AN ACADEMIC RESEARCH ON

A Case Study of the Challenges Faced by BNCHS Grade 12

Senior High School Students through Online Distance
Learning and its Effectiveness

In Partial Fulfilment
of the Requirements for the Course
English 10

RESEARCHER

GIAN JAVE M. GALAPON

ENGLISH ADVISER

Mrs. Pacita Corpuz

 ABSTRACT
The COVID-19 epidemic has resulted in a significant change from traditional

to online distant education, posing numerous challenges to our learning

delivery methods. The goal of this study is to discover what problems BNCHS

senior high school students face when using online distance learning. To

synthesize and identify the challenges during online classes, the researchers

used a phenomenological approach and thematic analysis, which included

face-to-face and online interviews, watching recorded Zoom classes, and

observations. During online classes, students face physical and digital

distractions, technological and technical difficulties, institutional and academic

issues, as well as personal and psychological barriers. Some of the

recommended strategies that are suited to the new normal e-learning modality

include designating a specific area or gadget for online classes, providing

intensive training on how to navigate online learning platforms, maintaining

open communication between teachers and students, using flipped classroom

instruction, strengthening parent-teacher partnerships in ensuring guidance

while learning from home, and providing guidance and counselling to

stakeholders. This study will serve as a reference for educators, students, and

researchers who are interested in using online distance learning.

 CHAPTER I

THE PROBLEM

Background of the Study

Are learners fundamentally ready for the new normal? The COVID-19 virus

has caused a pandemic in our educational landscape, forcing schools to switch to

online coursework instead of face-to-face classes. Around 27 million learners, 1

million instructors and non-teaching personnel, as well as learners' families, have

been affected by the Covid-19 crisis in the Philippines (Obana, J. 2020).

Transitioning to online learning is the most viable option so far, according to

(Alipio, 2020; Baticulon, Alberto, Baron, Mabulay, Rizada, Sy, Tiu, Clarion & Reyes,

2020), as the world continues to deal with the effects of this infectious and deadly

disease undermining economies and claiming many lives. The current situation poses

serious challenges to educational institutions around the world, not only in the

Philippines. Due to the constraints and community quarantine imposed on many

places, particularly in the country, students have no choice than to attend online
classes. To allow students to continue their education, the Department of Education

(DepEd) and other institutions have implemented online distance learning.

In online distance learning, the teacher acts as a facilitator, enlisting learners'

active participation through the use of various internet-based technologies although

they are geographically separated during instruction (Llego, 2020). DepEd faced a

deluge of criticism before the implementation, with some asking if DepEd and other

educational institutions are actually prepared for the current situation. Despite the

criticisms, these institutions believe that online distance learning would be successful

in the Philippines.

According to a government official, around 93 percent of public schools

across the country already have online learning technology for the 2020-20121

academic year (Hernando-Malipot,2020). Private schools are allowed to start classes

before public school classes begin on October 5, 2020, as long as they use only

distant learning methods. However, studies show that online learning presents

several challenges for both students and teachers (Andersson, 2008; Islam, Beer &

Slack, 2015; Gilbert, 2015; Arinto, 2016; Gillet-Swan, 2017; Dubey & Piroska, 2019;

Baticulon et al., 2020). Despite the fact that much study had been done on online

distance learning before to the epidemic, its usage in primary schools has yet to be

thoroughly investigated because to the scarcity of resources. There is also a scarcity

of local literature on the topic of online student concentration.

 The researcher's aim is to discover about the difficulties Grade 12 Senior High

School students at Bacarra National Comprehensive High School encounter when

using online distance learning and how these difficulties might be overcome. The

elements impacting student concentration in online classes in this period of COVID-

19 epidemic can be found by analysis and synthesis of the problems of Online

Distance Learning.

Statement of the Problem

Online learning is a type of live synchronous platform in which both

participants must have access to the internet (Llego, 2010). When compared to

other learning modes such as face-to-face and modular, online learning is thought to

be more participatory and students are demonstrated responding.

Online learning is one alternative for continuing education in times of

uncertainty, as as the covid-19 outbreak. Despite the fact that it is an excellent

platform, problems arise that affect both students and teachers. Shore (2020)

claimed in his article that because an online class lacks a human connection, student

engagement, interaction, and the educator's ability to change course materials and

presentations are all lost. According to Friedman, technical issues, distractions, and

time management, remaining motivated, understanding course expectations, a loss

of in-person interaction, adapting to new technology, and uncertainty about the

future are all problems in online learning (2020). Students confront a range of issues

when it comes to online learning, according to both eShore and Friedman.

This study is carried out based on the objective:

1. Is there any challenges faced by Grade 12 Senior High School students in online

distance learning?

2. Is there a significant difference between Online Class Learning compare to Face to

Face and Distance Modular Learning?

3. What is the experience of students who are receiving online education? How do

they perceive the quality of online education from their experiences?

Scope and Delimitations

This research has been delimited into more specific study on the challenges faced by

the Grade 12 Senior High School Students. The respondents will be picked or choose

among the Grade 12 students who are under academic strands of the Senior High

School at Bacarra National Comprehensive High School this school year 2021 – 2022,

who chose Online Distance Learning as their learning modality.

Significance of the Study

This research aims to give a broad overview of the various obstacles that the Bacarra

national Comprehensive High School Grade 12 Senior High School students confront

in their online distance learning. During the pandemic, students are using online
distance learning to continue their education. This research aims to provide

teachers, parents, educators, and other stakeholders with information about the

usage of online distance learning. This would assist them in making the necessary

adjustments and measures to improve the learning modality's implementation. Also,

the Department of Education and other educational institutions may find this study

valuable in considering and reviewing the right curriculum to employ in this type of

learning modality in order to achieve a more worthwhile teaching learning

experience.

Chapter 2

Review of Related Literature

This chapter strengthens the credibility of our research by giving a

variety of related literature and studies on the impact of social media and

social media advertisements on customer preferences when purchasing

products online. This is done to increase the study's reliability and to suggest

current relevance. This section also acts as a guidepost, not only for the

study's stated topic, but also for identifying holes and lacuna in the relevant

field of research. Books, articles, journals, the internet, scholarly websites,

and other legal files and documents were used to compile the relevant

literature and studies.

2.1 Online Distance Learning

The third phase of distance learning history is regarded the introduction of

the Internet and its application for educational purposes (Kaplan & Haenlein, 2016).

More unique instructional delivery and learning modalities have been developed as

communication and network technology progresses, in order to give learners with a

more meaningful learning experience (Lim & Morris, 2009).

Distant learning, also known as distance education, e-learning, or online

learning, is a style of education in which teachers and students are separated

physically during instruction and various technologies are employed to allow

student-teacher and student-student contact (Simonson, 2020). Means defines

online learning as educational teaching given using web-based technology, either

completely asynchronously or with aspects of synchronous learning, with no set

face-to-face class time (Means, et. al., 2009). Distance education technology allows

students the ease and flexibility of taking classes at their own speed and in their

preferred locations (Tuckman, 2007). Based on these characteristics, we can observe

that teachers and pupils are separated by distance or geography, but not always by

time.
 Online learning is seen to offer a number of benefits over traditional face-to-

face and hybrid education, including the opportunity to study anywhere, at any time,

without needing to be physically present on campus (Means, Toyama, Murphy,

Bakia, & Jones, 2009; Van Doorn & Van Doorn, 2014). Furthermore, because it

encourages learners to participate more actively, learning becomes more learner-

centered (Markova,et. al., 2017).

ICT skills should be taught at a young age, according to research on national

and worldwide curriculum for early childhood and primary education (Aesaert et al.,

2015). The global epidemic spurred the Philippines to try to adapt to online learning.

2.2 Challenges in Online Distance Learning

Despite the advantages of online distance learning, both students and

teachers confront challenges.

Students in distant education have a lot more flexibility in terms of how and

when they interact, but Sun and Rueda (2012) argue that their ability to self-

regulate their learning is critical. According to Amadora (2020), students are easily

distracted during online classes by smartphones, pets, deliveries, and a variety of

other things, rather than the current online session. It is expected that students will

be disinterested in the online class because there will be no face-to-face interaction.

 Tuckman (2007) found that students may be missing out on opportunities for

collaboration, feedback, and social support, while Rost (2019) found that online

environments can give students a sense of anonymity, making it easier for them to

withdraw, participate minimally, or completely disappear from the course. These

theories demonstrated that online learning students were anxious, resulting in

reduced participation.

In contrast to Tuckman, Greenberg (1998) asserts that students in online

learning experience less pressure to achieve independently and more pressure to

interact and work as part of a group. When this isn't considered, participation is

usually low, and dialogue is absent (Palloff & Pratt, 2000). Online learning, according

to the ideas, forces students to work in groups and requires greater participation and

engagement.

Digital natives refer to learners in their early years. The Internet has been a

part of youngsters' life since they became conscious of their surroundings. While the

majority of children are learning new skills and navigating the internet, Rost (2019)

believes that concerns about digital literacy will hinder some pupils from fully

adopting online learning resources. Jacob (2016) went on to argue that because

educational software required the use of a mouse or keyboard, it was difficult for

preschool, kindergarten, and even early primary school children to use. In online

distance learning, students' digital literacy is crucial because learning will be much

more difficult without it.

 Teachers and students are concerned about internet availability because the

Philippines remains one of Asia's countries with slow internet. Another issue is

wireless access, as the country has seen on television or read in the press about

teachers and children attempting to catch wireless signals in order to access the

internet (Averia, 2020). According to Adonis (2020), teachers believe that the drop

in class size is related to a lack of internet access, since millions of students and

parents failed to learn new learning platforms as a result of the new coronavirus

outbreak. Poor internet access in the Philippines was a big challenge for students,

particularly those from rural areas.

The literature consistently shows that online distance learning causes

complications for students. The researcher will take the issues described as a starting

point for determining the various challenges experienced by Bacarra National

Comprehensive Grade 12 Senior High School students.

Theoretical Framework An initial theoretical framework is created in relation to

the measures important to the evaluation of the effectiveness of online programs

after a thorough examination of the literature. The impact of major benefits,

restrictions, assessments, and distribution modalities on evaluating the effectiveness

of online programs is the focus of this research.

The observed constraints have a beneficial effect, however the effect of the

delivery technique is uncertain because it is reliant on the sort of delivery

mechanism used in the program. Assessment tools are evaluations used to ensure
that users are learning the skills required for a certain program. (Munro R ,2005).

The assessment techniques used have a favorable impact on the online program's

efficacy.

The delivery method is a methodical approach to determining what the

audience need, as well as the creation of a learning process tailored to those

requirements. The benefits highlighted in the online program have a favorable effect

on the evaluation of the efficacy of the online program (Douglas D et al 2004).

(Neuman 1998). Constraints are defined as the constraints and problems that users

confront when participating in an online program. (Honey P 2001). The model

depicts a problem environment, but institutions continue to offer online programs

without attempting to resolve the issues that customers face. To determine the

effectiveness of online programs, the delivery mode effect must be identified.

Assumptions of the Study

1. The researcher assume that online education is accessible from

anywhere. It is easy to take classes. All you need to participate in

online education is a computer. This is especially beneficial for

students in remote areas.

2. The researcher conclude that online education is less expensive

than traditional education, and students save money by not having to

travel to and from school. Students who go to school online do not

have to pay for parking or lodging.

 3. The researcher speculate that students are forced to self-motivate

through online education, but they also have the opportunity to learn at

their own speed. If a student is having trouble understanding an idea,

they can concentrate more on it and move swiftly through the concepts

that come naturally to them.

4. The researcher theorize that the greatest change in modern

education has to be online learning. It revolutionized the system and

provided incredible chances for anyone interested in learning. Online

courses and degree programs are more convenient and less

expensive than their traditional equivalents.

Definition of Terms

To make it easier for the readers to understand and comprehend, it is the duty of the

researchers to give a definition of the following terminology based on the usage in

this research paper.

Assessment- the evaluation or estimation of the nature, quality, or ability of

someone or something.

Constraints- something that controls what you do by keeping you within particular

limits

Efficacy- the ability to produce a desired or intended result.

Online Learning- is a method of education whereby students learn in a fully virtual

environment.

Methodical- done according to a systematic or established form of procedure.

Modality- a particular mode in which something exists or is experienced or

expressed.

Theorical- based on or calculated through theory rather than experience or practice.

Viable- capable of doing what it is intended to do.

CHAPTER III

METHODOLOGY

This chapter focuses on the researchers' research methodologies and

procedures used to solve the specific concerns that were submitted for inquiry

in a systematic manner. This chapter included the research design, research

technique, population and samples, research instrument, data collection

methods, data analysis procedure, and data interpretation procedure.

Research Design

The research approach used is qualitative approach since it is often

used to acquire information on the values, behavior, and opinions of

participants regarding a certain problem. This research looked at the

challenges faced by BNCHS Grade 12 Senior High School Students through

Online Distance Learningv and its effectiveness. As a result, a case study was
used in this study. Case studies are inquiries into the sources of underlying

concepts that focus on a specific individual, organization, or event, according

to PressAcademia (2018). The study investigated in the instance of the

researchers by learning about the effects of social media advertisements on

the perspectives and decision-making processes of selected online buyers.

This research would necessitate their respective analysis and perceptions.

Because the study is focused on a specific topic, the researchers believe that

a case study is the ideal research design for the situation.

Sources of Data/Respondents of the Study

The study was conducted in Bacarra, Ilocos Norte, Philippines. The

study was aimed at a random sample of students who use Online distance

learning as their learning modality. Restrictions were strictly maintained

because there is a pandemic. Given the constraints, the researcher decided

to conduct the study among a small group of student who study within the

premises of the researcher's own school which is Bacarra National

Comprehensive High School.

The respondents/participants of the study were BNCHS Grade 12

Senior High School student who are faces different challenges through their

chosen learning modality which is Online Distance Learning. Due to lack of

time, the researchers limited the number of respondents to only ten, that

include male and female from the three strands which is HUMMS, ABM and

STEM, who are using e-learning as their modality since it's implemented.
From these chosen samples, only one response from each participant was

considered.

Instrumentation and Data Collection

The study made use of the Google Forms platform, which is a free

surveying web-based program. The structured questionnare consists of 8

questions divided into two parts.

The first section includes the general information about the

respondents (Name (optional), Strand, Age, and Sex). The second part

consists of ten close-ended questions about the challenges they face because

of their chosen learning modality which is e-learning and if it's more effective.

Sampling Procedure

The sampling technique of the study was Purposive Sampling because

this study required specific features of a population that are of interest in order

to effectively answer the research questions. Since the major purpose of this

study was to investigate the challenges faced by BNCHS Grade 12 Senior

High School Students through Online Distance Learning and its effectiveness.

Also effects of online distance learning to students performance, certain

characteristics from respondents were required. Participants met the following

criteria:

1. Students have been using Online Distance Learning as a learning

modality since grade 11, when it was initially adopted owing to a virus

outbreak and to continue students' education.

 2. HUMMS, ABM, and STEM students which are on the Academic

Track

3. Students who confront a variety of online distance learning issues

4. Respondents must be in their senior year of high school and enrolled

at BNCHS.

Data Gathering Procedure

The data was acquired from data that already existed. The data for this

study was acquired from records, previous research, books, articles, and

journals.

Preparatory Phase

The Questionnaire's Construction. The researcher double-checked that the

questionnaires were well-written, clear of grammatical problems, and met all

of the study's objectives. They also made certain that all of the questions were

relevant to the study's theme.

Participant Selection. The researchers utilized a purposive sampling approach

in this study because it had been stated that this study demanded specific

features from the participants and because it is a qualitative study in general.

Letter to the Respondents. The researchers wrote a letter to the respondents

notifying them of the various agreements that would be taken into account

during the study's execution. This included outlining the study's goals,

obtaining the participants' consent to participate in the study, and agreeing to

keep their identities confidential. The participants received the letter prior to

the actual data collection.

Ethical Considerations. Any physical, mental, emotional, spiritual, or social

harm were avoided for all study participants. They read the consent form to

acknowledge that no one in the study is obligated to participate, and that they

have the ability to decline or withdraw from the study for any personal reason

there may be.

Actual Data Gathering Phase

Respondents who answered through Google Forms were assisted by

researcher online at the time of their response, just in case they needed

clarification on the questions. Finally, the researchers conducted the survey

at the respondents' available time to avoid scheduling problems and to avoid

receiving hasty responses.

Analysis Phase

The researchers made a point of thanking everyone who took part in

the research. The data was collected and retrieved once the respondents had

finished completing the survey's questions. The information was collated,

color-coded for clarity, examined, analyzed, and interpreted.

Data Analysis
This section describes the procedure for gathering or collecting data, as well

as how the data will be analyzed to satisfy each of the questions. In order to

obtain a clear, exact, and more intelligible interpretation of the data that was

acquired, the data was examined using thematic analysis in relation to the

study's questions. The data from the first part of the survey was arranged and

classified accordingly while their names were kept confidential. The data

collected was displayed in tabular style in the second portion of the survey

questionnaire. The discussion and analysis of the acquired data was right

underneath the tables. The final section of the survey, on the other hand, was

assessed by interpreting each respondent's responses to each question. All of

their responses were described in detail.

 CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

This chapter recounted and analyzed the information received from the

responses of the ten Bacarra participants to the survey questionnaire they

completed. The study's results and findings were also displayed in this

section. The data gathered was organized, according to the specific questions

in the Statement of the Problem and were presented in Pie Graph with

interpretation done in a narrative form.

Profile of the Respondents

Several prerequisites were identified and completed by the participants, as

described in Chapter III. The profiles of the 10 chosen respondents for this

study are listed below, along with their gender and strand.

Respondents Sex STRAND

1 M STEM
2 F ABM
3 M HUMMS
4 F STEM
 5 M ABM
6 F HUMMS
7 M STEM
8 F STEM
9 M HUMMS
10 F ABM

1. How you feel about online distance learning?

According to the figure in the first question, It depicts students' overall attitudes

about online distant learning. The majority of students, 5 out of 10 or 50% ,

answered it was excellent. While 3 out of 10 or 30% students answered it was good,

and 2 out of 10 or 20% answered it was average.

2. Do you have any technological or technical problems? (For instance, poor internet

connectivity.)

According to the figure in the second question, 7 out of 10 or 70% of the

respondents answered Yes, while 3 out of 10 or 30% answered sometimes. The slow

internet connection has impacted the majority, if not all, of the students, particularly

in remote areas of the city where connection is far more inconsolable. As a result,

some students have missed part of the lesson. Some students do not have access to

laptops or tablets, as well as Internet access. Some students connected to their

online class using their phone's data plan. It can conclude that poor internet

connectivity has been identified as one of the major challenges in their online

distance learning.
3. Are you both

physically

and digitally

distracted?

(For instance,

inattention.)

According to the figure in the second question, 6 out of 10 or 60% of the

respondents answered Yes, while 4 out of 10 or 40% answered sometimes. Due to

the sheer nature of online learning, students have difficulty concentrating in class.
Since most students take online classes from home, the environment and other

elements have

substantially influenced the success of online learning. As most houses in the city are

not soundproofed. All of the noises inside and outside the house are out of control.

In addition, most families are crowded into a small house or apartment, leaving no

place for an online session.

4. Which personal and psychological barriers do you encounter while learning

online?
According to the figure in the fourth question, 2 out of 10 or 20% of the respondents

answered lack of motivation. Teachers and parents were concerned about students'

lack of desire and participation in online classrooms. Because there is no face-to-face

interaction, an increasing number of students are abandoning online classrooms.

Online programs, unlike face-to-face classes, limited the teacher's involvement in the

child's discipline. As the parents are at home, the role was then transferred to them.

While 5 out of 10 or 50% answered poor comprehension and retention. Just

like face-to-face, ODL also has some disadvantages. One of it is the students inability

to remember what they have learned. Students just listen to the teacher in order to

do the task at hand, but there is no genuine learning because the information is

forgotten the next day. Because time is a factor in online learning, teachers

occasionally ran out of time, leaving lessons unanswered.

While 3 out of 10 or 30% answered lack of support. While online classes have grown

in popularity as a means of continuing education since the epidemic, students have

faced obstacles as they continue to use online learning. One of the difficulties is not

having any assistance from family or others.

Students that have little or no support skip lessons because no one will help them,

even if it is just logging into the zoom class and missing the entire session for the

day. Students have been bored and disinterested in the online lesson due to a lack of

support.
5. Is it evident that students benefit through face-to-face learning?

According to the figure in the fifth question, 7 out of 10 or 70% of the respondents

answered Yes, while 3 out of 10 or 30% answered maybe. It is possible to conclude

that students learn more in online courses than in traditional classes since students

have complete control over their own learning and can work at their own pace. In

general, pupils work faster and absorb more material than they would otherwise.

They can travel faster through portions of the course where they are familiar, but

slowly through others where they need more time.

6. Which learning

method do you

prefer?

According to the figure in the sixth question, majority of the respondents answered

Online distance learning which 4 out of 10, while 3 out of 10 or 30% answered face

to face and 3 out of 10 or 30% answered Distance modular. Online learning can be

just as excellent as or even better than learning in a traditional classroom setting.

Students who received online learning did better than those who received face-to-

face education, according to research, but it must be done correctly. The finest

online learning mixes components where students work at their own pace, on their

own time, and are encouraged to think deeply and critically about subject matter
with elements where students go online at the same time and interact with other

students,

teachers, and

content.

7. Do you agree

that online

distance learning has many advantages?

According to the figure in the seventh question, majority of the respondents

answered strongly agree which 5 out of 10 or 50%, while 3 out of 10 or 30%

answered agree and 2 out of 10 or 20% answered neutral. Since ODL provides time
flexibility, majority of the respondents share that they like this the most about online

learning. One of the students mentioned that they are relaxed and comfortable with

their online classes because they can do activities at their own pace. Furthermore,

students have the

freedom to dress up

or just stay in their

pajamas. When

students use their

computers for their

online class,

interacting with

teachers and classmates, and searching for information, they learn more about

technology. ODL benefits include teachers sharing or uploading videos so that

other students can catch up on the lesson. Students can learn while avoiding COVID

19 by taking online programs. This learning method also helps the family to save

money and ensure their children's safety by eliminating the need for transportation,

vacation, or moving out of the house.

8. Are you capable of managing online classes?

According to the figure in the seventh question, majority of the respondents

answered Yes which 8 out of 10 or 80%, while 2 out of 10 or 20% answered maybe.

Despite the problems posed by ODL and issues affecting students' attitudes toward

online classes, these primary school students must handle at such a young age so

that learning can continue despite the epidemic. During online lessons, almost all of

the respondents sought assistance from their parents, grandparents, siblings, or

other family members, particularly in managing their devices and responding to their

actions. If no one in the family is available to assist, the activity is postponed or put

on hold until someone is available. This is a genuine and realistic atmosphere for

completing homework and activities. If no one can help the child, the child will either

learn or study on their own or rely on others, which will lead to sloth and

demotivation. On the other hand, most of them prepare what they need for the

online lesson, such as paper, pen, colors, and books, so that when the teacher asks

them to get pen and paper, they can do it quickly. A few people remarked that

parents should be in charge of everything so that the students do not have any
problems during the online lesson. This supports the respondents' previous response

that parents cannot work full-time because they must care for their children. Parents

assist their children in managing their studies so that they do not become frustrated.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

The findings of the study, conclusions, and recommendations, which

focus on the challenges faced by BNCHS Grade 12 Senior High School

Students through Online Distance Learning and its dffectiveness, are in this

chapter.

Summary of Findings

The study was carried out to find out the challenges faced by BNCHS

Grade 12 Senior High School Students through Online Distance Learning and

its dffectiveness considering the different responses of 10 respondents that

were chosen through purposive sampling technique.

The researchers found out that BNCHS Grade 12 Senior High School

Students they fced different challenges throuh online distance learning but it is

more effective than face to face leaning and distance modular learning. The

findings revealed that the students faced different challenges and experienced

a lot of things during Online learning. Based on the data gathered Majority of

the respondents feel excellent about online learning. Most of them also
answered experienced technological or technical problems, for instance poor

internet connectivity. Based on the gathered data also shows that utmost of

the respondents also answered that they are physically and digitally distracted

for example inattention. The respondents also encounters personal and

psychological barriers while learning online like lack of motivation and support

also poor in comprehension and petention. Althouh the respondents faced

different challenges the majority of them agreed that it is evident that students

benefits through face-to-face learning that is why the learning method they prefer is

online lerning rather than face to fce and modular. Majority of the respondents

agreedthat face to face has a lot of advantages one it is it is easy to manage during

pandemic despite of the challenges. Due to the sheer nature of online learning,

students have difficulty concentrating in class. Since most students take online

classes from home, the environment and other elements have substantially

influenced the success of online learning.

Conclusion

The challenges faced by BNCHS Grade 12 Senior High School

students through online distance learning and its effectiveness was

investigated in this qualitative study. Based on the findings, the following

conclusions are forwarded:

Since the outbreak of the pandemic in the Philippines, the researchers

have concluded that online Distance Learning is a viable alternative to

traditional face-to-face learning. BNCHS, like other educational institutes,

 In continuing education, most students has chosen online learning.

When ODL has its benefits, BNCHS students found difficulties while learning

online. Poor internet connection, poor comprehension and recall, lack of

concentration, motivation, interaction, and support are all obstacles.

Recommendations

Based on the findings of the study, some recommendations were made

for the students, parents, teachers and researchers interested for future

studies.

As observed by the researcher, even though online distance learning

can cause different problems or challenges for students and teachers, it has

more advantages. This study has the following recommendations for who will

use online distance learning:

Students, along with their parents and teachers, should collaborate to

lessen the impact of these obstacles. Pupils and parents should communicate

with their teachers and keep them informed about their circumstances. It will

also be beneficial to talk on the phone with students or the teacher about

missing classes and notes.

Students might also be motivated by maintaining contact with peers and

teachers. Students should also strive to find a quiet time and place in their home to

conduct their schoolwork, and if possible, create a timetable and share it with the

rest of the family so that everyone knows when online class is. If assistance is not

accessible, students should seek answers elsewhere.

 For items that demand a deeper knowledge, answer questions online and

watch tutorial videos. Regardless of the difficulties, focusing on the student's

ultimate educational aim should be a priority.

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