CHALLENGES ENCOUNTERED BY THE STUDENTS IN

ONLINE DISTANCE LEARNING MODALITIES 

A Thesis
Submitted to 
the Faculty of the
Institute of Teacher Education
Camiguin Polytechnic State College
Balbagon, Mambajao, Camiguin

In Partial Fulfilment
of the Requirements of the Degree of
Bachelor of Secondary Education
Major in Science

by

SARAH JANE P. BUENACOSA

JANICE A. SOMONOD
JODELSON P. UY

OCTOBER 2021
 APPROVAL SHEET

The thesis entitled “CHALLENGES ENCOUNTERED BY THE STUDENTS IN

ONLINE DISTANCE LEARNING MODALITIES” has been prepared and
submitted by Janice A. Somonod, Jodelson P. Uy, and Sarah Jane P.
Buenacosa, in partial fulfillment of time of the requirements for the degree
BACHELOR OF SECONDARY EDUCATION has been examined and is
recommended for acceptance and approval for ORAL EXAMINATION.

GERLIE D. CUTAB
Adviser

PANEL OF EXAMINERS

Approved by the Panel of Examiners in partial fulfillment of the requirements

for the degree Bachelor of Secondary Education major in Science with a grade
of _______________.

ALEXANDER N. MORADOS, Ph.D

Chairman

JENELYN G. SABELLINA, Ph.D ELIZABETH H. REMIGOSO

Member Member

Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Secondary Education major in Science.

JENELYN G. SABELLINA, Ph.D

Dean

ii
 Republic of the Philippines
CAMIGUIN POLYTECHNIC STATE COLLEGE
Balbagon,Mambajao, Camiguin

February 9, 2021

DR. AIDA S. ONG

Vice President for Academic Affairs
This College
This College

Madame:

Greetings of peace and joy!

Four (4) out of five (5) teaching loads that I had for this AY First semester 2020-2021 dealt on
Research in Technology 1 (Proposal & Oral for only one semester for BIO Sci 3 rd Year) and Technology
Research 1 (Proposal only for one semester of the other three Third Year College Education sections).

Along this line, the undersigned would like to respectfully request to allow these students conduct
their studies beginning on content validity of the questionnaires through expert/specialized fields, validity
and reliability of tests questionnaires through pre-post tests, gathering of data and interviews to primary
respondents (if necessary), analyzing of data and interpretation as well as proposal and oral defense.

In as much that face-to-face classes are not feasible, the research methodology that the group
employs include Quantitative through Online Surveys and Qualitative through Online Interviews. These
group of students will do such processes making use of blended platforms through virtual conversations
either FB/messenger or calls of the respondents through google meet or Video Chats.

Based on the above-mentioned statements, the undersigned would like to respectfully request for
your consideration and approval on this matter.

Very respectfully,

ELIZABETH H. REMIGOSO

Recommending approval:

JENELYN G. SABELLINA, PhD ALEXANDER N. MORADOS, PhD

Dean, ITEd Director, R & I

Approved:
AIDA S. ONG, DM
Vice President for Academic Affairs
 Abstract

The researchers looked into the challenges encountered by students in

online distance modalities. The focus of the study was on the extent of the

challenges encountered by students. Specifically, it sought to answer the

following problem: (1) What is the demographic profile of the respondents? (2)

What is the extent of the challenges observed by the respondents in the online

distance learning modalities in the following dimensions: Cognitive,

Psychological, and Social. (3) Is there a significant relationship between the

respondents’ profile and the respondents’ cognitive, psychological, and social

dimensions?

This study shows the challenges encountered in online distance learning

modalities. There is no significant difference in the demographic profile of the

respondents on the challenges encountered by them in online distance learning

modalities in their cognitive, psychological, and social aspects of the students.

The respondents of the study were fifty-nine (59) second (2 nd) year Electrical

Engineering students of Camiguin Polytechnic State College. The questionnaire

was used to collect the necessary responses to the study's questions using

google form.

It was further revealed that there are significant differences in the socio-

demographic profile of the respondents of the challenges encountered by them

iii
in Online distance learning modalities in cognitive, psychological, and social

dimensions.

This study was anchored through a quantitative method in which the

respondents were able to determine their challenges encountered in online

distance learning modalities. The following recommendations are drawn based

on the socio-demographic profile of the respondents.

Keywords: Dimension, Modalities, Challenges

iv
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for His

showers of blessings and for the wisdom he bestowed upon us, the strength,

peace of mind, and good health to finish this undertaking. The researchers

would also like to extend their immeasurable appreciation and deepest

gratitude to the following people who in one way or another have shared the

effort and knowledge to make this research a reality. To the researchers’

parents, for the moral and financial support, and for great encouragement in

taking the course of this study.

To Gerlie D. Cutab, for her great patience in accommodating the

researchers, for the endless guidance to make the study more accurate and

complete.

To Elizabeth H. Remigoso, the researchers’ class adviser, for her

motherly bits of advice and continuous encouragement for the improvement of

the study.

To Dr. Jenelyn G. Sabelliña, Dean of the Institute of Education, for her

support and pertinent pieces of advice to make the study possible. To Dr.

Alexander Morados and Dr. Maya R. Sanchez, for patiently validating the thesis

questionnaire and for the helpful advice in making the study. To Ms. Manilyn

O. Arce, for guiding the researchers in making this research paper and to Engr.

Joselito O. Daroy for the approval to conduct a study at their institute.

To the respondents, who wholeheartedly provided the needed data and

information that made this research possible. To the researchers' friends and

v
families, whose compassion, convenience, and support enable them to

persevere in the face of adversity. A heartfelt thanks to everyone who assisted

the researchers and to those whose names are not mentioned.

vi
 DEDICATION

This humble work was wholeheartedly dedicated as a token to the

researchers’ parents:

Niza S. Calamba and Rotillo O. Calamba

Mary Jane P. Uy and Peterson N. Uy
Liliibeth P. Buenacosa and Richard B. Buenacosa

Brothers and sisters, Grandparents, loved ones, friends, teachers, and

students
Above all our ALMIGHTY GOD

Who have always been there as a source of inspiration through this course.
Thank You So Much

Janjan
Dodoy
Langlang

vii
 TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Thesis Abstract iii

Acknowledgment v

Dedication vii

Table of Contents viii

List of Tables xi

List of Figures xii

CHAPTER

I INTRODUCTION

Statement of the Problem 5

The Hypothesis of the Study 6

Conceptual Framework 6

Significance of the Study 9

Scope and Delimitation 9

Definition of Terms 10

II REVIEW OF RELATED LITERATURE

viii
vii
III METHODOLOGY

Research Design 18

Locale of the Study 18

Population of the Study 18

Research Instrument 19

Validity and Reliability 19

Data Gathering Procedure 20

Data Analysis Procedure 20

Treatment of Data 21

Statistical Tools 21

IV PRESENTATION, ANALYSIS, AND ENTERPRETATION OF DATA

V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Findings 37

Conclusions 38

Recommendations 38

REFERENCES 39

ix
APPENDICES

A. Letter to the Dean of the Institute of Engineering 42

and Computer Sciences

B. Letter to the Respondents 43

C. Questionnaire 44

D. Bionotes 46

E. Curriculum Vitae 49

x
 List of Tables

No. Title Page

1 Population of the Study as to Age 19

2 Scoring Guideline 21

3 Gender of the Respondents 23

4 Age of the Respondents 24

5 Location of the Respondents 24

6 Monthly Family Income of the Respondents 25

7 Household size of the Respondents 26

8 Availability of Gadgets of the Respondents 27

9 Internet Connectivity of the Respondents 27

10 Cognitive, Psychological, and Social Dimension 29

of the Respondents

11 Summary of the Correlation on the extent of 35

the Challenges Encountered by the students in
online-distance learning modalities.

xi
 List of Figure

No. Title Page

1 Conceptual Paradigm of the Study 8

xii
 CHAPTER 1

Introduction

When COVID-19 has stricken, the global economy and normal lives of

almost all people around are mostly affected. Educational institutions at all

levels are temporarily closed in an attempt to contain the spread of the COVID-

19 pandemic (UNESCO, 2020). These nationwide discontinuation cessations

have been affecting millions of learners in the world. According to UNESCO,

more than 1.5 billion students and youth across the globe are affected by

school and university closures due to the COVID-19 pandemic. The crisis is

intensifying pre-existing education discrepancy by reducing the opportunities

for many of the most vulnerable children, youth, and adults – those living in

poor or rural areas, persons with disabilities, and forcibly displaced persons –

to continue their learning. This pandemic has been a great challenge for almost

all learners because they are dealing with the blended modalities of learning. 

          Nowadays, the demand for distance learning is increasing rapidly. There

are numerous reasons for this, namely (1) It helps the learner in their career

advancement; (2) It helps them to learn some additional skill; (3) It helps them

to upgrade their qualification and skills; (4) It provides them additional

qualification without disturbing their job; (5) It is more convenient than the
 2

traditional/conventional method; and lastly, (6) It is a more flexible system of

education. With the use of ICT, distance learning is beneficial to all learners

existing in any corner of the world.

For students, studying in an online mode of communication, social

interaction with peers and educators can often be an exertion of resentment

and exhaustion. If such resentment and exhaustion are to be reduced, it is

indispensable to gather thoughts that need to be given to the methods of

communication that will make use of, so that the online mode of

communication fulfills the human desire for social interaction. Blended

modality may not give the instance to comprehend the lesson directly that is

needed for successful media interaction. The actual duration that can occur

between question and answer may not soothe the amount of distance, and area

from which learners may suffer. 

Sometimes, one modality alone is used and somehow, they are mixed.

Almost all writing instructors are already engaged in blended instructional

practices when they post-course materials to an LMS or to individual student

emails. Asynchronous typically enables teachers and students to interact over

a longer period of time such as 1 hour of lecture. They used such media as text

and videos (YouTube). Synchronous occurs at the same time, setting, or

schedule of each subject. It typically requires teachers and students to be

communicating with and they must meet at a particular scheduled time for the
 3

activity and lecture. They use such media as text and live video or audio where

the students talk and see each other in real-time. However, synchronous takes

advantage of asynchronous media for distributing and collecting assignments,

providing content, and requiring text-based discussions (Hewett, 2013).

Research typically defines blending (for learning) as a blend of digital

modalities and in-person modalities. But the blend can (and often does) include

a blend of asynchronous (self-paced) and synchronous (live) digital

technologies.

         According to Kim et al. explain one of the major difficulties of blending:

Some tools and technologies can be used for teaching and learning and this

abundance of choices leads to confusion in deciding what and how to blend.

Lupsheyuk and Adams explain that learning how to blend is especially

problematic as a result. Many organizations, therefore, pick a single tool (most

often, virtual classroom) and try to shoehorn all instruction into that tool.

         Researchers have found that when they blend live and self-paced, they

tend to achieve better outcomes than either alone. Kim and fellow researchers

describe better satisfaction and learning outcomes for blended. Studies have

shown, for example, higher satisfaction due to increased interactions and more

flexibility. Sitzmann and fellow researchers say these better outcomes are

because of blending, because of intentionally combining the convenience and

 4

flexibility of self-paced without forgoing the critical outcomes that come from

social (live or not) interactions.

The main challenges in front of distance learning organizations are

interactivity with the students. In the conventional teaching method, there is a

face-to-face interaction between the learner and educator. They can get the

actual feedback of their lecture at the learning place not only through the

verbal communication of the learner (body language, gestures, and facial

expression). However, the educator can directly interact and motivate their

students for learning whereas in distance learning the interaction and

motivation of the learner is a big concern. Hence, the advancement of

technologies in lectures through virtual classrooms and teleconferencing are

carried out to increase the interactivity in distance learning. Though the use of

technologies is beneficial in increasing the interactivity with the student’s

motivation is still a big issue. 

      The number of higher education institutions around the world offering

distance education programs has increased significantly in the last two

decades and most countries have seen a growth in distance education

enrollments. The literature reviewing distance education trends, the methods of

delivering, and emerging distance technologies are extensive. Even still the

rapid growth of technologies in this field of education has outpaced. One

 5

established distance education researcher noted that “Because technologies as

delivery systems have been so crucial to the growth of distance education,

research has reflected rather than driven practice.

One of the reasons that distance education has become and remains so

prevalent, in particular for higher education, is that various studies have

validated its practice-revealing no significant differences in learning outcomes

between traditional and distance students.  A recent study, published 2005,

found this to be the case when comparing students who delivered the exact

same content via one of these three: in a traditional classroom, via online

course management software, and through a CD-ROM, respectively. The

authors measured no significant change in overall student satisfaction between

the three groups. A twenty-year meta-analysis went so far as to argue that in

70 percent of cases students taking courses by distance education actually

outperformed their student counterparts in traditionally instructed courses.

Clearly, distance education is here to stay as a form of instruction, and its

proliferation continues to change the landscape of higher education. 

Statement of the Problem 

This study sought to find the answer to the challenges encountered by

students in online-distance learning modalities. Specifically, it answers the

following questions:
 6

1. What is the socio-demographic profile of the respondents in terms of:

1.1 Sex

1.2 Age

1.3 Location

1.4Monthly family income

1.5 Household size

1.6 Availability of gadgets; and

1.7 Internet connectivity

2. What is the extent of the challenges encountered by the respondents in

the online distance learning modalities in the following dimensions:

2.1 Cognitive

2.2 Psychological

2.3 Social.

3. Are there significant relationships between the respondents’ profile and

the respondents’ cognitive, psychological, and social aspects?

Hypothesis

1. There is no significant relationship in the extent of the Challenges

Encountered by the students in online distance learning modalities

when group according to cognitive, psychological and social

dimensions.

CONCEPTUAL FRAMEWORK
 7

This study is anchored on the concept that distance education has

gained significant popularity in these recent years. These Distance learning

programs have helped many students who are unable to attend school

physically. As stated by Kim et al., (2020) students’ daily use of digital

technology has increased the need for personalization and diversity to meet

their learning need in a university setting. It also helps them to learn and read

a lot of information. Moreover, the free access to E-library could be helpful for

the students. Distance learning might not be the best choice for every student

seeking to pursue a college degree program and distance learning but still

provides better learning options for students wishing to enjoy greater

convenience and flexibility in pursuing a course. 

These include a poor learning environment and lack of time. For

example, students felt that the course took more time than anticipated because

they failed to judge the demands of work, home, and school. Thus, this study

aimed to find out challenges encountered by students in online-distance

learning modalities and by using Independent, Variable and dependent (IVD).

 8

Independent Variable Dependent Variable

Extent of the Challenges Challenges Encountered by

Encountered by Students Students in an Online-
Distance Learning
Modalities

Moderator

Gender
Age
Location
Monthly Family
Income
Household size
Availability of gadgets
Internet
Connectivity

Figure 1. Conceptual Paradigm of the Study

 9

Significance of the Study

The result of this study benefited to the following:

Faculty Member- The result of the study may serve as their reference in

knowing the situation of their learners during this new normal and somehow

may come up in designing teaching strategies that could really help their

learners to achieve the quality education they deserve.

Parents- The result of this study may show them the dilemma

encountered by their children in this new normal and hoping they will try their

best to provide the resources needed by their children to cope with this online

distant learning.

Commission on Higher Education- This result of this study may serve as their

reference on creating programs/ projects that will help the tertiary students in

overcoming the challenges they met in this new normal educational setting.

Researcher- The result of the study may serve as their reference of the future

study about online learning they will be engaging.

Scope and Delimitation

 Fifty-nine (59) of second-year engineering students of Camiguin

Polytechnic State College were the respondents of the study in SY 2020-2021.

The study limits its coverage to second-year engineering students only.

Its main purpose is to investigate the respondents’ challenges and propose

possible solutions based on the results of the study.

 10

This study considers every aspect of students’ personal information that

has an impact on their academic performances such as their parent’s

background, their parent’s income, and home location. Each of the

respondents is given the same questionnaires and questions to answer.

Definition of Terms

The terms will help the readers to have a clearer understanding of the

study. 

Asynchronous learning- Occurs when the students learn the same thing

in an online setting at different times and from different places. 

Blended Learning- The type of learning setup in which students learn

both traditional and online classes.

Family income - The primary income and receipts from other sources

received by all family members 

LMS- stands for Learning Material System is a software application or

web-based application for organizing online learning services for students,

teachers, and administrators. 

Slow Internet connection- Users may experience buffering during virtual

classes.

Synchronous learning - This includes in-person classes. Occurs when

the students learn the same thing at the same time online. 
 11

Weak Internet connection- users may experience difficulty hearing the

person on the other end of the line during the virtual class.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the reading materials and internet sources

relevant to the study’s conduct and purpose.

Introduction

Online modality of learning has been made to know the development of

learning with the use of information and communication technology. We know

that the environment and the ways of learning have been changed now. As

information exploitation and information communication technology has been

introduced, a lot of students are more likely to adjust to the new normal setup

of learning. Nowadays, most of the students are using or doing the given tasks

through their mobile devices. Technology-oriented people can easily cope up

with the advancements of technology. Because of this emerging pandemic, the

new normal setup has taken a place instead of the traditional way of learning

management.

Today's workforce is expected to be highly educated and to continually

improve skills and acquire new ones by engaging in lifelong learning. The study

says that one of the most powerful responses to the growing need for education
 13

is learning online. An ongoing study addresses the benefits of asynchronous

versus synchronous modalities of learning. Thus, it is a key component of

flexible e-learning. Synchronous learning, commonly supported by the media,

makes it possible for learners to attend online classes at any time and

anywhere. However, the main problem of this is the constant purchasing of

data connectivity, in which other students are less fortunate in terms of

financial matters. On the other hand, the Asynchronous modality of learning

lets students spend more time refining their contributions or outputs which is

more thoughtful compared to synchronous communication. This study allows

us to know what could be its possible effects to the students in this time of the

pandemic.

Literature Review

Online education has become the main topic during the emerging

pandemic (Young, 2011). However, it is an easy way to access education for

improving the pedagogy of teaching using advanced technology (Graham &

Taplin et.al, 2013).

According to Poon (2013), blended learning is usually viewed as a

combination of face-to-face and online delivery methods, with the aim of each

complementing the other. Such an approach should, therefore, influence

students' perceptions of the learning environment and, subsequently, their

study approach and learning outcomes. It is thus expected that there is a

 14

significant relationship between blended learning, student learning

experiences, and ultimate achievement.

As mentioned by Olena et al., (2018) the world we live in today has

become increasingly dependent on information technologies. They are widely,

intensely, and effectively used by people in all spheres of life. Computer today

has become a standard attribute of everyday life, becoming an indispensable

facilitator in learning, work, and recreation. It is computers who freed mankind

from routine labor, simplified the search, and obtaining the necessary and up-

to-date information. Informatization of all spheres of life of society has led to

the emergence of a new category of culture – the informational culture.

In accordance with Ozadowicz (2020), Engineering education is a specific

sector of higher education. The effectiveness of teaching and learning processes

in this sector is strongly determined by practical exercises, experiments and

laboratory classes. Lectures and seminars are important; however, they only

support students in the learning process, giving them the possibility to be

mentored by lecturer in gaining necessary, substantive knowledge. As claimed

by Potkonjak et al., (2016) that every students should have laboratory exercises

to provide effective skill acquisition and hands-on experience. And it is difficult

to access laboratories in online education.

 15

Technology has gradually become an ever-present part of student life in

today’s networked society. The current young generation, with access to

educational activities at any time and place, may be developing different ways

of learning through the ubiquitous digital technologies that are central to

everyday functioning at school, at home, and in the community. As stated by

Kim et al., (2020) students’ daily use of digital technology has increased the

need for personalization and diversity to meet their learning needs in a

university setting.

According to Sobaih et al., (2020) social media have emerged as powerful

platforms for possibly enhancing students’ learning, facilitating interactions

between students and their instructors as well as with their peers, and

engaging them in the new distanced learning environment.

The major effective factors on learning styles have been considered in a

long spectrum including several factors. “Online learning due to the use of

advanced and sensitive tools enables the e-learners to apply those tools which

are adapted to their individual preferences.” Synchronous e-learning has been

expanded due to proven demands in education. In the online educational

environment, physical meetup is strictly prohibited.

Synchronous and Asynchronous learning tools, such as threaded

discussions, instant messaging, and blogs, play an important role in civilizing

 16

online courses by recreating the classroom experience of information exchange

among the learners.

As mentioned by Petretto et al., (2020) Firstly, such “home-based

distance learning” is based on the availability of technological devices and

internet connections.

Social and Behavioral Sciences (2015) researchers provide a

comprehensive definition of synchronous e-learning which is unanimous and it

must include two components. They are interactions and time. Students deal

with difficulties in engaging themselves in online learning. But the willingness

of the students to learn in asynchronous and synchronous modalities is being

perceived.

Some challenges for students right now would be the area for stable and

unstable connections. When it comes to signal status students rely on this for

them to gain knowledge. As educators see blended learning as effective, they

give time for the students to learn in many ways.

Synchronous and asynchronous ways of learning can be of great help

especially in this time of crisis. However, there are potential problems with

synchronous and asynchronous communication. The lack of face-to-face

meetings or real-time communications can make some learners feel isolated or

 17

lonely. Moreover, the expectation of immediate responses takes time. The

added cost of mobile data packages in a new normal setup is to be determined

as well. 
 CHAPTER 3 

METHODOLOGY

This chapter presents the research design, locale of the study, sampling

techniques, research instruments, data gathering procedure, data analysis

procedure, and treatment of data

Research Design

The researchers used a quantitative survey method of research using

questionnaires in gathering data for the study. The survey was done through

accessing online platforms such as Google forms to follow the health protocols

set by the province and DOH in general.

Locale of the Study

Camiguin Polytechnic State College is a Higher Institution on the Island.

The study was conducted on the school year 2020-2021 on the main campus.

The Population of the Study

The study was conducted on second-year Electrical Engineering students

of Camiguin Polytechnic State College during the first and second Semesters of

the School Year 202-2021.

 19

This table presents the population of the study as to Age.

Table 1. The population of the Study as to Age.

AGE FREQUENCY PERCENTAGE (%)

18-20 39 66.1
21-25 20 33.9
Total 59 100

Research Instrument

The researchers used a questionnaire as the main instrument in

gathering the data needed by the use of google form questionnaires.

In gathering the data, it was divided into the following parts:

Part I- This contained the socio-demographic profile of the respondents of

the study.

Part II- The solicited answer to the specific question raised in the study.

Validity and Reliability

The researchers thoroughly prepared the survey using reading-related

studies and the website. The questionnaire was submitted to the following

experts to be tested for clarity and precision by the researchers. As an

outcome, the tools used have been validated by three experts: Dr. Alexander N.

Morados, Director of Research Development and Innovation; Dr. Jenelyn G.

Sabellia, Dean, Institute of Teacher Education; and Dr. Maya R. Sanchez. Thus

these were considered valid and reliable.

 20

Data Gathering Procedures

The researchers began by inquiring about the number of second-year

Electrical Engineering students. The researchers then asked the mayor of the

class for permission to use the students as survey respondents. Following the

acceptance of the request, the researchers obtained permission in the form of a

letter from the Dean of the Institute of Engineering. After the letter was

approved, the researchers personally delivered the questionnaires to the target

respondents of the study through Google forms. It was retrieved by the

researchers after it was answered by the respondents.

The questionnaire gathered underwent tabulation and was analyzed

using the appropriate statistical tools.

Data Analysis Procedure

The researchers made questionnaires with the approval of the research

experts for validity. Considering that the items in the questionnaire were

validated by experts through careful observation and adjustments, thus, they

were deemed valid and reliable.

First, the quantitative survey questionnaires were handed over to the

target respondents which are the Electrical Engineering 2 of Camiguin

Polytechnic State College. Second, a qualitative questionnaire undergoes pilot

testing for validation before it is asked to the target respondents. Lastly, the
 21

survey questionnaire was gathered and tallied using the Spearman Rank

Correlation. Hence, the qualitative answers were noted during the online

interviews with the respondents.

Treatment of the Data 

The answers of the target respondents’ will be set on by using the four-

point Likert scale presented below.

Table 2. Scoring Guideline

Scale Range- Value Description Interpretation

4 3.26 - 4.00 Strongly Agree SA

3 2.51 - 3.25 Agree A

2 1.76 - 2.50 Disagree D

1 1.00 - 1.75 Strongly Disagree SD

Statistical Tools

The following statistical tools were used in the study:

1. To determine the demographic profile of the respondents, the researchers

used the weighted mean.

2. To determine the challenges encountered by the respondents in terms of

cognitive, psychological, and social aspects, the researchers used frequency

counts and percentages.

 22

3. To determine the significant relationship between the respondent’s profile

and their cognitive, psychological, and social aspects, the researchers used

spearman rank correlation.

 23

CHAPTER 4

PRESENTATION, ANALYSIS, AND ENTERPRETATION OF DATA

This chapter presents the analysis and interprets the data gathered to

draw out the important information and significant points about the

Challenges encountered by students in online-distance learning modalities. For

clarity and consistency in the discussion, the data are presented by the Likert

Scale.

The data below presents the distribution Challenges Encountered by the

Students in Online-Distance Learning Modalities.

Table 3. Gender of the respondents

GENDER FREQUENCY PERCENTAGE (%)

Male 32 54
Female 27 45.8
Total 59 100

Table 3 shows the gender of the respondents. Out of 59 respondents, 32

students are male which is 54% of the population. While 27 of the students are

female which is 45% of the population of this research.

Table 4. Age of the respondents

 24

AGE FREQUENCY PERCENTAGE (%)

18 Below 0 0
18-20 39 66.1
21-25 20 33.9
26-29 0 0
30 0 0
Total 59 100

Table 4 shows the age of the respondents, 66.1% of the respondents are

18-20 in age and 33.9% of them are 21-25 in age.

Table 5. Location of the respondents

LOCATION FREQUENCY PERCENTAGE (%)

The upper area of the 24 40.7
Barangay
The lower area of the 24 40.7
Barangay
Midtown 9 15.3
Uptown 0 0
Downtown 2 3.4
Total 59 100

Table 5 shows the location of the respondents. Out of the 59 total

number of respondents, 24 of them are located in the Upper area of the

Barangay which is 40.7% of the population., 24 of them are located in the

Lower area of the Barangay which is 40.7% of the population, 9 of them are

located in the Midtown which is 15.3% of the population and 2 only are located

in the Downtown which is represented the 3.4% of the population.

 25

Table 6. Monthly Family Income of the respondents

MONTHLY FAMILY INCOME FREQUENCY PERCENTAGE

Php 2,000 - 3,000 18 30.5%

Php 4,000 - 5,000 22 37.3%
Php 6,000- 7,000 8 13.6%
Php 8,000 - 9,000 5 8.5%
Php 10,000 above 6 10.2%
Total 59 100%

Table 6 shows the monthly family income of the respondents, 30.5% of

the respondents have a monthly income of Php 2,000 - 3,000 while 37.3 of

them have Php 4,000 - 5,000 monthly income. In addition, 8 (eight) of the

respondents with a percentage of 13.6 have Php 6,000- 7,000 income, five (5)

respondents have Php 8,000 - 9,000 and six (6) out of 59 total respondents

have Php 10,000 above monthly family income.

Table 7 Household size of the respondents

HOUSEHOLD SIZE FREQUENCY PERCENTAGE (%)

1-2 2 3.4
3-4 14 23.7
5-6 18 30.5
7-8 10 16.9
9 and above 15 25.4
Total 59 100
 26

Table 7 shows the household size of the 59 respondents. Out of the 59

total number of the respondents, 2 of them have 1 to 2 family members with a

percentage of 3.4, 14 students have 3 to 4 family members with a percentage of

23.7, 18 students have 5 to 6 family members with a percentage of 30.5, 10

students have 7 to 8 family members with a percentage of 16. and lastly, 15

students have 9 and above family members with a percentage of 25.4.

 27

Table 8 Availability of gadgets of the respondents

AVAILABILITY OF GADGETS FREQUENCY PERCENTAGE (%)

Laptop 0 0
Cellphone 57 96.6
Netbook 0 0
Tablet 0 0
Desktop/Computer 2 3.4
Keypad 0 0
Total 59 100

Table 8 shows the 59 respondents' use of the available gadgets. The

majority of respondents, with a frequency of 57, only used cell phones, which

comprised 96.6% of the gadgets used, and computers, with a frequency of 2,

are the least used, accounting for 3.4% of the gadgets used by the respondents.

Table 9. Internet Connectivity of the respondents

INTERNET CONNECTIVITY FREQUENCY PERCENTAGE (%)

Fast 4 6.8
Slow 43 72.9
Weak 12 20.3
Total 59 100

Table 9 shows the respondents' internet connectivity. With a percentage

of 6.8, four out of 59 students have a fast internet connection, while 12 of

them, accounting for a total of 20.3 percent, have poor connectivity.

 28

Furthermore, slow connectivity is experienced by the greatest percentage of the

43 respondents, accounting for 72.9 percent of internet connections.

 29

Table 10. Cognitive, Psychological, and Social Dimensions of the respondents

Cognitive Dimension Weighted Quantitative

Mean Description
1. I learn a lot with the use of ICT Agree
2.75
2. I set goals for myself prior to answering any activities in Agree
the module.
3.17
3. I find module activities challenging. Disagree
1.76
4. I find the activities in the module helpful in acquiring Agree
knowledge.
2.83
5. I find learning module tasks helps give more relevant Agree
information.
2.83
Area Mean 2.67 Agree
Psychological Dimension
6. I find learning modules fascinating. 2.63 Agree

7. I find learning module deadlines frustrating. 1.75 Disagree

8. I find learning modules learned by participating in the 2.88 Agree
activities.
9. I find learning modules can affect household chores. 2.03 Disagree

10. I find it difficult to manage my time. 1.92 Disagree

Area Mean 2.24 Disagree
Social Dimension
11. I lack essential group-work skills. 1.93 Disagree
12. I lack social support 2.15 Disagree
13. I am poor at group management. 2.19 Disagree
14. I have difficulty gaining attention from others 2.20 Disagree

15. I have difficulty communicating with peers. 2.31 Disagree

Area Mean 2.15 Disagree
TAWM 2.35 Disagree

Legend: 3.36 - 4:00 Strongly Agree

2.51 - 3.25 Agree
1.76 - 2.50 Disagree
1.00 - 1.75 Strongly Disagree
 30

As gleaned from the table, the respondents “Disagree” on the challenges

they face when using online distance learning modalities, as it has a total

average weighted mean of 2.35, which is interpreted as Disagree as the final

result of the data gathered.

Each Dimension displays the area mean of the data gathered during the

tabulation process. The total area mean for the cognitive dimension is 2.67

which entails the processing of information, the application of knowledge, and

the modification of preferences. In terms of education, the cognitive dimension

of education is concerned with understanding the different subject areas

taught to Second-year Engineering students. The psychological dimension,

which yielded a mean area of 2.24, denotes the learners' ability to cope with

and adapt to the new normal setup. The social dimension has the lowest area

mean, with only 2.15 points. It caters to the points of providing equal

opportunities for all students, promotes social cohesion, lessens imbalances,

and increases competence levels, all of which benefit society as a whole.

Under the Cognitive dimension, the highest rank with a weighted mean

of 3.17, was interpreted as Agree as challenges encountered that set goals for

themselves prior to answering any activities in the module. Module objectives

are the stepping stones or tasks that lead students to mastery of a course

objective.
 31

Second in rank with a weighted mean of 2.83, interpreted as Agree.

Challenges encountered were that they found the activities in the module

useful in acquiring knowledge, as well as finding learning module tasks that

help provide more relevant information. Students rely on various websites

without determining whether or not they are reliable. It is critical to

understand how accurate the information they use is.

Third in rank with a weighted mean of 2.75 interpreted as Agree. They

learned a lot from the challenges they faced while using information and

communication technology. Students in new learning should have some basic

technological skills. It is necessary to rely on gadgets as an online learning

modality. And to have access to learning in both asynchronous and

synchronous modes.

Fourth in rank with a weighted mean of 1.76 interpreted as Disagree,

they found module activities difficult because of the challenges they

encountered. Online learning is more difficult for a variety of reasons, ranging

from missing critical components of your education to being unable to access

your education due to internet issues. Many students have found it difficult to

make the transition from physical school attendance to virtual learning.

 32

Under Psychological dimension, the highest in rank appeared to be with

a weighted mean of 2.88, which is interpreted as Agree as students

encountered difficulties in acquiring learning modules through participation in

activities. Students can slowly understand the lesson by raising questions

during interactive participation in online classes. An instructor should not rely

solely on discussion but should also include oral recitation.

The second rank encountered by students was that they found learning

modules fascinating. It has a weighted mean of 2.63, which translates to Agree.

Students believe that this is a test of their ability to think logically. Logical

reasoning is always in their field, especially in math.

The third rank with a weighted mean of 2.03, interpreted as Disagree.

The difficulties they face while searching for learning modules may have an

impact on household chores. Children are frequently expected to assist with

housework.

Rank fourth with a weighted mean of 1.92, interpreted as Disagree. Due

to the difficulties, they encountered, they found it difficult to manage their

time. When time is limited and pressures are high, good time management

allows you to work smarter, not harder, to accomplish more in less time.
 33

The fifth rank, with a weighted mean of 1.75, is considered the lowest in

this dimension as they found learning module deadlines frustrating. Students

have excellent time management skills and are adept at completing modules on

time.

The final Dimension, Social, revealed the outcome as they interacted with

their classmates or peers.

The first in rank, under this dimension, compromised a weighted mean

of 2.31 interpreted as Disagree as they had difficulty communicating with

peers. Students are aware of their location as well as their internet connection.

However, we cannot deny that the unstable connection can cause students to

be stressed with their peers at times.

Second in rank, with a weighted mean of 2.20 interpreted as Disagree.

They had such a difficult time attracting the attention of others due to the

difficulties they faced as a result of the online class and activities. Due to time

constraints, students are unable to interact with one another.

 34

Third in rank, with a weighted mean of 2.19 interpreted as Disagree.

Problems encountered due to poor group management. Students are unable to

manage their groups. It is a large responsibility, and collaboration is essential.

Fourth in rank with a weighted mean of 2.15 interpreted as Disagree.

They face difficulties because they lack social support. Other family members

should provide motivation and encouragement to students. As well as the

assistance that the students require.

Fifth in rank, with a weighted mean of 1.93 as interpreted Disagree. They

encountered difficulties because they lacked essential group-work skills.

Working in groups can help you study more efficiently and enjoyably. Working

with others allows you to pool your ideas and approach problems from different

perspectives.

This table shows the quantitative method which the researcher used.

And the results are presented as tabulated by the researchers and gathered

data of 59 respondents from the Electrical Engineering second-year students.

 35

Table 11. Presents the summary of the Correlation on the extent of the

Challenges Encountered by the students in online-distance learning modalities.

Dimensio Sex Age Locati Monthly Househ Availabi Internet

n on Family old size lity of connecti
Income gadgets vity

Cognitive Spearman -0.118 -0.039 -0.007 0.165 -0.3 0.222 0.121

's rho
p-value 0.374 0.769 0.957 0.213 0.021 0.091 0.361

Psycholo Spearman 0.15 -0.188 -0.007 0.019 -0.291 -0.023 -0.042

gical 's rho
p-value 0.258 0.155 0.959 0.887 0.025 0.861 0.75

Social Spearman -0.013 -0.039 0.125 0.139 0.046 -0.167 0.108

's rho

p-value 0.923 0.768 0.346 0.295 0.731 0.206 0.415

Decisions: Household size shows significant relationship with cognitive and

psychological dimensions.

It can be gleaned from the table that the p-value is 0.731. There is a

significant difference in the socio-demographic profile of the respondents in the

variable of household size on the challenges encountered by them in online

distance learning modalities in their cognitive and psychological aspects.

Which suggests that the researchers, therefore, reject the null hypothesis

which states that there is no significant difference in the extent of the

challenges encountered by the students in online-distance learning modalities.

 36

Therefore, the household size can affect the students on how they focus on

their studies. It shows that the more the family member, the less they can

focus. Hence, it is a challenge for them in coping with their asynchronous and

synchronous learning modalities. As mentioned by Bodovski & Farkas (2007)

student participation can be portrayed in an active and passionate

commitment, and involvement. Studies have also focused on accessing

students’ emotional reactions to academic work. Moreover, students are more

prone to stress.
 37

CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary and the conclusion derived in the

conduct of the study which is to probe the challenges encountered by students

in online distance learning modalities. It also provides recommendations that

can be pursued by online teachers.

The study was conducted at Camiguin Polytechnic State College. The

respondents were Electrical Engineering II. It employed a quantitative type of

research. The statistical tools used were mean, percentage and SPEARMAN’S

CORRELATION.

SUMMARY OF FINDINGS

The extent of the challenges encountered by the students in online-

distance learning modalities. The study revealed that the extent of the

challenges encountered in online-distance learning modalities was often

manifested by students with an obtained mean of 2.35. It was further revealed

Household size shows a significant relationship with cognitive and

psychological dimensions of the respondent’s demographic profile.

 38

CONCLUSIONS

Based on the findings, the following conclusions were drawn:

1. The respondents disagree on the challenges encountered by online

distance learning modalities.

2. Among the moderator variables, household size shows under the

cognitive dimensions there is a significant relationship between the

respondents.

RECOMMENDATIONS

This study used quantitative method through a survey questionnaire in

which the respondents were able to determine their challenges encountered in

online distance learning modalities. The following recommendations are drawn

base on the demographic profile of the respondents;

1. CHED and CPSC Administration may have implement programs that

help students in order for them to meet their online classes.

2. Faculty design instructional materials and strategies to maintain the

performance of the students in online distance learning curriculum

delivery motivation.

3. Parents find ways to help their students by supporting the

4. Future researchers expand the study to incorporate all the challenges in

Tertiary students.
 39

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Appendix A

Letter to the Dean

Camiguin Polytechnic State College

Balbagon, Mambajao, Camiguin

February 9, 2021

Engr. JOSELITO O. DAROY

Dean of the Institute of Engineering
Camiguin Polytechnic State College

Dear Sir:

Greetings!

We, the third-year students of Camiguin Polytechnic State College pursuing a degree in
Bachelor of Secondary Education major in Science, are currently enrolled in Research in
Technology 1.

As regards this, we are requesting your support and endorsement to administer a

quantitative survey to the potential respondents of second-year electrical engineering students
from Camiguin Polytechnic State College. We know that you share the enthusiasm and interest
in helping promote the cause of research and knowledge. All responses will be treated with the
utmost confidentiality.

We are hoping that this request will be granted and we are acknowledging in advance
your generosity!

Thank you very much!

God bless and more power!

Respectfully yours,

Sarah Jane P. Buenacosa

Janice A. Somonod

Jodelson P. Uy

Noted by:
Gerlie G. Cutab
Adviser
Approved by:

ENGR.JOSELITO O. DAROY
 44

Dean Institute of Engineering and Computer Studies

Appendix B

LETTER to the Respondent

Camiguin Polytechnic State College

Balbagon, Mambajao, Camiguin

February 19, 2021

Dear Respondents,

Greetings of Peace!

The researchers are conducting their research study entitled “Challenges

Encountered by the Students in Online-Distance Learning Modalities” as a
requirement of the course Bachelor in Secondary Education major in Science.

For this reason, the researchers would like to ask your truthfulness and
cooperation in answering this questionnaire. We will appreciate it if you could
complete the following tales. Rest assured that any data gathered would be solely kept
confidential and will not be used against you.

Thank you very much for your kind consideration.

Very truly yours,

The researchers
45
 46

Appendix C

QUESTIONNAIRE

Part I. Socio-Demographic Profile

Name: __________________

Gender: __Male __Female

Age: __Below 18 years old __18-20 years old

__21-25 years old __26-29
__30 years old and above

Location: __Upper area of the Barangay __Lower area of the Barangay

__Midtown __Uptown __Downtown

Monthly Family Income: __Php 2,000 - 3,000 __Php 4,000 - 5,000

__Php 6,000- 7,000 __Php 8,000 - 9,000
__Php 10,000 above

Household Size: __1-2 __3-4 __5-6

__7-8 __9 and above

Availability of gadget: __Laptop __Cellphone __Netbook

__Tablet __Computer __Keypad

Internet Connectivty: __Fast __Slow __Weak

Part II. II. Below are the lists of questions in terms of the challenges encountered by
students.
Simply tick each box according to the challenges you have encountered. Please
be honest in answering and do not leave unanswered items.
 47

Scale Range- Value Description Interpretation

4 3.26 - 4.00 Strongly SA
Agree
3 2.51 - 3.25 Agree A
2 1.76 - 2.50 Disagree D
1 1.00 - 1.75 Strongly SD
Disagree

Cognitive Dimension Strongly Agree Disagree Strongly

Agree Disagree
1. I learn a lot with the use of ICT
2. I set goals for myself prior to answering any
activities in the module.
3. I find module activities challenging.

4. I find the activities in the module helpful in

acquiring knowledge.

5. I find learning module tasks helps give

more relevant information.

Psychological Dimension
6. I find learning modules fascinating.

7. I find learning module deadlines

frustrating.
8. I find learning modules learned by
participating in the activities.
9. I find learning modules can affect
household chores.
10. I find it difficult to manage my time.
Social Dimension
11. I lack essential group-work skills.
12. I lack social support
13. I am poor at group management.
14. I have difficulty gaining attention from
others
15. I have difficulty communicating with
peers.
 49

Appendix E

CURRICULUM VITAE

Personal Profile

Name: Sarah Jane P. Buenacosa

Address: Maac, Guinsiliban, Camiguin
Date of Birth: September 24, 1999
Religion: Roman Catholic
Parent’s Name: Richard B. Buenacosa
Lilibeth O. Pagara

Educational Background

Tertiary: Camiguin Polytechnic State College

Balbagon, Mambajao, Camiguin Province

Course: Bachelor of Secondary Education

Major in Science
2020- Present

Secondary: Maac National High School

Maac, Guinsiliban, Camiguin
2012-2018

Elementary: Maac Elementary School

Maac, Guinsiliban, Camiguin
2007-2012
 50

CURRICULUM VITAE

Personal Profile

Name: Janice A. Somonod

Address: Upper Poblacion, Mambajao, Camiguin
Date of Birth: January 07, 1999
Religion: Born Again Christian
Parent’s Name: Rotillo O. Calamba
Niza A. Somonod

Educational Background

Tertiary: Camiguin Polytechnic State College

Balbagon, Mambajao, Camiguin Province

Course: Bachelor of Secondary Education

Major in Science
2020- Present

Secondary: Fatima College of Camiguin

Lumad, Mambajao, Camiguin
2012-2018

Elementary: Mambajao Central School

B. Aranas Street, Mambajao, Camiguin
2007-2012
 51

CURRICULUM VITAE

Personal Profile

Name: Jodelson P. Uy
Address: Bug-ong, Mambajao, Camiguin
Date of Birth: August 11, 1998
Religion: Roman Catholic
Parent’s Name: Peterson N. Uy
Mary Jane A. Pabua

Educational Background

Tertiary: Camiguin Polytechnic State College

Balbagon, Mambajao, Camiguin Province

Course: Bachelor of Secondary Education

Major in Science
2020- Present

Secondary: Yumbing National High School

Yumbing, Mambajao, Camiguin
2012-2018

Elementary: Aplaya Elementary School

Aplaya, Jasaan, Misamis Oriental
2003-2007
Iponan Elementary School
Iponan, Cagayan de Oro City, Misamis Oriental
2007-2008
Bug-ong Elementary School
Bug-ong, Mambajao, Camiguin
2008-2012