such
that no personal user
information is
collected and shared
Data Privacy Users maintain
and ownership and
Ownership copyright of their
intellectual
property/data; the user
can keep data private
and decide if / how
data is to be shared.
Archiving, Users can archive,
Saving, and save, or import and
Exporting Data export
content or activity data
in a variety of formats
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 118
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

6. Social Collaboration The tool has the

Presence capacity to support a
community of learning
through both
asynchronous
and synchronous
opportunities for
communication,
interactivity, and
transfer of meaning
between users
User Instructors can control
Accountability learner anonymity; the
tool provides technical
solutions for holding
learners accountable
for their actions.
Diffusion The tool is widely
known and popular,
it’s likely that most
learners are familiar
with the tool and have
basic technical
competence with it
7. Teaching Facilitation The tool has easy-to-
Presence use features that would
(For Teachers significantly improve
Only) an instructor’s ability
to be present with
learners via active
management,
monitoring,
engagement, and
feedback.
Customization Tool is adaptable to its
environment: easily
customized to suit the
classroom context and
targeted learning
outcomes
Learning Instructor can monitor
Analytics learners’ performance
on a variety of
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 119
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

responsive measures.
These measures can be
accessed through a
user-friendly
dashboard
8. Cognitive Enhancement of The tool enhances
Presence Cognitive Task engagement in targeted
(For Students cognitive task(s) that
Only) were once overly
complex or
inconceivable through
other means
Higher Order Use of the tool easily
Thinking facilitates learners to
exercise higher order
thinking skills
(considered design,
facilitation, and
direction from
instructor)
Metacognitive Through the tool,
Engagement learners can regularly
receive formative
feedback on learning
(i.e. they can track
their performance,
monitor their
improvement, test their
knowledge)

6: An instrument to perceive the effectiveness of the faculty in online

teaching using the e-Learning system

Directions: Evaluate the online teaching effectiveness by rating the items using the

response scale; Strongly Agree, Agree, Moderately Agree, Less Agree, Disagree

Respondents: Students

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 120
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Seven Principles LEVEL OF

of Effective INDICATORS AGREEMENT
Teaching 5 4 3 2 1
Student Faculty The instructors communicated effectively.
Contact (SFC) The instructors were enthusiastic about online
teaching
The instructors were accessible to me outside
of the course.
The amount of contact with the instructors was
satisfactory (e.g., e-mail, discussions, online/
virtual class)
Cooperation The course was structured so that I could
Among Students discuss assignments with other students.
(CAS) I felt comfortable interacting with the
instructors and other students.
This course included activities and assignments
that provided students with opportunities to
interact with one another.
Active Learning This course included interactive assignments
(AL) and links to examples from the Web that
directly involved me in the learning process.
This course used realistic assignments and
problem-solving activities that were interesting
and motivated me to do my best work.
The course allowed me to take responsibility for
my own learning.
The course was used to stimulate thoughtful
discussions
Prompt Feedback My questions about the program were
(PF) responded to promptly.
My questions about course assignments were
responded to promptly.
I was provided with supportive feedback related
to course assignments.
Time on Task The program was structured to be user friendly
(TT) The program was designed to provide an
efficient learning environment.
The program allowed me to complete
assignments across a variety of learning
environments
High The instructors used examples that clearly
Expectations communicated expectations for completing
(HE) course task, assessment, and assignments.
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 121
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

The instructors used good examples and links to

other examples published on the Web that to
explain concepts and skills.
The assignments given by the instructors for
this course in online learning were of
appropriate difficulty level.
The instructors used realistic assignments and
problem-solving activities related to situations
that I am likely to encounter outside of this
program or in a future job situation.
Diverse Talents The instructor was respectful of students' ideas
and Ways of and views.
Learning The course was designed so that technology
(DTWL) would minimally interfere with learning.
Flexibility was permitted when completing
course assignments.
The instructors used a variety of assignments
and activities that allowed students to
demonstrate understanding of critical course
concepts.
I was given choices about the types learning
mode (asynchronous/ synchronous) that I
would complete to demonstrate learning of
important course concepts.

7: An instrument to perceive the Effectiveness of the e-Learning System

to Students

Direction: Evaluate the effectiveness of e-learning to students’ cognitive, metacognitive,

and affective aspect by rating the items using the response scale; 5=Strongly Agree,

4=Agree, 3=Moderately Agree, 2=Less Agree, 1=Disagree.

Respondents: Faculty Members

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 122
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

RESPONSE
COGNITIVE 5 4 3 2 1
1. Giving the learner enough time to study their lesson makes
them study more.
2. Presenting a lesson of real-life situations makes the students be
more interested.
3. Poor score or output on a test of a student’s makes them worry
and try performance better next time.
4. Students have strong desire to excel in their studies.
5. Students are basically as an ambitious person and want to get
to the top of their performance, whenever possible.
6. Learners to try to do their assignments as soon as possible after
they are given to them.
7. Learners relate what they have learned in one subject which
are interrelated to each.
8. New topics makes students interested to learners and try to
spend extra time to obtain more information about it.
9. Getting a high-grade student feel inspired and study more.
10. Students present a report by group or person and their ideas in
their best of their knowledge and ability.
11. The students who presented a report as a lesson or topic makes
sure that is correct and validated to avoid doubt.
META-COGNITIVE
1. Learners make learning just to pass the course while doing as
little work as possible.
2. Students accept only what is given out in class or in the course
outlines and does not try to ask other matter.
3. Learners consider several alternatives to a problem before he/she
presented their report.
4. Students try to understand the intellectual strengths and
weaknesses of their fellow students.
5. Student-reporter presented the kind of information is most
important to learn.
6. Students know what the teachers are expecting from them to
know and present during their report.
7. Student-reporter able to remember information which is needed to
be shared to his/her fellow students to learners which is not in the
book.
8. Student-reporter able to ask point of view of their classmates in
terms of deeper understand of something related to the lesson.
9. Students to push themselves to learn more not only for the
completion of their grades but also for their self-improvement.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 123
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

10. Student-reporter create and present their own examples to make

information more meaningful to their fellow students.
11. Student-reporter try to translate new information into their own
words for easy understanding of their fellow students.
12. Student-reporter able to inspire his/her fellow learners more to be
interested in the new topic.
AFFECTIVE
1. Student-reporter able present a viewing live lecture to their online
class.
2. Students participate in virtual breakout rooms/discussion groups
with a small group of students (3–5) to work on an activity or
discuss a topic where the instructor visits “virtually”.
3. Students able to answer instructor-led polls during class.
4. Students use the chat function during class.
5. Students able to attend a field trip or seeing a hands-on
demonstration of an activity “live” through virtual technology.
6. Learners able to responding/commenting on peer discussion
board posts.
7. Students participate in reading an article before class and
answering a question on a quiz or asking a question on a
discussion board about the article.
8. Learners complete a self-reflection quiz at the end of each week
to express which topics they felt their best understood and
which topics they are still struggling with.
9. Students get involved in peer-review of other students’
materials (e.g., essays, presentations)
10. Learners get involve of being responsible or having a peer be
responsible for monitoring the chat function, raising questions
that come up, and getting the discussion started on the topic
covered that day or on questions posed by the instructor.

8: Faculty self-assessment to assess their technical, administrative, and pedagogical

competencies using the LMS tool of the BPC e-Learning

Directions: Please put check to select the best response that represents you during the

program. 5- I am an expert and can teach others, 4- I have done this successfully, 3- I

have done this and had mixed success, 2- I have done this, 1-I have never done this.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 124
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

RESPONSE
CATEGORY ELEMENT INDICATORS 5 4 3 2 1
Complete Basic I can complete basic
Computer computer operations
Operations including creating and
manipulating
documents, managing
files and folders, and
working with multiple
windows
1. Technical Log into LMS I can log into the
Competencies and Access Learning Management
Class System (LMS) and
access the class.
Navigate I can navigate the
Course Space course space in the
Learning Management
System (LMS) to locate
critical class elements
such as the syllabus,
lessons, gradebook,
course mail, or other
features.
Set Up I can set up the class
Gradebooks and gradebook and manage
Manage Grades student grades in the
Learning Management
System (LMS), such as
set a grading scale, use
points/percentages, and
submit final grades.
Use Course I can use course
Communication communication systems
System in the Learning
Management System
(LMS) such as email,
chat, web conferencing,
discussion forums, or
announcements.
I can manage the course
roster in the Learning
Manage Course Management System
Roster
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 125
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

(LMS) to set up and

manage teams/groups,
and add instructors,
teaching assistants, or
outside guests with
appropriate passwords
and rights.
Manage I can manage student
Students submissions in the
Submission Learning Management
System (LMS) using
tools such as a drop box
Create and I can create and manage
Manage Course course files and folders
Files within the Learning
and Folders Management System
(LMS)
2. Administrative Use I actively participate in
Competencies Communication the course through a
Tools variety of
communication tools
Communicate I communicate to
Grading per students when
Assessment assignments and exams
will be graded and
returned per
assignment/quiz/exam
Provide I can provide a
Comprehensive comprehensive syllabus
Syllabus that adheres to my
institution's policies.
The syllabus includes a
course examination
policy, a basis for
grades, an academic
integrity policy, and a
disability access
statement.
Mediate Course I can mediate course-
Conflicts related student conflicts
in accordance with my
institution's policies.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 126
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Adhere to I can adhere to the

FERPA Policies institutional policies
regarding the Federal
Educational Rights &
Privacy Act (FERPA)
Revise Course As needed, I can revise
Content course content and
instructional materials
based on student
feedback.
Obtain I can obtain technical
Technical assistance and support
Assistance for either myself or my
students at the
appropriate time.
Communicate I can communicate my
Student expectations about
Behavior student behavior in my
Expectations course (i.e., netiquette)
Communicate I can communicate and
and Monitor monitor compliance
Academic regarding institutional
Integrity academic integrity
Policies policies.
Report Grades I can securely report
Securely grades to students and
input final grades into
the University's grading
system as required.
Notify Students I can notify students
of Your through a variety of
Availability communication tools
when I am unavailable
to participate in course
related activities.
Attend the I can attend to the
Unique unique challenges of
Challenges of distance learning where
Asynchronous learners are separated
Learning by time and geographic
proximity, and
interactions are

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

primarily asynchronous
in nature.
Provide I am familiar with the
Appropriate unique learning needs
Educational and situations of both
Experience for traditional age and adult
Diverse Learner learners, providing an
educational experience
that is appropriate for
3. Pedagogical both.
Competencies Achieve I can achieve mastery of
Mastery of the teaching and
Teaching and learning environment
Learning by becoming familiar
Environment with all course
materials, as well as the
structure and
organization of the
course environment
Respond to I can respond to student
Student inquiries within 12-24
Inquiries hours to guide students
towards a positive
learning outcome
Provide I can provide detailed
Detailed feedback on
Feedback assignments and exams
through facilitation,
guidance, directed
learning, and progress
assessment
Communicate I can communicate as
Course Progress needed with students
and Changes about course progress
and changes via email,
course announcements,
etc.
Promote Safe, I can promote and
Inviting, and encourage a safe,
Mutually inviting, and mutually
Respectful respectful learning
Environment environment by
communicating with
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

students in a positive
tone and by following
and promoting
Netiquette guidelines
Monitor and I can continuously
Manage Student monitor and manage
progress student progress by
using course statistics
or reports to identify
students who are not
accessing course
materials, participating
in learning activities,
etc., and reach out to
encourage engagement.
Communicate I can communicate
Course Goals course goals and
and Outcomes outcomes using the
syllabus and course
announcements at the
beginning of the course.
Establish My I can establish my
Presence in the presence in the course
Course on a regular basis via
course announcements,
assignments, emails,
online office hours, and
various other methods.
Demonstrate I can provide a
Sensitivity to departmental-accepted
Disabilities and statement of
Diversities accessibility in the
course syllabus and,
throughout the course,
demonstrate sensitivity
to disabilities and
diversities, including
aspects of cultural,
cognitive, emotional,
and physical differences

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 129
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

9: Self-Assessment of Students towards their experiences in using BPC

Online Technology Program

Directions: Put check on the following response with each statement that best represents

you. 5= Strongly Agree, 4= Agee, 3= Moderately Agree, 2= Less Agree, 1= Disagree

CATEGORY INDICATORS RESPONSE

5 4 3 2 1
1. INTERNET/ I can send an email with file attachments
ONLINE SKILLS I am familiar with online etiquette
I can use web browsers (e.g. Internet
Explorer, Google Chrome) confidently
I know how to resolve common errors
while using the tool (browser and
application) “seldom lagging of app
during assessment”
I am comfortable with things like doing
searches, setting bookmarks, and
downloading files
I know how to access the course space
and organize my account
I know how to use asynchronous and
synchronous tools (e.g., Discussion
boards, chat tools, video conference,
face time) effectively
2. SOFTWARE The learning materials are easily
APPLICATION accessible.
SKILLS I am comfortable in uploading my
assessment/ activity (videos, pictures,
files, etc.) to the platform of our online
technology program
I am able to navigate the course space of
our tools or use its other features
I know how to use the tool and find it
easy to access
3. CONTENT The learning materials are interesting
and clear.
The timing of activities was clear
The sequencing of modules and
assessments are clear

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

I can modify and add content and

assessment using an online learning
management system
The instructions per assessment in
online even on the platform itself are
clear
4. SOCIAL Technical support readily accessible and
SUPPORT timely
My teachers gave timely and
informative feedback on the outcomes
of the activities.
My teachers encourage me to use the
internet for learning purposes
I always knew how to contact my
teachers
The school ensure to provides us e-
learning materials and opportunity to
learn online
5. STUDY HABITS I find it easier to study independently
I am learning new skills and master
them quickly
As a learner, I am highly confident
during online discussion
I am able to refrain from distractions and
stay on task while studying
I am determined to stick to studies
despite challenging situations
(environment)
I can catch up the lessons without the
need of direct lecture to understand
learning materials
When asked to learn new technologies,
I do not put it off
6. ABILITIES I am able to express my thoughts and
ideas in writing
I am a self-starter
I am able to communicate effectively
with others using online technologies
and applications
I take responsibility for my own learning
Taking responsibility for staying in
contact with my instructor would be
easy for me
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

7. MOTIVATION I consider flexibility in time as an

important motivating factor in taking an
online class
I am highly motivated and enthusiastic
to in taking my course online
I enjoy learning that is both interesting
and challenging and I am motivated in
such situations to go beyond the
minimum requirements
I would be able to remain motivated
even though the instructor is not online
at all times
I set a goal before starting a task
I would be able complete my work even
when there are online distractions (e.g.,
Friends sending emails, websites to
search)
I would be able to complete my work
even when there are in my home (e.g.,
Television, children and such).
8. TIME Considering my schedule, I am able to
MANAGEMENT spend significant time and energy to
engage in online learning class
I do not have trouble getting things done
on time
I am able to organize my time well so
that work/ chores and tasks don’t build
up
I can sacrifice personal time to complete
assignments and readings
9. USEFULNESS Learning would be more effective with
the use of online learning materials
E-learning would improve my learning
process
Learning online reduces the time I spend
on unproductive activities
Learning online saves me money I spend
on printed learning materials and
transportation cost
Online collaboration improves my
written communication and analytical
thinking skills.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 132
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

What are the challenges you’ve encountered while using the BPC e-Learning
System?

10: Faculty Questionnaire on how they are handling the challenges in

using BPC e-Learning

1. How do you handle the disruption caused by online teaching conditions such as;

1.1 slow internet connection (both parties of educator and learners); and

1.2 teaching platform (google meet, e-learning)

2. How does it impact teaching practices in terms of

2.1 beliefs;

2.2 persona; and

2.3 sense of professional fulfillment?

3. How do you handle the technical problems of e-Learning tools used in the program?

(state at least three problems and how you are handling it)

4. How do you deal with grading your students in terms of;

4.1 reliability and validity of their exams; and

4.2 participation?

5. In today’s situation, most of the courses are being taught in text-based environment,

how are you handling it and what strategies you are using especially most of the

course offered of the institutions are focused on application and technicalities?

6. What are your other concerns and recommendations to enhance the e-learning tools

used and programs itself?

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 133
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

11: Feedback of Parents towards the Effectiveness of e-Learning System

1. Overall, how satisfied are you with this online course?

a. Very Satisfied

b. Satisfied

c. Moderately satisfied

d. Less Satisfied

e. Dissatisfied

2. What is going well for your child in this course? (Can mark multiple answers)

a. my child can access all materials for the course

b. my child can understand the assignments

c. my child has the opportunity to work with teacher/ classmates on assignments

d. my child gets regular feedback from teacher

e. my child can keep up with the work being assigned

3. I am satisfied that my child is learning the course content and standard at

appropriate pace.

a. Very Satisfied

b. Satisfied

c. Moderately satisfied

d. Less Satisfied

e. Dissatisfied

4. Other Feedback:

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 134
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

12: Documentation

Letter for the Admin and VPPA Office

Manalo, Jholiena Lynn, C. Contact information of interviewer:

[email protected] Facebook: Randy Robles
March 22, 2021 Email: [email protected]

Admin’s Office Contact #: 0956-417-4138

Bulacan Polytechnic College

Bulihan, Malolos
Dear Ma’am/ Sir,
I’m Ms. Jholiena Lynn C. Manalo of BTVTEd- 3B-ECAL one of the assigned
students by Ma’am Erlinda P. Villamoran our professor in Technology Research II.
Our group are assigned to conduct a research about our school technology
program. Part of our research needs to be done in question and answer about the Online
Technology Program of BPC especially the systems that you were in charge and the BPC
e-Learning software.
The purpose of this letter is to ask your permission to be interviewed in your
convenient time by my teammates Mr. Randy A. Robles and Mr. Vandolf A. Mallari of
BTVTEd 3B-FSM to broaden our knowledge on how your team handling these changes
that we are all experience, how did the administration conceptualize the program, and what
factors did the administration considered before implementing the program. We hope you
will give us a chance to have work with it. Thank you and May God continue Blessing you
and your family.
Respectfully Yours,

Manalo, Jholiena Lynn, C.

Robles, Randy, A.

Mallari, Vandolf, A.

Rueme, Joseph Christian, R.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 135
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Manalo, Jholiena Lynn, C. Contact information of interviewer:

[email protected] Facebook: Randy Robles
Email: [email protected]
March 22, 2021
Contact #: 0956-417-4138
Ma’am Victoria Beth M. Sison
VPAA/OIC College President
Bulacan Polytechnic College, Bulihan, Malolos
Dear Ma’am, Sison,
I’m Ms. Jholiena Lynn C. Manalo of BTVTEd- 3B-ECAL one of the assigned
students by Ma’am Erlinda P. Villamoran our professor in Technology Research II.
Our group are assigned to conduct a research about our school technology
program. Part of our research needs to be done in question and answer about the Online
Technology Program of BPC especially the systems that you were in charge and the BPC
e-Learning software.
The purpose of this letter is to ask your permission to be interviewed in your
convenient time by my teammates Mr. Randy A. Robles and Mr. Vandolf A. Mallari of
BTVTEd 3B-FSM to broaden our knowledge on how your team handling these changes
that we are all experience, how did the administration conceptualize the program, and what
factors did the administration considered before implementing the program. We hope you
will give us a chance to have work with it. Thank you and May God continue Blessing you
and your family.

Respectfully Yours,

Manalo, Jholiena Lynn, C.

Robles, Randy, A.

Mallari, Vandolf, A.

Rueme, Joseph Christian, R.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 136
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Messages sent to Faculty Members and Students via Messenger Application asking

for permission to answer the Instruments of the Study

To Faculty Members:

Good afternoon Ma'am and Sir, I'm name of the researcher/ course, section, and

major one of the assigned students by Ma'am Erlinda P. Villamoran to conduct our research

entitled "VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION OF THE

e-LEARNING SYTEM OF THE BULACAN POLYTECHNIC COLLEGE (BPC)" My

team mates Mr. Mallari, Robles, Rueme and I would like to ask your permission to answer

our instruments for faculty members for us to broaden our knowledge and evaluate the

software/system that we are using right now appropriately. This study will be a great help

not only for us and to our fellow BPCian but also to the faculty members and the developers

as well. Your response will be a great help and highly appreciated Ma'am and Sir. Thank

you so much, May God continue to bless you and your family.

To Students:

Hi, Good Afternoon I’m name of the researcher/ course, section, and major,

We're currently conducting our research entitled “VIRTUAL EDUCATION, A

BIG CHALLENGE: AN EVALUATION OF THE e-LEARNING SYTEM OF

THE BULACAN POLYTECHNIC COLLEGE (BPC)” may we ask you to

answer our instruments for us to know and measure the effectiveness of our e -

learning system/software and to broaden our knowledge on what things and

needs do we need to address. Your response will be highly appreciated by our

team. Thank you and God bless you.

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 137
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Interview with Ms. Victoria Beth M. Sison, MAEd- VPPA/ OIC- College President of

Bulacan Polytechnic College (BPC)

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 138
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Interview with Ms. Rosemarie S. Guirre, DIT- Developer of the E-learning System/

Department Head of MIS

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 139
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

13: The BPC e-Learning System

The BPC Portal

The BPC e-Learning Log-in

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 140
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BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

The Virtual Classrooms

Real Time Monitoring of Grades

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 141
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Online Attendance

Video Conferencing

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 142
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

Mobile Design of BPC e-Learning Software

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 143
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

14: THE RESEARCHERS

This section presents the educational background attained by the researchers

who conduct this study with aims to help the institution and the developers of the system

by this paper for the betterment of the BPC e-Learning system.

EDUCATIONAL BACKGROUND

Jholiena Lynn C. Manalo

 Currently Enrolled in Bachelor of Technical
Vocational Teacher Education (BTVTEd) Major in
Electrical Technology (ECAL) at BPC Malolos
 Head News Writer of The Sentry the Official
Publication of BPC Malolos
 Senior High School Graduate (SHS) TVL Track at Asian Institute of Science
and Technology- Fairview (AISAT)
 Former Student Council Secretary at AISAT
 Former English Club Member at AISAT
Seminars/ Webinar and Training Attended
 #KAMALAYAN Progressive Webinar Series: Student’s Mind, Body and Soul
in the New Normal
 Advancing Artistic Giftedness and Promoting Culture through Digital Arts
 Kindling Commitment to the Teaching Profession
 An Echo Seminar for BTVTEd Students “Kindling Commitment to the
Teaching Profession” (Speaker)
 Environmental Summit: Sustainable Practices for the Protection of the
Environment, Healthy Lifestyle and Greening Economy
 Industry Immersion in Cookery, and Bread and Pastry (ALBERGUS INC.)

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 144
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

EDUCATIONAL BACKGROUND

Joseph Christian R. Rueme

 Currently Enrolled in Bachelor of Technical Vocational
Teacher Education (BTVTEd) Major in Electrical
Technology (ECAL) at BPC Malolos
 Varsity Player (Basketball) at BPC Malolos
Seminars/Webinars and Training Attended
 #KAMALAYAN Progressive Webinar Series: Student’s Mind, Body and
Soul in the New Normal
 An Echo Seminar for BTVTEd Students “Kindling Commitment to the
Teaching Profession”
 Industry Immersion in Information Communications Technology
 Advancing Artistic Giftedness and Promoting Culture through Digital Arts

EDUCATIONAL BACKGROUND

Randy A. Robles
Currently Enrolled in Bachelor of Technical
Vocational Teacher Education (BTVTEd) Major in
Food Services Management (FSM) at BPC Malolos
 News Writer of The Sentry The Official Publication
of BPC Malolos, Bulacan
 Hotel and Restaurant Services (HRS) Graduate at BPC Pandi, Bulacan
 Commercial Cookery NCII
 Housekeeping NCII
 Food and Beverage Services NCII
Seminars/ Webinar Attended
 Backyard Farming: Maging Plantito at Plantita Upang Kumita
 Environmental Summit: Sustainable Practices for the Protection of the
Environment, Healthy Lifestyle and Greening Economy
 Creating a Personal Brand Working in Personal Growth: A Way to Progress
and Success
 Industry Immersion in Cookery and Food and Beverage
VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION
OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.
 BULACAN POLYTECHNIC COLLEGE 145
Bulihan, City of Malolos, Bulacan

BACHELOR OF TECHNICAL-VOCATIONAL TEACHER EDUCATION

EDUCATIONAL BACKGROUND

Vandolf A. Mallari
 Currently Enrolled in Bachelor of Technical Vocational
Teacher Education (BTVTEd) Major in Food Services
Management (FSM) at BPC Malolos
 Contributor of The Sentry The Official Publication of
BPC Malolos
 Hotel and Restaurant Services (HRS) Graduate at BPC Obando, Bulacan
 Former Student Government in BPC Obando, Bulacan
 NCII Cookery
 NCII Food and Beverage Services
 NCII Housekeeping
Seminars/ Webinar and Training Attended
 #KAMALAYAN Progressive Webinar Series: Student’s Mind, Body and
Soul in the New Normal
 An Echo Seminar for BTVTEd Students “Kindling Commitment to the
Teaching Profession” (Speaker)
 Industry Immersion/ Workshop on Cookery and Food and Beverage
 Good Manufacturing Practices and Sanitation Standard Operating Procedures
 Industry Immersion/ Workshop on Housekeeping and front Office Services

VIRTUAL EDUCATION, A BIG CHALLENGE: AN EVALUATION

OF THE e-LEARNING SYSTEM OF THE BULACAN POLYTECHNIC COLLEGE

MANALO, JHOLIENA LYNN, C., RUEME, JOSEPH CHRISTIAN, R.

MALLARI, VANDOLF, A. and ROBLES, RANDY, A.