CHAPTER IV

PRESENTATION, ANAYSIS, AND INTERPRETATION OF DATA

The general problem of the study is to establish the perceptions of turning point an analysis in

the learning modality.

For clarity of presentation, this chapter is subdivided into four (4) parts corresponding to the

statement of the problem in Chapter 1.

Part 1 describes the profile of the at-risk high school students in terms of age gender, and

academic (general weighted average).

Part 2 reveals the categories of the respondents as students who experience difficulties

based on the criteria set in the distance learning students qualification checklist.

Part 3A present the results of the mix method coding analysis of the interview data

gathered by the researcher using the Interview Guide and questionnaire.

Part 3 B establishes the insights that can be drawn in the Narrative Case Stories of the

participants.

Part 4 presents the Proposed Symbolic Representations Based on the Findings.

Part 1. Profile of the Participants

Table 3 shows the profile of the participants in terms of age.

Table 3

Distribution of the Participants by Age

 AGE
RESPONDENTS
15 16 17 18 19 20
STUDENT A 0 0 0 1 0 0
STUDENT B 0 0 0 1 0 0
STUDENT C 0 0 1 0 0 0
STUDENT D 0 0 0 1 0 0
STUDENT E 0 0 0 0 1 0
STUDENT F 0 0 0 1 0 0
STUDENT G 0 0 0 0 1 0
STUDENT H 0 0 0 1 0 0
STUDENT I 0 0 0 1 0 0
STUDENT J 0 0 1 0 0 0
F 0 0 2 6 2 0
% 0.00 0.00 20.00 60.00 20.00 0.00
The table presents the profile of the participants according to age. Six (6) or 60% of the

participants were 16 years old, two (2) or 20% were 17 years old, and two (2) or 20% of the

participants were 18 years old.

Table 4 shows the profile of the participants in terms of gender.

Table 4

Distribution of the Participants by Gender

GENDER
RESPONDENTS
FEMALE MALE
STUDENT A 0 1
STUDENT B 0 1
STUDENT C 0 1
STUDENT D 1 0
STUDENT E 0 1
STUDENT F 0 1
STUDENT G 1 0
STUDENT H 1 0
STUDENT I 1 0
STUDENT J 0 1
F 3 7
% 30.00 70.00

The table represent that most of the respondents were male, six 6 or 60 % of the

respondents were male and Four 4 or 40 % of the respondents are female. This illustrate that

most of the students experience difficulties and struggles during distance learning were male.

Boys are more likely than girls to repeat primary grades into senior high school in 130
out of 142 countries, with data indicating their poorer progression through school, according to a

new Global Education report by the United Nations Educational, Scientific and Cultural

Organization (UNESCO). The report titled 'Leave no child behind: Global report on boys'

disengagement from education' pointed out that no less than 132 million boys of primary and

secondary school age are out of school. It said boys are more likely than girls to experience

physical bullying and are often targeted because of their real or perceived sexual orientation and

gender identity or expression (SOGIE).

Table 5 shows the profile of the participants in terms of academic grade weighted average.

Table 5

Distribution of the Participants by Academic Grade Weighted Average

ACADEMIC GWA
RESPONDENTS
75 BELOW 75-79 80-84 85-89 90-100
STUDENT A 0 0 1 0 0
STUDENT B 0 0 1 0 0
STUDENT C 0 0 1 0 0
STUDENT D 0 0 1 0 0
STUDENT E 0 0 0 0 1
STUDENT F 0 1 0 0 0
STUDENT G 0 0 0 1 0
STUDENT H 0 0 0 1 0
STUDENT I 0 0 0 1 0
STUDENT J 0 0 1 0 0
STUDENT F 0 1 5 3 1
% 0.00 10.00 50.00 30.00 10.00

Five (5) or 50% of the respondent’s average is between 80-84%, three (3) or 30 % of the

respondent’s average is between the range of 85-89 % and both 75-79 and 90-100 percent have

one (1) student each. The table illustrate that majority of the respondent’s academic grade

weighted average is between the range of 80-84 %.

the K to 12 Basic education program uses a standard competency- based grading system.

This draw found in the curriculum guide. This was taken from DepEd Order No. 8, s. 2015,

Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. A student

needs to acquire at least 75% in order to pass a subject. This is interpreted as ‘fairly satisfactory’.
 A grade below 75% means failed and is interpreted as did not meet expectations.” This results in

the total score for each component, namely written work, performance task, and quarterly

assessment. The use of this grading system is required in all public and private schools in the

Philippines.

Part 2. Categories of the participants based on the Qualification Checklist

The table above indicates how researchers choose participants for their research study. To

be qualifies, the initial participants must check at least three (3) qualification in Column A and at

least two (1) in the Column B.

Table 6

Categories of the Participants as At-Risk Students

(Multiple Response)

Column A CRITIRIA F %
1 Do you have available device for distance learning 140 100.00
2 Did you experience breakdown during distance learning modality? 137 97.86

3 Do you learn something about your lesson during distance learning? 104 74.28
4 Does distance learning cause your financial problem? 93 66.43
5 Do you experience power interruption during online class? 140 100.00
Column B CRITIRIA F %
1 Do you experience dropping out in school because of difficulties? 2 20.00
Did you clinically diagnose that you are experiencing anxiety,
2 0 0.00
depression or any mental-related problems?
Do killing yourself crossed your mind will you were doing your
3 9 90.00
activities online?

The table 6 column A represent that one hundred forty (140) or 100% of the respondents

have available device for distance learning, one of the biggest challenges to address the problem

regarding learning is the availability of technological gadgets and internet connectivity. Therefor

the availability of device for distance learning modality plays big role, it is important (JMR

ASIO 2021). The next question is did you experience breakdown during distance learning
modality and one hundred thirty-seven (137) or 97.86 % of the students from the checklist

qualification for respondents experience it, students' daily distance learning time was associated

with the depression, anxiety, and stress that leads them to breakout or breakdown W Chang

2021). One hundred four (104) or 74.28 % of the respondents have learn something from

distance learning. Distance learning cause the ninety (90) or 66.43 % respondents a financial

crisis, in April 2020, around 9 million children were estimated not to have internet access at

home and required to provide internet in sake of distance learning that leads them in financial

issues (Mark Lieberman April 20, 2021). One hundred forty (140) or 100 % of the respondent’s

experience power interruption during distance learning, recurring power outages and Internet

connectivity issues have popped up as the biggest hurdle for students attending online classes in

rural areas of Philippines. Only those having good power backup options and multiple data

connections are able to attend sessions without disruptions (ASIA/Global Dialogue).

In the Column B, two (2) OR 20% of the respondent’s experience dropping out in school

because of the difficulties, mostly from anecdotal information, it is estimated that dropout rates

for distance education are higher than those for on-campus programs and courses. Some studies

roughly estimate that students enrolled in distance education are twice as likely to drop out than

on-campus students (PA Willging 2009). None of the respondents is clinically diagnose that they

are experiencing anxiety, depression or any mental-related issues or problems. Nine (9) or 90%

percent of the respondents represent in this table that they think to kill themselves because of

breakdown.

Student A, Female, 18 years old, GWA Between 90-100

Student A is a straight A plus student or an outstanding student, she is belong to the

middle class economic status, she is not committed in any kind of romantic relationship and not

even into any online games.

Student B, Male, 19 years old, GWA Between 85-89

According to Student B, he is a student who just like to make things easy, he doesn’t

have the motivation to focus and be serious in his studies. So therefore, what he`s doing is just
pass all the activities and attend online classes, the pandemic taught him to be lazy and

sometimes in my classes he doesn’t have internet connection or maybe the internet connection

was very slow and that make things worse for his studies. He is a kind of student that is relax and

chill during the distance learning modality.

Student C, Male, 18 years old, GWA Between 80-84

Student C is having difficulties in understanding the topics because he is studying alone.

It was challenging because for him because he needs to be independent and to manage his time

wisely, in able for him to understand and analyze the lesson on his own. During distance learning

modality it is important for Student C to be responsible because it is his best solution.

Student D, Male, 19 years old, GWA Between 75-79

Student D became lazy, he lost his focus because of distraction from home, according to

him it is more convenient to study at school that at home. He also learned something online, but

sometimes there are things in his studies that he doesn’t understand. He was lazy at home, he lay

in bed while studying because it is more convenient for him.

Student E, Male, 18 years old, GWA Between 80-84

He became more lazier than the times when he was in school. He postpones his

assignments until the last minute, Student E feel overwhelmed and stressed because he don't

have much time to finish my work, and the assignments take a long time to finish.

Student F, Male, 18 years old, GWA Between 80-84

Student F is a student who always wanted to finish all the task in one night before the

deadline or what we call cramming study. A student who always on the phone all day. A student

has not much confidence to answer while in online class. A student who can't face the reality, a

reality of being a learner from distance.

Student G, Female, 17 years old, GWA Between 85-89

Distance learning affected Student G personally because during this time, she found

herself turning in assignments weeks late. It wasn’t because she was having trouble, it was
because she had no motivation and energy to do them. This isn’t the norm for her. Without a

routine schedule, she felt lost. That makes her sound like a robot.

Student H, Male, 18 years old, GWA Between 80-84

Due to the lack of face-to-face interaction, Student H find it hard to focus during distance

learning. The physical absence of teachers or classmates takes away the sense of urgency and

motivation that students need to attend classes on time, meet deadlines, and make progress.

Student I, Female, 18 years old, GWA Between 85-89

Student I love the term of distance learning because she is more willing to study alone

peacefully. She is more into distance learning but some barriers made it hard for her to study at

home effectively.

Student J, Male, 17 years old, GWA Between 80-84

During the distance learning modality Student J is more productive. As a student the

distance learning bring ease to him. He doesn’t have to write notes during classes, teacher sends

it in google classroom. Asking doubt is also very easy. No pressure for copy checking, no strict

examination.

Part 3A. Data findings of the variables

This part of the results depicts the data findings of the variables presented in this research

study which include the resources, quality, effectiveness, challenges, issues and problem and

solution.

I. RESOURCES

Table 7

Resources of the Students During Distance Learning

 RESOURCES
12

10

0
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

YES NO

As illustrated in table 6, all the participants answered yes in question number 1 to 6 with

the total of ten (10) yes. this means that all the students have available device for distance

learning, and all the students have a circle of friends that also into distance learning. Nine (9) of

the participants answer yes in both question nine (9) and ten (10) with total (9) of yes, which

means meet most of the participants get all the help they needed anytime from their teacher and

most of the student value the strategy of a teacher as big help for the effectiveness of distance

learning for them. whereas the question number 7 got 8 yes, which means most of the student

receive all the help they need during distance learning. Seven (7) of the participants answer yes

in question number 2,4 and 8. this illustrate that most of the student, have stable internet

connection that can help them to attend distance learning. Most of the student also have specific

area in their house for their studies and most of them also receive all the help and support there

need from their family.

on the other hand, seven (7) of the respondents answer no in question 3, and 5 which

means most of the student don't have personal laptop of computer and most of them don't have

study badly that can help them from DLM. Three (3) of the respondents answer no in question

2,4 and 8 that some of the student don’t have stable internet connection, most of also don't have

specific area in their house for student and some of them did my receive support from their

parents. Two (2) of the respondents answer no in question 7 which means some of the
respondents did not receive all the help they need. One (1) of the respondents answer no in

question 9 and 10 which means one (1) student did most get any help from teacher and one(1) of

the respondents answer no which means teacher strategy in not help at all.

II. EFFICIENCY

Table 8. QUESTION 1

Question 1. How do you feel about distance learning modality?

CHOICES F % RANK

EXTREMELY SATISFIED 0 0.00 4

VERY SATISFIED 1 10.00 3

SLIGHTLY SATISFIED 2 20.00 2

NOT SATISFIED 7 70.00 1

GRAND 10 100.00

In question no. 1, not satisfied got the highest percentage which is (70%) and first in

rank. While extremely satisfied has no response and has the lowest rank.

Table 9. QUESTION 2

Question 2. How do you feel that assessment in school is structured to be delivered virtually?

CHOICES F % RANK

EXTREMELY SATISFIED 0 0.00 4

VERY SATISFIED 1 10.00 2.5

SLIGHTLY SATISFIED 1 10.00 2.5

NOT SATISFIED 8 80.00 1

GRAND 10 100.00
 In question 2, not satisfied has the highest percentage (80%), ranking first. On the other

hand, extremely satisfied has no response and in lowest rank.

Table 10. QUESTION 3

Question 3. Distance Learning is more convenient for student rather than face to face classes.

CHOICES F % RANK

EXTREMELY SATISFIED 0 0.00 4

VERY SATISFIED 0 0.00 3

SLIGHTLY SATISFIED 1 10.00 2

NOT SATISFIED 9 90.00 1

GRAND 10 100.00

In question 3, not satisfied has the highest percentage of (90%) and rank first. Whereas,

extremely satisfied and very satisfied has no response and in the lowest rank.

Table 11. QUESTION 4

Question 4. How's the courses designed or conducted online classes due to pandemic?

CHOICES F % RANK

EXTREMELY SATISFIED 0 0.00 4

VERY SATISFIED 2 20.00 2

SLIGHTLY SATISFIED 1 10.00 3

NOT SATISFIED 7 70.00 1

GRAND 10 100.00

In question 4, not satisfied has the highest percentage (70%) and rank first. While

extremely satisfied has no response and in rank last.

Table 12. QUESTION 5

Question 5. Distance learning support is very accessible and easily.

CHOICES F % RANK

EXTREMELY SATISFIED 1 10.00 3.5

VERY SATISFIED 1 10.00 3.5

SLIGHTLY SATISFIED 3 30.00 2

NOT SATISFIED 5 50.00 1

GRAND 10 100.00

In question 5, not satisfied has the highest percentage (50%) and rank first. Conversely,

extremely satisfied and very satisfied is in the lowest rank.

Table 13. QUESTION 6

Question 6. Does distance learning make you lazy?

CHOICES F % RANK

EXTREMELY SATISFIED 6 60.00 1

VERY SATISFIED 3 30.00 2

SLIGHTLY SATISFIED 0 0.00 4

NOT SATISFIED 1 20.00 3

GRAND 10 100.00

In question 6, extremely satisfied has the highest percentage (60%) and rank first. While

slightly satisfied rank at the bottom.

Table 14. QUESTION 7

Question 7. Distance learning is very useful nowadays.

CHOICES F % RANK

EXTREMELY SATISFIED 1 10.00 4

VERY SATISFIED 3 30.00 2

SLIGHTLY SATISFIED 2 20.00 3

 NOT SATISFIED 4 40.00 1

GRAND 10 100.00

In question 7, not satisfied has the highest percentage (40%) and rank first. On the other
hand, extremely satisfied has is in the last ranked.

Table 15. QUESTION 8

Question 8. Qualities of teachings in Distance Learning are better.

CHOICES F % RANK

EXTREMELY SATISFIED 0 0.00 4

VERY SATISFIED 1 10.00 3

SLIGHTLY SATISFIED 3 30.00 2

NOT SATISFIED 6 60.00 1

GRAND 10 100.00

In question 8, not satisfied has the highest percentage (60%), rank first. Whereas,

extremely satisfied has no response and in lowest rank.

Table 16. QUESTION 9

Question 9. Distance Learning is accessible to you.

CHOICES F % RANK

EXTREMELY SATISFIED 0 0.00 3.5

VERY SATISFIED 0 0.00 3.5

SLIGHTLY SATISFIED 2 20.00 2

NOT SATISFIED 8 80.00 1

GRAND 10 100.00

In question 9, very satisfied has the highest percentage (80%) and rank first. While
extremely satisfied and very satisfied has no response and in lowest rank.
 Table 17. QUESTION 10

Question 10. How would you describe distance learning program.

CHOICES F % RANK

EXTREMELY SATISFIED 1 10.00 3

VERY SATISFIED 0 0.00 4

SLIGHTLY SATISFIED 2 20.00 2

NOT SATISFIED 7 70.00 1

GRAND 10 100.00

In question 10, not satisfied has the highest percentage (70%) and rank first. Covertly, very
satisfied have no responses and lowest in rank.

Table 18.

Shows the mean of the weakness of distance learning modality.

QUESTION MEAN MI
1. How do you feel about distance
1.4 Not Satisfied
learning modality?
2. How do you feel that assessment in
school is structured to be delivered 1.3 Not Satisfied
virtually?
3. Distance Learning is more
convenient for student rather than face to 1.1 Not Satisfied
face classes.
4. How's the courses designed or
1.5 Not Satisfied
conducted online classes due to pandemic?
5. Distance learning support is very
1.8 Slightly Satisfied
accessible and easily.
6. Does distance learning make you
3.4 Extremely Satisfied
lazy?
7. Distance learning is very useful
2.1 Slightly Satisfied
nowadays.
8. Qualities of teachings in Distance
1.5 Not Satisfied
Learning are better.
9. Distance Learning is accessible to
1.2 Not Satisfied
you.
10. How would you describe distance
1.5 Not Satisfied
learning program.
GRAND 16.8/10 = 1.68 Not Satisfied
 This table displays the grand of the mean of the 10 questions based on efficiency of

distance learning. It has 10 questions that add up the total number of data points yielded 16.8

divided by ten, which equals 1.68 and it is interpreted as not satisfied. This implies that the

participants were not satisfied with the efficiency of the distance learning.

III. EFFECTIVENESS

Table 19. QUESTION 1

Question 1. Distance learning is better than to face classes in term of

understanding class lessons.

CHOICES F % RANK

STRONGLY AGREE 0 0.00 3.5

AGREE 0 0.00 3.5

DISAGREE 2 20.00 2

STRONGLY DISAGREE 8 80.00 1

GRAND 10 100.00

In question 1, strongly disagree has the highest score with 80% and ranks

first. There are no responses to both strongly agree and agree.

Table 20. QUESTION 2

Question 2. Face to face classes is more effective compared to distance learning

modality.

CHOICES F % RANK

STRONGLY AGREE 8 80.00 1

AGREE 2 20.00 2

DISAGREE 0 0.00 3.5

STRONGLY DISAGREE 0 0.00 3.5

 GRAND 10 100.00

In question 2, strongly agree has the highest score with 80% ranks first.

There are no responses to both strongly disagree and disagree.

Table 21. QUESTION 3

Question 3. A student feels active when they are alone than being with others.

CHOICES F % RANK

STRONGLY AGREE 0 0.00 3.5

AGREE 0 0.00 3.5

DISAGREE 1 10.00 2

STRONGLY DISAGREE 9 90.00 1

GRAND 10 100.00

In question 3, strongly agree has the highest percentage with 90% ranking

first. On the other hand, there are no responses to strongly agree and agree.

Table 22. QUESTION 4

Question 4. Stable network connection help students understand the lesson more

effective.

CHOICES F % RANK

STRONGLY AGREE 1 10.00 3.5

AGREE 6 60.00 1

DISAGREE 1 10.00 3.5

STRONGLY DISAGREE 2 20.00 2

GRAND 10 100.00
 In question 4, agree has the highest score ranking first with (60.00%).

Whereas, strongly agree and disagree has the lowest score with 10% of

respondents.

Table 23. QUESTION 5

Question 5. Virtual meetings can help students to cope up with their missing

lectures.

CHOICES F % RANK

STRONGLY AGREE 1 10.00 3.5

AGREE 3 30.00 2

DISAGREE 5 50.00 1

STRONGLY DISAGREE 1 10.00 3.5

GRAND 10 100.00

In question 5, dis agree has the highest percentage with 50.00% and ranks

first. Conversely, strongly disagree and strongly agree has 1 response.

Table 24. QUESTION 6

Question 6. Distance learning assures the student doing the task passes on time.

CHOICES F % RANK

STRONGLY AGREE 1 10.00 2.33

AGREE 1 10.00 2.33

DISAGREE 1 10.00 2.33

STRONGLY DISAGREE 7 70.00 1

GRAND 10 100.00
 In question 6, strongly disagree has the highest percentage with 70.00%

ranking first. On the other hand, there are(10%) responses to both strongly agree,

agree and strongly agree.

Table 25. QUESTION 7

Question 7. Students can answer their tasks without using internet but by their

modules.

CHOICES F % RANK

STRONGLY AGREE 1 10.00 3.5

AGREE 6 60.00 1

DISAGREE 1 10.00 3.5

STRONGLY DISAGREE 2 20.00 2

GRAND 10 100.00

In question 7, agree has the highest score with (60.00%) ranking first. While

strongly agree and disagree have 10.00% of respondents and rank bottom.

Table 26. QUESTION 8

Question 8. Student need great website wherever they need assistance.

CHOICES F % RANK

STRONGLY AGREE 0 0.00 4

AGREE 2 20.00 2.5

DISAGREE 6 60.00 1

STRONGLY DISAGREE 2 20.00 2.5

GRAND 10 100.00
 In question 8, disagree has the highest percentage with 60.00% and ranks

first. On the other hand, agree have 10% response.

Table 27. QUESTION 9

Question 9. Teachers should plan to do at least make time to connect with students

individually.

CHOICES F % RANK

STRONGLY AGREE 2 20.00 3

AGREE 5 50.00 1

DISAGREE 3 30.00 2

STRONGLY DISAGREE 0 0.00 4

GRAND 10 100.00

In question 9, agree got the highest score with 50.00% ranking first.

Whereas, strongly disagree has no response.

Table 28. QUESTION 10

Question 10. Given the right tools and support students can thrive during distance

learning.

CHOICES F % RANK

STRONGLY AGREE 8 80.00 1

AGREE 2 20.00 2

DISAGREE 0 0.00 3.5

STRONGLY DISAGREE 0 0.00 3.5

GRAND 10 100.00
 In question 10, strongly agree got the highest score with (80.00%) ranking

first. Whereas, strongly disagree and disagree has no response.

Table 29.

Shows the mean of the effectiveness of distance learning modality.

QUESTION MEAN MI
1.Distance learning is better than to face
classes in term of understanding class 1.2 Strongly Disagree
lessons.
2.Face to face classes is more effective
3.8 Strongly Agree
compared to distance learning modality.
3.A student feels active when they are
1.1 Strongly Disagree
around others than being alone.
4. Stable network connection help students
2.6 Agree
understand the lesson more effective.
5.Virtual meetings can help professor,
teachers and students to boosts their 2.4 Disagree
confidence.
6. Distance learning assures the student
1.6 Strongly Disagree
doing the task passes on time
7. Students can answer their tasks without
2.6 Agree
using internet but by their modules.
8. Student need great website wherever
2 Disagree
they need assistance.
9. Teachers should plan to do at least make
2.9 Agree
time to connect with students individually.
10. Given the right tools and support
students can thrive during distance 3.8 Agree
learning.
GRAND 24/10 = 2.4 Disagree

This table displays the grand of the mean of the 10 questions based on

weakness of distance learning. It has 10 questions that add up the total number of

data points yielded 24 divided by ten, which equals 2.4 and is interpreted as

disagree. This implies that the participants were disagree with the effectiveness of

the distance learning.

Part 3B. Results of the Qualitative Coding Analysis of the Interview Data

Interviews were transcribed and analyzed using constant comparative analytic

methods (Boeiji 2002). The process involved: coding within a single transcript; comparison of

codes between transcripts to develop categories; analysis of how and if each category is

connected in order to develop new categories, combine existing categories, and delete others.

The initial phase of analysis used content analysis to examine major categories of responses

based on the theories of risk and resilience. Quotes were first categorized according to content

the identified domains such as peer group, family, neighborhood, etc. The contexts and

relationships within these quotes were then examined again in reference to fear of gangs, school

problems, supportive parents, trusted fiends etc. using color codes. The first round of analysis

resulted in ten (10) initial categories that were tentatively labeled: perspective, emotion, like and

dislike, challenges, barriers, experience, solution, parents help, teachers help and school solution.

However, these were reduced to five (5) during the second round of analysis using the constant

comparison method (Boeije, 2002). The category barrier was deleted because this can be

attributed and connected to the other categories such as challenges depending on what kind of

barrier. Like and dislike and emotions were replaced by deficiency and weakness. Parents help,

teachers help and school help were deleted and merged using a new category called solution.

IV. PERSPECTIVE

This theme describes the perspective of the participants from distance learning modality.

In this theme, participants will be able to put their knowledge regarding on the issue. Distance

learning modality became popular because it is the for the mean time solution for the delay of

education during pandemic. The pandemic is the best example of the era of distance learning

because choosing not to interact with many people while studying in crowded areas such as in

school is a must during this period of time.

Three respondents, for example, explained what is their perspective about distance

learning.

As student J stated that “Sobrang dali para sa isang estudyante na maihati ang oras

neto sa pagaaral at saibang bagay. Pero hindi lahat ng estudyante ay may sapat na kagamitan

upang masuportahan ang ganitong uri ng pagkatuto. Ang ibang estudyante ay mahihirapang

makikipagsabayan sa iba. Ang distance learning ay may mabuti at di mabuting naidudulot. Ito
ay makakatulong sayo upang magkaroon ka pa ng sapat na oras para sa ibang bagay tulad ng

mga gawain sa inyo tahanan ngunit maaari din itong maging dahilan ng pagkawala mo ng gana

o hindi pagtutok sa mga aralin dahil iba parin kapag ang estudyante ay nasa paaralan”

Other respondents (Student F) stated that “Mahirap, ngunit kailangan natin

makisabay sa sistema dahil ito lang ang paraan para makapag aral ng tuloy-tuloy at ligtas ang

mga bata sa pamamagitan ng online class. Bilang isang student mahirap na maghapon kang

nakatutok sa screen para intindihin yung mga lesson pero kailangan gawin para sa

ikakapagpatuloy ng pag aaral. Bilang isang mag aaral ayokong mapag iwanan kaya kahit

mahirap mag online class at hindi masaya, ipagpapatuloy parin para makausad ako. Ang gusto

ko sa distance learning ay nakakaattend ako ng online class kahit hindi pa naliligo. Hindi ko

kailangan mag ayos at mag madali umalis para pumasok. Kapag walang klase, makakapahinga

ako sa bahay at makakagawa ng gawaing bahay. Ang ayoko sa distance learning ay sunod

sunod yung pinapagawang activity tas magkakadikit pa yung oras ng deadline.”

Distance learning is an alternative system that can address the current challenge in

education and, at the same time, help the marginalized sector, according to the founder of a

leading major educational provider. (Abel V. Alvarez, Jr, 2020).

V. CHALLENGES

This theme describes problem, barriers and issue that the participants experience during

distance learning modality including the positive and negative impact of distance learning

modality to their academic performance. It also provides the biggest barrier for effectiveness

and efficiency of distance learning.

Three respondents are reiterated on this theme.

As Student A stated that, “Ang kadalasang epekto ng distance learning sa mga estudyante

ay hindi ito nakakatutok sa mga aralin, hindi nito gaanong maintindihan ang paliwanag ng mga

guro na maaring magresulta sa pagbaba ng grado ng isang estudyante. Kung papano

makikipagsabayan sa ibang mga estudyante sa kadahilanang walang sapat na data o internet

connection habang nasa klase. Ang mga ingay sa paligid tulad ng tunog na nanggagaling sa
mga hayop, ingay na nanggagaling sa mga kappitbahay, ginagawang bahay at iba pa. Maaring

malakas ang internet connection mo ngunit kung may gantong mga ingay na nagiging harang o

barrier sa iyong pagkatuto dahil maaring hindi mo maiintindihan ang ituturo ng guro habang

nasa klase. Mahirap makipagsabayan, at madaming problema ang kailangang solusyunan

upang makasabay ka sa klase habang nasa online class.”

Other respondents (Student C) said that, “Para sakin lalo akong tinamad mag pasa ng

activity at mag review. Hindi nako consistent sa pag aaral kasi andyan naman si google para

tulungan ako. At dahil sa distance learning mahihirapan nako makisabay sa face-to-face class

kasi ibang pakikipagsapalaran na naman ang aking gagawin. Nakulangan ako ng time sa sarili

ko dahil sa sunod sunod na activity na binibigay ng bawat teacher. Sumakit likod ko kakaupo sa

harap ng table habang nakatutok sa laptop. Hindi narin healthy mata ko kasi maghapon

nakatutok sa laptop habang nag oonline class at nagawa ng activity. Yung hindi pagkawala ng

internet para tuloy tuloy sa pag gawa ng activity at makaattend palagi ng online class. Sa

barangay kasi namin palaging nawawalan ng kuryente kaya dapat palagi kaming may kuryente

para makapag aral ako ng maayos. Okay pa naman nakakaahon pa sa buhay. Healthy pa namin

kahit papaano kasi tinutulungan ko talaga sarili ko kasi ako lang naman tutulong sa sarili ko.

Mapapagod pero hindi mag sasawa para sa future.”

Other respondents (Student I) said that, “impact ng distance learning modality saakin ay

nagkakaron akong anxiety dahil sa mga sunud sunud na gawain at sabay sabay nahirapan

akong isipin kung ano ang dapat unahin sabay ng mahinang internet connection. Isa sa mga

naging hirap na kinaharap ko habang online class ay ang internet connection at mabagal na

working ng ginagamit kong gadget at nagkakaron ng abirya kapag ako ay nagpapasa at

madalas kong nakakalimutan icheck kung may naipadala ng gawain ang aking mga guro dahil

sa mabagal na internet connection dahilan para mahuli akong magpasa. Malaking hadlang na

siguro ay ang pagkaklase ko ng online habang gumagawa ng mga gawain sa bahay gaya ng

paglalaba at paghuhugas ng plato hindi ako masyadong makaharap sa discussion ng aking guro

dahil sa aking mga ginagawa at dahilan ito upang hindi makasabay sa discussion ng aking

guro. Mahirap ang naging karanasan ko noong online learning dahil alam naman natin na hindi
lahat ay may stable na internet at hindi lahat ay may ginagamit na gadget para sa online class

at isa ako sa mga studyante na walang gadget oang online class merong cellphone ngunit hindi

maayos mag working madalas ang paglalag basag na screen dahilan para hindi ko mabasa ang

naka flash sa screen”.

Davis, Gough and Taylor (2019) stated that student barriers to distance learning might be

misinterpretation of expectations, time management and interpersonal communication; while

instructor barriers might be related to the identification of expectations, providing feedback and

interpersonal relations. O’Doherty, Dromey, Lougheed, Hannigan, Last and McGrath (2018)

stated in their research based on the literature that barriers to online learning in medical training

might be time limitations, weak technical skills, inadequate infrastructure, lack of institutional

strategies and support and negative attitudes of everyone involved. Burns (2011) mentioned three

barriers to the web-based distance education implementations in teacher education: lack of high-

speed internet and durable technology, lack of trainer and student skills and lack of support

services.

VI. SOLUTION

When participants described challenges, they were probed to explain how they managed

these situations. With the help of people around them, participants explained how they

responded to challenges make up the theme, coping. The subthemes of being knowledgeable,

being positive, lifestyle change, support system and healthy spiritual life describe the range

of coping mechanisms that were used by the respondents to confront challenges. These

categories of coping refer to the descriptions of action taken in response to a challenge.

For example, four respondents explained why they were involved in this.

Student D stated that, Sa mga tulong ng kaibigan, pamilya at kamagaral. Mahirap

ngunit kinakaya sa pang araw araw. Binibigyan nila ko ng oras ko para sa aking pagaaral at

sinusuportahan nila ang ibang gastos na kailangan para sa internetconnection or data na

kailangan upang makasama ako sa mga meeting online. Binibigyan nila kaming oras para

matapos ang mga aktibidad na patungkol sa mga aralin na tinalakay sa online class.
Hinahabaan nila ang oras at araw na maari itong ipasa. Maaaring pumili ng ibang uri ng

pagaaral, tulad ng modular learning. Ito ay isang uri kung saan ikaw ang magaaral ng mga

aralin ng pangsarili mo at gagawin mo ang mga aktibidad sa panahon na iniatas sayong gawin

ang mga ito. Bibigyan ng sapat na oras ang estudyante para matapos ang mga kailangang

Gawain”.

As student B stated that, “Siguro sa pagaaral online ay pagkakaroon ng malawak na

pagiisip natin dahil hindi naman natin kontrolado yung mga bagay na maaring mangyari sa

bawat oras. Sa pagpapaalala nila lagi at pagtatanong kung kamusta na ba ang pag aaral. At

syempre suportang moral at pinansyal. Sa pamamagitan ng handa silang makipag

komunikasyon sa amin kapag ka kami ay meron hindi nauunawaan sa aming aralin.

Encouraging messages na kung saan okay naman kahit papano pero ang pinaka naging

solusyon ko talaga ay syempre walang iba kundi yung Diyos na nagbibigay sakin ng pangunawa

, maayos na pagiisip, kasipagan at marami pang iba”.

In comparison to student F stated, “Pag napapagod ako iniiyak ko lang para hindi

mapuno yung dibdib ko o yung utak ko kakaisip. Minsan tinutulog ko nalang pag hindi kona

kaya tas pag gising ko tuloy tuloy ulit para matapos ang gawain. Humihingi din ng tulong kay

Lord para gabayan ako sa pag aaral ko. Pag meron akong hindi naiintindihan nag tatanong ako

kay papa tapos ipapaliwanag nya sakin. Pag meron akong report nag papatulong ako sa kanila

para mapaliwanag ko ng maayos yung report ko. Sabi kasi nila magtanong lang daw kami pag

meron kaming hindi naiintindihan at sasagutin nila. Sa mga oras na naguguluhan kami

pinapaliwanag naman nila kung paano namin gagawin iyon. Binigyan ng sapat na oras upang

makapagaral at inalalayan sa distance learning kung minsan naman ay sa pagbibigay ng

modular para sa mga walang kakahayan makapasok sa ginaganap na aralin sa makabagong

teknolohiya. Hindi rin binibigyan ng mabigat na katungkulin pang aralin ang mga bata na

kasalukuyang nag aayos o hindi pa nasanay sa distance learning.”

As student G stated that, “Siguro sa pagaaral online ay pagkakaroon ng malawak na

pagiisip natin dahil hindi naman natin kontrolado yung mga bagay na maaring mangyari sa

bawat oras. Sa pagpapaalala nila lagi at pagtatanong kung kamusta na ba ang pag aaral. At
syempre suportang moral at pinansyal. Sa pamamagitan ng handa silang makipag komunikasyon

sa amin kapag ka kami ay meron hindi nauunawaan sa aming aralin. Encouraging messages na

kung saan okay naman kahit papano pero ang pinaka agging solusyon ko talaga ay syempre

walang iba kundi yung Diyos na nagbibigay sakin ng pangunawa , maayos na pagiisip, kasipagan

at marami pang iba.

According to Home / News Hub, October 6, 2021. Online learning offers many

advantages over in-person learning, including flexibility and convenience. You can complete

your schoolwork from where and when you choose, and you don’t have to worry about the

commute to campus. But if you’ve never taken an online course or you consider yourself a

hands-on learner, you might find the format a bit challenging. Student may overcome distance

learning challenges trough having tech knowledge in online learning, making classroom

connections in online learning, online learning time management, staying motivated when

learning online and writing while in online programs.

Part 4. Proposed symbolic representation

 The researcher proposes the following symbolic representation as a perfect fit for the

study’s findings:

Figure 2. Symbolic Representation

The figure shows the significant connection between challenges, solution, effectiveness,

and efficiencies to the Distance learning modality. Many students in online class have the

challenges when it comes to online learning one this challenge is lack of sleep and playing online

games. They having hard time to sleep because of the influence of online games they use to play

mobile games that doing their activities before playing online games that cause them the hard

time to sleep. another challenge is financial problem and unworking gadget some students can

afford to buy the gadget with a very good performance for online class that cause them the hard

time so they can't do their activities ask them to do and also the internet problem is one of the
biggest problems of the student in online learning how do they pass their activities on time

without internet. The internet has a vital impact on student academic outcomes as it helps

students to access journals and articles which otherwise are not made available in the libraries.

The study concluded that increase in internet use was very useful in the improvement of the

learning outcomes.

Lastly is the Time management Having a time management system is perhaps the most

difficult challenge for students to overcome because it depends entirely on self-motivation.

Students need to be serious about their education, learn how to manage time, set their daily

schedule, and study despite constant distractions.

Solution can apply for poor internet connection Restart devices regularly. Turn off auto-

updates on apps, gaming consoles and computers. Update anti-virus software, drivers, firmware,

and computer and device software. Upgrade older Wi-Fi devices to ones with newer, faster Wi-

Fi technology. The solution can apply in lack of sleep is try to go to bed and wake up at the same

time every day. Avoid caffeine, alcohol, and nicotine in the four to six hours before bedtime.

Don't exercise within two hours of bedtime. Exercising five or six hours before bedtime may

help you sleep more soundly. And for financial problem Make a budget to help you resolve your

financial problems. Lower your expenses. Pay in cash. Stop taking on debt to avoid aggravating

your financial problems. And for online games addiction we must Set time limits for play and

stick to them. Keep phones and other gadgets out of the bedroom so you won't play into the

night. Do other activities every day, including exercise. This will lower the health risks of sitting

and playing for long stretches of time

The possible solution for Time management prioritize wisely as you organize your to-do

list, prioritization is key for successful time management at work. Start by eliminating tasks that

you shouldn't be performing in the first place. Then identify the three or four most important

tasks and do those first that way, you make sure you finish the essentials.
 Effectiveness for distance learning is Spacing or spreading out learning opportunities

over time improves learning. For example, students will learn and retain more if they study 30

minutes M-F, rather than for 2.5 hours all on one day. Students should create a schedule with

brief study sessions each day and stick to it. Distance learning reveals remarkably positive

effects on Curriculum Management in Learning Effectiveness; and, demographic variables

appear notable effects on the correlations between Distance Learning and Learning Effectiveness

Efficiency of distance learning, online learning makes students more in control of their

learning path. If they want to pass the course or exam given, they need to take time to study,

putting them in charge of their own learning process (instead of the teacher) and therefore

making them more self-disciplined.