The Level of Productivity in this Online Distance Learning to

the College Students of Inter Global College Foundation Inc.

LEVEL OF PRODUCTIVITY IN THIS ONLINE DISTANCE LEARNING TO THE

COLLEGE STUDENTS OF
INTER-GLOBAL FOUNDATION INC.
S.Y. 2021-2022

Senior High School Research

Presented to the Faculty of Senior High School Department.
Interglobal College Foundation Inc., Lucena City

In partial fulfilment
of the requirements for the Senior High School
Science, Technology, Engineering and Mathematics

By

Brian A. Gibe
Jenifer Gonzales
Princess Jobelle C. Marcella
Jhonrenseth Sotomayor

June 2021
Approval ate it
This Senior High research entitled “LEVEL OF PRODUCTIVITY IN THIS ONLINE
DISTANCE LEARNING TO THE COLLEGE STUDENTS OF
INTER-GLOBAL FOUNDATION INC. SY 2021-2022”, prepared and submitted by
Brian Gibe, Jenifer Gonzales, Princess Jobelle Marcella and Jhonrenseth Sotomayor, in
partial fulfillment of the requirements for the Senior High School has been examined and passed
the Oral Examination.
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

GLEZY A GARFIN
Thesis Adviser/ Editor

ORAL EXAMINATION COMMITTEE

Approved by the Committee on Oral Examination with a rating of ______%.

PATRICK LAWRENCE GARCIA.

Chairperson

MILDRED VILLANUEVA GLEZY A GARFIN

Member Member

Approved and accepted in partial fulfilment of the requirements for the academic
track Science Technology Engineering and Mathematics

ROWENA L. FLORES, Ph.D

Principal

ACKNOWLEDGMENT

The researchers would like to express their gratitude and deepest appreciation to the

following who shared their time, knowledge and effort that helped them make this research

successful and meaningful:

 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

Ms. Glezy A. Garfin, their adviser, for her suggestions, advice and encouragement to the

researchers to find ways on how to pursue and finish their study;

The members of Oral Examination Committee, Mr. Patrick Lawrence Garcia and Ms.

Mildred Villanueva for their time and suggestions.

Mr. Howell Sabularse and Ms. Sarah De Leon, teachers in mathematics, for their

guidance.

Their family and friends who continuously supported and understand them during their

undertakings;

Above all, to the Almighty Father for showering His blessings and spiritual guidance,

knowledge and strength in overcoming all obstacles and hindrances during the process of making

this thesis. Without His graces and blessings, the completion of this study will not be possible.

The Researchers

DEDICATION

We wholeheartedly dedicate this study to our loving Father,

Almighty God,

The spring of their energy, wisdom, knowledge and strength

To our parents,

The source of our motivation, hardship and guidance,

Teachers,
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

Classmates,

Brothers and Sisters,

Inter- Global College,

And to our friends and loved ones,

Our companions during the bright times and even the times of challenges.

B.G
J.G
P.J.M
J.S

TABLE OF CONTENTS

Title Page

TITLE PAGE………………………………………………………… i
APPROVAL SHEET………………………………………………… ii
ACKNOWLEDGEMENTS…………………………………………. iii
DEDICATION………………………………………………….......... v
TABLE OF CONTENTS……………………………………………. vi
LIST OF FIGURES………………………………………. …............ viii
LIST OF TABLES…………………………………………….……... ix
ABSTRACT…………………………………………………….......... x

CHAPTER

I THE PROBLEM
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

Introduction……………………………………………........... 1
Statement of the Problem……………………………….......... 4
Conceptual Framework………………………………………. 4
Scope and Limitation of the Study…………………………… 7
Significance of the Study…………………………….………. 8 Definition of
Terms………………………………………....... 9

II REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature………………………………… 12

Review of Related Studies…………………………………… 23

III RESEARCH METHODOLOGY

Research Design……………………………………………………… 24
Respondents of the study and sampling technique…………………… 24
Research Locale………………………………………………………. 25
Instrument of the Study………………………………………………. 25
Data Gathering Procedure……………………………………………. 25
Statistical Treatment…………………………………………………. 26

IV PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

Part 1: Short Stories included in Literature 7…………………….. 43

Part 2: Content Attributes of the Short Stories…………………… 45
Part 3: Conceptual Construct for Literary Criticism……………... 200

V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings…………………………………………….. 201

Conclusions………………………………………………………. 203
Recommendations………………………………………………... 204

APPENDICES
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

A. References……………………………………………………………… ix
B. Research output………………………………………………………… x
C. Research instrument……………………………………………………. xi
D. Letters to Companies------------------------------------------------------------ xii
E. Letter to Respondents…………………………………………………... xiii

CURRICULUM VITAE…………………..…………………………….. 287

ABSTRACT

TITLE : LEVEL OF PRODUCTIVITY IN THIS ONLINE

DISTANCE LEARNING TO THE COLLEGE
STUDENTS OF INTER-GLOBAL
FOUNDATION INC.S.Y. 2021-2022

RESEARCHERS : Brian A. Gibe

Jenifer Gonzales
Princess Jobelle C. Marcella
Jhonrenseth Sotomayor

ADVISER : Ms. Glezy A. Garfin

SCHOOL : Inter- Global College Foundation Inc.

STRAND : Science, Technology, Engineering and

Mathematics

YEAR PUBLISHED : 2022

 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

This study enlightenment how online learning brings out impact on students’

achievement. 25 students as participants in this study. Even in an increasingly cyber-driven

world, many classrooms are still heavily reliant upon paper and pencil assignments. More and

more students are provided with computer access at school as well as at home, which presents

educators with a tool that can minimize the use of paper within their classrooms and decrease the

amount of energy and resources schools are using in their cclassroomson a daily basis. The

purpose of this study is to determine whether online homework creates a measurable difference

in student performance when compared to traditional, paper homework. Results showing

increased student performance when utilizing paper homework may give support to explaining

why most teachers still utilize this method.

In contrast, if the use of online homework increases or maintains student

performance, it may justify a push toward a more online-based extension of student learning.

Overall, the results for this study seem to indicate that online homework, at the very least,

maintains student performance within the classroom, although a greater study sample may be

necessary to confirm this position. In summary, online learning provide students practical and

flexible way in learning, it also make them more creative and active. Online learning give them

some benefit in learning.

KEY WORDS: Online homework, class productivity, Student Learning Productivity, Online

Learning,
 The Level of Productivity in this Online Distance Learning to
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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction
According to Cellini (2021), she find that online education lowered a student’s final grade

by about 0.2 standard deviations. Their work also confirms the results of previous papers, finding

that the negative effect of online learning was driven by students with lower academic abilities.

Students are struggling to adapt to this online learning environment; transitioning from the

classroom and face-to-face teaching to online-based teaching in a virtual classroom completely

changes the learning environment for students. Most students are unable to use basic software

such as Microsoft Word and PowerPoint and thus are unable to manage their documents; many

students are not provided with the good internet connection that online classes require, and thus

fail to cope with their virtual classmates; and time management is a difficult task for the students,

as online classes require a significant amount of time and heavy work.

According to Tutopiya (2019) 'Being productive' or 'being efficient' is a vital aspect of a

student's being. It means that students have to be the most efficient if they wish to reach their

goals. If students are productive then they are efficient enough to meet the challenges and tasks

that are needed to achieve their goals and aspirations. Students should understand how to boost

productivity because it decreases as a result of external factors such as due dates, stress,

dejection, poor health, exam tension, and peer pressure. Internal factors such as physical and

mental exhaustion, demotivation, and a lack of support can all contribute to students feeling less

productive.
 The Level of Productivity in this Online Distance Learning to
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The purpose of this study is to know the level of productivity in this online learning to the

college students of Inter Global College Foundation Inc. The researchers conduct this study to

know if the students are suffering from unproductivity and to help the students on how are they

going to handle this online class situation.

Statement of the Problem

This study aims to know the Level of Productivity in this Online Distance Learning to the

College Students of Inter Global College Foundation Inc.

Specifically, the study was aim to answer the following questions:

1. What is the demographic profile of the respondents?

1.1 Age

1.2 Gender

1.3 Year Level

2. What is the level of productivity in this online distance learning in terms of:

2.1 performing activities

2.2 understanding lessons

3. What are the techniques that they do to keep them productive during online distance

learning?
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

Conceptual Framework

In fact, online learning represents many different purposes and practices (e.g., Cavalluzzo

2004), just as face-to-face learning represents a range of practices. For example, in face-to-face

education, teachers may lecture, encourage small group activities or, most likely, adopt a range

of practices in a single course. Not surprisingly, emerging evidence indicates that some online

learning programs are more effective than others. It is also important not to generalize findings

across programs with differing designs. As noted above and by other researchers (e.g., Cohen

and Nachmias 2006). Online learning has the potential to improve learning outcomes by

replacing lecture time with the group and individual work that engages students more actively in

learning, enabling greater motivation and deeper learning (Twigg 2003a, 2003b). These activities

include online discussions, continuous assessments with immediate feedback, and increased

computer lab hours where students can get one-on-one support based on the work they have done

from the online learning system, the online teacher or the face-to-face teacher.

Additionally, simulations and visualizations that make challenging abstract concepts more

accessible to students represent one demonstrated advantage of computer-based resources (see

Cavanaugh 2008; Kearsley and Shneiderman 1998). Some online programs are game based,

facilitating situated understandings, multiple perspectives, and transfer through immersive

experiences and activities (Dede 2009; Gee 2006). With regard to the effectiveness of online

learning, evidence indicates that online learning can be as effective as or more effective than

traditional instruction, and blended approaches may be superior to others. However, as the
 The Level of Productivity in this Online Distance Learning to
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section on future research below suggests, questions remain about the types of student skills and

attributes (e.g., metacognitive skills, organizational ability, motivation) that may influence or

predict student success in online formats (Cavanaugh 2007). More research is required to

understand when, how and under what conditions online learning can produce the greatest

productivity gains for all students

Conceptual Paradigm

INPUT PROCESS OUTPUT

-The Demographic Profile

of the College Students of
Inter Global College
Foundation Inc. in terms of:
Sex and Age. - The researcher will
conduct survey through - An informative brochure
-The Online Distance
checklist questionnaire and that shows the importance
Learning in terms of:
performing activities, and interview. of being academically
understanding lessons. productive and how to be
-The respondents will be
productive in this online
-The Level of Productivity going to answers the
distance learning.
in this Online Distance questionnaire through
Learning. google form and messenger.
-The Techniques that they -The researcher will analyze
do to keep them Productive the questionnaire.
during Online Distance
Learning
.
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

Figure 1: The Input-Process-Output (IPO) Model for the Level of Productivity in this

Online Distance Learning to the College Students of Inter-Global Foundation Inc., A.Y.

2021-2022

Figure 1 shows the conceptual paradigm, where the first frame relates to knowing the

demographic profile of the college students of Inter Inter-Global College Foundation, Inc. in

terms of sex and age. The level of productivity in this online distance learning in terms of

performing activities, and understanding lessons. The techniques that they do to keep them

productive during Online Distance Learning. The process of this study is the researcher will

conduct a survey through a checklist questionnaire. The respondents will be going to answer the

questionnaire through google form and messenger. The researcher will analyze the questionnaire.

The output will be the informative brochure that shows the importance of being academically

productive and how to be productive in this online distance learning.

Significance of the Study

The study is designed to know the level of productivity in this online distance learning to

the college students of Inter-global College Foundation Inc. It is significant to gather all the
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

results to come up with the research output informative brochure that shows the importance of

being academically productive and how to be productive in this online distance learning.

The result of this study is also significant to the following:

To the Students

This study can help the students to know the ways on how are they going to be more

academically productive and efficient, and by being productive it will help them to avoid stress

and exhaustion, as well as mistakes and delays.

To the Parents

This study will help the parents to know the do’s don’t’s and they will have an idea what to

provide to their child to be more productive during online classes and have a good quality of

education

To the Teachers

The teachers will know their student’s struggles in this online distance learning and it will

help them realize what is an effective teaching technique that they should do after knowing the

factors that affect their student’s productivity.

To the School

The school will be aware of this certain topic and problems and they can get some idea to

conduct some programs or techniques that can help the teachers and students to be more

productive.
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To the future researchers

This study will help future researchers to use it as a guide and to make this study a
reference related to this kind of research.

Scope and Limitation

This research aims to determine the level of productivity in this online distance learning to

the college students of Inter Global College Foundation Inc.

The researchers have thirty (30) respondents from College Students of Inter-Global College
Foundation Inc., Lucena City

Definition of Terms:

Efficient: achieving maximum productivity with minimum wasted effort or expense. (Oxford
Languages)

External factors: things outside that will have an impact on its success. Their impact can be
positive or negative. (bitesize)

Internal factors: things inside that will have an impact on its success. Their impact can be
positive or negative. (bitesize)

Online distance learning: Online distance learning: an educational process where students
receive instruction through online classes, video recordings, video conferencing, or any other
audio/visual technology medium (Becton Loveless)

Productivity: an individual level is about socialization, motivation, content information,

research abilities at a basic and advanced level, simultaneous projects, tendency, autonomy and
commitment (to time and purpose), and working habits. (Nezefi Karadag)
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Simulations: a model or representative example of something (yourdictionary)

Visualizations: the representation of an object, situation, or set of information as a chart or other

image. (Oxford Languages)

Chapter II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter contains the concepts and topics about the level of productivity in this online

distance learning to the college students of Inter Global College Foundation Inc. those data

gathered were from, readings, journals, and online research that are connected with the existing

study. The following discussion of topics and findings are provided.

Related Literature

Age

In this study, the researchers included the demographic profile of the respondents in

terms of age and sex. According to Skirbekk (2004), the causes of productivity variations over

the life cycle are addressed with an emphasis on how cognitive abilities affect labor market

performance. Earnings tend to increase until relative late in the working life, while most

evidence suggests that individuals' job performance tends to increase in the first few years of

one's entry into the labour market before it stabilizes and often decreases towards the end of

one's career. Productivity reductions at older ages are particularly strong when problem-solving,
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learning, and speed are important, while older individuals maintain a relatively high productivity

level in work tasks where experience and verbal abilities matter more.

Sex

Findings regarding gender differences in online learning outcomes tend to be

inconsistent and even paradoxical. Online female learners prove more perseverant and engaged

than males (Richardson & Woodley, 2003), while males tend to hold more stable positive

attitudes toward online learning (Nistor, 2013). While females have stronger self-regulation than

males in online learning contexts (Alghamdi et al., 2020), males can use more learning strategies

and have better technical skills than females. The above findings may have offset the gender

preferences in online learning, which might lead to no significant gender differences revealed in

online learning outcomes (Yu, 2021).

In addition, Females could achieve higher learning outcomes than males because they

were more persistent and committed than males (Richardson & Woodley, 2003). Females had

stronger self-regulation than males, which also led to their significantly more positive online

learning outcomes than males (Alghamdi et al., 2020). However, no significant gender

differences were revealed in learning outcomes because males were more stable in attitudes,

while females performed well in engagement (Nistor, 2013). Furthermore, no significant gender

differences in learning outcomes were found based on learning styles. There were also no

significant gender differences in the learning satisfaction of online millennial learners (Harvey et

al., 2017).
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Year Level

Going off to college requires much more than simply meeting a new set of academic

demands. It takes a lot of work on many fronts Work is the process of investing energy and effort

on a task to achieve some desired or demanded outcome. Part of what is needed by the entering

freshman is a well-practiced work ethic of self-discipline to help them catch their footing in

college. And as any college will tell you, the retention and graduation rates don’t lie: This is a

hard transition for many young people to make right away out of high school. (Pickhardt,2019)

Importance of Productivity

According to Tutopiya (2019) ‘Being productive’ or ‘being efficient’ is a vital aspect of

a student’s being. It means that students have to be the most efficient if they wish to reach their

goals. If students are productive then they are efficient enough to meet the challenges and tasks

that are needed to achieve their goals and aspirations

Highly productive classrooms provide students with a steady stream of learning activities

throughout each class period with few lost instructional opportunities. Time spent on learning

activities and instruction is maximized. (UNV,2022)

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Being consistent and efficient can help you get your coursework done quicker and easier.

Make the decision to change your habits and train yourself to stay productive. Staying productive

and avoiding distractions will help you accomplish your goals. (SUU,2020)

Productivity techniques

As stated by Karadag, N. (2018) Academic productivity at an individual level is about

socialization, motivation, content information, research abilities at basic and advanced level,

simultaneous projects, tendency, autonomy, and commitment (to time and purpose), and working

habits. (Imtiaz, 2019) as indicated in her article, there are 12 ways to be productive, these are the

following 1. Set realistic goals, 2. Plan ahead, 3. Stick to routine, 4. Create positive workspaces,

5. Time management, 6. Limit the time spent online unnecessarily, 7. Quit procrastinating, 8. Eat

healthily and stay hydrated, 9. Take effective breaks after tasks, 10. Get support, 11. There is

always another way! And lastly, 12. Get some air. As a student, you have a lot to do with what

can feel like very little time. Alongside achieving the best grades, this is an important time to get

plenty of rest, be social and take care of yourself. When you return to adult learning, there are

some smart techniques you can use to increase your productivity and ensure that there is time to

lead a balanced life (Sabell, 2022)

According to Brooks (n.d), productivity in education pertains to maximized and quality

learning. In a high-productive classroom, students know what they need to do and how to go

about the task at hand. In productive classrooms, the communication between students and

teachers is clear from the beginning. When classrooms are productive, students don’t have to
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wait around for instructions. Teachers ensure they provide enough learning activities for the

students. The teachers also develop lesson plans to make sure the classrooms are full of life.

Ultimately, high classroom productivity in most cases depends on the teacher, rather than on the

students. It’s more about how the teachers dictate student productivity and performance. That’s

why she lists 5 ways for the teachers to increase classroom productivity 1. Maximize Learning

Time, 2. Boost Student Collaboration, 3. Establish The Need To Participate, 4. Encourage More

Downtime and 5. Create A Classroom Mission Statement. As educators, seeing your students

having excellent careers is a much-desired life goal. It gauges how good of a teacher you are,

especially when students appreciate you even many years later she added.

To keep motivated, it’s important to reward yourself after working hard. Constantly

being productive is almost impossible, so don’t worry if you need to take breaks or just want to

do something else. Make time for social activities, fun, and relaxation. After studying all week,

go hang out with friends or get outside. Rewarding yourself can help you keep going and stay

Being consistent and efficient can help you get your coursework done quicker and easier. Make

the decision to change your habits and train yourself to stay productive. Staying productive and

avoiding distractions will help you accomplish your goals. (SUU, 2020)

Factors that affect productivity

According to Carrasquel (2019), There are several things that can affect productivity, such

as engagement, good people management practices, workplace environment, appropriate tools,

use of technology as an advantage, etc. Each of these factors influences our employees and
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affects their productivity, and whether this is a negative or a positive effect is completely up to

us. At this point in time, organizations can no longer turn a blind eye to things like workplace

conditions or people practices, for those key factors will be the end of the most experienced

organizations if they don’t get on board the train of progress.

Johanson (n.d), listed some factors that affect academic productivity 1. A Person’s

Background, People are all different, and everyone has a different background, history, and

family life, 2. Housing Environment, A person’s living situation could affect their academic

performance and productivity, 3. Mental Health, A person’s mental health describes their

psychological, emotional, and social well-being, 4. Financial Status Your financial status refers

to the state and condition of your finances, 5. Constant Migration, Some people are continuously

traveling and migrating from place A, to place B, to place C, and so on, 6. Classroom

Environment, there are many aspects to a classroom environment. There are teachers, students,

books, a sense of creativity, and an atmosphere, 7. Group Of Friends Or Community, your

community could have a great influence on your academic performance and productivity, 8.

School Environment, you may have the best teacher that you could ever ask for, but your school

as a whole could be the reason for your academic downfalls.

Johanson also said that despite the evidence of having numerous factors that influence

academic performance and productivity, this doesn’t mean it’s unattainable. Schools, homes, and

classrooms may need to look for ways to facilitate cohesive, inclusive, and productive learning

spaces. It’s important to acknowledge that as much as teachers or parents experience stress and
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various burdens, so do students. It’s through the ground of understanding and open learning that

the world may move towards better academic performance and boundless productivity.

Related Studies

Age and sex

Based on the study conducted by Momanyi et al. (2015), the youngest students (12 to 15

years) had the highest scores in academic motivation while the oldest (20 to 23 years) have

higher scores. The trough of the curve coincides with age 16 to 19 years with a mean score of

80.02. The low academic motivation score by this group may have been as a result of role

confusion considering that they are in stage five of psychosexual development. Erikson (1963)

[5] called this stage identity vs. role confusion. Adolescent is newly concerned with how they

appear to others and they have an inability to settle on a school or occupational identity. The

malignant tendency in the 16 to 19-year-olds may have been experiencing is called fanaticism, a

belief that an individual’s way is the only way. Besides, the 16 to 19-year-olds may have been

distracted by psychosexual issues thereby leading to a fairly poor academic motivation.

In one academic study, by Kotur and Abanzhagan (2021), It is a common observation that

the old people fail to function as effectively as the younger persons at certain tasks. This is

mainly attributed to the age factor (Gelderblom, 2006). The body of the old persons is not that
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much strong as the younger ones to perform certain tasks with the same efficiency as the

youngsters. There are some notable differences between older and younger people

psychologically as well. At certain tasks the older people can perform better than the younger

employees due to the experience factor, for example, the older people can give better advice than

the younger ones. The modern studies indicate that age is a determinant of the performance of

the individuals i.e., the performance of the individuals will gradually deteriorate or improve with

age depending upon their work (Warr, 1994).

Apart from age, gender is another factor that could affect the performance of certain

employees as it has been commonly observed and this is due to the differences in their physical

and psychological differences. But, some modern studies indicate that the difference in gender is

not valid today as it was before the 1990s(Kimmel, 2000) and the argument of the modern

lifestyle of both the genders is not different as was it used to be

As indicated in the study of Parajuli and Thapa (2017), several studies have reported

that female students outperform their male counterparts (Orabi, 2007; Dayioglu & Turut, 2007;

Khwaileh & Zaza, 2010). Ghazvini & Khajehpour (2011) further argued that even gender

difference exists at the level of cognitive functioning in the academic environment. Girls are

likely to be more adaptive in learning in a different environment. However, Wangu (2014) in a

study conducted among the students of secondary schools in Kenya observed boys passing more

than girls. On the other hand, Goni et al. (2015) in a study conducted among college-going

students did not observe a significant gender difference in academic performance.

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Year Level

Based on the study of Kanoktanaporn (2017), Higher education has a significant role

to play as Asia grows and develops. Through teaching and research, educational systems and

institutions must build workforce capacity, create knowledge, engage with industry, and

contribute to social prosperity. These are major, complex challenges. It is vital that they are

addressed in the most effective ways. Scientific research on higher education creates insights that

can make a real difference to leadership in the sector and its social contributions. Improving

productivity lies at the heart of any advances, and it is for this reason that that the APO

commissioned research in this field. The APO expects this research to make a major global

contribution, given the growing importance of the higher education sector and the relatively

scarce research available on productivity in it. Building better scientific foundations for such

study has enormous potential to improve policies and practices.

Importance of productivity

According to Orchidadmin (2020), when it comes to earning or studying well, one needs

to be productive. Productive people–both students and professionals– create meaningful

solutions, have a purpose, and are helpful in the long run. To define simply I would say a person

who can do more and more work in less span of time and gets the task completed is productive,

when you do this you level up more than another person in the game of work and life. Students

should always
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ask how to be more productive at school and strive to lead on its way. Students that are

productive now will carry this habit into their professional life.

Based on Thrash (2019), In simple terms, productivity is important because you can get

more done. If you’re a productive person, you can do more with less time. That means you can

take on harder, more important tasks. It also means that you have more time to do the things you

enjoy like hobbies or spending time with friends. Another benefit of productivity is the feeling of

accomplishment. Taking something off your to-do list releases dopamine in your system, which

is a natural mood enhancer. You get a boost in your mood every time you check something off.

People love the feeling of finishing something, especially when it is difficult or important to

them. If you want to be more productive but you’re not sure where to begin, below we discuss

four reasons why people struggle to be productive and four ways to improve it.

Chapman (2021) states that If you are productive, you can do more things. There are

many ways how you can make sure you are on track, such as putting all your tasks in your

calendar. Having a dedicated time slot for each task helps you not mix them or multitask.

Multitasking is usually seen as the road to productivity and getting more things done in less time,

but this is false. You are actually dividing your attention between more stimuli, so you prevent

yourself from focusing on your tasks. Productivity is important because it helps you save time

for yourself. Self-care is important and it can prevent burnout and depression. Even though some

might think that self-care is proof of selfishness, this is not the case. Spending time with yourself

and relaxing helps you maintain your well-being. Self-care goes hand in hand with self-

awareness. The more time you spend with yourself, the more aware you become of your habits,
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behaviors, and thoughts. And whenever something is not right, you have the time to take a step

back, analyze the situation, and find solutions.

Productivity techniques

Balancing school and life can be a challenge for many college students. The time

commitments involved with attending classes, completing homework, holding down a job, and

making time for a social life can feel overwhelming. Learning how to be productive so you get

your assignments done on time and still have room in your life for other activities can make a big

difference. (Marquit, 2021)

According to the study of northeastern University (2020), when it comes to online

classes, you need to have the discipline to sit down and say, “I am going to work on this,” as well

as the dedication to actually follow through. Though you can be flexible as to when you choose

to complete your work during the week, you can’t put it off indefinitely, Set goals at the

beginning of the semester, and check in with yourself weekly, In a traditional classroom setting,

you’ll often receive verbal or visual reminders of an assignment’s upcoming due date. But

without a professor actively reminding you, it’s up to you to make sure you’ve allotted enough

time to complete the work so you’re not starting an assignment the day before it’s due, The

flexibility to create your own schedule is often one of the biggest appeals of taking online

classes. But that freedom can also be detrimental if you do not have solid time management

skills. Without them, you might easily to find yourself cramming before classes or handing in

subpar assignments, From Netflix to social media to dishes piling up in the skink, you’ll be faced

with many distractions that can easily derail your studies. The best online students know how to
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lessen these distractions and set aside time to focus, Once you’ve established where you’ll learn,

think about when and how you accomplish your best work. If you’re a morning person, make

time to study first thing. More of a night owl? Set aside an hour or two after dinner to cozy up to

your computer, Participate in the course’s online forum to help you better understand course

materials, and engage with fellow classmates, and Online classes may sometimes make you feel

like you are learning on your own, but this couldn’t be further from the truth.

Desmond (2018), states that organization is a crucial step to improve productivity.

However, students can also implement other strategies to accomplish more goals. For instance,

it's helpful to assess a study area to ensure that the workspace is quiet and free of distractions.

Eliminating noise and other distractions will help students focus on work. Making sure that all

resources and materials are readily available is also helpful. To optimize productivity, students

should strive to focus completely on the current task without interruption. Diverting attention

away to something else while working on a task can interrupt thought processes and decrease

productivity. Putting away a phone so it doesn't present a distraction can be helpful for many

students. Sometimes, studying in a quiet corner of a library is also beneficial.

She also stated that time management is important for any student, whether in high

school or college. High school students typically receive more guidance and assistance from

teachers in structuring their days and their schedules. In college, students are expected to be

more independent, which will necessitate more responsibility in scheduling time to complete

assignments. Successful time management usually involves making a daily to-do list to ensure

that every task is planned and completed. The most important tasks should be at the top of the
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list so they are finished first. The to-do list should include several optional tasks at the bottom

that can be completed if time allows. Budgeting time for each task is helpful because this will

ensure that everything can be accomplished. At the beginning of a semester, it may help to keep

a daily log to determine the time it takes to complete various tasks, which will help with overall

scheduling. During busy periods such as exams, students may need to reassess and reorganize a

daily to-do list to make extra time for studying.

As expressed by Auld (2020), effective time management allows students to complete

more in less time because their attention is focused and they’re not wasting time on distractions

(such as social media, for example. Efficient use of time also reduces stress, as students tick off

items from their to-do list. It can also provide a sense of achievement from fulfilling goals. For

example, they might plan to complete an assignment by Friday so they can see friends on the

weekend. Furthermore, by using time efficiently, students can complete their work on time, stay

engaged with their learning, and have more time free for pursuing activities that are important to

them, such as sports, hobbies, youth groups, and spending time with friends and family. Good

time management allows students to make the most of their abilities and enjoy the satisfaction of

accomplishment. It is also one of the most desirable skills for employment.

The key to studying at home is to create a space within your home that has some of the

benefits of a school or library, with as few of the distractions of the home as possible. In other

words, you need a nook where you can work without a TV, bed, or other distracting objects near

you. Some students have achieved this by setting up their study space on a dining room table in
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their home. Others have set up a desk in the hallway so that they won’t be tempted to go to their

room and sleep. Some may be able to use the common computer room or study space. Of course,

this study space doesn’t have to be barren and plain. You can have a bright and comfortable

study space with color, light, and even fun things like stress balls and bean bag chairs for when

you need a break. As long as this is a space where you can block out the rest of the world and

spend a few hours focused on schoolwork, you can decorate and set it up however you want.

(Mathur, 2020)

Factors that affect productivity

According to Chazen (2020), Students thrive when given opportunities to collaborate and

converse with peers. They grow from classroom discussions and social interactions with

classmates, both academically and socially. Now, they’re being deprived of these opportunities

to do so in person. This is not to say that discussions cannot be achieved virtually, but the

success of these depends greatly on the teacher or facilitator to ensure their effectiveness.

He also stated that there are also many technological aspects to consider. There are few

things more disruptive to an online course or parent-teacher web conference than spotty Wi-Fi

and connectivity issues. With so many members of the household learning and working from

home, they’re likely relying on the same Internet and experiencing bandwidth issues. Being

kicked off a Zoom call can create challenges of missed information and communication that’s

unclear. These factors can present students with additional challenges that disrupt their learning

experiences
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There are probably numerous factors affecting your productivity while studying,

including stress, time of day, and motivation, but one that you might have overlooked is your

physical environment. In fact, a study done with primary school pupils proved that physical

surroundings can impact children’s performance and well-being in general by as much as 16

percent. College students are not immune to this influence either. When studying at home, in a

rented apartment, or in a dorm, you are the only one in charge of your focus, and one thing that

can help you (or sabotage you) is the environment. Here is everything you need to know about

your physical surroundings and productivity. (GuestAuthor, 2017)

In the study of Vargaz et al. (2020), The COVID-19 pandemic and the quarantine

period determined that university students (human resources) in Mexico had adopted the online

class modality, which required them to adapt themselves to new technologies and environmental

conditions that are different from classrooms at their university. Specifically, these new

environmental conditions can be uncomfortable and have an impact on the students’ academic

performance. A questionnaire was developed, which was applied to 206 university students

online, and a structural equation model was built that integrates the four variables through three

hypotheses, which were statistically validated through the partial least squares method. Results

showed that temperature, lighting, and noise have significant direct effects on university

students’ academic performance.

Gopal et al. (2021) indicated that the Quality of instructors with high fanaticism on

students’ learning has a positive impact on their satisfaction. Quality of instructor is one of the

most critical measures for student satisfaction, leading to the education process’s outcome

(Munteanu et al., 2010; Arambewela & Hall, 2009; Ramsden, 1991). Suppose the teacher
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delivers the course effectively and influences the students to do better in their studies. In that

case, this process leads to student satisfaction and enhances the learning process (Ladyshewsky,

2013). Furthermore, by understanding the need of the learner the instructor also ensures student

satisfaction (Kauffman, 2015). Hence the hypothesis that the quality of the instructor

significantly affects the satisfaction of the students was included in this study.

Furthermore, Lukwekwe (2015) Loneliness is another concept that keeps coming up in

the literature on open and distance learning. In this context, loneliness to learners is theorized as

an issue that crops up due to the physical and social distance being normal. According to Weiss

(1973), there are two types of loneliness; a) social loneliness, which is defined as the lack of

social relationships connecting a learner with other learners in the learning institution, and b)

emotional loneliness, defined as the lack of specific interpersonal relationships. Furthermore,

social solitude is a tool for measuring human social interaction which represents the presence or

absence of interpersonal relationships, the latter called loneliness.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter explained the method utilized by the study. This chapter presented every

component involved in conducting this study from design, locale, population and sample,

instrument, and data gathering. Ultimately, this study was held to know the Level of Productivity

in this Online Distance Learning to the College Students of Inter-Global Foundation

Incorporated

Research Design

The method that was used by the researchers for the research study is quantitative

research. This method quantified the problem by generating numerical data that can be used for
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statistics. It also quantified the grammar, punctuation, vocabulary, reading comprehension, and

other defined variables that generalized an unbiased result from a given sample population from

the Inter-Global College Foundation Incorporated- College Students. Quantitative research used

measurable data to formulate facts and uncover patterns in research. The researchers used the

descriptive research type to analyze the factors through the gathered data of the researchers. It

will quantify the problem by way of generating numerical data that can be used as statistics.

Respondents of the Study and Sampling Technique

The facts and data needed for the study were gathered from thirty (30) College Students

of Inter Global College Foundation Incorporated as respondents because of its appropriateness to

the study.

In this study, the researchers used non-random sampling which is the convenience

sampling technique because of the convenient accessibility and proximity of the research, the

subjects, and the population is reachable.

It allows researchers to use statistical treatment or analyze sample results. In the entire

process of sampling, it is done to find the population and the possible samples for the study.

Research Locale

This study was conducted at Inter-Global College Foundation Incorporated located at

Brgy. Buchan, Lucena, City. The researchers choose this location because it provides the

researcher’s convenience in conducting the study in their school.

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Research Instrument
The researchers used the checklist and examination type of questionnaire, which means

the respondents will put a check on the appropriate column and choose the letter of the correct

answer that corresponds to his/her answer. Data were gathered through questionnaires in google

forms, due to the restriction imposed by the Philippine government and to secure the safety of

the researchers as well as the respondents.

Part 1 of the checklist questionnaire contains the information of the respondents in terms of Age

and Sex. Part 2 of the Questionnaire determines the Level of Productivity in this online distance

learning in terms of performing activities and understanding lessons through examination type.

Part 3 of the Questionnaire is about what are the techniques that they do to keep them productive

during online distance learning through examination type. The questionnaire will be validated by

our research instructor of the College Department.

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Data Gathering Procedure

The researchers used a checklist and exam type of questionnaire to determine the “Level

of Productivity of Online Distance Learning to the College Students in Inter Global College

Foundation Inc.” The researchers asked permission from the Maritime College Department Dean

by means of using an authorized letter signed by the researchers’ adviser to conduct this study.

The researchers gave their respondents time to answer the questionnaire.

Statistical Treatment

After gathering the information, the researchers will use some methods to know the

“Level of Productivity of Online Distance Learning to the College Students in Inter Global

College Foundation Inc.”. The descriptive method will be used to represent the data wherein the

researchers will use tables to analyze the data. The researchers choose this method because the

data is easy to understand with the help of different tables, charts, and graphs plus having a

discussion on the results.

1. Frequency and percentage distribution method – In getting the number of students who answer

the questionnaire and presenting its percentage.

The formula for Percentage:

Wherein:
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P= percentage

F=frequency

N= number of respondents

2. Weighted Mean Method – It is the instrument that is going to be used to get the answer

through giving meaning and getting the whole response of the respondents.

Wherein:

WM = weighted mean

f = number of answers in every category

N = total number of respondents

3. Mean and Standard Deviation Method: It is going to be used to get the Level of Proficiency in

English of the Maritime Students.

Where in: Standard Deviation Sd = =

Mean =

4. Scale for Checklist

Scale Range Interval Quantitative Description

4 3.26-4.00 Strongly Agree

3 2.51-3.25 Agree
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2 1.76-2.25 Disagree

1 1.00-1.75 Strongly Disagree

 The Level of Productivity in this Online Distance Learning to
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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented, interpreted and analysed the data obtained from the respondents

through the questionnaire given by the researchers and personal interview during the data

gathering procedure.

Part I: The Demographic Profile of the College Students in Inter-Global College

Foundation Inc. at Brgy. Buchan, Lucena City in terms of Age, Sex and Year Level.

Figure 1.1: The Demographic Profile of the College Students in Inter-Global College

Foundation Inc. at Brgy. Buchan, Lucena City in terms of Age.

Age

17 years old
18 years old
9% 4% 19 years old
4%
4% 20 years old
13% 22% 21 years old
22 years old
23 years old
28 years old
13%

30%
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The demographic profile of the College Students in Inter-Global College Foundation Inc.

at Brgy. Buchan, Lucena City in terms of age. The respondents were composed of 17-19 years

old having 30.3%, 20-22 years old having 56.4%, and 23 years old and above having 13%.

An area of student services that is lagging behind in online availability is Health and

Wellness, especially Mental Health services (Jones, 2006). In 2012, the American College

Health Association (ACHA) annual survey found that some of the factors students reported as

impairing academic performance included anxiety (20%), depression (12%), stress (29%), and

alcohol/drugs (6%). The survey did not distinguish between online and face to face enrollees. A

student experiencing mental health difficulties that affect his/her attendance, coursework, and

grades may be enrolled in either type of course. All students can experience periods of

stressrelated anxiety and mood alteration; and early intervention can prevent these issues from

worsening. Severe mental illnesses such as Major Depression, Generalized Anxiety disorder,

Schizophrenia and Panic disorder occur in 26% of the U.S. population in all age groups (Kessler,

Chiu, Demler, & Walters, 2005). In fact, 75% of mental illnesses first occur before age 24; the

average age of onset is 18 to 24, when young people are often attending college (Kessler, Chiu,

Demler, & Walters, 2005).

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Figure 1.2: The Demographic Profile of the College Students in Inter-Global College

Foundation Inc. at Brgy. Buchan, Lucena City in terms of Sex.

Sex

26%
male

female

74%

The figure 1.2 shows the demographic profile of the College Students in Inter-Global

College Foundation Inc. at Brgy. Buchan, Lucena City in terms of sex. The respondents

composed of males having 73.9% and females having 26.1%.

We know of only two experimental studies that examined the relationship between online

textbooks and student learning at the postsecondary level. Deone Zell and Hillary Kaplowitz

(2012) carried out two experiments involving students in a Management and Organizational

Behavior course at California State University Northridge. Each experiment involved identical
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populations and teaching methods (n=657, 480), with instruction carried out in a large lecture

hall seating 160 students/class. The independent variable was digital versus print textbooks.

Learning was measured as the student’s grade for the course, based on multiple-choice questions

(90% taken from textbook content). Comparisons were controlled for incoming GPA, age and

gender.

Angus and Watson (2009) found “robust evidence” for gains in student learning from regular

online testing. They conducted research at the University of New South Wales with over 1,500

students using controls to discount for prior student aptitude, in-course mastery, gender and

student effort (as measured by voluntary class attendance). They looked at whether students who

took voluntary online quizzes were more likely to score a high mark on the final exam,

regardless of how well they scored on the quizzes.

Figure 1.3: The Demographic Profile of the College Students in Inter-Global College

Foundation Inc. at Brgy. Buchan, Lucena City in terms of Year Level.

 The Level of Productivity in this Online Distance Learning to
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Year Level

17%
1st year
2nd year
43% 3rd year
4th year

39%

Figure 1.3 shows the demographic profile of the College Students in Inter-Global

College Foundation Inc. at Brgy. Buchan, Lucena City in terms of Year Level. The respondents

composed of 43.5% of 1st year college, 39.1% of 2nd year college, 17.4% of 3rd year college

and 0% for 4th year college.

According to Jaggars, "[m]eta-analyses comparing academic outcomes between online

and face-toface courses have typically indicated that there is no overall difference between the

two formats but that there is large variation in effects, with some online courses having much

better outcomes than face-to-face courses and other online courses having much worse outcomes

(e.g., Bernard et al., 2004; Zhao, Lei, Yan, Lai and, Tan, 2005)" (Jaggars, 2011, p. 1). In her own

meta-analysis of 36 studies, Jaggars found ten studies that compared online and face-to-face

learning while controlling for student characteristics. Four studies found no significant difference

in withdrawal rates, and six studies found higher withdrawal rates for online students. All six of
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the latter focused on community college students. "Taking the broad view across studies,

however, most showed either positive effects or no effects for online learning. Yet given the

methodological weaknesses of the studies, it is difficult to interpret these results. Relatively poor

controls raise the question of whether results were driven in part by student self-selection, and

the fact that few studies examined withdrawal raises the question of whether results are driven in

part by differential attrition. Moreover, almost all the studies were conducted with university or

graduate-level students, which makes unclear their relevance to low-income or underprepared

students" (Jaggars, 2011, p. 16).

Part II: The Classification of Level of Productivity in this Online Distance Learning to the

College Students in terms of performing activities and understanding lessons.

Table 2.1: The Classification of Level of Productivity in this Online Distance Learning to the

College Students in terms of performing activities.

4 Weighted Verbal
Statement 3 2 1 Rank
Mean Description
1. I accomplish what needs to be done 1 Strongly
10 1 0 3.39 1
during a class activity. 2 Agree
2. I always get my activities and 1
6 1 0 3.38 Agree 2
assignments done on time. 7
3. I get high scores on my quizzes, 1 Strongly
7 0 0 3.33 3
assignments, and activities. 7 Agree
4. I am able to meet deadlines without 1
6 4 0 3.29 Agree 4
procrastinating. 4
5. I spend more time doing my school 1
6 4 0 3.21 Agree 5
work than spending it on social media. 4
6. I have an everyday routine in doing 5 1 6 0 3.08 Agree 6.5
 The Level of Productivity in this Online Distance Learning to
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my school work. 2
7I just force myself to do my school
4 9 7 2 3.08 Agree 6.5
work because it’s already late..
8. I review my answers before I submit 1 Strongly
10 2 0 2.96 8
them. 2 Agree
9. I read the lessons in advance to have 1
4 6 0 2.92 Agree 9
an idea before the discussion. 4
10. I can participate in recitation every 1 Strongly
11 2 0 2.68 10
time. 1 Agree
TOTAL WEIGTHED MEAN 3.13 Agree
Legend: (4.00-3.26 Strongly Agree), (3.25-2.51 Agree), (2.50-1.76 Disagree), (1.75-1.00 Strongly Disagree)

Table 2.1 shows that statement 1, “I accomplish what needs to be done during a class

activity “got rank 1 having a weighted mean of 3.39. It only means that ………

Table 2.2: The Classification of Level of Productivity in this Online Distance Learning to the

College Students I n terms of understanding lessons.

4 Weighted Verbal
Statement 3 2 1 Rank
Mean Description
1. I immediately understood what was
2 16 5 0 2.87 Agree 10
being discussed.
2. I can think of an example for the topic
1 20 2 0 2.96 Agree 8
being taught.
3. I can explain in my own word the
6 16 1 0 3.22 Agree 1.5
lecture.
4. I had to study the lesson several times
2 18 3 0 2.96 Agree 8
to understand it.
5. I can answer the question correctly and
4 19 0 0 3.17 Agree 3
accordingly.
6. I ask my classmates to help me
6 11 5 1 2.96 Agree 8
understand the lesson.
7. Besides listening I had to read about
5 17 3 0 3.08 Agree 4
the lesson so I could better understand it.
8. I took lesson notes it would make my
7 15 1 0 3.00 Agree 5.5
understanding of the lesson easier.
9. I devote enough time to learning 6 16 1 0 3.22 Agree 1.5
 The Level of Productivity in this Online Distance Learning to
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lessons that I don’t fully understand.

10. I spend a lot of time to learning
5 16 2 0 3.00 Agree 5.5
lessons that I don’t fully understand.
TOTAL WEIGTHED MEAN 3.04 Agree
Legend: (4.00-3.26 Strongly Agree), (3.25-2.51 Agree), (2.50-1.76 Disagree), (1.75-1.00 Strongly Disagree)

Part lll: The Suggestions of the College Students of Inter-Global College Foundation, Inc.

What is the suggestion you would give on how to be productive student during this online

classes?

Respondents Suggestion

1 Make things organize

2 Always use Time management. Give time for schoolwork and enjoy it.

3 Be on time to pass your activity

4 Time management is very important

5 Get enough sleep and drink more water, major subjects will drained you.
Stay healthy!
6 During this online classes, students must be productive because of having
flexible schedule and time we could have. However, things happened
oppositely to almost everyone as they get lazy in this set up.
7 My suggestion would be to have a strict schedule and timeline. Me, as a
student, I have a board where I put all the things that I must done. By this,
I am reminded of what should be done disregarding the notes on phone,
because I believe, I can remember my notes and schedule when it is
written than being typed.
Also, the time for schooling/activity is the time for it, do not multi task if
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you cannot do multiple tasks.

Remember that rest is a must but if you will rest most of the time, then
you will procrastinate.
God bless you on your thesis.
8 Be responsible on time and learn how to manage our limit on everything
ta make a productive selfmanagement as a student.
9 As a student who want to be productive in online classes. before the
online class started you should prepare yourself not to have a lot of
problems in terms of connectivity, also during online classes you should
follow your teacher's instruction and make a way to understand every
single topic that are being discuss.
10 Set a schedule for completing and reviewing assignments

11 Manage your time and prepare everything early.

12 Be patience and trust the process. Listen for every instruction and lessons
that was given by the instructor. It is better to have your own study area
where you can focus and not being distracted by somebody at home.
13 Always be responsible in every task you do

14 Be the best you can be

15 Have a daily routine plan

16 Always participate in your online class

17 Time management helps to be a productive student during online classes.

Make a planer before you start your day.
18 Para san dapat maging aktibo ka kasi nasa vahay nyo lang ikaw mas
madaming barriers na kung saan hahadalang ito sayo sa eskul may rules
and regulation tayo na sinusunod sa bahay wala pwede tayo humiga
habang online class or nag lalaro sa cp kasi minsan ito ay isa sanhi upang
tamarin or hindi makinnig ang isang bata.
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19 Maging masipag lang at matyaga, makatapos din kayo

20 Be passionate

21 Dedicate your self

22 Always attend online class, and also take a good rest at night

23 Nothing

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

In this chapter, the researchers present the summary of findings based on the data

collected, the conclusions that were derived from the findings, and the recommendations of the

researchers which were born on the findings and conclusion of the study.

Summary of Findings

1. The Demographic Profile of the Respondents in terms of Age, Sex, and Year level

a. The result showed that the respondents were composed of 17-19 years old having

30.5%, 20-22 years old having 56.5%, and 23 years old and above have 13%.

b. The result showed that the respondents were composed of males having 73.9%

and females having 26.1%.

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c. The result showed that the respondents were composed of 43.5% from 1 st-year

college, 39.1% from 2nd-year college, 17.4% from 3rd-year college, and 0% from

4th-year college.

2. The Classification of Level of Productivity in this Online Distance Learning to the

College Students in terms of performing activities and understanding lessons.

a. The result shows that statement 1, “I accomplish what needs to be done during a

class activity “got rank 1 having a weighted mean of 3.39. The statement 10 “I

can participate in recitation every time.“ got rank 10 having a weighted mean of

2.68. It only means the majority strongly agrees and they maintain their

productivity in doing and performing schoolwork even if it’s online learning there

are still others who have difficulty and do not do well due to various reasons.

b. The result shows that statement 1, “I immediately understood what was being

discussed“ got a rank of 10 with a weighted mean of 2.87. “I can explain in my

own word the lecture.“ and “ I devote enough time to learning lessons that I don’t

fully understand.“ got the same rank of 1. the 5 with the same weighted mean of

3.22. It means, that there are college students who are still adjusting to

understanding the lesson through online classes but there are still some who

understand the lesson well even through online learning.

Conclusions

The following inferences are made in the light of the above-mention findings:
 The Level of Productivity in this Online Distance Learning to
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1. a. It was concluded that most of the respondents were composed of 20-22 years old

having 56.5%, while 17-19 years old had 30.5%, and 23 years old and above had 13%.

b. It was concluded that most of the respondents were composed of males having 73.9%.

Meanwhile, the least number of respondents are females having 26.1%.

c. It was concluded that most of the respondents were composed of 43.5% from 1st-year

college, while 39.1% from 2nd-year college, 17.4% from 3rd-year college, and 0% from

4th-year college.

2. a. It was concluded that the respondents get to accomplish what needs to be done

during a class activity, meanwhile most of these college students are having a hard time

participating in a recitation during online classes.

b. It was concluded that the respondents are having a hard time understanding the lesson

that is being discussed immediately, while most of them put a lot of effort into

understanding the lessons, they devote their time to learning lessons that they don’t fully

understand, and also they can explain the lesson in their own words.

Recommendations

1. The researchers recommend to the College Students of Inter-Global College

Foundation Inc. to improve their sense of responsibility in doing their tasks and

activities as a student.

2. The researchers recommend to the Parents of College Students of Inter-Global College

Foundation Inc. to be aware of different ways and tips on how their child/children can
 The Level of Productivity in this Online Distance Learning to
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survive online learning such as wise time management and the habit of following a to-do

list.

3. The researchers recommend to the Teachers of Inter-Global College Foundation Inc.

to be aware of different hindrances and difficulties for the students to cope in their class

to understand them more to come up with another coping mechanism for them.

4. The researchers recommend to the future researcher to use this study as a reference or

guide for new related studies and literature in valuation and measuring of the Level of

Productivity in this Online Learning to the College Students of Inter-Global College

Foundation Inc.
 The Level of Productivity in this Online Distance Learning to
the College Students of Inter Global College Foundation Inc.

APPENDICES
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Appendix A (References)

A. Unpublished/Published Theses

Bakia et. al (2012) Understanding the Implications of Online Learning for Educational

Productivity

BROOKS (N.D) Classroom Productivity: 5 Incredible Ways To Increase It

B.Kotur, S. Anbazhagan (2014) Influence of Age and Gender on the Performance

Vegard Skirbekk (2003) Age and Individual Productivity: A Literature Survey

Johanson (2021) FACTORS THAT INFLUENCE ACADEMIC PERFORMANCE

AND PRODUCTIVITY

John Motari Momanyi et. al (2015) Effect of Students’ Age on Academic Motivation

and Academic Performance among High School Students in Kenya

Karadag, N. (2018). Views of Instructors about Academic Productivity. International

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