College and Business Administration and Accountancy

"A COMPARATIVE STUDY BETWEEN THE TRADITIONAL

SEMINARS AND THE VIRTUAL WEBINARS IN ENHANCING

COMPETENCE AMONG CUSTOMS ADMINISTRATION

STUDENTS OF PHILIPPINE CHRISTIAN UNIVERSITY-

MANILA CAMPUS”

A Research Paper presented to the Faculty of the

College of Business Administration
and Accountancy
Philippine Christian University, Manila

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Customs Administration

Group 6

Galura, Katherine

Ramos, Apple

Regino, Jaz Ann Therese

Requierro, Hacel Ann

Reyes, Alyssa

April 2025
 College and Business Administration and Accountancy

ABSTRACT

This study examines the effectiveness of traditional seminars versus virtual

webinars in enhancing the competence of Customs Administration students at Philippine

Christian University – Manila, guided by the Community of Inquiry (CoI) Theory. It

evaluates students’ perceptions in four key learning domains: social presence, cognitive

presence, teaching presence, and overall learning satisfaction, using both qualitative

insights and quantitative analysis, particularly the two-sample Z-test.

Findings indicate that while virtual webinars offer accessible and flexible learning

opportunities, traditional seminars consistently provide significantly higher levels of

engagement, interaction, and satisfaction. Students reported a stronger sense of social

presence in traditional seminars (mean = 3.44) compared to virtual webinars (mean =

2.81), fostering better collaboration and comfort during discussions. Similarly, cognitive

presence was more pronounced in face-to-face settings (mean = 3.47 vs. 2.86), indicating

improved knowledge retention and deeper reflection. Teaching presence also scored higher

in traditional seminars (mean = 3.50) than in virtual webinars (mean = 2.89), primarily due

to the availability of immediate feedback and more adaptive instructional support. In terms

of overall learning satisfaction, traditional seminars again outperformed virtual webinars

(mean = 3.49 vs. 2.83).

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To validate these findings, a two-sample Z-test was conducted for each learning

domain. The statistical results confirmed that the differences between traditional seminars

and virtual webinars were highly significant: for social presence, Z = 6.395 (p < 0.001); for

cognitive presence, Z = 6.258 (p < 0.001); for teaching presence, Z = 6.021 (p < 0.001);

and for learning satisfaction, Z = 6.235 (p < 0.001). These extremely low p-values indicate

that the observed differences are not due to chance, thus affirming the superiority of

traditional seminars in delivering a more immersive and effective learning experience.

In conclusion, based on the statistically significant differences across all evaluated

categories, it is strongly recommended that face-to-face traditional seminars continue to

serve as the primary mode of instruction for Customs Administration students. The real-

time engagement, practical interaction, and stronger sense of community experienced in

traditional settings are essential in fostering the competence needed in this professional

field. While virtual webinars offer convenience and reach, they should remain as

supplementary learning tools rather than replacements for the dynamic, hands-on learning

environment that traditional seminars uniquely provide.

 College and Business Administration and Accountancy

APPROVAL SHEET

March 20, 2025

Medina G. Castro

Research Adviser, College of Business Administration and Accountancy

Philippine Christian University – Manila

Dear Ma'am/Sir,

Greetings!

In order to partially fulfil the requirements for the Bachelor of Science in Customs
Administration at Philippine Christian University-Manila, the undersigned is presently
conducting a study titled "A Comparative Study between the Traditional Seminars
and the Virtual Webinars in Enhancing Competence among Customs
Administration Students of Philippine Christian University-Manila Campus." They
are seeking your approval to carry out their study at Philippine Christian University-
Manila.

Your positive response to this request is sincerely appreciated. All information collected
will remain confidential and will solely be utilized for the purposes of the study.
 College and Business Administration and Accountancy

I appreciate your assistance, and I hope you enjoy a fantastic day ahead!

Sincerely yours,

Katherine Galura
Apple Ramos
Jaz Ann Therese Regino
Hacel Ann Requierro
Alyssa Reyes

ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude to all those who have
contributed to the successful completion of this study entitled “A Comparative Study
Between the Traditional Seminars and the Virtual Webinars in Enhancing Competence
Among Customs Administration Students of Philippine Christian University–Manila
Campus.”

Above all else, our utmost thanks to our Almighty God, who has been our
constant source of strength, wisdom, and guidance throughout this research journey. We
extend our heartfelt appreciation to our Professor Medina G. Castro, for their unwavering
support, valuable insights, and constructive feedback that significantly shaped the
development of this study.

Sincere gratitude goes to the faculty and administration of the College of Customs
Administration, Philippine Christian University–Manila Campus, for granting us the
opportunity to conduct this study and for providing access to essential data and
respondents.
 College and Business Administration and Accountancy
To our respondents—our fellow Customs Administration students—thank you for
your time, honesty, and willingness to participate. Your responses have been invaluable
in making this research possible and meaningful.

We also acknowledge the support and encouragement of our family and friends,
who have stood by us with patience and motivation throughout the research process.
Lastly, to anyone who contributed in any way, directly or indirectly, to the success of this
study, please accept our sincerest thanks and appreciation.
This research would not have been possible without your collective support.
Thank you and God bless!

DEDICATION

First and foremost, we want to express our heartfelt gratitude to our professor,

Ms. Castro. Your guidance, understanding, and constant support have proven helpful

throughout this process. Thank you for believing in us and creating an environment in

which we could express our ideas freely.

We would also like to thank our fellow students for their participation in this

study. Your willingness to share your views and experiences has greatly benefited our

work. Thank you for your time, effort, and excitement; this study would not have been

possible without your support.

Lastly, we want to express our gratitude to our support system, our family and

loved ones. Your unwavering faith in us and encouragement have served as our steadfast
 College and Business Administration and Accountancy
anchor. Thank you for your patience and understanding while we worked long hours on

research and writing. Your affection and support inspired us to strive for excellence.

This research study is more than simply a reflection of our work; it also

demonstrates the collaborative spirit and support we have received from all of you. We

are deeply grateful to each of you and want to share the outcomes of this work with you.

TABLE OF CONTENTS

TITLE PAGE I

ABSTRACT II

APPROVAL SHEET III

ACKNOWLEDGEMENT IV

DEDICATION V

TABLE OF CONTENTS VI

APPENDICES VII

LIST OF TABLES VIII

LIST OF FIGURES IX
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CHAPTER 1 9

THE PROBLEM AND ITS BACKGROUND

Background of the study 10-11

Significance of the study 11-13

Theoretical Framework 13-14

Conceptual Framework 14-15

Statement of the Problem 15-16

Hypothesis of the Study 17

Definition of Terms 17-23

Scope and Delimitation of the Study 23-24

Research Objectives 24-25

CHAPTER II 26

RELATED LITERATURE AND STUDIES 26-30

Synthesis/Conclusion 30-31

CHAPTER III 32

METHODOLOGY OF THE STUDY

Research Methods and Techniques Used 32-33

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Respondents of the Study 33

Instrument of the Study 34

Data Gathering Procedure 34-35

Data Processing and Statistical Treatment 35

Frequency and Percentage Distribution 35-38

CHAPTER IV 66

PRESENTATION, ANALYSIS, AND INTERPRETATION

Demographic Profile of the respondents in terms of age,

sex/gender and year level 39-40

Respondent’s Answer from “Have you attended both

traditional seminars and virtual webinars?” 40

The results for Social presence, Cognitive presence,

Teaching presence, and Learning presence for both

traditional seminar and virtual webinar 41-62

CHAPTER V 63

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings 63-64

Conclusions 64-65

Recommendations 65-68
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APPENDICES

APPENDIX

A. Bibliography 69-70

B. Research Instrument 71-77

C. Letter for Respondents 77

D. Curriculum Vitae 78-82

LIST OF TABLES

1. Four-point Likert Scale for students experience with traditional seminars

and virtual webinars 41-48

2. The result of the respondents in terms of age, sex/gender and year level 39-40

3. The results of the weighted mean, standard deviation, and interpretation

in terms of Social presence, Cognitive presence, Teaching presence, and

Learning presence for both traditional seminars and virtual webinars. 50-62

LIST OF FIGURES

1. A Research Paradigm on how traditional seminars, and virtual webinars

influence student competence in Customs Administration, using

the Independent Variable (IV) – Dependent Variable (DV) Model. 18

2. Age Profile of the Respondents 49

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3. Sex/Gender of the Respondents 49

4. Year level of the Respondents 50

5. The Result of the Social presence (Traditional Seminar) Respondents 51

6. The Result of the Social presence (Virtual Webinar) Respondents 52

7. The Result of the Cognitive presence (Traditional Seminar) Respondents 54

8. The Result of the Cognitive presence (Virtual Webinar) Respondents 56

9. The Result of the Teaching presence (Traditional Seminar) Respondents 58

10. The Result of the Teaching presence (Virtual Webinar) Respondents 59

11. The Result of the Learning presence (Traditional Seminar) Respondents 60

12. The Result of the Learning presence (Virtual Webinar) Respondents 62

13. The Z-test result for Traditional seminars and Virtual webinars. 63
 College and Business Administration and Accountancy

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Education continues to evolve with technological advancements, leading to a shift

from traditional to face-to-face learning to virtual learning platforms. The COVID-19

pandemic accelerated this transformation, making virtual webinars a common alternative

to traditional seminars. However, questions remain regarding the effectiveness of these

two instructional methods in specialized fields such as Customs Administration, where

both theoretical knowledge and practical application are essential.

Traditional seminars provide students with direct interaction, immediate feedback,

and hands-on learning opportunities. In contrast, virtual webinars offer greater

accessibility, flexibility, and exposure to global experts. However, concerns such as

lower engagement, internet connectivity issues, and reduced hands-on experience may

affect learning outcomes.

This study seeks to compare traditional seminars and virtual webinars to

determine which better enhances student competence in Customs Administration at

Philippine Christian University Manila Campus. The research will assess social presence,

cognitive presence, teaching presence and learning satisfaction to help educators improve

teaching strategies.

Furthermore, recognizing the strengths and limitations of each strategy will help

to shape the current discussion about the future of education in a post-pandemic society.
 College and Business Administration and Accountancy
As educational institutions continue to explore hybrid forms of education, the findings of

this study will be beneficial in defining best practices and ensuring that Customs

Administration students are well-prepared to handle the needs of a fast-changing global

trade environment.

Background of the Study

The swift advancement of global commerce necessitates that Customs

Administration experts cultivate a blend of theoretical understanding and practical

expertise to adeptly navigate regulatory compliance, risk management, and trade

facilitation. As educational institutions aim to equip students with essential competencies,

determining the most effective learning method—be it traditional seminars or virtual

webinars—continues to pose a significant challenge.

Traditional seminars have historically served as the main method for professional

training, providing participants with direct engagement, practical activities, and prompt

feedback from educators. These in-person sessions foster active participation, immediate

discussions, and collaborative learning, all of which are crucial for understanding

intricate customs administration concepts. Nonetheless, the growing incorporation of

technology in education has resulted in the rise of virtual webinars, offering flexibility,

accessibility, and the opportunity to engage with global industry experts.

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The COVID-19 pandemic hastened the transition to online learning, leading to the

widespread adoption of virtual webinars as an alternative. Studies like those conducted

by Smith and Jones (2019) indicate that traditional seminars enhance engagement and

critical thinking, whereas Brown et al. (2020) point out that virtual webinars provide

students with access to expert insights that transcend geographical boundaries. Despite

these advantages, there is still a scarcity of studies examining the effectiveness of these

two learning methods in Customs Administration education, where both practical

application and theoretical understanding are crucial.

This study aims to evaluate the effectiveness of traditional seminars versus virtual

webinars in improving the skills of Customs Administration students at Philippine

Christian University Manila Campus. Through the evaluation of social presence,

cognitive presence, teaching presence and learning satisfaction, this study aims to offer

insights into which instructional method more effectively equips students for the

challenges of the global trade industry. The results will provide a foundation for

enhancing instructional methods and guaranteeing that learners acquire the essential skills

to thrive in the dynamic domain of Customs Administration.

Significance of the Study

This study is expected to provide valuable insights about traditional seminars and

virtual webinars. The researchers want to know which method is more effective in

enhancing competence among Customs Administration students in Philippine Christian

 College and Business Administration and Accountancy
University Manila Campus. The following groups of people are believed to benefit from

the result of this study:

For students, this study is significant as it provides insight into the effectiveness

of traditional seminars versus virtual webinars in enhancing their competencies in

customs administration.

By participating in both modes of learning, students can evaluate which method

better suits their learning styles and contributes more to their academic development. It

can also inform them about potential improvements in their learning experiences.

For parents, this study highlights the ways in which different teaching methods

impact their children’s academic growth. The findings could give parents a better

understanding of how modern virtual learning platforms compare with traditional face-to-

face seminars in helping their children acquire essential skills in the field of customs

administration. This could guide their expectations and involvement in their children's

educational journeys.

For the school, this study is valuable to the school as it evaluates the effectiveness

of the learning approaches it implements for customs administration students. The results

may help the institution in refining or enhancing the use of both traditional and virtual

methods, ensuring that students receive the best possible education. It can serve as a

reference for improving academic programs, increasing student satisfaction, and aligning

learning practices with technological advancements.

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For professors, this study provides a comparative analysis of teaching

methodologies, allowing them to assess which delivery method results in higher student

competence. It encourages them to explore innovative and effective teaching practices,

ensuring that their pedagogical approaches remain relevant and beneficial for the

students. It may also contribute to professional development by helping instructors adjust

to evolving educational technologies.

For the researcher, this study offers an opportunity to contribute to the body of

knowledge on educational practices, particularly in the context of customs administration.

The findings may provide a deeper understanding of how various teaching methods

influence student competence, which could be beneficial for further research in the field

of education.

Theoretical Framework

Learning is a constant process that develops through experience, thinking, and

application. This study is based on the Community of Inquiry (CoI) Theory by Garrison,

Anderson, and Archer (2000), which explains how students learn effectively in both

traditional and online settings. The theory highlights three essential elements:

1. Social Presence – The level of interaction and engagement students have with

peers and instructors.

In traditional seminars, students engage in real-time discussions, group activities,

and immediate feedback. While In virtual webinars, student interaction relies on chat

rooms, breakout sessions, and interactive activities to maintain engagement.

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2. Cognitive Presence – The ability of students to understand, analyze, and

apply knowledge effectively.

Traditional seminars, reinforce learning through hands-on activities and problem-solving

exercises. While in Virtual webinars rely on multimedia resources, recorded lectures, and

independent learning strategies to enhance comprehension.

3. Teaching Presence – The instructor’s role in guiding, structuring, and

supporting student learning.

Traditional seminars provide direct instruction, real-time explanations, and

structured lessons while in Virtual webinars require interactive teaching strategies, digital

tools, and clear facilitation to ensure student engagement.

The CoI Theory provides a framework for evaluating how traditional seminars

and virtual webinars impact student engagement, knowledge retention, and skills

development.

If traditional seminars are more effective, it suggests that real-time interaction and

hands-on learning enhance student competence. While If virtual webinars are found to be

more effective, it indicates that online learning strategies and digital tools can provide

similar or superior learning experiences.

The results of this study will help educators determine which method best

supports student learning in Customs Administration.

Conceptual Framework
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This study examines how traditional seminars, and virtual webinars influence

student competence in Customs Administration, using the Independent Variable (IV) –

Dependent Variable (DV) Model.

Independent variable: Type of seminar (Traditional vs. Virtual), Social Presence,

Cognitive Presence, Teaching Presence

Dependent variable: Learning Satisfaction

Figure 1. Research Paradigm

Statement of the Problem

 College and Business Administration and Accountancy
The educational landscape has changed dramatically as a result of the quick

transition from traditional in-person seminars to virtual webinars, especially in

specialized fields like customs administration. Even though both approaches have clear

benefits, it is still vital to ascertain which one improves student competency more. By

comparing the effects of traditional seminars and virtual webinars on student engagement,

knowledge retention, skill application, and overall learning satisfaction, this study aims to

close that gap.

The study seeks to respond to the following research questions in order to accomplish this

goal:

1. What are the demographic profiles of Customs Administration students at

Philippine Christian University-Manila Campus?

 Age

 Gender

 Year Level

2. To what extent do students perceive social presence in traditional seminars

compared to virtual webinars in terms of engagement and interaction?

3. What are the perceived differences in cognitive presence between traditional

seminars and virtual webinars regarding understanding and knowledge

retention?
 College and Business Administration and Accountancy
4. How do students rate the effectiveness of teaching presence in traditional

seminars versus virtual webinars in terms of instructor guidance and learning

support?

5. What are the differences in overall learning satisfaction between students

attending traditional seminars and those participating in virtual webinars

based on their perceptions?

Hypothesis of the Study

The researchers propose that traditional seminars are more effective than virtual

webinars in enhancing the competence of Customs Administration students at the

Philippine Christian University-Manila Campus. The researchers anticipate that

traditional seminars are more effective in terms of an interactive learning environment,

immediate feedback from instructors, and hands-on engagement, which fosters better

retention and practical application of knowledge.

Null Hypothesis (H₀): There is no significant difference between traditional seminars and

virtual webinars in enhancing the competence of Customs Administration students at

Philippine Christian University-Manila Campus.

Alternative Hypothesis (H₁): Traditional seminars are more effective than virtual

webinars in enhancing the competence of Customs Administration students at Philippine

Christian University-Manila Campus.

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Definition of Terms

This section defines some key terms that will come up throughout the research in

order to facilitate a clear understanding of the terminology. By clarifying these concepts,

we aim to make the information easier to understand and more relatable.

Asynchronous Learning: A mode of education where students access course materials,

lectures, and assignments at their own pace without the need for real-time interaction

with instructors or peers. This learning approach is commonly used in virtual webinars,

allowing students to review recorded sessions and complete tasks on flexible schedules.

Blended Learning: referred to as hybrid education, revolutionizes the way we learn by

seamlessly integrating digital resources and virtual engagement with the conventional in

person classroom experience.

Border Management: facilitation of authorized flows of persons, including business

people, tourists, migrants, and refugees, across a border and the detection and prevention

of irregular entry of non-nationals into a given country.

Closed-ended Survey Questionnaire: question types that ask respondents to choose

from a distinct set of predefined responses, such as “yes/no” or among set multiple choice

questions.

Cognitive Presence: A critical component of the learning process that refers to the extent

to which students can construct and apply knowledge through reflective thinking and

problem solving. In traditional seminars, cognitive presence is strengthened through

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direct discussions, while virtual webinars rely on interactive materials and self-guided

exploration.

Comparative Study: it involves analyzing the dynamics of societies across different

scales and environmental conditions to understand their emergence and functioning. The

aim is to identify a common level of abstraction for describing and comparing these

dynamics systematically.

Competency: is a set of demonstrable characteristics and skills that enable and improve

the efficiency of the performance of a job. Competencies are not skills, although they are

similar. Skills are learned while competencies are inherent qualities an individual

possesses-collaboration skills, knowledge and ability.

COVID-19: Coronavirus disease 2019 is a virus identified as the cause of an outbreak of

respiratory illness.

Customs Administration: is a study of the administration of the customs operations and

brokerages. It includes the coverage of international trade practices more particularly in

the import and export industry.

Customs Laws: it means such laws and regulations administered and enforced by the

customs authority of each party concerning the importation, exportation, and transit of

goods, as they relate to customs duties, charges, and other taxes, or to prohibitions,

restrictions, and other similar controls with respect to the movement of controlled items

across the boundary of the customs territory of each party.

 College and Business Administration and Accountancy
Effectiveness of Learning: it means the degree to which a learning process or program

successfully achieves its intended outcomes, signifying how well acquired knowledge

and skills can be applied and utilized in real-world situations, essentially measuring the

quality and impact of the learning experience; it’s about achieving the desired results

through effective learning methods.

Engagement: refers to the level of active participation, involvement, and meaningful

connection a participant or subject has with the research process, often signifying their

interest, commitment, and contribution to the study, rather than just passively providing

data.

Exporting Procedures: are the steps required to sell goods from one country to another.

These procedures include registering as an exporter, lodging an export declaration, and

submitting documents.

Flexibility: refers to the ability of a system, process, or concept to adapt and change

easily in response to varying conditions or needs, often implying the capacity to adjust

without significant disruption or penalty to its functionality; essentially, it means being

able to react to changing circumstances without comprising the overall goal.

Foreign Studies: are research that is conducted in a foreign country or that uses foreign

sources. Foreign studies can include research on foreign culture, language, or literature.
 College and Business Administration and Accountancy
Frequency and Percentage Method: are statistical methods that organize and display

data as counts and proportions. They are often used to analyze survey data, demographic

data, or financial data.

Global Trade: it is also known as “international trade”, is simple the import and export

of goods and services across international boundaries. Goods and services that enter into

a country for sale are called “imports”. Goods and services that leave a country for sale in

another country are called “exports”.

Google Form: is a tool within Google Drive for creating online survey forms. It is not as

feature rich as Qualtrics, but it does support data validation, basic skip logic, and a range

of question types.

Hybrid Learning: A blended educational model combining face-to-face seminars and

online webinars to optimize student engagement, flexibility, and knowledge retention.

Importing Procedures: it means all the steps involved in purchase of goods from any

foreign country. The procedural steps involved in import trade differ from country to

country in respect of their import policy, statutory requirements. In majority, of the

countries import trade is being controlled by the government.

International Trade: is the exchange of goods and services between countries. This

includes both imports and exports via any mode of transportation, air, land, and ocean

freight. Import and export together fuel economic interactions and growth between

countries.
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Likert Scale: is a rating scale used to measure opinions, attitudes, or behavior’s. It

consists of a statement or a question, followed by a series of five or seven answer

statements.

Local Literature: refers to works written by authors from a specific geographic area or

about a particular culture or region. In a thesis, local literature plays a crucial role in

providing context, supporting arguments, and demonstrating a thorough understanding of

the topic.

Purposive Sampling: refers to a group of non-probability sampling techniques in which

units are selected because they have characteristics that you need in your sample. In other

words, units are selected “on purpose” in purposive sampling.

Quantitative Research Method: are used to observe events that affect a particular group

of individuals, which is the sample population. In this type of research, diverse numerical

data are collected through various methods and the statistically analysed to aggregate the

data, compare them, or show relationships among the data. Quantitative research methods

broadly include questionnaires, structured observations, and experiments.

Real-time Feedback: Immediate responses from instructors or peers during a learning

session, helping students clarify concepts and improve their understanding.

Stratified Random Sampling Method: is a probability sampling technique in which the

population is first divided into distinct, non-overlapping strata based on a specific

characteristic, such as age, income level, or education.

 College and Business Administration and Accountancy
Tariff: customs duties on merchandise imports are called tariffs. Tariffs give a price

advantage to locally produced goods over similar goods which are imported, and they

raise revenues for governments.

Traditional Seminar: is a gathering of people to discuss a specific topic with experts.

Seminars are a traditional method of learning that can take place in person.

Virtual Webinar: a webinar is an online seminar that’s accessible to viewers around the

globe. Participants gather in a common virtual room to learn, interact with, and otherwise

enjoy the content presented by the host running the event. A webinar may be live or

prerecorded.

Scope and Delimitation of the Study

This study explores the efficacy of traditional seminars versus virtual webinars in

improving the skills of Customs Administration students at Philippine Christian

University Manila Campus. This study aims to determine the effectiveness of various

teaching methods in preparing students for real-life customs operations, with a focus on

their impact on social presence, cognitive presence, teaching presence and learning

satisfaction. The study focuses on Customs Administration students at Philippine

Christian University-Manila Campus who have participated in both traditional seminars

and virtual webinars during their academic journey.

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The researcher eliminates participants from other institutions or those who have

engaged in only one seminar format to maintain a concentrated comparison between the

two approaches. This study does not consider other learning modalities, including

blended learning, asynchronous online courses, and self-paced study programs. The focus

is exclusively on comparing traditional face-to-face seminars with real-time virtual

webinars held in an academic environment. This study primarily emphasizes student

learning outcomes; however, it does not delve into a comprehensive examination of

faculty teaching methodologies, curriculum design, or institutional policies related to

seminar implementation.

Nonetheless, insights from faculty may be utilized to offer further context. The

exclusive execution of the study at Philippine Christian University-Manila Campus could

restrict the direct applicability of the findings to other universities or programs. The

findings can assist educators in enhancing their approach to teaching Customs

Administration, particularly in achieving an optimal balance between traditional and

digital learning strategies to adapt to the evolving demands of the global trade sector.

This study aims to contribute to the current discourse on effective teaching strategies by

demonstrating how instructional methods can be enhanced to produce skilled and job-

ready professionals in Customs Administration.

Research Objectives
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This study aims to compare the effectiveness of Traditional Seminars and Virtual

Webinars in enhancing the competence of Customs Administration students at Philippine

Christian University-Manila Campus. Specifically, it seeks to:

 Social Presence

o Assess the level of student participation and interaction in both traditional

seminars and virtual webinars.

o Determine the extent to which students feel connected with their instructors

and peers in each learning method.

 Cognitive Presence

o Compare how well students recall and apply the concepts learned in

traditional seminars and virtual webinars.

o Identify which learning method provides better conceptual clarity and

understanding of Customs Administration topics.

 Teaching Presence

o Examine the role of instructors in facilitating effective learning experiences in

both settings.

o Identify whether traditional seminars or virtual seminars offer more effective

instructional support and feedback.

 Measure Learning Satisfaction

o Determine students’ perceptions of the effectiveness of each learning method.

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o Identify which learning format provides a more satisfying educational

experience for Customs Administration students.

o Compare Overall Student Competence.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The progression of educational delivery methods has been profoundly influenced

by technological advancements, altering the ways in which students obtain and interact

with information. The evolution from traditional face-to-face instruction to the growing

adoption of digital platforms has transformed the learning environment into a more

dynamic and inclusive space. The COVID-19 pandemic, among other global events, has

accelerated this transition, compelling institutions around the world to implement remote

learning solutions. Consequently, virtual webinars have emerged as a prevalent substitute

for conventional seminars, especially in disciplines that necessitate both theoretical

comprehension and practical implementation—like Customs Administration.

Comprehending the influence of each method on student competence is essential for

crafting effective instructional strategies in professional education. This review examines

a range of local and international literature and studies that compare traditional seminars
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with virtual webinars, focusing on their respective strengths, limitations, and the evolving

significance of blended learning.

Traditional seminars and virtual webinars continue to be a fundamental aspect of

the Philippine education framework, especially in specialized fields such as Customs

Administration. The seminars offer avenues for prompt feedback, practical engagement,

and collaborative learning, all of which play a crucial role in enhancing students' skills

and abilities. Macatangay et al. (2016) examined the implementation of Outcomes-Based

Education (OBE) within a Customs Administration program and found that face-to-face

classes facilitated students' ability to translate theoretical knowledge into practical

customs scenarios. The investigation highlighted that direct engagement with educators

in seminars enhanced students' comprehension of customs laws and trade regulations. In

a similar vein, Castillo et al. (2019) investigated the impact of in-person seminars on

internship experiences, finding that face-to-face learning environments notably improved

students’ metacognitive awareness. Through engagement in interactive sessions, students

honed essential critical thinking and decision-making skills crucial for effective customs

operations. International studies support these conclusions.

Garrison and Kanuka (2004) highlighted that in-person elements within

educational settings enhance critical thinking skills, owing to the depth of personal

interactions and the promptness of feedback provided. It was posited that these

interactions lay the groundwork for enhanced cognitive involvement. In a broader

context, Smith et al. (2021) investigated traditional seminars in professional education

and found that structured in-person sessions facilitate better retention of complex

information compared to digital methods. The study observed that the mentoring
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relationships established during seminars promote collaborative learning and enhance

engagement, both of which are crucial for achieving mastery in technical domains like

customs administration.

The emergence of digital technologies and the need for remote instruction during

the pandemic have led to the increasing popularity of virtual webinars as an alternative

learning approach. These webinars, frequently hosted on platforms such as Zoom or

Microsoft Teams, offer students the opportunity to engage in learning from any location

and at their own pace. Nonetheless, the lack of face-to-face engagement introduces

distinct obstacles in sustaining student enthusiasm and facilitating hands-on learning

experiences. Mendoza (2022) conducted an evaluation of the implementation of virtual

webinars within blended learning programs at Cagayan State University in the local

context. The results showed that students valued the flexibility and convenience offered

by webinars, enabling them to engage with lectures asynchronously and organize their

learning schedules effectively. Nonetheless, certain students indicated a decline in

motivation and engagement when face-to-face interaction was absent, especially in

webinars that did not include interactive components like live Q&A sessions or group

discussions.

Sagun et al. (2024) conducted an extensive study on the implementation of

blended learning in public schools in the Philippines. They highlighted that while digital

learning platforms were instrumental in maintaining educational continuity during

lockdowns, significant disparities in technology and internet access adversely affected the

quality of learning. This digital divide highlights the necessity of creating inclusive

virtual learning environments. Halverson et al. (2012) performed a systematic review of

 College and Business Administration and Accountancy
significant research on blended learning, highlighting that digital platforms effectively

deliver content to extensive and varied student populations from a global perspective.

However, it was emphasized that to maximize learning outcomes, online instruction must

be paired with interactive tools and meaningful assessments. Garcia (2020) highlighted

the significance of virtual webinars in customs administration training, pointing out that

these platforms allow students to obtain real-time updates on trade regulations and global

practices.

Nonetheless, Garcia emphasized that webinars by themselves might fall short in

providing students with essential practical skills like documentation handling or customs

inspection techniques, which are more effectively imparted through hands-on interaction

and simulations. Understanding the constraints of both entirely traditional and entirely

virtual methods, blended learning has surfaced as an effective instructional strategy.

Blended learning integrates in-person seminars with online webinars, allowing students

to experience the advantages of immediate interaction alongside adaptable content

delivery.

A local study conducted by Fernandez and Reyes (2022) revealed that students in

Customs Administration who engaged in hybrid learning programs achieved higher

scores on assessments and exhibited enhanced adaptability in the application of customs

regulations in real-world situations. The findings indicate that blended learning

significantly improves student proficiency through the combination of theoretical

knowledge and practical training. Gonzales (2022) presented comparable results,

highlighting that conventional seminars foster student involvement via real-world

simulations, whereas webinars provide access to global expertise and recorded materials
 College and Business Administration and Accountancy
for later review. Gonzales (2022) suggested that a thoughtfully designed blended model

enhances the learning experience, accommodating diverse student preferences and

learning styles. Staker and Horn (2012) introduced a classification system for blended

learning models within K–12 contexts in international literature, which can be modified

for application in higher education. The proposed framework indicates that effectively

integrating physical and digital learning environments results in enhanced student

satisfaction and improved academic performance. Picciano et al. (2013) noted that when

blended learning is aligned with instructional goals, it fosters the development of critical

thinking and problem-solving skills, which are vital in customs education.

One can assess the effectiveness of various teaching methods through the

Community of Inquiry (CoI) framework, which comprises three essential components:

social presence, cognitive presence, and teaching presence (Garrison & Kanuka, 2004).

Traditional seminars are notably effective in enhancing social presence—the capacity of

students to express themselves socially and emotionally within the learning community.

The immediacy of face-to-face discussions, joint projects, and instant feedback enhances

interpersonal relationships and fosters a sense of community. The capacity for cognitive

presence, which involves the construction and confirmation of meaning through ongoing

reflection, can be nurtured in both in-person and online environments. Nevertheless, the

existing literature indicates that conventional seminars are superior in promoting

spontaneous intellectual exchanges and collaborative problem-solving. On the other

hand, virtual webinars enhance cognitive engagement by allowing for self-paced learning

and the opportunity to review recorded lectures. The management of teaching presence,

encompassing the design and facilitation of learning activities, can be effectively

 College and Business Administration and Accountancy
achieved in both environments, albeit with distinct strategies required for each. In

conventional environments, the establishment of teaching presence occurs via in-class

discussions, lectures, and mentorship. In virtual environments, educators should utilize

interactive tools like breakout rooms, polls, and discussion boards to foster a sense of

instructional presence and facilitate the learning process.

A study conducted by Diagan and Ruangkanjanases (2023) examining student

satisfaction in blended learning across the Philippines and Thailand revealed that the

integration of social, cognitive, and teaching presence is crucial for achieving high levels

of learning satisfaction. The findings suggest that instructional designers should take into

account all three dimensions when developing blended programs. Proficiency in customs

administration involves a deep understanding of trade regulations as well as hands-on

abilities in documentation, compliance, and enforcement. Instructional methods should

encompass both the theoretical and practical aspects of learning. Rodriguez and Lim

(2021) discovered that students involved in traditional, in-person training sessions

exhibited greater engagement and a deeper comprehension of customs regulations. The

students gained advantages from immediate feedback and cooperative learning settings,

which aided in solidifying intricate legal and procedural understanding. Conversely,

Johnson and Cruz (2020) examined the efficacy of webinars in providing trade education.

The findings indicated that although webinars increased access to global resources and

industry experts, students frequently faced a lack of opportunities to engage in practical

application of their learning. The emphasis was placed on the idea that webinars should

serve to enhance traditional learning experiences, rather than serve as a substitute for

them. Smith et al. (2021) noted that professional skills—like decision-making and
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analytical thinking—are more effectively cultivated in organized in-person environments.

The lack of these elements in courses conducted solely through webinars may hinder

students from effectively applying theoretical concepts in practical situations.

The literature and studies reviewed demonstrate that traditional seminars and

virtual webinars each provide unique advantages. Traditional seminars are particularly

effective in promoting interpersonal interaction, hands-on learning, and immediate

engagement—factors that are essential in customs administration. Virtual webinars offer

flexibility, accessibility, and global reach, making them excellent for sharing updated

trade knowledge and international best practices. Blended learning has surfaced as the

most efficient strategy for integrating the advantages of both methods. Blended models

provide a harmonious integration of structured, in-person experiences with the

adaptability of digital learning, fostering inclusive, dynamic, and responsive educational

environments. Studies conducted by Gonzales (2022), Fernandez and Reyes (2022),

along with international experts such as Halverson et al. (2012) and Garrison and Kanuka

(2004) provide evidence for this claim.

Conclusion

In summary, the analyzed literature and studies highlight that there is no one

instructional approach that stands out as universally effective in enhancing student

proficiency in customs administration. Traditional seminars play a crucial role in hands-

on training and fostering interpersonal skills, whereas virtual webinars stand out in

delivering accessible and current information. The combination of both through blended
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learning offers a highly effective model, merging engagement with flexibility and

theoretical instruction with practical application. This study seeks to expand on these

findings by assessing the impact of these instructional methods on social presence,

cognitive presence, teaching presence, and overall learning satisfaction among students in

Customs Administration. The findings are anticipated to inform upcoming educational

strategies and curriculum design in the discipline.

CHAPTER III

METHODOLOGY OF THE STUDY

 College and Business Administration and Accountancy
Research Methods and Techniques Used

The researchers at Philippine Christian University-Manila Campus used a

quantitative approach to compare how well traditional seminars and virtual webinars

helped customs administration students strengthen their skills. This research will

comparatively discuss the cause-and-effect interactions among variables, utilizing a

descriptive survey design.

An online close-ended survey was distributed to a sample of Customs

Administration students at Philippine Christian University-Manila Campus, utilizing self-

directed research where participants responded to a series of questions crafted by the

researchers. A descriptive survey design was chosen for this study as it effectively

captures the characteristics, behaviours, opinions, abilities, beliefs, and knowledge of the

students regarding their learning experiences in traditional seminars and virtual webinars.

This approach aligns with the study's objectives, which aim to compare the effectiveness

of these two educational formats in enhancing student competence.

The research used purposive sampling as the sampling technique in selecting the

study's sample. According to Arikunto (2010:183), purposive sampling is the process of

selecting a sample by taking a subject that is not based on the level of the area but is

taken based on the specific purpose. This method is used when participants are chosen

based on the needs and particular purpose of the study. The researchers chose this method

for the study to ensure the sample included students who had learned in both traditional
 College and Business Administration and Accountancy
and virtual settings. The results would provide useful information about how well these

two types of teaching compare.

The main research instrument was an online close-ended survey questionnaire.

This closed ended questionnaire. This questionnaire will apply the 4-point Likert as a

guide: 4-Strongly Agree; 3-Agree; 2-Disagree; 1-Strongly Disagree.

Respondents of the Study

The respondents of this study are Customs Administration students from

Philippine Christian University-Manila Campus. The researcher select them based on

their involvement in traditional seminars or virtual webinars during their academic

learning journey. The study focus on comparing the effectiveness of these two learning

methods in enhancing their competence in customs administration.

The study used a stratified random sampling method to ensure a balanced

representation of students from different year levels. The estimated sample size are

determined based on the total student population and the required statistical reliability.

The data collection procedure include survey questionnaires, where students responded

to structured questions about their learning experiences in both traditional and virtual

settings.
 College and Business Administration and Accountancy
Instrument of the Study

The researchers' study is a structured questionnaire meant to compare how well

traditional seminars, and virtual webinars help Customs Administration students at

Philippine Christian University-Manila Campus learn new skills. The questionnaire are

divided into four main sections, such social presence, cognitive presence, teaching presence,

and learning satisfaction. These sections aim to measure how well both traditional seminars

and virtual webinars contribute to the students' academic development and mastery of

Customs Administration concepts.

The questionnaire employ a Likert scale, ranging from "Strongly Agree" to

"Strongly Disagree," to allow for a range of responses. This approach provided a

quantitative data that can be analyzed to determine which seminar format, traditional or

virtual, better enhances student competence in Customs Administration. The

questionnaire was administered to a sample of Customs Administration students at

Philippine Christian University-Manila Campus who have participated in both types of

seminars. Using both descriptive and inferential statistical methods, the collected data are

looked at to find out how effective each seminar format is compared to the others.

Data Gathering Procedure

To gather information for this study, the researchers used a Google form to create

an online survey. Following the successful completion of the survey, the participants—

whom the researchers knew in the vicinity of the practicum site—were provided access to
 College and Business Administration and Accountancy
the survey link and asked for their consent to complete it. The questionnaire was given to

the participants to fill out whenever it was convenient for them. Participants were asked

to sign consent and data privacy act forms before they could begin answering the survey's

questions. To recruit more participants more quickly, the researchers also decided to

recruit respondents online and distribute posters with the words "Call for respondents" to

various Facebook groups. Once they had the necessary number of respondents, the

researchers shut down the survey link. To interpret the data and develop conclusions and

suggestions for the study, the researchers next gathered and tallied it.

Data Processing and Statistical Treatment

The researchers encoded, analyzed, and tallied the collected data. The results

determined the respondents' responses to which method, between traditional seminars and

virtual webinars, is more effective in enhancing their competence. The results are based

on the survey questionnaires distributed to the respondents; the outcome measure if the

respondents agree or disagree with the effects of traditional seminars and virtual

webinars. To interpret and analyze the results, use the following statistical tools:

Frequency and Percentage Distribution

A frequency and percentage distribution is a display of data that specifies the

percentage of observations that exist for each data point or grouping data points. The

researchers will be using this approach to identify the total number of respondents to be
 College and Business Administration and Accountancy
presented and to count the total number of respondents within each data point or grouping

of data points. The researcher analyzed the responders' demographic profile variables

using the following formula:

Figure 2. Frequency and Percentage Distribution

Where:

P = Percentage

F = Frequency for each category

N = Total number of respondents

100 = Constant multiplier

Weighted mean

To get the average for each survey question, researchers will be using the

weighted mean to equally find what factors respondents are more likely to agree and

disagree with. This statistical tool was used to compute the weight of the responses in the
 College and Business Administration and Accountancy
questionnaire assigned by the respondents during the actual data-gathering procedure.

The formula for the weighted mean is as follows:

Figure 3. Weighted Mean

Where:

WM = Weighted Mean

∑= Summation

F = Responses

X = Liker score

N = Total number of respondents

Z-test

In conducting a comparative study between traditional seminars and virtual

webinars, it is essential to determine whether the observed differences in students’

perceptions are statistically significant or simply due to random variation. The two-

sample Z-test is an appropriate statistical method for this analysis, as it allows for the
 College and Business Administration and Accountancy
comparison of the means of two independent groups when sample sizes are sufficiently

large and variances are known or approximated.

Figure 4. Z-test

Where:

● Xˉ1= mean of sample 1 (e.g., traditional seminars)

● Xˉ2 = mean of sample 2 (e.g., virtual webinars)

● σ12= variance of sample 1

● σ22 = variance of sample 2

● n1 = sample size of group 1

● n2= sample size of group 2

Likert Scale

Researchers considered issues to categories response size of the scale. Likert

scales fall within the ordinal level of measurement, the categories of response have
 College and Business Administration and Accountancy
directionality (Jamieson, 2024).

Figure 5. Likert Scale

 College and Business Administration and Accountancy

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION

Figure 1. Percentage of Respondent’s Age

Figure 1 shows the percentage of respondent’s age. The graph shows that the highest
number of respondents were 21 to 23 years old with 50%. Followed by 18 to 20 years old
with 36.7%. And the least number of respondents were 24 years old and above with
13.3%.

Figure 2. Percentage of Respondent’s Gender

 College and Business Administration and Accountancy
Figure 2 shows the percentage of respondent’s gender. The graph shows that the
respondents were mostly female with 52.5% who answered the survey, and the rest are
male with 47.5%.

Figure 3. Percentage of Respondent’s Year Level

Figure 3 shows the percentage of respondent’s year level. The graph shows that
the highest count of respondents are respondents from 2nd year level with 30.8%.
Followed by 4th year level with 29.2%, 1st year level with 25% and last from 3rd year
level.

Figure 4. Percentage of Respondent’s Answer from “Have you attended both

traditional seminars and virtual webinars?”
 College and Business Administration and Accountancy
Figure 4 shows the percentage of respondent’s answers from “Have you attended
both traditional seminars and virtual webinars?”. The graph shows that all of the
respondents answered “Yes” with 100%.

Figure 5. Percentage of Respondents in Social Presence (Traditional Seminar)

Social presence, according to Garrison, Anderson, and Archer (2000), is described

as “the ability of participants in the Community of Inquiry to project themselves socially

and emotionally, as ‘real’ people.” In traditional seminar environments, this idea is

crucial for cultivating significant learning experiences via interpersonal interaction, active

engagement, and ease in communication. Figure 5 shows the result for Social Presence in

a Traditional Seminar. In this graph, the blue bar represents Strongly Agree, red for

Agree, orange for Disagree, and green for Strongly Disagree. For the first question,

Agree had the highest count with 60 votes, followed by Strongly Agree with 53 votes.

Disagree was selected by 6 respondents, while 2 strongly disagreed. In the second

question, Strongly Agree received the highest response with 54 votes, followed by Agree
 College and Business Administration and Accountancy
with 59 votes. Disagree had 6 votes, and only 1 person strongly disagreed. For the third

question, Strongly Agree led with 63 votes, followed by Agree with 48 votes. Disagree

had 8 votes, and 2 respondents strongly disagreed. In the fourth question, Strongly Agree

had the highest count with 66 votes, followed by Agree with 51 votes. Only 2

respondents disagreed, and 1 strongly disagreed. Lastly, for the fifth question, Strongly

Agree received 65 votes, followed by Agree with 48 votes. Disagree was chosen by 6

respondents, while 2 strongly disagreed.

Figure 6. Percentage of Respondents for Social Presence (Virtual Webinar)

Figure 6 shows the result for Social Presence in a Virtual Webinar. The

Community of Inquiry framework developed by Garrison, Anderson, and Archer (2000)

asserts that for online learning to be effective, there must be a harmonious alignment of

teaching, social, and cognitive presence. Nonetheless, Swan and Shih (2005) contend

that asynchronous and minimally interactive formats, such as numerous webinars, face

challenges in fostering emotional engagement. This theory underlines the heightened

 College and Business Administration and Accountancy
discord noted in participant comfort and connectedness in the findings. In this graph, the

blue bar represents Strongly Agree, red for Agree, orange for Disagree, and green for

Strongly Disagree. For the first question, Agree had the highest count with 46 votes,

followed by Strongly Agree with 32 votes. Disagree was selected by 35 respondents,

while 7 respondents strongly disagreed. In the second question, Agree again received the

highest response with 49 votes, followed by Strongly Agree with 29 votes. Disagree was

selected by 36 respondents, and 7 strongly disagreed. For the third question, Agree had

the highest count with 42 votes, followed by Strongly Agree with 32 votes. Disagree was

chosen by 34 respondents, while 12 strongly disagreed. In the fourth question, Agree

received 43 votes, followed by Strongly Agree with 29 votes. Disagree had 36 votes, and

12 strongly disagreed. Lastly, for the fifth question, Agree received the highest response

with 48 votes, followed by Strongly Agree with 30 votes. Disagree was chosen by 31

respondents, and 12 strongly disagreed.

Figure 7. Percentage of Respondents for Cognitive Presence (Traditional Seminar)

 College and Business Administration and Accountancy
Figure 7 shows the result for Cognitive Presence in a Traditional Seminar. In this

graph, the blue bar represents Strongly Agree, red for Agree, orange for Disagree, and

green for Strongly Disagree. For the first question, Agree had the highest count with 60

votes, followed by Strongly Agree with 56 votes. Disagree was selected by 3

respondents, while only 1 person strongly disagreed. In the second question, Strongly

Agree received the highest response with 62 votes, followed by Agree with 55 votes.

Only 2 respondents disagreed, and 1 strongly disagreed. For the third question, Strongly

Agree had the highest count with 66 votes, followed by Agree with 49 votes. Disagree

was chosen by 5 respondents, and 1 strongly disagreed. In the fourth question, Agree had

the highest response with 59 votes, followed by Strongly Agree with 57 votes. Only 3

respondents chose Disagree, and 1 strongly disagreed. Lastly, for the fifth question,

Strongly Agree received 63 votes, followed by Agree with 59 votes. Only 2 respondents

disagreed, and 1 strongly disagreed.

Figure 8. Percentage of Respondent’s for Cognitive Presence (Virtual Webinar)

 College and Business Administration and Accountancy
Figure 8 shows the result for Cognitive Presence in a Virtual Webinar. In this

graph, the blue bar represents Strongly Agree, red for Agree, orange for Disagree, and

green for Strongly Disagree. For the first question, Agree had the highest count with 48

votes, followed by Strongly Agree with 30 votes. Disagree was selected by 36

respondents, while 6 strongly disagreed. In the second question, Agree received 47 votes,

followed by Strongly Agree with 34 votes. Disagree was chosen by 33 respondents, and 6

strongly disagreed. For the third question, Agree had the highest response with 59 votes,

followed by Strongly Agree with 24 votes. Disagree was chosen by 27 respondents, and

10 strongly disagreed. In the fourth question, Agree led with 49 votes, followed by

Strongly Agree with 34 votes. Disagree had 27 votes, and 10 strongly disagreed. Lastly,

for the fifth question, Agree had the highest count with 51 votes, followed by Strongly

Agree with 33 votes. Disagree was selected by 22 respondents, while 14 strongly

disagreed.

Figure 9. Percentage of Respondents for Teaching Presence (Traditional Seminar)

 College and Business Administration and Accountancy
Figure 9 shows the result for Teaching Presence in a Traditional Seminar. In this

graph, the blue bar represents Strongly Agree, red for Agree, orange for Disagree, and

green for Strongly Disagree. For the first question, Strongly Agree received 59 responses,

followed by Agree with 56. Disagree was chosen by 4 respondents, while only 1 strongly

disagreed. In the second question, Strongly Agree had the highest count with 72 responses,

followed by Agree with 46. Only 1 respondent disagreed, and 1 strongly disagreed. For the

third question, Strongly Agree received 66 responses, while Agree followed with 51.

Disagree was selected by 2 respondents, and 1 strongly disagreed. In the fourth question,

Strongly Agree had 68 responses, followed by Agree with 46. Disagree was chosen by 6

people, and 1 strongly disagreed. Lastly, in the fifth question, Strongly Agree had 63

responses, Agree had 53, while 3 disagreed, and 1 strongly disagreed. This indicates that in

relation to Castillo et al. (2019), confirmed that in-person settings heighten metacognitive

awareness and promote social connectedness through group activities and direct dialogue.

Instructors should enhance social presence in webinars by incorporating breakout rooms,

collaborative projects, and live discussions. Also, in connection to Macatangay et al.

(2016) highlighted that students in traditional learning environments show greater

comprehension due to direct instructor feedback and customized support.

 College and Business Administration and Accountancy

Figure 10. Percentage of Respondents for Teaching Presence (Virtual Webinar)

Figure 10 shows the result for Teaching Presence in a Virtual Webinar. In this

graph, the blue bar represents Strongly Agree, red for Agree, orange for Disagree, and

green for Strongly Disagree. For the first question, Agree had the highest count with 43

responses, followed by Strongly Agree with 35. Disagree was chosen by 32 respondents,

while 10 strongly disagreed. In the second question, Agree received 52 responses,

followed by Strongly Agree with 32. Disagree was selected by 25 respondents, while 9

strongly disagreed. For the third question, Agree had 50 responses, followed by Strongly

Agree with 35. Disagree was chosen by 25 respondents, and 10 strongly disagreed. In the

fourth question, Agree led with 52 responses, followed by Strongly Agree with 33.

Disagree had 20 responses, while 15 respondents strongly disagreed. Lastly, in the fifth

question, Agree received 49 responses, followed by Strongly Agree with 38. Disagree

was chosen by 20 respondents, while 13 strongly disagreed.

 College and Business Administration and Accountancy

Figure 11. Percentage of Respondent’s for Learning Satisfaction (Traditional

Seminar)

Figure 11 shows the result for Learning Satisfaction in a Traditional seminar. In

this graph, the blue bar represents Strongly Agree, red for Agree, orange for Disagree,

and green for Strongly Disagree. For the first question, Strongly Agree had the highest

count with 63 responses, followed by Agree with 52. Disagree was chosen by 5

respondents, while only 1 strongly disagreed. In the second question, Strongly Agree

received 66 responses, followed by Agree with 46. Disagree was selected by 7

respondents, while 1 strongly disagreed. For the third question, Strongly Agree had 62

responses, while Agree followed with 51. Disagree was chosen by 6 people, and 1

strongly disagreed. In the fourth question, Strongly Agree received 66 responses,

followed by Agree with 50. Only 3 respondents disagreed, and 1 strongly disagreed.

Lastly, in the fifth question, Strongly Agree had the highest count with 70 responses,

followed by Agree with 45. Disagree was chosen by 4 respondents, while 1 strongly

disagreed. According to Lin (2022), students in face-to-face environments tend to

 College and Business Administration and Accountancy
perform better and express greater satisfaction due to the immediate interaction with

instructors and peers. This study comparing online and traditional learning concluded that

the physical classroom setting enhances understanding through real-time discussion and

feedback.

Figure 12. Percentage of Respondent’s for Learning Satisfaction (Virtual Webinar)

Figure 12 shows the result for Learning Satisfaction in a Virtual webinar. In this

graph, the blue bar represents Strongly Agree, red for Agree, orange for Disagree, and

green for Strongly Disagree. For the first question, Agree had the highest count with 44

responses, followed by Strongly Agree with 34. Disagree was selected by 33 respondents,

while 9 strongly disagreed. In the second question, Agree received 47 responses,

followed by Strongly Agree with 34. Disagree was chosen by 28 respondents, and 11

strongly disagreed. For the third question, Agree had 46 responses, followed by Strongly

Agree with 36. Disagree was selected by 21 respondents, while 17 strongly disagreed. In

the fourth question, Agree had 47 responses, followed by Strongly Agree with 32.

Disagree was chosen by 25 respondents, while 16 strongly disagreed. Lastly, in the fifth
 College and Business Administration and Accountancy
question, Agree received 42 responses, followed by Strongly Agree with 36. Disagree

was selected by 22 respondents, while 20 strongly disagreed. Gegenfurtner and Ebner

(2019) conducted a meta-analysis and discovered that satisfaction was significantly

higher in face-to-face learning environments compared to webinars, highlighting a

preference for physical classroom settings due to their interactive structure.

Tables

AGE FREQUENCY PERCENTAGE

18-20 years old 44 36.7%
21-23 years old 60 50%
24 years old and above 16 13.3%
TOTAL 120 100%

Table 2. Frequency and Percentage Distribution of Respondent’s Age

The table shows that 50% of the respondents are between the ages of 21 and 23,

which suggests that most of the participants are probably in the middle of their college

careers. Students between the ages of 18 and 20 make up 36.7% of the student body,

most likely first year and sophomores, while those aged 24 and older make up 13.3% of

the student body, possibly late enrollees or students who are working.

GENDER FREQUENCY PERCENTAGE

Male 57 47.5%
Female 63 52.5%
TOTAL 120 100%

Table 3. Frequency and Percentage Distribution of Respondents as to their Gender

The table shows that the gender distribution among respondents is balanced, with

a slightly higher percentage of females overall (52.5%) compared to the percentage of

 College and Business Administration and Accountancy
males overall (47.5%). This suggests that the sample population has a gender

representation that is very close to being equal.

YEAR LEVEL FREQUENCY PERCENTAGE

1st Year 30 25%

2nd Year 37 30.8%

3rd Year 18 15%

4th Year 35 29.2%

TOTAL 120 100%

Table 4. Frequency and Percentage Distribution of Respondents as to their Year Level

The results shown in the table shows that the highest percentage of respondents

are students in their second year (30.8%), followed by students in their fourth year

(29.2%). Students in their first-year account for a quarter of the total population (25

percent), while students in their third year make up the smallest percentage (15 percent).

According to this distribution, participation appears to be relatively distributed across all

year levels, with slight peaks occurring in the second and fourth years.

SOCIAL PRESENCE WEIGHTED STANDARD INTERPR

(TRADITIONAL MEAN DEVIATION ETATION
SEMINAR)

1. I actively participate in 3.38 0.62 Strongly

discussions and activities. Agree
 College and Business Administration and Accountancy
2. I feel connected with my 3.38 0.62 Strongly
instructor and classmates. Agree

3. I am comfortable asking 3.45 0.66 Strongly

questions and expressing my Agree
thoughts.

4. The learning environment 3.52 0.58 Strongly

encourages collaboration and Agree
teamwork.

5. The seminar/webinar 3.48 0.63 Strongly

platform allowed for seamless Agree
communication and
interaction.

3.44 0.62 Strongly

Agree

Table 5. Weighted Mean and Standard Deviation for Social Presence (Traditional

Seminar)

The concept of social presence, which refers to the extent to which individuals

recognize others as genuine and present during mediated communication, is essential in

educational environments. Traditional seminars naturally enhance social presence, owing

to the immediacy and depth of direct interactions. A study conducted by Richardson and

Swan (2003) revealed that students enrolled in face-to-face courses experienced greater

levels of social presence than their counterparts in online environments. The physical

presence of instructors and learners in traditional seminars fosters spontaneous

interactions, enables immediate feedback, and cultivates trust, all of which enhance the

sense of community. The responses show a high level of social presence in the traditional

seminar setting. All aspects including active participation, connection with peers and

instructors, comfort in communication, collaborative environment, and effective use of

the platform are rated positively. With an overall weighted mean of 3.44, the participants
 College and Business Administration and Accountancy
strongly agree that traditional seminars successfully foster a strong sense of social

interaction and engagement. This suggests that face-to-face learning remains an effective

medium for communication and collaborative learning.

SOCIAL PRESENCE WEIGHTED STANDARD INTERPRE

(VIRTUAL WEBINAR) MEAN DEVIATION TATION

1. I actively participate in 2.85 0.88 Agree

discussions and activities.

2. I feel connected with my 2.85 0.85 Agree

instructor and classmates.

3. I am comfortable asking 2.78 0.95 Agree

questions and expressing my

thoughts.

4. The learning environment 2.74 0.93 Agree

encourages collaboration and

teamwork.

5. The seminar/webinar platform 2.82 0.92 Agree

allowed for seamless

communication and interaction.

2.81 0.91 Agree

Table 6. Weighted Mean and Standard Deviation for Social Presence (Virtual
Webinar)

The concept of social presence, which refers to the capacity of individuals to

convey their social and emotional selves within a virtual setting, plays a vital role in

facilitating effective online learning. Nonetheless, virtual webinars frequently encounter

 College and Business Administration and Accountancy
obstacles that may undermine this feeling of engagement. Technological obstacles

contribute to diminishing social presence. According to the study conducted by Song et

al. (2019), factors like inadequate internet connectivity, lack of familiarity with digital

platforms, and technical malfunctions can hinder communication flow, resulting in

frustration and reduced engagement. The presence of these challenges may lead to a

decrease in active participation among individuals, thereby further eroding the sense of

community. In light of these challenges, specific strategies can significantly improve

social presence in virtual webinars. For example, integrating interactive components like

breakout rooms, polls, and immediate feedback can enhance participation. Furthermore,

equipping instructors with the skills to utilize expressive language and deliver prompt

feedback can effectively address the challenges posed by the lack of non-verbal

communication. The results of the table show that there is a moderate level of social

presence in settings that involve virtual webinars. Even though the majority of

participants continue to agree with the positive statements, the scores tend to be lower

when compared to those of traditional seminars. Although virtual environments do

provide some degree of interaction and connection, the data suggest that they may lack

the immediacy and richness of face-to-face communication. This is indicated by the

overall weighted mean of 2.81, which indicates that the data suggest this. When

compared to in-person settings, participants may experience a lower level of comfort and

engagement. This could be the result of technological barriers or a reduction in the

number of non-verbal cues.

COGNITIVE PRESENCE WEIGHTE STANDARD INTERPRE

(TRADITIONAL SEMINAR) D DEVIATIO TATION
 College and Business Administration and Accountancy
MEAN N

1. The content is clear and easy to 3.43 0.59 Strongly

Agree
understand.

2. I can recall and apply the 3.48 0.58 Strongly

Agree
concepts learned.

3. It helped me analyze and solve 3.50 0.61 Strongly

Agree
customs-related problems.

4. The seminar/webinar provided 3.43 0.59 Strongly

Agree
relevant case studies and real-

world applications.

5. The learning activities 3.49 0.58 Strongly

Agree
encouraged critical thinking and

problem-solving.

3.47 0.59 Strongly

Agree

Table 7. Weighted Mean and Standard Deviation for Cognitive Presence (Traditional

Seminar)

The findings from Table 7 indicate a strong cognitive presence among participants

who attended traditional seminars, with a weighted mean of 3.47 and a standard deviation

of 0.59, interpreted as “Strongly Agree.” These results suggest that the traditional seminar

format effectively promoted intellectual engagement, concept retention, and the application

of customs-related knowledge to real-world scenarios. This supports the conclusions of

Smith et al. (2021), who emphasized that structured in-person sessions facilitate better
 College and Business Administration and Accountancy
retention of complex information and enhance engagement through mentoring relationships

and collaborative learning. The alignment between the data and the literature highlights

that conventional face-to-face seminars are instrumental in fostering critical thinking and

problem-solving skills, which are essential for proficiency in technical disciplines such as

Customs Administration. Therefore, the high cognitive presence reflected in the participants’

responses affirms the enduring value of traditional seminars in promoting deep learning and

analytical reasoning.

COGNITIVE PRESENCE WEIGHTED STANDARD INTERPRET

(VIRTUAL WEBINAR) MEAN DEVIATIO ATION
N

1. The seminar/webinar content 2.85 0.86 Agree

is clear and easy to understand.

2. I can recall and apply the 2.90 0.87 Agree

concepts learned.

3. The learning method helped me 2.81 0.85 Agree

analyze and solve customs-related

problems.

4. The seminar/webinar provided 2.89 0.91 Agree

relevant case studies and real-

world applications.

5. The learning activities 2.86 0.96 Agree

encouraged critical thinking and

problem-solving.

2.86 0.89 Agree

 College and Business Administration and Accountancy
Table 8. Weighted Mean and Standard Deviation for Cognitive Presence (Virtual

Webinar)

The data in Table 8 shows that participants in virtual webinars generally agreed that

the sessions facilitated cognitive engagement, with an overall weighted mean of 2.86 and a

standard deviation of 0.89. While the content was perceived as clear and relevant, the lower

scores compared to traditional seminars suggest that cognitive presence in virtual

environments may be less robust. According to the findings of Garcia (2020), who noted

that although virtual webinars provide timely and globally relevant content, they often lack

the depth of practical application needed to fully engage students in critical thinking and

problem-solving. The absence of physical interaction and hands-on activities in virtual

formats can hinder deeper cognitive involvement, which is crucial in a field like Customs

Administration that relies heavily on practical experience. Thus, while virtual webinars

contribute to intellectual stimulation, their limitations in promoting higher-order cognitive

skills underscore the need for more interactive and integrative learning strategies.
 College and Business Administration and Accountancy

TEACHING PRESENCE WEIGHTE STANDARD INTERPRE

(TRADITIONAL SEMINAR) D MEAN DEVIATION TATION

1. The instructor explained the 3.44 0.61 Strongly

Agree
topics clearly and effectively.

2. The instructor encouraged 3.58 0.56 Strongly

Agree
student participation and interaction.

3. I receive timely feedback on my 3.52 0.58 Strongly

Agree
questions and concerns.

4. The materials and resources 3.53 0.62 Strongly

Agree
provided were useful and well-

organized.

5. The instructor provided additional 3.48 0.59 Strongly

Agree
resources to deepen our

understanding.

3.50 0.59 Strongly

Agree

Table 9. Weighted Mean and Standard Deviation for Teaching Presence (Traditional

Seminar)

The respondents were in complete agreement that the instructor performed

exceptionally well in all of the areas that were evaluated, including the clarity of

explanation, the encouragement of participation, the timely feedback, the quality of the

resources, and the additional support.

 College and Business Administration and Accountancy
TEACHING PRESENCE WEIGHTED STANDAR INTERPRE
(VIRTUAL WEBINAR) MEAN D TATION
DEVIATIO
N

1. The instructor explained the 2.85 0.94 Agree

topics clearly and effectively.

2. The instructor encouraged 2.86 0.91 Agree

student participation and

interaction.

3. I receive timely feedback on 2.92 0.91 Agree

my questions and concerns.

4. The materials and resources 2.86 0.96 Agree

provided were useful and well-

organized.

5. The instructor provided 2.93 0.96 Agree

additional resources to deepen our

understanding.

2.89 0.94 Agree

Table 10. Weighted Mean and Standard Deviation for Teaching Presence (Virtual

Webinar)

It was recognized that there was a teaching presence in the virtual webinar, but

not to a significant degree. Although teachers provided guidance and shared resources,

the absence of direct physical interaction may have had an impact on the degree to which

students felt connected or guided. Instruction that is delivered more clearly and

interaction that is improved are both areas that need to be improved.

 College and Business Administration and Accountancy

LEARNING SATISFACTION WEIGHTED STANDAR INTERPRE

(TRADITIONAL SEMINAR) MEAN D TATION
DEVIATIO
N

1. I feel satisfied with the 3.47 0.61 Strongly

Agree
learning experience.

2. The learning method met my 3.48 0.65 Strongly

Agree
expectations.

3. I would recommend this 3.45 0.63 Strongly

Agree
learning method to other students.

4. I would like to attend similar 3.51 0.59 Strongly

Agree
learning sessions in the future.

5. The learning method was 3.53 0.61 Strongly

Agree
engaging and kept my attention

throughout.

3.49 0.62 Strongly

Agree

Table 11. Weighted Mean and Standard Deviation for Learning Satisfaction

(Traditional Seminar)

The traditional seminar approach has been shown to be very well received by the
students. In addition to finding the method to be interesting and satisfying, they are
willing to recommend it to others and are open to the possibility of future sessions
utilizing the same methodology. Johnson & Lee (2023) explored the differences between
traditional seminars and online learning. Their findings indicated that while online
learning offers flexibility, traditional seminars provide a more immersive experience,
fostering better student participation and retention.
 College and Business Administration and Accountancy
LEARNING SATISFACTION WEIGHTED STANDARD INTERPRET
(VIRTUAL WEBINAR) MEAN DEVIATIO ATION
N

1. I feel satisfied with the 2.86 0.92 Agree

learning experience.

2. The learning method met 2.87 0.93 Agree

my expectations.

3. I would recommend this 2.84 1.01 Agree

learning method to other

students.

4. I would like to attend similar 2.79 0.99 Agree

learning sessions in the future.

5. The learning method was 2.78 1.05 Agree

engaging and kept my attention

throughout.

2.83 0.98 Agree

Table 12. Weighted Mean and Standard Deviation for Learning Satisfaction (Virtual

Webinar)

The results of the table show that students had a moderate level of satisfaction with the
virtual format. However, engagement levels and willingness to attend similar sessions in
the future were lower when compared to the traditional method, despite the fact that
expectations were met. Garcia (2025) analyzed student preferences in online learning
formats. The study revealed that students value structured learning experiences with clear
expectations. However, the lack of face-to-face interaction was cited as a drawback,
affecting overall satisfaction levels.
 College and Business Administration and Accountancy

Table 13. Z-test result for Traditional seminars and Virtual webinars

The Z-score of 6.395 is far above the critical value of 1.96 (for 95% confidence), and the

p-value is effectively 0. This means social presence is significantly higher in traditional

seminars than in virtual webinars. Participants felt more socially connected in face-to-

face settings. While for Cognitive presence the Z-score of 6.258 exceeds the critical value

of 1.96, and the p-value is effectively 0. This indicates that cognitive presence is

significantly greater in traditional seminars compared to virtual webinars. Learners were

more likely to engage in meaningful reflection and understanding during in-person

sessions and for Teaching presence, a Z-score of 6.021 and a p-value close to 0, the

results show that teaching presence is significantly stronger in traditional seminars. This

suggests that students perceived instructors as more effective in managing and guiding

learning in the face-to-face environment.Lastly, the Learning satisfaction with a Z-score

of 6.235, well beyond the threshold of 1.96, and the corresponding p-value of nearly 0

confirm that learning satisfaction is significantly higher in traditional seminars. Learners

reported feeling more satisfied with their overall educational experience in an in-person

setting.
 College and Business Administration and Accountancy

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings

The study examined the effectiveness of traditional seminars versus virtual

webinars in enhancing the competence of Customs Administration students at Philippine

Christian University – Manila, guided by the Community of Inquiry (CoI) Theory by

Garrison, Anderson, and Archer (2000). This theory emphasizes three essential elements

in learning social presence, cognitive presence, and teaching presence all of which are

vital in shaping student engagement, deep understanding, and instructional guidance in

both traditional and online environments. The study’s findings were analyzed in

alignment with its research objectives, focusing on social presence, cognitive presence,

teaching presence, learning satisfaction, and overall student competence.

Results from the two-sample Z-test indicate statistically significant differences

favoring traditional seminars across all measured categories. In terms of social presence,

students reported a stronger sense of connection in traditional seminars, with a mean

 College and Business Administration and Accountancy
score of 3.44 compared to 2.81 for virtual webinars. This was supported by a Z-value of

6.395 and a p-value of less than 0.001, indicating a highly significant difference. Students

in traditional settings felt more engaged, confident asking questions, and more

collaborative in discussions. For cognitive presence, traditional seminars scored a mean

of 3.47, while virtual webinars scored 2.86. The corresponding Z-value was 6.258 (p <

0.001), reflecting stronger learning outcomes and better knowledge retention in face-to-

face environments. Teaching presence also favored traditional seminars, with a mean

score of 3.50 versus 2.89 for webinars, and a Z-value of 6.021 (p < 0.001), showing that

real-time feedback and adaptive instruction significantly enhance the educational

experience. Lastly, overall learning satisfaction was greater in traditional seminars (mean

= 3.49) than in virtual webinars (mean = 2.83), as supported by a Z-value of 6.235 (p <

0.001), highlighting the combined impact of improved social, cognitive, and teaching

dynamics in face-to-face settings.

While virtual webinars offer flexibility and accessibility, the study concludes that

traditional seminars provide a more immersive, interactive, and effective learning

experience. These results affirm the importance of in-person instruction in developing the

competence of Customs Administration students, especially in areas requiring practical

engagement, immediate feedback, and collaborative learning.

Conclusion

The study examined traditional seminars and virtual webinars, revealing that the

demographic information gathered contributes to understanding the effectiveness of these

 College and Business Administration and Accountancy
methods in enhancing student skills. The findings reveal that most participants are aged

between 21 and 23, suggesting that the sample primarily consists of individuals who are

in the midst of their educational pursuits. The age distribution indicates that respondents

probably possess sufficient academic experience to effectively evaluate the effects of

both traditional and virtual learning platforms. The gender representation is fairly

balanced, with a slight majority of female participants, which contributes to a diverse

perspective in evaluating both learning methods. The presence of students from various

academic years, particularly with the largest groups being second- and fourth-year

students, indicates that the feedback was gathered from individuals possessing diverse

levels of experience and understanding regarding academic subjects and professional

development activities. The demographic profile suggests that the results of this study are

influenced by a diverse and representative sample of Customs Administration students.

This feature improves the reliability of comparing traditional seminars and virtual

webinars in fostering student competence, ensuring that the results capture a wide range

of experiences and perspectives among the student body.

Recommendations

The rapid evolution of educational delivery methods, especially due to the

COVID-19 pandemic and technological advancements, has dramatically transformed

student learning experiences. Traditional face-to-face seminars and virtual webinars each

offer distinct advantages and challenges, particularly in professional fields such as

Customs Administration. To evaluate the impact of these two modalities on student

perception and learning outcomes, this study utilized a two-sample Z-test based on the
 College and Business Administration and Accountancy
Community of Inquiry (CoI) framework, which includes social presence, cognitive

presence, teaching presence, and overall learning satisfaction. The following section

presents the results per research question, paired with recommendations grounded in

relevant literature.

● To what extent do students perceive social presence in traditional seminars

compared to virtual webinars in terms of engagement and interaction?

The Z-test result (Z = 6.395, p < 0.001) indicates that students perceive significantly

stronger social presence in traditional seminars than in virtual webinars. The in-person

format facilitates real-time communication, emotional expression, and collaborative

engagement. Castillo et al. (2019) confirmed that in-person settings heighten

metacognitive awareness and promote social connectedness through group activities and

direct dialogue. Instructors should enhance social presence in webinars by incorporating

breakout rooms, collaborative projects, and live discussions. Following Castillo et al.

(2019), replicating opportunities for social expression in digital environments can foster a

greater sense of community and interpersonal connection, even in virtual formats.

● What are the perceived differences in cognitive presence between traditional

seminars and virtual webinars regarding understanding and knowledge retention?

With a Z-score of 6.258 (p < 0.001), results show significantly higher cognitive

presence in traditional seminars. Students find these sessions more effective for critical
 College and Business Administration and Accountancy
thinking and information retention due to spontaneous discussions and immediate

clarification. Smith et al. (2021) support this, stating that structured face-to-face

interactions aid in better comprehension of complex topics, particularly in technical fields

like Customs Administration. To strengthen cognitive presence in webinars, instructors

should use structured problem-solving activities, case studies, and self-reflection

prompts. As Smith et al. (2021) emphasized, incorporating analytical tasks and instructor

guidance in virtual settings can help replicate the depth of understanding found in

traditional classrooms.

● How do students rate the effectiveness of teaching presence in traditional

seminars versus virtual webinars in terms of instructor guidance and learning

support?

The Z-score of 6.021 (p < 0.001) reveals that students perceive a stronger

teaching presence in traditional seminars. Face-to-face formats allow instructors to

deliver guidance more effectively, respond to individual concerns, and adapt to learners’

needs in real time. Macatangay et al. (2016) highlighted that students in traditional

learning environments show greater comprehension due to direct instructor feedback and

customized support. To enhance teaching presence in webinars, educators should deliver

synchronous lessons, maintain consistent communication, and utilize digital tools like

polls, live chats, and learning platforms. Macatangay et al. (2016) emphasized that

maintaining visibility and real-time responsiveness in instruction boosts students’

perception of teaching presence.

 College and Business Administration and Accountancy

● What are the differences in overall learning satisfaction between students

attending traditional seminars and those participating in virtual webinars based on

their perceptions?

The Z-score of 6.235 (p < 0.001) shows that students are more satisfied with

traditional seminars. The structured environment, direct feedback, and physical

interaction contribute to a more fulfilling learning experience. According to Diagan and

Ruangkanjanases (2023), learning satisfaction is maximized when social, cognitive, and

teaching presence are all harmonized, something more naturally achieved in traditional

classrooms. Educational institutions should implement blended learning approaches,

integrating the strengths of face-to-face seminars with the flexibility of digital platforms.

Based on Diagan and Ruangkanjanases (2023), this hybrid model ensures that all aspects

of the CoI framework are addressed, improving satisfaction and overall learning

outcomes.

The results of this study, titled "A Comparative Study Between the Traditional

Seminars and the Virtual Webinars in Enhancing Competence Among Customs

Administration Students of Philippine Christian University–Manila Campus," clearly

demonstrate that traditional seminars are significantly more effective than virtual

webinars in enhancing student competence. Across all measured areas social presence,

cognitive presence, teaching presence, and overall learning satisfaction students

consistently reported higher scores for traditional seminars. These findings highlight the
 College and Business Administration and Accountancy
importance of in-person instruction in fostering engagement, deepening understanding,

strengthening instructor support, and increasing satisfaction among Customs

Administration students. Given the nature of the discipline, which demands not only

theoretical knowledge but also practical skills and immediate feedback, traditional

seminars should be prioritized and continuously implemented as the primary method of

instructional delivery to ensure the development of competent and industry-ready

graduates.

APPENDICES

Appendices A – Bibliography

Amhag, L. (2015). Learner centered experiences with flipped classroom and

mobile online webinars in distance higher education programs.

https://doi.org/10.13140/RG.2.1.3449.3284
 College and Business Administration and Accountancy
Baird, K., & Munir, R. (2015). The effectiveness of workshop (cooperative

learning) based seminars. Asian Review of Accounting, 23(3), 293–312.

https://doi.org/10.1108/ara-03-2014-0038

Brown, C., Lee, M., & Gonzalez, A. (2020). Virtual learning and global access:

The impact of webinars in higher education. International Journal of Online Learning,

12(4), 21530.

https://www.researchgate.net/publication/370766475_Exploring_the_Impact_of_Online_

Education_on_Higher_Education

Castillo, R., Cabatay, M. F. D., Ronquillo, R. F., & Seva, M. S. B. (2019).

Customs Administration students' usage of metacognitive knowledge in their internships.

International Journal of Education and Practice, 7(4), 347–362.

https://www.researchgate.net/publication/

336117335_Customs_Administration_Students_

Usage_of_Metacognitive_Knowledge_in_their_Internships

Diagan, N., & Ruangkanjanases, A. (2023). Antecedents affecting blended

learning satisfaction: A comparative study in technologically enhanced environments

between students in the Philippines and Thailand. International Journal of

Information and Education Technology, 13(10), 1563–1572.

https://www.ijiet.org/show-193-2573-1.html
 College and Business Administration and Accountancy
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-

based environment: Computer conferencing in higher education. The Internet and Higher

Education, 2(2–3), 87–105.

**https://doi.org/10.1016/S1096-7516(00)00016-6**

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its

transformative potential in higher education. The Internet and Higher Education, 7(2),

95–105.

https://www.sciencedirect.com/science/article/abs/pii/S1096751604000156

Gegenfurtner, A., & Ebner, C. (2019). Webinars in higher education and

professional training: A meta-analysis and systematic review. Frontiers in Education.

https://www.frontiersin.org/articles/10.3389/feduc.2019.00092/full

Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R.

(2012). A thematic analysis of the most highly cited scholarship in the first decade of

blended learning research. The Internet and Higher Education, 20, 20–34.

https://www.researchgate.net/publication/258245982_A_thematic_analysis_of_the_most

_highly_cited_scholarship_in_the_first_decade_of_blended_learning_research

Kumar, G. K. C., Rangappa, K. B., & S, S. (2021). Effectiveness of seminar and

Webinar in Learning Experience: An Empirical Analysis, 21(2) 247-

257.https://doi.org/10.5281/zenodo.5599424
 College and Business Administration and Accountancy
Lin, T.-C. (2022). Student learning performance and satisfaction with traditional

face-to-face classroom versus online learning: Evidence from teaching Statistics for

Business. ResearchGate. https://www.researchgate.net/publication/363289020

Macatangay, A. O., Braza, L. D., Gamboa, M. N., Gonzales, A. D., Fuentes, R. A.

P., Macalalad, J. A., Hernandez, K. T., Montejo, J. R. B., & Mendoza, F. M. (2016).

Status of implementation and usefulness of outcomes-based education in Customs

Administration program of one Asian university. Asia Pacific Journal of Education, Arts

and Sciences, 3(3), 62–69. https://asiapjournals.org/download/status-of-implementation-

and-usefulness-of-outcomes- based-education-in-customs-administration-program-of-

one-asian-university/

Mendoza, M. C. (2022). Blended learning attitudes and perceptions toward

blended learning: The case of Cagayan State University. AIDE Interdisciplinary Research

Journal, 2. https://journal.aide-inc.net/index.php/aide-irj/article/view/19

Nicklen, P., Keating, J. L., Paynter, S., Storr, M. and Maloney, S. (2016). Remote

online case-based learning: A comparison of remote-online and face-to-face, case-based

learning - a randomized controlled trial. Education for Health (Abingdon, England),

29(3). https://doi.org/10.4103/1357-6283.204213

Picciano, A. G., Dziuban, C. D., & Graham, C. R. (2013). Blended learning:

Research perspectives (Vol. 2). Routledge. https://www.routledge.com/Blended-

Learning-Research-Perspectives-Volume-2/Picciano-

Dziuban-Graham/p/book/9781135123341
 College and Business Administration and Accountancy
Ramos, L & Soliven, P. C . (2020). Rise of webinars: An impact assessment of

online seminar learning from the students' perspective. PCS Review. 87-106.

https://www.researchgate.net/publication/357403717_Rise_of_webinars_An_impact_

assessment_of_online_seminar_learning_from_the_students'_perspective

Sagun, D. J. B., Pawilen, G. T., Paccarangan, S. J. C., Albor, R. G. Z., Patindol,

H. L., Almeda, P. P., & Pelegrina, D. V. (2024). Assessing the complex operation of

blended learning for English instruction in a public high school in the Philippines.

International Journal of Recent Educational Research, 5(3), 639–655.

https://journal.ia-education.com/index.php/ijorer/article/view/596

Smith, A., & Jones, B. (2019). Enhancing student engagement through traditional

seminars: A comparative study. Journal of Educational Methods, 45(2), 123–135.

https://www.researchgate.net/publication/382291060_A_Comparative_Study_on_Student

s'_Performance_and_Satisfaction_between_Traditional_and_Online_Teaching_Methods

_in_Secondary_School

Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2019). Improving online

learning: Student perceptions of useful and challenging characteristics. The Internet and

Higher Education, 7(1), 59–70. https://www.learntechlib.org/p/102596/

Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Innosight

Institute. https://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-

K-12-blended- learning.pdf
 College and Business Administration and Accountancy
Swan, K., & Shih, L. F. (2005). On the nature and development of social presence

in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–

136. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1784

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning.

Cognitive Science, 12(2), 257–285.

https://www.sciencedirect.com/science/article/abs/pii/0364021388900237

Webinar Ninja Editorial Team. (2025, February 17). Webinar vs. Seminar:

Understanding Key Differences & When to Choose One. WebinarNinja.

https://webinarninja.com/blog/webinar-vs-seminar/
 College and Business Administration and Accountancy

Appendices B – Survey Questionnaire

Research Instruments

Demographic Information

(Please check or fill in the appropriate answer)

1. Age:

● 18-20 years old

21-23 years old

● 24 years old and abovw

2. Gender:

● Male

● Female

3. Year Level:

● 1st Year

● 2nd Year

● 3rd Year

● 4th Year

4. Have you attended both traditional seminars and virtual webinars?

● Yes

● No (If No, you may stop answering the survey. Thank you!)
 College and Business Administration and Accountancy

Learning Experience Assessment

Instruction:

Please rate each statement below based on your experience with traditional seminars and

virtual webinars. Use the scale:

Scale Meaning

4 Strongly Agree

3 Agree

2 Disagree

1 Strongly Disagree

INDICATORS
 College and Business Administration and Accountancy
SOCIAL PRESENCE TRADITIONAL VIRTUAL

SEMINARS WEBINARS

4 3 2 1 4 3 2 1

1. I actively participate in discussions and

activities.

2. I feel connected with my instructor and

classmates.

3. I am comfortable asking questions and

expressing my thoughts.

4. The learning environment encourages

collaboration and teamwork.

5. The seminar/webinar platform allowed for

seamless communication and interaction.

COGNITIVE PRESENCE TRADITIONAL VIRTUAL

SEMINARS WEBINARS

4 3 2 1 4 3 2 1

1. The seminar/webinar content is clear and

easy to understand.

2. I can recall and apply the concepts learned.

3. The learning method helped me analyze and

solve customs-related problems.

 College and Business Administration and Accountancy
4. The seminar/webinar provided relevant case

studies and real-world applications.

5. The learning activities encouraged critical

thinking and problem-solving.

TEACHING PRESENCE TRADITIONAL VIRTUAL

SEMINARS WEBINARS

4 3 2 1 4 3 2 1

1. The instructor explained the topics clearly and

effectively.

2. The instructor encouraged student

participation and interaction.

3. I receive timely feedback on my questions

and concerns.

4. The materials and resources provided were

useful and well-organized.

5. The instructor provided additional resources to

deepen our understanding.

LEARNING SATISFACTION TRADITIONAL VIRTUAL

SEMINARS WEBINARS
 College and Business Administration and Accountancy

4 3 2 1 4 3 2 1

1. I feel satisfied with the learning experience.

2. The learning method met my expectations.

3. I would recommend this learning method to

other students.

4. I would like to attend similar learning

sessions in the future.

5. The learning method was engaging and kept

my attention throughout.
 College and Business Administration and Accountancy

Appendices C – Letter for Respondents

Dear Respondent,

We are 4th-year BSCA students at Philippine Christian University currently conducting a

study titled, "A COMPARATIVE STUDY BETWEEN THE TRADITIONAL SEMINARS AND THE
VIRTUAL WEBINARS IN ENHANCING COMPETENCE AMONG CUSTOMS
ADMINISTRATION STUDENTS OF PHILIPPINE CHRISTIAN UNIVERSITY-MANILA
CAMPUS" as part of the requirements for the degree in Bachelor of Science in Customs
Administration. We ask for your voluntary participation by answering the questions with
the best of your knowledge and as honest as possible.

Your participation in this survey is highly valuable for evaluating the impact of these
learning methods on academic and professional growth. The data collected will be
utilized exclusively for scholarly endeavors and will be kept entirely confidential.

If you have any questions or clarifications regarding our research study, you can contact
us via email at:

[email protected]
 College and Business Administration and Accountancy
[email protected]

[email protected]

[email protected]

[email protected]

Appendices D - Curriculum Vitae

College and Business Administration and Accountancy
College and Business Administration and Accountancy
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College and Business Administration and Accountancy