THE IMPACT OF COVID-19 PANDEMIC ON THE ACADEMIC PERFORMANCE OF

BSBA STUDENTS OF NJVCF

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE BUSINESS

RESEARCH

ANJO ROEL ABAOAG

JENNIFER ALEEN AGUILAR
FATIMA RARA
RONA TABANGIN
JANE FIGUEROA
MARIE BETH EBALANG
CHARIZE BELIRAN
JANET CHRISTINE BALTAZAR

Mrs. Juvelyn G. Manipon

 DEDICATION

This piece of work and accomplishment is proudly and wholeheartedly dedicated

to the parents of researchers, the College of Business Management, to the future
researchers, to their instructors, and all the way to reach the success of their objective
in life.
They sincerely dedicate this to themselves for the collaboration, determination
and for helping each other to make this study possible.
Above all, to our Almighty God, for giving their courage, strength, and
determination, for the blessings and supervision and for their long-awaited dream of
finishing their studies.
 Acknowledgement

The completion of this research has been made possible by the

guidance, supervision, cooperation, and participation of all people around
us. First of all, we would like to express our deepest gratitude to our
professor, who has greatly shared her knowledge, recommendations and
suggestions with us with patience and diligence and helping us meet the
necessary works for the compilation our research study and for giving us
opportunity to make this study as part of our endless search for
knowledge.

Great thanks to our parents for all the love and support and doing
this study. They make us success by helping us in a big way for providing
financial support, accommodation, and especially the strength, inspiration,
and accomplishment of everything we do. We want to acknowledge as
well as all our respondents spent some time and effort in cooperating for
answering our questionnaire.

We would also like to thank everyone who helped as even us in a

small way particularly our friends and classmates contributing to the
success of this project. And above all, this study won’t be possible without
guidance and inspiration given by our Almighty God, who always look up
and secure the safety of the proponents in doing this project.
Research Locale

The study will be conducted in the NJ Valdez Colleges Foundation.

The respondents will answer using google forms or any comfortable place
that the respondents will choose to. The researchers chose the place of
implementation because it will give the researchers the needed
information. The study will be conducted in the Academic Year 2022-2023.
Executive Summary

Many universities and colleges worldwide suspended classroom

teaching due to the novel coronavirus pandemic and switched to online
teaching. The current cross-sectional study was carried out to analyze the
impact of COVID-19 lockdown on the academic performance of BSBA
students at the NJ Valdez Colleges Foundation. The main challenge that
main education faces in NJ Valdez Colleges Foundation is how to give
practical lesson. Since most of the subjects are practical; therefore, it is
not easy to learn it online. Students think that it is difficult to fulfill the
subject’s competences only with Online Education System. Online
education could be improved by making it more interactive, showing
teaching procedures in real situations, giving concise information, and
providing 3D virtual tools to music the real situation.
ABSTRACT

The COVID-19 is currently having a serious impact on the business

organizations and the lives of people and influencing the supply chain due to worldwide
lockdown. The governments and medical department do not have any specific plan and
medical support to control the pandemic. The educational system and institutions are
going through a tough time to maintain the educational activities as the immune system
of children and students is weak, which might affect the health badly. The study
investigated the impact of COVID-19 period on education systems and institutions. For
this purpose, the data were collected through a questionnaire responded by 60
participants (students). The participants were selected using the probability sampling
method. The results revealed that there was a negative impact on an educational
system like loss of human resources, investment for developing the online system for
smart classes and providing the data and information using the technology.

Chapter I
 The Problem and its Background

Introduction

This study aims at determining the effect of this pandemic on students’ academic
performance. Coronavirus disease 2019 (COVID-19) is firstly identified in Wuhan city,
Hubei Province, China in December 2019 as a pneumonia of unknown origin. Later, the
International Committee on Taxonomy of Viruses (ICTV) identifies the causative agent
of COVID-19 as a novel coronavirus, Severe Acute Respiratory Syndrome Coronavirus
(SARS–CoV−2). COVID-19 outbreak spreads rapidly not only in China, but also
worldwide, therefore, the World Health Organization (WHO) has announced it as
pandemic on March 12, 2020. The total number of confirmed cases and mortalities are
23,491,520 and 809,970, respectively, in 216 countries as of August 25, 2020.Since the
start of the pandemic caused by COVID-19, educational institutions around the world
had to adopt a non-face-to-face modality to continue with educational plans, seeking the
use of different technologies to allow synchronous communication between students
and teachers.

Several governmental measures have been taken to counteract the risk of

disease spreading. These measures include travel restrictions, mandatory quarantines
for travelers, social distancing, bans on public gatherings, schools and universities
closure, business closures, self-isolation, asking people to work at home, curfews, and
lockdown. Authorities in several countries worldwide have declared either lockdown or
curfew as a measure to break the fast spread of virus infection. These measures have a
negative worldwide effect on the business, education, health, and tourism.

COVID-19 pandemic has affected all levels of the education system. Educational
institutions around the world (in 192 countries) have either temporarily closed or
implemented localized closures affecting about 1.7 billion of student population
worldwide. Many universities around the world either postponed or canceled all campus
activities to minimize gatherings and hence decrease the transmission of virus.
However, these measures lead to higher economical, medical, and social implications
on both undergraduate and postgraduate communities.
Due to the suspension of classroom teaching in many colleges and universities, a
switch to the online teaching for undergraduate and graduate students becomes
effective. This form of learning provides an alternative way to minimize either the
contact between students themselves or between the students and lecturers. However,
many students have no access to the online teaching due to lack of either the means or
the instruments due to economical and digital divide.

Background of the Study

This study focuses on the Impact of Covid-19 of the BSBA Students in NJ

VALDEZ COLLEGES FOUNDATION. Education and learning are one of the major
needs of the societies and due to these Covid-19 issue, the teachers and students are
facing a tough situation to continue their courses. Students have been affected
psychologically by school closures, lock of equipment to participate in courses being
unable to leave home for long time (Apriyanti 2020).

Studies show that the significance of online educational is not as good as the in-
person learning (Thai et al.,2020; Widodo et al.,2020; Berga et al., 2021). Abbasi et al.
(2020) stated that the majority of students did not prefer online teaching compared to
face-to-face learning in Pakistan. In their study, they found that 86% of respondents felt
that online teaching has title significance of student’ learning in higher education. This
study also revealed that the experience of online learning was not engaging enough
because limitations have caused lack of practical aspects in teaching.

The Covid-19 pandemic has impacted many of these learning opportunities.

Much of the curriculum has been adapted to an online format. The changed format is
likely to impact learning pedagogy effecting the students. This requires a systematic
approach to evaluation of online teaching and learning adaptation, in comparison to the
previous format, where in person education may have been the focus.

Statement of the Problem

The world is facing serious issues due to COVID-19 pandemic that is influencing
economic, social and lifestyle of the people. The educational system and institutions are
affected by the issue badly as classroom activities are stopped due to nationwide
closure. The spread of the virus is increasing and having a significant impact on
Academic performance and educational activities of the students. Now, the research
about issues related to effects of this pandemic on the whole education system and
institution will help to improve the understanding of the short- and long-term issues as
well as approaches that could be used for overcoming and help in managing the
effectiveness for professional learning.

The study will seek to find out the impact of Covid-19 Pandemic on the Academic
Performance of BSBA Students of NJ Valdez Colleges Foundation. It aims to answer
the following questions:

1. What is the profile of BSBA students in terms of;

a. Gender
b. Year Level

2. What is the assessment on the Impact of Covid 19 Pandemic on the Academic

Performance of BSBA Students in NJVCF in terms of:

a. Types of programs used on online learning.

b. Time spends on studying.
c. Efficiency of interaction with teacher.
 d. Advantage and Disadvantage of E-learning.
e. Preferred way of learning
f. Internet connection
g. Types of gadgets used on online learning.
h. Effectiveness of remote learning

Objectives of the Study

The purpose of this study is to determine if academic performance, study habits,

student/faculty relationships, and mental health were different in year level of BSBA
students (Class of 2022-2023) during the Covid-19 pandemic compared to pre-COVID
cohorts.

Hypothesis

The data showed that COVID-19 pandemic lockdown affected the academic
performance of most participants (96.7%) with varying degrees. The mean evaluation
score for the online education in general was 5.1 ± 2.4 while that for the practical parts
was 3.6 ± 2.6. Although online education provides an opportunity for self-study, the
main challenge that online education faces in NJ VALDEZ COLLEGES FOUDATION is
how to give practical lessons. Since most of the subjects are practical; therefore, it is not
easy to learn it online. Students think that it is difficult to fulfill the BSBA Students
competencies only with online education system. Online education could be improved
by making it more interactive, showing discussion or reporting procedures in real
situations, giving concise information, and providing 3D virtual tools to mimic the real
situation.

Significance of the Study

 Education plays a vital role in our personal growth as well as in our nation`s
social and economic development. It can turn a person’s life around. This is also the
reason why it’s always being prioritized by the society in various aspects.

Therefore, this study is deemed significant to the following for the following reason:

To the student- The respondents are the center of the research because their
decisions are the most important to the study. In totally, students are in charge of their
own choice.

To the Parents- In this study, parents will realize how important their support to their
children to continue their chosen course on college.

To the School Administrators of College School- The result of this study will help the
School Administration in putting up an effective way to encourage students in their
school.

To the Researcher -The process and outcome of this study will produce great
satisfaction, competence, and professionalism to the field.
 DEFINITION OF TERMS

Pedagogy -: the study of teaching methods, including the aims of education and the
ways in which such goals may be achieved.

Synchronous -: happening, existing, or arising at precisely the same time.

Taxonomy -: the study of the general principles of scientific classifications.

Counteract -: to make ineffective or restrain or neutralize the usually ill effects of by

means of an opposite force, action, or influence.

Modality -: the classification of logical propositions according to their asserting or

denying the possibility, impossibility, contingency, or necessity of their content.

Confinement -: the situation in which a person or animal is kept somewhere, usually by

force.

Affiliated -: closely associated with another typically in a dependent or subordinate

position.

Dissonance -: an instance of such inconsistency or disagreement.

Paradigm -: an outstandingly clear or typical example or archetype.

Competences -: the ability to do something successfully or efficiently.

 Chapter II

Review of Related Literature and Studies

This chapter includes the ideas, generalization or conclusions, methodologies and

other. Those that were included in this chapter helps in familiarizing information that are
relevant and similar to the present study.

Foreign Literature

According to Aminuddin Hashemi (2021) The unexpected outbreak of the

coronavirus (COVID-19) Pandemic has affected almost every sector, including the
Higher Education Institutions around the world (Adedoyin & Soykan, 2020). During this
critical moment of the COVID-19 Pandemic, most of the countries around the world
shifted to online teaching (Bokayev et al., 2021). Like many other countries around the
globe, the government of Afghanistan has also decided to dismiss all the educational
institutions to contain the huge spread of the COVID-19 Pandemic (Orfan & Elmyar,
2020). Due to the closure of all the academic institutions across the country, the ministry
of Higher Education of Afghanistan decided to compensate for the teaching process
through an online teaching system.
The transformation process of face-to-face teaching began to online teaching
where thousands of teachers and students were allowed to employ this platform.
College and university lecturers are more interested in teaching and learning with online
approaches where the learning process can be done more at a lower cost (Green,
2010). Besides, Green (2010) stated that online teaching can provide more
opportunities of saving time and money since no one drive to seek knowledge. Despite
this growing interest in online teaching, students’ satisfaction level remains the most
concentrated indicator of online teaching experience.
Hence, one of the affected outcomes of COVID-19 can be the academic
performance of students as they experience their first attempt towards online teaching
and therefore, their level of satisfaction from online teaching can also be significant to
be measured.

Local Literature

According to Simbulan (2020) Higher Education Institutions (HEIs), both public

and private, have also had to adjust to the new situation where face-to-face interaction
and mass gatherings are prohibited. Committed to their mandate, the leading
universities and colleges in the Philippines, particularly those affiliated with the ASEAN
University Network – such as the University of the Philippines, Ateneo de Manila
University and De la Salle University, found innovative ways to fulfill their three-pronged
tasks of education, research and service. Everyone, from the operations and support
service units to administrators and teachers, adjusted to work-from-home arrangements.
From the confines of their homes, teachers and administrators were put to the task
of revising and adapting course syllabi and requirements as they shifted to alternative or
remote teaching modalities, both synchronous and asynchronous. Where students and
teachers had access to electronic devices and reliable Internet connections, learning
management systems such as Canvas, Moodle, Blackboard, and applications like
Google Hangouts, Zoom and Skype, were used. But where students had limited access
to computers or unreliable access to the Internet, teachers and students used
smartphones to exchange messages, notes, and materials, through text messaging, e-
mail, Facebook Messenger, and Twitter.
In some instances, these arrangements became unsustainable, and some
universities had to suspend remote or online classes because the uneven
socioeconomic status of students affected their access to these modalities of learning.
Also, concerns regarding the mental health of both students and teachers affected by
the uncertainty, became another reason to suspend online classes.

Foreign Studies

A study conducted by Gonzalez, Rubia, et al. (2020) examined the impacts of

COVID-19 confinement on the performance of students at the higher education level.
They used field experimental research with 458 learners by two groups: control and
experimental. Surprisingly, their research revealed that COVID-19 confinement left a
positive impact on the performance of the students and helped them to enhance the
learning strategies of the students. Similarly, another study carried out by
Realyvásquez-Vargas et al. (2020) explored whether the environmental factors affect
students’ academic performance during COVID-19. To do this research, they found that
students’ academic performance has been affected by environmental factors during the
COVID-19 pandemic.
Local Studies

A study conducted by Nymia Pimentel Simbulan (2020), Higher Education

Institutions (HEIs), both public and private, have also had to adjust to the new situation
where face-to-face interaction and mass gatherings are prohibited. Committed to their
mandate, the leading universities and colleges in the Philippines, particularly those
affiliated with the ASEAN University Network – such as the University of the Philippines,
Ateneo de Manila University and De la Salle University, found innovative ways to fulfill
their three-pronged tasks of education, research and service. Everyone, from the
operations and support service units to administrators and teachers, adjusted to work-
from-home arrangements.
From the confines of their homes, teachers and administrators were put to the
task of revising and adapting course syllabi and requirements as they shifted to
alternative or remote teaching modalities, both synchronous and asynchronous. Where
students and teachers had access to electronic devices and reliable Internet
connections, learning management systems such as Canvas, Moodle, Blackboard, and
applications like Google Hangouts, Zoom and Skype, were used. But where students
had limited access to computers or unreliable access to the Internet, teachers and
students used smartphones to exchange messages, notes and materials, through text
messaging, e-mail, Facebook Messenger, and Twitter.

Synthesis

According to Cooper H.M., Hedges L.V., Valentine J.C. third ed. Russell Sage
Foundation; New York: 2019. The Handbook of Research Synthesis and Meta-analysis.
The included studies presenting noise level changes (either reduction, increase, or
unchanged) due to the COVID-19 Pandemic were subsequently used for aggregative
descriptive statistics in a quantitative synthesis of this review. Differences in noise levels
between pre, during, and/or post-COVID-19 measures have been defined and reported
in various ways. The terms of noise reduction/increase were used uniformly throughout
the review. Averaged noise-level changes in traditional acoustic parameters (e.g.,
equivalent sound pressure level: L eq, day-evening-night level: L den) in dB(A) were
extracted to make studies comparable with others for analysis. Since the studies have
reported noise-level changes in largely different ways, acoustical results in dB(A) were
extracted either from the direct description by authors was used if approximated
numerical values cannot be directly extracted from figures; otherwise excluded from the
meta-analysis.
 According to Oxford University Coronavirus government response tracker. 2022.
During the pandemic, governments imposed different levels of restrictions and called
them various titles (e.g., full/partial lockdown, night curfew, state of emergency, circuit
breaker). Therefore, we need clear indices to measure the strictness of their restrictions
and logically compare it across multiple different areas. To estimate severity levels of
COVID-19 containment and closure policy measures imposed by governments from
different countries in a consistent manner, stringency index was collected from the
Oxford Covid-19 Government Response Tracker. Stringency index represents the
strictness of ‘lockdown style’ policies that primarily restrict people's behavior. Country
names and dates of data collections (i.e., measurement dates) were used to extract
values of the index. Maximum differences in the indices (from 0 to 100) between pre
and during COVID-19 periods were computed and used for the meta-analysis.

The measurement information compiled through the data extraction were carefully
reviewed regarding the comparability and homogeneity of the collected studies. Meta-
regression analyses were conducted, where the effect estimate (i.e., mean noise-level
reduction) was predicted according to the values of the exploratory variable (i.e.,
stringency index). Overall aggregation will provide summary estimates of the extracted
individual estimates containing homogenous measurements. These individual estimates
were displayed as a function of the severity of the COVID-19 measures (i.e., OxCGRT
stringency index) to seek whether drastic noise changes were associated with greater
severity of the COVID-19 measures. IBM Statistical Package for the Social Sciences
(SPSS version 26) was used for the analyses.
Given that the effects of acoustic parameters, location types, noise sources, or
geographical areas might differ, subgroup analysis was conducted to investigate how
these summary estimates might be affected by the heterogeneity of the study
characteristics by presenting “category-wise” summary estimates.
To determine whether any measurement uncertainty (e.g., number of
measurement locations, instrumentation, measurement durations) affected the total
uncertainty in the analysis outcomes, sensitivity analysis was conducted by changing
one input factor at a time.
 Theoretical Framework/ Conceptual Frameworks

This study is supported by Mezirow (1997) theory of transformative learning. This

theory explains that the learning begins when the learners experience an anticipated
situation or discomfort position. The outbreak of the Covid-19 Pandemic created
dissonance in the education system around the world, and caused paradigm shifts and
transformation in higher education. Transformative learning is the expansion of
conscience through self-adaptation to a changing situation. Mezirow believes that the
disorienting dilemma causes alterations that lead to cognitive differences and dramatic
changes in the education system.

This theory is suitable for the current paper because it examines students’
experience of teaching and learning during a sudden transformation in Afghan higher
education. The theory of transformative learning focuses on experiences of a person to
the learning situation. It states that when students experience learning, they create
meaning which causes transformation in their attitudes, behavior, and understanding.
This theory proposes that learners experience challenging tasks during the paradigm
shifts so that they should be encouraged to think critically and rationally to measure their
understanding of the learning process (Hashemi et al.,2021).

Mezirow points out that transformative leaning happens when the learners
interact with the environment and integrate with the learning process. Learners may
face problems accessing resources in developing countries because the facilities are
limited. This restrict is understandable and highly affects students’ learning outcome in
higher education. In order to enhance students’ learning during a cognitive dissonance,
educators should utilize useful techniques and shift the learning process to new norms.
This change will lead to a sense of control and self-awareness among the learners. As a
result, these variations will lead to innovation and transformation in the learning
process.
 CHAPTER 3

RESEARCH METHODOLOGY
RESEARCH DESIGN

The researchers used the descriptive method of research in the study. A descriptive method used to
gather information on the present existing condition and systematically describes the facts and
characteristics of the given area of interest, factually and accurately. As cited by Sevilla (1992),
descriptive method collection of data in order to test hypothesis or to answer questions covering the
current status of the study. This study described the profile of 60 BSBA student’s respondents, their
coping learning materials and problems encountered toward common problem of the student during
covid 19 pandemic. The researchers used this research design to seek and evaluate the impact of
covid-19 pandemic on the academic performance of BSBA students of NJ Valdez Colleges
Foundation with students as respondents.

PARTICIPANTS OF THE STUDY

We conducted a survey with a total of 60 BSBA students randomly to answer our questionnaires. The
present study was carried out in NJ VALDEZ COLLEGES FOUNDATION, where all the respondents
23 male and 37 female students participated in the study from the Departments of Business
Administration. Their ages ranged between 18 and 40 years old. The selection process of the
sampling was employed through the simple random sampling technique to ensure that every sample
has an equal chance of being selected in the study.

INSTRUMENTAL

The researcher designed the survey questionnaire based on the impact of Covid 19 on the BSBA
students. We used Google Form to conduct data about how the students will come up with their
online learning and how they will survive in their study during covid 19 pandemic. The 60 respondents
were randomly answered the questionnaires with the help of Slovin’s formula. Slovin’s formula is a
random sampling technique formula to estimate sampling size. It calculates the number of samples
required when the population is too large to directly sample every member. Slovin’s formula works for
simple random sampling. To calculate sample size, given the population size of 70.
VALIDATION OF THE RESEARCH INSTRUMENTS

To check the validity, the questionnaire was sent to two experts of research in the faculty BSBA
Department. The expert’s suggestions and comments were incorporated and considered in the
questionnaire for further improvement. For the reliability of each item, the researcher conducted a
survey of 60 BSBA students from NJ Valdez Colleges Foundation.

DATA GATHERING METHOD

Surveys/Questionnaires will be used as the main instrument of the Researchers. Questionnaire a

form containing a set of questions, especially on addressed to a statistically significant number of
subjects as a way of gathering information of a survey (Ticman et. al, 2014). According to Gay (1987)
the questionnaire had an introductory paragraph explaining the purpose of the study and assuring
participants that all responses would be kept confidential.

The questionnaires were divided into two sections. The first question was a Multiple choice while the
second type of questionnaire was Rating Scale Questions. This is to ensure that all questions were
understood by the students and to avoid loss of content validity from misunderstanding, the
researchers will instruct the respondents to ask questions if they did not understand the questions.
Changes to some questions were made based on student feedback to ensure more clarity.

ETHICAL CONSIDERATIONS

In this study, to assure the safety of the respondents while performing the survey, ethical concerns
were considered. In addition to this, the participant's response was assured that it would be handled
and utilized only for academic purposes. It was the researcher’s duty to develop a study that won’t
enforce the respondents’ rights or safety. As a result, we had to examine and safeguard the rights,
welfare, and sentiments of participants when designing our study. In other words, the researchers will
respect the respondent’s decision, privacy, dignity in providing the information for this study.
STATISTICAL TREATMENT

This study implores/shall implore the formula in getting the sample size of the study was/will be
calculated using solving formula n=N/1+Ne² such that N=population, e=margin of error (0.05).

Given:
N=70 e= 0.05 n=?

Formula:
N
η= ❑
1+ Ne ²

Solution:
70
in=
1+ 70(0.05) ²
n= 59.5744 or 60
 CHAPTER IV

PRESENTATION ANALYSIS

INTERPRETATION OF DATA

This part of the study presents the presentation, analysis, and Interpretation of data gathered from
the questionnaire distributed by the researchers to the BSBA students of NJ Valdez Colleges
Foundation. It is sequenced in such a way that it follows the order of the specific problems raised in
Chapter 3. The profile of student-respondents in terms of sex, year level, program they used for
distance learning during Covid-19, how much time they spend on studying during the pandemic, do
they find their interaction to teachers efficient during virtual attendance, providing their level of
interaction on a scale during virtual attendance, advantages and disadvantages of E-Learning, how
would they like to be learning right now, kind of internet they are using during classes, device they
use for distance learning, how effective the remote learning has been for them.

DEMOGRAPHIC PROFILE OF THE STUDENTS

Figure 1:
Gender of the Respondents

Gender

Female
Male

38%

62%

Figure1: It shows the number of respondents gender who responded to our questionnaires. Out of
the 60 respondents, 37 (62%%) were female, 23 males (38%%). This analysis implies that the
majority of female under the study responded to the questionnaire than male students.
Table 1: Presents the gender of the respondents.

Table 1:
Respondent’s Gender
Gender of Respondents Frequency Percentage (%)
Male 23 38%
 Female 37 62%

Figure 2:
Year Level of the Respondent’s

Figure 2: It shows the number of respondents year level who responded to our questionnaires. Out of
the 60 respondents, 23 of them were 2 nd Year (35%%), 20 of them were 4 th Year (33.3%), 10 of them
were 3rd Year (23.3%) and 7 of them were 1 st Year (8.3%). This analysis implies that the majority of
Year Level under the study who responded to the questionnaire are 4 th Year than the other Year
Levels.

Table 2: Presents the year level of the respondents.

Table 2:
Respondent’s Year Level
 Year Level of Respondents Frequency Percentage (%)
1st Year 7 8.3%
2nd Year 23 35%
3rd Year 10 23.3%
4th Year 20 33.3%
Figure 3:

The chart below shows the program used by most respondents for distance learning
during the Covid 19.

Figure 3: It shows the program used by the respondents who responded to our
questionnaires. Out of the 60 respondents, 50 (62%%) of them uses the Google meet
and 10 (16.7%) of them uses Microsoft teams. This analysis implies that most of the
students under the study responded to the questionnaire uses Google meet as their
program tool for distance learning than students using Microsoft teams.

Figure 4:

The chart below shows how much time does the respondents spend on studying during
the pandemic.
Figure 4: It shows the time spend on studying by the respondents who responded to our
questionnaires. Out of the 60 respondents, 31 (51.7%%) of them spend 3-5 hours
studying, 22 (36.7%) of them spend 1-3 hours studying, 7 (11.7%) of them are spending
5-7 hours studying and no one spends 7-10 hours on studying. This analysis implies
that most of the students under the study responded to the questionnaire are spending
3-5 hours studying.

Figure 5:

The chart below shows how the students find their interaction with their teacher efficient
during virtual attendance.

Figure 5: It shows how the students find their interactions with teachers efficient during
virtual attendance. Out of the 60 respondents, 51 (85%) of them answered Yes and 10
(15%) of them answered No. This analysis implies that most of the students under the
study responded to the questionnaire answered Yes and find their interactions with their
teachers during virtual attendance efficient.
Figure 6:

The chart below shows the respondents level of interaction during their virtual
attendance.

Figure 6: It shows the level of interaction of the respondents who responded to our
questionnaires. Out of the 60 respondents, 25 (41.7%%) of them answered 5-7, 20
(40%) of them answered 3-5, 8 (13.3%) of them answered 1-3 and 3 (5%) of them
answered 7-10. This analysis implies that most of the students under the study
responded to the answered 5-7 as their level of interaction during their Virtual
Attendance.

Figure 7.

The chart below shows the advantages of e-learning as what the respondents
considered true.
Figure 8:

The chart below shows the disadvantages of e-learning as what the respondents
considered true.

Figure 8: It shows the disadvantage of E-Learning answered by the students who

responded to our questionnaires. Out of the 60 respondents, 27 (45%%) of them
answered the Poor Learning conditions at home, 24 (40%) of them answered the
technical problems, 6 (10%) of them answered Reduced interaction with the Teacher
and 3 (5%) of the answered Lack of Discipline. This analysis implies that most of the
students responded under the study finds that Poor Learning conditions at home and
technical problems are the main disadvantage E-Learning.
Figure 9:

The chart below shows

how the respondents
want to be learning right
now.

Figure 9: It shows how the students wants to be learning right now. Out of the 60
respondents, 44 (73.3%) of them answered At School and16 (26.7%) of them answered
At Home. This analysis implies that most of the students under the study responded that
they want to be Learning right now at School.

Figure 10:

The chart below shows what the respondents are using as their internet during their
classes.
Figure 10: It shows what kind of internet the respondents are using. Out of the 60
respondents, 33 (55%) of them are using WIFI as their internet and 27 (45%) of them
are using Mobile Data. This analysis implies that most of the students under the study
are using WIFI than Mobile Data as their internet.

Figure 11:

The chart below shows the device used by the respondents during their distance
learning.

Figure 11: It shows what kind of device they are using for distance learning. Out of the
60 respondents, 48 (80%) of them are using Smartphone, 10 (16.7%) of them are using
Laptop, 2 (3.3%). This analysis implies that most of the students under the study are
using Smartphone for their distance learning.
Figure 12:

The chart below shows how effective has remote learning been from the respondents.

Figure 12: It shows the result if the remote learning is effective to the respondents. Out
of the 60 respondents, 47 (78.3%) of them answered Moderately effective, 9 (15%) of
them answered Not all effective and 4 (6.7%) answered Very effective. This analysis
implies that most of the students under the study answered Moderately effective.
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

SUMMARY

The breakthrough COVID-19 disease, which was discovered in Wuhan, China, in

December 2019, spreads quickly not only there but also internationally. Since over 60%
of students worldwide are affected, governments all around the world have either
temporarily closed or enacted localized closures of educational institutions. To maintain
education during the epidemic, some 155 countries around the world have established
various technologies and learning platforms. In order to slow the transmission of
viruses, many colleges throughout the world have minimized gatherings by postponing
or canceling all on-campus events, including classroom instruction. In order to reduce
contact between students and lecturers or between students themselves, many schools
and universities throughout the world are switching to online instruction for
undergraduate and graduate students.

This research focuses on the impact of COVID-19 to BSBA Students from NJ

Valdez Colleges Foundation. One of the affected outcomes of COVID-19 can be the
academic performance of students as they experience their first attempt towards online
teaching and therefore, their level of satisfaction from online teaching can also be
significant to be measured.

Due to these Covid-19 issue, the teachers and students are facing a tough
situation to continue their courses. That’s why the purpose of this study is to determine
if academic performance, study habits, student/faculty relationships, and mental health
were different in year level of BSBA students (class of 2022-2023) during the covid-19
pandemic compared to pre-COVID cohorts. Students think that it is difficult to fulfill the
BSBA Students competencies only with online education system. That’s why online
education could be improved by making it more interactive, showing discussion or
reporting procedures in real situations, giving concise information, and providing 3D
virtual tools to mimic the real situation.

During the survey of this study, we gathered 60 BSBA Students randomly to

answer our questionnaires. The present study was carried out in NJ Valdez Colleges
Foundation, where all the respondents 23 male and 37 female students participated in
the study from the Departments of Business Administration and their year level are from
First Year to Fourth Year College. The researcher designed the survey questionnaire
based on the impact of Covid 19 on the BSBA students. We used Google Form to
conduct data about how the students will cope up with their online learning and how
they will survive in their study during covid 19 pandemic . The survey and interview
methodologies for conducting the research were written succinctly to avoid disputes
among respondents. In addition to this, the participant's response was assured that it
would be handled and utilized only for academic purposes.

CONCLUSIONS

Comparing the confinement brought on by the COVID-19 pandemic to the time

before, students’ academic achievement generally improved. We came to the
conclusion that the interaction with family, increased parental supervision, the ability to
engage in hobbies and other activities outside of class, the educational institution's
strategy for adjusting to a non-face-to-face delivery method, and all the support
provided for the students' needs may have had an impact on this difference in their
academic performance. During the quarantine period, the group of students with the
highest academic results was made up of students with no failing grades. For this type
of study to continue, further studies using mixed methodologies and probabilistic
sampling are needed.

The COVID-19 outbreak should be viewed as a chance to improve higher

education institutions' digital readiness, capacity development, and innovations. This
study intends to support university administrators in making decisions on short- or long-
term closures, resuming in-person classes, and maintaining online learning in crisis
situations.

RECOMMENDATIONS

To strengthen or sustain the quality of online learning to the academic performance of

BSBA students of NJ Valdez Colleges Foundation, the following are recommended:

a. For Delivery of teaching methods. Teachers should improve the way of

teaching to encourage students to learn and attract them to study online. To
ensure that students are actively interested in their class, students and teachers
should have an interaction in their class. Furthermore, teachers can also
implement exercises before class to boost the energy of the students. To make
the virtual class more engaging and fun, teachers must conduct mini games and
creative games, teamwork activities and competition among the class, provide
 pictures or video presentations, these can help the students to participate more
and have fun while learning. Moreover, discussions during virtual classes must
be connected and relevant to the coursework and related to students’ learning.
Lastly, teachers must have an active discussion in an online class to encourage
students in learning and motivate them to complete academic works.

b. For Course materials. Teachers must give school works that will enhance the
capabilities of the student. For instance, activities that can expand the student’s
vocabulary, wisdom, and knowledge. Teachers should also know the interests of
their students, in that case, they can provide timely and engaging activities and
course works, but it should still be relevant and adequate.

c. For Students’ learning. Teachers must monitor the students if they have
concerns about their activities and lessons, so that they can ensure that all
students can be able to pass their works on time. Provide online quizzes and
assignments after every lesson to measure the degree of students'
understanding.
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l. PERSONAL DATA
Name: Anjo Roel I. Agbaoag
Address: Poblacion Zone 3, Villasis Pangasinan
Date of Birth: February 1, 2002
Age: 21
Parent: Mrs. Lilia Iluis

ll. EDUCATIONAL ATTAINMENT

Elementary: Ernesting Gonzales Central Luzon
Poblacion East, Sto Tomas Pangasinan
Secondary: Don Ramon E. Costales Memorial National High School
Villasis Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

"Life is like a butterfly... You go through changes before you become something
beautiful."
____________________________________________________________________________

l. PERSONAL DATA
Name: Jennifer Aleen Aguilar
Address: Bacag North, Villasis Pangasinan
Date of Birth: January 18, 2002
Age: 21
Parent: Mrs. Catherine Aguilar
Mr. Joel Aguilar

ll. EDUCATIONAL ATTAINMENT

Elementary: Bacag Central Luzon
Bacag Villasis Pangasinan
Secondary: Don Ramon E. Costales Memorial National High School
Villasis Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

"If you get tired, learn to rest, not to quit."

____________________________________________________________________________

l. PERSONAL DATA
Name: Janet Cristine S. Baltazar
Address: Capulaan, Villasis PANGASINAN
Date of Birth: December 15, 2001
Age: 21
Parent: Mrs. Lourdes S. Baltazar
Mr. Carlito R. Baltazar

ll. EDUCATIONAL ATTAINMENT

Elementary: Capulaan Elementary School
Capulaan, Villasis Pangasinan
Secondary: Capulaan National High School
Capulaan, Villasis Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

" Positive Thoughts Create Positive Things"

____________________________________________________________________________

l. PERSONAL DATA
Name: Charize Audrey D. Beliran
Address: Lomboy, Villasis Pangasinan
Date of Birth: August 18, 2001
Age: 21
Parent: Mrs. Florentina D. Beliran
Mr. Dominador T. Beliran Jr.

ll. EDUCATIONAL ATTAINMENT

Elementary: Camantiles Elementary School
Lomboy, Villasis Pangasinan
Secondary: Camantiles National High School
Lomboy, Villasis Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

"No matter how hard or impossible it is, never lose sight of your goal."
____________________________________________________________________________

l. PERSONAL DATA
Name: Marie Beth L. Ebalang
Address: Capulaan, Villasis PANGASINAN
Date of Birth: February 23, 2002
Age: 21
Parent: Mrs. Betchelle E. Gonatice
Mr. Mariano E. Gonatice

ll. EDUCATIONAL ATTAINMENT

Elementary: Lepanto Elementary School
Capulaan, Villasis Pangasinan
Secondary: Capulaan National High School
Capulaan, Villasis Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

"Don't let what you cannot do interfere with what you can do.”
____________________________________________________________________________

l. PERSONAL DATA
Name: Jane J. Figueroa
Address: Capulaan, Villasis PANGASINAN
Date of Birth: May 04, 2002
Age: 20
Parent: Mrs. Lilia J. Figueroa
Mr. Ignacio C. Figueroa

ll. EDUCATIONAL ATTAINMENT

Elementary: Capulaan Elementary School
Capulaan, Villasis Pangasinan
Secondary: Capulaan National High School
Capulaan, Villasis Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

" Love the life you live, and you will live a life of love"
____________________________________________________________________________

l. PERSONAL DATA
Name: Fatima N. Rara
Address: Bacag East, Villasis Pangasinan
Date of Birth: December 29, 2001
Age: 21
Parent: Mrs. Irene N. Rara
Mr. Francisco M. Rara Jr.

ll. EDUCATIONAL ATTAINMENT

Elementary: Bacag Central Luzon
Bacag Villasis Pangasinan
Secondary: Don Ramon E. Costales Memorial National High School
Villasis Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

"Never doubt yourself. You are capable of so much more than you think. "
____________________________________________________________________________

l. PERSONAL DATA
Name: Rona D. Tabangin
Address: Nanbagatan, Laoac, Pangasinan
Date of Birth: April 13, 2002
Age: 20
Parent: Mrs. Melva De Vera
Mr. Maximo Tabangin

ll. EDUCATIONAL ATTAINMENT

Elementary: Nanbagatan Elementary School
Laoac, Pangasinan
Secondary: Lyceum Northwestern Luzon
Urdaneta, Pangasinan
Tertiary: NJ Valdez Colleges Foundation
Villasis, Pangasinan
Course: Bachelor of Science in Business Administration

"If you believe you can achieve"