MedTech Students' E-Learning and COVID-19: The Effect of Online Education's

COVID-19 Struggles on Academic Performance

____________________

A Research Presented to the Faculty of the Higher Education Department

(Medical Laboratory Science) of Tagum Doctors College, Inc.

In Partial Fulfillment of the Requirements for Medical Laboratory Science Research:

Subject for the Degree of Medical Laboratory Science

____________________

By:

Samantha Christine D. Obero

Normaica Faizah O. Daño
Gemae Rose B. Cuyos
Dawna Bill S. Cirineo

November 2022
 CHAPTER 1

INTRODUCTION

Background of the Study

Although the ideas of blended learning, online learning, and open and distance education
have gradually made their way into several Philippine schools and universities, the problems
with affordability and accessibility continue to limit the widespread adoption of technology in
the educational setting.
The majority of medical students worldwide, however, expressed dissatisfaction with
online learning in surveys that were carried out in Jordan, Libya, Jordan, Pakistan, and India
during the COVID-19 epidemic. As a result, the Association of American Medical Colleges
(AAMC), the largest national governing body for US medical schools, released guidelines on
March 17, 2020, advising that medical students immediately pause all clinical rotations to give
themselves time to learn more about the risks of COVID-19 and prepare to participate safely in
the future. This is the first time that such a proposal has been made in modern US history.
Additionally, this prompt action will preserve children's education and wellbeing, conserve rare
resources like testing kits and personal protective equipment (PPE), minimize exposure to
healthcare workers (HCWs) and the general public, and conserve available resources ( AAMC,
2022).
The impact of the Corona Virus Disease 2019 or COVID-19 in the Philippines made it
possible for schools to close and a state of public health emergency to be declared. The
cancellation of classes and school activities, including on-the-job training and internships, is
stated in detail in the COVID guideline No. 5 issued by the Philippine Commission on Higher
Education (CHEd) from March 9 to April 14, 2020. Nevertheless, the Philippine government
decided to extend till the end of April 2020 due to the ongoing rise in local transmission cases.
This also prompted the CHEd to issue advice number 6, which permits higher education
institutions (HEIs) that are still on the June-March old school calendar to conclude the semester
right away. However, schools that follow the August-May new school calendar have been given
the freedom to decide whether to implement flexible learning and other alternative delivery
methods for teaching and learning, such as ERT (synchronous and asynchronous learning tasks).
Even while certain HEIs in the nation use blended learning, the usage of ERT for about half of
the final semester during this crucial period of our time created specific problems and concerns
for students' experiences. Therefore, it is important to look into the experience of students who
were abruptly immersed in a remote learning context rather than just their access to technology
and the internet. We can image out their lives through learning at a distance in these tough times
by listening to their stories and giving voices to their experiences (Alvarez, A. Jr.,2020).
On the other hand, the researchers have not come across any studies that have been
conducted in order to evaluate the impact of distant E-learning on the academic performance of
medical students in the post-pandemic period. The study's findings can be used to guide focused
initiatives aiming at improving clinical procedures, curriculum, and medical education. The
necessity for this research is very urgent.

Statement of the Problem

The study’s general objective is to assess the effects of distance E-Learning to medical
students in Tagum City and determine the different factors that influenced them during the
occurrence of the said pandemic specifically on their academic performance. Specifically, it
aims:
1. To determine the level of effect of the distance E-learning on the medical students in
Tagum
City in terms of:
1.1 amount of sleep;
1.2 amount of screen time; and
1.3 amount of physical activity/training.
2. To determine the facilitators/stressors cause by the distance E-learning and how these
greatly affects the medical students on their academic performance.
3. To know if the distance E-learning has a meaningful relationship between the Distance E-
learning in terms of quantity of sleep, screen time, and physical activity, and performance on the
medical students’ grades.
Hypothesis
The researchers have created two hypotheses: the null hypothesis, which presupposes that
there won't be a meaningful relationship between the Distance E-learning in terms of quantity of
sleep, screen time, and physical activity, and performance on the medical students’ grades. The
second alternative theory assumes that the quantity of sleep, screen time, and physical activity
will significantly affect performance in the medical students’grades.

Review of Related Literature

The researchers looked up information online by viewing recently published studies that
were relevant to our research in order to ascertain the study's facts.
Online education has become more popular as a substitute for in-person instruction over
the last few decades. Because of the SARS-CoV-2 pandemic, it is now the norm to deliver
classes rather than being seen as an option. According to Mohmmed et al. (2020), the sudden
shift to online learning was referred to as emergency remote learning because, unlike well-
planned online learning courses, it was necessary to offer a quick, temporary, and dependable
replacement for the original medium of instruction.
The transition to online instruction has altered how students approach their education.
Despite the statistically negligible difference in learning preference, face-to-face learning
provides better social presence, social interaction, and happiness, according to Bali and Liu's
(2018) study of students' perceptions of online learning. In fact, some students felt at ease with
online education.
Students benefit from online education in many ways, including that it is creative and
adaptable. Despite the benefits, there are some drawbacks as well, particularly in terms of
lifestyle and behavioral issues as a result of the longer screen time requirements of online
learning. However, it was crucial to be able to strike a balance between time spent using gadgets
and time spent engaging in other activities that foster interpersonal relationships, creativity, and
personal growth. It has been discovered that excessive use of technology has a harmful impact on
young people's physical, mental, emotional, and social development; for this reason, moderation
in gadget use is advised. As opposed to this, Chavez et al. (2018) discovered that making healthy
behavioral choices had a favorable impact on academic performance, dedication to learning, and
educational goals.
The well-being and general health of an individual depend greatly on their sleep patterns.
A multitude of health advantages have been linked to getting enough sleep, including improved
cognition, stress relief, and protection against many diseases. In a 2019 study by Okano et al.,
they evaluated the effects of sleep length, quality, and consistency on academic performance and
found that all three variables had a beneficial impact. Controlled sleep research with healthy
adults demonstrated that getting more restful sleep can improve several higher-order cognitive
functions. However, these studies also identified no significant link between sleep quality and
academic achievement, despite a substantial relationship between stress and sleep.
Since learning occurs when confronting a screen, whether it be for viewing video
lectures, responding to examinations, or fulfilling requirements that call for the use of
technology, online education is frequently associated with an irreversible rise in the amount of
screen time for students. In several research, distractions—which include screen usage that is
habitual, problems with time management, and poor sleep hygiene—had a negative impact on
academic performance. The Internet is a wealth of knowledge, but it can also be overwhelming
for anyone, especially students. Students may become overwhelmed and afraid when trying to
learn anything new online, especially if the material is different from one source to another. This
increases the amount of time individuals spend on screens as they look for the necessary
information.This can be intensified further by a poor Internet connection, which will increase the
student's screen time.
The US Centers for Disease Control and Prevention (CDC, 2020) assert that physical
exercise affects a person's cognitive abilities, including their capacity for focus, attention,
attitudes, and behaviors—all of which are crucial building blocks of enhanced academic
achievement. Students' levels of physical activity have been severely impacted by online
learning. Students don't need to travel to attend their classes; instead, they must spend hours in
front of a computer. According to Al Sabih et al. (2018), exercise improved students' ability to
focus in class and their punctuality when attending lectures, but it had little to no impact on their
GPA. According to Jose and Sruthi (2019), physical activity was discovered to be proportionally
correlated with mental health and to have a favorable impact on academic achievement.
Online learning has the potential to improve students' academic performance, according
to some research. However, when its effects on students' sleep patterns, screen time, and physical
activity are taken into account, this pattern may not always be evident. According to several
studies, these elements would have a negative impact on academic achievement. When Wu et al.
(2015) looked at the relationship between stress and poor sleep quality among Chinese college
students, they discovered that a high level of physical activity and a low level of screen time
were markers of low stress. Thus, it is unclear whether the impact of online learning on students'
sleep, screen time, and physical activity may serve as a predictor of their academic achievement
in the field of medical technology.
Healthy guidelines for screen usage, physical activity, and sleep were in place before the
pandemic. The CDC (2021) suggested getting at least seven hours of sleep each night.
Additionally, Zhang et al. (2017) suggested limiting daily screen usage to 2 hours. Last but not
least, the WHO suggests 75 to 150 minutes a week of vigorous or moderate exercise.

Theoritical Framework
This study is anchored by theory of personal communication between teachers and
learners in distance education. According to Holmberg, remote learning is the verbal engagement
between the learner and the host organization's tutor or advisor. Motivation, empathy, non-
contiguous communication, learner autonomy, and interpersonal communication are the key
ideas in his approach. Holmberg utilizes the analogy of the dialogue to describe the didactic
discussion and derives seven postulates to explain how distant teachers should connect with
students to ensure true learning.
Simulated conversation (one-sided, material presentation) and real conversation are
examples of guided pedagogic communication (two-sided between tutor and student). Examples
of simulated dialogues include discussions involving learning material presentations, self-control
drills, review questions with sample responses, and inserted inquiries. In summary, Holmberg
holds that learners are motivated and encouraged to participate personally in their studies through
fostering empathy between learning and tutoring parties through proper one- and two-way
exchanges. Additionally, it makes the generalization that "real learning is largely an individual
activity and can only be achieved through a process of internalization." The notion of distance
learning can be supported under this presumption. His theory therefore seeks to promote
customized learning (International Council For Open and Distance Education, 2022).
The Walberg theory, which aimed to explain student performance, also supports this
study. being conscious of the conditions and elements that influence it, as these provide hints as
to why a pupil isn't performing to their maximum potential. Their grades don't correspond to
their ability because of this. According to the notion of educational productivity, learning is
influenced by four essential factors: environment, teaching, aptitude, and aptitude-based learning
(Exploring Your Mind, 2022).
Lastly, this study is also supported by the theory of academic performance (ToP) that was
developed by Elger (2007), who defined "perform" as the capacity to generate a valuable
outcome and "performer" as a person or a group that collaborates, while the level of performance
was the place in the academic journey. Elger (2007) asserts that there are six elements that make
up performance levels, including knowledge and skill levels, identity levels, personal factors, and
fixed factors. Elger also proposed three axioms for effective performance, including the
performer's mindset, immersion in a stimulating environment, and participation in reflective
practice.

Conceptual Framework
Presented in Figure 1 is the conceptual framework of the study. This survey will collect
data on 3 independent variables. These included participant’s amount of sleep; amount of screen
time; and amount of physical activity/training. The data that will be gathered will be of great help
to guide focused initiatives aiming at improving clinical procedures, curriculum, and medical
education.
 Figure 2: Conceptual Framework
Definition of Terms
In order for the reader to have a better understanding on the terminologies used in the
study, the following terms are defined conceptually and operationally.

Medical Students. A person following a course of study leading to qualification as a

doctor of medicine (Collins, 2022). In this study, the term is operationally defined same with the
conceptual definition.
COVID-19 Pandemic. A pandemic is the worldwide spread of a new disease, such as a
new influenza virus or the coronavirus that causes COVID-19 (Health Direct Austrilia, 2022). In
this study, the term is operationally defined same with the conceptual definition.
Distance E-Learning. Students work online at home while the teacher assigns work and
checks in digitally (Applied Educational Systems, 2022). This term is used in this study to refer
to instruction or activities that are carried out virtually, such as taking classes online utilizing the
Google Meet or Zoom app.
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