The Coronavirus disease (COVID-19) pandemic has resulted in the tragic loss of human life and

poses difficulties to public health, the global economy, and education. According to Mateo
(2020), traditional education systems throughout the world are one of the casualties of COVID-
19; with high-risk transmission among children, schools are temporarily closed as the sickness
spreads rapidly across countries. As a result, education across the world, including in the
Philippines, has shifted drastically from face-to-face classrooms to distance learning, in which
students complete their education from the comfort of their own homes. Unfortunately,
students have been experiencing a variety of challenges as a result of the COVID-19 crisis,
including internet access, overcrowding in class, associated financial issues, and mental health
issues, all of which have the potential to elevate anxiety levels and negatively influence their
impression of academic self-efficacy (Arrebola, Ruiz, Vera, & Estrada, 2020).

The Covid-19 pandemic had a significant impact on the Philippines' educational system.
Schools have transitioned from traditional face-to-face classroom teaching-learning to flexible
learning and virtual classrooms, where learners and educators must overcome various
challenges such as resources, curriculum modifications, and internet access issues. Students
faced difficulties due to teaching, curriculum, and resource constraints. The students observed
that most teachers are uninformed that learners differ in terms of skills in online learning;
hence, they prefer a student-friendly curriculum; and they advised that educators consider
students' capacity to have adequate devices and internet access. Significant variations were
discovered in the students' profile traits, preparation, and problems in their virtual classroom
learning. Furthermore, the respondents' readiness and problems in virtual learning are highly
connected (Vitales et al., 2021)