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 in None None 7 persons in
members who shared the internet internet
the same 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.

Low-SES Social Studies do not want to waste their remaining school years.

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)

Low-SES Social Studies students wanted to have a secured future.

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.)

Lastly, 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.)

Family and Dreams as a source of motivation to study amidst the pandemic.

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.)

3. Low-SES Social Studies Lived Experiences During the New Normal

Lived experiences talks about the individual personal involvements and knowledge about

the society where they live. According to Oxford University Press (2021), lived experience is

gained through direct and first-hand involvement in everyday events.

As the society shift to the new normal, there are many changes and adjustments that were

made by individual that affects their lived experiences. To some, the shift from new normal
makes their life easier but for many it makes life more difficult. Thus, the transition of educative

process brought various reactions to many students and their family.

Participants Parents’ Reaction to the Shift of New Normal Education.

In the study there are parents and participants who took the transition positively but there

are also who took it as negative. Regardless of that, both must adapt in the new normal.

Both of the parents of Participant D and F took it as a positive news. Participant D

explained that her family saves more money from school during the pandemic where it exposed

that,“Kasi dati yung PHP200 na baon ko every day, nandoon na lahat, yung lunch, and then

yung pagpapa-print and then yung pamasahe. Kaya naman sabi nila [ng parents ko] na mas

matipid yung online class kasi yung 200 pesos na baon ko every day, pwede ko siyang ipang-

load ng for 2 weeks.” (Before, my school budget is 200 pesos per day which I spend for my

lunch, for the print materials that we need in school, and for my transportation fees. But now, in

an online class I can use that 200 pesos for a two-week data load. For that reason, my parents

stated that, in an online class we can save more.)

Also, Participant F commented that, “[tinake ng parents ko yung new normal as] positive

kase ano… yun nalang din naman yung nakikita nilang way para mapagpatuloy pa yung pag-

aaral ngayon kasi dahil nga sa pandemic...” (My parents took the new normal as positive

because my parents see it as the only way for the education to continue).

On the other hand, Participant A, C and E’s parents took the transition negatively.

Participant E told that his parents were shock due to the transition, “Na-shock sila syempre...

nao-shock sila kasi syempre yung transition mahirap.” (Of course they were shocked with the

transition. They were shocked because the transition is difficult).

 Meanwhile, Participant A and C’s parents are full of uncertainties and anxiety when the

news of distance learning were brought to them. “Una papaano daw? Siyempre, wala naman

kaming Wi-Fi ganun. Kung magaapply kami dagdag gastus yun. Tapos di naman kasama yun

sa budget namin ‘di ba? Tapos yun nga, [tinanong nila] paano yung connection mo? O kaya mo

ba?”, said Participant A. (First they said how will I take distance education? We do not have a

Wi-Fi that’s why. If we are going to apply for the Wi-Fi installation, it will cost an extra money

because it is not part of our budget. Then they asked me how about my connection? can I make

it?). This case is also similar to Participant C, “Noong una po kasi nahihirapan sila parang hindi

nila alam kung paano [ako mag-aaral]… then nahirapan din ako kasi noon po wala pa po

[kaming] Wi-Fi bale [mobile] data lang po parang ang hirap na gano’n [kase mahina ang

signal sa’min]. Pero sinabi naman ng parents [ko] atsaka ni brother na sige ituloy nalang

ganon.” (At first, my parents struggle because they do not know how I will take the distance

education. I also struggle because during that time we do not have a Wi-Fi yet. I am just using

mobile data that time… which is very difficult because the signal in our place is not stable.

Although, we struggle…my parents and my brother convince me to still study).

In the situation of Participant B, her parents expressed neutrality towards the shift of

educative process. Participant B describe her parents’ reaction, “… wala naman, yung wala

silang reaksyon. Sabi nya osige bahala ka, ganun lang. Wala silang sinabi. [Basta] mag-aral na

lang daw [ako]”. (My parents do not react to the shift of the education. All they say is that, even

though the situation is like that, I should still study).

3.1 Economic Experiences

 Due to the occurrence of the pandemic, economic experiences of the individual were not

the same as before. The most affected was the families who belong to low socioeconomic status.

Whereas according to the participants of the study they experience the following:

Family Members Lost Their Job That Results for Insufficient Family Budget.

Most of the member of the family of the participants who works for their daily living lost

their jobs. There are some who did not lost job, but their work is not stable like before when the

pandemic never occurs. Also, the family business of one participant had been affected by the

pandemic.

Both fathers of Participant A and Participant B lost their job because of the pandemic.

Participant A stated that, “[noong]una palang ng lockdown yung tatay ko [ay] talagang di

nakapagpasada [ng tricycle]… [Dahil doon] Walang income [yung family namin]... Sobrang

laki ng epekto na iyon sa budget namin” (In the start of the lockdown, my father had no longer

able to drive his tricycle [because its prohibited to go outside]. For that reason, our family budget

had been greatly affected). Participant A also added that, “…dati bibili ng ulam ang nanay ko

tapos ibubudget niya lang for isang araw. Pero ngayon dapat kapag inulam namin dapat

maiuulam namin siya sa gabi ganun. Parang talaga ang budget namin allotted na siya sa ilang

araw. Dati isang araw lang, ngayon kailangan alloted na siya ng ilang araw na ganun.” (Before

when the pandemic never occurred, my mother buys different meals for breakfast, lunch, and

dinner. But now, our meal should be allotted for the whole day. Since our budget now, must be

allotted for many days unlike before).

Likewise, Participant B specified that, “…noong pandemic nawalan ng trabaho si papa

ko. So, yung income namin noon hindi ganoon kaganda. Tapos may mga times na umuutang
nalang minsan ganon [para may budget].” (During pandemic, my father lost his job that causes

our income to be not enough for us. Then, there are times that we are only borrowing money for

us to have enough budget for our daily expenses). Participant B emotionally continued that, “...

kasi noong face to face unlimited yung trabaho nung tatay ko…kasi si tatay ko hindi siya

makahanap ng trabaho kasi lockdown na… [sa] construction kasi yung sideline niya…”. (Before

the new normal, my father’s work in construction is unlimited. But now because of the lockdown

he cannot find work anymore). Participant B also added that, “yung bukid kasi namin maraming

gulay so panay dun kami nakadepende, panay gulay ang ulam namin...” (During the lockdown,

we became dependent to our farm which has vegetables. There are times that it comes to the

point that we just always eat vegetables).

Moreover, because of the pandemic both the work of the mother and father of Participant

D did not become stable in which Participant D stated that, “Ngayong new normal parang mas

naging gipit kami [sa pera] kasi yung work ni Papa ko, ayun is hindi siya stable hindi katulad

ng dati, and then yung work din ni Mama ko hindi rin permanent.” (In the new normal, the

budget of our family became more inadequate for us, because my father’s work is not stable

anymore unlike before. Also, the work of my mother is not permanent).

Similarly, both the father and brother of Participant E had lost their stable jobs.

Participant E stated that, “…mostly yung mga nagtatrabaho sa amin ay nawalan ng trabaho.

Yung tatay ko na-stop, hindi [na] continuous [yung trabaho niya]. Nung nagkatrabaho siya

lately lang, hindi rin continuous ang sahod [at trabaho]. Same with my brother, hindi rin

ganoon kaano [stable] ang trabaho [niya]. Since lockdown nga bawal lumabas. Because of that,

nagkaroon kami ng kakulangan sa resources paminsan-minsan. Minsan umaasa [lang] kami sa

ibibigay na ayuda since wala ngang trabaho [yung tatay at kuyo ko] ...” (Most of the members
of our family who works had lost their jobs. My father’s work had stop during the lockdown. He

just recently had his work, but his salary and work are not continuous. My brother’s work also is

not stable. Since, because of the lockdown, it is prohibited to go outside. For that reason, we

experience lack of resources sometimes. There are times that we are just relying on the relief

goods that will be given to us).

While, according to Participant C its brother had lost his job due to the lockdown which

slightly affected their family budget where it stated that, “Si Kuya po talaga ang naapektuhan

[dahil nastop siya ng trabaho]. Sa SM po [kase siya nagtatrabaho], parang nagtitinda, sa isang

stall po”. (My brother is working at SM Mall as a salesclerk on one of the store’s stall. Due to

the lockdown, he lost his job). In addition, Participant C stated that, “…yung papa ko po ano

siya farmer, hindi pa naman po panahon noon ng ano tag-ani, kaya …wala po silang trabaho

noon. (My father is a farmer. It is not yet the harvest season when the pandemic occurs, so he

does not have work at that time). In that case, their family budget had been affected but not

greatly affected like the other Participants. As Participant A added that, “Marami namang

dumating na ayuda, tapos nag budget budget nalang [kami]. Probinsiya po kasi ito tapos may

mga tanim naman. Tapos, may mga pagkain naman po na bigas ganoon, parang okay naman

po siya, hindi naman po ganoon nahirapan”. (We received a lot of relief goods which we budget

properly. Also, we are living in the province that is why there are lots of vegetables, fruits, and

rice that is available. In that case, even the pandemic occurs, we did not experience much

difficulty in terms of our economic aspects).

In contrast, none of the members of the family of Participant E had lost their jobs because

their only source of income is their sari-sari store. As Participant E stated that, “Wala naman

[nawalan ng trabaho sa amin]. Kase mismong yung sari sari store lang namin yung
pinagkukuhanan namin ng [income].” (None of the member of our family had lose their jobs

because the only source of our income is our sari sari store). However, even though no one had

lost their job, the pandemic still had seriously affected the source of income of their family in

which Participant E specified that, “…lahat nung tao din diba [ay] nawalan ng trabaho o kaya

nahinto yung trabaho nila, [dahil doon] nabawasan din yung mga bumibili samin …”. (People

had lost their jobs, right? If not, the work of people had stopped because of the pandemic, that is

why people who buys in our sari sari store had decrease in number which greatly affected our

budget).

Experience Running Out of Food During the New Normal

Most of the participants (A, B, C, E, and F) of the study did not experience running out of

food even though their family budget had been greatly affected by the pandemic. In which

Participant A proudly shared that, “Yun nga, sabi ko nga di naman [namin naexperience

maubusan ng pagkain]. Pasalamat sa Diyos na di kami umabot sa ganoong sitwasyon. Kahit na

nagkapandemic kumakain parin kami sa tamang oras, three times a day. Hindi naman dumating

sa point na ganun [kase] madiskarte din si papa eh…”. (We are thankful to God because we did

not experience to run out of food, even though its pandemic, we are eating in time —three times

a day. Since, my father is so resourceful). In addition, Participant B stated that, “hindi naman

po [naming naexperience maubusan ng pagkain] kasi … may bukid naman po kami tas may mga

tanim naman po kaming gulay”. (We did not experience to run out of food because we have our

farm which has vegetables).

On the other hand, there is only one participant —Participant D, who emotionally shares

that their family had experience to run out of food during the new normal in which Participant D
revealed that, “Opo [naexperience naming maubusan ng pagkain], isang araw wala kaming

ulam, buti na lang nagbigay yung Lola ko ng mauulam namin that day.”(Yes, our family

experience running out of food during the new normal. There is a day, where we do not have any

dish that we can eat. If only not to our Grandmother who gave us dish that day, we do not have

any dish that we can eat).

Furthermore, even though each of participant family is consisting of 5-7 members. All

the participants have stated that their living arrangement does not affects their food security.

Creates Business to Increase Family Budget

Two out of six participants have stated that they start small business for them to not

experience to run out of food. According to Participant A, “yung nanay ko nga nagbusiness

kami kahit na maliit lang… nagtinda kami. Yun ang ginawa naming way para hindi namin

maranasan ang mga yun [ang maubusan ng pagkain]”. (My mother and I started a small

business where we sell foods that is why we did not experience to run out of food). Furthermore,

Participant A added that, “Yung ginawa namin, nanood ako sa YouTube kung ano ang pwedeng

business [ngayong pandemic]. Tapos, gumawa ako ng mga pwedeng pagkakitaan like graham

balls, ganoon gumawa kami ni mama. Tapos yung mga saging… binenta namin like banana cue,

biruya, mga turon tas gumagawa rin kami ng pastillas at yema.” (What we did is that, I watch

videos from YouTube about what possible business can be created during the pandemic. So, I

made graham balls together with my mother that we can sell. Also, banana cue, biruya— a

banana fritter, turon— a banana fritter in lumpia wrapper, pastillas— a sweet milk candies and

yema— a caramel-like candies made of condensed milk and ground roasted peanut).
 In connection with that, Participant B also shares that they also start a small business

where it specified that, “parang ang ginawa [naming ay] nagbusiness nalang…diba may

scholar naman, nung natanggap ko yun nag business ako, nagbusiness kami. Nagbenta kami ng

street foods”. (When I receive a money from my scholarship, what we did is that, we started a

business. We sell street foods in our barangay).

Prioritize Necessities and Learned to Save Money

Due to the insufficient family budget, Participants A, D, and E stated that they have

learned how to save money and to set aside the things that are not that important for their daily

living. Wherein Participant A detailed that, “Inuuna ko talaga yung pangangailangan talaga

namin. Like [yung] mga nakukuha ko [sa scholarship] yung ginagawa ko, sinesave ko siya then

yun ang gagamitin ko [na panggastos]. Like ngayon nagamit ko siya sa online class, yun [ang]

ginagamit kong panload [dahil doon] di na ako humihingi sa tatay ko unlike before [humihingi

pa ako ng panggastos] yung transportation, pagkain, binibigyan ako ng baon pero ngayon di na

ako humihingi”. (I really prioritize what our family needs. I save the money that I got from the

scholarship then I used it for our daily expenses. Like now, I am using the money that I got, for

me to have a mobile data load in order to attend my online class. Now, I am not asking for

money to my father, unlike before, I am asking for money that I can use for transportation and

food expenses in school).

Likewise, Participant D shared that, “dati yung mga gusto kong bilhin [nabibili ko] …

kaso kasi ngayong nagkaroon ng pandemic parang naapektuhan nito na i-set aside na lang yung

mga gusto ko and then kung may pera ako na pambili sa mga gusto ko, ipambibili ko nalang

para sa kailangan dito sa bahay namin.” (Before, I can buy the things that I want. But now

because of the pandemic, it affected me in a way that I learned how to set aside the things that I
want. Now, if I have money, instead of using it to buy the things that I like, I just used it to buy

the necessities in our house).

Similarly, Participant E also added that in order to help for the budgeting of their family,

Participant E stated that, “Kung baga ang ginawa ko lang naman kasi…[dahil]…limited ang

resources, kailangang paghati-hatian sa maraming kapatid o maraming miyembro ng pamilya.

Hindi na ako humihingi pa ng sobra doon sa kailangan kong resources. For example, sa

masarap na pagkain. Kung wala namang karne…kung wala namang pambili ng karne, hindi na

ako maghahanap pa ng ulam na karne. So, nag-aano [nagtitiis] ako sa kung ano ang mayroon

para makatulong sa pagsustain ng resources na mayroon kami”. (Due to the limited resources,

what we did is that we just share what we have. Also, I do not ask for too much. For example,

even though I want to eat tasty food like meat, if we do not have money to avail it, then I will not

ask for it anymore. I just learn how to be contented on what we have. So that I can help in

sustaining our resources).

3.2. Physiological Experiences

Physiological experiences are referring to personal or actual understandings about

individual’s personal physique. As the way of living shifts to new normal, it is undeniable that

individuals’ physiological experiences have change too.

Participant Experienced Sickness in the New Normal

Participants D and E of the study experiences to have headache because of the excessive

gadget use in studying online every day. According to Participant D, she experiences headache
during the lockdown because of using gadgets in studying where it said that, “Ngayon pong new

normal laging sumasakit yung ulo [ko] and then mahapdi yung mata kasi po dahil siguro sa

everyday na nakatutok sa cellphone.” (During the new normal, I always experience to have

headaches. Then, I experience sore in my eyes…because I use my cellphone every day).

In lined with this, Participant E added that, “Pagsakit ng ulo [yung nararamdaman ko]

lang kasi araw-araw nakatapat ka ba naman sa gadget ang sakit sa ulo. Tapos yung mata ko pa,

para siyang nagkakaroon ng vertigo yun.” (I experience headache every day because I am in

front of my gadget every day, that is why. Also, my eyes, seems like it has a vertigo —a feeling

of dizziness).

Meanwhile, according to Participant B, C and F they experienced to have fever during the

lockdown. Participant B mentioned that, “Oo mga tatlong beses [akong may] lagnat. Tapos

acid…nilagnat tapos sumumpong yung acid ko.” (Yes, I experience having a fever three times

during the lockdown. Then, after my fever my acidity strikes). Furthermore, Participant C added

“Lagnat lagnat lang po [yung naexperience ko], na sinasabi nilang normal lang.” (I

experienced having fevers but according to my family it is just normal. Also, Participant F

emphasizes that, “[Yes, I experience having a fever]…kapareho lang din sya noong hindi pa

new normal, per year kasi talaga nilalagnat ako once in a blue moon yun lang.” (Yes, I

experience having a fever, but it is just the same as in the old normal. Per year, I really

experience having fever once in a blue moon.)

Meanwhile, Participant A, emphasizes that it gains weight during the lockdown ad also it

experiences to have migraine because of the excessive use of school related gadget. In which it

states that, “Healthy naman [ako]. Kung mapapansin niyo nanaba. Ano lang mga migraine

ganun [yung naexperience ko]. Parang mild lang pero di man tumatagal… [at] yung parang
namamalat lang ganoon”. (I am healthy and if you will notice I gained weight. I just experience

to have a mild migraine, but it did not take so long. Also, sore throat.)

Participants Experience Being Physically Active in the New Normal

When the participants were asked if they are physically active during lockdown,

Participants A and F states that they are physically active during lockdown in terms of doing

business and doing household chores. Participant A mentioned that she is physically active

during lockdown in terms of starting her business. “Naging physical active ako during lockdown.

Talagang nagbenta kami ngayon [ng mga pagkain]. Ayun ginawa ko.” (I am physically active

during lockdown. We sell foods and that is what I do.)

Furthermore, Participant F added, that she is physically active in doing household chores.

“Physical active? Ngayong new normal, Oo, kasi nung nag start yung ano [lockdown], wala

naman magawa kaya lagi nalang naglilinis dito sa bahay ganoon”. (Yes, I am physically active

during the new normal because when the lockdown started, we do not have things to do, that is

why we always clean our house.) While, Participant B mentioned that it rarely does an exercise.

“Nag exercise minsan.” (I exercise sometimes) as it said.

On the other hand, Participants C, D, E, and F states that they are not physically active

during lockdown. There reason is that they are just staying at home that causes them to become

lazy. Participant C nodded and replied “Hindi naman po [ako physically active ngayong new

normal]. Sa bahay lang po kasi [lagi] eh. Yung wala po talagang lumalabas, [kaya] hindi po.”

(I am not physically active during the new normal because we are just staying at home and going

outside it is not allowed, that is why I am not physically active.)

While, Participant D smiled and laugh as she added that, “Hindi po [ako naging

physically active], actually nitong lockdown mas naging tamad pa ako sa bahay namin.” (No, I
did not become physically active actually I become lazier in our house during this lockdown).

Likewise, Participant E shares that, “No, hindi ako active physically kasi naka-confine lang

naman ako sa isang lugar. Ang hirap naman maging active kung nasa loob ka lang ng

kwarto….” (No, I am not active physically, because I was confined in one place. It’s hard to be

physically active when you are always in your room).

Participants’ Diet and Routine in The New Normal

Diet and routine have a big impact on physiological well being of the participants.

According to Participants B, E and A states that new normal greatly affects their diet and routine.

Participant B mentioned that, “Noong first month na nag try akong mag diet… okay lang naman

siya kasi siyempre dahil narin siguro sa kahirapan….” (During the first month I tried to diet

myself from food. Well, it just okay on my part because of the shortage of food.)

Furthermore, Participant E added that new normal affects her diet and routine in terms of

going to school. In terms of diet, Participant E mentioned about gaining weight in the new

normal. “Naapektuhan nya ang aking routine and diet. Sa routine, dati maaga nagigising

although lagi ding late [nakakapasok]. Ngayon kasi hindi na gaanong maaga…. Sa diet naman

mas lumalakas akong kumain. Pero mas kumokonti naman ang physical activities na ginagawa

dito sa amin” (It affected my routine and diet. With my routine, before, I used to wake up early

although I was always late to school. Now it’s different, I wake up not too early…. In terms of

my diet, I eat a lot. Yet our physical activities in our house was lessen.)

Lastly, Participant A answers the questions while laughing and emphasizes of having a

diet because she gained more weight in the New Normal. “Sa pagkain naman mas masasabi ko

talaga na mas active ako sa pagkain ngayong new normal, pero ngayon naalarma ako na hala
ang laki ko na. Kaya napaisip ako na talagang magdiet di naman yung sobra sobra diet yung

kumbaga yung pagkain lang din unlike noon, noong simula noong lockdown as in sobrang dami

ng pagkain ko ganoon tas kumakain ako ng breakfast palang kanin ngayon hindi na, parang

napapansin ko rin talaga na di na nagiging unhealthy tapos marami na nakakapansin ganoon.

Kaya ginawa ko ay one-month siguro nakakalipas na napaisip ako ganoon na unti unti talaga

bawasan pagkain ko na noon nagzuzumba…”. (In terms of food, I can say that I am active now

in terms of eating. But I am afraid because I gain weight and I think I need to diet. During

lockdown I ate a lot with rice, and now I did not do that because I can recognize that it’s not

healthy anymore. One month ago, I decided to lessen my food e and I start doing Zumba but now

I did not do it anymore).

On the other hand, Participant C and D states that, before going to school in the old

normal, they only drink coffee for breakfast. But now, they already eat rice for breakfast.

Participant C sadly mentioned that, “Kapag pag-uusapan yung nag-aaral po, noong face to face

wala talaga kainan tuwing umaga parang kape lang. Pero [ngayon] kapag sa bahay po kasi

kapag may pasok, [may] kakainin kang umagahan ganoon po”. (If we talk about going to

school, during the face to face, I do not eat breakfast, I just drink coffee. But in the new normal,

if I have class, I have something to eat for breakfast because we are just in our house).

In lined with this, Participant D added that, “Ang routine ko noong old normal, sa umaga

before bago pumasok ng school coffee lang and then maliligo na, magbibihis and then papasok

na sa school…. Pero ngayon pong new normal mas nakakapag-breakfast na ako ng maayos.

Hindi na ako nagmamadali kapag may pasok. Kasi sa online class, pwede naman akong kumain

habang nagka-klase”. (My routine during old normal in the morning before going to school, I

just drink coffee and after that, I take a bath, change my clothes and go to school…. But now in
the new normal, I can eat breakfast properly. I am not in a hurrying if I have class. Because in

online class, I can attend class while I am eating)

However, Participant F emphasizes that new normal did not affect her diet and routine.

“Hindi naman [nag-iba yung routine ko] ... pagdating sa paakain… nung face to face kasi diba

kung ano yung oras na binigay sa atin kapag kakain dun yung time na kakain tayo [na madalas

late] … dito sa bahay kasi…. sanay kasi akong kumakain ng late ganun …”. (My routine did not

really change… when it comes to eating during face to face, you can only eat on the give time

which is lunch break even though sometimes its already late. Here in our house we are also used

to eat late, that is why).

3.3 Psychological Experiences

Challenges in the new normal greatly affects the well-being of people especially in the

psychological aspects. There is a large gap between people who belong to high socioeconomic

status and low socioeconomic status especially on the way they think. For people who belong to

high socioeconomic status, they are more risk taker, does maintain healthy habits, and are

voracious reader and observers (Choudhary, 2021). For this reason, most of rich people can

manage their psychological aspects even in the new normal. On the other hand, psychological

experiences of people who belong to low-socioeconomic is not that good as to with rich people

especially now, in time of the pandemic. Most of the participants of this study stated that they

felt stress, anxiety, loneliness, unmotivated, and fear during the new normal.

Participants Felt Scared and Worried During the New Normal

 Two of the participants of the study felt scared in the new normal because of the

possibility that they might get infected with the virus. Participant C shared that, “…

[naramdaman ko] yung takot po, kasi kahit hindi kami lumalabas, baka madamay kami sa mga

[COVID]cases, yun..po, takot [talaga].” (I felt scared during the new normal, because even

though we are not going outside…there is still a possibility that we can be infected by the corona

virus. So, that’s makes me really scared).

Similarly, Participant D seriously shared also that, “During lockdown, siyempre natakot

ako sa safety ng family ko and then sa safety ko rin bilang estudyante. Kasi nung lockdown,

iniisip ko na kapag umalis sina Mama ko sa bahay baka makasagap sila nung virus sa

pupuntahan nila and then mahawa kami ganoon.” (During the lockdown, of course I felt scared

for the safety of my family and my safety as a student. All throughout the lockdown, I am

thinking that, if my mother and other member of our family go to the outside, there is a

possibility that they can acquire the virus to places where they go. Then, if that happens of

course we will also be infected).

Furthermore, Participant A, C, and D felt worried about the uncertainties that they are

facing brought by the pandemic. In which, Participant A felt worried about where they will get

money for their daily living and how long the lockdown will take. It stated that, “… iniisip ko

talaga yung gastos, kung saan kami kukuha [ng panggastos] sa mga susunod na araw. Kung

tatagal pa ba ang lockdown… at kung tatagal pa ba yung walang trabaho kuya ko… walang

trabaho papa ko…”. (What I really think about is the expenses. On where we will get money for

our daily expenses. If how long lockdown will occur. How long will my brother and father will

have no work).
 In addition, Participant C felt worried on how it will take online class because according

to Participant C that, “…ayaw ko talaga [yung online class], kasi hindi ko naman alam kung

paano siya gagawin, kasi sa barangay kasi namin, sinasabi na malayo po sa bayan, kaya

mahina po talaga sa signal… ayaw ko talaga, tapos, hindi rin kami ready kung paano ba [ako

makakaattend sa online class]”. (Personally, I don’t really like online class because I do not

know how I will make it. Since our barangay is far from the city, the signal is not stable. We are

not also ready on how I will take the online class in our house).

Similarly, Participant D is also worried as it stated that, “Naisip ko noon na baka

mahirapan ako [sa online class] kasi hindi ako gaanong ka-literate sa paggamit ng mga

applications sa online class. And then nabahala rin ako na baka hindi ako makapag-aral ng

mabuti kasi nga hindi naman stable yung internet connection namin.” (I am thinking that there is

the possibility that I will experience difficulty in the online class because I am not that literate in

using online class applications. Also, I am worried that I will not able to study well because my

internet connection is not stable).

Participant Felt Great Sadness Due to the Pandemic

Among all the participants, Participant B felt great sadness as a result to the occurrence of

the pandemic. Wherein Participant B sadly shares that, “Noong lockdown sobrang lungkot, kasi

syempre hindi mo magagawa yung mga bagay na ginagawa mo dati lalo na pagdating sa

klase.”. (During the lockdown I felt great sadness because I cannot do anymore the things that I

am doing. Especially, when it comes to what I am doing in class). Participant B continued, “Ano

sobrang lungkot kasi dati kapag sa klase siyempre lagi kang may kausap. May nag-eexplain

sayo kung ano ito ganyan [yung sa lesson], pero ngayon kasi parang ang hirap ng intindihin

nung point [ng lesson] nung lalo napag walang nag-eexplain at mag isa ka lang.”. (I felt great
sadness because before when there is a face-to-face class, I can talk to anyone anytime. There is

someone who explains to me the lessons when I cannot understand it. But now, the lessons are

hard to understand because there is no one I can rely on…only myself).

Also, Participant A stated that, “…sad din naman kasi siyempre yung routine mo na

kasama [mo yung mga classmate] mo [na] mag aral ganoon. Kasama mo silang kumain at lagi

mo silang nakukuwentuhan nasasabi mo mga dapat mong sabihin. Unlike ngayon syempre,

kapag ano naman di ba kahit may problem ka di naman agad agad masasabi sa parents mo

yung mga “Ma may ganito [may problema ako]” lalo na kapag sa lovelife di mo masasabi sa

parents mo ganun. May problema sa ganyan kunwari siyempre unlike before masasabi mo yun

sa mga classmate mo pabiro or kaya ano heart to heart talk ganon….” (I also felt sad because

before its part of my routine to be with my classmates when I am studying. I eat with them and I

always talk to them where I can say everything that I want to say to them. Unlike now, if I have a

problem, I cannot share it easily with my parents. I cannot say that I have a problem especially

when it is about my love life. Unlike before, I can able to say my problems to my classmates

through jokes or heart to heart talk).

Participants Suffers from Stress and Anxiety During the New Normal

Participants B and C of the study stated that they suffer from stress. Participant B

emotionally shared with tears in its eyes that schoolwork and their situation in their home makes

her stress. Where it shares that, “Ano pag sa academic [naiistress], ayun pag nagsasagot ng

module kasi may mga teacher na nagbibigay ng module na yung instruction hindi ganon

kadaling intindihin, wala din nakakaintindi sa kaklase mo, so ang hirap non kahit gusto mong

tapusin yung module yung di mo sya maintindihan kasi di ganon kadaling i follow yung

instruction.”
(I felt stress on my academics especially on my modules because some of my teachers are giving

modules with instructions that are hard to understand. Even my classmates, are also having hard

time to understand the modules. So, it’s really hard on our part, that even though we wanted to

finish our modules… we cannot finish it early because we are having problems on understanding

and following the instructions). In situations like that Participant B specified that it consumes her

time searching on internet just to understand the modules well.

Furthermore, Participant B gets really emotional when it shares that its family set up

during the new normal also contributes to its stress. Where it revealed that, “… kasi yon kase

merong time nung pandemic…kasi diba ang hirap ng buhay parang nagkaproblema sila [mama

at papa ko] sa income siyempre natural lang naman yon tapos ayun… nagdecide sila na sabi

nila na maghihiwalay sila. Tapos sobra akong nastress noon kasi siyempre yung wala na nga

silang time sa amin tas ganoon pa.” (There are times during the pandemic where life is really

hard. Due to that, my father and mother had a problem on our family income. Then, because of

that they have decided to just separate, which makes me really stress. Of course, because of the

hardship during the pandemic they do not have time on us which I can still understand, but to the

point that they will separate it’s really hard on our part). Participant B continued that, “…tapos

pero hindi naman natuloy kasi kinausap sila nung kuya pero siyempre natakot ako non”.

(Because of my brother their plan to be separated did not continue but of course still it makes me

scared).

Similarly, Participant C suffers from stress caused by online class uncertainty. Participant

C outspokenly stated that, “[Mahirap yung sa online] kase hindi mo na alam ang mga

nangyayari, kasi minsan, may times po kasi na yung [MS Teams] app [ko] mismo, hindi siya

nagiging okay, may problema siya. [dahil doon] hindi po ako makafollow sa [class] discussion
ganoon, Tapos [kapag] magtatanong ka sa mga friends mo, hindi naman nila nasasabi lahat…

stress [at] kaba [yung nararamdaman ko], kase kapag may ganoong instances na nangyayari,

kinakabahan na ako.” (I suffer from stress and I felt nervous in online class because you do not

know what is happening… because there are times that my MS Teams app is not stable where it

has problem. Due to that, I cannot follow to the class discussions. Then, if I will ask to my

friends, of course they will not say everything what’s on the discussion. That’s makes me really

stress).

Also, Participant F shares that it felt stress when, “minsan yung pag sabay sabay ng

lahat [ng gawain] … sabay sabay na yung pasahan [doon na stress ako]. Tapos… yung time na

namatay ng magkasunod sina tita ko tsaka si Lola ko [nahirapan ako sa school].” (There are

times that all the school related activities are happening all the same time… also the submission,

and that made me feel stress. Then there is one time that my aunt and grandmother died

consecutively…that’s the time that I struggled with school).

Contrastingly, Participant A stated that it experiences to have anxiety in which it

emotionally revealed that, “Wala akong masyadong mapagkwentuhan at siyempre yung tatay ko

di naman ako nagsasabi ng problema [sakanya], Si nanay ko rin. Yung kapatid ko mga bata.

Tas yung isa lalaki, tas lalaki din ang isa. Yung babae kong kapataid is maliit palang grade 2

then ayun wala akong mapagsabihan ng mga [problema ko] ganun. Wala ako makausap na

kasing age ko ganon.” (I do not have someone to talk to when I have problems. I am not sharing

to my father when I have problems also with my mother. While, my siblings are younger than

me…two them are male. While, my female sibling is only grade 2. So, I do not have anyone to

talk to when I have my problems. I do not have someone to talk to with the same as my age).

Participant A continued that, “Oo [nakaranas ako ng anxiety] ganon, yun lang ano naisip ko
nga kapag gabi ganoon… yun ang naiisip ko minsan nga naiyak pa ako sa gabi eh ganoon.

Totoo, iniisip ko na kapag may problema ako wala akong mapagsasabihan. Unlike before [I

have someone to talk to]”. (Yes, I experience to have anxiety…to feel anxious. During the night

I am thinking that when I have a problem, I do not have someone to lean on…there are times that

I am crying because of that. Unlike before, I have someone to talk to).

Participant E felt depress and lonely at the same time, when it comes to the current

learning set up were it shared that, “I feel so depress and lonely [kase] kapag nag-aaral mag-isa

[ka nalang]. Kasi dati ako na-eexperience ko kapag sa school kapag mayroon kang hindi

naiintindihan you can ask your classmates, you can ask classmate 1, 2, 3, 4 you can also ask

Classmate 5 for any help na kapag meron kang hindi nage-gets. Kaya nakakadepress siya kasi

ako, hindi ko na nagagawa yun at di na makahingi ng tulong sa iba. So, gagawin ko na lang siya

mag-isa e minsan may mga alam ako na hindi rin, may mga alam ako na minsan kulang pa o

may alam ako na hindi ko talaga kayang i-handle ganon”. (I feel so depress and lonely because I

am studying alone. Before, in school I experience when I do not understand something, I can ask

my classmates. I can ask my classmate 1, 2, 3, 4 and my classmate 5 for a help if I have

something that I cannot understand. That is why I felt depress because I cannot ask for

someone’s help. So now, I will only do it alone but sometimes I am not sure if I already really

understand the lesson or not…sometimes I know that my learnings are not enough. Also, I have

knowledge about something, but I do not know how I will handle it).

Similarly, Participant D felt lonely and left behind in the system of the online class. As

for Participant D, “Feeling ko left behind ako…kasi hindi naman ako fast learner kagaya ng iba

kong mga classmates. Kasi during face-to-face before mag-quiz, nagkakaroon ng group

collaboration, nagtatanungan, mga ganoon. Pero ngayong online class hindi namin magawa
kasi yung iba samin wala naming [unlimited] connection mga ganoon po. Atsaka mahirap din

kasi kapag self-learning, kumbaga kasi ngayon para siyang self-learning and then hindi ko rin

alam kung tama pa ba yung tinuturo ko sa sarili ko ngayong online class.” (I feel being left

behind because I am not a fast learner like my other classmates. Before, during face-to-face class

when we have quiz, we do group collaboration, were we are asking the things that we do not

know to our other classmates. But in online class, we cannot able to do that because others do not

have unlimited connections. Also, the set up now is like self-learning which is very hard. For

that, I am not sure whether I am teaching myself the right thing).

Participants Felt Unmotivated to Study in the New Normal

According to Participants B and D they felt unmotivated to study in the new normal

education. Where according to Participant B when studying it felt that, “para [kaseng] nasa box

ka nag iisa ka lang sa box parang diyan ka lang, diyan ka lang, diyan kana muna wag kang

lalabas diyan. Parang nakakulong ka sa selda ganon [yung pakiramdam ko].” (I felt like I am in

the box where I cannot go to somewhere or ask help for someone. I felt like I am trapped in the

jail).

Likewise, Participant D seriously shared that, “…kasi itong online class it affects may

mental health and then pagkamarami na akong dapat gagawin, I feel unmotivated in everything.

And then isa pa yung [internet] connection kasi kahit gusto ko na gawin yung mga dapat gawin,

kung wala naman akong [data] load and mahina yung internet connection ko, wala rin. Kaya

kahit nasa mood ako na gawin yung mga papers ko, kung wala akong load hindi ko magawa-

gawa.” (This online class affects my mental health… then, if there are lot of things to do, I feel

unmotivated in everything. Another reason is that my internet connection, even though I wanted
to do my schoolwork, if I do not have my data load and if my internet connection is poor, even

though I really wanted to do it, I cannot do it).

Participant D also added that, “During [online] class po palagi [akong nawawalan ng

internet connection]. Hindi ko po naririnig yung discussion, choppy po yung professor na nagdi-

discuss, ayun po. Para sa akin [tinatamad ako]. Kasi dati kapag sa old normal kahit pa na stress

ka, meron yung mga kaklase mo na laging nagpapasaya sayo. Kasi po dati, noong old normal

kahit na stress ka at maraming ginagawa, feeling mo motivated ka pa rin na gawin yung mga

paperworks mo… and then kasi ngayon na new normal nga wala na yung mga kaklase mo na

nagpapaalis ng stress kaya feeling ko unmotivated talaga ako. Atsaka ang hirap talaga ng mga

paperworks na mag-isa ka lang.”

(During online class I always experience having internet connectivity problem. I cannot

hear the discussion, the professor who discuss is choppy. That why it makes me lazy or

unmotivated. Before, in the old normal even though you are stress, your classmates are there who

will makes you happy. Because before, in the old normal even though you are stress or there are

lot of things to do you always feel motivated in doing your paper works. Now, in the new normal

you are far away from your classmates who makes your stress go away that is why I felt really

unmotivated. Also, it’s hard to do your paper works when you are alone.

Participants Coping Mechanism to Their Psychological Experiences

 In order to cope up with what participants experiences regarding their psychological

aspects they stated that they do something in order to at least lessen what they feel during the

new normal.

Participant B stated that, “[Kapag naiistress ako] ano nanunuod [ako] ng KPop

[videos], kasi fan ako ng KPop kasi parang isa sila sa mga cure kung bakit okay pa yung mental

health ko, kung bakit masaya parin ako. Tas laging dasal lang, nagdadasal sa mga sitwasyon

kasi parang ang gaan sa pakiramdam lalo na kapag may mga problema ako”. (Whenever I feel

that I am stress, I watch KPop videos. I am a fan of KPop that’s why. They are one of the reasons

why my mental health is still okay and why I am still happy. Then, I always pray because it

makes me feel light inside, especially when I feel so heavy…when I have problems).

Meanwhile, Participants A and E revealed that in order to cope up with all the things that

they are experiencing in the new they normal, what they do is that they eat. Wherein, Participant

E happily shared that, “Kumakain [ako], ganon [yun yung ginawa kong stress reliever] ….”

(Whenever I am stress, I eat...that is my stress reliever). Also, Participant A shared that, “[kapag

may problema ako] yun chinachat ko na lang [yung mga kaibigan] through [messenger] chat.

Tapos [kapag stress ako] nakikibonding nalang ako sa parents ko… tapos yung pagbubusiness

namin. Paglabas labas lang dito [sa bahay] kahit diyan lang nakikipag usap sa mga kapitbahay

ganoon….” (Whenever I have problems, I just chat my friends in messenger. Then, whenever I

am stress, I bond with my parents. Then, also, I just make myself busy on our business. Also, I

go outside to talk with my neighbors).

3.4. Sociological Experiences

 Social interaction is important to everyone. It makes our mind healthy. It gives us

belongingness and adds your self-confidence. Since, human beings are social beings, being

deprived of social connection can create more stress and illness. That is why a lot of the students

are stress in amidst of pandemic.

Participants Interaction to their Family, Friends and Significant Other

In the family, low-SES students are having a positive relation to their family. Their bonds

become stronger and they spend a lot of their time for the family as stated by Participant A, E

and F.

Participant A had a smile with teary eyes, when it shares that, “Parang naging positive

effect siya [ang new normal] sakin in a way na sama sama kami kumain ngayon. Dati kasi kanya

kanya kami eh, pero nung naglockdown sabay sabay kaming kumain natry naming sabay sabay

kumain hanggang ngayon. Yun ang pasalamat ko yung bonding namin noong lockdown sama

sama kami nanonood ng TV. [Masasabi ko na] ang relationship namin ngayon [ay] gumanda”.

(The new normal became a positive thing to me in a way that our family can eat together now.

Before we just eat in separate ways but because of the lockdown, we have tried to eat together,

until today. I am thankful because we have bonding that we didn’t do before like watching

television. I can say that now our relationship became great).

Participant A also added that now she can open-up with its parents as it stated that “…

noong naglockdown nagkaroon ako ng opportunity or lakas ng loob na sabihin sa parents ko na

“Ma, ganito ako [bisexual ako]”. Atsaka dati iniisip ko na hindi ako matatanggap ng parents ko

tapos [noong] sinabi ko kay nanay ko [sabi niya], “Bakit hindi mo sinabi sa akin?” Tapos sabi

ko kasi baka hindi mo ako magustuhan hindi niyo ako tanggap. Taspos sabi ng nanay ko “bakit
naman kita hindi matatanggap?”. Doon ako natouch na dapat pala noon ko pa sinabi yun.

Malaking opportunity [talaga] yung lockdown [dahil] nasasabi ko na yung gusto kong sabihin

ngayon, kung ano gusto kong ilabas sa parents” (When the lockdown happens, I had an

opportunity or courage to tell to my parents that “Mom, I am bisexual”, I used to think that my

parents would not accept me. Then my mother told me “Why you did not tell me?”. Then, I

answered that, “because you might not like me, you will not accept me”. My mother said, “why

would I not accept you?” Then I feel touched and for that reason I said to myself that I should

have said it earlier. The lockdown really provided me great opportunity to tell my parents the

things I wanted to say.)

Meanwhile, Participant E discuss that they have also a strong bond by uttering that, “Sa

family relationship [ngayong lockdown], mas nagkaroon kami ng time to bond...” (In terms of

our family relationship during the lockdown, we have given more time to bond as a family.)

Similarly, Participant F happily discuss that, “ngayong new normal mas

nakakapagbonding pa kami [ng pamilya ko] ngayon. Kasi nga kami kami lang yung

magkakasama lagi sa bahay ganun. Tapos may mga time na kung ano ano nalang yung mga

ginagawa namin… picture, video, nagtatanim [sa bakuran namin]” (In the new normal, my

family bonds a lot because we are together in one house. There are times that we do lots of things

like taking picture or videos, or sometimes we are planting in our backyard.)

Likewise, Participant C and D proudly shares that new normal also brings closeness to

their family. As Participant C stated that “Mas naging close [kami ng family ko], mas parang

nakikila pa lalo [namin yung isa’t isa….” (We become closer and it seemed like we got to know

each other better.)

 Participant D also have a positive relationship to their parents by were it stated that,

“Yung relationship ko naman po ngayon sa parents ko parang mas naging okay siya kasi dati

noong face-to-face, wala akong time para makipag-kwentuhan sa kanila, para sabihin kung

gaano ako ka-stressed, pero ngayon mas nagkaroon ako ng time sa kanila...” (My relationship

with my parents become more okay now. Before, in the face to face situation, I don’t have time

to have conversation with them, to tell how stress I am. But now in the new normal, I have time

for them.)

Lastly, only Participant B had a neutral answer wherein it shares that, “Oo sa part ni

papa ko naging close kami, pero sa part ni mama ko hindi… kasi nga nasa malayo siya, at

madalang lang siya umuwi ganon. Pero sa iba naman sa papa ko at sa mga kapatid ko okay

naman [mas] naging close.” (Yes, I become close with my father, but not with my mother

because she is far from us and she does not go home often. But with my father and with my

siblings we become much closer).

Due to the occurrence of COVID-19, social distancing is becoming a strange and

awkward among participants in which it leads to negative feelings to the lost interactions,

inability to shake hand, lost group enjoyment, fear to recover interaction and being remained at

home major challenges faced.

In the relationship with friends, every participant answered this question differently. First,

Participant A, C and D had a negative approach about their friends in the new normal. Participant

A said that, “Ngayong new normal malaki rin ang epekto eh parang, negative naman sa mga

kaibigan ko kasi noon pagnagkikita kami [nagkakausap kami]. Tapos parang nakakalimot ang

iba ngayon yung mga kaibigan ko” (The new normal negatively impacted my relation to my

friends because before when we are seeing each other we have time to talk about everything. But
now, some of my friends forgotten already me). Participant A also added, “Pero chinachat ko

sila tapos no response [sila].” (There are some instances that I chat them, but I got no response

to them).

Meanwhile, Participant C also has this kind of issue by saying “…busy din sila ganun,

hindi na kami nakakapag usap eh [madalas]” (They are also busy, that is why we does not talk

oftenly). While Participant D briefly stated that, “…Kaonting time nalang sa kaibigan [kase nga

busy]” (Because of busyness, I just only have few times left with my friends)

Meanwhile, Participants B and F stated that their relationship to their friends does not

change a bit. According to Participant B statement that “yun padin wala padin nagbago kung

ano yung old normal ganun padin sa new normal” (It just like the same. What we are during old

normal remains even in the new normal) but Participant B added that “Pero parang mas tumibay

ngayon… pero ngayong pandemic parehas na kaming nag oopen up sa isa’t isa kung ano yung

problema” (My relationship with my friends became stronger now because now during the

pandemic we started to open up our problems to each other)

Correspondingly, Participant F have the same answer where it stated that, “Sa friends...

wala naman [nabago].... Nakakachat ko naman sila lagi. Tapos pagdating naman dun sa mga

iba kong kaibigan minsan pinupuntahan nila ako dito [sa amin] ganun.” (My relationship with

my friends does not changed at all because I am chatting to them always. In term of my other

friends, sometimes they are visiting me here in our house).

Lastly, Participant E answered this question in positive way, were it shares that, “Since

magkakabarangay naman kami at walang positive [sa virus] sa kanila, nagkakaroom kami ng

time to meet with each other and to communicate with each other.” (Since we live in the same
barangay, and that no one acquired the virus, we have time to meet each other and to

communicate with each other).

Significant other refers to a person with whom someone had established romantic or

sexual relationship. Among all the participants, only Participant F had confessed that it had no

significant other yet.

Participant B, C, and D stated that there are no problems in their relationship with their

significant other. Participant B stated that, “…kasi kahit nung face to face naman di rin kami

nagkikita parang okay naman, walang nagbago”. (Even if during the face to face, we do not

have time to see each other. So, it’s okay for us, nothing changes even if it’s lockdown).

Meanwhile, Participant C exposed that its relationship with its significant other is

complicated, were it verbally stated that “Complicated basta okay lang naman [kami]”. (It’s

complicated but it’s fine). Meanwhile, Participant D briefly said that, “Ganoon pa rin naman

po”. (It’s like the same). She directly stated it with no elaboration.

As a whole, Participant B, C and D answers dictate that their relationship between their

significant other is great, but they don’t want deeply talk about it.

Meanwhile, Participant A revealed the negative side of the new normal in their

relationship. As Participant A stated that, “…Malaki din ang epekto nung lockdown o ng new

normal sa amin kasi yun nga dati isang beses [lang kami magkita] once a month. Ngayon

magbibilang ka ng months para magkita.” (The lockdown or the new normal had an huge impact

to us because unlike before we always meet once a month but today we need to count lot of

months before we meet again) Participant A also stated that their schedules and the pandemic are

the reasons why they sometimes fight about their relationship.

Participants Ways in Maintaining Connection with Others in the New Normal

 Unlike the other responses, Participant E stated that “Sa relationship [ko] naman with

[my] special someone, may time na nagseset ako ng time para pumunta sa kanila. Also, mine-

maintain ko yung communication sa aming dalawa.” (In terms of my relationship with my

special someone, I set time to go to their place and also, I am maintaining our communication to

each other).

All the response of the participants about maintaining the communication in the family is

positive. As mentioned earlier, Participant A have bonded a lot with her family, as it stated that,

Yun ang pasalamat ko ung bonding namin pagwala nung lockdown sama sama kami nanonood

ng tv ganun….” (That what I am so thankful for, because even the lockdown is over, now in the

new normal, we still have time to bond with each other like we are watching TV).

In addition, Participant D stated, “sa family ko naman ngayon, name-maintain ko [yung

relationship namin] in a way na lagi akong nakikipag-usap sa kanila, nasasabi ko yung mga

problema ko ngayong online class.” (In terms of my relationship with my family now, I maintain

it in a way that I always talk to them and tell them all of my problems about online class).

While, Participant F stated that, “...dahil kami kami nalang yung magkakasama nila

mama't papa ko tsaka mga kapatid ko minsan …nagkakantahan [kami sa karaoke] ganyan tapos

ano... video, pictures, ganyan nagtatanim, naglilinis magkakasama” (Because we are all

together, sometimes we sing in karaoke, we takes pictures, videos, plants and cleans all

together).

In terms of friends, the participants maintain their social interaction with the use of

chatting in social media sites. Especially, Participant A, B and D depend their communication

with the use of social media accounts.

 According to Participant A, “Ako ung tipong tao na one chat away lang talaga. Kahit na

masama ang loob ko sayo di mo ako chinachat at di mo ako inaalala. Once na chinat mo ko may

problem ka go ako ganun. Ichachat kita kung may problema ka icocomfort kita”. (I am a type of

man that one call away. Even I resent you and you don’t want to chat me and sometime you

forget about me. Once you chat me and you have a problem I’ll go for it. I will chat you if you

have problems and I will comfort you) Participant A stated that chat is important to maintain

communication with your peers and friends. It is important that we have communication

especially for academic purposes that Participant B stated that they are “nag uupdated sa mga

friends” (Updating with friends).The participants most likely use the chat box for academic

purposes like Participant B, Participant D also used her gadgets to maintain their relationship of

her friends and also in the academic purposes, as she stated that, “nagcha-chat pa rin naman po

kami about sa academics namin, about sa study, hindi kagaya dati na nakikipag-chikahan ka pa

before or during class”. (We still chatting about academics and study not like the other students

that just chatting for gossips before and during class).

Participants’ Parents Support in the New Normal

According to Participant A, C, and E the support they get from their parents are moral

support and giving them a personal space for online classes. As Participant A stated that, “once

na sinabi ko na “ma may online class ako” Tapos may naririnig siyang maingay diyan. Siya

mismo talaga ang mambabawal” (Once I said, I have an online class to my mother, if she heard

some noise, she would tell those people to stop making noises). The same goes with Participant

C where it stated that, “Ngayon, kapag may reporting sasabihin ko sa kanila, tapos wag kayong

maingay sasabihin nila sa mga kapatid ko, yung mga ganong support ay okay na.” (If have a

report, I will tell them. Then they will tell my siblings to be quiet and that support is very helpful
to me). Also, Participant E shared that, “madalas naman ay tinutulungan nila akong bawalan

ang mga taong nag-iingay sa labas na mismo ng bahay namin. (My family often help me to tell

those people outside our house to refrain from making noise).

Meanwhile, Participant D happily shared that, “Siyempre kasi noong old normal po kasi

kapag humingi ako sa kanila ng extra [pera] para sa pagpapa-print, hindi nila ako binibigyan

kasi binigyan na naman daw nila ako ng pera. Pero ngayon naman na online class, lagi naman

nila akong tinatanong kung meron pa ba akong load o kung may pang-load pa ba ako.” (In the

old normal, when I am asking for extra money for printing, they will not give me because they

said that they already give me money. But now, in an online class, they always ask me if I still

have load or if I still have money to avail load).

Social Experiences Missed by Participants’ in The Shift to New Normal

Participant A talked about missing, “swimming, paggala din pag birthday na kumpleto

kami at kapag magseset kami ng schedule for party like yearend party. Party namin o reunion

ang mga namiss ko. Tapos yun pala sa family ko pala sa paglabas namin at pagsimba namin”. (I

missed the times when we do swimming, going to birthday parties completely, and when we set

a schedule for a party like a yearend party. Also, I miss our family parties or reunion. Likewise,

our family outing and going to church).

Participant B also shared that it misses the times when, “yung mga classmates[ko] yung

sa school makikipag habulan, makikipag unahan kapag pauwi, makikipag unahan sa mga CBA.

(I miss the times when I am together with my classmates, running and racing during the class

dismissal).
 Then Participant D also stated that, “[namiss ko yung] bonding ko with my classmates,

friends, and our professors. Kasi sabi ko nga kanina na kapag stress ka noong old normal,

nawawala yung stress dahil sa kanila.” (I miss my bonding with my classmates, friends, and our

professors. As I said earlier that when you are stress in the old normal, the stress disappears

because of them).

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. 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).

 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.” (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)

She continued, “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.”

(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

 All the participants share the same answers that the limitation that they encounter upon

studying in the new normal is the Internet Connectivity. 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.)

On the other hand, participant E said that “Connectivity. Minsan kapag nagsasalita ako

sa recitation, nung nagsasalita ako sa defense namin, bigla akong nag cha-choppy ganon. Hindi

ko mapredict kung kailan malakas ang connection, kung kailan hindi maganda.” (Connectivity,

sometimes when I recite. When I talk about our defense my voice becomes choppy. I cannot

predict when and will the internet connection become strong or poor.)

Particpant F state that “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).

As for submitting assignments and requirements in the New Normal Education Participat

A, stressed that nothing becomes a problem by stating that “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.)

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

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)

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

online class is occurring. However, participants shared that they still manage the their in terms of

during their academic related activities and task. 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 ung 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)

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 nervousin 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.)

Participant F, Nung face to face... anong tawag dito.. hindi ako.gaanong nagtatanong sa

mga teachers maliban nalang kapag kailangan na kailangan talaga. (During face to face

(classes) I don’t ask very often unless it is really important.) Partipant F added, Tapos ngayon

namang new normal sa student teacher interaction may mga ilan akong teacher na

napagtatanungan pagdating sa instructions about dun sa mga Activities na pinapagawa nila.

(Now in the new normal in terms of student-teacher interaction I can ask some teachers when it

comes to instructions in our activities.)

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. Journeys that will

conduct virtually and make the students learn even not physically going to school. There is a lot

of experimentation but the first semester ends. The changes encountered may adapt for the new

beginning of a new nenormal 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 parin naman okay lang.

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). There are many factors why some of

the students’ grade becomes higher than before. Participants say about the teachers’

consideration in the new normal.

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

“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). It describes that in the new normal the

professors are more considerate than before because they know the spread and danger of

COVID-19 and they know that some of the students have limited sources in the internet

connection.

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).

Some of the students don’t know why their grades become higher but thanks to the consideration

of the teachers our studies continues.

 Meanwhile, Participant C stressed that her grades decreased 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 her grades

only retained, in her statement she says that, “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 all the same with

the exception especially as what Participant F mentioned that , “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). With the exception of Participant F statement, every

other participant had the same answer.

While, Participant A uttered that, “Parang Kikilos lang ako lalo na pag online class

kikilos lang ako pag ilang minutes nalang bago ang magstart ang klase…. Then isa pa 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” (Just like I will act only a few

minutes before my online class…. then once I had my load, I will do the assignments and

activity. Once I have my data I will do it immediately). Participant A also experienced the things

that she do not do in the old normal like only act when it's only a few minutes.

Meanwhile, this also experienced by Participant B which she compared the Old and the

New Normal as she stated that, “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” (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). She also simply added

that “kahit naman unmotivated ako ginagawa ko naman yung mga makakaya ko para magawa

yung mga task na binibigay samin, nag eeffort din naman ako” (even 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).

Like what 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).

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).

Flexible Learning. Refers to a pedagogical approach 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)

Furthermore, 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 is 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 B 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 studying the module then they will not learning. 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)

Furthermore, 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.”

(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)

She paused, and added, “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”.

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 in one day [in 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?

On the other hand, Participant F recommended to change start time from 7:00 A.M. to

8:00 A.M.. “Siguro yung sa ano lang pagka first subject ganun.. siguro dapat mga 8 ganyan

yung pasok kasi kapag 7 sobrang aga tapos pagkagabi puyat ka na.”

(Maybe the time for the first subject must be change like from 7:00 AM and change it to 8:00

AM because 7AM is too early for me)

Need-based Curriculum. 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 the professors whom are

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

who struggles in their lost connection during class)

Engagement in Learning

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 wherein Participant A and C highlights 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.”
(Because the group work is really difficult since it is already online and then you are

[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)

Meanwhile, Participant A responded, “Yung individual [activity] parang kasi kapag

individual gagalaw talaga ako eh wala akong aasahan ganun.”

(The individual activity requires me to engage myself from doing it because I am only relying to

myself)

She elaborated that, “Yung paggawang 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.)

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)

However 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 answering that activity, it puts

you into a real-life situation. You must connect your experiences in the FLA)

Both Participant A and C do not like group work activities since it hinders their ability to

participate. As Participant A nodded and replied, “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”

(By group activities because 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)

Also, Participant C explained, “kapag groupings kasi nag dami niyo, halimbawa sampu

kayo sa isang group tapos ang hirap. Ayaw ko ng groupings kapag activity.”

(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.)

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]).

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)

While, Participant B and F prefers group work and activities that allows them to be

engaged collaboratively. As Participant B said, “Siguro yung madali lang, lalo na ngayong new

normal <lags> Mga games na mag eenjoy sila siguro like for example mga activities by pair

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, especially in the new normal. There are games that they can enjoy, for

example, activities that are done by pair. 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).

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 siiya 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)

Moreover, 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 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 new normal, teachers will require

you to do video recording. It is hard to find a space wherein I can record nicely. There are

chicken which clucks. How can you record nicely if you have that.)