CHAPTER I

Introduction and Background of the Study

Introduction

Coronavirus or the COVID-19 virus is a lethal disease that became a threat in

every people around the globe which was first announced its outbreak in December 2019

in Wuhan, China. It contagiously affect the world and brought a lot of changes in the

lives of each person.

There is a severe short-term disruption that has been felt by families across the

globe. Home education has brought a lot of shocks not only to students but also to their

parents' productivity (Burges and Sievertsen, 2020). As now teaching has moved from

physical to virtual classrooms at “untested and unprecedented” level (Burges and

Sievertsen, 2020), parents have to spend more time monitoring their children and

motivating them to continue education.

The learning system in the Philippines has eventually changed and many

educational institutions have suspended their face to face academic activities and classes

that resorted to distance learning as one of the major effects of COVID-19 pandemic.

However, according to the Department of Education (DepEd), distance learning

may be implemented through the various delivery modalities including Modular Distance

Learning (MDL), Online Distance Learning (ODL), TV-Video/radio-based Instruction

(TV-Video/RBI) and Blended Distance Learning (BDL).

The government implements a “no face-to-face” class that left schools with no

choice but to use distance learning specially Blended Distance Learning to reduce the

1
possible risk of exposure to the virus. Blended learning refers to a learning delivery that

combines face-to-face with any or a mix of online distance learning, modular distance

learning, and TV/Radio-based instruction. This learning modality enables the schools to

limit face-to-face learning, ensure social distancing, and decrease the volume of people

outside the home at any given time.

As stated by Richmond (2020), teachers and students were transforming from

classroom to computers as the number of confirmed COVID-19 cases continues to rise.

He further reiterated that while online distance learning allows students to meet virtually,

still, distance learning poses unique challenges that requires more than a lecture.

Klawitter (2020), supported Richmond statement wherein she echoed that among

the challenges’ students face with distance learnings includes: distractions everywhere,

staying motivated, technical issues, some students being left behind, and diminished

social aspects.

Thus, the researchers conducted this paper to determine the perceived effect of the

COVID-19 pandemic to the learnings of senior high school students in Talavera

specifically Grade 12 learners under the General Academic Strand.

Statement of the Problem

This paper aimed to determine the perceived effect of COVID-19 pandemic to the

learnings of GAS 12 students in Talavera Senior High School (TSHS). Specifically, it

answered the following questions:

1. How may the participants demographics be described in terms of:

1.1 Age

2
 1.2 Sex

2. What are the perceived factors affecting the learnings of the students during the

COVID-19 pandemic?

3. How does the students cope-up with the perceived factors affecting their

learnings during the COVID-19 pandemic?

Significance of the Study

The result of the study greatly benefits the following:

To the policy maker - the result of the study will be their reference whenever the

learning system changed because of pandemic and should take in consideration the

learning’s o the students. This research will be a great contribution in dealing with the

factors brought by pandemic that does not compromise the learning’s that students

acquire.

To the school - this study can be used as a reference to improve learning system

and avoid problems with regards to the learning’s of the students and recommend ways

on how to avoid or manage the factors that will affect the students learning’s.

To the students - this study gave awareness to the students of what are perceived

effects of pandemic to their learnings.

To the researchers - through this study the researchers was able to identify the

effects of pandemic to the learning of the students. Significantly, the researcher will gain

knowledge and experiences that enhance their ability and their characters which may

benefit them in the future.

3
 To the future researchers - the findings of the study serves as a guide or

reference for the future researcher to develop an analysis for their future research that is

related to this topic.

Theoretical Framework

This paper utilized the cognitive apprenticeship theory by Wilson and Cole

(1994). Based upon the constructivist teaching pattern, cognitive apprenticeship theory

emphasizes external support provided by the educators in the learning process. Heuristic

content, situated learning, modeling, coaching, articulation, reflection, exploration, and

order in increasing complexity are the primary characteristics of a cognitive

apprenticeships model. It suggests creating a student-centered learning environment in

which learners think and reflect on their thoughts in a joint intellectual effort in

accordance with collaboration.

Essentially, cognitive apprenticeship theory aims to foster a culture in which

learners intuitively believe that they can learn better if they share knowledge among

themselves and interact with each other. Discussions in this learning process will

facilitate individual cognitive growth so that learners will come to their own conclusions

based on collaboration through interpersonal communication. From an instructional

perspective, information is spread among the learners by means of observation and

guided practice.

Cognitive apprenticeship theory is applied broadly in the area of distance learning

in terms of media and learning interaction. Research shows that the outcome of

traditional education and distance education are the same, only if one selects the

4
appropriate teaching material and method, including student-to-student interaction and

timely teacher-to-student feedback (Moore & Thompson, 1990; Verduin & Clark, 1991).

In general, the collaborative learning culture promoted by the cognitive apprenticeship

theory can be applied into all the situations of the teaching and learning processes.

However, because of its unique application for the distance education field and the urgent

needs of such theories in the field, the cognitive apprenticeship theory is very helpful in

planning distance learning courses.

In this paper, the researchers determine the perceived effect of the COVID-19

pandemic to the learning of senior high school students specifically Grade 12 enrolled

under the General Academic Strand (GAS).

Research Paradigm

This study used the IPO model (Input-Process-Output) to discuss major variables

that causes the problem, the methods by which the variables were collected and

synthesized, and the outcome of the variable.

Input Process Output

Participants’ Profile Conduct of one- Paper on “A

•Age on-one interview Phenomenological
•Sex via FB app Study on the
Perceived Effect
Perceived Effect of COVID-19 Data synthesis of COVID-19
Pandemic to the Learnings of and analysis Pandemic to the
the Participant Learnings of
Suggested Coping Strategies to Data presentation GAS12 Students
Adapt to the Perceived Effect of in TSHS”
COVID-19 Pandemic to the
Learning of the Participant

Figure 1. The research paradigm of the study using IPO model

5
 The paradigm of the study shows the way how the research being conducted.

Wherein the researchers use the IPO Model or the Input, Process, Output Method. The

input contains the demographic profile of the participants, the perceived effect of

COVID-19 pandemic to their learnings, and the suggested coping strategies to adapt to

the perceived effect of COVID-19 pandemic to the learnings of the participant.

The process includes the conduct of one-on-one interview via FB messenger, data

synthesis and analysis, and data presentation.

The output is the result or the product of input and the process wherein the

possible outcome is a paper on “A Phenomenological Study on the Perceived Effect of

COVID-19 Pandemic to the Learnings of GAS12 Students in TSHS”.

Scope and Limitation

This study covers the perceived effect of COVID-19 pandemic to the learnings of

senior high school students in Talavera Senior High School (TSHS) specifically the

Grade 12 learners under the General Academic Strand (GAS) enrolled during the school

year 2020-2021.

Other students enrolled under ABM, STEM, HUMSS, and TVL at TSHS for the

specified school are not within the scope of this paper. Also, other topic not related to

distance learning, new normal learning, and COVID-19 pandemic were also beyond the

coverage of this paper.

6
Definition of Terms

The following terminologies were defined to fully comprehend the concepts

discussed for this paper:

Blended Approach Distance Learning – a combination of learning at a distance

and the traditional on-campus learning (in a classroom)

COVID-19 – a potentially severe respiratory illness caused by a corona virus and

characterized by fever, cough and shortness of breath. In some cases, the disease also

affects major organs such as heart or kidney.

Distance Learning – a form of education in which the main elements include

physical separation of teachers and students during instruction and the use of various

technologies and facilitate student-teacher and student-student communication.

Modular Distance Learning – it enables learners to use self-learning modules

(SLMs) n print or digital format/electronic copy, which is applicable to the learner.

Online Distance Learning - an educational process where students receives

instruction through online classes, video recordings, video conferencing, or any other

audio/visual technology medium. It enables students to receive education without having

to be physically present in a classroom.

Phenomenological Study – it is a type of qualitative research wherein it explores

what people experienced and focuses on their experience of a phenomena.

7
 CHAPER II

Review of Related Literature

The following were the literature and study that were reviewed for the “Perceived

effect of pandemic to the learning’s of GAS 12 students in Talavera Senior High School”.

Due to the extensive amount of information available on the subject of distance learning,

only information pertinent to the research is presented.

COVID-19 Pandemic and it Global Impact

The government around the world has closed all the educational institutions to

control the spread of COVID-19 pandemic, which is creating a direct impact on students,

educators and institutions. The sudden shift from the physical classroom to virtual space

is creating a disruption among students (Chandra, 2020).

The COVID-19 pandemic has also introduced uncertainty into major aspects of

national and global society, including for schools. For example, there are uncertainty

about the closures of schools impacted the students achievements and how the rapid

conversation of most instruction to an online platform this academic year will continue to

affect students achievement. Without the data about how virus impacts student learning,

making informed decisions about whether and when to return to traditional form remain

difficult. Even the education leaders must grapple with seemingly impossible choices that

balance heath risk associated with in-person learning against education needs of children

(Kuhfeld, Soland, and Tarasawa, 2020).

8
 Globally over 1.2B children are affected due to COVID-19 and are currently

taking education remotely using digital platforms. To help institutions overcome this

unexpected crisis, UNESCO is working with ministries of education across nations to

ensure continued learning of students using different alternative channels and supporting

them in various ways by technical assistance, selection of digital learning tools, arranging

webinars and creation of national learning platforms (Li and Lalani, 2020).

A report by the World Economic Forum observed that online learning in today's

time has increased students' retention and grasping information at a faster pace. Many

educational institutions, government organizations and technology-led start-ups have

introduced online courses (many of which are free and some have a very minimal fee)

which is helping students and educators to temporarily cope with stress which is evolving

due to lockdown and shutdown of all workspaces (Lewis, 2020).

The COVID-19 pandemic is accompanied with strictly following isolation

measures that have led learners and educators to confine at their homes; a disturbing

social life and learning at isolation has made it stressful for students and educators. The

mere essence of group learning, group classroom activities are being missed by both

educators and students. All this has led to an experience of stress by both students and

educators. Low physical activity and spending all time at home are creating its negative

impact, which all of us are trying to overcome using a lot of other activities to cope with

this condition (Chandra, 2020).

9
COVID-19 and Distance Learning

Imparting education using online mode has started with the advent of the Internet

since the 1990s. Initially, the aim was to test the acquisition of transferable skills in

communication and information technology (using computer-aided learning) (Volery and

Lord, 2020).

E-learning, online learning, web-based learning, internet-based learning or

computer-assisted learning are terms that are interchangeably used for this type of

learning ways (Ruiz et. Al., 2016).

The rapid expansion and use of the internet and easily available platforms have

made educational institutions reaching out and delivering education to students spread

geographically. Online learning, distance education and remote learning is nothing new

to us. The only difference is now it has taken the only source of education due to the

social distancing and nationwide lockdown amidst COVID-19 pandemic.

In the study of Aboagye, Yawson, and Appiah (2020), entitled, “COVID-19 and

E-learning: the Challenges of Students in Tertiary Institutions”, discusses the problems

associated with online learning (e-learning). The researchers explored the challenges of

students in facing online learning during the coronavirus pandemic. The challenges were

grouped by eight which are social issues, lecturer issues, accessibility issues, learner

motivation, academic issues, generic issues, learner intentions, and demographics. The

factors revealed that the most important challenge for students to study online was

accessibility issues and it was followed by social issues, lecturer issues, academic issues,

and generic issues. And also the learner’s intention showed that the students were not

ready to study online.

10
 Some authors have addressed the challenges faced by teachers in online teaching

and learning. Al-Senaidi et al. (2011) found that a lack of equipment, a lack of

institutional support, disbelief of information and communications technology (ICT)

benefits, lack of confidence and lack of time are the major barriers in adopting online

learning in Oman.

Furthermore, Muilenburg and Berge (2011) asserted that administrative issues,

academic skills, social interactions, technical skills, learner motivation, time and support

for studies, cost, and access to the internet and technical problems were some of the

challenges with online learning.

New Normal Learning in the Wake of COVID-19 Pandemic

The new academic year, government and learning institutions were deep in

preparation for the new normal of the country’s education sector - transitioning to a

blended and distant learning approach amid the COVID-19 crisis. The adoption of a

blended learning delivery mode should be seen as more than a temporary safety measure.

Due to COVID-19 pandemic the educational institutions still remain adaptive and

resilient to continuously enable the student by embracing new teaching modalities such

as blended learning (Hipolito, 2020).

On the Electronic Learning Management System (eLMS), where the teachers can

hold classes and upload modules, video lectures, educational motion graphics, and other

learning materials that students can access, stream or download safely from home. In

addition, the online quizzes and timed tests will be done through the use of polls, online

surveys or by video submission and chat (Hipolito, 2020).

11
Justification of the Study

The literatures cited emphasizes that COVID-19 pandemic has greatly affect the

educational system globally which resulted to the utilization of ICT as the mainstream

tool in ensuring the learning continuity of each student. Blended learning modality plays

a crucial part in the deliverance of education. Nonetheless, this paper seeks to determine

the perceived effects of COVID-19 pandemic to the learnings of the students.

Regardless of voluminous and timely papers about the COVID-19 pandemic and

its impact to the education sector, very minimal local studies has been conducted already.

Thus, this study seeks to determine the perceived effects of COVID-19 pandemic to the

learnings of Grade 12 students under the General Academic Strand (GAS) at Talavera

Senior High School currently enrolled during the school year 2020-2021.

12
 CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methodology of research study, supervision of

interview and data analysis techniques including collection of data, study design,

sampling frame and procedure of respondent’s selection.

Research Design

To attain the purpose of this study, the researchers utilized a qualitative kind of

research specifically the phenomenological type. Qualitative research involves collecting

and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts,

opinions, or experiences. It can be used to gather in-depth insights into a problem or

generate new ideas for research (Bhandari, 2020).

According to Yuksel and Yildirim (2015), the general purpose of the

phenomenological study is to understand and describe a specific phenomenon in-depth

and reach at the essence of participants’ lived experience of the phenomenon.

Phenomenological study was appropriate for this paper because it is very timely at

understanding the opinions and experiences of the participants with regards to the

perceived effect of COVID-19 pandemic to the learnings of the GAS12 students.

13
Research Locale

This study was conducted at Talavera Senior High School during school year

2020-2021 geographically located at Pag-asa District, Talavera, Nueva Ecija.

Figure 3. The geographical map of TNHS-SHS where the study was be conducted.

Brief History

During the school year 2016-2017, the Talavera Senior High School was given

birth. At first, it is just a department under its mother school which is the TNHS. But

during the school year 2017-2018, it started to stand on its own with its first principal

designated by the Schools Division of Nueva Ecija in the person of School Principal II

Donato B. Chico with his Assistant School Principal, Virginia Fernandez. At school year

2018-2019, Ms. Racquel C. Diaz is designated School Principal II with the support of her

Assistant School Principal II, Dr. Ericson I. Nepomuceno. At present, Dr. Rodrigo L.

Directo, Ph.D., is the newly designated School Principal II with the support of her

Assistant School Principal II, Dr. Ericson I. Nepomuceno along with the competent

14
faculty and staffs of TSHS. TSHS is among one of the stand-alone senior high school in

Nueva Ecija that offers various strand both academic and technical vocational such as the

ABM, GAS, HUMSS, STEM, and TVL (He-Cookery, ICT, Agriculture, SMAW)

DepEd’s Mission

To protect and promote the right of every Filipino to quality, equitable, culture-

based, and complete basic education where: Students learn in a child-friendly, gender-

sensitive, safe, and motivating environment. Teachers facilitate learning and constantly

nurture every learner.

DepEd’s Vision

We dream of Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute meaningfully to

building the nation. As a learner-centered public institution, the Department of Education

continuously improves itself to better serve its stakeholders.

Participants of the Study

The respondents of this study were composed of ten (10) GAS 12 students from

Talavera Senior High School currently enrolled for the school year 2020-2021. They

were chosen as participants due to the ease of interviewing them given the fact that the

threat of COVID-19 pandemic is still contagious and the researchers’ health cannot be

put at stake as compliance to the IATF guidelines implemented nationwide.

Data Gathering Tool

15
 This paper utilized an unstructured interview guide as basis for asking questions

to the participants. An interview is generally a qualitative research technique which

involves asking open-ended questions to converse with respondents and collect elicit data

about a subject (QuestionPro, 2021).

The researchers interviewed their participants with the aid of social media

applications like Facebook Messenger. According to QuestionPro (2021), online research

is growing more and more because participants are migrating to a more virtual world and

it is best for each researcher to adapt to this change.

The first part consist mostly of their demographic profile such as their age and

sex. The main part consist two questions: (1) What are the perceived factors affecting the

learnings of the students during the COVID-19 pandemic? and (2) How does the students

cope-up with the perceived factors affecting their learnings during the COVID-19

pandemic?

Data Gathering Procedure

In order to gather the desired data needed in the study, the researchers have taken

the following into consideration:

 Researcher letter. First, the researchers construct and present a letter to the

faculty of Talavera Senor High School asking for permission to have the list of

GAS 12 students.

 Determine the respondents. The researcher use simple random sampling

technique which the 10 respondent’s from GAS 12 students in Talavera Senior

High School was randomly selected.

16
  Prepare questions for interview. The researcher designed an interview and

presented he questions first to the adviser for the approval; secondly, together

with the request letter asking for the approval of the faculty for the researcher to

conduct interview to the respondents.

 Consent, selection of respondents, schedule and privacy. The researchers

request first for the approval of the faculty by presenting the letter that has been

previously approved by the adviser of the researcher. Simple random sampling.

This technique was useful in this research because it ensured that the respondents

will be chosen randomly and entirely by chance. The researcher assured that their

responses and opinions will be treated in full confidentiality.

 Conduct interview. The researcher conducted interview either via phone call or

message to those respondents who agreed to participate.

 Collection of data. After the respondents were being interviewed, the answers

and information have been collected, documented, and are kept in full

confidentiality.

Data Analysis

Analysis occurred in three phases. First, interview transcripts were reviewed

several times, searching for “recurring regularities” (Merriam, 1998, as cited by

Grudmeyer, 2012). The researchers highlighted quotes and phrases from the interviews

that were significant to the study. Using the constant comparative method (Glaser and

Strauss, 1967, as cited by Grudmeyer, 2012), the researchers went back and forth among

transcripts until categories emerged that were consistent, yet distinct (Marshall &

17
Rossman, 1989, as cited by Grudmeyer, 2012). The researcher named these categories

and coded the transcripts (Bogdan and Biklin, 1982; Merriam, 1998, as cited by

Grudmeyer, 2012). Second, the researcher brought together the transcribe interviews and

notes and looked for connections within and across the data sources. Finally, the

researcher integrated and refined the categories until themes solidified (Strauss & Corbin,

1998, as cited by Grudmeyer, 2012).

18
 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the essential data regarding to the perceived effects of

pandemic to the learning’s of GAS 12 students in TSHS. It also includes the presentation,

analysis and interpretation of data gathered by the researchers through the use of the

research instrument. These data were presented in textual form. The discussion follows

the order of the problems posted in Chapter 1.

Demographics of Participants

The result of this qualitative research was based from the interviews of ten (10)

participants composed of seven (7) males and three (3) females. Their age ranges from 17

to 20 years old. All of them were in distance blended learning modality wherein a

combination of online (synchronous and asynchronous) and digital self-learning modules

were utilized as part of the new normal learning during the COVID-19 pandemic.

Perceived Factors that Affects the Participants’ Learning during the COVID-19

Pandemic

The learnings in blended learning modality was affected by multiple factors and

these factors also interacted with each other making the learners’ behavior quite a

complicated phenomenon. The dominant factors identified in this study are the teacher

factor, internet connectivity, academic performance, health over studies, and learning

environment. Under each factor, several themes were built to further explain the

19
complexity of such a construct and the interactions among the themes were also

presented.

Teacher Factor - There are two themes under this factor: teaching style and

module content. From the data analysis result, it is quite obvious that the teacher factor,

especially the module content theme, was critical in determining the amount of student

learnings in a blended learning modality. Given the question if the learners fully

understood the lesson via blended learning modality, the participants responded as

example below:

“No, because most of the time the lesson was not explained well.”

“No, because some topics in the module was not even discussed.”

Technological Access – There were also three themes under this factor: internet

connectivity, gadget availability, and educational platform. From the data analysis result,

it is quite obvious that internet connectivity plays a crucial role in blended learning

modality. Given the question if they have access on internet connections, the participants

responded as example below:

“I used data to participate in our online classes, but sometimes I

experienced intermittent connection which greatly affects my learnings.”

“I used mobile data most of the time to cope-up with my lessons,

but sometimes my data was not sufficient enough for me to attend

consistently all of my subjects.”

20
 The availability of gadget or learning tools is indeed inevitable during this time of

new normal learning due to COVID-19 pandemic. Given the questions if the participants

has any gadget, the participants responded as example below:

“I used my cellphone to participate on our online discussion. I just

downloaded the modules provided or make a screen shot of the

presentation for me to have a copy of the topic being presented. If there

are output needed to be accomplished using computer, I borrow laptop

from my relatives or even acquaintances to comply with my school

requirements.”

“I am lucky to have a laptop which my mother purchase for my

study. But sometimes, my other siblings uses it too which causes some

delays on my output submission.”

The last theme under the factor technological access is the educational platform

commonly used. The participants responded as example below:

“Our teacher usually discusses their lessons via Google Meet to

explain in-details the topics from the modules they have given us.”

“I usually was not able to attend regularly our synchronous online

classes because of my status as working student. Nonetheless, I am still

grateful to our teachers because they constantly monitor us via Facebook

messenger. I just needed to patiently back read the thread of discussion or

most of the time I sent private messages directly to my teachers if there are

21
 vague issues, and I am lucky enough because they always responded to

my queries.”

Academic Performance. Academic performance was usually measured with

grades, under this factor grades was the only theme identified. From the data analysis

result, grades is one of the important motivation to keep on learning. However,

Participant 10 responded as below:

“I felt somehow sad because I am an honor student before during

my Grade 11 wherein face-to-face was the mode of instruction, but now,

there are some subjects that I was not able to comply with all of the

requirements that is why I obtained an almost failing grade.”

Health over Studies. This time of COVID-19 pandemic, ensuring health and

safety is everybody’s concern. Under this factor, there is only one theme identified, that

is ensuring health more than anything else including study. For example:

“If ever that this is my last chance to study, I still choose my health

over my studies. My studies can wait, but I cannot compromise my health.

Because once I got infected with COVID-19, I am also exposing my family

and love ones at risk.”

Learning Environment. According to Hendrix (2019), learning environments

play a crucial role in student success. Several factors can affect learning ability, including

seating, light, noise, and even color. Students who study in a positive learning

22
environment have been shown to be more motivated, engaged, and have a higher overall

learning ability. On the other hand, students learning in poor environments – those that

are uncomfortable, loud, or full of distractions – will find it far more difficult to absorb

information and stay engaged.

Participant 10 experience the poor learning environment specifically the noise

surrounding her during her studies. Restating her response:

“I lost my focus and concentration whenever there are noise

disturbances (barking dogs, tricycle sounds, family members voice, etc…),

which might be one of the reasons why I was not able to comply with the

tasks required which resulted on obtaining an almost failing grade to one

of my subjects.”

Coping Strategies to Adapt to the Perceived Effects of COVID-19 Pandemic to the

Participant’ Learning

During the COVID-19 (coronavirus disease 2019) pandemic, schools had to shift

from face-to-face to emergency remote education. Students were forced to study online,

with limited access to facilities and less contact with peers and teachers, while at the

same time being exposed to more autonomy. Furthermore, anxiety and uncertainty about

the unprecedented situation may have caused additional stress (Son et al., 2020).

Given the uniqueness of the situation and individual differences in self-regulated

learning (Dorrenbacher and Perels, 2016), it is assumed that students would differ in their

abilities and approach to adapt to emergency remote learning.

As previously presented on this paper that among the perceived factors that

affects the learnings of the student due to the COVID-19 pandemic includes: teacher

23
factor, internet connectivity, academic performance, health over studies, and learning

environment. Thus the participants, also identified some strategies on how they cope-up

with the aforementioned perceived challenges which includes: time management, asking

for someone’s help, and look for learning alternatives.

Time Management. As stated by Todorov (2017), managing time effectively is

essential when taking an online course, as learners are in control of their own learning

and pace. Because learners are in control of their own learning and pace, they need to

understand how to manage their time well to make enough room for their lessons and the

rest of their responsibilities. Participants in this study mentioned recommended some

coping strategies on how they manage their time, as example below:

“Students should know their limitations to avoid being distracted

to the factors that brought by the pandemic.”

“Students should learn to focus on the lessons and modules

provided to beat the deadline given to them.”

“Students should be responsible enough and learn to accept the

reality that we are all in now which is the struggles brought by the

COVID-19 pandemic to the learnings of each of us. We just needed to

make the most of our time.”

“Students can also refresh their mind and recharge once in a while

to enlighten their minds and therefore, they might think anew again.”

Asking Someone’s Help. Self-learning or autonomy highlights on how the

learners complied with their school requirements. However, the danger of losing

24
motivation to keep going is also crucial especially when the learner finds it difficult to

comprehend at all the lesson given. The participants suggested some solution on how to

address the said dilemma, such as:

“We asked someone from our family members to help us in our

lessons or assist us in completing the required modules needed to be

submitted.”

“We asked our teachers whenever there are lessons which we are

not fully aware.”

“We asked our classmates or even friends to help me understood

the topics or lessons which are difficult for our level.”

“We rigorously studied the lesson provided and tried our very best

to complied with what is expected from us.”

Look for Learning Alternatives. Two (2) coping strategies were identified under

this specifically with regards to poor internet connectivity and insufficient discussion on

the module content. The participants responded as example below:

“Whenever I experienced slow internet connection, I look for a

place where connectivity is stable.”

“I ensure that I have sufficient load to maintain my mobile data.”

“I switched sim whenever I experienced poor connectivity from a

certain mobile data provider.

“I browse the internet to look for lessons to add information or to

refresh my knowledge about a given topic.”

25
 CHAPTER V

Summary of Findings, Conclusion, and Recommendations

This chapter presents the summary of findings, conclusions and recommendations

of the study entitled.

Summary of Findings

The study used of a qualitative research design specifically the phenomenological

study in which ten (10) participants from Grade 12 students under GAS were determined.

An unstructured interview guide was administered to the participants. Afterwards,

the results were analyzed using a narrative from.

The findings of the study were sequentially presented to answer specific

objectives

Demographic of the Participants

The result of this qualitative research was based from the interviews of ten (10)

participants composed of seven (7) males and three (3) females. Their age ranges from 17

to 20 years old. All of them were in distance blended learning modality wherein a

combination of online (synchronous and asynchronous) and digital self-learning modules

were utilized as part of the new normal learning during the COVID-19 pandemic.

26
Perceived Factors that Affects the Participants’ Learning during the COVID-19

Pandemic

The dominant factors identified in this study are the teacher factor, internet

connectivity, academic performance, health over studies, and learning environment.

Teacher Factor - There are two themes under this factor: teaching style and

module content. From the data analysis result, it is quite obvious that the teacher factor,

especially the module content theme, was critical in determining the amount of student

learnings in a blended learning modality.

Technological Access – There were also three themes under this factor: internet

connectivity, gadget availability, and educational platform. From the data analysis result,

it is quite obvious that internet connectivity plays a crucial role in blended learning

modality.

Academic Performance. Academic performance was usually measured with

grades, under this factor grades was the only theme identified. From the data analysis

result, grades is one of the important motivation to keep on learning.

Health over Studies. This time of COVID-19 pandemic, ensuring health and

safety is everybody’s concern. Under this factor, there is only one theme identified, that

is ensuring health more than anything else including study.

Learning Environment. Students who study in a positive learning environment

have been shown to be more motivated, engaged, and have a higher overall learning

ability. On the other hand, students learning in poor environments – those that are

uncomfortable, loud, or full of distractions – will find it far more difficult to absorb

information and stay engaged.

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Coping Strategies to Adapt to the Perceived Effects of COVID-19 Pandemic to the

Participant’ Learning

Some strategies on how the particiopants cope-up with the aforementioned

perceived challenges includes: time management, asking for someone’s help, and look

for learning alternatives.

Time Management. Participants recommended some coping strategies on how

they manage their time, such as knowing their limitations to avoid being distracted, have

focus, be responsible enough, and learn to adapt to the situation at hand.

Asking Someone’s Help. The participants also suggested some solution on how

to address the timely compliance to their lessons such as asking the assistance of their

family members, the help of their teachers, and even the support of their classmates and

friends.

Look for Learning Alternatives. Two coping strategies were identified under

this specifically with regards to poor internet connectivity and insufficient discussion on

the module content. The participants responded as they look for a place with better

connectivity, they switched sim, and they ensured enough load for their mobile data.

With regards to the insufficient discussion on module content, they keep on browsing the

net and search for supplemental lessons to augment their inquiries.

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Conclusion

Base on the findings of the study, the following conclusion were drawn:

1. Majority of the participants were 18 years old, male, and uses blended learning

modality.

2. Among the identified perceived factors that affects the participants’ learning during

the COVID-19 pandemic includes: the teacher factor, internet connectivity,

academic performance, health over studies, and learning environment.

3. Among the identified coping strategies to adapt to the perceived effects of COVID-

19 pandemic to the participant’ learning includes: time management, asking for

someone’s help, and looking for some alternatives to learn.

Recommendations

In the view of the findings of the study, and the conclusion drawn, the following

recommendations were offered:

1. The school may provide and SD Card containing the recorded discussion to the

students as it may help the students to easily understand the lesson because they can

repeat the recorded discussion as much as they want.

2. The school may also distribute simcards to the students that will be loaded by the

school every month as it may help student to have an accessible internet connection.

3. Constant monitoring and facilitation with the students helps the teachers to address

problems early and encourage their students. And giving feedback to the students

before the class ends. So that the students won’t lose interest studying during this

time of pandemic.

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Appendix 1. Researchers’ Resume

32