CRISTAL DE LEON

RAPHAEL ANDREI M. CONCEPCION

JANELLE DARONDON

The Factors Affecting the Learning Styles of Senior High School Students at
Electron College of Technical Education

11/29/2021
 De Leon, Concepcion and Darondon 2

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

As we see now in the world, The Covid-19 pandemic is forcing educational institutions

such as universities to shift rapidly to distance and online learning covid-19 has forced the

school's around the world to adopt online learning. We are now in a state of emergency and must

react with different and available ways of learning such as e-learning systems and mobile

learning application. However, covid-19 is reviving the need to explore online teaching and

learning opportunities. That's why new problems will exist including internet and signal

interruption that will result to educational error that the students will face in the middle of

pandemic that can result to poor quality of education in the school of Electron College of

Technical Education. However, the provision and usage of online learning materials in e-learning

system is becoming the main challenge for many universities during COVID-19 pandemic. E-

learning system is an important source of information, due to its ubiquity (availability anywhere

and anytime), low cost, ease of use and interactive character. E-learning system such as

Blackboard has several fantastic features that would be valuable for use during this Corona virus

pandemic. Using this system in this time might well be more practical. For example, through e-

learning system, students may be texting or engaged in some learning activity with teachers on a

laptop or mobile device from their home. In addition, students can easily to get learning content

into their mobile devices because they can be connected to mobile networks or to local wireless

networks. Online learning is a way to deliver learning remotely to those who choose not to attend

from a physical location. At formal institutions like colleges and universities, online learning is

2
 De Leon, Concepcion and Darondon 3

delivered via a Learning Management System (LMS) that allows instructors to create and add

content, assignments, and activities that students can access with an Internet connection on a

computer or mobile device. This is not the only form of online learning, but it is the most utilized

method to receive a formal education, and allow instructors and students to create a learning

community for their classes.

Some schools have started with their online classes as early as the 2nd week of July and I

am one of the many students who first dove into e-learning in time of the pandemic. With the

drastic changes in education, I can’t help but regret taking face-to-face classes for granted. Now,

during this difficult time, it seems that our gadgets are all we have. As students, we try our best

to make use of what we have at home and ensure we don’t get left behind. Although online

learning may be the best option we have for now, still you can’t help but wonder how everyone

is adjusting and coping with the problems that arise while attending online classes, especially

during synchronous classes.

Synchronous classes are classes conducted in real-time and during this time, a lot of

problems arise. Sadly, most of these problems are technical.Truth be told, our country is an

internet-challenged country. A problem that had caused delays implementing remote learning in

general.  Although internet plans exist; they are not, however, created equal. Hence, in online

classes, there was never a day when a student hasn’t voiced out complaints such as “Can

someone tell the professor I/he/she got disconnected?”  “Oops!  Where did he go? (referring to

the professor who doesn’t realize he got cut off), “I have unstable Wifi”, “Do you guys see/hear

me?”.  We are in the city and yet we experience such mishaps.  What more are those students

who are stuck in remote places where signal isn’t as strong as what we city dwellers have?  They

are forced to “move mountains” just to get a bar or two.

3
 De Leon, Concepcion and Darondon 4

Although poor internet connection can cause audio drawbacks, the type of microphone

used may also contribute to the problem. Problems of unwanted echo and background noises

both from the professor or from the student reciting most often are distracting. Being on-call

preferably with headphones that have built-in mic can only do so much.  Most of my classmates

had opted to buy a separate microphone just to have proper audio clarity when wanting to recite

in class.  Good for those who can afford.  It may or may not be that expensive; but still is an

added expense.  Pre-pandemic, I was content with the devices that I had.  They may not be the

latest; but they were all efficiently working for my needs. Everything changed when online

classes began.  Suddenly, my devices were not just up to it. They’ve turned jurassic and just

couldn’t keep up. As most classes are conducted through video conferences, most platforms need

an updated system to work efficiently.  To make the story short, I needed an upgrade not only of

the system; but of the device.  Sadly, it is a luxury that turned into a necessity that everyone

could not just easily afford.  Not at this time where most jobs are hanging by a thread.   Just like

every student, the application used during online classes also has its bad days. From a student’s

perspective, it may look easy as opening our device and logging in, but the reality is that we also

suffer from a system glitch that we don’t see coming — the crashing of the application, sudden

removal from an ongoing class, the incompatibility of the application on certain devices, and so

on. This problem may not be technical; but a problem that remains universal.  It takes self-

discipline to be attentive and focused in a regular classroom setting.  With online class, it takes

will power to stay awake and focused. Short attention span have gone even shorter. Since

everyone is working from the comfort of their homes, we can’t help but give in to that comfort. 

Somehow dozing off became easier and multitasking more frequently.

4
 De Leon, Concepcion and Darondon 5

Due to the lack of interaction during online class, we tend to get distracted easily on our

smart phones, our pets and deliveries rather than the ongoing class lessons.

These are just some of the most common issues that my classmates and I have

encountered.  Admittedly, online classes also have their perks; but this shouldn’t stop us from

being sensitive and aware of the different situations each one is facing.

The COVID-19 pandemic has upended the lives of children and their families across the

globe. UNICEF is working with experts to promote facts over fear, bringing reliable guidance to

parents, caregivers and educators, and partnering with front-line responders to ensure they have

the information and resources they need to keep children healthy and learning. The COVID-19

pandemic has put tremendous pressure on education systems around the world. While schooling

and learning were interrupted for hundreds of millions of children worldwide, the pandemic also

accelerated the provision of remote learning as a viable solution during emergency events. As

school closures are not unique to the COVID-19 outbreak and can take place due to conflicts,

disease outbreaks, natural or man-made disasters, strengthening the resilience of the education

sector against these negative shocks is critical for human capital gains and inclusive and

equitable education for all. A country-level assessment of educational resilience in relation to

crises is essential to accelerate the efforts of the international community and national

stakeholders in “building back better,” i.e., recovering from the learning losses caused by the

disruption of in-person classroom during the COVID-19 pandemic. Many COVID-19 symptoms

are similar to those of the flu, the common cold and other conditions, so a test is required to

confirm if someone has COVID-19. Symptoms may appear 2 to 14 days after exposure to the

virus and can range from very mild to severe illness. Some people who have been infected don’t

have any symptoms.

5
 De Leon, Concepcion and Darondon 6

The most common symptoms are fever, cough, and tiredness. Other symptoms can

include shortness of breath, chest pain or pressure, muscle or body aches, headache, loss of taste

or smell, confusion, sore throat, congestion or runny nose, diarrhea, nausea and vomiting,

abdominal pain, and skin rashes. In addition to these symptoms, infants may have difficulty

feeding.

Children of any age can become ill with COVID-19. While children and adults

experience similar symptoms, children generally have less serious illness than adults.

Symptoms requiring urgent medical attention include difficulty breathing/fast or shallow

breathing (also grunting, inability to breastfeed in infants), blue lips or face, chest pain or

pressure, confusion, inability to awaken/not interacting, inability to drink or keep down any

liquids and severe stomach pain.

The objective of the research was to study the relationship of seven independent factors:

administrative support, course content, course design, instructor characteristics, learner

characteristics, social support, and technical support on quality of e-learning in higher education

during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender

and level of the course on the quality of e-learning in higher education during the COVID-19

pandemic. Objective of the research was to study the relationship of seven independent factors:

administrative support, course content, course design, instructor characteristics, learner

characteristics, social support, and technical support on quality of e-learning in higher education

during COVID-19 pandemic.

The COVID-19 pandemic situation has impacted the entire education system, especially

universities, and brought a new phase in education “e-learning.” The learning supported with

6
 De Leon, Concepcion and Darondon 7

electronic technology like online classes and portals to access the courses outside the classroom

is known as e-learning. This study aimed to point out the variables influencing the quality of e-

learning, such as administrative support, course content, course design, instructor characteristics,

learner characteristics, social support, and technological support.

Many higher educational institutions in the Philippines have started to implement web-

based learning environments capable of delivering online education in a blended learning

academic setting. Blended learning, also called hybrid learning or mixed method learning

involves both face-to-face classroom style instruction as well as the use of online

methods. Researchers are unanimous in stating that the blended learning strategy enables

educational institutions to implement a more learner-centred approach to teaching where learners

are given space and flexibility to indulge with effective learning activities. To implement

blended learning, a web-enabled tool or learning management system (LMS) is often utilized to

design a particular course in asynchronous mode. Moodle, a free open-source software package

used by educators to create online courses. It provides a modular design that makes it easy to add

contents that will engage learners and supports a social constructionist pedagogy style of

teaching.

As the number of COVID cases in our country continues to  rise, as students, we must

learn to be resilient and continue to be of help to our classmates as  #NoStudentGetsLeftBehind.

7
 De Leon, Concepcion and Darondon 8

Setting of the Study

The exact location of our school (Electron college of technical education) 664 Quirino

Hwy, Novaliches, Quezon City, 1116 Metro Manila. Electron College of Technical Education

started in 2002. Currently, offering four-year degree programs, two-year vocational courses, and

Senior High School curriculum in eight different campuses. the teachers are kind and good at

teaching, and the assistant inside the school can also be taken care of.

Figure.1

8
De Leon, Concepcion and Darondon 9

9
 De Leon, Concepcion and Darondon 10

Figure.2

Conceptual Framework

First box: The input of this study contains the prospective respondents to the research to

be conducted which includes students, teachers and parents.

Second box: It contains the procedures to be followed to achieve the desired answer. This

will explain how the data were gathered through interview,research and questionnaire

observations of the researchers.

Third box: This box contains the results of the analysis conducted and its effective ways

to address The factors affecting the learning styles of students.

10
 De Leon, Concepcion and Darondon 11
INPUT PROCESS
*Online survey in the
issues about the
problems and challenges
*Students
that is faced by online
*Teachers learning students.
*Questionnaires about
*Parents
the quality of education
during online class in the
middle of the pandemic
OUTPUT
*The results of the
findings are they are so.
many students that is
having challenges about
the signal interruption
during the online class
that can result to
academic problems.
*There is many students
that has a poor lifestyle
and facing poverty
during the pandemic due
to low income and
unemployment of
many.ordinary people
that will result to a
problem for the
allowance that is used to
pay the bills including
the Internet/Data
connection. fee to fulfill
the needs of every
students during online
classes.
11
 De Leon, Concepcion and Darondon 12

Schematic Diagram

Statement of the Problem

The study aimed to determine the factors affecting the learning styles of senior high

school students of Electron College of Technical Education in Malanday Valenzuela City.

Specifically, it sought to answer the following Questions:

1. Does COVID-19 health protocol affect the learning styles of Senior High School

students ?

2. Does affecting the learning styles of Senior High School students affects the quality of

education?

12
 De Leon, Concepcion and Darondon 13

3. How signal interruption affects their learning

13
 De Leon, Concepcion and Darondon 14

4. Significance of the Study

The researcher believes that this study will not only yield data that will be helpful to

them, more to the following group of people.

Students - The research is all about to help the people regarding to the new kind of

learning system especially the students for them to acquire they're deserved knowledge and to

improve they're studies that will guide them to they're own future and also experience a high

quality of education whether they are not going directly to the school everyday during the

COVID-19 pandemic the virus that is widely in all over the country to prevent the spread of the

deadly disease.

Parents - The families especially the parents will also benefited to this research because

parents also carry heavy burdens especially the financial problems due to the Internet/Data

expenses that is primarily used to fulfil the needs of online learning students by means of letting

the government and the Department of Education to conduct an order to lessen the burden of

many people that faced every single day by means of giving a free Internet connection for the

whole country and every household or give an enough support allowance for every online class

students to fulfil their needs during the COVID-19 pandemic the virus that is widely in all over

the country that caused deaths of many Filipino people that's why online class was implemented

in order to protect the students from the virus.

Scope and Delimitation of the Study

This study entitled “the students perception about confidence level at Electron College of

Technical Education school year 2020-2021.” , will only conducted at Electron College of

Technical Education. The target levels for this study are one hundred (100) respondents of

14
 De Leon, Concepcion and Darondon 15

students who those showing some confidence at they face everything. The study will be

evaluated within the students mentioned and also included in this study. The scope of this

research will circle only in students who those have a lack of confidence that they result of fear,

failing, sadness and some words that can appreciate to the students with lack of confidence.

Definition of Terms Used

Pandemic - an outbreak of a pandemic disease.

Poverty - the state of being extremely poor.

State of Emergency - a situation of national danger or disaster in which a government suspends

normal constitutional procedures in order to regain control.

E-Learning - based on formalized teaching but with the help of electronic resources is known as

E-learning. While teaching can be based in or out of the classrooms, the use of computers and

the Internet forms the major component of E-learning.

Mobile Learning - education or training conducted by means of portable computing devices

such as smart phones or tablet computers.

Acronyms

LMS - Learning Management System

Covid-19- Coronavirus Disease 2019

15
 De Leon, Concepcion and Darondon 16

Chapter 2

THE REVIEW OF RELATED LITERATURE AND STUDIES

The literature and studies cited in this chapter tackle the different concept, understanding,

and ideas, generalization or conclusions and different development related to study which serves

as the researchers guide in developing the project. Those that were also included in this chapter

helps in familiarizing information that are relevant and similar to the present study.

LITERATURE

Foreign

"The Factors Affecting Students’ Online Learning Outcomes during the COVID-19 Pandemic: A

Bayesian Exploratory Factor Analysis."

Authors: Thi Tinh Thuong Pham, Hoang Anh Le and Doang Trang Do (October 8, 2021)

The theory of factors affecting online learning outcomes of students in particular and the

effectiveness of using technology, in general, is derived from the technology acceptance model

(TAM) proposed in. Davis proposed TAM to explain people’s attitudes and behaviors in

adopting technology in the presence of other external variables. This model is often applied in

the study of technology use behaviour to understand the reasons for accepting or rejecting

information systems. Information technology plays a prominent role in teaching as it can

encourage innovation, provide new learning spaces, and transform teaching activities, all

associated with the ease of IT operations. Ease of operation, user experience convenience, and

proficiency in information technologies directly affect users’ perception and motivation to learn.

Studies have proven that factors in TAM such as perceived ease of use and perceived usefulness

16
 De Leon, Concepcion and Darondon 17

positively impact student learning outcomes. Online learning platforms are designed for the

purpose of knowledge sharing and learning. Today, as we live in a globalized world, using

technology to obtain knowledge, acquiring information, and learning has become a daily need.

These sources are easy to use and accessible, facilitating knowledge-sharing processes. Many

studies have shown that ease of use, accessibility, and transmission speed of online media and

mobile devices are an important part of the learning process. Increased online learning

adaptability is due to easing access, thus resulting in positive outcomes. Based on these

rationales, the following hypothesis is designed for this study. Perceived usefulness is the degree

to which learners believe that the use of online learning will help improve their performance. The

usefulness of online learning is demonstrated by helping learners save travel time and travel

costs and access a variety of methods. Many studies have shown that perceived usefulness

positively impacts learners’ attitudes and motivation, thereby improving learning outcomes.

Based on these rationales, the following hypothesis is designed for this study.

"Faculty’s and Students’ Perceptions of Online Learning During COVID-19."

Authors: Zakaryia Almahasees, Khaled Mohsen and Mohammad Omar Amin (May 12, 2021)

Technology has a firm-established role in education experience in the last decade

(Almahasees and Jaccomard, 2020). Methods, techniques, and strategies of education have been

revised to deal with dramatic changes in technology. The technological enterprises have

designed several online platforms, which are driven by the integration of technology in all walks

of life (Al-Azawei et al., 2017; Englund et al., 2017; Santos et al., 2019). Technology has

become part of our social, business, and educational life’. The use of the Internet has a vital role

17
 De Leon, Concepcion and Darondon 18

in disseminating knowledge via online classes (Silva and Cartwright, 2017). During COVID-19,

education has been shifted into the techno-economic culture. The shift should associate with

plans to reduce this shift’s impact on the normal learning process (Gurukkal 2020). The change

to online in higher education entails reshaping our view regarding higher education, including

institutions and students’ needs. For instance, theoretical courses can be taught online. In

contrast, the practical courses should be conducted face to face to ensure best teaching practices

in monitoring and guiding students. Therefore, technology can make larger classes flexible and

suiting students’ needs (Siripongdee et al., 2020). Research on faculty members’ perceptions and

attitudes toward online learning emphasized the role of instructors in facilitating communication

and earning with students. Instructors acknowledged the content expertise and instructional

design as the factors in the success of online learning. Similarly, the call for staff and student

training is mandatory for online learning success (Cheng and Chau, 2016).

"COVID-19 and Teacher Education: a Literature Review of Online Teaching and Learning

Practices."

Authors: Carmen Carrillo (September 13, 2020)

The COVID-19 pandemic has affected education, and teacher education in particular, in

various ways. As a result of the closure of universities and schools, teachers and students had to

rapidly adapt to remote teaching. Teacher education is no exception. The need to create learning

environments for student teachers doing their teacher education preparation implied decisions,

choices and adaptations in order to meet not only the expectations of students but also the

requirements of teacher education as well as the conditions in which both universities and

18
 De Leon, Concepcion and Darondon 19

schools had to operate (Flores and Gago 2020). The rapid, unexpected and ‘forced’ transition

from face-to-face to remote teaching has entailed a number of challenges and constraints but also

opportunities that need to be examined. Existing literature points to an ‘emergency remote

teaching’ (Bozkurt and Sharma 2020, i) or 'emergency eLearning’ (Murphy 2020, 492) and to

difficulties associated with poor online teaching infrastructure, inexperience of teachers, the

information gap (i.e., limited information and resources to all students) and the complex

environment at home (Zhang et al. 2020). In addition, lack of mentoring and support (Judd et al.

2020) and issues related to teachers’ competencies in the use of digital instructional formats

(Huber and Helm 2020) have also been identified. Regarding the focus of the literature

examined, a first analysis confirms that an important number of the papers reviewed explore the

impact of online learning programmes, approaches, or specific resources as tools to enhance the

effectiveness of issues connected to the teaching-learning process, particularly from the

perspective of teachers, student teachers and teacher educators’ perceptions or experiences (e.g.,

Alabbassi 2018; Bicen, Ozdamli, and Uzunboylu 2014; Daniel et al. 2016; Ducan and Barnett

2009). While these studies investigate the impact of a range of online issues on learning-related

aspects, a few of them explored the technology component as a ‘medium’ to enhance the

effectiveness of learning practices and provided limited attention to the underlying features

leading to impact.

19
 De Leon, Concepcion and Darondon 20

"A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning." Authors:

Sumitra Pokhrel,Roshan Chhetri (January 19, 2021)

Bhutan first declared closing of schools and institutions and reduction of business hours

during the second week of March 2020 (Kuensel, 2020, 6 March). The complete nationwide

lockdown was implemented from 1 August 2020 (Palden, 2020). In between, movements were

allowed, offices began functioning, schools and college reopened for selected levels and

continued with online class for others. More than 170,000 children in Bhutan from classes PP–

XII are, today, affected by the school closure. The impact is far reaching and has affected

learning during this academic year or even more in the coming days. Several schools, colleges

and universities have discontinued face-to-face teaching. There is a pressing need to innovate

and implement alternative educational and assessment strategies. The COVID-19 pandemic has

provided us with an opportunity to pave the way for introducing digital learning (Dhawan, 2020).

E-learning tools have played a crucial role during this pandemic, helping schools and universities

facilitate student learning during the closure of universities and schools (Subedi et al., 2020).

While adapting to the new changes, staff and student readiness needs to be gauged and supported

accordingly. The learners with a fixed mindset find it difficult to adapt and adjust, whereas the

learners with a growth mindset quickly adapt to a new learning environment. There is no one-

size-fits-all pedagogy for online learning. There are a variety of subjects with varying needs.

Different subjects and age groups require different approaches to online learning (Doucet et al.,

2020). Online learning also allows physically challenged students with more freedom to

participate in learning in the virtual environment, requiring limited movement (Basilaia &

Kvavadze, 2020).

20
 De Leon, Concepcion and Darondon 21

Local

"With Schools Closed, Covid-19 Deepens a Philippine Education Crisis."

Authors: Jason Gutierrez and Dan Bilefsky (Sept. 13, 2021)

Updated Sept. 15, 2021 MANILA — As jubilant students across the globe trade in online

learning for classrooms, millions of children in the Philippines are staying home for the second

year in a row because of the pandemic, fanning concerns about a worsening education crisis in a

country where access to the internet is uneven. President Rodrigo Duterte has justified keeping

elementary schools and high schools closed by arguing that students and their families need to be

protected from the coronavirus. The Philippines has one of the lowest vaccination rates in Asia,

with just 16 percent of its population fully inoculated, and Delta variant infections have surged in

recent months. That makes the Philippines, with its roughly 27 million students, one of only a

handful of countries that kept schools fully closed throughout the pandemic, joining Venezuela,

according to UNICEF, the United Nations Agency for Children. Other countries that kept

schools closed, like Bangladesh, Saudi Arabia and Kuwait, have moved to reopen them. “I

cannot gamble on the health of the children,” Mr. Duterte said in June, rejecting

recommendations by the health department to reopen schools. The move — which has kept

nearly 2,000 schools closed — has spawned a backlash among parents and students in a

sprawling nation with endemic poverty. Many people, particularly in remote and rural areas, do

not have access to a computer or the internet at home for online learning. Iljon Roxas, a high

school student stuck at home in Bacoor City, south of Manila, said the monotony of staring at a

21
 De Leon, Concepcion and Darondon 22

computer screen over the past year made it difficult to concentrate, and he yearned to return to a

real classroom. The fun and joy of learning, he added, had evaporated.

“I miss a lot of things, like bonding with classmates during free time,” said Iljon, 16. “I

also miss my teachers, believe it or not. Since last year we have been stuck in front of our

screens — you listen, you tune out.”

"The COVID-19 Pandemic Through the Lens of Education in the Philippines: The New

Normal."

Author: Tria, J. Z. (June 2020)

The fight against the threats to COVID-19 pandemic suffered profound effects and

impacts on almost all sectors in the human race. These have resulted in the widespread disruption

such as travel restrictions (Chinazzi et al., 2020), closure of schools (Viner et al., 2020), global

economic recession (Fernandes, 2020), political conflicts (Barrios & Hochberg, 2020), racism

(Habibi et al., 2020), and misinformation and controversies (Enitan et al., 2020), to name a few.

One of the most affected is the educational sectors. The COVID-19 pandemic is still existent

today, and there are no specific vaccines or medicines to eradicate this disease. We need to live

to the new normal; if not contained, we need to live with the disease as viruses are constantly

evolving (Denworth, 2020). However, scientists are still on their way in studying and developing

vaccines and presently in clinical trials (Cortegiani et al., 2020; Dong et al., 2020; Gautret et al.,

2020). For almost two pandemic months, mostcountries around the world have temporarily

closed educational institutions to contain the spread of the COVID-19 pandemic and reduce

infections (UNESCO, 2020).

22
 De Leon, Concepcion and Darondon 23

This closure has affected more than 1.2 billion learners worldwide with more than 28

million learners in the Philippines (UNESCO, 2020). Responses like community lockdown and

community quarantine of severalcountries have led students and teachers to study and work from

home which led to the delivery of online learning platforms (Crawford et al., 2020). However,

the implementation of online learning posed different risks, problems and challenges to both the

teachers and students, especially in the higher education institutions (HEIs) (Bao, 2020). In the

Philippines, there are 10,794 cases as of May 11, 2020 and is still increasing (DOH, 2020) with

more than four million cases worldwide (Worldometer, 2020). In response to these situations,

educational leaders decided to adopt the new normal in education. At the basic education, the

Department of Education (DepEd) will be implementing the Learning Continuity Plan (LCP),

which will be in effect School Year 2020-2021 and classes will open on August 24, 2020 instead

of June 2020 (DepEd, 2020). In the higher education sector, the Commission on Higher

Education, HEIs were given academic freedom and should implement available distance

learning, e-learning, and other alternative modes of delivery to students (CHED, 2020). Several

universities have opted to implement their own policies regarding instruction and opening of

classes starting August 2020. It will be the new normal in education and strengthening

educational planning and health is a concern to provide quality, inclusive and accessible

education for every student. Hence, thisreview paper has been developed in order to provide a

clear lens of the new normal in education.

23
 De Leon, Concepcion and Darondon 24

"Distance Learning Struggle Continues."

Author: Kaithreen Cruz (September 13, 2021)

Sophia Enriquez is not exactly raring to go back to school. It is not just the grade

schooler's fear of Covid-19 - there's also her experience last year as the pandemic forced a drastic

switch to distance learning nationwide. "It was hard to learn on my own," said Enriquez, who

studies in a public school - a sector that's been particularly challenged by the shift in teaching

methods. She cited difficulties understanding lessons, the additional hurdle of learning to use

gadgets and software, and having to deal with the Philippines' notoriously poor

telecommunications services. It's not every day we have a strong internet connection.

Sometimes, I get disconnected during online classes and with that, I don't get to hear and learn

from the discussion," she said, echoing what is probably the most common tech complaint - next

to getting laptops and other devices to get online - about the local distance learning experience.

Then there's the even more basic issue of what is being taught. High schooler Gian Barreto, who

also studies in a public secondary school, was critical of the self-learning modules (SLMs) issued

by the Department of Education (DepEd). "One particular thing I noticed with the self-learning

modules is they are very poorly referenced. It's not really a self-learning module because much

of the information there was not trustworthy," he claimed. It's a point that has some merit, given

the numerous examples of errors and inaccuracies that peppered news reports and social media

feeds last year. Teachers similarly struggled and many experienced the same problems as their

students - poor internet connections, difficulties with lessons, etc. - with the added worry of

whether their wards were getting the proper schooling. "Nothing can beat face-to-face learning,"

teacher Paul John Dawal from Baay National High School in Abra said. "As we can see in their

24
 De Leon, Concepcion and Darondon 25

academic performances (last year), mas bumaba talaga 'yung performance nila kasi walang

guidance at assistance (academic performance declined because of the lack of guidance and

assistance).

"Philippine Children are Left Behind by Poor Distance Learning."

Author: Michael Beltran (August 9, 2021)

Last month, Philippine President Rodrigo Duterte approved Sept. 13 as the start of

academic year 2021-2022, though school years usually start in June. Face-to-face classes,

suspended since March 2020, will not be held. Since the COVID-19 pandemic hit, distance

learning has become the norm for schools and universities, as ordered by the Department of

Education (DepEd). Students get lessons through either online classes or study modules that they

pick up at designated drop-off points. The modules have been preferred by families without

access to gadgets or a stable internet connection. Aneste Faeldin, a mother of two, runs a small

store at the front of the shack she calls home in the city of Quezon. She and her husband opted

for their eldest daughter to enter third grade via modular learning, since they have no Wi-Fi and

only one smartphone for the family of four. For the first few weeks in October 2020, Faeldin

went to her daughter's school every other day to pick up study modules. But the modules soon

stopped being printed. She had to resort to paying for mobile data to get the lessons through

Facebook Messenger. Her husband works as a plumber while she maintains their modest store,

meaning their income is fairly irregular. They estimate the lessons have added 500 pesos ($10) to

their expenses every week. Worse she said, her daughter has problems focusing on her studies at

25
 De Leon, Concepcion and Darondon 26

home, which is less than 15 sq. meters and has barely a table to work on. In second grade she

received high honors, but in the last school year she garnered none.

STUDIES

Foreign

"Students’ Learning Style: A Case Study of Senior High Schools in Bengkulu."

Author: Safnil Arsyad (February 01, 2018)

The same conclusion is addressed by Priyono (2004) by referring to the Research results

of various experts in teaching English (e.g. Alisjahbana, 1990; Sadtono, 1983; and Tomlinson,

1990 in Priyono, 2004). Priyono states that more than 90% of English teachers in Indonesia

admitted that the learning-teaching processes (PBM) of English could not succeed while the

solution during this time was more focused on the method of teaching, the quality and Quantity

of learning materials available, quality and quantity of media and learning facility available,

quality and quantity of English teachers, and quality and quantity of learning activity of English

teaching inside and outside the class.

"The Relationship Between Learning Styles and Academic Performance in Turkish

Physiotherapy Students."

Authors: Nursen İlçin, Murat Tomruk, Sema Savcı (December 04, 2018)

Learning can be defined as permanent changes in behavior induced by life [1]. According

to experiential learning theory, learning is “the process whereby knowledge is created through
26
 De Leon, Concepcion and Darondon 27

the transformation of experience” [2, 3]. Facilitating the learning process is the primary aim of

teaching [4]. Understanding the learning behavior of students is considered to be a part of this

process [5]. Therefore, the concept of learning styles has become a popular topic in recent

literature, with many theories about learning styles put forward to better understand the dynamic

process of learning.

"Learning Styles and Factors Affecting the Learning of General Engineering Students."

Author: Jake Laguador (January 2014)

Learning or thinking styles refer to the preferred way an individual processes information

and also describe a person’s typical mode of thinking, remembering or problem solving. The

basic learning styles are visual that uses visual objects such as graphs, charts, pictures, and

seeing information; auditory that retains information through hearing and speaking; and

kinaesthetic that likes to use the hands-on approach to learn new material. Student’s difficulty in

learning may be due to different factors including the following: intellectual, learning, physical,

emotional and social, mental, environmental and teacher’s personality. This research aimed to

determine General Engineering student’s learning styles and identify factors affecting their

learning. Forty-five General Engineering 1A and twenty-nine General Engineering 2A were

selected as the respondents of this study to evaluate and assess their learning styles and the

factors affecting their learning. Based on the data collected, most of the respondents are visual

learners and the factors that greatly affect their learning are physical (Health, visual and physical

defects, nutrition and physical development) and environmental factors (type and quality of

instructional materials and equipment.)

27
 De Leon, Concepcion and Darondon 28

"Understanding Asian Students Learning Styles, Cultural Influence and Learning Strategies

LOH."

Author: Chee Yen Raymond (March 2017)

The importance of cultural influences on students learning styles cannot be

underestimated. Eilisha (2007) pointed learning styles are often culturally-based and students

from different culture would therefore have different ways or patterns of learning, thinking and

behaviour. Similar views were also shared by Kim and Bonk (2002); Ramburuth and

McCormick,(2001) and Teng (2007) on an understanding of culture is necessary as it would

affect learning styles. Furthermore, Ward (2006) also identified variety of factors that influence

on learning styles such as prior learning experiences, assessment methods, values and religion

amongst others. Seo and Koro-Ljungberg (2005) even pointed that without efforts to understand

students’ cultural background, the main goal of higher education that is quality education cannot

be fully realised.

Local

"Learning Styles, Study Habits and Academic Performance of Filipino University Students in

Applied Science Courses: Implications for Instruction."

Author: Gilbert C Magulod JR. (2018)

Knowledge and education are common goods. The acquisition and application of

knowledge is a part of collective societal endeavour (UNESCO, 2015). The need to produce

28
 De Leon, Concepcion and Darondon 29

competent graduates in their specific discipline who possessed the skills and attributes to deal

with the ever-changing work environment in the 21st century is a herculean task assigned to

HEIs in the Philippines (Magulod, 2017a, 2017b). One of the important steps to undertake to

ensure quality and optimal learning experience among university students is to consider their

different learning styles and preferences. Learning style refers to how students learn and process

information in their own ways.

"The Journey to Learning: Through the Learning Styles of the Senior High School Academic

Strand Students Syguia."

Authors: Jose Noel G.Aventijado, Karl Angelo H. Ignacio, Alessandra Nerisse Ramos, Tjay

A.Tenerife, Marc Apollo A.Y.(2019-2020)

According to Chick, N. (2016), learning styles is a term used to explain how people

gather, analyze, and utilize information for future use. Learning styles determine which way

people process and learn information the best. There are four types of learning styles which

includes visual learners, auditory learners, kinaesthetic learners, and tactile learners (Elrick, L.,

2018). Students have their own preferences and reason in choosing the learning style that is most

effective to them and they tend to learn best when information are presented in this type of style

(Pashler, et.al., 2009, p.105). In recent years, the education system of the Philippines aims to

cultivate globally competitive Filipinos for the future success of the nation. The researchers

believe that by giving an in-depth perspective as to how students react in relation to learning,

they will help identify research gaps to work on and may overall improve the quality of

education in the Philippines.

29
 De Leon, Concepcion and Darondon 30

"Assessing the Learning Styles of Senior High School Students of La Consolacion University

Philippines: Implications in the Teaching Learning Process."

Author: Jose Maria Dominique G. Coronel (December 12, 2017)

Learning styles refer to the “view that different people learn information in different

ways” (Pashler, et.al., 2009). Psychologists also refer to them in terms of “conditions, contents,

modes and expectations (Canfield and Lafferty, as cited in Dunn, et.al., 1981). The study of

learning styles has been a growing educational trend, and it is believed that matching the learning

styles of students with the mode of instruction actually aids in student learning. This is what the

literature calls as the “meshing hypothesis” (Pashler, et.al., 2009). In the same article, it

attributed the phenomenon of the hypothesis into two reasons: first is the rise of type-based

assessments (e.g., Myers-Briggs Type Indicator) and the other reason is the belief that schools

can be held accountable for the education they give in lieu of individualizing or “personalizing”

educational processes in favour of the students. The dearth of studies regarding learning styles

has been so dense that “the level of ambiguity and debate is such that even the task of selecting

an appropriate instrument for investigation is an onerous one, with the unifying of subsequent

findings within an existing framework problematic, at best” (Cassidy, 2004). As such, it would

not be surprising if the current literature about learning styles have conflicting results, if not very

complicated and different methods and approaches.

30
 De Leon, Concepcion and Darondon 31

"Motivation and Learning Strategies of Education Students in Online Learning during

Pandemic."

Authors: Ernie C. Avila1, Ana Maria Gracia J. Genio (December 2, 2020)

COVID 19 Pandemic affected all aspects of the society; it greatly affected all educational

systems wherein the traditional classroom set-up was altered instantly. Face-to- face learning

was halted, and online, blended, flexible, homeschooling, modular, asynchronous, synchronous,

and technology-aided learning became the trend in an instant. And due to the continuous

rise of positive COVID-19 cases in the Philippines, the government, through the Department of

Education and Commission on Higher Education of the Philippines, implemented various

policies to advocate the use of alternative modalities in delivering lesson content basic education

to higher education institutions. COVID-19 forced the teachers and academic institutions to

revolutionize and prepare their classrooms set-up to support online and distance learning or

known as "New Normal Teaching."

31