I

LIVED EXPERIENCES OF GRADE 12 SENIOR HIGH SCHOOL STUDENTS OF

UM PEÑAPLATA COLLEGE IN ONLINE CLASS

A Research Paper Submitted to the

Senior High School Department
UM Peñaplata College
Island Garden City of Samal

In Partial Fulfilment of the

Requirements in Research Project:
Humanities and Social Sciences Strand

Sheena Irish Bartolome

Riza Mae Olila
Adrian San Juan

May 20
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Approval Sheet

This thesis entitled “ LIVED EXPERIENCES OF GRADE 12 SENIOR HIGH

SCHOOL STUDENTS OF UM PEÑAPLATA COLLEGE IN ONLINE CLASS”

prepared by Sheena Irish Bartolome, Riza Mae T. Olila and Adrian San Juan in partial

fulfilment of the requirements for subject Res 3s (Research Project) has been examined

and is hereby endorsed for approval and acceptance.

JOVENIL R. BACATAN, MAEM

Adviser

ACCEPTED in partial fulfilment of the requirements for the Senior High School:

Academic Track – Humanities and Social Sciences (HUMSS) Strand.

MARYNEL C. COMIDOY, MAT-Math CORNELIO JR. R. MONTEROSO, EdD

School Principal Research Coordinator

MARLON D. MONTANO, DBM FELY D. RABACA

Dean of College OIC-School Director
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Acknowledgment

We would like to express our sincere gratitude to our research adviser, Sir Jovenil

Bacatan, for his invaluable guidance, support, and encouragement throughout the research

process. Sir Jovenil's expertise and knowledge of qualitative research methodologies were

instrumental in shaping our research design, analysis, and interpretation. His unwavering

commitment to ensuring the quality of our research outputs was truly commendable.

We would also like to extend our gratitude to Ma’am Glyza Candido, who

graciously shared her time, energy, and expertise to provide valuable insights into our

research. Ma'am Glyza's feedback and suggestions were critical in enhancing the rigor,

validity, and reliability of our study. Finally, we would like to thank our families and

friends for their unwavering support and encouragement. Their belief in our abilities

played a significant role in keeping us motivated and focused on our research goals.
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Dedication

This research paper is dedicated to our family, which has always been a source of

love and support. Their unwavering encouragement and belief in us have given us the

strength to pursue our dreams and accomplish our goals.

We would also like to dedicate this paper to our friends, who have been there for

us from the beginning. Their support, encouragement, and friendship have helped us

navigate difficult times and celebrate our successes.

Furthermore, we would like to dedicate this paper to our research advisers, who

have helped us throughout the research process. Their dedication, expertise, and support

have been invaluable.

Finally, we dedicate this paper to all those who have been impacted by the issues

we explore in this research. It is my hope that our findings will shed light on important

topics and help bring about positive change in the world.

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Abstract

This study aims to investigate and compile the perceptions and experiences of

Grade 12 students during the implementation of online learning. It utilizes qualitative

research design, specifically phenomenological research, to gather in-depth insights and

experiences from the students. The respondents of the study were composed of students

from the senior high school attending Grade 12 at UM Peñaplata College and were

selected via the purposive sampling method. The conclusions in response to the study

question, organized as themes, include the Positive Experiences of Grade 12 SHS

Students in Online Class such as safety benefits and multitasking, the Negative

Experiences of Grade 12 SHS Students in Online Class with included factors such as lack

of motivation, intermittent internet connection, and difficulty learning in a virtual format,

the Coping Mechanisms of Grade 12 SHS Students in Learning Through Online Class

with affecting factor such as less effort spent in learning and unwinding, and the Insights

of Grade 12 SHS Students Towards their Online Learning Experiences with the

underlying factors such as students’ preferring face to face classes due to online learning

lack of efficiency and unsatisfactory learning outcomes. It is evident that students

acknowledge the advantages and disadvantages of online learning, so developing hobbies,

establishing learning routines, and maintaining continuous communication between the

students’, teachers, and parents and between the students’ and their teachers are crucial.

Keywords: online learning education, lived experiences, pandemic

 Table of Contents
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMNT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS
Introduction
Rationale 1
Research Questions 2
Review of Related Literature 3
Theoretical Lens 6
Significance of the Study 8
Definition of Term 9
Method
Research Design 10
Research Participants 11
Data Gathering Procedure 12
Data Analysis 13
Ethical Considerations 13
Result and Discussion 15
The Positive Experiences of Grade 12 SHS
Students in Online Class 16
The Negative Experiences of Grade 12 SHS
Students in Online Class 18
The Coping Mechanisms of the Grade 12
Students SHS in Learning through Online
Class 20
The Insights of Grade 12 SHS Students
Towards their Online Learning Experiences 22

Conclusion and Recommendation 25

 Conclusion 25
Recommendation 25
REFERENCES 28
APPENDICES 31
A. Interview Guide Questions 31
B. Script for the Interview 32
C. Informed Consent 34
D. Validation Sheet 43
E. Letter to the Validators 46
F. Communication Letters 49
G. Certificate of Appearance 51
H. Qualitative Data Analysis Result 52
I. Data Analyst’s Certification 62
J. Turnitin Result 63
K. Grammarly Result 64
CURRICULUM VITAE 65
 Introduction

Rationale

The COVID-19 pandemic disrupted numerous educational institutions,

challenging their preparedness to handle an unexpected crisis. It had far-reaching effects

on various aspects of life, particularly in education. Schools and universities were

compelled to shut down, placing immense strain on academic institutions as they swiftly

transitioned from conventional in-person learning to online education (WHO, 2020).

It is essential to remember that factors beyond teaching directly contribute to

students' overall online learning experiences. Three examples of these elements include

convenience, learner characteristics and preparedness, and contextual factors that may

influence the quality of teaching but are not directly responsible for it. According to

Artino (2010), convenience is a substantial non-quality factor for students and has

increased global demand for online learning (Fidalgo et al., 2020). This is crucial since

online learning satisfaction is usually lower than in-person learning (Macon, 2011).

Additionally, the transition to a new learning environment has faced significant

policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial

challenges (Donitsa-Schmidt et al., 2020). Government educational organizations and

institutions have been pressured to formulate policies addressing governance, teacher

management, and student management. Teachers, who were accustomed to traditional

teaching methods and lacked technological literacy, had to adapt to technology quickly.

Online learning webinars and peer assistance systems were introduced to tackle this issue.

Socioeconomic, psychological, and intellectual factors led to an increase in student

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dropout rates. From an academic standpoint, while it is theoretically possible for students

to learn anything online, the quality of learning may not be optimal, particularly in

courses that require direct interaction and face-to-face contact (Franchi, 2020).

Furthermore, the impact of online learning on students, in particular, has been seen as

significant. Online teaching and learning come with various advantages, but they also

present certain limitations. The flexibility of scheduling classes makes the learning

process more convenient for students. However, online learning hinders students'

engagement in traditional classroom activities, thereby depriving them of the benefits of

peer learning. These challenges also impact students' personal growth and hinder their

ability to participate actively. Moreover, faculty members play a crucial role in

instructing, monitoring, and guiding students academically and personally. The COVID-

19 pandemic has highlighted the significance of online education in managing unexpected

crises, underscoring the importance of understanding students' experiences (Almahasees

et al., 2021).

Research Questions

This research aimed to address the following three questions:

1. What are the experiences of Grade 12 students in online class?

2. What are the coping mechanisms of Grade 12 students’ in learning through online

class?

3. What insights can be gleamed from the experiences of students in online class?

Review of Related Literature

This section provides an overview of relevant literature and studies that are

pertinent to the concept of online classes. It examines valuable insights from previous

research, offering background information on the above mentioned topic.

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Pandemic and the School

The global COVID-19 pandemic has brought about widespread chaos and

disruption, infecting over 200 million people and causing numerous fatalities. As the

number of infections continues to rise, many challenges arise that need to be addressed.

Among these challenges is ensuring high-quality education through a safe mode of

delivery (Toquero, 2020).

The closure of schools worldwide has forced over 1.2 billion children out of

classrooms, leading to a significant transformation in education. Teaching has shifted to

remote methods and digital platforms (Li & Lalani, 2020). The pandemic has turned

distance learning from an appealing choice into a necessary approach, at least in the short

term (University of Kansas, School of Education and Human Sciences, 2021).

Background of Online Class

An online class refers to a course that is conducted through the Internet. These

classes are commonly facilitated through a learning management system, enabling

students to access their course syllabus, track their academic progress, and engage with

fellow classmates and instructors. Online learning has become an integral aspect of the

21st century, leveraging online platforms for educational purposes.

As per Littlefield (2018), asynchronous learning environments need a well-

defined structure in terms of live lectures, real-time interactions between educators and

students, and the provision of immediate feedback. Instead of live lectures or courses,

learning content is accessible through various learning systems and forums. In such

settings, instantaneous feedback and prompt responses are not feasible. Technical

challenges related to devices may also impact students' online learning experiences.

Additionally, Barbour and Reeves (2009) emphasized that students need to possess a high

level of digital literacy to access and utilize relevant information and effectively
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communicate with others using electronic devices. Students lacking this proficiency may

need help with online learning.

Suryaman et al. (2020) researched students' learning experiences at home during

the pandemic. Their findings highlighted several challenges students face in a home

learning environment, such as limited technological skills, high internet costs, and

reduced interaction and socialization among peers. In a related study, Kapasia et al.

(2020) examined the impact of lockdowns on students' learning performance. Their

findings indicated a significant disruption to students' learning experiences during the

lockdown period. Students also reported difficulties adapting to online lessons, including

anxiety, frustration, inadequate internet connectivity, and unfavorable home learning

environments, particularly for marginalized or rural students. However, Gonzales et al.

(2020) found a contrasting result, suggesting that the confinement of students during the

pandemic positively affected their academic performance. These researchers attributed

this outcome to students' consistent application of learning strategies, which enhanced

their learning efficiency.

Lived Experiences of Students

Individual experiences are understood to occur within social and material interactions,

shaped by the subject's engagement and influenced by their physical state at a given

moment. Husserl's work emphasizes how the environment impacts human development,

with "Erlebnis" referring to lived experience (Depraz et al., 2003). Consequently, an

individual undergoing an experience is not solely a consciousness directed towards the

world but is also a being affected by the world, referred to as the "I."

Depraz, building on Husserlian phenomenology, highlights that the subject is

engaged in a dual active/passive process or movement. Similarly, Henry suggests that

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within their lived experience, the subject is immersed in a reciprocal influence where they

both affect the world and are affected by it (Henry, 2008; de Jaegher, 2015).

In Heidegger's study, the term "affect" is employed in a phenomenological sense,

referring to how a situation or environment influences a subject without direct causation.

It emphasizes the reciprocal relationship between the "affecting" and the "affected"

elements. Heidegger further characterizes the passive aspect of the experience, noting that

the subject does not actively control or manipulate the experience but rather engages in a

receptive stance of welcoming and allowing the experience to unfold (Heidegger, 1971).

Lepper et al. (1973) suggest that if the behavior is purely self-determined, it is highly

probable that intrinsic motivation rather than external rewards will drive it. The behavior

is driven by self-satisfaction, interest, and enjoyment of the activity. However, Almaiah et

al. (2020) investigated the factors influencing the e-learning system during the COVID-

19 pandemic and identified management issues, financial challenges, and self-efficacy

problems as factors impacting online learning. Sukarsha Subedi et al. (2020) examined e-

learning difficulties during the pandemic and found that electricity and internet problems

affected students and teachers. Dube (2020) conducted a study on online learning during

COVID-19 and discovered that students encountered issues such as poor internet

connectivity and software problems while engaging in online learning.

Theoretical Lens

This study is anchored in Mezirow’s notion of Transformative Learning which

was first introduced in 1997. According to this view, learning begins when learners

encounter an anticipated condition or a discomforting posture. Students were compelled

to adapt to new learning styles because of the sudden change brought on by health

problems, which impacted their academic performance.

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Bandura's (1997) Self-efficacy Theory also lends support to this study. According

to him, self-efficacy refers to confidence in one's capacity to plan and carry out the tasks

necessary to achieve a desired result. In particular, the current study focuses on students'

academic self-efficacy in online learning. Student involvement in various online learning

environments is significantly influenced by academic self-efficacy; in particular, it has a

considerable and favorable impact on student engagement in learning through massive

open online courses (Jung & Lee, 2018). Academic self-efficacy also significantly

predicts student satisfaction with online learning (Alqurashi, 2019). Studies have shown

that students more confident in their abilities to handle online assignments are more

involved in their learning, increasing their happiness and willingness to complete an

assignment.

Furthermore, the Self-determination Theory developed by Edward Deci and

Richard Ryan in 1985 contributes valuable insights for a more comprehensive

understanding of online learning challenges and experiences (Chen & Jang, 2010).

Students' perspectives and learning outcomes are crucial for assessing the quality of

education within a society (Garnjost & Lawter, 2019). In this study, the research strategy

considers students' feelings toward their learning outcomes and their satisfaction with the

online learning experience. According to Sreb et al. (2009), students primarily focus on

their learning outcomes as they provide a path to success, achievement, and a sense of

competency, vital elements of self-determination, motivation, and engagement. The

proposed study methodology also considers how students interact with their professors

and peers. The self-determination hypothesis (Deci & Ryan, 2012) asserts that

interpersonal engagement with others is a fundamental requirement for social, cultural,

and attitudinal satisfaction, thereby exploring student behavior, motivation, and

personality in the social sciences.

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Moreover, based on the Inactive Theory, which forms the foundation of our

proposal, experience is intricately connected to action. Action, the foundation of

perception, is an inseparable part of experience and can be intentional or unintentional.

Experience encompasses active and passive elements, necessitating an understanding

from a relational perspective. Drawing from Husserlian phenomenology, the subject

engages with the world through an intentional relationship that integrates consciousness

and phenomena. Vermersch (1994) distinguishes various layers of lived experience,

including cognitive, emotional, motor, motivational, identity, and spiritual dimensions.

These distinctions align with the four "experiential threads" outlined by McCarthy &

Wright (2004): the sensual thread (engagement of the senses with a situation), the

emotional thread (meaning ascribed to an object or person based on values, objectives,

and desires), the composition thread (relations between the components and the entirety

of an experience), and the spatial-temporal thread (connections to the past and future

within the experience).

Scope and Delimitations

This research is constrained to Grade 12 students in 2022-2023 in the Humanities

and Social Sciences (HUMSS) and Accountancy and Business Management (ABM)

strands at UM Peñaplata College. The participants were purposefully selected and

officially enrolled for the specified academic year.

Significance of the Study

This research has valuable implications for various individuals and groups as it

offers insights and explanations regarding experiences in online classes. It has the

potential to provide knowledge to a wide range of individuals, enabling them to

understand this learning modality better and explore avenues for improvement. The

following are the individuals that could benefit from this research:
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School Teachers. The result of our research will help teachers enhance online learning so

that students can learn more effectively.

Parents. The result of our research will help parents enhance the learning environment

and foster secure attachments to help students succeed academically.

Students. The result of our research will help students identify the pros and cons of

learning online and what to expect with this kind of learning modality.

Future Researchers. The result of our research will give them knowledge for conducting

studies related to this topic.

Definition of Terms

Lived Experiences - People who have acquired knowledge through direct, first-hand

participation in everyday occurrences rather than through presumptions and conceptions

from other people, research, or the media. (Chandler & Munday, 2011).

Online Class- Online education refers to a pedagogical approach wherein professors and

students engage in teaching and learning activities utilizing a diverse range of digital

tools, such as "WhatsApp," "Zoom," and "Google Classroom." It encompasses more than

just direct instruction, encompassing any tasks or exercises posted by the instructor in an

online environment (Basar et al., 2021).

 Method

This section provides a detailed overview of the research methodology, outlining

the steps and procedures the researchers will follow throughout the study. It encompasses

aspects such as the research design, selection of research participants, data collection

methods, data analysis techniques, and considerations for ethical practices.

Research Design

A research design is a strategic approach and methodology that guides gathering

empirical data to address research questions. It ensures alignment between the research

objectives and the analysis of the collected data (McCombes, 2021). This study employed

a qualitative research design, specifically phenomenological research, to obtain

comprehensive insights and experiences from the students. This approach involves

exploring the perspective of individuals who have undergone specific phenomena, aiming

to describe the meaning of their experiences and how they were perceived (Neubauer et

al., 2019). Phenomenological research is widely utilized in qualitative research across

social and health sciences, aiming to suspend biases and preconceived notions about

human experiences, emotions, and responses within a particular context. It acknowledges

that perception, thought, memory, imagination, and emotion are all intertwined in

experiencing (Deakin University, 2021).

Phenomenological research examines individuals' perceptions and understandings

of what it means to experience a particular event. There are several advantages associated

with employing phenomenological inquiry, including (1) the ability to capture unique

perspectives, (2) the opportunity to gain a detailed understanding of the event, and (3) the

collection of rich and compelling data (Regoli, 2017).

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Research Participants

Research participants can contribute data and information by engaging with the

tools and methods employed in the research process (Allen, 2017).

The study involved students officially enrolled in the academic year 2022-2023 in

Grade 12, specifically in the Humanities and Social Sciences (HUMSS) and Accountancy

and Business Management (ABM) strands at UM Peñaplata College. The participants

were chosen using the purposive sampling method, which targeted specific criteria for

selection.

According to Nikolopoulou (2022), purposive sampling is a category of non-

probability sampling methods where units are deliberately chosen based on specific

characteristics needed for the sample. In other words, units are intentionally selected "on

purpose" in purposive sampling.

This sampling technique, often called "judgmental sampling," relies on the

researcher's judgment to identify and select individuals, cases, or events that can provide

the most relevant information to fulfill the study's objectives. This approach is

particularly suitable for this research as it allows for the selection of participants who

have directly experienced the phenomenon of interest.

Data Gathering Procedure

The following procedure will guide the researchers in conducting the study and

facilitate the research process effectively:

1. Asking for permission to conduct the study. The researchers submitted a formal letter

seeking approval from the College Dean and School Principal to conduct the study.
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2. Construction of Interview Guide Questionnaire. The researchers developed their

interview guide questions that aligned with the research questions presented in this study.

3. Validating the Interview Guide Questionnaire. The researchers created interview

guide questionnaires and sought validation from a panel of three expert validators using

the Qualitative Research Questionnaire Validation Sheet (Appendix D).

4. Crafting and Signing the Informed Consent. The researchers developed an Informed

Consent form that incorporated ethical considerations for the research. Prior to the

interviews, the participants were provided with a clear explanation of the Informed

Consent, and their voluntary participation in the study was confirmed. All participating

individuals willingly signed the Informed Consent form prior to the commencement of

the interviews.

5. Scheduling the Oral Interview. Once the participants were identified based on the

criteria, suitable dates and times were scheduled for the interviews, considering their

preferred availability and convenience.

6. Conducting the Oral Interview. The interview was conducted using a cell phone, and

the entire session was recorded for documentation.

7. Collating and Transcribing the Data. The information collected was appropriately

encoded and transcribed

8. Analyzing the Data. The data underwent classification, extraction, summarization, and

interpretation in order to address the research problem and establish a broader topic for

discussion.

Data Analysis
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After acquiring the necessary data from the interview participants, the researchers

will employ Interpretative Phenomenological Analysis (IPA) to analyze the collected

data. This methodology aims to comprehend the individual experiences of students

concerning online classes. The primary objective of IPA is to conduct in-depth

explorations of personal lived experiences, allowing for an understanding of these

experiences based on their unique characteristics rather than predefined theoretical

frameworks. IPA recognizes that humans are inherently meaning-making individuals,

making the process inherently interpretative. Additionally, IPA adopts an ideographic

approach, prioritizing the investigation of each case before drawing more generalized

conclusions (Smith & Osborn, 2007).

Ethical Consideration

The researchers assured the participants would be treated with the utmost respect

and confidentiality, adhering to ethical standards. The researchers followed appropriate

protocols and procedures during the interviews to protect the participants' privacy.

According to Cacciattolo (2015), researchers need to ensure that participants are

safeguarded from unnecessary stress, as unethical research can make both participants

and researchers feel exposed and vulnerable. Unethical behavior by researchers can also

compromise the validity and reliability of the data, particularly if participants perceive

potential risks to their physical or mental well-being (Orb et al., 2001). The researchers

took responsibility for establishing credibility.

Participation in the study was voluntary and required the informed consent of the

participants (Hesse-Biber & Leavy, 2011). In line with Bell & Bryman (2007), the

researchers took measures to ensure the respondents were not subjected to any potential

violations. They provided participants with comprehensive information about the study’s
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background, purpose, and assurance of anonymity. Participants were fully aware of the

research objectives, methodology, and potential risks before consenting. The researchers

obtained participant consent forms (see Appendix C) as evidence that the participants

willingly contributed to the study without coercion or bribery.

Furthermore, the researchers affirmed that they did not interpret the comments of

the research participants to fit a predetermined narrative. The findings were solely based

on the participant's responses, free from bias or personal motivations of the researcher.

Privacy was protected, informed consent was obtained appropriately, and the study was

conducted honestly and transparently. After analyzing and interpreting the data, the

researchers ensured that participants were informed of the results, and confirmation

letters were obtained from them.

 Results and Discussion

This section presents the themes and critical ideas resulting from the data analysis,

focusing objectively on the challenges, experiences, and insights of Grade 12 Senior High

School (SHS) students. Through meticulous interpretation and data collection, four

themes have emerged, shedding light on the lived experiences of Grade 12 SHS students

in the online class process. These themes are as follows: (1) Positive Experiences of

Grade 12 SHS Students in Online Classes, (2) Negative Experiences of Grade 12 SHS

Students in Online Classes, (3) Coping Mechanisms of Grade 12 SHS Students in

Learning through Online Class, and (4) Insights of Grade 12 SHS Students Towards

Their Online Learning Experiences.

These themes have emerged to address the research questions posed in this study.

The first and second themes directly answer the first research question, while the third

theme is relevant to and addresses the second research question. Lastly, the fourth theme

significantly addresses the third research question.

The Positive Experiences of Grade 12 SHS Students in Online Class

According to the participants, online education positively influences their daily

lives during its implementation. The participants commonly expressed that online

education ensures their safety, particularly during the pandemic, and allows them to

multi-task conveniently from their homes.

Safety Benefits. Safety and security are crucial during the outbreak of coronavirus

find it beneficial in terms of their safety. Students do not have to travel back and forth to

attend class, hence a lesser contamination rate. As stated by the respondents;

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Dili na namo need to go to school for class. (We don't

need to go to school for class). MQ1 PQ1P1
Dili na need muadtog school. (I won't need to go to school
anymore.) MQ1 PQ1 P3
Naa rako sa balay so lesser ang risk na magka covid.
(I’m just at home so the risk of getting covid is
less). MQ1 PQ1 P5
During the pandemic, the primary focus was on adhering to safety protocols,

which involved staying at home and venturing outside only when necessary. As a

response, online education was introduced in the Philippines, enabling students to

continue their education from the safety of their homes. This arrangement relieved

students and provided a sense of security for themselves and their families in the face of

the emerging virus. Flynn (2020) emphasized that online platforms serve as secure and

effective alternatives, ensuring the well-being of students, teachers, parents, and others

involved in the educational process.

Multi-tasking. Respondents stated that their time was in their hands; it just

depended on how they handled it. They said that they were able to multi-task while

attending classes. They can do whatever they want inside the house while listening to

lectures and discussions. As they stated:

Naga luto ko while ga paminaw sa klase. (I cook while

listening to the class.) MQ1 PQ1 P2
Ga answer ko sa activities while ga paminaw kay naa man
sa gi disscuss ang answers. (I answer activities while
listening to the teacher’s discussion because the answers
are being discussed.) MQ1 PQ1P3
Actually ga baby sit kos akong younger sisters while
nagpaminaw. (I actually baby sit my younger sisters while
listening.) MQ1 PQ1P4
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According to a study conducted by Manwaring et al. (2017), multi-tasking

increased significantly in the online component of blended university courses, which

combine face-to-face and online learning. While multi-tasking can help students complete

tasks more quickly, both theoretical and empirical research indicates that multi-tasking

has a detrimental impact on the performance of the primary task, especially when it is

more prevalent in online than face-to-face courses. This is because our cognitive ability is

limited, and when we engage in multiple tasks simultaneously, our cognitive resources

are divided among them. As a result, task performance suffers, and each task receives

fewer cognitive resources (Carrier et al., 2015).

This concept aligns closely with the cognitive load theory and the cognitive theory

of multimedia learning, which explain how multi-tasking can impair student learning.

Both theories propose that multi-tasking places additional demands on our limited

cognitive system. When this occurs in a classroom setting, such as when a student texts a

friend during a lecture, the student's cognitive capacity for comprehending the lecture

decreases, resulting in compromised learning. This theoretical notion is supported by

substantial empirical evidence (Wood & Zivcakova, 2015).

The Negative Experiences of Grade 12 SHS Students in Online Class

As described by participants, online education positively impacts their daily lives

throughout its duration, but it also has its setbacks. The most common experiences cited

by participants are lack of motivation, intermittent internet connection, and difficulty

learning in a virtual format.

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Lack of Motivation. Due to the lack of interaction among students, motivation

became an issue. They started to laze around despite the large amount of pending

schoolwork because they felt highly unmotivated. Participants claimed that;

Dili, dili gyud motivated nga muhimog essays and such kay
wala man mi kapangutan-an na classmate if dimi kasabot.
(No, I was not really motivated to make essays and such
because we have none to ask if we get confused.) MQ1PQ2P1
It was really hard for me kay wala koy friends pa ato sa
class na maka motivate sa ako…uhm...akong grado gani
ato kay atsa hehehe. ( It was especially difficult for me
because I wasn't well acquainted with my classmates at the
time, thus no one in class could push me...uhmmm...I also
had failing grades hehe.) MQ1PQ2P3
Wala ko ga answer kaayo sa una gyud kay lage
unmotivated…I can’t seem to lift my finger para mag
himog essay hahahaha. (I didn't respond much at first
since I wasn't motivated...I can't seem to raise a finger to
write an essay hahahah.) MQ1PQ2P 4
As in unmotivated kayo kay we can’t interact with each
other tapos dimi dali ma ka ask ug questions. (I was so
unmotivated at that time because we can’t interact with
our classmates and we can’t ask questions that easily.)
MQ1PQ2P6

According to Sanchez (2021), a prevalent issue individuals face daily, regardless

of the time, is the lack of motivation, particularly during the ongoing pandemic. This

problem is more commonly observed among individuals simultaneously working and

attending school. Personal circumstances can also sometimes interfere with a person's

motivation levels.

Intermittent Internet Connection. This is one of the ultimate problems the

participants faced when conducting online classes. Internet connectivity in rural

communities differs from that in urban areas. When there is poor connectivity, students

may miss important parts of their lessons, significantly impacting how well they learn.

This barrier exists for students who are learning online.

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Ang lisod gyud ang signal pag kuan …hinay kayo. (The
signal is extremely difficult to obtain and it is too slow.)
MQ1PQ2P2

Challenges nalang kay kanang sa internet gyud... mangitag

internet. (The only challenges is the internet...it is very
hard to obtain.) MQ1PQ2P3
The only challenges I experience while having the online
class is the..... The signal fron our places, hinay man gyud
kaysya kay wla man guy kuan didto tower. (The only
challenges I had while taking an online class was that
the...the signal from our place was extremely slow due to
the lack of a tower). MQ1PQ2P5

One of the significant obstacles reported by students in their online distance

learning is the issue of inadequate internet connectivity. As highlighted in a research

study conducted by the Philippine Institute for Development Studies (PIDS), the problem

of poor internet connections is considered more critical in the Philippines compared to

issues such as poverty and corruption (Ordinario, 2017).

Difficulty Learning in a Virtual Format. In the virtual classroom, teachers and

students have fewer opportunities to interact, thus also having fewer chances for

cooperative learning. Some may quickly adapt to the new way of learning, but some stay

unmoved as they need help to grasp the learning modality (online learning) fully

introduced to them during the pandemic. As stated by them;

Kanang lisod mag..tuon..bitaw.. pag kuan online class. (It

was really challenging to study online.) MQ1PQ2P2
Lisod kaysya, lisod kaysya magskwela katong online ba
kay dili gyud kayka makasocialize sa uban. (It’s hard, it
was really hard to study online because you can't socialize
with other students). MQ1PQ2P 3
Lisod kay siya tas on what I have observed kay almost
kami tanan sa class kay naglisod kay need pa mag adjust…
it was really hard as in tapos limited lang pajud imong
lihok kay virtual lang. (It's challenging since, from what
I've seen, nearly everyone in the class is struggling
because we're still getting used to it. It was particularly
 19

challenging because even your movements are restricted

because it's only virtual). MQ1PQ2P5
Students generally expressed dissatisfaction with online learning, particularly with

the communication methods and question-and-answer formats. However, it is worth

noting that implementing flipped classrooms and online teaching methodologies

positively impacted student engagement, academic achievement, and course evaluation.

According to Hew et al. (2020), students faced various challenges when learning from

home, as they found it difficult to adapt to virtual learning due to multiple factors.

The Coping Mechanisms of Grade 12 SHS Students in Learning through Online

Class

Students have unique personalities, but they sometimes think alike when learning

and coping with academic stress.

Less Effort Spent in Learning. Due to the circumstances, students exerted less

effort in online learning, as this was what they saw fit to do to avoid pressure themselves

that much. They did things in moderation and at their own pace.

Ay kanang dili gud murag sya kugi kaayo nga kanang

hilakan nagyud nako....oo ing-ana murag naa lang ko sa
tunga2 lang....naa sa mga 6. (I did not really put that much
effort into it to the point where I’d cry over it… I was just
really in the middle… I’d say 6.) MQ2PQ1P2
Ano dili kaysya kanang taas, dili lang pud kaayo sya mubo
murag tama tama lang… Murag five, tama² lang gyud,
digyud taas. ( I did not put too much effort but I also did
not slack off. I was just neutral and maybe I’d rate my
effort a 5 over 10.) MQ2PQ1P3
If I were to rate my effort maybe 8/10 lang......murag lihok
nako my own pace pero dili gyud kaayo ingon nga gina
stress akong sarili. (If I were to rate my effort then I’d just
say maybe 8/10…I just really worked at my own pace and
did not really stressed over it that much.) MQ2PQ1P4
 20

Dili ko confident nga moingon nga I put a lot of effort for

sakong studies atong online,I was just like it is what it is
kind of it was like a combination of a lot of things nga ing-
ana....Dili gyud nako maingon nga 100% effort in
everything but yeah naa gyuy pag try. (I’m not that
confident to say that I really put a lot of effort in my online
classes then , I was just like “it is what it is” kind with like
a combination of a lot of things…I can’t really say that I
did my 100% but I tried.) MQ2PQ1P6

Unwinding. One of the most common coping mechanisms students use when

stressed is to unwind—to leave things be for a minute—to free their minds from stress for

even a little while and calm their souls from the never-ending saga of paperwork.

Students claimed that

Like kanang nagalaag ko oo...uhmmm.… unwind. (yeah i

relax and go to other place). MQ2PQ2P1
Uhem....mga coping mechanism nako kay naga unwind
gyud ko then murag akoang....kuan nako sa pag unwind
kay kanang kuan sa pagrelax kay kanang pag-
ano....makipagbond sakong pamilya.... ing-ana....uh–
uhmmm... ing-ana. (My coping mechanisms is I unwind
then it's like me....I unwind, I relax, and I do that with my
family, I bond with my family.).MQ2PQ2P2
Kuan naga unwind ko with my family, Kang nagabond ko
sa akong pamilya, istorya² lang tas mao ra. (I unwind with
my family, we bond then talk about anything). MQ2PQ2P3
Ano lang mulaag with friends occasionally. (I just hang out
with my friends occasionally.) MQ2PQ2P6
In light of past events, including the pandemic and various situations, paying

attention to and not ignoring teens' mental health is imperative.

The Insights of Grade 12 SHS Students towards their Online Learning Experiences

Online classes may be a struggle for some but easy and convenient for others.

They may have had differing opinions regarding the experience, but senior high school
 21

students at UM Peñaplata had unanimous insights. They are unsatisfied and do not think

that online learning is as efficient as the traditional way of learning.

Unsatisfactory Learning Outcomes .Students' felt unsatisfied with how the

learning was structured during the pandemic because they thought students needed to pay

more attention to what we discussed than in face-to-face classes. They also found it hard

to express themselves during online classes, as they were too shy to socialize or even ask

their classmates about something. They stated that:

Dili kayko satisfied kay lisod kaysya, lisod kaysya

magskwela katong online ba. (I am unsatisfied because it
was really hard, it's hard to study virtually). MQ3PQ1P3
Dili ko satisfied thru online learning. (I'm not satisfied with
online learning.) MQ3PQ1P4
Dili kaayo as in kay daghan man gud kaayog mura ug
unsay tawag ana murag even though very convenient siya
murag daghan gyapog dili, kakulangan. Dili gyud mahatag
ang proper ways ana nga makatuon gyud pagmaayo. (I
wasn’t so satisfied because there are too many setbacks, it
seems even though it is very convenient, and it still has
many shortcomings. It did not provide the proper ways for
us to study well.)
MQ3PQ1P5

Yeah naa man gyud syay differences...like naa gyud syay

big differences but I rated it 6 kasi ano , I could barely
remember anything from grade 11 like pag magmention na
si sir na kanang "oh you learned this from grade 11" Wala
gyuy mosulod sakong utok, and I think daghan kaayog
makarelate ana but yeah not so satisfied but it was fine.
(Yeah there are really differences like there are really big
differences but I rated it 6 because I could barely
remember anything from grade 11 like when sir mentions
that "oh you learned this from grade 11", nothing enters
my brain, and I think a lot of people can relate to that but
yeah not so satisfied but it was fine.) MQ3PQ1P6

From the statement provided by the participant, it is clear that they express

dissatisfaction with the educational outcomes of online learning.

 22

Face to face Learning is preferred due to the Inefficiency of Online Learning.

The participants stated that online learning is efficient in its ways, but it has many

drawbacks. They also added that online learning can never really give them specific skills

that they need, that they can even barely remember the topics discussed with them, and

that face-to-face learning is still way better. As they stated:

Effective man sya kay naa koy nalearn pud pero naa po'y
usahay na lag kaayo ko sa una dili sya mosulod sa akong
utok tas if pangutan-on ko ron kay wakoy matubag, lisod
sya sabton pagdili sya f2f....uhmmm. (It is somewhat
effective because I also learned something, but sometimes I
just couldn't understand it and couldn't give an answer if
someone were to ask me about a certain topic- online
learning was very challenging). MQ3PQ2P 1
Para sa akoa kay dili gyud syA. ( For me, it’s not).
MQ3PQ2P3

Kung ako papilion syempre traditional learning gyapon

than online. (If I were to choose then I’d immediately
choose the traditional way of learning than online).
MQ3PQ2P4

Naa syay it's efficient in its own ways pero naa pud syay
murag down sides.... kanang dili ko niya matagaan kanang
skills in which I need sa unlike sa traditional...yes, I do not
think its effective. (It is efficient in its own ways but it still
has down sides….like it can’t give me necessary skills I
need when compared to the traditional way of learning. I
do not think its effective.) MQ3PQ2P5
I really think online class is ineffective and yes of course,
like 100% a traditional way it just, not just more fun but
more idea for the students to be in the classroom no and
like share; be able to share there thoughts and uhm Ang
ideas towards each other it just...uhmm. great nga ano
naay physical interaction within your classmates or people
your age so yes. (I really think online class is ineffective
and yes of course, like 100% a traditional way it just, not
just more fun but more idea for the students to be in the
classroom and like share; be able to share there thoughts
and uhm ideas towards each other it just...uhmm. it's great
that there is physical interaction within your classmates or
people your age so yes.) MQ3PQ2P6
 23

According to Pitt (2020), the disappearance of traditional educational settings has

made studying more challenging for students in the online learning environment. Students

are expected to replicate the behavior and responsibilities of a regular classroom, all while

completing assigned tasks independently. Similarly, a study conducted by Ahdarkwa

(2021) among Ghanaian students found that they also perceived online learning to be

ineffective due to various challenges they faced.

 24

Conclusion and Recommendation

This chapter summarizes the research findings and draws conclusions based on

the study's results. Furthermore, the researchers provide recommendations derived from

the findings, aiming to offer valuable insights for future occurrences.

Conclusion

The study's findings led to the following conclusions:

Clearly, students recognize the benefits of online learning, particularly in global

health crises, where they can study safely from the comfort of their homes and reduce the

risk of contracting the virus. Learning routines should be established, and developing

hobbies should be encouraged in order to entertain themselves while learning virtually. It

was also shown that they could do things simultaneously at their own pace as time was in

their hands; they could multi-task. They must set goals and priorities, be open to other

things, and prioritize learning.

Moreover, students experienced distress and encountered significant challenges

due to the changes brought about by the COVID-19 pandemic and the transition to online

learning. Internet connectivity in rural communities differs from that in urban areas. Poor

connectivity leads to students missing some essential parts of their lessons, significantly

impacting how well they learn. Moreover, they also found it hard to learn virtually as

students and teachers have fewer opportunities to interact, thus having fewer chances for

cooperative learning. They struggled greatly during the process, as not all of them could

quickly adapt to the learning modality. Fostering relationships and encouraging online

interaction during online learning must be considered, as it is what the students see as an
 25

effective way to motivate themselves and make online classes a great learning avenue for

them.

Amidst the never-ending stress caused by paperwork, students' still managed to

cope with it in many different ways. They did things at their own pace and chose to

unwind and bond with their family to ease their minds. It is a great way to overcome the

struggles of being a student and make peace with their chaotic minds.

In general, students express unanimous insights regarding the implementation of

online learning. Despite being relatively new to online learning, they share several

common thoughts. These include perceiving online learning as ineffective, a preference

for face-to-face learning, and dissatisfaction with the learning outcomes. These

observations indicate that there is still much to be explored and examined to determine

the viability of online education as a continuous approach.

However, fostering continuous communication among students, teachers, and

parents, as well as between students and their teachers, can significantly contribute to the

growth of intrinsic and extrinsic motivation in students, encouraging them to embrace the

learning process. Additionally, maintaining open lines of communication can help

mitigate the stress experienced by students.

Recommendation

Based on the findings and conclusions of this study, the following

recommendations are proposed:

Teachers are advised to explore diverse teaching strategies to help students

discover and cultivate hobbies that engage them while learning in a virtual environment.

Incorporating a mix of established methods can enhance learning outcomes and

 26

experiences. Varying learning strategies can effectively cater to different learning styles

and provide a well-rounded foundation for students.

Parents must also motivate their children, as they are their primary source of

motivation. They must encourage their child in order for them to perform best during

online classes and bring out the best in them.

The students are also encouraged to talk to their fellow students or classmates and

create a way for them to become better acquainted. They are encouraged to create an

avenue for open communication and a strong bond to make their online learning

experiences fun-filled despite their distance.

In conclusion, future researchers are encouraged to delve deeper into the

advantages and disadvantages of online education, with a focus on enhancing teachers'

strategies, parents' approaches, and learners' motivation. This exploration will pave the

way for continuous improvements in online education.

 27

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 32

APPENDICES

Appendix A

Interview Guide Questions

The purpose of this study is to explore is to investigate and compile the

perceptions and experiences of Grade 12 students during the implementation of online

learning. The researchers will ask some questions during the interview and will ensure the

confidentiality of the information gathered from the participants.

Here are the following questions to be utilized in the conduction of this research

(Colecha et. al., 2017);

A. Questions about the experiences of students during the implementation of online

education

1. What are your positive experiences during online class?

2. What are your negative experiences during online class?

B. Questions about the coping mechanisms of students’ in facing challenges in getting

education

1. How much effort did you put into your online classes then?

2. How did you put up with those challenges or what were you’re coping mechanisms?

C. Questions about the insights that can be gleamed from the experiences of the students’

in online class:

1. How satisfied are you with the way learning is structured during the pandemic?

2. Is online class an effective learning modality?

 33

Appendix B

Script for the Interview

Opening

____Good morning! How are you?

____Before we begin, can we start a prayer?

____Good morning again, I am Sheena Irish Bartolome and together with me are Riza
Mae Olila and Adrian San Juan. We are here for our research which is needed in our
strand.

____We are here now because we want to know you and your life, specifically the
experiences and challenges you faced in the online class.

___[Introduce short rapport building process]

____So, how have you been studying lately?

____We shall be asking questions, but we want to assure you that you share will not be
shared with other people.

____ [Explain the title of the study]

____The title of our study is “Lived Experiences of Grade 12 Senior High School
Students in Online Class’. As the title says, we will tackle your online class experiences
during the pandemic. We want to know about your experiences, coping mechanisms, and
insights about online class.

____We have a “small recorder” that shall help us remember and review your stories.

____Is this alright with you?

____Do you have any questions?

Introduction
 34

____Now, can you introduce yourself or even you nickname only, will do? What is your

age? How many kids do you have?

A. STRUGLES AND JOURNEY

Can you tell us your experiences or challenges in online class?

B. COPING MECHANISMS

What are your coping mechanisms in facing the challenges in online class?

C. INSIGHTS

What are your insights in online class?

D. OTHERS

Now that we are about to end, do you have anything to say that you want to
express us?

ENDING: Thank you very much for sharing your experiences with us .We now better
understand your experiences in online class. We shall continue to pray that you will
achieve what you wish for in life.
 35

Appendix C

Informed Consent

UM PEÑAPLATA COLLEGE

Senior High School

Obenza Street, Peñaplata

Island Garden City of Samal

Informed Consent for the Participants

Dear Participants,

We, Sheena Irish Bartolome, Riza Mae Olila, and Adrian San Juan, a grade 12

senior high school students of UM Peñaplata College are conducting a research study

entitled Lived Experience of Grade 12 Senior High School Students of UM Peñaplata

College in Online Class. The purpose of this research study is to investigate and compile

the perceptions and experiences of grade 12 senior high school students during the

implementation of online learning.

 36

Your participation in this study is voluntary. We will happily accept your decision

not to participate in the study if you so want. Although the research study's findings might

be published, your identity will be kept private and no one else will know your name. If

you decide to take part, you will be asked open-ended questions about your experiences

with online education during an interview. Any available audio recording devices will be

used by the interviewer to record your responses. The duration of the interview should be

between 50 and 60 minutes.

Your involvement will assist to develop a greater knowledge of the implications,

which may ultimately aid educators and policy-makers in taking into account this type of

learning and in developing better plans and courses of action that can further enhance

your learning.

As the participation in this study, you should understand the following:

1. You may decline to participate or withdraw from the participation at any time without

consequences.

2. Your identity will be kept confidential.

3. The researchers have thoroughly explained the parameters of the research study to

you and all of your questions and concerns have been addressed.

4. During the interviews, you are granting permission to the researchers; to digitally

record the interview. You understand that the information from the recorded interview

may be transcribed. The researchers will structure a coding process to assure that

anonymity of your name is protected.

 37

5. Data will be stored in a secure and locked area.

“By signing this form, you acknowledge that you understand the nature of the study, and

how your identity will be kept confidential. Your signature on this form also indicates

that you give your permission that you voluntarily serves as a participant in this study

described.”

Participant’s Name: ________________________

Participant’s Signature: _______________________

Date Signed: ________

Researcher’s names: Sheena Bartolome

Riza Mae Olila

Adrian San Juan

Researcher’s Signature:_________________________ Date:______

___________________________ Date:______

___________________________ Date:______
38
39
40
41
42
43
 44

Appendix D

Validation Sheets
45
46
 47

Appendix E

Letter to the Validators

48
49
 50

Appendix F.

Communication Letters
51
 52

Appendix G

Certificate of Appearance

TO WHOM IT MAY CONCERN:

This to certify that Sheena Irish Bartolome, Riza Mae Olila and Adrian San Juan, a

Grade 12-HUMSS student of UM Peñaplata College was in the office on January 16 ,

2023, to interview the ABM 12 and HUMSS 12of Senior High School Department at

University of Mindanao Obenza, street Peñaplata, Island Garden City of Samal , Davao

Del Norte.

Given this 19th day of April 2023.

MARYNEL C. COMIDOY, MAT-MATH

SHS Principal
 53

Appendix H

Qualitative Data Analysis Result

RESEARCH QUESTIONS TRANSCRIPTED

Main Question 1. Questions about the

experiences of students during the

implementation of online education?

PARTICIPANT 1: Kanang kuan dili na

Probing Questrion 1. What are your namo need to go to school for class kay

positive experiences during online class? diba Covid baya to.

PARTICIPANT 2: Kaning naga luto ko

while ga paminaw sa klase, kaon-kaon ana

didto.

PARTICIPANT 3: Ahh ang positive

experiences siguro ato kay kanang uhmm

dili na muadtog school kay diba covid unya

ga answer ko sa activities while ga

paminaw kay naa man sa gi disscuss ang

answers like maka multitask ko

PARTICIPANT 4: Positive guro is

kanang I can do whatever I want while

listening sa lectures. Actually ga baby sit

kos akong younger sisters while

nagpaminaw and naa poy time, most of the

time kay ako nalang isa ang mahibilin sa

 54

class.

PARTICIPANT 5: Positive experience

guro nako is that naa rako sa balay so lesser

ang risk na magka covid kay mag meet

lang thru gmeet every day in ana.

PARTICIPANT 6: Positive siguro ano a

times dili man gud kaayo ko hiningog sa

online class but when I get the chance to

ahh speak, I feel like kanang pagmavalidate

imohang kanang answer gud.

pagmakaanswer ka and then maappreciate

sa imohang teacher nga nianswer ka it was

really nice so murag giganahan pud ka mo

answer and meeting a lot of new people sad

Probing Question 2. What are your
kasi diba mura syag, you know it was nice I
negative experiences during online
think.
class?

PARTICIPANT 1: Kanang dili ko

motivated. dili gyud motivated nga

muhimog essays and such kay wala man

mi kapangutan-an na classmate if dimi

kasabot.

PARTICIPANT 2: Ang lisod gyud ang

signal pag kuan, hinay kaayo.Kanang lisod

 55

mag tuon bitaw pag kuan online class.

PARTICIPANT 3: Nya ang negative kay

kanang kuan it was really hard for me man

gud kay wala koy friends pa ato sa class na

maka motivate sa ako. Akong grado gani

ato kay atsa hehehe.

PARTICIPANT 4: Like what I've said sa

first question, dili ko sanay, dapat gyud

atubangan gyud kay para ma entertain gyud

ka og mas masulod sa utok nimo ang mga

lessons. Wala ko ga answer kaayo sa una

gyud kay lage unmotivate, I can’t seem to

lift my finger para mag himog essay.

PARTICIPANT 5: The only negative

experience I had while having the online

class is the the signal from our places,

hinay man gyud kaysya kay wala man guy

kuan didto tower.

PARTICIPANT 6: Challenges data like

what I've said ano and then siguro keeping

up sa mga lessons and then murag sige

nalang kag ganahan naka like comfortable

naka magsige ug absent ug mag slack so

mao lang gyud na ang struggles tapos as in

 56

unmotivated kayo kay we can’t interact

with each other tapos dimi dali ma ka ask

ug questions.

Main Question 2.Questions about the

coping mechanisms of students’ in facing

challenges in getting higher

EDUCATION?
PARTICIPANT 1: :Dili nag-absent gyud
Probing Question 1. How much effort
ko one week
did you put into your online classes then?
PARTICIPANT 2: Dili,dili gyud ay

kanang gud murag sya kugi kaayo nga

kanang hilakan nagyud nako. Murag naa

lang ko sa tunga-tunga lang.

PARTICIPANT 3: Ano dili kaysya

kanang taas, dili lang pud kaayo sya mubo

murag tama tama lang.

PARTICIPANT 4: Siguro sa scale 1-10, if

I were to rate my effort maybe 8/10 lang.

Murag lihok nako my own pace pero dili

gyud kaayo ingon nga gina stress akong

sarili. Kay bali mag online class man gud

ka kay murag tapolan naka mag answer kay

naa ragud na dria dili na mawala tapos

mawala imong focus gud, imbes mag-

 57

answer ka sa phone mawala kay

mapadulong ka sa social media, bali ma

distract naka sa laing butang Kay nag

cellphone naman ka.

PARTICIPANT 5: Maybe 8…Murag

lihok nako my own space pero dili gyud

kaayo ingon nga grabe gyud kaayo.

PARTICIPANT 6: So when it comes to

effort I think pag kanang dili nako

nakeepup ginadouble nako akong effort

para maka..uhmm keep up. Siguro tong

online class dili ko confident nga moingon

nga I put a lot of effort for sakong studies,I

was just like it is what it is kind of it was

like a combination of a lot of things nga

ing-ana....Dili gyud nako maingon nga

Probing Question 2 .How did you 100% iput everything .

cope up with those challenges or what were

you’re coping mechanisms?

PARTICIPANT 1: Oo

PARTICIPANT 2: Like what I have

mentioned ganina, kuan naga unwind ko

with my family, kang nagabond ko sa

akong pamilya, istorya² lang.

 58

PARTICIPANT 3: Di gyud sya malikayan

gyud kay murag ano mosulod lang gyud

gyapon bisag hinay ambot giunsa nako to

pero naga kuan naga unwind ko with my

family, kanang nagabond ko sa akong

pamilya, istorya² lang tas mao ra.

PARTICIPANT 4: So akong ginabuhat is

nagakuan gud ko sakong time, bali time

management.

PARTICIPANT 5:Kuan lang, wala.

Kanang lang it is what it is.

PARTICIPANT 6: Actually I don't do

anything like that in specific, ano lang

mulaag with friends occasionally. Yeah I

just barely do anything,I don't like treat

myself of anything, it just yeah normal lang

sya.

Main Question 3.Questions about the

insights that can be gleamed from the

experiences of the students’ in online class:

Probing Question 1.How satisfied are you

PARTICIPANT 1: Dili kaysya…
with the way learning is structured during
PARTICIPANT 2: Kuan ay okay to ang
 59

the pandemic? mga kuan irate nako kuan mga 8.

PARTICIPANT 3: Dili kayko satisfied

kay lisod kaysya, lisod kaysya magskwela

katong online ba kay dili gyud kayka

makasocialize sa uban, kanang maglisod

gud ka kanang naa kay gusto. Ay gusto

man gud ko magstudy nga kanang naa koy

kauban, nga naa koy madiscuss-an ba mao

to lisud sya.

PARTICIPANT 4:At first nakaingin ko

nga okay lang sya pero kadugayan ana kay

dili ko satisfied kay since through online

learning matapol nagyud ang mga student

syempre teachers mao nagyud ang gagabay

sa atoa, nya katong online learning kay

pabaya nagud something ana.

PARTICIPANT 5:Dili kaayo as in kay

daghan man gud kaayog mura ug unsay

tawag ana murag even though very

convenient siya murag daghan gyapog dili,

kakulangan. Dili gyud mahatag ang proper

ways ana nga makatuon gyud pagmaayo

PARTICIPANT 6:.I would rate it solid 6,

i wasn't so satisfied man gud because I

 60

mean safe sya yes but I don't think like the

students, I personal, a student actually pay

attention uhmm compared to actual

process. Yeah naa man gyud syay

differences .like naa gyud syay big

differences but I rated it 6 kasi ano I could

barely remember anything from grade 11

like pag magmention na si sir na kanang

"oh you learned this from grade 11" wala

gyuy mosulod sakong utok, and I think

daghan kaayog makarelate ana but yeah not

so satisfied but it was fine.

Probing Question 2.Is online class an

effective learning modality?

PARTICIPANT 1: Effective man sya kay

naa koy nalearn pud pero naa po'y usahay

na lag kaayo ko sa una dili sya mosulod sa

akong utok tas if pangutan-on ko ron kay

wakoy matubag, lisod sya sabton pagdili

sya f2f.

PARTICIPANT 2: Effective man sa

akoa…Oo makalearned man ko, ay

depende sa subject bitaw kay katong online

class man gud kay permi baya ta magaklase

ato nga time, then kanang permi ta

 61

nagklase and then okay man gihapon ang

kanang the way mag tudlo ang teacher sa

atoa, so mao to.

PARTICIPANT 3: Para sa akoa kay dili.

PARTICIPANT 4 :At first nakaingin ko

nga okay lang sya pero kadugayan ana kay

dili ko satisfied kay since through online

learning matapol nagyud ang mga student

syempre teachers mao nagyud ang gagabay

sa atoa, nya katong online learning kay

pabaya nagud something ana.

PARTICIPANT 5:Naa syay, it's effecient

in its own ways pero naa pud syay murag

down sides kanang dili ko niya matagaan

kanang skills in which I need unlike sa

traditional.

PARTICIPANT 6: Yeah not really but at

that time during our circumstances no yes it

was, but not as much is like the traditional

way so...I really think online class it is

ineffective and yes of course, like 100% a

traditional way it just, not just more fun but

more idea for the students to be in the

classroom no and like share; be able to

 62

share their thoughts and ang ideas towards

each other it just. Great nga ano naay

physical interaction within your classmates

or people your age so yes.

Appendix I

Data Analyst’s Certification

TO WHOM IT MAY CONCEARN:

This is to certify that the research entitled LIVED EXPERIENCES OF GRADE

12 SENIOR HIGH SCHOOL STUDENTS OF UM PEÑAPLATA COLLEGE IN

 63

ONLINE CLASS under the supervision of JOVENIL R. BACATAN has been

analytically treated and examined.

This certification is issued this 19th of APRIL 2023 as requested by the

researchers upon the partial fulfillment of the academic requirements for the Senior High

School – Humanities and Social Sciences Strand.

JOVENIL R. BACATAN, MAEM

Data Analyst

Appendix J

Turnitin Result
64
65
66
 67

Appendix K

Grammarly Result
 68

CURRICULUM VITAE
 69

Sheena Irish Bartolome

Email:sheenairishbartolome@gmail.com

09675334995

Personal Information

Name: Sheena Irish Bartolome

Nickname: “Sheen”

Address: Purok 4-B, Aundanao, Samal District

Island Garden City of Samal

Davao del Norte

Birth date: September 10, 2005

Age: 17 yrs. old

Civil Status: Single

Religion: IBCP

Nationality: Filipino
 70

Language/ Dialect: Bisaya, Tagalog, Sinama, English

Education

Secondary: Tagbitan-ag National High School

Elementary: Aundanao Elementary Schoool

Achievements/ Awards

1. Valedictorian (High School)

2. Valedictorian (Elementary)

Work Experiences

March 10-28 Immersion

UM Penaplata College

Academic Training and Seminars

August 2015 SSG Leadership Training

Non-academic Training and Seminars

 71

Riza Mae T. Olila

Email:rizamaeolila@gmail.com

Contact No. 09652561625

Personal Information

Name: Riza Mae T. Olila

Nickname: “Sammy”, “Mae”

Address: Purok 2, Aundanao, Samal District

Island Garden City of Samal

Davao del Norte

Birth date: June 21, 2005

Age: 17 yrs. old

Civil Status: Single

Religion: IBCP

Nationality: Filipino
 72

Language/ Dialect: Bisaya, Sinama, Tagalog, English

Education

Secondary: Tagbitan-ag National High School

Elementary: Aundanao Elementary School

Achievements/ Awards

1.

2.

Work Experiences

1.

2.

Academic Training and Seminars

Non-academic Training and Seminar

 73

Adrian San Juan

Email: sanjuanadrian44@gmail.com

Contact No. 09635734352

Personal Information

Name: Adrian San Juan

Nickname: “Briana”

Address: Purok 1, Tagdaliao, Samal District

Island Garden City of Samal

Davao del Norte

Birth date: March 12, 2005

Age: 18 yrs. old

Civil Status: Single

Religion: Catholic

Nationality: Filipino
 74

Language/ Dialect: Bisaya, Tagalog, English

Education

Secondary: San Isidro National High School

Elementary: San Isidro Elementary School

Achievements/ Awards

1.

2.

Work Experiences

1.

2.

Academic Training and Seminars

Non-academic Training and Seminars