Xavier University – Ateneo de Cagayan

Students’ adaptability to online class set up in the midst of quarantine

Jeanicha Baculio

Micheal Caja

Janzel May Cruz

Reinsie Louisz Daamo

Trisha Emano

Alexandra Fontanilla

In Partial Fulfillment of Research 201

Ms. Pia Chudney Masongsong

2020

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 TABLE OF CONTENTS

PAGE

CHAPTER 1

Introduction ………………………………………………………………………. 3

Statement of the Problem ………………………………………………………… 5

Theoretical and Conceptual Framework …………………………………….….... 6

Scope and Delimitation …………………………………………………………... 8

Significance of the Study ………………………………………………………… 9

Definition of Terms …………………………………………………………........ 9

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 CHAPTER I

INTRODUCTION

The dangerous and irresistible illness Corona Virus otherwise called Covid-19 has

profoundly influenced today’s worldwide economy. In this modern time of science and

technology, methods of education are molded from non-formal to informal, from informal to

formal, from formal to distance and now from distance to e-learning. (Salamat, L., Ahmad, G.,

Bakht, I., & Saifi, I. L. 2018). The rise of Online learning education has been a major swift in

education sectors. This catastrophe has reinforced us to adopting the new normal setting for

learning globally, some are even wondering if the adaptation of online class learning will

continue to through post-pandemic time.

According to Allen & Seaman (2010), in different points of years, changes have been dominant

in all aspect. One of the most pronounced trends in education over the last decade has been a

strong growth in distance education through online coursework. Online learning has paved more

likely to be accessible and convenient for students in an E-learning class setting, and

aggressively becoming part of the education system locally and internationally. While the rise of

online distance education has expanded learning opportunities for all students. (Aslanian, 2001).

However, given that most students received education in a face-to-face setting, online

coursework may represent an adaptation challenge for many. In an attempt to understand how

readily students, adapt to online learning set-up —that is, the extent to which students perform as

well on online as they do face-to-face—a large body of research has compared outcomes

between online and face-to-face courses. (Di Xu and Shanna Smith Jaggars, 2013.)

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 With the growing number of students’ who are now engaged and welcomed to this new

normal setting for education —those with more extensive exposure to technology or those who

have been taught skills in terms of time-management and self-directed learning—may adapt

more readily to online learning than others (Gladieux & Swail, 1999; Jun, 2005; Liu, Gomez,

Khan, & Yen, 2007; Muse, 2003; Stewart, Bachman, & Johnson, 2010).

Based on Czech School Inspectorate who’ve conducted a survey on online distance

learning last April 2020, most pupils were understood to be engaged in some way, although 15-

20% reportedly struggled initially due to lack of ICT equipment / insufficient Internet

connection, low motivation, or lack of support from parents.

Investigating and analyzing how online classes are being perceived and experienced by students

across different schools and universities globally will help educational experts to understand and

make modifications to fill in the needs of the students to be able to know if adaptability was

clearly achieved in this whole new education set-up. Consequently, educational institutions and

management who would be the future deliverers of online learning need more understanding of

how students as well perceive and react to online classes as a learning mode to apply these

approaches most effectively.

The overall focus of the on addressing on how students adopted the new online class set-

up amidst of this pandemic with the growth of online learning in educational institutions, it is

critical to include all students in the learning process. Understanding the experience of students

in online learning is essential to increase their participation and to help them engage in learning

more effectively and could be a helpful guide for both students and to educational sectors.

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 STATEMENT OF THE PROBLEM

The main objective of this case is to study the adaptability to online learning amidst pandemic

among students for the school year 2020-2021. The data that will be gathered on this research

will be use as the basis of the efficiency of the online learning.

1. Central question script?

i. How will it affect the students’ academic performances?

ii. How do students cope up with the online learning difficulties?

iii. How do they set up a good learning environment to be able to adapt to it?

2. Sub-question script

i. What will be the possible outcome if the students’ grade will drop due to online

learning amidst pandemic?

ii. What feeds their sense of academic motivation throughout the pandemic?

iii. What happen to those students’ who lives in rural areas?

-CRAFTED AGAIN WITH ANCHORED STUDIES

3. Central question script

What are the perceptions of students’ in their online class experience? (CAN BE ADDED

OR NOT)

i. How did online class learning affect the students’ academic performances?

ii. What are the challenges students came across with online class set up?

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 iii. How do they set up a good learning environment to be able to adapt to it?

4. Sub-question script

iv. What will be the possible outcome if the students’ grade will drop due to online

learning amidst pandemic?

v. What feeds their sense of academic motivation throughout the pandemic?

vi. Were they satisfied in adapting the form of communication?

THEORETICAL AND CONCEPTUAL FRAMEWORK

     Spencer (1999) regarded school adaptation as a kind of school acculturation with the aim

being to maximize the fit between a student’s characteristics and the expectations of the learning

environment. Successful adaptation can only be achieved when students respond appropriately to

the environment and thus benefit from it. The average high-school student’s goal would likely be

to gain knowledge, skills, and competencies required for the next step-up, which is college

(Perry and Weinstein, 1998.), and if a student is unable to adapt to changes brought about by the

system, that goal is put into jeopardy.

     A.J Martin (2013, p. 2) defines adaptability as the appropriate behavioral adjustment in the

face of uncertainty displayed by an individual or group. When individuals, which in our case

would be students, are faced with a sudden change, their actions going forward will be

determined by their cognitive response and ability to adjust to the shift in status quo. Given that

the move to online classes is a massive change to the student environment, and most students

aren’t going to be used to such drastically different surroundings, the students’ cognitive

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response is tested and strained against an abundance of new variables that may affect this

adaptability. 

     According to Zhang (2018), when students engage in a new environment, they start by

learning from external standards to understand what actions are appropriate in the new context.

This becomes a particularly pervasive issue given that in this new environment, there aren’t a lot

of apparent social norms to draw from, especially given that this is an unprecedented event with

little to no previous context for students to base actions on. Additionally, according to Perry and

Weinstein, harmonious social relationships between students play a key role in how well students

adapt to significant changes in the environment. People tend to turn to peers to figure out what a

proper reaction would be. Seeing as the new environment we have been put into places an

emphasis on distance and isolation, socializing has become much harder for students, and

adaptability may be greatly affected.

     The quarantine, being a highly unprecedented event, may be similar in gravity to a student’s

transition from middle school to high school in significance, even given how temporary it may

be. A study conducted by Cadwallader (2002) examined African-American adolescents from two

rural counties and discovered that individuals who experienced a successful transition from

middle school to high school had lower rates of substance use and higher grades. This study

suggests that there is a noticeable correlation between the adaptability of a student to such a

change and their ability to form and nurture positive social relationships, maintain a good

attitude, and study effectively. As such, this new period of transition should be treated with just

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as much care and should be studied just as well, making sure the most is made out of this new

online experience.

SCOPE AND DELIMITATION

This study covers the students whom experienced righthand the Online Class Learning in midst

of Quarantine. This study targeted E- leaners with reference to what student life seemed like

during the pandemic, including learnings, their social contacts, habits/routines, also as how they

were dealing with things emotionally and financially. To highlight the adjustments and changes

of online learning faced by E- learners. The study aims to know how students adapts to the

virtual class amidst the quarantine. And also, this study yearns to know how it affected their

academic performance. Solely, the purpose of the study was to shed light on the ways the

COVID-19 crisis has impacted student life in the new normal set-up.

SIGNIFICANCE OF THE STUDY

Results of the study can provide benchmark or additional information when surveying the

students’ in their adaptability to online class. In addition, the study can also provide information

for future researchers who will conduct similar studies.

Most people assume that online class will be easier than one taken in a traditional classroom.

It’s flexible and course work is always delivered on time; however, we are slowly picking up on

internet and more people are getting more involved with online education. Using an online

educational platform allows the students for a better balance of work and studies, so there’s no

need to give anything up. Studying online teaches you vital time management skills, which

makes finding a good work-study balance easier.

 Career advancement and hobbies. Studying online gives you more flexibility.

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  Flexible schedule and environment.

 Lower costs and to be able to save more.

 Self-discipline and responsibility.

 More choice of course topics.

To the students, the study may lend help in getting ways and advices to effectively adapt and

deal the new learning mode offered because this can be a great deal of solution in convenient

way of learning.

To the teachers, the study may serve as an eye opener to see how students’ see-through online

class set-up and how the adaptability process should be seen as an integral part of this new

learning method for effectively learning progress of the students.

To the educational sectors, the study may give guidance in the program-planning and

implementation of better and improved ideas and structured plans for online class setting.

DEFINITION OF TERMS