CHAPTER 1
INTRODUCTION
Background of the Study
The school year 2020-2021 has been a challenging year for all
of us, among the most affected are the students who are in the
midst of finishing their studies. Different aspects in life has
been affected due to the pandemic caused by COVID-19. The sudden
shift from face-to-face to online classes has a great impact
towards
students’
motivation
in
performing
well
in
class.
According to Li and Lalani (2020), there have been a decrease in
students’ mental health due to the adjustments of e-learning,
causing
an
alarming
increase
to
their
level
of
anxiety
and
depression.
Worldwide school closures, alongside other secondary impacts
of the COVID-19 pandemic, are projected to have far-reaching
implications in the short and the long term for children, their
families, and their communities. Education is a particularly
challenging issue in the context of the pandemic. On the one
hand,
school
environments
risk
high
rates
of
COVID-19
transmission, and closures are seen as necessary measures to
protect public health. On the other hand, the linkages between
schools and children’s health, safety, and life prospects are
significant (ACAPS, 2020).
Okajima (2020) further stated that apart from the economic
impact of the pandemic, the education sector has been greatly
impacted with the closure of schools, resulting in disruption of
learning, dismissal of teachers, as well as intensified digital,
rural-urban and gender divides. In addition, the teachers have
been exposed to tremendous stress to adapt to new platforms,
teaching methods and workloads to ensure that students are not
lagging. Though the governments’ claim to be encouraging and
providing the necessary support and the use of digital tools to
ensure that teaching and learning are not affected, in most of the
countries here in the Asia-Pacific, the public education system
has
poor
infrastructures,
the
teachers
and
students
have
insufficient access to online platforms, teachers have not been
adequately trained in the use of technology, and students
-
particularly in the rural areas - do not have access to internet
in most cases and to computers to some extent.
In the Philippines, News World (2021) highlighted that the
education sector is looking at an enrolment gap of almost 6 million
students this school year. A prolonged absence from school will
render a good number of students losing both learning initiatives
and abilities when the country is returning to normal by next year.
The long-term consequences of millions of students potentially
dropping out of education are dreadful. The resurgence of cases
also means that education authorities cannot discount the schoolholiday possibility in the coming school year. The government has
implemented several measures, such as allowing schools to accept
late enrollees and developing the Learning Continuity Plan to use
alternative
learning
delivery
modes.
In
addition
to
online
learning, students’ self-learning modules, TV and radio will also
be used for learning when classes start. The Education department
had developed learning modules free of charge and promised to
provide printed materials needed in the modules before the start
of classes in August. At the height of school closing in March and
April around the world, there were more than 1.2 billion students
who stayed out of the physical classroom, and many countries around
the world had developed web-based learning apps and tools to bridge
the education gap.
In response to the significant demand of the new type of
learning modality in the time of this pandemic, modern technology
allows online learning platforms and applications such as Zoom,
Google Meeting and Classroom, Edmodo etc. to be used by the
students, paving the way of effective learning and teaching between
the students and teachers. The level of cognition will be surely
measured. It involves the ability of the students in gaining
knowledge
and
comprehension.
It
also
embodies
the
student’s
capability to think, remember, judge and to solve problem.
According to Bloom (2020) Revised Taxonomy, a student’s level
of
cognition
can
be
classified
into
six
levels,
namely;
remembering, understanding applying, analyzing, evaluating and
creating. Each level is conceptually different. These levels can
be helpful in developing learning outcomes because certain verbs
are particularly appropriate at each level and not appropriate at
other levels (though some verbs are useful at multiple levels). A
student
might
demonstrate
list
that
presidents
they
or
remember
proteins
something
or
they
participles
to
learned,
but
generating a list does not demonstrate (for example) that the
student is capable of evaluating the contribution of multiple
presidents to American politics or explaining protein folding or
distinguishing between active and passive participles.
And thus, these levels should also be observed in the
educational atmosphere of digital learning. As digital learning
enhances creativity, self-paced learning, and to have better time
management. It also demonstrate self-motivation for the students
to strive and continue studying. It improved virtual communication
and collaboration; and have a broader and global perspective
towards the current affairs of his/her surroundings. Li (2020)
reported that some research shows that on average, students retain
25-60% more material when learning online compared to only 8-10%
in a classroom. This is mostly due to the students being able to
learn faster online; e-learning requires 40-60% less time to learn
than in a traditional classroom setting because students can learn
at
their
own
pace,
going
back
and
re-reading,
skipping,
or
accelerating through concepts as they choose. Even though, there
are benefits and advantages; there are, however, challenges to
overcome. Some students without access to internet and/or gadgets
struggle to participate in an online learning platform. It also
creates a sense of isolation, requires self-discipline and are
prone to technical issues. These gaps are observed not only here
but all around the world.
Educational Technology and Mobile Learning (2020) came up
with a list of what digital learning should possess to be proven
effective and efficient for students who are now immersed in this
new educational set-up. This list consists of essential questions,
captivating digital content, assessment for learning, multiple
teaching tools and engaging instructional strategies. Seen as
certain aspects of digital learning, the following are then viewed
as necessary if the educational system wants the new educational
landscape of digital learning to be a success.
Advantages and disadvantages of digital learning generate
an important question: Does digital learning affects the level of
cognition of college students? This question really needs an
accurate and well-based answer and that is why, the researchers
will dig deeper and discover if it really affects students’ level
of cognition.
Thus, this research study aims to know the correlation of
using digital learning and how it affects the level of cognition
of college students in a private Christian school in the midst of
changes in the educational learning methods due to circumstances
such as COVID-19 pandemic
Theoretical Framework
The global pandemic seems to be in an endless loop, but the
world itself shouldn’t stop and nor does its people. And the
educational system has certainly adapted certain adjustments to
continue learning even at home. But how effective are these
adjustments
and
how
is
the
level
of
cognition
especially for nursing students affected by such.
for
students
In order to
create an academic content, the researchers used several theories
to support the content of each part and information for guidance.
This
study
is
anchored
on
the
following
different
cognition
theories:
The main theory to which the study is anchored on would be
Bloom’s Revised Digital Taxonomy Theory of Learning.
According to this theory, the framework can be used to to
create
assessments,
evaluate
the
complexity
of
assignments,
increase the rigor of a lesson, simplify an activity to help
personalize learning, design a summative assessment, plan projectbased learning, frame a group discussion, and more. Because it
simply provides an order for cognitive behaviors, it can be applied
to almost anything.
The 6 Levels of Bloom’s Taxonomy
1. The first level of Bloom’s Taxonomy is to Remember.
Example activities at the Remembering level: memorize a poem,
recall state capitals, remember math formulas
2. The second level of Bloom’s Taxonomy is to Understand.
Example activities at the Understanding level: organize the
animal
kingdom
based
on
a
given
framework,
illustrate
the
difference between a rectangle and square, summarize the plot of
a simple story
3. The third level of Bloom’s Taxonomy is to Apply.
Example activities at the Application level: use a formula to
solve a problem, select a design to meet a purpose, reconstruct
the passage of a new law through a given government/system
4. The fourth level of Bloom’s Taxonomy is to Analyze.
Example activities at the Analysis level: identify the ‘parts
of’ democracy, explain how the steps of the scientific process
work together, identify why a machine isn’t working
5. The fifth level of Bloom’s Taxonomy is to Evaluate.
Example activities at the Evaluation level: make a judgment
regarding an ethical dilemma, interpret the significance of a given
law of physics, illustrate the relative value of a technological
innovation in a specific setting—a tool that helps recover topsoil
farming, for example.
6. The sixth and highest level of Bloom’s taxonomy is to
Create.
Example
activities
at
the
Creation
level:
design
a
new
solution to an ‘old’ problem that honors/acknowledges the previous
failures, delete the least useful arguments in a persuasive essay,
write a poem based on a given theme and tone (Heick, 2020).
The main theory that the researchers used was also
the basis
for the study variables they used in measuring the correlation
between digital learning and the level of cognition of nursing
students in a private Christian college. And three supporting
theories are also used by the researchers to better grasp their
hold of the study.
The first support theory that the study was based on is the
Theory of Creativity.
Cognitive theories emphasize the creative process and person:
process, in emphasizing the role of cognitive mechanisms as a basis
for
creative
thought;
and
person,
in
considering
individual
differences in such mechanisms. Some cognitive theories focus on
universal capacities, like attention or memory; others emphasize
individual
differences,
like
those
indexed
by divergent
thinking tasks; some focus on conscious operations; others, on
preconscious, implicit, or unintentional processes.
In this view, ideas are chained together, one after another,
and
more
remote
associates
tend
to
be
more
original.
This
perspective argues that more creative individuals tend to have
flatter
hierarchies
of
associations
than
less
creative
individuals; in other words, more creative people have many more
relatively strong associates for a given concept, rather than only
a
few.
This
is
thought
to
provide
greater
scope
for
the
simultaneous activation of far-flung representations, which many
believe to be an important engine of creative thought (Kozbelt,
2017).
This theory fits best with the present study as this theory
would relate as to how the correlation between digital learning
and the level of cognition of nursing students. With level of
cognition being one of the main study variables, thus theory gives
strong support on how such changes in the learning landscapes
challenges
a
student’s
aspects
of
cognition.
Namely
being
understanding and creating which are two of the study variables
used by the researchers.
The second support theory utilized by the researchers is the
Cognitive Assessment Theory.
Cognitive theory posits that an extensive cognitive system
exists that has a taxonomical structure, varying from surface level
thoughts (products), to mechanisms that operate on information
(processes), and deep structures (schemas). Cognitive structures
drive the manner in which information is processed which, in turn,
manifest as cognitive products. Each level of this taxonomy is
assumed to be relevant to risk for disorder, although it is not
currently known which has the most relevance to negative outcomes
and, therefore, to analyzation and evaluation. (Kozbelt, 2017).
This theory when applied to the current study would be on the
part of how students assess certain changes to the educational
system they are currently undertaking. Which is linked with their
analyzing and evaluating aspects of cognition, two of the study
variables used in this study.
And the third support theory to be used by the researchers is
the Media Effects on Cognition Theory.
Cognitive theory also fits nicely with another paradigm of
media effects called information-gap or knowledge-gap. Its thesis
is that an information (not influence) campaign will be more
readily absorbed by those who are information-rich on the subject
of the campaign than by the information-poor. Even though everybody
learns something—about ways of investing money, or contraceptive
techniques–the net result will be that the gap between the classes
will further widen, thus paving the road to hell with another good
intention. The explanation, it appears, lies not with the valence
of a cognitive structure—since the message is not challenging an
existing attitude—but the complexity of the structure, inasmuch as
well-developed structures can more easily make room for yet more.
Thus, knowledge gap studies may be mapped on our scheme as (a)
reinforcement (b) of the stratification (c) of society (d) in the
short-run (e) as a result of an information campaign. The requisite
theory, of course, proceeds from the level of individual response
to the level of social structure. It can be sloganized as the media
telling us ‘who should think (Kozbelt, 2017).
In relation to the present study, the aforementioned theory
relates to how students perceive and apply knowledge learned. And
how to be able to remember this knowledge in the long run. This is
in part of their remembering and applying which is another study
variable utilized.
The cited theories are in part of psychology which have been
developed for years and was continuously used and improved. And
such
theories
helped
the
researchers
have
an
academic
and
scientific ground for their study.
Conceptual Framework
Conceptually, this study centers on the correlation between
digital learning and the level of cognition of nursing students in
a private Christian college.
The
figure
1
shows
the
process
of
how
the
researchers
conducted this study to gather the information of the respondents
that would help the researchers in determining the correlation
between digital learning and the level of cognition of nursing
students in a private Christian college.
The first table illustrates the input of study such as the
profile of the respondents in terms of age, sex, marital status,
year level and religion.
The second table present the process that will be used in
gathering and collecting information and data needed in the study.
Included are the variables that would determine the correlation
between digital learning and the level of cognition of nursing
students in a private Christian college.
The third table presents the output of the study which is in
the form of a proposal to improve the level of cognition of nursing
students in a private Christian college.
The
arrows
that
were
used
in
presenting
the
conceptual
paradigm indicated the flow of the study and its variables.
Dependent variables
Independent Variables
Profile of the Respondents









age;
sex;
civil status;
year level;
student
classification;
socio-economic
status;
availability of
digital learning
resources;
internet
connectivity; and
academic
performance on
professional
subjects
The Correlation
between Digital
Learning and the
Level of
Cognition of
Nursing Students
in a Private
Christian
College
Proposed
Recommendations
Figure 1. Paradigm of the study showing the relationship between
the dependent variables and independent variables
Statement of the Problem
Statement of the Problem
This study is focused on the correlation between digital
learning and the level of cognition of nursing students in a
private Christian college.
Specifically, it seeks to answer the following questions:
1. What is the profile of the student-respondents in terms of:
1.1.
age;
1.2.
sex;
1.3.
civil status;
1.4.
year level;
1.5.
student classification;
1.6.
socio-economic status;
1.7.
availability of digital learning resources;
1.8.
internet connectivity; and
1.9.
academic performance on professional subjects?
2. What is the level of digital literacy of nursing students in
terms of the following areas:
2.1.
photo-visual literacy;
2.2.
information literacy;
2.3.
socio-emotional literacy;
2.4.
reproduction literacy; and
2.5.
branching literacy?
3. What is the level of cognition of nursing students in a private
Christian college in terms of:
3.1.
remembering;
3.2.
understanding;
3.3.
applying;
3.4.
analyzing:
3.5.
evaluating; and
3.6.
creating?
4. To what extent do digital learning resources impact cognition
of nursing students on the following aspects:
4.1 learning;
4.2 memory;
4.3 attention;
4.4 reading comprehension;
4.5 communication; and
4.6 problem solving?
5. Is there a significant relationship between the profile of the
student-respondents and the following:
5.1 level of digital literacy;
5.2 level of cognitive functioning; and
5.3 extent to the digital learning resources
impact
cognition
of
nursing
students
on
the
above-
mentioned variables?
6. Is there a significant relationship between the level of digital
literacy and the following:
6.1 level of cognitive functioning; and
6.2 extent to the digital learning resources impact cognition
of nursing students on the above-mentioned variables?
7. Is there a significant relationship between the level of
cognitive functioning and the extent to the digital learning
resources impact cognition of nursing students on the abovementioned variables?
8. What learning enhancement program to improve cognition of
nursing students may be proposed based on the findings of the
study?
Statement of Null Hypothesis
This study tested the following null hypothesis:
HO1: There is no significant relationship between the profile
of the student-respondents and the following:

level of digital literacy;

level of cognitive functioning; and

extent to the digital learning resources
impact cognition of nursing students on the above-mentioned
variables.
HO2: There is no significant relationship between the level of
digital literacy and the following:

level of cognitive functioning; and

extent to the digital learning resources impact cognition of
nursing students on the above-mentioned variables.
HO3: There is no significant relationship between the level of
cognitive functioning and the extent to the digital learning
resources impact cognition of nursing students on the abovementioned variables.
Significance of the Study
The results of this study will serve a great purpose to the
following persons:
1. Nursing Students. The findings of this study would help
nursing students to improve their cognition level in having to
adjust to the digital learning that is implemented during this
time of the pandemic.
2. School Institutions. The findings of this study would allow
them to see the situation in the perspective of their students.
Furthermore, the findings would inform them of how to better cope
with the situation they are facing.
3. College Instructors. The findings of this study would
provide
the
instructors
who
are
part
of
the
same
learning
institution insights on the situation that is related to their
students. This would also increase their determination in pushing
their students to learn better despite the new learning platform.
4. Community. The findings of this study would provide the
local community a better understanding on how to approach and
handle such a challenging situtaion with their community members.
And
further
improve
the
harmonious
relationship
between
one
another.
5. Future Researchers. This present study would provide them
data to which they could base their future studies on or improve
upon.
Scope and Delimitations of the Study
This
research
is
a
correlational
research
study
on
the
correlation between digital learning and the level of cognition of
nursing students in a private Christian college. This study will
be
conducted
in
Calbayog
City.
Specifically,
among
nursing
students Christ the King College. The profile of respondents in
terms of age, sex, marital status, year level and religion will be
determined.
Additionally,
the
respondents’
perception
on
the
correlation between digital learning and the level of cognition of
nursing students in a private Christian college in Calbayog will
also be determined. The respondents of the study will mainly
involve those nursing students currently enrolled in Christ the
King College during the present academic year. Finally, this study
will be conducted from September 2021 to May 2022.
Definition of Terms
For easy understanding of the concept used in this study, the
following
terms
were
defined
hereunder
both
conceptually
and
operationally:
Analyzing. Conceptually, it refers to the break material into
its constituent parts and determine how the parts relate to one
another and/or to an overall structure or purpose (e.g., analyze
the relationship between different flora and fauna in an ecological
setting; analyze the relationship between different characters in
a play; analyze the relationship between different institutions in
a society)(Bloom, 2020). Operationally, this refers to the nursing
students examine their lessons in a digital landscape.
Applying. This refers to the variable describing the use
information or a skill in a new situation (e.g., use Newton's
second law to solve a problem for which it is appropriate, carry
out a multivariate statistical analysis using a data set not
previously encountered) (Bloom, 2020). As used in this study, these
refers to the variable describing the how students utilize the
knowledge they learned with the digital learning landscape.
Assessment for Learning. Conceptually, it is a component of
a digital learning environment referring to the overview of how
students learn in a technological landscape (Educational Learning
and Technology, 2020). As this relates to this study, this is
refers to how nursing students learning is evaluated.
Captivating Digital Content. This refers to the component of
a digital learning environment referring to the unique content
presented to learners (Educational Learning and Technology, 2020).
Operationally, this refers to the materials presented to nursing
students.
Creating. Refers to putting elements together to form a new
coherent or functional whole; reorganize elements into a new
pattern or structure (design a new set for a theater production,
write
a
thesis,
develop
an
alternative
hypothesis
based
on
criteria, invent a product, compose a piece of music, write a play)
(Bloom,
2020).
In
this
study,
this
refers
to
the
aspect
of
cognition where nursing students construct from the learning they
gained from the digital landscape.
Digital Learning. Refers to the use of a broad range of
technology-enhanced educational strategies (Evolving Ed,2020). As
used in this study, these refers to the major study variable
describing the new educational platform used by nursing students.
Engaging Instructional Strategies. Conceptually this refers
to the component of a digital learning environment referring to
strategies
of
teaching
used
to
enhance
student
learning
(Educational Learning and Technology, 2020). Operationally, this
refers to the techniques used to improve how nursing student learn
in a digital landscape.
Essential Learning. This refers to the component of a digital
learning environment referring to very essence of education to be
imparted to students (Educational Learning and Technology, 2020).
As for this study, this refers to the basic function of learning
that must be gained by nursing students in a digital landscape.
Evaluating. This refers to make judgments based on criteria
and standards (e.g., detect inconsistencies or fallacies within a
process or product, determine whether a scientist's conclusions
follow from observed data, judge which of two methods is the way
to solve a given problem, determine the quality of a product based
on
disciplinary
criteria)
(Bloom,
2020).
Operationally,
this
refers to cognition process of nursing students on how they assess
the learning they accumulated in a digital landscape.
Level of Cognition. Refers to the range of mental processes
relating to the acquisition, storage, manipulation, and retrieval
of information (Cambridge, 2020). In this study, this refers to
the major study variable of how nursing student learn in a digital
landscape.
Multiple Teaching Tools. This refers to the component of a
digital learning environment referring to wide range of tools
accessible both to educators and learners online (Educational
Learning and Technology, 2020). As used in this study, these refers
to the wide choices of teaching tools that teachers can use so
nursing students can learn more in a digital landscape.
Remembering. Conceptually this means to retrieve, recall, or
recognize relevant knowledge from long-term memory (e.g., recall
dates of important events in U.S. history, remember the components
of a bacterial cell) (Bloom, 2020). Operationally, this refers to
how nursing students think back to their lessons they learned in
this digital landscape.
Understanding.
This
refers
on
how
to
demonstrate
comprehension through one or more forms of explanation (e.g.,
classify
a
mental
illness,
compare
ritual
practices
in
two
different religions) (Bloom, 2020). As for this study, this refers
to how nursing students acknowledge their learnings in the digital
landscape.
CHAPTER 2
RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and
studies which are all important and relevant to this study. And
were collected as to make the study more informative, data oriented
and substantial. This were all taken from magazines, pamphlets,
books, journals, unpublished thesis and dissertations.
Related Literature
The
following
literatures
are
deemed
important
for
the
researchers to review in order to have a better understanding
regarding the correlation between digital learning and the level
of cognition of nursing students in a private Christian college.
Digital learning is replacing traditional educational methods
more and more each day. With how rapidly classrooms are changing,
it is best to forget methods you may remember from when you were
in school and start thinking about newer teaching and learning
techniques based on digital learning tools and technologies. The
inclusion of digital learning in the classrooms can vary from
simply using tablets instead of paper to using elaborate software
programs and equipment as opposed to the simple pen. This could
entail
using
sites,
services,
programs,
teaching
tools,
and
technologies like study aids built for at-home use. Even social
networks and communications platforms can be used to create and
manage digital assignments and agendas. Irrespective of how much
technology is integrated into the classroom, digital learning has
come to play a crucial role in education. It empowers students by
getting them to be more interested in learning and expanding their
horizons(Panworld Connection, 2020).
Likewise, Singh (2020) pointed out that digital learning
becomes a very usual occurrence in the modern world. With the
emergence of the internet stank of chances has opened up in front
of the modern world. The digital education system revolutionized
the old chalk and board process of learning in classrooms. It has
made
learning
mobile,
interactive
and
engaging,
motivating
students to take an interest in digital learning and maintain it.
Most of the schools and institutions are adopting this technology
as a solution while the traditional education system is suspended
for some time because of the currently prevailing condition and
hence
it’s
very
crucial
for
us
to
acknowledge
some
of
the
major advantages of the digital education system.
The insights of Panworld Connection and Singh on the existence
of digital learning allowed the researchers to fully understand
this new way of education. Giving them a better understanding on
this major study variable.
Center Grove (2020) said that essential learnings allow for
deep learning of concepts and consistency across buildings in
topics of instruction.
Educational researcher, Robert Marzano,
analyzed state and national standards and determined that school
would need to be changed from K-12 to K-22 in order for teachers
to teach every standard to the level of deep understanding in every
student. In his research, he determined that in one grade level
there were over 200 standards and 3,093 benchmarks! With this
amount of volume, teachers have to make judgment calls regarding
the content on which to focus or omit, which makes it difficult
for subsequent teachers to know what students have learned and
what
they
haven't
yet
been
exposed
to.
Therefore,
essential
learnings provide a clear focus for the learning that must occur
in each course.
They specify the topics that students must learn
in order to be ready for the next level or next related topic
within
a
developed
course.
by
Center
teams
of
Grove
Essential
CG
teachers,
Learnings
called
have
been
"Curriculum
Collaborators," from every school who are subject experts.
Kearney (2020) stated in her blog that anyone can churn out
piece after piece of content. Still, it makes no difference to
Google if it’s not holding people’s attention (and hence indicating
to Google that this content is not valuable and exciting to web
searchers). Your content needs to grab their attention and keep
them on the page for a longer time. What qualifies as digital
content? What is it that makes content truly captivating? And why
does it matter, anyway? Well, content – synonymous with digital
content, online content, web content or digital media – is all
media you view on the internet. This could be a blog post, a video
on YouTube, music, social media or even a SlideShare presentation…
The list goes on! Essentially content is anything that can be
published and everything you look at, watch or listen to online is
digital content.
Both
Center
Grove
and
Kearney
provided
information
on
essential learning and captivating digital content, respectively.
Both of which are variables the researchers utilized in their
study, allowing them to understand better this study variables in
application to their study.
The Cambridge Assessment (2020) gave clarity that assessment
for learning (AFL) is an approach to teaching and learning that
creates
feedback
which
is
then
used
to
improve
students’
performance. Students become more involved in the learning process
and from this gain confidence in what they are expected to learn.
One way of thinking about AFL is that it aims to ‘close the gap’
between a learner’s current situation and where they want to be
in. AFL involves students becoming more active in their learning
and starting to ‘think like a teacher’. They think more actively
about where they are now, where they are going and how to get
there.
The modern-day technology has replaced the old school and
primitive version of the classrooms. It will be very exciting to
see what the future of learning holds for us, and what the
classrooms of the future will be like. With the emergence of the
wide range of vivid technologies, the least we can predict is that
the schools will slowly start to adapt themselves accordingly, in
the future days to come.
And thus, multiple teaching tools have
begun surfacing with such changes. Books are slowly being replaced
by PDF files, and projection screens are used in the place of chalk
and duster. The teachers are now trying their best to provide the
students with the best possible information by seeking aid from
these modern-day technologies. And the students, on the other hand,
are mesmerized by seeing their textbooks come live on the screens
(Fernandas, 2019).
It’s pretty easy to spot when student engagement is low in
your classroom. So how do you build a classroom filled with
positivity, encouragement and excitement for learning? Good news!
There
are
lots
of
amazing
student
engagement
instructional
strategies you can use to inspire a love of learning in your
classroom
and
build
a positive
school
culture overall.
When
students are engaged, research shows they’re more likely to follow
behavioral
expectations,
academically.
excited
to
be
kind
to
their
peers
and
succeed
Student engagement is when students show up to class
learn,
participate
in
learning
and
demonstrate
a
positive attitude (Kampen, 2020).
The opinions of Cambridge Assessment, Fernandas and Kampen
Gave the researchers a deeper understanding on assessment for
learning,
multiple
teaching
tools
and
engaging
instructional
materials. The three of which are variables used in their own
study.
Cognition is a term referring to the mental processes involved
in gaining knowledge and comprehension. These cognitive processes
include
thinking,
solving.1
encompass
These
knowing,
are
language,
remembering,
higher-level
imagination,
judging,
functions
of
perception,
and problem-
the
and
brain
and
planning.
Cognitive psychology is the field of psychology that investigates
how people think and the processes involved in cognition (Cherry,
2020).
And Cambridge Cognition (2015), they further explained that
the level of cognition has a physical basis in the brain with over
100 billion nerve cells in a healthy human brain. Each of these
can have up to 10,000 connections with other nerve cells called
neurons. All of this makes it an incredibly complicated organ. In
order to begin to understand the brain we sometimes rely on
simplified scientific models, some of which have been developed
using studies in rodents and non-human primates. These studies
help us better understand certain parts of our cognition, such as
how we learn language, and have also been the basis for many
breakthroughs in treatments for common disorders of cognition such
as
Alzheimer’s
disease.
Cognition
fundamentally
controls
our
thoughts and behaviors and these are regulated by discrete brain
circuits which are underpinned by a number of neurotransmitter
systems. There are a number of brain chemicals which play major
roles
in
regulating
noradrenaline
cognitive
processes;
(norepinephrine),
including
serotonin,
dopamine,
acetylcholine,
glutamate and GABA. In order to better understand what drives
certain behaviors, in both healthy and disease states, it is
important to consider cognition and the underlying neurobiology
that underpins these behaviors. Our distinct cognitive functions
arise because of processes occurring within certain parts of our
brain, but only some of these, end up entering our conscious
awareness.
Deller (2019) further explained that a group of researchers,
psychologists, and assessment
specialists
produced
a
revised
version of Bloom’s Taxonomy, A Taxonomy for Teaching, Learning,
and Assessment, in 2001. Their main goal was to move the focus
away from purely educational objectives and make it clearer for
learners to understand specifically what was required of them at
each stage.
In place of static objectives and nouns used in the
original Bloom’s taxonomy, the revised version uses verbs and
gerunds to describe the cognitive processes that students and
learners are required to use.
Apply,
Analyze,
Evaluate and
These are: Remember, Understand,
Create.
In
common
with
Bloom’s
original work, learners must still approach a topic or subject
from the lowest level – Remember – and master that before moving
on to higher levels of thinking.
The idea presented by Cherry, Cambridge Cognition and Deller
were all focused on cognition, its level as well as the levels of
cognition
which
were
also
used
by
the
researchers
as
study
variables. Broadening the researchers understanding of the study
variables they used.
Digital technology has facilitated an unprecedented growth of
information and increased the availability of digital images and
other
nontextual
formats.
The
web,
social
media,
and
mobile
technology have contributed to the ease of viewing and sharing
images on a global scale. This digital transformation is not only
associated with the proliferation of information resources, but
also with the increasing importance of the image as a mode of
knowledge representation. An area of digital literacy plays with
the eyes. As referenced by Yourdon (2020) photo-visual literacy is
being aware of how we experience images, video, and other forms of
multimedia. Images must be evaluated in a similar way to written
texts.
Like text, images can be used accurately, deliberately,
misleadingly or
carelessly.
Some
images,
like
texts,
can
be
interpreted in different, sometimes contradictory, ways. Photovisual literacy is not just restricted to art history and film
studies it is important for everyone. Maps can show geographical
information much better than a verbal or textual description.
Charts and graphs can clearly describe the growth or decline of
population, financial performance of a company, etc. Cartoons can
sum
up
a
viewpoint
increasingly
vast
or
opinion.
quantities.
Images
are
everywhere
They entertain,
in
influence,
manipulate and persuade us. Some images are used to fill an
otherwise
blank
space.
It is
easy
to
view
images
passively without thinking about them or even just not notice
them.
Like digital citizenship, media and information literacy has
been
explained
by
a
range
of
definitions
and
different
terminologies. Whether we use digital media literacy, information
literacy,
internet
literacy
or
any
of
the
other
different
expressions, the main idea is that literacy encompasses the ability
to engage meaningfully with media and information channels. Media,
information channels and the ubiquity of the internet may leave
the impression that the digital age has turned everyone into media
users and that the digital can be found everywhere, including in
schools. This impression is false and, moreover, schools are the
notable exception. School is the one place where it is absolutely
crucial to train future citizens to understand, to criticise and
to create information. It is in schools that the digital citizen
must begin and maintain constant critical thinking in order to
attain meaningful participation in his or her community (Cedex,
2022).
Due to the COVID-19 pandemic, many young people are being
asked
to
engage
even
more
in
online
and
digital
platforms.
Increased internet use while schools are closed presents increased
risk
for
child
cyberbullying.1 Digital
abuse,
sexual
citizenship
and
exploitation,
media
literacy
and
are
garnering more attention as means to address these potential risks.
In a write-up of Bendici (2021) technology is changing the socioemotional learning landscape that all students navigate every day,
from how they express themselves to how they communicate with
friends and family. How educators support all students, regardless
of language or ability, to promote their own well-being and be a
positive influence online, continues to be a priority for all
school districts. Accordingly, much of the focus in schools has
been on socio-emotional literacy. “Much of that is around soft
skills, not core content,” said Jackie Patanio, edtech citywide
lead, NYCDOE. “Not things you need to know for math, right, but
soft skills on how to interact with one another and build those
skills internally, so you can build a relationship with someone
and learn how to empathize with them.”
Reproduction literacy is the ability to take pre-existing
information and edit, the information in order to create new,
meaningful concepts. Many people refer to reproduction literacy as
the “copy and paste culture” because copying and pasting text is
a
perfect
example
of
reproducing
information
to
rearrange,
reorganize, and create new concepts. Ways in which text may be
reproduced include rearranging, add, and deleting text so that it
can be used in a completely different context.
think it is
important that children learn reproduction literacy at an early
age so that they will be aware of how to use these skills
appropriately.
It is also imperative that educators incorporate
digital literacy skills in the classroom because our digital
environment requires these skills in order to use and complete
complex digital tasks. Children are getting exposure to digital
technology at such a young age that it is natural for them to
utilize digital skills. Much of the older population struggle with
these skills because they are used to traditional literacy skills
such as reading books and writing on paper. I think our digital
culture and required digital skills have impacted our world,
especially children and the way they learn and think (Heatherman,
2021).
Additionally,
Heatherman
(2021),
also
discussed
that
branching literacy, also referred to as hypermedia literacy, is a
type of digital literacy that requires users to utilize nonlinear
information. Branching literacy skills require users to have good
multidimensional thinking skills in order to obtain information
and gain an understanding of concepts. These specific skills will
improve the navigation process on the internet because you can
remember when you found important information and how to get to
that information. One must be able to apply good navigation skills
through domains such as the internet, in order find information
and use it effectively while not getting lost in the process.
Branching literacy also requires new dimensions of thinking that
is more abstract and metaphoric, unlike utilizing information in
books which requires concrete and linear searching skills.
The literature mentioned above helped the researchers to
better understand the main subject of their study and deepened
their understanding of the study variables used.
Related Studies
Some related studies conducted by previous researchers are
cited here with the intention of identifying the gaps, as well as,
their similarities and differences in as far as the present study
is concerned.
Several
studies
have
been
conducted
in
line
with
the
correlation between digital learning and the level of cognition of
students. A similar study was conducted by Lin et.al. (2017) where
students
are
tested
and
proceeded
questionnaire
survey
to
understand the opinions about digital learning. To effectively
achieve the research objectives and test the research hypotheses,
quasi-experimental research is applied in this study. Total 116
students in 4 classes are selected as the research subjects for
the instructional research. The research results conclude that
1.digital learning presents better positive effects on learning
motivation than traditional teaching does, 2.digital learning
shows better positive effects on learning outcome than traditional
teaching
does,
3.learning
motivation
reveals
significantly
positive effects on learning effect in learning outcome, and
4.learning
motivation
appears
remarkably
positive
effects
on
learning gain in learning outcome. It is expected to combine with
current teaching trend and utilize the advantages of digital
learning
to
develop
practicable
teaching
strategies
for
the
teaching effectiveness.
The cited study was focused on digital learning which was
also one of the major variables of the present study. They are
also similar on having students as respondents. However they did
differ on the time and locale on the conduct of their respective
studies as well as the expected outcome.
Cameilleri (2017) also performed a study where he explored
the educators’ attitudes and perceptions about their utilization
of
digital
learning
technologies.
The
methodology
integrates
measures from ‘the pace of technological innovativeness’ and the
‘technology acceptance model’ to understand the rationale for
further ICT investment in compulsory education. A quantitative
study was carried out amongst 241 educators in Malta. It has
investigated the costs and benefits of using digital learning
resources in schools from the educators’ perspective. A principal
component analysis has indicated that the educators were committed
to using digital technologies. In addition, a stepwise regression
analysis has shown that the younger teachers were increasingly
engaging in digital learning resources. Following this study’s
empirical findings educational stakeholders are better informed
about how innovative technologies can support our students. In
conclusion, this contribution puts forward key implications and
recommendations for regulatory authorities and policy makers for
better curricula and educational outcomes.
The study cited was focused on digital learning with the focus
being
on
educators’
attitudes
and
perceptions
about
their
utilization of digital learning technologies while the present
study utilizes digital learning with the focus on the correlation
between digital learning and the level of cognition of nursing
students. Their difference lies on the type of their respondents,
the former using teacher while the latter being students. They
also differed on their method of conducting and the research as
well as the objectives.
Pavlova and Vtorushina (2018) determined essential aspects of
the development of university students’ cognition culture as a
factor of successful foreign language learning. The authors define
cognition culture as a complex of capabilities and skills, enabling
students to look for, analyze, process, organize and critically
assess information in the text, considering its historical and
cultural
value
background.
The
investigation
proves
that
a
student’s cognition culture is manifested in his/her knowledge of
national mentality, language, and cultural picture of the world as
well as in the student’s skills of search, procession and critical
assessment of information, the skills of analysis, comparison,
generalization, cognitive motivation and aspiration for constant
improvement of foreign language skills. The research determines
the
contents
of
the
cognitive
component
of
foreign
language
learning and works out a complex of teaching techniques for
developing students’ cognition culture. The results prove that the
application of the complex of special teaching techniques ensures
effective
development
of
the
university
students’
cognition
culture for successful foreign language learning. Thus, students’
cognitive culture conditions their social adaptation and academic
mobility.
Pavlova and Vtorushina’s study bear semblance to the present
study as they both gave huge emphasis on condition on their
respective studies. They however differed on the use of cognition
being essential aspects of the development of university students’
cognition culture as a factor of successful foreign language
learning for the former, and the correlation between digital
learning and the level of cognition of nursing students in a
private Christian college for the latter.
Ewing (2019), conducted his own study where he described the
cognitive
level
of
professor
discourse
and
student
cognition
during selected college of agriculture class sessions. Twenty-one
undergraduate class sessions were videotaped in 12 professors’
courses.
Results
were
interpreted
to
show
that
professors’
discourse was mostly (62%) at the knowledge and comprehension
levels of cognition, the lower levels of cognitive thought (Bloom,
Engelhart, Furst, Hill, & Krathwohl, 1956). During the 21 class
sessions, 1,448 student thoughts were recorded. Forty percent (n
= 564) of those thoughts were found to be engaged. Engaged thoughts
were
then
analyzed
using
Bloom’s
Taxonomy
(1956).
Sixty-two
percent of the total 564 engaged thoughts occurred at the knowledge
and comprehension levels of cognition. The cognitive levels of
professor
discourse
and
student
cognition
(engaged
thoughts
categorized and weighted using Bloom’s Taxonomy) were mostly at
the
two
lowest
comprehension.
levels
of
Bloom’s
Recommendations
Taxonomy,
included
knowledge
professor
and
and
student
awareness of the cognitive levels at which they teach and think,
and further study of relationships between professor and student
variables.
The study of Erwing was similar to the present study for the
focus they gave on the level of cognition. The former however
utilized both professors and students while the latter only used
students as respondents. Another difference they have is on the
area
of
specialization,
being
agriculture
and
nursing
respectively.
Tangsakul (2017), conducted a study using Bloom’s Revised
Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze
and compare the levels of reading comprehension questions found in
reading parts of Team Up in English 1-3 and Grade 9 English O-NET
Tests academic years 2013-2016. This study examined 416 reading
comprehension questions from Team Up in English 1-3 and 65 reading
comprehension questions from O-NET Tests academic years 2013-2016.
Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing
levels of reading comprehension questions. The findings showed
that the levels of reading comprehension questions found in Team
Up in English 1-3 and Grade 9 English O-NET tests academic years
2013-2016
were
similar
and
were
in
low
levels
of
reading
comprehension questions. Which shows that they remember and still
understand what they were taught through years of being in school.
Two aspects of Bloom’s Taxonomy that was evident in the result of
the study.
The cited study is closely related to the presented on the
basis that they both utilized Bloom’s Taxonomy in identifying the
cognition level of their respondents. Remembering and understating
was also highlighted in the former study, two variables which the
latter study has also used. They however differed on the type of
respondents and the locale of their respective studies.
Atiullah (2019) performed a study where she evaluated the
availability
of
higher
order
thinking
skills
in
reading
comprehension questions of the English textbook for Year X of high
school published by ministry of education. There are 158 reading
comprehension questions from 15 reading texts which are analyzed
using revised Bloom’s taxonomy. An intuitive approach to the
analysis of qualitative data is taken for the study in which an
individual
researcher
intuitively
relates
data
from
various
instruments to each other. The data were analyzed qualitatively to
determine the cognitive level of each questions according to
revised Bloom’s taxonomy, Question types based on which cognitive
process is required to answer and forms of questions. The result
shows that majority of reading comprehension questions in the
textbook being studied is in the lowest level of revised Blooms
taxonomy; applying with 134 items whereas higher order thinking
skills are only found in 24 out of 158 items. It was concluded
that the reading comprehension questions of the English textbook
for Year X of high school is lack of higher order thinking skills.
The
result
of
the
study
is
expected
to
benefit
the
English
teachers, textbook writers and further researchers to elaborate
the implementation of higher order thinking skills in English
teaching and learning.
The cited research also utilized Bloom’s Taxonomy in their
study just as the present study. The former however is focused on
the
availability
of
higher
order
thinking
skills
in
reading
comprehension questions of the English textbook for Year X of high
school published by ministry of education while the latter is on
the correlation between digital learning and the level of cognition
of nursing students in a private Christian college. The former
also gave highlight to applying as one of Bloom’s Taxonomy levels
of cognition which the latter used in their present study.
Soleimani and Kheiri (2016), attempted to examine the quality
of Iranian MA and PhD testing classes to find out how they prepare
potential teachers and test makers for the journey of testing in
their
professional
career
and
whether
the
exercises
and
assignments can prepare them to apply higher order thinking in
their test construction process. Ten university professors holding
PhD in TEFL, along with their students, participated in this study.
After recording the assignments and activities, the data were
listened, re-listened, and transcribed. The results showed that
lower
order
thinking
skills
(remembering
and
understanding)
(69.445%) were used more than medium (applying and analyzing)
(30.555%) thinking skills in MA testing classroom activities, but
higher order thinking skills (evaluating and creating) (0%) were
never used. On the other hand, medium order thinking skills
(58.335%)
were
used
more
than
higher
order
thinking
skills
(41.665%) in PhD testing classroom activities, and lower order
thinking
skills
were
never
used.
Moreover,
activities
and
assignments given to postgraduate students first led to lower order
thinking skills, next led to medium order thinking skills, and
finally led to higher order thinking skills. There was a systemic
pattern in the distribution of the order of thinking skills of
Bloom's
Revised
Taxonomy
in
postgraduate
activities
and
assignments. The findings of this study offer several pedagogical
implications for students, instructors, and test designers in
TEFL.
The study of Soleimani and Kheiri bears semblance to the
present study as they both use Bloom’s Taxonomy and its level of
cognition. The former study also highlighted the six levels of
cognition in the results while the latter utilized these six as
study variables. They also differed on their group of respondents
as well as the objectives of conducting the study.
Chandio
(2016)
critically
analyzed
the
scope
and
contribution of Bloom’s Taxonomy in both assessment and teachinglearning process. Bloom’s Taxonomy consists of six stages, namely;
remembering,
understanding,
applying,
analyzing,
evaluating
and creating and moves from lower degree to the higher degree.
The study
applies
Bloom’s
Taxonomy
to
the
prevailing
assessment system at the level of secondary education in Sindh.
The data are collected from the last five years’ question papers
used by the Board of Intermediate and Secondary Education (BISE),
Karachi, Hyderabad Sukkur at secondary level for the subject of
English. The questions asked in these papers are classified and
analyzed from the vintage point of Bloom’s Taxonomy to determine
whether the present assessment system focuses on the lower degrees
of
learning like
remembering,
understanding,
applying
or
it
transcends to the higher degrees such as analyzing, evaluating and
creating. The data are quantitative hence SPSS. 20 is used to
analyze and draw conclusions and results. The findings of this
study will help to improve both assessment and teaching-learning
process, which will hopefully uplift the learner from the sheer
practices of description, rote-learning and memorization to the
profound level of analysis, evaluation and creativity.
The aforementioned study is closely related with the present
study since they both utilized Bloom’s Taxonomy and the six level
of cognition. To which the present study is also using as study
variables. They did however differ on the scope of their studies
and the expected outcome.
Almasseri (2019) conducted a study aimed to identify the
effect of a flipped classroom approach designed according to the
cognitive
theory
of
multimedia
learning
on
the
academic
achievements of eighth-grade students (aged 14 years) in Saudi
Arabia in computer science. To this end, a quasi-experimental
design was used, with a sample of 67 students; 33 students were
assigned to the experimental group, whereas 34 comprised the
control group. The experimental group was subjected to the flipped
classroom approach, whereas the control group was given direct
instruction. To measure student achievements, an instrument that
measures cognitive skills based on Revised Bloom's taxonomy levels
was
designed.
Findings
revealed
a
positive
effect
on
the
experimental group's achievement levels with respect to Bloom's
higher order thinking skills, that is, applying, analysing, and
evaluating. No difference was found between the two groups in terms
of academic achievements at the remembering and understanding
levels of Bloom's taxonomy. Moreover, learners with low prior
knowledge showed a higher improvement in academic achievements
compared with those with high prior knowledge. This corresponds to
the assumption of the cognitive theory of multimedia learning that
learners with low prior knowledge would benefit from its principles
more than learners with high prior knowledge.
The study of Almasseri is viewed relevant to the present study
with the interest placed on Bloom’s Taxonomy. The former gave
emphasis on the levels of cognition being applying, analyzing and
evaluating.
The
three
of
which
the
latter
utilized
by
the
researchers as their study variables. Their difference lies on
their group of respondents as well as their objectives.
Another study conducted was by Ali (2016) where he aims at
analyzing assessment questions included in an Arabic language
textbook (Communication Skills) for eight grade in the Jordanian
schools according to the levels of knowledge in Bloom's Taxonomy
to reveal the percentages of distributing of these questions
against this taxonomy. In order to achieve the purposes of this
study, the researcher designed the instrument of analysis which he
applied to the 520 questions included in the textbook for both
first and second semesters. Data was identified, recorded and the
results were compared to the standard percentages identified by
using the means introduced by the specialists. The results of this
study revealed that the textbook questions mostly focused on the
lower
levels
of
thinking.
Results
also
showed
a
graphic
disagreement between the percentages of the distribution of the
textbook assessment questions and the standard percentages at five
levels (Remembering, Understanding and Comprehension, Application,
Analysis and Evaluation). In the light of these results, the
research recommends that there should be a stronger focus on
questions of higher levels of thinking in an Arabic Language
textbook for grade eight particularly at the levels of application,
analysis and evaluation. It also recommends a gradual increase of
balanced questions in any future textbook production, and more
content analysis studies should include Arabic language textbooks
at all stages.
The study of Ali and the present study is similar on the basis
of utilizing Bloom’s Taxonomy both in their studies. The former
did emphasize on remembering, understanding, applying, analyzing
and evaluating as the major key points in its results. And the
latter utilized this as study variables. They did differ on their
research method and their intended group of respondents.
Studies cited above made the researchers knowledge about the
topic of their research deeper and more substantive. These also
helped them construct their study in a much clearer view.
CHAPTER 3
METHODOLOGY
This chapter presents the methods and procedures that will be
employed by the researchers in the research process. The locale,
research
design,
variables,
population
sampling,
respondents,
instrument and its validation, scoring and interpretation, data
gathering process, and statistical treatment were discussed in
this chapter.
Locale the Study
This study will be conducted in Calbayog City. Specifically
in Christ the King College. The study is conducted on the first
and second semester of the academic year 2021-2022.
Figure 2: Map of Calbayog City
Research Design
This study will employ the correlational research design
which according to Discover PhDs (2020) is used to identify the
relationship between two or more variables. A correlational study
aims to determine whether a variable changes, how much the other
elements of the observed system change. Being suited for the study
as it be in line with what the present study, in which case would
determine the correlation between digital learning and the level
of cognition of nursing students in a private Christian college.
The Variables of the Study
The variables of the study were the independent variables
and dependent variables.
Independent Variables
The dependent variables were the following:
Profile of the Respondents. This variable refers to age, sex,
marital status, year level and religion.
Dependent Variables
The independent variables were the following:
The correlation between digital learning and the level of
cognition of nursing students in a private Christian college.
Population and Sampling
The
participants
needed
for
the
study
would
be
nursing
students. These students are those that are currently enrolled in
Christ the King College. Participants would be selected upon
obtaining the official list of enrollees of the current school
year 2021-2022. Students from the first year up to the fourth year
would be expected to participate in the study.
The purposive sampling procedures will be employed for this
study to gather accurate and reliable data. As this sampling
procedure pertains to choosing individuals that have an in-depth
knowledge and firsthand experience with the subject of the study.
Which for this study would be nursing students in a private
Christian college whose learning cognition in a digital learning
landscape would be assessed.
Respondents of the Study
The researchers will first gather the total number of nursing
students in a private Christian college. They would also be seeking
for an official list of the names of these students. And when the
list is organized, the respondents would then be contacted as per
their consent in taking part of the study.
Table 1
Distribution of Respondents
Year Level
f
%
First Year
121
52.38
Second Year
55
23.81
Third Year
31
13.42
Fourth Year
24
10.39
231
100
TOTAL
As seen in the table the respondents of the study are composed
of 121 (52.38%) first year, 55 (23.81%) second year, 31(13.42%)
third year and 24(10,39%) fourth year nursing student. The total
number of respondents is two-hundred and thirty one(231).
Research Instrument
The researchers will use a researcher-made questionnaires
that determine the correlation between digital learning and the
level of cognition of nursing students in a private Christian
college. The instrument is divided into three parts
and all
indicators mentioned in the questionnaire are based from the
readings of literature and studies by the researchers themselves.
The first part determines the profile of the respondents in
terms of age, sex, marital status, year level and religion.
The second part is a checklist of the correlation between
digital learning of nursing students in a private Christian college
and the third part the checklist on the level of cognition of
nursing students in a private Christian college.
Scoring and Interpretation
To determine the correlation between digital learning and the
level of cognition of nursing students in a private Christian
college, the researchers will utilize the 5-point rating scale in
which the respondents’ responses were scored and interpreted as
follows:
For Digital Learning:
Numerical
Value
Interpretation
Description
5
Highly
Utilized
4
Utilized
Respondents view this as
utilized time after time.
3
Moderately
Utilized
Respondents can say that this
is utilized moderately.
2
Slightly
Utilized
Respondents felt this wasn’t
utilized as much.
1
Not
Utilized
Respondents didn’t feel its
utility at all.
Respondents see this being
utilized all the time.
For the Level of Cognition:
Numerical
Value
Interpretation
Description
5
Very High
4
High
Respondents felt it is on a
high level.
3
Moderate
Respondents can say that this
is on a moderate level.
2
Low
Respondents felt it on a low
level.
1
Very Low
Respondents didn’t feel it
being on a level at all.
Respondents see this as
having a very high level.
Validation of the Instruments
To establish the validity and reliability of the research
instrument, and to evaluate cost, time, adverse events and study
design
chosen,
the
researchers
will
conduct
a
small-scale
preliminary study or the pilot testing with the nursing students
of University of Eastern Philippines, Catarman, Northern Samar.
Data Gathering Procedure
The researchers of this study will first seek permission from
the president of Christ the King College for the approval of their
title. Likewise, a transmittal letter asking permission to conduct
the study will be sent to the College of Nursing of Christ the
King College. Moreover, the researchers will secure a letter of
introduction noted by their research adviser and approved by their
Dean to be presented to their respondents that they are legitimate
students conducting the research study. The researchers will also
secure a letter addressed to the students that will be utilized
for their validation process.
After that, the researchers will seek for the primary data on
the correlation between digital learning and the level of cognition
of nursing students in a private Christian college. The researchers
will use the purposive sampling technique upon choosing their
research respondents. After choosing the research respondents,
they
will
administer
the
survey
questionnaire
to
their
respondents. Then the needed the data will be retrieved from the
respondents,
the
researchers
will
proceed
in
tabulating
the
results. Statistical analysis and interpretation will follow.
Statistical Treatment
Data
was
analyzed
using
Statistical
Package
for
Social
Sciences (SPSS), which is a software package for editing and
analyzing
all
distribution
sorts
will
of
be
data.
employed
Frequency
to
count
determine
and
the
percentage
profile
of
respondents. Mean and standard deviation will be utilized to
identify the correlation between digital learning and the level of
cognition of nursing students in a private Christian college.
And to establish statistical analysis on the significant
relationships
between
profile
of
the
respondents
and
the
correlation between digital learning and the level of cognition of
nursing students in a private Christian college the Chi-Square (x2)
test will be utilized and the t-test for independent samples will
be utilized.