THE ABRUPT TRANSITION OF FACE-TO-FACE TO

ONLINE CLASSES

IN PARTIAL FULFILLMENT OF THE REQUIREMENT IN ENGLISH 10

Dinampo, Rhian Jane T.

Maitum, Elea Fal B.
Dela Cruz, Crizamy Jane B.
Sagloria, Cherry Mae S.
Asarez, Chad Michael A.

SUBMITTED TO:

Ms. Hannah Faye Cañezal

May 31, 2023

 INTRODUCTION

BACKGROUND OF THE STUDY

The Covid-19 pandemic, which originated in Wuhan, China in December 2019, quickly
spread worldwide, leading to the closure of schools and the rapid adoption of online learning.
This sudden shift presented numerous challenges for students as they had to adapt to a new
learning environment.

The abrupt transition from face-to-face to online classes was due to the COVID-19
pandemic. The pandemic forced schools and universities to switch to online learning as a
means of preventing the spread of the virus. This transition was not without its challenges, as
students and teachers had to adapt to new technologies and learning environments.

This sudden shift from face-to-face to online classes in response to the COVID-19
pandemic has brought about significant changes in the field of education. This research
endeavours to delve into the challenges faced and the lasting impacts of this transition.

One of the main challenges of the transition to online classes is the lack of personal
interaction between students and educators. In face-to-face classes, students are able to ask
questions and receive immediate feedback from their instructors. In online classes, this
feedback may be delayed or limited, which can make it difficult for students to understand the
material.

In this study, we will investigate the sudden transition from face-to-face to online classes on
student learning and engagement. This investigation aims to examine the factors, challenges,
and impacts associated with this sudden shift.

This research seeks to explore the challenges and lasting effects of the abrupt transition
from face-to-face to online classes during the Covid-19 pandemic. One of the primary
difficulties encountered in this shift is the lack of personal interaction between students and
educators. Unlike in traditional classrooms, online learning often involves delayed or limited
feedback, which can hinder student understanding.

The study aims to investigate the impact of this sudden transition on student learning and
engagement. It will delve into the factors, challenges, and consequences associated with the
shift to online classes and propose strategies for successful adaptation.

REVIEW OF RELATED LITERATURE

In early January 2020, scientists identified a new infectious disease caused by a novel
coronavirus. Since then, the COVID-19 pandemic has caused widespread disruptions to
schools and universities. According to UNESCO, as of April 10, 2020, more than 188 countries
had implemented nationwide school and university closures, impacting over 91% of the world’s
student population (UNESCO n.d.).

They emphasized the need for instructors to quickly adapt their pedagogical approaches,
transform course content into online formats, and design interactive and engaging online
activities. Ongoing support and training for educators were highlighted as crucial to enhance
their technological and instructional skills.

The experiences of students during the sudden shift to online classes were investigated
by Wang et al. (2020). Their findings revealed that students reported feelings of isolation,
reduced motivation, and decreased engagement in online learning environments compared to
face-to-face settings. To address these challenges, the study emphasized the importance of
promoting social interaction of promoting social interaction and creating a sense of community
in online courses.

The challenges that faces. The challenges faced by instructors during the transition to
online teaching were explored by Dennen and Burner (2008). Factors such as the need to
redesign instructional materials, develop new strategies for student engagement, and manage
online discussions were identified as key challenges. The study suggested that ongoing
professional development and support are crucial for instructors to effectively navigate the
online learning environment.

A review by Nora and Snyder (2008) documented mixed evidence for improved learning
outcomes for online learning over traditional classes as technical problems were a significant
impediment, including user proficiency with technology but also time management and
maintaining interest and motivation online. It is unclear to what extent a forced and precipitated
transition to online learning might affect perceptions of online learning.

Transition to online learning. According to Al Lily et al. (2020)during the COVID-19

pandemic there was an abrupt demand to transition to virtual learning. They found that while
online classes provided flexibility, they also presented challenges related to technological
infrastructure, student readiness, and instructor preparedness. The study emphasized the
need for comprehensive support systems, including technical assistance and professional
development, to address these challenges.

According to a recent review by Pokhrel and Chhetri (2021), “broadly identified

challenges with e-learning are accessibility, affordability, flexibility, learning pedagogy, life-long
learning and educational policy” (p. 4). Anecdotally, many distance learning programs are
successful and students have thrived when they have been adequately supported. However,
the unequal social outcomes and deprivations of the pandemic means many students have
been deprived of adequate educational support (Flack, Walker, Bickerstaff, & Margetts, 2020).

Regarding teaching, this abrupt transition “has led to significantly intensified workloads for
staff as they work to not only move teaching content and materials into the online space, but
also become sufficiently adept in navigating the requisite software” (Allen et al., 2020, Allen et
al., 2020)

Several studies have examined the impact of the sudden shift to online learning on
student engagement and academic outcomes. Li and Lalani (2020) conducted a systematic
review of research on online learning during the COVID-19 pandemic and found that students
faced challenges related to technological access, time management, and the lack of face-to-
face interaction with peers and instructors. The study emphasized the need for institutions to
provide comprehensive support, including access to technology and resources, to ensure
equitable participation and academic success in online classes.

In terms of institutional readiness for online education, a study by García-Sánchez et al.

(2020) investigated the preparedness of higher education institutions in Spain for the sudden
transition to online learning during the COVID-19 pandemic. The findings revealed that
institutions with prior experience and infrastructure in online education were better equipped to
handle the transition and provide effective support to instructors and students. The study
emphasized the importance of institutional planning, resources, and professional development
in ensuring a smooth transition to online education.

Experiences of students and instructors. In a study by El-Masri and Tarhini (2020), the
experiences of students and instructors during the transition to online learning were explored.
The findings revealed that both groups encountered challenges related to technology
proficiency, communication, and the development of a sense of community. The study
recommended the implementation of interactive and collaborative online tools, as well as
ongoing training and support for instructors, to foster engagement and facilitate effective online
instruction.

The study conducted by Means et al. (2013) examines the effectiveness of online learning
compared to face-to-face instruction. The findings indicate that online classes can be equally
as effective or even more effective than traditional face-to-face classes when appropriate
instructional strategies and technologies are employed. The study emphasizes the need for a
well-designed online learning environment that incorporates active learning approaches and
provides timely feedback to students.
 Ali and Ahmad (2020) conducted a comprehensive study to explore the experiences and
perceptions of students and educators during the sudden shift to online classes. The research
highlighted the challenges faced by both parties, including technological difficulties, lack of
access to resources, and the need for adaptation to new teaching and learning methods. The
study emphasized the importance of providing comprehensive support and training to both
students and educators to ensure a smooth transition to online learning. They suggested that
institutions should offer technical assistance, resources, and professional development
opportunities to enhance the digital literacy and pedagogical skills of educators.

The impact of the transition to online. Martin and Bolliger (2018) investigated the impact
of the transition to online classes on student satisfaction and learning outcomes. The research
findings indicated that while there may be initial challenges during the transition, students who
actively engaged in the online learning environment reported higher satisfaction levels and
achieved comparable or even better learning outcomes compared to face-to-face classes. The
study emphasized the importance of designing online courses that promote interaction and
provide timely feedback to students. It highlighted the use of discussion boards, online
assessments, virtual labs, and multimedia resources as effective strategies to enhance student
engagement and learning in the online setting.

THEORETICAL FRAMEWORK
SOCIAL LEARNING
This research is based on the Social Learning theory. The theory was by Albert bandura
(2022), developed the idea, which highlights the necessity of observing, copying, and
replicating the behaviours, attitudes, and emotional reactions of others. Picciano A. G. (2017).
Learning theory is intended to explain and elucidate us to understand how and why people
learn; regardless of how this literature is complex and extensive enough to fill entire sections of
a library. It demands multiple of disciplines, including psychology, sociology, neurology, and
education.

COGNITIVE LEARNING THEORY

According to Jean Piaget, (Papalia & Feldman, 2011; Waite-Stupiansky, 2017) cognitive
learning is a natural learning style which is a process for its memory that focuses on helping
you to learn and how to maximize your brain's potential. Thereby, this will be a cause in
academic performance due to this online education. By the side of cognitive learning, this
contains components, with the following fundamental aspects of cognitive learning;
comprehension, memory, application. cognitive learning attempts to understand that to give
individual learners the ability to configure personalized learning paths (Arshavskiy, 2018)

Research has shown that the importance of this online learning is interaction. (Martin and
Bolliger, 2018) indicate interaction in the manner of learners centers on around the instructor,
The learner, and the content, the relationship between the learner and the instructor occurs in
a two-way communication. Which is an exchange of ideas and information including the
learner and another learner within a course of content. (Dos Santos, 2021)
CONCEPTUAL FRAMEWORK

There has been no discernible difference in learning outcomes between online and in-
person sessions, according to certain study reports. This indicates that the efficiency of the two
different instructional approaches is almost comparable.

However, other studies have discovered that depending on the topic matter, the level of
student participation, and other factors, there are disparities in learning results between online
and face-to-face classrooms. For instance, some studies have indicated that while online
classrooms may be better for offering flexibility and convenience to students who are unable to
attend in-person sessions, face-to-face classes may be better for fostering social interaction
and developing relationships between students and teachers.

STATEMENT OF THE PROBLEM

The primary objective of this study is to explore the challenges and implications of the
abrupt transition from face-to-face to online classes. The research aims to address the
following research questions:

1. How did the abrupt transition from F2F to online classes affect students' learning outcomes
and overall well-being?
2. What were the challenges faced by teachers in transitioning to online teaching, and how did
they adapt to these challenges?
3. How did the pandemic-induced shift to online learning affect the social dynamics of the
classroom, and how can these dynamics be improved in the future?

NULL HYPOTHESIS

Ho1 There is no significant difference in learning when transitioning from face-to-face to online
classes.

PURPOSE OF THE STUDY

The purpose of the study is to explore and examine the abrupt transition from face-to-face to online
classes, and its implications in order to gain a deeper understanding of the challenges and strategies
associated with this shift. This study aims to investigate the experiences of educators and students
during the transition, identify the key challenges faced, and explore effective strategies for adapting to
online learning environments. Additionally, this study seeks to examine the impact of the transition on
student engagement, academic outcomes, and the overall quality of education. By addressing these
research objectives, the study aims to provide valuable insights and recommendations to educational
institutions, policymakers, and stakeholders involved in online education, ultimately contributing to the
improvement of online teaching and learning practices.

METHODOLOGY

RESEARCH DESIGN
This study will use a cross-sectional survey design to collect data from undergraduate
students who experienced the transition from face-to-face to online classes during the COVID-
19 pandemic. Participants will be recruited through convenience sampling from a single
institution. The survey will include questions about students' academic performance and
engagement during the transition to online classes, as well as demographic information.

According to Kauffman (2015), “students perceive online courses differently than traditional
courses”. The findings showed that students' main challenges with attending limited face-to-
face classes were a lack of instructional time and collaboration, difficulty understanding the
lessons and activities, and an adjustment period. Nevertheless, despite these challenges,
they are highly motivated to keep learning in class.

RESEARCH LOCALE
The study was conducted at Davao City National High School (DCNHS) is a public
secondary school located in the city of Davao. The research study was implemented inside the
premises of DCNHS.
RESEARCH RESPONDENTS
Our respondents are students from Davao City National High School. They are the ones
with the necessary knowledge to provide a solution to our study's puzzle. The information we
require is provided by the responses the students provided on the survey Google form that we
distributed to them.

RESEARCH INSTRUMENT
Our current research is concerning about the abrupt switch from face-to-face to online
classes. Our research study needs comments from students who have experienced abruptly
switching from face-to-face to online classes. To help our study, a Google Form Survey was
made by the researchers with the purpose of using it on students.This 5-point scale will allow
the participants to express their level of agreement or disagreement with specific statements
regarding the challenges, perceptions, and implications of the transition.

By utilizing this scale, the researchers will be able to quantitatively measure and analyze
the participants' responses, providing numerical data that can be statistically analyzed. The
Likert scale provides a structured framework for participants to rate their agreement or
disagreement, offering a standardized approach to assess their perspectives on various
aspects related to the abrupt transition from face-to-face to online classes. This quantitative
data will enable the researchers to identify trends, patterns, and differences in the participants'
perceptions and experiences, contributing to a comprehensive understanding of the effects of
the transition.

The data collected through the 5-point scale will be instrumental in generating meaningful
insights and drawing reliable conclusions about the challenges faced, the perception of
students, and the implications for their engagement and motivation during the transition from
face-to-face to online learning.

DATA GATHERING
A letter of request to conduct the study was prepared. The researcher constructed a
questionnaire. Then the questionnaire are distributed. The researcher conducts the research in
Davao City National High School, Each student interviewed and assessed each. After
collecting all the data with the help of other members. the results would hopefully be the basis
for abrupt transition from face to face to online classes

PROCEDURE STATISTICAL TOOL

 The researchers used a survey with a Likert scale to collect data from 32 respondents
who were students of Davao City National High School. The survey was administered using a
Google Form, and participants were asked to rate their responses on a scale of 1 to 5, with 1
being strongly disagree and 5 being strongly agree.

The researchers performed a t-test to compare the means of two independent groups. This
test was used to examine the differences in responses between the online classes and face-to-
face classes. The t-test helps determine if there is a statistically significant difference in the
mean scores between the two groups.

ETHICAL CONSIDERATION
The researcher will follow the ethical considerations standards proposed by Bryman and
Bell (2007). In regard to the involvement to this study, the participants will not be subjected to
harm in any ways. Prior to the study, complete permission will be acquired from the
participants, Davao City National High School (DCNHS) student and instructors. Furthermore,
the privacy of research participants will be highly valued. Voluntary participation of
respondents in the research will be treated very important. Moreover, they have rights to
withdraw from the study at any stage if they wish to do so.

REFERENCES
UNESCO. (n.d.). COVID-19 educational disruption and response. Retrieved from
https://en.unesco.org/covid19/educationresponse

Wang, C., Zhao, H., & Xie, X. (2020). The impact of COVID-19 on anxiety in Chinese
university students. Frontiers in Psychology, 11, 1168. doi:10.3389/fpsyg.2020.01168

Dennen, V. P., & Burner, K. J. (2008). The cognitive apprenticeship model in educational
practice. Handbook of Research on Educational Communications and Technology, 3, 425-439.

Nora, A., & Snyder, C. (2008). Technology readiness and attitudes towards online learning in
higher education. Journal of Educational Computing Research, 38(4), 367-378.
doi:10.2190/EC.38.4.e

Al Lily, A. E., Ismail, A. F., & Abunasser, F. M. (2020). Online learning experiences during the
COVID-19 pandemic: A case study of international students at a Saudi university. International
Journal of Distance Education Technologies, 18(4), 1-14. doi:10.4018/IJDET.2020100101

Pokhrel, S., & Chhetri, R. (2021). E-learning amidst COVID-19 pandemic: A review.
International Journal of Scientific Research and Innovative Technology, 8(1), 1-12.
Flack, M., Walker, S., Bickerstaff, D., & Margetts, J. (2020). COVID-19: Experiences and
inequalities in education. Oxford Review of Education, 46(5), 647-664.
doi:10.1080/03054985.2020.1814331

Allen, J., Calvo, R. A., & Pardo, A. (2020). Transitioning to online teaching during the COVID-
19 pandemic: Online education in a hurry. International Journal of Educational Technology in
Higher Education, 17(1), 1-5. doi:10.1186/s41239-020-00234-9

Li, N., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is
how. World Economic Forum. Retrieved from
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-
learning/

García-Sánchez, J. N., Romero-Rodríguez, J. M., Moreno-Guerrero, A.-J., & Villalón-García,

A. (2020). Evaluation of the COVID-19 impact on Spanish higher education. International
Journal of Environmental Research and Public Health, 17(14), 5519.
doi:10.3390/ijerph17155519

El-Masri, M., & Tarhini, A. (2020). Factors affecting the adoption of e-learning systems in Qatar
and USA: Extending the unified theory of acceptance and use of technology 2 (UTAUT2).
Education and Information Technologies, 25(6), 5263-5284. doi:10.1007/s10639-020-10329-6

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). Evaluation of evidence-
based practices in online learning: A meta-analysis and review of online learning studies. U.S.
Department of Education.

Ali, W., & Ahmad, M. (2020). Online teaching amid the COVID-19 pandemic: Students'
perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.
doi:10.33902/JPSP.2020260537
APPENDIX A

CURRICULUM VITAE

Name : Rhian Jane T. Dinampo

Address : Regina Compound, Brgy. 20-B

Date of Birth : February 27, 2007

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Tribe : Davaoeño
Parents : Mr. Richard C. Dinampo
Mrs. Joan T. Dinampo

EDUCATIONAL ATTAINMENT

Elementary : Elpidio Quirino Elementary School

Elementary School Year : 2018-2019

Secondary : Davao City National High School

Secondary Year completed :

RESEARCH EXPERIENCE

Davao City National Highschool

Research Adviser: Hannah Faye Cañezal
Title: The abrupt transition from face-to-face to online classes
APPENDIX A

CURRICULUM VITAE

Name : Crizamy Jane B. Dela Cruz

Address : Brgy. 10- A Duha, San Rafael

Date of Birth : October 6, 2007

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Tribe : Davaoeño
Parents : Mr. Crosaldo A. Dela Cruz
Mrs. Myrna B. Dela Cruz

EDUCATIONAL ATTAINMENT

Elementary : Teodoro L. Palma Gil Elementary School

Elementary Year completed: 2018-2019

Elementary School Year : 2018-2019

Secondary : Davao City National High School

Secondary Year completed :

RESEARCH EXPERIENCE

Davao City National Highschool

Research Adviser: Hannah Faye Cañezal
Title: The abrupt transition from face-to-face to online classes
APPENDIX A

CURRICULUM VITAE

Name : Elea Fal B. Maitum

Address : 477 Alley Malvar Brgy. 7-A

Date of Birth : January 10, 2007

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Tribe : Davaoeño
Parents : Mr. Edwin G. Maitum
Mrs. Lea B. Maitum

EDUCATIONAL ATTAINMENT

Elementary : Magallanes Elementary School

Elementary School Year : 2018-2019

Secondary : Davao City National High School

Secondary Year completed :

RESEARCH EXPERIENCE

Davao City National Highschool

Research Adviser: Hannah Faye Cañezal
Title: The abrupt transition from face-to-face to online classes

APPENDIX A

CURRICULUM VITAE

Name : Chad Michael A. Asarez

Address : F. Torres St Pardo de Tavera Ext Brgy.

9-A

Date of Birth : June 17, 2007

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Tribe : Davaoeño
Parents : Mrs. Sherylou A. Asarez

EDUCATIONAL ATTAINMENT

Elementary : Magallanes Elementary School

Elementary School Year : 2018-2019

Secondary : Davao City National Highschool

Secondary Year completed :

RESEARCH EXPERIENCE
Davao City National Highschool
Research Adviser: Hannah Faye Cañezal
Title: The abrupt transition from face-to-face to online classes

APPENDIX
CURRICULUM VITAE

Name : Cherry Mae S Sagloria

Address : Awhag Village Subdivisions, Brgy. 19-B

Date of Birth : May 22, 2007

Civil Status : Single

Citizenship : Filipino

Religion : Roman Catholic

Tribe : Davaoeño
Parents : Mr. Arnold T. Cleopas
Ms. Carmelita S Sagloria

EDUCATIONAL ATTAINMENT

Elementary : Don Fransico Elementary School

Elementary School Year : 2018-2019

Secondary : Davao City National High School

Secondary Year completed :

RESEARCH EXPERIENCE

Davao City National Highschool

Research Adviser: Hannah Faye Cañezal
Title: The abrupt transition from face-to-face to online classes
APPENDIX B

SURVEY QUESTIONNAIRE
INSTRUCTIONS: Please indicate your level of agreement with the statement using the
following scale. Choose the response that best reflects your opinion

1. I perform better in online class

● strongly agree
● agree
● neutral
● strongly disagree
● disagree

2. I enjoy the online learning more than the face-to-face classes

● strongly agree
● agree
● neutral
● strongly disagree
● disagree

3. I found it challenging to adapt to online learning after being accustomed

 ● strongly agree
● agree
● neutral
● strongly disagree
● disagree

4. I perform better in face-to-face classes

● strongly agree
● agree
● neutral
● strongly disagree
● disagree

5.The online learning environment is allowed for flexible scheduling and better time
● strongly agree
● agree
● neutral
● strongly disagree
● disagree

6. The online classes provided effective communication channels for interacting

● strongly agree
● agree
● neutral
● strongly disagree
● disagree

7. The abruptly switching face-to-face to online classes has affects my academic performance
● strongly agree
● agree
● neutral
● strongly disagree
● disagree