COPING WITH THE STRESS IN THE NEW

NORMAL: A QUALITATIVE STUDY

A Research Paper

Presented to the

Faculty of

Abra, State Institute of Science and Technology

In Partial

Fulfillment In

Practical Research I

By: CUTLER, Kurt Collin T.

DUCALLAS, Bryan James

BAYLE, Joanna Marie

Irene Claire Herida

Adviser

April 1, 2022
 Chapter 1

Introduction

I. Background of the Study

In the past 4 years, we have already faced the outbreak of the COVID-19

pandemic and it is still ongoing. Coronavirus disease 2019 (COVID-19) has had an

enormous public health impact. In addition to its serious physical health consequences,

the virus and the resulting societal changes have had major impacts on the mental

health of society (Li et al., 2020). The virus has introduced

new stressors (e.g., fears of contracting the virus, concern for loved ones contracting

the virus, economic uncertainty, job loss, social distancing) and challenges (e.g.,

maintaining strong social relationships while social distancing, staying productive while

working from home). And at some point, in our lives, we are embracing the New

Normal. So, what is the new normal? A new normal is a state to which an economy,

society, etc. settles following a crisis, when this differs from the situation that prevailed

prior to the start of the crisis. According to Nicholas Eberstadt (19th April, 2020) “We are

still very much in the “fog of war” phase of the calamity. The novel coronavirus and its

worldwide carnage have come as a strategic surprise to thought leaders and political

decision-makers alike. Indeed, it appears to be the intellectual equivalent of an

unexpected asteroid strike for almost all who must cope in these unfamiliar new

surroundings. Few had seriously considered the contingency that the world economy

might be shaken to its foundations by a communicable disease. And even now that this
has happened, many remain trapped in the mental coordinates of a world that no longer

exists.” This year has been a tough and challenging year. And the world really went to a

havoc and faced a lot of challenges. But in the process of time, we tend to adapt to the

life that sets us in almost 4 years. We tend to carry the risks and the factors that may

lead us into something new. We may experience a lot of new things in this time of

pandemic, and somehow, we tend to enjoy it. And some suffer from anxiety and

depression. And some have been on the other side of the road.

Financial insecurity refers to the frequency of personal financial concerns and financial

stress that interfere with work (Kim and Garman, 2004). An unexpected event, such

as COVID-19, may

result in these concerns. Due to the COVID-19 pandemic, employees, particularly those

engaged in moonlighting (working another job), are generally more aware of the

financial security issue. Recent studies on work engagement and job performance have

shown that employees ranked financial security as a factor of the highest significance

(Kulikowski and Sedlak, 2020). When

their employers in mandatory quarantine are unable to provide job protection and

income replacement, employees are likely to experience a complicated array of

negative emotions and work stress that may impair their work effort and resources.

Previous studies on post-coronavirus outbreaks have reported that employees who

engaged in any outside employment tend to suffer from enormous financial stress,

anxiety, and social isolation that affect their health and productivity (Banerjee and Rai,

2020; Tan et al., 2020).

Furthermore, financial security made vulnerable by COVID-19 could pose drastic

functional outcomes for an organization, particularly in the form of increased emotional

exhaustion and burnout, impacted disengagement and absenteeism among employees

who are double jobholders, and reduced organizational commitment (Russo et al.,

2020) and job performance (Sasaki et al.,

2020). Hamouche (2020) argued that the pandemic has placed employees at a
significantly higher

risk of burnout, thus experiencing physical symptoms of stress, such as severe

lethargy or exhaustion, and a certain sense of disconnectedness toward work.

However, while a heightened concern is shown toward the financial consequences of

the pandemic, less is shown toward the effects it has on moonlighters who fall into a

high-risk cohort for burnout and disengagement in organizations. Although there

remains an absence of definitive statistics on the prevalence rates of employees’

financial insecurity and burnout during the pandemic, previous studies have found that

dual jobholders were impacted by both (Bick et al.,

2020; Talaee et al., 2020). Financial insecurity and burnout have been given great
attention by

researchers and practitioners because of the potential vulnerability on dual jobholders’

well-being and effectiveness (turnover; Betts, 2006(job satisfaction; Sliter and Boyd,

2014; Campion et al.,

2020). The major impact of financial insecurity on organizations during the pandemic
makes it a

key phenomenon that provides opportunities to further investigate how and why it

affects organizational functioning.

To adequately address these concerns, this research explores two notable gaps in the
extant literature. First of all, we examine the possible relationship between financial

insecurity and individual-organizational relations. It is proposed that this relationship

transpires from a spillover effect where financial insecurity affects the relationship

between burnout and work engagement of employees who moonlight. Specifically, this

study tests if these employees’ perceptions of financial insecurity during the pandemic

moderates the relationship between burnout and disengagement. Second, the extent of

the spillover effect on employee performance is examined. We examine whether the

interaction effect between financial insecurity and burnout has implications for the

performance of moonlighting employees.

The world has faced so many challenges throughout the history. And COVID-19

Pandemic is not the only pandemic that has occurred such as the plague, cholera,

flu, severe acute respiratory syndrome coronavirus (SARS-CoV) and Middle East

respiratory syndrome coronavirus (MERS- CoV). Now experts are saying that the ‘New

Normal’ in 2025 Will Be Far More Tech-Driven, Presenting More Big Challenges. A

plurality of experts thinks sweeping societal change will make life worse for most people

as greater inequality, rising authoritarianism and rampant misinformation take hold in

the wake of the COVID-19 outbreak. Still, a portion believe life will be better in a ‘tele-

everything’ world where workplaces, health care and social activity improve

And for this research, we tend to look upon the ways in how people cope in this

situation and what inspires them to keep going in life despite this challenging year. Here,

is where you dive into ideas that can influence the people to also keep going. We look

upon the positive thoughts and our health care. In this method, we can explain a lot

better on how people cope with this New Normal that we are facing. We choose
qualitative in order to give the best ideas and to express through words. They noted that

the emergence of the omicron variant sparked concern about a “perpetual state of

emergency.”

Theoretical Background

According to the World Health Organization, subjective well-being, self-efficacy,

autonomy, capacity, intergenerational reliance, and intellectual or emotional potential are

all examples of mental health. There will be a drop in subjective well-being and numerous

negative feelings (such as fear, anxiousness, loneliness, and despair), as well as

symptoms of mental discomfort (such as anxiety, depression, and stress) when there is an

issue with mental health (Hossain et al., 2020). Mental health issues are considered public

health issues that are frequently influenced by factors such as employment opportunities,

economic stress, and occupation (Ali et al., 2021). Many researchers have looked at the

effects of economic hardship and unemployment on mental health (Jin et al., 1997).

According to disaster mental health study. People often experience emotional or

psychological suffering during a disaster (Pfefferbaum and North, 2020).

Mental Health Amid the Pandemic - The World Health Organization (2020) proposes

mental health indicators for the COVID-19 pandemic: painful symptoms and perceived

danger. Mental distress is a short-term state of emotional distress, often driven by limited

resources to manage stressors and daily life needs (Patel and Rietveld, 2020). The

pandemic may be a big cause of worry, particularly for people who suffer from chronic

anxiety or are under financial strain. (Van Bavel et al., 2020). In the midst of a large-scale

catastrophe, emotional suffering has been the focus of mental health research (Cheng et
al., 2004; Wang et al., 2020b). According to preliminary findings, anxiety, despair, and

self-reported stress symptoms appear to be prevalent psychological reactions to the

pandemic (Rajkumar, 2020). Salari et al. (2020) reported that the prevalence of stress

was found to be between 29.6 and 33.7 percent. People may feel uneasy, afraid,

apprehensive, lonely, or isolated as a result of the pandemic and its related interventions

or preventative efforts, in addition to mental discomfort. (Auerbach and Miller, 2020),

which exacerbates the psychological distress (Pfefferbaum and North, 2020).

Public Health Interventions - During a pandemic, non-medical treatments or control

measures may sever social bonds that help individuals manage emotions, cope with

stress, and preserve adaptation. (Rimé, 2009; Jetten et al., 2017; Williams et al., 2018),

exacerbate feelings of loneliness and isolation (Hawkley and Cacioppo, 2010; Holmes et

al., 2020), and become a risk factor for more serious mental health disorders (Cacioppo et

al., 2006). The stresses experienced during the pandemic, especially the economic stress,

may cause difficulties in interpersonal relationships, destroy psychological resources, and

make normal interactions difficult (Karney, 2020). The impact of the pandemic

interventions on mental health varies across different (employment) groups.

Contemporary Cognitive-Behavioral Models and Mental Health - The contemporary

cognitive-behavioral models (Taylor and Asmundson, 2004; Asmundson et al., 2010)

explore the key role of traits, triggering events, cognition, and behaviors in the

development and maintenance of health anxiety, which can be used to analyze mental

health problems during the pandemic period. Jungmann and Witthöft (2020) believe that
during the pandemic, idiosyncratic health anxiety regulates the relationship between

excessive online information search and viral anxiety, and adaptive emotions serve as a

buffer between the two. The “Role Tension” model explores mental health issues from the

perspective of role conflicts. It believes that individuals with multiple social roles may

experience role conflicts, resulting in stress and adverse mental health (Oomens et al.,

2007). The broader behavioral immune system theory (McKay et al., 2020) explores the

specific path of disease anxiety, and believes that disgust tendency and sensitivity, and

emotional response are all part of the behavioral immune system.

Conceptual Framework

According to the WHO (2020), due to the current pandemic and related measures taken

to control it like social distancing, lockdown, etc., there has been a rise in the hazardous

use of alcohol and drug, as well as suicidal ideation and attempts. Similarly, studies

by Cheung et al. (2008) and Gardner et al. (2020) showed that pandemics can increase

the rate of suicide among older adults. Not only isolation and loneliness but also death of

a near one from COVID-19 are also risk factors for the suicidal ideation of an individual

(Sahoo et al., 2020).  Humans are social animals and it is a human tendency to establish

social interactions with others. Due to COVID-19, our social interactions have been cut

down, thus resulting in psychological distress (Usher et al., 2020). Brodeur et al.

(2004) revealed that the pandemic is severely affecting our mental health and there is an

increase in web searches for loneliness, anxiety, depression, suicide, and divorce.

Similarly, other studies also showed that epidemic and post-epidemic situations can cause

psychological problems like stress, anxiety, and stigma as well as long lasting effects like
post-traumatic stress symptoms and physical conditions like migraines and headaches

(Bhugra, 2004; Brooks et al., 2020; Cheng et al., 2004; Duan & Zhu, 2020; Fan et al.,

2015). Post-traumatic stress disorder is a serious concern in the times of the COVID-19

pandemic, and females were found to be more prone psychological problems (Alshehri et

al., 2020; Bridgland et al., 2021).

In a recent study, Dubey et al. (2020) revealed that the current pandemic situation has not

only affected the health of people but also badly affected the economy of the country. It

has caused fear amongst people, which they have termed as “coronaphobia.” Many

studies have revealed that stress, anxiety, fear, depression, and other psychological

disorders are very commonly experienced during pandemic situations. The pandemic

stress has a devastating effect on mental health (Kumar & Nayar, 2021; Montano &

Acebes, 2020; Van Bortel et al., 2016). Many studies over the past few decades proved

that the impact of psychological stress is harmful for the immune system and the body’s

response to vaccines, and these findings are applicable for COVID-19 vaccine as well

(Madison et al., 2021; Xiang et al., 2020).

A study by Shrilatha and Durga (2020) revealed that during this pandemic there was a

rise in the use of social media and smartphones to is more than four hours a day, and the

most used app was found to be WHATSAPP. Along with the increase in social media use,

the use of other apps like ZOOM and HOUSE PARTY are also increasing since people

are working from home (Chanchani & Mishra, 2020). Even though social media helps in

connecting with others from home, still there is a big disadvantage to it. During the

coronavirus pandemic, social media is overloaded with misinformation and rumors that

create more stress, fear, and panic among all (Kumar & Nayar, 2021). Fear of COVID-19

due to misinformation results in the spread of maladaptive, obsessive-compulsive

behaviors. Fear of contamination and regular washing of hands are common symptoms of

OCD. Stress during COVID-19 and unavailability of proper treatment and therapy can lead

to initiation and maintenance of OCD (Adams et al., 2018).

The study of Kashif et al. (2020) revealed that along with the spike in screen usage, there

has been a spike in cyber-crime during the coronavirus period. It has been further

reported that personal data have also been stolen and hacked. Similar studies showed

that there has been an increase in the number of cyber-crimes and cyber frauds since the

first case of coronavirus in China and cyber fraud can lead to fear, panic, and stress

(Gross et al., 2016; Lallie et al., 2020). At such critical times, when hard earned money is

lost, it can cause mental distress that may further develop severe psychological disorders.

Hence financial loss and hardships can lead to psychological distress (Bradshaw &

Ellison, 2020).

Increased stress also plays a key role in substance abuse and addiction (Sinha, 2001),

and the stress, anxiety, and increased isolation lead people to indulge in use of

psychoactive substances (like smoking, drugs, and alcohol drinking) and other substance

dependent behaviors (like excessive use of social media, online gaming, and

pornography). This results in substance abuse disorders during the pandemic (Clay &

Parker, 2020; Columb et al., 2020).

 Sources of Stress Coping Mechanisms

Financial worries Spending Time on Hobbies

One study shows that people who indulges in hobbies in their
leisure time are less likely to have mental health issues than
those who do not have hobbies (Jeoung et al., 2013).

Health Worries
Limiting Social Media and News
, it has been suggested to limit social media use and
listening/reading news about the current pandemic situation. It
has also been suggested by WHO to read about it from trusted
Personal Relationship sources only, as, factual information can help lessen fear and
panic.

Personality and Resources Healthy Daily Routine

Various reports show that unhealthy life styles impede our
physical and mental health whereas healthy lifestyle like eating
healthy, getting enough sleep, focusing on positive thoughts,
etc. can boost healthy mind and body (Haar et al., 2014; Takeda
et al., 2015).
Daily Life and Busyness

Good Social Support

Studies reveal that people who have good social support are
less likely to have any psychological disorders. People with good
social networking will have less or no depression, suicidal
thoughts, or suicidal risk in the future (Duan & Zhu, 2020).

Mindfulness Practice
Mindfulness refers to the state of physical and mental awareness
of a person, without being affected by the surroundings.
Statement of the Problem

The Difference lies between the New Normal Education System and the old traditional

way of learning. Guardians and students must work together to recreate the learning

experience and quality of education that we use to experience in traditional learning. Each

knowledge and stories that we hear and discover by listening to each other and our

communities helps us grow stronger.

Several studies have shown the positive relationship between stress by health and social

activities affecting the academic performance of students in this new normal learning.

Many researches on this topic are done either on gender basis, different educational

levels to find out the effect on academic performance of students. It is within this research

framework that we want to find out how much stress on gender basis affects the academic

performances of Humanities and Social Science (HUMSS). Consequently, this paper

attempts to determine the factors of stress resulting from health and social factors

affecting intellectual factors which on further analysis on gender basis affect the academic

performance of students. To accomplish our objective, we ask 5 students from General

Academic Strand (GAS). By administering our questionnaire survey, information related to

topics, past researches, analysis, and graphic representation we got to our final results.

Results are presented graphically, inferentially and descriptively. Regression analysis and

Independent Sample T test are done for the analysis to check the predictions of

independent variables on dependent variable and difference of effects on gender basis.

Coming across research, it has been found that the most important learning behaviors

which affects the academic performances of students are the group study/ independent

study sessions, discussing the material when needed with group mates and class

activities, involvement in class, their backgrounds, and discussing the course and class

material with faculty when needed (Bennett; 2011). In another study, it is been concluded

that study behaviors of STEM students and their attendances are more important and

affective towards their academic performance as compared to the utilization of their text

books. In our research it is been found that the academic performance is combination of

social status of family, parent’s involvement with their children, and school managerial

behavior with their student activities.

Specially, this study attempts to answer the following question:

1.What are the sources of stress of the students in learning in the new normal?

2.What are the coping mechanisms of the students in relieving the identified stress?

3.How would you describe the way you handle the following types of stressors?

(a) School Related

(b) Social

(c) Family

6. What are the different foundations of stress in the new normal that aren't being

encountered that much before?

7. Are the stress reliever methods gained from the qualitative methods healthy?

8. How do we improve our coping mechanism to a much more healthy and productive

way?

Purpose of the Study

The goal of this research is to focus on how people may encounter many difficulties in life

during this pandemic, and how they cope with their stress with this kind of situation. The

aim is to know the different ways of how people push themselves to work and to keep it up

in this time. It aims to identify the factors that trigger the stress of people and how they

came up with solutions.

Significance of the Study

Why coping with stress in the new normal is very important it is because to let other

people help themselves by this research, and it is important to address this kind of topic it

is because Stress is a normal psychological and physical reaction to the demands of life.

A small amount of stress can be good, motivating you to perform well. But multiple
challenges daily, such as sitting in traffic, meeting deadlines and paying bills, can push

you beyond your ability to cope. And coping with stress can help your mind and body

adapt (resilience). Without it, your body might always be on high alert. Over time, chronic

stress can lead to serious health problems. Don't wait until stress damages your health,

relationships or quality of life.

Things That Could Be Causing Your Child Stress At School

Upcoming Tests

Many students worry about getting a good grade or simply making time to study if there is

more than one upcoming test. Test stress doesn’t just affect struggling students, either—

high-achievers usually experience a lot of stress about doing well on tests.

Too Much Homework

When your child is overwhelmed or frustrated by homework, it makes it harder for him or

her to complete assignments. This can cause a stressful cycle where homework piles up

and your child doesn’t have the time or energy to complete it all—leading to even more

stress.

A Heavy Workload

Whether it’s advanced-level classes or the amount of studying required, a heavy workload

can be a major source of stress for students. This is especially common for older high

school students as they start making their post-secondary plans.

Lack Of Organization Students with poor organizational skills tend to experience more

stress in school. This is usually because they aren’t properly prepared with the tools or the
understanding needed to learn. If those organization skills don’t improve, they may

continue to fall behind, leading to more stress and frustration about school.

Too Little “Down Time” Students with busy schedules can quickly become overwhelmed

because they are left with no free time to relax. As your child progresses from elementary

school to high school, the amount and difficulty level of schoolwork increases—and

students without good time management skills can experience even more stress.

Poor Sleep Schedule Not getting enough sleep makes it difficult for students to

concentrate and learn effectively. This can lead to feelings of stress for your child when he

or she isn’t able to perform well in class or on assignments. In fact, studies have shown

that students who don’t get the required 8-10 hours of sleep each night are more likely to

feel stressed than students who do.

Participating In Class For many children, the thought of getting called on in class and

speaking in front of their classmates can be terrifying. This can be particularly true if your

child struggles to keep up in a subject or area (common examples are math and reading).

Lack Of Support A lack of support from parents or teachers, even if it’s only perceived,

can add a lot of stress to students. They may feel that a lot is expected of them, but that

they don’t have a strong enough support system (whether emotional or practical) to

achieve their goals. This is another cause of stress can affect high-achieving students in

particular.

Transitioning To A New Environment Making a major move can be a stressful time for

many students, whether it’s starting at a new school or making the transition from

elementary school to high school. New classes, new teachers, and new routines can all

be stressful for students, and take time to adjust to.

Classes That Are Too Hard As they progress through school and start taking more

advanced classes, the increased difficulty can cause stress for students. This is very

common for teens entering their high school years. As classes get harder, it’s important to

address challenges early so your child can catch up before he or she falls too far behind.

Changes To Routine A routine including dedicated homework time and a consistent

sleep schedule helps guide students through their day. When changes to the usual

routine start to happen, your child may find it more difficult to manage his or her time,

leading to more stress.

Review of Related Literature

“It’s now painfully clear that schools ought to have had more robust disaster-preparedness

plans in place in the event of interruptions in their campus operations. But because many

schools did not have such plans in place…online learning is about to get a bad reputation

at many campuses, I suspect.” Michael Horn, cited in Lederman (2020), ‘Inside Higher

Ed’.

In early January 2020, scientists identified a new infectious disease caused by a novel

coronavirus. Since then, the COVID-19 pandemic has caused widespread disruptions to

schools and universities. According to UNESCO, as of April 10, 2020, more than 188

countries had implemented nationwide school and university closures, impacting over

91% of the world’s student population (UNESCO n.d.).

During these school closures, all face-to-face lessons were cancelled, compelling many

institutions, including our own university, to immediately transition from face-to-face in-

person learning to completely online lessons. The abrupt switch to fully online learning

has been particularly stressful for many instructors and students who prefer in-person

instruction. Online learning is often stigmatized as a weaker option that provides a lower

quality education than in- person face-to-face learning (Hodges et al. 2020). Indeed, such

negative attitudes to fully online learning were revealed by a large EDUCAUSE survey

(Pomerantz and Brooks 2017).

The survey of 11,141 faculty members from 131 U.S. institutions found that only 9% of

faculty prefer to teach a fully online course. In other words, a whopping 91% of faculty do

not wish to teach in a completely online environment. Students’ opinions of fully online

courses are not much better; a recent student survey by EDUCAUSE of more than 40,000

students across 118 American universities revealed that as many as 70% of the

respondents mostly or completely prefer face-to- face learning environments (Gierdowski

2019).

Clearly, many faculty members and students do not see the value of fully online learning,

despite the fact that online learning has been around for many decades. During the

current health crisis, many instructors have had to improvise quick online learning

solutions (Hodges et al. 2020). For

example, in our own university, there are anecdotal reports of a myriad of emergency

online methods. Some instructors, for example, merely uploaded their PowerPoint slides

or papers onto a learning management system such as Moodle and asked students to

read them on their own. Any questions were asked asynchronously on the Moodle forum.

Other instructors recorded their own lectures (usually at least one hour long) and asked

students to asynchronously watch the video lectures and then ask individual questions

later. Still others talked for more than two hours via synchronous video platforms watched

by students in their own homes. Although these online methods may be an efficient

method of delivering content, they are not particularly effective in promoting active

learning and interest (Bates and Galloway 2012). As one student remarked,

“Sitting in front of my computer to watch a 2-h live lecture without any active learning

activities such as group work is pretty boring!” Indeed, without any active learning
activities such as peer interaction, a fully online course will feel more like an interactive

book than a classroom (Sutterlin 2018).

Well-planned active online learning lessons are markedly different from the emergency

online teaching offered in response to a crisis (Hodges et al. 2020). One promising

strategy for promoting

online active learning is the fully online flipped classroom pedagogical approach, hereafter

referred to as the online flipped classroom approach. An online flipped classroom is a

variant of the conventional flipped model. A conventional flipped classroom model

consists of online learning of basic concepts before class, followed by face-to-face

learning activities (Bishop and Verleger 2013). The conventional flipped model has

become very popular in recent years due to

its association with active learning, which emphasizes students’ active learning (Xiu and

Thompson 2020). Active learning activities such as peer discussions can help students

construct

better understandings of the subject material (Deslauriers et al. 2019). Recent meta-

analyses have

provided consistent overall support for the superiority of the conventional flipped

classroom approach over traditional learning for enhancing student learning (e.g., Låg and

Sæle 2019; Lo and

Hew 2019; Shi et al. 2019; van Alten et al. 2019).

The online flipped classroom is similar to the conventional flipped classroom model in that

students are encouraged to prepare for class by completing some pre-class activities

(e.g., watching video lectures, completing quizzes). However, unlike the conventional

flipped classroom approach, students in online flipped classrooms do not meet face-to-

face, but online (Stohr et al. 2020). Although the online flipped classroom appears to be

gathering momentum in higher

education, very few studies have examined its effectiveness (for an exception, see Stohr

et al. 2020, who compared the online flipped classroom format with a conventional non-

flipped teaching format). So far, we are not cognizant of any research that evaluated the

efficacy of the fully online flipped classroom relative to the conventional flipped classroom.

Establishing the effectiveness of online flipped classrooms is important, as practitioners

need to know whether this active learning approach can be used during prolonged school

closures.

Against this backdrop, this study compares the effects of online flipped classrooms versus

conventional flipped classrooms on student learning outcomes. To this end, two

conventional flipped classes in the Faculty of Education are transformed into online

flipped classrooms. Students in both the online and flipped classes participated in the

online pre-class activity asynchronously using a learning management system. However,

students in the online flipped classes joined the online in-class learning synchronously

using a video conferencing app whereas their counterparts in the conventional flipped

classes attended face-to-face classes. The online flipped courses were designed using

the 5E conceptual framework and used a cloud-based video conferencing app.

 We used the Zoom application after careful consideration of many different

videoconferencing platforms. Our reasons for doing so are given in the Section of “Stage

Two: Transforming conventional flipped classes into online flipped classes”.

The 5E framework consists of five phases—Engage, Explore, Explain, Elaborate, and

Evaluate (Bybee et al. 2006).

 Engage—The first phase aims to engage students in the learning process.

Methods to engage students usually include using a real-world scenario, or

problem, asking students questions that allow them to brainstorm or think critically,

and helping them to create connections to their past experiences.

 Explore—In the exploration phase, the teacher, who works as a facilitator or

coach, gives the students time and opportunity to explore the content and

construct their own understanding of the topic at hand.

 Explain—This phase starts with students attempting to explain specific aspects of

the engagement and exploration experiences. Based on these explanations, the

teacher introduces terminology in a direct and explicit manner to facilitate concept

building.
  Elaborate—In this phase, the teacher provided more detailed information about

the subject content through the use of mini lectures and/or whole class

discussions. Students are also given the opportunity to apply what they have

learned and receive feedback from the teacher and their peers.

 Evaluate—Formative assessments (e.g., quizzes) can be used to evaluate

students’ mastery of the subject material at the beginning and throughout the 5E

phases, and teachers can complete a summative assessment after the

elaboration phase (e.g., final exams).

We adopted the 5E framework for the following reasons. First, the 5E framework, which is

based on various educational theories and models (e.g., Herbart’s instructional model,

Dewey’s instructional model, Atkin-Karplus Learning Cycle) (Bybee et al. 2006), provides

a sound

instructional sequence for designing a course and planning activities. The 5E framework

can help instructors organize and integrate both the in-class and out-of-class learning

activities (Lo 2017).

Second, previous research has shown the positive effect of the 5E framework on student

achievement. These positive effects were initially established in science education (e.g.,

Akar 2005; Boddy et al. 2003). Recently, the 5E model has yielded positive results when

applied
to various subject areas and when used to design inquiry- and interaction-based learning

activities. Mullins (2017), for example, found that undergraduate students in a 5E-

supported class

outperformed their peers in a traditional lecture setting. Hew et al. (2018) designed two

postgraduate courses based on the 5E model in order to foster students’ active learning.

Ninety- two percent of the participants agreed that the 5E supported courses were more

engaging than traditional classroom instruction.

The rest of this paper is structured as follows. First, we describe our study design and

methodology. This is followed by a description of our two stages of research. In Stage

One, we explain how we use the 5E framework to design our two conventional flipped

classes; In Stage Two, we describe how we transformed the two conventional flipped

classes into fully online flipped classes, using a cloud-based video conferencing app. We

describe the various pedagogical practices that Zoom videoconferencing can facilitate

before and during online flipped classes. In this paper, we use the term “pedagogical

practices” to refer to specific activities that are used to structure teaching and learning.

This study is guided by the following two questions

 P a g e | 25

Research question 1:

What effect does the change from a conventional flipped classroom format to an online

flipped format have on student learning performance?

Research question 2:

What are the good practices for videoconferencing-assisted online flipped classrooms, as

perceived by students and/or teaching staff?

Definition of Terms

the following are the important terms used in this study and may therefore be meeting by

the learners, researchers, and critics as they go through in reading this study:

1. New Normal - the phrase new normal is an oxymoron typically used to indicate a

life event that is out of the ordinary and has a long-lasting or permanent impact on

someone’s day- to-day routine. For instance, a couple who just had their first baby

might tell friends and family they’re adjusting to their new normal.

2. Idiosyncratic - quirky or peculiar, or the temperament which is unique to an

individual.
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3. Pandemic - a widespread occurrence of an infectious disease over a whole

country or the world at a particular time:

4. Adequate - Some common synonyms of adequate are competent, enough, and

sufficient.
While all these words mean "being what is necessary or desirable," adequate may imply

barely meeting a requirement. When could competent be used to replace adequate?

5. Myriad - a countless or extremely great number:

6. Resilience - the capacity to recover quickly from difficulties; toughness.

FIGURE 1.1. Community of Inquiry framework

The three key elements or dimensions of the CoI framework are social, cognitive, and

teaching presence (Figure 1.1). It is at the convergence of these three mutually reinforcing

elements that a collaborative constructivist educational experience is realized. Social

presence creates the environment for trust, open communication, and group cohesion.

Cognitive presence has been defined “as the extent to which learners are able to

construct and confirm meaning through sustained reflection and discourse in a critical

community of inquiry” (Garrison, Anderson, & Archer, 2001, p. 11). It has been

operationalized through the developmental phases of inquiry – a triggering event,

exploration, integration, and resolution. The third and cohesive element, teaching
 P a g e | 27

presence, is associated with the design, facilitation, and direction of a community of

inquiry. This unifying force brings together the social and cognitive processes directed to

personally meaningful and educationally worthwhile outcomes.

Conclusion

People tend to help themselves into the eager of stress, that many people cope with the

same ideology to keep themselves from going. And for the relation of our education

system, the challenge now is to explore systematically the strategies and techniques

where we can fuse face-to-face and online learning that will create purposeful

communities of inquiry in the support of deep and meaningful approaches to teaching and

learning. We need to explore the strengths and weaknesses of face-to-face and online

experiences as we consider each of these principles. This will be done in subsequent

chapters, which will focus on the design, facilitation, direction, and assessment of blended

learning experiences.
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Chapter 2

Research design

This qualitative study utilized a phenomenological approach. It aimed to investigate the

experiences and coping mechanisms of students and grown-ups whilst pandemic and the

ongoing new normal ,i.e., to learn on the different stressors and their coping mechanisms

in order to help others experiencing these circumstances overcome their stress, a

definition from physio-pedia.com , a qualitative study is defined as a study that can be

hard to give just one clear definition of what qualitative research is because of its broad,

in-depth nature and the breadth and variety of what it is trying to achieve. The approach

investigates the everyday experiences of human beings while suspending the

researchers' preconceived assumptions about the phenomenon.

Population and Locale of the Study

Participants of the study were identified using purposive sampling. Using purposive

sampling, the researchers chose the participant who fit the study. Those who participated

in the study met the description of a (1) students who have their face-to-face classes/

modular distance learning.

 P a g e | 29

(2) Students/adults who have responsibilities outside school/work. (3) Student/adult goes

to work/school every day. (4) Willing to participate in study.

Data Gathering Procedure

In gathering the pertinent data for the study, A semi structure interview was used in

gathering the data. This form of interview asked the same questions to the interviewee in

order to know their own experiences/struggles during the pandemic, about their different

stressors and their own coping mechanisms. This one-on-one interview helped the

researchers obtain all the necessary information needed and allowed the researchers to

ask follow-up questions for clarification while conversing to further broaden the knowledge

of the researchers towards the topic, Six items sets on the questionnaires were given to

the participants for them to answer, and follow-up questions from the interviewees were

also asked. The researchers also provided an agreement that included obtaining informed

consent, ensuring confidentiality, time and place commitments, and permission to record

via video or voice recordings (in which the participant gladly obliged) and publish,

delineating the ethical principles of research. As to data storing methods, the researchers

used the note-taking and dialogic form of an interview to extract Deeper responses from

the respondents.

Data Gathering tool

We include our observation as a tool to make this research more authentic. We thoroughly

observe the reactions, ideas, and feedbacks of the students. Be also have interview as a

tool to see what people really experience in these new ways of learning, or the new
 P a g e | 30

normal. We also include the internet as a tool to base the comments of the students

towards the topic new normal.

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