Team-Miracle-V New

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Sumacab Campus, Cabanatuan City
REMOTE LEARNING EXPERIENCES OF STUDENTS IN SELECTED STATE

UNIVERSITIES IN THE PHILIPPINES
An Undergraduate Thesis
Presented to the
Faculty of the College of Education
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Sumacab Este, Cabanatuan City
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Physical Education
MPE17 - RESEARCH IN BPE
Miahlyn G. Manuzon
Reybel G. Navarro
Romel P. Nunag
Cedric P. Dela Cruz
Liza E. Torres
MAY 2022
APPROVAL SHEET
This research entitled “REMOTE LEARNING EXPERIENCES OF

STUDENTS IN SELECTED STATE UNIVERSITIES IN THE PHILIPPINES” in
partial fulfillment of the requirements for the degree of
Bachelor of Physical Education, has been recommended for oral
presentation.
MICHAEL V. LINSANGAN, MAEd LUIJIM S. JOSE, MAEd

Research Adviser Research Teacher
Approved by the panel of examiners and advisers during the oral

defense this 12th of May, 2022.
GEMMA DC. SANTOS, PhD

Chair
NORMAN V. ALFONSO, PhD LORRAINE G. BALIGAT, MAEd

Member Member
VLADIMIR T. TAMAYO, PhD SHERYL C. BUENAVENTURA, MAEd

English Critic Statistician
-
JOMAR M. URBANO, PhD

Head, COED Research Services
Accepted and approved in partial fulfillment of the
requirements for the course of Bachelor of Physical Education.
SHEENA MAI A. GALMAN, PhD ANGELICA O. CORTEZ, EdD

Chairperson, BSEd Program Dean, College of Education
TABLE OF CONTENTS
Title ................................................ 1
Approval Sheet ....................................... 2
Acknowledgment ....................................... 5
Dedication ........................................... 7
Abstract ............................................. 8
List of Table ........................................ 10
List of Figures ...................................... 10
CHAPTER I
Introduction ......................................... 11
Statement of the Problem ............................. 14
Theoretical Framework ................................ 15
Significance of the Study ............................ 18
Scope and Delimitation ............................... 19
Definition of Terms .................................. 20
CHAPTER II
Review of Related Literature ......................... 22
CHAPTER III
RESEARCH METHODOLOGY ................................. 32
Research Design ...................................... 32
Research Locale ...................................... 32
The Procedure of the Study ........................... 33
Research Ethics ...................................... 35
Statistical Analyses of Data ......................... 35
CHAPTER IV
Presentation, Analysis, and Interpretation of Data ... 36

TABLE 1: Number of Students who experienced
Faulty Internet Connection ........................... 36
Table 1.1: Number of Students who experienced
Using Only Smartphones ............................... 38
Table 1.2: Number of Students who experienced
functionalities of gadgets ........................... 40
Figure 1: Technological Experiences of the Students
in Selected State Universities ....................... 42
Table 2. Other challenges faced by the students ...... 44
Table 3. Strategies proposed to overcome the
Challenges ........................................... 46
CHAPTER V
Summary, Conclusion, and Recommendation .............. 49

Summary of Findings .................................. 49
Conclusions .......................................... 51
Recommendations ...................................... 52
References ........................................... 54
Appendix ............................................. 58
ACKNOWLEDGMENTS
The researchers would like to express their heartfelt
gratitude and warm appreciation to the following persons who have
made significant contributions to developing, restructuring, and
finishing this valuable piece of work:
Mr. Michael V. Linsangan, their thesis adviser, for
constantly critiquing and providing helpful suggestions and
immediate feedback to help improve this study;
Mr. Luijim S. Jose, Research I and MPE 17 (Research in BPE)
teacher, for instructing them from the start of their research
journey and constantly motivating them to conduct this research,
and for putting so much effort into guiding and motivating them
to do well in this piece of work;
Ms. Sheryl C. Buenaventura, their statistician, for
directing them upon obtaining correct results and relevant data
analysis;
Faculty of the College of Education, for always

providing them with tons of motivational words and non-stop
wishing them luck;
BPEd Club Family, for always supporting the researchers from
conducting to completing this study;
Their parents and guardians, who have always supported them
from the start;
Most importantly, to Almighty God, for providing everything
they needed, both tangible and non-tangible aspects.

DEDICATION
This study is dedicated to our beloved parents because they
give support, motivation, and encouragement when we are thinking
of giving up, and they always provide moral, spiritual,
emotional, and financial support to meet learning needs.
To our teammates, let us congratulate ourselves for this one
great job.
To our beloved relatives, classmates, and friends, your love
and unending support mean so much to us.
Finally, Thank you to our almighty God for the strength,
guidance, and security, and for providing a good and healthy body
every day to face the challenges.
All of these, we offer to you.
The Researchers
ABSTRACT
This pandemic, caused by a virus known as Coronavirus, has a
significant impact on students' learning. As a result of the
COVID-19 pandemic, the Philippine learning system has changed,
and many educational institutions have discontinued face-to-face
academic activities and classes in favor of distance learning.
This study focused on students who participated in Remote
Learning at Selected Universities in the Philippines between 2019
and the present. Because this is a data-driven study, it was
conducted online using data from previous research studies. This
research or data mining was carried out during the first semester
of the school year 2021-2022.
This study investigated the challenges of running online
classes in the context of coronavirus disease 2019 (COVID-19),
and the findings were used to develop an efficient operation plan
to address these challenges.

The researchers proposed specific strategies for dealing
with difficulties in remote learning courses. The proposed
challenges are divided into the following categories: looking for
good space and time, borrowing learning resources, approaching
teachers, praying, connecting with others, doing learning tasks
ahead of time, and extending the time for learning tasks.
The purpose of this study was to enlighten people about the
experiences of students in remote learning in the Selected
Universities in the Philippines and to provide necessary data
that would help decrease the problem of each University in the
Philippines. Deep data mining was then conducted to gather
essential information used for accurate results and data
analyses.
List of Tables
Description Page Number
1. TABLE 1: Number of Students who experienced

Faulty Internet Connection ................................. 36
2. Table 1.1: Number of Students who experienced
functionalities of gadgets ................................. 38
3. Table 1.2: Number of Students who experience
functionalities of gadgets ................................. 40
4. Table 2. Other challenges faced by the students ......... 44
5. Table 3. Strategies proposed to overcome the
Challenges ................................................. 46
List of Figure
1. Figure 1: Technological Experiences of the Students

in Selected State Universities ............................. 42
CHAPTER 1
THE PROBLEM AND ITS SETTING
Introduction
The pandemic COVID-19 has a big impact on the learning of
the students. A recent study by Jerrwin C. Aguinaldo revealed
that erratic Internet connection, lack of equipment, and space
are the central issues that give PE teachers in junior high
school a hard time performing their job.
Various studies have been conducted (Go, 2020) as Philippine
schools shift to online distance learning. Peyton (2000) reported
a deficiency between students’ and educators’ interaction
compared to a traditional classroom setting, making student
engagement difficult. On the contrary, online education can
develop students’ critical thinking skills, deep learning,

collaborative learning, and problem-solving skills (Ascough,
2002; Rosie, 2000).
As a result of the COVID-19 pandemic, the learning system in
the Philippines has transformed, and many educational
institutions have ceased face-to-face academic activities and
classes in favor of distant learning.
Distance learning can be done in a variety of ways,
according to the Department of Education (DepEd), including
Modular Distance Learning (MDL), Online Distance Learning (ODL),
TV-Video/Radio-based Instruction (TV-Video/RBI), and Blended
Distance Learning (BDL). To decrease the risk of virus infection,
the government implemented a "no face-to-face" class, which
forced schools to employ distance learning, namely Blended
Distance Learning. Blended learning is a type of learning that
mixes face-to-face instruction with one or more of the following:
online distance learning, modular distance learning, and
television/radio-based training. This mode of instruction allows
schools to limit face-to-face instruction, maintain social
distance, and reduce the number of individuals outside the home
at any given moment.
As the number of confirmed COVID-19 instances continues to
rise, according to Richmond (2020), teachers and students are
transitioning from the classroom to computers. continues to gain

ground. He went on to say that while online distance learning
allows students to meet electronically, it also comes with its
own set of issues that necessitate more than a lecture.
Klawitter (2020) agreed with Richmond's remark, citing
distractions everywhere, remaining motivated, technological
concerns, some students being left behind, and diminishing social
components as some of the challenges students encounter with
distance learning.
Coronavirus, also known as the COVID-19 virus, is a fatal
disease that has become a global danger since it was first
reported in Wuhan, China, in December 2019. It spread like a
virus over the world, causing many changes in people's lives.
Families all over the world are experiencing a significant
short-term disturbance. Not only have children and their parents'
productivity suffered as a result of home education (Burges and
Sievertsen, 2020). Parents must spend more time supervising their
children now that instruction has migrated from physical to
virtual classrooms at an "untested and unprecedented" level
(Burges and Sievertsen, 2020) encouraging them to complete their
education.
The researchers come up with this study since the world is
still experiencing the pandemic. The government implements online
learning which is more useful nowadays. In regard to this,

learners are facing loads of tasks and requirements and it is
more performance-based. So, this research aimed to determine the
experience of the students, since many people will benefit from
this study such as the learners, teachers, parents, and future
researchers.
The pandemic affected the learning system in the
Philippines, which requires physical group activities that needed
physical contact in order to perform the task. But during these
hard times, the education system was forced to shift into the
online class system in order to continue the learning of
students. During this period, there are factors that affected the
learning of students, unstable internet connection, lack of
equipment, and a learning place for the student to focus on the
class.
There are various studies have already been conducted
regarding the shifting of face-to-face classes to online distance
learning. the pandemic prohibits physical contact which makes
learning and teaching crucial for the students and educators.
During the period of the pandemic, the Department of education
developed a way to help educators to deliver their activities
which are Modular Distance learning, online Distance learning,
TV-video/Radio-based instruction, and blended distance learning
to significantly helped the online class succeed and at the same

time implementing the no face to face safety protocol of the
government to avoid spreading of the virus.
This study was conducted in the school year 2020-2021 during
the countrywide implementation of online learning to facilitate
the problem of online schooling in the students and teachers by
knowing the impact of this online learning during a pandemic.
Statement of the Problem
Nowadays, the pandemic prevents students to attend face-to-
face classes to follow the health protocol to avoid the spreading
of Covid-19 among the students. To continue the learning of the
students, it has to be done with the use of Internet connection
through Online platforms.
The study aimed to determine the remote learning experiences
of students in selected state universities in the Philippines.
Specifically, it sought to answer the following questions:
1. How can students’ technological experiences in selected state
university remote learning causes be described in terms of:
1.1 Faulty Internet Connection;
1.2 Functionalities of Gadgets; and
1.3 Using Only Smartphones?

2. What are the other challenges faced by the students during
remote learning courses?
3. What strategies may be proposed to overcome the challenges of
remote learning courses?
Theoretical Framework
The pandemic and the lockdowns to contain it have affected
the mental health of people around the world. Many students are
suffering from stress and anxiety (Cao et al., 2020; Islam,
Barna, Raihan, Khan, & Hossain, 2020). Such psychological issues
often hinder students from adapting to online education.
Moreover, not all students have equal access to, and expertise
on, digital technologies. Although these inequalities existed
earlier, the COVID-19 pandemic has exposed this digital divide
(Jæger & Blaabæk,2020). There has been a lot of advances in
educational technology in the last few decades and the same
proved to be immensely useful during this pandemic (Chatterjee &
Chakraborty, 2020; Dhawan, 2020). Several online platforms to
support online education were available (Nash, 2020).
Nevertheless, it was a challenge for universities to map their
educational activities in an online space. Additionally,
professors and students faced a wide range of logistic,
technical, financial, and social problems (Lassoued, Alhendawi, &
Bashitialshaaer, 2020; Peters et al., 2020).

Universities were not prepared for such a transition from
classroom-based education to completely online education. Most
universities initially lacked infrastructure and strategies
(Zhang, Wang, Yang, & Wang, 2020).
The COVID-19 pandemic and the closing down of the university
campuses have affected the mental health of university students
(Savage et al., 2020). Empirical studies conducted in Bangladesh
(Khan et al., 2020), China (Jiang, 2020), France (Essadek &
Rabeyron, 2020), Greece (Kaparounaki et al., 2020), UK (Savage et
al., 2020), and USA (Copeland et al., 2020) found that a large
proportion of students are suffering from mental disorders of
varying severity. Many students reported suffering from
depression, anxiety, distress (Essadek & Rabeyron, 2020), and
even suicidal thoughts (Kaparounaki et al., 2020). The current
situation is having a modest but persistent effect on the mental
health of students (Copeland et al., 2020). Students are worried
about both the pandemic in general and their careers (Hasan &
Bao, 2020). Lack of motivation and negative emotions (Patricia,
2020) make it difficult for many students to focus on online
education.
School from Home during the COVID-19 pandemic has impacted
the educational systems of all countries across the globe
significantly. In response to this crisis, countries have applied

different rules and methods for dealing with changes in the
learning system. Within a few months, national educational
systems turned to solutions like online methods (using online
applications, TV, radio and offline methods including printed
books and modules.
Along with these changes, alterations have been necessary
for instructional strategies, technological readiness to
implement online learning and providing support and motivation to
all concerned parties. While the great hope is that the situation
soon returns to normal, in the meantime, changes in national
curricula must be made to increase flexibility, and technological
readiness must be accelerated. Lastly, education must be viewed
as collaborative community effort among government, teachers,
parents, and schools to increase the efficacy of teaching-and-
learning methods that have been adversely affected and ensure
that students do not fall behind (Rasmitadila, 2020).
Technological
experiences of the
selected state
Remote Learning universities in the
Philippines.
Experiences of
Students in What strategies may
Selected State be proposed to
Universities in the overcome the
Philippines challenges of
remote learning
courses.
Other challenges faced
by the students
Significance of the Study
The researchers were motivated to conduct this study to
explore and understand the remote learning experiences of
students in selected state universities in the Philippines.
This study is significant of the following:
Students. This research study will help to increase the
retention of information in students and determine the
experiences of online learnings during the pandemic.
Parents. This study will help the parents to guide and
support their children through this online learning course.
Teachers. This research study will provide relevant pieces
of information for the teachers.

School. This research study will provide relevant places of
information to the schools who are implementing rules and
facilitate the students learning.
Researchers. This research study will serve as a basis for
future researchers to improve current study. The output of this
study will be the foundation of future researchers to determine
what areas to improve.
Scope and Delimitation
This study focused on the students who experience remote
learning at selected universities in the Philippines from 2019 to
the present. Since this study is a data-driven output, it was
conducted only through online data collection from the previous
research studies. This research or data mining has been conducted
this first semester, school year 2021-2022. This study examined
the difficulties of running online classes in the context of
coronavirus disease 2019 (COVID-19) and used the findings to
develop an efficient operation plan to address these
difficulties. The participants of this study were learners or
students who are under Remote Learning set-up. In general, the
conduct of this study involved the following steps: collecting
online information from the previous researchers and analysis of
data gathered.
Definition of Terms
For better understanding of the terms used in this study,
they are defined as follows:
Remote Learningis a virtual classes that students can take
from home or anywhere else that has an internet connection. it is
a course conducted over the Internet. They are generally
conducted through a learning management system, in which students
can view their course syllabus and academic progress, as well as
communicate with fellow students and their course instructor.
Functionality is the set of functions or capabilities
associated with computer software or hardware or an electronic
device
Faulty is when the internet is working, but is slower than
expected.
Pandemic is a disease outbreak that spreads across countries
or continents. It affects more people and takes more lives than
an epidemic. The World Health Organization (WHO) declared COVID-
19 to be a pandemic when it became clear that the illness was
severe and that it was spreading quickly over a wide area.

CHAPTER 2
REVIEW OF RELATED LITERATURE
Online Learning
The world was shaken when the COVID-19 Pandemic started.
Businesses and schools shut down and went into quarantine in
order to isolate the spread of the virus. In doing so, schools

such as CPU was forced to implement distance learning, and a new
routine was established to cope with our current situation.
Impact of Covid-19 in Remote Leaning
According to (Berkowitz et al., 2020), The disproportionate
impact of coronavirus disease 2019 (COVID-19) on vulnerable
populations has highlighted grave health inequities. particularly
among marginalized youth (Fortuna et al., 2020; Morales et al.,
2020).
According to (Daum, 2020). Physical education teachers and
administrators were swiftly required to deliver robust virtual
programs without adequate training and provision of appropriate
teaching and learning resources. Online learning is, by its own
nature, inequitable for school-aged youth, due in part to unequal
access to technology, consistent highspeed internet, adult
supervision and support, sports equipment, and physical space to
participate in online physical education.
According to (Varea and González-Calvo, 2020; Varea et al.,
2020). The new social situation brought about by the pandemic has
meant the emergence of a market of vendors willing to fix
education on the basis of its technologization (Teräs et al.,
2020). What were initially changes forced by the need to provide
an urgent educational response, seem to be turning into a
springboard to establish partisan interests in future educational

policies and allow the entrance of large companies in the
educational field. It is true that continuous changes are common
in Western societies; however, major social disruptions, such as
the coronavirus crisis, have been used to establish these changes
in the form of neoliberal policies, taking advantage of fear and
insecurity (Klein, 2020).
It is possible that the coronavirus could serve as a
springboard for virtual teaching, reinforcing those who argue
that there is no return to traditional teaching or, at most, that
we will have to imagine hybrid face-to-face/virtual teaching
(González-Calvo et al., 2020; Varea et al., 2020).
According to this new type of teaching, communication
between transmitters and receivers is more direct, as digital
communication cancels out both the physical and mental distances
between teacher and student. On the other hand, what is private
becomes public, and the teachers are obliged to come to terms
with letting the students into their homes in a virtual manner
(González-Calvo et al., 2020).
According to(Dunton, Do, & Wang, 2020) Shelter-at-home
measures, the closures of gyms and public spaces, and physical
distancing measures created new challenges, especially for
children, to remain physically active and acquire health-related
fitness benefits aligned with SHAPE America National Standard 3—

knowledge and skills to achieve and maintain a health-enhancing
level of PA and fitness. PA aids in the prevention of many chronic
conditions, including obesity and Type 2 diabetes, that lead to
an increased risk of severe infections or mortality associated
with COVID-19 (Centers for Disease Control and Prevention,
2020 ;Jordan, Adab, & Cheng, 2020;Sallis, Adlakha, Oyeyemi, &
Salvo, 2020;World Health Organization, 2020). It is important to
combat the negative health consequences of physical inactivity
and strengthen the immune system by engaging in regular moderate
to vigorous PA (Nieman,2020).
(Digital Learning Collaborative, 2020; Evergreen Education),
is now a subject of central focus. OLPE has the ability to offer
the swift response needed in the context of COVID-19. OLPE is not
only a potential solution to a problem, but also part of a
growing presence in education, marked by the increasing viability
of virtual alternatives to brick and mortar classrooms and in-
person instruction. Distance education and online learning have
been gaining momentum in recent years.
According to Prof. Corazon T. Biong, PhD, Chairperson of the
MSU-IIT’s College of Education’s Curriculum Committee and faculty
member of the Department of Physical Education, In her talk,
Prof. Biong presented the methods and strategies of the DPE’s
implementation of the Innovative Flexible (InFlex) learning-

teaching modality, Remote Teaching Learning (RTL) synchronous and
asynchronous delivery, and MSU IIT’S Online Learning Environment
(MOLE). She also shared what learning materials can be used and
that there are other online resources that can be utilized by PE
teachers. To improve curriculum strategies, Prof. Biong
encouraged the participants to partner with local and
international HEIs, with CHED and DepEd, and other stakeholders.
According to Sanding, AB-M Com 4 (2021) During the pre-
pandemic, teaching Physical Education was commonly held outdoors
and was socially engaging since there are no restrictions like
having close contact with others. When the pandemic began, the
objective in PE is to equip students in Health awareness. It is a
challenge for educators. We can barely monitor students. Since
the pandemic started the student’s mode of independency has
increased regardless of the situation. This pandemic influences
us to become more cautious in health, and to be more engaged in
physical activities in our own way.
According to Do (2020), this new norm depleted all the
teachers' creative ideas in teaching. Since the first day, most
had to rely on a trial and error scheme to formulate strategies
that would work and find out which is the best method for
delivering their lessons and the accompanying physical exercises.

This left teachers unprepared and struggling, forcing them to
resort to different approaches.
According to Castro & Tumibay (2019), online-based learning
provides several advantages such as flexible access and content.
It becomes an important thing for an educator to test and
consider the effectiveness of online learning he does (Radha et
al., 2020) E-learning has become very popular among students
around the world, especially during the lockdown period due to
the Corona Virus Disease 2019 pandemic.
Usher & Barak (2020) and Huang (2019) said that online
learning refers to a learning environment that uses the Internet
and other technological devices and tools for synchronous and
asynchronous instructional delivery and management of academic
programs. Synchronous online learning involves real-time
interactions between the teacher and the students, while
asynchronous online learning occurs without a strict schedule for
different students (Singh & Thurman, 2019). Within the context of
the COVID-19 pandemic, online learning has taken the status of
interim remote teaching that serves as a response to an exigency.
However, the migration to a new learning space has faced
several major concerns relating to policy, pedagogy, logistics,
socioeconomic factors, technology, and psychosocial factors
(Donitsa-Schmidt & Ramot, 2020; Khalil et al., 2020; Varea &

González-Calvo, 2020). With reference to policies, government
education agencies and schools scrambled to create fool-proof
policies on governance structure, teacher management, and student
management. Teachers, who were used to conventional teaching
delivery, were also obliged to embrace technology despite their
lack of technological literacy.
To address this problem, online learning webinars and peer
support systems were launched. On the part of the students,
dropout rates increased due to economic, psychological, and
academic reasons. Academically, although it is virtually possible
for students to learn anything online, learning may perhaps be
less than optimal, especially in courses that require face-to-
face contact and direct interactions (Franchi, 2020).
Adarkwah (2021) examined students’ online learning
experience during the pandemic using a narrative inquiry
approach. The findings indicated that Ghanaian students
considered online learning as ineffective due to several
challenges that they encountered. Among these were lack of social
interaction among students, poor communication, lack of ICT
resources, and poor learning outcomes. More recently, Day et al.
(2021) examined the immediate impact of COVID-19 on students’
learning experience. Evidence from six institutions across three
countries revealed some positive experiences and pre-existing

inequities. Among the reported challenges are lack of appropriate
devices, poor learning space at home, stress among students, and
lack of fieldwork and access to laboratories.
Likewise, Hodges et al. (2020) suggested that to respond to
the challenge of innovating educational delivery mechanisms in
higher education, colleges and universities across the globe
ventured into different practices such as distance education,
online teaching, remote learning, blended learning, and mobile
learning. These practices can be collectively called emergency
remote education (ERE). It is the temporary change in the
delivery of instruction caused by the sudden occurrence of a
crisis. ERE does not mean going away from the traditional
arrangement of the instructional process nor creating a
completely new educational system. It provides a temporary
feasible alternative for education practitioners to perform
instruction and provide students with necessary instructional
support.
More specifically, ERE is also a branch of distance
education, however, treated as an ‘option’ not ‘obligation’ in
this time of crisis (Bozkurt et al., 2020). Furthermore, ERE
enables the making the most of available resources including a
wide range of technologies that offer capabilities for remote
learning. It is also emphasized that, in this case, ERE is the

best term to describe education during this interruption and is
not the same as those distance education practices long before
(Bozkurt et al., 2020).
Considering current COVID-19 crisis, World Bank (2020)
emphasized that education systems must make use of ERE and
prepare if needed, different learning delivery modalities to
ensure that students are engaged and can continue their learning.
On the Asian Journal of Distance Education Rotas, E. E., &
Cahapay, M. B.. 148 other hand, the sudden shift of educational
delivery also presents the other side of the coin for most
students who are already disadvantaged long before the pandemic.
According to UNESCO in one of their reports, there
were about 1.2 billion learners worldwide and about 28
million in the Philippines alone instructed to go home and around
March 2020 as there was a steady rise in the total number of
cases, especially those that included death statistics (DOH,
2020). The multidimensional implications of the pandemic
were not just 879but especially involved educational,
social, and economic aspects of every person either
positive or negative to the dreaded virus (Radwan & Radwan, 2020;
Usak et al, 2020).
Naciri et al. (2020) mentioned the mobile learning
alternative emphasized to be an unavoidable alternative

that allowed learning anytime, anyplace, and anywhere. The
curriculum must be changed. Strategies must be changed as
well. Higher Education Academy (2018) in their presented
study towards this specific flexible learning approach,
virtual learning, and online class activities will require
the necessary digital literacies and the ability to work
independently and autonomously while complying with the different
academic requirements demandable from them.
In some instances, online classes became a concern to the
status of students who are affected by this new learning
method. One study observed in a private higher education
institution that students did not attend the online
lectures due to no or poor internet access and no
computer/laptop damage (Yusuf & Ahmad, 2020). The effects
of the pandemic and other scenarios in 2020 may have
significant impacts on college students, especially in public
colleges and universities. which most of the students cannot
afford to have good and stable internet connectivity like
in the study done in Local Universities and Colleges (Abisado
et al., 2020).
There has been very little research done from the public
state colleges and universities but there have been done about
COVID-19 from the medical field and other fields related

to health sciences (Meng, Hua, & Bian, 2020; Gondauri,
Mikautadze, & Batiashvili, 2020. As well as there is
inadequate research on the field of education (Sintema,
2020; Yan, 2020) showing the challenges of students in
this pandemic. However, in the field of Information
technology or computing field Bringula, Batalla, and
Borebor (2021) found that the student online learning
experiences are difficult while Fabitoet al. (2021)
presented the issues of students during online learning in
private universities. In other words, the prior study did
not consider the challenges of ITE students, especially in the
public state colleges and universities.
CHAPTER 3
RESEARCH METHODOLOGY
Research Design
This study is determined as a quantitative descriptive type
of research that deals with the Remote Learning Experiences of
Students in Selected State Universities in the Philippines.
Specifically, this study utilized a basic type of research
design. The study’s main method is to collect data information
that will aid in the Remote Learning Experience of PE students.
Research Locale
This research study utilized prior studies and findings
related to the topic entitled “Remote Learning Experiences of
Students in Selected State Universities in the Philippines”. The
research was purely electronic-based, with data acquired through
browsing credible and legitimate sources in the global web. The
study's findings were presented to the faculty of Nueva Ecija
University of Science and Technology's college of education
(NEUST).
Procedures of the Study
The most significant part in this research is data
collection, in which the researchers acquire literature that can

be utilized to make conclusions about the study. The acquired
literature and survey results were examined, and graphical
presentations were utilized to highlight important findings.
Develop Research
Preparation of Proposal
Questions
Determine the Remote
Approval of the Proposal Learning Experiences
of Students in
Selected State
Universities in the
Philippines
Gathering of the Data

Collect Data through
Browsing Reliable
Sources
Interpretation and
Analysis of the Data
Interpret Data using
Tables and analyze
the Remote Learning
Experiences of
Students in Selected
State Universities
Reporting of Findings in the Philippines
Drawing Conclusions and

Recommendations
Research Ethics
This study followed standard procedures before the actual
conduct. Material reliability and validity testing were carried

out. Furthermore, prior to acquiring the required data, the
consent of authorized persons was obtained. To avoid plagiarism,
all authors and references utilized in this study were mentioned.
Other items requiring secrecy were handled with the utmost
discretion.
Statistical Analyses of Data
This study's findings were interpreted and analyzed using
descriptive statistics. The frequency distribution was utilized
to assess the remote learning experiences of students in selected
state universities in the Philippines. The researchers only
provided an analysis of the present information being supplied
and guaranteed that no further or less information is submitted
during the study.
The researchers ensured that everyone benefits from this
study and would not allow any form of forcing, only to
gather information and avoid too much expenses because everyone
is on the approach of pandemic.
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
In this chapter, the results of the study are presented and
discussed with reference to the aim of the study which is to
determine the experience, challenges of the students, and
strategies that may be proposed to overcome the challenges. The
data gathered are presented through tables and graphs as shown
below.
1. Technological Experiences of Students in Selected State
Universities
1.1 Faulty Internet Connection
Table 1
Number of Students Who Experienced Faulty Internet Connection
Selected Number of students Sources
Universities in the who experienced
Philippines faulty internet
connection
Batangas State 37 International Journal of
University Computing Science
Laguna State 6 Stepacademic.net
Polytechnic
University
Bulacan State 22 Researchgate.net

University
Mindoro State 17 International Journal of
Isabela State 15 Stepacademic.net
University
Bukidnon State 19 Stepacademic.net
University
Pampanga State 22 Researchgate.net
University
Table 1 shows the Technological Experience of students in
terms of Unstable Internet networks. Batangas State University
has the highest number of students who experience unstable
internet networks with a total of 37 and the lowest in Laguna
State Polytechnic University with a total of 6 students.
Universities
1.2 Functionalities of Gadgets
Table 1.1
Number of Students Who Experienced Functionalities of Gadgets
Philippines functionalities of
their gadgets
Polytechnic
University
University
University
University
University
Table 1.2 shows the student’s experience functionalities of
their gadgets. Based on the data gathered from the internet, the
highest number of students who are fully affected is Batangas
State University with a total of 105 and the lowest is Mindoro
State University with a total of 30 students.
Universities
1.3 Using Only Smartphones
Table 1.2
Number of Students Who Experienced Using Only Smartphones

Philippines using smartphones
only
Polytechnic
University
University
University
University
University
Table 1.3 This table Shows the Experience of students using
smartphones only. Based on the data gathered, the highest number
of students who experience is Bulacan State University with a

total of 199 and the lowest the Mindoro State University with a
total of 50 students.
Figure 1. Technological Experiences of the Students in Selected
State Universities
Technological Experiences of the Students
in Selected State Universities
250
200
150
100
50
0
ity it y ity ity ity ity ity
e rs rs rs rs e rs rs rs
iv i ve ive ive iv ive ive
Un Un Un Un Un Un Un
at
e ic at
e
at
e
at
e
at
e
at
e
t e cn St St St St St
sS h a
ga lyt ca
n
do
ro
be
l
no
n
ng
a
an Po la ik d pa
t e Bu i n Isa
B a at M Bu Pa
m
St
na
gu
La
Unstable Internet Network Functionalities of Gadgets Using Smartphone Only
The graph shows the state universities is affected unstable
internet connection. Batangas State University has 37 students
who experience unstable internet network and is the highest
compared to the other universities and the next is the Bulacan
and Pampanga State University with 22 students, Bukidnon State
University with 19 students, Mindoro State University with 17
students, Isabela State University 15 students, and the lowest is
Laguna State University with 6 students.
The students experience the functionalities of their
gadgets. Batangas State University is the most affected with 105
students compared to the other universities, the next is Bulacan
State University with 97 students, Laguna State Polytechnic State
University with 63 students, Pampanga State University with 54

students, Bukidnon State University with 52 students, Isabela
State University with 46 students, and the lowest is Mindoro
State University with 38 students.
In terms of usage of smartphones only, the highest number of
students who are fully affected is Bulacan State University with
199 students compared to the other universities, next is the
Batangas with 160 students, Pampanga State University with 150
students, Bukidnon State University with 130 students, Laguna
State University with 90 students, Isabela State University with
70 students, and the lowest is Mindoro State University with the
total of 50 students.
2. Other Challenges Faced by the Students During Remote Learning
Courses
Table 2.
Other Challenges Faced by the Students
Selected Challenges Source
Universities in the
Philippines
National University  Insufficient Researchgate.net

access to
learning
technology
 Financial
challenges when
accessing
learning
resources and
technology.
Davao State  Conflict with Asian Journal of

University home distance education
responsibilities
 Overloaded lesson
activities
University of the  Lack of Advance research in
Cordilleras concentration education, teaching
and learning
 The teacher didn't
explain the lesson
well because of
limited time in
online class
Philippine University  Mental health Manilatimes.net
struggles
This table shows the challenges of the students. National
University has insufficient access to learning technology and the
financial challenges when accessing learning resources and
technology. Next is Davao State University such as conflict with

home responsibilities and overloaded lesson activities.
University of the Cordillera is experiencing lack of
concentration and the teachers did not explain the lesson well
because of limited time in the online class. In the Philippine
University, the students’ challenges are conflict with home
responsibilities and physical health compromises.
3. Proposed Strategies to Overcome the Challenges of Remote
Learning Courses
Table 3.
Proposed Strategies
Category Examples:
Looking for good space and  Looking for a space where
time could find a better
internet connection.
 Doing tasks and
submitting at midnight
because sometimes it is
the only time that has a
fast internet connection.
Borrowing learning resources Borrow a computer just to
finish the task when the
smartphone is not enough to
complete the task.
Approaching the teachers  Ask questions to the
teachers if having
difficulties with the
class requirements.
 Humbly approach the
teachers with the
concerns and luckily,
they also give
considerations
 Message the teachers with

concerns
Praying Always pray to God and just
keep that faith that
everything will be fine
soonest.
Connect with other people Provide emotional support and
allow you to support others
Doing learning tasks ahead Submit the requirements
earlier so the teachers could
view it earlier and ask for
another one if ever there is
wrong.
Extending the time for Spend some extra hours in
learning tasks order to be able to comply
with all the requirements on
the set deadline.
This table shows the proposed strategies by the researchers.
The first is looking for good space and time. Examples of this
are: (1) Looking for a space where could find a better internet
connection; and (2) Doing tasks and submitting at midnight
because sometimes it is the only time that has a fast internet
connection.
Next is the Borrowing of learning resources. An example of
this is borrowing a computer just to finish a task when the
smartphone is not enough to complete the task. Next is
approaching the teachers. An example of this are: (1) Asking
questions to the teachers if having difficulties with the class
requirements; (2) Humbly approaching the teachers with concerns;
and (3) message the teachers with concerns.
Next is praying. An example of this is always praying to God
and just keeping that faith that everything will be fine soonest.
Next is the connection with the other. An example of this is
providing emotional support and allowing you to support others.
Next is doing a learning task ahead. An example of this is to
submit the requirements earlier so the teachers could view them
earlier and ask for another one if ever there is wrong. The last
is the extending the time for learning task. An example of this
is spend some extra hours in order to be able to comply with all
the requirements on the set deadline.

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions,
and recommendations. The objective of the study was to determine
the remote learning experiences of students in selected state
universities in the Philippines. The study treated the gathered
data using frequency distribution and presented it through the
use of tables and graphs.
Summary of Findings
After a thorough investigation of the gathered facts, the
following points were found out:
1. Among the 7 universities, Batangas State University has
recorded the highest number of students who experienced Unstable
Internet Networks with a total of 37 out of 138 students. Also,
big number of students experienced functionalities of gadgets in
remote learning with a total of 105 students out of 455.
2. Bulacan State University also recorded the highest number of
students who experienced using smartphones only during remote
learning with a total of 199 students out of 849 among the 7
universities namely: Batangas State University, Laguna State
Polytechnic University, Bulacan State University, Mindoro State

University, Isabela State University, Bukidnon State University,
and Pampanga State University. Other Universities also reported
that they are experiencing an unstable internet network,
functionalities of gadgets, and using smartphones only during
remote learning.
3. Among the 4 Universities namely: National University, Davao
State University, the University of the Cordilleras, and
Philippine University, they are experiencing some challenges in
remote learning including insufficient access to learning
technology, financial challenges when accessing learning
resources, and technology, conflict with home responsibilities,
overload lesson activities, lack of concentration, and mental
health struggles.
4. The researchers proposed specific strategies to overcome the
challenges in remote learning courses. The categories of the
challenges that are proposed are looking for good space and time,
borrowing learning resources, approaching teachers, praying,
connecting with other people, doing learning tasks ahead, and
extending the time for learning tasks.

Conclusions
Based on the findings of the study, the following
conclusions were drawn:
1. Many students at Batangas State University have the highest
number of students who have faulty internet connections due to
their location being far from a cell site tower, as other
students in the region are unable to install their own wi-fi
internet at home causing them to struggle with their studies.
Also, this university has the highest number of students who
experience functionalities of gadgets because of financial
problems.
2. Bulacan state university has the highest number of students
who have a smartphone only because of lack of finance. They
cannot afford a personal computer and laptop for their studies.
Also, the students were not aware how to use other gadgets
because they were not prepared for a technology-based
environment.
3. In remote learning, students cannot focus on learning because
they are just at home, there is noise around and there is no
proper place. And because they are just at home, their parents
tell them to do household chores. Also, students experience
mental health struggles due to simultaneous activities and
homework.
Recommendations
Based on the results of the study, the following
recommendations are hereby offered:
1. The government may provide a budget for the internet
connection which is the construction of the tower in an area
where the signals are weak and experiencing severe challenges
from the adjustment to the study.
2. State universities may collaborate with municipalities to
construct a Community Learning Resource Center (CLRC) with
computers and internet access for online classes. They may also
hire employees who are knowledgeable about technology to teach
students who are not yet proficient in using personal computers
and laptops. This will allow students to learn how to use
personal computers so that they can study effectively.
3. The students need to find a place where they are comfortable
and there is no distraction around them that can focus on
studying online. Parents should understand their children by
knowing the schedule in online classes, knowing if there is a
class or not, and should ask their children if they are not busy.
4. For the teachers, it is suggested that they should know the
situation of their students should keep communication throughout
the online learning process.
5. Future researchers may conduct an extension for the
quantitative component through surveys and involving a larger
sample in the different levels of education. This approach will
provide a broader perspective as regards the coping strategies
employed by the students amid challenging times of the COVID-19
crisis.
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LaeLgx6M
APPENDIX
CURRICULUM VITAE
REYBEL G. NAVARRO
112 Purok 3 Gen. Luna Llanera N.E.
0935-119-4134
reybelnavarro29@gmail.com
PERSONAL INFORMATION
Date of Birth : November 29, 2000

Place of Birth : Gen. Luna Llanera N.E.
Age : 21
Sex : Male
Civil Status : Single
Height : 5’7”
Weight : 67 kg
Religion : Catholic
Nationality : Filipino
EDUCATIONAL BACKGROUND
Tertiary : Nueva Ecija University of Science and Technology

Sumacab, Este, Cabanatuan City, Nueva Ecija
(2019-Present)
Secondary
Senior High School : Gen. Luna National High School

Gen. Luna, Llanera, Nueva Ecija
(2018-2019)
Junior High School : Gen. Luna National High School

Gen. Luna, Llanera, Nueva Ecija
(2016-2017)
Primary : Gen. Luna Elementary School
Gen.Luna, Llanera, Nueva Ecija
(2011-2012)
CURRICULUM VITAE
LIZA E. TORRES
Purok 4, Brgy. San Jose Licab N.E.
0975-310-2319
torresespirutuliza@gmail.com
Date of Birth : July 23, 1999

Place of Birth : Sto. Domingo N.E.
Age : 22
Sex : Female
Height : 5’3”
Weight : 65 kg
Religion : Catholic

(2018-Present)
Secondary
Senior High School : Solomons Excellence Academy

Dulong Bayan Quezon, Nueva Ecija
(2017-2018)
Junior High School : Sta. Maria National High School

Sta. Maria Licab, Nueva Ecija
(2015-2016)
Primary : San Jose Elementary School

San Jose Licab, Nueva Ecija
(2010-2011)
CURRICULUM VITAE
MIAHLYN G. MANUZON
Purok 4 San Jose Licab N.E.
0961-066-9330
manuzonmiahlyn@gmail.com
Date of Birth : October 19, 2000

Place of Birth : San Jose Licab N.E.
Age : 21
Sex : Female
Height : 5’4”
Weight : 52 kg
Religion : Catholic

(2019-Present)
Secondary
Senior High School : Solomon’s Excellence Academy

Dulong Bayan Quezon, Nueva.Ecija
(2018-2019)
Junior High School : Sta Maria National High School

Sta Maria Licab, Nueva Ecija
(2016-2017)
Primary : San Jose Elementary School

San Jose Licab, Nueva Ecija
(2011-2012)
CURRICULUM VITAE
CEDRIC P. DELA CRUZ

173 Zone 4 San Pascual Sto. Domingo N.E
0906-766-1615
delacruzcedric50@gmail.cOm
Date of Birth : September 24, 2000

Place of Birth : Cabanatuan City
Age : 21
Sex : Male
Height : 5’5”
Weight : 73 kg
Religion : Catholic

(2019-Present)
Secondary
Senior High School : Sto. Domingo National Trade School

Baloc Sto. Domingo, Nueva Ecija
(2018-2019)
Junior High School : Sto. Domingo National Trade School

Baloc Sto. Domingo, Nueva Ecija
(2016-2017)
Primary : San Pascual Elementary School

San Pascual Sto. Domingo, Nueva Ecija
(2011-2012)
CURRICULUM VITAE
ROMEL P. NUNAG
Purok 7, Sagaba, Sto. Domingo N.E.
09511-050-907
romelnunag07@gmail.com
Date of Birth : December 7, 1999

Place of Birth : Sagaba Sto. domingo N.E.
Age : 22
Sex : Male
Height : 5’11”
Weight : 62 kg
Religion : Catholic

(2019-Present)
Secondary
Senior High School : Julia Ortiz Luis National High School

Sagaba, Sto. Domingo Nueva Ecija
(2017-2018)
Junior High School : Julia Ortiz Luis National High School

Sagaba, Sto. Domingo, Nueva Ecija
(2016-2017)
Primary : San Miguel Central Elementary School

San Miguel, Tarlac City
(2010-2011)
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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sumacab Campus, Cabanatuan City

REMOTE LEARNING EXPERIENCES OF STUDENTS IN SELECTED STATE

This research entitled “REMOTE LEARNING EXPERIENCES OF

MICHAEL V. LINSANGAN, MAEd LUIJIM S. JOSE, MAEd

Approved by the panel of examiners and advisers during the oral

GEMMA DC. SANTOS, PhD

NORMAN V. ALFONSO, PhD LORRAINE G. BALIGAT, MAEd

VLADIMIR T. TAMAYO, PhD SHERYL C. BUENAVENTURA, MAEd

JOMAR M. URBANO, PhD

SHEENA MAI A. GALMAN, PhD ANGELICA O. CORTEZ, EdD

Presentation, Analysis, and Interpretation of Data ... 36

Summary, Conclusion, and Recommendation .............. 49

The researchers would like to express their heartfelt

gratitude and warm appreciation to the following persons who have

made significant contributions to developing, restructuring, and

finishing this valuable piece of work:

Mr. Michael V. Linsangan, their thesis adviser, for

constantly critiquing and providing helpful suggestions and

immediate feedback to help improve this study;

Mr. Luijim S. Jose, Research I and MPE 17 (Research in BPE)

teacher, for instructing them from the start of their research

journey and constantly motivating them to conduct this research,

to do well in this piece of work;

Ms. Sheryl C. Buenaventura, their statistician, for

directing them upon obtaining correct results and relevant data

Faculty of the College of Education, for always

wishing them luck;

BPEd Club Family, for always supporting the researchers from

conducting to completing this study;

Their parents and guardians, who have always supported them

from the start;

Most importantly, to Almighty God, for providing everything

they needed, both tangible and non-tangible aspects.

This study is dedicated to our beloved parents because they

give support, motivation, and encouragement when we are thinking

of giving up, and they always provide moral, spiritual,

emotional, and financial support to meet learning needs.

To our teammates, let us congratulate ourselves for this one

To our beloved relatives, classmates, and friends, your love

and unending support mean so much to us.

Finally, Thank you to our almighty God for the strength,

every day to face the challenges.

All of these, we offer to you.

This pandemic, caused by a virus known as Coronavirus, has a

significant impact on students' learning. As a result of the

COVID-19 pandemic, the Philippine learning system has changed,

and many educational institutions have discontinued face-to-face

academic activities and classes in favor of distance learning.

This study focused on students who participated in Remote

Learning at Selected Universities in the Philippines between 2019

and the present. Because this is a data-driven study, it was

conducted online using data from previous research studies. This

of the school year 2021-2022.

This study investigated the challenges of running online

classes in the context of coronavirus disease 2019 (COVID-19),

and the findings were used to develop an efficient operation plan

to address these challenges.

with difficulties in remote learning courses. The proposed

challenges are divided into the following categories: looking for

good space and time, borrowing learning resources, approaching

teachers, praying, connecting with others, doing learning tasks