COMMUNICATION CRISIS EXPERIENCE BY CITY OF BACOOR

SENIOR HIGH SCHOOL DULONG BAYAN DURING COVID 19

PANDEMIC

BY: ROLANDO Y. SANTIAGO JR.

ABSTRACT

Education is one of the industries drastically affected by the COVID19 pandemic,

wherein a lot of challenges have been encountered. Challenges and problems are always
present specially when it comes to today’s situation. Since this shift to online learning is
very new to most students and teachers too, there is a great interest in this topic along
the way of experiencing this change especially for student. In this study the researchers
use the qualitative approaches to explore the behavior, perspective, feelings and
experiences of people and what lies at the core of their lives. A research protocol
containing ten (10) questions was prepared with the sixteen (16) Senior high school
students-participants of the study.

Keywords: COVID-19, crisis communication, online learning, Blended Learning

CHAPTER I: INTRODUCTION

The majority of the world's industries have been disrupted by COVID-19. In most
nations, education is one of the industries that has entirely transitioned to online mode.
During the pandemic, the best way to keep up with your education is to take an online
class. Online Class is a crisis program in the education sector. This policy was
implemented during the COVID-19 pandemic. In times of crisis, all sectors, including
educational institutions, must deal with the situation. Despite the fact that each institution
is responsible for dealing with the crisis, (Wajdi et al., 2020). Because this type of crisis
is negative for both students and teachers, it must be addressed with as a team. A crisis
can also be defined as an occurrence that has a negative impact on a firm or organization.
(Fajar, 2011). COVID-19 is a revelation because it affects all aspects of society, including
social, cultural, educational, political, legal, and security issues. Crisis management refers
to the necessity to respond to a crisis in a thorough manner also it is a treatment that
must be done given the issues outside the control of the institution or company (Smith,
2005).
Communication, particularly in the educational field, is important because it has
the potential to improve the learning experience and create a favorable environment for
both teachers and students. The movement of information from one person to another,
or from one group to another, is simply known as communication. The practice of
exchanging ideas, thoughts, knowledge, and information in a way that best serves the
purpose or intent is known as effective communication. In other words, it is nothing more
than the sender's best expression of his or her thoughts to the recipient.
In whatever modality schools implement, teaching and learning require effective
communication especially in implementing classroom activities because it guarantees
fruitful learning to take place. However, communication becomes ineffective when there
are barriers. The barriers in communication can be physical, emotional, linguistic,
psychological, gender and culture. Moreover, the examples of barriers to effective
communication are one way communication and teacher-centered approach which are
known to reduce the motivation for learners (Dinu, 2015).

PURPOSE OF THE STUDY

The purpose of the study aims to know the communication crisis experience by
City of Bacoor Senior high School Dulong Bayan students between teachers during the
COVID 19 pandemic. As well as, to evaluate and suggest ways of improving effective
communication between teachers and students in online class. Since this shift to online
learning is very new to most students and teachers too, there is a great interest in this
topic along the way of experiencing this change especially for students.
STATEMENT OF THE PROBLEM

Online students appear to want a positive connection with their teacher and these
students need to feel supported in order to be successful (Dickson, 2017), Alawamleh,
M., Et. Al (2020) argued that, Lack of motivation and understanding of the material, the
decrease in communication levels between the students and their teachers, and their
increased feeling of isolation caused by online classes.
The focus of this research is crisis communication experience by the students in
the education sector during the COVID-19 pandemic. This will be done following an
atmosphere of crisis in the field of education that encouraged the Philippine government
to issue policies in the form of the Online Class crisis program.

The objectives of this research are as follows;

1. How did City of Bacoor Senior High School Dulong Bayan students
communicate with their teachers under Blended learning modality?

2. What are the challenges did City of Bacoor Senior High School Dulong Bayan
students face in communicating with their students?

SCOPE AND DELIMITATIONS

This study limits its coverage on the grade twelve (12) students of City of Bacoor
Senior High School Dulong Bayan who are under on the learning modality of Blended
Online learning which define by Department of Education (DepEd) to “face-to-face with
any or a mix of online distance learning, modular distance learning, and TV/Radio-based
Instruction. It is designed to enable the schools to limit face-to-face learning, ensure social
distancing, and decrease the volume of people outside the home at any given time”
(Malipot, 2021) for School Year 2022-2023. They were selected through purposive
sampling which researchers rely on their own judgment when choosing members of the
population to participate in their surveys.
RESEARCH TIME LINE

This research paper will take three months during the first one month, start writing
the research proposal and assess the possible budget of the research, then another one
month for literature review writing and reading, followed by Planning methods, writing of
methods chapter, data collection, conducting surveys until December 25, 2021,
December 26 to January 20, 2022 will be allotted for data analysis, writing the results
chapter and analysis also starting to write the conclusion and recommendation. January
28-31, 2022 for finalizing of the research paper then by February 1-12, 2022 for
submission for assessment and evaluation of the paper and then by February 26, 2022
will be the presentation of the final paper.

CHAPTER II: REVIEW OF RELATED LITERATURE

This research provides a framework on communication that takes place between

teachers and students. However, we will be focusing greatly on the topic of
“Communication crisis experience by City of Bacoor Senior high School Dulong Bayan
students between teachers during the COVID 19 pandemic.” including a review on the
following sub-headlines:

1. Communication

It is require to study communication, since every administrative function and

operation requires some sort of direct or indirect communication. The school
administrators work with and through other individuals, whether planning and organizing
or leading and monitoring. This means that the communication skills of each individual
affect personal as well as organizational effectiveness (Brun, 2010; Summers, 2010). It
seems fair to conclude that lack of effective communication is one of the most inhibiting
forces for organizational effectiveness (Lutgen-Sandvik, 2010).
Communication can be described as the process of transmitting information and
popular understanding from one person to another (Keyton, 2011). The word
“communication” was derived from the Latin “communis,” meaning “common.” Therefore,
“communicating” means “making common,” “making known” or “sharing” and involves
verbal, non-verbal and electronic means of human interaction (Velentzas and Borni,
2014). The definition underlines the fact that no communication occurs unless a shared
understanding emerges from the exchange of information (Cheney, 2011).

2. Communication between instructors and students

The topic of communication in education is so broad. Currently, communication

skills development is very commonly researched. A teacher is a highly esteemed member
of society, and teaching is regarded as the most significant and distinctive vocation. How
effective teachers are is very much linked to how they communicate. They communicate
their thoughts, facts, and expectations in a variety of methods, including speech,
gestures, and other body language, as well as written words. (Duta et al., 2015).
Teachers must be aware of how they connect with one another because
successful communication allows teachers to have a presence in the classroom that
stimulates students and promotes learning; If they don't understand their own body
language, they may transmit unintentional messages; new technology offer new ways to
communicate with students (Duta et al., 2015). Based on the literature review of Majid et
al. (2010) and according to Moore (2007), Communication is required for the teaching
and learning process to take place. Teachers with great communication skills can help
students learn and educate in a more positive environment. On the other hand, someone
with excellent communication skills has the ability to influence others and positive
communication strategies (Guerrero and Floyd, 2006). For teachers, it is very important
to guide students in their learning process; this can be done using three steps in the
evaluation process (Lambrechts et al., 2013). The first step, Feed up: Give students
examples of what to expect during the evaluation; make evaluation criteria explicit for the
students, be transparent about the assessment. The second step, Feed-back: give
sufficient feedback to the students, allowing them to learn from their evaluation as much
as possible. The third step, Feed-forward: give the students input on how to go further in
their learning process.
One study of Jurik et al. (2014) certainly points out the significance of
communication between teachers and students, “Verbal teacher-student interactions and
student characteristics are meaningful for student learning and motivation.” In this study,
authors reviewed how teacher questions and feedback related to individual student traits
and gender predict cognitive learning activity and intrinsic learning motivation. A random
sample was selected which included 79 high school physics classrooms in Germany and
Switzerland. Individual student traits (cognitive abilities, pre-knowledge, self-concept and
interest) were checked at the start of the school year to identify five student profiles. Four
months after that, a teaching unit was videotaped in the same classrooms. After the
teaching unit was videotaped, a questionnaire on cognitive learning activity and intrinsic
learning motivation was conducted. The results show that teaching skills should be
fostered to improve teachers in asking questions and providing feedback (Jurik et al.,
2014).
Another study by Domenech-Betoret and Gomez-Artiga (2014) examines the
relationship among students’ and instructors’ thinking styles, student psychological needs
(autonomy, competence and relatedness), and their reports of intrinsic motivation in the
psychology degree context. They concluded that psychological need satisfaction has a
significant and positive impact on student intrinsic motivation (Duta et al., 2015). On the
other hand, Urdan and Schoenfelder (2006) found out that learning success is treated in
many studies as a human characteristic or attribute and not as a result of how instructors
teach (Shan et al., 2014). Payne et al. (2007) found that more reflective and critical
students are more likely to show higher academic success (Komarraju et al., 2011). An
empirical study by Yip (2012) supports the idea that variations in academic performance
between students are mainly due to their different learning and study strategies; those
strategies, in turn, affect the self-effectiveness and efficiency of students (Muliro, 2017).

3. Communication Experience

A communication experience is a statement made by someone who has

experienced a communication encounter. It's a lesson that can be taught to others.
Individuals will create a mutual understanding if other people have had similar
experiences. (Yayu, Hidayat, & Suhadi, 2019). Communication experience occurs
because of communication activities. Previous research also indicated that
communication experience was born as a result of actions, voice, and interactions during
communication (Nurtyasrini, Hafiar, 2016). These communication activities are a
prerequisite for each individual in building social existence (Hidayat, Kuswarno, Zubair, &
Hafiar, 2018). Communication experience is built because of a series of phenomena that
can influence action (Prihandini, 2016). Communication plays a very important role in
creating communication experiences (Venus &Nabilah, 2016).
 4. Online Learning and Communication

To deal with the Covid-19 pandemic, many countries have implemented curfew
and lockout protocols from the start (Alawamleh, 2020). Educational entities have been
shut down in Philippines, therefore, educational institution have resorted to continuing
lectures online through websites such as Google meet, Zoom and other video
conferencing platforms. Obviously, this has an effect on communication as
communicating virtually differs from face-to-face communication. In this section we will
be discussing the following sub-topics to help us gain a better understanding of the
subject.
Online Learning is a crisis on the system education learning this program was done
during the COVID-19 pandemic. Distance learning is the policy that is implemented using
an online system. Online learning is explained as open learning that is distributed through
the internet network or web-based network. This system intends to facilitate learning and
knowledge development through distance learning activities (Fitri & Putra, 2019). E-
learning is considered as an innovation that has contributed greatly to changes in the
learning process. The learning process is no longer just listening to the material
description from the teacher, but students also carry out other activities such as
observing, doing, demonstrating, and others (Rahardja, Lutfiani, Handayani, &
Suryaman, 2019)
The development of learning media based on e-learning aims to minimize the
difficulties of students and lecturers in learning activities. These difficulties are mainly due
to psychological, geographical, and time issues (Cyly, Dalu, & Rohman, 2019). One
online learning theory is Online Collaborative Learning (OCL). Linda Harasim as the
originator of the theory explains that internet facilities aim to provide a learning
environment and foster collaboration to build knowledge. Harasim described OCL as a
new learning theory that focuses on collaborative learning (Picciano, 2017). E-learning in
the context of this study is a learning system that was implemented during the COVID-19
pandemic. This learning is a form of crisis program called Study from Home.
 5. COVID 19

According to Department of Health (DOH) Coronaviruses are a broad family of

viruses that cause a variety of illnesses, ranging from the common cold to more serious
infections like the Middle East Respiratory Syndrome-related Coronavirus (MERS-CoV)
and Severe Acute Respiratory Syndrome-related Coronavirus (SARS-CoV). Coronavirus
can also infect agricultural animals and domesticated pets, causing a variety of diseases.
The novel coronavirus is a new coronavirus strain that has never been seen in people
before.
The novel coronavirus has been linked to severe pneumonia in a number of people
in China, and it has spread to other nations and cities. Last February 12, 2020, the World
Health Organization (WHO) announced that the coronavirus disease 19 (COVID-19) is
the official name for the new disease, and the virus that causes it is known as COVID-19
virus. A cluster of pneumonia patients with unclear origin was reported to the WHO
Country Office in Wuhan, China on December 31, 2019. The outbreak was later
determined to be caused by a new coronavirus strain that has not been previously
identified in humans.
Coronavirus is a virus that is both contagious and deadly. This virus's operating
system targets the respiratory tract and the lungs. In general, Early signs of COVID-19
include fever, sore throat, runny nose, and cough, which can progress to pneumonia.
(Yunus & Rezki, 2020). COVID-19 can be transmitted by direct contact close to people
with COVID-19. The first province to be subjected to COVID-19 is Wuhan, the capital of
Hubei Province in central China. In early December 2019, An uncommon pneumonia was
discovered in one of the patients. The World Health Organization (WHO) regional office
in Beijing got a notification on December 31 concerning a group of pneumonia patients
from the same city whose etiology was unknown (Emma & Arina Anis, 2020). Infectious
diseases are spread all over the world. China, Italy, the United States, Spain, France,
Malaysia, the Philippines, Thailand, and Indonesia are among the countries affected by
COVID-19. (Department of Health, 2021)
With the growing number of COVID-19 patients, the Philippine government is now
forcefully urging that all institutions and businesses follow the guidelines, which is to
cease operations. This is expected to break the spread chain of the COVID-19 virus.
However, this strategy will have an indirect effect on the economy . Because many
individuals carry out activities at home, the marketplaces will be vacant, traders will be
empty, and there will be no direct exchanges. Companies and small businesses will also
be harmed by the COVID-19 pandemic. (Department of Health, 2021).

6. Communication Crisis and Crisis Management in the Education Sector

Every organization can be liable to a crisis. Crisis communication is an important

instrument for preserving a company's public image. Without good communication,
effective crisis management is impossible. The ability to communicate effectively during
and after a crisis can have a significant impact on the overall result of the event and the
impact on your business.
With the advent of modern communication and technologies such as social media
applications e.g. Facebook, Messenger, Tiktok, Instagram, Twitter etc. people can be
increasingly aware of the issues in just a couple of seconds or minutes. These
technologies also afford a way of voicing concerns on these issues, providing a direct
challenge to organizations and their attempts to manage health, safety and environmental
risks. According to the book of Corporate Communication a guide to Theory and Practice
written by Joep Cornelissen 2014, he defined “crisis” as an event or issue that requires
decisive and immediate action from the organization. A crisis may involve accidental or
natural disaster but also it can be actions and failures within the organization
Crisis management is an emergency response strategy. This situation can occur
in every institution, organization, and company, both private and government institutions.
A Crisis can happen anytime and anywhere. When a crisis occurs, of course, it will have
an impact on the company. In the context of this study, the handling of the crisis in
question is the crisis caused by the COVID-19 pandemic. Since COVID-19 occurs all
sectors have been paralyzed, starting from the economic, political, socio-cultural, and
education sectors. This situation occurs in several countries in the world including
countries in the south east Asian country like the Philippines and Indonesia (Luhukay,
2013). It was noted that Philippines began to be exposed to COVID-19 on 21 January
2020. The confirmed case arrived in the Philippines from Wuhan, China via Hong Kong.
The patient sought consult and was admitted in one of the country’s government hospitals
last January 25 after experiencing mild cough (Department of Health, 2020) COVID-19
continues to plague until finally, the government establishes the emergency status of
COVID-19. This condition is then handled by the government by implementing a crisis
management program. By definition, a crisis can be interpreted as an abnormal situation.
This situation can threaten the existence of institutions (Luhukay, 2013).

CHAPTER III: METHODOLOGY

Research Design

This researchers use the qualitative approaches to explore the behavior,

perspective, feelings and experiences of people and what lies at the core of their lives.
To find the truth, a variety of constructs and interpretations were used in relation to the
communication experiences of Senior High School Dulong Bayan blended learners
towards communicating with their teachers.

Participants and Sampling

Non-probability sampling technique were being used wherein samples are

selected based on the subjective judgement of the researchers rather than random
selection. The researchers used purposive sampling whereby sixteen (16) students under
the blended learning modality were chosen based on the purpose of the study. To protect
the identity of the respondents, they were labelled as participant numbers 1 to 16.
Following standard research protocols, permission to perform this was being approved
by the Teacher-in-charge of Senior High School Dulong Bayan. Moreover, a letter of
consent was given and signed by the participants; they were assured of the confidentially
of their responses.
 Once the letter was approved, the researcher allotted three days, which started
January 17 to 19, 2022, to gather data from sixteen (16) students under the blended
learning modality through google forms, and ensured the safety of the participants as well
as the researcher.

Data Collection Technique and Procedure

The researchers used google forms instead of the original plan of conducting
focus-group-discussion as medium for data gathering since majority of the respondents
do not have stable internet connection and the Department of Education (DepEd)
announced a suspension of classes from January 15- 22, 2022 to ease the health burden
caused by the surge of COVID 19 cases to the physical and mental well-being of the
school personnel and learners and to resume on January 24, 2022 but purely
asynchronous classes.
The information was obtained from the respondents using an online survey
platform, and the respondents were provided a link to the questionnaire's website.
MacDonald and Headlam (2009) mentioned that the survey is quite adaptable in terms of
gathering information from respondents, This instrument is suitable for both quantitative
and qualitative research.
A research protocol containing ten (10) questions was prepared with the sixteen
(16) Senior high school students-participants of the study. The google form were sent out
in January 17 to 19, 2022 .The participants gave their consent prior to the gathering of
data. The questioner survey revolved around how students under the blended learning
modality communicate with their teachers and the challenges they encountered in
communicating with their teachers. All the data gathered were compiled to serve as the
corpus of the study for analysis and interpretation.

Data Analysis

The researchers closely examined the data to identify common themes of topics,
ideas, and patterns of meaning that arose repeatedly from the survey. This analysis was
done in three steps. First, open coding was done whereby the textual data were separated
into discrete parts. Second, axial coding was done by drawing connections between and
among the codes. Lastly, selective coding was done by selecting one central category
that connected all the codes from the analysis and captured themes. The criteria for
finalizing theme were conceptual congruence, exhaustiveness, and responsiveness to
the objective of the study; exclusivity of themes; and sensitivity to the raw data (Ballena
& Liwag, 2019).

Trustworthiness
The researchers employed the rigorous criteria for doing qualitative research,
known as credibility, dependability, confirmability, and transferability, to determine
trustworthiness. (Lincoln & Guba, 1985). The data was meticulously and thoroughly
analyzed so that the resulting themes, which comprised the study's conclusions, could be
extracted and supported by the survey forms. A degree of neutrality was shaped by the
participants and not researchers’ bias.

CHAPTER IV: RESULT AND DISCUSSION

This chapter presents the findings of the study which focused on the students
communication with teachers and the challenges students face in communicating with
their teachers who were under the blended learning modality. Three major themes
emerged in regard to how students communicate with teachers and two major themes
constituted the challenges that confronted students when communicating with their
teachers.

Table 1. Age of respondents

 Table 1 shows that 68 % or 11 out 16 of the respondents falls are eighteen (18)
years old while 25% or 4 out 16 are seventeen (17) years old and 6.3 % or 1 out 16 is
20 years old. The data gathered implies that majority of the respondents are eighteen
(18) years old.

Table 2. Gender of respondents

Table 2 presents the gender of the respondents, which implies that 56.3 % or 9
out 16 of the respondents are Female while 31.3 % or 5 out 16 of the respondents are
Male and 12.5 % or 2 out 16 of the respondents are under the L.G.B.T.Q.I.A+ . It only
implies that majority of the respondents are female.

Table 3. Academic Strand of respondents

Table 3 presents the academic strand of the respondents, which that implies that
56.3% or 9 out of 16 respondents are under the Accountancy, Business and Management
(ABM) Academic strand while 43.8 % or 7 out 16 respondents are under the General
Academic Strand (GAS).
 Table 4. Place of residence of the respondents

Table 4 presents the place of residence of the respondents, which that implies that
81.3% or 13 out of 16 respondents are living in the City of Bacoor Cavite while 12.5 % or
2 out 16 respondents are living in Municipality of Naic, Cavite and lastly, 6.3 % or 1 out
of 16 respondents are living within the Municipality of Kawit, Cavite.

How did City of Bacoor Senior High School Dulong Bayan students communicate
with their teachers

A thorough analysis of the participants’ responses relative to how students of City

of Bacoor Senior High School Dulong Bayan under the blended learning modality
communicated with their teachers resulted into three themes. These are communication
experience, communication dynamics between students and teacher, and lastly the
communication platforms being used by the students when communicating with their
teachers.
Table 5. How did City of Bacoor Senior High School Dulong Bayan students communicate
with their teachers under Blended learning modality?

Themes Significant Statements

Communication Experience with blended 1. Students have a lot of free time and
learning can use to help in their homes.
2. Blended learning are very
convenient and it gives comfort.
3. Students are hard to learn due to
communication barriers like internet
connectivity failure , technical
problem and environmental noise
resulted to stress.

Communication experience Between 1. Students feel less interaction with

Students And Teacher their teachers and classmates
2. Students find blended learning as
hard to communicate with their
teachers.
3. Teachers cannot answer the
queries of the students.
4. Communicating online leads to
misunderstanding.
Communication Platforms 1. Using Facebook as the main
communication platforms when
students communicating with their
teachers.
2. Email, Google Classroom and
Cellphone is the secondary
communication platforms when
students communicating with their
teachers.
 The Communication Experience with blended learning, Students are hard to learn
due to communication barriers like internet connectivity failure , technical problem and
environmental noise resulted to stress as the first theme was supported by significant
statements which were ferreted out of their responses. As one of the participants put it
succinctly, ”disturbance such as internet connection failure, noise from surroundings/
neighbors, unlike at school, it's easier to learn and to focus on the lesson”. Students have
a lot of free time and can use to help in their homes. Respondents says “ I can learn from
the comfort of our own home “ and bended learning are very convenient and it gives
comfort are also one of the most significant answer of the respondents. One of the
respondents pined point that “I'm not yet ready to experience the hassle of commuting
and traffic everyday”.
Second themed was Communication Between Students And Teacher, one
respondent say in a concise manner “there's not much of interaction with my classmates”
as one of the most significant answer by the respondents. Also Students find blended
learning as hard to communicate with their teachers appears to be one of the notable
answer by the respondents, based on the survey, respondents observed that “There are
times that teachers can't answer direct messages cause of their busy schedule so I am
not able to clarify some stuffs about an activity or lesson”. Lastly, 3. Teachers cannot
answer the queries of the students according to the survey respondents say “Difficulty in
communication on messenger leads misunderstanding. Often times you get no reaction
at all when you ask. Either like or seen zone is what you'll get”.
Lastly, the Communication platform being used to communicate students with their
teachers, based on the result of the survey Using Facebook as the main communication
platforms when students communicating with their teachers or 81.3 % as most significant
platforms and Email, Google Classroom and Cellphone are all with 6.3% is the secondary
communication platforms when students communicating with their teachers. The findings
of the current paper corroborate the findings of previous research on the same issues
about online learning during COVID-19, and the results showed that Facebook
Messenger and other social media platforms which are within the reach of both teachers
and their students facilitate communication between them. (Natividad, A., and Ballena,
C., 2021)
What are the challenges did the City of Bacoor Senior High School Dulong Bayan
students face in communicating with their students?

A thorough analysis of the participants’ responses relative to the challenges did

the City of Bacoor Senior High School Dulong Bayan students face in communicating with
their students resulted into two sections. Students asked what are the commutation
challenges they have encountered when communicating with their teachers during the
conduct of online class or also known as blended learning.

Table 6.
What are the challenges did the City of Bacoor Senior High School Dulong Bayan
students face in communicating with their students?

1. Internet connectivity
2. Gadget Problem
3. Shyness to ask question
4. Miscommunication
5. No/Late replies of teachers
6. Electricity problem
7. Late start of class

Internet connectivity problems was the most significant response of the

respondents that constitutes the challenge encountered by blended learning modality
learners in communicating with their teachers. This challenge was supported by the
significant statements that were derived from the participants’ responses as shown in
Table 6. “Mahina yung internet, Example hindi mo naintindihan yung turo ng teacher mo
dahil putol-putol yung salita niya so dahil doon konti lang yung naiintindihan mo”. The
findings of the current paper corroborate the findings of previous research on the same
issues about online learning during COVID-19, and the results showed that internet
connectivity will pose a big challenge among students for their online learning (Asio, J.M,
et. al. 2020, Venkataraman, S. 2020, Cullinan, J. et. al., 2020), also this research finds
that students when communicating with their teachers experiencing technical issues such
as gadget problem, “my mic wasn't working so i had to get out of my camera and just
speak at the mic of my phone” as per the respondents this findings supported by research
wherein blended learning weaknesses consist of communication and technical
weaknesses (Hidayat, D. Anisti, Purwadhi, Wibawa, D. 2020). hence, shyness to ask
question seems to be significant answer together with miscommunication, “Difficulty in
communication on messenger leads misunderstanding” according to the respondents. No
or Late replies of teachers, “ Often times you get no reaction at all when you ask. Either
like or seen zone is what you'll get”. respondent pointed out. Also Electricity problem and
Late start of class appear often in the survey.

CHAPTER V: CONCLUSION AND RECOMENDATION

This paper has analyzed the impacts of the lockdowns triggered by the COVID-19
pandemic on academic life, identifying the communication experience and how students
who are under blended learning modality communicate with their teachers. Student’s
efforts to communicate with their teachers are indispensable especially now that distance
education is offered by default in the midst of the COVID-19 pandemic and vice versa.
Based on the result of the online survey done to the students, the researcher,
therefore, conclude that internet connectivity, technical problem and environmental noise
will play a big challenge among students for their online learning. This idea also applies
to the institution, the school administration, the faculty, and the staff. However, this result
will justify the recommendation for appropriate actions intended to remedy such a
problem. Secondly, communication experience between students and teacher, the
researchers found out that students find blended learning as hard to communicate with
their teachers also students feel less interaction with their teachers and classmates. The
Covid-19 pandemic has had a detrimental impacted on many students’ mental health,
therefore, conclude that with blended learning, likely to increase students’ feelings of
isolation due to lack of face-to-face interaction, Students experienced health concerns
related to increased screen time such as fatigue, headache, lack of motivation,
avoidance/procrastination, among others. And thirdly, The use of Facebook, and other
social media platforms which are within the reach of both students and teachers facilitate
communication between them. Communication between and among students and
teachers are essential in blended learning. Despite the challenges that arose from the
use of said platforms and still needed to find ways to be able to cope with these
challenges. Thus, delivering quality education in the midst of the pandemic is still vital.
Based on the findings of this survey, the following recommendations are hereby
presented: provision of pocket WIFI for students especially in far-flung areas with ample
data connection. Provision of other gadgets for learning for those students who are very
needy and qualified with the help of the local government units (LGUs). Provision of WIFI
hotspots to certain locations where students can avail it for free in the community like a
plaza, barangay halls, Barangay Police outposts, parks, etc. The provision of possible
services to extend assistance and help to students in the implementation of flexible
learning using online mode delivery. Improvement of Information Technology
infrastructure for flexible teaching and supporting the continuous learning of the students.
Recalibration of program offerings and alignment of curriculum competencies based on
the capability of the students and institution in the implementation of the online mode
delivery of learning. Teachers and school administrators must extend the use of online
communication such facebook messenger and other social media flatforms to
accommodate the queries and concerns of the students, also allocate a specific
consultation hours for each section for the students to raise their questions. Finally, the
inclusion of flexible teaching and learning in the institution’s strategic plan as an
alternative delivery mode in the future.
 References
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