LEARNING IN THE NEW NORMAL: FACTORS AFFECTING ACADEMIC

DEMORALIZATION AMONG THE GAS STUDENTS OF RMDSF - STEC

A Research Paper

Submitted to the Faculty of

Ramon M. Durano Sr. Foundation-

Science and Technology Education Center

Banaba, Guinsay, Danao City, Cebu

In partial fulfillment

For the Academic Requirements for

PRACTICAL RESEARCH 1

(Qualitative Research)

CANILLO, ALJEN

CASAS, MARIA FE

ESPANOLA, MARIO, JR.

GERSALINA, PAULINE

GONZALES, ROLAND

HERMOSO, ROCEL CINDY

MAQUILAN, KEAN MANUEL

OGANG, RHEA JANE

PAGAMOCAN, SYMONN JOHN

TACUMBA, CHRISCILLE

VELASCO, WILJHON RAYN

VERANCES, MARC JASON

 VILLAR, ANDREA GAYLE

APPENDIX A

Transmittal Letter

MARIBETH E. NOYA

Principal III

Ramon M. Durano Sr. Foundation-

Science & Technology Education Center

Banaba Guinsay, Danao City

April 1, 2022

Ma’am

I wish you a woderful day, maam.

This research project is titled “Factors Affecting Academic

Demoralization” prepared and submitted by Canillo, Aljen; Casas, Maria

Fe; Española, Mario;Gersalina, Pauline; Gonzales, Roland; Hermoso,

Rocel Cindy; Maquilan, Manuel; Ogang, Rhea; Pagamocan Symonn;

Tacumba, Chriscelle; Velasco, Wiljhon Rayn; Verances, Mjiee; Villar,

Andrea Gayle; the study has been reviewed and is ready for oral

presentation. We ensure that we have followed all the Covid 19

regulations, protocols, and community guidelines by doing this

research endeavor.
 CHAPTER 1

BACKGROUND OF THE STUDY

Rationale

It has been almost two years since the still ongoing COVID-19

pandemic disrupted normal life. Among the various institutions that have been

gravely affected is our country’s education system.With the implementation of

this new mode of learning, students faced new set of challenges in coping up

with their learning. In a survey released in March 2021 by the Social Weather

Stations (SWS), 89 percent of Filipino families with members enrolled in

schools nationwide last school year 2020-21 consider blended learning to be

“more difficult” compared to the regular face-to-face setup. This research

targets to discover the main factors that could lead to students’

demoralization. Could the new education setup be the reason, or could the

historic phrase “teacher-factor” be still the main reason for their academic

demoralization? The results of this study will be used to identify intervention

programs that the institution could provide and administer to lessen such

dilemma.

In a survey conducted in United States by Emily Tate last September

15, 2020, she stated that the pandemic has created enormous challenges for

the 56 million K-12 students in the United States, and the heaviest burden has

fallen on the minorities and learners whose family members have never

attended college.” Tate also emphasized that students need to be motivated

in learning. What’s often missing in online environments are the regular

nudges teachers provide within a classroom setting. Otherwise, Moore (Emily

Tate, 2020) says, “students might not have the motivation to be self-directed
and do the material that has been assigned to them.” This is often one among

the themes that emerged in the survey.

Ramon M. Durano Sr. Foundation – Science and Technology

Education Center, is an integrated public school situated in Banaba, Guinsay,

Danao City. Like any other schools, RMDSF – STEC implemented the

blended learning specifically the Modular – printed modality of learning. Within

this two - year education set – up, the students of this institution are slowly

having persistent inability to cope with the current education status and

objective incompetence resulting to withdrawn concentration or engrossment

in their academics.

The impact of modern technology and current alternative learning

processes has affected students’ learning interest in academic tracks, which

will lead to low academic performance. However, it also affects their mental

health, leading to depression due to poor grades and fear of failure.

Therefore, the goal of this research project was to identify the factors that

influence the low academic morale of RMDSF - STEC GRADE 11 GAS

students and to re-establish their focus.

The researchers will identify the factors that influence academic

demoralization, particularly among GAS students in Ramon M. Durano Sr. -

Science Technology Education Center (RMDSF - STEC) This research will

focus on the aforementioned students’ personal experiences and perspective

on how the modern technology, lifestyle, and the pandemic have affected their

performance.
Theoretical Conceptual Framework

This research study has been validated by several theories for the

effective formulation of the problem regarding the causes and effects of

students academic demoralization. Thus, supported by the evidences and the

implications of findings.

The study is anchored on the “Theory of Educational Productivity”

by Herbert J. Walberg. Walberg's theory of academic achievement posits

that psychological characteristics of individual students and their immediate

psychological environments influence educational outcomes (cognitive,

behavioral, and attitudinal) (Reynolds & Walberg, 1992). Further, there are

identified nine key variables that influence educational outcomes as:student

ability/prior achievement, motivation, age/developmental level, quantity of

instruction, quality of instruction, classroom climate, home environment, peer

group, and exposure to mass media outside of school (Walberg, Fraser, &

Welch, 1986). This theory correlates with our study for it tackles about the

variables influencing learning that affects the academic performance of a

student. The variables are reflected with different representation. In the first

three variables (ability, motivation, and age) reflect characteristics of the

student. The fourth and fifth variables reflect instruction (quantity and quality),

and the final four variables (classroom climate, home environment, peer group,

and exposure to media) represent aspects of the psychological environment. It

explained that these variables has a certain effects that might cause problems

with the academic performance of students if it will not be properly guided.

 Social Cognitive Theory(SCT) is a psychological model of behavior

that asserts that learning occurs through observation within a social context.

According to SCT, people observe the behaviors of others and the resulting

consequences and use those observations to inform their own behaviors. The

theory emerged largely from the work of Albert Bandura. According to

Bandura, SCT is founded on reciprocal triadic relations among personal,

behavioral, and environmental factors. The major theoritical components of

SCT include modeling, outcome expectations, self efficacy, goal setting, and

self-regulation. SCT has been applied to a variety of disciplines such as

psychology, education, business, and health communication. Within

education, SCT has been used to understand classroom learning, student

motivation, and academic achievement (June 5,2018). This theory is relevant

to our topic because it can be applied to those students who adopt bad

behaviors from others and will face their own consequences. They may

become aware of their future actions as a result of this.

Operant Conditioning Theory, was first described by behaviorist B.F.

Skinner, which is why you may occasionally hear it referred to as Skinnerian

conditioning. As a behaviorist, Skinner believed that it was not really

necessary to look at internal thoughts and motivations in order to explain

behavior. Instead, he suggested, we should look only at the external,

observable causes of human behavior. Through the first part of the 20 th

century, behaviorism became a major force within psychology. The ideas of

John B. Watson focused on the principles of classical conditioning, once

famously suggesting that he could take any person regardless of their

background and train them to be anything he choose. Early behaviorists

focused their interest on associative learning. Skinner was more interested in

how the consequences of people’s action influenced their behavior. His theory

was heavily influenced by the work of psychologist Edward Thorndike, who

had proposed what he called the law of affect. According to his principle,

actions that are followed by desirable outcomes are more likely to be repeated

while those followed by undesirable outcomes are less likely to be repeated.

This theory is interconnected to our topic, whereas the students who

experienced academic demoralization were punished according to their

actions. Which simply states that behaviors that are associated with reward

are more likely to be repeated. Having academic demoralization is not a

mistake. Just let them know and give them their punishment to wake them up

and rebuild their academic interest.

Connectivism, a theory advanced by George Siemens, is touted as “a

learning theory for the digital age.”According to the theory of connectivism,

learning is derived from forming connections. Educators must help students

connect previous knowledge to new knowledge, and students must be able to

recognize gaps in their knowledge as well. With technology, students have an

increased ability to independently seek the most current information on any

topic. This type of exploration and self-motivated learning should be

encouraged. Connectivism embraces the idea that learning is no longer a

completely internal process. Students should have opportunities to connect

knowledge and ideas, independently seek understanding, and connect with

others to share knowledge via technology(December 22,2018). This theory is

relevant to our topic as it explains one of the reasons why students have

academic demoralization in this time of new normal teaching in which

teachers assign tasks, and make announcements. And give information via

Facebook, Messenger, or any social media platform. We all know that not all

students can afford gadgets to access this platform. That’s why many

students are left behind.

“Theory of Social Development”, first proposed by Lev Vygostsky,

suggest that his theory is usually referred to as a social development theory

because a major theme in his theoretical framework is that social interaction

plays as essential role in the development of cognition. Cognitive

development is field of study in neuroscience and psychology focusing on a

child’s development in terms of information processing and other aspects of

the developed adult brain and cognitive psychology. To relate this to our

study, students may be aware that they need to communicate with other

people, they tend to solve their problems by themselves which is wrong,

hence they need a supportive learning environment and they need a motivator

or a social support by their friends or family and encourage them to bravely

face their problems.

 THEORIES
 Theory of Educational
Productivity
 Social Cognitive Theory(SCT)
 Operant Conditioning Theory
 Theory of Connectivism
 Theory of Social Development

The Factors Affecting Academic

Demoralization Among the GAS

Students of RMDSF – STEC

Recommended actions and

resolutions to refocus and improve

GAS Students' academic

performance
STATEMENT OF PURPOSE

This study delved into the factors why the GAS student of RMDSF-

STEC experience academic demoralization throughout this learning mode.

The main purpose of this study is to explain why they are demoralized in

school and to offer ways to assist them regain their attention.

SIGNIFICANCE OF THE STUDY

This study focuses on identifying the different factors that will result in

academic demoralization among GAS students of RMDSF-STEC during this

time of new normal education setting.

The study’s findings are critical for the following individual who will directly

or indirectly from the study in some way.

GAS Students. The findings of this study will help them identify the solution

to their academic demoralization, thus knowing the alternatives to regain their

focus and attentiveness towards their studies.

Parents. This research is beneficial to parents for it to provides a relevant and

significant information with regards to the factors affecting the academic

demoralization. Parents are ought to be the first teacher and guide of their

children in their studies so by this research they can differentiate the

performance of their children between at home and school. Given that

learning comes first at home, this play a significant role in this time of new

normal where their home become school.

Teachers. The findings of this study will let them know what factors why

student have academic demoralization .Through this research they may be

aware how struggle the student had during this new learning system. This will

enable them to adjust their teaching strategies.

Future Researchers. This study will the future researcher in the

advancement of their study and helps emerging themselves to discover more

information, gather more useful data and discovery. This may also use as

their references in the future.

Department Of Education. This study will be beneficial for the Department

Of Education in view of the fact that the result will be used to identify

intervention programs that the institution could provide and administer to

lessen and even prevent academic demoralization among students.

SCOPE AND DELIMITATIONS

This research focuses on finding out the primary factors affecting

academic demoralization of GAS students in RMDSF - STEC. Recent studies

and research will be used as reference in finding out what affects the

academic demoralization of students.

This study will only cover the student, teacher, subject, and family-

related factors as well as the given demographic factors as one of the factors

affecting academic demoralization. This study would be done through the

utilization of questionnaire and focuses on the students of RMDSF-STEC as

research respondents.

Operational Definition of Terms

The following terms are defined accordingly in the context of the research to

serve as guide and for the better understanding understanding of the study.
Academic demoralization. This refers to the discouragement of learners to

keep their attention on academic learning and performances resulting into

failing grades, losing focus in school and may also lead to dropping out.

New Normal. A contemporary circumstance, social norms, and others that

differs from what has been previously observed and is expected to become

commonplace.

Delved. This pertains to determining what elements influence academic

demoralization.

Learning Mode. This term refers to set of guidelines that govern student

acquire, process, and retain knowledge and information

General Academic Strand (GAS). This refers to Senior High School strand

that takes a generalist approach to college preparation.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

 There are various and finite studies that will be focused on in this
chapter regarding the academic demoralization of General Academic Strand
(GAS) students. The selected literature and related studies is stated that will
support the conceptualization and extent of the study.

RELATED LITERATURE
Lockdown and social distancing measures due to the COVID-19 pandemic
have led to closures of schools, training institutes and higher education
facilities in most countries. There is a paradigm shift in the way educators
deliver quality education-through various online platforms. The online
learning, distance and continuing education have became a panacea for this
unprecedented global pandemic, despite the challenges posted to both
educators and the learners. Transitioning from traditional face to face learning
to online learning can be entirely different experience for the learners and the
educators, which they must adopt to with little or no other alternatives
available. The education system and the educators have adopted “Education
in Emergency” through various online platforms and are compelled to adopt a
system that they are not prepared for.

E-learning tools have played a crucial role during this pandemic, helping
schools and universities facilitate student learning during the closure
universities facilitate student learning during the closure of universities and
schools (Subedi et al.,2020). While adapting to the new changes, staff and
student readiness needs to be gauged and supported accordingly. The
learners with a fixed mindset find it difficult to adapt and adjust, whereas the
learners with a growth mindset quickly adapt to a new learning environment.
There is no one-size-fits-all pedagogy for online learning. There are a variety
of subjects with varying needs. Different subjects and age groups require
different approaches to online learning (Doucet et al., 2020). Online learning
also allows physically challenged students with more freedom to participate in
learning in the virtual environment, requiring limited movement (Basilaia &
Kvavadze, 2020).

As schools have been closed to cope with the global pandemic, students,
parents and educators around the globe have felt the unexpected ripple effect
of the COVID-19 pandemic. While governments, frontline workers and health
officials are doing their best slowing down the outbreak, education systems
are trying to continue imparting quality education for all during these difficult
times. Many students at home or living space have undergone psychological
and emotional distress and have been unable to engage productively. The
best practices for online homeschooling are yet to be explored E.

RELATED STUDIES
Asynchrous instruction means that teachers and learners do not have
synchronous sessions and that students have access to course content
through the internet at any time they want or need. Communication among the
participants occurs mainly through email and online forums and is typically
moderated by the instructor (Watts,2016). According to Garrison (2000)
“Asynchronous collaborative learning may well be the defining technology of
the postindustrial era of distance education.” (p.12) Yet another type of DE is
blended learning (BL). Garrison and Kanuka (2004) define BL as combining
face-to-face classroom time with online learning experiences. Although it is
not clear as to how much time is allocated to online in the blended model “the
real test of blended learning is the effective integration of the two main
components (face-to-face and internet technology) such that we are not just
adding on the existing dominant approach or method.” (p.97) In the BL format
different teaching strategies and instructional technology can be used to help
individuals who have different learning styles, needs and interests (Tseng &
Walsh Jr., 2016).g Students performance because they main focus on the
student performance for the particular semester. Some other researchers
used test results or previous year result since they are studying performance
for the specific subject or year (Hijazi and Naqvi, 2006 and Hake, 1998). b)
Communication many researches has been discussed the different factors
that affects the students academic performance. These are internal and
external classroom factors and these factors strongly affect the student’s
performance. Internal classroom factors include students competence in
English, class schedules, class size, English text books, class test results,
learning facilities, homework, environment of the class, complexity of the
course material, teachers role in the class, technology used in the class and
exams system. External classroom factors include extracurricular activities,
family problems, workand financial, social and other problems. Research
studies shows that students’ performance depends on many factors such as
learning facilitie, gender and age differences, etc. That can affect student
performance (Hansen, Joe B., 2000). Harb and El-Shaari (2006) found that
the most important factor with positive effect on student’s performance is
student’s competence in English. If the students have strong communication.

All of these studies show relevant information about the learning mode we
face during this pandemic. Through these studies, we learn to cope with the
different factors that affect academic demoralization from previous studies.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter covers the research methodology, which comprises the research

design, study population and location, sampling procedure, and data treatment.
RESEARCH DESIGN

A case study method was adopted to have a deeper understanding of the

factors affecting the academic demoralization among the GAS students of RMDSF -

STEC. In this concept, the issue was explored in its natural setting and concise to a

single easily research topic. In research methodology, qualitative case study is an in

depth exploration of a program, event, activity, process or one or more individuals.

Cases are bounded by time and activity and researchers collect detailed information

using a variety of data collection procedures over a sustained period of time (Slake,

1995).

The case study qualitative research design fits the study and it focuses on the

collecting of detailed information regarding with the factors affecting the academic

demoralization of GAS students. Surveys and interviews is utilized to determine the

problem specifically the factors affecting the academic demoralization of GAS

students are qualitative techniques that is utilized.

RESEARCH ENVIRONMENT

The study will be conducted in the well-known institution which is the Ramon

M. Durano Sr. Foundation - Science and Technology Education Center (RMDSF-

STEC) located at Banaba, Guinsay, Danao City, Cebu.

The school is spread out over a broad area of around 1000 square meters, or

about 1 hectare. There is also a covered court in front of the stage that is currently

being built and consist of five buildings. As of the academic year 2020-2021, the

school has 1,374 students enrolled in Pre-Elementary, Elementary, Junior High

School (JHS), and Senior High School (SHS) programs. Pre-Elementary and

Elementary, as well as JHS and SHS, have their own facilities, with Senior High

School having the most students. The Ramon M. Durano Sr. Memorial Fund was
established in memory of Ramon M. Durano Sr., The RMDSF-STEC was chosen as

the study's location because it is convenient for the researchers and the respondents

are seniors in the General Academic Strand (GAS).

We decided to conduct the study in the institution considering that the

respondents are the GAS students of Ramon Durano Sr. Foundation- Science and

Technology Education Center RMDSF-STEC. The area is suitable and accessible

for the researchers.

Figure 2. Location Map of the Research Environment via Google Map

Figure 3. Picture of the Research Environment

RESEARCH INFORMANTS / PARTICIPANTS

The study’s participants are the GAS students of Ramon M. Durano Sr.

Foundation-Science Technology and Education Center (RMDSF-STEC), who were

chosen specifically to assess students’ performance and to determine the factors that

contribute to their academic demoralization. Purposive sampling is utilized to collect

samples in this study.

According to Arikunto (2010:183), purposive sampling is the process of

selecting sample by taking subject that is not based on the level or area, but it is

taken based on the specific purpose.The participants are chosen based on the

sample's aim. This type of sampling is commonly done when researchers want to

explore or analyze a phenomenon that requires specific qualities from a community.

This sampling method necessitates previous awareness of the study's goal in order

for the researchers to approach the right study participants.

RESEARCH INSTRUMENT

The data was collected from the participants, who are Grade 11

General Academic Strand (GAS) students, via a semi-structured interview.

The following are the questions used in the Focused Group Discussion (FGD)

for Ramon M. Durano Sr. - Science and Technology Education Center –

Foundation GAS ( General Academic Strand) students. The discussion will be

done face-to-face in English, in accordance with the COVID-19 guidelines,

and participants are aware that the FGD will be recorded. As a result, when

conducting the survey, we followed all COVID-19 rules and regulations to

protect the health and safety of all respondents.

During the interview, the following questions were posed:

1. How well did you think you performed in this school year?

2. What are the changes that you have noticed in your academic

performance in the previous semester and in the present semester?

3. Do you ever feel discouraged, unmotivated, or unable to focus on your

studies?

4. What do you think are the factors that cause your discouragement, lack of

motivation and focus in your studies?

5. How do these factors affect your academic performance? 

6. What are the possible ways in which you can reestablish your motivation

and focus?

7. What advice would you provide to students who also experience

discouragement in their studies?

DATA GATHERING PROCEDURE

The researchers will get permission from the school administration

before conducting the interview via a letter of consent (Appendix A)

considering that we are in the middle of the crisis which is the COVID-19

pandemic. The survey will be done through face-to-face interviews. We are

still in the midst of the COVID-19 outbreak, we shall observe public health

protocols, putting the respondents at a lower risk. The researchers will select

students who experienced academic demoralization during the COVID-19

outbreak while selecting volunteers. A letter will be sent to the selected

participants, informing them of the survey.

During the interview, respondents will have the choice of speaking in

any language they prefer. Researchers will go to great lengths to keep the

information they collect confidential. The data acquired is just for academic

reasons. The researchers will not pressure the chosen participants to take the

survey; it will be up to them to do so. Because the survey will be performed

face-to-face, the responses of the participants will be systematically and

automatically summarized after the validated data has been obtained.

TREATMENT OF THE DATA

A qualitative study that follows the case study inquiry method is a

useful research tool in gathering data about the personal experiences of the

participants. In order to prevent the ongoing COVID-19 pandemic, the

researchers employed social distancing and safety protocols in conducting a

survey of open-ended questions that will enable the participants to reveal their
observations and opinions about the factors affecting academic

demoralization among the gas students of RMDSF-STEC. After the survey,

the participants' responses will be translated and encoded.

 The phases of thematic analysis as described by Braun and Clarke

(2006) allow for a systematic way of seeing, as well as processing qualitative

information using “coding”. The several phases of the thematic analysis as

used in the current research are described in the following (Braun & Clarke,

2006): (1) Data familiarization: this step involves transcribing the data, reading

and re-reading the data, and noting down the initial ideas. (2) Generating

initial code: “Coding interesting features of the data in a systematic fashion

across the entire data set, collecting data relevant to each code” (Braun &

Clarke, 2006, p. 87). While translating and transcribing, features were coded

as a small phrase or keyword representing a specific idea. (3) Searching for

themes across the data: “Collating codes into potential themes, gathering all

data relevant to each potential theme” (Braun & Clarke, 2006, p. 87). The data

were read and re-read, and the cycle was repeated several times to narrow

down the number of codes and categorized them into identifiable themes. The

codes were then analyzed and grouped into four central themes as stated in

the next section. (4) Reviewing themes: “Checking if the themes work in

relation to the coded extracts at the first level and then the entire data set at

the second level, generating a thematic map of the analysis” (Braun & Clarke,

2006, p. 87). The complete interview data were re-read to validate the codes.

(5) Producing the report: “The final analysis; selection of vivid, compelling

extract examples, the final analysis of selected extracts, relating to the

analysis to their search question and literature, producing a scholarly report of

the analysis” (Braun & Clarke, 2006, p. 87).

Several vital statements/features representing the data were extracted

to showcase the resulting outcomes both as statements in the form of ideas

and feelings, and visual representations are drawn using interconnections

between codes.