PERCEPTION OF STEM STUDENTS OF MALAYBALAY CITY

NATIONAL SCIENCE HIGH SCHOOL ON THE LEARNING

PROCESS AMIDST COVID-19 PANDEMIC

Jamora, Ferdie John Luis T. Jamora

Group 1

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

COVID-19 has swept the globe, prompting the World Health Organization to

designate it a pandemic on March 11. Due to this unprecedented spike, it has greatly affected

the education system such as the methods and approaches that are being used when it comes
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to teaching. As a result, lockdown and stay-at-home techniques have been implemented. To

flatten the curve and restrict disease spread, action was required (Sintema, 2020). 87 percent

of the world’s student population was affected by lockdowns and quarantines, and 1.52

billion students were absent from school and related educational institutions (UNESCO

Learning Portal, 2020). With this sudden outbreak of virus, universities are in dire need to

find ways of coping up with the effects and stabilize the learnings of the students. Physical

education could be a natural place to deal with public health concerns (McKenzie &

Lounsbury, 2014). Education lessons are important for several pupils and students in terms of

getting them active and building healthy habits. Education teachers recognize the necessity of

designing activities that are both relevant and entertaining so as to encourage pupils and

students to embrace a vigorous lifestyle. Students are encouraged to do physical exercise to

enhance their physical strength and health. Instructors, on the opposite hand, had to adapt and

implement creative opportunities for STEM students during online learning. Being fit and

knows how to have a healthy lifestyle helps students to become socially literate and be active

in the community. Though in-person and team interactions are limited, the pandemic forced

educators to embrace remote learning. Most of the teachers did their best to have a more

efficient and effective learning through finding some ways like blended learning. How would

they cope up with this new era of learning in where it has many challenges that should be

overcome.

COVID-19 has been linked to educational studies in a few researches. Recently

research about the impacts of Covid-19 Pandemic on the Academic Performance of

Veterinary Medical students showed that COVID-19 pandemic lockdown affected the

academic performance of most participants with varying degrees. However, there is no

studies investigated the effect of COVID 19 on STEM students specifically in Malaybalay

City National Science High School. Therefore, the purpose of this study is to identify and
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explain the impacts of COVID-19 Pandemic on teaching and learning process of STEM

Students of Malaybalay City National Science High School in times of pandemic; to explain

how these factors affects the approach of the teaching and learning processes; and to educate

the students and teachers on how to mitigate the variables and effects of COVID-19 on the

teaching and learning processes.

Theoretical and Conceptual Framework

Holmberg's Distance Education Theory and Practice

According to Holmberg (1995), this theory is equivalent to private study of prescribed

materials with or without the use of specific study guides in today's overall picture. The term

"learning system" refers to a teaching-learning system that includes carefully prepared study

materials and regular, mediated exchanges between students and instructors, either in groups

or individually. This reliance on pre-produced course materials and non-contiguous

communication, which is occasionally supplemented by face-to-face interactions, is, without

a doubt, the practice of the majority of distance-teaching institutions worldwide. In certain

circumstances, plans are established for peer group contact, which is when individual

students communicate with other students. Typically, students learn fully on their own and at

their own speed. They thus neither belong to nor feel that they belong to a group or class.

Nevertheless, there are several exceptions to this rule, according to Holmberg (1995). As

previously stated, correspondence teaching and learning is credited with establishing the

foundations of what we today know as distance learning. According to Battenberg (1971:44),

Bratt (1977:161), and Holmberg (1986:6–7), references to what was most likely

correspondence education appear as early as the 1720s and references to what was

unquestionably correspondence education appear as late as the 1830s, respectively.

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Moreover, these two are the foundations of distant education teaching and learning.

This includes a pre-made course and a lack of continuity in communication between students

and people who help them. With the assistance of its professors and counselors, the

organization, and the advancement of technology, it has made it possible for a lot of useful

improvements in both components. The pre-produced courses utilized are self-instructional in

nature, generally in print, and are frequently complemented with recorded audio

presentations, broadcast programs, video recordings, and other auxiliary media. They are

frequently divided into units, at the completion of which students are required to respond to

questions, compute, translate, solve problems, write essays, and so forth, and present their

works for correction and evaluation. Assignments are activities that must be submitted to the

supporting organization, as stated by Holmberg (1995). On the other hand, discontiguous

communication (of course, two-way traffic, principally student and tutor contact) differs in

distance-education systems, whether on paper, over the phone, on audio tape, by computer, or

in any other method. In some cases, it is the primary component; in others, it is supplemented

or even completely replaced by self-checking activities and/or face-to-face meetings.

Holmberg (1995) notes that there are several intermediate viewpoints that acknowledge

interaction on a one-on-one basis as a secondary method between these extremes. The

applications of distance education have demonstrated that there are significant fundamental

disparities in terms of comprehending its nature. To a few, it is simply a mode of distribution

that can occasionally replace oral communication of subject matter as a means of learning; to

others, it is a mode of education that occurs concurrently with and is equivalent to face-to-

face education. Mr. Holmberg (1995).

Furthermore, Holmberg puts the student and his or her interaction with the teacher at

the center of the distant education teaching and learning process. This personal

communication is an important component of distance education theory, and it is a concept

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that is often disregarded when information technologies are used to pass or avoid instructor-

learner interaction through guided didactic discourse.

Mezirow’s Theory of Transformative Learning

The present study is theoretically grounded in transformative learning theory (TLT), a

"educational paradigm concerned with comprehending and supporting fundamental change at

both the individual and social levels" (Jones, 2015, p. 268). B. Jansen (2020) argues that this

theory is concerned with profound, useful, and constructive learning, which goes beyond

obtaining knowledge. It teaches students how to intentionally give meaning to their lives in

constructive and critical ways. Jack Mezirow defines transformative learning as a critical

awareness of unconscious presuppositions or expectations and an assessment of their

importance for creating an interpretation. Transformative learning, as mentioned in the

definition, frequently results in a profound shift in a person's ideas, feelings, perspectives,

convictions, or behaviors. This is due to the fact that it allows for a fundamental shift in

awareness, which permanently alters people's world views. It also causes a paradigm change

in students, which has a direct influence on future experiences. A student who unexpectedly

discovers a latent ability is one illustration of this. TLT remains a valid paradigm for

examining the meaning-making processes of adult learners, particularly the learning

processes connected with epistemological change, or changes in learners' ways of knowing

and understanding their being in the world, forty years after its inception (Fleming, 2018;

Taylor, 2007).

Transformative learning is described in this research as "learning that alters problematic

frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning

perspectives, mindsets)—in order to make them more inclusive, discriminating, open,

reflective, and emotionally malleable" (Mezirow, 2003).

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Deci and Ryan's Theory of Self-Determination

Deci and Ryan (1985) proposed self-determination theory (SDT) as a macro-level

theory of human motivation with the goal of explaining the dynamics of human need,

motivation, and well-being in a social setting. According to the idea, all individuals have

three universal and psychological needs—autonomy (a sense of self-government and

endorsement), competence (a sense of competence and effectiveness), and relatedness (a

sense of connection, love, and interaction)—that motivate them to act or not act. Individuals

enjoy increased psychological well-being when these three psychological requirements are

met; on the other hand, they feel intensely fragmented, alone, and respond negatively when

their needs are not met. When these psychological demands are addressed adequately in

pedagogical design, students are actively motivated to engage in learning tasks (Hsu et al.,

2019). Supporting these three psychological requirements in the classroom increases the

likelihood that pupils will participate in learning (Reeve, 2013).

Accordingly, this theory can explain the effects of needs-based support on student

motivation, engagement, and learning. Student motivation and engagement are influenced by

As a result, this theory can be used to account for the effects of needs-based support on

student motivation, engagement, and learning. Numerous contextual elements, such as

teacher and peer support, influence student motivation and engagement (Leinart et al., 2015).

Teacher assistance is critical, as teachers are crucial in boosting student motivation in schools

(Allen et al., 2013; Roorda et al., 2011; Wang & Eccles, 2012). SDT distinguishes three

dimensions of teacher support for classroom practice: autonomy support, structure, and

involvement (Lietaert et al.,2015; Roorda et al., 2011). Using these characteristics to address
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students' psychological needs, i.e. to encourage positive learning, could be a useful teaching

method in light of the present pandemic's obstacles.

While SDT has been widely used to maximize student learning in face-to-face settings

(Ryan & Deci, 2017–2020), it has been mostly ignored in research on online learning in K–

12 settings (Chen & Jang, 2010; Hsu et al., 2019). Ryan and Deci (2020) recommended that

future SDT research should focus on the ways in which technology used in e-learning and

remote classrooms encourage student involvement and learning. Although online learning has

been examined in higher education (Hsu et al., 2019), the impact of teacher support on school

pupils is somewhat different than the influence on university students. As a result, from an

SDT viewpoint, we know relatively little about how K-12 school kids engage in online

learning. Through the viewpoint of SDT during the pandemic, this study examined the

relationships between need satisfaction and student engagement in the K-12 online learning

context. It contributes to SDT by demonstrating how teachers use technology to meet

students' need for increased engagement and to teaching practice by recommending

additional ways for engaging young children in online learning. The remainder of the paper is

structured in the following manner. It begins by outlining the study's theoretical framework

and discussing past research on the three demands of online learners. It then discusses the

study's purpose and methodology. Following that, it offers the findings of our analysis and

concludes with a discussion of the findings and our conclusions. Teachers' practices are

critical in increasing student motivation in online/distance learning, and teachers can

accomplish this by supporting student autonomy, ensuring learning, and being personally

involved (Hartnett, 2015; Vonderwell et al., 2007; Xie et al., 2006; Xie & Ke, 2011).

According to SDT, instructional practices are classified into three dimensions: autonomy

support (autonomy), structure (competence), and engagement (relatedness) (Lietaert et al.,

2015; Sierens et al., 2009; Vansteenkiste et al., 2009; Vollet et al., 2017).
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Reeve (2013) elaborated on the interconnected nature of the four elements of

student engagement.

Despite their proximity, these dimensions are operationalized and understood

independently (Christenson et al., 2012; Reeve, 2013; Sinatra et al., 2015) (See Fig. Agentic

engagement is qualitatively distinct from the other three aspects in that it involves teachers

engaging in learning activities in a proactive, planned, and collaborative manner. If agentic

engagement helps to create a more supportive learning environment (e.g., more autonomy

support, more valued activities), the learning environment benefits student motivation, which

is favorable to enthusiastic, direct, and sustained student participation. Student engagement

has traditionally been viewed as a result of motivational processes; cultivating various sorts

of motivation serves as a catalyst for students to engage in learning activities (Reeve, 2013).

As such, it falls under the purview of SDT (Losier et al., 2001; Ryan &Deci, 2017,2020).

SDT distinguishes intrinsic and extrinsic motivation, and its theories examine how social and

cultural elements contribute to or detract from individual well-being and performance quality

(Deci & Ryan, 1985; Ryan & Deci, 2017, 2020). This theory proposes four distinct varieties

of extrinsic motivation: external regulation and internal regulation (which are uncontrollable

and non-autonomous), as well as identifiable and integrated regulation (which are

autonomous). It implies that students' motivational orientation to progress from extrinsic to

intrinsic motivation is facilitated by addressing the three universal requirements discussed

previously: autonomy, competence, and relatedness. Autonomy refers to the need to be in

control of our own behaviors and goals; competence refers to the desire to feel competent,

effective, and challenged; and relatedness refers to the desire to interact, feel linked, and care

about others (Ryan & Deci, 2017,2020). Additionally, this approach highlights the

importance of the social setting in promoting or impeding optimal motivation. In conclusion,

increased autonomy in motivation will result in increased student engagement and learning.
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This research is anchored on Holmberg's Theory and Practice of Distance Education,

as well as Deci and Ryan's Self-determination Theory, this demonstrates how the learning

process may be developed and facilitated in the midst of a pandemic.

Research Paradigm

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

PERDONAL FACTORS

SOCIO ECONOMIC FACTORS

PERCEPTION STEM
STUDENTS TOWARDS ONLINE
PSYCHOLOGICAL LEARNING AND MODULAR
ATTRIBUTES LEARNING

LEARNING PROCESS

Figure 1. Schematic Presentation Showing the Relationship of Dependent and Independent

Variable.

Statement of the Problem

General Problem

The COVID-19 pandemic had an impact on the life of everyone and everything. Too

many changes have occurred in the economic and social lives of all people as a result of this

issue. This pandemic had a significant impact on educational institutions and workplaces.
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Students were forced to study online and schedule events on their own time, as there was no

other option available to them. This virus is spreading at an alarming rate and has a huge

impact on the school system throughout the world. This research will be focused on the

concerns regarding the impact of the COVID-19 epidemic on the learning process in

educational settings. Additionally, one of the difficulties students are experiencing as a result

of the pandemic's impact on education is the lack of digital learning tools and internet

connectivity, as well as the lack of environmental boundaries that surround each student's

house. Students and teachers will benefit from this research because it will aid in the

adjustment, improvement, and broadening of understanding of the various long- and short-

term approaches to managing the effectiveness and efficiency of professional learning for

students and teachers that are related to this issue which has an impact on the educational

system.

Specific Problem

The findings of this study will provide an overview of the effects of the COVID-19

pandemic on learning. STEM Students from Malaybalay City National Science High School

are involved in the process. In particular, this investigation intended to provide answers to the

following questions:

1. What are the demographic profile of the students?

2. What are the psychological attributes of the STEM students?

3. How is the perception of learners affected by the new learning process brought about

by the COVID-19 pandemic?

4. What is the perception among STEM students on the learning process amidst COVID-

19 pandemic?

Hypothesis
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Ho: The impact of the COVID-19 Pandemic on the teaching and learning process of STEM

students at Malaybalay City National Science High School has been found to have no

statistically meaningful link with the teaching and learning process.

Ha: The impact of the COVID-19 Pandemic on the teaching and learning processes of STEM

students at Maylaybalay City National Science High School is found to be statistically

significant.

Significance of the Study

STEM students at Maylaybalay City National Science High School studying physical

education will take part in this research to see how the COVID-19 pandemic has affected

their ability to learn. The present generalization would make a significant difference in our

understanding of how students learn. The outcome of the study is relevant to the following:

STEM Students: It is expected that participants in this study will be aware of and

knowledgeable about the impact of COVID-19 on their educational experiences.

Parents: They may have some insight into the situations that their children are in and

may be able to devise a way to assist them in their studies.

Institution: This could serve as a basis in understanding the impact of covid-19

pandemic in the learning process.

Future Researchers: People who want to do research about the Covid-19 pandemic

and how it affects students' education will find this study to be a good place to start.

Scope and Delimitation

The locale of the research is Maylaybalay City National Science High School, Town,

Aglayyan, Malaybalay, Bukidnon, particularly in the Grade 12-STEM Michael Faraday.

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Students' viewpoints on the impact of COVID-19 on the learning process, as well as the

major changes in the learning process as a result of the issue will be explored and

investigated in this research study.

The study uses simple random sampling in choosing the participants, and the

researchers have estimated 50% STEM students at Maylaybalay City National Science High

School as respondents will be surveyed. This study uses a quantitative research design.

Definition of Terms

STEM Students- Science Technology Engineering and Mathematics Students.

COVID-19- Coronavirus Disease 2019.

Learning Process- A process that people go through in order to gain new knowledge and

abilities that will eventually influence their attitudes, decisions, and behaviors.

New Normal Learning- It is the newest way of delivering and teaching students amidst a

pandemic through an online flatform or modules.

Online Learning- It is a platform where students are used to engage and interact with their

teachers and classmates in an internet-based setting.

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 Holmberg, B. (2005, October 27). Theory of Practice of Distance Education: Second

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