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The Adjustments Experienced by Grade 11 Students in the Transition from Online

Learning to Blended Learning in Unida Christian Colleges in A.Y. 2022-2023

Advincula, Gaverick, Almarinez, Chris Joseph, Caramonte, Christian Anthony, Carlos, Mark
Christian, Enong, Reana Jane, Ilano, Stephienie Diane, Macabuag, Jonahlei Jhen, Talili, Angel
Fiona

Senior High School Department, Unida Christian Colleges

Practical Research 1

Ms. Darlene Amador

June 30, 2023

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INTRODUCTION

Background of the Study

In 2020, the pandemic caused by the SARS-CoV 2 virus (COVID-19) turned the world
upside down, causing what was referred to as the "worst disruption of public education in modern
history" (Gutierrez & Bilefsky, 2021). This causes a lot of countries to be greatly affected in
terms of the education system, most especially, the students themselves. Due to this, thousands of
school closures are implemented all over the world. As of April, 2020, the United Nations
Educational, Scientific and Cultural Organization (UNESCO, 2020) reported that there have been
millions of affected learners out of all enrolled learners in numerous countries in all levels of
learning. In the Philippines, President Rodrigo Duterte issued a presidential proclamation which
places the whole country under a state of Public Health Emergency, and declares the whole Luzon
island under the Enhanced Community Quarantine (ECQ) in a month. Schools were one of the
first establishments to be affected by the pandemic restrictions, ever since the suspension of
classes that started by the first week of March, until its full suspension at all levels on March 15,
2020. For nearly two months of the pandemic, most countries in the world have temporarily
closed their educational institutions to reduce the spread of the COVID-19 virus and help to
reduce the number of infected people (UNESCO, 2020). This closure has affected billions of
students worldwide. This includes millions of Filipino students (UNESCO, 2020).

“In 2020, schools globally were fully closed for an average of 79 teaching days, while the
Philippines has been closed for more than a year, forcing students to enroll in distance learning
modalities. The associated consequences of school closures – learning loss, mental distress,
missed vaccinations, heightened risk of drop out, child labor, and child marriage – will be felt by
many children, especially the youngest learners in critical development stages.” United Nations
International Children's Emergency Fund (UNICEF) Philippines Representative Oyunsaikhan
Dendevnorov says. Meanwhile in the Philippines, the Commission on Higher Education (CHED)
released a memorandum which guides colleges, universities, and other schools about the
implementation of flexible learning, as well as its guidelines. Flexible learning is defined as a
teaching approach that allows for flexibility in time, place, and audience involved, but not limited
to the use of technology (Balsomo & Sabinay, 2022). CHED added, “The main objective should
be to provide learners with the most flexibility on the learning content, schedules, access, and
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innovative assessment, making use of digital and non-digital tools.” In order for this to be
possible, all schools must carefully plan their guidelines to ensure the safety of their learners,
teachers, and other school personnel. The World Health Organization (WHO) released a checklist
in December 2020 to assist with the reopening of schools and the planning for a potential
COVID-19 surge. WHO cited that “The checklist is aligned with, and builds upon, existing
COVID-19-related WHO guidelines and is structured around protective measures related to: 1)
hand hygiene and respiratory etiquette; 2) physical distancing; 3) use of masks in schools; 4)
environmental cleaning and ventilation; and 5) respecting procedures for isolation of all people
with symptoms.” This particular checklist helps school officials to comply and observe adherence
to the government’s health and safety protocols during this health crisis.

Therefore, as the students conduct the online learning and the sudden blended learning,
numerous changes and adjustments that the Grade 11 Students of Unida Christian Colleges
encounter, it requires adaptation in order to fit and grow. As the Department of Education
(DepEd) expands the implementation of limited in person learning, it provides fear and anxiety to
the students and even teachers. If we can recall, students have made big adjustments to adapt to
the “new normal” and now, they are mandated to be familiarized once again with face-to-face
learning. This study targets the implications of online learning versus blended learning that has
been discussed for several years in higher education. It examines the experiences and opinions of
Grade 11 students from Unida Christian Colleges upon the sudden conversion from online to
blended learning. This emphasizes the issues of students’ perception towards the difference
between online learning and face-to-face learning in the context of social presence, social
interaction, and satisfaction in Unida Christian Colleges.
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Statement of the Problem

The purpose of this study is to understand the adjustments experienced by Grade 11

Students in Unida Christian Colleges and their perceptions in the transition from Online Learning
to Blended Learning. The research intended to answer the following questions:

1. What are the challenges that Grade 11 students of Unida Christian Colleges faced
upon adjusting themselves from online to blended learning?
2. How did Grade 11 students of Unida Christian Colleges adjust from online
Learning to Blended Learning?
3. What is the preferred learning modality of the Grade 11 students of Unida
Christian Colleges, Online Classes or Face to Face Classes? And why?

Thesis Statement

Certainly, online classes enable students to learn without physically going to school which
lessens the probability of their absence from class. Online learning setup provides classes that can
take place at home. However;

1. adjusting from online to blended learning has its own difficulty for learners as it will make
them feel sudden changes, most especially with their studies and social interaction skills.
2. They will be forced to maintain good grades by studying enthusiastically and as for social
interaction, students can train themselves by communicating with their new classmates
and teachers until they feel comfortable.
3. Although the majority of people can say that learners are facing adjustments upon the
transition from online to partly face-to-face, in high possibility, the majority of students
may still prefer to take in-person classes because of the given chance to bond with the
members of a class and the “easier to learn'' method of teaching as teachers have the
ability to enlighten young minds with their actual presence.
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Scope and Delimitations

This research focused on the adjustments encountered by random Grade 11 students of

Unida Christian Colleges, who are mostly around 15 to 18 years old, and experienced online
classes in the transition from Online Learning to Blended Learning as the subject of the study.
Students who witnessed both online and the sudden Blended Learning set-ups are emphasized in
this study. Since the researchers are in Grade 11 level, they aimed to focus on the students with
the same level and age as them in alignment of this research as this will help the conductors to
thoroughly grasp the information that they can gather.

This research limits the perceptions of students who chose modular learning and other
learners who stopped attending school amidst the pandemic. Because of the sudden start of online
classes as COVID-19 affected education, many students gave up their studies and proceeded to
work and earn money or do the things they desired. Some students never stopped learning from
school, but they used printed modules to study. Moreover, this research did not intend to study
those students who did not experience online learning due to a lack of participants and lack of
time.

Significance of the Study

The results of the study will be undertaken to find out the personal experiences of Grade
11 Students of Unida Christian Colleges towards the adjustments from Online Learning to
Blended learning. Benefiting the study are the various sectors as follows:

The Students. The direct recipients of the output of this research. The results of this study
will provide them a better understanding of what are the challenges that their fellow students
experience in the sudden transition from online learning to blended learning.

The Parents. This will help them to provide wider knowledge and understanding about
the problems faced by students, including their children in the said issue about the sudden
transition from online to blended learning.

The Teachers. It will stand as a wake-up call for the teachers who are unaware of the
adjustment that Grade 11 Students of Unida Christian Colleges experience.
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The School Administrators. They will have more knowledge about the personal
experiences in adjusting from Online Learning to a sudden shift to Blended Learning by Grade 11
Students of Unida Christian Colleges and be able to understand the situation. This also may give
them reasons to be considerate teachers.

The Future Researchers. This study would also be useful as a reference for those who
would conduct a study related to personal experiences in adjusting from Online Learning to
Blended Learning since there are very limited local studies that can be found exploring this
particular subject.

Review of Related Literature and Studies

This review critically highlights and clarifies various studies from foreign and local
researchers that have a substantial role in this research. The studies’ literature are from books,
articles and online sources such as PDFs or E-Books that focus on various aspects that will
improve this study. Therefore, the researchers gathered literature from existing foreign and local
studies related to the Challenges that the students Experience in the transition from Online
Learning to Blended Learning.

Local Studies

According to an article written by Michael Bordeos (2022) that surveyed 20 students, 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. It stated that primary education institutions should strengthen the
limited face-to-face classes, reevaluate the curriculum, equip more staff and teachers, modernize
the learning facilities, implement a strategic plan, and evaluate every part of the plan to maintain
the teaching and learning continuity in the new normal of education modality. Hence, the
transition to post-pandemic education remains an emergent challenge that has to be dealt with,
which further supports our study's focus on the difficulties that students are facing, according to
Carie Estrallado (2021). It is said to support our grappling with the issue together with the
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integration of health, hybrid learning, and online learning spaces. As we cope up with the covid
cases, many cities across the country are now adjusting to the new normal after the pandemic
caused damage. Therefore, as the education sector adjusts to the new normal, students must be
familiarized again with traditional learning methods where teachers and students can personally
exchange ideas. However, due to the correlation between their physical and mental readiness, this
strategy puts students and even school staff at risk. According to the article of Jolai Garcia-
Bolaños et al., Anoba (2020), the success also depends on the readiness of students and teachers.
Along with this, there will be difficulties especially for the students in the transition from online
to blended learning.

Local Literature

One of the critical problems is the literacy in using technology as not all digital resources
are easy to use and reliable (Hunt, 2016). Also, Shraim and Khlaif (2010) found out in their
research that the failure of 72% of teachers and 75% of students in e-learning and blended
learning are due to the inadequacy in skills and experiences to ICT based learning using computer
and internet applications. With that in mind, it is essential to note that time management and
computer literacy are pivotal and meaningful in the context of distance learning and online classes
(Rovai, 2003). Also, Priscila (2020) said that workloads in the early stage of blended learning is
another problem, given that the process of switching to a new method when a student is
accustomed to the traditional approach is very complicated. Correspondingly, there are other
factors that affect the proficiency of learning of the students, like family responsibilities, and
learners' hours of employment interfere with the learners' learning process (Cohen et al., 2012).
According to Smyth et al. (2012), having difficulty with more advanced technologies is another
challenge for implementing blended learning. This was specifically the case where students had to
rely on slow and unstable Internet connections. Also, poor internet connection has led to
considerable frustrations and negative impacts on students' learning as it inhibits students' ability
to engage in online discussions (Akpan, 2015). Students who are barely hanging on with their
load data always have a hard time because of their low latency signal and mostly results in
frustrations and anger especially when a student really strives to learn and to catch up. Lastly,
encouraging kids to work independently on computers. But the challenge here is ensuring that
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students have acquired knowledge. Many computer-based projects and assignments allow
students to move quickly through the lessons without truly mastering the knowledge or skills
necessary for success (Barnett & Farrah, 2019). Moreover, Winstead (n.d.) said that the usage of
lecture recordings causes students to lag behind the pace of the course.

Foreign Studies

According to Avi Besser (2020), his literary work discusses the challenges faced by
students in terms of adaptation to the new normal and to the sudden and unexpected transition
from the traditional face-to-face to distance learning. Ever since the pandemic started, it changed
and shaken the entire wide world, especially the most affected aspect of life, which is education.
The crisis and consequences of COVID-19 led to a better understanding of the preferred learning
styles of students and teachers, as well as their challenges. As explained by Ritimoni Bordoloi et
al., (2021) around 68 million students from pre-school to higher education were affected, but with
this transition, they were able to express their thoughts and perceptions toward the adjustment.
“We get more homework than learning materials, so we spend more time working on them.
Sometimes we stay up until 11pm to reach deadlines,” — Hazel, a highschool student’s response
to The Conversation Indonesia recently (2020). It supports our study’s issue wherein there are
many students who have had a hard time adjusting ever since the pandemic striked in every part
of the world, including the Philippines. Adjusting not only to the sudden changes in learning
modalities, students also experienced having trouble coping up with lessons and even budgeting
their money for buying things needed in school when the online to blended learning started.
Teachers also had a hard time preparing in both online and enhanced face to face classes, we can
also see that all of us really struggled during the pandemic as we also need to protect ourselves
from the unseen virus and make sure everyone’s safety is guaranteed.
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Foreign Literature

As blended learning was implemented by DepEd, numerous difficulties arose not only for
the students themselves but also for their parents and teachers. The implementation of blended
learning and the specific roles and activities taken up by external influencers of the education
ecosystem are highlighted in the chapter titled "Implementation Challenges of the Online Blended
Learning Platform." As a result, it connects to our study because it identifies specific issues and
obstacles that students, teachers, and parents face when implementing blended learning on the
aforementioned platforms. With the unexpected implementations of new learning modes,
everyone is caught off guard. Blended learning has been recommended by the government and
educational professionals, according to the statement supported by Rahmat Mahmud (2020). Yet,
many researchers believe that blended or hybrid learning involves a relevant combination of
online and face-to-face activities, which also considers students' adaption tactics and differences
in the transition from online to blended learning. According to Gabriel Astudillo (2022), students
were additionally questioned about their preferred learning modalities, which also connects to this
study considering the preferences of students, particularly in the two years of distance learning
that we are able to adapt and be mandated to familiarize ourselves again in the traditional in-
person classes.

Synthesis

The researchers gathered studies and literature that will highlight the adjustments of the
students upon the sudden transitions from typical Face-to-Face classes to Online and from Online
to Blended Learning. The materials mentioned also demonstrated the challenges that the learners
experienced with different learning modalities. In addition, the different literatures tackled how
these learning orientations affected how students learn and study. Learners were used with the
regular, traditional Face-to-Face session of classes but since the pandemic started, online or
virtual classes are implemented. For the past two academic years, students have begun to adapt to
what we call the “new normal”. Online learning sites have become more accessible than before
and lots of platforms are attainable for the learners to reach. Discussions regarding the success of
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online classes are subjective. Some utterly supported while some disapproved with the online set-
up, there were also others who were skeptical. Some say that online class is optimum because it is
definitely accessible and some say that online class causes plenty of homeworks and is unideal as
unwanted circumstances can occur such as inconsistent internet connection. There are some who
believe that online learning is better than traditional learning and there are some who think
otherwise. But because of the burden that online classes brought the teachers, parents and even
some students themselves, as soon as the COVID-19 started to lower its cases, countries including
the Philippines prepared and slowly implemented a partial and limited in-person class. They listed
guidelines and standards for people to follow in order to acknowledge safety and at the same time
prevent the virus from spreading. As mentioned earlier, students became used to virtual learning
sessions therefore transitioning to traditional set-up brought a new kind of pressure to them. Not
only the students but also their teachers and guardians were affected by the change as everyone
tried to adapt to the online class and they are forced again to acquaint themselves with the blended
learning orientation which has a touch of traditional learning. The past academic years mirror
their experiences with online class and how these learners became used to it. The literature,
articles and other materials that the researchers used helped to acknowledge the existent
adjustment that the students experienced upon the transition from online to blended or limited
Face-to-Face classes.

Theoretical Framework

The theoretical underpinning of this study is from John Dewey (n.d.), an education
philosopher's belief that children learn and adapt when they interact with the environment. He
stands by the “hands-on” approach where learners need to interact with other people, and work
both alone and cooperatively with their peers and adults. Based on Dewey’s view, children should
be allowed to explore in order to learn. And Zhao et al. (n.d.), concluded that this finding suggested
that the two-way interaction allowed by Internet-based online applications of distance learning
provided advantages that previous technological affordances had not. Studies in which instructor
interaction with students was medium to high resulted in better learning outcomes for online students
relative to classroom learners, according to Zhao et al (n.d.). also. Learning through a new set-up
such as online or virtual brought them the chance to discover a new way of learning. However,
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upon the COVID-19 pandemic diminishing its cases, the Philippines and other countries decided
to incrementally get everything back on what they used to and this was also applied to the
education sector. Therefore, blended or partial Face-to-Face classes were gradually implemented.
There are precise changes between the two modalities and adjustments are done by the learners.
According to Munn (1995), "Adjustment is accommodating or fitting oneself to circumstances, as
when we say that a student is adjusted to 4 or gets along well with the group in which he finds
himself". In addition, James Dever (n.d.), a psychologist defines an adjustment as the
modification to compensate for. Through that said adjustment, though these learners relied on the
internet for two years, after the adjustment is their adaptation. According to Jonas and Burns
(2020), it is important that revisions were made to the mode of delivery needed to be executed to
meet the needs of every student. The interactive learning resources are needed to enable students
to build on their existing knowledge and utilise the modular theory to enhance their critical
thinking practice.
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METHODOLOGY

Definition of Terms

This section operationally and workingly defines words that are unknown and unfamiliar
to ensure a comprehensive understanding to the readers. Therefore, the researchers define the
following terminologies based on how they are used in this study;

COVID-19. The outbreak of the COVID-19 pandemic in early 2020 caused the world's largest
disruption of the whole school system. As most people are now aware, a COVID-19 outbreak was
confirmed in mainland China in December of 2019. A new virus known as the severe acute
respiratory syndrome coronavirus 2 is responsible for this outbreak (SARS-CoV-2). On February
12, 2020, WHO officially called the novel disease called Coronavirus Disease 2019. (COVID-
19). Since the pandemic, one of the most serious research topics around the world has been the
implementation of distance learning and the development of online education and training
(Jacques et al., 2020, 2021; Zagkos et al., 2022).

Transition. It points out the change from one form, state, or subject to another. (Cambridge
Dictionary, 2023) Thereby, with the improved incident that the Covid-19 has caused, the
Department of Education ( Deped) has released the guidelines on the School Calendar and
Activities for School Year 2022-2023 in accordance with its commitment to the resumption of 5
days of in-person classes (2022). In the context of this study, it refers to the challenges that the
Grade 11 Students from Unida Christian Colleges experience in the transition from Online to
Blended learning.

Adjustment. This indicates the behavioral process by which humans adapt to change in order to
grow. It arises when grade 11 students at Unida Christian Colleges adjust to the transition from
online to blended learning, as defined in this study. They must therefore understand the
implications for teaching and learning strategies (Jansen & Merwe, 2015). Literacy skills include
acquiring knowledge by reading, using media, technology; writing, producing media; and life
skills, initiative, social skills, productivity, and leadership which also include adaptability.
(Kereluik et al., 2013; Sahin, 2009)
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Online Learning. The surge of COVID-19 established a partial or complete lockdown, where
people, especially students are forced to stay home. The higher education institutions’ closure
demands online learning. It is explained as "learning and teaching experiences in synchronous or
asynchronous environments using technologies with internet access. According to Stern (2020)
Online education is convenient for students for the reason that they can access online materials for
24 hours. Therefore, it is clarified in this study that the Grade 11 Students of Unida Christian
Colleges are mandated to be familiarized with the new normal for the sake of the teachers to
deliver lessons in an efficient way to students.

Blended Learning. It is a type of education in which learners gain knowledge through digital
platforms as well as to traditional face-to-face learning. As a result, Allen and Seaman (2010,
cited 988 times according to Google Scholar, 2018) define blended learning as follows: “a course
that blends online and face-to-face delivery." With this, it is used in this study that the Grade 11
Students of Unida Christian Colleges experience after the number of Covid- 19 cases has
decreased and provide convenient implementations.

Learning Modalities. Learning Modalities is defined as the method of student participation in

person, remotely, or both (Jill, K., n.d.). As it is used in this study, students in Unida Christian
Colleges, specifically Grade 11, were studied on what are their preferred learning modalities and
were hypothetically answered.

Research Design

This study uses a descriptive-narrative and phenomenological approach for its research
design as the researchers conducted several interviews within the scope of the study, using the
semi-structured questions that have been created. Descriptive research involves gathering data
that describe events and then organizes, tabulates, depicts, and describes the data collection (Glass
& Hopkins, 1984). Meanwhile, pure phenomenological research seeks essentially to describe
rather than explain, and to start from a perspective that is free from hypotheses or preconceptions
(Husserl, 1970). With the help of these approaches, the researchers are able to determine the
Challenges among Grade 11 Students upon the Sudden Transition of Online Learning to Blended
Learning.
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Respondents of the Study

Taking part in answering the prepared questionnaire by the researchers are a total of 10
Grade 11 Students from Unida Christian Colleges. The respondents chosen are within the age of
15 to 19 years old, selected from Senior High School Strands namely; HUMSS, ABM, and TVL
who experienced the Online Learning Modality in the time of pandemic.

Research Instrument

This study used Semi-Structured Interview to meet the objectives and answer the
Statement of the Problem which is to understand the Challenges that the Grade 11 Students faced
in their sudden transition from Online Learning to Blended Learning, specifically from Unida
Christian Colleges. The researchers constructed a total of five Semi-Structured questions designed
to help in more effectively comprehending and defining the Adjustments encountered by Grade
11 Students at Unida Christian Colleges. Furthermore, the researchers will interview a maximum
of ten Students from the aforementioned school ages 15 to 19 who have Transitioned from Online
Learning to Sudden Blended Learning considering that the research revolves around it.

Conceptual Framework

The research framework shown below illustrates the key concepts of the study, which are
the Experiences of Grade 11 Students from Unida Christian Colleges. With this, there is a
connection between Adjustment and Transition due to the pandemic that started in late 2019.
With the said Experiences, Grade 11 Students from Unida Christian Colleges adjust from the
Sudden Transition regarding the modality of students, which is Online Learning to the Sudden
Blended Learning, creating challenges that may be challenging for them to overcome and may
affect them in different aspects.
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References

Akpan, E. (2015). BLENDED LEARNING OPPORTUNITIES AND CHALLENGES IN

MATHEMATICS EDUCATION: PERSPECTIVE IN HIGHER EDUCATION. ResearchGate.
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S_AND_CHALLENGES_IN_MATHEMATICS_EDUCATION_PERSPECTIVE_IN_HIGHER_ED
UCATION
Astudillo, G., Hilliger, I., Rodríguez, F. M., & Baier, J. A. (2022). Towards Effective Blended
Learning Through the Eyes of Students: A Survey Study in Transition into Face-to-Face
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Bali and Liu, “Students’ Perceptions toward Online Learning and Face-To-Face Learning
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Bandyopadhyay, S., Bardhan, A., Dey, P., & Bhattacharyya, S. (2021). Implementation
Challenges of the Online Blended Learning Platform. Bridging the Education Divide Using
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APPENDICES

RESEARCH INSTRUMENT

Key Informants: Grade 11 Students from Unida Christian Colleges, ages 15-19 years old
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Research Instrument: Interview

Semi-Structured Questions

1. Are there any challenges that you encounter upon the transition from Online to Blended
Learning? If there are, what are those?
2. What are the strategies/ways that you did in order to adapt in the transition from Online to
Blended learning?
3. What learning modalities would you choose based on your personal preferences, and why?
4. Did the chosen learning modalities help you overcome your challenges in the transition
from online to blended learning? Why or why not?
5. What are your insights on the challenges you have encountered as you familiarize yourself
in the transition from Online to Blended Learning?