The pandemic has greatly affected the education. Barrot, et.

Al (2021) explores
the challenges that students experienced in an online learning environment
and how the pandemic impacted their online learning experience. Students'
online learning problems differed in form and magnitude, according to the
research. Their largest problem was connected to their learning environment
at home, whereas their least challenge was technical knowledge and
proficiency. According to the students' comments, the pandemic has
exacerbated their problems, particularly in terms of learning quality, mental
health, money, interaction, and mobility.
In addition, online learning is a versatile technique of instruction. In this epidemic, the most practical
technique of schooling is that the face-to-face method is impractical and prevents direct touch with one
another, but did not get a positive response at first students' and instructors' reactions as time passes,
this approach is becoming regarded as a viable option for the future. Sison (2021) found that even in the
midst of the COVID-19 epidemic, first-year students at public universities exhibit high self-efficacy. It
predicts superior academic achievement in all sectors of expertise, regardless of the students'
educational backgrounds, internet usages, and internet connection sustainability among the pupils. The
researchers gathered data on the students' academic motivation in order to evaluate the impact of self-
efficacy on freshman college students' academic drive. Student's academic motivation is also high, both
intrinsic and extrinsic.

Moreover, in the study of Arinto (2013), he discovered that these academics' usage of Web tools and
resources is linked to their success and to the weight they place on both individual and collaborative
learning. However, the study discovered that academics have a variety of approaches to teaching and
learning with Web technologies that do not always align with the literature's extremes. Rather than
adhering to either an independent learning approach or a collaborative learning approach, which are
presented as opposing approaches underpinned by contrasting orientations to learning in some studies
and theoretical discussions, some teachers adopt different pedagogical approaches for different learning
contexts, and/or they attempt to balance seemingly opposing pedagogical approaches.

According to Caballero (2022), there was a weak negative correlation between e-learning approach to
lesson realization for both male and female respondents. E-learning contributed to the development of
students' skills, particularly in terms of realization and application. Most of the time, the application was
not a part of the e-learning module since only the lesson simulation was generally included. As a result,
teachers continued to execute formal applications that were important to the students. The realization
happened following the application, according to the assessment and correlation results. The overall
finding was that the influence of e-learning on various characteristics was limited, ranging from a mild
negative connection to little or no association.

Cabansag, et.al (2022) said that the students were motivated in the conduct of their online classes
whereas, class participation and good management of time in the conduct of the online classes are
being observed. However, there are still problems encountered during the online classes such as poor
internet connectivity and peer influences which hindered the flow of the teaching-learning process.
With these issues raised about online learning, schools should establish a uniform strategy in utilizing
online learning – that is, providing a stable internet connection to teachers primarily and work with
other stakeholders to support learners’ needs in participating their online classes.

In contrast to what they said, Gonzales et al. (2020) found that confinement of students during the
pandemic had significant positive effects on their performance. They attributed these results to
students’ continuous use of learning strategies which, in turn, improved their learning efficiency.

Barrot, Jessie & Llenares, Ian & Del Rosario, Leo. (2021). Students’ online learning challenges during the
pandemic and how they cope with them: The case of the Philippines.

Sison, Elyssa. (2021). Amidst Online Learning: The Self-Efficacy and Academic Motivation of The College
Students from The Public Higher Education Institutions in The Philippines

Arinto, Patricia. (2013). Teaching at a Distance in a Digital Age: Perspectives from the Philippines

Caballero, Jonathan. (2022). The Effect of E-Learning on the Skills and Attitudes of Students