Chapter 1

Introduction

This study is about the problems encountered by the students in the early

implementation of online distance learning. The primary intent is to get the lived

experiences of the students to give an overview of the different difficulties they went.

Students in the real setting faced problems during online distance learning.

Adaptability struggle is one of the most faced problem by the students. Switching from

traditional classroom and face to face instructor training to computer-based training in a

virtual classroom makes the learning experience entirely different for students. Their

resistance to change doesn’t allow them to adapt to the online learning environment.

Another is that, technical issues. Many students are not provided with the high

bandwidth or the strong internet connection that online classes require and thus fail to

catch up with their virtual classmates. Their weak monitors make them hard to follow

(Chen W. and Jovanis P. 2000).

Suryaman et al. (2020) findings showed that students faced many obstacles in a

home learning environment, such as lack of mastery of technology, high Internet cost,

and limited interaction/ socialization between and among students. In a related study,

Kapasia et al. (2020) investigated how lockdown impacts students’ learning

performance. His study revealed that the lockdown made a significant disruption in

students’ learning experience. The students reported some challenges they faced

during their online classes includes anxiety, depression, poor Internet service, and

unfavorable home learning environment which were aggravated when students are

marginalized and from remote areas.

There are researches conducted in different countries and in the Philippines

related to this study. However, none were conducted in Agusan del Sur. Thus, this

investigation will deem necessary to be continued to determine the problems

encountered by the students in the early implementation of online distance learning.

Purpose of the Study

The purpose of this study is to determine the common problems faced by the

students as they adapt the new normal education amidst the pandemic. Despite this

circumstance, the researchers study aims to make the students address their problems,

how to come up with a good solution to their problem and how to slowly adjust the

current situation.

Research Questions

1. What is/are the common problems of the students related to the early

implementation of online distance learning?

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

environment?

3. How did the COVID-19 pandemic impact the online learning challenges that

students experience?

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

Theoretical Background

Theory of Interaction and Communication

This study is anchored on the Theory of Interaction and Communication as

postulated by B. Holmberg (2020). This theory is all about the teachers and learners

distance education. It is a conversational interaction between the student on the one

hand and the tutor/adviser of the host organization. The central concepts of this

theory are motivation, empathy, non-contiguous communication, learner autonomy

and interpersonal communication. Borje Holmberg’s theory of distance education,

what he calls “guided didactic conversation”, falls into the general category of

communication theory (Schlosser & Simonson 2009, p.43).

Because of COVID-19 pandemic, we gradually adapt this new normal education

for this is one of the keys that our education system will not be stagnated. The
researchers used this theory as basis for the study for it is relevant to the problems

encountered by the students in online distance learning. It also depicts that, these

theory/assumptions really happened mostly to the students who are struggling between

their educations.

Significance of the Study

This study is beneficial to the following:

School Administrators. This study provides awareness to the administrator to the

ongoing problems faced by the students so that they can be able to give an alternative

solution to the problem. Also, this helps them to provide feedbacks and serves as

guidelines for the teaching and learning process.

Teachers. This study provides responsiveness for the teachers on what are the

problems encountered by the students in the early implementation of online distance

learning so that, teachers can be able to create strategic plan that can help the students

cope up their school works and can be able to overcome their challenges.

Students. This study will help them on what would be there preferred learning

style to help them cope up and retain their lesson for the betterment of their academic

success.

Future Researchers. Other researchers who wish to undertake a similar study

may find this particularly study as a good source of information.

Definition of Terms

Online Distance Learning- refers to the educational process where students

receive instruction through online classes, video recordings, video conferencing, or any

other audio/visual technology medium. It enables people to receive education without

having to be physically present in a classroom.

Online Learning- this refers to education that takes place over the Internet. It is

often referred to as “e- learning” among other terms.

 Distance Learning- this refers to any learning that happens without the students

being physically present in the lesson.

Scope and Delimitation of the Study

This study is limited on the selected College students of St. Francis Xavier

College which can be found in the Municipality of San Francisco, Agusan del Sur.

Thus, the scope of this study is to determine the common problems faced by the

students and assess the level of student’s readiness in online distance learning at St.

Francis Xavier College, San Francisco, Agusan del Sur.

Organization of the Study

This study is basically organized by the researchers for easy understanding by

the readers.

Chapter 1 is the first part of the study in which it includes the rationale of the

study, followed by the purpose which it is detailed as to what the researchers aimed

about in this study. Next, is the research questions which comprises four (4) questions

for an in-depth interview of the respondents. Followed by the Theoretical Lens that

explains the theory, contextualize, and usage of the theory to the study. Then, the

significant of the study that explains the importance to a certain individual as being

mentioned in this study. On the other hand, definition of terms is also included in the

study which serves as guide to the readers to fully understand the meaning of a certain

variable and clearly defines a particular word. Lastly, the scope and delimitation in

which it explains as to what extent does this study may cover.

 Chapter 2

Review of Related Literature

This part presented the readings that are related in the study. The order of the
presentation was in accordance to the study which were the problems encountered by
the students and online distance learning.

Online Learning

Online learning can be termed as a tool that can make the teaching–learning
process more student-centered, more innovative, and even more flexible. Online
learning is defined as “learning experiences in synchronous or asynchronous
environments using different devices (e.g., mobile phones, laptops, etc.) with internet
access. In these environments, students can be anywhere to learn and interact with
instructors and other students” (Singh & Thurman 2019).

In addition, the expansive nature of the Internet and the accessibility of

technology have generated a surge in the demand for web-based teaching and learning
(Chaney, 2020). Distance learning is rapidly expanding its environment which allows
users the flexibility of operating outside of the constraints of time and place (Chaney,
2020). Online learning can be defined as “learning that takes place partially or entirely
over the Internet” (U.S. Department of Education, 2020). Online learning is appealing to
a range of learners and is becoming more commonplace in settings from elementary
schools to high school and into post-secondary education.

Moreover, online learning appeals to diverse populations of students with ranging

academic needs that traditional education classes are deficient or incapable of meeting.
The demand for online courses is derived from a push “to provide quality education to
all students, regardless of location and time” (Chaney, 2020, p.21). The need for flexible
learning environments for potential learners who are hospitalized, have phobias linked
to school environments, are single parents, have been expelled, are dropouts seeking
to gain a diploma and many other specific cases have led to a growth in the amount of
distance learning courses and programs that are offered (Chaney, 2020). Online
learning has the potential to create educational opportunities for individuals who may
have faced unsurpassable barriers prior to the expansion of online educational
programs (Chaney, 2020).

Online learning allows for students to work at a time and a place that is
compatible with their learning needs. A number of instructors and students commented
on their ability to focus more of their attention on the content of the course and less on
issues such as parking, traffic, and other problems that may arise when attending a
traditional class environment (Thomson, 2020). One secondary teacher explained, “I
don’t miss the huge vistas of wasted time that inevitably become a reality in a face-to-
face school context” and further explaining that “No schedule restricts us... We meet
and stay as long as needed in the virtual space” (Thomson, 2020, p. 36).

Meanwhile, the advent of the Internet and its use for educational purposes is
considered as the third phase of distance learning history (Kaplan & Haenlein, 2020).
As communication and network technologies advance, more innovative instructional
delivery and learning modalities were developed in order to provide a more meaningful
learning experience to learners (Lim & Morris, 2020).

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 to student communication
(Simonson, 2020). Distance education technology allows students to take advantage of
the convenience and flexibility of taking classes at the times and locations they prefer
(Tuckman, 2020).

In addition, online learning is thought to have several advantages over traditional

face-to-face and blended education including flexibility and accessibility to study
anywhere at any time without requiring one’s physical presence at a campus location
(Means, Toyama, Murphy, Bakia, & Jones, 2021; Van Doorn & Van Doorn, 2020).

E-learning as a system based on technology, organization, and management

which bestows upon the students the ability to learn via internet and facilitates their
learning was quoted by (Zare, Sarikhani, Salari and Mansouri ,2021. Additionally, Zare,
et al., (2020), stated that the use of electronic technologies has led to the development
of educational opportunities and helps students develop their skills.

Online learning systems are the storehouses of information, trainings and

knowledge. He also stated that one may find it difficult at times to learn new ideas and
that online learning system provide the possibility for students to learn the same
material repeatedly until they are satisfied. In addition, online learning is usually a cost-
efficient way of learning for most students as they can choose from a large range of
courses and make the selection depending on their needs. Furthermore, Guragain
explained in the long run that, online learning is usually a cheaper option but still for the
first time it might prove too expensive for some institutions (Guragain 2020).

Online learners enjoy an efficiency advantage in being able to cover the same
material in approximately half the time of a traditional class. Moreover, online learning
has a velocity advantage by being able to reach a large number of learners in a shorter
time. In addition, Goyal postulates that the learning is mostly a socio-cognitive activity,
not every student will find online learning suitable for his or her learning style. Agarwal
and Pandey (2021), stated that online learning is superior to traditional learning when it
comes to reduction of training time, cost and having better effect (Goyal, 2020) .

Online learning, has endorsed student knowledge and improved the process of
education training. Also, they claimed that online learning is the most convenient way to
pursue a degree in higher education. Shehabat and Mahdi (2020) stated that, online
learning should be an active, not passive, experience. They stated that delivering an
effective online learning module must confirm to two major development guidelines: The
first depends on a classical principle of learning, namely, learning by doing and the
second guideline is that online learning suffered a high rate of dissatisfaction from the
students.

Mercado (2020) quotes Wentling’s definition of e-Learning: it is the acquisition

and use of knowledge distributed and facilitated primarily by electronic means.
Furthermore, teaching in an online course involves more than replicating classroom
strategies in a different form. Aforesaid, online learning can take place anywhere other than a
classroom. It can be taken self-paced, individually or in a group, with or without interaction from
an instructor. Online learning provides many other features which enable both the educator and
the learner to attain educational goals more easily.

On the other hand, Synchronous online learning involves real-time interactions

between the teacher and the students, while asynchronous online learning occurs
without a strict schedule for different students (Singh & Thurman, 2020).

Problems about Online Learning

In today's world, the lack of computer education is a serious problem. For

students, moving from conventional classroom and face-to-face teacher training to
computer-based training in a virtual classroom makes the learning process radically
different. The high bandwidth or strong internet connection needed by online courses
are not given to many students and thus fail to catch up with their virtual classes (S.
Venkataraman, 2020).

Time management is a challenging challenge, since online courses takes a great

deal of time and hard work. Self-motivation is an important prerequisite for e-Learning;
however, to their surprise, many online learners lack it. Compatibility problems (with
operating systems, browsers or smartphones) sometimes arise. Often, versatility results
in inaction. Owing to the lack of human interaction, the absence of a teacher and an
inability to discuss it with their peers, students may often get upset.
 On the other hand, after conventional classroom learning, students find it hard to
adapt to an online learning world immediately. They are unable to adapt to commuter-
based learning due to the sudden transition. Once they encounter difficulties in online
learning, students start losing hope. An incredible experience is learning from home,
Things are different at home. But with online learning, even small disturbances at home
can easily confuse students. During online learning, learners lack productive
communication skills. Compared to a conventional one, some students do not find
commitment. Many educators are grappling with technological difficulties which are
inevitable and cause stress. If there are any technical mistakes in the middle of the live
session or interacting with students, they become powerless (S.Manivannan, 2020).

Recently, there has been an explosion of studies relating to the new normal in
education. While many focused on national policies, professional development, and
curriculum others zeroed in on the specific learning experience of students during the
pandemic. Copeland et al. (2021) and Fawaz et al. (2021), reported that pandemic
adversely affected students’ behavioral and emotional functioning, particularly attention
and externalizing problems (i.e., mood and wellness behavior) which were caused by
isolation, economic/health effects, and uncertainties.

In Fawaz et al.’s (2021) study, students raised their concerns on learning and
evaluation methods, overwhelming task load, technical difficulties, and confinement. To
cope with these problems, students actively dealt with the situation by seeking help from
their teachers and relatives and engage in recreational activities. These active-oriented
coping mechanisms of students were aligned with Carter et al.’s (2020), who explored
students’ self-regulation strategies.

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

A parallel study was undertaken by Hew et al. (2020), who transformed

conventional flipped classrooms into fully online flipped classes through a cloud-based
video conferencing app. His findings suggested that these two types of learning
environments were equally effective. They also offered ways on how to effectively adopt
video conferencing-assisted online flipped classrooms.

Another study being absorbed was Davis, Gough and Taylor (2021) stated that,
student barriers to online 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 (2020) stated also
that barriers to online learning might be time limitations, weak technical skills,
inadequate infrastructure, lack of institutional strategies and support and negative
attitudes of everyone involved.

Burns (2021) mentioned three barriers to the web-based distance education

implementations in teacher education: lack of high-speed internet, durable technology,
lack of trainer, student skills and lack of support services.

Distance education provides students much more freedom in how and when they
interact. However, Sun & Rueda (2020) argued that their ability to regulate learning
becomes critical. Amadora (2020) also pointed out that with the lack of interaction
during online classes, students tend to get distracted easily on smartphones, pets,
deliveries and many others rather than the ongoing online class. Because face-to-face
interaction is absent, it is theorized that students will experience the lack of interest in
the online class.

Accordingly, Tuckman (2020) found out that students may lack opportunities to
collaborate and receive feedback and social support while Rost (2021) found also that
online environments can generate a feeling of anonymity to students which makes it
easier for students to withdraw or participate minimally or completely disappear. These
two studies showed that students in online learning suffered from anxieties that lead to
lack of participation.

In contrast to Tuckman (2020), Greenberg (2021) asserted that students in online

learning often feel less pressure to perform individually and more pressure to
collaborate and be part of the team. When this is not taken into consideration, the
participation is generally low and dialogue is absent (Palloff & Pratt, 2020). This pointed
out that online learning puts pressure on students to work more in groups and requires
more participation and engagement.

The generation of today’s students are considered to be digital natives. The

Internet became part of their lives since they became aware of their surroundings. Rost
(2021) believed that, issues of digital literacy will prevent some students from
successfully taking full advantage of online learning resources. Jacob (2020) added that
it was difficult for students to work with educational software because it requires
gadgets that can be for online learning. Students' digital literacy is an important factor in
online distance learning because without it, the challenge in learning will be much
greater.

Internet connectivity is a popular complaint being highlighted among teachers

and students as the Philippines is still one of the countries in Asia with slow internet
connection. Wireless connectivity is another challenge as the nation seen on television
or read news reports of teachers and students going up on mountain sides or on hilltops
to catch wireless signals to use the internet (Averia, 2020).

Adonis (2020) cited that there is a decrease in class size which related to poor
internet connection as millions of students struggled to familiarize themselves with the
new learning platforms prompted by the new coronavirus pandemic. The Philippines'
slow internet connection, posed a great challenge among students, especially those
who are from remote places.

The advent of the Internet and its use for educational purposes is considered as
the third phase of distance learning history (Kaplan & Haenlein, 2020). As
communication and network technologies advance, more innovative instructional delivery
and learning modalities were developed in order to provide a more meaningful learning
experience to learners (Lim & Morris, 2020).

According to Poole, D. M. (2020), adaptability is one of the problems faced by the

students in terms of online learning. The students find this difficult to adapt to the
online learning environment immediately after the traditional classroom
learning program. The students who have always been studying in the
traditional classroom mindset are not able to focus on the online platform at
once. It is important for the students to accept the new learning
environment with an open mind. Technical issues- Many students are not
well equipped with a high internet connection that is required for online
learning. Due to this, they face problems in going live for virtual learning
and other platforms that require an internet connection. They face technical
issues as they are not much aware of technology and computer
applications. A slow and high internet connection can play an important role
in how quickly you can attend the class and do not miss any live sessions.
There is a possibility of poor connectivity if you find difficulty in
downloading some information related to the subject, blurred videos, etc.

On the other hand, the lack of computer education is a major concern

in today’s world. There are many students who still cannot operate basic
computers with MS word and PowerPoint. And whenever some technical
issues emerge, they find it difficult to solve the problem in such a scenario.
They face difficulties with live classes, usage of appropriate icons, MS
office, communication-related apps and websites, browsing study materials,
etc. Sometimes they do not know technology proficiency like login, live
classes, creating and submitting work, communicating with teachers and
friends. Time Management- In many cases, students find difficulty in
managing their time with online learning. Online learning is completely new
for them and requires intensive work. They need a scheduled planner to
manage their time in an effective manner. Online learning provides flexible
time, unlike traditional classrooms. But some face difficulties in adjusting to
the time required for online learning.

In addition, Self- Motivation- Students start losing hope once they find
difficulty in online learning. It requires motivation to complete tasks and
engage students with their learning. Lack of motivation is a common
challenge for all students. Distraction- Learning from home is an amazing
experience. You might expect things around you to be like a school campus.
But at home things are different for example, you might want a massive
classroom, parks, playgrounds, canteens, friends, teachers around you to
guide and learn. But with online learning, students have to manage
everything in one room with parents. Students can be easily distracted by
small things at home.

Moreover, Learning Styles- Most of the students have learned in the

physical classroom. Online learning can make you adapt to different styles
of learning. There are some students who can adapt to these styles quickly
but what about the students who need time? In such cases, they lack
concentration, inability to understand the live classes, difficulty in creating
projects and assignments using technology. Communication- Students lack
effective communication skills during online learning. Teachers give
assignments for improving reading and writing skills but there is a
possibility that they might not be able to write so convincingly that
educators understand the concept behind their assignments. There are
some students who feel shy to communicate with their teachers and friends
due to the new model of learning. It might happen due to lack of interest,
poor technological skills with apps and video calls or unable to express
themselves via live chats, emails or text messages.

Virtual Engagement- Online classes help teachers to provide reading

material, assignments, communication via email, live chats or messages
and delivering content by live sessions, presentations, recorded videos or
lectures for the students. In spite of all these activities, still, some students
do not find them engaging compared to a traditional one. Students find it
difficult to communicate in person who struggles with understanding
concepts. Many times, these students do not even approach teachers to
clear their doubts. Feedback- Every student needs feedback for their
performance during the learning process so that they can improve their
learning abilities. They are not only observed during the tests or exams but
also for each assignment and project. Research reveals that the students
hardly visit their assignments to check their suggestions and comments.
The feedback model with respect to online will be difficult for them to
understand and implement.

According to, Threkeld & Brzoska, (2021), there are students who raised their
problems with online learning classes. Not all students are suited to this type of learning
and not all subjects are best taught via this medium. More mature students are the most
likely to find success with distance learning. The successful student needs to have a
number of characteristics such as tolerance for ambiguity, a need for autonomy, and an
ability to be flexible.

Hardy and Boaz (1997) found that “compared to most face-to-face learning
environments, distance learning requires students to be more focused, better time
managers, and to be able to work independently and with group members” (p.43). Many
distance learners are different from traditional undergraduates in that they are already in
professions. They have well defined goals and are more motivated (Dibiase, 2000). As
we saw earlier, distance education students need to feel a part of a community.
Greenburg (1998) describes this as a virtual learning community.

Students in these communities often feel less pressure to perform individually,

and more pressure to collaborate and be part of the team (Kantor, 1998 cited in
Greenberg, 1998). Being involved in a collaborative learning process is an important
part of forming the foundation of a learning community. When this is not encouraged,
participation is generally low and dialog is absent (Palloff & Pratt, 2000). Students also
need the attention of the instructors. This may be truer in a distance situation than in a
traditional classroom. In a situation where eye contact and proximity are limited,
students cannot be disciplined nor affirmed by eye contact and body language
(McKnight, 2000).

Students may also have a difficult time reading the reactions of the remote
location class members. This lack of interaction can cause problems when there is a
dissenting opinion that cannot be picked up on with non-verbal cues, and is
misperceived as a verbal attack. This type of miscommunication can cause the
community problems as the class progresses. It is fair to say that compressed video can
magnify the strengths and weaknesses of the instructor. Students are prone to pick up
on a lack of organization and direction and respond with apathy and absenteeism
(West, 1994).

CHAPTER 3

Method

In this chapter, it contains the specific procedures or techniques used to identify,

select, process and analyze information about the topic. These are the following:

Research Design Research Locale, Respondents of the Study, Sampling Procedures,

Research Instrument, Data Gatherings and Statistical Tool Test of the Study.

Methodology as the means or methods of doing something, refers to the process

of following the steps, procedures and strategies for gathering and analyzing the data in

a research investigation. These methods describe in detail on how the study was

conducted. Methodology includes the design, setting, sample, methodological

limitations and the data-collection and analysis techniques in a study. This is the know-

how of the scientific methods and techniques employed to obtain valid knowledge.

Additionally, during the interaction between the researcher and the research

participant, the informant’s world is discovered and interpreted by means of qualitative

methods. The researchers employed phenomenological methodology which purpose is

to describe particular phenomena, or the appearance of things, as lived experiences.

 Thus, the use of this qualitative research to the researchers is that it highlights

and explain daily life experiences of the students as they encounter problems involving

online distance learning.

Research Design

The researchers will employ a phenomenological research design and

methodology to achieve the objectives of this study based on the literature review.

The researchers will use the phenomenological design approach because the

researchers want to conceptualize the student’s awareness. Phenomenology is an

approach to explore people’s everyday life experience. It is used when the study is

about the life experiences of a concept or phenomenon experienced by one or more

individuals. A phenomenological researcher investigates subjective phenomena

(Creswell, 2009). For example, a thoughtful understanding of the meaningful aspects of

having a conversation or a talk together or the experience of interacting online and the

kind of contact or closeness we experience through email, texting, or social networks

may be of value to professional practitioners as well as to anyone involved in the

conversational relations of everyday living.

In addition, the purpose is to illumine specific experience to identify the

phenomena that is perceived by the actors in a particular situation. The emphasis is on

subjectivity and personal knowledge in perceiving and interpreting the phenomena from

the research participant point of view (Lester, 2003).

Role of the Researcher

As a future educator, this topic finds us interesting on how we future educators

enables us to response quickly the needs of our students in terms of crisis. Online

distance learning is a new set of classrooms setting that involves technology. We laso

chose this topic for there is no one yet conducted this kind of topic in Agusan del Sur

especially in area of San Francisco, Agusan del Sur.

 The primary reason why the researchers chose this topic is to help address the

common problems being faced by the students about online distance learning and to

seek further if they have fully adapted and adjusted to the new normal class setting.

The researchers find it meaningful to conduct this study because it is one of the

interesting topics to be studied. Since, our country Philippines has not yet fully adapted

the virtual classroom setting or what we called as online learning for we lack

equipment’s to be used during online class. Also, not all students can afford to buy

cellphones and laptops especially installing Wi-Fi to connect an internet. That is why,

the researchers tend to conduct this to seek further the problems encountered by the

students during online distance learning.

Research Participants

In selecting participants for this study, the researchers will use Focus group

Discussion and In-depth interview.

A focus group discussion is a form of group interviewing in which a small group

usually 10 to 12 people which is led by a moderator (interviewer) in a loosely structured

discussion of various topics of interest. The course of the discussion is usually planned

in advance and most moderators rely on an outline, or moderator’s guide, to ensure that

all topics of interest are covered. Stewart and Shamdasani suggest that it is better to

slightly over-recruit for a focus group and potentially manage a slightly larger group,

than under-recruit and risk having to cancel the session or having an unsatisfactory

discussion. They advise that each group will probably have two nonattenders. The

optimum size for a focus group is six to eight participants (excluding researchers), but

focus groups can work successfully with as few as three and as many as participants

(Krueger, Richard A. & Casey, Mary Anne (2000). (Third edition) Focus groups: A

practical guide for applied research. Thousand Oaks, CA: Sage).

 In conducting the focus groups and in-depth interviews, it typically begin with the

moderator welcoming participants and briefing them on the process (e.g., that there are

no right or wrong answers, that it’s important to speak one at a time and maintain

confidentiality, that observers will be present, that the session will be recorded). In focus

groups, participants then introduce themselves to the group, including some information

relevant to the discussion (e.g., number of quit attempts, number of cigarettes smoked

each day). Next, the moderator asks a few simple “icebreaker” questions to help

participants get used to the process and to help reduce any anxiety. This also helps the

moderator develop rapport with the participants. Again, to reduce the risk of introducing

bias, the study’s sponsor should not be revealed. Next, the session shifts to an in-depth

investigation of participants’ perspectives and issues.

Following the moderator’s guide, the moderator manages the session and

ensures that all topics are covered without overtly directing the discussion. Participants

are encouraged to express their views and even disagree with one another about the

topics. The moderator doesn’t simply accept what participants say but probes to learn

about participants’ thinking and attitudes. The moderator also seeks opinions from all

participants so that all are heard, rather than a vocal few dominating the discussion.

Near the end of a focus group, the moderator will often give participants an activity or

simply excuse himself or herself for a moment to check with the observers and obtain

any additional questions. Notes can also be sent in to the moderator throughout the

session if the observers want other questions asked or other changes made (Morgan,

David L. (1997). Focus groups as qualitative research. Newbury Park, CA: Sage).

Sampling Method

Convenience and purposive sampling were used in this study. In convenience

sampling, participants are included in the study because they happen to be in the right

place at the right time (Burns & Grove 2000:217: Polit & Hungler 2000:305). Purposive

sampling refers to judgmental sampling that involves the conscious selection by the

researchers of certain participants to include in the study (Burns & Grove 2000:750).
Sampling is the process of selecting the people with whom to conduct research. In

qualitative research, individuals are selected to participate based on their firsthand

experience of a phenomenon of interest (Streubert & Carpenter 2002:22). Lincoln and

Guba (2003:25) define this type of sampling as “purposeful sampling”. Although all

college students of Saint Francis Xavier College who were enrolled in the S.Y 2021-

2022 were included in the study because they happened to be in the right place at the

right time, the researcher consciously selected college students according to specific

selection criteria.

Sampling Criteria

Sampling criteria were based on the research problem, purpose, design and

practical implications of the research topic. Events, incidents and experience were also

regarded as important elements in the sampling criteria of this study (Brink 2000:14;

Burns & Grove 2000:246; Polit & Hungler 2000:132). Access to the respondents was

through the researcher’s full participation on how they will communicate their teachers if

they will use only cellphones or laptops during class sessions. Also, the place where

they usually have their online class example: in their home with Wi-Fi connection/data

connection, internet café’s etc.

In gathering the data for collection, the researchers will apply two methods of

data collection techniques. This was done in order to collect adequate and relevant data

to address the research objectives of this study. Nonetheless, the researchers will used

qualitative research method.

Steps for Data Gathering Procedure

1. The respondents will be asked to participate in the study after they had

finished their online class of one or two subjects. A promise of confidentiality

and anonymity will be confirmed. This will be done for the purpose of

maintaining privacy during the conduct of interview. Written consent will be

solicited from the research respondents so that they will be participated of

 their own free will (Brink 2000:14; Burns & Grove 2000:246; Polit & Hungler

2000:132).

2. Inclusion Criteria- as indicated, all college students in Saint Francis Xavier

College ages 20 to 40 years old will be selected to participate in the study.

The researchers will also take into consideration the duration of stay since the

place of the respondents is either around San Francisco area or in other

Municipalities and Barangays. The researchers will spend eight (8) hours a

day and it only depends if the respondents will reach 100 as the maximum

number of participants this particular study setting (Brink 2000:14; Burns &

Grove 2000:246; Polit & Hungler 2000:132).

3. Exclusion Criteria- All college students who are not enrolled in Saint Francis

Xavier College in the S.Y. 2021-2022 are excluded for the reason that they

are not college students of the said school (Brink 2000:14; Burns & Grove

2000:246; Polit & Hungler 2000:132).

Steps in Data Collection Process

Data collection is the precise, systematic gathering of information relevant to the

research sub-problems, using methods such as interviews, participant observation,

focus group discussions and survey questionnaires’ (Burns & Grove 2000:744).

Step 1. Interviewing

The researchers will conduct structured or unstructured verbal communication

between the researchers and the subject in which information is presented to the

researchers (Burns & Grove 2000:747).

Step 2. In-depth Interviews

The distinction is clearly in the relationship between researchers and participants

where this moves from observational in quantitative research to dialogue in qualitative

research, and then to reflective in phenomenological research (Wimpenny & Gass

2000:1487).

Step 3. Open unstructured interviews

The open unstructured interview is considered the main method of data collection

in phenomenological research as it provides a situation where the participants’

descriptions can be explored, illuminated and gently probed (Kvale 2003:89). The

researchers will actively enter the worlds of people and to render those worlds

understandable from the standpoint of a theory that is grounded in behaviors,

languages, definitions attitudes and feelings of those studied. No questions are

deliberately formulated. Instead, it develops spontaneously in the course of the

interaction between the interviewer and interviewee (Fontana & Fray 2000:368).

Step 3. Before the interview

Preparing for the interview starts from the time the researchers select the

participants according to the sampling criteria. In selecting interviewees for qualitative

interviews, interviewers should enter the world of the interviewees (Cormack 2000:80;

De Vos 2000:301).

Step 4. Becoming acquainted: The initial relationship

Initially, interviewers and interviewees are strangers to each other. Interviewees

tend to be uncertain, self-conscious and overly critical. Interviewers are intent on

projecting themselves in a way that will evoke the least resistance in the interviewee. As

first impressions are usually lasting impressions, this phase determines whether a

person will agree to an interview or not (Cormack 2002:81).

To ensure a good initial relationship, good rapport had been created between the

informant and the researchers. Practical aspects of the research should be explained

and discussed with the interviewee, such as the use of survey questionnaires’, the

interview venue, and the time that can be devoted to the interview. The interviewers
should strive to establish a cordial atmosphere so that interviewees will feel secure and

have the confidence to speak freely (De Vos 1998:304).

Step 5. During the interview

Interviews are usually initiated with a broad or general question. After the

interview has begun, the role of the researchers is to encourage the participant to

continue talking, using techniques such as nodding the head or making sounds that

indicate interest. The interviewer is obliged to follow up cues during an in-depth

interview in order to get to the ‘true’ meaning of a phenomenon (Cormack 2002:79).

Step 6. Role of the interviewer

To get to the core of reality about the phenomenon under study, the interviewers

need to probe. Probing encourages interviewees to give more information. Probes

should be neutral to avoid biasing the participants’ responses. Tracking Interviewers act

like a needle tracking the grooves of a record. Interviewers show interest and

encourage interviewees to speak by closely following the content and meaning of their

verbal and non-verbal conversation (De Vos 2000:312). Interviewers also understand

the progress of the conversation.

Clarification- The interviewer asks for clarification from the interviewees; for

example, “Can you please tell me more about …?” The researchers can determine

whether questions have been misunderstood and can clarify matters (Polit & Hungler

2000:350).

Reflective summary- The interviewers repeat in their own words, the ideas,

opinions and feelings of interviewees correctly (De Vos 2000:311).

Step 6. Role of the Interviewee

In this study, the researchers used open unstructured qualitative interviews. This

will be meant to put informants at ease as they were not initially bombarded with

questions, but were asked to talk about issues relating to the study that interested them.
The participants were able to reveal relevant information in a natural way and had the

opportunity to qualify their answers and to explain in depth the underlying meaning of

their responses (Polit & Hungler 2000:252).

Step 7. After the interview

The researchers were the main data collection instrument in this

phenomenological research. As the initiator of the interview, the researchers played an

active role in making certain decisions about the progress of the interview. The whole

interview was tape-recorded and the researchers’ abstracted data from the material

after the interview was over. In doing so, the researchers will analyzed the information

on the tape and translated the interviewees’ responses into meaningful descriptions

(Cormack 2000:82; 2000:301).

Data Analysis

Data analysis is a mechanism for reducing and organizing data to produce

findings that require interpretation by the researchers (Burns & Grove 1998:744).

Step 1. Prepare the Data

Qualitative content analysis can be used to analyze various types of data, but

generally the data need to be transformed into written text before analysis can start. If

the data come from existing texts, the choice of the content must be justified by what

you want to know (Patton, 2002). In ILS studies, qualitative content analysis is most

often used to analyze interview transcripts in order to reveal or model people’s

information related behaviors and thoughts. When transcribing interviews, the following

questions arise: (1) should all the questions of the interviewer or only the main

questions from the interview guide be transcribed; (2) should the verbalizations be
transcribed literally or only in a summary; and (3) should observations during the

interview (e.g., sounds, pauses, and other audible behaviors) be transcribed or not

(Schilling, 2006)? Your answers to these questions should be based on your research

questions. While a complete transcript may be the most useful, the additional value it

provides may not justify the additional time required to create it.

Step 2. Prepare the Data

Define the Unit of Analysis. The unit of analysis refers to the basic unit of text to be

classified during content analysis. Messages have to be unitized before they can be coded, and

differences in the unit definition can affect coding decisions as well as the comparability of

outcomes with other similar studies (De Wever et al., 2006). Therefore, defining the coding unit

is one of your most fundamental and important decisions (Weber, 1990). Qualitative content

analysis usually uses individual themes as the unit for analysis, rather than the physical

linguistic units (e.g., word, sentence, or paragraph) most often used in quantitative content

analysis. An instance of a theme might be expressed in a single word, a phrase, a sentence, a

paragraph, or an entire document. When using theme as the coding unit, you are primarily

looking for the expressions of an idea (Minichiello et al., 1990). Thus, you might assign a code

to a text chunk of any size, as long as that chunk represents a single theme or issue of

relevance to your research question(s).

Step 3: Develop Categories and a Coding Scheme

Categories and a coding scheme can be derived from three sources: the data,

previous related studies, and theories. Coding schemes can be developed both

inductively and deductively. In studies where no theories are available, you must

generate categories inductively from the data. Inductive content analysis is particularly

appropriate for studies that intend to develop theory, rather than those that intend to

describe a particular phenomenon or verify an existing theory. When developing

categories inductively from raw data, you are encouraged to use the constant

comparative method (Glaser & Strauss, 1967), since it is not only able to stimulate

original insights, but is also able to make differences between categories apparent. The

essence of the constant comparative method is (1) the systematic comparison of each
text assigned to a category with each of those already assigned to that category, in

order to fully understand the theoretical properties of the category; and (2) integrating

categories and their properties through the development of interpretive memos. For

some studies, you will have a preliminary model or theory on which to base your inquiry.

You can generate an initial list of coding categories from the model or theory, and you

may modify the model or theory within the course of the analysis as new categories

emerge inductively (Miles & Huberman, 1994). The adoption of coding schemes

developed in previous studies has the advantage of supporting the accumulation and

comparison of research findings across multiple studies. In quantitative content

analysis, categories need to be mutually exclusive because confounded variables would

violate the assumptions of some statistical procedures (Weber, 1990). However, in

reality, assigning a particular text to a single category can be very difficult. Qualitative

content analysis allows you to assign a unit of text to more than one category

simultaneously (Tesch, 1990). Even so, the categories in your coding scheme should be

defined in a way that they are internally as homogeneous as possible and externally as

heterogeneous as possible (Lincoln & Guba, 1985). To ensure the consistency of

coding, especially when multiple coders are involved, you should develop a coding

manual, which usually consists of category names, definitions or rules for assigning

codes, and examples (Weber, 1990). Some coding manuals have an additional field for

taking notes as coding proceeds. Using the constant comparative method, your coding

manual will evolve throughout the process of data analysis, and will be augmented with

interpretive memos.

Step 4: Test Your Coding Scheme on a Sample of Text

If you are using a fairly standardized process in your analysis, you’ll want to

develop and validate your coding scheme early in the process. The best test of the

clarity and consistency of your category definitions is to code a sample of your data.

After the sample is coded, the coding consistency needs to be checked, in most cases

through an assessment of inter-coder agreement. If the level of consistency is low, the

coding rules must be revised. Doubts and problems concerning the definitions of

categories, coding rules, or categorization of specific cases need to be discussed and

resolved within your research team (Schilling, 2006). Coding sample text, checking

coding consistency, and revising coding rules is an iterative process and should

continue until sufficient coding consistency is achieved (Weber, 1990).

Step 5: Code All the Text

When sufficient consistency has been achieved, the coding rules can be applied

to the entire corpus of text. During the coding process, you will need to check the coding

repeatedly, to prevent “drifting into an idiosyncratic sense of what the codes mean”

(Schilling, 2006). Because coding will proceed while new data continue to be collected,

it’s possible (even quite likely) that new themes and concepts will emerge and will need

to be added to the coding manual.

Step 6: Assess Your Coding Consistency

After coding the entire data set, you need to recheck the consistency of your

coding. It is not safe to assume that, if a sample was coded in a consistent and reliable

manner, the coding of the whole corpus of text is also consistent. Human coders are

subject to fatigue and are likely to make more mistakes as the coding proceeds. New

codes may have been added since the original consistency check. Also, the coders’

understanding of the categories and coding rules may change subtly over the time,

which may lead to greater inconsistency (Miles & Huberman, 1994; Weber, 1990). For

all these reasons, you need to recheck your coding consistency.

Step 7: Draw Conclusions from the Coded Data

This step involves making sense of the themes or categories identified, and their

properties. At this stage, you will make inferences and present your reconstructions of

meanings derived from the data. Your activities may involve exploring the properties

and dimensions of categories, identifying relationships between categories, uncovering

patterns, and testing categories against the full range of data (Bradley, 1993). This is a
critical step in the analysis process, and its success will rely almost wholly on your

reasoning abilities.

Step 8: Report Your Methods and Findings

For the study to be replicable, you need to monitor and report your analytical

procedures and processes as completely and truthfully as possible (Patton, 2002). In

the case of qualitative content analysis, you need to report your decisions and practices

concerning the coding process, as well as the methods you used to establish the

trustworthiness of your study (discussed below). Qualitative content analysis does not

produce counts and statistical significance; instead, it uncovers patterns, themes, and

categories important to a social reality. Presenting research findings from qualitative

content analysis is challenging. Although it is a common practice to use typical

quotations to justify conclusions (Schilling, 2006), you also may want to incorporate

other options for data display, including matrices, graphs, charts, and conceptual

networks (Miles & Huberman, 1994). The form and extent of reporting will finally depend

on the specific research goals (Patton, 2002). When presenting qualitative content

analysis results, you should strive for a balance between description and interpretation.

Description gives your readers background and context and thus needs to be rich and

thick (Denzin, 1989). Qualitative research is fundamentally interpretive, and

interpretation represents your personal and theoretical understanding of the

phenomenon under study. An interesting and readable report “provides sufficient

description to allow the reader to understand the basis for an interpretation, and

sufficient interpretation to allow the reader to understand the description” (Patton, 2002,

p.503-504).

Trustworthiness:

Trustworthiness or rigor of a study refers to the degree of confidence in data,

interpretation, and methods used to ensure the quality of a study (Pilot & Beck, 2014).

In each study, the researchers will establish the protocols and procedures necessary for

a study to be considered worthy of consideration by readers.

 Validity, reliability, and objectivity are criteria used to evaluate the quality of

research in the conventional positivist research paradigm. As an interpretive method,

qualitative content analysis differs from the positivist tradition in its fundamental

assumptions, research purposes, and inference processes, thus making the

conventional criteria unsuitable for judging its research results (Bradley, 1993).

Recognizing this gap, Lincoln and Guba (1985) proposed four criteria for evaluating

interpretive research work: credibility, transferability, dependability, and confirmability.

Credibility refers to the “adequate representation of the constructions of the

social world under study” (Bradley, 1993, p.436). Lincoln and Guba (1985)

recommended a set of activities that would help improve the credibility of your research

results: prolonged engagement in the field, persistent observation, triangulation,

negative case analysis, checking interpretations against raw data, peer debriefing, and

member checking. To improve the credibility of qualitative content analysis, researchers

not only need to design data collection strategies that are able to adequately solicit the

representations, but also to design transparent processes for coding and drawing

conclusions from the raw data. Coders’ knowledge and experience have significant

impact on the credibility of research results. It is necessary to provide coders precise

coding definitions and clear coding procedures. It is also helpful to prepare coders

through a comprehensive training program (Weber, 1990).

Transferability refers to the extent to which the researcher’s working hypothesis

can be applied to another context. It is not the researcher’s task to provide an index of

transferability; rather, he or she is responsible for providing data sets and descriptions

that are rich enough so that other researchers are able to make judgments about the

findings’ transferability to different settings or contexts.

Dependability refers to “the coherence of the internal process and the way the

researcher accounts for changing conditions in the phenomena” (Bradley, 1993, p.437).

Confirmability refers to “the extent to which the characteristics of the data, as

posited by the researcher, can be confirmed by others who read or review the research
results” (Bradley, 1993, p.437). The major technique for establishing dependability and

confirmability is through audits of the research processes and findings. Dependability is

determined by checking the consistency of the study processes, and confirmability is

determined by checking the internal coherence of the research product, namely, the

data, the findings, the interpretations, and the recommendations. The materials that

could be used in these audits include raw data, field notes, theoretical notes and

memos, coding manuals, process notes, and so on. The audit process has five stages:

preentry, determinations of auditability, formal agreement, determination of

trustworthiness (dependability and confirmability), and closure. A detailed list of

activities and tasks at each stage can be found in Appendix B in Lincoln and Guba

(1985).

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