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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter discusses the result provided from chapter 4 of

the study, constructed conclusions and devised recommendations.
The researcher was able to determine the students’ demographic
profile in terms of the students’ family monthly income, and
residence geographical location. Also, the researchers were able
to identify the level of preparedness towards Flexible Learning
Modality of the Senior High School students along Availability of
learning resources, inter access, and Home Learning Space which
students determined to be moderately prepared. It may infer that
students found it a bit challenging during the distance Education
to acquire and look for available learning resources, strong
internet access for online education and home set-up for their
learning environment. While along technological Literacy, the
students found it to be moderately prepared. As 21st century
learner it is common for students today to be engaged in
technological advancements.

Table 3 shows the seven categories under experienced common

challenges among Senior High School students during Flexible
Learning Modality. Based from the collected data given above,
Self-Regulation Challenges (SRC) yielded an overall mean of 3.10,
Technological Literacy and Competency Challenges (TLCC) yielded
an overall mean of 2.75, Student Isolation Challenges (SIC)
yielded an overall mean of 3.29, Technical Sufficiency Challenges
(TSC) yielded an overall mean of 3.29, and Technological
Complexity Challenges (TCC) which yielded an overall mean of 2.84
indicates sometimes observation from the interpretation table
given in Chapter 3 of the study. It may infer that it is common
problem from the students to encounter self-regulation and
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technological issues in their learning even it is not during

Flexible Learning Modality. While for two categories which are
Learning Resource Challenges (LRC) which yielded an overall mean
of 3.20 and Learning Environment Challenges (LEC) which yielded
an overall mean of 3.69 were interpreted as often observed
challenges among Senior High School students during the flexible
modality. From the result above, it may infer that among seven
categories of challenges, these two learning challenges which
were often experienced by Senior High School students greatly
influences their learning processes during the learning period.
Lack of learning resources and inappropriate learning environment
for the students really creates a big gap in their learning
process as it destructs the students’ focus instead of learning
properly from expected competencies. As supported by the theory
proposed by Linda Harasim (2012), Online Collaborative Learning
theory focuses on the capabilities of the internet to offer
learning environment that stimulate collaboration and knowledge
acquisition.
Table 4 shows the Data needed for establishing relationship
between level of preparedness and challenges among fifty (50)
Senior High School students. The researcher has tallied the
result of individual responses among four (4) categories in level
of preparedness towards Flexible Learning Modality and seven (7)
categories under experienced challenges from the google form the
researcher used to gather the entire data. Getting the average
score for each four (4) categories in level of preparedness
towards Flexible Learning Modality and seven (7) categories under
experienced challenges then getting the overall mean for each
individual has plotted the needed data for x-variable and y-
variable respectively. The computed r value was ± 0.22 which
indicates weak relationship. Having a weak negative correlation
means that when one variable increases, the other variable tends
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to decrease but in a weak or unreliable manner. While having weak

positive correlation means that when one variable increases, the
other variable tends to increase as well, but in a weak or
unreliable manner. This may infer that a high preparation of any
individual in their level of preparedness towards Flexible
learning modality, the lesser they encountered challenges during
their learning process but in a weak or unreliable manner or the
lower their level of preparedness towards Flexible Learning
Modality, the higher or bigger chances of difficulties or
challenges any individual may have experienced. Some other
variables may intervene during their learning acquisition.

This study therefore rejects the null hypothesis which

states that there is no significant relationship between the
students’ level of preparedness and encountered challenges toward
Flexible Learning Modality instead accept the claim which states
that there exists a significant relationship between measured
variables, not that strong relationship but weak association.
This simply implies that as the students’ level of preparedness
increase, the challenges they may encounter during the learning
processes decreases and vice versa.

RECOMMENDATION

Based on the findings and conclusions presented, the following

recommendations are suggested:

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1. The researcher recommend that creating a Strategic

intervention to cope with the challenges of Flexible Distance

Learning Modality of the students.

2. The researcher recommend that to conduct an orientation

program to the students and its parents to give awareness and

strengthen them on the implementation of New Normal Education.

3. The researcher recommend providing webinars and counseling on

how to address the level of preparedness and challenges of Senior

High School students in Flexible Learning.

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References:

Tria, J. Z. (2020). The COVID-19 Pandemic through the Lens of

Education in the Philippines: The New Normal. International

Journal of Pedagogical Development and Lifelong Learning, 1(1),

ep2001. https://doi.org/10.30935/ijpdll/8311

Hew, K.F., Jia, C., Gonda, D.E. et al. Transitioning to the “new

normal” of learning in unpredictable times: pedagogical practices

and learning performance in fully online flipped classrooms. Int

J Educ Technol High Educ 17, 57 (2020).

https://doi.org/10.1186/s41239-020-00234-x

Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online

learning challenges during the pandemic and how they cope with

them: The case of the Philippines. Educ Inf Technol 26, 7321–7338

(2021).

Luca Botturi, Peter Goodyear,LourdesGuàrdia, Marguerite

Koole(2020) https://scholar.google.com/scholar?
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tant+learning&hl=en&as_sdt=0,5#d=gs_qabs&u=%23p%3D_0nSy2s2RRsJ 

Dabbagh, N., & Fake, H. (2017). College Students’ Perceptions of

Personal Learning Environments Through the Lens of Digital Tools,

Processes and Spaces. Journal of New Approaches in Educational

Research, 6(1), 28-36. http://dx.doi.org/10.7821/naer.2017.1.215

John Mark R. AsioEdiric D. Gadia Erlinda C. Abarintos Darwin P.

PaguioMelner Balce (2021) Internet Connection and Learning Device

Availability of College Students: Basis for Institutionalizing

Flexible Learning in the New Normal

https://doi.org/10.48185/she.v2i1.224

Boardman, Kristi L.; Vargas, Stephanie A.; Cotler, Jami L.;

Burshteyn, Dmitry; College, Siena

Information Systems Education Journal, v19 n4 p23-36 Aug 2021

https://eric.ed.gov/?

q=FLEXIBLE+DISTANCE+LEARNING+THROUGH+THE+LENS+OF+COLLEGE+OF+EDUC

ATION+STUDENTS&ff1=dtySince_2021&id=EJ1310048
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Online and Remote Learning in Higher Education Institutes:

A Necessity in light of COVID-19 Pandemic Dr. Wahab Ali1 (2020)

https://eric.ed.gov/?id=EJ1259642 

Advantages, Limitations and Recommendations for online learning

during COVID-19 pandemic era Khadijah Mukhtar, KainatJaved,

[...], and Ahsan Sethi 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/ 

Resource Links:

https://reader.elsevier.com/reader/sd/pii/S266637402030011X?

token=B1BCE85251C3569B9F1B5D7CECBC786A45A5B4C84B2E8286239E23F134

F645C4E4FCB81158341347192A17AD53392E47&originRegion=us-east-

1&originCreation=20211203033252

https://doi.org/10.1007/s10639-021-10589-x

https://www.researchgate.net/publication/341981898_The_COVID-

19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_

New_Normal
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https://link.springer.com/article/10.1007/s10639-021-10589-x

https://educationaltechnologyjournal.springeropen.com/articles/

10.1186/s41239-020-00234-x

https://ched.gov.ph/wp-content/uploads/DRAFT-Guidelines-Flexible-

Learning_for-Public-Consultation.pdf

https://www.collinsdictionary.com/dictionary/english/college-of-

education

https://tophat.com/glossary/e/elearning/

https://tophat.com/glossary/a/asynchronous-learning/

https://tophat.com/glossary/s/synchronous-online-learning/

https://www.apa.org/research/action/success

https://www.academyofmine.com/cognitive-learning-how-to-use-it-

benefits-and-examples/

https://www.verywellmind.com/experiential-learning-2795154
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https://www.wgu.edu/blog/experiential-learning-theory2006.html

https://www.researchgate.net/publication/341981898_The_COVID-
19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_
New_Normal

https://link.springer.com/article/10.1007/s10639-021-10589-x

https://educationaltechnologyjournal.springeropen.com/articles/

10.1186/s41239-020-00234-x

https://eric.ed.gov/?id=EJ1259642 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7306967/ 

https://scholar.google.com/scholar?

as_ylo=2017&q=perspective+of+college+students+toward+fl

exible+distant+learning&hl=en&as_sdt=0,5#d=gs_qabs&u=%23p

%3D_0nSy2s2RRsJ 

https://reader.elsevier.com/reader/sd/pii/S266637402030011X?

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A17AD53 392E47&originRegion=us-east-

1&originCreation=20211203033252
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https://jsi.cs.ui.ac.id/index.php/jsi/article/view/101\

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https://doi.org/10.1186/s41239-020-00229-8

https://doi.org/10.48185/she.v2i1.224

http://dx.doi.org/10.7821/naer.2017.1.215
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Endnotes

(usually, chapter 4 do not have endnotes specially if the data

and interpretation were all coming from the participants and the
researcher, but if you have cited quotes from other sources, or copied
a table or statistical findings, or even images from other sources,
please cite them here.)

(Follow the APA format for different kinds of references. Follow

the rules for book, article, webpage/website. The rules can also
be found in the module.)
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