COVID 19: It’s Impact to Grade 12 students of Kalinga Laboratory

Highschool, School Year 2020-2021

I. Introduction:
A. Background of the Study:
The COVID-19 pandemic surely has overwhelmed the workings and outcomes of our
education. This is true around the world and affects all young people who are currently studying,
but to varying degrees, it depends on different variables — including the nation/location where
they live, their ages, and family foundations. Since the declaration of President Duterte of the
lockdown on March 13, 2020, almost all of the less than 150 Grade 12 students of Kalinga State
University Laboratory High School have relegated to the said virus. Not only did these students
miss the regular entry to their traditional classroom and the fundamental help of schools that
accommodate multiple understudies, but they also missed the development of their social skills
that they should have further developed together with their peers inside Kalinga State University,
that would be required for their future lives and vocations.
The closing of our university compounded by the resulting general well-being and
financial emergencies, poses major difficulties for the Grade 12 students of Kalinga Laboratory
Highschool and their educators. The kind of education that our country can provide has not been
assembled, nor has it been organized, to respond to situations like this — we do not have the
systems to continue to provide viable education and recovery throughout the closure period, and
to provide the well-being of the net backups that many children receive in school. Although we
don't have the most understanding of the precise consequences, we do know that the academic
presentation of students is disintegrating throughout the pandemic, together with their
advancement of other training skills. In addition, we understand that, given the various ways in
which the emergency has expanded existing financial aberrations, and how these differences
affect learning and insightful outcomes, there are substantial inequalities. As a consequence,
significant numbers of students who fail to adjust effectively and succeed in school under normal
circumstances are thinking that it is impossible, even incomprehensible to get viable guidance,
and as a result, they are encountering mental breaks in their learning that should be compensated
for.
The 2020–2021 school year has just started, and with many schools remain closed as the
long term begins, there is much that we need to understand and discuss deeply if we are to
address the emergency head-on. On the face of the likelihood that under-study will not see the
continuation of their brief intervention and will regain lost ground if educators are to carry out
their duties properly during and after the pandemic, and if our instruction system is to express the
significance and meaning of their goals during the subsequent periods of the pandemic, and if
our instruction framework is to convey on its greatness and value objectives during the following
periods of this pandemic, it will be basic to recognize which understudies are battling most and
how much learning and improvement they have missed out on, which components are hindering
their realizing, what issues are keeping instructors from showing these kids, and which
speculations must be made to address these difficulties. For any young person, this analytical
assessment will communicate a novel response and the system should meet the child where the
person is. An improved system that focuses on meeting the children where they are and giving
them what they need would be crucial to the upbringing of young people.

B. CONCEPTUAL FRAMEWORK
Independent Variable
Dependent Variable

- No Internet Connection or
- No Internet Connection or Poor
Poor Internet Connection of
Connection of Students who are
Students and no gadgets to use
outside of Bulanao and
like laptops, cellphones, or
Dagupan.
tablets can lead them to not
- No gadgets to use like laptop,
finish their requirements on
cellphone or tablets.
time.
- Stress
- Too much stress can lead the
- Cheating
students to be depressed.
- Plagiarism
- When the student is caught
because of cheating or in the act
of plagiarism by their teacher it
can lead the student to have a
failing grade.

Moderator Variable
- Socio-economic status
- Behavior of students

Paradigm of the Study

-     The socioeconomic status and the behavior of students affect the Independent Variable. This
paradigm shows the things that most affect our independent variables. For example, low
socioeconomic status leads the student for having no money to use for buying load for their
gadgets or it may be the reason that they don’t have phones or laptops that is a necessity for their
online classes and the behavior of the students or their unwillingness to learn causes them to
cheat and just copy on what they have searched on the internet and that action leads to
plagiarism.
C. Statement of the Problem and Hypotheses:
1. What are the factors that affects the studies of the said students of KSU Laboratory
Highschool? Like, Internet connection of students outside Bulanao and Dagupan.
H1: Internet connection are very significant in the studies of the Grade 12
students of Kalinga State University Laboratory Highschool.
2. Will the Grade 12 students of KSU Laboratory Highschool learn honestly in this type of
learning? If not, how will it affect their first year in college?
H2: The learning of the students is based on their behaviors or attitudes if they
don’t read their modules they will not learn honestly and it might lead them to
cheat.
H3: If this action does continue, it will significantly affect their first-year in
college.
D. Objectives of the Study:
The study aims to determine the impact of Grade 12 students of Kalinga Laboratory
Highschool, School Year 2020-2021, to know the factors that affect the studies of the said
students of KSU Laboratory Highschool like the Internet connection of students outside Bulanao
and Dagupan, and to answer the question that is bugging in the mind of the researcher which is:
Will the Grade 12 students of KSU Laboratory Highschool learn honestly in this type of
learning? If not, how will it affect their first year in college?
The research will also inspect Grade 12 under-studies that are on the poverty line or under-
studies that can’t handle the costs of a portion of the sources needed for their online classes, such
as cellphones, PCs, and even printers, even though printers are not as critical as they are more
often than not, but there may be a time when these under-studies will need it. In some cases,
there's still internet access in which most students can't often afford to buy a load on their phones
for data connection purposes and not everyone is lucky enough to have a "WiFi." This study will
also cover how online classes or e-learning impact the mental health of Grade 12 students at
Kalinga State University Laboratory High School, as well as the physical health of their eyes
since most of the time students are excessively exposed to radiation due to the hours of using
digital devices they use, such as laptops, PCs, cellphones, and tablets.
Taking everything into account, each Grade 12 understudy at Kalinga State University
Laboratory High School is battling to adapt to the exercises educated by their educators, and this
can prompt such understudies getting discouraged, especially the individuals who focus
exclusively on their investigations for better evaluations, and not the segment of understudies
who have no enthusiasm for learning. This struggle to cope causes these students to pass just for
the sake of compliance, and this is the reason why these Grade 12 students can’t learn honestly
— what the researcher means by “honestly” is if these students will pass their requirements from
what they have learned from the topics given to them and not heavily rely on the web or to their
classmates.
E. Scope and Delimitation of the Study:
The researcher would use an experimental design because the researcher assumes that
this research design is the best there is for this form of study.
The statistical instruments to be used are surveys, questionnaires, and tests that provide
multiple-choice items and reviews such as the Likert scale that can include quantitative data for
the study.
The respondents would, of course, be the Grade 12 students of Kalinga State University
High School Laboratory. It will be conducted in the later weeks.
II. Review of Related Literature

The analysis of the efficacy of e-learning is beneficial for not only the students
but also the teachers as it helps them in improving their methods of teaching. Regular
testing of the outcomes of e-learning and efficiency of knowledge transfer direct the
teachers to employ strategies that can be more efficient in transferring the education.
Technocrats are also involved in transforming e-learning into ICT applications
(CommLab, 2015).

Research by Kai Ruggeri and others focuses on the different ways in which e-
learning has gained in telehealth facilities and learning in remote locations. Digital
literacy and the need for e-learning infrastructure have been cited as important steps to
completely meet the goals of e-learning. However, the study does not use any
quantitative evaluation or analytical methods to prove the conclusions of the research
(Kai Ruggeri et al., 2013).

A research conducted by R. at Tehran Alzahra University. Safiyeh tried to

examine the relationship between e-learning and student motivation. The study uses
questionnaire-based surveys and university students as respondents, quantitative
approaches such as human correlation have been used to explain the results of the survey
and to form a relationship between the dependent and independent variables for analysis.
The results indicate that the motivation of students is substantially influenced by e-
learning. However, the research has many drawbacks as it is based on a single university
and does not use interviews; thus, the results are not backed by corroborating evidence of
face-to-face interviews or a global audience (Safiyeh R. Harandi, 2015).

The study by Intakhab A. Khan, based in the Kingdom of Saudi Arabia, focuses
on the use of e-learning in English education for Saudi students. It notes that the
participation of learners is an important factor, and e-learning, through its creative
methods, allows students to relate to the techniques with ease. Resource generation,
usefulness, and efficacy for students were some of the factors highlighted by the study as
a mark of the popularity of e-learning in English for students. It's in Saudi Arabia. The
thesis has limitations on using only a single country for the research base (Intakhab A.
Khan, 2016).

Y. Levy discusses a particular aspect of e-learning to check its efficacy by

considering student feedback. The research work takes into account the perception of
drop-out students and compares them to a good student. There is found to be a striking
difference in their views as they drop out to find e-learning as inadequate and useless.
The study, therefore, shows that the purpose, success, and individual approach make e-
learning practices appropriate for students. However, the research does not comment on
what additional reasons are involved for students to drop out of e-learning (Yair Levy,
2007).
In addition to these, interactive videos are a key contributing factor that helps students
evaluate subjects and gain a deeper understanding of the study content. 3D technology, a
range of applications, and a multi-dimensional approach have persuaded e-learning to be
equal to classroom studies, if not better (Dongsong Zhang et al., 2006). Government
strategies have a critical task to carry out in becoming the norm of e-learning for
understudies and organizations. Notwithstanding, the burdens of the examinations
incorporate an absence of empiric proof to help the perspectives communicated and to
substantiate the discoveries (Jui-since quite a while ago Hung, 2010).
In another investigation, Comparing Student Performance: Online Versus Blended
Versus Face-to-Face, the researchers chose to look at these three methods of
appropriation, on the web, mixed, and eye to eye, to survey any significant contrast in the
achievement of the members. The information gathered incorporated the aftereffects of
three assessments, which were shipped off every one of the three classes, and the
understudy appraisal review. The student's study contained inquiries concerning
understudy fulfillment, learning execution, and staff fulfillment. From the study data
collected, the researchers concluded that there was no substantial difference in student
success regardless of the delivery format, whether it was taught face-to-face, blended, or
online. The online and blended design provided more time for learners to complete the
course work than face-to-face training because they didn't have to attend the class. Also,
integrated and online learning forms are favorably compared to face-to-face learning
based on student tests (Larson & Sung, 2009). The effectiveness of online and blended
delivery depends on the audience and subject matter.

Again, the study, Online Vs In-Class Courses, concentrated on comparing

learning outcomes between an online course and a conventional face-to-face course. The
participants included professors enrolled in the Southwest University, seeking their
Master's degree in education. They were currently teachers for elementary or middle
school students. Data were collected and analyzed from the test grades, the literature
review paper, and the end-of-course anonymous student satisfaction survey. The results
of the paper grades showed no substantial difference between the two delivery types. The
results of the survey showed that they thought that their learning was the same, but there
were benefits over the face-to-face to the online course. The student survey revealed that
the online course was easy, made them more accountable for learning and, if necessary,
was able to review course materials several times (Kirtman, 2009).

Last but not least, there is hope that online learning will be able to deliver world-
class education to everyone, wherever and whenever they have access to the Internet.
Several websites and companies — Khan Academy, Udacity, edX, and Coursera are
some of the most prominent — are based on this concept, and many well-respected
scholars and entrepreneurs have high hopes and aspirations for online learning, especially
for large open online courses (Bowen, 2013; Fisher, 2012; Koller & Ng, 2012; Lewin,
2012; Selingo, 2013).