CHALLENGES ENCOUNTERED IN THE ONLINE CLASS OF BACHELOR OF ELEMENTARY STUDENTS

IN PANGASINAN STATE UNIVERSITY SAN CARLOS CAMPUS

A Research Proposal

Presented to the Faculty of the

Education Department

Pangasinan State University

San Carlos City Campus

San Carlos City, Pangasinan

In Partial Fulfillment of the Requirements of the Course EGE 115

PRACTICAL RESEARCH

by

Lara joyce C. Solomon

Richard W. Estrada

Kristine M. Soriano

Adamson S. Aboy

Carolyn B. Rufo

2021
 TABLE OF CONTENTS

Title Page

Chapter I.

Introduction

Background of the Study

Objective of the study

Statement of the Problem

Scope and Delimitation

Limitation of the Study

Significance of the Study

Operational Definition of Terms

Chapter II.

Related literature

Related studies

Theoretical framework

Conceptual framework

Paradigm of the study

 CHAPTER I

Introduction

Background of the Study

Online learning offers several benefits for students who seek flexibility while attending college.
Also, the COVID-19 has changed the education discourse drastically because now the students
can find their courses and books online where they can study as per their own schedule.
However, there are multiple problems faced by students in online classes.

Internet accessibility has resulted in an increment in the demand for online learning across the
world. We know very well that online learning has managed to attract lots of attention. But
many of them face some challenges of online learning such as hindrances in their
comprehensive learning experience and real-time doubt solution. The advantages are getting
suppressed by the challenge during the process of learning. In this article, we have provided
some of the challenges faced by the students and professors along with the suggestion of how
to overcome online learning challenges.

This has led the researchers to conduct a study to determine the student’s understand these
challenges from students’ perspectives since they are the ones that are ultimately impacted
when the issue is about the learning experience. We also seek to explore areas that provide
inconclusive findings, thereby setting the path for future research. Among the students of
Bachelor of Elementary Education (BEED).

Every student needs feedback for their performance for improvement. Teachers find it difficult
to give feedback to all students individually. Sometimes few students get benefited from it and
others don’t. As students are not given proper feedback leading to poor performance. Teachers
do not find proper methods of providing feedback to all the students.

The COVID-19 pandemic has become a global health issue and has had a major impact on
education. Consequently, half way through the second semester of the academic year
2019/2020, learning methods were delivered through online learning. We aimed to evaluate
the challenges encountered in the online learning of BEED students in Pangasinan State
University San Carlos City Campus. The World Health Organization has declared the pandemic
of the novel SARS-CoV2 infection early this year and it has now become a major public health
challenge worldwide. The infection control and physical distancing measures are crucial to
prevent the virus from further spreading and to help control the pandemic situation. The policy
of compulsory physical distancing has been implemented in many countries including in
Philippines, resulting in nationwide school and university closures. In accordance with this
policy, Pangasinan State institutions are compelled to make appropriate and timely
modification in order to continue to deliver education and to sustain the continuation of
student academic progress. The teaching and learning activities were immediately shifted to a
full online learning. Online learning is defined as learning that makes use of Information and
Communication Technologies (ICTs). The incorporation of technological resources and
innovative education strategies has transformed the teaching and learning processes. Previous
studies have shown various e-learning and online learning tools that are effective for teaching.
There are, however, challenges to overcome. Some students without reliable internet access
and/or technology struggle to participate in digital learning; this gap is seen across countries
and between income brackets within countries

The reason why we did this title is to know more about the challenges encountered in the
online class. The students today suffer from the challenges in online class. It affect the daily life
of students around the world, there are lots of challenges in online class.

The respondents of this research are the College of BEED students of Pangasinan State
University San Carlos Campus.

The objectives of this research proposal are that to determine the extent of challenges
they encountered in online class of BEED students in Pangasinan State University San Carlos
Campus.
Statement of the Problem

This study aimed to determine the challenges encountered in the online class of Bachelor of
Elementary Education Students in Pangasinan State University, San Carlos Campus.

Specifically it sought to answer the following questions:

1. What is the profile of the students in terms of:

a. Age

b. Sex

c. Year level

d. Socio Economic Profile

e. Demographic Profile

f. How many members of the family?

g. What is your location?

2. What are the challenges encountered of BEED students in online class?

3. Strategies to overcome the challenges encountered in online class.

Scope and Delimitation

This study aim to determine the challenges encountered in the online class of BEED
students in Pangasinan State Universityan Carlos Campus during School Year 2021, the study
describe the challenges encountered in the online class.
 The researcher limited the study to 200 BEED students in Pangasinan State University San
Carlos Campus as a respondents, they will undergo to take the online questionnaire that we
will prepare through the use of Google Forms.

Significance of the Study

This study would hopefully provide valuable information about the challenges encountered of
the BEED students in PSU San Carlos.

Benefiting the study are the various sectors as follows:

The Learners

They would be benefited from this study because they are the direct beneficiaries of
whatever improvements in the online class system directed towards achieving the quality
education.

The Teachers

The result of this could help the teacher to give the quality education of the students and give
information about the online class.

The School Administration

This study will make school official to be oriented to the challenges encountered in online
class that might lead to the right way. They will encourage them to conduct a seminar to
address difficulties in online class.
The Future Researchers

The study will benefit future researchers for additional information

on the field of online class education.

Operational Definition of Terms:

Challenges-This context constitute the problems that students are encountering while studying
online, including cognitive, affective, psychomotor, and technological problems, which affect
their learning negatively.

E-learning system- To help them manage, plan, deliver, and track their learning and teaching
activities. It also intends to assist instructors, schools, and universities in facilitating student
learning during university and school closing periods

COVID-19- It is an infectious disease caused by a new strain of coronavirus that attacks the
respiratory system.

Asynchronous - online learning occurs without a set schedule for different students.

Synchronous - online learning involves real-time interactions between the teacher and the
students.

Chapter II
Literature review

The COVID-19 epidemic and education

According to World Health Organization, 2020 in December 2019, an outbreak of a novel

coronavirus, known as COVID-19, occurred in China and has spread rapidly across the globe
within a few months. COVID-19 is an infectious disease caused by a new strain of coronavirus
that attacks the respiratory system.

Stated by John Hopkins University, 2021 as of January 2021, COVID-19 has infected 94 million
people and has caused 2 million deaths in 191 countries and territories. This pandemic has
created a massive disruption of the educational systems, affecting over 1.5 billion students. It
has forced the government to cancel national examinations and the schools to temporarily
close, cease face-to-face instruction, and strictly observe physical distancing. These events have
sparked the digital transformation of higher education and challenged its ability to respond
promptly and effectively.

Foreign study

Pham & Nguyen, 2020; Simbulan, 2020 stated that schools adopted relevant technologies,
prepared learning and staff resources, set systems and infrastructure, established new teaching
protocols, and adjusted their curricula, Some schools, however, found the transition to be
smooth, while others, particularly those from developing countries with limited infrastructure,
found it to be difficult.

Another study on the topic by Singh & Thurman, 2019 as the world continues to battle the
virus's violent spread, schools and other learning spaces have been forced to transition to
complete online learning. Online learning is a type of learning that makes use of the Internet
and other technology devices and tools to deliver and manage academic programs in a
synchronous and asynchronous manner. Asynchronous online learning occurs without a set
schedule for different students, whereas synchronous online learning involves real-time
interactions between the teacher and the students.

A research study by Donitsa-Schmidt & Ramot, 2020; Khalil et al., explain that the wake of the
COVID-19 epidemic, online learning has taken on the role of temporary remote instruction in
response to a crisis. However, policy, pedagogy, logistics, socioeconomic considerations,
technology, and psychosocial aspects have all played a role in the migration to a new learning
space.

On legal basis

Government education organizations

Schools hurried to produce foolproof policies on governance structure, teacher management,

and student management when it came to policies. Despite their lack of technological literacy,
teachers who were used to traditional teaching methods were forced to embrace technology.
Online learning seminars and peer help networks were established to solve this issue.

Local study

The Philippines is in the process of adapting to the new normal form of education at present,
and continuous innovations of educators and active involvement of other stakeholders are the
driving force for its success. The key purpose of this research is to find out the challenges
encountered, opinions, and recommendations of teachers, parents, and students in the
implementation of Modular Distance Learning in Balbalayang National High School (BNHS) and
Baguio City National High School (BCNHS) during the School Year 2020-2021. These challenges,
opinions and recommendations were identified through a mixed quantitative and qualitative
approach by conducting surveys to the 37 participants in the selected schools through quota
and purposive sampling. Deductive thematic analysis was used in the interpretation and coding
of data. The main challenges that emerged were lack of school funding in the production and
delivery of modules; students struggle with self studying, and parents' lack of knowledge to
academically guide their child/children. In conclusion, the study was able to determine the
prevailing challenges of the participants in terms of resources, preparedness, and
communication. The result of this study may serve as a springboard for the future
improvements of the schools' existing programs and guidelines on the implementation of
modular distance learning.

Legal basis

According to the Department of Education (DepEd), parents and guardians' perform the various
roles in Modular Learning such as Module-ator, Bundy-clock, and as Home Innovator. As a
Module-ator, they are the ones to get and submit the printed Self-Learning Modules (SLMs and
to schools or barangay halls at the beginning and end of the week, depending on the ag
between the parents and the school. As a Bundy-clock, they must check their child's sc
workweek plan. Because of the number of subjects or activities to be done, they must se being
followed accordingly to avoid cramming or delays in submission, which may affect th
performance. Lastly, as a Home Innovator, they must provide their child with a productive le
environment to help them focus more on Learning. It must be a well-lighted and well-ventilated
space in the house, with little or no distraction.

Related studies
Local study

The Philippines is in the process of adapting to the new normal form of education at present,
and continuous innovations of educators and active involvement of other stakeholders are the
driving force for its success. For the continuity of education and for every school to still attain its
mission and vision which is to provide quality education to every Filipino learner, the
Department of Education implemented the Modular Distance Learning.

Distance Learning refers to a learning delivery modality, where learning takes place between
the teacher and the learners who are geographically remote from each other during instruction.
This modality has three types: Modular Distance Learning (MDL), Online Distance Learning
(ODL), and TV/Radio-Based Instruction. (Quinones, 2020)

Another study by Bernardo, J (2020) modular learning is the most popular type of Distance
Learning. In the Philippines, this learning modality is currently used by all public schools
because according to a survey conducted by the Department of Education (DepEd), learning
through printed and digital modules emerged as the most preferred distance learning method
of parents with children who are enrolled this academic year (Bernardo, J). This is also in
consideration of the learners in rural areas where internet is not accessible for online learning.

FlipScience, (2020) stated that since education is no longer held within the school, parents
serve as partners of teachers in education. Parents play a vital role as home facilitators. Their
primary role in modular learning is to establish a connection and guide the child. (FlipScience,
2020).

Llego, et al(2020) teacher takes the responsibility of monitoring the progress of the learners.
The learners may ask assistance from the teacher via e-mail, telephone, text message instant
messaging among others. Where possible, the teacher shall do home visits to learners needing
remediation or assistance (Llego, n.d.). Printed Modules will be delivered to students, parents
or guardians by the teachers or through the Local Government Officials. (Llego, n.d.)

Foreign study

According to Copeland et al. (2021), Fawaz et al(2021) explain that there has been a recent
surge of research into the new normal in education. While some concentrated on national
policies, professional development, and curriculum, others focused on students' individual
learning experiences during the pandemic. The impact of COVID-19 on college students' mental
health and coping mechanisms. The isolation, economic/health impacts, and uncertainty all
impacted students' behavioral and emotional functioning, notably attention and externalizing
difficulties that students expressed worries about learning and evaluation techniques, an
overwhelming task load, technical challenges, and confinement. Students actively coped with
these issues by seeking aid from their professors and families, as well as participating in leisure
activities. These students' active-oriented coping techniques matched those of who looked into
students' self-regulation tactics.

On the challenges of using online class/e-learning system

According to Eltahir (2019), Almaiah et al. 2016b) explain that the e-learning usage and
adoption among users is a difficult issue for many universities, both in developed and
developing countries. However, in developed countries, the willingness of their students to
accept and use the e-learning system is likely to be less of a concern, as significant progress has
already been made, according to literatures. The problems of adopting an e-learning system in
developing nations, remain a reality due to the digital divide with poor countries.

On United Nations Educational, Scientific and Cultural Organization

According to UNESCO (2020), university and school closures have a number of negative
implications for pupils, including disrupted learning, which deprives students and youth of
possibilities for growth and development. As a result, with easy access to these technologies
and fast internet connections, online digital learning systems can address this problem.

In reality, during this pandemic, e-learning technologies are playing a critical role. Learning
providers can use e-learning systems to help them manage, plan, deliver, and track their
learning and teaching activities. It also intends to assist instructors, schools, and universities in
facilitating student learning during university and school closing periods. Furthermore, the
majority of these systems are free, which will aid in continual learning during the Coronavirus
pandemic.

Theoretical framework

The typology of challenges examined in this study is largely based on Rasheed et al.’s (2020)
review of students’ experience in an online learning environment. These challenges are
grouped into five general clusters, namely self-regulation (SRC), technological literacy and
competency (TLCC), student isolation (SIC), technological sufficiency (TSC), and technological
complexity (TCC) challenges (Rasheed et al., 2020, p. 5). SRC refers to a set of behavior by which
students exercise control over their emotions, actions, and thoughts to achieve learning
objectives. TLCC relates to a set of challenges about students’ ability to effectively use
technology for learning purposes. SIC relates to the emotional discomfort that students
experience as a result of being lonely and secluded from their peers. TSC refers to a set of
challenges that students experience when accessing available online technologies for learning.
Finally, there is TCC which involves challenges that students experience when exposed to
complex and over-sufficient technologies for online learning.

To extend Rasheed et al. (2020) categories and to cover other potential challenges during
online classes, two more clusters were added, namely learning resource challenges (LRC) and
learning environment challenges (LEC) (Buehler, 2004; Recker et al., 2004; Seplaki et al., 2014;
Xue et al., 2020). LRC refers to a set of challenges that students face relating to their use of
library resources and instructional materials, whereas LEC is a set of challenges that students
experience related to the condition of their learning space that shapes their learning
experiences, beliefs, and attitudes. Since learning environment at home and learning resources
available to students has been reported to significantly impact the quality of learning and their
achievement of learning outcomes (Drane et al., 2020; Suryaman et al., 2020), the inclusion of
LRC and LEC would allow us to capture other important challenges that students experience
during the pandemic, particularly those from developing regions. This comprehensive list would
provide us a clearer and detailed picture of students’ experiences when engaged in online
learning in an emergency. Given the restrictions in mobility at macro and micro levels during
the pandemic, it is also expected that such conditions would aggravate these challenges.
Therefore, this paper intends to understand these challenges from students’ perspectives since
they are the ones that are ultimately impacted when the issue is about the learning experience.
We also seek to explore areas that provide inconclusive findings, thereby setting the path for
future research.

Conceptual framework
INPUT
PROCESS OUTPUT

- Quantitative
1. What is the profile of
the Approach
students in terms
- Handbook about
of:
- online questionnaire CHALLENGES
a. Age
that we will prepare ENCOUNTERED IN THE
b. Sex
through the use of ONLINE CLASS OF
c. Year level
Google Forms. BACHELOR OF
d. Socio Economic
ELEMENTARY
Profile
-Data Collection
STUDENTS IN
e. Demographic Profile
-Statistical Analysis and PANGASINAN STATE
f. How many members
Presentation UNIVERSITY SAN
of the family?
Interpretation CARLOS CAMPUS
g. What is your
location?

2. What are the

challenges encountered
of BEED students in
online class?

3. Strategies to
overcome the
challenges encountered
in online class.

Research Paradigm
This framework will give us the guidelines in conducting the proposed research study on the
challenges encountered in online class of the school personnel and most important is the
students.

References

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges
and factors influencing the E-learning system usage during COVID-19 pandemic. Education
and Information Technologies, 25, 5261–5280.

Carter, R. A., Jr., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online
learning environments: Strategies for remote learning. Information and Learning Sciences,
121(5/6), 321–329.

Copeland, W. E., McGinnis, E., Bai, Y., Adams, Z., Nardone, H., Devadanam, V., & Hudziak, J. J.
(2021). Impact of COVID-19 pandemic on college student mental health and wellness. Journal
of the American Academy of Child & Adolescent Psychiatry, 60(1), 134–141.

Fawaz, M., Al Nakhal, M., & Itani, M. (2021). COVID-19 quarantine stressors and management
among Lebanese students: A qualitative study. Current Psychology, 1–8.

https://link.springer.com/article/10.1007%2Fs10639-020-10219-y