“Understanding the Academic Challenges Faced

by Irregular Students in Tanauan City College”

By

Hannah Rose A. Burgos

Andrea L. Galindez
April L. Galindez
Laimee Marie Jamero
Bernadeth G. Lopez
Lovely M. Orzo
Maylyn U. Pelobello
Ofelia B. Ramos

A Case Study Submitted for Final Requirements of Statistical Analysis and Software
Application for the Degree

Bachelor of Science in Management Accounting

Tanauan City College

December (2023).
 2

APPROVAL SHEET

This thesis hereto entitled:

UNDERSTANDING THE ACADEMIC CHALLENGES FACED BY IRREGULAR

STUDENTS IN TANAUAN CITY COLLEGE prepared and submitted by Hannah Rose A.

Burgos, Andrea L. Galindez, April L. Galindez, Laimee Marie Jamero, Bernadeth G. Lopez,

Lovely M. Orzo, Maylyn U. Pelobello, and Ofelia B. Ramos in partial fulfillment of the

requirements for the degree of Bachelor of Science in Management Accounting have been

examined and recommended for approval and acceptance.

DANIEL B. BERMODEZ

Adviser

Approved by the Committee on Oral Examination with a grade of

 1

ACKNOWLEDGEMENT

The researchers wanted to express their deepest gratitude and honor to all those who have

contributed to the preparation of this research, specifically:

To the Almighty God, who provided courage, strength, wisdom, and guidance throughout

the journey of the making of this research. He is the center of all.

To their dearest research instructors and adviser, Mr. Daniel B. Bermodez, who helped

them complete this study by providing assistance, information, valuable suggestions, and

oversight of this research.

To the irregular students of all departments for their support and willingness to cooperate

and participate as the co-researchers of this study.

To the researchers' beloved parents and friends who encouraged, indisputable, and moral

support and inspired them to keep going, it would not have been possible without them.

Their sincerest appreciation for all their help on their behalf, and to those who have not

been mentioned here but helped a lot in this research.

 2

Table of Contents

APPROVAL PAGE

ACKNOWLEDGEMENT

Table of Contents

SYNOPSIS

INTRODUCTION

Objective of the Study

Significance of the Study

FINDINGS

Methods and Procedure

DATA INTERPRETATION

Effects on Attendance

Access to resources and course materials

Interaction with peers and faculty

Strategies employed by irregular students to catch up on missed classes

CONCLUSION

RECOMMENDATION

APPENDICES
 3

SYNOPSIS

The case study investigates the academic challenges faced by irregular students at

Tanauan City College. The population's characteristics were described through

quantitative analysis and descriptive research methodology. In addition, stratified random

sampling is used to gather the target population of respondents. The study discovered that

most irregular students have conflicting schedules that result in not completing the task

on time. Moreover, difficulties in accessing resources and course materials are also one of

the challenges. The study emphasizes the need to understand the different insights and

experiences into the academic challenges faced by irregular students at Tanauan City

College.
 8

INTRODUCTION

Education is one of the most important aspects of a person's life. The college years

help people develop, establish a strong will, and become more determined to fulfill their

ambitions. Various universities and institutes offer various courses. Each student is given

duties and obligations that allow them to fulfill their goals and dreams. Still, most need

help to adjust to their new surroundings and deal with academic challenges, making them

irregular students. The research aims to identify the factors influencing the academic

performance of students with irregularities.

Many people believe that being an irregular student results from poor academic

performance. On the other hand, these students are still pursuing careers and continue to

study even after failing a former subject. These students have no permanent section,

block, or schedule. They are in various environments and developing relationships with

different people. They also need more units and courses. However, they have more

accountability and responsibility.

Objective of the Study

● To find out the factors affecting the students.

● To study the impact of irregularity on his academic performance

● To study the academic challenges of irregular students at Tanauan City College

 9

Significance of the Study

The case study aims to identify the factors that influence students' academic

performance with irregularities. It aims to provide general knowledge about the

challenges and how to cope with and adapt to changes as an irregular student.

FINDINGS

Methods and Procedure

The study's researchers will utilize the quantitative impact analysis type of case

study to determine the academic challenges faced by irregular students at Tanauan City

College.

Descriptive research is defined as a research method that describes the

characteristics of the population or phenomenon that is being studied. This methodology

focuses more on the what of the research subject rather than the why of the research

subject. In other words, descriptive research primarily focuses on describing the nature of

the demographic segment without focusing on why a specific phenomenon occurs.

The sampling strategy for the case study analysis is stratified random sampling.

The population of irregular students in Tanauan City College is divided into five strata:

Bachelor of Science in Management Accounting, Bachelor of Science in Computer

Engineering, Bachelor of Science Entrepreneurship, Bachelor of Technical Vocational

Teacher Education, and Bachelor of Public Administration. Selected participants in each

stratum are based on the method/ formula using random sampling design, which ensures

different representations of their academic challenges. Selected participants are then

reached for informed consent, ensuring ethical standards are maintained throughout the

study. This sampling method promotes the ability to generalize findings within the

specified population by allowing for a focused exploration of associated experiences.

 10

Table 1
Number of Irregular Students in Tanauan City College
“Stratified Random Sampling”

Department The population of Irregular Per Sample

Department

BPA 34 16

BSCPE 68 32

BSMA/BSA 24 11

BTVTED 30 14

BS 61 29
ENTREPRENEURSHIP

TOTAL 217 102

Table 2
Frequency and Percentage Distribution of Irregular Students
DEPARTMENT FREQUENCY PERCENTAGE
BSMA 11 10.78%
BTVTED 14 13.73%
BPA 16 15.69%
ENTREP 29 28.43%
CPE 32 31.37%
Total 102 100.00%

Table 3
Mean, Mode & Median

Mean 20.4

Median 16
 11

Mode None

Data Interpretation

Effects on Attendance

1. How often do you miss classes in a typical month?

Table 3.1
Frequency of Absence
Indicators Frequency Percentage Weighted Average
1-2 times 63 61.76% 0.62
2-3 times 30 29.41% 0.29
3-4 times 2 1.96% 0.0196
More than four times 1 0.98% 0.0098
Others 6 5.88% 0.0588
Total 102 100.00% 1.00

Figure 1

Table 3.1 shows the number of absences made by irregular students within a

month. 61.76% of respondents stated they were absent at least 1-2 times a month.

Meanwhile, 29.41% of the respondents missed their class 2-3 times a month, and 3-4

times, 1.96%. Likewise, 0.98% of respondents have more than four times and twice a
 12

semester have often missed class. Furthermore, 5.88% of respondents state they never

take an absence in a class even though they are irregular students.

This result suggests that most students miss class relatively infrequently.

However, it is essential to note that even missing class a few times per month can harm

academic performance.

However, in the Student Handbook provided by Tanauan City College, the 1st-

fourth offense will be given a warning, neither written nor suspended. In addition, more

than four times will have other appropriate sanctions as prescribed by school authorities.

2. Have you ever noticed the reflection of your attendance patterns in your

grades and academic performance?

Table 3.2
Attendance Patterns & Academic Performance
Indicators Frequency Percentage Weighted Average
Yes, consistently. 63 61.76% 0.6176
Yes, occasionally. 20 19.61% 0.1961
Still trying to figure it out. 13 12.75% 0.1275
No, not really 6 5.88% 0.0588
Total 102 100.00% 1.0000

Figure 2
 13

Table 3.2 represents the reflection of the attendance pattern on irregular students'

grades and academic performance. It shows that 61.76% of respondents answered yes,

consistently, to the survey. These students agreed on the impact of irregular attendance on

their academics. Meanwhile, 19.61% of respondents state that, on some occasion or part,

it affects their views that there is another reason than attendance. However, 12.75% of

respondents need an idea of how their attendance patterns may reflect them. In addition,

5.88% of respondents state that it has not affected their grades.

Irregular student's academic potential is improved by the fact that they are present.

The result implies that irregular attendance has significantly affected academic

performance, subsequently affecting irregular students' grades.

Regular class attendance, according to Khanal (2019), is associated with learning

achievements, as irregular attendance reduces opportunities for studying. "Irregular or

irregular students" does not imply poor academic performance. Instead, it encompasses

students who do not have a well-organized class schedule, have fewer subjects and units,

and are influenced by various factors that may lead them to miss one subject while

attending another.

3. Are there specific challenges that hinder your regular attendance?

Table 3.3
Challenges towards Regular Attendance

Indicators Frequency Percentage Weighted Average

Work 30 29.41% 0.2941
Time management issues 23 22.55% 0.2255
Class schedule conflicts 40 39.22% 0.3922
Lack of financial support 6 5.88% 0.0588
Others: None 2 2.0% 0.0196
Others: I have a Daughter 1 1.0% 0.0098
102 100.00% 1.0000
 14

Figure 3

Table 3.3 provides an interactive demonstration of the specific challenges that

hinder students' regular attendance. According to the data presented, the majority of

respondents with the highest percentage of 39.22% are experiencing conflicts with their

class schedules. Similarly, 29.41% of respondents concur that their work has made it

difficult to attend classes regularly. Additionally, 22.55% of students report having time

management issues. Furthermore, a percentage of 5.88% of students claim to have a lack

of financial support. The lowest amount, 1.0%, is attributed to respondents' other

challenges.

Based on the data given by the results, class schedule conflicts had the highest

percentage, 39.22%. These kinds of challenges hinder students from being unable to

complete and perform their tasks on time.

According to Moral et al. (2023), Unorganized schedules affect students'

academic development. For instance, they may attend classes inconsistently because of

conflicting schedules. Students may find it more challenging to concentrate when a

subject takes longer to finish and if it is mentally draining.

 15

Access to resources and course materials

1. What methods do you use to easily access required textbooks and study

materials?

Table 4.1
Obtaining Study Materials
Indicators Frequency Percentage Weighted Average
Library Resources 23 22.55% 0.2255
Google Books offers access to
the Internet 57 55.88% 0.5588
Sharing resources with
classmates 20 19.61% 0.1961
Publisher Websites 2 1.96% 0.0196
Total 102 100.00% 1.0000

Figure 4

The methods to easily access the required textbooks and study materials that

Tanauan City College students require are shown in the table. With a percentage of

55.88%, soft copy books, articles, and PDFs offering access to the Internet are the most

common methods among the respondents. Similarly, 22.55% of the students indicated

that they preferred to use library resources. Moreover, other % prefer sharing resources

with classmates, with 19.61%. Meanwhile, the publisher website's method received the

lowest percentage of 1.96%.

 16

The results clearly showed that, with the highest percentage of 55.88%, Google

books, like soft copy books/ articles, are the most frequently used methods by the

respondents. It provides advancements and more learning materials that students can

easily use and learn.

According to the blog of 21K School (2022), the Internet has revolutionized

students; it helps students search for relevant information, making it faster and easier than

traditional methods. Numerous websites offer access to books online, giving essential

information that helps students with their academic work and tasks and keeps them

updated.

2. What kind of obstacles prevent you from accessing online resources for your

courses?

Table 4.2
Obstacles in accessing online resources

Indicators Frequency Percentage Weighted Average

Internet connectivity issues 85 83.33% 0.8333
Platform restrictions 6 5.88% 0.0588
Technical glitches 5 4.90% 0.0490
Lacks of Technology 5 4.90% 0.0490
None 1 0.98% 0.0098
Total 102 100.00% 1.0000
 17

Fig

ure 5

Table 4.2 represents the obstacles preventing irregular students from accessing

online course resources. It shows that 83.33% of respondents need internet help, followed

by 5.88% with Platform restriction, where the students are usually not included or

enrolled in their subject. Meanwhile,4.90% of respondents experience technical glitches

from faulty laptops or computers and poor audio/video quality, and 4.90% said they need

more Technology to access online resources. In addition, 0.98% of respondents say online

access has no additional obstacles.

The table shows that 83.33% of Tanauan City College's irregular students need

help to keep up with E-learning due to the slowness of their internet connection.

According to Ugwu and Orsu (2017), students' difficulties using online resources

stem from both direct factors like lack of internet skills, low bandwidth, and inadequate

ICT infrastructure, and indirect factors such as lack of internet access at home, the

absence of online assignments, lack of motivation to use the Internet, and limited access

to personal laptops.
 18

3. Do professors use educational Technology such as computers, modules,

calculators, and the Internet to deal effectively with them?

Table 4.3
Using Educational Technology
Indicators Frequency Percentage Weighted Average
Yes consistently 76 74.51% 0.7451
Sometimes 22 21.57% 0.2157
Moderately 4 3.92% 0.0392
No, never 0 0.00% 0.0000
Total 102 100.00% 1.0000

Figure 6

Table 4.3 shows how professors utilize educational Technology, including

computers, modules, calculators, and the Internet. Most respondents, 74.51%, agree that

professors consistently use educational Technology, while 21.57% indicate occasional

use. Additionally, 3.92% of respondents report moderate usage, and no respondents

indicate no usage.
 19

The results imply that professors of irregular students consistently use educational

Technology, such as computers, modules, calculators, and the Internet, to cope with their

students' lessons. This Technology is a great help for them.

According to Katie Myers (2020), Technology has changed many aspects of our

lives, and in recent years, it has also become an increasingly important part of education.

This article examines how online educational resources improve learning for students and

teachers, thereby assisting in resolving some of the current educational issues.

Interaction with peers and faculty

1. How often do you discuss with classmates outside of regular class hours?

Table 5.1
Peer Connection Outside Class Hours
Weighted
Indicators Frequency Percentage Average
Very frequently 39 38.24% 0.3824
Occasionally 53 51.96% 0.5196
Rarely 10 9.80% 0.0980
Never 0 0.00% 0.0000
Total 102 100.00% 1.0000

Figure 7
 20

The data presented in the table highlights the frequency with which individuals

engage in discussions with their classmates outside of regular class hours. Notably, a

significant portion, comprising 51.96%, indicated that they participate in these

interactions occasionally, as revealed by the survey responses. Meanwhile, 38.24% of

respondents indicated that they frequently engage in discussions with their classmates, as

per the survey findings. This substantial percentage suggests that a considerable portion

of the study population is actively involved in regular and consistent communication

outside formal class hours. Likewise, a notable 9.80% of respondents reported rarely

engaging in discussions with their classmates, according to the survey data. This minority

percentage suggests that a small but distinct portion of the study participants infrequently

partake in informal conversations outside regular class sessions. Furthermore, it is

noteworthy that no respondents reported ever engaging in discussions with their

classmates outside of regular class hours, as indicated by the 0% representation in this

category.

The survey results unmistakably indicate that Google Books and similar digital

resources, such as soft copy books and articles, are the most prevalently utilized methods

among respondents, garnering the highest percentage at 51.96%. This dominance

underscores the increasing reliance on digital platforms for academic and research-related

activities.

According to Minjeong Cho and Jing Chen (2023), the challenges faced by

irregular students in connecting with classmates outside of regular class hours suggest

various strategies to overcome them. It emphasizes the importance of social interaction

and peer collaboration for academic success and personal well-being.

2. Do you feel comfortable approaching faculty for academic support and

guidance?
 21

Table 5.2
Approaching Faculty for Assistance
Weighted
Indicators Frequency Percentage Average
Yes, always 53 51.96% 0.5196
Most of the time 19 18.63% 0.1863
Sometimes 20 19.61% 0.1961
Rarely or never 10 9.80% 0.0980
Total 102 100.00% 1.0000

Figure 8

The data reflecting students' comfort level in approaching faculty for academic

support and guidance is a significant indicator of the overall support structure within the

educational environment. Specifically, the survey reveals that 51.96% of respondents

affirmed feeling comfortable and confident in approaching faculty, stating, "Yes, always."

Meanwhile, 19.61% of the respondents felt comfortable approaching faculty for academic

support and guidance only "sometimes," according to the survey results. However, it is

notable that 18.63% of the respondents indicated feeling comfortable approaching faculty

for academic support and guidance "most of the time," as revealed by the survey data.

This percentage reflects a substantial portion of the student population who express a

recurring sense of comfort when seeking assistance from faculty members. Last, the
 22

survey data reveals that 9.80% of the respondents indicated feeling comfortable

approaching faculty for academic support and guidance either "rarely" or "never."

This significant reliance on Google Books and comparable digital resources, as

demonstrated by the overwhelming preference of 51.96% of respondents, highlights a

distinct trend in how students access and engage with academic materials. The prevalence

of digital platforms in research and learning underscores the evolving landscape of

education, where online resources play a pivotal role in shaping the academic experience.

According to Kathryn C. Oleson (2020), "Promoting Inclusive Classroom

Dynamics in Higher Education: A Research-Based Pedagogical Guide for Faculty" offers

practical strategies and evidence-based approaches to create a welcoming and inclusive

learning environment for all students. Provides strategies for fostering interactive learning

activities and equitable participation opportunities. Analyzes diverse student populations

and their specific needs and learning styles.

3. Have you faced any barriers in establishing connections with classmates or

faculty members?

Table 3.3
Connection Difficulties
Weighted
Indicators Frequency Percentage Average
No, not at all 48 47.06% 0.4706
Minor barriers that were easily
overcome 33 32.35% 0.3235
Some barriers that required effort to
overcome 19 18.63% 0.1863
Significant barriers that were
difficult to overcome 2 1.96% 0.0196
Total 102 100.00% 1.0000
 23

Figure 9

The data represented in the table indicates the summary of responses to the

question, "Have you faced any barriers in establishing connections with classmates or

faculty members?" It was interpreted as no, not at all, by the respondent with the highest

percentage of forty-seven point one percent (47.1%). Next, obtaining thirty-two point four

percent (32.4%) was interpreted as minor barriers that were easily overcome. Then, the

eighteen-point-six percent (18.6%) was interpreted as some barriers requiring effort.

Lastly, containing one point, nine percent (1.9%) of the respondents were interpreted as

significant barriers that were difficult to overcome.

The result shows no barriers to establishing connections with classmates and

faculty members. This shows that most students quickly establish relationships with

classmates or faculty members.

According to Bao 2020, several significant research subjects were recommended

to address and enable such a change: online distribution of teaching materials, teacher

support for students' online study, and online engagement in student learning. As a result,

the pertinent study agenda would comprise two types of person-to-person interaction:

student-to-instructor and student-to-student.

 24

Strategies employed by irregular students to catch up on missed classes

1. Methods for catching up on missed material.

Table 6.1
Methods for catching up on missed material
Indicators Frequency Percentage
Weighted Average
Reviewing recorded lectures 49 48.04% 0.4804
Consulting class notes or textbooks 19 18.63% 0.1863
Collaborating with classmates for shared notes 33 32.35% 0.3235
Seeking clarification from the instructor
during office hours 1 0.98% 0.0098
Total 102 100.00% 1.0000

Figure 10

This table summarizes responses to "Methods of catching up on missed

materials." In the table above, the highest percentage was forty-eight percent (48%),

interpreted as reviewing lectures by the respondents. Then, the second highest percentage,

which got thirty-two points (42.4%), was interpreted as collaborating with classmates for

shared notes. Then, the Eighteen-point six percent (18.6%) was interpreted as consulting

class notes or textbooks. Lastly, one percent (1%) of the respondents said it was

interpreted as seeking clarification from the instructor during office hours.

 25

The result shows that reviewing lectures is the most commonly used method for

catching up on missed classes or materials instead of seeking clarification from the

instructions during office hours. This shows that students fear approaching the instructor

to ask about their missed materials or activities. So, they intended to ask for their

classmate's notes.

According to Seifert (2019), the availability of lecture recordings responds to

students' diverse learning demands and has little effect on lecture attendance. Students'

motivation to attend lectures is partly determined by the instructor's educational approach

and the course design.

2. Frequency of using online resources for self-study:

Table 6.2
Frequency of using online resources for self-study
Indicators Frequency Percentage
Weighted Average
Always rely on online resources 52 50.98% 0.5098
Often, turn to online materials 37 36.27% 0.3627
Occasionally use online resources 13 12.75% 0.1275
Rarely use online resources 0 0.00% 0.0000
Total 102 100.00% 1.0000

Figure 11
 26

Table 6.2 shows the frequency of using online resources for self-study. The

respondents reported consistently relying on online resources: 50.98% stated they always

use them, while 36.27% indicated they often do so. Additionally, 12.75% reported

occasionally using online resources. Notably, no respondents reported rarely using them.

The results imply that most irregular students utilize online resources for self-

study. Online resources serve as one of their primary information sources for academic

purposes. However, fewer students frequently use online materials.

According to Dowell and Small (2011), the main tools for directing and improving

students' learning are found in online learning resources. Their quality frequently affects

how well students do academically and how satisfied they are with the online system.

3. Effectiveness of self-directed study sessions:

Table 6.3
Effectiveness of self-directed study sessions
Indicators Frequency Percentage
Weighted Average
Highly effective in catching up 53 51.96% 0.5196
Moderately helpful for understanding content 26 25.49% 0.2549
Sometimes beneficial, depending on the
subject 22 21.57% 0.2157
Not very practical for catching up on missed
content 1 0.98% 0.0098
Total 102 100.00% 1.0000
 27

Table 6.3

Figure 12

Table 6.3 shows the effectiveness of self-directed study sessions. The respondents

indicated that it is sometimes beneficial depending on the subject, with 51.96% finding it

so. Additionally, 25.49% of respondents agreed it is highly effective for catching up on

self-directed study sessions. In comparison, 21.57% found it moderately helpful for

understanding the content in self-directed study sessions. Only 0.98% of respondents

reported it as ineffective for completing self-directed study sessions.

The results imply that self-directed study sessions benefit most irregular students,

depending on the subject. Self-directed study is highly effective in helping them catch up

on some of the lessons they missed.

According to Malec (2022), with self-directed learning, individuals are free to

select what, when, where, how, and from whom they wish to learn rather than having

these decisions dictated to them. While SDL may seem confusing to those used to more

traditional approaches to learning, it has certain advantages, particularly in work-related

settings.
 28

DISCUSSION

The students who have the most difficulty managing their academic problems are

the irregular students. According to the survey, these students experience irregular

attendance due to the coincidental schedule of their current subject and retake. Irregular

students frequently miss crucial lectures, making it challenging to keep up with the

curriculum and do well academically. In addition, irregulars find it challenging to

establish relationships with their peers and teachers since they need help communicating,

asking for assistance, or participating in group activities.

According to George Herbert Mead's Social Behaviorism Theory, developing the

individual through social life and experiences is helpful. Mead emphasizes the importance

of socialization and communication in shaping an individual's identity. Interacting with

teacher and faculty staff to organize the class schedules and avoid colliding on two

subjects simultaneously may help them manage their time to avoid irregular attendance.

This case study also led to enlightening regular students on how to build relationships

with irregulars who have multiple responsibilities and accountability. Irregular students

may deal with the situation by coping with the environment and adapting to the changes.

CONCLUSION

The researchers found that irregular students faced challenges from different

factors, like irregular attendance, access to resources and course materials, and interaction

with peers and faculty. These students have different attitudes towards the situation; some
 29

are easily adapted, while others are not. It was also found that the students' attendance

patterns impact their academic performance and grades. However, the interaction with

peers and faculty may contribute to helping the students struggle with their class

schedules and schoolwork. In addition, access to resources and course materials provides

guidance and information for irregular students to catch up on their missed classes. The

result of this case study stated that to adapt to the changing environment, irregular

students learn time management and build relationships to interact with classmates,

professors, and faculty. At last, this type of case study helped us find out the multiple

responsibilities of irregular students and understand their academic challenges.

 30

RECOMMENDATION

The study recommends that irregular students learn time management to avoid irregular
attendance that may affect their academic performance and grades. It is also highly
advised to interact with classmates to seek help and coordinate with their professors and
faculty to organize their class schedules.

• The study recommends that the faculty and professors insist on continuing to help and
support students in adjusting to their new circumstances, like organizing time schedules
and giving a copy of videos or file records of tasks to catch up in class. It would also be
highly appreciated if they accepted and gave favorable consideration to irregular students
who usually submit late activities and tasks.

• The study recommends that co-researchers should be aware of the academic

challenges faced by irregular students. This is done to avoid research that strives to
turn negative thoughts into positive ones or mitigate criticism.

References

Cho, M., & Chen, J. (2023). Examining the impact of mobile learning on academic
performance: A meta-analysis. Contemporary Educational Psychology, 88, 102069.
https://www.researchgate.net/

Fersi, M. (2022, July 13). Social Behaviorism in George Herbert Mead's Mind, Self, and
Society. LinkedIn. https://www.linkedin.com/pulse/social-behaviorism-george-herbert-
meads-mind-self-society-fersi

Khanal, S. (2023, March 2). Irregular Attendance of University Students at Class and its
Relation to their Academic Achievement. Tribhuvan University Journal. Retrieved
December 7, 2023, from https://doi.org/10.3126/tuj.v33i1.28687

Malec, M. (2022, February 7). The Case for Self-Directed Learning. Learnerbly.
Retrieved December 7, 2023, from https://www.learnerbly.com/articles/the-case-for-self-
directed-learning

Moral, -., & et. al, -. (2023, August 5). (PDF) Effects of Class Schedules on the Focus and
Punctuality of Senior High School Students. ResearchGate. Retrieved December 7, 2023,
from
 31

https://www.researchgate.net/publication/372838684_Effects_of_Class_Schedules_on_th
e_Focus_and_Punctuality_of_Senior_High_School_Students

Myers, K. (2020, June 20). Ways Online Educational Resources Are Useful. eLearning
Industry. Retrieved December 7, 2023, from https://elearningindustry.com/how-online-
educational-resources-are-useful

Nkomo, L. M., & Daniel, B. K. (2021). Sentiment Analysis of Student Engagement with
Lecture Recording. TechTrends, 65(2), 213–224. https://doi.org/10.1007/s11528-020-
00563-8

Oleson, K. C. (2020). Promoting inclusive classroom dynamics in higher education: A

research-based pedagogical guide for faculty. Stylus Publishing.
https://styluspub.presswarehouse.com/

Roth, E. C., Scherr, R. E., & Mallinson, A. B. (2022). Working together or alone, near, or
far: Social connections and communities of practice in in-person and remote physics
laboratories. Physical Review Physics Education Research, 18(1), 010105.
https://search.proquest.com/openview/69788358388b677f21b740863ad63de8/1?pq-
origsite=gscholar&cbl=5161130

Tanauan City College Student Handbook, 2023, p.7

Ugwu, C. I. (2017, November -). (PDF) CHALLENGES OF UTILIZATION OF

ONLINE INFORMATION RESOURCES BY UNDERGRADUATE STUDENTS:
IMPLICATIONS FOR INFORMATION SERVICES. ResearchGate. Retrieved
December 7, 2023, from
https://www.researchgate.net/publication/323165348_CHALLENGES_OF_UTILIZATI
ON_OF_ONLINE_INFORMATION_RESOURCES_BY_UNDERGRADUATE_STUD
ENTS_IMPLICATIONS_FOR_INFORMATION_SERVICES

Wut, T., & Xu, J. (2021). Person-to-person interactions in online classroom settings under
the impact of COVID-19: a social presence theory perspective. Asia Pacific Education
Review, 22(3), 371–383. https://doi.org/10.1007/s12564-021-09673-1

21K School. (2022, September 15). How the Internet is Beneficial to Students - India's
first online school | Indian & International Curriculum. 21K School. Retrieved December
7, 2023, from https://www.21kschool.com/in/blog/how-the-internet-is-beneficial-to-
students/
 32

APPENDICES

APPENDIX A
APPROVAL LETTER
 33

APPENDIX B
SURVEY QUESTIONNAIRE
Effects on Attendance
1. How often do you miss classes in ● Others
a typical month?
● 1-2 times 2. What kind of obstacles prevent
● 2-3 times you from accessing online
resources for your courses?
● 3-4 times
● Internet connectivity
● More than 4 times
issues
● Others
● Platform restrictions
2. Have you ever noticed the
● Technical glitches
reflection of your attendance
patterns in your grades and ● Lacks of Technology
academic performance? ● Others
● Yes, consistently.
● Yes, occasionally. 3. Do professors use educational
● Not sure. Technology such as computers,
modules, calculators, and the
● No, not really.
Internet to deal effectively?
● Others
● Yes consistently
3. Are there specific challenges that
● Sometimes
hinder your regular attendance?
● Moderately
● Work
● No, never
● Time management issues
● Others
● Class schedule conflicts
● Lack of financial support
Interaction with peers and faculty
● Others
1. How often do you discuss with
classmates outside of regular
Access to resources and course class hours?
materials ● Very frequently
1. What methods do you use to ● Occasionally
easily access required textbooks
and study materials? ● Rarely
● Library Resources ● Never
● Google Books offers ● Others
access to the Internet
● Sharing resources with 2. Do you feel comfortable
classmates approaching faculty for academic
● Publisher Websites support and guidance?
 34

● Yes, always ● Occasionally use online

resources
● Most of the time
● Rarely use online
● Sometimes
resources
● Rarely or never
● Others
● Others

3. Effectiveness of self-directed
3. Have you faced any barriers in study sessions:
establishing connections with
● Highly effective in
classmates or faculty members?
catching up
● No, not at all
● Moderately helpful for
● Minor barriers that were understanding content
easily overcome
● Sometimes beneficial,
● Some barriers that depending on the subject
required effort to
● Not very effective for
overcome
catching up on missed
● Significant barriers that content
were difficult to
● Others
overcome
● Others

Strategies employed by irregular

students to catch up on missed classes
1. Methods for catching up on
missed material
● Reviewing recorded
lectures
● Consulting class notes or
textbooks
● Collaborating with
classmates for shared
notes
● Seeking clarification from
the instructor during
office hours
● Others
2. Frequency of using online
resources for self-study:
● Always rely on online
resources
● Often turn to online
materials