Chapter 1

THE PROBLEM

Introduction

The covid-19 (coronavirus disease 2019) pandemic had greatly impacted

our daily lives. Aside from the health sector, covid-19 pandemic also affected the

educational sector. Because of this pandemic, on Mid-March of 2020, the

Philippine government implemented community quarantine in Luzon and other

major cities in the country. This community quarantine led to exclusive

suspension of classes in all levels halfway through the second semester of S.Y

2019-2020. And as the new school year for 2020-2021 begins, majority of

universities and colleges in the country were forced to transition to flexible

learning, also known as online classes or e-learning (Baticulon, 2020).

The Bachelor of Science in Nursing is a 4-year degree program that

teaches students knowledge and necessary skills in health care. Graduates of

the BS Nursing program are expected to adhere and apply principles of

evidence-based practice to ensure ethical and safe delivery of care. The first

year of the program involved mainly of theoretical learning, according to

FindUniversity.ph. Clinical rotation, an important aspect of nursing education,

begins in the second year continues until graduation year. Student nurses are

rotated in OB, pediatric, medical-surgical, and psychiatric wards. But due to the

pandemic, face-to-face classes and clinical rotation for nursing students were

suspended.

1
 As information technology advances, many nursing schools around the

world had included flexible learning in their educational system particularly in

economically-developed nations, (Watkins, 2004). This pedagogy allows

learners to be “self-directed” and access to different learning resources (Moi CM,

2007) in the internet such as audio, videos, published studies and journals

significant in the field they are studying about. According to CHED Memorandum

Order No. 4 Series of 2020, flexible learning is defined as, “a pedagogical

approach allowing flexibility of time, place, and audience including, but not solely

focused on the use of technology.” This mode of learning “involves the use of

digital and non-digital technology and covers face-to-face or in-person learning,

out-of-classroom learning modes of delivery, or a combination of modes of

delivery” (CHED, 2020).

The challenge of flexible learning in Philippine nursing education is to

ensure quality nursing education to students and achieve the expected learning

outcomes of the nursing curricula as the students, as well as professors, will

abruptly transition to this new educational delivery. Youth groups pleaded to

Philippine President, Rodrigo Duterte, for an academic freeze until January 2021

(Change.Org, 2020). The call for academic freeze was done for the reasons that

not every Filipino student has the privilege of having stable internet connection,

owning a laptop/PC and cellphone that are mainly used in flexible learning. Youth

groups also protested that not all students can effectively learn on their own

because of the varied learning types of students (Magsambol, 2020).

2
 A question on preparedness and acceptance of nursing students to

undergo this mode of learning has been continuously studied around the world.

There is a dearth of research studies in the Philippines about its nursing schools’

capacity to utilize and execute a flexible learning education in the country. The

objective of this study is to measure the preparedness and rate of acceptance

towards flexible learning among the student nurses enrolled in Pangasinan State

University – Bayambang Campus. Assessing the extent of preparedness and

acceptability of nursing students is important to help the educational authorities

identify possible gaps and needs of the students for flexible learning; provide

sufficient resources; develop effective teaching strategies and approach; and

ensure that no student gets left behind in nursing education.

Statement of the Problem

The research aimed to study the preparedness and acceptability of flexible

learning among nursing student in Pangasinan State University – Bayambang

Campus. It also aimed to determine the barriers in their experiences in using

flexible learning

Specifically, this study should answer the following questions:

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

a. Year level

b. Sex

c. Age

d. Socio-economic status

3
 2. What is the level of preparedness of the nursing students in flexible

learning?

3. What is the level of acceptability of flexible learning among nursing

students?

4. What is the level of satisfaction of using flexible learning?

5. What are the problems and gaps of using flexible learning among nursing

students?

Significance of the Study

The purpose of this study was to determine the preparedness and

acceptability of flexible learning among nursing students in Pangasinan State

University--Bayambang Campus. Moreover, the results of the study is beneficial

to the following:

Students. In this study, nursing students can assess their preparedness,

acceptability and the efficiency of flexible learning as a learning strategy to their

academic productivity.

Professors. In this study, professors can also benefit as it will give them the idea

on what might be the potential problem that will arise in flexible learning and its

possible solutions or alternative.

University. This study will benefit the university officials/educational authorities

can formulate appropriate rules and regulations/protocols in flexible learning.

4
Future researchers. This study will serve as potential reference for future

research. There is a lack of this similar research in the Philippines and this study

is necessary to provide data and information that is beneficial to everyone.

Scope and Delimitation

This research aimed to determine the preparedness and acceptability of

flexible learning among student nurse.

The researchers chose 150 student nurses enrolled at Pangasinan State

University (PSU) Bayambang Campus as their respondents. The research began

last October 05, 2020. The location of this research was at Pangasinan State

University Bayambang Campus.

Conceptual Framework

The research paradigm illustrates the conceptual framework of the study

that shows the relationship of the input, process and the output topic. The

framework embodies the specific direction by which the researcher will have to

be undertaken by describing the relationship between the specific variables

identified in the study.

The input consists of the research method applied in conducting the

research regarding the preparedness and acceptability of flexible learning among

nursing students.

5
 The other process on the other hand shows how the research being

conducted through defining the problem first and gather the required data

relevant to the research from the respondents through answering the research

online questionnaire.

The output as a result will indicate the general view of determining the

Preparedness and Acceptability of Flexible Learning among Nursing Students in

Pangasinan State University, Bayambang Campus.

Paradigm of the Study

6

Problems and gaps

Recommendations of
found in flexible
1. What is the profile of the researcher
learning.
the respondents in terms
 Figure V. Research Paradigm

Definition of Terms

7
Preparedness

- Refers to a very concrete research-based set of actions that are taken

as precautionary measures in the face of potential disasters. An

important quality in achieving goals and in avoiding and mitigating

negative outcomes.

Flexible learning

- A pedagogical approach allowing flexibility of time, place, and

audience including, but not solely focused on the use of technology. It

involves the use of digital and non-digital technology and covers face-

to-face or in-person learning, out-of-classroom learning modes of

delivery, or a combination of modes of delivery. It ensures the

continuity of inclusive and accessible education when the use of

traditional modes of teaching is not feasible, as in the occurrence of

national emergencies.

Acceptability

- Characteristic of a phenomenon being subject to embrace the purpose

of a phenomenon. A phenomenon is acceptable if it is sufficient to

serve the purpose for which it is provided, even if it is far less usable

for this purpose than the ideal example.

Face-to-face learning

- Face-to-face learning is an instructional method where course content

and learning material are taught in person to a group of students. This

8
 allows for a live interaction between a learner and an

instructor. Learners benefit from a greater level of interaction with their

fellow students as well. 

Nursing student

- A nursing student is a student in a post-secondary educational

program that leads to certification and licensing to practice nursing,

usually as part of a program administered by a nursing school.

Experiences

- These are the direct observations or perception of the conscious

events in flexible learning of the nursing students as they personally

participate in this mode of learning.

Barriers

- These are problems encountered by the nursing students in using

flexible learning.

Gadgets

- An electronic device used in flexible learning (e.g. laptop, cellphone,

tablet, Internet connection).

9
 Chapter 2

METHODOLOGY

This chapter discusses the methodology and procedure applied in this

study. Specifically, it describes the research design used, the respondents of the

study, describe the data gathering instrument and procedure, and the statistical

treatment of data.

Research Design 

This research was conducted with the use of quantitative research design

to determine the preparedness and acceptability of flexible learning among

nursing students of Pangasinan State University - Bayambang Campus, in the

year 2020-2021.

This research also aimed to measure the satisfaction level on flexible

learning among the nursing students and determine the problems in using

flexible learning.

Respondents of the Study

The respondents of this study were clustered per section and year level,

so there was a total of 150 nursing student as the respondents. The respondents

must be enrolled in Bachelor of Science in Nursing at Pangasinan State

University – Bayambang Campus, during the second semester of the S.Y. 2019-

2020 and first semester of the S.Y. 2020-2021 – when the mode of learning

abruptly shifted from traditional learning to flexible learning. The nursing students

10
was selected as respondents in this study for their relevance in answering the

problems stated in this study.

Year Level and Total number of Number of

Section Students Respondents

BSN I-1 56 30

BSN II-1 54 30

BSN II-2 54 30

BSN III-1 42 30

BSN III-2 39 30

TOTAL NUMBER OF
150
RESPONDENTS

Table 1. The Clustering of Respondents

Data Gathering Instruments

The main gathering instrument of this study was an online survey

questionnaire adapted by the researchers. The data from the respondents was

based on the personal experiences and perception of the nursing students from

Pangasinan State University towards flexible learning. And from that, the

researchers determined their level of preparedness and acceptability of flexible

learning, as well as the barriers experienced by the nursing students in flexible

learning.

The online survey questionnaire had four main parts. Part I of the online

survey questionnaire will be the demographic profile of the respondents. Part II

will contain polar questions to determine level of acceptance and satisfaction of

11
nursing students towards flexible learning. Part III is for the self-evaluation on

level of preparedness of the nursing students using parameters set by the

researchers. And Part IV of the online survey questionnaire will be for the

barriers experienced by the nursing students in flexible learning.

Data Gathering Procedure

The researchers gathered the data using an online survey questionnaire.

The survey questionnaire was administered to the respondents online. The

researchers scheduled the online questionnaire based on the availability of the

respondents. The respondents was be oriented on the nature of the

questionnaire and the nature of the research upon which the results will be used.

The results of the data that was gathered was analyzed for further interpretation

to determine the preparedness and acceptability of flexible learning among

nursing students.

Statistical Treatment of Data

The survey result was analyzed in a statistical approach. To determine the

demographic profile of the respondents, the researchers computed the general

average. The researcher used the same statistical treatment to determine the

level of acceptance and satisfaction of student nurse towards flexible learning

and the barriers experienced in flexible learning. In calculating the general

average the researchers used this formula: average = sum of values/ number of

values.

12
 The researchers used general weighted average to identify the self-

evaluation on level of preparedness with the use of three-point Likert scale. The

range and interpretation of the 3-point scale are shown in Table 1.

Scale Range Interpretation

3 2.35-3.00 Agree

2 1.68-2.34 Somewhat

1 1.00-1.67 Not Agree

Table 2. The 3-point Likert Scale

The weighted mean was used to measure the general responses from the

online survey questionnaire on their perceived level of preparedness for flexible

learning. In processing the data from three point Likert scale, the researchers

used the general weighted average formula.

Chapter 3

RESULTS AND DISCUSSIONS

Below are the following survey results the researcher had gathered and

computed from 150 respondents of Pangasinan State University, Bayambang

campus. Results are analyzed and interpreted using Likert scale.

13
Data Presentation, Data Analysis, Data Interpretation

Age

Year Level 17 years 18 years 19 years 20 years 21 years

old old old old old and
above

BSN I-1 1 8 17 2 1

BSN II-1 0 0 7 23 1

BSN II-2 0 0 10 18 2

BSN III-1 0 0 0 1 29

BSN III-2 0 0 0 0 30

Total 1 8 34 44 63

Percentage 0.7% 5.3% 22.7% 29.3% 42%

Table 3. Age

The Table 3 and Figure 2 show the age of range of the respondents. 29%
are 20 years old showing that most of them are young adults. 22.7% of the
respondents are 19 years old and 0.7% are 17 years old. And 42% are 21 years
old and above from the total respondents.

14
 AGE
1% 5%
23%

42% 17 years old

18 years old
19 years old
20 years old
21 years old & above

29%

Figure I. Percentage of the age population of the respondents.

The diversity of the maturity of the respondents is an advantageous to this

study. In relation to the age range of the respondents, the researcher could
assume based on the percentage, the respondents are mostly young adults.

Sex

Year Level Male Female

BSN I-1 9 21

BSN II-1 5 25

BSN II-2 6 24

BSN III-1 2 28

BSN III-2 4 26

Total 26 124

Percentage 17.3% 82.7%

15
 Table 4. Sex

Sex
17%

Femal
e
Male

83%

The Table 4 and Figure III show the percentage of female and male
respondents. 82.7% are female respondents and 17.3% are male respondents
with a total of 124 females and 26 males.

Figure II. Percentage of the sex or gender population of the respondents.

Based on the survey results, over half of the respondents are female and only
17.3% are male. The numerical data shows that there are mostly females who
are enrolled in nursing at Pangasinan State University, Bayambang Campus.

Economic Status

Year Level 5, 000 - 10,000 10, 000 – 15, 15,000 & above
000

BSN I-1 16 4 10

BSN II-1 15 5 10

BSN II-2 14 10 6

BSN III-1 12 5 13

16
 BSN III-2 11 9 10

Total 68 33 49

Percentage 45.3% 32.7% 22%

Table 5. Economic Status

The Table 5 shows the economic status or the monthly income of the
respondents. 45.3% of the total respondents declared that their monthly income
ranges to ₱ 5,000 up to ₱ 10,000. 32.7% declared ₱ 15,000 and above and 22%
declared ₱ 10,000-15,000 monthly income.

Economic Status
22%

45% 5,000 - 10,000

10,000 - 15,000
15,000 and above

33%

Figure III. Economic status of the respondents.

Almost half of the respondents declared ₱5,000 to ₱ 10,000 monthly

family income. The researcher can assume that the respondents are from
minimum wage earner family. This could add several implications to the survey
results.

A. Readiness
Questions 3 2 1 Weighte Interpretation
d mean
I understand that learning 420 20 0 2.93 Agree
is my responsibility.
I understand that flexible 363 58 0 2.81 Agree
learning is not easier than
face to face learning.

17
 I am willing to 372 52 0 2.83 Agree
communicate online or
have online discussions
for educational purposes.
Table 6. Readiness

The Table 6 shows the survey results for the parameter on the level of
readiness among nursing students on flexible learning. The numerical data in all
questions under this parameter shows that the nursing students agree that
learning is their responsibility; that flexible learning is not easier than face to face
learning; that they are willing to communicate online for educational purposes.

B. Self-Direction

Questions 3 2 1 Weighte Interpretation

d mean
I am good at setting goals 171 174 6 2.34 Somewhat
and deadlines for myself.
I am self-motivated. 132 180 16 2.19 Somewhat
I can work on projects 282 106 3 2.61 Agree
through completion.
I can keep myself on track 252 130 1 2.55 Agree
and meet deadlines.
Table 7. Self-Direction

The Table 7 shows the survey results for the parameter on self-direction of
nursing students in a flexible learning method of nursing education. The survey
result on question B1 had a weighted mean of 2.34, which was interpreted as
“Somewhat” from the 3-point Likert Scale. Likewise on question B2, the
researchers computed a weighted mean of 2.34 which was also interpreted as
“Somewhat” on the scale. Based on these numerical data, the nursing students
were neutral in their ability to set goals and deadlines for themselves, and in their
ability to motivate themselves in a flexible learning classes. On a slight contrast,
numerical data on questions B3 and B4 implies that the nursing students agree
that they can work on projects to completion and keep their selves on track to
meet deadlines imposed by their clinical instructors.

C. Learning Preferences
Questions 3 2 1 Weighte Interpretation
d mean
I enjoy reading and can 132 186 13 2.21 Somewhat
retain information studying

18
 in this manner.
I can learn from auditory 198 142 13 2.35 Agree
content, such as lectures,
recordings, or podcasts.
I can learn in asynchronous 138 188 10 2.24 Somewhat
activities such as reading
and/or answering learning
activities from prescribed
modules.
I can learn on my own but 219 140 7 2.44 Agree
can benefit from working in
a group as well.
Table 8. Learning Preferences

The Table 8 shows the survey results for the parameter on learning
preferences of nursing students in a flexible learning nursing education. Survey
result on question C1 had a weighted mean of 2.21. Based on this numerical
data, the nursing students somewhat enjoys reading and can retain information
in this manner of studying. Question C2 had a weighted a mean of 2.35, which
implies that the nursing students agree that they can learn from auditory contents
such as lectures, recordings, or podcasts. The numerical data on question C3
implies that the nursing students can somewhat learn in asynchronous activities
such as reading and/or answering learning activities from prescribed modules.
The nursing students agree that they can learn on their own but can benefit from
working in a group as well – based on the survey result on question C4 where
the researchers computed a weighted mean of 2.44 and interpreted as “Agree”
on the scale.

D. Self-Study Habits
Questions 3 2 1 Weighte Interpretation
d mean
I have a dedicated study 174 156 14 2.29 Somewhat
space where I can read
and work on assignments
without distraction.
I keep record of what my 279 106 4 2.59 Agree
assignments are and when
they are due.
I am willing to use e-mail 318 80 4 2.68 Agree
and other online tools to
ask my classmates and
instructors questions.
Table 9. Self-Study Habits

19
 The Table 9 shows the survey results for the parameter on self-study
habits of nursing students. The survey result on question D1 had a weighted
mean of 2.29. Based on this numerical data although on the neutral scale, not
every student nurses has a dedicated study space where they can read and work
on assignments without distractions. On questions D3 and D4, the researchers
computed weighted means of 2.59 and 2.68, respectively. These data implies
that the nursing students can keep a record of their assignments and when they
are due, and a strong will to comply in using e-mail and other online tools in
communicating and asking questions to classmates and clinical instructors.\

E. Technology Skills
Questions 3 2 1 Weighte Interpretation
d mean
I am relatively good at using 150 186 7 2.29 Somewhat
the computer and navigating
the Internet.
I am comfortable installing 261 116 5 2.55 Agree
software (e.g. Microsoft
Teams) and changing
configuration settings on my
computer/smartphone.
I can download files and add 123 214 2 2.26 Somewhat
attachments.
I can use word processing 252 122 5 2.53 Agree
software (e.g., MS Office,
Adobe Acrobat, etc.)
Table 10. Technology Skills

The Table 10 shows the survey results for the parameter on technology
skills of nursing students in a flexible learning nursing education. The
researchers computed a weighted mean of 2.29 which is interpreted as
“Somewhat” on the Likert scale, on the question E1. Nursing students somewhat
agree that they are relatively good at using the computer and navigating the
internet. Meanwhile, on question E2, the respondents agree that they are
comfortable installing software (e.g. Microsoft Teams) and changing
configuration settings on their computers/smartphones. On question E3 the
researchers computed a weighted mean of 2.26 that is interpreted as
“Somewhat”. This implies that the nursing students can download files and add

20
attachment. The numerical data on question E4 implies that the nursing students
can use word processing software (e.g., MS Office, Adobe Acrobat, etc.).

F. Hardware/Software Requirements

Questions 3 2 1 Weighte Interpretation

d mean
I have a computer that runs 213 120 19 2.35 Agree
reliably on Windows or Mac
OS or a smartphone.
I have Internet access with 84 174 35 1.95 Somewhat
a fairly fast, reliable
connection.
I have headphones or 246 98 19 2.42 Agree
speakers and a
microphone to use if a
class has a video
conference.
My browser will play 240 128 6 2.49 Agree
several common
multimedia (video and
audio) formats.
Table 11. Hardware/Software Requirements

The Table 11 shows the survey results for the parameter on

hardware/software requirements of nursing students in a flexible learning nursing
education. For the question F1 the researchers computed a weighted mean of
2.35 which falls under “Agree” on the Likert Scale. This implies that the nursing
students owns a computer that runs reliable on Windows or Mac OS or a
smartphone. On question F2 with weighted mean of 1.95 which was interpreted
as “Somewhat” on the scale. This implies that the nursing students has an
access to a fairly, reliable internet connection. Based on the weighted mean of
2.42 on question F3 and weighted mean of 2.49 on the question F4, the nursing
students have headphones or speakers and a microphone to use if a class has a
video conference and a browser that will play several common multimedia (video
and audio) formats.

G. Acceptability
Questions 3 2 1 Weighte Interpretation
d mean
I accept flexible learning as 165 130 30 2.17 Somewhat
a present mode of learning
for my nursing education.

21
 I prefer face to face 369 48 3 2.80 Agree
learning than flexible
learning.
Table 12. Acceptability

The Table 12 shows the survey results for the parameter on acceptability of
nursing students in a flexible learning nursing education. With the weighted
mean of 2.17 and 2.8, nursing students are somewhat accepts flexible learning
as a present mode of learning to their nursing education. The nursing students
also prefer face to face learning than flexible learning.

H. Satisfaction
Questions 3 2 1 Weighte Interpretation
d mean
I am satisfied with flexible 60 150 55 1.77 Somewhat
learning as a mode of
learning for my nursing
education.
Table 13. Satisfaction

The Table 13 shows the survey results for the parameter on satisfaction of
nursing students in a flexible learning nursing education. Based on the weighted
mean of 1.77, the nursing students are somewhat satisfied with flexible learning
as a mode of learning for their nursing education.

Figure IV. Problems and gaps the nursing students have encountered during
flexible learning.

22
 The Figure V the researcher conducted a survey to find out what are the
problems or gaps our respondents encountered during flexible learning. 84.7% of
the total number of our respondents answered they experienced slow and
unreliable internet connection. And 76% stated lack of space at home for
conducive studying. 72% in the total number of respondents experienced anxiety
and /or acute mental and emotional well-being disturbances.

Chapter 4

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the related literature and studies of the

preparedness and acceptability of flexible learning among nursing students of

Pangasinan State University which bear the importance of the present studies.

The similarities and between related literature and studies were reviewed to cite

relevance to the study.

RELATED LITERATURE

23
 The review was organized under the general aspects of the study, these

includes 1) perceived barriers and factors affecting students during flexible

learning, 2) level of acceptance of the students on new mode of learning and 3)

level of preparedness in flexible learning.

Education and the New Normal

Over the years, distanced education had been very useful to other

countries. Some of them has been using it as a means of learning even before

the COVID-19 Pandemic happened. According to UNESCO estimated 95-

governments across the globe have been introduced the online solutions during

pandemic, and flexible learning became an essential part of education globally

(GEM Report, 2020). Flexible learning might be in terms of synchronous, real-

time lectures and time-based outcomes assessments, or asynchronous, delayed-

time activities, like pre-recorded video lectures and time-independent

assessments (Oztok et al., 2013). However, the proposed online solutions are

not fit for everyone and it causing a great problems and concerns for equitable

and equality systems.

Lives are stressed and strained worldwide by the COVID-19 Pandemic.

This is more obvious on the lives of the students, faculty members and staffs

involved in the new normal education. Ray Schroeder (2020) says that, as the

higher education tries to adapt distance learning and teaching, the workload and

the learning load of introducing a new method of delivery is taking a tremendous

toll on the lives of students and also the faculties. This is an issue that is rapidly

24
growing. While there are some students who excel from online learning, among

many students, staff and faculty members, the toll of the virus, anxiety, increased

workloads and other related effects are increasing also. Students and faculty

members having a huge stress in experiencing online class. The additional

workload and concomitant anxiety are heaped upon the already multifaceted

responsibilities on both students and faculties (Ray Schroeder, 2020).

Students amidst Pandemic

According to Organization for Economic Co-operation and

Development (OECD), some students fail to engage in flexible learning without a

reliable and fast internet connectivity and/or technology; this difference is seen

across countries and income brackets within other countries. For instance, there

is 95% of students in Switzerland, Norway and Austria have a portable computer

and stable internet connection for their schoolwork, while on Indonesia there is

only 34%. Furthermore, school fees are seen to be a problem also due to loss of

job of their parents because of Covid-19 lockdown. Another issue are some

students does not have the privilege and buy gadgets such as portable laptop or

computers, cellphone or tablets and stable internet connection to use during

online class.

In the study of University of the Philippines (Baticulon, 2020) stated some

families simply do not afford to consider the monthly cost of data and device, on

top of rent, food, and basic utilities. It would already eat up almost half of the

monthly earnings of a family to have to buy a low-end laptop. In the report of Dr

25
Koumbou Boly Barry, says that “Education digitization should never replace

teachers with on-site learning, and the massive arrival of private actors through

digital technologies should be seen as a major challenge to education systems

and the right education for everyone.”

REVIEW OF RELATED STUDIES

Foreign studies

Information technology (IT) has become innovative and provided new

means for learning delivery outside of conventional classrooms. Leveraging on

IT, flexible learning is an approach which takes advantage of the best that both

the classroom and online learning can provide (Tang, 2013). Flexible learning

became choice method of learning because of the use of new information and

communications technology (ICT), which give students greater diversity in their

learning (Gedera, Williams, & Wright. 2015; Wanner and Palmer, 2015) Online

learning environments support flexibility of time, place and access to learning

resources. Nevertheless, students need to exercise their control over different

aspects of their learning activities, such as time-management, type of media

accessed pace and depth (Hung et al., 2010).

Besides the advantages of flexible learning reported in previous studies

(Doiron & Asselin, 2011; Fong et al., 2005; Wakefield et al., 2008; Vaughan,

2007) , there are some concerns that students or the University should take into

consideration before they plan to venture into flexible leaning.

26
Perceived Barriers

Some students might not be able to cope with the new responsibility of

taking initiative in their learning process (Vaughan, 2007), and others might

experience difficulty in adjusting to the online course structure in addition to

managing their time and maintaining self-motivation (Fong et al., 2005). These

issues will result in student disenchantment with the online environment.

In the United States, there is a substantial difference between those from

privileged students and not: while almost all 15-year-olds from a privileged

background said that they had a computer to operate on, almost 25% of those

from disadvantaged backgrounds did not. Although some schools and

governments, such as in New South Wales, Australia, have been offering digital

equipment to students in need, many are also worried that the pandemic will

widen the digital divide.

Level of Acceptance

According to Warner, Christie and Choy (1998), students are not

sufficiently prepared nor accepting of flexible learning. In some particular

students, they possessed a low-skills in using portable computer and internet

related tasks, some had a preference in traditional methods of course delivery

(face to face class) over the online delivery of learning and generally “ill”

prepared for online learning (Warner, et. al.).

MacKeogh (2003) studied student attitudes towards using technology and

reported that about 20% of the students preferred the traditional form of learning,
27
which involved no technology. On the contrary, about 12% opted for e-learning.

This result indicated that quite a number of the students were unwilling to forgo

face-to-face learning experience, even though they were advocators of

technology. In another study, Howard (2009) reported that more than half of the

online students surveyed missed the face-to-face interaction with other students

and their lecturers. Another challenge is the students’ inability to work with others

in an online environment (Starenko et al., 2007).

As reported in a study of health care students’ perceptions of flexible

learning in the UK, there were students who preferred physical meetings than to

digital ones (Glogowska et al., 2011). In another study of students at a Canadian

university, Owston et al. (2013) found that students’ perceptions about flexible

learning courses varied between low and high grade achievers. Low grade

achievers who lacked the initiative to learn independently were less satisfied and

demanded traditional face-to-face classroom learning, which would have

provided them in a scheduled learning environment.

Level of Preparedness

This pandemic is not only affecting the area of health but also a great part

of the nursing activity is affected as well. In some other countries, the presence

of nursing students in health care centers has been suspended. It has been

observed how, at great speeds, schools and universities have closed in the

world, affecting more than 1.570 million students in 191 countries. It has been

necessary to decide how to continue the education of future nurses, and multiple

28
education solutions have been deployed, all of which are based on distance

learning. The professors, experts in the subjects and knowledgeable about the

didactics of traditional classes, have found themselves compelled to deal with e-

learning overnight, although not all of them were prepared. The same has

occurred with the students, who have had to change from a model based on

obligations and face-to-face learning, to a model in which the students will have

to freely and voluntarily become involved in their learning, all of these aside from

finding themselves in a context of expectation and uncertainty.

Local Studies

Studies and assessments on the readiness and preparedness for flexible

learning in the Philippines are very sparse and in need of relevant data. E-

learning system is designed to aid students build their comprehension towards

their respected academic subjects to make their experience in learning more

nourishing and engaging (Mobo & Sabado, 2019).

Perceived Barriers

According to Baticulon (2020) in a study on the barriers of flexible learning to

medical students in the covid-19 pandemic, the advantages of using online

learning or flexible learning in medical education include improved accessibility of

information, ease of standardizing and updating content, cost-effectiveness,

accountability, and enhancement of the learning process, wherein students are

motivated to be active learners. It has been shown to be equivalent, possibly

even superior to traditional methods of curriculum delivery. Before the COVID-19

29
pandemic, medical schools in the Philippines have never had to implement online

learning on this massive scale (Baticulon, et. Al., 2020). The Commission on

Higher Education’s guidelines on the Doctor of Medicine program has not set

standards and minimum resource requirements for flexible or online learning.

This unprecedented situation presents an opportunity to critically examine the

state of medical education nationwide, systematically evaluate the effectiveness

of online curricula in a developing country, and formulate contingency plans for

similar circumstances in the future (Baticulon, 2020).

Level of Acceptance

According to Baticulon (2020), the pandemic had caused psychological stress

among the students, making it difficult for them to focus on studying. They

expressed feelings of anxiety, burnout, loneliness, homesickness, grief, and

hopelessness. The students worried about online assessments, future plans in

medical school, possible delays in training, and safety of their families from

COVID-19. Overall, 86% of the students reported experiencing some degree of

mental health difficulty. We noted that difficulty adjusting learning styles and

mental health concerns were more common among female and non-binary

respondents, those who were in the first two years of medical school, and those

with a lower academic standing. This may partly account for the observed

differences in self-assessment of capacity for flexible learning (Baticulon, 2020).

Further studies to elaborate on these factors are warranted. Living in urban

areas, economic stability, and living with parents have been shown to be

protective factors against anxiety among medical students in China.

30
 It was evident that more time spent at home did not necessarily equate to

more time for academic work (Baticulon, 2020). There were students who could

not concentrate because they were constantly exposed to conflict among family

members. Even in the absence of domestic dispute, some found it hard to turn

down conversations with parents or siblings. Moreover, although the learning

environment may be virtual, physical space remained vital. Having a quiet study

area, with the same comfort provided by a classroom or library, was a privilege

not available to all (Baticulon 2020).

Unquestionably, the behavioral intention to use flexible learning of Filipino

college students influences the acceptance of flexible learning. Using the

Technology Acceptance Model (TAM) with additional predictor values (internet

connectivity experience, social media influence, integrated multimedia

instruction, system interactivity and perceived quality work of life), these are

variables that could help researchers explore the level of acceptance of college

students in e-learning (Garcia, 2017). In the context of Philippines, the

aforementioned additional predictors, except perceived quality work of life,

together with the original TAM predictors play a critical role in the Filipino

college students’ acceptance towards flexible learning (Garcia, 2017). The study

conducted by Garcia (2017) found out that internet connectivity, system

interactivity of the platform used in flexible learning and social media influence

the acceptance rate of Filipino college students towards e-learning. In reflection

to the experiences of Filipino medical students in flexible learning, these

31
variables were the perceived barriers in successful medical education in an

online curriculum in the Philippine context.

Level of Preparedness

In the area of readiness, the medical students doubted the readiness of their

schools to transition to flexible learning (Baticulon, 2020). Lack of guidelines,

unfair policies, and haphazard class schedules, low quality of teaching materials,

ineffective teaching strategies, and excessive class requirements were cited in

the study conducted by Baticulon (2020). For comparison, academic medical

centers in Singapore have clearly laid out allowable undergraduate education

activities and assessments depending on their pandemic alert level.

Communication channels needed improvement. Many students said that their

views were not being heard, and they lamented the lack of appropriate action on

their feedback. Students were concerned that they were not learning essential

skills or getting ample patient exposure, a sentiment that is echoed around the

globe (Baticulon 2020).

Synthesis of the Study

All studies reviewed by the researches is considered relevant to the

present study. Chaun Meng Tang, Jalan Menara Gading (2013) and Tal Soffer,

Tali Kahan, Rafi Nachmias focuses on the attitude of students toward different

learning aspects in which have similarity to the present study.

32
 Mobo, Froilan & Sabado, Gesswein. (2019), Ronnie E. Baticulon, MD,

Nicole Rose I. Alberto, Maria Beatriz C. Baron, Robert Earl C. Mabulay, Lloyd

Gabriel T. Rizada, Jinno Jenkin Sy, Christl Jan S. Tiu, Charlie A. Clarion, MD,

John Carlo B., Reyes, MD, PhD. (2020) and Garcia, Manuel. (2017) focuses of

the factors affecting students on online learning technology. Furthermore, all

cited studies and present study had the same goals to identify the barriers of

students in online learning, their level of acceptance and their level of

preparedness.

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This research aimed to find out the preparedness, and acceptability of

flexible learning among nursing students in Pangasinan State University -

Bayambang campus. This study aims to determine the problems and barriers in

terms of the preparedness and acceptability of flexible learning.

The researchers assumed that most of the respondents are prepared on

flexible learning but they don’t accept flexible learning as a mode of learning for

nursing students and preferred face to face learning than flexible learning. The

33
level of satisfaction of nursing students in flexible learning as a mode of learning

for nursing education is low based on the weighted mean of 1.77. The

researchers also found out that most common problem the respondents

encountered during flexible learning are slow unreliable internet connection

(84.7%), lack of space at home for conducive studying (76%) and anxiety and/or

acute mental and emotional well-being disturbances (72%). Some also stated

that they lack of self-motivation (66.7%) during flexible learning. The importance

of this study is to inform the people especially the students the level of

preparedness and acceptability of flexible learning among nursing students as a

mode of learning in nursing education. It is also to identify what are the problems

and gaps the nursing students encountered in flexible learning. The setting of this

study is at Pangasinan State University--Bayambang campus. The researchers

chose the nursing students as a respondents. This research will benefit the

students, parents, and teachers.

In this study, descriptive research was used as a research design for it

aims to describe the level of preparedness and acceptability, experiences,

barriers perceived and level of satisfaction on flexible learning among the nursing

students. The researchers used cluster sampling to gather data about the study

on the preparedness and acceptability of flexible learning among nursing

students and online survey questionnaire for collecting the data from

respondents.

The researcher surveyed a total of 150 students from first year to third

year as the respondents of this study. In which there are 82.7% are female and
34
17.3% are male respondents of this study. Each of the students were given an

online questionnaire for them to answer and recollecting it for numerical data

analysis. The researchers used Likert scale to interpret the results from the

questionnaire. Based on our survey most of our respondents are 20 years old

with a total of 68.1%, followed by 23.3% for 19 years old, 6% are 17 years old

and 2.6%of the respondents are 21 years old.

After conducting the survey, the following findings was revealed. On the

first parameter, the respondents agrees that they are prepared on flexible

learning in terms of gadgets and responsibility. However, the results in

acceptability (2.17 and 2.8) and satisfaction (1.77) shows that they are somewhat

agree on flexible learning as a mode of learning for their nursing education. In the

last figure (Figure V) in which the problems and gaps the nursing students have

encountered during flexible learning, the results shows that the main problems

and gaps on their learning are the slow and unreliable internet connection

followed by lack of space at home, anxiety and/or mental and emotional well-

being disturbances and lack of motivation. The researchers concluded that the

nursing students are prepared technologically-wise for flexible learning, but there

were significant barriers identified as hindrance in learning with flexible learning

as mode of education. Therefore the acceptance and satisfaction is relatively

low, and higher preference for face to face learning for nursing education.

Conclusion

35
 The findings of this research shows high level of preparedness and low

levels of acceptance and satisfaction on flexible learning among the nursing

students. There were also significant barriers experienced in using flexible

learning in nursing education.

Technology-wise, the nursing students are prepared for flexible learning.

Based on the survey results, most of the respondents have the required gadgets,

software, and internet connection needed for flexible learning (Tables 6, 10, 11).

The respondents also has little to no problems in using their gadgets and

software (e.g. Microsoft Teams, MS Word, etc.) for flexible learning (Table 10).

They also agree that their learning is their responsibility and are willing to

communicate with their professors and classmates online, as they would in face

to face learning (Table 6).

In learning, it also important to note the learning preferences and self-

study habits of the nursing students. The nursing students can also keep track of

their assignments and deadlines prescribed by their clinical instructors, however

neutrality is seen in their confidence in their ability to stay motivated and set

goals (Table 7, 9). As for the learning preferences, the nursing students could

benefit more on synchronous classes, such as lectures or other audiovisual

delivery of lessons than with asynchronous activities such as answering learning

activities or reading learning materials with their own comprehension (Table 8).

Although the findings of this research suggests that the nursing students’

level of preparedness on flexible learning is high, the level of acceptance and

36
satisfaction on flexible learning is relatively low. The nursing students are neutral

in their acceptance on flexible learning for their nursing education. There’s a

higher preference of face-to-face learning than flexible learning among the

nursing students (Table 12). As for the level of satisfaction of the nursing

students on flexible learning, although the weighted mean of 1.77 is interpreted

as “Somewhat” in the 3-point Likert Scale, it is more leaning towards the “Not

Agree” interpretation because of its low value (Table 13).

As for the problems and gaps in using flexible learning among the nursing

students, slow and unreliable Internet connection as the most common

encountered problem in flexible learning. This shows that although the nursing

students owns gadgets and has access to Internet, slow Internet connection was

still a significant a gap in using flexible learning. Lack of space at home for

conducive studying was also a problem in flexible learning. Anxiety and/or acute

mental and emotional well-being disturbances was also identified as a significant

problem in using flexible learning with 72% of the respondents answered in the

online survey conducted by the researchers. This supported the problem in lack

of self-motivation among nursing students with a 66.7% response from the online

survey. Although the nursing students understand that learning is still their

responsibility but are also aware that flexible learning is not easier than face-to-

face learning (Table 1), mental health difficulties and self-motivation is a common

problem in using flexible learning in nursing education. Another common problem

identified was the difficulty in understanding lectures and skills taught to nursing

students via flexible learning.

37
 Financial problems or lack of resources needed for flexible learning was

also a problem in flexible learning. Most of the respondents came from a low-

income family. 45.3% of the respondents has familial monthly income of 5,000 to

10,000 pesos. Lastly, computer/technology illiteracy and discrepancies in

learning platform (Microsoft Teams app) was also identified as a problem in using

flexible learning.

The researchers concluded that the nursing students are prepared

technologically-wise for flexible-learning, but there were many significant

problems and gaps identified as hindrance in learning with flexible learning as

mode of nursing education. Therefore the acceptance and satisfaction was

relatively low, and there’s a higher preference for face-to-face learning for

nursing education.

Recommendations

1. For the university, a research program regarding how the flexible learning

affects the mental health of students is recommended.

2. For the future researchers, conduct an interview alongside the survey form

in data gathering for further elaboration and acquire actual verbalizations

of the respondent’s experiences.

3. For the nursing students, create an extra connection with their significant

others to lessen up the load caused by flexible learning, proper

communication will help them to ensure their mental health.

38
 4. Professors should consider to provide more audiovisual learning materials

to engage the students specifically the nursing students who require both

theoretical and skill-based knowledge.

5. Webinars and other online activities can be helpful to keep the nursing

students engaged and motivated while learning.

6. Future researchers should consider conducting a research topic regarding

the successful employment of flexible learners graduate.

BIBLIOGRAPHY

A. References:

1. Ronnie E. Baticulon, MD, Nicole Rose I. Alberto, Maria Beatriz C. Baron,

Robert Earl C. Mabulay, Lloyd Gabriel T. Rizada, Jinno Jenkin Sy, Christl

Jan S. Tiu, Charlie A. Clarion, MD, John Carlo B., Reyes, MD, PhD. 2020.

Barriers to online learning in the time of COVID-19: A national survey of

medical students in the Philippines

2. FindUniversity.ph: BS Nursing in the Philippines

https://www.finduniversity.ph/majors/bs-in-nursing-philippines/

3. Ryan Watkins, Doug Leigh, Don Triner. 2004. Assessing Readiness for

E-Learning, Performance Improvement Quarterly, 17(4) pg. 66-79

4. Ling LM, Moi CM (2007) Professional Student’s technology readiness prior

computing experience and acceptance of an e-Learning system.

Malaysian Accounting Review 6: 85-100.

39
5. Jumoke Suyomi, Ogunyinka OI, Jide Soyemi Soyemi Ob. 2012.

Integrating Self-Paced E-Learning with Conventional Classroom Learning

in Nigeria Educational System

6. Petition. Cancel Academic Year 2020-2021

https://www.change.org/p/deped-suspend-the-academic-year-2020-2021

7. Rappler.com, Bonz Magsambol. September 2020. Youth group urges

Duterte to order 'academic freeze' until January 2021

https://www.rappler.com/nation/youth-group-urges-duterte-issue-

academic-freeze-until-january-2021

8. Ali WGM (2016) Nursing Students’ Readiness for e-Learning Experience.

Gynecol Obstet (Sunnyvale) 6: 388. doi: 10.4172/2161-0932.1000388

9. Antonio Jesús Ramos-Morcillo , César Leal-Costa , José Enrique Moral-

García, and María Ruzafa-Martínez . July 2020. Experiences of Nursing

Students during the Abrupt Change from Face-to-Face to e-Learning

Education during the First Month of Confinement Due to COVID-19 in

Spain

10. An Exploration into Facilitating Higher Levels of Learning in a Text-Based

Internet Learning Environment Using Diverse Instructional Strategies.

Journal of Computer-Mediated Communication, Volume 10, Issue 3, 1

April 2005, JCMC1032, https://doi.org/10.1111/j.1083-

6101.2005.tb00256.x

11. e-Learning Innovation through the Implementation of an Internet

Supported Learning Environment Author(s): David Smith and Glenn

40
 Hardaker Source: Journal of Educational Technology & Society , Vol. 3,

No. 3, On-line Collaborative Learning Environments (July 2000), pp. 422-

432 Published by: International Forum of Educational Technology &

Society Stable URL:

https://www.jstor.org/stable/10.2307/jeductechsoci.3.3.422

12. Valentina Arkorful, Nelly Abaidoo. The role of e-learning, the advantages

and disadvantages of its adoption in Higher Education. International

Journal of Education and Research Vol. 2 No. 12 December 2014.

https://www.ijern.com/journal/2014/December-2014/34.pdf?

fbclid=IwAR2kwqh97JkYy_noTk6qmyqFlFZjTolaOrzGKZhnPl0dYyRgPy6-

82_rQd8

13. Emine Şenyuva, Hülya Kaya. Effect Self Directed Learning Readiness of

Nursing Students of the Web Based Learning. Procedia - Social and

Behavioral Sciences Volume 152, 7 October 2014, Pages 386-392

14. Ray Schroeder (2020) Wellness and Mental Health in 2020 Online

Learning. https://www.insidehighered.com/digital-learning/blogs/online-

trending-now/wellness-and-mental-health-2020-online-learning

15. GEM Report (2020). Re-building resilient education system: three lessons

on the privatization of education emerging from COVID-19 pandemic.

https://gemreportunesco.wordpress.com/2020/10/02/re-building-resilient-

education-systems-two-lessons-on-the-privatisation-of-education-and-one-

solution-emerging-from-the-covid-19-pandemic/

41
16. Readiness for Blended Learning: Understanding Attitude of University

Students. International Journal of Cyber Society and Education Pages 79-

100, Vol. 6, No. 2, December 2013. Chaun Meng Tang, UCSI University.

Jalan Menara Gading, Cheras 56000, Kuala Lumpur, Malaysia.

https://core.ac.uk/download/pdf/206764532.pdf

17. Patterns of Students' Utilization of Flexibility in Online Academic Courses

and Their Relation to Course Achievement by Tal Soffer, Tali Kahan, and

Rafi Nachmias, Tel Aviv University, Israel. Volume 20, Number 3, July -

2019. http://www.irrodl.org/index.php/irrodl/article/view/3949/5099

18. Mobo, Froilan & Sabado, Gesswein. (2019). An Assessment of the

Effectiveness of E-Learning in AMA Olongapo Campus. Oriental journal of

computer science and technology. 12. 99-105. 10.13005/ojcst12.03.04.

19. Ronnie E. Baticulon, MD, Nicole Rose I. Alberto, Maria Beatriz C. Baron,

Robert Earl C. Mabulay, Lloyd Gabriel T. Rizada, Jinno Jenkin Sy, Christl

Jan S. Tiu, Charlie A. Clarion, MD, John Carlo B., Reyes, MD, PhD. 2020.

Barriers to online learning in the time of COVID-19: A national survey of

medical students in the Philippines

20. Garcia, Manuel. (2017). E-Learning Technology Adoption in the

Philippines: An Investigation of Factors Affecting Filipino College Students'

Acceptance of Learning Management Systems. The International Journal

of E-Learning and Educational Technologies in the Digital Media. 3. 118-

130. 10.17781/P002374.

42
 APPENDICES

Appendix A: Consent Form

Pangasinan State University

INSTITUE OF NURSING

Bayambang Campus

Bayambang, Pangasinan

S.Y. 2020-2021

March 12, 2021

To whom it may concern,

The undersigned nursing students are currently conducting a research entitled

“Preparedness and Acceptability of Flexible Learning among Nursing

Students” of Pangasian State University, Bayambang Campus. This research is

43
in partial fulfillment of the requirements in Nursing Research II subject under Mr.

Wilbert Rosario.

Our respondents are the nursing students of this campus. In this regard we

would like to request for your permission to administer our online questionnaire to

them.

Your favorable response on the above request will help us a lot in the completion

of our research work. Thank you and God Bless.

Very truly yours,

Delos Reyes, Rica May Fernandez, Charina Mae

Delos Santos, Mikee Ferrer, Ma. Alyssa Joy L.

Domantay, Mailyn

44
NOTED:

WILBERT ROSARIO, MAN NINA BLANCA FERRER, MAN, MaEd

Practical Research II Instructor Adviser

APPROVED:

CIELO FERNANDEZ, PhD

IN Dean

45
 Appendix B: Semi-Structured Interview Guide

Survey Questionnaire

I. Demographic Profile:

Year and Section:

Age:

Sex:

Monthly Family Income:

__ 5,000-10,000 pesos

__ 10,000-15,000 pesos

__15,000 pesos - above

Place of Residence (Town and Province):

Gadgets used in flexible learning. Select all that apply:

__ Laptop/PC

__ Smartphone

__ Tablet/IPad

46
 __ Printer

__ Webcam; Headphones; Earphones

__ Wi-Fi Router

__ Mobile Data

__ Other (please specify)

II. Self-Assessment for readiness, acceptability and satisfaction

towards flexible learning:

Using the following scales, please check (✓) and rate yourself honestly

based on your own experienced in the given statements. Your answers

are very important to us. Thank you!

EXPECTATIONS

Agree Somewhat Disagree

I understand that learning is my

responsibility.

I understand that flexible learning is not

easier than face to face learning.

I am willing to communicate online or have

online discussions for educational purposes.

SELF-DIRECTION

I am good at setting goals and deadlines for

myself.

I am self-motivated.

47
I can work on projects through completion.

I can keep myself on track and meet

deadlines.

LEARNING PREFERENCES

I enjoy reading and can retain information

studying in this manner.

I can learn from auditory content, such as

lectures, recordings, or podcasts.

I can learn in asynchronous activities such

as reading and/or answering learning

activities from prescribed modules.

I can learn on my own but can benefit from

working in a group as well.

SELF-STUDY HABITS

I have a dedicated study space where I can

read and work on assignments without

distraction.

I keep record of what my assignments are

and when they are due.

I am willing to use e-mail and other online

tools to ask my classmates and instructors

questions.

TECHNOLOGY SKILLS

I am relatively good at using the computer

and navigating the Internet.

48
I am comfortable installing software (e.g.

Microsoft Teams) and changing

configuration settings on my

computer/smartphone.

I can download files and add attachments.

I can use word processing software (e.g.,

MS Office, Adobe Acrobat, etc.)

HARDWARE/SOFTWARE

REQUIREMENTS

I have a computer that runs reliably on

Windows or Mac OS or a smartphone.

I have Internet access with a fairly fast,

reliable connection.

I have headphones or speakers and a

microphone to use if a class has a video

conference.

My browser will play several common

multimedia (video and audio) formats.

ACCEPTABILITY

I accept flexible learning as a present mode

of learning for my nursing education.

I prefer face to face learning than flexible

learning.

SATISFACTION

I am satisfied with flexible learning as a

49
mode of learning for my nursing education.

III. Problems or gaps encountered in flexible learning.

1. What are the problems or gaps you have encountered in flexible learning?

Select all that apply.

__ Slow and unreliable Internet connection.

__ Financial problems or lack of resources needed for flexible learning

__ Lack of space at home for conducive studying (e.g. noisy background)

__ Anxiety and/or acute mental and emotional well-being disturbances.

__ Computer/technology illiteracy

__ Discrepancies in learning platform (Microsoft Teams app)

__ Lack of self-motivation

__ Difficulty understanding lectures and skills taught.

__ Others, please specify:

50
 CURRICULUM VITAE

Name: Charina Mae B. Fernandez

Address: Brgy. Lokeb Sur Malasiqui, Pangasinan

Mobile Number: 09464668356

Email Address: czawinuhmey@gmail.com

Nationality: Filipino

Date of Birth: November 29,1999

Gender: Female

Religion: Roman Catholic

Educational Background:

COLLEGE: Pangasinan State University – Bayambang Campus (2018-2022)

SHS: Lokeb Sur National High School (2017-2018)

JHS: Lokeb Sur National High School (2012-2017)

PRIMARY: Lokeb Sur Elementary School (2006-2012)

Motto: Do what you love, love what you do.

51
Name: Ma.Alyssa Joy L. Ferrer

Address: Balite Sur, San Carlos City, Pangasinan

Mobile Number: 09106398103

Email Address: ferrermaalyssajoy@gmail.com

Nationality: Filipino

Date of Birth: October 27, 1999

Gender: Female

Religion: Roman Catholic

Educational Background:

COLLEGE: Pangasinan State University – Bayambang Campus (2018-2022)

SHS: Turac National High School (2017-2018)

JHS: Turac National High School (2012-2017)

PRIMARY: Balite Sur, Elementary School (2006-2012)

Motto: There is good in Every day.

52
Name: Rica May S. Delos Reyes

Address: Brgy. Malaca North, Urbistondo Pangasinan

Mobile Number: 09506302946

Email Address: delosreyesricamay004@gmail.com

Nationality: Filipino

Date of Birth: June 04, 2000

Gender: Female

Religion: Roman Catholic

Educational Background:

COLLEGE: Pangasinan State University – Bayambang Campus (2018-2022)

SHS: Urbiztondo National High School (2017-2018)

JHS: Urbiztondo National High School (2012-2017

PRIMARY: Duplac Elementary School (2006-2012)

Motto: Be kind, that kindness might save someone’s life from falling apart.

53
Name: Mikee Junio Delos Santos

Address: Zone 5 Bayambang Pangasinan

Mobile Number: 09466265914

Email Address: mikeedelossantos16@gmail.com

Nationality: Filipino

Date of Birth: April 18, 1999

Gender: Female

Religion: Born Again Christian

Educational Background:

COLLEGE: Pangasinan State University – Bayambang Campus (2018-2022)

SHS: Bayambang National High School (2016-2018)

JHS: Bayamabnag National High School (2012-2016)

PRIMARY: Bayamabang Central School (2006-2012)

Motto: Nothing you have is because of luck, it was all God’s grace and favor.

54
Name: Mailyn L. Domantay

Address: Brgy. Alacan, Malasiqui Pangasinan

Mobile Number: 09517337756

Email Address: domantaymailyn7@gmail.com

Nationality: Filipino

Date of Birth: March 31, 1999

Gender: Female

Religion: Roman Catholic

Educational Background:

COLLEGE: Pangasinan State University – Bayambang Campus (2018-2022)

SHS: Perpetual Help College of Pangasinan (2016-2018)

JHS: Agno Valley College (2012-2016)

PRIMARY: Alacan-Guilig Elementary School (2006-2012)

Motto: All our dreams come true, if we have the courage to pursue them.

55