Final Research

Republic of the Philippines
MARINDUQUE STATE COLLEGE

COLLEGE OF EDUCATION, ARTS, AND SOCIAL SCIENCES
INTEGRATED HIGH SCHOOL
Tanza, Boac, Marinduque
Perceptions of Selected Grade 12 Students on the Transition from Technology-

based Education to Face-to-face Classes
A Research Study Submitted to the Integrated High School of the Marinduque State
College in Partial Fulfillment of the Requirements for the subject
Practical Research 1
Junah Mariane M. Ayangco

Noami Camille S.J. Labaguis
Chrizelle Shaina S. Majaba
Lea Janelle P. Pielago
Eyannah Jeanice L. Sequera
December
2022
VISION: “An advanced and adaptive university pursuing quality education, lifelong gender-sensitive learning environment, responsive
research-based community programs and transparent governance with sustainable resource generation by 2025.”
MISSION: “To provide excellence in instruction, research, extension and production that magnifies W.I.S.D.O.M. in leadership through
quality management system responsive to the challenges of the 21st century education.”
Republic of the Philippines Page
ii
RECOMMENDATION FOR ORAL EXAMINATION
This qualitative research attached entitled PERCEPTIONS OF SELECTED

GRADE 12 STUDENTS ON THE TRANSITION FROM TECHNOLOGY-
BASED EDUCATION TO FACE-TO-FACE CLASSES, prepared and submitted by
Junah Mariane M. Ayangco, Noami Camille SJ. Labaguis, Chrizelle Shaina S.
Majaba, Lea Janelle P. Pielago, and Eyannah Jeanice L. Sequera, in partial
fulfillment of the requirements for the subject, Practical Research I is hereby
recommended for Final Oral Examination.
NIKKA MAE J. ADLING

Research Adviser
WILLA MAE M. PAREDES, LPT, MAEd

Subject Teacher
iii
APPROVAL SHEET
This qualitative research entitled PERCEPTIONS OF SELECTED GRADE

12 STUDENTS ON THE TRANSITION FROM TECHNOLOGY-BASED
EDUCATION TO FACE-TO-FACE CLASSES, prepared and submitted by Junah
Mariane M. Ayangco, Noami Camille SJ. Labaguis, Chrizelle Shaina S. Majaba,
Lea Janelle P. Pielago, and Eyannah Jeanice L. Sequera, in partial fulfillment of the
requirements for the subject, Practical Research I, Integrated High School, College of
Education, Arts, and Social Sciences, Marinduque State College, has been examined
and hereby recommended for Oral Examination.
NIKKA MAE J. ADLING

Research Adviser
Date signed: ______________________
Approved and accepted by the Committee on Oral Examination on

_________________.
ROMALYN DC. MACAYAON, LPT JOSHUA AARON M. PAGULAYAN, LPT, MA

Member Member
CHRISTOPHER R. REBISTUAL, Ed.D.

Chair
Accepted as partial fulfillment of the requirements for the subject, Practical

Research I, Integrated High School, College of Education, Arts, and Social Sciences,
Marinduque State College, Tanza, Boac, Marinduque.
MARK NEL D. PARDILLA, LPT, MAEd

Principal, College of Education, Arts and Social Sciences – Integrated High School
Date signed: ______________
iv
ACKNOWLEDGEMENT
The researchers want to express their deepest gratitude to everyone who

supported and guide them throughout the completion of this study.
The researchers are thankful to the following for their support, guidance,
advise, and criticism that made our research possible.
First and foremost, to our Almighty God, for His unconditional love and never-
ending guidance that strengthens them;
To our family, relatives, and friends, for their love and support throughout the
journey and also, for their moral and financial support to finish this study;
To Ms. Nikka Mae J. Adling, our research adviser, for sharing her knowledge
and understanding, as well as guiding us all through this research;
To the panelists and Ms. Willa Mae Paredes, who made this research possible
by sharing their knowledge in research, as well as their patience, valuable advice, and
recommendations while conducting the study;
Finally, we'd like to thank our classmates and schoolmates for their
encouragement and cooperation in sharing their knowledge about our research.
We thank you.
The Researchers
v
DEDICATION
This manuscript is lovingly dedicated to the students, who are struggling to adapt on
different changes on learning environment to encourage you to strive hard despite of
the struggles on learning method.
vi
Research Title: Perceptions of Selected Grade 12 Students on the Transition

from Technology-based Education to Face-to-face Classes
Researcher/s: Junah Mariane M. Ayangco

Noami Camille S.J. Labaguis
Chrizelle Shaina S. Majaba
Lea Janelle P. Pielago
Eyannah Jeanice L. Sequera
School: College of Education, Arts, and Social Sciences –

Integrated High School
Research Adviser: Nikka Mae J. Adling
ABSTRACT
This study focused on the perceptions of Marinduque State College Grade 12
students regarding the transition from technology-based education to face-to-face
classes during the school year 2022-2023. A quota sampling technique was used, with
33 students from the Grade 12 HUMSS, ABM, and STEM strands as participants.
The study describes the various experiences of students in online classes and
their effects on their mental,physical,emotional, and financial well-being. It also
examines the students’ difficulties in the current transition back to in-person classes,as
well as their preferred mode of learning. Finally, it explores the students’ suggestions
for improving the learning system during the transition from online education to face-
to-face classes.
The study revealed that the majority of students are comfortable with the
current face-to-face transition because it is the easiest mode of learning for them.
However, there were some students who were still unsure and unprepared.
Furthermore, students encountered a variety of difficulties during this transition, while
others enjoyed it with the help of their parents. The study also revealed that most
students prefer face-to-face classes because they understand the lessons better;
conversely, some students prefer online classes because they are more flexible and
allow them to better manage their time.
The study research method was a qualitative approach using online
questionnaires.
vii
Keywords: perceptions, technology-based learning, face-to-face transition

TABLE OF CONTENTS
Title Page………………………………………………………………………... i
Recommendation for Oral Examination……………………………………….... ii
Approval Sheet………………………………………………………………….. iii
Acknowledgement………………………………………………………………. iv
Dedication……………………………………………………………………….. v
Abstract………………………………………………………………………….. vi
Table of Contents……………………………………………………………….. vii
List of Tables……………………………………………………………………. ix
List of Figures…………………………………………………………………… x
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction………………………………………………………………….. 1
Statement of the Problem……………………………………………………. 3
Significance of the Study……………………………………………………. 4
Conceptual Framework……………………………………………………… 5
Scope and Limitations of the Study…………………………………………. 6
Definition of Terms………………………………………………………….. 6
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Online Learning……………………………………………………………... 8
Advantages and Disadvantages of Online Learning in Pandemic…………... 8
What Benefits Can Online Learning Offer?............................................... 9
What Drawbacks Exist for Online Learning?............................................ 9
Tools Used in Online Learning and Its Pros and Cons……………………… 10
1. Gadgets………………………………………………………………... 10
viii
2. Applications…………………………………………………………... 14
Traditional Learning and Online Learning: Comparison and Contrast……… 18
Impact of Technology-based Learning on Students…………………………. 21
Other Students’ Perceptions on the Face-to-face Transition………………… 23
Synthesis……………………………………………………………………... 24
CHAPTER III
METHODOLOGY
Research Design……………………………………………………………... 26
Research Locale……………………………………………………………... 26
Population and Sample………………………………………………………. 32
Research Instrument…………………………………………………………. 33
Data Gathering Procedure…………………………………………………… 33
Data Analysis……………………………………………………………… 33
CHAPTER IV
RESULTS AND DISCUSSION…………………………………………….. 35
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary of Findings………………………………………………………... 74
Conclusions………………………………………………………………….. 78
Recommendations…………………………………………………………… 78
BIBLIOGRAPHY………………………………………………………………. 80
APPENDICES…………………………………………………………………... 85
CURRICULUM VITAE………………………………………………………... 88
ix
List of Tables
Table 1 Comparison of Gadgets………………………………………………. 14

Table 2 Comparison of Applications………………………………………….. 18
Table 3 Students’ Online Learning Experience……………………………….. 35
Table 4 Impact of Online Learning to the Students…………………………… 41
Table 5 Students’ Readiness with the Face-to-face Transition………………... 54
Table 6 Students' Difficulties with the Transition…………………………….. 59
Table 7 Mode of Learning Preferred…………………………………………... 64
Table 8 Students' Recommendations for the Transition's Improvement………. 69
x
List of Figures
Figure 1 Conceptual Framework of the Study..…………….…..…………… 5

Figure 2 Example of a Smartphone………..…………….………………….. 11
Figure 3 Example of a Laptop………………………..….………………….. 12
Figure 4 Example of a Desktop……………....……....….………………….. 12
Figure 5 Example of a Tablet………………………...….………………….. 13
Figure 6 Example of a WiFi Provider: Router……………....………...……. 13
Figure 7 Google Classroom Application……………………………………. 15
Figure 8 Google Meet Application………………..…...…...……………….. 16
Figure 9 Google Docs Application………………….…....….……….……... 16
Figure 10 Google Drive Application………………….……….………….….. 17
Figure 11 Canva Application………………….…….…………....................... 17
Figure 12 Map of the Philippines……………….……………….……………. 27
Figure 13 Philippines, MIMAROPA Region…………………………………. 28
Figure 14 Philippines, MIMAROPA Region, Province of Marinduque……... 29
Figure 15 Philippines, MIMAROPA, Marinduque, Municipality of Boac…... 30
Figure 16 Marinduque, Boac, Brgy. Tanza, Marinduque State College……… 31
Figure 17 Photo of Marinduque State College……………………………….. 32
Chapter I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the introduction of the problem being addressed in the
study. It includes the objectives, conceptual framework, and definition of terms that are
used in the study. This chapter also discusses the study’s significance, scope, and
limitations.
Introduction
In late March 2020, coronavirus started spreading across the world. It disrupted
teaching in all forms. It tested the readiness of academic institutions in dealing with an
abrupt crisis (Almahasees et al. 2020). According to UNESCO, all levels of schools
started closing affecting more than 1.5 billion learners. School officials quickly shifted
to remote teaching with the thought of saving the academic year. Since then, some
countries all over the world have rapidly transitioned to remote learning and cautiously
reopened schools. Many educational institutions have chosen online learning to be an
alternative mode of education to in-person classes until the virus vanishes (Klobucista
& Maizland, 2020). Without physically being with a teacher and the other students
inside a classroom, online learning has been implemented. Online learning is a method
of learning wherein students and teachers take over the internet to use as a platform for
education. With many schools and campuses having to shut down due to the rapid
spread of the virus across various countries, this mode was implemented. Classes were
held on online platforms such as Google Classroom, Google Meet, and Zoom with the
use or their cell phones, tablets, laptops, and computers. Students and teachers can
ensure their safety in their homes while allowing themselves to continue their
education and jobs in a less-than-optimal way. Institutions use synchronous and
asynchronous online teaching methods: synchronous is a pre-scheduled time for faculty
and students to have interactive classes, while asynchronous method refers to the
faculty giving tasks or activities without an online interaction with the students
MARINDUQUE STATE COLLEGE Page
COLLEGE OF EDUCATION, ARTS, AND SOCIAL SCIENCES 2
(Almahasees et al. 2020). This mode of learning can be conducted in any environment
as long as there is a gadget and most importantly, the internet. Moreover, online
learning allows learners to engage with instructional material at their own pace and
encourages self-study. There are many skills and knowledge that a student may attain
through this method of learning.
After missing out on in-person classes and meeting new friends and classmates,
students once again get to enjoy their life in their schools. When the coronavirus started
to die down, government officials started minimizing their restrictions hence
educational institutions started implementing face-to-face classes. Face-to-face learning
is the default method of learning we historically have been using (Online learning vs
face-to-face learning, n.d.). It often takes place in a classroom where students and
teachers are interacting personally which is perhaps one of the best ways to gain
knowledge and skills. Face-to-face learning requires a certain location at a certain time
which helps students to put themselves in a learning mindset and environment. In this
mode of learning, better understanding and recollection of lesson content is more
effective and class members are given better chance to bond with each other (Du,
2022). As the whole world was affected by the COVID-19 pandemic. The Philippines
is one of the countries that continue with the lockdown for 2 years. And finally, after 2
years of isolation, the Department of Education declared the implementation of limited
face-to-face classes in the schools in the Philippines with a low number of COVID-19
cases. The Philippines is one of the few countries in the world that is not fully reopened
for in-person classes (CNN Philippines Staff, 2022). According to the Department of
Education, data more than 24,000 schools, or 46%, will implement five days of limited
face-to-face classes and 29,721 schools will continue the blended learning from August
to October (CNN Philippines Staff, 2022).
Additionally, in the province of Marinduque, a pilot implementation of limited

face-to-face classes began in some areas with a low risk of COVID-19. DepEd-
Marinduque made it clear that not all year level of a school will conduct face-to-face
learning and only kindergartens to Grade 3 and Senior High School are allowed to
open for expansion of face-to-face while other students will continue modular learning
and blended learning system (Mataac, 2022). It was then announced last 16th of
August, 2022 that the Marinduque State College - Integrated High School will open its
classes for the school year 2022-2023 with the modality of blended learning for Junior
High School and full distance learning for Senior High School. However, last
September 2022, the school announced the implementation of limited face-to-face
classes for Senior High School students.
In line with these changes, students shared their expectations, and worries about
the return of face-to-face classes. This includes financial problems, time management
problems for working students, introversion, and social anxieties of students that they
may encounter on socializing in person after being isolated for 2 years.
The researchers decided to conduct this research to determine the perceptions of

students in the change in their environment from technology-based learning to a face-
to-face class. We set out to examine the various perspectives that students, in particular
a sample of Marinduque State College grade 12 students, had about these modifications
and how they were coping with other modifications to the educational process. The
researchers aimed to discover what method of learning is preferred by students this
school year and if they are open to changes in the learning style, and how these
changes affect the learner's experience in terms of education. Therefore, the focus of
this study is on how students react to the change from a technology-based learning
environment to a face-to-face class and how they deal with it.
Statement of the Problem
The COVID-19 pandemic has made students grow accustomed to technology-

based learning. And with the return of less technology-dependent in-person classes, it
could be hard for the students to adapt and adjust to this modification. This study aims
to understand the selected grade-12 students’ perceptions of this transition to find out if
they have any issues regarding this change. Moreover, this research aims to determine
which mode of learning is more effective and favorable to the students.
The following research questions will be addressed in this study.
1. How did the students experience the online learning mode?

2. How do the students perceive the face-to-face transition?
3. What are the gaps between the students’ experiences and perceptions?
4. What interventions can be proposed by the researchers based on the findings of
the study?
Significance of the Study
This study expands the researchers’ understanding of selected grade 12

students' perceptions regarding the implementation of face-to-face classes. Moreover,
this study will be beneficial to:
 Students. This study will be able to address the students’ issues that they
have experienced in both methods of learning: online-based and face-to-
face.
 School. The result of the study can be used as a reference to comprehend
each student's situation and assess their academic concerns. Furthermore,
based on their implemented learning method, the school may design a
program for each student's learning improvement.
 Teachers. This study will help the teachers to evaluate how effective their
skills are and be aware of the changes they need to make to their teaching
and learning strategies.
 Parents. This study will help the parents to be aware of what their children
are experiencing. With the help of researchers and school, they will not
worry about the situation of their children and there will be an assurance
that their children are learning from their classes.
 Researchers. This will be beneficial to the future researchers who are

working on related topics. They can gain knowledge about our paper and
use the information provided as a resource for future research.
Conceptual Framework
The purpose of this study is to analyze the perceptions of selected grade 12

students on the return to face-to-face classes. Shown below is the study’s conceptual
framework using the Input-Process-Output or the IPO model.
INPUT PROCESS OUTPUT

Researchers will
a) Students’ 1. Distribution of
propose a seminar on:
experiences during questionnaires
online learning 2. Collection of data  student
mode 3. Organization of adjustments in
b) Students’ the responses terms of mental,
perceptions of the 4. Analysis of data physical, and
face-to-face financial aspect or;
transition  the proper use of
c) Gaps between the technological tools
students’ and platforms used
experiences and in online learning.
perceptions
Figure 1
Conceptual Framework of the Study
Figure 1 shows the Conceptual Framework of the study. The inputs are the
students’ experiences during online learning mode, their perceptions of the face-to-face
transition, and the gaps between their experiences and perceptions. The research
process includes distribution of questionnaires, data collection, organization of
students’ responses, and analysis of data. If the findings of this study will show that
students preferred face-to-face learning, the researchers will propose a seminar on
student adjustments in terms of mental, physical, and financial aspects. On the other
hand, if the findings of this study will show that students preferred online learning, the
researchers will propose a seminar on the proper use of technological tools, such as
electronic gadgets and applications or virtual platforms used in online learning..
Scope and Limitations of the Study
The study covers the better understanding of the perceptions of selected

Marinduque State College Grade 12 students regarding the transition from technology-
based education to face-to-face classes. The primary subjects of this research study is
consisted of Grade 12 students who have online class experience and are enrolled in the
academic year 2022-2023. The respondents are limited to Grade 12 students who are in
HUMSS, ABM, and STEM strand of Marinduque State College.
Moreover, the overall goal of this study is to discover about each student's
personal experience with online learning and their return to former face-to-face classes,
as well as their viewpoints and recommendations for their studies this school year. This
study examined only the various perceptions of selected grade 12 students through an
asynchronous online interview using Google Forms.
Definition of Terms
The following terms were defined according to how they are being used in the
study:
E-Learning. A term often used to replace the term “online learning.” It allows
students to learn independently by utilizing electronic resources and the internet.
Flexibility. This refers to students' ability to customize their time and space, as
well as their ability to adapt to the current mode of learning.
Learning Management System (LMS). A software that has been used to help
students learn over the last two years.
Perception. This refers to how the students perceive the transition from online
to face-to-face learning, whether they see it as something helpful or as a challenge in
the learning process.
Technology-based Learning. This is another term used to refer to online

learning. It is a method of learning that has been applied in recent years wherein
students and teachers interact and learn using gadgets and the internet.
Traditional Learning. It is the style of learning before the pandemic in which

children attend school physically and interact with teachers and classmates face-to-
face.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
Online learning has been introduced as an alternative to traditional mode of

learning since the pandemic began. And now, due to the laxing of COVID-19
restrictions, schools have slowly started implementing face-to-face classes again. This
chapter will discuss the students’ online learning experience and how it connects to
their perceptions of the return of in-person learning.
Online Learning
According to new research, online learning is a type of education in which

students learn in a completely virtual environment. It was first introduced in the 1990s
with the creation of the internet and used in virtual classrooms. Online learning (also
known as E-Learning) is most common in higher teaching, allowing learners from
various areas to engage with an academic institution and other students online and gain
knowledge flexibly, at their own pace, while working towards a degree or certificate. It
also refers to an internet-based education system that can connect students with
different viewpoints and backgrounds. An LMS will be used by a higher education
institution to facilitate online learning, which can occur in the form of asynchronous
learning wherein the students are not expected to be online at the same time and
accomplish school work through discussion forums and e-mails or synchronous
learning where students must be online at the same time (Top Hat, 2020).
Advantages and Disadvantages of Online Learning in Pandemic
Online learning, like most teaching methods, has benefits and drawbacks.
Decoding and comprehending these positives and negatives will enable institutes in
developing strategies for more efficiently delivering lessons, ensuring students have an
uninterrupted learning journey (Gautam, 2021).
What Benefits Can Online Learning Offer?
Efficiency. Online learning allows teachers to deliver lessons to their students

in a more efficient manner. Online learning includes a variety of tools such as videos,
PDFs, and podcasts, which teachers can incorporate into their teaching materials.
Teachers can become more effective educators by expanding the lesson plan beyond
traditional textbooks to include online resources.
Time and Place Accessibility. Another advantage of online learning is that

students can attend classes from any location of their choosing. Additionally, it helps
schools to expand their reach beyond their physical bounds and connect with a wider
network of students. Online lectures can also be recorded, archived, and distributed for
future reference. This allows students to access the learning material at their leisure. As
a result, online learning offers students the convenience of time and location flexibility
in their studies.
Affordability. A further advantage of online learning is that it saves money.

Online education is significantly less expensive than traditional education. This is due
to the fact that online learning eliminates the costs of student transportation, meals,
and, most importantly, real estate. Furthermore, all course or study materials are
available online, resulting in a paperless learning environment that is both more
affordable and environmentally friendly.
What Drawbacks Exist For Online Learning?
Inability to Concentrate on Screens. The difficulty to maintain attention on a

screen for extended periods of time is one of the hardest parts of online learning for
many students. With online learning, students are more likely to be easily distracted by
social networks or other sites. As a result, in order to maintain students' attention on the
topic, teachers must keep their online classes concise, interesting, and interactive.
Technology Issues. Another significant issue with online classes is internet

access. While internet penetration has increased by leaps and bounds in recent years, a
consistent connection with adequate speed remains a challenge in smaller communities.
If learners or teachers do not have an uninterrupted internet connection, there may be a
lack of continuity in students' learning. This is dangerous to the academic process.
Manage Screen Time. Many parents are worried about the health risks of their
children spending so much time looking at a screen. One of the serious concerns and
downsides of online learning is the increase in screen time. Students may develop
terrible posture and other physical problems as a result of sitting hunched in front of a
screen.
Tools Used in Online Learning and Its Pros and Cons
1. Gadgets
Gadgets are hardware devices that have a specific function and purpose. At the
time of its invention, they were considered to be more skillfully designed than a typical
object. One aspect of technological developments that constantly showcase the latest
technology that can help make human activities a lot easier. A gadget’s purpose is
mainly to improve the practicality of human life (Hafizh, 2022).
The word “gadget” comes from the German word “gest” which means get, and
“tache” meaning thumb. In 1960, Peter Gauguin invented nothing more than an electric
cord puller and later on, the term was used to describe any type of electrical appliances
that can be remotely controlled. Since then, a wide variety of related devices have been
created and are currently being worked on. Because technology is always advancing,
there are more gadgets being developed all the time. The employment of gadgets can
help with difficult issues like those involving navigational systems, electronic motors,
and the operation of sophisticated machinery (Admintuma, 2021).
The researchers’ aim is to determine how students learn and how the teachers
continue to teach during the pandemic, and they can observe these by listing and
comparing the following devices that are frequently used:
1.1 Smartphone. A smartphone is a touchscreen handheld device that lets an

individual make phone calls, text messages, browse the internet, and run
software programs like a computer would do. It also functions as portable
digital cameras, video cameras, media players, and GPS (Global Positioning
System) navigational devices.
Figure 2
Example of a Smartphone
Source: https://www.gadgetsnow.com/slideshows/10-best-selling-smartphones-in-the-
world/photolist/81249091.cms
1.2 Laptop. A laptop is a personal computer that is portable, functional, and

convenient. It is designed similarly to a desktop computer. It is powered by a
rechargeable battery and can be easily moved and used in every location even
without electricity. The device has an all-in-one design, with a built-in monitor,
keyboard, touch pad, and speakers. It is also developed to contain functions of a
desktop computer, which means that laptops can run the same software and
open similar types of files like a desktop computer would.
Figure 3
Example of a Laptop
Source: https://consumer.huawei.com/en/support/laptop-user-guide/
1.3 Desktop. A desktop is a personal computer that is intended to be placed at a

desk. This device is in contrast to a laptop, which cannot be powered from an
internal battery and must be connected to a wall outlet. This type of computer is
designed to have components within a single case such as CPU (Central
Processing Unit), hard disk, and RAM (Random-Access Memory) that would
be horizontally placed on a desktop. An external mouse, keyboard, and speakers
would then be attached to it.
Figure 4
Example of a Desktop
Source: https://consumer.huawei.com/en/support/laptop-user-guide/
1.4 Tablet. A tablet is a touchscreen handheld device that falls between a

smartphone and a laptop. Its form is larger than a smartphone but smaller than a
laptop. It is powered by a rechargeable battery, and has a built-in camera and

speakers. Tablets are designed for mobility, they can either attach a keyboard
and mouse, or interact with everything on the screen using a finger or a stylus
pencil.
Figure 5
Example of a Tablet
Source: https://consumer.huawei.com/ph/tablets/
1.5 WiFi. A WiFi is a wireless technology that is used to connect to computers,

tablets, smartphones, and other devices to the internet. WiFi is often thought to
be short for Wireless Fidelity. It is simply a provider that allows several devices
in home or business to share an internet connection. The examples of some
wifi providers are router, mobile hot spot, LTE Home Internet, data connection,
and 5G Home Internet.
Figure 6
Example of a WiFi Provider: Router
Source: https://my-best.ph/15016
Table 1
Comparison of Gadgets
Gadget Pros Cons

Smartphone  Lightweight  Small display
 Can be carried around  Battery life is short
 Excellent for communication  Can be easily misplaced or
lost
Laptop  Good storage capacity  Expensive
 Portable  Difficult to repair and
 Offline operation upgrade
 Durability
Desktop  Performance potential  Expensive
 Lots of memory space  Cannot bring to other
 Large display location
 Power consumption
Tablet  Long battery life  Limited upgrade
 Can be converted into a  Heavy
laptop or smartphone  Not fit for small bags
 Data can be backed up or
synchronized with other
devices
WiFi  Increase efficiency  Security problems
 Flexibility  Getting consistent coverage
 Access and availability  Transmission Speed
2. Applications
Applications are a type of software that let users carry out particular tasks.
Applications for mobile devices are frequently referred to as mobile apps, while those
for desktop or laptop computers are occasionally referred to as desktop applications.
(Kamran Sharief, 2020).
The earliest widely used applications were probably largely calendars, clocks,
calculators, and even games created by the Java framework. Interestingly, the first
known smartphone to exist in 1993 was launched by IBM (International Business
Machines). It includes features such as the contact book, calendar, world clock and
calculator. This computer-designed program is compatible with smartphones, tablets,

and other mobile devices, including iOS and Android. Applications have made our
lives easier, to the point where technology is inevitable in our lives. (Jamsheer K.,
2019).
With learning being diverse and flexible, educational applications are now used
to serve assistance to students for a better performance in their education. Many
applications today are used to improve the educational experience of the students and
below are the applications that are often used during technology-based learning.
2.1 Google Classroom. Google Classroom is an LMS that enables teachers to

assign school works, have works submitted by students, grade papers, and
return them. It was developed as a way to make digital learning possible. Since
Google Classroom is online-based, it can be accessed from pretty much any
device with a web browser.
Figure 7
Google Classroom Application
Source: https://1000logos.net/google-classroom-logo/
2.2 Google Meet. Google Meet is an application that serves as a platform for online
lectures and discussions between teachers and students. However, it is primarily
used by individuals and businesses to meet on audio and video calls. This
application is a video conferencing service from Google. One can enable the
camera and microphone separately, and it is meant to be a way to host video
meetings. An individual may join by typing the meeting code or clicking the
provided link.
Figure 8
Google Meet Application
Source: https://www.getfreepng.com/pngs/google-meet-logo-png/
2.3 Google Docs. Google Docs is a free document creator and editor for publishing
and editing private and public documents. The documents can be either stored
online in the cloud or kept offline on the user's PC. The application is intended
for both individual and collaborative projects that can be edited in various fonts
and file formats.
Figure 9
Google Docs Application
Source: https://logos-world.net/google-docs-logo/
2.4 Google Drive. Google Drive is a storage service that lets users save and access
their data online via cloud. It is one of the most widely used cloud storage
services nowadays. Using this application’s native productivity tools, an

individual may create, organize, and share documents. It enables us to share
files, making collaboration with others easier.
Figure 10
Google Drive Application
Source: https://png.monster/google-drive-logo-3/
2.5 Canva. Canva is a graphic design application that is used to create projects,
presentations, and digital designs for business and education. It is a free tool
that allows an individual to work with photo editing, design layout, and more,
all within an easy-to-use platform. However some advanced features of the
application are required to be paid.
Figure 11
Canva Application
Source: https://apps.apple.com/ao/app/canva-design-photo-video/id897446215
Table 2
Comparison of Applications
Application Pros Cons

Google  Effective feedback  Difficult account
Classroom  User-friendly interface management
 Can post assignments,  Requires an internet
materials, forms, and etc. connection
 Lacks search bar
Google Meet  No time on limit calls  Requires proper connection
 Accessible for all devices  Browser freezing problems
 Great for lectures and  Limited number of
meetings participants
Google Docs  Great for individual and  Lack of features
collaborative work  Cannot be accessed offline
 Automatic saving  Can experience lag during
 Free “peak hours, usually during
the day
Google Drive  Can share files  Highly dependent on internet
 Serves as a backup for files connection
 Easy sync  Has a storage capacity
 Security risks
Canva  Automatic saving  The free version is limited
 Individual and group access  Export settings are limited
 Offers a variety of templates  Canva can delete your
and elements account
Traditional Learning and Online Learning: Comparison and Contrast
An online learning environment is becoming more and more popular among

students who formerly attended regular classrooms. According to the U.S. Department
of Education's National Center for Education Statistics (2016), "In fall 2013, there were
5,522,194 students enrolled in any distance education courses at degree-granting post-
secondary institutions." There are parallels and differences between face-to-face
learning in the traditional learning environment and online learning (Traditional and
online learning: Similarities and differences, n.d.).
In research from Oprandi (2021), as we begin to deliver face-to-face

instruction, with some students still unable to travel to campus, it is a good time to
consider teaching tools that can be used both online and in-person. Online learning,
whether through video lessons, online lectures, or asynchronous learning activities,
allows students and teachers to stay connected through digital tools and virtual learning
platforms. Since the beginning of the pandemic, online learning has aided in limiting
the spread of COVID-19. It also provided students with easy access to their courses
from the comfort of their own homes.
There are several factors that differentiate online learning from traditional
learning. Online learning typically fosters greater independence. It will be more
suitable for virtual learners. Students must take an active interest in going over the
details and learning new things. It will be similar to self-directed methods of achieving
educational objectives. Instead of relying on tutors, students will have to plan their
studies. However, it will be different with traditional learning. The teachers will guide
students and assist them in planning their future studies. The support of a peer will be
beneficial. Furthermore, peer pressure can motivate students to accomplish difficult
goals. People also believe that online learning is less difficult. However, in order to
achieve the desired results, online learning necessitates equal amounts of effort and
determination. Additionally, if students are interested in taking online courses, they
may need to learn some basics about technology. They may be unable to pursue an
online education if they lack technical knowledge. Students need to be familiar with
search engines, software, messaging, email, websites, webinars, chat rooms, tools
for video collaboration, and social media in order to feel at ease with online learning.
All of these things will be essential as they undertake their education online.
Traditional learning will also require some technical skills for documentation and data
collection from the internet. Students will also need to understand technologies and
software in order to make learning easier and more effective. The technical skill will be
assessed in both traditional and online learning. Technical ability will be required in
both traditional and online learning. But the involvement will be more with the latter
(Nine interactive learning strategies, n.d.).
In addition, according to new research, online learning modules are now

supported by digital textbooks, live chat support, forums, online discussion boards,
video and audio materials, interactive quizzes, virtual announcements, and more as
technology advances. When compared to a planned face-to-face session, online
learning is more spontaneous. When compared to traditional methods, assessments in
online learning contexts are generally more flexible. With the addition of assessments
and interactive tools, the learner is no longer a passive participant but rather an active
participant in the learning process. An instructor and a student interact in real time in a
traditional classroom setting (Nguyen, 2022).
According to Morgan K. (2016), students must use their time carefully in both
online and traditional classes. Courses delivered online and in a physical setting both
gauge student involvement. Face-to-face interaction in a classroom setting alters the
dynamics of each class. The lack of this engagement in online classes, however,
necessitates the use of forums, chats, and other online discussion tools by teachers to
foster a sense of community. Virtually every sort of evaluation is available from
written work to exams to oral examinations to presentations from traditional classroom
instructors. However, the types of assignments students can complete in online classes
are more constrained.
The aim of online learning is to redefine and rethink the relationship between
teaching and learning. An individual who is comfortable using various forms of
technology might like to take lessons online. There are numerous similarities and
contrasts between online and traditional learning, thus it is up to the student to decide
whether or not they can put out the necessary effort for either (Traditional and online
learning: Similarities and differences, n.d.).
Impact of Technology-based Learning on Students
Technology-based learning has various impacts on students’ behaviors and

perspectives. The changes they experience in education also change them as a student
and a person.
1. Mental Health
Technology-based learning has a wide impact on students’ mental health. There

are a lot of negative impacts of online learning on their mental health, including
anxiety and absenteeism ( Alibudbud, 2021). This can result from the increased
demand for productivity, new technological skills, and information overload (Poalses
& Bezuidenhout, 2018). And the COVID-19 pandemic worsened this situation when
educational institutions and learning methods transitioned from face-to-face to online-
based learning to avoid the rapid speed of COVID-19 ( Malolos et al., 2021). Adjusting
to these changes took a toll on students’ mental health. A lot of students struggle with
stress and fear of being left out, that's why they try to go with the flow of online
learning. Still, these changes challenge their mental health such as facing stress,
anxiety, and depression. In some cases, some students even resulted in unpleasing
decisions such as suicide because of the pressure and depression they felt to keep up
with these changes.
2. Social Skills
Students experience concerns about economic implications for society, health

implications for their families, and educational implications and career plans for
themselves ( Cohen et al., 2020). Studies present that COVID-19 negatively affects
students’ academic performance and social skills. Students experienced social
avoidance after the implementation of the COVID-19 lockdown. And as time goes by
and the lockdown continues, the students experience remote learning where they only
interact and communicate with their teachers and classmates online. They perceived
that the academic experience they have in online learning is much more difficult than
traditional learning (Wilczewski et al., 2020). Because of the lack of interactions

between students and their fellow students and teachers, face-to-face and a lot of them
lose their confidence and great social skills. Now, students can’t even talk to others the
same way again before the pandemic, some couldn’t even speak up to the public
because of the social isolation that they experience during the pandemic lockdown.
And a lot of them now have social anxiety and fear of communicating face-to-face. It is
because they are not used to interacting personally, instead they are now used to using
online platforms as a platform for communication and education. In this case, we can
see how technology-based learning affects and changes their social skills and how they
become reliant on technology during the online learning pandemic.
3. Learning Perspectives
As the learning methods transitioned from face-to-face learning to technology-

based learning, students’ learning perspectives also changes. Students perceived that
online learning is much worse than traditional learning (Wilczewski et al., 2020). They
consider it worse because of the massive amount of information that they need to learn
alone and the increasing number of activities given to them. Because, compared to
face-to-face classes, the activities and assignments given to them are lighter than what
is given in online classes. And another factor that they think makes it worse is the lack
of interactions in person. Some students prefer technology-based learning and some
students prefer the traditional learning method. Some students prefer technology-based
learning because of the advantages that online learning has such as taking classes at
home or whenever you are in other places you can still attend class. While a lot of
students prefer traditional learning because of the quality of education they receive
personally. Also, it is convenient for students, especially those who are not fast
learners, they can ask questions about the subject and learn about it. Students have
various perceptions and perspectives on technology-based learning and traditional
learning that’s why we set out to examine these perspectives to find out what they
prefer better. Is it technology-based learning or traditional learning?
Other Students’ Perceptions on the Face-to-face Transition
One of the countries where COVID-19 cases have started to decline is

Indonesia. 6,425,849 COVID-19 cases had been confirmed in Indonesia as of
September 2022 (UNICEF Indonesia COVID-19 situation, 2022). Due to a number of
public health and epidemiological variables, the number of COVID-19 cases decreased
as of mid-August after slightly increasing in mid-June. From the 6.732 percent reported
during the same period in August, the overall bed occupancy rate at the national level
dropped to 5.27 percent as of September.
Furthermore, according to the article UNICEF Indonesia COVID-19 situation

(2022), face-to-face learning began in all schools as of August 1, 2022, marking the
beginning of the new school year for 2022–2023. Each school sets its own class
capacity guidelines, which can range from 50% to 100% depending on the situation.
In a study by Soesanto & Dirgantoro (2021), in the context of Indonesia, the

government considered a mandatory option for educational institutions to conduct
limited face-to-face instruction in conjunction with a strict health protocol. The policy
was decided by taking into account all of the challenges that arose during pandemic
emergency learning (PEL), while simultaneously, the pandemic gradually decreased.
Soesanto & Dirgantoro’s (2021) study addressed three points, which are
students’ perceptions about PEL, limited face-to-face learning implementation, and
expectations from teachers during the implementation. To focus on the students’
perceptions regarding the limited face-to-face transition, over 60% from all education
levels reported their readiness for limited face-to-face learning and more than 70%
perceived that limited face-to-face learning would be better than PEL. Moreover,
several themes emerged from the students responses, which are social relationships,
learning activity, and financial factor. The students longed to be reunited with friends
and teachers, they believed that limited face-to-face learning enables them to
comprehend lessons more easily without Internet network disruption, and they believed
that with limited face-to-face learning, they wouldn't need to purchase an internet
quota. However, the responses also show that majority of the students are still afraid of
exposure to COVID-19. Additionally, the study found that some student groups had
already reached their comfort zones and that students had become acclimated to daily
routines while participating in PEL.
According to the study by Soesanto & Dirgantoro (2021), while the majority of
students favor the implementation of limited face-to-face learning and preferred it over
PEL, some of them still aren't ready for the transition.
Synthesis
Online learning is learning in a virtual environment which promotes flexibility

in learning (Nguyen, 2022; Top Hat, 2020), fosters greater independence (Nine
interactive learning strategies, n.d.), is efficient, accessible, and affordable (Gautam,
2021). The online learning experience is also completed through the utilization of
different tools. The usage of devices including a smartphone, laptop, desktop, tablet,
and WiFi was combined with the use of applications like Google Classroom, Google
Meet, Google Docs, Google Drive, and Canva. However, there were also lots of
drawbacks in the online learning experience such as the need to have technical
knowledge to be able to pursue online learning (Nine interactive learning strategies,
n.d.), inability to concentrate on screens, health risks due to increase in screen time,
poor internet connection (Gautam, 2021), negative impacts on students' mental health
(Alibudbud, 2021), negative effect on their social skills (Cohen et al., 2020), lack of
interactions in person, and heavy workload (Wilczewski et al., 2020). On the other
hand, the students believed that the opposite of these drawbacks, such as interactions
in-person, no internet disruption, and no need of purchase of internet quota, are what
they gain from transitioning back to face-to-face classes (Soesanto & Dirgantoro,
2021).
The reviewed literature showed that, despite being advantageous in many

aspects, the online learning experience also presented significant challenges for the
students. And with this, it was revealed that students are still in favor of the
implementation of face-to-face learning again and still preferred it over online learning.
However, it was also revealed that some students are still not ready for the face-to-face
transition. Unfortunately, there is a lack of information on the factors contributing to
the students' lack of readiness for the face-to-face transition. That, along with the gap
between the online learning experiences and perceptions of the face-to-face transition
of selected grade 12 students of Marinduque State College – Integrated High School, is
addressed in this study.
Chapter III
METHODOLOGY
In this chapter, the research method, research design, sampling technique and
instrumentation to be used is explained. The chapter also discusses procedures for
conducting this research.
Research Design
In this study, the researchers implemented a phenomenological approach to

gather the data for the study. Phenomenological research is a qualitative research
approach that aims to comprehend and describe a phenomenon's universal essence by
exploring the feelings, perceptions, and beliefs of those who have experienced it (H,
2022). The aforementioned approach was employed to learn about the perceptions of
selected grade 12 students on the transition back to face-to-face classes and to also
determine which mode of learning is more favorable to them. These were achieved
through gaining a better understanding of the respondents’ experiences using the
phenomenological approach.
Research Locale
The objective of this study is to understand the perceptions of selected

Marinduque State College grade 12 students regarding the transition from technology-
based education to face-to-face classes. The study was conducted in Marinduque State
College (MSC), formerly known as the Marinduque Institute of Science and
Technology, a public educational institution established in 1952 as the Marinduque
School of Arts and Trades. It is located in the Philippines, particularly in the
MIMAROPA region in the province of Marinduque.
The researchers chose Marinduque State College because it was one of the
schools that announced the opening of classes for Senior High School levels with full
distance learning as the mode of learning. Thus, it provided the researchers with the
necessary information from those students who have previously experienced full
distance learning but are now transitioning to in-person instruction.
Figure 12
Map of the Philippines
Source: https://www.google.com/maps/place/Philippines/
Philippines is an island nation located in the western Pacific Ocean and part of
Southeast Asia. More than 7,000 islands and islets make up this archipelago
(Hernandez et al., 2022). Furthermore, the country is divided into three geographical
areas, namely Luzon, Visayas, and Mindanao.
Figure 13
Philippines, MIMAROPA Region
Source: https://bjmpmimaropa.wordpress.com/history-of-bjmp-mimaropa-region/
The Treasure Trove of Southern Luzon is a nickname for Region 4B, popularly
known as MIMAROPA, which is situated in the center of the archipelago (Department
of Trade and Industry, 2020). MIMAROPA is an acronym for the provinces that the
region is composed of, which are: Occidental Mindoro, Oriental Mindoro, Marinduque,
Romblon, and Palawan.
Figure 14
Philippines, MIMAROPA Region, Province of Marinduque
Source: https://www.google.com/maps/place/Marinduque/
Marinduque is a heart-shaped island province in the MIMAROPA region that

nestles between Tayabas Bay and the Sibuyan Sea. It is located at the heart of the
Philippines and is regarded as the geographic center of the archipelago (Muzones,
2022).
Figure 15
Philippines, MIMAROPA, Marinduque, Municipality of Boac
Source: https://www.google.com/maps/place/Boac,+Marinduque/
The Municipality of Boac is the capital of the province of Marinduque,

Philippines and is situated in the western coast of the province.
Figure 16
Marinduque, Boac, Brgy. Tanza, Marinduque State College
Source:
https://www.google.com/maps/place/Marinduque+State+College/@13.4532095,121.8
452757,697m/data=!3m1!1e3!4m5!3m4!1s0x0:0xf06fb8b6db2af6ba!8m2!
3d13.4529227!4d121.8445782?hl=en-US
Marinduque State College is a public university in Marinduque, Philippines. It

has a main campus located at Boac, and three more branches located at Santa Cruz,
Torrijos, and Gasan.
Figure 17
Photo of Marinduque State College
Source: https://www.facebook.com/photo/?
fbid=473690008121713&set=a.473689984788382
Figure 17 shows the front vicinity of Marinduque State College. The grade 12
students of its Integrated High School will be the focus of this study.
Population and Sample
Quota Sampling was used in determining the respondents of the study which
were composed of Grade 12 senior high school students, both male and female.
This method is a type of non-probability sampling where researchers form a

sample of individuals who are representative of a larger population.
Thus, the total population was divided into mutually exclusive subgroups,
which are the strands of grade 12 senior high school students of Marinduque State
College.
The total population is 329 and the sample size is 33. Therefore, there are 13
students from STEM and ABM strands and seven students from HUMSS strand.
Research Instruments
To obtain the necessary data for this research, a researcher-made interview

questionnaire was used as an instrument for data gathering. The questionnaire was
provided through Google Forms. It consisted of questions that are in line with the
objective of the study, which helped the researchers in obtaining the necessary
information about the students’ perceptions of the transition back to in-person classes.
The questionnaire was divided into two parts. Part I of the questionnaire
consisted of some background information needed from the respondents, while Part II
of the questionnaire consisted of six open-ended questions which the respondents
answered based on their personal knowledge, feelings, and experience.
Data Gathering Procedures
The researchers used an asynchronous online interview method in gathering

data from the participants. After the researcher-made questionnaire has been validated,
it was distributed using Google Forms. The respondents were interviewed
asynchronously online by completing the questionnaire in Google Forms. Other than
questions gathering basic information of the respondents, the Google Forms contained
six open-ended questions, and the link to the Google Forms was sent to the respondents
via Facebook Messenger and, in some cases, through email. The responses of the
participants were retrieved on the same day the questionnaire was given. Moreover, the
information gathered from the respondents was kept confidential and anonymous.
After then, the researchers analyzed, summarized and interpreted the results
from the retrieved copies of the collected data using coding analysis.
Data Analysis
After retrieving the responses of the participants, the researchers used coding
analysis in analyzing the responses or data gathered. Coding is the process of labeling
and organizing qualitative data to identify different themes and the relationships
between them (Medelyan, 2022). Also, it is used to subdivide a huge amount of raw
information or data and then assign them into categories and form codes, and then
come up with core categories or themes. In this method, the researchers analyzed the
responses and narrowed the information down by forming codes. Responses that have
the same idea or thought were labeled in the same codes. The codes was then organized
to create themes and identify relationships between them that addresses the research
questions.
Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter focuses on the presentation, analysis, and interpretation of data

based on the gathered responses in the questionnaire about the perceptions of selected
grade 12 students on the transition back to in-person classes. Each data is summarized
and reviewed thoroughly.
1. The first specific question is
Describe your experience in learning online. Kindly elaborate your answer briefly.
Table 3
Students’ Online Learning Experience
Area of Focus Categories/Themes

1. Describe your experience in  Difficult (Section 1.1.1)
learning online. Kindly elaborate  Unstable Connection (Section 1.1.2)
your answer briefly.  School Works (Section 1.1.3)
 New (Section 1.1.4)
 No Motivation (Section 1.1.5)
 Distractions (Section 1.1.6)
 Convenient (Section 1.1.7)
 No Interactions (Section 1.1.8)
1.1 Students’ Online Learning Experience. An analysis on the students’

experience in learning online generated eight categories.
1. Difficult
2. Unstable Connection
3. School Works
4. New
5. No Motivation
6. Distractions
7. Convenient
8. No Interactions
1.1.1 Difficult
Majority of the students experience difficulty in online learning.

Due to the sudden transition of face-to-face classes to technology-based
learning, most of them are having difficulty in adapting which makes their
learning experience entirely different from what they used to do. They
stated that they have to learn and do everything because teachers are not
present and online all the time. They also stated that they often rely their
answers in activities, quizzes, and exams on the internet which results in
dishonesty and being uneducated. These are some of the responses of the
students that depicted their difficulty in online learning:
From my perspective, online learning is new for everyone and for me

too, to the point that I don't know how to keep up with the class or study
when I'm just looking at my cellphone and my teacher is talking. It's like
my brain can't get what the teacher wants to convey especially when
there are times when I get easily distracted by other things which results
in me not learning anything.
(Participant 4).
I've experienced difficulties during online learning. I've encountered

power interruptions, poor internet connectivity, etc.
(Participant 5).
It was first really difficult for me to learn online. Because I am not

accustomed to online learning, I was unable to catch up with the lesson
as quickly as I would have liked. As a result, I needed to set aside time
for studying, which occasionally required me to stay up all night.
(Participant 27).
1.1.2 Unstable Connection
Internet connection is one of the most important necessities in online

learning. However it is also the main problem for the students and even for
the parents. Based on a survey of the Department of Education (DepEd), the
top challenge that may affect a child’s learning process is an unstable
mobile or internet connection. The respondents stated that during their
class, all of sudden they disappear from the platform because of poor
internet connection. This impacts a student’s chance to learn and gain
knowledge. A bad internet connection causes constant problems that ruin
the learning environment that details a student’s learning.
During online learning, I often experience problems with internet

connection where during class I suddenly lost my internet and
disappear from platform.
(Participant 2).
Mahirap dahilan sa problema sa internet. (It’s hard because of internet

problems.)
(Participant 21).
I experience difficulties in online learning like an unstable internet and

there's a lot of distraction everywhere that's why I can't focus on our
discussion.
(Participant 25).
It is hard to get a better internet connection.

(Participant 30).
1.1.3 School Works
During online learning, homework tends to pile up. All school work
became homework, it causes stress and lack of sleep to students. Students
tend to be awake all night and spend all day in front of a screen. An expert
in curriculum improvement and student engagement, Stanford University’s
Denise Pope has been studying homework for years and according to her,
homework usually does more harm than good. She said that students that
spend too much time on their homework experience more stress, health
problems, and lack of socialization.
Learning online is somehow exhausting because of a lot of factors such

as load of works, no social interactions that results to lack of motivation
and, etc.
(Participant 19).
It was hard staying motivated. The bad internet connection is terrible

because it gives me constant problems and my schoolworks keeps piling
up because of it. I'm easily distracted by my bed as if it's constantly
inviting me to sleep.
(Participant 33).
Mahirap dahil minsan unstable ang signal and minsan na tatambakan

ng gawain. (It’s difficult because sometimes, the signal is unstable and
activities pile up.)
(Participant 1).
1.1.4 New
Online learning is a new experience for everyone. It is a different

occurrence in a student’s life. The sudden transition of learning, essentially
forced students to become online learners. Some of the respondents stated
that it is a nice experience for them because they have been used to learning
traditionally. This causes positive and negative effects on the students'
education.
Online learning didn't became that hard for me because I was familiar
with gadgets and the type of interactive platforms. It is somehow a nice
new experience of kind of learning since we've been always doing
traditional learning. I've also discovered other techniques for my
studying to be convenient.
(Participant 3).
As a student who experienced online learning for almost 3 years, it's a

complete different occurrence on my life as a student. It's fun and
exciting but at the same time it's hard and draining on the first month of
it's implementation.
(Participant 16).
1.1.5 No Motivation
Motivation allows us to keep going despite the difficulties and

challenges we encounter. And motivation became a challenge to the
students during online learning. These are the following responses of the
students:
It was somehow draining because the set up itself makes me feel distant
from other people, which doesn't help in terms of learning because it
gives me no motivation or drive.
(Participant 12).
It was tough since it required a lot of adjusting. Also, I wasn't as

motivated as before (face-to-face classes).
(Participant 31).
1.1.6 Distractions
One of the problems that students’ encounter during online classes

are distractions that easily divert a student’s attention from learning. This
kind of problem affects the student’s academic performance, focus, and
motivation. These is depicted by these responses:
My experience in learning online is quite difficult because there are

times that we are doing a household chores and also they ordered us to
buy at the store.
(Participant 7).
I experience difficulties in online learning like an unstable internet and

there's a lot of distraction everywhere that's why I can't focus on our
discussion.
(Participant 25).
1.1.7 Convenient
Online learning makes education more convenient. It allows not

only students but also the teachers to have a better balance of work and
studies. Online learning gives vital time management skills for students to
do what they need to.
Online learning in both hard and convenient. Hard because we have to
learn and do everything on our own because our teachers are not with
us all the time to answer our questions. Convinient because we can
manage our own time, we multitask and we can also help at home even
when attending classes.
(Participant 9).
It was great to learn online as it was very convenient for me. I could
learn at my own pace and in my own time.
(Participant 22).
I felt like I was able to control my time more compared to face-to-face

classes.
(Participant 24).
1.1.8 No Interactions
Socialization is a must for students however due to the pandemic

emerging, students are forced to stay at their homes and continue their
education online. These are the following responses of the students’ about
their interaction during online learning:
It was somehow draining because the set up itself makes me feel distant
from other people, which doesn't help in terms of learning because it
gives me no motivation or drive.
(Participant 12).
Learning in an online setting is a struggle because it's hard to

understand lessons without having to directly teach them f2f (face-to-
face). Plus, my attention span is quite short so being at home takes my
mind off the class.
(Participant 26).
2. The second specific question is
Describe the impact of online learning in terms of mental, physical, emotional, and
financial aspects.
Table 4
Impact of Online Learning to the Students

2.1 Describe the impact of online learning  Stress (Section 2.1.1)
in terms of mental aspect.  Anxiety (Section 2.1.2)
 Draining (Section 2.1.3)
 Depression (Section 2.1.4)
 Challenging (Section 2.1.5)
 No Effect (Section 2.1.6)
2.2 Describe the impact of online learning  Draining (Section 2.2.1.)
in terms of physical aspect.  Weight Problems (Section 2.2.2)
 Body Pain (Section 2.2.3)
 Poor Eyesight (Section 2.2.4)
 Unhealthy (Section 2.2.5)
 Sleep less (Section 2.2.6)
2.3 Describe the impact of online learning  Mood Swings (Section 2.3.1)
in terms of emotional aspect.  Distressing (Section 2.3.2)
 Isolation (Section 2.3.3)
 Draining (Section 2.3.4)
2.4 Describe the impact of online learning  Expensive (Section 2.4.1)
in terms of financial aspect.  Lack of Allowance (Section 2.4.2)
 Cheap (Section 2.4.3)
2.1 Mental Aspect. The impact of online learning in four particular aspects was
asked. Six categories were generated in the mental aspect.
1. Stress
2. Anxiety
3. Draining
4. Depression
5. Challenging
6. No Effect
2.1.1 Stress
Due to the sudden transition of education, students learn through

online platforms that impacts the students’ adjustments and results to stress.
The following responses from the participants showed the impact of online
learning in the mental aspect:
I often experience mental breakdown whever I feel like I have'nt done
my best in doing my task and when there's a lot of pending activities I
have to do.
(Participant 25).
As for my mental health, I've experienced a lot of stress dahil sa

maraming workloads na karaniwang mahirap gawin lahat ng sabay
sabay lalo na at marami sa kanila ay same lang ng due date. Parang
sinasacrifice ko na yung mental health ko para lang matapos lahat ng
activities na yon. Nakakastress din yung lagi kong iniisip yung internet
connection ko nung hindi pa kami nakawifi kasi sobrang hirap na
umaasa lang sa data kasi laging nauubusan ng mb. (As for my mental
health, I’ve experienced a lot of stress because of the heavy workload
that are usually difficult to do all at once especially that most of them
are due on the same date. I feel like I’m sacrificing my mental health
just to be able to finish all of those activities. It’s also stressful to always
worry about the internet connection during the time when we still didn’t
have a WiFi because it’s very challenging to just depend on mobile data
connection because the MB always runs out.)
(Participant 14).
2.1.2 Anxiety
Alongside stress, students also experience anxiety. Anxiety mainly

stems from the students’ expectations and experiences. This feeling likely
affects the students’ learning. These are narrated in the students’ responses:
I must say that online learning kind of affect my mental health and I
knew from the point that I've been stressing out myself and anxious
about my performance if I did well or if I participated enough.
(Participant 3).
Sobrang laki NG epekto Ng online learning like parang lumala Yung

pagiging anxious at overthinker ko in a sense na parang nagiging
vitamins ko na sila araw araw. (Online learning had a big impact like it
seemed that my being anxious and overthinker only worsened in a sense
that they’re sort of becoming my daily vitamins.)
(Participant 15).
2.1.3 Draining
Students certainly feel the adverse effect of online learning to the

point that it drains them to exhaustion. Due to the amount of school work
and house duties at the same time, they result in students’ being overworked
and not having enough rest. The responses below from the participants
shared their experiences in the said feeling:
The impact of online learning on my mental health is not that good. It is

mentally draining me. There are days when I get so stressed to the point
that I don't know what I'm thinking and suddenly my head and chest
hurt. My anxiety also worsened as well as the depression and I can say
that online learning is not for me.
(Participant 4).
I think, it affect us mentally in a way that we get drained all the time
because of too many homeworks and task.
(Participant 9).
2.1.4 Depression
The learning journey of the students’ during online learning is not

that easy. Due to the heavy school work and overthinking, the students
frequently become overwhelmed and burnout that leads to depression in the
long run. In 2017, the World Health Organization (WHO) stated that as a
mental health disorder, depression is the world’s leading cause of disability.
When depression occurs these results affect the student’s academic
performance. The responses below shows the following impact of online
learning that focuses on depression:
The impact of online learning in my mental is I experience moderate
depression and stress maybe because of the amount of work activity and
also the pressure at home.
(Participant 7).
Mainly, the isolation is what got me. It gave me anxiety. It was also
depressive because I wasn't able to reach out to anybody.
(Participant 33).
2.1.5 Challenging
Every student experiences different challenges in their life at some

point. There are a variety of reasons why they call learning challenging.
Many of these challenges can be technical and physical in nature. Below are
the participants’ responses that will show how challenging is it for their
mental health:
There can be a distraction when learning online. It can be easy to get
sidetracked by thing like checking any social media platforms. This can
make it difficult to focus on the task at hand and can lead to frustration.
(Participant 22).
It affects my mental health in a way that it is frustrating. Some lessons

are hard to comprehend and in need of f2f (face-to-face) teaching.
(Participant 26).
2.1.6 No Effect
However there are students that do not get affected in terms of their mental
health. Below are their responses:
It didn't affect me that much in terms of my mental aspect.

(Participant 17).
Medyo boring pero ok naman. (A bit boring, but it’s fine.)

(Participant 20).
2.2 Physical Aspect. An analysis of the students’ experience on the physical
impact of online learning generated six categories.
1. Draining
2. Weight Problems
3. Body Pain
4. Poor Eyesight
5. Unhealthy
6. Sleep less
2.2.1 Draining
Despite the fact that online learning does not involve many physical
activities, students can become exhausted while studying. Most of the
students who take up online learning experience excessive fatigue due to the
piles of tasks compared to the traditional learning that they are required to
complete. From understanding the taught lessons to doing various activities
is the common reason why students feel so drained. Additionally, there are
also students who do housework after they attend an online class which
increases their energy.
It's exhausting when tasks never end.

(Participant 1).
Even if you're not doing anything and then consider what you really
need to do, it can feel as if you're completely exhausted.
(Participant 6).
Super tiring! I had to do online class and housework at the same time,
and the workloads were much heavier than before the pandemic (face-
to-face).
(Participant 31).
2.2.2 Weight Problems
One of the impacts of online learning on students' physical health is

the presence of weight issues such as weight loss, weight gain, and stress
eating. And these kinds of disordered eating are hazardous to students'
health status. There are times when students are so focused and busy that
they forget to eat or, worse, do not eat at all. And because they were
frequently starving, they lost weight. On the other hand, some students have
gained weight as a result of sitting all day while attending their virtual class
and doing schoolwork. In line with this, they are prone to stress eating,
which contributes to their weight gain.
I think I've been skinnier than before. I sometimes forgot to eat or

doesn't eat at all.
(Participant 3).
I do not eat at the right mealtime.

(Participant 10).
Sometimes I also starve myself or I stress eat; that's why my physical

health is really affected.
(Participant 14).
Because I occasionally skipped meals in order to attend class or

complete given activities, online learning had a physical influence on
me that led to weight loss.
(Participant 27).
I also gained weight given that I sit on my chair the whole day.
(Participant 24).
2.2.3 Body Pain
Many students experienced body pain after sitting in their study

chair for a long period of time. Four out of thirty-three students stated that
sitting most of the day and using gadgets caused back and head pain.
I experienced headaches due to the long-time of using my phone and

back problems because I sit for a longtime while taking an online class
and answering activities.
(Participant 13).
Headaches often visit me due to overuse of gadgets and hours staring at

it.
(Participant 26).
2.2.4 Poor Eyesight
One of the many downsides of online learning is that it causes

students to have poor eyesight. That is why it is not surprising that students'
eyes seem to become blurry because of their daily exposure to gadgets and
the radiation they are exposed to. The eye health of students is one of the
most affected by online education. The eye health of students is one of the
most affected by online education.
Using gadget all day is affecting my eyes.

(Participant 20).
Other than that, due to the amount of time I spent staring at screens
during the day, it also gave me eyesight problems.
(Participant 27).
2.2.5 Unhealthy
Online learning consumes a significant portion of students' time.

Students now spend almost their entire day in front of their laptops, as
opposed to face-to-face, where they have plenty of time to play games,
exercise, and go for a walk. As a result, each student's physical exertion is
reduced, resulting in unhealthy physical fitness.
My physical exertion became lessen compared to when it was still face-

to-face learning.
(Participant 17).
2.2.6 Sleepless
Choosing to stay up late has become a serious opponent of students

since the shift to online learning. They frequently do not get enough sleep
as a result of the tasks they are trying to accomplish. According to one
participant, he/she does not actually think there is enough time in the day
for him/her to complete his/her assigned tasks. Thus, a large number of
students until now are still suffering major issues with their sleep schedule.
I don't often get a proper sleep. I am neglecting my health just to finish

my task.
(Participant 25).
I feel like there is not enough time in the day for all the things. I need to
accomplish.
(Participant 15).
It caused some major problems with my sleep schedule.

(Participant 33)
2.3 Emotional Aspect. An analysis of the students’ experience on the emotional

impact of online learning generated four categories.
1. Mood Swings
2. Distressing
3. Isolation
4. Draining
2.3.1 Mood Swings
Online learning brought a lot of stress to the students, with many

difficulties brought by the said mode of learning, such as heavy workload,
poor internet connection, and lack of in-person interaction. In terms of the
impact of online learning in the emotional aspect, many themes emerged.
One of those is mood swings, which focuses on the rapid change in the
students’ emotions during the online learning mode. This is depicted in
some of the students’ responses below:
Bukod sa mental health ito ang pinakang naapektuhan sa akin ng online

learning. (Aside from mental health, this aspect is what online learning
affected the most for me.) I am a calm person, I can get angry but can
keep it and not say a word. When the pandemic struck and I started
learning online I feel so stressed that my mood is always not so good,
ending up having a fight with my sibling.
(Participant 4).
The impact of online learning in my emotional is I guess my mood

changes quickly because of stress in the amount of activities.
(Participant 7).
Sobrang bilis ko mainis, magalit at mafrustrate and Ang bilis din mag
shift Ng aking emotions (I’m easily irritated, angry, and frustrated.
There is also rapid shifts in my emotions.)
(Participant 15).
2.3.2 Distressing
The online learning experience can indeed cause a lot of negative

impacts to the students due to a lot of difficulties according to many
studies. It can be distressing not only in the mental aspect, but also
emotionally. It can cause depression, anxiety, and frustration to the students
as stated on the following responses:
Sometimes it is hard of what you are experiencing is stress, depression

or anxiety. Minsan nakakatulala na lang talaga at maiiyak dahil
andaming activities tapos andami pang gawain sa bahay. (Sometimes,
you can’t help but to zone out and cry because of workload and house
chores.)
(Participant 6).
In emotional i think is mas nag increase yung fear, stress. (In emotional,
I think fear and stress became more elevated.)
(Participant 11).
Due to the strain of having to fulfill deadlines, which frequently causes

breakdowns, it stresses me out.
(Participant 27).
2.3.3 Isolation
Online learning is a completely different setup from the traditional

face-to-face learning. Due to the main differences is the lack of face-to-face
interaction in online learning. Due to that, most students yearn for fellow
students’ company, or teachers’ supervision. But with its absence, the
students stated feelings of sadness and loneliness as described through some
sentiments below:
Bilang mag isa na nag aaral sa loob ng bahay ay tila nararamdaman ko

na parang ang lungkot ng mag isa at mas masaya kapag may kasama
na tumatawa at nakakakwentuhan. (Studying alone at home, I feel that
it’s sad and lonely and it’s more fun if I’m have someone to laugh and
talk with.)
(Participant 5).
Suffer from lack of interaction and social isolation and increased stress
and anxiety.
(Participant 13).
I often experience having a feeling of loneliness and sadness as we're all
working on our individual homes without seeing our schoolmates and
friends physically.
(Participant 16).
Online learning can be isolating, it can be difficult to stay motivated

and engaged.
(Participant 23).
2.3.4 Draining
Students’ responses on the impact of online learning mentally

depicted that the said mode is exhausting or draining. They were mentally
tired having to deal with a lot of challenges and stress. However the
students’ responses also conveyed that online learning can also cause burn
out and can be emotionally draining, having to deal with all the challenges
alone, and with the struggle of asking for help from other classmates or
friends. This is captured in the following students’ responses:
It's too draining. We do all the work alone that makes us more self-
centered. We can't ask for emotional support from our friends anytime
because they are also busy with their own things.
(Participant 9).
Online class is emotionally draining too. Yes, school is tiring during f2f,
but at least I have my friends to cheer me up whenever I am feeling
down and personal things get heavy.
(Participant 31).
2.4 Financial Aspect. An analysis of the students’ experiences on the financial

impact of online learning generated three categories.
1. Expensive
2. Lack of Allowance
3. Cheap
2.4.1 Expensive
Data is one of the requirements for online learning in order for

students to attend class and complete their activities. However, some
students do not have access to Wi-Fi at home and must load data every
week. Data charges for mobile network prefixes have increased recently, so
some students are spending a lot of money, especially since mb runs out
quickly.
The impact of online learning in the financial is I'm getting expensive

because I'm only loading so I have data for the online class.
(Participant 7).
It's quite pricey because I usually load my phone with data every day to
attend online classes
(Participant 18).
2.4.2 Lack of Allowance
Online learning also brings a big impact to financial where you must
provide a data or internet for you to be able to attend to online class.
Sometimes it leads to financial problem such as lack of allowance to
provide data/ internet particularly for students from low-income families.
There are instances when finding money to load can be challenging, but
we can still manage to find a solution.
(Participant 5).
Lack of daily finances in terms of load.

(Participant 30).
2.4.3 Cheap
It's interesting to note that some students believe taking an online

course is more affordable because, aside from the data load, they have no
other necessary expenses. Since they do not have to pay anything for their
daily attendance at school, such as transportation charges and pocket
money, they claim that online learning is less expensive than face-to-face
education.
For me, online learning is less expensive because the only thing that
needs to be paid is data, unlike face-to-face where fare, food, and then
the fees all need to be paid.
(Participant 6).
Good, there are less expenses than on f2f (face-to-face).

(Participant 12).
Students like me can save money because we don't have to spend money
for the fare.
(Participant 13).
I am spending less compared to going to school.

(Participant 24).
Financially, it is not very expensive because there is no pocket every

day and the cost are only loaded.
(Participant 20).
3. The third specific question is
Do you think you are ready enough with this transition back to face-to-face classes?
Why do you say so?
Table 5
Students’ Readiness with the Face-to-face Transition

3. Do you think you are ready enough  Yes: Easier (Section 3.1.1)
with this transition back to face-to-  Yes: Preferred Setup (Section 3.1.2)
face classes? Why do you say so?  Yes: Confidence (Section 3.1.3)
 Uncertain (Section 3.2)
 No: Adjustment (Section 3.3.1)
 No: Difficult (Section 3.3.2)
3.1 Readiness of the Students. An analysis of the students’ readiness with the
face-to-face transition generated three categories.
1. Easier
2. Preferred Setup
3. Confidence
3.1.1 Easier
Many students do prefer the face-to-face learning set up mainly

because they can comprehend lessons better when it’s not virtually taught.
With this, the students stated their readiness with the face-to-face transition
for the reason that they find it easy to understand the lessons when it is
taught directly in-person. There would be less of barriers like poor internet
connection:
Yes, because it is easy for me to access more information and rich
understanding about the lesson.
(Participant 6).
Yes, because it is easy to cope lesson in face to face class.

(Participant 30).
Yes, because it's a lot easier and convenient for me. I am also doing
better during ftf (face-to-face).
(Participant 31).
3.1.2 Preferred Setup
Online learning has indeed been a struggle for the students making
them yearn for the previous setup where they face less challenges. And
now, with the face-to-face setup slowly returning, the students expressed
their readiness in going back to a learning mode that they enjoy, prefer, and
have been looking forward to. The category preferred setup emerged to
focus on the students’ reason for their readiness for the transition that they
enjoy face-to-face learning and think it is a better setup than online learning.
The following responses depict these findings:
Yes. I prefer face to face classes because I am more used to that.

(Participant 9).
Yes, because I think i can learn much better in f2f classes than online.
(Participant 18).
No, I don't think I'm ready yet since, over the course of three years, I
grew apt to take classes online. I believe the shift will be difficult
because I will have to make new adjustments.
(Participant 26).
Yes, I am totally ready to these face to face learning, I'm struggling to

keep up with my activities. F2F classes is much better since I already
have a vaccine and it is valid to the minors and also the cases of COVID
is already decreasing.
(Participant 28).
3.1.3 Confidence
With the difficulty in learning online, the students have long been
waiting to get out of this kind of setup. And with the opportunity of face-to-
face classes’ resume, the students expressed their confidence in handling the
transition to in-person learning. This is elaborated in the following
responses:
Yes, I think I'm ready for the face to face classes because I already have
a enough knowledge to participate at also I have a friend who also
know me in the class and also I'm excited to have a face to face
interaction with my teachers and classmates.
(Participant 7).
Yes. Because I am in a stable state aotm (as of the moment) that makes
me feel prepared for this set up again.
(Participant 12).
Yes, it's been so long, and I am ready to go back to face-to-face
learning.
(Participant 17).
3.2 Uncertainty of the Students. The students’ uncertainties with their readiness
for the face-to-face transition as well as their reasons were analyzed.
1. Uncertain
3.2.1 Uncertain
Due to the uncertainties in the approaches in the current learning

modes, some students also expressed their uncertainties in their readiness
for the face-to-face transition. Some students do prefer face-to-face learning
but are worried about the difficulties that will be brought about by the said
learning mode like financial problems in terms of transportation given that
in face-to-face classes, the everyday commute to school could indeed be
stressful especially for those who live far away from school. This is seen in
the following students’ responses:
I can't say I'm ready and I can't say I'm not yet either, because if it were
me, I'd really prefer face to face class, but since the system is different
now, it's a bit new for me and it's like I'm starting from the beginning
again, things I'm used to in online learning are difficult or impossible to
apply in a face to face class.
(Participant 4).
Maybe, because I wanted to go school to learn and know more but there
might be instances of financial problems in terms of transportation,
school-related activities given to us students, etc.
(Participant 5).
3.3 Student’s Unreadiness. An analysis of the students’ unreadiness with the face-
to-face transition generated two categories.
1. Adjustment
2. Difficult
3.3.1 Adjustment
Adapting to the online learning mode for the past two years, the
students already got used to their learning styles in the aforementioned
mode. For them to adjust to another mode of learning after being
accustomed to a completely different previous mode, the students stated
their unreadiness for the transition, additionally stating that it’s hard for
them to adjust as they are still preparing themselves in other certain aspects
such as schedule, mental health, and physical aspect.
No, I am having trouble adjusting to my schedule.

(Participant 2).
Mahirap mag-adjust dahil unti-unting nagbabago ulit ang way of

learning naming nating mga students, online class sa umaga and face-
to-face sa hapon o vice versa. (It’s hard to adjust because of the change
in the way of learning of students. Online class in the morning and face-
to-face in the afternoon, or vice versa.) So I don't think I'm ready
enough with this transition just because I'm still in the process of
preparing myself as well as in other aspects such as my schedule,
mental health and a lot more.
(Participant 14).
No, since Yung buong system ko ay napilitamg mag adjust, mag adapt
sa situation nung online learning, I think I need more time dahil Ang
bilis ko mapagod at ma drain Lalo na pag asa lakaran. (No, since my
whole system is forced to adjust, to adapt to the situation during online

learning. I think I need more time because I’m easily tired and drained
especially when going out.)
(Participant 15).
No, I don't think I'm ready yet since, over the course of three years, I
grew apt to take classes online. I believe the shift will be difficult
because I will have to make new adjustments.
(Participant 27).
3.3.2 Difficult
Although face-to-face learning may be a mode preferred by many

students, there are still different difficulties that students face with the
transition. This is also depicted in the students’ responses on why they
expressed uncertainty on their readiness for the face-to-face transition.
Some of them are not yet ready because of difficulties such as high fares
and other necessities, pressure, and feeling tired. These difficulties may be a
struggle for them as they go to school for 5-6 days a week.
No, I find myself having a hard time on many aspects such as the high
fare, food, and other necessities.
(Participant 16).
No, this puts a lot of pressure on me because I am not that used to being
around a lot of people.
(Participant 24).
No, not really since there's a lot of things to consider such as my

transportation, distance from school and I am not yet ready physically
and mentally.
(Participant 25).
4. The fourth specific question is
Are you encountering some difficulties with this current transition back to in-person
learning? If you answered no, please state why. But if you answered yes, please
enumerate some of those difficulties.
Table 6
Students' Difficulties with the Transition

4. Are you encountering some  Financial Problem (Section 4.1.1)
difficulties with this current  Schedule Conflict (Section 4.1.2)
transition back to in-person  Adjustment (Section 4.1.3)
learning? If you answered no,  Socialization (Section 4.1.4)
please state why. But if you  Commuting (Section 4.1.5)
answered yes, please enumerate  Academic Difficulties (Section 4.1.6)
some of those difficulties.
 No Difficulties (Section 4.1.7)
4.1 Students’ Difficulties. An analysis of the difficulties that the students

encountered in the current transition back to in-person learning generated seven
categories.
1. Financial Problem
2. Schedule Conflict
3. Adjustment
4. Socialization
5. Commuting
6. Academic Difficulties
7. No Difficulties
4.1.1 Financial Problem
All students have different financial situations. Financial problems

are one of the common problems that students may encounter or encounter
with the current transition back to in-person learning. Where they need
money to finance their education needs. For example, for the data or
internet connection to attend online classes while traveling to school, money
for allowance at school and transportation, and money for school
requirements. Dang & Bulus (2015) study states that because education is a
high-cost social service, students who receive insufficient financial support
will find it difficult to improve their academic performance. This means that
students who struggle financially are having trouble focusing on studying
because they are worried about the money, they needed to support their
needs at school.
Yes, I had been encountering difficulties like commuting while in class

just to attend face-to-face class in time if it’s afternoon, there’s also a
need to purchase internet quota even if there’s Wi-Fi at home because
of attending online meetings while commuting, it’s very tiring because I
have to prepare myself both in online class and face-to-face classes.
(Participant 14).
No, my only concern is my allowance because my friends always wants

to eat after school.
(Participant 29).
4.1.2 Schedule Conflict
Students are experiencing schedule conflict that results in various

effects on them. Due to the hectic schedule students are experiencing
tiredness physically and mentally, confusion in their schedule, and being
late to class due to schedule conflicts. This is one of the difficulties they are
currently experiencing with the current transition.
Yes, I encountered some difficulties like being late in class and also in
transportation because I’m also commuting to going to school.
(Participant 7).
Yes. As a transferee student equipped with backlogs, some of my

classmates are grade 11. The f2f sched confuses me sometimes.
(Participant 8).
4.1.3 Adjustment
Every student has a different perspective on things and how they

face certain problems or situations. Some students are having a hard time
adjusting, some don’t even have problems. They are overwhelmed by the
workloads that were given to them, and they are having a hard time
adjusting to the transition from online learning to face-to-face classes.
According to Durana (2015) despite that school is familiar ground, it is still
different now after the pandemic. Everyone lacks experience in facing this
new normal way of learning, some students may adjust to this set-up with
ease, while some students may find it hard to adjust. This is why they are
needing some time to adjust, as well as the assistance of their parents and
teachers.
Yes, I feel anxious about returning to school after being away for so
long. Struggle with the new hybrid model of learning, which can be a
mix of in-person and online learning.
(Participant 23).
Yes, because I get overwhelmed by the work and the trip from home to
my school. In addition to this, I can't just sleep during class I would
rather.
(Participant 10).
4.1.4 Socialization
The separation caused by the implementation of quarantine or

lockdown lessened the confidence of people to socialize, particularly the
students. And because of that, now that the transition from online learning
to face-to-face classes is happening, students are having a hard time
socializing with other students at school. Some students are even

experiencing social anxiety that affects their performance at school. Studies
present that students experienced social avoidance and remote learning
during the pandemic which results in them losing their confidence and great
social skills. They are now afraid of speaking in public and socializing
compared to the face-to-face classes before the pandemic.
Yes, it’s embarrassing to socialize with my classmates because I don’t
know them well in person.
(Participant 1).
Every meeting, I have to constantly remind myself that the people don't
know me and the world doesn't revolve around me so I they won't judge
every move I make.
(Participant 8).
4.1.5 Commuting
All students have different distances from home to school. That's

why one of the difficulties that they think they may encounter with the
transition from online learning to face-to-face classes is transportation.
Because some students live far from the school and they need to commute
for almost 30 minutes to 1 hour. And due to schedule conflicts students are
needed to travel from home during online classes to attend face-to-face
classes which consume money and time. That’s why they find it difficult
because it is time-consuming, financially consuming, and tiring.
Yes. Commuting, scheduling, and organizing.
(Participant 21).
Yes, I consumed my time going to and back from school more rather
than doing important tasks around the house.
(Participant 24).
Yes. Distance from school, financially unstable, and transportation.

(Participant 25).
4.1.6 Academic Difficulties
A lot of activities or workloads and having a hard time learning the lesson
are the common difficulties that students are encountering and encountered
in this transition. A lot of students learned better in face-to-face classes
rather than in online learning. That’s why they are having a hard time
adjusting. When online learning started students got bombarded by a lot of
activities, which continued until blended learning which caused hard time
for them to cope with the activities and the classes held face-to-face.
Yes. Lots of activities, lots of performances.

(Participant 5).
Yes, am I adjust my self in terms of time management, financial and in a
way of participating during recitation.
(Participant 11).
4.1.7 No Difficulties
While other students are having difficulties or a hard time with the
transition from online learning to face-to-face classes, some students
experience no difficulties with it.
No. I enjoy face-to-face learning.

(Participant 19).
No, because my parents are providing everything that I need and ftf
made my school life better.
(Participant 31).
So far, I'm enjoying the mixed ftf and online learning.

(Participant 33).
5. The fifth specific question is
Which mode of learning do you prefer? Online or face-to-face learning? Why?
Table 7
Mode of Learning Preferred

5. Which mode of learning do  Online: Finances (Section 5.1.1)
you prefer? Online or face-  Online: Flexibility (Section 5.1.2)
to-face learning? Why?  Face-to-face: Interaction (Section 5.2.1)
 Face-to-face: Focus (Section 5.2.2)
 Face-to-face: Fun (Section 5.2.3)
 Face-to-face: Comprehensible (Section 5.2.4)
 Face-to-face: Effectiveness (Section 5.2.5)
5.1 Online Mode of Learning. An analysis of the online mode of learning as the
students’ preferred mode of learning generated two categories.
1. Finances
2. Flexibility
5.1.1 Finances
Every student has financial needs because they are studying, but
some students do not receive financial support from their parents because
some parents only have enough money to meet their basic needs. According
to Halliday Wynes, (2014), a student's financial position will affect their
commitment in learning which will affect their academic performance.
Students who attend face-to-face classes, but lack funds may be distracted
in school and overthink about their finances which is why some students
prefer online classes.
Online, I do love having face to face classes but due to my financial

incapacity and lack of support coming from my parents, I'll choose
online learning.
(Participant 16).
5.1.2 Flexibilty
Students study in a variety of ways. Students in online classes can

manage their time and take breaks whenever they want. While traditional
classroom instruction requires learners to follow a specific sequence limited
by time, content, and location, online instruction allows students to control
their learning path, pace, and instructional contingencies (Hannafin, 1984).
Learning flexibility is essential for a student because it allows the student to
set their own learning pace, as well as the added flexibility of creating a
schedule that fits everyone's schedule. As a result, using an online
educational platform allows for a better balance of studies, so no sacrifices
are required.
Online Class, because it would be better to stay at home rather than

going to school where you have to travel for not less than 30 mins just
to attend 1 class.
(Participant 2).
Personally, I prefer online learning as I find it more convenient and

flexible. I can study whenever and wherever I want, and I can break
whatever I need to.
(Participant 22).
Online because I get to control my time more.

(Participant 24).
5.2 Face-to-face Mode of Learning. An analysis of the online mode of learning as
the students’ preferred mode of learning generated five categories.
1. Interaction
2. Focus
3. Fun
4. Comprehensible
5. Effectiveness
5.2.1 Interaction
Students require interaction with others, particularly with their

teachers and classmates. It is necessary to improve their socialization
abilities. They are broadening their socialization skills with other people
and getting to know their classmates better through face-to-face learning.
Social interaction, according to Popirtac (2022), is essential for education. It
enables students to learn, recognize, and apply. Social interaction remains
essential to learning. The more people you interact with, the more you learn.
Face-to-face learning allows students to form positive relationships with
their teachers and schoolmates.
Face-to-face learning because even if it’s tiring, classmates/friends are

there to help and it’s fun if face-to-face.
(Participant 6).
Face-to-face, because they promote effective communication between

the teacher and the student.
(Participant 27).
Face to face because we can learn things by personal teaching to enjoy

the environment with classmates.
(Participant 32).
5.2.2 Focus
Students must focus in each class in order to gain knowledge.

According to new research, focus assists us in getting started on something
and maintaining our attention and effort until it is finished. Many academic
tasks require a high level of concentration. When reading, students must be
able to focus in order to pick out main ideas and fully comprehend the parts
of a story (Thinking Skills: Focus, 2017). In face-to-face classes, there is no
need for an internet connection, which is why students get more focused in
this kind of set-up.
Face-to-face. I am more focused and productive when it is in person

learning.
(Participant 3).
Face to face classes because for me during f2f classes i understood the
lessons clearly with no distraction and no disrupted internet connection.
(Participant 18).
Face-to-face because less distracting than if you were at home.

(Participant 23).
5.2.3 Fun
Students have different ways to be happy while studying. When

teachers use activities that make learning engaging and fun, students are
more willing to participate and take risks. Having fun while learning also
helps students retain information better because the process is enjoyable and
memorable (Teacher’s Corner: Making Learning Fun, n.d.). They find
taking notes and listening fun. They prefer face-to-face classes because they
tend to be happier in this learning method.
Face-to-face learning because even if it’s tiring, classmates/friends are

there to help and it’s fun if face-to-face.
(Participant 6).
Face to face learning. It is much more easier, comfortable, fun and

active.
(Participant 9).
I prefer face-to-face learning since it’s fun to listen and take down
notes.
(Participant 15).
5.2.4 Comprehensible
Depending on the method of learning, different students have

different ways to learn their lessons thoroughly. Comprehensiveness
encourages students to develop good study habits, learn from mistakes,

make timetables, and identify areas where more emphasis is required (Chief
Editor, 2021). According to the respondents, they prefer face-to-face classes
more because they can understand the teacher better and reduce the
incidence of lessons being misunderstood because, aside from not needing
an internet connection to attend class, they can also hear the lecture well
because it is face-to-face.
I personally prefer Face to face classes, because when I am learning

face to face classes I can fully understand whatever the teacher is trying
to discuss.
(Participant 4).
I would prefer face-to-face study because the topics are better

understood and explained clearly and comprehensively.
(Participant 10).
Face to face learning, because I understand our lessons better when

taught in person.
(Participant 13).
Face-to-face, because I can understand the professors better and a

lesser barrier for me to learn.
(Participant 31).
5.2.5 Effectiveness
A learning method has different levels of effectiveness, and students

can tell if it is effective or not. The degree to which learning outcomes are
achieved is defined as learning effectiveness (Blicker, 2005). Respondents
stated that face-to-face classes are beneficial to them because they can learn
more effectively, particularly in math subjects.
Face-to-face. Aside from the constant anxiety I feel when I attend f2f
classes or activities in school, traditional learning is still preferably
great.
(Participant 8).
Face-to-face learning, that's where I learn more effectively and

efficiently.
(Participant 17).
Face to face, since I learn effectively in this modality.

(Participant 25).
6. The sixth specific question is
What can you suggest for improvement regarding the transitioning from online to face-
to-face learning?
Table 8
Students' Recommendations for the Transition's Improvement

6. What can you suggest for  Schedule Adjustments (Section 6.1.1)
improvement regarding the  Learning Adjustments (Section 6.1.2)
transitioning from online to face-  Prepare (Section 6.1.3)
to-face learning?  Good System (Section 6.1.4)
 No Suggestions (Section 6.1.5)
6.1 Recommendations. Students’ recommendations for improvement regarding the

transition from online learning to face-to-face classes generated five categories.
1. Schedule Adjustments
2. Learning Adjustments
3. Prepare
4. Good System
5. No Suggestions
6.1.1 Schedule Adjustments
Due to Marinduque State College - Integrated High School's current face-

to-face setup not being a full implementation, students needed to attend
online classes for half a day and the remaining half day is for face-to-face
classes. This kind of setup results in some issues where the students are
getting tired because of the schedule conflict that they are experiencing.
Because some of them live far from school but they need to go to school
after online classes which consumes a lot of time and energy. That's why
one of the recommendations of the students for the improvement of the
transitioning to face-to-face classes is to adjust the schedule for students to
have enough time to prepare themselves to go to school and to accomplish
activities.
Schedule Adjustments of students, where they have enough time to go to

school/ to go back home.
(Participant 2).
I suggest, more days or time for face to face classes because if you
implement both online and face to face at the same time students like me
will have a hard time adjusting.
(Participant 4).
The only suggestion I wanted in our institution is make whole day

classes in a week or make a whole semester face to face classes.
(Participant 5).
6.1.2 Learning Adjustments
Since the students are getting more comfortable learning online and
they are still adjusting to the transition from online learning to face-to-face
classes, students recommended that there should be learning adjustments for
them. They wanted teachers to be more considerate in giving activities or
works to students while they are still adjusting to this setup and to develop
wiser learning strategies.
Teachers needs to develop wiser teaching strategies so we can be more

and more active.
(Participant 9).
Make time adjustments for the students to have enough time to prepare
for school. It would be better if a whole day face-to-face will be
implemented rather than a half day with online classes in the morning,
because money will be spent for commuting either way. Teachers should
be more considerate most especially when it comes to giving school
works because many students are still having trouble keeping up.
(Participant 14).
6.1.3 Prepare
Since the implementation of face-to-face classes at Marinduque

State College - Integrated High School is not yet fully implemented and is
abrupt, student's recommended to give them enough time to prepare
themselves before returning to face-to-face classes. Where they need to
prepare physically, mentally, and financially. They need to organize
themselves before going back to face-to-face classes so it would not be so
hard for them.
Give students enough time to fully prepare themselves physically,

mentally, emotionally, financially, and in other aspects.
(Participant 13).
Get organized: Getting ourself organized will help us to feel more

prepared and confident as we start attending classes again.
(Participant 22).
6.1.4 Good System
Students also recommended a good system, where students are not

being shocked on the adjustments that are happening, being guided by the
teachers with consideration and understanding, and a gradual transition in
order to give time for student's learning adjustments.
A good system for the students and faculty members to follow.

(Participant 12).
Gradual transition in order to give time for students to adjust.

(Participant 26).
Take things slowly and avoid shocking the students, as their years of
online learning are no exception with. Since they have grown somewhat
reliant on it, there will be a significant adjustment period throughout
the transition.
(Participant 27).
6.1.5 No Suggestions
However, some students don't find the face-to-face transition that

challenging. Therefore, some students don't have any recommendations.
So far nothing.
(Participant 10).
I don't know what to suggest since Im all goods with the implementation
of face to face classes.
(Participant 18).
I don't really know but I am just going with the flow and also I just
adapt what's happening and just do what I need to do.
(Participant 29).
The purpose of this chapter was to emphasize the findings of this

research on the perceptions of selected grade 12 students on the transition back
to in-person classes, which emerged on account of the online questionnaire that
was carried out. It is clear from the findings of this study that most of the
students are prepared for the Face-to-Face transition, as they also prefer the
aforementioned setup as the mode in which they would effectively learn.
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
The main objective of this study was to determine the perceptions of the
selected grade 12 students on the face-to-face transition as well as their preferred mode
of learning. This chapter will focus on the interpretation of the results obtained from
the online questionnaire administered to a sample of 33 selected grade 12 students. A
summary of the findings, conclusions, and the recommendations for further
improvement is stated in this chapter.
Summary of Findings
Students’ Online Learning Experience
Results from the survey provided evidence that the students faced many
experiences. They undergo difficulties, unstable connections, piled up school work,
new experiences, loss of motivation, being distracted, convenience, and no
socialization. With reference to the responses of the students, the majority of them
faced challenges and difficulties and expressed their dissatisfaction in online learning
while some of them expressed how their new experience was and how convenient
online learning is.
Impact of Online Learning in the Mental Aspect
Online learning affects the students’ mental aspect in a number of ways such as
stress, anxiety, draining, depression, challenging, and some of them have no effect in
terms of mental health. Among the Grade 12 students, the majority of them
experienced stress and anxiety. With the abrupt transition to online learning, the
residual stress from school knows no boundaries. The students' school works become a
home-stress for the students along with their other duties at home. In today’s learning
method it is observable that there is no boundary between the students’ school and
home life. Students struggle to maintain a healthy mindset during online

learning unlike face-to-face classes. However some students experience no effect in
terms of mental health as they are used in using online platforms and gadgets.
Impact of Online Learning in the Physical Aspect
Since its inception, online learning has shown a major impact on the physical
aspects of students. Students who pursue online education frequently have health
concerns such as losing weight, overeating, body pain, poor eyesight, gaining weight,
and sleeping poorly. Almost all of the others say that studying online is exhausting
because the workloads are much heavier than in traditional learning. Furthermore,
some students' bodies have become unhealthy as a result of decreased physical exertion
as a direct consequence of spending more time in front of their gadgets.
Impact of Online Learning in the Emotional Aspect
Online learning can have an impact on many different aspects in terms of the
emotional aspect, many themes are frequently stated by the students. Many of them
frequently stated responses that fit the code mood swings which tackles how the
students experienced a rapid change in their emotions, being easily mad, irritated, and
such. Another code emerged, namely Distressing which focused on how the online
learning experience brought the students feelings of worry, sadness, panic, etc. The
third code that emerged was isolation, which described the students’ feelings of
sadness, loneliness, and yearning for in-person interaction with classmates, friends, or
teachers. Lastly, the students expressed that they feel emotionally drained and that the
outline learning experience was draining. Based on the students’ responses, these
emotional experiences were usually caused by the lack of emotional support from the
friends and other fellow students.
Impact of Online Learning in the Financial Aspect
In terms of financial aspect, some students describe the impact of online

learning as expensive. According to the study's findings, several students who use data
spend a lot of money to attend online classes and do activities. And since not all
students don't have Wi-Fi access at home, they only rely on the load which can run out
the mb. And as that being said, providing internet every week sometimes leads to
financial issues such as lack of allowance.
Other students, on the contrary, stated that the impact of online learning is
cheap and convenient because aside from the load, they no longer need to spend more
money on foods, fares, and unnecessary things.
Readiness for the Transition
When asked if they are ready enough with the current face-to-face transition,
most of the students answered yes, one of their reasons being that it is an easier mode
of learning wherein they are able to comprehend the lessons easier because teaching
and learning is in-person and not virtual. Another reason is that face-to-face learning is
their preferred setup that is why they also expressed their confidence in being ready
and prepared for the transition. On the other hand, there were also some students who
are still not ready for the transition as they stated that they are still adjusting and are
finding the face-to-face setup difficult as the schedule is draining, it can be expensive,
and that they are still unprepared in many other aspects.However, there were also some
students who are still uncertain whether or not they are really ready fo the transition
because although they prefer learning in-person, they felt worried about the difficulties
it might bring.
Students’ Difficulties with the Transition
Adjusting and transitioning to face-to-face classes requires a lot of adjustments

for students which causes difficulties. Students experienced various difficulties during
this transition such as financial problems, schedule conflicts, adjustments,

socialization, commuting, and academic difficulties. While some of them didn't
experience any difficulties, they are enjoying the transition and their parents provide
enough for their needs so they don't have to worry about financial problems. Based on
the findings, it is evident how students are dealing with the difficulties they experience
that may affect their academic performance.
Mode of Learning Preferred
Students' preferred modes of learning are divided into two categories: face-to-
face learning and online learning. Students preferred face-to-face classes over online
classes for several reasons: it is more enjoyable and allows them to improve their
socialization skills by interacting with their classmates and teachers; students are more
focused on their academic performance because they can understand the lessons well,
which led them to realize that face-to-face classes are a much more effective learning
method for them. However, there are some reasons why some students prefer online
classes. In terms of finances, students spend the majority of their money on
transportation. Online classes are also preferred due to their flexibility. It is because
they have complete control over their time during online classes, can take breaks
whenever they want, and they are free to do whatever they want. Among these reasons,
it is more important that students learn and strive for success.
Students' Recommendations for the Transition's Improvement
Due to the different difficulties students experience, a lot of recommendations

arise where suggested schedule adjustments, learning adjustments, preparedness, and a
good system. While the other students who don't have difficulties also don't have
recommendations. Many of them frequently stated responses that fit schedule
adjustments which tackle the difficulties that a lot of them experience.
Conclusions
Online education has been the primary mode of teaching since the occurrence
of the pandemic. It presented both struggles and benefits to the students in different
aspects. Even so, the students had grown accustomed to the aforementioned mode of
learning as it was implemented for more than two years. So, as face-to-face classes
slowly resume, students perceive that this type of setup is a better mode of learning
than online, but the transition still causes them many difficulties such as schedule
conflict and difficulty in adjusting to a new setup. Nonetheless, the students expressed
their readiness for the transition and added recommendations to lessen the transition's
negative effects on the students.
Recommendations
The conclusion of the research identifies a number of issues emanating from

diversity of students’ perceptions regarding the transition from technology-based
education to face-to-face classes. The recommendations are the outcomes of extensive
interaction with participants and reflections of the researchers.
The recommendations are:
 To the students, due to difficulties that emerged from the face-to-face

transition, students are encouraged to take their time to properly prepare
themselves in particular aspects such as mental, physical, emotional, and
financial aspect.
 To the school, schools administrators should develop an efficient face-to-
face learning system that will assist in resolving each student’s academic
concerns and improving their learning.
 To the teachers, they should make effective adjustments to their teaching
strategies where it will not be difficult for both of them (learners and
teachers) since the students are still gradually adjusting from being
accustomed to online learning.
 To the parents, family members should be patient and understanding of
their children’s academic situations. Furthermore, their support and
guidance help students become more motivated to study.
 To future researchers, given that this study is only limited to the grade 12
students of Marinduque State College – Integrated High School, other
researchers should explore and make further research about other students’
experiences with the changes in the mode of learning. This study can serve
as a related literature for future researchers who plan to explore the same
topic.
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APPENDICES
Appendix A
Communication Letter to the Research Adviser
Curriculum Vitae
Personal Information
Name : Junah Mariane M. Ayangco

Date of Birth : October 7, 2004
Place of Birth : Balanacan, Mogpog, Marinduque
Age : 18 years old
Civil Status : Single
Occupation : N/A
Address : Purok Wawa Balanacan, Mogpog,
Marinduque
Educational Background
Elementary : Balanacan Elementary School

SY 2011-2017
Secondary
(Junior High School) : Balanacan National High School
SY 2017-2021
(Senior High School) : Marinduqe State College - Integrated High School

SY 2021-2023
Curriculum Vitae
Name : Noami Camille SJ. Labaguis

Date of Birth : December 30, 2004
Place of Birth : Buliasnin, Boac, Marinduque
Age : 17 years old
Occupation : N/A
Address : Buliasnin, Boac, Marinduque
Elementary : Tanza Elementary School

SY 2011-2017
Secondary
(Junior High School) : Marinduque National High School
SY 2017-2021

SY 2021-2023
Curriculum Vitae
Name : Chrizelle Shaina S. Majaba

Date of Birth : April 10, 2005
Place of Birth : Santol, Boac, Marinduque
Age : 17 years old
Occupation : N/A
Address : Ihatub, Boac, Marinduque
Elementary : St. Mary’s College of Marinduque

SY 2011-2017
Secondary
(Junior High School) : Marinduque National High School
SY 2017-2021

SY 2021-2023
Curriculum Vitae
Name : Lea Janelle P. Pielago

Date of Birth : August 14, 2005
Place of Birth : Matalaba, Sta. Cruz, Marinduque
Age : 17 years old
Occupation : N/A
Address : Brgy. Tawiran, Sta. Cruz,
Marinduque
Elementary : Holy Infant Parochial School

SY 2011-2017
Secondary
(Junior High School) : Holy Infant Parochial School
SY 2017-2021

SY 2021-2023
Curriculum Vitae
Name : Eyannah Jeanice L. Sequera

Date of Birth : June 16, 2005
Place of Birth : Lucena General Hospital,
Lucena City
Age : 17 years old
Occupation : N/A
Address : Mangiliol, Gasan, Marinduque
Elementary : Masiga Elementary School

SY 2011-2017
Secondary
(Junior High School) : St. Mary's College of Marinduque
SY 2017-2018
: Pag-Asa National High School
SY 2018-2019
: Marinduque National High School
SY 2019-2021

SY 2021-2023

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Republic of the Philippines

MARINDUQUE STATE COLLEGE

Perceptions of Selected Grade 12 Students on the Transition from Technology-

Junah Mariane M. Ayangco

RECOMMENDATION FOR ORAL EXAMINATION

This qualitative research attached entitled PERCEPTIONS OF SELECTED

NIKKA MAE J. ADLING

WILLA MAE M. PAREDES, LPT, MAEd

This qualitative research entitled PERCEPTIONS OF SELECTED GRADE

NIKKA MAE J. ADLING

Date signed: ______________________

Approved and accepted by the Committee on Oral Examination on

ROMALYN DC. MACAYAON, LPT JOSHUA AARON M. PAGULAYAN, LPT, MA

CHRISTOPHER R. REBISTUAL, Ed.D.

Accepted as partial fulfillment of the requirements for the subject, Practical

MARK NEL D. PARDILLA, LPT, MAEd

The researchers want to express their deepest gratitude to everyone who

Research Title: Perceptions of Selected Grade 12 Students on the Transition

Researcher/s: Junah Mariane M. Ayangco

School: College of Education, Arts, and Social Sciences –

Research Adviser: Nikka Mae J. Adling

Keywords: perceptions, technology-based learning, face-to-face transition

Table 1 Comparison of Gadgets………………………………………………. 14

Figure 1 Conceptual Framework of the Study..…………….…..…………… 5

Additionally, in the province of Marinduque, a pilot implementation of limited

The researchers decided to conduct this research to determine the perceptions of

Statement of the Problem

The COVID-19 pandemic has made students grow accustomed to technology-

The following research questions will be addressed in this study.

1. How did the students experience the online learning mode?

Significance of the Study

This study expands the researchers’ understanding of selected grade 12

 Researchers. This will be beneficial to the future researchers who are

The purpose of this study is to analyze the perceptions of selected grade 12

INPUT PROCESS OUTPUT

Conceptual Framework of the Study

Scope and Limitations of the Study

The study covers the better understanding of the perceptions of selected

Technology-based Learning. This is another term used to refer to online

Traditional Learning. It is the style of learning before the pandemic in which

Online learning has been introduced as an alternative to traditional mode of

According to new research, online learning is a type of education in which

Advantages and Disadvantages of Online Learning in Pandemic

What Benefits Can Online Learning Offer?

Efficiency. Online learning allows teachers to deliver lessons to their students

Time and Place Accessibility. Another advantage of online learning is that

Affordability. A further advantage of online learning is that it saves money.

What Drawbacks Exist For Online Learning?

Inability to Concentrate on Screens. The difficulty to maintain attention on a

Technology Issues. Another significant issue with online classes is internet

Tools Used in Online Learning and Its Pros and Cons

1.1 Smartphone. A smartphone is a touchscreen handheld device that lets an

1.2 Laptop. A laptop is a personal computer that is portable, functional, and

1.3 Desktop. A desktop is a personal computer that is intended to be placed at a

1.4 Tablet. A tablet is a touchscreen handheld device that falls between a

laptop. It is powered by a rechargeable battery, and has a built-in camera and

1.5 WiFi. A WiFi is a wireless technology that is used to connect to computers,

Example of a WiFi Provider: Router

Gadget Pros Cons

calculator. This computer-designed program is compatible with smartphones, tablets,

2.1 Google Classroom. Google Classroom is an LMS that enables teachers to

Google Classroom Application