CHAPTER I

BACKGROUND OF THE STUDY

INTRODUCTION

The coronavirus COVID-19 pandemic is the major global health crisis of our time and

the greatest challenge we are facing today. Since its occurrence in Asia late last year, the virus

has spread to almost every region. We have reached the tragic milestone of million deaths, and

the human family is suffering under an almost unbearable burden of loss. 1 But the pandemic is

much more than a health crisis, it is also an unprecedented socio-economic crisis. It has the

potential to make a devastating social, economic and political effects that will leave long-lasting

undesirable damages.

Every day, people are losing jobs and income, with no way of knowing when normality

will return. Despite the uncertainty our country, Philippines, has pushed its ways in continuing to

conduct classes during this time. Across the country, millions of students were set to formally

resume their education after a hiatus of almost seven months due to the coronavirus disease 2019

(COVID-19) pandemic.2 However, despite efforts to offer different options to make education

more accessible and inclusive during the so-called new normal, not every student has access to

the flexible mode of learning and some even decided to not return to school. Hence, the decision

to open classes in the middle of a pandemic was met with criticism. Students and parents pointed

out that their household finances have been affected by months of lockdown, and they could not

afford to buy the tools needed for the renewed education system.

1
UNDP (2020) retrieved from https://www.undp.org/content/undp/en/home/coronavirus.html
2
Mateo, J.(October 2020),As Classes Open, ‘Learning Crisis’ Highlighted With Millions Of Students Left Behind,
retrieved from https://www.onenews.ph/as-classes-open-learning-crisis-highlighted-with-millions-of-students-left-
behind

1
 According to the journal entitled “Online Classes of Nursing Students during Lockdown

(COVID Pandemic): Perception and Issues,” the result of their research concluded that as per

perception, majority (77.7%) of participants responded that classroom teaching is the best

teaching learning method. Whereas, 38.1% of them responded that online learning is less

interactive and difficult to operate. Most (43.9%) of subjects agreed that online learning provides

opportunity to create students own learning environment and more than half (68.7%) of subjects

were partially satisfied with online study in the course of lockdown. Regarding issues of online

study, majority subjects were not able to maintain proper time schedule, faced network issues,

less student and teacher interaction and inadequate access to learning material etc. Thus,

adequate resources, proper schedule, technical support are required to make online study more

effective.3 Online learning has been more difficult to nursing because most of the course and

topics are skill-based or an actual face-to-face learning are clearly more effective and needed for

the students to really understand and learn the knowledge and skills especially to those nursing

students in higher level.

Therefore, the researchers will conduct a study in order to determine if there is a

significant impact to the quality of education and experiences of nursing students of Palawan

State University given this new normal set-up of class. Moreover, compare and analyse data

based on the locality or where the student is located during his or her class this pandemic.

STATEMENT OF THE PROBLEM

3
Kaur, S. et.al (August 2020) Online Classes of Nursing Students During Lockdown (COVID Pandemic): Perception
and Issues, retrieved from https://www.journalijar.com/article/34176/online-classes-of-nursing-students-during-
lockdown-(covid-pandemic):-perception-and-issues/

2
 This study entitled “Experiences of Nursing Students on New Normal Learning during

Pandemic in Relation to their Locality” aims to realize the disparities that have aggravated

profoundly within our society tied to class, geographical location, financial capability,

connectivity and resources available to students of Palawan State University living in rural and

urban areas during this time of pandemic considering the new normal class set-up.

Specifically, this study seeks to answer the following questions:

1. What are the challenges encountered by the nursing students during the new normal

learning?

2. What are the realizations of the students upon experiencing the new mode of teaching

instruction?

3. What are the coping strategies employed by the students?

PURPOSE OF THE STUDY

The purpose of this research study is to determine and compare the differences of the

experiences in new normal class during pandemic of Palawan State University BSN students in

relation to their locality. The data will be obtain through online questionnaires at locations

convenient to the participants.

ASSUMPTION/S

3
 The location of the nursing students directly affects their quality of education experience

in the new normal class setting.

There is a significant difference between the learning experiences of the nursing students

located in rural and urban area during pandemic.

DEFINITION OF TERMS

 COVID- 'CO' stands for corona, 'VI' for virus, and 'D' for disease

 Pandemic- an epidemic occurring worldwide, or over a very wide area, crossing

international boundaries and usually affecting a large number of people

 Rural- rural areas are the opposite of urban areas, often called "the countryside"

 Urban/ urban area- urban area is the region surrounding a city

SCOPE AND DELIMITATIONS

The study entitled “Experiences of Nursing Students on New Normal Learning during

Pandemic in Relation to their Locality” is primarily focused in determining the effect of new

normal class set-up during the pandemic through the comparison of the learning experiences of

the nursing students of Palawan State University in accordance to where they are located during

their class this pandemic either in rural or urban area. This study will be conducted at Palawan

State University. The data will be collected through mixed-method (quantitative and qualitative)

with the support of online sending of questionnaire forms to the respondents. This study started

from September 2020 and is expected to finish on January 2021.

SIGNIFICANCE OF THE STUDY

4
 The investigations of the study entitled “Experiences of Nursing Students on New

Normal Learning during Pandemic in Relation to their Locality” is deemed significant to the

following:

To the School administrators, the result of this study could serve as baseline data to improve

programs and reference for the advancement and modification of certain systems (internally) in

regards to the adaptation or shifting to new normal curriculum.

To the Faculty of College of Nursing and Health Sciences, the result of this could be an eye

opener to create and innovate for new instructional material, and to use varied and appropriate

teaching strategies in preparation to fully adapt in new normal system and leaning towards the

digital age of teaching and learning in the country.

To the BSN students, this will help the students to develop their skills and interests towards the

course and to set their expectations on new style of learning and what shall they do to make sure

they are adapting to the inevitable changes.

To the parents, who are directly concern with the education of their children considering school

performance in every nursing subject.

To the future researchers, the result of this study can serve as basis for future reference and

further study about the effect of new normal curriculum between students in relevance to their

place of residence.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies after the thorough and in-depth

investigation done by the researchers. This chapter will also present the research paradigm, and

conceptual framework to fully understand the research to be done for better comprehension of

this study.

RELATED LITERATURE

Severe acute respiratory syndrome coronavirus-2 (SARS-CoV-2), popularly known as

COVID-19, was first identified in late December 2019 from Wuhan, China (Temsah et al.,

2020), which spread then more than 200 countries (Shen et al., 2020). The World Health

Organization (WHO) immediately announced the situation as a global pandemic on March 11,

2020 (Kapasia et al., 2020). As of 5 July 2020, a total number of 11,125,245 global confirmed

cases with 203,836 new cases and a total of 528,204 deaths were reported (WHO, 2020). Since

COVID-19 was declared as a global pandemic, public health, including mental health, has

become a threat. Millions of people, including researchers, academic, corporate personal as well

as students, were forced by the national governments to stay safe isolating themselves or

implementing a whole and/or partial lockdown globally (Cooper, Mondal, & Antonopoulos,

2020). Due to imposing lockdown for a long time, the physical access to the classroom has been

restricted. About 1.5 billion school going, and university students have been suffering because of

institutional closure due to COVID-19 outbreak (IAU, 2020). The closings of educational

institutes affect children and youngs primarily (Araújo, de Lima, Cidade, Nobre, & Neto, 2020).

Online-classes are to be found demandable as an alternative to institutional closure during this

6
unprecedented time. Nevertheless, as a result of an inadequate learning approach, both students

and instructors face numerous challenges and difficulties including psychological problems.

(Alam, 2020, Bao, 2020). The successful implementation of e-Learning systems depends on how

the program is performed by students and instructors (Thongsri, Shen, & Bao, 2019b). Though

online teaching is one of the promising alternatives to the physical classroom, students show a

negative perception of online learning behavior (Rohman, Marji, Sugandi, & Nurhadi, 2020),

which might be a significant consequence that is responsible for psychological distress. The

previous study showed that students are anxious because of lack of enjoyment at classroom

(Dewaele, Magdalena, & Saito, 2019). There are various causes of e-Learning crack-up such as

course quality, the usability of content, technological ease, availability of technical assistance,

and the likelihood of interaction with peer students (Penna and Stara, 2007, Ssekakubo et al.,

2011). Most of the crack-up in e-Learning are technologically based, and software and hardware

support are not available in their area of residence that restricts them to access the quality of

education they deserved (Al-araibi, Mahrin, & Yusoff, 2019).

While literature reveals the positive perception of e-Learning, this study examined and

assessed the impact of e-Learning crack-up perceptions on psychological distress among college

students during COVID-19 pandemic. Kessler psychological distress scale (K10) was used to

evaluate stress symptoms. This study first conducted an online focus group discussion (OFGD)

with the target population to develop the scale of “e-Learning crack-up” and “fear of academic

year loss”. Afterward, a questionnaire was developed based on OFGD findings. An online survey

was conducted amongst college students in Bangladesh using a purposive sampling technique.

Results show that “e-Learning crack-up” perception has a significant positive impact on

student’s psychological distress, and fear of academic year loss is the crucial factor that is

7
responsible for psychological distress during COVID-19 lockdown. This study can provide an

understanding of how “e-Learning crack-up” and “Fear of academic year loss” influence college

students’ mental health. Theoretically, this study extends and validated the scope of Kessler's

psychological distress scale with two new contexts. Practically, this study will help the

government and policymakers identify the student's mental well-being and take more appropriate

action to address these issues.4

The study titled, Online Learning on Location: Perspectives from regional Australia set

out to identify factors which differentiate or significantly impact on the capacity of regional and

rural learners to effectively access and utilize online education and training opportunities. It

examined the conditions under which learners enrolled in selected programs that utilize an online

delivery component are resourced and supported. It also investigated the extent to which barriers

or impediments to learners engaging successfully with online learning occur or impact in ways

specific to these regional conditions, and what is being done to overcome these barriers.

The research revealed that the bridgehead to online learning in the locations investigated

is not yet well established. Much delivery is poorly resourced, teachers feel isolated and under

pressure, and learners struggle to remain engaged, while the system is giving public undertakings

and predictions for online learning that the current patterns of delivery and learner support do not

bear out. Underlying difficulties presented by non-provider-related factors—learner isolation,

information and communication technologies knowledge and readiness, regional infrastructure—

are identified and recognized as limiting accessibility and sustainability. The quality of resources

and access to learner support to deal with both course-related and technology issues were also

identified as critical issues in this context.

4
Najmul H., Yukun B. (2020) Children and Youth Services Review 118, 105355

8
 Documentation of learners’ expectations, and subsequent accounts of how they coped,

range from ‘highly successful’ to ‘unable to cope’. Attrition in learner numbers is noted, and

while sample size and research design did not provide either aggregated or comparative data on

this feature, levels of disengagement appear significant and are of concern to teachers. Most

learners indicated that they had no alternative choice of study mode, so the implications of their

disengagement are highly negative, both for their current Vocational Education and Training

(VET) program, and potentially for future studies involving online delivery.

The majority of learners who were re-interviewed reported that they found studying

online to be a positive experience, due mainly to the convenience and flexibility of the mode.

Their level of satisfaction and achievement was such that they would be happy to study online

again. The group was equally divided about preferring online or face-to-face modes. Clearly,

both modes have distinctive features which learners’ value, and mixed or blended modes, where

possible, are advantageous to both learners and teachers. The factors that are clear indicators for

successful engagement are also indicators for where difficulties in a learner’s experience of the

online mode may cause a breakdown, temporary or permanent, in the continuity of their learning.

Being able to be connected and stay connected is the primary determinant of success or failure.

Other elements relating to learner attitude, time availability and management, resource quality,

and teacher availability and feedback were also crucial issues identified by this study.

Learners and teachers report communication technology delays, dropouts and frustrations

as a fairly regular feature of their experience, although this varies in regularity and intensity,

depending on location and time of day. In most cases this is out of the control of the provider or

the learner—they are both dependent on the quality and capacity of the local phone system.

These services and bandwidth capacities are being improved across regional Australia but, until

9
they are, reliable and timely connection remains a primary obstacle to ensuring a level of access

and reliability of supply. In the meantime, some notion of minimum standards for successful

transmission and reception of online learning would help learners and providers to know whether

what they want to do is achievable using their local technology infrastructure.5

According to an article on educational technology research and development,

instructional design is socially and culturally constructed. The article explores the proposition

that the selective traditions of instructional design consist of values, ideologies and images which

act in the interests of particular cultural (class and gendered) groups. It examines this premise

and argues for multiple cultural, rather than multicultural, contextualization of instructional

design. It situates the multiple cultural models in an eclectic paradigm that appropriately

combines elements from (a) behaviorist, constructivist, and critical theory paradigms and (b)

weak and strong culturally contextualized design strategies. Cultural context is the very stuff, the

scaffolding, of instructional design if users are to be positioned as active participants who are

given and take responsibility in the learning-teaching paradigm. 6

The proliferation of online course designs has changed the learning environments for

many students and professors. Recommendations for best practice in online course design

frequently include maximizing students' online peer connections, with the intention of building a

viable, if virtual, online learning community. However, students' responses to and value for these

virtual communities have been mixed. Graduate students taking online courses through a state

university system were surveyed to determine their value for, and commitment to, this online

learning community. Results, both quantitative and narrative, indicated that although some
5
Brennan R., Horton C., McNickle O. , Osborne J. ,Scholten K. (2003) Online learning on location: Perspectives from
regional Australia

6
Henderson L. Educational technology research and development 44 (4), 85-104, 1996)

10
students found the virtual community helpful to their learning, others perceived the online peer

connections as superfluous and inconvenient, and not supportive of their online learning

processes. We suggest that the new reality created by online learning demands a reassessment of

our understanding of the most productive student engagement.7

Moreover, when viewed through the lens of research on discipline-specifice-learning,

online nursing courses exhibit both similarities and differences in relation to other disciplines.

Although nursing is a soft-applied discipline, while mathematics is a hard-pure discipline,

instructors in both disciplines express concern with academic integrity in assessment. However,

online nursing does exhibit its own unique set of challenges, such as providing nursing students

with online learning experiences that relate to real-world nursing situations, which comprise both

high-stake medical and interpersonal elements. Online discussions, case studies, and research

papers potentially provide such authentic learning experiences and the means of assessing them.

In terms of solutions, online nursing education is consistent with other soft-applied disciplines

taught online (Smith et al., 2008) in that online nursing instructors and instructional designers

customize their courses by using community-oriented pedagogy.8

Therefore, as stated in the article entitled “Online teaching-learning in higher education

during lockdown period of COVID-19 pandemic,” liberalization, privatization and globalization

of education has been deteriorated remarkably due to limited mobility and limitedly confined

exchange programmes of academic activities among the countries during the COVID-19

lockdown. The third world countries are facing policy paralysis in handling the sudden shifting

scenario of educational planning, management and organization during this pandemic with their

7
LaPointe L, Reisetter M. International Journal on E-learning 7 (4), 641-665, 2008)
8
Smith, G.2009. The challenges of online nursing education retrieved from
https://www.researchgate.net/publication/222218083_The_challenges_of_online_nursing_education

11
fractured technical infrastructure, academic incompetency and lack of resources; especially

among them, low and middle-income countries would suffer the setbacks most as they were

already running out of finance. But noticeably everyone must learn to live and survive with the

present crisis as it is the beginning only; in the long run, no can afford the negligence towards

digital transformation in HEIs. To develop multimodal approaches to achieve course content

objectives for better learning outcome can be a better idea to deal with the complexity of online

education. Undauntedly, the governments must ensure the availability of reliable communication

tools, high quality digital academic experience, and promote technology-enabled learning for

students to bridge the disparities originated in the education system before and after COVID-19

catastrophe which is also inevitably necessitated for uninterrupted learning. Few steps should be

accounted in the wake of this pandemic; to develop such a curriculum that reflects the

perceptible change in the content knowledge and learning experience of students as well as

enable them to think critically.9

Meanwhile, COVID19 pandemic, as declared by the World Health Organization, disrupts

classes around the globe that include the Philippines. Students and teachers are facing challenges

in instructional delivery due to unprepared situations caused by the decision of the government

for community quarantine. This study aims to reveal the sentiment of the students in the view of

synchronous online delivery of instruction due to extreme community quarantine caused by

COVID-19 Pandemic. Students in the College of Business and Public Administration (CBPA) of

Pangasinan State University, Lingayen Campus are the respondents of the study. All Students are

invited to answer an open-ended question on the possible problems that they may encounter in

synchronous online delivery of instruction. The majority of the respondents have forecasted that

9
Lokanath M., Tushnar G., Abha S. 2020 “Online teaching-learning in higher education during lockdown period of
COVID-19 pandemic” retrieved from https://doi.org/10.1016/j.ijedro.2020.100012

12
they might face issues, and the majority of the respondents are worried about internet

connectivity in the area. This study concludes that the majority of the students are not yet ready

in a synchronous mode of delivery, and it is recommended that institutions in the Philippines

may provide an additional way of instructional delivery to maintain academic excellence in

challenging times.10

RELATED STUDIES

Over the last few years, digital media have improved the teaching and learning

experiences and have become a common practice for university students and lecturers. The use

of e-learning and of digital media for teaching and learning has grown rapidly in just a few years.

In a comparative study, Dabbagh and Ritland examined the differences between traditional and

online learning environments, arguing that traditional learning environments are bound by the

location and presence of the teacher and the students conducted in real time, managed by the

instructor, and are linear in teaching methods. However, the online teaching and learning

environments are unbound and dynamic, using evolving information and communication

technologies, asynchronous communication and real-time information. Online learning

environments involve a variety of educational practices and are often characterized by student-

centered, active learning techniques.11

Online learning seems to have lots of benefits for every person involved. While online

learning is having a positive impact, problems need to be brought to light. Such drawbacks will

prove to be considerable obstacles if fully understood, expected and planned. One study carried

10
Sentiment Analysis on Synchronous Online Delivery of Instruction due to Extreme Community Quarantine in the
Philippines caused by Covid-19. Pandemic Asian Journal of Multidisciplinary Studies 3 (1), 1-6, 2020
11
Keengwe, J. and Kidd, T.T. (2010), “Towards best practices in online learning and teaching in higher education”,
Merlot Journal of Online Learning and Teaching, Vol. 6 No. 2, pp. 533-541.

13
out by Boling found that most of their study participants viewed online courses as

individualizing learning and limiting interaction with others. Students described feeling isolated

from their teachers, from the content of the course and from their classmates. Participants in

these courses explained how their online interactions were text-based lectures and several

reading and writing assignments completed. Many of those tasks limited the ability of the

students to develop a higher level of cognitive abilities and imaginative thinking. For example,

one student, John, stated, “Most of our topics are generically produced as part of the course

curriculum, and so it is usually very simplistic in what is being asked or what is being given

information-wise....” Another student, Pamela, commented that her course consisted of “Just

reading and reading and reading until it fell out my ears, and then you had to repeat it back in a

persuasive way.”12

Motivation in learning online; Schunk defined motivation as “The process whereby goal-

directed activity is instigated and sustained.” Motivation can influence what we learn, how we

learn and when we choose to learn.13 Research shows that motivated learners are more likely to

participate in challenging activities, participate actively, enjoy and adopt a deep learning

approach and exhibit increased performance, persistence and creativity. 14 Contemporary views

link motivation to cognitive and affective processes of individuals, such as thoughts, beliefs and

objectives, and emphasize the effect of online learning during Covid-19 the interactive

relationship between the learner and the learning environment. 15 Motivation was more often seen
12
Boling, E.C., et.al (2012), “Cutting the distance in distance education: perspectives on what promotes positive,
online learning experiences”, The Internet and Higher Education, Vol. 15 No. 2, pp. 118-126.
13
Hartnett, M., et al., (2011), “Examining motivation in online distance learning environments: complex,
multifaceted, and situation-dependent”, International Review of Research in Open and Distributed Learning, Vol.
12 No. 6, pp. 20-38.
14
Schunk, D.H. and Zimmerman, B.J. (Eds) (2012), Motivation and Self-Regulated Learning: Theory, Research, and
Applications, Routledge, New York
15
Brophy, J. (2010), “Classroom management as socializing students into clearly articulated roles”, The Journal of
Classroom Interaction, Vol. 33 No. 1, pp. 41-45.

14
as a personal trait that remains fairly constant across contexts and circumstances (Hartnett et al.,

2011). Many studies have focused on identifying lists of traits of successful online learners and

indicate that intrinsic motivation is a common characteristic. Findings from comparative studies

between online students and on-campus students also suggest that online students are more

intrinsically motivated across the board than their on-campus counterparts at both undergraduate

and postgraduate level.16 Although intrinsic motivation can influence initial engagement as well

as retention in online study, research that treats intrinsic and extrinsic motivation as two separate

subjects can provide an overly simplistic view of both contextual effects and motivation itself.

In the research titled “The effect of online learning on communication between

instructors and students during Covid-19 pandemic,” the study aimed to explore whether online

learning has an effect on communication between instructors and students in a negative way, if

online learning affects students’ productivity levels. As well as, to evaluate and suggest ways of

improving effective communication between instructors and students in online courses. The data

was collected by using an online survey which was distributed to a random sample of 133

students from The American University of Madaba (AUM). In the results, the analyzed data and

the information received from the students all agree with the questions of the study. The majority

still prefer classroom classes over online classes due to the many problems they face when taking

online classes, some of which include: their lack of motivation and understanding of the material,

the decrease in communication levels between the students and their instructors, and their

increased feeling of isolation caused by online classes. This study found that online learning

16
Rovai, A.P., Ponton, M., Wighting, M.J. and Baker, J. (2007), “A comparative analysis of student motivation in
traditional classroom and e-learning courses”, International Journal on E-Learning, Vol. 6 No. 3, pp. 413-432.

15
indeed has a negative impact on communication and its effectiveness between instructors and

students.17

Further, it is obvious that almost all private basic education institutions are facing lot of

challenges brought by the effect of covid-19 pandemic. The government order on the

stoppage of face-to-face classes until vaccine is available has impacted on the enrolment data of

the basic private education institutions. The decrease on the number of enrolments is due to

economic downturn as parents who can afford high fees in the private schools lost their jobs

during the pandemic. In addition, the sudden shift on the teaching and learning modality added

burden and pressures to the school owners. The DepEd requires all private basic education

institutions have to comply with all the government requirements if teaching and learning are

pursued for the current school year. Of these requirements, the LCP and health and safety

protocols add additional burden as these are for strict compliance and immediate

implementation. Though DepEd gave guidelines on how to prepare all the requirements

for the opening of classes, the documentation process is a tedious process completed in no

time. The bigger challenge is now passed on to the private schools. Literature cited herein

develop a framework as to the necessary measures every private basic education

institutions must do in the re-opening of the schools. As there are limited studies written on the

same nature, the current situation serves as a jumpstart in the conduct of the same. Children by

nature are more exposed to face-to-face learning but, as the situation dictates, have to transition

to e-learning with no bridging programs. As the old saying says ‘experience is the best

17
Alawamleh, M. et al, August 2020,retrieved from https://www.emerald.com/insight/content/doi/10.1108/AEDS-
06-2020-0131/full/pdf?title=the-effect-of-online-learning-on-communication-between-instructors-and-students-
during-covid-19-pandemic

16
teacher’, the author suggests a thorough study on the various facets of the online learning

involving the children of the private basic education institutions. 18

According to the paper of Southeast Asian Research Center and Hub, De La Salle

University, Department of Philosophy entitled “The Philippine Higher Education Sector in the

Time of COVID-19”. The Philippines, Thailand, Vietnam, and Indonesia are on the same

economic and socio-cultural boat and are now facing the same COVID-19 challenges in

education. What comes with these problems, however, is the opportunity to improve the way we

think about education and implement permanent and sustainable changes that will enhance the

quality of our educational systems. Moving forward, the Philippines needs a clear set of policies

and guidelines based on an innovative educational framework. This requires a careful and sincere

assessment of the country’s readiness to offer learning programs that demand more than the

traditional requirements.

As the Philippines ventures into a new mode of learning, several factors need to be

considered. This includes teacher capacity, situation and context of the learner, and efficiency of

the learning environment. These are, of course, on top of the more obvious issues of internet

speed, cost of materials, and mode of delivery. The best way to move forward is to take a step

back and design a strategy that engages teachers, students, parents, school administrators, and

technology-based companies. This collaborative response based on a collective vision is the kind

of creative solution this novel problem warrants.

18
Ancheta, R. et al. September 2020. “THE NEW NORMAL IN EDUCATION: A CHALLENGE TO THE PRIVATE BASIC
EDUCATION INSTITUTIONS IN THE PHILIPPINES?” Retrieved from https://www.researchgate.net/publication/34426
7052_THE_NEW_NORMAL_IN_EDUCATION_A_CHALLENGE_TO_THE_PRIVATE_BASIC_EDUCATION_INSTITUTIONS_
IN_THE_PHILIPPINES

17
 As the new academic year began this October, CHEd seems confident in its prescribed

flexible learning mode. Stressing the “spirit of bayanihan,” or the unique Filipino value of

communal unity, De Vera states that we must find ways to cope with the pandemic during these

challenging times and ensure that while “learning must continue,” “we learn as one, we are

ready” (De Vera, 2020b).

In support of such statements, CHEd together with HEIs sought to provide the following

mechanism: (1) free training and capacity building for faculty members on flexible learning, (2)

launch of the online resource PHL CHEd CONNECT, and (3) putting up of the CHEd Hi-Ed

Bayanihan digital community of educators to “explore innovative responses in the context of

Philippine HEIs.” The CHEd Hi-Ed Bayanihan is a partnership between the government and

various HEIs in the country -it is said to be the first of its kind in CHEd history. Through this

effort, De Vera claims that the challenges in education brought about by the COVID-19

pandemic may only be surpassed “if we altogether educate and learn as one” (De Vera, 2020a).

These learning innovations, however, should be grounded on a deeper understanding of distance

education and should be sensitive to the call of the times.19

In accordance to this a study conducted entitled “The COVID-19 Pandemic through the

Lens of Education in the Philippines: The New Normal” stated that the education sector is one of

the highly affected by the COVID-19 pandemic. In the Philippines, where there are still a

growing COVID-19 infection as of now, this study presented some of the new normal situation

in the school setting. However, there were some posed challenges and issues presented while

recommending several approaches on the new normal. Schools at all levels, therefore, need to

address these concerns and carefully evaluate plans and procedures on the implementation of the
19
Joaquin, J. etal. October 2020 “The Philippine Higher Education Sector in the Time of COVID-19” retrieved from
https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full

18
new normal. Collaboration is the most important at these difficult times. We should help form

the post COVID-19 education, stepping to the new normal. The author, therefore

recommends that the opportunity and challenges presented should be grasped and taken a serious

concern. The challenge herewith is on how to provide and deliver quality education amidst

exceptional times, like the COVID-19 pandemic, and on what extent are we going to become

prepared when another crisis comes in the future.20

THEORETICAL FRAMEWORK

This study will incorporate the Adaptation Model of Nursing which was developed

by Sister Callista Roy in 1976. Roy became convinced of the importance of describing the nature

of nursing as a service to society. This prompted her to begin developing her model with the goal

of nursing being to promote adaptation. Roy explained that adaptation occurs when people

respond positively to environmental changes, and it is the process and outcome of individuals

and groups who use conscious awareness, self-reflection, and choice to create human and

environmental integration.

The key concepts of Roy’s Adaptation Model are made up of four components: person,

health, environment, and nursing. According to Roy’s model, a person is a bio-psycho-social

being in constant interaction with a changing environment. He or she uses innate and acquired

mechanisms to adapt. The model includes people as individuals, as well as in groups such as

families, organizations, and communities. This also includes society as a whole.21

20
Tria, J. Z. 2020 “The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal”
retrieved from https://doi.org/10.30935/ijpdll/8311
21
Anon,2020, Roy Adaptation Model retrieved from https://nursing-theory.org/theories-and-models/roy-
adaptation-model.php

19
 The change occurs when the coronavirus pandemic happened, as a way to adapt to this

change the Commission on Higher Education Launched a new online and modular curriculum to

continue the school year. Considering this Adaptation model of Sr. Callista Roy treating the

students as a bio-psycho-social being in constant interaction with a changing stimulus that arises

when this situation happens, we wanted to see how the Nursing Students of Palawan State

University adapt to these challenges considering several factors such as Demographics, Financial

Capability, Sources and other significant factors.

20
 CONCEPTUAL FRAMEWORK

Based on the literature and results of collective data gathering and other materials to

realize this research with the target group of students, the conceptual research model, and

respective hypotheses have been constructed by illustrating the relationship between and/or

among the exogenous and endogenous variables (fig.1). This conceptual model consists of

multiple endogenous variables named “location”, “availability of resources”, and “reoccurrence

of power outage”, “leniency”, ”sound environment”, and exogenous variables named “academic

performance of students” mediated by “fear of academic lost” and “compliance”.

Figure 1

AVAILABILITY OF
RESOURCES

REOCCURING FEAR OF
POWER OUTAGE ACADEMIC
YEAR LOSS

QUALITY OF
LOCATION EDUCATION

COMPLIANCE
SOUND
ENVIRONMENT

LENIENCY

21
 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

To determine the  Sending Online  Serve as baseline data

questionnaire forms  Improve programs and
experiences of PSU BSN
reference.
students on new normal
 Create and innovate
learning during new instructional

pandemic in relation to material.

their locality.

Figure 2 shows that to determine the effects of new normal class set-up of PSU BSN students through the comparison of their

learning experiences in accordance to where they are located either urban or rural (Input), there is need of online or virtual

meeting/interviews and to take a survey by sending online questionnaire forms (process), these are needed to obtain expected result to

serve as baseline data, to improve programs and reference for advancement and modification of certain systems in regards to the

adaptation or shifting to new normal curriculum, and to create and innovate for new instructional material (output).

22
 CHAPTER III

RESEARCH METHODOLOGY

This chapter explains the research design, sampling technique, instrumentation, data

gathering procedure, and statistical tools used in the study.

RESEARCH DESIGN

This study will utilize Combined/Mixed method of research wherein the researchers will

collect and analyse both quantitative and qualitative data within the study through the use of

survey form that incorporates questions that have selections along with open-ended questions

that will guarantee free will or non- bias answers, opinions, or statements from the respondents.

It will require a purposeful mixing of methods in data collection, data analysis and interpretation

which means that a quantitative and qualitative approach of evaluation and outcome analysis will

be applied.

RESEARCH LOCALE/SETTING

The study will be conducted in Palawan State University. The respondents are from the

nursing students of Palawan State University, they will respond through online survey or

questionnaire in their houses or any comfortable place that the respondent will choose to. The

study will be conducted in the first semester of the academic year 2020-2021.

23
RESEARCH POPULATION

The target population of this study are 120 students from first to fourth year nursing

students of Palawan State University composed of 60 respondents for students residing in Rural

area and 60 respondents for students residing in Urban.

SAMPLING TECHNIQUE

This study will use Stratified sampling technique which will facilitate to distribute the

population or respondents into two subgroups who share the same characteristic/s (locality) to

ensure representation from the two subgroups. Stratified sampling improves the accuracy and

representativeness of the results by reducing sampling bias.

RESEARCH INSTRUMENT

The instrument that will be utilized are researcher-made questionnaire checklist to gather

the needed data for the student's profile. The draft of the questionnaire was drawn out based on

the researcher's readings, previous studies, professional literature, published and unpublished

thesis relevant to the study. In the preparation of the instrument, the requirements in the

designing of good data collection instrument were considered. For instance, statement describing

the situations or issues pertaining was toned down to accommodate the knowledge preparedness

of the respondents. Open-ended options were provided to accommodate to free formatted views

related to the topics or issues. In this way, the instrument is authorized to obtain valid responses

of the students. Preference for the use of the structured questionnaire is premised on several

research assumptions such as a) cost of being a least expensive means of gathering data, b)

avoidance of personal bias. c) less pressure for immediate response and giving the respondents a

24
greater feeling of anonymity. In the end, it encouraged open responses to sensitive issues at hand.

In addition, the instrument was validated by few consultant and former professors before it laid

on to the study.

ETHICAL CONSIDERATION

Informed consent will be obtained from the participants prior to answering the

questionnaire. The study participants will be informed about the study purpose and will answer

the questionnaire anonymously. The principle of informed consent involves providing sufficient

information and assurances about taking part to allow individuals to understand the implications

of participation and to reach a fully informed, considered and freely given decision about

whether or not to do so, without the exercise of any pressure or coercion. Voluntary participation

of respondents in the research will be done. Moreover, participants have rights to withdraw from

the study if they request to do so. The use of offensive, discriminatory, or other unacceptable

language are avoided in the formulation of Questionnaire. The data that will be obtained from the

respondents can be directly accessed only by the people involved in the study, specifically, the

researchers and research adviser. Whichever type of communication in relation to the research

will be done with honesty and transparency. Also, any type of misleading information, as well as

representation of primary data findings in a biased way will be avoided.

DATA GATHERING PROCEDURE

With this pandemic brought to us by Corona Virus 2019, a lot has altered wherein people

need to adjust and adapt to the continuous change happening in our world. One of the main

concern now for the students during this time is about how difficult online class is compared to

25
actual classes. In line with this, our study regarding the impact of new normal class has the goal

to serve as basis for future reference and further study about the effect of new normal curriculum

between students in relevance to their place of residence through which we will use the method

of online survey form in order to attain the data we will need in this study. Hence, the steps

undertaken and will be done are stated respectively.

The first steps that have been carried out was having the contract signed between the

researchers and their chosen adviser. Correspondingly, generating a research problem and title

followed. Then, research proposal was completed from Chapters 1 and 2. Next is that the

research methodology was formed comprising the research design, locale/setting of research,

population, sampling technique, instrumentation which comprised the questionnaires for the

respondents, ethical consideration as well as the data gathering procedure. Hereafter, a letter to

the dean for permission up to online/actual field survey or interview will be accomplished. After

given permission, the researchers will be sending the online forms/questionnaires to their

respondents where purpose of the study will be explained in the form and their consent will be

acquired. We will collect the data by means of online survey questionnaire that will comprise

their name and age (optional), gender and year level, and address.

The problems that will be encountered by the respondents will be identified through the

survey questionnaire that will be given to them. After the respondents have taken the test, the

online forms will be clustered to which strata the respondent/s belongs to base on their locality.

Answered forms will be checked, tallied, interpreted and analyzed rationally by the researchers.

26
STATISTICAL TREATMENT

This study will incorporate the use of Mean computation to come up with a comparative

analysis of data based on the frequency of answers given by the respondents; 60 respondents

from urban and 60 respondents from rural to evaluate if there is a significant difference between

the experiences of the nursing students located in rural and urban area during pandemic.

Correspondingly, Mean of the overall frequency (120 respondents) of the results will be done to

test if the location of the nursing students directly affects their quality of education in the new

normal class setting.

Mean = ____Number of Respondents____ X 100

Frequency of Responses/Answers

27
QUESTIONNAIRE/ INSTRUMENT
FOR DATA GATHERING

28
Dear Sir/Madam,

I would like to invite you to participate in my research entitled “EXPERIENCES OF

NURSING STUDENTS ON NEW NORMAL LEARNING DURING PANDEMIC IN
RELATION TO THEIR LOCALITY”. Your profile suits my criteria thus you are being
considered as one of my participants. Your participation is voluntary and you can withdraw
anytime you want without any obligation or whatsoever.

A questionnaire designed for the study will be administered for you to answer. Please
answer them honestly. Please avoid guessing, there is no wrong or right answer, I want your
honest opinion about the topic being ask. There is no monetary or any form of compensation
involve in this study.

The possible risk involve in participating this study is the leak of information, however,
the researcher will exhaust all the necessary measures to ensure that all information given will be
confidentially kept. Only a legal order from a judicial body can compel the researcher to divulge
information as necessary. NO INFORMATION will be divulged to the public.

The main purpose of this study is to determine the differences of the impact of new
normal class during pandemic of Palawan State University BSN students in relation to their
locality (Urban vs Rural). Your participation in this study will be approximately 10-15 minutes.

You can ask questions about the research. Please contact 0916-570-6223 for inquiries. I
will provide a copy of the final output of this study upon request.

IF YOU HAVE UNDERSTOOD WHAT HAS BEEN WRITTEN ABOVE, kindly read
and sign the consent below.

29
 INFORMED CONSENT

I, express my willingness to participate in the study entitled “EXPERIENCES ON

NEW NORMAL LEARNING DURING PANDEMIC IN RELATION TO THEIR
LOCALITY” with the condition that all information that I will give will be confidentially kept
and that the researcher/s will be legally liable should a breach of information happens beyond
any order of any judicial proceedings.

_______________________________ ______________________________
Signature of Participant Signature of Witness
Date signed Date signed

30
 Questionnaire
Name (optional): ______________________
Age:
Year Level:
Direction: Choose and encircle the letter of the choice/s suitable for you in the
questionnaire or provide specific answer at the space provided if you can’t find
appropriate answer for your situation.
1. Where are you located?
a) Rural
b) Urban
2. What gadgets are you using in accessing the tasks and requirements on the online class?
a) Laptop
b) Phone
c) Ipad
d) Tablet
e) Personal Computer
f) Others (pls. Specify) ____________
3. How much were you spending each month for your online class?
a. 200-400
b. 500-600
c. 700-900
d. 1000 or more

4. How do you feel about the degree of work load given?

a) Less than enough
b) Enough/Just right
c) More than Enough

Direction: Rate item that you think is appropriate in your

5: always 4: often 3: sometimes 2: rarely 1: never

QUESTIONS 5 4 3 2 1

1. My home is peaceful environment for learning

a) How often do you experience noise disruption during class or studying
b) Have you experienced discontinuing class/studying to run some errands or
house chores

31
 c) Do you have access for space/s for studying
2. Is your area of residence conducive for e-learning
a) Are you experiencing intermittent power outage
b) Does the power outage affect your studies
c) Do you have consistent data/ internet
d) Is your signal strength consistent
3. Were you able to understand all the topics on your own
4. Do have available gadgets for doing your online requirements
5. Have you experienced to miss a class for video conferencing?
Why? (pls choose your reason below)
a) No load
b) Misinformed Schedule
c) Work related
d) Signal Interruption
e) Power interruption
f) Others (pls specify) _________

6. Do you think instructor/s giving you justice in answering the tasks they are
providing considering the time frame?
a) Were you able to pass all requirements on time
b) Does your instructor/s reconsider them after the deadline is off
c) How often can you miss a google meet or zoom or other video conferencing
if there’s any
7. Are you satisfied with the instruction materials provided?
Why (pls choose one reason below)
a) Buying books
b) Browsing internet
c) Consulting experts
d) Others (pls specify) __________

32
CURRICULUM VITAE

33
 Dato-on, Lenny Grace L.
Student Nurse, PSU-CNHS
Email ad: 201870170@psu.palawan.edu.ph
Address: Purok Malaya ,Brgy. Bancao-bancao, PPC
Date of Birth: August 28, 1999
Civil Status: Single
Contact #: 09093376483
Parents: Victorino P. Dato-on
Helen L. Dato-on

Fields of Interest in Nursing EDUCATION

Research
 Community Health Level School Year
Primary
Nursing Research Puerto Princesa Pilot Elementary School 2006-2012
 Women's Health Nursing
Junior High
Research Palawan National School 2012-2016
 Mental Health Nursing
Senior High
Research Palawan National School 2016-2018
 Reproductive Health
College
Nursing Research Palawan State University 2018-

SEMINARS AND TRAININGS

ATTENDED CLINICAL EXPERIENCES
- First Aid Training
- Basic Life Support
and CPR with AED Hospital Area/ Ward
- HIV Awareness Ospital ng Palawan
- Fire Safety OB Ward
- Mental Health Seminar Delivery Room

Adventist Hospital Palawan Pediatric Ward

Skills Highlights
-Attentive Listener
-Vital Signs Taking
-Writing Skills 34
 Factor‚ Prince Joel S.
Student Nurse, PSU-CNHS
Email ad: 201870066@psu.palawan.edu.ph
Address: Quezon st ,Brgy. Luzviminda, PPC
Date of Birth: May 04, 1999
Civil Status: Single
Contact #: 09378994
Parents: Mark Anthony O. Factor
Juvy D. Sabandal

Fields of Interest in Nursing EDUCATION

Research
Level School Year
 Community Health Nursing Primary
Luzviminda Elementary School 2006-2012
Research
 Theoretical nursing Practice Junior High
Luzviminda National Highschool 2012-2016
Research
 Experimental Nursing Senior High
Holy Trinity University 2016-2018
Research
 Psychological Nursing College
Palawan State University 2018-
Research

SEMINARS AND TRAININGS

ATTENDED CLINICAL EXPERIENCES
- First Aid Training
- Basic Life Support
and CPR with AED
Hospital Area/ Ward
- HIV Awareness Ospital ng Palawan
OB Ward
- Fire Safety Delivery Room
- Mental Health Seminar
Adventist Hospital Palawan Pediatric Ward

Skills Highlights
-Attentive Listener
-Vital Signs Taking
-Writing Skills 35
 Francisco, Rodje Don F.
Student Nurse, PSU-CNHS
Email add: 201870210@psu.palawan.edu.ph
Address: Alfonso Ville Rampano Road Brgy.
Sicsican, PPC
Date of Birth: August 12, 1994
Civil Status: Single
Contact #: 09165706223
Parents: Rodolfo Francisco
Rosalinda Francisco

Fields of Interest in Nursing EDUCATION

Research
 Community Health
Level School Year
Nursing Research Primary Mateo Jagmis Memorial Elementary School
 Women's Health Nursing 2000-2006
Research High School
 Mental Health Nursing Palawan National School 2006-2011
Research
College
 Reproductive Health Palawan State University 2018-
Nursing Research

SEMINARS AND TRAININGS

ATTENDED
- First Aid Training
CLINICAL EXPERIENCES
- Basic Life Support Hospital Area/ Ward
and CPR with AED Ospital ng Palawan
- HIV Awareness OB Ward
- Fire Safety Delivery Room
- Mental Health Seminar
City Health Office

Skills Highlights
-Attentive Listener
-Vital Signs Taking
-Writing Skills 36
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