FLEXIBLE LEARNING SURVEY FOR FACULTY

# Load necessary packages
library(readr)
library(pander)
library(dplyr)

## 
## Attaching package: 'dplyr'

## The following objects are masked from 'package:stats':
## 
##     filter, lag

## The following objects are masked from 'package:base':
## 
##     intersect, setdiff, setequal, union

library(reshape2)

# Import data
data <- read.csv("SAMPLE FACULTY SURVEY on FLEXIBLE LEARNING.csv")

# View data frame
View(data)

Group Demographics

Academic Department and Number of Seminars/Trainings/Webinars related to Online-Based Learning Attended

\(~\)

ACADEMIC DEPARTMENT

# Academic Department
acad <- table(data$Academic.Department)
acad.dist <- cbind(acad)
colnames(acad.dist) <- c("Frequency")

# Present Output
pander(acad.dist)

	Frequency
Inter-School Department - Biology	3
Inter-School Department - Language and Communication	1
Inter-School Department - Mathematics	1
Inter-School Department - Philosophy	1
Inter-School Department - Physical Education	2
Inter-School Department - Political and Social Sciences	11
Inter-School Department - Religion	2
SAMCIS - Accountancy	2
SAMCIS - Business Laws and Taxation	2
SAMCIS - Computer Applications	3
SAMCIS - Entrepreneurship/HRD/Management/Marketing	1
SAMCIS - Financial Management	2
SAS - Graduate Programs: Liberal Arts	1
SEA - Architecture	9
SEA - Chemical Engineering	4
SEA - Civil/Geodetic Engineering	2
SEA - Electrical Engineering	3
SEA - Electronics Engineering	2
SEA - Industrial Engineering	1
SNS - Medical Laboratory Science	6
SNS - Pharmacy	2
SOL - Commercial and Taxation Laws	1
SOL - Remedial Law and Legal Ethics	1
SON - Level I	1
SON - Level II	1
SON - Level III	2
SON - Level IV	1
STELA - Professional Education	4

\(~\)

NUMBER OF SEMINARS/TRAININGS/WEBINARS RELATED TO ONLINE-BASED LEARNING ATTENDED

# Number of Seminars/Training
seminars <- table(data$Number.of.Seminars.Trainings.Webinars.related.to.Online.Based.Learning.attended.)
seminars.dist <- cbind(seminars)
colnames(seminars.dist) <- c("Frequency")
# Present Output
pander(seminars.dist)

	Frequency
1	11
2	21
3	16
4	4
5	10
6	5
7	1
8	2
10	1
15	1

# According to Academic Department
output <- aggregate(data$Number.of.Seminars.Trainings.Webinars.related.to.Online.Based.Learning.attended., by = list(data$Academic.Department), FUN = sum)
colnames(output) <- c("Academic Department", "Number of Seminars/Trainings/Webinars Attended")
pander(output)

Academic Department	Number of Seminars/Trainings/Webinars Attended
Inter-School Department - Biology	10
Inter-School Department - Language and Communication	8
Inter-School Department - Mathematics	8
Inter-School Department - Philosophy	3
Inter-School Department - Physical Education	9
Inter-School Department - Political and Social Sciences	26
Inter-School Department - Religion	8
SAMCIS - Accountancy	10
SAMCIS - Business Laws and Taxation	12
SAMCIS - Computer Applications	7
SAMCIS - Entrepreneurship/HRD/Management/Marketing	5
SAMCIS - Financial Management	2
SAS - Graduate Programs: Liberal Arts	6
SEA - Architecture	18
SEA - Chemical Engineering	10
SEA - Civil/Geodetic Engineering	7
SEA - Electrical Engineering	9
SEA - Electronics Engineering	5
SEA - Industrial Engineering	2
SNS - Medical Laboratory Science	28
SNS - Pharmacy	16
SOL - Commercial and Taxation Laws	1
SOL - Remedial Law and Legal Ethics	3
SON - Level I	1
SON - Level II	5
SON - Level III	8
SON - Level IV	2
STELA - Professional Education	16

\(~\)

FREQUENCY COUNT OF RESPONSES FOR PART I OF QUESTIONNAIRE \(~\)

# Frequency Counts
tally <- apply(data[c(5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20, 21, 22)],2, table)

# Present Output
pander(tally)

• Item.1:

  Did not observe	To a moderate extent	To a very great extent
  2	16	54

• Item.2:

  Did not observe	To a moderate extent	To a very great extent
  2	16	54

• Item.3:

  Did not observe	To a moderate extent	To a very great extent
  3	11	58

• Item.4:

  Did not observe	To a moderate extent	To a very great extent
  1	13	58

• Item.5:

  To a moderate extent	To a very great extent
  12	60

• Item.6:

  To a moderate extent	To a very great extent
  29	43

• Item.7:

  Did not observe	To a moderate extent	To a very great extent
  4	18	50

• Item.8:

  To a moderate extent	To a very great extent
  12	60

• Item.9:

  To a moderate extent	To a very great extent
  14	58

• Item.10:

  To a moderate extent	To a very great extent
  8	64

• Item.11:

  To a moderate extent	To a very great extent
  19	53

• Item.12:

  Did not observe	To a moderate extent	To a very great extent
  15	41	16

• Item.13:

  To a moderate extent	To a very great extent
  15	57

• Item.14:

  To a moderate extent	To a very great extent
  8	64

• Item.15:

  To a moderate extent	To a very great extent
  11	61

• Item.16:

  Did not observe	To a moderate extent	To a very great extent
  2	19	51

• Item.17:

  Did not observe	To a moderate extent	To a very great extent
  1	19	52

• Item.18:

  To a moderate extent	To a very great extent
  8	64

# Tally of responses to each item according to Academic Department
data1 <- data[c(3,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22)]
out_df1 <- data1 %>% 
  melt(id.var="Academic.Department") %>%
  filter(!is.na(value)) %>%  # Remove NA
  group_by(Academic.Department, variable, value) %>%
  summarise(count=n()) %>% 
  group_by(Academic.Department, variable) %>% 
  mutate(percent=count/sum(count))

## `summarise()` has grouped output by 'Academic.Department', 'variable'. You can override using the `.groups` argument.

pander(out_df1)

Table continues below

Academic.Department	variable	value
Inter-School Department - Biology	Item.1	To a moderate extent
Inter-School Department - Biology	Item.1	To a very great extent
Inter-School Department - Biology	Item.2	To a moderate extent
Inter-School Department - Biology	Item.2	To a very great extent
Inter-School Department - Biology	Item.3	To a very great extent
Inter-School Department - Biology	Item.4	To a moderate extent
Inter-School Department - Biology	Item.4	To a very great extent
Inter-School Department - Biology	Item.5	To a very great extent
Inter-School Department - Biology	Item.6	To a very great extent
Inter-School Department - Biology	Item.7	To a very great extent
Inter-School Department - Biology	Item.8	To a very great extent
Inter-School Department - Biology	Item.9	To a moderate extent
Inter-School Department - Biology	Item.9	To a very great extent
Inter-School Department - Biology	Item.10	To a moderate extent
Inter-School Department - Biology	Item.10	To a very great extent
Inter-School Department - Biology	Item.11	To a moderate extent
Inter-School Department - Biology	Item.11	To a very great extent
Inter-School Department - Biology	Item.12	Did not observe
Inter-School Department - Biology	Item.12	To a moderate extent
Inter-School Department - Biology	Item.12	To a very great extent
Inter-School Department - Biology	Item.13	To a moderate extent
Inter-School Department - Biology	Item.13	To a very great extent
Inter-School Department - Biology	Item.14	To a moderate extent
Inter-School Department - Biology	Item.14	To a very great extent
Inter-School Department - Biology	Item.15	To a moderate extent
Inter-School Department - Biology	Item.15	To a very great extent
Inter-School Department - Biology	Item.16	To a moderate extent
Inter-School Department - Biology	Item.16	To a very great extent
Inter-School Department - Biology	Item.17	To a very great extent
Inter-School Department - Biology	Item.18	To a very great extent
Inter-School Department - Language and Communication	Item.1	To a very great extent
Inter-School Department - Language and Communication	Item.2	To a moderate extent
Inter-School Department - Language and Communication	Item.3	To a moderate extent
Inter-School Department - Language and Communication	Item.4	To a very great extent
Inter-School Department - Language and Communication	Item.5	To a very great extent
Inter-School Department - Language and Communication	Item.6	To a moderate extent
Inter-School Department - Language and Communication	Item.7	To a very great extent
Inter-School Department - Language and Communication	Item.8	To a very great extent
Inter-School Department - Language and Communication	Item.9	To a very great extent
Inter-School Department - Language and Communication	Item.10	To a very great extent
Inter-School Department - Language and Communication	Item.11	To a moderate extent
Inter-School Department - Language and Communication	Item.12	To a moderate extent
Inter-School Department - Language and Communication	Item.13	To a very great extent
Inter-School Department - Language and Communication	Item.14	To a very great extent
Inter-School Department - Language and Communication	Item.15	To a moderate extent
Inter-School Department - Language and Communication	Item.16	To a very great extent
Inter-School Department - Language and Communication	Item.17	To a very great extent
Inter-School Department - Language and Communication	Item.18	To a very great extent
Inter-School Department - Mathematics	Item.1	To a very great extent
Inter-School Department - Mathematics	Item.2	To a very great extent
Inter-School Department - Mathematics	Item.3	To a very great extent
Inter-School Department - Mathematics	Item.4	To a very great extent
Inter-School Department - Mathematics	Item.5	To a very great extent
Inter-School Department - Mathematics	Item.6	To a moderate extent
Inter-School Department - Mathematics	Item.7	To a very great extent
Inter-School Department - Mathematics	Item.8	To a very great extent
Inter-School Department - Mathematics	Item.9	To a very great extent
Inter-School Department - Mathematics	Item.10	To a very great extent
Inter-School Department - Mathematics	Item.11	To a moderate extent
Inter-School Department - Mathematics	Item.12	Did not observe
Inter-School Department - Mathematics	Item.13	To a very great extent
Inter-School Department - Mathematics	Item.14	To a very great extent
Inter-School Department - Mathematics	Item.15	To a very great extent
Inter-School Department - Mathematics	Item.16	To a moderate extent
Inter-School Department - Mathematics	Item.17	To a very great extent
Inter-School Department - Mathematics	Item.18	To a moderate extent
Inter-School Department - Philosophy	Item.1	To a very great extent
Inter-School Department - Philosophy	Item.2	To a very great extent
Inter-School Department - Philosophy	Item.3	To a very great extent
Inter-School Department - Philosophy	Item.4	To a very great extent
Inter-School Department - Philosophy	Item.5	To a very great extent
Inter-School Department - Philosophy	Item.6	To a moderate extent
Inter-School Department - Philosophy	Item.7	To a moderate extent
Inter-School Department - Philosophy	Item.8	To a very great extent
Inter-School Department - Philosophy	Item.9	To a moderate extent
Inter-School Department - Philosophy	Item.10	To a very great extent
Inter-School Department - Philosophy	Item.11	To a moderate extent
Inter-School Department - Philosophy	Item.12	Did not observe
Inter-School Department - Philosophy	Item.13	To a moderate extent
Inter-School Department - Philosophy	Item.14	To a very great extent
Inter-School Department - Philosophy	Item.15	To a very great extent
Inter-School Department - Philosophy	Item.16	To a very great extent
Inter-School Department - Philosophy	Item.17	To a moderate extent
Inter-School Department - Philosophy	Item.18	To a very great extent
Inter-School Department - Physical Education	Item.1	To a very great extent
Inter-School Department - Physical Education	Item.2	To a moderate extent
Inter-School Department - Physical Education	Item.2	To a very great extent
Inter-School Department - Physical Education	Item.3	To a moderate extent
Inter-School Department - Physical Education	Item.3	To a very great extent
Inter-School Department - Physical Education	Item.4	To a very great extent
Inter-School Department - Physical Education	Item.5	To a very great extent
Inter-School Department - Physical Education	Item.6	To a very great extent
Inter-School Department - Physical Education	Item.7	To a very great extent
Inter-School Department - Physical Education	Item.8	To a very great extent
Inter-School Department - Physical Education	Item.9	To a very great extent
Inter-School Department - Physical Education	Item.10	To a very great extent
Inter-School Department - Physical Education	Item.11	To a very great extent
Inter-School Department - Physical Education	Item.12	To a moderate extent
Inter-School Department - Physical Education	Item.12	To a very great extent
Inter-School Department - Physical Education	Item.13	To a very great extent
Inter-School Department - Physical Education	Item.14	To a very great extent
Inter-School Department - Physical Education	Item.15	To a very great extent
Inter-School Department - Physical Education	Item.16	To a moderate extent
Inter-School Department - Physical Education	Item.16	To a very great extent
Inter-School Department - Physical Education	Item.17	To a moderate extent
Inter-School Department - Physical Education	Item.17	To a very great extent
Inter-School Department - Physical Education	Item.18	To a very great extent
Inter-School Department - Political and Social Sciences	Item.1	Did not observe
Inter-School Department - Political and Social Sciences	Item.1	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.1	To a very great extent
Inter-School Department - Political and Social Sciences	Item.2	Did not observe
Inter-School Department - Political and Social Sciences	Item.2	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.2	To a very great extent
Inter-School Department - Political and Social Sciences	Item.3	Did not observe
Inter-School Department - Political and Social Sciences	Item.3	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.3	To a very great extent
Inter-School Department - Political and Social Sciences	Item.4	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.4	To a very great extent
Inter-School Department - Political and Social Sciences	Item.5	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.5	To a very great extent
Inter-School Department - Political and Social Sciences	Item.6	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.6	To a very great extent
Inter-School Department - Political and Social Sciences	Item.7	Did not observe
Inter-School Department - Political and Social Sciences	Item.7	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.7	To a very great extent
Inter-School Department - Political and Social Sciences	Item.8	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.8	To a very great extent
Inter-School Department - Political and Social Sciences	Item.9	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.9	To a very great extent
Inter-School Department - Political and Social Sciences	Item.10	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.10	To a very great extent
Inter-School Department - Political and Social Sciences	Item.11	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.11	To a very great extent
Inter-School Department - Political and Social Sciences	Item.12	Did not observe
Inter-School Department - Political and Social Sciences	Item.12	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.12	To a very great extent
Inter-School Department - Political and Social Sciences	Item.13	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.13	To a very great extent
Inter-School Department - Political and Social Sciences	Item.14	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.14	To a very great extent
Inter-School Department - Political and Social Sciences	Item.15	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.15	To a very great extent
Inter-School Department - Political and Social Sciences	Item.16	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.16	To a very great extent
Inter-School Department - Political and Social Sciences	Item.17	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.17	To a very great extent
Inter-School Department - Political and Social Sciences	Item.18	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.18	To a very great extent
Inter-School Department - Religion	Item.1	To a moderate extent
Inter-School Department - Religion	Item.1	To a very great extent
Inter-School Department - Religion	Item.2	To a very great extent
Inter-School Department - Religion	Item.3	To a very great extent
Inter-School Department - Religion	Item.4	To a moderate extent
Inter-School Department - Religion	Item.4	To a very great extent
Inter-School Department - Religion	Item.5	To a very great extent
Inter-School Department - Religion	Item.6	To a moderate extent
Inter-School Department - Religion	Item.6	To a very great extent
Inter-School Department - Religion	Item.7	To a very great extent
Inter-School Department - Religion	Item.8	To a moderate extent
Inter-School Department - Religion	Item.8	To a very great extent
Inter-School Department - Religion	Item.9	To a very great extent
Inter-School Department - Religion	Item.10	To a very great extent
Inter-School Department - Religion	Item.11	To a moderate extent
Inter-School Department - Religion	Item.11	To a very great extent
Inter-School Department - Religion	Item.12	To a moderate extent
Inter-School Department - Religion	Item.13	To a moderate extent
Inter-School Department - Religion	Item.13	To a very great extent
Inter-School Department - Religion	Item.14	To a moderate extent
Inter-School Department - Religion	Item.14	To a very great extent
Inter-School Department - Religion	Item.15	To a moderate extent
Inter-School Department - Religion	Item.15	To a very great extent
Inter-School Department - Religion	Item.16	To a moderate extent
Inter-School Department - Religion	Item.16	To a very great extent
Inter-School Department - Religion	Item.17	To a moderate extent
Inter-School Department - Religion	Item.18	To a very great extent
SAMCIS - Accountancy	Item.1	To a very great extent
SAMCIS - Accountancy	Item.2	To a very great extent
SAMCIS - Accountancy	Item.3	To a very great extent
SAMCIS - Accountancy	Item.4	To a moderate extent
SAMCIS - Accountancy	Item.4	To a very great extent
SAMCIS - Accountancy	Item.5	To a very great extent
SAMCIS - Accountancy	Item.6	To a very great extent
SAMCIS - Accountancy	Item.7	Did not observe
SAMCIS - Accountancy	Item.7	To a moderate extent
SAMCIS - Accountancy	Item.8	To a very great extent
SAMCIS - Accountancy	Item.9	To a moderate extent
SAMCIS - Accountancy	Item.9	To a very great extent
SAMCIS - Accountancy	Item.10	To a very great extent
SAMCIS - Accountancy	Item.11	To a very great extent
SAMCIS - Accountancy	Item.12	To a moderate extent
SAMCIS - Accountancy	Item.13	To a very great extent
SAMCIS - Accountancy	Item.14	To a very great extent
SAMCIS - Accountancy	Item.15	To a very great extent
SAMCIS - Accountancy	Item.16	To a very great extent
SAMCIS - Accountancy	Item.17	To a moderate extent
SAMCIS - Accountancy	Item.17	To a very great extent
SAMCIS - Accountancy	Item.18	To a very great extent
SAMCIS - Business Laws and Taxation	Item.1	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.1	To a very great extent
SAMCIS - Business Laws and Taxation	Item.2	To a very great extent
SAMCIS - Business Laws and Taxation	Item.3	To a very great extent
SAMCIS - Business Laws and Taxation	Item.4	To a very great extent
SAMCIS - Business Laws and Taxation	Item.5	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.5	To a very great extent
SAMCIS - Business Laws and Taxation	Item.6	To a very great extent
SAMCIS - Business Laws and Taxation	Item.7	To a very great extent
SAMCIS - Business Laws and Taxation	Item.8	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.8	To a very great extent
SAMCIS - Business Laws and Taxation	Item.9	To a very great extent
SAMCIS - Business Laws and Taxation	Item.10	To a very great extent
SAMCIS - Business Laws and Taxation	Item.11	To a very great extent
SAMCIS - Business Laws and Taxation	Item.12	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.13	To a very great extent
SAMCIS - Business Laws and Taxation	Item.14	To a very great extent
SAMCIS - Business Laws and Taxation	Item.15	To a very great extent
SAMCIS - Business Laws and Taxation	Item.16	To a very great extent
SAMCIS - Business Laws and Taxation	Item.17	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.17	To a very great extent
SAMCIS - Business Laws and Taxation	Item.18	To a very great extent
SAMCIS - Computer Applications	Item.1	To a moderate extent
SAMCIS - Computer Applications	Item.1	To a very great extent
SAMCIS - Computer Applications	Item.2	To a very great extent
SAMCIS - Computer Applications	Item.3	To a very great extent
SAMCIS - Computer Applications	Item.4	To a very great extent
SAMCIS - Computer Applications	Item.5	To a moderate extent
SAMCIS - Computer Applications	Item.5	To a very great extent
SAMCIS - Computer Applications	Item.6	To a moderate extent
SAMCIS - Computer Applications	Item.7	To a very great extent
SAMCIS - Computer Applications	Item.8	To a moderate extent
SAMCIS - Computer Applications	Item.8	To a very great extent
SAMCIS - Computer Applications	Item.9	To a very great extent
SAMCIS - Computer Applications	Item.10	To a very great extent
SAMCIS - Computer Applications	Item.11	To a moderate extent
SAMCIS - Computer Applications	Item.11	To a very great extent
SAMCIS - Computer Applications	Item.12	Did not observe
SAMCIS - Computer Applications	Item.12	To a moderate extent
SAMCIS - Computer Applications	Item.13	To a very great extent
SAMCIS - Computer Applications	Item.14	To a very great extent
SAMCIS - Computer Applications	Item.15	To a moderate extent
SAMCIS - Computer Applications	Item.15	To a very great extent
SAMCIS - Computer Applications	Item.16	To a moderate extent
SAMCIS - Computer Applications	Item.16	To a very great extent
SAMCIS - Computer Applications	Item.17	To a very great extent
SAMCIS - Computer Applications	Item.18	To a moderate extent
SAMCIS - Computer Applications	Item.18	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.1	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.2	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.3	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.4	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.5	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.6	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.7	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.8	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.9	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.10	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.11	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.12	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.13	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.14	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.15	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.16	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.17	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.18	To a very great extent
SAMCIS - Financial Management	Item.1	To a moderate extent
SAMCIS - Financial Management	Item.1	To a very great extent
SAMCIS - Financial Management	Item.2	To a moderate extent
SAMCIS - Financial Management	Item.2	To a very great extent
SAMCIS - Financial Management	Item.3	To a moderate extent
SAMCIS - Financial Management	Item.3	To a very great extent
SAMCIS - Financial Management	Item.4	To a moderate extent
SAMCIS - Financial Management	Item.5	To a moderate extent
SAMCIS - Financial Management	Item.6	To a moderate extent
SAMCIS - Financial Management	Item.7	To a moderate extent
SAMCIS - Financial Management	Item.7	To a very great extent
SAMCIS - Financial Management	Item.8	To a moderate extent
SAMCIS - Financial Management	Item.9	To a moderate extent
SAMCIS - Financial Management	Item.9	To a very great extent
SAMCIS - Financial Management	Item.10	To a moderate extent
SAMCIS - Financial Management	Item.10	To a very great extent
SAMCIS - Financial Management	Item.11	To a moderate extent
SAMCIS - Financial Management	Item.11	To a very great extent
SAMCIS - Financial Management	Item.12	Did not observe
SAMCIS - Financial Management	Item.12	To a moderate extent
SAMCIS - Financial Management	Item.13	To a moderate extent
SAMCIS - Financial Management	Item.13	To a very great extent
SAMCIS - Financial Management	Item.14	To a very great extent
SAMCIS - Financial Management	Item.15	To a moderate extent
SAMCIS - Financial Management	Item.15	To a very great extent
SAMCIS - Financial Management	Item.16	To a moderate extent
SAMCIS - Financial Management	Item.16	To a very great extent
SAMCIS - Financial Management	Item.17	To a moderate extent
SAMCIS - Financial Management	Item.17	To a very great extent
SAMCIS - Financial Management	Item.18	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.1	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.2	To a moderate extent
SAS - Graduate Programs: Liberal Arts	Item.3	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.4	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.5	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.6	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.7	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.8	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.9	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.10	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.11	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.12	To a moderate extent
SAS - Graduate Programs: Liberal Arts	Item.13	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.14	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.15	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.16	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.17	To a moderate extent
SAS - Graduate Programs: Liberal Arts	Item.18	To a very great extent
SEA - Architecture	Item.1	Did not observe
SEA - Architecture	Item.1	To a moderate extent
SEA - Architecture	Item.1	To a very great extent
SEA - Architecture	Item.2	To a moderate extent
SEA - Architecture	Item.2	To a very great extent
SEA - Architecture	Item.3	Did not observe
SEA - Architecture	Item.3	To a moderate extent
SEA - Architecture	Item.3	To a very great extent
SEA - Architecture	Item.4	To a moderate extent
SEA - Architecture	Item.4	To a very great extent
SEA - Architecture	Item.5	To a moderate extent
SEA - Architecture	Item.5	To a very great extent
SEA - Architecture	Item.6	To a moderate extent
SEA - Architecture	Item.6	To a very great extent
SEA - Architecture	Item.7	To a moderate extent
SEA - Architecture	Item.7	To a very great extent
SEA - Architecture	Item.8	To a very great extent
SEA - Architecture	Item.9	To a moderate extent
SEA - Architecture	Item.9	To a very great extent
SEA - Architecture	Item.10	To a moderate extent
SEA - Architecture	Item.10	To a very great extent
SEA - Architecture	Item.11	To a moderate extent
SEA - Architecture	Item.11	To a very great extent
SEA - Architecture	Item.12	To a moderate extent
SEA - Architecture	Item.12	To a very great extent
SEA - Architecture	Item.13	To a moderate extent
SEA - Architecture	Item.13	To a very great extent
SEA - Architecture	Item.14	To a very great extent
SEA - Architecture	Item.15	To a very great extent
SEA - Architecture	Item.16	Did not observe
SEA - Architecture	Item.16	To a moderate extent
SEA - Architecture	Item.16	To a very great extent
SEA - Architecture	Item.17	To a moderate extent
SEA - Architecture	Item.17	To a very great extent
SEA - Architecture	Item.18	To a moderate extent
SEA - Architecture	Item.18	To a very great extent
SEA - Chemical Engineering	Item.1	To a moderate extent
SEA - Chemical Engineering	Item.1	To a very great extent
SEA - Chemical Engineering	Item.2	To a moderate extent
SEA - Chemical Engineering	Item.2	To a very great extent
SEA - Chemical Engineering	Item.3	To a very great extent
SEA - Chemical Engineering	Item.4	To a moderate extent
SEA - Chemical Engineering	Item.4	To a very great extent
SEA - Chemical Engineering	Item.5	To a moderate extent
SEA - Chemical Engineering	Item.6	To a moderate extent
SEA - Chemical Engineering	Item.6	To a very great extent
SEA - Chemical Engineering	Item.7	To a very great extent
SEA - Chemical Engineering	Item.8	To a moderate extent
SEA - Chemical Engineering	Item.8	To a very great extent
SEA - Chemical Engineering	Item.9	To a moderate extent
SEA - Chemical Engineering	Item.9	To a very great extent
SEA - Chemical Engineering	Item.10	To a moderate extent
SEA - Chemical Engineering	Item.10	To a very great extent
SEA - Chemical Engineering	Item.11	To a moderate extent
SEA - Chemical Engineering	Item.11	To a very great extent
SEA - Chemical Engineering	Item.12	Did not observe
SEA - Chemical Engineering	Item.12	To a moderate extent
SEA - Chemical Engineering	Item.12	To a very great extent
SEA - Chemical Engineering	Item.13	To a moderate extent
SEA - Chemical Engineering	Item.13	To a very great extent
SEA - Chemical Engineering	Item.14	To a very great extent
SEA - Chemical Engineering	Item.15	To a very great extent
SEA - Chemical Engineering	Item.16	To a moderate extent
SEA - Chemical Engineering	Item.16	To a very great extent
SEA - Chemical Engineering	Item.17	To a moderate extent
SEA - Chemical Engineering	Item.17	To a very great extent
SEA - Chemical Engineering	Item.18	To a moderate extent
SEA - Chemical Engineering	Item.18	To a very great extent
SEA - Civil/Geodetic Engineering	Item.1	To a very great extent
SEA - Civil/Geodetic Engineering	Item.2	To a very great extent
SEA - Civil/Geodetic Engineering	Item.3	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.3	To a very great extent
SEA - Civil/Geodetic Engineering	Item.4	To a very great extent
SEA - Civil/Geodetic Engineering	Item.5	To a very great extent
SEA - Civil/Geodetic Engineering	Item.6	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.6	To a very great extent
SEA - Civil/Geodetic Engineering	Item.7	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.8	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.8	To a very great extent
SEA - Civil/Geodetic Engineering	Item.9	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.9	To a very great extent
SEA - Civil/Geodetic Engineering	Item.10	To a very great extent
SEA - Civil/Geodetic Engineering	Item.11	To a very great extent
SEA - Civil/Geodetic Engineering	Item.12	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.13	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.14	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.15	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.15	To a very great extent
SEA - Civil/Geodetic Engineering	Item.16	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.16	To a very great extent
SEA - Civil/Geodetic Engineering	Item.17	To a very great extent
SEA - Civil/Geodetic Engineering	Item.18	To a very great extent
SEA - Electrical Engineering	Item.1	To a moderate extent
SEA - Electrical Engineering	Item.1	To a very great extent
SEA - Electrical Engineering	Item.2	To a very great extent
SEA - Electrical Engineering	Item.3	To a very great extent
SEA - Electrical Engineering	Item.4	To a very great extent
SEA - Electrical Engineering	Item.5	To a very great extent
SEA - Electrical Engineering	Item.6	To a moderate extent
SEA - Electrical Engineering	Item.6	To a very great extent
SEA - Electrical Engineering	Item.7	To a moderate extent
SEA - Electrical Engineering	Item.7	To a very great extent
SEA - Electrical Engineering	Item.8	To a very great extent
SEA - Electrical Engineering	Item.9	To a very great extent
SEA - Electrical Engineering	Item.10	To a very great extent
SEA - Electrical Engineering	Item.11	To a very great extent
SEA - Electrical Engineering	Item.12	Did not observe
SEA - Electrical Engineering	Item.12	To a moderate extent
SEA - Electrical Engineering	Item.12	To a very great extent
SEA - Electrical Engineering	Item.13	To a very great extent
SEA - Electrical Engineering	Item.14	To a very great extent
SEA - Electrical Engineering	Item.15	To a very great extent
SEA - Electrical Engineering	Item.16	To a very great extent
SEA - Electrical Engineering	Item.17	To a very great extent
SEA - Electrical Engineering	Item.18	To a very great extent
SEA - Electronics Engineering	Item.1	To a very great extent
SEA - Electronics Engineering	Item.2	To a very great extent
SEA - Electronics Engineering	Item.3	To a very great extent
SEA - Electronics Engineering	Item.4	To a very great extent
SEA - Electronics Engineering	Item.5	To a very great extent
SEA - Electronics Engineering	Item.6	To a moderate extent
SEA - Electronics Engineering	Item.6	To a very great extent
SEA - Electronics Engineering	Item.7	To a moderate extent
SEA - Electronics Engineering	Item.7	To a very great extent
SEA - Electronics Engineering	Item.8	To a moderate extent
SEA - Electronics Engineering	Item.8	To a very great extent
SEA - Electronics Engineering	Item.9	To a moderate extent
SEA - Electronics Engineering	Item.9	To a very great extent
SEA - Electronics Engineering	Item.10	To a moderate extent
SEA - Electronics Engineering	Item.10	To a very great extent
SEA - Electronics Engineering	Item.11	To a moderate extent
SEA - Electronics Engineering	Item.11	To a very great extent
SEA - Electronics Engineering	Item.12	To a moderate extent
SEA - Electronics Engineering	Item.12	To a very great extent
SEA - Electronics Engineering	Item.13	To a moderate extent
SEA - Electronics Engineering	Item.13	To a very great extent
SEA - Electronics Engineering	Item.14	To a moderate extent
SEA - Electronics Engineering	Item.14	To a very great extent
SEA - Electronics Engineering	Item.15	To a moderate extent
SEA - Electronics Engineering	Item.15	To a very great extent
SEA - Electronics Engineering	Item.16	To a moderate extent
SEA - Electronics Engineering	Item.16	To a very great extent
SEA - Electronics Engineering	Item.17	To a very great extent
SEA - Electronics Engineering	Item.18	To a very great extent
SEA - Industrial Engineering	Item.1	To a very great extent
SEA - Industrial Engineering	Item.2	To a moderate extent
SEA - Industrial Engineering	Item.3	To a very great extent
SEA - Industrial Engineering	Item.4	To a very great extent
SEA - Industrial Engineering	Item.5	To a very great extent
SEA - Industrial Engineering	Item.6	To a moderate extent
SEA - Industrial Engineering	Item.7	To a very great extent
SEA - Industrial Engineering	Item.8	To a moderate extent
SEA - Industrial Engineering	Item.9	To a moderate extent
SEA - Industrial Engineering	Item.10	To a moderate extent
SEA - Industrial Engineering	Item.11	To a moderate extent
SEA - Industrial Engineering	Item.12	Did not observe
SEA - Industrial Engineering	Item.13	To a very great extent
SEA - Industrial Engineering	Item.14	To a very great extent
SEA - Industrial Engineering	Item.15	To a very great extent
SEA - Industrial Engineering	Item.16	To a very great extent
SEA - Industrial Engineering	Item.17	To a very great extent
SEA - Industrial Engineering	Item.18	To a very great extent
SNS - Medical Laboratory Science	Item.1	To a moderate extent
SNS - Medical Laboratory Science	Item.1	To a very great extent
SNS - Medical Laboratory Science	Item.2	To a moderate extent
SNS - Medical Laboratory Science	Item.2	To a very great extent
SNS - Medical Laboratory Science	Item.3	To a moderate extent
SNS - Medical Laboratory Science	Item.3	To a very great extent
SNS - Medical Laboratory Science	Item.4	To a very great extent
SNS - Medical Laboratory Science	Item.5	To a very great extent
SNS - Medical Laboratory Science	Item.6	To a moderate extent
SNS - Medical Laboratory Science	Item.6	To a very great extent
SNS - Medical Laboratory Science	Item.7	To a moderate extent
SNS - Medical Laboratory Science	Item.7	To a very great extent
SNS - Medical Laboratory Science	Item.8	To a moderate extent
SNS - Medical Laboratory Science	Item.8	To a very great extent
SNS - Medical Laboratory Science	Item.9	To a moderate extent
SNS - Medical Laboratory Science	Item.9	To a very great extent
SNS - Medical Laboratory Science	Item.10	To a moderate extent
SNS - Medical Laboratory Science	Item.10	To a very great extent
SNS - Medical Laboratory Science	Item.11	To a moderate extent
SNS - Medical Laboratory Science	Item.11	To a very great extent
SNS - Medical Laboratory Science	Item.12	To a moderate extent
SNS - Medical Laboratory Science	Item.12	To a very great extent
SNS - Medical Laboratory Science	Item.13	To a moderate extent
SNS - Medical Laboratory Science	Item.13	To a very great extent
SNS - Medical Laboratory Science	Item.14	To a very great extent
SNS - Medical Laboratory Science	Item.15	To a moderate extent
SNS - Medical Laboratory Science	Item.15	To a very great extent
SNS - Medical Laboratory Science	Item.16	To a moderate extent
SNS - Medical Laboratory Science	Item.16	To a very great extent
SNS - Medical Laboratory Science	Item.17	To a moderate extent
SNS - Medical Laboratory Science	Item.17	To a very great extent
SNS - Medical Laboratory Science	Item.18	To a very great extent
SNS - Pharmacy	Item.1	To a very great extent
SNS - Pharmacy	Item.2	To a very great extent
SNS - Pharmacy	Item.3	To a very great extent
SNS - Pharmacy	Item.4	To a very great extent
SNS - Pharmacy	Item.5	To a very great extent
SNS - Pharmacy	Item.6	To a very great extent
SNS - Pharmacy	Item.7	To a very great extent
SNS - Pharmacy	Item.8	To a very great extent
SNS - Pharmacy	Item.9	To a very great extent
SNS - Pharmacy	Item.10	To a very great extent
SNS - Pharmacy	Item.11	To a very great extent
SNS - Pharmacy	Item.12	To a moderate extent
SNS - Pharmacy	Item.13	To a very great extent
SNS - Pharmacy	Item.14	To a very great extent
SNS - Pharmacy	Item.15	To a very great extent
SNS - Pharmacy	Item.16	To a very great extent
SNS - Pharmacy	Item.17	To a very great extent
SNS - Pharmacy	Item.18	To a very great extent
SOL - Commercial and Taxation Laws	Item.1	To a moderate extent
SOL - Commercial and Taxation Laws	Item.2	To a very great extent
SOL - Commercial and Taxation Laws	Item.3	To a very great extent
SOL - Commercial and Taxation Laws	Item.4	Did not observe
SOL - Commercial and Taxation Laws	Item.5	To a very great extent
SOL - Commercial and Taxation Laws	Item.6	To a very great extent
SOL - Commercial and Taxation Laws	Item.7	Did not observe
SOL - Commercial and Taxation Laws	Item.8	To a very great extent
SOL - Commercial and Taxation Laws	Item.9	To a moderate extent
SOL - Commercial and Taxation Laws	Item.10	To a very great extent
SOL - Commercial and Taxation Laws	Item.11	To a moderate extent
SOL - Commercial and Taxation Laws	Item.12	To a moderate extent
SOL - Commercial and Taxation Laws	Item.13	To a very great extent
SOL - Commercial and Taxation Laws	Item.14	To a moderate extent
SOL - Commercial and Taxation Laws	Item.15	To a moderate extent
SOL - Commercial and Taxation Laws	Item.16	To a moderate extent
SOL - Commercial and Taxation Laws	Item.17	To a very great extent
SOL - Commercial and Taxation Laws	Item.18	To a moderate extent
SOL - Remedial Law and Legal Ethics	Item.1	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.2	To a moderate extent
SOL - Remedial Law and Legal Ethics	Item.3	To a moderate extent
SOL - Remedial Law and Legal Ethics	Item.4	To a moderate extent
SOL - Remedial Law and Legal Ethics	Item.5	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.6	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.7	Did not observe
SOL - Remedial Law and Legal Ethics	Item.8	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.9	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.10	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.11	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.12	To a moderate extent
SOL - Remedial Law and Legal Ethics	Item.13	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.14	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.15	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.16	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.17	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.18	To a very great extent
SON - Level I	Item.1	To a very great extent
SON - Level I	Item.2	To a very great extent
SON - Level I	Item.3	To a very great extent
SON - Level I	Item.4	To a very great extent
SON - Level I	Item.5	To a very great extent
SON - Level I	Item.6	To a moderate extent
SON - Level I	Item.7	To a very great extent
SON - Level I	Item.8	To a very great extent
SON - Level I	Item.9	To a very great extent
SON - Level I	Item.10	To a very great extent
SON - Level I	Item.11	To a moderate extent
SON - Level I	Item.12	To a moderate extent
SON - Level I	Item.13	To a very great extent
SON - Level I	Item.14	To a very great extent
SON - Level I	Item.15	To a very great extent
SON - Level I	Item.16	To a very great extent
SON - Level I	Item.17	To a very great extent
SON - Level I	Item.18	To a very great extent
SON - Level II	Item.1	To a very great extent
SON - Level II	Item.2	To a moderate extent
SON - Level II	Item.3	To a very great extent
SON - Level II	Item.4	To a very great extent
SON - Level II	Item.5	To a very great extent
SON - Level II	Item.6	To a very great extent
SON - Level II	Item.7	To a very great extent
SON - Level II	Item.8	To a very great extent
SON - Level II	Item.9	To a very great extent
SON - Level II	Item.10	To a very great extent
SON - Level II	Item.11	To a very great extent
SON - Level II	Item.12	To a moderate extent
SON - Level II	Item.13	To a very great extent
SON - Level II	Item.14	To a very great extent
SON - Level II	Item.15	To a very great extent
SON - Level II	Item.16	To a very great extent
SON - Level II	Item.17	To a very great extent
SON - Level II	Item.18	To a very great extent
SON - Level III	Item.1	To a very great extent
SON - Level III	Item.2	To a very great extent
SON - Level III	Item.3	To a very great extent
SON - Level III	Item.4	To a very great extent
SON - Level III	Item.5	To a very great extent
SON - Level III	Item.6	To a very great extent
SON - Level III	Item.7	To a moderate extent
SON - Level III	Item.7	To a very great extent
SON - Level III	Item.8	To a very great extent
SON - Level III	Item.9	To a very great extent
SON - Level III	Item.10	To a very great extent
SON - Level III	Item.11	To a very great extent
SON - Level III	Item.12	To a moderate extent
SON - Level III	Item.12	To a very great extent
SON - Level III	Item.13	To a very great extent
SON - Level III	Item.14	To a very great extent
SON - Level III	Item.15	To a very great extent
SON - Level III	Item.16	Did not observe
SON - Level III	Item.16	To a very great extent
SON - Level III	Item.17	Did not observe
SON - Level III	Item.17	To a very great extent
SON - Level III	Item.18	To a very great extent
SON - Level IV	Item.1	To a very great extent
SON - Level IV	Item.2	To a very great extent
SON - Level IV	Item.3	To a very great extent
SON - Level IV	Item.4	To a very great extent
SON - Level IV	Item.5	To a very great extent
SON - Level IV	Item.6	To a very great extent
SON - Level IV	Item.7	To a very great extent
SON - Level IV	Item.8	To a very great extent
SON - Level IV	Item.9	To a very great extent
SON - Level IV	Item.10	To a very great extent
SON - Level IV	Item.11	To a very great extent
SON - Level IV	Item.12	Did not observe
SON - Level IV	Item.13	To a very great extent
SON - Level IV	Item.14	To a moderate extent
SON - Level IV	Item.15	To a very great extent
SON - Level IV	Item.16	To a very great extent
SON - Level IV	Item.17	To a very great extent
SON - Level IV	Item.18	To a very great extent
STELA - Professional Education	Item.1	To a moderate extent
STELA - Professional Education	Item.1	To a very great extent
STELA - Professional Education	Item.2	To a moderate extent
STELA - Professional Education	Item.2	To a very great extent
STELA - Professional Education	Item.3	To a very great extent
STELA - Professional Education	Item.4	To a very great extent
STELA - Professional Education	Item.5	To a moderate extent
STELA - Professional Education	Item.5	To a very great extent
STELA - Professional Education	Item.6	To a moderate extent
STELA - Professional Education	Item.6	To a very great extent
STELA - Professional Education	Item.7	To a very great extent
STELA - Professional Education	Item.8	To a very great extent
STELA - Professional Education	Item.9	To a very great extent
STELA - Professional Education	Item.10	To a very great extent
STELA - Professional Education	Item.11	To a moderate extent
STELA - Professional Education	Item.11	To a very great extent
STELA - Professional Education	Item.12	Did not observe
STELA - Professional Education	Item.12	To a moderate extent
STELA - Professional Education	Item.12	To a very great extent
STELA - Professional Education	Item.13	To a moderate extent
STELA - Professional Education	Item.13	To a very great extent
STELA - Professional Education	Item.14	To a very great extent
STELA - Professional Education	Item.15	To a very great extent
STELA - Professional Education	Item.16	To a very great extent
STELA - Professional Education	Item.17	To a moderate extent
STELA - Professional Education	Item.17	To a very great extent
STELA - Professional Education	Item.18	To a very great extent

count	percent
1	0.3333
2	0.6667
1	0.3333
2	0.6667
3	1
1	0.3333
2	0.6667
3	1
3	1
3	1
3	1
1	0.3333
2	0.6667
1	0.3333
2	0.6667
1	0.3333
2	0.6667
1	0.3333
1	0.3333
1	0.3333
1	0.3333
2	0.6667
1	0.3333
2	0.6667
1	0.3333
2	0.6667
1	0.3333
2	0.6667
3	1
3	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
1	0.5
1	0.5
2	1
2	1
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	0.09091
3	0.2727
7	0.6364
2	0.1818
2	0.1818
7	0.6364
1	0.09091
3	0.2727
7	0.6364
3	0.2727
8	0.7273
2	0.1818
9	0.8182
2	0.1818
9	0.8182
1	0.09091
2	0.1818
8	0.7273
1	0.09091
10	0.9091
1	0.09091
10	0.9091
1	0.09091
10	0.9091
3	0.2727
8	0.7273
4	0.3636
2	0.1818
5	0.4545
2	0.1818
9	0.8182
1	0.09091
10	0.9091
1	0.09091
10	0.9091
4	0.3636
7	0.6364
3	0.2727
8	0.7273
3	0.2727
8	0.7273
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
2	1
2	1
2	1
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
2	1
2	1
2	1
2	1
2	1
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
2	1
2	1
2	1
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
1	0.5
1	0.5
2	1
1	0.3333
2	0.6667
3	1
3	1
3	1
1	0.3333
2	0.6667
3	1
3	1
1	0.3333
2	0.6667
3	1
3	1
1	0.3333
2	0.6667
2	0.6667
1	0.3333
3	1
3	1
2	0.6667
1	0.3333
2	0.6667
1	0.3333
3	1
1	0.3333
2	0.6667
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	0.1111
1	0.1111
7	0.7778
2	0.2222
7	0.7778
2	0.2222
1	0.1111
6	0.6667
3	0.3333
6	0.6667
1	0.1111
8	0.8889
6	0.6667
3	0.3333
4	0.4444
5	0.5556
9	1
2	0.2222
7	0.7778
1	0.1111
8	0.8889
2	0.2222
7	0.7778
7	0.7778
2	0.2222
3	0.3333
6	0.6667
9	1
9	1
1	0.1111
2	0.2222
6	0.6667
3	0.3333
6	0.6667
1	0.1111
8	0.8889
1	0.25
3	0.75
1	0.25
3	0.75
4	1
1	0.25
3	0.75
4	1
1	0.25
3	0.75
4	1
1	0.25
3	0.75
1	0.25
3	0.75
1	0.25
3	0.75
1	0.25
3	0.75
1	0.25
2	0.5
1	0.25
1	0.25
3	0.75
4	1
4	1
2	0.5
2	0.5
1	0.25
3	0.75
1	0.25
3	0.75
2	1
2	1
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
2	1
2	1
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
1	0.3333
2	0.6667
3	1
3	1
3	1
3	1
2	0.6667
1	0.3333
1	0.3333
2	0.6667
3	1
3	1
3	1
3	1
1	0.3333
1	0.3333
1	0.3333
3	1
3	1
3	1
3	1
3	1
3	1
2	1
2	1
2	1
2	1
2	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
3	0.5
3	0.5
2	0.3333
4	0.6667
2	0.3333
4	0.6667
6	1
6	1
3	0.5
3	0.5
4	0.6667
2	0.3333
2	0.3333
4	0.6667
2	0.3333
4	0.6667
1	0.1667
5	0.8333
1	0.1667
5	0.8333
5	0.8333
1	0.1667
1	0.1667
5	0.8333
6	1
1	0.1667
5	0.8333
1	0.1667
5	0.8333
2	0.3333
4	0.6667
6	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
2	1
2	1
2	1
2	1
2	1
2	1
1	0.5
1	0.5
2	1
2	1
2	1
2	1
1	0.5
1	0.5
2	1
2	1
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	0.25
3	0.75
1	0.25
3	0.75
4	1
4	1
1	0.25
3	0.75
2	0.5
2	0.5
4	1
4	1
4	1
4	1
1	0.25
3	0.75
1	0.25
2	0.5
1	0.25
1	0.25
3	0.75
4	1
4	1
4	1
2	0.5
2	0.5
4	1

\(~\)

Problems encountered in the preparation and implementation of flexible learning

# Problems encountered
prob <- table(data$Problems)
prob.dist <- cbind(prob)
colnames(prob.dist) <- c("Frequency")
# Present Output
pander(prob.dist)

	Frequency
	9
#NAME?	1
(Until before academic break:) Rather low participation in synchronous encounters; rather poor respect of deadlines for submission of requirements, especially those that are not directly course-related (for religion: the individual report on weekly religious involvement).	1
1) Exams can not be monitored properly, students can easily perfect the exam without knowing if they really did not search for answers on google while taking the exam. 2) I can not use other features of google form to monitor the exam; I believe it is important because we don’t want to lessen the quality of education in our institution. 3) It’s very challenging to check the plates and costly; you will need to invest on additional gadgets aside from your laptop like ipad/ tablet and pen for proper checking of plates. 4) I can not measure the performance of CBL students, are they really learning on their own? or they just chose to be CBL so they can submit late requirements with no deductions. In my opinion CBL students performance in terms of knowledge acquisition is low, making the quality of education low as well. 5) Students abuse the leniency with regards to the number of absences allowed and late submissions and completion of requirements whenever they want to submit is still being accepted; they also know they would not have a failing grade; and because of that, they opted not to submit on time, not attend lectures, for we will still accept the requirements anyway.	1
1) Students not submitting on time and with no prior coordination, then after grades are computed they are contacting the Facilitators to create substitute activities in lieu of the missed ones. 2) CBL Students not submitting on pre agreed time. 3) Few students coordinate their concerns with the facilitator and go straight to their Dept. Heads	1
Academic dishonesty of the students. Most of the time, students have similar outputs.	1
academic dishonesty was rampant but hard to report with documentation, student participation in discussions is nonexistent or very minimial, students do not comply with due dates, they are also very hard to communicate with as they sometimes opt o not answer emails, messages etc.	1
Because the course includes numerous new law topics, I had to make a way to choose and summarize only the relevant salient features of each module.	1
connectivity; communication	1
deadlines	1
delayed submission, open submission in the google classroom unless it is archived	1
Discussion of previous activities ~ some of the student did not pass a certain activity (enough time were given to complete the activity) but will attend the synchronous class wherein I will be discussing the answers and rationale.	1
few students participating actively in class discussions, frequent late submission of requirements, lack of access to resource materials from the library	1
Implementation-wise, despite the means to minimize cheating (creating multiple sets, using add-ons to monitor if a students leaves a page during quiz-taking albeit the add-on features have a maximum quota) during quizzes and examinations, many are still able to find ways to cheat.	1
Impossible to implement “hard” deadlines as some students don’t have a reliable Internet connection — submission rate where never 100% on time for all my classes	1
In the preparation of the learning packets, the pressure was on the deadlines set by the department head without giving clear instructions and guidelines. Instructions were actually sourced out from other departments.	1
Incomplete module and some students were unresponsive and difficult to get their attention. Some students also have internet connection problems	1
Intermittent Slow Internet connectivity and Un-scheduled power interruptions.	1
Internal factors- stress, mental health struggles External - student problems like late submissions, liars, etc	1
Internet connection	1
internet connection, active student participation	1
internet connectivity problem specially during inclement weather	1
Internet Connectivity Problems and Power Interruptions	1
internet, communication (cbl too many)	1
Lack of gadgets to record and edit video materials. Laptop often crashed due to big files	1
Lack of Time in preparing the modules	1
Late submissions of students leading to rushed checking of their outputs before the deadline of encoding of grades, which then leads to late encoding of grades.	1
limited time to prepare	1
many	1
Many students, specially the higher years, tend not to attend their scheduled synchronous meetings.	1
Noisy background due to noisy environment/neighborhood during synchronous classes.	1
None	2
None	1
Other depts are not following deadlines hence affecting the delivery of modules	1
Poor internet connection, un scheduled power interruptions, use of some technology	1
Related simulation software were not yet fully implemented	1
Some students still failed to comply with rules on plagiarism and honesty despite numerous warnings given to them.	1
Some students submit academic requirements at the last minute which often lead to late submission. Further, I have personally seen that learning materials and quizzes/exams are uploaded in tutorial websites like Coursehero.	1
students feedback	1
students submitting their outputs late ( 10 plus days late), students name removed and returned from the list due to unpaid tuition	1
Students upload the questions to some websites like CourseHero.com	1
The assessments done were not able to capture the real learning of students.	1
the availability of learning resources	1
The changes in schedules due to typhoons, apparent lack of readiness of students for online learning (frequent excuses related to poor internet connectivity), and negligence of students made it stressful for us. It seems like students will only submit requirements based on their convenience, not realizing that we, teachers are also in a tight schedule. They requested for frequent extensions, and we always rush checking requirements. I am confused with a lot of emails and it also frustrates me that students CANNOT follow simple instructions online. Their propensity towards cheating is frustrating, as I have seen my problem sets and learning materials uploaded in Chegg.com. Students have organized Facebook pages where they can upload answers to be shared to their peers during quizzes and exams.	1
The contradicting suggestions and directives on implementation.	1
The mental state and/or attitude with technology-negative.	1
The preparation of the technical aspects particularly the use of technologies.	1
The semestral subjects conflict with the 3-batched subjects, sometimes the scheduling of the 3-batched subjects overlap each other this students request for extensions in their assessment deadlines.	1
There are times that I cannot record my lectures. I encountered many problems about the ownership of my recorded lectures. During midterms, almost all of my recording under my 3 subjects have different ownership. Most of my recordings go directly to my substitute/co-teacher. And because of this, I cannot share my own recorded lecture and my student cannot view them as well. I asked assistance from TDM about this and so far, its been working well. I am a new faculty member and it took me quite sometime to adjust with this kind of set up.	1
There were abrupt changes in content of some modules because of unexpected suspension of classes.	1
time	1
Time	1
time constraint	2
time management and returning the outputs of students, unscheduled power interruptions, unscheduled suspension of classes	1
Time restriction on preparing the modules before the first day of the class.	1
Too many required activities if using 5E	1
Topics are too difficult to condense/simplify. Low attendance from online learners. Internet connectivity is a problem. Students as well as teachers have varied computer skills, as this may impact the delivery of flexible learning.	1
Unavailability of some books at the library; students’ unresponsiveness during GMeets - esp. when they cannot be forced to open their cameras; students’ disregard of the official class schedule; answering students’ concerns 24/7;	1
unforeseen changes in schedules	1
Unresponsive students; rude students; students would take Term Exams last minute	1
Wifi and network problems	1
Work-life balance should be upheld. New tools/ platforms (i.e., menti, kahoot etc) to supplement the existings platforms must be accessed and paid by the university.	1

\(~\)

Suggestions/recommendations for further improvements

# Suggestions/Recommendations
suggest <- table(data$Suggestions)
suggest.dist <- cbind(suggest)
colnames(suggest.dist) <- c("Frequency")
# Present output
pander(suggest.dist)

	Frequency
	18
-	1
1 &2 ) It would be better if we invest in providing access to special features of google form “locked mode” wherein respondents aren’t allowed to open tabs or other applications while taking this quiz. Please give us access to “Autoproctor”. This is another add on that is very useful in monitoring the exam that can be linked into google form. 3) If possible instead of providing clothing allowance during online based learning, why not provide an assistance or allowance for tech investment 4) Provide proper criteria and assessment for those who are really eligible to be a CBL student; 5) We should balance the leniency and stringency of rules.	1
1) Strict implementation of deadlines, but if not possible, then removing deadline for submission of grades 2) sharing or asynchronous/ class recordings of other instructors/ facilitators for improvement of facilitator 3) more comprehensive guidelines for CBL mode of learning.	1
A school based consultant for editing videos	1
a systematic support system for both faculty and students.	1
Abrogate 6-weeks batch courses. Revert to regular semestral timetable	1
Appropriate deadlines for those students with INC.	1
Assign qualification to be cbl students	1
Complaints about over-loaded work schedules from students have again emerged in the course of this semester. Somewhat paradoxically, these complaints were met with further specifying requirements (like the new and detailed schedule of synchronous/asynchronous classes, dated November 11, 2021, which will require another adjustment in my course delivery schedule for OBL students this semester). I think that it would be good if teachers were given more flexibility in the planning and implementation of lessons, in order to better address possible problems that may suddenly occur.	1
conduct limited face to face to laboratory subjects	1
consideration for teachers on submission	1
Continuous flexible learning trainings and seminars.	1
Deadline limits to the submission of term requirements; Term Exams - one day per course; during office hours; software for timing and proctoring of exams/quizzes	1
Deadlines for both students need to be posted often for everyone’s information.	1
directions in the preparation and implementation of flexible learning should be clear in the department.	1
Encourage real-time and on-line quizzes and exams, which, from my observation, students do their best to complete compared to asynchronous quizzes/exams.	1
enough time	1
face-to-face classes	1
Give more time in finishing the modules and not during the semester break.	1
Guidelines or directives should be reinforced or properly relayed by the dept head	1
I don’t think CBL mode is very helpful for the student. I receive a lot of clarifications from my CBL students.	1
I hope we can introduce more programs in monitoring the students when it comes to quizzes and examinations. I use the “timer and autoproctor” to monitor them but we were given limited access only.	1
I recommend that the University shall still identify the dates of synchronous meetings.	1
I wish the SON admin also took into consideration the well-being of the faculty. There were many instances that the Dean forced us to have meeting up to the middle of the night and on SUNDAYS. More open-minded admin with far-reaching proactive stance. Mostly, the admin reacts aggressively to the detriment of the faculty.	1
if there are other applications that can detect originality outptus for the students for better checking	1
If there can ever be a possibility of reducing the class size so that there can be sufficient time to contact and get to know the individual members of the class.	1
improve network	1
improved CBL form regulations	1
May I respectfully suggest that exams must be time limited and if possible proctored so as to effectively evaluate the learning of students. Giving them too much time within which to answer an exam gives them the opportunity to “cheat” and answer the exam together, not to mention have ALL THE RESOURCES (notes, learning materials and even tutorial websites) that are available to them.	1
May we given enough time to carry out all our responsibilities.	1
monitored examinations or tests	1
More on hands on trainings and workshops seminars on the use of the different mode of applications	1
na	1
none	2
None	2
None at this moment	1
Not to adopt 5E. Minimize number of assignments to an extent assessment can still be done properly and feedback can be promptly done.	1
Provision for faculty to use a better mbps and gadget that will not overheat during Video on discussion	1
Schedule of activities such as student orientations, recollections be included in the slu calendar. In this manner, the dates can be marked while we are preparing the Module according to the number of meetings per week.	1
shorten the time allotted for the exam, from more 24 hours to around 4-6 hours.	1
stricter implementation of school sanctions on non/ late submissions, absences, drop option especialy for students who have not shown any participation at all in class even with requirements	1
Students need to ensure strict compliance to guidelines. In addition, there should be a proof of readiness for online learning as most of them are only good in complaining, but not on complying. They also expect high grades, despite having poor quality of outputs. Students need to be reminded that there is a standard required in order to maintain a high quality of educational experience to all. They should be given an option to enroll less than the maximum number of units if they cannot seem to balance their time, and not blame everything on us if they fail. If they demand excellence from us, their teachers, we also demand excellence from them.	1
Students should be informed that when they enroll for a computer laboratory subject, they need to have their own computer/laptop with updated specifications that could meet the software to be used in the subject.	1
Students should have a sanction once they have missed a synchronous class. If there is a valid reason for their absence, they shall get excuse slip from OSA. longer weeks for the activities particularly for batch 3	1
Students who availed of OBL must comply with the mode they opted. Unfortunately, not all students attend synchronous classes or turn in their tasks on time.	1
The constant updating and/or collaboration for better/effective teaching.	1
The school could perhaps provide more in depth training for teachers in the different areas/aspects of on line teaching. School could look for ways to provided additional learning/instructional materials such as apps/software on specific fields.	1
to prevent complaints from students the library should provide learning materials	1
training	1
Use of technology to prevent students from copying answers during assessments.	1
We should consider giving a shorter time limit for their exams and quizzes. We can achieve this by either using Quilgo or Timify.me so that they will still have a feel that during their exams and quizzes, as if they are still taking it FtoF.	1
What I see is that we need now to have a limited f2f classes.	1

\(~\)

Level of Digital or Technological Literacy on the usage of Google Classroom as a Learning Management System

# Level of Digital or Technological Literacy
techlit <- table(data$techliteracyrating)
techlit.dist <- cbind(techlit)
colnames(techlit.dist) <- c("Frequency")
# Present Output
pander(techlit.dist)

	Frequency
4	1
5	1
6	1
7	8
8	27
9	27
10	7

# According to Academic Department
output <- data%>%group_by(data$Academic.Department, data$techliteracyrating) %>% summarise(Freq = n())

## `summarise()` has grouped output by 'data$Academic.Department'. You can override using the `.groups` argument.

colnames(output) <- c("Academic Department", "Digital or Technological Literacy", "Frequency")
pander(output)

Table continues below

Academic Department	Digital or Technological Literacy
Inter-School Department - Biology	5
Inter-School Department - Biology	7
Inter-School Department - Biology	9
Inter-School Department - Language and Communication	8
Inter-School Department - Mathematics	9
Inter-School Department - Philosophy	9
Inter-School Department - Physical Education	8
Inter-School Department - Physical Education	10
Inter-School Department - Political and Social Sciences	7
Inter-School Department - Political and Social Sciences	8
Inter-School Department - Political and Social Sciences	9
Inter-School Department - Religion	7
Inter-School Department - Religion	9
SAMCIS - Accountancy	8
SAMCIS - Accountancy	9
SAMCIS - Business Laws and Taxation	8
SAMCIS - Computer Applications	9
SAMCIS - Computer Applications	10
SAMCIS - Entrepreneurship/HRD/Management/Marketing	8
SAMCIS - Financial Management	8
SAS - Graduate Programs: Liberal Arts	7
SEA - Architecture	4
SEA - Architecture	7
SEA - Architecture	8
SEA - Architecture	9
SEA - Chemical Engineering	6
SEA - Chemical Engineering	8
SEA - Chemical Engineering	9
SEA - Civil/Geodetic Engineering	9
SEA - Civil/Geodetic Engineering	10
SEA - Electrical Engineering	9
SEA - Electrical Engineering	10
SEA - Electronics Engineering	8
SEA - Electronics Engineering	9
SEA - Industrial Engineering	8
SNS - Medical Laboratory Science	9
SNS - Medical Laboratory Science	10
SNS - Pharmacy	9
SOL - Commercial and Taxation Laws	10
SOL - Remedial Law and Legal Ethics	8
SON - Level I	8
SON - Level II	7
SON - Level III	7
SON - Level III	10
SON - Level IV	8
STELA - Professional Education	8
STELA - Professional Education	9

Frequency
1
1
1
1
1
1
1
1
1
7
3
1
1
1
1
2
2
1
1
2
1
1
2
5
1
1
1
2
1
1
2
1
1
1
1
5
1
2
1
1
1
1
1
1
1
1
3

\(~\)

Recommended Topics for Further Training

# Recommended Topics
topics <- table(data$TopicReco)
topics.dist <- cbind(topics)
colnames(topics.dist) <- c("Frequency")
# Present Output
pander(topics.dist)

	Frequency
	25
Using other platforms for an interactive discussion and more student engagement activities	1
Assistance in using apps for assessing and scoring students’ various output.	1
cheating prevention, collaborative activities.	1
Collaborative engagement with the students	1
Excel, GClass/Zoom, Email	1
Find an assessment tool that can minimize or detect cheating.	1
Further training in conducting online examination and quizzes	1
google applications/social platforms	1
Google form and add ons (timer/auto proctor)	1
how to communicate effectively on students with depression	1
How to do breakout rooms in Google Classroom if this feature is available in this platform.	1
How to properly use break out rooms and can the university provide us a free kahoot subscription to be used.	1
How to use plagscan or other software for plagiarism/cheating detection	1
instructional training on other online apps for teaching	1
Integrating Kahoots, Mentimeter and other interactive tools/ applications	1
Interactive - Synchronous - Use of other platform	1
Interactive online teaching	1
maximizing use of Gclass/Gsheets/Gforms/Gslides/hangouts	1
More ways to maximize other platforms to ensure variety of approaches for our students.	1
none	4
None	2
none	1
None at the moment	1
None at this moment	1
none so far	1
None that i know	1
None.	1
Presentation etiquette; How to make learning fun yet productive.	1
proper management of using the appropriate “tools” when teaching	1
R Language Programming for Data Analytics	1
Specific applications of the Google Classrooms, just as for copying materials from one GC to another, or from an external source directly into the GC; proper viewing and managing of submitted student output.	1
Step by step training on how to use add-ons to maximize the use of google suites.	1
syllabus preparation (new format), more trainings on the more intricate use of the google classroom	1
tech gadgets that would be necessary for online learning and apps	1
The use of digital apps to make online learning more engaging especially on the achievement of performance learning outcomes.	1
training on handling mental health for students	1
Updates on technological literacy on the Google Classroom.	1
use of extensions	1
Use of other LMS;	1
use of technological tools and software to improve quality of recorded lectures.	1
use of the google add ons	1
video editing	1
visual design for online course content	1

\(~\)

Problems Encountered concerning technology

# Problems encountered
proben <- table(data$Prob1)
proben.dist <- cbind(proben)
colnames(proben.dist) <- c("Frequency")
# Present Output
pander(proben.dist)

	Frequency
	22
access and budget	1
accessed	1
bad internet connectivity	1
Brown outs	1
cannot monitor quizzes and exams	1
computing grDES	1
connectivity	1
Connectivity	1
Dept operations on the usage of technology.	1
difficulty in exploring the use of other application	1
I didn’t know that when the student reaches the maximum absences of 12, the student’s grade will automatically be D for dropped. I could not encode the student’s grade.	1
In the past meeting data is not always sent to the facilitator, but it was fixed already.	1
Inaccessible google features for exam like locked mode and autoproctor. Before, the record button is not always accessible, but now it’s already working.	1
internet connection	1
Internet connection is always a problem, so synchronous discussions are often difficult to sustain.	1
internet connection, power interruption	1
Just to name one—students invited to Gclass are removed without my consent	1
Missing record button and ownership of recorded lectures. Some of my recording are under a different ownership (it goes to my substitute instructor) and I cannot download them and my students cannot view them as well.	1
n/a	1
need for other tech gadgets/accessories other than just a laptop device. such as camera, earphones, lights, tablet etc. that were not disclosed earlier.	1
need to know more how to use new features of google class	1
No funding from SLU to purchase Zoom.	1
none	2
None	2
None at the moment	1
None, as I am also flexible when it comes to advancements in technology.	1
not so much on technology but on internet connectivity specially when the weather is stormy, or windy	1
Power outages, unstable internet connection, problems with saving postings	1
slow internet connection	1
some research/software materials are not free ware	1
Sometimes the features are not working (eg Recording)	1
sometimes unstable internet connections	1
Speed of Internet	1
students are not able to see comments left on their output	1
Students do not have the gadgets and internet speed to maximize the use of technology.	1
technical skills	1
technical terms, availability of online tools - either lacking or expensive	1
The quality of computer Ex. Heavy Load that alters that performance during lecture	1
The technology is good.	1
The usual slow or intermittent internet connectivity affects the teaching attitude as well as the learning behavior.	1
The usual unavoidable problems like internet connectivity and unscheduled power interruptions.	1
There was a time that I can’t create a classroom, but it was fixed immediately after contacting the TMDD.	1
Unavailability of some software in Google Workspace - Quilgo, proctor and timer	1
Unscheduled internet connection repair;	1
Use of ADD on’s	1
Use of personal software licenses(MS Office); restrictions in using YouTube (ads appear) and Google Maps (maps provides critical information in architectural design and site planning); missing functions in Google Classroom - i.e. timer and lock;	1
Utilization of the SLU portal for better understanding	1
When students submit their works by attaching them to a google form, I cannot access or see their works.	1

\(~\)

Suggestions/Recommendations for Further Improvements

# Suggestions
reco <- table(data$Suggestions1)
reco.dist <- cbind(reco)
colnames(reco.dist) <- c("Frequency")
# Present Output
pander(reco.dist)

	Frequency
	28
-	1
NONE	1
1) upgrading the storage capacity of google drive to accommodate more class recordings :), 2) integration of SLU portal and Google Classroom so that students who needs to be removed/added shall be automatic so that fewer errors will be made by the facilitator, 3) Integration of SLU portal and Goggle classroom in terms of announcements	1
A change of leadership in the SON. Most ideas proffered by the current admin are outdated, infeasible, and harmful and discourages the faculty to conduct research and extension.	1
A seminar on how to use the google classroom for some students	1
A separate training for slow learners like me on how to use the new features of google class and others. I would be intimidated if I will be mixed with the fast learners during the training.	1
academic break	1
access and budget	1
allow faculty to use school facilities for online classes	1
Availability of appropriate venue in the campus for teachers to conduct synchronous classes at times when internet connection in the faculty’s residence is not stable. It is no longer appropriate when faculty conduct their online classes in the faculty room at the same time.	1
Can there be a way of stabilizing the net connectivity? Thanks.	1
Continuous trainings and webinars on the usage of technology.	1
discussion on apps or other platforms such as canva	1
Explore ways to use technology even if gadgets are not the latest and even if there are poor internet connections.	1
Focus on increase funding on trainings or seminars for teachers	1
I have encountered some students who are techonologically challenged, so we might considerer giving a refresher course to some of them who are not yet familiar with our OBE.	1
I hope we can improve the monitoring of students during quizzes and exams using timer/autoproctor. It is available though very limited. I handle 5 subjects and the free autoproctor can only cover 2 quizzes in 1 subject only. We tried to avail more and it costs us 500 Php for another 2 set of quizzes	1
make extensions available	1
More time of training/workshops and if possible make it face to face	1
More trainings on how to use available features of google classroom.	1
n/a	1
N/A as of the moment	1
names of students should be alphabetized in order to make it easier for us to retrieve scores	1
none	4
None	4
None at the moment	2
None at this moment	1
none so far	1
Please invest on a subscription of the special features mentioned above.	1
Provision of other FREE platform we can use and not only G Meet. Example: Zoom	1
Purchase add on applications such as timers/autoproctor for quiz and examinations via google forms/ etc	1
Strict compliance to policies and guidelines is all I ask for. I think if students comply, then there will be no conflicts. Students make everything complicated to be honest.	1
tech insurance	1
The grades in Google Classroom should be linked automatically to the SLU Portal.	1
to make suggested technology applications available by admin and not to blacklist them so as to restrict and limit tech applications that can be integrated in google forms	1
updates of the new features if the google classroom and other on line based learning management system	1
When a student is totally dropped in the portal, if possible it should not be automatically be reflected in the grade form.	1

\(~\)

FREQUENCY COUNT OF RESPONSES FOR PART II OF QUESTIONNAIRE \(~\)

# Frequency Counts
tally <- apply(data[c(29, 30,31,32,33,34,35,36)],2, table)

# Present Output
pander(tally)

• Item1b:

  To a moderate extent	To a very great extent
  17	55

• Item2b:

  To a moderate extent	To a very great extent
  21	51

• Item3b:

  Not at all	To a moderate extent	To a very great extent
  2	23	47

• Item.4b:

  Not at all	To a moderate extent	To a very great extent
  3	27	42

• Item.5b:

  To a moderate extent	To a very great extent
  13	59

• Item.6b:

  Not at all	To a moderate extent	To a very great extent
  3	32	37

• Item.7b:

  Not at all	To a moderate extent	To a very great extent
  4	23	45

• Item.8b:

  Not at all	To a moderate extent	To a very great extent
  1	24	47

# Tally of responses to each item according to Academic Department
data2 <- data[c(3,29,30,31,32,33,34,35,36)]
out_df2 <- data2 %>% 
  melt(id.var="Academic.Department") %>%
  filter(!is.na(value)) %>%  # Remove NA
  group_by(Academic.Department, variable, value) %>%
  summarise(count=n()) %>% 
  group_by(Academic.Department, variable) %>% 
  mutate(percent=count/sum(count))

## `summarise()` has grouped output by 'Academic.Department', 'variable'. You can override using the `.groups` argument.

pander(out_df2)

Table continues below

Academic.Department	variable	value
Inter-School Department - Biology	Item1b	To a moderate extent
Inter-School Department - Biology	Item1b	To a very great extent
Inter-School Department - Biology	Item2b	To a moderate extent
Inter-School Department - Biology	Item2b	To a very great extent
Inter-School Department - Biology	Item3b	To a very great extent
Inter-School Department - Biology	Item.4b	To a moderate extent
Inter-School Department - Biology	Item.4b	To a very great extent
Inter-School Department - Biology	Item.5b	To a very great extent
Inter-School Department - Biology	Item.6b	To a moderate extent
Inter-School Department - Biology	Item.6b	To a very great extent
Inter-School Department - Biology	Item.7b	To a very great extent
Inter-School Department - Biology	Item.8b	To a very great extent
Inter-School Department - Language and Communication	Item1b	To a very great extent
Inter-School Department - Language and Communication	Item2b	To a moderate extent
Inter-School Department - Language and Communication	Item3b	To a very great extent
Inter-School Department - Language and Communication	Item.4b	To a very great extent
Inter-School Department - Language and Communication	Item.5b	To a very great extent
Inter-School Department - Language and Communication	Item.6b	To a moderate extent
Inter-School Department - Language and Communication	Item.7b	To a moderate extent
Inter-School Department - Language and Communication	Item.8b	To a very great extent
Inter-School Department - Mathematics	Item1b	To a very great extent
Inter-School Department - Mathematics	Item2b	To a moderate extent
Inter-School Department - Mathematics	Item3b	Not at all
Inter-School Department - Mathematics	Item.4b	Not at all
Inter-School Department - Mathematics	Item.5b	To a very great extent
Inter-School Department - Mathematics	Item.6b	Not at all
Inter-School Department - Mathematics	Item.7b	Not at all
Inter-School Department - Mathematics	Item.8b	To a moderate extent
Inter-School Department - Philosophy	Item1b	To a moderate extent
Inter-School Department - Philosophy	Item2b	To a moderate extent
Inter-School Department - Philosophy	Item3b	To a moderate extent
Inter-School Department - Philosophy	Item.4b	To a very great extent
Inter-School Department - Philosophy	Item.5b	To a very great extent
Inter-School Department - Philosophy	Item.6b	To a moderate extent
Inter-School Department - Philosophy	Item.7b	To a moderate extent
Inter-School Department - Philosophy	Item.8b	To a moderate extent
Inter-School Department - Physical Education	Item1b	To a very great extent
Inter-School Department - Physical Education	Item2b	To a very great extent
Inter-School Department - Physical Education	Item3b	To a very great extent
Inter-School Department - Physical Education	Item.4b	To a very great extent
Inter-School Department - Physical Education	Item.5b	To a very great extent
Inter-School Department - Physical Education	Item.6b	To a very great extent
Inter-School Department - Physical Education	Item.7b	To a very great extent
Inter-School Department - Physical Education	Item.8b	To a very great extent
Inter-School Department - Political and Social Sciences	Item1b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item1b	To a very great extent
Inter-School Department - Political and Social Sciences	Item2b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item2b	To a very great extent
Inter-School Department - Political and Social Sciences	Item3b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item3b	To a very great extent
Inter-School Department - Political and Social Sciences	Item.4b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.4b	To a very great extent
Inter-School Department - Political and Social Sciences	Item.5b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.5b	To a very great extent
Inter-School Department - Political and Social Sciences	Item.6b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.6b	To a very great extent
Inter-School Department - Political and Social Sciences	Item.7b	Not at all
Inter-School Department - Political and Social Sciences	Item.7b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.7b	To a very great extent
Inter-School Department - Political and Social Sciences	Item.8b	To a moderate extent
Inter-School Department - Political and Social Sciences	Item.8b	To a very great extent
Inter-School Department - Religion	Item1b	To a moderate extent
Inter-School Department - Religion	Item1b	To a very great extent
Inter-School Department - Religion	Item2b	To a moderate extent
Inter-School Department - Religion	Item3b	Not at all
Inter-School Department - Religion	Item3b	To a moderate extent
Inter-School Department - Religion	Item.4b	To a very great extent
Inter-School Department - Religion	Item.5b	To a very great extent
Inter-School Department - Religion	Item.6b	To a moderate extent
Inter-School Department - Religion	Item.6b	To a very great extent
Inter-School Department - Religion	Item.7b	To a moderate extent
Inter-School Department - Religion	Item.8b	To a moderate extent
Inter-School Department - Religion	Item.8b	To a very great extent
SAMCIS - Accountancy	Item1b	To a moderate extent
SAMCIS - Accountancy	Item1b	To a very great extent
SAMCIS - Accountancy	Item2b	To a very great extent
SAMCIS - Accountancy	Item3b	To a moderate extent
SAMCIS - Accountancy	Item3b	To a very great extent
SAMCIS - Accountancy	Item.4b	To a moderate extent
SAMCIS - Accountancy	Item.4b	To a very great extent
SAMCIS - Accountancy	Item.5b	To a moderate extent
SAMCIS - Accountancy	Item.5b	To a very great extent
SAMCIS - Accountancy	Item.6b	To a moderate extent
SAMCIS - Accountancy	Item.7b	To a moderate extent
SAMCIS - Accountancy	Item.7b	To a very great extent
SAMCIS - Accountancy	Item.8b	To a very great extent
SAMCIS - Business Laws and Taxation	Item1b	To a moderate extent
SAMCIS - Business Laws and Taxation	Item1b	To a very great extent
SAMCIS - Business Laws and Taxation	Item2b	To a moderate extent
SAMCIS - Business Laws and Taxation	Item2b	To a very great extent
SAMCIS - Business Laws and Taxation	Item3b	To a moderate extent
SAMCIS - Business Laws and Taxation	Item3b	To a very great extent
SAMCIS - Business Laws and Taxation	Item.4b	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.5b	To a very great extent
SAMCIS - Business Laws and Taxation	Item.6b	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.6b	To a very great extent
SAMCIS - Business Laws and Taxation	Item.7b	To a moderate extent
SAMCIS - Business Laws and Taxation	Item.7b	To a very great extent
SAMCIS - Business Laws and Taxation	Item.8b	To a moderate extent
SAMCIS - Computer Applications	Item1b	To a moderate extent
SAMCIS - Computer Applications	Item1b	To a very great extent
SAMCIS - Computer Applications	Item2b	To a moderate extent
SAMCIS - Computer Applications	Item2b	To a very great extent
SAMCIS - Computer Applications	Item3b	To a moderate extent
SAMCIS - Computer Applications	Item3b	To a very great extent
SAMCIS - Computer Applications	Item.4b	To a moderate extent
SAMCIS - Computer Applications	Item.4b	To a very great extent
SAMCIS - Computer Applications	Item.5b	To a very great extent
SAMCIS - Computer Applications	Item.6b	To a moderate extent
SAMCIS - Computer Applications	Item.6b	To a very great extent
SAMCIS - Computer Applications	Item.7b	To a moderate extent
SAMCIS - Computer Applications	Item.7b	To a very great extent
SAMCIS - Computer Applications	Item.8b	To a moderate extent
SAMCIS - Computer Applications	Item.8b	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item1b	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item2b	To a moderate extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item3b	To a moderate extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.4b	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.5b	To a very great extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.6b	To a moderate extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.7b	To a moderate extent
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.8b	To a very great extent
SAMCIS - Financial Management	Item1b	To a moderate extent
SAMCIS - Financial Management	Item1b	To a very great extent
SAMCIS - Financial Management	Item2b	To a moderate extent
SAMCIS - Financial Management	Item2b	To a very great extent
SAMCIS - Financial Management	Item3b	To a moderate extent
SAMCIS - Financial Management	Item.4b	To a moderate extent
SAMCIS - Financial Management	Item.5b	To a very great extent
SAMCIS - Financial Management	Item.6b	To a moderate extent
SAMCIS - Financial Management	Item.7b	To a moderate extent
SAMCIS - Financial Management	Item.7b	To a very great extent
SAMCIS - Financial Management	Item.8b	To a moderate extent
SAS - Graduate Programs: Liberal Arts	Item1b	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item2b	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item3b	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.4b	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.5b	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.6b	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.7b	To a very great extent
SAS - Graduate Programs: Liberal Arts	Item.8b	To a very great extent
SEA - Architecture	Item1b	To a very great extent
SEA - Architecture	Item2b	To a moderate extent
SEA - Architecture	Item2b	To a very great extent
SEA - Architecture	Item3b	To a moderate extent
SEA - Architecture	Item3b	To a very great extent
SEA - Architecture	Item.4b	To a moderate extent
SEA - Architecture	Item.4b	To a very great extent
SEA - Architecture	Item.5b	To a moderate extent
SEA - Architecture	Item.5b	To a very great extent
SEA - Architecture	Item.6b	To a moderate extent
SEA - Architecture	Item.6b	To a very great extent
SEA - Architecture	Item.7b	To a moderate extent
SEA - Architecture	Item.7b	To a very great extent
SEA - Architecture	Item.8b	To a moderate extent
SEA - Architecture	Item.8b	To a very great extent
SEA - Chemical Engineering	Item1b	To a moderate extent
SEA - Chemical Engineering	Item1b	To a very great extent
SEA - Chemical Engineering	Item2b	To a moderate extent
SEA - Chemical Engineering	Item2b	To a very great extent
SEA - Chemical Engineering	Item3b	To a moderate extent
SEA - Chemical Engineering	Item3b	To a very great extent
SEA - Chemical Engineering	Item.4b	To a moderate extent
SEA - Chemical Engineering	Item.4b	To a very great extent
SEA - Chemical Engineering	Item.5b	To a moderate extent
SEA - Chemical Engineering	Item.5b	To a very great extent
SEA - Chemical Engineering	Item.6b	To a moderate extent
SEA - Chemical Engineering	Item.7b	To a moderate extent
SEA - Chemical Engineering	Item.7b	To a very great extent
SEA - Chemical Engineering	Item.8b	To a moderate extent
SEA - Chemical Engineering	Item.8b	To a very great extent
SEA - Civil/Geodetic Engineering	Item1b	To a moderate extent
SEA - Civil/Geodetic Engineering	Item1b	To a very great extent
SEA - Civil/Geodetic Engineering	Item2b	To a very great extent
SEA - Civil/Geodetic Engineering	Item3b	To a very great extent
SEA - Civil/Geodetic Engineering	Item.4b	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.4b	To a very great extent
SEA - Civil/Geodetic Engineering	Item.5b	To a very great extent
SEA - Civil/Geodetic Engineering	Item.6b	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.7b	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.7b	To a very great extent
SEA - Civil/Geodetic Engineering	Item.8b	To a moderate extent
SEA - Civil/Geodetic Engineering	Item.8b	To a very great extent
SEA - Electrical Engineering	Item1b	To a very great extent
SEA - Electrical Engineering	Item2b	To a very great extent
SEA - Electrical Engineering	Item3b	To a very great extent
SEA - Electrical Engineering	Item.4b	To a moderate extent
SEA - Electrical Engineering	Item.4b	To a very great extent
SEA - Electrical Engineering	Item.5b	To a very great extent
SEA - Electrical Engineering	Item.6b	To a moderate extent
SEA - Electrical Engineering	Item.6b	To a very great extent
SEA - Electrical Engineering	Item.7b	To a moderate extent
SEA - Electrical Engineering	Item.7b	To a very great extent
SEA - Electrical Engineering	Item.8b	To a very great extent
SEA - Electronics Engineering	Item1b	To a moderate extent
SEA - Electronics Engineering	Item1b	To a very great extent
SEA - Electronics Engineering	Item2b	To a moderate extent
SEA - Electronics Engineering	Item2b	To a very great extent
SEA - Electronics Engineering	Item3b	To a moderate extent
SEA - Electronics Engineering	Item3b	To a very great extent
SEA - Electronics Engineering	Item.4b	To a moderate extent
SEA - Electronics Engineering	Item.4b	To a very great extent
SEA - Electronics Engineering	Item.5b	To a moderate extent
SEA - Electronics Engineering	Item.5b	To a very great extent
SEA - Electronics Engineering	Item.6b	To a moderate extent
SEA - Electronics Engineering	Item.6b	To a very great extent
SEA - Electronics Engineering	Item.7b	To a moderate extent
SEA - Electronics Engineering	Item.7b	To a very great extent
SEA - Electronics Engineering	Item.8b	To a moderate extent
SEA - Electronics Engineering	Item.8b	To a very great extent
SEA - Industrial Engineering	Item1b	To a very great extent
SEA - Industrial Engineering	Item2b	To a moderate extent
SEA - Industrial Engineering	Item3b	To a very great extent
SEA - Industrial Engineering	Item.4b	To a very great extent
SEA - Industrial Engineering	Item.5b	To a very great extent
SEA - Industrial Engineering	Item.6b	To a moderate extent
SEA - Industrial Engineering	Item.7b	To a very great extent
SEA - Industrial Engineering	Item.8b	To a moderate extent
SNS - Medical Laboratory Science	Item1b	To a moderate extent
SNS - Medical Laboratory Science	Item1b	To a very great extent
SNS - Medical Laboratory Science	Item2b	To a moderate extent
SNS - Medical Laboratory Science	Item2b	To a very great extent
SNS - Medical Laboratory Science	Item3b	To a moderate extent
SNS - Medical Laboratory Science	Item3b	To a very great extent
SNS - Medical Laboratory Science	Item.4b	Not at all
SNS - Medical Laboratory Science	Item.4b	To a moderate extent
SNS - Medical Laboratory Science	Item.4b	To a very great extent
SNS - Medical Laboratory Science	Item.5b	To a moderate extent
SNS - Medical Laboratory Science	Item.5b	To a very great extent
SNS - Medical Laboratory Science	Item.6b	To a moderate extent
SNS - Medical Laboratory Science	Item.6b	To a very great extent
SNS - Medical Laboratory Science	Item.7b	Not at all
SNS - Medical Laboratory Science	Item.7b	To a very great extent
SNS - Medical Laboratory Science	Item.8b	To a moderate extent
SNS - Medical Laboratory Science	Item.8b	To a very great extent
SNS - Pharmacy	Item1b	To a very great extent
SNS - Pharmacy	Item2b	To a very great extent
SNS - Pharmacy	Item3b	To a very great extent
SNS - Pharmacy	Item.4b	To a moderate extent
SNS - Pharmacy	Item.4b	To a very great extent
SNS - Pharmacy	Item.5b	To a very great extent
SNS - Pharmacy	Item.6b	To a moderate extent
SNS - Pharmacy	Item.6b	To a very great extent
SNS - Pharmacy	Item.7b	To a moderate extent
SNS - Pharmacy	Item.7b	To a very great extent
SNS - Pharmacy	Item.8b	To a very great extent
SOL - Commercial and Taxation Laws	Item1b	To a very great extent
SOL - Commercial and Taxation Laws	Item2b	To a very great extent
SOL - Commercial and Taxation Laws	Item3b	To a moderate extent
SOL - Commercial and Taxation Laws	Item.4b	Not at all
SOL - Commercial and Taxation Laws	Item.5b	To a moderate extent
SOL - Commercial and Taxation Laws	Item.6b	Not at all
SOL - Commercial and Taxation Laws	Item.7b	To a moderate extent
SOL - Commercial and Taxation Laws	Item.8b	Not at all
SOL - Remedial Law and Legal Ethics	Item1b	To a very great extent
SOL - Remedial Law and Legal Ethics	Item2b	To a very great extent
SOL - Remedial Law and Legal Ethics	Item3b	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.4b	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.5b	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.6b	To a moderate extent
SOL - Remedial Law and Legal Ethics	Item.7b	To a very great extent
SOL - Remedial Law and Legal Ethics	Item.8b	To a very great extent
SON - Level I	Item1b	To a very great extent
SON - Level I	Item2b	To a very great extent
SON - Level I	Item3b	To a very great extent
SON - Level I	Item.4b	To a moderate extent
SON - Level I	Item.5b	To a moderate extent
SON - Level I	Item.6b	To a moderate extent
SON - Level I	Item.7b	To a very great extent
SON - Level I	Item.8b	To a moderate extent
SON - Level II	Item1b	To a very great extent
SON - Level II	Item2b	To a very great extent
SON - Level II	Item3b	To a very great extent
SON - Level II	Item.4b	To a very great extent
SON - Level II	Item.5b	To a very great extent
SON - Level II	Item.6b	To a very great extent
SON - Level II	Item.7b	To a very great extent
SON - Level II	Item.8b	To a very great extent
SON - Level III	Item1b	To a very great extent
SON - Level III	Item2b	To a very great extent
SON - Level III	Item3b	To a moderate extent
SON - Level III	Item3b	To a very great extent
SON - Level III	Item.4b	To a very great extent
SON - Level III	Item.5b	To a very great extent
SON - Level III	Item.6b	To a very great extent
SON - Level III	Item.7b	To a very great extent
SON - Level III	Item.8b	To a very great extent
SON - Level IV	Item1b	To a very great extent
SON - Level IV	Item2b	To a very great extent
SON - Level IV	Item3b	To a very great extent
SON - Level IV	Item.4b	To a very great extent
SON - Level IV	Item.5b	To a very great extent
SON - Level IV	Item.6b	To a moderate extent
SON - Level IV	Item.7b	To a moderate extent
SON - Level IV	Item.8b	To a very great extent
STELA - Professional Education	Item1b	To a moderate extent
STELA - Professional Education	Item1b	To a very great extent
STELA - Professional Education	Item2b	To a moderate extent
STELA - Professional Education	Item2b	To a very great extent
STELA - Professional Education	Item3b	To a moderate extent
STELA - Professional Education	Item3b	To a very great extent
STELA - Professional Education	Item.4b	To a moderate extent
STELA - Professional Education	Item.4b	To a very great extent
STELA - Professional Education	Item.5b	To a moderate extent
STELA - Professional Education	Item.5b	To a very great extent
STELA - Professional Education	Item.6b	Not at all
STELA - Professional Education	Item.6b	To a moderate extent
STELA - Professional Education	Item.6b	To a very great extent
STELA - Professional Education	Item.7b	Not at all
STELA - Professional Education	Item.7b	To a moderate extent
STELA - Professional Education	Item.7b	To a very great extent
STELA - Professional Education	Item.8b	To a moderate extent
STELA - Professional Education	Item.8b	To a very great extent

count	percent
1	0.3333
2	0.6667
1	0.3333
2	0.6667
3	1
1	0.3333
2	0.6667
3	1
1	0.3333
2	0.6667
3	1
3	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
2	1
3	0.2727
8	0.7273
1	0.09091
10	0.9091
2	0.1818
9	0.8182
3	0.2727
8	0.7273
2	0.1818
9	0.8182
2	0.1818
9	0.8182
1	0.09091
2	0.1818
8	0.7273
5	0.4545
6	0.5455
1	0.5
1	0.5
2	1
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	0.3333
2	0.6667
1	0.3333
2	0.6667
2	0.6667
1	0.3333
2	0.6667
1	0.3333
3	1
2	0.6667
1	0.3333
2	0.6667
1	0.3333
2	0.6667
1	0.3333
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
2	1
2	1
2	1
1	0.5
1	0.5
2	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
9	1
1	0.1111
8	0.8889
3	0.3333
6	0.6667
4	0.4444
5	0.5556
2	0.2222
7	0.7778
3	0.3333
6	0.6667
2	0.2222
7	0.7778
2	0.2222
7	0.7778
2	0.5
2	0.5
2	0.5
2	0.5
2	0.5
2	0.5
2	0.5
2	0.5
1	0.25
3	0.75
4	1
2	0.5
2	0.5
1	0.25
3	0.75
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
2	1
2	1
1	0.5
1	0.5
1	0.5
1	0.5
3	1
3	1
3	1
2	0.6667
1	0.3333
3	1
1	0.3333
2	0.6667
1	0.3333
2	0.6667
3	1
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	0.5
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
2	0.3333
4	0.6667
3	0.5
3	0.5
3	0.5
3	0.5
1	0.1667
3	0.5
2	0.3333
3	0.5
3	0.5
1	0.1667
5	0.8333
1	0.1667
5	0.8333
1	0.1667
5	0.8333
2	1
2	1
2	1
1	0.5
1	0.5
2	1
1	0.5
1	0.5
1	0.5
1	0.5
2	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
2	1
2	1
1	0.5
1	0.5
2	1
2	1
2	1
2	1
2	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	1
1	0.25
3	0.75
2	0.5
2	0.5
1	0.25
3	0.75
1	0.25
3	0.75
1	0.25
3	0.75
1	0.25
1	0.25
2	0.5
1	0.25
1	0.25
2	0.5
2	0.5
2	0.5

\(~\)

Problems Encountered Concerning Feedback and Monitoring

# Problems encountered
prob <- table(data$Prob2)
prob.dist <- cbind(prob)
colnames(prob.dist) <- c("Frequency")
# Present the Output
pander(prob.dist)

	Frequency
	22
Too many students in one class; I cannot give individual feedback to each of them. I can only address students’ concerns in general. CBL students’ mobile number is not provided, its difficult to contact/monitor them, since most of them are not checking their emails.	1
1) Cannot determine if their work is really done individually, 2) many cases of plagiarism but cannot be checked one by one since google form answers cannot be plagscanned	1
Difficulty in checking electronic copies of submission.	1
Even for essay questions, answers tend to be stereotyped. Authenticity is hard to verify. Students admit that workload, also due to other courses, forces them to do ‘collaborative’ work on (individual) assignments. Reports on religious activities are often submitted weeks, or even months, after the activity took place.	1
for feed back none at the moment (new faculty); for monitoring, not all students are attending their class, you are lucky if you have more than half of the class attending; most of the time (specially 7:30am class) less than 10 attends the class.	1
Given the big number of students we handle and internet speed, giving comments to each student is very time-consuming.	1
immediate feedbacking is a challenge because even the google form quizzes have to have sections that are subject to manual review for purposes of upgrading their difficulty	1
increased hesitancy of students ti actively engage	1
Internet connections that leads to poor signals that may affect communications for monitoring.	1
it’s hard to give individual feedback online due screen time.	1
it’s hard to monitor students individually with a large class size	1
Lack of time due to admin duties	1
Lack of time to get the feedback because of the so many topics to cover and the need to adjust with the many subjects a student need to cope.	1
lack on attendance during the google meet, it is time consuming to have the feedback and monitoring done one student at a time	1
Late student submissions.	1
late submissions	1
Late submissions and cheating	1
Late submissions due to problems of students	1
Most students do not review score breakdowns nor read comments made.	1
none	2
None	2
None at the moment	1
none attending students during gmeet	1
None. Instant feedback is given immediately during the synchronous session for simulation activities.	1
not all students respond	1
Nothing from the University this semester, more on the student’s immediate response regarding academic concerns. Thank you.	1
Number of students on drafting class are too many, sometimes checking all their plates and drawings are difficult to check on the computer. Had to purchase a gadget to ease the difficulty and I also printed some outputs so it would easier to check plates esp on Architectural subjects	1
poor feedback from students	1
Providing individual feedback poses certain challenges because of the number of students.	1
providing timely/immediate feedbacks because of household activities and concerns	1
some students didn’t respond immediately, they will jus respond after the submission of grades	1
some students do not read my comments when returned	1
Some students would not respond to my follow up questions.	1
student’s response	1
students are not able to see/ do not know how to see the comments on their outputs	1
students do not read feedback so their work do not improve much. Need for gadgets such as tablets to discuss further these comments rather than just comments on gclassroom	1
Students do not really care about the feedback. All they care is to pass the subject. Disappointing. Also, I cannot give individual feedback every time! There are 50 students per class and I do synchronous discussions too, aside from checking papers, responding to emails, preparing additional vide lectures. We also need to rest and recover. Also, students should be the ones to inform us if they missed quizzes, not us, because as I said, monitoring 50 students per class requires a lot of time, and it consumes the time which is supposed to be used for actual teaching activities.	1
students hardly respond	1
Students not logging in	1
Students who do not submit their output but will attend the synchronous meeting for answers.	1
The internet connectivity	1
There are some students who despite numerous efforts to reach out to them, they fail to reply to my monitorings.	1
There were some students who do not turn in their activities on time so is my feedback to them.	1
time	1
time management	1
Too many students; unresponsive students	1
unresponsive students	1
Unresponsive Students	1

\(~\)

Suggestions/Recommendations for Further Improvements

# Suggestions/Recommendations
reco <- table(data$Suggestions2)
reco.dist <- cbind(reco)
colnames(reco.dist) <- c("Frequency")
# Present Output
pander(reco.dist)

	Frequency
	30
acknowledgment receipts coming from the students and detection apps if they “seen the messages” or not	1
actual tests	1
Allowance for tech gadgets	1
Attendance should be graded	1
Be more stringent with the rules in terms of number or absences.	1
Can we include punctuality as one of the criteria in the submission of activities/output.	1
I hope there’s a “seen” function on all uploads and comments in Google Classroom.	1
if reducing the class size is possible to give more time for teachers to focus on submission checking and feedbacking	1
improve regulations on attendance	1
Include the mobile phone numbers of the students in the Final checklist of all students who are enrolled in the class.	1
Internet system must be upgraded, and continuous follow-up to the students.	1
lecture students on how to view comments	1
less leniency	1
Limit the subjects per semester that our students enroll.	1
Maybe we can learn more apps that can assist us in monitoring their quizzes and examinations.	1
mobile numbers and other means to communicate should be provided	1
n/a	1
none	3
None	3
none as of the moment	1
None at the moment	1
None at this moment	1
None.	1
number of activities and scheduling be more balanced	1
on the part of the teacher, improve level of motivation	1
Ontime submissions	1
other contact person be accessible aside from those of the students	1
Other platform Example: Zoom for free and not only 10 minutes	1
plagscan for answers made in google forms (or any plagiarism software if possible)	1
Provide faculty with more platforms that involves interactive and fun ways of giving evaluation and feedback.	1
reduce the class size	1
seminar for student on the use of google classroom and online etiquette	1
SLU provide subsidy for these technological tools.	1
smaller size classes, to be more strict with the attendance in google meet since it is only done once a week	1
The students should be reminded and encouraged to respond to follow up questions.	1
Their usual problem is on the internet connection so might as well be on stable internet connections will be good.	1
To be honest, I have none. I think it is better to have a general feedback to all, rather than individual feedback. I tried individual feedbacks before. They don’t really care about my feedback.	1
When is was unable to comment on my students’ works individually, I make it a point to give my observations during synchronous meetings.	1

\(~\)

FREQUENCY COUNT OF RESPONSES FOR PART III OF QUESTIONNAIRE \(~\)

# Frequency Counts
tally <- apply(data[c(39, 40,41,42,43)],2, table)

# Present Output
pander(tally)

• Item.1c:

  It is given after one week	It is given within the week
  20	52

• Item.2c:

  It is given after one week	It is given within the week	Not at all
  32	39	1

• Item.3c:

  It is given after one week	It is given within the week	Not at all
  28	42	2

• Item.4c:

  It is given after one week	It is given within the week	Not at all
  30	37	5

• Item.5c:

  It is given after one week	It is given within the week
  36	36

# Tally of responses to each item according to Academic Department
data3 <- data[c(3,39,40,41,42,43)]
out_df3 <- data3 %>% 
  melt(id.var="Academic.Department") %>%
  filter(!is.na(value)) %>%  # Remove NA
  group_by(Academic.Department, variable, value) %>%
  summarise(count=n()) %>% 
  group_by(Academic.Department, variable) %>% 
  mutate(percent=count/sum(count))

## `summarise()` has grouped output by 'Academic.Department', 'variable'. You can override using the `.groups` argument.

pander(out_df3)

Table continues below

Academic.Department	variable
Inter-School Department - Biology	Item.1c
Inter-School Department - Biology	Item.1c
Inter-School Department - Biology	Item.2c
Inter-School Department - Biology	Item.2c
Inter-School Department - Biology	Item.3c
Inter-School Department - Biology	Item.3c
Inter-School Department - Biology	Item.4c
Inter-School Department - Biology	Item.4c
Inter-School Department - Biology	Item.5c
Inter-School Department - Biology	Item.5c
Inter-School Department - Language and Communication	Item.1c
Inter-School Department - Language and Communication	Item.2c
Inter-School Department - Language and Communication	Item.3c
Inter-School Department - Language and Communication	Item.4c
Inter-School Department - Language and Communication	Item.5c
Inter-School Department - Mathematics	Item.1c
Inter-School Department - Mathematics	Item.2c
Inter-School Department - Mathematics	Item.3c
Inter-School Department - Mathematics	Item.4c
Inter-School Department - Mathematics	Item.5c
Inter-School Department - Philosophy	Item.1c
Inter-School Department - Philosophy	Item.2c
Inter-School Department - Philosophy	Item.3c
Inter-School Department - Philosophy	Item.4c
Inter-School Department - Philosophy	Item.5c
Inter-School Department - Physical Education	Item.1c
Inter-School Department - Physical Education	Item.2c
Inter-School Department - Physical Education	Item.3c
Inter-School Department - Physical Education	Item.4c
Inter-School Department - Physical Education	Item.5c
Inter-School Department - Political and Social Sciences	Item.1c
Inter-School Department - Political and Social Sciences	Item.1c
Inter-School Department - Political and Social Sciences	Item.2c
Inter-School Department - Political and Social Sciences	Item.2c
Inter-School Department - Political and Social Sciences	Item.3c
Inter-School Department - Political and Social Sciences	Item.3c
Inter-School Department - Political and Social Sciences	Item.4c
Inter-School Department - Political and Social Sciences	Item.4c
Inter-School Department - Political and Social Sciences	Item.5c
Inter-School Department - Political and Social Sciences	Item.5c
Inter-School Department - Religion	Item.1c
Inter-School Department - Religion	Item.2c
Inter-School Department - Religion	Item.2c
Inter-School Department - Religion	Item.3c
Inter-School Department - Religion	Item.3c
Inter-School Department - Religion	Item.4c
Inter-School Department - Religion	Item.4c
Inter-School Department - Religion	Item.5c
SAMCIS - Accountancy	Item.1c
SAMCIS - Accountancy	Item.2c
SAMCIS - Accountancy	Item.3c
SAMCIS - Accountancy	Item.3c
SAMCIS - Accountancy	Item.4c
SAMCIS - Accountancy	Item.4c
SAMCIS - Accountancy	Item.5c
SAMCIS - Business Laws and Taxation	Item.1c
SAMCIS - Business Laws and Taxation	Item.2c
SAMCIS - Business Laws and Taxation	Item.3c
SAMCIS - Business Laws and Taxation	Item.3c
SAMCIS - Business Laws and Taxation	Item.4c
SAMCIS - Business Laws and Taxation	Item.5c
SAMCIS - Computer Applications	Item.1c
SAMCIS - Computer Applications	Item.2c
SAMCIS - Computer Applications	Item.2c
SAMCIS - Computer Applications	Item.3c
SAMCIS - Computer Applications	Item.3c
SAMCIS - Computer Applications	Item.4c
SAMCIS - Computer Applications	Item.4c
SAMCIS - Computer Applications	Item.4c
SAMCIS - Computer Applications	Item.5c
SAMCIS - Computer Applications	Item.5c
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.1c
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.2c
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.3c
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.4c
SAMCIS - Entrepreneurship/HRD/Management/Marketing	Item.5c
SAMCIS - Financial Management	Item.1c
SAMCIS - Financial Management	Item.1c
SAMCIS - Financial Management	Item.2c
SAMCIS - Financial Management	Item.3c
SAMCIS - Financial Management	Item.4c
SAMCIS - Financial Management	Item.5c
SAMCIS - Financial Management	Item.5c
SAS - Graduate Programs: Liberal Arts	Item.1c
SAS - Graduate Programs: Liberal Arts	Item.2c
SAS - Graduate Programs: Liberal Arts	Item.3c
SAS - Graduate Programs: Liberal Arts	Item.4c
SAS - Graduate Programs: Liberal Arts	Item.5c
SEA - Architecture	Item.1c
SEA - Architecture	Item.1c
SEA - Architecture	Item.2c
SEA - Architecture	Item.2c
SEA - Architecture	Item.3c
SEA - Architecture	Item.3c
SEA - Architecture	Item.4c
SEA - Architecture	Item.4c
SEA - Architecture	Item.5c
SEA - Architecture	Item.5c
SEA - Chemical Engineering	Item.1c
SEA - Chemical Engineering	Item.2c
SEA - Chemical Engineering	Item.2c
SEA - Chemical Engineering	Item.3c
SEA - Chemical Engineering	Item.3c
SEA - Chemical Engineering	Item.4c
SEA - Chemical Engineering	Item.4c
SEA - Chemical Engineering	Item.5c
SEA - Chemical Engineering	Item.5c
SEA - Civil/Geodetic Engineering	Item.1c
SEA - Civil/Geodetic Engineering	Item.2c
SEA - Civil/Geodetic Engineering	Item.3c
SEA - Civil/Geodetic Engineering	Item.4c
SEA - Civil/Geodetic Engineering	Item.5c
SEA - Electrical Engineering	Item.1c
SEA - Electrical Engineering	Item.1c
SEA - Electrical Engineering	Item.2c
SEA - Electrical Engineering	Item.2c
SEA - Electrical Engineering	Item.3c
SEA - Electrical Engineering	Item.4c
SEA - Electrical Engineering	Item.4c
SEA - Electrical Engineering	Item.5c
SEA - Electrical Engineering	Item.5c
SEA - Electronics Engineering	Item.1c
SEA - Electronics Engineering	Item.1c
SEA - Electronics Engineering	Item.2c
SEA - Electronics Engineering	Item.3c
SEA - Electronics Engineering	Item.4c
SEA - Electronics Engineering	Item.4c
SEA - Electronics Engineering	Item.5c
SEA - Industrial Engineering	Item.1c
SEA - Industrial Engineering	Item.2c
SEA - Industrial Engineering	Item.3c
SEA - Industrial Engineering	Item.4c
SEA - Industrial Engineering	Item.5c
SNS - Medical Laboratory Science	Item.1c
SNS - Medical Laboratory Science	Item.1c
SNS - Medical Laboratory Science	Item.2c
SNS - Medical Laboratory Science	Item.2c
SNS - Medical Laboratory Science	Item.3c
SNS - Medical Laboratory Science	Item.3c
SNS - Medical Laboratory Science	Item.3c
SNS - Medical Laboratory Science	Item.4c
SNS - Medical Laboratory Science	Item.4c
SNS - Medical Laboratory Science	Item.5c
SNS - Medical Laboratory Science	Item.5c
SNS - Pharmacy	Item.1c
SNS - Pharmacy	Item.2c
SNS - Pharmacy	Item.3c
SNS - Pharmacy	Item.3c
SNS - Pharmacy	Item.4c
SNS - Pharmacy	Item.4c
SNS - Pharmacy	Item.5c
SNS - Pharmacy	Item.5c
SOL - Commercial and Taxation Laws	Item.1c
SOL - Commercial and Taxation Laws	Item.2c
SOL - Commercial and Taxation Laws	Item.3c
SOL - Commercial and Taxation Laws	Item.4c
SOL - Commercial and Taxation Laws	Item.5c
SOL - Remedial Law and Legal Ethics	Item.1c
SOL - Remedial Law and Legal Ethics	Item.2c
SOL - Remedial Law and Legal Ethics	Item.3c
SOL - Remedial Law and Legal Ethics	Item.4c
SOL - Remedial Law and Legal Ethics	Item.5c
SON - Level I	Item.1c
SON - Level I	Item.2c
SON - Level I	Item.3c
SON - Level I	Item.4c
SON - Level I	Item.5c
SON - Level II	Item.1c
SON - Level II	Item.2c
SON - Level II	Item.3c
SON - Level II	Item.4c
SON - Level II	Item.5c
SON - Level III	Item.1c
SON - Level III	Item.1c
SON - Level III	Item.2c
SON - Level III	Item.3c
SON - Level III	Item.4c
SON - Level III	Item.5c
SON - Level IV	Item.1c
SON - Level IV	Item.2c
SON - Level IV	Item.3c
SON - Level IV	Item.4c
SON - Level IV	Item.5c
STELA - Professional Education	Item.1c
STELA - Professional Education	Item.1c
STELA - Professional Education	Item.2c
STELA - Professional Education	Item.2c
STELA - Professional Education	Item.3c
STELA - Professional Education	Item.3c
STELA - Professional Education	Item.4c
STELA - Professional Education	Item.4c
STELA - Professional Education	Item.5c

value	count	percent
It is given after one week	2	0.6667
It is given within the week	1	0.3333
It is given after one week	2	0.6667
It is given within the week	1	0.3333
It is given after one week	2	0.6667
It is given within the week	1	0.3333
It is given after one week	2	0.6667
It is given within the week	1	0.3333
It is given after one week	2	0.6667
It is given within the week	1	0.3333
It is given within the week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given within the week	1	1
Not at all	1	1
It is given after one week	1	1
Not at all	1	1
It is given after one week	1	1
It is given within the week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given after one week	4	0.3636
It is given within the week	7	0.6364
It is given after one week	4	0.3636
It is given within the week	7	0.6364
It is given after one week	4	0.3636
It is given within the week	7	0.6364
It is given after one week	6	0.5455
It is given within the week	5	0.4545
It is given after one week	4	0.3636
It is given within the week	7	0.6364
It is given within the week	2	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	2	1
It is given after one week	2	1
It is given after one week	2	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	2	1
It is given within the week	2	1
It is given within the week	3	1
It is given after one week	1	0.3333
It is given within the week	2	0.6667
It is given after one week	1	0.3333
It is given within the week	2	0.6667
It is given after one week	1	0.3333
It is given within the week	1	0.3333
Not at all	1	0.3333
It is given after one week	2	0.6667
It is given within the week	1	0.3333
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	2	1
It is given after one week	2	1
It is given after one week	2	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given after one week	3	0.3333
It is given within the week	6	0.6667
It is given after one week	4	0.4444
It is given within the week	5	0.5556
It is given after one week	2	0.2222
It is given within the week	7	0.7778
It is given after one week	3	0.3333
It is given within the week	6	0.6667
It is given after one week	5	0.5556
It is given within the week	4	0.4444
It is given within the week	4	1
It is given after one week	2	0.5
It is given within the week	2	0.5
It is given after one week	2	0.5
It is given within the week	2	0.5
It is given after one week	2	0.5
It is given within the week	2	0.5
It is given after one week	2	0.5
It is given within the week	2	0.5
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given after one week	1	0.3333
It is given within the week	2	0.6667
It is given after one week	1	0.3333
It is given within the week	2	0.6667
It is given within the week	3	1
It is given within the week	2	0.6667
Not at all	1	0.3333
It is given after one week	1	0.3333
It is given within the week	2	0.6667
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	2	1
It is given after one week	2	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given after one week	2	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	1
It is given after one week	1	0.1667
It is given within the week	5	0.8333
It is given after one week	4	0.6667
It is given within the week	2	0.3333
It is given after one week	2	0.3333
It is given within the week	3	0.5
Not at all	1	0.1667
It is given after one week	3	0.5
It is given within the week	3	0.5
It is given after one week	3	0.5
It is given within the week	3	0.5
It is given within the week	2	1
It is given within the week	2	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given within the week	1	0.5
Not at all	1	0.5
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given within the week	1	1
It is given after one week	1	1
Not at all	1	1
It is given after one week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
Not at all	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given after one week	1	0.5
It is given within the week	1	0.5
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	2	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given within the week	1	1
It is given after one week	2	0.5
It is given within the week	2	0.5
It is given after one week	2	0.5
It is given within the week	2	0.5
It is given after one week	2	0.5
It is given within the week	2	0.5
It is given after one week	1	0.25
It is given within the week	3	0.75
It is given after one week	4	1

\(~\)

Problems encountered in providing feedback to meet the educational needs of students

# Problems encountered
prob <- table(data$Prob3)
prob.dist <- cbind(prob)
colnames(prob.dist) <- c("Frequency")
# Present Output
pander(prob.dist)

	Frequency
	27
Too many students in one class; I cannot give individual feedback to each of them. I can only address students’ concerns in general. CBL students’ mobile number is not provided, its difficult to contact/monitor them, since most of them are not checking their emails.	1
being ignored by the students	1
Checking the work of students particularly essay type of questions is hard.	1
Checking time for drafting classes of 50 students takes a lot of time (including opening and uploading files).	1
communication problems	1
Delayed feedbacks due to not established internet, which leads to poor signal.	1
For the batch courses, since it’s done in a shorter period and activities are given every meeting the feedback is sometimes delayed and done as a class.	1
Frankly, the volume of required student output to be checked in the departmental course, in combination with the number of students, makes me struggle to keep up with the pace.	1
Giving individual feedback consumes most of my time. It’s brain draining.	1
hard to get student feedback/reaction while doing synchronous classes	1
hard to give comments/ feedbacks on CBL students who pass paper copies of their work	1
household concerns/activities takes much of the time than being able to focus on work	1
Huge number of students.	1
I make sure to give back my feedbacks but sometimes it will take me 2 weeks or more for to complete the checking. Based on my experience, checking of Architectural plates are difficult if the instructor has limited gadgets because we have to draw our comments. I have to invest on what I can afford but I found it still a little tedious.	1
I sometimes get distracted in checking outputs of students because of household chores and parenting duties. The noise from a building being constructed beside ours distracts me from working during daytime.	1
indifference of students	1
It is a challenge to follow up the unsubmitted work of each and every student because emails and private comments in the google classroom may not be seen by the student immediately. At times, the student do not bother to reply.	1
It is difficult to give feedbacks from students who submitted their requirements very late for they don’t have a different rubric.	1
it seems that some of the students are not reading the comments and suggestion given for improvement	1
lack of sufficient time to do the checking and feedbacking because the creation of modules also require more preparation time	1
Late students submissions	1
none	2
None	5
not all students respond	1
Providing feedback to 40-50 students in a writing class is burdensome. At times, I take note of commonalities and give them to my students during synchronous classes.	1
So many students and so many topics to cover.	1
sometimes students do not get back on time	1
student late reply’s	1
Students do not like to redo their tasks as suggested in the comments.	1
students do not read feedback so their work do not improve much. Need for gadgets such as tablets to discuss further these comments rather than just comments on gclassroom	1
Students do not really pay attention to feedback. All they do is complain.	1
students hardly respond	1
Students who submit late outputs after attending the synchronous meeting for feedbacks.	1
The task of immediately checking the works of the students. Online set - up is far more different that the usual face - to - face. For face - to - face, the instructor will simply prepare and teach the lesson then he/she is ready to check the papers. However, with online set - up, there are additional works needed aside from preparing the lesson. Additional tasks like video editing must be complied for better quality of learning in an online setting. Making videos is not that simple. They must be of good quality. As a result, there is less free time for checking of the students’ works. In addition, it is quite a challenge of always facing the computer the whole day.	1
They seldom respond promptly, I have to ask them over.	1
too many students to do the feedback one by one, unresponsive students, absenteeism during the google meet	1
unresponsive students	2
Unresponsive students	1
Very few students attend GMeets where explanations to feedbacks are made.	1

\(~\)

Suggestions/Recommendations that you may give to help others improve their feedback mechanism in distance learning.

# Suggestions/recommendations
reco <- table(data$Suggestions3)
reco.dist <- cbind(reco)
colnames(reco.dist) <- c("Frequency")
# Present the Output
pander(reco.dist)

	Frequency
	36
Allowance for tech gadgets, provision for these at least as they help in pinpointing specific comments	1
auto attendance checker	1
be clear and consistent in giving instructions for student during the orientation or first meeting of the class	1
Can I have a group feedback during synchronous meeting instead of an individual feedback because it really consumes most of my time. Try to consider the number of students I have- 6 sections with 46-50 students per section. It really drains me doing this.	1
cbl regulations	1
communicate well	1
Coping strategies for both faculty and students.	1
establish effective communication channels, improve present internet connectivity.	1
give more leniency to deadlines	1
hotline	1
I hope the university can lend us gadgets to help us in checking if possible.	1
I made it a point to share my observations during synchronous meetings.	1
Include the mobile phone numbers of the students in the Final checklist of all students who are enrolled in the class.	1
It has to be on the teaching force, collaborative.	1
Late requirements / late submissions should have a different rubric to be fair with those who submitted on time.	1
mandatory requirement for students to join google classroom for CBL students	1
n/a	1
Nine	1
Noe at the moment	1
none	3
None	3
None	1
none as of the moment	1
None at this moment	1
None, it is really up to the student to initiate contact with the faculty.	1
None. Personally, if students are not ready to learn via flexible learning, they should not be too demanding as if we are supposed to satisfy all their whims. It is like catering to their needs based on their convenience, instead of them strictly following guidelines and policies. Feedback should be based on their general performance, and should not be given every after quiz or exam. If the number of students is only 20+ per class, this is possible. But we handle 50 students per class. This is impossible to do, given the piles of work we need to do.	1
other means of feedback mechanism other than google classroom and email	1
Perhaps templates or prompts may help	1
smaller size classes, to be more strict with the attendance in google meet since it is only done once a week	1
training/workshop on this topics	1
Use ways and means to give feedback, like sms call and text..etc.	1
Yes, especially students in the point of paraphrasing in order to avoid plagiarism.	1