Challenges Encountered in the Blended Distance Learning and their

Implication in Improving the Work Performance of Selected Grade 10 Cookery

Students

Normita M. Ortinez, Teacher III

Florentino Torres High School
normita.ortinez001@deped.gov.ph

ABSTRACT
Virtual classrooms become more interesting and enticing if learners are determined to
learn from their teachers without obstacles or other barriers. Nowadays the trend of online
learning becomes crucial due to various difficulties face by the students in interfacing
distance education. Brought about by the pandemic, distance learning provides ways to meet
the needs of learners by holding synchronous and asynchronous classes to fully get connected
with lessons being taught by the teachers to students. However, some students suddenly
stopped attending lectures in online classes. They were having a hard time adjusting in
different modalities applied.
Descriptive-survey research was applied through an online administration of survey
among the selected student-respondents. The data were treated by means of thematic analysis
and descriptive data tabulation, findings revealed that the respondents faced a lot of issues
and challenges came across during synchronous classes, such as technical issues, distractions,
time management, lack of motivation, lack of gadget and limited load to use for online
classes. The possible solutions that can be made in addressing students’ problem to improve
their work performance for virtual classroom are communication tools like creating a group
chat and breakout rooms thru messenger, revisiting recorded and archived lessons, screen
sharing and live presentations. The best coping mechanism in these situations are manifested
by means of adaptation of difficulties, learning a simple time management and staying
motivated. The learner’s experiences will be the basis in answering questions on these
problems and actions taken.
KEYWORDS: Blended distance learning, Synchronous Class, Time Management

Introduction distractions, and time management. In

The distance learning that we have right
now, wherein teachers and students are
teaching and learning in the comfort of their
homes. This means that the lessons are
delivered no faceto-face, through a mix of
modular learning, activity sheets,
worksheets, video presentations which are
some tasks that have worked by the students.
During online classes, the researcher
has noticed that most of the students were
facing problems while classes are ongoing.
Some of these are technical issues,
relation to these challenges, the researcher
asked her learners on how they coped up with
what they have experienced during
synchronous class, and the classroom
solutions that will enable the learners to learn
efficiently. They also cited that they faced
difficulty during online class by means of
using communication tools, such as group
chats and breakout rooms, using recorded and
archived lessons, screen sharing and live
presentations. adaptation of difficulties,
learning a simple time management and
keeping themselves motivated.
The online or blended learning started
in 1990’s with the onset of the internet and
worldwide web as a tool for distance
learning. Accessing the delivery methods
whether synchronous or asynchronous
lecture.
Online education became
different in all components of learning.
According to an article author (Kebritchi,
Lipschuetz, & Santiague, 2017), of Journal
of technology system, the Three major
categories of studies were identified:
concerns related to online learners, mentors,
and content development. Learners’
concerns included learners’ expectations,
readiness, identity, and engagement in online
classes.
This paper explores the benefits of
attending synchronous classes to help
learners promote learning
outcomes. (16 Dec 2020)
a. Significance of the Study
This study focuses on the challenges
encountered in blended distance learning and
their implication in improving the work
performance of selected Grade 10- Cookery
students.
Though online learning implicates certain
limitations to this approach, we should give
our best in creating a good interaction during
online classes. The findings of this study will
redound to the benefit of Grade 10- cookery
students from sections 27 and 28 of
Florentino High School.
The main purpose of this study is to
determine the issues encountered during
synchronous classes, the solutions that can
be made in addressing students’ problems to
improve their work performance, and the
possible intervention schemes that can be
done to engage learners in the blended
distance learning. The researcher limits the
study to 40 Forty number of selected Grade
10- Cookery students enrolled in Academic
Year 2020-2021 at
Florentino Torres High School. The
respondents were given a questionnaire to
answer through a google form.
b. Research Questions: The following
are the problems that the researcher sought
to find the answers.
1.What are the challenges encountered by the
respondents in interfacing distance
learning? How these challenges affect their
learning?
2.What solutions can be made in addressing
students’ problem to improve their work
performance?
3.What possible intervention schemes can
be done to engage learners in the blended
distance learning?
D. Methodology
This research utilized a descriptive survey
research design. The study uses surveys to
gather data about varying subjects. This data
aims to know the extent to which different
conditions can be obtained among these
subjects. Due to the risk of acquiring of
COVID 19, the researcher administered the
survey through Google Form via Google
Classroom. The data collection focused on
the outcome of the survey conducted among
the Forty (40) Grade 10- Cookery Students
from Sections 27 and 28 of Florentino Torres
High School. The respondents were
officially enrolled in Cookery Class.
The data were treated using tabular
description and interpretation and thematic
analysis for qualitative data.
a. Participants
The choice of students respondents
made possible through a descriptive
research design. The research study was
conducted, among the forty (40) students of
Grade 10 Cookery students from sections 27
and 28 of Florentino Torres High School.
All of them willingly participated during the
conduct of the research process.
b. Research Tool
The main tool used in this study was the
qualitative survey consisted of questions that
led to answer the inflicted research
questions.
c. Data Analysis
After having organized the important details
required for examination of information, the
researcher interpreted the recorded points of
interest and data from the student-
respondents by triangulation analysis.
Participation
observation
Triangulation
analysis
Questionnaire Online
response survey
Out of 40 respondents, 75% or 30 of them
answered from the given survey
questionnaire, the challenges encountered by
the respondents in interfacing distance
learning. The Technical issues such as no
internet connection, Audio Clarity, and the
System Glitch.
Serna (2020) technical issues such as no
internet connection- a problem that can cause
barriers in carrying out remote learning in
general. Slow internet performance or
unstable connectivity, and audio clarity.
Issues of unwanted echo backdrop of noises
both from teacher and from the student are
disturbing, other students prefers to use a
built -in mic that can-do better sound clarity.
The system glitch crashing of the utilization,
abrupt removal from an ongoing class, the
inconsistency of the application on specific
devices.
Thematic Analysis on how these
challenges affect their interface in the
blended distance learning.
Theme 1: Digital

Extracted Theme 2: Personal

E. Results Themes Dilemma
1. What are the challenges encountered
by the respondents in interfacing distance Anxiousness
Theme 3: Low Quality
learning? How these challenges affect
their learning? Performance

Table 1
Challenges Encountered f % Theme 1: Digital Anxiousness
Technical Issues (No
Based on the codes and
Internet connection, Audio themes extracted from the responses of the
Clarity, System Glitch) participants, upon interfacing the digital
30 75%
teaching methodologies, students tend to
Distractions and Time 7 17.5%
invest digital anxiousness because the
Management
following factors like specification of
Lack of Motivation 1 2.5%
gadgets, low moving internet connectivity
Lack of gadget to use for online 1 2.5%
and the like are some factors that made
class
students to perform poorly in their subject
Limited load 1 2.5%
areas.
Total 40 100% Theme 2: Personal Dilemma
 Some students like to perform well in their
subject areas but when they think of the next
day, they tend to overthink due to workloads
that they must accomplish. Some of them
think of financial factors on how to sustain
their projects, loads if they consumed already
the given allowance by the city government
and whom should they lean on when they
experience these situations. Theme 3: Low
Quality Performance
The challenge of the new normal becomes
crucial to students’ achievement. When they
feel that they are bombarded of activities to
do they tend to set aside their activities
because they did not get used to an online
learning. They tend to cram as submission
deadlines approaching.
2.What solutions can be made in
addressing in aiding students’ problem to
improve their work performance?
Table 2
Solutions f %
Communication Tools such 23 57.5%
as group chats and breakout
rooms
Recorded and archived lessons 12 30%
Screen sharing and live 5 12.5%
presentations
Total 40 100%
The results revealed that out of 40
students 57.5% or 23 of them answered that
the communication tools such as group chats
and breakout rooms. To help the students
stay interested and focused, there must be a
collaboration on the part of the teacher and
students.
3.What possible intervention schemes can
be done to engage learners in the blended
distance learning? Table 3
f %
Time Management 20 50%
Staying Motivated 11 27.5%
Adaptation of Difficulties 9 22.5%
Total 40 100%
According to the study, the possible
intervention schemes can be done to engage
learners in the blended distance learning
when 50% or 20 of the respondents answered
learning a simple time management. The
diversion of bad habits into a good habit of
the students are difficult to practice but needs
to apply in everyday living for them to
succeed by simply eliminating distractions
and making a habit to sleep early at night and
so they can wakeup early in the morning
before the beginning of synchronous class.
Please refer on Appendix A for the
Action Plan made from the findings
revealed in the study.
Discussion:
Educators should help students to learn to
recognize and solve problems, comprehend
new phenomena, construct mental models of
those phenomena, and given a new situation,
set goals and regulate their own learning
(learn how to learn).
Students can attend synchronous classes by
increasing the learner’s engagement, support
struggling students, build a personal
connection with the students. motivate them,
helps students maintain focus and make
discussions meaningful. Let the Students feel
that they are included, connected, and
engaged in the synchronous classes.
F. Conclusion and Recommendations
a. Summary of Findings
Based on the data gathered, here are the
conclusions obtained: After utilizing the
grounded theory through a survey
questionnaire from 40 selected students-
respondents, From the extracted themes of
thematic analysis, these challenges affect
their interface in the blended distance
learning by digital anxiousness, personal
dilemma, and low-quality performance.
Findings revealed that the respondents must
face a lot of issues and challenges came
across during synchronous classes, such as
technical issues, distractions, time
management, lack of motivation, lack of
gadget and limited load to use for online
classes. The possible solutions that can be
made in addressing students’ problems to
improve their work performance for the
virtual classrooms are communication tools
like creating a group chat and breakout
rooms thru messenger, revisiting recorded
and archived lessons, screen sharing, and
live presentations. Coping up in these
situations by means of adaptation of
difficulties, learning simple time
management, and staying motivated.
learning a simple time management will
bring the good habits of learning.
b. Implication/Reflection and
Recommendations
Constant practice of student’s time
management, staying focus and motivated,
avoiding distractions that can hinder in
synchronous learning. Through proper
coordination and collaboration of teachers,
students, and parents everything will be
uncomplicated in terms of online classes.
Self-directed learning is uplifted on
the learners, who willing to learn on their
own by watching recorded lessons and
presentations and interacting through
the discussion in the Online Learning
Environment
(OLE). It is generally student-centered,
requiring individual engagement.
The students need to equip themselves
in using messenger room as an alternative
room for google classroom that can
easily be accessed by the students
that uses utmost data. The given tasks of the
mentor can be easily reached by the learners.
To help the students feel like they are in a
normal classroom setting. The students need
self-discipline, initiative, persistence, forcing
themselves to use their time wisely,
dedication in learning time management
principles, willing to practice it regularly.
Motivating oneself and setting a goal in mind
for better time management practices.
G. References:
Blended learning. (2009). Retrieved
July31,2012
fromhttp://edutechwiki.unige.ch/en/
blended_learning
Bliuc, A. G. (2007). Research focus and
methodological choices in studies into. In
Internet and Higher Education, 10, 31-244.E-
Learning resources. (2012).
Retrieved July 31, 2012 from
http://www.grayharriman.com/blend
ed_learning.htm
Garrison, D. R. (2004). Blended learning:
Uncovering its transformative potential in
higher education. The Internet and Higher
Education. Graham,
C. R. (2006). Blended learning systems:
Definition, current trends and future dire
https://www.angelo.edu/facultyandstaff/instr
uctionaldesign/onlineteaching/section_13.ph
p https://businessmirror.com.ph/2020/0
6/19/th e-challenge-of-education-inthe-
newnormal/ Copyright 2021 Thomson
Reuters.
Tags: coronavirus, education,
Philippines May 4, 2020
https://www.usnews.com › Education ›
BestColleges https://www.merriam-
webster.com Distance Learning Editors'
Choice eLearning Solutions
https://elearningindustry.com/reason s-
whystudents-fail-study-online
https://elearningindustry.com/idealonlinecour
se-prevent-drop-outs
 APPENDIX A: ACTION PLAN

Rationale:
The present condition of our country leads us to deal with challenges and educational
concerns but due to our togetherness and collaborations to find solutions, these ordeals
become small and easy to solve. We have gained a better understanding about the challenge
between
Learning Delivery Modality 2 (LDM2) and teachers’ competencies from here, we can
identify various loopholes and blind spots to strengthen our weaknesses in dealing with new
normal education.
This action plan is made to aid learners in interfacing the new normal set up of
education.

Objectives Strategies People Involved Time Expected

Frame Outcome
 95% of the
1.Determine the students can
Head Teacher
importance of using Use of October understand
Teacher and use the
digitized Module digitized 2020- May
Students digitized
through blended Module 2021
Parents module on
learning
their own
98% of the
students can
2.Perform the follow the
instruction/ Use of Head Teacher instruction
October /direction
direction given on Worksheet Teacher
2020- May without any
the or Students
2021 hesitations
worksheet/activity Activity sheet Parents
sheet and with the
help of their
parents
95% of the
students can
apply what is
3.Present a Selfpace being taught
Head Teacher
video Use of self- October on the self-
Teacher
lessons suitable to pace video 2020- May pace video
Students
the needs of the lessons 2021 lessons
Parents
students suitable to their
daily
performance.