Mayor Simplicio Manalo National High School

E. Quiogue st. Brgy.Aguho,Pateros Metro Manila

Grade 12 – Online Cookery Students’ Experience during Pandemic

in Mayor Simplicio Manalo National High School

Quantitative Research submitted to

Mayor Simplicio Manalo National High School, Pateros, Metro Manila

In partial fulfillment of the requirements in

Inquiries, Investigation and Immersion

Group I

Ambos, Allen Violet C.

Asinas, Richard Jr.

Apolis, Angela Kyll

Bautista, Angelica Loryn C.

Calapatia, Dexter T.

Ganiron, Alexis Betina L.

Gascon, Viamey P.

Lagunzad, Mecca Aishwarya

Lastimozo, Crisel

Manalili, Raffaellah Anne

Ropan, Rica Mae

 TABLE OF CONTENTS

ACKNOWLEDGEMENT…………………………………………………………………i

APPROVAL SHEET……………………………………………………………….……..ii

CHAPTER I: INTRODUCTION

1.1 BACKGROUND OF THE STUDY …………………………………….……………1

1.2 OBJECTIVES OF THE STUDY …………………………………………………….3

1.3 RESEARCH HYPOTHESIS ………………………………………….……………...3

1.4 SIGNIFICANCE OF THE STUDY ….………………………………….……………4

1.5 SCOPE AND DELIMITATION ….………………………………….……………….4

1.6 CONCEPTUAL FRAMEWORK ….………………………………….………………5

1.7 DEFINITION OF TERMS ….………………………………….……………………..5

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDY

2.1 RELATED LITERATURE…………………………………………………………….7

2.2 SYNTHESIS …………….…………………………………….………………………13

CHAPTER III: METHODOLOGY……………………………………………………….14

CHAPTER IV: RESULTS AND DISCUSSION ………………………….………...........17

CHAPTER V: CONCLUSION AND RECOMMENDATION…………………………..28

REFERENCES……………………………………………………………………………...30
 LIST OF TABLES

4.1. Students who preferred Online Classes………………………………………….17

4.2. Time of Online Classes…………………………………………………………..18

4.3. Students gained new knowledge during online class…………………………….19

4.4. Students likely to attend online class…………………………………………….20

4.5. Difficulties in Leaning Online……………………………………………………21

4.6. Gadget used by students………………………………………………………….22

4.7. Students place while learning…………………………………………………….23

4.8. Students’ Experience……………………………………………………………..24

4.9. Students’ Enjoyment……………………………………………………………..25

4.10. Teachers’ helpful to students…………………………………………………….26

4.11. Effectiveness of online class……………………………………………………..27

 LIST OF FIGURES

Figure 4.1 : Pie graph representing the data who preferred online classes…………………….17

Figure 4.2 : Pie graph representing the data who on how many hours does the respondents

attend online class………………………………………………………………………………18

Figure 4.3 : Pie graph representing the data who gained new knowledge during

online classes…………………………………………………………………………………...19

Figure 4.4 : Pie graph representing the data of the students who liked to attend

online classes…………………………………………………………………………………...20

Figure 4.5 : Pie graph representing the data on how many students experienced difficulties

during online classes……………………………………………………………………………21

Figure 4.6 : Pie graph representing the data on what gadgets students using during online

classes…………………………………………………………………………………………..22

Figure 4.7 : Pie graph representing the data if the students has specific place where they attend

online classes………………………………………………………………………………..….23

Figure 4.8 : Pie graph representing the data if they experience difficulties during

online classes……………………………………………………………………………………24

Figure 4.9 : Pie graph representing the data if the respondents enjoy online learning…………25

Figure 4.10 : Pie graph representing the data on how the teachers are helpful during online

classes…………………………………………………………………………………………...26

Figure 4.11 : Pie graph representing the data on the effectiveness of online classes………......27
 ACKNOWLEDGEMENT

The researchers would like to thank first, Our Lord Jesus Christ for his guidance and

letting us to be safe at all times we used to create our research. We thank him for the

knowledge, wisdom, and spiritual indulgence that we used to become comprehensive and brave

enough to do this research paper. For the greater glory of the risen God!

Ms. Anna Agravante: Inquiries, Investigation and Immersion teacher for letting us do this

kind of paper works. Also, we thank her for her patience and consideration to our group in

times of tiredness and compilation of this paperwork. And lastly, we thank her for giving us her

words of encouragement on the times we used to give up on our research.

Our families, our friends and co-students who supported and gave their efforts and time to

help us to our research process when giving survey questionnaires and tallying the data we

gathered from the respondents.

To our crushes(ew) and boyfriends who inspire us to become interested and motivated to

our research paper. We thanked them for giving their motivational messages, efforts, time, and

love for us that serves as our extra motivation to our research.

We will continue to believe in ourselves because we know that there are people who

believe, who support and who love us. Thank you very much.

i
 APPROVAL SHEET

In partial fulfillmement of the requirements for the subject Inquries,Investigation and Immersion,

this research entitled “ Grade 12 – Online Cookery Students’ Experience during Pandemic

in Mayor Simplicio Manalo National High School” has been prepared and submitted by

Ambos, Allen Violet C., Asinas, Richard Jr., Apolis, Angela Kyll , Bautista, Angelica Loryn

C. ,Calapatia, Dexter T., Ganiron, Alexis Betina L. , Gascon, Viamey P. , Lagunzad, Mecca

Aishwarya, Lastimozo, Crisel, Manalili, Raffaellah Anne and Ropan, Rica Mae.

Approved and recommended by the Committee on Oral Examination with a grade of ______ .

Accepted and approved in partial fulfillment of the requirements for the subject Inquiries,

Investigation and Immersion.

ANNA AGRAVANTE

Teacher, Inquires, Investigation and Immersion

ii
 CHAPTER I

1.1 INTRODUCTION

December 2019, The spread of Novel Corona Virus (Also Known as CoVid-19) started to

spread in Wuhan, China. As the virus spread, many things in our life changed. Many people

have been retrenched from their jobs, many lives have been gone, Countries closed their

borders, hospitals have been very busy, and the ways of learning changed. As what Nelson

Mandela said, “Education is the most powerful weapon you can use to change the world.”

despite of the on-going crisis that we are facing the government implemented the new way of

learning to continue the study of every student. One of the new ways of learning is what we

called "online classes" wherein students attending their classes using gadgets such as laptop,

tablet or cellphone. As the pandemic continues, every student is facing different problems or

challenges in coping this new system. The researchers made this study entitled Grade 12 -

Cookery Students' Online Experience during Pandemic to evaluate what are the different

experiences that students are facing in online classes [1].

The pandemic has also brought unexpected disruption to education systems around the

world, a lot of that have operated withinside the equal manner for centuries. Colleges and

schools around the world have closed their campuses and moved delivery of their programs

online. However, aren’t always simply presently enrolled students who're learning from their

laptops. Non-traditional learners, who might commonly have complete time in-person jobs and

a myriad of obligations, are making the most of their spare time by up-skilling through online

courses. Online learning has been historically considered by some as an alternative form of

learning, at the same time also hailed by others as the next biggest thing in higher education. As

1
the quality of online courses has expanded in current years, new platforms have emerged in the

education space and universities have prolonged their online options, making it a feasible and

credible desire for students [2].

The online experience of the Filipino students is not that easy when the pandemic started

many students struggling on the new learning method. It was suggested that the COVID-19

epidemic had the largest impact on students' mental health and the quality of their learning

experience. Almost 2 years had pass and the Philippines has not been back to normal. The

educational system has been gripped by a severe health catastrophe that has challenged its

foundation. Given the present situation, it's critical to obtain a more detailed knowledge of

students' online learning experiences during the COVID-19 pandemic. It also suggested that the

COVID-19 epidemic had the largest impact on students' mental health and the quality of their

learning experience. In this study the researchers seek information of the students’ online

experiences during pandemic [3].

People have had no choice but to continue their studies while also working for their

survival since the pandemic began, so they developed online work and classes. The

Municipality of Pateros helps students to study well, so when the pandemic started, every

barangay gave some school supplies and also some gadgets. It's a good idea because not all of

the citizens of Pateros have much money to buy gadgets for online classes. But online classes

are not that easy. They have to be more active and also well prepared. At home, students didn't

expect anything to happen, like the electricity and also the signal. Students don't have enough

signal and budget to have a faster connection. Sometimes the only problem with the online class

2
is the home or the hometown. Because they don't really expect that it will be peaceful or silent

for a whole day or for hours, someone will disturb them, and sometimes, something will happen

[4].

In this study, we will know the Grade 12 - Cookery Students' Online Experience during

Pandemic. Also, we will know on how they cope this new way of learning.

1.2 OBJECTIVES OF THE STUDY

The researchers come up with this research to be able to know the online experience of Grade

12-Cookery students. The researchers want to know these two points to be able to understand

the topic.

1.What are the challenges you encountered during online classes? In terms of:

A. Gadgets

B. Environment

C. Time

2. How do students cope with the new way of learning?

1.3 RESEARCH HYPOTHESIS

Grade 12 Cookery students of Mayor Simplicio Manalo National High School Online classes

experiences: Some students might have different health problem, Physically and mentally and

some students might stop going to school and wait until the Face to Face classes comeback.

Also, Online class students might experience internet connection problems. On the other hand,

3
students might enjoy online classes because they don’t need to travel to go to school.

1.4 SIGNIFICANCE OF THE STUDY

This study is made with the aim to know the online experience of Grade 12 - Cookery Student

of

Mayor Simplicio Manalo National High School. To make it clear and understandable to read

for

the people who will benefit this study. The result of the study will be a great benefit to the

following:

Students - The results of this study will provide Grade 12 - Cookery students further

knowledge

about what is the impact of their online experience in online learning. They will benefit because

they are the subject of this research, and it will lead them to an advance idea if there's a negative

implication/s.

Parents - This research will be beneficial to the parents of the students because it will give

them

lots of idea on what are their children experiencing in online during this pandemic.

Additionally,

it will give them an idea on how they can help their child if there's a positive or negative impact

to their children.

Future Researchers - The future researchers will be able to gain new knowledge because this

study will give them a reference and extra idea related to studies or literature to their studies.

4
1.5 SCOPE AND DELIMITATION

This study aims to identify the experiences of Grade 12 - Cookery Students of Mayor

Simplicio Manalo National High School in Online Classes during this pandemic. The

researchers will conduct this study from February of 2022 up to June of 2022. The Grade 12 -

Cookery Students of Mayor Simplicio Manalo National High School are the main participants

in this study, they will be asked different questions via Google forms that will help us do this

study.

1.6 CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Grade 12 – Cookery Online Students’

Experience during Pandemic in

Mayor Simplicio Manalo National High Challenges

School

1.7 DEFINITION OF TERMS

For a better understanding of this study, the following terms are defined in the context of the

research.

Online Learning - Education that takes place over the Internet. It is often referred to as "e-

learning" among other terms.

5
Health Catastrophe - Is a type of severe illness requiring prolonged hospitalization or recovery.

Pandemic - An Epidemic of an infectious disease that has spread across a large region.

Significance - The quality of Importance.

Challenges – The situation of being faced with something that needs a great mental or physical

effort in order to be done successfully.

Education – The process of teaching and receiving knowledge.

Hypothesis – A supposition or proposed explanation made on the basis of limited evidence as a

starting point for further investigation.

Literature – A body of written works.

Study - A detailed investigation and analysis of a subject or situation.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides different literature and studies connected to the topic Grade 12 – Online
Cookery Students’ Experience during Pandemic in Mayor Simplicio Manalo National High
School.

2.1

Students’ experience of online learning during the COVID-19 pandemic: A province-wide

survey study

Lixiang Yan et al (2021) discussed that educational institutions all throughout the world

are using online learning to give students with continued instruction during the COVID-19

epidemic. Even though online learning research has progressed in uncovering student

experiences in various settings (i.e., tertiary, adult, and professional education), there has been

little progress in understanding the experience of the K-12 student population, particularly

when narrowed down to different school-year segments (i.e., primary, and secondary school

students). During the COVID-19 epidemic, students at various phases of their K-12 schooling

were required to participate in full-time online learning. For this, we performed a province-wide

survey research in which 1,170,769 Chinese students' online learning experiences were

collected from the Guangdong Province of China. To compare students' online learning

7
environments, experiences, and expectations, we used cross-tabulation and Chi-square analysis.

The findings of this survey study show that students' online learning experiences fluctuate

considerably across school years. First and foremost, policy implications were developed to

advise government agencies and schools on how to improve the delivery of online learning, and

future research areas for K-12 online learning were suggested [5].

2.2

Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education

and mental health of students and academic staff

Pradeep Saho (2020) states that in the emerging and ever-changing COVID-19 context,

universities should implement a number of measures to slow the spread of the virus. Students

and staff should receive regular information through emails and university intranets. The health

and safety of students and staff should be the top priority. Proper counseling services should be

available to support the mental health and well-being of students. Authorities should take the

responsibility of ensuring food and accommodation for international students. Faculty members

should embrace technology and pay careful attention to student experiences to make the

learning rich and effective [6].

2.3

Students’ online learning challenges during the pandemic and how they cope with them:

The case of the Philippines

Jessie S. Barrot, Ian I. Llenares & Leo S. del Rosario (2021) discussed that Recently, the

education system faces the unprecedented health crisis that waved its foundation. In

consideration of today's uncertainty, understanding online learning experience in the era of

8
COVID 19's pandemic is important to deepen the subtle understanding of students. Many

studies in this area have been studied, but there is limited information on issues that use

students and specific strategies to overcome students. Therefore, this research is trying to fill in

empty. In the mixing method approach, the results differ from the viewpoint of nature and

scope of the university student's online learning. Their biggest challenge was related to the

home learning environment, but the least challenge was technology literacy and competence.

The results also showed that the COVID 19 pandemic had the greatest impact on the quality of

the learning experience and the mental health of students. The most used strategies used by

students were managing and using resources, seeking help, improving technical skills,

managing time, and controlling the learning environment. The impact on educational practices,

policy making, and future research are discussed [7].

2.4

An effective blended online teaching and learning strategy during the COVID-19

pandemic

Lorico DS. Lapitan, Jr., Cristina E. Tiangco, and Joey Mark Diaz (2021) discussed that

During the COVID 19 pandemic, switching to distance learning and learning was a real

challenge for both teachers and students. To address these difficulties in teaching undergraduate

chemistry courses at the University of Santo Thomas, a mixed learning strategy was adopted in

the context of teaching and learning Physical Chemistry 1 and Analytical Chemistry for

students in chemical engineering. Here are some online strategies that facilitate the transition

from traditional face-to-face learning to complete online teaching. This is a learning strategy

that combines five components called Discover, Learn, Practice, and Collaborate and Assess

9
(DLPCA). DLPCA realized the asynchronous part of education by streaming pre-recorded

lecture videos to YouTube to allow students to learn and progress at their own pace. The sync

part of the education was done via video conferencing platforms such as Zoom and Google

Meet. The DLPCA strategy was presented and discussed with students prior to implementation.

Three indicators (i) Student learning experience, (ii) Student academic performance, and (iii)

Analysis of teaching and learning experience based on trainer observations show that DLPCA

had a positive impact on students and trainers. Shown. The challenges identified were the

stability of the internet connection and the immediate familiarity of teachers with internet-based

educational tools such as: B. Video conference software. Teachers also need to find ways to

enhance interaction with students and maintain their interests and interests during online

lessons. The survey also showed that most students were happy with the DLCPA strategy.

Therefore, this strategy is seen as a manageable and effective alternative that can be adapted to

the complete online education of other undergraduate chemistry courses. In summary, the

results and findings of this study add valuable resources for further hybrid education in higher

education in the post-COVID-19 era [8].

2.5

Evaluation of students' attitude and emotions towards the sudden closure of schools

during the COVID-19 pandemic: a cross-sectional study

Alireza Mirahmadizadeh et al. (2020) discussed that school closure in COVID-19

pandemic era has directly impacted today’s young learners. The rapid rise in COVID-19 cases

has resulted in the shutdown of educational institutions, including elementary and secondary

schools. Students' feelings toward education and school attendance can be affected by their

10
absence from the educational environment. A web-based cross-sectional study was undertaken

using a modified version of the Achievement Emotions Questionnaire to assess students'

positive and negative emotions toward schools during the early stages of the COVID-19

epidemic. Questionnaires were filled by 20,697 participants. The Achievement Emotions

Questionnaire (AEQ) was used to conduct this research. To focus on questions and issues

addressing the student's emotions, the questionnaire was changed and amended based on the

opinions of independent specialists. The questionnaire was then pilot tested, with improvements

made to ensure that participants had a better comprehension of the questions before the final

survey, as well as looking into the question layout to ensure its efficiency. During the closing of

schools and institutions, the data revealed a good degree of students' emotions about schools

and education. This shows that, despite the circumstances, pupils were enthusiastic about

learning and schools. Beneficial emotions are thought to have positive outcomes, while

negative emotions are thought to have bad consequences; yet each of these two types of

emotions has its own set of benefits [9].

2.6

Students experience of online learning during the COVID-19 pandemic

Having stable access to the internet is critical to students learning experience during

online learning. Berge (2005) expressed the concern of the divide in digital-readiness and the

pedagogical approach between different countries could influence students online learning

experience. Digital readiness is the availability and adoption of information technologies and

infrastructures in a country. Students from low digital readiness countries could experience

additional technology related problems. Another influential factor for those students to

11
adequately adapt to online learning is the accessibility of appropriate technological devices

especially having access to a desktop or a laptop (Barbour 2018). However, it is unlikely for

most of the students to satisfy this requirement. Even in higher education, around 76% of

students reported having incompatible devices for online learning and only 15% of students

used laptop for online learning, whereas around 85% of them used smartphone. It is very likely

that students also suffer from this availability issue as they depend on their parents to provide

access to relevant learning devices.

Technical issues surrounding technological devices could also influence students

experience in online learning. (Barbour & Reeves, 2009) argues that students need to have a

high level of digital literacy to find and use relevant information and communicate with others

through technological devices. Students lacking this ability could experience difficulties in

online learning Likewise Niemi and Kousa (2020) also find that students in a Finish high school

experienced increased amounts of technical problems during the examination period, which

involved additional technical applications. These findings are concerning as young children and

adolescent in primary and lower secondary school could be more vulnerable to these technical

problems as they are less experienced with the technologies in online learning (Barbour &

LaBonte, 2017). Therefore, it is essential to investigate the learning conditions and the related

difficulties experienced by students in education as the extend of effects on them remain

underexplored [10].

2.7

Students’ online learning challenges during the pandemic and how they cope with them:

The case of the Philippines

12
 Jessie S. Barrot et al. (2021) discussed that recently, the education system has faced an

unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is

vital to gain a nuanced understanding of students’ online learning experience in times of the

COVID-19 pandemic. Although many studies have investigated this area, limited information is

available regarding the challenges and the specific strategies that students employ to overcome

them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the

findings revealed that the online learning challenges of college students varied in terms of type

and extent. Their greatest challenge was linked to their learning environment at home, while

their least challenge was technological literacy and competency. The findings further revealed

that the COVID-19 pandemic had the greatest impact on the quality of the learning experience

and students’ mental health. In terms of strategies employed by students, the most frequently

used were resource management and utilization, help-seeking, technical aptitude enhancement,

time management, and learning environment control. Implications for classroom practice,

policy-making, and future research are discussed [11].

2.2 Synthesis

Education is one of the most important thing that a person should have. Since the CoViD-19

pandemic started, many students have been challenged in terms of learning. The government

implemented different types of learning modalities including online classes. It is a way so that

the students will continue to learn during the pandemic. Most of the studies and literatures

discussed about the challenges of students while having online classes including technical issues

that students encountered, device, unfamiliarity to the apps used in online classes and stability

of the internet.. The students were encouraged to manage their time, to have their time to finish

13
the school tasks and have time for their selves. Technology had a big role in online classes, it

made everyone explore the different features of different apps that are used to attend online

classes and app or websites to create tasks.

CHAPTER III

METHODOLOGY

This chapter explains various methodologies that were used in analysis and gathering data

which are relevant to the research. The methodologies will include area such as the location of

the study, research design, and sample size, data collection method, types of data and its

management.

3.1 Framework

INPUT:

Name
Gender
Course/Strand

14
 METHODOLOGY:

The researchers will distribute an online questionnaire to Grade 12 Cookery students of

Mayor Simplicio Manalo National High School to determine their experiences during

online classes, after collecting all the data the researchers will analyze the data.

3.2 Study Area

The study will be conducted at Mayor Simplicio Manalo National High School, Barangay.

Aguho, Pateros Metro Manila. The place has two buildings, consist of hundreds of students and

27 teachers. The respondents in the place are the Grade 12 Cookery students who attended

online classes. The time frame of this study is from the beginning of the second semester up to

the of it.

3.3 Respondents

The respondents are the Grade 12 Cookery students of Mayor Simplicio Manalo National High

School who attended online classes. Their ages range between 17-20 years old.

3.4 Sampling Procedure

 The researchers used the convenience sampling procedure to all the respondents.

15
  The researchers distributed survey questionnaire using google form.

 The researchers conduct this study at Mayor Simplicio Manalo National High School

 After the data collected, the researchers will analyze it using the formula:

n
Percentage= ×100 %
N

3.5 Research Questions

16
 CHAPTER IV

Results and Discussions

As the research has demonstrated, the data gathered by the researchers showed the Grade 12

Cookery Students online experience during pandemic in Mayor Simplicio Manalo National

High School.

4.1 Students who preferred Online Classes

RANK VOTED PERCENTAGE

YES 26 74.3

NO 9 25.7

TOTAL 35 100

17
As online class conducted over the Internet for the past months of

our learning, we asked our respondents if they prefer Online Class

rather than Face to Face Class. Based on their responses, 74.3% of

35 participants are preferred to learn by Online Class and 25.7%

of them are not.

Therefore, the researchers conclude that most of the respondents Figure 4.1 : Pie graph
representing the data who
prefer Online Class than Face to Face Class in this time of Pandemic.
preferred online classes.

4.2 Time of Online Classes

RANK VOTED PERCENTAGE

1-2 hours 14 40

3-5 hours 19 54.3

6 or more hours 2 5.7

TOTAL 35 100

Just like face to face classes we have our class schedule where we

attend our classes, As shown in the results of the survey Most of

the respondents (54.3% or 19 students) attend online classes 3-5

hours while the other respondents (40 % or 14 students ) attend

18
online classes 1-2 hours and the rest of the respondents ( 5.7 % or 2 students ) attend online

classes 6 or more hours when they have schedule.

This results concludes that most of the students are attending

online classes 3 - 5 hours when they have schedule. Figure 4.2 : Pie graph representing
the data who on how many hours
does the respondents attend online
class.

4.3 Students gained new knowledge during online class

RANK VOTED PERCEENTAGE

Strongly Agree 15 42.9

Agree 0 0

Neither Agree or Disagree 19 54.3

Disagree 1 2.9

Strongly Disagree 0 0

TOTAL 35 100

We go or attend class to gain new knowledge, The data that we gathered 54.3% or 19 students

choose neither agree or disagree and 42.9% or 15 students Strongly agree that they gained new

19
knowledge while attending online classes. On the other hand, 2.9% or 1 student responded that

he/she didn’t gain any knowledge during online classes.

Overall, the data shows positive result on gaining new knowledge during online classes.

Figure 4.3 : Pie graph representing

the data who gained new
knowledge during online classes.

4.4 Students likely to attend online class

RANK VOTED PERCENTAGE

Extremely Likely 3 8.6

Likely 17 48.6

Neutral 12 34.3

Unlikely 3 8.6

Extremely Likely 0 0

TOTAL 35 100

As shown in the graph, the scale obtained majority of the

responses with a percentage of 48.6% that falls under the Likely

category. This shows that the respondents attend to their online

classes most of the time. The second scale with the percentage of

34.3% - the respondents shows that they find the statement

20
without any opposition or concurrence. Extreme likely and unlikely got the both number of

8.6% responses from the participants, this means that likely and unlikely of the students attend

to their online classes. Lastly, no count of respondents under extremely unlikely category with

the number of 0.

4.5 Difficulties in Leaning Online

RANK VOTED PERCENTAGE

YES 30 85.7

NO 5 14.3

TOTAL 35 100

Since students are used to face to face classes more than

online class. As shown in the results of the survey in 35

respondents 85.7% students answer yes of having a hard

time in learning because of sudden change into online

class. And 14.3% students can cope online learning.

As shown in the survey most of the students are having

some difficulties in the new learning system.

Figure 4.5 : Pie graph representing
the data on how many students
experienced difficulties during
online classes.

21
4.6 Gadget used by students

RANK VOTED PERCENTAGE

CELLPHONE 35 100

TABLET 0 0

LAPTOP 0 0

COMPUTER 0 0

TOTAL 35 100

As shown in the graph all students from all groups agreed on the use of cellphones while

attending online classes, The use of cell phones and tabs by

students in schools and colleges. They help the students in

providing quick data search., Cellphones also help in providing

communication between teachers and students in case they have

any problem about their classes or their clarification in academia.

22
These students go for online courses and take information and learning from them to prepare

themselves.

Figure 4.6 : Pie graph representing

the data on what gadgets students
using during online classes.

4.7 Students place while learning

RANK VOTED PERCENTAGE

YES, I HAVE 25 71.4

NO, I DON’T HAVE 10 28.6

TOTAL 35 100

A suitable study environment for a student can make a big

difference in their learning success. A peaceful study area

helps improve concentration and sharpens the mind. You can

educate your brain to focus just on studying, rather than your

to-do list or other distractions, by allocating a specific space to

your schoolwork. As shown in the results of the survey most

of the respondents, 71.4% or 25 students has specific place to

attend online classes while the 28.6% or 10 respondents has

no specific place to attend online classes.

Figure 4.7 : Pie graph representing
the data if the students has specific
23
place where they attend online
classes.
This results concludes that most of the students has their specific place to attend online classes.

4.8 Students’ Online Experience

RANK VOTED PERCENTAGE

YES 32 91.4

NO 3 8.6

TOTAL 35 100

Have you experienced any struggles of difficulties during

online classes? •according to the survey since we are tackling

the experiences of struggling during online classes of each

student in mayor simplicio manalo national high school as the

result of the graph out of the 35 responses 91.4% in grade 12

cookery students answered "yes" to the survey while 8.6%

grade 12 cookery students answered "no" so obviously as the overall result is "yes" most of the

students has been experienced more struggles or problems during their online class.

Figure 4.8 : Pie graph representing

the data if they experience
difficulties during online classes.

24
4.9 Students’ Enjoyment

RANK VOTED PERCENTAGE

YES 23 65.7

NO 12 34.3

TOTAL 35 100

In the question "Do you enjoy online learning" we can see

that more of our respondents answer yes than no. Base on

the table provided 65.7% has enjoy the online class and the

remaining 34.3% answered no or they did not enjoy online

learning. As shown in the table most of the respondent

enjoy online learning.

Figure 4.9 : Pie graph representing

the data if the respondents enjoy
online learning.

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4.10 Teachers’ helpful to students

RANK VOTED PERCENATGE

VERY HELPFUL 14 40

MODERATE 21 60

NOT HELPFUL AT ALL 0 0

TOTAL 35 100

Online courses allow students to learn anything they want. When students have their own

choice, they can learn more efficiently. Actually, it's based on

who is the professor or how teachers handle or help them at

the classes. Respondents response the help of the teachers

through online studying is Moderate with an average of 60%

and 40% of Very Helpful.

Figure 4.10 : Pie graph representing

the data on how the teachers are
helpful during online classes.
26
4.11 Effectiveness of online class

RANK VOTED PERCENTAGE

YES 23 65.7

NO 12 34.3

TOTAL 35 100

Online Class is effective For our online class the effective for the results of survey most of

the respondents ( 65.7% or 23 students) for the effective

online class and for a while the others respondents

(34.3% or 10 students) this the respondents for

attending online class are not good effective for online

class. The results conclude that most of students are

attending online class they have schedules.

Figure 4.11 : Pie graph representing

the data on the effectiveness of
online classes.

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 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary of Findings

The researchers conclude that:

• 74% of respondents preferred online class

• Most of the students attend online classes 3-5 hours when they have schedule.

• 15 students agreed to the statement “I gained knew knowledge.”

• Most of the students are likely to attend online class.

• 86% of respondents claimed they’re having hard time in learning online.

• All 35 respondents are using cellphone when attending class

• Most of the students has specific place when they’re attending online class.

• 32 students claimed that they experience struggles and difficulties during online class.

• Most of the students enjoyed online learning.

• Most of the students agreed that teachers are very helpful during online class.

• 23 students said that “online class is effective.”

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5.2 Conclusion

Education is very important to everyone Covid 19 pandemic challenged all the students. Based

on all the data that the researcher gathered, we can conclude that most of the Grade 12 Cookery

students of Mayor Simplicio Manalo National High School preferred online classes. Students

are likely attend online classes, three to five hours every time they have schedule. On the other

hand, most of the Grade 12 Cookery students of Mayor Simplicio Manalo National High School

admitted that they experienced difficulties during online classes including difficulties in

understanding the lesson.

 85.7 % or 30 students claimed that they experienced difficulties during online classes.

 All the 35 respondents said that they are using their cellphone when attending online

classes.

 25 students said that they have specific place where they attend online classes.

 19 students attend online class 3-5 hours, 14 students attend online class 1-2 hours and 2

students attend online classes 6 or more hours when they have schedule.

Recommendation

After gathering the data from the participants and carefully analyzing and interpreting it and

finally come up with the conclusion, the researchers now recommend to the future researchers

to:

1. Have survey to the teachers to know their point of view.

2.Broaden their scope to further study a wide array of information.

29
3.Have survey to the teachers to know their point of view.

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