Republic of the Philippines

DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE

COLLEGE OF AGRICULTURE AND TECHNOLOGY
(Masbate State College)
Cabitan, Mandaon, Masbate

Challenges and Coping Strategies of Undergraduate Science Students in Masbate Philippines

Amidst the Pandemic

Maria Teresita Mandawe

Cesar Cristobal
Ronie Dalinog
Valerie V. Toca
Resiel B. Tolero
BSED Science 3A

In Partial Fulfillment of the Requirements in Mc Science 7 (Research in Teaching Science)

in the 2nd Semester of the S.Y 2020 – 2021

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 Abstract
The event brought by the COVID 19 pandemic paved way for the new normal to happen. As the
school restricted face-to-face interaction, the students are left to embrace the different alternative modes of
learning. This sudden transition poses problems or challenges to students, for this reason the study was
conducted. The study sought to identify the challenges and coping strategies of science students while
learning under the new normal system amidst pandemic. The study will also unravel the impacts of the
challenges to the overall well-being of the students. Random sampling and online survey are the methods
used for the aspect involved in this study. The result and conclusion based on the obtained data revealed
that both modular and online learning is minimally effective as perceived by the students. When it comes to
the challenges experienced by students, the two most common is the poor internet connection and no proper
discussion from their instructors. Aside from that, lack of money to avail load is also considered as a challenge
for them. Loads are the alternatives when poor internet connection happen, however, students cannot still
afford to avail load. In the aspect of students coping strategies, students employ practicing time management.
Followed by finding time to relax after work exhaustion like going with family and friends. Another coping
strategy employed by the students is creating a healthy mind-set to minimize stress which is synonymous to
being hopeful, positive and cheerful. Ignoring or eliminating distractions and keeping in touch with the support
system also plays an important consideration as students coping strategies.
The study recommend that the school institution in DEBESMSCAT should provide another sets of
alternative mode of learning for the students given that modular and distance are minimally effective in use.
The school should also addressed the challenges experienced by the students to lessen their problems and
burdens while learning. Teachers and instructors should expand their learning instructions in order to provide
students with the appropriate discussions that they needed at these times, especially because face-to-face
interaction is no longer possible. The CHED, in collaboration with LGUs across the country and the
government, should grant funding to provide free loads, gadgets, books, or any other resources that students
could utilize to continue their study.

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 Acknowledgement

Exceeding one’s goal is not just an easy task. It takes a lot of courage and a lot of self-grim
determination, for these reason the researchers would like to express their profound gratitude to all the people
who have inspired them during and after the conduct of their research study. Specifically the researchers
would like to extend their gratitude to the following:
Above all, the researchers’ are thankful for the guidance that God had showered to them for
successfully completing the research study with boundless of new insights that is beneficial to the majority.
The researchers’ will never forget Mr. Erdee C. Cajurao, the researchers’ adviser, who gave his
100% encouragement and invaluable support for imparting his knowledge to the researchers. The
researcher’s also appreciate the help he did for editing and giving suggestions to make the paper better and
better. He is also the reason why the researchers’ had gained a lot of knowledge and skills beneficial for the
future study that the researchers’ will undertake.
To the respondents, particularly the Bachelor of Secondary Education major in General Science
students, whose participation have contributed so much in the fulfilment of the researchers’ study. Without
them, it will be hard for the researchers to gather reliable information.
To the researchers’ parents, for their moral, spiritual and financial support. They are one of the
reason why the researchers were fully motivated despite the hardship and sleepless nights they experienced.
There are also times when the researchers’ felt hopeless and penniless but they are always willing to lend
help as much as they could. They never fail to show their unending support and love during tough times.
To the researcher’s friends, co-researchers, and classmates who are always willing to extend their
help and are always ready to entertain questions raised by the researchers. They also become a motivator
when the researchers felt discourage.

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 Table of Contents
TITLE PAGE
ABSTRACT 1
ACKNOWLEDGEMENT 2

CHAPTER I. Introduction
Background of the Study 5
Statement of the Problem 7
Importance of the Study 7

CHAPTER II. Review of Related Literature and Studies

Related Literature 8
Related Studies 10
Synthesis of the study 11
Gap bridged by the study 12
Theoretical Framework 13
Conceptual Framework 16
Definition of Terms 18

CHAPTER III. Methodology

Research Method and or Design 20
Sampling Method and or Design 20
Respondents/Subjects 20
Instrumentation 21
Data Gathering Procedure 21
Data Analysis/Statistical Analysis 22

CHAPTER IV. Results and Discussion

Type of learning mode students are immersed in 24
Effectiveness of the current mode of learning 25
Challenges faced by the science students in the new normal 25

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 Coping Strategies employed by students 27
Impacts of the Challenges to the:
Physical Wellbeing 28
Mental Wellbeing 29
Social Wellbeing 30

CHAPTER V. Summary of Findings, Conclusions and Recommendations

Summary of Findings 31
Conclusions 33
Recommendations 34
References 36

APPENDICES
Appendix A 40

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 Chapter I
INTRODUCTION

Background of the Study

The onslaught of Covid-19 pandemic crippled the lives of people around the world leaving them with
no choice but to embrace the changes in their way of life different from before, now viewed as the new normal.
One of the sectors immensely affected by this pandemic is education. Schools for most countries were
temporarily closed to contain further spread of the virus. The Philippine government as well made sure that
the safety and welfare of every student must be a priority in these difficult times. When the Philippine
government ordered closures of all educational institutions, the disruptions were sudden since classes were
still running (Ancheta, 2020). This closure has affected more than 1.2 billion learners worldwide with more
than 28 million learners in the Philippines (UNESCO, 2020) but despite the menace of COVID19, it should
not be the reason for the student to halt their learning (Tria, 2020). And so, amid the pandemic, the response
of educational leaders was to adopt the new normal in education (Tria, 2020). At the basic education, the
Department of Education (DepEd) implemented the Learning Continuity Plan (LCP), and had started the
School Year last 2020-2021 and classes were opened last August 24, 2020 instead of June 2020 (DepEd,
2020). The DepEd have come up with a combination of modular, radio and television, and electronic or online
under the so-called “blended-learning" (Villanueva, 2020). In the higher education sector, the Commission
on Higher Education, HEIs were given academic freedom and implemented available distance learning, e-
learning, and other alternative modes of delivery to students (CHED, 2020). The immediate action and
strategy aim to mitigate the closure while continuously delivering quality education (Ancheta, 2020).
The advent of the new normal has led students and teachers to work from home and online and
distance education has later become the new norm in the field of education since the closure of educational
institute and stringent restrictions worldwide began as an emergency response to the COVID-19 pandemic.
Traditional learning processes that emphasize teacher-student interactions in the classroom and outside the
classroom shift to distance learning (Abidah et al., 2020). However, in line with the initiatives of continuing
classes it forced students and their parents to make the difficult decision of whether or not to continue their
studies. From the latest data release by the Department of Education as of July 2020, the initial enrolment is
just a little over half of the 2019’s 27.7 million students (Ancheta, 2020). The decline in the number of
enrollees is mainly attributed to financial factors and access to internet (Ancheta, 2020) but despite these

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prevailing circumstances, the pursuit to deliver education to students did not stop. The Commission on Higher
Education suggested to strengthen online platforms and blended learning such as but not limited to goggle
classroom, messenger, zoom, Edmodo, Facebook and YouTube (CHED, 2020). However, implementation
of online learning imposed different problems and challenges that affects both the teacher and the students
especially the higher education institution (Bao, 2020). Of the different types of students, the most vulnerable
of them all were the poor and indigenous people (Bayod & J. Morante, 2020) who have less opportunity to
cope with their situation especially in the aspect of education. It also revealed the digital divide among Filipino
students who are already under remote learning right now (Rotas & Cahapay, 2020). Common problems
faced by students are lack of available gadgets, load and limited or poor internet connection. Poor internet
connection and lack of digital device accessibility are still impeding distance learning as the pandemic
continues (Eloksari, 2020). According to the report of Akamai (2017), the Philippines has the lowest internet
connectivity in Asia. Besides, such challenges would be equity gaps, student’s security and safety, quality of
learning compromised and poor assessment results (Winthrop, 2020).
Aside from the common challenges faced by the students such as lack of gadgets, slow internet and
health risks, students also experience different problems in their field of specialization particularly in science
education. Arietta. et al (2020) stated that science education is one of the most important subjects in school
due to its relevance to students’ lives and the universally applicable problem-solving and critical thinking skills
it uses and develops. With the current situation, students taking up science related courses are greatly
affected especially that there is a prohibition of "no face-to-face classes" until the virus is contained. Science
courses such as chemistry and physics requires laboratory work. Most experiments can only be done in
school laboratories and universities but due to the new normal system these practices are no longer possible.
In science related courses it involves a “real” application of theories. The new normal system has altered the
way of learning making it an extra burden for students that might result to lack of learning that could affect
their study and their career in the long run.
In the school of DEBESMSCAT, thousands of students were fortunate to continue their education
while some planned to stop for some reasons. Those students who pursued specifically General science
students who are taking up science courses may have experienced the predicament of trying to cope up with
the new system of education in the new normal. Thus, this study will identify and highlight the challenges
they faced, as well as the coping strategies they used to get through their situation.

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Statement of the Problem
This research aims to identify the challenges and coping strategies of college students in the new normal.
Specifically, the study will seek answers to the following questions:
1. What are the challenges faced by the science students in this new normal?
2. What are the coping strategies employed by the students?
3. What is the extent of impacts of the challenges to the students along:
a. Physical well-being
b. Mental well-being
c. Social well-being

Importance of the study

The outcome of this study may be beneficial to the following:
Students of DEBESMSCAT. This may serve as a new insight to the students who seek ideas about
coping strategies they could use or employ to be flexible in the new normal system of education. This may
also serve as an instrument to the academic excellence of every student.
Teachers of DEBESMSCAT. This may serve as a basis for teachers to understand the challenges
and coping strategies of learners' in the new mode of learning in the new normal. Knowing the outcome of
this study, will enable teachers to identify and plan initiatives to enhance their learning strategies to better
facilitate and cater their learners.
Commission on Higher Education. This may serve as their reference in knowing the overall effects
of new normal learning system to the students.
Future Researchers. This study may be used as a reference material to those who are planning to
research about the challenges and coping strategies of tertiary students which will give them information and
data to support their study. This study may be useful for improving new topics about coping strategies and
could also give knowledge about its contributions to the students with respect to their studies.

Chapter II

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 REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the discussion of the relevant literature review. It also includes the synthesis
of the study, gap bridged by the study, theoretical framework, conceptual framework, and definition of terms
which are equally essential in obtaining full understanding of the study.

Challenges of College Students in the New Normal of Education

Hadler (2021) In line with the social isolation to help flatten the COVID-19 curve, colleges across the
nation have closed their campuses and dormitories, forcing students to leave their campus community,
friends, classes, and familiar routines. With these sudden changes, Hadler (2021) pointed out the difficult
situation a student could experience while returning to their respective homes. Some of students may be
happy to reconnect with their family again, some may have returned to abusive households, others to an
empty fridge, and others to no home at all.
In the aspect of mental health, Hadler (2021) emphasized college students being prone to feelings
of loneliness, and they are the ones who experience higher rates of anxiety and depression compared to the
general population. Jahnke (2020) also emphasized the significant stress of the COVID-19 pandemic to
college students, many of whom are worried about increasing financial pressures caused by the pandemic
and the lack of easily accessible mental health care. He reported the findings of a survey of more than 18,000
college students on 14 campuses, published by the Healthy Minds Network, which found the rate of
depression among college students increased since the start of the pandemic.
Online classes or interactive education, according to Villanueva (2020), have “increased levels of
safety” because students are at home and not exposed to the COVID-19 virus. However, the Department of
Health (DOH) warned it could have an impact on students’ mental and psychological health. Owing to the
lack of face-to-face contact, online classes are likely to increase students' feelings of loneliness. Health issues
such as exhaustion, headaches, lack of motivation, avoidance/procrastination, and others as a result of
increased screen time, the DOH added.
Aristovnik et. al (2020) mentioned the similar effect of the pandemic on the behaviors of higher
education students regarding academic work and life (e.g. transitioning to online lectures/tutorials, closed
libraries, modified instructor and administrative support contact networks, new assessment processes,
different workloads and performance levels, etc.) and social life (closed dorms and thus going back home,
no friendship meetings, etc.) as well as their personal financial situation (loss of student job, worries about

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their own financial situation, future education, and career) and emotional health (fears, frustrations, anxiety,
anger, boredom, etc.)
Shifting to different mode of learning also affected the regular practice of every students regardless
of their year level, Gill (2020) stated that as schools across the country transitioned to online platforms,
students are not receiving nearly as much instruction and support as they did in person. When their workload
remains the same as before classes went online, this lack of in-person supports causes issues. Many
students and staff have less familiarity with and access to technology, in particular with public schools in low-
income communities, so teachers are unable to stream their lessons for students to learn face-to face.
Instead, students are left to teach themselves through assigned readings which cannot compare to the
effectiveness of a teacher’s verbal instruction.
Choudhary (2020) mentioned the major problem for implementing alternative solutions, he stated
that it was configured as the digital divide because students living in the areas of unlimited or strong
broadband connections can resume their online learning but the children living in the areas where internet
access is intermittent or not fast may find difficulty with their studies.
Winthrop (2020) enumerated the challenges of both students and teachers with regards to shifting
to different alternative mode of leaning particularly distance and online learning: (a) distance learning will
reinforce teaching and learning approaches that we know do not work well (b) the protection and safety of
children will be harder to safeguard (c) school closures will widen the equity gaps (d) poor experiences with
ed-tech during the pandemic will make it harder to get buy-in later for good use of ed-tech (e) educators will
be overwhelmed and unsupported to do their jobs well.
Another challenge is the electricity black-outs and problems of Internet connectivity that negatively
affect students’ opportunities for study (Chimpololo, 2011; Nyaruwata, 2011). This is likely to lead to students
failing their courses or passing with weak grades if they cannot access supplementary reading material.
Ultimately, this may reduce some students’ motivation which could cause them to drop-out of the training
programme altogether (Rotas and Cahapay, 2021).

Coping Strategies of College/ University Students

In terms of primary resources needed to comply in the distance education and other learning
modalities, one of the problem is the internet connection, Rotas and Cahapay (2020) reported that the need
of a stable internet connection is highly needed but a challenge in remote learning, the students, especially
those from marginalized families. But with every challenges comes opportunities to cope with it, Rotas and

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Cahapay (2021) said that a particular challenge is cope by looking for good space and time. Rotas and
Cahapay (2020) further cited a similar content from Matswetu et al. (2020) where they stated that students
who do not have an internet connection look for every possible alternative to pass their requirements.
Students also cope with remote learning by borrowing learning resources. Additionally, Osafo (2017) noted
that since course tasks requires laptops or computers, a common coping strategy is asking for help from the
family and other relatives who can immediately assist. Seeking support from peers is another coping strategy.
In line with this, a supporting statement cited from Gore et al., (2014) that students who experience stress
under a remote learning program often find social support from their friends.

New Normal mode of Education

Fojtik (2018) says, distance learning requires students and teachers to have a completely different
approach than regular daytime lessons. As demonstrated by practical experience, this is a very demanding
form of education. Fundamental issues and difficulties include: Students and many teachers have little or no
experience with this form of teaching; teachers feel they can use the same pedagogical and didactic practices
as in full-time teaching; teaching requires students to be highly motivated and able to deal with time efficiently;
complex and demanding preparation of teaching and study materials. In some countries, distance education
was identified to having disadvantages like limited faculty or module, and limited communication or contact
with teachers and educators for guidance and consultation (Mirholikovna, 2020).

Related Studies
As new normal in education took place, many studies were conducted to understand and know how
it affect or changes the behavior of students especially that the pandemic is continuously existing. In the
study conducted by Copeland et al. (2021) they test the impact of COVID 19 pandemic to the emotions,
behavior and wellness behaviors of the college students. According to Copeland et al. (2021), the pandemic
had a negative impact on students' behavioral and emotional functioning, notably attention and externalizing
problems (i.e., mood and wellness behavior) induced by isolation, economic/health impacts, and
uncertainties. Another similar study was conducted by Fawaz et al 2021, they examined the current situation,
emotional reactions of university students and their coping mechanisms during and after the COVID-19
quarantine. In Fawaz et al’s (2021) study, students expressed worries about learning and evaluation
techniques, an overwhelming task load, technical challenges, and confinement. To deal with these issues,
the students reported using active-oriented coping mechanisms, as they acknowledge their situation and they

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try to deal with it rather than just give up on it. Students took an active role in dealing with the situation,
requesting assistance from teachers and family and engaging in leisure activities.
In the study conducted by Barrot et al 2021, the findings of their study revealed that the shift to online
learning imposes challenges to the students and it varies in terms of type and extent. Their greatest challenge
was linked to their learning environment at home, while their least challenge was technological literacy and
competency. Based on the students’ responses, their challenges were also found to be aggravated by the
pandemic, especially in terms of quality of learning experience, mental health, finances, interaction, and
mobility. In terms of strategies employed by students, the most frequently used were resource management
and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment
control.
Another study conducted by Kapasia et. Al 2020, students have been facing various problems related
to depression anxiety, poor internet connectivity, and unfavorable study environment at home. They have
found that many students face enormous challenges in e-learning and a substantial proportion of students
could not attend online classes. Students from remote areas and marginalized sections mainly denied online
learning due to the lack of electricity and poor internet connectivity. Poverty further exacerbates the problem
of the digital learning process in this unwanted crisis period.
With the shift to different alternative modes of learning, almost every student from Universities and
Colleges are striving to survive while adapting to the "new normal" Education. However, because these
methods are still new, it imposes different problems and challenges to the students. In the literature survey
conducted by Parentela and Vargas (2020), social distancing measures and isolation standards were known
to eventually produce multidimensional implications in terms of psychological effect. In one study of Dalky
and Gharaibeh (2018), it was found out that mental health or wellbeing (or the lack thereof) of students are
actually connected to academic success (or failure in some cases).

Synthesis of the Art

Related literature and studies reviewed by the researcher contributed to the researchers’ knowledge,
insights pertaining to the topic under study, since this literature and studies covered a wide range of subjects,
their specific contributions are cited, Hadler gave insights on the possible situation of students who returned
to their respective homes as educational institution stop operating and the impact of unexpected change in
educational system on their mental health. Jahnke reported the findings of a survey of more than 18,000
college students on 14 campuses, which found the rate of depression among college students increased

11
since the start of the pandemic. Villanueva emphasized the warning of Department of Health (DOH) on the
impact of online learning to students’ mental and psychological health such as feelings of loneliness,
exhaustion, headaches, lack of motivation, avoidance/procrastination, and others as a result of increased
screen time. Aristovnik et. al (2020) mentioned the similar effect of the pandemic on the behaviors of higher
education students regarding academic work and life. Parentela and Vargas discussed social distancing
measures and isolation standards tend to produce multidimensional implications in terms of psychological
effect. Gill mentioned that as school transitioned to online platforms students are not receiving nearly as
much instruction and support as they did in person which is considered as another challenge on the side of
students. Choudhary contended that the major problem for implementing alternative solutions was the digital
divide ranging from students who can and cannot access to the internet. Winthrop enumerated the challenges
of both students and teachers with regards to shifting to different alternative mode of leaning particularly
distance and online learning. Dalky and Gharaibeh found out that mental health or wellbeing (or the lack
thereof) of students are actually connected to academic success (or failure in some cases). Rotas and
Cahapay reported that the need of a stable internet connection is highly needed but a challenge in remote
learning, the students, especially those from marginalized families. But as these challenges emerge, students
become resourceful and plotted their own coping copy, Rotas and Cahapay said that a particular challenge
is cope by looking for good space and time. Osafo also shared another coping strategy of students who are
lacking of devices to accomplosh their course task, asking for help from the family and other relatives who
can immediately assist and seeking support from peers is their coping strategies. Chimpolo and Nyaruwata
concluded that electricity blackouts and problems of internet connectivity are challenges when it comes to
students. Fojtik says, distance learning requires students and teachers to have a completely different
approach than regular daytime lessons.

Gap Bridged by the study

The study focuses on the challenges and coping strategies of General Science students in the school of
DEBESMSCAT. The literature and studies covered in the review mentioned some of the challenges faced
by the students when the new normal took place and dominated the education system resulting to transition
of different types of learning modalities that is new and requiring a lot of adjustments for both students and
teachers. Coping strategies were given focus as well, given that in every challenges student are being
resourceful and not giving up easily, they have their ways on how to deal with specific challenges. Although

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generally the reviewed literature and studies focused on the students’ challenges and coping strategies, there
was no specific study directed towards the effect of the new normal to the General science students in
particular. Moreover, there are no studies dealing with the impact of the new normal education in their
academic performance as a science student. This is the gap bridge by the present study.

Theoretical Framework
In the school of DEBESMSCAT where thousands of students were enrolled, considering the sudden
switch of education system from traditional to different alternative mode of learnings like distance and blended
learning, challenges are most likely encountered by students. The researchers cited in their study four
theories which they believe are applicable to their study, the following are: Distance theory by Holmberg,
Theory of andragogy by Knowles, Learning style theory and Coping theory.
According to Holmberg's (2003) theory of Distance Education, distance education implies non-
contiguous teaching and learning because students and teachers do not need to, and in most cases do not,
meet face to face. In principle, it is useful for individual research, but it can also be applied to group learning.
He also underpinned the theory that distance education does not simply mean producing learning materials
and possible facilities for interaction with a computer programme, but also necessarily includes
communication between human beings. The theory was cited for learners and facilitator to realize that
distance education should not only be the channel of delivering learning materials but should be beneficial to
strengthen communication for better learning development.
In line with the distance education, the fact that it is still new, it would take time for the students to
adjust and develop skills virtually. And since the transition was abrupt, leaving students unprepared,
particularly because distance education only accessible to those with adequate resources, such as internet
access, computers, and other resources. Considering its new approach, the way of learning of students might
be hampered. Based on the learning style theory of David, individuals learn in different ways, that there are
distinct learning styles and that knowledge of a learners preferred learning style will lead to faster and more
satisfactory improvement. In the case of the new normal education, if the facilitator provides different learning
style that would cater the needs of different learners, then the performance outcome will lead to improvement
and in great depth.
Knowles’ theory of andragogy is an attempt to develop a theory specifically for adult learning. Knowles
emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning
programs must accommodate this fundamental aspect. Andragogy makes the following assumptions about

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the design of learning: (1) Adults need to know why they need to learn something (2) Adults need to learn
experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of
immediate value. Knowles (1984, Appendix D) provides an example of applying andragogy principles to the
design of personal computer training: (a) There is a need to explain why specific things are being taught (e.g.,
certain commands, functions, operations, etc. (b) Instruction should be task-oriented instead of memorization
— learning activities should be in the context of common tasks to be performed. (c) Instruction should take
into account the wide range of different backgrounds of learners; learning materials and activities should
allow for different levels/types of previous experience with computers. (d) Since adults are self-directed,
instruction should allow learners to discover things for themselves, providing guidance and help when
mistakes are made. To view the situation of students in the new normal, they were left to adapt independent
learning due to limited instructions from their teachers. The theory suggests that guidance and help when
mistakes are made should be administered to check if the adult learners are still on the right track of soliciting
their learnings.
When the new normal began due to COVID 19 pandemic, students become vulnerable to different
types of challenges which affects their way of learning. However, there are so many different ways of adapting
to a stressful situation. According to Madhuleena Roy Chowdhury, coping is the conscious and unconscious
efforts we put in to solve problems and reduce stress. It is the mind’s built-in troubleshoot program that aims
to restore its optimum functioning state. While Lazarus and Folkman (1984), one of the pioneers of the coping
theory, defined coping as: constantly changing cognitive and behavioral efforts to manage specific external
and internal demands that are appraised as taxing or exceeding the resources of the person. The coping
theory is a vast area of study that is classified into two independent parameters: focus-oriented theories (trait
and state) & approach-oriented theories (micro-analytic and macro-analytic). The focus-oriented state and
trait theories of coping recognize a person’s internal resources and mental capacities for evaluating how well
he can adapt to a situation. On the other hand, the approach-oriented micro and macro analytic coping
theories revolve around how concrete or abstract the coping mechanisms are.

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 NEW NORMAL IN
EDUCATION

LEARNING STYLE THEORY OF

THEORY ANDRAGOGY

COPING THEORY

Figure 1. Theoretical Framework

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Conceptual framework
The era of Covid 19 pandemic led for the education system to adopt to the new normal settings and
had come up with alternative modalities to continue education. With this situation, students specifically in
college level may have encountered challenges and at the same made effort to employ different coping
strategies to surpass such challenges in the new normal. Thus, the researchers conceptualized this study
by looking at the situation of students in terms of education with distance and blended learning as their new
mode of learning in the new normal. The given alternative modalities were to ensure safety against the threat
of Covid 19 pandemic but still challenges are likely to experience by the students such as; Lack of devices
like laptop, computer and etc., responsibilities at home, frequent electricity interruption and poor internet
connection, bombarded workloads (modules, online learning materials & projects). In line with the challenges,
students plot their coping strategies to minimize or overcome a particular challenge. In this case, the
independent variable is the challenges of the students while the dependent variable is the coping strategies
of students in the new normal.

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 Students in the New
Normal

Distance Blended
Learning Education Learning

Challenges

Lack of devices like Responsibilities at home

laptop, computer and etc.
Workloads (modules,
Frequent Electricity online learning materials,
Interruption and Poor projects and etc.)
internet connection

Coping Strategies

Figure 2. Conceptual Paradigm

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Definition of Terms

Abrupt. According to Cambridge dictionary, abrupt is characterized by or involving action or change

without preparation or warning: unexpected. In this study, abrupt refers to the unexpected change of
education system while adopting to the new normal.
Blended Learning. The definition of the term blended learning according to ed glossary is generally
applied to the practice of using both online and in-person learning experiences when teaching students. Also
called hybrid learning and mixed-mode learning, blended-learning experiences may vary widely in design
and execution from school to school. In this study, blended learning refers to the combination of different
mode of learning such as online and modular that was implemented by the Higher Educated Institutions in
the pursuit of continuing education for the students.
Challenges. The Cambridge dictionary defines challenges as (the situation of being faced with)
something that needs great mental or physical effort in order to be done successfully and therefore tests a
person's ability. In this study, it refers to the concerns or issues that students face in their education that
impede their ability to learn in the new normal.
Coping Strategies. Are psychological patterns that individuals use to manage thoughts, feelings,
and actions encountered during various stages of ill health and treatments. In this study, it refers to the ways
and particular effort both behavioral and psychological employed by the students with regards to the
challenges they encountered to survive their situation or to reduce stress in the new normal system education.
Distance Learning: is a form of education in which the main elements include physical separation
of teachers and students during instruction and the use of various technologies to facilitate student-teacher
and student-student communication.
New Normal: “new normal”, meaning a new way of living and going about our lives, work and
interactions with other people. In this study, new normal refers to the new set up in the school learning.
Online Learning: Gemin and Pape (2016) defined online learning as teacher led education through
the internet, with teacher and students separated geographically, using web based delivery system with
software that provides a structured learning environment. In this study, online learning refers to the type of
"distance learning" where education happens over the internet and there is a physical separation of students
and teachers during learning instruction.
Transition: The Meriram Webster dictionary defines transition as a movement, development, or
evolution from one form, stage, or style to another. In this study, transition refers to the sudden shift of

18
educational system from traditional to different alternative mode of learning such as online, modular, and
blended learning where students and teachers are physically separated to one another.
Work Load: the amount of work to be done, especially by a particular person or machine in a period
of time. In this study, workload refers to the amount of work given to the students by their teachers/instructors.

19
 Chapter III

METHODOLOGY
This chapter tackled the research method which will be used by the researchers, the sources of data,
the data gathering procedure, the research instrument and its validity, and the statistical treatment to interpret
or demystify data.

Research Method
This study sought to uncover underlying problems/challenges encountered by the BSED General
Science students of DEBESMSCAT in the new normal. In line with this, determining the coping strategies
used by the said type of students is also the goal of this study. The researchers will make use of a descriptive
survey method for the aspects involved in this study. Descriptive research is a study designed to depict the
participants in an accurate way. More simply put, descriptive research is all about describing people who take
part in the study. There are three ways a researcher can go about doing a descriptive research project. The
first one is observational which is defined as a method of viewing and recording the participants. Next is case
study which is defined as an in-depth study of an individual or group of individuals and the last one would be
survey which is defined as a brief interview or discussion with an individual about a specific topic.
A descriptive survey will be used to gather the necessary information about the challenges that General
Science students face in the new normal. It also focused on the coping strategies used by the students in
response to the specific challenge they faced.

Sampling Design
The researcher will use the random sampling method for the aspect involved in this study. Random
sampling is a part of sampling technique in which each sample has an equal probability of being chosen. A
sample chosen randomly is meant to be an unbiased representation of the total population.

Respondents

The study's respondents are primarily first, second, and third year Bachelor of Secondary Education
Major in General Science students. Thirty respondent was drawn from the first year, and another thirty
respondents drawn from the second year and third year. Having a total sum of 90 respondents.

20
Instrumentation
The primary instrument that the researchers used in collecting the needed information is by
conducting an online survey with the help of Google forms making it possible to collect information online
without the need of face to face interaction (see Appendix A). The survey questionnaire was divided into 2
parts which is composed of 8 questions with 5 concerns. It is made up of questions which tackles the type
of alternative mode of learning students are immersed in, their reasons why they choose that particular mode
and its effectiveness. Two questions follow and involves the second and third concerns which is about the
difficulties that the respondents encountered as a science student learning in the new normal system and
among those difficulties which is the most difficult to deal with. For the fourth concern, it is about the types of
coping strategies they employed to overcome such challenges: Practicing time management, looking for
places with strong signal, creating study plan, ignoring or eliminating distractions, keeping in touch with the
support system (friends and family), creating a healthy mind set to minimize stress and finding time to relax
after work exhaustion. Lastly, the fifth concern will try to determine and measure the impact of the challenges
to the students, physically, mentally, and socially using the 5point Likert scale. A set of different choices and
a blank for the accurate answer were also provided for the respondents to select or state their preferred
answer the following questions involving each concern.

Data Gathering Procedure

The researcher has no direct contact with the interviewees because of the predicament brought by the
COVID-19 pandemic. Therefore, the researchers will gather information through the use of google form for
creating online questionnaire for the respondents. The researcher prepared a letter attached at the upper
part of the questionnaire to let the respondents know about the purpose and the goal of the study. The
researchers will start disseminating the questionnaires to the selected group of fifty General science students
on the third week of April SY 2021-2022. The questionnaires mainly tackle about the scope of the topic which
is “Challenges and Coping Strategies of BSED General Science students in the New Normal”. The
respondents will be asked to check their favoured answers (as many as applicable) to the questions stated
in the online questionnaire. The respondents’ answers will basically represent the views of those students
who encountered challenges and employed their own coping strategies in the new normal. After the
respondents answers the questionnaire the researchers will then evaluate and analyse their answers starting
from the most preferable mode of learning used by the college students following by the other question stated.
The researcher determined the frequency of responses, the most and least number of answers for each type

21
of concern regarding the most preferred mode of learning by the students, the difficulties they encountered
while earning in the new normal system, the most difficult challenge to deal with, the coping strategies of
students and its impact physically, socially, mentally and psychologically to the said type of students.

Statistical Analysis
The data that will be gathered will be treated using the Percentage Calculation, Frequency count,
Rank and Weighted Mean.
Percentage Calculation is calculated by taking the frequency in the category divided by the total number of
participants and multiplying by 100%.

Formula:
R
P = _________ X 100
N
Legend:
P = Percentage
N = Total No. of Respondents
R = Number of Respondents

A frequency count is a measure of the number of times that an event occurs.

Ranking is a question response format that is used when a researcher wants to establish some sort of priority
among a set of objects, whether they are policies, attributes, organizations, individuals, or any other topic or property
of interest (SAGE, 2011)

Weighted Mean is calculated by multiplying each data point in a set by a value determined by some feature of
whatever contributed to the data point. An example should help to clarify that rather hazy definition (Carter,2010)
Formula:

WM = RS X W
____________
N

22
Legend:
WM = Weighted Mean
RS = Raw Score
W = Weight
NR = Number of Respondents

A Likert scale posits that an attitude's strength/intensity is linear, that is, on a scale from strongly agree to
strongly disagree, and that attitudes can be quantified.
Weight Scale Mean Range Verbal Interpretation
5 4.2-5.0 Very Serious
4 3.4-4.2 Serious
3 2.6-3.4 Neutral
2 1.8-2.6 Less serious
1 1.0-1.8 Not serious at all

23
 CHAPTER IV

Results and Discussion

This chapter tackled whether or not the new normal presented problems to students, and the kind of
problems students faced while learning in the new normal. On top of that, it also discussed about the coping
strategies employed by the science students and the most difficult challenges they deal with. Lastly, it
presents the impact of challenges to the students in terms of their physical, mental, and social wellbeing.

Challenges experienced in the new mode of learning

Table 2. Challenges experienced by the students

Challenges Frequency Percentage

Poor internet connection 79 87.8%
No proper discussion from the 78 86.7%
instructor
Cannot understand the lesson 71 78.9%
well
Responsibilities at home 69 76.7%

Lack of money to avail load 53 58.9%

Cannot catch up with the lesson 52 57.8%

Too much workloads 52 57.8%

Lack of gadgets (Laptop, 47 52.2 %
smartphones, computer, etc.)
Residing in a place where there 45 50%
is no signal or data
Distractions (social media, love 42 46.7%
life and etc.)
Other answers: 2 2.1%

24
 Family problem
Anime Addiction

As shown in the table above, the majority of respondents are experiencing different kinds of
challenges while learning in the new normal. These challenges are hampering the students’ need of
education. The replies are ranked from the highest to the lowest percentage. “Poor Internet Connection” had
the highest percentage of 87.8%. This was the most difficult challenge to the students, especially since most
places in Masbate is experiencing internet connectivity issues. This was also given emphasis by Chimpolo
and Nyaruwata who stated that problems of internet connectivity is challenge when it comes to students.
Placed in the second rank is no proper discussion from the instructor which obtained a percentage of 86.7%
from the respondents, the percentage implies that the majority of the students are not receiving proper
discussion from their instructors where in fact this should be given more focus because it is most needed
during these time and this challenge could lead for an increase confusion to students rather than getting an
increase learning. Another challenge is lack of money to avail load, which obtained a percentage of 58.9%.
It just mean that when students cannot avail load, they cannot get access to the learning materials or
additional information that is needed to complete their task or activities. Subsequently, two of the challenges,
"cannot catch up with the lesson" and "too much workloads," had the same percentage of 57.8%.
Lack of gadgets like laptop, smartphones, computer and etc. poses a challenge to the student as
well. “Residing in an area where there is no signal or data” ranked 4th, with the percentage of 50%.
“Distractions (Social Media, love life and etc.)” had the lowest rate of 46.7 percent. Other respondents, with
a percentage of 1.1 percent, mentioned other obstacles they had while learning in the new normal, these are
“Family Problem” and “Anime addiction”.

25
Table 3. The coping strategies employed by the students

COPING STRATEGIES FREQUENCY PERCENTAGE RANK

Practicing time 80 88.9% 1
management
Finding time to relax 70 77.8% 2
after work exhaustion

Creating a healthy mind 69 78.7% 3

set to minimize stress

Looking for places with 55 61.1% 4

strong signal

Ignoring or eliminating 50 55.6% 5.5

distractions

Keeping in touch with 50 55.6% 5.5

the support system

Creating study plan 44 48.9% 7

Setting goals everyday 1 1.1% 9
like answering specific
module
Looking for other 1 1.1% 9
alternatives
Just trying my best 1 1.1% 9

In every challenges, students are also learning to create their own coping strategies to get through
and survive with their situation. The table 3 shows the respondents' coping strategies and it revealed that the
most common strategy used by the students is "Practicing Time Management" having a percentage of 88.9%,

26
or equivalent to the frequency count of 80. Despite the abrupt transition to different modalities due to
restrictions of having face-to-face class, students can still execute practicing their time management. This is
followed by "Finding time to rest after work exhaustion” like going out with friends and family, doing their
hobbies, shopping and so on. This coping strategy become more possible because of the fact that students
are now studying at home, which means they all have the freedom and time to do things that could lessen
the exhaustion they felt. This garnered a percentage of 77.8.
With a percentage of 76.7, "Creating a Healthy Mind-Set to Minimize Stress" is the next coping
strategy of students. Creating a healthy mind set is synonymous to being positive, hopeful and cheerful
despite the predicament brought by the pandemic. Subsequently, “Ignoring or eliminating distractions" and
"Keeping in Touch with the Support System" obtained the same percentage of 55.8% while “making a study
plan” with a percentage of 48.9%, got the second least percentage. A study plan is a summary of the course
subject requirements that indicates when subject should be studied. Three people, out of a total of 90
respondents, provided additional responses of their coping strategies. Because of a lack of funds for load,
they look for other alternatives, they set goals every day like answering specific modules, and just trying their
best to cope up even though the implementation of this new normal is completely exhausting. These three
answers garnered the same percentage of 1.1.

Table 4. Level of impacts of perceived challenges on students’ physical well-being

Weighted mean Verbal interpretation

I am becoming very unproductive 3.97 Serious
in my school works these days
When I’m studying or doing 3.93 Serious
academic work, i quickly become
exhausted
The new normal is tiring 3.38 Neutral
This time, I’m still able to 3.21 Neutral
exercise frequently

As learning in the new normal poses different challenges, students’ physical well-being can be
affected as well. The table 4 shows that students are heavily affected in terms of their physical well-being.

27
They are seriously becoming unproductive in their school works. Becoming unproductive is an implication
that students are not getting strong will to study, while this may be true since their learning environment is
not conducive anymore unlike when schools are still available. Another impact to students is when they are
studying or doing their works, they tend to become quickly exhausted. This is because aside from being a
student, they also have multiple responsibilities at home. With a total weighted mean of 3.38, suggests that
students are neutral with regards to the statement that the new normal is tiring. For the last statement,
suggesting if students can still able to exercise given that transition made them study in their homes, they
found it neutral. And it garnered the total weighted mean of 3.21.

Table 5. Level of impacts of perceived challenges on students’ mental well-being

Weighted mean Verbal interpretation

I feel at ease and comfortable 3.1 Neutral
studying at home.
In this new normal, i am more 3.07 Neutral
emotionally and mentally
interested in my academic
work than I was previously.
I believe I learn best with the 2.91 Neutral
new style of learning than I did
previously
I feel at ease and comfortable 2.72 Neutral
studying at home.

Based on the data revealed in the table 5, it shows the impact of the challenges to the science
students in aspect of their mental wellbeing. Receiving a total weighted mean of 3.1, student’s feels neutral
on the statement if they feel at ease and comfortable studying at home. Similarly, students also find it neutral
if during these times of new normal they are emotionally and mentally interested in their academic work than
they were before. Garnering the total weighted mean of 2.91, the students are also neutral in the statement
tackling if they learn best with then new style of learning than they were previously. For the last statement

28
suggesting if students believe their performance are better than during face-to-face class, the result shows
they are still neutral. The data implies that when it comes to student mental well-being, challenges have no
direct impact.

Table 6. Level of impacts of perceived challenges on students’ social well-being

Weighted mean Verbal interpretation

Despite the Covid 19 pandemic, I 4.2 Very Serious
believe I am still socially
engaged.
I become closer to my family and 4.1 Serious
friends in this new normal.
I am having a hard time 3.9 Serious
accomplishing my school work
because I’m dealing with a lot of
stress in this new normal.
I can still spend some quality 3.7 Serious
time with my friends

The table 6 shows the result of the impact of the challenges learning in the new normal in the aspect
of students’ social wellbeing. Garnering the total weighted mean of 4.2 implies that students are still socially
engaged despite the COVID 19 pandemic. With the total weighted mean of 4.1 revealed that students
become closer to their family in this new normal. Garnering the total weighted mean of 3.9, imply that the
students agreed that they are having a hard time accomplishing their school works or activities because they
are dealing with a lot of stress in this new normal. Garnering the total weighted mean of 3.7 revealed that
students can still spend some quality time with their friends.
The data above is an implication that students social well-being are positively affected by the new
normal despite the challenges it gave to them. Students still manage to be socially active and had become
closer to their family and friends. However, due to inevitable stress, students are still having difficulty
completing their school work or tasks.

29
 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions or the generalization drawn from the
findings and the recommendations found in light of the study.

Summary of Findings
For the question of what type of alternative mode of learning students from BSED Science are
immersed in, the result shows that Modular Distance Learning has the highest frequency count garnering 48
and a percentage of 53.3, while 46.7 percent from the 90 respondents approved Online Distance Learning
as the type of alternative mode of learning they are immersed in.
In terms of the percentage of effectiveness of the new mode of learning. The following were the
results gathered from the 90 respondents: 1. for minimally effective 53.3% considered were to be the highest
percentage. 2. Followed by 36.7% for effective, 3. 5.6% for not effective at all. Followed by the two remaining
choices which garnered 3.3% for highly effective and 1.1% for exceptional. As what the data revealed, it
implies that the students agreed that the current mode of learning is not 100 percent effective at all. Minimally
effective may suggest that the current mode of learning may still depend on different students’ circumstances.
When it comes to the data of the percentage of students who encountered difficulties while learning
in the new normal, 90 or 100 percent of the respondents confirmed that they all encountered challenges
especially because the transition was abrupt and made it difficult for students to adjust. As every single
respondent encountered difficulties when learning under the new normal system. These challenges are
ranked from the highest to the lowest percentage. “Poor Internet Connection” had the highest percentage of
87.8%, which is equivalent to the frequency count of 79. Placed in the second rank is the “No proper
discussion from the Instructor” which obtained a percentage of 86.7%. The next most common reason is the
"lack of money to avail load”, with the percentage of 58.9%. Two of the challenges, "cannot catch up with the
lesson" and "too much workloads," had the same percentage of 57.8%. Lack of gadgets like laptop,
smartphones, computer and etc. poses a challenge to the student as well. “Residing in an area where there
is no signal or data” ranked 4th, with the percentage of 50%. “Distractions (Social Media, love life and etc.)”
had the lowest rate of 46.7 percent. Other respondents, with a percentage of 1.1 percent, mentioned other
obstacles they had while learning in the new normal, these are “Family Problem” and “Anime addiction”.

30
 In terms of the students’ coping strategies which they employed to adapt and survive to the current
changes in education. "Practicing Time Management" received the highest rank, with a percentage of 88.9%,
or equivalent to the frequency count of 80. "Finding time to rest after work exhaustion" came in second with
a percentage of 77.8. With a percentage of 76.7, "Creating a Healthy Mind-Set to Minimize Stress" placed in
third. "Ignoring or eliminating distractions" and "Keeping in Touch with the Support System" were ranked
fourth and fifth, respectively, with the same percentage of 55.8%. With a percentage of 48.9%, "making a
study plan" was ranked fifth. Three people, out of a total of 90 respondents, provided additional responses.
Because of a lack of funds for load, they look for other alternatives. They also stated that they set goals every
day, like answering specific modules, and just trying their best to cope even though the implementation of
this new normal is completely exhausting for them. These three answers garnered the same percentage of
1.1.
As challenges continue to arise, it affects the student’s physical wellbeing while learning in the new
normal. They are seriously becoming unproductive in their school works. Another impact to students is when
they are studying or doing their works, they tend to become quickly exhausted. This is because aside from
being a student, they also have multiple responsibilities at home. With a total weighted mean of 3.38,
suggests that students are neutral with regards to the statement that the new normal is tiring. For the last
statement, suggesting if students can still able to exercise given that transition made them study in their
homes, they found it neutral. And it garnered the total weighted mean of 3.21.
In the aspect of students' mental wellbeing. With a total weighted mean of 3.1, students are neutral
on the statement if they feel at ease and comfortable at home. Students find it neutral on the statement that
during these times of new normal, they are more emotionally and mentally interested in their academic work
than they were previously. With a total weighted mean of 2.91 the students are also neutral in the statement
addressing whether they learn best with a new style of learning than they were previously. For the last
statement suggesting if students believe that their performance is better than during face-to-face class, the
result shows that they are neutral.
For the impact of difficulties on students' social well-being. With a total weighted mean of 4.2,
students agreed to the assertion if they are still socially involved despite the COVID 19 pandemic. . With the
total weighted mean of 4.1 revealed that students become closer to their family in this new normal. Garnering
the total weighted mean of 3.9, imply that the students agreed that they are having a hard time accomplishing
their school works or activities because they are dealing with a lot of stress in this new normal. Garnering the
total weighted mean of 3.7 revealed that students can still spend some quality time with their friends.

31
Conclusions
Based from the foregoing findings, the following conclusions are deduced:
1. For the type of alternative mode of learning students from BSED Science are immersed in. The
students believed that they are more immersed in Modular Distance Learning than Online learning.
2. The survey has shown that poor internet connection and no proper discussion are the two most
prevalent challenges to the students. Aside from that, lack of money to avail load also poses a
problem. Not having a load can hamper the success of working on a specific task or work for the
students especially that some information can be obtained through online resources. Another
problems are too much workloads and cannot catch up with the lesson given the fact that students’
situation was transitioned to independent learning hence, they are having difficulty catching up with
the lessons and managing their workloads. Lack of gadgets like laptop, smartphone, and computer
is another obstacles for students. These devices are essential in today’s learning set-up but students
are not capable of accessing to these. Unfortunately, even the students residential is also a challenge
to them because most of them are residing in a place where there is no signal. This result to additional
stress because students cannot get any updates from their lesson. Consequently, distractions
(Social Media, love life and etc.), family Problem and anime addiction is the least problem that
students encountered.
3. Despite every challenges students experienced, they tend to employ strategies to get through and
survive with their situation in the pursuit of continuing education amidst the pandemic. Surprisingly,
practicing time management is the common strategy students employed while learning in the new
normal. Followed by finding time to rest after work exhaustion like going out with family and friends,
treating themselves and doing their hobbies. It is also affirmative that students create a healthy mind-
set to minimize stress. Ignoring or eliminating distractions and keeping in touch with the support
system also plays an important consideration as students coping strategies. Students are positive
that they make a study plan. Moreover, three additional answers were given by the respondents.
Because of a lack of funds for load, they look for other alternatives. They also stated that they set
goals every day, like answering specific modules, and just trying their best to cope even though the
implementation of this new normal is completely exhausting to them.
4. The impacts of the challenges to the students in terms of:
a. Physical well-being. From the gathered data, it revealed that the challenges experienced
by the students seriously impacted their physical well-being. It is affirmative that students

32
 are becoming very unproductive in their schoolwork, and that they are quickly becoming
exhausted completing their schoolwork in this new normal. Students, on the other hand, feel
ambivalent or neutral about the statement that the new normal is exhausting. For the last
statement, suggesting if students can still able to exercise given that transition made them
study in their homes, they found it neutral as well.
b. Mental well-being. The challenges have no effect or neutral on the students’ mental well-
being. When asked whether they feel at ease studying at home, whether they are
emotionally and mentally interested in my academic work than they were previously, if they
believe they learn best with the new style of learning rather than the prior one which is the
face-to-face interaction and if they believe their performance is better than the previous one,
students have a neutral response.
c. Social well-being. In this new educational system, the data obtained shows how students’
social well-being are positively impacted while learning in the new normal and it seemed that
despite the challenges students are still socially engaged, they also become closer to their
families which is a good source of motivation for their studies and they could still spend some
quality time with their friends. However, it was also discovered that, while they are socially
active and have good social life, they are still having a hard time accomplishing their school
work or activities because they are under a lot of stress.

Recommendations
The researchers recommend the following based on the findings and conclusions of the study:

1. The Commission on Higher Education should prioritize students' entire well-being by providing them
with appropriate education. This includes meeting their needs for access to the appropriate learnings
via the specified method of delivery. They should also develop connections with all Filipino students
who are struggling due to a variety of conditions in order to deepen their understanding by providing
the greatest feasible answer to the students' evident problem.
2. The CHED, in collaboration with LGUs across the country and the government, should grant funding
to provide free loads, gadgets, books, or any other resources that students could utilize to continue
their study.

33
3. Teachers and instructors should expand their learning instructions in order to provide students with
the appropriate discussions that they needed at these times, especially because face-to-face
interaction is no longer possible.
4. The college institution particularly in DEBESMSCAT should make effort to resolve the problems
faced by the students when it comes to learning in the new normal. They should provide more
alternative mode of learning suited for the available resources and status of the students.
5. The researchers also recommend that another study in the future may be conducted in connection
with this research to go beyond what was lacking in this study to enhance and expound a better
understanding and new insight that would be beneficial not just to the students and teachers but to
the school institutions as well.

34
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APPENDICES

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 Appendix A
Survey Questionnaire

1. What type of alternative mode of learning are you immersed in?

o Modular Distance Learning
o Online Distance Learning
2. Rate the effectiveness of the modality you immersed in
o Exceptional
o Effective
o Neutral
o Minimally effective
o Not effective at all
3. Do you face any difficulties while learning in the new normal?
o Yes
o No
If yes, what are those? (select all apllicable)
▪ Poor internet connection
▪ No proper discussion from Instructors
▪ Lack of money to avail load
▪ Responsibilities at home
▪ Lack of gadgets (laptop, smartphones, computer, etc.)
▪ Cannot understand the lesson well
▪ Residing in a place where there is no signal
▪ Cannot catch up with the lesson
▪ Too much workloads (Activities, projects, learning materials)
▪ Distractions (Love life and social media)
▪ Others please specify:____________________________
4. Among the academic challenges what is the most difficult to deal with?
▪ Poor internet connection
▪ No proper discussion from Instructors
▪ Lack of money to avail load

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 ▪ Responsibilities at home
▪ Lack of gadgets (laptop, smartphones, computer, etc.)
▪ Cannot understand the lesson well
▪ Residing in a place where there is no signal
▪ Cannot catch up with the lesson
▪ Too much workloads (Activities, projects, learning materials)
▪ Distractions (Love life and social media)
5. As a science students, what are the impacts of the challenges to you?
I. Physical Well-being
The new normal is tiring.
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
When I am studying or doing my academic work, I quickly become exhausted
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
I am becoming very unproductive in my school work during these days
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
This time, I am still able to exercise frequently
o Strongly agree
o Agree
o Neutral

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 o Strongly disagree
o Disagree
II. Mental Well-being
In this new normal. I am more mentally and emotionally interested in my academic
work than I was previously.
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
I believe I learn best with the new style of learning than I did previously.
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
This time I believe my performance is better than in face-to-face class
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
I feel at ease and comfortable studying at home.
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
III. Social Well-being
Despite the COVID 19 pandemic, I believe I am still socially engaged
o Strongly agree

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 o Agree
o Neutral
o Strongly disagree
o Disagree
I can still spend some quality time with my friends
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
I am having a hard time accomplishing my school work because I am dealing with a
lot of stress in this new normal.
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree
I become closer to my family and friends in this new normal.
o Strongly agree
o Agree
o Neutral
o Strongly disagree
o Disagree

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