Attitude of Catanduanes State University (CSU) Students Towards Online-Integrated Teaching in Literature Using Schoology
This study is conducted to identify the attitude 101 students towards online-integrated teaching using the online program Schoology in the subject Literature. Survey was conducted after the exposure and classroom experience using the technology-driven platform. Findings of the study revealed that students after the exposure on online-integrated teaching using Schoology in the subject Literature have positive attitude towards it. Computer basic literacy as assessed personally by the students has qualitative descriptor of “Functional Knowledge and Skills” and no significant differences were found when compared among variables. However, moderate significant relationship was found between attitude towards computer and attitude towards online-integrated teaching using Schoology. Moreover, a strong correlation between readiness to learning online-integrated teaching and compatibility in the subject Literature was found. This concludes that personal assessment of computer basic literacy and their attitude towards online-integrated teaching using Schoology are the same. The more they believe that a certain subject like Literature is compatible to Schoology, the more they expressed their readiness to learn on it or vice versa as shown in its positive correlation. Further, the moderate significant relationship between attitude towards computer and attitude towards online-integrated teaching using Schoology could imply that students’ perception towards computer is parallel to the online-integrated teaching using Schoology. This study contradicts to what Porter (1999) meant when she said that there is general perception in higher education that technology has little to contribute to the study of Literature and culture.