CHALLENGES ON THE DISTANCE LEARNING EDUCATION: ITS IMPACT TO

PU[ILS’ ACADEMIC PERFORMANCE

A THESIS
Presented to
The Faculty of the Graduate School
Southern de Oro Philippines College
Cagayan de Oro City

In Fulfillment
of the Requirements for the Degree
Master of Arts in Education Major in
Educational Management

By:

CARLYN JOY P. VILLANUEVA

JUNE 2020
 Chapter 1

THE PROBLEM

Introduction

The scenario of Philippine Education of improvement and development

depends on the present administration and people who sit as the legal planner and

adviser of the said department such us the Department of Education. They will put a

secretary that will decide along with the members to think and provide advancement

plan of Philippine Education. In response to the covid-19 pandemic, the main

protocol that the government impose in the country is ‘social distancing’ where no

one can conduct mass gathering inside the school premises which the face-to-face

method of teaching is discouraged. Therefore, the Department of Education has

come up with an alternative way of delivering education to the learners to continue

their studies such us modular learning, online learning, television, radio, and

combination of face to face with other modalities. But learners face different

challenges and struggles regarding the new alternative delivery mode of learning.

Challenges and struggles that emerge in this situation are lack of available

gadgets, insufficient load, unstable mobile internet connection, existing health

condition, difficulty in independent learning, conflict with other activities such as

household chores, high electrical consumption, and noisy neighbor. This is the

anticipated reaction of the parents and learners of this alternative mode of learning in

a new normal situation.

According to Hardnett (2020) the current situation of distance education also

exacerbated the gaps between a child who has a little knowledge and who has no
training at all. In line with their experience, we have to work a whole lot harder to

support the kids who do not have much exposure to make sure they stay engaged in

the various academic activities.

Cordoba (2020) said that the effect of distance education to the learners have

undergone social – emotional change because they missed their school, their

teachers, and their fellow students. Their academic activities are held differently from

the way they used to have before where in the interaction with the people around

would give them the opportunities to learn a lot of things which make learnings more

meaningful.

Tucker (2020) mentioned that learners are learning through a mix of online

classes from 9am to 1pm every day and learning packets. They are figuring out both

methods – it has been a little hectic to log in at the beginning of each day, and it can

also be difficult to differentiate by learning level using the learning packets – and the

need to understand subjects to support their learning, which is more challenging for

some of the middle school subjects.

Conceptual Framework

The rise of covid-19 pandemic around the world affects the normal

cycle of living, especially the opening of classes and the new mode of distance

learning. This study provides a unique opportunity to address questions critical to

distance learning in Grade 3- Charity learners of Kimaya Integrated School. The

researcher formulated a conceptual framework for the study to help organize

approach to the selecting, collecting data, and computing impacts.

The framework suggests the following independent variables which are the

challenges of the pupils on the distance learning education such as lack of

availability of gadgets or equipment, insufficient load, unstable mobile or internet

connection, difficulty in independent learning, conflict with other activities, no

available space for studying, distractions (social media and noisy neighbors), no one

to supervise or facilitate the learning at home. While the dependent variable is the

academic performance of the pupils categorized as Outstanding: 90-100, Very

Satisfactory: 85-89, Satisfactory: 80-84, Fairly Satisfactory: 75-79, Did not meet

expectations: below 74

Schema of the Study

Independent Variable Dependent Variable

Challenges:
 Lack of availability of
gadgets or equipment Impact to Pupils’ Academic
 Insufficient load Performance
 Unstable mobile or internet
connection
 Difficulty in independent
learning
 Conflict with other activities.
 No available space for
studying.
 Distractions (Social media,
noisy neighbors)
 No one to supervise or
facilitate the learning at
home.

Figure 1. Schematic Diagram Showing the Interplay Between the Independent and

Dependent variables of the study.

Statement of the Problem

This study aims to find out answers to the following problem:

1. What are the challenges of the respondents on the distance learning

education in terms of:

1.1 Lack of availability of gadgets or equipment

1.2 Insufficient load

1.3 Unstable mobile or internet connection

1.4 Difficulty in independent learning

1.5 Conflict with other activities.

1.6 No available space for studying.

1.7 Distractions (Social Media, Noisy Neighbors)

1.8 No one to supervise or facilitate the learning at home.

2. What are the academic performances of the pupils when categorized

according to:

2.1 96-100

2.2 90-95

2.3 85-89

2.4 80-84

2.5 70 and below

3. Is there a significant relationship between the challenges of the pupils on the

distance learning the academic performance?

Hypothesis

Problems 1 and 2 are hypotheses free.

Problem 3 and 4 will be tested at .05 level of significance, where the

hypotheses are stated in a null form, as follows:

3.There is no significant relationship between the challenges of the pupils on

the distance learning education and the academic performance.

Significance of the Study

The result of this study will benefit the following:

Teachers. This study will encourage teachers to be innovative in making

interventions to the challenges encountered by pupils. The findings would provide

them research-based information to help them become more aware of what they

should do to perform their best and thus prepare for and facilitate the academic

performance of the respondents. In addition, it will give them deeper insights as to

how they could be of better help to the pupils.

Pupils. The results of this study would benefit the pupils to be aware of the

relationship of the challenges and their academic performances.

Parents. The outcome of the research would benefit parents in the sense that

they could see the point where much guidance with respect to the creative

development of the children is necessary.

School Administrators. The results of this study would provide them

research-based information that would help them become more aware of the

challenges encountered by the pupils and what are its effects to the academic

performances of the pupils.

 Future Researchers. They may also expand this study using quantitative

and qualitative research methods. The results of this study would help them in their

perception on challenges of pupils towards distance learning.

Scope and Limitation of Study

This study will be limited to the pupils of grade-3 charity of Kimaya Integrated

school, District of Villanueva for School Year 2020-2021. The study will be

conducted to all twenty-six (26) where fourteen (14) are male and twelve (12) are

female.

Definition of Terms

To have a better understanding of the study, the following terms are defined

operationally as follows:

Academic Performance. It is a measurement of student achievement across

various academic subjects.

Did not meet expectations. This signifies the grade of below seventy-four (74)

which the student has attained.

Distance Learning. It is a method of study where teachers and learners do not meet

in a classroom. It also refers to learners educating themselves remotely

Fairly Satisfactory. This term refers to a grade of seventy-five (75) to seventy-nine

(79) attained by the student.

Outstanding. A descriptor given to a learner that attains a grade of ninety (90) to

one hundred (100).

Satisfactory. A term given to a learner that attains a grade of eighty (80) to eighty-

four (84).
School Form 9. It is a school report card where the information of school progress

of learners is provided. It is used to communicate the progress of a learner to the

parent.

Very Satisfactory. A descriptor given to a learner that attains a grade of eighty-five

(85) to eighty-nine (89).

 CHAPTER 2

REVIEW OF RELATED LITERATURE STUDIES

This chapter presents some of related articles that has some bearings on

the present studies. They will provide some insights in relation to the ongoing

investigation.

Review of Related Literature (Literature and studies in Local Setting)

While proceeding onward to "hybrid" classes employing teleconferencing

soon, the distance education industry needs to consider the most essential

hindrances that affect quality and subsequently learning outcomes of Distance

Education especially technological infrastructure as the main reason behind the slow

progress of e-learning adoption in most third world countries and issues on lack of

leadership as well. While some course specialists in the Philippines are fully

confident in handling Distance Education, there is still a need to stimulate innovative

practice among faculties who stay unengaged in Distance Education, increase

teacher's ICT competency, support, and sustain innovative practice among the

innovators and stimulate the support of the business area in creating competency

measures and curricula. While Higher Education (HE) are confronting real difficulties

including faculty acceptance in an international perspective, faculty members are

involved in numerous instructional design exercises without formal training in

learning theories and the science of instruction. The studies shows that Philippine

Education is not prepared enough to go in Distance Learning due to a lot of

problems involving the proper application, Garcia (2019).

In the study of Arinto (2016) and Queiros and de Villiers (2016) agreed, in

principle, that three facets need to be in place in order to better prepare both the
lecturer and students for distance education: strong social presence (through timely

feedback, interaction with facilitators, peer to peer contact, discussion forums and

collaborative activities); technological aspects ( technology access, online learning

self-efficacy, and computer self-efficacy); and learning tools (websites, then video

clips and modules.

On the study conducted, Angeles and et al (2021) stated that as the pandemic

arises, there are changes fulfilled to adapt with the situations and one of the changes

is the operation of learning system or the way how a student can learn. Distance

learning offers different kind of modality to students that is new to them and cannot

be abruptly adopted by the students. This requires a lot of adjustments for students

as well as to teachers. Operating an effective modality for distance learning have

been one of the challenges that distance learning encounters and the requires the

need to be evaluated whether the modality is effective for students learning.

Based on Belgica and et al (2020), as the learning drifted from traditional face

to face class to distance learning, many students have encountered challenges in

learning. These challenges include poor internet connection, poor comprehension

and retention, lack of concentration, motivation, interaction and support. These

challenges require the support of student’s family and friends in order to be efficient

in learning having a supportive environment. Students and parents should keep in

touch with their teachers and keep them updated on their current situations and

conditions. Phone with classmates or the teacher about missed lessons and notes

will be beneficial as well. Students can also be motivated by maintaining contact with

their classmates and teachers.

Delas Pe
Review of Related Literature and Studies in Foreign Setting.

The current situation of distance education also exacerbated the gaps

between the kids who have a little and the kids who have nothing. For kids who have

a little, they have been able to keep moving. We have had to work a whole lot harder

to support the kids who do not have much to make sure they stay engaged

according to Hardnett (2020).

The effect of distance education to the learners have undergone social –

emotional change because they miss their school, their teachers, and their fellow

students. From one moment to another, they went from going to school where they

shared a class schedule with related spaces for all their different classes (for

example, art classes, physical education, playing sports on the fields at school,

participating in class with their classmates) to being in front of a computer and trying

to advance their education without receiving any type of trainings for this activity. For

them Latinos, social- emotional relationships are very important, even if it is only

within families. They do not interact with other people; they feel that they are sick or

that they lack a part of the body Cordoba (2020).

The learners are learning through a mix of online classes from 9am to 1pm

every day and learning packets. They are figuring out both methods – it has been a

little hectic to log in at the beginning of each day, and it can also be difficult to

differentiate by learning level using the learning packets – and he need to

understand subjects to support their learning, which is more challenging for some of

the middle school subjects Tucker (2020).

 Those that are very social may not prefer this learning method, as distance

learning offers little if any social interaction. You will probably only interact with

classmates via email, chat rooms, or discussion groups. There is little support

available to students – those partaking in online courses are often expected to find

their own resources regarding completing assignments and other online work. There

is no campus atmosphere, which many consider a major part of the college

experience. Despite distance-education being extremely flexible, it is a rather “solo”

experience Knapp (2020).

Distance learning, also called distance education, e-learning, and online learning, is

a form of education in which the main elements include physical separation of

teachers and students during instruction and the use of various technologies to

facilitate student-teacher and student communication (Simonson, 2020). This is

accurate with Simonson’s definition of online learning as inquiry learning offered via

internet technology, which could be completed entirely asynchronously or with

synchronous materials, and with no scheduled face-to-face class time. Distance

education technology enables students to benefit from the convenience and

efficiency of taking classes when and where they want. We can see from these

definitions that teachers and students are separated by distance or space, but not

necessarily by time. Distance education technology allows students to take

advantage of the convenience and flexibility of taking classes at the times and

locations they prefer. Based on these definitions, we can see that teachers and

students are separated in terms of distance or space, but not necessarily by time.
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the methods and procedure of the study. It describes

the research design, research environment, research respondents, sampling

procedure, research instrument, data gathering procedure, categorization of

variables scoring guidelines, and statistical treatment of the study.

Research Design

The descriptive research method will be used in this study to determine the

significant relationship of challenges of the pupils encountered on the distance

learning modalities that associate with the academic performance of Grade-3 Charity

pupils of Kimaya Integrated School. The method will involve the analysis description,

recording and interpretation of the prevailing conclusions.

Research Environment
 To find out the significance between challenges encountered during the

distance learning and the academic performance of Grade-3 Charity pupils, the

study will be conducted at Kimaya Integrated School, Villanueva Misamis Oriental.

The school is 27 kilometers away from the District Office of the District of Villanueva,

Villanueva Misamis Oriental. It was separated with the rest of the barangay of

Villanueva where it will be travelled using the roads and highways of the municipality

of Tagoloan. The school has the population of two hundred sixteen (216) learners

both elementary and secondary where one hundred twenty-one (121) of the learners

are male and ninety-five (95) are females with 12 teachers and has three one-story

building for classrooms for the learners.

Research Respondents

The respondents of this study are the twenty-six (26) pupils of Grade-3

Charity of Kimaya Integrated School which consist of fourteen (14) are male and

twelve (12) are female.

Research Instrument
 This study will use a questionnaire that consists of the challenges

encountered by the pupils during the distance learning experience and the School

Form 9 as a bases for the academic performance of the learners.

Data Gathering Procedures

The researcher will ask the permission of the principal before the collection of

the required data and the administration of the questionnaire through a written

request. The request will be noted by the school head of Kimaya Integrated School,

District of Villanueva.

Upon the approval of the written request from the school head, the researcher

himself will administer the questionnaire and collect the required data regarding the

challenges encountered during distance learning and the academic performance of

the pupils.

Categorization of Variables / Scoring Guidelines

The researcher will use the following scoring guidelines:

1. Dependent Variable

Descriptor Grade/Scale

Outstanding 90-100
 Very Satisfactory 85-89

Satisfactory 80-84

Fairly Satisfactory 75-79

Did not meet the Expectations Below 74

Statistical Treatment

To interpret and analyze the data, the researcher will use the following

statistical tool:

1. Frequency and percentage will be used for problems 1 and 2.

2. For problem 3 the Pearson Moment Correlation will be utilized to determine the

relationship between variables.

Pearson Product Moment Correlation Coefficient Formula:

 BIBLIOGRAPHY

A. ARTICLES, JOURNALS, DepEd Orders

Tanaz Meghjani (2020), D.C Voices: The challenges of distance learning

Paul Junior Garcia (2019), E-learning roadmap for open distance learning in

Cordillera Administrative Region.

Mukirae N.,Elizabeth W.M et.al. (2020), Obstacles to Successful Uptake of Open

Distance and E-learning

DepEd Order no. 008 s.2020

Simonson, M. (n.d.). Britannica.com. Retrieved October 9, 2020, from Distance

Learning: Available: https://www.britannica.com/topic/distance-learning

Belgica C., Calugan J. et.al. (2020) Online Distance Learning: Thematic Study on the

Challenges Faced By Educare College Inc. Primary Pupils retrieved from:

https://www.dpublication.com/wp-content/uploads/2020/12/30-10340.pdf

Angeles M., Meracdo N et al (2021) The challenges encountered by the students in

online and modular distance learning retrieved from:

https://www.researchgate.net/publication/349965589_THE_CHALLENGES_E

NCOUNTERED_BY_THE_STUDENTS_IN_ONLINE_AND_MODULAR_DIST

ANCE_LEARNING_MODALITIES
 Questionnaire
Name: ________________________________
Put check on the box of the challenges encountered by you during the

implementation of Distance Learning

 Lack of availability of gadgets or equipment

 Insufficient load

 Unstable mobile or internet connection

 Difficulty in independent learning

 Conflict with other activities.

 No available space for studying.

 Distractions (Social media, noisy neighbors)

 No one to supervise or facilitate the learning at home.