RESULTS AND DISCUSSION

This section discusses the results, data analysis and findings from the semi-structured

interview administered to six (6) low-SES Social Studies students of Tarlac State University. The

purpose of this study is to explore the lived experiences of low-SES Social Studies students in

the new normal.

The interview happened virtually using MS Teams as the researchers’ platform since face

to face interaction were not allowed. During the interview, the participant is required to open

their camera. The data were classified into major themes in accordance to the statement of the

problem: (1) The Profile of the Participants (specifically on age, gender, occupation, family size,

family income level, gadget use and internet connectivity); (2) Low-SES Social Studies

Motivation to Study amidst the Pandemic; (3) The Lived Experience of Low-SES Social Studies

Students in the New Normal (specifically on physiological, psychological, economic,

sociological and academic experiences); (4) The Pedagogical Design for Low-SES Social

Studies Students; lastly, (5) the Contribution of this Study in the Social Studies Education.

1. The Profile of the Participants

Low income or low socio-economic status students need substantial support or financial

aid to study whether it be for basic or higher education. Profiling is one key to identify the

students who needs educational assistance. In addition, profiling is done to identify the potential

participants in the study. The researchers coordinated with the Scholarship and Endowment

Office in the university to get the list of Social Studies Students beneficiaries. This allows

researchers to make sure that the participants in the study are right and appropriate.
 Table No. 1
Profile of the Students
Participant Participant Participant Participant Participant Participant
A B C D E F
Age 21 21 21 20 20 21
Gender F F F F M F
Family income Below Below 10,001- 10,001- Below Below
10,000 10,000 15000 15000 10,000 10,000
Person in charge in Myself Mother and Father and Mother and Father Mother and
financing your study Father Brother Father Father
Working student No No No No No No
Family number 6 6 6 5 6 7
Number of siblings 3 3 3 3 4 5
Current living Living with Living with Living with Living with Living with Living with
arrangement Family Family Family Family Family Family
Number of living in 6 4 4 5 6 5
the house, including
yourself
Gadget/s do you own Cellphone, Cellphone Cellphone Cellphone Cellphone, Cellphone
Laptop and and Laptop and Laptop and Laptop Laptop and and Laptop
tablet tablet

Gadget do you Cellphone Cellphone Cellphone Cellphone Cellphone Cellphone

frequently use in the and Laptop
new normal
Internet connectivity Mobile data Mobile data WIFI Mobile data Mobile data WIFI (Pldt)
(Tenda)
Number of family None None 4 persons None None 7 persons in
members who shared in the internet
the same internet internet

Time do you spend 3-4 hours 4 hours 7-8 hours 1-2 hours 1-2 hours 6 hours
each day on an
average on distance
education

Low-socioeconomic status (SES) families have small salary or riches to buffer against the

negative impacts of an antagonistic wellbeing occasion (health shock) among grown-up family

individuals.

1.1 Age.
 Higher education in the Philippines is strongly in the private sector. Most bachelor

degrees are for four years. Students are usually from 19-23 years old. All of the participants have

a normal age of 20-21 years old in their 3rd year of college.

1.2 Gender.

Gender refers to the characteristics of women, men, girls and boys that are socially

constructed. This includes norms, behaviors and roles associated with being a woman, man, girl

or boy, as well as relationships with each other (WHO). Five (5) of the participant are female and

one (1) participant is male.

1.3 Occupation.

All of the participants answered that they are not working student during the New

Normal.

1.4 Average Family Size of Low-SES Students.

This refers to the number of persons in the family. Economic family is composed of two

or more persons who dwell in the same house and are related to each other either by blood,

common-law union, marriage, foster relationship. Most participants especially A, B, C and E

answered that they are six (6) in the family while the Participant D is five (5) and participant F

are seven (7) in the family. According to Philippine Statistics Authority (PSA), the average

Filipino household is composed of 4.4 persons.

Furthermore, the number of siblings of Participant A, B, C and D are three (3) and

Participant E has four (4) and Participant F has five (5) siblings. The current living arrangement

of the entire Participant are all living with their family during the New Normal.
 1.5 Family Income of Low-SES Students.

According to Chua (2020) Filipino Income are classified as follows: Poor, below

P10,957 monthly income; Low income but not poor P10,957 to P21,914 monthly income; Lower

middle P21.914 to P43,828 monthly income. Most of the Participants especially participant A, B,

E and F have the monthly income of Below 10,000 which is belong to the poor family,

meanwhile Participant C and D have a monthly income of 10,001-15000 which belong to low

income but not poor family. Moreover, the person in charge in sustaining the studies of

Participant B, C, D, E, and F are both of their parents. Only Participant A answered that she’s the

one who finance her study.

1.6 Gadget use

According to Manila Bulletin, in online education there are a list of school supplies that

needed in the new normal. First is a device, this is arguably the most important item on this list

as, without a laptop or tablet, one would not be able to access any of their course materials. The

device can be a laptop, cellphone, or tablet. All of the participants in the study have their laptop

and cellphones but they frequently used their Cellphones in attending online classes. In addition,

Participant A and E has their own tablet.

1.7 Internet Connectivity.

It must be highly considered for students in the new normal to have a stable internet

connection due to the shift in online classes of many schools and university. Most of the

participant especially A, B, D and E answered that they have only limited data which they are

only using mobile data, while Participant C and F answered that they have a unlimited

connectivity which they used WIFI (Pldt and Tenda).

 Other characteristics. The time that most of the participants time they spend each day

on distance education answered differently, Participant A answered she spend 3-4 hours,

Participant B spend 4 hours, Participant C spend 7-8 hours, Participant D and E spend 1-2 hours,

and Participant F spend 6 hours in studying amidst the pandemic.

2. Low-SES Social Studies students motivations to study amidst the pandemic

Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It

is what causes you to act, whether it is getting a food of to reduce hunger or by reading a book to

gain knowledge. Motivation keeps you going and enables you on achieving the things that you

want (Cherry, 2020). In this study, motivation refers to the students’ desire to continue study

during the pandemic.

All of the participants gathered by the researchers are third years Participant A, B and C

are determined to study amidst the pandemic since they do not want to disregard their efforts for

the last three years.

There is a noisy background for a while before Participant A answered,

“Ayun ayoko masayang ang one year ko parang gusto ko talaga siya i-pursue (ang pag-aaral)

kahit na sa una nahihirapan ako i-adapt kasi tayo ‘di ba di naman natin alam kung papaano ang

environment ng online class paano ang setup ng online class... (Di ko gusto na) Yung parang

lilipas ang one year na nakatambay ku. Yung parents ko din syempre gusto rin nila na matapos

ako (ng pag-aaral). So yun ang naging reason ko talaga” (That’s I do not want my one year to be

wasted, like I wanted to pursue [my studies] even at first I was struggling to adapt that we do not

even know how the online class environment will be... [I don’t want] that another year will pass I
 am stagnant. My parents also wanted me that I should finish [studies]. So, that is really my

reason)

Meanwhile Participant B said that,

“Ahhh personal reason ko kasi gusto na lang din matapos mag-aral kasi pag tumigil ako parang

magtatagal na naman ako sa schooling, parang gusto ko nalang matapos mag-aral.” (Ahh my

personal reason is I like to finished my studies because if I stop, my school years will take long

again, it’s like I have to graduate immediately)

Participant C emphasize her need to graduate by stating that,

“Una po kase parang sayang yung time ganun, and then, parang kaya naman po namin, kase

nakapag ano [install] naman po kami ng internet. Tapos ayun para matapos na rin agad

siyempre may mga pangarap din.” (The time is kind of wasted and then I think that we can go

through it since we installed a Wi-Fi at home. Also I’d like to graduate and I have dreams)

Participant D, E, and F’s reasons for studying amidst the pandemic is to secure their future to

find a descent job. Both Participant D and F mentioned about helping their family.

“Reasons ko po is, una yung family ko po saka yung sarili ko pong future”, (My reason is my

family and my future) according to Participant D.

Participant F stressed the importance of helping her family as soon as she graduates,

“Ako yung tumatayong panganay sa bahay, tapos syempre ano gusto ko nang makapagtapos

kaagad kasi gusto ko na silang [family] matulungan.” (I am the eldest, then I wanted to graduate

as soon as possible to help them [family])

While Participant E added that,

“...kasi gusto ko makakuha ng (magandang trabaho) at para maka achieve academically. Next

one is influential reasons din kasi naiimpluwensyahan ako ng ibang mga nakikita kong tao na
 may trabaho din.” (...because I like to get [a descent job] and also to be able to achieve

academically. Next one is influencial reasons since I was influence by the people who has work.)

Participant F expressed her anxiety that she do not want to be left behind,

“Ayoko ko din kasing maiwan, nasanay na ako sa mga [taong] nakasabay ko ih. Kasi malaking

adjustments pagka nahuli ako.” (I do not want to be left behind, I am used to my batchmates.

Because it will be a big adjustments if I am left behind.)

Half of the participants answered that they do not want to waist their remainting school

years which can be classified as an intrinsic motivation. This refers for the desire of inner

satisfaction. While the other half responded that their reason for studying during the pandemic is

to have a secured future by obtaining a descent job once graduated in the university to help their

family. This motivation can be classified as extrinsic motivation (refers to doing something in

the hopes of earning a reward) this is related in the participants’ experiences given the fact that

the education will improved their status.

When the participants are asked who motivates them to study amidst the pandemic, both

Participant B and D said that their family, their dreams and their own vision of a good future if

they finished their studies motivates them to pursue education amidst the pandemic. Participant

B nodded and replied,

“Hmm yung family ko atsaka yung mga pangarap ko.” (Hmm may family and my dreams).

She pause for a while and becomes sad while saying,

“Siyempre namo-motivate nila ako sa ano pagdating sa buhay kasi hindi naman ganon kaganda

yung buhay namin, so laging sinasabi ng mga magulang ko na mag-aral ng mabuti para maabot

yung mga pangarap… Mag-aaral ako kasi gusto kong matulungan yung pamilya ko.” (Of course

they are motivating me when it comes to life, that our life is not that pleasant, so they always said

that study hard to reach the ambitions.)

Participant D answered with certainty,

“Syempre po meron, una po dyan yung family ko kasi kahit na may pandemic ngayon gusto parin

nilang matapos ko yung pag-aaral ko at para mabigyan ko sila ng maayos na buhay in the future.

Gusto nila na mag-aral ako kasi gusto nila na may matapos akong kurso.” (Of course there is,

first is my family even though there is a pandemic, they wanted me to graduate and to give them

a better life in the future. They also wanted me to study because they ought me to finished with a

degree)

Also, Participant F has also her supportive friends during the pandemic,

“Hmmm.. yung pamilya tsaka yung mga kaibigan ko na nagpu-push pa sa’kin na magpatuloy pa

ng pag-aaral.” (Hmm.. my family and also my friends, they push me to keep on studying.)

For decades, studies have shown that one's socioeconomic status has a significant impact

on one's education. Similarly, in the study, “Who is more motivated to learn? The roles of family

background and teacher-student interaction in motivating student learning” by Liu & Chiang

(2019) reported that scholars typically accept that a student's family's socioeconomic status has a

direct impact on his or her motivation and interest in education. The findings revealed that the

socio-economic background of the students is positively correlated with students’ learning

motivation. Parents’ emotional and financial support towards his/her child has a significant effect

on molding students’ motivation.

3.4 Academic Experiences

Preparation of The Low-SES Students Before the Start of New Normal Education
 As the setups in the education had been changed in the new normal. As the students are

required to stay and learn in their personal spaces, students really prepare when it comes to their

learning environment and time management before the start of the class.

Most of the participants have prepared to set their learning environment including

personal space for their studies, where students feel motivated to learn within the boundaries and

expectations of a safe classroom. Low-SES students planned their learning environment before

the start of the online class, such as setting up a table, and finding a stronger signal in their

environment. The learning environment is characterized by three basic components: human

assets (students and teachers), mental circumstances (common relations) and the encompassing

environment (premises of the educational institution, their course of action and the

methodological arrangement for learning and teaching) (Andersone R, 2017).

Both Participant A, B and C conduct their online learning at their own room. However,

Participant A and C mentioned that they made few adjustments during the start of the new

normal. As Participant A said,

“Nung unang ano (online class) doon talaga ako sa terrace (nag-aaral) kasi doon ang may

malakas na signal. Kasi akala ko nga na di kakayanin ng data lalo na ditto sa kwarto ko. Tapos

kaya yung pineprepare ko lang doon yung ano lamesa namin, lamesa dun sa may terrace dapat

minemaintain ko na malinis.” (At first, [online class] I study at the terrace because there is a

better signal compared to my room. Since I thought that the signal of the data would not reach in

my room. Then, I prepared my table at the terrace and maintains its cleanliness). Currently,

Participant A is studying in her room since she reported that the signal is getting better even if she

is inside the house.)

Participant C also describe her adjustments towards her learning environment,

 “Sa kwarto lang naman ako nag-aaral talaga, doon lang. Pero noong unang una kasi, mga first

week [ng online class] gano’n, wala, Hindi ako dito sa bahay, nandoon ako sa bahay ng tita ko,

kasi doon ako nakiki-connect, ta’s parang nalaman [ng parents ko] yung hirap doon, kaya

nagpa-connect nalang ng internet.”(I am only studying at my room. However, at first week of

the online class I am not in my room. I was not at the house, I was living with my aunt, because I

am connecting [in their Wi-Fi]. Then my parents knew that it is challenging there, so they

decided to install a Wi-Fi at home.)

On the other hand, Participant D, E and F do not have their own room, instead, they created their

study space at home by setting up their own table. Participant D narrates,

“Table lang gaya nung pinakita ko sa inyo kanina doon sa may sala namin. Dito rin kasi dikit-

dikit yung mga bahay saka maingay yung paligid. Saka may mga kapitbahay kami na

nagpapatugtog na malakas during classes)”. (I only have a table, just like what I showed you

earlier in our living room. The environment here is the house are compacted and there is noise

background. Also, there are neighbors who play music using a speaker during classes.)

Participant E added,

“Hindi naman ako masyadong nag effort para doon [sa learning environment]. Bale ang ginawa

ko na lang is nagprovide ng personal space sa sarili ko. Kagaya na lang nitong paglalagay ko ng

lamesa, nag-insert ako ng budget para rito para magkaroon ako ng personal space sa study.” (I

did not exert much effort [for the learning environment]. What I did is I provided a personal

space. Just like setting up a table, I provided budget for this so that I can have a personal space

during my study)

Meanwhile, Participant F has either the living room or the kitchen for her learning environment,
 “Sa learning environment lagi lang akong nasa sala ganyan o kaya sa may kusina” (When it

comes to my learning environment I am in the living room or in the kitchen).

In the study of McKie (2020), it is found that 72 % of the 1,416 studied students said

they had been affected by a lack of access to a quiet space to study, with 24% saying they were

moderately affected and 22% saying they were severely impacted. It is also revealed that, 56%

students said that learning environment has an effect on their studies from their need of get to a

suitable online course materials and 52% said that a slow or unreliable web connection had

hampered their learning.

Furthermore, Participants A, B, C, D, and E stated that they had plans regarding their

time management before the start of the class, while Participant F did not planned that much.

According to Participant A,

“Yung business namin nahinto kasi nga magkakaroon ng online class ta’s di ko na hawak ang

oras ko no’n. Parang si-net ko ang time ko na every Tuesday to Friday kailangan yung time na

yun aral tapos yung Sabado, Linggo sana ano business pa’rin o kaya kapag wala masyado oras

o kaya hindi busy kahit na ano [basta] weekdays makakapag business pa’rin kaso hindi. Yun nga

parang busy kaya nahinto ang business". (We stopped our business because the online class

occurred then, I cannot control my time well. As a result, I tried to set my time every Tuesday to

Friday I have to study and then every Saturday and Sunday I might be doing our business or

whenever I have free time on weekdays, however, we became busy. That is why, our business

stopped.)

Meanwhile, Participants B, C and E do their school requirements every night. As Participant C

stated,
 “sa pag-aaral naman, gabi yung paggagawa ng mga requirements.” (When it comes to study, I

do the requirements every night)

Participant A, B and E considers about helping in the household chores during their free time.

“Tapos naka set yung time yung araw ng paglilinis ko basta free time ko pag Sabado, Linggo,

Lunes. Salitan kasi kami ng kapatid ko sa paglilinis, depende din pag walang klase, ako yung

naglilinis,” (I set my time that whenever I have free time, I will clean the house during Saturday,

Sunday and Monday. Together with my sibling we do the work alternately depending on our

schedule.) said by Participant B.

Participant E said,

“Kapag umaga hindi na ako tatanggap ng mga utos hanggang hapon, yung range ng klase from

7AM to 4PM, from 7AM to 6PM, nililimitahan ko yung sarili ko sa mga gawaing bahay.” (On

morning, I will not accept any orders until afternoon, since the range of the class is from 7AM to

4PM and 7AM to 6PM, I am limiting myself towards doing household choirs)

Additionally, Participant A compared her experiences in terms of time management during old

and new normal. Participant A described,

“ngayong new normal muna, natutulungan ko sila Mama sa mga gawaing bahay, may time ako

para roon, and then nung old normal, wala, hindi ako makapag-laba. Pero ngayong new normal

kapag walang pasok sa isang subject, natutulungan ko sila Mama sa gawaing bahay, paglalaba,

pagluluto, at paghugas ng plato.” (Currently in the new normal, I can help my mother in doing

household chores, I cannot do that during the new normal, I cannot do the laundry. But in the new

normal, whenever there is no class in one subject, I can help them in the laundy, cooking and

washing dishes).
Contrastingly, Participant D and F laugh for a while when telling their preparation in time

management. Especially Participant D felt shocked towards the transition,

“Actually, wala. Kasi akala ko dati yung online class, “chill chill” lang ganun, walang gaanong

paperworks, discussion lang gano’n, pero yung online class na sobrang na-shocked ako na and

dami pa lang gagawin. Maraming requirement yung ipa-pass mga ganoong bagay. Kapag

natapos na ako sa isa kong subject, sa pago-online class, tutulong naman ako sa mga gawaing

bahay gano’n. Then kung meron na naman online class, balik na naman sa online class, then

kapag tapos na ulit yung subject na ‘yon, doon naman ako magfo-focus sa gawaing bahay.”

(Actually, none. Since I thought that I could relax during online class, I thought there would be

minimal paper works, it will only be a discussion. However, online class brought so much

shocked on me instead, there are lots of work, requirement that are needed to be passed.

Whenever I finished one subject during online class, I will help in household chores. Then, when

we have online class, I will go back immediately and after that, I will be doing household chores

again.)

Similarly, Participant F mentioned,

“Wala... hindi naman ako gumawa ng schedule pero parang ayun na din yung nakasanayan na

ganun [schedule] after ng online class magbabantay ng tindahan ganyan [which is same lang

noong old normal].” (None... I did not make any schedule since it is somewhat the same on the

things I am doing before. After the online class I will be monitoring our store [which is similar

during old normal]).

Participants Experiences during the Online Class

Most of the participants encountered limitations during the online classes, particularly in

their internet connectivity. Wherein, there are times during discussion days when most of the
participants do not hear clearly what the instructor is saying. Sometimes when they speak, their

classmates cannot hear them clearly. All of the participants experiences limitations in online

class including internet connectivity, location and the noise around them . As a result, low-SES

students rarely participates or decide not to participate at all in the class discussion. Most of the

participants also noticed that they become less active in this school year. Although some of the

participants narrated that they are more interested and active in class participation since there is

less embarrassment and there is no nervousness when they cannot answer the question.

Participants D, E and F shares the same experience. Participant D says that,

“Una dyan is yung poor internet connection kasi may mga times na kapag nagdi-discuss yung

professor (instructor) choppy o hindi ko marinig ng maayos.” (First is the poor internet

connection because there are times while the teacher discusses the lesson sometimes it becomes

choppy and I can’t listen well.)

Even though Participant F has unlimited internet, it goes unstable sometimes,

“Sa internet connectivity <Natawa> laging may problema dito pag dating sa internet minsan

wala tas meron ganyan. “(On Internet Connectivity <laughs> there is always a problem here in

terms of internet connectivity sometimes there is sometimes none.)

Meanwhile Participants B and C added some other limitation. Participant B shares,

“Yung limitation ng internet connection atsaka yung kakayahan ng utak ko may limitation na

hindi na sya katulad nung face to face na sige okay labg tumanggap ng tumanggap pero ngayon

may limitation na yunh utak ko na tumanggap ng information gano’n.” (The limitation on internet

connection and limitation on my mental capability unlike during the face to face classes where

it’s fine to accept lots of information but now there is a limitation.)

Participant C added that aside from internet connection her location is also one other factor,
 “Yung connection lang talaga, kapag minsan talaga walang kuyente dito magpapaload ka eh,

baryo talaga kasi ito, kaya mahirap talaga ang signal.” (It’s really the internet connection,

sometimes there is a power interruption and you must need to avail mobile data load to have

internet connectivity. However, we are in barrio that is we experience difficulty when it comes to

signal).

Due to the connectivity and noise Participant A, B, D, E and F rarely participates or

decides not to participate at all in class discussion. Participant A highlights that recitation

becomes limited because of the noise and her learning environment,

“Minsan hindi eh, kasi ano talaga maingay kasi dito eh. Minsan yung nanay ko di na niya ma-

control bunganga niya kapag minsan mga bata dumadaan kaya nalilimitahin rin ang pago-open

ko ng mic…” (Sometimes not, because it's really noisy here. Sometimes my mother can no longer

control her mouth and sometimes children passes by so I have to limit the from opening the mic.)

Moreover, Participant B, D and E reported that they are much active in class participation

during the face to face classes. Participant B expressed that she does not participate anymore

because she seems demotivated,

“Actually hindi madalang, hindi na ako katulad nung face to face na hindi naman ako ganon ka

active sa ano parang nagrerecite ako pero hindi yung active na active sa recitation, nagrerecite

ako kapag alam kona yung ano [sagot], na kahit na alam ko hindi nalang ako nagsasalita yung

hinahayaan ko na lang na magsalita ako dito mag isa sasabihin yung idea ko dito mag isa ganon,

tahimik nalang ako [sa new normal] hindi ako nagpaparticipate”.

(Actually, it is rare, I'm not active unlike when face to face that whenever I knew the answer I

would recite. However, right now, even though I knew the answer, I prefer not to. I am just

letting myself to talk alone and speak my ideas. I am quiet [in the new normal] I do not

participate).
Meanwhile, Participant D pointed that even if she wants to participate she chose not to, because

of slow connectivity. She had a sad expression while saying,

“Mas active po ako noong old normal kasi po nagyong new normal kahit gusto kong mag-recite

hindi naman stable ung connection ko, then minsan kapag nagkakaroon ng recitation hindi ako

makapag-recite kasi nawawala-wala yung signal ko”. (I was more active in the old normal

because in the new normal even though I wanted to recite my connection was not stable, then

sometimes when there was a recitation I couldn't recite because my signal was getting lost.)

Participant E only participates when the name is called by stating that,

“Sa class participation, magsasalita lang ako kapag tatawagin yung pangalan ko. Mag o-

open cam (camera) lang ako kapag tatawagin ang pangalan ko para ma-save ang data for

the next subject. Mas active ako noong face to face”. (In class participation, I will only

speak when my name is called. I will only open the cam (camera) when my name is called

so that I can save my data for the next subject. I was more active face to face.)

Participants A and C prefers the new normal class. Participant A said that,

“Mas maganda siguro noon kasi medyo na-leless ang kaba tapos once natatakot ka na mapahiya ka

kasi naklikita ka nila ganun. Pero ngayon kasi kapag sumasagot ka di naman nila makikita di

naman nila nakikita reaction mo. Parang mas bet ko yung ngayon.” (I prefer this kind of set up

because it is less pressure to see by your classmates feels embarrassed. Because now when you are

reciting they were not able to see your reactions so I lind of prefer this (new normal class.)

Participant C carefully think and answered,

“Online, kasi nahihiya ako kapag sa face to face, kapag nagtataas ng kamay, pero ngayon kasi wala

naman tumitingin sayo kaya magsalita ka lang kung ano yung gusto mo sabihin, mag raise ka lang

ng hand sa MS Teams nakakapagrecite ka an agad, pero sa face to face hindi. (Online, because I’m
 shy during face to face classes when raising hands, but now since no one can see you, you just talk

whatever you want and just press the raise hand button on Ms Teams for you to recite.)

Meanwhile, Participants B, D and F preferred the old normal when it comes on class

participation. According to Participant B,

“Ngayong new normal madalang na lang parang naka depende sa teacher kung yung ano pag

gusto ko yung teacher nag rerecite ako pero pag hindi ko gusto yung way ng pagtuturo ng

teacher hindi ako nagsasalita ganun, nakikinig nalang ako ganon. (Now in the new normal it’s

seldom for me to recite, it just depends on the teacher if I want to recite. But if I don’t like the

teacher’s pedagogy I will not talk, I will just listen.)

Then, Participant F is uncomfortable to recite during the new normal,

“Sa recitation di man ako gaanong nag rerecite lalo na pag nag oopen cam.” (In recitation, I

don't recite much, especially when we are requiring opening the camera).

Slow internet connectivity or limited access from homes in rural areas can contribute to

students falling behind academically, according to a new report from Michigan State

University’s Quello Center (MSU). In connection to this, the most country and

socioeconomically impeded students are slightest likely to have broadband web get to at home.

As it were 47% of students who live in country ranges have high-speed Internet access at home

compared to 77% of those in rural areas. Of those who don't have home access, 36% live in a

home with no computer and 58% live on a farm or other rustic setting (MSU Today).

While, in terms of submitting aassignments and rrequirements most of the participants

prefer the new normal when it comes to passing their requirements since instructors are requiring

participant to submit using soft copy format. There is no more hassle to go to school in the

morning for printing the projects and assignments which results to less spending on materials.
All participants mentioned that they are not encountering problems when it comes to passing

assignments. As Participant A, stressed that she has not experience any problem in passing,

“wala namang naging problema sa ngayon at sana maging sa mga susunod pa.” (I have

not experience any problem for now,..)

While participant B, emphasized that she makes goals so she doesn't rush and so that she does

not experience stress,

“Sa paggawa ng assignment, Ahhh ganon, ngayon new normal dapat kunyari may sinet na time

dapat april 30 mapasa na yung isang module so ginagawa ko, bago april 30, 1 week before nung

pasahan tapos kona, para hindi ako maburn out na andami daming ginagawa. Tapos hahayaan

ko yung sarili ko na matambakan ng matambakan, hindi ko ginagawa yung ganon kasi di

maganda yon. ” (In doing the assignment, during the new normal, I have to set a deadline, I must

have passed the module by April 30. So before April 30, one week before the passing I must have

finished it. So that I would not burn out when the requirements are so many. Then I am not letting

myself to be overwhelmed by the requirements because it is not good)

Meanwhile, Participant D and E are doing their assignment when the deadline is already

approaching. Participant D also compared the new and old normal in making her works by

pointing out that,

“Kapag sa assignment naman po, may mag deadlines naman na binibigay yung mga professor

and then hindi ko naman siya agad ginagawa kapag malapit nalang yung deadline doon ko

nalang ginagawa. Kasi dati kapag binigay na po yung assignment or paperwork, nasisimulan ko

na siya kahit paunti-unti ganon pero po ngayon, days before the dealine doon ko palang

ginagawa” (When it comes to assignments, there are deadlines given by the professors and then I

don't do it right away. I do it when the deadline is near. Because during old normal, when I was
 given the assignment or paperwork, I could start it even little by little, but now, I am doing it days

before the deadline.)

Participat E, stated that,

“Hindi ko pa naman na-exprience na makapag turn in (ng late.) Pero gumagawa ako late na

yung oras” (I haven't had the experience of being able to turn in [late]. But I am doing the

requirements during late hours.)

Participant A, C and F agreed that they prefer the new normal set up in terms of passing their

requirements. Participant A said that,

“Parang sakin Mas gusto ko ung ngayon kasi lalo na Di ko pa natry na magkaraoon ng

problema sa pagpapasa ng requirements ganun.” (I prefer the new normal I never had a problem

passing requirements online.)

Likewise Participant B mentioned,

“Kung sa pagpapass, mas okay yung ngayon, kai isesend mo lang naman yun, di kagaya dati,

magpaparint ka pa” (In terms of passing the new normal is much better because all you have to

do is send the file unlike before you need to print.)

Participant E added,

“Ay hindi, mas madali ngayong new normal. Kasi soft copy na lang di mo na kailangan mag dikit

dikit ng kung ano ano. Hindi na kagaya dati na papasok ka ng maaga tapos hihintayin mong

magbukas ang print shop sa lucinda para magpaprint at ipass ang reflection paper kay Teacher

A. Ngayon kasi soft copy na lang at wala ng reflection paper.” (No, it’s easier in the new normal.

Because it’s on soft copy and ypu don’t need to stick a lot of things. Unlike before (old normal)

you will go early in Lucinda campus and wait for the printing shop to open to print my reflection

paper to Teacher A.)

Participant F thinks that new normal is much more convenient,

“Ngayong new normal ate... kasi sinesend nalang hindi katulad noon na ano... ipaparint pa

ganyan…” (Now that is new normal, I just need to send it unlike before that I need to print it.)

Meanwhile, Participant D prefers old normal in terms of passing requirements,

“Mas nadadalian ko noong old normal kasi minsan kapag nagsa-submit ako ng requirements

through MS Teams ang hirap mag-Turn in. (It is easier for me during the old normal because in

the new normal when I’m having a hard time submitting my requirements through MS Teams.)

In line with this, submitting homework and assignments; taking exams, tests, or tests;

conducting peer-reviewing or peer-grading exercises; and having course-related discussions are

the exercises that students most often prefer to conduct in a total online environment.

Understanding these preferences can offer assistance among instructors to make choices about

how to convert or whether to discard exercises and assignments that were initially planned for

face-to-face learning situations (Brooks C, 2020).

Moreover, when it comes to the Participants’ Learning Environment in the New Normal,

most of them reported that they have go to other places just to find a strong signal and moving to

quiet place whenever there is noise outside the house. It seems that it is difficult for the

participants to find the right personal space because sometimes the place is noisy and there is no

signal especially, not all participants have their own room that they can use as a personal space to

study. Most of the time the temperature is intolerable which can be a cause of distractions

especially when the class in ongoing. Participant A mentioned,

“Manit tapos maraming distraction ta’s focus ko madaling mawala once na may kausap ako.

Andun focus ko pero naano ako nun nafeel ko na naboboring ako. Nawawala talaga eh,

nadidistract ako”.(The temperature is very hot then there are lots of distractions and my I easily
 lose focus once someone talked to me. I have focus during start of the class, however when I get

bored I started to lose focus.)

Meanwhile, Participant D told her experience during old and new normal when it comes to her

learning environment,

“Yung learning environment ko kasi nung face-to-face, masasabi ko namas maayos yun kaysa

ngayon kasi nung face-to-face may mga nakikilala ako, kaso ngayon hindi na kasi puro

kapitbahay nalang yung nakikita ko” (Because my learning environment in face-to-face, I can say

that it was better than now because when face-to-face I met different people, right now I only see

my neighbors.)

Participant B and E said that when it is noisy in their place, they will just find a quiet place or

adjust to listen and not be distracted. Participant B laughed for a while

“Ahmmm, <lags> ano ang ginagawa ko ano para malaman nila na nagk'klase ako nags'speaker

ako sasabihin ko na lang na o klase ako ah wag kayong maingay ganon. Madalang lang naman

may maingay dito ganon. So, kapag may maingay or napapa music sa kapit bahay mag aano ako

speaker ko yung discussion lalabanan ko sila ganun, pero ano halos naka headset naman ako

para makapag focus tas sinasabi ko sa kapatid ko na kapag may maingay [bawalan niya kasi]

nagkaklase ako ganon”. (what am I doing is to let them know that I'm in class, I put my

cellphone in to speaker, and I'll just say that I'm in class, and told them not to be noisy. It is rare

to have a noisy background here. So, whenever there is a neighbor who puts a loud music I will

turn my volume high. I am also using my headset so I can focus more. Then I am telling my

sibling that whenever someone is noisy remind them not to be noisy since I am having my class).

Participant E, has also his own way in avoiding noises including finding a new spot for studying,

“Kapag maingay, ako na lang iiwas, ako na lang ang maghahanap ng spot, ako na lang mag a-

adjust, para hindi ako maingayan o kaya naman ay magsasara ako ng pinto at magsasara din ng
 bintana kapag nagkakaklase ako. May nagpapatugtog din, Kaya kapag ganun, ang ginagawa ko,

ang ginagawa namin, lumalayo ako sa spot na mayroong ingay sa kapit bahay namin. Itong

kwarto ko nga malapit sa kapit bahay namin, kapg nag s-speaker sila lumalayo ako. Minsan nga

pati pinsan ko nagpapatugtog mismo sa bahay namin. Kaya nagagalit ako at sinasabihan kong

patayin muna nila.” (When it's noisy, I'll just avoid it, I'll just look for a spot and I'll just adjust,

or I'll close the door and close the window when I'm in class. When someone is also playing loud

music, I walk away from the spot where there is noise coming from. This room of mine is close to

our neighbor’s when they use a speaker [to play a loud music], I walk away. Sometimes even my

cousin listento a loud music inside our house, I get angry and tell them to turn off the music)

Nonetheless, all of the participants are making their own strategies, and ways to stay

focused and find a comfortable and quiet spot to study. Since, learning environment that has

boisterous conditions have direct negative impacts on learning, especially in causing indirect

problems to learners through distraction (Woolner, P. 2010).

Time management preparations before the start of the class is different now when the

online class is occurring. The participants tried to plan their time management before the start of

the new normal education. However, most of the participants have different answers when they

were asked about their time management during the online class itself. As a result, most of the

participants tend to compare their time management before and during new normal. Some

participants find it hard to adjust in the new normal because of overlapping responsibilities at

home, some are struggling due to isolation and lack of motivation in facing their schedules.

Participant A mentioned about doing the activities and progress little by little,

“Hindi ako mahilig magset ng date [sa paggawa ng requirements] ganun. Pero yung nasa

mindset ko lang kailangan matapos ko yung mga activity ko ng mga isang araw pa [days before

the deadline]. Di ko siya gagawin ng a day before passing. Parang gagawin ko siya ng advance
 din kung di ko siya matapos pwede ko siya balikan pwede ko rin siya paunti untiin para di ko

niru’rush ganun.” (I am not fan of setting a date [in making my requirements]. However, my

mindset is I have to finish the activity days before the deadline. I will not do it a day before

passing. It is like I am doing it in advance so that if I cannot finished it, I can do it again so I will

not have to rush myself.

Meanwhile, Participant B compared her experience during the old and new normal by stating

that

“ayon so sa time management ko sobrang laki ng pinagbago niya so yung ginagawa ko nalang

na strategies kapag gabi yun yung time ng pag aaral ko kapag umaga pahinga ko tulog ako yung

magpapahinga ako kasi parang kaya kong mag aral kapag gabi. Ngayong new normal ganun

yung ginagawa kong strategy sa gabi ako nag aaral kasi parang mas tahimik alam mo yung

walang ingay na maririnig”(My time management changed a lot, I do my activities at night,

that's my study time, in the morning, I rest, and sleep so I can study at the evening. During the

new normal, it is better to study at night since it is more quiet.)

While, Participant C answered faster by stating that,

“Kapag may pasok talaga, wala talagang ginagawa sa bahay ganun, nakakapag-aral naman ng

maayos, nahahawakahan ko rin naman yung time ko kasi may asynchronous nga, yun parang

okay siya pero parang hindi, kasi madami kang time pero wala kapag nagagawa, wala kang

nakikita, walang nag momotivate sayo, wala kang kasama”(When there's a class, there's really

nothing to do at home, I can study well, I can also handle my time because it's asynchronous, it

seems like it is okay but it doesn't seem like it, because you have a lot of time but you are not

productive, no one motivates you, you are not with anyone.)

Moreover, Participant E encountered difficulty with time management nowadays because of the

houseworks. Participant E highlights,

 “Time management naman, mas nama-manage ko yung time ko noong old normal compare sa

new normal. Noong old normal, kapag may gagawin ako, nasa school pa lang tinatapos ko na

siya. Kahit nasa school pa lang ginagawa ko na siya kasi sa bahay pa lang may - kasi kapag

gumagawa ka ng assignment sa bahay pagsasaingin ka pa ng nanay mo. Gagawa ka pa ng

assignment, pagwawalisin ka pa ng nanay mo. Edi gagawin ko na lang siya sa eskwelahan

mismo. Pero ngayon kasi, ang hirap kasi sa new normal, may gagawin ka na nga, uutusan ka pa

[sa bahay]. May gagawin ka na nga, gagawin mo pa yung ganito ganyan, huhugasan mo pa

yung pinggan. So ang hirap din ng time management”(Time management, on the other hand, I

manage my time better in the old normal compared to the new normal. When it was old normal,

when I had something to do, I just finished it at school. Because when I do an assignment at

home, my mother will ask me to cook the rice, to sweep the floor. As a result I am doing my

assignments at school. But now, it is more challenging, I am busy doing something [related to

school] then I will be asked to do something [at the house]. I have to do something, I have to

washed the dishes here. That is why time management is hard.

While, Participant F pointed out that,

“Wala naman [akong naeexperience na difficulty] ate kasi ano.. diba nung face to face aral

tapos bahay. Maliban nalang pala kapag bago umuwi tas kakain sa labas pero ngayon ganun

padin naman sa bahay. Kasi sa bahay mag aaral ka after mo sa bahay padin yung mga gawain

gano’n” (None [experiencing difficulty]. During face to face I study and then go home. Except

when going out with my friends. But it is still the same at home, after I study I have to do

household chores)

Therefore, low-SES students are greatly experiencing lack of time as a result of balancing

financial weights, family responsibilities and/or significant hours of work with consider, many

LSES students are beneath greater time constraints than regular students (Devlin, 2012).
In terms of class participations or reporting Participant A and D asked help from their classmates

to share their screen so that they can report smoothly.Participant A told,

“Sa reporting kasi nakikisuyo ako kay classmate. Kasi baka data na nga lang ako tapos ishe-

share screen ko pa baka lalong magloko [cellphone ko]. Kaya yung powerpoint ko shineshare ko

sa mga kaklase natin. Para makapagreport ako ng maayos. (In reporting, I asked my classmate

[for help]. Since I am only using data and sharing my screen might cause my cellphone to have

technical errors. That is why I am sending my PowerPoint to my classmates so that I can report.

While, Participant D compared her reporting experiences in old and new normal.

“Dati kasi noong old normal kung gusto mo kailangan mag-prepare ng IMs (instructional

materials pwede mo siyang gamitin), pero ngayon kasi sa new normal hindi naman na readable

yung IMs pagka nago-online reporting. Kaya gumagamit nalang ng mga powerpoint and then

sine-send ko yung ppt ko sa mga kaklase ko kasi cellphone lang naman yung gamit ko sa pago-

online class. Hindi naman ako makapag-share screen” (Before in the old normal, if you like to

use IMs [instructional materials, you can use them] but in new normal, IMs are not readable. That

is why I am using Powerpoint and I send my PPT to my classmates since I am only using a

cellphone for online class. I am not sharing my screen)

Participant E and F reported that they make an effort every time they report and prepare for that

opportunity. On the other hand, Participant B pointed out that she does not exert much effort in

doing her PowerPoint Presentation in the new normal,

“Ngayon parang nagiging paggawa ko ng ppt ko sa pag rereporting simple nalang ganon bastat

madiscuss ko nalang siya ng maayos di na nagm'matter kung maayos ba or maganda ba yung

PPT” (Currently, it seems like I'm doing a simple ppt in reporting as long as I can discuss using

it. It does not really matter whether my PPT is okay or aesthetically pleasing.)

Meanwhile, Participant E, stressed that he is preparing his reporting,

 “Halos hindi na kasi nagpapareport ngayon e. Si Teacher A na lang ang nagpapareport. Sa

reporting, ayun sa isang subject na lang naman ako nagrereport. Nagpeprepare na lang ako ng

PPT pinapakadisente ko na lang ang itsura. Inaaral ko na lang siya ahead of time. In case na

hindi makapasok si Classmate A, si Classmate B prepared ako. Ako yung nag sshare screen, pero

may time na kapag nagsasalita ako kay Teacher A.” (Reporting is rare nowadays. Only Teacher

A requires reporting in class. I'm just preparing the ppt and I’m just making it look decent. I'm

just studying it ahead of time so that in case Classmate A can't enter, or Classmate B, I am

prepared. I'm the one who shared the screen)

Unfortunately, when it comes to an update report, Participant E stuggles due to poor signal,

“...sa research sa update update at sa ibang subject or ano. Minsan di ko kayang magsalita dahil

nag cchoppy ako at doon ako nagpapatulong sa iba (sa mga ma-group ko). Para sila yung

magsalita para sa akin.” (Regarding research updates and other subjects or whatever. Sometimes

I can't speak because I get choppy voice and that's where I ask others (those in my group

members) for help. So that they will speak for me.)

Meanwhile, Participant F compared the new and old normal and told she finds reporting easily

during the face to face,

“Wala.parin pinagbago ate mabilisang pagrereport padin. <Natawa> siguro yung pinagkaiba

lang sa face to face atsaka sa new normal pagdating sa mga reporting gano’n mas nadadalian

ako kapag sa face to face. [Iba kasi pakiramdam] pag dating sa camera ewan ko na coconcious

talaga ako sa itsura ko” (Nothing has been changed I still report quickly. <Laughs> maybe the

only difference between face to face and the new normal when it comes to activities, I prefer the

reporting in Face to face. [It feels different when it comes to the camera, I don't know why I'm

just really coconcious in my appearance)

Participants Experiences Towards Interacting to their Teachers and to other Students

Participant A talks about student-teacher interaction when reciting in class,

“Di ba Noon syempre mga students at teachers nakikita nila nag reaction ng mga students kapag

nagpaparecite sila, tas kabado ang mga students kapag nasa harap ang teacher. (Before,

Teachers see the reactions of their students during recitation, Students are nervous in front of the

teacher)

Meanwhile Participant B, C, D, E and F shares the same answers regarding the accessibility

when it comes to asking questions on their teacher. Participant B said,

“Siyempre doon sa student teacher interaction sobrang unlimited matatanong mo lahat kung ano

yung gusto mong tanungin, ngayon kasing new normal parang, di na ganun sobrang limited

nalang, (In terms of student teacher interaction you can ask unlimited questions, unlike in the

new normal it is limited.)

Partcipant D mentioned,

“dati kasi napupuntahan mo pa yung prof mo kapag may kailangan ka kaso ngayon hindi na saka

nakakahiya na mag-chat sa mga professor. (Before, you can ask your professor and ask if you

need something, unlike now it’s ashame to chat the professors.)

Participant E emphasize that it is hard to reach out nowadays to teachers,

“Mahirap siya ngayon, mahirap ang interaction sa student-teacher kasi hindi mo sila mareach out

ng mabilis silang magre-respond. (It’s hard for student-teacher interaction, because it’s hard for

them to reach out for them to respond quickly.)

In addition, Participant A talks about longing with her classmate during the new normal class.
 “Ngayon interaction kasi ano nalang chat nalang ngayon di mo na nakakausap ang iba mong

classmate kung hindi mo sila ichachat ganun . (Today’s interaction is only through chat. You were

not able to talk to your classmates unless you chat them.)

While Participant C and D shares the same answers that you can have the help of your

classmates during the face to face classes. Participant C said,

“makakausap mo lang sila kapag may tanong ka ganyan, o kaya kagroup mo sila sa isang activity

na ginagawa.” (You can talk to them if you have questions, if you are in the same group when there

is activity.) Similarly, Participant D, dati is mas okay, mas makakapulot ng mga knowledge (Before

it is much ok, learning more knowledge.)

Meanwhile, Participants B and F shares another experience with their classmates during the face

to face classes. Participant B said,

“sobrang laki ng nangyari syempre kapag student student interact kasi pag nasa face to face ang

ganda ganda ang saya saya tinutulungan ka nilang makalimutang yung mga problema sa room

tatawa tawa na lang kayo yung ganon. (There is so much changes in terms of student-student

interactions, because during face to face (classes) it is wonderful and joyful, my classmates helps

me to forget my problems in the classroom we are just laughing.)

Changes Encountered by Participants after Finishing the First Semester

A new voyage came for the students to learn amidst the pandemic. There is a lot of

experimentation happens as the first semester ends. The changes encountered may adapt for the

new beginning of a new normal education. In the first semester, Participant A, B, D and E shows

that their grades become higher than before. As Participant A mentioned that,
 “Tumaas naman grade ko pero di naman ganun kataasan na sobrang tumaas” (My grades

become higher but not that high).

Meanwhile, Participant B also have the same response,

“Ganun padin may mga tumaas nay mga nagmaintain lang” (It is like the same but, there are

some subjects that become high and some are maintained).

On the other hand, Participant D and E compared the new and the old normal by stating that

instructors are more considerate during the new normal when it comes to students’ internet

connection,

“Ngayon naman po parang mas okay yung grades ko ngayong online class kaysa noong old

normal. Kasi nakita ko na mas naging considerate yung mga professors ngayon kaysa dati.”

(Nowadays my grades are good in the online class unlike before. Sometimes, I see that there are

some professors who are considerate in the new normal).

As the Participant E stressed that,

“Tumaas. Di ko alam bakit, siguro dahil mas may consideration ang mga teacher ngayon kaya

tumaas siya or dahil siguro maganda ang output, hindi ko alam. Kasi parang ano extra ang

consideration nila ngayon e.” (My grades get higher. I don’t know why but some of the teachers

have extra consideration today in the new normal).

Meanwhile, Participant C mentionedmthat her grades decline in the second semester as she said

that,

“Noong first sem medyo mababa ang grades ko, kase nag aadjust palang ako, hindi ko pa alam,

ayun na pala ang I gegrade na nila sayo kaya nag baba, Pero ngayon dahil nakapag-adjust

naman na, parang okay naman na.” (When the first semester started, my grades become lower

because I am still adjusting in the new normal. I don’t know that they give me grades like that,
 and I can’t believe on it. So I got a low grade. But, it seems okay). Adjusting in the new

phenomena is hard for every student. It is important to know that some of the students are

struggling in adjusting in the new normal.

Unlike other Participants struggling in adjustments Participant F is different, as she narrated that

her grades only retained.

“Wala nagbago [sa grade]. Oo siya pa din” (Nothing has change [on the grades], it is like the

same as before).

Meanwhile, the learning skills and study habits of the participants are compared during the face

to face and new normal. Wherein Participant C and F mentioned that, nothing has change on

their study habits from before and during new normal. Participant C stated,

“Parang wala naman pinagbago, mas marami lang time ngayon, pero hindi rin naman

nakakapag-aral, May pinagkaiba talaga sila kapag nag aaral ka, kasi wala talagang motivation.

Kasi gagawin mo lang yung isang bagay kasi nag ko-comply ka lang.” (Nothing changed but in

the new normal you have a lot of time. but they also can't study, they really make a difference

when you study, because there's really no motivation. Because you just do one thing because you

just want to be complied).

Similarly to Participant F, however, the only change she encountered during the new normal is

the active usage of technology in studying,

“wala namang pinagbago yung nung face to face atsaka new normal nagl’lecture padin ako

yung mga key points lang ganun tapos nagrereview….ang pinagbago lang siguro yung mas

active ngayon sa pag gamit ng technologies” (There is nothing change in my study habits. I am

still lecturing and reviewing in new normal and in the face to face interaction…. The main

different I guess is that we much more depend in the modern technologies).

While, Participant A narrated that there is a change in terms of doing her assignments,
 “Sa paggawa ng assignments and activities ngayon kapag may load ako syempre ginagawa ko

na ang dapat kong gawin. Di ko na siya pinapabukas kailangan once na may data kami gagawin

mo na kasi once na wala kailangan mo na naman magpaload” (Once I had my load, I will do the

assignments and activity. I will do it immediately as long as I have data.)

Meanwhile, Participant B has a significant changes in her study habits especially on the schedule

as she can only study during evening to avoid distractions.

“dati active na active ako mag aral kahit na umaga at gabi nag aaral ako, ngayon mag aral sa

gabi matulog sa umaga ganun na yung study habit, kase nad'distract ako sa umaga, tuwing

umaga, maraming maingay kahit naman unmotivated ako ginagawa ko naman yung mga

makakaya ko para magawa yung mga task na binibigay samin, nag eeffort din naman ako”

(Before, I am active in the morning and also in evening but now my habit is study in the night and

sleep in the morning. I am distracted in the morning because there are so many noises around us .

Eeven I am not motivated I’ll still try my best to do the task that given to me). Motivation is an

immense role to learn. In the new normal there are a lot of times but when you don’t have

motivation it will go to waste)

It also mentioned in the statement of Participant E, when he discussed his study habits,

“ginagawa ko yung activities two days or one day kasi ang hirap makahanap ng motivation

ngayon. Bale yung motivation ko ay yung due date.” (I do the activities for two days or one day

because it's hard to find motivation now. Never mind, my motivation is the due date). Motivation

is really a huge role for learning. If they don’t give you motivation, you will just need to find it by

yourself.

Just like what Participant D also compared the Old and the New Normal by stating that,
 “Noon pong old normal mas madali akong matuto kapag may kasama and then ngayon naman

hindi ako ganun ka-active kasi sarili ko lang yung nagtuturo ayun” (Back then it was normal for

me to learn when I was with someone and then now I'm not that active because I'm the only one

who teaches myself).

Participants Perception Regarding the Overall Distance Education

Participant A, B, D and F describe Distance Education as Average. As Participant A

explained that,

“…para sa ‘kin wala pa naman malaking problema sa online class.” (…for me there is no major

problem in online class).

Similarly, Participant B carefully think about the question, and feels sad as she answered,

“Average. Kasi yun nga hindi ako ganun ka motivated ngayong distance learning, kasi may mga

challenges na nakakaapekto sa pag-aaral ko pero kahit naman ano nakakayanan ko pa din

naman [mag-aral]” (Average. Since I am not that motivated in the distance learning, because

there are challenges that affects my studies but whatever it is I can still do it [studying]).

Participant D added two perspective regarding the distance education,

“Average kasi yung impact niya [distance learning] sa akin ay mas napeprepare ako sa online

learning [and teaching] in the future. Tapos minsan naman ay hindi siya maganda kasi may

limitations na nae-encounter.” (Average because the impact of it [distance learning] to me is to

prepare myself for online learning [and teaching] in the future).

Additionally, Participant F look into a bigger picture in describing her experiences,

“During pandemic ok lang naman [mag-aral] kasi nga parang yun na yung pinaka solusyon para

mapagpatuloy yung lag aaral tsaka para mas safe yung mga tao oagdating sa risk against
 COVID Pero kung tatanungin ako mas gusto ko talaga ng face to face [classes]”.(During the

pandemic, it is okay [to study] since this is the best solution that the education did to continue

study to maintain safety against COVID. But if I am going to be ask, face to face [classes] is

better).

Participant C rated online class as good her reason is,

“Okay siya gano’n, okay yung mga ginagawa [sa distance education] pero, hindi siya ganun ka-

excellent. Kasi iba yung feeling sa face to face iba din yung feeling sa new normal, iba yung

feeling na may nakakasalamuha ka kaysa ikaw lang.”(It is fine, the activities are fine [in distance

education] however, it is not that excellent. Since the feeling is different during face to face and

in new normal. The feeling is different when you are mingling with others than being alone.)

Contrastingly, Participant D mentioned that distance education is below average,

“Below Average. Kasi hindi naman lahat [tao] gusto or afford yung online class kaya para sa

akin below average siya.” (Below Average. Since not all [people] would like or afford the online

class that is why for me it is below average.)

Participant A, C, D, E and F mentioned how helpful their scholarship when it comes to

providing their academic resources in the new normal. Before Participant A answers, a technical

problem was encounter and her gadget is overheating. Participant A told that,

“Nakakakulong talaga siya. Sa scholarship masasabi ko na very helpful kasi yun ang ginagamit

ko sa pang load.” (It is really helpful; I can say that it is very helpful because I used it for my

load.)

Participant D mentioned,

“Para sa akin extremely helpful siya kasi minsan nakakautang si Mama ko ng pang-load ko pero

pagka-dumating naman na yung sa scholarship ko or pag nagka-pera na si Mama ko yun

binabayaran na niya.” (For me it is extremely helpful because sometimes my mother is

 borrowing money so that I can used it for the load. But when the scholarship came, or when my

mother has enough money, we are using those money to pay for our debt.)

Likewise, the scholarship helped Participant C to buy a new cellphone,

“Noong June, nag pay out, so bumili kami ng phone, ito yung ginagamit ko ngayon”. (In June,

the scholarship paid out, so I bought a new cellphone which is what I’m using now).

Participant E both used the scholarship for his load allowance and for buying his new table,

“Yung tulong ng scholarship sa akin, nakakapag provide ako ng resources dito sa bahay at the

same time hindi na ako humihingi ng load allowance sa magulang ko. Kapag may kailangan ako

na gamit, kagaya ng lamesa for studies, nabibili ko siya and yung cellphone and gamit na

kailangan ko, nabibili ko rin siya [sa pamamagitan ng pera galling sa scholarship]”(The

scholarship’s help to me is I can provide resources here in the house at the same time, I do not ask

my parents for my load resources. Whenever I needed something, including the table for my

study space, I can buy it and also the cellphone and other things, I can buy them [through the use

of money from the scholarship])

Lastly, Participant F replied that the money from the scholarship very extremely helpful to her,

“Yung scholarship... malaki yung naitutulong niya kasi hindi ka naman basta basta makakakuha

ng ganung halaga gano’n.” (The scholarship, it is a great help since you cannot get that kind of

amount money).

Participant B brought up that the resources that the university provide is very helpful,

“ahmmmff very helpful. Kasi syempre di naman sila nagkulang magbigay ng mga module, ng

mga paalala about sa distance learning gano’n binibigay naman nila kung ano yung kailangan

ng mga students yun nga lang pag nagbibigay sila ng mga learning resources sobrang ano lang

yung hindi ganun kadaling intindihin.” (Ahmmff very helpful. Since of course the modules are
 complete, it is never insufficient. The university is continuously reminding us regarding distance

learning. However, some learning resources are hard to understand).

Furthermore, Participant A, E and F responded that they enjoy the online class however, they

would like to change a few things. As Participant E said,

“Gusto kong baguhin yung time. Wag naman 7AM [ang start ng class].” (I’d like to change the

schedule, I don’t like the class to start at 7:00 AM)

Additionally, Participant F mentioned that she enjoys online class but there are challenges,

“Yes [I enjoy it] pero may mga iilan nga na challenges yun nga pagdating sa mga requirements

na pinapass, nagkakasabay sabay na tapos ano minsan din yung sa technical problems

[pagdating sa] internet connection [na mas lalong nakakatagal sa paggawa].” (Yes [I enjoy it]

but there are few challenges when it comes to the requirements that are needed to pass, they are

overlapping from one another. Then sometimes there are technical problems when it comes to

internet connection [which hinders my ability to finished the requirement on time])

On the other hand, Participant C and D both answered that they do not enjoy online class since

there are few challenges. Participant C carefully reflected on her experiences, and replied,

“ No, there are quite a few challenges. Yung sarili ko lang naman[kalaban ko dito], yung parang

na chachallenge ako kung ano ba yung nakagawaian ko dati kaysa sa ngayon, parang

nahihirapan pa ako.” (No, there are quite few challenges. It is myself [that I have problem with]

the feeling of I am challenging myself to fix what I things that I am used to in studying even

today, I am still struggling)

Participant D smiled and explained,

“Kasi sabi ko nga kanina itong online class is naapektuhan na yung mental health ko and

siyempre yung iba ring students, kaya para sa akin hindi nakaka-enjoy itong online class.” (Just
 like what I said a while, online class is affecting my mental health and of course the other

students too. That is why, for me online class is not enjoyable.)

In contrast, Participant B admitted that online class is not enjoyable at all,

“Hindi naman kasi talaga nakaka enjoy e. Hindi siya maganda para sa ‘kin kasi nga wala kang

kasama mag-aral, di mo na eexpress yung sarili mo [in online class]” (It is not enjoyable at all. It

is not good to me since I do not have anyone to study with, I cannot express myself [in online

class].

4. Participants describe the pedagogical design they preferred for the New Normal

Pedagogical design is a collaborative course planning method that uses concrete learning

objectives and pedagogical ideas to determine instructional methods, activities, and tests that will

help students achieve their educational goals (Arts & Sciences Online Learning, 2021).

As the pandemic reshapes curriculum and assessment of new responsive approaches and

methods to implement the curriculum happens, educators are highly encouraged to redesign

pedagogical designs aligned with the leaning and teaching needs in the new normal while

ensuring high quality assessment through a variety of valid and authentic assessment of student

learning and competencies (Cahapay, 2020).

The new normal in education called for new strategies to continue education amidst the

pandemic. Furthermore, the proposed pedagogical design is going to be a New Normal Context-

Sensitive Response which address the grand tour question, “How can we better improve

learning experiences of the low-SES students during the new normal?” This model is going to

use flexible learning which centers to the needs of the learners by administering six main

innovative strategies: (1) flexible, (2) integrative, (3) collaborative, (4) modelling, (5) future-
oriented, and (6) cultivate positive mindset. Likewise, it envisioned to maximize resources of

students through teacher and institutional support based on their specific needs due to poverty

and provide extended opportunities for low-income students without sacrificing the need of non-

low income students.

First is the Flexible Strategies. This refers to a pedagogical approach that permits

adaptability of time, place, pace, content, and mode of learning. In this sense, Participant A, C,

D, E and F prefer to have a synchronous and asynchronous class which can be classified to

flexible learning. Participant E highlights the importance of creating study scheme (learning

management system) by using self-report (essay) to analyze students’ needs.

“Gagawa ako ng study scheme na may kinalaman sa experiences ng mga estudyante. For

example, magpapagawa ako ng isang essay describing their daily life experiences. For example,

kapag pinagawa ko yun, malalaman ko yung experiences ng mga estudyante. Kunwari, pinagawa

ko nga iyon at sinabi ng pinaggawan [estudyante], "kapag nag-aaral po ako medyo maingay ang

kapit bahay namin, hindi ako nakakapag open ng cam kasi mahina ang signal ko.” So bale,

nagse-set ako ng time kung kailan kami nag si-synchronous at asynchronous.”

(I will create a study scheme that involves the experiences of the students. For example, I will be

requiring them to make an essay which describe their daily life experiences. After that, I will

know their experiences of every student. For instance, one of the students said in his/her essay

that, “Whenever I am studying, our neighbors are bit noisy, I cannot open the camera because my

signal is poor.” Therefore, I can set time whenever we are going to do the synchronous and

asynchronous.)

While Participant A compared her answer to her experiences,

 “Siguro matututo talaga [kung] magkakaroon kami ng asynchronous and synchronous, parang

kagaya kay (Teacher A) na may tinuturo tas may interaction tas magbibigay ng mga align

activities [sa discussion]. Di yung puro basa [modular] lang.” (I think I am going to learn if we

are going to have synchronous and asynchronous classes just like to Teacher A, there is an

interaction and then he/she gives aligned activities [in the discussion]. Unlike in pure modular.)

Participant C thinks her answer carefully as she explained,

“Mas gusto ko yung tapusin na sa isang araw yung klase. Kumbaga, ngayong araw synchronous,

ta’s sa ibang araw asynchronous, nakakapagod kasi yung buong araw nakatingin ka sa

cellphone.” (I prefer of finishing the class in one day. For instance, today is synchronous, on the

next days it will be asynchronous, since it is tiring to look at your cellphone the whole day)

Both, Participant D and F suggested,

“[mas maganda kung] Synchronous kapag online class and then magbibigay ng modules ‘yun

naman yung sa asynchronous.” ([It is better if] Synchronous when online class, and then the

[answering of] modules will be asynchronous)

Meanwhile, Participant A complimented the time set-up in the 2nd semester since it allows her to

be more flexible and save her data,

“Mas okay din yung ngayon na sa ‘tin na 3 hours tayo [sa isang subject] tas isang araw tayo

magmemeet [ng isang subject sa buong linggo] gano’n. Malaking tulong siya sakin. Parang ano

siya align or tama siya for me na nakakaranas ng nauubusan ng load parang okay siya [yung

schedule] ngayon kasi isang beses nalang nagmemeet, minsan di pa nakakain ang buong oras

diba? (The schedule we have in the second semester is better, wherein we have 3 hours [in one

subject] and we will only meet for one day [every subject once a week]. It is a great help for me.

It is aligned or right to my situation in which I experience limited data. The schedule right now is

really great since the class schedule does not used all the remaining class hours, right?)
 The flexible strategy refers to a teacher's use of techniques that enable students to be

more flexible in their learning and evaluation tasks. Wherein it emphasize a flexible teaching

methods and learning activities which the learning costs are reduced, if not eliminated entirely,

tends to be a critical factor in educating low-income students (Reyes et al., 2018). In the new

normal context, flexibility refers to pedagogical approach which permits adaptablity of time,

place, pace, content, and mode of learning.

In line with this, most of the participants in the study prefer to have synchronous and

asynchronous class which can be classified as flexible learning. Since integrating both

synchronous and asynchronous class will allow students to have a class interaction once or twice

a week. Unlike in pure synchronous class, low-SES students will end up using most of their data

connection in just attending one class. On the other hand, all of the participants expressed

disapproval in a pure asynchronous (modular class) especially there is no interaction happens

between student and teacher. Due to this classroom set-up, students cannot ask their quiries on

the activities sent by the instructors. Interaction between students and teachers are still necessary

in the new normal which will serve as a guide for the students in doing their activities.

In the research of Abisado et al., (2020) which identified first the readiness of the

students and faculty in digital learning and internet accessibility. Next is the establishment of

Center for Educational Technology (CREATE) to help teaching and delivering lessons to be

flexible in this type of learning environment. In the study, full online learning is required where

online video class is used in delivering lectures. On the other hand, the Learning Packets may be

distributed among learners with minimal internet connectivity together with the Learning

Management System (LMS) which helps students to interact with their instructor. This modality
ensure that no students will be left behind. The adaptability of students and teachers is one of the

springboards to make the totality of this study.

In addition, CHED highly encourage instructors to use engagement communication

including Short Message Service (SMS), electronic mail (e-mail), chat, instant messaging, and

other means, as appropriate used to ensure customized, viable, reliable, and convenient

mentoring and feedback mechanisms in the new normal environment (For & Consultation,

2020).

Second is the Integrative Strategies. For this reason, whether the pedagogical design is

delivered through online or remote set-up or any other type of learning modality, the needs of

students are still a top priority and the appropriateness of the content, learning material, and

curriculum must highly be considered. Both Participant A and D highlights the importance of

considering the interest and needs of the students. As Participant A said,

“Kinoconsider dapat yung sa level [of] interest [and] need ng bata.”(The level of interest and the

needs of the students must be considered)

While Participant D affirmatively stated,

“Yung interest ng students siyempre, yung needs nila, and then dapat maging considerate yung

mga teachers in terms of the connection (levels) ng mga students kasi minsan sinasabi ng mga

professor na ginagawa na lang na dahilan yung nawawalan ako ng connection pero meron

naman talaga na mga estudyante na nawawalan talaga ng internet connection during class. (Of

course, the interest of the students and their needs, and then the teachers must be considerate in

terms of the connection [levels] of the students because sometimes there are professors who said

that I am making excuses for my lost connection. However, there are actually students who

struggles in their lost connection during class)

 None of the participants mentioned problems regarding costly activities in the new

normal. However, few of the participants reported on prioritizing the interest and needs of the

students when it comes to providing them activities especially internet connectivity divides class

participation and hinders in finishing assigned tasks.

Integrative Strategies are tasks that target several or interrelated learning outcomes. As a

result, integrative methods lead to a teacher's use of learning and evaluation activities that are

less time consuming and expensive for students. Designing course specifications to be general

and integrative in two or more courses/subjects to make them more cost-effective for low-

income students without compromising performance expectations (Reyes et al., 2018).

In relation to that, integrative teaching enhances core skills, material, and higher-level of

thinking of the students which can give a better understanding of the material, a glimpse of

related real-life activities, and open links between different academic disciplines (Mezni, 2017).

Third is the Collaborative Strategies. Collaboration Strategies or the use of

collaborative learning opportunities by the teachers in class. Collaborative techniques include

allowing students to team up and learn from a peer or a community. Peer mentoring and

community learning/performance exercises are examples of interventions can offered that come

under this core strategy. Allowing students to learn and conduct learning activities in together

with a peer or a community will save money for the student at the same time collaborative

learning will help economically disadvantaged students improve their relational competence. As

a result, this core approach addresses the students' poverty as a challenge. In addition,

collaboration also contributes to the shaping of low-SES students’ academic experience's

relational dimension, especially in terms of peer support (Reyes et al., 2018).

 New normal changes the set of activities to be executed in the classroom setting and it

has a huge difference during the old normal. Wherein the interaction among students and

teachers are very limited as a result, Participant B preferred to have a collaborative meeting

session in the class,

“Gusto ko yung collaborative [session]. Yung engagement yung student, yung interaction sa

student kahit na online kami, yung nagsharing ng ideas nila para kahit papaano wala yung may

maiwan sa kanila <pause> Para sa ‘kin lang ah, parang ayaw ko i-allow yung sarili ko na yung

mag-aral mag-isa kasi yung parang ang lungkot lungkot although okay lang naman siya kapag

face to face kasi matuto ka din na mag aral mag isa. Pero parang mas enjoy pag may kasama ka

mag aral yung kahit na sa chat lang ganon, video call lang at least may nakakausap ka ganon” (I

prefer to have a collaborative [session], so that the engagement and the interaction of the student

is present, even though we are online, the sharing of ideas can somehow contribute to their

learning experiences <pause> For me ah, it is, I do not like to allow myself to study alone it feels

so sad although when face to face it is fine to study by myself. However, it is more enjoyable

when you have some company in studying even though it is only on chat, or video call at least

you have someone to talk to.)

In contrast to Participant A and C they highlight their preference of an individual activity

rather than groupings. As Participant C describe the struggle of group work,

“Kasi ang hirap ng groupings kasi dahil nga online na tapos ang layo layo niyo [groupmates]

pa, tapos hindi pa kayo nagkakaintindihan, kaya mas gusto ko yung individual activity lang para

hindi na siya hassle. kapag groupings kasi nag dami niyo, halimbawa sampu kayo sa isang group

tapos ang hirap. Ayaw ko ng groupings kapag activity” (Because the group work is really

difficult since it is already online and then your [groupmates] are far away from each other, it is

hard to understand one another. That is why I prefer individual activities because it’s less hassle.
 Whenever it is a groupwork, and there are many members, for example ten members in one group

it is challenging. I don’t like group activity.)

Meanwhile, Participant A responded,

“Yung individual [activity] parang kasi kapag individual gagalaw talaga ako eh wala akong

aasahan ganun Yung by group minsan kasi nawawalan na ako ng tasks ganun then nawawalan ako ng

motivation na gawin kumbaga may inaasahan ako ganyan parang tinatamad ko gawin kasi may kasama

naman ako.” (The individual activity requires me to engage myself from doing it because I am only

relying to myself. During by group activities sometimes I do not have any task to do, I end up losing

motivation because I have someone I can rely with then I will be lazy)

She elaborated that,

“Yung paggawa ng IMs (instructional materials) kahit di ako gano’n kaartistic parang may

reason ako na parang di ako napapagod sa mga ganito parang bet ko mga ganito” (Creating IMs

is one of the activities I found engaging, even though I am not that artistic, I have my reason to

continue doing it despite I am tired because I like these types of activities.)

On the other hand, Participant B and F prefers group work and activities that allows them to be

engaged collaboratively. As Participant B said,

“Siguro yung madali lang [na activity], lalo na ngayong new normal <lags> Mga games na mag

eenjoy sila siguro like for example mga activities by pair [or konti lang ang members] kunwari

yung may activity silang gagawin na by group about sa geography gagawa sila ng any games na

pwede silang mag ano [enjoy]” (Maybe the easy ones [activities], especially in the new normal.

There are games that they can enjoy, for example, activities that are done by pair [or few

members]. For instance, activities that involves groupings they are going to do about geography

or any games that they can enjoy)

Similarly, Participant F likes group and creative activities since it allows her to get the help of

her siblings,

“Pagka by group and by friends tapos pati yung time na may pinagawang [simple] video tapos

ang nakasama kong gumagawa is yung mga kapatid ko ganyan tas ineenjoy lang namin yung

mga activity na yun gano’n. Saka activity na ma shoshow nila yung talent nila.” (If it is by group

or by friends or activities that involves making [simple] video and then I am doing it together

with my siblings, I enjoy those kinds of activities. Also, activities that can showcase talents)

Participant B also highlights that she found hard doing activities nowadays because she is alone.

“Ahhh yung part na, yung magsasagot ka mag isa mo.” (Ahh the part when you are just

answering alone).

Some of the participants do not prefer group activities since it hinders their ability to

participate in group discussion. There are so many limitations when it comes to interacting to a

group of people especially if it contains many members. There are group mates who cannot

attend the meeting due to connectivity, time constraint etc. In addition, not all members are

working in accomplishing the requirements as a result, some participants find it hard to

collaborate with one another. On the other hand, few participants emphasized the use of

collaborative strategies when the task is by pair or few members in a group since it allows them

to finish the activity faster than doing it individually.

Group activities must be relevant and helpful among the students to maintain engagement

throughout the learning process. Thus, combining the pedagogical model, the 5E framework

allows students to engage (in the learning process), explore (the content using their

understanding), elborate (those information), and lastly, the teacher must evaluate (students’

mastery regarding the subject material). Given the new normal environment, group activities

must have few members to guarantee their participation towards contributing to the project.
 Modelling Strategies. This innovative strategy deals with the provision of opportunities

for students to learn by observation and interaction with their immediate and extended

environments. By modelling, students learn through their classes, families, and communities

giving them an opportunity to gain an active and adaptive learning experience (Reyes et al.,

2018). Although face-to-face interaction is not feasible in the new normal due to school closures

and social distancing rules, most of the participants believe that they learn better with others

being their resource person or guide in their studies.

As Participant A, B, C, and D stressed the importance of student-teacher interaction even

in the New Normal. As Participant A said,

“Yung kapag nagtuturo talaga ang teacher, nagkakaroon talaga ng interaction sa teacher, guide

ganun. Hindi ako masyado [nagrerely] dun sa sarili [ko] lang [pagdating sa pag-iintindi ng

lesson]”. (When the teacher is teaching, there is an interaction to the teacher, [it will serve] just

like a guide. Like I am not much relying on myself [when it comes to understanding the lesson])

Also, Both Participant C and D suggested the need for the teacher to discuss the lesson.

Especially Participant C said that some students are not reading the modules,

“Mas gusto ko yung nagdidisscuss [si teacher] kaysa yung nagbibigay lang ng module, minsan

kai hindi naman nila [student] pag-aaralan yun tapos wala din silang natutunan, mas gusto ko

yung [may] nag di-discuss. Para ma-engage silang [student] lahat.” (I prefer when [the

teacher] is discussing rather than just giving the module, because sometimes they

[students] are not reading the module then they will not learn. It is better when someone

is discussing so that they [student] are engaged.)

In the same way, Participant D argues that it is important to encourage teachers and students to

ask questions during and after the discussion.

 “Para sa akin, siguro [mas maganda kung teacher will] ask question during and after the

discussion. During the discussion para malaman kung talagang nakikinig ba yung mga students

and then para ma-encourage sila na makinig kasi baka kapag tinanong sila ng teacher wala

silang masagot at wala silang grade. And then, after naman ng discussion, maga-ask questions

din [ang teacher] para sa clarifications, para sa additional information.” (For me, I think it is

better when [the teacher] ask questions during and after discussion. So that the teacher can

monitor during discussion if the students are listening and then the students are encourage to

listen because maybe there is a question they need to answer and then they could not answer the

question they will not gain points. After the discussion, [the teacher] will also ask for

clarifications and for additional information)

Due to the current remote learning situation, all of the participants were restricted to their

immediate environment only, with some participants noting that since they are studying at home,

they become the models instead for their younger siblings and as their parents cannot really help

with their collegiate works. Because of the remote learning situation too, one of the academic

problems that some participants raised was that since they are learning by themselves now,

without the usual help and guidance from their classmates and friends, they have some difficulty

grasping the lessons and instructions on activities, most especially the ones given through

modular learning. Still, the participants also expressed that teachers can still become role models

and resource persons for students given a virtual learning platform as online classes becomes the

learning delivery if there is an interactive relationship between students and their instructors.

Modelling in education is important because it is one mode of learning of any new skill

or knowledge (Bandura, 1986). It also plays a key role in the acquisition and development of

cognitive and meta-cognitive skills, fine motor skills, interpersonal skills, and later professional

skills (Salisu and Random, 2014). Without modelling, learners will have difficulty acquiring and
applying knowledge, skills, and competencies. Hence, it is also crucial for teachers and

administrators, and most especially parents, to become right role models for students as students

can learn and adapt behaviors by observing others.

Fifth is the Future Oriented Strategies. This innovative strategy deals with the

provision of opportunities for students to think and reflect on their future. In this core strategy

students are given tasks through future-oriented learning such as career planning task which let

students to tap their motivation towards their future goals and aspirations (Reyes et al., 2018).

In other perspective, Participant D is looking forwards for an integration of a pedagogical game

in delivering lessons,

“Yung mga pedagogical games gaya nung ginagawa natin sa isang teacher, yung mga ganoong

tipo ng activities. Yung [mismong mga] activities na nasa pedagogical games.”

(Pedagogical games just like the requirement we passed to our teacher, the activities we did in the

pedagogical game itself are really engaging)

Additionally, Participant E, took a long time to decide what engaging activities he had in this

semester as he replied,

“Yun, FLA [Flexible Learning Activity] na nga lang. Kasi real-life kasi yung mga kailangang

ilagay doon e. Real-life experiences siya kasi nacoconnect mo ang sarili mo sa FLA.” (The FLA

[Flexible Learning Activity], that’s all. Because when [I am] answering that activity, it puts you

into a real-life situation. You must connect your experiences in the FLA)

However, Participant A and E added that they are overwhelmed when the activities are requiring

them to use many technologies. Participant A expressed her difficulties,

“Mga talagang alam ko naman na mahihirapan ako [pagdating sa activities] like mga

pinapagawa ni Teacher C <Tumawa sa sinabi>. Yun parang nahihirapan ako ung once na topic
 eh yung mga activities mga gagawin natin is more on technology yun mahihirapan ako.” (I think

I am going to struggle on the activities like Teacher C’s requirements <laughs for a while>

because the topic and the activities involves are more on technology that is why I find it

challenging.)

Participand E added video recording activities as the hardest part of all activities,

“Yung activities na may kinalaman sa video recording, video editing. Yun yung mga feeling ko na

hindi engaging para sa akin. New normal na nga, papag videohin ka pa. Ang hirap hirap nga

maghanap ng space para makapag video ka ng maayos. Yung manok nga tumitilaok. Paano ka

naman makakapagrecord ng maayos kapag ganon?” (Activities which do not have a clear

instructions. Also, activities that involves video recording, editing. Those are activities that I do

not feel engage at all. It is already new normal, teachers will require you to do video recording. It

is hard to find a space wherein I can record nicely. There are chickens which clucks. How can

you record nicely if you have that [kind of environment].)

In this new normal, teachers are also applying future-oriented activities, usually using

educational technology in classrooms to learn through gamification or pedagogical games,

simulation activities, and other online activities that uses new technology. Given the current

remote learning situation, online classes are also here to stay and students need to plan and

reflect on their learning for their future careers or aspirations. One problem on future-oriented

strategy, however, is that a few of participants stated that they are not “too technology literate”.

Future-oriented activities delivered in online learning too, now for some of the participants it is

difficult since almost all of them only uses mobile data for their studies and when an activity

uses too much data, they get disconnected or would need to continually turn in their activities

many times due to signal or connectivity problems.

 In this new normal, learners should be exposed to future-oriented activities and strategies.

This is especially needed for students to acquire and illustrate skills and knowledge needed for

21st century learning and for them to succeed in work and life (Battle for Kids Organization,

2019). In line with the Partnership for 21st Century Learning (P21), there is a need to prepare an

entire generation of learners for the 21st-century workforce and hence through effective future-

oriented strategies, students can learn the life and careers skills, digital-related technology skills,

and acquire learning and innovation skills needed for students to succeed and to contribute to

nation building in the future.

The sixth strategy is positive mindset. This innovative strategy deals with the provision

of opportunities for students to develop positive mindset and practice optimism in their learning

activities. This core strategy is critical in any learning task and situation as there is a need to tap

student motivation and their coping strategies to improve their attitudes towards learning (Reyes

et al, 2018).

Likewise, Participant B, D, and F likes individual activities which they think are fun and relevant

to them. Participant B genuinely replied,

“Yung passing of ppt. Na enjoy ko yon kasi nung time na gumagawa ako no’n nasa mood ako,

kasi gusto ko yung teacher, yung mabait kasi yung teacher kaya mag eeffort ako dito gano’n”

(The passing of PPT. I truly enjoy that because there are times that I am in the mood while doing

it, because I like the teacher and he/she is kind that is why I am exerting effort while doing the

activity.)

Participant D answered,

“Yung sa dati naming Prof, may quiz siya na may sound effects ganun.” (I like the quiz that has a

sound effect which our previous professor did during our quiz)
 Although Participant A and C prefers an individual activity, both of them do not find

motivation in doing their module or any paper writing activities. Participant A paused for a while

since her cellphone is over heating,

“Parang kasi di gumagana ang utak ko. Ayoko talaga yun [paper works] eh kasi parang

nahihirapan ako sumagot kasi parang wala mga motivations ko. Parang binigay lang sayo tas

sasagutin mo lang lahat ng iyan parang pinapasa ko lang siya para matapos ganun.” (It feels

like my head is not working. I do not like it [paper works] because I struggle to answer, my

motivation is missing. It feels like it is given for us to answer and pass it for the sake of passing)

Similarly with Participant C,

“Nawawalan lang naman ako ng motivation kapag sa modular, kasi hindi naman, na discuss,

kasi may times na ibibigay lang naman nila yung module tapos walang synchronous class. As in

ibigay lang nila tapos kayo na bahala.” (I am losing motivation when it is modular, since it was

not discuss, there are times that they [teachers] will give module and then there is no synchronous

class. Like it is given and it’s up to you [how you will do it]).

While Participant F does not go for an essay activities since she struggles to meet the word

count,

“Yung essay kasi nahihirapan ako pagdating sa essay lalo na kapag English. Nahihirapan ako

pagka.. Hindi naman yung mismong essay ganun. Nahihirapan ako yung sa ano pag may mga

limits na word yung kailangan mameet yung 500 words ganyan. Kasi sanay kasi ako pag nag

eexplain summarize kaagad.” (When it comes to essays, I find it challenging especially if it is in

English not really on the essay itself but towards on meeting the word count of an essay. I am not

good to explaining things, I tend to summarize them immediately.)

In addition, Participant D mentioned that lack of motivation hinders her from doing her

activities,
 “Ang hardest part is yung kinakalaban ko yung sarili ko. Kasi minsan kapag gusto kong gumawa

ng mga school works pero kaso ayaw ng utak ko, hindi siya nakikisama ganun.” (The hardest

part is when I am fighting with myself. Because sometimes whenever I like to do my school

works but my brain does not cooperate.)

Moreover, all of the participants do not prefer activities which are not explained by their

instructors. As Particpant B requested,

“Hmmm. Ahh yung paggawa ng modules kasi yung, yung point lang sana namin kapag nagbigay

ng module [si teacher] ay yung eexplain nila yung sana i meet naman kami kahit 30mins, 10mins,

5mins lang kasi para i-explain paano gawin yung dito [module]. Kaso hindi kasi e, bahala na

kayo. Tutal hindi na-explain yung gagawin so parang ginagawa ko nalang siya para ipasa

nalang wala nakong natutuhan” (Hmm, ahh answering the modules because the point here is, if

the teacher gave us modules, I hope he/she explains how we should answer the module. I hope

he/she meets us even for 30 minutes, or 10 minutes or 5 minutes. However, it is not the case, like

answering the module is up to you. Since the instructions were not explained, all I do is finished

the activity for the sake of passing and did not learn anything.

Similarly Participant F answered,

“Tapos may mga activity din kasi na wala ding instructions tapos magtatanong pa [sa mga

kaklase] kung paano muna gawin yun. <Realize she said something wrong>Ay may instruction

kaso lang nahihirapan pa rin ako kasi nga mas nasanay ako na agad kong nagegets pag may

example talaga gano’n.” (Then there are activities which do not have instruction then I have to

ask [my classmates] on how to do the activity. <realize she said something wrong, immediately

corrects it>. There is an instruction however, I am struggling in complying with it since I am used

to understand instructions without examples in it)

In planning of instruction, teachers in this new normal must consider activities that can give a

positive learning experience for the students and which they will find as meaningful, fun, and
relevant while they acquire insights about their lives. Without the activities being “positive” for

the students, just how some of the participants asserted, they are “only complying and not

learning” will continuously be an academic experience which will be felt by students and which

will affect their motivation and attitude about learning. Even in the remote learning situation

now, the participants were divided as to whether they take online class (and its activities)

positive or negative, with a few participants noting that they are mentally exhausted and that

there are more activities now than in the face-to-face classes before which affects their mindset

in learning in the new normal. For this reason, as Reyes et al. (2018) contended, teachers must

understand their students’ students’ contexts, motivations, adaptive strategies, and personal

relations as this is crucial in the application of a pedagogical strategy to address the academic

experiences of these students.

In this line, achieving a positive mindset from students is necessary to facilitate learning.

This focuses on the affective domain of the students that involves their attitudes, feelings,

thoughts, and emotional insights. Attitudes are also more motivating than emotions and habits

and influence behavior (ACS Distance Education 2011-2021), in this line there is a need to

improve and develop positive attitude among students because without this, it also decreases

their motivation to learn. As student motivation deals with the desire to participate in a learning

process (Pivotal Education, 2021), students’ mindset must be considered as it plays an important

factor for their learning performance and success.

In conclusion, the need to be sensitive and responsive to the context of low-income

students or economically-challenged is imperative to address their learning needs. The need for a

new normal context-sensitive and responsive pedagogical design and framework is needed now

more than ever, and this model, adopted from the study of Reyes et al. (2018) addresses the need
of the students in the new normal being grounded on contextual, personal, and relational

dimensions. This pedagogical model is highly relevant in the current learning situation as the

need to identify actual and ideal strategies for economically disadvantaged or low-income

students is crucial in the facilitation of learning, to improve learning experiences and gaps, and to

bridge educational inequalities brought by poverty.

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