Socio-demographics, access to technological resources, and preferred online learning attributes of senior high school learners

Published: 19 July 2022| Version 2 | DOI: 10.17632/zv6mf5w5m4.2
Junar Cano


Using quantitative study, the researcher examined the senior high school learners’ socio-demographic characteristics and access to technological resources, preferred online learning attributes, and their segmentation. Using Cochran's formula and disproportionate stratified random sampling technique, 300 learners were identified as respondents of the study. Five online learning attributes consisting of delivery type, lecture, learning tasks, learning materials, and assessment methods were analyzed through the orthogonal plan component of SPSS 22.0. Respondents voluntarily answered the 16 profiles with 2 holdouts generated by the orthogonal design using a 5-point Likert scale through online. The raw dataset was analyzed using descriptive statistics and multivariate tools such as conjoint analysis and cluster analysis to answer the research questions of the study through SPSS 22.0. More so, the clustered dataset was the result of the cluster analysis and it was used to profile and determine the preferences of each segment. The SPSS 22.0 outputs were analyzed and interpreted to delineate definitive conclusions on how to leverage online learning based on learners' preferences and segmentation.


Steps to reproduce

The respondents were selected using the disproportionate stratified random sampling technique. A total of 300 senior high school learners comprised the sample size of the study. The sample size was defined using Cochran's small sample correction formula. The population was divided into six (6) strata with 50 respondents each (disproportionate stratification). The respondents in every stratum were identified randomly using a computer program. In order to ensure that the respondents can provide the necessary information needed to address the research questions of the study and to avoid any form of biases, the following inclusion criteria were employed: the respondents were senior high school enrolled in the 2nd Semester of the school year 2021-2022, any age with no gender restrictions, and the respondents were officially enrolled in the online distance learning modality. Due to the restrictions and health protocols brought by the COVID-19 pandemic, the researcher administered the survey questionnaire through online using Google forms. A survey questionnaire was utilized as a research instrument in the study. The questionnaire was comprised of two major parts. The first part was about the respondents' socio-demographic profile and access to technological resources. Meanwhile, the second part of the questionnaire was about the questionnaire proper with 18 profiles. Prior to the conduct of the study, a pilot test of the questionnaire was done among 30 respondents who were selected through purposive sampling. The pilot test result registered a Pearson's R correlation of 0.956, close to the cut-off value of 1.00, implying that the generated orthogonal design has high goodness of fit (Hair et al., 2010). Permission was sought from the School Director and Principal prior to the conduct of the study. With the approval to conduct the study, the researcher commenced the gathering of the data. The link to the questionnaire, in Google form, was sent to the identified respondents through the learning management platform of the school. The respondents were asked to fill out the informed consent form before answering the survey. The responses of the respondents were retrieved through the Google form. The gathered data were processed, analyzed, and interpreted to gain insights into the preferred online learning attributes of the learners.


Notre Dame of Marbel University


Teaching, Learning, Secondary Education, Segmentation, Conjoint Analysis of Preference, Online Education