Child and Adolescent Learners and Learning Principles This course deals with the study of the patterns of human development especially focusing on the cognitive, biological, social, moral and emotional development of the child and adolescent learners.

1. THE EFFECTS OF ONLINE CLASS TO THE MOTIVATION TO LEARN AMONG
THE FIRST YEAR BEED STUDENTS IN THE UNIVERSITY
By: Shera Mae G. Limpag, Ahl VincentR. Arela, JenecilR. Velasco, Princess B. Puebla, CharleneT. Solan
In this new modality, commonly referred to as
"online class," students' Motivation should be
considered. Thestudents'Motivation is oneofthe
essential factors that fuelled their interest and
perseverance to achieve productive and
meaningful education. This study intends to
assess theeffects of online classes on students'
Motivation to learn to better understand their
viewpoint on this modernizedform ofeducation,
which uses means other than the conventional
teaching and learning process.
Moreover, a descriptive-correlational
design was utilized under a quantitative approach
with researchers'useof surveyquestionnaires as
the primary instrumentfor gathering the data. A
total offifty (37) students whohave participated
in the survey. Simple random sampling method
was used where the respondents were picked
randomly from a subset of participants from a
population. Theinstrument for collecting data had
undergone content validation to check its
functionality andreliability. Simple percentages,
weighted mean, and chi-square were used in
treating the data.
The outcome revealed that the
student's these factors can effect students’
motivation to learn. The results connoted that
there is no significant relationship between
participants'profile in terms ofage and gender
.Moreover, it was alsofoundout that there is no
strong association between the profile of
respondents and the factors that influence
respondents’ motivation to learn in an online
class.
Keywords: traditional, online class, motivation
METHODS
This study utilized descriptive-correlational design to
determine e effectsof onlineclassonthe motivationtolearn
of the first year BEED students in the University.
INPUT
 Participants’ Profile
 The effects of online
class to students’
motivation.
PROCESS
 ResearchDesign
 Data Gathering
 Data Processing
 Analysis
Interpretation
OUTPUT
 Motivation
enhancement
program
 Analysis
Interpretation
RESULTS
The following were the findings of the study:
1. Most of the respondents belong to the age of 18-19. Majority of the
respondents were females.
2. The respondents' responses in the indicator teaching methods are
interpretedas oftenwith a weighted mean of 4.10. The respondents'
responses in the indicator teacher behaviour and personality are
interpretedas oftenwith a weighted mean of 4.18. The res pondents'
responses inthe indicator parental habits and involvement is interpreted
as oftenwitha weighted meanof 3.91.The respondents'responses in the
indicator technical issues are interpretedas often witha weighted mean
of 3.84.
3. There is no significant relationshipbetweenthe respondents'age and the
factors influencingrespondents' motivation to learn in an online class.
There is no significant relationshipbetweenthe respondents'gender and
the factors influencingrespondents' motivation to learn inanonline class.
CONCLUSIONS
Based on the findings, the researchers conclude that the factors influencing respondents' motivation to learn in
an online class indicate "often." Most of the participants were females within the age bracket of 18-19 years old.
Moreover, the results showed that the participants' profile shows no strong association between the profile of
respondents and the factors that influence respondents' motivation to learn in an online class. Therefore, these findings
affirmthe attribution theory by FritzHeider that failuredueto lack of skill,failure due to poor teaching, and other factors
may affect student motivation to learn in an online class.
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