ONLINE LEARNING EXPERIENCE OF UC

PRI STUDENTS DURING THE

COVID-19 PANDEMIC

A Thesis Presented to the Faculty of the senior

High School Department University
Of Cebu - Main Campus
Cebu City

In Partial Fulfillment of the Requirements for the

Grade 11 Senior High School Students
Of Second Semester S.Y. 2021-2022
In Practical Research 1

CARL JAY O. QUINTINITA

DAVE C. MONTES
MA. FIONA MARGARET S. TORILLO
MARY ROSE CABURNAY
MA. SOCORRO P. CALINAWAN
CARLO RENZO, ENTROLEZO
JOHN LOUIS ESCORIAL

STEM 3P

APRIL 2021
 TABLE OF CONTENTS

CHAPTER I: THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study 1

Theoretical Background/Conceptual Framework of the Study 3

Review of Related Literature 6

THE PROBLEM

Statement of the Problem 13

Significance of the Study 13

Scope and Delimitations 14

RESEARCH METHODOLOGY

Research Design 15

Research Environment/Locale 15

Research Informants/Respondents 15

Research Instrument 16

Data Gathering Procedure 16

Data Analysis Procedure 17

DEFINITION OF TERMS 18

CHAPTER II: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation of themes 20

CHAPTER 3 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings 32
 Conclusion 32
Recommendation(s) 33

REFERENCES 34

APPENDICES
A Transmittal Letter 38

B Consent Form 39
C Research Instrument 41
D Coding Table 42

CURRICULUM VITAE 46
 1

CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale

Due to the Covid-19 pandemic, educational institutions in the Philippines,

ranging from primary schools to universities, are suggested to have online

learning at the start of the school year. Change from traditional classroom

instruction to an online learning setting poses challenges to both instructors and

students. It is the first time for most of them to access this new mode of teaching

and learning. Moreover, they have to familiarize themselves with it in a short time

and in a hasty manner. In addition, the pandemic puts people into a difficult

situation. As is known, a smooth adaptation to online learning is crucial for

students as it has a great impact on their learning outcome.

Online learning is an educational process which takes place over the

Internet as a form of distance education. Distance education became ubiquitous

as a result of the COVID-19 pandemic during 2020. Because of these

circumstances, online learning had an indispensable role in varied education

programs, even though debates continue on whether or not it is beneficial for

young children to be exposed extensively to Information and Communication

Technology (ICT). Online learning experiences through distance education can

be either asynchronous or synchronous. Asynchronous learning occurs when

students can choose their own time for participation in learning through different

media tools such as e-mail or discussion boards. Students can log-in to

communicate and complete activities at times of their own choosing and learn at
 2

their own pace. In contrast, synchronous learning activities occur through live

video and/or audio conferencing with immediate feedback (Hrastinski, 2008).

Students engaging in online classes through internet applications have a

hard time in adapting which makes it harder for them to learn. In the online

setting, students may have more distractions and less oversight, which can

reduce their motivation to study and learn. According to the University of Illinois

Springfield (2020), online learning is an inappropriate learning environment for

more dependent learners. Online education is not appropriate for students who

are dependent learners and have difficulty assuming responsibilities required by

the online paradigm. However, the online environment offers unprecedented

opportunities for people who would otherwise have limited access to education,

as well as a new paradigm for educators in which dynamic courses of the highest

quality can be developed. Online learning offers more convenience and

resources to the students which can contribute to the higher quality of education

that they will gain.

The epidemic has brought not only the risk of death from infection but also

unbearable psychological pressure to the students. Engaging in an online class

during the pandemic resulted in many cases of higher risk mental stress which is

detrimental to the students' studies. Also, a survey by (Huang et al. 2020), which

includes 7143 participants of college students, found around 25% of students are

suffering from severe anxiety due to online learning crack-up. This condition

offers a situational demand to measure mental distress among college students

due to the negative experience of the online learning system (Bernacki et al.,
 3

2020). The commonalities of prior studies are the studying experiences of

students towards mental health in Covid-19 pandemic, discussions that will be

familiar in this study are negative experience, positive experiences, and the

coping strategies of students. This study will be more focused towards the

students' positive and negative online learning experiences compared to previous

studies. Students’ learning experiences will contribute to the students’ academic

performance by observing their concentration and dedication in developing tasks

online.

The overall purpose of this study is to explore the online learning

experiences of senior high school students in University of Cebu - Main Campus.

It centers on the students' positive and negative experiences as they attend

online classes, as well as the difficulties and challenges they have faced.

Furthermore, this study also explores how the students adapted to the new

learning modality as they continue their studies

Theoretical Background

This study is anchored on the Academic Achievement Theory by Herbert J.

Walberg (1981), Self-Determination Theory by Edward Deci & Richard Ryan

(1985), and Experiential Learning Theory by David Kolb (2014).

Walberg’s theory of academic achievement posits that psychological

characteristics of individual students and their immediate psychological

environments influence the educational outcomes (cognitive, behavioral, and

attitudinal). This theory explores how the learning environment and mental health
 4

affect the students' performance and their learning outcome. The theory stated

that in order for a student to perform better, there will be a need for a better

environment that fits the students’ psychological characteristics which can

stimulate their eagerness to learn and grow.

As the students adapt to the new learning modality, there will be a change

to the learning environment that may affect the students’ performance. Students

living in a noisy and rowdy environment may have a difficulty in performing better

and it can also affect their learning during online classes. The Academic

Achievement Theory explains that the mentality, performance, and the desire to

learn of the students are greatly affected by the environment that they are in.

This theory relates to the study because it explores the environmental factors of

the students that affected their mental health and academic performance in

regards to the changes they have experienced.

The Self-Determination Theory involves determination of one’s self. This

theory establishes determination in explaining the psychology and behavioral

modes. Motivation as the process regarded as a kind of learning view and can

generate learning needs accordingly, the learning environment, psychological

needs, and self-determined motivation on the learning process. The

psychological needs perceived by learners will internalize self-determined

motivation into natural motivation. It is also classified into goal orientation and

needs-hierarchy theories. In goal orientation theory, emphasizes the goal

structure of the learning environment on the learning process of students while

needs-hierarchy theory explains the psychological human motivation.

 5

As the students adapt to a new normal learning system, there are many

changes involving academic accomplishments and intellectual determination,

which affects the mental capability of students. The Self Determination Theory

explains students' intellectual determination affected by their circumstances. This

theory relates to the study because it looks into the circumstances of the

students which affect their intellectual determination and academic

accomplishment in view of changes they have experienced.

The Experiential Learning Theory involves learning from experience.

This theory defines learning as the process whereby knowledge is created

through the transformation of experience, and it is a holistic perspective that

combines experience, perception, cognition, and behavior. It is divided into

cognitive and behavioral theories. In cognitive theory, it centers on a person who

learns through the influence of internal and external factors, while behavioral

theory centers learning that focuses on one's behavior.

This theory relates to the study in a way that students can grasp learning

from their experience, such as from the tasks and works that they have made or

lessons they have undertaken. It also relates in a way that it explores the internal

and external factors that affected the students' learning outcome, and the

behavior which affected the students' performance.

Ultimately, these theories focus on the connection between the students'

behavior and environment to the students' learning outcome and experiences.

Faced with difficulties and struggles as they adapt and undertake the new
 6

learning modality, the students will naturally be affected which may lead to either

higher or lower academic performance.

REVIEW OF RELATED LITERATURE AND STUDIES

The review of the literature of this study focuses on the advantages and

disadvantages of online learning that affected the students' positive/negative

online learning experiences. It will also discuss the difficulties and struggles of

online learning as well as the different coping strategies of the students.

Related Literature

Positive Experiences

Studying online gives the students more flexibility. It can allow students to

work and fit their schedule around their coursework more easily; even more so if

the students are taking an asynchronous class: an online class where the

students don’t have to log in at a specific time for a live session but they can still

study and interact with their instructor and their fellow classmates at their own

pace through, for example, the discussion forum. Taking an online course also

means that the students don't have to commute to class, which means less time

spent on the bus and more study time sitting on your couch, the sound of a

crackling fireplace in the background (Heap, 2017).

Students also no longer have to worry about driving through the traffic and

missing an important class. It is true that studying online requires more self-

motivation and time-management skills, because the students will spend a lot of

time on their own without someone physically close to keep them focused on

deadlines. Look at it this way: online courses will not only teach students’
 7

geology or poetry, it will also help them become more self-motivated, a trait that

will make the learners stand out in the workplace and beyond. Effective online

education may provide greater opportunities for a larger audience of learners;

their improved preparation helps students contribute more to the work force and

gain more in terms of career success.

Online learning is also advantageous for students as it can provide

extendibility, accessibility, and suitability. Students can proceed through a

training program at their own pace and at their own place. They can also access

the training at any time, receiving only as much as they need. In other words,

“just in time and just enough". It can also give students direct access to many

other training resources. The Internet gives access to the largest library in the

world which is beneficial to the students' study (James, 2002).

Not only can online learning be advantageous for students, but it is also

advantageous to the faculty members. Faculty opined that online learning helped

ensure remote learning, it was manageable, and students could conveniently

access the teachers’ administrative tasks such as recording of lectures and

marking attendance. Both the students and teachers had an opinion that online

learning modalities had encouraged student-centeredness during this lockdown

situation. The student had become self-directed learners and they learnt

asynchronously at any time in a day (Mukhrtar et al., 2020).

Negative Experiences

With Covid-19 pandemic, it has become clearer that the education system

is susceptible to external danger. Bozkurt & Sharma (2020) rightly noted that this
 8

digital transformation of instructional delivery came with several logistical

challenges and attitudinal modifications. They also stated that addressing student

assessment during this pandemic on how districts can legislate unbiased and

even handed grading policies based on these recommendations; (i) pandemic-

related anxiety will have negative effects on student academic performance, (ii)

academic performance of students might be affected by racial, economic and

resource differences, and (iii) the larger parts of instructors were not effectively

ready to deliver high-quality instruction remotely.

The challenges discussed are limited to digital transformation of

instructional operations during the period of Covid-19 pandemic. Covid-19

pandemic initiated digital transformation of higher education, and as a result of

the crisis brought by the Covid-19 pandemic, novelties in higher education that

would typically take many years because of differing managerial regulations were

presented quickly within limited number of days and this has also turned the

branding of online learning as disruptive process to a “messiah” status

(Strielkowski, 2020).

Faculty members and students said that through online learning modalities

they were unable to teach and learn practical and clinical work. They could only

teach and assess knowledge. Due to lack of immediate feedback, teachers were

unable to assess students’ understanding during online lecturing. The students

also reported limited attention span and resource intensive nature of online

learning as a limitation. Some teachers also mentioned that during online study,
 9

students misbehaved and tried to access online resources during assessments

(Mukhtar et al., 2020).

Coping Strategies

Critical thinking is being acknowledged as a necessary skill for students to

master in the 21st century. Prior studies have suggested that teaching critical

thinking through asynchronous online discussions can be one of the productive

ways to equip students with such 21st skill in the educational settings (Foo &

Quek, 2019). Critical thinking is distinctly important in today’s worldly

technological environments as students must be able to analyze, synthesize, and

evaluate or make judgments about electronic information (Kicklighter et al.,

2010).

Despite strong evidence that the use of debates positively influences

critical thinking in asynchronous online discussions, prior studies that examine

the efficacy of debate discussion for critical thinking are sparse (Foo & Quek,

2019). Look into the effect of debate on freshmen and sophomores’ critical

thinking skills in an English course. By requiring participants to take turns being

in the conventional and debate conditions, the researchers found that

participants’ critical thinking skills in the debate condition improved significantly

as compared to their counterparts in the conventional condition.

Teachers and students suggested continuous faculty development. They

recommended a reduction in cognitive load and increased interactivities during

online teaching. Those in clinical years suggested ways to start online Case

Based Learning. However, some were also of the opinion that there should be
 10

revision classes along with psychomotor hands on teaching after the COVID-19

pandemic is under control. To enhance quality, they suggested buying premium

software and other proctoring software to detect cheating and plagiarism

(Mukhtar et al., 2020).

The presented points are that online learning is both advantageous and

disadvantageous to the students as well as to the teachers. It also stated

strategies in regards to solving complications and coping with the difficulties with

online learning. For this, students will know where to and how to cope with the

challenges of online learning. However, weak points have been evident when the

strategies provided are not guaranteed to be solidly effective. In either way, these

findings are important for the researchers because this will serve as additional

information to their research process.

Related studies

Positive Experiences

A study conducted by Pérez-Álvarez, Maldonado-Mahauad, and Pérez-

Sanagustín (2018) showed that online learning can improve the students'

learning process and critical thinking skills. In the study, they have performed an

analysis of tools that support learners’ self-regulated learning (SRL) in online

contexts in order to understand how to develop tools that support these

strategies in Massive Open Online Courses (MOOCs). As a result of this

analysis, they have highlighted three of the lessons learned that could help

inform the development of future tools to support self-regulation strategies in

MOOC-type of learning environments.

 11

The purpose of supporting the learners’ SRL strategies is clear in all the

tools analyzed. However, the design of the tools does not seem to have a clear

connection to this purpose. The description of the tools focuses on explaining the

features or mechanisms included in the tool, without offering enough detail about

how the activities performed by the learners with these mechanisms support

specific SRL strategies.

Negative Experiences

A national study conducted by Adnan and Anwar (2020) showed that,

51.6% out of 150 students reported that signals availability/strength are the major

problems behind limited internet access, 11.1% consider internet services too

expensive for regular online connectivity, 34.9% reported other reasons for

limited internet access.

The study also showed that 42.9% out of 100 students reported that they

feel difficulties while doing group projects or assignments through distance

education, while 34.1% of students feel that group projects and assignments can

be completed digitally. While reporting about the effectiveness of face-to-face

interaction, 78.6% of students feel that face-to-face contact with an instructor is

necessary for learning and distance learning.

Coping Strategies

Compared to the influence of online discussion strategies (structured,

debate, role play, and scaffold) on the students’ level of cognitive presence in a

course on stress and flexibility in children and families. They stated that the

debate strategy demonstrated a strong association with the higher level of

 12

cognitive presence. Darabi et al. (2011) conducted a study to examine

communication activities, nominal group technique, debate and reflective

deliberation can affect the quality of students’ postings as operationalized by the

cognitive presence in an education course. Kanuka et al. (2007) stated that in

terms of the debate strategy, students are normally assigned to proposition and

opposition teams.

In summary, many studies were able to reveal that online learning is both

beneficial and detrimental to the students. Moore's analysis showed that online

learning, compared with traditional classroom setting, tends to offer more

educational resources to students and enables them to be free from the

constraints of space and time.

 13

THE PROBLEM

Statement of the Problem

The purpose of conducting this phenomenological study was to explore the

online learning experiences as well as the coping strategies of senior high school

students in University of Cebu Main Campus – Senior High Department during

the 2nd semester of the academic year 2020-2021 amidst the Covid-19

pandemic.

Specifically, this study sought15 to answer the following questions:

1. What are the students' positive experiences with online learning?

2. What are the students' negative experiences with online learning?

3. How did they cope up with the challenges and difficulties?

Significance of the Study

This study focused on the online learning experiences of senior high school

students of the University of Cebu – Main Campus. This research is deemed

significant to the following:

Students will benefit from this study as the output of this study can help

other students to cope and to adapt in the new learning modality by learning

about others' experiences as well as the strategies.

Parents will benefit from this study as the output of this study can help in

making them aware of their child's experiences with online classes and give them

ideas on how to give better support to their children.

 14

Teachers will benefit from this study because it can help them to find

solutions to particular problems in addition it can give teachers to analyze and

make informed decisions about their practice.

School Counselors will benefit in this study because this will give more

knowledge in regards to enhancing the students’ mental well-being online and

prepare a way that is excellent to put into students that are encountering stress.

Researchers can benefit this study as the output of this study helps in

pointing out as to what we could be doing to support students who are most likely

to struggle in the online setting.

Scope and Delimitation

This study was phenomenological and was focused on the online learning

experiences of Senior High School Students in University of Cebu - Main

Campus. Moreover, this study is limited to only 7 Senior High School Students

enrolled to online classes during the Covid-19 Pandemic. The primary data

gathering method used was an interview to explore the positive and negative

online learning experiences as well as the challenges faced by the selected

Senior High School students. The study was conducted during the 2nd semester

of the academic year 2020-2021.

 15

RESEARCH METHODOLOGY

Research Design

This study used the phenomenological design to explore the online

learning experiences of UC PRI students during the Covid-19 pandemic.

According to Lin (2017), phenomenology is a recommended methodology when

the study goals are to understand the meanings of human experiences or to

explore concepts from new and fresh perspectives.

Locale

The study was conducted online via virtual meeting platforms with the

informants from the University of Cebu - Main Campus Senior High School

Department. The Department offers Academic Track, Science Technology

Mathematics and Engineering Strand, and General Academics Strand,

Accounting and Business Management Strand. General Academic Strand

Technological Vocational Track, Cookery. Travel Service and Computer System

Servicing Strand and Arts, Arts and Design. The University's Vision is to

democratize quality education to the students to be the visionary, industry leader

and to give hope and transform lives. It also aims to provide better and good

quality education responsive to the demands of local and international

communities.

Research Informants
 16

This study used the quota sampling procedure in selecting 7 informants or

until data is saturated in the online interview with participants from University of

Cebu - Main Campus. A quota sampling is defined as a non -probability sampling

method in which researchers create a sample involving individuals that represent

a population. Researchers choose these individuals according to specific traits or

qualities. The main criteria for inclusion in this study were: (1) the informants

should be a certified student at the University of Cebu Main - Campus Senior

High School Department, (2) the informants should be a Grade 11 senior high

school student, and (3) the informants should be an enrollee for online classes.

Research Instrument

The researchers made a questionnaire which has 4 main questions about

the positive and negative experiences, challenges and the coping strategies of

online learning. The researchers made an interview questionnaire in two

versions; Cebuano version and English version. With this researcher made tool,

the informants will be able to explain themselves precisely and openly with what

they truly felt about their experiences with the new learning modality.

Data Gathering Procedure

To support the validity of the data, an interview was conducted to gather

information. The researchers secured a letter of approval to the teacher for an

online interview that will be conducted with the informants from the University of

Cebu Main - Campus, Senior High School Department. This involved asking

questions, listening to, and recording answers from the informants. After the
 17

approval, the quota sampling method was used depending on the main criteria to

select the informants. Then, the researchers interviewed the selected informants

as soon as the informant gave their consent.

Data Analysis Procedure

In analyzing the collected data, a thematic analysis was used. The

researchers cautiously examined the interview transcripts, listened to the

recorded conversation between the participant and the researcher, and wrote

down the interpreted answers of the participants. The analysis focuses on

examining the themes that involve: positive online learning experiences, negative

online learning experiences, and strategies in coping with the difficulties in online

learning.

To set forth, the succeeding steps were followed: First, the researchers

conducted an interview from the Senior High School students enrolled in online

classes. Second, the researchers then listened thoroughly to the gathered

answers through the voice records and the word-for-word conversation was

securely recorded so as to be able to analyze the answers easily for the thorough

interpretation. Followed by examining and identifying the significant statements

that directly categorized under the themes of the study given by the answers of

the informants. Lastly, with accuracy, the written interpreted interview was

submitted.
 18

DEFINITION OF TERMS

The terms are operationally defined based on how they are used to

provide adequate understanding of the study:

Asynchronous refers to the online or distance education that does not

require real-time interaction and cooperation. In lieu, the content is accessible

online for students to retrieve when it best suits their timetables.

Covid-19 refers to a highly infectious disease brought about by a

newfound corona virus strain. It is fundamentally transmitted through beads

created when a contaminated individuals’ coughs, sneezes, or breathes out.

Environment refers to the circumstances, objects, or conditions by which

one is surrounded.

Experience refers to the happenings that underwent which can contribute

to the skill and knowledge of a person. It is also in correspondence to the feeling

obtained from doing something that affects the person.

Internet is a global network that interfaces computer systems across the

world. It offers various ways on how the study will be conducted online.

Modalities are methods used in learning. It can be face-to-face, blended,

online asynchronous, online synchronous, and distance learning.

Pandemic refers to a disease outbreak that spreads across countries or

continents. It affects more people and takes more lives than an epidemic

Phenomenology is a type of qualitative research that centers on the

investigation of a person's lived experiences within the world.

 19

Online refers to being connected to, served by, or availing through a

system and especially a computer or telecommunications system (such as the

Internet).

School is an organization or institution responsible for teaching, educating

and dispersing knowledge to students in the community.

 20

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered

from the informants at the University of Cebu – Main Campus, Senior High

School Department.

Positive Experiences in Online Learning

I. Self-satisfaction

A. More time

B. New peers and friends

II. Convenience

A. Less Hassle

B. Convenient Learning

Negative Experiences in Online Learning

III. Poor Academic Performance

A. Technical Problem

IV. Health Risk

A. Physical Health Risk

B. Mental Health Risk

Strategies in Coping with Online Learning

V. Coping Strategy
 21

A. Managing time and priorities

B. Asking Help from Friends

C. Avoiding Distractions

D. Self-regulating

The researchers were able to extract 5 themes from the data gathered. The

themes are (1) Self - Satisfaction, (2) Convenience, (3) Poor Academic

Performance, (4) Health Risk, (5) Coping Strategy. Each theme is supported by

2-3 statements and is evident by the 7 informants of the study.

Presentation of Themes

Positive Online Learning Experiences of the Students

I. Self-satisfaction

The development of distance education programs has created

competition among colleges and universities; institutions must not only develop
successful online programs, they must also focus on student satisfaction as a
means to maintain student enrollment (Roach & Lemasters, 2006).

A. More Time

The students have more time to do their work and have time for
themselves. They can access the training at any time, receiving only as much as
they need. In other words, “just in time and just enough" (James, 2002). As the
informants said:
 22

"naa koy time makabuhat sa projects

og modules" (Informant 5, line 221-222)

"I also had more time for myself and for

my family"(Informant 1, line 16)

In online class, there is a designated time for students making their

project and modular tasks. This could also mean that they have more time doing
projects because at home they are alone and there are no distractions for the
students to not do their tasks, they are also able to bond with their family and
enjoy free time with themselves. That's why the students have enough time for
their projects because they have more time to spend making it and submit their
work on time. Studying online gives the students more flexibility. It can allow
students to work and fit their schedule around their coursework more easily
(Heap, 2017).

B. New peers and friends

An online class where the students don’t have to log-in at a specific time for
a live session but they can still study and interact with their instructor and their
fellow classmates at their own pace through, for example, the discussion forum
(Heap, 2017). As the informant said:

"Daghan gud kog na kaila na classmate

na nahimo napud nakong kuan mga
amiga."(Informant 2, line 57)

Furthermore, statements of the informants prove that interaction of

students towards their classmates shows that they can be close friends with their
peers through online platforms. Students interact with new peers and friends due
to their own experiences in online classes that they can relate to and create
 23

bonds to help each other. Let students feel valued, and encourage interactions
among students (Borup et al., 2013).

II. Convenience

Online learning is also advantageous for students as it can provide

extendibility, accessibility, and suitability. Students can proceed through a

training program at their own pace and at their own place (James, 2002).

A. Less Hassle

Students also no longer have to worry about driving through the traffic and
missing an important class. It is true that studying online requires more self-
motivation and time-management skills (James, 2002). As the informants said:

"maka apil sa klases murag inig mata

nako pwede nadayon ko mo diritso ug
apil sa class"(Informant 4, line 149-150)

"Um it's online so I can really stay at

home while doing some other
stuff"(Informant 6, line 275-276)

"dili kaayo bug-at ang mga

trabaho"(Informant 7, line 327)

This implies that students nowadays only needs to get up and join their
class with just one click on their devices. This is effective toward students
because it is easier to pass activities online without going to the school. While at
home, students can do chores and play games while doing their work later, and
make time for projects and for themselves. The work is not that hard in the online
 24

class system, compared to face to face a lot of hands-on activity where students
bring home their projects and work at it but still bring it to school to pass it. The
students had become self-directed learners and they learnt asynchronously at
any time in a day (Mukhtar et al., 2020).

B. Convenient Learning

Online learning helped ensure remote learning, it was manageable, and

students could conveniently access teachers’ administrative tasks such as
recording of lectures and marking attendance (Mukhrtar et al., 2020). As the
informants said:

"pwede rako mobalik ug watch sa

katong ilang recorded na session nya
mag himo ug notes didto ko mag base",
(Informant 4, line 151-152)

"kanang taas ilang ihatag na deadline

sa mga assignments or performance
task",(Informant 1, line 18)

In addition, the online learning system is a convenient way for students to

learn fast. This indicates the way students use online platforms as a way to
search online for the lessons or problems they are facing. The teachers are more
understandable in the only set up due to the situation of the students, they give
the project deadlines in a long term of time. The further result of this in academic
standing will increase due to convenient learning of students online. Online
learning can improve the students' learning process and critical thinking skills
(Perez-Alvarez et al., 2018).

Negative Online Learning Experiences of the Students

III. Poor Academic Performance

 25

Poor academic performance is due to the problems facing online students

that they find it hard to take lessons online or hindrance of their devices (Adnan &
Anwar 2020).

A. Technical Problem

It showed that in technical problems, the internet is mostly challenging for

most students which can hinder their learning online, in which 51.6% out of 150
students reported that signal availability/strength are the major problems behind
limited internet access (Adnan & Anwar 2020). As the informants said:

"usahay sad kay internet connection kay

sometimes hinay among internet dayon

I've tried data using data but dili jud siya

maka daog.",(Informant 1, line 24-25)

"kanang mo gamit ko og laptop is

kanang mo palong lang shag kalit ang

kani akung laptop is medyo gubaon

naman gud ni",(Informant 5, line 230-

231)

This only implies that students are having a hard time with their
internet connection which can hinder their academic performance in online
learning. Technology problems are common among students that are only
using mobile phones and computers as their medium in studying that could
become a hindrance to students' academic performance. Bozkurt &
Sharma (2020), rightly noted that this digital transformation of instructional
delivery came with several logistical challenges and attitudinal
modifications.
 26

IV. Health Risk

Given the commitment to family in their many cultures , it is not surprising

that many students talked about both mental and physical health issues not only
for themselves and their families living with them, but also the families back
home (Flaitz, 2003).

A. Physical Health Risk

The health of the students are at risk due to the task and project to compile
on time. Physicality has been affected by being socially isolated and not being
able to cope without any physical presence to support the students. (Honegger &
Honegger, 2020). As one of the informant said:

"Sometimes twice or once sa usa ko ka

adlaw makakaon ug kanang headaches
pud kay sige rag tutok sa monitor nya
makasakit sa mata."(Informant 4, line
163-164)

Due to the prolonged exposure to digital screens, the informant's physical

health risks (strained eyes & headaches) tend to increase while doing their task
or going to class. Some students nowadays hunger themselves to finish their
work on time so that they can pass their projects on time. That's why students
these days have problems with their physical health due to complying with tasks
on time and trying not to pile up the projects to make it easy for them to pass it
on time (Honegger & Honegger, (2020).

B. Mental Health Risk

Nowadays students experience mental health problems because of new

adjustment to the new normal. Students' emotional capacity to stay motivated are
typically decreasing due to the number of tasks given that need to be passed on
 27

time and they stress themselves to comply with it which affects their mental state.
Pandemic-related anxiety will have negative effects on student academic
performance (Strielkowski, 2020). As what the informant said:

"Ma stress ko usahay kay naay

sometimes nga pt nga maka ingon ko
nga di nako kaya"(Informant 3, line 115-
116)

"Para nako ba wala gihapon nako gi

exert akong all kay wa nagyud kog
interest na"(Informant 7, line 332-333)

This implies that due to the number of projects given from the teacher, the
informant's mental health capacity may decrease which can affect their academic
standing. Students will not be able to exert their best due to the hindrance of
technology which may lead the students to have lose the interest to study. You
can actually copy, search and can take notes on the internet. That's why students
have no effort to study that makes them unmotivated (Strielkowski, 2020).

Students' Coping Strategies

V. Coping Strategy

Coping strategy is a set of adaptive tools administered to proactively avoid

burnout (Chowdhury, 2020). Berjot and Gillet (2011) further contended that

coping is a response behavior used by an individual to protect himself or herself

from a painful stimulus that may provoke his or her stress and anxiety.

A. Managing time and priorities

Time management is how a person controls his/her time to complete a

particular work. Managing one's time is hard, especially for students who have
 28

lots of interests and things to do for school. Time management is crucial, and it
may affect the individual's overall performance and achievements (Khan, 2015).
As what the informants said:

"Akoa gyung gi-force akong self para

naa koy time management kahibaw ko
unsa akong priorities."(Informant 4, line
190-191)

"Sometimes I put it on my phone in

reminders that it can remind me every
day that I have I still have task to
do."(Informant 6, line 303)

With the new learning modality, studying has been accompanied by

projects and activities. It has been widely known that proper time management
and setting priorities can help students to cope up with the difficulties in online
learning. Proper time-management enables the students to do their tasks at their
own allotted time and submits it on or before the tasks' respective deadline. One
specific strategy of performance/volitional control is time-management, a process
that involves self-monitoring, and is a component that has been included in
several programs related to student success and achievement (Hofer et al.,
1998).

B. Asking Help From Friends

Supportive friends are likely also to promote access to social psychological

resources, including a sense of agency and optimism for the future. Thus, friends
may represent a social mechanism to boost not only academic know-how, but
also confidence and self-efficacy among students (Lessard & Juvonen, 2019). As
what the informant said:
 29

"Naa man koy friend pud na mo ingon

pud siya dungan ta’g himo ani na niya
mag dungan mi’g himo."(Informant 3,
line 121)

Despite the new modality which made students unable to physically

interact with their friends, they were still able to give comfort and relief for each
other through online chatting or video calls. Support from friends also made the
students able to perform better by giving them the sense of agency. Emotionally
supportive (high quality) friendships seem to play a role in how students feel
about school which then in turn affects how well they perform (Juvonen et al.,
2012).

C. Avoiding Distractions

As an online student, your classroom is often your home, and these

distractions may seem nearly impossible to avoid. Social media and texts ping
you with notifications, and the temptation to respond can pull at your attention.
Even family members can represent distractions by talking to you, innocently
asking questions. It can be hard to say no to loved ones, but it is important to
establish boundaries and make sure everyone understands which disruptions are
acceptable and which should wait until your study time is complete (DeCandia,
2021). As the informants said:

"Akong ingnon akong mama na mammy

mag klase sa ko ha so ayaw sa kog
disturboa."(Informant 5, line 235)

"Akong I-block out ang mga notification

sa messenger, basta anything na para
di ko ma distracted."(Informant 4, line
197-198)
 30

Avoiding distractions is one of the most fundamental ways of coping with the
difficulties of studying. It is helpful for students to stay focused on their priorities
and make them have a better time in studying. Managing technological
distractions can be especially challenging when you need to use your phone or
computer to study and complete coursework. An effective way to manage
distractions is to turn off notifications or use an app that can block websites so
you won’t be tempted to stray from your assignments (Decandia, 2021).

D. Self-regulating

Academic self-regulation is concerned with the degree to which students

are metacognitively, motivationally, and behaviorally proactive regulators of their

own learning process (Zimmerman, 2002). As the informants said:

"I would motivate myself from fear, fear

of failing."(Informant 7, line 338)

"Maminaw nalang ko sa akoang mga

tunes, mag youtube ko kung stress

nagyud kaayo ko mag pa music rako’s

background para mo jamming ko ug

kanang mo lift up akoang

mood."(Informant 4, line 181-183)

Regulating oneself is one of the most common ways for young people,

especially for students of higher grades. It is helpful for them to relieve some of

their stress while motivating their own self and have fun. In return, students are

able to mentally and physically perform better than their normal capacity. Self-
 31

regulated learners exhibit a high sense of efficacy in their capabilities, which

influences the knowledge and skill goals they set for themselves and their

commitment to fulfill these challenges (Zimmerman, 2002).

 32

CHAPTER III

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This section of the study presents the summary of findings,

conclusion, and recommendation.

Summary of Findings

In summary, the informants believed that most of their positive online

learning experiences include their satisfaction from having more time to spend for
themselves, obtaining new peers and friends through online platforms, less-
hassle when going to class, and a much better convenience in studying.

The informants also believed that most of their negative online learning
experiences include poor academic performance due to faulty device and
internet connection, physical health risks that are mainly because of too much
exposure to radiation rays and very short breaks, and mental health risks such as
stress and lose of interest due to heavy workloads and difficult school activities.

The informants also revealed that they use various coping strategies to
cope up with the difficulties of online learning such as time-management and
prioritizing wherein students create a schedule according to their own priorities,
asking help from their friends and classmates, and avoiding distractions which
make the students' workload more bearable. Some informants also believed that
self-regulating methods have enabled them to perform better in their studies.

Conclusion

Based on the findings of the study, the following conclusions were drawn:
Satisfaction of the students as they have more friends and more time to spend,
less-hassle and better convenience in studying which are the positive
experiences of the students. Negative experiences such as poor academic
performance, technical problems, and health risks. These experiences lead them
to develop different ways of coping strategies such as managing time and
 33

priorities, asking help from friends, avoiding distractions, and self-regulating

which allows the students to perform better academically.

Recommendation

Based on the result of the study, the researchers would like to suggest or
recommend the following:

1. Parents may encourage and support their children when they are
struggling online to boost their motivation to learn online rather than
discouraging your child which leads to failure.
2. Teachers and counselors may develop more ways to enhance the
students' mental well-being online and prepare a way that is excellent to
put into students that are encountering stress.
3. Future researchers may need to conduct more in-depth interviews as to
what could be done to support students who are mostly likely to struggle in
an online setting and more understand how to cope up with the difficulties.
 34

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APPENDIX A
 38

TRANSMITTAL LETTER

UNIVERSITY OF CEBU
Senior High School
J. Alcantara St., Cebu City

May 4, 2021

DR. ABELARDO T. TEJO JR.

Senior High School Principal
University of Cebu – Main Campus
J. Alcantara St., Cebu City

Thru:

JADE KELLY A. LINAWAGAN, LPT

Research Adviser
University of Cebu – Main Campus
J. Alcantara St., Cebu City

Sir:

Good day!

The undersigned, a Grade 11 senior high school student from Science Technology Engineering and
Mathematics (STEM) strand, is acting as the group representative and is currently working on their thesis
entitled “Online Learning Experiences of UC Pri Students during the Covid-19 Pandemic”. This study
when finished will serve as a partial fulfilment of the requirements for the subject Practical Research 2.
This study aims to explore the positive and negative online learning experiences of Grade 11 STEM
students in University of Cebu – Pri Campus.

In line with this, I humbly ask your permission to administer the survey tools needed for this qualitative
study. The respondents will be the Grade 11 senior high school students from STEM strand. The results
would substantially suffice a contributory knowledge exposure and experience in achieving competencies
in research

I’m looking forward to your favourable response with regard to this matter. Thank you very much for your
support

Sincerely yours,

CARL JAY O. QUINTINITA

Researcher

JADE KELLY A. LINAWAGAN, LPT DR. ABELARDO T.

TEJO, JR Research Adviser
SHS Principal, UC – Main
 39

APPENDIX B

INFORMED CONSENT

Title of the Study: Online Learning Experience of UC Pri Students during the
Covid-19 Pandemic

Purpose of the Research

This study aims to explore the positive and negative online learning experiences of
UC PRI students during the Covid-19 pandemic.

Risks and Discomforts

There are no foreseen risks but a little discomfort because of the topic’s sensitivity.

Benefits of the Research and Benefits to You

The present study will provide us a clearer understanding of the students’ online
learning experiences, the challenges they have encountered, and the coping
strategies for online learning.

Voluntary Participation

Your participation in this study is completely voluntary and you may choose to stop
participating at any time. Your decision not to volunteer will not influence the
nature of your relationship to the researchers and the University.

Withdrawal from the Study

You can stop participating in the study at any time, for any reason, if you so decide.
Your decision to stop participating will not affect your relationship with the
researcher, University of Cebu, or other groups associated with this project. In the
event that you withdraw from the study, all associated data collected will be
immediately destroyed whenever possible.

Permission to Record Interview

 40

As neophyte researchers, it will be best if we could get all the responses in verbatim
for thorough analysis and interpretation of the qualitative data. Thus, it will also
make a smooth flow of the interview and have lesser interruptions while the
interview is ongoing.

Confidentiality

Audio recorder will be used to ensure accuracy and fidelity of the responses given.
Any information obtained from you will remain highly confidential and will be used
for research related-purposes.

Contact Information

Researcher: Carl Jay O. Quintinita

Email: ryuchihaturi1@gmail.com
Contact Number: 09238366021

Signature

By signing below, you are granting your voluntary assent to participate in the
above-described research study.

Please be aware that signing this assent form is not sufficient to participate in this
research study. You must ALSO have a parent/guardian sign the parental consent
form and return to the researcher.

Full Name: ________________________

Signature: _________________________
Date: _______________________
 41

APPENDIX C

RESEARCH INSTRUMENTS

INTERVIEW GUIDE

Title of the study: Online Learning Experience of UC Pri Students during the
Covid-19 Pandemic

Name of Informant: ______________________________________________________

Gender: _________ Age: __________ Contact Info: __________________________

I. Positive Experiences of students in online learning

 What positive experiences have you experienced so far?

(Unsa ang mga positibo nga kasinatian ang imong nasinati hangtod

karon?)

II. Negative experiences of students in online learning

 What negative experiences have you experienced so far?

(Unsa ang mga negatibo nga kasinatian ang imong nasinati hangtod

karon?)

 What challenges have you encountered?

(Unsa ang mga kalisod nga imong nasugatan?)

III. Coping Strategies of the students for online learning

 42

 How did you manage to cope up with the challenges?

(Giunsa nimo pagdumala sa pagkaya sa mga kalisod nga imong

naagian?)

 What did you do to make your online learning situation better?

(Unsa ang imong gibuhat aron mahimo’g maayo pa ang imong

kahimtang sa pagkat-on sa online?)

APPENDIX D

CODING TABLE

Coding Table
Extracted
Line Theme / Major
Objectives Number Significant Statement Subtheme Theme
"...I also had more time for
myself and for my family...",
"...naa koy time makabuhat
sa projects og modules...",
"...kanang less na kaayo
16, 221- ang akong stress because I
1. What are 222, 322- have more free time for Self-
the Students' 323 myself..." More Time satisfaction
"...mas easier na siya kay
dili na wala na koy
transportation...", "...maka
apil sa klases murag inig
mata nako pwede nadayon
ko mo diritso ug apil sa
class...", "...um its online so I
147-148, can really stay at home
Positive 149-150, while doing some other
Experiences 275-276, stuff...", "...dili kaayo bug-at
of 327 ang mga trabaho..." Less Hassle Convenience
Online 58, 151- "...dali rapud ma sabtan ang Convenient Convenience
Learning? 152, 154- online class kay e discuss Learning
155, 277- gud siya sa atung mga
 43

maestra...", "...pwede rako

mobalik ug watch sa katong
ilang recorded na session
nya mag himo ug notes
didto ko mag base...",
"...mas maka focus nuon ko
kay wala gikoy katabi na
modistract nako...", "...I can
do my assignment and other
pts in my own free time...",
"...kanang taas ilang ehatag
na deadline sa mga
assignments or performance
278, 18 task..."
"...I've gain a lot of friends
even though online ra...",
"...daghan gud kog na kaila
na classmate na nahimo
napud nakung kuan mga
amiga...", "...daghan kog
nakaila na friends...",
16, 57, "...maka jamming jamming
101, 104- ko sa lain ba bahalag taga New Peers Self-
105 laing lugar..." and Friends satisfaction

"...usahay sad kay internet

connection kay sometimes
hinay among internet dayon
I've tried data using data but
dili jud sha ka daog...",
"...mokalit lang og ka out sa
gmeet kay hinay ang wifi
mao to maka absent...",
"...matangtangan mig
kanang magkakuan mag ka
wagtang wagtang ang
wifi...", "...kanang in the
middle of class is mo kalit
lang shag lag...", "...kanang
mo gamit ko og laptop is
24-25, 64, kanang mo palong lang
174-175, shag kalit ang kani akung Poor
2. What are 225-226, laptop is medjo gubaon Technical Academic
the Students' 230-231 namn gud ni..." Problems Performance
Negative 113, 163- "...sakit siya sa mata kay Physical Health Risk
Experiences
 44

permi ramn ta gadgets...",

"...sometimes twice or once
sa usa ko ka adlaw
makakaon ug kanang head
aches pud kay sige rag tutok
sa monitor nya makasakit sa
mata...", "...I only have 30
minute break during lunch
but i have still have to feed
myself and my niece so im
164, 285- really having a hard time in
of 286 doing that..." Health Risk
"...ma stress ko usahay kay
nay nay sometimes nga pt
nga maka ingon ko nga di
nako kaya...", "...mas stress
ang online learning kay
tungod pile up ang mga
project...", "...para nako ba
115-116, wala gihapon nako gi exert
Online 165-166, akong all kay wa nagyud Mental
Learning? 332-333 kog interest na..." Health Risk Health Risk

3. How did 35, 73, "...time management lang Managing Coping

the students 74, 119, siguro then setting Time and Strategy
126-127, priorities...", "...mo sud jud Priorities
190-191, sa klase maminaw sa
303, 340 discussion...", "...mo himo
sad sa mga activities og
projects unya on time e
pass...", "...na cope up ra
nako sha sa pag time
management...", "...pag
manage projects and then
kuan kanang time
management...", "...akoa
gyung gi force akong self
para naa koy time
management kahibaw ko
unsa akong priorities...",
"...sometimes I put it on my
phone in reminders that it
can remind me every day
that I have I still have task to
do...", "...mabalance lang
 45

gyud nako akong time lang

gyud..."
"...sa akoa kay I have
friends man gud nga mo
tabang sad imoha whenever
you had problems...", "...if
naay wala masabtan
mangutana jud para
makasabot...", "...naa man
koy friend pud na mo ingon
pud siya dungan tag himo
ani na niya mag dungan mig
himo...", "...mo message kos
akoang mga friends mo
ingon stress kaayo ko...",
"...akong ingnon akung mga
classmate na unsa nay
nahitabo gi unsa pag kuha
anang x square ana chu chu
ana ako silang ingnan na
38, 73-74, pwedi nimo e screenshot
121, 184, ang gi lesson sa maestra...", Asking Help
cope up with 236-237, "...hmm I have now friends from Coping
the 304 help me sometimes..." Friends Strategy
"...di sad sila pa duwaon og
ml inana para og nay klase
maka kuan jud maka sulod
jud...", "...akong I-block out
ang mga notification sa
messenger, basta anything
na para di ko ma
distracted...", "...akung
ingnon akung mama na mi
mag klasi sa ko ha so ayaw
sa kog disturboa...",
"...kanang adto ko sa room
na kanang dili kaayo saba
ang environment para dili ko
ma disturbo...", "...well my
68-69, sister she got me um
197-198, someone she got me
235, 243- someone to help me take Avoiding Coping
challenges? 244, 288 care of my niece..." Distractions Strategy
338, 342- "...I would motivate myself Self- Coping
343,181- from fear, fear of failing...", regulating Strategy
 46

"...I still do my best lang

gyud para sa akong future
specially sa college para
lang gyud ni sa
kaayohan...", "...maminaw
nalang ko sa akoang mga
tunes, mag youtube ko kung
stress nagyud kaayo ko mag
pa music rakos background
para mo jamming ko ug
kanang mo lift up akoang
183 mood..."

CURRICULUM VITAE

FORMAL
Name: Quintinita, Carl Jay
2 PICTURE
Address: Kinasang-an St. Pardo, Cebu City

Email: ryuchihaturi1@gmail.com

________________________________________________________________________

EDUCATION

Senior High School: University of Cebu – Main Campus, Senior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2020-2021

Junior High School: St. Mary’s Academy of San Nicolas

T. Abella St. Cebu City

 47

2016-2020

Elementary School: San Nicolas Elementary School

Carlock St. Cebu City

2010-2016

CURRICULUM VITAE

Name: Montes, Dave C. FORMAL

Address: Poblacion, Carmen, Cebu 2X2 PICTURE

Email: davecmontes@gmail.com

________________________________________________________________________

EDUCATION

Senior High School: University of Cebu – Main Campus, Senior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2020-2021

Junior High School: Cebu Academy

 48

Poblacion, Carmen

2015-2018

Carmen National High school

Luyang, Carmen, Cebu

2015-2018

Elementary School: Elpedio De Dios Elementary school

Poblacion, Carmen

2009-2015

CURRICULUM VITAE

Name: Torillio, Maria Fiona Margaret FORMAL

Address: Ma. Theresa Village 1, Guadalupe, Cebu City 2X2 PICTURE

Email: mariasagrado3@gmail.com

________________________________________________________________________

EDUCATION

Senior High School: University of Cebu – Main Campus, Senior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2020-2021
 49

Junior High School: University of San Jose Basic Education Department- South

Campus

J.Alcantara St, Cebu City

2015-2019

Elementary School: University of San Jose Basic Education Department- South

Campus

J.Alcantara St, Cebu City

2009-2015

CURRICULUM VITAE

Name: Caburnay, Mary Rose C. FORMAL

Address: Duljo Fatima 2nd St, Cebu City 2X2 PICTURE

Email: maryrosecaburnay0@gmail.com

________________________________________________________________________

EDUCATION

Senior High School: University of Cebu – Main Campus, Senior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2020-Present
 50

Junior High School: Cebu Institute of Technology University

N. Bacalso Avenue

2015-2019

Elementary School: Capt. Claudio Elementary School

Tolede City

2009-2015

CURRICULUM VITAE

Name: Calinawan, Maria Soccoro P. FORMAL

Address: 6th Cavan St. Pasil Cebu City 2X2 PICTURE

Email: soccorocalinawan3@gmail.com

________________________________________________________________________

EDUCATION

Senior High School: University of Cebu – Main Campus, Senior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2020-2021
 51

Junior High School: University of Cebu – Main Campus, Junior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2017-2019

Elementary School: YLAC Free School

F. Urdaneta St, Cebu City, Cebu

2015-2016

CURRICULUM VITAE

Name: Entrolezo, Carlo Renzo R. FORMAL

Address: Nivel Hills Busay Cebu City 2X2 PICTURE

Email: Carlorevales@gmail.com

________________________________________________________________________

EDUCATION

Senior High School: University of Cebu – Main Campus, Senior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

 52

2020-2021

Junior High School: University of Cebu – Main Campus, Junior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2015-2020

Elementary School: Lahug Elementary School

Gorordo Avenue, Lahug Cebu City

2009-2015

CURRICULUM VITAE

Name: Escorial, John Louis FORMAL

Address: 220-Alaska Centro Mambaling Cebu City 2X2 PICTURE

Email: johnlouisescorial18@gmail.com

________________________________________________________________________

EDUCATION

Senior High School: University of Cebu – Main Campus, Senior High School

Department

J. Alcantara Street, Sambag 1, Cebu City

2020-2021
 53

Junior High School: Cebu City Don Carlos A. Gothong Memorial National High

School

C. Padilla St, Cebu City

2016-2020

Elementary School: Mambaling Elementary School

Tabada St, Cebu City

2008-2014