Chapter 1

INTRODUCTION

This chapter presents the background of the study, research objectives,

hypotheses, review of related literature, theoretical and conceptual framework,

significance of the study, and the definition of terms.

Background of the Study

Schooling is one of the most impacted aspects of human existence due to the

coronavirus disease pandemic. Since the pandemic's emergence and danger, several

governments worldwide have opted to temporarily suspend schools, affecting millions of

students. Therefore, the epidemic has caused a learning problem among pupils, the

majority of whom are youngsters (Sarmiento et al., 2021). To correspond to this

research, the researcher cited that every country has a plan to prepare for the limited

face-to-face classes in the selected schools.

In the global setting, Indonesia, which has the highest number of COVID cases in

Southeast Asia, said in January that 14 of the country's 34 provinces were ready for

school reopening in July, a month ahead of schedule. One of the most important

requirements for reopening is the establishment of physical distance in the classroom

(Limos, 2021).

In the Philippines, according to the education secretary they will continue to

provide limited face-to-face lessons, as previously agreed and directed by the President
and his staff. They will begin with 100 public schools, 20 private schools, and a few

foreign institutions as a starting point. Because they are still undergoing examinations,

some private schools will begin classes on November 22 after public schools have

begun the trial program on November 22 (Fernandez, 2021).

According to Llimet (2021), due to the continuing Covid-19 epidemic, the City

Government of Davao has proposed that five schools in the city's "minimum risk"

districts be included in the experimental run of the restricted face-to-face sessions being

offered in the nation. The mayor also said that they have already talked with DepEd-

Davao Region about the list of schools that will be included in the first deployment of the

face-to-face learning based on the city's risk assessment and that they have already

communicated with them. As a result, Higher Education Institutions (HEI) may

undertake limited face to face classes as long as basic health criteria are properly

followed. Safety precautions include wearing good face masks/shields and other

protective gear such as personal protective equipment, cleanliness, and handwashing

on a regular basis, as well as preventing touching the face and other surfaces. On the

other hand, many students are concerned about attending face to face classes during

the covid19 pandemic. Students stated that attending class was stressful, group work

and involvement components were less effective, and the learning experience was

decreased due to the several Covid-19 policies. However, students prefer limited face to

face classes because the presence of learning in an environment where they can focus

has been proven to be more effective than virtual learning. They are more attentive in a

classroom environment where students can also explore and go beyond as many
questions as they can during limited face to face classes without any hindrance. (Mali,

D., & Lim, H., 2021)

Research Objectives

The purpose of the study is to determine the relationship between school

challenges and coping strategies of nursing students on the implementation of limited

face-to-face classes amidst COVID-19 pandemic. Specifically, it seeks to answer the

following objectives:

1. To describe the level of school challenges encountered by nursing students

on the implementation of limited face-to-face classes amidst COVID-19

pandemic.

2. To ascertain the level of coping strategies of nursing students on the

implementation of limited face-to-face classes amidst COVID-19 pandemic.

3. To determine the significant relationship between school challenges and

coping strategies among nursing students on the implementation of limited

face-to-face classes amidst COVID-19 pandemic.

4. To determine the significant difference between school challenges and coping

strategies among nursing students on the implementation of limited face-to-

face classes amidst COVID-19 pandemic when grouped according to gender.

Hypotheses

There is a significant relationship between the level of school challenges and

coping strategies of nursing students on the implementation of limited face-to-

face classes amidst COVID-19 pandemic.

 There is no significant relationship between the level of school challenges and

coping strategies of nursing students on the implementation of limited face-to-

face classes amidst COVID-19 pandemic.

There is no significant difference between school challenges and coping

strategies among nursing students on the implementation of limited face-to-face

classes amidst COVID-19 pandemic when grouped according to gender.

Review of Related Literature

The articles and information stated below represent the data needed for this

research study to support the results and conclusion of this study. The included

literature includes a variety of studies and citations about students’ school challenges

and coping strategies of limited Face-to-Face classes. The articles also demonstrate the

impact and benefits of Face-to-Face classes. As a result, the analyses and data

acquired will be summarized to reveal the study's principal concern. In addition, the

information in this area aids in the confirmation of further details of future outcomes and

findings derived from the data. Finally, it provides a way to understand the purpose of

the study vividly.

School Challenges

According to Sarmiento, P.J, Sarmiento, C.L and Tolentino, R.L (2021), stated

that schooling is one of the most impacted parts of human existence due to the

Coronavirus Disease 2019 (COVID-19). Since the pandemic's emergence and threat,

numerous countries worldwide have decided to close schools that have impacted
millions of students temporarily. As a result, students, most of whom are children, have

been experiencing a learning crisis due to the pandemic.

It was discovered in various emails that students were anxious about attending

face to face classes during the Coronavirus Disease (Covid-19) pandemic. Furthermore,

in face to face interactions over a five-week period during which lectures were two-thirds

face to face, students verbally expressed that coming to classes was stressful, that

group work and engagement elements were less effective, and that the implementation

of various Covid-19 policies hurt their learning experience (Mali, D., & Lim, H., 2021).

According to Gopez, J.M (2021), collaboration with local government units for

Higher Education Institutions and a contingency plan for resuming limited physical

classes. Campuses in general community quarantine and modified general community

quarantine regions are only permitted to reopen for physical operations with medicine,

nursing, medical technology, laboratory science, physical therapy, midwifery, and public

health programs. Thus, face to face classes are only available to students who are at

least 20 years old. The maximum number of students should be allowed, provided that

a 1.5 m distance between each student is maintained. Furthermore, schools must

redesign their facility layouts to ensure physical separation, which means extracurricular

activities are prohibited to avoid large crowds.

Reopening schools to prepare face to face classes must ensure students and the

staff's safety, especially when following physical distance. Executing a plan of the

school health protocols during this pandemic must have truthful data approved by the

school's institution. They published a checklist to follow to support the school's

reopening and the preparation for the possible resurgence of Covid-19. In this checklist,
it aligned with the existence of Covid-19 related to WHO guidelines which instructed

around the protective measures such as hand hygiene and respiratory etiquette,

physical distancing, use of masks in schools, cleanliness of the environment and its

ventilation, and lastly, respecting the procedures for isolation of all people with

symptoms. This checklist helps the school personnel enhance compliance and

adherence to public health protocols (WHO,2020).

The large majority of before comparing face to face with online distance courses

was in higher education institutions in developed countries with readily available and

dependable technology infrastructure, resources, and support. There is a severe lack of

similar comparative studies in underdeveloped nations, where poor IT infrastructure, a

lack of financial resources and technical assistance, and limited IT skills for instructors

and students are significant barriers to the adoption of online distance learning

(Mandl,T. 2020).

Due to the limited time allotted for face-to-face learning, some students said they

barely had enough opportunities to make clarifications on the lessons. A teacher said

that there were also learners who “cannot clearly see what written on the board due to

physical distancing” while others “cannot clearly hear what the teacher is saying

because of face masks and barriers.” (Malipot, M. 2022)

In 2019, Metro Manila was reported in the TomTom Traffic Index to have the

second worst traffic congestion in the world. Although the Philippines improved and only

ranked 18th in 2021, it’s safe to say that traffic jams still plague Filipinos, as this is one

of the most common worries they’ve mentioned about the return of in-person classes.
 Opening schools while Covid-19 remains a threat poses considerable challenges

for school leaders, despite the Government’s lessening of the strict two-meter social

distancing rule imposed in June, to allow schools to create year-group ‘bubble’. While

most senior leaders (89 per cent) predict that they will find it at least ‘somewhat

manageable’ to open to all pupils while taking measures to minimize the risk of

infection, many identify a need for additional staffing and resources.

Among the 78 per cent of senior leaders who have concerns about the

manageability of opening their schools under these circumstances (those who said it

was ‘somewhat manageable’ or ‘completely unmanageable’), additional needs identified

included more teachers, TAs, cleaning staff, support staff, and funding for additional

cleaning and protective equipment and for IT. For this group of senior leaders, the cost

of additional staffing and resource needs represent an increase in total expenditure of

approximately one-fifth for an average primary and one-tenth for an average secondary

school, although some of the costs associated with these additional needs will be met

by government schemes.

According to Goni, B., Wennberg, L., Martin, L., Alfonso, Cristina., Martin, L., and

Monforte, C (2020), stated that in this pandemic period, there is a need to improve

nursing education to ensure that students receive proper infection prevention and

control instruction and the chance to acquire the skills and attitudes necessary to care

for infected patients. To better educate future nurses to deal with emerging pandemics

in a more globalized world, the effects of these education programs would need to be

evaluated using valid and reliable instruments that allow for comparisons.
 Many of the same challenges that the COVID -19 pandemic has caused have

been encountered by instructors and students worldwide. Many low-income students

whose families live outside of large cities in Indonesia do not have access to the internet

or have minimal means to study online, according to Azzahra (2020). This widens the

gap between students even further than it was before the Pandemic. They say that

having a consistent internet connection has been a significant roadblock to converting to

an E-learning environment. Nartiningrum and Nugroho (2020) describe how teachers

who have dealt with children who are unable to connect have dealt with the issue.

Teachers have innovated by learning new teaching tactics and creating practical online

learning tools due to less motivation to learn. According to Adnan and Anwar (2020),

students have stated that they feel they cannot interact as well with their classmates

and teachers in an Elearning mode as they can in a face-to-face class. Students were

also unprepared to deal with this abrupt transition to remote learning. According to 62%

of COOs at responding institutions, students were underprepared for online education,

with 51% of students having no prior experience with online courses (Garrett et al.,

2020). Students said it was challenging for them to keep focused during the transition to

online learning. Most students believed the online learning experience was not as

engaging as in-person learning (Hansen et al., 2020).

Students complained about various issues, including a lack of opportunities to

collaborate with others (Means & Neisler, 2020), inability to pay attention, stay focused,

and stay motivated, and not feeling included. In the Philippines, Toquero (2020)

discusses how curriculum adaptations are required for higher education to boost

student learning. The author demonstrates how universities and institutions were
unprepared for the Pandemic and how education must change. Ecuador is no

exception. Students struggle with internet connections, according to Asanov et al.

(2021). Not everyone has access to the internet directly from their home, and not

everyone has the tools necessary to take online classes. Lynch (2020) further states

that online lessons must be adapted to the new structure even with the proper

technology and access to the internet. COVID-19, like so many other elements of daily

life, has had a significant impact on students, instructors, and educational institutions all

across the world (Mailizar et al., 2020). Schools, colleges, and universities worldwide

were forced to close their doors as a result of the Pandemic so that students may

observe social distancing procedures (Toquero, 2020). That said, transitioning

successfully from a traditional educational environment to a distant and virtual learning

environment is impossible. The quick transformation is tied to several hurdles and

challenges (Crawford et al., 2020). However, because no one knows when the epidemic

will be eradicated, educational institutions worldwide have opted to employ the existing

technological resources to build online learning materials for students in all academic

subjects (Kaur, 2020). Online learning can be effective (Basilaia & Kvavadze (2020),

which is why it is ineffective in Pakistan. In Pakistan, however, a large portion of

studying and teaching and administrative tasks at academic institutions are done by

hand (Salam et al., 2017). Lack of access to fast, affordable, and stable internet

connections stymies online learning, particularly for those living in Pakistan's rural and

marginalized regions (Wains & Mahmood, 2008). Because a large portion of online

content is not available via smartphones, students who access the internet via

smartphones cannot benefit from online learning. Nonetheless, it served as a reminder

of academic institutions' lack of resources and students' social marginalization, as

insufficient Internet access and availability, as well as a lack of cutting-edge technology,

hampered organizational responsiveness and students' ability to participate in digital

learning. Another big concern with online learning is the lack of sufficient interaction with

instructors. Concerns about any online course's material are usually discussed with the

relevant course instructor by email, which necessitates a response time (Zhong, 2020).

Students who are tactile learners will not be interested in virtual classes. Another

significant omission in online learning is traditional classroom socialization. Students

only communicate online and never see one another in person. Therefore, realtime

sharing of ideas, knowledge, and information is limited in the digital learning world (Britt,

2006).

Coping Strategies

Teachers and institutions worldwide have begun to adjust to the new type of

teaching and learning that the Pandemic has necessitated. To improve their online

lessons, teachers have started to innovate their teaching strategies and use technology

tools. Jena (2020) explains how the epidemic has created chances in schooling in India.

Teachers have learned new tools and are putting them to use in ways they haven't done

before. Teachers are adjusting, and the government is investing in educational agencies

to help students learn. Sepulveda-Escobar and Morrison (2020) in Chile discuss how

the Pandemic has created a climate that encourages new inventions and teachers to

broaden their knowledge and technological abilities. This has been a significant benefit

of the country's shift to online learning. Teachers struggled initially with the transition to
online teaching, according to Velleet et al. (2020). Still, things are improving with a push

for teacher training programs for new technology and ways to teach online virtual

courses. According to the researchers, many teachers are attending classes to increase

their digital skills and learn more ideas for interactive online teaching approaches.

Teachers were able to enroll in professional development courses and improve their

teaching skills due to these training sessions. Students in Ecuador loved E-learning

sessions when the teacher was prepared and employed ICT interactive teaching tactics,

according to Tejedor et al. (2020). However, they claimed that many of their teachers

were not equipped with these tools and lacked the knowledge necessary to make their

classes more inventive. Another finding was how quickly many young pupils could adapt

to virtual or online courses if they had access to the internet. In Greece, they discovered

that many pupils acclimated to the new standard faster than many teachers,

notwithstanding their level of experience with technology. They found, however, that

having access to the latest technology was critical to their ability to adapt. It was evident

from different studies conducted worldwide that access to technology, materials, and

the internet is essential for success and significantly affects students' perceptions of

online learning.

Lazarus and Folkman (2013) thought of stress as an interactive process between

the person and their surroundings, in which the influence of stressful events on physical

and psychological well-being is determined by coping. From this widely accepted

transactional approach, coping would come to be defined by cognitive and behavioral

efforts employed in response to external or internal demands that the individual deems

to be threats to their well-being.

 Despite the documentation of more than 400 coping strategies (Skinner et al.,

2003), they are generally categorized into two broad types (for a complete

categorization, see Zimmer-Gembeck and Skinner, 2016): approach (also called active)

strategies and evasive (or disengagement) strategies. Approach strategies involve

cognitive and behavioral mechanisms aimed at making an active response to the

stressor, directly changing the problem (primary control) or the negative emotions

associated with it (secondary control). This category includes strategies such as

planning, taking specific action, seeking support (instrumental and emotional), positive

reappraisal of the situation, or acceptance. Evasive strategies are those which involve

cognitive and behavioral mechanisms used to evade the stressful situation, such as

distraction, denial, and wishful thinking. Based on this classification, there is a broad

consensus that approach strategies are related to good academic, physical, and

psychological adjustment (Clarke, 2006; Syed and Seiffge-Krenke, 2015; Gustems-

Carnicer et al., 2019), whereas evasive strategies usually mean maladaptive

consequences for the students (Tavolacci et al., 2013; Deasy et al., 2014; Skinner et al.,

2016; Tran and Lumley, 2019).

To grapple with the “new normal” and deal with the considerable challenges

brought about by the pandemic, individuals need a considerable degree of flexibility.

Psychological resilience is a widely recognized mechanism underlying the adjustment

process, with coping flexibility a core component [e.g., (18)]. The theory of coping

flexibility postulates that effective coping entails (a) sensitivity to the diverse situational

demands embedded in an ever-changing environment and (b) variability in deploying

coping strategies to meet specific demands (19). More specifically, psychological

adjustment is a function of the extent to which individuals deploy problem-focused

coping strategies (e.g., direct action) in controllable stressful situations and emotion-

focused coping strategies (e.g., distraction) in uncontrollable ones. Inflexible coping, in

contrast, has been linked to psychological symptoms. For example, individuals with

heightened anxiety levels are characterized by an illusion of control. They tend to

perceive all events in life as being under their control, and thus predominantly opt for

problem-focused coping regardless of the situational characteristics. In contrast,

individuals with depression are characterized by a sense of learned helplessness. They

tend to view all events as beyond their control, and thus predominantly deploy emotion-

focused coping across stressful events. Coping flexibility has been identified to foster

adjustment to stressful life changes, which is indicated by a reduction in symptoms of

anxiety and depression commonly experienced in stressful life transitions. (Hawha, R.,

2021)

In light of the transactional theory of stress and coping that highlights the

importance of primary and secondary appraisals in the coping process (29), coping

flexibility (secondary appraisal) is predicted to explain the association between context-

specific health beliefs (primary appraisal) and mental health. Instead of perceiving the

COVID-19 pandemic as aversive and uncontrollable, resilient copers tend to espouse a

more complex view by recognizing both controllable and uncontrollable aspects of the

pandemic. For instance, these individuals tend to take such positive actions as

acquiring new information technology and digital skills to meet the demands of home-

based teleworking, but engage in meditation to cope with the unpleasant emotions

brought about by mandatory stay-at-home orders. Accordingly, coping flexibility is

hypothesized to be inversely associated with anxiety and depression during the

pandemic. (Aldwin, C., 2014)

As individuals high in coping flexibility are characterized by cognitive astuteness

in making distinctions in an array of stressful events (30, 31), coping flexibility is also

predicted to interact with context-specific health beliefs to have a conjoint influence on

mental health in the pandemic context. Although COVID-19 shares similar

characteristics with other atypical coronaviruses of SARS and Middle East respiratory

syndrome (MERS), the case fatality rate of COVID-19 is much lower than the others

(32). Among individuals high in coping flexibility, those who tend to perceive such

differences may experience lower COVID-19 anxiety than their counterparts who do not

hold this perception. In this respect, mental health experienced during the pandemic is a

function of both context-specific health beliefs and coping flexibility. (S. Blum, R.C.

Silver, in Encyclopedia of Human Behavior (Second Edition), 2012)

As with the other components of coping, research classifies strategies by type,

such as problem-focused coping or emotion-focused coping. One needs to bear in

mind, however, that people's thoughts, feelings, and behaviors seldom fit into black-or-

white categories such as those required for quantitative analytics. For example, a man

responds to being laid off by networking with friends to learn of other job opportunities.

Networking is active coping and planning, both of which are problem-focused.

Networking with friends, however, likely adds the benefit of support from others to

decrease his anxiety, which is emotion-focused. This illustration also shows that often

the best method of coping is a combination of problem-focused and emotion-focused

strategies. Whether it is a single strategy or a few enacted together, this approach can
both reduce the impact of the stressor and the negative emotions it may evoke. Yet,

there is no one universal coping strategy that will be effective in all situations. Coping

strategies that lessen distress in one situation may be ineffective or even detrimental to

the individual in another. (S. Blum, R.C. Silver, in Encyclopedia of Human Behavior

(Second Edition), 2012)

Individuals also engage in proactive coping. These future- and action-oriented

behaviors can prepare a person not only for specific stressors, but also for those that

are likely to arise in the normal course of life. Proactive coping includes building and

strengthening all resources (e.g., from practical and academic knowledge, experiences,

and sufficient numbers and varied kinds of social contacts; see also direct effects

hypothesis of social support). As well, proactive coping involves gaining skills and

abilities to assess the changing environment more accurately, from signs of a possible

stressor, to appropriate strategies and resource use, to feedback on a given situation.

Though it is impossible to make causal claims, future-oriented coping tends to be

associated with positive outcomes such as goal achievement and lower levels of

distress. However, too great an emphasis on the future may be a sign of hypervigilance,

which has been linked to negative outcomes such as anxiety and poor information

processing. (R.C. Silver, 2012)

Specific coping strategies (e.g., 'think of different ways to solve the problem,' 'tell

myself it doesn't matter') are generally grouped into a variety of coping subtypes to

describe categories of adolescents' coping responses. Examples of common subtypes

are problem solving, information seeking, cognitive restructuring, emotional expression

or ventilation, distraction, distancing, avoidance, wishful thinking, acceptance, seeking

social support, and denial. But, coping strategies are not viewed simply as a large

collection of possible responses to stressors with arbitrary groupings. Rather, coping

subtypes, and even broader dimensions that comprise sets of these subtypes, are

derived based on conceptual models of coping. Researchers then use statistical

techniques such as 'factor analysis' to determine whether the conceptual model that

groups together coping subtypes is appropriate. We now examine the most common

models of coping that have been applied in the adolescent coping literature. (S. Blum,

R.C. Silver, in Encyclopedia of Human Behavior (Second Edition), 2012)

Richard Lazarus and Susan Folkman theorized that coping could be divided

based on its function, into problem-focused coping and emotion-focused coping.

Problem-focused coping includes those strategies that involve acting on the

environment (e.g., seeking support from others to solve the problem) or the self (e.g.,

cognitive restructuring). Emotion-focused coping includes those strategies used to

regulate one's stressful emotions (e.g., using substances, emotional ventilation). One

study found that older, as compared to younger adolescents, tended to use more

emotion-focused coping strategies, whereas age was not related to the use of problem-

focused strategies. Critics of the problem-focused versus emotion-focused coping

framework argue that these two dimensions are overly broad and some strategies may

reflect both types of functions (e.g., seeking support from others may be used in the

service of solving the problem or to soothe one's feelings). Also, strategies that

represent very different types of coping and may be associated with very different

outcomes have been subsumed under the same broad category.

 Given the current prominence of transactional views, coping is often defined as

“constantly changing cognitive and behavioral efforts to manage specific external and/or

internal demands that are appraised as taxing or exceeding the resources of the

person” (Lazarus and Folkman, 1984, p. 141). Coping incorporates processes from

many levels. It reflects evolution; humans come prepared to recognize and react to

environmental demands in ways that promote survival. Coping has a tightly integrated

physiological, psychological, and social basis. Many features of psychological

functioning, such as emotions, motivation, attention, volition, cognition, and

communication are organized in ways that allow them to contribute to coping. For

example, emotions signal and organize interactions of adaptive significance. Many

aspects of social relationships and cultural systems also contribute to coping. For

example, attachment relationships provide a safe haven of protection during times of

distress. (E.A. Skinner, M. Zimmer-Gembeck, in Encyclopedia of Mental Health (Second

Edition), 2016)

Theoretical and Conceptual Framework

This study uses sociocultural theory of learning by Vygotsky’s. In this theory it

emphasizes that learning occurs as a result of social interactions between individuals. It

is one of the most prevalent educational theories today. It believes that learning begins

with social interaction and continues with individual internalization of social behaviors.

In conformity with Vygotsky’s Sociocultural theory, students and teachers

develop relationships in the classroom in order to aid students in their learning.

Relationships contribute to the facilitation of social interaction and active participation in

educational tasks. Students gain knowledge by observing, listening to, and discussing

their tasks.

According to Nagel (2012, p. 83), sociocultural theory "reflects the view that

learning and development are not solely a function of increased mental sophistication

but are also mediated by social and cultural interactions." Bates (2019, p. 19) argues

that "knowledge and interactions are constructed through social interactions with family,

friends, teachers, and peers" according to sociocultural theory.

According to Leonard (2002, p. 178), "sociocultural theory is concerned with the

causal relationship between social interaction and individual cognitive development.

According to sociocultural theory, learning occurs as a result of social interactions and

takes place within a particular cultural environment (Bates, 2019; Leonard, 2002; Nagel,

2012).

A further theory that support our study is Social constructivism, a theory of social

learning developed by Russian psychologist Lev Vygotsky, asserts that individuals are

active participants in their own knowledge construction (Schreiber & Valle, 2013).

Vygotsky believed that rather than occurring solely within the individual, learning occurs

primarily in social and cultural contexts (Schreiber & Valle, 2013).

According to social constructivism, effective teaching and learning are highly

dependent on interpersonal interaction and discussion, with a primary emphasis on the

students' comprehension of the discussion (Prawat, 1992). Students, for example, learn

primarily through interactions with their peers, teachers, and parents, whereas teachers
stimulate and facilitate conversation in the classroom by utilizing the natural flow of

conversation (Powell & Kalina, 2009).

One of Vygotsky's central concepts in his social constructivism theory is the zone

of proximal development (ZPD), which emphasizes the instructor's role in an individual's

learning. The ZPD defines the activities that a student can perform independently and

those that the student cannot perform without the assistance of an instructor.

According to the ZPD, students can understand and master knowledge and skills

that they would not be able to do on their own with the help of an instructor (Schreiber &

Valle, 2013). Students are able to complete tasks independently once they have

mastered a skill. Rather than serving as a passive figure, the instructor in this theory

plays an active role in the students' learning (Chen, 2012; Schreiber & Valle, 2013).

Another theory that give aid to our study is Albert Bandura's social learning

theory emphasizes the importance of observing, modeling, and imitating others'

behaviors, attitudes, and emotional reactions. Social learning theory is concerned with

the interaction of environmental and cognitive factors that affect human learning and

behavior.

In Social learning theory, it was stated that it is frequently referred to as the

'bridge' between traditional theories of learning (i.e., behaviorism) and cognitive

approaches. This is because it emphasizes the role of mental (cognitive) factors in

learning. In contrast to Skinner, Bandura (1977) believes that humans are proactive

information processors who consider the relationship between their actions and their

consequences.
 Children observe how their peers behave in a variety of ways. This is

demonstrated in the well-known Bobo doll experiment (Bandura, 1961). Children are

surrounded by numerous influential models in society, including their parents,

characters on children's television, peers, and teachers at school. These models

illustrate and emulate specific types of behavior, such as masculine and feminine, pro-

and anti-social, and so on.

Observational learning is impossible without the involvement of cognitive

processes. These psychological variables mediate (i.e., intervene) in the learning

process, determining whether or not a new response is acquired. As a result, individuals

do not automatically imitate the behavior of a model. Prior to imitation, there is some

consideration, which is referred to as mediational processes. This occurs during the

period between observing the behavior (stimulus) and imitating or not imitating it

(response).

Figure 1. Conceptual Framework of the Study

 Shown in Figure 1 the conceptual framework of the study showing the

relationship between school challenges (independent variable) and coping strategies

(dependent variable).

Significance of the Study

Limited Face-to-Face classes is imposed by the DepEd because of the lockdown

periods and surge cases due to the unintended crisis. The overall of this study is to

know the school challenges and coping strategies of students towards the

implementation of limited Face-to-Face classes amidst pandemic and to know their

preferred modality learning and to help them improve other phases of learning

difficulties during the current pandemic era. This study would greatly benefit the

followings:

This study would benefit the school administrators, teachers, parents, students,

future researchers, and researchers through knowing the well-being of the students

during the new normal education, to improve some teaching styles to help students who

have difficulty in coping with the limited face to face classes, and know the student’s

school challenges and coping strategies on the implementation of limited face-to-face

classes in the Philippines amidst COVID-19 pandemic.

Definition of Terms

 Quarantine - the period of time during which a person or animal that has a

disease or that might have a disease is kept away from others to prevent the

disease from spreading.

 Coronavirus disease 2019 (COVID-19) - is defined as illness caused by a novel

coronavirus called severe acute respiratory syndrome coronavirus 2 (SARS-CoV-

2; formerly called 2019-nCoV), which was first identified amid an outbreak of

respiratory illness cases in Wuhan City, Hubei Province, China.

 Face-to-face learning - is an instructional method where course content and

learning material are taught in person to a group of students. This allows for a

live interaction between a learner and an instructor. It is the most traditional type

of learning instruction.

 Retrofitted - add (a component or accessory) to something that did not have it

when manufactured.

 Consolidate - make (something) physically stronger or more solid.

 Marginalization - treatment of a person, group, or concept as insignificant or

peripheral.

 Emulate - match or surpass (a person or achievement), typically by imitation.

 Alleviate - make (suffering, deficiency, or a problem) less severe.

 Vividly - in a way that produces powerful feelings or strong, clear images in the

mind.

 Imposed - force (something unwelcome or unfamiliar) to be accepted or put in

place.