DIGITAL TECHNOLOGY ADAPTION AND SELF-ESTEEM OF BSBA

STUDENTS TOWARDS ONLINE LEARNING

An Undergraduate Thesis Presented to the

Faculty of the College of Accountancy and Bachelor of Science

Business Management Education Central Mindanao Colleges

Kidapawan City

A Partial fulfillment of the

Degree of Bachelor of Science in Business Administration

Major in Marketing Management

Ivy Alyssa Javar Daquil

Leian Mae T. Jangco

Sunshine Andoyen

Lyka Mae L. Intes

Jp Porras

December 2021
 APPROVAL SHEET

Upon the recommendation of the panel of the examiners, this thesis

entitled,” DIGITAL TECHNOLOGY ADAPTION AND SELF-ESTEEM OF

BSBA STUDENTS TOWARDS ONLINE LEARNING” prepared and

submitted by Ivy Alyssa Javar Daquil, Leian Mae T. Jangco, Sunshine

Andoyen, Lyka Mae L. Intes, Jp Porras in partial fulfilment of the requirements

of the course Marketing Management for the degree of Bachelor of Science

in Business Administration, has been examined and is recommended for

approval and acceptance.

DR. FELIX CHAVEZ JR.

Adviser

PANEL EXAMINERS

Approved by the Panel of Examiners with a grade of Passed.

Chairperson

Member Member

Accepted in partial fulfillment of the requirement of the course Marketing

Management for the degree of Bachelor of Science in Business Administration.

DR. MARIA REGINA CARLOS.CPA

Dean, Colleges of Accountancy and
Business Management Education
May 2022
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ABSTRACT

This study determines the influence of digital technology adaption and

self-esteem of BSBA students towards online learning. The descriptive-

correlational design was utilized in this study. Data were gathered through survey

questionnaire from 60 BSBA students of Central Mindanao Colleges. Mean was

employed in analyzing the level of digital technology adaption and the level of

self-esteem of students. Pearson-product moment correlation was used to

analyze the relationships that exist between the variables. The results show that

the levels of digital technology adaption of students. Meanwhile, they have a

significant relationship of r=.42 and a p value of .001.

Keywords: Digital Technology Adaption, Self-Esteem, Online Learning,

Descriptive-Correlational, Region XI, Philippines

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Declaration of original work

We declare that this thesis represents our own work. All materials
incorporated in this paper, unless cited and acknowledge as the work of other
author[s], are the product of our research. Rules in proper citation have been
observed and technical aspects adhered to; and rules of grammar were
employed. Further, we also declare that it has not been previously submitted to
this College or any other institutions as academic requirement for the granting of
a degree, diploma or other qualifications.

Ivy Alyssa Javar Leian Mae T. Jangco Sunshine Andoyen

Lyka Mae L. Intes Jp Porras

Author(s)

Date

Dr. Maria Regina Carlos.CPA

Dean, Colleges of Accountancy and Business Management Education

Faculty Adviser

Faculty Editor

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ACKNOWLEGEMENTS

With abounding love and appreciation, the researchers would like to

extend their heartfelt gratitude to the people who helped them in making this
research work a success.
Thank you to our teachers, classmates, friends, family, and loving parents
for always being there for us, for the financial support, and for understanding.
Thank you for constantly reminding us that life is what we make it and that the
future lies ahead of us. You have always been and will always be our helping
hand.
Also, the researchers wish to express their sincerest thanks and
appreciation to everyone who have contributed to the realization of this research.
The road has a numerous challenges and concerns arose during the preparation
and finalization of the paper, but everything come together. Thanks to their
eagerness to a helping hand and words of encouragement to their endeavor.
They are, without a doubt, and will continue to be, an important part of the
researcher’s academic path and achievement, and it is appropriate to
acknowledge and appreciate them with sincerity and gratitude.
Above all, to the Almighty God, Jesus Christ, our Lord and Savior, for
providing us with wisdom, strength, support, and knowledge in exploring things
and for giving us the determination to continue this study and make it possible.

L.M.J
I.A.J
S.A
L.M.I
J.P

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TABLE OF CONTENTS

Page No.

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

DECLARATION OF ORIGINALITY iv

ACKNOWLEDGEMENT v

TABLE OF CONTENTS vii

LIST OF TABLES viii

LIST OF FIGURES ix

INTRODUCTION

Background of the Study 1

Statement of the Problem 4

Review of Related Literature 5

Theoretical Framework 23

Conceptual Framework 24

METHODOLOGY

Research Design 26

Research Locale 27

Respondents 29

Research Instruments 29

Data Gathering 32

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Statistical Tool 33

Ethical Consideration 33

RESULTS AND DISCUSSIONS 35

CONCLUSIONS AND RECOMMENDATIONS 50

REFERENCES 53

APPENDICES

Appendix A Letter to Conduct the Study 60

Appendix B Thesis Tool Validation 61

Appendix C Informed Consent Form 64

Appendix D Survey Questionnaires 66

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LIST OF TABLES

Table No. Title Page No.

1 Level of Digital Technology Adaption

2 Level of Self-Esteem

3 Relationship Between the Variables

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LIST OF FIGURES

Figure No. Title Page No.

1 Conceptual Framework of the Study

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CHAPTER 1

INTRODUCTION

Background of the Study

Technology continues to pervade our lives (Metha et al,2019) and it offers

opportunities that facilitate blended, online and mobile learning (Tulinayo et

al,2018). Students’ ability to direct themselves in learning and utilizing

technologies which affected students’ learning effectiveness (Geng et al,2019)

but some students may be reluctant to try new things or maybe unable to

tolerate typical levels of frustration which affects their self-esteem.

In a worldwide perspective, according to Yu & Yu (2010), in understanding

the learners’ behavior, perception and influence when it comes on learner

performance is crucial to predict the use of electronic learning systems and

this flexible use of digital learning management systems according to Korkmaz

& Toraman (2020), has been recently turned into a necessity transforming

educational organizations, educators and students’ habits. Students who have

high confidence level are likely to have high self-esteem and better

achievement in academic performance while the other study reported. On the

other hand, while the widespread acceptance of social virtual words as it

increased in the last years, there are still little are known about how students’

personal factors can affect their engagement in online learning courses

(Pellas, 2014).
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In the Philippines, blended learning is the new modality of learning wherein

the students experienced challenges and opportunities in doing online class.

Some of the challenges includes loss/lack of internet connections, confusion

and adjustments, lack of motivation and laziness according to Lazaga &

Madrigal (2021) Psycho-sociological evidence abound that lack of

achievement, motivation and low self-esteem, creates in students lack of

interest to strive for high academic performances, and zeal to contribute

positively and efficiently to national development (Abdullah 2000).

In Mindanao, a study was conducted in students of University of Mindanao-

Bansalan College and according to Baloran & Hernan (2021) online course

satisfaction was significantly corelated with online student engagement,

emotion engagement, participation engagement and performance

engagement as constructs of student engagement in online learning.

Therefore, it is still emerging a gap of how can these technologies enhance

not only the learner’s self-esteem, but also encourages each individual to

collaborate with others during the learning procedure, whist they sometimes

did not have the support of the instructor in real time or the responsibility of

what they really want to learn.

Thus this study aims to know the level of digital technology adaptation and

level of self-esteem of BSBA students towards online learning. This study will

help students, parents, and teachers to know what problems can occur in

doing online learning.

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Statement of the Problem

This research aims to improve and reuse the following problems:

1.What is the degree of digital technology adaption of BSBA students

towards online learning in terms of:

1.1 gadget availability

1.2unstable internet connection

1.3 digital literacy

1.4financial challenges

2.What is the level of self-esteem of BSBA students towards online learning

in terms of:

2.1 self-compassion

2.2 motivation

2.3 self-management

3. Is there a significant relationship between digital technology adaption and

self-esteem of BSBA students towards online learning?

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REVIEW OF RELATED LITERATURE

This section presents the related literatures and studies, information,

ideas, and insights from different sources related to the subject of the study.

Digital Technology Adaption

There are number of technologies available for online education

but sometimes they create a lot of difficulties. These difficulties and problems

associated with modern technology range from downloading errors, issues

with installation, login problems, problems with audio and video, and so on.

Sometimes student finds online teaching to be boring and unengaging. Online

learning has so much of time and flexibility that students never find time to do

it. Personal attention is also a huge issue facing online learning. Students want

two-way interaction which sometimes gets difficult to implement. The learning

process cannot reach its full potential until students practice what they learn.

Sometimes, online content is all theoretical and does not let students practice

and learn effectively. Mediocre course content is also a major issue. Students

feel that lack of community, technical problems, and difficulties in

understanding instructional goals are the major barriers for online learning

(Song et al., 2004). In a study, students were found to be not sufficiently

prepared for balancing their work, family, and social lives with their study lives

in an online learning environment. Students were also found to be poorly

prepared for several e-learning competencies and academic-type

competencies. Also, there is a low-level preparedness among the students

concerning the usage of Learning Management Systems (Parkes et al., 2014).

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Digital learning technology provides a unique opportunity to enhance the

quality of education in a cost-effective manner. DLT encompasses intelligent

tutoring, game-based learning, accessing digital content, collaborating locally

and globally, assessment and reporting online, and Massively Open Online

Courses (MOOCs) etc. [1]. DLT improves the level of students’ participation

during the learning process and allows them to learn at their own pace and

organize the order topics for the study plan, thereby resulting in more

independent learning. However, the globalization of the DLT is paralleled with

the dramatic developing in the using of the internet and other technologies as

supported tools [2]. The adoption and utilization of digital technologies in the

educational system and the internet have provided an unprecedented

opportunity to create advanced education around the globe [3]. Developing

countries are categorized as such because their rank in the United Nations

Development Program (UNDP) Human Development Index is low. There is a

growing need for developing countries to adopt and utilize emerging

technologies in learning. However, developing countries are slow to adopt new

technologies, particularly with regard to DLT. There is also a significant need

for educational institutions in developing countries to upgrade traditional

education to improve learning processes [4]. The developing countries are a

region which has suffered both financially, economically, and technologically

compared to the rest of the globe and the process of DLT adoption facing

challenges and obstacles in almost all the developing countries and is rather

still at initial stages and slow growing in some cases due to a number of

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factors such as, personal, organizational, and technological challenges.

However, in such countries, adoption and utilization of DLT in educational

institutions are at an early stage [5]. The adoption and utilization of educational

technology in the developing countries faced many difficulties in the

educational system and it does not always lead directly proportional increases

in student learning outcomes, therefore, it is very important to investigate and

understand the critical success factors in order to optimize student outcomes

[6].

Gadget availability

Ensuring digital equity is crucial in this tough time. Not all the

teachers and students have access to all digital devices, internet, and Wi-Fi.

Unavailability of proper digital tools, no internet connections, or iffy Wi-Fi

connections can cause a lot of trouble due to which many students might lose

out learning opportunities. Efforts should be taken by institutions to ensure that

every student and faculty is having access to the required resources (Dhawan,

2020). They are forced to do so at the same time, and with insufficient

financial resources. Holding students interested is the most challenging aspect

of teaching online. To do so, their greatest need is for instructional technology:

laptops, tablets, document cameras and other technology to help them do

demonstrations and keep their students interested in the content (Abante, A.S.

et al 2021). The online learning infrastructure has various perceptions related

to the problem of limited gadget facilities and data pulses. It is in line with the

studies conducted Rusdiana & Nugroho (2017), which states that the most

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important tertiary institutions play a role in providing the supporting

infrastructure. Then, lecturers also play a role in providing and preparing

appropriate teaching materials. These two factors greatly influence the

achievement of the implementation of distance and online learning well.

Furthermore, Arizona et al., (2020) argued that the use of supporting media

also needs to be considered. The supporting media must have strategic

synergy in its use method.

The availability of learning tools or devices that is equally important.

Although we are in an era where technological instruments and apparatuses

are within reach, there are still some who do not have one. For example, in a

particular country in South Asia, a study showed that respondents have at

home and in the university, computers and internet facilities (Siddiquah and

Salim, 2017). In another study, students possessed various types and brands

of mobile phones especially smartphones (Essel et al., 2018). This is possible

because the market of mobile phones became in demand and the prices are

very competitive for consumers. Some studies showed the dependency of

students on smartphones for online learning and internet access (Apuke &

Ivendo, 2018; Muthuprasad et al., 2021). But Gezgin (2017) indicated no

significant difference in the duration of smartphone ownership and on the

occurrence of nomophobia to university students. However, another study

stated that mobile learning devices have a positive effect on students'

perceived efficiency of working (Chase et al., 2018). But the most

pressing issue here is the unwillingness of students towards the blended-

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online learning approach (Baloran, 2020).For the local context, in the

Philippines, several studies showed some contrasting sentiments with regards

to internet connectivity and the use of gadgets or devices for online learning.

In a study by Fabito et al., (2020) the group revealed that one of the three

barriers and challenges that students encountered in online learning was

a good internet connection. Another related concept from Casillano (2019)

indicated that only a minimum of the students has internet access thus

impeding them to access the e-learning platform. In another study, poor

students do not own laptops and desktop computers and have limited internet

connections (Cleofas & Rocha, 2021). However, in the findings of Jin and

Sabio (2018), the use of mobile devices has the potential to be used and

adapted for learning. Another study showed that the greater number of device

types owned by a student, the greater the level of learning readiness (Estira,

2020). In addition, from another state university in the country, a study

revealed the students' readiness for online classes however, the burden

from computer and internet rentals in cafes exists (Yra et al., 2020)

Digital Literacy

Digital literacy can be regarded as an umbrella framework of skills,

knowledge and ethics (Calvani, Cartelli, Fini, & Ranieri, 2008). Martin (2008)

describes a digital literate person as someone with the ability to identify,

access, manage, integrate, evaluate, analyse and synthesize digital

resources. According to him, digital literacy can be conceived on three levels.

Some authors emphasize cognitive and socio-emotional aspects while others

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focus on the technical skills (Eshet-Alkalai, 2004). Digital literacy changes from

time to time. Given the different definitions, digital literacy can be regarded as

the ability to read, write, view, listen, compose and communicate information

(Lankshear & Knobel, 2008). According to literature, digital literacy skills can

develop through digital storytelling activities. Students could improve their

digital competence by mastering basic skills for digital media creation with

technological tools during the production stage of digital storytelling activities

(Frazel, 2010; Ibrahim et al., 2013; Smeda et al., 2012). Sadik (2008) points

out that digital storytelling enables students to use the new technology in an

effective way.

The term digital literacy was introduced in 1997 by Paul Gilster in his

book Digital Literacy where the author offers its definition focussing on the

ability to understand, appreciate and use the information in multiple formats

that the computer can deliver. Gilster (1997 insists that one should not

consider digital literacy simply as “a book about how to get around the

Internet”. Moreover, the ability to evaluate and interpret the information is

essential. What matters is that through digital literacy one acquires basic

thinking skills and core competences without which he could not orientate and

perform tasks in an interactive environment. The Gilster’s concept was also

used by other authors seeking to provide a more accurate understanding of

digital literacy which includes a combination of different kinds of literacy based

on computer/information competences focused on the skills to evaluate

information and gather knowledge together with a set of understanding and

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attitudes (Bawden, 2008). The term digital literacy was extended and now it

includes all sets of specific skills and competences needed for searching,

finding, evaluating and handling information in computerized form. Bawden

(2008) sees digital literacy as a “framework for integrating various other

illiteracies and skill-sets, though it does not need to encompass them all”. In

determining the concept of digital literacy, some authors tend to understand it

as a connection with the skills and competencies needed for effective use of

the Internet and digital technologies (Martin, 2005; Cartelli, 2010; Ala-Mutka,

2011, еtc.). Martin (2005) consists that digital literacy involves the

convergence of several types of literacy: IT literacy, information literacy,

technological literacy, media literacy, and visual literacy which acquired new or

increasingly important role with the advent of digital environments. Each of

the authors who adhere to a similar perception has gone from focusing on

specific skills to the realization that the literacy is more integrative quality

linked with the deployment of skills and competencies in the context of tasks

or problems of real life (Martin, 2005). Due to the development of a range

needed skills, the learner can understand the scope of information channels

and resources to gain confidence for the accuracy, reliability and the precision

of the obtained information to have more control over their own learning. In

recent years, studies of digital literacy accentuate the need of getting beyond

the basic skills of using the information and digital literacy tools and

resources and developing strategies for a critical and efficient use of these

means. That’s why most researchers view this literacy as “continuum, with

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progressive stages where the basic abilities are only the first step. The upper

end of the continuum contains increasing levels of cognitive competence in

using the literacy in question for tasks, learning, creating and expressing new

ideas, and this involves issues such as attitudes and social and cultural

aspects” (Ala-Mutka, 2011: 17).

Internet Connectivity

Despite the effort that goes into printing materials, K-12 teachers

are still expected to be available for consultations either online (usually

through Facebook Messenger) or by text. This requires a laptop and an

internet connection, which is out of reach for many public school teachers,

whose starting monthly salary is PHP 22,000 (USD 420). 

Many students, too, still need the internet to do supplemental

research on more complex assignments. That’s a problem, given a DepEd

survey showing that, of the 6.5 million students who have access to the

internet, approximately 20 percent use computer shops or other public places

to go online. Worse, 2.8 million students have no way of going online at all.

This is especially common in the rural areas where 53 percent of the

population live and where both internet access and speed can be a challenge.

The southern Philippine province of Siargao, for example, lies

within the areas that have the slowest internet connection. Provincial

government data indicates that less than 30 percent of the student population

have internet access and there are some 600 students in “off-the-grid

schools,” which includes schools in island villages that do not have electricity

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and are so remote that they can only be accessed by boat. There, lack of in-

person classes is having big effects. The 500 residents of the Halian island

village in Siargao have electricity only from 6pm to 9pm.  Teachers must travel

to the nearest urban center via motorized boat to get printed modules. It is a

voyage that can take up to two hours. “Most of the residents here are

fisherfolk. Many do not have sufficient formal schooling and worry [about] how

they will help their children answer these learning modules when their children

probably know more than them,” said village captain Elsa Tampos. Distance

education cannot solve these geographical disparities (Ana P. Santos, 2020).

The availability of access to the internet is the main thing in online

learning. Internet access may not become a problem for urban area however,

rural areas still struggle for the stable internet access, even they sometimes do

not have access to the internet. With the lack of internet access, online

learning cannot be carried out optimally. Students have difficulty accessing

learning videos or assignments given. Sometimes, it is difficult to get internet

access. Students are given material along with assignments that must be done

online with a submission time limit of 2 to 4 hours. However, the internet

connection is often unstable, causing tasks that are received or sent are often

late. In addition, online learning causes almost no interaction between

teachers and students. So that the involvement and motivation of students to

learn decreases. The decline in student interest in learning can be seen from

the number of students who do not collect assignments in Hinduism subjects.

Financial Challenges

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Many students in colleges across Ernakulam continue to remain

cut off from online classes as the financial crisis faced by their parents

following the pandemic has taken a toll on their learning process. Sajin (name

changed), a second-year undergraduate student of English, had to take up a

temporary job in an outlet to support his parents. “I am not able to access the

nearly five hours of live classes daily as I am working in the daytime. There

was no other option as the earnings of my parents were hit badly after the

lockdown in March,” he said.

Several students have to depend on their family members to get

hold of a smartphone to access the classes and assignments given over

videoconferencing platforms. “The increasing expenses for recharging internet

packs remain another worry,” said Aravind, a student of B. Sc Physics.

The college managements have started taking count of the

students lacking smartphones and financial resources to get internet

connection. “We had given smartphones worth ₹8,000 each to 20 eligible

students through a fund mobilised with the contributions of faculty members,”

said Sunish K.S., member of the governing council and faculty member of the

Department of Zoology at Maharaja’s College, Ernakulam(G.

Krishnakumar,2020).

College students have faced a number of financial challenges in recent

years. College costs have been rising at record levels, and students have had

to borrow more to finance their education. At the same time, financial aid has

not kept pace with rising college costs. In addition, fewer parents are helping

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to cover these costs, because they overextended themselves with debt during

the 1990s (Johnstone, 1996; Fossey, 1998; Shenk, 2000; Asinof and Chaker,

2002). The end result is that an increasing number of students are turning to

credit card debt to help finance their education (The Education Resources

Institute and the Institute for Higher Education Policy, 1998; Shenk, 2000). The

growth in credit card usage among college students has generated concern

that students’ credit card behavior is putting them at greater risk for high debt

levels and misuse and/or mismanagement of credit after graduation. The

recent economic slowdown and the rise in the number of bankruptcies for

those under the age of 25 have intensified these concerns (United States

General Accounting Office, 2001; Asinof and Chaker, 2002; Rohrke, 2002).

Self-esteem

Self-esteem is a fundamental component of healthy development

from childhood through adulthood. It can be generally defined as an

individual’s overall sense of self-worth or how good they feel about themselves

(Rosenberg, 1965). Self-esteem is a part of one’s self-concept, that is, one’s

knowledge and beliefs about their personal attributes (Mann et al., 2004) along

with other constructs like self-efficacy (how effective one perceives oneself to

be), internal locus of control (having the sense that one has control over things

rather than the outside world having control), and self-compassion

(compassion that is directed inward towards the self) (Bolger & Patterson,

2001; Lamoureux, et al., 2012; Neff, 2003). Together, these constructs can

promote healthy functioning and resilience in the face of life stressors. In

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recent years, investigators researching the concept of self-esteem have been

critical about its role in development (Baumeister, et al., 2003; Neff & Vonk,

2009). They postulate that self-esteem is founded on self-evaluations that are

often dependent on external sources. For example, we feel good about

ourselves when others praise us for our accomplishments or when we

perceive others as liking us. Therefore, self-esteem is unstable and can

fluctuate depending on the feedback received. We may also become

defensive in order to protect our self-esteem when we feel it is being

threatened. Although these are all valid concerns, it is critically important to

distinguish between fragile self-esteem and true self-esteem (Deci & Ryan,

1995; Kernis, 2003). Unlike fragile self-esteem, true self-esteem is relatively

stable, is intrinsically motivated, and one’s sense of self-worth is not

determined by external sources. Rather than fragile self-esteem, true self-

esteem is the one that promotes healthy development and functioning.

Harmon-Jones et al. (1997) define self-esteem as somebody’s beliefs

concerning how well they live up to the value standards set by the society

which they live, while according to Branden, (2001) self-esteem refers to a

perspective compromising an individual’s value while postulating his or her

self-evaluation and selfdescription in a variety of fields. Moreover, Baumeister

et al. (2003) considered successful performance in a learning task as an

essential component to achieve a considerable rise in one’s self-esteem.

Byrne (1984) and Marsch (1990) concluded that self-esteem is tightly linked

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with academic performance while the results of the research of Lane et al.

(2004) on the relationship between self-esteem, self-effectiveness and

academic performance revealed significant correlations between self-esteem

and academic performance. In addition, self-esteem was considered by

Peixoto and Almeida (2010) as a strong outcome predictor regarding the

academic performance. Moreover, self-esteem was devised as a significant

factor as it is tightly linked to psychological well-being (Neff, 2011). Self-

esteem is also related to academic drop out (Finn, 1989; Weinner, 2000).

Griffiths, Sharkey and Furlong (2009) have considered self-esteem as a

fundamental factor which might affect student engagement. Self-esteem has

been associated with the satisfaction that learners get from the course, too.

Individuals with high levels of self-esteem have been considered to be more

satisfied with the course that they attended as well as with their personal life in

general (Bhagat & Chassie, 1978; Skaalvik, 1983; Hirsch & DuBois, 1991).

Self-Compassion

When a student develops self-compassion, the seat of motivation shifts.

Since internal value doesn’t depend on external achievement, it frees students

up to experiment, take risks and try new paths.  “Self-compassion leads to

learning goals instead of performance goals — such as trying again after

messing up,” said Neff. “It’s a better academic motivator than self-criticism. It’s

a motivation of care instead of a motivation of fear.”  

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Neff said that there is an empirical link between self-compassion and

growth mindset (the belief that intelligence is malleable and responsive to

effort). Research shows that students who adopt a growth mindset thrive on

challenges, show resilience in the face of obstacles and view failure as part of

the learning process. Both self-compassion and growth mindset are robust

responses to the inevitable ups and downs of life. “When we are self-

compassionate, we remind ourselves ‘I am a human and the human condition

is imperfect for all of us,’” said Neff (Deborah Farmer Kris, 2019). Neff (2003a,

b) defined self-compassion as a healthy form of self-acceptance that includes

three components. The first is a tendency to treat oneself kindly in the face of

perceived inadequacy by engaging in self-soothing and positive selftalk.

Another component of self-compassion involves recognizing that one’s

discomfort is an unavoidable part of the human experience. This recognition of

‘‘common humanity’’ promotes a sense of connection to others even in the

face of feelings of isolation and disappointment. Finally, self-compassionate

individuals are able to face their own painful thoughts without avoiding or

exaggerating them, managing their disappointment and frustration by quelling

self-pity and melodrama. In her definition of self-compassion, Neff (2003a)

explained that it is closely related to and informed by the construct of

mindfulness (Brown and Ryan 2003; Langer 1989, 2005; Wallace and Shapiro

2006). Similar to mindfulness, self-compassion involves turning one’s wisdom

and awareness inward, thereby promoting a perspective of connectedness

and recognition of temporality. For the purpose of our studies, we were most

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interested in these active, conscious means by which individuals cope with

negative emotions like disappointment. Particularly, we wanted to explore

stress management in terms of how individuals regulate their emotions and

their reactions to the stress of blocked goals. Neff’s (2003a) conceptualization

of self-compassion offered us this opportunity because it is an active,

approach-oriented view of emotion regulation. Findings using Neff’s Self-

Compassion scale with college students suggested that it is a strong, unique

predictor of well-being, negatively related to depression and anxiety, and

positively related to greater life satisfaction (Neff 2003a, b). Further, self-

compassion was found to be positively related to wisdom, happiness,

optimism, extroversion, and conscientiousness (Neff et al. 2007b), and in the

face of academic failure, with mastery-oriented learning goals and emotion-

focused, as opposed to avoidance strategies (Neff et al. 2005).

Motivation

This one is the hardest, but also the most rewarding. Everyone has

days where they struggle staying especially motivated. However, successful

teachers and students know that staying motivated throughout their education

program ensures that they get the most out of their learning.

Online classes like those offered through Achieve Virtual require self-

motivation. Successful online students will set short-term and long-term

educational goals and celebrate meeting those goals. For instance, a student

might set a short-term goal of mastering the quadratic equation. When they

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meet that goal, they might reward themselves with a short break in the day or

with something sweet. It’s little things like this that keep students motivated.

Staying motivated also means that successful students minimize the

distractions around them. The newest Netflix show might be tempting, but

thriving learners will set up a work space separate from distractions like

phones or TVs and then reward themselves with those things after they

complete what needs to be done for the day.

In the field of education, motivation has been identified as a critical factor

affecting learning (Lim, 2004). Past studies have shown that learner motivation

associates with a variety of important learning consequences such as

persistence (Vallerand & Bissonnette, 1992), retention (Lepper & Cordova,

1992), achievement (Eccles et al., 1993), and course satisfaction (Fujita-

Starck & Thompson, 1994). Research evidence suggests that motivation

should be taken seriously in the online learning environment. An online

learning environment refers to any setting that ‘‘uses the Internet to deliver

some form of instruction to learners separated by time, distance, or both”

(Dempsey & Van Eck, 2002, p. 283). The Sloan Consortium (Allen & Seaman,

2006) further classified web-based learning environments by the proportion of

content and activities delivered online: (1) web facilitated courses (1– 29%);

(2) blended/hybrid courses (30–79%), and (3) online courses (80+%). This

study focuses on higher education courses with more than 80% of content and

activities delivered online. Despite its significance on learning consequences,

motivation has not received commensurate attention in online learning (Jones

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& Issroff, 2005; Miltiadou & Savenye, 2003). One possible reason is that

educators used to focus on the student cognition while ignoring affective,

socio-emotional processes (Kreijns, Kirschner, & Jochems, 2003). As high

attrition rates – a negative indicator of motivation – becomes a pressing issue

of online learning and a major concern of online educators (Carr, 2000; Clark,

2003), it is important to investigate online learner motivation, including its

antecedents and outcomes. Miltiadou and Savenye, in a literature review

article, examined six motivation constructs and discussed their implications for

online learning. Miltiadou and Savenye concluded that, in order to reduce

attrition rates and ensure student success, more empirical studies are needed

to test motivation theories and constructs in the online learning environment

Self-management is a key component for all learning whether for academic

subjects, other content areas, or skills like playing a musical instrument. Self-

management allows students to follow through on plans to complete

assignments, study for tests, and stay focused in class. In adults, it is critical to

reaching goals related to learning or life, like developing a new professional

skill or achieving a goal (Andrew Miller.,2016). Researchers have used a

range of definitions for self-management, as well as a range of names for a

similar set of skills. Self-management is also known as, or at least overlaps

with, self-control, self-regulation, self-discipline, willpower, effortful control, ego

strength, and inhibitory control, among others (Duckworth & Kern, 2011;

CASEL, 2005). All of these terms refer to “controlling, directing, and planning

cognitions, emotions, and behavior” (McClelland & Cameron, 2011, p32).

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Some authors posit that self-management should be considered in relation to

a valued goal (Duckworth & Carlson, 2013; Duckworth et al., 2015; Duncan et

al., 2007; CASEL, 2005) and to a situation in which there are competing goals.

For example, the latest definition proposed by Duckworth and colleagues

(2019)2 defines self-management (or self-control) as “the self-initiated

regulation of thoughts, feelings, and actions when enduringly valued goals

conflict with momentarily more gratifying goals.” The Collaborative for

Academic, Social and Emotional Learning (CASEL) proposes a less restrictive

definition, stating that self-management is the ability to regulate emotions,

thoughts, and behavior in order to delay gratification, motivate oneself, and

work toward personal and academic goals (CASEL, 2018). When used in

school settings, self-management has been framed within school life. For

example, the California Core districts consider self-management as the “ability

to regulate one’s emotions, thoughts, and behaviors in different [school-

related] situations” (Transforming Education, 2016). Despite differences in

names and definitions, researchers generally agree that self-management is a

multidimensional construct (McClelland & Cameron, 2011; Duncan et al.,

2007; Duckworth & Kern, 2011; Duckworth & Steinberg, 2015; Park et al.,

2017). Different disciplines (such as cognitive, developmental, personality, or

educational psychology) use different perspectives (McClelland et al., 2011;

Duckworth & Kern, 2011). Self-management can involve distinct psychological

processes including both cognitive and interpersonal dimensions. For

example, cognitive psychologists studying self-management focus on the

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executive functions, i.e. processes of attentional flexibility, working memory,

and inhibitory control, identified as the cognitive dimension of self-

management (McClelland et al., 2010; McClelland, Acock, Piccinin, et al.

2013; McClelland & Cameron, 2012; Duncan et al., 2007). In a classroom

setting, these cognitive processes include taking turns, remembering

directions for an activity, and persisting on a task (McClelland et al., 2012).3

Psychologists studying self-management from a personality perspective add

an emotional dimension that is responsible for triggering quick responses,

such as throwing tantrums, fighting, or interrupting (Duncan & Magnuson,

2011; McClelland, et al., 2012; Park et al., 2017). Several studies show the

importance of self-management for academic achievement (Blair & Raver,

2015; Zhou et al., 2010, Duckworth & Seligman 2005; Hofer et al., 2012; Galla

et al., 2018). Field experiments found that programs aimed at developing self-

management skills can impact achievement and attainment. These studies

mostly focus on early childhood and early elementary school students (see

Poropat (2009), Duckworth and Carlson (2013), Duckworth et al. (2019),

Pandey et al. (2018), and Durlak et al., (2011) for reviews and metanalysis).

The PATHS curriculum (Promoting Alternative Thinking Strategies), for

example, develops self-management (or self-regulation) skills in preschoolers

and has shown benefits for participants even after entering college (Riggs, et

al., 2016; Durlak, et al., 2011)

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Relationship between Digital Technology Adaption and Self-

Management of Students

Interestingly, a meritorious term that could provide an intertwined with

learning procedures through VWs is the ‘‘Virtual Education’’ (Noteborn,

Carbonell, Dailey-Hebert, & Gijselaers, 2012). This arrangement enabled

students to meet their personal learning needs that cannot be covered by the

conventional educational system. With the abundance of ICT services and

Web 2.0-based transactions this possibility provided as important, where

students’ tools or artifacts (visual objects that formed or combined from

primitives by the same users) are available online and can easily be used in

the educational process (Kabilan, Ahmad, & Abidin, 2010; Karpova, Correia, &

Baran, 2009; Zuiker & Ang, 2011). Main characteristics of this process can

connect students to study collaboratively with other peers for a common

purpose in the same virtual place. This can broadly refer to computer-

supported collaborative (CSCL) approaches that facilitate interactions among

users. The radical diffusion of VWs with the online course delivery method has

emerged as an exciting multidisciplinary area of research that is being driven

by the wealth of easily available information and the success of online social

networks or social media sources (including VWs as part of these sources).

Although, it is still lacking a deeper conceptual understanding of information in

social computing, specifically for students’ personal factors that may affect

their engagement in online programs that held in VWs. On the other hand

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there is also a widespread premise in which the vast majority of Universities,

Institutions and Organizations have already utilized Second Life for online

university-level courses (see bibliography from Duncan, Miller, & Jiang, 2012;

Pellas, 2012; Wang & Burton, 2012) with positive or valuable evidence from

their activities (mainly problem-solving or collaborative activities with inquiry-

based or project-based learning procedures), where the students’ study in

progressive corroboration through a set of different processes to achieve the

learning challenges is being increased. In spite that the main goals of these

approaches were the acquisition of communication and inquiry based skills,

like collaboration, communication, problem-solving skills, or the exploration of

real ‘‘macroscopic or microscopic’’ tasks, it is also essential to be announced

the production of collaborative design schedules or artifacts from students

exclusively, in order to reuse this environment for further studies. Juxtaposing

to the above, the online learning can be reckoned alongside in formal or

informal university-level courses and can enrich the existing curriculum in

which for many reasons cannot be taught in recent times (Sullivan, 2005;

Thompson, Martin, Richards, & Branson, 2003). The added value of this

approach without demanding students’ prior cognitive, mental or emotional

backgrounds or perspectives for teaching efforts with the use of VWs is still

remaining unknown. Taking into account the emphasis on both academic

performances and students’ achievements, it can be totally transparent that

students acquired the knowledge through collaborative learning tasks.

Concurrently, notable studies (De Meece, Blumenfeld, & Hoyle, 1988; Li,

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Lerner, & Lerner, 2010) have already highlighted the pivotal role of students’

engagement in the learning process. In recent years, a renewed interest

among researchers for the mechanisms, in which students’ emotional

reactions or even behaviors during the learning procedure may ‘‘engage’’ them

in educational practices for the acquisition of knowledge, has largely been

growing. Students’ engagement also affects the acquisition of knowledge by

proving a psychological investment in an academic performance level and it is

composed with three interlocked factors (Appleton, Christeson, & Furlong,

2008; Fredrics, Blumenfeld, & Paris, 2004): (a) the behavioral; (b) the

emotional (or affective); and (c) the cognitive.

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THEORETICAL FRAMEWORK

This study is based on the George Siemens and Stephen Downes (2005)

theory on Connectivism learning that suggests students should combine

thoughts, theories, and general information in a useful manner. It accepts that

technology is a major part of the learning process and that our constant

connectedness gives us opportunities to make choices about our learning. It

also promotes group collaboration and discussion, allowing for different

viewpoints and perspectives when it comes to decision-making, problem-

solving, and making sense of information. Connectivism promotes learning

that happens outside of an individual, such as through social media, online

networks, blogs, or information databases.

Meanwhile, the Self-esteem theory of William James (1890), and George

Siemens and Stephen Downes (2005) theory on Connectivism learning.

William James used a simple formula to define self-esteem, stating that self-

esteem equals success divided by our pretentions. Pretensions, in this case,

refer to our goals, values, and what we believe about our potential. So, if our

actual achievements are low and our believed potential and goals are high, we

see ourselves as failures. Conversely, and you can probably remember an

experience like this, if your success exceeds your expectations, you feel great

about yourself, and your self-esteem rises.

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CONCEPTUAL FRAMEWORK

Figure 1 shows the conceptual model showing the relationships of the

variables. The independent variable is the digital technology adaption which

means achieving a state in which users gain the ability to use digital tools as

they are intended and to the fullest extent. The dependent variable is the self -

esteem it refers to a feeling of satisfaction that someone has in himself or

herself and his or her own abilities.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Digital Technology adaption Self-Esteem

 Gadget availability  Self-Compassion
 Unstable internet  Motivation
connection  Self-Management
 Digital Literacy
 Financial Challenges

Figure 1. Conceptual Framework Showing the Relationships of the

Variables

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CHAPTER 2

METHODOLOGY

This chapter presents the research design, research locale, research

participants, research instruments, research procedure, and statistical tools.

Research Design

This study will utilize the descriptive-correlational research design.

Descriptive research is a type of research that describes a population,

situation, or phenomenon that is being studied (formpl.us, 2021). Furthermore,

the correlational research is to identify variables that have some sort of

relationship do the extent that a change in one creates some change in the

other (formpl.us, 2020). 

In this study, it will determine the levels of digital technology adaption,

and self-esteem of BSBA students towards online learning.

Research Locale

This study will be conducted in Region XII, North Cotabato

particularly in the school of Central Mindanao Colleges of Kidapawan City.

Kidapawan, officially City of Kidapawan, is a 3rd class component city and

capital of the province of Cotabato. The city is found at the bottom of the Mt.

Apo , making it a great spot and first-rate tourist attraction.

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Figure 2. Showing the map of the

Philippines and Kidapawan City,

North Cotabato

Research Participants

The Bachelor in Science and Business of Administration Students will

be the respondents of this study. The purposive sampling technique will be

employed in selecting the respondents. This technique is a form of non-

probability sampling in which decisions concerning the individuals to be

included in the sample are taken by the researcher, they want to access a

particular subset of people, as all participants of a survey are selected

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because they fit a particular profile (Alchemer,2021).  To attain homogeneity,

one hundred (100) BSBA students from Central Mindanao Colleges during the

pandemic situation will be selected as respondents of this study. Those other

college departments will not be part of this study.

Research Instrument

Digital Technology Adaption scale. We adapt from Aguilera-

Hermida (2020) for our inventory. Students-respondents on a five-point Likert

scale, where 5 = much better, 4 = somewhat better, 3 = about the same,

2 = somewhat worse, and 1 = much worse. In evaluating the degree of digital

technology adaption of students towards online learning, the following

measures will be used:

Mean Range Description Interpretation

4.50-5.00 Strongly Agree Digital Technology Adaption

is always evident..

3.50-4.49 Agree Digital Technology adaption

is oftentimes evident.

2.50-3.49 Neutral Digital Technology adaption

is sometimes evident.

1.50-2.49 Disagree Digital Technology adaption

is seldom evident.

1.00-1.49 Strongly Disagree Digital Technology adaption

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is not evident.

Self-esteem Questionnaire. We use Rosenberg self-esteem scale of

Amin,A.et al .(2018).A 10-item scales that measures global self-worth by

measuring both positive and negative feelings about the self. The scale is

believed to be uni-dimensional. All items are answered using a 5-point Likert

scale format ranging from strongly agree to strongly disagree.

Strongly agree=5, agree=4, neutral=3 disagree=2, strongly disagree=1

Mean Range Description Interpretation

4.50-5.00 Strongly Agree BSBA students have very

high self-esteem.

3.50-4.49 Agree BSBA students have high

self-esteem.

2.50-3.49 Neutral BSBA students have

moderate self-esteem.

1.50-2.49 Disagree BSBA students have low

self-esteem.

1.00-1.49 Strongly Disagree BSBA students have very

low self-esteem

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Research Procedure

A letter requesting to conduct research study will be sent to BSBA students.

After the approval, the researchers will communicate with BSBA students

to request for appropriate schedule of data gathering without disrupting their

work or class and also to give enough time to facilitate the giving of

instructions in answering the questionnaire.

The respondents will be requested to sign for letter of consent which was

specified in the instrument for their voluntary participation of the study. Only

those who agreed in the consent letter will be considered as part of this study.

Respondents will be assured that their responses will be kept confidential and

that their names will never appear in any part of this study. Hence, the

explanation about the study and instruction for the tests will be incorporated in

the questionnaires. After retrieving all the questionnaires, a data screening will

be performed to minimize the possible outliers during the analysis. After which,

encoding, tabulating, and analyzing will be done.

Statistical Tools

The following statistical tools will be used in the study:

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 33

Mean will be used to measure the levels of digital technology adaption and

self-esteem of BSBA students towards online learning.

Standard deviation will be used to develop a statistical measure of the

mean variance.

Pearson Product Moment Correlation will be utilizing to determine the

relationships of digital technology adaption and self-esteem of BSBA students

towards online learning.

Ethical Considerations

Social Value

The study will be able to present valuable information that will guide

mentors of would be leaders among business institutions. With the findings of

the study, they will become aware of the need of conducting employee

development to improve the work productivity of employees.

Informed Consent

The researcher will ask the permission of respondents/ participants through

written consent. They will be properly informed about the purpose of the study

and understand the reason for their participation so that they can choose to

would participate or not. It will be made clear that respondents/ participants’

involvement in the study will be voluntary and when they refuse, they will not

be forced by the researcher. Moreover, the researcher will be cautious to

assure the participants’ psychological well-being.

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The researcher will inform the participants that the study aims to determine

the link of academic optimism and innovative work behaviors on work

productivity of teachers. They will be made to understand that they are the

most qualified and credible informants for the study. They will also be properly

oriented about the methods to use in which they will participate such as

survey, in-depth interview and focus group discussion. Lastly, they will be

assured that their identity will be kept in confidentiality and will not be revealed

in the presentation and analysis of the findings.

Vulnerability of Research Participants

The participants in this study are not considered vulnerable for they are

capable to decide to themselves whether to be involved or not. Furthermore,

the researcher will assure that the participants’ identities will be confidential

and guarantee that they are protected from the possibility of being identified.

Risks, benefits, and Safety

For the security of the participants and their psychological and social well-

being, the researcher will explain the effect and significance of the study. It will

be considered that the results of the study will have a positive impression on

the participants. Time is also crucial in the study for it require the participants

to apportion time from their personal and professional obligations.

Consequently, the researcher will make certain that conducting the survey, IDI

and FGD will be set at the participants’ convenience. Another risk this study

will have is the disclosure of experiences which may be considered unpleasant

or undesirable, and for others disappointing or demoralizing. In such

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situations, the researcher will be considerate and sincere in addressing their

emotional state and will act accordingly.

Furthermore, the results, discussions, and findings from this study may also

spark evidence-based information which can be used by policy makers,

managers, and supervisors. Business administrators as well may find this

study as a reference material in making productivity improvement of the

business firm. Likewise, scholars and future researchers can benefit from this

research as a way of providing them ideas for their future research endeavors.

Privacy and Confidentiality

With regards to the participants’ right to privacy, the researcher is expected

to secure all records and not allowed to release any information that could

expose the specific identity to the participants. In presenting the results, the

researcher will refrain from revealing the names of the participants. In cases

where participants opt to withdraw their statements, or their participation from

the study, the researcher will readily allow the request. The researcher will be

conscientious in asking questions and using language that will be fair and free

of bias. The researcher is also compelled to orient her research assistants,

documenters, transcribers on the terms and conditions of privacy and

confidentiality observed in this study. In conformance to the Data Privacy Act

of 2012, the participants are assured that the data cannot be traced back to

them who are the real sources of information, to protect their identities.

Justice

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The researcher was impartial in choosing the participants of the study.

Nobody will be disregarded and anybody who fits the qualifications of an

employee will be possible participants in the study. All participants will be

treated equally regardless if they participated in the survey, IDI or FGD. To

compensate for the time spent during data gathering, the researcher will give

tokens of appreciation to all participants.

Meanwhile, the results, discussions, and findings from this study can be

used by policy makers, business administrators, and managers. Business

administrators as well may find this study as a reference material in making

productivity improvement of the firm or organization. Likewise, scholars and

future researchers can benefit from this research as a way of providing them

ideas for their future research endeavors.

Transparency

The researcher will safeguard the proper implementation of the methods

used in the study. The researcher will include all the necessary documents

that support data analysis and give the readers access to read through these

in order to gain a better understanding of the results and findings of the study.

Further, the findings will be discussed in a comprehensively especially

information that may have an effect in the presentation of the results to give

importance to transparency. Lastly, the researcher will describe the extent of

her involvement and how she will maintain objectivity in analyzing data and

presenting the results of the study.

Qualification of the Researcher

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The researcher recognizes his limited exposure to the mixed methods

approach. Consequently, he will seek direction and advice from her mentor

and panelists, as well as peers who are proficient in this method. Further, he

will be guided by these experts to implement the method properly to be able to

gather the needed data for the intended purpose. He is also made exposure

moral courage, societal understanding, culture, sensitivity, professionalism

and integrity in all stages of the study.

Adequacy of Facilities

The researcher will ensure the availability and accessibility of needed

facilities in this study. Library and internet resources are available for further

readings and references to deepen and strengthen analysis and interpretation

of data gathered. Audio recorders, camera, and other materials needed will be

available. Finally, the group of experts who will provide valuable feedback and

suggestions are identified to help the researcher in conducting the study and

communicating results.

Community Involvement

The researcher is committed to respect the community, especially the

employees and administrators of the business organization. All activities that

will be done will be subject to the permission of business Administrators /

managers/ supervisors and the employees as well. Through this study, the

involvement of these stakeholders will generate information that will be

beneficial to their current practices in preparing the next generation leaders in

their schools through their perception on succession planning and develop a

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better appreciation of the roles and responsibilities of leaders who will become

influential and promote common good within and beyond their context.

Furthermore, the findings will be disseminated to all school stakeholders for

the purpose of information and awareness which can be used for school

improvement plan or formulation of enhancement program.

CHAPTER 3

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis of findings and

interpretation of the data gathered and the discussion of statistical findings. The

first table shows the degree of Digital Technology adaptation of BSBA students

towards online learning. The second table shows the level of self-esteem of

BSBA students towards online learning. Lastly the third table shows relationship

between independent and independent variables.

Degree of Digital Technology

The table 1 shows the degree of Digital Technology adaptation of BSBA

students towards online learning. The Digital technology adaptation contains

indicators namely gadget availability, internet connectivity, digital literacy and

financial challenges. It garnered an overall mean of 3.49 and standard deviation

of .373. The SD result ranges from .663-1.237 indicating that the respondent’s

scores are dispersed from one another.

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In the terms of gadget availability, BSBA students exhibited the highest

mean in the gadget that I am using is mine with a mean of 4.53 described as

strongly agree. Meanwhile, BSBA students exhibit a lowest mean in I rent a

gadget when I go online class with a mean of 2.00 described as disagree. The

category mean results to 3.66 described as agree that denotes BSBA students’

gadget availability for online classes as high.

In the category of Internet connectivity, the result shows that BSBA

students exhibited a high weighted mean in I am able to participate discussions

online because I have a stable internet connection having a mean of 3.38

described as neutral. On the other hand, BSBA students exhibit the lowest

weighted mean in I do not encounter sudden interruptions in my internet

connection that I can’t understand my lesson while attending the class with a

mean of 2.63 also described as neutral. Internet connectivity category gains an

overall weighted mean of 3.18 described as neutral indicating that the internet

connectivity of BSBA Students is in moderate internet speed.

In digital literacy, BSBA students gained a high weighted mean in two

items such as: I know how to use digital tools to search information I needed and

I know how to use office software for my activities on class with a mean of 4.06

describe as agree. The lowest weighted mean was imposed by BSBA students to

the items indicating questions I have enough knowledge about using online

learning materials and I am not behind my lessons for I know where to sign in for

me to join the class having a mean of 3.90 described as agree. The categorical

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mean 3.98 shows that BSBA students have enough knowledge towards digital

technology.

In terms of financial challenges, BSBA students exhibited the highest

weighted men in I am able to submit assignments or project online on time

because I have enough money to pay load for internet connection with a mean of

3.58 described as agree. Meanwhile, the lowest mean was exhibited by BSBA

students to the question I can afford to buy new gadgets and necessary materials

in order to experience a smooth online learning experience with a mean of 2.59

described as neutral. The categorical mean 3.15 shows that BSBA students had

a stable financial support.

The results revealed that the degree of digital technology grand total mean

is 3.49 described as neutral shows that BSBA students’ degree of digital

technology towards online class is sometimes evident. This supports the study of

(Favale et., al 2020) that users may face several technical challenges that hinder

and slow down the process of teaching and learning. Nevertheless, despite of

difficulties, online learning can also bring significant improvements in students

learning experiences. Students can learn and interact with teachers and other

students independently (Sigh &Thurman, 2019).

Table 1

Degree of Digital Technology

Digital Technology Items Mean Std. Description

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Deviation
Gadget Availability
1. The gadget I owned is 4.28 .691 Agree
suitable for online learning.
2. My cellphone/table/ laptop 4.11 .783 Agree
or computer can carry hours of
virtual meetings.
Neutral
3. I have access to computer 3.40 1.237
whenever I want.

4. I rent a gadget when I go 2.00 1.104 Disagree

online class.
5. The gadget I am using is 4.53 .724 Strongly Agree
mine.
Category Mean 3.66 .526 Agree
Internet Connectivity
6. My location have strong and 3.35 .917 Neutral
stable internet reception.
7. I need to go to other places 3.20 1.131 Neutral
just to have stable internet
connection.
8. I do not encounter sudden 2.63 .938 Neutral
interruptions in my internet
connection that I can’t
understand my lesson while
attending online class.
9. I am able to participate 3.38 .865 Neutral
discussions online because I
have a stable internet
connection.
10. I can connect to internet 3.35 1.022 Neutral
whenever I want.

Category Mean 3.18 .664 Neutral

Digital Literacy

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11. I know how to use 4.00 .663 Agree

educational platforms.
12. I have enough knowledge 3.90 .729 Agree
about using online learning
materials.
13. I know how to use digital 4.06 .685 Agree
tools to search for information I
needed.
14. I am not behind my 3.90 .951 Agree
lessons for I know where to
sign in for me to join the class.
15. I know how to use office 4.06 .685 Agree
software for my activities on
class.
Category Mean 3.98 .628 Agree
Financial Challenges
16. I can’t attend online 2.83 1.209 Neutral
classes sometimes because I
was not able to pay the
internet provider.
17.I am not short on mobile or 3.25 .950 Neutral
Wi-Fi data while doing online
classes.
18. I can afford to buy new 2.59 1.161 Neutral
gadgets and necessary
materials in order to experience
a smooth online learning
experience.
19. I have budgeted internet 3.50 .965 Agree
data use allocation to be able
to attend online classes for a
week.
20.I am able to submit 3.58 .907 Agree
assignments or projects online
on time because I have enough
money to pay load for internet
connection.
Category Mean 3.15 .563 Neutral

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Overall Mean 3.49 .373 Neutral

Level of Self-Esteem

The table 2 shows the level of self-esteem of BSBA students towards

online learning. The self-esteem category contains indicators namely self-

compassion, motivation and self-management. It garnered an overall mean of

4.17 and standard deviation of .479. The SD result ranges from .457-1.049

indicating that the respondent’s scores are very dispersed from one another.

In terms of self-compassion, the highest mean was garnered in the

question I understand that sometimes my parents cannot provide for my needs

knowing all the hardships they’ve done for me with a mean of 4.48 described as

agree. Meanwhile, the lowest weighted mean is in I think positive thoughts when

some of my groupmates are not participating in making a project with a mean of

3.41 described as neutral. The categorical mean 3.91 described as neutral

shows that BSBA students have self-compassion for themselves towards online

class.

In the category of motivation, BSBA students imposed the highest mean in

the question I am studying to reach my goal in life with a mean of 4.83 described

as strongly agree while the lowest mean is in the question I study to help other

people with a mean of 4.43 described as agree. The overall categorical mean for

Motivation is 4.70 described as strongly agree shows that BSBA students are

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motivated to study despite of the new mode of learning that departs physical

interaction, the online learning.

In the self-management, the BSBA students garnered a highest weighted

mean in the question I am doing my best to understand difficult parts of learning

materials provided with a mean of 4.31 described as agree. On the other hand,

the lowest mean is in the question I enhance my skills during vacant hours with a

mean of 3.60 described as agree. The categorical mean 3.92 described as agree

shows that BSBA students operates self-management upon themselves towards

the new mode of learning.

The grand total mean 4.17 agreed that BSBA students’ level of self-

esteem is open times evident that helps them to adapt to the new mode of

learning. According to the previous study by Kim, Hong and Song (2019) they

explained that high self- esteem can be correlated positively with student’s

attitudes toward online learning because self-esteem is directly related to the

learner’s feelings of autonomy, high motivation level and the ability to self-

regulate the online learning environment.

Table 2

Level of Self-Esteem

Std.
Self-Esteem Items Mean Description
Deviation
Self-Compassion
1. I think positively when 3.90 .796 Agree
sometimes my scores are low

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and not what I expected to be.

2. I understand that 4.48 .624 Agree
sometimes my parents cannot
provide for my needs knowing
all the hardships they’ve done
for me.
3. I think positive thoughts 3.41 1.046 Neutral
when some of my group
mates are not participating in
making a project
4. I have time for my own 3.68 1.016 Neutral
relaxation and escape from all
the stress from school work.
5. I share problems to family 3.53 1.016 Agree
and friends and not just
keeping it in when facing the
pressure of being a student. .758 Agree
4.36
6. I am confident and doing
my best to survive this school
year.
4.30 .696 Agree
7. I’m knowing myself better
by learning from my mistakes. 4.18 .791 Agree
8. I cheer myself up getting
low scores sometimes. 3.70 .907 Agree
9. I have great time handling
my online school activities. 3.53 1.049 Agree
10. I am concerned about my
classmates think about my 3.91 .510 Agree
abilities.
Category Mean
Motivation
1. I study for my future. 4.78 .584 Strongly Agree
2. I am doing my best for my 4.76 .673 Strongly Agree
family to have a brighter

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tomorrow.
3. I study to repay my 4.70 .590 Strongly Agree
parents for all the sacrifices
they have made just to give
the best education.
4.43 .721 Agree
4.I study to help other people.
4.83 .457 Strongly Agree
5. I am studying to reach my
goals in life.
4.70 .513 Strongly Agree
Category Mean
Self- Management
1. I manage my time 3.85 .840 Agree
systematically.
2. I set goals for attaining 4.06 .860 Agree
good grades in class.
3. I am doing my best to
understand difficult parts of 4.31 .791 Agree
learning materials provided.
4. I keep record of all class 3.80 .859 Agree
notes provided by the teacher.
3.60 .942 Agree
5. I enhance my skills during
vacant hours.

Category Mean 3.92 .673 Agree

Overall Mean 4.17 .479 Agree

Table 3

Relationship between independent and dependent variable

INDEPENDENT VARIABLE SELF-ESTEEM

R p-value Remarks

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Digital Technology Adaption .423** .001 Significant

Relationship of digital technology adaption and self-esteem of students

towards online learning

Table 4 shows the test of correlation of digital technology adaption and

self-esteem of students towards online learning. The results show that there is a

significant relationship between the digital technology adaption and self-esteem

(p<.001).

In particular, there is a significant relationship between digital technology

adaption and self-esteem (r=.423, p<.001). The positive correlation coefficient

suggests that there is direct proportional relationship between the two variables.

In other words, this finding denotes that the increase in digital technology

adaption would also be likely to increase the self-esteem of students towards

online learning. This finding supports the study of N.N.Waghule(2020) it is found

that student's performance, achievements and learning has grown profoundly by

adopting ICT in teaching and learning have increased self- confidence and self-

esteem of students.

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CHAPTER 4

CONCLUSIONS AND RECOMMENDATIONS

This study attempted to investigate the relationship between digital technology

adaption and self-esteem of students towards online learning.

Findings

Based on the results the summary of findings was provided:

1. The level of digital technology adaption of students towards online

learning revealed has an overall mean of 3.49 which can be described

as neutral. Moreover, the indicators of digital technology adaption also

exhibit neutral level in the aspects of internet connectivity(M=3.18) and

financial challenges (M=3.15) and the gadget availability (3.66) and

digital literacy (M=3.98) have been agreed.

2. The level of self-esteem of students towards online leaning is

described as agree in the three indicators with an overall mean of 4.17.

The self-compassion has a category mean of 3.91, motivation of 4.70,

and self-management for 3.92.

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3. The digital technology adaption and self-esteem of students have a

significant relationship with each other towards online learning with a p

value of .001.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The level of digital technology adaption of students towards online

learning is neutral. In particular, the indicators of digital technology

adaption also have neutral level in the aspects of internet connectivity and

financial challenges and the gadget availability and digital literacy have

been agreed.

2. The self-esteem of students is agreed in terms of self-compassion,

motivation, and self-management.

3. There is a significant relationship between digital technology adaption and

self-esteem of students towards online learning.

Recommendations

Based on the findings, the following recommendations were drawn:

1. Since self-esteem of students is needed to have high digital technology

adaption towards online learning, it is recommended that the

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government should provide better equipment for the students to use in

online classes to have better experience.

2. Further study to find other factors that can improve digital technology

adaption and self-esteem of students towards online learning since the

present study does not yet completely explain the how students adapt

in online learning how it affects their self-esteem.

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Research Questionnaire

Part I. Digital Technology Adaption Scale

Instruction: Please put check () on the extent to which you agree or disagree
with the following statement. Thank you!

Legend:
5= Strongly Agree
4= Agree
3= Neutral
2= Disagree
1= Strongly Disagree

Gadget Availability 5 4 3 2 1
1 The gadget I owned is suitable for online
learning.
2 My cellphone/table/ laptop or computer can carry
hours of virtual meetings.
3 I have access to computer whenever I want.
4 I rent a gadget when I go online class.
5 The gadget I am using is mine.
Internet Connectivity 5 4 3 2 1

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1 My location have strong and stable internet

reception.
2 I need to go to other places just to have stable
internet connection.
3 I do not encounter sudden interruptions in my
internet connection that I can’t understand my
lesson while attending online class.
4 I am able to participate discussions online
because I have a stable internet connection.
5 I can connect to internet whenever I want.
Digital Literacy 5 4 3 2 1
1 I know how to use educational platforms.
2 I have enough knowledge about using online
learning materials.
3 I know how to use digital tools to search for
information I needed.
4 I am not behind my lessons for I know where to
sign in for me to join the class.
5 I know how to use office software for my
activities on class.

Financial Challenges 5 4 3 2 1
1 I can’t attend online classes sometimes because
I was not able to pay the internet provider.
2 I am not short on mobile or Wi-Fi data while
doing online classes.
3 I can afford to buy new gadgets and necessary
materials in order to experience a smooth online
learning experience.
4 I have budgeted internet data use allocation to
be able to attend online classes for a week.

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5 I am able to submit assignments or projects

online on time because I have enough money to
pay load for internet connection

Part II. Self-Esteem

Instruction: Please put check () on the extent to which you agree or disagree
with the following statement. Thank you!

Legend:

5= Strongly Agree
4= Agree
3= Neutral
2= Disagree
1= Strongly Disagree

Self-Compassion 5 4 3 2 1
1 I think positively when sometimes my scores are low and
not what I expected to be.
2 I understand that sometimes my parents cannot provide
for my needs knowing all the hardships they’ve done for
me.
3 I think positive thoughts when some of my group mates
are not participating in making a project
4 I have time for my own relaxation and escape from all
the stress from school work.

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5 I share problems to family and friends and not just

keeping it in when facing the pressure of being a student.
6 I am confident and doing my best to survive this school
year.
7 I’m knowing myself better by learning from my mistakes.
8 I cheer myself up getting low scores sometimes.
9 I have great time handling my online school activities.
10 I am concerned about my classmates think about my
abilities.
Motivation 5 4 3 2 1
1 I study for my future.
2 I am doing my best for my family to have a brighter
tomorrow.
3 I study to repay my parents for all the sacrifices they
have made just to give the best education.
4 I study to help other people.
5 I am studying to reach my goals in life.

Self-Management 5 4 3 2 1
1 I manage my time systematically.
2 I set goals for attaining good grades in class.
3 I am doing my best to understand difficult parts of
learning materials provided.
4 I keep record of all class notes provided by the teacher.
5 I enhance my skills during vacant hours.

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