The Difficulties of Grade 12 Students in Mcesi Toward Online Distance Learning

THE DIFFICULTIES OF GRADE 12 STUDENTS IN MCESI
TOWARD ONLINE DISTANCE LEARNING
Clavel Calalo
Vivien Shavelley Dizon
Jester Florendo
Sherwin Figueroa
Aliah Dimples Gonzales
Krista Mikaela Patalud
Korina Sanchez
INTRODUCTION
Amidst the threat of COVID –19 pandemic in the Philippines, the educators, students and
the school are still coping and adjusting to the distance learning education . Because of this,
DepEd decided to come up with an online learning class instead of face-to-face to ensure
student’s health. Magalang Christian Ecumenical School Inc. (MCESI) resumed classes last
August 26, 2020. Online learning class were very difficult for both students and teachers, and
they needed to adjust to this kind of setup. MCESI follows this system in conducting online
classes, the first one is synchronous where in the teachers and students must communicate or talk
through video calls/meetings to discuss the lesson and the second one is asynchronous wherein
the teacher will give an activity to the students and they will pass it before the given deadline.
Due to this setup, students spent most of their time in front of their android phones, personal
computer or any other devices to communicate with their teacher and to comply with the
different assignments or activities.
Various countries around the world, including the Philippines and others, responded to
WHO's call through their respective Ministries of Education. YouTube, learning management
systems (LMS), digital libraries, internet streaming or broadcast, repositories like Open
Educational Tools (REA), and other educational platforms were used. Zoom and Google
Hangouts are used in higher education, and teachers are encouraged to use different websites
such as Facebook, WhatsApp, and Google Forms. Many organizations, such as Edtech Center,
UNESCO Education Alliance, Learning Keeps Moving (US consortium), Inter-Agency Network
for Education in Emergencies (INEE), Commonwealth of Learning, and others, are interested in
education technology (World Bank, 2020b). In response to the World Health Organization's call,
the Philippine Department of Education (DepEd) released DepEd Memorandum (DM) No. 15,
21, 23, 31, and 34 in the first quarter of 2020, titled "Development of a Task Force for the
Management of Department of Education Response to Novel Threats. "Coronavirus Acute
Respiratory Philippines have developed DepEd Commons, a learning website for students at
Alternative Learning Schools (ALS), Out-of-School-Youth (OSYA), and daily learners from
Kindergarten to Grade 8. The online learning hub is accessible to both public and private schools
throughout the United States. The website aims to supplement education at any time and location
for students who have internet connectivity and use devices such as smartphones, tablets,
laptops, and desktop computers (Department of Education, 2020b).
This study aims to identify the variables and determinants that can help the Philippines
make a smooth transition to distance learning, which is expected to be the primary mode of
imparting education during the pandemic (Dill et all 2020). Furthermore, according to another
study on distance education readiness, 90 percent of all special education and preschool teachers
surveyed were motivated to implement distance education despite having a diverse student
population, including students who were home schooled due to long medical treatment and
attended a short stay with a 554 family and private (Fedina et al 2017) similarly, considering the
risks and difficulties of learning materials, higher education mentors display a constructive
outlook and encouragement to educate university students with special needs such as hearing and
visually disabled. pedagogy implementation tracking and counselor comprehension
( Movkebayeva et al, 2018) since this pandemic is likely to last before a preventive vaccine is
developed, it is important to understand how educators, who are the key facilitators of education,
adjusted to this change and what difficulties they encountered as part of their preparedness for
the future.
When compared to more conventional, or in person, in class learning environments,
there is some evidence of student anxiety toward online learning, as well as media perceptions of
emergency situations. External students' barriers to participation are especially apparent in
collaborative learning activities such as group work, group presentations, and group evaluations
(Davidson et al., 2015). Some of the issues are personal, such as fear of using technology; being
out of one's comfort zone; (perceived) inequity in evaluation, especially in "group" assignments;
and (perceived) weakness or difficulty in peer interaction, particularly in presentations. Despite
teaching staff's best intentions to provide inclusive and advantageous learning opportunities for
all students, regardless of enrolment mode, many academic staff members are hesitant and
underprepared to teach entirely (or mostly) online, particularly if they are still learning to use
some of the platforms (Jaques & Salmon et al., 2007). Both government departments, political
organizations, and research institutions may be able to help. Additionally, during a disease
outbreak crisis, learning is hampered (Muller-Seitz & Macpherson, 2013). Furthermore, crisis
management is a dynamic process in which “ lesson learned: or prior knowledge from
emergency situations can be difficult to apply in a new emergency situation for public
institutions and (Elliott & Macpherson, 2010). While using the internet to learn. Technology has
a lot of potential for students engagement; however, it differs from on-campus and off-campus
(Robinson & Hullinger, 2008). According to survey results, less than half of adults believe the
online class format is equivalent to that of a classroom course, and the risk of plagiarism appears
to be higher with online learning (Parker et al., 2011). When compared to conventional in-person
teaching, distance learning delivered solely by video conferencing will result in lower course
satisfaction and academic grades (Roth et al., 2020). Furthermore, the “learning curve” towards
active learning and machine trust for both students and educators presents practical obstacles that
must be addressed for online learning to be effective (Kenny, 2002).
In addition, when compared to a traditional class, distance learning implementation may
have resulted in less socialization or communication between students (McKenna, 2018).
However, if students are required to adapt within a semester 1-2 weeks, it is unclear to what
extent online learning correlates. Previous examples of countries and schools responding to
crises have only provided a limited amount of information about the shift to online learning.
During the SARS and H1N1 outbreaks in 2002 and 2008, Hong Kong put in place a
comprehensive online education system (Barbour et al., 2011). However, there is currently little
research for how students are affected when schools are forced to close abruptly, indefinitely,
and students are forced to join online learning communities, as was the case during Hurricane
Katrina and Rita (Lapraire & Hinson, 2006). As was discovered during the 2016 Louisiana
floods, social media can play a role in disseminating information and linking communities (Kim
& Haska, 2018).
For the conceptual framework, the researchers will conduct a study about the difficulties
of the grade 12 students of MCESI towards online distance learning. A conceptual framework is
used to show the reader what they can expert to learn from this study, including how the
variables can interact. When conducting research that requires testing, a conceptual framework
may be used to review the theory or examine whether a specific idea can be scientifically
confirmed (Swaen, 2015).
INPUT PROCESS OUTPUT

-The possible
difficulties of the
-The Difficulties of -Survey questionnaire
students towards online
Grade 12 students of
class
MCESI toward Online
Distance Learning -Analyzing the results
-Considering the
possible outcomes
-Interpreting the results
Figure 1 Conceptual Framework

This study tries to find out the difficulties of Grade 12 students in MCESI toward
online distance learning. Specifically, will aim to answer the following questions:
 Does all the Grade 12 students of MCESI are pressured to this kind of online distance
learning?
 What is the effect of group activity and difficulty in social interaction to students in
online classes?
 What are the Grade 12 students need to consider in dealing these difficulties?
The study is also important because the researchers will know what are the
difficulties that students are experiencing towards online distance learning as well as what the
impact and how it affects the students.
Methods
Research Design
The researchers will develop a survey questionnaire that participants will fill out in
order to determine the difficulties of the grade 12 students toward online distance learning. This
study is quantitative method wherein quantitative and descriptive research method used specific
methods like survey method which provides information that can help to determine the
difficulties of grade 12 students. It also focuses on gathering numerical data to explain a
particular phenomenon or problem. According to H. Nassajib (2015), descriptive research
methods have been widely used in disciplinary, educational, and social science research. The aim
of descriptive research is to identify a phenomenon and its features. The focus of research is on
“what” rather than “how” or “why” something occurred. As a result, observation and survey
approaches are often used to collect data.
Participants and Sampling Technique
In this study, the participants are HUMSS and ABM students. The number of
participants are 48 from all the grade 12 students of MCESI, and they are the one who will
answer the questionnaires.
Specialization MALE FEMALE
HUMSS STRAND-12-A 3 3
HUMSS STRAND-12-B 3 3
HUMSS STRAND-12-C 3 3
HUMSS STRAND-12-D 3 3
ABM STRAND-12-A 3 3
ABM STRAND-12-B 3 3
ABM STRAND-12-C 3 3
ABM STRAND-12-D 3 3
Table 1. Demographic Profile
For this study, the researchers will use random sampling techniques. There are 48
students who will randomly select by the researchers to answer the questionnaires. There were
24 female and 24 male respondents which randomly pick. The researchers avoided prejudice by
ensuring that all respondents had a fair probability of being chosen. Random sampling is
described by Sevilla et al. (in Tejero, 2006) as "a method of selecting a sample size from a
universe such that each member of the population has an equal chance of being included in the
sample and all possible sizes have an equal chance of being selected."
Data Collection Procedure

The researchers will consider their plan to make an action before they finally proceed in
surveying the students. The researchers will coordinate with one person who has a higher rank in
school which is the principal who serves as the major one in school before finalizing the plan.
The researchers will settle the date and time availability in order for them to accommodate the
students to answer the survey, they will also consider the schedule of the students when it comes
to their subjects so that it will be more well-planned and prepared. The researchers will ask first
the permission of their subject teachers of the students so that each of them will tell what will be
their vacant time on the day of surveying. The researchers stated their side, intention and
explained what the research is all about. They will also explain why they are conducting this
study and what is the reason why they are chosen as a participant to answer the survey. The
participants will be given informed consent as proof that they will participate and answer all the
survey. The researchers will give the participants 15 minutes to answer the questionnaire. After
successful of answering the questionnaires, the researchers will proceed in checking it regards to
the guidelines and instruction that is indicated in the questionnaire.
Ethical Consideration
The researchers will inform the participants about their goal on their research study and
what they are aiming for conducting their study. The researchers would also want to explain the
importance of their study. They will not force anyone to answer the questionnaires and they will
make sure that all personal information of the respondents will be confidential.
References
Barbour, M., Brown, R., Waters, L. H., Hoey, R., Hunt, J., Kennedy, K., Ounsworth, C., Powell,
A., &
Trim, T. (2011). Online and blended learning: a survey of policy and practice from K-12
schools
around the world. Retrieved from
https://www.researchgate.net/publication/344093953_Student_Attitudes_Towards_Online_Educ
ation_during_the_COVID-
19_Viral_Outbreak_of_2020_Distance_Learning_in_a_Time_of_Social_Distance
Davidson 2015; Graham & Misanchuk, 2004; Jaques & Salmon, 2007 The Challenges of Online
LearningSupporting and Engaging the Isolated Learner. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1127718.pdf?
fbclid=IwAR0nrUEzNm95VmZqcyoQqIbL6iEW5IpX6B_yaWRQhPCeFwQAzOWtPUWBCN
o
Department of Education, 2020. Awareness Distance Learning Education Experiences and

Perception
towards Institutional Readiness and Challenges. Retrieved from
https://www.academia.edu/43640686/Teachers_Covid_19_Awareness_Distance_Learning_Educ
ation_Experiences_and_Perceptions_towards_Institutional_Readiness_and_Challenges
Eliott, D., & Macpherson, A. (2010). Student Attitudes Towards Online Education during the
COVID-19
Viral Outbreak of 2020 Distance Learning in a Time of Social Distance. Retrieved from
Fedina et al., 2017. Awareness Distance Learning Education Experiences and Perception
Hossein Nassaji (2015). Qualitative and descriptive research: Data type versus data analysis.
Retrieved
from
https://journals.sagepub.com/doi/full/10.1177/1362168815572747?
fbclid=IwAR04II2Sm15sx6A5J2-tE1jwKO_2Q78dwwAhFlcFLqK3_lDZCFj1titZTAs&
Jaques & Salmon, 2007; Little-Wiles & Naimi, 2011; Rucker & Downey, 2016; Schmidt et al.,
2016; Thorsteinsson, 2013 The Challenges of Online LearningSupporting and Engaging
the Isolated Learner. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1127718.pdf?
fbclid=IwAR0nrUEzNm95VmZqcyoQqIbL6iEW5IpX6B_yaWRQhPCeFwQAzOWtPUWBCN
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Kenny, A. (2002). Student Attitudes Towards Online Education during the COVID-19
Kim, J., & Haska, M. (2018). Student Attitudes Towards Online Education during the COVID-
19
Lapraire, K. N., & Hinson, J. M. (2006). Student Attitudes Towards Online Education during
the
COVID-19 Viral Outbreak of 2020 Distance Learning in a Time of Social Distance.
Retrieved
from
McKenna, 2018. Student Attitudes Towards Online Education during the COVID-19 Viral
Outbreak
of 2020 Distance Learning in a Time of Social Distance. Retrieved from

Movkebayeva et al, 2018. Awareness Distance Learning Education Experiences and Perception
Muller-Seitz & Macpherson, 2013. Student Attitudes Towards Online Education during the
COVID-19
Parker et al., 2011. Student Attitudes Towards Online Education during the COVID-19
19_Viral_Outbreak_of_2020_Distance_Learning_in_a_Time_of_Social_Distanc
Robinson & Hullinger, 2008. Student Attitudes Towards Online Education during the COVID-
19
19_Viral_Outbreak_of_2020_Distance_Learning_in_a_Time_of_Social_Distanc
Roth et al., 2020. Student Attitudes Towards Online Education during the COVID-19
Sevilla, et al (in Tejero, 2006). Review of literature and studies sampling. Retrieved from
https://www.academia.edu/4671319/Review_of_literature_and_studies_sampling?
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2EE5MEwZxfJCHeqRHHIE6OqtMuZ8DLbQrwWK8XqhHwZZxVmIdXCpx2M
Swaen, 2015. Conceptual Framework. Retrieved from
https://www.coursehero.com/file/45886950/Conceptual-frameworkdocx/?
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THE DIFFICULTIES OF GRADE 12 STUDENTS IN MCESI

TOWARD ONLINE DISTANCE LEARNING

different assignments or activities.

Management of Department of Education Response to Novel Threats. "Coronavirus Acute

laptops, and desktop computers (Department of Education, 2020b).

visually disabled. pedagogy implementation tracking and counselor comprehension

When compared to more conventional, or in person, in class learning environments,

emergency situations. External students' barriers to participation are especially apparent in

and (perceived) weakness or difficulty in peer interaction, particularly in presentations. Despite

management is a dynamic process in which “ lesson learned: or prior knowledge from

must be addressed for online learning to be effective (Kenny, 2002).

In addition, when compared to a traditional class, distance learning implementation may

have resulted in less socialization or communication between students (McKenna, 2018).

& Haska, 2018).

confirmed (Swaen, 2015).

INPUT PROCESS OUTPUT

Figure 1 Conceptual Framework

impact and how it affects the students.

difficulties of grade 12 students. It also focuses on gathering numerical data to explain a

particular phenomenon or problem. According to H. Nassajib (2015), descriptive research

approaches are often used to collect data.

Participants and Sampling Technique

answer the questionnaires.

Specialization MALE FEMALE

Table 1. Demographic Profile

Data Collection Procedure

the guidelines and instruction that is indicated in the questionnaire.

Department of Education, 2020. Awareness Distance Learning Education Experiences and

of 2020 Distance Learning in a Time of Social Distance. Retrieved from

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