LOST CONNECTIVITY:

CHALLENGES AND STRUGGLES ENCOUNTERED BY

COLLEGE OF TEACHER EDUCATION STUDENTS OF
QSU CABARROGUIS FROM NAGTIPUNAN QUIRINO
AMIDST PANDEMIC

A Research Paper
Presented to
Bachelor of Elementary Education
Quirino State University
Cabarroguis, Quirino Province

Researcher:
Joycelle M. Garcia
Allen B. Quillagen
Maryrose L. Ronquillo
John Paul Laitan
 Chapter I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the problem and the background of the study, objectives of the

study, why the study was conducted and the scope and delimitation of the study.

Introduction

Education has been very important for every individual, for educators it is a noble

profession that they could impart to their students, for parents it is a great legacy that they could

pass on to their children and for a person it is the best weapon that they could use in facing life

though battles. Education also transforms lives of people and creates greater opportunities for the

youth who wants to go on to work decent jobs local or abroad that is why many students are

eager to pursue tertiary education.

As Covid-19 cases continue to escalate in the Philippines for a total of 1,649,341 Covid-

19 cases, 28,835 -Deaths 1,543,443-Recoveries as of August 2021, the government is still in the

process of implementing remedies to fight the spread of this virus and protect us from the virus

through the formulated vaccines. Latest statistics survey of Reuters.com Philippines has

administered 23,199,187 doses of COVID vaccines about 10.7% of the country’s population.

Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered

coronavirus. Most people who fall sick with COVID-19 will experience mild to moderate

symptoms and recover without special treatment. The virus that causes COVID-19 is mainly

transmitted through droplets generated when an infected person coughs, sneezes, or exhales.

These droplets are too heavy to hang in the air, and quickly fall on floors or surfaces. You can be
infected by breathing in the virus if you are within close proximity of someone who has COVID-

19, or by touching a contaminated surface and then your eyes, nose or mouth. That is why the

government in partnership with the DOH (Department of Health), DILG (Department of Interior

and Local Government) and PNP (Philippine National Police) implements rules and regulations

in order to alleviate the spread of virus. Some of this rules are wearing face shield or face mask

whenever going outside the houses, observe physical distancing, and secure travel pass and

health declaration when you are going out of your house and you are only allowed to go outside

for emergency purposes such as medications and food purchasing other than that IATF (Inter

Agency Task Force) advice everyone to stay at home whenever possible. This causes everyone

stop from the normal activities before this pandemic started such as parties, events, and travels.

Schools, malls, churches and other establishments were forced to close in pursuit with the rules

implemented.

In search for the possible solutions, the Commission on Higher Education (CHED) in

partnership with the (IATF) Inter-Agency Task Force conducts series of curriculum planning and

development to provide quality education to tertiary learners amidst the Covid-19 situation we

are facing. Solutions that could possibly solve the provision of Education and not the

implementation of Academic-freeze like modular learning, online learning or the blended

modular and online learning. And the blended modular and online learning approach was so far

the most effective among the mentioned learning approach where students learn through modular

and scheduled video conferencing through google meet and google classroom which is as

effective as the face-to-face learning approach. In this Covid-19 situation internet connection is

very much important for learners and educators to undergo blended learning modalities.
 The internet is the key information and communication technology that led to a

worldwide revolutionary change in the information scenario (Siraj, et al., 2015). The internet is a

pool of knowledge and any country that fails to provide her youth access to the internet is

unseating the country from her throne of dignity among other dignitaries (Olatokun, 2008). It is

developed to serve as a platform for various activities for all age groups in society (Akin-

Adaeamola, 2014). The internet is a technology that has become an enormous part of people’s

daily lives. Through its ability to act as a support medium in different functions for which people

use it, the internet was introduced to academic institutions as a tool to enhance student’s

academic experience in the mid-1990s (Ngoumandjoka, 2012). Over the last decades, internet

connectivity has improved tremendously and is available everywhere such as homes, offices,

travels and schools (Ellore et al., 2014). Today, empirical studies (e.g Adedotun, 2015; Akende

& Bamise, 2017) report that access to information can influence the academic performance of

students. The use of credible internet resources is of greater importance for academic study,

especially in high class courses which require an academic review of literature (Sahin et al.,

2010). Internet use for educational purpose is found by Kim (2011) to be the heart of adolescent

academic achievement. The availability of internet is almost everywhere, most students have had

access to internet on their cellphones (Ellore et al. 2014). This helps students to broaden their

academic knowledge, research and assignments by accessing information worldwide and also

enhances easy communication to the academic community (Siraj, et al., 2015).

There was a study made by Josh Weinstein in (2005) about situation of education in the

Philippines. He stated that 80% of the Filipino poor live in the rural areas of the country. These

are towns located deep in the mountains and the rice fields. The population density in the rural

parts of the country is low, and there is corresponding deficiency in schools and classrooms.
Public school is free, but families still cannot afford to send their children for a complicated

network of reasons. Around 65 million Filipinos or about 80 percent of the population trying to

survive on 96 pesos or less per day, how can a family afford to buy uniforms, the transportation

to and from school, the expenses for school supplies and projects, the miscellaneous expenses,

and the food for the studying sibling? More than this, with the worsening unemployment

problem and poverty situation, each of the family is being expected to contribute to the family

income. Most of the children in farming families are expected to work in fields during harvest

time. In agriculture-based communities where farming is the primary livelihood, having children

around to help with the work means more income for the family. Children are paid 15 pesos for a

day’s work in a blistering heat. They are pulled from school for two or three months’ time and

irreparably disadvantaged compared with their classmates, so they have to repeat the grade, only

to be pulled out of school, he added.

Students from rural and remote areas have been identified as an at-risk group when they

move to tertiary education. Meagan Walsh and Jennifer Crawford (1999) conducted a survey in

Swinburne University in Australia. A questionnaire was developed to identify the transition

problems experienced by students from rural and remote areas of Victoria when they joined to

Swinburne University. A representative sample of students completed and returned a

questionnaire at a conclusion of their first year of tertiary study.

In addition, according to a new report from Michigan State University’s Quello Center,

“Slow Internet connections or limited access from homes in rural and remote areas can

contribute to students falling behind academically” this means that not all are accessible nor can

connect to internet for the sake of their academic learning.

 Nagtipunan is a municipality in the landlocked province of Quirino. The municipality has

a land area of 607.40 square kilometers or 234.52 square miles which constitutes 26.14% of

Quirino's total area. Its population as determined by the 2015 Census was 23,484. This

represented 12.43% of the total population of Quirino province, or 0.68% of the overall

population of the Cagayan Valley region. Based on these figures, the population density is

computed at 39 inhabitants per square kilometer or 100 inhabitants per square mile. It was found

along the long mountain ranges called Sierra Madre in Region 2; due to its geographical setting

most of the person living in this place has poor access to internet connection and signal.

According to Asdaque (2010) the use of the Internet is one of the major factors affecting

the academic performance and social life of university students. College Students of Quirino

State University Cabarroguis Campus, from this municipality are having struggles when it comes

to connection or access on the internet because some of the student lives in a remotes area where

in there is poor or total block out of signal.

This study was therefore undertaken to find out the struggles, challenges and problems

encountered by College of Teacher Education students of Quirino State University Cabarroguis

Campus, students from Nagtipunan, Quirino amidst pandemic.

Statement of the Problem

This study sought to find out the challenges and struggles and problems

encountered by College of Teacher Education students of Quirino State University Cabarroguis

Campus, students from Nagtipunan, Quirino amidst pandemic.

Specifically, it sought to answer the following questions:

 1.) What is the profile of CTE QSU students from Nagtipunan, Quirino in terms

of:

1.1 Age

1.2 Sex

1. 3 Year Level

1.4 Civil Status

1.5 Gadgets Used

1.6 Connectivity available

1.7 Number of hours spent in surfing the internet

1.8 Mobile app used

2.) What are the challenges, struggles and problems encountered by CTE QSU

students from Nagtipunan, Quirino along the following:

2.1 Physical aspects

2.2 Academic aspects

3.) What are the effects of lost connectivity of the CTE Student along the

following:

3.1 Physical aspects

3.2 Academic aspects

 Significance of the study

Students

The result of the study will enable the students to understand the problems

encountered by their fellow students from Nagtipunan Quirino who wanted to finish their

studies even though they are living in remote place, thereby motivate them to excel if not do their

best to finish their studies and make them as inspiration. Understanding the problem being faced

by their fellow students will help them realized how lucky they are to go to school conveniently

and easily.

Respondents

This study will make the respondents to be aware of the problem they are facing

and the recommendations how they are going to face those problems in order to survive

education amidst this pandemic. This will also enable them to adapt on how to deal with the new

normal situation with the use of technological advancement.

Theoretical Framework

This research, Lost Connectivity: Challenges and Struggles encountered by College of

Teacher Education students of Quirino State University students from Nagtipunan, Quirino

amidst pandemic develops a theoretical framework drawn from “RAM theory” or Roy

Adaptation Model to help with the challenges and struggles of the Quirino State University

Cabarroguis CTE students from Nagtipunan, Quirino. This model sees the individuals as set of

interrelated system biological, psychological, physical, financial and social and comprises four

domain concepts of person, health, studies and environment. The person is an open adaptive
system who uses coping skills to deal with problems and stressors Roy model suggest solutions

that might solved the problems encountered by the respondents. It may either better to best or

vice versa.

Scope and Delimitation of the Study

The study was conducted during the second semester of academic year 2020-2021 from

May to August. This study is limited on the assessment of the challenges and struggles of

Quirino State University CTE students from Nagtipunan, Quirino.

Definition of Terms

To ensure better understanding of the study, the following are defined either from

reference materials or on how they are used in the study.

Academic -associated with an academy or school especially of higher learning (Merriam-

Webster’s collegiate dictionary (1581).springfield, MA: Merriam-Webster)

Academic aspects- refer to the problems encountered by the respondents on their school

activities, academic performance and study habits.

Academic performance - is the outcome of education- the extent to which a student, teacher or

institution has achieved their educational goals.

Conscientiousness- is defined as very careful about doing what you are supposed to do and as

used in this research study it is linked to effort and achievement motivation.

Education - is the action or process of facilitating learning or the acquisition of knowledge,

skills, beliefs, and habits you get from school, college or university

Internet- An electronic communication network that connects computer network and

organizational computer facilities around the world. (Merriam-Webster’s collegiate dictionary

(1986).springfield, MA: Merriam-Webster).

Lost Connectivity -being stop or unable to access in to the internet.

Milieu- the physical or social setting in which people live or in which something happens or

develops.

Parental Academic Socialization- is the term describing the way parents influence students’

academic achievement by shaping students’ skills, behaviors and attitudes towards school.

Physical Aspects – refers to the problems encountered by the respondents that has something to

do with their health, eating habits and physical activities.

Time Management –as use in this research is the process of managing time efficiently and

effectively to avoid making it as problems or hindrances in studies

Chapter II

REVIEW ON RELATED LITERATURE AND STUDIES

 This chapter presents important readings to this present research. The review on related

Literature and readings are taken from book, magazines, journals and blogs from different

websites while the related studies are the results of researches conducted locally and abroad,

Published and unpublished. The similarities and differences of previous studies conducted along

this line with the present study are presented in this chapter.

Related Literature

Local

Josh Weinstein (2009) discussed in this journal the relationship between education,

poverty, alleviation and economic development. The link is critical and the three are self-

reinforcing. Education creates greater opportunities for the youth, who go on to work decent jobs

in cities like Cebu, Manila, and even abroad. The children remit money back to their parents who

spend on home improvements and the tuition fees for the younger siblings. College-educated are

much less likely to end up impoverished (about 1in 44 ) .Trade schools also create opportunities,

with only one in 10 people with post-secondary degrees living below the poverty line.

Unfortunately, the ratios drop precipitously after that. One in three high school graduates and

half of elementary schools grads are impoverished. Here are the sobering education statistics:

The long-term outlook for poverty reduction doesn’t look good either unfortunately. We

all know that there is a very strong link between education (or lack of education) and poverty-

two-thirds of our poor families have household heads whose highest educational attainment is at

most Grade 6.Well the education statistics(all from the NCSB) tell a very sad tale: elementary

school net participation rates (NPR) – the proportion of the number of enrollees 7-12 years old

to population 7-12 years old-have plummeted from 95 percent in school year(SY) 1997-1998 to
74 percent in 2005-2006,as have high Cohort survival rates (CSR) have also dropped : out of

every 100 children who enter Grade 1,only 63, will reach Grade 6,down from 69 in 1997-1998.

In high school, CSR have dropped even more from 71 to 55.Which means of course, that the

school drop- out rate increased. Which is one of the reasons why, in 2005-2006, for the first time

in 35 years, total enrollment decreased in both elementary and high school although private

school enrollment increased public school enrollment went down more?

He also added that about 80% of Filipino poor live in rural areas of the country. These are

towns located deep in the mountains and rice fields. The population density in rural parts of the

country is low and there is a corresponding deficiency in schools and classrooms. Public school

is free, but families cannot afford to send their children from a complicated network of reasons.

With around 65million Filipinos or about 80 percent of the population trying to survive on 96

pesos or less per day, how can a family afford the school uniforms, the transportation to and

from school, the expenses for school supplies and projects, the miscellaneous expenses and the

food for the studying sibling? More than this, with the worsening unemployment problem and

poverty situation, each member of the family is being expected to contribute to the family

income .Most, if not all, out of-school children are on the streets begging, selling cigarettes,

garlands and candies. Beyond the selling goods on street, children in farming families are

expected to work in the fields during harvest time. In agriculture-based communities where

farming is the primary livelihood, having children around to help during harvest time means

more income for the family.

The author also stressed out that transportation is another big problem. Kids walk 2-3

kilometers or more to and from school every day. They have to cross rivers and climb hills with

their books and bags. The ones that can afford a tricycle, but that is a luxury. Schools are
sometimes too far for the most remote places to practically access. So the families can’t afford to

pay and the children are pulled from school.

In the process of educating a child, one has to anticipate various problems which call for

an intellectual appraisal; one is economic condition of the student which may affect his/her

school performance and social participation. The impact of educational changes in the social

milieu and the roles and ways of acting, personal habits and needs and the like are factors which

tend to influence and facilitate the transformation of an individual learner (Sunglo,1989).

Teachers have major effect on student achievement. Teachers’ quality contributes a lot in

effectiveness of school; hence quality instruction produces high achievement Andaya (2014).

The quality of learning as stated by Magbanua (1977) is related to the quality of teaching done

by the teacher. Teaching and learning are two aspects of the process of education. A teacher who

fails to understand the fundamental principles of teaching and the nature of learners will find

his/her teaching ineffective and the child’s learning retarded. Hence a competent teacher is

expected to contribute a deal toward the success of students in their academic works.

Demographic factors such as gender, parents’ educational attainment and socio-economic

status are also found to be factors in student achievement. Parents’ educational attainment was

found to be significant factor in Mathematics achievement (Mangaliman, 2004).

Foreign
 According to the blog made by Boylan C. Hill (1999) students from Victoria’s rural and

remote regions constitute approximately 7% of the 1999 undergraduate intake for the Higher

Education Division of Swinburne University of Technology. However, there is no published

information available on the difficulties encountered by this contingent when they join

Swinburne, and previous research about problems facing country students at other Australian

institutions has been of limited value in pre-empting transition issues locally at Swinburne.

Swinburne’s Equity Unit also recognized there was a need to identify the issues locally at

Swinburne ‘s rural and remote students face in moving to study at this institution , and granted

DETYA funds for a study.

Distance is another barrier to education according to Galusha, Jill M. (1995). Distant

learning is an excellent method of teaching adult learners because they need flexibility to

contend with competing priorities. Adult learning is not without problems, however, such as loss

of motivation because of lack of face to face interaction with teachers and peers, potentially

prohibitive start-up costs, and lack of faculty support. In addition to these barriers to distance

education are more likely to have insecurities about the following: learning, self- evaluation

problems, lack of support services such as tutors and technical assistance, feeling of isolation,

and inexperience with this mode of learning which leads to academic problems. The problem of

transportation is also one of the barriers of distance education. The transportation expenses have

a great impact on the financial capabilities of the people living in remote places. If not it’s the

accommodation that gives hindrance in studying. They have to pay monthly lodging and budget

their allowance for their food and school projects.

In the study of Barry (2005), he concluded that a child from a well-educated family with

high socio-economic status is more likely to perform better than a child from an illiterate family.
This is because the child from an educated family has a lot of support such as decent and good

living. Parent with higher income could provide more instructional resources to their children

which eventually help them improve their grades. Hence, students from different economic strata

manifest different attitudes and academic performance.

Related Studies

Local

In 2004 Ricarte B. Abejuela III claimed that Indigenous education in the Philippines has

been a recent phenomenon, starting only in their past decade. Legislation supporting indigenous

people rights as well as giving legitimacy to establishing indigenous schools were only authored

in the past 8 years. The Asian Council for People’s culture assisted the different indigenous

tribes in the country in setting up Schools for Indigenous Knowledge and Traditions (SIKAT).

The SIKAT envisions a system at par with mainstream education, founded on the ways of life,

traditions and culture of Indigenous people. This paper takes a closer look at one of the SIKAT

schools- the Sagu-Ilaw SIKAT of the Bukidnon tribe in Northern Mindanao. Sagu-Ilaw was set

up in 2002 with the assistance of ACPC. Since then, despite the perennial problem of funding, it

has been surviving on its own .It was designed as a tertiary type teacher-training school whose

students teach the tribe’s children in their respective communities. Recent linkages with the

Department of Education have led to conflict over control of the school, leading the tribe to fear

for the continued loss of their identity. Other linkages are currently being established for the

survival and further development of the school.

He also conducted research about the situation of Indigenous Education in the

Philippines. The Philippine archipelago is made up of 7,107 islands with a total area of 300,000
sq. km. It has a current population of nearly 88 million people, 75% of which belong to 8 major

ethnic groups and the remaining 25% are divided among different minor ethnic groups and

indigenous tribes. The country has more than 110 ethnic tribes and cultural communities whose

cultures and traditions are in varying states of extinction.

These vanishing ancestral traditions and customary laws used to define social

relationships and values and promoted efficiency of economic activities. Unfortunately,

environmentally devastating socio-economic ventures, large-scale indiscriminate mining and

industrial logging have brought incalculable damage to their primary source of livelihood and

cultural sanctuary. The consequent destruction of their environment resulted in the further

degradation of ancestral cultures which are largely shaped by the indigenous people's interaction

with the natural elements. This resulting loss of their cultural identities, coupled with the

devastation of their environment, has resulted in the serious economic displacement and cultural

disempowerment of these communities. Tribal communities in various geographical areas are

thus among the most impoverished and marginalized sectors of Philippine society (ACPC 2005).

Though the Philippine republic has been in existence for more than 100 years, it has only

been since the late 1980s and the 1990s that the government sought to address the plight of the

indigenous peoples. The present constitution, which was written in 1987, in Article XIV Sec 1

states:

“The State shall protect and promote the right of all citizens to quality education at all

levels, and shall take appropriate steps to make such education accessible to all.” Furthermore,

Sec 17 also reads: “The State shall recognize, respect, and protect the rights of indigenous
cultural communities to preserve and develop their cultures, traditions, and institutions. It shall

consider these rights in the formulation of national plans and policies.”

These mandates were unfortunately not supported by specific legislation or policies. It

was not until the 1990’s that further legislation was authored to protect the rights of the

indigenous peoples. In October 1997, then President Fidel V. Ramos signed into law Republic

Act 8371 - the Indigenous Peoples’ Rights Act (IPRA). This legislation lays down the legal

framework for addressing indigenous peoples’ poverty. It seeks to alleviate the plight of the

country’s “poorest of the poor” by correcting, through legislation, the historical errors that led to

the systematic dispossession of and discrimination against the indigenous peoples. The IPRA law

enforces the 1987 Constitution’s mandate that the State should craft a policy “to recognize and

promote the rights of indigenous peoples within the framework of national unity and

development” and “to protect the rights of indigenous cultural communities to their ancestral

lands to ensure their economic, social and cultural well-being” (Asian Development Bank 2002:

13).The IPRA law also serves as the basis for the establishment of indigenous schools. Section

28 of the IPRA law states:

“The State shall, through the National Commission on Indigenous People (NCIP),

provide a complete, adequate and integrated system of education, relevant to the needs of the

children and young people of ICCs/IPs.” Section 30 further states: “The State shall provide

equal access to various cultural opportunities to the ICCs/IPs through the educational system,

public or cultural entities, scholarships, grants and other incentives without prejudice to their

right to establish and control their educational systems and institutions by providing education

in their own language, in a manner appropriate to their cultural methods of teaching and
learning. Indigenous children/youth shall have the right to all levels and forms of education of

the State.”

However, even with this recent legislation on indigenous peoples and indigenous rights,

there remain very few indigenous schools in the country. In the Philippines, education is divided

into formal and non-formal education. The formal sector is further divided into three levels:

primary, secondary and tertiary. Each can be private or public. Ever since the Americans

established the public school system in the country, no efforts were done on establishing schools

that utilized indigenous knowledge. In fact, it was required in all schools that the American

system be used – language and all. All Filipinos were required to learn only in English. It was

only in the past 20 years that Filipino has been reintroduced as a language of instruction in

schools, though English still has preference. Native regional languages have never been

encouraged, much less those of the indigenous peoples. Only a handful of indigenous schools are

in existence, all of them due solely on the efforts of the tribal elders, often with very minimal

support from the government – if any.

Marquez (2009) also pointed out that a student who is successful in his desired career has

good study habits. In line with this, she stated that students should apply these habits to all of

their classes. She also suggested that the students should not try to study all the subjects in a

single period.

Curriculum, instructional strategies, teachers’ competency, school context, and facilities

are other significant factors in teaching and learning. Designing an instruction based on a

curriculum that is in harmony with instructional design can scaffold students learning and

promote their academic achievement. Effective pedagogy and methods employed by the teacher
play a major role in students’ performance. School safety and facilities, temperature of the class,

features of the classroom buildings and crowdedness of school were also reported to influence

the achievement of students. These findings try to imply that attention should be given to school

context and facilities to improve academic performance of students (Andaya, 2014).

Foreign

Hill D. (1994) concluded to his study entitled “Rural student transition to College” that

the transition to University is already recognized as complex, with a large literature developing

on the problems facing students from all backgrounds in moving from secondary to tertiary

education. However, it is purported to some groups of Australians are under-represented in the

higher education population (Anderson and Vervoom)1983;Birtles,1987 commonwealth of

Australia ,1990,Finn,1991).A Department of Employment, Education, and Training Discussion

paper (1995) identifies six such groups , including students from rural and remote places. It is

suggested that these groups are disadvantaged in terms of accessing tertiary education while the

literature regarding transition from secondary to tertiary study is quite extensive(Evans,1998) the

vast majority of authors address the problems of a generic level, inevitably concentrating on the

issues faced by metropolitan universities ,or on the particular needs of overseas students.

Meaghan Walsh and Jennifer Crawford made a survey about the challenges and problems

faced by Swinburne University Students (1999) and they cited them as follows:

1. Finance

The predominant transition issue, raised by 59% of the students related to financial

pressures. Their comments largely referred to the high cost of living away from home, coupled

with having to pay for study materials. Despite the fact that the living costs of a very high
proportion of respondents are at least partially subsidized by parents(83%) and/or a government

allowance(50%), approximately 72% believe that they require paid employment in order to

remain at a university .Issues pertaining to finance have also been frequently raised in previous

studies and generally focus on the difficulty in covering the accommodation and living cost

incurred through re-location to University(National Board of Employment, Education and

Training).Therefore, many students report a need to depend on parents for support or seek part

time work to supplement their income ( Boylan et al ,.1994) .Although half of the rural students

are eligible for some form of government assistance, there still appears to be a high Level of

dependence on supplementary income from either parents or part- time employment.

2. Academic difficulty

Several issues pertaining to academic difficulty were raised to 33% of respondents. They

generally outlined problems such as have to deal with less personal attention and

encouragement from teaching staff than was received in year 12,and also limited

understanding of the assessment criteria. Although 59% of the students perceive Swinburne staff

as approachable and supportive, there is also a strong view (held by a 54%) that they

demonstrate less enthusiasm and encouragement for student learning compared to Year 12

teachers. Although students describe a knowledge deficit about what is expected of them

regarding work requirements, a majority (65%) indicated that they had a clear understanding of

their course before they commenced study. There is also a close match between the student’s

expectation and experience of the difficulty of course concepts, the amount of study required and

their enjoyment of the course. Educational factors also have been frequently reported by (1994)

previous researches Boylan et al noted that rural students were less sure of themselves when it

came to study and writing skills. Chapman and Boylan (1990) found that academic support was
in the highest demand in their support program for rural students, who primarily required

assistance in writing and presentation skills and also locating materials and information.

3. Accommodation

References to accommodation issues, made by 15% of respondents, generally focused on

the challenges of locating reasonable but low cost housing that is close to Swinburne. The

Hawthorn campus is located in an expensive, inner city suburb and therefore offers little in the

way of such housing, close to University. The most common form of accommodation for the

students was shared house or flat arrangement (65%).The challenge of locating suitable low-cost

urban accommodation is an issue that is considered to be a major deterrent to non-metropolitan

people relocating to pursue education and training.

4. Time management

Issues of time management or organization, raised by 9% of students, centered on

the difficulty in finding optimal balance between study, work, domestic tasks, and social or

leisure activities. A concern was frequently raised about the study component being necessarily

compromised by the need to work (72% of students view paid employment as essential to the

continuance of their tertiary study arrangement) or perform household duties.

According to Minnesota (2007) “the higher education performance is depends upon the

academic performance of graduate students. Durden and Ellis quoted Staffolani and Bratti,

(2002) who observed that “the measurement of students previous educational outcomes are the
most important indicators of students future achievement; this refers that the higher the previous

appearance, the better will the student’s academic performance in future endeavors be.

Graetz (1995) conducted a study on socio-economic status of the parents of students and

concluded that the socio economic background has a great impact on student’s academic

performance. It has been main source of educational imbalance among students and students’

academic success. Considine and Zappala (2002) also having the same views as Graetz (1995).

In their study on the influence of social and economic disadvantage in the academic performance

of school students noticed, they have stated that parents or guardians who have social,

educational and economic advantage definitely strengthen the level of their child’s success in

future.

McDill, E., 1989, Levin, H., 1986) B.A Chansarkar and A. Mishaeloudis (2001),

explained the effects of age, qualification distance from learning place etc. on student

performance. The performance of students on the module is not affected by such factors as age,

sex and place of residence but is associated with qualification in quantitative subjects. It is also

found that those who live near the university perform better than other students.

Yvonne Beaumont Walters, kola soyibo,(1998) further elaborated that student

performance is very much dependent on SEB (socio economic back ground)as per their

statement, “High school students’ level of performance is with statistically significant

differences, linked to their gender, grade level, school location, school type, student type and

socio-economic background (SEB).”

Kirby, Winston et al. (2002) focused on student’s impatience (his time-discount

behavior) that influences his own academic performance.

 Goethe found out that weak students do better when grouped with other weak students.

(As implied by Zajonc’s analysis of older siblings (1976) it shows that students’ performance

improves if they are with the students of their own kind.

There are often different results by gender, as in Hoxby’s K-12 results (2000);

Sacerdote (2001) finds that grades are higher when students have unusually academically strong

roommates.

The results of Zimmerman (1999, 2001) were somewhat contradictory to Goethe results

but again it proved that students performance depends on number of different factors, it says that

weak peers might reduce the grades of middling or strong students.

(Alexander, Gur et al. 1974; Fraser, Beamn et al. 1977) explained that some of the

practices adopted by college administration in higher education like residential colleges or

organized study groups also help to increases performance.

The internet is a pool of knowledge and any country that fails to provide her youth access

to the internet is unseating the country from her throne of dignity among other dignitaries

(Olatokun, 2008). It is developed to serve as a platform for various activities for all age groups in

society (Akin-Adaeamola, 2014). The internet is a technology that has become an enormous part

of people’s daily lives. Through its ability to act as a support medium in different functions for

which people use it, the internet was introduced to academic institutions as a tool to enhance

student’s academic experience in the mid-1990s (Ngoumandjoka, 2012).

Over the last decades, internet connectivity has improved tremendously and is

available everywhere such as homes, offices, travels and schools (Ellore et al., 2014). Today,

empirical studies (e.g Adedotun, 2015; Akende & Bamise, 2017) report that access to

information can influence the academic performance of students. The use of credible internet
resources is of greater importance for academic study, especially in high class courses which

require an academic review of literature (Sahin et al., 2010). Internet use for educational purpose

is found by Kim (2011) to be the heart of adolescent academic achievement. The availability of

internet is almost everywhere, most students have had access to internet on their cellphones

(Ellore et al. 2014). This helps students to broaden their academic knowledge, research and

assignments by accessing information worldwide and also enhances easy communication to the

academic community (Siraj, et al., 2015).

The academic increasingly depends on the internet for educational purpose (Gupta &

Sanocki, 2002). The internet is an inseparable part of today's educational system. The academic

increasingly depends on the internet or educational purposes (Gopta & Sanieki, 2002). It was

observed recently that majority of academic and research institutions provide internet service to

students, teachers, and researchers (Kaur 2008).

Advancement and technology is also another factor that brings major inpacts on

education (Underwood 2003). Many tertiary institutions around the world are expanding their

investment in information technology (IT), especially the Internet are actively promoting Internet

usage in tertiary education (AI- Nuaimy, Zhang & Noble, 2001, Gupta & Sanoeki,2002). The use

of the internet fir learning is seen as a means to improve accessibility, efficiency and quality of

learning by facilitating access to resources and service as well as remote exchanges and

collaboration (kamba 2009).

Within the Nigerian context, many people have attributed student’s non-challant attitude

to reading which culminates in mass failure of students in examination to the use of the internet

(Alakpodia 2010), Internet's seemingly infinite information offers access to up-to-date research
reports and global knowledge so it has become an important component of electronic services in

academic institutions. Therefore, the internet has become a valuable tool for learning, teaching

and research (including collaborative research) in Nigeria Nwokedi, 2007).

According to Sushma (et al., 2014) the more time spent with the internet, the higher a

student addicted to the internet. The study showed that the time spent on the internet is

becoming a measure of academic achievement. The use of the internet beyond the time will not

beyond the time will not be a hint of academic success.

 Chapter III

RESEARCH METHODOLOGY

This chapter presents the methods of research used, the respondents of the study, research

instruments, data gathering procedure and the statistical tool used to finish this study

successfully.

Research Method Used

This is a combination of Qualitative and Quantitative descriptive type of research,

which made use of descriptive statistics and made used of a theoretical framework drawn from

conjoint analysis and RAM theory Roy or Adaptation Model. This is in accordance with the

studies of famous authors and researchers.

Respondents of the study

The research covered the Quirino State University Cabarroguis, College of Teacher

Education students from Nagtipunan, Quirino.

Research Instrument

The research made used of a questionnaire as its research instrument with follow up

interview. The first part of the questionnaire was the profile of the students which contained the

following Information: Age, Sex, Civil Status, Religion, Occupation of Parents, Family monthly

income, gadgets used and connectivity available. The second part of the questionnaire assessed

the challenges and struggles encountered by the CTE QSU students from Nagtipunan, Quirino

along the following aspects: (1) Financial (2) Emotional (3) Social and (4) Physical and (5)

Academic in connection with the loss of connectivity to internet.

 The third part of the instrument was interview with the respondents . This questionnaire

was adapted from Meaghan Walsh and Jennifer Crawford (1999) on their survey about the

challenges and problems faced by Swinburne University Students and other areas such as

physical aspects and academic aspects was added to suit the need of this study. This instrument

was constructed by the researcher based on the reading of the topics related to this and were

patterned based on the research studies and articles of famous authors and researchers

Data Gathering procedure

The researcher will ask a permission to the respective Authorities of Quirino State

University Cabarroguis in the conduct of survey to the prospective students. The prepared

questionnaires was distributed and retrieved through Facebook messenger app by the researcher

and a follow- up question followed to ensure true and honest responses.

Statistical Tool

The data gathered from respondents were treated through the use of percentage and

frequency distribution and a follow- up interview was made in order to come up with a

combination of Qualitative and Quantitative type of research.

Chapter IV
 Chapter V

SUMMARY, FINDINGS, RECOMMENDATION

AND CONCLUSION

This chapter present the summary, recommendation and conclusion of the study.

Summary of Findings

This study sought to find out the challenges and struggles that encounter of the Quirino

State University College of Teacher Education Students from Nagtipunan, Quirino through lost

connectivity amidst pandemic.

Specifically, it sought to answer the following questions:

1.) What is the profile of CTE QSU students from Nagtipunan, Quirino in terms

of:

1.1 Age

1.2 Sex

1.3 Year Level

1.4 Civil Status

1.5 Gadgets Used

1.6 Connectivity available

 1.7 Common Visited Websites

1.8 Number of hours spent in surfing the internet

1.9 Application of Communication and Learning Tools

2.) What are the challenges, struggles and problems encountered by CTE QSU

students from Nagtipunan, Quirino along the following:

2.1 Physical aspects

2.2 Academic aspects

3.) What are the effects of lost connectivity of the CTE Student along the

following:

3.1 Physical aspects

3.2 Academic aspects

This study made used of mixed qualitative and quantitative method to find the effects of

lost connectivity in the academic performance of the student. The researcher used the population

of College of Teacher Education with the total of five respondents. The data gathered of survey

questionnaire.

Findings

The following were the findings of the study.

1. What is the profile of Quirino State University College of Teacher Education Students

from Nagtipunan, Quirino in terms of the following?

 Based on the result of the survey questionnaire, there are five respondents, in

terms of age, three of them are the same age. In term of sex, there are four females

and one male, in year level, they are all 3rd year students, in civil status, they are

all single, in using gadgets, four of them using cellular phone and one of them

using laptop, in availability of connection, all of them using mobile data. In terms

of websites that common visited, two of them visited Chrome/Browser, while the

other two visited Messenger and one of them visited Facebook, in consumed their

time in using internet, two of them consumed 1-2 hours, while other two

consumed 3-4 hours and one of them was consumed 5 hours and above. In

Application Communication and Learning tools, two of them using Google app,

while the other two using Messenger and one of them using Google Classroom.

2. What are the challenges, struggles and problems encountered by Quirino State University

College of Teacher Education Students from Nagtipunan, Quirino along the following?

3. What are the effect of lost connectivity of the College of Teacher Education Students

along the following?

Conclusion

Based of the findings of the study, the researcher presents the following conclusion:

1. About the profile of the Quirino State Univerisity College of Teacher Education Students,

most of them had the same profiling