Onsite, Offsite: The Lived Experiences of Grade 7 Students Facing Difficulties Thru Online

A Qualitative Research
Presented to 
The Faculty of Senior High School of St. Peter’s College of Toril, Inc.
Toril, Davao City

In partial fulfillment
Of the Requirements for the Course
PRACTICAL RESEARCH 1

By:

Catibod, Angel Mae

Fuentes, Lebron
Lapinig, Louiela Joy
Manug, Marielle Dhayle

May 2023
Chapter 1

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 Background of the study

Introduction

The purpose of this section of the research is to provide an overview of the research
project in general. In addition to the introduction, this section includes the background of the
study and the research questions, also referred to as the problem. Overall, the purpose of this
chapter is to present the research objectives, the purpose of the study, and the end goal of the
study.

Offsite learning modality has become popular through the pandemic and up until now is
still an option. Our school, St. Peter's College of Toril, has a specific day of the week when our
learning modality is off-site. Every now and then students encounter these problems. However,
not everyone can attend due to having a bad internet connection, insufficient technology skills, a
lack of devices to help them participate, and generally losing interest due to the prolonged
periods spent sitting and staring at their devices. Failing to attend an online class can
significantly impact a child's learning capacity and grades. Activities and quizzes often take
place during online classes. Just like any typical absence, students will be left out if they fail to
attend a class.

According to a study by Gherheș, et. al. at Timișoara, Romania (2021), E-Learning vs. Face-
To-Face Learning: Analyzing Students' Preferences and Behaviors. MDPI. Stated that “In face-
to-face learning, both teachers and students could use different intonations, facial expressions,
body language expressions, and other elements to transmit all kinds of emotions or feedback.
Obviously, through different platforms, such as Zoom, Webex, or Google Meet, these types of
interactions are limited and produce different forms of alienation. Thus, it has been observed that
both teachers and students initially felt emotions such as anxiety or even panic when they had to
use online platforms” (2021). To elaborate “Technology can ultimately be a tool, but it cannot
replace face-to-face interactions” (2020).

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 Nationally. As stated in the study of Serosoft. (2022). The Importance of Technology in
Philippines Education. Academia ERP. "Internet access is a huge challenge. ….. 52.6% of the
Philippines’ 110 million people live in rural areas with unreliable connectivity.” not only that but
in Fawaz et al. 's (2021) study he stated that “students raised their concerns on learning and
evaluation methods, overwhelming task load, technical difficulties, and confinement.” The
students also reported some challenges that they faced during their online classes. These include
anxiety, depression, poor Internet service, and unfavorable home learning environment, which
were aggravated when students are marginalized and from remote areas.

In Davao City, Julieta C. Revita conducted a study entitled Davao 'not ready' for online
classes. As cited in the article by Cañete (2020). "Sa hisgutanan nga ready, dili gyud ready kay
tungod wala man gyud ta ka katag-an nga naa diay ni si virus rong panahona. In fact, wala
pa si virus, may problema nata sa atong connectivity” (if we talk about readiness, we are not
ready because we did not expect the virus. Even before the coronavirus disease pandemic, there
is already a problem in terms of connectivity). “Pero kung kining mga areas sa mga Poblacion,
or sa mga downtown areas, kaya nila masupplyan sa atong mga telcos ang ilang need” (but in
downtown areas, telcos can provide access for online classes). “Sa mga bukid ang atong
problema. Usahay kapila na namo gipatawag ang mga telcos among giingnan nga sigon sa
franchise sa telco nga supplayan niya ang tibuok bahin sa Pilipinas mao nangutana bitaw ko
kanang bukid sa Nabunturan, dili naba na sakop sa Pilipinas?” (we are having problems in
rural areas. We have been calling on the telecommunication companies so many times. We told
them that under the franchise, they need to supply signal in the entire Philippines). With online
learning comes an increase in internet usage. He also lamented the lack of cell towers in some
rural areas, which were supposed to be a requirement of the telecommunications companies'
franchises.

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 Ever since the pandemic appeared, more and more schools appear to have shown
increasing interest in online education. Has it been successful? In what ways has it been proven
effective? There have been many vigorous debates and thorough studies on the differences
between online and face-to-face classroom teaching, which, however, is not a focus of this study.
Instead, this study’s focus is on examining the difficulties encountered when the learning
modality is online. We're interested in the causes of these problems as well as possible solutions.
We want to identify the root of these issues so we can propose solutions.

Statement of the Problem

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 This study aims to seek students' conditions on studying through different learning delivery
modalities like face-to-face or online classes. This research aims to answer the following
research questions:

1. What mode do you prefer, online or face-to-face?

2. What are the difficulties faced by 7th-grade students online?
3. How would students who are receiving online classes describe their real-world
experiences?
4. What are the coping mechanisms of 7th-grade students when encountering difficulties in
online classes?

Scope and delimitation

5
 This study limits its coverage to the grade 7 students of St. Peter College Of Toril.

The study's primary purpose is to identify the teaching modality preference of grade 7
students and the difficulties that 7th-grade students face when attending online classes.
Furthermore, this study delimits how these difficulties could affect the learning and academic
performances of the students.

Significance of the Study

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 This study shows that it is a big deal for teachers as it affects the student's knowledge,
especially for grade 7 students as it is their first year in the high school journey. That is why we,
the researchers, conducted this study to identify the problems and struggles of the Grade 7
students in Saint Peter's College of Toril regarding attending an online class. We can also
benefit from this study by knowing the problem and generating possible solutions to prevent
these problems. This study can benefit not only the researchers but also the Department of
Education (DepEd) teachers by resolving this issue and reducing the number of students who
do not attend online classes.

Chapter 2

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 Theoretical Framework

Review of Related Literature

Internet Bandwidth
“Internet bandwidth and connectivity limitation, unfamiliarity with E-learning system,
technical support limitation and time flexibility in case of technical problems during online
exams, and Lack of face-to-face interaction were the factors considered by medical students to
be against the E-learning implementation.” (2020). The effectiveness of these learning platforms
in Sudan has been questioned because of poor internet connectivity, relatively expensive out-of-
pocket spending on internet data bundles, and electricity challenges, especially in remote rural
areas. Moreover, lack of experts and limited access to the online platform are other challenges.
Students may avoid utilizing the system you're using if they don't feel comfortable using it. A
new system requires time to create norms and practices, especially when technology is involved.
Given that you are all still getting used to the new system, it is difficult to gauge engagement.
(2021)

Preference

How do e-learning and face-to-face differ from each other? There are quite a few studies
conducted by experts in this field, talking about the difference between e-learning and face-to-
face learning, the advantages and disadvantages, the students' attitudes, positive or negative
emotions, and their sense of belonging. (2021). For instance, Oye et al. point out that e-learning
is more student-centered compared to face-to-face learning, which is more teacher-centered, as it
does not focus exclusively on instructions and guidelines coming from teachers. However, it is
individually adjustable to the student. Face-to-face learning, on the other hand, is “an
instructional method where course content and learning material are taught in person to a group
of students”, and is considered to be the most traditional type of learning instruction. The
primary sources of information and the assessment and quality of learning are other areas where
e-learning and face-to-face instruction differ.

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 However, what are the preferences of the students? According to the study conducted by
Setyaningsih, (2020) Face to Face or Online Learning: Students' Perspectives on Blended
Learning in Indonesia | Setyaningsih | Journal of English Language Studies. In their findings,
the hindering factors in the face-to-face mode are noise, high anxiety, delivery, material, physical
attendance, and non-equal participation. However, the most typical obstacles in online mode are
technical issues associated with the internet connection and its speed. The largest concern
regarding the asynchronous mode is the delayed response. According to Saleem et al., (2022)
Factors Affecting the Quality of Online Learning During COVID-19: Evidence From a
Developing Economy. In previous studies, students preferred web-based learning to face-to-face,
as it offered convenience and flexibility. However, O'Malley and McGraw discovered that
students did not think they learnt more in online courses due to their greater worry on how to
participate in class discussions online as compared to in face-to-face lectures. The quality of
online education determines students’ satisfaction levels (2020)

Technology Skills

In educating the students of the 21st century, being able to humans interact with
technology is an important factor in learning. The ability to access technology has become
increasingly critical. The digital divide denotes the increasing disparity between the interaction
with teachers and heavy dependence on technology use demanded heavy investments in
technology by both the universities and students’ families. (2022) The problem with earlier
discourses on digital divide is that they only delved on the binary division between information
“haves” and “have-nots”, with little or no focus on gradation of the information “haves” based on
the degree of access to ICT. There is need to rethink the digital divide if we are to value the
material, cognitive and social resources that diverse groups, for instance individuals living in
urban areas and those living in peri-urban and rural areas, bring to the fore. (2020)

9
Lack of Interest

Many students rely on the structure and support of in-person school to help them stay
on track with assignments. Distance learning means students need to be more independent and
responsible for their own learning. Families may be trying to help, but many are also trying to
juggle work while their kids are learning at home. Once students get off track and miss a few
assignments, it can feel daunting to try to catch up. They may just disengage instead.
Furthermore, One thing that is missing in the Online Education System and not many people
realize is the natural connection between the teacher-student or even among the students. While
all the educational content has shifted from hardbound books to the student’s laptops and phones,
owing to the pandemic, many are missing out on a variety of experiences of a classroom, with
like-minded peers, and in front of their teachers. (2021)

Academic Failures and Bad Grades

With those factors, it can lead to academic failures and bad grades “Technology issues can
have a huge impact on my knowledge of a subject. It can be really difficult to follow a lesson if
I’m experiencing connection issues.”(2021) according to Noel Lim, a sophomore. In a study
conducted by Samantha Kosman in 2021, Distance learning causes a ripple of low grades.
“It’s been difficult because it’s harder to connect with teachers and students through a screen.
Oftentimes, I feel like I’m misinterpreted because I don’t allow myself to really clarify what I’m
trying to say or ask because it’s different and more difficult to do so on screen.” All of these
elements contribute to a more difficult learning environment for students, which increases the
pressure on them to put in extra effort to stay on task. It's becoming more and more crucial for
students to advance academically while still leading healthy lives.

10
Review Related Studies

The number of research examining the "new normal" in education has exploded recently.
Others narrowed in on the particular learning experience of kids during the pandemic, while
several concentrated on national policies, professional development, and curriculum. In Fawaz et
al.’s (2021) study, Students voiced their concerns about the confinement, heavy workload,
crammed schedule, and evaluation techniques. Students actively dealt with the circumstance to
deal with these issues by asking their teachers and family members for assistance and partaking
in leisure pursuits.

These students' proactive coping techniques complemented those of Carter et al. (2020),
who looked at students' self-control techniques. Students who participate in online learning do it
in very different ways than those who do so in face-to-face classroom environments. According
to Reisetter, Loralee, and Korsuka (2020) and Arslanyilmaz & Korsuka (2020), discussion
boards, emails, and chat rooms are the most common text-based platforms for interactions with
professors and peers. Sullins, Sturges, and Kirmizi (2020), Kirmizi (2020). They also provided
advice on how to successfully implement online flipped classes supported by videoconferencing.
Suryaman et al. (2020), in contrast to the other two research, investigated how learning took
place at home throughout the pandemic.

Students' perceptions of online and offline learning fall somewhere between the two
opposing poles of agree and disagree. Surprisingly, the majority of responders are from and
reside in rural locations, and they frequently cite low internet signal quality as the primary issue.
In a research, Harun et al. (2021) found that 74% of University students stated that they had
issues with connectivity and internet coverage, and that the studying environment from home is
less inviting than in traditional classrooms (2021). When participating in online learning,
students run into a lot of distractions studying at home. Furthermore, they struggle to
comprehend the lecturer's information as well.

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 Both in-person and online talks are excellent possibilities for students. The respondents give
more positive feedback on in-person interactions and find them to be more successful. Face-to-
face instruction is a more efficient method of learning since the pupils get instant, direct
feedback. Face-to-face instruction is also a good way to connect with students about course-
related content. All ages can use this medium because it has an easy-to-understand application.
Other than that, a lot of students concurred that face-to-face instruction is a useful medium for
both students and teachers. Teachers frequently take the lead and dominate the discussion's
immediate focus in face-to-face interactions since the opportunities for discussion are so
restricted. Human learning and experience, according to John Dewey and Lev Vygotsky, are
indistinguishable from one another and mutually supportive (2020).

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ADVANTAGES

On-site

Real-time interaction. Face-to-face conversations are more likely to succeed since it is possible
to interact promptly and impulsively. Instant feedback is provided during face-to-face learning.
Teachers can quickly assess how well their lessons are being understood by their students and
make necessary revisions

Feel more comfortable. When you are face to face with your teacher, you can see them, which
may make you feel more at ease. In-person communication is always more pleasant for people
than typing on a keyboard or staring at a screen. How someone could be in front of you without
even being visible to you is difficult to comprehend.

Lack of distraction. Having as little work as possible to accomplish in class is beneficial. The
classroom is constantly buzzing with conversation, which can be disruptive. It can be
challenging to focus the children on a task at times. As a result, teaching in person is simpler.

Better communication. Face-to-face communication improves communication, particularly

when circumstances are challenging. Since they are physically closer to one another, people feel
more at ease speaking to one another in person.

Promotes Collaborative Learning. Because it encourages engagement, face-to-face learning is

advantageous for collaborative learning. Face-to-face learning is participatory, so participants
can converse with one another, express their emotions, and take part in a variety of other
activities.

Boost Learning. An instructor can quickly determine a student's level of comprehension of a

subject during a face-to-face talk and then correct them right away. Teachers are able to
thoroughly explain complex concepts to students, providing them with all the information they
need to do so.

13
Offsite

Efficiency. Teachers can effectively give lessons to students through online learning. Teachers
canuse all of the resources available for online learning, including podcasts,
Documents, and videos, as part of their lesson preparations. Teachers can become more effective
instructors by expanding the lesson plan beyond standard textbooks to include online resources.

Accessibility Of Time And Place. The ability for students to attend classes from any location is
another benefit of online education. Additionally, it frees schools from the limitations imposed
by geographic limits and enables them to connect with a wider network of pupils. Online lectures
can also be recorded, saved, and distributed for later use. This enables students to access the
instructional materials whenever it is convenient for them. Thus, online learning offers students
the accessibility of time and place in education

Affordability. Reduced costs are another benefit of online education. Compared to traditional
schooling, online education is far less expensive. This is so that there are no costs associated with
student transportation, meals, or—most significantly—real estate while students learn online. In
addition, all course or study materials are accessible online, resulting in a paperless learning
environment that is more inexpensive and environmentally friendly.

Improved student attendance. There are lower risks of pupils missing lectures because online
courses can be attended from home or any other location.

Suits a Variety of Learning Styles. Every learner has a unique learning path and a unique
learning style. Some kids learn best through visuals, while others learn best through sounds.
Similar to this, some kids excel in the classroom, while others study best on their own and
become easily distracted by huge groups. With its variety of options and resources, the online
learning system can be tailored in various ways. The greatest way to design an ideal learning
environment that meets the needs of each student is to use this method.

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DISADVANTAGES

On-site

At fixed place. In terms of physical location, this is a significant drawback to face-to-face

learning. The same school is where many pupils are required to attend classes. They can meet
their pals more easily as a result. However, it also makes it more difficult because they don't
know anyone else in the class and find it difficult to interact with them.

Carry your textbooks and school bags. You must carry your schoolbag and books with you
when you go to class. In a school setting, this is not a significant issue, but in face-to-face
settings, it can be. They have to bring several books and supplies with them because their class is
held outside of the classroom. Some college students may find this to be inconvenient.

No flexibility. The teacher in a face-to-face classroom employs conventional methods of

instruction and is not adaptable to the learning preferences of the students. You have a set time
and method for finishing your assignments and tests.

Dependent on the Teacher. Face-to-face sessions lack a teacher, thus, the method and
instructional skills of the teacher are what keep the students engaged. It implies that the
interpretation of the material by the teacher will affect every learner.

15
Offsite

Inability to focus on screens. One of the largest difficulties of online learning for many students
is their inability to maintain their attention for an extended period of time. Also, there is a higher
likelihood that online learning will cause pupils to get easily sidetracked by social media or other
websites. To ensure that students remain attentive to the course, teachers must maintain their
online lessons as concise, interesting, and interactive as possible.

Technology issues. Internet connectivity is another significant issue for online learning.
Although the number of people using the internet has increased dramatically over the past few
years, it can be difficult to get a reliable connection with adequate speed in smaller cities and
towns. A child's learning may not be continuous if there isn't a reliable internet connection for
them or their teachers. The educational process will be harmed by this.

Sense of isolation. Being around peers allows for a wealth of learning opportunities for students.
There are fewer in-person interactions between students and lecturers in an online course. The
students frequently feel alone as a result of this. It is crucial that the school permit other methods
of communication between the kids, peers, and teachers in this circumstance. This can involve
sending emails, online messaging, and video conferences that enable face-to-face communication
and lessen the feeling of isolation.

Manage screen time. Many parents are worried about the health risks associated with letting
their kids spend so much time staring at screens. One of the greatest concerns and drawbacks of
online learning is the rise in screen time. Due to spending so much time slumped over a screen,
pupils can also have poor posture and other physical issues. Giving the pupils frequent pauses
from the screen to rest their minds and bodies might be a wonderful answer to this problem.

16
 Theoretical framework

Online Collaborative Learning (OCL)

Online collaborative learning (OCL) is a theory proposed by Linda Harasim that focuses on
the facilities of the Internet to provide learning environments that foster collaboration and
knowledge building. Harasim describes OCL as: a new theory of learning that focuses on
collaborative learning, knowledge building, and Internet use as a means to reshape formal, non-
formal, and informal education for the Knowledge Age” (2012, p. 81).

In OCL, there exist three phases of knowledge construction through discourse in a group:
1. Idea generating: the brainstorming phase, where divergent thoughts are gathered
2. Idea organizing: the phase where ideas are compared, analyzed, and categorized through
discussion and argument
3. Intellectual convergence: the phase where intellectual synthesis and consensus occurs,
including agreeing to disagree, usually through an assignment, essay, or other joint piece of work
(2012, p. 82).

OCL also derives from social constructivism, since students are encouraged to collaboratively
solve problems through discourse and where the teacher plays the role of facilitator as well as
learning community member. This is a major aspect of OCL but also of other constructivist
theories where the teacher is not necessarily separate and apart but rather, an active facilitator of
knowledge building. Because of the importance of the role of the teacher, OCL is not easy to
scale up.

17
Conceptual framework

The study's conceptual framework is depicted in the picture below. The main goal of
the researcher’s study is to dig deeper into the problems of grade 7 students in Saint Peter’s
College of Toril regarding their online classes. Hand-on questionnaires will be used in this
research to help us collect data and communicate with the grade 7 students or our respondents.

to help us collect data and communicate with the grade 7 students or our respondents.

Input Process Output

What type or ways of The conducting of the The researchers

learning they prefer? research will be would know the
through onsite survey different ways of the
Is it online or face-to- with the use of hard
7th graders in
face? copy questionnaires
overcoming the
What difficulties in
difficulties in online
online that the grade 7
classes and also their
students already
experiences.
experienced?
How would the
students that are
receiving online
classes describe their
real-world
experiences?
What are the coping
mechanisms of the
7th- grade students
when encountering
difficulties in online
classes?
18
Hypothesis of the study

The purpose of the researchers study is to gather data about the lived experiences of the
grade 7 students regarding their difficulties that they have faced in online classes. The
researchers conducted this study to know what are the difficulties during online classes and what
are the methods or ways that the 7 th graders did in order to fix these problems. How do these
difficulties affect the students? How would they fix these problems?

H1: The internet connection must be very weak, that is why the students cannot attend the class.

H2: The specification of the computer must be very old or not better enough to deal with the
application.

H3: They must have not been exposed to technology due to a lack of device that causes them to
be ignorant of technology.

H4: There are some errands that are needed to do, that is why the respondent chooses to be
absent in the online class.

H5: The respondents must have been tired of sitting still while looking at the screen.

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Definition of Terms

These terms are further elaborated/defined in this section:

Modality- Learning Modality Type is defined as the method of student participation in

instruction: In-person, Remote, or Hybrid.

On-site – Face to face classes

Off-site – Online classes

E-learning- Learning done by studying at home using computers and courses provided on the
internet

DepEd - The Department of Education (DepEd) is responsible for the formulation,

implementation, and coordination of policies, plans, programs, and projects in the areas of
formal and non-formal basic education.

20
 Chapter 3
Methodology

This part of the study's purpose is to talk about the research approach that was taken, so
that's what it does. This section will detail everything else that will be accomplished throughout
the course of this study. This includes the research design, the participants in the study, and the
tool that was used in the study.

Research Design

This part of the research plays a vital role in conducting this study. The part determines
the researcher's methods on how they conduct the study and what type of questions will be used
to gather the information that can help this study succeed. Descriptive Correlative design is used
in this study on how to conduct the research and the methods to collect information. A
descriptive research design is used in this study because the researchers focus on how the 7th
graders deal with the difficulties they face during online classes and also on the methods or ways
to fix those problems. The chosen design involves procedures and questions that are given to the
respondents. The questionnaire is needed to accumulate enough information or answers to satisfy
the study's objectives.

21
Research Locale

         St. Peter's College of Toril, Inc., McArthur Highway Crossing Bayabas, Toril, Davao City,
is where this study will be carried out. A Filipino Catholic school that was founded in 1948 is
run and operated by a Sister of the Presentation of Mary with the Rivierian philosophy "through
Christ through Mary '', It  advocates the "5 C's," which stand for Christ-centeredness,
Competence, Civic-mindedness, Community Service, and Compassion, as the school's guiding
principles.

Fig. 1.2 Fig. 1.3

Fig. 1.4

Fig. 1.5
Respondents of the Study

22
 The purpose of this study is to look at the difficulties and obstacles that 7th graders have
offline when using the internet. The study's participants were 44 pupils from St. Peter College in
Toril who were in grade 7. Because they are asked to complete the survey in their spare time,
they are able to respond honestly and voluntarily.

Instrument of the Study

23
 Questionnaires are the method of data collection. This was employed since it was the
quickest way to obtain information. The SPCT grade 7 pupils are included in addition to the
respondents. The questionnaire was simple for them to read and complete.

The questionnaire was created by the researcher. Based on our readings, we analyzed both
published and unpublished theses that were pertinent to the study before developing the first
draft of the questionnaire. The researcher determined that there were enough things to amass
enough data to address every facet of the issue and provide responses to each of the particular
queries posed by the problem's statement. The questionnaire was then finalized after being
presented to the advisor for revision.

The thesis adviser at St. Peter College of Toril received copies of the questionnaires for the
validation process and distributed them to the students. The students must complete the
questionnaire once they obtain their copies.

Survey Questionnaire

24
 ONSITE, OFFSITE: The Lived Experiences of Grade 7 Students Facing
Difficulties Thru Online
The survey will be given to all the sections of 7th-grade students at SPCT and will be
distributed face-to-face.

1. What modality do you prefer in acquiring information, knowledge, online or face-to-

face?

2. What are the difficulties you encounter when the learning modality is online?

3. How would you describe the difficulties that you faced?

4. How did you cope with these difficulties?

25
Ethical Consideration

In order to conduct the survey, we the researchers created a letter, which was signed by our
principal, Mrs. Elena P. Tabat, Ma.Ed. When gathering information or conducting the survey, the
following will be taken into account:

Confidentiality.Throughout the survey, the researcher had access to the data on various
occasions, most notably when processing and interpreting the results. The study's data won't be
directly or indirectly available to anybody else. The researchers will also abide by the strict
confidentiality requirements of the Data Privacy Act of 2002.

Voluntary Participation. The decision to take part in this study is entirely up to you. Despite the
researcher's best efforts to persuade them, the respondents will have the choice of participating in
the study or not. The respondents will get a form including an ethics consent section that covers
voluntary participation. The clause must be expressly accepted by the respondents for the poll to
continue.

Anonymity. There will be no other method to identify each respondent because they have all
been assigned a respondent code. During the results and discussion phases, the respondents will
be referred to by their response code. No names will be mentioned in the research.

Results communication. The results' tabulation, processing, and analysis will be handled by the
researchers with the utmost dependability, reliability, and dependability. A fair team of
institutional reviewers will also assess the completed article to ensure that it complies with the
standards for scholarly papers. The study's results will also be available to the institution's
institutional research office and learning resource center. Access to the article and its findings
requires adherence to institutional norms and procedures.

Potential harm. The researchers found no indication over the duration of the study that the
respondents' physical, social, psychological, or other qualities had been damaged. However,
researchers take great care to ensure that participants are not even affected by any negative
effects.

26
 Chapter 4
Presentation, Analyzation, and Interpretation of Data

DATA GATHERING PROCEDURE

Using a survey questionnaire, we, the researchers, gathered our data in the Grade 7 St.
Dominic, which our high school Principal, Mrs. Elena P. Tabat MAED, approved, with the
assurance that their answers remained confidential and strictly for academic purposes only. The
questions on the survey mainly focus on the factors that made their online learning difficult. Our
Practical Research Teacher, Mr. Renante A. Canete, analyzed and checked these questions. Our
survey, as promised, only took 5-10 minutes and was answered by the Grade 7 with the
permission of their subject teacher. We then segregated, analyzed, and interpreted their answers
and their different point of view on the questions asked.

27
 What modality do you prefer in acquiring information, knowledge, online or face-to-face?

“ I prefer face-to-face, because of better learning, social experiences and exploring”

This answer states that through face-to-face modality, they were able to socialize and explore
more. In offline education, students can meet friends and teachers at school, so they learn a lot of
things from the teacher’s behavior and teaching. Students have great opportunities to go directly
to school without the negative impact of online lessons, such as connectivity problems. Offline
education helps with students’ growth. (2022)

DISCUSSION

Offline education and having students studying with you leads to positive peer pressure,
which motivates the entire class to study. Morning assemblies where the auditorium is full of
chatter, or perhaps the long, ‘intellectual’ discussions us students had in the mid-day break
time... All these interactions gave us a reason to return to school the next day.

One may argue that such kinds of connections between students exist through video calls or
perhaps the teachers can share anecdotes even in an online classroom. However, something
about the physical presence of a person makes you feel more connected and online interactions
seem artificial to most people. (2021)

“I choose online because It is the modality that I can learn quickly”

This answer states that they function more when the modality is online. Education is not
‘one size fits all.’ One major reason why students prefer online learning is because it takes a
personalized learning approach, ensuring that every student can be successful. (2021). To
elaborate, online courses give students full control over their own learning, students are able to
work at their own speed. Generally students work faster than they would do otherwise and take
in more information. They are able to move faster through areas of the course they feel
comfortable with, but slower through those that they need a little more time on. (2020)

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DISCUSSION

Online education enables the teacher and the student to set their own learning pace, and
there’s the added flexibility of setting a schedule that fits everyone’s agenda. As a result, using
an online educational platform allows for a better balance of work and studies, so there’s no need
to give anything up (2022). Where a traditional lecturing leaves you at the mercy of your best
note-taking skills, video presentations can be watched and revisited as necessary. If a student
didn’t quite understand some of the content covered in a video lecture, they can go back and
listen to it again. Students can use lecture videos as a supplemental tool to help with competing
assignments. (2020)

What are the difficulties you encounter in learning through online modality?

“Often, I could not listen and focus properly due to my environment (e.g., unwanted noises,
distractions, and people) and the slow, unstable internet connection, which made
communication difficult. There are also some issues with using mics. I also find it hard to
access some quizzes, activities, and files.”

Almost, if not all, answered that the difficulties they faced is the unstable connection. We
can relate this to Sudan, a place that also has the same problem as stated in an article made by
Morin (2021). The effectiveness of these learning platforms in Sudan has been questioned
because of poor internet connectivity, relatively expensive out-of-pocket spending on internet
data bundles, and electricity challenges, especially in remote rural areas. Moreover, lack of
experts and limited access to the online platform are other challenges. Students may avoid
utilizing the system you're using if they don't feel comfortable using it. A new system requires
time to create norms and practices, especially when technology is involved. Given that you are
all still getting used to the new system, it is difficult to gauge engagement.

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DISCUSSION

Making sure materials are accessible can be a major challenge, whether students are going
online or picking up paper packets. If students aren’t comfortable with the system you’re using,
they might avoid it. It takes time to establish norms and practices with a new system—especially
when it involves technology. It’s hard to measure engagement when you’re all still learning how
the new system works. In some cases, content being presented in a new way keeps kids from
accessing it. For instance, students who struggle to process auditory information may have
trouble with video lessons. Students who need more visual support may struggle with text-heavy
directions and materials. English language learners may have difficulty accessing content
without the support they’d typically have in your physical classroom. Also, many students may
be struggling because the content doesn’t feel relevant to them right now. It may feel like it has
nothing to do with what’s happening in the world around them.

How would you describe the difficulties that you faced?

“It is difficult to learn in an online class as you can miss an entire lesson with one
malfunction. Since the teacher is not in front of you, the lessons were kind of hard to
understand, especially if they are choppy and lagging, added by having a hard time accessing
the links for the activities.”

In today’s times, what we perhaps hear instead of such stories is, “Am I audible?”, or “Are
the slides visible?” I doubt if that kind of emotional connection will ever develop between the
students and their teachers in an online system. This often leads to boredom, and a lack of
interest in any topic taught. Most students end up skipping the live lectures, as there’s nothing to
look forward to! All these pile up to added burden, waste of time, and a feeling of dissatisfaction.
(2021)

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DISCUSSION

As what we stated “In face-to-face learning, both teachers and students could use different
intonations, facial expressions, body language expressions, and other elements to transmit all
kinds of emotions or feedback. Obviously, through different platforms, such as Zoom, Webex, or
Google Meet, these types of interactions are limited and produce different forms of alienation.”
(2021). To elaborate “Technology can ultimately be a tool, but it cannot replace face-to-face
interactions” (2020). A major drawback to learning from an online class is that you can never ask
questions directly. Another disadvantage of online courses is that you may have limited access to
expert tutors who might be able to guide you step-by-step.
Students of online classes have limited interaction with the teacher and their classmates. That
might make them feel isolated and experience problems grasping basic concepts that are
noticeable in person-to-person communication. (2023)

“When we have an activity and the bell rings (the class is finished) you can’t pass it anymore
because it’s time”

In a traditional school setting, students are busy from morning until night. Between
attending classes at set times, participating in extracurricular activities, and completing
homework assignments, their schedules are jam packed and the same day after day. Another
reason why students prefer online learning is because it gives them the flexibility to create their
own schedule, allowing them to make more time for themselves and the things they love to do.
(2021).

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DISCUSSION

Although almost everyone prefers face-to-face learning, those that function well in online
education are displeased. Among the many benefits of online learning, you’ll find virtual
classrooms are great for people who are advancing their education while working. In a traditional
classroom, lectures will be scheduled at a specific time of day, and your schedule will be formed
around the availability of classes. Hence, personalized education is evident in online learning. To
elaborate, students who find their focus suffers from classroom activity may benefit from online
classes. Students who aren’t as assertive may have better opportunities to participate in class
discussions when communicating online. Working from your own choice of environment, with
self-paced learning, the result can be a more personalized learning experience. In online courses,
students to choose the time that works best for them to complete readings and assignments. Since
the coursework is online, courses can be completed anywhere there is an internet connection.
(2020)

How did you cope with these kinds of difficulties?

“ I sometimes go to my neighbors house or I’ll use my data if our internet connection is slow
or just don’t attend and explain it to my teacher. Later on I will ask my classmates whether we
have activities or a quiz”

Bugs and slowdowns on the eLearning platform aren’t something that helps students be
more motivated. Instead, it may force students to abandon the course. Even if your online
platform has never experienced any technical issues, the spike in demand for online learning
during the COVID-19 lockdown might harm your platform’s performance. ( 2020)

DISCUSSION

Technical issues such as bugs and slowdowns can significantly impact the motivation of
students using an eLearning platform. These issues can disrupt the learning process, cause
frustration, and lead to a decrease in engagement and motivation among students. If these

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problems persist, they may even force students to abandon the course altogether, resulting in a
negative impact on their learning outcomes and the effectiveness of the eLearning platform.
Furthermore, the increased demand for online learning during the COVID-19 lockdown has put
additional strain on eLearning platforms, potentially leading to performance issues. The sudden
surge in users and activity may overwhelm the platform's capacity, causing it to slow down or
malfunction, thereby hindering students' ability to access course materials, participate in
discussions, or complete assignments. This can lead to a decrease in motivation among students
and affect their overall learning experience.

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 Chapter 5
Summary, Conclusions, and Recommendations

SUMMARY OF FINDINGS

The qualitative research study aimed to recognize the difficulties encountered by 7th-grade
students through online learning. A total of 44 7th-grade students of St. Peter’s College of Toril
participated in the data-gathering process, and they were the respondents.

The findings revealed several key factors that emerged from the student’s narratives.
Students that encounter difficulties online tend to have problems focusing, especially when they
have difficulty accessing the learning platforms (e.g., quipper, zoom, and Files). Many students
expressed frustration and helplessness due to the internet bandwidth, environment, and lack of
technology skills.

The importance of human interaction was highlighted in the response of the 7th-grade
student “I prefer face-to-face because of better learning, social experiences, and exploring.”
According to a study conducted by Spark. (2022). Social Interaction in Schools: How It Works.
Spark School. The more you interact with people, the more you learn. There are different
opinions from which you learn; you can receive and give feedback, which helps you develop and
get to know yourself better. Social interaction is essential for education. It helps students learn,
retain, and apply. Therefore human interaction is needed to cope. Lack of support or feelings of
isolation were identified as significant stressors for students.

The coping strategies employed by students were identified in the findings. Students
utilized various coping methods, such as reaching out to teachers, seeking information if there is
an assignment or quiz if they missed the lesson due to their slow internet connectivity, going to
their neighbor’s houses, buying data, and restarting their phones, laptops, or computers to
manage the challenges they faced.

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 Overall, the findings of this qualitative research study shed light on the frustrating
experiences of students in their online learning. The results highlight the significant negative
impacts of online learning, as well as the coping strategies utilized by students. These findings
have important implications for the development of internet bandwidth in the Philippines and
address the unique needs of students to improve their online learning experience. Further
research is needed to understand students' negative online learning experience better and inform
the telecommunication company to improve their service.

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CONCLUSION

The results of the study show that conventional learning is more successful and efficient
than online learning, in conclusion. However, a solid and appropriate infrastructure must be
offered in order for students and instructors to adopt online learning. On the other hand, because
it doesn't require a physical setting, online learning can be a fun approach to master some
theoretical topics. Users of onsite programs have benefited from them in a variety of ways, the
study's findings show, including methods that encourage critical thinking, boost motivation, and
reduce distractions.

The most important aspect of face-to-face education is making it simple for teachers and
students to interact, which benefits kids' social and academic development. It also assists in
engagingly conveying scientific facts to students. In contrast, off-site classes are bad for students
because they promote social isolation through excessive screen time and less face-to-face
interaction. Online courses require more time and have less responsibility than traditional face-
to-face sessions, which provide instant and frequent access to teachers and students.

The current study looks on the challenges that learners face when studying online. The
findings indicated that there were various types and levels of online learning issues that students
encountered. Technology, the surroundings (such as undesirable noises, diversions, and people),
and their lack of interest in these issues were their main problems. According to the survey,
students prefer in-person instruction over online instruction because they can better comprehend
the professor’s in-person.

Overall findings indicate that each student encountered unique challenges and used a variety
of coping techniques. They should thus be viewed as the outcome of several factors interacting.
According to the students' responses, the tools at their disposal, their relationships with
instructors and peers, as well as the rules and practices in place at the school for online learning,
all played a part in mediating their online learning challenges and approaches.

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RECOMMENDATIONS

The researchers have a few recommendations that can help the students to attend the online
classes:

1. Have an elder that can help you: Having a person like your parents or siblings or anyone who
knows about technical kinds of stuff more than you can help you and teach you the things you
can do! You can also be more advanced to your friends when you know a lot of stuff, and you
can do it on your own!

2. Tell your parents or guardian about what you need: You also need to tell them what you need
because they can provide what you need, like the device you are going to use or money that can
be used to have a load.

3. Always have an alternative: Having an alternative can help when having a hard time going
online. You can go to a "piso wifi" or wifi vendo machine to have an internet connection or visit
a computer shop to attend the class.

4. Do not be lazy: Not all but some of the students really don’t want to enter online because they
already have a reason in order not to attend the online class

5. Inform your teachers: Informing your teachers is one of the ways they are aware of your
current situation, and they would also try to help with your problem! If the problem cannot be
fixed, wait for further information from your teacher.

6. Look for a place with a stable internet connection: It is necessary to look for a place with a
stable internet connection to attend online classes with fewer problems.
 

7. Time management: If you ever have errands to do, you can do them earlier and divide your
task to finish it quickly, and you can attend the class with no worries!

8. The School: It is not just all about the students but also the school itself as the school needs to
provide devices or things that can help the student to have a better online learning experience and
also for the face-to-face classes

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