Students' Difficulties Towards Online Science Class

Republic of the Philippines
NUEVA ECIJA UNIVERSITY OF SCIENCE AND

Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
STUDENTS’ DIFFICULTIES TOWARDS ONLINE SCIENCE CLASS
A Research
Presented to the Faculty of College of Education
Nueva Ecija University of Science and Technology
Sumacab Campus, Cabanatuan City
In partial fulfillment
of the requirements for the
Degree of Bachelor of Secondary Education
Major in General Science
Angelo, Angel Rojen
Gatdula, Christine Joyce
Ombajen, Mary Grace
Pastor, Kathleen Joy
Sampoleo, Roman Aries
Ventura, Maribeth
BSE 3-A
2nd Semester, S.Y.2020-2021
SHERYL ANN V. NARCISO
SES 20 Instruct
Transforming Communities through Science and Technology

Acknowledgement
The researchers’ wants to acknowledge first and foremost praises and thanks God, who
gave us everything that we needed to live in this world and giving us the intelligence we
needed for the completion of this research paper. Thanks God, the Almighty for his
showers of blessings throughout our research work to complete the research successfully.
We would like to express our sincere gratitude to our research instructor Mrs. Sheryl Ann
V. Narciso, and Mrs. Analiza B. Tanghal thank you for guidance and teaching us on how
to make an effective research paper.
To Sir Joel Alvarez serve as our statistician, thank you for sharing your knowledge and
help us in the analysis and its statistical computation.
Our families, our source of inspiration thank you for unending financial, moral and
spiritual.
We wish to extend our special thanks to the sophisticated dean of College of Education,
Dr. Angelica O. Cortez. And all of the people who have a participation in the completion
of this research paper thank you all and God give us the glory.
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Dedication
Our family..
.....for inspiring and supporting us
Our friends...
Our Dean, Professors, Advisers....
And last but not the least.....
Our God Almighty ....
for giving us our life and intelligence as an
investment
for the better future.
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ABSTRACT
As the teaching and learning shifted from face to face learning to Online Class
learning the difficulties of the students appear. It is just equally essential to know the
difficulties of students towards Online Science Class. This study was conducted to
discuss the difficulties of every student towards online science class. The needed data
were collected through the use of self-acquired and adapted questionnaire consist of 25
questionnaires in Likert scale format. The data were analyzed using descriptive statistics
such as frequency count, percentage and weighted mean standard deviation and Pearson r
correlation. The findings of the study revealed that the majority of student-respondents
found agreeable difficulties towards online class. Also, the majority of the student-
respondents in terms of sex were female, the age of 21 had the greatest number of
respondents, had only one device use in online science class, use mobile data, living in
urban areas and classified as poor income family. In terms of relationship, students
profile such as sex, age, device use in online class, device ownership, internet connection,
residence, family income while the difficulties towards online science class described in
terms of content, technological challenges, learning platforms, time management and
financial status. Student-respondents profile of age had significant relationship on
difficulties towards online science class except for time management. Furthermore,
device ownership had significant relationship on the difficulties of technological
challenges and financial status. Explore other areas that can be source of difficulties in
online class.
Keywords: Online class, technological challenges, learning platforms, financial status
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TABLE OF CONTENTS
TITLE PAGE
Title Page ` i
Acknowledgement ii
Dedication iii
Abstract iv
CHAPTER I THE PROBLEM AND ITS SETTING
Introduction 8
Statement of the Problem 10
Hypothesis 11
Significance of the Study 12
Conceptual Framework 13
Research Paradigm 14
Scope and Delimitation 15
Definition of Terms 15
CHAPTER II REVIEW OF RELATED LITERATURES AND STUDIES
Review of Related Literatures and studies 17
CHAPTER III METHODOLOGY
Research Method and Design 21

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Research Locale 21
Sample and Sampling Techniques 22
Research Instruments 24
Validity and Reliability 25
Data Gathering 25
Data Analysis 27
Research Ethics 28
CHAPTER IV PRESENTATON, ANALYSIS AND INTERPRETATION
Profile of the respondents 29
Students Difficulties towards online
Science Class 35
Relationship of students’ profile
to the Difficulties in online Science Class 40
CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Summary 44
Conclusions 51
Recommendations 52
REFERENCES 54
APPENDICES 60
Appendix A Survey Questionnaire 60
Appendix B Letter to Dean 63

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Appendix C Documentations 64
Curriculum Vitae 65
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
No one can underestimate what a man of Science can do. Throughout mankind’s
history, Science has change the way man views his world and also the course of his life
and those around him. Undoubtedly, it brings change and development not only to
someone who was it but to the society as well. Progressive countries teach their student to
love science. Developed nations of the world are not taking science education with loosed
hands; they invest on it and that is why they remain developed (Aina, 2013). Science
education is very important to technological development of any nation because of its
numerous benefits (Omosewu 2009).
Yet nothing in this world is static. In more than a year everything has changed due
to COVID-19 Pandemic especially in educational system. Most countries around the
world have temporarily closed educational institutions to contain the spread of the
COVID-19 pandemic and reduce infections (UNESCO, 2020). This closure has affected
more than 1.2 billion learners worldwide with more than 28 million learners in the
Philippines (UNESCO, 2020). Responses like community lockdown and community
quarantine of several countries have led students and teachers to study and work from
home which led to the delivery of online learning platforms (Crawford et al., 2020).
However, the implementation of online learning posed different risks, problems and
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challenges to both the teachers and students, especially in the higher education
institutions (HEIs) (Bao, 2020).
At the basic education, the Department of Education (DepEd) will be
implementing the Learning Continuity Plan (LCP), which will be in effect School Year
2020-2021 and classes will open on August 24, 2020 instead of June 2020 (DepEd,
2020). In the higher education sector, the Commission on Higher Education, HEIs were
given academic freedom and should implement available distance learning, e-learning,
and other alternative modes of delivery to students (CHED, 2020). Several universities
have opted to implement their own policies regarding instruction and opening of classes
starting August 2020. It will be the new normal in education and strengthening
educational planning and health is a concern to provide quality, inclusive and accessible
education for every student. But learning about science requires the coordination of a
complex set learning and also requires the coordination of a complex set of cognitive,
affective, and motivational strategies and skills. Science education aims to increase
people’s understanding of science and the construction of knowledge as well as to
promote scientific literacy and responsible citizenship. For students it develops inquiry
skills, values, attitudes and critical thinking.
On this pandemic, many students of science related courses are being affected.
Merely are the science major students. Difficulties of coping up with the lessons,
hardship for the laboratory activities, disconnected during online class and looking for
alternative apparatus for laboratory are some of the challenges they are facing.
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Difficulties encounter by the science major student should be understand by the school
administration so that they can address this problem and provide necessary solution.
Statement of the Problem
This study attempts to explore variables related the students’ difficulties toward
online science class in the College of Education, Nueva Ecija University of Science and
Technology.
Specifically, it aims to find answers to the following questions:
1. How may the students’ profile be described in terms of:
1.1 Sex;
1.2 Age;
1.3 Device use in online class;
1.4 Device ownership;
1.5 Internet connection;
1.6 Residence; and
1.7 Monthly income of the family?
2. How the difficulties towards online science class be described along the following
aspects:
2.1 Content of the subject;
2.2 Technological challenges;
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2.3 Learning platforms;
2.4 Time management; and
2.5 Financial status?
3. Is there a significant relationship between;
3.1 Students’ profile and content of the subject;
3.2 Students’ profile and technological challenges;
3.3 Students’ profile and learning platforms;
3.4 Students’ profile and time management; and
3.5 Students profile and financial status?
Hypothesis
1. There is no significant relationship between;
1.1 Students’ profile and content of the subject;
1.2 Students’ profile and technological challenges;
1.3 Students’ profile and learning platforms;
1.4 Students’ profile and time management; and
1.5 Students profile and financial status.
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Significance of the Study
The study may directly and indirectly provide significance to the following
students and group of people.
Students - The students will be direct recipients of the research. The result of this
research may guide students to have future suggestions on the difficulties towards online
class modality.
Faculty - From this study, they will be able to enhance their way and methods of
teaching science in online class.
School administrator – the outcome of the study may perhaps update the school
administration to different approach to active learning.
Curriculum developer – the outcome of the study may perhaps influence curriculum
developer and other professionals to create a curriculum addressing the issue of this
study.
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Future researchers – This will help to contribute some information to the upcoming
researchers in the future studies and serve as their reference. This will guide them in
conducting research study similar to the present.
Conceptual and Theoretical Framework
This study anchored from the OCL theory of Linda Harasim 2012. A theory of
learning should define and explain the indicators of learning in order to access the quality
of learning taking place, which is the effectiveness. OCL framework provided for the
field that took account in the invention of online technologies and could explain; study
and assess the quality of collaborating learning that occurred online. Harasim emphasises
the importance of three key phases of knowledge construction through discourse: Idea
Generating This is literally brainstorming, to collect the divergent thinking within a
group. Idea organizing this is where learners compare, analyze and categorize the
different ideas previously generated. Intellectual Convergence The aim here is to reach a
level of intellectual synthesis, understanding and consensus (including agreeing to
disagree), usually through the joint construction of some artifact or piece of work such as
an essay or assignments.
This study utilized the system approach with the elements of the input, process
and output.
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The input consists of the respondents’ profiles, difficulties in online science class
and the correlation between students’ profile and difficulties.
The process consists of the survey questionnaires, data
1. Students profile in gathering, data analysis and data interpretation.

terms of:
1.1 Sex The output consists of the expected outcome, which are
1.2 Age
1.3 Device use in strategies and results to help school and students.
online class
1.4 Device
ownership
1.5 Internet
connection
1.6 Residence INPUT PROCESS
1.7 Monthly income OUTPUT

2. Students’ difficulties
in the aspect of:
2.1 Content of the
subject
2.2 Technological
challenges
2.3 Learning
platforms
2.4 Time
management
2.5 Financial status
3. Significant
relationship between the
profile of the students’ Survey/Questionnaire
and the difficulties
towards online science Data Gathering An analysis of
class students’ difficulties
Data Analysis
towards online science
Data Interpretation class
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Figure 1: Research Paradigm
Scope and Delimitation
This study focused on the student’s difficulties towards online science class. The
data collection was conducted at the College of Education, Nueva Ecija University of
Science and Technology. Students major in General Science that are currently enrolled in
school year 2020-2021 represent the population. The study was done through the
utilization of survey forms (Google forms) with the questionnaires as a reference of data.
By this, were able to know the student’s difficulties toward online science class.
Definition of Terms
The following term are conceptually and operationally defined for better
understanding of the study.
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Administrator (School) - people who are responsible for overseeing the administrative
duties of school. Educational administrator ensures a safe and productive learning
environment for the student and the faculty at their institution.
Difficulties in content – the level of difficulties of a learner in learning science content
in online class.
Difficulties in learning platforms - refers to the difficulties of using different learning
platforms in learning sciences in online class.
Electronic learning – or e-learning is the delivery of learning and training through
digital resources. It is provide through electronic devices such as computer, tablets, and
even cellular phones that are connected to the internet.
Financial Status – refers to the state and condition of your finances.
Laboratory – a room or building equipped scientific experiments, research, or teaching.
Pandemic – an epidemic occurring worldwide, or over a very wide area, crossing
international boundaries and usually affecting a large number of people.
Quarantine - separates and restrict the movement of people who were exposed to a
contagious disease to see if they become sick.
Science – a systematically organized body of knowledge on a particular subject: deals
mainly with natural world.
Technological Challenges - refers to the difficulties in learning science in online class
because of the lack of technological devices.

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Virtual – carried out, accessed or stored by means of a computer especially over a
network
Chapter II
REVIEW OF RELATED LITERATURE
The literature review is an essential component of any research subject. In line
with the purpose of the research project, the aim of the literature review is to discuss the
relevant literature, the difficulties of every students as well as the teacher, adaption in
new normal set up in terms of teaching science through virtual. The discussion will also
cover the way of teaching science through online learning.
Science Education
Science is embedded into everyday life, and in order to participate as a citizen of
the United States, one needs to be knowledgeable about a variety of science issues
(Leshner & Perkins-Bough, 2007). A general understanding of science should be a
priority in science education. Since science is a part of everyday life that surrounds one’s
day to day activities, it should be a main concern in the school curriculum; however,
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overall, the funding for science is steadily decreasing because of the shutdown of schools
amidst of the pandemic.
On today’s time e-learning and virtual laboratories has gain popularity in science
education since face to face classes has been suspended. In this scenario, online learning
and virtual classes has been seen alternative ways of learning science at home. Due to the
extremely contagious nature of this novel pathogen, social distancing and lockdowns
became inevitable to prevent its rapid transmission at the community level (Anderson et
al., 2020).
The regular e-learning courses alone cannot provide adequate skills or knowledge
regarding laboratory experiments or analysis of scientific data. In this vein, the virtual
labs added a new dimension to the web-based digital learning (Nilsson 2003; Huang
2004). Virtual labs are round-the-clock available and an easily accessible simulated
replica of the real-life laboratories that can provide practical skills of science to the
learners (Waldrop, 2013). Such simulated labs allow the learners to obtain knowledge
regarding real-life experiments in a risk free environment devoid of any direct physical
contact with any toxic chemicals or pathogenic substances (Jones, 2018).
COVID-19 pandemic also affects the method of teaching. It force science teacher
to switch to virtual class from normal face to face discussion. Virtual classroom requires
integrating technology to deliver the lesson. They have to change their approach to
positively impact both the content elements and the students' perceptions. Meanwhile,
science teachers should be able to utilize technology to deliver science curriculum, assess
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learners, direct them to research topics, and to use student centered strategies integrated
with technology (Babacan, 2016).
Kennedy & Archambault (2012) found that many teachers felt the strategies used
in their face-to-face classrooms did not make sense in the online environment. Because of
that teachers should change their way and belief about teaching methods. It meant
switching from giving knowledge to guiding knowledge, which provides students what
they needed as they needed it. This approach allows teachers to present the content in
various ways, using text and multimedia and offered numerous chances for students to
interact with the course content (DiPietro, 2010).
Does the transition from face to face class to inline class is a problem? Anderson,
Imdieke and Standerford, 2011 stated that they saw one of the main challenges as the
“disconnect between the way teachers were taught to teach” (p. 4), and how the course
content must be delivered in an effective online classroom. We can see that even teachers
have a hard time to catch up in this sudden change of way of teaching. Another challenge
outlined by Anderson et al. (2011) is the almost non-existence of institutional
expectations for their online courses. These include expectations of teachers, students,
courses, and staff. Without clear guidelines and expectations for faculty members to
follow there is no way to assess the effectiveness of these online courses. Further
Anderson et al. (2011) explained that the feedback they received from students seldom
helped them in adjusting their teaching as they would in a face-to-face class.
Additionally, the method of online delivery varies from the traditional face-to-face
education (Anderson et al., 2011; Fein & Logan, 2003; Juan et al., 2011) in that student
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interactions are between student and faculty, student and peers, and student and
technology.
The content of the lesson cannot simply be apply from a face-to-face to an online
setting .Koehler, Mishra, Hershey, and Peruski (2004) encouraged instructors to take
content, pedagogy, and technology into account when designing online courses.
However, instructors may not be willing to change their teaching strategies when
transitioning from a face-to-face to an online course (Barrett, 2010). In addition to a lack
of training and support, instructors also perceive a lack of incentives in designing and
delivering online courses (Allen & Seaman, 2010).
Every learner is unique and has a different learning style. Learning style plays a
vital role in this new set up of learning. Because of this pandemic the only option of the
learners is to read and analyses their modules given by their teachers. According to
(Mayes et al., 2011Luyt, 2013) not all learners can successfully participate in online
courses. Identifying and adopting learning styles and skills required to participate in
online courses can be challenging for learners.
Some learners may have inappropriate expectations such as expecting instant
feedback on their online comments and assignments or may appear rude and demanding
in their emails. Some may question their grades and others may not take the assignment
deadlines seriously (Li & Irby, 2008; Lyons, 2004). Communication between the student
and the teachers are essential part of online learning. Learners tend to ask question
regarding on their performances.
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Smart phones, laptops and other technological devices are the main tools of
delivering lessons in today’s way of teaching. However, it is also seen as a major
problem for the learners. For example, lack of ICT knowledge, poor network
infrastructure and weakness of content development were the main challenges of e-
learning system adoption in developing countries (Aung and Khaing 2015). In addition,
another study revealed that system characteristics, internet experience and computer self-
efficacy were the main issues that impede the successful adoption of e-learning system in
Pakistan (Kanwal and Rehman 2017).
CHAPTER III
Research Methodology
This chapter presents the gathered data in tabular form which were computed,
analyzed, and interpreted. The presentation of results, analyses, and interpretation of data
followed the order of questions posted in the statement of the problem.
Research Method and Design
Quantitative method was utilized in this study. Quantitative research method are
those methods on which number are used to explain findings (Kowalczky, 2016). In this
study researcher collected quantitative data in the use of survey questionnaires.
Since the study is to identify the Students’ Difficulties towards Online Science
Class and looking for the relationship of it in other variables, a correlational research
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design was used. Correlational research is a type of non-experimental research method in
which a researcher measures two variables, understands and assesses the statistical
relationship between them with no influence from any extraneous variable.
Research Locale
The study will be conducted in Nueva Ecija University of Science and
Technology. It is located at Sumacab Este, Cabanatuan City. Science major students of
the College of Education will be the target respondents of this study.
Figure 2: Map showing the location of Nueva Ecija University of Science and
Technology in the Cabanatuan City
Sample and Sampling Technique
The General Science major students are the target respondents of this study. They
are chosen by the use of purposive sampling technique. Purposive sampling technique is
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intentional selection of informants based on their ability to elucidate a specific theme,
concept, or phenomenon. According to Arikunto (2010:183), purposive sampling is the
process of selecting sample by taking subject that is not based on the level or area, but it
is taken based on the specific purpose.
The total population of this study was 189 of Bachelor of Secondary Education
Major in General Science students. To obtain the sample size we used the Slovin’s
formula where in: (N) is the population with 189 students, (n) is the sample size =? , (e) is
the margin of error which is 0.05%.
The Slovin’s formula is:
N
n=
1+ Ne2
The total sample size of respondents consists of 124 students from first year to
fourth year BSED science major student enrolled in NEUST.
In this case, researcher tends to choose in sample members possessing or
indicating the characteristics of the target population.
Year/Section Number of students each year Number of
and section Respondents
(1st) Year D 39 29
(1st) Year E 41 21
(2nd) Year A 31 24
(2nd) Year B 43 30
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(3rd) Year A 28 15
(4th) Year 7 5
Total 189 124
Table 1: Distribution of the Respondents
Research Instrument
The survey instruments used are self-acquired and adapted questionnaire. This
section discusses the elements of instrument which is divided into two sections which are
description of the instrument and validity and reliability of the instrument.
The survey was in a Likert scale format. Responses will range from (SA) Strongly
Agree, (A) Agree, (DA) Disagree, (SD) Strongly Disagree and students’ profile like sex,
age, device use in online class, device ownership, internet connection, residence, and
monthly income of the family.
The key variables in this study were measured by self-acquired and adapted
questionnaire comprised of two parts. The part 1 self-acquired questionnaire (Students
profile) consist of seven questions which asked about their sex, age, device use in online
class, device ownership, internet connection, residence, and monthly income of the
family. Note that all answers shall be treated with outmost confidentiality.
Part 2 (Difficulties in learning science through online, adapted from Rene ´e S.
Jansen1 et al. (2016) “ Validation of the self- regulated online learning questionnaire”
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and Wang, Qifu (2003)”A study of barriers to online learning in distance education in
China” consist of 25 questions that used to determine the difficulties towards online
science class and In this section it divide into five areas, First is the content of the subject,
second is technological challenges, third is learning platforms, fourth is time management
and fifth is financial status. All areas are consisting 5 questions with the total of 25
questions. Students responded based on the four points Likert-type Scale (4 – strongly
agree, 3 – agree, 2 – disagree and 1 – strongly disagree).
Validity and Reliability of Instrument
Adapted questionnaire from multiple researchers used a pilot study to revise the
questionnaire and after the revision it was administered to an effective sample
respondent. Reliability and validity of the adapted questionnaire were established based
on Cronbach alpha, Taking picture is one of the instruments for collecting data. The
researcher must be taking screen shots, Photography became an acceptable data
collection tool in qualitative research.
To concretize the reliability of this research, the researcher took picture on the
selected research paper that use in this study. Capturing some picture has done to present
evidences on the survey process between the researcher and the respondent.
To determine the degree to which the survey instrument accurately measures what
is intends to measures, experts such as research adviser and panel members will be ask to
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view the extent to which items adequately measures or represent the content of the
statement of the problems the researcher wishes to measure.
Data Gathering Procedure
The study will be conducted during the First semester of the school year 2020-
2021. Data needed for this quantitative research will be gathered using an adapted 25
items for difficulties. In addition, another questionnaire will be prepared by the researcher
to gather the information on the participants profile such as gender, age, family monthly
income, residence, internet connection, device ownership and device used in online class.
Necessary permission will be secured from the office of the Dean of the College
of Education. After the permit granted, the researcher will ask the research adviser and
instructor to the validation of research instrument, the questionnaire will be distributed to
all respondent of this study.
The respondents will be given enough time to supply the necessary information in
the questionnaire. The instrument will be implemented on the same day of this
distribution. After data gathering, the researcher now collected it for tallying the scores
and to apply the statistical treatment to be used with the study.
Statistical Analysis of Data
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Responses to the questionnaire by the science major of College of Education in Nueva
Ecija University of Science and Technology in Sumacab Campus were statistically
analyzed with the data requirements of the study. Descriptive statistic such as frequency
count, percentage, weighted mean and Pearson r correlation are considered.
1. Frequency distribution was used to describe the profile of the students. It refers to
a table that shows a body of data grouped according to numeric values (de Belen,
2015). It was a tabulation of the values that one or more variables take in a
sample. Each entry in the table contains the frequency or count of the occurrences
of values within a particular group or interval, and in this the table summarizes
the distribution of values in the sample.
2. The mean weighted average was employed to arrive at the verbal description of
each item in the sealed checklist. The formula is as follows:
WM= TWF
Where:
TWF = the weighted frequency
N=the number of responses
WM= the weighted mean
The following limits and categories were adapted for student’s difficulties toward
online Science class in terms of Content of the Subject; Technological Challenges;
Learning Platform; Time Management; and Financial Status: 4.0-3.3 Strongly Agree; 3.2-
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2.5 – Agree; 2.4 1.7- Disagree; 1.69-1.0 - Strongly Disagree. For average weighted mean:
4.0-3.3 Strongly Agree; 3.2-2.5 – Agree; 2.4 1.7- Disagree; 1.69-1.0 - Strongly Disagree.
To know if there is a correlation between the students profile and difficulties
towards online science class, Pearson r correlation was utilized with 95% level of
confidence. All statistical computations carried out used to Statistical Package for Social
Science (SPSS) v21. Pearson's correlation coefficient is the test statistics that measures
the statistical relationship, or association, between two continuous variables. It is known
as the best method of measuring the association between variables of interest because it is
based on the method of covariance.
Research Ethics
The following ethical guidelines were put into place for the research period. All
participants reported their acceptance regarding their participation in this research. The
participation of the respondents was voluntary and that way they were free to withdraw
from it at any point and for any reasons. Next, respondents were fully informed regarding
the objective of the study, while they were reassured that their answers were treated as
confidential and used only for academic purposes and only for the purpose the particular
research. Last the dignity and well-being of the researchers and respondent will be treated
at all times.
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Except from the above, participant were not harmed or abused, both physically
and psychologically, during the conduction of the research. In contrast, the researcher
attempted to create and maintain a climate of comfort.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data in tabular form which were computed,
analyzed, and interprets. The presentation of results, analyses, and interpretation of data
followed the order of questionnaire in the statement of the problem.
1. Students’ Profile
1.1 Sex
Table 2
Distribution of Respondents According to Sex
Sex Frequency Percentage
Male 43 34.68
Female 81 65.32
Total 124 100.00
Table 2 shows the distribution of the respondents according to their sex. Result of
the study shows that 65.32% of the respondents are female and only 34.68 of the
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respondents are male. This shows that the teaching profession was constituted by female.
According to SA News (2017), it was discovered that the teaching profession is female
dominated.
1.2 Age
Table 3
Distribution of Respondents According to Age
Age Frequency Percentage
18 - 20 years old 54 43.55
21 - 23 years old 67 54.03
24 - 26 years old 3 2.42
Total 124 100.00
Table 3 shows the ages of the respondents. Age was distributed into three
categories: 18-20, 21-23, and 24-26. The age of 18-20 years old had 54 or 43.55% of
the respondents; the age of 21-23 years old had the greatest number of respondents with
67 or 54.03%; 3 respondents are in the age of 24-26 years old with 2.42%.
This therefore, entails that there is a wide variation of age among the respondents
making it ideal to understand the research problem from different age perspectives.
Maree (2010) stipulates that age is essential for it gives a study an objective
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understanding on the research problem, for from conventional wisdom, age presents on a
better understanding of the research problem.
1.3 Device Use in Online Class
Table 4
Distribution of Respondents According to Device use in Online Class
Device use in Online Class Frequency Percentage
Laptop 10 8.06
Cell phone 114 91.94
Total 124 100.00
Table 4 shows the distribution of respondents according to their device use in
online class. Result of the study shows that 10 or 8.06% of the respondents use laptop in
online class while 114 or 91.94% of the respondents used cell phone in their online
classes.
According to study conducted at Oregon State University Ecampus, in a study
entitled “Student Device Preferences for Online Course Access and Multimedia
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Learning’’ it found out that laptops were preferred across all purposes. Nearly three-
quarters (73%) preferred laptops for accessing the LMS, 68% preferred laptops for
viewing video content, and 59% preferred laptops for learning with simulations and
games. Less than 10% of students preferred smartphones and tablets for viewing video
and for learning with simulations and games.
1.4 Device Ownership
Table 5
Distribution of Respondents According to Device Ownership
Device Ownership Frequency Percentage
One device 98 79.03
Two or more devices 26 20.97
Total 124 100.00
Table 5 shows the distribution of respondents according to device ownership.
Result of the study shows that 79% of the respondents had only 1 device use in online
science class while 20.97% of the respondents say that they have two or more devices
used in online science class. This finding was opposite by the study entitled “Online
Student Use of Mobile Devices for Learning” where the finding is most respondents
currently used two mobile devices (35%). There was a nearly even split between those
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who used one (23%) or three (24%) devices. A further 18% currently used four or more.
1.5 Internet Connection
Table 6
Distribution of Respondents According to Internet Connection
Internet Connection Frequency Percentage
No access 1 0.81
Mobile Data 81 65.32
Wired Connections 42 33.87
Total 124 100.00
Table 6 shows the distribution of respondents according to their internet
connection. From the data gathered it shows that 65.32% of the total respondents use
mobile data, 33.87% of the respondents use wire connection and 0.81%of the respondents
had no access to internet. The data entails that majority of the science major students use
mobile data as a source of internet connection. As studied by Jee-Ho Kim (2020) internet
has compromised the quality of education for University students, as most classes are
online and rely on high speed internet for synchronous remote learning. Broadband refers
to a high-speed internet that is always on: According to a report from the State Council
of Higher Education for Virginia, approximately 10 percent of college students in
Virginia do not have access to broadband. For Virginia students overall, those in rural
areas tend to have less access than those in urban areas. The University, the City of
Charlottesville and Albemarle County are all classified as rural according to the report.
1.6 Residence
32
Table 7
Distribution of Respondents According to Residence
Residence Frequency Percentage
Urban 75 60.48
Rural 49 39.52
Total 124 100.00
Table 7 shows the distribution of respondents according to their residence. The
data gathered shows that 60.48% of the respondents are living in urban areas while 39.52
are living in rural areas. Diva Jain (2020) stated that many teachers and students in rural
areas are not able to match up to the technical skills of educationalists and students in
cities. People in rural areas have to also deal with intermittent power supply and older
electronic devices, which are often a hindrance to seamless access. Unfortunately,
students in rural India are denied the newest devices and levels of accessibility to online
content that urban Indians enjoy daily. Unlike their counterparts in cities, a lower
percentage of students in villages possess desktop or laptop computers. They depend on
their family members’ mobile phones for learning and attending classes, making it an
arduous exercise
1.7 Monthly Income of the Family
Table 8
Distribution of Respondents According to Monthly Income of the Family
Monthly Income of the Family Frequency Percentage
PhP 5,000 below 77 62.10
33
PhP 5,001 - 15,000 38 30.65

Php 15,001 - 25,000 6 4.84
25,001 - Above 3 2.42
Total 124 100.00
Table 8 shows the distribution of respondents according to their family
monthly income status. It showed that majority or 62.10% of the respondents had a
monthly income of php 5,000 below which can be categorized as a poor income; 30.65%
of the respondents had php 5,001-15,000 family income and can be categorized as
average monthly income; 4.84% of the respondents had a monthly income of php 15,001-
25,000 and can be categorized as high monthly income; 3 of the respondents or 2.42%
said that they have php 25,000 above monthly income and can be categorized as stable
monthly income. The result implied that, majority of the respondents had a poor monthly
income.
In support with that, a study conducted in 2017 at Jinan University,
Guangzhou, Guangdong, China entitled “The effects of family income on children’s
education: An empirical analysis of CHNS data” the study found that A financially well-
off family is able to give more, especially educational resources. For lower-income
families, parents are bustle around for life and expect little from their kids, and moreover
they may put subsistence before children’s learning.
2. Students Difficulties towards Online Science Class
2.1 Content of the Subject
34
Table 9
Difficulties in Content of the Subject
CONTENT OF THE SUBJECT Mean Description
Online materials cannot provide adequate
skills or knowledge regarding laboratory
experiments or analysis of scientific data. 3.12 Agree
There is little interaction between teachers
and students with participation. 3.21 Agree
The content and pedagogy of the lessons are
not design for an online class. 2.99 Agree
Online materials are lack of information. 2.98 Agree
Online science content is not convenient for
everyone. 3.10 Agree
Average Weighted Mean 3.08 Agree
Strongly agree (4.0-3.3), Agree (3.2-2.5) Disagree (2.4-1.7), Strongly Disagree (1.69-1.0)
Table 9 shows the difficulty of students in learning science in the area of the
content of the subject. The students agreed in all item – statements. The most agreed
statement of the students is that there is little interaction between teachers and students
with participation; while the student’s least agreed that online materials are lack of
information.
Furthermore, the average weighted mean falls under 3.08 which implied that
the content of the subject become difficulty of the students in online science class.
2.2 Technological Challenges
Table 10
Difficulties in Technological Challenges
35
TECHNOLOGICAL CHALLENGES Mean Description

I don’t have enough technological devices to
attend the online science class 3.06 Agree
I don’t have strong internet connection to
join in online science class. 3.10 Agree
I don't have sufficient training and
knowledge about the most current
technologies use in online science class. 3.03 Agree
I cannot easily cope up in discussion
because I don’t have conducive place for
learning. 3.15 Agree
I don't have communications with my teacher
or any other classmates to clarify some
issues. 2.92 Agree
Table 10 shows the difficulties of the students in the area of technological
challenges in learning science. The students agreed in all item – statements. The students
most agreed that they cannot easily cope up n discussion because they don’t have
conducive place for learning. Students least agreed in last statement that they don’t have
communications with their teacher or any other classmate to clarify some issues.
the technological challenges become difficulty of the students in online science class.
2.3 Learning Platforms
Table 11
Difficulties in Learning Platform
36
LEARNING PLATFORMS Mean Description

The learning platform navigation is not
clear enough. 2.94 Agree
It is troublesome to use the learning
platform. 3.01 Agree
I cannot skillfully use the learning
platform. 3.03 Agree
I cannot access the learning platforms
conveniently. 3.07 Agree
I am not familiar enough in the learning
platforms used in online class 3.03 Agree
Table 11 shows the students difficulty in the area of learning platform in learning
science. The students agreed in all item – statements. They agreed that they cannot access
the learning platforms conveniently, the most. While, learning platform navigation is not
clear enough is the least agreed.
the learning platforms become difficulty of the students in online science class.
2.4 Time Management
Table 12
Difficulties in Time Management
37
TIME MANAGEMENT Mean Description

I find it hard to stick to a study schedule
for this online science class 3.25 Agree
I often find that I don’t spend very much
time on this online science class because of
other activities. 3.18 Agree
I am not accomplished what needs to be done
during the day. 3.15 Agree
I do not have enough time to study because I
am a working student. 3.01 Agree
I do not have enough time to study due to
too many family responsibilities. 3.11 Agree
Average Weighted Mean 3.14 Agree S
trongly agree (4.0-3.3), Agree (3.2-2.5) Disagree (2.4-1.7), Strongly Disagree (1.69-1.0)
Table 12 shows the students difficulty in the area of time management in learning
science. The students agreed that they find it hard to stick to a study schedule for this
online science class; they were agreed that they often find that they don’t spend very
much time on this online science class because of other activities; they agreed that they
are not accomplished what needs to be done during the day; they were agreed that they do
not have enough time to study due to too many family responsibilities and they agreed
that they do not have enough time to study because they are working students.
Furthermore, the average weighted means falls under (3.14) shows that the
respondent had agreed in all the statement assessing the difficulties in time management
in learning science.
2.5 Financial Status
Table 13
Difficulties in Financial Status
38
FINANCIAL STATUS Mean Description

My study is a financial burden to my family. 2.85 Agree
I am struggling with my financial concerns
even I am a working student. 3.01 Agree
My allowance is insufficient of meet the
requirements to my online science class. 3.06 Agree
I wasn't able to manage my financial
expenses during online science class. 3.07 Agree
Even I am receiving government assistance, I
am still having financial difficulties. 3.15 Agree
Table 13 shows the students difficulty in financial status in terms of learning
science. The students agreed that even they are receiving government assistance, they are
still having financial difficulties; they agreed that they weren’t able to manage my
financial expenses during online science; they were agreed that their allowance is
insufficient to meet the requirements of my online science class; they agreed that they are
struggling with their financial concerns even they are working student; and their study is
a financial burden to their family.
Furthermore, the average weighted mean falls under (3.03) implied that the
financial status become difficulty of the students in learning online science class.
3. Relationship of Students’ Profile to the Difficulties in Online Science Class
39
Table 14
Relationship of Students’ Profile to the Difficulties in Online Science Class
Content of Technological Learning Time Financial
the Subject Challenges Platforms Management Status
Sex 0.155 0.075 0.103 0.085 0.112

Age 0.246* 0.257* 0.254* 0.169 0.203*
Device Use in Online
-0.089 -0.085 0.009 -0.001 -0.084
Class
Device Ownership -0.064 -0.246* -0.138 -0.151 -0.228*
Internet Connection 0.031 -0.097 -0.012 -0.085 -0.126
Residence -0.029 0.082 0.011 0.039 0.108
Monthly Income -0.071 -0.165 -0.073 -0.128 -0.217*
* Significant at 95% level of confidence * Only data with (*) are significant
Table 14 shows the results of the correlation between students' profile and
difficulties towards online Science class. Students' profile was described in terms of sex,
age, device used in online class, device ownership, internet connection, residence, and
family monthly income while difficulties towards online Science class were described in
terms of content, technological challenges, learning platforms, time management, and
financial status. All test of relationship was tested under 95% level of confidence.
Based on the table above, it was revealed that the age of the students has a
significant relationship between the challenges regarding the content of the subject. It
was revealed that there exists a positive correlation between the two variables which
implies that as the student gets older, he/she experienced more challenges when it regards
to the content of the subject. The results support by the research of Lisa M. Soederberg
Miller (2009) entitled “Age Differences in the Effects of Domain Knowledge on Reading
Efficiency” that Aging is associated with two areas of change that may increase the
importance of knowledge in later life. First, aging is associated with declines in the
efficiency of cognitive processes (Salthouse & Miles, 2002). Second, knowledge,
40
representing the long-term products of processing, is relatively well-preserved in later life
as reflected in stable levels of crystallized ability (e.g., Salthouse, 2000; Schaie, 1993).
Age differences in the effects of knowledge on the efficiency of processing, reflecting how much
individuals “get” from the time they have invested.
The study revealed that age of the student has a significant relationship between
the difficulties of technological challenges. It was revealed that there exists a positive
correlation between the two variables which implies that as the students get older, he/she
experienced more challenges when it regards to the technological challenges. This result
fortify the research of Rachel V. Stadon (2020) entitled “Bringing technology to the
mature classroom: age differences in use and attitudes” that It is often anecdotally
thought that mature students are more anxious about technology than younger students,
and that they are generally poorer and slower at gaining digital literacy skills (Broady,
Chan, & Caputi, 2010). Some studies have found that older people are less likely to
engage with technology than younger people (Czaja et al., 2006); however, when they
perceive that the technology is useful; their motivation to use and learn it increases (Czaja
& Sharit, 1998; Mitzner et al., 2010).
Same with the device ownership of the students has significant relationship
between the difficulties of Technological Challenges. It was indicated that there exists a
negative correlation between the two variables which implies that as the student had two
or more device he/she had a less chance to experienced challenges when it regards in
Technological Challenges. The result implied that the more devices the students have, it
is more unlikely that he/she will experience technological challenges.
41
Age and learning platforms indicate a significant relationship. It was showed that
there exists a positive correlation between the two variables which implies that as the
student gets older, he/she experienced more challenges when it regards in the use of
learning platform. This results supported by the research of Sara J Czaja et.al (2006)
entitled “Factors predicting the use of technology: findings from the Center for Research
and Education on Aging and Technology Enhancement (CREATE)” that the older adults
were less likely than younger adults to use technology in general, computers, and the
World Wide Web. The results also indicate that computer anxiety, fluid intelligence, and
crystallized intelligence were important predictors of the use of technology. The
relationship between age and adoption of technology was mediated by cognitive abilities,
computer self-efficacy, and computer anxiety. These findings are discussed in terms of
training strategies to promote technology adoption.
With the results given in this table, it can be deduced that age, number of device
owned, and family monthly income are some of the considerable factors that are
somehow related to the difficulties and challenges regarding online science class.
However, further investigation should be conducted to determine the extent of these
factors. It was revealed that there exists a positive correlation between the two variables
which implies that as the student gets older, he/she experienced more challenges when it
regards in the use of learning platform. This result strengthens the research of CN
Nnamani et.al (2014) entitled “Impact of Students’ Financial Strength on their Academic
Performance: Kaduna Polytechnic Experience” that poor financial status affects academic
performance, mental and physical well-being, and even their ability to find employment
42
after graduation (Bodvarsson and Walker, 2004, p. 490; Lyons, 2003, p.70; Lyons, 2004,
p. 28). The financial problems of students immensely contribute to low performance,
thereby leading to poor quality of education in a number of ways. In the first place, most
students cannot afford the essential learning materials like textbooks. Secondly, a student
on ―0-1-0‖ (i.e. one who takes lunch every day and cannot take anything again) cannot
be expected to give his full attention to what is going on in class. All these lead to
absenteeism since the student may have to be out of school, trying to meet these needs
(Bello, 1998, p. 21).
The study discovers that the device ownership has significant relationship
between the difficulties of financial Status. It was showed that there exists a negative
correlation between the two variables which implies that as the student had two or more
devices he/she had a less chance to experienced challenges when it regards in financial
status.
The results of this study indicate that the family monthly income has significant
relationship between the difficulties of Financial Status. It was revealed that there exists
a negative correlation between the two variables which implies that as the student had
he/she had a less chance to experienced challenges when it regards in Financial Status.
According to Kerris Cooper and Kitty Stewart (2013) Increase in family income
substantially reduce differences in schooling outcomes and improve wider aspects of a
child’s well-being.
CHAPTER 5
43
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
This chapter presents the summary of findings based on the gathered data
following the problems cited in Chapter 1 of this study. This study measured the
students’ difficulties towards online science class of 124 Science Major Students’ of
College of Education at Nueva Ecija University of Science and Technology in Sumacab
Este Cabanatuan City during the academic year 2020-2021. This chapter also includes the
conclusions drawn and the recommendations based on the conclusions.
The researchers sought answer to the following questions such as the students’
profile and describe their difficulties towards online science class; the significant
relationship between the profile of students and their difficulties towards online science
class.
The Correlation research design was used in this study. Observations based on
existing or prevailing conditions were noted.
SUMMARY OF FINDINGS
44
1. Profile of Student-respondents
1.1 Sex
There were 43 (34.68%) male of the student-respondents and 81 (65.32%) female.
1.2 Age
Age was distributed into three categories: 18-20, 21-23 and 24-26 years old. Between the
age of 21-23 years old had the greatest number of frequency with 67 or 54.03%; follows
the age of 18-20 years old with the frequency of 54 or 43.55% and 24-26 with the
frequency of 3 or 2.42%.
1.3 Device use in online class
The result shows that cell phone had the greatest number of frequency with 114 or
91.94% and laptop got the total frequency of 10 or 8.06%. This result presents that
student used their cell phone in their online class.
1.4 Device Ownership
The result shows that majority or 79.03%of the general science major students had only
one device used in online science class and only 20.97% of the total respondents said that
they have two or more devices used in online science class.
45
1.5 Internet connection
From the data gathered, it shows that 81 or 65.32% of the total respondents use mobile
data, 42 or 33.87% of the respondents use wire connection and 1 or 0.81%of the
respondents had no access to internet. The result may implied that majority of the
general science major student depends on their mobile data as the source of internet
connection.
1.6 Residence
From the data gathered, it shows that 75 or 60.48% of the respondents are living in urban
areas while 49 or 39.52 are living in rural areas. The result implied that there are more
general science students living inside the cities than rural areas.
1.7 Monthly Family Income
Most of the respondents or 62.10% were classified as poor income (Php 5,000-below);
30.65% were below average income (Php 5,001-15,000); 4.84% had an average monthly
income (Php 15,001-25,000); 2.42% had high income (Php 25,001-above). The result
implied that, majority of the respondents had a poor monthly income.
46
2. Students Difficulties towards Online Science Class
2.1 Content of the Subject
All of the item statements in difficulty of students in learning science in the area
of the content of the subject found that most of the student agreed that online materials
cannot provide adequate skills or knowledge regarding laboratory experiments or analysis
of scientific data; they agreed that, There is little interaction between teachers and
students with participation; they agreed that, The content and pedagogy of the lessons are
not design for an online class; they agreed that, Online materials are lack of information;
and also agreed that, Online science content is not convenient for everyone.
Furthermore, the average weighted mean falls under 3.08 which implied that the
content of the subject become difficulty of the students in online science class.
2.2 Technological Challenges
All of the item statements in difficulty of students in the area of the Technological
Challenges in learning science found that most of the students agreed that they don’t have
enough technological devices to attend the online science class; they were agreed that
they don’t have strong internet connection to join in online science class; they agreed that
they don’t have sufficient training and knowledge about the most current technologies
use in online science class; they were agreed that they cannot easily cope up in discussion
because they don’t have conducive place for learning, and they were agreed that they
don’t have communications with their teacher or any other classmate to clarify some
issues.
47
technological challenges become difficulty of the students in online science class.
2.3 Learning Platforms
All of the item statements in difficulty of students in the area of the Learning
Platform in learning science found that most of the students agreed that the learning
platform navigation is not clear enough; they were agreed that it is troublesome to use the
learning platform; they agreed that they cannot skilfully use the learning platform; they
were agreed that they cannot access the learning platforms conveniently, and they were
agreed that they are not familiar enough in the learning platforms used in online class.
Learning Platforms become difficulty of the students in online science class.
2.4 Time Management
All of the item statements in difficulty of students in the area of the of Time
Management in learning science found that most of the students agreed that they find it
hard to stick to a study schedule for this online science class; they were agreed that they
often find that they don’t spend very much time on this online science class because of
other activities; they agreed that they are not accomplished what needs to be done during
the day; they agreed that they do not have enough time to study because they are working
students; and they were agreed that they do not have enough time to study due to too
many family responsibilities.
Furthermore, the average weighted means falls under (3.14) shows that the
respondent had agreed in all the statement assessing the difficulties in time management
in learning science.
48
2.5 Financial Status
All of the item statements in difficulty of students in the area of the of Financial
Status in terms of learning science found that most of the students agreed that their study
is a financial burden to their family; they agreed that they are struggling with their
financial concerns even they are working student; they were agreed that their allowance
is insufficient to meet the requirements of my online science class; they agreed that they
wasn’t able to manage my financial expenses during online science; and they were agreed
that even they are receiving government assistance, they are still having financial
difficulties.
Furthermore, the average weighted mean falls under (3.03) implied that the
financial status become difficulty of the students in learning online science class.
3. Relationship of Students’ Profile to the Difficulties in Online Science Class
Age and Content of the Subject
The age of the students has a significant relationship to the difficulties regarding the content
of the subject. It has a positive correlation to the two variables which implies that if the student
gets older, he/she experienced more challenges when it regards to the content of the subject.
Age and Technological Challenges
The age of the student has a significant relationship to the difficulties regarding the
technological challenges. It has a positive correlation to the two variables which implies
49
that if the students get older, he/she experienced more challenges when it regards to the
technological challenges.
Age and Learning Platforms
The age of the student has a significant relationship to the difficulties regarding the
learning platforms. It has a positive correlation to the two variables which implies that if
the student gets older, he/she experienced more challenges when it regards in the use of
learning platform.
Age and Financial Status
The age of the students has a significant relationship to the difficulties regarding the
Financial Status. It has a positive correlation to the two variables which implies that if the
student gets older, he/she experienced more challenges when it regards in the use of
learning platform.
Device Ownership and Technological Challenges
The device ownership has a significant relationship to the difficulties regarding
the technological challenges. It has a negative correlation to the two variables which
implies that if the student had two or more device he/she had a less chance to experienced
challenges when it regards in Technological Challenges. The result implied that the more
devices the students have, it is more unlikely that he/she will experience technological
challenges.
50
Device Ownership and Financial Status
The device ownership has a significant relationship to the difficulties regarding the
financial status. It has a negative correlation to the two variables which implies that if the
student had two or more devices he/she had a less chance to experienced challenges when
it regards in Financial Status.
Family monthly income and Financial Status
The family income has a significant relationship to the difficulties regarding the financial
status. It has a negative correlation to the two variables which implies that if the student
he/she had a less chance to experienced challenges when it regards in financial status.
CONCLUSIONS
Based on the findings of this study, the researcher concludes that;
1. Majority of the General Science Major students are female. The age of 21-23
years old had the highest frequency in terms of age. Cell phone is the device they
used in online class. Most of the students had only one device. Mobile data is the
source of their internet connection. Majority of them were living in the cities and
they were classified in poor income.
51
2. Base on their average weighted mean Content of the subjects; Technological
Challenges, Learning Platforms, Time Management and Financial Status are the
difficulties faces by general science major students.
3. The Age and the Learning content of the subject had a positive correlation to each
other; the Age and the Technological Challenges had a positive correlation to
each other; the Age and the Learning Platforms is significant to each other and
there is existing positive correlation between the two variables; the Age and the
Financial Status is significant to each other; the Device Ownership and
Technological Challenges had negative correlation to each other; the Device
Ownership and Financial Status had negative correlation and lastly the Family
Monthly Income and Financial status is negatively correlated to each other.
RECOMMENDATIONS
In view of the aforementioned conclusions, the following recommendations are
hereby offered:
1. Teacher must establish norms, create very accessible online materials and
strengthen the relationship with the families of the learners.
2. Provide devices for students to work if at all possible or at least ensure that
any online learning activities can be completed with smartphone.
3. Instruction combining online and face-to-face elements had a larger
advantage relative to purely face-to-face instruction that did purely online
instruction.
52
4. Effects sizes were larger for studies in which the online instruction was
collaborative or instructor-directed than in those studies where online
learners worked independently.
5. For future researcher, explore other variables or areas where can be source
of difficulties in online class.
6. Expand the coverage by covering a larger population or sample like other
courses or campuses.
53
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59
APPENDICES
Appendix A
SURVEY QUESTIONNAIRE
The researchers are currently conducting research entitled: Students’ Difficulties towards
Online Science Class. We will highly appreciate if you could answer the questionnaire
honestly by checking the appropriate boxes. Your response will be treated with utmost
concern and confidentiality.
Part I: Students Profile
Directions: Put a check mark (√) on which characteristics greatly describe you or fill
with appropriate information.
1 Sex:
2 Age:
3 Device use in online class
Laptop Cellphone
4 Device Ownership
One Device Two or more devices
5 Internet Connection
No Access
Mobile Data
Wired Connections
6 Residence
Urban Rural
7 Monthly income of the family
Php 5,000 below
Php 5,001 - 15,000
Php 15,001 - 25,000
Php 25,001 - above
60
Part II: Difficulties Towards Online Science Class
Directions: Below are statements to determine your difficulties towards online science
class. Rate the following statements according to the degree of your agreement and
disagreement using the Likert Scale. The following are the four points scale:
4 3 2 1
I strongly agree I agree I disagree I strongly disagree
Content of the subject

Item-statements 4 3 2 1
1
Online materials cannot provide adequate skills or knowledge
regarding laboratory experiments or analysis of scientific data.
2 There is little interaction between teachers and students with
participation
3 The content and pedagogy of the lessons are not design for an online
class.
4 Online materials are lack of information.
5 Online science content is not convenient for everyone.
Technological Challenges
1 I don’t have enough technological devices to attend the online science
class
2
I don’t have strong internet connection to join in online science class.
3 I don't have sufficient training and knowledge about the most current
technologies use in online science class.
4 I cannot easily cope up in discussion because I don’t have conducive
place for learning.
5 I don't have communications with my teacher or any other classmates
to clarify some issues.
Learning Platforms
1 The learning platform navigation is not clear enough.
2 It is troublesome to use the learning platform.
3 I cannot skillfully use the learning platform.
4 I cannot access the learning platforms conveniently.
61
5
I am not familiar enough in the learning platforms used in online class
Time Management
1
I find it hard to stick to a study schedule for this online science class
2 I often find that I don’t spend very much time on this online science
class because of other activities.
3
I am not accomplished what needs to be done during the day.
4
I do not have enough time to study because I am a working student.
5 I do not have enough time to study due to too many family
responsibilities.
Financial Status
1 My study is a financial burden to my family.
2 I am struggling with my financial concerns even I am a working
student.
3 My allowance is insufficient of meet the requirements to my online
science class.
4 I wasn't able to manage my financial expenses during online science
class.
5 Even I am receiving government assistance, I am still having financial
difficulties.
62
Appendix B
LETTER TO THE DEAN
63
Appendix C
DOCUMENTATION
64
CURRICULUM VITAE
ANGEL ROJEN R. ANGELO

PLATERO, GENERAL M. NATIVIDAD, NUEVA ECIJA
09125100453
I. PERSONAL INFORMATION
Birthday: December 3, 1999

Birthplace: ELJ Memorial Hospital, Bitas, Cabanatuan
City, Nueva Ecija
Age: 21
Gender: Female
Religion: Church of Christ (Iglesia Ni Cristo)
Civil Status: Married
II. EDUCATIONAL BACKGROUND
TERTIARY: Nueva Ecija University of Science and

Technology
Sumacab Campus, Sumacab Este, Cabanatuan City
SECONDARY: REH Montessori College

Poblacion, General M. Natividad, Nueva Ecija
Eduardo L. Joson Memorial High School

Platero, General M. Natividad, Nueva Ecija
65
CURRICULUM VITAE
CHRISTINE JOYCE A. GATDULA

CURVA, BONGABON, NUEVA ECIJA
09482446296
Birthday: September 18, 1999

Birthplace: ELJ Memorial Hospital, Bitas, Cabanatuan
City, Nueva Ecija
Age: 21
Gender: Female
Religion: Roman Catholic
Civil Status: Single

Technology
SECONDARY: Bongabon National High School

Sinipit, Bongabon, Nueva Ecija
66
CURRICULUM VITAE
MARY GRACE I. OMBAJEN

SAN JOSEF SUR, CABANATUAN CITY, NUEVA ECIJA
0906-006-7297
Birthday: November 15, 1999

Birthplace: PJGMRMC, Cabanatuan City, Nueva Ecija
Age: 21
Gender: Female

Technology
SECONDARY: Good Samaritan College

Burgos Avenue, Cabanatuan City
67
CURRICULUM VITAE
KATHLEEN JOYCE DC. PASTOR

OBRERO, CABANATUAN CITY, NUEVA ECIJA
09056914099
Birthday: January 9, 1999

Birthplace: MV Gallego, Cabanatuan City, Nueva
Ecija
Age: 21
Gender: Female

Technology
SECONDARY: Cesar E. Vergara Memorial High School

Lagare, Cabanatuan City, Nueva Ecija
68
CURRICULUM VITAE
ROMAN ARIES D. SAMPOLEO

PLATERO, GENERAL M. NATIVIDAD, NUEVA ECIJA
09516951693
Birthday: December 30, 1999

Birthplace: PJG Hospital, Cabanatuan City, Nueva
Ecija
Age: 21
Gender: Male

Technology
SECONDARY: Eduardo L. Joson Memorial High School

Platero, General M. Natividad, Nueva Ecija
69
CURRICULUM VITAE
MARIBETH P. VENTURA
400, RIVERSIDE , SOLEDAD, STA. ROSA, NUEVA ECIJA
09754982059
Birthday: February 9, 2000

Birthplace: Santa Rosa, Nueva Ecija
Age: 21
Gender: Female
Religion: Born Again

Technology
SECONDARY: Santa Rosa National High School

Santa Rosa, Nueva Ecija
70

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Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND

STUDENTS’ DIFFICULTIES TOWARDS ONLINE SCIENCE CLASS

Presented to the Faculty of College of Education

Nueva Ecija University of Science and Technology

Sumacab Campus, Cabanatuan City

of the requirements for the

Degree of Bachelor of Secondary Education

Major in General Science

Angelo, Angel Rojen

Gatdula, Christine Joyce

Ombajen, Mary Grace

Pastor, Kathleen Joy

Sampoleo, Roman Aries

2nd Semester, S.Y.2020-2021

SHERYL ANN V. NARCISO

Transforming Communities through Science and Technology

to make an effective research paper.

help us in the analysis and its statistical computation.

.....for inspiring and supporting us

Our Dean, Professors, Advisers....

And last but not the least.....

Our God Almighty ....

for giving us our life and intelligence as an

for the better future.

Keywords: Online class, technological challenges, learning platforms, financial status

CHAPTER I THE PROBLEM AND ITS SETTING

Statement of the Problem 10

Significance of the Study 12

Scope and Delimitation 15

CHAPTER II REVIEW OF RELATED LITERATURES AND STUDIES

Review of Related Literatures and studies 17

CHAPTER III METHODOLOGY

Research Method and Design 21

Sample and Sampling Techniques 22

Validity and Reliability 25

CHAPTER IV PRESENTATON, ANALYSIS AND INTERPRETATION

Profile of the respondents 29

Students Difficulties towards online

Relationship of students’ profile

to the Difficulties in online Science Class 40

CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS

Appendix A Survey Questionnaire 60

Appendix B Letter to Dean 63

THE PROBLEM AND ITS BACKGROUND

education is very important to technological development of any nation because of its

numerous benefits (Omosewu 2009).

to COVID-19 Pandemic especially in educational system. Most countries around the

Philippines (UNESCO, 2020). Responses like community lockdown and community

institutions (HEIs) (Bao, 2020).

At the basic education, the Department of Education (DepEd) will be

people’s understanding of science and the construction of knowledge as well as to

skills, values, attitudes and critical thinking.

Statement of the Problem

Specifically, it aims to find answers to the following questions:

1. How may the students’ profile be described in terms of:

1.3 Device use in online class;