SPEAKER EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL

Roxas, San Carlos City, Pangasinan, Philippines

Telephone No.: +6375•955•5258

ONLINE LEARNING: CHANGING THE WAY STUDENTS LEARN

A Research
Presented to the Faculty of the
Senior High School Department
SEPAKER EUGENIO PEREZ NATIONAL AGRICLTURAL SCHOOL
San Carlos City, Pangasinan

In Partial Fulfilment of the Requirements in

Inquiries, Investigations and Immersion

Rosario, Nicole A.
Medina, Seankenneth J.
Gubatan, King Dominick S
Castro, Edelaiza P.

June 30, 2021

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ABSTRACT

Research Title with only the first letter of the first word and key words typed in
boldface, single spaced if more than one line

Rosario, Nicole A.
Bautista, Arlene DG., Adviser

This article aims to examine and discuss the challenges faced by the public
basic education institutions in the Philippines as an effect of the Covid-19
pandemic. This pandemic has brought a dilemma to educational institutions
especially when the government announced and ordered not to open face to
face classes for Academic Year 2020 - 2021 until the Covid19 vaccine. In
response to this order, the Department of Education (DepEd) released
department order nos. 007, 12, 13, and 14 series of 2020 instructing all basic
education institutions to come up with their learning continuity plan (LCP) and
health and safety protocols in the new normal in education during the
pandemic. The bigger challenge is now passed on to the basic education
schools. Literature cited herein develop a framework as to the necessary
measures every basic education institution must do in the reopening of the
schools.

Keywords: challenges, public education institutions, learning continuity plan,

new normal, Covid19
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APPROVAL SHEET

This thesis entitled “Online Learning: Changing The Way Students

Learn” prepared and submitted by Nicole, Edelaiza, King and Seankenneth is hereby

recommended as partial fulfilment of the requirements for the course Practical

Research 2 under the TVL strand ICT-ANIMATION.

ARLENE DE GUZMAN BAUTISTA

Adviser

Approved and accepted as partial fulfilment of the requirements for the TVL

strand ICT-ANIMATION in SPEAKER EUGENIO PEREZ NATIONAL

AGRICULTURAL SCHOOL (SEPNAS) on ________________________ with a

grade of ________.

QUENNIE D. PERALTA, Ph. D LYNDON F. GARCIA, Ed. D

Subject Group Head, STEM SHS Asst. Principal II

MARITES V. CABATBAT, Ed. D.

Principal IV
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ACKNOWLEDGMENT

<Here , you thank all the entities who have contributed to the success of completing

this research paper.>

I will give thanks to my members who participated attentively, where they gave all

their best in this research paper. I would like to thank Medina, Seankenneth J., who

gave information what we are doing in this research.

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DEDICATION
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CONTENTS
Title Page i
Abstract ii
Approval Sheet iii
Acknowledgement iv
Dedication v
Contents vi

Chapter I INTRODUCTION

Background of the Study <specify the page where the section is found>  1

Statement of the Problem 4

Significance of the Study 5

Scope and Delimitation 5

Chapter II REVIEW OF RELATED LITERATURE

Theoretical Framework 6

Conceptual Framework 8

Hypothesis 10

Definition of Terms 11

Related Literature and Studies 12

Chapter III METHODOLOGY

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Research Design 20

Duration and Locale of the Study 21

Population and Participants 23

Materials and Procedures 24

Data Analysis 26
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Chapter I
INTRODUCTION

When the Philippine government ordered closures of all educational

institutions, the disruptions were sudden since classes were still running. At the
height of the pandemic, educational institutions came out with remote learning
as an alternative solution. The immediate action and strategy aim to mitigate
the closure while continuously delivering quality education.

The sudden shift to online learning created a hot debate in the Philippines
citing the poor living conditions of the learners. Magsambol (2020) cites an
obvious gap between those who can and cannot afford the resources to avail the
new education platform. The general condition of children in the public school
system sends a message of inequality with the DepEd’s mantra ‘no child left
behind.’ However, learning cannot be cancelled as much as to drive the
economy. This led to a tighter measure for education institutions in sustaining
its operations despite the impending risk.

The current educational situation in the Philippines seem depressing. From the
latest data release by the Department of Education as of July 2020, the initial
enrollment is just a little over half of the 2019’s 27.7 million students. The
decline in the number of enrollees is mainly attributed to financial factors and
access to internet. While the public school system struggles for the resources in
the remote learning, the private educational institutions face bigger threats of
closure. In the DepEd data, only 866,935 registered in the private schools, a
decline from 4 million in 2019. There are over 200,000 students who
transferred from private to public schools due to economic downturn. The
public school is basically free, but parents with financial capacity opt to send
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their children to private schools due to smaller class size and better facilities
and resources. This article examines the challenges faced by the online
education institutions in the Philippines brought by the effect of the Covid-19
pandemic. It particularly assesses the different factors considered prior to the
reopening and how it changes the operations of the schools. It presents the
requirements set by the government and the challenges faced by the schools in
compliance to the orders.

Background of the Study

A computerized system is a way or method that manages

processes practically in all workplace. Computerized system is more
advantageous than manual procedure or method because it minimizes the time
of gathering the files and data, thus making the procedure fast and efficient. It
reduces human errors and processing time; therefore, it can boost productivity
and result in a higher quality of product produced. Information System,
computerization is concerned with interrelating different but interdependent
transactions.

It is natural for students to assume that problems may occur during the
day of enrollment and this problem may come poor scheduling and poor
management of enrollment flow. But when the academic institutions have
planned and has enough people to render services to the high number of
students, students will feel greater satisfaction with the enrollment process.

Moreover, enrollment systems, whether manual or automated involve a

process of entering and verifying students’ information that enables a student to
be officially enrolled to a particular school. However, doing manual procedure
or method may oftentimes cause errors or mistakes on data and information
which are being processed. Thus, an Online Integrated Enrollment System is
one of the best ways that can decrease the workload and provide accurate and
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efficient information needed by the school. Perhaps this is one reason why
many schools and universities all over the country and even globally use
automated information system. Enrollment System tends to reduce paper used
in any transaction easier and faster. It also tends to reduce the amount of
manpower needed and to process any transaction in regards to enrollment
transaction.

In sum, Online Enrollment System is very important in that it benefits

not only the students but the administration as a whole. From the
aforementioned premises, the researchers would like to propose an online
enrollment system for academic institutions in the hope that this would provide
a significant amount of help in producing accurate information and efficient
services to the students and thus, lessen human efforts required for the
enrollment process Background Information Online Education is a form of
distance education that has unlimited participation and interaction with students
and teachers from around the world. Use the following sources to learn more
about Online Education and the medium, institutional providers, and issues
surrounding it.

Statement of the Problem

One of the basic problems seen by Kasrekar (2020) is the conduct of classes
despite of the closure order. As the face-to-face classes pose higher risk of
spread, the most viable solution is through online teaching and learning. This
platform challenges both the teachers and the students as it occurs something
new to them. This calls for an ‘adopt quickly’ response to the new normal in
teaching and learning amidst the pandemic (TanhuecoTumapon, 2020). The
shift to online learning was too sudden at a very short notice but academic
institutions have to strategize and accelerate new forms of teaching pedagogy.
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The question of how ready the schools are in terms of technical infrastructure is
still left unanswered. Reopening of the schools at this stage is really expensive
(Felter & Maizland, 2020).

The study seeks to determine the effectiveness the use of Online Learning
problems among the selected Grade 11 students under TVL strand of Speaker
Eugenio Perez National Agricultural School (SEPNAS). Specifically, the study
aims to answer the following:

1. What is the extent of challenges that students experience in an online

learning environment?
2. How did the COVID-19 pandemic impact the online learning challenges
that students experience?

3. What strategies did students use to overcome the challenges?

Significance of the Study

This study was conducted for the benefit of the following groups
of individuals:

STUDENTS. This study may serve as a reference and guide for the students
who will be undertaking similar studies.

TEACHERS. This research will be a benefit to them in their discussions

regarding related lessons. It will be easier for them to tackle the related topics
about this research.

FUTURE RESEARCHERS. This study will be a useful guide and reference

for the researchers who would like to make any related study.

Scope and Delimitation

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The study entitled Online Education Changing the way students learn in
Speaker Eugenio Perez National Agricultural School (SEPNAS) S.Y. 2020-
2021. The target levels for this study are fifty (100) students of grade 11 under
TVL strand. The scope of the study will involve of perception of respondents
that will taking the treatment.

Chapter II
CONCEPTUAL FRAMEWORK & REVIEW OF RELATED LITERATURE
2

This chapter of the paper presents the review of related literature, the

conceptual framework, the research hypotheses, and the definition of terms.

Theoretical Framework

According to Fox, as individuals, each teacher possesses a theory

about teaching and learning. To elaborate on the concept of a teacher's theory
of teaching and learning, Fox developed four personal learning theories. Each
one of these theories includes the relationship between a teacher’s personal
theory of what teaching is, what learning is, and instructional practices are.

The four personal learning theories are the transfer theory, the shaping
theory, the travelling theory, and the growing theory.

According to Fox, a teacher's response to the question, what is teaching,

informs the teaching and learning that will occur within the teacher's classroom
(p. 152). A teacher's personal theory of teaching and learning affects
instructional decisions made or not made in the teacher's classroom. Fox
categorized the personal learning theories as simple and developed theories. A
discussion would be done on adopting the four personal earning theories as
basis for teaching students online in this study.
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Over the past decade, the Internet has had a profound impact on higher
education by enabling the phenomenal growth of online learning. Moreover,
just as we were getting used to fully online courses, blended courses,
courses which integrate online and face-to-face instruction, seem to be
growing in similar, perhaps even more spectacular, manner.

Add to an excessive emerging digital technology such as wikis, blogs,

podcasting, social software, and serious gaming technologies that are
increasingly being incorporated into online portions of courses, and one is
tempted to despair of ever making sense of online learning.

The altered learning environments created by web-based technologies, not only

eliminate barriers of time, space and arguably learning styles, providing

increased access to higher education, they challenge our traditional notions of

teaching and learning, and indeed higher education itself (Swan, 2019). An

Online Learning Environment (OLE) is a set of teach

Conceptual Framework

The typology of challenges examined in this study is largely based on

Rasheed et al.’s (2020) review of students’ experience in an online learning
environment. These challenges are grouped into five general clusters, namely
self-regulation (SRC), technological literacy and competency (TLCC), student
isolation (SIC), technological sufficiency (TSC), and technological complexity
(TCC) challenges (Rasheed et al., 2020, p. 5). SRC refers to a set of behavior
by which students exercise control over their emotions, actions, and thoughts to
achieve learning objectives. TLCC relates to a set of challenges about students’
ability to effectively use technology for learning purposes. SIC relates to the
emotional discomfort that students experience as a result of being lonely and
secluded from their peers. TSC refers to a set of challenges that students
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experience when accessing available online technologies for learning. Finally,

there is TCC which involves challenges that students experience when exposed
to complex and over-sufficient technologies for online learning.

To extend Rasheed et al. (2020) categories and to cover other potential

challenges during online classes, two more clusters were added, namely
learning resource challenges (LRC) and learning environment challenges
(LEC) (Buehler, 2004; Recker et al., 2004; Seplaki et al., 2014; Xue et
al., 2020). LRC refers to a set of challenges that students face relating to their
use of library resources and instructional materials, whereas LEC is a set of
challenges that students experience related to the condition of their learning
space that shapes their learning experiences, beliefs, and attitudes. Since
learning environment at home and learning resources available to students has
been reported to significantly impact the quality of learning and their
achievement of learning outcomes (Drane et al., 2020; Suryaman et al., 2020),
the inclusion of LRC and LEC would allow us to capture other important
challenges that students experience during the pandemic, particularly those
from developing regions. This comprehensive list would provide us a clearer
and detailed picture of students’ experiences when engaged in online learning
in an emergency. Given the restrictions in mobility at macro and micro levels
during the pandemic, it is also expected that such conditions would aggravate
these challenges. Therefore, this paper intends to understand these challenges
from students’ perspectives since they are the ones that are ultimately impacted
when the issue is about the learning experience. We also seek to explore areas
that provide inconclusive findings, thereby setting the path for future research.

The sources of information were the various DepEd orders which include
DepEd Order Nos. 007, 013, and 014 s. 2020. In addition, the DOH AO No.
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0015 s. 2020 was used. The author reviewed the contents of the DepEd Orders
and DOH administrative orders to develop a framework of preparations
checklist for the opening of classes in the new normal for School Year 2020-
2021. After identifying all the requirements, details were presented and
discussed. The author based the arguments from the current situations as well
as cited literature and studies. Due to the limited studies in the Philippines, the
actual experience of the authors in running their schools were considered for
the analysis and discussion

This study aims to explore the experiences of students' leaning during this
pandemic crisis. This study uses a qualitative phenomenological research
design. Basically, it facilitates a deeper understanding of the particular
phenomenon that is being experienced as described by the participants
(Creswell, 2014; Giorgi, 2012).

The convenience sampling technique (Cooksey & McDonald, 2011), was used
in selecting the participants as it is appropriate to be used in this case,
Specifically, five (5) participants were purposively chosen and were contacted
via online messaging.

A semi-structured interview protocol was developed for this research by the

researchers. The conversation of the participants was transcribed for data
interpretation and analysis after the interviews. For coding the recorded audio,
the data was transcribed into stanzas. The data gathered from the interview had
undergone thematic analysis in which the data coded was classified according
to different themes.
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Conceptual Paradigm
3
This is a discussion that connects variables of the study with lines

(correlations) or arrows (cause-effect relationships).

This must occupy one entire page and must be the only content of this page.

It can be in an IPO format, IV-DV format., etc.

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Fig. 1.

The conceptual paradigm of the study, showing how the concepts relate to each
other <Single space only, aligned at the center>

4
Research Hypothesis(es)

This Study designed to look at the hypothesis of changing the way of

students to learn by an online education while pandemic is occurred .in this
time of pandemic, when we choose online education and it continued properly
and effectively, the outcome of students learning well be better and safe .it will
make it easier for students to learn because it is more effective and safer to
everyone especially now that we are in the midst of a pandemic

Definition of Terms

Variables and sub-variables or values in the title and in the conceptual

framework are defined, except very common variables like grade level, gender, school

type where the values are indicated in the framework itself.

Define the key terms first, conceptually, and then operationally.

Terms defined are arranged alphabetically. The term defined is typed bold and

then followed by a period. The definition follows immediately in the same line of the

term being defined.

Example:
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Respondent. Someone who answers a given question. In this research, it

refers to the Grade 12 students of the academic strands in Speaker Eugenio Perez

National Agricultural School.

Related Literature and Studies

Recently, there has been an explosion of studies relating to the new

normal in education. While many focused on national policies, professional
development, and curriculum, others zeroed in on the specific learning
experience of students during the pandemic. Among these are Copeland et al.
(2021) and Fawaz et al. (2021) who examined the impact of COVID-19 on
senior high students’ mental health and their coping mechanisms. Copeland et
al. (2021) reported that the pandemic adversely affected students’ behavioral
and emotional functioning, particularly attention and externalizing problems
(i.e., mood and wellness behavior), which were caused by isolation,
economic/health effects, and uncertainties. In Fawaz et al.’s (2021) study,
students raised their concerns on learning and evaluation methods,
overwhelming task load, technical difficulties, and confinement. To cope with
these problems, students actively dealt with the situation by seeking help from
their teachers and relatives and engaging in recreational activities. These
active-oriented coping mechanisms of students were aligned with Carter et al.’s
(2020), who explored students’ self-regulation strategies.

In another study, Tang et al. (2020) examined the efficacy of different online
teaching modes among engineering students. Using a questionnaire, the results
revealed that students were dissatisfied with online learning in general,
particularly in the aspect of communication and question-and-answer modes.
Nonetheless, the combined model of online teaching with flipped classrooms
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improved students’ attention, academic performance, and course evaluation. A

parallel study was undertaken by Hew et al. (2020), who transformed
conventional flipped classrooms into fully online flipped classes through a
cloud-based video conferencing app. Their findings suggested that these two
types of learning environments were equally effective. They also offered ways
on how to effectively adopt videoconferencing-assisted online flipped
classrooms. Unlike the two studies, Suryaman et al. (2020) looked into how
learning occurred at home during the pandemic. Their findings showed that
students faced many obstacles in a home learning environment, such as lack of
mastery of technology, high Internet cost, and limited interaction/socialization
between and among students. In a related study, Kapasia et al. (2020)
investigated how lockdown impacts students’ learning performance. Their
findings revealed that the lockdown made significant disruptions in students’
learning experience. The students also reported some challenges that they faced
during their online classes. These include anxiety, depression, poor Internet
service, and unfavorable home learning environment, which were aggravated
when students are marginalized and from remote areas. Contrary to Kapasia et
al.’s (2020) findings, Gonzales et al. (2020) found that confinement of students
during the pandemic had significant positive effects on their performance. They
attributed these results to students’ continuous use of learning strategies which,
in turn, improved their learning efficiency.

Finally, there are those that focused on students’ overall online learning
experience during the COVID-19 pandemic. One such study was that of Singh
et al. (2020), who examined students’ experience during the COVID-19
pandemic using a qualitative approach. Their findings indicated that students
appreciated the use of online learning during the pandemic. However, half of
them believed that the traditional classroom setting was more effective than the
online learning platform. Methodologically, the researchers acknowledge that
the quantitative nature of their study restricts a deeper interpretation of the
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findings. Unlike the above study, Khalil et al. (2020) qualitatively explored the
efficacy of synchronized online learning in a public school in Philippines. The
results indicated that students generally perceive synchronous online learning
positively, particularly in terms of time management and efficacy. However,
they also reported technical (internet connectivity and poor utility of tools),
methodological (content delivery), and behavioral (individual personality)
challenges. Their findings also highlighted the failure of the online learning
environment to address the needs of courses that require hands-on practice
despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah
(2021) examined students’ online learning experience during the pandemic
using a narrative inquiry approach. The findings indicated that Ghanaian
students considered online learning as ineffective due to several challenges that
they encountered. Among these were lack of social interaction among students,
poor communication, lack of ICT resources, and poor learning outcomes. More
recently, Day et al. (2021) examined the immediate impact of COVID-19 on
students’ learning experience. Evidence from six institutions across three
countries revealed some positive experiences and pre-existing inequities.
Among the reported challenges are lack of appropriate devices, poor learning
space at home, stress among students, and lack of fieldwork and access to
laboratories.

Although there are few studies that report the online learning challenges that
higher education students experience during the pandemic, limited information
is available regarding the specific strategies that they use to overcome them. It
is in this context that the current study was undertaken. This mixed-methods
study investigates students’ online learning experience in higher education.
Specifically, the following research questions are addressed: (1) What is the
extent of challenges that students experience in an online learning
environment? (2) How did the COVID-19 pandemic impact the online learning
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challenges that students experience? (3) What strategies did students use to
overcome the challenges?

Chapter III
METHODOLOGY

This chapter includes the research design, the sample, the instruments, the

intervention (if research is experimental), the data collection procedure, and the plan

for data analysis.

Research Design

This research design is done when experimental statistics are

used to measure the degree or association between two variables. The
experimental approach to a project involves several items, including the facility
used, the model itself, the test conditions where the model is tested, and
corrections that are applied to the data. A detailed description of each these
items are given within this menu. (Rivers, 2019)

Duration and Locale of the Study

The study will be conducted at Speaker Eugenio Perez National

Agricultural School (SEPNAS) where the targets of the researchers are the
grade 11 students under TVL strand. This school caters students that are
commonly struggling in online learning problems which are the researchers
intend to help. Data Gathering Procedures.
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Population and Participants

(Note: If the design is Experimental using non-human subjects, use the subheading

Test Animals or Test Plants, whichever is applicable)

The first step leading to the process of collecting quantitative data is to

identify the people and places you plan to study. This involves determining which

group of people/participants/est subjects/species will you study, who, specifically,

these people are, and how many of them you will need to involve. Specify the

sampling formula used in determining the sample size and the actual sample size.

Materials and Procedures

<Discuss first the Instrumentation>

This refers to the instruments to be used in data collection: laboratory

equipment and research instruments like questionnaire or data gathering tool to be

constructed, validated and administered (Creswell, 2012).

Discuss how the instrument came to be. Was it you who made it? Was it

adopted? Was it partly maede and adopted? If adopted, cite the originator/

author/source. If interview is used, what recording equipment was used? (casettte tape

recorder, smarthphone recorder, etc)

Discuss the parts of the instrument and how the instrument was validated and

proven reliable.

<Discuss the procedures in preparing the intervention if experimental>

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Describe whose permission will be sought and arrangements to make to

administer instruments. Describe when instruments will be administered and who will

administer them. Add details on arrangements and administration of instruments, if

needed.

<Discuss here the procedures of data collection)

If non experimental: Discuss the preparations prior to actual data collection,

like if there was a simulation or a pilot test, trainings or rehearslas of interviews

conducted, etc.
8

If experimental: Clearly and completely describe the materilas to be used and

how the intervention will be/was implemented, such that the reader can replicate the

intervention. In experimental designs, describe what happens in comparison group.

Discuss how any percent is the retrival rate of the instrument (if survey design was

used)

Data Analysis

This section indicates how the data will be analyzed and reported. It should

specify the qualitative and/or quantitative methods that will be used in analyzing the

data gathered for the research.

Present them either by stating what tools will be used for every research

question,, or by stating the statistical tool first and then mention which research

questions shall be analyzed using the statistical test/tool.

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<End of Chapter III. Regardless of the space remaining, begin a new chapter on a
clean slate>